牛津高中英語(yǔ)教學(xué)設(shè)計(jì)與反思(文件)

　

【正文】 e following questionsPart１What makes the Chinese language differ from many Western languages?The Chinese language differs from many Western languages in that it uses characters which stand for ideas, objects or deeds instead of an Chinese words are formed by bining different 2Who is said to have invented Chinese writing?Cang a short introduction of Cang ，是傳說(shuō)為黃帝的史官，漢字的創(chuàng)造者。Part 3How are Chinese characters formed? of physical objects－pictographs(象形)(More pictographs are given for students to match with their simplified characters.) two or more elements together to express ideas or directions and numbers(會(huì)意)The teacher explains some : 莫(上下都是草，中間是個(gè)太陽(yáng)，意思是太陽(yáng)已落入草叢之中，天色已暮)眾(三個(gè)人)、友（二手相疊，友善相助義）、比（兩人緊挨著）、More characters are given to the are encouraged to use their imagination to explain ——(人困于門(mén)中)，友（二手相疊，友善相助義）、玨（兩串玉）、朋（兩串貝）、焱(三個(gè)“火”)；戔（兩戈交接，攻伐義）、絲（兩捆絲）、品(三個(gè)口) meaning and pronunciation－pictophonetic characters(形聲)The teacher gives examples: 蛛、錢(qián)、材、消、熔Ask the students to have a discussion with the partner and try to find some more examples of pictophonetic 4When did Chinese writing begin ?Thousands of years agoHow was Chinese writing invented ?Cang Jie saw the tracks of animals in the snow and he got the idea that he could use different shapes to stand for different objects.【設(shè)計(jì)說(shuō)明】在掌握文本結(jié)構(gòu)，主體大意的基礎(chǔ)上，進(jìn)行文本的精細(xì)閱讀，目的是在理解文本細(xì)節(jié)的基礎(chǔ)上，為Project的圖冊(cè)設(shè)計(jì)進(jìn)行素材的收集，寫(xiě)作結(jié)構(gòu)的梳理。in case of。相應(yīng)的完全否定形式是： none,nothing,nobody, no one,neither is easy to distinguish(distinguish)their meanings by looking at them.(1)學(xué)好英語(yǔ)是可能的。It seems that he has known the answer to the intoPractice:1)當(dāng)氣溫低于零度，水就變成冰。in any case。 points:Let each group to choose their favourite fruit(banana pear grapestrawberry apple)and thendiscuss the phrases with their （有區(qū)別，與不同）differ in(在方面不同）be different fromdifferencetell the difference between(1)他的房子和我的不同。目有重瞳者，中國(guó)史書(shū)上記載只有三個(gè)人，虞舜、倉(cāng)頡、項(xiàng)羽。Teaching aims: the students know the development of Chinese students know the formation of Chinese to explain the process ofthe Chinese characterTeaching procedures:Step 1LeadinAsk students a question “Can you recognise these Chinese characters?”and Show the students some pictures about developing process of the Chinese characters and introduce the topic “The development of Chinese characters”.【設(shè)計(jì)說(shuō)明】作為文本閱讀的導(dǎo)入，首先要找一些關(guān)于課文的圖片來(lái)挑動(dòng)學(xué)生的學(xué)習(xí)興趣，激發(fā)學(xué)生的學(xué)習(xí)熱情，自然而然地引至主題。Teaching aims:After learning wele to the unit, the students will be able to: where to search job to prepare to get a to face the difficulties of failing to find a job procedures:Step 1 where to find job opportunities(PPT4)1 Encourage students to think of where to find job Encourage students to pare the different ways of find job opportunities.[Explanation] 根據(jù)自身的生活經(jīng)驗(yàn)，高三的學(xué)生一般都能列舉出若干工作信息來(lái)源。Wele to the unit在整個(gè)一單元中起到了對(duì)單元總話題的導(dǎo)入作用。包括一些復(fù)雜句型的翻譯分析，不光從語(yǔ)法的角度分析，也要從整個(gè)段落的意思分析。為驕傲同 take pride in?(播放幻燈片19) worth nothing 一文不值 be worth sth/ doing/$值。* for instance 例如，同 for example * refer to ? as ? 將。*句中hath是古英語(yǔ)，相當(dāng)于現(xiàn)代英語(yǔ)的has(播放幻燈片15) a life of luxury 過(guò)著奢華的生活 lead a ?life / lead a life of ? 過(guò)著。waiting about。定語(yǔ)從句與先行詞可連成neither of the only two people came to look at the house，因此應(yīng)填neither of whom引導(dǎo)定語(yǔ)從句。wants c．is。的數(shù)目課堂操練：the number of the stamps _____ limited, so a number of people _____ to have a look at ．a(chǎn)re。*separate here is used as an adjective with the meaning ‘each or individual(word in the group of words or the expression)’ or ‘ not together’.，但是他們各自睡一張床。最后再進(jìn)行一系列由簡(jiǎn)到難的強(qiáng)化訓(xùn)練，當(dāng)然都是要在一定語(yǔ)境基礎(chǔ)上的，當(dāng)場(chǎng)鞏固當(dāng)場(chǎng)掌握，從被動(dòng)接受到主動(dòng)運(yùn)用。要求學(xué)生列出語(yǔ)言難點(diǎn)，鼓勵(lì)學(xué)生利用網(wǎng)絡(luò)了解更多有關(guān)廣告的知識(shí)，有利于培養(yǎng)他們的自主學(xué)習(xí)能力。step 7 postreading(consolidation activity two)ask students to retell the whole text with the help of the key words on the ppt.【設(shè)計(jì)說(shuō)明】要求學(xué)生復(fù)述課文內(nèi)容，是在有效輸入語(yǔ)言的基礎(chǔ)上進(jìn)行的輸出活動(dòng)，對(duì)學(xué)生的表達(dá)提出了更高要求。step 3 fastreading ask students to listen to the recording of the reading text and skim the text to get the general idea.【設(shè)計(jì)說(shuō)明】通過(guò)聽(tīng)課本錄音和快速閱讀，了解學(xué)生對(duì)文本表層的理解情況，引導(dǎo)學(xué)生逐步提高閱讀速度，從而提高閱讀理解水平。即：導(dǎo)入主題，支撐主題的細(xì)節(jié)材料和結(jié)論。第三篇：牛津高中英語(yǔ)教學(xué)設(shè)計(jì)牛津高中英語(yǔ)教學(xué)設(shè)計(jì)教 材：牛津高中英語(yǔ)(模塊四)高一下學(xué)期文檔內(nèi)容：教學(xué)設(shè)計(jì)—教案單 元：unit 1 advertising 板 塊：reading 1 作 者：唐敏芳課堂設(shè)計(jì)指導(dǎo)思想：本堂課是以聽(tīng)、說(shuō)、讀為主的閱讀課。總之，在平時(shí)的教學(xué)中我們感受到課改對(duì)教師帶來(lái)的挑戰(zhàn)，也遇到了不少的問(wèn)題，有些問(wèn)題一直困擾著我們而不能及時(shí)解決，一方面可能跟我們的處理和應(yīng)變能力有關(guān)，另一方面，我們也覺(jué)得是不是在教材的編寫(xiě)體制上作些合理的調(diào)整和改進(jìn)，這樣才能更有利于今后的英語(yǔ)教學(xué)。如：模塊三第二單元中的Reading部分就很難讓學(xué)生朗讀或背誦，這與該教材的宗旨也是相餑的。有些單元中的Word power 和Task部分過(guò)于注重形式,可操作性和實(shí)用性不強(qiáng)，教師完全放棄不用盡管編者的出發(fā)點(diǎn)是很好的 ,也用心良苦,但在實(shí)際教學(xué)中表明,這兩部分在教學(xué)中是難以做到位的,:Task中所提出的要求有相當(dāng)一部分脫離教學(xué)的實(shí)際情況,學(xué)生也不太熟悉，因此很難在教學(xué)中完成,一方面教學(xué)進(jìn)度不允許,每個(gè)單元的容量很大,如果按照這一部分所布置的任務(wù)去做,那就不能按是完成教學(xué)任務(wù),另一方面,缺少操作性,因?yàn)樵摬糠炙贾玫娜蝿?wù)適合小班教學(xué),事實(shí)上,目前大部分中學(xué)每班的學(xué)生數(shù)都較多,這樣就不可能使每個(gè)學(xué)生每次得到練習(xí)的機(jī)會(huì),很顯然,這與中學(xué)的實(shí)際情況是不相符的。在各段時(shí)間內(nèi)要任務(wù)明確，檢查到位，在學(xué)生遺忘之前就要鞏固下來(lái)，根據(jù)記憶規(guī)律辦事。具體表現(xiàn)為以下幾個(gè)方面：詞匯量偏大,學(xué)生在記憶掌握生詞和詞組時(shí)遇到的困難不少，教師難以掌控到位牛津版教材中每個(gè)模塊有三個(gè)單元,模塊1和模塊2中每個(gè)單元后面的生詞表中列出的生詞和詞組至少70個(gè),模塊3和模塊4中的生詞就增加為120到150個(gè)，加上沒(méi)有列入生詞表中的詞和詞組,有些單元的詞和詞組就將近200個(gè),這對(duì)高一的學(xué)生來(lái)說(shuō)顯然是多了些。如在學(xué)完模塊2第二單元中Project的閱讀材料后，教師可把學(xué)生分成4人或6人一組，向他們布置一個(gè)長(zhǎng)作業(yè)，要求每組設(shè)計(jì)一個(gè)