高中英语教学设计模板

课时教学设计课时教学设计 课 题 主语+谓语（及物动词）+宾语+宾语补足语 be cheerful. A V-shape of the fore- finger and middle finger May you succeed! Or congratulations on your success! A half- closed hand with thumb down I am not in favor of your idea or Ill have to refuse you. A wrinkling of the brow in thought or displeasure or a scowl She is worried. Tears coming out of his eyes. He is very sad. All smiles on her face She is very happy. Waving their hands They are waving goodbye to people around. A hand stretched out forward with strength He is stopping a tank. People jump with their both hands stretched open in the air. They are cheering for the victory. Step Practice T: Look at Page 25. What are these people communicating? Step Time for Fun Step 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 课时教学设计课时教学设计 课题 Unit 4 Body language 备课时间 知识与 能力 Help the students learn how to express themselves in body language when needed.上课时间 教学方法 aIndividual work, pair work and group work. 过程与 方法 参看教学过程 学法指导 Acting out by imitation 三 维 教 学 目 标 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 countries 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 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, shrugging the shoulders, etc. Step Pre-reading T: Our text is about a special means of communication Body 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 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 peoples ideas, feelings, information, and so on and so forth. Next question? Step While-reading 1. 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). Step IV Post reading 1. 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 customs? If so, which ones? 作 业 Get ready to retell the text in your own words. 课后 反思 课时教学设计课时教学设计 课题Unit 4 Body language 备课时间 知识与 能力 Enable the students to know more about body language. 上课时间 教学方法 task-based method, role-play method. 过程与 方法 参看教学过程 学法指导 Individual work, pair work and group work. 三 维 教 学 目 标 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 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-reading 1. 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 reading TURE OF FALSE 3 Further reading T: 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 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 people do not usually physically touch strangers. 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, people will touch their heart and mouth when greeting someone. 作 业 Homework 1. 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 课时教学设计课时教学设计 课题Unit 4 Body language 备课时间 知识与 能力 动词-ing 用法 上课时间 教学方法 Individual work, pair work and group work. 过程与 方法 参看教学过程 学法指导 三 维 教 学 目 标 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: V-ing 形式由 “doing” 构成, 其否定形式是 “not doing”, 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