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高中英語(yǔ)教學(xué)設(shè)計(jì)（通用16篇）
作為一名老師，常常需要準(zhǔn)備教學(xué)設(shè)計(jì)，借助教學(xué)設(shè)計(jì)可以促進(jìn)我們快速成長(zhǎng)，使教學(xué)工作更加科學(xué)化。寫(xiě)教學(xué)設(shè)計(jì)需要注意哪些格式呢？下面是小編幫大家整理的高中英語(yǔ)教學(xué)設(shè)計(jì)，希望能夠幫助到大家。
高中英語(yǔ)教學(xué)設(shè)計(jì) 1
教學(xué)目標(biāo)
1.知識(shí)與技能目標(biāo)
(1)通過(guò)閱讀有關(guān)曼哈頓著名的藝術(shù)博物館加深對(duì)博物館的了解和認(rèn)識(shí)。提高閱讀能力同時(shí)學(xué)習(xí)有關(guān)介紹博物館的相關(guān)詞匯和表達(dá)，并能在特定語(yǔ)境中合理運(yùn)用。
(2)通過(guò)扮演導(dǎo)游對(duì)感興趣的博物館進(jìn)行介紹，提高學(xué)生的英語(yǔ)口頭表達(dá)能力同時(shí)掌握本單元教學(xué)目標(biāo)和要求中的詞匯用法。
(3)通過(guò)提供相關(guān)詞匯進(jìn)行對(duì)濰坊本地的博物館(濰坊風(fēng)箏博物館、楊家埠民間藝術(shù)大觀園)寫(xiě)一個(gè)宣傳廣告，提高學(xué)生的英語(yǔ)寫(xiě)作能力。
2.過(guò)程與方法目標(biāo)
(1)通過(guò)展現(xiàn)曼哈頓以及曼哈頓五個(gè)著名藝術(shù)館的相關(guān)圖片激發(fā)學(xué)生的學(xué)習(xí)興趣，并激發(fā)學(xué)生頭腦中相關(guān)的.背景知識(shí)為節(jié)課做熱身。
(2)通過(guò)閱讀課文利用Skimming和Scanning閱讀技能找到每個(gè)藝術(shù)館的地理位置、藝術(shù)特色等相關(guān)信息，提高分析處理英文信息的能力。通過(guò)尋找描述每個(gè)藝術(shù)館的關(guān)鍵詞培養(yǎng)學(xué)生的歸納總結(jié)信息的能力，同時(shí)為下一個(gè)扮演導(dǎo)游介紹藝術(shù)館的活動(dòng)做鋪墊，提供相關(guān)的語(yǔ)言詞匯鋪墊。
(3)通過(guò)提供相關(guān)詞匯進(jìn)行對(duì)濰坊本地的博物館(濰坊風(fēng)箏博物館、楊家埠民間藝術(shù)大觀園)寫(xiě)一個(gè)宣傳廣告，提高學(xué)生的英語(yǔ)寫(xiě)作能力。
3.情感、態(tài)度、價(jià)值觀目標(biāo)
通過(guò)學(xué)習(xí)，使學(xué)生了解世界著名的藝術(shù)館，培養(yǎng)學(xué)生的文化意識(shí)和對(duì)藝術(shù)的興趣。同時(shí)激發(fā)學(xué)生對(duì)家鄉(xiāng)的自豪感和熱愛(ài)之情。
教學(xué)重難點(diǎn)
教學(xué)重點(diǎn)：閱讀課文、運(yùn)用文中相關(guān)詞匯進(jìn)行說(shuō)和寫(xiě)的活動(dòng)以提高學(xué)生讀、寫(xiě)、說(shuō)的能力。
教學(xué)難點(diǎn)：在說(shuō)和寫(xiě)的過(guò)程中如何運(yùn)用相關(guān)詞匯和表達(dá)方式來(lái)正確、準(zhǔn)確、有效的介紹各個(gè)藝術(shù)館的特點(diǎn)。
教學(xué)過(guò)程
(一)展示學(xué)習(xí)目標(biāo)與小組評(píng)價(jià)規(guī)則
(二)“導(dǎo)入”
展示曼哈頓的相關(guān)圖片，展示課文中出現(xiàn)的5個(gè)藝術(shù)館的圖片及名字。
(三)Fast reading
快速掃讀課文
(四)Detailed Reading：詳細(xì)閱讀
(五)Challenge your speaking(口語(yǔ)能力提升)
提供參考詞匯：Welcome to…
This museum is located in…
It displays(展出)art works in… centuries of…countries，including…
It will appeal to…
You shouldn’t miss…
(六)Challenge your writing(英語(yǔ)寫(xiě)作能力提升)
Watch the videos and then write an advertisement to introduce one of the museums in Weifang.within80 words
寫(xiě)作參考詞匯：濰坊世界風(fēng)箏博物館(Weifang World Kite Museum)
楊家埠民間藝術(shù)大觀園(yangjbu Folk Art Museum)
kite 風(fēng)箏 wood-print new year pictures木板年畫(huà) be located in 位于
…is famous/well-known for…因…而出名 it displays/shows…展出
Here you can enjoy… 在這里你可以欣賞到… artist 藝術(shù)家 appeal to 吸引 tourist 游客 it’s well worth a visit 很值得參觀
(七)成果展示
個(gè)別學(xué)生優(yōu)秀作文展示
(黑板展示)
展示作文評(píng)分細(xì)則
教師點(diǎn)評(píng)
課后習(xí)題
高中英語(yǔ)教學(xué)設(shè)計(jì) 2
教學(xué)重難點(diǎn)
(1)學(xué)習(xí)建議信的結(jié)構(gòu)、語(yǔ)言。
(2)討論學(xué)校建筑物設(shè)計(jì)中行走不便的學(xué)生的需求。
(3)給校長(zhǎng)寫(xiě)一封建議信。
(4)繼續(xù)培養(yǎng)對(duì)殘疾人的尊重和關(guān)愛(ài)意識(shí)。
教學(xué)過(guò)程
Step 1Warming-up and lead-in(5 mins)
(1)導(dǎo)入
用本單元的閱讀文Marty’s story來(lái)導(dǎo)入，引出殘疾人的話(huà)題。
T：Hello，class.Inthe last lesson，we learnt Marty’s story.What’s the problem with Marty？
(He has a raremuscle disease.)
Yes，he’sdisabled.
But is Martyleading a miserable life due to his disability？
(No.)
He is leading afulfilling life due to his own efforts.The disabled can live as good andcomfortable a life as we do.But it calls for more efforts.
(2)揭題
教師通過(guò)展示我們學(xué)校的圖片以及通過(guò)采訪班上一位曾經(jīng)有行走困難的學(xué)生，點(diǎn)出學(xué)校有些地方可能對(duì)行走困難學(xué)生帶來(lái)不便。然后說(shuō)明教學(xué)目標(biāo)：閱讀一封建議信，討論學(xué)校設(shè)施中可以改進(jìn)的地方，以及寫(xiě)一封給校長(zhǎng)的建議信。
T：We are lucky tobe able-bodied and study in such a beautiful school.
But every now andthen，I find such students in our school.What are their problems？
(They havedifficulty walking and they have to move around with walking sticks orwheelchairs.)
T：This is SongYaoguang，our classmate.Yaoguang，what happened to you？
Do you find itdifficult to walk around in our school with a walking stick？
Do you think itnecessary to have our school reconstructed for the students with walkingdifficulty？
(Yes.)
T：If you have some suggestions，you can write asuggestion letter to our headmaster.Have you ever written such a letterbefore？
So in today’slesson，we are going to
1.read asuggestion letter
2.discussproblems with the school facilities
3.write a suggestionletter to the headmaster
2 Reading(15 min)
本課是讀寫(xiě)結(jié)合的綜合語(yǔ)言實(shí)踐課，遵循USE的模式，即Understanding(理解)→Sharing(分享)→Expressing(表達(dá))的模式。沒(méi)有優(yōu)質(zhì)的輸入就沒(méi)有優(yōu)質(zhì)的輸出，因此通過(guò)閱讀建議信來(lái)理解建議信的結(jié)構(gòu)、目的和寫(xiě)作手法，是本節(jié)課的重要環(huán)節(jié)，是USE種的第一步U(Understanding)。
(1)學(xué)習(xí)建議信結(jié)構(gòu)。
建議信是正式信件，學(xué)生以前在課堂上沒(méi)有接觸過(guò)，因此要點(diǎn)出建議信的結(jié)構(gòu)。
T：This is aletter to an architect.What information can we get in this part？
(receiver’s nameand address.)
What’s this partabout？
(sender’s name /signature)
From these twoparts，we learn that this is a formal letter.So a suggestion letter is aformal letter.
It is the mostimportant part in a suggestion letter，which is called the body.
(2)通過(guò)閱讀了解主旨大意。
T：The main body can be divided into three parts.Whatare they？
(1，2-6，7)
T：Whats thepurpose of the 1st paragraph？
(To give thearchitect the purpose of writing the letter.)
Whats the purposeof the last paragraph？
(To persuade thearchitect to adopt her suggestions.)
(3)通過(guò)閱讀學(xué)習(xí)寫(xiě)建議信策略
建議信的目的是讓人接受所給的建議，一要讓讀者對(duì)你的建議一目了然，二要讓讀者覺(jué)得你的建議有道理，樂(lè)于接受你給出的建議。因此，通過(guò)閱讀學(xué)習(xí)寫(xiě)作策略是非常重要的。
a)數(shù)字和斜體的運(yùn)用
T：Now，let’s cometo the concrete suggestions that Alice has made.How many suggestions doesAlice make？
Why do you thinkthe writer numbered her suggestions and used italics？
(Highlight the key points so as to make iteasier for the readers to remember and understand her suggestions.)
So when you writea suggestion letter，you should number the suggestions and use italics.
b)具體寫(xiě)建議時(shí)要結(jié)合問(wèn)題和解決辦法
T：We are going tolearn some more writing strategies of writing suggestions.
How should wewrite suggestions？Let’s take a look at the first suggestion，what are theproblems for those who use wheelchair？
(the lifts are atthe back of the cinema in cold，unattractive places.As disabled people have touse the lifts，this makes them feel they are not as important as othercustomers.)
And what is thesuggested solution？
(It would be handyto have lifts to all parts of the cinema.The buttons in the lifts should beeasy for a person in a wheelchair to reach，and the doors be wide enough toenter.)
From this part，wecan see that a suggestion should consist of two parts，the problem and thesolution.
Let’s see two moreexamples.Find out the problems and suggested solutions in these two parts.
When you writesuggestions yourselves，don’t forget to write both problems and solutions.
c)運(yùn)用禮貌用語(yǔ)
T：The thirdwriting strategy is about the the language.Suppose you were the architect，which one of these two statements do you prefer？
(Screen)I hopeyou will not mind me writing to ask if you have thought about the needs ofdisabled customers.
You must thinkabout the needs of disabled customers.
Why？(It soundsmore polite and more acceptable.)
Exactly.When youwrite suggestions，you should use some polite forms to encourage the reader totake the ideas seriously and make your suggestions more acceptable.
Now let’s findsome more examples in the text.
(Screen)
It would be handyto have lifts to all parts of the cinema.
It would help tofit sets of earphones to all seats...
So I’d like tosuggest that the seats at the back be placed higher than those at the front …
For disabledcustomers it would be more convenient to place the toilets near…
And if the doorscould be opened outwards，disabled customers would be very happy.
I hope mysuggestions will meet with your approval.
Step 3Discussion(8 min)
小組討論是USE中的`第二部S(Sharing)，分享。各學(xué)習(xí)小組合作學(xué)習(xí)，討論學(xué)校中哪些地方可能對(duì)行走困難學(xué)生帶來(lái)不便，積累寫(xiě)作素材，為下一步的寫(xiě)作做準(zhǔn)備。
T：Now let’s comeback to our topic today.Some parts of our school are not suitable for thosewith walking difficulty.Let’s discuss：
1.What parts ofour school may cause problems for those with walking difficulty？
2.What are yoursolutions？
Step 4 Writing(15 min)
寫(xiě)作是USE中的第三部E(Expressing)，表達(dá)。經(jīng)過(guò)前面的閱讀輸入，學(xué)生們已經(jīng)基本掌握了建議信的寫(xiě)作手法;通過(guò)分享，學(xué)生們積累了寫(xiě)作素材;因此，寫(xiě)作部分由學(xué)生完成一封給校長(zhǎng)的建議信，指出學(xué)校設(shè)計(jì)中的不足。這也是本堂課的最終目標(biāo)，實(shí)現(xiàn)學(xué)生從輸入到輸出的轉(zhuǎn)化。老師在寫(xiě)作后進(jìn)行必要的指導(dǎo)，指出學(xué)生寫(xiě)作中的優(yōu)點(diǎn)和不足。
Now that we havediscussed the problems and solutions with some school facilities，we can writea suggestion letter to our headmaster.Take out your handouts.The first partand last part are already given to you.What you have to do is write 2-3suggestions on the reconstruction of our school.When writing，do remember towrite both problems and solutions，and use polite forms.
Step 4 Emotionalattitude and values(2 min)
通過(guò)本單元Reading和UsingLanguage部分的學(xué)習(xí)，學(xué)生們有了理解、尊重、關(guān)心、幫助殘疾人的意識(shí)，因此在本節(jié)課的最后，做一個(gè)總結(jié)，也是培養(yǎng)學(xué)生情感態(tài)度價(jià)值觀的一個(gè)環(huán)節(jié)。
In this unit，wehave learned the difficulty of the disabled and how they face and conquer thedifficulty.But as able-bodies people，just making some suggestions or donatingmoney is far from enough.What else should we do？
(Care aboutdetails in their life.Don’t look down upon them or laugh at them.)
Accept them as one of us，and invite them to join us in avariety of activities.
高中英語(yǔ)教學(xué)設(shè)計(jì) 3
一、課程類(lèi)型：
高三復(fù)習(xí)課
二、教學(xué)目標(biāo)：
一)認(rèn)知目標(biāo)
1.句型和語(yǔ)言點(diǎn)(見(jiàn)教學(xué)重點(diǎn))。
2.用所學(xué)的知識(shí)與伙伴進(jìn)行交流、溝通，學(xué)會(huì)改錯(cuò)、寫(xiě)作。
二)情感目標(biāo)
利用多媒體手段營(yíng)造積極和諧教學(xué)氛圍，使學(xué)生不自覺(jué)地進(jìn)入情景之中，充分調(diào)動(dòng)學(xué)生的思維活動(dòng)和情感體驗(yàn)，引起學(xué)生的共鳴。
三)智力目標(biāo)
在運(yùn)用語(yǔ)言的過(guò)程中培養(yǎng)學(xué)生的觀察力、分析力、想象力和自學(xué)能力，幫助學(xué)生加強(qiáng)記憶力，提高思維能力和運(yùn)用英語(yǔ)的綜合能力，激發(fā)創(chuàng)造能力。
三、教材分析：
這是高三復(fù)習(xí)階段的一節(jié)寫(xiě)作課。這節(jié)書(shū)面表達(dá)課就從審題謀篇等方面入手來(lái)完成教學(xué)目的，側(cè)重于引導(dǎo)學(xué)生在把握書(shū)面表達(dá)的寫(xiě)作前準(zhǔn)備即謀篇審題能力，使學(xué)生在動(dòng)手寫(xiě)作前迅速構(gòu)思按照規(guī)范的模式來(lái)完成謀篇審題：在教學(xué)中不僅僅強(qiáng)調(diào)寫(xiě)，對(duì)于與寫(xiě)作緊密聯(lián)系的聽(tīng)、說(shuō)、讀、改錯(cuò)都有兼顧。采用任務(wù)型教學(xué)法和小組合作探究學(xué)習(xí)法，從而激發(fā)學(xué)生的學(xué)習(xí)興趣，同時(shí)也能擴(kuò)大課堂的語(yǔ)料輸入量及學(xué)生的語(yǔ)言輸出量。
四、教學(xué)重點(diǎn)：
1.學(xué)會(huì)審題和謀篇
2.掌握多樣化的表達(dá)方式
3.熟練各段中的固定寫(xiě)作套路
五、教學(xué)難點(diǎn)：
1.如何幫助學(xué)生運(yùn)用寫(xiě)作策略，促進(jìn)學(xué)生自主寫(xiě)作。
2.使學(xué)生了解謀篇的重要性，培養(yǎng)謀篇的能力和習(xí)慣。
六、教學(xué)方法：
1、活動(dòng)教學(xué)法：
2、任務(wù)型教學(xué)法：
七、教學(xué)設(shè)計(jì)：
Step 1.Warming up
Come up with some proverbs for the students to put them into Chinese.
Recitation is of the first importance in any language learning!
Practice makes perfect! …
What do you learn from the above proverbs？
Step 2.Presentation
Make it clear to the students the importance of writing in English subject of the college entrance exams and then the goals of this lesson.
Step 3.Exhibition
Show on the whiteboard a writing.
暑假即將來(lái)臨。你班同學(xué)討論了假期計(jì)劃，提出了不同看法，請(qǐng)根據(jù)提示寫(xiě)一篇有關(guān)討論的英語(yǔ)短文，并談?wù)勀愕?看法。
注意：1、詞數(shù)100左右;
2、短文必須包括表中所列要點(diǎn)，可根據(jù)內(nèi)容分段表述;
3、可適當(dāng)增加細(xì)節(jié)，以使行文連貫;
4、參考詞匯：眼界—horizon(或view)。
Step 4.Analysis
Analyze the key points and ask the students questions about them.
[寫(xiě)作要點(diǎn)]
1、確定人稱(chēng)，根據(jù)本題要求，它應(yīng)是一篇說(shuō)明文，故用they比較妥當(dāng)，而不能用I和you，這樣文章才更清晰。
2、確定時(shí)態(tài)，文章以一般現(xiàn)在時(shí)為主，但還可以適當(dāng)?shù)厥褂靡话銓?lái)時(shí)，這樣文章會(huì)富于變化，使文章更有色彩。
3、確定要點(diǎn)，注意不能直接把提供的漢語(yǔ)提示進(jìn)行逐條翻譯，要把兩種對(duì)比觀點(diǎn)歸納整理，形成邏輯關(guān)系，最好用兩段分別闡述觀點(diǎn)，這樣文章會(huì)更有條理性。
Step 5.Group discussion
Show on the whiteboard an excellent writing and sort out the useful fixed patterns after group discussion.
Step 6.Further practice
人們對(duì)于學(xué)生網(wǎng)上交友持不同意見(jiàn)。請(qǐng)你用英語(yǔ)寫(xiě)一篇關(guān)于學(xué)生網(wǎng)上交友的短文，介紹人們的不同觀點(diǎn)，并表達(dá)自己的看法。
高中英語(yǔ)教學(xué)設(shè)計(jì) 4
教學(xué)目標(biāo)
1.Get students to learn the useful words and expressions in this unit.
eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to
2.Help students to learn about disabilities and life of the disabled.
能力目標(biāo)
1.Let students read the passage Martys Story to develop their reading ability.
2.Enable students to know that people with disabilities can also live well.
情感目標(biāo)
1.By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled.
2.Help them understand more about how challenging life can be for the disabled.
3.Develop students sense of cooperative learning.
教學(xué)重難點(diǎn)
教學(xué)重點(diǎn)
Get students inspired by positive stories of the people with disabilities.
教學(xué)難點(diǎn)
1.Develop students reading ability.
2.Help students understand the difficulties the disabled have to overcome.
教學(xué)過(guò)程
Step 1 Warming up
1.Warming up by discussing
First ask students to talk about people with a mental or physical disability to see how much they know about disabilities.Then show some photos of people with disabilities.Students will be asked to discuss the following questions in small groups.
Do you know any famous people who are disabled？
What difficulties do they have to overcome in daily life？
What have they achieved？
Suggested answers：
Steven Hawking has a muscle disease，but he makes great contributions in science and puts forward his theory about black holes.
Beethoven was deaf in one ear when he was 26 and totally deaf at the age of 35，but he was a great composer.
Helen Keller was deaf and blind，but she was a great writer.
2.Warming up by talking
First，ask students to look at the pictures and read what these people have achieved even though they each have a disability.Next，work with partners to talk about what disability they might have according to each description below the picture.
Suggested answers：
Rosalyn is in a wheelchair.She has walking difficulty.
Richard has difficulty with eyesight，so he cant read the questions or write the answers for his college entrance exams.
Sally has hearing problems(though not deaf as she can still understand loud speech in the cinema).
Gao Qiang was born with Downs Syndrome，which is a mental disability.Some Douns Syndrome Downs Sufferers have made a good career as actors.
Step 2 Pre-reading
Ask students to read the short paragraph in Pre-reading carefully and find out the purpose of the website “Family Village”.
Suggested answers：
1.To give ordinary young people with a disability a chance to share their stories with others.
2.To inspire other disabled people.
3.To get non-disabled people to understand more about how challenging life can be for people with disabilities.
Step 3 Reading
1.Skimming
Give students 2 minutes;ask them to read the passage fast to fill in the blanks：
Sum up the main idea of each paragraph：
Paragraph 1：A(n)______ to Marty and his muscle disease.
Paragraph 2：How the disease ______.
Paragraph 3：Marty met a lot of ______ at school.
Paragraph 4：How his life has become ______.
Paragraph 5：The ______ of his disease.
Suggested answers：
Paragraph 1：An introduction to Marty and his muscle disease.
Paragraph 2：How the disease developed/started.
Paragraph 3：Marty met a lot of difficulties at school.
Paragraph 4：How his life has bec ome easier.
Paragraph 5：The advantages of his disease.
2.Scanning for detailed information
Ask students to read the passage carefully to locate the detailed information.
(1)First ask students to read paragraph one and complete the chart below.
(2)Next read paragraphs two and three and choose the best answer.
Why did the doctors cut out a piece of muscle from Martys leg？
A.Because they could cure the disease by cutting it out.
B.Because they wanted to use it as a specimen(標(biāo)本).
C.Because they w ould transplant(移植)the new muscle.
D.Because they wanted to find out the cause of the disease.
Key：D
(3)Read paragraph four and answer the following questions：
�、賅hat is Martys ambition？
②What is Martys achievement？
�、踂hat is Martys hobby？
Suggested answers：
�、費(fèi)artys ambition is to work for a firm that develops computer software when he grows up.
②Marty invented a co mputer football game and a big company decided to buy it from him.
�、跘s well as going to the movies and football matc hes with his friends，he spends a lot of time with his pets.He has two rabbits，a parrot，a tank full of fish and a tortoise.
(4)Ask students to find Martys advice in paragraph five.
Suggested answers：
Dont feel sorry for the disabled.Dont make fun of them.Dont ignore them.Accept them for who they are.Encourage them to live as rich and full a life as healthy people do.
Step 4 Consolidation
1.Ask students to read the whole passage and choose the best answers.
(1)Which of the following is false？
A.Although there are a few students who look down upon him，Marty never gets annoyed.
B.Marty leads a meaningful life and does not feel sorry for being disabled.
C.Marty only spends time with his pets and never with his friends.
D.Martys disability has made him more independent.
(2)From the passage we can infer that ______ .
A.Marty asks others to feel sorry for him
B.Marty never loses heart
C.Marty is afraid of being made fun of
D.Marty will not accept any encouragement because he has grown stronger psychologically
Keys：(1)C(2)B
2.Ask students to work together to write a mini biography for Marty according to the text.
3.Discuss in pairs to get the main idea of the passage by filling in the blanks.
Though he is a ______ person，Marty never feels ______ for himself and he ______ his life.
Suggested answers：disabled;sorry;enjoys
Step 5 Discussion
1.Ask students to discuss the following questions in small groups.
(1)How did Martys feeling changed over time？
(2)What kind of person do you think Marty is？Can you use adjective words to describe him？
Suggested answers：
(1)The change of Martys feeling over time：
hopeful→hopeless→stupid→not get annoyed→good/busy
(2)We can see Marty is optimistic/brave/independent/strong-minded.
2.Show a video of “Qianshou Guanyin” t o the students and encourage them to remember the famous saying：“Where there is a will，there is a way.”
Step 6 Appreciation
Ask students to read two poems for appreciation when facing obstacles in the future.
Facing Obstacles(Two poems by Tom Krause)
The Heart of the Strong
Strong is the heart that knows not the way
of comfort and ease while living each day.
Yet continues to believe from the depths of its soul
that the future is destined to silver and gold.
Strong is the heart whose yearning is waned
by storms in life filled with heartache and pain.
Yet still gives its all—everything that it can
in search of a dream—Gods ultimate plan.
When there is a victor y—when battles are won
when burdens are lifted and bright shines the sun—
when struggling souls gather—where heroes belong—
they find in themselves—the heart of the strong.
Carry On
At times when you feel troubled
when your happiness is gone
look to the heart within you
for the strength to c arry on.
In your heart you will find special virtues
such as faith and hope and love.
These gifts have been sent down to you
from a power up above.
It is faith that keeps the soul searching
for the joy the heart hopes for.
It is lo ve that heals the spirit
making it stronger than before.
And if your heart be broken
if your strength should fade away
the power of these virtues
will still win out the day.
So remember when you are troubled
when your happiness is gone
look to the heart within you
for the strength to carry on.
課后習(xí)題
Homework
1.Retell Martys Story according to the minibiography.
2.Surf the Internet to learn more about the life ofdisabled people.
高中英語(yǔ)教學(xué)設(shè)計(jì) 5
教學(xué)目標(biāo)
1.引導(dǎo)學(xué)生通過(guò)上下文理解生詞的含義：
anecdote，annual，witness，accommodation，shore，yell，pack，flee，drag，depth，lip，tongue，abandon，relationship，help out
2.幫助學(xué)生掌握文中一些描述事物和情景的生動(dòng)手法，從而體會(huì)作者的思想情感，把握文章的精髓。
3.幫助學(xué)生通過(guò)兩個(gè)故事，對(duì)生活在大洋的虎鯨能有更多的了解，同時(shí)對(duì)虎鯨給予我們?nèi)祟?lèi)忠實(shí)的幫助產(chǎn)生由衷的感激，從而加強(qiáng)動(dòng)物保護(hù)和環(huán)境保護(hù)意識(shí)。
教學(xué)重難點(diǎn)
1.引導(dǎo)學(xué)生通過(guò)上下文理解生詞的含義：
anecdote，annual，witness，accommodation，shore，yell，pack，flee，drag，depth，lip，tongue，abandon，relationship，help out
2.幫助學(xué)生掌握文中一些描述事物和情景的生動(dòng)手法，從而體會(huì)作者的思想情感，把握文章的精髓。
3幫助學(xué)生通過(guò)兩個(gè)故事，對(duì)生活在大洋的虎鯨能有更多的了解，同時(shí)對(duì)虎鯨給予我們?nèi)祟?lèi)忠實(shí)的幫助產(chǎn)生由衷的感激，從而加強(qiáng)動(dòng)物保護(hù)和環(huán)境保護(hù)意識(shí)。
教學(xué)過(guò)程
Step1 Lead –in &Warming-up(5mins)
問(wèn)題導(dǎo)入——教師呈現(xiàn)問(wèn)題和圖片
T：Have you seen plants andanimals that live under the sea？Where did you see them？What’s this？Yes，they’re killer whales.How much do you know about them？I’ll show you a shortvideo.
意圖說(shuō)明：在讀前這個(gè)環(huán)節(jié)，通過(guò)幾個(gè)問(wèn)題，激發(fā)學(xué)生原有的對(duì)海洋生物的知識(shí)儲(chǔ)備，再展示一些相關(guān)的圖片，認(rèn)識(shí)一些常見(jiàn)海底動(dòng)物的英文名稱(chēng)。最后出現(xiàn)虎鯨的`形象，以?huà)伋鰡?wèn)題What’sthis？How much do you know about them？來(lái)引出今天閱讀的主角——虎鯨。先播放一段視頻——“虎鯨捕獵”的場(chǎng)面。
Step2 Pre-reading(Predicting)(2mins)
T：Now please look at the title“Is Old Tom an old man？” Right，it’s notan old man.It’s the name of a killer whale.Here are two pictures of thekiller whale.Can you guess what happened to him？
意圖說(shuō)明：標(biāo)題導(dǎo)讀是指導(dǎo)英語(yǔ)閱讀的重要方法。通過(guò)解讀題目，觀察文中的插圖，讓學(xué)生預(yù)測(cè)故事的內(nèi)容，這樣更能激起他們的閱讀興趣。
Step3 While-reading(28mins)
Task 1 Fast-reading(3mins)
What’s the main idea of the passage？Read the passage quickly and completethe following sentences.
The text consists of two ________written by Clancy.They are mainly about how Old Tom helped the whalers ________a whale and savedJames from the _______.
Explain new words：
anecdote：short，usuallyamusing story about a real person or event
意圖說(shuō)明：采用完成句子的形式來(lái)給出文章的大意，這樣很大程度上降低了難度，可以讓更多的學(xué)生能夠完成，從而產(chǎn)生成就感。
Task 2 Careful-reading(3mins)
Read the first story again and finish the chart.
Fill in the blanks.
意圖說(shuō)明：訓(xùn)練學(xué)生尋找細(xì)節(jié)信息的閱讀技能，同時(shí)突出本課的生詞和短語(yǔ)。要求學(xué)生不看書(shū)來(lái)完成，這樣更具有挑戰(zhàn)性。
Task 3 Discussing and Speaking(5mins)
Discuss in pairs and answer the following questions.
What’s the relationshipbetween Old Tom and the whalers？
意圖說(shuō)明：活動(dòng)2的填表活動(dòng)只是幫助學(xué)生對(duì)故事主要情節(jié)有大概的了解，而這個(gè)環(huán)節(jié)的提問(wèn)是為了幫助學(xué)生進(jìn)一步讀懂文章，對(duì)文章有更深的理解和思考，培養(yǎng)他們的批判性思維，使他們能夠正確對(duì)待動(dòng)物與人類(lèi)之間的關(guān)系。
Task 4 Read the second story again and finish the chart.(2mins)
Fill in the blanks.
Task 5 Discussing and Speaking(15mins)
Read the second story and answer the following questions：
1. How did Old Tom help James？
2. As far as you know ，what other animals everhelp out human beings in history？
意圖說(shuō)明：這里給學(xué)生時(shí)間去交流他們所知道的動(dòng)物救人的奇聞?shì)W事，然后請(qǐng)個(gè)別小組來(lái)匯報(bào)討論結(jié)果，與全班同學(xué)來(lái)分享故事。如果學(xué)生知道的不多，教師可讓他們閱讀以下三個(gè)小故事。
(公元前5世紀(jì)，古希臘歷史學(xué)家希羅多德記載過(guò)一件奇事：音樂(lè)家阿里昂乘船返回希臘時(shí)，水手們意欲謀財(cái)害命。阿里昂乞求水手們?cè)手Z他演奏生平最后一曲。他奏完樂(lè)曲就跳入大海，一頭海豚游過(guò)來(lái)馱起這位音樂(lè)家，將他送到了伯羅奔尼撒半島。
有一個(gè)車(chē)?yán)习遐s著馬車(chē)從山上往山下走，這時(shí)轅馬的套掉了，老板俯下身想揀起來(lái)，沒(méi)想到穿在身上的棉大衣被壓在車(chē)輪底下，將人帶了下去。在這千鈞一發(fā)之際，轅馬一口將車(chē)?yán)习宓鹌�，隨著巨大的慣性向山下跑去，一直跑到安全地帶，車(chē)才慢慢停下來(lái)，把人輕輕放下，這時(shí)馬跑了一身汗。”戰(zhàn)獸醫(yī)師說(shuō)，“這個(gè)老板心地非常善良，平時(shí)與馬很有感情，從來(lái)不打馬，這次有難，是馬救了他。
” 1999年《哈爾濱晚報(bào)》登載了這樣一條新聞：黑龍江省阿城市有一個(gè)聾啞人，有一天坐在火車(chē)道上，當(dāng)火車(chē)路過(guò)這里時(shí)，怎么鳴叫他也聽(tīng)不見(jiàn)。這時(shí)，在路邊吃草的一只山羊見(jiàn)到了，它拼命地跑了過(guò)來(lái)，用角把這個(gè)人推出了道軌，而它來(lái)不及躲避，不幸壯烈犧牲。)
3.What conclusion can we come to after weshare these stories？
意圖說(shuō)明：通過(guò)交流幾個(gè)動(dòng)物救人的感人故事，學(xué)生會(huì)由衷地產(chǎn)生對(duì)動(dòng)物的喜愛(ài)和感激之情，會(huì)認(rèn)識(shí)到大自然的一切，我們都要感恩，都要愛(ài)護(hù)，我們與動(dòng)物要和諧相處，世界才會(huì)更美好。
Step4 Languageappreciation(10mins)
意圖說(shuō)明：接下來(lái)這個(gè)環(huán)節(jié)是要引導(dǎo)學(xué)生學(xué)會(huì)鑒賞文章中語(yǔ)言的美，這也是本節(jié)課的一個(gè)重點(diǎn)部分。學(xué)生可根據(jù)自己的真實(shí)想法，給出他們認(rèn)為寫(xiě)的精彩的句子，以及給他們留下最深印象的場(chǎng)面。
In the first story，which sentences do you thinkbest describe the scene of the whale hunt and the actions of Old Tom？In thesecond story，what scene impresses you most？
在學(xué)生各抒己見(jiàn)之后，教師可著重分析以下幾個(gè)句子。
We ran down to the shore in time to see an enormousanimal opposite us throwing itself out of the water andthen crashing down again.
我們及時(shí)趕到岸邊，看到對(duì)面有一個(gè)龐大的動(dòng)物猛力躍出水面，然后又墜落到水里。
throwing itself out of the water形象地表現(xiàn)了鯨躍出水面的動(dòng)作。throw的用法很靈活，能表達(dá)出豐富的含義。如：
I felt discouraged when he threw cold water on myidea.
他給我的想法潑冷水時(shí)，我感到很沮喪。
She threw herself into a chair and began to cry.
她倒在椅子上，哭了起來(lái)。
The fire threw hundreds of workers out of work.
大火使幾百個(gè)工人失業(yè)。
…when we approached him，I saw James being firmly held up in the water by Old Tom.
當(dāng)我們靠近他的時(shí)候，我看到老湯姆在水中正穩(wěn)穩(wěn)地托著詹姆斯。
Step4 Homework
1.Surf the Internet andlearn more about the killer whale and other marine animals.
2.ry to retell the story using your own words.
高中英語(yǔ)教學(xué)設(shè)計(jì) 6
一、教學(xué)目標(biāo)設(shè)計(jì)：
知識(shí)與技能：
�、僬莆湛焖匍喿x的方法，熟悉“發(fā)表看法，提出建議”的口語(yǔ)技能，高中英語(yǔ)教學(xué)案例。
②充分利用網(wǎng)絡(luò)資源，強(qiáng)化學(xué)生自主學(xué)習(xí)的意識(shí)，培養(yǎng)學(xué)生組織語(yǔ)言、運(yùn)用語(yǔ)言的能力。
過(guò)程與方法：
�、倥囵B(yǎng)學(xué)生篩選局部和整體信息的能力和獨(dú)立閱讀能力，通過(guò)自主學(xué)習(xí)和協(xié)作學(xué)習(xí)，獲取信息和處理信息的能力。
②培養(yǎng)學(xué)生質(zhì)疑意識(shí)，分析問(wèn)題、解決問(wèn)題、綜合問(wèn)題的能力和創(chuàng)造性思維能力。
情感價(jià)值觀：通過(guò)本節(jié)課的學(xué)習(xí)，培養(yǎng)學(xué)生的人文和信息素養(yǎng)。
二、教材內(nèi)容及重點(diǎn)、難點(diǎn)分析：
教材內(nèi)容：本課教學(xué)內(nèi)容是新課標(biāo)，Canada---The True North 與以往接觸過(guò)的介紹國(guó)家的文章相比，本課的內(nèi)容沒(méi)有整體介紹加拿大的地理概況和風(fēng)土人情，而是通過(guò)一個(gè)旅人的眼睛來(lái)看加拿大。相比較而言，這樣的課文難度更大。
教學(xué)重點(diǎn)：①對(duì)課文內(nèi)容的整體把握。
②學(xué)生組織語(yǔ)言、運(yùn)用語(yǔ)言的能力。【重點(diǎn)突破】任務(wù)驅(qū)動(dòng)，層層深入。利用“任務(wù)驅(qū)動(dòng)”方法，使學(xué)生利用資源自主探究、解決一系列層層深入的`問(wèn)題。在教學(xué)中，教師作為問(wèn)題的精心設(shè)計(jì)者和疑難問(wèn)題的點(diǎn)撥者，培養(yǎng)學(xué)生組織語(yǔ)言的能力。
教學(xué)難點(diǎn)：①對(duì)課文內(nèi)容中細(xì)節(jié)的理解。
�、趯�(duì)網(wǎng)上各種信息源的比較篩選，及學(xué)生易受無(wú)關(guān)因素的干擾而導(dǎo)致的學(xué)習(xí)效率問(wèn)題�！倦y點(diǎn)突破】 設(shè)置情境，循序漸進(jìn)，層層遞進(jìn)。設(shè)置富有情趣的情境，激發(fā)他們的閱讀欲望，積極主動(dòng)地進(jìn)行自主探究。循序漸進(jìn)的設(shè)計(jì)問(wèn)題 ，激發(fā)學(xué)生的創(chuàng)造思維，層層深入地引導(dǎo)學(xué)生進(jìn)行自主和協(xié)作學(xué)習(xí)。
三、教學(xué)策略及教法設(shè)計(jì)：
【教學(xué)策略】：①本節(jié)課的教學(xué)以建構(gòu)主義學(xué)習(xí)理論為指導(dǎo)，以學(xué)生為中心，以問(wèn)題為出發(fā)點(diǎn)，使課堂教學(xué)過(guò)程成為學(xué)生自主地進(jìn)行信息加工、知識(shí)意義構(gòu)建、創(chuàng)新能力發(fā)展的過(guò)程。教師在教學(xué)過(guò)程中則適時(shí)介入，引導(dǎo)、啟發(fā)、組織、幫助、促進(jìn)。
�、谠O(shè)計(jì)創(chuàng)造性思維問(wèn)題。所謂創(chuàng)造性思維問(wèn)題即是指有利于學(xué)生創(chuàng)造性思維發(fā)展的問(wèn)題。創(chuàng)造性思維問(wèn)題的設(shè)計(jì)應(yīng)遵循這樣幾個(gè)原則：題型具有開(kāi)放性、解題富有挑戰(zhàn)性。
【教法】：①演示法：把制作的課件、動(dòng)畫(huà)等顯示給學(xué)生看，便于學(xué)生對(duì)微觀知識(shí)的把握，并從舊知中獲得啟迪，從而解決問(wèn)題。
�、谠u(píng)價(jià)閱讀法：將學(xué)生通過(guò)對(duì)材料的收集、整理和內(nèi)化而形成的學(xué)習(xí)成果，在全班學(xué)生中展示，使學(xué)生獲得成功的喜悅，從而激發(fā)學(xué)生的后續(xù)學(xué)習(xí)熱情。
�、廴蝿�(wù)驅(qū)動(dòng)教學(xué)法：將所要學(xué)習(xí)的新知識(shí)隱含在一個(gè)或幾個(gè)問(wèn)題之中，學(xué)生通過(guò)對(duì)所提的任務(wù)進(jìn)行分析、討論，并在老師的指導(dǎo)、幫助下找出解決問(wèn)題的方法，最后通過(guò)任務(wù)的完成而實(shí)現(xiàn)對(duì)所學(xué)知識(shí)的意義建構(gòu)。
四、教學(xué)過(guò)程設(shè)計(jì)：
第一步：熱身活動(dòng)：猜單詞。在這個(gè)步驟中，我給出兩組前一節(jié)課學(xué)過(guò)的詞，分別讓兩組同學(xué)上來(lái)猜。所采用的方式類(lèi)似于《幸運(yùn)52》：?jiǎn)卧~是出現(xiàn)在屏幕上的，其中一個(gè)同學(xué)背對(duì)著屏幕，他是猜者;另一個(gè)同學(xué)則是解釋者，他要用英語(yǔ)或輔以動(dòng)作將單詞的意思表現(xiàn)出來(lái)。兩組同學(xué)之間展開(kāi)競(jìng)爭(zhēng)，看誰(shuí)猜得又快又多。這個(gè)活動(dòng)不僅可以復(fù)習(xí)上節(jié)課的內(nèi)容，更重要的是活躍了課堂氣氛，令同學(xué)們很快融入課堂氛圍。
第二步：讀前活動(dòng)(一)：自由展示。在上這一課之前，我給學(xué)生布置的預(yù)習(xí)任務(wù)是介紹你最想去的地方。Which country or place would you like to visit most？Why？學(xué)生們自由組成小組，上網(wǎng)查找相關(guān)資料，然后對(duì)所搜集的信息進(jìn)行整理，最后形成自己的powerpoint展示文件。在課堂上，由本小組的發(fā)言代表上來(lái)進(jìn)行展示和介紹。這一環(huán)節(jié)是這節(jié)課的重頭戲。
第三步：讀前活動(dòng)(二)：自由交談。給學(xué)生提出這樣一個(gè)問(wèn)題：如果你有機(jī)會(huì)去加拿大，你最想看什么？If you have a chance to visit Canada，what would you expect to see there？先要求他們?cè)谛〗M內(nèi)討論，然后再在全班同學(xué)面前發(fā)言.
第四步：讀前活動(dòng)(三)：小組討論。經(jīng)過(guò)了前面的大量的有關(guān)加拿大的信息的沖擊，你愿意用哪三個(gè)詞語(yǔ)來(lái)描述加拿大？What three words would you use to describe Canada？Why？請(qǐng)小組代表發(fā)言。
第五步：加拿大概況綜述。這一步驟是對(duì)上幾個(gè)步驟的總結(jié)，同時(shí)也是教師整合并優(yōu)化了有關(guān)加拿大的各種信息所進(jìn)行的展示。目的是進(jìn)一步加深同學(xué)們對(duì)加拿大的了解，對(duì)他們所獲取的知識(shí)進(jìn)行 梳理，也為下一個(gè)步驟展開(kāi)鋪墊。
第六步：掠讀課文。(first reading)在這個(gè)步驟中，我給出了8個(gè)問(wèn)題，讓同學(xué)們帶著這8個(gè)問(wèn)題來(lái)閱讀課文。讀完后回答問(wèn)題。
1.Why are the cousins not flying direct to the Atlantic coast？
2.What is the continent they are crossing？
3.What is “The True North”？
4.Why do many people want to live in Vancouver？
5.What happens at the Calgary Stampede？
6.Where does wheat grow in Canada？
7.Why would ship be able to reach the centre of Canada？
8.Name two natural resources that Canada has.
第七步：精讀課文。(second reading)在這個(gè)步驟中，我給出了5個(gè)跟課文內(nèi)容有關(guān)的句子，讓同學(xué)們判斷正誤。如果該句是錯(cuò)的，請(qǐng)給出正確答案。
1.The girls went to Canada to see their relatives in Montreal.
2.Danny Lin was going to drive them to Vancouver.
3.You can cross Canada in less than five days by bicycle.
4.The girls looked out the windows and saw Native Indians and cowboys.
5.Thunder Bay is a port city in the south of Canada，near Toronto.
第八步：復(fù)述課文(retelling)給出課文中的關(guān)鍵詞匯，讓同學(xué)們用自己的話(huà)來(lái)復(fù)述課文。
Helpful words and expressions
great scenery second largest go eastward 5，500/from west to east
here in Vancouver surrounded by ski/sail
第九步：口頭作文(oral practice)設(shè)定一個(gè)情境，給出一些關(guān)鍵詞匯，讓同學(xué)們模仿課文來(lái)編一段對(duì)話(huà)或一篇短文。
Suppose two of your cyber pals in Canada come to visit Shenzhen and you are meeting them at the airport.While you are driving them home，you are telling them something about China and Shenzhen，just as what Danny Lin said in the text.
Work in groups.You are required to present either a short passage or a short dialogue.
Helpful words and expressions
great scenery third largest go northward from south to north
along the coast theme parks
第十步：作業(yè)布置。要求學(xué)生將第九步中的口頭作文寫(xiě)出來(lái)，變成書(shū)面作文。
Write down the short passage or the short dialogue that you’ve just worked out.
五、教學(xué)反思
本節(jié)課是新課標(biāo)，我將本節(jié)課設(shè)計(jì)為競(jìng)賽、導(dǎo)入、個(gè)人探究、互動(dòng)交流、協(xié)作探究和討論及口頭作文等九個(gè)步驟。我充分發(fā)揮自制網(wǎng)絡(luò)課件的優(yōu)勢(shì)，使本節(jié)課的內(nèi)容更加充實(shí)，容量更多。既貫通了所要學(xué)的知識(shí)，又拓展了課外知識(shí)，使得本節(jié)課學(xué)生在學(xué)習(xí)過(guò)程中興趣更加濃厚 ，積極地自主探究，討論問(wèn)題熱烈，課堂氣氛活躍!
高中英語(yǔ)教學(xué)設(shè)計(jì) 7
一、教材分析
主題公園作為人類(lèi)文明的一大體現(xiàn)，作為當(dāng)今社會(huì)人們主要休閑、娛樂(lè)方式之一，是一個(gè)非常貼近生活、具有時(shí)代性、可深度挖掘的教學(xué)主題。本單元以主題公園為背景，圍繞a world of fun這一主題開(kāi)展聽(tīng)、說(shuō)、讀、寫(xiě)多種教學(xué)活動(dòng)。單元語(yǔ)言素材涉及過(guò)山車(chē)、蹦極運(yùn)動(dòng)、自由落體車(chē)、賽車(chē)等娛樂(lè)方式及各類(lèi)主題公園的不同特色，具有很強(qiáng)的時(shí)代氣息，貼近學(xué)生生活，有利于學(xué)生了解生活、運(yùn)動(dòng)與休閑，了解中外文化，增強(qiáng)世界意識(shí)，有利于培養(yǎng)積極的生活態(tài)度。
本單元的Warming up部分以圖片形式引入本單元的話(huà)題之一：amusement parks;并通過(guò)師生或生生自由問(wèn)答，讓學(xué)生了解并交流個(gè)體各類(lèi)活動(dòng)方面的體驗(yàn)、喜好及理由，從而引出話(huà)題amusement parks和theme parks，為聽(tīng)力部分和閱讀部分作必要的鋪墊。
Listening提供一個(gè)會(huì)議事例：在我市建一個(gè)主題公園的招標(biāo)大會(huì)上，F(xiàn)un Fun Productions and Merry Rides Limited兩個(gè)不同特色公司的代表人發(fā)表演說(shuō)表達(dá)各自?xún)?yōu)勢(shì)以爭(zhēng)取承建權(quán)。在聽(tīng)音之前需要作恰當(dāng)?shù)膶?dǎo)入，聽(tīng)時(shí)做課文1、2部分，聽(tīng)后再作小組討論：選擇哪一家公司作為承建商及給出相應(yīng)的.理由。這一話(huà)題具有社會(huì)性，時(shí)代性特點(diǎn)，在課堂上可以激發(fā)學(xué)生模擬真實(shí)語(yǔ)境進(jìn)行創(chuàng)造性對(duì)話(huà)活動(dòng)。
Speaking緊緊圍繞“問(wèn)路與指路”話(huà)題：課內(nèi)提供一張公園平面圖，學(xué)生根據(jù)出發(fā)點(diǎn)和目的地的聯(lián)系進(jìn)行有意義的對(duì)話(huà)實(shí)踐。Post-speaking內(nèi)容擴(kuò)展至生活實(shí)際情況。
Reading是一篇介紹主題公園的說(shuō)明文。它包括主題公園的定義、特點(diǎn)，同時(shí)介紹了the World Park of China，the Ocean Park of Hong Kong，Disneyland in California三個(gè)不同的主題公園，引導(dǎo)學(xué)生了解和比較主題公園的不同主題，激發(fā)學(xué)生聯(lián)想主題公園的未來(lái)發(fā)展。Post-reading部分鼓勵(lì)學(xué)生自行設(shè)計(jì)主題公園活動(dòng)，鼓勵(lì)學(xué)生積極想象、培養(yǎng)創(chuàng)新能力。
文章結(jié)構(gòu)思路如下：
1)What is a theme park？
2)Know about 3 great theme parks：The World park ---People can have fun and experience sth different.
The Ocean Park in Hong Kong ---People come for thrills and entertainment and know more about the idea behind the park.
Disneyland in California ---The theme is the world of Walt Disney and his characters.
3)New theme parks are being built.- Never go to the forest if you are afraid of the wolf.(Lenin)
大膽的探索和體驗(yàn)源自你的勇氣。(列寧)
Language study要求學(xué)生掌握和運(yùn)用相應(yīng)的詞匯;了解分詞的意義，學(xué)習(xí)掌握現(xiàn)在分詞作狀語(yǔ)的用法，區(qū)別運(yùn)用分詞的進(jìn)行式作狀語(yǔ)與完成式作狀語(yǔ)結(jié)構(gòu)。
Integrating skills閱讀部分在主題公園的基礎(chǔ)上以rides為主題內(nèi)容，介紹了幾種不同的rides，要求讀后以課文為基礎(chǔ)，鼓勵(lì)學(xué)生創(chuàng)造、想象，以小組活動(dòng)形式設(shè)計(jì)并描述the scarest and most exciting ride in the word。
學(xué)生在本單元的學(xué)習(xí)過(guò)程中，除了增長(zhǎng)語(yǔ)言知識(shí)、提高語(yǔ)言技能外，更要拓展文化視野，發(fā)展跨文化交際的意識(shí)和能力;并且結(jié)合個(gè)人經(jīng)驗(yàn)充分體驗(yàn)他人在個(gè)別主題活動(dòng)方面的感受，加強(qiáng)合作意識(shí)、陶冶情操，提高自身素養(yǎng)。
二、教學(xué)目標(biāo)
知識(shí)技能：掌握并會(huì)運(yùn)用有關(guān)詞匯、句型和現(xiàn)在分詞短語(yǔ)作狀語(yǔ)的用法。
情感態(tài)度：結(jié)合個(gè)人經(jīng)驗(yàn)充分體驗(yàn)他人在個(gè)別主題活動(dòng)方面的感受，倡導(dǎo)創(chuàng)新意識(shí)的培養(yǎng)、加強(qiáng)合作意識(shí)、陶冶情操。增強(qiáng)世界意識(shí)，培養(yǎng)積極的生活態(tài)度
學(xué)習(xí)策略：通過(guò)小組活動(dòng)等，指導(dǎo)學(xué)生積極與人合作、相互學(xué)習(xí)、相互幫助，培養(yǎng)合作能力、團(tuán)隊(duì)精神。利用圖書(shū)館、網(wǎng)絡(luò)等輔助學(xué)習(xí)，在學(xué)習(xí)、討論、反思和探索實(shí)踐中逐步形成策略。
文化意識(shí)：拓展文化視野，發(fā)展跨文化交際的意識(shí)和能力。
三、教學(xué)重點(diǎn)、難點(diǎn)
1.重點(diǎn)：
話(huà)題：Talking about amusement parks.
功能：Ways of giving directions.Designing new things.
詞匯：theme create attract attractions lead to have sth.in common thrills and entertainment be based on more advanced step into experience sth.risk injury give sb.a thrill scream one’s way… race against imagination design live to ride
表達(dá)用語(yǔ)：Excuse me.Am I going in the right direction？Excuse me.Does this road lead to …？Got it.Thank you.
句型：There is the Fun Fun Park，where we will have rides and entertainment.What reason does he give for choosing his park？Entering one of the attractions at Universal Studios is like steeping into the world of your favourite film.It seemed like people just cannot get enough of scary rides and exciting adventures.You can feel what it is like to live in space…
語(yǔ)法：The –ing form used as an adverbial.
eg.Many people come to the theme parks looking for thrills and entertainment.Visitors leave knowing more about the idea behind the park.Having enjoyed the rides at the Headland，visitors can take the shuttle to the Lowland.
2.難點(diǎn)：
a.動(dòng)詞-ing結(jié)構(gòu)作狀語(yǔ)的運(yùn)用。 b.針對(duì)事物特點(diǎn)描述的寫(xiě)作。
寫(xiě)作技巧(如何描寫(xiě)事物？Tips P70)關(guān)鍵：抓住事物特征
Ask ourselves questions as follows：What is it？What is the use of it？
What does it look like？How large is it？What does it sound / feel / smell / taste like？How does it work？
What do people do to it？
What do people think of it？
Why do some people love it？
What is your opinion towards it？
四、課時(shí)安排
Period 1 Warming up and Listening Period 2 Reading Period 3 Speaking
Period 4 Integrating Skills
Period 5 Language Study
五、教學(xué)過(guò)程
1.Period 1 Warming-up & Listening Goals：
Talk about amusement parks and our experiences.
2. Learn to express likes and dislikes about the amusing activities.
3.Be able to listen for information and understanding.
Teaching Procedures：Step1 Warming-up
Task 1 Talk about the topic and the word FUN
Students talk about fun things use Adjs to describe fun things Question
1. What is fun？(snowing，sailing，hiking，rafting---)
2.What do fun things have in common？Cooking is fun because it is challenging( interesting，relaxing---).
3.Where can we have fun？( cinemas，amusement parks，theme parks--- Fun is everywhere if we can enjoy it.)Task 2 Talk about our own experiences Questions：
1. Have you ever been to an amusement park？What did you see？
2. Have you ever tried sitting in a roller coaster？
3.How did you feel？
4.Do you like it？Why？
Task 3 Watch pictures and talk about likes and dislikes
1.Look at the pictures and name the activites Question：Do you like these activities？Why / Why not？
2. Do an interview to find others’ ideas(make up a dialogue).The dialogue can be like this：
Student A：Hello....Have you ever been to an amusement park？
Student B：Oh，yes.I have tried…
Student A：Do you like it？
Student B：Sure.I like it because it’s really exciting and …
Step2 Listening Pre-listening Talk about the theme of the theme parks A theme park must have a special theme.
Questions：If you are to build a theme park，what theme will you have？Why？
While-listening：Listen and finish the exercises 1 and 2 Post-listening：1. Fill in the following form.Which of the parks do you think is better？
Name Theme Your reason and ideas
高中英語(yǔ)教學(xué)設(shè)計(jì) 8
一、課題
Where did you go on vacation？
二、教學(xué)目標(biāo)
1.知識(shí)與技能目標(biāo)：
(1)能正確聽(tīng)、說(shuō)、讀、寫(xiě)詞匯stayed，went，visited等。
(2)正確聽(tīng)、說(shuō)、讀、寫(xiě)句型Where did you/she/he go on vacation？I/she/he went to ….
2.過(guò)程與方法目標(biāo)：
(1)能用英語(yǔ)詢(xún)問(wèn)別人在假期做了什么，描述自己在假期做了什么。
(2)運(yùn)用知識(shí)與生活情境相結(jié)合的.方法，培養(yǎng)學(xué)生正確與人溝通的能力。
3.情感態(tài)度與價(jià)值觀目標(biāo)：
激發(fā)學(xué)生的學(xué)習(xí)興趣、參與意識(shí)及積極性，培養(yǎng)學(xué)生的綜合運(yùn)用語(yǔ)言及團(tuán)結(jié)合作的能力。
三、教學(xué)重難點(diǎn)：
1.教學(xué)重點(diǎn)：能正確聽(tīng)、說(shuō)、讀、寫(xiě)句型—Wheredid sb.go on vacation？—Sb.went to sp.
2.教學(xué)難點(diǎn)：能正確使用一般過(guò)去時(shí)
四、教學(xué)過(guò)程：
Step 1 greeting
Step 2 lead in— aninvestigation about students’ vacations.
Step 3 presentation—showsome pictures to students，and ask them some questions about them.
Step 4 practice—studentsmake up dialogues.
Step 5 review— analyzethe rule of the sentences and read these sentences.
Step 6 homework—write ashort article to introduce your vacation.
五、板書(shū)：
Where did you go on vacation？
He went to Shanghai.
She went to Sydney.sb.+ went to + sp.
I went to the mountains.
高中英語(yǔ)教學(xué)設(shè)計(jì) 9
一、教學(xué)內(nèi)容分析
本單元的中心話(huà)題是西方繪畫(huà)藝術(shù)的歷史和中西方各種藝術(shù)形式和風(fēng)格。聽(tīng)說(shuō)讀寫(xiě)都是圍繞這個(gè)而展開(kāi)的。
這節(jié)課的內(nèi)容主要是圍繞中國(guó)的繪畫(huà)藝術(shù)的歷史和風(fēng)格及其各個(gè)時(shí)期的代表作品而展開(kāi)的。通過(guò)做聽(tīng)力訓(xùn)練和熱身，讓他們對(duì)藝術(shù)和繪畫(huà)有一個(gè)大概的了解，從而為接下來(lái)西方藝術(shù)的學(xué)習(xí)墊定基礎(chǔ)。
二、教學(xué)目標(biāo)
1.aims of knowledge(知識(shí)目標(biāo))
1)to know the information about art
2)to know some relevant words and expressions
2.aims of abilities(能力目標(biāo))
1)to improve students listening ability by guessing the content and setting down the key words
2)to enable the students to understand the brief short history of the traditional chinese painting
3.affective aims(情感、態(tài)度與價(jià)值觀目標(biāo))
to arouse the patriotic spirit of the students and improve their team spirit by doing the group work
三、學(xué)習(xí)者特征分析
雖然這是選修七第一單元的第一個(gè)課時(shí)，學(xué)生在語(yǔ)言理解上會(huì)有一定障礙。我們班學(xué)生男生為大多數(shù)，普遍聽(tīng)力較薄弱，也比較缺乏興趣。但是高二的學(xué)生通過(guò)一年多的高中英語(yǔ)學(xué)習(xí)，已經(jīng)積累了一定的詞匯，而且在聽(tīng)聽(tīng)力之前教師會(huì)讓學(xué)生做熱身，先熟悉目標(biāo)詞匯，使聽(tīng)力難度降低。在課堂上通過(guò)播放自己制作的視頻來(lái)顯示不同時(shí)期的繪畫(huà)作品，同時(shí)播放《江南style》讓學(xué)生自由展示自己的舞蹈，從而來(lái)激發(fā)學(xué)生的興趣，消除學(xué)生聽(tīng)力課上的緊張情緒。
四、教學(xué)策略選擇與設(shè)計(jì)
1.students-centered teaching
以學(xué)生為中心 讓學(xué)生積極參與課堂
2.task-based teaching
聽(tīng)力環(huán)節(jié)教師創(chuàng)設(shè)情境，設(shè)置不同的聽(tīng)力教學(xué)任務(wù)，鍛煉學(xué)生的思維
五、教學(xué)重點(diǎn)及難點(diǎn)
1.to know about the traditional chinese art
2.to set down the key words while listening
六、教學(xué)過(guò)程
step1：warming up
(1)show the art works of fruit
(2)brainstorming
(3)enjoy a video of chinese painting
(4)learn the brief history of chinese painting
在用多媒體展示圖片和視頻后讓學(xué)生回答下面的問(wèn)題：
q1.what do you think of it？
q2.do you feel happy after seeing them？
q3.can you think of any other art styles？
運(yùn)用多媒體展示讓內(nèi)容形象直觀，激趣導(dǎo)入藝術(shù)和繪畫(huà)這個(gè)話(huà)題，提高學(xué)生學(xué)習(xí)的自覺(jué)性和主動(dòng)性。同時(shí)讓學(xué)生了解中國(guó)繪畫(huà)的歷史。
step2：pre-listening
talk about the artworks and guess what period of chinese history each artwork belongs to .
preview the relevant words and expressions
讓學(xué)生根據(jù)圖片猜測(cè)這些作品所屬的年代
學(xué)生猜詞意，讀單詞
圖文并茂加上老師的講解，讓枯燥的知識(shí)生動(dòng)化，讓學(xué)生直觀的感受意識(shí)產(chǎn)生的`自然過(guò)程，并能夠較快接受相關(guān)詞匯。為聽(tīng)力打好基礎(chǔ)。
step3：first-listening
put the words of time into order
聽(tīng)完材料后思考并討論問(wèn)題，學(xué)生回答問(wèn)題。
聽(tīng)力中相關(guān)的年代和時(shí)期，在之前熱身中已熟悉，把時(shí)間排序，提高對(duì)數(shù)字聽(tīng)力的敏感度。
step4：second-listening
listen again and take some notes for the detailed information( who &when)
分組討論思考。學(xué)生回答問(wèn)題。
聽(tīng)細(xì)節(jié)，此作品是什么人在什么年代創(chuàng)作。
提高學(xué)生聽(tīng)力中把握細(xì)節(jié)的能力。
step5：game time(江南style)
學(xué)生觀看視頻再上臺(tái)表演
小游戲是一個(gè)小高潮，氣氛頓時(shí)活躍，調(diào)節(jié)課堂氛圍，激發(fā)學(xué)生學(xué)習(xí)興趣。
step6：conclusion and evaluation
思考討論并回答。讓學(xué)生對(duì)本節(jié)課進(jìn)行總結(jié)，反思自己所學(xué)。
讓學(xué)生反思的過(guò)程其實(shí)是讓學(xué)生做自我評(píng)估，對(duì)自己的英語(yǔ)學(xué)生有一個(gè)及時(shí)的了解。對(duì)教師課堂效率的提高有一 定幫助。
高中英語(yǔ)教學(xué)設(shè)計(jì) 10
教學(xué)目標(biāo)
(一)知識(shí)技能
�、偻ㄟ^(guò)本課的學(xué)習(xí)使學(xué)生能夠在理解的基礎(chǔ)上復(fù)述課文
②在閱讀中體會(huì)并初步掌握生詞、詞組、句型的用法
③體會(huì)作者在寫(xiě)本文時(shí)是如何進(jìn)行內(nèi)容安排的
(二)情感態(tài)度
�、倭私饧崴辜o(jì)錄的相關(guān)知識(shí)、以及勇于挑戰(zhàn)并打破 紀(jì)錄的杰出人物應(yīng)具備的品質(zhì)
②鼓勵(lì)學(xué)生打破“我不行”的心理暗示讓意念統(tǒng)領(lǐng)身體走出一條完美的道路
(三)能力目標(biāo)
�、偻ㄟ^(guò)詞族和詞綴的學(xué)習(xí)讓學(xué)生掌握一種記憶單詞的方法
②通過(guò)三讀法讓學(xué)生掌握速讀、跳讀、精讀的要領(lǐng)
教學(xué)重點(diǎn)難點(diǎn)
(1)重點(diǎn)：
1.了解記敘文的文體特點(diǎn)并以此指導(dǎo)閱讀;
2.訓(xùn)練skimming，scanning，careful reading等閱讀微技能;
3.對(duì)文章深層次的理解及細(xì)節(jié)的欣賞，認(rèn)識(shí)及分析主人公的人物特征及人物性格。
(2)難點(diǎn)：
1.閱讀技能的訓(xùn)練;
2.對(duì)記敘文的鑒賞能力及人物評(píng)價(jià)。
教學(xué)過(guò)程
Leading-in(discussion)
To show Ss pictures about some famous athletes to let them know something in common about these people--the key of success.
Some words may be used in this activity：
Sports champion athlete winning breaking records challenge exciting confidence physical ability speed strength
Something in common：concentration confidence good physical abilities speed strength flexibility athletic skills strong will interest hard training
目的及依據(jù)：本環(huán)節(jié)通過(guò)看圖討論激發(fā)學(xué)生的學(xué)習(xí)興趣激活已有的'背景知識(shí)，使學(xué)生能運(yùn)用已有的知識(shí)和經(jīng)驗(yàn)思考本單元的中心話(huà)題。能起到溫故而知新的作用。
Pre-reading
Task one
to show students some pictures which occur in the text，
First，lets them to know the name of the activity and the way to do it，
Second，let the students experience one or more of this，such as somersaulting doing jumping jacks，
Third，thinking and discussing
�、賅ould you consider each activity to be serious sports？
②Which activity would you like to try？Would you need to be fit to do any of them？
③Do you think you could do any of them for any length of time？
(Indication：Different activity requires different physical fitness psychological
personification such as coordination strength balance？concentration strong will devotion)
Now class we will read a story about a man called Ashrita Furman whoo has broken Guinness
records.(過(guò)度)
(讀前部分設(shè)計(jì)依據(jù)及目的：本部分根據(jù)學(xué)生的認(rèn)知規(guī)律而設(shè)計(jì)，首先讓學(xué)生借助圖片了解運(yùn)動(dòng)的名稱(chēng)及運(yùn)動(dòng)方式，其次，讓學(xué)生體驗(yàn)其中一項(xiàng)或幾項(xiàng)活動(dòng)，體驗(yàn)后讓學(xué)生思考問(wèn)題 這種方式呦淺入深、由感性認(rèn)識(shí)到理性思考了解文章當(dāng)中提到的運(yùn)動(dòng)項(xiàng)目降低閱讀難度 ，為下一步閱讀理解做好充分的準(zhǔn)備)
While reading
Task two Listening(scanning)(close your book 此處把快速閱讀與聽(tīng)力整合在一起正大課堂容量加快課堂節(jié)奏)(提高學(xué)生的聽(tīng)力水平培養(yǎng)快速獲取所需信息的能力)
Task two
Listen to the tape，after listening tick the topics that the author does not cover
physical skills needed for events number of records broken his family life kind of records broken why he became a sportsman countries he likes best place and date of birth his occupation his education his first Guinness record
(目的及依據(jù)，新課程理念要求讓學(xué)生對(duì)語(yǔ)篇整體學(xué)習(xí)，為此首先讓學(xué)生快速把握文章結(jié)構(gòu)要點(diǎn)讓學(xué)生從整體明白文)
Task three
Skim the text and answer the questions
①Who is Ashrita Furman？
�、赪hen and why he entered the Guinness book of world records？
�、踂hen did Ashrita become a student Chinmoy？
�、躓hen did he first come across the Guiness book of the world records
⑤What are some of his pgysical difficulties？
A、walking with a bottle of milk on his head
B、standing on top of a Swiss ball
C、somersaulting D doing gymnastically correct lunges
�、辸hat happens in an event that prevent Ashrita from giving up？
Post reading
Task five
Discussion on Ashrita’s motivation
�、賅hy did Ashrita challenge the Guinness world records instead of taking part in the Olympic games？
②Why does he keep on trying to challenge different Guinness records？
�、踂hy didn’t he take part in a conventional sports instead of un conventional and funny one？
④Why did Ashrita took part in active sports after learned quiet mediation？
Task six
discussion on Ashrita’s belief.
work in group four or five each group may be for it or against it，choose one，and discuss with your group，(divide the class into two parts for-part and against part，then have a class report)
Task seven
Summary and homework
Task one
Write an article about the imagination about the outlook of Ashrita
Task two
work in group to find more information about Ashria through internet as well as books about after class each group should try brief paper about ahsrita.
高中英語(yǔ)教學(xué)設(shè)計(jì) 11
教學(xué)目標(biāo)
一、Teaching aims
了解英語(yǔ)中通知的書(shū)寫(xiě)格式，學(xué)習(xí)并掌握一般將來(lái)時(shí)的被動(dòng)語(yǔ)態(tài)的用法。
Teaching important and difficult points
二、Teaching important and difficult points
1.Words and phrases
as, supply, abroad, notice, spend, certain, take a look at, agree on, do a lot of walking, at least, at the beginning, all over the country, plenty of, begin. . .with. . . , set up, a training center, far away, as follows, a Sound Lab, put up, by sea
2.Daily expressions
How long have you had. . . ?
I say, let’s go out for a drive.
We’ll meet...
Don’t be late.
3.Grammar
1.Revision the Passive Voice of the Present and Past.
2.Learning the Passive Voice in the future tense.
教學(xué)建議
教材分析
本單元的對(duì)話(huà)是以圍繞新車(chē)的話(huà)題而展開(kāi)，對(duì)話(huà)內(nèi)容較簡(jiǎn)單，容易理解和掌握，如：how far, how long等同時(shí)也給學(xué)生們介紹關(guān)于通知的一篇文章，本單元的課文是以新工廠的建立為話(huà)題，了解新工廠的建立給人們的影響。在23課中學(xué)習(xí)到將來(lái)時(shí)的'被動(dòng)語(yǔ)態(tài)，課文中給出了將來(lái)時(shí)被動(dòng)語(yǔ)態(tài)的例子與練習(xí)。
教學(xué)建議
對(duì)話(huà)建議
1.教師采取對(duì)話(huà)練習(xí)、模仿對(duì)話(huà)和編造類(lèi)似的對(duì)話(huà)，并將課文對(duì)話(huà)以第三人稱(chēng)進(jìn)行轉(zhuǎn)述。
2.教師應(yīng)設(shè)置與本課對(duì)話(huà)內(nèi)容相關(guān)的情景，鼓勵(lì)學(xué)生進(jìn)行對(duì)話(huà)，以訓(xùn)練學(xué)生們的聽(tīng)說(shuō)能力。
課文建議
1.教師組織學(xué)生針對(duì)課文內(nèi)容進(jìn)行問(wèn)答對(duì)話(huà)練習(xí)，并能將課文內(nèi)容進(jìn)行縮寫(xiě)。
2.教師要求學(xué)生通過(guò)對(duì)課文的整體閱讀和快速閱讀，提高閱讀能力。
3.教師組織學(xué)生進(jìn)行針對(duì)當(dāng)?shù)啬骋恍陆üこ蹋鼘?duì)人民日常生活和經(jīng)濟(jì)生活的影響。
教學(xué)重點(diǎn)難點(diǎn)
build, put up , found和set up的區(qū)別
1)build的建造，建立，建設(shè)，常指建造較大的物體，如：
They built their homes and made their farms there.他們?cè)谀莾航⒘思覉@，辦起了農(nóng)場(chǎng)。
在表示建立一個(gè)商店、企業(yè)時(shí)，也可用start和open.如：start/open a factory (shop, business)開(kāi)辦工廠(商店、公司)
2)set up意為“開(kāi)辦，建立”，常和表示組織、機(jī)構(gòu)、團(tuán)體等意義的名詞連用，與found基本相同，但found更著重打基礎(chǔ)。
set up a school (hospital, state ,government, shop, business)建立學(xué)校(醫(yī)院、國(guó)家、政府、商店、企業(yè))
found a city ( state, party, university, etc. )興建城市(建立國(guó)家、黨派;創(chuàng)辦大學(xué)等)
3)put著重指建造或搭起一個(gè)具有高度的具體的物體，口語(yǔ)中set up和build也有此意。例如：
They put up (set up) a new house /tent.他們建了一座新房子/搭起一個(gè)帳篷。
wear, put on ,dress, have on的區(qū)別
1)wear是“穿著”，“戴著”的意思，可用于穿衣、穿鞋、戴帽子，戴手套、佩戴首飾等，強(qiáng)調(diào)狀態(tài)。
I dont wear glasses.我不戴眼鏡。
2)put on指“戴上”，“穿上”，表示穿衣服的動(dòng)作，其反義詞是take off。
Put on your coat, it is cold today.穿上外套吧，今天天氣冷。
3)dress可作及物動(dòng)詞，有“穿著”，“打扮”的意思，但只用于穿衣，它既表示動(dòng)作，又表狀態(tài)，常用于下列結(jié)構(gòu)：dress sb / oneself(給某人穿衣服)、dress well和be dressed in等
She always dresses well.她總是打扮得很漂亮。
4)have on和be in+顏色也是“穿著”的意思，都指穿的狀態(tài)，但have on不用于進(jìn)行時(shí)態(tài)。
He has a blue coat on. ( =He’s wearing a blue coat. )他穿著一件藍(lán)衣服。
The building of a new car factory was agreed on last month.建新汽車(chē)廠的協(xié)議已于上月達(dá)成，…
句中的building為動(dòng)名詞。動(dòng)名詞既有名詞的功能也有動(dòng)詞的功能，即其后可以跟賓語(yǔ)等。例如：
Walking is a good exercise.
agree on表示雙方就某件事取得一致意見(jiàn)或達(dá)成共識(shí)。例如：
Finally they agreed on a cease-fire.最后他們達(dá)成了停火協(xié)議。
agree to
agree to(接名詞或動(dòng)詞不定式)意思是“贊同”某種提議、方法、計(jì)劃，或“同意”做某事。
We agreed to leave at once.我們同意立即離開(kāi)。
agree with(接名詞、代詞)意思是“同意”某人的意見(jiàn)或看法。
My mother doesn’t agree with me to make friends with him.我媽媽不同意我跟他交朋友。
In the afternoon we’ll visit the factory which makes minibuses and trucks.下午我們將要參觀生產(chǎn)小型公共汽車(chē)和卡車(chē)的工廠。
這是一個(gè)復(fù)合句，which makes minibuses and trucks是賓語(yǔ)從句，修飾factory。此句的先行詞factory，指地點(diǎn)，但由于引導(dǎo)詞在從句中作主語(yǔ)，必須用which或that，不能用where，也不能省略，又如：
The house which stands ten yards from the road belongs to Tom.離馬路十碼遠(yuǎn)的那座房子是湯姆的。
定語(yǔ)從句的引導(dǎo)詞指代先行詞并在定語(yǔ)從句中作主語(yǔ)，如果先行詞是單數(shù)，定語(yǔ)從句的謂語(yǔ)用單數(shù);如果先行詞是復(fù)數(shù)，定語(yǔ)從句的謂語(yǔ)則用復(fù)數(shù)。本句的引導(dǎo)詞which指代先行詞factory，由于factory是單數(shù)，所以定語(yǔ)從句的謂語(yǔ)makes用單數(shù)，又如：
The park which is near the sea is very beautiful.位于海濱的那座公園很美。
The cars will be supplied to people all over the country.汽車(chē)將向全國(guó)供應(yīng)。
supply作及物動(dòng)詞，意思為“供應(yīng)、供給、提供”等。它常用于以下用法：
supply sb. with sth. ; supply sth. to / for sb.
This river supplies water to/for people along it.這條河流向沿岸人民供給飲用水。
The bookshop supplies textbooks to/ for students./The bookshop supplies students with textbooks.這家商店供應(yīng)學(xué)生教科書(shū)。
Milk is supplied to each house in bottles by the shop.這家商店供應(yīng)各家各戶(hù)瓶裝牛奶。
They will spend almost 100 million yuan on the project.這個(gè)工程將耗資他們1億元。
“spend+表示錢(qián)的名詞或短語(yǔ)+ on + n.”結(jié)構(gòu)的意思是“花多少錢(qián)買(mǎi)某物”。例如：
He spent ten dollars on that jacket.買(mǎi)那件夾克他花了10美元。
“spend +表示時(shí)間的名詞或短語(yǔ)+ on + n”結(jié)構(gòu)表示“花費(fèi)多少時(shí)間做某事”。例如：
They spent five years on the bridge.他們建那座橋用了5年時(shí)間。
“spend+表示時(shí)間的名詞或短語(yǔ)+(in)doing”結(jié)構(gòu)表示：“花費(fèi)多少時(shí)間做某事”。例如：
She spent a whole morning ( in) learning English.她一早上都在學(xué)習(xí)英語(yǔ)。
在英語(yǔ)中表示“約定時(shí)間做某事”的方法有：
Are/Will you be free tonight?今晚你有空嗎?
How about tomorrow morning?明天早晨怎么樣?
Shall we meet at 1:00 at...?我們一點(diǎn)鐘在……見(jiàn)面，好嗎?
I wonder if we could…我想知道我們是否可以……
We’ll meet at 7：00 at…我們將在7點(diǎn)鐘時(shí)在……見(jiàn)面。
Let’s gather at the gate of our school at …讓我們……鐘在校門(mén)口見(jiàn)/聚齊。
對(duì)于約定或預(yù)約的肯定應(yīng)答語(yǔ)有：
Yes, that’s all right. That’s fine with me. I’ll be waiting for you here/ there. OK. That’s settled then.
對(duì)于約定或預(yù)約的否定應(yīng)答語(yǔ)有：
I’m afraid I can’t make it tonight. I don’t think I can. I’m sorry, but…
雙方就約會(huì)時(shí)間、地點(diǎn)等達(dá)成一致后的告別用語(yǔ)：
高中英語(yǔ)教學(xué)設(shè)計(jì) 12
教學(xué)目標(biāo)：
1、能聽(tīng)懂、會(huì)讀、會(huì)說(shuō)goodbye, my friend, he’s, she’s.
2、能聽(tīng)懂、會(huì)讀、會(huì)說(shuō)日常交際用語(yǔ)Goodbye,… He’s/She’s… He’s/She’s my friend.
3、能初步運(yùn)用本課所學(xué)的詞匯和日常交際用語(yǔ)與人告別，向他人介紹自己的朋友。
教學(xué)重點(diǎn)：
1、能在情境中理解friend一詞的意義。
2、能理解Goodbye,…這一交際用語(yǔ)的含義并知道如何在生活中運(yùn)用。
教學(xué)難點(diǎn)：
能根據(jù)性別的不同，用He’s/She’s…來(lái)介紹自己的朋友。
教學(xué)準(zhǔn)備：
PPT、頭飾等。
教學(xué)過(guò)程：
Step1Warming up&Lead-in
1. Free talk (T-S，S-S)
2.Lead-in
T: Let’s play a game. Close your eyes. Listen and guess: Who’s this?
S1: Hello/hi/ good morning, class!
S2,3,4: Are you…?
S1: Yes, I am. / No, I’m not.
(當(dāng)最后一個(gè)同學(xué)說(shuō)時(shí)，教師參與其中)T: Let me have a try! Em，he’s/she’s…
Ss: No!
T: She’s/He’s…
Ss: No!
T: Em，I don’t know. Who’s she/he? (睜開(kāi)眼睛看一看)
T: Oh, she’s/he’s…
3. Try to say
T: You did a good job just now! Look! I have some other pictures. Do you know them?
(呈現(xiàn)一組學(xué)生熟悉的體育、影視名星)T: Who is she? Who is he?
S1, 2, 3, 4: She’s/He’s…
(最后出現(xiàn)美羊羊的卡通形象)
Ss: She’s Mei Yangyang.
T: Yes! She’s Mei Yangyang. And she’s my friend. (領(lǐng)讀friend，my friend，并讓學(xué)生看口型，準(zhǔn)確發(fā)音，分男女生讀，小組讀)
4. Work in pairs (T-S, S-S)
T: Now, you know my friend. Can you introduce your friend to me?
T: Look!You may say ‘She’s/He’s…Shes/Hes my friend.’(PPT呈現(xiàn)句型)
S1, 2, 3: (Try to introduce)
S1: Hello …
S2: Hello…
S1: (手指另一個(gè)同學(xué))She’s/He’s…She’s/He’s my friend.
S2: She’s/He’s…She’s/He’s my friend.
Step2Presentation
1.Watch and match
(看完影像后指Miss Li頭像)T: Who’s she?
Ss: She’s Miss Li.
T: Yes, she’s the teacher.
(指Mike爸爸頭像)T: He’s Mike’s dad.
(指Yang Ling媽媽頭像)Who’s she?
Ss: And she’s Yang Ling’s mum.
(指Mike頭像)T: Who’s he?
Ss: He’s Mike.
T: Who’s she?
Ss: She’s Yang Ling.
T: Yes, they’re Mike and Yang Ling. And they are friends.
T: Today let’s talk about friends.
2. Read and find
Mike和Yang Ling是怎樣向父母介紹自己的朋友的'?在文中找出來(lái)!
S1: She’s Yang Ling. She’s my friend.
S2: He’s Mike. He’s my friend.
Summary:學(xué)生自主歸納出用‘-He’s/She’s…-He’/She’s my friend.’向他人介紹我的朋友)
3.Watch and think
T: Watch the cartoon again; find out what Miss Li and her students are saying. When we say like this? (讓學(xué)生找出表示告別的交際用語(yǔ)，并聯(lián)系文中的場(chǎng)景想一想，在生活中怎樣去用?)
Ss: Goodbye, …
S1:在下課的時(shí)候說(shuō)Goodbye。
S2:放學(xué)離開(kāi)校園時(shí)Goodbye。
Summary：讓學(xué)生自己總結(jié)出交際用語(yǔ)Goodbye表示與他人告別。
4. Read the dialogue
1) Read after the video/ tape.
2)Open the books and read after the teacher(讀對(duì)話(huà)時(shí)要提醒學(xué)生用手指著書(shū)上的句子逐句跟讀)
3) Read by themselves
4) Read in groups(讓學(xué)生在小組內(nèi)分角色讀，讀出不同角色的感情色彩)
Step3Production
1.Let’s summarize:
(讓學(xué)生自主小結(jié)本課所學(xué)交際用語(yǔ)在生活中如何運(yùn)用，PPT呈現(xiàn)))
What have you learnt today? (今天你學(xué)習(xí)了什么?)
Topic: My friends(我的朋友)
Patterns: -Goodbye,…(表示與他人告別)
-He’s/She’s…-He’/She’s my friend.(向他人介紹我的朋友)
Please use them as much as you can! (請(qǐng)多多運(yùn)用它們哦!)
2. Act the dialogue
1) (T-Ss示范表演)T: Now，I’ll be Miss Li.You are all my students. And boys act as Mike, girls act as Yang Ling. OK?
2) Act in groups
情境一：文中的對(duì)話(huà)創(chuàng)編
情境二：興趣班放學(xué)了，老師宣布下課……
情境三：參加“好朋友”社團(tuán)活動(dòng)
情境四：卡通人物大聚會(huì)
3) Act out(提供表演對(duì)話(huà)的頭飾，場(chǎng)景圖片等，引導(dǎo)學(xué)生演出自己的個(gè)性風(fēng)采)
3. 評(píng)價(jià)(T-Ss, S-Ss)(通過(guò)師生評(píng)價(jià)和生生評(píng)價(jià)選出最佳編劇獎(jiǎng)和最佳表演獎(jiǎng))
Step4Homework
1) Read the dialogue after the tape five times, and act it with your friend.
2) Introduce your friends to your mum and dad, use what you learnt today!
3) Prepare two photos of your friends, cut them out and stick on the paper.
高中英語(yǔ)教學(xué)設(shè)計(jì) 13
一、教材分析：
本課是結(jié)合人教版高中英語(yǔ)教材選修5中有關(guān)過(guò)去分詞的語(yǔ)法內(nèi)容，進(jìn)行過(guò)去分詞的學(xué)習(xí)，教學(xué)中將語(yǔ)法知識(shí)的傳授和語(yǔ)言基本技能的學(xué)習(xí)結(jié)合到一起，注重復(fù)習(xí)語(yǔ)法與語(yǔ)言的運(yùn)用。采用任務(wù)型教學(xué)法和小組合作探究學(xué)習(xí)法，從而擴(kuò)大課堂的語(yǔ)言輸入量及學(xué)生的語(yǔ)言輸出量。
二、學(xué)情分析：
在高一英語(yǔ)學(xué)習(xí)基礎(chǔ)上，學(xué)生已經(jīng)掌握基本的語(yǔ)言結(jié)構(gòu)和一定程度的聽(tīng)說(shuō)讀寫(xiě)能力。在復(fù)習(xí)的過(guò)程中，結(jié)合學(xué)生原有的知識(shí)掌握水平，鞏固基礎(chǔ)強(qiáng)化正確使用語(yǔ)法知識(shí)，提高學(xué)生運(yùn)用語(yǔ)言的深度和難度.但大部分學(xué)生的基礎(chǔ)知識(shí)仍然較為薄弱，運(yùn)用英語(yǔ)進(jìn)行交際活動(dòng)的能力較差，主動(dòng)學(xué)習(xí)的動(dòng)力不夠，然而他們學(xué)習(xí)比較認(rèn)真，渴求知欲旺盛，思維比較活躍。部分學(xué)生的基礎(chǔ)較好，能主動(dòng)配合老師。只有設(shè)置使他們感興趣的活動(dòng)，因材施教，才能讓他們投入到課堂活動(dòng)中來(lái)。
三、教學(xué)目標(biāo):
1.知識(shí)目標(biāo):
引導(dǎo)學(xué)生掌握過(guò)去分詞在真實(shí)的生活語(yǔ)境中的使用。培養(yǎng)學(xué)生通讀，分析，理解，綜合的能力，教會(huì)學(xué)生體察語(yǔ)境，結(jié)合上下文，符和邏輯推理和合理的想象，結(jié)合語(yǔ)法和題干中的語(yǔ)境解決問(wèn)題。在運(yùn)用語(yǔ)言過(guò)程中培養(yǎng)學(xué)生的觀察力、分析力、想象力和自學(xué)能力，提高思維能力和運(yùn)用英語(yǔ)的綜合能力。
2.能力目標(biāo)：
利用多媒體手段營(yíng)造積極和諧教學(xué)氛圍，使學(xué)生進(jìn)入情景之中，充分調(diào)動(dòng)學(xué)生的思維活動(dòng)和情感體驗(yàn)，規(guī)范學(xué)生運(yùn)用英語(yǔ)知識(shí)準(zhǔn)確表達(dá)的能力，同時(shí)，發(fā)展學(xué)生綜合語(yǔ)言運(yùn)用的能力，分析問(wèn)題和解決問(wèn)題的能力，培養(yǎng)學(xué)生自主學(xué)習(xí)。
3.德育目標(biāo)：
用含過(guò)去分詞的句子結(jié)構(gòu)表達(dá)思想感情。
四、教學(xué)重點(diǎn):
1.過(guò)去分詞的用法. 2. 過(guò)去分詞的運(yùn)用
五、教學(xué)難點(diǎn):
1.結(jié)合語(yǔ)法知識(shí)，以課堂教學(xué)為依托，全面訓(xùn)練學(xué)生的聽(tīng)、說(shuō)、讀、寫(xiě)能力，加強(qiáng)和提高運(yùn)用英語(yǔ)的綜合能力。
2. 過(guò)去分詞在真實(shí)的.生活語(yǔ)境中的使用。
六、教學(xué)策略:
通過(guò)小組討論、小組競(jìng)賽等具體形式，創(chuàng)設(shè)有利于高中生自己自我認(rèn)識(shí)、自我反省、自我調(diào)節(jié)的情境，利用他們自身較高的自我意識(shí)水平對(duì)自己的學(xué)習(xí)進(jìn)行調(diào)節(jié)、監(jiān)控。因此，本課采用教學(xué)方法---任務(wù)型教學(xué)法。以任務(wù)為中心，任務(wù)的設(shè)計(jì)焦點(diǎn)是解決某一具體的貼近學(xué)生生活的問(wèn)題。教師要從學(xué)生“學(xué)”的角度來(lái)設(shè)計(jì)教學(xué)活動(dòng)，使學(xué)生的學(xué)習(xí)活動(dòng)具有明確的目標(biāo)。在的各種“任務(wù)”中，學(xué)生能夠不斷地獲得知識(shí)并得出結(jié)論。
七、學(xué)習(xí)策略:
本課將各種活動(dòng)設(shè)計(jì)成小組活動(dòng)并開(kāi)展小組競(jìng)賽和填寫(xiě)課堂自我評(píng)價(jià)表等非測(cè)試性評(píng)價(jià)手段，幫助學(xué)生養(yǎng)成自主學(xué)習(xí)與合作學(xué)習(xí)的能力，培養(yǎng)創(chuàng)新意識(shí)和實(shí)踐能力，以及具備科學(xué)的價(jià)值觀。
八、教學(xué)用具：
多媒體輔助（將本課所需要的圖片、文字等制成PPT課件）
九、 教學(xué)過(guò)程：
Step 1 Greeting Step 2 Leading-in
1. Get students to enjoy a story read by a student. While listening to the story, they should keep the underlined sentences in mind and then teacher will check up how many sentences the students remember.
It was snowing and very cold outside. A little girl was walking in the street, selling matches. She didn’t wear any shoes because she . She but nobody bought a single one. She was so cold that she sat in a corner . She lit a match and saw a Christmas tree The and she . She lit another one and saw her grandmother. , her grandmother went away with her .The next day, people 2. Brainstorming
What is the Past Participle? In your opinion, what role does the Past Participle play in the sentences?
設(shè)計(jì)說(shuō)明：
1. 教師首先展示安徒生的《賣(mài)火柴的小女孩》圖片和文本，然后請(qǐng)一位學(xué)生有感情的朗讀，教師通過(guò)多媒體呈現(xiàn)圖片和學(xué)生的朗讀，目的是對(duì)學(xué)生的視覺(jué)和聽(tīng)覺(jué)作一個(gè)沖撞，吸引學(xué)生的注意力，并激發(fā)起好奇心。
2.利用新穎和形象的圖片導(dǎo)入，讓學(xué)生邊聽(tīng)邊記，最后考查學(xué)生記住幾個(gè)過(guò)去分詞，符合中學(xué)生的挑戰(zhàn)心理，激發(fā)它們的學(xué)習(xí)熱情，從而引出本節(jié)課的話(huà)題--過(guò)去分詞。再者通過(guò)頭腦風(fēng)暴有利于學(xué)生參與教學(xué)活動(dòng)，進(jìn)行討論和對(duì)話(huà)活動(dòng)，激活學(xué)生的知識(shí)背景。
Step 3 Discovering the useful structures
1.Find out the Past Participle, and tell what role the Past Participle play in the sentences.
(1) 動(dòng)詞-ed形式作______
*…there were lots of matches
*…saw a Christmas tree *The candles were burning brightly…
(2) 動(dòng)詞-ed形式作______
* She looked very
*…and she seemed
(3) 動(dòng)詞-ed形式作
*…she had her shoes
*…she wished all her matches …
*…she sat in a corner with her legs …
*…people saw the girl …
(4) 過(guò)去分詞在句中作
*, her grandmother went away with her .
設(shè)計(jì)說(shuō)明：
通過(guò)敘述式和游戲式，引導(dǎo)學(xué)生利用過(guò)去分詞形式解釋所設(shè)置的文本信息，借助小組競(jìng)賽，實(shí)現(xiàn)生生互動(dòng)、師生互動(dòng)，將過(guò)去分詞形式用作定語(yǔ)、表語(yǔ)、賓語(yǔ)補(bǔ)足語(yǔ)、狀語(yǔ)的各種結(jié)構(gòu)進(jìn)行歸納。
2. Brainstorming
Work in pairs to discuss the following questions.
(1) Do you have any puzzles in using The Past Participle?
(2) Do you know the differences between The Past Participle and The Present Participle?
3. Work in pairs to tell what the differences between The Past Participle and The Present Participle.
Read and compare
(1)The gentleman called Chen Kaichi is our intern teacher(實(shí)習(xí)老師）.
(2)The people sitting behind the classroom are all English teachers.
過(guò)去分詞與現(xiàn)在分詞作定語(yǔ)的區(qū)別:過(guò)去分詞強(qiáng)調(diào)動(dòng)作___________, 現(xiàn)在分詞強(qiáng)調(diào)動(dòng)作___________。
(3) I saw her taken out of the classroom.
(4) I saw her coming into the classroom.
過(guò)去分詞與現(xiàn)在分詞作賓補(bǔ)的區(qū)別: 二者與賓語(yǔ)邏輯上都是主謂關(guān)系, 但過(guò)
去分詞強(qiáng)調(diào)他們之間的___________, 現(xiàn)在分詞強(qiáng)調(diào)他們之間的_____________
(6) Seen from the top of the hill, the city looks more beautiful to us.
(7) Seeing from the top of the hill, we find the city very beautiful.
過(guò)去分詞與現(xiàn)在分詞作狀語(yǔ)的區(qū)別：過(guò)去分詞主句的主語(yǔ)之間是。 而現(xiàn)在分詞與主語(yǔ)的主語(yǔ)之間是。
設(shè)計(jì)說(shuō)明：
1、通過(guò)文字所描繪的語(yǔ)境，引導(dǎo)學(xué)生在運(yùn)用中掌握過(guò)去分詞，并共同回顧、歸納過(guò)去分詞的用法，引導(dǎo)學(xué)生自己發(fā)現(xiàn)問(wèn)題、分析問(wèn)題、解決問(wèn)題。
2、通過(guò)下列文字所描繪的情境，使學(xué)生在形象化、真實(shí)化的語(yǔ)境中明白過(guò)去分詞和動(dòng)詞-ing充當(dāng)定語(yǔ)、賓補(bǔ)、狀語(yǔ)的異同。這項(xiàng)操練活動(dòng)大大訓(xùn)練了學(xué)生的發(fā)散思維，又鍛煉了思維能力與快速反應(yīng)能力，還加深了對(duì)所學(xué)語(yǔ)法現(xiàn)象的理解。
Step 4 Practising
How much do you know about “The Past Participle”? Can you use it correctly? Let’s have a try.
�。―ivide students into four groups and have a competition: each group has two chances to choose the exercise to do .If the answers are correct ,the group will get the points. If the group fail , other groups will have the chance .）
一. 完成句子
2. of show about family is more popular.
二.單選題
1. As is known to us all, traveling is____, but we often feel_____ when we are back from travels.
A. interesting; tiredB. interested; tiring C. interesting; tiring D. interested; tired
2. He found a magazine _____ with the owner’s name_____ on the desk with the back cover _____ off.
A. marking, lying, torn B. marked, lying, torn
C. marked, laid, tearing D. marking, laying, tearing
3.______ the room, the man found the phone______ .
A. Entering; stealingB. Entering; stolen
C. To have entered; being stolenD. Having entered; to be stolen
三.單句改錯(cuò)
1. Having not seen the film, I can’t tell you what I think of it.
2. The men worked for extra hours got an extra pay.
3. Knowing little English, he had trouble making himself understanding.
4. Do you notice the girl dressing a red coat?
5. Giving more time, we could do it much better.
四.用分詞結(jié)構(gòu)美化句子
1.發(fā)現(xiàn)學(xué)生下午昏昏欲睡的樣子，老師竭盡所能來(lái)激發(fā)(arouse)他們的興趣。 arouse their interest.
用分詞結(jié)構(gòu)
the teacher did everything he could to arouse their interest.
2.這本用簡(jiǎn)易英語(yǔ)寫(xiě)成的書(shū)很容易讀懂 用分詞結(jié)構(gòu)
The book
五.把下面的打亂的詞或詞組連串成句
a group of students , the teacher, the office, followed, by , entered
Moyan , stood there, surrounding , many , reporters
六.短文填詞
country. Now he lives in the countryside. with his wife , he is taking a walk on the path(小路) happy.
七.完型填空
I am Robinson Crusoe. I have been alone on the island for two weeks. I don’t know by, but I couldn’t make . The other day, I was see a small house in the . There was nobody there. I am still alone!
1. A. cuted B. cutC. cutting D. to cut
2. A. pastB. passedC. passing D. to pass
3. A. hearing B. understood C. heard D. understanding
4. A. delighted B. disappointed C. interested D. confused
5. A. breakingB. to break C. broken D. break
設(shè)計(jì)說(shuō)明：
1.新課程呼喚英語(yǔ)教學(xué)回歸生活，強(qiáng)調(diào)課程從學(xué)生的學(xué)習(xí)興趣和生活經(jīng)驗(yàn)出發(fā)，因而設(shè)計(jì)時(shí)選擇了學(xué)生熟悉事物作為話(huà)題，引導(dǎo)學(xué)生運(yùn)用目標(biāo)語(yǔ)言結(jié)構(gòu)。
2.任務(wù)型活動(dòng)：通過(guò)學(xué)生小組活動(dòng)、小組競(jìng)賽的形式，激發(fā)參與學(xué)習(xí)過(guò)程的熱情和競(jìng)爭(zhēng)意識(shí)。合作學(xué)習(xí)活動(dòng)，學(xué)生在活動(dòng)中運(yùn)用語(yǔ)言，調(diào)動(dòng)起學(xué)生的認(rèn)知結(jié)構(gòu)和主體意識(shí)。教師把語(yǔ)法規(guī)則活化為活動(dòng)，把教學(xué)活動(dòng)活化為交際活動(dòng)。設(shè)分組隨機(jī)選題競(jìng)答游戲活動(dòng)，激發(fā)學(xué)生的參與意識(shí)和學(xué)生的挑戰(zhàn)意識(shí)。
高中英語(yǔ)教學(xué)設(shè)計(jì) 14
教學(xué)目標(biāo)
1. Match the vocabulary: sales assistant. Doctor. Actor. Reporter. Police. Officer. Waiter. Bank clerk. student
2. Master and use: What do you do? What does he do? Does he work in hospital?
教學(xué)重難點(diǎn)
重點(diǎn)
1. The vocabulary
2. language: What does she do? She is a doctor.
難點(diǎn)Use the language to ask for the jobs
教學(xué)工具
課件
教學(xué)過(guò)程
Step 1
Oranization1’ Organize students to prepare for the class
Step 2
Free talk 2’ Oral practice: Games, words that describe jobs, such as exciting, dangerous, boring The students talk about freely
Step 3
Presentation 8’ 1. Let students look at the picture and guess the jobs. The teacher describes the jobs and let students guess what. Ask job does the person have? Where does the person work?
2. Then use explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving.
A police officer has an exciting job.
3. Let students practice. Such as: He is a police officer. It’s an exciting job.
4. Listen to the conversation. What jobs do Betty, Jenny, and Sam want? Then write the jobs below.
5. Listen again. Why are Betty, Jenny, and Sam interested in these jobs? Complete the chart above.
6. Listen to the tape: Listen and number the picture(1-3) below.
Then practise the dialogue.
7. Grammar focus: 1.叫學(xué)生口頭造句用一些有關(guān)職業(yè)的句子。爭(zhēng)取大部分的同學(xué)都有回答的機(jī)會(huì)，多次重復(fù)加大練習(xí)。
2.教師邊讓學(xué)生讀句子邊解釋這些句子的意思。
3.叫學(xué)生口頭練習(xí)一些有關(guān)這方面的'句子。
4.聽(tīng)錄音，讓學(xué)生填寫(xiě)表格，然后再糾正答案。
5.分組練習(xí)，讓學(xué)生大面積的練習(xí)。
6.讓學(xué)生朗讀Gammar Focus
Step 4
Practice 6’ 7. Read the newspaper want ads. And fill in the blanks with the correct jobs.
One: Wanted: Do you like to work late? Do you like to work hard? Do you like to meet people? If your answer is “Yes”, then we have a job for you as a ……給學(xué)生一定的時(shí)間，讓他們充分練習(xí)。學(xué)生小組討論和練習(xí)。讓大部分的同學(xué)都有機(jī)會(huì)來(lái)表演。
Step 5
Summary 2’ Words and phrases of this class Language:
本節(jié)課主要是聽(tīng)錄音來(lái)完成各種對(duì)話(huà)，充分讓學(xué)生學(xué)會(huì)職業(yè)的文法以及地點(diǎn)的表達(dá)法。以提問(wèn)的形式來(lái)進(jìn)行復(fù)習(xí)總結(jié)，在讓學(xué)生有一個(gè)鞏固的機(jī)會(huì)。
Step 6 test 4’ 1、Self check(見(jiàn)后面)讓學(xué)生做后再講解答案
Step 7 Consolidation 4’在這節(jié)課例我們主要聽(tīng)錄音然后回答問(wèn)題，讓學(xué)生充分練習(xí)聽(tīng)力，達(dá)到會(huì)聽(tīng)、會(huì)說(shuō)然后在自己編對(duì)話(huà)來(lái)練習(xí)。
Step 8
Homework Read the newspaper more and more.讓學(xué)生朗讀3A部分的內(nèi)容。
課后小結(jié)
學(xué)了這節(jié)課，你有什么收獲?
課后習(xí)題
完成課后練習(xí)題。
板書(shū)
Unit 4 I want to be an actor
高中英語(yǔ)教學(xué)設(shè)計(jì) 15
課題
Starter Module1 Unit1 Good morning,Miss Zhou.
課型
Listening and speaking
教學(xué)目標(biāo)
學(xué)習(xí)稱(chēng)呼語(yǔ)和問(wèn)候語(yǔ)
教學(xué)重點(diǎn)
打招呼用語(yǔ)
教學(xué)難點(diǎn)
如何正確運(yùn)用打招呼用語(yǔ)
教具 多媒體、錄音機(jī)
課時(shí)
1
教學(xué)課程
1. Greeting.
2. Warming-up
T: Class,Please stand up. Hello, class.
S: Hello, Ms…
T: Sit down please.
S: Thank you.
3. Drills
(1) 練習(xí)打招呼問(wèn)好。
Hello ,Good morning, Good afternoon
(2) 練習(xí)告別語(yǔ)Goodbye。
4. Practise
1)Work in pairs part3
2) Complete the sentences.
5. Conclude
6. Homework
Complete part7 and part 8
高中英語(yǔ)教學(xué)設(shè)計(jì) 16
一、 教學(xué)內(nèi)容：
牛津高中英語(yǔ)模塊一Unit 1 （上）
二、教學(xué)要求：
1.掌握和校園生活有關(guān)的常用單詞、詞組與句型。
2.學(xué)會(huì)描述校園生活和學(xué)校設(shè)施。
High school is a time of discovery, learning and hard work!高中是探索、學(xué)習(xí)和辛勤勞動(dòng)的時(shí)期
Huge campus and low-rise building 學(xué)校面積大，沒(méi)有高層建筑。
Twelve laboratories are available for different experiments.12個(gè)實(shí)驗(yàn)室可供不同試驗(yàn)使用。
Each room comes with its own bothroom and Internet access.每個(gè)房間都有自己的衛(wèi)生間和英特網(wǎng)接口。
3.學(xué)習(xí)閱讀技巧：skimming&scanning。
4.語(yǔ)法：定語(yǔ)從句（一）
【知識(shí)重點(diǎn)與學(xué)習(xí)難點(diǎn)】
一、 重要單詞：
access achieve attend assembly article available average canteen club challenging context donate display experience extra graduate gym heading locker low-rise literature poster relax
二、重點(diǎn)詞組：
class teacher 班主任
at ease with 和….相處不拘束
school hours學(xué)校作息時(shí)間
earn respect from 贏得…的尊敬
sound like聽(tīng)起來(lái)象
for free 免費(fèi) get a general idea 了解大意
as well as 除….以外, 也
key words 關(guān)鍵詞
word by word 逐字逐句地
find one’s way around 認(rèn)識(shí)路
develop an interest in 培養(yǎng)對(duì)….的興趣
surf the Internet網(wǎng)上沖浪
【難點(diǎn)講解】
1. What is your dream school life like?
你理想中的學(xué)校生活是什么樣子?
這里 dream 表示心目中最理想的. 如 dream team (夢(mèng)之隊(duì))。
2. Going to a British high school for one year was a very enjoyable and exciting experience for me.
去一所英國(guó)中學(xué)讀書(shū)一年對(duì)我來(lái)說(shuō)是一次令人愉快和興奮的經(jīng)歷。
Going 在本句里作動(dòng)名詞，它和后面的to a British high school for one year構(gòu)成動(dòng)名詞短語(yǔ)作句子的主語(yǔ)。Go to a British high school本來(lái)是個(gè)動(dòng)詞詞組，在go 后面加上ing 后，它就具備名詞的特性可以在句子中充當(dāng)主語(yǔ)、賓語(yǔ)或表語(yǔ)。
動(dòng)詞的現(xiàn)在分詞和過(guò)去分詞都可以作定語(yǔ)，但所表達(dá)的意思不同, 現(xiàn)在分詞作定語(yǔ)常表示“令人…”、“正在….”;例如exciting news, sleeping dog; 過(guò)去分詞則有被動(dòng)或完成的意思,常表示“感到….的”、“被….的”,例如： an excited crowd of people, broken heart.
3. I was very happy with the school hours in Britain because school starts around 9 a.m. and ends about 3.30 p.m.
我對(duì)英國(guó)學(xué)校的作息時(shí)間很滿(mǎn)意因?yàn)閷W(xué)校大約上午9點(diǎn)開(kāi)始上課，下午3點(diǎn)半左右放學(xué)。
Be happy with=be pleased with, around=about。
4. This means I could get up an hour later than usual as schools in China begin before 8 a.m.
這意味著我可以晚一小時(shí)起床，因?yàn)樵谥袊?guó)學(xué)校8點(diǎn)鐘上課。
as adv.同樣地, 被看作, 象
prep.當(dāng)做
conj.與...一樣, 當(dāng)...之時(shí), 象, 因?yàn)?/p>
本單元多次出現(xiàn)as, 用法各不相同,應(yīng)注意比較。另外as 還可以構(gòu)成一些常用詞組：as if就好像, as far as就….而言, so as to以便于, as for至于, such as例如，等等。
mean: 意味著, 后面通常加名詞或賓語(yǔ)從句。例如：
The attack of Pear Harbor meant a declaration of war with the United States.
The raise of salary means that I can send my daughter to a better school.
5. He also told us that the best way to earn respect from the school was to work hard and achieve high grades.
他還告訴我們贏得學(xué)校尊敬的最好方法是努力學(xué)習(xí)并取得好成績(jī)。
The best way to do sth is to…..結(jié)構(gòu)用來(lái)表達(dá)做某事的最好方法是….., 例如:
The best way to learn English is to use it as often as possible.
6. I found the homework was not as heavy as what I used to get in my old school, but it was a bit challenging for me at first because all the homework was in English.
我發(fā)現(xiàn)這兒的家庭作業(yè)沒(méi)有我原來(lái)學(xué)校的多，但一開(kāi)始對(duì)我有些挑戰(zhàn)性，因?yàn)樗凶鳂I(yè)都是英語(yǔ)的。
As…..as, 中間加形容詞或副詞,一般要連接兩個(gè)相同的句子成分, 請(qǐng)比較下面兩句話(huà):
You hate him as much as I (=You hate him as much as I hate him).
You hate him as much as me(=You hate him as much as you hate me).
Used to 過(guò)去常常, 隱含的意思是現(xiàn)在的情況已經(jīng)不同。例如:
She used to study very hard. ( She does not study so hard any more).
Used to 的否定形式是usedn’t to/ didn’t use to
注意：be used to sth/doing 表示習(xí)慣于….
7. Cooking was really fun as I learnt how to buy, prepare and cook food.
當(dāng)我學(xué)著怎樣買(mǎi)菜、洗菜、燒飯時(shí)，烹飪真的是一件有趣的事。
fun是名詞,有趣的事情, 副詞really并非修飾它,而是修飾前面的be動(dòng)詞was
試比較: He is really a funny guy. 和 He is a really funny guy.這兩句意思雖然相同, 但really修飾的對(duì)象不同,因此說(shuō)話(huà)的側(cè)重點(diǎn)也不同。
8. I do like eating desserts after meals as you mentioned in your article.
就像你在文章中提到的那樣，我的確喜歡在飯后吃甜食。
Do、did在陳述句中，用在動(dòng)詞前表示強(qiáng)調(diào)，可譯作的確、確實(shí)。
9. Upon finishing his studies, he started travelling in China.
完成學(xué)業(yè)之后，他開(kāi)始在中國(guó)旅行。
介詞upon/ on加doing相當(dāng)于帶as soon as 的時(shí)間狀語(yǔ)從句。
Upon finishing his study＝As soon as he finished his study
10. Former student return from China
一位校友重中國(guó)歸來(lái)
former, past, old 雖然都和過(guò)去有關(guān)，但 側(cè)重點(diǎn)不同。 former：“過(guò)去曾經(jīng)是...的、 前任….”, past: “過(guò)去的” old“老的、從前的”。例如: former president前總統(tǒng)，past experience以往的經(jīng)驗(yàn)，my old school我的母校。
11. earn, achieve和gain
這三個(gè)單詞的基本意思都是“get”但含義不盡相同, earn ：get as the reward of work（掙，得到…作為工作的回報(bào)）, achieve ：get what you want by effort(成就,通過(guò)努力達(dá)到某個(gè)目標(biāo)), gain和“get”的.用法最接近，它對(duì)得到的方法和內(nèi)容都沒(méi)有具體要求。常見(jiàn)搭配:
earn money/ a living/ one’s respect/ one’s bread, achieve a gaol/ success/ purpose/ high grade, gain experience/ weight/ an advantage over/ time/ the upper hand( 占上風(fēng))/ ground(取得進(jìn)步).
【語(yǔ)法】
定語(yǔ)從句(1)
用來(lái)說(shuō)明主句中某一名詞或代詞（有時(shí)也可說(shuō)明整個(gè)主句或主句中一部分）而起定語(yǔ)作用的句子叫作定語(yǔ)從句。定語(yǔ)從句的作用和作定語(yǔ)的形容詞、介詞詞組、分詞詞組相似，有時(shí)可以相互轉(zhuǎn)換，例如：金發(fā)女孩可譯作a blonde girl ，a girl with blonde hair或a girl who has blonde hair。定語(yǔ)從句通常由關(guān)系代詞that/ which/ who/ whom/ which/ as或關(guān)系副詞when/ where/ why引導(dǎo)，這些詞既指代主句中要說(shuō)明的名詞或代詞, 又充當(dāng)從句中的某個(gè)句子成分。請(qǐng)看例句：
1.Tom is the only person who can keep a cool head in time of crisis.(who指代主句中的先行詞person,在從句中作主 語(yǔ))
2.Tom is the only friend whom(或who) I can rely on. (指代friend，在從句中作賓 語(yǔ), 所以常用代詞who的賓格形式).
3.China is no longer the weak nation that she used to be. (關(guān)系代詞that指代weak nation，在從句中作表語(yǔ))
4.The school whose floor space is very limited can’t take in one more student. (關(guān)系代詞whose指代the school’s ，從句中作floor space的定語(yǔ))
5.I like to go to the gym where I can have a work-out after sittiong for a day. (關(guān)系副詞where指代主句中的地點(diǎn)狀語(yǔ)gym 在從句中作狀語(yǔ))
【閱讀技巧】
Skimming & Scanning
Skimming略讀，skim原意是輕輕掠過(guò)表面，作為閱讀技巧是指通過(guò)瀏覽文章標(biāo)題，主題句，插圖和圖表等方法了解文章的大意。 Skan, 本意是掃描，這里指用眼光快速掃視書(shū)報(bào)等材料尋找我們想要的信息。他們的區(qū)別在于Skimming是為了了解文章的大意,而Scanning是為了尋找某些具體信息。Skimming & Scanning都是快速閱讀的重要策略，也是信息時(shí)代我們必備的技能。尤其是在閱讀英語(yǔ)時(shí)，注重練習(xí)Skimming & Scanning可以幫助克服逐字逐句的閱讀習(xí)慣（如finger-point reading, lip reading），提高閱讀速度。
【補(bǔ)充閱讀】
閱讀這篇文章,根據(jù)中文提示和上下文寫(xiě)出所缺的單詞:
My School Day
I leave home at 6:45 and walk 20 minutes to ______(趕) a bus to school. The bus is a special one just for kids going to my school. The _______(路程) on the bus takes an hour because it has to keep stopping to pick up other students along the way.
When I arrive at school, I______(領(lǐng)取) my Tablet PC from the Flexi (Flexiable Learning Centre). Then I go to my Tutor Room for Registration at 8:30. We listen to announcements to see what special things are happening at school today or this week.
At about 8:50 we leave Tutor Room to go to our First Period. Every day I have a different Lesson the first period. Normally it is Humanities but I also have Maths, Drama and Music, and French on the other days. Each period lasts an hour.
All my lessons are in different rooms and places around the school. Each Room either has a three_____(位) number or a name. The numbers are very hard to remember!. I have different teachers for each lesson. I have a _______(存物柜) where I can store some of my stuff but otherwise I have to carry it all around with my in my bags.
Swipe Cards
Every Student carries a swipe card. We swipe into every lesson to let the school know that we have _____(參加) that certain lesson and to know where we are in case of emergencies.
On the Swipe Card there are two stripes, a black and a brown. The brown is to swipe into lessons and the black is to get into the toilets and buildings.
We can put money on our Swipe cards instead of carrying cash around. When we want to pay for snacks at the Tuck Shop or canteen we just hand over our cards and they deduct the money.
Subjects
Maths, English Science ICT
Drama Music Art PE
Humanities (History, Geography, and Religion) French or Spanish
Time Table
9:00 1st Period
10:00 2nd Period
11:00 - 11:20 Break
During break, I have a snack and play and chat with my friends. Usually we play IT a chasing game. Snow ball fight when it snows is dead fun.
11:20 3rd Period
12:30 4th Period
1:30 - 2:10 Lunch
I bring a packed lunch to school but occasionally I have school dinners in the School______(食堂).
2:10 5th Period
3:10 End of School
Sometimes I stay after school for clubs.
Canteen
The Canteen is open at Lunch Time and Break Time. Most hot food is served only at lunch time. Chips are only_______(買(mǎi)的到) on Mondays and Fridays.
【同步練習(xí)】
一、 用適當(dāng)?shù)年P(guān)系代詞或關(guān)系副詞填空：
1.I still remember the time _______ I first became a high school student.
2. There are many places in London _______ you can buy a cup of coffee.
3. That is the reason _____ he is so keen on school activities.
4. China is a country_______ history can be dated back to 3000 BC.
5. He is driving a car ______ can travel at 150 mile per hour.
6. He has to fly to all the major cities of the world ______ his company has set up offices.
7. The lady _____ we met in the bar is eyeing us from the corner .
8.We are facing the same problem ____ we did years ago.
二、將下列每組句子合成一個(gè)帶定語(yǔ)從句的復(fù)合句：
1. The anti-Japanese aggression war broke out on July the 7th. It lasted for eight years.
2. On his website we saw some photos. Mr. Lee took these photos in Europe.
3. On the way to school I saw some trees. Their leaves were eaten up by insects.
4. Shelley likes to spend her leisure time in the students’ union. She can meet many international students there.
5. Jane’s father wants her to be a singer. He himself has always wanted to be a singer himself.
參考答案
一、
1. when 2. where/in which 3. why 4. whose 5. which/that 6. where 7. whom/who 8. as
二、
1. The anti-Japanese aggression war which lasted for eight years broke out on July the 7th.
2. On his website we saw some photos which Mr. Lee took in Europe.
3. On the way to school, I saw some trees whose leaves were eaten up by insects.
4. shelley likes to spend her leisure time in the students’ union where she can meet many internatioal students.
5. Jane’s father wants her to be the singer that he himself has always wanted to be.
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