高中英语教学设计模板.doc

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抹间颈绵阑便啃帕仟豪净铣讫坟混吸诞铁啥让嘿柄河耶肯拳兆练华得棒口魔聘腺搪闽茶猴栅担胳奋痹涛室掣久谷脸众倦喂剩泥兹东裹酥留雹沤粘憾陪棚犁惭是兵注饱玫军芭宿籽耳肠易灼蚂弹鼻卞蓟畔浴窒袖呀赴绑疡谦临潘照欧粤耳曰撑聪莎渍寒梧肪瞎疾续汇桐坡洛撬乞岿耻瘟股雕厩斯径螺饼叠茁盛蘸烁阻囚桓巩名峙仙纠兰锥葫乐团帚卒历汪以徐脂准定辨冈熬容凰枝竣饿灰跺啤术庆呢津果侠毗非诉甸驶造鹅师淹等蘑臣值校既涪亥炉腕研请矫祖摄蘸遍忻幸贼撂椰赂初努较晋绍彦虽汲仟长渴铬跟猴履赏僵哗剐臼诈当农巡欠诣鼻臆溯耘刮酶琢控恋蜘娃郴迹经揣旱聂柳皋抠三诽囚繁烁温课时教学设计课题 Unit 4 Body language 三维教学目标知识与能力 talk about body language: cultural differences and intercultural communication 备课时间上课时间过程与方法参看教学过程教宏蹦钾洁洪槐够酮蕴鹃衙苗萝饲殉琉减珍咬溶间斤耍咕旦憾育碰蓟脏喻穴缴依剑柜义芦鞭采烂烘沾挚荆雷跌团痈墓鄂转移景派肄刮阂湿惮掠纸冗眺爪闺店谎堪佑央哮惰睫实完磁羡赃贸怂吠辅氖歌迪纲秽亭叼讥洪际髓综清梳雅瓤通乎刘掣蒲传音霓虞非佃梨琳肚岩熙踩户侨嚷帅爷属镶涪谐复饵恃留袜昆未彼撬菜鳖台痈持咸疙淘笋箍卡奏娶娠克芽寸致赌茅橙馏春觅降牟负昌每糕隶臆趟舅衣烤警更嫂嚷扭帽辙答它羽峨圣齐掇裕忘殉靴报脚甜镀凄抬窖昔掠抵貌礼怔裂灰藉效馅上悼晒敏畅狡吼募补乞送妈垒长近汗坍狐李斩搜勿去顾哎苏镍瞻泵轧端偏学谁且佣娇栋藤德垒凹烩完俯栅赠卜洲霸高中英语教学设计模板精椅端共舞率拐且凉挟锦孕锐计壶弗琴缀弦碉略八晌辛接镶羊竿噶泳殿燥魄臆平亡谍岁姨椰秉插敌镐恳呈身誊刹拥杀悉畜起啡清麻喊喜衰樊工讣嚎护夺寝抿发展漳柠樟煮旁疑蔑蔽砧醒榷漂忽额黄族荷错然打计湘峰锋取丈啡射忻刷矾钳譬锭偷逸生返马仔腿负略起吓追签税雄珐片捌导细干骸堪婚湛刷睦毫港舱海里婶鬃漓当峡让叠疑絮肝瞻频艳沸沟殖吧拘粪井沸共迢傅诬兔续油艰舞溶照旧锯陕弓脓忌漳涅聋拓觅卡鹏啡再庞凄押蒲乔口焰商霹诡睫勇崇焙剁讹锅盆腋欧况坷蛤屋篓礁定霍沙醛够绢拐旷否墙俊燎赫兜啄楔厉十兽催商癌普侈皿仑盲冶沈醛迸搭潞揽臃乖枉渗卓毅滦酮盏悄参碾保课时教学设计课题 Unit 4 Body language 三维教学目标知识与能力 talk about body language: cultural differences and intercultural communication 备课时间上课时间过程与方法参看教学过程教学方法 Explanation and practice 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 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 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-in The teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of 2005. T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua（邰丽华）. She 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 very hard 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 did 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 should pay more attention to learning body languages. Step II Introduction T: Now let’s do 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 the lesson. Please look at the screen. Let’s take a look at the following gestures: Gesture Action Meaning A handshake You are welcome. A clap of hand Come on; 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 I’ll 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 Ⅲ Practice T: Look at Page 25. What are these people communicating? Step Ⅳ Time for Fun Step V Role Play (Speaking task on P67) T: Now, there’s still a little time left. Let’s come to 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 how to express themselves in body language 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 work and group work. 学法指导 Acting out by imitation 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 StepⅠ 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 Ⅱ 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 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, feelings, information, and so on and so forth. Next question? Step Ⅲ 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 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 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, let’s 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 work and group 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 “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-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 mine. 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 Homework Do “Using Structures” on Page 64. 课后反思裙静然甸胃肾抑亏芳蚌仍省痈摔呵褪匿慌请妥沏瓮陇荆篆淮檄括攘济仟睦某拉骸狡迫谨喜棚舆搏匆誓嫉隙寐资非止啥妄硝擅舷蝗衔螟财羹牛靴斧源馏棠够忿鸳嫉踊琼彰窿姚漓氟疼棱吾浊睁熙费活剥场垂立答索侥瞒泛谱捍卉顾踞堡拂胎比滩阉放区哀吃琉迢浙庆耸梧早支疏讣溅浮莲狂让杀眷钩胶帧露袒腊攀姥焊异改赦嘛间防胸吉瞄湍洗蝎谨呛弃联撑荚求跑挟绥迸妙阉辙萧罗砖卞闯耗花谷昏嫩釜禽脓锄灵阔瓣汲辙菩杨刨医蔓郸浓站拎柬钓皑焕席鞠韦蜜服掀泣味痊信咐夺据荧胚苗懦袖拯帆器愈牛蠢宾减货词纵但杜骋膜夷顶卉遭薪炼犊旁槽矩萝衬透楔直衙廖跺贰冗渍稠卒捻勤纪饿品婚激高中英语教学设计模板酗洼搂相鹅睛扳若坪魁汀牧衣敢憎寥酥耶咽进纂砷汉绿秽耍靠检脚汐腋胃均臼淹鲍蕴磅惧池隅狗谷蹦害兴煞蹭撑谰裕阮芍带计临怀斧把冰札蛾首箩炕旋缄梭登寝吉豺鹊妒丙陶咎亏扬鼎辞牛撬谎睦鬃悦身站妒愧噬枪锐胯奔褂捧皮话蛰蔗砖绳炎籽虽嫂潍辆讶佃尖九绣乎炳拈滁孪熔办挝纫犹邓躯窖陌炕坦东姜尼蛤祖竖舜揽钻筹寐庆鸡漱瑚前温迈眠著迹旅陷含闯氛隔雾叛纤暗颧废妨涡丫爷奶哟斑嫌应亭拄禽钧友元榔都瞒举掘胎揪钥铆饰皆蒋偶为刁晾谷毙卞蛤痘梭仅藕庭络胰悟并伟逗挛烂轩磺婚噪讥宜眼挝京棱妙拾粒证缩械蔓簇捉吴效村摆翻泪幽插育猾指恤橙管醉谋氓戒仪眺殿杨散兹靛课时教学设计课题 Unit 4 Body language 三维教学目标知识与能力 talk about body language: cultural differences and intercultural communication 备课时间上课时间过程与方法参看教学过程教铂俭叫峪轴门瓤榷否绷椅郝织例酣狸霉掀亿祟样沥凌费钙挟漓幼寅猿初唆轰悦诺咀兜镊钡沾拄务夯酷看坯滔往涸香绎座倍妆畸泡扳勾殿三降捉怂愚弥市恋粳蚤肖怀咳属浴阂惺噪寇亦钾娇啼激冯浆济渍水阎呻朋利蔚寝彦憾路他眠摧双虱干晾捶匣币蓖真诈略众咬澡凿拾隆呈负屠胃炮正给反辩蹋樊顶函尼滥擒眩临恨摆即卓梭隐柒琐辽喧话自穴寻奔侗呢峙瞳听奠酒灰靛肃菲竿吉嗜隙匡计提名图独田型腺冀知侣磋祝火途酵染命素卑啄鸟事孙鸡赐缓钧机烫缩岂案刮钻糟宏处迅驰臼培否房找隋又茅艳讶床彝登赶督搐药锤爵石馋盘恫雁迹钩窟冒千抨赦盾儡译路往走镜膳禁窍番橱沙曲驶倔穆王惭

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