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故意高中英語(yǔ)教學(xué)設(shè)計(jì)模板
引導(dǎo)語(yǔ)：教學(xué)設(shè)計(jì)，你懂多少呢?下面是百分網(wǎng)小編為大家推薦的高中英語(yǔ)教學(xué)設(shè)計(jì)模板范文，希望可以幫到大家。
高中英語(yǔ)教學(xué)設(shè)計(jì)模板
課 題 主語(yǔ)+謂語(yǔ)(及物動(dòng)詞)+賓語(yǔ)+賓語(yǔ)補(bǔ)足語(yǔ) & There be 句型用法 知識(shí)與 能力 talk about body language: cultural differences and intercultural communication 備課時(shí)間 上課時(shí)間 Explanation 教學(xué)方法 三 維 教 學(xué) 目 標(biāo) 過(guò)程與 方法 and practice
參看教學(xué)過(guò)程 學(xué)法指導(dǎo)
Individual work,pair work and
group work. 情感態(tài)度 價(jià)值觀 教 學(xué) 重 點(diǎn) 及 分 析 教 學(xué) 難 點(diǎn) 及 突 破 教 學(xué) 環(huán) 讓學(xué)生了解有聲語(yǔ)言與“體態(tài)語(yǔ)” 的對(duì)應(yīng)關(guān)系，了解語(yǔ)言意義與行 為意義(“體態(tài)語(yǔ)”)在交際中具 有同等重要的作用。
課
型
reading
Act out the following meanings, please. Please guess what I mean. Please show the actions, using body language.
Enable the students to understand what a certain gesture of the body language means in a given situation.
教學(xué)過(guò)程 老師指導(dǎo)與學(xué)生活動(dòng) 設(shè)計(jì)意圖
(www.wenku1.com)節(jié) 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(邰麗華). 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.
(www.wenku1.com)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 A handshake Meaning You welcome. are
A clap of Come on; be hand cheerful.
A V-shape May of the succeed! Or
you
fore-finger
and middle congratulations finger on success! A half-closed I am not in favor of your or I’ll your
hand with idea thumb down A wrinkling of the brow in thought or displeasure or a scowl
have to refuse you. She is worried.
(www.wenku1.com)Tears coming out of his eyes.
He is very sad.
All smiles She on her face happy.
is
very
Waving their hands
They waving goodbye
are
to
people around. A hand He is stopping a tank.
stretched out forward with strength People
They
are for
jump with cheering their hands stretched open in the air. Step Ⅲ Practice both the victory.
(www.wenku1.com)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 stil
l a little time left. Let’s come to Speaking Task on Page 67.
作 業(yè) 課 后 反 思
English weekly
1--6
課時(shí)教學(xué)設(shè)計(jì)
課題
Unit 4 Body language
知識(shí)與 能力 Help the students learn how to express themselves in body language when needed. 備課時(shí)間 上課時(shí)間 aIndividual
三 維 教 學(xué) 目 標(biāo)
教學(xué)方法 過(guò)程與 方法 參看教學(xué)過(guò)程
work, work
pair and
group work. 學(xué)法指導(dǎo) 為學(xué)生提供了來(lái)自不同國(guó) 度、不同語(yǔ)言文化背景的 “體態(tài)語(yǔ)”及其在交際中的 異同和影響的具體例證 Acting out by imitation
情感態(tài)度 價(jià)值觀
課
型
閱讀
(www.wenku1.com)教學(xué) 重點(diǎn) 及分 析 教學(xué) 難點(diǎn) 及突 破 教學(xué) 環(huán)節(jié)
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. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur. 教學(xué)過(guò)程 老師指導(dǎo)與學(xué)生活動(dòng) StepⅠ Revision 設(shè)計(jì)意圖
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 T: Our Pre-reading 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?
(www.wenku1.com)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? ones? If so, which
作 業(yè) 課后 反思
Get ready to retell the text in your own words.
(www.wenku1.com)課時(shí)教學(xué)設(shè)計(jì)
課題
Unit 4 Body language
知識(shí)與 能力 Enable the students to know more about body language. 備課時(shí)間 上課時(shí)間 task-based
三 維 教 學(xué) 目 標(biāo)
教學(xué)方法 過(guò)程與 方法 參看教學(xué)過(guò)程 學(xué)法指導(dǎo)
method, role-play meth
od. Individual work, pair work and
group work. 情感態(tài)度 價(jià)值觀 使學(xué)生進(jìn)一步明確“體態(tài) 語(yǔ)”對(duì)人們?cè)谌粘＝浑H中了 解對(duì)方情感、思想、態(tài)度等 方面所起的作用
課
型
Reading
教學(xué) 重點(diǎn) 及分 析 教學(xué) 難點(diǎn) 及突 破
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. Let the students know that there is both positive body language and negative body language. 教學(xué)過(guò)程
教學(xué) 環(huán)節(jié)
1 Pre-reading
老師指導(dǎo)與學(xué)生活動(dòng)
設(shè) 計(jì) 意 圖
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
(www.wenku1.com)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.
Homework 作 業(yè) 1. Read aloud all the reading texts in this unit. 2. Get ready to retell the two reading passages learnt in this period.
課時(shí)教學(xué)設(shè)計(jì)
課題
Unit 4 Body language
知識(shí)與 能力 備課時(shí)間 動(dòng)詞-ing 用法 上課時(shí)間 Individual 過(guò)程與 方法 教學(xué)方法 參看教學(xué)過(guò)程 work, work pair and
三 維 教 學(xué) 目 標(biāo)
group work. 學(xué)法指導(dǎo) 學(xué)生在聽、說(shuō)、做(即表演 “體態(tài)語(yǔ)”的動(dòng)作)中能夠增 情感態(tài)度 價(jià)值觀 進(jìn)對(duì)語(yǔ)言交際的感性認(rèn)識(shí)， 為他們?cè)陂喿x過(guò)程中上升 到對(duì)語(yǔ)言交際的理性認(rèn)識(shí) 打下基礎(chǔ)。 課 型 Grammar
教學(xué) 重點(diǎn) 及分 析 教學(xué) 難點(diǎn) 及突 破 教學(xué) 環(huán)節(jié)
V-ing 形式在句中作定語(yǔ)和狀語(yǔ)是本單元的學(xué)習(xí)重點(diǎn)。
V-ing 形式在句中作定語(yǔ)和狀語(yǔ)是本單元的學(xué)習(xí)重點(diǎn)。
教學(xué)過(guò)程 老師指導(dǎo)與學(xué)生活動(dòng) Structure Study
一: V-ing 形式由 “do+ing” 構(gòu)成, 其否定形式是 “not doing”, V-ing
設(shè)計(jì)意圖
(www.wenku1.com)可以帶賓語(yǔ)或狀語(yǔ)構(gòu)成 V-ing 短語(yǔ), 沒(méi)有人稱和數(shù)的變化, 但有時(shí) 態(tài)和語(yǔ)態(tài)的變化。 V-ing 形式在句
中作定語(yǔ)和狀語(yǔ)是本單元的學(xué)習(xí)重點(diǎn)。 1. 作定語(yǔ) V-ing 形式可以單獨(dú)充當(dāng)名詞的前置修飾語(yǔ), 況。 1) -ing 形式表示 “供作......之用”的意思, 這類作定語(yǔ)的-ing 形式 過(guò)去叫動(dòng)名詞。 A swimming pool = a pool for swimming 2) -ing 形式表示 “......的” 意思, 過(guò)去叫現(xiàn)在分詞 A sleeping child working people -ing 形式短語(yǔ)作定語(yǔ)時(shí)一般放在它所修飾的名詞之后, 相當(dāng) 于一個(gè)定語(yǔ)從句。如: They are visitors coming from several countries. The boy standing there is a classmate of mine. 2. 作狀語(yǔ) 可以表示時(shí)間, 原因, 結(jié)果,條件, 行為方式或伴隨動(dòng)作等。 Attention Please -ing 形式作狀語(yǔ)時(shí), 它的邏輯主語(yǔ)必須與主句的主語(yǔ)是一致的。 Time permitting, I will pay a visit to the whole city. (分詞的邏輯主語(yǔ)是 time , 而句子的主語(yǔ)是 I , 兩者不構(gòu)成主謂關(guān) 系, 所以只能用獨(dú)立主格結(jié)構(gòu), 也就是給現(xiàn)在分詞補(bǔ)充一個(gè)主語(yǔ)。) 這時(shí)有兩種情
作 業(yè) 課后 反思
Homework Do “Using Structures” on Page 64.
課 題 主語(yǔ)+謂語(yǔ)(及物動(dòng)詞)+賓語(yǔ)+賓語(yǔ)補(bǔ)足語(yǔ) & There be 句型用法 知識(shí)與 能力 talk about body language: cultural differences and intercultural communication 備課時(shí)間 上課時(shí)間 Explanation 教學(xué)方法 三 維 教 學(xué) 目 標(biāo) 過(guò)程與 方法 and practice
參看教學(xué)過(guò)程 學(xué)法指導(dǎo)
Individual work,pair work and
group work. 情感態(tài)度 價(jià)值觀 教 學(xué) 重 點(diǎn) 及 分 析 教 學(xué) 難 點(diǎn) 及 突 破 教 學(xué) 環(huán) 讓學(xué)生了解有聲語(yǔ)言與“體態(tài)語(yǔ)” 的對(duì)應(yīng)關(guān)系，了解語(yǔ)言意義與行 為意義(“體態(tài)語(yǔ)”)在交際中具 有同等重要的作用。
課
型
reading
Act out the following meanings, please. Please guess what I mean. Please show the actions, using body language.
Enable the students to understand what a certain gesture of the body language means in a given situation.
教學(xué)過(guò)程 老師指導(dǎo)與學(xué)生活動(dòng) 設(shè)計(jì)意圖
閱讀詳情：http://www.wenku1.com/news/6E553DC565632386.html節(jié) 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(邰麗華). 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.
閱讀詳情：http://www.wenku1.com/news/6E553DC565632386.htmlT: 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 A handshake Meaning You welcome. are
A clap of Come on; be hand cheerful.
A V-shape May of the succeed! Or
you
fore-finger
and middle congratulations finger on success! A half-closed I am not in favor of your or I’ll your
hand with idea thumb down A wrinkling of the brow in thought or displeasure or a scowl
have to refuse you. She is worried.
閱讀詳情：http://www.wenku1.com/news/6E553DC565632386.htmlTears coming out of his eyes.
He is very sad.
All smiles She on her face happy.
is
very
Waving their hands
They waving goodbye
are
to
people around. A hand He is stopping a tank.
stretched out forward with strength People
They
are for
jump with cheering their hands stretched open in the air. Step Ⅲ Practice both the victory.
閱讀詳情：http://www.wenku1.com/news/6E553DC565632386.htmlT: 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 stil
l a little time left. Let’s come to Speaking Task on Page 67.
作 業(yè) 課 后 反 思
English weekly
1--6
課時(shí)教學(xué)設(shè)計(jì)
課題
Unit 4 Body language
知識(shí)與 能力 Help the students learn how to express themselves in body language when needed. 備課時(shí)間 上課時(shí)間 aIndividual
三 維 教 學(xué) 目 標(biāo)
教學(xué)方法 過(guò)程與 方法 參看教學(xué)過(guò)程
work, work
pair and
group work. 學(xué)法指導(dǎo) 為學(xué)生提供了來(lái)自不同國(guó) 度、不同語(yǔ)言文化背景的 “體態(tài)語(yǔ)”及其在交際中的 異同和影響的具體例證 Acting out by imitation
情感態(tài)度 價(jià)值觀
課
型
閱讀
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. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur. 教學(xué)過(guò)程 老師指導(dǎo)與學(xué)生活動(dòng) StepⅠ Revision 設(shè)計(jì)意圖
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 T: Our Pre-reading 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?
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? ones? If so, which
作 業(yè) 課后 反思
Get ready to retell the text in your own words.
課題
Unit 4 Body language
知識(shí)與 能力 Enable the students to know more about body language. 備課時(shí)間 上課時(shí)間 task-based
三 維 教 學(xué) 目 標(biāo)
教學(xué)方法 過(guò)程與 方法 參看教學(xué)過(guò)程 學(xué)法指導(dǎo)
method, role-play meth
od. Individual work, pair work and
group work. 情感態(tài)度 價(jià)值觀 使學(xué)生進(jìn)一步明確“體態(tài) 語(yǔ)”對(duì)人們?cè)谌粘＝浑H中了 解對(duì)方情感、思想、態(tài)度等 方面所起的作用
課
型
Reading
教學(xué) 重點(diǎn) 及分 析 教學(xué) 難點(diǎn) 及突 破
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. Let the students know that there is both positive body language and negative body language. 教學(xué)過(guò)程
教學(xué) 環(huán)節(jié)
1 Pre-reading
老師指導(dǎo)與學(xué)生活動(dòng)
設(shè) 計(jì) 意 圖
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
閱讀詳情：http://www.wenku1.com/news/6E553DC565632386.htmlin 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.
Homework 作 業(yè) 1. Read aloud all the reading texts in this unit. 2. Get ready to retell the two reading passages learnt in this period.
課時(shí)教學(xué)設(shè)計(jì)
課題
Unit 4 Body language
知識(shí)與 能力 備課時(shí)間 動(dòng)詞-ing 用法 上課時(shí)間 Individual 過(guò)程與 方法 教學(xué)方法 參看教學(xué)過(guò)程 work, work pair and
三 維 教 學(xué) 目 標(biāo)
group work. 學(xué)法指導(dǎo) 學(xué)生在聽、說(shuō)、做(即表演 “體態(tài)語(yǔ)”的動(dòng)作)中能夠增 情感態(tài)度 價(jià)值觀 進(jìn)對(duì)語(yǔ)言交際的感性認(rèn)識(shí)， 為他們?cè)陂喿x過(guò)程中上升 到對(duì)語(yǔ)言交際的理性認(rèn)識(shí) 打下基礎(chǔ)。 課 型 Grammar
教學(xué) 重點(diǎn) 及分 析 教學(xué) 難點(diǎn) 及突 破 教學(xué) 環(huán)節(jié)
V-ing 形式在句中作定語(yǔ)和狀語(yǔ)是本單元的學(xué)習(xí)重點(diǎn)。
V-ing 形式在句中作定語(yǔ)和狀語(yǔ)是本單元的學(xué)習(xí)重點(diǎn)。
教學(xué)過(guò)程 老師指導(dǎo)與學(xué)生活動(dòng) Structure Study
一: V-ing 形式由 “do+ing” 構(gòu)成, 其否定形式是 “not doing”, V-ing
設(shè)計(jì)意圖
中作定語(yǔ)和狀語(yǔ)是本單元的學(xué)習(xí)重點(diǎn)。 1. 作定語(yǔ) V-ing 形式可以單獨(dú)充當(dāng)名詞的前置修飾語(yǔ), 況。 1) -ing 形式表示 “供作......之用”的意思, 這類作定語(yǔ)的-ing 形式 過(guò)去叫動(dòng)名詞。 A swimming pool = a pool for swimming 2) -ing 形式表示 “......的” 意思, 過(guò)去叫現(xiàn)在分詞 A sleeping child working people -ing 形式短語(yǔ)作定語(yǔ)時(shí)一般放在它所修飾的名詞之后, 相當(dāng) 于一個(gè)定語(yǔ)從句。如: They are visitors coming from several countries. The boy standing there is a classmate of mine. 2. 作狀語(yǔ) 可以表示時(shí)間, 原因, 結(jié)果,條件, 行為方式或伴隨動(dòng)作等。 Attention Please -ing 形式作狀語(yǔ)時(shí), 它的邏輯主語(yǔ)必須與主句的主語(yǔ)是一致的。 Time permitting, I will pay a visit to the whole city. (分詞的邏輯主語(yǔ)是 time , 而句子的主語(yǔ)是 I , 兩者不構(gòu)成主謂關(guān) 系, 所以只能用獨(dú)立主格結(jié)構(gòu), 也就是給現(xiàn)在分詞補(bǔ)充一個(gè)主語(yǔ)。) 這時(shí)有兩種情
作 業(yè) 課后 反思
Homework Do “Using Structures” on Page 64.
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