高中英语校本课程_opt
高中英语校本课程“英语美文赏读”
高中英语校本教材“英语美文赏读”课程纲要一、课程基本概况1、课程名称：“英语美文赏读”2、课程类型：校本课程（选修）3、教学材料：选编、改编4、授课时间：高一下学期5、授课对象：高一学生6、开发教师：xxx二、课程内容：1、课程背景：1）高中人教版英语教材（现在学生用课本）有着丰富而鲜活的语言素材，是一套很理想的教材，但对于河口一中来自区县的优秀生群体来说，内容还显得不足，学生学力有余。
英语文化丰富且博大精深，从莎士比亚英语到如今网络英语，英语语言随着人们生活的变化、时代的进步而不断发展，如果不能充分地利用这种时代英语资源，充分开发学生潜力，既是浪费资源，也是错失教育良机。
2）新课程改革提倡国家、地方、学校三级课程，鼓励教师进行校本教研，提高使用教材和开发教材的能力。
2、课程目标：“英语美文阅读与欣赏”课程是国家课程的校本化，旨在根据学生英语学习水平的实际情况补充适量、相当的阅读素材，弥补牛津英语教材的不足，扩大学生的阅读量和阅读视野，丰富学生的词汇，使得学生更广泛地了解英语国家的文化，在语言学习的同时，陶冶情操，提高文学素养和人文素养。
3、课程内容与任务课程内容主要涉及六个方面，即文学作品中的神话、童话及传说，名人故事或生平介绍，不同国家、地区的社会习俗、风土人情，对于人生的看法、态度及理想，国家、地区历史及文化差异，科学与经济发展。
主要任务是通过篇章阅读,获取信息，了解相关知识，增强文化意识；掌握不同题材文章的阅读技巧,形成相应的阅读策略;掌握关键词、短语和句型，扩大词汇量，重点发展学生阅读和写作能力。
4、科目安排：18课时，每个话题（六个话题）各3课时（1）神话传说1 Apollo / 2 The Little Match Girl /3 The Pied Piper of Hamelin（2）人物故事1 Pop Star and Songwriter: Han Hong/2 Special Fundin Honor of Hong Zhanhui/3 Louis Armstrong （3）社会风情 1 The Origin of Kiss/2 International Left-hander’sDay/3 Make Sports a Kind of Culture（4）人生态度与理想1You Are the World/2 Facing Life Positively/ 3 Honesty（5）历史文化 1 Studying difference/2 Spring Festival’s Symbols/3Cleopatra, Queen of Egypt（6）科学与经济 1 Greenhouse Effect Occurred 5,000 Years Ago/2China’s New “Four Great Inventions”/3 China’slaunching plans for Shenzhou 7三、课程形式：课堂教学1、教学方法：任务交际法2、教具：多媒体、音像资料等四、教学评价：教师评价与学生评价相结合附1)阅读自我评价表：（每节课下前学生自我评价）Name Date 注: 优秀（A）良好（B）合格（C）待改进（D）附2）写作自我评价表（课后）注: 优秀（A）良好（B）合格（C）待改进（D）Part I Myths and Tales神话传说Lesson 1 The Little Match Girl卖火柴的小女孩Once upon a time, a little girl tried to make a living by selling matches in the street.It was New Year’s Eve and the snow clad streets were deserted. From brightly lit windows came the tinkle (发出清脆的声响)of laughter and the sound of singing. People were getting ready to bring in the New Year. But the poor little match seller sat sadly beside the fountain. Her ragged dress and worn scarf did not keep out the cold and she tried to keep her bare feet from touching the frozen ground. She hadn’t sold one box of matches all day and she was frightened to go home, for her father would certainly be angry. It wouldn’t be much warmer anyway, in the draughty attic (阁楼) that was her home. The little girl’s fingers were frozen with cold. If only she could light a match! But what would her father say at such a waste! Falteringly (迟疑地)she took out a match and lit it. What a nice warm flame! The little match seller cupped her hand over it, and as she did so, she magically saw in its light a big brightly burning stove.She held out her hands to the heat, but just then the match went out and the vision faded. The night seemed blacker than before and it was getting colder. A shiver (寒噤) ran through the little girl’s thin body. After hesitating for a long time, she struck another match on the wall, and this time, the glimmer turned the wall into a great sheet of crystal. Beyond that stood a fine table laden with food and lit by a candlestick. Holding out her arms towards the plates, the little match seller seemed to passthrough the glass, but then the match went out and the magic faded. Poor thing: in just a few seconds she had caught a glimpse of everything that life had denied her: warmth and good things to eat. Her eyes were filled with tears and she lifted her gaze to the lit windows, praying that she too might know a little of such happiness.She lit the third match and an even more wonderful thing happened. There stood a Christmas tree hung with hundreds of candles, glittering (闪烁) with tinsel (金属箔) and colored balls. “Oh. How lovely!” shouted the little match seller, holding up the match. Then, the match burned her finger and went out. The light from the Christmas candles rose higher and higher, then one of the lights fell, leaving a trail behind it. “Someone is dying,” murmured the little girl, as she remembered her beloved Granny who used to say: “When a star falls, a heart stops beating!”Scarcely aware of what she was doing, the little match seller lit another match. This time, she saw her grandmother.“Granny, stay with me!” she pleade d, as she lit one match after the other, so that her grandmother could not disappear like all the other visions. However, Granny did not disappear but gazed smilingly at her. Then she opened her arms and the little girl hugged her crying: “Granny, take me away with you!”A cold day dawned and a pale sun shone on the fountain and the icy road. Close by lay the lifeless body of a little girl surrounded by spentmatches.“Poor little thing!” exclaimed the passers-by. “She was trying to keep warm!”But by that time, the little match seller was far away where there is neither cold, hunger nor pain.I Aims and Demands（教学目的和要求）To learn a story about the little match girl written by Anderson.ⅡKey Points and Special Difficulties（重点和难点）Key points: to grasp some useful words and expressionsdeserted, fade, strike, hesitate, deny, exclaim, glimpse, aware, be frozen with, go out, strike a match, catch a glimpse ofSpecial difficulties:1) to learn Inversion.2) to learn v-ed phrases used as modifiersⅢTeaching Aids and Approaches（教具及教学方法）Multi-media, Task-based approach and the integrated approachⅣBrief Teaching Procedures（教学过程）Step1 Background information（背景知识）Do you know about the great tale writer Anderson?Can you list some of his masterpieces?Step2 Fast reading（快速阅读）Read the passage quickly and answer（快速阅读并回答下列问题）:1) Why didn’t the little girl strike a match to keep herself warm?2) What did the little girl see when the last vision appeared?Keys（参考答案）:1) She was afraid that her father would be angry.2) She saw her beloved grandmother who had died.Step3 Careful reading（细读）1. What visions did the little match seller see? What did they mean to her?(a big brightly burning stove→warmth; a fine table laden with food→good things to eat; a Christmas tree hung with candles→joy and happiness; her grandmother→love and care)2. Translate the following sentences and pay attention to the underlined parts.1) From brightly lit windows came the tinkle of laughter and the sound of singing.2) Her ragged dress and worn scarf did not keep out the cold and she tried to keep her bare feet from touching the frozen ground.3) Beyond that stood a fine table laden with food and lit by a candlestick.4) Her eyes were filled with tears and she lifted her gaze to the litwindows, praying that she too might know a little of such happiness.5) There stood a Christmas tree hung with hundreds of candles, glittering with tinsel and colored balls.6) Close by lay the lifeless body of a little girl surrounded by spent matches.7) If only she could light a match!8) A cold day dawned and a pale sun shone on the fountain and the icy road.9) But by that time, the little match seller was far away where there is neither cold, hunger nor pain.What characteristics do the underlined parts have? What function? (They are all v-ed phrases, which are used as modifiers.)Step4 Key patterns(主要句型)Analyze the sentence below:From brightly lit windows came the tinkle of laughter and the sound of singing.This is an inverted sentence. The subject of the sentence is “the tinkle of laughter and the sound of singing”, and “came” functions as the predicate. Find out more similar sentence structures in the passage.(Beyond that stood a fine table laden with food and lit by a candlestick. There stood a Christmas tree hung with hundreds of candles…Close by lay the lifeless body of a little girl surrounded by spent matches.)Step5 Homework（作业）Rewrite the story. (With about 200 words.)Step6 Assessment（评价）Words and expressions（词和短语）1. deserted adj.冷清清的2. draughty adj. 漏风的3. vision n.景象4. fade v .消逝，消失5. strike vt. 擦（火柴）；击打6. hesitate v. 迟疑，犹豫7. glimpse n .v. 一瞥8. deny v. 否定，否认9. pray v. n. 祈祷10. aware adj. 意识到，觉察11. exclaim v.呼喊，惊叫Lesson 2 The Pied Piper of Hamelin哈米伦的吹笛人The piperThey came from the hills And they came from the valleys and the plains They struggled in the coldIn the heat and the snow and in the rain Came to hear him play Play their minds away*We're all following a strange melody We're all summoned by a tune We're following the piperAnd we dance beneath the moon We're following the piperAnd we dance beneath the moon for him And we dance beneath the moonThey came from the south From the west and the north and from the east They waited for the manLike a parish is waiting for the priest Longed to hear him play Play their minds awayHe gave them a dreamHe seduced everybody in the land 吹笛人 阿巴合唱团他们来自山坡 来自山谷，来自平原他们在寒冷中挣扎 在酷热、冰雪、大雨中挣扎 只为了听他的演奏 来使他们丧失理智我们都跟随着一段诡异的旋律 我们都受某种音调的召唤 我们都追随着吹笛人 在月光下起舞 我们都追随着吹笛人 在月光下为他起舞 在月光下起舞他们从南方来 从西方、北方、东方前来他们都在等他 像信徒们等待着牧师 等着听他演奏 来使他们丧失理智他给了人们一个梦境 他诱惑着每一个人The fire in his eyesAnd the fear was a weapon in his hand So they let him playPlay their minds away 他的眼里有火在烧恐惧便是他手里的武器于是，人们任他吹奏来使他们丧失理智这首歌的故事背景取材自《格林童话》里的＜哈米伦的吹笛人＞。
高中英语校本课程
高中英语校本课程
简介
本文档旨在介绍高中英语校本课程的内容以及其在学生研究中
的重要性。
高中英语校本课程是根据学校教学需要和学生英语研究
水平制定的课程，旨在提高学生的英语综合能力。
课程内容
高中英语校本课程主要包括以下几个方面的内容：
1. 听力：培养学生对英语听力的理解能力，包括听懂日常对话、演讲和听力材料等。
2. 口语：提高学生的口语表达能力，包括日常生活用语、口头
报告和对话等。
3. 阅读：培养学生的阅读能力，包括阅读文章、新闻报道和文
学作品等。
4. 写作：提升学生的写作水平，包括写作短文、作文和摘要等。
5. 语法：巩固学生的语法知识，帮助学生正确运用语法规则。
6. 文化：介绍英语国家的文化和俗，增进学生对英语国家的了解。
重要性
高中英语校本课程对学生的英语研究和综合能力的提高具有重
要意义：
1. 研究效果：通过校本课程的研究，学生能够更加系统地研究
英语，提高研究效果。
2. 综合能力：校本课程注重培养学生的听、说、读、写能力，
促进学生英语综合能力的提升。
3. 高考备考：高中英语校本课程是高中英语教育的基础，对学生的高考备考有着重要影响。
4. 终身受益：良好的英语研究基础和综合能力是学生终身受益的重要资本，对未来的研究和工作具有重要意义。
总之，高中英语校本课程是学生英语学习的重要组成部分，对提高学生英语综合能力和学习效果具有重要意义。
希望通过本课程的学习，学生能够更好地掌握英语，为未来的学习和发展打下坚实基础。
高中英语校本课程
高考英语应用文写作在新课程标准中，它对写所提出的教学目的是-----表述与表达事实、观点、情感、想象力、交流信息，培养规范的写作习惯。
同时它对材料的选择也提出了这样的要求----与学生水平相当，贴近学生生活，话题具体，目的明确；有利于合作；有趣味性和真实性。
应用文总体写作要求是：格式正确；语言简洁、精练，无语法及词语搭配错误。
一、中考应用文写作主要考查内容：通知、书信、海报、留言、电子邮件、个人简介、天气预报及日记。
二、应用文评分标准：（一）符合下列要求的为满分1、突出应用文的写作特点2、信息完整3、语言准确4、可读性强5、不少于五句话（二）不符合五个条件的，每一个扣一分。
三、写作指导1、掌握一些写作思路和技巧（1）构思：审清题目要求，确定写作思路（2）遣词; 根据题目要求，列出表达要点，找出能体现文章主题的关键词或短语（3）造句：即把所列要点句型化。
英文的句型是“S+V”型，即一个句子首先考虑主语和谓语，然后才是其他成分。
要学会套用地道的、现成的句型。
（4）谋篇：将要写的句子表达成文，首先要确定表达的时态主线，其次要学会使用一些过渡词。
如and, at first, at last, then, for example等，是文章更加自然通顺。
（5）润色：通读文章几遍，看行文是否通畅，于题意是否一致，要点是否齐全，有无语法、拼写和标点错误，尽量将丢分的肯能性降到最低。
2、应该做好以下几点：（1）抓紧时间，提前审题（2）加强词汇、语法等基本功的学习（3）掌握教材中有关日记、书信、便条、通知等的书写格式，并模仿范例，进行尝试四、实战演练通知英文通知的基本写作技巧通知(notice)是上级对下级、组织对成员布置工作、传达情况或告诉公众某种事情等时使用的一种应用文体，通常分为口头通知和书面通知两种。
书面通知格式的写法有点类似于书信的写法。
其格式为：通知是传达将要做的事，因此，写通知多用一般现在时和将来时态。
高中英语校本课程
高中英语校本课程高中英语校本课程是指为了满足高中学生的学习需求和提高英语学科的教学质量，根据国家课程标准和教学大纲的要求，在学校自行开设的英语课程。
本文将从课程设置、教学目标、教学方法和评价方式等方面介绍高中英语校本课程的特点和重要性。
首先，高中英语校本课程的设置根据国家课程标准和学校实际情况进行调整和补充。
校本课程旨在进一步拓宽学生的英语学习领域，提供更多的学习机会和资源。
课程设置包括基础英语知识的巩固和拓展、阅读、听力、口语和写作等方面的训练。
此外，校本课程还可以根据学校的特色和学生的兴趣进行专题课程的设置，例如文学欣赏、国际交流等。
其次，高中英语校本课程的教学目标是培养学生的语言综合运用能力。
通过课程的学习，学生应该能够熟练掌握英语的基本语法和词汇，具备阅读理解、听力理解和口语表达的能力，能够运用英语进行简单的写作和交流。
此外，校本课程还注重培养学生的学习策略和自主学习能力，使他们能够在学习和实践中不断提高。
第三，高中英语校本课程的教学方法注重多样化和学生主体性。
在课堂教学中，教师应该根据学生的实际情况和学习需求，采用不同的教学方法和教学手段。
例如，可以运用任务型教学法，组织学生进行语言实践活动，提高他们的语言运用能力。
同时，还可以采用合作学习、小组讨论和角色扮演等教学活动，激发学生的学习兴趣和参与度。
最后，高中英语校本课程的评价方式应该多样化和客观公正。
评价方式旨在全面了解学生的学习情况和学习效果，鼓励学生的积极参与和自主学习。
除了传统的笔试和口试，还可以采用学习笔记、作品展示、学习日志和项目评价等方式进行评价。
评价过程应该注重发现学生的优势和潜力，帮助他们发展自己的特长和兴趣。
总之，高中英语校本课程的开设对于提高英语学科的教学质量和学生的学习效果具有重要意义。
通过合理的课程设置、科学的教学目标、多样化的教学方法和客观公正的评价方式，可以激发学生的学习兴趣，提高他们的语言综合运用能力，为他们的未来学习和发展奠定坚实的基础。
高中英语校本课程
高中英语校本课程.txt高中英语校本课程简介本文档旨在介绍高中英语校本课程的内容和目标。
该校本课程是根据我校高中英语教学大纲的要求，结合学生实际情况和教学资源而设计的。
课程目标本课程旨在帮助学生提高英语听说读写的能力，培养他们良好的语言应用能力和跨文化交际能力。
具体目标包括：- 提高学生的听力理解能力，使其能够准确理解各种语速和口音的英语；- 提高学生的口语表达能力，使其能够流利和准确地运用英语进行交流；- 提高学生的阅读理解能力，使其能够理解各类英语文本，并从中获取信息；- 提高学生的写作能力，使其能够用准确、流畅和有逻辑性的英语进行写作。
课程内容本课程包括以下主要内容：1. 听力训练：通过听力材料、听力练和听力测试，培养学生的听力理解能力，提高他们听懂英语的能力。
2. 口语训练：通过口语对话、口语演讲和口语练，培养学生的口语表达能力，提高他们用英语进行口头交流的能力。
3. 阅读训练：通过阅读材料、阅读理解和阅读练，培养学生的阅读理解能力，提高他们阅读英语文本的能力。
4. 写作训练：通过写作练和写作任务，培养学生的写作能力，提高他们用英语进行书面表达的能力。
5. 文化知识：介绍英语国家的文化，培养学生的跨文化交际能力。
研究评价为了全面评价学生的研究情况，本课程将采取多种评价方法，包括考试、作业、小组讨论和口语演讲等。
通过这些评价方式，我们将评估学生的听说读写能力以及他们的研究态度和表现。
结语本高中英语校本课程旨在为学生提供一个系统、科学、有效的英语研究平台。
我们相信通过努力研究，学生们的英语能力将得到显著提高，为未来的研究和发展奠定良好基础。
> 注意：以上内容仅为模板，具体课程内容和目标还需根据学校实际情况和课程要求进行调整和补充。
高中英语校本课程的建设步骤
高中英语校本课程的建设步骤摘要高中英语校本课程是以学校自身的性质,特点和条件为依据,以《普通高中英语课程标准(实验)》为指导，以本校高中英语教师为主体所开发的英语课程。
高中英语必修课程在内容上约束性比较强，既不能充分调动学生的积极性，也不能满足学生多样化学习需求。
高中英语校本课程的建设，符合新课程改革的要求，多样化的教学形式与特色化的教学内容成为高中英语传统教学的有益补充形式。
高中英语校本课程的建设，以学校特色为本，从学生的兴趣，利益和需求出发，有助于实现素质教育的目标。
因此,高中英语校本的建设有着重大意义。
在建设过程中，教师一定要考虑全面，科学地把握建设的步骤。
关键词论证命题实施评价反思一．论证开发建设一门校本课程，首先要做的就是论证课程的可行性。
高中英语校本课程的建设要考虑到本校特色，学生兴趣需求，和开设课程目的三个方面。
从学校方面来说，教师首先要考虑的就是本校是一所什么样的学校，办学思想是什么，本校注重对学生培养和发展的方向是什么，学校现有可利用的课程建设条件有哪些。
只有明确了学校的特色，教师才可能开发出符合学校实际的校本课程。
同样地，有特色的校本课程也能促进个性化的学校发展。
从学生角度来说，高中英语校本课程的建设要定位课程学习的对象。
在哪个年级开设本课程，不同学段的学生心理特征不同，兴趣和需求也会有所不同。
因此校本课程的开设要有针对性，符合学生特色。
在课程论证阶段，教师可以请学生来参与课程的开发，以座谈会，问卷调查或投票表决的形式来了解学生的兴趣和需求。
我们甚至可以邀请关注教学改革的家长们谈谈他们的看法和建议。
校本课程的建设可以充分体现以人为本的教育理念。
开发高中英语校本课程的目的，就是以《普通高中英语课程标准(实验)》为指导,通过多样灵活的校本课程，补充必修课程的内容，激发学生的学习兴趣，提高学生的综合语言运用能力。
促进语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展，培养学生自主学习和合作学习的能力以形成有效的终身学习策略。
高中英语校本课程
西秀区高级中学校本课程课题名称：浅析英语中的快速阅读学科类别：英语课题负责人：支太琴日期：2014 年2 月浅析英语中的快速阅读英语阅读中，速度是人们最普遍关心的问题之一。
通过快速阅读，我们可以更广泛、更大量地阅读资料，猎取知识，增长见识，开阔眼界。
通过大量阅读，频繁地接触语言材料，可以自觉或不自觉地学到或掌握大量的词汇和语汇，进一步熟练阅读技术，提高阅读能力，培养阅读兴趣和习惯。
那么，怎样的阅读速度才算是快速阅读，它对理解阅读材料产生的影响是什么？快速阅读中又存在哪些干扰因素？我们采取什么样的对策，掌握哪些技能就能达到理想中的阅读效果？具体说，一、正确把握好快速阅读的速度与理解的关系只注重理解而不注意阅读速度，阅读的效率、水平就难以提高，就会浪费很多的时间和精力。
但阅读速度太快，理解上往往又会出现很大的困难；处理好两者之间的关系，可分为三个阶段进行。
第一个阶段是筛选阶段。
每分钟阅读500个字符，重点放在文章的标题和每段的第一句和最后一句上，对文章的中心、作者的意图有个20-30%的了解。
第二阶段为快速阅读阶段。
就是说对我们已筛选出的信息作进一步的遴选，每分钟的阅读速度可保持在300个左右字符，达到70%的理解，再从中挑选出对我们有重要参考价值的内容。
第三阶段是精研阶段。
这一阶段，要达到90%以上的理解，力求准确把握作者的观点，融会贯通，根据其利用价值进行取舍。
在提高阅读速度的初期，理解的降低是正常的，不必大惊小怪，只要继续以此速度读下去，就会发现理解会渐渐回升上来，达到原来速度时的理解水平。
我们应该明白，一分钟读300字符且达到了70%的理解比一分钟读150字符而达到90% 的理解效率高得多。
理解了这一点，我们在阅读的过程中，就可以减少一些不必的担心，从而更好地提高自己的快速阅读的能力。
二、阅读过程中可能出现的障碍1. 阅读行为习惯的影响在阅读过程中，我们要有意识地克服行为上某些不良的阅读习惯。
高一英语--校本课程
高中英语校本课程---- 新课标高考短文改错专项复习及技巧点拨胡培先郑州十一中二0一三年九月二八日高中英语校本课程---- 新课标高考短文改错专项复习一一般项目1、主讲教师胡培先2、教学材料自编3、课程类型做题技巧点拨4、授课时间 1课时5、授课对象高三二具体内容一）课程目标或意图历年高考英语试卷中的短文改错就是考生的薄弱项，尽管近几年该道题的难度有所降低，题材更贴近学生的学习和生活，但学生还是在题中失分较多。
纠其原因最主要是学生对一种语言的纠错能力是建立在其对语言的运用能力之上，一部分高中学生对英语这门语言的运用能力较差，即对英语基本词法、句法熟练程度不够，不具备必要的语言纠错技能；再加之从2011年开始河南高考英语题型调整：通篇设置十处错误，取消原有的75-85一行对应一个错误这十个小题，以上两种情况都在不同程度上增加该题的难度。
因此如何让学生复习备考，掌握一些必要的做题技巧，提高该题的正答率，显然是非常必要的。
二）课程内容或活动安排1 题型分析2011年是实施新课标下的高考英语试卷较往年有一些调整，如阅读中增加了任务型阅读，短文改错的考察模式也有所调整，即短文改错不在设置75-85这十个题号，9个错误行，1个正确行；而使通篇设置10错误。
2 材料分析本节采用的短文改错训练材料均选自2011-2013年全国各地高考英语试题中的短文改错部分。
难度适中，针对性强，具有很高的训练价值，有助于鼓励学生学以致用，增强学生的信心，从而达到提高学生对作短文改错纠错能力的效果。
三）课程实施教学年级：郑州11中14届分校高三年级一班、二班教学课型：英语短文改错做题技巧指导和方法点拨课程类型：练习、讨论、归纳教学时长： 40分钟1 课时教学设备：多媒体、课时学案学习目标1．情感态度目标在短文改错的课中，教师要多鼓励学生，激发学生学习热情，将学生的注意力引导到解题技巧上来。
本节课旨在利用高考真题帮助学生掌握答题技巧，从而提高其对英语复习的信心和复习效率应。
高中英语校本课程的开发与校本教材的编写
高中英语校本课程的开发与校本教材的编写目前，我国正在着力推进基础教育课程改革，调整和改革基础教育的课程体系、结构和内容，构建符合素质教育要求的新的基础教育课程体系。
《国家基础教育课程改革纲要》中则明确指出了学校应视当地社会、经济发展的具体情况，结合本校的传统和优势、学生的兴趣和需要，开发或选用适合本校的课程。
高中英语课程是普通高中的一门主要课程，在新课程改革的背景下，其具有多重的人文和社会意义。
《普通高中英语课程标准》也明确指出，要建立规范的英语教材体系以及丰富的课程资源体系，以保障英语课程的顺利实施。
作为这个体系的一个重要组成部分，高中英语校本课程开发包括两个方面的含义：一是学校根据本校实际和学生需求自主开发的学校的英语课程；二是对国家或地方英语课程进行校本化加工、补充和完善，从而因地制宜、创造性地实施国家课程和地方课程。
这将对中学英语教学产生积极而深远的影响。
校本教材的内涵是指以学校的校长和教师为主体，为了有效地实现校本课程目标，达到教育学生的目的，对教学内容进行研究，并共同开发和制定一些基本的教与学素材，作为校本课程实施的媒介，这些素材构成了校本教材。
作为校本课程建设的重要环节，英语校本教材的开发具有积极的意义，是一个值得研究的重要课题。
一、高中英语校本课程的指导思想以新一轮课程改革“一切为了学生，一切为了学生的发展”的教育理念为指导，贯彻落实《中共中央国务院关于深化教育改革全面推进素质教育的决定》的精神，从学校的实际状况和学生的实际需要出发，构建学校办学特色，打造“个性化”学校形象，发展学生特长，促进学生全面发展，以适应社会进步，科教发展，教育改革的客观要求，同时以造就一支品德高尚、观念新颖、业务精湛的师资队伍为目标，切实推进素质教育，培养创新人才。
二、高中英语校本课程的实施目标1、校本课程要体现基础性。
基础教育要重视基础，校本课程将立足于打好学生文化基础、品德基础、身心基础为目标。
全面发展学生的能力，促进学生对学科知识的综合和运用。
高一英语校本课程
蓝溪中学英语校本课程（讲义）课题：
趣味英语
(教案)
课时：18讲
主讲人：***
时间：2010年春季
Contents
第1讲趣味英语单词
第2讲单词游戏
第3讲关于记忆英语单词的意思的方法
第4讲快速记忆英语单词的方法
第5讲英语语法记忆歌诀
第6讲英语语法记忆口诀
第7讲英语语法中直接引语间接引语的记忆口诀
第8讲关于定语、宾语、表语、状语、宾补还有定语从句、宾语从句、复合句等
第9讲巧记英语语法口诀二十一首
第10讲英语幽默
第11讲英语幽默小短文
第12讲英文歌曲
第13讲经典电影对白
第14讲英语演讲和技巧
第15讲英语剧本表演
第16讲英语搞笑剧本孔雀东南飞
第17讲经典电影求婚对白
第18讲肯尼迪总统就职演说。
高中英语校本课程开发与实践研究
高中英语校本课程开发与实践研究1. 引言1.1 研究背景有必要对高中英语校本课程开发与实践进行深入研究，以推动我国高中英语教育水平的提升。
通过对国内外相关研究和实践案例的整理和分析，可以更好地了解高中英语校本课程开发的现状和存在的问题，为未来的研究和实践提供借鉴和指导。
通过对高中英语校本课程开发的实施与效果评估，可以进一步探讨如何更好地促进学生的英语学习和发展，为高中教育改革提供实质性支持。
1.2 研究意义高中英语校本课程开发与实践研究的研究意义主要体现在以下几个方面：通过研究高中英语校本课程开发，可以促进教育教学改革，提升教学质量，适应社会发展的需求。
校本课程的开发和实践是教育创新的重要体现，可以更好地贴近学生的学习需求和实际情境，使教学内容更加贴合学生的实际生活和兴趣爱好。
这对于提高学生的学习积极性和学习效果具有积极的促进作用。
研究高中英语校本课程开发可以促进教师专业发展，提升教师教学水平。
校本课程的开发需要教师具备一定的教学设计和研究能力，通过参与校本课程开发和实践能够提升教师的专业素养和教学技能。
教师的参与和反思也可以促进教师的教学改革意识，推动教育教学的创新和发展。
研究高中英语校本课程开发的意义在于促进教育教学改革，提升教学质量，促进教师专业发展，推动教育教学的创新和发展。
这对于推动高中英语教育的可持续发展具有重要的意义。
2. 正文2.1 高中英语校本课程开发的现状分析The current situation of high school English curriculum development can be analyzed from various perspectives. Firstly, it is important to consider the curriculum design and alignment with national standards and educational goals. Many high schools face challenges in updating their English curriculum to meet the evolving needs of students in the 21st century.2.2 高中英语校本课程开发的主要内容1. 课程目标设定：确定课程的整体目标和具体目标，确保与学生的学习需求和学校的教学目标相适应。
高中英语校本课程
高中英语校本课程
高中英语校本课程是指在高中阶段学习英语的课程安排和内容。
校本课程是由学校教育部门根据对学生的需求和实际情况进行制定和调整的。
具体的校本课程内容可能因学校而异，但通常会包括以下几个方面的内容：
1. 语法和词汇：学习基本的语法规则和常见的词汇，在阅读、写作和听力等方面提高语言水平。
2. 阅读理解：通过阅读各种文章、短文和材料，提高学生的阅读理解能力和阅读速度。
3. 写作技巧：培养学生的写作能力，包括写作结构、表达方式和词汇选择等方面的技巧。
4. 口语和听力：通过听力材料和口语练习，提高学生的听力理解能力和口语表达能力。
5. 社交应用：学习在日常生活和社交场合中运用英语进行交流和表达的技巧。
6. 文化与文学：了解英语国家的文化、习俗和文学作品，加深对英语语言背后文化的理解。
校本课程的制定要根据不同的学生特点和需求进行调整，以便更好地满足学生的学习需求和发展。
高中英语读写校本课程
高中英语读写校本课程----“英语美文阅读与欣赏”江苏省姜堰中学吉晨春、严书萍高中英语读写校本教材----“英语美文阅读与欣赏”课程纲要一、课程基本概况1、课程名称：英语美文阅读与欣赏2、课程类型：校本课程（选修）3、教学材料：选编、改编4、授课时间：高二上学期5、授课对象：高二学生6、开发教师：吉晨春、严书萍二、课程内容：1、课程背景：1）高中牛津英语教材（现在学生用课本）有着丰富而鲜活的语言素材，是一套很理想的教材，但对于姜堰中学来自各乡镇的优秀生群体来说，内容还显得不足，学生学力有余。
英语文化丰富且博大精深，从莎士比亚英语到如今网络英语，英语语言随着人们生活的变化、时代的进步而不断发展，如果不能充分地利用这种时代英语资源，充分开发学生潜力，既是浪费资源，也是错失教育良机。
2）新课程改革提倡国家、地方、学校三级课程，鼓励教师进行校本教研，提高使用教材和开发教材的能力。
2、课程目标：“英语美文阅读与欣赏”课程是国家课程的校本化，旨在根据学生英语学习水平的实际情况补充适量、相当的阅读素材，弥补牛津英语教材的不足，扩大学生的阅读量和阅读视野，丰富学生的词汇，使得学生更广泛地了解英语国家的文化，在语言学习的同时，陶冶情操，提高文学素养和人文素养。
3、课程内容与任务课程内容主要涉及六个方面，即文学作品中的神话、童话及传说，名人故事或生平介绍，不同国家、地区的社会习俗、风土人情，对于人生的看法、态度及理想，国家、地区历史及文化差异，科学与经济发展。
主要任务是通过篇章阅读,获取信息，了解相关知识，增强文化意识；掌握不同题材文章的阅读技巧,形成相应的阅读策略;掌握关键词、短语和句型，扩大词汇量，重点发展学生阅读和写作能力。
4、科目安排：18课时，每个话题（六个话题）各3课时（1）神话传说1 Apollo / 2 The Little Match Girl /3 The Pied Piper of Hamelin（2）人物故事1 Pop Star and Songwriter: Han Hong/2 Special Fund in Honor of Hong Zhanhui/3 Louis Armstrong（3）社会风情1 The Origin of Kiss/2 International Left-hander’s Day/3 Make Sports aKind of Culture（4）人生态度与理想1You Are the World/2 Facing Life Positively/3 Honesty（5）历史文化1 Studying difference/2 Spring Festival’s Symbols/3 Cleopatra, Queen of Egypt（6）科学与经济1 Greenhouse Effect Occurred 5,000 Years Ago/2 China’s New “Four Great Inventions”/3 China’s launching plans for Shenzhou 7三、课程形式：课堂教学1、教学方法：任务交际法2、教具：多媒体、音像资料等四、教学评价：教师评价与学生评价相结合附1)阅读自我评价表：（每节课下前学生自我评价）附2）写作自我评价表（课后）注: 优秀（A）良好（B）合格（C）待改进（D）Part I Myths and Tales神话传说Lesson 1 Apollo 阿波罗Among the crowd of Olympian gods the one most widely admired was Apollo. He was the son of Zeus and Leto. According to Greek mythology, Leto was driven by Hera from land to land at last Poseidon took pity on her and brought the island of Delos out of water for her to live on. There she gave birth to the twins, Apollo and Artemis.Apollo was the sun-god. He wore a purple robe(长袍). He usually sat in his bright eastern palace early in the morning and made ready to start his daily journey across the sky. During the day he drove his carriage of gold and ivory (象牙), and brought light, life and love to the great world below. Late in the afternoon he came to the end of his journey in the far western sea and got on his golden boat to return to his eastern home.Apollo was the god of music and poetry. He could stir up all feelings. These feelings are expressed in lofty songs. With his lyre (古希腊的竖琴) of gold and the sweet accents of his godlike voice he led the choir of the Muses at Olympus. The pleasant music from his lyre was so exciting that stones marched into their places in rhythmic time and of their own will when he helped Poseidon build up the walls of Troy (特洛伊城). On one occasion, invited to a contest by the human musician Marsyas, he won and then flayed him to death for his pride. On another occasion, he lost out to Pan at a musical contest and turned the ears of the judge, King Midas, into those of an ass(驴).His son, Orpheus, took over such skill from the father that his lyre moved man and animals alike.Apollo stood for youthful and manly beauty. His golden hair, stately manner and air all combined to make him the admiration of the world. A beautiful girl, by the name of Clytle, was so fond of his beauty and glory that from dawn to dusk she knelt on the ground, her handsoutstretched towards the sun god, and her eyes looked at his golden wheeled carriage racing across the blue sky. Though her love was not returned, she had never changed her mind about Apollo. The gods were moved at the sad sight, and changed her into a sunflower.I Aims and Demands（教学目的和要求）To learn a passage about Apollo, one of the gods in Greek myths and let the students get some information about Apollo and Greek myths.ⅡKey Points and Special Difficulties（重点和难点）Key points（重点）:1) to describe Apollo2) to grasp some useful expressions:according to, take pity on, give birth to, on one occasion, lose to, take over, stand for, by the name ofSpecial difficulties(难点): different names of Gods in Greek mythsⅢTeaching Aids and Approaches（教具及教学方法）Multi-media, Task-based approach and the integrated approachⅣBrief Teaching Procedures(教学过程)Step1 Background information(背景知识)Do you know about Apollo? Can you tell me something about it?(Apollo is the god of the sun, and he is one of the gods in Greek myths…)Step2 Fast reading（快速阅读）Read fast and answer the following questions（快速阅读并回答下列问题）:1) How many gods are mentioned in the passage? Who are they?2) What was Apollo’s carriage?3) How did Apollo help build up the walls of Troy?Keys（参考答案）:1) Five. Apollo, Zeus, Leto, Hera and Poseidon.2) It was the sun.3) Moved by the pleasant music from his lyre, stones marched into their places.Step3 Careful reading（细读）1. Pick up some nouns or adjectives from the passage to modify Apollo.(the son of Zeus and Leto, sun-god, god of music and poetry, pride, beauty, stately manner…)2. Key language points（语言点）1) take pity on= show pity for 同情，怜悯2) give birth to=bear/ deliver 生，生育3) On one occasion, invited to a contest by the human musician Marsyas, he won and then flayed him to death for his pride.Once he competed against Marsyas. After defeating Marsyas, Apollo killed him because of his pride.4) On another occasion, he lost out to Pan at a musical contest …lose out to…= be defeated by/ be beaten by…输给……5) stand for = mean/ represent 代表，象征Step4 Classroom activities（课堂活动）Work in groups of four and discuss:1) What was Apollo like?2) What was Zeus like? What about Poseidon?Step5 Homework（作业）Tell your neighbor about one or two gods in Greek myths.Step6 Assessment（评价）Words and Expressions（词和短语）1. admire vt.崇拜，钦佩2. lofty adj. 崇高的，高尚的3. march v.行军，前进4. rhythmic a dj. 韵律的，有节奏的5. stately a dj. 庄严的，威严的6. outstretch v. 伸出，伸展7. according to 根据8. take pity on 同情，怜悯9. give birth to生，生育10. lose to 输给……11. take over接管12. stand for代表Lesson 2 The Little Match Girl卖火柴的小女孩Once upon a time, a little girl tried to make a living by selling matches in the street.It was New Year’s Eve and the snow clad streets were dese rted. From brightly lit windows came the tinkle (发出清脆的声响)of laughter and the sound of singing. People were getting ready to bring in the New Year. But the poor little match seller sat sadly beside the fountain. Her ragged dress and worn scarf did not keep out the cold and she tried to keep her bare feet from touching the frozen ground. She hadn’t sold one box of matches all day and she was frightened to go home, for her father would certainly be angry. It wouldn’t be much warmer anyway, in the draughty attic (阁楼) that was her home. The little girl’s fingers were frozen with cold. If only she could light a match! But what would her father say at such a waste! Falteringly (迟疑地)she took out a match and lit it. What a nice warm flame! The little match seller cupped her hand over it, and as she did so, she magically saw in its light a big brightly burning stove.She held out her hands to the heat, but just then the match went out and the vision faded. The night seemed blacker than before and it was getting colder. A shiver (寒噤) ran through the little girl’s thin body. After hesitating for a long time, she struck another match on the wall, and this time, the glimmer turned the wall into a great sheet of crystal. Beyond that stood a fine table laden with food and lit by a candlestick. Holding out her arms towards the plates, the little match seller seemed to pass through the glass, but then the match went out and the magic faded. Poor thing: in just a few seconds she had caught a glimpse of everything that life had denied her: warmth and good things to eat. Her eyes were filled with tears and she lifted her gaze to the lit windows, praying that she too might know a little of such happiness.She lit the third match and an even more wonderful thing happened. There stood a Christmastree hung with hundreds of candles, glittering (闪烁) with tinsel (金属箔) and colored balls. “Oh. How lovely!” shouted the little match seller, holding up the match. Then, the match burned her finger and went out. The light from the Christmas candles rose higher and higher, then one of the lights fell, leaving a trail behind it. “Someone is dying,” murmured the little girl, as she remembered her beloved Granny who used to say: “When a star falls, a heart stops beating!”Scarcely aware of what she was doing, the little match seller lit another match. This time, she saw her grandmother.“Granny, stay with me!” she pleaded, as she lit one match after the other, so that her grandmother could not disappear like all the other visions. However, Granny did not disappear but gazed smilingly at her. Then she opened her arms and the little girl hugged her crying: “Granny, take me away with you!”A cold day dawned and a pale sun shone on the fountain and the icy road. Close by lay the lifeless body of a little girl surrounded by spent matches.“Poor little thing!” exclaimed the passers-by. “She was trying to keep warm!”But by that time, the little match seller was far away where there is neither cold, hunger nor pain.I Aims and Demands（教学目的和要求）To learn a story about the little match girl written by Anderson.ⅡKey Points and Special Difficulties（重点和难点）Key points: to grasp some useful words and expressionsdeserted, fade, strike, hesitate, deny, exclaim, glimpse, aware, be frozen with, go out, strike a match, catch a glimpse ofSpecial difficulties:1) to learn Inversion.2) to learn v-ed phrases used as modifiersⅢTeaching Aids and Approaches（教具及教学方法）Multi-media, Task-based approach and the integrated approachⅣBrief Teaching Procedures（教学过程）Step1 Background information（背景知识）Do you know about the great tale writer Anderson?Can you list some of his masterpieces?Step2 Fast reading（快速阅读）Read the passage quickly and answer（快速阅读并回答下列问题）:1) Why didn’t the little girl strike a match to keep herself warm?2) What did the little girl see when the last vision appeared?Keys（参考答案）:1) She was afraid that her father would be angry.2) She saw her beloved grandmother who had died.Step3 Careful reading（细读）1. What visions did the little match seller see? What did they mean to her?(a big brightly burning stove→warmth; a fine table laden with food→good things to eat; a Christmas tree hung with candles→joy and happiness; her grandmother→love and care)2. Translate the following sentences and pay attention to the underlined parts.1) From brightly lit windows came the tinkle of laughter and the sound of singing.2) Her ragged dress and worn scarf did not keep out the cold and she tried to keep her bare feetfrom touching the frozen ground.3) Beyond that stood a fine table laden with food and lit by a candlestick.4) Her eyes were filled with tears and she lifted her gaze to the lit windows, praying that she too might know a little of such happiness.5) There stood a Christmas tree hung with hundreds of candles, glittering with tinsel and colored balls.6) Close by lay the lifeless body of a little girl surrounded by spent matches.7) If only she could light a match!8) A cold day dawned and a pale sun shone on the fountain and the icy road.9) But by that time, the little match seller was far away where there is neither cold, hunger nor pain.What characteristics do the underlined parts have? What function?(They are all v-ed phrases, which are used as modifiers.)Step4 Key patterns(主要句型)Analyze the sentence below:From brightly lit windows came the tinkle of laughter and the sound of singing.This is an inverted sentence. The subject of the sentence is “the tinkle of laughter and the sound of singing”, and “came” functions as the predicate.Find out more similar sentence structures in the passage.(Beyond that stood a fine table laden with food and lit by a candlestick.There stood a Christmas tree hung with hundreds of candles…Close by lay the lifeless body of a little girl surrounded by spent matches.)Step5 Homework（作业）Rewrite the story. (With about 200 words.)Step6 Assessment（评价）Words and expressions（词和短语）1. deserted adj.冷清清的2. draughty adj. 漏风的3. vision n.景象4. fade v .消逝，消失5. strike vt. 擦（火柴）；击打6. hesitate v. 迟疑，犹豫7. glimpse n .v. 一瞥8. deny v.否定，否认9. pray v. n. 祈祷10. aware adj.意识到，觉察11. exclaim v.呼喊，惊叫Lesson 3 The Pied Piper of Hamelin哈米伦的吹笛人Once upon a time, on the banks of a great river in the north of Germany lay a town called Hamelin. The citizens of Hamelin were honest people who lived contentedly in their grey stone houses. The years went by, and the town grew very rich. Then one day, an extraordinary thing happened to disturb the peace. Hamelin had always had rats, and a lot too. But they had never been a danger, for the cats had always solved the rat problem in the usual way—by killing them. All at once, however, the rats began to multiply.In the end, a black sea of rats swarmed over the whole town. First, they attacked the barns and storehouses then, for lack of anything better, they gnawed（啃）the wood, cloth or anything at all.The one thing they didn’t eat was metal. The terrified citizens flocked to plead with the town councilors（委员会）to free them from the plague of rats（鼠疫）. But the council had, for a long time, been sitting in the Mayor’s room, trying to think of a plan.“What we need is an army of cats!”But all the cats were dead.“We’ll put down poisoned food then…”But most of the food was already gone and no poison stopped the rats.“It just can’t be done without help!” said the Mayor sadly.Just then, while the citizens milled around outside, there was a loud knock at the door. “Who can that be?”the city fathers wondered uneasily, mindful of the angry crowds. They gingerly opened the door. And to their surprise, there stood a tall thin man dressed in brightly colored clothes, with a long feather in his hat, and waving a gold pipe at them.“I’ve freed other towns of beetles and bats,”the stranger announced, “and for a thousand florins, I’ll rid you of your rats.”“A thousand florins!” exclaimed the Mayor. “We’ll give you fifty thousand if you succeed!” At once the stranger hurried away, saying, “It’s late now, but at dawn tomorrow, there won’t be a rat left in Hamelin!”The sun was still below the horizon, when the sound of a pipe wafted through the streets of Hamelin. The pied piper slowly made his way through the houses and behind him flocked the rats. Out they scampered from doors, windows and gutters (沟), rats of every size, all after the piper. And as he played, the stranger marched down to the river and straight into the water, up to his middle. Behind him swarmed the rats and every one was drowned and swept away by the current.By the time the sun was high in the sky, there was not a single rat in the town. There was even greater delight at the town hall, until the piper tried to claim his payment. “Fifty thousand florins?”exclaimed the councilors, “Never…”“A thousand florins at least!” cried the pied piper angrily. But the Mayor broke in. “The rats are all dead now and they can never come back. So be grateful for fifty florins, or you’ll not get even that…”His eyes flashing with anger, the pied piper pointed a threatening finger at the Mayor.“You’ll bitterly regret ever breaking your promise,” he said, and disappeared.A shiver of fear ran through the councilors, but the Mayor shrugged and said excitedly, “We’ve saved fifty thousand florins!”That night, freed from the nightmare of the rats, the citizens of Hamelin slept more soundly than ever. And when the strange sound of piping wafted through the streets at dawn, only the children heard it. Drawn as by magic, they hurried out of their homes. Again, the pied piper paced through the town, this time, it was children of all sizes that flocked at his heels to the sound of his strange piping. The long procession soon left the town and made its way through the wood and across the forest till it reached the foot of a huge mountain. When the piper came to the dark rock, he played his pipe even louder still and a great door creaked open. Beyond lay a cave. In trooped the children behind the pied piper, and when the last child had gone into the darkness, the door creaked shut. A great landslide（山崩）came down the mountain blocking the entrance to the cave forever. Only one little lame boy escaped this fate. It was he who told the anxious citizens, searching for their children, what had happened. And no matter what people did, the mountain never gave up its victims. Many years were to pass before the merry voices of other childrenwould ring through the streets of Hamelin but the memory of the harsh lesson lingered in everyone’s heart and was passed down from father to son through the centuries.I Aims and Demands（教学目的和要求）To learn a tale--The Pied Piper of Hamelin and get the students to know the importance of honesty. ⅡKey Points and Special Difficulties（重点和难点）Key points: to grasp some useful expressionsall at once, free sb. from…, rid…of…, make one’s way, break inSpecial difficulties: to understand Inversion.ⅢTeaching Aids and Approaches（教具及教学方法）Multi-media, Task-based approach and the integrated approachⅣBrief Teaching Procedures（教学过程）Step1 Fast reading（快速阅读）Read the passage quickly and answer some questions（快速阅读并回答下列问题）:1) What trouble did the citizens of Hamelin have?2) What was the result of their breaking the promise?Keys（参考答案）:1) There were too many rats in the town for them to live a normal life.2) All the children but one were drawn into the cave and killed.Step2 Careful reading（细读）1. What words did the author use to indicate that the plague of rats was too terrible?(a black sea, swarmed the whole town, gnawed everything except metal, need an army of cats…)2. Find out inverted sentences in the passage.(…, on the banks of a great river in the north of Germany lay a town called Hamelin.…, there stood a tall thin man dressed in brightly colored clothes…Behind him swarmed the rats….The pied piper slowly made his way through the houses and behind him flocked the rats. Beyond lay a cave.In trooped the children behind the pied piper.)3. Key expressions (要点表达)1) all at once = all of a sudden/ suddenly 突然2）And to their surprise, there stood a tall thin man dressed in brightly colored clothes, with a long feather in his hat, and waving a gold pipe at them.“dressed in brightly colored clothes, with a long feather in his hat, and waving a gold pipe at them” is used to modify the subject “a tall thin man”.3）There was even greater delight at the town hall, until the piper tried to claim his payment. “claim” in the sentence means “ask for”.4) His eyes flashing with anger, the pied piper pointed a threatening finger at the Mayor.“His eyes flashing with anger”是独立主格结构，在句中用作状语。
新课程背景下高中英语校本课程开发浅谈
新课程背景下高中英语校本课程开发浅谈1. 引言1.1 背景介绍在新课程改革的大背景下，高中英语课程开发成为教育系统中的一项重要任务。
随着时代的变迁和社会的需求，传统的一刀切教学模式已经无法满足学生的需求，因此校本课程的开发逐渐受到重视。
校本课程是指根据学校的特点和学生的需求，结合新课程标准和教育理念，进行针对性开发的课程。
通过校本课程的设计和实施，可以更好地满足学生的学习需求，提高教学效果，培养学生的综合素质。
2. 正文2.1 校本课程的定义及特点校本课程是指根据学校实际情况和教学需求，由学校自主设计和开发的课程。
与传统的统一国家课程标准相比，校本课程更具有灵活性和针对性。
校本课程的特点包括：一是贴近学生实际需求，能够更好地满足学生的学习需求和发展特点；二是注重学校特色和教育理念，体现了学校的教育理念和办学特色；三是强调教师专业发展和教学创新，促进教师专业发展和校本教学研究。
在新课程改革的背景下，高中英语课程也需要根据学生的实际需求和能力水平进行调整和改进。
开发校本课程具有重要的意义和必要性。
校本课程能够更好地贴近学生的学习需求，提高教学效果。
校本课程有利于发挥学校的特色和优势，形成差异化的办学特色。
校本课程还能够促进师生之间的深度交流和合作，激发教师的教学热情和创造力。
校本课程的编写与实施是一个系统工程，需要全校师生的积极参与和支持。
在编写校本课程时，应该充分调查研究学生的需求和兴趣，结合学校的实际情况和教学资源进行设计。
在实施过程中，需要不断进行评估和调整，确保校本课程的质量和效果。
只有经过不断的实践和完善，校本课程才能真正发挥其应有的作用，促进学生全面发展和提高教育质量。
2.2 新课程改革背景下的高中英语课程发展在新课程改革背景下，高中英语课程也面临着新的挑战和机遇。
随着社会经济的不断发展和教育理念的更新，传统的高中英语课程已经不能满足社会需求和学生发展的需要。
开展校本课程的开发和实施变得尤为重要。
高中英语校本课程的建设步骤
高中英语校本课程的建设步骤立案是高中英语校本课程建设的重要环节，它直接关系到教学质量和效果。
命题立案要从以下几个方面考虑：1.确定教学目标。
教学目标应该符合《普通高中英语课程标准(实验)》的要求，同时也要考虑到学生的实际需求和兴趣。
2.确定教学内容。
教学内容应该紧密贴合学生的生活实际和研究需求，同时也要符合课程标准的要求。
3.确定教学方法。
教学方法应该多样化，以满足学生的不同研究需求和兴趣，同时也要考虑到教学效果和教学质量。
4.确定教学评价。
教学评价应该符合课程标准的要求，同时也要考虑到学生的实际表现和研究效果。
在命题立案阶段，教师应该充分考虑以上四个方面的要素，细致地制定教学计划和教学方案，确保教学质量和效果。
二）命题设计命题设计是高中英语校本课程建设的重要环节，它直接关系到教学质量和效果。
在命题设计阶段，教师应该从以下几个方面考虑：1.确定命题类型。
命题类型应该多样化，以满足学生不同的研究需求和兴趣。
2.确定命题难度。
命题难度应该适当，既不能太简单，也不能太难。
3.确定命题范围。
命题范围应该与教学内容相对应，同时也要考虑到学生的实际表现和研究效果。
4.确定命题数量。
命题数量应该适当，既不能太多，也不能太少。
在命题设计阶段，教师应该充分考虑以上四个方面的要素，制定出符合教学要求和学生需求的命题，确保教学质量和效果。
三．实施教学实施教学是高中英语校本课程建设的重要环节，它直接关系到教学质量和效果。
在实施教学阶段，教师应该从以下几个方面考虑：1.确定教学方法。
教学方法应该多样化，以满足学生不同的研究需求和兴趣。
2.确定教学内容。
教学内容应该紧密贴合学生的生活实际和研究需求，同时也要符合课程标准的要求。
3.确定教学进度。
教学进度应该适当，既不能太快，也不能太慢。
4.确定教学评价。
教学评价应该符合课程标准的要求，同时也要考虑到学生的实际表现和研究效果。
在实施教学阶段，教师应该充分考虑以上四个方面的要素，灵活运用教学方法，注重教学内容的实际效果，严格控制教学进度，科学地进行教学评价，确保教学质量和效果。
高中英语校本课程的开发与创新实践研究
高中英语校本课程的开发与创新实践研究随着我国高中英语教育的不断发展，越来越多的学校开始开发并实施校本课程，旨在减轻学生学习压力，提高教学效果。
为了取得更好的效果，高中英语校本课程的开发要从以下几个步骤开始。
第一步：需求调研在开发校本课程之前，我们需要通过调研来确定校内学生对英语课程的需求，这将有助于我们确保课程开发方向的正确性。
调查的方式可以是问卷调查、访谈、小组讨论等。
这一步骤可以让我们了解学生的弱点、需求和兴趣，从而进行适宜的教学计划。
第二步：课程设计在根据需求确定了具体的授课目标、教学计划和教材之后，我们需要开始制定具体的课程设计。
课程设计要结合学生的实际情况，将重点放在培养学生的语言能力和交际能力上。
在这一步骤中，我们还需要确定考核方式和教学评价指标。
这将有助于确保课程的完整性和学生的学习效果。
第三步：教师培训在课程设计完成后，教师需要接受相关的培训，掌握新的课程设计和教学方法。
在校本课程的实施中，教师的角色至关重要，他们将直接影响到学生的学习效果。
这要求教师在教学过程中能够较好地掌握教材内容，具有较强的教学能力，能够在实际的课堂教学中灵活运用各种教学手段，调整教学策略，在实践中不断地提高教学效果和教育质量。
第四步：实施和监控在校本课程开始实施后，我们需要对实施效果进行监控和评估。
教师可以通过课堂表现、期中、期末考试成绩等方面来评估课程的有效性。
监控的结果可以反馈给课程设计者从而进行课程设计的及时调整。
随着技术的不断发展，教育信息化的手段可以大大帮助进行实施的课程的数据收集和统计。
校本课程的开发与实施过程是一个动态的过程。
通过以上步骤的合理推进，可以目标清晰地用科学的方法来制订校本课程，使教师和学生在实践中得到长足的进步。
在现代教育中，校本课程的实施和探索已经被越来越多的学校和教育者接受，通过有效的开发和创新，我相信我们可以为高中英语教育做出更大的贡献。
中学英语校本课程的教案
中学英语校本课程的教案第一章：课程简介1.1 课程背景本课程旨在提高中学生英语综合运用能力，结合校本特色，拓宽学生视野，培养学生的跨文化交际意识。
通过本课程的学习，学生将能够在听、说、读、写等方面取得较大进步，为高中阶段英语学习打下坚实基础。
1.2 课程目标1.2.1 知识与技能目标掌握一定量的词汇和语法知识。
提高英语听说读写能力，能熟练运用英语进行日常交流。
了解西方文化背景，增强跨文化交际意识。
1.2.2 过程与方法目标采用任务型教学法，培养学生合作、探究的学习方式。
通过听说读写活动，提高学生英语实际运用能力。
运用多媒体教学手段，创设真实语境，激发学生学习兴趣。
1.2.3 情感态度与价值观目标培养学生积极的学习态度，树立自信心。
培养学生团结协作、积极向上的精神风貌。
增强学生对英语文化的理解，提高跨文化交际能力。
第二章：教学内容2.1 教学主题本课程共包含10个主题，分别为：自我介绍、家庭与朋友、学校生活、兴趣爱好、节日庆典、饮食与健康、购物与消费、旅游与交通、环境保护、职业规划。
2.2 教学资源教材：人教版《新目标英语》辅助材料：多媒体课件、教学图片、视频、音频等网络资源：英语学习网站、在线词典、教育平台等2.3 教学方法任务型教学法：通过完成各种真实任务，提高学生英语运用能力。
情境教学法：创设真实语境，激发学生学习兴趣。
交际教学法：注重学生之间的互动，提高口语表达能力。
第三章：教学过程3.1 课前准备预习新课内容，了解主题及相关词汇。
搜集相关资料，为课堂讨论做好准备。
3.2 课堂导入利用图片、视频等素材，引入本节课主题。
引导学生进行讨论，激发学习兴趣。
3.3 课堂讲解与实践讲解新词汇和语法知识。
通过听说读写活动，巩固所学知识。
分组讨论，完成任务型练习。
3.4 课堂总结对本节课所学内容进行总结。
强调重点知识点，提醒学生课后复习。
3.5 课后作业根据课堂内容，布置相应作业，巩固所学知识。
鼓励学生进行课外阅读，拓展知识面。