英语人版高中必修一全英文说课稿

./对文档进行了格式和拼写矫正以及备注补充<*////▽////*>但是主体还是网络资源,请谨慎使用,还有"说程序"一般都融合进了其它步骤,大部分都分开了,恩还有啊那个重新排版工程量太大我就不做了〔好吧其实是懒而且排版问题已经把强迫症逼疯,而且居然有的课文没！有！说！课！稿！所以翻译中请原谅各种中式英语</▽╲>不完善的地方肯定有很多,不过我已经尽力了……因为这事真的不好做！！！<。・＿・。>ﾉ接下来是一个bigproject。前方高能预警。体贴的我放上目录并将四册分别打包<*////▽////*>……然后你会发现到必修四的时候已经没有汉语了,能力有限请见谅<*/ω╲*>BOOK1UNIT1FRIENDSHIP…………2UNIT2ENGLISHAROUNDTHEWORLD……4UNIT3TRAVELJOURNAL…………………14UNIT4EARTHQUAKE……18UNIT5NELSONMANDELAAMOADERNHERO………21BOOK1UNIT1FRIENDSHIPREADINGANNE’SBESTFRIEND〔注意这篇说课稿讲的是reading的内容非全单元Hello,Ladiesandgentlemen!TodayI’mhonoredtostandheretotalkaboutsomeofmyteachingideas.MytopicisAnne’sBestFriendfromthereadingpartofUnit1,Book1.Itismadeupofthefollowingparts.Part1．Myunderstandingofthislesson〔说教材Theanalysisoftheteachingmaterial：Thislessonisareadingpassage.Itplaysaveryimportantpartinthisunit.Firstofall,bystudyingthisLesson,studentscanimprovetheirreadingabilityandlearnmoreaboutfriendsandfriendship.Duringtheworldwar

Ⅱ,Anne’sfamilywasJewish.Shehadtostayindoorsalldayandnight.Soherdiarywasherbestfriend.Besides,Weshouldgetthestudentstounderstandsomedifficultandcomplexsentencesinordertocomprehendthepassagebetter.Aswell,thestudentsshouldalsodosomelistening,speaking,readingandwriting.Lastofall,studentsshouldreceivemoraleducation:Annelongsforfreedomandexperiencesnature.Teachingaims.〔1Knowledgeaim:Understandthemainideaofthetext〔2Abilityaim:ImproveSs’

readingskillsandreadingabilities〔3Emotionalaim:MakeSsknowfriendsarethosewhoyoucantelleverythingto,suchasyourdeepestfeedingsandthoughtsandyoucanmakefriendswithwhoeverorwhateveryoulike,whetheritisanobjectorheisahuman.2.Teachingimportantpoints.Howtounderstandthetext;Memorizethevocabularyandmastersomesentencestructures.Teachingdifficultpoints.ImproveSs’

abilitiesofreadingcomprehension.Mastertheusageofkeywordsandexpressions.Analyzethecomplexsentencestructures.UnderstandhowAnnefeltafterbeinginthehidingplace.Part2．Myteachingtheories,methods,andteachingtools.〔说教法&学法Teachingtheories:Makethestudentsunderstandtherealmasters<studentscentered>,whileteachersactasadirector;combinethelanguagestructureswiththelanguagefunctions.Teachingmethods:Doubleactivitiesteachingmethod:Question

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and

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answeractivityteachingmethod.Watch

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and

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listenactivityteachingmethod.Freediscussionteachingmethod.Pairworkorindividualworkteachingmethod.Teachingtools:Ataperecorder;multimediaandtheBb<blackboard>.Part3．SomethingaboutmySs.〔说学生Theyknowsomethingaboutfriendsandfriendshipthroughbooksortheirownexperiences.2．Theylackvocabularyandcannotanalyzethelongandcomplexsentences.Someofthemarenotactiveinclassbecausetheyareafraidofmakingmistakes.Part4．Myteachingsteps.〔说教学程序Step1GreetingsGreetSsasusual.Step2RevisionRevisethewarming-uppart.<showthemonthescreen>Step3Lead—inBrainstormsomequestionstoleadinthepassage,suchas"Doyouhaveafriend?","Doesafriendalwayshavetobeaperson?","Doyouwanttoknowaforeigngirl’sbestfriend?"Purpose:ArouseSs’

interestinthislessonandleadinanewtopic

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Anne’sBestfriend.Step4FastreadingReadthepassagequicklyandfindoutthetopicsentenceofeachparagraph.〔答案见p3板书设计Purpose:improvestudents’

readingabilityandunderstandthecontentofeachparagraph.Method:Readthetextindividuallyandusequestion—and—answeractivity.Step5Listening<Bookclosed>ListentothetapeandthendoExx.1onP3.Purpose:trainSs’

listeningabilityMethod:listen—and—answermethodStep6IntensiveReadingReadthepassageagainandanswersomedetailedquestionsonthescreen.AbouthowlonghadAnneandherfamilybeeninthehidingplacewhenshewrotethispartofherdiary?HowdidAnnefeelaboutnaturebeforeshehidaway?Whydoyouthinkherfeelingschangedtowardsnature?WhydidAnnenolongerjustlikelookingatnatureoutofthewindow?Purpose:Furtherunderstandthetexttofindoutmoredetailsofthepassage.Step7LanguagepointsVocabulary<1>gothrough<2>setdown<3>aseriesof<4>onpurpose<5>inorderto<6>atdusk<7>entirely<8>facetofaceImportantsentences<1>…I’vegrownsocrazyabouteverythingtodowithnature.<2>Therewasatimewhen

…<3>Istayedawakeonpurposeuntil

…<4>Itwasthefirsttime

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thatI’dseenthenight

…<5>It’snopleasurelookingthrough

…Purpose:1．Mastertherequiredvocabularyandsentencestructures.2．Usethemfreely.Step8ConsolidationFindoutthetopicsentencesRetellthetextaccordingtothetopicsentencesPurpose:Iwanttoknowifmystudentsunderstandthetext.Step9DiscussionImagineyouhavetogointohidinglikeAnneandherfamily,whatwouldyoumissmost?Giveyourreasons.Purpose:TrainSs’

oralEnglishability.Step10HomeworkWriteanarticleonFriends.Purpose:1．ImprovetheSs’

writingability.2TraintheSs’

abilityofself—teachingandlookingupinformationbythemselves.Part5Blackboarddesign〔说板书设计Unit1FriendshipReadingAnne’sBestFriendMainideaofeachparagraph:Para.1Annemadeherdiaryherbestfriend.Para.2Annewroteherfeelingsinherdiary.Para.3Annemissednature.Para.4AnnesawthenightfacetofacePara.5Annewantedtoexperiencenatureoutdoors.Listening:Exx.1P3Discussion:Exx.3P3Purpose:MakeSsfamiliarwiththepassage2．Makethedesigninductive,instructiveandartistic.UNIT2ENGLISHAROUNDTHEWORLD〔咳咳这篇文章有点难搞而且好的要收费因为穷所以动用了截图,想下载原文档地址在这里/p-0177335655517.html,复制粘贴入地址栏即可UNIT3TRAVELJOURNALREADINGJourneyDowntheMekong〔同是reading内容Goodmorning,ladiesandgentlemen.I'mgreatlyhonoredtohavetheopportunitytosharemyteachingideaswithyou.Todaymytopicis"JourneydowntheMekong"takenfromunit3,book1.Mypresentationconsistsof4parts,Theyare:Analysisoftheteachingmaterial,Teachingmethodsandlearningmethods,TeachingprocedureandBlackboarddesign.Part1.Analysisoftheteachingmaterial.〔说教材Thispartconsistsof4aspects1.StatusandfunctionofthispassageThisreadingpassageisthehighlightofthisunit.ItmainlytalksaboutWangKunandhissister’sdreamoftakingagreatbiketripdowntheMekongRiver,theirpreparationforthetripandsomemoredetailsoftheMekongRiver.Bystudyingofthisunit,studentswillknowhowtomakeplanandpreparationforatrip.Soitnotonlycontainsthemostimportantwordsandsentencestructuresofthisunitbutalsoembodiesthethemeofthiswholeunit.<Nowlet’scometotheteachingaims,theyareknowledgeaims,abilityaimsandemotionalaims.>2.Teachingaims.<1>Knowledgeaims：tohelpSsmasterthenewwordsandusefulexpressionsandlearntoexpressfuturebypresentprogressivetense<2>Abilityaims:todevelopSs’readingskills,suchasskimming,scanningandtheabilityofreadingbetweenlines.toletSsusewhattheyhavelearnedtodescribeatrip.<3>Emotionalaims:tosimulateSs’lovefornatureandenvironment.tocultivateSs’internationalconsciousness.<That’sallfortheteachingaims,nowlet’scometotheteachingimportantanddifficultpoints.>3.Theimportantanddifficultpoints:TheimportantpointistohelpSstomasternewwordsandexpression.ThedifficultpointistohelpSstodevelopdifferentreadingskillsandreadingstrategies.4.Analysisofthestudents〔说学生Mystudentsarefirst-gradestudentsofseniorhighschool.TheyhavebeenlearningEnglishinjuniorhighschoolandhaveaccumulatedacertainnumberofvocabularies.Theyhavemasteredsomesimplelearningstrategiesandskillswithapreliminaryabilityofspeakingandwriting.However,thedifferencesinstudents'personalityandEnglishproficiencyareverylarge.Somyteachingdesignshouldhavegradienttomeettheneedofdifferentstudent.Travelisaninterestingtopic.Iwillseizethestudent'spsychologicalcharacteristicsandstimulatestudents'interest,sothattheywilllearntoparticipateinthestudy,andlearntostudyintheparticipation.<That’sallforthefirstpart,nowlet’smovetothesecondpart.>Part2.Teachingmethodsandlearningmethods〔说教法&学法Inordertofinishtheteachingaimsabove,I’llmainlyuse"Task-basedLanguageTeachingmethod","CommunicativeTeachingmethod".Tomaketheclassastudent-centeredone,thestudentsareencouragedtoworkingroupsandlearncooperatively,sotheyhavemoreopportunitiestopractice.Teacheractsasanorganizer,alistenerandahelper.Andteachingaidsaremulti-mediacomputer,tape-recorderandblackboard.Part3.Teachingprocedures.〔说教程Now,let’scometothemostimportantpart,theteachingprocedure.Itincludes6steps:StepI:Lead-in,StepII:pre-reading,StepIII:While-reading,StepIV:Consolidation,StepV:Post-reading,StepⅥ:Homework.StepI:Lead-in<3mins>Whenwelearnthislesson,thestudentsjustcamebackfromtheNationalDaynotlongbefore.Iwilltakeadvantageofthisopportunitytoletthestudentssharetheirtravelexperienceinclass.Sotheywillenjoythefunoftraveling.AndthenIwillintroducethetopicofthislessontotheSs:howtomakeplanandpreparationforatravel.Purpose:LettheSstalkabouttheirtravelexperiencewillgreatlystimulatetheirinterestinparticipatingintheclass.StepII:pre-reading<4mins>T:Q1:Haveyouvisitedanyriver?Q2:Howmanygreatriversdoyouknow?Q3:Ifyoucouldtraveldownonlyoneofthem,whichonewouldyouchoose?Why?ShowtheSssomepicturesofrivers,asktheSstoguessthenamesoftheserivers.T:HaveyouvisitedtheMekongRiver?Ifno,let’slearnsomethingaboutit.ShowtheSsthepictureofMekongandaskthemtolistthecountriestheMekongRiverflowsthrough.ThenIwillintroducesomebackgroundinformationofMekongtothestudents.SuchustheChinesepartoftheriveriscalledtheLancangriver.Purpose:toarousetheSsinterestinlearning.ImprovetheSSlanguageexpressingability.StepIII:While-reading<21mins><While-readingisthemainpartanditwilltakes21mins.Thisstepisdividedinto3parts.>1>ReviewnewwordsConsideringthatthenewwordsmayaffecttheunderstandingofthetext,soIwillreviewthenewwordstotheSSfirst,suchus:eversince,persuaded,cycling,graduating,finally,schedule,fondof,shortcoming,stubborn,organize.2Fastreading：skimming&scanningDuringfastreading,IwillasktheSstoreadingthewholepassagequicklyandgetthemainideaofeachparagraph.Para1:DecidingtotakeagreatbiketripalongtheMekongriver.Para2:DifferentattitudesbetweenWangKunandWangWei.Para3:ThepreparationbeforethetripanddetailsaboutMekongriver.Purpose:totrainSs’readingability,suchasskimmingandscanning.AndhelptheSsunderstandthegeneralideaofthetext.3>Carefulreading:intensivereadingLetthestudentsreadthepassageagainanddoaTorFexercise.AndifitisF,Iwillaskthemtocorrectit.Inthisstep,I’mgoingtodividetheSsintofourgroups,andletthemhaveacompetition.Theonewhostandupfastandgivetherightanswercangettenmarksforhisgroup,thegroupwhichgetsthehighestmarkwillgetapresent.ThisexercisecanhelptheSsgetthekeyinformationofthepassageinashorttimeandcandeepentheSs’understandingofthetext.StepIV:Consolidation<6mins>Playthetapeofthepassageforthestudentstolistenandthenaskthemtoreaditaloud.Tellthemtopayattentiontothepronunciation,stressandintonationwhilelistening.AtthesametimetheycanenjoythebeautyofEnglishlanguage.AnditcanpreparetheSsfortheretellinginnextstep.PurposehereistoimproveSs’abilitytograspthemainideaswhenlistening.lettheSscompletetheformsparagraphbyparagraph.PurposehereistohelpSstogetthehabitofreadingapassageasawhole,andpayattentiontotheorganizationofthetext,asaresulttheSswillfullyunderstandthewholepassage.askSstoretellthepassagewiththehelpofthekeywordsintheform.SincetheSsintheclassareindifferentlevels,soIletthemtofillintheblanktounderstandthemeaningofthewordsandphrasesbetter.<That’sallforthewhile-reading.Nowlet’smovetothefifthstep.>StepV:Post-reading<10mins>DiscussionInthispartstudentsareaskedtodiscussingroupsandlistWangKun’sandWangWei’sattitudesaboutthetrip.Afterthat,Ssareencouragedtoexpresstheirattitudeswiththewholeclass.Collecttheiranswersanddon’tforgettopraisethemeveniftheiranswersmaynotbeperfect.Inthisactivity,discussionprovidesavividandactivelearningenvironmentforSstocommunicateinEnglishwithnewlylearnedlanguageitems.<Finallyitcomestothehomework.>StepⅥ:Homework<1min>Ssarerequiredtoreadthetextagainafterclassandfigureoutthemeaningofsomecomplexsentences.2.DotheexercisesonP19;ThiscanhelpSstoconsolidatewhatthey’velearntandmakepreparationforthenextlessonPart4.Blackboarddesign.〔说板书设计Onthetop,thereisthetitleofthislesson.Ontheleft,therearemainideasforeachparagraph.Ontheright,therearesomenewwordsandexpressions.Unit3TraveljournalJourneydowntheMekongMainideaofeachpara.:Para1:decidingtotakeagreatbiketripalongtheMekongriver.Para2:DifferentattitudesbetweenWangkunandWangwei.Para3:ThepreparationbeforethetripanddetailsaboutMekongriver.NewwordsandexpressionsThat‘sallformypresentation.Thanksforyourattention.UNIT4EARTHQUAKE一、Analysisoftheteachingmaterial〔说教材Hello,Ladiesandgentlemen!TodayI’mhonoredtostandheretotalkaboutsomeofmyteachingideas.Thecentertopicofthisunitis"earthquake",thecontentincludes"thesleeplessnightofTangshan,theearthquakeofSanFranciscoin1906,reconstructionaftertheearthquakeinTangshan,thebasicknowledgeofearthquake,andhowtosaveone-selfandotherswhensuddenlyencounteredadisaster.Allthelanguageknowledgeandabilityaredesignedaroundthetopic.Thestudentsshouldbenostrangertoearthquakeandhavesomeknowledgeaboutit.EspeciallyaftertheearthquakeofWenchuanandYushu,westillhavelingeringfear.Sothislessonshouldnotbetoodifficultforthestudentstounderstand.Besidesthelanguageknowledge,thispassagewanttoteachthestudenthavecouragewhenfacingthedifficulties.Andwillingtohelpothers.二．Analysisofthestudents〔说学生Mystudentsarefirst-gradestudentsofseniorhighschool.TheyhavebeenlearningEnglishinjuniorhighschoolandhaveaccumulatedacertainnumberofvocabularies.Theyhavemasteredsomesimplelearningstrategiesandskillswithapreliminaryabilityofspeakingandwriting.However,thedifferencesinstudents'personalityandEnglishproficiencyareverylarge.Somyteachingdesignshouldhavegradienttomeettheneedofdifferentstudent.Iwillseizethestudent'spsychologicalcharacteristicsandstimulatestudents'interest,sothattheywilllearntoparticipateinthestudy,andlearntostudyintheparticipation三、Teachingaims.语言知识Learnthenewwordsphraseinthistext.Learntheuseofattributiveclause.语言技能LearntothepredictthecontentthroughthegiveninformationLearnhowtodescribetheprecursor,damageandrescueworkofearthquake情感态度Encouragethestudentstofacethedisasterbravely.DeveloptheSSspiritofcooperativeandmutualhelp.文化意识Knowsomeknowledgeaboutearthquake学习策略Developthestudents’abilityofinformationcollection.四．Teachingpoints.<1>Keypoints:Togetthemaininformationofearthquakethroughthebasicskillofskimmingscanningandcarefulreading<2>Difficultpoints:theabilitytosummarizethemainideaofthepassage.Andencouragethestudentstospeakup.五．Teachingmethodsandlearningmethods〔教法&学法1.

Task-basedlearning2.

Student-centeredteaching3.

Situationalteaching六．Teachingprocedures.〔说教程Step1:Lead-in<Warmingup>热身<1>LookatthetwopicturesofpeacefulTangshanandSanFrancisco.Askthestudentsthefollowingquestions.WheredoesthecityofTangshanlie?HaveyoueverheardoftheearthquakeinTangshanCanyoutellmeanythingyouknowaboutSanFrancisco?并让让学生想象一下如果发生了震,这两个城市会是什么样子。<2>ShowthepicturesofTangshangandSanFranciscoafterbigearthquake,comparethepicturesofbeforeearthquakeandafterearthquakeandtakeaboutthechanges.<3>Inthedescription,Iwilllistsomewordswhichrelatedtoearthquake.aftershock余震magnitude震级RichterScale<1-10>里氏震级deathtoll死亡人数survivors幸存者victims受灾者<4>Finally,IwillasktheSSwhatthissentencemean：Itisalwayscalmbeforeastorm.Purpose:attracttheSSattentionandbringthemintodiscussionStep2:Pre-reading读前Here,Iwilldothesecondquestioninpre-readingfirst.IwillusethemethodofbrainstormingtoasktheSSwhatwillhappenbeforeanearthquake;andlistthephenomenonontheanimalsplantsclimate1232．ThenIwillshowtheSSthepictureofabnormalphenomenon,atthesametime,encouragetheSStodescribe.3、finally,Iwillsummarizethesephenomenon4、Dothefirstquestioninthepre-reading,Imagingyourhomebeginstoshakeandyoumustleaveitrightaway.Youhavetimetotakeonlyonething.Whatwillyoutake?Why?Purpose:helptheSStogetfurtherunderstandingofthetopicandstimulatetheirinterests.Step3:While-reading阅读<1>.SkimmingReadthetextquicklyandcatchthemeaningofthefirstandsecondsentenceofeachparagraph.Predictthemeaningofnewwords<2>.scanning<找读>A.Readthetextagain.Dothefollowingquestion.Whenandwherewerethestrangethingshappening?Whatarethey?Whydidthetextsaytheworldseemedtobeatanend?Howwasthecitydestroyedafterthequake?Whendidthesecondquakehitthecity?Whatwastheresultofthat?WhocametohelpTangnshanfirst?Andhow?B.Workinpairstodiscussthequestion.<3>carefulreading<细读>Trytodividethepassageintothreeparts.Andwritedownthemainideaofeachpart.Part1Therescueworkaftertheearthquake.Part2.WhathappenedduringtheearthquakeandthedamageofearthquakePart3.Phenomenabeforetheearthquake.Purpose:TodeveloptheSSreadingskillofpredicting,skimming,scanningandcarefulreadingDeveloptheabilitytoconcludethemainideaofthetext.Step4:Post-reading1.AsktwoSSdoaroleplayinggame,OneactsasareporterfromChinaDailyandanotheractsasasurivoroftheTangshanEarthquake.Theywillhaveaninterview.２.Teachthenewswordstothestudent.Andremindthemtheuseofattributiveclause.Purpose:usethemethodofroleplay,candeveloptheSSoralEnglishanddeepentheirunderstandingofthetext.Step5:HomeworkCollectsomenewsreportsaboutearthquake.Trytowriteareportofearthquake.Purpose:developthessinformationcollectingabilityandmasterhowtowriteareport.八．Blackboarddesign.〔说板书设计略。Unit5NelsonMandela--AModernHeroGoodmorning,ladiesandgentlemen.It’smygreathonortopresentmylessonhere.MytopictodayisElias’Story,fromUnit5NelsonMandela--AModernHero,Book1.Tomakemypresentationmuchclearer,Iwilldividemyteachingstructureinto6parts.Part1AnalysisoftheTeachingMaterial〔说教材First,letmetalkaboutpart1analysisofteachingmaterial.1.StatusandfunctionThislessonisareadingpassage.Init,ablackworkerEliastoldsomethingaboutNelsonMandela.ItplaysanimportantroleinEnglishteachingofthisunit.Bytheendofthisclass,thestudentscanknowmoreaboutNelsonMandela.2.TeachingAimsTheteachingaimsareestablishedaccordingtoHighSchoolEnglishSyllabusandtheteachingmaterial,whichincludeknowledgeaims,abilityaimsandemotionaims.Knowledgeaims:1.masternewwordsandexpressions,suchaslawyer,legal,equal,outofwork,blowupandsoon.2.UnderstandElias’story.AbilityAim:Developstudents’differentreadingskills,likeskimmingandscanning.EmotionAim:LetstudentslearnfromthenoblequalitiesofNelsonMandela.3.Teachingkeypointsanddifficultpoints:Basedontheteachingaims,Iidentifytheteachingkeypointsanddifficultpointsasfollows:Teachingkeypoints:1.Masternewwordsandexpressions.Understandthepassageclearly.Teachingdifficultpoint:Developstudents'readingskills.Part2AnalysisoftheStudents〔说学生Next,Iwanttotalkaboutpart2analysisofstudents.SeniorOnestudentshavethebasicabilitiesoflistening,speaking,readingandwriting,buttheyarestillweakinscientificreadingstrategies.SomestudentshaveknownsthaboutNelsonMandela.Somenewwordsandexpressionsinthetextmaycauselearningdifficultiesforthem.Part3Teachingmethodsandlearningmethods〔说学法Thethirdpartisteachingmethodsandlearningmethods.AccordingtoNewCourseStandardofEnglish,combiningwiththelanguagelevelofstudents,Iwilladopttwoteachingmethods:Task-basedteachingmethodandcommunicativeteachingmethod.Asforlearningmethods,studentscangetcomprehensivelanguageusingskillsbyautonomiclearning,cooperatingandexploring.Part4Teachingaids〔说教法Part4isteachingaids.Intheteachingprocess,Iwilluseablackboardandamulti-mediacomputertohelpstudentsunderstandandgraspknowledge.Part5Teachingprocedures〔说教程Next,let’smovetothemostimportantpart:part5teachingprocedures.Toachievemyteachingaims,Iwilldividemyteachingproceduresintofivesteps:lead-in,reading,retelling,groupdiscussion,homework.Step1.Lead-inInthisstep,firstshowsomepicturesofNelsonMandelaonthescreen,thenaskquestions:Whoisthisman?Doyouknowanythingabouthim?Invitesomestudentstosharetheirideaswiththeclass.Thepurposeistoarousestudents’learninginteresta