外研版高中英语book7 module2 教学设计

第一篇：外研版高中英语book7 module2 教学设计

高中英语外研版 Module 2 Book7教学案例设计

编写人： 孙荣

高中英语外研版 Module 2 Book7教学案例设计

一、教材依据

本教材是英语教学与研究出版社依据教育部制定的国家《英语课程标准》外研版高中部分顺序选修第七册。

二、课题分析

本课题是以高一课本中关于美国中学学制、学习年限和

学校教育体系等知识为基础，以高中毕业生的精彩生活为话题所展开的对美国学校生活进行的描述性文章。生词量小，写作结构明显，易于学生听读，文中出现的重点短语和句型，是此类记叙文常用的，也是本模块后面几篇文章中所涉及到的，本节课的学习将为后面的学习奠定基础。通过回答相关问题，提高学生略读和查读的能力，并能就阅读内容展开讨论，对自己的理想学校生活进行描写。

三、学情分析

教学对象为高二学生，认知能力比高一阶段有了进一步的发展，渐渐形成了用英语获取信息、处理信息、分析问题和解决问题的能力。对美国学生的学校生活情况学生已通过影视、书报等媒体有了初步了解，Highlights of my senior year 一文生词量不大，文章主旨大意易于理解，但因学生口语基础较差，用英语进行表达会有一定难度。为此，课堂上应该多鼓励表扬学生开口，莫使学生产生羞怯感和恐惧感。

四、设计思想

通过出示Introduction 部分的几个问题和学生感兴趣的课外活动图片导入话题，同时也引起学生强烈的求知欲；接着让学生分别通过听录音，略读和查读抢答设置的相关的大意和细节问题，既调动学习的积极性，又加强对思维方向的自觉控制，提高学生对材料进行理解、分析、加工以及获取信息进而解决问题的实际能力。词汇，语言点和句型的学习难度较小，所以在该环节中我放手让学生自己处理知识点，解决教学案中的相应练习。通过对本文的学习，学生一定会产生对校园生活的美好憧憬，所以最后我设置了让学生畅谈自己心目中最理想的校园生活这一环节，虽然在口语表达上存在一定难度，但是学生感兴趣，想说，也愿意说，兴致高昂，气氛热烈，借此，我直接进行了热爱学校生活的德育渗透。

五、教学目标

(1).Get the main idea by listening and catch more information by skimming and scanning.(2).Enable students to use the key phrases and sentence patterns freely such as “look back;highlight;have fun;It’s a pity that„；”Tell the differnces between “rent”，“hire”，and“employ”

(3).By discussing the school life , educate students to love school and their classmates.六、教学重点

(1).Catch the main idea of the passage and answer the questions in detail by skimming and scanning.(2).Inspire students to express their thoughts about school life.(3).Use the key phrases correctly : look back(at /on);have fun doing sth;It’s a pity that „

七、教学难点

Students describe their school life in own words and give their opinions.七、教学准备

Tape recorder;Multimedia;Teaching and Learning Plan Prepare some pictures of student activities.八、教学过程

Step1 Lead-in(5 minutes)

1.Students read the information in the chart and answer the 5 questions wholly：

2． Show the pictures of students’ activities.Ask the following questions：

（1）.Do you think sports are an important part of school life?

(2).Do you think prom night is before or after the final senior year exams?(3).What do students receive at the end of their senior year? Step 2 Listening with the questions（5 minutes）

（1）.Joanna had a lot of successes during her senior year.What are they ?

(2).Why did Joanna enjoy the prom so much? Step 3.Skimming(3 minutes)

(1).Why has Joanna decided to write down the wonderful things that have happened?

(2).What did Joanna do during the Easter vacation?(3).Who invited Joanna to dance?

Ask individual students to give the answers.(指出略读的技巧)Step 4 Scanning(7 minutes)

(Ⅰ).Ask students to scan the passage and get the structure of the passage.Give the meaning of each part.Part 1(Para1—6)Memorable things in her senior year Part 2(Para 7—8)The highlight o fthe year.(Ⅱ).Look at the phrases from the passage and choose the correct answers.Students do it wholly.1.I find myself looking back at my senior year.(a).I am remembering my senior year(b).I have found something in myself.2.working as an arts editor(a).drawing pictures

(b).writing about films, plays and art 3.my first step towards becoming a journalist(a).I am trying to become a journalist(b).I am thinking about becoming a journalist

4.a peer mediator, someone who helps students to settle problems(a).someone who helps students find the answers to problems(b).someone who discussed problems with students 5.my school life is almost over(a).My school life has ended.(b).My school life will soon end.6.the student council

(a).an organisation of students(b).an organisation of teachers

7.It took two hours but it was worth it.(a).It took a long time to have my hair done but it’s useful.(b).It took too long and it was a bad idea.Step 5 Language Points(15 minutes)

(Ⅰ)Complete the sentences with the correct form of the words in the box.competitive dinner jacket diploma elegant enormous event forever grade suit highlight meanwhile rent smart training

1).What _____ did you get in your English Literature exam?.2).The dance hall was_________.3).Joanna will remember the prom _______.4)You look wonderful in that ______ dress.It really _____you!5).Daniel looked very ____________ in his ____________.6).He _____a big car to go to the prom.7).It’s the most important social _____ of the year.8).You need _______for most jobs.9).If you pass your exams, you receive your High School _______.10).___________people want to be the best at everything.11).Go and have your hair done.__________I’ll ring our friends.12).For Joanna , the ________of the evening was being elected prom queen Make students grasp the words.(Ⅱ)Paraphrase: Find the sentence in the passage to replace the following ones.1.I find it strange that I’ll graduate from school in a few days.2.I feel it a great pity that this will not probably happen.(Ⅲ)Let students find out the key patterns and use them freely: It is a pity that „;It is important that „;

Students can write the similar sentences on the paper as many as possible.(Ⅳ).Translation:

1.Meanwhile, I found myself looking back at my senior year, and thinking about all the wonderful things that have happened.2.One of the best things about this year has been working as an arts editor for this newspaper.3.I love writing and working on this paper is my first step towards becoming a journalist, so this has been a real success for me.4.Something else I’ve enjoyed greatly is working as a peer mediator, someone who helps students to settle problems that they have with other students.(Ⅴ)Show the phrases “look back” “have fun” “highlight” and “rent , hire, employ”.Students discuss or get help from the dictionary and sun up the uses.Then do the exercises on the paper.Step 6 Discussion(4minutes)

Work in pairs or groups.Discuss the question.“ What kind of person is Joanna? Describe her.”

First sdudents discusss and then ask their representatives to express their opinions.Step 7 Free talk(3 minutes)

Students describe their ideal school life in English.Whether they talk much or little , I’ll praise them for their courage, and meanwhile educate them to love their own school and classmates.Step 8 Singing(2 minutes)

Students sing the English song “Auld Lang Syne” together to relax and strengthen students’ love between each other.Step 9 Assignment(1 minute)Write about their school life.九、教学反思

本节课通过听说读写多种形式的训练，引领学生基本完成教学目标所规定的各项任务，在此进行反思如下：

1、优点:

（1）灵活多样的训练形式,使学生始终保持较高的学习兴趣,课堂气氛非常热烈;（2）小组讨论并选派代表进行发言的形式极大地调动了学生的表现欲,也增强了竞争意识;（3）课堂上较多地使用鼓励性评价语言,学生高兴,效果也很好.（4）在学生略读和查读的过程中点拨阅读和捕捉有效信息的技巧和策略，增强了学生阅读的目的性和有效性。（5）Free talk和 Discussion的练习，不仅使学生巩固了所学的基础知识，也提高了口语表达的能力。

2．不足之处：

与学生的互动还不是很够。部分环节中老师讲得太多，学生因为参与过少而显得被动，没能充分地发挥他们的主观能动性；辨析rent，hire 和employ时速度有点快，部分同学有点模糊.今后的教学设计中我将再接再励,扬长避短,争取使自己的课堂更有声色!

第二篇：外研版高中英语Book4 Module4单元教学设计

外研版高中英语Book4 Module4单元教学设计

茌平实验高中高一英语组 2011-5-19 一：单元设计的原则：

1：提前一周单元整体备课，每周一次集体备课，主备人和其他成员共同优化单元教学设计。

2：根据各部分之间的紧密关系来划分单元课堂讲解。3：各堂课重点突出，突出不同课型的特点。（精读；泛读；语法；听力和写作课）

4：重难点突出，详略得当，敢于取舍。（不要低估学生的自主学习能力，把一些他们可以处理的部分交给学生处理，比如本模块中Everyday English;Pronunciation ；Function.教师可以稍做引导或大胆放给学生）。二：各板块间的分析和重新组合：

第一节课：单元词汇+Introduction +Speaking+ Cultural Corner 1: 目标：本节课重点是词汇，口语和泛读。

2：组合原因：

单元词汇是基础（原材料）+Introduction（单元导入，激发学习兴趣）+Speaking（是针对Introduction 的第三部分的口语练习，是对Introduction 的巩固和提升）+Cultural Corner（以阅读带动单词的复习并有针对性的展开泛读能力的培养）

3：巩固练习：课本86页词汇练习5-8.泛读练习：87页练习9是关于两位科学家：Yuan Rongping and Monty Jones 的泛读，很好的知识链接。4：词汇处理方法：

单词提前一周分工每天记忆下一单元的某些词汇，保证在下单元新课前掌握单词的读和写；单词的检查：每位同学课前在单独的单词检查本上写出自己认为比较重要的20个单词的汉语，课堂开始组内交换测试和修改，组长负责把握组内听写情况，教师可以及时了解和采取补救措施。第二节课：Vocabulary and reading

1: 目标：词汇和精读。（词汇的使用和阅读技巧的培养）

2：阅读问题的设计要有目的性，重点突出，多样性（选标题，划分段落;找主旨句，单选，判断正误…），循序渐进（选择最佳标题---写出最佳标题；找出主旨句------试着写出主旨句…）;注重学习方法的启发。3：我们在阅读后常把突出的短语和句子单列出来，要求学生当堂背诵，如句子太长，帮学生改写为简单句，易于背诵，之后可就部分典型句子进行仿写。这样做是对词汇和句式的巩固也是下节课知识点讲解的前奏。第三节：Language points +Grammar(1)+Function +Grammar(2)1：目标：重点短语和句子的把握，可以进行适当的造句和仿写； 2：组合原因：

Language points 讲解了被动语态，数词的表达及by +doing的用法。它们分别在Grammar(1)+Function和Grammar(2)得到了进一步的学习。3：巩固练习：课本85页语法4个练习。

第四节： Everyday English(可略)+ Listening and vocabulary +Pronunciation(可略)+Reading and Writing.1: 目标：口语练习；听力；写作。2：组合原因：层层递进。

Listening and vocabulary: 文中大部分篇幅讲的Albert Einstein, 通过听力练习大家从词汇和他的个人信息等方面得到了热身。然后Writing：写一篇关于Albert Einstein的相关文章。

事实上第四节课就是以听力和写作的方式对于本单元所学的输出。第五节：讲评课。

1：测试题出题原则：根据本模块的task 和module file 中涉及的知识点，适当的安排测试题，阅读题也要考虑涉及相关知识背景的难度适当的阅读材料，把握好大部分学生能及格或分数高一点的试题，让大部分学生可以享受成功的快乐，而不是常常出些难度不太合适的题目，打击学生的学习积极性，所以要紧跟教材且根据学情安排考试题目。

2：做好试题分析，及时把题目按考察项目分好类，把分完类型的题目划分好分配到各个小组，由组长组织学生完成所分题目的书面和口头分析。并要求小组内上交自己的解题思路，且要求组内每个学生执笔完成至少一个任务的分析，小组内4个人的笔迹分析写在一张纸上上交。教师批阅。然后总结出难点，以便课上引导。3：课堂学生根据自己的任务到讲台进行展示，同时同学们可以根据自己存在的问题进行发问，展示的同学进行解释，然后是老师的挖深引导，可以借助于讲评学案（根据学生的分析情况在学案上对知识点进行思路引导，重难点突破，及挖掘补救）。

4：课后把组内上交的试题分析稍作调整后张贴于教室，便于同学们根据自己的情况浏览和获取信息。三：单元教学设计的困惑：

我们是不是该面面俱到的把模块的每一部分都拿到课堂上来？是不是这样来处理本模块的Grammar2, Everyday English;Function ,Task及Module File 让学生把练习答案写在黑板上或作业上，发现问题多的典型的部分老师做一下引导，共同克服困难。

第三篇：外研版高中英语必修五模块四阅读课教学设计

外研版高中英语必修五模块四阅读课教学设计

一、整体设计思路、指导依据说明

指导依据：在高中英语学习中，词汇是一个不可忽视的重要元素。语言学家认为，“各种语言学习活动归根结底都是学习词汇的活动，是词汇在听、说、读、写、译等形式中的练习和应用”。离开了词汇，语言就失去了实际意义；离开词汇语言就无法表达思想。词汇学习直接影响英语语言学习的效果。在中学英语阅读教学中，学生碰到的重要问题就是词汇阻碍，不少学生因词汇量小，看不懂句子或文章，而丧失了英语阅读的兴趣。学生的词汇量越大，对词汇理解得越深刻，其阅读也越广泛，视野就越开阔。

目前的高中学生由于没有找到适合自己的词汇学习方法和策略，在词汇学习方面存在诸多问题。有些词读不准，有些词甚至根本不会读，导致在拼写时错误百出，遗忘率极高。更别说正确、熟练地运用了。这就造成了学生无法运用英语进行正确恰当的听说读写，使他们感到英语学习困难重重。教师不仅有责任教授学生词汇知识，而且应该研究探讨词汇教学的方法。

设计思路：阅读中词汇的学习是将词汇放在课文情景中去理解并获取信息的过程。吕叔湘先生曾说过：“词语要嵌在上下文里才有生命。”没有语境很难掌握一个单词的确切含义，阅读中的词汇学习是培养学生在篇章语境中词义理解程度的最佳时机。结合学生目前学习词汇的实际情况，本节课的教学过程中，教师尝试充分利用课文所提供的丰富语言材料，设计多种形式的词汇练习，使学生教熟练掌握和运用所学新词汇。

二、教学背景分析

教材内容分析：本节阅读课是第四模块的第二课时，主要向大家介绍一个很著名的外国节日――狂欢节。这个话题与我们的日常生活和学生们感兴趣的外国文化有着很大的联系，对此话题的学习与讨论有益于提高学生学习英语的兴趣，通过日常教学使学生们掌握有关节日的新词汇并使他们了解其它国家的文化背景和社会风貌，为学生以后的阅读和学习做好知识储备。

学生情况分析：本节课的教学对象是高二年级的学生。他们在听、说、读、写和口语表达等方面都有了一定的基础。虽然课前已经让学生们通过各种渠道搜集了有关狂欢节的信息，学生对本节课要讨论的话题也有了一定的了解，但他们对与这一话题相关的英语词汇量不足，要用英语进行思维和表达还是有一定难度的。因此，这节阅读课中的词汇处理就显得格外重要。

三、教学目标分析

（一）语言技能目标

1.提高提取和筛选信息并进行重组的能力。

2.积极参与语言实践活动，提高用英语进行思维和表达的能力。

（二）知识能力目标

1.学会用英语简单介绍西方的节假日；

2.准确理解文章内容，并掌握文章中出现的新词汇。

四、教学重点、难点分析

教学重点：培养学生在阅读活动中获取信息，理解全文的能力。

教学难点：通过阅读，学生能够掌握本课的新词汇并能熟练应用。

五、教学过程设计

步骤1：导入（3分钟）

图片展示：向学生展示一些与节日有关的图片。

设计意图：借助节日图片，讨论相关话题，引出、学习一类词，因为有图片的直观呈现，学生能很快的掌握词义。并让学生在复述图片和谈论话题的过程中巩固新词汇，帮助学生降低词汇记忆和运用的难度，有效激活学生已有的知识储备。如在猜测狂欢节的图片中，就出现了“People love to dress up in costumes and wear masks for this festival.”其中，“dress up”，“costumes”和“masks”都是新单词，图片的视觉冲击既激发了学生的兴趣，吸引了他们的注意力，又为学生呈现了直观的词义概念，强化了其对词汇的理解和记忆，从而让导入环节不再单纯地为阅读服务。

步骤2：词汇处理（4分钟）

1.Read the new words.2.Practice： Put the words into the sentences in their proper forms.memory revive extend magic

pretend wander book hide

1.As time passed，however，the carnival period was _________ from one day to five days.2.Look at the little boy ______ about � perhaps he can’t find his mother.3.Dalian is a city full of _____，and attracts many tourists all over the country.设计意图：此部分只是读前的词汇处理，目的是帮助学生掌握课文大意，因此不可占用过多时间，影响阅读课其它环节的安排。

步骤3：快速阅读（4分钟）

Read the passage and check the topics it mentions.1.Different carnivals

2.The origins of carnival

3.Special food

4.Carnival in Venice

设计意图： 培养学生归纳和概括的能力，为下一步确定阅读的框架作好铺垫。学生在快速读一篇文章时，要善于发现“提示词”以及与“提示词”有联系的关键词，这其实也是学习词汇的过程。因为在查找关键信息求其大意时，学生可以根据提示词猜出一些单词近似原文的词义，如“revive”一词，上一段结束时学生根据“memory”得知狂欢节停止了，可接下来一段开头作者给出了“but” 一词，学生一定可以猜出“revive”的大概含义。这一环节让学生在自觉或不自觉间又学到了一些新的词汇，为进一步仔细阅读创造了条件。步骤4：仔细阅读（10分钟）

再读一遍文章，回答相应问题。

1.When and how did people in Europe celebrate carnival？

It was celebrated between Christmas and Easter.People ate，drank and dressed up.2.What was carnival in Venice like at the beginning？

It lasted for just one day.People ate，drank and wore masks.3.What did different people do at carnival？

Ordinary people could pretend to be rich and important.Famous people could have romantic adventures in secret.Crimes went unpunished.4.What changes happened to the tradition of wearing masks？

At the beginning-wearing masks was allowed.In the 14th century-wearing masks was limited.At the end of the 18th century-wearing masks was banned.In the late 1970s-wearing masks was revived.Today-wearing masks is the key.5.Who played the most important role in reviving the carnival？

The students and the town council.（They realized that carnival was good for business.）

6.What makes carnival in Venice different？

（The mystery of the masks.）

设计意图： 让学生在课堂上通读课文，并进行课堂讨论，找出文中的关键词语进行回答。这样既能把学生的思路引到文章的脉络上，使学生对整篇文章的内容有总体的了解，又能为他们学习新单词提供具体的语境，有助于学生全面领会新词的含义。

步骤5：巩固（10分钟）

让学生假设自己是威尼斯的导游和游客，由导游向游客介绍这一节日，并让学生分组表演。活动开始前，教师要明确要求学生用到本节课所学的词汇。

（小组活动，课堂展示）

The following words may help you：

The most famous carnival…

At the beginning…last

As time passed…extend

The 14th century-the 18th century … limit/ban

In the late 1970s …revive

Today …celebrate

Sample dialogue：

Guide： Hello，everyone.Welcome to Venice！Here we see crowds of people wandering around wearing masks on their heads.Tourist A： They are also wearing costumes instead of their ordinary clothes！

Guide： Yes！They are celebrating the most famous carnival in Europe.Tourist B： How long did it last？

Guide： It lasted only one day at the beginning，but over time，it extended to weeks after Christmas.Though it was banned by the government in the 18th century，it was revived by students in the 1970s.Tourist C： Why do people wear masks？

Guide： With costumes，people can pretend to be anyone else.With costumes，they hide their faces as well as their ideas.That’s the magic of masks！Come on and join us.You can’t afford to miss it！

设计意图：通过角色表演，学生可以巩固所学内容并提升学生英语的应用能力。真实、有趣的语言情境能充分调动学生学习的主动性，使学生自觉投入到情境之中，主动参与活动，在话语中感知新词并在交际的过程中进行多种练习。这样做有助于学生全面领会新词的含义，并在使用的过程中帮助学生加深对词汇的理解和识记，提高运用能力，达到内化的目的。

步骤6：应用（8分钟）

让学生根据所学有关节日的词汇和表达方式设计一个节日，要求学生落实到纸上。

If you are given a chance to design a festival，what do you want it to be like？

It will be celebrated on… / It will last …

Will people dress up in costumes？

By celebrating it，people may feel…

设计意图：鼓励学生积极运用所学词汇，培养产出意识，从而加深学生对节日内涵的理解及相关词汇的应用。

步骤7：课堂小结，布置作业（1分钟）

教师对学生的展示进行点评，并提出本节课主要侧重阅读课中的词汇教学，布置作业――介绍自己喜欢的中国节日，并比较中西方节日的差异。

设计意图：培养学生的跨文化意识，并巩固阅读中所学词汇，提升学生的英语语言应用能力。

六、教学评价设计

（一）评价内容

1.理解主旨大意；

2.提取和筛选具体信息；

3.理解文章内容，运用相关词汇。

（二）评价方法

1.单词填空；

2.选择话题（多选）；

3.回答问题；

4.角色表演与课文内容巩固相结合；

5.运用相关词汇设计节日。

文档资料：外研版高中英语必修五模块四阅读课教学设计 完整下载 完整阅读 全文下载 全文阅读 免费阅读及下载

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第四篇：外研版高中英语必修 一Module6 Listening教学设计

外研版高中英语必修 一Module6 Listening教学设计

【摘 要】本设计针对高一英语听力教学研究，尝试采用小组合作探究的方式，锻炼学生听力技能，以及听-读-说的训练。从课堂效果来看，目标基本达成，但最后讨论没有完成，比较遗憾。教师口语表达也有些欠缺。

【关键词】英语听力；教学设计

一、教材分析

授课内容为高一阶段必修一第六模块的Listening and Vocabulary部分。本模块围绕the Internet and Telecommunications展开。听力话题是教师、学生以及父母对网络的看法。网络是学生较感兴趣的话题，已经有一定的词汇储备，而且在模块导入部分学习了新的有关网络的词汇，所以词汇不会造成较大的听力障碍。围绕本模块的主题以及听力材料主要内容，主要锻炼学生通过听获取观点表达信息的能力，再辅以说以及写的内容加以巩固并培养学生的情感价值观态度。

（1）教学重点：①通过听、说、写学习如何表达自己对网络的观点并形成正确的对待网络的态度；②学习并练习预测这个听力技巧；

（2）教学难点：①如何准确获取听力中关于观点表达的信息；②如何保证最后小组讨论的有效性。

（3）解决办法：① 尽可能多听几遍加以一定提示停顿；辅以听力材料；②将任务具体化。

二、教学目标

（1）语言知识目标：讨论网络的优缺点并发表自己的观点。

（2）语言技能目标：①听：帮助学生正确理解对话内容并推断出不同说话者的观点、态度；在对话和语段中识别新词汇、短语并正确理解其意义；根据要求从电视采访对话中找出相应的词汇、短语并完成有关填空练习；引导学生学习练习听力技能―预测。②说：运用所学词汇、短语表达自己对网络的态度。③写：练习根据其他人对网络的观点给出不同的观点并写出来组织成文。

（3）情感态度：通过听、说、写了解不同的人对网络的不同的看法，学会客观、辩证的看待网络并积极获取和利用这些资源，避免沉迷于电子游戏而荒废学业，虚度光阴。

三、教学方法

采用任务型教学法与活动教学法相结合。开展自主性学习的小组活动，使合作、探究与独立思考相结合，最大程度地优化学生的学习方式，提高课堂效率。

四、教学过程

Step1: Fill in the blanks to review the words that we have learned to prepare for listening:

Nowadays, almost all of us can have a______ to the Internet.I like s______ the Internet after finishing the whole day’s work.I use my p__________ computer to s______ the important information.Furthermore, I often visit some English w____________ to help my English teaching.If necessary, I will d_________ some good lessons to study.Of course, I also use the computer to chat with my friends and students, listen to some excellent music and watch some good TV shows.Every time I l___ __ to my QQ number, I will be glad to find some old friends and students online.However, I never play computer games on the I_________ because I think it is a waste of time and it does harm(伤害）to my health.Keys: access;surfing;personal;store;websites;download;log on;Internet

（课堂：学生较感兴趣，复习了单词，并让学生了解教师对网络的态度）。

Step2: Lead-in: After reading, ask: What do you think of my life with the Internet? …I think the Internet is useful for me.But for you, the students, different people have different opinions.According to your reading, you have known my opinions about the Internet.Next, we will listen to three interviews to know the different opinions about the Internet.(课堂：自然导入，比较流畅)

Step3: Listening and vocabulary

1.Pre-listening: Read the choices first to predict:

How many people are there in the listening? Keys: Four.Who are the three people? Keys: Ann, the teacher;Tom, the student;Pat, Tom’s mother.What are their opinions about the Internet? Students’ own opinions.（1）)Ann, the teacher, thinks that _________.everything on the Internet is useful for students

the Internet is a bad thing

it’s important to help students find useful sites on the Internet

（2）Tom, the student, thinks that__________.(a)the Internet is the only place to study

(b)the Internet is a good place to study

(c)it’s important to use the Internet as much as possible

（3）Pat, Tom’s mother, thinks that _________.(a)Tom should only study from books

(b)he spends too much time reading about football on the Internet.(c)using the Internet is a bad thing

（课堂：由于问题较简单，学生积极做出了预测，对听力材料有了一定了解。）

2.While-listening:Listen to the three people answering the interviewer.Choose their opinions from the list in pre-listening.Keys: c b b

（课堂：学生听一遍只准确的得出了第一题的答案，根据课堂反映，再听一遍并加以停顿，学生得出了2、3的答案，对听力大意有了一定了解。）

3.While-listening:Listen again to fill in the blanks to get more information.Interviewer：Hello and welcome to Education Today.Today, we’re talking about the Internet.Is the Internet a good thing for education? With me in the studio are Ann Baker, who’s a teacher, Tom Grant, who’s 17 and still at school, and Tom’s mother Pat.Welcome to the show, everyone.If I can talk to you first, Ann, do you think that the Internet is a good thing or a bad thing?

Ann：Well, there are good and bad things about the Internet, but I think we should concentrate on the good things.The Internet has fantastic information about all kinds of things, and for this reason I think ①___________________________ for students to use it.Interviewer：Do you allow your students to use the Internet during school time?

Ann：Absolutely!They have Internet classes once a week.It’s a chance for them to do some independent work.I ②_______________ they have a reason to use the Internet.Interviewer：What do you think are the bad things about using the Internet?

Ann：Well, we all know that there are some terrible sites on the Internet.We must make sure that students look for information on ③ ________________________________.Interviewer：I see.Thank you.Well, I also have Pat and Tom Grant with me.Tom, how often do you use the Internet?

Tom：Every day.Interviewer：At school or at home?

Tom：At school and at home.Interviewer：How much time do you spend on the Internet at home?

Tom: ④ ___________________________.About five hours.Interviewer: Five hours a week?

Tom: No!Five hours a day!

Interviewer: And what do you do on the Internet? Do you study?

Tom: Yes, ⑤__________________________on the Internet.Interviewer: Is it better than studying at school?

Tom: Well, they''re different.I like studying at school ⑥_______________.Interviewer: Pat, what do you think about that?

Pat: Well, I''m happy when Tom is studying on the Internet, but he doesn''t always study.Interviewer: What do you mean?

Pat: Well, there are a lot of music sites that he likes.And he spends a lot of time reading about his⑦______________ football team.Interviewer: So you would prefer it if he didn’t do that.Pat: No―I want him to study and enjoy himself.But studying is important.And ⑧__________from ⑨ _________ is important.Interviewer: More important than studying on the Internet?

Pat: Studying is the important thing.Keys: ①it’s very good；②make sure；③ on interesting and useful sites；④As much time as I can；⑤it’s good to study ；⑥as well；⑦favourite ；⑧studying ；⑨books.Listening skill: Predicting(预测）the information before listening according to the questions or given information will make listening easier.So before listening, try to read the questions or given information quickly to help you get more information while listening.(课堂：大部分学生能完成任务。)

4.While-listening:Listen to the conversation between a headmaster and a parent to practice the listening skill.Before listening, read the sentences to predict: What are they talking about? What happened to Du Juan?(Students’ own answers.)

(课堂：尽可能让学生多预测一些。)

Listen to a conversation between Mrs Wu and the headmaster of her daughter’s school.Decide if the sentences are true(T)or false(F).(1)Mrs Wu is worried because Du Juan spends a lot of time chatting with strangers on ICQ.(2)Du Juan was one of the top students in her class but she isn’t any more.(3)Du Juan only uses the Internet to find information for class work.(4)Mr Han thinks that all websites are bad.(5)Mr Han doesn’t think children should use the Internet because it is too dangerous.Keys: T T T F F

（课堂：听一遍获取信息不够准确，再听一遍达到要求。达到预测技能帮助听力中获取信息的目的即可。）

5.Post-listening:Work in pairs to read the first listening material and guess the meaning of the words in BLACK and pay attention to the sentences in the box.(The sentences are expressions about opinions on the Internet.)

Keys: 演播室；集中精力于；极棒的，极好的；完全地，当然；独立地；糟糕的网站；所以你宁愿他不这样做吧。

(课堂：小组合作起到一定作用，锻炼学生猜测词义，小组合作的目的达到。)

Step4: Writing:(From the listening, you have known many opinions about the Internet, and now read the short passage on page56 to know the students’ opinions about the Internet and learn how to express your opinions.)

Keys: 1.Agree with/ disagree with 2.On the subject of learning English 3.It would be much better if we spent the time working on a computer.4.Work independently Work in a group of four and give the opposite view.(Make sure each member in your group has at least one opinion.)

Your group’s opinions:

1.___________ 2.___________3.___________ 4._____________

Step5: Great Debate：

Suppose(假设)the girls are parents and teachers, you don’t want your children or students to play the computer.First work in your group to think of as many disadvantages as you can and then try to persuade(说服)your children or students(the boys)not to play the computer.Suppose the boys are children or students, you want to be allowed to play the computer.First work in your group to think of as many advantages as you can and then try to persuade your parents or teachers(the girls)to allow you to play the computer.Disadvantages _________________________________________

Advantages: ___________________________________________.(课堂：学生对此话题比较感兴趣，但时间不够充足，讨论不充分，最后展示太短。)

Step6：Attitude to the Internet

The Internet can not be avoided, we should welcome it.Use it to help you study and

live a better life but not to waste time.Use the Internet correctly and you may find your

life with the Internet enjoyable and efficient(高效的).五、教学反思

第一次真正的尝试听力教学设计，感觉设计思路还可以，环节与环节之间有衔接，比较流畅。但是也暴露了许多问题：①设计时没有充分考虑时间分配的问题，以致writing环节没有时间进行。②最后活动分组没有规划好，有些学生没法组成四人小组。③语言不够简练，同样内容重复太多。若能干脆利落一点，后面活动应该完成的比较充分。④课件出错两处。

板书设计：

The Internet

My opinions

Ann→the teacher Your opinions

Tom→the student

Pat →the parent

The headmaster;the mother

作者简介：

盛伟，女，汉族，2004年大学本科毕业，现为山东省邹平县第一中学高一英语教师。

第五篇：外研版高中英语选修六模块六第一课时教学设计

外研版高中英语选修六模块六第一课时教学设计

模块课时划分计划：

Period 1：★ Introduction, Listening & Everyday English Period 2：★ Vocabulary and Reading Period 3：★ Grammar & Function Period 4：★ Reading and Writing & Reading and Vocabulary Period 5：★ Reading Practice & Culture Corner

第一课时教学设计

一、教学内容分析: 教学内容：高中《英语》（外研版）选修6 Module 6 War and Peace 教学对象：高二学生

教学项目：词汇：vengeful, invade, drop, bomb, campaign, chain 其他：Introduction;Listening;& Everyday English 教学目标：

1.语言知识：理解vengeful, invade, drop, bomb, campaign, chain在所学材料中的含义, 掌握其用法。

2.语言技能：在听的过程中能够用关键词记下主要信息；能大致听懂回忆伦敦“闪电战”的采访录音；能够听懂 “谈论记忆”的常见表达。把读和听的活动结合在一起，综合培养学生的接受能力、英语思维能力 和联想能力。

3.语言运用：说出与“战争与和平”有关的词汇、短语（越多越好），口头简介第二次世界大战，陈述自己对于战争的看法和观点。

4.文化意识：了解第二次世界大战和伦敦“闪电战”的情况。5.情感态度：维护人类正义，珍爱世界和平。

6.学习策略：做笔记时能利用关键词、缩写、符号和数字等；遵循记忆规律，提供记忆效果。教学方法：任务教学法

教学媒体：PPT幻灯片、黑板

教学重点：训练听说能力，提高听力理解能力和用关键词做笔记的能力。

教学难点：对名言警句的正确理解和把握，听懂回忆伦敦“闪电战”的采访录音。

任务运用：Task of Module 6: Give a presentation on your opinion about war.Task of Period 1: Talk about the Second World War.二、课堂教学过程

●1.热身准备：播放一段关于第二次世界大战的视频（见PPT）

(通过视频对第二次世界大战的情况进行回顾，激发学生了解和表达的欲望。)

What’s the video programme about?(It’s about war.)

When you see the scene of war, what will you thought of?

What is your opinion about war?

(学生自己先发表对战争与和平的看法。)● 2.任务呈现：呈现Laozi, Benjamin Franklin, Bertrand Russell, Albert Einstein and John Lennon 的肖像图。(见PPT)Do you know these famous people ? Do you know what their opinions about war and peace are? Let’s look at some quotations of them.1 1).A good soldier is not violent.A good fighter is not angry.A good winner is not vengeful.(Laozi, Chinese philosopher)2).There has never been a good war or a bad peace.(Benjamin Franklin, American scientist)3).War does not tell us who is right---only who is left.(Bertrand Russell)4).You cannot prevent and prepare for war at the same time.(Albert Einstein, German-born American theoretical physicist)5).If everyone demanded peace instesd of another TV set, we’d have peace.(John Lennon, British musician)Read the quotations and try to undestand the meanings of them.(以真实的任务开展教学，使学生明确学习目的，提高学习自觉性，激发学生的学习兴趣，让学生在任务的驱动下更有目的地学习。)● 3.新语言学习与操练： Introduction: Can you understand the meanings of the quotations? Can you explain them in Chinese? Possible answers: 1).善为士者不武；善战者不怒；善胜敌者不与。---老子，中国哲学家

2).从来没有好战争，从来也没有坏战争。---本杰明·富兰克林，美国科学家 3）.战争不告诉我们谁对---只告诉我们谁还活着。---伯兰特·罗素，英国哲学家 4）.你不能在同意时间既阻止战争，又准备战争。---艾伯特·爱因斯坦，德裔美国理论物理学家

5）.如果人人要求和平，而不是另一台电视机，我们就能享有和平。---约翰·列侬，英国音乐家

Activity 1, Page 71.Answer the questions in Activity 1, Page 71.Activity 2, Page 71.Discuss the quotations.Which of the quotations do you like most? Why? Which one doyou think is the most effective? Why? Discuss in groups of four.Speak out your opinions and give reasons.Ask some students to report the results of the discussion to the class.（在讲解和运用中让学生更好地理解词汇vengeful, invade，了解关于战争的一些情况以及如何发表自己对战争的看法。）Activity 3, Page 71.thAnswer the questions about a war in the 20 century.Add some other questions: 1）.What event started the Second World War? 2）.Who was the Prime Minster of UK during the Second World War? 3）.What did the Japanese Imperial Navy attack on December 7, 1941? 4）.In which year did German invade Poland? 5）.In which year did German invade Russia? 6）.In which year was the East End of London badly blitzed? ● 4.听力活动：

Listening, Page 75 2 Through doing Activity 3 on Page 71, we have known something about the Second World War and the Blitz.Now let’s do a listening task to know more about them.Pre-listening Task Activity 1 , Page 75 Work in pairs.Read the passage and ask and answer questions about the Blitz.1）.When and how did the Blitz start? 2）.How long did the Blitz last? 3）.How many people were killed in the worst single incident? 4）.How did people get into the underground stations? Activity 2 , Page 75 Complete the sentences with the verbs in the past simple.break fall feel fly shake think While-listening Task Activity 3, Page 75 Look at the five questions in Activity 3 on Page 75 and predict the main idea of the listening material.Listen to Alice and Henry Porter, who lived in London during the Blitz, and answer the questions.Activity 4, Page 76 Complete the sentences with the words below.annoyed counting excited fires shouting sound supposed window

Listen again and check.Post-listening Task Discuss in groups the question: What’s your opinion of the Blitz?（锻炼学生的推理能力和真实语用能力。锻炼听力理解能力，在听的过程中能够用关键词记下主要信息，能大致听懂回忆伦敦“闪电战”的采访录音，同时训练说的能力。）● 5.日常用语学习：

Everyday English, Page 80.Read the lines from the listening passage and answer the questions.● 6.任务完成：

Now, it’s time for you to fulfill today’s task: Talk about the Second World War.（学生在实施任务过程中自主调动自己的语言资源表达所要表达的语义。）● 7.作业布置：

What’s your opinion about the Second World and the Blitz? Surf the Internet for more information about them and write a composion of 120-150 words.（课后练习巩固所学，培养资源策略，从网上或其它相关资料查找所需资料的能力, 同时训练写作能力。）