1、外研版高中英语必修外研版高中英语必修 5 5 市一等奖优质课全册完整教案市一等奖优质课全册完整教案 Teaching Design Name Wang Shuangju School Shenyang No.21 Middle School Topic Book 1Module 1 GrammarTeaching Aims1. Let the Ss master the correct use of the Grammar of different kinds of tense.2. Let the Ss master the Grammar well through exercises. 3
2、. Let the Ss write a paragraph with the grammar in this lesson according to the situations. Important Points Help the Ss master the correct use of the Grammar.Difficult Points How to assist the Ss to master the Grammar well.Teaching Methods 1. Task-based teaching and learning.2. Cooperative learning
3、.3. Discussion.Teaching Aids Multi-media. Teaching Procedures Teachers activities Students activities Purpose of design Step . Warming-up. Let Ss listen to some pieces of music to tell which tense does each piece contains. The Ss listen to the music and speak out the tense in each piece of music.Ari
4、se the Ssinterest to learnthis lesson. Step . Grammar.1. Make a competition of concludingtheGrammar. 1) Give the Ss some time to look at some terms on the paper.2) Let Ss work in group to paste them in the correct place.2. More examples.1) Show some pictures to the Ss. Let Ss master the tense easier
5、.2) Let Ss describe the pictures first, later give the Ss an example.3. More exercise.1) Ask some Ss to fill in the blanks with the correct form of the verbs.The Ss work together to fill in the column.The Ss look at the pictures and try to describe them with the correct tense.The Ss finish theexerci
6、se, and checkthe answers with their partners.Improve the Ss ability ofteamworkand test the Ss knowledge masteredbefore.Arouse the Ss interest to study the grammar, andmaster this lessoneasier.Let Ss master thetense better through the exercise. 2) After that, give the Ss some time to check the answer
7、s in groups.3) Check the answers together, later choose two students to readthe dialogue.Two Ss read the dialogue. Improve the Ssintegrated skills. Step . Discussion.Give Ss three situations, and let Ss write a short paragraph with the fourkinds of tense reviewed in this lesson.The Ss discuss in gro
8、ups. And thenshow their paragraphs.Let the Ss masterthe four kinds of tense practically. Step . Homework.1. Make a conclusion of the Grammar we learnt today. 2. Finish Part 14 on P68.Blackboard Design Book 5 Module 1 Grammar-Review of Tense present simple tensedo/ does . present continuous tense be
9、doing (am/ is/ are) present perfect tensehave/ has done. future tense will/ shall dobe going to do. 复制 文字已复制 1 Module1 Book 5 Period 3: Vocabulary Listening and Everyday EnglishBy Fawn From No.1 Middle School Of Yibin County Teaching Content Vocabulary ListeningEveryday EnglishTeaching Aims Target L
10、anguage local, natural, variety, wear off, in some ways, positive, made a fuss, pick up, now that Ability objectives EHelp the students to improve their listening ability . Help the students to learn to solve the problems as an exchange students.Learning Strategy C Create association to improve thei
11、r listening and memory S Self-diagnose to learn from mistakes and improve linguistic sensitivity Resource to use the materials as the first aid in problem-solving s Teaching aids Multi-media Teaching procedures Step 1 Lead-in Step 2 Vocabulary and ListeningPre - listening Imagine a situation in whic
12、h you are in American as an exchange,what problems will you face? While-listeningTips : Before your listening, two points should be paid attention to. 1. Key words of the questionsKey words can help us to form a mind-map. Beforelistening to parts they spoke rather fast.B. It was easy to understand;
13、they spoke rather slowly.C. It was difficult to understand; they spoke rather slowly. 8.What did girls like about Callum?A. His American accent.B. His English accent.C. His Australian accent. 2. Listen to the Part 1again and finish Activity 2 on Page 6. Activity3 . Check answers S(Samantha), C(Callu
14、m) who Dofound the local accent difficult to understand.didnt find the local accent difficult to understand.gets on well with other students.played in a school sports team.discovered a lively music scene.enjoyed the end-of-year dance.thinks everyone will speak American English one day. Activity4 Dis
15、cussion 4. Ask the students to guess the two students opinion about the trend of the development of 3 English.SamanthaCallum Time as anexchange student 2 months 10 months Part of the country Leeds in Yorkshire Mississippi The biggestproblem local language Climate Enjoymentpeople, music prom ( the sc
16、hool dance) Opinion about the futureIts natural there are lots of varieties. The British will speak AmericanEnglish. The reason for the opinion English is spoken all over the world. The British hear it everyday. Ask two students to act out the two dialogues with the help of the table.7. Listen again
17、 and fill in the blanks in the following sentences and then finish Everyday English. 1) Im getting on fine,nowthatI understand the local accent. 2) In fact, in some ways the accent here, in the north of England, remind me of American English. 3) Whats been the most positive thing about the exchange
18、so far? 4) Since English is spoken all over the world, I guess its only natural that there are lots of varieties. 5) As I was the only British person in the school they madeafuss of me. 6) When I came home my mum said I had pickedupan American accent, but it s wornoffnow I think. 7) I think the Brit
19、ish will speak American English because they hear it every day now on TV, in films and so on. (斜体词汇简单讲解。如：猜测 “made a fussof” 的含义，可据前面 “only”一词提示理 解为：pay a lot of attention to） From the above sentences, try to find words to introduce reasons. Answer the questions in Activity 1 and then finish Activit
20、y 2 in Function.Step 3 P Post-listening Draw a mind-map-retell the main information of Samantha or CallumStep 4 HomeworkWrite a short passage about the problems exchange students may have and give them some suggestions. 复制 文字已复制 教学设计与反思 学科：英语授课年级： 高二年级学校： 贵州省安顺市第二高级中学 教师姓名：卢飞 课题 Period 1: Introducti
21、on and Reading (外研版高二英语上 必修五 Module1 British and American English)计划课时 1 课时 学习内容分析 本课是新高二的第 一课，上好这一课至关重要，会给学生留下非常深刻的印象。刚刚进入高二，学生对语言的 学习已经有了初步的积累；通过本节的教学，让学生了解“英式英语和美式英语”的异同， 为语言的学习增加更多的感性材料； 进一步确定高中英语怎样学， 学习方法上做些什么样的 调整等。所以，上好本堂课会让学生对语言学习产生更深一步的认识。 学习者特征分析 教 学班级为高二年级文科实验班， 学生已经完成高一的四本必修课程学习， 具备一定英语交
22、际 能力，但尚待提高；学生学习积极主动，接受的知识容量大，有好奇心，思维活跃，表现欲 较强，部分学生个性张扬，但也有少部分学生性格腼腆，语言交际不主动。 教学目标 课程 标准：初步掌握本课文中的词汇，浅层次理解课文，了解相关的背景知识。 知识与技能： 在语言知识目标方面,要求学生掌握并能运用本课中的主要词汇,听懂有关英语语言介绍的内 容获取信息， 理解英式英语和美式英语发音的不同之处， 尤其是美式英语和英式英语的各方 面的区别，识别所学生词、词语.；在实际运用英语语言的过程当中，培养学生的分析、思 考、想象和表达的能力。 过程与方法：学习策略一定程度形成自主学习，有效交际、信息 处理、英语思维
23、能力；认知策略方面通过掌握词汇、词组和语法等联系，归纳，推测，速读， 略读，查读等技能；调控策略方面让学生分组学习，从同伴处得到反馈，对自己在英语交际 中如何根据对方的话语做出恰当的反应； 充分利用学习资源和各种学习工具， 特别是广泛的 阅读，开展词汇自主学习活动，从而有效地扩大词汇量，拓宽知识面。 情感态度与价值观： 了解美式英语和英式英语的各方面的区别的大致情况； 通过对比， 思考我们母语方言的差异， 热爱祖国和珍惜母语并发扬光大，参加各种英语活动，克服困难,锻炼自己用英语交际的能 力；为祖国的发展,民族的融合,世界人民的团结贡献自己力量. 教学重点与解决措施 教学重 点：掌握本节课中要求
24、学习的词汇，例如：accent、quotation、optimistic、apartment，etc， 培养略读、查读等阅读微技能的训练，同时能对两份电子邮件进行理解、分析和对比。 解 决措施： 让学生了解英美英语之间的异同， 激发学生继续探究各种不同英语的异同学习欲望， 让学生意识到英语作为工具学科的重要性。 教学难点与解决措施 教学难点： 怎样调动学生 积极正确的进行英语表达，提高相互间的交流交际能力；怎样激发学生主动参与班级、六人 小组的合作讨论并在创设情境交际中有效完成任务。 解决措施：采用多媒体(如 PPT 课件) 等信息化技术教学手段强化本节课学习内容，创设浓厚的英语交际情境，以学
25、生为主体，教 师参与辅助，有效的调动学生思维活动和情感体验。 教学设计思路 运用任务型教学途径， 围绕核心任务，设定小任务，开展促进自主性学习的课堂活动，强调合作探究与独立思考相 结合，初步设计“PTP”自主学习立体模式：pre-task、task-cycle、post-task。 依据的理 论 基于课程改革的理念及“第二语言习得论”和“整体语言教学”理论 信息技术应用分析 知识点 学习水平 媒体内容与形式 使用方式 使用效果 英式英语和美式英语词汇学习的发 音和拼写比较方法 能正确区分和识别 Computer 和投影仪显示内容 用投影仪显示视频和 图片等内容 引起学生的兴趣 通过查阅网站 ,
26、 收集英美英语各种不同词汇、短语 能在英语交际实践中灵活运用 多媒体展示学生的成果 展示、 实际运用 师生互动， 加深印象 教学过程 （可续页） 美文阅读 （学生在课前阅读） 我 们都知道美国和英国都说英语， 但你知道英国英语和美国英语到底有什么区别吗？下面让我 们 来 看 究 竟 吧 American and British EnglishAmerican and British English spelling differences are one aspect of American and British English differences. In the early 18th
27、century， English spelling was not standardized. Differences became noticeable(明显的，显著的) after the publishing of influential dictionaries. Current British English spellings follow，for the most part， those of Samuel Johnsons Dictionary of the English Language (1755) Many of the now characteristic Ameri
28、can English spellings were introduced，although not，for the most part， created，by Noah Webster in his American Dictionary of the English Language of 1828. Webster was a strong proponent of spelling reform for reasons both philological and nationalistic. Many spelling changes proposed in the US by Web
29、ster himself，and in the early 20th century by the Simplified Spelling Board，never caught on. Among the advocates of spelling reform in England， the influences of those who preferred the Norman (or Anglo-French) spellings of certain words proved decisive. Subsequent spelling adjustments in the UK had
30、 little effect on present-day US spelling， and vice versa(反的) While in many cases American English deviated(偏离； 脱离) in the 19th century from mainstream British spelling，on the other hand it has also often retained older forms. The spelling systems of Commonwealth countries， for the most part， closel
31、y resemble the British system. In Canada， however， while most spelling is“British” ， many“American”spellings are also used. Additional information on Canadian and Australian spelling is provided throughout thearticle.Step1. 诱 思 导 学 :1 Whatdoesthispassagemainlytellus? 【答案】 This passage mainly tells u
32、s American and British English spelling differences. 2What influenced current British English spelling?【答案】 Samuel Johnsons Dictionary of the English Language (1755) 3 Did later spelling adjustments in the UK have influence on present-day words?【答案】 No. 教学环节 教 学内容 教师活动 学生活动 设计意图1.Enjoy the short vid
33、eo. 1. PPT 课件播放,介绍美国 1. 学生查阅资料，上 Step 2. Lead-in What is it about?2.Do you like travelling? Have you ever been to the other countries? What do you know about Britain/American?3.What s the difference between the UK and the USA？ 人和英国人所说的英语，请同学们注意其中的异同。2.Ask students to speak out as many as they can.3.
34、The teacher can show the students some pictures. 网等，激活背景知识，了解英美风情，引入话题。2.学生通过课前对本节课的预习，在 观看完后，自主讨论、思考并进行回答。3.The students to write down the differences and check with their partner.利用通过导入视频播放，构建学习情境，激发学生的学习 热情，有利于学生自主协作学习氛围。Step3.Warming-up Introduction1.Read two English letters and decide which is
35、written by an American.2.Comprehend quotations about the differences.Some of the reasons we know are:展示 PPT 课件，Read some quotations and answer the questions. 1. What is the topic of the quotations?The difference between British and American English.2. Whose opinion is the most optimistic?Dave Sperli
36、ng. 3. Whose opinion is the most pessimistic?Henry Sweet. 4.How many main varieties of Chinese are there? 5.What will happen to Chinese in the future?Do you agree with their opinions? British English American English Mum Mom programmeprogram theatre theater realise realize write to me write me学生分组讨论
37、，阅读这两封邮件，找出不同词汇，并给出第二个作者是美国人 写的。学生针对问题可以自由的发表各自对语言的见解， 也可以联系到我们国家汉语的 多种方言来进行讨论，最后得出结论：一个老师说英式英语还是美式英语并不重要。有 效利用教育信息技术化理念， 通过师生讨论不仅有效回答了问题， 而且掌握了英美英语不同 的用法。通过本环节的设计，可以激发学生对语言的学习热情，无论是各国说的英语也 好，我们的母语方言也好，都是用来交流的，增强语言作为一种交流工具的重要性的认识， 培养学生大胆的说英语的自信心。 Step 4. Fast reading 1.Help students to grasp the mai
38、n idea of the text by doing the task. 2.Read the titles and the first sentences of each paragraph and find four ways in which British and American English are different.Get information from the text，finish the tasks of the section and discuss. 1. Is American English very different from British Engli
39、sh? 2. Can people from Britain understand people from American easily? 3. In what way are they different?学生通过快速阅 读课文（见课本第 2-3 页） ，完成“篇章结构” （见本学案“美文阅读” ） ，再次阅读课文完成 “语篇理解” ，师生一起讨论，让学生发表各自见解，最后由学生课代表发表他们讨论的最 终结果，老师给予更正，统一答案。本活动的目的是帮助学生了解文章主旨，培养学生 运用阅读技巧、方法，完成细节理解题，并在课文中找到依据；让学生在课文中习得的知识 点，在语境中熟悉词义，掌握其用
40、法，深化对词汇的理解，培养学生对文章的整体把握，帮 助学生对课文重、 难点进行理解。Step5. Consolidation and assignment Read the article again and write its summary. 教师引导进行本节课总结 学生对本节课进行自我评价 （内容见下表） 通 过 提 问 与 思 考 ， 引 导 学 生 对 所 学 知 识 进 行 归 纳 总 结 。教 学 评 价 评价量化表My general impressionContent:Helpfuladequate Inadequate Level Of Difficulty:Easyfai
41、rDifficult My Major Problems ：Identifying wordsRecognizing structures Understandingfacts 板书设计Module1 British and American EnglishPeriod 1: Introduction and ReadingBritish English American English Mum Mom programme program theatre theater realise realize write to me write me 教学反思 新课标要求教师必须改变传统 的“教教材”
42、 ，要“用教材去教” ，教学模式由以往的“以教师为主体”转变到“以学生为主 体” ，提倡“任务型”教学，关注学生的情感态度价值观。改变传统的英语阅读课的教法， 探索高效新颖的教学模式是新课程教学必走之路。我所教的班级为高二文科实验班，有 60 个学生，大多数学生经过英语初中、高一阶段的学习后基础较好，学习的主动性尚可， 但也有偏科学生，班里学生学情基本上呈现“正态分布”的现象。 对学情进行充分的评估，教材的把握度，教师事先备课充分，为合理设计教案起到至关重要 的作用。 整个课堂设计基于任务型教学，课前提供给学生“美文阅读”背景材料，供学生 阅读理解，预习课本内容，布置学生上网了解英美英语在词汇
43、、短语及发音拼写上有哪些不 同点和相同点及其他更多的信息资源， 为上好本节课事先做好铺垫； 本人在备课当中也准备 好了 PPT 课件，实际教学引入多媒体信息技术手段，基本体现了“优化课堂教学，转变学习 方式”这一教育技术基本理念，也符合新课标提倡的“自主、合作、探究”教学模式，对调 动学生的学习积极性， 激发他们对英语学科学习的兴趣， 有利于提高学习效率是现而易见的。 在教学活动中，以学生 6 人为一组，每组推出一个代表，在每一个环节中通过师生互动，小 组讨论，班级活动等，调动了学生参与的积极性，给学生一个发挥想象力的空间和一个展示 自我风采的舞台，把学生真正放在教学主体的位置上，教师做好辅助
44、引导并监控，师生互动 默契，学生参与热情度高，氛围浓厚，达到了预期的教学效果。 通过对这堂课的教学，我 觉得还有一些不足， 比如对教学环节的时间分配上把握不足， 细节处理上还有许多改善的地 方，个别学生还没有进入状态，资源的选择有待完善等。 总之，教无定法，在教学的漫漫 长路中，只有不停地探究，不断学习，比较，反思，才能领悟教学的真谛。随着信息化时代 前进的步伐，传统的教学模式和教育信息化技术紧密结合，在教学实践中不断的探索创新， 构建出符合自身特点的新颖教学模式。 复制 文字已复制 定语从句复习教学设计 安顺二中英语组 陈芳 一、熟记关系词 1.that which who whom as
45、2.whose 3.when where why how 二、通过练习，复习关系词的基本用法 1.Id skipped nearby Guilin, a dream place for tourists seeking the limestone mountain tops and dark waters of the Li River _ are pictured by artists in so many Chinese paintings.2The books on the desk, _covers are shiny, are prizes for us. 3 Some expert
46、s think reading is the fundamental skill upon _ school education depends. 4. The next day, my brother and I went to the beach _we watched some people play volleyball. 5.They stood on the top of the building, _ they could see the whole city. 6.They stood on the top of the building, _ they could see t
47、he whole city. 三、知识拓展，衔接高考 1.定语从句中的主 谓一致-AgreementA) I, who am your close friend, will try my best to help you whenever you are in trouble.B) Harry Potter is one of the best-sellers that are popular with teenagers. C)Harry Potter is the only one of the best-sellers that makes the author a billionair
48、e.D)He has passed the exam, which makes us surprised.E)Great changes have taken place in China, as is known to all.F)To own a TV set in each family, which we thought was impossible 30 years ago, now has become true.G)The fisherman lives in an old house, in front of which lies a well. 2.一 些特殊的先行词如 si
49、tuation, point, case, activity, scene 及 period, festival, occasion 等要注意具 体情况具体分析，作主语、宾语和表语时，用关系代词 that/which；作状语时，用关系副词 where/when 或 “介词which” 。 如：There is one point _ we must insist on. Were just trying to reach a point _ both sides will sit down together and talk. 3.定语 从句和其他句型之间的关系 1)区别 such/soas引
50、导的定语从句和 such/sothat引导的结果 状语从句。 He is such a good boy that everyone likes him. He is such a good boy as everyone likes. 2)区别非限制性定语从句与并列句。 He said nothing that made me angry. He said nothing, which made me angry. He said nothing, and that made me angry. 3)区别定语从句与名 词性从句。 As is known to all, the moon tr
