第一篇：外研版高中英語Book4 Module4單元教學設(shè)計大全

外研版高中英語Book4 Module4單元教學設(shè)計

茌平實驗高中高一英語組 2011-5-19 一：單元設(shè)計的原則：

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)化單元教學設(shè)計。

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

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

第一節(jié)課：單元詞匯+Introduction +Speaking+ Cultural Corner 1: 目標：本節(jié)課重點是詞匯，口語和泛讀。

2：組合原因：

單元詞匯是基礎(chǔ)（原材料）+Introduction（單元導入，激發(fā)學習興趣）+Speaking（是針對Introduction 的第三部分的口語練習，是對Introduction 的鞏固和提升）+Cultural Corner（以閱讀帶動單詞的復習并有針對性的展開泛讀能力的培養(yǎng)）

3：鞏固練習：課本86頁詞匯練習5-8.泛讀練習：87頁練習9是關(guān)于兩位科學家：Yuan Rongping and Monty Jones 的泛讀，很好的知識鏈接。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：每位同學課前在單獨的單詞檢查本上寫出自己認為比較重要的20個單詞的漢語，課堂開始組內(nèi)交換測試和修改，組長負責把握組內(nèi)聽寫情況，教師可以及時了解和采取補救措施。第二節(jié)課：Vocabulary and reading

1: 目標：詞匯和精讀。（詞匯的使用和閱讀技巧的培養(yǎng)）

2：閱讀問題的設(shè)計要有目的性，重點突出，多樣性（選標題，劃分段落;找主旨句，單選，判斷正誤…），循序漸進（選擇最佳標題---寫出最佳標題；找出主旨句------試著寫出主旨句…）;注重學習方法的啟發(fā)。3：我們在閱讀后常把突出的短語和句子單列出來，要求學生當堂背誦，如句子太長，幫學生改寫為簡單句，易于背誦，之后可就部分典型句子進行仿寫。這樣做是對詞匯和句式的鞏固也是下節(jié)課知識點講解的前奏。第三節(jié)：Language points +Grammar(1)+Function +Grammar(2)1：目標：重點短語和句子的把握，可以進行適當?shù)脑炀浜头聦懀?2：組合原因：

Language points 講解了被動語態(tài)，數(shù)詞的表達及by +doing的用法。它們分別在Grammar(1)+Function和Grammar(2)得到了進一步的學習。3：鞏固練習：課本85頁語法4個練習。

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

Listening and vocabulary: 文中大部分篇幅講的Albert Einstein, 通過聽力練習大家從詞匯和他的個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。

事實上第四節(jié)課就是以聽力和寫作的方式對于本單元所學的輸出。第五節(jié)：講評課。

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

2：做好試題分析，及時把題目按考察項目分好類，把分完類型的題目劃分好分配到各個小組，由組長組織學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)每個學生執(zhí)筆完成至少一個任務的分析，小組內(nèi)4個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，以便課上引導。3：課堂學生根據(jù)自己的任務到講臺進行展示，同時同學們可以根據(jù)自己存在的問題進行發(fā)問，展示的同學進行解釋，然后是老師的挖深引導，可以借助于講評學案（根據(jù)學生的分析情況在學案上對知識點進行思路引導，重難點突破，及挖掘補救）。

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，便于同學們根據(jù)自己的情況瀏覽和獲取信息。三：單元教學設(shè)計的困惑：

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？是不是這樣來處理本模塊的Grammar2, Everyday English;Function ,Task及Module File 讓學生把練習答案寫在黑板上或作業(yè)上，發(fā)現(xiàn)問題多的典型的部分老師做一下引導，共同克服困難。

第二篇：外研版高中英語book7 module2 教學設(shè)計

高中英語外研版 Module 2 Book7教學案例設(shè)計

編寫人： 孫榮

高中英語外研版 Module 2 Book7教學案例設(shè)計

一、教材依據(jù)

本教材是英語教學與研究出版社依據(jù)教育部制定的國家《英語課程標準》外研版高中部分順序選修第七冊。

二、課題分析

本課題是以高一課本中關(guān)于美國中學學制、學習年限和

學校教育體系等知識為基礎(chǔ)，以高中畢業(yè)生的精彩生活為話題所展開的對美國學校生活進行的描述性文章。生詞量小，寫作結(jié)構(gòu)明顯，易于學生聽讀，文中出現(xiàn)的重點短語和句型，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)課的學習將為后面的學習奠定基礎(chǔ)。通過回答相關(guān)問題，提高學生略讀和查讀的能力，并能就閱讀內(nèi)容展開討論，對自己的理想學校生活進行描寫。

三、學情分析

教學對象為高二學生，認知能力比高一階段有了進一步的發(fā)展，漸漸形成了用英語獲取信息、處理信息、分析問題和解決問題的能力。對美國學生的學校生活情況學生已通過影視、書報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生口語基礎(chǔ)較差，用英語進行表達會有一定難度。為此，課堂上應該多鼓勵表揚學生開口，莫使學生產(chǎn)生羞怯感和恐懼感。

四、設(shè)計思想

通過出示Introduction 部分的幾個問題和學生感興趣的課外活動圖片導入話題，同時也引起學生強烈的求知欲；接著讓學生分別通過聽錄音，略讀和查讀搶答設(shè)置的相關(guān)的大意和細節(jié)問題，既調(diào)動學習的積極性，又加強對思維方向的自覺控制，提高學生對材料進行理解、分析、加工以及獲取信息進而解決問題的實際能力。詞匯，語言點和句型的學習難度較小，所以在該環(huán)節(jié)中我放手讓學生自己處理知識點，解決教學案中的相應練習。通過對本文的學習，學生一定會產(chǎn)生對校園生活的美好憧憬，所以最后我設(shè)置了讓學生暢談自己心目中最理想的校園生活這一環(huán)節(jié)，雖然在口語表達上存在一定難度，但是學生感興趣，想說，也愿意說，興致高昂，氣氛熱烈，借此，我直接進行了熱愛學校生活的德育滲透。

五、教學目標

(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、教學重點

(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、教學難點

Students describe their school life in own words and give their opinions.七、教學準備

Tape recorder;Multimedia;Teaching and Learning Plan Prepare some pictures of student activities.八、教學過程

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、教學反思

本節(jié)課通過聽說讀寫多種形式的訓練，引領(lǐng)學生基本完成教學目標所規(guī)定的各項任務，在此進行反思如下：

1、優(yōu)點:

（1）靈活多樣的訓練形式,使學生始終保持較高的學習興趣,課堂氣氛非常熱烈;（2）小組討論并選派代表進行發(fā)言的形式極大地調(diào)動了學生的表現(xiàn)欲,也增強了競爭意識;（3）課堂上較多地使用鼓勵性評價語言,學生高興,效果也很好.（4）在學生略讀和查讀的過程中點撥閱讀和捕捉有效信息的技巧和策略，增強了學生閱讀的目的性和有效性。（5）Free talk和 Discussion的練習，不僅使學生鞏固了所學的基礎(chǔ)知識，也提高了口語表達的能力。

2．不足之處：

與學生的互動還不是很夠。部分環(huán)節(jié)中老師講得太多，學生因為參與過少而顯得被動，沒能充分地發(fā)揮他們的主觀能動性；辨析rent，hire 和employ時速度有點快，部分同學有點模糊.今后的教學設(shè)計中我將再接再勵,揚長避短,爭取使自己的課堂更有聲色!

第三篇：外研版高中英語必修五模塊四閱讀課教學設(shè)計

外研版高中英語必修五模塊四閱讀課教學設(shè)計

一、整體設(shè)計思路、指導依據(jù)說明

指導依據(jù)：在高中英語學習中，詞匯是一個不可忽視的重要元素。語言學家認為，“各種語言學習活動歸根結(jié)底都是學習詞匯的活動，是詞匯在聽、說、讀、寫、譯等形式中的練習和應用”。離開了詞匯，語言就失去了實際意義；離開詞匯語言就無法表達思想。詞匯學習直接影響英語語言學習的效果。在中學英語閱讀教學中，學生碰到的重要問題就是詞匯阻礙，不少學生因詞匯量小，看不懂句子或文章，而喪失了英語閱讀的興趣。學生的詞匯量越大，對詞匯理解得越深刻，其閱讀也越廣泛，視野就越開闊。

目前的高中學生由于沒有找到適合自己的詞匯學習方法和策略，在詞匯學習方面存在諸多問題。有些詞讀不準，有些詞甚至根本不會讀，導致在拼寫時錯誤百出，遺忘率極高。更別說正確、熟練地運用了。這就造成了學生無法運用英語進行正確恰當?shù)穆犝f讀寫，使他們感到英語學習困難重重。教師不僅有責任教授學生詞匯知識，而且應該研究探討詞匯教學的方法。

設(shè)計思路：閱讀中詞匯的學習是將詞匯放在課文情景中去理解并獲取信息的過程。呂叔湘先生曾說過：“詞語要嵌在上下文里才有生命?！睕]有語境很難掌握一個單詞的確切含義，閱讀中的詞匯學習是培養(yǎng)學生在篇章語境中詞義理解程度的最佳時機。結(jié)合學生目前學習詞匯的實際情況，本節(jié)課的教學過程中，教師嘗試充分利用課文所提供的豐富語言材料，設(shè)計多種形式的詞匯練習，使學生教熟練掌握和運用所學新詞匯。

二、教學背景分析

教材內(nèi)容分析：本節(jié)閱讀課是第四模塊的第二課時，主要向大家介紹一個很著名的外國節(jié)日――狂歡節(jié)。這個話題與我們的日常生活和學生們感興趣的外國文化有著很大的聯(lián)系，對此話題的學習與討論有益于提高學生學習英語的興趣，通過日常教學使學生們掌握有關(guān)節(jié)日的新詞匯并使他們了解其它國家的文化背景和社會風貌，為學生以后的閱讀和學習做好知識儲備。

學生情況分析：本節(jié)課的教學對象是高二年級的學生。他們在聽、說、讀、寫和口語表達等方面都有了一定的基礎(chǔ)。雖然課前已經(jīng)讓學生們通過各種渠道搜集了有關(guān)狂歡節(jié)的信息，學生對本節(jié)課要討論的話題也有了一定的了解，但他們對與這一話題相關(guān)的英語詞匯量不足，要用英語進行思維和表達還是有一定難度的。因此，這節(jié)閱讀課中的詞匯處理就顯得格外重要。

三、教學目標分析

（一）語言技能目標

1.提高提取和篩選信息并進行重組的能力。

2.積極參與語言實踐活動，提高用英語進行思維和表達的能力。

（二）知識能力目標

1.學會用英語簡單介紹西方的節(jié)假日；

2.準確理解文章內(nèi)容，并掌握文章中出現(xiàn)的新詞匯。

四、教學重點、難點分析

教學重點：培養(yǎng)學生在閱讀活動中獲取信息，理解全文的能力。

教學難點：通過閱讀，學生能夠掌握本課的新詞匯并能熟練應用。

五、教學過程設(shè)計

步驟1：導入（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)計意圖：借助節(jié)日圖片，討論相關(guān)話題，引出、學習一類詞，因為有圖片的直觀呈現(xiàn)，學生能很快的掌握詞義。并讓學生在復述圖片和談論話題的過程中鞏固新詞匯，幫助學生降低詞匯記憶和運用的難度，有效激活學生已有的知識儲備。如在猜測狂歡節(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)了學生的興趣，吸引了他們的注意力，又為學生呈現(xiàn)了直觀的詞義概念，強化了其對詞匯的理解和記憶，從而讓導入環(huán)節(jié)不再單純地為閱讀服務。

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)計意圖：此部分只是讀前的詞匯處理，目的是幫助學生掌握課文大意，因此不可占用過多時間，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)計意圖： 培養(yǎng)學生歸納和概括的能力，為下一步確定閱讀的框架作好鋪墊。學生在快速讀一篇文章時，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，這其實也是學習詞匯的過程。因為在查找關(guān)鍵信息求其大意時，學生可以根據(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)束時學生根據(jù)“memory”得知狂歡節(jié)停止了，可接下來一段開頭作者給出了“but” 一詞，學生一定可以猜出“revive”的大概含義。這一環(huán)節(jié)讓學生在自覺或不自覺間又學到了一些新的詞匯，為進一步仔細閱讀創(chuàng)造了條件。步驟4：仔細閱讀（10分鐘）

再讀一遍文章，回答相應問題。

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)計意圖： 讓學生在課堂上通讀課文，并進行課堂討論，找出文中的關(guān)鍵詞語進行回答。這樣既能把學生的思路引到文章的脈絡(luò)上，使學生對整篇文章的內(nèi)容有總體的了解，又能為他們學習新單詞提供具體的語境，有助于學生全面領(lǐng)會新詞的含義。

步驟5：鞏固（10分鐘）

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

（小組活動，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)計意圖：通過角色表演，學生可以鞏固所學內(nèi)容并提升學生英語的應用能力。真實、有趣的語言情境能充分調(diào)動學生學習的主動性，使學生自覺投入到情境之中，主動參與活動，在話語中感知新詞并在交際的過程中進行多種練習。這樣做有助于學生全面領(lǐng)會新詞的含義，并在使用的過程中幫助學生加深對詞匯的理解和識記，提高運用能力，達到內(nèi)化的目的。

步驟6：應用（8分鐘）

讓學生根據(jù)所學有關(guān)節(jié)日的詞匯和表達方式設(shè)計一個節(jié)日，要求學生落實到紙上。

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)計意圖：鼓勵學生積極運用所學詞匯，培養(yǎng)產(chǎn)出意識，從而加深學生對節(jié)日內(nèi)涵的理解及相關(guān)詞匯的應用。

步驟7：課堂小結(jié)，布置作業(yè)（1分鐘）

教師對學生的展示進行點評，并提出本節(jié)課主要側(cè)重閱讀課中的詞匯教學，布置作業(yè)――介紹自己喜歡的中國節(jié)日，并比較中西方節(jié)日的差異。

設(shè)計意圖：培養(yǎng)學生的跨文化意識，并鞏固閱讀中所學詞匯，提升學生的英語語言應用能力。

六、教學評價設(shè)計

（一）評價內(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，運用相關(guān)詞匯。

（二）評價方法

1.單詞填空；

2.選擇話題（多選）；

3.回答問題；

4.角色表演與課文內(nèi)容鞏固相結(jié)合；

5.運用相關(guān)詞匯設(shè)計節(jié)日。

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

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第四篇：外研版高中英語必修 一Module6 Listening教學設(shè)計

外研版高中英語必修 一Module6 Listening教學設(shè)計

【摘 要】本設(shè)計針對高一英語聽力教學研究，嘗試采用小組合作探究的方式，鍛煉學生聽力技能，以及聽-讀-說的訓練。從課堂效果來看，目標基本達成，但最后討論沒有完成，比較遺憾。教師口語表達也有些欠缺。

【關(guān)鍵詞】英語聽力；教學設(shè)計

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、學生以及父母對網(wǎng)絡(luò)的看法。網(wǎng)絡(luò)是學生較感興趣的話題，已經(jīng)有一定的詞匯儲備，而且在模塊導入部分學習了新的有關(guān)網(wǎng)絡(luò)的詞匯，所以詞匯不會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，主要鍛煉學生通過聽獲取觀點表達信息的能力，再輔以說以及寫的內(nèi)容加以鞏固并培養(yǎng)學生的情感價值觀態(tài)度。

（1）教學重點：①通過聽、說、寫學習如何表達自己對網(wǎng)絡(luò)的觀點并形成正確的對待網(wǎng)絡(luò)的態(tài)度；②學習并練習預測這個聽力技巧；

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

（3）解決辦法：① 盡可能多聽幾遍加以一定提示停頓；輔以聽力材料；②將任務具體化。

二、教學目標

（1）語言知識目標：討論網(wǎng)絡(luò)的優(yōu)缺點并發(fā)表自己的觀點。

（2）語言技能目標：①聽：幫助學生正確理解對話內(nèi)容并推斷出不同說話者的觀點、態(tài)度；在對話和語段中識別新詞匯、短語并正確理解其意義；根據(jù)要求從電視采訪對話中找出相應的詞匯、短語并完成有關(guān)填空練習；引導學生學習練習聽力技能―預測。②說：運用所學詞匯、短語表達自己對網(wǎng)絡(luò)的態(tài)度。③寫：練習根據(jù)其他人對網(wǎng)絡(luò)的觀點給出不同的觀點并寫出來組織成文。

（3）情感態(tài)度：通過聽、說、寫了解不同的人對網(wǎng)絡(luò)的不同的看法，學會客觀、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業(yè)，虛度光陰。

三、教學方法

采用任務型教學法與活動教學法相結(jié)合。開展自主性學習的小組活動，使合作、探究與獨立思考相結(jié)合，最大程度地優(yōu)化學生的學習方式，提高課堂效率。

四、教學過程

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：學生較感興趣，復習了單詞，并讓學生了解教師對網(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：由于問題較簡單，學生積極做出了預測，對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：學生聽一遍只準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，學生得出了2、3的答案，對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______________ 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(預測）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：大部分學生能完成任務。)

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：盡可能讓學生多預測一些。)

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確，再聽一遍達到要求。達到預測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，當然；獨立地；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，鍛煉學生猜測詞義，小組合作的目的達到。)

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：學生對此話題比較感興趣，但時間不夠充足，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、教學反思

第一次真正的嘗試聽力教學設(shè)計，感覺設(shè)計思路還可以，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題：①設(shè)計時沒有充分考慮時間分配的問題，以致writing環(huán)節(jié)沒有時間進行。②最后活動分組沒有規(guī)劃好，有些學生沒法組成四人小組。③語言不夠簡練，同樣內(nèi)容重復太多。若能干脆利落一點，后面活動應該完成的比較充分。④課件出錯兩處。

板書設(shè)計：

The Internet

My opinions

Ann→the teacher Your opinions

Tom→the student

Pat →the parent

The headmaster;the mother

作者簡介：

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

第五篇：外研版高中英語選修六模塊六第一課時教學設(shè)計

外研版高中英語選修六模塊六第一課時教學設(shè)計

模塊課時劃分計劃：

Period 1：★ Introduction, Listening & Everyday English Period 2：★ Vocabulary and Reading Period 3：★ Grammar & Function Period 4：★ Reading and Writing & Reading and Vocabulary Period 5：★ Reading Practice & Culture Corner

第一課時教學設(shè)計

一、教學內(nèi)容分析: 教學內(nèi)容：高中《英語》（外研版）選修6 Module 6 War and Peace 教學對象：高二學生

教學項目：詞匯：vengeful, invade, drop, bomb, campaign, chain 其他：Introduction;Listening;& Everyday English 教學目標：

1.語言知識：理解vengeful, invade, drop, bomb, campaign, chain在所學材料中的含義, 掌握其用法。

2.語言技能：在聽的過程中能夠用關(guān)鍵詞記下主要信息；能大致聽懂回憶倫敦“閃電戰(zhàn)”的采訪錄音；能夠聽懂 “談論記憶”的常見表達。把讀和聽的活動結(jié)合在一起，綜合培養(yǎng)學生的接受能力、英語思維能力 和聯(lián)想能力。

3.語言運用：說出與“戰(zhàn)爭與和平”有關(guān)的詞匯、短語（越多越好），口頭簡介第二次世界大戰(zhàn)，陳述自己對于戰(zhàn)爭的看法和觀點。

4.文化意識：了解第二次世界大戰(zhàn)和倫敦“閃電戰(zhàn)”的情況。5.情感態(tài)度：維護人類正義，珍愛世界和平。

6.學習策略：做筆記時能利用關(guān)鍵詞、縮寫、符號和數(shù)字等；遵循記憶規(guī)律，提供記憶效果。教學方法：任務教學法

教學媒體：PPT幻燈片、黑板

教學重點：訓練聽說能力，提高聽力理解能力和用關(guān)鍵詞做筆記的能力。

教學難點：對名言警句的正確理解和把握，聽懂回憶倫敦“閃電戰(zhàn)”的采訪錄音。

任務運用：Task of Module 6: Give a presentation on your opinion about war.Task of Period 1: Talk about the Second World War.二、課堂教學過程

●1.熱身準備：播放一段關(guān)于第二次世界大戰(zhàn)的視頻（見PPT）

(通過視頻對第二次世界大戰(zhàn)的情況進行回顧，激發(fā)學生了解和表達的欲望。)

What’s the video programme about?(It’s about war.)

When you see the scene of war, what will you thought of?

What is your opinion about war?

(學生自己先發(fā)表對戰(zhàn)爭與和平的看法。)● 2.任務呈現(xiàn)：呈現(xiàn)Laozi, Benjamin Franklin, Bertrand Russell, Albert Einstein and John Lennon 的肖像圖。(見PPT)Do you know these famous people ? Do you know what their opinions about war and peace are? Let’s look at some quotations of them.1 1).A good soldier is not violent.A good fighter is not angry.A good winner is not vengeful.(Laozi, Chinese philosopher)2).There has never been a good war or a bad peace.(Benjamin Franklin, American scientist)3).War does not tell us who is right---only who is left.(Bertrand Russell)4).You cannot prevent and prepare for war at the same time.(Albert Einstein, German-born American theoretical physicist)5).If everyone demanded peace instesd of another TV set, we’d have peace.(John Lennon, British musician)Read the quotations and try to undestand the meanings of them.(以真實的任務開展教學，使學生明確學習目的，提高學習自覺性，激發(fā)學生的學習興趣，讓學生在任務的驅(qū)動下更有目的地學習。)● 3.新語言學習與操練： Introduction: Can you understand the meanings of the quotations? Can you explain them in Chinese? Possible answers: 1).善為士者不武；善戰(zhàn)者不怒；善勝敵者不與。---老子，中國哲學家

2).從來沒有好戰(zhàn)爭，從來也沒有壞戰(zhàn)爭。---本杰明·富蘭克林，美國科學家 3）.戰(zhàn)爭不告訴我們誰對---只告訴我們誰還活著。---伯蘭特·羅素，英國哲學家 4）.你不能在同意時間既阻止戰(zhàn)爭，又準備戰(zhàn)爭。---艾伯特·愛因斯坦，德裔美國理論物理學家

5）.如果人人要求和平，而不是另一臺電視機，我們就能享有和平。---約翰·列儂，英國音樂家

Activity 1, Page 71.Answer the questions in Activity 1, Page 71.Activity 2, Page 71.Discuss the quotations.Which of the quotations do you like most? Why? Which one doyou think is the most effective? Why? Discuss in groups of four.Speak out your opinions and give reasons.Ask some students to report the results of the discussion to the class.（在講解和運用中讓學生更好地理解詞匯vengeful, invade，了解關(guān)于戰(zhàn)爭的一些情況以及如何發(fā)表自己對戰(zhàn)爭的看法。）Activity 3, Page 71.thAnswer the questions about a war in the 20 century.Add some other questions: 1）.What event started the Second World War? 2）.Who was the Prime Minster of UK during the Second World War? 3）.What did the Japanese Imperial Navy attack on December 7, 1941? 4）.In which year did German invade Poland? 5）.In which year did German invade Russia? 6）.In which year was the East End of London badly blitzed? ● 4.聽力活動：

Listening, Page 75 2 Through doing Activity 3 on Page 71, we have known something about the Second World War and the Blitz.Now let’s do a listening task to know more about them.Pre-listening Task Activity 1 , Page 75 Work in pairs.Read the passage and ask and answer questions about the Blitz.1）.When and how did the Blitz start? 2）.How long did the Blitz last? 3）.How many people were killed in the worst single incident? 4）.How did people get into the underground stations? Activity 2 , Page 75 Complete the sentences with the verbs in the past simple.break fall feel fly shake think While-listening Task Activity 3, Page 75 Look at the five questions in Activity 3 on Page 75 and predict the main idea of the listening material.Listen to Alice and Henry Porter, who lived in London during the Blitz, and answer the questions.Activity 4, Page 76 Complete the sentences with the words below.annoyed counting excited fires shouting sound supposed window

Listen again and check.Post-listening Task Discuss in groups the question: What’s your opinion of the Blitz?（鍛煉學生的推理能力和真實語用能力。鍛煉聽力理解能力，在聽的過程中能夠用關(guān)鍵詞記下主要信息，能大致聽懂回憶倫敦“閃電戰(zhàn)”的采訪錄音，同時訓練說的能力。）● 5.日常用語學習：

Everyday English, Page 80.Read the lines from the listening passage and answer the questions.● 6.任務完成：

Now, it’s time for you to fulfill today’s task: Talk about the Second World War.（學生在實施任務過程中自主調(diào)動自己的語言資源表達所要表達的語義。）● 7.作業(yè)布置：

What’s your opinion about the Second World and the Blitz? Surf the Internet for more information about them and write a composion of 120-150 words.（課后練習鞏固所學，培養(yǎng)資源策略，從網(wǎng)上或其它相關(guān)資料查找所需資料的能力, 同時訓練寫作能力。）