高中英语课堂教学设计

1、高中英语课堂教学设计,$,一、高中英语教材设计理念 二、教学目标的设立 三、课堂教学环节 四、阅读教学文本分析模式 五、阅读、写作一体化课堂教学设计,$,一、高中英语教材设计理念,$,教材编写理念,Topic,Functions,Activities,Structures,Skills,英语新课程目标结构示意图,二、教学目标的设立： 教学目标描述的准确性和可及性,$,Students sample: 1.1 Language Objectives Important words and phrases: injury, anxious, fever, normal, diet, be craz

2、y about, take exercise Important sentence patterns: a. When Zhou kais mother saw him heading towards the front door without a jacket on, she eyed him anxiously. b. I am going to play football. c. Im crazy about football.,1.1 Language Objectives Learn some new words and expressions to describe a plac

3、e in terms of: city name, district name, climate, tourist attraction, famous architecture and leisure life. New words: attractive, pretty, gorgeous, harbor, fortunate, villa, so modern Phrases: put up, high-rise building, business district, shopping mall, interesting architecture, huge apartment blo

4、ck. Sentence pattern: Dont they bother you?,students sample 1.2 Ability Objectives Enable students to learn the important words and phrases Enable students to learn how to describe a person Enable students to improve their reading skills Collect and deal with important information from a passage Des

5、cribe a city form different aspects in English. Help students to improve their reading ability Training students ability of gettting useful information from the text,1.2 Ability Objectives Listening: Listening for understanding words and expressions describing a place. Speaking: Learn to talk about

6、a place where you live in terms of its name, district, climate, tourist attraction, famous architecture and leisure life. Reading: be able to skim a passage for main idea and scan it for specific information Writing: be able to write a passage to describe a place in terms of its name, district, clim

7、ate, tourist attraction, famous architecture and leisure life.,students sample 1.3 Moral Objectives Get students to know the importance of healthy habits Help students to foster the awareness of taking frequent exercise and keeping fit Inspire students to love and respect their teachers Help student

8、s to know that different people have differnt characters and should be understand by students,1.3 Moral Objectives Experience cooperative learning, develop students awareness and skills of cooperating with partners in pair work Experience and develop students feeling of love and pride of their homet

9、own,? Teaching methods: Teaching Aids:,三、课堂教学环节,$,Task-Based Language Teaching (TBLT) Pre-task stage While-task stage Post-task stage,Pre-task stage Aims: 1. Introduce the topic, words and expressions needed for talking about the topic, and the background knowledge related to the reading material. 2

10、. Stimulate students interest and expectations for reading. Activities: i.e. activities to familiarize students with the content in Point 1. The contents need to be closely related to the issues involved in students real-life situations and the reading materials. Opportunities for language (oral) ou

11、tput need to be maximized.,While-task stage Aims: 1. Develop a certain reading skill, e.g. skimming, scanning, predicting, making inference, and etc. 2. Understand the organization of information in the reading passage (providing clues of how the info. is organized). Activities: i.e. activities that

12、 can help with comprehension of the reading (.e.g. tables, charts, drawing, and etc. ),Post-task stage Aims: 1. Check comprehension 2. Consolidate the language learnt by maximizing opportunities for language output Activities: i.e. meaningful, problem-solving (oral or written) tasks that could check

13、 students comprehension of the text and can involve their language use,Homework: the writing stage Aims: 1. Consolidating the language learnt. 2. Generate creative language use. Guided writing: The instruction should priscribe a clear outcome and clue of the writing. The topic needs to be closely re

14、lated to the issues involved students real-life situations; The language use should not excess students proficiency level.,四、阅读教学文本分析模式,$,如何设计检验阅读理解的活动？ Answer the following question? True or false statement? Multiple choices? Fill in the blanks? .,$,语言“任务”应具备的特征： 任务中的语言运用必须具备信息沟（参与者之间的信息交换、意见交流或逻辑推

15、理交流），即以意义（而非以语言形式）为中心； 完成任务的过程应为学习者提供一个具体的运用目标语的语境； 任务内容应和真实生活中的交际情景有较高的相似度； 完成任务的过程应至少涉及到一种语言技能的运用（如听、说、读、写）； 应涉及适度的认知活动； 应有明确的任务结果（如完成一小段文章、填写信息表、或达成一致的意见等）,文本分析的五个层次： Level 1 (literal comprehension): the answers are explicitly expressed or by the words of the text itself Level 2 (re-organization

16、or re-interpretation): put together information from various parts of the text and re-interpret it Level 3 ( inferences): consider what is implied but not explicitly stated. Level 4 (evaluation or appreciation): making judgment about the writers intention and how successful s/he si in achieveing the

17、 purpose Level 5 (personal response): the readers reaction to the content of the text rather than the writers,Who is Daisy? How did Daisy travel to different places? How many parts are there in the text? Can you find the main idea of each part? Why has the antelope in Tibet become an endangered spec

18、ies? What animal did Daisy meet in Zimbabwe? Was she happy when in Zimbabwe? What was the monkey doing when Daisy saw it? What does a millipede insect contain? Why is it important to protect the rainforest? Do you know WWF? what should we do if we were volunteers of WWF?,Which do you prefer, Wang We

19、i or Wang Kun? Can you give some reasons? What kind of girl was Anne? can you find some adjectives describing her character? How do you like her? Can you think of other measures to protect endangered species? What do you think of the food served in the restaurants? Which one would you choose to eat?,There is some information hidden behind the words in the text. Read them and see whether you agree or not: Annes life was happy, beautiful and free. Anne didnt love nature Anne didnt re