故意高中英語教學(xué)設(shè)計(jì)模板

成心高中英語教學(xué)設(shè)計(jì)模板

引導(dǎo)語：，你懂多少呢?下面是為大家推薦的高中英語教學(xué)設(shè)計(jì)

模板范文，希翼可以幫到大家。

課題主語+謂語（及物動(dòng)詞）+賓語+賓語補(bǔ)足語&Therebe句

型用法知識與能力talkaboutbodylanguage:cultural

differencesandinterculturalmunication備課時(shí)間上課時(shí)間

Explanation教學(xué)方法三維教學(xué)目標(biāo)過程與方法and

practice

Individualwork,pairworkand

groupwork.情感態(tài)度價(jià)值觀教學(xué)重點(diǎn)及分析教學(xué)

難點(diǎn)及突破教學(xué)環(huán)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

Actoutthefollowingmeanings,please.Pleaseguess

whatImean.Pleaseshowtheactions,usingbodylanguage.

Enablethestudentstounderstandwhatacertain

gestureofthebodylanguagemeansinagivensituation.

（.wenkul.）節(jié)StepILead-inTheteachershowssome

picturesonscreen.ThesepicturesarefromtheEvening

PartyCelebratingtheingLunarNewYearoftheRoosterof

xx.

T:Butdoyouknowwhosheis?Yes,shewastheleading

danceroftheprogram.HernameisTaiLihua(臺(tái)口麗華).She

iscalledaFairyofPeachblossom(桃花仙子)bypeople.You

knowsheisadeafgirl,butsheisawise,diligent,

charmingandenergeticgirl.Shestudiedveryhardandgot

twodegreesofbachelorsinuniversity.Shewasfamousas

anartistforherwonderfulperformance.Sheisdeafand

dumb.Buthowdidshegetthatgreatachievementandbecame

asuessfulperson?Sheloveslifeverymuch.Weshould

learnfromherspirit.Besidesherhardworking,body

languageplaysaveryimportantpartinherlife.Weare

allhealthypeople,sometimeswecanusebodylanguageto

expressourselves.Soweshouldpaymoreattentionto

learningbodylanguages.

StepII

Introduction

T:Nowlet'sdosomeTPR(TotalPhysicalResponse)

activitiestogether,Ihopeyouwillenjoythemandhave

funaswell.

(,wenkul.)T:Ok.It,stimetotakeupthelesson.

Pleaselookatthescreen.Let'stakealookatthe

followinggestures:GestureActionAhandshakeMeaningYou

wele.are

AclapofComeon;behandcheerful.

AV-shapeMayofthesueed!Or

you

fore-finger

andmiddlecongratulationsfingeronsuess!Ahalf-

closedIamnotinfavorofyourorV11your

handwithideathumbdownAwrinklingofthebrowin

thoughtordispleasureorascowl

havetorefuseyou.Sheisworried.

(,wenkul.)Tearsingoutofhiseyes.

Heisverysad.

AllsmilesSheonherfacehappy.

is

very

Wavingtheirhands

Theywavinggoodbye

are

to

peoplearound.AhandHeisstoppingatank,

stretchedoutforwardwithstrengthPeople

They

arefor

jumpwithcheeringtheirhandsstretchedopeninthe

air.StepIIIPracticeboththevictory.

(,wenkul.)T:LookatPage25.Whatarethesepeople

municating?StepIVTimeforFunStepVRolePlay(Speaking

taskonP67)T:Now,there'sstil

1alittletimeleft.Let'setoSpeakingTaskonPage

67.

作業(yè)課后反思

Englishweekly

1—6

課時(shí)教學(xué)設(shè)計(jì)

課題

Unit4Bodylanguage

矢口識與能力Helpthestudentslearnhowtoexpress

themselvesinbodylanguagewhenneeded.備課時(shí)間上課時(shí)間

alndividual

教學(xué)方法過程與方法參看教學(xué)過程

work,work

pairand

groupwork.學(xué)法指導(dǎo)為學(xué)生提供了不同國度、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詳細(xì)例證

Actingoutbyimitation

情感態(tài)度價(jià)值觀

課

型

閱讀

(.wenkul.)教學(xué)重點(diǎn)及分析教學(xué)難點(diǎn)及突破教學(xué)環(huán)節(jié)

a.Teachthestudentshowtounderstandbodylanguage

usedindifferentcountriesorculturesaswellasin

differentoasions.b.Teachthestudentshowtousebody

languageinthemostappropriateoasions.Enablethe

studentstorealizetheimportanceofbodylanguagein

municationsothatlittleornomisunderstandingmayour.

教學(xué)過程老師指導(dǎo)與學(xué)生活動(dòng)StepIRevision設(shè)計(jì)意圖

Freetalkaboutthetopic:theImportanceofBody

Language.Whilethestudentondutygivesthepresentation,

theteachercansimultaneouslyapprovehisorher

performancebyusingthebodylanguagelearnedorfamiliar

tothestudentssuchasnoddingthehead,stretchingout

thehandwiththumbup,shruggingtheshoulders,etc.Step

IIT:OurPre-readingtextisaboutaspecialmeansof

munication—BodyLanguage.Nowpleaselookatthe

screen.Anddiscussthesequestionswithyourpartnerfirst.

Andthensomeofyouwillbeaskedtoreportyourwork.Are

youclear?Afterafewminutes.T:Nowwho'dliketo

answerthefirstquestion?Volunteer!SI:Letmetry.The

purposeoflanguage,ofcourse,istobeusedasatoolof

munication.Thatis,toexchangewithothersideas,

feelings,information,andsoon.T:Perfect!Bodylanguage

isusedanytimeandanywheretoconveypeople'sideas,

feelings,information,andsoonandsoforth.Next

question?

(,wenkul.)StepIII

While-reading

1.Scanning

Whilereading,pleasetrytodividethewholepassage

intoseveralpartsandfindoutthemainidea.Summaryof

bodylanguage.Readthetextcarefully,thendecideifthe

followingstatementsaretrue(T)orfalse(F).

StepIVPostreading

1.Istheauthorofthispassagemaleorfemale?Howdo

youknow?2.Whatwerethetwomistakesthattheauthor

noticed?3.Whoseemedtoprefertokeepmorephysical

distancefromothers?Whoseemedtoprefercloserphysical

distance?4.Didanystudentshavesimilargreeting

customs?ones?Ifso,which

Getreadytoretellthetextinyourownwords.

(.wenkul.)課時(shí)教學(xué)設(shè)計(jì)

Unit4Bodylanguage

矢口識與能力Enablethestudentstoknowmoreaboutbody

language.備課時(shí)間上課時(shí)間task-based

三維教學(xué)目標(biāo)

教學(xué)方法過程與方法參看教學(xué)過程學(xué)法指導(dǎo)

method,role-playmeth

od.Individualwork,pairworkand

groupwork.情感態(tài)度價(jià)值觀使學(xué)生進(jìn)一步明確“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)及分析教學(xué)難點(diǎn)及突破

Theunderstandingofthepoorly-writtenreadingtext,

especiallytherelationshipawkwardlybuiltupbetween

"you"andtheotherpeopleinthetext,whoaremetby

theawkwardarrangementofthepilersofthetextbook.Let

thestudentsknowthatthereisbothpositivebodylanguage

andnegativebodylanguage.教學(xué)過程

1Pre-reading

1.Whatisthefunctionofbodylanguage?2.Howdoyou

findbodylanguageinourdailylife?3.Howcanthesame

bodylanguageexpressdifferentfeelingsorideas

(,wenkul.)indifferentcultures?

2Fastreading

TUREOFFALSE3FurtherreadingT:Wehavejustreada

passageentitled“ShowingOurFeelings”,whichtellsus

moreaboutbodylanguage.Nowlet'sreadanotherpassage

intheWorkbookonP66.Thetitleofthereadingtextis:

TheOpenHand-AUniversalSign.Youwillbegiven3

minutestoreadthroughthetextasquicklyasyoucan,

tryingtogetasmuchinformationfromthetextaspossible.

T:Beforeweetotheendofthisperiod,let'stakeup

thelastitem,doingthearrangementoftheinformation

underthepassageonPage67.S8:Itcanbedangerousto

meetpeopleyoudonotknow.S9:ManyAsianpeopledonot

usuallyphysicallytouchstrangers.S10:Ifweshowanopen

hand,itmeansthatwearenotholdinganythingdangerous.

Sil:Therighthandisusuallyusedbecauseitisalmost

thestronger.S12:Peopleshaketheirhandswhenmeetingto

showthattheycanbetrusted.S13:Toshowrespect,people

willtouchtheirheartandmouthwhengreetingsomeone.

Homework作業(yè)1.Readaloudallthereadingtextsin

thisunit.2.Getreadytoretellthetworeadingpassages

learntinthisperiod.

課題

Unit4Bodylanguage

知識與能力備課時(shí)間動(dòng)詞-ing用法上課時(shí)間Individual

過程與方法教學(xué)方法參看教學(xué)過程work,workpairand

groupwork.學(xué)法指導(dǎo)學(xué)生在聽、說、做（即表演“體態(tài)語”

的動(dòng)作）中能夠增情感態(tài)度價(jià)值觀進(jìn)對語言交際的感性認(rèn)識，為

他們在閱讀過程中上升到對語言交際的理性認(rèn)識打下根抵。課

型Grammar

教學(xué)重點(diǎn)及分析教學(xué)難點(diǎn)及突破教學(xué)環(huán)節(jié)

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)。

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)過程老師指導(dǎo)與學(xué)生活動(dòng)StructureStudy

一：V-ing形式由“do+ing”構(gòu)成，其否認(rèn)形式是“not

doing”,V-ing

設(shè)計(jì)意圖

(.wenkul.)可以帶賓語或者狀語構(gòu)成V-ing短語，沒有人稱和

數(shù)的變化，但有時(shí)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，況。1)-ing形式表示“供

作之用”的意思，這種作定語的-ing形式過去叫動(dòng)名詞。

Aswimmingpool=apoolforswimming2)-ing形式表示

”的”意思，過去叫現(xiàn)在分詞Asleepingchildworking

people-ing形式短語作定語時(shí)普通放在它所修飾的名詞之后，相

當(dāng)于一個(gè)定語從句。如：Theyarevisitorsingfromseveral

countries.Theboystandingthereisaclassmateofmine.2

作狀語可以表示時(shí)間，原因，結(jié)果,條件，行為方式或者伴有動(dòng)作

等。AttentionPlease-ing形式作狀語時(shí)，它的邏輯主語必須與

主句的主語是一致的。Timepermitting,Iwillpayavisitto

thewholecity.(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)立主格構(gòu)造，也就是給現(xiàn)在分

詞補(bǔ)充一個(gè)主語。)這時(shí)有兩種情

作業(yè)課后反思

HomeworkDo“UsingStructures“onPage64.

課題主語+謂語(及物動(dòng)詞)+賓語+賓語補(bǔ)足語&Therebe句

型用法知識與能力talkaboutbodylanguage:cultural

differencesandinterculturalmunication備課時(shí)間上課時(shí)間

Explanation教學(xué)方法三維教學(xué)目標(biāo)過程與方法and

practice

Individualwork,pairworkand

groupwork.情感態(tài)度價(jià)值觀教學(xué)重點(diǎn)及分析教學(xué)

難點(diǎn)及突破教學(xué)環(huán)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

Actoutthefollowingmeanings,please.Pleaseguess

whatImean.Pleaseshowtheactions,usingbodylanguage.

Enablethestudentstounderstandwhatacertain

gestureofthebodylanguagemeansinagivensituation.

教學(xué)過程老師指導(dǎo)與學(xué)生活動(dòng)設(shè)計(jì)意圖

閱讀詳情：.wenkul./news/6E553DC565632386.html節(jié)StepI

Lead-inTheteachershowssomepicturesonscreen.These

picturesarefromtheEveningPartyCelebratingtheing

LunarNewYearoftheRoosterofxx.

T:Butdoyouknowwhosheis?Yes,shewastheleading

danceroftheprogram.HernameisTaiLihua（臺(tái)B麗華）.She

iscalledaFairyofPeachblossom（桃花仙子）bypeople.You

knowsheisadeafgirl,butsheisawise,diligent,

charmingandenergeticgirl.Shestudiedveryhardandgot

twodegreesofbachelorsinuniversity.Shewasfamousas

anartistforherwonderfulperformance.Sheisdeafand

dumb.Buthowdidshegetthatgreatachievementandbecame

asuessfulperson?Sheloveslifeverymuch.Weshould

learnfromherspirit.Besidesherhardworking,body

languageplaysaveryimportantpartinherlife.Weare

allhealthypeople,sometimeswecanusebodylanguageto

expressourselves.Soweshouldpaymoreattentionto

learningbodylanguages.

StepII

Introduction

T:Nowlet'sdosomeTPR(TotalPhysicalResponse)

activitiestogether,Ihopeyouwillenjoythemandhave

funaswell.

閱讀詳情：.wenkul./news/6E553DC565632386.htmlT:Ok.

It'stimetotakeupthelesson.Pleaselookatthescreen.

Let'stakealookatthefollowinggestures:Gesture

ActionAhandshakeMeaningYouwele.are

AclapofComeon;behandcheerful.

AV-shapeMayofthesueed!Or

you

fore-finger

andmiddlecongratulationsfingeronsuess!Ahalf-

closedIamnotinfavorofyourorP11your

handwithideathumbdownAwrinklingofthebrowin

thoughtordispleasureorascowl

havetorefuseyou.Sheisworried.

閱讀詳情：.wenkul./news/6E553DC565632386.htmlTearsing

outofhiseyes.

Heisverysad.

AllsmilesSheonherfacehappy.

is

very

Wavingtheirhands

Theywavinggoodbye

are

to

peoplearound.AhandHeisstoppingatank,

stretchedoutforwardwithstrengthPeople

They

arefor

jumpwithcheeringtheirhandsstretchedopeninthe

air.StepIIIPracticeboththevictory.

閱讀詳情：.wenkul./news/6E553DC565632386.htmlT:Lookat

Page25.Whatarethesepeoplemunieating?StepIVTimefor

FunStepVRolePlay(SpeakingtaskonP67)T:Now,

there,sstil

1alittletimeleft.Let'setoSpeakingTaskonPage

67.

Englishweekly

1一6

Unit4Bodylanguage

知識與能力Helpthestudentslearnhowtoexpress

themselvesinbodylanguagewhenneeded.備課時(shí)間上課時(shí)間

alndividual

work,work

pairand

groupwork.學(xué)法指導(dǎo)為學(xué)生提供了不同國度、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詳細(xì)例證

Actingoutbyimitation

情感態(tài)度價(jià)值觀

課

型

閱讀

a.Teachthestudentshowtounderstandbodylanguage

usedindifferentcountriesorculturesaswellasin

differentoasions.b.Teachthestudentshowtousebody

languageinthemostappropriateoasions.Enablethe

studentstorealizetheimportanceofbodylanguagein

municationsothatlittleornomisunderstandingmayour.

教學(xué)過程老師指導(dǎo)與學(xué)生活動(dòng)StepIRevision設(shè)計(jì)意圖

Freetalkaboutthetopic:theImportanceofBody

Language.Whilethestudentondutygivesthepresentation,

theteachercansimultaneouslyapprovehisorher

performancebyusingthebodylanguagelearnedorfamiliar

tothestudentssuchasnoddingthehead,stretchingout

thehandwiththumbup,shruggingtheshoulders,etc.Step

IIT:OurPre-readingtextisaboutaspecialmeansof

munication—BodyLanguage.Nowpleaselookatthe

screen.Anddiscussthesequestionswithyourpartnerfirst.

Andthensomeofyouwillbeaskedtoreportyourwork.Are

youclear?Afterafewminutes.T:Nowwho'dliketo

answerthefirstquestion?Volunteer!SI:Letmetry.The

purposeoflanguage,ofcourse,istobeusedasatoolof

munication.Thatis,toexchangewithothersideas,

feelings,information,andsoon.T:Perfect!Bodylanguage

isusedanytimeandanywheretoconveypeople'sideas,

feelings,information,andsoonandsoforth.Next

question?

While-reading

1.Scanning

Whilereading,pleasetrytodividethewholepassage

intoseveralpartsandfindoutthemainidea.Summaryof

bodylanguage.Readthetextcarefully,thendecideifthe

followingstatementsaretrue(T)orfalse(F).

StepIVPostreading

1.Istheauthorofthispassagemaleorfemale?Howdo

youknow?2.Whatwerethetwomistakesthattheauthor

noticed?3.Whoseemedtoprefertokeepmorephysical

distancefromothers?Whoseemedtoprefercloserphysical

distance?4.Didanystudentshavesimilargreeting

customs?ones?Ifso,which

Getreadytoretellthetextinyourownwords.

Unit4Bodylanguage

知識與能力Enablethestudentstoknowmoreaboutbody

language.備課時(shí)間上課時(shí)間task-based

三維教學(xué)目標(biāo)

教學(xué)方法過程與方法參看教學(xué)過程學(xué)法指導(dǎo)

method,role-playmeth

od.Individualwork,pairworkand

groupwork.情感態(tài)度價(jià)值觀使學(xué)生進(jìn)一步明確“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

Theunderstandingofthepoorly-writtenreadingtext,

especiallytherelationshipawkwardlybuiltupbetween

"you"andtheotherpeopleinthetext,whoaremetby

theawkwardarrangementofthepilersofthetextbook.Let

thestudentsknowthatthereisbothpositivebodylanguage

andnegativebodylanguage.教學(xué)過程

1Pre-reading

1.Whatisthefunctionofbodylanguage?2.Howdoyou

findbodylanguageinourdailylife?3.Howcanthesame

bodylanguageexpressdifferentfeelingsorideas

閱讀詳情：.wenkul./news/6E553DC565632386.htmlin

differentcultures?

2Fastreading

TUREOFFALSE3FurtherreadingT:Wehavejustreada

passageentitled“ShowingOurFeelings,whichtellsus

moreaboutbodylanguage.Nowlet'sreadanotherpassage

intheWorkbookonP66.Thetitleofthereadingtextis:

TheOpenHand-AUniversalSign.Youwillbegiven3

minutestoreadthroughthetextasquicklyasyoucan,

tryingtogetasmuchinformationfromthetextaspossible.

T:Beforeweetotheendofthisperiod,let'stakeup

thelastitem,doingthearrangementoftheinformation

underthepassageonPage67.S8:Itcanbedangerousto

meetpe