高中英语新课标教学设计

高中英语标教学设文档编制序号[KK8UY-LL9IO69-TTO6M3-MTOL89-FTT688]教学过程StepIRevisionFreetalkaboutthetopic:theImportanceofBodyLanguage.Whilethestudentondutygivesthepresentationtheteachercansimultaneouslyapprovehisorherperformancebyusingthebodylanguagelearnedorfamiliartothestudentssuchasnoddingtheheadstretchingoutthehandwiththumbupshruggingtheshouldersetc.StepIIPre-readingT:Ourtextisaboutaspecialmeansofcommunication—BodyLanguage.Nowpleaselookatthescreen.Anddiscussthesequestionswithyourpartnerfirst.Andthensomeofyouwillbeaskedtoreportyourwork.AreyouclearAfterafewminutes.T:NowwhodliketoanswerthefirstquestionVolunteer!SI:Letmetry.Thepurposeoflanguageofcourseistobeusedasatoolofcommunication.Thatistoexchangewithothersideasfeelingsinformationandsoon.T:Perfect!Bodylanguageisusedanytimeandanywheretoconveypeoplesideasfeelingsinformationandsoonandsoforth.NextquestionStepIIIWhile-reading

1.ScanningWhilereadingpleasetrytodividethewholepassageintoseveralpartsandfindoutthemainidea.Summaryofbodylanguage.ReadthetextcarefullythendecideifthefollowingstatementsaretrueTorfalseF.StepIVPostreading

1.IstheauthorofthispassagemaleorfemaleHowdoyouknow课时教学设计theawkwardarrangementofthecompilersofthetextbook.教学难点LetthestudentsknowthatthereisbothpositivebodyWhatisthefunctionofbodylanguageHowdoyoufindbodylanguageinourdailylifeHowcanthesamebodylanguageexpressdifferentfeelingsorideasindifferentculturesFastreadingTUREOFFALSEFurtherreadingT:Wehavejustreadapassageentitled“ShowingOurFeelingsvwhichtellsusmoreaboutbodylanguage.NowletsreadanotherpassageintheWorkbookonP

66.Thetitleofthereadingtextis:TheOpenHand-AUniversalSign.Youwillbegiven3minutestoreadthroughthetextasquicklyasyoucantryingtogetasmuchinformationfromthetextaspossible.T:BeforewecometotheendofthisperiodletstakeupthelastitemdoingthearrangementoftheinformationunderthepassageonPage

67.S8:Itcanbedangeroustomeetpeopleyoudonot课时教学设计交际的感性认识，为他们在阅读过程中上升到对语言交际的理性认识打下基础教学环节教学过程老师指导与学生活动设计意图StructureStudy一V-ing形式由“do+ing”构成，其否定形式是“notdoing，V-ing可以带宾语或状语构成V-ing短语，没有人称和数的变化，但有时态和语态的变化V-ing形式在句中作定语和状语是本单元的学习重点L作定语V-ing形式可以单独充当名词的前置修饰语，这时有两种情况-ing形式表示“供作之用”的意思，这类作定语的-ing形式过去叫动名词Aswimmingpool二apoolforswimming-ing形式表示“的”意思，过去叫现在分词Asleepingchildworkingpeople-ing形式短语作定语时一般放在它所修饰的名词之后，相当于一个定语从句如Theyarevisitorscomingfromseveralcountries.Theboystandingthereisaclassmateofmine.

2.作状语可以表示时间，原因，结果条件，行为方式或伴随动作等AttentionPlease-ing形式作状语时，它的逻辑主语必须与主句的主语是一致的TimepermittingIwillpayavisittothewholecity.（分词的逻辑主语是time而句子的主语是I两者不构成主谓关系，所以只能用独立主格结构，也就是给现在分词补充一个主语）HomeworkDo“UsingStructures^onPage

64.课后反思☆指导思想与理论依据认真钻研新课标，树立新观念，探索新教法，以落实教学常规，规范教学行为为重点，以大兴教科研之风，走科教兴校之路为抓手，以改革课堂教学模式，推行先学后教当堂训练为突破口，在学校教学计划指导下进行工作特别注重提高学生用英语进行思维和表达的能力继续拓宽学生的知识面，全面培养听、说、读、写四会能力理解、分析和阅读的能力，让学生尽快适应高中学习☆教材分析这节课是本单元的第五课时，学生在extensivereading部分已了解了“ChemicalorOrganicFarming的有关情况，为本节课的听说读写训练作了铺垫虽然学生对chemicalfarming和organicfarming有了一定的理解，但是要求他们把相关内容用英语表达出来仍有一定的难度本节课的目的是让学生通过听、读活动，从语言材料中获取相关的信息，并通过对信息的加工和处理，提高他们的说、写能力☆学情分析今年我任教高一

（1）班和高一

（2）班两个班的英语教学工作高一

（2）班的学生整体水平还可以，上课基本能配合老师完成各项教学任务，学习氛围较浓，但也有一小部分学生基础偏差而高一

（1）班的学生整体上英语普遍偏差，上课虽然认真，但是老师要求在课堂上完成的学习练习较难完成因此在教学中我根据两个不同的班级情况准备采用分层授课和分层布置作业使每一位学生得到提高这节课的目的是提高学生的听说读写综合能力以一根主线下来，从听力中chemicalfarming的缺点到说、读、写部分的greenfood的优点，从语言的输入到语言的输出首先让学生从听力材料中获知“Chemicalfarming对食物的影响，训练学生的听力能力，提出绿色食品，注重食物安全然后从阅读材料中获知“greenfood”的生长环境和好处接着提供情景，让学生编对话，运用usefulexpressionsofpersuation训练学生的口语表达能力最后，在写作中，提供sample和三个情景，叫学生设计海报，提高学生的写作能力☆教学目标Developstudentslisteningreadingspeakingandwritingability.Letstudentslearnsomeexpressionsofpersuation.Getstudentstolearntodesignaposterbyadvertisingthesafetyandimporanceofeatinggreenfood”.☆教学重点和难点Getstudentstolistenandunderstandthelisteningmaterial.Getstudentstolearnhowtopersuadeothersbyusingthefunctions1itemsforpersuasionGetstudentstolearntodesignaposterbyadvertisingthesafetyandimporanceofeating“greenfood”.☆教学过程Stepl.RevisionLead-inbeforelisteningAskstudentstogooverwhattheyhavelearnedintheextensivereadingbydoinganinterwiew.Teachershowsacabbagewithaholeinittotheclassandask:Look!WhatiswrongwiththevegetableStep2:While-listeningAskstudentstolistentothetapeforthemainidea.ThepossiblebadeffectsofchemicalfertilizersonthefruitandvegetablesthatweeattodayAskstudentstoListentothetapeforasecondtime.Decideifthefollowingstatesmentsaretrueorfalse.Beforelisteningaskstudentstogothroughthefivesentencesfirst.IfnecessarywritedownkeywordS.1PaulthinksthatCarrieisnottellinghimthetruth.T2Usingchemicalfertilizersalwaysmakesvegetablesemptyinside.FTodaysfruitisnotashealthyforpeopleasfruitfiftyyearsag

0.TEatingmorevegetablesisgoodforus.FAlloftodaysvegetableslookhealthybutinfactarenot.TShowstudentsthelisteningtextandandaskthemtolistentothetapeforathirdtimetocheckiftheiranswersareright.ThistimestudentscanlookatthematerialandshouldunderlinethekeywordsphrasesandsentenceslisteningtextisomittedStep3Post-listeningforconsolidationT:WhatiswrongwiththevegetableshowingthecabbageSs:Thevegetablewasgrownwithchemicalfertilizers.Althoughitisbigitisemptyinside.T:WhyaretodaysfruitandvegetablesnotashealthyastheywerebeforeSs:Becausetheyweregrownwithchemicalfertilizers.T:SowhatkindoffoodwouldyouliketobuySI:Foodgrownwithnaturalwastefromanimals.Ss:greenfood.Step4Reading

1.LetstudentsknowsomethingaboutgreenfoodT:ThisisthesymbolofgreenfoodbyshowingpicturesInwhatconditiondoyouthinkgreenfoodgrowdirtyairnocleanwatersuppliesyescleanfreshyesdirtywatersuppliesnoinindustrialareasnoawayfromindustrialareasyesmanychemicalfertilizersnonochemicalfertilizersyes

2.AskstudentstoskimthepassageonPage15andtelltheadvantagesofgreenfoodandproblemsaboutgreenfoodbyfillingintheblanks

3.Askstudentstoreadthepassageandunderlineusefulexpressions譬环教师活动预设学生行为设计意图Askstudentstogooverwhattheyhavelearnedintheextensivereadingbydoinganinterwiew.Teachershowsacabbagewithaholeinittotheclassandask:Look!WhatiswrongwiththevegetableAskstudentstolistentothetapeforthemainidea.ThepossiblebadeffectsofchemicalfertilizersonthefruitandvegetablesthatweeattodayAskstudentstoListentothetapeforasecondtime.Decideifthefollowingstatesmentsaretrueorfalse.BeforelisteningaskstudentstogothroughthefivesentencesfirstShowstudentsthelisteningtextandandaskthemtolistentothetapeforathirdtimetocheckiftheiranswersareright.Thistimestudentscanlookatthematerialandshouldunderlinethekeywordsphrasesandsentenceslisteningtextisomitted通过记者对农民的采访，激活学生已有的知识然后，以chemicalfarming为切入点，给学生看实物，一个长得很大但又空心的大白菜，以引起学生对听力的兴趣，从而自然地引出听力材料的话题“Whatiswrongwiththevegetable^主要是引导和鼓励学生积极利用学习资源解决学习中的困难，培养学生的判断能力和自己解决问题的能力让学生知道绿色食品的标志以及绿色食品的生长环境LetstudentsknowsomethingaboutgreenfoodAskstudentstoskimthepassageonPage15andtelltheadvantagesofgreenfoodandproblemsaboutgreenfoodbyfillingintheblanksAskstudentstoreadthepassageandunderlineusefulexpressionsWorkingtheland”Module4Unit2Period5Stepl.RevisionStep2:While-listeningStep3Post-1isteningforconsolidationVegetablechemicalfertilizersStep

4.Reading☆学生学习活动评价设讦听力练习中可以解决的问题:读写中出现的问题学习中遇到了哪些难题通过学习达到的目的☆

1、有目的地布置作业，效果截然不同

2、在教学过程中，教师可以根据实际教学需要，对教材中不太合适的内容进行

3、教师备课还不够仔细充分

4、要求学生听第三遍录音时可以看材料，并划出做题的依据，使学生做到自己问题尽量自己解决，从而增强了自信，提高了能力Teachingaims:studentstolearnwhathumormeansandwhatisnonverbalhumor.introducethelifeandworkofCharlieChaplin.introducethekindofhumourwecanalllaughatnonverbalhumourtrainthestudentsreadingandunderstandingabilityDifficultpoints:Findoutthemainideasofeveryparagraph.Teachingaids:ArecorderandaprojectormultimediaTeachingprocedure:Step

1.GreetingsandRevisionCheckhomework:askstudentstoreviewwhatwelearnedinlastperiod.Step

2.Pre-reading（通过展示几幅幽默图片，使课堂气氛活跃了起来，一下子调动了学生的积极性，然后顺势导入本课的主人公一-CharlieChaplin）Questions:doyouknowaboutCharlieChaplindoyouknowabouthisfilmsStep3ReadingTask1:findoutthemaininformationaboutCharlieChaplin1）Born:job:Famouscharacter:Costume:Typeofacting:Died:Listentothetapeofthepassageandmatchthemainideawitheachpart.AnexampleofhisworkTask3:Answerthefollowingquestions:WhatsthepassagemainlyaboutThehistoryofEnglishhumourThefilmsChaplinmade.ThehumourChaplinmadeinhisfilms.TheGoldRushinAlaska.WhenandwhereisthefilmTheGoldRushsetinitissetinCaliforniaattheendofthenineteenthcentury.itissetinCanadaattheendofthenineteenthcenturyItissetinAlaskainthemiddleofthenineteenthcenturyItissetinCanadainthemiddleofthenineteenthcenturyCharlieChaplinmadepeoplelaughwhentheyfeltdepressedsotheycouldfeellesscontentwiththeirlivesmoresatisfiedwiththeirlivesmoreworriedabouttheirlivestheyhadamiserablelifeTask4:GiveadescriptiononLittleTramp.Thelittletrampapoorhomelessmanwithamoustacheworeasmallroundblackhatlargetrousersandworn-outshoescarryingawalkingstick.Task5:IntroducethemainfilmsofCharlieChaplin.TheGoldRushModernTimesTheGreatDictator...--EnjoythepartofthefilmTheGoldRush（利用多媒体播放卓别林的经典影片TheGoldRush中的片段，让学生体会以下大师的惟妙惟肖的表演，从而激发学生的好奇心，使其迫不及待地去读课文，更深入地了解“无声的幽默的大师一卓别林”.Task6:Afterseeingthefilmfindthecorrectorderofthefollowingevents.Chaplintriedcuttingandeatingthebottomoftheshoe.Chaplinandhisfriendwashedsandandexpectedtopickupgoldbuttheyfailed.Theyweresohungrythattheyboiledapairofleathershoes.Theywerecaughtinasmallwoodenhouse.Chaplincutofftheleathertopoftheshoe.Chaplinpickedoutthelacesoftheshoe.Step4:Post-readingAnswerthequestions:joywhatelsecanhumorbringtousinourstudiesandliferelaxationconfidencehopejoyhealthfriendshiplove...Thereasonsforhissuccess:DeterminationDevotionOptimisticattitudetolifeKindnessSympathytothepoor...Givestudentsahumorousstoryiftimepermitting.Step5:ConclusionTodaywehavelearnedsomethingabouthumoritiseverywhereinourdailylife.Ihopeyoucanbeoptimistic（乐观的）nomatterwhatdifficultiesyoumeetwithjustasCharlieChaplinwas.Step6:Homework.WriteahumorousstoryinEnglishandfindouttheGrammarItemsinthispassage..Pre-viewtheimportantwordsandexpressionsinthetext.thatweshouldsetoutatonce.Itisthecommandthatthedeskbemovedaway.TomhasagoodcommandofFrancesohecancommunicatewithFrancefluently~让学生根据本节课所学内容做一练习些综合练习题让每组派一名同10分钟学将答案写在黑板上若遇到不同答案，请小组派代表解释为什么得出这个答案老师在需要的时候做点拨TRE~让学生写一篇文章，内容自定布置但需要用上本节课所学的词汇1分钟教学流程图导入＞词汇用法学习一巩固练习f作业布置

七、教学设计评价评价内容:.学习兴趣，学生是否有浓厚的学习兴趣.学习态度，在做题，小组讨论，及听别人讲解时是否积极，认真，学习态度是否端正.所学知识和技能掌握情况评价方法.自我评价，是学生自己评价，肯定自己的努力，看到自己的不足.互相评价，以小组为单位，组员之间对学习态度及效果的评价.教师评价，学生的自评和互评，都必须与教师的评价结合起来，教师要在评价中发挥主导作用课时教学设计Actoutthefollowingmeaningsplease.PleaseguesswhatImean.Pleaseshowtheactionsusingbodylanguage.Enablethestudentstounderstandwhatacertaingestureofthebodylanguagemeansinagivensituation.教学过程StepILead-inbothhandsstretchedopenintheair.StepIIIPracticeT:LookatPage

25.WhatarethesepeoplecommunicatingStepIVTimeforFunStepVRolePlaySpeakingtaskonP67T:Nowtheresstillalittletimeleft.LetscometoSneakingTaskonPage

67.课时教学设计byimitation情感态度价值观为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证课型阅读教学重占及分析Teachthestudentshowtounderstandbodylanguageusedindifferentcountriesorculturesaswellasindifferentoccasions.Teachthestudentshowtousebodylanguageinthemostappropriateoccasions.教学难点及突破Enablethestudentstorealizetheimportanceofbodylanguageincommunicationsothatlittleornomisunderstandingmayoccur.werethetwomistakesthattheauthornoticedWhoseemedtoprefertokeepmorephysicaldistancefromothersWhoseemedtoprefercloserphysicaldistanceDidanystudentshavesimilargreetingcustomsIfsowhichones作业Getreadytoretellthetextinyourownwords.课后反思课题Unit4Bodylanguage维教学目标知识与能力Enablethestudentstoknowmoreabout备课时间上课时间过程与方法uociyiciiigLicigc.参看教学过程教学方法task-basedmethodroleplaymethod.学法指导Individualworkpairworkandgroupwork.情感态度价值观使学生进一步明确“体态语”对人们在日常交际中了解对方情感、思想、态度等方面所起的作用课型Reading教学重占

八、、及分析Theunderstandingofthepoorly-writtenreadingtextespeciallytherelationshipawkwardlybuiltupbetween“you”andtheotherpeopleinthetextwhoaremetby及突破languageandnegativebodylanguage.教学过程教学环节老师指导与学生活动设计章AS、1Pre-reading图know.S9:ManyAsianpeopledonotusuallyphysicallytouchstrangers.Ifweshowanopenhanditmeansthatwearenotholdinganythingdangerous.Therighthandisusuallyusedbecauseitisalmostthestronger.Peopleshaketheirhandswhenmeetingtoshowthattheycanbetrusted.Toshowrespectpeoplewilltouchtheirheartandmouthwhengreetingsomeone.作业HomeworkReadaloudallthereadingtextsinthisunit.Getreadytoretellthetworeadingpassageslearntinthisperiod.课后反思课题Unit4Bodylanguage教学目标知识与能力动词-ing用法备课时间上课时间过程与方法参看教学过程教学方法Individualworkpairworkandgroupwork.学法指导情感态度价值观学生在听、说、做（即表演“体态语”的动作）中能够增进对语言课型Grammar教学重点V-ing形式在句中作定语和状语是本单元的学习重点及分析教学难点V-ing形式在句中作定语和状语是本单元的学习重点及突破☆教学基本信息课题“Workingtheland”Module4Unit2Period5Listeningreadingspeakingandwriling作者及工作单位谢子健遵化市第一中学AdvantagesofgreenfoodhealthyandsafeforpeopleshealthfreeofchemicalfertilizersgrownawayfromindustrialareasgrownawayfromdirtywatersuppliesProblemsaboutgreenfoodnotknowingaboutthefoodandhowgooditismoreexpensivethanotherfoodwhichisnotsosafe课题EnglisharoundtheWorld词汇课新授课科目英语教学对象高一年级提供者课时1

一、教材内容分析本节课是以学习课后词汇短语用法为主题的一节课本节课所学的大部分单词和短语是新课标所要求掌握的，而且经常会出现在高考题中，所以掌握本节课内容很重要又由于本节课所学单词大都是一词多义，短语所运用的结构也变化多端，对学生来说，掌握起来有些困难

二、教学目标（知识、技能、情感态度）知识目标掌握becauseofcomeupcommandrequesttakepartin这些单词拼写用法，并能运用这些单词短语灵活造句技能目标提高学生的总结能力和自学能力情感目标让学生对词汇学习感兴趣及构建学习词汇的自信

三、学习者特征分析大部分同学认为词汇课无聊，对于词汇的学习没有兴趣，课上不够活跃所以作为老师，应在课上设置各种活动，运用多种教学方法，调动学生积极性使他们在愉快的气氛中学到知识通过个人努力及小组合作能够完成教学任务，达成教学目标

四、教学策略选择与设计情景式教学，举例教学，独立完成任务及小组讨论合作

五、教学环境及资源准备黑板投影仪多媒体录音机，学案

六、教学过程教学过程教师活动学生活动设计意图导入4分钟向学生展示音乐becauseofyou〃〃becauseIloveyou”在屏幕是展示歌的名字问一些问题，例如〃Arethemusicnice”“Bothofthenamewanttoshowthemeaningof因为Whydoesoneusesbecauseofandtheotherusesbecause〃欣赏音乐，放松，观察讨论，给出答案开场英文音乐可将学生带入一个轻松的氛围中，同时引出本节课要将的一个短语becauseof与because的辨析将学生引入本节的词汇学习课跟磁带读单词5分钟放磁带让学生大声朗读本单元单词跟着磁带大声朗读本单元单词能够准确掌握单词发音，部分学生可以根据发音记忆单1可词汇用法学习20分钟1对于一次多意的单词如comeupbase我会给根据每个单词的不同词性和词义给学生展示几个例句例如Thechildrencameuptomeandshowedmethewaytothestation.Theskywasdarkblueandclearwhenthemooncameup.Yourquestioncameupatthemeeting.Tomcameupwithagoodidea对于多种搭配的单词，例如commandrequest会根据不同搭配和意义列出句子让学生自己通过观察，总结搭配和意思之后再将这些用法总结，拓展到suggestorderrequireadvise等表示命令建议要求的单词用法中例如Thepolicemancommandedthethieftostop.Theteachercommandedthatheshould-ooutoftheclassroom.ThebosscommandedthatTomfinishtheworkontime.Thecommandedis观察例句，翻译句子，找出句子中同一单词的不用意思和用法搭配并总结并完成相应练习题设置一定语境，理解起来更容易让学生自己观察总结，记忆会更深亥1）同时提高了兴趣，锻炼了学生的观察句子能力和自主学习能力课题主语+谓语及物动词+宾语+宾语补足语Therebe句型用法知识与能力talkaboutbodylanguage:culturaldifferencesand备课时间上课时间教学目标interculturalcommunication过程与方法参看教学过程教学方法Explanationandpractice学法指导Individua1workpairworkandgroupwork.情感态度价值观让学生了解有声语言与“体态语”的对应关系，了解语言意义与行为意义（“体态语”）在交际中具有同等重要的作用课型readingTheteachershowssomepicturesonscreen.ThesepicturesarefromtheEveningPartyCelebratingthecomingLunarNewYearoftheRoosterof

2005.T:ButdoyouknowwhosheisYesshewastheleadingdanceroftheprogram.HernameisTaiLihua（台丽华）.SheiscalledaFairyofPeachblossom（桃花仙子）bypeople.Youknowsheisadeafgirlbutsheisawisediligentcharmingandenergeticgirl.Shestudiedveryhardandgottwodegreesofbachelorsinuniversity.Shewasfamousasanartistforherwonderfulperformance.Sheisdeafanddumb.ButhowdidshegetthatgreatachievementandbecameasuccessfulpersonSheloveslifeverymuch.Weshouldlearnfromherspirit.Besidesherhardworkingbodylanguageplaysaveryimportantpartinherlife.Weareallhealthypeoplesometimeswecanusebodylanguagetoexpressourselves.Soweshouldpaymoreattentiontolearningbodylanguages.StepIIIntroductionT:NowletsdosomeTPR（TotalPhysicalResponse）activitiestogetherIhopeyouwillenjoythemandhavefunaswell.T:Ok.Itstimetotakeupthelesson.Pleaselookatthescreen.Letstakealookatthefollowinggestures:GestureActionMeaningAhandshakeYouarewelcome.AclapofhandComeon;becheerful.AV-shapeoftheforefingerandmiddlefingerMayyousucceed!Orcongratulationsonyoursuccess!AhalfclosedhandwiththumbdownIamnotinfavorofyourideaorr11havetorefuseyou.AwrinklingofthebrowinthoughtorSheisworried.displeasureorascowlTearscomingoutofhiseyes.AllHeisverysad.smilesonherfaceWavingSheisveryhappy.theirhandsAhandTheyarewavinggoodbyetopeoplearound.stretchedoutforwardwithstrengthPeopleHeisstoppingatank.jumpwiththeirTheyarecheeringforthevictory.课题Unit4Bodylanguage维教学目标知识与能力Helpthestudentslearnhowtoexpressthemselvesinbodylanguagewhenneeded.备课时间上课时间过程与方法参看教学过程教学方法alndividualworkpairworkandgroupwork.学法指导Actingout。