高中英语新课标教学设计模板合集

1、专业.专注课题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：提高学生的总结

2、能力口自学能力。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。问一些问

3、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。开场英文首 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兀单词能够准确掌握单词发音，部分学5分钟生可以根据发音记忆单词。1）对于

4、次多息的单词如come up ,观察例句，翻译设语base,我会给根据每个单词的不向词性和句子，找出句子境，理解起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中同一单词的不用意思和用法搭配并总结。并完来更容易。让学生自己观察总结，词汇用法学习20分钟meeting.4) Tom came up with

5、 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等表小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 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成相应练习题记忆会更深 刻。同时提 图J兴趣， 锻炼了学生 的观察句子 能力和自主 学习能力。让学生根据本节课所学内容做一些做一些综合练习进一步巩固综合练习题。让每组派一名同学将题小组内核查答所学知识，巩固答案写在黑板上。若遇到/、同答案

7、，并派一名代查漏补缺。练习案，请小组派代表解释为什么得出表将答案写在黑10分钟这个答案。老师在需要的时候做点板上。若后不同拨答案，派代表给出解释让学生写一篇文章，内容自定。但写一篇小短文。锻炼学生的作业需要用上本节课所学的词汇但需要用上本节写作能力，布置课所学的词汇同时再次加1分钟巩固所学知识。教学流程图：导入 f 词汇用法学习 f 巩固练习 f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

8、自己的不足。2 .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:culturaldifferencesandintercultural communication备课时间上课时间过程与方法参看教学过程教学方法Explanationand practice学法指导Individualwork,pairwork andgroupwork.情

9、感态度价值观让学生了解有声谛言与体态语” 的对应美东，J解语百意义与 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

10、situation.word完美格式教学过程设计意图老师指导与学生活动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 （邰丽华）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会k1Tearscoming out of hisHe is very sad.1eyes.T E*j 讨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.作业English weekly1-6课后反思课时教学设计课题Unit 4 Body languageHelp the

17、students learn备课时间知识与howtoexpress能力themselvesin body上课时间language when needed.aIndividual三教学方法work,pair维过程与参看教学过程workand教方法group work.学学法指导Acting out by目imitation标为学生提供了来自不同国情感态度度、/、同语言义化背景的课 型阅读价值观体态语”及其在父际中的异同和影响的具体例证教学重点及分析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.教学过程教学划、节老师指导与学生活动设计意图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.情感态度使学生进一步明

25、确体态课 型Reading价值观语”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教学重点及分析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.教学难点及突破Let the students know that t

26、here is both positive body language and negative body language.教学过程教学划、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

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Individualwork,pairworkandgroup wo

31、rk.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 够增进对语百交际的感性 认识，为他们在阅读过程 中上升到对语言交际的理 性认识弗卜基础0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。教学过程教学划、节老师指导与学生活动设计意图Structure Study一 ：V-ing形式由do + ing构成，其否te形式是notdoingV-ing可以带宾语或X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

32、点。1 .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。1) -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。A swimming pool=a pool for swimming,2） -ing形式表示 ；.的”意思，过去叫现在分词A sleeping child working people-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：They are visitors coming from several countries.The boy standing there is a classmate of mi

33、ne.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Attention Please-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。Time permitting, I will pay a visit to the whole city.（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。）作业HomeworkDo “ Using Structures on Page 64.课后反思教学基本信息课题“ Workingthe land ”Module4 Unit2 Period 5Listeni

34、ng, reading, speaking and writing作者及工作单位谢子健遵化市第一中学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extensive reading部分已了解了 “Chemical or Or ganic Far

35、ming?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chemical fa rming和organic farming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

36、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chemical farming 的缺点到说、读、写部分的green food 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 Chemical farming”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 green food ”的生长环境和好处。接着提供情景，让学生编对话，运用useful expressions of persuation ,训练学生的口语表达能力。最后，在写作中，提供sam

37、ple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 ”.教学重点和难点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 ” .教学过程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.教学环节教师活动预设学生行为设计意图Step1.1. Ask students to g学生带着问题通过记者对农民的采Revision &o over what they have l“ Whatis wrong访，激活学生已有的知Lead inearned in the extensive rwith the vegetabl识。然后，以chemical fabefore listeading by doing an intere?去听，这种设疑rming 为切入点,给学生eningwiew.导入法能有效激发看实物，一个长得很大但2. Teacher sh

48、ows a学生的兴趣，形成又空心的大白菜，以引起cabbage with a hole in i对学习内容知之、学生对听力的兴趣，从而t to the class and ask:好之、乐之的心理自然地引出听力材料的话Look! What is wrong wit过程，达到激趣乐题 “Whatis wrong with th the vegetable?学最佳状态。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问题设计不适合 自己的学生，就用自 己设计的题目来替换 原有的题目，以降低 难度，面向全体学 生。学生快速浏览5 个句子，然后带着任 务听录音，以减少听 力训练中的盲目性， 这是听力教学中常见 的教学方法。必要 时，学生可记卜关键 词。另外，考虑到教 材中的第四个句子本 身就很难理解，作了 改动。学生听第三遍录 音时可以看材料，并 划出做题的依据，使主要是引导和鼓励学生积 极利用学习资源

51、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。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。学生对绿色食 物很感兴趣，对其 标志以及生长环境 很了解，回答/、但 快速并且全部正 确。学生快速阅读文 章，了解绿色食物的 advantages 和 problems ,并且要求 学生记住绿色食物的 好处，为编对话做好 铺垫。让学生知道绿色食品的标志以及绿色食品的生长环境板

53、书设计Working the land ”Module4 Unit2 Period 5Stepl. RevisionStep2: While- listeningStep3 Post-listening for consolidationVegetablechemical fertilizersStep4. Reading学生学习活动评价设计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：教学反思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替换。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。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