说课 (新课标版英语)

【导语】“tianzuda”通过精心收集，向本站投稿了9篇说课 (新课标版英语)，下面是小编整理后的说课 (新课标版英语)，欢迎大家阅读分享借鉴，希望对大家有所帮助。

篇1：说课 (新课标版英语)

Hello,everyone! Today I’m going to talk about the section A of unit 1. The topic is……(单元的标题).

According to the English crriculum and the contents of this unit as well as the condtions of our students, I decide to say this leeson from six parts: teaching analysis, teaching aims, teaching key and difficult points, teaching methods and aids, teaching procedures and board design.

Now,firstly let me introduce the first part: teaching analysis. This lesson is an important lesson. Attain students’ four skills request of listening, speaking, reading and writing. On the other hand, the topic is related to our daily life, so it can easily arouse students’ learning interests. For students ,they have learned Enlglish for a peirod of time. So they can grasp some words and sentences. What’s more, Most of them are interested in English.

Part 2: teaching aims. It inclouds three hands:

Language aims: 1）Learn to read and write the new words. For example: bread, noodle(列举几个本单元的新单词)。

2)Grasp the new sentences. For exanple: (列举本单元的几个新句型)。

Ability aims: 1) Train students’ abilities of listening, speaking, reading and writing.

2)Cultivate students’ countiousness of good cooperration and proper competition.

Emotional aims: Make students fell interest in English.

Part 3: teaching key and difficult points.

Key points: learn to read and write the new words and sentences.

Difficult points：use the new sentences to make conversations in our daily life.

In order to make our students learn and grasp the key and difficult points, I’ll use the following teaching methods and aids.

Teaching methods: communative method and Task-based method.

Teaching aids: culti-media computer , tape recorder and school things.

Arter talking about the above parts, let me introduce the most important part: teaching procudures. I’ll say this part from 7 steps.

Step1: Warmming up.

Have students play a bingo game or sing a song.

Purpose: cheer the whole class up and make students feel interest in English.

Step2: Review

Show some pictures to students and ask them to read and write them down.

Purpose: It’s very imporeant for our students to review the learned knoeledge and prepare for the new lesson.

Step3: presentation

Firstly, show a dialouge to them by using the computer.

Purpose: lead in the new lesson.

Secondly, show some pictures to students to teach the new vocabularies by using the phonics. Then play a number game to practice the mew words.

Purpose: Help students learn and grasp the new words and arouse their learning interests.

After that, get students to pen their books to the exercise of 1a. And then check their answers together.

Step4: Practice

Firstly, play the tape for one time. And ask students to listen and immitate the dialouge. Have them pay attention to their pronuciation. Then play the tape again and have students finish the exercise of 1b. After that check their answers together.

Step5: Production

At first, let students work in groups to look and discuss the may contents of the pictures of 2a and 2b.

Purpose: Help students get a better understanding of the dialoude as a whole one and cultivate their listening habits.

Secondly, play the tape recorder for three times and have students finish the exercise .

At last, check their answers together.

Step6: Group work

Ask students to work in pairs to practice the dialouge of 2c. Then have them make their own conversations according to the dialouge . Five minutes later, check out which pair’s convercation is the best one and aword them.

Purpose : Cultivate students’ cousiousness of good cooperation and proper competition.

Step7: Board design

Above all are my opinions of this lesson. Thanks for your listening.

篇2：Go For It (Grade Eight)(新课标版八年级英语说课)

Unit 10 I’m going to be a basketball player

------Da Xian Middle School Lian Lian

Part 1 Analysis of the teaching material

1.Teaching content: Go for it !Grade Eight ,unit 10:I’m going to be a basketball player ,section A

2.Status and Function

This is the first period of unit 10,the focus is to talk about the life ideal.Through this part ,Ss will learn the sentence structure ‘be going to’ and can use it to talk with .It can lay a solid fondation for the section B. It’s the connecting link between the preceding and the following.It plays a decisive role in teaching.

3.Emphases and difficulties

Emphases

Future tense :be going to

Drills: What/How/When/Where are you going to…?

Difficulties

The usage of “be going to”

Part 2 Analysis of teaching target

1. Knowledge target

1) To master the target vocabulary and target language.

2) To learn the structure “be going to”.

3) To learn how to use “what, how, where, when” to ask and answer.

2. Competence target

1) Listening---can understand some words and expressions about life ideal

2) Speaking---can use the target language to talk about the life ideal.

3) Reading---can read information of life ideal from the pictures.

4) Writing---can write an essay “My future” correctly.

3. Sensibility target

Through the discussion of life ideal, make the Ss build up their own life

ideal in young age and try their best to achieve their life goals .and make the

Ss have life ideal ,ambition and motivity.

Part 3 Analysis of the students

The students of Grade Eight are curious,active and eager to get knowledge and they are sensitive to the things beside them. So the teaching methods should connect with life tightly and arouse the Ss’ interests.

Part 4 Analysis of Teaching and Learning methods

Teaching methods: The method of Elicitation ,Task and Scene

Learning methods: Previewing, observation, transfer of the knowledge

Part 5 Design idea

According to our teaching material to design different class tasks , give the Ss the relevant language environment according to these different tasks., to lead the Ss to do the pair work and group work and leave the space to think over for the students,enlighten the Ss to brain-storming. It’s not only good for developing the Ss’ convergentn thinking ,but also their divergent thinking .In another word ,that’s developing their innovation abilities

Part 6 Teaching process

Step 1 Revision

To show a group of pictures about personal occupations

T: Who is this/that?

T: What does he/she do?

[Aim: through the reviewing, let the Ss know this unit is connecting with occupations.]

Step 2 Leading--in

Ask and answer by using the pictures that have showed just now. let the Ss do the pair work to talk about their dreams and life goals.

T: Do you want to be a …when you grow up?

T: What do you want to be…?

[Aim: through this link, make the Ss understand more this unit is to talk about their own life ideal.]

Step 3 Presentation

1) To show a group of pictures that can reflect the occupations, and let the Ss speak out each occupations through observation and association: computer programmer, pilot, teacher, actor, engineer, basketball player…

2) To set up questions and let the Ss talk about them.

T: What are you going to be when you grow up?

T: Are you going to be a…?

T: How are you going to do that ?

[Aim: connect the Ss’ realities to encourage them to practice actively and arouse their interests. Make them master “be going to” means something you want to do or plan to do in the future .It’s not something that will definitely happen.]

Step 4 Practice

Practice One

According to the discussion of the pictures ,let the Ss do the pair work and discuss their own life ideal.

A: What are you going to be when you grow up?

B: I’m going to be a…

A: How are you going to do that ?

B: I’m going to …

What are you going to be? How are you going to do that?

Engineer study science

Doctor study medicine

Singer practice singin

Pianist practice piano

Writer do more writing

Policeman take military training

Astronaut take space flight training

Practice Two

This activity is to interview

Name What When How Where

[Aim: practice repeatedly is an important way for memory., this way can strengthen the words and expressions. The Ss can master and use them easily and freely. To educate them to establish high ideals and make an effort to realize their ideals.]

Step 5 Listening practice

By means of study and practice ,the Ss can finish 1b, 2a and 2b freely.

Step 6 Homework

Ask the Ss to write a composition with the title---“My Future”. The Ss are required to express their life goals clearly and take what measures to realize them .

[Aim: check the students comprehension of this period and cultivate their abilities to solve the questions; at the same time , deal with the puzzling questions met by the Ss as well; and at last reduce the rate of forgetting knowledge as much as possible and evaluate their work regularly.]

Step 7 Blackboard

Blackboard Work

Unit 10 I’m going to be a basketball player

Words:

computer programmer

basketball player

pilot

engineer

teacher

actor

Drills:

1. What are you going to be…?

2. How are you going to do that?

3. When are you going to do that?

4. Where are you going to do that?

Part 7 Feedback of teaching procedure

Feedback of teaching Procedure教学流程信息反馈

Activity 1 Activity 2

Part 8 Teaching Assessment

The efficiency of class teaching is greatly increased by means of multimedia ;

mobilize all positive factors ; cultivate their abilities to solve the questions using

mastered knowledge ;promote the development of the Ss’thought;

meanwhile ,improve their comprehensive abilities to learn English as well.

篇3：第八单元Section A 说课(新课标版七年级英语说课)

I. Lesson to be taught: Section A, Unit 8.

II. About the text:

The topic of this lesson is talking about the dates. In this text, how to ask and answer the birthday and the age gradually presented with the help of learning the months of the year and the ordinal numbers. It is very important for Ss to learn this part. There are three reasons: 1.As we know, the new textbook often put the important part in the front of the unit. The place of the unit shows us the importance. 2. It helps students a lot in their oral communication, because it may be used in our daily life every day. 3. It is a necessary element in a letter and a dairy. The two kinds of writing are required in our teaching program.

III. .About the students: The students have been in the junior school for just two months. The beautiful pictures and many interesting topics in the English book attract them. They show great interest in English. They know something about English, But not too much. Some students still have difficulty in remembering the words and sentences. So I use the new teaching theory: To make the students become the master of the class. I have arranged many activities to attract their interests, to help them memorize the words and sentences easily. Before this lesson, students have already known the cardinal numbers 1-31 and the ordinal word ‘first’.

IV. Teaching aims:

1. Cognitive aims: Master the commonly used expressions in talking about the dates and the age.

2. Emotive aims: Create a good communication environment in the classroom and arouse students’ enthusiasm for learning English and caring for the family members and knowing more about each other. Let Ss know more customs about birthday in other places.

3. Competence training aims: To train students’ abilities in guessing the word meaning according to the context and the word they have learned. To train their oral communication abilities.

V. Main points and the difficult points: 1.The months of the year. 2.The ordinal numbers. Why? Because they are the based parts to form the dates.

VI. How to deal with the difficulties: 1. Students read, listen, do some exercises and play the game with the cards to remember the names of the months. 2. Guide the students to find out the rules of remembering the ordinal numbers according to the cardinal numbers. Recite the chant.

VI. Teaching methods: Presentation, demonstration, situation creation, practicing.

VII. Teaching aids: Multi-media, a recorder, a tape, cards with the names of months.

VIII. Teaching procedures:

Step 1. Warming-up activities:

1.Show a flash to students, sing the song “Happy birthday to you”.

2.Revise the cardinal numbers 1-31.(2’)

Step 2. Teach the ordinal numbers:

1. Show the cardinal numbers and the ordinal numbers on the screen.

2. Ask Ss to find out the differences between the cardinal numbers and the ordinal numbers, then draw a conclusion.

3. Ask several Ss to tell the differences and find a way to memorize the ordinal numbers.

4. Teach Ss to chant

5. Play the game.(10’)

Step 3. Presentation.

1.Show Ss a calendar to let Ss understand the word month. Then show abbreviated list of the names of the 12 months. Have Ss to tell the full form. Then play the recording the first time, Ss only listen.

2. play the recording a second time, Ss listen and repeat.

3.show a calendar . Ask Ss “what month is it ? What’s the date?” Help Ss to answer.

4.Play the game with the cards.

5.Ask Ss “When is your birthday?” Help Ss to answer ”My birthday is…”

6.Number the three conversations after listening.

Step4.Listening and practicing (10’)

Ss listen to the recording third times to match the names ,months and the dates.

Step 5.pairwok

1.Ask Ss to make a conversation according the ID card.

A:When is his birthday?

B: His birthday is …

A: How old is he?

B: He is…

Ss make the similar conversations using the other people or themselves.

2.Fill in the forms using the information of their partners’ or the people around them.(10’)

Step 7. Do some exercises. 1.Write out the English or Chinese of the months and the dates. There are 11. 2. Finish the sentence according to the Chinese. There are 5.(5’)

Step 8. Have a summary(2’)

Step 9. Homework.(1’)

篇4：unit3 说课教案(新课标版高二英语上册说课)

授课时间：2004，9，28 授课班级: 2. 9

一、教材分析：

1、教材的地位及作用

我说课的课题是高中英语第二册（上），第3单元。本单元是围绕着 “艺术与建筑”这一中心话题开展多种教学活动的。随着经济发展、社会进步，网络的盛行，学生们对于国内外各种事物的不同差异也越来越感兴趣，而本单元具体涉及现代建筑与传统建筑、艺术与建筑的发展史、家居布置等，所有的语言知识和语言技能几乎都是围绕这“艺术与建筑”这一中心话题而设计的。其目的是让学生了解建筑学，通过古今之外建筑的比较，培养审美能力。

从话题内容和训练目的上分析，Warming-up和Listening相一致，因此，我把它们整合在一起，设计成一节听说课，听说课是每单元教学的重要环节，作为本单元的第一课时，它为后面的阅读部分贮备知识。

2、教学目标：（知识目标、能力目标、德育目标）

根据大纲“巩固，扩大学生的基础知识”和关于词汇方面的要求，以及英语学科的语言特点，我确立本课的教学知识目标为三点：

2．1 知识目标：是要求学生掌握大纲规定的所有四会三会的单词及交际性用语。

2．2 能力目标：根据英语教学大纲规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。我确立的第一个能力目标为扩大学生词汇量，为阅读能力的提高打基础。通过学生对个人对建筑风格的喜好进行的讨论，第二个能力目标为发展学生的记忆，想象，比较，分析和快速反应等能力。

2．2 德育、美育目标：培养学生的审美能力以及对艺术的爱好，是学生明白美就在我们生活中，鼓励他们热爱生活，追求美好事物。

3．教学重点及难点

3.1 重点：本节课为听说课，在于培养和提高学生的听说能力，所以单词及第二部分听力将作为本单元的教学重点

3.2 难点：培养学生表达自己的喜好进而发展听说能力。

二、教材处理：

根据以上对教材的分析，同时针对中国学生学习外语存在一定困难的实际情况。首先给学生创造外语语言氛围，身临其境地使学生感受到各种不同的建筑风格。同时激发学生学习兴趣，使学生在参与房屋设计的一系列活动中，掌握知识。

三．教学方法

1）情景教学法，其中包括对话，讨论，表演等。

2）开放式教学，如：brainstorm（头脑风暴）, role play（角色表演）, given situations （设置情景）等活动。

3）任务型教学策略，在交际中进行真实运用。

四、教学手段：

主要以现代化电教手段－－多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。

五、教学程序：

本课的教学过程分为六个步骤

1、(lead-in)新课导入

为了激发学生的学习兴趣，引起注意，我先与学生玩一个猜词的游戏，通过使用PowerPoint播放一组关于各种艺术形式的图片，让学生猜出绘画、书法、根雕、剪纸、雕塑、舞蹈等词，以此来引出艺术与建筑这一中心话题。导课这一环节大约需要3分钟。

2．Warming-up 热身部分

首先本课利用多媒体教学手段展示了一幅幅色彩逼真、形象生动的不同建筑形式的画面，给学生进行一场头脑风暴（Brainstorm）的活动。在学生欣赏不同的建筑风格的同时，引入热身部分的话题“Where would you like to live,in the traditional house or the modern flat? and why?”(你喜欢住在传统的旧式房屋里，还是现代的公寓里？并给出理由。)我在课件里给学生补充了很多关于传统房屋与现代公寓不同优缺点的信息，使学生更加了解建筑的变化，踊跃发言。其中多媒体展示的动画部分更具特色，充分地调动了学生的积极性，吸引了全体学生的注意力，达到了教育教学目的，培养了学生思想素质、情感素质和英语语言素质。热身部分结束大概需要10分钟

3．(Presentation)新课知识点讲解

在学生已经有一定听说能力的基础上，我将给学生传授关于如何表达喜好的交际性用语，如：I’d rather… I really prefer …

I’m not much more interested in… What I like is …

I wouldn’t feel happy if… I prefer something that …

使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步展开巩固练习（Practice）阶段打好初步的基础.这一步骤需要大约6分钟。

4．（Practice）练习巩固

本课的又一次高潮是将学生的个人愿望与练习有机结合，融为一体。在学生就个人对建筑风格的喜好进行过讨论的基础上，鼓励学生设计自己理想的住房，培养学生的创新能力，以激发他们学习英语的积极兴趣。为使他们能说明的更生动形象，我还鼓励他们亲手绘画自己理想的住房，这样就调动了一些很有艺术细胞却对英语缺乏兴趣的同学的积极性。他们踊跃地参与到这项活动中来，努力学习使用有关的交际性用语，这样就充分激发了所有同学的主动性、积极性。这样的练习，一可以检验学生对所学知识的运用是否正确；二可以训练学生的听，说技能和想象等思维能力。这部分需要10分钟左右。

5． （listening）听力

“ 听力”是关于一对夫妻要为他们的新家购置家具，他们在商店与销售人员谈论他们爱好的对话录音。通过听对话，要求学生掌握一些有关描述家居的词汇，以及表达爱好的句型。这一设计一方面用于训练学生通过听觉获取有效信息的能力，另一方面有助于加深学生对家居艺术品的材料、风格等的了解，开拓他们的视野。这部分需要10分钟左右。

6.(Consolidation)归纳总结

进一步总结全课，巩固复习本课重、难点知识。

7．（Homework）布置作业

预习课文部分，让学生从网上或其他方式查阅关于世界著名艺术大师、建筑师及其艺术作品的资料，为下一部分的阅读课打下良好基础，把英语学习从课堂引向社会。

六．板书设计

我的板书设计主要体现了本课的重点。利用多媒体，主要体现在课件上，板书主要是针对学生在作brainstorm时出现的单词的强调。

Unit 3 Art and Architecture

1. I’d rather…

2. I’m much more interested…

3.I really prefer…

4.I wouldn’t feel happy if …

5.I prefer something that…

6.What I like is….

本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用多媒体辅助教学，从视、听、说等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。

由于缺少经验，在教学过程中难免会出现不足，敬请各位老师不吝赐教.

篇5：Unit4 Earthquakes The Second Period 说课(新课标版英语高一)

The Second Period

●从容说课

This period is the high light of the whole unit.It lays emphasis on reading and understanding.

First the teacher should check if the students have mastered the new words and expressions by asking them to speak out the sentences that they made using these words and expressions.This part can help the students to learn words and expressions by heart in a certain language situation.

Then in Pre-reading part，students are asked to discuss two questions：What will you take if you are informed of a coming earthquake？What may happen before an earthquake？In order to answer the second question，students can carefully look at the four pictures in the part.The part prepares students for the Reading passage.

In the Reading part，students will first listen to the tape with their textbooks closed.In order to make this step efficient，the teacher will provide them some statements based on the passage.While listening，students should judge whether these statements are true or false.If it is false，students should correct it.Then students will be given several minutes to read the passage silently.In order to help the students understand the passage better，the teacher can provide some comprehending exercises，including matching sentences，ordering events.At last students should divide the whole passage into three parts and write down the main idea of each paragraph.The purpose of this step is to train students’ ability of reading comprehension，which is a very important skill.

At last，students will do a speaking task in pairs.One acts as a newspaper reporter from China Daily and the other acts as a witness of the Tangshan Earthquake.The reporter is asking the witness some questions about the terrible quake.This part not only helps the students to revise what they have learned in this part but also provides them with an opportunity to speak in English.

●三维目标

1.Knowledge：

（1）Words：

shake，rise，crack，burst，well，smelly，pond，pipe，canal，steam，destroy，ruin，dirt，injure，survivor，brick，dam，useless，steel，shock，quake，rescue，electricity，disaster，army，organize，bury，coal，mine，shelter，fresh

（2）Phrases：

right away，as usual，at an end，lie in ruins，later that afternoon，be trapped under sth.，dig out，to the north of sp.，instead of，a great number of，put up，give out，wake sb.up，in the open air，think little of sth.

（3）Sentence patterns：

It seemed/seems that....

The number of sb./sth.reached/reaches...

All hope was not lost.（部分否定）

2.Ability：

（1）Learn some detailed information about an earthquake.

（2）Improve the students’ reading ability.

（3）Train the students’ ability to grasp key information while listening.

（4）Train the students’ speaking ability.

3.Emotion：

（1）Train the students’ ability to cooperate with others.

（2）Know the deadliness of an earthquake and the signs before an earthquake is coming.

（3）Learn from the bravery of people in Tangshan to face the reality and rebuild the city.

●教学重点

（1）The new words and expressions.

（2）Learn some detailed information about an earthquake.

（3）Train the students’ ability to cooperate with others.

（4）Train the students’ speaking ability.

●教学难点

1.Words：shake，burst，rise，destroy，shock，fresh，injure

2.Phrases：right away，at an end

3.Sentence patterns：

（1）It seemed/seems that....

（2）The number of sb./sth.reached/reaches....

（3）All hope was not lost.（部分否定）

4.Improve the students’ reading ability.

5.Train the students’ ability to grasp key information while listening.

●教具准备

（1）a tape recorder

（2）a projector

（3）the blackboard

●教学过程

Step 1 Greetings

Greet the whole class as usual.

Step 2 Revision

T：Yesterday we learnt some new words and expressions.Now please speak out the sentences that you have made using the words and expressions.

S1：shake：Shaking one’s head means saying “No” in China.

S2：rise：The sun rose at six o’clock in the morning.

S3：right away：After class，they went to play basketball right away.

S4：crack：The vase cracked when it dropped.

S5：burst：He burst the door open，using all his strength.

S6：ruin：She poured water all over my painting and ruined it.

S7：injure：She was badly injured in the accident.

S8：survivor：There was no survivor in the big fire last night.

S9：destroy：The heavy rain destroyed all our hope of a picnic.

S10：shock：I was shocked when I heard his accident.

S11：rescue：We rescued the boy who fell into the river.

S12：disaster：The flood was really a terrible natural disaster.

S13：organize：Jane organized the party.She asked people to come and bought the food and drinks.

S14：bury：Many men were buried underground when there was an accident at the mine.

S15：shelter：He had to stand in the shelter at the bus stop when it suddenly rained.

S16：at an end：She felt the world was at an end when her son died.

S17：useless：It is useless arguing with him.He will never change his mind.

S18：dig out：The thief dug out the box full of money and ran away.

S19：fresh：These vegetables are fresh，I picked them this morning.

Step 3 Pre-reading

T：Suppose you are warned of a coming earthquake.Now you have time to take only one thing.Tell your partner what you will take and the reason.

（After several minutes.）

S1：I will take enough food.One can’t live without food.

S2：I will take enough water.I think water is more important than food.

S3：If it is winter，I will take enough clothes，otherwise，I will die from coldness.

T：If an earthquake is around the corner，there must be some abnormal phenomena.Carefully look at the four pictures on Page 25 and try to describe what you have seen.

S4：In the first picture，people see bright light in the sky.

S5：In the second picture，the dog is always barking.

S6：In the third picture，fish are trying to jump out of the pond.Even the rats are trying to run away from their holes.They are running nervously.

S7：In the last picture，the water in the well rises and falls，rises and falls for many times.People can notice cracks in the well and smelly gas come out of the wells.

Step 4 Listening

T：Everyone knows that an earthquake is very terrible.Today，we will learn something about the strongest earthquake in China’s history，which happened in Tangshan，Hebei，in 1976.

T：First listen to the tape with your textbooks closed and check whether the following statements are true or false.If it is false，try to correct it.

（1）People in Tangshan were warned of the earthquake and didn’t go to bed that night.（ ）

（2）People in Beijing also felt the earthquake.（ ）

（3）More than 400000 people were killed in the quake.（ ）

（4）Many rescue workers and doctors were trapped under the ruins during the aftershock.（ ）

（5）People tried to get fresh water from under the ground in Tangshan.（ ）

（After listening to the tape，check the answers with the students.）

S1：No.1 is false.People thought little of the unusual phenomena before the quake，and went to bed as usual that night.

S2：No.2 is true.

S3：No.3 is false.More than 400000 people were killed or injured in the quake.

S4：No.4 is true.

S5：No.5 is false.Fresh water was taken to the city of Tangshan by train，truck and plane.

T：You did an excellent job.

Step 5 Reading

T：Next，open your books and turn to Page 26.I will give you several minutes to read the passage.After reading，please finish Part 1 in Comprehending on Page 27.

（Ss read the passage silently and then do exercise 1 in Comprehending on Page 27.）

（Teacher check the answers with the whole class.）

S1：The chickens didn’t eat because they were nervous.

S2：Before the earthquake the people didn’t worry because they didn’t know the quake caused the strange events.

S3：Such a great number of people died because the quake happened while they were sleeping.

S4：Water was needed because dams and wells were useless.

S5：The people did not lose hope because the army came to help them.

T：Very good.During the quake many things happened.Number the following things according to the order that they happened.

A.Brick buildings were destroyed.

B.The walls of the village wells had cracks in them.

C.Shelters were put up for those with no homes.

D.Roads got huge cracks.

E.The army helped the survivors.

（Ss read the passage again in a loud voice and then order the events.）

（Teacher checks the answers with the whole class.）

S6：No.1 B； No.2 D； No.3 A； No.4 E； No.5 C.

T.Excellent.How many paragraphs are there in this passage？

Ss：Four.

T：Try to divide the passage into three parts.Then try to write down the main idea of each part.You can finish this task in pairs.

（After several minutes.）

S7：Part 1 （Paragraph 1） Phenomena before the earthquake.

Part 2 （Paragraphs 2-3） What happened during the quake and the damage.

Part 3 （Paragraph 4） The rescue work after the earthquake.

Step 6 Speaking （pair work）

T：Now we are going to an interview in pairs.Suppose one of you was a newspaper reporter，and the other was a witness of the 1976 Tangshan Earthquake.Now the newspaper reporter is asking the witness some questions.Work in pairs please.

（Ss make dialogues.）

T：Now I would like to ask pairs of you to come to the front to demonstrate your dialogues to the whole class.

S1：Hello，nice to meet you.I am a newspaper reporter from China Daily.

S2：Nice to meet you too.

S1：I hear that you are lucky enough to have escaped from the terrible earthquake that happened in Tang-shan.

S2：Yes.I was so lucky as to be one of the survivors.Even at this time，my heart is still trembling with fear.

S1：Then could you answer some questions about the earthquake？

S2：OK.I will try to control my feelings.

S1：Actually，at what time did you know that an earthquake was coming？Were you warned of the earthquake？

S2：Although later people said there had been some signs that showed an earthquake was coming，we paid no attention to these events.We just went to bed as usual that night.

S1：Do you know any signs？

S2：Yes.For three days the water in the village wells rose and fell，rose ad fell.Some housewives noticed that the well walls had deep cracks in them.A smelly gas came out of the cracks.In the farmyards，the chickens and even the pigs were too nervous to eat.Mice ran out of the fields looking for places to hide.Fish jumped out of bowls and ponds.

S1：Then do you still remember what happened during the quake？

S2：Oh.At 3：42 am everything began to shake.A huge crack that was about eight kilometers long and thirty meters wide cut across houses，roads and canals.Steam burst from holes in the ground.The terrible earthquake lasted for about 15 seconds.After that，everywhere I looked nearly everything was destroyed.Bricks covered the ground like red autumn leaves.Many buildings fell down.To make things worse，two dams and most of the bridges also fell.It’s impossible to travel.The railway tracks were useless pieces of steel.

S1：I heard there were some aftershocks.Did they cause any damage？

S2：Of course.Later that afternoon，another big quake shook Tangshan.Some of the rescue workers and doctors were trapped under the ruins.More buildings fell down..

S1：Although you have survived，you have to live a hard life in the next period of time.

S2：That is true.Water，food and electricity were hard to get.Life was very difficult for us.

S1：But luckily，you have army to help you.

S2：Yes.The army sent 150000 soldiers to help the rescue workers.They organized teams to dig out those who were trapped and bury the dead.

S1：Then how do you get water these days？

S2：Water is brought to the city by train，truck，and plane.We people in Tang-shan will try out best to rebuild the city.

S1：I believe so.Thank you for having answered my questions.

S2：That’s all right.

Step 7 Homework

Try to remember the key information of the passage by heart.

●板书设计

Unit 4 Earthquakes

The Second Period

T or F statements：

（1）People in Tangshan were warned of the earthquake and didn’t go to bed.（ ）

（2）People in Beijing also felt the earthquake.（ ）

（3）More than 400000 people were killed in the quake.（ ）

（4）Many rescue workers and doctors were trapped under the ruins during the aftershock（余震）.（ ）

（5）People tried to get fresh water from under the ground in Tangshan.（ ）

●活动与探究

Story-telling competition

1.Divide the class into groups of four or five.Each student should look for some unusual things that happened in the Tangshan earthquake.The students can go to the library or go online to search for some useful information.

2.Work in groups and tell the students’ own story to other members of the same group.Then each group should choose the most unusual story in the group.

3.Choose one representative of each group who will tell the most unusual story to the whole class.

4.The teacher acts as the judge and chooses the best story and the best story-teller.

5.The teacher gives the group that has the best story a prize and gives the best story-teller a prize.

篇6：高二英语第三单元第一课时说课教案(新课标版高二英语说课)

课题：Senior English for China Student’s Book 2A(高二英语第二册)

Unit 3 Art and architecture（第三单元 艺术与建筑）

The first period warming up and speaking.

（第一课时 热身&对话）

一．本课在教材中的地位－教材内容（contents）

我说课的课题是高中英语第二册（上），第3单元。本单元的中心话题是Art and Architecture (艺术和建筑)。具体涉及现代建筑与传统建筑，艺术与建筑的发展史，家居布置，建筑保护与利用，艺术中心的设计等。随着经济发展、社会进步、人们生活水平的提高，越来越多的人开始关注精神文化，而本单元教学旨在通过让学生了解艺术和建筑学，通过古今中外建筑的比较，培养其审美能力，学生们会对此话题非常感兴趣。所有的语言知识和语言技能几乎都是围绕建筑这一中心话题而设计的。本课是本单元的第一课时，是一节听说课，听说课是每单元教学的重要环节，为后面的阅读部分贮备知识。本课包括对不同种类艺术的赏析，激发学生的想象力，提高学生的鉴赏力，培养学生用英语来表达自己的喜好的口语交际能力。

二 Teaching goals 教学目标（知识目标、能力目标、德育目标）

1. Target language 知识目标

a 重点词汇和短语

Preference, furniture, sale, sofa, honey, block, apartment, style, stand, in a hurry.

b. 交际用语（communicational English）

I’d rather……

I’m much more interested……

In my opinion……

I really prefer……

I wouldn’t feel happy if……

I’m not very interested in…….

If you ask me, then……

I prefer something that……

I like seeing something ……

I can’t stand……

2. Ability goals 学能目标

Enable students to express their preferences.

使学生学会用英语表达自己的喜好。

3．Moral goals 德育美育目标

Improve students’ appreciation of beauty.

提高学生对艺术及建筑的审美能力

三．教学重点

本节课为听说课，在于培养和提高学生的听说能力，所以单词及第二部分对话将作为本单元的教学重点，通过新课的学习，让学生学会表达喜好的英语惯用语。

四．教学难点

在speaking的基础上，根据所给的情景，使学生用对话表演的形式将所学的词汇句型输出。

五．教学方法

1）情景教学法，其中包括对话，讨论，表演等。

2）开放式教学，如：brainstorm, role play, given situations 等活动

3）启发式教学，利用图片启发学生思考，提高审美。

六．教学辅助手段

多媒体教学。它能迅速抓住学生的注意力，很快导入正课。软件的作用主要有四点：一是加大课堂容量。事实证明，以上教学任务在多媒体的帮助下，在学生预习到位的前提下，完全能够顺利完成。二是突破难点。多媒体教学软件通过以图代文的方式，解决了文章理解的难点，不再需要教师枯燥地讲解。三是可以指导学生的逻辑思维。四是可以调动学生的积极性，激发他们的学习兴趣。

七．教学步骤

本课的教学过程分为六个步骤。

第一步导课。 我通过凡高的向日葵和达芬奇的蒙娜丽莎两幅艺术作品引入Art这个中心话题。同时通过不同种类的艺术表现形式，如：根雕，国画，书法，石雕，剪纸，编织（中国结），舞蹈，音乐，时装表演等导入新课，我们在生活的许多方面都可以发现艺术的美，世界许多著名的建筑也是一种艺术。即今天我们将要授课的内容：艺术与建筑。导课这一环节大约需要8分钟。

第二步是warming up热身部分. 这一部分通过现代建筑与传统建筑的比较，要求学生说出自己的喜好，并要求学生能正确运用美学与建筑学的词汇和句型，鼓励学生设计自己理想的住房，培养学生的创新能力。谈论世界著名艺术大师和艺术作品，丰富学生的视野，激发他们积极主动学习英语的兴趣。热身部分结束大概需要12分钟。

第三步是speaking,对话部分。Speaking 是一个任务型教学活动。通过几件物品讨论现代和传统艺术，讨论时要用到表达爱好的句型。这一部分是在warming up“热身”部分信息输入的基础上,训练学生口语输出的能力。并从外观，材料，特点等方面比较传统建筑和现代建筑的区别，引入相关词汇，需要10分钟。

第四个步骤是Presentation呈现部分。需要6分钟。首先，播放一段对话让学生学习，然后两人一组就学生的实际展开小组讨论。然后随机抽出几组学生进行情景对话表演。这样的情景练习，一可以检验学生对所学知识的运用是否正确；二可以训练学生的听、说技能和想象等思维能力。

第五步是language points总结语言点。大概需要6分钟。这部分主要通过图片的展示来复习有关建筑的单词及语言点。时间允许的话，还可以让同学们做一下补充的关于建筑词汇的填空练习题，为下一节作预习。

第六步布置作业．预习课文部分，并从网上查阅关于艺术和建筑的相关背景资料，把英语学习从课堂引向社会。大约需要3分钟。

八．板书设计

我的板书设计主要体现了本课的重点。利用多媒体，主要体现在课件上，板书主要是针对学生在作brainstorm及对话时出现的单词的强调，以及对英语交际用语中表达喜好的习惯用语的进一步巩固。

Unit 3 Art and Architecture

1. I’d rather…

2. I’m much more interested…

3. I really prefer…

4. I wouldn’t feel happy of …

5. I prefer something that…

6. What I like is….

篇7：高一英语必修3 unit 1 复习提纲(新课标版高一英语必修三说课)

Ⅰ.根据中文意思写出单词.

灯,光源 使饿死 充足,大量

满足,使满足 祖先,祖宗 领导,引导

节日,盛宴 骨头 起源,由来

诡计,窍门 到来,到达 国家的,民族的

获得,得到 独立 集合,聚集

农业的 欧洲的习惯,风俗

奖品,授予 赞美,钦佩 精力充沛的,积极的

向前的,向将来 社会的,社交的 每日的

许可,允许 可能性 愚人,白痴

道歉,辨白 淹死,淹没 悲伤,悲哀

明显的,显而易见的 擦去,擦 可爱的,有趣的

一对,一双,夫妇 哭,哭泣 广播员,告知者

原谅,饶恕

Ⅱ.根据中文意思写出词组.

发生 纪念,追念 盛装,打扮

诈骗,开玩笑 期望,期待 日夜,昼夜

好像 玩得开心 出现,到场

守信用,履行诺言 屏息,屏气 心碎的

嘲笑 像个傻瓜 与…结婚

提醒某人某事

Ⅲ.根据中文意思补全句子

1. 他们点燃篝火,奏起音乐,因为他们认为这些节日活动会带来丰收的一年.

They ______ fires and _______ music because they _______ these ________ would ______ a year of _______.

2. 万圣节前夕的盛会也是源自纪念亡者的祭事.

The festival of Halloween had its ________ as an event ________________ the dead.

3. 他不想屏息等她来道歉.

Well, he was not going to ______________ for her to __________.

4. 很明显,咖啡馆里的经理在等李方离开.

It was _______ that the manager of the coffee shop was waiting for Li Fang to leave.

高一英语必修3 unit 2 复习提纲

Ⅰ.根据中文意思写出单词.

日常饮食 精力,活力 纤维,纤维制品

消化力,领悟 天平,平衡 应当,应该

苗条的,纤细的 好奇心 生的,未加工的

说谎,谎话 研究,调查 顾客,消费者

虚弱,弱点 力量,强项 使摆脱,使去掉

数量 债务,欠款 怒目而视

轻轻地,轻柔地 界限,限定 有限的

利益,好处 叹息,叹气 使联合,使结合

项目,条款 小包裹,袋 罐头

Ⅱ.根据中文意思写出词组.

平衡膳食 应该,应当 对…厌倦,厌烦

扔掉,丢弃 被放过;(做坏事)不受惩罚 说谎

摆脱,除去 谋生 欠债

怒目而视 提供…..给….. 节食

把…和…结合起来 强健体质 做研究

最好…… 对…..感到惊讶 拿掉,减弱

Ⅲ.根据中文意思补全句子

1. 他的餐厅本来应该是宾客盈门的.

His restaurant ______ to be full of people.

2. 王鹏伟受到好奇心的驱使.

________ drove Wang Pengwei inside.

3. 王鹏伟对此感到惊讶,特别是对它们的价格.

Wang Pengwei was _______ at this and ________ at the prices.

4. 他可不能让咏慧哄骗人们!他最好做一番调查.

He couldn’t have Yong Hui __________________________! He had ______ do some _________.

5. 也许我们两家餐馆的食谱应该综合起来，做出一份富有营养，热量和纤维的平衡食谱。

Perhaps we ought to _______ our menus and ________ a balanced menu _______ foods full of _______ and fibre.

Unit 3

I．根据中文意思写出单词。

场面，景色 n．

（ ） 愚蠢的，无聊的 adj．

（ ） 真正地，确实 adv.

（ ）

故事，传说 n．

（ ） 妒忌的，猜忌的 adj．

（ ） 鞠躬，弯腰 n＆v．

（ ）

仆人 n．

（ ） 难以置信的 adj．

（ ） 十年 n.

（ ）

许可，准许 v.

（ ） 很少的，微小的 adj．

（ ） 飞行员，引水员 n.

（ ）

发现，认出 v.

（ ） 粗鲁的，无礼的 adj.

（ ） 幽默，诙谐 n.

（ ）

通道，船费 n.

（ ） 礼貌，方式 n.

（ ） 小说n. 新奇的adj.

（ ）

出现，外貌 n.

（ ） 尖声叫 v．

（ ） 人物，特征 n.

（ ）

耐性，忍耐 n.

（ ） 肩部n. 肩负 v.

（ ） 主任，导演 n.

（ ）

II.根据中文意思写出词组。

打赌

＿＿＿＿＿＿＿＿＿ 前进，往下说

＿＿＿＿＿＿＿＿＿ 偶然，无意中

＿＿＿＿＿＿＿＿＿

衣衫褴褛

＿＿＿＿＿＿＿＿＿ 说实话

＿＿＿＿＿＿＿＿＿ 导致，作出解释

＿＿＿＿＿＿＿＿＿

即使，尽管

＿＿＿＿＿＿＿＿＿ 陷入困境，惹麻烦

＿＿＿＿＿＿＿＿＿ 实际上

＿＿＿＿＿＿＿＿＿

动身前往

＿＿＿＿＿＿＿＿＿ 冒险

＿＿＿＿＿＿＿＿＿ 相等，等于

＿＿＿＿＿＿＿＿＿

充满，布满

＿＿＿＿＿＿＿＿＿ 在意，在乎

＿＿＿＿＿＿＿＿＿ 盯着，凝视

＿＿＿＿＿＿＿＿＿

III．根据中文意思翻译句子．

1． 先生，请允许我来带路吧。

__________________________________________________________________

2． 先生，不知你是否介意我们问几个问题。

_________________________________________________________________

3． 傍晚时分，我发现我被一阵大风刮到海上去了。

__________________________________________________________________

4． 正是那艘船把你带到了英国。

__________________________________________________________________

5． 你直到两点才能打开信。

__________________________________________________________________

6． 这正是我们给你这封信的原因。

__________________________________________________________________

7． 众所周知，许多美国人喜欢吃得多。

__________________________________________________________________

8． 我相信你想来的时候，就会来的。

__________________________________________________________________

Unit 4

I． 根据中文意思写出单词。

大气层，气氛n.

（ ） 有害的，伤害的 adj.

（ ） 失望的 adj.

（ ）

系统，体系 n.

（ ） 发展 n.

（ ） 出版，发行 v.

（ ）

固体n. 坚固的 adj.

（ ） 伸展，传播 v.

（ ） 力量，暴力n. 逼迫vt.

（ ）

猛烈的，强暴的 adj.

（ ） 方法 n.

（ ） 逐渐地 adv.

（ ）

使爆炸，爆发 v.

（ ） 存在，生存 v.

（ ） 使漂浮 v.

（ ）

表面，外表n. 肤浅的adj.

（ ） 出席，到场 n.

（ ） 团，质量，大量n.

（ ）

行星 n.

（ ） 使失望 v.

（ ）

II.根据中文意思写出词组。

及时，终于

____________________ 阻止，制止

____________________ 依靠，取决于

____________________

感到高兴，感到振奋

____________________ 既然

____________________ 熟悉，掌握

____________________

突发，爆发

____________________ 冷却

____________________ 与。。。不同

____________________

对。。。有害的

____________________ 作一次旅行

____________________ 接近，靠近

____________________

III．根据中文意思翻译句子．

1. 它将会变成什么样是一个迷。

______________________________________________

2. 问题是地球变得激烈动荡。

______________________________________________

3. 随着地球的冷却，水开始出现在地球的表面。

______________________________________________

4. 水使得地球得以把有害气体溶解在海洋里。

______________________________________________

5. 那样使生命有可能开始发展了。

______________________________________________

6. 随着时间的推移，他们遍布在地球上。

______________________________________________

7. 生命在地球上能否延续将取决于这个问题能否得到解决。

_____________________________________________

8. 走路的确需要练一练了

______________________________________________

9. 回到地球的经历是非常吓人的。

______________________________________________

Unit 5

I．根据中文意思写出单词。

大臣，部长n.

（ ） 牛仔，牧童 n.

（ ） 富有的adj.富人 n.

（ ）

女王，王后n.

（ ） 在。。。之内，不越出

（ ） 旅行，游历 v.& n.

（ ）

大陆，陆地n.

（ ） 边界，国界n

（ ） 距离，远方 n.

（ ）

向东的 adj.

（ ） 稍稍，轻微地 adv.

（ ） 流动 v.& n.

（ ）

包围，围绕 v.

（ ） 港口，舱门 n.

（ ） 在市区

（ ）

海港 n.

（ ） 使恐怖，恐吓 v.

（ ） 黎明，拂晓 n.

（ ）

极端地，非常地adv.

（ ） 官员n. 正式的adj.

（ ） 宽阔的，广泛的adj.

（ ）

II.根据中文意思写出词组。

定居，专心于

____________________ 对。。。有天赋

____________________ 合计为，计算出

____________________

远到，直到

____________________ 被。。。所包围

____________________ 成千上万的

____________________

在远处

____________________ 梦想做某事

____________________

III．根据中文意思翻译句子．

1. 与其一路乘飞机，他们决定坐火车横穿加拿大。

__________________________________________________________________

2. 要横穿整个大陆的想法很是令人兴奋。

__________________________________________________________________

3. 你能在五天内穿越加拿大的想法是错误的。

__________________________________________________________________

4. 那儿如此潮湿，以至于树都长得非常高.

__________________________________________________________________

5. 加拿大的淡水比世界上任何其它国家都要多。

__________________________________________________________________

篇8：必修2 Unit 2 The Olympic Games 说课稿(新课标版高一英语说课)

一、教材分析：

1． 教材概述

本单元以世界性的体育盛会──Olympic Games 为话题，旨在通过本单元的教学，使学生了解奥运会的起源、宗旨、比赛项目以及古现代奥运会的异同。学会用英语表达自己的兴趣爱好以及如何向别人推荐某一种爱好，同时培养学生对体育运动的爱好。

2． 教学目标

根据《新课程标准》关于总目标的具体描述，结合高一学生实际和教材内容，我们分语言知识、语言技能、学习策略、情感态度、文化意识五个方面制定相应教学目标：

1） 语言知识：

双基词汇：学习掌握一些有关奥运会的词汇,如：compete, competitor, medal, Greece, Greek, athlete, stadium, gymnasium等。

掌握文中涉及的其他一些词汇，如： honest, host, magical, interview, admit, a set of, as well as等。

语用功能：学习掌握一些用于讨论奥运会的结构句式，如：

When and where will the next Olympic Games be held?

I have come to your time...that in 2004…they are to be held in my hometown of Athens.

All countries can take part if their athletes reach the standard to be admitted to the games.

It is just as much a competition among countries to host the Olympics as to win an Olympic medal.

表达自己的兴趣爱好以及如何向别人推荐某一种爱好的结构句式，如：

What are your hobbies?

How do you become good at them?

I think/don’t think that…

I agree/don’t agree that… etc.

语法结构：学习掌握将来时态的被动结构的用法。如：

When and where will the next Olympic Games be held?

The 2008 Olympic Games will be held in China.

2）语言技能：

听：训练学生集中注意力、抓住疑问词线索、捕捉特定信息的能力；并熟悉interview这种形式。

说：学生能尝试当演员，利用“信息差”进行相互采访，提高在真实语境中的英语交际能力。

读：通过Scanning, skimming, careful reading, generalization, inference等阅读微技能训练，获取关于奥运会的信息，处理信息，运用信息进行推理、判断的能力。

写：运用本单元所学，尝试写一篇有关“北京2008奥运会”的报道。

3）学习策略：学生在一定程度上形成自主学习，进行有效交际、信息处理，养成英语思维习惯。

4）情感态度：学习奥运会的知识，培养学生热爱体育运动。学习更快，更高，更强的奥运精神，培养学生团体合作、努力拼博、积极向上的精神。

5）文化意识：了解奥运会，培养全球意识，认识世界一体化以及国际合作的趋势；通过对比古现代奥运会，加深对奥运会的了解。

3．教学重点和难点

1） 引导学生发现、感悟将来时态的被动结构的语言规律，培养语感；

2） 帮助学生按类别归纳整理，用有效的记忆词汇的方法来掌握与奥运会相关的词汇；

3） 学生能够表达自己的兴趣爱好以及如何向别人推荐某一种爱好。

二、教学方法与教材处理

1．教学方法

上述教学目标的确定是基于“第二语言习得论”和“整体语言教学理论”，其中渗透当前课程改革的一些理念。为达成上述教学目标，我们将运用任务型教学途径，初步设计“P-T-P”自主学习立体模式（Pre-task----Task-cycle----Post-task）。

2．教材处理

根据学生学习英语的特点和规律，阶段学习的侧重点以及高一学生的实际，我们把本单元划分为6课时：

Period 1: Reading (Warming, Pre-reading, Reading, Comprehending )

Period2:Grammar(Learning about Language, Workbook中的Using Words and Expressions和Using Structures)

Period 3: Extensive(Using Language中的Reading和Workbook中的Reading)

Period 4: Listening(Using Language中的Listening和Workbook中的Listening)

Period 5: Speaking(Speaking, Speaking Task和Talking)

Period 6: Writing(Writing和Workbook中的Writing Task和Project)

下面请看第一课时的课堂教学设计。本课时将充分利用教材所提供的练习，借助多媒体来完成教学任务。

Period 1 Warming up, Pre-reading, Reading and Comprehending

Step 1. Pre-task

Activity 1. Warming up (6 minutes)

1.师生互动：教师展示一些中国体育健儿在28届雅典奥运会上夺冠的精彩画面，提出一些问题如Who can tell me what it is about? Can you describe what you have seen? Do you know some details about the Olympic Games? 引出本单元的话题---奥运会。在此过程中教师展示一些学生熟悉并喜欢的体育明星及体育运动的画面，从视觉上激发学生对本话题的兴趣，并为过渡到Warming up部分做准备。

2.小组活动：学生两人一组进行问答Warming up（P9）里的问题。教师给出答案和各题分值，让学生自我评分，了解自己对奥运会的熟悉程度。在活动过程中，教师适时教授新词汇，激发学生的求知欲望，从而将学生引向课文的学习。

Activity2.Pre-reading (5 minutes)

1.师生互动：在教学过程中，教师出示北京风光、2008奥林匹克体育场等一些图片，然后提出问题：When and where will the next Olympic Games be held?紧接着引向 Pre-reading的教学。

2.小组活动：六人一组讨论Pre-reading（P9）里的其他问题。然后请各组派代表回答问题，进一步激发学生学习课文的兴趣。

Step 2. Task-cycle

Activity 1. Listening and fast reading (4 minutes)

1． 个人活动：通过听课文录音总结文章大意:

It tells us the differences and similarities about the ancient and modern Olympics.

2. 班级活动：学生发言，校对完善对文章大意的把握，为detail reading作铺垫。

Activity 2. Read the text carefully again and fill in the chart (10 minutes)

1. 个人活动: 认真阅读课文，找出古现代奥运会的异同。

Ancient and modern Olympics What is the same? What is different?

Events in the Winter Olympics

Events in the Summer Olympics

Where are the Summer Olympics held?

Who can take part in the Olympics?

Who cannot take part in the Olympics?

Prizes

Beliefs

2. 小组活动：六人一组讨论上表的问题。

3. 班级活动：学生按上表抢答古现代奥运会的异同，加深对奥运会的了解。

Activity 3. Know more about the Olympic Games (3 minutes)

班级活动：学生按上表的提示用自己的语言分别描述古代与现代奥运会，加深对课文的理解。

Activity 4. The analysis of the passage (9 minutes)

班级活动：帮助学生总结归纳课文中出现的重要词汇、短语和句子，如：take part in, a set of, as well as, compete with, compete for, be admitted as, relate to, be related to

When and where will the next Olympic Games be held?

I have come to your time...that in 2004...they are to be held in my hometown of Athens.

教师作必要的解析。

Step 3. Post-task

Activity 1. Discussion (5 minutes)

小组活动：六人一组讨论Comprehending中第二题练习的问题。

班级活动：各组派代表回答刚才讨论的问题，教师给予指导，提高学生解答阅读理解问题的能力。

Activity2. Talk show (3 minutes)

班级活动：选两位学生，一位当主持人，一位当被采访者，其他同学充当观众，模仿央视“艺术人生”的形式作一访谈，要求主持人留一些时间给观众提问。通过活动巩固所学知识，进一步熟悉interview这种形式。

Homework: 借助课文中的关键句子，用第一人称复述课文。

篇9：高中英语第一册（上） 说课材料Unit 5 the Silver Screen(新课标版高三英语说课)

一、教学内容分析

(一)、知识背景及新课程、新教材

本单元围绕the Silver Screen(影视) 这一主题开展听、说、读、写多种教学活动。影视作为人类文明的一大体现，作为当今社会人们主要休闲、娱乐方式之一，是一个非常贴近生活、具有时代性、可挖掘性的教学主题。

本单元所选的语言素材涉及中外名片、著名演员、著名导演， 具有典型的时代气息，有利于学生了解外国文化，增强世界意识。正如新课程标准中的教学建议所提：学习中文影视文化有利于“拓展学生的文化视野，发展他们跨文化交际的意识和能力”；在利用现代教育技术观看影视片断、影视海报的教学过程中，“拓宽了学生学习和运用英语的渠道”；同时本单元的教学对教师本身的中外文化修养、广阔的知识面等方面有非常高的要求，体现了师生共同不断更新知识结构以适应现代社会发展对英语课程的要求的“与时俱进”的理念和思想。

（二）、教学重点难点

1. 语言知识重点与难点

（1）.关系副词引导的定语从句和介词+关系代词引导的定语从句

（2）与影视相关的词汇

（3）有关发表个人观点的句型、结构

2. 综合知识重点与难点

（1）.对国外著名影星、导演及他们作品的了解。如教材中涉及的Meryl Streep，Keanu Reeves，Steve Spielberg等，以扩大学生知识面、文化视野。如何填补学生这方面知识缺乏的信息沟。

（2）.对国内著名影视导演及他们代表作品的了解。如何设计任务让学生从课内知识到课外知识的链接。

（3）.对影视界名人及电影的评价（comments）如何写影评（review）。

二、教学目标

（一）.知识技能

1. 学习、掌握关系副词when，where.，why 引导的定语从句及介词+关系代词引导的定语从句。

2. 学习掌握一些有关影视的词汇：

如： career, director, script, play a role in ,Oscar, award, studio, scene, follow-ups等。

掌握其他一些课文中涉及的词汇：

如：graduate, attack, creature, owe…to…, take off等。

3. 学习掌握一些用于讨论、评价电影的结构句式：

如：What’s the film about?

What do you think about the story of the film?

How do you feel about the film?

I like / don’t like the film because…

The film is about… I think the ending of the film is …

4. 提高学生语言听、说、读、写的能力及扮演角色、编写剧本、撰写影评等的综合语言运用能力。

（二）. 情感态度

1. 学习几位著名影星、导演执著于艺术、献身于艺术的敬业精神和对人类艺术的巨大贡献。

2. 从Keanu Reeves 艰辛的成功途中（In the begin did many small jobs, then played in many cheap films.）我们可以学习到：要成就事业需付出辛勤劳动，要有持之以恒、坚持不懈的恒心与毅力。

3. 通过学习国外著名影视界人物，培养学生了解、尊重异国文化，体现国际合作精神。

4. 通过开展小组活动，指导学生积极与人合作，相互学习，相互帮助，培养其团队精神。

（三）.学习策略

1. 认知策略

能总结定语从句的结构规律，并加以应用；在学习中借助电影海报图画、图表等非语言信息进行理解或表达。

2. 调控策略

利用影视资源，主动拓宽英语学习渠道，创造和把握学习英语的机会；积极参与采访、表演、调查等英语学习活动。

3. 交际策略

充分利用采访、表演等真实交际活动提高用英语交际的能力，在其过程中能借助手势、表情等非语言手段提高交际效果，能克服语言障碍，维持交际。

4. 资源策略

通过了解影视知识，获得更广泛的英语信息，拓展所学知识。

（四）.文化意识

1. 了解英语国家影视界艺术家的成长经历、成就和贡献。

2. 通过学习，了解世界著名影视文化，培养世界意识。

3. 通过中外影视文化对比，加深对中国影视文化的理解。

三、教学步骤

(一) Warming up

这部分的重点是引出本单元的话题---电影，了解学生对电影的熟悉程度并充分发挥学生的想象力。同时训练学生说的能力。

活动步骤：

1．师生互动：教师提一些问题如Do you like seeing films? How often? Favorite actor? Actress? Film? 在此过程中教师可展示一些学生熟悉并喜欢的名演员、名片的海报，从视觉上激发学生对本话题的兴趣。

2．小组活动：教师选取几副不同题材的电影画面（可选取教材外的其它画面），要求学生进行小组合作，每小组选一幅画面进行讨论What is happening in this scene? What happens before/after the scene? 要求学生不拘泥于已知的电影内容，发挥自己的想象力，给出各种不同的观点。

3．班级活动：向班级其它同学描述本小组所选图片，其他同学可给出不同意见。

（二）listening

本单元的听力是培养学生捕捉特定信息的能力，并让学生熟悉interview这种形式。Task: To discuss what questions the reporters will ask when interviewing famous directors.

活动形式：

1． 师生互动：教师设置开放性的问题，进一步启发学生思考，并为过渡到听力部分做准备。问题可设置为：Of course these films now are very popular and successful, and what does the success of the films bring to the actors? 学生各抒己见，金钱、荣誉、名气，成为公众人物后带来一个问题They received a lot of interviews。

2． 小组活动：教师引出问题What questions will you ask when interviewing an actor?通过小组讨论，收集尽可能多的问题，一方面让学生预测听力中可能会出现的问题，同时也对interview这种形式有所了解。

3． 班级活动：完成听力练习

（三）Speaking

本单元说的任务是利用阅读所得信息开展对名演员的interview,从而提

高学生在真实语境中的交际能力。教师还可让学生尝试当演员，从而对

演员的职业有所了解并增加学习趣味。

Task: To interview famous actors and directors in different ways.

活动形式：

1、师生互动：教师可设置问题了解学生对电影大奖及获奖演员的了解程度，为接下来的两位演员的介绍作好铺垫。问题可为Can you tell me some famous awards to the films in the world? Try to tell the famous actors, actresses and the films you know that have won the Oscar.

1． 班级活动：教师可为学生播放分别由Meryl streep和Keanu Reeves主演的电影Out of Africa《走出非洲》和 speed《生死时速》片段，并可展现他们主演的其它电影的海报，让学生在视觉上对这两位演员及他们的表演有所了解。

2． 个人活动，但先把学生分成两组，分组阅读，然后完成下面表格中的信息。

Birth (time/place)

schooling

Beginning of the acting career

films

family

3． 小组活动：选两位学生，一位当主持人，一位当Meryl streep/Keanu Reeves，其他同学充当观众，模仿央视“艺术人生”的形式作一访谈，要求主持人留一些时间给观众提问。

4． 师生互动：教师可引导学生讨论下列问题：

1） Why are they so popular and successful?

2） What is needed to be an actor/actress?

3） Would you like to be an actor/actress one day? Why(not)?

6. 小组活动：教师播放电影“home alone”《小鬼当家》片段，将原声消去，让学生分组给出对白及表演，最后可让学生互评哪一组做得最好。

(四) Word Study(提前)：

本单元词汇学习的目的主要是让学生掌握一些与电影有关的词语如studio、follow-ups、award、script等，对学生而言，有些生疏，因此教师可给出一些视觉上的帮助。

教学形式：

师生互动

在教学过程中，先利用图片，实物等教具对学生进行直观的教学，使之有更清晰的认识后，再辅之以语境，利用语境来推测词义，达到猜词的效果。如给出The Matrix和The Matrix Reloaded的电影海报，学生很容易得出：The Matrix Reloaded is the follow-up of The Matrix。通过这样的铺垫，学生在做第七小题时，只要利用好文中的线索Speed II, Jurassic Park III就可以轻而易举的得出follow-ups。

（五）Pre-reading

此部分的关键在于让学生了解如何制作电影，尤其是通过了解电影的制

作而突出导演的重要作用。Task: To experience being a director (write one scene of the film and act it out).

活动形式

1．师生互动：教师提问If you want to make a film, who do you

need to invite?通过此问题引出电影制作过程中所需的各种角色，如photographer, actor/actress, editor, director等等

2．小组活动：

1）教师可设置这样的讨论题：What part would you like to play in making a film?根据选择分组，让他们讨论选择各角色的理由。同时讨论各角色在电影制作中所做的不同工作。通过讨论，学生不难发现，在电影的制作过程中，导演起了非常关键的作用。

2）根据所选的各种角色交叉分组，发挥各自的作用。

Think of one scene you are quite familiar with and act it out.

a. What would the scene be like and what happens in it?

b. Who are the main actors in that scene and what do they do?

c. Write a short dialogue and act it out

（六）reading

本篇阅读材料是人物传记，介绍了著名导演Steven Spielberg 的成长经历以及他的主要成就和作品。通过文章的学习，旨在了解西方的电影文化背景以及学习名导Steven Spielberg的那种对自己的事业坚持不懈、孜孜以求的精神。

活动形式：

1．小组活动

分别给出阅读材料中提到的五幅电影（Jaws, E.T., Jurassic Park, Schindler’s List, Saving Private Ryan）的图片，把学生分成不同的小组，对图片进行预测，各个小组根据不同的图片猜想影片的大概内容及主题。

2．个人活动

快速阅读课文的Para3-5 , 查找出有关这5部电影内容和主题的信

息，并核对与自己猜想是否相符。

3．个人活动

阅读并查找有关Spielberg的信息：

1） When and where was he born?

2） When did he start making films?

3） What did he use to make films at first? and later?

4） What was his dream?

5） What did he study?

6） When and with what did his career take off?

7） What does Spielberg owe his success to?

（七） Post-reading

该部分可分成两块，其中第二块内容可以提前到阅读中去完成，也可在读后总结，当学生读完影片内容时，可以根据自己的理解写出五部影片的内容是什么（写尝试应用定语从句，体验定语从句的结构）。第一块（Questions）中第1，3，5三个问题比较难，从文中直接找不到答案，也是学生理解上需要升华的部分。可以通过分组，让学生讨论来理解这几个问题。让学生领会以下几点：1）、英语作为工具的重要性 2）、不懈努力、持之以恒 3）、成功需要家人的支持，合作、互助精神。

（八）Language study

这部分的重点是学习掌握关系副词when，where，why 引导的定语从句及介词+关系代词引导的定语从句。Task: To talk about some famous directors in China and some of their most famous and popular films, using attributive clause.

活动步骤：

1． 师生互动：教师提一些问题如What Chinese directors do you know?

What are their well-known films? 在此过程中教师可展示一些学生熟悉的国内知名导演的海报，从视觉上激发学生的兴趣。然后谈论某个导演及他的代表作品，引出定语从句。

如Zhang Yimou is the famous director who successfully directed the film Hero.

2．小组活动：教师选取几副大家熟悉的国产大片的电影画面，要求学生进行小组讨论，分别来自什么电影，他们的男、女主角（main actor/actress）分别是谁。然后用定语从句知识来谈论。如：Shaolin Soccer is a funny film in which Zhou Xingchi plays the main role.

3．班级活动：给出几副图片及几个关键词（key words），用所学定语从句来描述图片。如：

北京申奥成功图 Beijing the city 2008 Beijing is the city where/in which the 2008 Olympic Games will be held.

4．大组活动：全班以座位为单位分4大组，开展竞赛。1）小组讨论，两人一组，一学生创设一个情景并给出2-3个关键词，另一名同学用定语从句进行描述。2）班级活动；结果汇报，教师记录，看哪个大组能正确描述的情景最多。教师给出评价。

（九）Integrating Skills

该部分主要阅读张艺谋的影片Not One Less并学习如何评价电影及写影评。Task: Make comments on films and write reviews about them.

1. 师生互动：教师可设置问题了解学生对张艺谋及其主要作品的熟悉情况，为接下来阅读Not One Less 作铺垫。问题可为 What does he do? What is famous for? What films has he directed? What is his recent film? What else do you know about him? 同时呈现张的有关信息表格，为后面的Survey 作铺垫。通过提问谈论《一个也不能少》有关情节，为阅读作铺垫。

2． 个人活动：阅读Not One Less ；回答问题，填写信息表。

3． 班级活动：学习写review 的有关建议。并以Not One Less 作为例子写影评一篇。

4．个人活动：Survey--Your favorite director and his film in china

5．小组活动：讨论关于Your favorite film What’s it about? What kind of story do you think it is? How do you think of the actors/ actresses?...

6．个人活动：模仿前面所学，写一篇影评 My Favorite Film

7．两人活动：交换作文，从影评内容、时态、单词拼写、所用词汇等方面相互交流、修改。

8．班级活动：推荐一名学生在班上交流所写影评。

四、教学评价

根据《国家英语新课程标准》对外语教学评价的原则，对学生的评价应坚持形成性评价和终结性评价并重的原则，既关注结果(教学过程中忘记考试)，更关注过程。在英语教学过程中更多地关注学生英语学习的过程、关注形成性评价，应重视形成性评价对学生英语学习的交流，对学生的书面作业、口头回答、演讲、朗诵等课外学习行为和学生的学习能力、学习态度、参与程度、合作精神等做出评价。形成性评价包括学生相互评价和学生自我评价等方式，应对学生的认知、情感、技能等方面给予综合评价，以帮助学生树立自信心、培养学生的学习能力和帮助学生确定合理的学习目标和使用恰当的学习策略。

形成性评价应采取多种评价方式，包括口头的、书面的、表格形式的，还可以建立学生个人学习档案。

形成性评价的思考

学生自评→反思过程

1.评价途径 生生互评

→合作过程

师生互评

学会学习,学会合作,学会反思。

认知→知识 知识目标

2.评价内容 情感→态度 素质目标

技能→能力 能力目标

具体内容:口头回答,书面作业,讨论,演讲,朗诵;学习能力,学习态度,参与程度,合作精神等。

口头的

3.评价形式

书面的

表格形式

学生个人学习档案（学生作业夹）

表格一

书面表达评价表

日 期 题 目

内 容 篇 幅 内 容 时 态 拼 写 词 汇 行 文 得 分

自 评

互 评

教 师

评 价

说明：1.自评（反思自己作文的过程）

2.不是每篇书面表达都要三个层次评价。

3.改变以往教师给最后一个得分的评价方式。

表格二

小组活动记录表（A.积极 B.尚积极 C.一般 D.不参与）

日 期 内 容

姓 名

等级： 评语：

等级： 评语：

--浙师大附中 张春良

eliangstaney@sina.com

2003、8

★ 大学英语说课课件

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★ 英语报刊阅读教学模式初探 英语报刊阅读教学模式初探 (新课标版英语)

★ 说课反思

★ 库仑定律说课

★ 幼儿园说课

★ 说课技巧

★ 怎样说课

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说课 (新课标版英语)（共9篇）

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