高中英语说课材料.doc

引言：在英语教学中落实新课程标准，就是贯彻执行国家教育部关于课程改革的决定。新课程标准的三维教学观，具体到英语学科就是要整合发展学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的素养，培养学生综合运用语言的能力。开展课堂探究是培养学生综合语言运用能力的最佳手段。所以在我的教学设计里，每一个教学活动中都有情景创设，学生探究，学生处理问题和巩固训练等环节。 一、教学内容分析 (一)知识背景及新课程、新教材 本单元围绕考古这一主题开展听、说、读、写多种教学活动。旅游作为当今社会人们最感兴趣的话题在英语学习占有非常重要的位置。名胜古迹是旅游的重点内容之一，名胜古迹中的许多发现都来自于考古工作。所以Archaeology也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胜，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：学习考古有利于“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历史教育片的过程中，“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历史文化修养、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.利用已有知识谈论石器时代、青铜器时代、汉朝、唐朝等时代人们的饮食起居、文化娱乐、生产工具等，为以后阅读英国的巨石王和中华文明的起源奠定基础。 2.调动学生的积极性，组织他们利用表达好奇功能结构谈论他们所感兴趣话题。 3.听力是这一课的难点。听力材料介绍是古代法国人用来射箭的一种武器。材料长，对武器的结构的解释比较复杂。但是学生听过材料后能够顺利地完成课本上的练习。这里不要求学生理解细节，只要能完成练习就行。 二、三维教学目标 （一）知识技能 1.学会谈论古代人的生产、生活； 2.学会表达对什么东西的好奇，如： I wonder what/ who I really want to know Im curious to Id love to know I wonder if/whether What Id really like to find out is Im curious about Id like to know more about 3.学习一些与考古有关单词、短语和句式,如：archaeology及其派生词，curiosity, bronze, dynasty, decoration, artifact, unearth, spear, pot等。 （二）情感态度 1.让学生了解本单元的总体学习目标，以便激发学习学习积极性。 2.从谈论石器时代、青铜器时代、汉朝、唐朝等时代人们的饮食起居、文化娱乐、生产工具等入手使学生到中国具有悠久的历史、灿烂的文化，增强学生的民族自豪感，爱国主义情操。增强学生学好英语自信心。 3.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：通过-ology, -ological, -ologist等词根的学习，掌握archaeology, archaeologist, archae- ological等词，同时掌握同类词的学习方法。 2.调控策略：通过听力让学生了解到听力有时很难，不可求全责备。可以材料调整听力要求。有的要听懂细节，有的甚至要推断隐含内容，但有的只需要掌握大意。 3.交际策略：通过谈论古代人的饮食起居、文化娱乐、生产工具和谈论兴趣等真实交际活动提高用英语交际的能力。同时让学生了解表情、动作等非语言手段提高交际效果。 4.资源策略：让学生了解博物馆、名胜古迹和书籍资料一样是学习的重要途径。 （四）文化意识 1.了解英语国家对文化遗产保护的态度。 2.了解西方国家部分古代用具。 3.通过中外古代文化对比，加深对中国文化的理解。 三、具体教学步骤 (一) 导入(Lead-in) 这一步骤的重点在于激发学生对考古学的兴趣，因为一般学生认为考古没什么有趣的。 活动方式：师生互动。教师盯着天花板的一处看30秒钟。引起全班同学一起去看。然后问：What do you see? 学生自然会回答：Nothing.然后再问Do you know what I was looking at? 学生自然会回答：No, I dont. 然后告诉学生老师根本没有看什么，只是做一个动作而已。再问Why did you look at there after me?学生答不上。老师告诉学生That is because of curiosity.再问What is the word curiosity from? 学生学过curious，所以能答上来。老师再讲：根据心理学的观点，每个人都具有对新鲜事物认识的兴趣，这叫做Curiosity。然后给出一个新词： Archaeology(板书课题)并指出This is a new word for you. You may want to know it.老师再问Do you think it is a course or a science?部分学生会答Yes.接着问Why do you think it is a science?学生会说出他们学过以-ology结尾的词。这时便可以打出幻灯片，再进行以下活动： 汉语意义名词形容词学家 技术technology 生物学biology 心理学psychology 人类学anthropology 细菌学bacteriology Physiology Sociology zoology 1.组织学生推出Physiology，zoology和sociology和汉语意义； 2.组织学生推出technological, technologist； 3.组织学生推出其它词的-ological和ologist的形变； 总结：学习构词法知识对于扩大词汇量有非常重大的意义。 最后指出今天所学内容是Archaeology.再问What are the goals in learning the unit? (二)单元学习目标(Goals) 请一个学生解释本单元学习目标(Goals),然后和全班一起关上书回忆本单元的四个学习目标。 (三)预备(Warming up) 活动形式：分组评论。谈论课本上的四幅图画。先指出中华民族有着悠久的历史和灿烂的文化。每年都有许多西方人到中国来旅游。如果你想为他们提供帮助，就得学会用英语谈论中国古代人的饮食起居、文化娱乐、生产工具等。然后用What did they eat? Where did they live? What did their homes look like? What kind of tools did they use? What objects have we found from their age? What kind of entertainment did they have? 谈论古代人的饮食起居、文化娱乐、生产工具。 (四)听力(listening) 教学形式：师生互动。播放磁带让学生听第一遍，提问材料的大意。播放第二遍，让学生完成课后练习。做听力训练之前的准备工作是非常重要的。 总结：今天的听力材料较难，但是同学们能很好回答课后问题这就够了，不一定要了解那些细节，不可求全责备。根据不同制订不同学习目标是有效学习重要环节。 (五)对话(speaking) 活动形式：组对练习。 1.发出指令，提出要求； 2.学习会话范例； 3.给对话所用句式； 4.学生组对谈论兴趣与建议。 四、教学时间分配 教育心理学指出新知识的学习需要一个接受的过程。本课时的主要任务为本单元的学习做好预备工作。所以要用较多的时间让学生接受考古这一新的概念。 导入部分用8分钟; 目标部分用3分钟; 预备部分用5分钟; 听力部分用12分钟; 会话部分用10分钟; 最后用两分钟总结本课内容和布置作业。 五、课堂板书设计 将黑板划为左右两块，左边板书教学步骤，右边板书生词和短语。The Lecture Notes of PEP Primary English Book4 Unit5 B Lets talkLadies and Gentlemen, Its my great pleasure to be here sharing my lesson with you. The content of my lesson is PEP Primary English Book4 Unit5 B Lets talk, asking the price and inquiring the clothes size.First, let me talk about the teaching material.Part 1 Teaching Material: This lesson is about a shopping topic. By study of this unit, the Ss know how to ask the price in English and how to describe the size and price with simple words and sentences. The sentence patterns of this lesson “ What size?” “How much are they?” and“Well take them .”are the key and difficult points of this unit.The study of this lesson will help the Ss with daily communication. Moreover, this lesson completes the transition of the phrase “a pair of ”to the sentence pattern “A pair of for ” ,and helps the Ss further consolidate the knowledge of words of clothing appearing in plural form. Therefore, on studying the teaching material and analyzing the regulation of childrens growing of mind,I put forward the teaching objectives according to English syllabus and new lesson standard.1.Perception objective:a)The Ss can hear, read, and use the main sentence patterns “A pair of for ” “What size?” “How much are they?” “We ll take them.”b)The Ss can understand and read the conversation of the lesson.2.Ability objective:a)The Ss can use the sentence pattern of inquiring the price, and further develop their language ability of “shopping”;b)The Ss can use the patterns to express their thoughts in the proper scene.3.Emotion objective:a)By completing the task,the Ss increase their interest and set up self-confidence in language study;b)Teach the Ss what is “love” and “ managing money matters”, put the moral education in the language study.Next,the key points of this lesson:First of all, to study and use the sentence patterns “What size?”“How much are they ?”“A pair of for .” “We ll take them.”To improve the Ss abilities in “shopping”;Secondly, teach the Ss how to study independently as well as by cooperation.Difficult points:The Ss can use the words and patterns to describe the clothes in the proper scene, and make simple dialogues of shopping.Well, how to achieve the teaching objectives better, to stress the key points and break through the difficult points? The key is how to make use of the proper teaching methods, Ill talk about my teaching methods below.Part 2 Teaching Methods:According to the modern perception theories and social intercourse teaching theories, I adopt the TSA method and TBLT method in my teaching, namely Total Situational Action and Task-based Language Teaching.The former is a “scene activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss .It emphasizes a dynamic information exchange between the teacher and Ss.The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, make use of the modern electricity teaching equipments and all kinds of teaching means, it can mobilize the Ss enthusiasm and creativity in learning English.Part 3 Studying Methods: Let Ss study in a relaxed and agreeable atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining , thinking etc. And make preparation for completing the new study task.After feeling and comprehending the language points, let Ss obtain the knowledge actively by probe study and cooperative study. Thereby, develop the Ss abilities of studying and working with the learning language independently.Part 4 Teaching Process:In order to realize the teaching process systematically, properly and efficiently, under the principle of “regard Ss as the corpus, the teacher inspires for predominance”, I divide the teaching process into five steps.Step1 Warm-up.Sing a song: The coat in window.So as to the psychological characteristics of children，singing a song can make Ss feel pleased and satisfied, and can arouse exciting motion. In this step , teacher and the Ss sing in unison and perform the song “The coat in window.” Thus,review the sentence pattern “How much is ?” And arouse the Ss performance desire, participation desire,and lead the Ss into a thick English studying atmosphere.Step2 Presentation and practice.1.Design: Look for Cinderella.Broadcast a part of “Cinderella” with the flash, presenting a crystal shoe that Cinderella lose, and establishes a scene of ministers look for the proper size everywhere. Through the role playing, guide the Ss to use the sentence pattern “What size do you wear?” “Size .”to make the question and answer.This design is a novelty of my lesson,it leads the Ss into the fairy tales. They acquire the language unconsciously and can do communication freely.2.Lead to the shopping topic naturally from the unsuited shoes, and demonstrate the sentence pattern “How much are they?” With a good student to be the assistant, I perform to go shopping, and guide the Ss to make the answer: “They are .”In this course, Ss can understand the main contents of this dialogue and get the key points by scene demonstration.3.Game:Guess the price.From buying a pair of shoes for myself to buying a pair for my mom, introduce the sentence pattern “A pair of for .”The CAI presents a big cabinet with various shoes, ask the Ss to guess their price, and then display them.It considers that children can keep their attentions in limited time. The game can avoid the lifelessness and boredom from the pure machine drills .It creates the conditions of a relaxed and natural atmosphere for childrens drills. Then achieve the aim of consolidating and deepening the sentence pattern.4.Present the text.a)At this time, John and his mom come to the shoe store.It reappears the relevant conversation by broadcasting the VCD, let Ss know the text contents with a combination of audio and video, words and pictures, which cater to the characteristics of primary period to be curious and pursuing interest and freshness. b)After the audio-visual commences, play the tape recorder completely again, let the Ss concentrate on listening, then answer my questions according to the dialogue. e.g.:What size does John wear? How much? Whether buy or not, etc. c)After be familiar with the text, let the Ss try to act out the dialogue.By this step, it achieved the teaching aim of understanding and talking the dialogue of this lesson.Step3 Task time.Task:Mothers Day.To master the language capability needs certain amount of practice.So,I still adopt the “Task-based”teaching method, which is defined by strong practicality and exact task, so as to make break-through about the difficult points of this lesson.In advance, I shall arrange the classroom to some business locations, such as clothes store, shoes store, fruit store etc. I shall divide the class into groups and play roles, and then give the Ss a certain quantity of specie currency, so that they may choose and buy the gifts for Mothers Day.For this step, I shall instruct the Ss to use the words and patterns learnt in the process of completing certain tasks. Meanwhile, they may have mutual improvement in exchanging information during the communicating activities. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study. In the group activities, they can speak a little English with ease. With no doubt, this will encourage them to speak English.In fact, it incarnates a kind of demand of human being.Suhuomulinsiji says:“In ones mind, there is always a kind of deeply rooted demand, that is the hope to feel oneself a finder and explorer. In Ss spirits, such demand is specially strong.”This step also leads to the emotion objective of this lesson, that is to have moral education in this step.Step4 Consolidation and extension.Summarize the whole lesson,and arrange the homework.1.Do the correlative exercises in the activity book.Check the mastering of knowledge of this lesson.2.Ask Ss to interview their friends asking the price and size of their clothing and make records of the information.This content is an extension of the previous lesson, to meet the needs of increasing communicating demand of some Ss.Step5 Blackboard Design. Show on the CAI.(Its a .)Anyway, the teaching of this lesson aims to develop not only the Ss language technical abilities, but also the diverse intelligence by integrated teaching methods.As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.Above is the lecture notes of my lesson. Thank you!SEFC Book 2A Unit 12 Mainly RevisionLesson 45PART 1 Analysis of the Teaching Material (I)STATUS AND FUNCTION 1.This unit is a revison unit, so it covers all communicative language knowledge learned from Unit 7 to Unit 11. 2.This lesson is the first one of Unit 12. So if the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit. 3.This lesson is a dialogue about keeping fish. Such topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English. (II)TEACHING AIMS AND DEMANDS Knowledge objects 1. To make the Ss know how to keep fish, birds or any other animal by learning the dialogue of this lesson. 2. To give a reinforced practice in the use of the Modal Verbs and some useful expressions for making suggestions. Ability objects 3. To improve students listening and speaking ability by reading and practising the dialogue. 4. To develop students communicative ability by learning the useful expressions for making suggestions and replying. Moral objects 5. To enable the students to love life and animals, protect the nature and environment. (III)TEACHING KEY POINTS: 1.To make the Ss grasp and understand the way of making suggestions and reply in daily life. 2.To enable the students to use useful expressions for making suggestion and replying in their own dialogues related to the daily life. (IV)TEACHING DIFFICULTIES: 1. The usage of the Modal Verbs ,especially usage for making suggestions. 2. Using the learned phrases and sentence patterns to make suggestions and replying. (V)TEACHING AIDS: Multi-media computer; OHP(overhead projector); tape recorder; software: Powerpoint or Authorware PART 2 Teaching Methods 1Five Steps Approach. 2Communicative Approach. PART 3 Studying Ways 1. Teach the students how to be successful language learners. 2. Teach the students how to master dialogues and how to communicate with others. PART 4 Teaching Procedure Step 1 Revision Get the students to give some animals names they know by asking the students the following question: Can you give us some names of different animals you know? This step is employed to revise the words related the animals. At the same time draw the students attention to the topic about animals. Step 2 Lead-in Sign to the students to be quiet and close their books. Then start a free talk with the students. Use computer to show some pictures of different pets, such as dogs, cats etc. Ask the students several questions about raising pets. These questions are employed to warm up the students and raise the interests of the students to speak English in class on the topics they like and familiar with. 1.Do you like animals? 2. Do you keep any animals at home? What is it or What are they? 3. Can you explain how you care for them? 4. How do you feed them? Step 3 Dialogue Presentation 1. The first listening After the teachers brief introduction to the dialogue about keeping fish. Then ask the students to listen to the tape of the dialogue with their books closed. After listening to the dialogue, ask the students to answer two simple questions focusing on the general idea of the dialogue. This step is employed to make the student get the general idea of the dialogue as a whole one. At the same time let the students have a chance to practise their listening ability.Questions : 1.Where will such dialogue happen in your opinion?2.What are they mainly talking about?2.Second listening This time ask the students to listen to the tape carefully with their books open. After listening, ask the students some questions focusing on the details of the dialogue. In the meanwhile, deal with some language points raised by the students or appearing in the questions. Questions: (Show the questions and answers on the screen using computer) 1. What does Kate want to do ? 2. Wh