高中英語必修五中英文說課稿全套

必修5unit1說課稿一Greatscientists-JohnSnowDefeats“KingCholera”Distinguishedjudges,goodmorning!I’mNO.2;it’smygreathonortobe’sBook5.Andmycontentconsistsof6parts,theyare:analysisoftheteachingmaterial,analysisofthestudents,teachingandstudymethods,theteachingprocedures,theblackboarddesign,andself-assessment.1.Thislessonisareadingpassage,whichplaysaveryimportantroleinthisunit,weshouldlayparticularemphasisonthestudents’readingability.Itfocusesonthestudents’abilitiestogatherinformation;dealwithinformation;solveproblemsandtheabilitiestothinkandexpressinEnglish.BystudyingAtthesametime,weshouldgetthestudentstounderstandsomedifficultsentencestocomprehendthepassagebetter.Thestudentswilldosomelistening,speaking,readingandwriting,too.NowI’lltalkaboutmyteachingaimsofthisperiod.Accordingtothenewcurriculumstandard,theteachingaimsaredividedinto3parts:①Knowledgeaims:aretoenablethestudentstomastersomeuseful②Abilityaims:aretodevelopthestudentsreadingabilityandletthem③Emotionalaims:aretodevelopstudents’interestinstudyandsetup3.Intheteachingprocess,teachershouldhelpstudentsmastertheimportantpointsandbreakthroughthedifficultpointsasfollows:①Teachingimportantpoint:istoimprovethestudents’readingability.②Teachingdifficultpoints:aretohelpSsunderstandthetextbetterandusethelearnedphrasestoretellthetext.TheSsinmyclasshaveknownsomethingaboutthetopic,becausetheyhavetalkedaboutitinthepreviousperiod.Butsomelongsentencesaredifficultforthemtounderstand.Theydon’toftenuseEnglishtoexpressthemselvesandcommunicatewithothers.Somestudentsarenotactiveinclassbecausesomeareafraidofmakingmistakeswhilespeaking.Soduringthelesson,I’llarrangeavarietyofactivitiestoletallthestudentsjoininclasstoattracttheirattentionandmakethemconfident.Teachingmethodsincludes:Task-basedapproach,communicativelanguageteachingandinteractiveapproach.Studymethods:AndIwilladoptcooperativelearning;communicativelearning;andparticipativelearningmethods.I’llmakefulluseofmodernequipmentsuchasthemulti-mediatomakemylessonmorelivelyandinteresting.Withtheaidofthecomputer,Ithinktheefficiencyofthelessonwillbegreatlyimproved.Ⅳ.Herecomesthemostimportantpart,theteachingprocedures:Ihavedesignedthefollowingstepstotrainthestudents’abilityoflistening,speaking,readingandwriting,especiallyreadingability.Step1.Lead-inThroughthisactivityIcanarousethestudents’interestofstudyandbringinnewsubject.Step2.While-readingTask1:GuessingandskimmingI’llgetthestudentstolookatthetitleandthepicturesandguesswhatthetextmightbeabout.Itdrawsthestudents’attentiontothecontentofthetext.Askthestudentstoreadthepassageasquicklyastheycanandgetthestructureofthetext.Guidethestudentstofindoutkeywordsandsentencesorpayattentiontothefirstsentencesofeachparagraphtogetthemainideaofthetext.Bydoingthis,Iwilltrainthestudents’fastreadingskillstoimprovethestudents’readingabilityandletthestudentsunderstandthegeneralideaofeachparagraph.Task2:IntensivereadingThestudentsarerequiredtofocusonthewholetextparagraphbyparagraphtolocateparticularinformationandfinishtheexercisesonthescreen.Theseexercisesaremainlysentencejudgments,choicesaboutthetext.Theyaredesignedfromtheeasiestonetothemostdifficultonefordifferentlevels’Ss.Thepurposeistotrainthestudents’skillsofscanningandtoleadthestudentstofindouttheimportantfactsanddetailedinformation.I’llaskthestudentstofinishtheexercisesbycooperationandcompetition.Theyaredividedinto4groups.Ifastudentcananswerthequestioncorrectly,thenthegroupcangetonepoint.Andthegroupwhichgetsthemostpointsisthewinner.OnlythroughcooperationcantheSstastethejoyofsuccess.IftheSsknowtheiranswerisright,theywillbeconfidentandbecomemoreenthusiasticinlearningEnglish.Thepurposeistoimprovethestudents’readingcomprehension.Andatthesametimethestudentscanbecomeawareofthehappinessofhelpingeachother.Thusthestudentsreceivesomemoraleducation.Step3.Post-readingTask2:ListeningPlaythetapeofthepassageforthestudentstolistenandfollow.Thenaskthemtoreadthetextaloud.Tellthemtopayattentiontothepronunciationandintonation.Atthesametime,theycanenjoythebeautyoftheEnglishlanguage.Anditcanpreparethestudentsfortheretellingthetextinthenexttask.Task3:SummaryandretellingIwillletthemfillintheblanktosummarizethegeneralideaofthetext.Andthenaskthestudentstoretellthestoryintheirownwords.Thisisdesignedtoapplywhattheyhavelearntintopractice,thustransformsthelanguageknowledgeintoabilitybyusingEnglish.Ⅴ.BlackboarddesignThetitleisonthetopoftheblackboard.Theblackboardisdividedinto2parts:theleftpartisforsomekeywordsandexpressions,whiletherightpartisforthescreen.Ⅵ.Inthislesson,Ileadthestudentsunderstandthepassagestepbystep,andhelpthemtoretellthetext.InthewholeperiodIjustactasadirector,putSsintocenter,givingthestudentssomedetailedtaskandlettingthestudentsexploretheknowledgebythemselvesorinteamwork.Buttherearesomenewlanguagepointsinthepassage,soIwillexplainthemforthestudentsnextperiod.Thankyouforlistening.必修5unit1說課稿二Book5unit1Greatscientists說課稿教材分析本單元主要話題是Greatscientists,旨在通過本單元的教學(xué)培養(yǎng)學(xué)生探究科學(xué)、崇尚科學(xué)的精神和正確的科學(xué)觀；幫助學(xué)生了解科學(xué)的本質(zhì)和科學(xué)家的特質(zhì)。由于是科普文章，相對來說比較枯燥，所以我們需要把教材內(nèi)容簡化并進(jìn)行重組。根據(jù)“三課型一學(xué)案”的原則，我們將WarmingUp，Pre-reading,Reading和Comprehending三部分整合為一節(jié)“閱讀課”。今天我主要就對這一部分進(jìn)行簡要的闡述。教學(xué)重難點：閱讀能力對英語學(xué)習(xí)者來說是至關(guān)重要的，所以本節(jié)課的教學(xué)重點就是讓學(xué)生學(xué)會不同的閱讀技巧并且讓學(xué)生通過本節(jié)的學(xué)習(xí)了解JohnSnow是怎樣戰(zhàn)勝“霍亂”這種疾病的；難點是讓學(xué)生能自己描述偉大的科學(xué)家及其相關(guān)事跡。教學(xué)目標(biāo)：知識目標(biāo)：使學(xué)生了解一些著名的科學(xué)家及他們的主要貢獻(xiàn)并通過閱讀知道JohnSnow是怎樣戰(zhàn)勝“霍亂”的。能力目標(biāo)：培養(yǎng)學(xué)生不同的閱讀技巧并使他們能介紹一些偉大的科學(xué)家。情感目標(biāo)：激發(fā)學(xué)生尊重?zé)釔蹅ゴ蟮目茖W(xué)家，學(xué)習(xí)他們的高尚道德品質(zhì)。教學(xué)過程分析：根據(jù)教學(xué)目標(biāo)以及教學(xué)重難點，我們把這節(jié)課分為七個步驟。一、導(dǎo)入通過大屏幕給學(xué)生展示一些偉大科學(xué)家的圖片，比如牛頓、霍金、愛因斯坦、錢學(xué)森等，讓學(xué)生通過討論了解他們的主要貢獻(xiàn)以及他們的優(yōu)秀品質(zhì)。通過這一環(huán)節(jié)自然而然的就過度到本單元的話題Greatscientist.二、熱身讓學(xué)生兩個人一組通過討論來完成課本第一頁的小測試，比比哪一組知道的多，這樣可以極大提高學(xué)生的興趣，讓他們每個人都積極參與到課堂活動中來。讀前在大屏幕上呈現(xiàn)兩個問題。通過回答這兩個問題可以使學(xué)生對課文有一個初步的了解和預(yù)測，這有助于發(fā)散學(xué)生的思維，也很好地為下一個環(huán)節(jié)做了鋪墊。閱讀通過略讀(skimming)讓學(xué)生找出文章的大意。在大屏幕上展示五道涉及文章細(xì)節(jié)的選擇題，通過查讀(scanning)讓學(xué)生找出這五道題的答案。給學(xué)生展示三個任務(wù)，一是填寫表格，二是回答問題，三是填空來訓(xùn)練學(xué)生細(xì)讀(carefulreading)的能力。這一環(huán)節(jié)主要使用任務(wù)型教學(xué)法，旨在通過多種不同類型的練習(xí)從不同的層面訓(xùn)練學(xué)生略讀、查讀、細(xì)讀等閱讀技巧。鞏固老師在黑板上寫一些關(guān)鍵詞，讓學(xué)生復(fù)述課文。每個學(xué)生只說一句話，這樣我們可以激發(fā)學(xué)生的興趣，讓更多的學(xué)生參與到課堂活動中。討論。給出問題：近些年一直存在著像“非典”、“艾滋”、“豬流感”等各種各樣的傳染病，作為一名學(xué)生我們可以做些什么？讓學(xué)生四個人一組討論，在時間允許的情況下找盡可能多的學(xué)生到講臺上闡述自己的觀點。這個環(huán)節(jié)的設(shè)計有助于培養(yǎng)學(xué)生的情感態(tài)度與價值觀。作業(yè)重讀課文，寫一篇關(guān)于JohnSnow如何戰(zhàn)勝“霍亂”的文章。最后，我想說一下我的這節(jié)課是怎樣體現(xiàn)新課改的理念的。前兩個環(huán)節(jié)的設(shè)計激發(fā)了學(xué)生的學(xué)習(xí)興趣。新課改提倡的“任務(wù)型教學(xué)法”在這節(jié)課中多次用到。小組討論等形式充分體現(xiàn)了“自主、合作、探究”的精神，把更多的時間還給學(xué)生。另外，討論環(huán)節(jié)在一定程度上培養(yǎng)了學(xué)生的情感態(tài)度和價值觀。因此，通過這節(jié)課的學(xué)習(xí)，學(xué)生不僅能學(xué)到該掌握的知識，訓(xùn)練了他們的閱讀技能，更重要的是，他們可以體會到修5unit1說課稿三Goodafternoon,distinguishedjudges.It’smygreathonorandpleasuretobeheresharingmylessonwithyou.Iamreadytobeginthisrepresentationwithfiveparts:analysisoftheteachingmaterial,theteachingmethods,thestudyingmethods,theteachingprocedureandblackboarddesign.Now,I’mgoingtotalkabouttheteachingmaterial.Firstofall,thecontentofmylessonisNewSeniorEnglishforChinaStudent’sBook5,Unit1.Thisunitisaboutgreatscientists.Throughthestudyofthisunit,I’mgoingtohelpstudentslearnmoreaboutgreatscientistsanddeveloptheirinterestinscientificresearch.Atthesametime,Iwillenablethestudentstolearnhowtousethepastparticiple.Inthislesson,itstartswithpre-readingandreading.(Asweallknow,readingisakindofinputduringtheprocessoflanguagelearning,whichhasgreateffectonoutput,suchasspeakingandwriting.)Therefore,itplaysanimportantroleintheEnglishteachingofthisunit.IftheSscanmasteritwell,itwillbehelpfulforthemtolearntherestofthisunit.Secondly,accordingtothenewstandardcurriculumandthesyllabus(新課程標(biāo)準(zhǔn)和教學(xué)大綱),andafterstudyingtheteachingmaterial,Isummarizetheteachingaimsasfollows:Knowledgeobjects(1)TheSscanmastertheusageoftheimportantwordsandexpressions,suchasdefeat,attend,expose,cure,outbreak,control,absorb,severe,putforward,etc.(2)TheSscanusethepastparticipleinthepropersituation.(3)TheSscanunderstandthecontentofthelesson,talkaboutscienceandgettheirownideaaboutwhatarethecommoncharacteristicsofscientists.AbilityobjectsTodeveloptheSs’abilitiesoflistening,speaking,readingandwritingFocusonimprovingthestudent’sreadingability,especiallytheirskimmingandscanningability.(3)TotraintheSs’abilitiesofstudyingbythemselvesandcooperating.3.Emotionormoralobjects(1)Bycompletingthetask,theSsincreasetheirinterestinscienceandrespectforscientists.Thirdly,whataretheimportantanddifficultpointsofthisunite?Ithinktheimportantpointistheusageofpastparticiple.Andstudentsmayfinditdifficulttonarrateundergiventopicusingthewordsandsentencesthattheyhavelearned.Well,howtoachivetheteachingobjectsmentionedabove?Howtostresstheimportantpointsandbreakthroughthedifficultpoints?Accordingtotheanalysisoftheteachingmaterialandthestudents’learningbackground,Iwillusethefollowingmethods.CommunicativeApproach(交際教學(xué)法)Task-basedLanguageTeaching(任務(wù)教學(xué)法)SituationalLanguageTeaching(情景教學(xué))Thatistosay,I’lllettheSstogetabetterunderstandingofthekeystructureofthetextthroughdiscussion.Accordingtothemodernsocialcommunicationteachingtheories(現(xiàn)代社會交際教學(xué)理論)，IadopttheSituationalLanguageTeachingmethodandTask-BasedLanguageTeachingmethodinmyteaching.Now,let’smovetothethirdpart,StudyingMethods.Studentsofthisstagearequickinthoughtandtheyareeagertoshowwhattheyknowandtheyhaveacertainabilitytoread.Buttheyarelackofgeographyknowledge,theculturalbackgroundofthoseforeigncountriesandthecouragetoexpresstheirideas.Therefore,asuccessfulleadershouldcarefortheirlearningstrategy.Inthislesson,Iwillteachmystudentstomasterthefollowingstrategy:BasiclearningstrategyStudentscangetthemeaningofthewordsandphrase.PracticestrategyPracticecanhelpstudentstogetthegeneralideaandhaveabetterunderstandingofthelanguage.CommunicationstrategyHelpstudentstousewhattheylearnindailyconversationandthusenhancethecommunicationskills.Inaword,Iwillteachstudentsapply“observation-imitation-practice”strategytostudyingEnglishandteachthemhowtobesuccessfullanguagelearnersThenwecometothemostimportantpartoftherepresentation,TeachingProcedure.Inthislessonthestudentswillbethelearnerandthemainparticipant.Iwillactasaguider,anorganizerandadirectorwhoplaysarolewhennecessaryinteachingprocedure.Step1.Lead-in.(__8__min)Ithinkthemostusefulmethodtoleadthestudentstolearnisintereststimulatinganddiscussionbythemselves.Atthebeginning,Iwillletthestudentswatcha66-secondCNNreportaboutYouyouTuwinningtheNobelPrize.Andthenaskthemtonamesomefamousscientiststheyknowandtellsomethingaboutthem.Attheendoflead-in,Iwillaskthemthequestionsofwarming-upparttoseewhoknowsthemost.Purposeofmydesign:TocatchSs’attentionaboutthetopic.Tosetupsuspenseinterestingreatscientists.Step2.Pre-readingTask1.(groupwork__5___min)DividestudentsintoseveralgroupsandaskthemtodiscusstheorderofsettingoutanewscientificideagiveninthefirstquestionofPre-readingpart.Purposeofmydesign:togetthestudentsknowsomethingabouthowtoproveanewideainscientificresearch.Tohelpstudentsgetabetterunderstandingabouttheimportanceofscientificresearch.Step3.ReadingTask1.(Individualwork___5__min)Task2.(Classwork__12___min)Listentothetapefinishthefirstcomprehendingexerciseinourtextbook--numbertheeventsinrightorder.Purposeofmydesign:Furtherfamiliarizethestudentswiththetext;TrainstudentstofindanswersthroughlisteningTask3.(Individualwork__15___min)GuideSstoreadthematerialcarefullyandtakesomeimportantnotes,thenselectstudentstoreadtheparagraphonebyone,andaskthemtofindoutthecorrectanswers..…Purposeofmydesign:Enablestudentstounderstandthegivenmaterialbetterbyusingdifferentreadingskills.Andpropercompetition(paragraphreading)canarousetheSs’interestinEnglishlearning.“Task-based”teachingmethodisusedheretodeveloptheSs’abilityofsolvingproblems.Step4.HomeworkAskstudentstolearnmoreinformationaboutcholera,forexample,searchingtheinternet,askingdoctors,etc.Askstudentstochooseoneoftheparagraphsandreaditoutloudforseveraltime,themorefluentlythebetter.Purposeofmydesign:Homeworkissoimportantandnecessaryinencouragingstudentstokeeplearningafterclass.BlackboarddesignJohnSnowDefeats“KingCholera”必修5unit1說課稿四JohnSnowDefeatsKingCholera說課稿各位評委老師好。我說課的題目是高中英語必修5第一單元GreatScientists的閱讀課內(nèi)容。此內(nèi)容為本單元的第一課時。我主要從教材分析、教法和學(xué)法、教學(xué)過程、板書設(shè)計這四個方面來分析本課。I教材分析：教材簡介：在這節(jié)課，學(xué)生將學(xué)習(xí)WarmingUp、Pre-reading、Reading。本單元主題是GreatScientists。本單元的話題是科學(xué)家如何以探索、鉆研、無畏的科研精神驗證未知的科學(xué)真理。WarmingUp部分以問答比賽的形式進(jìn)行，通過十組問題，引導(dǎo)學(xué)生回顧不同領(lǐng)域不同時代的10位科學(xué)家，了解他們對人類的貢獻(xiàn)及其成果。Pre-reading部分通過對幾個問題的討論，讓學(xué)生了解關(guān)于霍亂等傳染病的常識，并初步了解得出科學(xué)觀點所需要的基本程序，為完成閱讀奠定基礎(chǔ)。Reading部分介紹英國著名醫(yī)生JohnSnow是如何通過考察、分析、探究的科學(xué)方法，發(fā)現(xiàn)并控制霍亂這種傳染病的。教學(xué)目標(biāo)：根據(jù)教材內(nèi)容和高中英語課程標(biāo)準(zhǔn)，我擬定下列教學(xué)目標(biāo)：A語言知識目標(biāo)：使學(xué)生掌握重點詞匯、短語和句型，進(jìn)一步熟悉科學(xué)文化方面的話題B語言技能目標(biāo)：使學(xué)生能從文章中獲取和處理主要信息C情感態(tài)度目標(biāo)：使學(xué)生保持學(xué)習(xí)英語的愿望與興趣，主動參與有助于提高英語能力的活動教學(xué)重點：因為本組教材的重點了解項目是JohnSnow破解霍亂難題，所以本課的教學(xué)重點是使學(xué)生了解JohnSnow是如何破解霍亂難題的。教學(xué)難點：考慮到學(xué)生拓展閱讀能力、語言輸出能力等方面還需進(jìn)一步努力，所以本課的教學(xué)難點確定為：如何使學(xué)生用恰當(dāng)英語談?wù)?、描述科學(xué)家以及他們的故事。II教法和學(xué)法：教學(xué)方法：引導(dǎo)學(xué)生獨(dú)立思考、合作學(xué)習(xí)，進(jìn)行師生、生生互動的任務(wù)型教學(xué)，設(shè)計了多個易于操作的任務(wù)型活動。此課主要處理好教學(xué)的三個階段：即Pre-reading、Reading、Post-reading。Pre-reading激活相關(guān)知識，預(yù)測文章內(nèi)容，提高學(xué)生的學(xué)習(xí)興趣。Reading主要通過各種閱讀活動理解課文，獲取必要的信息，完成問題。Post-reading主要是讓學(xué)生結(jié)合所學(xué)知識，通過討論、小組合作，發(fā)展與人溝通和與人合作的能力，提高學(xué)生收集信息、整理信息及傳遞信息的能力。學(xué)法：任務(wù)型教學(xué)強(qiáng)調(diào)的是Learningbydoing，學(xué)生通過完成教師設(shè)定的任務(wù)活動，激發(fā)學(xué)習(xí)興趣，更有利于發(fā)揮學(xué)生的主體性作用，達(dá)到學(xué)習(xí)和掌握語言的目的。教具：使用多媒體平臺和直觀道具，以擴(kuò)大學(xué)生知識面和求知欲。III教學(xué)過程：Step1WarmingUpandlead-in：①I’dliketoasktheSs:Whatdoyouknowaboutgreatscientists?ThenI’lllettheSstrythequizandfindoutwhichgroupknowsthemost.通過競賽游戲，開展小組間的比賽，激發(fā)學(xué)生了解不同領(lǐng)域不同時代科學(xué)家的興趣和熱情。Step2Pre-reading：I’dliketoasktheSs：Doyouknowhowtoproveanewideainscientificresearch?ThenIwilllettheSslookatthestagesinsettingoutanewscientificideaandtrytoputthemintherightorderandtellthemtocheckiftheyarerightafterreadingthepassage.學(xué)生初步思考得出科學(xué)觀點需要的基本程序，為完成閱讀奠定基礎(chǔ)。Next,I’dliketolettheSslookatthepicture,themapandthetitleandpredictthecontentofthereadingpassageandaskthemwhatthepassagewilltalkabout.通過讀標(biāo)題，看插圖預(yù)測課文內(nèi)容，是培養(yǎng)學(xué)生閱讀能力的有效方法之一，還可以培養(yǎng)學(xué)生的想象力。Step3Reading：①first，I’dliketogivetheSssometimetoscanthetextandchecktheresultofthefirstactivityinPre-reading.Atthesametime,tellthemtocheckiftheirpredictioninthesecondactivityinPre-readingiscorrect.通過Scanning讓學(xué)生了解文章的主要信息，把握文章的脈絡(luò)，為下一步閱讀做好準(zhǔn)備。②Next,I’dliketoasktheSstoreadthetextcarefullythistime,andfinishEX1andEX2.ThenIwillasksomeSstoanswerthequestionstocheckiftheyunderstandthetextwellandgivetheSsachancetoexpresstheirthinking.通過排序，使學(xué)生進(jìn)一步了解文章內(nèi)容，通過回答三個問題，使學(xué)生能挖掘文章的細(xì)節(jié)，培養(yǎng)提取主要信息的能力。Then,theclasswillbedividedinto4groupsandeachgroupwillchooseoneoftheparagraphsofthepassageandtrytoreaditaloudandfluently.Theonewhichreadmostfluentlyandloudlyisthewinner.選擇段落朗讀，加深對文章的了解。小組間比賽那個小組的聲音最洪亮，朗讀得最流利，可以活躍課堂氣氛，提高學(xué)生學(xué)習(xí)興趣。Next,IwillasktheSstousethestagesforscientificresearchandEX1,writeashortsummaryofthereadingpassage.通過寫文章梗概，培養(yǎng)學(xué)生綜合運(yùn)用語言的能力，學(xué)習(xí)用恰當(dāng)?shù)挠⒄Z描述科學(xué)家的故事。這是本課的教學(xué)難點。教師可以使用完形填空的方式來幫助學(xué)生整理語篇，從而來降低難度。本課的教學(xué)重點的突破方法是：在閱讀前，讓學(xué)生初步了解得出科學(xué)觀點所需要的基本程序，從而輕松而自然地導(dǎo)入文章的閱讀；在閱讀過程中，由易到難設(shè)計快速閱讀和精讀的問題，層層推進(jìn)各種閱讀活動，讓學(xué)生對閱讀內(nèi)容從整體感知到細(xì)節(jié)理解，最后深層讀懂整篇文章，同時加強(qiáng)閱讀策略的指導(dǎo)，讓每個學(xué)生都主動參與課堂教學(xué)活動，最終達(dá)到提高閱讀能力的目的。Step4Post-readingGroupActivities四人小組共同合作，在老師的適當(dāng)指導(dǎo)下，就以下2個問題展開討論，讓學(xué)生就所知、所學(xué)、所感和所想融入話題，然后抽若干同學(xué)代表作小組發(fā)言。WhatdoyouthinkaboutJohnSnow,andwhatshouldwelearnfromhim?Cholerawas19thcenturydisease,whichtwodiseasesaresimilartocholeratoday?Why?通過小組討論和發(fā)言，訓(xùn)練學(xué)生組織語言和應(yīng)用語言的能力，學(xué)生在參與活動，完成任務(wù)的過程中，進(jìn)一步學(xué)習(xí)如何使用恰當(dāng)?shù)挠⒄Z談?wù)撁枋隹茖W(xué)家及其貢獻(xiàn)。Step5SummaryandHomework我將本課出現(xiàn)的重點詞匯、短語、句型，用投影儀或黑板展示，讓學(xué)生分成4-6人為單位的小組，通過討論、查找資料等方式，歸納用法，為下節(jié)LearningaboutLanguage做好準(zhǔn)備。IwillasktheSstowriteashortpassageusingoneofthetwotopicsinthePost-reading.復(fù)習(xí)詞匯、短語、句型，用自己的語言表達(dá)觀點，遵循語言的學(xué)習(xí)規(guī)律，即從輸入到輸出，水到渠成。IV板書設(shè)計：GreatScientistsJohnSnowDefeats“KingCholera”KeywordsPhrasesTextClueconclude1.drawaconclusion1.Choleraappeareddefeat2.putforward2.twotheoriesexpose3.exposeto3.HowJohnSnowprovedthesecondtheoryblame4.linkto4.Howtopreventitfromhappeningagain5.contribute5.makesense好的板書就像一份微型教案，此板書力圖全面而簡明地將授課內(nèi)容傳遞給學(xué)生，清晰直觀，便于學(xué)生理解和記憶，理清文章脈絡(luò)。以上，我從教材、教學(xué)教法、教學(xué)過程和板書設(shè)計四個方面對本課進(jìn)行了說明。我的說課到此結(jié)束。謝謝各位評委老師。必修5unit2說課稿一Unit2TheUnitedKingdomPeriod1:Warmingupandpre-readingTeachingAims:Knowledge1.Getthestudentstolearntheusefulnewwordsandexpressionsinthissection.Aims:2.LetthestudentslearnabouthowtheUKwasformedandthefourgroupsofinvaders.Developstudents’readingabilityandletthemlearndifferentAbilityreadingskills.Aims:EnablestudentstolearntotalkabouttheUnitedKingdomandtheUnionJackEmotional1.LetstudentsknowmoreabouttheUK2.Developstudents’senseofcooperativelearningAims:TeachingImportantPoints:1.LetthestudentslearnaboutthecountriesoftheUnitedKingdomandtheUnionJack2.2.GetthestudentstoreadthepassageandknowabouthowtheUKwasformedandthefourgroupsofinvaders.3.Havethestudentslearndifferentreadingskills.TeachingDifficultPonts:.Developstudents1’readingability.2.EnablestudentstotalkabouttheUnitedKingdomandtheUnionJack.3.LetstudentslearnhowtheUKwasformedgeographicallyandhistorically.TeachingMethods:Showingpictures,asking,exercising,listening,readingetc.TeachingAids:Acomputer,aprojectorandablackboard.TeachingProcedures:1)Showamapoftheworld,askstudentsthefollowingquestions:WhereistheUK?What’sthefullnameoftheUK?2)AskthestudentsworkinpairstodothequizonPage9.DoyouwanttotesthowmanythingsyouknowabouttheUnitedKingdom?Let’shaveasmalltest.UsingthemaponP9,studentsanswerthefollowingquestions:HowmanycountriesdoestheUKconsistof?Whatarethey?Englandisdividedintothreemainareas.Doyouknowwhattheyare?1)Scanning(10Minutes)Englandisdividedintothreemainareas.Doyouknowwhattheyare?1)Scanning(10Minutes)Letthestudentsholdthequestionsaskedinpre-readingandreadthepassagequicklyandthenletthemdothefollowingexercise.Joinlinestotherightanswer.Para.1.ExplainsthejoiningofEnglandandWales.Para.2.Statestopictobeexaminedinthereading.Para.3.ExplainstheimportanceofLondonasaculturalandpoliticalcentreintheUK.Para.4.Explainswhattheterm“GreatBritain”meansandhowitcameabout.Para.5.Explainsdifferencesinthefourcountries.Para.6.ExplainshowEnglandisdividedintothreezones.2)Detailedreading(20Minutes)Askstudentstoreadthepassagecarefullythistime,trytounderstandtheStep4.Homework(5Mimutes):Learntheusefulnewwordsandexpressionsinthispartbyheart.Readthereadingpassageagainandtrytoretellitinyourownwords.BlackboardDesign:Unit2TheUnitedKingdomFeedback:Positivesides:Furtherimprovingsides:Hello,everyone.MynameisZhangHuan.It'sbeenagreatpleasureformetostandheretogivemypresentation.MytopicisTheUnitedKingdom,whichistakenfromunit2inNewSeniorEnglishForChinaStudent’sBook5.Andmycontentsconsistof9parts.Theyareasfollowing:AnalysisoftheteachingmaterialAnalysisofthestudentsTeachingmethodsTeachingaimsanddemands5.TeachingkeyanddifficultpointsTeachingaidsTeachingproceduresBlackboarddesignFeedbackWell,tobeginwith,Iwilltalkaboutthefirstpart―analysisoftheteachingmaterial.ThisunitcentersontheUnitedKingdom,whichaimstomakestudentstounderstandtheUKculturally,geographicallyandhistorically,studentscouldgetageneralunderstandingofoneofthemajorEnglish-speakingcountriesinthisunitandtheirworldisbrightenedatthesametimethroughthematerial.Myfocusisonthefirstteachingperiodofthisunit,whichisanintroductiontotheUnitedKingdom.Secondly,Iwouldliketosaysomethingabouttheanalysisofthestudents.MystudentshavealreadylearntNewSeniorEnglishForChinaStudent’sBook1,2,3and4andhaveformedtheirownideastolearnHighschoolEnglishwellandhaveformedtheirhabitstolearnEnglish.AlthoughtheyknowEnglishbecomemuchdifficultinHighschool,butiftheyhavefiguredouttheirownwaytoimprovetheirEnglishunderthehelpoftheirEnglishteachers,Englishlearningprocesswillalsohavealotoffun.StudentinthisperiodarebecomingseriousabouttheirstudyandwouldlearnEnglishactivelyandeagerly.SoEnglishteachersatthistimeneedtouseEnglishasatooltobrightenstudents’outlook,sostudentswouldenjoylearningEnglishatthesametimetogainknowledge.Thirdly,inthisperiod,Iwillmainlyadoptthecontent-basedapproach.Throughdifferentexercisesandquestionsaboutthisperiod’scontent,Iwillenablestudentstoparticipateintheclassactively.Throughrepetition,studentcouldgetaconsolidatedideaabouttheUnitedKingdomandthewordsandexpressionswhichareusefulforthem.Fourthly,let'smoveontothenextpart,teachingaimsanddemands.Thereareknowledgeaims,abilityaimsandemotionaims:1)KnowledgeaimsaretogetthestudentstolearntheusefulnewwordsandexpressionsinthissectionandletthestudentslearnabouthowtheUKwasformedandthefourgroupsofinvaders.2)Abilityaimsaretodevelopstudents’readingabilityandletthemlearndifferentreadingskillsandenablestudentstolearntotalkabouttheUnitedKingdomandtheUnionJack.3)Lastbutnotleast,theemotionalaimsaretoletstudentsknowmoreabouttheUKanddevelopstudents’senseofcooperativelearning.Fifthly,nowherecomestheteachingimportantanddifficultpoints.TheimportantpointsaretoletstudentslearnaboutthecountriesoftheUnitedKingdomandtheUnionJackandgetstudentstoreadthepassageandknowabouthowtheUKwasformedandthefourgroupsofinvaders.Asforthedifficultpoints,studentsareexpectedtodeveloptheirreadingability,toreadthepassageandknowabouthowtheUKwasformedandthefourgroupsofinvadersandtohavethemlearndifferentreadingskills.Sixthly,inthisperiodIwilluseblackboard,chalks,acomputerandaprojector.Seventhly,Iamgoingtotalkaboutthemostimportantpart:teachingprocedure,whichconsistsof4steps.Step1isLeadinIwillshowstudentsamapoftheworld,askstudentsthefollowingquestions:WhereistheUK?What’sthefullnameoftheUK?Afterthetwoquestions,Iwillletstudentsworkinpairstofinishaquizontextbook.Thelead-inpartisplanedtobefinishedin3minutes.Studentswilluseamaponpage9andfinishtwoquestionsbasedonthemap.Step1and2areusedtoformquestionsinstudents’headandtoprepareforthefollowingpart.Step3isthemainpartinthisperiodandIdivideditintotwoparts:Thefirstpartisscanning.Thispartwillmakestudentsreadasquicklyaspossibleandfinishamainideamatchingexercise,whichwilltakeabout10minutes.Thesecondpartisdetailedreading,studentsneedtofindoutthedetailedinformationaboutthetext,aftertheyhavereadthepassagecarefully,theyneedtofinishaformaboutthetext.Theexercisesinthispartaimtomakestudentsunderstandthepassageclearly.Thispartwilltakeabout20minutes.Heregoesstep4―HomeworkAftertheclass,studentsneedtolearntheusefulnewwordsandexpressionsinthispartbyheartandreadthereadingpassageagainandtrytoretellitintheirownwords.Asforblackboarddesign,Iwillwritedownthedetailedreadingpart’sform,whichisveryhelpfulforstudentstounderstandthepassageclearlyandusefulformetoexplainthedetailedinformationaboutthetexttostudents.Aftertheclasshavefinished,Iwillwritedownthepositivesidesofthisclassandthefurtherimprovingsidesofmyclass.Ithinkfeedbacksarealwaysplayinganimportantroletoaresponsibleteacher,whichiskeytobeabetterEnglishteacher.IdecidedtobeanEnglishteacherasmylife-timecareerisbecauseofmyfavoriteteacher―ZhangZuotanginuniversitywhonevertopstolearnenormouslyanddevoteshislifttoChineseeducation.Hegainshissenseofmeaningfulnessfromsharinghisknowledgewithhisstudentsandtryinghisbesttobrightentheirworld.Iwasdeeplytouchedbyhishard-workingstoryandinfluencedbyhispositiveattitudestowardslifeandwork,sohereIam.Thankyouforyouattention,andthat’sall.必修5unit2說課稿二Unit2TheUnitedKingdomWarming-upandReading說課稿各位評委、老師大家好！很高興能夠站在這里,讓我能夠和大家一起交流一下我對本節(jié)課的一些想法和做法，不足之處，希望各位老師批評指正。今天我說課的內(nèi)容選自高二英語必修5第二單元TheUnitedKingdom的Warming-up和Reading部分。我將從教材分析、學(xué)情分析、教學(xué)目標(biāo)及重、難點、教學(xué)過程等四個方面進(jìn)行說明。一、教材分析首先來看看教材的地位和作用，TheUnitedKingdom是人教版必修5第二單元的教學(xué)內(nèi)容。根據(jù)新課程標(biāo)準(zhǔn)對高中英語學(xué)習(xí)的要求，學(xué)習(xí)一種語言，并不僅僅是學(xué)習(xí)語言知識。學(xué)習(xí)外語的學(xué)生也應(yīng)該了解所學(xué)語言國家的地理、歷史、政治、文化、社會習(xí)俗以及該國人民的思想、態(tài)度和生活方式。通過本單元的學(xué)習(xí)，可以讓學(xué)生對英國有一個比較詳實的認(rèn)識，拓寬知識面，有助于學(xué)生深入地了解和領(lǐng)悟英國語言和英國文化習(xí)俗。本節(jié)課所選取的教學(xué)內(nèi)容是本單元的Warmingup（熱身）和Reading（閱讀）部分，熱身部分要求學(xué)生完成一項小測試，看看學(xué)生對英國有多少了解。閱讀部分從地理、歷史、政治、文化等多角度說明了聯(lián)合王國的的形成和發(fā)展，以及它的風(fēng)土人情和人文景觀。兩部分關(guān)聯(lián)度很高，所以，我把這兩部分整合為一節(jié)綜合訓(xùn)練課。學(xué)情分析高二的學(xué)生的優(yōu)點是學(xué)習(xí)態(tài)度好、學(xué)習(xí)熱情高。但也有明顯的不足：如思維不太活躍、整體詞匯量偏小。教學(xué)目標(biāo)、教學(xué)重、難點及教法設(shè)計基于對教學(xué)內(nèi)容和學(xué)生實際情況的分析，我制定了以下三個教學(xué)目標(biāo)，語言知識目標(biāo)，語言技能目標(biāo)和情感態(tài)度目標(biāo)。語言知識目標(biāo)：要求學(xué)生能夠掌握一些和英國相關(guān)的基本詞匯和短語，比如unite,kingdom,consistof，divideinto,breakawayfrom等。語言技能目標(biāo)：重點訓(xùn)練從文本中提取信息的能力，同時訓(xùn)練學(xué)生用英語介紹某個地方的能力。情感態(tài)度目標(biāo)：我希望通過本節(jié)課的學(xué)習(xí)，加強(qiáng)學(xué)生對英國的了解，從而激發(fā)學(xué)生學(xué)習(xí)英語的興趣。綜合教學(xué)內(nèi)容、學(xué)生情況、教學(xué)目標(biāo)，我認(rèn)為本節(jié)課的教學(xué)重點是幫助學(xué)生掌握重點詞匯及短語。幫助學(xué)生了解英國的歷史、地理、政治文化等。而本節(jié)課的教學(xué)難點是教學(xué)內(nèi)容多，課文長，難度大、學(xué)生詞匯量不足，加之課文中出現(xiàn)了大量的英國人名，地名，導(dǎo)致學(xué)生理解課文有困難?，F(xiàn)在我來談?wù)劚竟?jié)課的教法設(shè)計，基于本節(jié)課教學(xué)內(nèi)