故意高中英語教學設計模板

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　　高中英語教學設計模板

課 題 主語+謂語(及物動詞)+賓語+賓語補足語 & There be 句型用法 知識與 能力 talk about body language: cultural differences and intercultural communication 備課時間 上課時間 Explanation 教學方法 三 維 教 學 目 標 過程與 方法 and practice

　　參看教學過程 學法指導

Individual work,pair work and

group work. 情感態度 價值觀 教 學 重 點 及 分 析 教 學 難 點 及 突 破 教 學 環 讓學生了解有聲語言與“體態語” 的對應關係，瞭解語言意義與行 為意義(“體態語”)在交際中具 有同等重要的作用。

課

型

reading

Act out the following meanings, please. Please guess what I mean. Please show the actions, using body language.

Enable the students to understand what a certain gesture of the body language means in a given situation.

　　教學過程 老師指導與學生活動 設計意圖

()節 Step I Lead-in The teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of 2005.

T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua(邰麗華). She is called a Fairy of Peach blossom(桃花仙子) by people. You know she is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deaf and dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very important part in her life. We are all healthy people, sometimes we can use body language to express ourselves. So we should pay more attention to learning body languages.

Step II

Introduction

T: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.

()T: Ok. It’s time to take up the lesson. Please look at the screen. Let’s take a look at the following gestures: Gesture Action A handshake Meaning You welcome. are

A clap of Come on; be hand cheerful.

A V-shape May of the succeed! Or

you

fore-finger

and middle congratulations finger on success! A half-closed I am not in favor of your or I’ll your

hand with idea thumb down A wrinkling of the brow in thought or displeasure or a scowl

have to refuse you. She is worried.

()Tears coming out of his eyes.

He is very sad.

All smiles She on her face happy.

is

very

Waving their hands

They waving goodbye

are

to

people around. A hand He is stopping a tank.

stretched out forward with strength People

They

are for

jump with cheering their hands stretched open in the air. Step Ⅲ Practice both the victory.

()T: Look at Page 25. What are these people communicating? Step Ⅳ Time for Fun Step V Role Play (Speaking task on P67) T: Now, there’s stil

l a little time left. Let’s come to Speaking Task on Page 67.

作 業 課 後 反 思

English weekly

1--6

課時教學設計

課題

Unit 4 Body language

知識與 能力 Help the students learn how to express themselves in body language when needed. 備課時間 上課時間 aIndividual

　　三 維 教 學 目 標

教學方法 過程與 方法 參看教學過程

work, work

pair and

group work. 學法指導 為學生提供了來自不同國 度、不同語言文化背景的 “體態語”及其在交際中的 異同和影響的具體例證 Acting out by imitation

情感態度 價值觀

課

型

閲讀

()教學 重點 及分 析 教學 難點 及突 破 教學 環節

a. Teach the students how to understand body language used in different countries or cultures as well as in different occasions. b. Teach the students how to use body language in the most appropriate occasions. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur. 教學過程 老師指導與學生活動 StepⅠ Revision 設計意圖

Free talk about the topic: the Importance of Body Language. While the student on duty gives the presentation, the teacher can simultaneously approve his or her performance by using the body language learned or familiar to the students such as nodding the head, stretching out the hand with thumb up, shrugging the shoulders, etc. Step Ⅱ T: Our Pre-reading text is about a special means of

communication—Body Language. Now please look at the screen. And discuss these questions with your partner first. And then some of you will be asked to report your work. Are you clear? After a few minutes. T: Now who’d like to answer the first question? Volunteer! S1: Let me try. The purpose of language, of course, is to be used as a tool of communication. That is, to exchange with others ideas, feelings, information, and so on. T: Perfect! Body language is used anytime and anywhere to convey people’s ideas, feelings, information, and so on and so forth. Next question?

()Step Ⅲ

While-reading

1. Scanning

While reading, please try to divide the whole passage into several parts and find out the main idea. Summary of body language. Read the text carefully, then decide if the following statements are true (T) or false (F).

Step IV Post reading

1. Is the author of this passage male or female? How do you know ? were the two mistakes that the author noticed? 3. Who seemed to prefer to keep more physical distance from others? Who seemed to prefer closer physical distance ? 4. Did any students have similar greeting customs? ones? If so, which

　　作 業 課後 反思

Get ready to retell the text in your own words.

()課時教學設計

　　課題

Unit 4 Body language

知識與 能力 Enable the students to know more about body language. 備課時間 上課時間 task-based

三 維 教 學 目 標

教學方法 過程與 方法 參看教學過程 學法指導

method, role-play meth

od. Individual work, pair work and

group work. 情感態度 價值觀 使學生進一步明確“體態 語”對人們在日常交際中了 解對方情感、思想、態度等 方面所起的作用

課

型

Reading

教學 重點 及分 析 教學 難點 及突 破

The understanding of the poorly-written reading text, especially the relationship awkwardly built up between “you” and the other people in the text, who are met by the awkward arrangement of the compilers of the textbook. Let the students know that there is both positive body language and negative body language. 教學過程

　　教學 環節

1 Pre-reading

　　老師指導與學生活動

　　設 計 意 圖

1. What is the function of body language? 2. How do you find body language in our daily life? 3. How can the same body language express different feelings or ideas

()in different cultures?

2 Fast reading

TURE OF FALSE 3 Further reading T: We have just read a passage entitled “Showing Our Feelings”, which tells us more about body language. Now let’s read another passage in the Workbook on P66. The title of the reading text is: The Open Hand - A Universal Sign. You will be given 3 minutes to read through the text as quickly as you can, trying to get as much information from the text as possible. T: Before we come to the end of this period, let’s take up the last item, doing the arrangement of the information under the passage on Page 67. S8: It can be dangerous to meet people you do not know. S9: Many Asian people do not usually physically touch strangers. S10: If we show an open hand, it means that we are not holding anything dangerous. S11: The right hand is usually used because it is almost the stronger. S12: People shake their hands when meeting to show that they can be trusted. S13: To show respect, people will touch their heart and mouth when greeting someone.

Homework 作 業 1. Read aloud all the reading texts in this unit. 2. Get ready to retell the two reading passages learnt in this period.

　　課時教學設計

課題

Unit 4 Body language

知識與 能力 備課時間 動詞-ing 用法 上課時間 Individual 過程與 方法 教學方法 參看教學過程 work, work pair and

　　三 維 教 學 目 標

group work. 學法指導 學生在聽、説、做(即表演 “體態語”的動作)中能夠增 情感態度 價值觀 進對語言交際的感性認識， 為他們在閲讀過程中上升 到對語言交際的理性認識 打下基礎。 課 型 Grammar

教學 重點 及分 析 教學 難點 及突 破 教學 環節

V-ing 形式在句中作定語和狀語是本單元的學習重點。

V-ing 形式在句中作定語和狀語是本單元的學習重點。

教學過程 老師指導與學生活動 Structure Study

一: V-ing 形式由 “do+ing” 構成, 其否定形式是 “not doing”, V-ing

設計意圖

()可以帶賓語或狀語構成 V-ing 短語, 沒有人稱和數的變化, 但有時 態和語態的變化。 V-ing 形式在句

中作定語和狀語是本單元的學習重點。 1. 作定語 V-ing 形式可以單獨充當名詞的前置修飾語, 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。 A swimming pool = a pool for swimming 2) -ing 形式表示 “......的” 意思, 過去叫現在分詞 A sleeping child working people -ing 形式短語作定語時一般放在它所修飾的名詞之後, 相當 於一個定語從句。如: They are visitors coming from several countries. The boy standing there is a classmate of mine. 2. 作狀語 可以表示時間, 原因, 結果,條件, 行為方式或伴隨動作等。 Attention Please -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。 Time permitting, I will pay a visit to the whole city. (分詞的邏輯主語是 time , 而句子的主語是 I , 兩者不構成主謂關 系, 所以只能用獨立主格結構, 也就是給現在分詞補充一個主語。) 這時有兩種情

作 業 課後 反思

Homework Do “Using Structures” on Page 64.

課 題 主語+謂語(及物動詞)+賓語+賓語補足語 & There be 句型用法 知識與 能力 talk about body language: cultural differences and intercultural communication 備課時間 上課時間 Explanation 教學方法 三 維 教 學 目 標 過程與 方法 and practice

　　參看教學過程 學法指導

Individual work,pair work and

group work. 情感態度 價值觀 教 學 重 點 及 分 析 教 學 難 點 及 突 破 教 學 環 讓學生了解有聲語言與“體態語” 的對應關係，瞭解語言意義與行 為意義(“體態語”)在交際中具 有同等重要的作用。

課

型

reading

Act out the following meanings, please. Please guess what I mean. Please show the actions, using body language.

Enable the students to understand what a certain gesture of the body language means in a given situation.

教學過程 老師指導與學生活動 設計意圖

閲讀詳情：節 Step I Lead-in The teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of 2005.

T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua(邰麗華). She is called a Fairy of Peach blossom(桃花仙子) by people. You know she is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deaf and dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very important part in her life. We are all healthy people, sometimes we can use body language to express ourselves. So we should pay more attention to learning body languages.

Step II

Introduction

T: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.

閲讀詳情：: Ok. It’s time to take up the lesson. Please look at the screen. Let’s take a look at the following gestures: Gesture Action A handshake Meaning You welcome. are

A clap of Come on; be hand cheerful.

A V-shape May of the succeed! Or

you

fore-finger

and middle congratulations finger on success! A half-closed I am not in favor of your or I’ll your

hand with idea thumb down A wrinkling of the brow in thought or displeasure or a scowl

have to refuse you. She is worried.

閲讀詳情： coming out of his eyes.

He is very sad.

All smiles She on her face happy.

is

very

Waving their hands

They waving goodbye

are

to

people around. A hand He is stopping a tank.

stretched out forward with strength People

They

are for

jump with cheering their hands stretched open in the air. Step Ⅲ Practice both the victory.

閲讀詳情：: Look at Page 25. What are these people communicating? Step Ⅳ Time for Fun Step V Role Play (Speaking task on P67) T: Now, there’s stil

l a little time left. Let’s come to Speaking Task on Page 67.

　　作 業 課 後 反 思

English weekly

1--6

　　課時教學設計

　　課題

Unit 4 Body language

知識與 能力 Help the students learn how to express themselves in body language when needed. 備課時間 上課時間 aIndividual

　　三 維 教 學 目 標

　　教學方法 過程與 方法 參看教學過程

work, work

pair and

group work. 學法指導 為學生提供了來自不同國 度、不同語言文化背景的 “體態語”及其在交際中的 異同和影響的具體例證 Acting out by imitation

情感態度 價值觀

課

型

閲讀

a. Teach the students how to understand body language used in different countries or cultures as well as in different occasions. b. Teach the students how to use body language in the most appropriate occasions. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur. 教學過程 老師指導與學生活動 StepⅠ Revision 設計意圖

Free talk about the topic: the Importance of Body Language. While the student on duty gives the presentation, the teacher can simultaneously approve his or her performance by using the body language learned or familiar to the students such as nodding the head, stretching out the hand with thumb up, shrugging the shoulders, etc. Step Ⅱ T: Our Pre-reading text is about a special means of

communication—Body Language. Now please look at the screen. And discuss these questions with your partner first. And then some of you will be asked to report your work. Are you clear? After a few minutes. T: Now who’d like to answer the first question? Volunteer! S1: Let me try. The purpose of language, of course, is to be used as a tool of communication. That is, to exchange with others ideas, feelings, information, and so on. T: Perfect! Body language is used anytime and anywhere to convey people’s ideas, feelings, information, and so on and so forth. Next question?

While-reading

1. Scanning

While reading, please try to divide the whole passage into several parts and find out the main idea. Summary of body language. Read the text carefully, then decide if the following statements are true (T) or false (F).

Step IV Post reading

1. Is the author of this passage male or female? How do you know ? were the two mistakes that the author noticed? 3. Who seemed to prefer to keep more physical distance from others? Who seemed to prefer closer physical distance ? 4. Did any students have similar greeting customs? ones? If so, which

　　作 業 課後 反思

Get ready to retell the text in your own words.

　　課題

Unit 4 Body language

知識與 能力 Enable the students to know more about body language. 備課時間 上課時間 task-based

三 維 教 學 目 標

教學方法 過程與 方法 參看教學過程 學法指導

method, role-play meth

od. Individual work, pair work and

group work. 情感態度 價值觀 使學生進一步明確“體態 語”對人們在日常交際中了 解對方情感、思想、態度等 方面所起的作用

課

型

Reading

　　教學 重點 及分 析 教學 難點 及突 破

The understanding of the poorly-written reading text, especially the relationship awkwardly built up between “you” and the other people in the text, who are met by the awkward arrangement of the compilers of the textbook. Let the students know that there is both positive body language and negative body language. 教學過程

　　教學 環節

1 Pre-reading

　　老師指導與學生活動

　　設 計 意 圖

1. What is the function of body language? 2. How do you find body language in our daily life? 3. How can the same body language express different feelings or ideas

閲讀詳情： different cultures?

2 Fast reading

TURE OF FALSE 3 Further reading T: We have just read a passage entitled “Showing Our Feelings”, which tells us more about body language. Now let’s read another passage in the Workbook on P66. The title of the reading text is: The Open Hand - A Universal Sign. You will be given 3 minutes to read through the text as quickly as you can, trying to get as much information from the text as possible. T: Before we come to the end of this period, let’s take up the last item, doing the arrangement of the information under the passage on Page 67. S8: It can be dangerous to meet people you do not know. S9: Many Asian people do not usually physically touch strangers. S10: If we show an open hand, it means that we are not holding anything dangerous. S11: The right hand is usually used because it is almost the stronger. S12: People shake their hands when meeting to show that they can be trusted. S13: To show respect, people will touch their heart and mouth when greeting someone.

Homework 作 業 1. Read aloud all the reading texts in this unit. 2. Get ready to retell the two reading passages learnt in this period.

　　課時教學設計

　　課題

Unit 4 Body language

知識與 能力 備課時間 動詞-ing 用法 上課時間 Individual 過程與 方法 教學方法 參看教學過程 work, work pair and

　　三 維 教 學 目 標

group work. 學法指導 學生在聽、説、做(即表演 “體態語”的動作)中能夠增 情感態度 價值觀 進對語言交際的感性認識， 為他們在閲讀過程中上升 到對語言交際的理性認識 打下基礎。 課 型 Grammar

教學 重點 及分 析 教學 難點 及突 破 教學 環節

V-ing 形式在句中作定語和狀語是本單元的學習重點。

V-ing 形式在句中作定語和狀語是本單元的學習重點。

教學過程 老師指導與學生活動 Structure Study

一: V-ing 形式由 “do+ing” 構成, 其否定形式是 “not doing”, V-ing

　　設計意圖

中作定語和狀語是本單元的.學習重點。 1. 作定語 V-ing 形式可以單獨充當名詞的前置修飾語, 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。 A swimming pool = a pool for swimming 2) -ing 形式表示 “......的” 意思, 過去叫現在分詞 A sleeping child working people -ing 形式短語作定語時一般放在它所修飾的名詞之後, 相當 於一個定語從句。如: They are visitors coming from several countries. The boy standing there is a classmate of mine. 2. 作狀語 可以表示時間, 原因, 結果,條件, 行為方式或伴隨動作等。 Attention Please -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。 Time permitting, I will pay a visit to the whole city. (分詞的邏輯主語是 time , 而句子的主語是 I , 兩者不構成主謂關 系, 所以只能用獨立主格結構, 也就是給現在分詞補充一個主語。) 這時有兩種情

　　作 業 課後 反思

Homework Do “Using Structures” on Page 64.