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新人教版高中英語必修3Unit 2 Morals and Virtues教學(xué)設(shè)計(jì)三
The joke set her crying.這個(gè)玩笑使她哭起來。Step 5 ReadingActivity 31. Students read the small text in activity 3. The teacher provides several small questions to check whether students understand the content of the text and the ideographic function of the -ing form in the text.*Where are those people?*Why did Dr Bethune come to China?*How did he help the Chinese people during the war?*What did Chairman Mao Zedong say about him?2. Ss try to rewrite some sentences using the -ing form. Then check the answers. When checking the answers, the teacher can ask different students to read the rewritten sentences and give comments.Answers:1. he became very interested in medicine, deciding to become a doctor.2. …after hearing that many people were dying in the war.3. Helping to organise hospitals, he taught doctors and nurses, and showed people how to give first aid./ He helped to organise hospitals, teaching doctors and nurses, and showing people how to give first aid.4. …praising Dr Bethune as a hero to be remembered in China.Step 6 PracticeActivity 4Students complete grammar activities 2 and 3 on page 69 of the workbook.Step 6 Homework1. Understand and master the functions and usage of the -ing form;2. Finish the other exercises in Using structures.1、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生是否理解和掌握動(dòng)詞-ing形式作賓語補(bǔ)足語語和狀語語的功能和意義；2、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否正確使用動(dòng)詞-ing形式描述人物的行為、動(dòng)作及其經(jīng)歷；3、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否獨(dú)立完成練習(xí)冊(cè)和導(dǎo)學(xué)案中的相關(guān)練習(xí)。
新人教版高中英語必修3Unit 2 Morals and Virtues教學(xué)設(shè)計(jì)四
3.Teachers ask different groups to report the answers to the questions and ask them to try different sentence patterns.The teacher added some sentence patterns for students to refer to when writing.Step 4 Writing taskActivity 51.Write the first draft.Students first review the evaluation criteria in activity 5, and then independently complete the draft according to the outline of activity 4, the answers to the questions listed in the group discussion and report, and the reference sentence pattern.2.Change partners.The teacher guides the students to evaluate their partner's composition according to the checklist of activity 5 and proposes Suggestions for modification.3.Finalize the draft.Based on the peer evaluation, students revise their own compositions and determine the final draft.Finally, through group recommendation, the teacher selects excellent compositions for projection display or reading aloud in class, and gives comments and Suggestions.Step 5 Showing writingActivity 5T call some Ss to share their writing.Step 6 Homework1. Read the passage in this section to better understand the passage.2. Carefully understand the hierarchical structure of the article, and deeply understand the plot of the story according to the causes, process and results;3. Independently complete the relevant exercises in the guide plan.1、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生是否理解和掌握閱讀文本中的新詞匯的意義與用法；2、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否通過人物言行的對(duì)比分析道德故事的深層內(nèi)涵；3、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否根據(jù)故事的起因、經(jīng)過和結(jié)果來深入理解故事的情節(jié)，從而了解文章的層次結(jié)構(gòu)；4、結(jié)合現(xiàn)實(shí)生活案例發(fā)表自己的見解和看法,寫一篇觀點(diǎn)明確、層次分明的故事評(píng)論。
新人教版高中英語必修3Unit 3 Diverse Cultures教學(xué)設(shè)計(jì)三
The price is the same as(the price was)before the war.價(jià)格與戰(zhàn)前相同。(4)定語從句中的“關(guān)系代詞＋助動(dòng)詞be”可以省略。The ticket(that/which was)booked by his sister has been sent to him.他妹妹訂的那張票已送到了他那里。Step 5 PracticeActivity 3(1) Guide students to complete the four activities in the Using Structures part of exercise book, in which activities 1 and 2 focus on ellipsis in dialogue answers, activity 3 focus on signs and headlines, two typical situations where ellipsis is used, and activity 4 focus on ellipsis in diary, an informal style.(2) Combine the examples in the above activities, ask students to summarize the omitted situations in groups, and make their own summary into a poster, and post it on the class wall after class to share with the class.(This step should give full play to the subjectivity of students, and teachers should encourage students to conclude different ellipsis phenomena according to their own understanding, they can conclude according to the different parts omitted in the sentence.)Step 6 Homework1. Understand and master the usages of ellipsis;2. Finish the other exercises in Using structures of Workbook.1、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生是否理解和掌握省略的用法；2、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否根據(jù)上下文語境或情景恢復(fù)句子中省略的成分，體會(huì)使用省略的效果；3、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否獨(dú)立完成練習(xí)冊(cè)和導(dǎo)學(xué)案中的相關(guān)練習(xí)。
新人教版高中英語必修3Unit 3 Diverse Cultures教學(xué)設(shè)計(jì)四
該板塊的活動(dòng)主題是“介紹一個(gè)有顯著文化特征的地方”( Describe a place with distinctive cultural identity)。該板塊通過介紹中國城繼續(xù)聚焦中國文化。本單元主題圖呈現(xiàn)的是舊金山中國城的典型景象, Reading and Thinking部分也提到中國城,為該板塊作鋪墊。介紹中國城的目的主要是體現(xiàn)中國文化與美國多元文化的關(guān)系,它是美國多元文化的重要組成部分。中國城也是海外華人的精神家園和傳播中國文化的重要窗口,外國人在中國城能近距離體驗(yàn)中國文化。1. Read the text to understand the cultural characteristics of Chinatown in San Francisco and the relationship between Chinese culture and American multiculturalism;2. Through reading, learn to comb the main information of the article, understand the author's writing purpose and writing characteristics;3. Learn to give a comprehensive, accurate, and organized description of the city or town you live in;Learn to revise and evaluate your writing.Importance:1. Guide the students to read the introduction of Chinatown in San Francisco and grasp its writing characteristics;2. Guide students to introduce their city or town in a comprehensive, accurate and organized way;3. Learn to comb the main information of the article, understand the author's writing purpose, and master the core vocabulary.
新人教版高中英語必修3Unit 1 Festivals and Celebrations教學(xué)設(shè)計(jì)一
本板塊的活動(dòng)主題是“談?wù)摴?jié)日活動(dòng)”（Talk about festival activities），主要是從貼近學(xué)生日常生活的角度來切入“節(jié)日”主題。學(xué)生會(huì)聽到發(fā)生在三個(gè)國家不同節(jié)日?qǐng)鼍跋碌暮?jiǎn)短對(duì)話，對(duì)話中的人們正在參與或?qū)⒁H歷不同的慶?；顒?dòng)。隨著全球化的進(jìn)程加速，國際交流日益頻繁，無論是國人走出國門還是外國友人訪問中國，都已成為司空見慣的事情。因此，該板塊所選取的三個(gè)典型節(jié)日?qǐng)鼍岸际菍儆诳缥幕浑H語境，不僅每組對(duì)話中的人物來自不同的文化背景，對(duì)話者的身份和關(guān)系也不盡相同。1. Master the new words related to holiday: the lantern, Carnival, costume, dress(sb)up, march, congratulation, congratulate, riddle, ceremony, samba, make - up, after all. 2. To understand the origin of major world festivals and the activities held to celebrate them and the significance of these activities;3. Improve listening comprehension and oral expression of the topic by listening and talking about traditional festivals around the world;4. Improve my understanding of the topic by watching pictures and videos about different traditional festivals around the world;5. Review the common assimilation phenomenon in English phonetics, can distinguish the assimilated phonemes in the natural language flow, and consciously use the assimilation skill in oral expression. Importance:1. Guide students to pay attention to the attitude of the speaker in the process of listening, and identify the relationship between the characters;2. Inspire students to use topic words to describe the festival activities based on their background knowledge. Difficulties:In the process of listening to the correct understanding of the speaker's attitude, accurately identify the relationship between the characters.
新人教版高中英語必修3Unit 2 Morals and Virtues教學(xué)設(shè)計(jì)二
Activity 41. Students complete the task of activity 4, then teachers and students check the answers. 2. The teacher organized the students to work together and asked them to use the tables and mind maps sorted out before to retold the important choices in Lin Qiaozhi's life and their resultsStep 5 Language points1. The teacher asks the students to read the text carefully, find out the core words and long and difficult sentences in the text and draw lines, understand the use of vocabulary, and analyze the structure of long and difficult sentences. 2. The teacher explains and summarizes the usage of core vocabulary and asks the students to take notes. 3. The teacher analyzes and explains the long and difficult sentences that the students don't understand, so that the students can understand them better. Step 6 Homework1. Read the text again, in-depth understanding of the text; 2. Master the use of core vocabulary and understand the long and difficult sentences. 3. Complete relevant exercises in the guide plan. 1、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生是否理解和掌握閱讀文本中的新詞匯的意義與用法；2、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否結(jié)合文本特點(diǎn)總結(jié)林巧稚的人生原則和人格品質(zhì)特征；3、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否針對(duì)人生抉擇發(fā)表自己的看法；能否全面地、客觀地、理性地看待問題，進(jìn)而對(duì)道德和人性有更加深入的思考和理解。
新人教版高中英語必修3Unit 1 Festivals and Celebrations教學(xué)設(shè)計(jì)三
*wide range of origins(= a great number of different origins, many kinds of origins)*It featured a parade and a great feast with music, dancing, and sports. (=A parade and a great feast with music, dancing, and sports were included as important parts of the Egyptian harvest festival.)*.. some traditions may fade away and others may be established.(= Some traditions may disappear gradually, while other new traditions may come into being.）Step 6 Practice(1) Listen and follow the tape.The teacher may remind the students to pay attention to the meaning and usage of the black words in the context, so as to prepare for the completion of the blanks in activity 5 and vocabulary exercises in the exercise book.(2) Students complete the text of activity 5 by themselves.The teacher needs to remind the students to fill in the blanks with the correct form of the vocabulary they have learned in the text.Students exchange their answers with their partners, and then teachers and students check their answers.(3)Finish the Ex in Activity 5 of students’ book.Step 7 Homework1. Read the text again, in-depth understanding of the text;2. Discuss the origin of festivals, the historical changes of related customs, the influence of commercial society on festivals and the connotation and essential meaning of festivals.3. Complete relevant exercises in the guide plan.1、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生是否理解和掌握閱讀文本中的新詞匯的意義與用法；2、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否結(jié)合文本特點(diǎn)快速而準(zhǔn)確地找到主題句；3、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否理清論說文的語篇結(jié)構(gòu)和文本邏輯，了解節(jié)日風(fēng)俗發(fā)展與變遷，感悟節(jié)日的內(nèi)涵與意義。
新人教版高中英語必修3Unit 2 Morals and virtues教學(xué)設(shè)計(jì)一
(2) students are divided into groups according to the requirements of activity 3. Each student shares a story of personal experience or hearing-witnessing kindness, and then selects the most touching story in the group and shares it with the whole class. Before the students share the story, the teacher can instruct them to use the words and sentence patterns in the box to express. For example, the words in the box can be classified:Time order: first of all, then, after that, later, finally logical relationship :so, however, although, butTeachers can also appropriately add some transitional language to enrich students' expression:Afterwards, afterwards, at last, in the end, eventuallySpatial order: next to, far from, on the left, in front ofOtherwise, nevertheless, as a result, therefore, furthermore, in addition, as well asSummary: in a word, in short, on the whole, to sum up, in briefStep 8 Homework1. Understand the definition of "moral dilemma" and establish a correct moral view;2. Accumulate vocabulary about attitudes and emotions in listening texts and use them to express your own views;3. Complete relevant exercises in the guide plan.1、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否理解理解“道德困境”的定義；2、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否通過說話人所表達(dá)的內(nèi)容、說話的語氣、語調(diào)等來判斷其態(tài)度和情緒；3、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否針對(duì)具體的道德困境發(fā)表自己的看法和見解，能否掌握聽力理訓(xùn)練中的聽力策略。
新人教版高中英語必修3Unit 3 Diverse Cultures教學(xué)設(shè)計(jì)二
(2)Consolidate key vocabulary.Ask the students to complete the exercises of activity 6 by themselves. Then ask them to check the answers with their partners.(The first language:Damage of the 1906 San Francisco earthquake and fire.A second language: Yunnan - one of the most diverse provinces in China).Step 5 Language points1. The teacher asks the students to read the text carefully, find out the more words and long and difficult sentences in the text and draw lines, understand the use of vocabulary, and analyze the structure of long and difficult sentences.2. The teacher explains and summarizes the usage of core vocabulary and asks the students to take notes.3. The teacher analyzes and explains the long and difficult sentences that the students don't understand, so that the students can understand them better.Step 6 Homework1. Read the text again, in-depth understanding of the text;2. Master the use of core vocabulary and understand the long and difficult sentences.3. Complete relevant exercises in the guide plan.1、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生是否理解和掌握閱讀文本中的新詞匯的意義與用法；2、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否結(jié)合文本特點(diǎn)了解文章的結(jié)構(gòu)和作者的寫作邏輯；3、通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否了解舊金山的城市風(fēng)貌、文化特色，以及加利福尼亞州的歷史，體會(huì)多元文化對(duì)美國的影響。
新人教版高中英語必修3Unit 3 Diverse Cultures教學(xué)設(shè)計(jì)一
Activity 81.Grasp the main idea of the listening.Listen to the tape and answer the following questions:Who are the two speakers in the listening? What is their relationship?What is the main idea of the first part of the listening? How about the second part?2.Complete the passage.Ask the students to quickly review the summaries of the two listening materials in activity 2. Then play the recording for the second time.Ask them to complete the passage and fill in the blanks.3.Play the recording again and ask the students to use the structure diagram to comb the information structure in the listening.(While listening, take notes. Capture key information quickly and accurately.)Step 8 Talking Activity 91.Focus on the listening text.Listen to the students and listen to the tape. Let them understand the attitudes of Wu Yue and Justin in the conversation.How does Wu Yue feel about Chinese minority cultures?What does Justin think of the Miao and Dong cultures?How do you know that?2.learn functional items that express concerns.Ask students to focus on the expressions listed in activity. 3.And try to analyze the meaning they convey, including praise (Super!).Agree (Exactly!)"(You're kidding.!)Tell me more about it. Tell me more about it.For example, "Yeah Sure." "Definitely!" "Certainly!" "No kidding!" "No wonder!" and so on.4.Ask the students to have conversations in small groups, acting as Jsim and his friends.Justin shares his travels in Guizhou with friends and his thoughts;Justin's friends should give appropriate feedback, express their interest in relevant information, and ask for information when necessary.In order to enrich the dialogue, teachers can expand and supplement the introduction of Miao, dong, Lusheng and Dong Dage.After the group practice, the teacher can choose several groups of students to show, and let the rest of the students listen carefully, after listening to the best performance of the group, and give at least two reasons.
人教版高中英語必修1Nelson Mandela--A Modern Hero說課稿
In this step, give students a few minutes to read the passage . While they are reading, I will write some key words of the text on the blackboard. Then ask students to retell the passage according to the key words.By retelling, students can improve their ability of language organization and have an overall understanding of the article.Step 4 Group discussionIn this step, students will be divided into groups of 4 to discussion the following question: What qualities make a great person?After their discussion, invite a few groups to make a report to the class.This group discussion can practice students’ oral English and cultivate their abilities of cooperation and communication.Step 5. HomeworkLet students write a short passage to introduce a great person he or she admires.The homework can consolidate the knowledge the students have learned and cultivate their writing ability. Part 6 Blackboard Design（板書設(shè)計(jì)）That’s all my teaching procedures. Finally, I’d like to say sth about part 6 blackboard design. On the top is the title. On the left, there will be some new words and expressions. In the middle of the blackboard, I will write some useful sentence structures so that the students can know clearly what they’ve learned and then try to master the knowledge.OK. That’s all for my presentation. Thank you for your attention.
人教版高中英語必修2Wildlife Protection說課稿3篇
When it comes to the students’ studying methods, I'd like to introduce my Ss first. The Ss have a good command of basic language points. They’re interested in learning English, and they take an active part in English class, so they will have fun in autonomous, cooperative and inquiry learning. I will just serve as a guide, showing them the way to explore how to make more progress in their English learning.Now it’s time for the most important stage of this lesson. My teaching procedures are arranged as follows:Step1.Leading-in (3 minute)Play a video of a wide variety of wildlife to introduce my topic. Step2. Speaking (12 minutes)We will use our textbook Page25. Let the Ss fast read the short paragraph to warm up. Ask them to talk about the report on some endangered wildlife in China with the dialogue patterns on the screen. Lastly, I will invite some groups to demonstrate their dialogues about saving wildlife in China.Step3.English play (3 minutes)Watch another video in praise of their excellent performance just now. It’s about Jack Chen’s（成龍）and Yang Ziqiong’s wildlife protection.Step4. Listening (twice 13 minutes)This time, I’ll ask the Ss to fill in the blanks of the monologue of the 2 movie stars above. Step5.Discussion (3 minutes)Which would you like to choose to wear, clothes made of cotton, artificial leather or animal skins? Why ?Step6. Summary (3 minutes)1. If there were no wildlife, there wouldn’t exist human beings. If the buying stops, the killing can, too.2. Animals are our friends. To love animals is to love ourselves. Stop hunting, killing and destroying wildlife.3. Let’s live in harmony with all the living things in the world. Step7. Music appreciation (3 minutes)Let the Ss appreciate the song Earth Song by Michael Jackson. Last but not the least, I will show you my blackboard design.
人教版高中英語必修4Body Language說課稿4篇
Textbook: Senior English for China (Book 4), by Liu Daoyi Time Allotment: 1 period (40 minutes)Date: March 20, 2014Teaching aids: blackboard, Multi-media, Power Point, chalk I. Text Analysis （教材分析）This unit is about body language, and the text selected in the reading part demonstrates the difference and similarity of body language in many parts of the world. Through learning this passage, students are required to raise their awareness of using body language in different parts of the world. As body language is closely related to our daily life, it is easy to arouse students’ interest in learning this text. Reading skills and speaking training are designed around the text.II. Teaching Objectives （教學(xué)目標(biāo)）By the end of the lesson, students will be able to:1. Language Skill Objective（語言技能目標(biāo)）: develop reading ability （skimming and scanning）as well as speaking ability.2. Cultural Knowledge Objective（文化知識(shí)目標(biāo)）: know about the cultural differences of using body language.3. Affective Objective（情感目標(biāo)）: increase students’ awareness of using body language correctly in different cultures. III.Teaching Focuses and Difficulties（教學(xué)重點(diǎn)和難點(diǎn)）1. Teaching Focuses（教學(xué)重點(diǎn)）: the difference and similarity of body language in many parts of the world.2. Teaching Difficulties（教學(xué)難點(diǎn)）: develop students’ reading abilities of skimming and scanning and ask the students to show their opinions with fluent English.
人教版高中英語必修1Anne's best friend說課稿
Step 7 Language points 1．Vocabulary (1) go through (2) set down (3) a series of (4) on purpose (5) in order to (6)at dusk (7)entirely (8)face to face 2．Important sentences (1)…I’ve grown so crazy about everything to do with nature. (2)There was a time when … (3)I stayed awake on purpose until … (4)It was the first time … that I’d seen the night … (5)It’s no pleasure looking through … Purpose: 1．Master the required vocabulary and sentence structures. 2．Use them freely. Step 8 Consolidation 1．Find out the topic sentences 2．Retell the text according to the topic sentences Purpose: I want to know if my students understand the text. Step 9 Discussion Imagine you have to go into hiding like Anne and her family, what would you miss most? Giveyour reasons. Purpose: Train Ss’ oral English ability. Step 10 Homework Write an article on Friends. Purpose: 1． Improve the Ss’ writing ability. 2 Train the Ss’ ability of self—teaching and looking up information by themselves. Part 5 Blackboard design（說板書設(shè)計(jì)）Unit 1 Friendship Reading Anne’s Best Friend 1．Main idea of each paragraph: Para. 1 Anne made her diary her best friend. Para .2 Anne wrote her feelings in her diary. Para .3 Anne missed nature. Para.4 Anne saw the night face to face Para.5 Anne wanted to experience nature outdoors. 2．Listening: Exx.1 P3 3．Discussion: Exx.3 P3 Purpose: 1．Make Ss familiar with the passage 2．Make the design inductive, instructive and artistic.
人教版高中英語必修1English around the world說課稿
(3)v. 給：提出；展現(xiàn)，顯現(xiàn)present sb. with sth. ; present sth. to sb. 把. . 交給；頒發(fā)；授予present sth. (for sth. )/present sth. to sb. e. g. Om his birthday, his friends presented him a collection of stamps. 在他生日時(shí)，他的朋友們送給他一套郵票作為禮物。The sword was presented by the family to the museum. 這家人把寶劍捐贈(zèng)給了博物館。The committee will present the final report to Parliament in June. 委員會(huì)將在六月向議會(huì)提交最后的報(bào)告。You need to present yourself better. 你需要更善于展現(xiàn)自己。It is essential that we present a united front. 至關(guān)重要的是我們要表現(xiàn)得更加團(tuán)結(jié)。Step 4 ConsolidationT:Now that we have got a general idea of these words and phrases. Lets make up some sentences using them to master them. Suggested sentences:1. Your duties include typing letters and answering the telephone. 2. It is one of the greatest roles that she has played. 3. A large number of people have applied for the job. 4. The number of the panda is declining. 5. I'11 go there, even if I have to walk. 6. He came up to me to ask for a light. 7. The novel is about a family who can't communicate with each other. 8. He based his plan on interests of most people. 9. Why doesn't he make use of his singing talent?Step 5 Summary and homeworkT:Today we dealt with several new words and phrases. After class I hope that youcan read them again and again to keep them in mind. That's all for today. You aredismissed.
人教版高中英語必修2Computers說課稿3篇
一. 教材分析1. 本單元的中心話題是“計(jì)算機(jī)（Computers）”，內(nèi)容涉及計(jì)算機(jī)的發(fā)展歷史，計(jì)算機(jī)的應(yīng)用等。本節(jié)課是該單元的第一課時(shí)，我將Warming up, Pre-reading and Comprehending這四部分整合為一節(jié)精讀課。其中。Reading部分是題為WHO AM I？的文章，以第一人稱的擬人手法介紹了計(jì)算機(jī)發(fā)長演變的歷史和計(jì)算機(jī)在各個(gè)領(lǐng)域的應(yīng)用，其主旨是表達(dá)計(jì)算機(jī)的發(fā)展變化之快以及在生活中用途之廣。而Warming up部分以圖片的形式展現(xiàn)了計(jì)算機(jī)的發(fā)展歷程；Pre-reading中的問題和排序分別是為了預(yù)測(cè)語篇的內(nèi)容和測(cè)試學(xué)生對(duì)計(jì)算機(jī)歷史了解的情況；Comprehending則通過各項(xiàng)練習(xí)訓(xùn)練學(xué)生的閱讀技能，從而加深對(duì)文章的理解?？梢娺@幾部分是一個(gè)有機(jī)的整體。2. 教學(xué)目標(biāo)：1) 語言目標(biāo)：重點(diǎn)詞匯及短語：abacus, calculate, calculator, PC, laptop, PDA, robot, analytical, technological, universal, mathematical, artificial, intelligent, network, explore, in common, as a result.重點(diǎn)句子：a. My real father was Alan Turing, who in 1963 wrote a book to describe how computers could be made to work, and build a “universal machine” to solve any mathematical problem.
人教版高中英語必修2Cultural Relics說課稿2篇
Ⅲ. Analysis of the teaching material:The topic of this unit is cultural relics. Students are quite interested in topics about different cultures around the world. This is the second period of the whole unit. As a reading class, the passage mainly talks about the history of the amber room (how it was made, sent as a gift, lost and rebuilt).According to the new national curriculum, when teaching reading, much emphasis should be put on training the students’ reading skills.Ⅳ. Teaching objectives1. Language objectives:1) Students are required to master the key words and phrases occurred in the passage (e.g. amazing, decorate, belong, in return, less than etc.)2) Students are required to learn the attributive clause and acquire the sentence pattern.2. 1) Students are required to describe a certain thing by using the new sentence patterns.2) Students are required to master two kinds of reading skills—skimming and scanning, and learn to use them in their daily reading.3. 1) Students are required to know the history of the amber room.2) Students are required to appreciate cultural relics and understand the importance of protecting them.Ⅴ. Teaching important and difficult points1) the new words, phrases, and sentence pattern in the course of reading.2) Teaching difficult point: Help the students master two kinds of reading skills—skimmingand scanning and learn to apply them in daily use.Ⅵ. Teaching methods:Task-based method & Top-down model Ⅶ. Teaching aids: PPT, pictures, blackboard Ⅷ. Teaching procedure:
人教版高中英語必修2The Olympic Games說課稿2篇
Purpose of my design:To ask the students to do these two tasks will make the Ss predict the story of this passage. As a result, it will deepen Ss’ memory of this story because they will have their own understanding of this story.Step 3. While-readingTask 1. (Individual work _____min)Skimming: ask students to skim the text and the main ideas of each paragraph in this passage. Please read it quickly and then match the sentences with the letters.Task 2. (Individual work _____min)Scanning: read the text quickly and decide the whether the following statements are true or false and give reasons.Task 3. (Pair work _____min)Listen to the tape and fill in the banks. Then read the paragraph with expression to your partner.Task4 (individual work min)Listen to the tape again and write down the main idea in one sentence.Purpose of my design: Enable students to understand the given material better by using different reading skills. And proper competition can arouse the Ss’ interest in English learning. “Task-based” teaching method is used here todevelop the Ss’ ability of communication and also their ability of co-operation will be well trainedStep 4. Post-readingTask 1. (Individual work, pair work, group work, class work; _____min)Discussion (group of 4):1. If you were Hippomenes, would you run against Atlanta?2. Do you think Hippomenes deserved to win the race? Why or why not?Step 5. HomeworkPlease read the story again carefully after class and imagine: What will happen during the race between Hippomenes and Atlanta? Who do you think will win the race? Do you think Atlanta would marry Hippomenes? Write an end for the story with thses questions.Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.Part 5 Blackboard design
人教版高中英語必修3Astronomy the science of the stars說課稿3篇
Step 2 Pre-listeningAfter students finish their discussion, I will show a picture of Newton and ask them: Who is him? What is he famous for? Could you find out some words to describe him? Maybe students will answer that he is genius for his finding of theGravitation, making a great contribution to the progress of human being. At that time I will show another two pictures of Einstein and Hawking, letting students guess who they are and write down their idea about the Gravitation. For I have arranged them to search more information about the gravity before this class, Students have beenfamiliar with the topic and will not be afraid about this abstract conception, which is helpful for their listening.Step 3 While-listeningIn this step, students will be required to listen the material for three times. The first and listening is extensive listening and the second and third listening is intensive listening. In the first time, They are required to listen a material including Part 1 and Part 2 and choose the best summary of the listening text. After they choose the right answer, They also need work in group to explain what is wrong with the others. Then I will make a conclusion that we should pay attention to the first paragraph and last paragraph and some keys to get the main idea. By doing this, their capacity of generalization will have a great improvement.Before the second listening, I will ask students to scan the blank on the power point quickly and ask them to note down some key words .Then ask them to listen to the Part 1again and fill the first column of the chart. Maybe some students just show the ideas of these three scientists an still can’t catch their development of gravity. Therefore, I will ask them to listen to Part 2 again and fill in the rest. After finish the listening, I will give them ten minutes to discuss with their partner. I will also guidethem to improve their answers when they discuss with others.
人教版高中英語必修4A taste of English Humor說課稿3篇
Then I would ask them to think of a funny English or Chinese and tell it to partners. While telling stories, they can use expressions and some acting to help make the story funny. 5 minutes would be given to do this.Those stories they told there will be the material for their writing. Soletting them tell it at first is helpful. And they can make a difference between telling a funny story and writing it down. Generally speaking, it is difficult forstudents to write well because they don’t know what to write and how to write. Asking them to tell their own stories at first can help them come up with what to write.After their telling, I would invite someone to share his/her story with all of us and I would write it down on the blackboard.This example story would be used as a sample to illustrate the format of funny story. Different from a story from teacher or textbook, a story from students can obviously become a interesting material to draw students’ attention.Then I would ask the whole class to put this story into several parts. It might be a little bit difficult for them. So I would ask them to find out whether all the sentences are necessary. After delete some sentences, there are 6 sentences left behind. Then they can easily put them into three parts. After interaction with students, I would teach them the right terms for each part and conclude the format of funny story.This step is the key and difficult point in my lesson. So I mainly usetask-based teaching method in this part and the task for students was divided into several stages. With the separated difficult level, students can find there are usually three parts in writing. They can also learn to write without the unnecessary parts in the process of analyzing. And then I wouldn’t rush to tell them the right terms to them directly. Instead, I would ask them to name them by their own. A confused mind is better for acquiring knowledge.While-writing:Then I would give students 7 minutes to write down this story, without other requirements.With all the preparations in pre-writing, students’ difficulties were cleared. So it would be much easier for them to write down the story within 7 minutes. There are no other requirements because students’ first writing is actually a drafting. It would be revise and edit several times later. Writing, as a skill