1、第 第 頁高中英語課堂教學設計方案高中英語課堂教學設計方案1 Teaching Aims and Demands Words and Phrases Four Skills: stomach fever ought ought to e_amine plenty plenty of diet keep up with make a right choice short of fit gain now and then Three Skills: energy soft bar fuel chemical balance tasty boil mi_ture Spoken English: In

2、 the clinic / seeing a doctor: Whats wrong with you?/Whats the matter with you? Lie down and let me e_amine you. Let me have a look. Where does it hurt? Drink plenty of water and get some rest. Ive got a pain here. This place hurts. Theres something wrong with back/my knee/my arm. I dont feel well.

3、Grammar: Use of Language: 1. Master the function use of language as defined above. 2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the e_ercise book through using what the students have learned. Learn the te_t about healthy eating. Get the

4、students know about the basic knowledge of how to eat healthily. Important points: 1. Talk about different kinds of food that one favorites. 2. learn the basic knowledge of healthy eating. 3. learn how to say in the clinic. 4. Grasp the language points and grammar in the te_t. Difficult points: The

5、use of modal verbs had better, should and ought to. Teaching aids: computer or slider-projector Way of Teaching: Communication way of teaching, discussion and group work. Lesson 1Step 1 Warming-Up First show the students some pictures of dishes and so to introduce the topic of this unit. And then sh

6、ow the pictures on their te_t books and let them to decide what is junk food and what is not. Here the students may have a short ask and answer in pairs to themselves more engaged in the topic. Step 2 Listening Let the students listen to the tape and be prepared to answer the questions below. Step 3

7、 Speaking Show the students the three situations as on P2. Then ask the students to prepared a dialogue according to the e_amples in pairs. Ask several pairs of students to present their dialogue After that list the useful e_pressions in their dialogue. Step 4 Homework Prepare for the ne_t class. Co

8、llect some menus if possible for the ne_t class. Lesson 2 Step 1 Introduction Using the questions on P3 to introduce the new te_t. Step 2 Fast-reading 1.What does the “fuel ” mean in the first paragraph? (It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)

9、2.What do we have to consider when we choose to buy or eat? (What kinds of nutrients that the food contain.) 3.What made our eating habit changing? (Many things: what people believe, advice from companies and stores.) 4. How can we feel and look fine? (We ought to learn about our body and the fuel i

10、t needs to keep fit.) E_plain the language points if necessary. Step 3 Carefully-reading How many parts can be divided into? (Three parts.) Whats the main idea of each part? (1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.) Step

11、 4 Talking Ask the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress. Step 5 Homework Finish the e_ercise Vocabulary on P5. and P72-73 Lesson 3 Step 1 Revision Check the homework. Step 2 Grammar First present th

12、e students the modal sentences with Modal Verbs and ask the students to make some sentences with them. Step 3 Consolidation (1) Finish the e_ercise on P5 and on P74 (2)Take out a piece of paper with the column “Ask #” in order to make the students understand when you are giving advice it is better t

13、o use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an e_ample and afterwards list the points you have to pay attention to when you give advice. 1.give advice that will really help the person. 2. be polite and sincere at last get the students to finish

14、the following practice. Step 4 Homework Finish the e_ercise 3 on P74 in the students workbook. Lesson 4 Step 1 Revision Let some students read their reply to the letters on P74. Step 2 Reading Read the te_t on P6 and then get the students to find the main idea of it (Snacks is also important . we ne

15、ed to learn something about snacks and the way to prepare it.) Step 3 Writing Ask the students to work in pairs to write the recipe for their favourite dish. We may first give the tips on P7 as a guide. Step 4 Discussion First ask the students to read the passage on P75 and then give the following q

16、uestions as the topic for the students to talk: What is a couch potato? What does one have to pay special attention to in order to keep healthy? (food and e_ercise etc.) Step 5 Homework Do a general survey in order to learn about the differences between peoples eating habits and try to find which is

17、 healthier. 高中英語課堂教學設計方案2 Teaching aims and demands: a. Achieve language skills and related knowledge about the topic of friends and friendship; b. Learn to e_press likes and dislikes and make apologies: c. Vocabulary in this unit: the words and e_pressions listed on the teachers book d. Grammar: Di

18、rect and indirect speech Lesson 1 Step 1 Presentation and discussion (warm-up) Put some new words on the blackboard and tell them something about a friend. Kind honest brave loyal happy wise strong beautiful handsome rich smart funny Then ask some questions around the class and discuss with them. Wh

19、at should a good friend be like? What qualities should a good friend have? Should they be funny, smart and strong? Step 2 Reading Ask the students to read the dialogue in the part SPEAKING. Ask some questions: 1.What doesnt John like? 2.What does Joe think of music and skiing? And then fill in the f

20、orm on page 3. Then ask the students to e_press their ideas freely. Encourage the students to say more about friends. Step 3 Listening Ask the students to listen to the tape and fill in the blanks in the listening part. Step 4 Talking/Practice Ask the students to page 85. Make a similar dialogue as

21、in e_ercise 2. Some useful e_pressions : Why did you? Why didnt you? You said that you would Please forgive me. You promised to Im very sorry It wont happen again. I forgot. Step 5 Homework Finish E_ercise 3 in the workbook. Lesson2 Step1 Revision Ask several students to present a speech about frien

22、ds as a revision. Step 2 Pre-reading Present the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the bo_ and ask them to give the reasons using the sentences listed on page3. Step 3 Reading Before asking the students to read the te_t, first give the

23、 students a brief introduction about Tom Hanks, his films and the film Cast Away. Then students read the te_t, and answer the following questions. 1.How does Chuck Noland come to a deserted island? 2. In order to survive on the island alone, what does he need to learn? 3. What does he understand at

24、last? 4. For us, what lesson we can learn from Chuck? At the same time e_plain the language points if necessary. Step 4 Post-reading Discuss the following questions in the Part POST-READING. Step 5 Homework Prepare a talk about Tom Hanks or something about one of his film. Lesson3 Step 1 Revision Ge

25、t the students to give a talk about Tom Hanks or something about one of his films. Step 2 Language Study Ask the students fill in the blanks with proper words. Step 3 Grammar Illustrate to the students the use of Direct and Indirect Speech. Then ask the students to do the e_ercise in the Part Gramma

26、r on P5. Step 4 Practice Ask the students to act the e_ercise2 in the part Grammar out. Step 5 Homework Ask the students to finish the e_ercise2 in their workbook. Lesson4 Step 1 Revision Check the homework. Step 2 Presentation Present simples of e-mail to get the students a general idea of e-mail.

27、Step 3 E_planation Tell the students some tips of writing an e-mail by learn the above e-mail simple. Step 4 Writing Ask the students to write an e-mail message. Step 5 Homework Ask the students to try to write an e-mail to their e-pal. 高中英語課堂教學設計方案3 教學目標 Teaching Aims and demands 本單元通過學習馬克吐溫的百萬英鎊并改

28、編成短劇形式的課文，同學能初步了解的風格。同學應能在老師的指導下，排演這個短劇。通過對話課的學習與操練，同學接觸表示堅持個人看法的常用語句，并要求同學運用到實際會話中。學習并初步掌控as if和no matter引導讓步狀語從句的用法。 Teaching important and difficult points 1.單詞 run, choice, note, change, fool, order, pleasant, right, assistant, customer, foolish, insist, tailor depend, favo(u)r , apologize, e_ci

29、ted 2.詞組 shop assistant, a clothes shop, give back, or else, changefor , in the sun, try on, depend on, take place, get off, put on, drop in, once upon a time, do up, in fact, keep back, play the part of, ne_t to 3.交際用語 There seems to be something wrong with it. I would like you to change this blous

30、e. You sold me a blouse that I cant use any more. I am afraid I cant do that right now. Why cant you do something about it? Is anything the matter? 4.語法 學習as if和no matter的用法。 教學建議 課文建議 在Lesson 38課，建議老師應組織同學1)以節目的形式演出這段對話。2)老師可選取錄像或多媒體形式完成此課的教學任務。3)老師把同學分成三人一組，適當預備一些道具排演本課的最末結局的短劇。4)老師要求同學找出能刻畫服裝店老板人

31、物特征和心理改變的相關語句。如：Theres a customer, Tod, Will you serve him? / No matter what he is wearing , Tod, just show him the cheapest./Come, come. Get him his change, Tod. 對話分析 本單元對話是講解并描述在服裝店調換衣服的經過，同學對其內容較易理解，但一些新單詞的用法應掌控，如：customer, run, insist, changefor。本課中也提供了給同學做相應對話的練習，如：A pair of trousers, A radio的口

32、語練習。 教學重點難點 1.serve的用法 1)serve(sb.) as sth.表示“為(某人)工作，(尤指)當傭人”。 He served as a gardener and chauffeur.他做園藝工人兼司機。 2)serve還可表示“供職，服役”。 He has served his country well.他為國盡職。 3)serve sb. (with sth.). 表示“將(飯菜)端上桌。” Four waiters served lunch for us.有四位服務員款待我們吃午飯。 4)serve 還可用于“(在商店等處)接待(顧客)或為顧客取貨物”的意思中。 Ar

33、e you being served?有售貨員接待您嗎? He served some sweets to the children.他為孩子們拿來了他們想要的糖。 5)serve 還指“(一份飯)夠”。 This packet of soup serves two.這包湯料夠兩個人食用。 2.judge的用法 1)judge用作動詞，表示作“斷定，估量，認為”解。其后可帶賓語從句，也可帶不定式或形容詞、名詞等引導的賓補成分。 We judge that they have finished.我們估量他們已經干完了。 We judge them to have finished.我們估量他們已

34、經干完了。 She judged him about fifty.她估量他在五十歲左右。 The committee judged it better to start the investigation at once.委員會認為馬上開始此項調查。 From his letter, we judged his visit to China a great success.從他的來信判斷他對中國的訪問特別勝利。 2)judge用作“判斷，斷定”解時，還可接wh分句或wh加不定式結構。 I cant judge whether she was right or wrong.我不能斷定她是對還是錯

35、。 3)judge還可表示“評判，評價”，可說judge sb. / sth. Dont judge a man by his looks.勿以貌取人。 4)Judging by / from(從來看，據來判斷)是慣用短語，可用來引導獨立分句。 Judging from his looks ,he may be sick.從外表看，他或許生病了。 Judging by his accent, he must be from Guangdong.聽腔調，他準是個廣東人。 3.get off的用法 1)get off意為“脫下”。 Its rather hot today, we must get

36、 off the jacket.今日太熱了，我們需要脫下夾克衫。 2)留意：get off還可作“下車”;“離開”;“出發”;“起飛”解。 As soon as I got off the bus, I started for the village on foot. 我一下公共汽車，就開始步行到村里去。 We must get off at once or we II be late我們需要立刻走，否那么要遲到了。 We got off immediately after breakfast.我們一吃過早飯就出發了。 The plane got off on time. 飛機準時起飛。 4.

37、favor的用法 1)in favor (of )表示“贊成、主見”，常用作表語或后置定語。 The students were in favor of reform. 同學贊成改革。 2)do sb. a favor或do a favor for sb. 是個正式的禮貌用語，意思是“給某人以恩惠，幫某人的忙”。 Would you do me a favor? 幫我一下好嗎? Do me a favor by turning off the radio. 幫我把收音機關掉。 Do me the favor to come. 務請光臨。 注：do sb. a favor后接of doing 或

38、不定式時，應將不定冠詞a改為定冠詞the。 5.put down的用法 1)意為“寫下;記住”。 Put down your name and your telephone number.寫下你的名字和電話號碼。 Put this down in your notebook for future reference.這點記在你的筆記本上，以供今后參考。 2)可作“_;撲滅”。 The fire was finally put down by the firemen.大火最末究竟被_員撲滅了。 6.as if的用法 as if 是連詞詞組，作“似乎”、“好像”解，引導表語從句，用于以下句型中：

39、It looks/seems as if 表示“看起來好像”。其中It為無人稱代詞，本身并無詞義。looks / seems是連系動詞，as if引出表語從句。 It looks as if it is going to show. 看來，要下雪。 It seemed as if the suit was made to his own measure. 這套衣服看來好像是按尺寸給他定做的。 除此之處，as if也可以引導方式狀語從句，修飾主句的謂語，此時從句中的謂語動詞常用虛擬語氣。關于這一點，暫可不必向同學交代。 The woman loves the children as if she

40、 were their mother.這個婦女愛這些孩子，她似乎就是他們的媽媽一樣。 7. no matter 的用法 no matter作“無論”、“不管”解，用以引導表示讓步的狀語從句，常用在以下句型中： 句型中的No matter what (who/when etc.).分別表示“無論何事”、“無論何人”、“無論何時”等，這個從句可以置主句之前，也可以置主句之后。 由no matter + what等引導的讓步狀語從句。No matter后面接關系代詞或關系副詞引導狀語從句在句中作讓步狀語。 No matter what you do, you must be very careful

41、.不管做什么事，你都需要特別細心。 No matter之后可用what以外的關系代詞或關系副詞。例如： No matter who you are (=Whoever you are), Ill never let you in.無論你是誰，我絕不讓你進去。 No matter which無論哪一個 No matter which you choose(=Whichever you choose), you will be satisfied.不論你選擇哪一個，你都會滿足的。 No matter where無論何處;不管在哪里 No matter where I go (=Wherever I

42、 go) , I will be thinking of you. 無論我到哪里，我都會想著你。 No matter when 無論何時，不管什么時候 Ill discuss it with you no matter when you like(=whenever like). 你什么時候興奮，我情愿同你爭論這件事。 No matter how.不管如何;無論多么 No matter how hard you try(=However hard you try), you will never be successful. 不管你如何努力，你都不會勝利的。 8.drop in, drop i

43、n on 與drop in at的區分 drop in 意為“順便走訪” He often drops in for tea. 他常常順便來喝茶。 drop in on 后接人意為“順便拜見某人”。 She dropped in on me yesterday. drop in at后接表示地點的名詞意為“順便來(去)某處看看”。 Tom usually drops in at my place on his way home. 答題時要留意drop in后所接的名詞表示的意思。 Jane used to _ the tailors on her way home from work. A.

44、drop in B. drop in on C. drop in at D. drop at 詹妮以前常下班后去成衣店看看。the tailors 表示地點，故正確答案為C。 9.run的用法 1)表示“跑，奔跑，賽跑”。 The boy ran off as soon as we appeared.我們一來，孩子們都跑了。 She used to run when she was at college.在高校時她常常練跑步。 2)run還可表示“(火車、汽車、輪船等)往來行駛” Buses to O_ford run every half hour.去牛津的公共汽車每半小時一班。 The t

45、rains dont run on Christmas Day.圣誕節火車停駛。 3)run可用業表示“(液體)流淌”。 Could you run me a hot bath?你給我放盆熱水洗澡好嗎? Your nose is running.你又流鼻涕了。 4)run表示“(衣服上的染料或顏色)掉色，擴散”。 Im afraid the color ran when I washed your new skirt.很缺憾，我洗你那條新裙子的時候它掉色了。 5)run可表示“溶化”。 It was so hot that the butter ran.天太熱，黃油開始化了。 The wa_

46、began to run. 蠟開始溶化了。 6)run還可表示“負責、經營、管理”。 He has no idea of how to run the successful business.他不知道把企業辦好的方法。 Stop trying to run my life for me.我的生活用不著你來管。 10.Come, come. Get him his change. Tod. ( = Hurry up. Tod, Give the man his change.) 得了，得了，給他找錢吧，托德。 句中的come用作感嘆語，表示“勸導”，“不耐煩”的心情。come作感嘆語用時，在不同

47、的狀況下，可以表示不同的感表，如“鼓舞”、“驚異”、“指令”等。例如： Come, come, Alice, you must be patient. 好了，愛麗絲，你得忍耐點。 本句中的change是不可數名詞，作“零錢”，“找給的錢”解。又如： Here is your change. 這是找給你的零錢。 change還可以用作及物動詞，作“零錢”，“換錢”解。 Could you change a 10-yuon note, please? 你能換開10元錢嗎? 教學設計方案Lesson 37 Teaching aims 1. Practise in pairs talking abou

48、t buying clothes in a shop. 2. Study the language points in lesson 37. Teaching procedures StepRevision 1. Check the homework e_ercises. 2. Revise articles of clothing by asking questions. Get as many as possible from the students and write them on the blackboard. Questions for the teacher to ask th

49、e students: 1) What words have you learned about clothes ? trousers, coat, jacket, shirt, overcoat 2) What color do you like best if you buy a blouse ? a gray one, red one, blue one, black one, yellow one, white one Step Warming-up Look at the picture on P 55. 1. Ask the students to say something ab

50、out the picture. Let the students know a new word: blouse. Answer: Its a clothes shop. There are many clothes in the shop. Two women are talking now. They are talking about the white blouse and the red blouse in the shop. 2. Ask the students how different clothes are washed. Make a table on the blac

51、kboard if you like as follows: HOT WASH white cotton WARM WASH coloured cotton COLD WASH silk , wool Step Listening and reading Let the students listen to the dialogue once or twice and then answer same questions. 1. What did the customer buy last week? She bought, a blouse last weds 2. Whats wrong

52、with the blouse? When doe washed the blouse, the color ran. 3. What did the customer ask the assistant to do? She asked the assistant to change the clothes or give the money back to her. 4. Did the assistant give the money back to the customer ? Why ? No, because the manager of the shop wasnt in. An

53、d the assistant couldnt decide whether to give it back to her or not. Step Practice Let students fill in the blanks of the dialogue. SA: Good afternoon. Can I 1 you ? C: Yea, please. I 2 this radio the day before yesterday. But there is something 3 with it. Last night it just couldnt. I 4 cant use i

54、t. SA: Let me 5 . It scans as if it hasnt been 6 properly. Has it been left in the sun or_ 7_? C: Of 8 not. How can I be 9 foolish ? SA: 10 its the 11 of the factory that made it. I think I will send back to the 12 and get it repaired. C: You may 13 it back to the factory, but I would like my money

55、14 . SA: Im 15 I cant do that. C: Why cant you do 16 about it ? Id like you to change this 17 or else 18 me my money back. SA: All right. You can 19 it for another one. Would you please 20 a look at these ones ? Answers: 1. help 2. bought 3. wrong 4. work 5. see 6. used 7. rain 8. course 9. that 10.

56、 Maybe 11. fault 12. factory 13. send 14. back 15. afraid 16. something 17. radio18. give 19. change 20. have Fill in the blanks. 1.這臺收音機有問題嗎? Is there _ _ _ the radio? 2.請把借我的書還我。 Please give me _ the book that you _from me. 3.天看上去要下雪了。 It _ as if its going to_. 4.他堅持要明天去那兒。 He _ that he _ there to

57、morrow. 5.別讓孩子站在太陽底下。 Dont _ the child stand _ the sun. 6.我想讓湯姆的弟弟去做那項工作。 I would _ Toms brother _ do the work. Answers 1. anything wrong with 2. back borrowed 3. seemssnow 4. insists go 5. have/ keep in 6. like to Step Language points Let students read the dialogue and ask them to pay attention to

58、some key sentences and then the teacher gives some brief e_planation. 1. There seem (s) to be 2. like常見的句型是 like sb. to do sth./ like to do sth./ like doing sth. 3. Im not that foolish = I am not so foolish. 4.It looks as if + 句子 = It seems as if + 句子 5. insist + that - clause + ( should ) + v Step

59、Further practise 1.Get good pairs of students to act out their dialogues in front of the class without their books if possible. 2. Provide a few situations for the Ss, let them practise the dialogues by dividing the different groups. 1)You have just bought a pair of shoes from a shoe shop. But later

60、 you find that the shoes are not of the same size. So you go to the shop again. Make a dialogue between the shop assistant and you. 2) You have just bought a taperecorder. But it does not work as soon as you get home. So you go back to the shop and ask for a new one. Step E_ercise Do e_ercises E_ 13