高中英语教学设计体例要求
一、本次教学设计比赛的总体要求如下：
（一）类型：一节课设计—lesson planning
（二）目的：在于确保教学目标明确、过程得当、手段优化、结果有效、教学质量提升。
（三）思路：依英语课程标准总目标，按具体教学目标和要求，考虑学生认知特点，智力水平和教材等，对英语教学的过程、结构、环节、方法、手段等进行规划。
（四）原则：符合课程标准；符合学科教学规律；符合学生心理需求、认知水平和语言水平。
（五）内容：主要内容为目标设计、活动设计、评价设计。
目标设计：回答本节课后学生将能够做什么的问题。
活动设计：回答用什么活动帮助达到目标的问题。
评价设计：回答本节课有没有达成目标的问题。
（六）方式：设计的呈现方式通常有三种：文字叙述、表格、流程图
二、教学目标设计要求
（一）视角：体现以人为本的教念，从学的角度出发所设计出的教学目标，即明确学生学习后的行为变化，如：能拼写、能朗读、能对话、能造句、能回答课文后的问题等。活动设计有明确目标可循。
（二）描述：对于目标的描述既可以从心理角度描述，也可以从学习行为角度描述。
心理描述：使用心理动词（mental verbs），从心理角度描述，即描述心理活动，如：学生能掌握所学语法内容、能理解课文、能欣赏本篇故事、能体会作者意图，等等。
行为描述：使用行为动词（behavioral verbs），从行为角度技术，即描述能观察得到的行为，如：学生能做替换练习，能复述课文、能仿写等等。
（三）类型：针对一节课的教学设计应采用具体明确的短期目标，也就是一节课要实现的目标。如：本节课要教什么内容，学什么内容，通过那此活动方式来教、来学。
（四）维度：按照英语课程标准，课程目标分三个维度，即所谓三维目标（知识与能力、过程与方式、情感态度与价值观）。可分别描述。
知识目标：参照英语课程标准中语言知识在各级中的要求。
技能目标：参照英语课程标准中语言听说读写技能在各级中的要求。
情感目标：参照英语课程标准中对情感态度的要求和学生的实际。
策略目标：参照英语课程标准中学习策略在各级中的要求。
（五）模式：教学目标的编写可从对象、行为、条件、标准等四个纬度来写，也就是我们简称的ABCD 模式。
A ——对象（audience ）阐明教学对象
B ——行为（behavior ）说明通过学习何种内容学习者应能做到什么（行为的变化）
C ——条件（condition ）说明学习者学习行为时所处的环境、条件因素。
D ——标准（Degree ）指出合格行为的最低标准
例如：The students (A)will be able to answer (B)the questions orally (C)about the weather using the sentence pattern learned in this lesson(C2)and fluently.(D)
三、教学活动设计要求
1．教学活动的设计关系到目标能否达成，活动须与目标一致，还要考虑以下方面：时间、难度、形式、媒介、文化、策略与作业。
2．每项活动设计标明所需时间及组织方式（个人、双人组、多人组与全体）。
3．教学活动设计应遵循真实性原则，创造性地设计较真实的情景及贴近学生实际的教学活动。
4．教学活动的安排符合学生的认知规律，遵循由易到难，由简入繁的教学原则。
5．每一个教学步骤都包含中文的设计说明（作者的设计意图及课前的预设，50-100字）。
四、教学评价设计要求
教学评价是本课结束前对本课目标达成情况作出快速的判断。
教学评价的设计须与目标、活动一致。
检测形式有：1、综合性检测、分项检测；2、口头检测、书面检测；3、教师检测、学生检测。
五、格式要求
1．正文用英文表述（设计说明部分采用中文）。语言规范，指令清晰。
2．字体，字号，行间距统一规范。
附高中教学设计各一份（见电子版）
参赛内容：高中必修1第4单元第1课时
XX 市XX 县XX 学校
___________(参赛教师姓名)
工作简历：
现教班级：
教学质量自评：
校办联系电话：
个人联系电话：
说明：以下教学设计案例仅供参考，教师设计教学方案时不应局限于此。教学设计的教材分析、教学目标、教学过程主要以中文来撰写，不必全用英文。
Lesson Plan of Unit 4
Earthquake
（第3课时）
一、教材内容分析
覆盖内容：Discovering useful structures（Attributive clauses）
教材分析：本课时教学内容是阅读与语法教学相结合，在阅读材料的背景下来学习定语从句。前面进行的课文阅读教学、词汇和短语教学是本课时可利用的基础。如何通过感知、观察、对比、归纳、运用来学习掌握新的语法项目是本课时的重点。
二、教学目标
By the end of this class, the students will be able to
Identify the attributive clauses and the relative pronounswith teacher’s illustrations.
Select right proper pronouns for attributive clausesby practising.
Modify somebody or something with an attributive clauseflexibly either in written or oral work.
三、教学过程
Step 1 Lead-in and presentation （7 minutes）
1. Listening to a story (class work)
Give a group of sentences which include attributives clauses. Ask the students to listencarefully and find what happened to my friend. The passage can be like this:
I have a good friend who was a volunteer in the Wenchuan earth quake-hit areas in2008. He was extremely shocked when he arrived there. He found buildings that had stood in the downtown were destroyed. The highways which led to the world outside the mountains were blocked by big rocks that fell down from the mountains. The residents whose home had been completely destroyed were searching or digging for their family members, colleagues or friends.
2. Retelling the story(pair work)
Ask the students try to retell the story with help of the following expressions:
a. I have a good friend
b. He found buildings
c. The highways
d. The residents
3. Putting the sentences on the blackboard/screen and underliningthe attributives clauses. (single work)
a. I have a good friend who was a volunteer in the Wenchou quake-hit areas in 2008.
b. He found buildings that had stood in the downtown were destroyed.
c. The highways which led to the world outside the mountains were blocked by big rocks that fell down from the mountains.
d. The residents whose home had been completely destroyed were searching or digging for their family members, students, colleagues, or friends.
【设计说明：本环节以一篇包含多个定语从句的短文引入目标语言结构，让学生通过听，说，看的形式，并在教师的提示下自我发现并关注感知目标语定语从句的形式与用法。】
Step 2 Discovering the grammar rules（12 minutes）
1. Translating the sentences above(pair work)
Ask the students to translate the sentences above with the teacher’s help .
2. Finding out the function (class work)
Ask the students to focus on the underlined parts of each sentence, and pay attention to its structure function. Help them draw a conclusion: An attributive clause gives more information about someone or something referred to in the main clause.
3. Discovering the structure(pair work)
With teacher’s illustrations,students try to sum up the structures of attributive clause :sb.sth. + that/which/who/whose + other parts of the clause
Antecedent + Relative pronoun + other parts of the clause
【设计说明：本环节先通过让学生接触大量含有定语从句结构的语言材料，再通过学生自己观察，发现，提取，加工及教师的适当引导，进而从中总结归纳出定语从句语法规则。这有利于学生探究学习和自主学习能力的提高。】
Step 3 Summing up the usage （10 minutes）
1. Scanning (single work)
Ask the students to scan the text and find out the attributives clauses.
a. But the million of people of the city, who thought little of these events, were asleep as usual that night.
b. A huge crack that was eight kilometres long and thirty metres wide cut across houses, roads and canals.
c. The number of people who were killed or injured reached more than 400,000.
d. It was a city whose hospitals, 75% of its factories and buildings and 90% of its homes were gone.
e. The army organized teams to dig out those who were trapped and to bury the dead.
f. Workers built shelters for survivors whose homes had been destroyed.
2．Comparing & finding the rules (group work)
Ask the students to compare the underlined sentences from the text and find the relative pronouns, then discuss in what cases those relative pronouns are used.
3．Filling in blanks and translating (single work)
Ask the students to complete and translate the sentences in Exercise 2 on page 29 in the textbook.
4. Explaining the usage of the relative pronouns
Ask a few students to try to explain the usage of the relative pronouns with thesentences they found in the text. Then teacher gives a summary.
【设计说明：本环节采用的“观察—对比—分析—讨论—归纳”的语法教学模式让学生体验探究定语从句中关系代词的用法。】
Step 4 Practising （12 minutes）
1. Making simple sentences (group work)
Ask the students to work in groups of 4 and make simple sentences. Put the sentences onthe blackboard.
2. Making complex sentences (group work)
Ask the students to work in groups to develop those simple sentences into complex sentences withattributives clauses. Have a check in group.
3. Describing pictures with attributive clauses
Pictures in the Pre-reading can be reused here. Or some other pictures prepared by teacher.
【设计说明：本环节为定语从句的操练及运用阶段。要求学生先造简单句，再过渡到造复合句（含定语从句），操练的难度逐步加大, 这符合学生的认知规律。同时让学生在具体运用中体会内化定语从句的结构与用法也是行之有效的。】
Step 5 Assessment and summary （3 minutes）
Ask the students to read out their sentences in class and give comments with each other. Then teacher give a brief summary for the usage of the attributives clauses.
【设计说明：本环节通过生生之间对学生练习的互评及教师的点评，学生能及时纠错，能对定语从句正确运用有更深刻的理解与记忆。教师对这节课重点内容的简单小结，帮助学生整理思路，形成清晰的概念，起着画龙点睛的作用。】
Step 6 Homework （1 minute）
1. Choose 5 sentences you heard in class and write them down in the Exercise-book.
2. Do Ex. 1 on Page 64 .
【设计说明：运用与拓展本课所学定语从句语法规则，让学生在写的练习中进一步巩固所学的语法内容。】
高中英语教学设计体例要求
一、本次教学设计比赛的总体要求如下：
（一）类型：一节课设计—lesson planning
（二）目的：在于确保教学目标明确、过程得当、手段优化、结果有效、教学质量提升。
（三）思路：依英语课程标准总目标，按具体教学目标和要求，考虑学生认知特点，智力水平和教材等，对英语教学的过程、结构、环节、方法、手段等进行规划。
（四）原则：符合课程标准；符合学科教学规律；符合学生心理需求、认知水平和语言水平。
（五）内容：主要内容为目标设计、活动设计、评价设计。
目标设计：回答本节课后学生将能够做什么的问题。
活动设计：回答用什么活动帮助达到目标的问题。
评价设计：回答本节课有没有达成目标的问题。
（六）方式：设计的呈现方式通常有三种：文字叙述、表格、流程图
二、教学目标设计要求
（一）视角：体现以人为本的教念，从学的角度出发所设计出的教学目标，即明确学生学习后的行为变化，如：能拼写、能朗读、能对话、能造句、能回答课文后的问题等。活动设计有明确目标可循。
（二）描述：对于目标的描述既可以从心理角度描述，也可以从学习行为角度描述。
心理描述：使用心理动词（mental verbs），从心理角度描述，即描述心理活动，如：学生能掌握所学语法内容、能理解课文、能欣赏本篇故事、能体会作者意图，等等。
行为描述：使用行为动词（behavioral verbs），从行为角度技术，即描述能观察得到的行为，如：学生能做替换练习，能复述课文、能仿写等等。
（三）类型：针对一节课的教学设计应采用具体明确的短期目标，也就是一节课要实现的目标。如：本节课要教什么内容，学什么内容，通过那此活动方式来教、来学。
（四）维度：按照英语课程标准，课程目标分三个维度，即所谓三维目标（知识与能力、过程与方式、情感态度与价值观）。可分别描述。
知识目标：参照英语课程标准中语言知识在各级中的要求。
技能目标：参照英语课程标准中语言听说读写技能在各级中的要求。
情感目标：参照英语课程标准中对情感态度的要求和学生的实际。
策略目标：参照英语课程标准中学习策略在各级中的要求。
（五）模式：教学目标的编写可从对象、行为、条件、标准等四个纬度来写，也就是我们简称的ABCD 模式。
A ——对象（audience ）阐明教学对象
B ——行为（behavior ）说明通过学习何种内容学习者应能做到什么（行为的变化）
C ——条件（condition ）说明学习者学习行为时所处的环境、条件因素。
D ——标准（Degree ）指出合格行为的最低标准
例如：The students (A)will be able to answer (B)the questions orally (C)about the weather using the sentence pattern learned in this lesson(C2)and fluently.(D)
三、教学活动设计要求
1．教学活动的设计关系到目标能否达成，活动须与目标一致，还要考虑以下方面：时间、难度、形式、媒介、文化、策略与作业。
2．每项活动设计标明所需时间及组织方式（个人、双人组、多人组与全体）。
3．教学活动设计应遵循真实性原则，创造性地设计较真实的情景及贴近学生实际的教学活动。
4．教学活动的安排符合学生的认知规律，遵循由易到难，由简入繁的教学原则。
5．每一个教学步骤都包含中文的设计说明（作者的设计意图及课前的预设，50-100字）。
四、教学评价设计要求
教学评价是本课结束前对本课目标达成情况作出快速的判断。
教学评价的设计须与目标、活动一致。
检测形式有：1、综合性检测、分项检测；2、口头检测、书面检测；3、教师检测、学生检测。
五、格式要求
1．正文用英文表述（设计说明部分采用中文）。语言规范，指令清晰。
2．字体，字号，行间距统一规范。
附高中教学设计各一份（见电子版）
参赛内容：高中必修1第4单元第1课时
XX 市XX 县XX 学校
___________(参赛教师姓名)
工作简历：
现教班级：
教学质量自评：
校办联系电话：
个人联系电话：
说明：以下教学设计案例仅供参考，教师设计教学方案时不应局限于此。教学设计的教材分析、教学目标、教学过程主要以中文来撰写，不必全用英文。
Lesson Plan of Unit 4
Earthquake
（第3课时）
一、教材内容分析
覆盖内容：Discovering useful structures（Attributive clauses）
教材分析：本课时教学内容是阅读与语法教学相结合，在阅读材料的背景下来学习定语从句。前面进行的课文阅读教学、词汇和短语教学是本课时可利用的基础。如何通过感知、观察、对比、归纳、运用来学习掌握新的语法项目是本课时的重点。
二、教学目标
By the end of this class, the students will be able to
Identify the attributive clauses and the relative pronounswith teacher’s illustrations.
Select right proper pronouns for attributive clausesby practising.
Modify somebody or something with an attributive clauseflexibly either in written or oral work.
三、教学过程
Step 1 Lead-in and presentation （7 minutes）
1. Listening to a story (class work)
Give a group of sentences which include attributives clauses. Ask the students to listencarefully and find what happened to my friend. The passage can be like this:
I have a good friend who was a volunteer in the Wenchuan earth quake-hit areas in2008. He was extremely shocked when he arrived there. He found buildings that had stood in the downtown were destroyed. The highways which led to the world outside the mountains were blocked by big rocks that fell down from the mountains. The residents whose home had been completely destroyed were searching or digging for their family members, colleagues or friends.
2. Retelling the story(pair work)
Ask the students try to retell the story with help of the following expressions:
a. I have a good friend
b. He found buildings
c. The highways
d. The residents
3. Putting the sentences on the blackboard/screen and underliningthe attributives clauses. (single work)
a. I have a good friend who was a volunteer in the Wenchou quake-hit areas in 2008.
b. He found buildings that had stood in the downtown were destroyed.
c. The highways which led to the world outside the mountains were blocked by big rocks that fell down from the mountains.
d. The residents whose home had been completely destroyed were searching or digging for their family members, students, colleagues, or friends.
【设计说明：本环节以一篇包含多个定语从句的短文引入目标语言结构，让学生通过听，说，看的形式，并在教师的提示下自我发现并关注感知目标语定语从句的形式与用法。】
Step 2 Discovering the grammar rules（12 minutes）
1. Translating the sentences above(pair work)
Ask the students to translate the sentences above with the teacher’s help .
2. Finding out the function (class work)
Ask the students to focus on the underlined parts of each sentence, and pay attention to its structure function. Help them draw a conclusion: An attributive clause gives more information about someone or something referred to in the main clause.
3. Discovering the structure(pair work)
With teacher’s illustrations,students try to sum up the structures of attributive clause :sb.sth. + that/which/who/whose + other parts of the clause
Antecedent + Relative pronoun + other parts of the clause
【设计说明：本环节先通过让学生接触大量含有定语从句结构的语言材料，再通过学生自己观察，发现，提取，加工及教师的适当引导，进而从中总结归纳出定语从句语法规则。这有利于学生探究学习和自主学习能力的提高。】
Step 3 Summing up the usage （10 minutes）
1. Scanning (single work)
Ask the students to scan the text and find out the attributives clauses.
a. But the million of people of the city, who thought little of these events, were asleep as usual that night.
b. A huge crack that was eight kilometres long and thirty metres wide cut across houses, roads and canals.
c. The number of people who were killed or injured reached more than 400,000.
d. It was a city whose hospitals, 75% of its factories and buildings and 90% of its homes were gone.
e. The army organized teams to dig out those who were trapped and to bury the dead.
f. Workers built shelters for survivors whose homes had been destroyed.
2．Comparing & finding the rules (group work)
Ask the students to compare the underlined sentences from the text and find the relative pronouns, then discuss in what cases those relative pronouns are used.
3．Filling in blanks and translating (single work)
Ask the students to complete and translate the sentences in Exercise 2 on page 29 in the textbook.
4. Explaining the usage of the relative pronouns
Ask a few students to try to explain the usage of the relative pronouns with thesentences they found in the text. Then teacher gives a summary.
【设计说明：本环节采用的“观察—对比—分析—讨论—归纳”的语法教学模式让学生体验探究定语从句中关系代词的用法。】
Step 4 Practising （12 minutes）
1. Making simple sentences (group work)
Ask the students to work in groups of 4 and make simple sentences. Put the sentences onthe blackboard.
2. Making complex sentences (group work)
Ask the students to work in groups to develop those simple sentences into complex sentences withattributives clauses. Have a check in group.
3. Describing pictures with attributive clauses
Pictures in the Pre-reading can be reused here. Or some other pictures prepared by teacher.
【设计说明：本环节为定语从句的操练及运用阶段。要求学生先造简单句，再过渡到造复合句（含定语从句），操练的难度逐步加大, 这符合学生的认知规律。同时让学生在具体运用中体会内化定语从句的结构与用法也是行之有效的。】
Step 5 Assessment and summary （3 minutes）
Ask the students to read out their sentences in class and give comments with each other. Then teacher give a brief summary for the usage of the attributives clauses.
【设计说明：本环节通过生生之间对学生练习的互评及教师的点评，学生能及时纠错，能对定语从句正确运用有更深刻的理解与记忆。教师对这节课重点内容的简单小结，帮助学生整理思路，形成清晰的概念，起着画龙点睛的作用。】
Step 6 Homework （1 minute）
1. Choose 5 sentences you heard in class and write them down in the Exercise-book.
2. Do Ex. 1 on Page 64 .
【设计说明：运用与拓展本课所学定语从句语法规则，让学生在写的练习中进一步巩固所学的语法内容。】