高中英語新課標(biāo)教學(xué)設(shè)計范文合集

課題EnglisharoundtheWorld詞匯課新授課科目英語教學(xué)對象高一年級提供者課時1一、教材內(nèi)容分析本節(jié)課是以學(xué)習(xí)課后詞匯短語用法為主題的一節(jié)課。本節(jié)課所學(xué)的大部分單詞和短語是新課標(biāo)所要求掌握的，而且經(jīng)常會出現(xiàn)在高考題中，所以掌握本節(jié)課內(nèi)容很重要。又由于本節(jié)課所學(xué)單詞大都是一詞多義，短語所運(yùn)用的結(jié)構(gòu)也變化多端，對學(xué)生來說，掌握起來有些困難。一、教學(xué)目標(biāo)（知識、技能、情感態(tài)度）矢口識目標(biāo)：掌握becauseof,comeup,command,request,takepartin這些單詞拼寫用法，并能運(yùn)用這些單詞短語靈活造句。技能目標(biāo)：提高學(xué)生的總結(jié)能力和自學(xué)能力。情感目標(biāo)：讓學(xué)生對詞匯學(xué)習(xí)感興趣及構(gòu)建學(xué)習(xí)詞匯的自信。三、學(xué)習(xí)者特征分析大部分同學(xué)認(rèn)為詞匯課無聊，對于詞匯的學(xué)習(xí)沒有興趣，課上不夠活躍。所以作為老師，應(yīng)在課上設(shè)置各種活動，運(yùn)用多種教學(xué)方法，調(diào)動學(xué)生積極性。使他們在愉快的氣氛中學(xué)到知識。通過個人努力及小組合作能夠完成教學(xué)任務(wù)，達(dá)成教學(xué)目標(biāo)。四、教學(xué)策略選擇與設(shè)計情景式教學(xué)，舉例教學(xué)，獨(dú)立完成任務(wù)及小組討論合作五、教學(xué)環(huán)境及資源準(zhǔn)備黑板投影儀多媒體錄音機(jī)，學(xué)案六、教學(xué)過程教學(xué)過程教師活動學(xué)生活動設(shè)計意圖導(dǎo)入4分鐘向?qū)W生展示音樂becauseofyou""becauseIloveyou"在屏幕是展示歌的名字。問一些問題，例如："Arethemusicnice?""Bothofthenamewanttoshowthemeaningof'因?yàn)?,Whydoesoneusesbecauseof,andtheotherusesbecause?"欣賞音樂，放松，觀察討論，給出答案。開場英文音樂可將學(xué)生帶入一個輕松的氛圍中，同時引出本節(jié)課要將的一個短語becauseof與because的辨析。將學(xué)生引入本節(jié)的詞匯學(xué)習(xí)課。跟磁帶放磁帶讓學(xué)生大聲朗讀本單兀單詞跟著磁帶大聲朗能夠準(zhǔn)確掌

讀單詞5分鐘讀本單兀單詞握單詞發(fā)音，部分學(xué)生可以根據(jù)發(fā)音記憶單?詞。詞匯用法學(xué)習(xí)20分鐘1)對于次多意的單詞如comeup,base,我會給根據(jù)每個單詞的不同詞性和詞義給學(xué)生展示幾個例句。例如Thechildrencameuptomeandshowedmethewaytothestation.Theskywasdarkblueandclearwhenthemooncameup.Yourquestioncameupatthemeeting.Tomcameupwithagoodidea對于多種搭配的單詞，例如command,request,會根據(jù)不同搭配和意義列出句子。讓學(xué)生自己通過觀察，總結(jié)搭配和意思。之后再將這些用法總結(jié)，拓展到suggest,order,require,advise等表示命令建議要求的單詞用法中?例如：Thepolicemancommandedthethieftostop.Theteachercommandedthatheshouldgooutoftheclassroom.ThebosscommandedthatTomfinishtheworkontime.Thecommandedisthatweshouldsetoutatonce.Itisthecommandthatthedeskbemovedaway.TomhasagoodcommandofFrance,sohecancommunicatewithFrancefluently觀察例句，翻譯句子，找出句子中同一單詞的不用意思和用法搭配并總結(jié)。并完成相應(yīng)練習(xí)題設(shè)置一定語境，理解起來更容易。讓學(xué)生自己觀察總結(jié)，記憶會更深亥【」。同時提高了興趣，鍛煉了學(xué)生的觀察句子能力和自主學(xué)習(xí)能力。鞏固練習(xí)10分鐘讓學(xué)生根據(jù)本節(jié)課所學(xué)內(nèi)容做一些綜合練習(xí)題。讓每組派一名同學(xué)將答案寫在黑板上。若遇到不同答案，請小組派代表解釋為什么得出這個答案。老師在需要的時候做點(diǎn)撥做一些綜合練習(xí)題小組內(nèi)核查答案，并派一名代表將答案與在黑板上。若有不同答案，派代表給出解釋進(jìn)步鞏固所學(xué)知識，查漏補(bǔ)缺。作業(yè)布置1分鐘讓學(xué)生與一篇文早，內(nèi)容自定。但需要用上本節(jié)課所學(xué)的詞匯寫一篇小短文。但需要用上本節(jié)課所學(xué)的詞匯鍛煉學(xué)生的寫作能力，同時再次加鞏固所學(xué)知識。教學(xué)流程圖：導(dǎo)入f詞匯用法學(xué)習(xí)f鞏固練習(xí)f作業(yè)布置七、教學(xué)設(shè)計評價評價內(nèi)容:學(xué)習(xí)興趣，學(xué)生是否有濃厚的學(xué)習(xí)興趣。學(xué)習(xí)態(tài)度，在做題，小組討論，及聽別人講解時是否積極，認(rèn)真，學(xué)習(xí)態(tài)度是否端正。所學(xué)知識和技能掌握情況。評價方法：自我評價，是學(xué)生自己評價，肯定自己的努力，看到自己的不足?；ハ嘣u價，以小組為單位，組員之間對學(xué)習(xí)態(tài)度及效果的評價教師評價，學(xué)生的自評和互評，都必須與教師的評價結(jié)合起來，教師要在評價中發(fā)揮主導(dǎo)作用課時教學(xué)設(shè)計課題主語+謂語（及物動詞）+賓語+賓語補(bǔ)足語&Therebe句型用法維教學(xué)目標(biāo)知識與能力talkaboutbodylanguage:culturaldifferencesandinterculturalcommunication備課時間上課時間過程與方法參看教學(xué)過程教學(xué)方法Explanationandpractice學(xué)法指導(dǎo)Individualwork,pairworkandgroupwork.情感態(tài)度價值觀讓學(xué)生了解有聲語言與“體態(tài)語”的對應(yīng)關(guān)系，了解語言意義與行為意義（“體態(tài)語”）在交際中具有同等重要的作用。課型reading教學(xué)重點(diǎn)及分析Actoutthefollowingmeanings,please.PleaseguesswhatImean.Pleaseshowtheactions,usingbodylanguage.教學(xué)難占八、、Enablethestudentstounderstandwhatacertaingestureofthebodylanguagemeansinagivensituation.

及突破教學(xué)過程教學(xué)環(huán)節(jié)老師指導(dǎo)與學(xué)生活動設(shè)計意圖StepILead-inTheteachershowssomepicturesonscreen.ThesepicturesarefromtheEveningPartyCelebratingthecomingLunarNewYearoftheRoosterof2005.T:Butdoyouknowwhosheis?Yes,shewastheleadingdanceroftheprogram.HernameisTaiLihua（邰麗華）.SheiscalledaFairyofPeachblossom（桃花仙子）bypeople.Youknowsheisadeafgirl,butsheisawise,diligent,charmingandenergeticgirl.Shestudiedveryhardandgottwodegreesofbachelorsinuniversity.Shewasfamousasanartistforherwonderfulperformance.Sheisdeafanddumb.Buthowdidshegetthatgreatachievementandbecameasuccessfulperson?Sheloveslifeverymuch.Weshouldlearnfromherspirit.Besidesherhardworking,bodylanguageplaysaveryimportantpartinherlife.Weareallhealthypeople,sometimeswecanusebodylanguagetoexpressourselves.Soweshouldpaymoreattentiontolearningbodylanguages.StepIIIntroductionT:Nowlet'sdosomeTPR（TotalPhysicalResponse）activitiestogether,Ihopeyouwillenjoythemandhavefunaswell.T:Ok.It'stimetotakeupthelesson.Pleaselookatthescreen.Let'stakealookatthefollowinggestures:GestureActionMeaningAYouare

handshakewelcome.AclapofhandComeon;becheerful.AV-shapeofthefore-fingerandmiddlefingerMayyousucceed!Orcongratulationsonyoursuccess!Ahalf-closedhandwiththumbdownIamnotinfavorofyourideaorI'llhavetorefuseyou.AwrinklingofthebrowinthoughtordispleasureorascowlSheisworried.Tearscomingoutofhiseyes.Heisverysad.AllsmilesonherfaceSheisveryhappy.WavingtheirhandsTheyarewavinggoodbyeto

endtcf0ngaehehrttrtuitAsowsHeisstoppingatank.dhhhtdttoeibhnewc?1pp?1den-omenrereuhatp?1p?Jthsor?fforyegtrnca?1?1yeeeehhhTctOTcs?ztft.e116?pegmnn?1iotakecs1iatntt^3?1皿^6oia8I—Hoe1^?1-pmst5o-,uZKs2eF1p-ys-比e圧a7c6?oTx‘CO?sfpepe、丿reheegtt血1haotppeTR[krr,nuoaNVwoIoropLtppNke8eest:htt:3sT聞ssTT6--1xsh?1gEE課后反思課時教學(xué)設(shè)計課題Unit4Bodylanguage三教知識與能力Helpthestudentslearn1toexpressthemselvesinbodylanguagewhenneede(low備課時間］上課時間

學(xué)目標(biāo)過程與方法參看教學(xué)過程教學(xué)方法aIndividualwork,pairworkandgroupwork.學(xué)法指導(dǎo)Actingoutbyimitation情感態(tài)度價值觀為學(xué)生提供了來自不同國度、不同語言文化背景的“體態(tài)語”及其在交際中的異同和影響的具體例證課型閱讀教學(xué)重點(diǎn)及分析Teachthestudentshowtounderstandbodylanguageusedindifferentcountriesorculturesaswellasindifferentoccasions.Teachthestudentshowtousebodylanguageinthemostappropriateoccasions.教學(xué)難點(diǎn)及突破Enablethestudentstorealizetheimportanceofbodylanguageincommunicationsothatlittleornomisunderstandingmayoccur.教學(xué)過程教學(xué)環(huán)節(jié)老師指導(dǎo)與學(xué)生活動設(shè)計意圖StepIRevisionFreetalkaboutthetopic:theImportanceofBodyLanguage.Whilethestudentondutygivesthepresentation,theteachercansimultaneouslyapprovehisorherperformancebyusingthebodylanguagelearnedorfamiliartothestudentssuchasnoddingthehead,stretchingoutthehandwiththumbup,shruggingtheshoulders,etc.StepIIPre-readingT:Ourtextisaboutaspecialmeansofcommunication—BodyLanguage.Nowpleaselookatthescreen.Anddiscussthesequestionswithyourpartnerfirst.Andthensomeofyouwillbeaskedtoreportyourwork.

Areyouclear?Afterafewminutes.T:Nowwho'dliketoanswerthefirstquestion?Volunteer!SI:Letmetry.Thepurposeoflanguage,ofcourse,istobeusedasatoolofcommunication.Thatis,toexchangewithothersideas,feelings,information,andsoon.T:Perfect!Bodylanguageisusedanytimeandanywheretoconveypeople'sideas,feelings,information,andsoonandsoforth.Nextquestion?Step皿While-reading1.ScanningWhilereading,pleasetrytodividethewholepassageintoseveralpartsandfindoutthemainidea.Summaryofbodylanguage.Readthetextcarefully,thendecideifthefollowingstatementsaretrue(T)orfalse(F).StepIVPostreading1.Istheauthorofthispassagemaleorfemale?Howdoyouknow?werethetwomistakesthattheauthornoticed?Whoseemedtoprefertokeepmorephysicaldistancefromothers?Whoseemedtoprefercloserphysicaldistance?Didanystudentshavesimilargreetingcustoms?Ifso,whichones?作業(yè)Getreadytoretellthetextinyourownwords.課后反思課時教學(xué)設(shè)計課題Unit4Bodylanguage維知識與能力Enablethestudentstoknowmoreaboutbodylanguage.備課時間上課時間

教學(xué)目標(biāo)過程與方法參看教學(xué)過程教學(xué)方法task-basedmethod,role-playmethod.參看教學(xué)過程學(xué)法指導(dǎo)Individualwork,pairworkandgroupwork.情感態(tài)度價值觀使學(xué)生進(jìn)步明確“體態(tài)語”對人們在日常交際中了解對方情感、思想、態(tài)度等方面所起的作用課型Reading教學(xué)重點(diǎn)及分析Theunderstandingofthepoorly-writtenreadingtext,especiallytherelationshipawkwardlybuiltupbetween“you”andtheotherpeopleinthetext,whoaremetbytheawkwardarrangementofthecompilersofthetextbook.教學(xué)難點(diǎn)及突破Letthestudentsknowthatthereisbothpositivebodylanguageandnegativebodylanguage.教學(xué)過程教學(xué)環(huán)節(jié)老師指導(dǎo)與學(xué)生活動設(shè)計意圖Pre-readingWhatisthefunctionofbodylanguage?Howdoyoufindbodylanguageinourdailylife?Howcanthesamebodylanguageexpressdifferentfeelingsorideasindifferentcultures?FastreadingTUREOFFALSEFurtherreadingT:Wehavejustreadapassageentitled“ShowingOurFeelings",whichtellsusmoreaboutbodylanguage.Nowlet'sreadanother

passageintheWorkbookonP66.Thetitleofthereadingtextis:TheOpenHand-AUniversalSign.Youwillbegiven3minutestoreadthroughthetextasquicklyasyoucan,tryingtogetasmuchinformationfromthetextaspossible.T:Beforewecometotheendofthisperiod,let'takeupthelastitem,doingthearrangementoftheinformationunderthepassageonPage67.S8:Itcanbedangeroustomeetpeopleyoudonotknow.S9:ManyAsianpeopledonotusuallyphysicallytouchstrangers.S10:Ifweshowanopenhand,itmeansthatwearenotholdinganythingdangerous.S11:Therighthandisusuallyusedbecauseitisalmostthestronger.S12:Peopleshaketheirhandswhenmeetingtoshowthattheycanbetrusted.S13:Toshowrespect,peoplewilltouchtheirheartandmouthwhengreetingsomeone.作業(yè)HomeworkReadaloudallthereadingtextsinthisunit.Getreadytoretellthetworeadingpassageslearntinthisperiod.課后反思課時教學(xué)設(shè)計課題Unit4Bodylanguage維教學(xué)目標(biāo)知識與能力動詞-ing用法備課時間上課時間過程與方法參看教學(xué)過程教學(xué)方法Individualwork,pairworkandgroupwork.學(xué)法指導(dǎo)

情感態(tài)度價值觀學(xué)生在聽、說、做(即表演“體態(tài)語”的動作)中能夠增進(jìn)對語言父際的感性認(rèn)識，為他們在閱讀過程中上升到對語言交際的理性認(rèn)識打下基礎(chǔ)。課型Grammar教學(xué)重點(diǎn)及分析V-ing形式在句中作定語和狀語是本單元的學(xué)習(xí)重點(diǎn)。教學(xué)難點(diǎn)及突破V-ing形式在句中作定語和狀語是本單元的學(xué)習(xí)重點(diǎn)。教學(xué)過程教學(xué)環(huán)節(jié)老師指導(dǎo)與學(xué)生活動設(shè)計意圖StructureStudy一:V-ing形式由“do+ing”構(gòu)成，其否定形式是“notdoing”,V-ing可以帶賓語或狀語構(gòu)成V-ing短語，沒有人稱和數(shù)的變化，但有時態(tài)和語態(tài)的變化。V-ing形式在句中作定語和狀語是本單元的學(xué)習(xí)重點(diǎn)。1.作定語V-ing形式可以單獨(dú)充當(dāng)名詞的前置修飾語，這時有兩種情況。1)-ing形式表示“供作之用”的意思，這類作定語的-ing形式過去叫動名詞。Aswimmingpool=apoolforswimming2)-ing形式表示“……的”意思，過去叫現(xiàn)在分詞Asleepingchildworkingpeople-ing形式短語作定語時般放在它所修飾的名詞之后，相當(dāng)于一個定語從句。如：Theyarevisitorscomingfromseveralcountries.Theboystandingthereisaclassmateofmine.2.作狀語可以表示時間，原因，結(jié)果,條件，行為方式或伴隨動作等。AttentionPlease-ing形式作狀語時，它的邏輯主語必須與主句的主語是一致的。Timepermitting,Iwillpayavisittothewholecity.（分詞的邏輯主語是time,而句子的主語是I,兩者不構(gòu)成主謂關(guān)系,所以只能用獨(dú)立主格結(jié)構(gòu)，也就是給現(xiàn)在分詞補(bǔ)充一個主語。）HomeworkDo“UsingStructures”onPage64.課后反思☆教學(xué)基本信息課題“Workingtheland”Module4Unit2Period5Listening,reading,speakingandwriting作者及工作單位謝子健遵化市第一中學(xué)☆指導(dǎo)思想與理論依據(jù)認(rèn)真鉆研新課標(biāo)，樹立新觀念，探索新教法，以落實(shí)教學(xué)常規(guī)，規(guī)范教學(xué)行為為重點(diǎn)，以大興教科研之風(fēng)，走科教興校之路為抓手，以改革課堂教學(xué)模式，推行先學(xué)后教當(dāng)堂訓(xùn)練為突破口，在學(xué)校教學(xué)計劃指導(dǎo)下進(jìn)行工作。特別注重提高學(xué)生用英語進(jìn)行思維和表達(dá)的能力。繼續(xù)拓寬學(xué)生的知識面，全面培養(yǎng)聽、說、讀、與四會能力，理解、分析和閱讀的能力，讓學(xué)生盡快適應(yīng)咼中學(xué)習(xí)?！罱滩姆治鲞@節(jié)課是本單兀的第五課時，學(xué)生在extensivereading部分已了解了“ChemicalorOrganicFarming?”的有關(guān)情況，為本節(jié)課的聽說讀與訓(xùn)練作了鋪墊。雖然學(xué)生對chemicalfarming和organicfarming有了定的理解，但是要求他們把相關(guān)內(nèi)容用英語表達(dá)出來仍有定的難度。本節(jié)課的目的是讓學(xué)生通過聽、讀活動，從語言材料中獲取相關(guān)的信息，并通過對信息的加工和處理，提高他們的說、寫能力?！顚W(xué)情分析今年我任教高一（1）班和高一（2）班兩個班的英語教學(xué)工作。高一（2）班的學(xué)生整體水平還可以，上課基本能配合老師完成各項(xiàng)教學(xué)任務(wù)，學(xué)習(xí)氛圍較濃，但也有一小部分學(xué)生基礎(chǔ)偏差。而高一(1)班的學(xué)生整體上英語普遍偏差，上課雖然認(rèn)真，但是老師要求在課堂上完成的學(xué)習(xí)練習(xí)較難完成。因此在教學(xué)中我根據(jù)兩個不同的班級情況準(zhǔn)備采用分層授課和分層布置作業(yè)使每一位學(xué)生得到提高。這節(jié)課的目的是提高學(xué)生的聽說讀寫綜合能力。以一根主線下來，從聽力中chemicalfarming的缺點(diǎn)到說、讀、寫部分的greenfood的優(yōu)點(diǎn)，從語言的輸入到語言的輸出。首先讓學(xué)生從聽力材料中獲知“Chemicalfarming”對食物的影響，訓(xùn)練學(xué)生的聽力能力，提出綠色食品，注重食物安全。然后從閱讀材料中獲知“greenfood”的生長環(huán)境和好處。接著提供情景，讓學(xué)生編對話，運(yùn)用usefulexpressionsofpersuation，訓(xùn)練學(xué)生的口語表達(dá)能力。最后，在寫作中，提供sample和三個情景，叫學(xué)生設(shè)計海報，提高學(xué)生的寫作能力?！罱虒W(xué)目標(biāo)Developstudents'listening,reading,speakingandwritingability.Letstudentslearnsomeexpressionsofpersuation.Getstudentstolearntodesignaposterbyadvertisingthesafetyandimporanceofeating"greenfood".☆教學(xué)重點(diǎn)和難點(diǎn)Getstudentstolistenandunderstandthelisteningmaterial.GetstudentstolearnhowtopersuadeothersbyusingthefunctionalitemsforpersuasionGetstudentstolearntodesignaposterbyadvertisingthesafetyandimporanceofeating“greenfood”.☆教學(xué)過程Stepl.Revision&Lead—inbeforelisteningAskstudentstogooverwhattheyhavelearnedintheextensivereadingbydoinganinterwiew.Teachershowsacabbagewithaholeinittotheclassandask:Look!Whatiswrongwiththevegetable?Step2:While-listeningAskstudentstolistentothetapeforthemainidea.ThepossiblebadeffectsofchemicalfertilizersonthefruitandvegetablesthatweeattodayAskstudentstoListentothetapeforasecondtime.Decideifthefollowingstatesmentsaretrueorfalse.Beforelistening,askstudentstogothroughthefivesentencesfirst.(Ifnecessary,writedownkeywords.)(1)PaulthinksthatCarrieisnottellinghimthetruth.(T)

TOC\o"1-5"\h\zUsingchemicalfertilizersalwaysmakesvegetablesemptyinside.(F)Today'sfruitisnotashealthyforpeopleasfruitfiftyyearsago.(T)Eatingmorevegetablesisgoodforus.(F)Alloftoday'svegetableslookhealthybutinfactarenot.(T)Showstudentsthelisteningtextandandaskthemtolistentothetapeforathirdtimetocheckiftheiranswersareright.Thistimestudentscanlookatthematerialandshouldunderlinethekeywords,phrasesandsentences.(listeningtextisomitted)Step3Post-listeningforconsolidationT:Whatiswrongwiththevegetable?(showingthecabbage)Ss:Thevegetablewasgrownwithchemicalfertilizers.Althoughitisbig,itisemptyinside.T:Whyaretoday'sfruitandvegetablesnotashealthyastheywerebefore?Ss:Becausetheyweregrownwithchemicalfertilizers.T:Sowhatkindoffoodwouldyouliketobuy?S1:Foodgrownwithnaturalwastefromanimals.Ss:greenfood.Step4.ReadingLetstudentsknowsomethingaboutgreenfoodTOC\o"1-5"\h\zT:Thisisthesymbolofgreenfood.(byshowingpictures)Inwhatconditiondoyouthinkgreenfoodgrow?dirtyair(no)cleanwatersupplies(yes)clean,fresh(yes)dirtywatersupplies(no)inindustrialareas(no)awayfromindustrialareas?(yes)manychemicalfertilizers(no)nochemicalfertilizers(yes)AskstudentstoskimthepassageonPage15andtelltheadvantagesofgreenfood教學(xué)環(huán)節(jié)教師活動預(yù)設(shè)學(xué)生行為教學(xué)環(huán)節(jié)教師活動預(yù)設(shè)學(xué)生行為設(shè)計意圖andproblemsaboutgreenfood.(byfillingintheblanks)Advantagesofgreenfoodhealthyandsafeforpeople'shealthfreeofchemicalfertilizersgrownawayfromindustrialareasgrownawayfromdirtywatersuppliesProblemsaboutgreenfoodnotknowingaboutthefoodandhowgooditismoreexpensivethanotherfoodwhichisnotsosafe3.Askstudentstoreadthepassageandunderlineusefulexpressions.

Stepl.Revision&Lead—inbeforelisteningStep2:While-listeningStep4.Reading?1.Askstudentstogooverwhattheyhavelearnedintheextensivereadingbydoinganinterwiew.2.Teachershowsacabbagewithaholeinittotheclassandask:Look!Whatiswrongwiththevegetable?1.Askstudentstolistentothetapeforthemainidea.ThepossiblebadeffectsofchemicalfertilizersonthefruitandvegetablesthatweeattodayAskstudentstoListentothetapeforasecondtime.Decideifthefollowingstatesmentsaretrueorfalse.Beforelistening,askstudentstogothroughthefivesentencesfirstShowstudentsthelisteningtextandandaskthemtolistentothetapeforathirdtimetocheckiftheiranswersareright.Thistimestudentscanlookatthematerialandshouldunderlinethekeywords,phrasesandsentences.(listeningtextisomitted)LetstudentsknowsomethingaboutgreenfoodAskstudentstoskimthepassageonPage15andtelltheadvantagesofgreenfoodandproblemsaboutgreenfood.(byfillingintheblanks)Askstudentstoreadthepassageandunderlineusefulexpressions學(xué)生帶著問題“Whatiswrongwiththevegetable?”去聽，這種設(shè)疑導(dǎo)入法能有效激發(fā)學(xué)生的興趣，形成對學(xué)習(xí)內(nèi)容知之、好之、樂之的心理過程，達(dá)到激趣樂學(xué)最佳狀態(tài)。問題設(shè)計不適合自己的學(xué)生，就用自己設(shè)計的題目來替換原有的題目，以降低難度，面向全體學(xué)生。學(xué)生快速瀏覽5個句子，然后帶著任務(wù)聽錄音，以減少聽力訓(xùn)練中的盲目性，這是聽力教學(xué)中常見的教學(xué)方法。必要時，學(xué)生可記下關(guān)鍵詞。另外，考慮到教材中的第四個句子本身就很難理解，作了改動。學(xué)生聽第二遍錄音時可以看材料，并劃出做題的依據(jù)，使學(xué)生做到自己問題盡量自己解決，從而增強(qiáng)了自信，提咼了能力。學(xué)生對綠色食物很感興趣，對其標(biāo)志以及生長環(huán)境很了解，回答不但快速并且全部正確。學(xué)生快速閱讀文章，了解綠色食物的advantages和problems，并且要求學(xué)生記住綠色食物的好處，為編對話做好鋪墊。?通過記者對農(nóng)民的采訪，激活學(xué)生已有的知識。然后，以chemicalfarming為切入點(diǎn)，給學(xué)生看實(shí)物，一個長得很大但又空心的大白菜，以引起學(xué)生對聽力的興趣，從而自然地引出聽力材料的話題“Whatiswrongwiththevegetable?”。主要是引導(dǎo)和鼓勵學(xué)生積極利用學(xué)習(xí)資源解決學(xué)習(xí)中的困難，培養(yǎng)學(xué)生的判斷能力和自己解決問題的能力。讓學(xué)生知道綠色食品的標(biāo)志以及綠色食品的生長環(huán)境☆板書設(shè)計Workingtheland”

Module4Unit2Period5Stepl.RevisionStep2:While-listeningStep3Post-listeningforconsolidationVegetablechemicalfertilizersStep4?Reading☆學(xué)生學(xué)習(xí)活動評價設(shè)計聽力練習(xí)中可以解決的問題：讀寫中出現(xiàn)的問題：學(xué)習(xí)中遇到了哪些難題：通過學(xué)習(xí)達(dá)到的目的：☆教學(xué)反思1、有目的地布置作業(yè)，效果截然不同。2、在教學(xué)過程中，教師可以根據(jù)實(shí)際教學(xué)需要，對教材中不太合適的內(nèi)容進(jìn)行替換。3、教師備課還不夠仔細(xì)充分。4、要求學(xué)生聽第三遍錄音時可以看材料，并劃出做題的依據(jù)，使學(xué)生做到自己問題盡量自己解決，從而增強(qiáng)了自信，提高了能力。Unit3AMasterofNonverbalHumourTheSecondPeriodReadingTeachingaims:roducethelifeandworkofCharlieCroducethekindofhumourwecanalllaughatnonverbalhumourtrainthestudents'readingandunderstandingabilityDifficultpoints:Findoutthemainideasofeveryparagraph.Teachingaids:Arecorderandaprojector,multimediaTeachingprocedure:Step1.GreetingsandRevisionCheckhomework:askstudentstoreviewwhatwelearnedinlastperiod.Step2.Pre-reading(通過展示幾幅幽默圖片，使課堂氣氛活躍了起來一下子調(diào)動了學(xué)生的積極性，然后順勢導(dǎo)入本課的主人公CharlieChaplin)Questions:doyouknowaboutCharlieChaplin?doyouknowabouthisfilms?Step3ReadingTask1:findoutthemaininformationaboutCharlieChaplinBorn:job:Famouscharacter:Costume:Typeofacting:Died:Task2:Listentothetapeofthepassageandmatchthemainideawitheachpart.Para11.Charlie'schildhoodPara3Para22.Hisfamouscharacter(角色)Para33.TheCharlieChaplin'slaughter(笑聲)Para4Para44.HisachievementsPara55.AnexampleofhisworkTask3:Answerthefollowingquestions:What'sthepassagemainlyabout?ThehistoryofEnglishhumour?ThefilmsChaplinmade.ThehumourChaplinmadeinhisfilms.TheGoldRushinAlaska.WhenandwhereisthefilmTheGoldRus