-高考作文忧与爱

2021年1月22日发(作者：结了)
人教版高中英语说课稿



篇一：人教版高一

全英文说课稿



Unit2


教学设计思路



高中英语课程的总体目标是使学生在义务教 育阶段，
英语学习的基础上，进一步明确英语学习的目的，发展自主
学习的能力，形成有效的英 语学习策略，培养学生英语的综
合语言运用能力。根据《英语课程标准》的要求，
“高中英语课程的设计与实施要有利于学生优化英语学习方式，使他
们通过观察、体验、探究等积极主动地学 习方法，充分发挥
自己的学习潜能，形成有效的学习策略，提高自主学习的能
力；要有利于学生 学会运用多种媒体和信息资源，拓宽学习
渠道，形成具有个性的学习方法和风格。这就要求教师在充分领会新课程理念的基础上，挖掘自身潜力，结合学生的实
际需要，创造性地选择和设计自己的教学 方式与方法。
”

学
习任务分析（包含重难点）



本单元的中心话题围绕“
English
”展开，这是学生相
对熟 悉的一个话题，不仅是学生知识体系的一次丰富，也是
其情感上的充实和发展。这堂课是本单元学习的第 二个课时，
第一课时为热身课，第三课时为语法课，本次教学内容将起
到承上启下的作用。因此 ，通过第二课时的设计，并考虑到
单元的整体进度，本课采取了
Reading
和Comprehending
相
结
合
的
课
型
，
采
用
music-enjoying,
brainstorming,
questions,
quiz,
questionnaire
，
discussion
等不同形式，
思路连贯，衔接自然。



整体的教学以学生为主体，旨在激发学生学习兴趣，
培养学生分析比较事物能力、对 事物整体思考能力和口头表
达能力，从而更好地完成教学任务。



通过本课时的学习，



Analysis of the Teaching Materials


The
lesson
consists
of
two
parts.
Part
one
serves
as warming up, which mainly discusses the different
English around the world and the difference between
American English and British English; part two deals
with the reading passage of this unit
—
The Road to
Modern English. Extensive reading is involved in this
part,
so
as
to
spot
the
general
structure
and
the
detailed information of the passage. Analysis of the
Students


The
students
of
this
class
are
from
the
key
middle
school,
so
most
of
them
have
a
good
command
of
English.


Important points and difficult point


Important points: 1. Differences between British
English and American English.


2. The general structure of the reading passage.


Difficultpoint: 1. The time and events in the
reading passage.


Teaching aims


1. Aims on knowledge


①
To
make
the
students
clear
about
the
difference
between British English and American English as well
as the detailed knowledge of the reading passage
②

Give the students some questions which are related to
the title for a further thinking.


2. Aims on abilities


①
Improve
the
students
’
speaking
skills
through
the warming up process.
②
Improve the reading skills
through analyze the whole reading passage.


3. Aims on emotion


Make the students know more about the English
culture as well as the thoughts


of Chinese culture.


Teaching aids


courseware, blackboard, tape recorder, etc.


Teaching procedures Step 1. Warming up


Activity 1: Music-listening (2mins)


Share
the
students
with
a
piece
of
music
“
You
and
Me
”
and
then
ask
the
students
to
answer
some
questions
that are related to topic as well as the song. Quiz:


1.
Who
are
the
singers
of
this
song?
(Liu
Huan
and
Sarah Brightman)


2. Why should this song be sung in both English
and Chinese? (The Olympic games


were held in Beijing, it can spread the Chinese
culture and English is an international and official
language.)


[Purpose]: to arouse the students
’
interests in
the lesson and make the


students


to know the word


“
official
”
.


Activity
2:
Map-showing
and
quiz-answering
(3mins)


Show
the
students
a
world
map
and
ask
the
students
to name some countries who also speak English as their
official language.


(Great
Britain
、
America
、
Aus tralia
、
Singapore
、
New Zealand
、
India
、
South Africa?)


[Purpose]: to make the students have a general
idea
about
the
world
English.
Activity
3:
Dialogue- showing(3mins)


Ask students a question
“
Can people from these
countries understand each other even if they don
’
t
speak
the
same
kind
of
English?
”
and
present
a
dialogue
to prove the answer.


British EnglishAmerican English


Bar Pub


Tin Can


Sweets Candies


BiscuitsCookies


LiftElevator


FlatApartment Match Game


FootballSoccer


Picture Movie


Underground Subway


British
EnglishAmerican
English
Difference
in
vocabulary


Neighbourhood Neighborhood


Traveler Traveler


ColourColor Honourable Honorable


FavouriteFavorite


Theatre Theater


KilometreKilometer


Dance [da:ns] [d?ns] Difference in spelling


Not [not][na:t] Difference in pronunciation


[Purpose]:
to
make
the
students
know
the
differences
between
British
English
and
American
English.


Step
2.
While
reading The
Road
to
Modern
English


Activity 4: Guessing-game (2mins)


Ask
students
to
answer
the
question
before
reading
the passage.


Quiz:


What
’
s the meaning of the word
“
road
”
in the
title of the passage?
（
The word
“
road
”
here means
history or development.
）



[Purpose]
：
to
get
the
students
to
know
the
general
idea of the passage.


Activity 5: Skimming (5mins)


Ask
the
students
to
skim
the
whole
passage
and
find
out the topic sentence of


the topic sentence.


Activity 6: Scanning (Group work) (5mins)


Q1: In what order is the text written?


(In chronological order)


Q2: Can you find out the time in the passage?


(Between about AD 450 and 1150/ Between about AD
800 and 1150/ At the end of


the
16th
century/
In
the
17th
century/
By
the
1600
’
s/ 1620/ Later in the 18th century/ From 1765 to 1947/
By 19th century)


[Purpose]:
to
help
the
students
to
get
the
structure
of
the
passage
and
to
practice
the
students
’

cooperation spirit.


Activity 7: Careful reading (10mins)


Ask
the
students
to
listen
to
the
tape
of
the
whole
passage
and
find
out
the
events
that
are
related
to
each
time in the passage and then fill in the table.


[Purpose]:
to
get
the
students
to
have
a
detailed
information of the whole passage.


Step 3. Post reading (3mins)


Activity 8: Role-play


Suppose
one
of
the
students
is
a
guide
of
a
historical museum and he or she has to present the
tourists
about
the
development
of
the
English
language
in the right chronological order. He or she can refer
to the timetable while preparing the task.


Sample:


Guide: Good morning, ladies and gentlemen, I am
so glad to be here to introduce the development of the
English language ?


[Purpose]:
to
have
a
review
of
the
time
and
events
that have presented in the passage.


Activity 9: Discussion


Question:


Can
Chinese
English
become
one
of
the
world
Englishes? Why or why not?


(The
answers
are
quite
different,
but
I
can
conclude
it
into
one
sentence
“
Only
time
will
tell
”
)


[Purpose]: to end the reading passage with


the
key
sentence
of
the
passage
thus
can
give
students an emotional shock.


Step 4. Assignment (2mins)


Reread
the
whole
passage
and
think
about
the
detailed information of the passage


that have learned today, then retell the whole
passage to your partner.


[Purpose]: to help the students to have a review
of the whole passage after class through retelling.


Layout of blackboard


Unit 2 English Around the World


The Road to Modern English


Gordon BrownBarack Obama spellingPara4:


pronunciation Para5:


篇二：人教版高中英语必修
1Unit3
说课稿



英语教学设计



教学课题：人教版高中英语

必修一



Unit 3 Travel journal Reading: Journey down the
Mekong


一、设计思路



高中英语课程的总目标是使学生在义务教育 阶段英语
学习基础上，进一步明确英语学习目的，发展自主学习和合
作学习的能力；形成有效的 英语学习策略，培养学生的综合
语言运用能力，
使他们在学习过程中，
促进心智、情感态度，
学习策略，文化意识的发展，形成正确的人生观和价值观，
提高人文素养。


该课程标准强调“使语言学习的过程成为学生形成积
极地情感 态度、主动思维和大胆实践的过程。
”英语教学是
一种教与学的双边活动，教学的实质是交际。 从这个意义出
发，
阅读不应是传统意义上的接受性技能
（
receptive
skill
）
,
而是一个积极主动的思考理解及获取信息的过程，同时也是< br>作者与阅读者双方参与的言语交际、思想交流的过程。信息
时代的到来需要人们进行广泛而有效的 阅读，因而对阅读技
巧的培养也提出了更高的要求。



因此 ，我结合新课标和学生的实际，以任务型教学模
式贯穿始终，引导学生自主或者合作完成。阅读活动由整 体
入手，由易到难，层层深入。教学过程中，发挥网络在教学
中的优势，图文并茂让学生对主题 信息有一个直观的了解。
整个教学活动以教材为载体，
以学生为中心，
学生参与活动。



二、教学内容分析



（一）教材分析



1
、这节课使用的教材是人教版 高中英语必修
1
，这套
教材是在任务型语言教学理念的基础上编写的，它以话题为主线，贴近学生生活，贴近真实的教学行为，它的语言教学
理念是强调语言的运用，促进学生自主学 习，发展学习的策
略，培养创新精神突出实践能力。



2.
第
3
单元的中心话题是“旅游”
，是一个时尚和热门
的话题，不同地 区的文化氛围、风土人情和地理特征都能引
起学生浓厚的兴趣，激发他们的求知欲。本节课是这个单元< br>的阅读部分，是王坤写的一篇日记，讲述了她和姐姐想骑山
地车旅行，选定了湄公河作为旅游路线 ，文章具体谈到了他
们为这次旅游做的各项准备工作。通过阅读，教师不仅要让
学生学到一些有 用的单词和词组，训练他们的阅读技能，还
要让学生了解和学习有关旅行的知识，例如选择自己感兴趣< br>的旅行地点，确定旅行路线，查阅相关信息，制定旅行计划
等，激发学生旅游的兴趣。



（二）学生分析



高中生注意力具 有一定的稳定性，观察具有一定的目
的性、系统性和全面性，初步完成了从具体思维到抽象思维
的过渡，喜欢富有个性的教学设计，同时自我意识增强，不
但在乎别人对自己的评价更渴望得到关注和赞 赏。



高一的新生应该有较强的表现欲望和求知的欲望，具
有了一定的英语语言知识和英语运用的能力，但是高一学生
尚未养成较高的自主学习能力，口语表达能力 和阅读理解技
巧都有待提高。



（三）教学目标



1
、认知目标：帮助学生利用略读等策略找出关键词；
运用关 键词和所预习的生词复述课文；认读东南亚国家名称，
了解与湄公河相关的英语表达。



2
、技能目标：通过
skimming
，
careful reading
，
generalization
，



inference
等阅读技能训练，提高阅读能力和阅读技
能，培养学生获取信息、处



理信息、运用信息进行推理、判断的能力；学会用英语
来表达与旅游文化相关的话题 ；学会用英语设计旅游计划。



3
、情感目标：学生通过学习 ，了解湄公河背景文化知
识，开拓视野，增强学生在旅游中接受异国文化的能力，并
让学生感受 主人公做事认真，准备充分的态度和好的习惯。



（四）教学重点与难点



教学重点



1
、
提高学生对文章的整体理解能力，
提高略读、
寻读、
详读技能。



3
、通过课程资源的挖掘，丰富学生的文化内涵。



教学难点：



1
、如何利用略读、查读等阅读技巧来确定关键词、主
题句、形成



阅读策略。



2
、如何帮助学生运用阅读策略，促进学生自主学习。


< br>3
、怎样以阅读课的教学为依托，使学生学会用英语交
流旅游计划，谈论旅游话题，训练 学生的听、说能力。



（五）教学方法



情景教学法、讲授法、任务型教学法、分组讨论法、
多媒体辅助教学



1
、通过设置情景和教师讲授，帮助学生了解和学习关
于湄公 河的背景文化，激发学生的兴趣，扩大学生的视野。

-高考作文忧与爱

-高考作文忧与爱

-高考作文忧与爱

-高考作文忧与爱

-高考作文忧与爱

-高考作文忧与爱

-高考作文忧与爱

-高考作文忧与爱