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 part 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
2、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“because of you“because I love you“ 在屏幕是展示
3、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5 分钟 以根据发音记忆单词
4、。 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 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
5、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) The 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 o
6、ut 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 fluently 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
7、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
8、，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 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be cheerful.A V-shape of the fore-finger and middle fingerMay you succeed!Or congratulations on your success!A half-closed hand with thumb downI am not in favor of your i
9、dea or Ill have to refuse you.A wrinkling of the brow in thought or displeasure or a scowlShe is worried.Tears coming out of his eyes.He is very sad.All smiles on her faceShe is very happy.Waving their handsThey are waving goodbye to people around.A hand stretched out forward with strengthHe is stop
10、ping a tank.People jump with their both hands stretched open in the air.They are cheering for the victory.Step PracticeT: Look at Page 25. What are these people communicating?Step Time for FunStep V Role Play (Speaking task on P67)T: Now, theres still a little time left. Lets come to Speaking Task o
11、n Page 67. 作业 English weekly 1-6课后反思课时教学设计课题 Unit 4 Body language备课时间知识与能力Help the students learn how to express themselves in body language when needed. 上课时间教学方法aIndividual work, pair work and group work.过程与方法 参看教学过程学法指导Acting out by imitation三维教学目标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
12、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 comm
13、unication 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Step RevisionFree 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
14、 or familiar to the students such as nodding the head, stretching out the hand with thumb up, shrugging the shoulders, etc.Step Pre-readingT: Our text is about a special means of communicationBody Language. Now please look at the screen. And discuss these questions with your partner first. And then
15、some of you will be asked to report your work. Are you clear?After a few minutes.T: Now whod 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
16、so on.T: Perfect! Body language is used anytime and anywhere to convey peoples ideas, feelings, information, and so on and so forth. Next question?Step While-reading1. ScanningWhile reading, please try to divide the whole passage into several parts and find out the main idea.Summary of body language
17、.Read the text carefully, then decide if the following statements are true (T) or false (F). Step IV Post reading1. 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?
18、 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 备课时间知识与能力Enable the students to know more about body language. 上课时间教学方法task-based method, role-play
19、 method.过程与方法 参看教学过程学法指导Individual work, pair work and group work.三维教学目标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 me
20、t 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-reading1. What is the function of body language?2. How do you find body language in our daily life?3. How can th
21、e same body language express different feelings or ideas in different cultures?2 Fast readingTURE OF FALSE3 Further readingT: We have just read a passage entitled “Showing Our Feelings”, which tells us more about body language. Now lets read another passage in the Workbook on P66. The title of the r
22、eading 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, lets take up the last item, doing the arrangement of the information
23、 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
24、.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Homework1. 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
25、课题 Unit 4 Body language备课时间知识与能力 动词-ing 用法 上课时间教学方法Individual work, pair work and group work.过程与方法 参看教学过程学法指导三维教学目标情感态度价值观学生在听、说、做（即表演“体态语”的动作）中能课 型 Grammar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。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 St
26、udy一: V-ing 形式由 “doing” 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 swimming2) -ing 形式表示 “的” 意思, 过去叫现在分词A sleeping child working peo
27、ple -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
28、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HomeworkDo “Using Structures” on Page 64.课后反思教学基本信息课题“Working the land” Module4 Unit2 Period 5Listening, reading, speaking 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
29、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?”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
30、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 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 “C
31、hemical 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 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1）Develop students listening, reading, speaking and writing ability.2）Let students learn some expressions of persu
32、ation.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 to listen and understand the listening material.2) Get students to learn how to persuade others by using the functional items for persuasion3) Get students to learn
33、to design a poster by advertising the safety and imporance of eating “green food”.教学过程Step1. Revision & Leadin before listening1. 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
34、 is wrong with the vegetable? Step2: While- listening1. Ask students to listen to the tape for the main idea. -The possible bad effects of chemical fertilizers on the fruit and vegetables that we eat today2. Ask students to Listen to the tape for a second time. Decide if the following statesments ar
35、e true or false. Before listening, ask students to go through the five sentences first.( If necessary, write 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) Todays fruit is not as healthy for
36、 people as fruit fifty years ago. ( T )(4) Eating more vegetables is good for us. ( F )(5) All of todays 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 studen
37、ts can look at the material and should underline the key words, phrases and sentences. (listening text is omitted)Step3 Post-listening for consolidationT: What is wrong with the vegetable ? ( showing the cabbage)Ss: The vegetable was grown with chemical fertilizers. Although it is big, it is empty i
38、nside.T: Why are todays 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. Reading1Let students know something about green fo
39、odT: 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 (no)away from industrial areas (yes) many chemical fertilizers (no)no chemical fertilizers
40、 (yes)2Ask students to skim the passage on Page 15 and tell the advantages of green food and problems about green food. (by filling in the blanks)healthy and safe for peoples healthfree of chemical fertilizersgrown away from industrial areasAdvantages of green foodgrown away from dirty water supplie
41、snot knowing about the food and how good it isProblems about green foodmore expensive than other food which is not so safe3Ask students to read the passage and underline useful expressions.教学环节 教师活动 预设学生行为设计意图Step1. Revision & Leadin before listeningStep2: While- listeningStep4. Reading1. Ask studen
42、ts 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? 1. Ask students to listen to the tape for the main idea. -The possible bad effects of chemical fertilizers on
43、the fruit and vegetables that we eat today2. 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 first3. Show students the listening text and and ask them to listen to the tape fo
44、r a third time to check if their answers are right. This time students can look at the material and should underline the key words, phrases and sentences. (listening text is omitted)1Let students know something about green food2Ask students to skim the passage on Page 15 and tell the advantages of g
45、reen food and problems about green food. (by filling in the blanks)3Ask students to read the passage and underline useful 学生带着问题“What is wrong with the vegetable?”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
46、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。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。学生快速阅读文通过记者对农民的采访，激活学生已有的知识。然后，以 chemical farming 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“What is wrong with the vegetable?”。主要是引导和鼓励学生积极利用学习资
47、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expressions 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。板书设计Working the land” Module4 Unit2 Period 5Step1. RevisionStep2: While- listeningStep3 Post-listening for consolidationVegetable chemical fertilizersStep4. Reading学生学习活动评价设计听力练习中可
48、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。Unit3-A Master of Nonverbal Humour The Second Period ReadingTeaching aims: 1.Enable students to learn what humor means and what is
49、nonverbal humor.2.To introduce the life and work of Charlie Chaplin.3.To introduce the kind of humour we can all laugh at -nonverbal humour4.To train the students reading and understanding abilityDifficult points: Find out the main ideas of every paragraph.Teaching aids: A recorder and a projector, multimedia Teaching procedure:Step 1. Greetings and RevisionCheck homework: ask students to review what we learned in last period.Step 2. Pre-reading (通过展
