高中英语新课标教学设计模板合集.docx

1、高中英语新课标教学设计模板合集课题English around the World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 because of, come up, command, request, take part in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：

2、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“because of youbecause I love you 在屏幕是展示歌的名字。问

3、一些问题，例如：Are the music nice?Both of the name want to show the meaning of 因为, Why does one uses because of, and the other uses because ?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because of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词。词汇用法学习20分钟1）对于

4、一次多意的单词如come up，base, 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对于多种搭配的单词，例如command, request, 会根据不同搭配和意义列出句子。让学生自己通过观

5、察，总结搭配和意思。之后再将这些用法总结，拓展到suggest, order, require ,advise等表示命令建议要求的单词用法中.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 commanded is that we should set out at once.5) It is t

6、he command that the desk be moved away.6) Tom has a good command of France, so he can communicate with Francefluently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，记忆会更深刻。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。巩固练习10分钟让学生根据本节课所学内容做一些综合练习题。让每组派一名同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

7、拨做一些综合练习题小组内核查答案，并派一名代表将答案写在黑板上。若有不同答案，派代表给出解释进一步巩固所学知识，查漏补缺。作业布置1分钟让学生写一篇文章，内容自定。但需要用上本节课所学的词汇写一篇小短文。但需要用上本节课所学的词汇锻炼学生的写作能力，同时再次加巩固所学知识。教学流程图: 导入 词汇用法学习 巩固练习 作业布置七、教学设计评价评价内容：1. 学习兴趣，学生是否有浓厚的学习兴趣。2. 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。3. 所学知识和技能掌握情况。评价方法：1. 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。2. 互相评价，以小

8、组为单位，组员之间对学习态度及效果的评价3. 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课题主语+谓语（及物动词）+宾语+宾语补足语&There be 句型用法三维教学目标知识与能力talk about body language: cultural differences and intercultural communication备课时间上课时间过程与方法参看教学过程教学方法Explanation and practice学法指导Individual work,pair work andgroup work.情感态度价值观让学生了解有声

9、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reading教学重点及分析Act out the following meanings, please.Please guess what I mean.Please show the actions, using body language.教学难点及突破Enable the students to understand what a certain gesture of the body language means in a given situation.教学过程教学环节老师指导与学生活动

10、设计意图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. Her name is Tai Lihua（邰丽华）. She is called a Fairy of Peac

11、h 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. She is deaf and dumb. But how did she get that great achi

12、evement 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 should pay more attention to l

13、earning 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 look at the following gestures:Gesture ActionMeaningA hands

14、hake 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 you.A wrinkling of the brow in thought or displeasure or a s

15、cowlShe 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 their both hands stretched open in the air.They are cheer

16、ing 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. 作业English weekly 1-6课后反思课时教学设计课题Unit 4 Body language三维教学目标知识与能力Help the stu

17、dents learn how to express themselves in body language when needed.备课时间上课时间过程与方法参看教学过程教学方法aIndividual work, pair work and group work.学法指导Acting out by imitation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点及分析a. Teach the students how to understand body language used in different countr

18、ies or cultures as well as in different occasions.b. Teach the students how to use body language in the most appropriate occasions.教学难点及突破Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.教学过程教学环节老师指导与学生活动设计意图Step Revision

19、Free 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 thumb up,

20、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 your work. Are you clear?After a few minutes.T: Now whod l

21、ike 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 peoples ideas, feelings

22、, 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 decide if the following statements are true (T) or false (F).

23、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 greeting cus

24、toms? If so, which ones?作业Get ready to retell the text in your own words.课后反思课时教学设计课题Unit 4 Body language三维教学目标知识与能力Enable the students to know more about body language.备课时间上课时间过程与方法参看教学过程教学方法task-based method, role-play method.学法指导Individual work, pair work and group work.情感态度价值观使学生进一步明确“体态语”对人们在日常

25、交际中了解对方情感、思想、态度等方面所起的作用课型Reading教学重点及分析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 compilers of the textbook.教学难点及突破Let the students know that there

26、is both positive body language and negative body language.教学过程教学环节老师指导与学生活动设计意图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 OF FA

27、LSE3 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 Sign. You will be given 3 minutes to read through the text

28、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 dangerous to meet people you do not know.S9: Many Asian peo

29、ple do not usually physically touchstrangers.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 to show that they can be trusted.S13: To show respect, peopl

30、e will touch their heart and mouth when greeting someone.作业Homework1. Read aloud all the reading texts in this unit.2. Get ready to retell the two reading passages learnt in this period.课后反思课时教学设计课题Unit 4 Body language三维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 Individual work, pair work and group work.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。课型Grammar教学重点及分析V-ing 形式在句中作定语和状语是本单元的学习重点。教学难点及突破V-ing 形式在句中作定语和状语是本单元的学习重点。教学过程教学环节老师指导与学生活动设计意图Structure Study一: