最新人教版新课标版高一英语必修Unit1reading说课稿名师优秀教案Word格式文档下载.docx
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2、能力目标
提高学生的阅读能力并学会用一些阅读技能,如guessingkeysentences,skinning,scanningandsoon3、情感目标
使学生意识到友谊的重要性,并通过阅读这篇短文学会珍惜友谊(三)教学重点
1、培养学生的阅读技能,学会欣赏文学作品
2、让学生在语境中学习并掌握文章中的词汇和短语
3、提高学生的阅读技能
(四)教学难点1、怎样提高阅读技能2、掌握make+o+oc二、教学方法1、任务型教学2、合作学习3、讨论
三、具体教学步骤
(一)导入(Lead-in)
这一步骤的重点在于激发学生的兴趣
活动方式:
师生互动
教师提问:
WhatisimportantinyourLife?
学生的答案会有moneystudytimehipetc再问:
DOyouwanttoknowhewhatimportantinmylife?
Listentoasong《朋友》
导入的同时引出一句谚语:
Afriendinneedisafriendindeed(拓展学生的知识)
最后指出今天新学内容是Friendship
(二)pre-reading
问答形式:
1、Whydoyouneedfriends?
2、Whatdoyouthinkagoodfriendshouldbelike?
3、Doesafriendalwayshavetobeaperson?
4、Haveyoueverconsideredmakingfriendswithanimals,plantsoreven
anobject?
看阅读文章的标题猜猜安妮的朋友是谁
介绍这篇文章的写作背景,二十世纪四十年代纳粹德国统治欧洲大部分地区。
德国纳粹政策之一是对犹太人残酷迫害包括杀害:
送到集中营强迫劳动,驱逐出欧洲等。
——指出当时的历史北京,学生就能自然而然地习得语言。
能从时代背景出发思考安妮面临困境,就不难理解安妮当时的心境和为什么将日记视为自己的朋友,从而深刻地领悟安妮日记的内涵。
Reading(三)
1、Skimming让学生快速浏览课文,把握中心内容
2、细读课文,抓住文中的关键信息和段落大意
3、带着问题看课文,即完成“理解”部分的练习1
4、读安妮日记,并进行复述
(四)听力与巩固
1、Annemadeherdiaryherbestfriendbecauseshewasafraidherfriends
wouldlaughather
2、Anneandherfamilyhadbeeninhidingplacefortwoyears
3、Annethoughtnatureisonethingthatreallymustbeexperienced
(五)知识点(languagepoints)
1、gothrough
2、Makeherdiaryherbestfriend3、Iwonderif/whether
4、dowith/dealwith
5、itwasthefirsttimethat(六)讨论
如果你必须像安妮一样和家人躲个狭小的空间里生活,你会怎么做,——通过讨论更能感受到安妮对自由生活的向往,对大自然的热爱。
对友情的渴望,通过反思自身的生存状态,他们会懂得珍惜生命,珍惜生活中美好的点点滴滴,并保持乐观向上的生活态度。
英语全英说课样稿
ITeachingAims:
1.TodevelopSs’basicskillsoflistening,speaking,readingandwriting.Readingisthefocusinthislesson.ReadingskillsforSsinclude(predicting,skimming,scanninganddigesting.)
2.ToencourageSstopractice,participate,andco-operateintheclassroomactivities.
3.TogetSstoknowsomethingabout…andhaveabetterunderstandingoftheimportanceof….Asforteachingapproaches,Ithink…
IITeachingApproaches
CommunicativeapproachandComputer-AssistedInstructionaretobeusedinthecourseofthislesson.AndIwilltrymybesttolimitTTT,thatis,limitTeacherTalkingTimeandincreaseSTT(StudentTalkingTime).
Soduringthislesson,emphasesaretobelaidon:
1.Student-centeredteaching
2.Task-basedlearning
3.Activity-basedteaching(individualwork;
pairwork;
groupwork;
classwork)IIITeachingAids:
1.aprojector
2.amulti-mediacomputersystem
TheyareforshowingSssomepictures,someaudiofiles,somevisualfiles,sometopicsorreadingtasks.
IVTeachingProcedure
Step1.Warming-up&
lead-in
Activities1Freetalk(classwork)
IwillinviteSstoanswerthefollowingQs.
Q1:
Whodoyouthinklookscoolestinourclass?
Q2:
Doyoulikehim/her?
Q3:
Ifso,why?
Ifnot,why?
Activity2Picture-talking/Music-talking(individualwork)
Downloadsomepictures/musicfromtheInternet.
GuidingQsmaybe:
Who’sshe/he?
Q4:
Doyouthinkhe/sheisperfect?
Goal:
Toleaduptothetopic,getSstowarmupandarousetheirinterestinthetopic.Step2.Pre-reading
Activity1Lookandguess(classwork)
Inthisactivity,Ssarerequiredtolookatthetitle/subtitleandguesswhattheywillread.Activity2Brain-storming(classwork)
Inthisactivity,Ssareencouragedtothinkofasmanywordsaspossibletodescribethepicture/…
TodevelopSs’readingskill---predictingandpresentsomenewwordsinthepassagesuchas…
Step3.Reading
Activity1Skimming(classwork)
Ssarerequiredtogothroughthewholepassagequicklytogetthegeneralideaandpay
specialattentiontothefirstorlastParaofthearticle(orthefirstsentenceorthelastsentenceof
eachPara.)
TodevelopSs’readingskill---skimming,thatis,howcanwegetthegeneralideaofapassageasquicklyaspossible.
Activity2Scanning(groupwork)
EncourageSstoreadthepassageagain,exchangetheirunderstandingofthepassagewith
theirgroupmembersandworktogethertofillinthefollowingform:
Title
Part/Para.MainideaDetailedinformation
1a.topicsentences/introduction
b.examples/supportingideas
c.conclusion
2a.
b.
c.
TodevelopSs’readingskill---scanning,thatis,howtofindouttheclueofastoryandmotivateSstocooperatewitheachother.
Activity3Report(classwork)
Invitesomegroupmemberstoreporttheirworktothewholeclass.
ToovercomeSs’shynessandstimulateSstospeakinpublic.
Activity4Furtherunderstandingandwordstudy(pairwork)
EncourageSstodiscussthefollowingQsinpairs(APowerPointwillbeusedhereto
presentsomeblank-fillingexercisesandmultiplechoices.)
Whatdoestheword“this”inthelastPara.but3referto?
A.sjkdfkjdkB.klklklklC.opieporiwpD.jdlkjflkd
WhatistheChineseequivalentforthephrase“investinginloss”?
A.B.C.D.
Theword“flawless”inLine5ofPara.2canbereplacedby___
Whichofthefollowingstatementsistrueornottrue?
TohelpSstoguessthemeaningofcertainunknownwordsandunderstandthepassageexactly.
Step4.Post-reading
Activity1Role-play(pairwork)
Supposeonestudentisa…andtheother….Ssareencouragedtoputthemselvesinthe
situationandmakeaface-to-faceinterview.
Activity2Discussion(Groupwork)
Topicsmaybe:
Douwanttobeperfect?
Douthinkthereisanyoneintheworldthatisperfect?
Lookatthesubtitle/title“Remindyourself”,remindyourselfofwhat?
Activity3Poster-designing/Cartoon-designing/…(groupwork)
Thesepost-readingactivitiesareintendedtodevelopSs’creativethinkingandgetthemtoknowtheimportanceof…
Step5.Homework
Task1Writeasummaryofthepassage(about100words)(Individualwork)
TospurSstoconsolidatewhattheyhavelearned.
Task2Lookupsomemoreinformationabout…(Individualwork)
EncourageSstogototheschoollibraryorgetontheInternetifpossibletoconsultrelatedEnglishwebsitesonthetopic.
ToencourageSstostudyEnglishspontaneouslyandindependentlyafterclass,arouseSs’interestintraditionalChinese
cultureanddevelopSs’cultureawarenessandcross-culturecommunicativeskills.
Asformyblackboard-design,sincetimeislimited,I’dliketogiveabriefintroduction.
Hereistheform
HerearesomenewwordsforSs
Somuchformypresentation.Thankuverymuch.Bye-b
高一人教课标必修1Unit3说课稿
LessonPlanInterpretation
NSEFCBook1Unit3TravelJournal
Hello,everyone.It’sanhonorformetostandhereandinterpretmylesson.ThelessonplanI
amgoingtotalkaboutisfromNSEFCBook1Unit3TravelJournal.I’llexplainhowtoteachandwhydosofromthefollowing5aspects:
thetheoreticalbasis,understandingoftheteachingmaterial,teachingmethodsandstudyingways,teachingprocedure,blackboarddesign.
.Thetheoreticalbasis
First,I’dliketoshowmytheoreticalbasis--schematheoryandtop-downmodel(Goodman,1971).
JourneydowntheMekongisareadingcourse.Accordingtoschematheory,readingcomprehensionisaninteractiveprocessbetweenthereader’sbackgroundknowledgeandthetext
(CarrelandEisterhold,1983),orbetweenthenewinformationandtheoldknowledgestore(AndersonandPearson,1984).Soinordertoimprovethestudents’readingspeedandreadingcomprehension,languageteachersshouldtrytoactivatetheSs’oldknowledgestoreandaddmorerelevantbackgroundknowledgebeforetheygetthestudentstoread.Accordingtothetop-downmodel,generalideaofthetextwillbegotfirst,andthencomethedetails.
II.Understandingoftheteachingmaterial
Myunderstandingoftheteachingmaterialincludes3parts:
thestatusandthefunction,teachingobjectives,theimportantanddifficultpoints.
Atthebeginning,let’sfocusonthefirstpart.JourneydowntheMekongisapieceoftraveljournal
writtenbyWangKun.It’smainlyaboutWangKunandhissister’sdreamoftakingagreatbiketripdowntheMekongRiver,theirpreparationforthetripandsomemoredetailsoftheMekongRiver.Generalspeaking,itisnotdifficultforthestudentstounderstandthetext,butthereare
somenewphrasesandsentencesthatmaybealittlebitdifficult.Sobeforethestudents’firstreading,Iwillexplainthenewwordsandphrasesbrieflyandafterreadingthewholepassage,Iwillembodytheusageofthenewswordsandphrases,andgetthestudentunderstandthedifficultsentences.Asitisapieceofjournal,besideslearningthenewwordsandphrases,studentscangetthegeneralideaofhowtowriteajournal.
That’sallforthefirstpart,nowlet’smovetothesecondpart.AccordingtotheteachingmaterialandthenewcurriculumofEnglish,inordertofulfillthelearningtaskofthislesson,Iestablishthefollowingobjectives:
a)Knowledgeobjectives
Bytheendofthelesson,Sswillhaveabetterunderstandingofthemeaningandstructureofthetext.ThenSswillgraspsomeusefulwordsandexpressionssuchasdetermined,makeupone’smind,givein,befondof…,careabout…,stubbo