备课参考 高中英语说课稿
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备课参考 高中英语说课稿
&&& Archaeology
&&&&&&&&&&& • I wonder what/ who…&&&&&&&& I really want to know…
&&&&&&&&&&& • I’m curious to…&&&&&&&&&&&&&&&&& I’d love to know…
&&&&&&&&&&& • I wonder if/whether…&&&&&&&&& What I’d really like to find out is…
&&&&&&&&&&& • I’m curious about…&&&&&&&&&&&& I’d like to know more about…
&&&& 3.,archaeologycuriosity, bronze, dynasty,
&&&&&&&&&&& decoration, artifact, unearth, spear, pot
&&& 1.-ology, -ological, -ologistarchaeology,
&&&&&&&&&&& archaeologist, archae- ological
&() (Lead-in)
&&& 30What do you see?
&&&& Nothing.Do you know what I was looking at? No, I
&&&&&&&&&&& dont. Why did you look at there after
&&&&&&&&&&& me?That is because of curiosity.What is the word
&&&&&&&&&&& curiosity from?
&&&&&&&&&&& curiousCuriosity
&&&&&&&&&&& Archaeology()This is a new word for you. You may want to know
&&&&&&&&&&& it.Do you think it is a course or a science?Yes.Why do
&&&&&&&&&&& you think it is a science?-ology
&&&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&&& technology&
&&&&&&&&&&&&&&&&& biology&
&&&&&&&&&&&&&&&&& psychology&
&&&&&&&&&&&& &&&&&anthropology&
&&&&&&&&&&&&&&&&& bacteriology&
&&&&&&&&&&&&&&&&&& Physiology&
&&&&&&&&&&&&&&&&&& Sociology&
&&&&&&&&&&&&&&&&&& zoology&
&& 1.Physiologyzoologysociology
&& 2.technological, technologist
&& 3.-ologicalologist
&& Archaeology.What are the goals in learning the unit?
&()(Goals)
&&& (Goals),
()(Warming up)
&&&&&&&&&&&&&&&
&&&&&&&&&&& did they eat? Where did they live? What did their homes look like?
&&&&&&&&&&& What kind of tools did they use? What objects have we found from
&&&&&&&&&&& their age? What kind of entertainment did they have?
&&&&&&&&&&&
&&&&&&&&&&&&&&& ()(listening)
&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&
()(speaking)
&&&&&&&&&&&&&&& 8;
&&&&&&&& &&&&&&&3;
&&&&&&&&&&&&&&& 5;
&&&&&&&&&&&&&&& 12;
&&&&&&&&&&&&&&& 10;
&&&&&&&&&&&&&&&
King T // //// B agent struggle
get on one tree after tree
Scanning, skimming, careful reading, inference
First, Next, Then, Finally
1. ,:advance, seize, sweep, swallow, strike, struggle, drag, flow, shake,
get on ones feet, pull oneself, tree after tree etc.
2. who, that, whom, whose .
first, next, then, finally .
P---T---PPre-task----Task-cycle----Post-task
Period I warming up and listening
,,,Hank Stram
A. Warming up :
Task 1 Matching competition (group work)
Column A Column B
1 Fu Jian Province aa cartoon maker
2 San Francisco bthe electric lamp
3 Alexander Bell cthe first telephone
4 Thomas Edison dearthquake
5 Albert Einstein etyphoon
6 Walt Disney fthe Theory of Relativity
Question: Why do you think so ?
Task2: Looking at the following pictures, find out the answers to the questions:
1) Do you know who or what they are ?
2) What made them unforgettable?
3) Can you describe each picture using one sentence( with the help of the words under the picture)
Task 3: Let the students describe each picture with Attributive Clause.
eg: Zhang Heng is the man who made the earliest seismograph in 132.
B. Pre-listening
Task: Before listening , let the Ss guess the possible answers to the following questions according to the situation: (group work)
1) When did the earthquake happen?
2) Where was the man driving when it happen?
3) What was he going to do?
Listening(Part 1):
Task 2: Listening to the tape to get the correct answers to the above questions.(for the first time)
Task 3: Listening to the tape to put the following into the right order.
( ) 1. I stopped the car and at the same time the road fell onto the cars in front of me.
( ) 2. I was hungry so I started to eat one.
( ) 3. I saw the cars in front of me start to move from side to side.
( ) 4. I had finished work and then gone to the Post Office.
( ) 5. I slowed down ,then my car started to shake.
( ) 6. I stopped off at a shop in order to get some fresh fruit.
( ) 7. I drove even slower, then the road above started to fall down.
Task 4: Letting the Ss listen to the tape again, then try to retell the story simply, using their own words.
Task 5 : Discussion (Group work)
What would happen to Hank Stram finally?
Listening (Part 2)
Task1: Listening to the second part to choose the best choices(for the first time)
1. Which part of his body hurt badly?( C )
A. The bottom parts of his legs
B. The bottom parts of his hands.
C. The bottom parts of his legs and feet.
2. What could he hear below him?( B )
A. Nothing B. Shouts and noise C. The noise of cars
3. How long had he been in the car?( A)
A.14 hours B. 40 hours C.4 hours
Task 2: Listening to the tape again to write the words in the spaces.
1. I ________ myself in the dark.
2. Then I remembered what______.
3. It was clear to me now that I ______ in an earthquake.
4. Then I ________ people________ towards me.
5. A team of people______ to see if anyone _____ under the broken road.
C. Post-listening:
Task 3: Discussion
What made him survive in such a terrible accident?
Period 2 Speaking
, who or whose
Pre-task: , ---who or whose
Activity 1. Revision
Task: Talking about Hank Stram and his unforgettable experience.
Ask some Ss some questions about Hank Stram and his unforgettable experience first, then write down two sentences on the Bb:
1. A man whose name was Hank Stram was caught in the earthquake on October 17th , 1989 in San Francisco.
2. Hank Stram was a lucky man who was rescued after he had been in his car for 14 hours.
---who or whose
Activity 2 Chain Games (Group work)
Task: Introduction Guess
As the Ss don’t know each other very well in the same class when learning this unit, let one of the group introduce others in his group to let the other groups to guess, the introduction must be a sentence, using the Attributive Clause—who or whose
(Game Rule: Each introduction will only be guessed once ,if no one get the answer, the introducer should declare the student’s name.)
Purpose: 1
Task-cycle:
Activity 1. Describing the pictures ( group work)
Task1: Describing the pictures in the book----Pictrue1Picture5 Picture6 Picture3 ( group leaders report, using who or whose)
Task 2: Describing some pictures about the natural disasters, such as FireEarthquakeTyphoon and Flood.
( In task 1, after the student finish talking about Picture 3---- Betty’s parents have been married for more than 25 years who live in New York, their hobby is watching TV. The teacher ask the Ss : “Do you want to know what they like to watch best?” Then present the pictures about the natural disasters. )
Purpose: ,
Activity 2. Creating dialogues (pair work)
Task: Each pair choose two of the pictures and create their own dialogues.
using at least one Attributive Clause
Activity 3. Enjoying the video
This video is about the most terrible disaster this year----SARS, some doctors are treating patients, struggling against SARS)
Task 1: To enjoy the video, finding out something that moved you deeply.
Purpose: 1
Task 2: Interviewing--- group work( suppose one is the doctor, the others are going to interview him)
Purpose: 1
Post-task:
Activity : Act out dialogues
Period 3 &4 Reading
4JeffFlora
1roarmassfrightrackboomadvanceseizedestroysweepswallowdragstruggleflowstrikeetc.
1) Before she could move, she heard a great noise, which grew to a terrible roar.
2) She looked at Jeff who waved his arms.
3) There she saw big mass of water that was quickly advancing towards her.
4) Flora, whose beautiful hair and dress were all cold and wet, started crying.
4FirstNextThenFinally
A. Warming up:
Task 1Talking about natural disasters
1. What natural disasters did you talk about yesterday? Do you know some others?
2. Have you ever experienced one of these disasters? Can you describe what it was like and how you felt?
B. Pre-reading
Task 2: Looking and guessing:
1. What can you see in the picture?
2. What happened to them finally?
3. What words will you use to describe this disaster?
C. Fast reading
Questions1.What natural disaster did Flora and Jeff suffered? (Flood)
2. What rescued them? (Chimney)
D. Careful reading
Task 3: Dividing the whole passage according to the change of the places.
Para 1In the garden
Para2On the way to the house
Para3Inside the house
Task 4: Imagination
Question 1What was the house like? ( B )
Aa flat Ba house with two floors
Question 2What words support your idea?
Task 5 :Reading for the second time and finish the following diagram
Task 6 Imaging the end of the story
E. Practice for understanding and word study
F. Consolidation
Task 7Retelling the story according to the diagram:
Post reading
Task : Discussion.
1 Will the disaster change Flora and Jeffs life? How?
Expanded reading: The Day That Changed My Generation
Read the material and do some exercises.
General idea
Unit 4 Unforgettable experiences
in the garden
roar, advance
wave, shout run
on the way to the house
sweep, swallow, flow
seize, drag ,
go down, open,
pull ,look into, hold, struggle
frightened
inside the house
climb, cry
F V I F S E I Z E M
OFYKHNGYOJ
HIDRAGDPTX
YFENKICUBS
TSSIEBFLOW
ASTRUGGLEA
KERRABNVQL
JZOFIHYNPL
BXYZOKCGTO
ADVANCEFIW
F V I F S E I Z E M
OFYKHNGYOJ
HIDRAGDPTX
YFENKICUBS
TSSIEBFLOW
ASTRUGGLEA
KERRABNVQL
JZOFIHYNPL
BXYZOKCGTO
ADVANCEFIW
F V I F S E I Z E M
OFYKHNGYOJ
HIDRAGDPTX
YFENKICUBS
TSSIEBFLOW
ASTRUGGLEA
KERRABNVQL
JZOFIHYNPL
BXYZOKCGTO
ADVANCEFIW
Period 5 Language study & Grammar(half period)
Task 1. Word puzzle
I. Find out ten words that describe the flood and fighting against the flood in the puzzle. One of them has been found out.
Task 2. Words in different situations
Word study about “advance” and “strike” (individual work)
Judge the different meanings of “advance” or “strike” in the following sentences:
1.The hunter advanced toward the bear carefully.
2.A month has passed but the project has not advanced.
3.He worked so well that his boss advanced him to a higher position.
4.The date of the meeting was advanced from June 10 to June 3.
5.The boy struck the pig with a stick.
6.The workers were striking for higher pay.
7.Typhoon Swan struck Hainan, killing 20 people.
8.On New Year’s Eve, we waited for the clock to strike.
Task 3. Finish the exercises in the text.
Task 4. Talking about people and things, using Attributive Clause
First, let students find out some words about things quickly like clock, homework, coat, chocolate, bag, flood, fire, etc from the exercise of word study and describe them as the following example: (pair work)
A clock is a machine that/which tells time.
Second, let students find out some words about persons quickly such as teacher,
parents, doctor, mother, child, soldier and thief and describe them like this: (pair work)
A teacher is a person who/that teaches you how to learn.
Third, finish Exercise 2 of Grammar orally. (individual work)
Task 5 . Expanded reading
1.Read the following passage about fire and find out the Attributive Clauses in it and try to understand the use of the relative pronouns. (individual work)
2. Reading comprehension
Task 6. Finish Exercise 1 of Grammar. (individual work)
Preview the next reading material and find out the Attributive Clauses with who, whom, that, which, whose, where and the linking words and and but.
Period 6 Writing & assessment(1.5 periods)
First, Next, Then, Finallyunforgettable trip
(krashen)P----T----P
Activity 1. remind of the unforgettable experiences
In our daily, many things are unforgettable. They are worth writing down. For example, ()
Activity 2. travel around our country.
For me, going on a trip is really unforgettable because it is exciting and there are a lot to see in our motherland. Look at the pictures and guess where it is.
Beijing; *The Great W *Mount Huangshan *Mountain E *Hainang S etc. (Or local places of interests.)
Activity 3. A trip to Sichuan
During the first week of May, the three boys went on a holiday to Sichuan. Read and find what made the writer unforgettable. (Buddha in L Monkeys on Mount Emei.)
Read again and answer the following questions:
1. Why did they choose to go to Leshan and Emei?
2. How did they get to the top of the mountains?
3. What did they do before the trip?(First, Next )
4. What did they see and do on Leshan?
5. What did they see and do on Mount Emei?
Pair work: Retell the trip to Sichuan, with the help of the following:
During the first week of May I went on a holiday to Sichuan. First….Next….
The next day…Leshan
The next morning …Emei
Task-cycle M-M-C practice
mechanical practice
Find the sentence with the following meaning:
meaningful practice
Unforgettable trip where
communicative practice
1. First, students quickly write down 20 short sentences about their trip, with the help of questions in the text.
2. Next, students try to put the sentences in order, using “First, Next, Then, Finally”
3. Then, students write the story, using linking words and relative pronouns.
Kafka, Kgroup dynamics
General idea
. Multiple choice
1. — A ship makes me unforgettable after I saw a famous movie.
Do you mean the ship, Titanic, ______ sank after hitting an iceberg?
A. who B. which C. whose D. where
2. — Do you know Zhang Heng?
Is he the man _______ made the earliest seismograph in 132?
A. who B. he C. whose D. which
3. Flora, _______ garden was swallowed by the flood, was crying.
A. who B. that C. whose D. where
4. On the top of Leshan, there is a really big Buddha, in front ________ Wei Bin took photos of us.
A. its B. on which C. from which D. of which
5. — Three young school boys were ______ by the water when swimming on a hot afternoon!
What a bad accident!
A. swallowed B. swept C. got D. caught
6. The lamplight ______ out through the heavy fog, which gave travelers a light of hope.
A. struggled B. dragged C. turned D. found
7. On October 17th, 1989 a strong earthquake _____ San Francisco and killed over 100 people.
A. advanced B. took place C. struck D. seized
8. Look, the baby lion, which was just born two days ago, is trying to ______ its feet.
A. get on B. get onto C. get up D. get in
9. Trees ______ badly during the terrible storm.
A. pulled B. shook C. destroyed D. flowed
10. Tree after tree was ______ by the water, which must have been three metres.
A. cut up B. cut down C. cut off D. cut in
. Cloze test
What an unforgettable day! At the moment Flora was so surprised at the big _11_ of water which was advancing quickly towards her in her garden that she couldn’t move. Jeff rushed to seize her arm and they ran together to the house. _12 they got to the house, the waves _13_ them down twice. Jeff pulled Flora up with a lot of difficulty, _14_ onto a tree that grew against the wall. The water, _15_ was cold as ice and flowed faster than a river, was above her knees. They looked into each other’s faces, _16_.
The chance of being rescued was slim. They opened the door to the hall and got the chance to climb _17_ to the second floor. The water moved up like a sea. Flora started crying. The house would fall down!
They had to find the 18_ because it would stand. Jeff looked out of the window. Tree after tree _19_. The garden was completely destroyed, swept away by the wild water. A terrible noise went through the house. Before the whole house went down in the _20_, they saw the chimney.
11. A. group B. collection C. mass D. crowd
12. A. Before B. After C. Until D. Once
13. A. cut B. swept C. pulled D. went
14. A. cracking B. flowing C. holding D. catching
15. A. which B. it C. that D. where
16. A. frightened B. surprised C. relieved() D. excited
17. A. downstairs B. upstairs C. above D. under
18. A. tree B. hall C. tower D. chimney
19. A. swept away B. swallowed C. went down D. pulled down
20. A. storm B. flood C. earthquake D. fire
. Translation. Put the Chinese into English to complete the following sentences.
21. The climate ___________________________() is becoming warmer and warmer.
22. We feel as if the earth were in the greenhouse ______________________().
23. The scientist ___________________________() is doing an experiment.
24. We find it hard to find an interesting place__________________________(
) in Africa.
25. People ______________________()lead a hard life.
26. Pollution, _______________________(), is said to be one of the main causes of global warming.
21. (that/which) scientists all over the world are worrying about
22. that/which is made of glass
23. whose research is about greenhouse gases
24. where it is not too hot
25. who live in the desert
26. which brings man terrible disasters
Unit _______
freedom fightersfreedom fighters&
Warming up&
ListeningI HAVE A DREAM&
SpeakingJohn BrownHarriet Tubman&
Pre-reading&
Post-reading&
Language study&
Integrating skills&
freedom, civil, revolution, slavery, abolish, putinto prison, racial, discrimination, join hands, set an example to , regardless of , at first sight, etc.&
What happened first was that &
What happened as a result of …&
You could expect …because…&
That led to …&
One of the reasons why … is …&
is often followed by …&
Glory, Glory, H Blowing In The W We Shall Overcomehttp://www.stanford.edu/-&
Period 1Warming-up and Listening&
Period 2Speaking&
Period 3-Period 4pre-reading, while-reading, post-reading&
Period 5Word study and Grammar&
Period 6Integrating skills.&
Period 1 Warming-up & Listening&
1.Learn and master the new words and expressions in this period.&
2.Talk about civil rights and freedom fighters to improve the students’ speaking ability.&
3.Do some listening practice to improve the students’ listening ability.&
4.Learn about some freedom fighters.&
Teaching Procedures:&
Step 1 Warming up&
Task1 Free Talk&
T: We are now living in a civilized world with every human race living in harmony with each other. And as a human being, what we are now paying more attention to, is the human right .&
Questions : 1. Was every human race are treated equally in the past?&
How about now?&
2. Were the blacks treated as equal citizens? How did they get their freedom?&
3. Who devoted themselves to this? Do you know any famous freedom fighters? (Show some pictures of some famous freedom fighters.)&
Task2 Discussion&
T: Look at the two pictures and read the notes about them.Then have a discussion in groups of four.Try to explain why they are great men and in which way struggle was an important part in the lives of these men.&
Step2 Listening&
T: From the discussion we had just now,we know that in 1993 Martin Luther King,Jr. gave a famous speech—“I have a dream”.Have you ever listened to it? ( Get the students to go through the exercises on Page 25 and Page 26 first. And the play the tape for the first time.)&
While-listening:&
Questions: What kind of talk did Martin Luther King, Jr give?&
What was his talk about? When did he give this talk?&
1. Listen for the first time with the book closed&
2. Listen again with the book open and individually answer the questions and complete the blanks.&
3. Check the answers in pairs.&
Post-listening questions:&
As freedom fighters, Martin Luther King was murdered and Nelson Mandela was put in prison for about 30 years.&
Do you think it is worthy-while?&
Why do you think so?&
Step3 Summary&
T: In this period, we have talked about two distinguished freedom fighters Martin Luther King,Jr. and Nelson Mandela. And we have also listened to the famous speech—I have a dream. There is no doubt that civil right is very important for everyone, to know more things about is surely necessary.&
Step4 Homework&
a. Go overl all the new words and expressions that occur in this unit.&
b. Finish the exercise Talk on the workbook.&
c. Search some information about the history of American Civil War , John Brown and the evolution of civil right.&
Period 2 Speaking&
Step 1 Revision&
Students retell about the two famous leaders Martin Luther King and Nelson Mandela, using the information in Warming Up. And students collect information about how the situation has been improved by their struggle.&
Step 2 Pre-speaking&
The teacher writes the information about the years in Warming Up on the blackboard and raise questions as below:&
T: Could you tell us what happened when in 1955?&
S: Yes, of course. King graduated and organized his first actions in 1955.&
T: What happened in the year of 1957?&
S: He formed an organization.&
T: What happened as a result of that?&
S: They carried out movement. / He became one of the leaders.&
That led to the freedom fighting.&
S1: What happened to N. Mandela during ? What are the reasons?&
S2: One of the reasons why …is that he…&
S1: What led to his success?&
S2: His peaceful action led to his success.&
(Teachers use the new expressions on Page 27. Pay attention to the Language Input.&
We can change the practice into a filling form if it is too difficult for some students.)&
Step 3 Speaking&
1. Watch the video (from the film Gone with the wind).&
Talk about the situation when in American Civil War. The picture below&
is one about a battle.&
Some other pictures and Questions:&
What was the life of the slaves like ?&
How was the life of the whites in the south ?&
Are there some people fighting against slavery?&
Did people find good ideas to save the poor slaves? They took actions.&
fighting struggles demonstration&
Saving slaves&
wars escaping making laws&
(In addition: The civil war of American broke up slavery, and later brought about rapid development of industry . )&
2. Practice&
Now read the notes about John Brown and Harriet Tubman. Ask them to tell about the two great freedom fighters.&
Use the expressions of Page 27 to make up some dialogues in pairs . Then teachers get some pairs to act out the dialogues in front of the class.&
To help the students grasp the information , we can use the years or some verbs :&
John Brown: in 1800; in the 1840s; in the 1850 in 1855&
Harriet Tubman: opened&
Step 4 Post-speaking&
1. Talking&
If time permits, get students to finish the task of talking ------&
What’s your opinion to slavery? &
What do you think of John Brown / Harriet Tubman?&
(or: is his struggle important to the situation/ improvent? ; notes: their fighting is quite different from King’s or Mandela’s, while they . They fought to create a safe area for black people. )&
How did John Brown die? ----- He was killed by the slave owners/ farmers who wanted to keep slavery.&
Information from the Internet:&
John Brown was a man of action -- a man who would not be deterred from his mission of abolishing slavery. On October 16, 1859, he led 21 men on a raid of the federal arsenal at Harpers Ferry, Virginia. His plan to arm slaves with the weapons he and his men seized from the arsenal was thwarted, however, by local farmers, militiamen, and Marines led by Robert E. Lee. Within 36 hours of the attack, most of Brown’s men had been killed or captured.&
During his first fifty years, Brown moved about the country, settling in Ohio, Pennsylvania, Massachusetts, and New York, and taking along his ever-growing family. (He would father twenty children.) Working at various times as a farmer, wool merchant, tanner, and land speculator, he never was finacially successful -- he even filed for bankruptcy when in his forties. His lack of funds, however, did not keep him from supporting causes he believed in. He helped finance the publication of David Walker’s Appeal and Henry Highland’s "Call to Rebellion" speech. He gave land to fugitive slaves. He and his wife agreed to raise a black youth as one of their own. He also participated in the Underground Railroad and, in 1851, helped establish the League of Gileadites, an organization that worked to protect escaped slaves from slave catchers.&
Brown, knowing that many of the families were finding life in this isolated area difficult, offered to establish his own farm there as well, in order to lead the blacks by his example and to act as a "kind father to them."&
Brown was wounded and quickly captured, and moved to Charlestown, Virginia, where he was tried and convicted of treason, Before hearing his sentence, Brown was allowed make an address to the court.&
I believe to have interfered as I have done, . . . in behalf of His despised poor, was not wrong, but right. Now, if it be deemed necessary that I should forfeit my life for the furtherance of the ends of justice, and mingle my blood further with the blood of my children, and with the blood of millions in this slave country whose rights are disregarded by wicked, cruel, and unjust enactments, I submit: so let it be done."&
Henry David said in an address to the citizens of Concord, Massachusetts. "No man in America has ever stood up so persistently and effectively for the dignity of human nature. . . ."&
John Brown was hanged on December 2, 1859.&
2. Listen and learn the song.&
Glory, Glory, Hallelujah! (form the book Famous American songs and their cultural background) Remember:Each kid keeps a piece.&
Raise questions:&
What is the name of the song? What does it mean?&
What is the meaning of the sentence “he’s gone to be a soldier in the army of the Lord” ?&
Step 5 Singing&
Will you sing other songs like this one?&
Examples: B We shall overcome…&
Step Homework:&
Prepare the task of talking in the workbook.&
Get information about M. L King, especially about his stories.&
Talk about famous freedom fighters in China, such as Chen Sheng and Wu Guang.. .; Mao Zedong……&
Addition:&
人教版高中英语 英文说课稿
i teaching aims:
1. to develop ss’ basic skills of listening, speaking, reading and writing. reading is the focus in this lesson. reading skills for ss include (predicting, skimming, scanning and digesting.)
2. to encourage ss to practice, participate, and co-operate in the classroom activities.
3. to get ss to know something about … and have a better understanding of the importance of …. as for teaching approaches, i think …
ii teaching approaches
& communicative approach and computer-assisted instruction are to be used in the course of this lesson. and i will try my best to limit ttt, that is, limit teacher talking time and increase stt (student talking time).
so during this lesson, emphases are to be laid on:
1.&&&&&& student-centered teaching
2.&&&&&& task-based learning
3.&&&&&& activity-based teaching ( class work)
iii teaching aids:
1.&&&&&& a projector
2.&&&&&& a multi-media computer system
they are for showing ss some pictures, some audio files, some visual files, some topics or reading tasks.
iv teaching procedure
&&&&&&&& step 1 warming-up & lead-in
&&&&&&&& &&&&&&&& activity 1 free talk (class work)
i will invite ss to answer the following qs.
&&&&&&&& &&&&&&&& &&&&&&&& q1: who do you think looks coolest in our class?
&&&&&&&& &&&&&&&& &&&&&&&& q2: do you like him/her?
&&&&&&&& &&&&&&&& &&&&&&&& q3: if so, why? if not, why?
&&&&&&&& &&&&&&&& &&&&&&&& …
&&&&&&&& &&&&&&&& activity 2 picture-talking /music-talking (individual work)
download some pictures/music from the internet. guiding qs may be:
&&&&&&&& &&&&&&&& &&&&&&&& q1: who’s she/he?
&&&&&&&& &&&&&&&& &&&&&&&& q2: do you like him/her?
&&&&&&&& &&&&&&&& &&&&&&&& q3: if so, why? if not, why?
&&&&&&&& &&&&&&&& &&&&&&&& q4: do you think he/she is perfect?
&&&&&&&& &&&&&&&& &&&&&&&& …
&&&&&&&& &&&&&&&& &&&&&&&& goal: to lead up to the topic, get ss to warm up and arouse their interest in the topic.
&&&&&&&& step 2 pre-reading
&&&&&&&& &&&&&&&& activity1 look and guess (class work)
&&&&&&&& &&&&&&&& &&&&&&&& in this activity, ss are required to look at the title/subtitle and guess what they will read.
activity2 brain-storming (class work)
in this activity, ss are encouraged to think of as many words as possible to describe the picture/…
&&&&&&&& &&&&&&&& &&&&&&&& goal: to develop ss’ reading skill---predicting and present some new words in the passage such as …
&&&&&&&&&&&&&&&&&&&&&&&&&& step 3 reading
&&&&&&&&&&&&&&&&&&&&&&&&&& activity 1 skimming (class work)
&&&&&&&&&&&&&&&&&&&&&&&&&& &&&&&&&& ss are required to go through the whole passage quickly to get the general idea and pay special attention to the first or last para of the article (or the first sentence or the last sentence of each para.)
&&&&&&&& &&&&&&&& &&&&&&&& goal: to develop ss’ reading skill --- skimming, that is, how can we get the general idea of a passage as quickly as possible.
&&&&&&&& &&&&&&&& activity 2 scanning (group work)
&&&&&&&&&&&&&&&&&&&&&&&&&& &&&&&&&& encourage ss to read the passage again, exchange their understanding of the passage with their group members and work together to fill in the following form:
part/para.
detailed information
1 a. topic sentences/introduction
&& b. examples/supporting ideas
c. conclusion
&&&&&&&& &&&&&&&& &&&&&&&& goal: to develop ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate ss to cooperate with each other.
&&&&&&&&&&&&&&&&&&&&&&&&&& activity 3 report (class work)
&&&&&&&&&&&&&&&&&&&&&&&&&& &&&&&&&& invite some group members to report their work to the whole class.
&&&&&&&&&&&&&&&&&&&&&&&&&& &&&&&&&& goal: to overcome ss’ shyness and stimulate ss to speak in public.
&&&&&&&&&&&&&&&&&&&&&&&&&& activity 4 further understanding and word study (pair work)
&&&&&&&&&&&&&&&&&&&&&&&&&& &&&&&&&& encourage ss to discuss the following qs in pairs (a powerpoint will be used here to present some blank-filling exercises and multiple choices.)
&&&&&&&&&&&&&&&&&&&&&&&&&& &&&&&&&& q1: what does the word “this” in the last para. but 3 refer to?
&&&&&&&&&&&&&&&&&&&&&&&&&& &&&&&&&& &&&&&&&& a.&& b.&& &&&&&&& c.&&&& &&&&&&&& d.
&&&&&&&&&&&&&&&&&&&&&&&&&& &&&&&&&& q2: what is the chinese equivalent for the phrase “investing in loss”?
&&&&&&&&&&&&&&&&&&&&&&&&&& &&&&&&&& &&&&&&&& a.&&&& &&&&&&&& b.&&&& &&&&&&&& c.&&&& &&&&&&&& d.
&&&&&&&&&&&&&&&&&&&&&&&&&& &&&&&&&& q3: the word “flawless” in line 5 of para.2 can be replaced by ___
&&&&&&&&&&&&&&&&&&&&&&&&&& &&&&&&&& q4: which of the following statements is true or not true?
&&&&&&&&&&&&&&&&&&&&&&&&&& &&&&&&&& …
&&&&&&&&&&&&&&&&&&&&&&&&&& &&&&&&&& goal: to help ss to guess the meaning of certain unknown words and understand the passage exactly.
&&&&&&&&&&&&&&&&&&&&&&&&&& step 4 post-reading
&&&&&&&&&&&&&&&&&&&&&&&&&& activity1 role-play(pair work)
&&&&&&&&&&&&&&&&&&&&&&&&&& &&&&&&&& suppose one student is a … and the other …. ss are encouraged to put themselves in the situation and make a face-to-face interview.
&&&&&&&&&&&&&&&&&&&&&&&&&& activity2 discussion (group work)
&&&&&&&&&&&&&&&&&&&&&&&&&& &&&&&&&& topics may be :
&&&&&&&&&&&&&&&&&&&&&&&&&& &&&&&&&& q1:&& do u want to be perfect?& &&&&&&&&
&&&&&&&&&&&&&&&&&&&&&&&&&& &&&&&&&& q2: do u think there is anyone in the world that is perfect?
&&&&&&&&&&&&&&&&&&&&&&&&&& &&&&&&&& q3: look at the subtitle/title “remind yourself ”, remind yourself of what?
&&&&&&&&&&&&&&&&&&&&&&&&&& &&&&&&&& …
&&&&&&&& &&&&&&&& activity3 poster-designing/cartoon-designing/…(group work)
&&&&&&&&&&&&&&&&&&&&&&&&&& &&&&&&&& goal: these post-reading activities are intended to develop ss’ creative thinking and get them to know the importance of …
&&&&&&&&&&&&&&&&&&&&&&&&&& step 5 homework
&&&&&&&& &&&&&&&& task 1 write a summary of the passage (about 100 words) (individual work)
goal: to spur ss to consolidate what they have learned.
&&&&&&&& &&&&&&&& task 2 look up some more information about … (individual work)
&&&&&&&& &&&&&&&& &&&&&&&& encourage ss to go to the school library or get on the internet if possible to consult related english websites on the topic.
&&&&&&&&&&&&&&&&&&&&&&&&&& &&&&&&&& goal: to encourage ss to study english spontaneously and independently after class, arouse ss’ interest in traditional chinese culture and develop ss’ culture awareness and cross-culture communicative skills.
&&&&&&&&&&&&&&&&&&&&&&&&&& as for my blackboard-design, since time is limited, i’d like to give a brief introduction.
&&&&&&&&&&&&&&&&&&&&&&&&&& here is the form&&&&&&& &&&&&&&& &&&&&&&& &&&&&&&& &&&&&&&& &&&&&&&& &&&&&&&& here are some new words for ss
&&&&&&&& &&&&&&&& so much for my presentation. thank you very much. bye-bye.
人教版英语高中一年级说课稿
Unit 3 The Million Pound Bank-Note
&&&&&& Unit 3& The Million Pound Bank-Note&& 《普通高中课程标准实验教科书?英语必修3》（人教版）&& 根据新课标英语人教版（必修3）第三单元The Million Pound Bank-Note 的教材内容。从本单元话题内容和功能上分析，我将Warming up ,Pre-reading , reading和Using Language 中的Reading “About Mark Twain”四部分整合为本单元的第一节课，是一节任务型阅读课。下面我就从五方面谈谈本课的教学设想及相关的理论依据。
一、教材分析（一） 本课的地位及作用这篇戏剧就是从马克吐温的同名短篇小说《百万富翁》改编过来的。它是新课标 人教版 必修的5本书中的第一也是唯一一篇戏剧文。阅读部分是剧本中第一幕的第三场，学生可以通过戏剧情节的发展，了解、感受戏剧的语言，感悟跨文化的语言瑰宝。同时还可以利用剧本的朗读和表演帮助学生改进语音、语调，激发他们学习英语的动力。这个戏剧是学生了解英语戏剧剧本的开始。（二） 本课的重点和难点重点：第一，了解作者的背景知识和伟大成就。第二，了解戏剧文学形式的特点并感受地道的英语，掌握对话中委婉交际用语。第三，讨论: Is money everything? 通过讨论金钱是否代表一切，帮助学生树立正确的金钱观。难点：如何根据人物对话，探究人物性格特征
二、教学目标分析理论依据：高中英语新课标提出英语课程的学习是学生通过英语学习和实践活动，进一步掌握英语知识和技能，提高语言实际运用能力；形成跨文化交际的意识和基本的跨文化交际能力；形成健全的情感、态度、价值观，为未来发展和终身学习奠定良好的基础。1． 语言知识目标：（1）了解作者的有关信息和伟大成就。（2）熟练掌握本文中的常用词汇、短语和交际中委婉请求的表达。2.能力目标（1）通过朗读和表演，提高他们运用语言的能力&&&&&&&&&& （2）培养学生筛选局部和整体信息的能力及独立阅读的能力3.情感目标1）通过师生互动，生生互动，调动学生的学习兴趣，加强教师的亲和力，增进彼此的了解与沟通，充分发挥情感教学的优势。2）鼓励学生在共同完成一些交流、表演等任务的过程中，加强团体协作意识。3）培养学生树立正确的金钱观。
三、教法、学法分析课堂教学方法的选择是课堂教学效率高低的关键。科学的学法指导是智能发展目标得以实施的重要途径。在本课教学中从以下几方面体现了英语新课程的理念：1、以“任务型”教学作为课堂教学设计之理念，具体采用情景交际教学法。学生通过阅读，听说、表演等各种语言形式来学习和掌握语言，实现目标，感受成功。 &&& 2、英语教学和情感教育的有机结合。在本节课中，教师除了营造宽松、民主、和谐的教学气氛，给予学生展示成功的平台外，处处鼓励学生运用自主学习、合作学习和探究学习等新的学习方式，以形成积极的学习态度，促进语言实际运用能力的提高。这是实施新课程最为核心和关键的环节。3、利用现代教育技术，拓宽学生学习和运用英语的渠道。运用多媒体辅助教学，充分利用听觉和视觉手段，丰富教学内容和形式，进而达到启发学生的英语思维，发展交际能力的理想教学效果。
四、学情分析和教学过程分析根据《高中英语新课程标准》要求，结合我班学生英语基础整体较弱，学生英语水平参差不齐的实际，本课时我把阅读课文作为整体处理的同时，把每个教学环节所设计的问题和任务区分出高低不同的层次，由浅入深，循序渐进，使每个教学环节尽量符合多数学生的认知水平，力争全班绝大多数同学都能积极参与课堂活动。
教学过程设计：Step 1. Warming-up (5 minutes)&&&&&&&&&&&&&&&&&&&&&&&&&&& Step 2. Pre-reading （5 minutes）Step 3. Reading （23 minutes）Step 4. Role play （10 minutes）Step 5. Summary and homework （2 minutes）
Step 1. warming up& (5 minutes)1）在”热身”（warming up）部分，鼓励学生说出他们所了解的有关马克.吐温的信息。2）阅读Using Language 中的Reading “About Mark Twain”。Use the sentences in the text to tell us what each number stands for.& 12, 1.83, 3, 2, 20, 1st「设计说明」 本活动的目的在于培养学生独立阅读的能力 Step 2. Pre-reading（5 minutes）1） Teacher-students activity: If a rich person gives you a large amount of money to use as you like, for example, one million pound, what will you do? Why?「设计说明」形成师生互动,训练学生说的能力,为下面阅读做铺垫，引导学生树立正确的金钱观;2）Student work. 视频播放Act one& scene 1 and scene2（节选1’30”）「设计说明」帮助学生了解故事背景，给同学们视觉上的刺激，然后猜测故事情节发展，促使他们对即将要学的内容更加兴趣。 （预测信息是一项重要的阅读策略，本节课预测任务主要培养学生养成根据前面的场景预测后面故事情节的习惯）Step 3. Reading （23 minutes）1）. Skim and Scan （4’）1. How many characters are there in the story? Who are they?2. How did Henry Adams come to England?3. When can he open the letter?「设计说明」此环节为快速阅读，本活动的目的在于让学生实践跳读和寻读策略，训练学生筛选和获取信息的能力，形成对课文的初步理解。2）. Listen and read& （9’）任务活动一 选择题&&& 该步骤问题设计,我套用了高考对阅读理解的考查方式：正确项和干扰项都不是课文中的原句，但都与课文信息有密切的联系，都能够使学生回到课文信息本身，进行分析、归纳、推理、猜测、比较等高级思维活动，即，学生必须非常准确地理解所有的信息才能做出正确的选择。(1)When Henry walked down the street, perhaps he was eager to _____.&&&& A. find a job&&&&&&&&&& B. enjoy sights of London C. find the two brothers&&&&& D. get his bank-note(2)Why did Henry’s eyes stare at what is left of the brother’s dinner on the table?&&&& A. Because he was interested in the dinner.&& B. Because he was very hungry.&&&& C. Because he was very angry.&&&&& D. Because he had never seen so nice a dinner.(3) We can infer that the person the two brothers chose might be_______.&&&& A. handsome&&& B. talkative&& C. hardworking and poor&& D. proud and rich「设计说明」1－3了解英语剧本的特点，培养学生根据情境预测的能力;（4）培养学生推理归纳能力
任务活动二& Then fill in a form about Henry.「设计说明」设计一张按照时间发展顺序的表格，让学生填空,学生很容易地了解了Henry的经历。3) Read between lines---- Discussion （10’）& T: What kind of person do you think Henry Adams is? Underline all the related sentences「设计说明」培养学生 学会从人物的行为动作和话语来猜测人物的性格特征，使学生进一步体会戏剧语言艺术的魅力。Step 4& Post-reading----Role play （10 minutes）「学情预测」：按组分角色朗读后，如果到这里时间充足的话，我就引导学生进行表演。如果时间不够，那么交代学生回去准备，下节课来表演。「设计说明」分角色朗读和表演，学生亲身感受剧本中地道的英语，锻炼他们的口语，增强成功感。Step 5 Summary and homework （2 minutes）问学生“what do you think of this play?”&& 再问学生 Is money so important? ” 让学生齐读，使课堂气氛达到高潮。&&&&&&&&&&&&&&&& Money can buy a house&&&&& but not a home.Money can buy a bed&&&&&&& but not sleep.Money can buy a clock&&&&&& but not time.Money can buy a book&&&&&& but not knowledge.&&&&&&&&&&&&&&&& Money can buy medicine&&&& but not health.You see, money is not everything.「设计说明」再一次培养学生正确的金钱观。这部分是思想教育的良机，学生的思想得到升华Homework1. Try to write the next scene making full use of your imagination according to the question: What will happen to Henry with the bank-note? Will the bank-note help him or get him into trouble?&& 2. Review the words and sentences patterns of the text. 「设计说明」作业布置要体现巩固性和实践性，作业内容要紧扣所学的语言知识，使学生主动积极地完成作业的过程成为自我提高的过程。五、教学反思灵活使用教材。我因地制宜地把Using Language 中的Reading “About Mark Twain” 和“热身”整合为第一个环节，灵活有效地进行了教材重组。导入自然。导入部分从马克吐温的信息中了解到他的伟大作品《百万英镑》，观看视频了解故事背景后，顺利引入课文阅读。任务布置合理。导入部分 “number game”帮助学生快速从文章中获取马克吐温的有关信息；“Listen and read”部分按照时间顺序设计一张表格来描述Henry 的遭遇，适当降低了复述难度，使大多数学生都能积极参与。 “Read between lines---- Discussion” 使学生深入地了解戏剧人物，使阅读从简到难，由表及里，逐层深入。作业布置适当。针对阅读课上以读为主，听说为辅的特点，在家庭作业中配合书面作业来弥补课内的不足。
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