高中英语新课标教学设计合集

1、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T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这些单词拼与 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口自

2、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 you""because I love you&

3、quot;在 是 展示歌的名字。问一些问题，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 5分钟放磁带让

4、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，部分学生可以根据 发音记忆单 词。词汇 用法 学习 20分钟1)对丁次多息的单词如comeup, 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 u

5、p 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 th

6、e work on time.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 图J兴趣， 锻炼了学生 的观察句子 能力和

7、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/、司答案、请做一些综合练习 题小组内核查答 案.并派一名代表进一步巩固 所学知识， 查漏补缺。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将答案写在黑板 上。若后不同答 案，派代表给出解 释作业 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。教学流程修引：导入一词汇用法学习 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

8、生是否启浓厚的学习兴趣。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，教帅要在评价 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: culturaldifferencesandintercu

9、ltural communication备课时间上课时间过程与 方法参看教学过程教学方法Explanatio nandpractice学法指导Individual work,pair work and group work.情感态度 价值观让学生了解有声谛言与“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Act out the following meanings, please.Please guess what I mean.点 及 分 析Please show the actions, using body la

10、nguage.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

11、 of 2005.T: But do you know who she is? Yes, she was the leading dancer of the program. Her nameis Tai Lihua （邰丽华） She is called a Fairy of Peach blossom（桃花仙子）bypeople. 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

12、 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 achievement and becamea successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very importan

13、t 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 learning body languages.Step II IntroductionT: Now let ' s do some TPR （Total Physical Response）activities together, I hope you will enjoy them and have fun

14、as well.T: Ok. It ' s time to take up the lesson. Please look at the screen. Let ' s take a look at the following gestures:GestureActionMeaningA handshakeYouarewelcome.A clap of handCome on; be cheerful.A V-shape ofthefore-fing erandmiddle fingerMayyousucceed!Or congratulati ons on your succ

15、ess!A half-clos ed hand with thumb downI am not in favor of your id ea or I ' ll havetorefuse you.A wrinkling ofthebrow in thought or displeasu re or a scowlSheisworried.Tears coming out of his eyes.He is very sad.All smiles on her faceShe is very happy.Waving their handsTheyarewaving goodbye to

16、 people around.A hand stretched out forward with strengthHeisstoppingatank.People jump with their both hands stretched open in the 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: N

17、ow, there ' s still a little time left. Let' s cometo 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 students learn howtoexpressthemselves inbodylanguage 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 workandgroup work.学

18、法指导Acting out by imitation情感态度 价值观为学生提供了来自/、同国 度、/、同语言义化背景的 “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 occ

19、asions.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 RevisionFree talk about the topic: the Importance of BodyLanguage. While the student on duty gives the presentation,the teach

20、er can simultaneouslyapprove 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 n Pre-readingT: Our text is about a special means of communication Body Language. Now

21、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 who' d like to answer the first question?Volunteer! S1: Let metry. The purpose of language, of course, is to be used as

22、 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, feelings, information, and so on and so forth. Next question? Step m While-reading1. ScanningWhile reading, please

23、try to divide thewhole passage into several parts and find outthe main idea.Summary of body language.Read the text carefully, then decide if thefollowing statements are true (T) or false (F).Step IV Post reading1. Is the author of this passage male or female?How do you know ?2. What were the two mis

24、takes 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题Unit 4 Body language三 维

25、 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,

26、especially the relationship awkwardly built up between “you” and the other people in the text, who are met by the awkward arrangement of thecompilers of the textbook.w难点及突破Let the students know that there is both positive body languageand negative body language.教学环节老师指导与学生活动设计意图教学过程1 Pre-reading1. W

27、hat is the function of body language?2. How do you find body language in our daily life?3. Howcan the same body language express different feelings or ideas in different cultures?2 Fast readingTURE OF FALSE“Showing Our3 Further readingT: We have just read a passage entitledFeelings ” , which tells u

28、s more about body language. Now let ' s read another passage in the Workbookon 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's take upthe text as possi

29、ble.T: Before we come to the end of this period, let the last 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 not usually physically touch strangers.S10: If we show an open hand, it meansthat

30、weare not holding anything dangerous.S11: The right hand is usually used because it is almost thestronger.512: People shake their hands when meeting to show that they can be trusted.513: To show respect, people will touch their heart and mouth when greeting someone.作 业Homework1. Read aloud all the r

31、eading 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 workandgroup 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 识弗卜基础。课

32、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V-ing形式在句中作定语和状语是本单元的学习重点。破教学过程教学 划、节老师指导与学生活动设计意图Structure StudyV-ing 形式由“do+ ing ”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。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-in

33、g形式过去叫动名词。A swimming pool=a pool for swimming2)-ing形式表示“ 的”意思，过去叫现在分词A sleeping childworking 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.Theboy standing there is a classmate ofmine.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

34、的主语是一致的。Time permitting, I will pay a visit to the wholecity.（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 Homework业 Do “Using Structures " on Page 64.课后反思教学基本信息课题“Working the land ” Module4 Unit2 Period 5Listening, 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

35、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音B分已了角单了 “ Chemical or Organic Farming? ”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organic f

36、arming 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

37、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“greenfood ”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 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1） Develop students '

38、; 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） Get students to listen and understand the listening material.2） Get students

39、to learn how to persuade others by using the functional item s for persuasion3） Get students to learn to design a poster by advertising the safety and im porance of eating“green food ” .教学过程Step1. Revision & Leadin before listening1. Ask students to go over what they have learned in the extensiv

40、e reading b y 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 the fruit and vegetables that

41、 we eat today2. Ask students to Listen to the tape for a second time. Decide if the fol lowing statesments are true or false. Before listening, ask students to go throu gh the five sentences first.( If necessary, write down key words.) (1) Paul thinks that Carrie is not telling him the truth.( T)(2)

42、 Using chemical fertilizers always makes vegetables empty inside. ( F )(3) Today' s 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 ' s vegetables look healthy but in fact are not. ( T )3. Show students the liste

43、ning text and and ask them to listen to the tape f or 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. (lis tening text is omitted)Step3 Post-listening for consolidationT: What is wrong with the v

44、egetable ? ( showing the cabbage)Ss: The vegetable was grown with chemical fertilizers. Although it is big, i t is empty inside.T: Why are today ' s fruit 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 li

45、ke to buy?S1: Food grown with natural waste from animals.Ss: green food.Step4. Reading1. Let students know something about green food T: 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)di

46、rty 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 gr een food and problems about green food. (by filling in the blanks)Advantages of green

47、 healthy and safe for people ' s healthgrown away from industrial areasgrown away from dirty water suppliesProblems about green foodnot knowing about the food and how goo d it ismore expensive than other food which i s not so safefoodfree of chemical fertilizers3. Ask students to read the passag

48、e and underline useful expressions.教学环 节教师活动预设学生行为设计意图Step1. Revision & Lead in before lis1. Ask students to go over what they have learned in the extensiv e reading by doing an i nterwiew.2. Teacher shows a cabbage with a hole in it to the class and as k:Look! What is wrong wit h the vegetable?

49、1. Ask students to listen to the tape for the main idea. -The p ossible bad effects of chemical fertilizers on学生带着问题“What is wrong with the vegetab le?”去听，这种设 疑导入法能肩效激 发学生的兴趣，形 成对学习内容知 之、好之、乐之的 心理过程，达到激 趣乐学最佳状态。问题设计不适合自己的学生，就 用自己设计的题通过记者对农民的采 访，激活学生已有的知识。 然后，以 chemical farmin g为切入点，给学生看实物， 一个长得很大但又空

50、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“ What is w rong with the vegetabl e?”。主要是引导和鼓励teningStep2:the fruit and vegetabl es that we eat today目来替换原有的学生积极利用学习资源While- li stening2. Ask students to题目，以降低难解决学习中的困难，培养Step4. ReadingListen to the tape for a度，面向全体学学生的判断能力和自己second time. Decide if生。解决问题的能力。the fo

51、llowing学生快速浏览让学生知道绿色食statesments are true or5个句子，然后带品的标志以及绿色食品false. Before着任务听录音，以的生长环境listening, ask students减少听力训练中to go through the five的盲目性，这是听sentences first力教学中常见的3. Show students th e listening text and an d ask them to listen to the tape for a third t ime to check if their a nswers are righ

52、t. This time students can look at the material and sho uld underline the key w ords, phrases and sente nces. (listening text i s omitted)1. Let students know something about green food2. Ask students to s kim the passage on Page 15 and tell the advant ages of green food and problems about green fo o

53、d. (by filling in the blanks)教学方法。必要 时，学生可记下关 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，回答不但 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3. Ask students to read the passage and underline useful expres

54、sions色食物的好处，为编对话做好铺垫。板书设计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，教帅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。

55、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。Unit3-A Master of Nonverbal HumourThe Second Period ReadingTeaching aims :.Enable students to learn what humor means and what is nonverbal humor.2 .To introduce the life and work of Charlie Chaplin.3 .To introduce the kind of h

56、umour we can all laugh at-nonverbal humour4 .To train the students reading and understanding abilityDifficult points : Find out the main ideas of every paragraph.Teaching aids : A recorder and a projector, multimediaTeaching procedure :Step 1. Greetings and RevisionCheck homework: ask students to review what we learned in lastperiod.Step 2. Pre-reading (