说课稿案例.ppt

1、新高中英语 第一册Unit 5说课稿 2004-12-06 浙师大附中 张春良 Unit 5 the Silver Screen,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

2、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，Stev

3、e 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, follo

4、w-ups等。 掌握其他一些课文中涉及的词汇： 如：graduate, attack, creature, oweto, take off等。,3. 学习掌握一些用于讨论、评价电影的结构句式： 如：Whats the film about? What do you think about the story of the film? How do you feel about the film? I like / dont 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

5、、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

6、。,（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

7、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

8、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

9、：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，

10、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

11、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。

12、 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

13、 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 Matri

14、x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 o

15、ut). 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

16、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

17、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, Schindlers 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Para35 , 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

18、 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?,高中英语说课稿 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

19、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

20、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

21、，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,

22、 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,

23、 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

24、 (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

25、 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

26、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 goa

27、ls 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 tool

28、s 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：

29、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。,Oral Presentation of the Lesson Plan By Duan Wenhui The L

30、ady on Pemberton Street Unit 4 Extensive Reading 2,I. Teaching material 1. Position and function of the reading text In the preceding unit some environmental problems such as the greenhouse effect, acid rain and the ozone hole are impersonally presented in a broader sense. It calls for Ss environmen

31、tal awareness towards the worsening surroundings caused by human beings activities in the 20th,century. In the reading text in this unit a moving story about Mable Howard, an old lady in her sixties fighting against litter, decay and disorder to make life more pleasant and enjoyable in the neighborh

32、ood is presented in a narrow sense. This text is closely linked with the preceding unit and they are actually a continuum on the same topic. It calls for Ss to show great concern and do something to protect the,surroundings in their real life. The worsening environment is one of the main concerns an

33、d hottest issues discussed in contemporary society. The selected reading material is up-to-date and closely related to Ss real life. The text occupies an important place in the whole textbook.,2. Teaching aims 1) Teaching aims concerning linguistic knowledge: Ss will be able to talk about environmen

34、tal problems around them by using the words and expressions in this text.,2) Teaching aims concerning linguistic skills: Ss will develop reading skills (scanning for the main idea of the text and skimming for specific information，summarizing information and making inferences).,3) Affective needs and

35、 learning strategy: Ss will be able to give their oral presentation bravely and confidently and develop their communicative strategy. 4) Moral learning: Ss will show great concern on environmental problems in their real life and work out effective measures to cope with them.,3. Teaching important po

36、int Reading is the construction of meaning from a printed or written message. In other words, reading comprehension involves extracting the relevant information from the text as efficiently as possible, connecting the information from the written message with ones own knowledge to arrive at an,under

37、standing. Therefore, the teaching important point is to acquire full comprehension of the text “The Lady on Pemberton Street”. Ss employ different reading skills to comprehend the text.,4. Teaching difficult point In the text, Mable Howard has battled all her life against litter, decay and disorder

38、to make life more comfortable and enjoyable in the block. The noble spirit displayed in her personalities has a deep influence on other residents in the block. She has set a good example for her neighbors. As a result, the narrator “I” in the text becomes,environmentally conscious and hence her spir

39、it is passed along. Only with a fairly deep understanding of her qualities, can Ss have a clear idea of the theme of the text. And only in this way Ss will be influenced and show their concern on environmental problems in their real life. Therefore, deep and thorough understanding of Mables personal

40、ities and qualities deserves to be difficult points. Through discussion,in group work, Ss state their original and insightful ideas concerning the topic and the difficult point in this text is solved.,II. Teaching methods Task-based language teaching is adopted in this lesson. One task concerning th

41、e theme of this text is designed for Ss to complete through cooperation in group work. The task is to make one student interview the other group members in hisher group to find out whether there are,environmental problems on campus. And ask for / work out some effective measures to cope with them. T

42、his task is closely related to their daily life. Ss are highly motivated to make the interview. Through discussion, cooperation in group work and oral presentation, they have the opportunity to explore, experience and participate in the process of learning. As it goes in,this sentence, “Teach me, Il

43、l forget; show me, Ill remember; involve me, Ill learn.” By means of TBLT, Ss are involved and engaged in the task and classroom activities, and therefore they genuinely learn. It proves that learner-centeredness is fulfilled.,III. Instructions on Ss learning strategies 1. Reading strategy: Reading

44、is a silent and individual activity. There are two broad levels in the act of reading: 1) a recognition task of perceiving visual signals from the printed page through the eyes; 2) a cognitive task of interpreting the visual information, relating the received,information with the readers own general

45、 knowledge, and reconstructing the meaning that the writer had meant to convey. In order to achieve the above two levels of reading, Ss need to develop some reading strategies such as skimming, scanning, summarizing information, making inferences and so on. In this lesson, Ss are instructed to devel

46、op the above mentioned reading strategies.,2. Communicative strategy It is important to make Ss learn that some non-verbal devices such as facial expression, gestures will also contribute a lot to the effectiveness of communication. Ss become aware of using this strategy in their oral presentation i

47、n class and in their real daily communication outside class.,3. Resource strategy It is a significant channel for Ss to learn from current problems and events in their real life as well as books, magazines, newspapers in a library and the Internet. Ss should develop their ability to collect useful a

48、nd needed information from a vast sea of information in the information age. Ss are required to search information to complete the tasks in the assignment after class.,IV. Teaching procedures Step 1: lead-in Since the reading material in previous unit and the text in this unit is closely linked, it

49、is a proper way to introduce the new text by raising some questions concerning the preceding unit. By answering the open questions, Ss interest and attention is drawn to environmental protection. Then Ss are asked to read the moving story to get to,know the beloved block captain. Ss wonder what Mabl

50、e Howard does to fight against litter, decay and disorder all her life with curiosity. Step 2: fast reading Make Ss read the passage quickly by skimming for the main idea of the text. As for the follow-up exercises, Ss will scan the text for specific information, summarize information and make some

51、inferences to find out the correct,answers for multiple choices. Step 3: group work: discussion Make Ss work in their individual groups to discuss the personalities and qualities displayed in the beloved block captain Mable Howard. One representative is chosen from each group to give the oral presen

52、tation on their discussion result.,The topic is raised for Ss to discuss and original ideas and opinions are welcome. In the process of discussion, Ss have the opportunity to think actively and autonomously and state their opinions to other group members; they learn to be a good listener to share id

53、eas with others.,Step 4: One task: an interview Interview some students in your group to find out whether there are environmental problems on campus. And ask for / work out some effective measures to cope with them. The national college English curriculum requires teachers adjusting, expanding and d

54、igging the teaching material in the textbook according to the characteristics displayed in,learners psychological state, age, cognitive level etc. Teachers should manipulate the teaching material in textbooks properly and skillfully to satisfy learners learning needs. Teachers should not teach the teaching material in textbooks word by word mechanically and monotonously. They should regard textbooks as sort of script. In this way, the static printed textbook sy