高中英语课堂教学设计

高中英语课堂教学设计$一、高中英语教材设计理念二、教学目标的设立三、课堂教学环节四、阅读教学文本分析模式五、阅读、写作一体化课堂教学设计$一、高中英语教材设计理念$$教材编写理念TopicFunctionsActivitiesStructuresSkills综合语言运用能力听说读写语言技能英语新课程目标结构示意图题材内容与学习目的介绍欧洲某些国家的名称、首都、语言、著名城市和文艺建筑，进一步了解欧洲概况，学会表达地理位置、最终能以口头、笔头形式并辅以照片，通过杂志、报刊等媒介综合介绍中国的某一区域语言知识目标语音掌握附加疑问句（questiontags)的升降调词汇见modulefile语法1被动语态的现在式和过去式；2句子中主谓语的一致。功能表达位置话题介绍国家所在地、首都、著名文艺建筑、文化和语言概况。语言技能目标听识别所学生词、词语、语法和含有questiontags的疑问句，听懂其意义并获取信息；听懂介绍地理特色和人物背景的语句和段落并获取信息。说流利说出含有本模块生词、词语和语法的句子；准确运用语调来表达questiontags所传递的信息，熟练介绍某地区位置和文化、经济特色。读理解包含所学生词、词语、语法和表达地理位置的句子和段落并获取信息；理解模块提供的和来自其他资源的地区特色介绍并获取信息。写熟练写出包含所学词汇和语法的句子和段落；熟练完成模块所要求的各种书面练习；比较自如地介绍城市和地区的位置及特色表达与展示介绍欧盟的一些国家和城市，对中国某些地区和城市的地理、文化和经济等特色进行介绍或比较二、教学目标的设立：教学目标描述的准确性和可及性$Students'sample:1.1LanguageObjectivesImportantwordsandphrases:injury,anxious,fever,normal,diet,becrazyabout,takeexerciseImportantsentencepatterns:a.WhenZhoukai'smothersawhimheadingtowardsthefrontdoorwithoutajacketon,sheeyedhimanxiously.b.Iamgoingtoplayfootball.c.I'mcrazyaboutfootball.1.1LanguageObjectivesLearnsomenewwordsandexpressionstodescribeaplaceintermsof:cityname,districtname,climate,touristattraction,famousarchitectureandleisurelife.Newwords:attractive,pretty,gorgeous,harbor,fortunate,villa,somodernPhrases:putup,high-risebuilding,businessdistrict,shoppingmall,interestingarchitecture,hugeapartmentblock.Sentencepattern:Don’ttheybotheryou?students'sample1.2AbilityObjectivesEnablestudentstolearntheimportantwordsandphrasesEnablestudentstolearnhowtodescribeapersonEnablestudentstoimprovetheirreadingskillsCollectanddealwithimportantinformationfromapassageDescribeacityformdifferentaspectsinEnglish.HelpstudentstoimprovetheirreadingabilityTrainingstudents'abilityofgetttingusefulinformationfromthetext1.2AbilityObjectivesListening:Listeningforunderstandingwordsandexpressionsdescribingaplace.Speaking:Learntotalkaboutaplacewhereyouliveintermsofitsname,district,climate,touristattraction,famousarchitectureandleisurelife.Reading:beabletoskimapassageformainideaandscanitforspecificinformationWriting:beabletowriteapassagetodescribeaplaceintermsofitsname,district,climate,touristattraction,famousarchitectureandleisurelife.students'sample1.3MoralObjectivesGetstudentstoknowtheimportanceofhealthyhabitsHelpstudentstofostertheawarenessoftakingfrequentexerciseandkeepingfitInspirestudentstoloveandrespecttheirteachersHelpstudentstoknowthatdifferentpeoplehavedifferntcharactersandshouldbeunderstandbystudents1.3MoralObjectivesExperiencecooperativelearning,developstudents’awarenessandskillsofcooperatingwithpartnersinpairworkExperienceanddevelopstudents'feelingofloveandprideoftheirhometown?Teachingmethods:TeachingAids:三、课堂教学环节$Task-BasedLanguageTeaching(TBLT)Pre-taskstageWhile-taskstagePost-taskstagePre-taskstageAims:1.Introducethetopic,wordsandexpressionsneededfortalkingaboutthetopic,andthebackgroundknowledgerelatedtothereadingmaterial.2.Stimulatestudents’interestandexpectationsforreading.Activities:i.e.activitiestofamiliarizestudentswiththecontentinPoint1.Thecontentsneedtobecloselyrelatedtotheissuesinvolvedinstudents’real-lifesituationsandthereadingmaterials.Opportunitiesforlanguage(oral)outputneedtobemaximized.While-taskstageAims:1.Developacertainreadingskill,e.g.skimming,scanning,predicting,makinginference,andetc.2.Understandtheorganizationofinformationinthereadingpassage(providingcluesofhowtheinfo.isorganized).Activities:i.e.activitiesthatcanhelpwithcomprehensionofthereading(.e.g.tables,charts,drawing,andetc.)Post-taskstageAims:1.Checkcomprehension2.ConsolidatethelanguagelearntbymaximizingopportunitiesforlanguageoutputActivities:i.e.meaningful,problem-solving(oralorwritten)tasksthatcouldcheckstudents’comprehensionofthetextandcaninvolvetheirlanguageuseHomework:thewritingstageAims:1.Consolidatingthelanguagelearnt.2.Generatecreativelanguageuse.Guidedwriting:Theinstructionshouldpriscribeaclearoutcomeandclueofthewriting.Thetopicneedstobecloselyrelatedtotheissuesinvolvedstudents’real-lifesituations;Thelanguageuseshouldnotexcessstudents’proficiencylevel.四、阅读教学文本分析模式$如何设计检验阅读理解的活动？Answerthefollowingquestion?Trueorfalsestatement?Multiplechoices?Fillintheblanks?.........$ActivitiesExercisesExercise-tasksTasks语言“任务”应具备的特征：任务中的语言运用必须具备信息沟（参与者之间的信息交换、意见交流或逻辑推理交流），即以意义（而非以语言形式）为中心；完成任务的过程应为学习者提供一个具体的运用目标语的语境；任务内容应和真实生活中的交际情景有较高的相似度；完成任务的过程应至少涉及到一种语言技能的运用（如听、说、读、写）；应涉及适度的认知活动；应有明确的任务结果（如完成一小段文章、填写信息表、或达成一致的意见等）文本分析的五个层次：Level1(literalcomprehension):theanswersareexplicitlyexpressedorbythewordsofthetextitselfLevel2(re-organizationorre-interpretation):puttogetherinformationfromvariouspartsofthetextandre-interpretitLevel3(inferences):considerwhatisimpliedbutnotexplicitlystated.Level4(evaluationorappreciation):makingjudgmentaboutthewriter'sintentionandhowsuccessfuls/hesiinachieveingthepurposeLevel5(personalresponse):thereader'sreactiontothecontentofthetextratherthanthewriter's1.WhoisDaisy?2.HowdidDaisytraveltodifferentplaces?3.Howmanypartsarethereinthetext?Canyoufindthemainideaofeachpart?4.WhyhastheantelopeinTibetbecomeanendangeredspecies?5.WhatanimaldidDai