高中英语《Friendship》优秀说课稿。
每个老师不可缺少的课件是教案课件，相信老师对写教案课件也并不陌生。只要写好教案课件，才能更加清楚教学的重点难点。一个好的教案课件应该是怎样的？也许下面的“高中英语《Friendship》优秀说课稿”正合你意！为防遗忘，建议你收藏本页！
大家好!今天我说课的内容是高一英语新课程实验教科书必修1 Unit One， The first period。下面我就从教材分析、教法分析、学法分析、教学过程、教学评价五个方面进行说明。
一、教材分析
(一)教材的地位和作用
本节课是本单元以及本教材的第一节课，本课谈论的是：朋友是不是仅限于人类、朋友的真正含义、如何与人相处的问题等关于朋友的话题。本课涉及的有陈述句和疑问句的直接引语和间接引语的掌握和运用等语法要点。学生从初中到高中，来到一个新的学校，同学彼此陌生，不免想起老同学，老朋友。这样的话题正好能引起学生的兴趣。而且本课的内容和语法的启发性和实用性都很强，能使学生在学中用，在用中学，对综合提高学生的听说读写能力有较好的促进作用。
(二)教学目标
英语教学大纲规定，通过听说读写的训练，使学生获得英语基础知识和运用英语的能力，激发学生的学习兴趣，为进一步学习打下良好的基础。因此，我制定以下教学目标：
知识目标：1、掌握和使用陈述句和疑问句的直接引语和间接引语。
2、讨论朋友和友谊。
3、学习掌握本课的重点词汇。
技能目标：1、学会阅读的技能——scanningand skimming 。
2、通过谈论朋友和友谊，既锻炼学生的语言运用能力，又培养了学生发现问题、思考问题、解决问题的能力。
3、理解阅读文段，复述故事。
情感态度：1、患难之交才是真朋友。
2、知音难得。
3、海内存知己，天涯若比邻。
文化意识：认识德国纳粹党。让学生了解那段德国法西斯残害犹太人的历史，使学生在感受外国历史文化的同时自然而然的习得语言。
(三)重点与难点
重点：1、训练scanningand skimming等阅读技能。
2、认识朋友的真正含义以及与人相处的问题。
难点：1、阅读技能的训练。
2、陈述句和疑问句的直接引语和间接引语的互相转换(人称的变化、时态的变化、指示代词、时间状语、地点状语和动词的变化)。
(四)教具
本课利用录音机、投影仪等辅助设备，激发学生的学习兴趣，调动他们的积极性，为展开话题提供丰富的材料，使教学收到事半功倍的效果。
二、教法分析
在新课程背景下，教师要成为学生学习的促进者、组织者和合作者。本课采用讨论法，主要采用小组合作讨论的方式。在读前阶段我就提出问题，让学生思考讨论是不是只有人与人之间才可以交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，我再引导学生深入讨论几个与本课有关的话题，展开教师为主导、学生为主体的师生双边活动。通过创设真实自然的语言环境，使学生在语言实践中把语言知识和技能主动转化为交流能力，变苦学为乐学，从而培养学生大胆用英语进行交际的能力。
三、学法分析
教务于学。传统教育的弊端是教师“满堂灌”，只重视怎么教而忽视怎样学，结果高分低能的现象十分严重。为了改变教师牵着学生鼻子走的被动状态，我通过创设话题，寓教于乐，引导学生自学、自做、自助、自悟，让学生学会自己动手，收集信息、处理信息，用所学语言去实践和解决问题，使学生在运用语言的过程中感悟体验所学语言的规律，培养语言意识，积累语言经验，形成语言感觉，达到语言运用的目的。从而使学生真正成为学习的主人。
四、教学过程
新课程改革的核心理念是“一切为了学生的发展”。学生的英语学习不仅仅是掌握几个单词和句型，更重要的是学会运用语言来交流思想，办实事。因此我精心设计了以下教学环节：
(一)激趣导入，务于新知
一节课的良好开始，对于整节课教学的顺利进行起着至关重要的作用。在Warming up 部分我分四步进行：
1、用问问题的形式导入(屏幕显示)。同时板书Unit 1 Friendship。
Do you have any friends? Are you good to your friends?
Which kind of friend do you think is the best friend?
2、做调查：在Warming up部分有5个问题，我让学生独立完成。然后在屏幕上显示下列表格。
3、调查结果：显示各得分情况所对应的调查结果，让学生自行对照。
Grade 1 (5分以下) 直截了当，做事果断，没考虑不良后果。
Grade 2 (10分以下) 能用更合理的方法处理问题，又不伤朋友之间的感情，但自己的利益有时会受损。
Grade 3 (10分以上) 不伤感情，又能保全自己利益。
通过调查问卷的形式，引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法，最后的问卷调查结果让学生兴趣和热情倍增，这样能促使学生很快进入语言学习和探究活动中去，愉快的进入学习状态。
4、学习三句谚语，使学生明确对待朋友和友谊的态度。
A friend in need is a friend indeed. 患难之交才是真朋友。
Real friends are few and far between. 知音难得。
Long distance separates no bosom friends. 海内存知己，天涯若比邻。
(二)创设话题，教学新知
新课程指出，教师不再是居高临下的管理者，而是学生学习的促进者、组织者、合作者。
1、我布置pre-reading部分的几个问题启发学生对“朋友”和“友谊”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友。接着让学生就问题进行小组讨论。然后让个别学生回答问题。
接着屏幕显示我补充的问题：
Why do you need friends?
What do you think a good friend should be like?
Does a friend always have to be a person?
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高中英语说课稿范文
英文说课稿范文
一、Introduction（导言）
英语说课是英语教学中的重要一环，也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段，能从理论上指导教师贯彻教学大纲，真正做到教与学相结合，将教材、大纲、教师、学生、课堂融为有机整体，对不断提高教师教学能力和教研能力，有着突出的作用。
二、说课的基本原则
1. 遵循教学大纲要求，明确说课内容。把握说课与上课的区别与联系，正确理解教材、教案说课、上课之间的层进关系，走出说课即是“说教案”的误区。
2. 以教师为主导，学生为主体，体现先进的教学理念。
3. 详略得当，重点突出，体现说课的完整性。
4. 与教案相结合，体现其可操作性。
三、说课的基本程序
1. 说教材：科学分析教材，明确重点难点、教学目标和要求以及教材在单元中的地位和作用。
2. 说学生：谈谈学生的知识与能力结构，明确说课内容的难易程度。
3. 说教法：谈谈本节课要实施的教学手段、方法以及教具的使用。
4. 说学法：谈谈学习方法的运用以及将要实现的目标。
5. 说教学程序：说为什么要设计该程序？目的、意图何在？结果如何？
6. 说板书设计：谈谈板书设计的根据和理由，力求体现说板书设计的程序性、概括性和艺术性。
四、注重说课信息和反馈与总结
说课的对象可以是专家、同行甚至是学生。向说课对象征询意见、获取信息，力求不断改进和提高。
五、附SB 2B U16 Lesson 63说课稿
Unit 16 Lesson 63
Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC（2）. It is made up of four parts.
part 1 My understanding of this lesson
The analysis of the teaching material:
This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea.
Teaching aims:
1. Knowledge aim: Understand the main idea of the text.
2. Ability aim: Retell the text in their own words.
3. Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted.
Key points / Teaching important points:
How to understand the text better.
Teaching difficult points:
1. Use your own words to retell the text.
2. Discuss the pollution of the sea and how to save the sea.
Something about the Ss:
1. The Ss have known something about the sea and sea life through the Internet and other ways.
2. They are lack of vocabulary.
3. They don’t often use English to express themselves and communicate with others.
4. Some Ss are not active in the class because they are afraid of making mistakes.
part 2 My teaching theories, methods and aids
Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director； Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.
Teaching method:
Double activities teaching method
Question-and-answer activity teaching method
Watch-and-listen activity
Free discussion method
pair work or inpidual work method
Teaching aids:
1. a projector
2. a tape recorder
3. multimedia
4. the blackboard
part 3. Teaching steps / procedures
I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.
The entire steps are:
Greetings, Revision, Lead-in and preparation for reading, Fast reading（scanning）, Listening, Intensive reading, preparation for details of the text, Consolidation, Discussion, Homework
Step 1 Greetings
Greet the whole class as usual.
Step 2. Revision
1. Ask students some questions to revise the last lesson（show them on the screen）.
a. How much salt do the oceans contain per thousand parts of water?（35 parts of salt. 3.5% by weight）
b. What is coral? Why are corals not found in deep water?
c. Why is the Dead Sea called the Dead Sea?
2. Check the homework（made a survey about the sea or sea life by surfing the Internet or asking for help from other people）. Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.
Step 3. Lead-in and preparation for reading
Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.
purpose: Arouse the students’ interest of study.
Bring in new subject: Life in the oceans.
Step 4. Fast reading
Read the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph:
1. Why can living things live in such oceans around the Antarctica?
2. What does the whale feed on?
3. What is the difference between the sperm whale and other whales?
Method: Read the text inpidually, use question—and—answer activity.
purpose: Improve the students’ reading ability.
Understand the general idea of each paragraph.
Step 5. Listening（book closed）
1. Listen to the tape then do an exercise（wb page 90, part 1）
2. True or false exercise.（on the screen）
Train the Ss’ listening ability and prepare for later exercises.
Step 6. Intensive reading
Read the passage carefully again and answer some detailed questions on the screen.
1. How much does a whale eat at a time?
2. Do all the whales feed on small fish?
3. How deep can a sperm whale pe?
It is also called depth reading or study reading. It means reading for detailed information.
purpose: Further understand the text （Train further reading ability） to find out some different sentences and details of the text.
Step 7. preparation for details of the text on the screen
1. ...its heart slows to half its normal speed.
slow-v. to become / make slower.
2. ...using sound wave
present participle used as adverbial.
3. provide sth. for sb.
provide sb. with sth.
4. at a time: each time
5. grow to a length of...
purpose: Train the Ss’ ability of understanding and using laguage.
Step 8. Consolidation
1. Find out the topic sentences.
2. Retell the passage according to the topic sentences.
purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.
Step 9. Discussion
Show them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do?
purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger!
I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home.
Step 10. Homework
Write an article Saving the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves.
part 4. Blackboard design
Unit 16 Lesson 63
Topic Sentences:
1. Some living things can live in Antarctica.（what）
2. The whale feeds on small fish.（what）
3. The sperm whale feeds on squid.（difference）
Discussion:
1. The whales are in danger. What’s your opinion about it?
2. The sea is being polluted. What should we do?
In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.
In this text, the design is not easy to write. I write the topic sentences on the blackboard in order to tell the students that this is of the importance in this class. The discussion is of the difficulty.
I want to make the design inductive, instructive and artistic.
高中英语《Chinese seasonal festival》优秀说课稿
一、教材分析
1.单元内容所体现的意义：本单元的主题为Celebration，主要是介绍了中外国家的一些主要节日，以及人们在一些重要节日的庆祝活动。通过本单元的学习，可以帮助学生理解交际中的文化差异，初步形成跨文化交际意识。
2.课前的内容与本节内容的内在联系：在Warm-up 环节部分，学生已了解一些关于“庆祝”的内容及相关词汇，为本课的话题作了一些词汇和内容的铺垫。
二、学生分析
1.学生年龄特点，和对学科学习的情感表现：学生对学习的内容有着强烈的好奇心，表现出多样的学习技能和策略，喜欢把语言学习与自己的现实生活和兴趣联系起来。
2.学生语言知识和技能：学生对本课话题Chinese Seasonal Festivals 已具备一定的背景知识、经历和经验;况且在Warm-up 环节，学生已了解了一些相关的内容及词汇，这些都有助于语言活动的开展 。但是要用英语进行思维和表达，还是有一定的难度。
3.学生的学习策略和其他技能：高一的学生已初步具备用英语获取信息、处理信息、分析问题和解决问题的综合能力，但需进一步的提高。
三、教学目标
1.语言知识目标：
A.词汇和短语
seasonal, journey, celebrate, traditional, including, Lantern Festival, origin, decorate, take part in, burn down, sweet dumpling, culture, Zongzi
B.重点句子
1)The Mid-Autumn Festival is celebrated by Chinese people.
2)In the old days, dragon boat races were held in Chinese communities.
3)Lanterns were usually lit by candles and decorated with pictures of birds…
2.语言技能目标：
1)提高从文章中获取主要信息，并进行分析、推理和判断的能力。
2)积极参与语言实践活动，提高用英语进行思维和表达的能力。
3.知识能力目标：
1)学会用英语简单介绍中国的节假日。
2)进一步了解我国的一些主要的节日及其相关的历史源源，从而尊重传统文化，增强爱国主义精神。
4.情感与人文素养目标：
1)关注学生在学习中的情感态度变化，引导学生形成乐于与他人合作，具有和谐与健康向上的品格。
2)掌握有效的学习策略，学会独立获取信息和资源，并能整理、分析和总结，从而充实生活。
3)通过文化的了解，增强爱国主义精神和民族自豪感，提高对中外文化异同的敏感性和鉴别能力，为跨文化交际能力打下基础。
5.重点与难点：
1)如何让学生在阅读活动中获取信息，理解全文。
2)在语言实践活动中，要求学生用英语进行思维和表达，有一定的难度。
四、教学设计理念与策略
1.教学设计理念：1)采用任务型语言教学。
2)采用激发主体兴趣的教学模式。
3)运用合作学习的方法。
2.教学策略： 1)Fast reading to get general idea.
2) Careful reading to get detailed information.
3) Free-talk before reading to make students interested in what they will learn.
4) Group work after reading to make students understand what they have learned better.
五、教学用具
a recorder, a computer, and a projector
六、教学过程
Step1 Lead-in
T: What is your favorite season? What festivals happen during your favorite season?
( 以问题的形式引入本课的主题：Chinese seasonal festival. 由此引起学生的学习兴趣，自然导入课题)
S1: I liker summer. There are Children’s Day, Dragon-boat Festival and Mother’s Day.
S2: My favorite season is winter. They are Spring Festival and Lantern Festival and Christmas Day.
S3: ……
T：Well done. Thank you. Now, let’s enjoy some interesting pictures and guess what is happening and what is being celebrated.
(欣赏图片和讨论的同时，让学生把注意力集中到与本课有关的三个节日上：
端午节、元宵节和中秋节。并且通过图片可以让学生掌握更多的节日和如何表达，如清明节，母亲节等)
Step2 While-reading
1.Fast-reading
Read the texts quickly. Match the pictures with the festivals.
picture A Mid-Autumn Festival
picture B Dragon Boat Festival
picture C Lantern Festival
(快速阅读环节中的问题可以培养学生的快速阅读技巧和获取文章整体信息的能力，达到理解课文表层意思的目的。此类问题可提问一般的学生，增加他们学习英语的信心。)
1.Careful-reading
1)Ask the students to read the first passage carefully and answer 3 questions below.
(1)When is the Mid-Autumn Festival celebrated?
(2)What do people eat on this day?
(3)Why is this festival important?
(细读环节则是对重要的段落进行细读，加大信息量，帮助学生加深对课文的理解。教师选取了文章的第一段，引导学生观察和提取与中秋密切相关的具体事实和信息。)
2)在老师示范完第一段提问后，把学生分成两大组，然后两组间针对此段文章内容互相提问(以小组竞赛形式进行，既活跃课堂气氛，也可以拓展学生思维能力，提高他们的发问和回答的能力，也从而加深他们对课文内容的了解。)
3)Read the texts again and fill in the table.
高中英语《Scientists at work》说课稿
一、教学背景分析
1. 单元背景分析
随着科学技术的发展，各种各样新的发明和发现都层出不穷。生活在这样一个知识爆炸的年代，学生们更应用心去体会并感受科技和发明创造者给生活带来的变化，进而能联想到他们平时所学的学科及知识，并用英语为媒介进行知识的整合与串联。同时从另一个角度来说，科技进步的同时，我们的社会也产生了各种各样的矛盾与争论，因此如何正确的看待或处理这些问题，也成为广大学生应该了解并掌握的知识。
2.学生情况分析
本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。
二、教学目标分析
语言技能
听：在听懂教师向学生讲述实验中注意事项基础上，继续学习并强化捕捉特定信息的能力，以及确定全文主要话题的概括能力。
说：应能在了解一定的现代科技发明基础上，思考并学习如何对一种新的事物进行描述。同时能与他人进行交流，叙述事物的利与弊端。
读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定文章的段落大意，理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词，并在上下文体验中感受某些佳句给读者带来的深层含义。
写：学习在对事物进行理性思考的基础上，运用恰当的句型与词汇描述对事物正反面的不同观点，同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感，并应熟悉议论性作文的基本写作框架。
情感态度与文化意识
(1)。进一步培养小组合作学习的能力，通过调查、采访、讨论等活动完成任务，取长补短，加强团体协作意识。
(2)。引导学生用英语进行不同学科特点的思考，体会学科之间的联系与区别。通过话题启发学生积极思考，调动学生的学习兴趣。
(3)。指导学生用批判的思维去接受新的事物，增强他们的辩论意识与能力。
(4)。意识到科技工作的艰苦以及所必需的个人品质与素质，鼓励学生在学习过程中的创新精神与实践能力。
语言知识
词汇：学习并使用一些与science 和scientists有关的词汇。
语法：进一步了解一词多义现象与合成词的构成。
功能：学习如何就某一事物给予别人指导与说明。
话题：掌握有关实验说明的话题表达以及如何从正反两方面对某一话题进行分析讨论。
学习策略
指导学生运用已学会的抓重点、做记号、摘笔记等方式对所学内容进行整理与归纳，并鼓励学生增加与教师和同学交流、合作，继续培养正确的自我评价与相互评价的习惯，从而总结交流学习所得，进一步形成有效的学习方法。并指导学生把英语学习从课堂延伸到课外，发挥已掌握的使用工具书，查找资料、上网等方式增加用英语思维与表达的能力，了解实验对于科学研究的重要性，树立正确的向上的学习态度，形成具有批判性的看问题习惯。
三、教学内容分析
本单元的中心话题是science and scientists。话题依附于听力、对话、阅读与写作等语言载体中。本单元的话题内容与学生的日常学习有着密切的关系，应该说是以英语为媒体让学生表达他们对平时理化生等理科课程，特别是相关实验，所想到及感受到的内容。因此，尽管本单元的话题对学生而言有着一定的难度，但却有体现出了以学生为中心，贴近学生生活而又富有时代气息的特点。
Warming up设计了四幅与学生的理科课程有关的图片，学生通过对日常熟悉的相干实验工具及场地的识别，展开相关学科特点与学习的讨论。同时在此基础上，要求学生们在Listening部分能熟悉某些实验室的规则及注意事项，掌握如何给予别人指导与说明，并能抓住文章的中心话题，捕捉相关细节内容，回答有关的问题。
Speaking则是一个极富时代气息的讨论练习。要求学生们能对现在热门的尖端科技有所了解，(练习中提供了诸如Maglev train, cloning, nuclear energy, computer 与 space flight等内容)然后能就这些新的科学技术与工具进行理性的辨证的思考，既能感受到它们给我们的生活带来的巨大利益，同时也能发现其中所存在的不足与弊端，并能通过讨论、对话等形式发表自己的观点与想法。这一部分也应该是本单元写作内容的一个铺垫。
Reading讲述的是科学家 Franklin的风筝实验，从而证明Lighting and electricity are the same的故事。学生在理解文章的基础上，能充分感受到实验对于科学工作的重要性及科学家是如何获得事业上的成功的。同时能落实材料中所出现的一些单词与短语的使用。
Language Study是在本单元词汇学习的基础上，让学生进一步了解并掌握一定的构词法。主要是兼类词、一词多义现象及合成词的构成。
Integrating skills 通过学生对科学家是否应利用动物进行实验，从而达到发明新产品现象的讨论，理性的从正反两个方面看待这一问题。同时在阅读、思考与讨论的基础上，写下一篇阐明自己观点、立场与看法的短文。
四、教学重点与难点
重点
(1)。能就某一话题进行合理的分析，并从不同的角度去分析问题，展示一个物体的利与弊两个方面。同时能在讨论时学会运用哪些结构与单词对事物进行评价，诸如“ It’s good / bad / harmful for… / It’s dangerous / expensive / important / unnecessary/ It brings people …/ It can help people…
(2)。掌握如何就某一话题给予别人指示与说明，能熟练运用 Don’t do… / Don’t forget to… / Make sure… / Remember that… / Do be careful of…等结构进行讨论、对话与表演。
(3)。能进一步了解一词多义及合成词的知识。以便能更好的区别单词词义与猜测单词词义，利用构词法知识扩充词汇量，并能真正做到为阅读服务。
高中英语说课稿：Women of Achievement
Women of Achievement
Good morning, ladies and gentlemen. My topic is Women of Achievement, that is, unit 1, in module 4. The reading passage “A Student of African Wildlife” is talked later and my talk consists of 4 parts. part 1, my understanding of the material. part 2, teaching approaches. part 3, preparations before class. part 4, teaching procedure.
part 1 my understanding of the material
First, let me introduce the reading passage. It is the center of this unit’s teaching and learning. It is made up of 4 paragraphs, that is, one day’s observing chimps with Jane in the forest; how Jane did her research and her achievements; Jane’s love towards animals and her contributions to animal protection; and a short summary to her. By learning this lesson, the students can not only understand women’s status in society and everyday life, their values and contributions, their difficulties and achievements, but also learn how to use some words, phrases and sentence patterns. Of course, the students can practise their reading skills, such as skimming, scanning and careful reading.
Second, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading and writing, they still need many opportunities to explore and convey meanings; to classify and reflect on their thoughts, feelings and experiences; to experiment and use their imaginations, and also to develop their autonomous learning ability, cooperative learning ability and investigative learning ability.
Third, about teaching aims
Knowledge aims: To learn how to use the mastery words, phrases and sentence patterns;
To learn sth about Jane’s research.
Ability aims: To cultivate the students’ autonomous learning ability, cooperative learning ability and investigative learning ability;
To develop students’ reading skills, such as making prediction and drawing inferences from the context.
Emotional aims: To encourage the students to participate in the class activities and cultivate their teamwork spirit;
To learn Jane’s bravery and perseverance in achieving her goals;
To reinforce the sense of wildlife protection.
Fourth, about key points and difficult points
I think they are to develop the students’ reading skills, such as making prediction and drawing inferences from the context; and to learn how to use the mastery words, phrases and sentence patterns.
part 2 Teaching approaches
According to the analysis above, I’ll try to use the following theories: to make students the real master of the class while the teacher myself the director; to inspire the students, especially girl students to chase their dreams with great determinations.
Therefore, task—based teaching method, students—centered teaching method and CAI will be used.
part 3 preparations before class
I will ask the students to surf the Internet or go to the library to find some information about great women that they are interested in.
And in class, they will give reports of the information they have obtained. By doing this activity, I can train their autonomous learning ability and investigative learning ability, and their abilities of collecting and dealing with information.
part 4 Teaching procedure
I designed 6 steps to deal with this reading passage.
Step 1 lead—in
Activity: picture appreciation and question answering
I’ll show them some beautiful pictures of wild animals, such as lions, Tibetan antelopes, monkeys and chimps. Then one question will be asked: which animal has the closest connection with human beings? It’s not so difficult. Of course, chimps. Then the students can find more about chimps from the reading passage.
The purpose of this activity is to stimulate the students’ interest and naturally lead to the reading passage.
Step 2 pre—reading
Activity: look and guess
The students will be asked to just glance at the title and the two pictures in the book, and then guess what they will read in the text. And they’ll be pided into groups of four to have a discussion.
This activity is to inspire the students to read actively, not passively. Surveys show that active reading can raise the readers’ interest and reading efficiency. Other purposes are to develop the students’ reading skill—making prediction and to encourage the students to think in English, express their thoughts in English and cooperate with each other.
Step 3 reading
Activity 1 scanning
The students are required to scan the text quickly and find out specific information of the following questions.
1 who is the student?
2 what animals are observed?
3 when did Jane Goodall arrive at Gombe? How old was she?
4 what was the purpose of her study?
By doing this activity, the students can improve their reading skill—scanning. And they can get the two lines of the whole passage, the main line—student, and the hidden line—wildlife. It builds a solid base for the latter reading comprehension.
Activity 2 skimming
The students are asked to skim the text quickly and summarize the main idea of each paragraph.
By doing this, I can train the students’ reading skill—skimming. And before their skimming, I’ll remind them to find out the topic sentence of each paragraph.
Activity 3 careful reading
For paragraph 1: Video watching and completing a diagram
Get the students to watch a short video of Jane’s research with chimps.
This paragraph is a description of what Jane and her partners did in the forest. The video can turn the description in words into images. So it seems as if the students themselves went into the forest. Then a diagram will be shown to the students. It contains the main actions of the chimps. They have to complete it. By these two changes, the students can master the important words, phrases and sentences better.
For paragraphs 2-3: Retelling job
These two paragraphs are relatively long, so the students may have difficulties in classifying the content. Therefore I pided all the sentences into 3 aspects, that is, Jane’s difficulties, her discoveries and her contributions. According to the key words, they have to retell it.
By doing this activity, I can train the students’ language organizing ability to meet the demands of the new curriculum.
For paragraph 4: Question answering
It is a short summary to Jane and implies that women can do what they want to do as men. This paragraph is relatively short and easy to understand. So the questions are fairly easy and will be offered to the less talented students.
Step 4 post—reading
I designed 2 activities.
Activity 1: multiple choice questions
These questions are to help the students get a better understanding of the text. Some of them are about details, and some of them are inferences. Inference questions are more difficult. So I will give them to the top students, and the easier ones to less talented students. Therefore all the students can have the chance to participate in the class activities and achieve the pleasure of learning English. Thus task-based teaching method is used here.
Activity 2: qualities and looking for relevant sentences
It is an activity to consolidate what they have learnt in the class. Traditionally, a blank-filling task is often used in this step, but it is a passive activity. In order to get the students to learn actively, I designed this activity. Just get the students to look at the title and think about “what kind of student Jane is”. They will say many words, like hard-working, brave and so on. Then ask them to find out the sentences from which we can see these qualities. To do this job, the students have to read the whole passage more carefully again, and they will get a deeper impression of the language structure. Here students-centered teaching method is used.
Step 5 Discussion
The students will be pided into several groups to discuss the following questions.
1 Jane was brave enough to live in the forest. What difficulties do you think she was facing?
2 If you have the chance, will you do what she did?
This activity is to cheer the students to think deeply about Jane’s research and to practice their oral English.
Step 6 Homework
Activity : Thinking and Writing
The topic is “ though our grandmothers and mothers haven’t done something great like Jane, do you think they are great, too?” Give your reasons.
This activity is designed to train their writing skills and stimulate the students to become aware of the greatness of ordinary women. So greatness is close to the students’ daily life.
In class, I will use CAI, so there is no blackboard design.
That’s all. Thank you!
高中英语《Body Language》说课稿
一、教材分析
(一)教材内容分析 本单元的中心话题是“肢体语言”，介绍了肢体语言在世界范围内的人们生活中所承担的不同角色及所起的重要作用，其中重点介绍了肢体语言在不同的文化背景下的不同含义及世界通用的肢体语言。本单元的绝大部分内容都围绕这一中心话题展开的。
“热身”(Warming up)部分以五幅不同的面部表情导出本单元的话题之一：面部表情是传递某人内心情感的一种方式，使他们能在平时注意自己在与他人交往中注意自身的面部表情。
“听力”(Listening)部分是以听的形式进一步向学生介绍了肢体语言的交际功能，然后以选择的形式考查学生对听力材料信息的筛选能力，同时又要求学生把所听到的信息应运于讨论之中。
“口语”(Speaking)部分向学生提供三个情景，让学生通过编对话进行“请求帮助”和“提供帮助”的日常英语练习。
“读前”(pre-reading)部分编者设计了三个问题，诱发学生思考如何用肢体语言进行交流。激发学生进行阅读的欲望。
“阅读”(Reading)部分是一篇说明文，它介绍了We use both words and body language to express our thoughts and opinions and to communicate with other people./We can learn a lot about what a person is thinking by watching his or her body language。全文可分为三大部分，各部分的意思是：part 1 (para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people. part 2 (para 2-3): Just like spoken language, body language varies from culture to culture. part 3 (para 4-5): Some gestures seem to be universal.
“读后”(post-reading)部分设计了两种练习。第一类是三个问题，其中前两个测学生阅读的结果，第三个是一个开放性题目，鼓励学生把所学的与现实生活相结合。第二类是填写表格，对比肢体语言在美国和我国的异同。
“语言学习”(Language study)包括以下两部分：词汇部分设计了两块内容：1)要求学生运用自己的六个身体部位进行交际，鼓励学生学着使用动词-ing形式;2)设计了6个生词与英语解释的配对练习，旨在培养学生用英语解释生词的习惯及能力;语法项目是有关动词-ing形式作名词使用及其在句子中的功用，具体包括四个步骤：1)学会区分动词-ing形式在句中的所担任的成分功能;2)联词成句，旨在帮助学生理解动词-ing形式在句中充当主语;3)词组翻译练习，旨在帮助学生理解动词-ing形式在句中充当定语及翻译;4)按要求用动词-ing形式进行句子改写，旨在帮助学生理解动词-ing形式在句中充当宾语或表语。
“综合技能”(Integrating skills)设计了一个开放性的写作任务，要求学生运用6幅看起来毫不相干的图画进行写作，该任务有利于提高学生的创新思维能力。
“学习建议”(Tips)提供了一些写故事的建议，旨在帮助学生完成综合技能的写作练习。
“复习要点”(Checkpoint)部分简要总结了本单元的语法重点。同时通过两个问题引
导学生对本单元所学的词汇作一次小结。
(二)教学重点与难点
I. 动词-ing形式在句子充当主语、宾语、表语或定语
II. 交际功能句型: 如何提议和请求及其答语的句型
III. 重点、难点词汇词组
confused, avoid, go ahead, crazy, get through, tear down, occur
IV. 常用句型
Just like spoken language, body language varies from culture to culture.
There is nothing better than sth./doing sth./to do sth.
二、语篇分析：
Body Talk (p59-p. 60)
(一)课文图解
1. Read the text “Body Talk” and then complete notes about body language.
1) Generally, we can pide the whole text into three parts:
part 1 (para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people.
part 2 (para 2-3): Just like spoken language, body language varies from culture to culture.
part 3 (para 4-5): Some gestures seem to be universal.
2) Fill in the table about gestures, countries and their meanings in these countries. (Words in italics can be blank.)
GESTURES COUNTRIES MEANINGS
eye contact some countries a way to show that one is interested
other countries rude or disrespectful
a circle with one’s thumb and index finger most countries OK
Japan money
France zero
Brazil rude
Germany
thumbs up the US great or good job
Nigeria rude
Germany the number one
Japan
moving the index finger in a circle in front of the ear some countries crazy
Brazil You have a phone call.
(二)课文复述
Retell the text using about 100 words.
Notes:
1. Try to use the –ing form to retell the text.
2. Make use of the notes and table above while retelling.
3. The possible version below can be used as material for both retelling and dictation.
One possible version:
We can communicate with other people by watching his body language besides words. Just like spoken language, body language varies from culture to culture. Take the gesture for OK as an example. The gesture means money in Japan and in France it means zero, while in Brazil and Germany doing so is rude. people in different countries show the same idea in different ways. For example, in many countries, shaking one’s head means “no”, and nodding means “yes”. However, in Bulgaria, parts of Greece, and Iran, the gestures have the opposite meaning. Although there are many different interpretations of our body language, some gestures seem to be universal. perhaps the smile is the best example. A smile can help us well communicate with others.
高中英语说课稿【三篇】
“说课”有利于提高教师理论素养和驾驭教材的能力，也有利于提高教师的语言表达能力，因而受到广大教师的重视，登上了教育研究的大雅之堂。小编小编整理了高中英语说课稿【三篇】，希望对你有帮助!
《Unit 16 Scientists at work 》
一、 教学背景分析
1. 单元背景分析
随着科学技术的发展，各种各样新的发明和发现都层出不穷。生活在这样一个知识爆炸的年代，学生们更应用心去体会并感受科技和发明创造者给生活带来的变化，进而能联想到他们平时所学的学科及知识，并用英语为媒介进行知识的整合与串联。同时从另一个角度来说，科技进步的同时，我们的社会也产生了各种各样的矛盾与争论，因此如何正确的看待或处理这些问题，也成为广大学生应该了解并掌握的知识。
2.学生情况分析
本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。
二、教学目标分析
语言技能
听：在听懂教师向学生讲述实验中注意事项基础上，继续学习并强化捕捉特定信息的能力，以及确定全文主要话题的概括能力。
说：应能在了解一定的现代科技发明基础上，思考并学习如何对一种新的事物进行描述。同时能与他人进行交流，叙述事物的利与弊端。
读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定文章的段落大意，理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词，并在上下文体验中感受某些佳句给读者带来的深层含义。
写：学习在对事物进行理性思考的基础上，运用恰当的句型与词汇描述对事物正反面的不同观点，同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感，并应熟悉议论性作文的基本写作框架。
情感态度与文化意识
（1）进一步培养小组合作学习的能力，通过调查、采访、讨论等活动完成任务，取长补短，加强团体协作意识。
（2）引导学生用英语进行不同学科特点的思考，体会学科之间的联系与区别。通过话题启发学生积极思考，调动学生的学习兴趣。
（3）指导学生用批判的思维去接受新的事物，增强他们的辩论意识与能力。
（4）意识到科技工作的艰苦以及所必需的个人品质与素质，鼓励学生在学习过程中的创新精神与实践能力。
语言知识
词汇：学习并使用一些与science 和scientists有关的词汇。
语法：进一步了解一词多义现象与合成词的构成。
功能：学习如何就某一事物给予别人指导与说明。
话题：掌握有关实验说明的话题表达以及如何从正反两方面对某一话题进行分析讨论。
学习策略
指导学生运用已学会的抓重点、做记号、摘笔记等方式对所学内容进行整理与归纳，并鼓励学生增加与教师和同学交流、合作，继续培养正确的自我评价与相互评价的习惯，从而总结交流学习所得，进一步形成有效的学习方法。并指导学生把英语学习从课堂延伸到课外，发挥已掌握的使用工具书，查找资料、上网等方式增加用英语思维与表达的能力，了解实验对于科学研究的重要性，树立正确的向上的学习态度，形成具有批判性的看问题习惯。
三、教学内容分析
本单元的中心话题是science and scientists。话题依附于听力、对话、阅读与写作等语言载体中。本单元的话题内容与学生的日常学习有着密切的关系，应该说是以英语为媒体让学生表达他们对平时理化生等理科课程，特别是相关实验，所想到及感受到的内容。因此，尽管本单元的话题对学生而言有着一定的难度，但却有体现出了以学生为中心，贴近学生生活而又富有时代气息的特点。
Warming up设计了四幅与学生的理科课程有关的图片，学生通过对日常熟悉的相干实验工具及场地的识别，展开相关学科特点与学习的讨论。同时在此基础上，要求学生们在Listening部分能熟悉某些实验室的规则及注意事项，掌握如何给予别人指导与说明，并能抓住文章的中心话题，捕捉相关细节内容，回答有关的问题。
Speaking则是一个极富时代气息的讨论练习。要求学生们能对现在热门的尖端科技有所了解，（练习中提供了诸如Maglev train, cloning, nuclear energy, computer 与 space flight等内容）然后能就这些新的科学技术与工具进行理性的辨证的思考，既能感受到它们给我们的生活带来的巨大利益，同时也能发现其中所存在的不足与弊端，并能通过讨论、对话等形式发表自己的观点与想法。这一部分也应该是本单元写作内容的一个铺垫。
Reading讲述的是科学家Franklin的风筝实验，从而证明Lighting and electricity are the same的故事。学生在理解文章的基础上，能充分感受到实验对于科学工作的重要性及科学家是如何获得事业上的成功的。同时能落实材料中所出现的一些单词与短语的使用。
Language Study是在本单元词汇学习的基础上，让学生进一步了解并掌握一定的构词法。主要是兼类词、一词多义现象及合成词的构成。
Integrating skills 通过学生对科学家是否应利用动物进行实验，从而达到发明新产品现象的讨论，理性的从正反两个方面看待这一问题。同时在阅读、思考与讨论的基础上，写下一篇阐明自己观点、立场与看法的短文。
四、 教学重点与难点
1.重点
（1）能就某一话题进行合理的分析，并从不同的角度去分析问题，展示一个物体的利与弊两个方面。同时能在讨论时学会运用哪些结构与单词对事物进行评价，诸如“ It’s good / bad / harmful for… / It’s dangerous / expensive / important / unnecessary/ It brings people …/ It can help people…
（2）掌握如何就某一话题给予别人指示与说明，能熟练运用 Don’t do… / Don’t forget to… / Make sure… / Remember that… / Do be careful of…等结构进行讨论、对话与表演。
（3）能进一步了解一词多义及合成词的知识。以便能更好的区别单词词义与猜测单词词义，利用构词法知识扩充词汇量，并能真正做到为阅读服务。
（4）能把事物的正反利益和理性的思考落实到笔头，即能清晰地就某一争论性话题发表自己的立场，阐明原因。并能进一步运用基本的协作技能学会argumentative essay的写作。
（5）能继续运用各种阅读微技能进行有效的阅读， 同时能在阅读中继续培养猜测单词词义的能力。同时掌握文中出现的单词与短语的使用。
2.难点
（1）如何有效的让学生就given topic进行合作，分析问题的利弊，并掌握相关的词汇。
（2）如何能就课文内容完成一些开放性的话题讨论，能把课文的内容得以延伸与拓展。
（3）如何更加有效的掌握并运用一些key words and expressions, such as make /do an experiment on…， comfort, conduct, charge, a great of, prove, tear, sharp, explain, pick out, test on, doubt, conclusion and so on.
（4）如何能使议论性作文表达的更加完整与流畅。
（5）指导学生通过各种渠道如图书馆、网络等资源查找资料。
五、教学原则
（1）坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师应扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。
（2）以任务型教学 （Task-based Language Teaching）作为课堂教学设计之理念，具体采用情景教学法（Situational Approach），交际教学法（Communicative Approach），整体语言教学法（Whole Language Teaching）等教学方法。从一定程度上说，人们使用语言是为了完成各种各样的任务，而任务型的教学活动就是让学习者通过运用所学语言来完成各种各样的交际活动。学习者通过表达、沟通、交涉、解释、询问等各种语言形式来学习和掌握语言，实现目标，感受成功。
（3）贯彻“教中学，学中用”策略，真正使学生学以致用。
（4）在教学中突出交际性，注重读写的实用性；同时适时进行情感与策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。
六、 教材与任务安排
本单元计划为六课时：Warming up how Jane did her research and her achievements; Jane’s love towards animals and her contributions to animal protection; and a short summary to her. By learning this lesson, the students can not only understand women’s status in society and everyday life, their values and contributions, their difficulties and achievements, but also learn how to use some words, phrases and sentence patterns. Of course, the students can practise their reading skills, such as skimming, scanning and careful reading.
首先,让我介绍整篇文章。这是本单元的教学和学习的中心。它由4段,也就是一天的观察黑猩猩和简在森林里,简如何做她的研究,她的成就,简对动物的爱和她对动物保护的贡献;和一个简短的摘要。通过学习本课,学生不仅可以了解女性的社会地位和日常生活,他们的价值和贡献,他们的困难和成就,但也学习如何使用一些单词、短语和句型。当然,学生可以练习他们的阅读技巧,如略读、扫描和仔细阅读。
Second,I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading and writing, they still need many opportunities to explore and convey meanings; to classify and reflect on their thoughts, feelings and experiences; to experiment and use their imaginations, and also to develop their autonomous learning ability, cooperative learning ability and investigative learning ability.
其次,我想告诉一些关于学生。虽然学生听力的基本能力,来说,阅读和写作,他们仍需要许多探索和传达意义的机会;分类和反思自己的想法,感受和经历,尝试和使用他们的想象力,并培养他们的自主学习能力、合作学习能力和研究性学习能力。
Third,about teaching aims
关于教学目标
Knowledgeaims: To learn how to use the mastery words, phrases and sentence patterns;
知识目标:了解如何使用掌握单词,短语和句型;
Tolearn sth about Jane’s research.
了解某事简的研究。
Abilityaims: To cultivate the students’ autonomous learning ability, cooperative learning ability and investigative learning ability;
能力目标:培养学生的自主学习能力、合作学习能力和研究性学习能力;
Todevelop students’ reading skills, such as making prediction and drawing inferences from the context.
培养学生的阅读技能,比如从上下文预测和推断。
Emotionalaims: To encourage the students to participate in the class activities and cultivate their teamwork spirit;
情感目标:鼓励学生参与课堂活动,培养他们的团队合作精神;
Tolearn Jane’s bravery and perseverance in achieving her goals;
学习简的勇敢和毅力实现她的目标;
Toreinforce the sense of wildlife protection.
加强野生动物保护的感觉。
Fourth,about key points and difficult points 对重点和难点
Ithink they are to develop the students’ reading skills, such as making prediction and drawing inferences from the context; and to learn how to use the mastery words, phrases and sentence patterns.
我认为他们是培养学生的阅读技巧,如从上下文;使预测和推断,并学习如何使用掌握单词,短语和句型。
part2 Teaching approaches
第2部分的教学方法
Accordingto the analysis above, I’ll try to use the following theories: to make students the real master of the class while the teacher myself the director; to inspire the students, especially girl students to chase their dreams with great determinations.
根据上面的分析,我将尝试使用以下理论:让学生真正的掌握类的,老师自己导演;激发学生,尤其是女学生以极大的决定去追逐自己的梦想。
Therefore,task—based teaching method, students—centered teaching method and CAI will be used.
因此,任务型教学方法,坚持以教学方法和CAI将被使用。
part3 preparations before class
第三部分在上课前准备工作
Iwill ask the students to surf the Internet or go to the library to find some information about great women that they are interested in.
我会问学生们上网或去图书馆找到一些伟大的女性,他们感兴趣的信息。
Andin class, they will give reports of the information they have obtained. By doing this activity, I can train their autonomous learning ability and investigative learning ability, and their abilities of collecting and dealing with information.
在课堂上,他们将使他们获得的信息的报告。通过这个活动,我可以培养他们的自主学习能力和研究性学习能力,和他们的收集和处理信息的能力。
part4 Teaching procedure
第4部分教学过程
Idesigned 6 steps to deal with this reading passage.
我设计了6个步骤来处理这个阅读文章。
Step1 lead—in
步骤1中引入
Activity:picture appreciation and question answering
活动:图片欣赏和问答
I’llshow them some beautiful pictures of wild animals, such as lions, Tibetan antelopes, monkeys and chimps. Then one question will be asked: which animal has the closest connection with human beings? It’s not so difficult. Of course, chimps. Then the students can find more about chimps from the reading passage.
我会向他们展示一些漂亮的野生动物的照片,如狮子、藏羚羊、猴子和猩猩。然后会问一个问题:哪种动物与人类最接近的联系吗?这不是那么难。当然,黑猩猩。然后,学生可以找到更多关于黑猩猩从整篇文章。
Thepurpose of this activity is to stimulate the students’ interest and naturally lead to the reading passage.
这个活动的目的是激发学生的兴趣和自然导致整篇文章。
Step2 pre—reading
步骤2读前活动
Activity:look and guess
活动:猜猜看
Thestudents will be asked to just glance at the title and the two pictures in the book, and then guess what they will read in the text. And they’ll be pided into groups of four to have a discussion.
学生将被要求只看一眼标题和书中的两张图片,然后猜猜他们会读文本。,他们会被分成组,每组4有一个讨论。
Thisactivity is to inspire the students to read actively, not passively. Surveys show that active reading can raise the readers’ interest and reading efficiency. Other purposes are to develop the students’ reading skill—making prediction and to encourage the students to think in English, express their thoughts in English and cooperate with each other.
这个活动是激发学生积极阅读,而不是被动的。调查显示,活动可以提高读者的阅读兴趣和阅读效率。其他目的是培养学生的阅读skill-making预测,并鼓励学生用英语思考,用英语表达自己的想法,互相配合。
Step3 reading
第三步阅读
Activity1 scanning
活动1扫描
Thestudents are required to scan the text quickly and find out specific information of the following questions.
要求学生快速扫描文本,找出下列问题的具体信息。
1who is the student?
1学生是谁?
2what animals are observed?
2观察到的动物是什么?
3when did Jane Goodall arrive at Gombe? How old was she?
3珍·古道尔到达贡贝是什么时候?她多大了?
4what was the purpose of her study?
4她研究的目的是什么?
Bydoing this activity, the students can improve their reading skill—scanning. And they can get the two lines of the whole passage, the main line—student, and the hidden line—wildlife. It builds a solid base for the latter reading comprehension.
通过这次活动,学生可以提高他们的阅读skill-scanning。他们可以得到两行整个通道,主要line-student,隐藏line-wildlife。它构建一个坚实的基础对于后者阅读理解。
Activity2 skimming
活动2略读
Thestudents are asked to skim the text quickly and summarize the main idea of each paragraph.
要求学生快速浏览课文,总结每个段落的主要思想。
Bydoing this, I can train the students’ reading skill—skimming. And before their skimming, I’ll remind them to find out the topic sentence of each paragraph.
通过这样做,我可以训练学生的阅读skill-skimming。之前和略读,我会提醒他们找出每段的主题句。
Activity3 careful reading
活动3仔细阅读
Forparagraph 1: Video watching and completing a diagram
第一项:视频观看和完成图
Getthe students to watch a short video of Jane’s research with chimps.
让学生观看短片的简研究黑猩猩。
Thisparagraph is a description of what Jane and her partners did in the forest. The video can turn the description in words into images. So it seems as if the students themselves went into the forest. Then a diagram will be shown to the students. It contains the main actions of the chimps. They have to complete it. By these two changes, the students can master the important words, phrases and sentences better.
这一段的描述是简和她的合作伙伴在森林里。视频可以把文字到图片的描述。所以好像学生自己走进了森林。然后一个图表将向学生展示。它包含的主要行动黑猩猩。他们必须完成它。通过这两个变化,学生可以掌握重要单词、短语和句子更好。
Forparagraphs 2-3: Retelling job
段落2 - 3:复述工作
Thesetwo paragraphs are relatively long, so the students may have difficulties in classifying the content. Therefore I pided all the sentences into 3 aspects, that is, Jane’s difficulties, her discoveries and her contributions. According to the key words, they have to retell it.
这两个段落相对较长,所以学生们有困难分类内容。所以我把所有的句子分为三个方面,也就是说,简的困难,她发现和贡献。根据关键字,他们必须复述它。
Bydoing this activity, I can train the students’ language organizing ability to meet the demands of the new curriculum.
通过这个活动,我可以训练学生的语言组织能力以满足新课程的要求。
Forparagraph 4: Question answering
第四段:问题回答
Itis a short summary to Jane and implies that women can do what they want to do as men. This paragraph is relatively short and easy to understand. So the questions are fairly easy and will be offered to the less talented students.
这是一个简短的摘要,简和暗示女性可以和男性做他们想做的事。这一段相对较短的和容易理解。所以问题是相当容易的,并将提供给有才华的学生越少。
高中英语《Body Language》说课稿格式
一、教材分析
(一)教材内容分析 本单元的中心话题是“肢体语言”，介绍了肢体语言在世界范围内的人们生活中所承担的不同角色及所起的重要作用，其中重点介绍了肢体语言在不同的文化背景下的不同含义及世界通用的肢体语言。本单元的绝大部分内容都围绕这一中心话题展开的。
“热身”(Warming up)部分以五幅不同的面部表情导出本单元的话题之一：面部表情是传递某人内心情感的一种方式，使他们能在平时注意自己在与他人交往中注意自身的面部表情。
“听力”(Listening)部分是以听的形式进一步向学生介绍了肢体语言的交际功能，然后以选择的形式考查学生对听力材料信息的筛选能力，同时又要求学生把所听到的信息应运于讨论之中。
“口语”(Speaking)部分向学生提供三个情景，让学生通过编对话进行“请求帮助”和“提供帮助”的日常英语练习。
“读前”(pre-reading)部分编者设计了三个问题，诱发学生思考如何用肢体语言进行交流。激发学生进行阅读的欲望。
“阅读”(Reading)部分是一篇说明文，它介绍了We use both words and body language to express our thoughts and opinions and to communicate with other people./We can learn a lot about what a person is thinking by watching his or her body language。全文可分为三大部分，各部分的意思是：part 1 (para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people. part 2 (para 2-3): Just like spoken language, body language varies from culture to culture. part 3 (para 4-5): Some gestures seem to be universal.
“读后”(post-reading)部分设计了两种练习。第一类是三个问题，其中前两个测学生阅读的结果，第三个是一个开放性题目，鼓励学生把所学的与现实生活相结合。第二类是填写表格，对比肢体语言在美国和我国的异同。
“语言学习”(Language study)包括以下两部分：词汇部分设计了两块内容：1)要求学生运用自己的六个身体部位进行交际，鼓励学生学着使用动词-ing形式;2)设计了6个生词与英语解释的配对练习，旨在培养学生用英语解释生词的习惯及能力;语法项目是有关动词-ing形式作名词使用及其在句子中的功用，具体包括四个步骤：1)学会区分动词-ing形式在句中的所担任的成分功能;2)联词成句，旨在帮助学生理解动词-ing形式在句中充当主语;3)词组翻译练习，旨在帮助学生理解动词-ing形式在句中充当定语及翻译;4)按要求用动词-ing形式进行句子改写，旨在帮助学生理解动词-ing形式在句中充当宾语或表语。
“综合技能”(Integrating skills)设计了一个开放性的写作任务，要求学生运用6幅看起来毫不相干的图画进行写作，该任务有利于提高学生的创新思维能力。
“学习建议”(Tips)提供了一些写故事的建议，旨在帮助学生完成综合技能的写作练习。
“复习要点”(Checkpoint)部分简要总结了本单元的语法重点。同时通过两个问题引
导学生对本单元所学的词汇作一次小结。
(二)教学重点与难点
I. 动词-ing形式在句子充当主语、宾语、表语或定语
II. 交际功能句型: 如何提议和请求及其答语的句型
III. 重点、难点词汇词组
confused, avoid, go ahead, crazy, get through, tear down, occur
IV. 常用句型
Just like spoken language, body language varies from culture to culture.
There is nothing better than sth./doing sth./to do sth.
二、语篇分析：
Body Talk (p59-p. 60)
(一)课文图解
1. Read the text “Body Talk” and then complete notes about body language.
1) Generally, we can pide the whole text into three parts:
part 1 (para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people.
part 2 (para 2-3): Just like spoken language, body language varies from culture to culture.
part 3 (para 4-5): Some gestures seem to be universal.
2) Fill in the table about gestures, countries and their meanings in these countries. (Words in italics can be blank.)
GESTURES COUNTRIES MEANINGS
eye contact some countries a way to show that one is interested
other countries rude or disrespectful
a circle with one’s thumb and index finger most countries OK
Japan money
France zero
Brazil rude
Germany
thumbs up the US great or good job
Nigeria rude
Germany the number one
Japan
moving the index finger in a circle in front of the ear some countries crazy
Brazil You have a phone call.
(二)课文复述
Retell the text using about 100 words.
Notes:
1. Try to use the –ing form to retell the text.
2. Make use of the notes and table above while retelling.
3. The possible version below can be used as material for both retelling and dictation.
One possible version:
We can communicate with other people by watching his body language besides words. Just like spoken language, body language varies from culture to culture. Take the gesture for OK as an example. The gesture means money in Japan and in France it means zero, while in Brazil and Germany doing so is rude. people in different countries show the same idea in different ways. For example, in many countries, shaking one’s head means “no”, and nodding means “yes”. However, in Bulgaria, parts of Greece, and Iran, the gestures have the opposite meaning. Although there are many different interpretations of our body language, some gestures seem to be universal. perhaps the smile is the best example. A smile can help us well communicate with others.
人教版高中英语必修1教案：Unit 1 Friendship
Unit 1 Friendship
(1) 课题：Friendship (2) 教材分析与学生分析： 本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；Reading部分Anne’s Best Friend以日记形式讲述了犹太女孩安妮的故事；Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; Using about Language 部分教学本课重点词汇和重点语法项目。 (3) 课时安排：The first period: Speaking: Warming Up and pre-Reading The second period： Reading
The third period: Grammar
The forth period：Listening
The fifth period: Writing
(4)教学目标： ① 知识与技能：Talk about friends and friendship; practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express and support an opinion.
② 过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本单元话题有关的问题：1.描述朋友； 2. 结交网友；3. 观点交流；4. 善\不善交朋友; 5. 朋友的重要性。 ③ 情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题。使学生加深对友谊、友情的理解，以及如何正确交友，处理朋友之间发生的问题等。 (5) 教学重点和难点：
词汇：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit
短语： add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in
重点语法项目： 直接引语和间接引语的互相转换
难点：Understand the real meaning of friends and friendship;
Discuss the answers to the questions (Reading);
How to teach the Ss to master the usage of Direct Speech and Indirect
Speech(Statement and Questions).
(6) 教学策略： Discussion, Student-centered vocabulary, learning, listening, pair work, teach grammar in real situation (7) 教学煤体设计： A projector and a tape recorder. (8) 教学过程：详见以下分课时教学设计。 (9) 课堂练习与课外作业设计： 穿插于分课时教学设计中
（10）教学反思或值得改进的地方： 见每个课时最后部分。
period One：Speaking （Warming Up and pre-Reading）
Aims
Talk about friends and friendship.
practise talking about agreement and disagreement.
Step I Revision
Ask some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. Then give some comments.
T: Now, let's check up your homework for last class. I'd like some of you to read his / her composition for the class, describe one of the problems between friends and how it is solved.
Step II Warming up
T: / think most of us have some good friends. Do you know why people make friends with one another?
Step III Talking(WB p41)
First get the students to listen to what a Canadian say about making friends. Then ask them to discuss the two questions.
T: Now we're going to listen to what Leslie Clark, a Canadian has got to say about making friends. After listening, please talk about the two questions in groups of 4. Try to use the following expressions.
1 Do you agree with her? 找教案 www.zhaojiaoan.com
2 What do you think of people from foreign countries?
Agreement Disagreement
I think so, I don't think so.
I agree. I don't agree
That's correct. Of course not.
That's exactly my opinion. I'm afraid not.
You're quite right. I don't think you are right.
Step IV Speaking(B p6)
First, get the students to think of four situations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. Second, try it out on their own group, checking the questionnaire through and adding up their score and see how many points they can get. Ask them to fill in the form prepared before class. Show the instructions and decide what kind of friends their classmates are. Third, ask each student to stand up and walk around the classroom to make a survey on four of other classmates. Show the instructions and decide what kind of friends other classmates are. They can share your questionnaire with one or two other groups and try each other's questionnaires.
At last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary.
T: Friends come in many flavors. There are best friends, school friends, fair-weather friends, forever friends and many more. Do you want to know what kind of friends your classmates are? Now let's make a survey. First, please think of four situations among friends and design a questionnaire to find out what kind of friends your classmates are.
1. Your friend borrowed 100 Yuan from you last week and hasn't returned it. You will
A. ask him / her to pay back as soon as possible; or you'll end the friendship.
B. ask him / her to pay back if he / she has.
C. tell him / her not to return it.
2. Your friend said your bad words behind you. You will
A. ask him / her to say sorry to you , or you'll stop your friendship.
B. excuse him / her and forget it.
C. ask others to tell him / her that he/she is wrong.
3. You promised to meet your friend at five o'clock but your parents ask you to do homework at home. You will
A. tell him your parents ask you to do homework at home.
B. tell him / her a lie that you are ill.
C. say sorry to him / her and plan to meet him / her another time.
4. You borrowed a bike from your friend, but you had it stolen. You will
A. buy a new one which is the same as his / hers.
B. just tell him / her you had it stolen.
C. say sorry to him/her and buy him/her an old one
After they finish choosing the answers, show the scoring sheet on the screen.
Scoring
sheet
1
AO
B2
C6
2 Al
B6
C2
3
A2
BO
C3
4 A6
Bl
C2
Instructions:
2-5 A fair-weather friend 找教案 www.zhaojiaoan.com
Only like them when they are happy and popular. If they are feeling down, or if they are having a problem, you don't want to spend time or talk with them. You don't help your friends when they have problems. You are always thinking about yourself.
You should care more about your friends. If you continue to be self-centered and don't consider others' feelings, you won't make more friends and keep friendship for long.
6-11 A school friend
You see each other in school. You just study and play with them together in school. You may not know everything about each other. You take things smoothly. You seldom hurt your friends with your benefit considered. You'd better add more affection to your friends. Friendship is about feelings and we must give as much as we take.
12-17 A best friend
You do everything together with your friends: study, read, watch TV, surf the Internet, play sports and listen to music. If either one has a problem, the other is there to help. You know your friends very well. You understand and yield to each other. You help with each other and improve together. You have a lot of common benefit. Your friendship is good to both of you. You are mutually beneficial.
18-21 Forever friend
You will always listen to your friends and try to help them, even if you disagree or if you are having a problem. Whenever they have any difficulty, you'll try your best to do what you can to help them without hesitation. You devote yourself to your best friends. You are willing to lose what you have, even your life.
课后反思：本课教学设计容量和密度较大，但难度适中，大部分学生都能接受。体现全面照顾大部分学生的教学理念。注意培养学生开口说英语的的信心。
The second period: Reading
Aims:
1. to master the new words and some useful expressions.
2. to understand the text and finish the exercises in Comprehending.
Step 1. Looking and guessing
Work in pairs. Look at the pictures and the heading and guess what the text might be about.
1). Imagine what it might be like if you had to stay in your bedroom for a whole year. You could not leave it even to go to the WC or to get a cup of tea. How would you feel?
2). What would you choose if you are only allowed to have five things with you in the hiding place because there is very little room?
Step 2
Reading to summarise the main idea of each paragraph.
Skim the text and summarise the main idea of each paragraph in one sentence.
para. One: Anne made her diary her best friend whom she could tell everything.
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para. Tw Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time.
para. Three: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature.
Step 3 Language points
1. add (to) v. 1) to put together with something else so as to increase the number, size, or importance; 2) to join (numbers or amounts ) so as to find the total.
eg: The fire is going out; will you add some wood?
The snowstorm added to our difficulties.
Add up these figures for me, please.
2. ignore v. to take no notice of; refuse to pay attention to
eg: His letters were ignored.
Even the best of men ignored that simple rule.
My advice was completely ignored.
3. concern v. 使担心;使不安 (+about/for); 涉及,关系到;影响到
eg: The boy's poor health concerned his parents.
He is concerned for her safety.
The news concerns your brother.
He was very concerned about her. 4. loose adj. not firmly or tightly fixed. She wore loose garments in the summer.
I have got a loose tooth. Some loose pages fell out of the book.
5. purpose n. [C] an intention or plan; a person’s reason for an action. What is the purpose of his visit?
The purpose of a trap is to catch and hold animals.
Did you come to London to see your family, or for business purpose?
6. series n. (of) a group of things of the same kind or related in some way, coming one after another or in order.
Then began a series of wet days that spoiled our vacation.
This publishing firm is planning a new series of school textbooks.
They carried out a series of experiments to test the new drug.
7. cheat. 1) v. to behave in a dishonest way in order to win an advantage;
2) n. a person who cheats; dishonest persons
They cheated the old woman of her house and money.
The salesman cheated me into buying a fake.
He never cheated in exams.
I see you drop that card, you cheat!
I never thought that Sam is a cheat.
8. share 1) vt.vi. (in\with\ amount\between) to have, use or take part in something with others or among a group.
2) n. (in\of) the part belongs to, owed to or done by a particular person.
The money was shared out between them.
Sam and I share a room.
We shared in his joy.
They always share their happiness and sorrow.
I have done my share of the work.
9. crazy adj. 1) mad ; foolish 2) [+about] wildly excited; very interested
You're crazy to go out in this stormy weather.
John's crazy about that girl.
She is just crazy about dancing.
10. dare v. v.aux.. 1) + to do; 2) + v
to be brave enough or rude enough (to do sth. dangerous, difficult or unpleasant).
How dare you accuse me of lying!
How dare you ask me such a question?
My younger sister dare not go out alone.
He did not dare to leave his car there.
11. trust 1) n. [U] (in) form believe in the honesty, goodness or worth etc, of someone or something
2) v. to believe in the honesty and worth of someone or something; have confidence in
I have no trust in him.
I don’t place any trust in the government’s promises.
Why do you trust a guy like him?
I trust your wife will soon get well.
12. suffer v. (for) to experience pain, difficulty or loss
I cannot suffer such rudeness.
He suffered from poverty all his life.
My father suffers from high blood pressure.
They suffered a great deal in those days.
13. advice n. [U] opinion given to someone about what they should do in a particular situation 找教案 www.zhaojiaoan.com
→v. advise to give advice to
I want your advice, sir. I don't know what to do.
I asked the doctor for her advice.
I f you take my advice, you won’t tell anyone about this.
He gave them some good\ sound advice.
14. communicate v. 1) (to) to make (opinions, feelings, information etc. ) known or understood by others. e.g. by speech, writing or body movements;
2) (with) to share or exchange opinions, feelings, information etc.
Our teacher communicates his idea very clearly.
He had no way to communicate with his brother.
Did she communicate my wishes to you?
We learn a language in order to communicate.
Deaf people use sign language to communicate.
15. calm 1) adj. free from excitement, nervous activity or strong feelings; quiet
2) n. [U] peace and quiet
3) v. to make calm
You must try to be calm.
The high wind passed and the sea was calm again.
The police chief advised his men to stay \ keep calm and not lose their tempers.
There was a calm on the sea.
She calmed the baby by giving him some milk.
We calmed the old lady down.
Useful expressions:
1. add up to join (numbers or amounts ) so as to find the total.
Add up 3, 4 and 5 and you'll get 12.
Add up your score and see how many points you can get.
If we add these marks up, we'll get a total of 90.
2. calm down
to make or become calm
Calm down, sir. What's the trouble?
Just calm down, there’s nothing to worry about!
We tried to calm him down, but he keep shouting.
3. be concerned about \with
to worry or interest
My parents are concerned about my studies.
Don’t concern yourself about \ with other people’s affairs.
She’s concerned about his son’s future.
4. go through
1) to suffer or experience; 2) to look at or examine carefully;
3) to pass through or be accepted
The country has gone through too many wars.
The new law did not go through.
Let’s go through it again, this time with the music.
5. set down
1) to make a written record of; write down 2) put down
I have set down everything that happened.
I will set down the story as it was told to me.
please set me down at the next corner.
6. a series of + pl. n 做主语时，谓语动词用单数
一连串的，一系列的，连续的
There has been a series of car accidents at the crossing.
These days I have read a series of articles on reading.
A series of TV play is on Channel 1 these days.
7. on purpose
intentionally; with a particular stated intention
He did it on purpose.
“I am sorry I stepped on your toe; it was an accident.” “It wasn’t! You do it on purpose.”
I came here on purpose to see you.
8. according to
as stated by sb. or sth.
They pided themselves into three groups according to age.
please arrange the books according to size.
According to the Bible, Adam was the first man.
According to her, grandfather called at noon.
9. fall in love
begin to be in love (with sb.)
They fell in love at once; it was love at first sight.
What will he do if his daughter falls in love with a poor man?
They fell in love with each other for years.
10. join in
to take part in (an activity)
They are going to join in the singing.
She started dancing and we all joined in.
Would you like to join in my birthday party?
课后反思：本节课分层教学，在阅读课文，理解课文的基础上进行课文知识点的细致处理。需要改进的地方：单词短语部分讲解过多，占了很多时间，可以将其改为课后练习的形式。在以后的教学中要注意改进。
period 3： Grammar
Step I Revision
Check students' homework.
Step II Word study
This part is a consolidation of the words learnt in this unit. Ask the students to do the exercise independently.
T: Now please open your books and turn to page 4. First let's learn about language. Use the word they've learnt in this unit to fill in the blanks. Complete the sentences with suitable words in correct forms.
Step III preparation
Get a pair of students to stand up and act as Anne and Kitty. It's time for the teacher to be the interpreter between them. Encourage both sides to give different sentences, including statements and questions.
Step IV Grammar
The students will learn the use of Direct Speech and Indirect Speech (statements and questions). First try to make clear to the students what direct and indirect speech is, with the help of the practice in Step III. Then give them some examples. At last get them to summarize the rules of Direct Speech and Indirect Speech (statements and questions).
T: In this part, we are to learn the use of Direct Speech and Indirect Speech (statements and questions). When do we use Direct Speech and when do we use Indirect Speech?
Step V practice
For Ex 1, get the students to look at the sentences carefully in pairs in order to find out the difference between direct speech and indirect speech. Guide the students to find out the changes in pronoun forms, word order, adverbials and so on, especially the verb tenses, the underline parts. Ask the students to pay attention to the reporting clause.
For Ex 2, ask the students to do it by themselves, then check.
Step VI Homework
1. practice of WB (p42.1 p 43.2)
2. Ask the students to think out different ways to solve the problems about making friends, preparing the materials about the debate. Get the students to know the problem was that Anne had made a friend in the hiding place the son of another family hiding with them, but her father was not happy about this. The topic is: how do you help to solve the problem between Anne and her father. Do you agree with Anne or her father? Use specific reasons to support your solutions.
课后反思：本节课是语法课，能以学生为主体，通过指导学生观察、体验探究、合作等积极主动的学习方式，发现语言的规律并运用到各种语言实践活动中。做到精讲多练，使学生掌握直接引语和间接引语（祈使句和疑问句）的相互转化。
period 4: Listening
Step I Revision
After checking the WB Exx, the teacher asks the students to read the letter on page 6 first, and then ask them to discuss what was upsetting Lisa.
T: Here is a letter written to Miss Wang of radio by Lisa. Read the letter, please. Try to find out what was upsetting her with your partners, using the indirect speech.
S: Lisa made a friend with a boy in her class. But her classmates said they fell in love. Lisa said she didn't want to end the friendship. Lisa asked what she should do.
Step II Listening (Using language) The students will hear what Miss Wang says, then ask the students to answer the questions, using the indirect speech. At last, get them to spell out the words and fill in the blanks.
T: OK, we've already known the Lisa's problems on making friends. Miss Wang has suggested some possible solutions. please look at page 6. We 're going to listen to what Miss Wang says, and then answer the questions of Ex 2. Go through the questions quickly.
Write down the key words as quickly as possible.
Listen again and check the answers with the whole class.
T: Now let's listen to it again and try to spell out the words and fill in the blanks.
Step III Listening (WB p41)
The students will hear a passage about Anne's best friend, her diary Kitty. They are asked to complete the passage according to the tape.
T: In the following part, we are going to listen to a passage about Anne's diary. Listen to the tape carefully and fill in the blanks.
Listen to it again and check the answers with the whole class.
Step IV Listening Task(WB p43)
The task can be pided into three parts. First, the students will hear a story about an argument between Anne and her father about her boyfriend. After listening, they just write down their different thoughts. Then they can have a debate to find out a better solution to solve Anne and her father's problem. The activity should be prepared carefully beforehand. During the class, the two teams just do the final preparations.
StepV Assignment
1. Today we have learnt how to solve the problems on making friends. For the homework, describe one of the problems between friends and how it is solved.
2. What does cool mean?
What do you think should do with your friends?
课后反思：本节是听力课，从帮助学生形成有效学习策略的角度出发，培养学生如何去获取信息，处理信息的能力。通过训练逐步提高学生的听力能力。
period 5: WRITIN
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