高中英语教学设计(经典)

教学环 节
教师活动
预设学生行为
设计意图
Step1. Revision & Lead—in b efore listeni ng
1. Ask students to go over what they have learne d in the extensive reading by doing an interwiew.
学生快速浏览 5
if the following statesments are 个句子，然后带着任
true or false. Before listening, ask 务听录音，以减少听
students to go through the five 力训练中的盲目性，
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.
2
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?
课题
☆教学基本信息 “Working the land” Module4 Unit2 Period 5 Listening, reading, speaking and writing
作者及工作 单位
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
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)
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.
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?
通过记者对农民的采 访，激活学生已有的知识 。然后，以 chemical farmi ng 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“W hat is wrong with the veg etable?”。
3
Step2: While- liste ning
Step4. Reading
1. Ask students to list en to the tape for the mai n idea. ---The possible bad effects of chemical fertilize rs on the fruit and vegetab les that we eat today
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。
(F)
(3) Today’s fruit is not as healthy for people as fruit fifty years ago.
(T)
(4) Eating more vegetables is good for us.
(F)
(5) All of today’s vegetables look healthy but in fact are not.
研之风，走科教兴校之路为抓手，以改wk.baidu.com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 Orga nic 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 farmin g 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。
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
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
问题设计不适合
自己的学生，就用自
主要是引导和鼓励学生积
己设计的题目来替换 极利用学习资源解决学习中的
原有的题目，以降低 困难，培养学生的判断能力和
难度，面向全体学生。 自己解决问题的能力。
2. Ask students to Listen to
the tape for a second time. Decide
(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
(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)
Problems about green f ood
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.
☆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。
☆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”.
1
☆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”.
healthy and safe for people’s health
free of chemical fertilizers
Advantages of green fo
od
grown away from industrial areas
grown away from dirty water supplies
☆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:
2. Teacher shows a ca bbage with a hole in it to the class and ask: Look! What is wrong with the vegetable?
学生带着问题“ What is wrong wit h 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。
( If necessary, write down key words.)
(1) Paul thinks that Carrie is not telling him the truth.
(T)
(2) Using chemical fertilizers always makes vegetables empty inside.