高中英語說課稿-新教材高一英語《Unit4》優(yōu)秀說課稿模板.doc

高中英語說課稿-新教材高一英語Unit4優(yōu)秀說課稿模板新教材高一Unit4說課教案一.目標理論依據(jù):新課程標準(實驗稿)根據(jù)新課程標準(實驗稿)關于總目標的定位及其實現(xiàn)途徑和目標具體描述,結(jié)合高一學生實際和教材內(nèi)容,我們把本單元的教學目標定為:1)語言知識:單詞:理解,內(nèi)化,運用以下生詞:seismograph;iceberg;KingTut;/roar;fright;crack;/bookworm;couchpotato;workaholic;/Buddha;agent等,掃除聽讀障礙,重點掌握一些傳神動詞:advance;seize;sweep;swallow;drag;pull;flow;shake;strike;struggle等.詞組:getononesfeet;treeaftertree語法:復習和運用定語從句用于描述人,物及事件.2)語言技能:聽:聽懂一個關于不幸經(jīng)歷的小故事,抓住時間,地點,人物,發(fā)生的事件說:能用得體語言描述人,物,事件,并且有一定的邏輯.讀:Scanning,skimming,carefulreading,generalization;inference等閱讀微技能訓練.寫:能運用First,Next,Then,Finally簡要且富有邏輯地描寫自己的一次難忘經(jīng)歷.3)策略:學生一定程度形成自主學習,有效交際,信息處理,英語思維能力.4)情感態(tài)度:學生能在多種英語學習情景中分享自己的幸與不幸,體驗用英語交流的成功與喜悅,以及培養(yǎng)精神,互助精神.二.教學重點和難點:重點:1.課文中出現(xiàn)的重要動詞,如:advance,seize,sweep,swallow,strike,struggle,drag,flow,shake,及詞組getononesfeet,pulloneself,treeaftertreeetc.2.用關系代詞who,that,whom,whose等引導的定語從句.3.用副詞first,next,then,finally來描述一場難忘的經(jīng)歷.難點:能用得體的英語表達自己,描述過去的難忘經(jīng)歷.三.教學方法根據(jù)我們幾年來二語習得論,”整體語言教學”的理論和實踐,以及當前教學改革,課程改革等理念,為達成上述教學目標,運用任務型教學途徑,我們英語課堂設計采取”P-T-P”自主學習立體模式:(Pre-task-Task-cycle-Post-task).四.教學安排根據(jù)學生學習英語的特點和規(guī)律,學習階段的側(cè)重點以及高一學生的發(fā)展,我們把本單元劃分為6課時:聽力,口語,閱讀(2課時),語言(0.5課時),寫作,(0.5課時).下面請看我們的課堂教學設計.PeriodIwarmingupandlistening,教材內(nèi)容及教學目標本課處于本單元的第一課時,主要訓練和提高學生聽的技能,它的掌握有利于以下幾課的說,讀和寫的技能訓練,并作了一個很好的鋪墊.本課的聽力材料由兩部分組成,主要講述HankStram在地震前所做,地震中所見,所聞和所感的令人難忘的經(jīng)歷.通過完成練習,學生能抓住所聽語段中的關鍵詞,理解話語之間的邏輯關系,聽懂故事,理解其中主要人物和事件以及他們之間的關系等.而且學生能掌握較好的聽力方法,如積極預測,注意抓關鍵詞,善于跳躍難點,學會做等等.通過本課學習學生能復習定語從句以及學會正確使用指人或物的關系代詞.,教學設計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,教材內(nèi)容及教學目標本課著重培養(yǎng)學生說的技能,通過復習,學生自我介紹,解說圖片,自編對話等手段來鞏固定語從句中指人的關系代詞whoorwhose的用法,達到能有條理地描述體驗和表達個人的見解和想象,wwW.daKao8.coM能傳遞信息并就熟悉的話題表達看法,能用英語進行語言實踐活動.它的掌握是一個很好的過渡階段進入讀和寫的技能訓練.,教學設計Pre-task:活躍學生用英語交流的思維,通過復習引出本課的重點-定語從句中指人的關系代詞whoorwhose的用法.Activity1.RevisionTask:TalkingaboutHankStramandhisunforgettableexperience.AsksomeSssomequestionsaboutHankStramandhisunforgettableexperiencefirst,thenwritedowntwosentencesontheBb:1.AmanwhosenamewasHankStramwascaughtintheearthquakeonOctober17th,1989inSanFrancisco.2.HankStramwasaluckymanwhowasrescuedafterhehadbeeninhiscarfor14hours.Purpose:1,活躍學生用英語交流的思維.2,通過復習引出本課的重點-定語從句中指人的關系代詞whoorwhose的用法.Activity2ChainGames(Groupwork)Task:IntroductionGuessAstheSsdontknoweachotherverywellinthesameclasswhenlearningthisunit,letoneofthegroupintroduceothersinhisgrouptolettheothergroupstoguess,theintroductionmustbeasentence,usingtheAttributiveClause-whoorwhose(GameRule:Eachintroductionwillonlybeguessedonce,ifnoonegettheanswer,theintroducershoulddeclarethestudentsname.)Purpose:1,用游戲的形式能刺激學生用英語進行語言實踐活動.2,活躍課堂氣氛,真正發(fā)揮學生的主體作用.Task-cycle:通過看圖說話,學會正確使用定語從句.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,培養(yǎng)學生積極用英語進行交流和溝通,發(fā)揮合作精神.2,培養(yǎng)學生看圖說話的能力,從而提高說的技能.Activity2.Creatingdialogues(pairwork)Task:Eachpairchoosetwoofthepicturesandcreatetheirowndialogues.(usingatleastoneAttributiveClause)Purpose:1,培養(yǎng)學生善于利用各種機會用英語進行真實交際.2,增強學生的自信心,豐富想象力和獨到的見解.3,了解英語國家與中國的生活方式的不同.Activity3.EnjoyingthevideoThisvideoisaboutthemostterribledisasterthisyear-SARS,somedoctorsaretreatingpatients,strugglingagainstSARS)Task1:Toenjoythevideo,findingoutsomethingthatmovedyoudeeply.Purpose:1,能傳遞信息并就熟悉的話題表達看法2,能有條理地表達個人的見解和想象,從而提高說的技能.Task2:Interviewing-groupwork(supposeoneisthedoctor,theothersaregoingtointerviewhim)Purpose:1,能用英語進行語言實踐活動.2,能用恰當?shù)姆绞皆谔囟▓龊现斜磉_觀點,從而使說的技能的訓練進一步提升.Post-task:評價學生課堂表現(xiàn),學生表演對話Activity:ActoutdialoguesPeriod3&4Reading,教材內(nèi)容這是新教材高一上第4單元的閱讀課型.本課圍繞難忘的經(jīng)歷這一主題,描寫洪水來臨時的兇猛及Jeff與Flora在這次經(jīng)歷中的體驗.本課詞匯量大,尤其在描寫發(fā)洪水時,文章運用大量的動詞及一些原汁原味的表達.另外文章中還出現(xiàn)許多定語從句,定語從句是本單元的語法重點.根據(jù)新課程標準及高一學生的知識,語言能力水平,我們制定以下教學目標:,教學目標:1,理解和掌握一些新詞匯如:roar,mass,fright,rack,boom,advance,seize,destroy,sweep,swallow,drag,struggle,flow,strike,etc.2,理解定語從句,如:1)Beforeshecouldmove,sheheardagreatnoise,whichgrewtoaterribleroar.2)ShelookedatJeffwhowavedhisarms.3)Thereshesawbigmassofwaterthatwasquicklyadvancingtowardsher.4)Flora,whosebeautifulhairanddresswereallcoldandwet,startedcrying.尤其是whose引導的定語從句及間隔性定語從句.3,學生在一定程度上提高閱讀微技能和用英語思維,推理,判斷的能力.4,能用First,Next,Then,Finally來口頭陳述事件.,教學設計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:寫閱讀筆記閱讀格式卡Date:Unit()Lesson()Generalidea:Contents:Comment:板書設計Unit4Unforgettableexperiencesplacesfloodreactionfeelingfirstinthegardenroar,advancewave,shoutrunsurprisedpuzzlednextonthewaytothehousesweep,swallow,flowseize,drag,godown,open,pull,lookinto,hold,strugglefrightenedtheninsidethehousestrikemoveupdestroyclimb,cryhopefulFinally:FVIFSEIZEMOFYKHNGYOJHIDRAGDPTXYFENKICUBSTSSIEBFLOWASTRUGGLEAKERRABNVQLJZOFIHYNPLBXYZOKCGTOADVANCEFIWFVIFSEIZEMOFYKHNGYOJHIDRAGDPTXYFENKICUBSTSSIEBFLOWASTRUGGLEAKERRABNVQLJZOFIHYNPLBXYZOKCGTOADVANCEFIWFVIFSEIZEMOFYKHNGYOJHIDRAGDPTXYFENKICUBSTSSIEBFLOWASTRUGGLEAKERRABNVQLJZOFIHYNPLBXYZOKCGTOADVANCEFIWPeriod5Languagestudy&Grammar(halfperiod)I,教學設計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),教學內(nèi)容與教學目標學生通過學習一篇四川之行的游記范文,能根據(jù)寫作步驟提示,用First,Next,Then,Finally組織材料寫一篇自己親身游記(unforgettabletrip),并能寫出一兩個含定語從句的句子.根據(jù)克拉申(krashen)的輸入假說:”寫是輸出的過程,是在前面多方式,多渠道的足夠可理解輸入的情況下,而達到的自然輸出.根據(jù)我們前面提出的P-T-P自主學習立體模式,我作如下設計.,教學設計Pre-task:激發(fā)背景知識,明確寫作要求,主題目的,寫作步驟Activity1.remindoftheunforgettableexperiencesInourdaily,manythingsareunforgettable.Theyareworthwritingdown.Forexample,(顯示畫面)adisaster;awar;amatch;aspeech;afilm;afamousperson;atalkwithsomebody;atrip;etc.(目的:承上啟下,激發(fā)寫作情境)Aaroundourcountry.Forme,goingonatripisreallyunforgettablebecauseitisexcitingandtherearealottoseeinourmotherland.Lookatthepicturesandguesswhereitis.Beijing;*TheGreatWall;*MountHuangshan*MountainEmei;*HainangSeaside;etc.(Orlocalplacesofinterests.)(目的:為閱讀做準備;欣賞美麗河山,激發(fā)寫作欲望;)Activity3.AtriptoSichuanDuringthefirstweekofMay,thethreeboyswentonaholidaytoSichuan.Readandfindwhatmadethewriterunforgettable.(BuddhainLeshan;MonkeysonMountEmei.)Readagainandanswerthefollowingquestions:1.WhydidtheychoosetogotoLeshanandEmei2.Howdidtheygettothetopofthemountains3.Whatdidtheydobeforethetrip(First,Next)4.WhatdidtheyseeanddoonLeshan5.WhatdidtheyseeanddoonMountEmeiPairwork:RetellthetriptoSichuan,withthehelpofthefollowing:DuringthefirstweekofMayIwentonaholidaytoSichuan.First.Next.ThenextdayLeshanThenextmorningEmeiFinally(目的:可理解的輸入為寫作做語言上的準備)Task-cycle:M-M-Cpracticemechanicalpractice(學生活動:朗讀;找詞;找句型)Findthesentencewiththefollowingmeaning:1)我找出一些成都附近名勝的照片.2)我接著打電話給一旅行社,我在報紙上發(fā)現(xiàn)它的號碼.3)我們帶了幾瓶水,一些蘋果和橘子,裝入我的包里.4)我們先去樂山,在那里我們一直爬到山頂看佛像.meaningfulpractice(學生活動:模仿性造句;仿寫作文)圍繞Unforgettabletrip主題用which;whose;where等造句.communicativepractice(學生活動:回答問題;連句成文;潤色)1.First,studentsquicklywritedown20shortsentencesabouttheirtrip,withthehelpofquestionsinthetext.2.Next,studentstrytoputthesentencesinorder,using”First,Next,Then,Finally”3.Then,studentswritethestory,usinglinkingwordsandrelativepronouns.Post-task:作文展示,交流評價(同伴評價,課堂評價,教師評價)同伴評價實際上是合作形學習的一種形式,其重要理論基礎就是考卡夫(Kafka,K)最早提出的”群體動力理論”(groupdynamics).四,教學評價通過評價,使學生在英語課程的學習過程中不斷體驗進步與成功,認識自我,建立自信,調(diào)整學習策略,促進學生綜合語言支用能力的發(fā)展.評價也能使教師獲得英語教學的反饋信息,對自己的教學行為進行和適當調(diào)整.為此,本單元的評價包括以下幾項:1,把閱讀格式卡存入學生學習檔案夾:閱讀格式卡Date:Unit()Lesson()Generalidea:Contents:Comment:2,形成性評價3,單元終結(jié)性評價.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