高中英語說課稿示范(中文說課+全英文示范)

Unit1——Reading各位評委老師，上午好！我是號考生，我今天說課的題目是《Unit1Friend教學(xué)方法與策略、教學(xué)過程、板書設(shè)計等幾個步驟向大家詳細地講解我對這節(jié)課的安排。一、教材分析（一）知識背景及新課標(biāo)、新教材1、本單元圍繞友誼這一話題開展聽、說、讀、寫多種教學(xué)活動在本單元中涉及到的話題有：人們?yōu)槭裁匆慌笥?，如何交朋友，怎樣處理朋友的關(guān)系，生活在二戰(zhàn)時期的安妮是如何渴望朋友，如何與朋友相處的等。部分承載著整個單元中最重要的語言和文化信息，也是教師在整個教學(xué)過程中需要重點處理的部分。本文講述了猶太女孩安妮為躲避納粹的迫害而藏身于小閣樓中，并把日記當(dāng)作自己的朋友，通過寫日記來表達自己孤獨和郁悶的心情。通過閱讀這篇課文，學(xué)生不僅要進行閱讀技能的訓(xùn)練，學(xué)習(xí)一些新的詞匯和短語的表達方法，還要去閱讀過程中學(xué)習(xí)并欣賞英語語音的美感，感受主人公樂觀自信的人生太度，純潔美麗的心靈。（二）教學(xué)目標(biāo)1、知識技能①學(xué)習(xí)一些重要的新單詞，短語和句式，如goinroughmake+o+n作賓補1、wonderwhether/if一句式等②學(xué)會用英語談?wù)撚颜x2、能力目標(biāo)提高學(xué)生的閱讀能力并學(xué)會用一些閱讀技能，如guessingkeysentences,skinning,scanningandsoon3、情感目標(biāo)使學(xué)生意識到友誼的重要性，并通過閱讀這篇短文學(xué)會珍惜友誼（三）教學(xué)重點1、培養(yǎng)學(xué)生的閱讀技能，學(xué)會欣賞文學(xué)作品2、讓學(xué)生在語境中學(xué)習(xí)并掌握文章中的詞匯和短語3、提高學(xué)生的閱讀技能（四）教學(xué)難點1、怎樣提高閱讀技能2、掌握make+o+oc二、說教法1、任務(wù)型教學(xué)2、合作學(xué)習(xí)3、討論三、說教學(xué)過程（一）導(dǎo)入（Lead-in）這一步驟的重點在于激發(fā)學(xué)生的興趣活動方式：師生互動教師提問：WhatisimportantinyourLife?學(xué)生的答案會有moneystudytimehipetc再問：DOyouwanttoknowhewhatimportantinmylife?Listentoasong《朋友》導(dǎo)入的同時引出一句諺語：Afriendinneedisafriendindeed最后指出今天新學(xué)內(nèi)容是Friendship(二)pre-reading問答形式：1、Whydoyouneedfriends?2、Whatdoyouthinkagoodfriendshouldbelike?3、Doesafriendalwayshavetobeaperson?youeverconsideredmakingfriendswithanimals,plantsorevenanobject?看閱讀文章的標(biāo)題猜猜安妮的朋友是誰政策之一是對猶太人殘酷迫害包括殺害：送到集中營強迫勞動，驅(qū)逐出歐洲等。妮日記的內(nèi)涵。（三）Reading1、Skimming讓學(xué)生快速瀏覽課文，把握中心內(nèi)容2、細讀課文，抓住文中的關(guān)鍵信息和段落大意3、帶著問題看課文，即完成“理解”部分的練習(xí)14、讀安妮日記，并進行復(fù)述（四）聽力與鞏固1、Annemadeherdiaryherbestfriendbecauseshewasafraidherfriendswouldlaughather2、Anneandherfamilyhadbeeninhidingplacefortwoyears3、Annethoughtnatureisonethingthatreallymustbeexperienced(五)知識點（languagepoints）1、gothrough2、Makeherdiaryherbestfriend3、Iwonderif/whether4、dowith/dealwith5、itwasthefirsttimethat(六)討論如果你必須像安妮一樣和家人躲個狹小的空間里生活，你會怎么做？——通過討論更能感受到安妮對自由生活的向往，對大自然的熱愛。對友情的渴望，通過反思自身的生存狀態(tài)，他們會懂得珍惜生命，珍惜生活中美好的點點滴滴，并保持樂觀向上的生活態(tài)度。ITeachingAims:1.TodevelopSs’basicskillsoflistening,speaking,readingandwriting.Readingisthefocusinthislesson.ReadingskillsforSsinclude(predicting,skimming,scanninganddigesting.)2.ToencourageSstopractice,participate,andco-operateintheclassroomactivities.3.TogetSstoknowsomethingabout…andhaveabetterunderstandingoftheimportanceof….Asforteachingapproaches,Ithink…IITeachingApproachesCommunicativeapproachandComputer-AssistedInstructionaretobeusedinthecourseofthislesson.AndIwilltrymybesttolimitTTT,thatis,limitTeacherTalkingTimeandincreaseSTT(StudentTalkingTime).Soduringthislesson,emphasesaretobelaidon:1.Student-centeredteaching2.Task-basedlearning3.Activity-basedteaching(individualwork;pairwork;groupwork;classwork)IIITeachingAids:1.aprojector2.amulti-mediacomputersystemTheyareforshowingSssomepictures,someaudiofiles,somevisualfiles,sometopicsorreadingtasks.IVTeachingProcedureStep1.Warming-up&lead-inActivities1Freetalk(classwork)IwillinviteSstoanswerthefollowingQs.Q1:Whodoyouthinklookscoolestinourclass?Q2:Doyoulikehim/her?Q3:Ifso,why?Ifnot,why?Activity2Picture-talking/Music-talking(individualwork)Downloadsomepictures/musicfromtheInternet.GuidingQsmaybe:Q1:Who’sshe/he?Q2:Doyoulikehim/her?Q3:Ifso,why?Ifnot,why?Q4:Doyouthinkhe/sheisperfect?Goal:Toleaduptothetopic,getSstowarmupandarousetheirinterestinthetopic.Step2.Pre-readingActivity1Lookandguess(classwork)Inthisactivity,Ssarerequiredtolookatthetitle/subtitleandguesswhattheywillread.Activity2Brain-storming(classwork)Inthisactivity,Ssareencouragedtothinkofasmanywordsaspossibletodescribethepicture/…Goal:TodevelopSs’readingandpresentsomenewwordsinthepassagesuchas…Step3.ReadingActivity1Skimming(classwork)SsarerequiredtogothroughthewholepassagequicklytogetthegeneralideaandpayspecialattentiontothefirstorlastParaofthearticle(orthefirstsentenceorthelastsentenceofeachPara.)Goal:TodevelopSs’readingskill---skimming,thatis,howcanwegetthegeneralideaofapassageasquicklyaspossible.Activity2Scanning(groupwork)EncourageSstoreadthepassageagain,exchangetheirunderstandingofthepassagewiththeirgroupmembersandworktogethertofillinthefollowingform:TitlePart/Para.MainideaDetailedinformation1a.topicsentences/introductionb.examples/supportingideasc.conclusion2a.b.c.Goal:TodevelopSs’readingskill---scanning,thatis,howtofindouttheclueofastoryandmotivateSstocooperatewitheachother.Activity3Report(classwork)Invitesomegroupmemberstoreporttheirworktothewholeclass.Goal:ToovercomeSs’shynessandstimulateSstospeakinpublic.Activity4Furtherunderstandingandwordstudy(pairwork)EncourageSstodiscussthefollowingQsinpairs(APowerPointwillbeusedheretopresentsomeblank-fillingexercisesandmultiplechoices.)Q1:Whatdoestheword“this”inthelastPara.but3referto?A.sjkdfkjdkQ2:WhatistheChineseequivalentforthephrase“investinginloss”?A.B.C.D.B.klklklklC.opieporiwpD.jdlkjflkdQ3:Theword“flawless”inLine5ofPara.2canbereplacedby___Q4:Whichofthefollowingstatementsistrueornottrue?Goal:TohelpSstoguessthemeaningofcertainunknownwordsandunderstandthepassageexactly.Step4.Post-readingActivity1Role-play(pairwork)Supposeonestudentisa…andtheother….Ssareencouragedtoputthemselvesinthesituationandmakeaface-to-faceinterview.Activity2Discussion(Groupwork)Topicsmaybe:Q1:Douwanttobeperfect?Q2:Douthinkthereisanyoneintheworldthatisperfect?Q3:Lookatthesubtitle/title“Remindyourself”,remindyourselfofwhat?Activity3Poster-designing/Cartoon-designing/…(groupwork)Goal:Thesepost-readingactivitiesareintendedtodevelopSs’creativethinkingandgetthemtoknowtheimportanceof…Step5.HomeworkTask1Writeasummaryofthepassage(about100words)(Individualwork)Goal:TospurSstoconsolidatewhattheyhavelearned.Task2Lookupsomemoreinformationabout…(Individualwork)EncourageSstogototheschoollibraryorgetontheInternetifpossibletoconsultrelatedEnglishwebsitesonthetopic.Goal:ToencourageSstostudyEnglishspontaneouslyandindependentlyafterclass,arouseSs’interestintraditionalChinesecultureanddevelopSs’cultureawarenessandcross-culturecommunicativeskills.Asformyblackboard-design,sinceislimited,I’dliketogiveabriefintroduction.TitleHereistheformHerearesomenewwordsforSsSomuchformypresentation.Thankuverymuch.Bye-b高一人教課標(biāo)必修1Unit3說課稿LessonPlanInterpretationNSEFCBook1Unit3TravelJournalHello,It’sanhonorformetostandhereandinterpretmylesson.ThelessonplanIamgoingtotalkaboutisfromNSEFCBook1Unit3TravelJournal.I’llexplainhowtoteachandwhydosofromthefollowing5aspects:thetheoreticalbasis,understandingoftheteachingmaterial,teachingmethodsandstudyingways,teachingprocedure,blackboarddesign.Ⅰ.ThetheoreticalbasisFirst,I’dliketoshowmytheoreticaltheoryandtop-downmodel(Goodman,1971).JourneydowntheMekongisareadingcourse.Accordingtoschematheory,readingcomprehensionisaninteractiveprocessbetweenthereader’sbackgroundknowledgeandthetext(CarrelandEisterhold,1983),orbetweenthenewinformationandtheoldknowledgestore(AndersonandPearson,1984).Soinordertoimprovethestudents’readingspeedandreadingcomprehension,languageteachersshouldtrytoactivatetheSs’oldknowledgestoreandaddmorerelevantbackgroundknowledgebeforetheygetthestudentstoread.Accordingtothetop-downmodel,generalideaofthetextwillbegotfirst,andthencomethedetails.II.UnderstandingoftheteachingmaterialMyunderstandingoftheteachingmaterialincludes3parts:thestatusandthefunction,teachingobjectives,theimportantanddifficultpoints.Atthebeginning,let’sfocusonthefirstpart.JourneydowntheMekongisapieceoftraveljournalwrittenbyWangKun.It’smainlyaboutWangKunandhissister’sdreamoftakingagreatbiketripdowntheMekongRiver,theirpreparationforthetripandsomemoredetailsoftheMekongRiver.Generalspeaking,itisnotdifficultforthestudentstounderstandthetext,buttherearesomenewphrasesandsentencesthatmaybealittlebitdifficult.Sobeforethestudents’firstreading,Iwillexplainthenewwordsandphrasesbrieflyandafterreadingthewholepassage,Iwillembodytheusageofthenewswordsandphrases,andgetthestudentunderstandthedifficultsentences.Asitisapieceofjournal,besideslearningthenewwordsandphrases,studentscangetthegeneralideaofhowtowriteajournal.That’sallforthefirstpart,nowlet’smovetothesecondpart.AccordingtotheteachingmaterialandthenewcurriculumofEnglish,inordertofulfillthelearningtaskofthislesson,Iestablishthefollowingobjectives:a)KnowledgeobjectivesBytheendofthelesson,Sswillbetterunderstandingofthemeaningandstructureofthetext.ThenSswillgraspsomeusefulwordsandexpressionssuchasdetermined,makeupone’smind,givein,befondof…,careabout…,stubborn,etc.b)AbilityobjectivesActuallystudentsshouldbeencouragedtodospeedreadinginthefirstperiodofreadinglesson.Butthestudentsinmyclassarelackofindependentreadingability.Inthisclass,Iwillencourageandhelpthemtoread,thinkandfindoutinformationbythemselvesmosttime.SincethemainobjectiveofreadingcourseistoimprovetheSs’readingability,I’lltraintheirabilityofidentifyingthegeneralideainthefastreading.Andinintensivereadingtheirabilityofinformation-gatheringandsummarizingisdeveloped.AndthewholeclassisforSstodeveloptheirreadingskillsasscanning,skimming,information-gathering,summarizingandguessingthenewwordsfromthetext.c)MoralobjectivesThoughJourneydowntheMekongismainlyaboutthetripdowntheriver,italsotalksaboutthesceneryandlifealongtheriver.Sobeforelearningthetext,wewillhaveashortdiscussionabouttheimportanceoftheriver.IwanttheSstohavetheawarenessofprotectingtheriverandprotectingourenvironment.Well,somuchfortheteachingobjectives,let'scometodealwiththethirdpart:theimportantpointsandthedifficultpoints.AccordingtothenationalcurriculumofEnglishandlanguagelearningteachingreading,weshouldencouragetheSstodospeedreadingforthefirsttime,that’stosay,weshouldencourageourSstoreadasfastastheycanwhentheydothefirstreading.Somuchemphasisshouldbeputonreadingskillsandreadingcomprehensionaswell.SotheimportantpointsarethathowtomakeSsgraspthenewwordsandphrasesandhowtoimprovetheirreadingskillsasscanning,skimming,information-gatheringandsummarizing.Astothedifficultpoints,theyarethesameastheimportantones.III.TeachingmethodsandstudyingwaysThat’sallformyunderstandingoftheteachingmaterial.Nowlet’sfocusonthewaysofteachingandlearning.Generallyspeaking,Iadopttask-basedlanguageteachingandcommunicativeapproachinmyclass.Asforlearning,Sswilllearnthroughindependentreading,discussingandcooperating.Iwillusecomputerandblackboardasmyteachingaids.Ⅳ.TeachingprocedureHerecomesthemostimportantpart,theteachingprocedure.Itincludes5steps:StepI:Lead-inandpre-reading,StepII:While-reading,StepIII:Consolidation,StepIV:Post-reading,StepV:Homework.StepI:Lead-inandpre-reading(7mins)Nowlet’scometothefirststep.TherearethreeactivitiesinthisstepandIwillspend7minsonthem.Inactivityone,IwillaskSstwoquestions"DoyouknowsomegreatriversinChina?"and"Whytheyaregreat?”Here,astheSsgetfamiliarwiththeChinesegreatrivers,IchoosetoaskthemsomegreatriversinChina.Andtheanswertothesecondquestioncanleadinthenextactivity--brainstorming.Inactivitytwo,IwillasktheSstodiscussinpairsandanswerthequestion"Howdopeoplewholivealongariveruseit?”MypurposeofthisactivityistoremindtheSstheimportanceoftheriver,thusstimulatetheSs'awarenessofprotectingtherivers.Inthelastactivity,IwillshowtheSsapictureoftheMekongRiverandaskthemtolistthecountriesthatitflowsthrough.Thisactivityleadsinthewhile-reading.StepII:While-reading(21mins)While-readingisthemainpartanditwilltake21mins.HereIadoptthetop-downreadingmodel.Thisstepisdividedinto2parts:fastreadingandcarefulreading.Beforereading,IwillasktheSstopredictwhatwilltalkinthetextaccordingtothetitle.ItcanexerttheSs'imagination.1)FastreadingDuringfastreading,IwillasktheSstoreadingthewholepassagequicklyandgetthemainideaofeachparagraph.Usually,themainideaofeachparagraphisthefirstsentenceorthelastsentence,butthistextisnot.SothemainideaofeachparagraphwillbematchedbecausetheSsarelackoftheskillofsummarizingthemainideabythemselves.2)CarefulreadingAftergettingthegeneralideaofeachPara.,IwilldealwiththedetailsPara.byPara..Inparagraphone,IwillasktheSstoreadquicklyanddotheexercisesTorF.AndifitisF,Iwillaskthemtocorrectit.ThisexercisecanhelptheSsgetthekeyinformationofthefirstparagraphinashorttimeandcandeepentheSs’understandingofthefirstparagraph.Inparagraphtwo,IwillaskSsonequestion“IsitadifficultjourneytocyclealongtheMekong?Why?”ThiscanhelptheSsdeveloptheirabilityofsummarizing.IftheSscan’tanswerthequestionbriefly,Iwillencouragethemtofindthekeysentencesandtrytojointhemtogether.Andinthelastparagraph,IwillaskSstwoquestions“HowdoesthewaterofMekongRiverchange?”and“WhatcanyouseewhenyoutravelalongtheMekongRiver?”Bothquestionsarerequiredtoanswerinkeysword.Inordertolowerthedifficultyofthequestions,Iwillshowthemtheexamples.Afterthat,IwillpresentsomepicturestodeepentheSs’impressiononthenewwords.AndthesetwoquestionscanhelptheSsgainadeeperunderstandingontheMekongRiver.StepIII:Consolidation(6mins)Afterdealingwiththedetailedinformationofeachparagraph,IwillasktheSstoreadthewholepassageagainandanswertwoquestionstoconsolidatewhatthey’velearnt.Itwilltake6minutes.Thetwoquestionsare“WhereisthesourceoftheMekongRiverandwhichseadoe