课 题
English around the World
词汇课新授课
科 目 英 语 教学对象 高一年级 提供者 课 时 1
一、教材内容分析
本节课是以学习课后词汇短语用法为主题的一节课。本节课所学的大部分
单词和短语是新课标所要求掌握的，而且经常会出现在高考题中，所以掌握本 节课内容很重要。又由于本节课所学单词大都是一词多义，短语所运用的结构 也变化多端，对学生来说，掌握起来有些困难。 二、教学目标（知识、技能、 情感态度）
知识目标：掌握 because of, come up, command, request, take part in 这些单词拼 写 用法，并能运用这些单词短语灵活造句。 技能目标：提高学生的总结能力和自学能力。
情感目标：让学生对词汇学习感兴趣及构建学习词汇的自信。 三、学习者特征分析
大部分同学认为词汇课无聊，对于词汇的学习没有兴趣，课上不够活跃。所以 作为老师，应在课上设置各种活动，运用多种教学方法，调动学生积极性。使 他们在愉快的气氛中学到知识。通过个人努力及小组合作能够完成教学任务， 达成教学目标。
四、教学策略选择与设计
情景式教学，举例教学，独立完成任务及小组讨论合作 五、教学环境及资源准备
黑板 投影仪 多媒体 录音机，学案 六、教学过程 教学 教师活动 学生活动 设计意图 过程 导入 向学生展示音乐“because of 欣赏音乐，放 开场英文音 4 分钟 you\"\"because I love you\" 在屏幕是 松，观察讨论 ， 乐可将学生
展示歌的名字。问一些问题，例 给出答案。 带入一个轻 如： 松的氛围
中，同时引 \"Are the music nice?\"
出本节课要 \"Both of the name want to show
将的一个短 the meaning of '因为', Why does one
语 because uses because of, and the other uses
because ?\" of 与
because 的 辨析。将学 生引入本节 的词汇学习 课。
跟磁带 放磁带 让学生大声朗读本单元单词 跟着磁带大声朗 能够准确掌
读单词 5 分钟
词汇 用法 学习 20 分钟
1）对于一次多意的单词如 come up，base, 我会给根据每个单词的不同词性和词义给 学生展示几个例句。例如
读本单元单词
1) The children came up to me and showed 2) The sky was dark blue and clear when the
me the way to the station. moon came up.
3) Your question came up at the meeting. 4) Tom came up with a good idea
观察例句，翻译
句子，找出句子 中同一单词的不 用意思和用法搭 配并总结。并完 成相应练习题
对于多种搭配的单词，例如 command, request, 会根据不同搭配和意义列出句子。 让学生自己通过观察，总结搭配和意思。
握单词发 音，部分学 生可以根据 发音记忆单 词。
设置一定语 境，理解起 来更容易。 让学生自己 观察总结， 记忆会更深 刻。同时提 高了兴趣， 锻炼了学生 的观察句子 能力和自主 学习能力。
之后再将这些用法总结，拓展到 suggest, order, require ,advise 等表示命令建议要求的 单词用法中.例如:
1) The policeman commanded the thief to
stop.
2) The teacher commanded that he should go
out of the classroom.
3) The boss commanded that Tom finish the
work on time.
4) The commanded is that we should set out
at once.
5) It is the command that the desk be moved
away.
6) Tom has a good command of France, so he
can communicate with France fluently
巩固 练习 10 分钟
让学生根据本节课所学内容做一些 综合练习题。让每组派一名同学将 答案写在黑板上。若遇到不同答 案，请小组派代表解释为什么得出 这个答案。老师在需要的时候做点 拨
让学生写一篇文章，内容自定。但 需要用上本节课所学的词汇
作业 布置 1 分钟
做一些综合练习 题小组内核查答 案，并派一名代 表将答案写在黑 板上。若有不同 答案，派代表给 出解释
写一篇小短文。 但需要用上本节 课所学的词汇
进一步巩固 所学知识， 查漏补缺。
锻炼学生的 写作能力， 同时再次加 巩固所学知 识。
教学流程图: 导入 词汇用法学习 巩固练习 作业布置 七、 教学设计评价 评价内容：
1. 学习兴趣， 学生是否有浓厚的学习兴趣。
2. 学习态度，在做题，小组讨论，及听别人讲解时是否积极，认真，学习态度 是否端正。
3. 所学知识和技能掌握情况。 评价方法：
1. 自我评价，是学生自己评价，肯定自己的努力，看到自己的不足。 2. 互相评价，以小组为单位，组员之间对学习态度及效果的评价
3. 教师评价，学生的自评和互评，都必须与教师的评价结合起来，教师要在评 价 中发挥主导作用
课时教学设计
课 题
知识与 能力
主语+谓语（及物动词）+宾语+宾语补足语
&
There be 句型用法
talk about body language: cultural 备课时间 differences and intercultural
上课时间
communication
教学方法
Explanation and practice
三 维 教 学 目 标
过程与 方法
参看教学过程
Individual
学法指导 work,pair
work and
group work.
情感态度 价值观
让学生了解有声语言与“体态语” 的对应关系，了解语言意义与 行为意义（“体态语”）在交际中 具有同等重要的作用。
课 型 reading
教 学 重 点 及 分 析 教 学 难 点
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.
及 突 破
教学过程
教 学 环 节
Step I Lead-in
老师指导与学生活动 设计意图
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（邰丽华）. 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
Meaning
You are
handshake
welcome. Come on; be
A clap of hand
A V-shape
cheerful. May you
of the fore-finger
succeed! Or
congratulations on your success!
and middle
finger
A
I am not in favor of your idea or I’ll
half-closed hand with thumb down
have to refuse
you.
A
She is worried.
wrinkling
of the brow in thought or
displeasure or a scowl
Tears
He is very sad.
coming out
of his eyes. All smiles
She is very happy. They are waving goodbye to
on her face Waving
their hands
people around.
A hand
He is stopping
stretched out forward
a tank.
with strength
People
They are cheering for
jump with
their both hands stretched
the victory.
open in the air.
Step Ⅲ Practice
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 still a little time left. Let’s come to Speaking
Task on Page 67.
作 业 课 后 反 思
English weekly 1--6
课时教学设计
课题 三 维 教
Unit 4 Body language
知识与 能力
Help the students learn how to express themselves in
body language when needed.
备课时间
上课时间
学 目 标
过程与 方法
参看教学过程
aIndividual
work,pair
教学方法
work and
group work.
学法指导
Acting out by
imitation
为学生提供了来自不同国
情感态度 度、不同语言文化背景的
课型阅读
价值观 “体态语”及其在交际中的
异同和影响的具体例证
教学 重点 及分 析
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
教学 难点 及突 破 教学 环节
communication so that little or no misunderstanding may occur.
教学过程
老师指导与学生活动
设计意图
StepⅠ Revision
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 Pre-reading
T: Our 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? If so, which ones?
作 业 课后 反思
Get ready to retell the text in your own words.
课时教学设计
课题
Unit 4 Body language
三 维 知识与 能力
Enable the students to know more about body language.
备课时间 上课时间
教 学 目 标
task-based
教学方法
过程与
参看教学过程
方法
method, role-play method.
Individual work,
学法指导
pair work and
情感态度 价值观
使学生进一步明确“体态 语”对人们在日常交际中了 解对方情感、思想、态度 等方面所起的作用
group work.
课 型 Reading
教学 重点 及分 析
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
教学 难点 及突 破
body language.
教学过程
教学 环节
老师指导与学生活动
设 计 意 图
1 Pre-reading
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’takes 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
业 课后 反思
1.Readaloudallthereadingtextsinthisunit.
2. Get ready to retell the two reading passages learnt in this period.
课时教学设计
课题
三 维 教 学 目 标
知识与 能力
Unit 4 Body language
动词-ing 用法
备课时间上课时间
Individual
work,pair
教学方法
work and
过程与 方法
参看教学过程
group work.
学法指导
学生在听、说、做（即表演
“体态语”的动作）中能够增
情感态度 进对语言交际的感性认
价值观 识，为他们在阅读过程中
课 型 Grammar
上升到对语言交际的理性
认识打下基础。
教学 重点 及分 析 教学 难点 及突 破
V-ing 形式在句中作定语和状语是本单元的学习重点。
V-ing 形式在句中作定语和状语是本单元的学习重点。
教学过程
教学 环节
Structure Study
老师指导与学生活动 设计意图
一: V-ing 形式由 “do＋ing” 构成, 其否定形式是 “not doing”, V-ing 可以带宾语或状语构成 V-ing 短语, 没有人称和数的变化, 但有时态和
语态的变化。
V-ing 形式在句中作定语和状语是本单元的学习重点。
1. 作定语
V-ing 形式可以单独充当名词的前置修饰语, 这时有两种情况。
1) -ing 形式表示 “供作...... 之用”的意思, 这类作定语的-ing 形式过
去叫动名词。
A swimming pool
= a pool for swimming
2) -ing 形式表示 “......的” 意思, 过去叫现在分词
A sleeping child
working people
-ing 形式短语作定语时一般放在它所修饰的名词之后 , 相当于
一个定语从句。如:
They are visitors coming from several countries.
The boy standing there is a classmate of mine.
2. 作状语
可以表示时间, 原因, 结果,条件, 行为方式或伴随动作等。
Attention Please
-ing 形式作状语时, 它的逻辑主语必须与主句的主语是一致的。
Time permitting, I will pay a visit to the whole city.
(分词的逻辑主语是 time , 而句子的主语是 I , 两者不构成主谓关系,
所以只能用独立主格结构, 也就是给现在分词补充一个主语。)
作 业
Homework
Do “Using Structures” on Page 64.
课后 反思
课题
作者及工作 单位
☆教学基本信息
“Working the land”
Module4 Unit2 Period 5
Listening, reading, speaking and writing
谢子健 遵化市第一中学
☆指导思想与理论依据
认真钻研新课标，树立新观念，探索新教法，以落实教学常规，规范教学行为为重点，以大兴教科研之
风，走科教兴校之路为抓手，以改革课堂教学模式，推行先学后教当堂训练为突破口，在学校教学计划指导下
进行工作。特别注重提高学生用英语进行思维和表达的能力。继续拓宽学生的知识面，全面培养听、说、读、
写四会能力，理解、分析和阅读的能力，让学生尽快适应高中学习。
☆教材分析
这节课是本单元的第五课时，学生在 extensive reading 部分已了解了“Chemical or Organ
ic Farming?”的有关情况，为本节课的听说读写训练作了铺垫。虽然学生对 chemical farming 和 organic farming 有了一定的理解，但是要求他们把相关内容用英语表达出来仍有一定的难 度。本节课的目的是让学生通过听、读活动，从语言材料中获取相关的信息，并通过对信息 的加工和处理，提高他们的说、写能力。
☆学情分析
今年我任教高一（1）班和高一（2）班两个班的英语教学工作。高一 (2)班的学生整体水平还可以，上课
基本能配合老师完成各项教学任务，学习氛围较浓，但也有一小部分学生基础偏差。而高一（ 1）班的学生整
体上英语普遍偏差，上课虽然认真，但是老师要求在课堂上完成的学习练习较难完成。因此在教学中我根据两
个不同的班级情况准备采用分层授课和分层布置作业使每一位学生得到提高。
这节课的目的是提高学生的听说读写综合能力。以一根主线下来，从听力中 chemical farming 的缺点
到说、读、写部分的 green food 的优点，从语言的输入到语言的输出。首先让学生从听力材料中获知
“Chemical farming”对食物的影响，训练学生的听力能力，提出绿色食品，注重食物安全。然后从阅读材
料中获知 “green food”的生长环境和好处。接着提供情景，让学生编对话，运用 useful expressions of
persuation，训练学生的口语表达能力。最后，在写作中，提供 sample 和三个情景，叫学生设计海报，提 高学生的写作能力。
☆教学目标
1）Develop students’ listening, reading, speaking and writing ability.
2）Let students learn some expressions of persuation.
3）Get students to learn to design a poster by advertising the safety and imporance
of eating “green food”.
☆教学重点和难点
1) Get students to listen and understand the listening material.
2) Get students to learn how to persuade others by using the functional items for pers
uasion
3) Get students to learn to design a poster by advertising the safety and imporance of
eating “green food”.
☆教学过程
Step1. Revision & Lead—in before listening
1. Ask students to go over what they have learned in the extensive reading by doing
an interwiew.
2. Teacher shows a cabbage with a hole in it to the class and ask:
Look! What is wrong with the vegetable?
Step2: While- listening
1. Ask students to listen to the tape for the main idea.
---The possible bad effects of chemical fertilizers on the fruit and vegetables that we eat to day
2. Ask students to Listen to the tape for a second time. Decide if the following states
ments are true or false. Before listening, ask students to go through the five sentences first. ( If necessary, write down key words.)
(1) Paul thinks that Carrie is not telling him the truth. ( T )
(2) (3) (4) (5)
Using chemical fertilizers always makes vegetables empty inside. ( F )
Today’s fruit is not as healthy for people as fruit fifty years ago. ( T ) Eating more vegetables is good for us. ( F ) All of today’s vegetables look healthy but in fact are not. ( T )
3. Show students the listening text and and ask them to listen to the tape for a third t
ime to check if their answers are right. This time students can look at the material and sh ould underline the key words, phrases and sentences. (listening text is omitted)
Step3 Post-listening for consolidation
T: What is wrong with the vegetable ? ( showing the cabbage)
Ss: The vegetable was grown with chemical fertilizers. Although it is big, it is empty
inside.
T: Why are today’s fruit and vegetables not as healthy as they were before? Ss: Because they were grown with chemical fertilizers. T: So what kind of food would you like to buy? S1: Food grown with natural waste from animals. Ss: green food. Step4. Reading
1．Let students know something about green food
T: This is the symbol of green food. (by showing pictures) In what condition do you think green food grow? dirty air (no) clean water supplies (yes) clean, fresh (yes) dirty water supplies (no) in industrial areas (no) away from industrial areas? (yes) many chemical fertilizers (no) no chemical fertilizers (yes)
2．Ask students to skim the passage on Page 15 and tell the advantages of green food and problems about green food. (by filling in the blanks)
Advantages of green fo healthy and safe for people’s health
od
free of chemical fertilizers
grown away from industrial areas grown away from dirty water supplies
not knowing about the food and how good it is
more expensive than other food which is no t so safe
3．Ask students to read the passage and underline useful expressions.
教学环
教师活动 预设学生行为 设计意图
节
Problems about green f ood
Ask students to go
over what they have learne d in the extensive reading by doing an interwiew.
2. Teacher shows a ca
bbage with a hole in it to the class and ask:
Look! What is wrong with the vegetable?
1. Ask students to list
en to the tape for the mai n idea. ---The possible bad effects of chemical fertiliz ers on the fruit and vegeta bles that we eat today
Step1.
Revision & Lead—in before liste ning
Step2:
While- liste ning
Step4.
Reading
?1.
学生带着问题
“What is wrong wi th the vegetable?” 去听，这种设疑导 入法能有效激发学 生的兴趣，形成对 学习内容知之、好 之、乐之的心理过 程，达到激趣乐学 最佳状态。
问题设计不适合自 己的学生，就用自己设 计的题目来替换原有的 题目，以降低难度，面 向全体学生。
?通过记者对农民的采
学生快速浏览 5 个 句子，然后带着任务听 录音，以减少听力训练
2. Ask students to Listen to the tape for a second time. Decide
访，激活学生已有的知
识。然后，以 chemical far ming 为切入点，给学生看 实物，一个长得很大但又 空心的大白菜，以引起学 生对听力的兴趣，从而自 然地引出听力材料的话题 “What is wrong with the vegetable?”。
主要是引导和鼓励学生积 极利用学习资源解决学习中的 困难，培养学生的判断能力和 自己解决问题的能力。
让学生知道绿色食品的标 志以及绿色食品的生长环境
if the following statesments are true 中的盲目性，这是听力
教学中常见的教学方 or false. Before listening, ask students to go through the five sentences first
法。必要时，学生可记 下关键词。另外，考虑 到教材中的第四个句子 本身就很难理解，作了 改动。
学生听第三遍录音 时可以看材料，并划出 做题的依据，使学生做 到自己问题尽量自己解 决，从而增强了自信， 提高了能力。
3. Show students the l
istening text and and ask t hem to listen to the tape f or a third time to check if their answers are right. T his time students can look at the material and should underline the key words, p hrases and sentences. (liste ning text is omitted)
1．Let students know
something about green food
2．Ask students to ski
m the passage on Page 15 and tell the advantages of green food and problems about green food. (by fillin g in the blanks)
学生对绿色食
物很感兴趣，对其 标志以及生长环境 很了解，回答不但 快速并且全部正 确。
学生快速阅读文 章，了解绿色食物的
3．Ask students to read the
advantages 和
problems，并且要求学 生记住绿色食物的好 处，为编对话做好铺 垫。
passage and underline useful expressions
☆板书设计
Working the land”
Module4 Unit2 Period 5
Step2: While- listening
Step3 Post-listening for consolidation
Step1. Revision
Step4. Reading
Vegetable chemical fertilizers
☆学生学习活动评价设计
听力练习中可以解决的问题： 读写中出现的问题：
学习中遇到了哪些难题： 通过学习达到的目的：
☆ 教学反思
1、有目的地布置作业，效果截然不同。
2、在教学过程中，教师可以根据实际教学需要，对教材中不太合适的内容进行替换。
3、教师备课还不够仔细充分。
4、要求学生听第三遍录音时可以看材料，并划出做题的依据，使学生做到自己问题尽量自己解决，从
而增强了自信，提高了能力。
Unit3---A Master of Nonverbal Humour
The Second Period
Reading
Teaching aims:
students to learn what humor means and what is
nonverbal humor.
introduce the life and work of Charlie Chaplin.
introduce the kind of humour we can all laugh at ---nonverbal humour
train the students’ reading and understanding ability
Difficult points: Find out the main ideas of every paragraph.
Teaching aids: A recorder and a projector, multimedia
Teaching procedure :
Step 1. Greetings and Revision
Check homework: ask students to review what we learned in last
period.
Step 2. Pre-reading (通过展示几幅幽默图片，使课堂气氛活跃了起来， 一下子调动了学生的积极性，然后顺势导入本课的主人公---Charlie
Chaplin)
Questions: do you know about Charlie Chaplin?
do you know about his films?
Step 3 Reading
Task 1 :find out the main information about Charlie Chaplin
1)Born:___________________________________
2)job:______________________________________________
3)Famous character:_________________________________ 4)Costume:__________________________________________ 5)Type of acting:_____________________________________ 6) Died:_____________________________________________
Task 2: Listen to the tape of the passage and match the main idea
with each part. Para1
1. Charlie’s childhood
2. His famous character (角色）
3. The Charlie Chaplin’s laughter (笑声）
Para2 Para3
Para4
4. His achievements
5. An example of his work
Para5
Task 3: Answer the following questions: 1. What’s the passage mainly about?
A. The history of English humour?
B. The films Chaplin made.
C. The humour Chaplin made in his films. D. The Gold Rush in Alaska.
2. When and where is the film The Gold Rush set in?
A. it is set in California at the end of the nineteenth century.
B. it is set in Canada at the end of the nineteenth century C. It is set in Alaska in the middle of the nineteenth century D. It is set in Canada in the middle of the nineteenth century 3. Charlie Chaplin made people laugh when they felt depressed, so
they could feel
____________
A. less content with their lives B. more satisfied with their lives C. more worried about their lives D. they had a miserable life
Task 4: Give a description on Little Tramp.
The little tramp, a poor, homeless man with a moustache, wore a small round black hat, large trousers and worn-out shoes carrying a walking stick.
Task 5: Introduce the main films of Charlie Chaplin.
The Gold Rush , Modern Times, The Great Dictator...
--> Enjoy the part of the film ---The Gold Rush
(利用多媒体播放卓别林的经典影片 The Gold Rush 中的片段，让学生体
会以下大师的惟妙惟肖的表演，从而激发学生的好奇心，使其迫不及待地
去读课文，更深入地了解“无声的幽默的大师—卓别林”.) Task 6: After seeing the film, find the correct order of the following
events.
Chaplin tried cutting and eating the bottom of the shoe.
Chaplin and his friend washed sand and expected to pick up gold,
but they failed.
They were so hungry that they boiled a pair of leather shoes. They were caught in a small wooden house. Chaplin cut off the leather top of the shoe. Chaplin picked out the laces of the shoe. Step 4: Post-reading
Answer the questions: joy, what else can humor bring to us
in our studies and life?
( relaxation, confidence, hope, joy, health, friendship, love...)
2) The reasons for his success:
( Determination, Devotion, Optimistic attitude to life, Kindness
Sympathy to the poor... )
3) Give students a humorous story if time permitting. Step 5: Conclusion
Today we have learned something about humor, it is everywhere in our daily life. I hope you can be optimistic(乐观的) no matter what difficulties you meet with, just as Charlie Chaplin was. Step 6: Homework
1.Write a humorous story in English and find out the Grammar Items in this passage.
2.Pre-view the important words and expressions in the text.
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