高中英语新课标教学设计范文合集

课题EnglisharoundtheWorld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。一、教学目标（知识、技能、情感态度）矢口识目标：掌握becauseof,comeup,command,request,takepartin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becauseofyou""becauseIloveyou"在屏幕是展示歌的名字。问一些问题，例如："Arethemusicnice?""Bothofthenamewanttoshowthemeaningof'因为',Whydoesoneusesbecauseof,andtheotherusesbecause?"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becauseof与because的辨析。将学生引入本节的词汇学习课。跟磁带放磁带让学生大声朗读本单兀单词跟着磁带大声朗能够准确掌

读单词5分钟读本单兀单词握单词发音，部分学生可以根据发音记忆单?词。词汇用法学习20分钟1)对于次多意的单词如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Thechildrencameuptomeandshowedmethewaytothestation.Theskywasdarkblueandclearwhenthemooncameup.Yourquestioncameupatthemeeting.Tomcameupwithagoodidea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：Thepolicemancommandedthethieftostop.Theteachercommandedthatheshouldgooutoftheclassroom.ThebosscommandedthatTomfinishtheworkontime.Thecommandedisthatweshouldsetoutatonce.Itisthecommandthatthedeskbemovedaway.TomhasagoodcommandofFrance,sohecancommunicatewithFrancefluently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，记忆会更深亥【」。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与在黑板上。若有不同答案，派代表给出解释进步巩固所学知识，查漏补缺。作业布置1分钟让学生与一篇文早，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:学习兴趣，学生是否有浓厚的学习兴趣。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。所学知识和技能掌握情况。评价方法：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。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&Therebe句型用法维教学目标知识与能力talkaboutbodylanguage:culturaldifferencesandinterculturalcommunication备课时间上课时间过程与方法参看教学过程教学方法Explanationandpractice学法指导Individualwork,pairworkandgroupwork.情感态度价值观让学生了解有声语言与“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Actoutthefollowingmeanings,please.PleaseguesswhatImean.Pleaseshowtheactions,usingbodylanguage.教学难占八、、Enablethestudentstounderstandwhatacertaingestureofthebodylanguagemeansinagivensituation.

及突破教学过程教学环节老师指导与学生活动设计意图StepILead-inTheteachershowssomepicturesonscreen.ThesepicturesarefromtheEveningPartyCelebratingthecomingLunarNewYearoftheRoosterof2005.T:Butdoyouknowwhosheis?Yes,shewastheleadingdanceroftheprogram.HernameisTaiLihua（邰丽华）.SheiscalledaFairyofPeachblossom（桃花仙子）bypeople.Youknowsheisadeafgirl,butsheisawise,diligent,charmingandenergeticgirl.Shestudiedveryhardandgottwodegreesofbachelorsinuniversity.Shewasfamousasanartistforherwonderfulperformance.Sheisdeafanddumb.Buthowdidshegetthatgreatachievementandbecameasuccessfulperson?Sheloveslifeverymuch.Weshouldlearnfromherspirit.Besidesherhardworking,bodylanguageplaysaveryimportantpartinherlife.Weareallhealthypeople,sometimeswecanusebodylanguagetoexpressourselves.Soweshouldpaymoreattentiontolearningbodylanguages.StepIIIntroductionT:Nowlet'sdosomeTPR（TotalPhysicalResponse）activitiestogether,Ihopeyouwillenjoythemandhavefunaswell.T:Ok.It'stimetotakeupthelesson.Pleaselookatthescreen.Let'stakealookatthefollowinggestures:GestureActionMeaningAYouare

handshakewelcome.AclapofhandComeon;becheerful.AV-shapeofthefore-fingerandmiddlefingerMayyousucceed!Orcongratulationsonyoursuccess!Ahalf-closedhandwiththumbdownIamnotinfavorofyourideaorI'llhavetorefuseyou.AwrinklingofthebrowinthoughtordispleasureorascowlSheisworried.Tearscomingoutofhiseyes.Heisverysad.AllsmilesonherfaceSheisveryhappy.WavingtheirhandsTheyarewavinggoodbyeto

endtcf0ngaehehrttrtuitAsowsHeisstoppingatank.dhhhtdttoeibhnewc«1pp・1den-omenrereuhatp・1p・Jthsor・fforyegtrnca・1・1yeeeehhhTctOTcs•ztft.e116?pegmnn・1iotakecs1iatntt^3•1皿^6oia8I—Hoe1^•1-pmst5o-,uZKs2eF1p-ys-比e圧a7c6・oTx‘CO•sfpepe、丿reheegtt血1haotppeTR[krr,nuoaNVwoIoropLtppNke8eest:htt:3sT闻ssTT6--1xsh•1gEE课后反思课时教学设计课题Unit4Bodylanguage三教知识与能力Helpthestudentslearn1toexpressthemselvesinbodylanguagewhenneede(low备课时间］上课时间

学目标过程与方法参看教学过程教学方法aIndividualwork,pairworkandgroupwork.学法指导Actingoutbyimitation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Teachthestudentshowtounderstandbodylanguageusedindifferentcountriesorculturesaswellasindifferentoccasions.Teachthestudentshowtousebodylanguageinthemostappropriateoccasions.教学难点及突破Enablethestudentstorealizetheimportanceofbodylanguageincommunicationsothatlittleornomisunderstandingmayoccur.教学过程教学环节老师指导与学生活动设计意图StepIRevisionFreetalkaboutthetopic:theImportanceofBodyLanguage.Whilethestudentondutygivesthepresentation,theteachercansimultaneouslyapprovehisorherperformancebyusingthebodylanguagelearnedorfamiliartothestudentssuchasnoddingthehead,stretchingoutthehandwiththumbup,shruggingtheshoulders,etc.StepIIPre-readingT:Ourtextisaboutaspecialmeansofcommunication—BodyLanguage.Nowpleaselookatthescreen.Anddiscussthesequestionswithyourpartnerfirst.Andthensomeofyouwillbeaskedtoreportyourwork.

Areyouclear?Afterafewminutes.T:Nowwho'dliketoanswerthefirstquestion?Volunteer!SI:Letmetry.Thepurposeoflanguage,ofcourse,istobeusedasatoolofcommunication.Thatis,toexchangewithothersideas,feelings,information,andsoon.T:Perfect!Bodylanguageisusedanytimeandanywheretoconveypeople'sideas,feelings,information,andsoonandsoforth.Nextquestion?Step皿While-reading1.ScanningWhilereading,pleasetrytodividethewholepassageintoseveralpartsandfindoutthemainidea.Summaryofbodylanguage.Readthetextcarefully,thendecideifthefollowingstatementsaretrue(T)orfalse(F).StepIVPostreading1.Istheauthorofthispassagemaleorfemale?Howdoyouknow?werethetwomistakesthattheauthornoticed?Whoseemedtoprefertokeepmorephysicaldistancefromothers?Whoseemedtoprefercloserphysicaldistance?Didanystudentshavesimilargreetingcustoms?Ifso,whichones?作业Getreadytoretellthetextinyourownwords.课后反思课时教学设计课题Unit4Bodylanguage维知识与能力Enablethestudentstoknowmoreaboutbodylanguage.备课时间上课时间

教学目标过程与方法参看教学过程教学方法task-basedmethod,role-playmethod.参看教学过程学法指导Individualwork,pairworkandgroupwork.情感态度价值观使学生进步明确“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Theunderstandingofthepoorly-writtenreadingtext,especiallytherelationshipawkwardlybuiltupbetween“you”andtheotherpeopleinthetext,whoaremetbytheawkwardarrangementofthecompilersofthetextbook.教学难点及突破Letthestudentsknowthatthereisbothpositivebodylanguageandnegativebodylanguage.教学过程教学环节老师指导与学生活动设计意图Pre-readingWhatisthefunctionofbodylanguage?Howdoyoufindbodylanguageinourdailylife?Howcanthesamebodylanguageexpressdifferentfeelingsorideasindifferentcultures?FastreadingTUREOFFALSEFurtherreadingT:Wehavejustreadapassageentitled“ShowingOurFeelings",whichtellsusmoreaboutbodylanguage.Nowlet'sreadanother

passageintheWorkbookonP66.Thetitleofthereadingtextis:TheOpenHand-AUniversalSign.Youwillbegiven3minutestoreadthroughthetextasquicklyasyoucan,tryingtogetasmuchinformationfromthetextaspossible.T:Beforewecometotheendofthisperiod,let'takeupthelastitem,doingthearrangementoftheinformationunderthepassageonPage67.S8:Itcanbedangeroustomeetpeopleyoudonotknow.S9:ManyAsianpeopledonotusuallyphysicallytouchstrangers.S10:Ifweshowanopenhand,itmeansthatwearenotholdinganythingdangerous.S11:Therighthandisusuallyusedbecauseitisalmostthestronger.S12:Peopleshaketheirhandswhenmeetingtoshowthattheycanbetrusted.S13:Toshowrespect,peoplewilltouchtheirheartandmouthwhengreetingsomeone.作业HomeworkReadaloudallthereadingtextsinthisunit.Getreadytoretellthetworeadingpassageslearntinthisperiod.课后反思课时教学设计课题Unit4Bodylanguage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,pairworkandgroupwork.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)中能够增进对语言父际的感性认识，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StructureStudy一:V-ing形式由“do+ing”构成，其否定形式是“notdoing”,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-ing形式过去叫动名词。Aswimmingpool=apoolforswimming2)-ing形式表示“……的”意思，过去叫现在分词Asleepingchildworkingpeople-ing形式短语作定语时般放在它所修饰的名词之后，相当于一个定语从句。如：Theyarevisitorscomingfromseveralcountries.Theboystandingthereisaclassmateofmine.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。AttentionPlease-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。Timepermitting,Iwillpayavisittothewholecity.（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。）HomeworkDo“UsingStructures”onPage64.课后反思☆教学基本信息课题“Workingtheland”Module4Unit2Period5Listening,reading,speakingandwriting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、与四会能力，理解、分析和阅读的能力，让学生尽快适应咼中学习。☆教材分析这节课是本单兀的第五课时，学生在extensivereading部分已了解了“ChemicalorOrganicFarming?”的有关情况，为本节课的听说读与训练作了铺垫。虽然学生对chemicalfarming和organicfarming有了定的理解，但是要求他们把相关内容用英语表达出来仍有定的难度。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综合能力。以一根主线下来，从听力中chemicalfarming的缺点到说、读、写部分的greenfood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“Chemicalfarming”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usefulexpressionsofpersuation，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Developstudents'listening,reading,speakingandwritingability.Letstudentslearnsomeexpressionsofpersuation.Getstudentstolearntodesignaposterbyadvertisingthesafetyandimporanceofeating"greenfood".☆教学重点和难点Getstudentstolistenandunderstandthelisteningmaterial.GetstudentstolearnhowtopersuadeothersbyusingthefunctionalitemsforpersuasionGetstudentstolearntodesignaposterbyadvertisingthesafetyandimporanceofeating“greenfood”.☆教学过程Stepl.Revision&Lead—inbeforelisteningAskstudentstogooverwhattheyhavelearnedintheextensivereadingbydoinganinterwiew.Teachershowsacabbagewithaholeinittotheclassandask:Look!Whatiswrongwiththevegetable?Step2:While-listeningAskstudentstolistentothetapeforthemainidea.ThepossiblebadeffectsofchemicalfertilizersonthefruitandvegetablesthatweeattodayAskstudentstoListentothetapeforasecondtime.Decideifthefollowingstatesmentsaretrueorfalse.Beforelistening,askstudentstogothroughthefivesentencesfirst.(Ifnecessary,writedownkeywords.)(1)PaulthinksthatCarrieisnottellinghimthetruth.(T)

TOC\o"1-5"\h\zUsingchemicalfertilizersalwaysmakesvegetablesemptyinside.(F)Today'sfruitisnotashealthyforpeopleasfruitfiftyyearsago.(T)Eatingmorevegetablesisgoodforus.(F)Alloftoday'svegetableslookhealthybutinfactarenot.(T)Showstudentsthelisteningtextandandaskthemtolistentothetapeforathirdtimetocheckiftheiranswersareright.Thistimestudentscanlookatthematerialandshouldunderlinethekeywords,phrasesandsentences.(listeningtextisomitted)Step3Post-listeningforconsolidationT:Whatiswrongwiththevegetable?(showingthecabbage)Ss:Thevegetablewasgrownwithchemicalfertilizers.Althoughitisbig,itisemptyinside.T:Whyaretoday'sfruitandvegetablesnotashealthyastheywerebefore?Ss:Becausetheyweregrownwithchemicalfertilizers.T:Sowhatkindoffoodwouldyouliketobuy?S1:Foodgrownwithnaturalwastefromanimals.Ss:greenfood.Step4.ReadingLetstudentsknowsomethingaboutgreenfoodTOC\o"1-5"\h\zT:Thisisthesymbolofgreenfood.(byshowingpictures)Inwhatconditiondoyouthinkgreenfoodgrow?dirtyair(no)cleanwatersupplies(yes)clean,fresh(yes)dirtywatersupplies(no)inindustrialareas(no)awayfromindustrialareas?(yes)manychemicalfertilizers(no)nochemicalfertilizers(yes)AskstudentstoskimthepassageonPage15andtelltheadvantagesofgreenfood教学环节教师活动预设学生行为教学环节教师活动预设学生行为设计意图andproblemsaboutgreenfood.(byfillingintheblanks)Advantagesofgreenfoodhealthyandsafeforpeople'shealthfreeofchemicalfertilizersgrownawayfromindustrialareasgrownawayfromdirtywatersuppliesProblemsaboutgreenfoodnotknowingaboutthefoodandhowgooditismoreexpensivethanotherfoodwhichisnotsosafe3.Askstudentstoreadthepassageandunderlineusefulexpressions.

Stepl.Revision&Lead—inbeforelisteningStep2:While-listeningStep4.Reading?1.Askstudentstogooverwhattheyhavelearnedintheextensivereadingbydoinganinterwiew.2.Teachershowsacabbagewithaholeinittotheclassandask:Look!Whatiswrongwiththevegetable?1.Askstudentstolistentothetapeforthemainidea.ThepossiblebadeffectsofchemicalfertilizersonthefruitandvegetablesthatweeattodayAskstudentstoListentothetapeforasecondtime.Decideifthefollowingstatesmentsaretrueorfalse.Beforelistening,askstudentstogothroughthefivesentencesfirstShowstudentsthelisteningtextandandaskthemtolistentothetapeforathirdtimetocheckiftheiranswersareright.Thistimestudentscanlookatthematerialandshouldunderlinethekeywords,phrasesandsentences.(listeningtextisomitted)LetstudentsknowsomethingaboutgreenfoodAskstudentstoskimthepassageonPage15andtelltheadvantagesofgreenfoodandproblemsaboutgreenfood.(byfillingintheblanks)Askstudentstoreadthepassageandunderlineusefulexpressions学生带着问题“Whatiswrongwiththevegetable?”去听，这种设疑导入法能有效激发学生的兴趣，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。学生听第二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，提咼了能力。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色食物的好处，为编对话做好铺垫。?通过记者对农民的采访，激活学生已有的知识。然后，以chemicalfarming为切入点，给学生看实物，一个长得很大但又空心的大白菜，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“Whatiswrongwiththevegetable?”。主要是引导和鼓励学生积极利用学习资源解决学习中的困难，培养学生的判断能力和自己解决问题的能力。让学生知道绿色食品的标志以及绿色食品的生长环境☆板书设计Workingtheland”

Module4Unit2Period5Stepl.RevisionStep2:While-listeningStep3Post-listeningforconsolidationVegetablechemicalfertilizersStep4・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。Unit3AMasterofNonverbalHumourTheSecondPeriodReadingTeachingaims:roducethelifeandworkofCharlieCroducethekindofhumourwecanalllaughatnonverbalhumourtrainthestudents'readingandunderstandingabilityDifficultpoints:Findoutthemainideasofeveryparagraph.Teachingaids:Arecorderandaprojector,multimediaTeachingprocedure:Step1.GreetingsandRevisionCheckhomework:askstudentstoreviewwhatwelearnedinlastperiod.Step2.Pre-reading(通过展示几幅幽默图片，使课堂气氛活跃了起来一下子调动了学生的积极性，然后顺势导入本课的主人公CharlieChaplin)Questions:doyouknowaboutCharlieChaplin?doyouknowabouthisfilms?Step3ReadingTask1:findoutthemaininformationaboutCharlieChaplinBorn:job:Famouscharacter:Costume:Typeofacting:Died:Task2:Listentothetapeofthepassageandmatchthemainideawitheachpart.Para11.Charlie'schildhoodPara3Para22.Hisfamouscharacter(角色)Para33.TheCharlieChaplin'slaughter(笑声)Para4Para44.HisachievementsPara55.AnexampleofhisworkTask3:Answerthefollowingquestions:What'sthepassagemainlyabout?ThehistoryofEnglishhumour?ThefilmsChaplinmade.ThehumourChaplinmadeinhisfilms.TheGoldRushinAlaska.WhenandwhereisthefilmTheGoldRus