英语说课范例文本.doc

资阳市高中英语说课竞赛及课堂教学展示活动高二英语Unit 20，reading说课稿 资阳市雁江区伍隍中学 何 杰 2006年5月16日高二英语Unit 20，reading说课稿资阳市雁江区伍隍中学 何 杰各位老师, 大家好! 今天我说课的内容是高二英语下册Unit20, reading部分。该部分主要侧重于阅读能力的培养，教给学生多种灵活多变的阅读方法。引导学生开展任务型阅读，以任务为依托，激发学生参与主体，从篇章中准确、高效地获取知识与信息。一、教材内容分析(Analysis of the teaching materials)高二英语新教材的编写依然以单元为单位，但每个单元打破了呆板的块状设计，换之于流畅的线型流程，为课堂教学的灵活组织留下了更大的空间。整个教材体现了Communicative Curriculum的指导思想。每个单元以功能为主题，话题为支撑，结构为平台，任务为载体，意义交流为目的，充分体现了语言运用的基本思路，为任务型课堂教学构建了框架，注重提高学生用英语获取信息、处理信息、分析和解决问题的能力，发展学生与人沟通和合作的能力。 本单元的中心话题是考古学，内容涉及石器时代、青铜器时代、汉朝、唐朝等古代的饮食起居、文化娱乐、生产工具等，并重点介绍了英国的巨石阵和中华文明的起源。语言技能和语言知识都是依据科学成就这一中心话题设计的。“读前”（Pre-reading）部分提供了三个与本单元的主题有关的问题，通过启发学生对中国皇帝陪葬的猜测和思考，运用自己已有的文化背景知识和语言知识，来猜测英国史前巨石柱王的情况，并且通过阅读验证自己的猜测。“阅读”（Reading）部分介绍了人类考古史上的一个重大发现the King of Stonehenge in England。这个发现使得考古学家相信那个时期的人们已经和欧洲其他地区有贸易和文化交往。“读后”（Post-reading）部分设计了三个问题。第一题考察学生对文章内容的理解，要求学生在课文中找出在坟墓里挖掘出来的objects 和 materials。第二题教会学生一个重要的考古方法，也培养了学生分析和判断的能力。要求学生根据课文信息找出青铜器时代的英国人民和欧洲其他国家和地区的文化和贸易交往。第三题是练习是拓展性问题。要学生讨论建造the Stonehenge所需的技术，科技，发明和工具。Moral education（德育渗透）: Mans history is made up of two parts- written history and buried history. It is comparatively easy for man to read written history, but it is rather difficult to read buried history consisted of unearthed relies. (人类的历史由两部分组成：文字历史和被埋葬的历史。解读文字的历史对于人类而言要相对容易一些，而要读懂由出土文物所构成的历史就要困难得多。写作技巧：1、主题明确 本文主题是考古界的重大发现巨石王墓。2、层次分明 全文共分三个部分：（1）2002年5月3日，英格兰考古重点发现；（2）从四个方面说明此项考古发现为什么具有重要意义；（3）当地老百姓对巨石王的评价。二、学生情况分析(Analysis of students) 本单元的设计与实施是建立在学生经过近两年新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。就打算授课的班级来看，主要的问题是中下层次的学生较多，但由于本课具有的故事性特点，这些学生参与教学的积极性是可以得到调动的。对这部分学生，首要达到的是教学目标（一），其次是目标（二），如果目标（一）、（二）达到了，也就可以基本实现目标（三）。对于中上层次的学生来讲，实现本课的目标是较容易的。就整个班而言，初读课文的理解程度大约在40%，在相关教学材料诸如老师准备的教学辅助材料、教学中采取的步骤等的帮助下第二遍阅读的理解程度可以达到60%，到完成本课教学后，对课文的理解程度可以达到85%以上。三、教学目标和要求(Teaching aims and demands)根据英语新课程标准（实验稿）关于总目标的具体描述，结合高二学生实际和教材内容，我将教学目标分为语言知识、语言技能、学习策略、情感态度、文化意识五个方面。1、语言知识 （Knowledge）词汇（Vocabulary）：能理解、内化、运用以下生词a emperor, pin, find, clay, arrow, bow, cushion, spare, technical短语(Phrases and expressions)： date back to, have a hand in, in terms of , in the eyes of, dig up, remind of , belong to, look like, must have done, may have done, 2. 语言技能 (Skills)读：获取关于考古的相关信息,且进行skimming, scanning, careful reading, generalization; inference等阅读微技能训练。训练通过寻找关键词，主题句等方式更快速并准确的确定文章的段落大意，理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词，并在上下文体验中感受某些佳句给读者带来的深层含义。3、学习策略(Strategy)：认知策略：在学习过程中，善于抓住重点，做好笔记，并能对所学内容进行整理和归纳。资源策略：能够有效地使用图书馆、网络等方式查阅有关考古的资料进行信息处理的能力，获得更广泛的英语信息，扩展所学知识。4、情感态度(Affect)：1）让学生了解考古学的重要性。2）能在多种英语学习情境中感受、分享用英语交流的成功与喜悦3）让学生学会用辨证和积极的态度对待文物挖掘。5、文化意识 (Cultural awareness)：通过学习，了解一些中外著名的考古遗址，从而拓宽他们的文化视野，加深对中外文化遗产的理解和掌握。并且意识到是人民创造了历史，创造了奇迹。四、教学原则和教学方法(Teaching Principles and Methods)：根据我们几年来“第二语言习得论”和“整体语言教学”的理论和实践，同时渗透当前教学改革，课程改革等的先进理念。1、以任务型教学 (Task-based Language Teaching)作为课堂教学设计之理念，具体采用情景教学法（Situational Approach），整体语言教学法（Whole Language Teaching）等教学方法。从一定程度上说，人们使用语言是为了完成各种各样的任务，而任务型的教学活动就是让学习者通过运用所学语言来完成各种各样的交际活动。学习者通过表达、沟通、交涉、解释、询问等各种语言形式来学习和掌握语言，实现目标，感受成功。本节课的主要任务有三个：Task 1: Reading for the main idea of each part.Task 2: Discussing and filling the blanks Task 3: Reading and copying2、在教学中突出交际性，注重读写的实用性；同时适时进行情感与策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。3、坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师应扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。4、贯彻“教中学，学中用”策略，真正使学生学以致用。五、教学重点与难点(Teaching difficult and important points)Teaching important points:Improve the students reading ability.Help the students learn about the King of the Stonehenge by reading the passage.Teaching Difficult Points:How to help the students understand the passage exactly.六、 教学设计步骤(Teaching procedures)Step 1 Greeting Greet the Ss as usualStep 2 Reading Pre-reading Show a picture of Terra-Cotta Warriors. 1. What objects were kings and emperors in China buried with?Describe the kinds of objects kings and emperors in China were buried with.Objects: jade articles Servants tools china silk pottery wives of emperors articles for daily life money animals jeweler warriors clothing weapons2. Why were dead kings given these objects after they died?To show off their power and wealth.To be given to him for his use in the next lifeTo continue their luxurious life in the nether(地下的) world.根据图式理论，影响学生阅读理解的图式包括语言图式、内容图式和修辞图式。进行读前活动，可以充分地调动学生大脑中已有的内容图式，为后续的阅读活动做出铺垫。为吸引学生的注意力、增加趣味性、活跃课堂气氛，选取了Terra-Cotta Warriors图片组织学生观赏。Task 1: Reading for the main idea Fast-reading 1. Scan the text and write down which objects were found in the grave of the King of Stonehenge: tools of a hunter or warrior a bone pin a leather coat two copper knives two gold earrings two clay pots tools and materials to make arrows a bow a dozen arrows a cushion stone Show the pictures of skull, copper knife, gold earrings, arrowhead, and clay pot. 2. Which materials were found? Materials: gold, fur, stone, clay, pottery, copper, bone 3. Please finish Ex 1 in Post-reading (P76) according to the information: tools of a hunter or warrior, a bone pin, a leather coat, two copper knives, two gold earrings, two clay pots, tools and materials to make arrows, a bow, a dozen arrows, a cushion stone 4. Please find out the main idea of each part.Part 1.Para (1-3) description of the findsPart 2.Para (4-?) 6 The relationship between the man and StonehengePart 3.Para (7) The importance of the King to the development of early history of BritainCareful-reading Later ask students to go through the whole passage quickly to find out correct answers to the following questions: 1. The magnificence of finding a grave of a man shows that _. A. Stonehenge was built by nature B. it was ET who built Stonehenge C. it was a man who built Stonehenge D. Stonehenge was moved from some other place2. What is the main idea for the first paragraph? A. The finding of a grave of a man near Stonehenge. B. The finding of Stonehenge. C. The Stonehenge man was found. D. The man who built Stonehenge was found.3. His grave is the richest of any found from that period because _. A. there are two gold earrings B. there are a lot of things for his use in the future lifeC. there is something that is interestingD. there is a lot of things which can tell us stories4. What are the most amazing things are _. A. the weapons he carries in his hands B. the metal money was found near him C. the two gold earrings in the grave D. the same stones as part of Stonehenge5. The find of two gold earrings tells that _. A. it was first found in Britain B. it was first found in Stonehenge C. it was first found in Europe D. it was first found in the world6. The find of the grave shows _. A. Stonehenge has a long history B. Stonehenge is a place of interest C. Stonehenge attracts more and more people D. Stonehenge is a place Suggested answers: 1-6 CADCAA扫读：定位、理解事实细节是一个重要的阅读微技能，是进行归纳、推理、判断等高级阅读技能理解的基础。在学生通过略读了解了文章的大意和篇章结构之后，指导学生进行扫读来获取文章的细节信息，并在此基础上，总结本文中使用的说明方法。Task 2: Discussing and filling the blanks Post-readingTalk about the inventions and kinds of science they must have had, based on the reading passage.activityknowledge, science, inventions and toolsTravel to ScotlandRoads, maps, geography, etc.Construction of StonehengeArchitecture, physics, etc.Hunting Weapons, bows, arrows, etc.Trade with EuropeMaps, ships, languages, geography, marketsMaking copper knivesSkills, copper, model, etc.此类文章信息多，经过梳理后并不杂，易于学生掌握关键词，为下步的Retell打好伏笔。Step 3 Listening to the passage and try to follow it in low voice. Decide if the sentences below are true or false.1. When the King of Stonehenge died, he was about 50years old.2. From tests on his teeth, it is certain that he spent his childhood in English.3. The most amazing find was two gold earrings.4. Stonehenge was begun around 2300BC.5. In terms of technical development, people were going from the Bronze Age to Stone Age at that time.6. It has been proved that the copper knives came from Spain and Western France.Suggested answers: F F T F F TStep 4 Task 3: Reading and copying Now its time to read the text again and copy down all the useful expressions.Useful expressions from the textdate back to around 2,300BC, with his face to the north, z bone pin, carry sth on ones breast, gold earrings, be made of, a second smaller copper knife, a cushion stone, work metal, a variety of reasons, tend to do sth, a member of a powerful class, the construction of Stonehenge, be linked to sth, have a hand in, pull up, in term of, technical development, Stone Age, Iron Age, through trade and cultural links, the skills to make metal, be of hig