第一篇：高中英語(yǔ)必修1 Unit4 中文說(shuō)課稿

尊敬的各位評(píng)委、老師：大家好！

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

一、說(shuō)教材；

二、說(shuō)教法；

三、說(shuō)學(xué)法；

四、說(shuō)學(xué)情；

五、說(shuō)教學(xué)過(guò)程。下面讓我們一起進(jìn)入第一部分——說(shuō)教材。

一、說(shuō)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(xiàng)語(yǔ)言活動(dòng)也都是圍繞地震展開。Pre-reading 部分設(shè)置了兩個(gè)開放性問(wèn)題，目的是增加學(xué)生的生活常識(shí)，提高他們的應(yīng)變能力。這部分為接下來(lái)的閱讀作了很好的鋪墊，學(xué)生可通過(guò)參閱有關(guān)地震的書籍并運(yùn)用一些生活常識(shí)來(lái)回答這兩個(gè)問(wèn)題。Reading 部分是一篇新聞報(bào)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(guò)本單元學(xué)習(xí)，掌握如何表達(dá)過(guò)去的事情，讓學(xué)生對(duì)地震有更多認(rèn)識(shí)，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(yǔ)課程標(biāo)準(zhǔn)（實(shí)驗(yàn)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(shí)、技能、情感態(tài)度和文化意識(shí)三個(gè)方面制定如下教學(xué)目標(biāo)。

1.知識(shí)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(yǔ)從句 2.技能目標(biāo)：

a)閱讀技能的訓(xùn)練：讓學(xué)生學(xué)會(huì)克服生詞障礙，通過(guò)略讀，歸納出文章的大意；通過(guò)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(guò)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(shí)，通過(guò)采訪唐山大地震幸存者的形式進(jìn)行小組活動(dòng)，提高學(xué)生用英語(yǔ)進(jìn)行創(chuàng)造性交流的能力。

3.情感態(tài)度與文化意識(shí)目標(biāo)：

a）學(xué)會(huì)有關(guān)地震的知識(shí)，并能通過(guò)學(xué)習(xí)討論懂得地震時(shí)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(shí)。

b）懂得地震無(wú)情人有情，即使發(fā)生了多么可怕的災(zāi)難，國(guó)家和解放軍官兵都會(huì)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(ài)精神。

c）了解自然災(zāi)害會(huì)給人類帶來(lái)嚴(yán)重的破壞性后果，讓學(xué)生進(jìn)一步感悟、領(lǐng)會(huì)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(shí)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(yǔ)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(yǔ)課程標(biāo)準(zhǔn)（實(shí)驗(yàn)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(duì)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(shí)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(duì)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(gè)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(yǔ)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(yǔ)言水平。

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

二、說(shuō)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(yàn)和興趣設(shè)計(jì)相當(dāng)?shù)娜蝿?wù)值，讓學(xué)生在完成任務(wù)的過(guò)程中學(xué)習(xí)到應(yīng)有的知識(shí)并提高語(yǔ)言的溝通能力。同時(shí)讓學(xué)生帶著問(wèn)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(guò)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(yǔ)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(shuō)學(xué)法

自主合作探究是適應(yīng)時(shí)代需要和行之有效的學(xué)習(xí)方式，應(yīng)該激勵(lì)學(xué)生的自主學(xué)習(xí)意識(shí)，加強(qiáng)互助學(xué)習(xí)與練習(xí)，使學(xué)生收獲成功的樂(lè)趣，增強(qiáng)學(xué)習(xí)英語(yǔ)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(shí)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(shí)點(diǎn)，鞏固所學(xué)要點(diǎn)，查漏補(bǔ)缺。

四、說(shuō)學(xué)情

高中一年級(jí)的學(xué)生已經(jīng)在初中階段的英語(yǔ)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(jiǎn)單的學(xué)習(xí)策略和技巧,具有初步的英語(yǔ)聽說(shuō)讀寫能力。但是，學(xué)生個(gè)性和英語(yǔ)水平差異大，因此，在組織教學(xué)活動(dòng)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(shí)注意調(diào)整活動(dòng)任務(wù)設(shè)置的梯度，使每個(gè)學(xué)生通過(guò)學(xué)習(xí)活動(dòng)，都能學(xué)有所成，體驗(yàn)到成功。

五、說(shuō)教學(xué)過(guò)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(huì)被吸引到課堂上來(lái)，學(xué)生馬上就聯(lián)想到earthquake這一詞，這時(shí)教師提出“ What do you think of the earthquake?”，學(xué)生會(huì)不約而同地回答,地震會(huì)給人類帶來(lái)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(guò)圖片，學(xué)生更易掌握地震的前兆的知識(shí)，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(guò)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(cè)文章內(nèi)容，讓學(xué)生在閱讀過(guò) 程中處于主動(dòng)認(rèn)知狀態(tài)。學(xué)生可能一下子無(wú)法正確理解其所包含的深層含義。但估計(jì)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(duì)文章的背景知識(shí)了解較少。因此，在引導(dǎo)學(xué)生預(yù)測(cè)文章內(nèi)容的同時(shí)，有必要在討論“What kind of words will be used in the passage? ”這個(gè)問(wèn)題時(shí)，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(yǔ)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(jì)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(guò)略讀，在最短的時(shí)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(guò)限定閱讀時(shí)間，及時(shí)糾正不良的閱讀習(xí)慣等教學(xué)策略，來(lái)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(jì)目的是通過(guò)限時(shí)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(gè)段落語(yǔ)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(cè)生詞的能力，學(xué)會(huì)欣賞文章中的優(yōu)美句子。

本文的篇幅較長(zhǎng)，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(lái)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(guò)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(lái)什么樣的感受，交流各自的觀點(diǎn)。第四段，通過(guò)回答問(wèn)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(huì)地震無(wú)情人有情，感人至深。此外，在閱讀中教師應(yīng)鼓勵(lì)學(xué)生通過(guò)上下文猜測(cè)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(yǔ)言難點(diǎn)（如：一些生詞、詞組及定語(yǔ)從句），重點(diǎn)放在引導(dǎo)學(xué)生學(xué)會(huì)在具體的語(yǔ)境中理解、體會(huì)這些詞組的用法。每個(gè)段落剛好都有一個(gè)含有英語(yǔ)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(yǔ)修辭用法，學(xué)習(xí)理解并學(xué)會(huì)欣賞，提高學(xué)生的語(yǔ)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(duì)課文內(nèi)容的理解，挖掘文章的內(nèi)涵。

針對(duì)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(jì)學(xué)生活動(dòng)時(shí)，可讓學(xué)生先獨(dú)立完成任務(wù)，再用1分鐘的時(shí)間讓學(xué)生小組間互相交流各自的觀點(diǎn)。通過(guò)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(huì)得到不斷的激勵(lì)。最后教師可通過(guò)圖表展示文章基本脈絡(luò)及中心詞，一篇篇幅長(zhǎng)的文章就轉(zhuǎn)化成一個(gè)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(gè)問(wèn)題，讓學(xué)生小組討論進(jìn)一步感悟、領(lǐng)會(huì)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(gè)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(shí)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(dòng)。要求學(xué)生根據(jù)自己對(duì)地震的認(rèn)識(shí)，發(fā)揮自己的想象力和創(chuàng)造力，以小組為單位，用英語(yǔ)通過(guò)采訪唐山大地震幸存者的形式進(jìn)行活動(dòng)。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(wèn)題及采訪中可能會(huì)用到的日常交際用語(yǔ)。本環(huán)節(jié)旨在引導(dǎo)學(xué)生通過(guò)讀的輸人，提取、篩選和重組文章中的重要語(yǔ)言信息，并通過(guò)用英語(yǔ)進(jìn)行交流，達(dá)到從課文知識(shí)的鞏固到自身知識(shí)的擴(kuò)展與創(chuàng)新能力的形成。針對(duì)學(xué)生在完成任務(wù)的過(guò)程中，可能會(huì)因詞匯障礙的影響，而用普通話甚至閩南語(yǔ)進(jìn)行交流，在這個(gè)活動(dòng)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(jì)者，研究者，組織者，促進(jìn)者，協(xié)調(diào)者”的角色，并 “動(dòng)態(tài)”地去發(fā)現(xiàn)問(wèn)題，分析問(wèn)題和解決問(wèn)題，鼓勵(lì)、督促學(xué)生堅(jiān)持用英語(yǔ)作為課堂交流的語(yǔ)言。

本環(huán)節(jié)設(shè)計(jì)意圖是貫徹語(yǔ)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(yǔ)言實(shí)踐活動(dòng)，完成本文的主題任務(wù)。達(dá)到從知識(shí)的鞏固與運(yùn)用到知識(shí)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(guò)程

依據(jù)教學(xué)目標(biāo)，對(duì)學(xué)生的學(xué)習(xí)過(guò)程進(jìn)行評(píng)價(jià)，旨在讓學(xué)生學(xué)會(huì)反思自己的學(xué)習(xí)行為與學(xué)習(xí)效果，并學(xué)會(huì)通過(guò)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(gè)段落的語(yǔ)言點(diǎn)（引導(dǎo)學(xué)生通過(guò)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(guò)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(jì)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(shí)間，進(jìn)行限時(shí)訓(xùn)練。旨在為學(xué)生提供更多與本主題相關(guān)的語(yǔ)言材料，通過(guò)限時(shí)訓(xùn)練的形式進(jìn)一步提高閱讀理解能力。3.Writing task: 每個(gè)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(yàn)不足和能力有限，因此在備課和說(shuō)課的過(guò)程中存在著一些不足之處，懇請(qǐng)各位領(lǐng)導(dǎo)、老師提出寶貴意見。謝謝!

第二篇：人教版高中英語(yǔ)必修1_Unit_1_reading中文說(shuō)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(yàn)教材高中英語(yǔ)必修1，這套教材是在任務(wù)型語(yǔ)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(yǔ)言教學(xué)理念是強(qiáng)調(diào)語(yǔ)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(shí)，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(gè)小閣樓里，不能于外界接觸，周圍又沒(méi)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(guò)程中尋求解決問(wèn)題的方法

二、教學(xué)潛在對(duì)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(guò)渡，喜歡富有個(gè)性的教學(xué)設(shè)計(jì)，已不滿足老師教材的簡(jiǎn)單重復(fù)與重現(xiàn)，同時(shí)自我意識(shí)增強(qiáng)，不但在乎別人對(duì)自己的評(píng)價(jià)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(guò)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(yǔ)語(yǔ)言知識(shí)和英語(yǔ)運(yùn)用的能力，具備了用英語(yǔ)思考和表達(dá)的基本技能。基于教學(xué)對(duì)象以上特點(diǎn)的思考，設(shè)計(jì)本課時(shí)，將以朋友的身份走近他們，用基礎(chǔ)的語(yǔ)言啟發(fā)他們，對(duì)教材進(jìn)行個(gè)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(lè)的約定來(lái)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(shí)的教學(xué)內(nèi)容，按照知識(shí)與技能，情感與態(tài)度，過(guò)程與方法，將本節(jié)課的教學(xué)目標(biāo)確定如下： ①知識(shí)與技能：

1.掌握重點(diǎn)詞匯和短語(yǔ)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(guò)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(guò)閱讀，幫助學(xué)生對(duì)“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(guó)文化的同時(shí)習(xí)得語(yǔ)言，更深刻的理解安妮當(dāng)時(shí)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(shí)和團(tuán)隊(duì)意識(shí)

③過(guò)程與方法：

通過(guò)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(yǔ)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(duì)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(duì)友誼的理解，運(yùn)用不同的閱讀策略，完成相關(guān)的活動(dòng)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(guò)程設(shè)計(jì)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(guò)師生間的問(wèn)答互動(dòng)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(shí)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(guò)背景知識(shí)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(yǔ)課堂的學(xué)習(xí)，使學(xué)生在感受外國(guó)文化同時(shí)，能更加深刻的體會(huì)和理解安妮當(dāng)時(shí)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(guò)Scanning找出文章的基本信息，對(duì)時(shí)間，地點(diǎn)，人物，事件等有個(gè)初步的認(rèn)識(shí)，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(dòng)一方面旨在考查學(xué)生對(duì)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(wèn)題的能力，同時(shí)也為接下來(lái)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(guò)語(yǔ)境加深對(duì)文中關(guān)鍵詞的理解，為下一節(jié)的language points做好鋪墊，同時(shí)通過(guò)對(duì)關(guān)鍵詞的理解進(jìn)一步體會(huì)安妮的心境和文章的主題。通過(guò)小組討論又能活躍課堂氣氛，培養(yǎng)團(tuán)隊(duì)意識(shí)。

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(guò)debate考察學(xué)生對(duì)文章的全面整體的理解，活躍課堂氣氛，同時(shí)也能讓深入思考的學(xué)生有充分表現(xiàn)的機(jī)會(huì)，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(guò)假設(shè)情境引發(fā)思考，讓學(xué)生能通過(guò)體驗(yàn)學(xué)習(xí)，感悟語(yǔ)境，實(shí)踐語(yǔ)言，以達(dá)到強(qiáng)化學(xué)生語(yǔ)言意識(shí)，積累

語(yǔ)言經(jīng)驗(yàn)的目的。

鞏固練習(xí)，采用短文挖空的形式，讓學(xué)生動(dòng)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(yǔ)，從而提高學(xué)生綜合運(yùn)用知識(shí)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(duì)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(shí)考察他們對(duì)text的理解情況。

五、教學(xué)效果預(yù)沒(méi)

本課的教學(xué)設(shè)計(jì)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(yǔ)言能力，認(rèn)知水平以及學(xué)習(xí)方式等個(gè)性差異。設(shè)計(jì)任務(wù)時(shí)，以學(xué)生的生活經(jīng)驗(yàn)和興趣點(diǎn)為出發(fā)點(diǎn)，相信學(xué)生通過(guò)參與本課教學(xué)活動(dòng)，能發(fā)揮他們的創(chuàng)造力和想象力，并且學(xué)會(huì)與他人合作，發(fā)展與他人溝通的能力，同時(shí)提高他們的閱讀技巧、學(xué)習(xí)策略和文化意識(shí)。

一、說(shuō)課標(biāo)

高中英語(yǔ)課程的總目標(biāo)是使學(xué)生在義務(wù)教育階段英語(yǔ)學(xué)習(xí)基礎(chǔ)上，進(jìn)一步明確英語(yǔ)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(yǔ)學(xué)習(xí)策略，培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力，使他們?cè)趯W(xué)習(xí)過(guò)程中，促進(jìn)心智、情感態(tài)度，學(xué)習(xí)策略，文化意識(shí)的發(fā)展，形成正確的人生觀和價(jià)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(yǔ)言描述個(gè)人經(jīng)歷，能初步對(duì)學(xué)習(xí)過(guò)程和結(jié)果進(jìn)行自我評(píng)價(jià)，調(diào)整學(xué)習(xí)目標(biāo)和策略。在教學(xué)活動(dòng)中，依據(jù)新課標(biāo)和建構(gòu)主義理論，以及克拉申語(yǔ)言“習(xí)得”理論，設(shè)定“情景創(chuàng)設(shè)”、“相互協(xié)作”、“會(huì)話商討”、“意義建構(gòu)”、“相互評(píng)價(jià)”等環(huán)節(jié)，通過(guò)“腳手架”的支撐作用，為學(xué)生構(gòu)建發(fā)展平臺(tái)，充分發(fā)揮學(xué)生的主動(dòng)性、積極性，使學(xué)生在學(xué)習(xí)過(guò)程中不斷體驗(yàn)成功，增加自信心。

第三篇：高中英語(yǔ)必修1 Unit2 中文說(shuō)課稿

尊敬的各位評(píng)委、老師：大家好！

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

一、說(shuō)教材；

二、說(shuō)教法；

三、說(shuō)學(xué)法；

四、說(shuō)學(xué)情；

五、說(shuō)教學(xué)過(guò)程。下面讓我們一起進(jìn)入第一部分——說(shuō)教材。

一、說(shuō)教材

1、單元背景分析

本單元討論的話題是“世界英語(yǔ)”介紹了英語(yǔ)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(yǔ)言的差異，讓學(xué)生更進(jìn)一步了解學(xué)好英語(yǔ)的必要性和其重要意義。促使學(xué)生了解英美語(yǔ)言在詞匯、拼寫、語(yǔ)音等方面的區(qū)別。使學(xué)生在認(rèn)識(shí)到學(xué)好英語(yǔ)的重要性的同時(shí)，更加熱愛(ài)自己的祖國(guó)，從而培養(yǎng)他們的祖國(guó)意識(shí)。

2、教材內(nèi)容分析

本課是高中一年級(jí)英語(yǔ)上冊(cè)，unit 2 English around the world 中的Reading.本單元的中心話題是“世界英語(yǔ)”，具體涉及“英語(yǔ)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(yǔ)言的差異”。本課的語(yǔ)言知識(shí)及語(yǔ)言技能主要是圍繞“世界英語(yǔ)”這一中心話題進(jìn)行設(shè)計(jì)的。本課時(shí)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(jì)了兩個(gè)問(wèn)題，誘發(fā)學(xué)思考。通過(guò)對(duì)問(wèn)題的討論和比較，讓學(xué)生明白學(xué)好英語(yǔ)的重要性。2）Reading(閱讀)“閱讀”部分文體為說(shuō)明文，全文共分三個(gè)段落。全文闡述了一個(gè)鮮明的觀點(diǎn)：英語(yǔ)的確是當(dāng)今世界范圍內(nèi)使用最廣泛的一門語(yǔ)言之一，也是聯(lián)合國(guó)的工作語(yǔ)言之一，它的重要作用是其他語(yǔ)言不可替代的。3）Post-reading（讀后）

“讀后”部分共設(shè)計(jì)了兩類題型：第一部分是和個(gè)問(wèn)題，其中前面兩個(gè)是細(xì)節(jié)理解題；第三題是一個(gè)開放性題目，鼓勵(lì)學(xué)生把英語(yǔ)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(gè)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(yǔ)。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(guò)交際性任務(wù)和合作的機(jī)會(huì)，培養(yǎng)他們用諺語(yǔ)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(duì)高一年級(jí)學(xué)生英語(yǔ)學(xué)習(xí)能力的要求，本課的教學(xué)目標(biāo)如下： 1知識(shí)目標(biāo)：

了解英語(yǔ)在世界上的發(fā)展?fàn)顩r，認(rèn)識(shí)各種各樣帶有民族、地域特色的英語(yǔ)；對(duì)英國(guó)英語(yǔ)和美國(guó)英語(yǔ)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(yǔ)的用法；學(xué)會(huì)語(yǔ)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(yǔ)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(yǔ)獲取信息、處理分析信息的能力。并鼓 勵(lì)學(xué)生開口說(shuō)英語(yǔ)。3情感態(tài)度目標(biāo)：

①了解英國(guó)英語(yǔ)和美國(guó)英語(yǔ)的區(qū)別，通過(guò)學(xué)習(xí)激發(fā)學(xué)生對(duì)英語(yǔ)學(xué)習(xí)的濃厚興趣； ②使學(xué)生在領(lǐng)會(huì)語(yǔ)言豐富多彩性的同時(shí)更加熱愛(ài)自己的祖國(guó)，從而培養(yǎng)他們的祖國(guó)意識(shí)。培養(yǎng)他們的跨國(guó)文化意識(shí)和世界意識(shí)。

③通過(guò)對(duì)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(shuō)教法

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

自主合作探究是適應(yīng)時(shí)代需要和行之有效的學(xué)習(xí)方式，應(yīng)該激勵(lì)學(xué)生的自主學(xué)習(xí)意識(shí)，加強(qiáng)互助學(xué)習(xí)與練習(xí)，使學(xué)生收獲成功的樂(lè)趣，增強(qiáng)學(xué)習(xí)英語(yǔ)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(shí)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(shí)點(diǎn)，鞏固所學(xué)要點(diǎn)，查漏補(bǔ)缺。

四、說(shuō)學(xué)情

通過(guò)對(duì)上一課時(shí)Warming up的學(xué)習(xí)，學(xué)生對(duì)于“世界英語(yǔ)”有了自己的看法，但是還缺乏對(duì)當(dāng)代語(yǔ)言特別是英語(yǔ)發(fā)展趨勢(shì)的了解。另外，學(xué)生對(duì)于各國(guó)英語(yǔ)這一話題很感興趣，因此在處理這一堂課時(shí)，我會(huì)充分調(diào)動(dòng)學(xué)生的積極性，在指導(dǎo)學(xué)生快速閱讀的同時(shí)引導(dǎo)學(xué)生相互合作，自己發(fā)現(xiàn)本單元重點(diǎn)語(yǔ)言結(jié)構(gòu)，讓學(xué)生自己發(fā)現(xiàn)并感悟相關(guān)的語(yǔ)言規(guī)律，培養(yǎng)他們的語(yǔ)感。

三、說(shuō)教學(xué)程序

(一)導(dǎo)入：首先在學(xué)生對(duì)英語(yǔ)是世界上最廣泛使用的語(yǔ)言和越來(lái)越多的人在學(xué)習(xí)英語(yǔ)現(xiàn)有情況了解的基礎(chǔ)上，引出問(wèn)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(shí)，引出課題English around the world。接著再詢問(wèn)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(jì)意圖是使學(xué)生對(duì)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(yǔ)”的具體情況。從另一個(gè)角度，先給學(xué)生一個(gè)語(yǔ)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(wèn)題后，我讓學(xué)生看這一部分課本上所設(shè)的兩個(gè)問(wèn)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(yǔ)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(wèn)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(wèn)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(duì)與錯(cuò)。

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(jì)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(duì)學(xué)生的表現(xiàn)要及時(shí)給予評(píng)價(jià)：或表?yè)P(yáng)、或鼓勵(lì)。讓他們體驗(yàn)到成功的喜悅，努力的收獲。因?yàn)橛淇斓捏w驗(yàn)會(huì)化為下一次成功的動(dòng)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(shí)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(dòng)，適當(dāng)?shù)臅r(shí)候可以參與到學(xué)生的活動(dòng)中去。在活動(dòng)中，教師多用評(píng)價(jià)性語(yǔ)言：Marvelous /Excellent /Fantastic /Well done/Great?

（設(shè)計(jì)意圖：使學(xué)生有機(jī)會(huì)表達(dá)自己的看法與觀點(diǎn)，同時(shí)，讓他們學(xué)會(huì)合作，發(fā)展與人溝通的能力。進(jìn)一步提高語(yǔ)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(gè)很好的機(jī)會(huì)引導(dǎo)學(xué)生在領(lǐng)會(huì)學(xué)好英語(yǔ)的重要性的同時(shí)，更加熱愛(ài)自己的祖國(guó)，從而培養(yǎng)他們的祖國(guó)意識(shí)。

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(gè)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(dòng)，在教師的整體調(diào)控下，學(xué)生通過(guò)動(dòng)腦思考、層層遞進(jìn)，對(duì)知識(shí)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(yàn)不足和能力有限，因此在備課和說(shuō)課的過(guò)程中存在著一些不足之處，懇請(qǐng)各位領(lǐng)導(dǎo)、老師提出寶貴意見。謝謝!

第四篇：人教版高中英語(yǔ)必修三 Unit 2 說(shuō)課稿

人教版高中英語(yǔ)必修三 Unit 2 說(shuō)課稿

尊敬的評(píng)委老師：

大家上午好，我是外語(yǔ)組 號(hào)和曉鷗。今天我說(shuō)課的題目是“Healthy Eating”，接下來(lái)我會(huì)從教材分析、教學(xué)目標(biāo)、教學(xué)重難點(diǎn)、教法學(xué)法、教學(xué)過(guò)程、教學(xué)反思六個(gè)方面來(lái)展開我的說(shuō)課。

一、首先說(shuō)一下我對(duì)教材地位和內(nèi)容的認(rèn)識(shí)

本課選自人教版高中英語(yǔ)必修三第二單元的“Warming-up”和“Reading”部分。本單元主要話題是健康飲食，閱讀部分通過(guò)兩個(gè)餐館之間的競(jìng)爭(zhēng)來(lái)說(shuō)明健康飲食的重要性。通過(guò)對(duì)這節(jié)課的學(xué)習(xí)學(xué)生可以了解什么是健康飲食，也可以通過(guò)閱讀練習(xí)和語(yǔ)法學(xué)習(xí)來(lái)提高自己的英語(yǔ)水平。

二、教學(xué)目標(biāo)

根據(jù)新課程標(biāo)準(zhǔn)以及教學(xué)大綱，我把本節(jié)課的教學(xué)目標(biāo)確定為以下三個(gè)方面。

首先是知識(shí)與能力：知識(shí)方面學(xué)生能夠了解健康飲食的真正含義；能夠聽懂、讀懂并且正確使用文中重點(diǎn)單詞和短語(yǔ)。能力方面能夠提升學(xué)生的聽說(shuō)讀寫能力，尤其是文章的跳讀和精讀；培養(yǎng)學(xué)生的共同協(xié)作能力。

其次是過(guò)程和方法：引導(dǎo)學(xué)生用英語(yǔ)談?wù)摬煌澄镆约笆澄锏牟煌饔谩＝柚F(xiàn)代教學(xué)媒體，擴(kuò)展學(xué)生思維并培養(yǎng)協(xié)作學(xué)習(xí)的能力。

最后是情感、態(tài)度和價(jià)值觀：通過(guò)對(duì)健康飲食的學(xué)習(xí)和討論，使學(xué)生掌握有關(guān)健康飲食方面的知識(shí)，了解平衡飲食的重要性，培養(yǎng)學(xué)生自主探究與團(tuán)隊(duì)合作的能力。

三、教學(xué)重難點(diǎn)

依據(jù)本節(jié)課的教學(xué)目標(biāo)，我把本節(jié)課的教學(xué)重難點(diǎn)界定為以下幾點(diǎn)：

教學(xué)重點(diǎn)：重點(diǎn)短語(yǔ)ought to、lose weight、get away with、tell a lie、win??back的含義以及基本用法 教學(xué)難點(diǎn)：語(yǔ)言的運(yùn)用，ought to用法歸納；幾個(gè)情態(tài)動(dòng)詞must、may、might、should、can辨析

四、教法學(xué)法

俗話說(shuō)教學(xué)有法，教無(wú)定法。高中階段的學(xué)生已經(jīng)掌握了一定的英語(yǔ)基礎(chǔ)知識(shí)以及聽說(shuō)能力，正向讀寫能力過(guò)度，在本節(jié)課上我將使用雙方互動(dòng)教學(xué)法：?jiǎn)柎鸱ê妥杂捎懻摻虒W(xué)法，借助多媒體教學(xué)設(shè)備讓學(xué)生相互交流、合作學(xué)習(xí)；鼓勵(lì)學(xué)生抓住英語(yǔ)交際的機(jī)會(huì)，大膽實(shí)踐。

五、教學(xué)過(guò)程

教學(xué)過(guò)程是一個(gè)動(dòng)態(tài)的生成過(guò)程，根據(jù)學(xué)生的認(rèn)知特點(diǎn)，我設(shè)計(jì)了以下教學(xué)環(huán)節(jié)：

1、課前導(dǎo)入（5分鐘）

為激發(fā)學(xué)生的興趣，我借助教具圖片展示設(shè)計(jì)了如下導(dǎo)語(yǔ)：“大家看這三幅圖片里的食物都是什么？（學(xué)生英語(yǔ)回答，分別是rice/meat/vegetables）你們平時(shí)喜歡吃哪一類比較多，它們?cè)跔I(yíng)養(yǎng)方面對(duì)我們身體的作用有什么不同呢？你們認(rèn)為自己的飲食習(xí)慣健康嗎？”讓學(xué)生通過(guò)思考，了解什么是健康飲食。

2、快速閱讀（7分鐘）

這一部分主要考察學(xué)生的跳讀能力。我會(huì)首先將重點(diǎn)短語(yǔ)寫在黑板上，領(lǐng)讀并講解。要求學(xué)生快速閱讀文章，了解大意并能準(zhǔn)確歸納出每段段意。

3、仔細(xì)閱讀（20分鐘）通過(guò)前面的快速閱讀，學(xué)生們已經(jīng)對(duì)文章有了大致的了解，接下來(lái)仔細(xì)閱讀課文。開始之前我會(huì)給學(xué)生留下一個(gè)問(wèn)題“what do you think Wang Peng will provide to win his customers back？”讓學(xué)生帶著這個(gè)問(wèn)題精讀課文。閱讀完成后我會(huì)提問(wèn)之前留下的問(wèn)題，并且讓學(xué)生完成PPT上的六道判斷正誤題和四道選擇題，完成后我揭曉答案并解答學(xué)生的疑問(wèn)。這一部分主要培養(yǎng)學(xué)生在閱讀過(guò)程中認(rèn)真仔細(xì)的好習(xí)慣。

1.Usually Wang Peng’s restaurant was full of people.2.Yong Hui could make people thin in two weeks by giving them a good diet.3.Wang Peng’s regular customers often became fat.4.Yong Hui’s menu gave customers more emery-giving food.5.Wang Peng’s menu gave customers more protective food.6.Wang Peng decided to compete with Yong Hui by copying her menu.1.Why did Wang Peng go to Yong Hui’s restaurant? He wanted to___.A.know where his customers had gone B.spy on the slim lady Yong Hui C.have lunch with Li Chang D.have something special 2.Wang Peng found the following EXCEPT ___ in Yong Hui’s restaurant.A.There were only raw vegetables, meat and water.B.There were a lot of customers.C.The prices here were higher.D.The only drink here is water.3.What’s wrong with Yong Hui’s menu? The following statements are right EXCEPT ___.A.The food here was too limited.B.It did not give enough energy-giving food.C.The food on the menu was more delicious.D.It offered slimming food only.4.Which of the following is TRUE according to the passage? A.Wang Peng’s customers often became fat after eating in his restaurant.B.Wang Peng provided a balanced diet.C.Yong Hui could make people thin in 2 weeks by giving them a good diet.D.Wang Peng’s menu gave people food containing enough fiber.4、課堂小結(jié)（7分鐘）

為進(jìn)一步培養(yǎng)學(xué)生歸納、總結(jié)的能力，接下來(lái)我會(huì)以填空的形式檢測(cè)學(xué)生對(duì)文章的理解程度及聽課效果。我會(huì)抽取4個(gè)代表將自己的答案寫在黑板上，接著帶學(xué)生一起批改和講解。

Wang Peng felt 1____ in an empty restaurant because no eaters have came to his restaurant 2_____ since he got up early in the morning.He wanted to find out why.He hurried out and 3____ Li Chang into a newly-opened restaurant.He found that the owner 4____ Yong Hui was serving slimming foods to make people thin.Driven by 5_____, Wang Peng came 6____ to take a close look at the menu.He could not even 7_____ his eyes.He was 8_____ at what he saw.He hurried outside and got 9_____ to do some 10_____.After a lot of reading, he 11_____ that Yong Hui’s food made people become 12_____ quickly because it was no 13_____ food.Arriving home Wang Peng rewrote his own sign.（Key：1.frustrated 2.ever 3.followed 4.named 5.curiosity 6.forward 7.believe 8.amazed 9.online 10.research 11.realized 12.tired 13.energy-giving）

5、討論（5分鐘）

在對(duì)課文有了深入的學(xué)習(xí)之后，我會(huì)問(wèn)學(xué)生這樣一個(gè)問(wèn)題：How do you think the story will end？這個(gè)故事并沒(méi)有結(jié)束，如果你是作者，你認(rèn)為事情會(huì)如何發(fā)展下去呢？讓學(xué)生分成小組討論3分鐘，挑選代表站起來(lái)發(fā)言。我會(huì)就發(fā)言的情況做出陳述性的總結(jié)，鼓勵(lì)發(fā)散思維。

6、在本節(jié)課的最后我給學(xué)生布置了課下作業(yè)：將自己設(shè)想的故事結(jié)尾以作文的形式寫下來(lái)，不少于120個(gè)單詞。

7、最后是板書設(shè)計(jì)。這樣的板書設(shè)計(jì)簡(jiǎn)潔明了，使學(xué)生能夠很好的把握本課的重難點(diǎn)。

六、教學(xué)反思

本節(jié)課主要訓(xùn)練的是閱讀技巧，學(xué)生的閱讀能力得到了提高，小組合作環(huán)節(jié)增強(qiáng)了學(xué)生的團(tuán)隊(duì)意識(shí)。我作為教師在整堂課的過(guò)程中都應(yīng)該把重點(diǎn)放在學(xué)生身上，老師的教是為學(xué)生的學(xué)服務(wù)的。

第五篇：高中英語(yǔ)必修1,說(shuō)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.