教学设计1.教学内容分析
2、教学过程
2.1、教学流程图
2.2 教学过程展示
3、教学反思：备注：板书设计
外研版高中英语必修4 全册教学设计教案
目录 Module1 Period1 Introduction Reading and Vocabulary Module1 Period2 Function Listening and Speaking Module1 Period3 Grammar Pronunciation Module1 Period4 Writing Everyday English Module2 Period1 Introduction;Reading and Vocabulary Module2 Period2 Function;Listening and Speaking Module2 Period3 using language Module2 Period4 Speaking;Writing;Everyday English Module2 Period5 Cultural Corner;Task;Module File Module3 Period1 Introduction Module3 Period2 Module3 Period3 Module3 Period4 Module3 Period5 Module4 Period1 Introduction and writing Module4 Period2 Vocabulary and Reading Module4 Period3 Function;Grammar 1，2 Module4 Period4 Listening;Pronunciation；Speaking Module5 Period1 introduction; Vocabulary and Reading Module5 Period2 Grammar;Function;Pronunciation
Module4 Unit 1 Women of achievement Teaching goals 1．Target language a. Key words achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote ... to b. Key sentences Watching a family of chimps wake up is our first activity of the day. Everybody sits and waits while the animals in the group begin to wake up and move. But the evening makes it all worthwhile. ... we see them go to sleep together in their nest for the night. Only after her mother came to help her for the first few months was she allowed to begin her project. For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals. 2．Ability goals a. Learn Warming Up, and know how to tell the great women and the famous women. b. Learn the way to describe a person from what the person did, what she/he looks like 3．Learning ability goals Teach Ss how to describe a person. Teaching important points a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy（博爱与慈悲）that made her successful. If everyone had such kind of heart, they would give everything benefit for all living things. Then our world will be full of love and peace, without any war and starvation. b. Ask students to answer these questions: 1) What made her a great success? 2) What should we learn from Jane Goodall? Teaching difficult points Let everyone believe that all of us can become Jane Goodall. Teaching methods Inspiration, Questioning and Discussion. Teaching procedures & ways Period 1-2. Warming up and pre-reading Step 1. Lead in.
Module 1 Unit 2 English around the world ●单元规划 本单元主要围绕English around the world这一主题介绍了英语的使用情况、发展情况及各地不同的方言。 第二单元English around the world的设计可分为五部分。第一部分learn something about words and expressions；第二部分warming up and reading；第三部分the structure which expresses commands and requests；第四部分using language；第五部分 writing and speaking; ●课时安排 本单元教学可分为6个课时。第一课时vocabulary;第二课时为reading；第三课时为language points；第四课时为grammar；第五课时为using language；第六课时为writing and speaking；第七课时为revision The First Period Words and expressions Teaching aims : 1. Know the key words and expressions in the whole unit: elevator, petrol, official, voyage, actually, base, identity, command, request, recognize, straight, because of, come u p, at present, such as, play a part (in)…… 2. Enable the students to get familiar with the pronunciation of the important words. 3. Prepare for the learning process of the whole unit. Teaching important points : 1.Get familiar with the words in the text part. 2.Master the important expressions such as： because of, come up, at present, such as, play a part (in)……Teaching methods:Task-based teaching and learning; cooperative-learning; group discussion Teaching procedures : Step 1、Self-directed learning 学习方法指导：第一步：写出所给单词的音标； 第二步：大声朗读三遍，注意画线字母的发音； 第三步：依次写出画线字母的音标。 从单词表找出下列词汇的音标，并熟读。注意画线字母的发音。 elevator ［］ African［］frequently［］ official ［］ base［］ straight［］block ［］command［］vocabulary［］latter［］southeastern［］usage［］依次写出上面单词画线字母的音标： ［］［］［］［］［］［］［］［］［］［］［］［］Step 2、Present briefly
Unit 1 Women of achievement 1． Target language a. achieve, achievement, condition, welfare, institute, connection, campaign, organization, entertainment, inspire, support, devote ... to b. Watching a family of chimps wake up is our first activity of the day. P2 Everybody sits and waits while the animals in the group begin to wake up and move. P2 But the evening makes it all worthwhile. P2 ... we see them go to sleep together in their nest for the night. P2 2． Ability goals a. Learn Warming Up, and know how to tell the great women and the famous women. b. Learn the way to describe a person from what the person did, what she/he looks like and so on. 3． Learning ability goals Teach Ss how to describe a person. Teaching important points a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: b. Ask students to answer these questions: 1) What made her a great success? 2) What should we learn from Jane Goodall? Teaching difficult points Let everyone believe that all of us can become Jane Goodall. Teaching methods Inspiration, Questioning and Discussion. Teaching aids A computer, a projector and a recorder.
高中英语必修一Unit 1 Friendship教学设计 第一课时 Warming Up 第一步：教师可以采用以下的不同方式引出本单元的话题； 方案一: 可以直接利用课本热身部分提供的问题来引出话题。这一方案开门见山,不仅能很快切入本单元的主题,而且问题指向明确,学生比较容易展开话题。 方案二： 可以利用其它更为生动、灵活的方式如：在黑板上写下几种“朋友”这个词在不同语言里的表达，让学生猜这些词的意思以激发学生的学习兴趣（教师最好能知道这些不同表达的书写和读音，还可以让学生在课堂上试写和试读）；也可以播放一首以友情为主题的歌曲（无印良品：《朋友》；老狼：《睡在我上铺的兄弟》）或一段描述友谊的电影片段（韩国电影《朋友》导演：郭京泽主演：张东健），然后让学生就所播放素材的主题展开讨论，进入本单元话题；教师还可以引用一些国、内外谈论朋友的名人名言（见背景资料）来展开话题。 方案三： 可以事先让学生准备一张好朋友的照片，然后在课堂上让学生展示自己的朋友的照片并描述其主要特点。也可以让学生介绍自己新学期在新的班级里交到的朋友（此方案适合程度较好的班级）。 开展活动时可以全班一起进行，也可以分小组进行，但要提醒学生用英语进行表达。教师可以事先做一个brain-storm，在黑板上列出一些描述人物的常用词汇和句型以帮助学生顺利完成接下来的活动，如： Personality：kind generous humorous Appearance：handsome pretty good-looking tall Hobby：sports reading traveling In my opinion / I think / As to me, he (she) is a ... person. He(She) always wears .... He(She) looks like.... We always do ... together. 第二步：学生完成课本热身部分的问卷调查。在一些学生程度较好的班级，教师还可利用网络或其它资源对原有的问卷进行一定的补充，丰富问卷内容（见背景资料），让学生计算得分并根据教师公布的各分数段所对应的性格类型得出自己的调查结果；（在调查过程中，教师可以对问卷内容中的部分新单词和词组作简单的解释以帮助学生顺利完成问卷。建议教师有针对性地保留对部分生词和词组的解释以锻炼学生的阅读理解能力） 第三步：小组活动，学生分成若干小组，讨论朋友之间建立友谊的基础，可能会出现的问题以及相应的解决方法或建议； 第四步：学生发表讨论结果； 方案一： 直接提问学生，公布讨论结果。 方案二(此方案适用于程度较好的班级)： 教师设计一个小型的采访活动让学生分角色进行role-play（教师根据学生的实际语言基础来要求讨论和发言时使用的语言，应鼓励学生尽量用英语表达并且提供相关的句型和词汇作为提示,如: What kind of person are you according to the survey? Do you thin can be a good friend to others? And how?
1.知识目标 1) Review the words and phrases learned in the last two periods. 2) Master some important language points. 2.能力目标 1) Improve the Ss’ ability in reading. 2) Train the Ss to grasp the meaning of the words from the context. 3.情感目标 1) Learning to love the new high school life. 2) Form positive attitude towards language learning in new surroundings. 1. How to understand the passage better. 2. Master some important language points. 1. Greet the whole class as usual. 2. Review the new words in this module. Give the students Chinese meanings and let them pronounce and spell the words.
1.Require Ss to listen to the tape carefully and then tick the words that appear in the text. 2.Show the following language points on the screen and explain in detail. 1)Enthusiastic adj.热情的,热烈的 be enthusiastic for/over/about sth.对某事热心 an enthusiastic discussion热烈的讨论 enthusiasm n.热情, 积极性 2)Fun不可数名词,“娱乐,快乐” a lot of fun 3)By oneself=alone, on one’s own独自一人,独自地 4)time倍数表达法 ...times + as...as...相当于……的……倍 ...times + the size (width, length) of...相当于……倍 ...times + upon (over)...超过……倍 5)“word”相关短语 keep one’s word 守约，守信 in a/one word 简而言之，一句话，总之 break one’s word 失信 have a word with sb. 同某人谈话 6)look forward to“盼望”,to是介词，后接名词、代词或 动词的-ing形式 7)介词“to”短语 stick to 坚持come to 谈到，涉及 lead to 通向，导致refer to 提及，谈到，涉及 object to 反对belong to 属于
Unit 5 Nelson Mandela——a modern hero
教材分析：本单元以 Nelson Mandela —— a modern hero 为话题，目的在于使 学生了解一个伟大的人应具备怎样的品质，学会表达自己的观点，并用所学的句型来描写一个伟人。 提示： 1、本单元从warm-up开始，到最后的writing，都是以第三人称的角度来进行描述的，因此， 教学中要注意这种人称的前后一致，否则无法前后一致的引导学生进行学习和表达。 2、Reading部分侧重于理解，以及理解基础上的summary，这为最后的writing做好的铺垫和 积累（尤其是关键单词、句型和结构的积累），最后的writing要是前面阅读后的仿写（当然能力较强的学生也可以不受限制的开展写作）。 3、如何激发学生学习关于这些伟人的文章，是需要教师思考的：这些伟人学生会感兴趣吗？ 学生了解多少关于这几位伟人的伟大业绩？从哪些角度来导入会让学生更加的感兴趣？4、教学目标建议增加：通过学习文章和相关素材，进一步了解伟人的生平事迹，尤其是如何 才能成为伟人。培养学生初步使用相关词汇、句型和文章结构进行人物生平描述的口语表达和基础写作能力。 Teaching aims: 1. To arouse Ss’ interest in learning about heroes in history 2. To develop Ss’ listening and speaking ability. Teaching procedures: Step1 warming up
●Describe yourselves First what kind of person are you? (shy, outgoing, fun, mean, immature, nice, kind, honest, brave, loyal, happy, wise, smart, friendly, warm, cheerful, popular, generous, hard-working, diligent, weak, stupid, lazy, dishonest, tense, cold, unkind, miserable, dull, strong-minded, determined etc.) ●Discussion (Encourage students to give five or six qualities that they think great persons have, and give their reasons.)提示：What kind of great persons? Politicians, scientists, or? Different kinds of great persons, different qualities. Question 1: Who do you think are the greatest men in your mind? Can you name some? Question 2: In what way do you consider a man is a great? What is your standard? ●Look at page 33 and then ask the Ss if these famous people are great people. ●Conclusion: A great person is a person who has followed his or her ideas and sacrificed(牺牲) something so that they could be realized. A pop singer may be very popular with the young people, but he/she is not a great man/woman. A famous person may be well-known but if he or she has not gone through struggles and difficulties for their noble aims, they can not be called a great person. Step2 language points: 1． devote vt oneself to 献身于、致力于。。。 devote one’s life/one’s time to….把生命、时间献给。。。 …to …把。。。用于。。。 E.g. He devoted his life to promoting world peace. He devoted his life to the promotion of world peace. devoted adj 忠实的, 深爱的 be devoted to 对…忠实, 对…深爱 a devoted friend She is devoted to her husband. 即学即练 The manager devotes all his spare time ______ the violin. B A. to practise B. to practising C. in practising D. for practising 2. fight for 为……而战 fight against 与……作斗争；与…作战
人教版高中英语必修4《Unit5Themeparks》教案 教学准备 教学目标 (1)阅读文章后，大部分学生能够归纳出三大主题公园的主题并列出园内的主要活动。 (2)阅读文章后，学生能够匹配图片与相应的主题公园，并恰当使用课文中的关键词汇和句型陈述理由。 (3)通过拓展阅读与小组合作，学生能够制定出一个简单的主题公园一日游计划 (4)通过本节课的学习，学生能够有较强的自信心自如陈述自己的观点。 教学重难点 (1)阅读文章后，大部分学生能够归纳出三大主题公园的主题并列出园内的主要活动。 (2)阅读文章后，学生能够匹配图片与相应的主题公园，并恰当使用课文中的关键词汇和句型陈述理由。 (3)通过拓展阅读与小组合作，学生能够制定出一个简单的主题公园一日游计划 (4)通过本节课的学习，学生能够有较强的自信心自如陈述自己的观点。 教学过程 Step1Warming-upandlead-in(5mins) (1)导入
教师提问学生“Haveyoubeentoathemepark?”与“Whatcanyoudoinathemepark?”，以此导入到本课的课题。然后通过图片介绍主题公园内常见的游乐设施，为文本阅读做好铺垫。 T:Hello,class.Todaywearegoingtotalkaboutthemeparks.First ,Iwouldliketoaskyou: ①IsourWestLakeParkathemepark?WhataboutJingqiWaterPark? ②Haveyoubeentoathemepark? ③Whatcanyoudoinathemepark? S1:Westlakeisnotathemepark.JingqiWaterParkisathemepark. S2:IhavebeentoHongkongDisneyland.Inathemeparkwecandoalot ofactivities. T:Exactly,inthethemeparkwecantakeroller-coaster,free-falldrop,swingingship,Ferriswheel,merry-go- roundandsoon.Inaword,therearevariousrideswecantakeinathemep ark.Well,whatdoes“ride”mean? S3:游乐设施 T:Yes.Hereitisanoun,meaning“供乘骑的游乐设施”. (2)揭题 教师引导学生对课文题目进行预测。 T:Withtheserides,thereisnodoubtthatwewillhavegreatfunina themepark,right?Justlikethetitleofthisarticlesuggest:Themep arks– fun.Butwhatabout“morethanfun”?Whatdoesitmeaninyouropinion? S4:“morethanfun”meansyoucanalsogetalotofinformation.
Lesson Plan 学科英语赖菲菲2015120101 Background information: Students:40 senior high school students, Grade 1. Lesson duration:45mins Teaching objectives: Knowledge objective: By the end of this lesson, students will be able to use some important words and phrases in the passage, for example, hide, outdoors, go through, on purpose, a series of and so on. Ability objective: By the end of this lesson, students will 1. learn some reading strategies about narration, such as paying attention to time, places and characters, finding out specific information, retelling and the like. 2. learn about the formats of a diary or a letter. Emotion objective: To get the students to realize the importance of friends and friendship. Teaching contents:Unit 1 Reading: Anne’s best friend Teaching aids: PPT, blackboard, chalk Type of the lesson:reading Teaching procedures: Step1: Pre-reading(8mins) 1.Warming-up(1min) Enjoy a piece of music and find out its theme. 2.Divide students into 3 groups and ask them to discuss two questions. Afterwards, choose representatives to show their answers.(3mins) ⑴Do you think friends are important to us? Why do you think so? ⑵Does a friend always have to be a person? What else can be our friend? 3.Go through the text quickly to find out:(1min) ⑴how many parts it contains? ⑵what the different parts are about?
U nit one Friendship Teaching aims: 1.能力目标： a.Listening: get information and views from the listening material; b.Speaking: express one’s attitude or views about friends and friendship in appropriate words. c.Reading: enable the Ss to get the main idea d.Writing: write some advice about making friend as an editor 2.知识目标： a.Talk about friends and friendship; how to make friends; how to maintain friendship https://www.doczj.com/doc/1118910449.html,e the following expressions: I think so. / I don’t think so. I agree. / I don’t agree. That’s correct. Of course not. Exactly. I’m afraid not. c. to enable the Ss to control direct speech and indirect speech d. vocabulary: upset , calm , concern , loose, Netherlands, German, series, outdoors, dusk, crazy , purpose , thunder , entire, entirely, power , curtain, dusty, partner, settle, suffer , highway, recover, pack, suitcase, overcoat, teenager, exactly, disagree, grateful, dislike, tip , swap , item add up \ calm down\ have got to \be concerned about \ walk the dog \ go through \ set down \a series of \ on purpose \ in order to \ at dusk \ face to face \ no longer\not …any longer\ suffer from\ get\be tired of \ pack sth. up \ get along with \ fall in love \ join in 3. 情感目标: a. To arose Ss’ interest in learning English; b. To encourage Ss to be active in the activities and make Ss to be confident; c. To develop the ability to cooperate with others. 4. 策略目标： a. To develop Ss’ cognitive strategy: taking notes while listening; b. To develop Ss’ communicative strategies. 5. 文化目标：to enable the Ss to get to know different opinions about making friends from different countries. Teaching steps: Period one Step1. Warming up 1. Ss listen to an English song AULD LANG SYNE. 2. Brainstorming: let Ss say some words about friendship – honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….
Book4 Unit 4 Body Language Communication: No Problem? 一、教材分析 本单元的中心话题是“肢体语言”，介绍了肢体语言在世界范围内的人们生活中所承担的例外角色及严重作用，还介绍了世界通用的肢体语言。Reading部分通过举例说明例外地区表达问候的肢体语言的例外，总结出例外文化背景下肢体语言的例外含义。肢体语言这一话题贴近生活，学生学习本单元较有兴趣。课前要求学生标注部分生词并预习课文。 二、学情分析 我所教是普通班，学生的英语基础差距较大，但总体英语水平还是比较单薄。所以我在设置的问题尽可能的简单，使他们有信心完成阅读任务。 三、学习目标 1.知识目标 1) let students know more about the cultural differences of using body language. 2) let students know some new words and expressions 2.能力目标 develop students’reading skills（skimming and scanning）as well as speaking ability. 3.情感目标 Increase students’ awareness of using body language correctly in different cultures. 四、教学重点
let students master the differences and similarity of body language in different parts of the world. 五、教学难点 1. develop students’ reading ability 2. ask the students to show their opinions in English. 六、教学方法 1. task-based teaching and learning 2. discussion 七、教学过程 Step 1warming up 1.首先由“waysofcommunicating”引出“bodylanguage”,包括facialexpression,gesture,action.接着通过一些图片来表现例外的肢体语言。这个环节主要是为了引起学生的阅读兴趣。 2.让学生观察课本P25的四幅图片并表述其肢体语言所传达的含义。 Step 2pre-reading 1.通过提问“H ow many ways can you think of to greet someone if you cannot speak?”引出本篇文章的主题。向学生展示一些图片，以便学生更清撤地了解例外地区表示问候的肢体语言。 2.Predicting.让学生借助文章的题目和图片，预测文章的主题和主要内容，对文章有初步的了解。 Step 3 Reading 1.Answer two questions. How many international students are there in the story?
Unit 5 Languages Around the World Reading and Thinking 教材分析 The topic of this unit is the writing system of Chinese characters. The purpose of this unit is to let readers understand the development history of the writing system of Chinese characters, to think about the relationship between the development of the writing system of Chinese characters and the inheritance of Chinese culture, to realize the charm of Chinese characters, and to explore the future development of Chinese characters. When designing text teaching, we should guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning. At the same time, we should help students sort out the topic language about Chinese character writing system, understand the narrative characteristics of "time-event" in illustrative style, and explore the function and importance of Chinese character writing system. The intrinsic relationship among the title, theme and supporting paragraphs of this paper is very helpful to improve students ‘logical thinking. The exploration of the function and importance of Chinese character writing system can not only help students develop critical thinking ability, but also help students understand the author's writing intention. In addition, the text is also conducive to enhancing students ‘cultural self-confidence and awareness of inheriting Chinese culture. 教学目标与核心素养 1. Enable students to acquire the basic usage of the new words and expressions concerning thewriting system of Chinese characters and learn to use them flexibly. 2. Enable students to have a good understanding of development history of the writing system of Chinese characters. 3. Develop students’ sense of coope rative learning and individual thinking capability. 4. Develop students’ different learning skills to solve different reading comprehensive problems. 教学重难点