只有高效的学习方法，才可以很快的掌握知识的重难点。有效的读书方式根据规律掌握方法，不要一来就死记硬背，先找规律，再记忆，然后再学习，就能很快的掌握知识。旧书不厌百回读，熟读精思子自知，以下是细致的小编沉默帮家人们收集的8篇高二英语教案的相关文章，欢迎参考阅读，希望可以帮助到有需要的朋友。
教学目标
Teaching aims：
1、 Knowledge aims: enable the students to know the meaning of some words and phrases, such as frown, yawn, turn his back to someone, nod the head up and down 。
2、 Ability aims: enable the students to know how the people around the world to show their feelings by using body language.
3、 Emotional aims: encourage the students to show out their feelings by using body language.
教学重难点
Teaching important and difficult points:
1、 Make the students familiar with the universal gestures and actions.
2、 How we show our feelings by using body language correctly.
01知识与技能目标
Knowledge aims/objectives/target/goal/purpose
学生能够认读单词和短语。Students can grasp the following words&phrases.
学生能够掌握主要句型进行熟练运用。
Students can master the key sentence patterns.
学生能够了解相关话题的知识。Students can know more about the topic.
学生能够理解文章的大意。Students can grasp the general idea of the whole passage and be able to retell the passage.
02过程与方法目标
Ability aims
通过课堂活动，学生能够提高听说读写综合语言能力，并能就熟悉的话题进行简单的交流。
Through this class, students can improve the four skills and be able to talk about topics they are familiar with.
学生能从简单的文章中找出有关的信息，理解大意，并能简单描述人物或事件。
Students can read for useful information in a passage and describe people or events.
03情感态度与价值观目标
Emotional Aims
学生能够增强学习英语的兴趣，有学好英语的信心。
Students can arouse their interest in learning English and build confidence.
学生能够具有___的意识。
Students can have the consciousness of_____.
学生能够对祖国和异国文化能够有更深刻的了解。
Students can understand more culture about motherland and foreign countries.
04教学重点
Key points
根据教学目标确定，与知识目标保持一致。How to help students master the new words and the sentences.
05教学难点Difficult points
可以与技能目标和情感目标一致。How to help students improve integrated language skills(arouse students' learning interests)
06教法与学法
Teaching and learning methods
任务型语言教学法(Task-based language teaching method (TBLT))
合作学习法(Cooperative learning method)
自主学习法(Independent learning method)
07教学过程
Teaching procedure
(1) 3P模式
Step 1: Lead in(导入)
1谈话导入(Free talk)
T: Hello, boys and girls. How are you? Are you happy today?
S: I am happy. And you?
T: I am great. Look. Today we are going to learn( my body).
2.图片导入(Showing pictures)
教师展示有关于身体部位的图片，鼓励学生说出他们看到的东西。
Teacher shows a picture about “body parts”, encourage students to tell what they can see.
T: Look at the screen, what can you see in the picture?
3.视频导入(Showing a video)
教师通过播放《head, shoulder, knees and toes》歌曲，引导学生观看并回答问题。
Teacher plays a video of “head, shoulder, knees and toes.” Ask students to answer questions.
T: Look at the video and tell me what can you see in the video?
[设计意图]：通过以上的方式，进行了新旧知识的连接，并营造良好的语言氛围，鼓励学生大胆开口运用语言，激发学习兴趣。
[purpose]: Link the previous knowledge with new contents and build an English environment to encourage students to open their mouth, thus the learning interest, will be totally aroused.
Step 2: Presentation(呈现)
1.New words teaching.
(1)教师通过点击教学课件卡片或者身体语言等方式，向学生介绍生词，并请同学一起拼写和认读，培养认读能力纠正语音语调。
With the help of PPT, cards, body language etc…, introduce the new words and guide students to read and spell them. To correct pronunciation, do it as follows:
T: Look! This is my ear. Now, follow me please: “ear, e-a-r, ear. This is my ear.”
In the same way, teach the rest of the words: eye, mouth, nose, face.
(2)教师用“大小声”的游戏带领学生，巩固所学词汇。
Drill/Practice the new words using “high& low voice” game.
2. Key sentence teaching教学重卢句型
(1)教师向学生展示图片中的人物，并请学生描述图片。
Showing the pictures in the book, let students describe the pictures.
(2)播放录音，全体学生听录音完成动作(或练习)。
Play the radio tape, students do actions ( exercise ) according to what they hear.
(3)学生进行跟读，教师借助板书或者多媒体讲重点句型进行呈现。
Students repeat after the tape, teacher puts the key sentences on the PPT or blackboard.
[设计意图]通过以上由浅入深的教学过程，将新授知识进行了有效构建，充分进行了听说读写各项技能的培养，体现了学生的主体性，活动形式丰富有趣。
[Purpose ] Through various activities, the new knowledge is effectively introduced, The basic teaching principles are firmly followed and students are considered the real center of learning.
Step 3: Practice(练习)
学生小组为单位，组内运用重点句型进行调查。
Students work in groups to ask for information using the key sentences.
T: let's do a survey. I say“what can you do?“ You can say:“I can touch my ear”, then write it in the chart, OK?
学生在调查结束后找小组代表进行汇报。Students report the results at last.
S1: Guanxiaotong can touch her face. and Luhan can touch his nose.
[设计意图]利用任务活动将教学难点进行了针对性突破，并对教学重点内容进行了充分的有意义训练，同时提高学生合作和交际能力。
[Purpose ] Tasks are meaningful ways to help students practice the keylanguage points, so as difficult points. Meanwhile, students improve theircooperation and communication.
Step 4: Production(产出)
教师带领学生根据指令进行绘画，如：Draw a big farm. And draw ten chicks...
Activityl. Draw a picture. Students draw pictures according to given instructions.
T: Draw a big farm. And draw ten chicks ....
情感教育：教师明确——大胆开口是学好英语的关键。要爱护动物。
Activity2. Emotional education. Teacher points out: keeping positive attitudeis the key to success. And take good care of farm animals.
T: Do you like the English class? I am happy to see you can open.our mouth. Remember: Learning English is interesting! And take care of the animals!
课堂小结，师生一起总结本节课学习的词汇和句型，老师进行必要补充。
Activitey3. Summary. Summarize the basic knowledge of this lesson andmake supplements if necessary.
[设计意图]培养英语学习的自信心。并能够学以致用，回顾本课要点形成建构，并给予及时评价。
[Purpose ] Build confidence and practical skills. Review the main contentand give ongoing assessments.
Step 5: Summary(总结)
Step 6: Homework(作业)
(2) PWP模式
Step 1: Lead in
Step 2: Pre-(前)
Step 3: While-(中)
Step 4: Post-(后)
Step 5: Summary(总结)
Step 6: Homework(作业)
08板书设计
Blackboard design
教学准备
教学目标
TeachingAims
KnowledgeandSkills:
1.GettoknowaboutCanada.
2.Graspsomereadingskills.
3.StimulatetheSs’interestandloveforlearningaboutforeigncountries.
StrategyandMethod:
1.Trainthestudents’fast-readingability.
2.Trainthestudents’abilitytocooperatewithothers.
教学重难点
Mainpoints：
1.IntroducetheinformationofCanadatothestudents.
2.Trainthestudents’readingability—skimming,andlisteningability
Difficultpoint：
Learndifferentreadingskillsfordifferentreadingpurposes.
Teachingproceduresandways
教学过程
Step1.Reading&Greeting（2`）
Step2.LeadinginandWarmingUp（5`）
1.Freetalk:Doyouliketogosightseeing?
Whichcountrydoyouliketovisit?
Whatcanyouseeinthesecountries?
2.Quiz
Step3.Fast-reading（10`）
1.whatis“thetruenorth”？
Itrefersto“thecross-Canadatrain.”
2.Drawtherouteofthetwogirls’travelingacrossCanada
Step4.Careful-reading（T&F)(15`）
Step5.Consolidation（7`）
Listening&Summary
Fillintheblankandretellthestory
课后习题
Homework
SurftheInternettofindmoreinformationaboutCanada
ChalkboardDesigning
Unit5Canada–the“thetruenorth”
-----Athip“onthetruenorth”
VancouverRockyMountainsThunderBay
CalgaryLakeSuperiorToronto
一、教材分析
一)教材的地位和作用：
这一节复习课选择的内容比较适合学生的水平，同时也符合了新课标要求的语言材料要源于教材又要超出教材，为此我选择的题材部分学生感兴趣，但缺乏阅读方面的技巧，因此需扩展相应知识，教授阅读方面技巧，从而提高阅读能力。
二)教学目标的确立和依据
依据初中英语新课标，对学生交际能力的培养尤其对学生口语及阅读能力的要求不断提高，我将本课设计为一堂口语阅读课。并根据素质教育中面向全体培养学生素质的要求，我为这一课确立三项目标：即知识目标、能力目标和情感目标。
知识目标：熟知东西方人们在作客待客付小费外出餐饮等方面文化和风俗习惯的差异。
通过听力及阅读材料的学习进一步加以了解。
能力目标：训练学生掌握良好的阅读习惯和阅读方法，即跳读、略读、速读和阅读等，同时注意开发学生记忆能力、观察能力、想象、比较和分析等多种能力。有效提高阅读速度和理解材料的准确度。并能灵活运用所学知识并展开丰富地想象力流畅地表达其他相关内容。
情感目标：鼓励学生爱学英语，爱说英语，对英语学习投以极大的兴趣和热情。让学生感受到他们是英语学习活动中的主体和中心，以此来激励他们在英语课上积极参与，追求创新。
三)重点和难点
教学重点：根据新课程标准对阅读能力的要求，我确定本课重点为提高学生快速阅读的水平。我采用英语趣味教学法，采取图片导入、方法解析和逐步检验的方法使其掌握快速阅读的技巧。
教学难点：口语水平的提高。长期以来，传统的外语教学注重书本知识的讲授，忽视交际
能力的培养使许多学生不敢开口、羞于在人前表达因而口语薄弱。我通过创设引人入胜的情境和师生共同讨论、记者采访专家等新颖方式，以及不断鼓励的方法突破难点。
教学手段：
多媒体辅助教学，有助于把学生引入到身临其境当中，增强故事真实感，激发学生兴趣，活跃课堂气氛，从而优化英语教学过程。
二、教学环节的设计
学生具有无限的潜力，需要教师适时、适当地引导。本节课中我尤其侧重训练学生通过合作探索来获取知识的过程，并注重改变学生以往的学习方式，通过设计有效问题激发学生的兴趣使他们始终处于主动寻求知识去学习而不是被动地接受知识的状态。我充分放手让学生发挥其主体地位使其真正成为课堂的主人，本节课我讲解的时间不超过五分钟。
新课程标准特别强调了要由过去只注重知识的传授结果向注重知识发展及知识的传授过程而转换。课前我给学生布置了预习作业，让他们查找相关的资料，学生在预习中就接触了大量的信息，他们必须具有相应的选择能力和重组知识，构建知识网络的能力，这恰恰正是新课程标准的要求。
三、教学程序
课前对话：
师生问候之后，让学生两人一组围绕前一单元所学知识进行自由对话。每天3-5
分钟口语练习时为了提高学生的交际能力，新课标指出口语是在人与人交流时即兴脱口而出的，会话双方都必须对听到的语言快速做出反应，才能使谈话继续。同时由于口语具有很强的交互性，合作学习的成效对口语水平的提高至关重要。这些都要求为学生的口语学习创造必要的条件，提供良好的训练。两人一组是为了每个学生都有足够的机会去说，
拓展与巩固
通过讲解我指导学生快速阅读的方法，如猜词悟意法、略读扫读法、找中心句和关键词等方法，之后要检验一下学生是否掌握此方法，于是我问学生世界人口的持续增长会引发那些严重问题呢？在学生发表一些个人看法后为，我再给学生一篇文章进行快速阅读，这也是本节课的课堂检测，我会当堂进行面批面改。然后对于这篇关于人口急速增长带来的一些后果的文章，我让学生来进行讲解，这样可以了解学生的阅读现状和存在的问题。
合作与发展
接下来我会通过多媒体展示给学生一组关于你还想到了其他那些方面？想不想了解其他同学的想法？又想不想知道在座老师们的看法？以这种方式充分把学生们的积极性调动起来后将其分成6个小组，先组内讨论发表个人见解然后鼓励他们去采访在场听课的英语老师。这样设计的目的是(1)先让学生自行讨论可以避免受教师的想法所局限没有自己的见解。(2)采访老师既可以让学生能够用英语去实际交流，达到学以致用。有可以让学生从英语教师那里获得更多信息和掌握更多的英语表达方式（事实上，有些表达如果让他们完全国独立进行是有些难度的），又由于这样的学习方式平时机会不多，因此会让学生感到很新鲜很有趣味性，在与老师交流时也会让学生产生成就感。(3)我认为学生合作精神的培养尤为重要，学生通过这一环节既能够有自主学习的机会有锻炼了与他人的合作，并在探索中有其个性思维发散的空间。
交流与分享
让学生推选各组代表组成专家团坐在教室前，选一名同学以记者的身份采访“专家们”，使其把个小组的讨论结果与大家交流共享，其小组成员可 最后按事实丰富、语言准确、表述清晰程度评出最权威专家和最积极后援团，通过这种方式可让学生有很强的集体荣誉感。
最后一个环节是作业。
教学准备
教学目标
1、教学目标
（1）知识目标：学生能掌握下列重点单词和短语的意义和用法：greet, represent, approach, e_pression, defend, misunderstand, adult, cheek, major, likely, in general。能够表达一些Body language.
（2）能力目标：学生能掌握基本的阅读理解方法：速读，寻读，归纳中心和查找细节。
（3）情感目标：学生了解不同国家和文化的身势语，激发学生学习这种语言的兴趣。
教学重难点
教学重点和难点
（1）培养学生的阅读策略和技巧，让学生了解文章的细节知识和文章结构。
（2）让学生合适地使用不同的身势语。
（3）课文中现在分词作定语和状语的长难句。
教学过程
Step 1. Lead in
(1)The teacher shows a question on screen：How can we communicate with others when we can’t speak ？
Then ask a student to answer.
设计说明：引出本单元的话题。
（2） The teacher shows some pictures on screen of some body language and ask some students to guess and discuss the meaning they stand for.设计说明：引出本节课的题目。
Step 2. Fast reading
1、 Go through the passage quickly and find out the main idea of each paragraph.
o Match the main idea of each para. with lines.
(Para.1) A. Other e_amples of different greeting body language.
(Para.2) B. Different people have different body language.
(Para.3) C. Summary of body language.
(Para.4) D. Meet the visitors at the airport.
(Para.5) E. E_amples of different greeting body language.
2、 Try to write down the main idea of the te_t.
The te_t is mainly about different _____________ in different countries. In order to avoid difficulties in today’s world of cultural crossroads, we should ___________________________.
设计说明：通过这个题目的练习，让学生掌握速读，先对文章段落大意有一个了解。然后再去归纳中心思想。
Step 3. Careful reading
Read Para. 1 and decide if the following statements are true (T) or false (F)。
（1) Yesterday, another student and I, representing our university's student association, went to the Capital International Airport to meet this year's international students. ( ）
（2） After an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.
( )
Read Para.2&3 and match the people with their ways of greeting
Tony Garcia (Columbia) A. shakes hands and kisses others twice
on each cheek
Ahmed Aziz B. Bows
(Jordan)
Akira Nagata (Japan) C. shakes hands
George Cook (Canada) D. approaches others closely and touches
their shoulder and kisses them on the cheek
Darlene Coulon(France) E. stand quite close to other men but will
usually not touch women.
Read Para. 4&5 and decide whether the following statements are true (T) or false (F)。
（1) All cultures don’t greet each other the same way. ( ）
（2) From the passage we can see western cultures are better than eastern cultures. ( ）
（3) It’s necessary to study body language because it helps us to get better understanding among people from different cultures. ( ）
（4) Only a small number of people greet by shaking hands. ( ）
设计说明：通过这些题目的练习，让学生掌握文章的细节内容和阅读理解的细节题目的解题方法。
Language Points
1、 approach vi. &vt.向……靠近；n.靠近；方法，步骤（后常跟介词to）
即时练习
（1） When I ____________(approach) the dog, it ran away at once.
（2） Can you come up with a good approach of solving this problem? （单句改错）
2、 likely adj.可能的；有希望的
be likely to do很可能……；有希望……（主语既可以是人，也可以是物）
It is likely that.。.很可能……
即时练习
(1)She is the most _________ girl to win the prize.
（2） It’s likely that he will succeed.（句型转换）
=____________________________
3、 Yesterday, another student and I, representing our university’s student association, went to the Capital International …。.。
representing是现在分词（非谓语）作定语，相当于定语从句：who represented …。，谓语是went。
即时练习
（1） Mr. Wang, who taught us English before, retired last week. （把划线部分变为非谓语）_____________
(2)The girl __________(study) in the classroom is my sister. （用非谓语填空）
4、 I stood for a minute watching them and then went to greet them.
watching是现在分词（非谓语）作伴随状语，表示watch和stood同时发生，谓语动词是stood和went。
即时练习
（1） The boy stood there and cried.（把划线部分变为非谓语）
The boy stood there_________.
(2)The boy is sitting before the computer__________ (play) games. （用非谓语填空）
设计说明：通过这些题目的练习，让学生掌握课文中的重点单词，短语和长难句，促进对文章细节的理解。
Step 4. Consolidation
阅读下面材料，在空白处填入适当的内容（1个单词）或括号内单词的正确形式。
Yesterday, another student and I,(1)___________(represent) our university’s student association, went to meet this year’s international students. After half an hour of (2) _______(wait)， I saw several young people enter the waiting area looking around(3) ___________ (curious)。 I went forward to meet (4) _______(their)。 After being introduced, they greeted each other in different ways, (5) __________(cause) some cultural mistakes.
As I get to know more international friends, I learn more about this
（6） __________ (culture) body language. People communicate not only with
（7） _________(speak) language, but also through physical distance, actions or posture. These actions are simply ways in (8) __________cultures have developed. (9) __________general, studying international customs can certainly help avoid(10)__________(difficult) in today’s world of cultural crossroads.
Correct the mistakes in the sentences.
1、 I stood for a minute watched them and then went to greet them.
2、 Julia stepped back appearing surprising.
3、 Akira Nagata from Japan came in smiled.
4、 Most people around the world now greet each other by shake hands.
5、 These action are not good or bad.
Step 5. Free talk
After discussing with your deskmate, think out the body language you know and act it out.
Ask some pairs to perform in front of the class.
设计说明：学生通过阅读和讨论对文章有了深层的理解，同时对身势语这个话题更加熟悉。这个环节师生互动、生生互动，训练了学生的口语表达能力，促使他们把所学的知识和技能转化为运用英语的能力。
Step 6. Summary
What have we learned in this class?
We have learned:
o some body language in different countries
osome language points
ohow to communicate with different people properly using body language
设计说明：这一环节主要是对所学内容进行总结，使学生认识到学习“身势语”的必要性和重要性。
Step 7. Homework
Underline all the important words, e_pressions and sentences.
课后习题
阅读下面材料，在空白处填入适当的内容（1个单词）或括号内单词的正确形式。
Yesterday, another student and I,(1)___________(represent) our university’s student association, went to meet this year’s international students. After half an hour of (2) _______(wait)， I saw several young people enter the waiting area looking around(3) ___________ (curious)。 I went forward to meet (4) _______(their)。 After being introduced, they greeted each other in different ways, (5) __________(cause) some cultural mistakes.
As I get to know more international friends, I learn more about this
（6） __________ (culture) body language. People communicate not only with
（7） _________(speak) language, but also through physical distance, actions or posture. These actions are simply ways in (8) __________cultures have developed. (9) __________general, studying international customs can certainly help avoid(10)__________(difficult) in today’s world of cultural crossroads.
Correct the mistakes in the sentences.
1、 I stood for a minute watched them and then went to greet them.
2、 Julia stepped back appearing surprising.
3、 Akira Nagata from Japan came in smiled.
4、 Most people around the world now greet each other by shake hands.
5、 These action are not good or bad.
(1)I'll never __________(原谅)you for what you have done wrong
to your parents.
(2)Please ____________(原谅)me ----I didn't mean to be rude.
(3)Forgive me for asking, but where did you get that dress?
(替换) ___________
(4)我们原谅了他的无礼。(写作小练笔：主谓+双宾；rudeness)
_______________________________________
考点4. behave vt. & vi. 举动；举止；行为表现
Having good table manners means knowing, for example, how to use knives and forks, when to drink a toast and how to behave at the table.
It's hard to train children to behave well at the table.
培养儿童用餐时举止得体是很困难的。forgiveforgiveExcuseWe forgave him his rudeness.
behave vi. 行为；举止
behave vt. & vi. 守规矩；举止适当有礼
behave oneself 举止(有礼)
behaviour n. 行为；举止；习性
(1)The little boy ___________(表现)with great courage in the
face of the robber.
(2)The young lady ___________(表现)bravely in the face ofdanger.(3)The children do not know how to ___________(举止)
themselves politely.
(4)如果你的行为那样，你会让人厌恶的。
(写作小练笔：主谓+介词；get sb. disliked)
______________________________________________
考点5. advice n.忠告；建议
For drinking during a dinner, the best advice is never to drink too much.behavedbehavedbehaveIf you behave like that, you'll get yourself disliked.
Tell me the reason why he refused to listen to my advice.
告诉我为何他拒绝听从我的劝告。
advice n.(用作不可数名词)劝告(美语中advice也可用作动词)
advice /advise sb to do 建议
advise sb. against sth. 劝某人不干某事
advise sb that 通知；告知
(1)I asked the teacher for her ________(建议).
(2)The doctor ___________(建议)me to take more exercise.
(3)They _________(建议)her against marrying quickly.
(4)我劝你立刻出发。(写作小练笔：主谓宾+宾补(to do);start)
________________________________
考点6. stare vi. 凝视；盯着看
Don't laugh at, stare at or make jokes about disabled people.
If you stare at people like that, you might upset them.
你如果瞪着别人看，你会使他们感到不安。
stare at sb. or sth. 凝视；盯住adviceadvisedadvisedI advise you to start at once.
stare into the distance 凝视远方
stare sb. into silence 把某人盯得沉默
fix one's eyes upon 专注；凝视
glare at 怒目而视
(1)Standing still, he __________(凝视)into the distance.
(2)She __________(瞪)him into silence.
(3)He __________(盯着)at the word trying to remember whatit meant.(4)我们惊奇地注视着他。
(写作小练笔：主谓+介词；in amazement)
_________________________________
(5)He ________at the girl as if seeing her for the first time.
A. glared B. stared C. fixed his eyes D. watched out
B。stare at盯着看。staredstaredstaredWe stared at him in amazement.
考点7. leave out 省去；遗漏；不考虑
The extra information can be left out.
I think this paragraph can be left out.
我认为这一段可以删掉。
leave out 省去；删去； 遗漏
leave over 留下， 剩下
leave behind 丢弃；留下；忘记携带
leave alone 不管，不理会；不打扰
leave sth. as it is 听任某事自然发展
leave sb. to himself 对某人不加干涉
(1)Make sure that nothing ____________(漏掉)of the matter.
(2)If you can't think of the answer to the question, ________
(略去)it out.
(3)The printer _____________________ (遗漏了两行)from thisparagraph.(4)我把一些重要的细节漏掉了。(写作小练笔：主谓宾；details)
_____________________________________
is left outleavehas left out two lines
I left out some important details.
【高考链接】
The teacher stressed again that the students should not ___________any important details while retelling the story.
(高考湖北卷)
A. bring out B. let out C. leave out D. make out
【答案】C。
【解析】此题考查动词短语辨析。leave out“遗漏；省略”，即要求讲故事时不应遗漏细节。bring out“提出”; let out“泄
露”; make out“辨认出”。
考点8. In China you sometimes get a hot, damp cloth to clean your face and hands, which, however, is not the custom in western countries.
Teaching aims and demands:
1、 Enable students to understand the passage better.
2、 Develop students' listening, reading, writing and thinking ability.
3、 Enable the students to prepare and present an oral report on a Chinese medicine.
Teaching Approaches:
Task-based approaches
Form of Activities:
Individual, pair or group work and topic discussions.
Teaching Aids:
The multimedia and the blackboard
Teaching Procedures:
Step 1 Revision
Translation:
1、麻疹 7.流感
2、疟疾 8.病房
3、水痘 9.糖尿病
4、中风 10.霍乱
5、伤寒 11.急诊室
6、诊室 12.重症监护室
Step 2Lead-in
1、 Show a picture of acupuncture treatment on the screen and ask the students a question:
Have you ever experienced an acupuncture treatment?
2、 Show another two pictures about different tools used for acupuncture treatment in the past and now.
Step 3 Fast Reading
1.Scan the text and find which of the topics is not mentioned: history, past uses, current uses, disadvantages in the West, benefits and disadvantages
（The disadvantages of Chinese disadvantages are not mentioned.）
2、 What medical problems can acupuncture treat?
Bad pains, headaches, injuries, stomach problems, blood pressure problems, addiction to cigarettes, drugs, alcohol and food.
3、 How does acupuncture reduce or relieve pain?
It is unclear now. One theory suggests that acupuncture blocks pain signals from reaching the spinal cord or brain. Another theory suggests acupuncture promotes the production of chemicals in the body which reduces pain.
Step 4 Further Reading
1、 Listening for further informationPara 11. Ask the students the main idea of the paragraph.
(The history of Chinese acupuncture)。
2、 Ask the students to retell the history of Chinese acupuncture (magic needles)。
began-the Stone Age
be practised-4,000 years
be developed-2,000 years agoParas 2 -31. Ask the students the main idea of the paragraph.
(The development of Chinese acupuncture)。
2、 Ask the students to retell the development of Chinese acupuncture.
In the pastNowadaysstone or pottery needles
metal needles
make holes on swollen areas
put needles into the skin at certain points
365 acupuncture points
about 2,000 acupuncture pointsPara 5Ask some questions in detail:
1、 How does an acupuncturist examine a patient?
（First ask the patient's medical history and lifestyle. And then look at the color of the patient's skin and tongue, listen to his breathing and check his pulses.）
2、 How many pulses are there and what are they connected with?
（There're twelve different pulses, six on each wrist. Every one is connected with a major body organ or function of an organ.）
3、 Why will an acupuncturist check pulses?
（This will help him/her find out which energy channel doesn't have enough energy.）
Step 6 More information
Show some pictures on the screen to introduce more information about Chinese acupuncture.
1、 Different tools for acupuncture
2、 Now it is popular that acupuncture is used to help people lose weight 。
3、 The traditional Chinese acupuncture is becoming more and more popular with foreigners. For example, Oscar king Adrien Brody was keen to try acupuncture treatment. William's hair is becoming less and less. He is eager to try Chinese acupuncture treatment.
4、 Dae jang Deum in the TV play series once used acupuncture to treat patients. But some experts said the plot was not true.
5、 Pets also follow the fashion.
Step 7 Discussion
1、 What are your thoughts on acupuncture?
2、 What are the possible benefits or disadvantages of acupuncture over other treatments?
Step 6 Homework
1、 Write an article about traditional Chinese medicine (one herb or treatment)。
2、 Finish the exercises of this unit.
Part 1. The analysis of the teaching mateiral
（说教材）
Part 2. The teaching aims
（说目标）
Part 3. Something about the students
（说学生）
Part 4. The teaching important and difficult points
（说重点、难点）
Part 5. The teaching methods and aids
（说教法）
Part 6. The teaching procedures and the purposes as well
（说程序及设计意图）
说课的详细过程如下：
Part 1. The analysis of the teaching mateiral
（说教材）
泛读在教材中地位
泛读不仅在英语教学，乃至整个英语语言的学习过程中都占有非常重要的地位。从《普通高中英语课程标准》可以看出，它要求高中英语教学和初中相比，更具有时代性、基础性和选择性，更加注重对学生综合语言能力的培养。新《课标》立足于提高学生的综合英语语言水平，提高对高中学生阅读能力的要求，并提出大力开展英语泛读教学，选修课程等要求。通过一系列的泛读，对学生进行大量的语言输入，重点培养学生的阅读技能，进而提高学生综合运用语言的能力，也即语言输出的能力。
英语作为我们的一门外国语言，单词，语法，固然要背，但是，在我们的英语教学中，将现成的英语文�
教学内容及课时
本课源于高二英语选修7第4单元 sharing（分享）。根据《教学大纲》本单元的重点话题是帮助弱者、志愿服务、合作共享等，通过听、说、读、写等活动不仅学习有关的语言知识，还要培养学生的社会责任感。
本节阅读课文的标题就是“A Letter Home”<一封家书>，它是一封航空邮件。年轻的澳大利亚女教师Jo以志愿者身份在异国——巴布亚·新几内亚(Papua New Guinea)的一个贫困的山村学校支教。她给国内好友(Rosemary)的回件中，用9个自然段800多字的篇幅告诉了好友该山村学校的校舍、教学以及她到一学生家做客的所见所闻。根据教学内容及学生实际情况，本次泛读安排1.5个课时。
Part 2. The teaching aims
（说目标）
根据《普通高中英语课程标准》、《教学大纲》的分析，对本次泛读课特拟定以下三维教学目标：
Knowledge objects（语言知识目标：语音、词汇、话题）
1) To feel the language
在真实的语境中去感知、去体会本篇阅读所涉及到的重、难点词汇，比如：be dying to do sth, muddy, concept, relevant, remote 等等。
2) To understand the letter
要读懂这封回信的内容
Ability objects（语言技能目标：听、说、读、写）
To develop and improve the students’ reading
阅读课，首先是要提高学生的阅读能力，
3、 Emotional and moral objects（ 情感态度目标：兴趣、自信、合作、有爱心、社会责任感、国际视野的意识）
1) To let sts learn about respect, understanding,kindness and sharing.
通过这封信的学习，学生能了解到世界上一些落后国家贫困的生活现状，文化习俗及其宗教信仰，从而增进对别国人的理解和尊重。让学生懂得尊重，理解，懂得分享，拥有爱心。
2) 通过多样的阅读题型，丰富的网络资源，调动学生的积极性
加大课堂参与度，保持学生学习英语的愿望和兴趣。
Part 3. Something about the students
（说学生）
通过Warming up 的学习，学生不仅已经了解到本单元的话题是“分享”，而且也了解到在我们国家，有一些志愿者同胞和外籍支教教师将他们的知识与爱分享且传递给祖国大山深处的孩子们。
这些高二学生通过高一一年的学习，已经基本掌握了英语泛读的基本技巧，比如：预测、略读、跳读等。但学生的英语水平参差不齐。绝大部分学生课外没有主动去接触英语，没有阅读英文文章或看英文电影之类的习惯。但英语课堂的发言还是比较活跃的。
Part 4. The teaching important and difficult points
（说重点、难点）
根据以上3个方面的分析，重点和难点如下：
重点：1)在真实的语境中，感知、体会、发现语言的音、形、 意；
2)分别从整体和细节两个角度读懂这封回信。
2、 难点：如何让学生在紧张、活泼、向上的学习氛围中全面深入的理解这篇文章。从而更有效地完成教学目标。
Part 5. The teaching methods and aids
（说教法）
Situational Teaching 情景教学法
Task-based Language Teaching （任务型教学法）
CAI （电脑辅助教学）
Part 6. The teaching procedures and the purposes as well
（说程序及其设计意图）
I Pre-reading（导课） 用 3 个问题、图片及其相关资料导入阅读课
设计意图：1)必要的背景知识介绍； 2)激起学生学习本篇课文的兴趣。引出阅读课文“A Letter Home”
II Reading（任务型阅读）
Task1 (individua work) Scan and try to divide the passage into several parts and summarize the main idea of each part.
Part1:_____________________________
Part2: _____________________________
Part3: _____________________________
Part4: _____________________________
设计意图：1)训练学生从总体上把握一篇文章的结构及其段意；2)通过个别提问法要求英语水平中等偏下的能划分结构，基本能说出各段段意的关键词汇或找出主题句。要求英语基础相对较好的学生能用自己的语言较准确地表达出各段段意。从而提高不同类学生的英语语篇概况能力。同时，又不同程度地培养且提高学生的听、说与写的能力。
Task2.Task3 Task4
分别通过填空、判断和回答问题的题型让学生阅读
设计意图：1)分别通过个别回答和集体回答随时引起学生的注意，调动学生的积极性；2)培养和提高学生快速捕捉文章事实细节和推理判断的能力。
Task5 summarize the passage (Fill in the blanks below)
（给学生5分钟左右的时间准备，进行短文填空。提醒学生先在草稿纸上试填，然后在全班查对，最后全班集体朗读。）
High school
Jo’s school is a _____ school whose classrooms are made of _______ and roofs of _____. There is no _________ or ______, even no__________. Without __________, the students have no ______ of doing experiment. Most of the students will be going back to their villages after ________.
Local Village
Tombe comes from a ______village where people speak special language. People live in the hut which has no _________ and thedoorway was _______. The main food they eat are ________, ______ and _______. Villagers believe that ________attract evil spirit in the night.
设计意图：1)回顾本篇阅读的内容；2)使学生在默读的基础上，训练学生大声朗读的能力。3)进一步巩固学生对课文的理解
Task 6Discussion （小组讨论）
选用课后练习四中的两个话题进行小组讨论—展示—老师点评
设计意图：借助本篇课文，发挥学生的主观能动性，以英语语言为工具，1)帮助学生理解“志愿者活动、献爱心活动、合作共享”等的意义；2)培养学生在日常生活中帮助他人、扶贫救困的爱心。3)帮助学生树立正确的价值观。
III 。Homework（作业）
1、让学生找出文章中难以理解的句子加以翻译，
2、利用工具书查阅重点词汇和短语的用法，培养学生自主学习的能力。