高中英语说课稿-新教材高一英语《Unit4》优秀说课稿模板.doc

高中英语说课稿-新教材高一英语Unit4优秀说课稿模板新教材高一Unit4说课教案一.目标理论依据:新课程标准(实验稿)根据新课程标准(实验稿)关于总目标的定位及其实现途径和目标具体描述,结合高一学生实际和教材内容,我们把本单元的教学目标定为:1)语言知识:单词:理解,内化,运用以下生词:seismograph;iceberg;KingTut;/roar;fright;crack;/bookworm;couchpotato;workaholic;/Buddha;agent等,扫除听读障碍,重点掌握一些传神动词:advance;seize;sweep;swallow;drag;pull;flow;shake;strike;struggle等.词组:getononesfeet;treeaftertree语法:复习和运用定语从句用于描述人,物及事件.2)语言技能:听:听懂一个关于不幸经历的小故事,抓住时间,地点,人物,发生的事件说:能用得体语言描述人,物,事件,并且有一定的逻辑.读:Scanning,skimming,carefulreading,generalization;inference等阅读微技能训练.写:能运用First,Next,Then,Finally简要且富有逻辑地描写自己的一次难忘经历.3)策略:学生一定程度形成自主学习,有效交际,信息处理,英语思维能力.4)情感态度:学生能在多种英语学习情景中分享自己的幸与不幸,体验用英语交流的成功与喜悦,以及培养精神,互助精神.二.教学重点和难点:重点:1.课文中出现的重要动词,如:advance,seize,sweep,swallow,strike,struggle,drag,flow,shake,及词组getononesfeet,pulloneself,treeaftertreeetc.2.用关系代词who,that,whom,whose等引导的定语从句.3.用副词first,next,then,finally来描述一场难忘的经历.难点:能用得体的英语表达自己,描述过去的难忘经历.三.教学方法根据我们几年来二语习得论,”整体语言教学”的理论和实践,以及当前教学改革,课程改革等理念,为达成上述教学目标,运用任务型教学途径,我们英语课堂设计采取”P-T-P”自主学习立体模式:(Pre-task-Task-cycle-Post-task).四.教学安排根据学生学习英语的特点和规律,学习阶段的侧重点以及高一学生的发展,我们把本单元划分为6课时:听力,口语,阅读(2课时),语言(0.5课时),写作,(0.5课时).下面请看我们的课堂教学设计.PeriodIwarmingupandlistening,教材内容及教学目标本课处于本单元的第一课时,主要训练和提高学生听的技能,它的掌握有利于以下几课的说,读和写的技能训练,并作了一个很好的铺垫.本课的听力材料由两部分组成,主要讲述HankStram在地震前所做,地震中所见,所闻和所感的令人难忘的经历.通过完成练习,学生能抓住所听语段中的关键词,理解话语之间的逻辑关系,听懂故事,理解其中主要人物和事件以及他们之间的关系等.而且学生能掌握较好的听力方法,如积极预测,注意抓关键词,善于跳跃难点,学会做等等.通过本课学习学生能复习定语从句以及学会正确使用指人或物的关系代词.,教学设计A.Warmingup:Task1Matchingcompetition(groupwork)ColumnAColumnB1,FuJianProvincea,acartoonmaker2,SanFranciscob,theelectriclamp3,AlexanderBellc,thefirsttelephone4,ThomasEdisond,earthquake5,AlbertEinsteine,typhoon6,WaltDisneyf,theTheoryofRelativityQuestion:WhydoyouthinksoTask2:Lookingatthefollowingpictures,findouttheanswerstothequestions:1)Doyouknowwhoorwhattheyare2)Whatmadethemunforgettable3)Canyoudescribeeachpictureusingonesentence(withthehelpofthewordsunderthepicture)Task3:LetthestudentsdescribeeachpicturewithAttributiveClause.eg:ZhangHengisthemanwhomadetheearliestseismographin132.B.Pre-listeningTask1:Beforelistening,lettheSsguessthepossibleanswerstothefollowingquestionsaccordingtothesituation:(groupwork)1)Whendidtheearthquakehappen2)Wherewasthemandrivingwhenithappen3)WhatwashegoingtodoListening(Part1):Task2:Listeningtothetapetogetthecorrectanswerstotheabovequestions.(forthefirsttime)Task3:Listeningtothetapetoputthefollowingintotherightorder.()1.Istoppedthecarandatthesametimetheroadfellontothecarsinfrontofme.()2.IwashungrysoIstartedtoeatone.()3.Isawthecarsinfrontofmestarttomovefromsidetoside.()4.IhadfinishedworkandthengonetothePostOffice.()5.Isloweddown,thenmycarstartedtoshake.()6.Istoppedoffatashopinordertogetsomefreshfruit.()7.Idroveevenslower,thentheroadabovestartedtofalldown.Task4:LettingtheSslistentothetapeagain,thentrytoretellthestorysimply,usingtheirownwords.Task5:Discussion(Groupwork)WhatwouldhappentoHankStramfinallyListening(Part2)Task1:Listeningtothesecondparttochoosethebestchoices(forthefirsttime)1.Whichpartofhisbodyhurtbadly(C)A.ThebottompartsofhislegsB.Thebottompartsofhishands.C.Thebottompartsofhislegsandfeet.2.Whatcouldhehearbelowhim(B)A.NothingB.ShoutsandnoiseC.Thenoiseofcars3.Howlonghadhebeeninthecar(A)A.14hoursB.40hoursC.4hoursTask2:Listeningtothetapeagaintowritethewordsinthespaces.1.I_myselfinthedark.2.ThenIrememberedwhat_.3.ItwascleartomenowthatI_inanearthquake.4.ThenI_people_towardsme.5.Ateamofpeople_toseeifanyone_underthebrokenroad.C.Post-listening:Task3:DiscussionWhatmadehimsurviveinsuchaterribleaccidentPeriod2Speaking,教材内容及教学目标本课着重培养学生说的技能,通过复习,学生自我介绍,解说图片,自编对话等手段来巩固定语从句中指人的关系代词whoorwhose的用法,达到能有条理地描述体验和表达个人的见解和想象,wwW.daKao8.coM能传递信息并就熟悉的话题表达看法,能用英语进行语言实践活动.它的掌握是一个很好的过渡阶段进入读和写的技能训练.,教学设计Pre-task:活跃学生用英语交流的思维,通过复习引出本课的重点-定语从句中指人的关系代词whoorwhose的用法.Activity1.RevisionTask:TalkingaboutHankStramandhisunforgettableexperience.AsksomeSssomequestionsaboutHankStramandhisunforgettableexperiencefirst,thenwritedowntwosentencesontheBb:1.AmanwhosenamewasHankStramwascaughtintheearthquakeonOctober17th,1989inSanFrancisco.2.HankStramwasaluckymanwhowasrescuedafterhehadbeeninhiscarfor14hours.Purpose:1,活跃学生用英语交流的思维.2,通过复习引出本课的重点-定语从句中指人的关系代词whoorwhose的用法.Activity2ChainGames(Groupwork)Task:IntroductionGuessAstheSsdontknoweachotherverywellinthesameclasswhenlearningthisunit,letoneofthegroupintroduceothersinhisgrouptolettheothergroupstoguess,theintroductionmustbeasentence,usingtheAttributiveClause-whoorwhose(GameRule:Eachintroductionwillonlybeguessedonce,ifnoonegettheanswer,theintroducershoulddeclarethestudentsname.)Purpose:1,用游戏的形式能刺激学生用英语进行语言实践活动.2,活跃课堂气氛,真正发挥学生的主体作用.Task-cycle:通过看图说话,学会正确使用定语从句.Activity1.Describingthepictures(groupwork)Task1:Describingthepicturesinthebook-Pictrue1,Picture5,Picture6,Picture3(groupleadersreport,usingwhoorwhose)Task2:Describingsomepicturesaboutthenaturaldisasters,suchasFire,Earthquake,TyphoonandFlood.(Intask1,afterthestudentfinishtalkingaboutPicture3-Bettysparentshavebeenmarriedformorethan25yearswholiveinNewYork,theirhobbyiswatchingTV.TheteacherasktheSs:”Doyouwanttoknowwhattheyliketowatchbest”Thenpresentthepicturesaboutthenaturaldisasters.)Purpose:1,培养学生积极用英语进行交流和沟通,发挥合作精神.2,培养学生看图说话的能力,从而提高说的技能.Activity2.Creatingdialogues(pairwork)Task:Eachpairchoosetwoofthepicturesandcreatetheirowndialogues.(usingatleastoneAttributiveClause)Purpose:1,培养学生善于利用各种机会用英语进行真实交际.2,增强学生的自信心,丰富想象力和独到的见解.3,了解英语国家与中国的生活方式的不同.Activity3.EnjoyingthevideoThisvideoisaboutthemostterribledisasterthisyear-SARS,somedoctorsaretreatingpatients,strugglingagainstSARS)Task1:Toenjoythevideo,findingoutsomethingthatmovedyoudeeply.Purpose:1,能传递信息并就熟悉的话题表达看法2,能有条理地表达个人的见解和想象,从而提高说的技能.Task2:Interviewing-groupwork(supposeoneisthedoctor,theothersaregoingtointerviewhim)Purpose:1,能用英语进行语言实践活动.2,能用恰当的方式在特定场合中表达观点,从而使说的技能的训练进一步提升.Post-task:评价学生课堂表现,学生表演对话Activity:ActoutdialoguesPeriod3&4Reading,教材内容这是新教材高一上第4单元的阅读课型.本课围绕难忘的经历这一主题,描写洪水来临时的凶猛及Jeff与Flora在这次经历中的体验.本课词汇量大,尤其在描写发洪水时,文章运用大量的动词及一些原汁原味的表达.另外文章中还出现许多定语从句,定语从句是本单元的语法重点.根据新课程标准及高一学生的知识,语言能力水平,我们制定以下教学目标:,教学目标:1,理解和掌握一些新词汇如:roar,mass,fright,rack,boom,advance,seize,destroy,sweep,swallow,drag,struggle,flow,strike,etc.2,理解定语从句,如:1)Beforeshecouldmove,sheheardagreatnoise,whichgrewtoaterribleroar.2)ShelookedatJeffwhowavedhisarms.3)Thereshesawbigmassofwaterthatwasquicklyadvancingtowardsher.4)Flora,whosebeautifulhairanddresswereallcoldandwet,startedcrying.尤其是whose引导的定语从句及间隔性定语从句.3,学生在一定程度上提高阅读微技能和用英语思维,推理,判断的能力.4,能用First,Next,Then,Finally来口头陈述事件.,教学设计A.Warmingup:Task1:Talkingaboutnaturaldisasters1.WhatnaturaldisastersdidyoutalkaboutyesterdayDoyouknowsomeothers2.HaveyoueverexperiencedoneofthesedisastersCanyoudescribewhatitwaslikeandhowyoufeltB.Pre-readingTask2:Lookingandguessing:1.Whatcanyouseeinthepicture2.Whathappenedtothemfinally3.WhatwordswillyouusetodescribethisdisasterC.FastreadingQuestions:1.WhatnaturaldisasterdidFloraandJeffsuffered(Flood)2.Whatrescuedthem(Chimney)D.CarefulreadingTask3:Dividingthewholepassageaccordingtothechangeoftheplaces.Para1:InthegardenPara2:OnthewaytothehousePara3:InsidethehouseTask4:ImaginationQuestion1:Whatwasthehouselike(B)A,aflatB,ahousewithtwofloorsQuestion2:WhatwordssupportyourideaTask5:ReadingforthesecondtimeandfinishthefollowingdiagramplacesfloodreactionfeelingsTask6ImagingtheendofthestoryE.PracticeforunderstandingandwordstudyF.ConsolidationTask7,Retellingthestoryaccordingtothediagram:PostreadingTask:Discussion.1,WillthedisasterchangeFloraandJeffslifeHowExpandedreading:TheDayThatChangedMyGenerationReadthematerialanddosomeexercises.Homework:写阅读笔记阅读格式卡Date:Unit()Lesson()Generalidea:Contents:Comment:板书设计Unit4Unforgettableexperiencesplacesfloodreactionfeelingfirstinthegardenroar,advancewave,shoutrunsurprisedpuzzlednextonthewaytothehousesweep,swallow,flowseize,drag,godown,open,pull,lookinto,hold,strugglefrightenedtheninsidethehousestrikemoveupdestroyclimb,cryhopefulFinally:FVIFSEIZEMOFYKHNGYOJHIDRAGDPTXYFENKICUBSTSSIEBFLOWASTRUGGLEAKERRABNVQLJZOFIHYNPLBXYZOKCGTOADVANCEFIWFVIFSEIZEMOFYKHNGYOJHIDRAGDPTXYFENKICUBSTSSIEBFLOWASTRUGGLEAKERRABNVQLJZOFIHYNPLBXYZOKCGTOADVANCEFIWFVIFSEIZEMOFYKHNGYOJHIDRAGDPTXYFENKICUBSTSSIEBFLOWASTRUGGLEAKERRABNVQLJZOFIHYNPLBXYZOKCGTOADVANCEFIWPeriod5Languagestudy&Grammar(halfperiod)I,教学设计Task1.WordpuzzleI.Findouttenwordsthatdescribethefloodandfightingagainstthefloodinthepuzzle.Oneofthemhasbeenfoundout.Task2.WordsindifferentsituationsWordstudyabout”advance”and”strike”(individualwork)Judgethedifferentmeaningsof”advance”or”strike”inthefollowingsentences:WWw.dAkA1.Thehunteradvancedtowardthebearcarefully.2.Amonthhaspassedbuttheprojecthasnotadvanced.3.Heworkedsowellthathisbossadvancedhimtoahigherposition.4.ThedateofthemeetingwasadvancedfromJune10toJune3.5.Theboystruckthepigwithastick.6.Theworkerswerestrikingforhigherpay.7.TyphoonSwanstruckHainan,killing20people.8.OnNewYearsEve,wewaitedfortheclocktostrike.Task3.Finishtheexercisesinthetext.Task4.Talkingaboutpeopleandthings,usingAttributiveClauseFirst,letstudentsfindoutsomewordsaboutthingsquicklylikeclock,homework,coat,chocolate,bag,flood,fire,etcfromtheexerciseofwordstudyanddescribethemasthefollowingexample:(pairwork)Aclockisamachinethat/whichtellstime.Second,letstudentsfindoutsomewordsaboutpersonsquicklysuchasteacher,parents,doctor,mother,child,soldierandthiefanddescribethemlikethis:(pairwork)Ateacherisapersonwho/thatteachesyouhowtolearn.Third,finishExercise2ofGrammarorally.(individualwork)Task5.Expandedreading1.ReadthefollowingpassageaboutfireandfindouttheAttributiveClausesinitandtrytounderstandtheuseoftherelativepronouns.(individualwork)2.ReadingcomprehensionTask6.FinishExercise1ofGrammar.(individualwork)HomeworkPreviewthenextreadingmaterialandfindouttheAttributiveClauseswithwho,whom,that,which,whose,whereandthelinkingwordsandandbut.Period6Writing&assessment(1.5periods),教学内容与教学目标学生通过学习一篇四川之行的游记范文,能根据写作步骤提示,用First,Next,Then,Finally组织材料写一篇自己亲身游记(unforgettabletrip),并能写出一两个含定语从句的句子.根据克拉申(krashen)的输入假说:”写是输出的过程,是在前面多方式,多渠道的足够可理解输入的情况下,而达到的自然输出.根据我们前面提出的P-T-P自主学习立体模式,我作如下设计.,教学设计Pre-task:激发背景知识,明确写作要求,主题目的,写作步骤Activity1.remindoftheunforgettableexperiencesInourdaily,manythingsareunforgettable.Theyareworthwritingdown.Forexample,(显示画面)adisaster;awar;amatch;aspeech;afilm;afamousperson;atalkwithsomebody;atrip;etc.(目的:承上启下,激发写作情境)Aaroundourcountry.Forme,goingonatripisreallyunforgettablebecauseitisexcitingandtherearealottoseeinourmotherland.Lookatthepicturesandguesswhereitis.Beijing;*TheGreatWall;*MountHuangshan*MountainEmei;*HainangSeaside;etc.(Orlocalplacesofinterests.)(目的:为阅读做准备;欣赏美丽河山,激发写作欲望;)Activity3.AtriptoSichuanDuringthefirstweekofMay,thethreeboyswentonaholidaytoSichuan.Readandfindwhatmadethewriterunforgettable.(BuddhainLeshan;MonkeysonMountEmei.)Readagainandanswerthefollowingquestions:1.WhydidtheychoosetogotoLeshanandEmei2.Howdidtheygettothetopofthemountains3.Whatdidtheydobeforethetrip(First,Next)4.WhatdidtheyseeanddoonLeshan5.WhatdidtheyseeanddoonMountEmeiPairwork:RetellthetriptoSichuan,withthehelpofthefollowing:DuringthefirstweekofMayIwentonaholidaytoSichuan.First.Next.ThenextdayLeshanThenextmorningEmeiFinally(目的:可理解的输入为写作做语言上的准备)Task-cycle:M-M-Cpracticemechanicalpractice(学生活动:朗读;找词;找句型)Findthesentencewiththefollowingmeaning:1)我找出一些成都附近名胜的照片.2)我接着打电话给一旅行社,我在报纸上发现它的号码.3)我们带了几瓶水,一些苹果和橘子,装入我的包里.4)我们先去乐山,在那里我们一直爬到山顶看佛像.meaningfulpractice(学生活动:模仿性造句;仿写作文)围绕Unforgettabletrip主题用which;whose;where等造句.communicativepractice(学生活动:回答问题;连句成文;润色)1.First,studentsquicklywritedown20shortsentencesabouttheirtrip,withthehelpofquestionsinthetext.2.Next,studentstrytoputthesentencesinorder,using”First,Next,Then,Finally”3.Then,studentswritethestory,usinglinkingwordsandrelativepronouns.Post-task:作文展示,交流评价(同伴评价,课堂评价,教师评价)同伴评价实际上是合作形学习的一种形式,其重要理论基础就是考卡夫(Kafka,K)最早提出的”群体动力理论”(groupdynamics).四,教学评价通过评价,使学生在英语课程的学习过程中不断体验进步与成功,认识自我,建立自信,调整学习策略,促进学生综合语言支用能力的发展.评价也能使教师获得英语教学的反馈信息,对自己的教学行为进行和适当调整.为此,本单元的评价包括以下几项:1,把阅读格式卡存入学生学习档案夹:阅读格式卡Date:Unit()Lesson()Generalidea:Contents:Comment:2,形成性评价3,单元终结性评价.Multiplechoice1.-AshipmakesmeunforgettableafterIsawafamousmovie.-Doyoumeantheship,Titanic,_sankafterhittinganicebergA.whoB.whichC.whoseD.where2.-DoyouknowZhangHeng-Ishetheman_madetheearliestseismographin132A.whoB.heC.whoseD.which3.Flora,_gardenwasswallowedbytheflood,wascrying.A.whoB.thatC.whoseD.where4.OnthetopofLeshan,thereisareallybigBuddha,infront_WeiBintookphotosofus.A.itsB.onwhichC.fromwhichD.ofwhich5.-Threeyoungschoolboyswere_bythewaterwhenswimmingonahotafternoon!-Whatabadaccident!A.swallowedB.sweptC.gotD.caught6.Thelamplight_outthroughtheheavyfog,whichgavetravelersalightofhope.A.struggledB.draggedC.turnedD.found7.OnOctober17th,1989astrongearthquake_SanFranciscoandkilledover100people.A.advancedB.tookplaceC.struckD.seized8.Look,thebabylion,whichwasjustborntwodaysago,istryingto_itsfeet.A.getonB.getontoC.getupD.getin9.Trees_badlyduringtheterriblestorm.A.pulledB.shookC.destroyedD.flowed10.Treeaftertreewas_bythewater,whichmusthavebeenthreemetres.A.cutupB.cutdownC.cutoffD.cutin.ClozetestWhatanunforgettableday!AtthemomentFlorawassosurprisedatthebig_11_ofwaterwhichwasadvancingquicklytowardsherinhergardenthatshecouldntmove.Jeffrushedtoseizeherarmandtheyrantogethertothehouse._12theygottothehouse,thewaves_13_themdowntwice.JeffpulledFloraupwithalotofdifficulty,_14_ontoatreethatgrewagainstthewall.Thewater,_15_wascoldasiceandflowedfasterthanariver,wasaboveherknees.Theylookedintoeachothersfaces,_1