第一篇：外研版高中英語(yǔ)Book 2 Module 3 Reading and Vocabulary 教學(xué)設(shè)計(jì)

Module 3

Music

鐘媛媛

Teaching aims and demands: 1.master the main idea of the passage 2.Master key wods and sentences 3.Retell storys according to time order Teaching important and difficult points: how to improve reading comprehension of students Teaching steps: Step 1: Greetings Step 2: Duty Report Step 3: Show the pictures of the three great composers mentioned in the passage and their music and see if the students can guess who they are.Step 4: Note making Listen to the passage and make notes about the three composers.(Their birthplaces, their fathers, their achievements and the relationship among them.)Step 5: Read the passage quickly and choose the best title for the passage.(B)A.Three Great Austrian Composers B.Three Great Composers of the Eighteenth Century C.Three Great Child Composers Step 6: Read the passage quickly again and answer the question.Which of the composers … were born in Austria? was born in Germany? had a good singing voice? died before his fortieth birthday? became deaf? met each other? had fathers who were musicians? had a father who wasn’t a musician? Step 7: Read the passage again and complete the following sentences.1.Haydn changed the symphony into _____________________________.2.__________________ for 30 years, Haydn ________ London, _____ he was very successful.3.Wolfgang ________________ from a very early age.4.Mozart ______________________ when he was five, and played for the Empress of Austria ______________.5._____ he was still a teenager, Mozart was already ________ and ______ Europe giving concerts.6.Beethoven ____________________ when he was very young.7._______________ encouraged Beethoven to move to Vienna.Step 8: Talk about the three composers(a brief description)Give students some key words to help them.Step 9: Summarize Step10:homework Read the passage again and wods

第二篇：外研版高中英語(yǔ)book7 module2 教學(xué)設(shè)計(jì)

高中英語(yǔ)外研版 Module 2 Book7教學(xué)案例設(shè)計(jì)

編寫人： 孫榮

高中英語(yǔ)外研版 Module 2 Book7教學(xué)案例設(shè)計(jì)

一、教材依據(jù)

本教材是英語(yǔ)教學(xué)與研究出版社依據(jù)教育部制定的國(guó)家《英語(yǔ)課程標(biāo)準(zhǔn)》外研版高中部分順序選修第七冊(cè)。

二、課題分析

本課題是以高一課本中關(guān)于美國(guó)中學(xué)學(xué)制、學(xué)習(xí)年限和

學(xué)校教育體系等知識(shí)為基礎(chǔ)，以高中畢業(yè)生的精彩生活為話題所展開的對(duì)美國(guó)學(xué)校生活進(jìn)行的描述性文章。生詞量小，寫作結(jié)構(gòu)明顯，易于學(xué)生聽讀，文中出現(xiàn)的重點(diǎn)短語(yǔ)和句型，是此類記敘文常用的，也是本模塊后面幾篇文章中所涉及到的，本節(jié)課的學(xué)習(xí)將為后面的學(xué)習(xí)奠定基礎(chǔ)。通過(guò)回答相關(guān)問(wèn)題，提高學(xué)生略讀和查讀的能力，并能就閱讀內(nèi)容展開討論，對(duì)自己的理想學(xué)校生活進(jìn)行描寫。

三、學(xué)情分析

教學(xué)對(duì)象為高二學(xué)生，認(rèn)知能力比高一階段有了進(jìn)一步的發(fā)展，漸漸形成了用英語(yǔ)獲取信息、處理信息、分析問(wèn)題和解決問(wèn)題的能力。對(duì)美國(guó)學(xué)生的學(xué)校生活情況學(xué)生已通過(guò)影視、書報(bào)等媒體有了初步了解，Highlights of my senior year 一文生詞量不大，文章主旨大意易于理解，但因?qū)W生口語(yǔ)基礎(chǔ)較差，用英語(yǔ)進(jìn)行表達(dá)會(huì)有一定難度。為此，課堂上應(yīng)該多鼓勵(lì)表?yè)P(yáng)學(xué)生開口，莫使學(xué)生產(chǎn)生羞怯感和恐懼感。

四、設(shè)計(jì)思想

通過(guò)出示Introduction 部分的幾個(gè)問(wèn)題和學(xué)生感興趣的課外活動(dòng)圖片導(dǎo)入話題，同時(shí)也引起學(xué)生強(qiáng)烈的求知欲；接著讓學(xué)生分別通過(guò)聽錄音，略讀和查讀搶答設(shè)置的相關(guān)的大意和細(xì)節(jié)問(wèn)題，既調(diào)動(dòng)學(xué)習(xí)的積極性，又加強(qiáng)對(duì)思維方向的自覺控制，提高學(xué)生對(duì)材料進(jìn)行理解、分析、加工以及獲取信息進(jìn)而解決問(wèn)題的實(shí)際能力。詞匯，語(yǔ)言點(diǎn)和句型的學(xué)習(xí)難度較小，所以在該環(huán)節(jié)中我放手讓學(xué)生自己處理知識(shí)點(diǎn)，解決教學(xué)案中的相應(yīng)練習(xí)。通過(guò)對(duì)本文的學(xué)習(xí)，學(xué)生一定會(huì)產(chǎn)生對(duì)校園生活的美好憧憬，所以最后我設(shè)置了讓學(xué)生暢談自己心目中最理想的校園生活這一環(huán)節(jié)，雖然在口語(yǔ)表達(dá)上存在一定難度，但是學(xué)生感興趣，想說(shuō)，也愿意說(shuō)，興致高昂，氣氛熱烈，借此，我直接進(jìn)行了熱愛學(xué)校生活的德育滲透。

五、教學(xué)目標(biāo)

(1).Get the main idea by listening and catch more information by skimming and scanning.(2).Enable students to use the key phrases and sentence patterns freely such as “l(fā)ook back;highlight;have fun;It’s a pity that?；”Tell the differnces between “rent”，“hire”，and“employ”

(3).By discussing the school life , educate students to love school and their classmates.六、教學(xué)重點(diǎn)

(1).Catch the main idea of the passage and answer the questions in detail by skimming and scanning.(2).Inspire students to express their thoughts about school life.(3).Use the key phrases correctly : look back(at /on);have fun doing sth;It’s a pity that ?

七、教學(xué)難點(diǎn)

Students describe their school life in own words and give their opinions.七、教學(xué)準(zhǔn)備

Tape recorder;Multimedia;Teaching and Learning Plan Prepare some pictures of student activities.八、教學(xué)過(guò)程

Step1 Lead-in(5 minutes)

1.Students read the information in the chart and answer the 5 questions wholly：

2． Show the pictures of students’ activities.Ask the following questions：

（1）.Do you think sports are an important part of school life?

(2).Do you think prom night is before or after the final senior year exams?(3).What do students receive at the end of their senior year? Step 2 Listening with the questions（5 minutes）

（1）.Joanna had a lot of successes during her senior year.What are they ?

(2).Why did Joanna enjoy the prom so much? Step 3.Skimming(3 minutes)

(1).Why has Joanna decided to write down the wonderful things that have happened?

(2).What did Joanna do during the Easter vacation?(3).Who invited Joanna to dance?

Ask individual students to give the answers.(指出略讀的技巧)Step 4 Scanning(7 minutes)

(Ⅰ).Ask students to scan the passage and get the structure of the passage.Give the meaning of each part.Part 1(Para1—6)Memorable things in her senior year Part 2(Para 7—8)The highlight o fthe year.(Ⅱ).Look at the phrases from the passage and choose the correct answers.Students do it wholly.1.I find myself looking back at my senior year.(a).I am remembering my senior year(b).I have found something in myself.2.working as an arts editor(a).drawing pictures

(b).writing about films, plays and art 3.my first step towards becoming a journalist(a).I am trying to become a journalist(b).I am thinking about becoming a journalist

4.a peer mediator, someone who helps students to settle problems(a).someone who helps students find the answers to problems(b).someone who discussed problems with students 5.my school life is almost over(a).My school life has ended.(b).My school life will soon end.6.the student council

(a).an organisation of students(b).an organisation of teachers

7.It took two hours but it was worth it.(a).It took a long time to have my hair done but it’s useful.(b).It took too long and it was a bad idea.Step 5 Language Points(15 minutes)

(Ⅰ)Complete the sentences with the correct form of the words in the box.competitive dinner jacket diploma elegant enormous event forever grade suit highlight meanwhile rent smart training

1).What _____ did you get in your English Literature exam?.2).The dance hall was_________.3).Joanna will remember the prom _______.4)You look wonderful in that ______ dress.It really _____you!5).Daniel looked very ____________ in his ____________.6).He _____a big car to go to the prom.7).It’s the most important social _____ of the year.8).You need _______for most jobs.9).If you pass your exams, you receive your High School _______.10).___________people want to be the best at everything.11).Go and have your hair done.__________I’ll ring our friends.12).For Joanna , the ________of the evening was being elected prom queen Make students grasp the words.(Ⅱ)Paraphrase: Find the sentence in the passage to replace the following ones.1.I find it strange that I’ll graduate from school in a few days.2.I feel it a great pity that this will not probably happen.(Ⅲ)Let students find out the key patterns and use them freely: It is a pity that ?;It is important that ?;

Students can write the similar sentences on the paper as many as possible.(Ⅳ).Translation:

1.Meanwhile, I found myself looking back at my senior year, and thinking about all the wonderful things that have happened.2.One of the best things about this year has been working as an arts editor for this newspaper.3.I love writing and working on this paper is my first step towards becoming a journalist, so this has been a real success for me.4.Something else I’ve enjoyed greatly is working as a peer mediator, someone who helps students to settle problems that they have with other students.(Ⅴ)Show the phrases “l(fā)ook back” “have fun” “highlight” and “rent , hire, employ”.Students discuss or get help from the dictionary and sun up the uses.Then do the exercises on the paper.Step 6 Discussion(4minutes)

Work in pairs or groups.Discuss the question.“ What kind of person is Joanna? Describe her.”

First sdudents discusss and then ask their representatives to express their opinions.Step 7 Free talk(3 minutes)

Students describe their ideal school life in English.Whether they talk much or little , I’ll praise them for their courage, and meanwhile educate them to love their own school and classmates.Step 8 Singing(2 minutes)

Students sing the English song “Auld Lang Syne” together to relax and strengthen students’ love between each other.Step 9 Assignment(1 minute)Write about their school life.九、教學(xué)反思

本節(jié)課通過(guò)聽說(shuō)讀寫多種形式的訓(xùn)練，引領(lǐng)學(xué)生基本完成教學(xué)目標(biāo)所規(guī)定的各項(xiàng)任務(wù)，在此進(jìn)行反思如下：

1、優(yōu)點(diǎn):

（1）靈活多樣的訓(xùn)練形式,使學(xué)生始終保持較高的學(xué)習(xí)興趣,課堂氣氛非常熱烈;（2）小組討論并選派代表進(jìn)行發(fā)言的形式極大地調(diào)動(dòng)了學(xué)生的表現(xiàn)欲,也增強(qiáng)了競(jìng)爭(zhēng)意識(shí);（3）課堂上較多地使用鼓勵(lì)性評(píng)價(jià)語(yǔ)言,學(xué)生高興,效果也很好.（4）在學(xué)生略讀和查讀的過(guò)程中點(diǎn)撥閱讀和捕捉有效信息的技巧和策略，增強(qiáng)了學(xué)生閱讀的目的性和有效性。（5）Free talk和 Discussion的練習(xí)，不僅使學(xué)生鞏固了所學(xué)的基礎(chǔ)知識(shí)，也提高了口語(yǔ)表達(dá)的能力。

2．不足之處：

與學(xué)生的互動(dòng)還不是很夠。部分環(huán)節(jié)中老師講得太多，學(xué)生因?yàn)閰⑴c過(guò)少而顯得被動(dòng)，沒能充分地發(fā)揮他們的主觀能動(dòng)性；辨析rent，hire 和employ時(shí)速度有點(diǎn)快，部分同學(xué)有點(diǎn)模糊.今后的教學(xué)設(shè)計(jì)中我將再接再勵(lì),揚(yáng)長(zhǎng)避短,爭(zhēng)取使自己的課堂更有聲色!

第三篇：外研版高中英語(yǔ)Book4 Module4單元教學(xué)設(shè)計(jì)

外研版高中英語(yǔ)Book4 Module4單元教學(xué)設(shè)計(jì)

茌平實(shí)驗(yàn)高中高一英語(yǔ)組 2011-5-19 一：?jiǎn)卧O(shè)計(jì)的原則：

1：提前一周單元整體備課，每周一次集體備課，主備人和其他成員共同優(yōu)化單元教學(xué)設(shè)計(jì)。

2：根據(jù)各部分之間的緊密關(guān)系來(lái)劃分單元課堂講解。3：各堂課重點(diǎn)突出，突出不同課型的特點(diǎn)。（精讀；泛讀；語(yǔ)法；聽力和寫作課）

4：重難點(diǎn)突出，詳略得當(dāng)，敢于取舍。（不要低估學(xué)生的自主學(xué)習(xí)能力，把一些他們可以處理的部分交給學(xué)生處理，比如本模塊中Everyday English;Pronunciation ；Function.教師可以稍做引導(dǎo)或大膽放給學(xué)生）。二：各板塊間的分析和重新組合：

第一節(jié)課：?jiǎn)卧~匯+Introduction +Speaking+ Cultural Corner 1: 目標(biāo)：本節(jié)課重點(diǎn)是詞匯，口語(yǔ)和泛讀。

2：組合原因：

單元詞匯是基礎(chǔ)（原材料）+Introduction（單元導(dǎo)入，激發(fā)學(xué)習(xí)興趣）+Speaking（是針對(duì)Introduction 的第三部分的口語(yǔ)練習(xí)，是對(duì)Introduction 的鞏固和提升）+Cultural Corner（以閱讀帶動(dòng)單詞的復(fù)習(xí)并有針對(duì)性的展開泛讀能力的培養(yǎng)）

3：鞏固練習(xí)：課本86頁(yè)詞匯練習(xí)5-8.泛讀練習(xí)：87頁(yè)練習(xí)9是關(guān)于兩位科學(xué)家：Yuan Rongping and Monty Jones 的泛讀，很好的知識(shí)鏈接。4：詞匯處理方法：

單詞提前一周分工每天記憶下一單元的某些詞匯，保證在下單元新課前掌握單詞的讀和寫；單詞的檢查：每位同學(xué)課前在單獨(dú)的單詞檢查本上寫出自己認(rèn)為比較重要的20個(gè)單詞的漢語(yǔ)，課堂開始組內(nèi)交換測(cè)試和修改，組長(zhǎng)負(fù)責(zé)把握組內(nèi)聽寫情況，教師可以及時(shí)了解和采取補(bǔ)救措施。第二節(jié)課：Vocabulary and reading

1: 目標(biāo)：詞匯和精讀。（詞匯的使用和閱讀技巧的培養(yǎng)）

2：閱讀問(wèn)題的設(shè)計(jì)要有目的性，重點(diǎn)突出，多樣性（選標(biāo)題，劃分段落;找主旨句，單選，判斷正誤…），循序漸進(jìn)（選擇最佳標(biāo)題---寫出最佳標(biāo)題；找出主旨句------試著寫出主旨句…）;注重學(xué)習(xí)方法的啟發(fā)。3：我們?cè)陂喿x后常把突出的短語(yǔ)和句子單列出來(lái)，要求學(xué)生當(dāng)堂背誦，如句子太長(zhǎng)，幫學(xué)生改寫為簡(jiǎn)單句，易于背誦，之后可就部分典型句子進(jìn)行仿寫。這樣做是對(duì)詞匯和句式的鞏固也是下節(jié)課知識(shí)點(diǎn)講解的前奏。第三節(jié)：Language points +Grammar(1)+Function +Grammar(2)1：目標(biāo)：重點(diǎn)短語(yǔ)和句子的把握，可以進(jìn)行適當(dāng)?shù)脑炀浜头聦懀?2：組合原因：

Language points 講解了被動(dòng)語(yǔ)態(tài)，數(shù)詞的表達(dá)及by +doing的用法。它們分別在Grammar(1)+Function和Grammar(2)得到了進(jìn)一步的學(xué)習(xí)。3：鞏固練習(xí)：課本85頁(yè)語(yǔ)法4個(gè)練習(xí)。

第四節(jié)： Everyday English(可略)+ Listening and vocabulary +Pronunciation(可略)+Reading and Writing.1: 目標(biāo)：口語(yǔ)練習(xí)；聽力；寫作。2：組合原因：層層遞進(jìn)。

Listening and vocabulary: 文中大部分篇幅講的Albert Einstein, 通過(guò)聽力練習(xí)大家從詞匯和他的個(gè)人信息等方面得到了熱身。然后Writing：寫一篇關(guān)于Albert Einstein的相關(guān)文章。

事實(shí)上第四節(jié)課就是以聽力和寫作的方式對(duì)于本單元所學(xué)的輸出。第五節(jié)：講評(píng)課。

1：測(cè)試題出題原則：根據(jù)本模塊的task 和module file 中涉及的知識(shí)點(diǎn)，適當(dāng)?shù)陌才艤y(cè)試題，閱讀題也要考慮涉及相關(guān)知識(shí)背景的難度適當(dāng)?shù)拈喿x材料，把握好大部分學(xué)生能及格或分?jǐn)?shù)高一點(diǎn)的試題，讓大部分學(xué)生可以享受成功的快樂(lè)，而不是常常出些難度不太合適的題目，打擊學(xué)生的學(xué)習(xí)積極性，所以要緊跟教材且根據(jù)學(xué)情安排考試題目。

2：做好試題分析，及時(shí)把題目按考察項(xiàng)目分好類，把分完類型的題目劃分好分配到各個(gè)小組，由組長(zhǎng)組織學(xué)生完成所分題目的書面和口頭分析。并要求小組內(nèi)上交自己的解題思路，且要求組內(nèi)每個(gè)學(xué)生執(zhí)筆完成至少一個(gè)任務(wù)的分析，小組內(nèi)4個(gè)人的筆跡分析寫在一張紙上上交。教師批閱。然后總結(jié)出難點(diǎn)，以便課上引導(dǎo)。3：課堂學(xué)生根據(jù)自己的任務(wù)到講臺(tái)進(jìn)行展示，同時(shí)同學(xué)們可以根據(jù)自己存在的問(wèn)題進(jìn)行發(fā)問(wèn)，展示的同學(xué)進(jìn)行解釋，然后是老師的挖深引導(dǎo)，可以借助于講評(píng)學(xué)案（根據(jù)學(xué)生的分析情況在學(xué)案上對(duì)知識(shí)點(diǎn)進(jìn)行思路引導(dǎo)，重難點(diǎn)突破，及挖掘補(bǔ)救）。

4：課后把組內(nèi)上交的試題分析稍作調(diào)整后張貼于教室，便于同學(xué)們根據(jù)自己的情況瀏覽和獲取信息。三：?jiǎn)卧虒W(xué)設(shè)計(jì)的困惑：

我們是不是該面面俱到的把模塊的每一部分都拿到課堂上來(lái)？是不是這樣來(lái)處理本模塊的Grammar2, Everyday English;Function ,Task及Module File 讓學(xué)生把練習(xí)答案寫在黑板上或作業(yè)上，發(fā)現(xiàn)問(wèn)題多的典型的部分老師做一下引導(dǎo)，共同克服困難。

第四篇：外研版高中英語(yǔ)必修五模塊四閱讀課教學(xué)設(shè)計(jì)

外研版高中英語(yǔ)必修五模塊四閱讀課教學(xué)設(shè)計(jì)

一、整體設(shè)計(jì)思路、指導(dǎo)依據(jù)說(shuō)明

指導(dǎo)依據(jù)：在高中英語(yǔ)學(xué)習(xí)中，詞匯是一個(gè)不可忽視的重要元素。語(yǔ)言學(xué)家認(rèn)為，“各種語(yǔ)言學(xué)習(xí)活動(dòng)歸根結(jié)底都是學(xué)習(xí)詞匯的活動(dòng)，是詞匯在聽、說(shuō)、讀、寫、譯等形式中的練習(xí)和應(yīng)用”。離開了詞匯，語(yǔ)言就失去了實(shí)際意義；離開詞匯語(yǔ)言就無(wú)法表達(dá)思想。詞匯學(xué)習(xí)直接影響英語(yǔ)語(yǔ)言學(xué)習(xí)的效果。在中學(xué)英語(yǔ)閱讀教學(xué)中，學(xué)生碰到的重要問(wèn)題就是詞匯阻礙，不少學(xué)生因詞匯量小，看不懂句子或文章，而喪失了英語(yǔ)閱讀的興趣。學(xué)生的詞匯量越大，對(duì)詞匯理解得越深刻，其閱讀也越廣泛，視野就越開闊。

目前的高中學(xué)生由于沒有找到適合自己的詞匯學(xué)習(xí)方法和策略，在詞匯學(xué)習(xí)方面存在諸多問(wèn)題。有些詞讀不準(zhǔn)，有些詞甚至根本不會(huì)讀，導(dǎo)致在拼寫時(shí)錯(cuò)誤百出，遺忘率極高。更別說(shuō)正確、熟練地運(yùn)用了。這就造成了學(xué)生無(wú)法運(yùn)用英語(yǔ)進(jìn)行正確恰當(dāng)?shù)穆犝f(shuō)讀寫，使他們感到英語(yǔ)學(xué)習(xí)困難重重。教師不僅有責(zé)任教授學(xué)生詞匯知識(shí)，而且應(yīng)該研究探討詞匯教學(xué)的方法。

設(shè)計(jì)思路：閱讀中詞匯的學(xué)習(xí)是將詞匯放在課文情景中去理解并獲取信息的過(guò)程。呂叔湘先生曾說(shuō)過(guò)：“詞語(yǔ)要嵌在上下文里才有生命。”沒有語(yǔ)境很難掌握一個(gè)單詞的確切含義，閱讀中的詞匯學(xué)習(xí)是培養(yǎng)學(xué)生在篇章語(yǔ)境中詞義理解程度的最佳時(shí)機(jī)。結(jié)合學(xué)生目前學(xué)習(xí)詞匯的實(shí)際情況，本節(jié)課的教學(xué)過(guò)程中，教師嘗試充分利用課文所提供的豐富語(yǔ)言材料，設(shè)計(jì)多種形式的詞匯練習(xí)，使學(xué)生教熟練掌握和運(yùn)用所學(xué)新詞匯。

二、教學(xué)背景分析

教材內(nèi)容分析：本節(jié)閱讀課是第四模塊的第二課時(shí)，主要向大家介紹一個(gè)很著名的外國(guó)節(jié)日――狂歡節(jié)。這個(gè)話題與我們的日常生活和學(xué)生們感興趣的外國(guó)文化有著很大的聯(lián)系，對(duì)此話題的學(xué)習(xí)與討論有益于提高學(xué)生學(xué)習(xí)英語(yǔ)的興趣，通過(guò)日常教學(xué)使學(xué)生們掌握有關(guān)節(jié)日的新詞匯并使他們了解其它國(guó)家的文化背景和社會(huì)風(fēng)貌，為學(xué)生以后的閱讀和學(xué)習(xí)做好知識(shí)儲(chǔ)備。

學(xué)生情況分析：本節(jié)課的教學(xué)對(duì)象是高二年級(jí)的學(xué)生。他們?cè)诼牎⒄f(shuō)、讀、寫和口語(yǔ)表達(dá)等方面都有了一定的基礎(chǔ)。雖然課前已經(jīng)讓學(xué)生們通過(guò)各種渠道搜集了有關(guān)狂歡節(jié)的信息，學(xué)生對(duì)本節(jié)課要討論的話題也有了一定的了解，但他們對(duì)與這一話題相關(guān)的英語(yǔ)詞匯量不足，要用英語(yǔ)進(jìn)行思維和表達(dá)還是有一定難度的。因此，這節(jié)閱讀課中的詞匯處理就顯得格外重要。

三、教學(xué)目標(biāo)分析

（一）語(yǔ)言技能目標(biāo)

1.提高提取和篩選信息并進(jìn)行重組的能力。

2.積極參與語(yǔ)言實(shí)踐活動(dòng)，提高用英語(yǔ)進(jìn)行思維和表達(dá)的能力。

（二）知識(shí)能力目標(biāo)

1.學(xué)會(huì)用英語(yǔ)簡(jiǎn)單介紹西方的節(jié)假日；

2.準(zhǔn)確理解文章內(nèi)容，并掌握文章中出現(xiàn)的新詞匯。

四、教學(xué)重點(diǎn)、難點(diǎn)分析

教學(xué)重點(diǎn)：培養(yǎng)學(xué)生在閱讀活動(dòng)中獲取信息，理解全文的能力。

教學(xué)難點(diǎn)：通過(guò)閱讀，學(xué)生能夠掌握本課的新詞匯并能熟練應(yīng)用。

五、教學(xué)過(guò)程設(shè)計(jì)

步驟1：導(dǎo)入（3分鐘）

圖片展示：向?qū)W生展示一些與節(jié)日有關(guān)的圖片。

設(shè)計(jì)意圖：借助節(jié)日?qǐng)D片，討論相關(guān)話題，引出、學(xué)習(xí)一類詞，因?yàn)橛袌D片的直觀呈現(xiàn)，學(xué)生能很快的掌握詞義。并讓學(xué)生在復(fù)述圖片和談?wù)撛掝}的過(guò)程中鞏固新詞匯，幫助學(xué)生降低詞匯記憶和運(yùn)用的難度，有效激活學(xué)生已有的知識(shí)儲(chǔ)備。如在猜測(cè)狂歡節(jié)的圖片中，就出現(xiàn)了“People love to dress up in costumes and wear masks for this festival.”其中，“dress up”，“costumes”和“masks”都是新單詞，圖片的視覺沖擊既激發(fā)了學(xué)生的興趣，吸引了他們的注意力，又為學(xué)生呈現(xiàn)了直觀的詞義概念，強(qiáng)化了其對(duì)詞匯的理解和記憶，從而讓導(dǎo)入環(huán)節(jié)不再單純地為閱讀服務(wù)。

步驟2：詞匯處理（4分鐘）

1.Read the new words.2.Practice： Put the words into the sentences in their proper forms.memory revive extend magic

pretend wander book hide

1.As time passed，however，the carnival period was _________ from one day to five days.2.Look at the little boy ______ about ? perhaps he can’t find his mother.3.Dalian is a city full of _____，and attracts many tourists all over the country.設(shè)計(jì)意圖：此部分只是讀前的詞匯處理，目的是幫助學(xué)生掌握課文大意，因此不可占用過(guò)多時(shí)間，影響閱讀課其它環(huán)節(jié)的安排。

步驟3：快速閱讀（4分鐘）

Read the passage and check the topics it mentions.1.Different carnivals

2.The origins of carnival

3.Special food

4.Carnival in Venice

設(shè)計(jì)意圖： 培養(yǎng)學(xué)生歸納和概括的能力，為下一步確定閱讀的框架作好鋪墊。學(xué)生在快速讀一篇文章時(shí)，要善于發(fā)現(xiàn)“提示詞”以及與“提示詞”有聯(lián)系的關(guān)鍵詞，這其實(shí)也是學(xué)習(xí)詞匯的過(guò)程。因?yàn)樵诓檎谊P(guān)鍵信息求其大意時(shí)，學(xué)生可以根據(jù)提示詞猜出一些單詞近似原文的詞義，如“revive”一詞，上一段結(jié)束時(shí)學(xué)生根據(jù)“memory”得知狂歡節(jié)停止了，可接下來(lái)一段開頭作者給出了“but” 一詞，學(xué)生一定可以猜出“revive”的大概含義。這一環(huán)節(jié)讓學(xué)生在自覺或不自覺間又學(xué)到了一些新的詞匯，為進(jìn)一步仔細(xì)閱讀創(chuàng)造了條件。步驟4：仔細(xì)閱讀（10分鐘）

再讀一遍文章，回答相應(yīng)問(wèn)題。

1.When and how did people in Europe celebrate carnival？

It was celebrated between Christmas and Easter.People ate，drank and dressed up.2.What was carnival in Venice like at the beginning？

It lasted for just one day.People ate，drank and wore masks.3.What did different people do at carnival？

Ordinary people could pretend to be rich and important.Famous people could have romantic adventures in secret.Crimes went unpunished.4.What changes happened to the tradition of wearing masks？

At the beginning-wearing masks was allowed.In the 14th century-wearing masks was limited.At the end of the 18th century-wearing masks was banned.In the late 1970s-wearing masks was revived.Today-wearing masks is the key.5.Who played the most important role in reviving the carnival？

The students and the town council.（They realized that carnival was good for business.）

6.What makes carnival in Venice different？

（The mystery of the masks.）

設(shè)計(jì)意圖： 讓學(xué)生在課堂上通讀課文，并進(jìn)行課堂討論，找出文中的關(guān)鍵詞語(yǔ)進(jìn)行回答。這樣既能把學(xué)生的思路引到文章的脈絡(luò)上，使學(xué)生對(duì)整篇文章的內(nèi)容有總體的了解，又能為他們學(xué)習(xí)新單詞提供具體的語(yǔ)境，有助于學(xué)生全面領(lǐng)會(huì)新詞的含義。

步驟5：鞏固（10分鐘）

讓學(xué)生假設(shè)自己是威尼斯的導(dǎo)游和游客，由導(dǎo)游向游客介紹這一節(jié)日，并讓學(xué)生分組表演。活動(dòng)開始前，教師要明確要求學(xué)生用到本節(jié)課所學(xué)的詞匯。

（小組活動(dòng)，課堂展示）

The following words may help you：

The most famous carnival…

At the beginning…last

As time passed…extend

The 14th century-the 18th century … limit/ban

In the late 1970s …revive

Today …celebrate

Sample dialogue：

Guide： Hello，everyone.Welcome to Venice！Here we see crowds of people wandering around wearing masks on their heads.Tourist A： They are also wearing costumes instead of their ordinary clothes！

Guide： Yes！They are celebrating the most famous carnival in Europe.Tourist B： How long did it last？

Guide： It lasted only one day at the beginning，but over time，it extended to weeks after Christmas.Though it was banned by the government in the 18th century，it was revived by students in the 1970s.Tourist C： Why do people wear masks？

Guide： With costumes，people can pretend to be anyone else.With costumes，they hide their faces as well as their ideas.That’s the magic of masks！Come on and join us.You can’t afford to miss it！

設(shè)計(jì)意圖：通過(guò)角色表演，學(xué)生可以鞏固所學(xué)內(nèi)容并提升學(xué)生英語(yǔ)的應(yīng)用能力。真實(shí)、有趣的語(yǔ)言情境能充分調(diào)動(dòng)學(xué)生學(xué)習(xí)的主動(dòng)性，使學(xué)生自覺投入到情境之中，主動(dòng)參與活動(dòng)，在話語(yǔ)中感知新詞并在交際的過(guò)程中進(jìn)行多種練習(xí)。這樣做有助于學(xué)生全面領(lǐng)會(huì)新詞的含義，并在使用的過(guò)程中幫助學(xué)生加深對(duì)詞匯的理解和識(shí)記，提高運(yùn)用能力，達(dá)到內(nèi)化的目的。

步驟6：應(yīng)用（8分鐘）

讓學(xué)生根據(jù)所學(xué)有關(guān)節(jié)日的詞匯和表達(dá)方式設(shè)計(jì)一個(gè)節(jié)日，要求學(xué)生落實(shí)到紙上。

If you are given a chance to design a festival，what do you want it to be like？

It will be celebrated on… / It will last …

Will people dress up in costumes？

By celebrating it，people may feel…

設(shè)計(jì)意圖：鼓勵(lì)學(xué)生積極運(yùn)用所學(xué)詞匯，培養(yǎng)產(chǎn)出意識(shí)，從而加深學(xué)生對(duì)節(jié)日內(nèi)涵的理解及相關(guān)詞匯的應(yīng)用。

步驟7：課堂小結(jié)，布置作業(yè)（1分鐘）

教師對(duì)學(xué)生的展示進(jìn)行點(diǎn)評(píng)，并提出本節(jié)課主要側(cè)重閱讀課中的詞匯教學(xué)，布置作業(yè)――介紹自己喜歡的中國(guó)節(jié)日，并比較中西方節(jié)日的差異。

設(shè)計(jì)意圖：培養(yǎng)學(xué)生的跨文化意識(shí)，并鞏固閱讀中所學(xué)詞匯，提升學(xué)生的英語(yǔ)語(yǔ)言應(yīng)用能力。

六、教學(xué)評(píng)價(jià)設(shè)計(jì)

（一）評(píng)價(jià)內(nèi)容

1.理解主旨大意；

2.提取和篩選具體信息；

3.理解文章內(nèi)容，運(yùn)用相關(guān)詞匯。

（二）評(píng)價(jià)方法

1.單詞填空；

2.選擇話題（多選）；

3.回答問(wèn)題；

4.角色表演與課文內(nèi)容鞏固相結(jié)合；

5.運(yùn)用相關(guān)詞匯設(shè)計(jì)節(jié)日。

文檔資料：外研版高中英語(yǔ)必修五模塊四閱讀課教學(xué)設(shè)計(jì) 完整下載 完整閱讀 全文下載 全文閱讀 免費(fèi)閱讀及下載

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第五篇：外研版高中英語(yǔ)必修 一Module6 Listening教學(xué)設(shè)計(jì)

外研版高中英語(yǔ)必修 一Module6 Listening教學(xué)設(shè)計(jì)

【摘 要】本設(shè)計(jì)針對(duì)高一英語(yǔ)聽力教學(xué)研究，嘗試采用小組合作探究的方式，鍛煉學(xué)生聽力技能，以及聽-讀-說(shuō)的訓(xùn)練。從課堂效果來(lái)看，目標(biāo)基本達(dá)成，但最后討論沒有完成，比較遺憾。教師口語(yǔ)表達(dá)也有些欠缺。

【關(guān)鍵詞】英語(yǔ)聽力；教學(xué)設(shè)計(jì)

一、教材分析

授課內(nèi)容為高一階段必修一第六模塊的Listening and Vocabulary部分。本模塊圍繞the Internet and Telecommunications展開。聽力話題是教師、學(xué)生以及父母對(duì)網(wǎng)絡(luò)的看法。網(wǎng)絡(luò)是學(xué)生較感興趣的話題，已經(jīng)有一定的詞匯儲(chǔ)備，而且在模塊導(dǎo)入部分學(xué)習(xí)了新的有關(guān)網(wǎng)絡(luò)的詞匯，所以詞匯不會(huì)造成較大的聽力障礙。圍繞本模塊的主題以及聽力材料主要內(nèi)容，主要鍛煉學(xué)生通過(guò)聽獲取觀點(diǎn)表達(dá)信息的能力，再輔以說(shuō)以及寫的內(nèi)容加以鞏固并培養(yǎng)學(xué)生的情感價(jià)值觀態(tài)度。

（1）教學(xué)重點(diǎn)：①通過(guò)聽、說(shuō)、寫學(xué)習(xí)如何表達(dá)自己對(duì)網(wǎng)絡(luò)的觀點(diǎn)并形成正確的對(duì)待網(wǎng)絡(luò)的態(tài)度；②學(xué)習(xí)并練習(xí)預(yù)測(cè)這個(gè)聽力技巧；

（2）教學(xué)難點(diǎn)：①如何準(zhǔn)確獲取聽力中關(guān)于觀點(diǎn)表達(dá)的信息；②如何保證最后小組討論的有效性。

（3）解決辦法：① 盡可能多聽?zhēng)妆榧右砸欢ㄌ崾就ｎD；輔以聽力材料；②將任務(wù)具體化。

二、教學(xué)目標(biāo)

（1）語(yǔ)言知識(shí)目標(biāo)：討論網(wǎng)絡(luò)的優(yōu)缺點(diǎn)并發(fā)表自己的觀點(diǎn)。

（2）語(yǔ)言技能目標(biāo)：①聽：幫助學(xué)生正確理解對(duì)話內(nèi)容并推斷出不同說(shuō)話者的觀點(diǎn)、態(tài)度；在對(duì)話和語(yǔ)段中識(shí)別新詞匯、短語(yǔ)并正確理解其意義；根據(jù)要求從電視采訪對(duì)話中找出相應(yīng)的詞匯、短語(yǔ)并完成有關(guān)填空練習(xí)；引導(dǎo)學(xué)生學(xué)習(xí)練習(xí)聽力技能―預(yù)測(cè)。②說(shuō)：運(yùn)用所學(xué)詞匯、短語(yǔ)表達(dá)自己對(duì)網(wǎng)絡(luò)的態(tài)度。③寫：練習(xí)根據(jù)其他人對(duì)網(wǎng)絡(luò)的觀點(diǎn)給出不同的觀點(diǎn)并寫出來(lái)組織成文。

（3）情感態(tài)度：通過(guò)聽、說(shuō)、寫了解不同的人對(duì)網(wǎng)絡(luò)的不同的看法，學(xué)會(huì)客觀、辯證的看待網(wǎng)絡(luò)并積極獲取和利用這些資源，避免沉迷于電子游戲而荒廢學(xué)業(yè)，虛度光陰。

三、教學(xué)方法

采用任務(wù)型教學(xué)法與活動(dòng)教學(xué)法相結(jié)合。開展自主性學(xué)習(xí)的小組活動(dòng)，使合作、探究與獨(dú)立思考相結(jié)合，最大程度地優(yōu)化學(xué)生的學(xué)習(xí)方式，提高課堂效率。

四、教學(xué)過(guò)程

Step1: Fill in the blanks to review the words that we have learned to prepare for listening:

Nowadays, almost all of us can have a______ to the Internet.I like s______ the Internet after finishing the whole day’s work.I use my p__________ computer to s______ the important information.Furthermore, I often visit some English w____________ to help my English teaching.If necessary, I will d_________ some good lessons to study.Of course, I also use the computer to chat with my friends and students, listen to some excellent music and watch some good TV shows.Every time I l___ __ to my QQ number, I will be glad to find some old friends and students online.However, I never play computer games on the I_________ because I think it is a waste of time and it does harm(傷害）to my health.Keys: access;surfing;personal;store;websites;download;log on;Internet

（課堂：學(xué)生較感興趣，復(fù)習(xí)了單詞，并讓學(xué)生了解教師對(duì)網(wǎng)絡(luò)的態(tài)度）。

Step2: Lead-in: After reading, ask: What do you think of my life with the Internet? …I think the Internet is useful for me.But for you, the students, different people have different opinions.According to your reading, you have known my opinions about the Internet.Next, we will listen to three interviews to know the different opinions about the Internet.(課堂：自然導(dǎo)入，比較流暢)

Step3: Listening and vocabulary

1.Pre-listening: Read the choices first to predict:

How many people are there in the listening? Keys: Four.Who are the three people? Keys: Ann, the teacher;Tom, the student;Pat, Tom’s mother.What are their opinions about the Internet? Students’ own opinions.（1）)Ann, the teacher, thinks that _________.everything on the Internet is useful for students

the Internet is a bad thing

it’s important to help students find useful sites on the Internet

（2）Tom, the student, thinks that__________.(a)the Internet is the only place to study

(b)the Internet is a good place to study

(c)it’s important to use the Internet as much as possible

（3）Pat, Tom’s mother, thinks that _________.(a)Tom should only study from books

(b)he spends too much time reading about football on the Internet.(c)using the Internet is a bad thing

（課堂：由于問(wèn)題較簡(jiǎn)單，學(xué)生積極做出了預(yù)測(cè)，對(duì)聽力材料有了一定了解。）

2.While-listening:Listen to the three people answering the interviewer.Choose their opinions from the list in pre-listening.Keys: c b b

（課堂：學(xué)生聽一遍只準(zhǔn)確的得出了第一題的答案，根據(jù)課堂反映，再聽一遍并加以停頓，學(xué)生得出了2、3的答案，對(duì)聽力大意有了一定了解。）

3.While-listening:Listen again to fill in the blanks to get more information.Interviewer：Hello and welcome to Education Today.Today, we’re talking about the Internet.Is the Internet a good thing for education? With me in the studio are Ann Baker, who’s a teacher, Tom Grant, who’s 17 and still at school, and Tom’s mother Pat.Welcome to the show, everyone.If I can talk to you first, Ann, do you think that the Internet is a good thing or a bad thing?

Ann：Well, there are good and bad things about the Internet, but I think we should concentrate on the good things.The Internet has fantastic information about all kinds of things, and for this reason I think ①___________________________ for students to use it.Interviewer：Do you allow your students to use the Internet during school time?

Ann：Absolutely!They have Internet classes once a week.It’s a chance for them to do some independent work.I ②_______________ they have a reason to use the Internet.Interviewer：What do you think are the bad things about using the Internet?

Ann：Well, we all know that there are some terrible sites on the Internet.We must make sure that students look for information on ③ ________________________________.Interviewer：I see.Thank you.Well, I also have Pat and Tom Grant with me.Tom, how often do you use the Internet?

Tom：Every day.Interviewer：At school or at home?

Tom：At school and at home.Interviewer：How much time do you spend on the Internet at home?

Tom: ④ ___________________________.About five hours.Interviewer: Five hours a week?

Tom: No!Five hours a day!

Interviewer: And what do you do on the Internet? Do you study?

Tom: Yes, ⑤__________________________on the Internet.Interviewer: Is it better than studying at school?

Tom: Well, they''re different.I like studying at school ⑥_______________.Interviewer: Pat, what do you think about that?

Pat: Well, I''m happy when Tom is studying on the Internet, but he doesn''t always study.Interviewer: What do you mean?

Pat: Well, there are a lot of music sites that he likes.And he spends a lot of time reading about his⑦_(dá)_____________ football team.Interviewer: So you would prefer it if he didn’t do that.Pat: No―I want him to study and enjoy himself.But studying is important.And ⑧__________from ⑨ _________ is important.Interviewer: More important than studying on the Internet?

Pat: Studying is the important thing.Keys: ①it’s very good；②make sure；③ on interesting and useful sites；④As much time as I can；⑤it’s good to study ；⑥as well；⑦favourite ；⑧studying ；⑨books.Listening skill: Predicting(預(yù)測(cè)）the information before listening according to the questions or given information will make listening easier.So before listening, try to read the questions or given information quickly to help you get more information while listening.(課堂：大部分學(xué)生能完成任務(wù)。)

4.While-listening:Listen to the conversation between a headmaster and a parent to practice the listening skill.Before listening, read the sentences to predict: What are they talking about? What happened to Du Juan?(Students’ own answers.)

(課堂：盡可能讓學(xué)生多預(yù)測(cè)一些。)

Listen to a conversation between Mrs Wu and the headmaster of her daughter’s school.Decide if the sentences are true(T)or false(F).(1)Mrs Wu is worried because Du Juan spends a lot of time chatting with strangers on ICQ.(2)Du Juan was one of the top students in her class but she isn’t any more.(3)Du Juan only uses the Internet to find information for class work.(4)Mr Han thinks that all websites are bad.(5)Mr Han doesn’t think children should use the Internet because it is too dangerous.Keys: T T T F F

（課堂：聽一遍獲取信息不夠準(zhǔn)確，再聽一遍達(dá)到要求。達(dá)到預(yù)測(cè)技能幫助聽力中獲取信息的目的即可。）

5.Post-listening:Work in pairs to read the first listening material and guess the meaning of the words in BLACK and pay attention to the sentences in the box.(The sentences are expressions about opinions on the Internet.)

Keys: 演播室；集中精力于；極棒的，極好的；完全地，當(dāng)然；獨(dú)立地；糟糕的網(wǎng)站；所以你寧愿他不這樣做吧。

(課堂：小組合作起到一定作用，鍛煉學(xué)生猜測(cè)詞義，小組合作的目的達(dá)到。)

Step4: Writing:(From the listening, you have known many opinions about the Internet, and now read the short passage on page56 to know the students’ opinions about the Internet and learn how to express your opinions.)

Keys: 1.Agree with/ disagree with 2.On the subject of learning English 3.It would be much better if we spent the time working on a computer.4.Work independently Work in a group of four and give the opposite view.(Make sure each member in your group has at least one opinion.)

Your group’s opinions:

1.___________ 2.___________3.___________ 4._____________

Step5: Great Debate：

Suppose(假設(shè))the girls are parents and teachers, you don’t want your children or students to play the computer.First work in your group to think of as many disadvantages as you can and then try to persuade(說(shuō)服)your children or students(the boys)not to play the computer.Suppose the boys are children or students, you want to be allowed to play the computer.First work in your group to think of as many advantages as you can and then try to persuade your parents or teachers(the girls)to allow you to play the computer.Disadvantages _________________________________________

Advantages: ___________________________________________.(課堂：學(xué)生對(duì)此話題比較感興趣，但時(shí)間不夠充足，討論不充分，最后展示太短。)

Step6：Attitude to the Internet

The Internet can not be avoided, we should welcome it.Use it to help you study and

live a better life but not to waste time.Use the Internet correctly and you may find your

life with the Internet enjoyable and efficient(高效的).五、教學(xué)反思

第一次真正的嘗試聽力教學(xué)設(shè)計(jì)，感覺設(shè)計(jì)思路還可以，環(huán)節(jié)與環(huán)節(jié)之間有銜接，比較流暢。但是也暴露了許多問(wèn)題：①設(shè)計(jì)時(shí)沒有充分考慮時(shí)間分配的問(wèn)題，以致writing環(huán)節(jié)沒有時(shí)間進(jìn)行。②最后活動(dòng)分組沒有規(guī)劃好，有些學(xué)生沒法組成四人小組。③語(yǔ)言不夠簡(jiǎn)練，同樣內(nèi)容重復(fù)太多。若能干脆利落一點(diǎn)，后面活動(dòng)應(yīng)該完成的比較充分。④課件出錯(cuò)兩處。

板書設(shè)計(jì)：

The Internet

My opinions

Ann→the teacher Your opinions

Tom→the student

Pat →the parent

The headmaster;the mother

作者簡(jiǎn)介：

盛偉，女，漢族，2004年大學(xué)本科畢業(yè)，現(xiàn)為山東省鄒平縣第一中學(xué)高一英語(yǔ)教師。