高中英语校本课程
【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＞。
高中英语刘晖校本课程
课程名称：品经典台词学正宗英语开发教师：刘晖课程说明1.课程目标：通过观看经典英文电影片段，品读其中的经典台词，激发学生英语学习的兴趣，使学生有机会接触生动鲜活的语言材料。
2.人数要求：20人3.场地要求：多媒体教室4.课程简介：该课程选用近些年经典的英文电影片段为切入点，把学生带入一个纯英文的电影世界。
学生通过品读一些经典台词，不仅可以激发英语学习兴趣，一定程度上更正发音，而且能够学会正宗地道的英语表达。
上课形式采取小组学习模式，通过学生自主学习、老师一定的指导，提升英语听力和语言表达能力。
5.课程评价方式：过程性评价（学生平时的学习表现）6.课时目录：Lesson 1---《疯狂动物城》赏析Lesson 2---《大鱼》赏析1Lesson 3---《大鱼》赏析2Lesson 4---《冰雪奇缘》赏析Lesson 5---《歌舞青春3》赏析Lesson 6---《魔发奇缘》赏析Lesson 7---《查理和巧克力工厂》赏析Lesson 8---《神偷奶爸3》赏析Lesson 9---《蒙娜丽莎的微笑》赏析Lesson 10---《疯狂原始人》赏析Lesson 11---《爱宠大机密》赏析Lesson 12---《头脑特工队》赏析Lesson 13---《丁丁历险记》赏析Lesson 14---《里约大冒险2》赏析7.教学内容：Lesson 1 《疯狂动物城》经典台词赏析【前言】疯狂动物城#经典英文电影中那些燃情走心的台词，通常短小精悍，滴水藏海，源于真实语境，对于影迷，自然感同身受，这些英文，不时朗读，定能让我们在欢乐中思考，思考中成长。
精进英文才华，感悟人生真谛。
《疯狂动物城》想要传递的也许不是砥砺前行奋发图强的草根逆袭之路，而是，我们每一个人，都应该追求一种心怀梦想、不惧未来的人生状态。
句片中有没有哪句台词令人怦然心动，就让小鹏哥带你赏析和感悟吧。
【剧情简介】在一个现代化的动物都市里，每种动物都有自己的居所，动物们在这里和平共处——无论是大象还是小老鼠，只要努力，都能闯出一番天地。
基于普通高中英语新高考改革的校本课程开发——英语影视赏析课
基于普通高中英语新高考改革的校本课程开发——英语影视赏析课随着教育改革的推进，普通高中的新高考改革方案已经逐渐实施。
这一改革方案的目的是提高学生的综合素质和创新能力，使他们能够更好地适应未来社会的需求。
在这个过程中，校本课程的开发与教学方法的改革成为一个重要的课题。
本文将探讨基于普通高中英语新高考改革的校本课程开发，具体而言是英语影视赏析课。
一、校本课程开发的意义校本课程是指根据学校自身特点和学生需求，结合教学资源和社会实践，开发出的适合该校师生教学目标和教学大纲的课程。
与传统的标准化教育相比，校本课程更能满足学生的个性化需求，促进学生的综合素质发展。
对于高中英语来说，开设英语影视赏析课能够帮助学生更好地掌握英语知识，提高听说读写能力，培养学生的创造力和创新思维。
二、英语影视赏析课的设置与教学目标1. 课程设置英语影视赏析课是以英语电影、电视剧、纪录片等为主要教学资源，通过观看、分析和讨论影视作品来加深学生对英语语言与文化的理解。
该课程可以作为选修科目或者是校本课程的一部分。
2. 教学目标（1）提高学生的英语听说能力。
通过影视赏析的过程，让学生接触到真实的英语语境，提高听力理解和口语表达能力。
（2）拓展学生的英语词汇和语法知识。
通过观看影视作品，学生可以自主学习和掌握更多的单词和句型。
（3）培养学生的文化意识和跨文化交流能力。
通过欣赏不同类型的影视作品，学生可以了解英语国家的文化背景和社会风貌。
（4）提高学生的批判性思维和创造力。
学生需要通过分析影视作品的道德、人物、情节等要素，培养自己的批判性思维和创造力。
三、教学方法与评价方式1. 教学方法（1）授课方式灵活多样。
除了传统的课堂讲解，教师可以结合多媒体技术，与学生进行互动交流，引导学生自主学习。
（2）精心策划讨论环节。
通过组织学生进行小组讨论、辩论和演讲等活动，激发学生的学习热情和思辨能力。
（3）鼓励学生参与实地考察。
教师可以组织学生参观电影院、参加电影节等实践活动，加深学生对影视制作和产业的了解。
《高中英语写作指导》校本课程教学活动设计方案
校本课程教学活动设计方案课程名称：高中英语写作指导一、课程资源：充分利用校园网，构建校本课程资源库。
一方面，通过互联网搜集、整理相关信息，形成具有校本特性的信息资源；另一方面，充分发挥教师开发校本课程的潜在能力，注重搜集和整理教学中的优秀课例，形成了具有个性化的校本教学案例资源。
这样通过多种途径形成具有校本意义的资源库，再通过校园网，达到资源共享。
二、课程类别：学科拓展类三、课程材料：选编教材四、授课对象：高一学生五、课程目标：1、培养学生英语写作的兴趣，掌握相应写作技能。
2、提高学生准确应用单词、短语和句型进行写作，提升学生综合应用语言能力；培养学生自主学习、合作学习、探究学习能力。
3、培养学生在英语学习中的自信心，敢于用书面英语进行交流与表达，形成良好的写作习惯。
4、拓展学生知识视野，培养学生良好的学习习惯；塑造完善的人格，促进学生个性张扬，丰富学生的兴趣爱好。
5、丰富学校课程资源，提高教师研究校本课程、开发校本课程的能力。
六、课程内容：第一章英语写作基础知识第一节简单句的八大成分概述第二节简单句的五种基本句式第二章英语写作能力提升第一节正确运用高级词汇和高级句式第二节写好句、段间的衔接与过渡第三节开头和结尾的写作第四节文章的布局谋篇第三章话题写作分类指导第一节学校生活与课外活动第二节个人情感与人际关系第三节节假日活动第四节旅游与交通第五节科学技术第六节网络时代第四章文体写作分类指导第一节应用文(1) 书信、电子邮件第二节应用文(2) 演讲稿、发言稿第三节记叙文(1) 写人记叙文第四节记叙文(2) 叙事性记叙文第五节议论文第六节说明文七、课程实施：1、通过授课，让学生了解英语写作的基础知识，提高写作能力。
2、通过组织学生讨论，让学生交流学习方法，相互取长补短，培养学生学习英语写作的兴趣。
3、通过师生座谈，让教师了解学生在英语写作实践中存在的问题，师生共同讨论写作方法；进一步提高学生的英语写作能力。
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【摘要】校本课程“高中英语作文”是高中英语教育中必不可少的一部分，其开发和应用对于提高学生英语写作能力至关重要。
本文从课程目标与意义、内容设计、教学方法、评估与反馈、以及效果和意义等方面进行探讨。
通过对课程的系统分析和评价，我们可以更好地了解校本课程“高中英语作文”的核心理念和教学方法，从而为课程的改进和提升提供有效的指导和借鉴。
未来，校本课程“高中英语作文”有着广阔的发展前景，对提高学生的英语写作水平和综合语言能力有着积极的促进作用。
我们也需要不断总结经验，持续改进课程内容和教学方法，以更好地适应时代发展和学生需求，为培养具有国际竞争力的人才打下坚实的基础。
【关键词】高中英语作文、校本课程、开发、应用、目标、内容设计、教学方法、评估、反馈、效果、意义、发展前景、启示、持续改进。
1. 引言1.1 校本课程“高中英语作文”的开发和应用的重要性The development and application of school-based curriculum "High School English Composition" is of great importance in the field of education. This curriculum plays acrucial role in enhancing students' language skills, critical thinking abilities, and overall academic performance.2. 正文2.1 校本课程“高中英语作文”的目标与意义The goal of the school-based course "High School English Composition" is to enhance students' writing skills in English and help them become proficient and confident writers. Through this course, students are expected to improve their ability to express their thoughts and ideas effectively, organize their writing logically, and use a wide range of vocabulary and grammar structures correctly.2.2 校本课程“高中英语作文”的内容设计校本课程“高中英语作文”的内容设计是非常重要的，它直接影响到学生的学习效果和提高写作水平的能力。
新课程背景下高中英语校本课程开发浅谈
新课程背景下高中英语校本课程开发浅谈随着新课程改革的深入推进，高中英语校本课程的开发也越来越受到重视。
为了适应学生的个性化需求和多样化学习方式，校本课程设计的越来越丰富和多样化。
本文将从几个方面探讨高中英语校本课程的开发，以期给广大教师提供一些启示和帮助。
一、校本课程开发的背景和意义1.新课程的要求新课程改革的核心理念之一就是学生中心，注重学生的个性化需求和多样化学习方式。
校本课程的开发正是为了贯彻这一理念，将教育资源更好地配置到学生需要的地方，从而达到更好的教育效果。
2.提高教学质量开发校本课程可以充分发挥教师的主观能动性，更好地结合本地情况和学生需求，让课堂更加生动有趣，提高学习效果。
同时，校本课程的开发也可以激发教师的创造力和教学热情，进一步提高教学质量。
3.促进课程改革校本课程是新课程改革的重要组成部分，它的开发可以促进课程改革的深入推进。
通过校本课程的开发，可以不断优化和完善课程内容，让学生更好地理解和掌握课程要点，从而更好地适应知识社会的发展。
二、校本课程开发的基本原则1.贴近学生要根据学生的实际情况和需求，设置适合他们的教学目标和内容。
同时，也要充分考虑学生的兴趣和认知水平，让他们能够愉快地学习和获取知识。
2.注重多元化校本课程的开发要注重多元化，采用各种教学手段、方法和资源，让学生在不同的情境中学习和体验。
同时，也可以结合本地特色和优势开展相关活动，进一步拓展学生的知识面和视野。
3.教师主导校本课程的开发要以教师为主导，发挥他们的专业知识和经验，结合学校实际情况制定校本课程计划和实施方案。
同时，政府和学校要为教师提供各类支持，如师资培训、课件开发等。
4.注重可持续发展校本课程的开发要注重可持续发展，不断优化和完善课程内容和教学手段，进一步提高教学质量和效果。
同时，也要充分考虑教学资源的利用率和长期可持续性，避免浪费和失衡现象的发生。
校本课程的开发涉及到很多方面，以下是一些具体的实践建议：1.合理利用教育资源教师可以利用本地教育资源或网络资源，组织学生开展各类课外活动或探究性学习。
关于高中英语校本课程英语作文
高中英语校本课程的重要性与实施策略**The Importance and Implementation Strategies of High School English School-Based Curriculum**In the modern era of globalization, the importance of English has become increasingly apparent. It is not just a language for communication but also a tool for accessing information, understanding different cultures, and building bridges between nations. Given its significance, the integration of a school-based curriculum in high school English education is crucial. This article explores the importance of such a curriculum and suggests implementation strategies to enhance the learning experience of students. **The Importance of a School-Based Curriculum in High School English**Firstly, a school-based curriculum in high school English allows for a more personalized and tailored learning experience. Unlike traditional textbooks, which often provide a one-size-fits-all approach, school-based materials can be designed to cater to the unique needs and interests of students. This ensures that students areengaged and motivated to learn, as the content aligns with their interests and learning styles.Secondly, a school-based curriculum promotes critical thinking and independent learning. By encouraging studentsto explore topics beyond the confines of traditional textbooks, school-based materials foster a culture of curiosity and inquiry. This not only enhances students' language skills but also prepares them for life-longlearning and the challenges of the 21st century.Moreover, a school-based curriculum enables teachers to integrate local and global perspectives into their teaching. By incorporating cultural elements and real-world scenarios, teachers can make the language more relevant and meaningful to students. This approach not only improves students' language proficiency but also cultivates their cross-cultural understanding and awareness.**Implementation Strategies for a School-Based Curriculum in High School English**To effectively implement a school-based curriculum in high school English, several strategies can be employed. Firstly, teachers should collaborate with students toidentify topics of interest and relevance. This ensuresthat the content is engaging and meaningful to students, while also fostering a sense of ownership and agency over their learning.Secondly, teachers can utilize a variety of resources and materials to create school-based curriculum. This could include local newspapers, online articles, podcasts, videos, and even social media platforms. By leveraging these resources, teachers can bring real-world scenarios and current events into the classroom, making the language more relevant and dynamic.Moreover, teachers should encourage students to take an active role in the learning process. This could involve group discussions, role-plays, debates, and otherinteractive activities that promote active learning and collaboration. By providing opportunities for students to engage with the material actively, teachers can foster a culture of curiosity and inquiry that encourages studentsto explore and experiment with the language.In conclusion, a school-based curriculum in high school English is crucial for enhancing students' learningexperience and preparing them for the challenges of the 21st century. By personalizing the learning experience, promoting critical thinking and independent learning, and integrating local and global perspectives, such a curriculum can transform the way students engage with the language and prepare them for success in their future academic and professional careers.**高中英语校本课程的重要性与实施策略**在全球化的现代时代，英语的重要性愈发凸显。
高中英语校本课程开发与实践研究
高中英语校本课程开发与实践研究随着教育改革的不断深化，优质课程的更新换代已然成为教育改革的重要领域之一。
而根据各地实际情况，不同的学校都会有自己独特的教学资源和需求，因此校本课程的开发和实践对于保证教学质量、提升教师专业能力和增强学生综合素质都有着非常重要的意义。
因此，本文将从校本课程开发的相关概念出发，结合个人的教学体验，阐述校本课程开发与实践的研究所得。
一、校本课程开发的定义及意义校本课程是指根据具体学校教学实际，开发出的适合学校、适合学生和教师的本校特色课程。
简单来说，校本课程与传统国家社会课程不同，它更加注重适应性和精细化，更加突出地融入当地的教育文化、政策环境和学生群体需求。
而对学校而言，开展校本课程开发——不仅可以提高学校的整体教育水平，更可以形成自身的学科研究特色，进而促进教育改革的推进。
1. 思路清晰，要有明确的课程目标和专业指导素质教育的核心在于全面培养学生的各方面素质。
而对于校本课程的开发与实践来说，课程本身的目标也需要有一定的突出点，不能太过抽象，而应该具体明确学生在学习过程中应该掌握哪些知识以及何种能力。
针对这一问题，我们提出以下建议：1）设置模块目标，逐步实现精细化课程设计。
根据教育部相关指标，以学科特色、教学资源和学生特点为纬度，分阶段明确校本课程开发目标。
2）制定指导课程的专业方案，为课程设计提供科学依据。
例如，在考虑到能力和知识结合进行分步设计时，可以分析学生学习现状，引入专家教师的指导和经验，让教师对设计有更深层次的理解，落地时能达到更好的效果。
2. 结合学生需求，充分考虑多元化教学策略教育是个双向的过程，教学设计自然也是如此。
校本课程开发与实践的过程中，也要考虑到学生的需求。
只有以学生为中心，真正理解学生的情况，才能供给最好的教育资源。
同时，多样化的教学策略能更好地满足不同学生的学习需求。
具体来说，以下是我们的一些建议：1）注意学生文化差异，合理制定教学策略。
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高中英语校本课程
高中英语校本课程是指在高中阶段学习英语的课程安排和内容。
校本课程是由学校教育部门根据对学生的需求和实际情况进行制定和调整的。
具体的校本课程内容可能因学校而异，但通常会包括以下几个方面的内容：
1. 语法和词汇：学习基本的语法规则和常见的词汇，在阅读、写作和听力等方面提高语言水平。
2. 阅读理解：通过阅读各种文章、短文和材料，提高学生的阅读理解能力和阅读速度。
3. 写作技巧：培养学生的写作能力，包括写作结构、表达方式和词汇选择等方面的技巧。
4. 口语和听力：通过听力材料和口语练习，提高学生的听力理解能力和口语表达能力。
5. 社交应用：学习在日常生活和社交场合中运用英语进行交流和表达的技巧。
6. 文化与文学：了解英语国家的文化、习俗和文学作品，加深对英语语言背后文化的理解。
校本课程的制定要根据不同的学生特点和需求进行调整，以便更好地满足学生的学习需求和发展。