人教版高中英语Unit1-Friendship-优秀说课稿
尊敬的各位评委老师：
您们好！我的考号是――，今天我说课的题目是人教版高一英语《英语1》中第一单元Friendship中Warming up and pre-reading的内容，此内容为本单元的第一课时。下面我就以下几方面来进行我的说课：
一．教材分析：
1.教材的地位和作用
本课是friendship单元的第一课时，主要包括Warming up 和 pre-reading板块的内容。通过学习Warming up板块中关于朋友间应该如何相处的问卷调查和讨论，检测学生对友谊这个主题已有哪些认识，并帮助学生学会审视自我，引导学生形成正确的价值观和处事原则，培养高尚品格。随后pre-reading板块中的关于好朋友的三个问题的讨论，使学生对涉及到后面Reading板块中文章的内容进行思考，同时学到了新东西从而丰富和增加了对朋友这个话题的认识。学好本课知识点，可以为接下来第二课时Reading板块中“安妮最好的朋友”的学习做好预热和铺垫。
二．设计理念：
本单元的话题是友谊,和几乎所有的教材都是围绕“友谊”(friendship)这一中心话题展开。教师可以以有趣的方式向学生介绍这个话题,比如播放关于友谊视频和歌曲,让学生做关于好朋友应该有的素质的一个列表,让学生做一个关于此话题的小组讨论,等等。然后让学生做课本里的调查。这个调查考察学生是否都是个好的朋友并引导他们思考和谈论友谊,了解朋友间的问题并寻求解决办法。这样做的时候,应该让他们思考一个好朋友应该具有什么样素质和行为。这是这教材中第一个设计来自我反思的活动。它为接下来此主题的教学、背景和词汇做好准备。
此课时的另一个教学目标是让学生学会如何表达自已的态度,同意与不同意,以及确定语气。老师可以让学生结对谈论“如果你最好的朋友做了错事,你会怎么办?”，并分享彼此的想法。然后让他们小组讨论其他问题(每组一个问题)。在以上两环节中,让他们使用这些结构：如I (don’t)think. . . , I (don’t)believe. . . , In my opinion, . . . , I (don’t) think so, I (don’t)agree, Exactly, I’m afraid not, That’s correct, Of course not, and so on.
巩固这一课时的内容,让学生们做一个对话：关于一个好朋友或理想的朋友应具有的品质。
三．教学目标：
①知识目标:
⑴让学生掌握以下生词和短语: survey add point upset ignore calm concern loose cheat add up calm down have got to be concerned about walk the dog
⑵让学生学会使用以下结构来表达态度，同意和不同意和肯定程度: Are you afraid that. . . ? I (don’t)think. . . In my opinion, . . . I (don’t)think so, I (don’t)agree, I believe. . . , I’m afraid not, Exactly, That’s correct, Of course not.
②技能目标:
1．列出朋友间通常存在的问题,并找的不同方法来解决这些问题。
2．鼓励学生用本课学到的一些短语和结构来思考和谈论朋友和友谊。
3．了解并初步掌握Skimming 和Scanning两种阅读技能。
③情感目标
1．了解自己，了解与人交往的一些方法。
2．引导学生做一个受尊敬的，快乐的人。
四．教学重点，难点及确定依据
教学重点
1．学习评价朋友和友谊。
2. 掌握同意和不同意（agreement and disagreement）及肯定程度（certainty）的在谈话中的表达及运用。
教学难点
1．掌握Skimming 和Scanning两种阅读技能。
2．与搭档讨论并找出解决问题的方法。
五．学情分析
本单元是高中英语的第一课，同学们刚刚步入高中，对英语还饱存兴趣，但学生的英语总体水平差距较大，且部分学生对教师的依赖性较强，未能通过多种渠道获取信息。因此，在本节课教学过程中，拟着重训学生独立通过多种渠道获取信息、分析信息以及提取信息的能力，将课上的生动有趣且容易理解和掌握，以此来调动学生的积极性，激发学生的学习兴趣，增强学生学习英语的信心。
六．教学方法
1．任务型教学法
2．合作学习法
3．讨论法
七．教学准备
多媒体和其他常规教学工具
八．教学过程
1.导入：
友谊天长地久的视频来激发学生的学习兴趣,。这是新学期的第一节课。所以在一开始,请学生用他们喜欢的方式来谈谈关于新学校和朋友的话题。
1. How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time?
2. What do you think of our new school? Do you like it? Could you say something about it?
3. Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class?
(其他关于本单元的话题导入的建议:1。播放两首关于友谊的歌曲,然后问学生歌里都说了些有什么。2。让学生们展开关于友谊的讨论，并让他们列出好朋友应该具有哪三种品质。)
（设计意图）
第二步：Warming up热身
（１）探讨话题：针对性地提出几个问题，让学生来回答，以此来了解学生的友谊观，同时也为下一个步骤引导学生做调查问卷做准备。如果时间允许，我会用表格的形式将学生的答案列在黑板上，如：
（２）学生填写课本中的调查问卷。然后对学生的答案做出分析和点评。
设计意图：深入了解每个学生对待朋友的态度，帮助学生学会审视自我，引导学生形成正确的价值观和处事原则。
2.讲授新课：
第一步：做问卷调查Make the survey
1．让学生做书中的问卷调查。
老师可在学生做问卷时做一些必要的说明。
Question 1:This question deals with how thoughtful you are towards others and how much you value your friends.
Question 2:This question is concerned with fairness.
Question 3:This question also deals with your concern for others.
Question 4:This question is concerned with responsibilities to a friend.
Question 5:This question is concerned with honesty.
2．让学生按课本第8页的计分表给自己打分。
3．问一些学生他们得到多少并评估他们的友谊价值观。
4~7 points:You are not a good friend. You either neglect your fri end’s needs or just do what he or she wants you to do. You should think more about what a good friend needs to do.
8~12 points:You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your fri end’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.
13+points:You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend’s. Well done. (老师也可以给学生展示以上的评分说明，让他们反思自己的友谊价值观。)
（设计意图）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。
第二步：讨论和分享Talking and sharing
1．让学生成对讨论：
If your best friend does something wrong, what will you do?
尝试使用以下表达方式：
I think. . . I think so. I agree.
I don’t think. . . I don’t think so. I don’t agree.
I believe. . . That’s correct. In my opinion, . . .
What to do Reasons
2．小组讨论：
把学生分成四组,每组选一个话题来讨论。有以下主题：
Topic 1:Why do you need friends? Make a list of reasons why friends are important to you.
Topic 2:There is a saying “To have a good friend, you need to be a good friend. ” What do you think of the saying and how can you be a good friend?
Topic 3:List some qualities of a person who does not make friend easily.
（设计意图）
第三步：Pre-reading读前
小组讨论:让学生对下面这几个问题进行小组讨论。
1．Why do you needs friend？Make a list of reasons why friends are important to you?
2. Does a friend always have to be a person? What else can be your friend?
3. Look at the title and skim the first paragra ph of the text to find what Anne’s best friend is.
（１）对于第一个问题，我会引导学生用思维导图（mind-map）形式列出为什么朋友对人类这么重要。这种思维方法的使用可以很大程度上开阔学生的思路，是一种非常有效的指导学生学习的思维模式。我会先给学生展示下面的导图，引导学生从不同的角度去考虑为什么朋友对人类这么重要，然后让学生互相交流，最后老师做出总结。
(2)关于第二个问题，我会采用头脑风暴的方法，通过引导学生说出各种可以成为朋友的人或物，来开阔学生们的思维。
(3).第三个问题让学生通过阅读第一段来发现谁是安妮的好朋友，它渗透了阅读技巧Scamming，即“快速阅读”。在学生阅读前，先向他们分别讲解一下Simming和Scanning阅读方法和技巧，并给出一些阅读文章进行适当训练后，再开始用Skimming方法阅读下文。设计意图：这三个问题对接下来阅读板块的学习提供了很好的铺垫，学生在阅读过程中可以将自己的观点和文章内容进行对比。达到阅读前的充分准备。
3．巩固练习：
第一步：做练习册Workbook
1．讨论(课本第41页)
在学生听材料时,要求他们就说话者关于交朋友的观点做笔记。
建议步骤:
1) 听加拿大人Leslie Clark对在中国体验友谊的看法
2) 让学生分小组讨论他们是否同意她的观点。
3) 然后学生们会为2派:至少有1个学生会支持Leslie的观点,其余的学生将不支持，让学生们思考为什么他们同意或不同意Leslie的观点。
2．说的任务(课本第45页)
建议的步骤:
1) 让学生阅读下面的对话内容并2人一组讨论,他们会怎么做。
2) 每对做出共同解决方案后写在并交给老师。
3) 将持不同意见的2对组成4人一组再就同样的情况展开讨论。
4) 让他们互相展示他们这样做的理由,试图达成一致的最佳方案。
5) 每个4人小组派1名成员向全班报告他们新的方案。
6) 如果时间允许,可以让学生组对并展开对话。
（设计意图）
4.课堂小结：
第一步：总结Summary
1．让学生们总结什么是友谊，以及朋友间交往最重要的是什么。
2．老师向同学展示更多关于友谊的信息和诗歌，并一起欣赏它们。
What is friendship?
I want to find the answer to the question:
What is friendship?
When it rains, I think friendship is a small umbrella.
It can give me a piece of clear sky.
When I’m crying, I think friendship is a white handkerchief.
It can wipe my tears dry.
When I am sad, I think friendship is a warm word.
It can bring me happiness again.
When I am in trouble, I think friendship is a strong hand.
It can help me escape my troubles.
When I sit in a quiet place, I think friendship is a very wonderful feeling.
It can’t be pulled and torn, because it is in everyone’s heart.
It is there from the beginning to the end of our lives.
（设计意图）
第二步：评价Evaluation
学生完成以下评估表。标准:A,B,C
Contents 自评他评
1. I’m active in talking with others.
2. I’m active in cooperating with others.
3. I can express myself fluently, accurately and appropriately.
4. I know more about friendship after this lesson.
5. Do you think you need to improve yourself in some aspects? Which aspects?
（设计意图）
九．布置作业：
1．完成练习册中相关练习。
2．写一篇关于你朋友短文。
3．让学生回家预习下一板块Reading文章的内容，把看不懂的词汇语法点先用辞典查一遍再标出来，为下一板块Reading的语言知识点的学习做好准备。
（设计意图）
十．板书设计
Unit 1Friendship
useful structures Types of friendship Topics
I (don’t)think. . .
I (don’t)think so. In my opinion, . . . . . . long-distance friends
friends of the same age
friends across generations
1. Why do you need. . .
2. There is a saying “To. . .
3. Does a friend always. . .
4. List some qualities of. . .
活动与探究
A British newspaper once offered a prize for the best definition of a friend. If you were the editor, choose the best one from the following entries, and explain why.
英国报纸曾经出悬赏征求一个朋友的最佳定义。如果你是这个编辑, 从以下条目中选出一个最好的,并解释为什么。
One who understands my silence.
A friend in need is a friend indeed.
To have a friend, you need to be a good friend.
Friends are just the people who share your happiness and sorrow.
When you look at your watch at 4 am, but still know you can call them and wake them up, and they’ll still want to talk to you. That’s friendship.
建议回复样本:
I think “Friends are just the people who share your happiness and sorrow. ” is the best definition of a friend. In my opinion, a friend is a treasure to his or her friend(s). He or she is always devoted and helpful to his or her friend(s). Friends should help each other and share their joys and sorrows—true friendship isn’t one-sided.
（设计意图）
尊敬的各位评委老师：
您们好！我的考号是――，今天我说课的题目是人教版高一英语《英语1》中第一单元Friendship中Reading and comprehending 的内容，此内容为本单元的第二课时。下面我就以下几方面来进行我的说课：
一．教材的地位和作用
这是Friendship单位的第二课时的Reading and Comprehending的内容，是在学习上一课时Warming up and Pre-reading的基础知识上接着对阅读文本“安妮最好的朋友”中词汇知识点和阅读技巧等的学习，为接下来的第三课时的语法知识的学习及以后的听说读写综合技能的练习打好基础。
二．设计理念：
这是Friendship单位的第二课时。像往常一样,老师要检查学生的作业,并在开始上课时提供机会让他们复习上节课时所学的知识。
在这个时期,教学重点将放在发展学生的阅读能力,让他们学会使用一些阅读策略如猜测、关键句子,略读等等。对于新单词和短语,老师可以先找到那些学生觉得最困难的词汇并帮助他们理解。有种帮助他们学习新单词方法是让他们在学习课文之前就找出那些不能确定含义的单词。第二种办法就是到到他们也许觉得困难单词并在阅读开始前就给他们讲解。
为了导入阅读部分,教师可以先让学生讨论他们是否有考虑过和动物,植物甚至是一个物品交朋友,为什么或为什么不？让学生们分析原因。这个活动的目的是开始让学生的注意力集中在主要的主题阅读文章上来。
让学生学会利用的文章中的线索帮助他们理解的文章的要点是很重要。所以应首先鼓励学生看图片和标题,猜猜文章大意，再让全班默读文章。有时可问他们一些问题以集中他们的注意力。另外,也可以让他们说出每个段落的主要思想。确保一个句子表达。这很有用,因为它使他们分析哪些信息重要的,哪些不重要。
在讨论这篇文章的大意时,应该鼓励学生提出自己的想法,不管是批评文本或反它作为一个支持,因为他们应该思考他们是否同意此作者。此外,为了帮助学生写作,让他们找到并记住一些词组和句子也同样重要。
为了巩固对文章内容记忆, 应要求学生们复述课文。为激发学生兴趣,教师可以组织个小组间的竞争。
三．教学目标
知识目标:
1. 掌握文章中的生词和短语:reason list share feeling Netherlands German series outdoors crazy nature purpose dare thunder entirely power according trust indoors share. . . with. . . go through hide away set down
a series of be crazy about on purpose in order to in one’s power face to face according to
2. 帮助学生找到他们觉得最困难单词和短语,并帮助他们理解。.
3. 了解强调句型。
技能目标:
1.更好地掌握Skimming和Scanning。
2.能分析并总结直接引语和间接引语（疑问和陈述）的规律，能熟练地进行两者间的转换，并在生活中运用。
3.能介绍Anne的基本情况，说明她当时的心情和内心的渴望。
情感目标:
1.通过Anne的日记，了解犹太人被纳粹迫害的悲惨命运。
2.体会自由，友谊的珍贵。
3.通过学习此阅读文章为学会珍惜朋友间的友谊,并能分辨他们的生活中真正的朋友和虚伪的朋友。
四．教学重点，难点及确定依据
教学重点
让学生学会不同的阅读技巧。
教学难点
1.让学生学会根据不同阅读目的选择不同的阅读技巧。
2.运用所学知识谈论友谊这个话题。
五．学情分析
高中一年级的学生已经在初中阶段的英语学习中,已经积累了一定的词汇基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。但是，学生个性和英语水平差异大，因此教学设计要有梯度，由浅入深，注意层次性。
英语作为一门语言，其最基本的作用就是人际交流。但是中国学生的普遍情况是不愿开口说英语。因此在课堂要鼓励学生们利用每个机会开口说英语，以达到锻炼口语的目的。
六．教学方法
1．任务型教学法
2．合作学习法
3．讨论法
七．教学准备
多媒体和其他常规教学工具
八．教学过程
1. 导入
1. 阅读开始前，先给学生复习一下上一课时讲过的(1)Skimming(略读)和Scanning(寻读)阅读技巧，并要求学生们用这两种方法进行下面文章的阅读。
skimming(略读) 的方法和技巧：
●Read the title
●Read the introduction of the first paragraph
●Read the first sentence of each paragraph
●Read the headings and sub-headings
●Notice any pictures and charts
●Read the summary or last paragraph
（设计意图）
3.讲授新课：
reading 阅读
①让学生阅读非日记体部分的内容,介绍这篇文章的写作背景。
③只通过阅读标题和看图，先不阅读文章，让学生试着猜猜看安妮的朋友是什么。
④让学生浏览前两个段落来确认他们的猜测。
⑤让学生快速浏览安妮的日记，了解文章的中心内容（main idea）.鼓励学生先列出一些关键词，如：Anne, crazy, nature等
Scanning（寻读）的方法和技巧：
学生读课文，抓住文中的关键信息，并将文章分成三部分，写出每段的大意。并完成下面部分
Ａ：Read the text again and join the correct parts of the sentences.
1. Anne kept a diary because A. she couldn’t meet her friends.
2. She felt very lonely because B. Jews were caught by Nazis and killed.
3. They had to hide because C. she could tell everything to it.
4. Anne named her diary Kitty because D. She wanted it to be her best friend.
③全班默读文章。
④读安妮的日记
1)Ask the students how Anne felt in the hiding place.
2)Guess the meanings of “spellbound”“hold me entirely in their power” from the discourse.
3)Ask the students to read the diary again and try to retell it.
⑤大声朗读
播放文章的磁带让学生听并跟读。
（设计意图）
3．巩固练习：
阅读后
1.让学生做理解部分的练习。
2.让学生在组群讨论想法。
（设计意图）
4.课堂小结：
整合
1.合上书。让学生告诉一些关于安妮的事情。
2.让学生从阅读部分中发现有用的单词和词组。
（设计意图）
九．布置作业：
1.再次通读一下这篇短文,尝试复述它。
2.做完练习册的作业。
3.写一两个句话表达你对朋友和友谊的理解。
在听和唱That’s What Friends Are For together这首歌中结束此课时。
（设计意图）
十．板书设计
Unit 1Friendship
Anne’s Best Friend
Paragraphs Main Ideas Useful words and expressions Paragraph 1 Anne made her diary her best friend whom she
could tell everything.
Feeling go through. . .
Paragraph 2 Anne’s diary acted as her true friend during the time
she and her family had to hide away for a long time. hide away set down a series of. . .
Anne’s diary Having been kept indoors for so long, Anne grew so
crazy about everything to do with nature. crazy nature on purpose in order to dare face to face. . .
（设计意图）
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A teaching design
T: do you want to know who my idol is? Ss:no T:have a guess .(then I will show them a picture of Jackie Chan’s profile ) Ss: he is Jackie chan. T: Ok, today, I will introduce my idol—Jackie Chan to all of you. First let us enjoy a video about Jackie Chan’s life. Then I will play a video about Jackie chan.
Step 2. Pre-reading (8 min) Task1. A small quiz (individual work,3 min) T: let’s check the following sentence using true or false .and I will pick up some students to say his or her answer and tell me why it is wrong or correct. Ss:ok. 1. Get Ss to know something about Jackie Chan. 2. Serve as a warm-up for the following tasks. Step 3 While-reading (22 min) Task 1. Skimming (group work, 15 min) T: do you want to know more about Jackie Chan? Ss:yes. T: ok.let we read an interview of Chan to know more about him. 1. Enable students to understand the given material
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高中英语说课稿模板内部编号：（YUUT-TBBY-MMUT-URRUY-UOOY-DBUYI-0128）
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A teaching design Teacher Hongli Dong Analysis on Learners Senior high students are eager to learn something knowledgeable and interesting. They have their own opinions and attitudes. They're not content with the limited knowledge obtained from the textbooks. Their abstract thinking and cognitive capability have developed a lot. So I must try my best to help them keep up their passion, develop the feeling of success and build up good values. Analysi s On the Teachin g Materia l Teaching Content The content of my lesson is a reading material, through the learning of which, I ’ll enable students to know more about Jackie Chan, his life career and the qualities that lead to his success. At the same time, make Ss aware of the question-and-answer format in an interview and learn how to conclude a question from the answer. Teaching Aims Knowledge (1)The Ss can learn question-and-answer format in an interview. (2) The Ss can understand the content of the lesson, talk about Jackie Chan ’s life career and form their own opinion about success. A bilities (1) To develop the Ss ’ abilities of listening, speaking, reading and writing (2) To improve Ss' reading abilities, especially their skimming and scanning abilities. (3) To train the Ss ’ abilities of studying by themselves and through cooperating. Emotion Learn from Jackie Chan and understand the way to success is not smooth. Put the moral education in the process of study. Importan t Points What qualities are required to be successful? Difficul t Points Help students to conclude the questions of interviewers according to Jackie Chan ’s answers. Teaching Methods 1. Communicative Approach 2. Task-based Language Teaching 3. Total Situational Action Teaching Aids A computer and a multi-media courseware. Teaching Procedures Students ’ Activities Purpose Step 1 Lead in (3 min) Greeting. T: Hello, everyone! Do you have an idol? Ss: yes. Arouse students' interest and