高中英语必修五中英文说课稿全套

必修5unit1说课稿一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说课稿二Book5unit1Greatscientists说课稿教材分析本单元主要话题是Greatscientists,旨在通过本单元的教学培养学生探究科学、崇尚科学的精神和正确的科学观；帮助学生了解科学的本质和科学家的特质。由于是科普文章，相对来说比较枯燥，所以我们需要把教材内容简化并进行重组。根据“三课型一学案”的原则，我们将WarmingUp，Pre-reading,Reading和Comprehending三部分整合为一节“阅读课”。今天我主要就对这一部分进行简要的阐述。教学重难点：阅读能力对英语学习者来说是至关重要的，所以本节课的教学重点就是让学生学会不同的阅读技巧并且让学生通过本节的学习了解JohnSnow是怎样战胜“霍乱”这种疾病的；难点是让学生能自己描述伟大的科学家及其相关事迹。教学目标：知识目标：使学生了解一些著名的科学家及他们的主要贡献并通过阅读知道JohnSnow是怎样战胜“霍乱”的。能力目标：培养学生不同的阅读技巧并使他们能介绍一些伟大的科学家。情感目标：激发学生尊重热爱伟大的科学家，学习他们的高尚道德品质。教学过程分析：根据教学目标以及教学重难点，我们把这节课分为七个步骤。一、导入通过大屏幕给学生展示一些伟大科学家的图片，比如牛顿、霍金、爱因斯坦、钱学森等，让学生通过讨论了解他们的主要贡献以及他们的优秀品质。通过这一环节自然而然的就过度到本单元的话题Greatscientist.二、热身让学生两个人一组通过讨论来完成课本第一页的小测试，比比哪一组知道的多，这样可以极大提高学生的兴趣，让他们每个人都积极参与到课堂活动中来。读前在大屏幕上呈现两个问题。通过回答这两个问题可以使学生对课文有一个初步的了解和预测，这有助于发散学生的思维，也很好地为下一个环节做了铺垫。阅读通过略读(skimming)让学生找出文章的大意。在大屏幕上展示五道涉及文章细节的选择题，通过查读(scanning)让学生找出这五道题的答案。给学生展示三个任务，一是填写表格，二是回答问题，三是填空来训练学生细读(carefulreading)的能力。这一环节主要使用任务型教学法，旨在通过多种不同类型的练习从不同的层面训练学生略读、查读、细读等阅读技巧。巩固老师在黑板上写一些关键词，让学生复述课文。每个学生只说一句话，这样我们可以激发学生的兴趣，让更多的学生参与到课堂活动中。讨论。给出问题：近些年一直存在着像“非典”、“艾滋”、“猪流感”等各种各样的传染病，作为一名学生我们可以做些什么？让学生四个人一组讨论，在时间允许的情况下找尽可能多的学生到讲台上阐述自己的观点。这个环节的设计有助于培养学生的情感态度与价值观。作业重读课文，写一篇关于JohnSnow如何战胜“霍乱”的文章。最后，我想说一下我的这节课是怎样体现新课改的理念的。前两个环节的设计激发了学生的学习兴趣。新课改提倡的“任务型教学法”在这节课中多次用到。小组讨论等形式充分体现了“自主、合作、探究”的精神，把更多的时间还给学生。另外，讨论环节在一定程度上培养了学生的情感态度和价值观。因此，通过这节课的学习，学生不仅能学到该掌握的知识，训练了他们的阅读技能，更重要的是，他们可以体会到修5unit1说课稿三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(新课程标准和教学大纲),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(交际教学法)Task-basedLanguageTeaching(任务教学法)SituationalLanguageTeaching(情景教学)Thatistosay,I’lllettheSstogetabetterunderstandingofthekeystructureofthetextthroughdiscussion.Accordingtothemodernsocialcommunicationteachingtheories(现代社会交际教学理论)，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说课稿四JohnSnowDefeatsKingCholera说课稿各位评委老师好。我说课的题目是高中英语必修5第一单元GreatScientists的阅读课内容。此内容为本单元的第一课时。我主要从教材分析、教法和学法、教学过程、板书设计这四个方面来分析本课。I教材分析：教材简介：在这节课，学生将学习WarmingUp、Pre-reading、Reading。本单元主题是GreatScientists。本单元的话题是科学家如何以探索、钻研、无畏的科研精神验证未知的科学真理。WarmingUp部分以问答比赛的形式进行，通过十组问题，引导学生回顾不同领域不同时代的10位科学家，了解他们对人类的贡献及其成果。Pre-reading部分通过对几个问题的讨论，让学生了解关于霍乱等传染病的常识，并初步了解得出科学观点所需要的基本程序，为完成阅读奠定基础。Reading部分介绍英国著名医生JohnSnow是如何通过考察、分析、探究的科学方法，发现并控制霍乱这种传染病的。教学目标：根据教材内容和高中英语课程标准，我拟定下列教学目标：A语言知识目标：使学生掌握重点词汇、短语和句型，进一步熟悉科学文化方面的话题B语言技能目标：使学生能从文章中获取和处理主要信息C情感态度目标：使学生保持学习英语的愿望与兴趣，主动参与有助于提高英语能力的活动教学重点：因为本组教材的重点了解项目是JohnSnow破解霍乱难题，所以本课的教学重点是使学生了解JohnSnow是如何破解霍乱难题的。教学难点：考虑到学生拓展阅读能力、语言输出能力等方面还需进一步努力，所以本课的教学难点确定为：如何使学生用恰当英语谈论、描述科学家以及他们的故事。II教法和学法：教学方法：引导学生独立思考、合作学习，进行师生、生生互动的任务型教学，设计了多个易于操作的任务型活动。此课主要处理好教学的三个阶段：即Pre-reading、Reading、Post-reading。Pre-reading激活相关知识，预测文章内容，提高学生的学习兴趣。Reading主要通过各种阅读活动理解课文，获取必要的信息，完成问题。Post-reading主要是让学生结合所学知识，通过讨论、小组合作，发展与人沟通和与人合作的能力，提高学生收集信息、整理信息及传递信息的能力。学法：任务型教学强调的是Learningbydoing，学生通过完成教师设定的任务活动，激发学习兴趣，更有利于发挥学生的主体性作用，达到学习和掌握语言的目的。教具：使用多媒体平台和直观道具，以扩大学生知识面和求知欲。III教学过程：Step1WarmingUpandlead-in：①I’dliketoasktheSs:Whatdoyouknowaboutgreatscientists?ThenI’lllettheSstrythequizandfindoutwhichgroupknowsthemost.通过竞赛游戏，开展小组间的比赛，激发学生了解不同领域不同时代科学家的兴趣和热情。Step2Pre-reading：I’dliketoasktheSs：Doyouknowhowtoproveanewideainscientificresearch?ThenIwilllettheSslookatthestagesinsettingoutanewscientificideaandtrytoputthemintherightorderandtellthemtocheckiftheyarerightafterreadingthepassage.学生初步思考得出科学观点需要的基本程序，为完成阅读奠定基础。Next,I’dliketolettheSslookatthepicture,themapandthetitleandpredictthecontentofthereadingpassageandaskthemwhatthepassagewilltalkabout.通过读标题，看插图预测课文内容，是培养学生阅读能力的有效方法之一，还可以培养学生的想象力。Step3Reading：①first，I’dliketogivetheSssometimetoscanthetextandchecktheresultofthefirstactivityinPre-reading.Atthesametime,tellthemtocheckiftheirpredictioninthesecondactivityinPre-readingiscorrect.通过Scanning让学生了解文章的主要信息，把握文章的脉络，为下一步阅读做好准备。②Next,I’dliketoasktheSstoreadthetextcarefullythistime,andfinishEX1andEX2.ThenIwillasksomeSstoanswerthequestionstocheckiftheyunderstandthetextwellandgivetheSsachancetoexpresstheirthinking.通过排序，使学生进一步了解文章内容，通过回答三个问题，使学生能挖掘文章的细节，培养提取主要信息的能力。Then,theclasswillbedividedinto4groupsandeachgroupwillchooseoneoftheparagraphsofthepassageandtrytoreaditaloudandfluently.Theonewhichreadmostfluentlyandloudlyisthewinner.选择段落朗读，加深对文章的了解。小组间比赛那个小组的声音最洪亮，朗读得最流利，可以活跃课堂气氛，提高学生学习兴趣。Next,IwillasktheSstousethestagesforscientificresearchandEX1,writeashortsummaryofthereadingpassage.通过写文章梗概，培养学生综合运用语言的能力，学习用恰当的英语描述科学家的故事。这是本课的教学难点。教师可以使用完形填空的方式来帮助学生整理语篇，从而来降低难度。本课的教学重点的突破方法是：在阅读前，让学生初步了解得出科学观点所需要的基本程序，从而轻松而自然地导入文章的阅读；在阅读过程中，由易到难设计快速阅读和精读的问题，层层推进各种阅读活动，让学生对阅读内容从整体感知到细节理解，最后深层读懂整篇文章，同时加强阅读策略的指导，让每个学生都主动参与课堂教学活动，最终达到提高阅读能力的目的。Step4Post-readingGroupActivities四人小组共同合作，在老师的适当指导下，就以下2个问题展开讨论，让学生就所知、所学、所感和所想融入话题，然后抽若干同学代表作小组发言。WhatdoyouthinkaboutJohnSnow,andwhatshouldwelearnfromhim?Cholerawas19thcenturydisease,whichtwodiseasesaresimilartocholeratoday?Why?通过小组讨论和发言，训练学生组织语言和应用语言的能力，学生在参与活动，完成任务的过程中，进一步学习如何使用恰当的英语谈论描述科学家及其贡献。Step5SummaryandHomework我将本课出现的重点词汇、短语、句型，用投影仪或黑板展示，让学生分成4-6人为单位的小组，通过讨论、查找资料等方式，归纳用法，为下节LearningaboutLanguage做好准备。IwillasktheSstowriteashortpassageusingoneofthetwotopicsinthePost-reading.复习词汇、短语、句型，用自己的语言表达观点，遵循语言的学习规律，即从输入到输出，水到渠成。IV板书设计：GreatScientistsJohnSnowDefeats“KingCholera”KeywordsPhrasesTextClueconclude1.drawaconclusion1.Choleraappeareddefeat2.putforward2.twotheoriesexpose3.exposeto3.HowJohnSnowprovedthesecondtheoryblame4.linkto4.Howtopreventitfromhappeningagain5.contribute5.makesense好的板书就像一份微型教案，此板书力图全面而简明地将授课内容传递给学生，清晰直观，便于学生理解和记忆，理清文章脉络。以上，我从教材、教学教法、教学过程和板书设计四个方面对本课进行了说明。我的说课到此结束。谢谢各位评委老师。必修5unit2说课稿一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说课稿二Unit2TheUnitedKingdomWarming-upandReading说课稿各位评委、老师大家好！很高兴能够站在这里,让我能够和大家一起交流一下我对本节课的一些想法和做法，不足之处，希望各位老师批评指正。今天我说课的内容选自高二英语必修5第二单元TheUnitedKingdom的Warming-up和Reading部分。我将从教材分析、学情分析、教学目标及重、难点、教学过程等四个方面进行说明。一、教材分析首先来看看教材的地位和作用，TheUnitedKingdom是人教版必修5第二单元的教学内容。根据新课程标准对高中英语学习的要求，学习一种语言，并不仅仅是学习语言知识。学习外语的学生也应该了解所学语言国家的地理、历史、政治、文化、社会习俗以及该国人民的思想、态度和生活方式。通过本单元的学习，可以让学生对英国有一个比较详实的认识，拓宽知识面，有助于学生深入地了解和领悟英国语言和英国文化习俗。本节课所选取的教学内容是本单元的Warmingup（热身）和Reading（阅读）部分，热身部分要求学生完成一项小测试，看看学生对英国有多少了解。阅读部分从地理、历史、政治、文化等多角度说明了联合王国的的形成和发展，以及它的风土人情和人文景观。两部分关联度很高，所以，我把这两部分整合为一节综合训练课。学情分析高二的学生的优点是学习态度好、学习热情高。但也有明显的不足：如思维不太活跃、整体词汇量偏小。教学目标、教学重、难点及教法设计基于对教学内容和学生实际情况的分析，我制定了以下三个教学目标，语言知识目标，语言技能目标和情感态度目标。语言知识目标：要求学生能够掌握一些和英国相关的基本词汇和短语，比如unite,kingdom,consistof，divideinto,breakawayfrom等。语言技能目标：重点训练从文本中提取信息的能力，同时训练学生用英语介绍某个地方的能力。情感态度目标：我希望通过本节课的学习，加强学生对英国的了解，从而激发学生学习英语的兴趣。综合教学内容、学生情况、教学目标，我认为本节课的教学重点是帮助学生掌握重点词汇及短语。帮助学生了解英国的历史、地理、政治文化等。而本节课的教学难点是教学内容多，课文长，难度大、学生词汇量不足，加之课文中出现了大量的英国人名，地名，导致学生理解课文有困难。现在我来谈谈本节课的教法设计，基于本节课教学内