第一篇：人教版高中英語必修1_Unit_1_reading中文說課稿

Unit 1 Friendship-Reading

一、教材分析

1、這節(jié)課使用的教材是新課程標(biāo)準(zhǔn)實(shí)驗教材高中英語必修1，這套教材是在任務(wù)型語言教學(xué)理念的基礎(chǔ)上編寫的，它以話題為主線，貼近學(xué)生生活，貼近真實(shí)的教學(xué)行為，它的語言教學(xué)理念是強(qiáng)調(diào)語言的運(yùn)用，促進(jìn)學(xué)生自主學(xué)習(xí)，發(fā)展學(xué)習(xí)的策略，培養(yǎng)創(chuàng)新精神突出實(shí)踐能力。

2、本節(jié)課是第一元的第二課時，中心話題是友誼。閱讀（Reading）部分摘自《安妮日記》，講述了猶太女孩安妮把日記作為朋友，傾訴自己內(nèi)心感受的一段故事：二戰(zhàn)中為躲避納粹的迫害，她和家人不得不藏身于荷蘭阿姆斯特丹的一個小閣樓里，不能于外界接觸，周圍又沒有可以推心置腹，與之深談的朋友。孤獨(dú)之中她將日記作為朋友傾訴衷腸，在寫日記的過程中尋求解決問題的方法

二、教學(xué)潛在對象的學(xué)情分析

高中生注意力具有一定的穩(wěn)定性，觀察具有一定的目的性、系統(tǒng)性和全面性，初步完成了從具體思維到抽象思維的過渡，喜歡富有個性的教學(xué)設(shè)計，已不滿足老師教材的簡單重復(fù)與重現(xiàn)，同時自我意識增強(qiáng)，不但在乎別人對自己的評價更渴望得到關(guān)注和贊賞。高一的新生應(yīng)該有較強(qiáng)的表現(xiàn)欲望和求知的欲望，特別經(jīng)過了中考總復(fù)習(xí)和新課改理念的熏陶和實(shí)踐，已經(jīng)具有一定的自主合作和探究的能力，具有了一定的英語語言知識和英語運(yùn)用的能力，具備了用英語思考和表達(dá)的基本技能。基于教學(xué)對象以上特點(diǎn)的思考，設(shè)計本課時，將以朋友的身份走近他們，用基礎(chǔ)的語言啟發(fā)他們，對教材進(jìn)行個性化的整合處理，消除他們的心理障礙，以輕松談話開始，以愉快的交流展開合作，以快樂的約定來結(jié)束本課。

三、教學(xué)目標(biāo)與教學(xué)重難點(diǎn)

根據(jù)《新課程標(biāo)準(zhǔn)》總目標(biāo)的描述，結(jié)合高一學(xué)生實(shí)際和本課時的教學(xué)內(nèi)容，按照知識與技能，情感與態(tài)度，過程與方法，將本節(jié)課的教學(xué)目標(biāo)確定如下： ①知識與技能：

1.掌握重點(diǎn)詞匯和短語feeling, German, series, outdoors, crazy, nature, purpose, dare, entirely, power, trust, indoors, suffer, teenager, habit, situation, advise, editor, communicate

go through, set down, a series of, be crazy about, on purpose, in order to, face to face, according to, get along with, fall in love, join in, advise sb.on

重點(diǎn)句子I stayed awake on purpose until half past eleven one evening in order to

have a good look at the moon for once by myself,I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature.2.通過skimming，careful reading，generalization，inference 等閱讀技能訓(xùn)練，提高閱讀能力和閱讀技能，培養(yǎng)學(xué)生獲取信息、處理信息、運(yùn)用信息進(jìn)行推理、判斷的能力。運(yùn)用本課所學(xué)內(nèi)容完成本文內(nèi)容的改寫。②情感與態(tài)度：

1.通過閱讀，幫助學(xué)生對“朋友”和“友誼”有進(jìn)一步的理解

2．了解納粹迫害猶太人的歷史背景，使學(xué)生在感受外國文化的同時習(xí)得語言，更深刻的理解安妮當(dāng)時的心情和為什么將日記視為自己的朋友。

3.培養(yǎng)學(xué)生的合作意識和團(tuán)隊意識

③過程與方法：

通過question-answering, discussion, group work and pair work的形式，實(shí)現(xiàn)task-based teaching，促使學(xué)生在一定程度上形成自主學(xué)習(xí)，合作學(xué)習(xí)的學(xué)習(xí)策略，并能有效交際，有效處理信息，養(yǎng)成英語思維的習(xí)慣。運(yùn)用Scanning ,skimming and Detail reading的閱讀技巧，提高閱讀能力和信息處理能力。

基于以上對教材和學(xué)情的分析，將本節(jié)課的教學(xué)重點(diǎn)定為：進(jìn)一步加深對友誼的理解，運(yùn)用不同的閱讀策略，完成相關(guān)的活動任務(wù)，而本堂課的難點(diǎn)則是如何挖掘教材，加強(qiáng)文化教育和閱讀技巧、學(xué)習(xí)策略的培養(yǎng)。

四、教學(xué)過程設(shè)計與安排

a.Does a friend always have to be a person? Tell us about your unusual friends.b.Do you often regard diary as your friend? Why or why not?

c.Look at the pictures and the heading and guess what the text might be about.通過師生間的問答互動切入本課的話題，引起學(xué)生的注意力，激發(fā)他們的興趣，同時引發(fā)學(xué)生發(fā)散思維、解讀課題。

Play a piece of video and enable students learn the background of the story

Background

This is a true story.It took place in Amsterdam, Holland in the early 1940s after the German Nazis had occupied most of Europe.The Nazi Party ruled Germany from 1933 to 1945.One of their key policies was to kill all the Jews in Europe.If any persons known to be Jews were found, they would be sent to concentration camps farther east, mostly in Poland.Families were separated and transported in trains.For many days, they went without food, water, sanitation or fresh air.To avoid this terrible fate, some Jewish families went into hiding, often with the help of non-Jewish friends This diary was written during the time when Anne and her family moved to escape from being killed by Nazis.通過背景知識的呈現(xiàn)，讓學(xué)生把已知的納粹迫害猶太人的歷史背景融入英語課堂的學(xué)習(xí)，使學(xué)生在感受外國文化同時，能更加深刻的體會和理解安妮當(dāng)時的心境和將日記視為朋友的原因。

Try to collect the surface information of the story by filling in the following table The time of the story

The place of the story

The heroine of the story

Anne’s best friend

The length of time they hid away

The date of the diary

Reading method

When

where

Who

what

Why

how

讓學(xué)生通過Scanning找出文章的基本信息，對時間，地點(diǎn)，人物，事件等有個初步的認(rèn)識，培養(yǎng)學(xué)生略讀和查讀的能力。

In this part, let the students read the text for a second time and firstly do the exercise on the page 3 Ex1 and Ex 2.After that try to find the detail information about the story by discussing and answering the following questions

1.What is a true friend like in Anne’s opinion?

2.What is an ordinary diary like according to Anne? What about her diary?

3.Why was she so crazy about things to do with nature?

4.Why did she stay awake on purpose until very late one evening?

本活動一方面旨在考查學(xué)生對文章的細(xì)節(jié)的理解，從而提高學(xué)生獲取信息、處理信息以及利用信息分析問題的能力，同時也為接下來的理解作好鋪墊。

Read the dairy again and pay special attention to the boldfaced words.Then discuss in groups the inside meanings of them.Then think of some other words or expressions to describe Anne’s feelings and thoughts.What do the boldfaced parts imply?

Words/phrases

What is implied :

natureoutdoorscrazydidn’t darethunderingentirelypower

通過語境加深對文中關(guān)鍵詞的理解，為下一節(jié)的language points做好鋪墊，同時通過對關(guān)鍵詞的理解進(jìn)一步體會安妮的心境和文章的主題。通過小組討論又能活躍課堂氣氛，培養(yǎng)團(tuán)隊意識。

Discuss some interesting and important questions in groups in order to have a good understanding about the textHow would you describe Anne’s feelings when she was looking out into the night sky? 2.What would you miss most if you went into hiding like Anne ?

Explain why?

通過debate考察學(xué)生對文章的全面整體的理解，活躍課堂氣氛，同時也能讓深入思考的學(xué)生有充分表現(xiàn)的機(jī)會，享受成就感，未知的學(xué)生也可以從中獲取信息和感想。通過假設(shè)情境引發(fā)思考，讓學(xué)生能通過體驗學(xué)習(xí)，感悟語境，實(shí)踐語言，以達(dá)到強(qiáng)化學(xué)生語言意識，積累

語言經(jīng)驗的目的。

鞏固練習(xí)，采用短文挖空的形式，讓學(xué)生動筆書寫。一方面培養(yǎng)學(xué)生概括能力，另一方面有助于學(xué)生筆頭掌握本文的重點(diǎn)單詞和短語，從而提高學(xué)生綜合運(yùn)用知識的能力。

Homework

1．Prepare for the reading task on Page 44 and think about what different ways of showing friendship are in Hawaii

進(jìn)一步加深對friendship和friend的理解，提高閱讀技巧和閱讀能力

2．Suppose you are Anne, please write another diary to express yourself at that time about 100 words

培養(yǎng)學(xué)生的寫作能力，同時考察他們對text的理解情況。

五、教學(xué)效果預(yù)沒

本課的教學(xué)設(shè)計遵從新課標(biāo)的教學(xué)原則，面向全體學(xué)生，尊重學(xué)生語言能力，認(rèn)知水平以及學(xué)習(xí)方式等個性差異。設(shè)計任務(wù)時，以學(xué)生的生活經(jīng)驗和興趣點(diǎn)為出發(fā)點(diǎn)，相信學(xué)生通過參與本課教學(xué)活動，能發(fā)揮他們的創(chuàng)造力和想象力，并且學(xué)會與他人合作，發(fā)展與他人溝通的能力，同時提高他們的閱讀技巧、學(xué)習(xí)策略和文化意識。

一、說課標(biāo)

高中英語課程的總目標(biāo)是使學(xué)生在義務(wù)教育階段英語學(xué)習(xí)基礎(chǔ)上，進(jìn)一步明確英語學(xué)習(xí)目的，發(fā)展自主學(xué)習(xí)和合作學(xué)習(xí)的能力；形成有效的英語學(xué)習(xí)策略，培養(yǎng)學(xué)生的綜合語言運(yùn)用能力，使他們在學(xué)習(xí)過程中，促進(jìn)心智、情感態(tài)度，學(xué)習(xí)策略，文化意識的發(fā)展，形成正確的人生觀和價值觀，提高人文素養(yǎng)。

二、指導(dǎo)思想與理論依據(jù)

新課標(biāo)要求高一學(xué)生能有效地使用口頭或書面語言描述個人經(jīng)歷，能初步對學(xué)習(xí)過程和結(jié)果進(jìn)行自我評價，調(diào)整學(xué)習(xí)目標(biāo)和策略。在教學(xué)活動中，依據(jù)新課標(biāo)和建構(gòu)主義理論，以及克拉申語言“習(xí)得”理論，設(shè)定“情景創(chuàng)設(shè)”、“相互協(xié)作”、“會話商討”、“意義建構(gòu)”、“相互評價”等環(huán)節(jié)，通過“腳手架”的支撐作用，為學(xué)生構(gòu)建發(fā)展平臺，充分發(fā)揮學(xué)生的主動性、積極性，使學(xué)生在學(xué)習(xí)過程中不斷體驗成功，增加自信心。

第二篇：高中英語必修1 Unit2 中文說課稿

尊敬的各位評委、老師：大家好！

我今天說課的內(nèi)容是高中英語必修一的Unit2 English around the world 的 Reading 部分。我將分五個階段完成說課：

一、說教材；

二、說教法；

三、說學(xué)法；

四、說學(xué)情；

五、說教學(xué)過程。下面讓我們一起進(jìn)入第一部分——說教材。

一、說教材

1、單元背景分析

本單元討論的話題是“世界英語”介紹了英語在當(dāng)今世界范圍內(nèi)人們生活中扮演的不同角色及其重要意義。尤其介紹了英美語言的差異，讓學(xué)生更進(jìn)一步了解學(xué)好英語的必要性和其重要意義。促使學(xué)生了解英美語言在詞匯、拼寫、語音等方面的區(qū)別。使學(xué)生在認(rèn)識到學(xué)好英語的重要性的同時，更加熱愛自己的祖國，從而培養(yǎng)他們的祖國意識。

2、教材內(nèi)容分析

本課是高中一年級英語上冊，unit 2 English around the world 中的Reading.本單元的中心話題是“世界英語”，具體涉及“英語在當(dāng)今世界范圍內(nèi)人們生活中扮演的不同角色及其重要意義，以及英美語言的差異”。本課的語言知識及語言技能主要是圍繞“世界英語”這一中心話題進(jìn)行設(shè)計的。本課時主要分為三部分: 1）Pre-reading.(讀前準(zhǔn)備)“ 讀前準(zhǔn)備”部分是Reading的前奏，此部分設(shè)計了兩個問題，誘發(fā)學(xué)思考。通過對問題的討論和比較，讓學(xué)生明白學(xué)好英語的重要性。2）Reading(閱讀)“閱讀”部分文體為說明文，全文共分三個段落。全文闡述了一個鮮明的觀點(diǎn)：英語的確是當(dāng)今世界范圍內(nèi)使用最廣泛的一門語言之一，也是聯(lián)合國的工作語言之一，它的重要作用是其他語言不可替代的。3）Post-reading（讀后）

“讀后”部分共設(shè)計了兩類題型：第一部分是和個問題，其中前面兩個是細(xì)節(jié)理解題；第三題是一個開放性題目，鼓勵學(xué)生把英語學(xué)習(xí)與現(xiàn)實(shí)生活相結(jié)合。第二部分是填空形式，幫助學(xué)生梳理文章，掌握文章主要細(xì)節(jié)，概括中心思想，實(shí)為文章的一個綱要。

三部分均以提高學(xué)生閱讀能力為主，所以將此三部分有科學(xué)地整合成一節(jié)閱讀課。

3、教學(xué)重點(diǎn) 1）、讓學(xué)生熟悉與本話題相關(guān)的一些重點(diǎn)單詞、短語。2）、發(fā)展學(xué)生的閱讀能力，尤其是歸納總結(jié)，猜詞和查讀（scanning）的能力。3）、使學(xué)生通過交際性任務(wù)和合作的機(jī)會，培養(yǎng)他們用諺語思維和交際的能力。

4、教學(xué)難點(diǎn)：Expressing one’s idea on which kind of English one should learn;guess the name of speaker’s country by listening;how to tell the differences between a command and a request;how to change the pronoun when turning the direct speech into indirect speech.5、教學(xué)目標(biāo)

根據(jù)課文特點(diǎn)及新課標(biāo)對高一年級學(xué)生英語學(xué)習(xí)能力的要求，本課的教學(xué)目標(biāo)如下： 1知識目標(biāo)：

了解英語在世界上的發(fā)展?fàn)顩r，認(rèn)識各種各樣帶有民族、地域特色的英語；對英國英語和美國英語的差異有所了解，尤其是一些常用詞匯，比如 flat和apartment, lift 和 elevator, rubber 和 eraser等;掌握本課中出現(xiàn)的詞匯、短語的用法；學(xué)會語言交際困難的表達(dá)法，如 pardon, I beg your pardon?;掌握祈使句及其間接引語的表達(dá)法。2能力目標(biāo)：

訓(xùn)練學(xué)生的閱讀技巧（略讀、尋讀等），形成用英語獲取信息、處理分析信息的能力。并鼓 勵學(xué)生開口說英語。3情感態(tài)度目標(biāo)：

①了解英國英語和美國英語的區(qū)別，通過學(xué)習(xí)激發(fā)學(xué)生對英語學(xué)習(xí)的濃厚興趣； ②使學(xué)生在領(lǐng)會語言豐富多彩性的同時更加熱愛自己的祖國，從而培養(yǎng)他們的祖國意識。培養(yǎng)他們的跨國文化意識和世界意識。

③通過對課文學(xué)習(xí)的小組討論等形式，幫助學(xué)生養(yǎng)成團(tuán)結(jié)、協(xié)作的品質(zhì)。

二、說教法

教學(xué)環(huán)環(huán)相扣，設(shè)計緊湊。先利用學(xué)生感興趣的話題引起興趣，然后帶著問題有目的地閱讀文章。通過回答問題掌握細(xì)節(jié)，理清線索，再從整體上把握它的結(jié)構(gòu)、特色，學(xué)習(xí)用英語歸納以及復(fù)述，最后以拓展課文知識小組活動完成這節(jié)課的整體教學(xué)。使他們掌握閱讀技巧的同時也增加了見識。在小組討論過程中，學(xué)會用已學(xué)詞、句表達(dá)出自己的觀點(diǎn)。學(xué)生通過體驗、實(shí)踐、討論、合作和探究等方式，發(fā)展聽、說、讀、寫的綜合語言技能。

為了能很好地突出重點(diǎn)，突破難點(diǎn)，圓滿完成教學(xué)任務(wù)，取得良好的教學(xué)效果，我抓住重點(diǎn)，聯(lián)系實(shí)際，以學(xué)生為主體，教師為主導(dǎo)，讓學(xué)生集中練習(xí)。為了激發(fā)學(xué)生的興趣愉快地學(xué)，我采用限時閱讀、快速閱讀、判斷正誤等教學(xué)方法，讓學(xué)生充分體現(xiàn)課堂教學(xué)“主體者”的身份。

三、說學(xué)法

自主合作探究是適應(yīng)時代需要和行之有效的學(xué)習(xí)方式，應(yīng)該激勵學(xué)生的自主學(xué)習(xí)意識，加強(qiáng)互助學(xué)習(xí)與練習(xí)，使學(xué)生收獲成功的樂趣，增強(qiáng)學(xué)習(xí)英語的自信心。課前預(yù)習(xí)，可以充分發(fā)揮學(xué)生的自學(xué)能力，標(biāo)記不懂的知識點(diǎn)，便于課堂集中精神聽課。精讀材料，深入理解教材，有利于深入理解課文的重點(diǎn)和難點(diǎn)，提高學(xué)習(xí)效率。課后練習(xí)，有助于學(xué)生回憶課堂知識點(diǎn)，鞏固所學(xué)要點(diǎn)，查漏補(bǔ)缺。

四、說學(xué)情

通過對上一課時Warming up的學(xué)習(xí)，學(xué)生對于“世界英語”有了自己的看法，但是還缺乏對當(dāng)代語言特別是英語發(fā)展趨勢的了解。另外，學(xué)生對于各國英語這一話題很感興趣，因此在處理這一堂課時，我會充分調(diào)動學(xué)生的積極性，在指導(dǎo)學(xué)生快速閱讀的同時引導(dǎo)學(xué)生相互合作，自己發(fā)現(xiàn)本單元重點(diǎn)語言結(jié)構(gòu)，讓學(xué)生自己發(fā)現(xiàn)并感悟相關(guān)的語言規(guī)律，培養(yǎng)他們的語感。

三、說教學(xué)程序

(一)導(dǎo)入：首先在學(xué)生對英語是世界上最廣泛使用的語言和越來越多的人在學(xué)習(xí)英語現(xiàn)有情況了解的基礎(chǔ)上，引出問題: “Do you know how many countries use English as their mother tongue? Do you know something about English around the world？”

在學(xué)生思索時，引出課題English around the world。接著再詢問學(xué)生： What language has the largest number of speakers in the world? What language is the most widely spoken and used in the world? How many countries do you know use English as their mother tongue? 此環(huán)節(jié)設(shè)計意圖是使學(xué)生對本節(jié)課的話題有進(jìn)一步了解，而且很有興趣了解“世界英語”的具體情況。從另一個角度，先給學(xué)生一個語言上的輸入input。激發(fā)學(xué)生的興趣和欲望.(二)Pre-reading（讀前準(zhǔn)備）：

在學(xué)生回答了以上問題后，我讓學(xué)生看這一部分課本上所設(shè)的兩個問題： 1)How many languages do you speak? Which is your native language? 2)If you speak more than one language, in what situation do you use the languages? 讓學(xué)生仔細(xì)思考后回答。教師不必忙著下結(jié)論，誘導(dǎo)他們從書中去思考尋找答案，激發(fā)他們 探究的興趣。(三)Reading：使學(xué)生了解英語在當(dāng)今世界范圍內(nèi)人們生活中扮演的不同角色及其重要意義。任務(wù) 1：Listen to the tape，聽錄音，然后讓學(xué)生盡力得出大意并且回答問題 1.How many countries are there where the majority of people speak English? 2.How is English used in Hong Kong? 3.What language should we use on the Internet so that we can communicate with people around the world? 任務(wù)2：讓學(xué)生帶著問題閱讀課文。有目的性閱讀是閱讀訓(xùn)練一種技巧，并且提醒學(xué)生不用太多花大多注意力在地名和新單詞上面，集中精力探究文章內(nèi)容。概括每段段落大意。Paragraph 1: The spread of the English language in the world

Paragraph 2: Native speaker can understand each other but they may not be able to understand everything.Paragraph 3: All languages change when cultures communicate with one another.Paragraph 4: English is spoken as a foreign language or second language in Africa and Asia.任務(wù)3：根據(jù)課文內(nèi)容，判斷句子對與錯。

1、There are more than 42 countries where the majority of the people speak English in the world.2、There are more than 37,500,000 people who learn English as a second language.3、New Zealand, South Africa, the Republic of Ireland and the Philippines use English as their mother tongue.4、More than 750,000,000 people learn English as a foreign language.5、English is the only one working language of most international organizational trade and tourism.（此設(shè)計是為了檢查學(xué)生是否理解文章大意和一些重點(diǎn)細(xì)節(jié)。）任務(wù)4：根據(jù)課文內(nèi)容，完成以下五道閱讀理解題。

1、According to the text, which is TRUE about those who use English as a second language? A.English is also their mother tongue.B.They use more than two official languages in their country.C.People enjoy talking to their family members at home in their native language.D.They learn English at high school for about five years.2、What’s the situation of English used in China? A.Most Chinese students learn English at school as a foreign language.B.All Chinese students speak English as a foreign language.C.The majority of Chinese students speak English at school as a second language.D.The majority of people in Hong Kong use English as their mother language.3、What’s the main idea of the passage? A.There are more than 42 countries where the majority of the people speak English in the world.B.More than 750 million people learn English as a foreign language.C.English is the language of global culture such as popular music and the Internet.D.English is the language which is the most important and widely used in the world today.4、Which is right according to the text? A.Native speakers of English might find it unnecessary for them to learn a foreign language.B.English will be the only English to be used in the future.C.English is the working language of most international organizations, international trade and tourism.D.With the development of China’s economy, Chinese will be more and more important than English.5、Which is WRONG to answer the following questions.Why is it becoming more and more important to have a good knowledge of English? A.More and more people will become interested in English.B.English is one of the working languages of most international organizations, international trade and tourism.C.We can communicate with people around the world everywhere through the Internet by using English.D.English has developed into the language most widely spoken and used in the world.（此環(huán)節(jié)幫助學(xué)生梳理文章，掌握文章主要細(xì)節(jié)，概括中心思想。教師對學(xué)生的表現(xiàn)要及時給予評價：或表揚(yáng)、或鼓勵。讓他們體驗到成功的喜悅，努力的收獲。因為愉快的體驗會化為下一次成功的動力。）

(四)Post-reading（Group-work）： 任務(wù)5：分小組討論：

1）Why is it becoming more and more important to have a good knowledge of English? 2）In which countries do we find most native speakers of English? Give the names of three counties.3）Living in China you can use English every day in different situations.Give two examples.給學(xué)生五分鐘的時間分組討論，然后讓每組的代表給出答案（完成本課教學(xué)目標(biāo)）。教師在布置任務(wù)后，應(yīng)監(jiān)控各小組的活動，適當(dāng)?shù)臅r候可以參與到學(xué)生的活動中去。在活動中，教師多用評價性語言：Marvelous /Excellent /Fantastic /Well done/Great?

（設(shè)計意圖：使學(xué)生有機(jī)會表達(dá)自己的看法與觀點(diǎn)，同時，讓他們學(xué)會合作，發(fā)展與人溝通的能力。進(jìn)一步提高語言實(shí)際運(yùn)用能力，使學(xué)生的思維能力、想象力、協(xié)作和創(chuàng)新精神等綜合素質(zhì)得到發(fā)展。）

(五)Summing-up（總結(jié)）

Through learning this passage, we have got to know that English is becoming more and more popular all over the world now.So English learning seems important to everyone, especially us students of the new century.With China’s entry into WTO, English will play a more important part in business, in tourism, and even in people’s daily life.So it’s no doubt that everyone should have a good knowledge of English.And I hope everyone in our class can make an effort to learn English well.But on the other hand, it doesn’t mean English is better than Chinese.We must keep it in mind that one’s mother tongue is the most beautiful language in the world.The reason why we learn English is that we should thus be more capable of building up our country.這是個很好的機(jī)會引導(dǎo)學(xué)生在領(lǐng)會學(xué)好英語的重要性的同時，更加熱愛自己的祖國，從而培養(yǎng)他們的祖國意識。

It’s a good chance to lead the students to love our own country as well as to learn English well.(六)給學(xué)生講解本課的生詞。(七)布置作業(yè)

1、課后熟讀課文；

2、完成Post-reading Ex.2。

以上幾個環(huán)節(jié)環(huán)環(huán)相扣，層層深入，并充分體現(xiàn)教師與學(xué)生的交流互動，在教師的整體調(diào)控下，學(xué)生通過動腦思考、層層遞進(jìn)，對知識的理解逐步深入，使課堂效益達(dá)到最佳狀態(tài)。

由于本人經(jīng)驗不足和能力有限，因此在備課和說課的過程中存在著一些不足之處，懇請各位領(lǐng)導(dǎo)、老師提出寶貴意見。謝謝!

第三篇：高中英語必修1 Unit4 中文說課稿

尊敬的各位評委、老師：大家好！

我今天說課的內(nèi)容是高中英語必修一的Unit4 Earthquakes的 Reading 部分。我將分五個階段完成說課：

一、說教材；

二、說教法；

三、說學(xué)法；

四、說學(xué)情；

五、說教學(xué)過程。下面讓我們一起進(jìn)入第一部分——說教材。

一、說教材

（一）教材地位和教學(xué)內(nèi)容分析

本課是高一必修1第4單元的閱讀課型，本單元話題為“地震”，主要描寫了1976年唐山大地震，各項語言活動也都是圍繞地震展開。Pre-reading 部分設(shè)置了兩個開放性問題，目的是增加學(xué)生的生活常識，提高他們的應(yīng)變能力。這部分為接下來的閱讀作了很好的鋪墊，學(xué)生可通過參閱有關(guān)地震的書籍并運(yùn)用一些生活常識來回答這兩個問題。Reading 部分是一篇新聞報道，介紹了唐山大地震前的預(yù)兆、地震造成的城市建筑和人畜損失以及地震后的救援情況。通過本單元學(xué)習(xí)，掌握如何表達(dá)過去的事情，讓學(xué)生對地震有更多認(rèn)識，加強(qiáng)自我保護(hù)。

（二）教學(xué)目標(biāo)

根據(jù)新頒布的《普通高中英語課程標(biāo)準(zhǔn)（實(shí)驗稿）》關(guān)于閱讀課主要教學(xué)目標(biāo)的具體描述，結(jié)合本課教學(xué)內(nèi)容，具體從知識、技能、情感態(tài)度和文化意識三個方面制定如下教學(xué)目標(biāo)。

1.知識目標(biāo)：

a)使學(xué)生了解自然災(zāi)害的相關(guān)詞匯，并掌握復(fù)雜數(shù)字的表達(dá)法。

b)學(xué)習(xí)掌握與地震相關(guān)的詞匯，如：shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin, injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury, coal,mine,shelter,fresh,percent等，以及 right away, at an end, dig out, give out, thousands of以及一些優(yōu)美句子的賞析。

c)熟練運(yùn)用that, which, who, whose引導(dǎo)的定語從句 2.技能目標(biāo)：

a)閱讀技能的訓(xùn)練：讓學(xué)生學(xué)會克服生詞障礙，通過略讀，歸納出文章的大意；通過細(xì)讀，理清文章的總體框架與脈絡(luò)，歸納出各部分的中心詞；通過查讀，捕捉文章的重要細(xì)節(jié)，培養(yǎng)學(xué)生獲取、處理信息的能力。

b)讓學(xué)生復(fù)述課文，分析、感悟作者的寫作意圖。

c)讓學(xué)生運(yùn)用本節(jié)課所學(xué)詞匯、知識，通過采訪唐山大地震幸存者的形式進(jìn)行小組活動，提高學(xué)生用英語進(jìn)行創(chuàng)造性交流的能力。

3.情感態(tài)度與文化意識目標(biāo)：

a）學(xué)會有關(guān)地震的知識，并能通過學(xué)習(xí)討論懂得地震時的應(yīng)急逃生，地震后如何科學(xué)救人和有關(guān)地震的形成和減少地震所造成的損失等一般知識。

b）懂得地震無情人有情，即使發(fā)生了多么可怕的災(zāi)難，國家和解放軍官兵都會不顧自身安危，奮力搶救，培養(yǎng)學(xué)生一方有難、八方支援的互助友愛精神。

c）了解自然災(zāi)害會給人類帶來嚴(yán)重的破壞性后果，讓學(xué)生進(jìn)一步感悟、領(lǐng)會到人類應(yīng)與自然界和諧共處。

d）培養(yǎng)學(xué)生的合作意識和“合作學(xué)習(xí)”的習(xí)慣。

e）欣賞課文中優(yōu)美句子，了解一些英語修辭手法，使學(xué)生在學(xué)習(xí)完課文之后得到一次美的享受，一次心靈的愉悅和升華。

（三）教學(xué)重點(diǎn)和難點(diǎn)：

根據(jù)新頒布的《普通高中英語課程標(biāo)準(zhǔn)（實(shí)驗稿）》關(guān)于讀的技能目標(biāo)的具體描述，結(jié)合高一學(xué)生實(shí)際和對教材內(nèi)容的科學(xué)分析，確定本環(huán)節(jié)的主要教學(xué)重點(diǎn)和難點(diǎn)是: 1．重點(diǎn)

1）讓學(xué)生了解唐山大地震，了解地震的成因、預(yù)兆、地震造成的損失，地震時的應(yīng)急救生以及震后的救援。

2）訓(xùn)練學(xué)生的閱讀技巧，提高閱讀能力。側(cè)重培養(yǎng)學(xué)生對文章的整體性結(jié)構(gòu)的把握和挖掘作者寫作的意圖，突出培養(yǎng)學(xué)生以下3個方面的能力：

a.文章段落中心詞把握能力。

b.根據(jù)主題快速捕捉文章重點(diǎn)細(xì)節(jié)的能力。

c.總結(jié)歸納能力。

3）重點(diǎn)掌握有關(guān)地震的詞匯，特別是shake, burst, ruin, injure, destroy, shock, quake, rescue,disaster, army, organize, bury, shelter。

4）欣賞并理解課文中優(yōu)美句子，讓學(xué)生掌握一些英語修辭用法。

2．難點(diǎn)

1)如何使學(xué)生養(yǎng)成科學(xué)的閱讀習(xí)慣，提高閱讀理解能力和語言水平。

2)如何使學(xué)生學(xué)會提取、篩選和重組文章中的信息，并靈活運(yùn)用于語言實(shí)踐中，達(dá)到語言實(shí)踐能力的擴(kuò)展與提高。

二、說教法

從學(xué)生的實(shí)際情況出發(fā)，我主要采用以下教法:

1.任務(wù)教學(xué)法：結(jié)合學(xué)生的生活經(jīng)驗和興趣設(shè)計相當(dāng)?shù)娜蝿?wù)值，讓學(xué)生在完成任務(wù)的過程中學(xué)習(xí)到應(yīng)有的知識并提高語言的溝通能力。同時讓學(xué)生帶著問題去閱讀，找出相關(guān)答案，并分析整理形成自己的觀點(diǎn)。

2.情景教學(xué)：通過舉例以及觀看相關(guān)視頻讓學(xué)生了解和地震有關(guān)的災(zāi)難，并談?wù)勛约旱母惺堋?/p>

3.多媒體教學(xué)：充分利用英語教學(xué)資源，如使用錄音機(jī)，電腦多媒體等，拓展學(xué)生的學(xué)習(xí)渠道，激發(fā)學(xué)習(xí)興趣，提高教學(xué)效果。

三、說學(xué)法

自主合作探究是適應(yīng)時代需要和行之有效的學(xué)習(xí)方式，應(yīng)該激勵學(xué)生的自主學(xué)習(xí)意識，加強(qiáng)互助學(xué)習(xí)與練習(xí)，使學(xué)生收獲成功的樂趣，增強(qiáng)學(xué)習(xí)英語的自信心。課前預(yù)習(xí)，可以充分發(fā)揮學(xué)生的自學(xué)能力，標(biāo)記不懂的知識點(diǎn)，便于課堂集中精神聽課。精讀材料，深入理解教材，有利于深入理解課文的重點(diǎn)和難點(diǎn)，提高學(xué)習(xí)效率。課后練習(xí)，有助于學(xué)生回憶課堂知識點(diǎn)，鞏固所學(xué)要點(diǎn)，查漏補(bǔ)缺。

四、說學(xué)情

高中一年級的學(xué)生已經(jīng)在初中階段的英語學(xué)習(xí)中,已經(jīng)積累了一定的詞匯基礎(chǔ),并掌握了一些簡單的學(xué)習(xí)策略和技巧,具有初步的英語聽說讀寫能力。但是，學(xué)生個性和英語水平差異大，因此，在組織教學(xué)活動中，注重學(xué)習(xí)策略的指導(dǎo)，灌輸自主、合作、探究學(xué)習(xí)的思想，同時注意調(diào)整活動任務(wù)設(shè)置的梯度，使每個學(xué)生通過學(xué)習(xí)活動，都能學(xué)有所成，體驗到成功。

五、說教學(xué)過程(一)Pre-task：

先播放有關(guān)05年巴基斯坦地震的可怕MTV畫面，學(xué)生的注意力馬上就會被吸引到課堂上來，學(xué)生馬上就聯(lián)想到earthquake這一詞，這時教師提出“ What do you think of the earthquake?”，學(xué)生會不約而同地回答,地震會給人類帶來災(zāi)難性的后果。緊接著引導(dǎo)學(xué)生“Can you foretell an earthquake so that we can take measures to reduce the damages?” 通過圖片，學(xué)生更易掌握地震的前兆的知識，為課文的閱讀作了很好的鋪墊，接著教師引導(dǎo)學(xué)生進(jìn)行進(jìn)一步探究“What should we do to protect ourselves if an earthquake happened?”通過小組討論、合作得出結(jié)論，教師進(jìn)行一定的總結(jié)。接著呈現(xiàn)文章的標(biāo)題“A night the earth didn’t sleep”，引導(dǎo)學(xué)生解讀文章標(biāo)題、預(yù)測文章內(nèi)容，讓學(xué)生在閱讀過 程中處于主動認(rèn)知狀態(tài)。學(xué)生可能一下子無法正確理解其所包含的深層含義。但估計在前面所展示的MTV畫面及圖片的啟發(fā)下，大部分同學(xué)可能很快就能作出正確的理解---about the earthquake。另外，考慮到文章生詞較多，且大部分學(xué)生對文章的背景知識了解較少。因此，在引導(dǎo)學(xué)生預(yù)測文章內(nèi)容的同時，有必要在討論“What kind of words will be used in the passage? ”這個問題時，引出單詞：injure、ruin、destroy、disaster、burst、rescue等。這樣既可向?qū)W生展示本環(huán)節(jié)的重點(diǎn)單詞，又可為閱讀掃清文化背景障礙和語言障礙，又可為突破本文的重難點(diǎn)作好準(zhǔn)備。

此環(huán)節(jié)的設(shè)計目的是貫徹興趣策略，采用直觀教學(xué)法，引入話題，激發(fā)學(xué)習(xí)興趣，明確學(xué)習(xí)任務(wù)。

(二)Task-cycle：

1.本環(huán)節(jié)主要是指導(dǎo)學(xué)生如何通過略讀，在最短的時間內(nèi)把握文章的大意。要求學(xué)生在2分鐘之內(nèi)，重點(diǎn)閱讀各段的首句和末句，快速歸納出general idea of the passage。大部分學(xué)生很快就能找出文章的大意―――唐山大地震。該環(huán)節(jié)教師應(yīng)通過限定閱讀時間，及時糾正不良的閱讀習(xí)慣等教學(xué)策略，來幫助學(xué)生養(yǎng)成良好的閱讀習(xí)慣，培養(yǎng)快速閱讀理解能力。

此環(huán)節(jié)的設(shè)計目的是通過限時閱讀訓(xùn)練，引導(dǎo)學(xué)生如何利用略讀（skimming）的方法把握文章的大意，側(cè)重培養(yǎng)快速閱讀理解能力和文章中心把握能力。

2.精讀各個段落語段，側(cè)重培養(yǎng)快速捕捉文章重要細(xì)節(jié)的能力和猜測生詞的能力，學(xué)會欣賞文章中的優(yōu)美句子。

本文的篇幅較長，生詞多。因此，采用分段細(xì)讀，根據(jù)段落的不同特點(diǎn)設(shè)置不同的閱讀任務(wù)，培養(yǎng)學(xué)生獲取主要信息，處理信息的能力。第一段以表格的形式，讓學(xué)生填寫唐山地震來臨之前所發(fā)生的奇怪現(xiàn)象，培養(yǎng)信息歸類能力。第二段和第三段材料出現(xiàn)很多的數(shù)詞。因此，以這些數(shù)據(jù)為依托，讓學(xué)生通過查讀方法迅速找出與之相關(guān)的信息。然后再以4人1小組為單位，討論這些數(shù)據(jù)給讀者帶來什么樣的感受，交流各自的觀點(diǎn)。第四段，通過回答問題的形式引導(dǎo)學(xué)生理解地震后救護(hù)人員和解放軍官兵不顧自身安危，奮力搶救，體會地震無情人有情，感人至深。此外，在閱讀中教師應(yīng)鼓勵學(xué)生通過上下文猜測詞義，而非停下閱讀去查找單詞表。在這一環(huán)節(jié)中可適當(dāng)處理一些語言難點(diǎn)（如：一些生詞、詞組及定語從句），重點(diǎn)放在引導(dǎo)學(xué)生學(xué)會在具體的語境中理解、體會這些詞組的用法。每個段落剛好都有一個含有英語修辭手法的句子，引導(dǎo)學(xué)生發(fā)現(xiàn)這些優(yōu)美的句子并了解其中的英語修辭用法，學(xué)習(xí)理解并學(xué)會欣賞，提高學(xué)生的語言品位。

3．通讀全課文，理清文章的篇章結(jié)構(gòu)，并歸納出各部分的大意。進(jìn)一步加深對課文內(nèi)容的理解，挖掘文章的內(nèi)涵。

針對本文的結(jié)構(gòu)較清晰，讓學(xué)生快速通讀全文，把文章分為三大部分,掌握文章的基本脈絡(luò)，歸納出各部分的中心詞和大意。在設(shè)計學(xué)生活動時，可讓學(xué)生先獨(dú)立完成任務(wù)，再用1分鐘的時間讓學(xué)生小組間互相交流各自的觀點(diǎn)。通過這樣的相互啟發(fā)、促進(jìn)，學(xué)生能得出更全面的信息，基礎(chǔ)較差學(xué)生也會得到不斷的激勵。最后教師可通過圖表展示文章基本脈絡(luò)及中心詞，一篇篇幅長的文章就轉(zhuǎn)化成一個非常清晰的圖像。為了讓學(xué)生進(jìn)一步挖掘文章的深層內(nèi)涵，理解作者寫作的意圖，我設(shè)置兩三個問題，讓學(xué)生小組討論進(jìn)一步感悟、領(lǐng)會到人類應(yīng)與自然界和諧共處。(三)Post-task：

本環(huán)節(jié)共設(shè)置兩個任務(wù)，一是讓學(xué)生復(fù)述課文；指導(dǎo)學(xué)生以地震前、地震中、地震后的時間線索展開復(fù)述，這樣把閱讀內(nèi)容和所學(xué)的詞匯、句型有機(jī)地結(jié)合。二是采訪活動。要求學(xué)生根據(jù)自己對地震的認(rèn)識，發(fā)揮自己的想象力和創(chuàng)造力，以小組為單位，用英語通過采訪唐山大地震幸存者的形式進(jìn)行活動。為了讓學(xué)生更順利地完成任務(wù)，教師可以給學(xué)生提供一些問題及采訪中可能會用到的日常交際用語。本環(huán)節(jié)旨在引導(dǎo)學(xué)生通過讀的輸人，提取、篩選和重組文章中的重要語言信息，并通過用英語進(jìn)行交流，達(dá)到從課文知識的鞏固到自身知識的擴(kuò)展與創(chuàng)新能力的形成。針對學(xué)生在完成任務(wù)的過程中，可能會因詞匯障礙的影響，而用普通話甚至閩南語進(jìn)行交流，在這個活動中，教師應(yīng)貫徹“教師為主導(dǎo)，學(xué)生為主體，任務(wù)為基礎(chǔ)”的教學(xué)原則，在課堂教學(xué)的不同環(huán)節(jié)扮演自身作為“設(shè)計者，研究者，組織者，促進(jìn)者，協(xié)調(diào)者”的角色，并 “動態(tài)”地去發(fā)現(xiàn)問題，分析問題和解決問題，鼓勵、督促學(xué)生堅持用英語作為課堂交流的語言。

本環(huán)節(jié)設(shè)計意圖是貫徹語用策略與情感策略，采用交際教學(xué)法和合作學(xué)習(xí)法，組織語言實(shí)踐活動，完成本文的主題任務(wù)。達(dá)到從知識的鞏固與運(yùn)用到知識的擴(kuò)展與創(chuàng)新能力的形成。(四)Self-assessment：自我反思與調(diào)控的過程

依據(jù)教學(xué)目標(biāo)，對學(xué)生的學(xué)習(xí)過程進(jìn)行評價，旨在讓學(xué)生學(xué)會反思自己的學(xué)習(xí)行為與學(xué)習(xí)效果，并學(xué)會通過反思性學(xué)習(xí)，不斷改進(jìn)自己的學(xué)習(xí)方法與策略。(五)Homework ：課文內(nèi)容的鞏固、延伸與拓展 1.Language focus 分組歸納出每個段落的語言點(diǎn)（引導(dǎo)學(xué)生通過上網(wǎng)、字典或參考書等渠道查找所需信息），下節(jié)課各組進(jìn)行交流，教師協(xié)助歸納。旨在通過小組合作學(xué)習(xí)的形式，培養(yǎng)學(xué)生的自主學(xué)習(xí)能力。

2.More language input 本部分設(shè)計一篇閱讀理解和一篇完型填空，要求學(xué)生按老師所給的參考時間，進(jìn)行限時訓(xùn)練。旨在為學(xué)生提供更多與本主題相關(guān)的語言材料，通過限時訓(xùn)練的形式進(jìn)一步提高閱讀理解能力。3.Writing task: 每個學(xué)習(xí)小組可根據(jù)自己采訪的結(jié)果，形成書面文字，盡可能多地用上所學(xué)的詞匯及句型，進(jìn)一步提高學(xué)生的寫作能力。

由于本人經(jīng)驗不足和能力有限，因此在備課和說課的過程中存在著一些不足之處，懇請各位領(lǐng)導(dǎo)、老師提出寶貴意見。謝謝!

第四篇：人教新課標(biāo)高中英語必修1Unit2EnglishAroundtheWorld教案

Unit 2 English Around the World

Ⅰ單元教學(xué)目標(biāo)

技能目標(biāo)Goals

Talk about English and its development, Different kinds of English

Talk about difficulties in language communication

Learn to make dialogue using request & commands

Learn to transfer from direct into indirect speech

Learn to give opinions and organize ideas by way of brainstorming

Learn to make a poster showing your ideas clearly Ⅱ目標(biāo)語言 功能句式

Talk about English and its development Refer to Introduction in the teachers’ book

Talk about difficulties in language communication

Different speaker may come from different place, so they may use different words and dialect, such as subway-underground、left-left-hand-side、two blocks two streets.Make dialogues using request or command: Pardon? Could you repeat that, please?

I beg your pardon? Can you speak more slowly, please? I don’t understand.Sorry.I can’t follow you.Could you say that again, please? How do you spell it, please?

詞匯

1.四會詞匯

include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj.)rule(v.)vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard mid-western southern Spanish eastern northern recognize accent lightning direction ma’am subway block 2.認(rèn)讀詞匯

Shakespeare Noah Webster Lori dialect Houston Texas Buford Lester catfish 3.固定詞組

play a role(in)because of come up such as play a part(in)

語法

Command & request

Open the door.Please open the door.Would you please open the door? Indirect Speech

He told(asked)me to open the door.Ⅲ.教材分析和教材重組: 1.教材分析

本單元的中心話題是 “English language and its development, different kinds of English”.通過對世界英語這一話題的探討,加強(qiáng)學(xué)生對英語語言的了解,對當(dāng)代語言特別是英語發(fā)展趨勢的了解.世界在發(fā)展,時代在前進(jìn),語言作為交流的工具,也隨著時代的發(fā)展而變化.由于英語在世界上的廣泛使用,它不斷地吸收、交融、容納、創(chuàng)新,這就形成了各種各樣帶有國家、民族、地區(qū)特色的英語.沒有人們認(rèn)為的那種唯一的標(biāo)準(zhǔn)英語。盡管如此，我們還是要通過本課文的學(xué)習(xí)讓同學(xué)們感受、了解美國英語、澳大利亞英語、印度英語、新加坡英語等都有自己的規(guī)律和慣用法，和不同的發(fā)音規(guī)律。

1．1 Warming Up簡要介紹了世界英語的分支以及英語語言在不同國家產(chǎn)生的差異，使學(xué)生感受英語語言的多文化、多層次、多元性，對英國英語和美國英語的不同有一個粗淺的了解。

1．2 Pre-reading通過兩個問題引發(fā)學(xué)生對課文主題的思考，以便參與課堂活動。

1．3 Reading簡要地說明英語語言的起源、發(fā)展變化、形成原因，以及它的發(fā)展趨勢。

1．4 Comprehending主要是檢測學(xué)生對課文基本內(nèi)容的理解程度。

1．5 Learning About the Language主要通過各種練習(xí)幫助學(xué)生重溫本單元前幾個部分所學(xué)的新單詞和短語，同時也通過新的例子展現(xiàn)了美國英語、英國英語的差異，并著重介紹了本單元的語法項目（Request & Command and Indirect Speech）。

1．6 Using Language其中的reading and talking主要介紹了當(dāng)今世界各地各國說英語有自己的特色，即便是美國東西部、南北部，說話均有所不同。為幫助培養(yǎng)跨文化意識，可以讓學(xué)生學(xué)完課文后討論中國的方言，使他們感受到本國的文化差異。

2．教材重組

2．1 導(dǎo)入 把Warming Up 作為一堂課。

2．2 精讀 把Pre-reading、Reading 和 Comprehending整合在一起作為一堂課精讀課。

2．3 語言學(xué)習(xí)把Learning About Language和Workbook中的Using Words, Using Structures 結(jié)合在一起。

2．4 寫作

2．5聽和說 把課文中的聽和說整合成一堂課。

2．6 練習(xí)課 workbook exercises & other Exx.3．課型設(shè)計與課時分配

1st period Warming Up

2nd period Reading &Language Study

3rd period Learning About Language r& grammar 4th period Writing

5th period Listening & Speaking 6th period Exercises

Unit 2 English around the world Period One Warming up

一、教學(xué)目標(biāo)（teaching aims）student’s book;warming up

1、能力目標(biāo)(ability aim)

a.Enable students to talk about the world Englishes

b.Enable students to talk about the differences between Am.English and Br.English

2、語言目標(biāo)(language aim)

more than;include;play an important role;because of;international;native;elevator;flat;apartment;rubber;petrol;gas;

二、教學(xué)重難點(diǎn)(Teaching important points)a.Students learn about the world Englishes and the differences between Am.English and Br.English.b.Students can understand the jokes caused by the misunderstanding of different Englishes.三、教學(xué)方法(Teaching method)

a.Individual, pair or group work to finish each task.b.Listening c.Discussion

四、教具準(zhǔn)備(Teaching aids)

a computer;a tape-recorder;a projector

五、教學(xué)步驟(Teaching procedure)Step I.Leading-in

Fun time: warm the students up by asking them to greet each other with their dialects.At the same time, lead the students to think about the topic of this unit--“l(fā)anguage”.Step II.Warming up.1)A quiz about the national flag of countries speaking English as their first or second language.Lead the students to the topic “English Around the world”.2)Ask the students to think about the question about the “world Englishes”.Step III.Talking about “world Englishes”, especially the differences between “American English” and “British English”

1)Listen to a dialogue between an American and an Englishman.And try to find out the cause of the misunderstanding between them.2)Talk about the differences between American English and British English.(mainly about vocabulary and spelling)Step IV.Speaking Task.Students make up a dialogue with a misunderstanding caused by the differences between “American English” and “British English” like the dialogue they listened to.Unit 2 English Around the World Period Two Reading

教學(xué)目標(biāo)（Teaching aims）

Get the students to know English language and its development and different kinds of English through this passage.教學(xué)內(nèi)容(Teaching contents)

Get the knowledge of English language and its development and different kinds of English.能力目標(biāo)(Ability aim)

Get some knowledge of different kinds of English 語言目標(biāo)(Language aim)

Grasp some words and expressions such as, play a role in /because of/ come up/ play a part in and learn the grammar--the indirect speech of the imperative clause 教學(xué)重難點(diǎn)(Teaching important points)The indirect speech of the imperative clause 教學(xué)方法(Teaching methods)task-based approach 教具準(zhǔn)備(Teaching aids)multi-media computer

教學(xué)步驟(Teaching procedure)Step 1 Warming up.Warm the students up by ask them to tell the differences between American English and British English.Step 2

Pre-reading.Ask the students to discuss some questions about “English” in pairs.1.How many people speak English in the world today? 2.Why do so many people speak English? 3.What has helped to spread English around the world? 4.Do you think it important for Chinese to learn English? Why? Step 3

Reading.1)The first-reading.Ask the students to scan the text and choose the correct answer in the book.2)The second-reading.Ask the students to read the text paragraph by paragraph, and get some detail information.a.For the first and second paragraph, students answer some questions

b.For the third and fourth paragraph, students find out the information to fill in the table of the development of English.c.For the last paragraph, students find out the reason why India speaks English.Step 4

Discussions:

1.Do you think it matters what kind of English you learn? Why? 2, Why do you think people all over the world want to learn English?

3, Do you think Chinese will become the most popular language in the world instead of English in the future?

Step 5

Extension

Give the students some information of origin of British English and American English.The formation of British English From 17th century—19th century

The UK colonized Ireland and joined with Scotland long ago

Colonized;North America, the Caribbean India, including Pakistan, Bangladesh, Australia, New Zealand, Palestine, parts of sub-Sahara Africa, Hong Kong, Singapore and the Pacific Islands The formation of American English

American colonial rulers also brought their English to:

Hawaii, Puerto Rico, the Philippines and other Pacific island in the late 19th century Introduce the situation of English speaking in China.Tell them some proper items.Native speaker: A person who speaks English since birth but who may not speak a standard form of it.L1 speaker: A native speaker of English who uses it as his or her mother tongue or an immigrant to an English-speaking country who always prefer to use it ESL: English as a Second Language

L2 speaker: A second language speaker of English EFL: English as a Foreign Language Step 6

Homework

1.Finish the exercise on page 11.2.Read passage on page 51 The Oxford English Dictionary and make notes about Murray’s life.Unit 2 English around the world

Period Three Learning about Language

一、教學(xué)目標(biāo)（teaching aims）student’s book;Discovering useful structures

1、能力目標(biāo)(ability aim)

a.Enable students to tell the differences between a request and a command.b.Enable students to learn about the Indirect Speech(requests & commands)c.Enable students to use the Indirect Speech(requests & commands)

2、語言目標(biāo)(language aim)

command;request;retell;polite;boss Indirect Speech(requests and commands)

二、教學(xué)重難點(diǎn)(Teaching important points)a.Students learn about the differences between a request and a command.b.Students learn about the Indirect Speech(requests and commands)c.Students can use the indirect speech.三、教學(xué)方法(Teaching method)

a.Individual, pair or group work to finish each task.b.Discovering the structure through examples c.Practice

四、教具準(zhǔn)備(Teaching aids)a computer;a projector

五、教學(xué)步驟(Teaching procedure Step 1.Warming-up(Revision)

Warm the students up by asking them to go over the Direct Speech and Indirect Speech..Do some exercises : change a statement or a question into Indirect Speech.Step 2.Talk about Request and Command.1)Talk about the polite and Impolite tune.2)Change the commands into Requests.3)Learn to give requests or commands according to the situations.Step 3.Talk about how to change a request and a command into Indirect Speech.ask(ed)sb(not)to do sth tell/told sb(not)to do sth

Step 4.Practise changing a request or a command into Indirect Speech.Step 5.Using the structure.A game: choose two students act as two robots.One listens to the requests, the other listens to the commands.Other students give either requests or commands, and the robots do what the students asked them to do.Unit 2;English Around the World(Period Four)writing

教學(xué)目標(biāo)（Teaching aims）

a.Let students get to know how to write a statement by using brainstorming

b.Try to use connecting words or sentences to make it as an essay or passage not just several sentences.教學(xué)內(nèi)容(Teaching contents)Write a statement

能力目標(biāo)(Ability aim)

Using the brainstorming way to collect sentences and then arrange them properly 語言目標(biāo)(Language aim)I think, I believe，In my opinion…

We learn English to do…

教學(xué)重難點(diǎn)(Teaching important points)How to arrange sentence correctly.Try to use connecting words.教學(xué)方法(Teaching methods)Brainstorming way

教具準(zhǔn)備(Teaching aids)multi-media computer

教學(xué)步驟(Teaching procedure)Step1 Leading in

Use the brainstorming way to ask students “Why should we live?” which is a simple question, at the same time there might be various answers to the question, which will stimulate their interest.Step2 Presentation

Also use the brainstorming way to ask “Why should we learn English?” and “how can learning English help China?” Step3 A poster

Write a poster to collect all their ideas.try to use completely sentences, such as : I like to study English and use it for business in the future.I want to study English well so that I can read English books.Say, come to the blackboard and write down your ideas, trying to use complete sentences, such as: If I learn English well, I can bring in the advanced foreign technology to China.So China will become stronger.I decide to learn English well, in this case I can read many English novels, so I can translate them into Chinese, then more Chinese can know more things about the world.Step4 Write an essay

The title is “Do we need to learn English?”

Step5 Display the structure on how to write the essay.1.State your points of view.2.Show the supporting reasons.3.Get a conclusion Step6 Show them the connecting words which can help them to join the sentences and paragraphs.Illustration: I think , I believe, In my opinion, As far as I am concerned… Addition: firstly, secondly, then, besides, at last… Contrast: however, but , on the other hand… Summary: in short, in a word, therefore, so…

Step7 Give them a simple example which is not complete Do we need to learn English?

I strongly think we not only need learn English but also learn it well…Why should we learn it…How can learning English help China in the future?…So… Step8 Homework My Experience of Learning English Para1.My problems in learning English.Para 2.How I can improve my English.Para.3.What I like about learning English.Para Para 4.How I hope to make use of my English.Unit 2: English Around the World Period Five Listening & speaking

一、學(xué)目標(biāo)(Teaching aims)

教材(Teaching materials)listening materials on p12 and p14 on the textbook, another one attached

1、能力目標(biāo)(ability aim)enable Ss to catch the listening materials and understand them and distinguish British and American English, try using them in dialogues.2、語言目標(biāo)(Language aim)distinguish some words used in British and American English、some dialect and accent

二、教學(xué)重難點(diǎn)(Teaching important points)understand words used in British and American which have the same meanings and some dialect accent

三、教學(xué)方法(Teaching method)listening and talking

四、教學(xué)準(zhǔn)備(Teaching aids)tape recorder and get students’ answer sheet printed out

五、教學(xué)步驟(Teaching procedure)Step 1 Listening

Listening 2(text book p14)

Listen to the tape, getting to know American dialect and accent.Step 2 Speaking

After listening to different dialects and accents, see if Ss know how to pronounce the following words:

ask after either neither kilometer box……and more

Unit Two :English Around the World The Sixth period Exercises

一．教學(xué)目標(biāo)：(Teaching aims)Finish the exercises on the workbook 1．能力目標(biāo)：(ability aim)

a)Enable the students to command “commands and requests” b)Through cooperative work find out correct answers themselves 2．語言目標(biāo)：(language aim)Full understanding of the readings

二．教學(xué)重難點(diǎn)(Teaching important points)Understanding the main ideas of the passages 三．教學(xué)方法(Teaching method)a.Fast and careful reading

b.Individual, pair or group work to finish each task c.Discussion

四．教具準(zhǔn)備(Teaching aids)a computer

五．教學(xué)步驟(teaching procedure)Step 1.Warming up

Step 2: speaking task(Review commands and requests)

Offer them situations and try to make dialogues with commands and requests Step 3 :Do the “Reading” on P13 and answer questions on it briefly.Step 4: Finish the “Reading Task” at p.51 and complete the form after it.Step 5: Group work:

Ask them to sum up what codes and short forms of words they often use when they often chat on the net with others.Step 6: check up their researching result.Step 7: homework.

第五篇：高中英語必修1,說課稿

Good afternoon, dear teachers.My name is xxxx , I come from Kaifeng,a beautiful and historic city.I got my bachelor’s degree in English two years ago in xxxxUniversity.Now I’m a postgraduate student majoring in translation theory and practice.Since primary school I have a dream of becoming a teacher in the future because most of my teachers were very kind to me.They helped me a lot and I want to be someone like them one day.In this semester I took a part-time job as an English teacher in Zhengzhou University.I find that I am good at getting along with students and they like me very much.So this pleasant teaching experience strengthened my determination to become a teacher after graduation.I am standing here knowing that today’s interview is the basic foundation to be a teacher.I will try my best to perform well.Now I’d like to talk about my teaching ideas.The teaching material I’m going to talk about is taken from NSEFC book one.It’s the reading part of unit one---Anne’s Best Friend.My presentation consists of three parts: Part 1 is analysis of the teaching material, part 2 is my teaching methods and the last part is teaching procedures.Part 1.Analysis of the teaching material In this part, I’ll talk about my understanding of the teaching material, teaching objectives, key and difficult points.a)my understanding of the teaching material

The topic of unit 1 is friendship, a very familiar topic for students.The reading text---Anne’s best friend shows Ss a special kind of friendship, friendship between a girl and her diary.By reading the text, Ss can not only improve their language knowledge and ability, increase their awareness of the importance of friendship but also acquire some cultural and historic knowledge about the Jewish people and German Nazis.teaching objectives According to the teaching material, I set three teaching objectives.Knowledge objective: help Ss memorize and learn the usage of some important words, expressions,and grammatical structures like “it’s the first time that”, and broaden their knowledge of the Jewish people’s sufferings in the history.Ability objective: to train Ss’s reading ability such as fast reading, intensive reading, and information-gathering and summarizing ability.Moral objective: by studying the text, Ss would be able to understand the importance of friendship, learn to cherish and maintain friendship b)Key and difficult points The key point is to get Ss familiar with the usage of important words, expressions and

the difficult point is to help Ss master some complex grammars, such as the word it used as formal subject and present participle used as attributes.Part 2 my teaching theories, methods and aids: Ss should always be put in the predominant position of learning and teachers should play a leading role in instruction.Therefore, I will use question-and-answer activity teaching method, free discussion and pair work method to inspire Ss’s self-learning.During the class, I will draw Ss’s attention to important points by asking them some questions and let them find answers by themselves.They will learn important and difficult points through analyzing, discussion and summarizing.As for teaching aids, I will use OHP(overhead projector), PowerPoint, and tape recorder.Part 3 teaching procedures Step 1: lead-in and pre-reading(Unit 1)First, I’ll ask Ss some questions about their friends---“who is your best friend?” “What do you like most about your friends?” “Are you good to your friends?” then I will ask Ss to do the warming-up exercise.After that I will let them discuss in groups about their answers.After their discussion I will acquaint them with some background knowledge about German Nazis and the Jewish history to get them prepared for reading the text.Then we will move on to: Step 2 while-reading This step is divided into 2 parts---fast reading and careful reading.Before fast reading I will ask them some simple questions about the details in the text.These questions serve as clues for them to follow while reading and will help improve their skimming skills.Then I will ask them to read the texts again and retell or summarize the reading material.Step 3 post-reading and extension In this part students are instructed to focus on language usage and background knowledge.I will explain the usage of some key words, expressions and grammatical structures and also help them better understand the true meaning of friendship.Step 4 homework I will ask Ss to finish the exercise on Page 4 and 5/to consolidate what we have learnt.Also they are required to review the learnt lesson and underline the key words and phrases in the next text.第二課

Now I’d like to talk about my teaching ideas.The teaching material I’m going to talk about is taken from NSEFC book one.It’s the reading part of unit two The Road to Modern English My presentation consists of three parts: Part 1 is analysis of the teaching material, part 2 is my teaching methods and the last part is teaching procedures.Part 1.Analysis of the teaching material In this part, I’ll talk about my understanding of the teaching material, teaching objectives, key and difficult points.a)my understanding of the teaching material

The topic of unit 2 is English language and its development.The reading text---The Road to Modern English tells about the development of English language in history and different English dialects.By reading the text, Ss can not only improve their language knowledge and ability, but also acquire some cultural and historic knowledge about English dialects.teaching objectives According to the teaching material, I set three teaching objectives.Knowledge objective: help Ss memorize and learn the usage of some important words, expressions of racial discrimination in history.the difficult point is to make Ss fully understand the reading text by adding background knowledge

Part 2 my teaching theories, methods and aids: Ss should always be put in the predominant position of learning and teachers should play a leading role in instruction.Therefore, I will use question-and-answer activity teaching method, free discussion and pair work method to inspire Ss’s self-learning.During the class, I will draw Ss’s attention to important points by asking them some questions and let them find answers by themselves.They will learn important and difficult points through analyzing, discussion and summarizing.As for teaching aids, I will use OHP(overhead projector), PowerPoint, and tape recorder.Part 3 teaching procedures Step 1: lead-in and pre-reading First, I’ll give Ss some examples of English dialects, such as football and soccer, shop and store, and let Ss guess whether they belong to British dialect or American dialect.Then I will them videos taken from American and British movies.From the videos Ss could compare and discuss the differences between American accent and British accent.After their discussion I explain to them how these differences occur to get them prepared for reading the text.Then we will move on to : Step 2 while-reading This step is divided into 2 parts---fast reading and careful reading.Before fast reading I will ask them some simple questions about the details in the text.These questions serve as clues for them to follow while reading and will help improve their skimming skills.Then I will ask them to read the texts again and retell or summarize the reading material.Step 3 post-reading and extension In this part students are instructed to focus on language usage and background knowledge.I will explain the usage of some key words, expressions and grammatical structures andalso help them better understand how English language developed throughout the history and its role in modern society Step 4 homework I will ask Ss to finish the exercise on Page 11 and 12to consolidate what we have learnt.Also they are required to review the learnt lesson and underline the key words and phrases in the next text.Untie three

Now I’d like to talk about my teaching ideas.The teaching material I’m going to talk about is taken from NSEFC book one.It’s the reading part of unit three Journey Down the Mekong

My presentation consists of three parts: Part 1 is analysis of the teaching material, part 2 is my teaching methods and the last part is teaching procedures.Part 1.Analysis of the teaching material In this part, I’ll talk about my understanding of the teaching material, teaching objectives, key and difficult points.b)my understanding of the teaching material

The topic of unit 3 is travelling.The reading text---Journey Down the Mekong is taken from a travel journal by a boy named Wang Kun.It describes he and his sister’s dream and their travel plan.By reading the text, Ss can not only improve their language knowledge and ability, but also acquire some geographic knowledge about Mekong River.teaching objectives According to the teaching material, I set three teaching objectives.Knowledge objective: help Ss memorize and learn the usage of some important words, expressions ever since, persuade, make up one’s mind and emphatic pattern

Ability objective: to train Ss’s reading ability such as fast reading, intensive reading, and information-gathering and summarizing ability.Moral objective: by studying the text, Ss would be able to appreciate the beauty of rivers and other landscapes in our country and understand the importance of nature to our life, and therefore enhance their awareness of environmental protection.c)Key and difficult points The key point is to get Ss familiar with the usage of important words, expressions andthe difficult point is to help Ss master some important grammars, such as the emphatic pattern and present participle used as accompany adverbial.Part 2 my teaching theories, methods and aids: Ss should always be put in the predominant position of learning and teachers should play a leading role in instruction.Therefore, I will use question-and-answer activity teaching method, free discussion and pair work method to inspire Ss’s self-learning.During the class, I will draw Ss’s attention to important points by asking them some questions and let them find answers by themselves.They will learn important and difficult points through analyzing, discussion and summarizing.As for teaching aids, I will use OHP(overhead projector), PowerPoint, and tape recorder.Part 3 teaching procedures Step 1: lead-in and pre-reading First, I’ll ask Ss some questions related to the reading text.for example “have you ever travelled to some beautiful rivers in China?” I will spare 3 minutes for them to discuss with each other and answer my questions.Then I will show them some pictures of important rivers in the world and the map of Mekong River to arouse their interest in reading the text.Then we will move on to : Step 2 while-reading This step is divided into 2 parts---fast reading and careful reading.Before fast reading I will ask them some simple questions about the details in the text.These questions serve as clues for them to follow while reading and will help improve their skimming skills.Then I will ask them to read the texts again and retell or summarize the reading material.Step 3 post-reading and extension In this part students are instructed to focus on language usage and background knowledge.I will explain the usage of some key words, expressions and grammatical structures and also, to train their summarizing ability, I will ask them to describe the characteristics of Wang Kun and his sister.Step 4 homework I will ask Ss to finish the exercise on Page 20 and 21

to consolidate what we have learnt.Also they are required to review the learnt lesson and underline the key words and phrases in the next text.Untie four

Now I’d like to talk about my teaching ideas.The teaching material I’m going to talk about is taken from NSEFC book one.It’s the reading part of unit four A Night the Earth Didn’t Sleep

My presentation consists of three parts: Part 1 is analysis of the teaching material, part 2 is my teaching methods and the last part is teaching procedures.Part 1.Analysis of the teaching material In this part, I’ll talk about my understanding of the teaching material, teaching objectives, key and difficult points.d)my understanding of the teaching material

The topic of unit 4 is basic knowledge about earthquakes and how to protect oneself and help others in disasters.The reading text---A Night the Earth Didn’t Sleep describes the Tangshan earthquake.By reading the text, Ss can not only improve their language knowledge and ability, but also acquire some knowledge about earthquake.teaching objectives According to the teaching material, I set three teaching objectives.Knowledge objective: help Ss memorize and learn the usage of some important words, expressions as if, the number of and attributive clause and enlarge their knowledge of earthquake

Ability objective: to train Ss’s reading ability such as fast reading, intensive reading, and information-gathering and summarizing ability.Moral objective: by studying the text, Ss would be able to encourage Ss to help each other in disaster and recognize the signs of earthquake.e)Key and difficult points The key point is to get Ss familiar with the usage of important words, expressions and1.the the difficult point is to let students master the use of attributive clause Part 2 my teaching theories, methods and aids: Ss should always be put in the predominant position of learning and teachers should play a leading role in instruction.Therefore, I will use question-and-answer activity teaching method, free discussion and pair work method to inspire Ss’s self-learning.During the class, I will draw Ss’s attention to important points by asking them some questions and let them find answers by themselves.They will learn important and difficult points through analyzing, discussion and summarizing.As for teaching aids, I will use OHP(overhead projector), PowerPoint, and tape recorder.Part 3 teaching procedures Step 1: lead-in and pre-reading First, I’ll let Ss watch a video taken from the movie Tangshan Earthquake as an introduction to the topic of the reading text.Then I will ask Ss some questions related to the topic, such as “do you know why earthquake happens?” “What will you do if an earthquake happens?” “What should we do to help those in quake-hit areas?”

I will give Ss 5 minutes to talk about these questions in pairs or in groups.Then we will move on to: Step 2 while-reading This step is divided into 2 parts---fast reading and careful reading.Before fast reading I will ask them some simple questions about the details in the text.These questions serve as clues for them to follow while reading and will help improve their skimming skills.Then I will ask them to read the texts again and retell or summarize the reading material.Step 3 post-reading and extension In this part students are instructed to focus on language usage and background knowledge.I will explain the usage of some key words, expressions and grammatical structures and also let them list the some earthquake precursors, self-rescue measures and measures to help others in disaster.Step 4 homework I will ask Ss to finish the exercise on Page 28 and 29to consolidate what we have learnt.Also they are required to review the learnt lesson and underline the key words and phrases in the next text.Unite five Now I’d like to talk about my teaching ideas.The teaching material I’m going to talk about is taken from NSEFC book one.It’s the reading part of unit five ELIA’S STORY My presentation consists of three parts: Part 1 is analysis of the teaching material, part 2 is my teaching methods and the last part is teaching procedures.Part 1.Analysis of the teaching material In this part, I’ll talk about my understanding of the teaching material, teaching objectives, key and difficult points.my understanding of the teaching material

The topic of unit 5 is the qualities of a great person and the lives of some great people.The reading text---ELIA’S STORY is the self-narration by a man named Elias.He describes how Nelson Mandela helped him and fought for the rights of black people.By reading the text, Ss can not only improve their language knowledge and ability, but also learn the good qualities of Nelson Mandela and how people fought for racial equality.teaching objectives According to the teaching material, I set three teaching objectives.Knowledge objective: help Ss memorize and learn the usage of some important words, expressions and attributive clause and enlarge their knowledge of racial discrimination in history.Ability objective: to train Ss’s reading ability such as fast reading, intensive reading, and information-gathering and summarizing ability.Moral objective: by studying the text, Ss would be able to learn from the great people and cultivate them good qualities and attitudes towards life and work.f)Key and difficult points The key point is to get Ss familiar with the usage of important words, expressions and the difficult point is to let students master the use of attributive clause Part 2 my teaching theories, methods and aids: Ss should always be put in the predominant position of learning and teachers should play a leading role in instruction.Therefore, I will use question-and-answer activity teaching method, free discussion and pair work method to inspire Ss’s self-learning.During the class, I will draw Ss’s attention to important points by asking them some questions and let them find answers by themselves.They will learn important and difficult points through analyzing, discussion and summarizing.As for teaching aids, I will use OHP(overhead projector), PowerPoint, and tape recorder.Part 3 teaching procedures Step 1: lead-in and pre-reading First, I’ll show Ss some pictures of great people in the world and ask them how much do they know about these people.Then I will ask them some questions related to the topic.“Do you know some other famous people?” “Among these great people who do you like best?” “What qualities do these great people have in common?” I will give Ss 5 minutes to talk about these questions in pairs or in groups.Then we will move on to: Step 2 while-reading This step is divided into 2 parts---fast reading and careful reading.Before fast reading I will ask them some simple questions about the details in the text.These questions serve as clues for them to follow while reading and will help improve their skimming skills.Then I will ask them to read the texts again and retell or summarize the reading material.Step 3 post-reading and extension In this part students are instructed to focus on language usage and background knowledge.I will explain the usage of some key words, expressions and grammatical structures and help them summarize the great qualities of Nelson Mandela and explain to them the painstaking efforts that black people made to fight for their rights throughout history.Step 4 homework I will ask Ss to finish the exercise on Page 36 and 37 to consolidate what we have learnt.Also they are required to review the learnt lesson and underline the key words and phrases in the next text.