高中英语说课稿示范(中文说课+全英文示范)

Unit1——Reading各位评委老师，上午好！我是号考生，我今天说课的题目是《Unit1Friend教学方法与策略、教学过程、板书设计等几个步骤向大家详细地讲解我对这节课的安排。一、教材分析（一）知识背景及新课标、新教材1、本单元围绕友谊这一话题开展听、说、读、写多种教学活动在本单元中涉及到的话题有：人们为什么要交朋友，如何交朋友，怎样处理朋友的关系，生活在二战时期的安妮是如何渴望朋友，如何与朋友相处的等。部分承载着整个单元中最重要的语言和文化信息，也是教师在整个教学过程中需要重点处理的部分。本文讲述了犹太女孩安妮为躲避纳粹的迫害而藏身于小阁楼中，并把日记当作自己的朋友，通过写日记来表达自己孤独和郁闷的心情。通过阅读这篇课文，学生不仅要进行阅读技能的训练，学习一些新的词汇和短语的表达方法，还要去阅读过程中学习并欣赏英语语音的美感，感受主人公乐观自信的人生太度，纯洁美丽的心灵。（二）教学目标1、知识技能①学习一些重要的新单词，短语和句式，如goinroughmake+o+n作宾补1、wonderwhether/if一句式等②学会用英语谈论友谊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、说教法1、任务型教学2、合作学习3、讨论三、说教学过程（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?youeverconsideredmakingfriendswithanimals,plantsorevenanobject?看阅读文章的标题猜猜安妮的朋友是谁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。妮日记的内涵。（三）Reading1、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14、读安妮日记，并进行复述（四）听力与巩固1、Annemadeherdiaryherbestfriendbecauseshewasafraidherfriendswouldlaughather2、Anneandherfamilyhadbeeninhidingplacefortwoyears3、Annethoughtnatureisonethingthatreallymustbeexperienced(五)知识点（languagepoints）1、gothrough2、Makeherdiaryherbestfriend3、Iwonderif/whether4、dowith/dealwith5、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。ITeachingAims:1.TodevelopSs’basicskillsoflistening,speaking,readingandwriting.Readingisthefocusinthislesson.ReadingskillsforSsinclude(predicting,skimming,scanninganddigesting.)2.ToencourageSstopractice,participate,andco-operateintheclassroomactivities.3.TogetSstoknowsomethingabout…andhaveabetterunderstandingoftheimportanceof….Asforteachingapproaches,Ithink…IITeachingApproachesCommunicativeapproachandComputer-AssistedInstructionaretobeusedinthecourseofthislesson.AndIwilltrymybesttolimitTTT,thatis,limitTeacherTalkingTimeandincreaseSTT(StudentTalkingTime).Soduringthislesson,emphasesaretobelaidon:1.Student-centeredteaching2.Task-basedlearning3.Activity-basedteaching(individualwork;pairwork;groupwork;classwork)IIITeachingAids:1.aprojector2.amulti-mediacomputersystemTheyareforshowingSssomepictures,someaudiofiles,somevisualfiles,sometopicsorreadingtasks.IVTeachingProcedureStep1.Warming-up&lead-inActivities1Freetalk(classwork)IwillinviteSstoanswerthefollowingQs.Q1:Whodoyouthinklookscoolestinourclass?Q2:Doyoulikehim/her?Q3:Ifso,why?Ifnot,why?Activity2Picture-talking/Music-talking(individualwork)Downloadsomepictures/musicfromtheInternet.GuidingQsmaybe:Q1:Who’sshe/he?Q2:Doyoulikehim/her?Q3:Ifso,why?Ifnot,why?Q4:Doyouthinkhe/sheisperfect?Goal:Toleaduptothetopic,getSstowarmupandarousetheirinterestinthetopic.Step2.Pre-readingActivity1Lookandguess(classwork)Inthisactivity,Ssarerequiredtolookatthetitle/subtitleandguesswhattheywillread.Activity2Brain-storming(classwork)Inthisactivity,Ssareencouragedtothinkofasmanywordsaspossibletodescribethepicture/…Goal:TodevelopSs’readingandpresentsomenewwordsinthepassagesuchas…Step3.ReadingActivity1Skimming(classwork)SsarerequiredtogothroughthewholepassagequicklytogetthegeneralideaandpayspecialattentiontothefirstorlastParaofthearticle(orthefirstsentenceorthelastsentenceofeachPara.)Goal:TodevelopSs’readingskill---skimming,thatis,howcanwegetthegeneralideaofapassageasquicklyaspossible.Activity2Scanning(groupwork)EncourageSstoreadthepassageagain,exchangetheirunderstandingofthepassagewiththeirgroupmembersandworktogethertofillinthefollowingform:TitlePart/Para.MainideaDetailedinformation1a.topicsentences/introductionb.examples/supportingideasc.conclusion2a.b.c.Goal:TodevelopSs’readingskill---scanning,thatis,howtofindouttheclueofastoryandmotivateSstocooperatewitheachother.Activity3Report(classwork)Invitesomegroupmemberstoreporttheirworktothewholeclass.Goal:ToovercomeSs’shynessandstimulateSstospeakinpublic.Activity4Furtherunderstandingandwordstudy(pairwork)EncourageSstodiscussthefollowingQsinpairs(APowerPointwillbeusedheretopresentsomeblank-fillingexercisesandmultiplechoices.)Q1:Whatdoestheword“this”inthelastPara.but3referto?A.sjkdfkjdkQ2:WhatistheChineseequivalentforthephrase“investinginloss”?A.B.C.D.B.klklklklC.opieporiwpD.jdlkjflkdQ3:Theword“flawless”inLine5ofPara.2canbereplacedby___Q4:Whichofthefollowingstatementsistrueornottrue?Goal:TohelpSstoguessthemeaningofcertainunknownwordsandunderstandthepassageexactly.Step4.Post-readingActivity1Role-play(pairwork)Supposeonestudentisa…andtheother….Ssareencouragedtoputthemselvesinthesituationandmakeaface-to-faceinterview.Activity2Discussion(Groupwork)Topicsmaybe:Q1:Douwanttobeperfect?Q2:Douthinkthereisanyoneintheworldthatisperfect?Q3:Lookatthesubtitle/title“Remindyourself”,remindyourselfofwhat?Activity3Poster-designing/Cartoon-designing/…(groupwork)Goal:Thesepost-readingactivitiesareintendedtodevelopSs’creativethinkingandgetthemtoknowtheimportanceof…Step5.HomeworkTask1Writeasummaryofthepassage(about100words)(Individualwork)Goal:TospurSstoconsolidatewhattheyhavelearned.Task2Lookupsomemoreinformationabout…(Individualwork)EncourageSstogototheschoollibraryorgetontheInternetifpossibletoconsultrelatedEnglishwebsitesonthetopic.Goal:ToencourageSstostudyEnglishspontaneouslyandindependentlyafterclass,arouseSs’interestintraditionalChinesecultureanddevelopSs’cultureawarenessandcross-culturecommunicativeskills.Asformyblackboard-design,sinceislimited,I’dliketogiveabriefintroduction.TitleHereistheformHerearesomenewwordsforSsSomuchformypresentation.Thankuverymuch.Bye-b高一人教课标必修1Unit3说课稿LessonPlanInterpretationNSEFCBook1Unit3TravelJournalHello,It’sanhonorformetostandhereandinterpretmylesson.ThelessonplanIamgoingtotalkaboutisfromNSEFCBook1Unit3TravelJournal.I’llexplainhowtoteachandwhydosofromthefollowing5aspects:thetheoreticalbasis,understandingoftheteachingmaterial,teachingmethodsandstudyingways,teachingprocedure,blackboarddesign.Ⅰ.ThetheoreticalbasisFirst,I’dliketoshowmytheoreticaltheoryandtop-downmodel(Goodman,1971).JourneydowntheMekongisareadingcourse.Accordingtoschematheory,readingcomprehensionisaninteractiveprocessbetweenthereader’sbackgroundknowledgeandthetext(CarrelandEisterhold,1983),orbetweenthenewinformationandtheoldknowledgestore(AndersonandPearson,1984).Soinordertoimprovethestudents’readingspeedandreadingcomprehension,languageteachersshouldtrytoactivatetheSs’oldknowledgestoreandaddmorerelevantbackgroundknowledgebeforetheygetthestudentstoread.Accordingtothetop-downmodel,generalideaofthetextwillbegotfirst,andthencomethedetails.II.UnderstandingoftheteachingmaterialMyunderstandingoftheteachingmaterialincludes3parts:thestatusandthefunction,teachingobjectives,theimportantanddifficultpoints.Atthebeginning,let’sfocusonthefirstpart.JourneydowntheMekongisapieceoftraveljournalwrittenbyWangKun.It’smainlyaboutWangKunandhissister’sdreamoftakingagreatbiketripdowntheMekongRiver,theirpreparationforthetripandsomemoredetailsoftheMekongRiver.Generalspeaking,itisnotdifficultforthestudentstounderstandthetext,buttherearesomenewphrasesandsentencesthatmaybealittlebitdifficult.Sobeforethestudents’firstreading,Iwillexplainthenewwordsandphrasesbrieflyandafterreadingthewholepassage,Iwillembodytheusageofthenewswordsandphrases,andgetthestudentunderstandthedifficultsentences.Asitisapieceofjournal,besideslearningthenewwordsandphrases,studentscangetthegeneralideaofhowtowriteajournal.That’sallforthefirstpart,nowlet’smovetothesecondpart.AccordingtotheteachingmaterialandthenewcurriculumofEnglish,inordertofulfillthelearningtaskofthislesson,Iestablishthefollowingobjectives:a)KnowledgeobjectivesBytheendofthelesson,Sswillbetterunderstandingofthemeaningandstructureofthetext.ThenSswillgraspsomeusefulwordsandexpressionssuchasdetermined,makeupone’smind,givein,befondof…,careabout…,stubborn,etc.b)AbilityobjectivesActuallystudentsshouldbeencouragedtodospeedreadinginthefirstperiodofreadinglesson.Butthestudentsinmyclassarelackofindependentreadingability.Inthisclass,Iwillencourageandhelpthemtoread,thinkandfindoutinformationbythemselvesmosttime.SincethemainobjectiveofreadingcourseistoimprovetheSs’readingability,I’lltraintheirabilityofidentifyingthegeneralideainthefastreading.Andinintensivereadingtheirabilityofinformation-gatheringandsummarizingisdeveloped.AndthewholeclassisforSstodeveloptheirreadingskillsasscanning,skimming,information-gathering,summarizingandguessingthenewwordsfromthetext.c)MoralobjectivesThoughJourneydowntheMekongismainlyaboutthetripdowntheriver,italsotalksaboutthesceneryandlifealongtheriver.Sobeforelearningthetext,wewillhaveashortdiscussionabouttheimportanceoftheriver.IwanttheSstohavetheawarenessofprotectingtheriverandprotectingourenvironment.Well,somuchfortheteachingobjectives,let'scometodealwiththethirdpart:theimportantpointsandthedifficultpoints.AccordingtothenationalcurriculumofEnglishandlanguagelearningteachingreading,weshouldencouragetheSstodospeedreadingforthefirsttime,that’stosay,weshouldencourageourSstoreadasfastastheycanwhentheydothefirstreading.Somuchemphasisshouldbeputonreadingskillsandreadingcomprehensionaswell.SotheimportantpointsarethathowtomakeSsgraspthenewwordsandphrasesandhowtoimprovetheirreadingskillsasscanning,skimming,information-gatheringandsummarizing.Astothedifficultpoints,theyarethesameastheimportantones.III.TeachingmethodsandstudyingwaysThat’sallformyunderstandingoftheteachingmaterial.Nowlet’sfocusonthewaysofteachingandlearning.Generallyspeaking,Iadopttask-basedlanguageteachingandcommunicativeapproachinmyclass.Asforlearning,Sswilllearnthroughindependentreading,discussingandcooperating.Iwillusecomputerandblackboardasmyteachingaids.Ⅳ.TeachingprocedureHerecomesthemostimportantpart,theteachingprocedure.Itincludes5steps:StepI:Lead-inandpre-reading,StepII:While-reading,StepIII:Consolidation,StepIV:Post-reading,StepV:Homework.StepI:Lead-inandpre-reading(7mins)Nowlet’scometothefirststep.TherearethreeactivitiesinthisstepandIwillspend7minsonthem.Inactivityone,IwillaskSstwoquestions"DoyouknowsomegreatriversinChina?"and"Whytheyaregreat?”Here,astheSsgetfamiliarwiththeChinesegreatrivers,IchoosetoaskthemsomegreatriversinChina.Andtheanswertothesecondquestioncanleadinthenextactivity--brainstorming.Inactivitytwo,IwillasktheSstodiscussinpairsandanswerthequestion"Howdopeoplewholivealongariveruseit?”MypurposeofthisactivityistoremindtheSstheimportanceoftheriver,thusstimulatetheSs'awarenessofprotectingtherivers.Inthelastactivity,IwillshowtheSsapictureoftheMekongRiverandaskthemtolistthecountriesthatitflowsthrough.Thisactivityleadsinthewhile-reading.StepII:While-reading(21mins)While-readingisthemainpartanditwilltake21mins.HereIadoptthetop-downreadingmodel.Thisstepisdividedinto2parts:fastreadingandcarefulreading.Beforereading,IwillasktheSstopredictwhatwilltalkinthetextaccordingtothetitle.ItcanexerttheSs'imagination.1)FastreadingDuringfastreading,IwillasktheSstoreadingthewholepassagequicklyandgetthemainideaofeachparagraph.Usually,themainideaofeachparagraphisthefirstsentenceorthelastsentence,butthistextisnot.SothemainideaofeachparagraphwillbematchedbecausetheSsarelackoftheskillofsummarizingthemainideabythemselves.2)CarefulreadingAftergettingthegeneralideaofeachPara.,IwilldealwiththedetailsPara.byPara..Inparagraphone,IwillasktheSstoreadquicklyanddotheexercisesTorF.AndifitisF,Iwillaskthemtocorrectit.ThisexercisecanhelptheSsgetthekeyinformationofthefirstparagraphinashorttimeandcandeepentheSs’understandingofthefirstparagraph.Inparagraphtwo,IwillaskSsonequestion“IsitadifficultjourneytocyclealongtheMekong?Why?”ThiscanhelptheSsdeveloptheirabilityofsummarizing.IftheSscan’tanswerthequestionbriefly,Iwillencouragethemtofindthekeysentencesandtrytojointhemtogether.Andinthelastparagraph,IwillaskSstwoquestions“HowdoesthewaterofMekongRiverchange?”and“WhatcanyouseewhenyoutravelalongtheMekongRiver?”Bothquestionsarerequiredtoanswerinkeysword.Inordertolowerthedifficultyofthequestions,Iwillshowthemtheexamples.Afterthat,IwillpresentsomepicturestodeepentheSs’impressiononthenewwords.AndthesetwoquestionscanhelptheSsgainadeeperunderstandingontheMekongRiver.StepIII:Consolidation(6mins)Afterdealingwiththedetailedinformationofeachparagraph,IwillasktheSstoreadthewholepassageagainandanswertwoquestionstoconsolidatewhatthey’velearnt.Itwilltake6minutes.Thetwoquestionsare“WhereisthesourceoftheMekongRiverandwhichseadoe