高中英語滲透法制教育教案5篇

中學(xué)英語滲透法制教化教案5篇教學(xué)反思的內(nèi)容是多方面的，諸如總體課程目標(biāo)的反思，總體課程內(nèi)容的反思，總體課程組織的反思，科目目標(biāo)的反思，科目?jī)?nèi)容的反思，科目組織的反思，單元目標(biāo)的反思，課程中具體學(xué)習(xí)活動(dòng)的反思等。教學(xué)反思是一種有益的思維活動(dòng)和再學(xué)習(xí)活動(dòng)。以下是我?guī)淼闹袑W(xué)英語滲透法制教化教案內(nèi)容，感謝您的閱讀，盼望能幫助到您！

中學(xué)英語滲透法制教化教案1

一.教材內(nèi)容分析

本單元的中心話題是“電影”，本課是第三課時(shí)，是一篇傳記體的短文，介紹當(dāng)前好萊塢最有影響的導(dǎo)演藝術(shù)家—史蒂芬

斯皮爾伯格的創(chuàng)作生涯和一些作品。同一般傳記一樣，本文也是遵照人物的生平常間綻開：前兩段記述了史蒂芬

斯皮爾伯格的早期創(chuàng)作嘗試和生平，之后幾大段介紹了他的事業(yè)和美滿的家庭。學(xué)生從中可以進(jìn)一步了解導(dǎo)演，也能體驗(yàn)一些影評(píng)的模式。

二.教學(xué)重點(diǎn)難點(diǎn)

(1).關(guān)系副詞引導(dǎo)的定語從句和介詞+關(guān)系代詞引導(dǎo)的定語從句

(2)駕馭相關(guān)的詞匯和短語

(3)文章段落構(gòu)造的分析并概括各段的段落大意.

(4)如何提高學(xué)生的閱讀實(shí)力。

(5)對(duì)影視界名人及電影的評(píng)價(jià)(comments)如何寫影評(píng)(review)。

三.教學(xué)目標(biāo)

(一)學(xué)問技能

1.駕馭一些課文中涉及的詞匯和短語：

如：academy,adult,industry,cruelty,marry,research,creature,owe…to…,

takeoff,scene,blockbuster,director,script,studio,follow-ups等

2.學(xué)習(xí)駕馭一些重點(diǎn)句子：

如：Thiswasafilminwhich…realactors…P31

Insteadof…

Thiswasthemomentwhen…tookoff.P31

Whenaskedaboutthesecretabout…h(huán)eowes…to…P32

Afterthatitstilltook…before…P32

3.學(xué)習(xí)、駕馭關(guān)系副詞when，where.，why引導(dǎo)的定語從句及介詞+關(guān)系代詞引導(dǎo)的定語從句。

4.通過本課訓(xùn)練使學(xué)生能夠提高他們的閱讀理解實(shí)力，通過一些重點(diǎn)詞匯及短語駕馭文章大意。

(二)情感看法

1.通過學(xué)習(xí)課文，造就學(xué)生了解、敬重異國(guó)文化，表達(dá)國(guó)際合作精神。

2.通過開展小組活動(dòng)，指導(dǎo)學(xué)生踴躍與人合作，相互學(xué)習(xí)，相互幫助，造就其團(tuán)隊(duì)精神。

(三)文化意識(shí)

1.通過學(xué)習(xí)，了解國(guó)際導(dǎo)演史蒂芬斯皮爾伯格。

2.通過學(xué)習(xí)，了解世界影視文化，造就世界意識(shí)。

3.通過中外影視文化比照，加深對(duì)中國(guó)影視文化的理解。

四.教具準(zhǔn)備：

錄音機(jī)，電腦，屏幕及圖片。

五.教學(xué)方法：

1.任務(wù)型教學(xué)法

學(xué)生學(xué)習(xí)本文時(shí)，我設(shè)計(jì)了一些任務(wù)，通過感知，體驗(yàn)，參與合作等方式，使學(xué)生的主動(dòng)地位得到充分表達(dá)。如：要求學(xué)生閱讀文章，回答下列問題，填寫表格等。2.多媒體教學(xué)法

這一單元以影視為主題,利用多媒體展示影片相關(guān)圖片，幫助學(xué)生用自己的話概括主要內(nèi)容,提高課堂教學(xué)效率,增加學(xué)生學(xué)習(xí)愛好.

六、教學(xué)步驟

Stepone:Revision

1.checkthewordsandexpressions.

2.askthestudentstoexplainthefollowingwordsinEnglish.

graduateworkasplayarolein

Steptwo:Pre-reading

此局部的關(guān)鍵在于讓學(xué)生了解如何制作電影，尤其是通過了解電影的制作而突出導(dǎo)演的重要作用。Task:Toexperiencebeinga

director(writeonesceneofthefilmandactitout).

活動(dòng)形式

1.師生互動(dòng)：老師提問Ifyouwanttomakeafilm,whodoyouneedto

invite?通過此問題引出電影制作過程中所需的各種角色，如photographer,actor/actress,editor,

director等等

2.小組活動(dòng)：

1)老師可設(shè)置這樣的探討題：Whatpartwouldyouliketoplayinmakinga

film?依據(jù)選擇分組，讓他們探討選擇各角色的理由。同時(shí)探討各角色在電影制作中所做的不同工作。通過探討，學(xué)生不難發(fā)覺，在電影的制作過程中，導(dǎo)演起了特殊關(guān)鍵的作用。

2)依據(jù)所選的各種角色穿插分組，發(fā)揮各自的作用。

a.Whatwouldthescenebelikeandwhathappensinit?

b.Whoarethemainactorsinthatsceneandwhatdotheydo?

c.Writeashortdialogueandactitout

Stepthree:while--reading

本篇閱讀材料是人物傳記，介紹了導(dǎo)演StevenSpielberg

的成長(zhǎng)閱歷以及他的主要成就和作品。通過文章的學(xué)習(xí)，旨在了解西方的電影文化背景以及學(xué)習(xí)名導(dǎo)Steven

Spielberg的那種對(duì)自己的事業(yè)堅(jiān)持不懈、孜孜以求的精神。

活動(dòng)形式：

1.小組活動(dòng)(lead-in)

分別給出和斯皮爾伯格所執(zhí)導(dǎo)的電影的幾幅圖片，引起學(xué)生的愛好，讓學(xué)生分組探討，預(yù)料文章的主題.

T:now,pleasediscussthepicturesingroupsthenguesswhatisthetext

about?

Afewminuteslater,theteacheraskseveralstudentstoreporttheir

answers.

2.個(gè)人活動(dòng)(Listening)

讓學(xué)生聽錄音一遍，然后找出課文中所提及的五部影片的名字。

T:Whoknowsthenamesofthefivefilms?

S:Thefivefilmsare:Jaws,ET,JurassicPark,Schindler’slist,and

SavingPrivateRyan.

T:Youarecorrect.

3.個(gè)人活動(dòng)(Skimming)

A.快速閱讀課文，按時(shí)間主線制作一個(gè)StevenSpielberg的要事記

Theteachershowstheyearsonthescreen.

1946,1968,1959,1975,11012,11013

T:let’schecktheanswer.Iwouldlikethisgrouptoanswerthese

questions.

Sa:in1946StevenSpielbergwasborninAmerica.

Sb:in1968StevenSpielbergmadehisfirstrealfilm.

Sc:in1959StevenSpielbergwonaprizeforashortfilm.

Sd:in1975StevenSpielberghemadeoneofhisfirstfilmsJaws

Se:in11012StevenSpielbergmadethefilmETwhichwasaboutcreatures

thatcometotheearth.

Sf:in11013hemadethefilmJurassicPark

B.快速閱讀課文的Para3—5,查找出有關(guān)這5部電影內(nèi)容和主題的信息，并核對(duì)與自己揣測(cè)是否相符。

filmsInformationofthefilm

Jaws(1975)Aboutabigsharkthatattacksandeatswimmers

Et(11012)Aboutalittlecreaturecomesfromouterspace

Jurassic(11013)Aboutanislandwhereaveryrichmankeepsdinosaurs.

Schindler’slist(11013)AboutThecrueltyofwar/aGermanwhosavesJewish

peoplefrombeingkilledinthewar.

Savingprivateryan(11018)Aboutthecrueltyofwar/anAmericanleadshis

teamtosearchforasoldiernamedRyan.

3.個(gè)人活動(dòng)(Scanning)

閱讀并查找有關(guān)Spielberg的信息：

Whenandwherewasheborn?

Whendidhestartmakingfilms?

Whatdidheusetomakefilmsatfirst?andlater?

Whatwashisdream?

Whatdidhestudy?

Whenandwithwhatdidhiscareertakeoff?

WhatdoesSpielbergowehissuccessto?

Stepfour:Post-reading

該局部可分成兩塊，其中其次塊內(nèi)容可以提前到閱讀中去完成，也可在讀后總結(jié)，當(dāng)學(xué)生讀完影片內(nèi)容時(shí)，可以依據(jù)自己的理解寫出五部影片的內(nèi)容是什么(寫嘗試應(yīng)用定語從句，體驗(yàn)定語從句的構(gòu)造)。第一塊(Questions)中第1，3，5三個(gè)問題比擬難，從文中干脆找不到答案，也是學(xué)生理解上須要升華的局部?？梢酝ㄟ^分組，讓學(xué)生探討來理解這幾個(gè)問題。讓學(xué)生領(lǐng)悟以下幾點(diǎn)：1)、英語作為工具的重要性

2)、不懈努力、持之以恒3)、成功須要家人的支持，合作、互助精神。

T:let’sturntopage32,part1.workinpairsandanswerthefive

questions:

1.WhydidSpielbergstudyEnglishinsteadofthefilm?

2.WhywerethepeoplewhosawthefilmJawswereafraidtoswiminthe

sea?

3.HowimportantishisfamilytoSpielberg’scareer?

4.WhatwasSpielberg’sdream?

5.Whathaveyoulearnfromreadingabout?

Stepfour:Homework

1.PreviewthereadingNotOneLessonpage34

2.Makesentenceswiththefollowingwords:

(1)career(2)role(3)owe(4)award(5)accept

七、教學(xué)評(píng)價(jià)

依據(jù)《國(guó)家英語新課程標(biāo)準(zhǔn)》對(duì)外語教學(xué)評(píng)價(jià)的原那么，對(duì)學(xué)生的評(píng)價(jià)應(yīng)堅(jiān)持形成性評(píng)價(jià)和終結(jié)性評(píng)價(jià)并重的原那么，既關(guān)注結(jié)果(教學(xué)過程中遺忘考試)，更關(guān)注過程。在英語教學(xué)過程中更多地關(guān)注學(xué)生英語學(xué)習(xí)的過程、關(guān)注形成性評(píng)價(jià)，應(yīng)重視形成性評(píng)價(jià)對(duì)學(xué)生英語學(xué)習(xí)的溝通，對(duì)學(xué)生的書面作業(yè)、口頭答復(fù)、演講、朗讀等課外學(xué)習(xí)行為和學(xué)生的學(xué)習(xí)實(shí)力、學(xué)習(xí)看法、參與程度、合作精神等做出評(píng)價(jià)。形成性評(píng)價(jià)包括學(xué)生相互評(píng)價(jià)和學(xué)生自我評(píng)價(jià)等方式，應(yīng)對(duì)學(xué)生的認(rèn)知、情感、技能等方面賜予綜合評(píng)價(jià)，以幫助學(xué)生樹立自信念、造就學(xué)生的學(xué)習(xí)實(shí)力和幫助學(xué)生確定合理的學(xué)習(xí)目標(biāo)和運(yùn)用恰當(dāng)?shù)膶W(xué)習(xí)策略。

形成性評(píng)價(jià)應(yīng)接受多種評(píng)價(jià)方式，包括口頭的、書面的、表格形式的，還可以建立學(xué)生個(gè)人學(xué)習(xí)檔案。

中學(xué)英語滲透法制教化教案2

LessonPlanInterpretation

NSEFCBook1Unit3TravelJournal

Hello,everyone.It’sanhonorformetostandhereandinterpretmy

lesson.ThelessonplanIamgoingtotalkaboutisfromNSEFCBook1Unit3

TravelJournal.I’llexplainhowtoteachandwhydosofromthefollowing5

aspects:thetheoreticalbasis,understandingoftheteachingmaterial,teaching

methodsandstudyingways,teachingprocedure,blackboarddesign.

Ⅰ.Thetheoreticalbasis

First,I’dliketoshowmytheoreticalbasis--schematheoryandtop-down

model(Goodman,1971).JourneydowntheMekongisareadingcourse.Accordingto

schematheory,readingcomprehensionisaninteractiveprocessbetweenthe

reader’sbackgroundknowledgeandthetext(CarrelandEisterhold,11013),or

betweenthenewinformationandtheoldknowledgestore(AndersonandPearson,

11014).Soinordertoimprovethestudents’readingspeedandreading

comprehension,languageteachersshouldtrytoactivatetheSs’oldknowledge

storeandaddmorerelevantbackgroundknowledgebeforetheygetthestudentsto

read.Accordingtothetop-downmodel,generalideaofthetextwillbegot

first,andthencomethedetails.

II.Understandingoftheteachingmaterial

Myunderstandingoftheteachingmaterialincludes3parts:thestatusand

thefunction,teachingobjectives,theimportantanddifficultpoints.

Atthebeginning,let’sfocusonthefirstpart.JourneydowntheMekongis

apieceoftraveljournalwrittenbyWangKun.It’smainlyaboutWangKunand

hissister’sdreamoftakingagreatbiketripdowntheMekongRiver,their

preparationforthetripandsomemoredetailsoftheMekongRiver.General

speaking,itisnotdifficultforthestudentstounderstandthetext,butthere

aresomenewphrasesandsentencesthatmaybealittlebitdifficult.Sobefore

thestudents’firstreading,Iwillexplainthenewwordsandphrasesbriefly

andafterreadingthewholepassage,Iwillembodytheusageofthenewswords

andphrases,andgetthestudentunderstandthedifficultsentences.Asitisa

pieceofjournal,besideslearningthenewwordsandphrases,studentscanget

thegeneralideaofhowtowriteajournal.

That’sallforthefirstpart,nowlet’smovetothesecondpart.According

totheteachingmaterialandthenewcurriculumofEnglish,inordertofulfill

thelearningtaskofthislesson,Iestablishthefollowingobjectives:

a)Knowledgeobjectives

Bytheendofthelesson,Sswillhaveabetterunderstandingofthe

meaningandstructureofthetext.ThenSswillgraspsomeusefulwordsand

expressionssuchasdetermined,makeupone’smind,givein,befondof…,care

about…,stubborn,etc.

b)Abilityobjectives

Actuallystudentsshouldbeencouragedtodospeedreadinginthefirst

periodofreadinglesson.Butthestudentsinmyclassarelackofindependent

readingability.Inthisclass,Iwillencourageandhelpthemtoread,think

andfindoutinformationbythemselvesmosttime.Sincethemainobjectiveof

readingcourseistoimprovetheSs’readingability,I’lltraintheirability

ofidentifyingthegeneralideainthefastreading.Andinintensivereading

theirabilityofinformation-gatheringandsummarizingisdeveloped.Andthe

wholeclassisforSstodeveloptheirreadingskillsasscanning,skimming,

information-gathering,summarizingandguessingthenewwordsfromthetext.

c)Moralobjectives

ThoughJourneydowntheMekongismainlyaboutthetripdowntheriver,it

alsotalksaboutthesceneryandlifealongtheriver.Sobeforelearningthe

text,wewillhaveashortdiscussionabouttheimportanceoftheriver.Iwant

theSstohavetheawarenessofprotectingtheriverandprotectingour

environment.

Well,somuchfortheteachingobjectives,letscometodealwiththe

thirdpart:theimportantpointsandthedifficultpoints.Accordingtothe

nationalcurriculumofEnglishandlanguagelearningtheory,whenteaching

reading,weshouldencouragetheSstodospeedreadingforthefirsttime,

that’stosay,weshouldencourageourSstoreadasfastastheycanwhenthey

dothefirstreading.Somuchemphasisshouldbeputonreadingskillsand

readingcomprehensionaswell.SotheimportantpointsarethathowtomakeSs

graspthenewwordsandphrasesandhowtoimprovetheirreadingskillsas

scanning,skimming,information-gatheringandsummarizing.Astothedifficult

points,theyarethesameastheimportantones.

III.Teachingmethodsandstudyingways

That’sallformyunderstandingoftheteachingmaterial.Nowlet’sfocus

onthewaysofteachingandlearning.

Generallyspeaking,Iadopttask-basedlanguageteachingandcommunicative

approachinmyclass.Asforlearning,Sswilllearnthroughindependent

reading,discussingandcooperating.

Iwillusecomputerandblackboardasmyteachingaids.

Ⅳ.TeachingprocedureHerecomesthemostimportantpart,theteaching

procedure.Itincludes5steps:StepI:Lead-inandpre-reading,StepII:

While-reading,StepIII:Consolidation,StepIV:Post-reading,StepV:

Homework.

StepI:Lead-inandpre-reading(7mins)

Nowlet’scometothefirststep.Therearethreeactivitiesinthisstep

andIwillspend7minsonthem.

Inactivityone,IwillaskSstwoquestionsDoyouknowsomegreatrivers

inChina?andWhytheyaregreat?”Here,astheSsgetfamiliarwiththe

Chinesegreatrivers,IchoosetoaskthemsomegreatriversinChina.Andthe

answertothesecondquestioncanleadinthenextactivity--brainstorming.

Inactivitytwo,IwillasktheSstodiscussinpairsandanswerthe

questionHowdopeoplewholivealongariveruseit?”Mypurposeofthis

activityistoremindtheSstheimportanceoftheriver,thusstimulatetheSs

awarenessofprotectingtherivers.

Inthelastactivity,IwillshowtheSsapictureoftheMekongRiverand

askthemtolistthecountriesthatitflowsthrough.Thisactivityleadsinthe

while-reading.

StepII:While-reading(21mins)

While-readingisthemainpartanditwilltake21mins.HereIadoptthe

top-downreadingmodel.Thisstepisdividedinto2parts:fastreadingand

carefulreading.Beforereading,IwillasktheSstopredictwhatwilltalkin

thetextaccordingtothetitle.ItcanexerttheSsimagination.

1)Fastreading

Duringfastreading,IwillasktheSstoreadingthewholepassagequickly

andgetthemainideaofeachparagraph.Usually,themainideaofeach

paragraphisthefirstsentenceorthelastsentence,butthistextisnot.So

themainideaofeachparagraphwillbematchedbecausetheSsarelackofthe

skillofsummarizingthemainideabythemselves.

2)Carefulreading

AftergettingthegeneralideaofeachPara.,Iwilldealwiththedetails

Para.byPara..

Inparagraphone,IwillasktheSstoreadquicklyanddotheexercisesT

orF.AndifitisF,Iwillaskthemtocorrectit.Thisexercisecanhelpthe

Ssgetthekeyinformationofthefirstparagraphinashorttimeandcandeepen

theSs’understandingofthefirstparagraph.

Inparagraphtwo,IwillaskSsonequestion“Isitadifficultjourneyto

cyclealongtheMekong?Why?”ThiscanhelptheSsdeveloptheirabilityof

summarizing.IftheSscan’tanswerthequestionbriefly,Iwillencouragethem

tofindthekeysentencesandtrytojointhemtogether.

Andinthelastparagraph,IwillaskSstwoquestions“Howdoesthewater

ofMekongRiverchange?”and“WhatcanyouseewhenyoutravelalongtheMekong

River?”Bothquestionsarerequiredtoanswerinkeysword.Inordertolower

thedifficultyofthequestions,Iwillshowthemtheexamples.Afterthat,I

willpresentsomepicturestodeepentheSs’impressiononthenewwords.And

thesetwoquestionscanhelptheSsgainadeeperunderstandingontheMekong

River.

StepIII:Consolidation(6mins)

Afterdealingwiththedetailedinformationofeachparagraph,Iwillask

theSstoreadthewholepassageagainandanswertwoquestionstoconsolidate

whatthey’velearnt.Itwilltake6minutes.Thetwoquestionsare“Whereisthe

sourceoftheMekongRiverandwhichseadoesitenter?”and“HowdoWangKun

andWangWeiprepareforthetrip?”ItiseasyfortheSstofindtheanswerto

thefirstquestioninthetext.Astothesecondquestion,itmaybealittle

difficult,soIwilllistsometipsfortheSstofindtheanswermore

easily.

StepIV:Post-reading(10mins)

That’sallforthewhile-reading.Nowlet’smovetothefourthstep.In

thisstep,IwilldesigntwoactivitiesandIwillspend10minutesonthem.

Thefirstactivityisfillingintheblanks.Inthisactivity,Ssare

requiredtofindthedifferentattitudesofWangKunandWangWeitothetrip,

andthentheteacherwillexpressherattitudetothistrip.After

demonstrating,Ssareencouragedtoexpresstheirattitudes.ItcanhelptheSs

traintheirabilityofinformation-gatheringandexpression.

Thesecondactivityisthinking.Inthisactivity,IwillasktheSsto

discussingroupsoffourandtrytousesomewordstodescribethe

characteristicsofWangKunandWangWeiaccordingtotheirattitudes.Itis

reallydifficult,butitcannotonlytraintheirabilityofanalysisand

comprehension,butalsocultivatetheirspiritofcooperation

StepV:Homework(1min)

Finallyitcomestothehomework.Ssarerequiredtoreviewthelearnt

lessonandunderlinetheusefulwordsandphrasesinthetext.Thisoneisfor

themtoconsolidatewhatthey’velearntandmakepreparationforthenext

lesson—LearningabouttheLanguage..

Ⅴ.Blackboarddesign

Onthetop,thereisthetitleofthislesson.Ontheleft,itlistssome

importantrolesthattheriverplays.Ontheright,therearesomeusefulwords

andexpressions.

That’sallformyinterpretation.Thankyouforyouratt

中學(xué)英語滲透法制教化教案3

Goodevening,dearteacher,Impleasedtohavethechancetoshowyoumy

teachingopinions.ThetopicIwilltalkaboutisfromBook4unit1womenof

achievement.Itconsistsof6parts.

PartI.Theanalysisofteachingmaterial

Firstismyanalysisofteachingmaterial,thisunitwilltalkaboutafew

greatwomen,andthearticlewillfocusonJaneGoodall,agreatwoman,asan

animallover,shetriedherbesttocallforprotectionofwildlife.Sowecan

seethearticleaimstoenhancethestudentsawarenessofwildlife

protection.

PartII.Teachingaims:

Accordingtothenewstandardcurriculumandsyllabus,andstudythe

teachingmaterial,Ithinktheteachingaimsareasfollows:

1.Knowledgeaims:(firstly)tomasterthenewwords,phrases,anduseful

expressions

2.Abilityaims:secondlytodevelopthessreadingskillssuchas:

listening,speaking,Readingandwriting.

3.Moralaims:thirdlybylearningthepassage,letthestudentsrealize

thateveryoneshouldhavetheresponsibilitytoprotectthewildlife.

PartIII.Teachingandlearningmethods:

Inordertoachievetheteachingaims,Iwillusethetask-basedand

students-centeredmethods,andtheteacheractsasadirector.Iwillalsouse

encouragingwordssuchas:haveatry,agoodjob,excellent,andsoonand

makefulluseofmodernequipments.

PartIV.Difficultandimportantpoints:

Nowletscometodifficultandimportantpoints,Itsaboutthegreat

women,sowecanlearnalotofgoodqualitiesofJaneGoodall,andthe

difficultpointistodevelopthestudentsreadingskillsandcommunicatewith

eachotherfluently.

PartV.Teachingprocedures:

Nextpartisthemostimportantpart,teachingprocedures.

Step1.Leading-in

Atfirst,Iwillshowsomepicturesaboutgreatwomen,andask/encourage

thestudentstoguesswhotheyare,andwhatmakesthemgreat.Inthelast

picture,Iwillshowsomepicturesaboutherworkintheforest,Accordingto

thepictures,whatdidshedo?Inthisway,wewillenterthepassage.

Step2.skimming.

43minutestogetthemainideaofthepassage,thisstepwilltrainthe

studentsfastreadingability.Andgraspthekeyinformationofthe

passage.

Step3.Scanning

Accordingtothemainidea,weknowJaneGoodallspent40yearsinthe

forest,.

1.WhydidshegotoAfrica?

2.Whatdidshedothere?

3.Whatdidsheachieve?

Accordingtothesequestionsandatable,tocompletethescanning.

Step4languagepoints:

Whiletheyarereading,theymaymeetsomenewwords,phrases,oreven

sentences,firsttheycanunderlineitandthendiscussitwithyourpartner.

AndIwillalsoshowsomeusefulexpressions.Suchas:

1.Worthwhile/worthy/worth

2.onlyafterWassheallowed

Step5.Discussion.

RightnowweknowJaneGoodalldevotedhermosttimetoresearch,nowwhat

madehergreat?Andwhatdidyoulearnfromher?4minutestodiscussin

groups,andthensomewillpresenttheiropinionstous.Thisstepwilldevelop

thestudentsabilityofcooperation,communicationandexpression.

Step6.Homework.

Finally,itisthehomework,writeacomposition,trytointroduceJane

Goodall,whatdidyoulearnfromher?Youcanusewordsandphrasesasmanyas

youcanyouhavelearnedinyourpassage.

Step7.Theblackboarddesign.

Agooddesignwillhaveabetterunderstanding.Sohereisthetitle,and

ontheleftarethekeywords,orphrases,ontherightaresomesentences.

Nowacleardesignwillhelpthemunderstandbetter.

Somuchformyteachingideas.Thankyouforyourattention.

中學(xué)英語滲透法制教化教案4

一.教學(xué)內(nèi)容分析

本單元的中心話題是Goodmanners，這是一個(gè)亙古及今且永恒的話題。但在我們這一單元中，Goodmanners

都有些什么內(nèi)容呢?中外文化中對(duì)Goodmanners的理解、表達(dá)有什么異同?我們?cè)撛趺醋?、做什么才能成為一個(gè)受人歡送、具有Goodmanners

的人呢?單元中十一個(gè)板塊的相關(guān)話題的設(shè)計(jì)及語言材料的選編無不緊緊扣著這個(gè)中心。從日常生活中看似雖小但能觸及心靈的情景及行為，如致歉、書面致謝;東西方餐桌禮儀;域外風(fēng)俗禮節(jié)等，都作了詳盡的詮釋，全部這些為我們供應(yīng)的不僅是充溢的英語語言學(xué)問和綜合語言運(yùn)用技能訓(xùn)練的內(nèi)容，更重要的是學(xué)生學(xué)習(xí)這一單元的整個(gè)過程也是他們陶冶情操、標(biāo)準(zhǔn)行為、開展心智的過程，這對(duì)他們身心的開展會(huì)產(chǎn)生較強(qiáng)的感染作用，有助于他們?nèi)宋乃仞B(yǎng)的整體提高和跨文化意識(shí)的加強(qiáng)。

“熱身”(Warming

up)局部設(shè)計(jì)了學(xué)生學(xué)習(xí)生活中及日常生活中常常發(fā)生的四幅畫面：上課遲到、打斷別人說話、排隊(duì)買飯時(shí)不當(dāng)心雨傘戳著別人、商店里排隊(duì)付款一男士推開兩顧客從他們中間穿過，顧客生氣質(zhì)問男士。讓學(xué)生學(xué)會(huì)致歉，學(xué)會(huì)講禮貌。這局部的目的是，引出中心話題Good

manners，幫助學(xué)生明白講禮貌會(huì)使我們?nèi)穗H之間關(guān)系和諧融洽，甚至?xí)筛隇橛癫?同時(shí)復(fù)習(xí)或?qū)W習(xí)一些致歉語和必要的答語。

“聽力”(Listening)局部供應(yīng)了一段兩摯友間的對(duì)話，一摯友不打招呼騎走了另一摯友的自行車，并且把它弄丟了。怎么辦?當(dāng)然是致歉。這個(gè)聽力練習(xí)要求學(xué)生通過聽學(xué)會(huì)對(duì)發(fā)生了這種事情后的致歉表達(dá)和更高姿態(tài)的回響，使致歉者釋然。以此了解英語國(guó)家人士語言的得體性、思維的方式與習(xí)慣表達(dá)方法，造就學(xué)生跨文化交際的意識(shí)。如

“Iguessitwasn’treallyyourfault,wasit?”,“That’sOK.Forgetit.Itwas

anoldbikeanyway.”

“口語”(Speaking)局部供應(yīng)的是三組文字情景，要求學(xué)生在前面“熱身”和“聽力”的根底上，以雙人對(duì)話的活動(dòng)形式表達(dá)情景，訓(xùn)練學(xué)生在比擬真實(shí)的情景中口頭表達(dá)實(shí)力和豐富他們有關(guān)致歉的語匯，包括詞和句型。充分展示具備Good

manners者解決問題、處理犯難場(chǎng)面的風(fēng)采。

“讀前”(Pre-reading)局部設(shè)計(jì)了四個(gè)情景：1)Atadinnerparty,2)Greetingyourteacher,

3)Receivingyourbirthdaypresent,4)Payingavisittoafriend’shouse,

以小組活動(dòng)的形式探討并寫下在中國(guó)文化中以上情景有禮有節(jié)的一些規(guī)則，這一活動(dòng)的目的是不僅要調(diào)用學(xué)生已有的干脆和間接的表達(dá)Goodmanners

的生活經(jīng)驗(yàn)，加深對(duì)我們中國(guó)是文明禮儀之邦的相識(shí)，而且激活學(xué)生的思維，自然過度到下一步的“Reading”西方文化、餐飲禮儀。

“閱讀”(Reading)局部是一篇說明文。主要介紹了西方的餐桌禮儀，并在字里行間滲透著和中國(guó)餐飲文化進(jìn)展比擬。東西方文化交織在一起，充溢了跨文化交際的信息，表達(dá)了教材的國(guó)際性和民族性。

“讀后”(Post-reading)局部的前三項(xiàng)任務(wù)是要求學(xué)生針對(duì)課文的理解完成的，可作為評(píng)價(jià)學(xué)生對(duì)文章理解的程度。如第一項(xiàng)：列出中西方餐桌上餐具及其擺放的位置;其次項(xiàng)：標(biāo)出西方正式宴會(huì)上主要食物上桌的依次;第三項(xiàng)：判定西方正式宴會(huì)上哪些就餐行為文明有禮，哪些行為顯得無禮粗俗。第四項(xiàng)是回答下列問題，是一道聯(lián)系中國(guó)實(shí)際的、開放性的一道問題：中國(guó)的餐桌禮儀也在變更嗎?舉例說說?？梢孕〗M探討的形式進(jìn)展，目的在于讓學(xué)生對(duì)中西方餐桌禮儀的認(rèn)同，以及造就學(xué)生的思辯實(shí)力。

“語言學(xué)習(xí)”(Languagestudy)分詞匯和語法兩局部。詞匯局部有構(gòu)詞法學(xué)問，前綴in-,im-,un-,non-

和練習(xí)局部詞匯的一篇與課文主題相關(guān)的短文。引導(dǎo)學(xué)生通過短文供應(yīng)的生動(dòng)語境造就自己理解和記憶單詞的實(shí)力。語法工程是定語從句，這是繼前面兩單元后第三次出現(xiàn)，不屬新的語法學(xué)問。非限制性定語從句第一次介入。語法第一局部供應(yīng)的限制性定語從句和非限制性定語從句的例句比擬和說明，可供學(xué)生自主學(xué)習(xí)，讓學(xué)生探究發(fā)覺兩種定語從句的不同形式和含義。其次局部著重檢驗(yàn)學(xué)生運(yùn)用兩種定語從句拓展句子的實(shí)力。

“綜合技能”(Integrating

skills)設(shè)計(jì)了一個(gè)很管用的寫作任務(wù)：寫感謝信。這個(gè)設(shè)計(jì)包括讀和寫。閱讀局部的內(nèi)容是一封感謝信的范例;寫作局部的任務(wù)是：對(duì)老師的幫助、父母的關(guān)懷支持、摯友的真誠(chéng)、收到生日禮物等寫一封感謝信。通過這一活動(dòng)，讓學(xué)生明白對(duì)他人的幫助心存感謝，無疑是一種美德，一種素養(yǎng)。

“學(xué)習(xí)建議”(Tips)局部供應(yīng)了一些行為標(biāo)準(zhǔn)的名言警句，告戒學(xué)生隨時(shí)隨地講文明、懂禮貌，從自身做起，從小事做起。

“復(fù)習(xí)要點(diǎn)”(Checkpoint)局部簡(jiǎn)要地總結(jié)了本單元的語法重點(diǎn)限制性定語從句和非限制性定語從句，并且設(shè)計(jì)了一些最根本的語言練習(xí)，幫助學(xué)生自評(píng)。同時(shí)通過兩個(gè)問題引導(dǎo)學(xué)生對(duì)本單元所學(xué)的詞匯作一次小結(jié)。

二.課時(shí)支配：6課時(shí)。

TheFirstPeriod:WarmingupandListening

TheSecondPeriod:Speaking

TheThirdPeriodandFourthPeriods:Pre-reading,Readingand

Post-reading

TheFifthPeriod:LanguageStudy

TheSixthPeriod：IntegratingSkills

三.分課時(shí)教學(xué)準(zhǔn)備

TheFirstPeriod

GOALS:

Tofocusontalkingaboutgoodmannersaswarmingupandlistening

practice.

Tolearntoexpressapologiesandresponsestoapologies.

Toarousestudents’interestinlearninggoodmannersthroughvarious

activitiesinclass.

TEACHINGPROCEDURES:

I.Warmingup

設(shè)計(jì)問題、語境，誘發(fā)學(xué)生翻開話匣子，不作限制，更不當(dāng)練習(xí)來完成。

1.以舊帶新，先入為主，依據(jù)學(xué)生自己的體驗(yàn)和理解，列舉Goodmanners的事例。

2.知錯(cuò)并向人致歉是Goodmanners

的行為之一。引入致歉用語，借書中情景和額外補(bǔ)充的各種情景反復(fù)演練，使學(xué)生能將這些禮貌用語嫻熟地運(yùn)用于生活之中。

(這些情景的供應(yīng)，也為最終讓學(xué)生自己描述致歉場(chǎng)面作準(zhǔn)備)

3.作為一個(gè)有禮貌的人，對(duì)他人的懇切致歉怎么反映?說些什么讓致歉者心里釋然?(為下一步的聽力做個(gè)鋪墊)

4.你上次向人致歉的情景還記得嗎?對(duì)方是否是個(gè)講禮貌的人。請(qǐng)描述一下。

1.T:Welikepeoplewithgoodmanners.Wedon’tlikepeoplewithbad

manners.

Well,whataregoodmannersinyouropinions?Forexample,

Isitgoodmannerstotakeyourclassmate’sbicyclewithouttelling

him?

Ofcourseit’s(not)goodmannerstodo…./that….

Groupwork:Makealistofatleastfourthingswhicharegoodmannersin

ourdailylife.

2.Whatshouldwedoatleasttobegoodmannersifwedosomething

wrong?

Makinganapology?Andhowtoexpressyourapologies?Whatexpressionsdo

youusetoapologize?

(Excuseme/I’msorry./Iamterriblysorry/Pleaseforgiveme...)

3.Lookatthefourpicturesinthetext.Completethedialogueswith

properwordsaccordingtothesituationsgiven.

4.Herearesomemoresimilarsituations.Pleasemakesimilardialoguesin

pairstodrilltheexpressionsofapologies.

Situationone:Yougototheteachers’officetohandinyourhomework,but

yourteacheristalkingwithoneofhercolleague.Youinterruptthem.

SituationtwYouarelatefortheschoolgatheringandallyourclassmates

arewaitingforyouatthebusstation.Youexplainthatyouhadaflattyre.

Yourclassmatesforgiveyouandtellyounottoworry.

Situationthree:Whenyouarewalkinginthestreets,yousteponto

someone’stoesandthispersonisabitangry.Heremindsyoutobecarefulnext

time.

Situationfour:Youareplayingbasketballandsuddenlytheballhit

someonepassingby.Thepersonisveryangrywithyou.

5.Infact,ifyoucanapologizeprobablyafteryoudosomethingwrong,

otherswillstillhaveagoodimpressionofyou.Ontheotherhand,yourproper

responsetoanapologyalsoshowsyouareapersonwithgoodmanners.

Well,what’syourresponsetothefollowingapologies?

1)I’msorry,Sam.Isteppedonyourpenandbrokeit.Ididn’tseeiton

thefloor.

______________________________.(It’sOK.Ihaveanotherpen.)

2)I’msorry,Mr.Tan,Ididn’tcompletemyhomework.Iwasnotfeeling

welllastnight.

__________________________________________________________________.

(Areyoufeelingbetternow?Youmayhandinyourhomeworktomorrow.)

6.Doyouthinkitgoodmannerstomakeanapologytopeopleintimeifyou

havedonesomethingwrong?Pleasedescribethesituationlasttimewhenyoumade

anapologytoothers.

Whatdidyousaytoexpressyourapologies?Whatwastheother’s

response?

Didhe/sheacceptyourapology?Doyouthinkhimapersonwithgood

manners?

Why(not)?

II.Listening

1.ListeninginSB.

遵循stepbystep

的原那么，分聽前(Pre-listening)、聽時(shí)(While-listening)和聽后(Post-listening)

三步走，并設(shè)計(jì)各個(gè)步驟的任務(wù)型活動(dòng)，使整個(gè)聽力目標(biāo)明確，中心話題更為突出。

Pre-listening:Gooverthesixquestionsorsentencesandguessinpairsif

thepersonsinthelisteninghavegoodmannersornot.Whydoyouthinkso?

While-listening:Answerthequestionsandcompletethesixsentences.

Post-listeningquestions:

Hasanythingsimilarhappenedtoyou?Whatwasthesituation?Howdidyou

dealwithit?

Doyouthinkyou’reapersonwithgoodmanners?Inwhatways?

2.ListeninginWB.P.115

Listentothetapeandfinishtheexercisesinit.

TheSecondPeriod

GOALS:

TofocusonoralpracticeSpeaking.

Thestudentsaretousetheexpressionsofapologiesandpossibleanswers

freelythroughsomesituations.

Theyareenabledtosolvesomesimulatingproblemsaboutgoodmannersand

badmanners.

TEACHINGPROCEDURES:

I.Elicittheexpressionsofapologiesandpossibleanswersthroughthe

situationswhichmighthappentotheteacherhimself/herself.

Theteacherisabitllatefortheclass.

Theteachercarelesslyknocksdownastudent’sbookslonthetable.

Theteacherblamessomestudentwronglyfornot…l

1.T:I’msorry.Ididn’tmeanto….NowIapologizeformy…

S:Oh,that’sallright.

創(chuàng)設(shè)真實(shí)情景與學(xué)生溝通，既是以身示范，又自如、貼切地呈現(xiàn)教材中供應(yīng)的常用致歉用語和答復(fù)方式。

2.T:WhatdoyouthinkofmesinceImadeanapologyforwhatIdid?

WhatifIdidn’tapologizetoyouforwhatIdid?

就老師的行為讓學(xué)生評(píng)說會(huì)更加激發(fā)學(xué)生說的愛好，還會(huì)使學(xué)生具備必需的Goodmanners

的尺度標(biāo)準(zhǔn)。同時(shí)，為后面學(xué)生自己如何表現(xiàn)出文明禮貌、“問題”如何解決作準(zhǔn)備。

3.T:Whatwouldyoudointhefollowingsituations,soastosh