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1、新课标高中英语的教案设计新课标中学英语的教案设计1 教学打算 教学目标 学问目标: 复习两个阅读技能-scanning, skimming; 学习本单元的部分生词。 实力目标: 能形成文章的图式,在图式的帮助下自主地复述本课的主要内容,在此过程中实现生词的重现。 情感目标: 学生在老师的启发下,通过师生互动和生生互动,进一步探究学问。在这一过程中,学生可以不断地实现相互教化和自我教化,并能寻求自我发展; 学生能明白安排的重要性,并能收获一些与之相关的谚语。 教学重难点 形成文章的图式,并在图式的帮助下复述文章的主要内容。 教学工具 课件 教学过程 Steps Teachers activity
2、 Students activity Aims Step 1 Show and tell the students the learning goals for them and make possible explanations Students listen to the teacher and have an idea of what they are going to learn in this class. To make the students know what they are to learn in this class Step 2 1). Show some pict
3、ures with beautiful scenery 2) Ask the students two questions: Are they attractive? Where do you want to travel? I dream about traveling 1.) Students appreciate those pictures 2) Students answer teachers questions and practice the sentence pattern “I dream about traveling in/to” 1). To arouse studen
4、ts interest 2) To practice a sentence pattern Step 3 1). Show the title of the reading passage 2). Ask the students whether this passage is about the whole process of the journey. 3). Ask the students how to skim. 4) Tell the students the skill of skimming on the screen 1) Students answer the questi
5、on after they read the subtitle of this part. 2). Students tell how to skim. 1) To make the students pay attention to the subtitle, which can tell the main idea of the passage. 2) To review how to skim Step 4 1) Ask the students to skim moreto find out the main idea of each paragraph. 1) Students te
6、ll the main idea of each paragraph 1) To practice how to skim Step 5 With four questions, teacher asks the students to scan paragraph 1 Ask students how the scan Show the skills of scanning on the screen Students scan paragraph 1, and answer the four questions Students tell how to scan To review how
7、 to scan To practice how to scan Step 6 1) Ask the students to scan paragraph 2 and find out what different attitudes Wang Kun and Wang Wei have, and then finish the table 1) Students scan paragraph 2 and finish the table 1) To practice how to scan Step 7 1) Provide the students with a picture which
8、 describes a geographic word as well as a few sentences about the flow of the Mekong river on each slide and ask them to read the sentences. 2) Ask the students to match each geographic word to the proper meanings 1) Students read the sentences loudly together and look at the pictures and the relate
9、d geographic words in the meanwhile. 2) Students do the matching work 1) To better know how the Mekong river flows 2) To help the students better learn the geographic words which are new to them 3) To check how the students understand the new words Step 8 Review the structure of the passage together
10、 with the students and show some key words on the screen Provide the students with some words and phrases which are the new words in this unit Ask them to retell the main content of the passage in groups With the teacher, students review the structure of the passage Retell the main content of the pa
11、ssage in groups To help students form the schema of the passage by reviewing the structure of it To know the content of the passage better as well as to create more chances for the students to use the new words Step 9 1) Ask the students what they learn from the story 2) Give the students some usefu
12、l and related proverbs 1) Students share their opinions with the group members what they have learned from the story. 2) Students read the proverbs loudly together. 1) To encourage students to form their own views and share them with others 2) To learn some useful proverbs Step 10 1) Summarize this
13、class by showing the learning goals again 2)Homework 1) Students review what they have learned by reading the learning goals on the screen. 1) To help students review what they have learned in this class 新课标中学英语的教案设计2 教学目标 I 重点词汇： manage; wave; nod; realize; agreement, disagreement; while, manners;
14、communicate; make sb.;body language; one another; not all II.日常交际用语： 1).恳求 May / Could / Can I do that? I wonder if I can do that. Would / Do you mind if I come earlier? Will you tell me if can go now? 2).允许 Yes, please. / Of course. / Sure. / Certainly. Go ahead, please. Thats all right. / OK. Its
15、all right to me. 3).拒绝 Im sorry, but its not allowed here. Youd better not. Im afraid not. Its not right. III.： 动词不定式作宾语、定语、表语和状语。 教学建议 对话分析 This lesson is to use offer help and how to accept and refuse help. While the Ss learn about the way of expression from the dialogue. Give some phrases to prac
16、tise how to use and grasp better the ability. 课文分析 This two materials about body language and train the Ss' abilities of reading and speaking. Though reading the passages, the main idea is to have difference body languages of the countries. For example; welcome, agreement and disagreement, no, y
17、es, happy, so on. Meanwhile the two passages offer the Ss the opportunity to talk about the body language of China , British and other counties. 教学建议 The teacher give the Ss the questions bout the dialogue firstly. For example: If you need some help , how do you offer them to help? So on. The teache
18、r help the Ss to listen in order to understand well, after that the Ss speak and talk each other according the content of the dialogue., So the teacher organize some students to play a role about offers, or divide a few groups to discuss. Finally the teacher summarize the useful expression of the di
19、alogue. 新课标中学英语的教案设计3 教学打算 教学目标 Teaching Objectives 1. Students are able to learn more about nonverbal humour as well as Charlie Chaplin through network-based. 2. Students are able to get the gen eral idea and detailed information of the passage by skimming, scanning as well as interpreta tion and a
20、ppreciation. 3. Students will learn to face difficulties in life with optimism and humour as well as learn to cooperate with others in groups. 教学重难点 Teaching difficult points 1. How to guide students to search for and sort out related information according to the assigned task through the Internet.
21、2. How to cu ltivate students learning ability through teamwork based on network. Teaching important points 1. Help students to get the general idea and detailed information of the text effectively by skimming and scanning. 2. Help students to analyze the reasons for Charlie Chaplins success by inte
22、rpreting the key sentences and get them inspired. 教学过程 Step 1 Lead-in(3 mins) 1.Students Activities： 2.The Purpose of Activities Students are to appreciate a video clip performed by Mr. Bean. Students will be guided to acquire the form of nonverbal humour in a vivid way, thus eage r to learn about t
23、he main character of the text with interest. Step 2 Network-based Interactive Learning(25 mins) 1.Students Activities (1).Students are divided into five groups to search for and sorted out the related information according to the assigned task online (2)A representative of each group is to share the
24、 information with the others. 2.the Purpose of Activities Students will develop their ability to effectively sort out information on the Internet throug h group cooperation as well as feel a sense of achievement by their oral presentation. Step3 Text-based Reading(17 mins) Students Activities 1. Stu
25、dents are to read the text quickly, and then answer the questions according to the text. 2. Read Paragraph 3 carefully, and then answer the question -Why did “the little tramp”become Charlie Chaplin famous character ?3. Read Paragraph 4 and fill in the blanks 。4. Find out the sentences that can acco
26、unt for Charlie Chaplins success from the text. 2.The Purpose of Activities (1)Students will get the general idea as well as the structu re of the text by skimming. (2)Students will get the detailed information and have a deeper understanding of the text. (3) Students will get inspired while analyzi
27、ng the secret to Charlie Chaplins success by interpre ting and appreciating some key sentences in the text. 课后习题 Step 5 Homework 1. Students are to read the text carefully again and underline the phrases and sentences difficult to understand after class. 2. Write a summary (about 130 words). 新课标中学英语
28、的教案设计4 Unit 1 Good Friends Teaching aims and demands: a. Achieve language skills and related knowledge about the topic of friends and friendship; b. Learn to express likes and dislikes and make apologies: c. Vocabulary in this unit: the words and expressions listed on the teachers book d. Grammar: D
29、irect and indirect speech Lesson 1 Step 1 Presentation and discussion (warm-up) Put some new words on the blackboard and tell them something about a friend. Kind honest brave loyal happy wise strong beautiful handsome rich smart funny Then ask some questions around the class and discuss with them. W
30、hat should a good friend be like? What qualities should a good friend have? Should they be funny, smart and strong? Step 2 Reading Ask the students to read the dialogue in the part SPEAKING. Ask some questions: 1.What doesnt John like? 2.What does Joe think of music and skiing? And then fill in the
31、form on page 3. Then ask the students to express their ideas freely. Encourage the students to say more about friends. Step 3 Listening Ask the students to listen to the tape and fill in the blanks in the listening part. Step 4 Talking/Practice Ask the students to page 85. Make a similar dialogue as
32、 in exercise 2. Some useful expressions : Why did you? Why didnt you? You said that you would Please forgive me. You promised to Im very sorry It wont happen again. I forgot. Step 5 Homework Finish Exercise 3 in the workbook. Lesson2 Step1 Revision Ask several students to present a speech about frie
33、nds as a revision. Step 2 Pre-reading Present the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3. Step 3 Reading Before asking the students to read the text, first give th
34、e students a brief introduction about Tom Hanks, his films and the film Cast Away. Then students read the text, and answer the following questions. 1.How does Chuck Noland come to a deserted island? 2. In order to survive on the island alone, what does he need to learn? 3. What does he understand at
35、 last? 4. For us, what lesson we can learn from Chuck? At the same time explain the language points if necessary. Step 4 Post-reading Discuss the following questions in the Part POST-READING. Step 5 Homework Prepare a talk about Tom Hanks or something about one of his film. Lesson3 Step 1 Revision G
36、et the students to give a talk about Tom Hanks or something about one of his films. Step 2 Language Study Ask the students fill in the blanks with proper words. Step 3 Grammar Illustrate to the students the use of Direct and Indirect Speech. Then ask the students to do the exercise in the Part Gramm
37、ar on P5. Step 4 Practice Ask the students to act the exercise2 in the part Grammar out. Step 5 Homework Ask the students to finish the exercise2 in their workbook. Lesson4 Step 1 Revision Check the homework. Step 2 Presentation Present simples of e-mail to get the students a general idea of e-mail.
38、 Step 3 Explanation Tell the students some tips of writing an e-mail by learn the above e-mail simple. Step 4 Writing Ask the students to write an e-mail message. Step 5 Homework Ask the students to try to write an e-mail to their e-pal. 新课标中学英语的教案设计5 教学打算 教学目标 (1)学问目标：让学生通过阅读课文更多地了解我国的农业科学家袁隆平的科研成果
39、及其影响。 (2)实力目标：让学生进一步运用恰当地阅读方式与技能，如略读(skimming)，快速阅读(fast reading)，细读(close reading)等 (3)情感目标：让学生不但学习袁隆平的科研精神，更要学习他不计较名利，踏踏实实的生活看法。 教学重难点 1.阅读课文更多地了解我国的农业科学家袁隆平的科研成果及其影响。 教学过程 1. 话题的引导。(Pre-reading) 1).开头通过设计了一首熟识的诗歌，让学生知道话题-farming. 2).涉及到提高产量从而解决世界饥荒问题，从而引出本节课的中心话题-宏大人物袁隆平。 2. 跟读与阅读 完成导学案练习 贯彻目的与困难
40、策略，指导学生依据不同的阅读目的，在阅读的不同阶段，敏捷运用各种阅读策略，捕获文章主要信息，理解作者的写作意图，突破本文的教学重点与难点。采纳整体语言教学法和任务型语言教学法。 1)、通过阅读训练，引导学生如何利用略读(skimming)的方法把握文章的大意，侧重培育快速阅读理解实力和文章中心把握实力。 2)、精读各个段落语段，侧重培育快速捕获文章重要细微环节的实力和揣测生词的实力，学会观赏文章中的美丽句子。 3： 阅读过程-浅层次阅读。(Reading I) 1). 其中关于人物的基本信息中，通过设计了一个信息表格的浅层次阅读练习，对文中人物有了初步了解。 2). 关于他的幻想，书本上描写得
41、特别生动，我让班里有艺术特长的学生画了一幅漫画，利用画面反映课文第四段所描述的内容，同时用第一人称配了声音效果。 4. 阅读过程-深层次阅读。(Reading II) 在处理了一些简洁信息之后，阅读人物最重要的是要读出人物不同于其他人的成就以及值得学生学习的一些珍贵品质。就这两方面的内容，设计了一棵树的形象，引导学生去找寻袁隆平作出的成就以及他身上拥有的珍贵品质。 5.学问点的处理：由句子的分析带出语言点，记住句子，记住了单词用法 课后习题 一、单词拼法 1. _ vt. vi. 斗争; n.努力 2. _ adj. 感到满足的 3. _ n.自由; 自主 4. _ vt. vi. 配备; 装
42、备 5. _ n. 产量, 输出量 6. _vt. 输出 n.出口 7. _vt. 搞乱, 使糊涂 8. _ n. 补给; vt.供应 9. _ adj. 适当的, 相配的 10. _vt. 使膨胀 vi. 发展 二、单词运用 1.We had a _(努力) to stop the criminal. 2. The document will be _ (传阅) to all members. 3. Ill type your report if youll baby-sit in e_. 4. Our farm _ the market with fruits and vegetables
43、. 5. We should s_ the results of the exam briefly and report to the headmaster. 6. Sydneys population _ rapidly in the 1960s. 7. He has a _ (晒黑的) face and bright eyes. 8. The plane _ speed as it was approaching the airport. 9. The workers there worked _ crazy, with only thirty minutes break at noon. 10. He _ (耕作) the farm with great success. Comprehending：Paraphrase these sentences. 1. At that time, hunger was a disturbing problem in many parts of the countryside 2.Using his hybrid