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1、人教版_新课标版_高一英语_必修Unit1_reading_说课稿高一英语Unit1 Friendship Reading 说课稿 一、教学内容分析 (一)知识背景及新课标、新教材 1、本单元围绕友谊这一话题开展听、说、读、写多种教学活动在本单元中涉及到的话题有:人们为什么要交朋友，如何交朋友，怎样处理朋友的关系，生活在二战时期的安妮是如何渴望朋友，如何与朋友相处的等。 2、Reading部分承载着整个单元中最重要的语言和文化信息，也是教师在整个教学过程中需要重点处理的部分。本文讲述了犹太女孩安妮为躲避纳粹的迫害而藏身于小阁楼中，并把日记当作自己的朋友，通过写日记来表达自己孤独和郁闷的心情。
2、通过阅读这篇课文，学生不仅要进行阅读技能的训练，学习一些新的词汇和短语的表达方法，还要去阅读过程中学习并欣赏英语语音的美感，感受主人公乐观自信的人生太度，纯洁美丽的心灵。 (二)教学目标 1、知识技能 ?学习一些重要的新单词，短语和句式，如go in rough make+o+n作宾补 1、wonder whether/if一句式等 ?学会用英语谈论友谊 2、能力目标 提高学生的阅读能力并学会用一些阅读技能，如guessing key sentences ,skinning ,scanning and so on 3、情感目标 使学生意识到友谊的重要性，并通过阅读这篇短文学会珍惜友谊 (三)教
3、学重点 1、培养学生的阅读技能，学会欣赏文学作品 2、让学生在语境中学习并掌握文章中的词汇和短语 3、提高学生的阅读技能 (四)教学难点 1、怎样提高阅读技能2、掌握make+o+oc 二、教学方法 1、任务型教学2、合作学习3、讨论 三、具体教学步骤 (一)导入(Lead-in) 这一步骤的重点在于激发学生的兴趣 活动方式:师生互动 教师提问:What is important in your Life ? 学生的答案会有money study time hip etc 再问:DO you want to know he what important in my life? Listen t
4、o a song朋友 导入的同时引出一句谚语:A friend in need is a friend indeed (拓展学生的知识) 最后指出今天新学内容是Friendship (二)pre-reading 问答形式: 1、 Why do you need friends? 2、What do you think a good friend should be like? 3、Does a friend always have to be a person? 4、Have you ever considered making friends with animals, plants or
5、even an object? 看阅读文章的标题猜猜安妮的朋友是谁 介绍这篇文章的写作背景，二十世纪四十年代纳粹德国统治欧洲大部分地区。德国纳粹政策之一是对犹太人残酷迫害包括杀害:送到集中营强迫劳动，驱逐出欧洲等。 指出当时的历史北京，学生就能自然而然地习得语言。能从时代背景出发思考安妮 面临困境，就不难理解安妮当时的心境和为什么将日记视为自己的朋友，从而深刻地领悟安妮日记的内涵。 Reading (三)1、Skimming 让学生快速浏览课文，把握中心内容 2、细读课文，抓住文中的关键信息和段落大意 3、带着问题看课文，即完成“理解”部分的练习1 4、读安妮日记，并进行复述 (四)听力与巩固
6、 1、Anne made her diary her best friend because she was afraid her friends would laugh at her 2、Anne and her family had been in hiding place for two years 3、Anne thought nature is one thing that really must be experienced (五)知识点(language points) 1、go through 2、Make her diary her best friend 3、I wonde
7、r if /whether 4、do with/deal with 5、it was the first time that (六)讨论 如果你必须像安妮一样和家人躲个狭小的空间里生活，你会怎么做, 通过讨论更能感受到安妮对自由生活的向往，对大自然的热爱。对友情的渴望，通过反思自身的生存状态，他们会懂得珍惜生命，珍惜生活中美好的点点滴滴，并保持乐观向上的生活态度。 英语全英说课样稿 I Teaching Aims: 1. To develop Ss basic skills of listening, speaking, reading and writing. Reading is the
8、focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.) 2. To encourage Ss to practice, participate, and co-operate in the classroom activities. 3. To get Ss to know something about and have a better understanding of the importance of . As for teaching app
9、roaches, I think II Teaching Approaches Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talking Time). So during this lesson, emphases are to be la
10、id on: 1. Student-centered teaching 2. Task-based learning 3. Activity-based teaching (individual work; pair work; group work; class work) III Teaching Aids: 1. a projector 2. a multi-media computer system They are for showing Ss some pictures, some audio files, some visual files, some topics or rea
11、ding tasks. IV Teaching Procedure Step 1. Warming-up & lead-in Activities 1 Free talk (class work) I will invite Ss to answer the following Qs. Q1: Who do you think looks coolest in our class? Q2: Do you like him/her? Q3: If so, why? If not, why? Activity 2 Picture-talking /Music-talking (individual
12、 work) Download some pictures/music from the Internet. Guiding Qs may be: Q1: Whos she/he? Q2: Do you like him/her? Q3: If so, why? If not, why? Q4: Do you think he/she is perfect? Goal: To lead up to the topic, get Ss to warm up and arouse their interest in the topic. Step 2. Pre-reading Activity1
13、Look and guess (class work) In this activity, Ss are required to look at the title/subtitle and guess what they will read. Activity2 Brain-storming (class work) In this activity, Ss are encouraged to think of as many words as possible to describe the picture/ Goal: To develop Ss reading skill-predic
14、ting and present some new words in the passage such as Step 3. Reading Activity 1 Skimming (class work) Ss are required to go through the whole passage quickly to get the general idea and pay special attention to the first or last Para of the article (or the first sentence or the last sentence of ea
15、ch Para.) Goal: To develop Ss reading skill - skimming, that is, how can we get the general idea of a passage as quickly as possible. Activity 2 Scanning (group work) Encourage Ss to read the passage again, exchange their understanding of the passage with their group members and work together to fil
16、l in the following form: Title Part/Para. Main idea Detailed information 1 a. topic sentences/introduction b. examples/supporting ideas c. conclusion 2 a. b. c. Goal: To develop Ss reading skill-scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other. Acti
17、vity 3 Report (class work) Invite some group members to report their work to the whole class. Goal: To overcome Ss shyness and stimulate Ss to speak in public. Activity 4 Further understanding and word study (pair work) Encourage Ss to discuss the following Qs in pairs (A PowerPoint will be used her
18、e to present some blank-filling exercises and multiple choices.) Q1: What does the word “this” in the last Para. but 3 refer to? A. sjkdfkjdk B. klklklkl C. opieporiwp D. jdlkjflkd Q2: What is the Chinese equivalent for the phrase “investing in loss”? A. B. C. D. Q3: The word “flawless” in Line 5 of
19、 Para.2 can be replaced by _ Q4: Which of the following statements is true or not true? Goal: To help Ss to guess the meaning of certain unknown words and understand the passage exactly. Step 4. Post-reading Activity1 Role-play(pair work) Suppose one student is a and the other . Ss are encouraged to
20、 put themselves in the situation and make a face-to-face interview. Activity2 Discussion (Group work) Topics may be : Q1: Do u want to be perfect? Q2: Do u think there is anyone in the world that is perfect? Q3: Look at the subtitle/title “Remind yourself”, remind yourself of what? Activity3 Poster-
21、designing/Cartoon-designing/(group work) Goal: These post-reading activities are intended to develop Ss creative thinking and get them to know the importance of Step 5. Homework Task 1 Write a summary of the passage (about 100 words) (Individual work) Goal: To spur Ss to consolidate what they have l
22、earned. Task 2 Look up some more information about (Individual work) Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites on the topic. Goal: To encourage Ss to study English spontaneously and independently after class, arouse Ss interest in
23、 traditional Chinese culture and develop Ss culture awareness and cross-culture communicative skills. As for my blackboard-design, since time is limited, Id like to give a brief introduction. Title Here is the form Here are some new words for Ss So much for my presentation. Thank u very much. Bye-b
24、高一人教课标必修1 Unit 3 说课稿 Lesson Plan Interpretation NSEFC Book1 Unit3 Travel Journal Hello, everyone. Its an honor for me to stand here and interpret my lesson. The lesson plan I am going to talk about is from NSEFC Book 1 Unit 3 Travel Journal. Ill explain how to teach and why do so from the following
25、5 aspects: the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard design. ?. The theoretical basis First, Id like to show my theoretical basis-schema theory and top-down model (Goodman, 1971). Journey down the Mekong is a rea
26、ding course. According to schema theory, reading comprehension is an interactive process between the readers background knowledge and the text (Carrel and Eisterhold, 1983), or between the new information and the old knowledge store (Anderson and Pearson, 1984). So in order to improve the students r
27、eading speed and reading comprehension, language teachers should try to activate the Ss old knowledge store and add more relevant background knowledge before they get the students to read. According to the top-down model, general idea of the text will be got first, and then come the details. II. Und
28、erstanding of the teaching material My understanding of the teaching material includes 3 parts: the status and the function, teaching objectives, the important and difficult points. At the beginning, lets focus on the first part. Journey down the Mekong is a piece of travel journal written by Wang K
29、un. Its mainly about Wang Kun and his sisters dream of taking a great bike trip down the Mekong River, their preparation for the trip and some more details of the Mekong River. General speaking, it is not difficult for the students to understand the text, but there are some new phrases and sentences
30、 that may be a little bit difficult. So before the students first reading, I will explain the new words and phrases briefly and after reading the whole passage, I will embody the usage of the news words and phrases, and get the student understand the difficult sentences. As it is a piece of journal,
31、 besides learning the new words and phrases, students can get the general idea of how to write a journal. Thats all for the first part, now lets move to the second part. According to the teaching material and the new curriculum of English, in order to fulfill the learning task of this lesson, I esta
32、blish the following objectives: a) Knowledge objectives By the end of the lesson, Ss will have a better understanding of the meaning and structure of the text. Then Ss will grasp some useful words and expressions such as determined, make up ones mind, give in, be fond of , care about, stubborn, etc.
33、 b) Ability objectives Actually students should be encouraged to do speed reading in the first period of reading lesson. But the students in my class are lack of independent reading ability. In this class, I will encourage and help them to read, think and find out information by themselves most time
34、. Since the main objective of reading course is to improve the Ss reading ability, Ill train their ability of identifying the general idea in the fast reading. And in intensive reading their ability of information-gathering and summarizing is developed. And the whole class is for Ss to develop their
35、 reading skills as scanning, skimming, information-gathering, summarizing and guessing the new words from the text. c) Moral objectives Though Journey down the Mekong is mainly about the trip down the river, it also talks about the scenery and life along the river. So before learning the text, we wi
36、ll have a short discussion about the importance of the river. I want the Ss to have the awareness of protecting the river and protecting our environment. Well, so much for the teaching objectives, lets come to deal with the third part: the important points and the difficult points. According to the
37、national curriculum of English and language learning theory, when teaching reading, we should encourage the Ss to do speed reading for the first time, thats to say, we should encourage our Ss to read as fast as they can when they do the first reading. So much emphasis should be put on reading skills
38、 and reading comprehension as well. So the important points are that how to make Ss grasp the new words and phrases and how to improve their reading skills as scanning, skimming, information-gathering and summarizing. As to the difficult points, they are the same as the important ones. III. Teaching
39、 methods and studying ways Thats all for my understanding of the teaching material. Now lets focus on the ways of teaching and learning. Generally speaking, I adopt task-based language teaching and communicative approach in my class. As for learning, Ss will learn through independent reading, discus
40、sing and cooperating. I will use computer and blackboard as my teaching aids. ?. Teaching procedure Here comes the most important part, the teaching procedure. It includes 5 steps: Step I: Lead-in and pre-reading, Step II: While-reading, Step III: Consolidation, Step IV: Post-reading, Step V: Homewo
41、rk. Step I: Lead-in and pre-reading (7mins) Now lets come to the first step. There are three activities in this step and I will spend 7mins on them. In activity one, I will ask Ss two questions Do you know some great rivers in China? and Why they are great?” Here, as the Ss get familiar with the Chi
42、nese great rivers, I choose to ask them some great rivers in China. And the answer to the second question can lead in the next activity-brainstorming. In activity two, I will ask the Ss to discuss in pairs and answer the question How do people who live along a river use it?” My purpose of this activ
43、ity is to remind the Ss the importance of the river, thus stimulate the Ss awareness of protecting the rivers. 圆由两个条件唯一确定：一是圆心（即定点），二是半径（即定长）。In the last activity, I will show the Ss a picture of the Mekong River and ask them to list the countries that it flows through. This activity leads in the wh
44、ile-reading. 186.257.1期末总复习及考试Step II: While-reading (21mins) 9切线长定理：过圆外一点所画的圆的两条切线长想等，圆外切四边形对边相等，直角三角形内切圆半径公式.While-reading is the main part and it will take 21mins. Here I adopt the top-down reading model. This step is divided into 2 parts: fast reading and careful reading. Before reading, I will
45、ask the Ss to predict what will talk in the text according to the title. It can exert the Ss imagination. 1) Fast reading During fast reading, I will ask the Ss to reading the whole passage quickly and get the main idea of each paragraph. Usually, the main idea of each paragraph is the first sentenc
46、e or the last sentence, but this text is not. So the main idea of each paragraph will be matched because the Ss are lack of the skill of summarizing the main idea by themselves. 二次方程的两个实数根2) Careful reading 当a0时，抛物线开口向上，并且向上方无限伸展。当a0时，抛物线开口向下，并且向下方无限伸展。After getting the general idea of each Para., I
47、 will deal with the details Para. by Para. (1)定义：顶点都在同一圆上的正多边形叫做圆内接正多边形，这个圆叫做该正多边形的外接圆.In paragraph one, I will ask the Ss to read quickly and do the exercises T or F. And if it is F, I will ask them to correct it. This exercise can help the Ss get the key information of the first paragraph in a sho
48、rt time and can deepen the Ss understanding of the first paragraph. In paragraph two, I will ask Ss one question “Is it a difficult journey to cycle along the Mekong? Why?” This can help the Ss develop their ability of summarizing. If the Ss cant answer the question briefly, I will encourage them to find the key sentences and try to join them together. And in the last paragraph, I will ask Ss two questions “How does the water of Mekong River