高中英语课堂教学课件.ppt（纯ppt,可能不含音视频素材文件）

1、高中英语课堂教学高中英语课堂教学如何实施如何实施新课程理念新课程理念教学设计与课堂实施教学设计与课堂实施 利用课标确定一个单元的知识目标、能力利用课标确定一个单元的知识目标、能力目标、文化与情感态度目标。目标、文化与情感态度目标。1.根据课标的词汇，确定教材各个单元哪些是听、说、读、写四会词汇，哪些是二会词汇。2.根据课标上的意念功能和话题要求，确定对教材上文章内容的增减。3.根据课标上的意念功能和话题要求，确定单元口语表达话题，在此基础上进一步确定满足话题话题和功能表达的词汇、短语、句子。4.根据课标上的“语言技能目标”对各级阅读要求确定单元的阅读课上课方式，阅读课上培养学生阅读能力的目标和

2、方法。5.根据课标上的“语法项目表”结合教材安排的语法项目，确定每一单元的语法突破点。6.根据课标上的意念功能和话题要求，确定每一单元的写作内容和写作方法。课标六级要求（听力）1.能抓住说听语段的关键词，理解话语之间的逻辑关系。2.能听懂日常的要求和指令，并能根据指令进行操作。3.能听懂故事或记叙文，理解其中主要任务和时间以及他们之间的关系。4.能从听力材料、简单演讲或讨论中提取信息和观点。课标六级要求（阅读）1.能从一般文字资料中获取主要信息。2.能利用上下文和句子结构猜测词义。3.能根据上下文线索预测股市情节的发展。4.能根据阅读目的使用不同的阅读策略。5.能通过不同信息渠道查找所需信息。

3、6.除教材外，课外阅读量累计达到18万词以上。课标六级要求（写）1.能用恰当的格式写便条和简单的信函。2.能简单描述任务或时间，并简单表达自己的意见。3.能用恰当的语言书写问候卡。4.能给朋友、笔友写信，交流信息和情感。5.能对所写内容进行修改。课标七级词汇要求 学会使用24002500个单词和300400各习惯用语或固定搭配。了解英语单词的词义变化以及日常生活中新出现的词汇。情感态度目标（七级八级）在英语交流中能理解并尊重他人的感情。能了解并尊重异国文化，体现国际合作精神。在学习中有较强的合作精神。学习策略目标（七级）认知、调控、交际、资源策略 借助联想建立相关知识之间的联系。利用推理和归纳

4、等逻辑手段分析和解决问题。善于专注重点，做好笔记，并能对所学内容进行整理和归纳。借助图表等非语言信息进行理解或表达。根据需要制定学习计划。评价自己的学习效果，总结有效的学习方法。有效使用词典等工具书。通过各种资源获得英语信息，扩展知识。文化意识（七级）理解英语中常用的成语和俗语及其文化内涵。了解英语国家中主要大众传播媒体的情况。了解世界文化，培养世界意识。扩大学生接触异国文化的范围，提高中外文化异同的敏感度和鉴别能力，发展跨文化交际能力。英语课程标准英语课程标准指出：指出：“教师要善于结合教学实际教师要善于结合教学实际的需要，灵活地和有创造性的需要，灵活地和有创造性地使用教材，对教材的内容、地

5、使用教材，对教材的内容、编排顺序和教学方法等方面编排顺序和教学方法等方面进行适当的取舍和调整。进行适当的取舍和调整。”优化教材优化教材 提高效果提高效果一、删除一、删除 二、调整二、调整三、补充三、补充 四、替换四、替换五、扩展五、扩展 六、合并六、合并一、删除一、删除 本单元的本单元的“热身热身”Warming Up部分提部分提供了两个城市的图片，分别是中国河北供了两个城市的图片，分别是中国河北省的唐山市和美国西海岸加利福尼亚州省的唐山市和美国西海岸加利福尼亚州的旧金山市，这两个城市在的旧金山市，这两个城市在20世纪都曾世纪都曾发生过大地震，要求学生描述地震对这发生过大地震，要求学生描述地震

6、对这两个城市造成的危害，并展开讨论。学两个城市造成的危害，并展开讨论。学生对唐山大地震也许会有一定的了解，生对唐山大地震也许会有一定的了解，但对于旧金山市所发生的地震，有些学但对于旧金山市所发生的地震，有些学生尤其是来自于农村地区的学生来说，生尤其是来自于农村地区的学生来说，根本就是一无所知，在没有任何语言输根本就是一无所知，在没有任何语言输入的情况下，何来语言的输出呢？入的情况下，何来语言的输出呢？删除删除Warming Up这一环节，向学生介绍一位朋友这一环节，向学生介绍一位朋友Mr.Nature并结合图片让学生回答并结合图片让学生回答 问题问题1：When he is cheerful,

7、what can you see?(blue sky,green forest,bright sunshine,and so on ）问题问题2：When he gets angry,what will happen?（natural disasters,such as flood，fire，earthquake，etc.），由此导出地震这一话题），由此导出地震这一话题 以以Brainstorming的形式让学生讨论问题：的形式让学生讨论问题：When you see the word“Earthquake”,what do you think of?引导学生一步步地得出以下结论：引导学生一步

8、步地得出以下结论：EarthquakeEarthquakeSignsSignsRescueRescueCauseCauseGeography Geography knowledgeknowledgeDegreeDegreeDamageDamage 同时自然过渡到阅读前的同时自然过渡到阅读前的Predicting：If you are a writer,how will you describe an earthquake?Which aspects will you include in your article?接下来设置阅读任务接下来设置阅读任务Skimming：How many aspe

9、cts were mentioned in the text?What are they?（signs，damage，rescue）以及）以及 Divide the text into 3 parts,and focus on the organization of the passage.(Para.1)Part1:Signs before the earthquake.(Para.2,3)Part2:Damage during the earthquake.(Para.4)Part3:Rescue work after the earthquake.二、调整二、调整本单元的本单元的“读前读

10、前”Pre-reading部分设部分设计了两个有关地震方面的问题让学生计了两个有关地震方面的问题让学生回答。第一个问题是让学生设想一下：回答。第一个问题是让学生设想一下：地震发生后的瞬间你在离开住房前只地震发生后的瞬间你在离开住房前只来得及带走一件东西，你要带什么，来得及带走一件东西，你要带什么，为什么要带这件物品？第二个问题是为什么要带这件物品？第二个问题是让学生看图回答地震前夕动物和自然让学生看图回答地震前夕动物和自然界奇特的异常变化。针对这两个问题，界奇特的异常变化。针对这两个问题，笔者都作了相应的调整。笔者都作了相应的调整。第一个问题与第一个问题与Workbook（第（第67页）页）S

11、peaking Task部分（部分（In pairs you are to choose eight things from the lists below to put into your personal earthquake bag.Remember these may be the only things you have,so make sure that you only take essential things with you.They must last you five days.）的内容相似，因此，）的内容相似，因此，我将他们整和在一起放在我将他们整和在一起放在Read

12、ing后作后作为为Discussion让学生分小组讨论。让学生分小组讨论。第二个问题与第二个问题与Reading部分第一段部分第一段的内容重复，所以，将它调整到让的内容重复，所以，将它调整到让学生阅读完第一段之后来完成，学生阅读完第一段之后来完成，According to the pictures,try to describe the signs before the earthquakes.在阅读的同时又借此在阅读的同时又借此机会让学生提高口头表达的能力，机会让学生提高口头表达的能力，可谓一举两得。可谓一举两得。三、补充三、补充本单元的本单元的“听力听力”Listening部部分是一名记者

13、采访分是一名记者采访1906年美国年美国旧金山大地震幸存者的材料，围旧金山大地震幸存者的材料，围绕该篇听力内容设计了四个练习。绕该篇听力内容设计了四个练习。练习练习1是组织学生两人一组的活是组织学生两人一组的活动，归纳在突遇的灾难面前用来动，归纳在突遇的灾难面前用来表达感情的形容词。练习表达感情的形容词。练习2是让是让学生听采访材料，判断所给句子学生听采访材料，判断所给句子的正误，并说明其理由。的正误，并说明其理由。练习练习3组织学生再听材料，分小组或组织学生再听材料，分小组或两人一组根据录音练习讨论、回答两人一组根据录音练习讨论、回答问题。问题。练习练习4引导学生练习朗读句子，注意引导学生练

14、习朗读句子，注意其中的连读与不完全爆破。听力是其中的连读与不完全爆破。听力是一个重难点，因此，笔者在原有练一个重难点，因此，笔者在原有练习的基础上补充了以下的听力任务：习的基础上补充了以下的听力任务：1Pick up the words you hear.five oclock shaking winds fires bricks sheep police boat cows trees New York soldiers 2Tell whether they are true or false.（原有的练习（原有的练习2）(1)The man was sleeping downstairs

15、when the earthquake happened.(2)Many huge buildings were shaking bricks were falling.(3)A lot of people were buried under the ruins.(4)Some cows were killed in the fires.(5)He felt safer because he got away easily.3.Fill in the blanks.（1）It was about _ in the morning.I remember,I _ up when I was thr

16、own out of the bed.I felt terrified and _ downstairs.（2）It seemed as if the end of the world came.People were _,_ and _ everywhere.Bricks were _ down from some buildings while big ones were _.Lots of people were getting _ under bricks.（3）I asked a man standing next to me what happened._ he could ans

17、wer,some _ fell on him and he was _.Some frightened cows rushed up Market Street and _ into one of the cracks.I will never forget the _ they made.以上任务的设计遵循先易后难的原则，以上任务的设计遵循先易后难的原则，给学生一个台阶铺垫，减少了听力的难给学生一个台阶铺垫，减少了听力的难度和负担，很受学生的欢迎。度和负担，很受学生的欢迎。四、替换四、替换本单元的本单元的“语言学习语言学习”Learning about Language 部分由部分由“词汇学

18、习词汇学习”和和“语法学习语法学习”两项内容组成。两项内容组成。“语法学习语法学习”部分主要是帮助部分主要是帮助学生了解、熟悉并初步掌握由关系代词学生了解、熟悉并初步掌握由关系代词（whom,who,which,whose,that）引导的）引导的定语从句，有定语从句，有3个练习：练习个练习：练习1要求学生了解定要求学生了解定语从句的意义、引导词与构成方式，并能从课语从句的意义、引导词与构成方式，并能从课文中找出含有定语从句的句子；练习文中找出含有定语从句的句子；练习2要求学要求学生能用生能用whom,who,which,whose,that完成完成定语从句，并译成汉语，引导他们进行汉英句定语

19、从句，并译成汉语，引导他们进行汉英句子结构的比较；练习子结构的比较；练习3要求学生能用要求学生能用whom,who,which,whose,that完成句子。完成句子。定语从句是语法学习的重点和定语从句是语法学习的重点和难点，学生在第一次接触定语难点，学生在第一次接触定语从句时，一定要让他们弄清楚从句时，一定要让他们弄清楚基本的原理并通过各种形式让基本的原理并通过各种形式让学生对它感兴趣。将这部分的学生对它感兴趣。将这部分的内容替换成以下几个教学步骤：内容替换成以下几个教学步骤：1Introduce the positions of the attribute（定语的位置）（定语的位置）.（1

20、）It is a water bottle.（Word）（2）It is a bottle full of water.（Phrase）（3）It is a bottle that is full of water.（Clause）归纳：单个的词作定语时要放于被修饰词的归纳：单个的词作定语时要放于被修饰词的前面，短语或从句作定语时要放于被修饰词前面，短语或从句作定语时要放于被修饰词的后面。的后面。2Introduce Antecedent(先行词先行词),Relative Pronoun(关系代词关系代词)，and the Attributive Clause（定语从句）（定语从句）.概念：在

21、复合句中，修饰某一名词或代词的概念：在复合句中，修饰某一名词或代词的从句叫做定语从句。从句叫做定语从句。Lily is an English teacher who likes pop songs.先行词先行词 关系代词关系代词 定语从句定语从句 3Read the sentences and find out Antecedent(先行词先行词),Relative Pronoun(关系代词关系代词)，and the Attributive Clause（定语从句）（定语从句）.（1）Mr.Chen Jiageng is the man that built JiMei Middle Scho

22、ol.（2）The girl whom we saw yesterday is his sister.（3）A plane is a machine that can fly.（4）The book which he reads is interesting.（5）Do you know the boy whose father is a teacher?（6）I dont like the room whose window is broken.此项步骤让学生通过实例分辨先行此项步骤让学生通过实例分辨先行词、关系代词和定语从句，帮助他词、关系代词和定语从句，帮助他们弄清楚基本的概念同时由学生

23、自们弄清楚基本的概念同时由学生自己找出规律：先行词为人时，关系己找出规律：先行词为人时，关系代词用代词用whom,who,that；先行词；先行词为物时，关系代词用为物时，关系代词用which,that；先行词（人或物）与定语从句中的先行词（人或物）与定语从句中的主语表所属关系时，关系代词用主语表所属关系时，关系代词用whose。4Divide the sentences into two parts and get the result listed in the table.Example:Lily is an English teacher who likes pop songs.Lil

24、y is an English teacher.She likes pop songs.（1）Mr.Chen Jiageng is the man that built JiMei Middle School.（2）The girl whom we saw yesterday is his sister.（3）A plane is a machine that can fly.（4）The book which he reads is interesting.（5）Do you know the boy whose father is a teacher?（6）I dont like the

25、room whose window is broken.这项练习可以让学生明白先行词在定语从句中充当主语、宾语和定语时如何选用关系代词。5Join two sentences into one Attributive Clause,using as many relative pronouns as possible.Example:The woman is a teacher.The woman lives next door.The woman who/that lives next door is a teacher.（1）The nurse is kind.The nurse look

26、s after my sister.（2）We watched the play“Teahouse”.The play was written by Lao She.（3）Where is the girl?You talked with her last Sunday.（4）Have you found the bike?You are looking for the bike.（5）I saw some trees.Their leaves were black with disease.（6）I still remember my first English teacher.His le

27、ssons are lively and interesting.这项练习可以当堂检测学生听课效果同时有利于教师发现问题并及时这项练习可以当堂检测学生听课效果同时有利于教师发现问题并及时解决问题。解决问题。6Competition in Groups：Describe pictures according to the given words，using the Attributive Clause.（图片略）（图片略）7Read the passage through on Workbook（第（第64页）页）and complete the sentences,using differen

28、t relative pronouns.（内容略）（内容略）6、7两个步骤是知识的综合运用与提高，两个步骤是知识的综合运用与提高，小组竞赛激发了学生的兴趣，又让学生体验小组竞赛激发了学生的兴趣，又让学生体验了合作学习的快乐，课堂效果非常好。了合作学习的快乐，课堂效果非常好。五、五、扩展扩展 在处理本单元在处理本单元Workbook（第（第66页）页）Listening Task 部分部分（Ever since the San Francisco earthquake，all children in California have been taught what to do during an

29、 earthquake.）的内容时，对其进行扩展。先让）的内容时，对其进行扩展。先让学生听，接着让学生以小组为单位讨论话题：学生听，接着让学生以小组为单位讨论话题：Imagine you are a student of San Francisco。Your Taiwan friend Kitty asked you what to do during an earthquake.Write a letter to her and tell her your advice.最后再让学生将讨论的结果形成文字进行写作方面最后再让学生将讨论的结果形成文字进行写作方面的训练。在整个教学的过程中，学生由

30、的训练。在整个教学的过程中，学生由Listening的静态的静态行为过渡到行为过渡到Speaking的动态行为，再由的动态行为，再由Speaking的动态的动态行为转化为行为转化为Writing的静态行为，最后由的静态行为，最后由Writing的静态行的静态行为升华到为升华到Presentation的动态行为。这动静结合的课堂充的动态行为。这动静结合的课堂充分体现了新课程改革中所倡导的变分体现了新课程改革中所倡导的变“教教材教教材”为为“用教材用教材教教”的教学理念。的教学理念。六、合并六、合并每个单元的每个单元的“小结小结”Summing Up 部分和部分和Workbook中中Checkin

31、g Yourself部分都是让部分都是让学生小结本单元所学到的知识并学生小结本单元所学到的知识并作出自我评价，可以合二为一，作出自我评价，可以合二为一，减少项目。减少项目。具体课例实施具体课例实施 1.Warming up,Reading&Workbook 2.Warming up&Listening 3.Vocabulary,Reading&Speaking 4.Warming up and Pre-reading 5.Warming up and Reading 6.Listening,Reading&Grammar 7.Reading&WritingLin xiaoying Jimei

32、Middle School Xiamen Fujian WelcomeWelcome Unit 4 Period 1 Warming up，Reading Workbook Group work(four students a group)Look at the following ten pictures and words quickly and try to memorize as many words as you can,then write down the words you remember.Play a game droughtdroughtearthquake Natura

33、l Disastersfireearthquake tsunamityphoon(hurricane)droughtvolcano eruptionfloodmudflowsandstormDivision of labour and cooperation and helping each other is a victory.What can we learn from the game or A Brainstorming Map:whats the secret of your success?分工分工,合作与互相帮助就是胜利合作与互相帮助就是胜利.Predicting:What na

34、tural disaster does the text tell about according to the picture and the title?earthquake A Night The Earth Didnt Sleep Skim and match the main idea of the three partsPart 1:para 1Part 2:para 2&3Part 3:para 4Signs before the earthquakeDamage during the earthquakerescue after The earthquakesavingScan

35、 part 1 and talk about the picture:What happened before an earthquake?the water in the wells The well walls Chickens and pigs Mice Fish Bright lights The sound of planes The water pipesthe water in the village wellsrose and fell,rose and fell.The well walls.had deep cracks.Chickens and pigs.were too

36、 nervous to eat Mice.ran out of the field looking for places to hide.Fish.jumped out of their bowls and pondscould be heardThe sound of planes outside Tangshan even when no planes were in the sky.The water pipes cracked and burst.Scan part2 and 3 and answer:1.How was the city damaged?(part2)2.What r

37、escues were done?(part3)Data(数据数据)v of the nation felt the earthquake.v A huge crack that was kilometres long and metres wide cut across houses.vIn terrible seconds a large city lay in ruins.v of the people died or were injured during the earthquake.v The number of people who were killed or injured

38、reached more than .vAll of the citys hospitals,_ of its factories and buildings and of its homes were gone.1/3830152/3400,00075%90%Para.2-3harmedFell and damagedNarrow openingAll the hospitals and most of the factories and buildings and homesBricksTwo dams and most of the bridgesThe railway tracksco

39、wsPigs and chickensThe wellsWater,food and electricity were lost/gonecovered the groundfell were useless steelwould never give milkdiedwere filled with sandwere hard to getHow was the city damaged?Fill the blanks according to para.3 What measures were taken after the earthquake?The army _teams to_ t

40、he trapped,_the dead and _the miners.Shelters were_ for survivors.Fresh water was _to the city.organizeddig outburyrescuebuilttaken Read the third part of the text and fill the blanks.When trouble occurs at one spot,help comes from all quarters.一方有难一方有难,八方支援八方支援.Tangshans new lookWhat do you think o

41、f when you look at the new beautiful Tangshan?To learn from the bravery of people in Tangshan to face the reality,overcome the difficulty and rebuild the city and try to forget sad experiences and live with strong belief.When trouble occurs at one spot,help comes from all quarters.Life is beautiful.

42、We must love our lives.Pacific plateAmerican plateEurasian plate India plateAfrican plateAntarctic plateThe six platesWhat causes earthquakes?The plates are moving constantly.Sometimes these two plates stop and do not move for years.Then Suddenly,they jump and an earthquake is felt.As a result of th

43、e movement of these plates,west America near the sea has always been a bad place for earthquakes.San FranciscoPassage At p26At p63At p65Place Time A night,1906 What happenedlastedSuddenly,nextPeoples feelingDegree Never before in history has a city been so completely destroyed Damage The city Many t

44、ownsThe cityPeople killedOne of the strongest in North AmericaTangshanAlaskaSan Francisco3:42am.July28,1976Holiday,March27,1964EarthquakeEarthquakeEarthquake,fire15 second30 secondlay in ruins.shockedamazedshockedThe greatest of the 20th century400,000 were destroyed.was gone.A great number A list w

45、ill never be made Consolidate reading at p63 and 65 and fill in the blanks Possible items for the personal earthquake bagbottle of watercandlesmoneyidentity cardbowls and chopsticksimportant papersfood and sweetspersonal washing thingsumbrellabook to readtorch lightclothesfruitspen&papershoesknifesc

46、issorsradioblanketmobile phonemapcomputerpictures of familymedicineActivity:Discussion and role-play situation 1Imagine your home begins to shake and you must leave it right away.You have time to take only one thing.What will you take?Why?Please make an interview.(a reporter,student A,B,C)In departm

47、ent storesOn busesWhat should we do if the earthquake happens in these places or somewhere else?In the supermarketIn the classroom1.Dont be nervous and keep calm.2.Dont try to run out of the classroom.3.Protect your head by putting your bag on your head.4.Squat or sit down under your desk.5.Leave th

48、e classroom after the earthquake.What shall we do if an earthquake happens now when we are all in the classroom?1.Find firm counters,or the corner of a wall to crouch down on the spot2.Protect the heads with hands or other objects3.Keep away from glass windows,glass counters or show counters4.Keep a

49、way from tall cupboards5.Keep away from advertisement boards and other suspending objectsIn the supermarket1.Grasp the handles to avoid being injured2.Lower the center of gravity3.Hide near the seats4.Get off after the earthquake passedOn busesq Surf the internet to find more information about the e

50、arthquake.Try to find some questions in the text,if any.)学生的评课意见学生的评课意见 在这堂生动的英语课上，林老师的对教学内容熟在这堂生动的英语课上，林老师的对教学内容熟悉，准备充分，很好地调动了同学们的积极性，悉，准备充分，很好地调动了同学们的积极性，给我们上了一堂令人难忘的，富有激情的课，给给我们上了一堂令人难忘的，富有激情的课，给全体同学留下了深刻印象。其主要亮点如下：全体同学留下了深刻印象。其主要亮点如下：1充分熟悉教材内容。林老师的课重点明确，充分熟悉教材内容。林老师的课重点明确，对所讲内容非常熟悉，把握重点，突破难点，语对所