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1、高一英語說課稿一、教學(xué)內(nèi)容分析(一)知識背景及新課標(biāo)、新教材1、本單元圍繞友誼這一話題開展聽、說、讀、寫多種教學(xué)活動(dòng)在本單元中涉及到的話題有:人們?yōu)槭裁匆慌笥眩绾谓慌笥眩鯓犹幚砼笥训年P(guān)系,生活在二戰(zhàn)時(shí)期的安妮是如何渴望朋友,如何與朋友相處的等。2部分承載著整個(gè)單元中最重要的語言和文化信息,也是教師在整個(gè)教學(xué)過程中需要重點(diǎn)處理的部分。本文講述了猶太女孩安妮為躲避納粹的迫害而藏身于小閣樓中,并把日記當(dāng)作自己的朋友,通過寫日記來表達(dá)自己孤獨(dú)和郁悶的心情。通過閱讀這篇課文,學(xué)生不僅要進(jìn)行閱讀技能的訓(xùn)練,學(xué)習(xí)一些新的詞匯和短語的表達(dá)方法,還要去閱讀過程中學(xué)習(xí)并欣賞英語語音的美感,感受主人公樂觀自信
2、的人生太度,純潔美麗的心靈。(二)教學(xué)目標(biāo)1、知識技能學(xué)習(xí)一些重要的新單詞,短語和句式,如_作賓補(bǔ)、一句式等學(xué)會用英語談?wù)撚颜x2、能力目標(biāo)提高學(xué)生的閱讀能力并學(xué)會用一些閱讀技能,如3、情感目標(biāo)使學(xué)生意識到友誼的重要性,并通過閱讀這篇短文學(xué)會珍惜友誼(三)教學(xué)重點(diǎn)1、培養(yǎng)學(xué)生的閱讀技能,學(xué)會欣賞文學(xué)作品、讓學(xué)生在語境中學(xué)習(xí)并掌握文章中的詞匯和短語(四)教學(xué)難點(diǎn)二、教學(xué)方法三、具體教學(xué)步驟(一)導(dǎo)入(、提高學(xué)生的閱讀技能、怎樣提高閱讀技能、掌握、任務(wù)型1教學(xué)2、合作學(xué)習(xí)3、討論)-in這一步驟的重點(diǎn)在于激發(fā)學(xué)生的興趣活動(dòng)方式:師生互動(dòng)教師提問:學(xué)生的答案會有再問:朋友拓展學(xué)生導(dǎo)入的同時(shí)引出一句諺語
3、的知識最后指出今天新學(xué)內(nèi)容是問答形式:看閱讀文章的標(biāo)題猜猜安妮的朋友是誰介紹這篇文章的寫作背景,二十世紀(jì)四十年代納粹德國統(tǒng)治歐洲大部分地區(qū)。德國納粹政策之一是對猶太人殘酷迫害包括殺害:送到集中營強(qiáng)迫勞動(dòng),驅(qū)逐出歐洲等。指出當(dāng)時(shí)的歷史北京,學(xué)生就能自然而然地習(xí)得語言。能從時(shí)代背景出發(fā)思考安妮面臨困境,就不難理解安妮當(dāng)時(shí)的心境和為什么將日記視為自己的朋友,從而深刻地領(lǐng)悟安妮日記的內(nèi)涵。(三)1讓學(xué)生快速瀏覽課文,把握中心內(nèi)容2、細(xì)讀課文,抓住文中的關(guān)鍵信息和段落大意3、帶著問題看課文,即完成“理解”部分的練習(xí)14、讀安妮日記,并進(jìn)行復(fù)述(四)聽力與鞏固、五)知識點(diǎn)(language)、(六)討論如
4、果你必須像安妮一樣和家人躲個(gè)狹小的空間里生活,你會怎么做?通過討論更能感受到安妮對自由生活的向往,對大自然的熱愛。對友情的渴望,通過反思自身的生存狀態(tài),他們會懂得珍惜生命,珍惜生活中美好的點(diǎn)點(diǎn)滴滴,并保持樂觀向上的生活態(tài)度。英語全英說課樣稿ITeachingAims:1.TodevelopSsbasicskillsoflistening,speaking,readingandwriting.Readingisthefocusinthislesson.ReadingskillsforSsinclude(predicting,skimming,scanninganddigesting.)Toenc
5、ourageSstopractice,participate,andco-operateintheclassroomactivities.TogetSstoknowsomethingaboutandhaveabetterunderstandingoftheimportanceof.Asforteachingapproaches,IthinkIITeachingApproachesCommunicativeapproachandComputer-AssistedInstructionaretobeusedinthecourseofthislesson.AndIwilltrymybesttolim
6、itTTT,thatis,limitTeacherTalkingTimeandincreaseSTT(StudentTalkingTime).Soduringthislesson,emphasesaretobelaidon:Student-centeredteachingTask-basedlearningActivity-basedteaching(individualwork;pairwork;groupwork;classwork)IIITeachingAids:1.aprojector2.amulti-mediacomputersystemTheyareforshowingSssome
7、pictures,someaudiofiles,somevisualfiles,sometopicsorreadingtasks.IVTeachingProcedureStep1.Warming-up&lead-inActivities1Freetalk(classwork)IwillinviteSstoanswerthefollowingQs.Q1:Whodoyouthinklookscoolestinourclass?Q2:Doyoulikehim/her?Q3:Ifso,why?Ifnot,why?Activity2Picture-talking/Music-talking(indivi
8、dualwork)Downloadsomepictures/musicfromtheInternet.GuidingQsmaybe:Q1:Whosshe/he?Q2:Doyoulikehim/her?Q3:Ifso,why?Ifnot,why?Q4:Doyouthinkhe/sheisperfect?Goal:Toleaduptothetopic,getSstowarmupandarousetheirinterestinthetopic.Step2.Pre-readingActivity1Lookandguess(classwork)Inthisactivity,Ssarerequiredto
9、lookatthetitle/subtitleandguesswhattheywillread.Activity2Brain-storming(classwork)Inthisactivity,Ssareencouragedtothinkofasmanywordsaspossibletodescribethepicture/.Goal:TodevelopSsreadingskill-predictingandpresentsomenewwordsinthepassagesuchas.Step3.ReadingActivity1Skimming(classwork)Ssarerequiredto
10、gothroughthewholepassagequicklytogetthegeneralideaandpayspecialattentiontothefirstorlastParaofthearticle(orthefirstsentenceorthelastsentenceofeachPara.)Goal:TodevelopSsreadingskill-skimming,thatis,howcanwegetthegeneralideaofapassageasquicklyaspossible.Activity2Scanning(groupwork)EncourageSstoreadthe
11、passageagain,exchangetheirunderstandingofthepassagewiththeirgroupmembersandworktogethertofillinthefollowingform:TitlePart/Para.MainideaDetailedinformation1a.topicsentences/introductionb.examples/supportingideasc.conclusion2a.b.c.Goal:TodevelopSsreadingskill-scanning,thatis,howtofindouttheclueofastor
12、yandmotivateSstocooperatewitheachother.Activity3Report(classwork)Invitesomegroupmemberstoreporttheirworktothewholeclass.Goal:ToovercomeSsshynessandstimulateSstospeakinpublic.Activity4Furtherunderstandingandwordstudy(pairwork)EncourageSstodiscussthefollowingQsinpairs(APowerPointwillbeusedheretopresen
13、tsomeblank-fillingexercisesandmultiplechoices.)Q1:Whatdoestheword“this”inthelastPara.but3referto?A.sjkdfkjdkB.klklklklC.opieporiwpD.jdlkjflkdQ2:WhatistheChineseequivalentforthephrase“investinginloss”?A.B.C.D.Q3:Theword“flawless”inLine5ofPara.2canbereplacedby_Q4:Whichofthefollowingstatementsistrueorn
14、ottrue?Goal:TohelpSstoguessthemeaningofcertainunknownwordsandunderstandthepassageexactly.Step4.Post-readingActivity1Role-play(pairwork)Supposeonestudentisaandtheother.Ssareencouragedtoputthemselvesinthesituationandmakeaface-to-faceinterview.Activity2Discussion(Groupwork)Topicsmaybe:Q1:Douwanttobeper
15、fect?Q2:Douthinkthereisanyoneintheworldthatisperfect?Q3:Lookatthesubtitle/title“Remindyourself”,remindyourselfofwhat?Activity3Poster-designing/Cartoon-designing/.(groupwork)Goal:Thesepost-readingactivitiesareintendedtodevelopSscreativethinkingandgetthemtoknowtheimportanceofStep5.HomeworkTask1Writeas
16、ummaryofthepassage(about100words)(Individualwork)Goal:TospurSstoconsolidatewhattheyhavelearned.Task2Lookupsomemoreinformationabout(Individualwork)EncourageSstogototheschoollibraryorgetontheInternetifpossibletoconsultrelatedEnglishwebsitesonthetopic.Goal:ToencourageSstostudyEnglishspontaneouslyandind
17、ependentlyafterclass,arouseSsinterestintraditionalChinesecultureanddevelopSscultureawarenessandcross-culturecommunicativeskills.Asformyblackboard-design,sincetimeislimited,Idliketogiveabriefintroduction.TitleHereistheformHerearesomenewwordsforSsSomuchformypresentation.Thankuverymuch.Bye-b高一人教課標(biāo)必修1Un
18、it3說課稿LessonPlanInterpretationNSEFCBook1Unit3TravelJournalHello,everyone.Itsanhonorformetostandhereandinterpretmylesson.ThelessonplanIamgoingtotalkaboutisfromNSEFCBook1Unit3TravelJournal.Illexplainhowtoteachandwhydosofromthefollowing5aspects:thetheoreticalbasis,understandingoftheteachingmaterial,tea
19、chingmethodsandstudyingways,teachingprocedure,blackboarddesign.I.ThetheoreticalbasisFirst,Idliketoshowmytheoreticalbasis-schematheoryandtop-downmodel(Goodman,1971).JourneydowntheMekongisareadingcourse.Accordingtoschematheory,readingcomprehensionisaninteractiveprocessbetweenthereadersbackgroundknowle
20、dgeandthetext(CarrelandEisterhold,1983),orbetweenthenewinformationandtheoldknowledgestore(AndersonandPearson,1984).Soinordertoimprovethestudentsreadingspeedandreadingcomprehension,languageteachersshouldtrytoactivatetheSsoldknowledgestoreandaddmorerelevantbackgroundknowledgebeforetheygetthestudentsto
21、read.Accordingtothetop-downmodel,generalideaofthetextwillbegotfirst,andthencomethedetails.UnderstandingoftheteachingmaterialMyunderstandingoftheteachingmaterialincludes3parts:thestatusandthefunction,teachingobjectives,theimportantanddifficultpoints.Atthebeginning,letsfocusonthefirstpart.Journeydownt
22、heMekongisapieceoftraveljournalwrittenbyWangKun.ItsmainlyaboutWangKunandhissistersdreamoftakingagreatbiketripdowntheMekongRiver,theirpreparationforthetripandsomemoredetailsoftheMekongRiver.Generalspeaking,itisnotdifficultforthestudentstounderstandthetext,buttherearesomenewphrasesandsentencesthatmayb
23、ealittlebitdifficult.Sobeforethestudentsfirstreading,Iwillexplainthenewwordsandphrasesbrieflyandafterreadingthewholepassage,Iwillembodytheusageofthenewswordsandphrases,andgetthestudentunderstandthedifficultsentences.Asitisapieceofjournal,besideslearningthenewwordsandphrases,studentscangetthegenerali
24、deaofhowtowriteajournal.Thatsallforthefirstpart,nowletsmovetothesecondpart.AccordingtotheteachingmaterialandthenewcurriculumofEnglish,inordertofulfillthelearningtaskofthislesson,Iestablishthefollowingobjectives:KnowledgeobjectivesBytheendofthelesson,Sswillhaveabetterunderstandingofthemeaningandstruc
25、tureofthetext.ThenSswillgraspsomeusefulwordsandexpressionssuchasdetermined,makeuponesmind,givein,befondofcareabout.stubborn,etc.AbilityobjectivesActuallystudentsshouldbeencouragedtodospeedreadinginthefirstperiodofreadinglesson.Butthestudentsinmyclassarelackofindependentreadingability.Inthisclass,Iwi
26、llencourageandhelpthemtoread,thinkandfindoutinformationbythemselvesmosttime.SincethemainobjectiveofreadingcourseistoimprovetheSsreadingability,Illtraintheirabilityofidentifyingthegeneralideainthefastreading.Andinintensivereadingtheirabilityofinformation-gatheringandsummarizingisdeveloped.Andthewhole
27、classisforSstodeveloptheirreadingskillsasscanning,skimming,information-gathering,summarizingandguessingthenewwordsfromthetext.MoralobjectivesThoughJourneydowntheMekongismainlyaboutthetripdowntheriver,italsotalksaboutthesceneryandlifealongtheriver.Sobeforelearningthetext,wewillhaveashortdiscussionabo
28、uttheimportanceoftheriver.IwanttheSstohavetheawarenessofprotectingtheriverandprotectingourenvironment.Well,somuchfortheteachingobjectives,letscometodealwiththethirdpart:theimportantpointsandthedifficultpoints.AccordingtothenationalcurriculumofEnglishandlanguagelearningtheory,whenteachingreading,wesh
29、ouldencouragetheSstodospeedreadingforthefirsttime,thatstosay,weshouldencourageourSstoreadasfastastheycanwhentheydothefirstreading.Somuchemphasisshouldbeputonreadingskillsandreadingcomprehensionaswell.SotheimportantpointsarethathowtomakeSsgraspthenewwordsandphrasesandhowtoimprovetheirreadingskillsass
30、canning,skimming,information-gatheringandsummarizing.Astothedifficultpoints,theyarethesameastheimportantones.TeachingmethodsandstudyingwaysThatsallformyunderstandingoftheteachingmaterial.Nowletsfocusonthewaysofteachingandlearning.Generallyspeaking,Iadopttask-basedlanguageteachingandcommunicativeappr
31、oachinmyclass.Asforlearning,Sswilllearnthroughindependentreading,discussingandcooperating.Iwillusecomputerandblackboardasmyteachingaids.TeachingprocedureHerecomesthemostimportantpart,theteachingprocedure.Itincludes5steps:StepI:Lead-inandpre-reading,StepII:While-reading,StepIII:Consolidation,StepIV:P
32、ost-reading,StepV:Homework.StepI:Lead-inandpre-reading(7mins)Nowletscometothefirststep.TherearethreeactivitiesinthisstepandIwillspend7minsonthem.Inactivityone,IwillaskSstwoquestionsDoyouknowsomegreatriversinChina?andWhytheyaregreat?”Here,astheSsgetfamiliarwiththeChinesegreatrivers,Ichoosetoaskthemso
33、megreatriversinChina.Andtheanswertothesecondquestioncanleadinthenextactivity-brainstorming.Inactivitytwo,IwillasktheSstodiscussinpairsandanswerthequestionHowdopeoplewholivealongariveruseit?”MypurposeofthisactivityistoremindtheSstheimportanceoftheriver,thusstimulatetheSsawarenessofprotectingtherivers
34、.Inthelastactivity,IwillshowtheSsapictureoftheMekongRiverandaskthemtolistthecountriesthatitflowsthrough.Thisactivityleadsinthewhile-reading.StepII:While-reading(21mins)While-readingisthemainpartanditwilltake21mins.HereIadoptthetop-downreadingmodel.Thisstepisdividedinto2parts:fastreadingandcarefulrea
35、ding.Beforereading,IwillasktheSstopredictwhatwilltalkinthetextaccordingtothetitle.ItcanexerttheSsimagination.1)FastreadingDuringfastreading,IwillasktheSstoreadingthewholepassagequicklyandgetthemainideaofeachparagraph.Usually,themainideaofeachparagraphisthefirstsentenceorthelastsentence,butthistextis
36、not.SothemainideaofeachparagraphwillbematchedbecausetheSsarelackoftheskillofsummarizingthemainideabythemselves.2)CarefulreadingAftergettingthegeneralideaofeachPara.,IwilldealwiththedetailsPara.byPara.Inparagraphone,IwillasktheSstoreadquicklyanddotheexercisesTorF.AndifitisF,Iwillaskthemtocorrectit.Th
37、isexercisecanhelptheSsgetthekeyinformationofthefirstparagraphinashorttimeandcandeepentheSsunderstandingofthefirstparagraph.Inparagraphtwo,IwillaskSsonequestion“IsitadifficultjourneytocyclealongtheMekong?Why?”ThiscanhelptheSsdeveloptheirabilityofsummarizing.IftheSscantanswerthequestionbriefly,Iwillen
38、couragethemtofindthekeysentencesandtrytojointhemtogether.Andinthelastparagraph,IwillaskSstwoquestions“HowdoesthewaterofMekongRiverchange?”and“WhatcanyouseewhenyoutravelalongtheMekongRiver?”Bothquestionsarerequiredtoanswerinkeysword.Inordertolowerthedifficultyofthequestions,Iwillshowthemtheexamples.A
39、fterthat,IwillpresentsomepicturestodeepentheSsimpressiononthenewwords.AndthesetwoquestionscanhelptheSsgainadeeperunderstandingontheMekongRiver.StepIII:Consolidation(6mins)Afterdealingwiththedetailedinformationofeachparagraph,IwillasktheSstoreadthewholepassageagainandanswertwoquestionstoconsolidatewhattheyvelearnt.Itwilltake6minutes.Thetwoquestionsare“WhereisthesourceoftheMekongRiverandwhichseadoesitenter?”and“HowdoWangKunandWangWeiprepareforthetrip?”
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