根据新课程理念的教师观、学生观、教学观、评价观，我对高一英语必修一第一单元的教学设计做以下具体分析。
新课标 高一必修1 英语教案
Unit 1 Friendship (全套教案)
Teaching plan Unit one Friendship
Teaching aims: 1. 能力目标： a. Listening: get information and views from the listening material; b. Speaking: express one’s attitude or views about friends and friendship in appropriate words. c. Reading: enable the Ss to get the main idea d. Writing: write some advice about making friend as an editor
2. 知识目标： a. Talk about friends and friendship; how to make friends; how to maintain friendship b. Use the following expressions: I think so. / I don’t think so. I agree. / I don’t agree. That’s correct. Of course not. Exactly. I’m afraid not. c. to enable the Ss to control direct speech and indirect speech d. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in
3. 情感目标: a. To arose Ss’ interest in learning English; b. To encourage Ss to be active in the activities and make Ss to be confident; c. To develop the ability to cooperate with others.
4. 策略目标： a. To develop Ss’ cognitive strategy: taking notes while listening; b. To develop Ss’ communicative strategies.
5. 文化目标：to enable the Ss to get to know different opinions about making friends from different countries.
Teaching steps:
Period one
Step1. Warm-up
1. Ss listen to an English song AULD LANG SYNE.
2. Brainstorming: let Ss say some words about friendship – honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….
Step 2. Talk about your old friends 1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc. 2. Self-introduction
Step 3. Make new friends 1. Ss go around and ask their new friends some information and fill in the following form Name Age/hobbies/favorite sports, books, …
2. Report to the class: who will probably be your friend why.
Step 4. Do a survey Ss do the survey in the text ,P1
Sep 5. Listening and talking Do Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends. When Ss make their conversation, ask them to try to use the following expressions. I think so. / I don’t think so. I agree. / I don’t agree. That’s correct. Of course not. Exactly. I’m afraid not.
Step 6. Discussion Divide Ss four in one group and each group choose a topic to discuss. There are four topics.
Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.
Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?
Topic 3: Does a friend always have to be a person? What else can be your friend? Why?
Topic 4: List some qualities of a person who does not make friend easily.
Step 7. Summary
1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.
2. T shows more information about friendship and a poem about friendship. What is friendship? I want to find the answer to the question What is friendship? When it rains, I think friendship is a small umbrella. It can give me a piece of clear sky. When I’m crying, I think friendship is a white handkerchief. It can wipe my tears dry. When I am sad, I think friendship is a warm word. It can bring me happiness again. When I am in trouble, I think friendship is a strong hand. It can help me escape my troubles. When I sit in a quiet place, I think friendship is a very wonderful feeling. It can’t be pulled and torn, because it is in everyone’s heart. It is there from the beginning to the end of our lives.
3. Tell Ss: make new friends and keep the old; one is silver and the other is gold. Step 8. Evaluation Ss finish the following evaluation form. Standard: A, B,C Contents 自评 他评 1. I’m active in talking with others. 2. I’m active in cooperating with others. 3.I can express myself fluently, accurately and appropriately.
4. I know more about friendship after this lesson..
5. Do you think you need to improve yourself in some aspects? Which aspects?
Homework:
1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.
2. Write a short passage about your best friend.
Period two
Step1.Warming up Activity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or Tv at home. How would you feel? What would you do? Four students a group discuss with each other for 2 minutes. Activity2: Play a short part of the movies Schindler’s List
Step2. Predicting Students read the title of the passage and observe the pictures and the outline of it to guess: Who is Anne’s best friend? What will happen in the passage?
Step3. Skimming Students skim the passage in 2 minutes to get the main idea : Who is Anne’s best friend? When did the story happen?
Step4. Scanning Students work in pairs to find the information required below: Anne in World War Ⅱ
2、案例分析：
李老师是一位青年教师，对学生要求很严厉，上课时学生不能有任何违纪行为，如说话、小动作等。她留给学生的作业量也比其他老师的多，除去课本上的习题外，还要给学生布置许多练习册、检测练习、模拟试题册的习题。每天，李老师不是在教室上课，就是在办公室批改作业。上课时为了给学生增加一些课本上没有的知识，经常在下课铃响后还在给学生继续讲课。为了让学生的考试成绩在全年级排名靠前，李老师还经常利用自习课或课外活动时间给学生上课、陪学生做练习。期末考试结束，该年级李老师任教班级的考试成绩比其他老师任教班级平均高出2分。在该校的校长看来，李老师是一位有责任心、勤勤恳恳、任劳任怨的好教师。为此，在全校大会上表扬了李老师，希望大家都向李老师学习。
问题：
(1)你如何评价李老师?
(2)校长应当如何客观、科学地评价教师的工作?
(3)请结合新课程理念，谈谈自己怎样做好自己的教学工作。
(1)李老师对待教学工作认真负责的态度是值得我们学习的，如果能够转变理念，改变一味地填鸭式教学，实现高效课堂，激发学生学习的主动性，争取在有限的时间内高效地完成特定的教学任务及额外的教学任务就最好不过了。
(2)促进教师不断提高的评价体系强调教师对自己教学行为的分析与反思，建立以教师自评为主，校长、教师、学生、家长共同参与的评价制度，使教师从多种渠道获得信息，不断提高教学水平。教师评价不再是简单地判定谁是优秀的教师、谁合格或达标，而是和教师一起分析自己工作中的成就、不足，提出改进计划，促进教师的成长和发展。
作为一名校长，做到科学、客观地评价教师集中体现在对教师教学的评价和对教师素质的评价两个方面，学校可根据本校的实际情况和发展规划制定更为详细的教师评价方案，以结合教师实际的教育教学工作，促进教师教学实践能力的提高，从而促进学生的全面发展。例如，学生和家长参与教师评价的方法，可以通过问卷调查和访谈的方式进行，也可以通过家长开放日、公开课的方式来收集学生、家长对教师日常教育教学的评价意见。学校或管理者对教师进行评价还可通过检查教师的各种教学资料和文件、观察教师课堂教学等方式进行。总而言之，这些意见和信息通常应与教师自评的结果一起作为全面分析教师状况的依据。
促进教师不断发展的评价体系应包括以下几个工作环节。首先，明确评价内容和评价标准，具体而言，包括：职业道德;了解学生，尊重学生;教学设计与实施;交流与反思。其次，收集和分析反映教师教学和素质发展的资料和证据。最后，明确促进教师发展的改进要点，制定改进计划通常改进计划中应包括：
用清楚、简练、可测量的目标术语来描述教师改进的要点;确定改进教师教学和教师素质的指标;描述评价教师向改进目标努力的具体方法。
(3)新课程要求教师提高素质、更新观念、转变角色，必然也要求我们转变自己的教学行为才能做好自己的教学工作。
首先，在对待师生关系上，新课程强调尊重、赞赏。“为了每一位学生的发展”是新课程的核心理念。为了实现这一理念，教师不仅要尊重每一位学生做人的尊严和价值，还要学会赞赏每一位学生。
其次，在对待教学关系上，新课程强调帮助、引导。教的本质在于引导，引导的特点是含而不露，指而不明，开而不达，引而不发;引导的内容不仅包括方法和思维，同时也包括价值和做人。
再次，在对待自我上，新课程强调反思。教学反思被认为是“教师专业发展和自我成长的核心因素”。新课程非常强调教师的教学反思，按教学的进程，教学反思分为教学前、教学中、教学后三个阶段，教学反思会促使教师形成自我反思的意识和自我监控的能力。
最后，在对待与其他教育者的关系上，新课程强调合作。课程的综合化趋势特别需要教师之间的合作，不同年级、不同学科的教师要相互配合，齐心协力地培养学生。家庭教育的重要性是不言而喻的，教师必须处理好与家长的关系，加强与家长的联系与合作，共同促进学生的健康成长。