人教版高一 全英文说课稿.docx
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人教版高一 全英文说课稿.docx
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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,
AnalysisoftheTeachingMaterials
Thelessonconsistsoftwoparts.Partoneservesaswarmingup,whichmainlydiscussesthedifferentEnglisharoundtheworldandthedifferencebetweenAmericanEnglishandBritishEnglish;parttwodealswiththereadingpassageofthisunit—TheRoadtoModernEnglish.Extensivereadingisinvolvedinthispart,soastospotthegeneralstructureandthedetailedinformationofthepassage.
AnalysisoftheStudents
Thestudentsofthisclassarefromthekeymiddleschool,somostofthemhaveagoodcommandofEnglish.
Importantpointsanddifficultpoint
Importantpoints:
1.DifferencesbetweenBritishEnglishandAmericanEnglish.
2.Thegeneralstructureofthereadingpassage.
Difficultpoint:
1.Thetimeandeventsinthereadingpassage.
Teachingaims
1.Aimsonknowledge
①TomakethestudentsclearaboutthedifferencebetweenBritishEnglishandAmericanEnglishaswellasthedetailedknowledgeofthereadingpassage
②Givethestudentssomequestionswhicharerelatedtothetitleforafurtherthinking.
2.Aimsonabilities
1Improvethestudents’speakingskillsthroughthewarmingupprocess.
2Improvethereadingskillsthroughanalyzethewholereadingpassage.
3.Aimsonemotion
MakethestudentsknowmoreabouttheEnglishcultureaswellasthethoughtsofChineseculture.
Teachingaids
courseware,blackboard,taperecorder,etc.
Teachingprocedures
Step1.Warmingup
Activity1:
Music-listening(2mins)
Sharethestudentswithapieceofmusic“YouandMe”andthenaskthestudentstoanswersomequestionsthatarerelatedtotopicaswellasthesong.
Quiz:
1.Whoarethesingersofthissong?
(LiuHuanandSarahBrightman)
2.WhyshouldthissongbesunginbothEnglishandChinese?
(TheOlympicgameswereheldinBeijing,itcanspreadtheChinesecultureandEnglishisaninternationalandofficiallanguage.)
[Purpose]:
toarousethestudents’interestsinthelessonandmakethestudentstoknowtheword“official”.
Activity2:
Map-showingandquiz-answering(3mins)
ShowthestudentsaworldmapandaskthestudentstonamesomecountrieswhoalsospeakEnglishastheirofficiallanguage.
(GreatBritain、America、Australia、Singapore、NewZealand、India、SouthAfrica…)
[Purpose]:
tomakethestudentshaveageneralideaabouttheworldEnglish.
Activity3:
Dialogue-showing(3mins)
Askstudentsaquestion“Canpeoplefromthesecountriesunderstandeachothereveniftheydon’tspeakthesamekindofEnglish?
”andpresentadialoguetoprovetheanswer.
BritishEnglishAmericanEnglish
BarPub
TinCan
SweetsCandies
Differenceinvocabulary
BiscuitsCookies
LiftElevator
FlatApartment
MatchGame
FootballSoccer
PictureMovie
UndergroundSubway
BritishEnglishAmericanEnglish
NeighbourhoodNeighborhood
TravelerTraveler
ColourColor
HonourableHonorable
FavouriteFavorite
TheatreTheater
KilometreKilometer
BritishEnglishAmericanEnglish
Dance[da:
ns][dæns]
Not[not][na:
t]
[Purpose]:
tomakethestudentsknowthedifferencesbetweenBritishEnglishandAmericanEnglish.
Step2.WhilereadingTheRoadtoModernEnglish
Activity4:
Guessing-game(2mins)
Askstudentstoanswerthequestionbeforereadingthepassage.
Quiz:
What’sthemeaningoftheword“road”inthetitleofthepassage?
(Theword“road”heremeanshistoryordevelopment.)
[Purpose]:
togetthestudentstoknowthegeneralideaofthepassage.
Activity5:
Skimming(5mins)
Askthestudentstoskimthewholepassageandfindoutthetopicsentenceofeachparagraph.
Paragraphone
MorepeoplespeakEnglishastheirfirst,secondoraforeignlanguagethaneverbefore.
Paragraphtwo
NativeEnglishspeakerscanunderstandeachothereveniftheydon’tspeakthesamekindofEnglish.
Paragraphthree
Alllanguageschangeanddevelopwhenculturesmeetandcommunicatewitheachother.
Paragraphfour
Finallybythe19thcenturythelanguagewassettled.
Paragraphfive
EnglishnowisalsospokenasaforeignorasecondlanguageinSouthAsia.
[Purpose]:
totrainthestudents’readingskillsandtheabilityofanalyzingthetopicsentence.
Activity6:
Scanning(Groupwork)(5mins)
Q1:
Inwhatorderisthetextwritten?
(Inchronologicalorder)
Q2:
Canyoufindoutthetimeinthepassage?
(BetweenaboutAD450and1150/BetweenaboutAD800and1150/Attheendofthe16thcentury/Inthe17thcentury/Bythe1600’s/1620/Laterinthe18thcentury/From1765to1947/By19thcentury)
[Purpose]:
tohelpthestudentstogetthestructureofthepassageandtopracticethestudents’cooperationspirit.
Activity7:
Carefulreading(10mins)
Askthestudentstolistentothetapeofthewholepassageandfindouttheeventsthatarerelatedtoeachtimeinthepassageandthenfillinthetable.
Time
Eventsthathappened
BetweenAD450and1150
ItisbasedmoreonGermanthantheEnglishwespeakatpresent
BetweenAD800and1150
ItbecamelesslikeGerman;newsettlersenrichedtheEnglishlanguageandespeciallyitsvocabulary
Attheendofthe16thcentury
AboutfivetosevenmillionpeoplespokeEnglish
Laterinthenextcentury(17thcentury)
PeoplefromEnglandmadevoyagestoconquerotherpartsoftheworldandbecauseofthatEnglishbegantobespokeninmanyothercountries.
Inthe1600’s
Shakespearewasabletomakeuseofawidervocabularythaneverbefore
In1620
SomeBritishsettlersmovedtoAmerica
Laterinthe18thcentury
SomeBritishpeopleweretakentoAustralia
1765to1947
BritishruledIndia,andIndiahasaverylargenumberoffluentEnglishspeakers.
Bythe19thcentury
TheEnglishlanguagewassettledandAmericanEnglishspellinghadaseparateidentity.
[Purpose]:
togetthestudentstohaveadetailedinformationofthewholepassage.
Step3.Postreading(3mins)
Activity8:
Role-play
SupposeoneofthestudentsisaguideofahistoricalmuseumandheorshehastopresentthetouristsaboutthedevelopmentoftheEnglishlanguageintherightchronologicalorder.Heorshecanrefertothetimetablewhilepreparingthetask.
Sample:
Guide:
Goodmorning,ladiesandgentlemen,IamsogladtobeheretointroducethedevelopmentoftheEnglishlanguage…
[Purpose]:
tohaveareviewofthetimeandeventsthathavepresentedinthepassage.
Activity9:
Discussion
Question:
CanChineseEnglishbecomeoneoftheworldEnglishes?
Whyorwhynot?
(Theanswersarequitedifferent,butIcanconcludeitintoonesentence“Onlytimewilltell”)
[Purpose]:
toendthereadingpassagewiththekeysentenceofthepassagethuscangivestudentsanemotionalshock.
Step4.Assignment(2mins)
Rereadthewholepassageandthinkaboutthedetailedinformationofthepassagethathavelearnedtoday,thenretellthewholepassagetoyourpartner.
[Purpose]:
tohelpthestudentstohaveareviewofthewholepassageafterclassthroughretelling.
Layoutofblackboard
Unit2EnglishAroundtheWorld
TheRoadtoModernEnglish
GordonBrownPara1:
BarackObamaPara2
vocabularyPara3:
spellingPara4:
pronunciationPara5:
Teacher’sreflection
Onthewhole,thelessonwentonwell.
Mostoftheteachingaimshavebeenachieved.Besides,theimportantpointwaslaidgreatemphasisonandthedifficultpointwascrackledtoacertainextent.Duringtheclass,especiallythewarming-upsection,studentswerequitemotivatedandactivelyparticipatedinthevariousactivitiesdesignedbytheteacher.Asaresult,theirbasicknowledgeofearthquakeshasbeenenrichedalot.
Whenitcomestotheshortcomings,onecaseinpointisthatsomeactivitiessuchaslocatingthetopicsentenceofeachparagraphareabitdifficulttoSeniorones.Anotheroneisthatthenumberoftasksdesignedcanbereduced.
Period2:
AsamplelessonplanforLearningaboutLanguage
(IndirectSpeech(II)requests&commands)
Aims
Todiscoverusefulwordsandexpressions
Todiscoverusefulstructures
Procedures
I.DirectandIndirectSpeech
DirectSpeech
IndirectSpeech
simplepresent
Hesaid,“Igotoschooleveryday.”
simplepast
Hesaid(that)hewenttoschooleveryday.
simplepast
Hesaid,“Iwenttoschooleveryday.”
pastperfect
Hesaid(that)hehadgonetoschooleveryday.
presentperfect
Hesaid,“Ihavegonetoschooleveryday.”
pastperfect
Hesaid(that)hehadgonetoschooleveryday.
presentprogressive
Hesaid,“Iamgoingtoschooleveryday.”
pastprogressive
Hesaid(that)hewasgoingtoschooleveryday.
pastprogressive
Hesaid,“Iwasgoingtoschooleveryday.”
perfectprogressive
Hesaid(that)hehadbeengoingtoschooleveryday,
future(will)
Hesaid,“Iwillgotoschooleveryday.”
would+verbname
Hesaid(that)hewouldgotoschooleveryday.
future(goingto)
Hesaid,“Iamgoingtoschooleveryday.”
presentprogressive
Hesaid(that)heisgoingtoschooleveryday.
pastprogressive
Hesaid(that)hewasgoingtoschooleveryday
DirectSpeech
IndirectSpeech
auxiliary+verbname
Hesaid,“Doyougotoschooleveryday?
”
Hesaid,“Wheredoyougotosch
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