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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、技能、 情感态度） 知识目标：掌握 because of, come up, command, request, take pa
2、rt 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
3、 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" 在屏幕是展示歌的名字。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
4、语because of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 让学生大声朗读本单元单词 跟着磁带大声朗读本单元单词 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）对于一次多意的单词如come up，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
5、blue and clear when the moon came up. 3) Your question came up at the meeting. 4) Tom came up 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) T
6、he teacher commanded that he should go out of the classroom. 3) The boss commanded that Tom finish the 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 fluen
7、tly 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，记忆会更深刻。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写在黑板上。若有不同答案，派代表给出解释 进一步巩固所学知识，查漏补缺。 作业 布置 1分钟 让学生写一篇文章，内容自
8、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 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
9、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: 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 an
10、d 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 lang
11、uage 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
12、 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 an
13、d 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
14、 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
15、 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
16、 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 o
17、n 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
18、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
19、 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 t
20、he 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
21、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 te
22、acher 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 Langu
23、age. 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
24、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
25、 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
26、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
27、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
28、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
29、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 lan
30、guage 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 pa
31、ssage 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
32、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 r
33、ight 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. Ge
34、t 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
35、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
36、 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 wor
37、king 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 pa
38、y 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 ☆教学基本信息 课题 “Working the land” Module4 Unit2 Period 5 Listening, reading, speaking
39、 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 Organic Farming?
40、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 farming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。因此在教学
41、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samp
42、le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) Get students t
43、o listen and understand the listening material. 2) Get students to learn how to persuade others by using the functional items for persuasion 3) Get students to learn to design a poster by advertising the safety and imporance of eating “green food”. ☆教学过程 Step1. Revision & Lead—in before liste
44、ning 1. Ask students to go over what they 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- listening 1. Ask students to listen to the tape for the main idea.
45、The possible bad effects of chemical fertilizers on the fruit and vegetables that we eat today 2. 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 first.( If necessary, wr
46、ite down key words.) (1) Paul thinks that Carrie is not telling him the truth. ( T ) (2) 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 vegetabl
47、es is good for us. ( F ) (5) All of today’s vegetables look healthy but in fact are not. ( T ) 3. Show students 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 th
48、e material and should underline the key words, phrases and sentences. (listening text is omitted) Step3 Post-listening for consolidation T: What is wrong with the vegetable ? ( showing the cabbage) Ss: The vegetable was grown with chemical fertilizers. Although it is big, it is empty inside. T:
49、 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 like to buy? S1: Food grown with natural waste from animals. Ss: green food. Step4. Reading 1．Let students know something about gr
50、een 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) dirty water supplies (no) in industrial areas
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