最新高中英语读写校本课程
高中英语校本教材----“英语美文阅读与欣赏”课程纲要一、课程基本概况1、课程名称：英语美文阅读与欣赏2、课程类型：校本课程（选修）3、教学材料：选编、改编4、授课时间：21课时5、授课对象：高一学生二、课程内容：1、课程背景：高中新课标英语教材（现在学生用课本）有着丰富而鲜活的语言素材，是一套很理想的教材，但对于优秀生群体来说，内容还显得不足，学生学力有余。
新课程改革提倡国家、地方、学校三级课程，鼓励教师进行校本教研，提高使用教材和开发教材的能力。
随着新课改的推进，阅读在英语中比重加大，且考查方式也由以前单一的选择题变成了阅读填空、信息匹配题、翻译句子等多种方式。
而课本上的阅读材料有限，为了扩大学生的阅读量，提高学生的阅读能力和技巧，开发阅读校本课程势在必行。
2、课程目标：“英语美文阅读与欣赏”课程是国家课程的校本化，旨在根据学生英语学习水平的实际情况补充适量、相当的阅读素材，弥补英语教材的不足，扩大学生的阅读量和阅读视野，丰富学生的词汇，使得学生更广泛地了解英语国家的文化，在语言学习的同时，陶冶情操，提高文学素养和人文素养。
3、课程内容与任务课程内容主要涉及七个方面，即文学作品，人物传记，历史文化，社会风情，科学经济以及人生态度与理想，异域风情。
主要任务是通过篇章阅读,获取信息，了解相关知识，增强文化意识；掌握不同题材文章的阅读技巧,形成相应的阅读策略;掌握关键词、短语和句型，扩大词汇量，重点发展学生阅读和写作能力。
4、科目安排：分七个模块，每个模块各3课时，共计21课时。
（1）文学作品 1 The Little Match Girl / 2 A Perfect Day/ 3 The Pied Piper of Hamelin（2）人物故事 1 Louis Armstrong/ 2 Special Fund in Honor of Hong Zhanhui/ 3 Pop Star and Songwriter: Han Hong（3）历史文化 1 Cleopatra, Queen of Egypt/ 2 Studying difference/ 3 Spring Festival’s Symbols/(4）社会风情 1 International Left-hander’s Day/ 2 The Origin of Kiss/ 3 Make Sports a Kind of Culture（5）科学与经济 1 Greenhouse Effect Occurred 5,000 Years Ago/ 2 China’slaunching plans for Shenzhou 7/ 3 China’s New “Four GreatInventions”(6）人生态度与理想1 You Are the World/ 2 Honesty/ 3 Facing Life Positively （7）异域风情1An strange experience 2 The Taj Mahal (泰姬陵) 3 Organic- a legal meaning三、课程形式：课堂教学1、教学方法：任务交际法2、教具：多媒体、音像资料等四、教学评价：教师评价与学生评价相结合附1)阅读自我评价表：（每节课下前学生自我评价）附2）写作自我评价表（课后）注: 优秀（A）良好（B）合格（C）待改进（D）Module 1 LiteratureLesson 1 The Little Match Girl编写教师：刘晓兰Once upon a time, a little girl tried to make a living by selling matches in the street.It was New Year’s Eve and the snow clad streets were deserted. From brightly lit windows came the tinkle (发出清脆的声响)of laughter and the sound of singing. People were getting ready to bring in the New Year. But the poor little match seller sat sadly beside the fountain. Her ragged dress and worn scarf did not keep out the cold and she tried to keep her bare feet from touching the frozen ground. She hadn’t so ld one box of matches all day and she was frightened to go home, for her father would certainly be angry. It wouldn’t be much warmer anyway, in the draughty attic (阁楼) that was her home. The little girl’s fingers were frozen with cold. If only she could light a match! But what would her father say at such a waste! Falteringly (迟疑地)she took out a match and lit it. What a nice warm flame! The little match seller cupped her hand over it, and as she did so, she magically saw in its light a big brightly burning stove.She held out her hands to the heat, but just then the match went out and the vision faded. The night seemed blacker than before and it was getting colder. A shiver (寒噤) ran through the little girl’s thin body. After hesitating for a long time, she struck another match on the wall, and t his time, the glimmer turned the wall into a great sheet of crystal. Beyond that stood a fine table laden with food and lit by a candlestick. Holding out her arms towards the plates, the little match seller seemed to pass through the glass, but then the match went out and the magic faded. Poor thing: in just a few seconds she had caught a glimpse of everything that life had denied her: warmth and good things to eat. Her eyes were filled with tears and she lifted her gaze to the lit windows, praying that she too might know a little of such happiness.She lit the third match and an even more wonderful thing happened. There stood a Christmas tree hung with hundreds of candles, glittering (闪烁) with tinsel (金属箔) and colored balls. “Oh. How lovely!” shouted the li ttle match seller, holding up the match. Then, the match burned her finger and went out. The light from the Christmas candles rose higher and higher, then one of the lights fell, leaving a trail behind it. “Someone is dying,” murmured the little girl, as s he remembered her beloved Granny who used to say: “When a star falls, a heart stops beating!”Scarcely aware of what she was doing, the little match seller lit another match. This time, she saw her grandmother.“Granny, stay with me!” she pleaded, as she lit one match after the other, so that her grandmother could not disappear like all the other visions. However, Granny did not disappear but gazed smilingly at her. Then she opened her arms and the little girl hugged her crying: “Granny, take me away with you!”A cold day dawned and a pale sun shone on the fountain and the icy road. Close by lay the lifeless body of a little girl surrounded by spent matches.“Poor little thing!” exclaimed the passers-by. “She was trying to keep warm!”But by that time, the little match seller was far away where there is neither cold, hunger nor pain.I Aims and Demands（教学目的和要求）To learn a story about the little match girl written by Anderson.ⅡKey Points and Special Difficulties（重点和难点）Key points: to grasp some useful words and expressionsdeserted, fade, strike, hesitate, deny, exclaim, glimpse, aware, be frozen with, go out, strike a match, catch a glimpse ofSpecial difficulties:1) to learn Inversion.2) to learn v-ed phrases used as modifiersⅢTeaching Aids and Approaches（教具及教学方法）Multi-media, Task-based approach and the integrated approachⅣBrief Teaching Procedures（教学过程）Step1 Background information（背景知识）Do you know about the great tale writer Anderson?Can you list some of his masterpieces?Step2 Fast reading（快速阅读）Read the passage quickly and answer（快速阅读并回答下列问题）:1) Why didn’t the little girl strike a match to keep herself warm?2) What did the little girl see when the last vision appeared?Keys（参考答案）:1) She was afraid that her father would be angry.2) She saw her beloved grandmother who had died.Step3 Careful reading（细读）1. What visions did the little match seller see? What did they mean to her?(a big brightly burning stove→warmth; a fine table laden with food→good things to eat; a Christmas tree hung with candles→joy and happiness; her grandmother→love and care)2. Translate the following sentences and pay attention to the underlined parts.1) From brightly lit windows came the tinkle of laughter and the sound of singing.2) Her ragged dress and worn scarf did not keep out the cold and she tried to keep her bare feet from touching the frozen ground.3) Beyond that stood a fine table laden with food and lit by a candlestick.4) Her eyes were filled with tears and she lifted her gaze to the lit windows, praying that she too might know a little of such happiness.5) There stood a Christmas tree hung with hundreds of candles, glittering with tinsel and colored balls.6) Close by lay the lifeless body of a little girl surrounded by spent matches.7) If only she could light a match!8) A cold day dawned and a pale sun shone on the fountain and the icy road.9) But by that time, the little match seller was far away where there is neither cold, hunger nor pain.What characteristics do the underlined parts have? What function?(They are all v-ed phrases, which are used as modifiers.)Step4 Key patterns(主要句型)Analyze the sentence below:From brightly lit windows came the tinkle of laughter and the sound of singing.This is an inverted sentence. The subject of the sentence is “the tinkle of laughter and the sound of singing”, and “came” functions as the predicate.Find out more similar sentence structures in the passage.(Beyond that stood a fine table laden with food and lit by a candlestick.There stood a Christmas tree hung with hundreds of candles…Close by lay the lifeless body of a little girl surrounded by spent matches.)Step5 Homework（作业）Rewrite the story. (With about 200 words.)Step6 Assessment（评价）Words and expressions（词和短语）1. deserted adj.冷清清的2. draughty adj. 漏风的3. vision n.景象4. fade v .消逝，消失5. strike vt. 擦（火柴）；击打6. hesitate v. 迟疑，犹豫7. glimpse n .v. 一瞥8. deny v.否定，否认9. pray v. n. 祈祷10. aware adj.意识到，觉察11. exclaim v.呼喊，惊叫Lesson 2 A Perfect DayCarrie Jacobs-Bond编写教师：刘晓兰When you come to the end of a perfect day ,And you sit alone with your thought,While the chimes ring out with a carol gayFor the joy that the day has brought,Do you think what the end of a prefect dayCan mean to a tired heart,When the sun goes down with a flaming ray,And the dear friends have to part?Well,this is the end of a perfect day,Near the end of a journey too;But it leaves a thought that is big and strong,With a wish that is kind and true.For memory has painted this perfect day,With colours that never fade,And we find at the end of a prefect day ,The soul of a friend we've made.I Aims and Demands（教学目的和要求）Enjoy English poems and have a basic knowledge of poetry, such as images, rhyme and limerick.ⅡKey Points and Special Difficulties（重点和难点）Have a thorough understanding of the emotional elements displayed in the poem.Ⅲ Teaching Aids and Approaches（教具及教学方法）Multi-media, listening, reading, practice and performance.Ⅳ Teaching Procedures（教学过程）Step1 Lead-inRead poetry in English ,you are supposed to focus on the themes of the original work. Generally speaking, what are the themes of the poems?Love VS HatredLife VS DeathWar VS PeaceAnger VS DelightLoneliness VS SociabilityFriendliness VS RevengeStep2 Listening and readingListen to the tape and answer: what’s the theme of this poem?Loneliness VS SociabilityStep3 Read and practice1.Read the poem by yourself and get some detailed information.(1). What happened in the day?(2) What was the writer doing at the end of the day?(3) How is the writer’s mood developed?Joy-----------the parting with friends------------Depression2. Find the images in the poem.A perfect day: a carol gay/ the chimes/ the sun/ the flaming rayThe end of a perfect day: a tired heart/ the sun which goes down/ the end of a journey Step4. Analyse the structure of the poemRhyme:/ei/ day,gay,ray,fade,made/a:/ heart,part/u:/ too,trueStep5 DiscussionWhat should you do in your daily life?To value friendshipTo face partition of friends and relatives in a positive way.Step6 PerformanceSuppose you are the writer and his friends, make a performance about your perfect day. Work in a group of four.Step7 Assignment1. Recite the poem.2. Write a limerick.Words and expressions（词和短语）Carol 颂歌flaming 燃烧的fade 褪色，凋谢Lesson 3 The Pied Piper of Hamelin编写教师：刘晓兰Once upon a time, on the banks of a great river in the north of Germany lay a town called Hamelin. The citizens of Hamelin were honest people who lived contentedly in their grey stone houses. The years went by, and the town grew very rich. Then one day, an extraordinary thing happened to disturb the peace. Hamelin had always had rats, and a lot too. But they had never been a danger, for the cats had always solved the rat problem in the usual way—by killing them. All at once, however, the rats began to multiply.In the end, a black sea of rats swarmed over the whole town. First, they attacked the barns and storehouses then, for lack of anything better, they gnawed（啃）the wood, cloth or anything at all. The one thing they didn’t eat was metal. The terrified citizens flocked to plead with the town councilors（委员会）to free them from the plague of rats（鼠疫）. But the council had, for a long time, been sitting in the Mayor’s room, trying to think of a plan.“What we need is an army of cats!”But all the cats were dead.“We’ll put down poisoned food then…”But most of the food was already gone and no poison stopped the rats.“It just can’t be done without help!” said the Mayor sadly.Just then, while the citizens milled around outside, there was a loud knock at the door. “Who can that be?”the city fathers wondered uneasily, mindful of the angry crowds. They gingerly opened the door. And to their surprise, there stood a tall thin man dressed in brightly colored clothes, with a long feather in his hat, and waving a gold pipe at them.“I’ve freed other towns of beetles and bats,”the stranger announced, “and for a thousand florins, I’ll rid you of your rats.”“A thousand florins!” exclaimed the Mayor. “We’ll give you fifty thousand if you succeed!” At once the stranger hurried away, saying, “It’s late now, but at dawn tomorrow, there won’t be a rat left in Hamelin!”The sun was still below the horizon, when the sound of a pipe wafted through the streets of Hamelin. The pied piper slowly made his way through the houses and behind him flocked the rats. Out they scampered from doors, windows and gutters (沟), rats of every size, all after the piper. And as he played, the stranger marched down to the river and straight into the water, up to his middle. Behind him swarmed the rats and every one was drowned and swept away by the current.By the time the sun was high in the sky, there was not a single rat in the town. There was even greater delight at the town hall, until the piper tried to claim his payment. “Fifty thousand florins?”exclaimed the councilors, “Never…”“A thousand florins at least!” cried the pied piper angrily. But the Mayor broke in. “The rats are all dead now and they can never come back. So be grateful for fifty florins, or you’ll not get even that…”His eyes flashing with anger, the pied piper pointed a threatening finger at the Mayor.“You’ll bitterly regret ever breaking your promise,” he said, and disappeared.A shiver of fear ran through the councilors, but the Mayor shrugged and said excitedly, “We’ve saved fifty thousand florins!”That night, freed from the nightmare of the rats, the citizens of Hamelin slept more soundly than ever. And when the strange sound of piping wafted through the streets at dawn, only the children heard it. Drawn as by magic, they hurried out of their homes. Again, the pied piper paced through the town, this time, it was children of all sizes that flocked at his heels to the sound of his strange piping. The long procession soon left the town and made its way through the wood and across the forest till it reached the foot of a huge mountain. When the piper came to the dark rock, he played his pipe even louder still and a great door creaked open. Beyond lay a cave. In trooped the children behind the pied piper, and when the last child had gone into the darkness, the door creaked shut. A great landslide（山崩）came down the mountain blocking the entrance to the cave forever. Only one little lame boy escaped this fate. It was he who told the anxious citizens, searching for their children, what had happened. And no matter what people did, the mountain never gave up its victims. Many years were to pass before the merry voices of other children would ring through the streets of Hamelin but the memory of the harsh lesson lingered in everyone’s heart and was passed down from father to son through the centuries.I Aims and Demands（教学目的和要求）To learn a tale--The Pied Piper of Hamelin and get the students to know the importance of honesty. ⅡKey Points and Special Difficulties（重点和难点）Key points: to grasp some useful expressionsall at once, free sb. from…, rid…of…, make one’s way, break inSpecial difficulties: to understand Inversion.ⅢTeaching Aids and Approaches（教具及教学方法）Multi-media, Task-based approach and the integrated approachⅣBrief Teaching Procedures（教学过程）Step1 Fast reading（快速阅读）Read the passage quickly and answer some questions（快速阅读并回答下列问题）:1) What trouble did the citizens of Hamelin have?2) What was the result of their breaking the promise?Keys（参考答案）:1) There were too many rats in the town for them to live a normal life.2) All the children but one were drawn into the cave and killed.Step2 Careful reading（细读）1. What words did the author use to indicate that the plague of rats was too terrible?(a black sea, swarmed the whole town, gnawed everything except metal, need an army of cats…)2. Find out inverted sentences in the passage.(…, on the banks of a great river in the north of Germany lay a town called Hamelin.…, there stood a tall thin man dressed in brightly colored clothes…Behind him swarmed the rats….The pied piper slowly made his way through the houses and behind him flocked the rats. Beyond lay a cave.In trooped the children behind the pied piper.)3. Key expressions (要点表达)1) all at once = all of a sudden/ suddenly 突然2）And to their surprise, there stood a tall thin man dressed in brightly colored clothes, with a long feather in his hat, and waving a gold pipe at them.“dressed in brightly colored clothes, with a long feather in his hat, and waving a gold pipe at them” is used to modify the subject “a tall thin man”.3）There was even greater delight at the town hall, until the piper tried to claim his payment. “claim” in the sentence means “ask for”.4) His eyes flashing with anger, the pied piper pointed a threatening finger at the Mayor.“His eyes flashing with anger”是独立主格结构，在句中用作状语。
【校本课程教材】《高中英语美文阅读与欣赏》校本课程教材
高中英语读写校本课程----“英语美文阅读与欣赏”ContentsPart I Myths and Tales神话传说Lesson 1 The Little Match Girl (2)Lesson 2 The Pied Piper of Hamelin (8)Lesson 3 Pangu Separates Sky fro m Earth (15)PartⅡFigure stories人物故事Lesson 1自由斗士曼德拉 (17)Lesson 2 Pop Star and Songwriter: Han Hong (20)Lesson 3 Louis Armstrong (24)Part ⅢSocial customs社会风情Lesson 1 The Origin of Kiss (27)Lesson 2 International Left-hander’s Day (31)Lesson 3 Make Sports a Kind of Culture (34)Part ⅣLife attitudes and ambitions人生态度与理想Lesson 1 You Are the World (39)Lesson 2 Facing Life Positively (44)Lesson 3 Honesty (49)PartⅤ History and Culture历史文化Lesson 1 Studying difference (52)Lesson 2 Spring Festival’s Symbols (56)Lesson 3 Cleopatra, Queen (60)PartⅥScience and Economy科学与经济Lesson 1 Greenhouse Effect Occurred 5,000 Years Ago (63)Lesson 2 China’s New “Four Great Inventions” (69)Lesson 3 China’s launching plans for Shenzhou 7 (73)Part I Myths and Tales神话传说Lesson 1 The Little Match Girl卖火柴的小女孩Once upon a time, a little girl tried to make a living by selling matches in the street.It was New Year’s Eve and the snow clad streets were deserted. From brightly lit windows came the tinkle (发出清脆的声响)of laughter and the sound of singing. People were getting ready to bring in the New Year. But the poor little match seller sat sadly beside the fountain. Her ragged dress and worn scarf did not keep out the cold and she tried to keep her bare feet from touching the frozen ground. She hadn’t sold one box of matches all day and she was frightened to go home, for her father would certainly be angry. It wouldn’t be much warmer anyway, in the draughty attic (阁楼) that was her home. The little girl’s fingers were frozen with cold. If only she could light a match! But what would her father say at such a waste! Falteringly (迟疑地)she took out a match and lit it. What anice warm flame! The little match seller cupped her hand over it, and as she did so, she magically saw in its light a big brightly burning stove.She held out her hands to the heat, but just then the match went out and the vision faded. The night seemed blacker than before and it was getting colder. A shiver (寒噤) ran through the little girl’s thin body. After hesitating for a long time, she struck another match on the wall, and this time, the glimmer turned the wall into a great sheet of crystal. Beyond that stood a fine table laden with food and lit by a candlestick. Holding out her arms towards the plates, the little match seller seemed to pass through the glass, but then the match went out and the magic faded. Poor thing: in just a few seconds she had caught a glimpse of everything that life had denied her: warmth and good things to eat. Her eyes were filled with tears and she lifted her gaze to the lit windows, praying that she too might know a little of such happiness.She lit the third match and an even more wonderful thing happened. There stood a Christmas tree hung with hundreds of candles, glittering (闪烁) with tinsel (金属箔) and colored balls. “Oh. How lovely!” shouted the little match seller, holding up the match. Then, the match burned her finger and went out. The light from the Christmas candles rose higher and higher, then one of the lights fell, leaving a trail behind it. “Someone is dying,” murmured the little girl, as s he remembered her beloved Granny who used to say: “When a star falls, a heart stops beating!”Scarcely aware of what she was doing, the little match seller lit another match. This time, she saw her grandmother.“Granny, stay with me!” she pleaded, as she lit one match after the other, so that her grandmother could not disappear like all the other visions. However, Granny did not disappear but gazed smilingly at her. Then she opened her arms and the little girl hugged her crying: “Granny, take me away with you!”A cold day dawned and a pale sun shone on the fountain and the icy road. Close by lay the lifeless body of a little girl surrounded by spent matches.“Poor little thing!” exclaimed the passers-by. “She was trying to keep warm!”But by that time, the little match seller was far away where there is neither cold, hunger nor pain.I Aims and Demands（教学目的和要求）To learn a story about the little match girl written by Anderson.ⅡKey Points and Special Difficulties（重点和难点）Key points: to grasp some useful words and expressionsdeserted, fade, strike, hesitate, deny, exclaim, glimpse, aware, be frozen with, go out, strike a match, catch a glimpse ofSpecial difficulties:1) to learn Inversion.2) to learn v-ed phrases used as modifiersⅢTeaching Aids and Approaches（教具及教学方法）Multi-media, Task-based approach and the integrated approachⅣBrief Teaching Procedures（教学过程）Step1 Background information（背景知识）Do you know about the great tale writer Anderson?Can you list some of his masterpieces?Step2 Fast reading（快速阅读）Read the passage quickly and answer（快速阅读并回答下列问题）:1) Why didn’t the little girl strike a match to keep herself warm?2) What did the little girl see when the last vision appeared?Keys（参考答案）:1) She was afraid that her father would be angry.2) She saw her beloved grandmother who had died.Step3 Careful reading（细读）1. What visions did the little match seller see? What did they mean to her?(a big brightly burning stove→warmth; a fine table laden with food→good things to eat; a Christmas tree hung with candles→joy and happiness; her grandmother→love and care)2. Translate the following sentences and pay attention to the underlined parts.1) From brightly lit windows came the tinkle of laughter and the sound of singing.2) Her ragged dress and worn scarf did not keep out the cold and she tried to keep her bare feet from touching the frozen ground.3) Beyond that stood a fine table laden with food and lit by a candlestick.4) Her eyes were filled with tears and she lifted her gaze to the lit windows, praying that she too might know a little of such happiness.5) There stood a Christmas tree hung with hundreds of candles, glittering with tinsel and colored balls.6) Close by lay the lifeless body of a little girl surrounded by spent matches.7) If only she could light a match!8) A cold day dawned and a pale sun shone on the fountain and the icy road.9) But by that time, the little match seller was far away where there is neither cold, hunger nor pain.What characteristics do the underlined parts have? What function? (They are all v-ed phrases, which are used as modifiers.)Step4 Key patterns(主要句型)Analyze the sentence below:From brightly lit windows came the tinkle of laughter and the sound of singing.This is an inverted sentence. The subject of the sentence is “the tinkle of laughter and the sound of singing”, and “came” functions as the predicate. Find out more similar sentence structures in the passage.(Beyond that stood a fine table laden with food and lit by a candlestick. There stood a Christmas tree hung with hundreds of candles…Close by lay the lifeless body of a little girl surrounded by spent matches.)Step5 Homework（作业）Rewrite the story. (With about 200 words.)Step6 Assessment（评价）Words and expressions（词和短语）1. deserted adj.冷清清的2. draughty adj. 漏风的3. vision n.景象4. fade v .消逝，消失5. strike vt. 擦（火柴）；击打6. hesitate v. 迟疑，犹豫7. glimpse n .v. 一瞥8. deny v.否定，否认9. pray v. n. 祈祷10. aware adj.意识到，觉察11. exclaim v.呼喊，惊叫Lesson 2 The Pied Piper of Hamelin哈米伦的吹笛人The piperThey came from the hillsAnd they came from the valleys and the plains They struggled in the coldIn the heat and the snow and in the rain Came to hear him play Play their minds away*We're all following a strange melody We're all summoned by a tune We're following the piperAnd we dance beneath the moon We're following the piperAnd we dance beneath the moon for him And we dance beneath the moonThey came from the southFrom the west and the north and from the east They waited for the manLike a parish is waiting for the priest Longed to hear him play Play their minds awayHe gave them a dreamHe seduced everybody in the land The fire in his eyes吹笛人 阿巴合唱团他们来自山坡来自山谷，来自平原 他们在寒冷中挣扎 在酷热、冰雪、大雨中挣扎 只为了听他的演奏 来使他们丧失理智我们都跟随着一段诡异的旋律 我们都受某种音调的召唤 我们都追随着吹笛人 在月光下起舞 我们都追随着吹笛人 在月光下为他起舞 在月光下起舞他们从南方来从西方、北方、东方前来 他们都在等他 像信徒们等待着牧师 等着听他演奏 来使他们丧失理智他给了人们一个梦境 他诱惑着每一个人 他的眼里有火在烧And the fear was a weapon in his hand So they let him playPlay their minds away 恐惧便是他手里的武器于是，人们任他吹奏来使他们丧失理智这首歌的故事背景取材自《格林童话》里的＜哈米伦的吹笛人＞。
高中英语校本课程
高中英语校本课程
简介
本文档旨在介绍高中英语校本课程的内容以及其在学生研究中
的重要性。
高中英语校本课程是根据学校教学需要和学生英语研究
水平制定的课程，旨在提高学生的英语综合能力。
课程内容
高中英语校本课程主要包括以下几个方面的内容：
1. 听力：培养学生对英语听力的理解能力，包括听懂日常对话、演讲和听力材料等。
2. 口语：提高学生的口语表达能力，包括日常生活用语、口头
报告和对话等。
3. 阅读：培养学生的阅读能力，包括阅读文章、新闻报道和文
学作品等。
4. 写作：提升学生的写作水平，包括写作短文、作文和摘要等。
5. 语法：巩固学生的语法知识，帮助学生正确运用语法规则。
6. 文化：介绍英语国家的文化和俗，增进学生对英语国家的了解。
重要性
高中英语校本课程对学生的英语研究和综合能力的提高具有重
要意义：
1. 研究效果：通过校本课程的研究，学生能够更加系统地研究
英语，提高研究效果。
2. 综合能力：校本课程注重培养学生的听、说、读、写能力，
促进学生英语综合能力的提升。
3. 高考备考：高中英语校本课程是高中英语教育的基础，对学生的高考备考有着重要影响。
4. 终身受益：良好的英语研究基础和综合能力是学生终身受益的重要资本，对未来的研究和工作具有重要意义。
总之，高中英语校本课程是学生英语学习的重要组成部分，对提高学生英语综合能力和学习效果具有重要意义。
希望通过本课程的学习，学生能够更好地掌握英语，为未来的学习和发展打下坚实基础。
高中英语新教材读写课研究
高中英语新教材读写课研究作者：吕坤来源：《中学生英语（中旬刊）》 2021年第2期吕坤引言在新课程的标准下，对于高中英语教学来说，也提出了明确的要求，要求针对学生的读写能力要着重进行培养，并不断提高。
基于此，从高中英语教师的角度上来看，对英语的读和写，将两者之间的关系，要掌握好，并加强对学生的训练，结合学生的实际情况，采取有效的教学措施，开展高中英语读写教学活动，使其学生的读写能力获得提高，进而获得良好的教学效果。
基于此，本文针对高中英语新教材读写课展开深入研究，并采取了几点切实可行的教学措施。
1. 高中英语读写课教学实践的现状在传统高中英语应试教育的影响下，对于高中英语教师而言，在实际教学的过程中，机械为学生讲解相关的知识，并组织学生反复的练习，使其学生获得良好的成绩，殊不知将学生读写给忽略了，没有意识到培养学生这方面能力的重要性。
有的高中英语教师认为，针对英语的相关句型和语法只要学生理解并给予充分掌握之后，就能不断提高学生的读写能力。
其次，在高中英语教学的过程中，其读与写的关系上，没有充分把握好，将这方面能力忽略，针对这种情况，直接关系到学生读写能力的提高。
最后，仍采取传统的教学方法，对于这种方法来说，学生学习起来会比较枯燥，难以将学生的学习兴趣激发出来，使其学生的读写能力获得提高。
2. 高中英语读写课教学的措施2.1 积极创新高中英语读写课教学方法对于高中英语教师而言，在新教材下，为了促使高中英语读写课顺利的开展，进而获得良好的教学效果，需要改变以往传统的教学模式，机械讲解的教学方法，树立正确的教学理念，并以学生为主体，充分发挥出学生的主观能动性，将学生成为课堂上的主人，并采取多样化的教学模式，进而将学生的学习兴趣激发出来，调动学生的积极性，使其读写课教学的效果不断提高。
在高中读写课实际教学的过程中，从高中英语教师的角度上来看，可运用小组合作法和情景创设法以及多媒体等等。
例如：高中英语教师在为学生讲解，人教版高中英语必修一《Unit 2 Travelling Around》时，为了吸引学生的注意力，对于高中英语教师而言，可运用多媒体来开展教学活动，可充分利用网络，在网上为学生搜集有关这部分内容的图片，通过多媒体为学生播放出来，当学生看完之后，锻炼学生说的能力，让学生积极阅读这篇课文，将课文中跟图片上有关的句子以英文的形式描述出来，可将学生分成小组，让学生之间进行讨论，在这样的任务下，便于学生更好地阅读，使其学生的阅读水平不断提高。
高中英语校本课程
高中英语校本课程.txt高中英语校本课程简介本文档旨在介绍高中英语校本课程的内容和目标。
该校本课程是根据我校高中英语教学大纲的要求，结合学生实际情况和教学资源而设计的。
课程目标本课程旨在帮助学生提高英语听说读写的能力，培养他们良好的语言应用能力和跨文化交际能力。
具体目标包括：- 提高学生的听力理解能力，使其能够准确理解各种语速和口音的英语；- 提高学生的口语表达能力，使其能够流利和准确地运用英语进行交流；- 提高学生的阅读理解能力，使其能够理解各类英语文本，并从中获取信息；- 提高学生的写作能力，使其能够用准确、流畅和有逻辑性的英语进行写作。
课程内容本课程包括以下主要内容：1. 听力训练：通过听力材料、听力练和听力测试，培养学生的听力理解能力，提高他们听懂英语的能力。
2. 口语训练：通过口语对话、口语演讲和口语练，培养学生的口语表达能力，提高他们用英语进行口头交流的能力。
3. 阅读训练：通过阅读材料、阅读理解和阅读练，培养学生的阅读理解能力，提高他们阅读英语文本的能力。
4. 写作训练：通过写作练和写作任务，培养学生的写作能力，提高他们用英语进行书面表达的能力。
5. 文化知识：介绍英语国家的文化，培养学生的跨文化交际能力。
研究评价为了全面评价学生的研究情况，本课程将采取多种评价方法，包括考试、作业、小组讨论和口语演讲等。
通过这些评价方式，我们将评估学生的听说读写能力以及他们的研究态度和表现。
结语本高中英语校本课程旨在为学生提供一个系统、科学、有效的英语研究平台。
我们相信通过努力研究，学生们的英语能力将得到显著提高，为未来的研究和发展奠定良好基础。
> 注意：以上内容仅为模板，具体课程内容和目标还需根据学校实际情况和课程要求进行调整和补充。
读写课英语教学设计高中
读写课英语教学设计高中引言英语是一门国际通用的语言，在当今社会中具有重要的地位。
而读写能力是英语学习的核心。
因此，高中英语课程中的读写课教学设计显得尤为重要。
本文将着重探讨高中英语读写课的教学设计，提供一些有效的指导和建议。
一、教学目标在设计高中英语读写课的教学时，首先需要明确教学目标。
教学目标应当明确、具体、可衡量。
在读写课中，主要目标包括：1. 提高学生的阅读理解能力：通过对各种文本的阅读，培养学生快速获取信息、归纳总结等能力。
2. 培养学生的写作能力：通过写作训练，提高学生的表达能力，丰富他们的词汇量和语法结构运用能力。
3. 发展学生的批判思维能力：教师可以引导学生从不同角度思考文本，并培养学生对文本的分析和评价能力。
二、教学内容在高中英语读写课的教学中，内容选择应与学生的年龄和学习水平相适应。
教学内容一般包括：1. 阅读理解：选择适当的文章，包括新闻报道、故事、科普文章等，让学生阅读并回答相关问题，培养他们的阅读理解能力。
2. 写作训练：让学生进行写作练习，包括写日记、写信等，培养学生的写作能力。
3. 批判性阅读：教师可以引导学生进行批判性阅读，让学生对文本进行分析和评价，培养他们的批判思维能力。
三、教学方法在高中英语读写课的教学中，教师可以采用多种教学方法，激发学生的兴趣，提高他们的学习积极性。
1. 交互式教学：教师可以采用交互式教学方法，让学生在阅读或写作过程中进行小组合作，相互讨论、交流，提高学生的思维能力和语言表达能力。
2. 多媒体辅助教学：教师可以利用多媒体技术，如投影仪、电脑等设备，呈现图表、视频等素材，帮助学生更好地理解和归纳总结。
3. 视听材料的应用：教师可以引入一些优秀的英语听力材料，如英语电影、英语歌曲等，激发学生的学习兴趣，提高他们的听力和口语能力。
四、教学评估在高中英语读写课的教学过程中，教师需要进行教学评估，了解学生的学习情况，及时调整教学策略。
评估方式可以多样化，包括：1. 阅读理解测试：通过测试学生的阅读理解能力，了解学生对文本的理解程度。
“高中英语读写校本课程开发的研究”课题实验方案-2019年精选文档
“高中英语读写校本课程开发的研究”课题实验方案一、课题提出的背景校本课程开发（Schoo1- based Curriculum Development，简称SBCD）的思想起源于世纪60-70年代的西方发达国家。
其目的是把课程设置的主动权交还给学校。
目前，中小学英语教育改革的核心就是课程改革，而课程改革的一个重要内容就是地方课程资源的充分开发和综合利用。
而目前现有的英语课程资源无法满足各个学校及学生之间存在的差异性需求，不能促进学生的个性化学习。
这在一定程度上阻碍了英语课程目标的达成，抑制了学生综合语言运用能力的提高，影响了英语教学质量。
因此，在新课程标准理念的指导下，从学生的需求和可接受性出发，创造学习的外部条件，充分利用富有地方特色的本土文化展开教学活动，激发学生的学习兴趣，是每一位英语教育工作者值得研究的课题。
现有英语课程文化资源的结构比较单一，在课程文化资源的载体上，偏重于教科书，忽略开发多样化的课程文化资源载体。
学生学习方式和内容主要集中在学科内容和学科知识的课堂教学上，而忽视了实践能力、创新精神、情感、态度等综合素质的培养。
知识内容远离学生的生活经验，缺少包括社区服务、社会实践相结合的综合实践活动的形式。
在高考中，英语阅读和写作是高考考查的范围，英语阅读和写作能力也是学生终生受用的语言运用能力，近年的高考中测试学生英语阅读和写作能力的题目分值较大，英语阅读和写作教学有效性的研究越来越得到英语教育者的广泛重视。
英语是一门实践性很强的学科。
随着社会生活的信息化和经济活动的全球化，英语是21世纪公民的基本素质，是他们进行学习、工作和交往的重要工具。
随着惠州市经济和文化的快速发展，市政府近年来推出加快惠州市发展的宏观策略，如打好文化教育和旅游两张牌。
惠州是“全国文明城市”，地方文化资源较为丰厚，目前，惠州市还没有系统的地方风情英语方面的宣传资料。
因此，这是一项值得我们探讨的重要课题。
二、课题的理论依据理论依据是《英语课程标准》：《标准》指出――基础教育阶段英语课程的任务是：激发和培养学生学习英语的兴趣，使学生树立自信心。
校本课程“高中英语作文”的开发和应用
校本课程“高中英语作文”的开发和应用1. 课程设计思路在高中英语作文校本课程的开发过程中,关键是从课程设计的角度出发,因此,要首先明确课程设计的思路和目标。
此课程设计的基本思路是学以致用,突出写作技巧的培养和运用,以不同类型的英语作文为纽带,系统地训练学生的写作能力,以及写作能力的应用和提高。
2. 课程架构在课程设计的基础上,需要有一系列的课程架构。
高中英语作文校本课程的课程设置为以下四个模块:（1）技巧训练模块:重点讲解英语作文的基本结构和写作技巧。
（2）题材练习模块:让学生通过作文训练,培养灵敏的语感和归纳概括的能力。
（3）写作实践模块:学生将接受指导来写作,并会不断评估和改进自己的作品。
（4）评估和反馈模块:通过与他人的比较和专家的评估,使学生在学习过程中保持建设性的动力。
3.教学成果的评估高中英语作文校本课程不仅需要定期进行知识测试,还需要引导学生进行自我评估,并独立完成成果展示任务。
同时,教师也需制定详细的课程评价标准,及时监控学生的学习状况,发现问题并及时改进。
1.提高学生学习兴趣2.创造更多的学习机会开发校本课程的目的是要给学生创造更多的学习机会,以适应学生个性化、多元化、差异化的学习需求。
通过多样化的教育方式,可以扩大学生的知识面,促进他们在英语写作中的独立思考和深度思考。
3.提高教育教学质量结论高中英语作文校本课程的开发和应用,不仅仅是一种课程教学方法的变革,更是一种教学方式的革新。
高中英语作文校本课程的开发和应用,可以在激发学生学习兴趣,提高学生的英语水平,扩大学生的知识面等各方面发挥积极作用。
因此,对于学校和教育教学从业者而言,需要持续关注和探索校本课程的开发与应用,以实现教育教学的全面提升。
高中英语读写课教案
高中英语读写课教案【篇一：高中英语阅读课教学案例】teaching procedures教学过程设计step1 warming upt: boys and girls, good morning. are you in a good mood today? s: yes!t: i’m so happy to hear that. what kinds of words can be usedto describe the persons’ emotions.ss: (lost in thought)t:let’s enjoy some pictures and find out some emotional words to describe them. ss: (very interested and excited)t:go through the following words and match them with the correct meaningemotionangrycross a feeling that you experiencefrustration a feeling when you are prevented from doingwhat you wantcuriosityto make something less difficultsimplify (vt.) a strong feeling of wanting to find out about something 设计意图：以阅读材料为依托，在单词教学环节向学生渗透语篇意识，引导学生在语境中理解单词、短语的意义以及用法。
在具体的教学中，采用了单词和词义配对、构词法练习，图文并茂猜。
t: would you like to think of some emotional words which can fit the situation. situation 1:this morning when i got to school, my headmaster asked me to her office. she told me i was the only student who had passed the exam and would have a chance to be an exchange student.s1: happiness/excitementsituation 2:however, about half an hour later, i was called to the office again and was told that the teacher had made a mistake!s2:disappointment/frustrationt:where can we find happiness in our life? are they really happy? (more pictures for the students to glance through)ss: (heated discussion)t: i can’t agree more. such pictures do bring us so much simple happiness. to have happiness is just so easy.设计意图：从学生的实际出发引导、激发学生的学习兴趣和探究热情，引起学生情感上的共鸣，并自然地导入下一个活动任务。
(完整版)高中英语校本课程方案新
高中英语校本课程“VOU CLUB”简介一、课程性质：属校本课程，面向高一、高二学生。
语言是人类最重要的思维和交流工具，也是人们参与社会活动的重要条件，对促进人的全面发展具有重要意义。
高中学生学习外语一方面可以促进心智、情感、态度价值观的发展和综合人文素养的提高；另一方面，掌握一门国际通用语种可以为学习外国的先进文化科学技术和进行国际交往创造条件。
二、指导思想在我校大力倡导恪守教育真谛，转变教学思想的前提下，以我校“一本三追求”为指导，落实《中华人民共和国义务教育法》和《二十一中校本课程的管理办法》的精神，全面贯彻“生本”理念，树立学生健全的人格，提高学生自主发展的能力。
三、课程目标1.培养学生的自主学习、合作学习、综合语言运用能力。
2.提高学生运用英语进行思维和表达的能力，形成跨文化交际意识和基本的跨文化交际的能力。
3.拓展学生的国际视野，形成健全的情感、态度、价值观，为未来的发展和终身学习奠定良好的基础。
四．授课要求：1.报名范围：高一、高二全体同学2. 学生人数：15名3. 对学生的要求：1. 对英语有浓厚兴趣。
2. 有扎实的英语语言功底。
3. 具有一定的表现力。
4. 学习态度端正，能积极主动完成各项学习任务。
5. 善于与他人合作。
4. 对教室的要求：多媒体教室五．课程内容六、指导教师：韩鸿青赵海萍王晓翠李慧成七．学习方式：自主学习，合作学习八．教学方式：讲授示范法合作探究竞赛九．评价方式十．课程简介高中VOU学习俱乐部是以学生现有的英语听说读写能力，通过英语话剧表演、诗歌朗诵、演讲比赛、辩论赛、绕口令、电影赏析、英语名著片断赏析等多种形式，给学生提供用英语展示自我的平台，从而达到激发学生对英语学习的兴趣，开拓学生的文化视野，同时提高学生运用英语的综合能力。
英语辩论赛 5.17英文歌曲 5.31英文演讲比赛 6.14英文话剧 6.28。
温州二中《高中英语阅读与写作》校本课程纲要
温州二中《高中英语阅读与写作》校本课程纲要温州二中《高中英语阅读与写作》校本课程纲要一、课程简介1．课程名称：《高中英语阅读与写作》2．课程类型：学科拓展类3．教学材料：选编教材4．授课课时：36课时5．主讲教师：吴志荣、吕秋华、赵若扬、项纸陆6．授课对象：高一高二学生二、课程背景英语阅读与写作能力是高中阶段英语教学的重点所在，也是浙江省高考英语科重点考察要求。
近几年，由于学生英语课外阅读严重不足等问题，我校三个年段（尤其是高一高二段）的学生英语读写状况不甚理想。
《高中英语阅读与写作》课程的开设，正是针对学生中读写能力不足的突出问题，为学生提供一个良好的学习平台，指导学生循序渐进式地提高英语阅读和写作能力。
与必修课的人教版教材以话题为中心，听说读写技能面面俱到不同的是，《高中英语阅读与写作》句型、段落和篇章作为为各个章节的不同关注点来整编教材，重点培养学生的阅读和写作两项技能。
通过教材中适当的阅读材料的学习，兼顾学生阅读能力的提升、目标语言的学习、结构框架的了解，培养他们对语言信息的敏感度，扩大词汇量，提高句型和习惯表达方式使用的自觉意识，从而逐步提高写作能力。
三、课程目标1. 掌握常见英语阅读和写作技能，通过阅读促进语言理解，通过写作提高语言表达能力。
2. 熟悉并掌握常见话题的词汇、句型，能够理解阅读文本中词汇和句型的含义与功能，能够在写作中准确使用跟话题相关的词汇和句型。
3. 掌握基本的英语学习策略，能够根据自身基础、学习任务、学习时间、学习条件等合理地应用相关策略，促成有效的英语学习。
4. 扩展文化知识，了解英语国家文化以及中外文化差异，逐渐形成跨文化意识。
5. 强化英语学习兴趣，逐渐形成稳定的积极的学习动机。
四、课程内容第一章五种基本句式学习与运用（4课时）第一节主谓及主系表结构第二节主谓宾及主谓双宾结构第三节主谓宾补结构第二章三大从句学习与运用（4课时）第一节定语从句第二节状语从句第三节主语从句第三章连接手段的运用（3课时）第一节并列连接词第二节从属连接词第三节其他连接手段第四章阅读与写作中的段落结构（4课时）第一节范文赏析--主题句与支撑句第二节模仿与运用第五章短文常用句式（4课时）第一节阅读与赏析第二节模仿与运用第五章篇章结构（5课时）第一节几种常见文体的篇章结构赏析第二节模仿与运用第六章篇章阅读与写作（12课时）第一节篇章结构特点与主题表达第二节叙述文阅读与写作第三节议论文阅读与写作第四节描述加议论文阅读与写作第五节说明文阅读与写作第六节作文指导与考核五、课程实施1．实施方法：讲授法、讨论法等2．组织形式：自主选课走班教学3．课时安排：每周1课时，一学年共36课时，共2学分4．教学设备：多媒体5．班级规模：30人六、课程评价评价结果分三档，优秀（20%）、合格、不合格（没有比例要求）。