人教版高中必修一unit4说课稿
最新人教版高一英语-必修1Unit4说课教案、教学设计
新教材高一英语Unit4说课教案一.教学目标理论依据:《新课程标准》(实验稿)根据《新课程标准》(实验稿)关于总目标的定位及其实现途径和目标具体描述,结合高一学生实际和教材内容,我们把本单元的教学目标定为:1) 语言知识:单词:理解,内化,运用以下生词:seismograph; iceberg; King Tut; // roar; fright; crack; // bookworm; couch potato; workaholic;// Buddha; agent等,扫除听读障碍,重点掌握一些传神动词:advance; seize; sweep; swallow; drag; pull; flow; shake; strike; struggle等.词组:get on one's feet; tree after tree语法:复习和运用定语从句用于描述人,物及事件.2) 语言技能:听:听懂一个关于不幸经历的小故事,抓住时间,地点,人物,发生的事件说:能用得体语言描述人,物,事件,并且有一定的逻辑. 读:Scanning, skimming, careful reading, generalization; inference等阅读微技能训练.写: 能运用First, Next, Then, Finally简要且富有逻辑地描写自己的一次难忘经历.3) 学习策略:学生一定程度形成自主学习,有效交际,信息处理,英语思维能力.4) 情感态度:学生能在多种英语学习情景中分享自己的幸与不幸,体验用英语交流的成功与喜悦,以及培养合作精神,互助精神.二.教学重点和难点:重点:1. 课文中出现的重要动词,如:advance, seize, sweep, swallow, strike, struggle, drag, flow, shake, 及词组get on one's feet, pull oneself, tree after tree etc.2. 用关系代词who, that, whom, whose等引导的定语从句.3. 用副词first, next, then, finally 来描述一场难忘的经历.难点: 能用得体的英语表达自己,描述过去的难忘经历.三. 教学方法根据我们几年来二语习得论,"整体语言教学"的理论和实践,以及当前教学改革,课程改革等先进理念,为达成上述教学目标,运用任务型教学途径,我们英语课堂设计采取"P---T---P"自主学习立体模式:(Pre-task----Task-cycle----Post-task).四. 教学安排根据学生学习英语的特点和规律,学习阶段的侧重点以及高一学生的发展,我们把本单元划分为6课时:听力,口语,阅读(2课时),语言(0.5课时),写作,评价(0.5课时).下面请看我们的课堂教学设计.Period 2 SpeakingⅠ,教材内容及教学目标本课着重培养学生'说'的技能, 通过复习,学生自我介绍,解说图片,自编对话等手段来巩固定语从句中指人的关系代词who or whose 的用法,达到能有条理地描述个人体验和表达个人的见解和想象,能传递信息并就熟悉的话题表达看法,能用英语进行语言实践活动.它的掌握是一个很好的过渡阶段―――进入'读'和'写'的技能训练. Ⅱ,教学设计Pre-task: 活跃学生用英语交流的思维, 通过复习引出本课的重点---定语从句中指人的关系代词who or whose 的用法.Activity 1. RevisionTask: Talking about Hank Stram and his unforgettable experience.Ask some Ss some questions about Hank Stram and his unforgettable experience first, then write down two sentences on the Bb:1. A man whose name was Hank Stram was caught in the earthquake on October 17th , 1989 in San Francisco.2. Hank Stram was a lucky man who was rescued after he had been in his car for 14 hours.Purpose: 1,活跃学生用英语交流的思维.2,通过复习引出本课的重点---定语从句中指人的关系代词who or whose 的用法.Activity 2 Chain Games (Group work)Task: Introduction GuessAs the Ss don't know each other very well in the same class when learning this unit, let one of the group introduce others in his group to let the other groups to guess, the introduction must be a sentence, using the Attributive Clause-who or whose(Game Rule: Each introduction will only be guessed once ,if no one get the answer, the introducer should declare the student's name.)Purpose: 1,用游戏的形式能刺激学生用英语进行语言实践活动.2,活跃课堂气氛,真正发挥学生的主体作用.Task-cycle: 通过看图说话,学会正确使用定语从句. Activity 1. Describing the pictures ( group work)Task1: Describing the pictures in the book----Pictrue1,Picture5, Picture6, Picture3 ( group leaders report, using who or whose)Task 2: Describing some pictures about the natural disasters, such as Fire,Earthquake,Typhoon and Flood. ( In task 1, after the student finish talking about Picture 3---- Betty's parents have been married for more than 25 years who live in New York, their hobby is watching TV. The teacher ask the Ss : "Do you want to know what they like to watch best " Then present the pictures about the natural disasters. )Purpose: 1,培养学生积极用英语进行交流和沟通,发挥合作精神.2,培养学生看图说话的能力,从而提高'说'的技能. Activity 2. Creating dialogues (pair work)Task: Each pair choose two of the pictures and create their own dialogues.(using at least one Attributive Clause)Purpose: 1,培养学生善于利用各种机会用英语进行真实交际.2,增强学生的自信心,丰富想象力和独到的见解.3,了解英语国家与中国的生活方式的不同.Activity 3. Enjoying the videoThis video is about the most terrible disaster this year----SARS, some doctors are treating patients, struggling against SARS)Task 1: To enjoy the video, finding out something that moved you deeply.Purpose: 1,能传递信息并就熟悉的话题表达看法2,能有条理地表达个人的见解和想象, 从而提高'说'的技能.Task 2: Interviewing--- group work( suppose one is the doctor, the others are going to interview him)Purpose: 1,能用英语进行语言实践活动.2,能用恰当的方式在特定场合中表达观点,从而使'说'的技能的训练进一步提升.Post-task: 评价学生课堂表现,学生表演对话Activity : Act out dialoguesPeriod I warming up and listeningⅠ,教材内容及教学目标本课处于本单元的第一课时,主要训练和提高学生'听'的技能,它的掌握有利于以下几课的'说','读'和'写'的技能训练,并作了一个很好的铺垫.本课的听力材料由两部分组成,主要讲述Hank Stram在地震前所做,地震中所见,所闻和所感的令人难忘的经历.通过完成练习,学生能抓住所听语段中的关键词,理解话语之间的逻辑关系,听懂故事,理解其中主要人物和事件以及他们之间的关系等.而且学生能掌握较好的听力方法,如积极预测,注意抓关键词,善于跳跃难点,学会做笔记等等.通过本课学习学生能复习定语从句以及学会正确使用指人或物的关系代词. Ⅱ,教学设计A. Warming up :Task 1 Matching competition (group work)Column A Column B1, Fu Jian Province a,a cartoon maker2, San Francisco b,the electric lamp3, Alexander Bell c,the first telephone4, Thomas Edison d,earthquake5, Albert Einstein e,typhoon6, Walt Disney f,the Theory of Relativity Question: Why do you think soTask2: Looking at the following pictures, find out the answers to the questions:1) Do you know who or what they are2) What made them unforgettable3) Can you describe each picture using one sentence( with the help of the words under the picture)Task 3: Let the students describe each picture with Attributive Clause.eg: Zhang Heng is the man who made the earliest seismograph in 132.B. Pre-listeningTask1: Before listening , let the Ss guess the possible answers to the following questions according to the situation: (group work)1) When did the earthquake happen2) Where was the man driving when it happen3) What was he going to doListening(Part 1):Task 2: Listening to the tape to get the correct answers to the above questions.(for the first time)Task 3: Listening to the tape to put the following into the right order.( ) 1. I stopped the car and at the same time the road fell onto the cars in front of me.( ) 2. I was hungry so I started to eat one.( ) 3. I saw the cars in front of me start to move from side to side.( ) 4. I had finished work and then gone to the Post Office. ( ) 5. I slowed down ,then my car started to shake.( ) 6. I stopped off at a shop in order to get some fresh fruit. ( ) 7. I drove even slower, then the road above started to fall down.Task 4: Letting the Ss listen to the tape again, then try to retell the story simply, using their own words.Task 5 : Discussion (Group work)What would happen to Hank Stram finallyListening (Part 2)Task1: Listening to the second part to choose the best choices(for the first time)1. Which part of his body hurt badly ( C )A. The bottom parts of his legsB. The bottom parts of his hands.C. The bottom parts of his legs and feet.2. What could he hear below him ( B )A. NothingB. Shouts and noiseC. The noise of cars3. How long had he been in the car ( A)A.14 hoursB. 40 hoursC.4 hoursTask 2: Listening to the tape again to write the words in thespaces.1. I ________ myself in the dark.2. Then I remembered what______.3. It was clear to me now that I ______ in an earthquake.4. Then I ________ people________ towards me.5. A team of people______ to see if anyone _____ under the broken road.C. Post-listening:Task 3: DiscussionWhat made him survive in such a terrible accidentPeriod 5 Language study & Grammar(half period)I,教学设计Task 1. Word puzzleI. Find out ten words that describe the flood and fighting against the flood in the puzzle. One of them has been found out.Task 2. Words in different situationsWord study about "advance" and "strike" (individual work) Judge the different meanings of "advance" or "strike" in the following sentences:1.The hunter advanced toward the bear carefully.2.A month has passed but the project has not advanced.3.He worked so well that his boss advanced him to a higher position.4.The date of the meeting was advanced from June 10 to June 3.5.The boy struck the pig with a stick.6.The workers were striking for higher pay.7.Typhoon Swan struck Hainan, killing 20 people.8.On New Year's Eve, we waited for the clock to strike. Task 3. Finish the exercises in the text.Task 4. Talking about people and things, using Attributive ClauseFirst, let students find out some words about things quickly like clock, homework, coat, chocolate, bag, flood, fire, etc from the exercise of word study and describe them as the following example: (pair work)A clock is a machine that/which tells time.Second, let students find out some words about persons quickly such as teacher,parents, doctor, mother, child, soldier and thief and describe them like this: (pair work)A teacher is a person who/that teaches you how to learn. Third, finish Exercise 2 of Grammar orally. (individual work)Task 5 . Expanded reading1.Read the following passage about fire and find out the Attributive Clauses in it and try to understand the use of the relative pronouns. (individual work)2. Reading comprehensionTask 6. Finish Exercise 1 of Grammar. (individual work) HomeworkPreview the next reading material and find out the Attributive Clauses with who, whom, that, which, whose, where and the linking words and and but.Period 3 &4 ReadingⅠ,教材内容这是新教材高一上第4单元的阅读课型.本课围绕难忘的经历这一主题,描写洪水来临时的凶猛及Jeff与Flora 在这次经历中的体验.本课词汇量大,尤其在描写发洪水时,文章运用大量的动词及一些原汁原味的表达.另外文章中还出现许多定语从句,定语从句是本单元的语法重点.根据新课程标准及高一学生的知识,语言能力水平,我们制定以下教学目标:Ⅱ,教学目标:1,理解和掌握一些新词汇如:roar,mass,fright,rack,boom,advance,seize,destroy,sweep ,swallow,drag,struggle,flow,strike,etc.2, 理解定语从句,如:1) Before she could move, she heard a great noise, which grew to a terrible roar.2) She looked at Jeff who waved his arms.3) There she saw big mass of water that was quickly advancing towards her.4) Flora, whose beautiful hair and dress were all cold and wet, started crying.尤其是whose引导的定语从句及间隔性定语从句.3,学生在一定程度上提高阅读微技能和用英语思维,推理,判断的能力.4,能用First,Next,Then,Finally来口头陈述事件.Ⅲ, 教学设计A. Warming up:Task 1:Talking about natural disasters1. What natural disasters did you talk about yesterday Do you know some others2. Have you ever experienced one of these disasters Can you describe what it was like and how you feltB. Pre-readingTask 2: Looking and guessing:1. What can you see in the picture2. What happened to them finally3. What words will you use to describe this disasterC. Fast readingQuestions:1.What natural disaster did Flora and Jeff suffered (Flood)2. What rescued them (Chimney)D. Careful readingTask 3: Dividing the whole passage according to thechange of the places.Para 1:In the gardenPara2:On the way to the housePara3:Inside the houseTask 4: ImaginationQuestion 1:What was the house like ( B )A,a flat B,a house with two floorsQuestion 2:What words support your ideaTask 5 :Reading for the second time and finish the following diagramplacesfloodreactionfeelingsTask 6 Imaging the end of the storyE. Practice for understanding and word studyF. ConsolidationTask 7,Retelling the story according to the diagram:Post readingTask : Discussion.1, Will the disaster change Flora and Jeff's life How Expanded reading: The Day That Changed My Generation Read the material and do some exercises.Homework:写阅读笔记阅读格式卡Date:Unit ( )Lesson( )General idea:Contents:Comment:板书设计Unit 4 Unforgettable experiencesplacesfloodreactionfeelingfirstin the gardenroar, advancewave, shout runsurprisedpuzzlednexton the way to the housesweep, swallow, flowseize, drag ,go down, open, pull ,look into, hold, strugglefrightenedtheninside the housestrikemove updestroyclimb, cryhopefulFinally:F V I F S E I Z E MOFYKHNGYOJHIDRAGDPTXYFENKICUBSTSSIEBFLOWASTRUGGLEAKERRABNVQLJZOFIHYNPLBXYZOKCGTOADV ANCEFIWF V I F S E I Z E MOFYKHNGYOJHIDRAGDPTXYFENKICUBSTSSIEBFLOWASTRUGGLEAKERRABNVQLJZOFIHYNPLBXYZOKCGTOADV ANCEFIWF V I F S E I Z E MOFYKHNGYOJHIDRAGDPTXYFENKICUBSTSSIEBFLOWASTRUGGLEAKERRABNVQLJZOFIHYNPLBXYZOKCGTOADV ANCEFIWPeriod 6 Writing & assessment(1.5 periods)Ⅰ,教学内容与教学目标学生通过学习一篇四川之行的游记范文,能根据写作步骤提示,用First, Next, Then, Finally组织材料写一篇自己亲身游记(unforgettable trip),并能写出一两个含定语从句的句子.根据克拉申(krashen)的输入假说:"写是输出的过程,是在前面多方式,多渠道的足够可理解输入的情况下,而达到的自然输出.根据我们前面提出的P----T----P自主学习立体模式,我作如下设计.Ⅱ,教学设计Pre-task:激发背景知识,明确写作要求,主题目的,写作步骤Activity 1. remind of the unforgettable experiencesIn our daily, many things are unforgettable. They are worth writing down. For example, (显示画面)a disaster; a war; a match; a speech; a film; a famous person; a talk with somebody; a trip; etc.(目的:承上启下,激发写作情境)Activity 2. travel around our country.For me, going on a trip is really unforgettable because it is exciting and there are a lot to see in our motherland. Look at the pictures and guess where it is.Beijing; *The Great Wall; *Mount Huangshan *Mountain Emei; *Hainang Seaside; etc. (Or local places of interests.) (目的:为阅读做准备;欣赏美丽河山,激发写作欲望;) Activity 3. A trip to SichuanDuring the first week of May, the three boys went on a holiday to Sichuan. Read and find what made the writer unforgettable. (Buddha in Leshan; Monkeys on Mount Emei.)Read again and answer the following questions:1. Why did they choose to go to Leshan and Emei2. How did they get to the top of the mountains3. What did they do before the trip (First, Next )4. What did they see and do on Leshan5. What did they see and do on Mount EmeiPair work: Retell the trip to Sichuan, with the help of the following:During the first week of May I went on a holiday to Sichuan. First.Next.The next dayLeshanThe next morning EmeiFinally…(目的:可理解的输入为写作做语言上的准备)Task-cycle: M-M-C practice ①mechanical practice(学生活动:朗读;找词;找句型)Find the sentence with the following meaning:1) 我找出一些成都附近名胜的照片.2) 我接着打电话给一旅行社,我在报纸上发现它的号码.3) 我们带了几瓶水,一些苹果和橘子,装入我的包里.4) 我们先去乐山,在那里我们一直爬到山顶看佛像.②meaningful practice(学生活动:模仿性造句;仿写作文)围绕Unforgettable trip主题用which; whose; where等造句.③communicative practice(学生活动:回答问题;连句成文;润色) 1. First, students quickly write down 20 short sentences about their trip, with the help of questions in the text.2. Next, students try to put the sentences in order, using "First, Next, Then, Finally"3. Then, students write the story, using linking words and relative pronouns.Post-task:作文展示,交流评价(同伴评价,课堂集体评价,教师评价)同伴评价实际上是合作形学习的一种形式,其重要理论基础就是考卡夫(Kafka, K)最早提出的"群体动力理论"(group dynamics).四, 教学评价通过评价,使学生在英语课程的学习过程中不断体验进步与成功,认识自我,建立自信,调整学习策略,促进学生综合语言支用能力的发展.评价也能使教师获得英语教学的反馈信息,对自己的教学行为进行反思和适当调整.为此,本单元的评价包括以下几项:1, 把阅读格式卡存入学生学习档案夹:阅读格式卡Date:Unit ( )Lesson( )General idea:Contents:Comment:2, 形成性评价3, 单元终结性评价Ⅰ. Multiple choice1. - A ship makes me unforgettable after I saw a famous movie.- Do you mean the ship, Titanic, ______ sank after hitting an icebergA. whoB. whichC. whoseD. where2. - Do you know Zhang Heng- Is he the man _______ made the earliest seismograph in 132A. whoB. heC. whoseD. which3. Flora, _______ garden was swallowed by the flood, was crying.A. whoB. thatC. whoseD. where4. On the top of Leshan, there is a really big Buddha, in front ________ Wei Bin took photos of us.A. itsB. on whichC. from whichD. of which5. - Three young school boys were ______ by the water when swimming on a hot afternoon!- What a bad accident!A. swallowedB. sweptC. gotD. caught6. The lamplight ______ out through the heavy fog, which gave travelers a light of hope.A. struggledB. draggedC. turnedD. found7. On October 17th, 1989 a strong earthquake _____ San Francisco and killed over 100 people.A. advancedB. took placeC. struckD. seized8. Look, the baby lion, which was just born two days ago, is trying to ______ its feet.A. get onB. get ontoC. get upD. get in9. Trees ______ badly during the terrible storm.A. pulledB. shookC. destroyedD. flowed10. Tree after tree was ______ by the water, which must have been three metres.A. cut upB. cut downC. cut offD. cut inⅡ. Cloze testWhat an unforgettable day! At the moment Flora was so surprised at the big _11_ of water which was advancing quickly towards her in her garden that she couldn't move. Jeff rushed to seize her arm and they ran together to the house. _12 they got to the house, the waves _13_ them down twice. Jeff pulled Flora up with a lot of difficulty, _14_ onto a tree that grew against the wall. The water, _15_ was cold as ice and flowed faster than a river, was above her knees. They looked into each other's faces, _16_. The chance of being rescued was slim. They opened the door to the hall and got the chance to climb _17_ to the second floor. The water moved up like a sea. Flora started crying. The house would fall down!They had to find the 18_ because it would stand. Jeff looked out of the window. Tree after tree _19_. The garden was completely destroyed, swept away by the wild water. A terrible noise went through the house. Before the whole house went down in the _20_, they saw the chimney.11. A. group B. collection C. mass D. crowd12. A. Before B. After C. Until D. Once13. A. cut B. swept C. pulled D. went14. A. cracking B. flowing C. holding D. catching15. A. which B. it C. that D. where16. A. frightened B. surprised C. relieved(松口气) D. excited17. A. downstairs B. upstairs C. above D. under18. A. tree B. hall C. tower D. chimney19. A. swept away B. swallowed C. went down D. pulled down20. A. storm B. flood C. earthquake D. fireⅢ. Translation. Put the Chinese into English to complete the following sentences.21. The climate ___________________________(全球的科学家们在担心的) is becoming warmer and warmer. 22. We feel as if the earth were in the greenhouse ______________________(由玻璃做成的).23. The scientist ___________________________(他的研究是关于温室气体的) is doing an experiment.24. We find it hard to find an interesting place__________________________(那里天气不会太热的) in Africa.25. People ______________________(生活在沙漠地区的)lead a hard life.26. Pollution, _______________________(给人类带来重大灾难的), is said to be one of the main causes of global warming.Key:21. (that/which) scientists all over the world are worrying about22. that/which is made of glass23. whose research is about greenhouse gases24. where it is not too hot25. who live in the desert26. which brings man terrible disasters4, 单元测试学生自我评定表单元名称Unit _______失分错解题号错解原因仍存疑点对策5, 任务型活动:配图说明.找出记一次外出游玩的系列照片,制成小册,配以英语说明,然后全班展示.。
高中英语人教版Unit4Naturaldisasters单元说课稿(1)
第一教案：
PeriodIListening and Speaking
PeriodⅡReading and Thinking
PeriodⅢDiscovering Useful Structures
第二教案：
PeriodⅠListening and Speaking
PeriodⅡReading and Thinking
PeriodⅢDiscovering Useful Structures, Listening and Talking, Reading for Writing, Assessing Your Progress, Project＆Video Time
2.单元重点难点
重点：
（1）通过听、读和看获取、梳理、整合常见自然灾害的起因、前兆、发生过程、造成影响、防范措施等常识，学习并初步运用与本单元主题相关的词汇描述常见自然灾害。
（2）在语篇中恰当地理解和使用限制性定语从句，并能够使用定语从句修饰和限制真实和想象世界中的人和物情境和事件。
（3）能够使用恰当的语言发布安全指令及学会写文章的概要。
Unit 4单元名师说课
概括分析
1.单元内容分析：
本单元的主题语境是自然灾害，属于《课标》中人与自然，灾害防范主题群下子主题—自然灾害与防范，安全常识与自我保护，并通过多模态语篇，如视频、图片、说明文、新闻报道等，呈现以下主要内容：五种常见的自然灾害，地震、山火、洪水、海啸、旱害的基本信息，如级别、发生时间毁坏程度、伤亡情况以及起因；采用一篇说明文，详细介绍了1976年唐山大地震的震前震中、震后现象及重建后唐山的现在面貌，让学生认识到地震所产生的灾害；采用一段视频，介绍海啸产生的原因和造成的危害提醒学生增强自我防范意识、安全常识和自我保护意识；设计了三个活动，让学生在描述地震、火山喷发、台风、飓风等自然灾害的过程造成的灾难等，在语境中学习了理解本单元的语法—限制性定语从句；呈现一段关于地震预防的对话，主要包含一些安全指令用语，学会使用英语指导自然灾害安全逃生；阅读了海啸袭击亚洲的新闻报道，获取海啸发生过程、造成损害和救援等相关信息，识别新闻报道语篇文体特征，学习写摘要。最后呈现项目式学习，从四个方面逐层介绍完成一个报告的全过程，突出主题意义。总之，采用多模态语篇，呈现围绕主题语境学习材料有效地将教学内容和语用目标有机结合，有助于开展主题意义探究活动，为核心素养落地生根提供了有效的途径。
人教版高一英语 Unit4 Reading The Rescue说课稿
人教版高一英语 Unit4 Reading The Rescue说课稿本教案是人教版高一英语上册第四单元Unforgettable experiences中Reading Part的说课稿包括四部分，并分为两步进行阅读教学。
部分内容：SEFC Book1A Unit4 Reading The RescueHello, everyone. Today I am very pleased to have an opportunity to talk about some of my teaching ideas. My topic is The Reading Part taken from Senior English for China Book 1A Unit 4, and my idea is made up of four parts: analysis of the teaching material, the teaching methods, the studying methods and the teaching procedure.Part 1. Analysis of the Teaching MaterialNowadays, natural disasters happen more frequently, and many of them are suddenly. Thus we should equip ourselves with some basic knowledge of self rescue. This part is the reading part, it describes two youngsters recued themselves in a flood. In this text, it has used many common verbs to describe the rescue process. By studying them, students will know more thoroughly how to use these words in our daily life correctly. In addition to this, it can also offer us of some useful rescuing methods.1. SEFC Book1A U nit4 Reading “The Rescue” P24 2．SEFC Book1A Unit12 Speaking P79 3．SEFC Book1B Unit20 Grammar P54 4．SEFC Book1B Unit16 Integrating skill“Animal Experiments” P27 5．SEFC Book2A Unit4 Reading: “English Poetry” P27 6．SEFC Book2B Unit20 Grammar。
人教版必修1 Unit 4 ___ 全英文说课稿
人教版必修1 Unit 4 ___ 全英文说课稿1.) Understanding the causes and effects of the ___2.) Comprehending the details and sequence of events in the reading passage3.) Analyzing the ___ on the people and the cityDifficult points:1.) ___2.) ___In this lesson。
we will focus on the important points of understanding the causes and effects of the Tangshan earthquake。
comprehending the details and sequence of events in the reading passage。
and analyzing the ___ on the people and the city。
However。
we must also be aware of the difficult points。
___。
as well as ___.Ⅱ。
Teaching methods:1.Task-based teaching method2.Interactive teaching method3.Cooperative learning method4.___ methodWe will use a variety of teaching methods in this lesson。
including task-based teaching。
interactive teaching。
cooperative learning。
___。
These methods will help to engage the students and make the ___.Ⅲ。
人教版高中必修一unit4说课稿
Teaching Design of Reathquakes(project)Sun GuijieI. Analysis of learners:Most of the students in our school are poor at English,esp.speaking and writing as well as shy ,and only some of them have computers at home .But As Senior One students, they are eager to do something new ,and they have the ability to do it if given chances and help.II.Analysis of the teaching material:This unit is about Tangshan and San Francisco earthquakes,from which students have learned the e arthquake portent and the great damage caused by them . This lesson is the seventh period. After six periods of learning,the students have learned some basic knowledge and events about earthquakes Besides , the new curriculum standards and the syllabus Test For English Major-8 requair the students should finish a task by doing their own research and presenting them.so the teaching aims are as follows.III. T eaching aims:1,Knowledge objects:Use what they have learned in this unit ,esp.the Attributive clauses to communicate in English to improve the ability of using English comprehensively .2.A bility objects: To train the students to do their own research present them by speaking and writing in English.3.Emotion objects: Through this lesson,the students can know our Party is great , the Chinese people are lovely and strong-willed,and they should try their best to help the people in disaster areas.IV. Key point and difficult pointKey point: speaking and writing using the Attributive clauses,Difficult point: colleting and processing the information ,then present them by speaking and writingV. Teaching and learning methodsIn order to achieve the teaching aims, I adopt task-based and student-centered Approaches .Two weeks before the lesson,I give the students tasks . In order to finish the tasks smoothly ,the students adopt the inquiry and cooperative learning methods to work in five groups with two leaders and other groupmates.They are separetely in charge of the following topics: 1.Why do earthquakes happen?/2.What shall we do during the earthquakes?/3.What shall we do after the earthquakes?/4.Imagine we aregiven a job to build a new city,what shall we do?/5.What did the government do after the earthquake?VI. Teaching aids: A projector , a multimedia coursewareVII. Teaching procedures: (45minutes)S tep1. Before class,play an English song to foil a sad atmosphere to lead the students to Unit 4 Earthquakes(project)Step 2.Lead in and work in five.(2minutes) T ell them to see a video and then answer the questions”What can you see and how do you fell?” so as to arouse their curiosity as well as desire of learning.After their answers,I say :As we know,earthquakes are so terrible and the damage caused by then are so great,but do you know the answers to the following questions? :1.Why do earthquakes happen? 2.What shall we do during the earthquakes? 3.What shall we do after the earthquakes? 4.Hw to build a new city? 5.What did the government do after the earthquake? Next,the five groups will give you the answers.What I say is aimed to make the atmasphere becoming light in order that they can come into a good state for learning. Then they begin to present their results.After the five groups’presenting ,the Key point and the difficult point are solved by presenting the results.Step4 Give a summary (1 minute) A good lesson must have a brief summary to emphasize the key pointsand let the students remember the content of the lesson.so I give such a summaryStep5.Homework(2minutes) Homework aims to consolidate and extend the knowledge in class,so I let them to write a proposal to reach the goal.Step 6. Blackboard designBlackboard design can show the key points and the content of the lesson ,so it must be brief and logical.VIII.Post teaching:Though my students and I have made a careful plan and preparations, there are still some weaks, for rxample,some students can’t express themselves clearly;some of the m can’t run the multimeadia skillfully;some can’t use the Attribitive Clauses properly etc. From now on ,I will offer more changces to the students to ddevelop the ability speaking and operating .At the same time,give them more situations about grammer to arouse their interest in English.。
人教版高中英语必修一Unit_4_Earthquakes_全英文说课稿
Lesson Plan InterpretationT eaching material: NSEFC Book 1 Unit 4 EarthquakeHello! Ladies and gentlemen. Today my topic is Unit 4 reading. Now allow me to introduce the first part:Ⅰ. Analysis of the teaching materials:1.The importance of this lessonThis lesson is a reading passage. It plays a very important role in English teaching of this unit because we should lay particular emphasis on the students’ reading ability in senior English teaching.2.What to teach －teaching contents1.)get some basis knowledge about Tangshan earthquake2.)get the students to comprehend the passage better3.)do some listening, speaking and writing4.)moral educationIn this passage we should help the students get some knowledge about the Tangshan earthquake. At the same time we ought to get the student to comprehend the passage better. The students should do some listening, speaking and writing, too. Of course, the students should receive some moral education.3.The important and difficult points in this lesson:Important points:1.)some knowledge about earthquakes2.)to improve the students reading abilityDifficult points:using the learned phrases and sentence patterns to express one’s ideasⅡ. Teaching aims:My teaching aims includes 3 parts: knowledge aim, ability aims and moral education aims1.Knowledge aim: by the end of the lesson, students will have a better understanding of themeaning and structure of the text.2.Ability aims:1.)use what we have learned to describe what would happen before – during – after theearthquake2.)improve the re ading skill and use English to express one’s ideas3.Moral education aims: learn the bravery of facing the natural calamity from people inTangshan and we should always hold an optimistic attitudeⅢ. Analysis of the teaching theories and methods:That’s all for my teaching aims. Now let’s focus on the third part, Analysis of the teaching theories and methods. When I deal with this lesson. I’ll do my best to carry out some teaching theories of the new curriculum: taking the students as the host and the teacher subordinate .Carry out task-based learning and cooperative learning. Let the students receive some moral education while they are learning the English language.1.Teaching theories: The new curri culum (“taking the students as the host and the teachersubordinate”, “Cooperative learning”, “Take-based learning”, “Communicative learning”)2.Teaching methods: “Communicative Language Teaching”, “Take-based Activity”3.Learning methods: “Discovering learning”, “Cooperative learning4.Teaching aids: A tape recorder, the blackboard and PPTSince it is a reading passage, it is very important to develop the students’ reading ability. I’ll use some reading methods such as preparation for reading, (lead-in) scanning, skimming and intensive reading (in-depth reading or study reading). In class, I’ll try to use encouraging and polite remarks such as “Do you want a go?” “volunteers” “Well done!” “Y ou did a good job!” “Thanks!” and so on. I’ll get the students to have a competition to develop their quick response. I’ll make full use of modern equipment such as the multi-media and tape recorder to make the class more lively and interesting.Ⅳ. Analysis of the students:The students are in Grade 1. They are still at an age that would like to have competition with others. They have known something about the earthquakes. Some long sentences are difficult for them to understand. So I will help the students in different levels to learn English.Ⅴ. Analysis of the teaching process: Now came to the most important partStep1. Lead-in:1.)show some pictures of Tangshan (before the earthquake)2.)let the students to imagine what would happen after the earthquake (ask some studentsto speak out their ideas)My purpose here is to let the Ss know what we are going to look atStep2. While reading: in this step I will let the students read the text twice1.fast reading: scanning & skimming1.)first tell the students this passage can be divided into three parts and tell them the clueof the story : time order (tell them to pay attention to the first sentences of each para.)2.)read silently to get the structure (after several mins I will discuss the structure with thestudents)Part 1 (para 1) Strange things were happening before the earthquake, bot no one took any notice of themPart 2 (para 2-3) The earthquake destroyed the city of Tangshan and shocked the people very muchPart 3 (para 4) The army came to help the survivors, bringing hope for a new life2.careful reading: intensive readingdo the exerc ise in students’ book in P27 1,2 (a competition: divide the Ss into four group, and then the one who stand up fast and give the right answer can get ten marks for his group, the group which gets the highest mark will get a present)Step3. Consolidation:1.listen to the tape and read the passage aloud (Play the tape of the passage for thestudents to listen and then ask them to read it aloud. Tell them to pay attention to thepronunciation, stress and intonation while listening. At the same time they can enjoythe beauty of the English language. And it can prepare the students for the retelling innext step.)2.fill in the blank with proper words3.retell the story in your wordsSince the students in the class are in different levels, so first I will let them to fill in the blank to get an expression of the general idea of the textStep4. Post reading －discussion1. a short video about the 5·12 Wenchuan earthquake2.pictures of Tangshan and Wenchuan (on the screen)3.discuss: What can we do for the rebuilding of Wenchuan and how can we protectourselves if an earthquake happens?4.volunteersoptional: show them some pictures of Wenchuan people and tell the Ss:Where there is a life, there is hopeStep5. Homework1.read the text again after class and figure out the meaning of the following complexsentences (so these in class if time allow)2.write a short paragraph to describe what had happened before – during – after theearthquake using your own words3.surf the Internet to learn more about how to protect yourself and people if anearthquake happenⅥ. Contents on the blackboardUnit 4 EarthquakeA Night the Earth didn’t SleepStructure of the whole passage:Clue of the story: Time orderBefore – during – after the earthquakePart 1 (para 1) Strange things were happening before the earthquake, but no one took any notice of themPart 2 (para 2-3) The earthquake destroyed the city of Tangshan and shocked the people very muchPart 3 (para 4) The army came to help the survivors, bringing hope for a new lifeHomework for today:Ⅶ. My teaching dailyIn this lesson, I lead the students understand the passage step by step, and help them to retell the story and hold a discussion. But there are some new language points in the passage, so I will explain them for the students next period.Ok, that’s all for my interpretation. For the time is limited, t here must be some mistakes in my interpretation; I hope you can give me some suggestions.。
(新教材)部编人教版高中生物选择性必修一第四章第一节《免疫系统的组成和功能》优质说课稿
（新教材）部编人教版高中生物选择性必修一《稳态与调节》第四章第一节《免疫系统的组成和功能》优质说课稿今天我说课的内容是人教版高中生物选择性必修一《稳态与调节》的第4章第一节《免疫系统的组成和功能》。
人和动物的各个器官、系统协调配合来维持内环境的稳态，神经系统在其中起着非常重要的作用，内分泌系统也不可缺少，但是它们并不能直接消灭入侵的病原体，也不能直接清除体内出现的衰老、破损或异常细胞。
对付病原体和体内出现的异常细胞，要靠免疫系统。
第4章就是讲述免疫系统是如何维持内环境的相对稳定的。
本节课介绍免疫系统的组成和功能，是本章其他内容的基础。
为了能更好地实现本章教学目标，现从教学等方面进行说课。
一、说课程标准。
本节对应于课标上的内容要求是:“免疫系统能够抵御病原体的侵袭，识别并清除机体内衰老、死亡或异常的细胞，实现机体稳态。
1.5.1 举例说明免疫细胞、免疫器官和免疫活性物质等是免疫调节的结构与物质基础。
1.5.2 概述人体的免疫包括生来就有的非特异性免疫和后天获得的特异性免疫”该内容相对比较抽象，所以在组织教材时，希望学生学完相关内容，能够结合日常生活中的情境，分析说明人体通过免疫系统的调节作用对内外环境的变化作出反应，以维持内环境稳态(生命观念、科学思维);能够评价多种生活方案，认同并采纳健康文明的生活方式，向他人宣传传染病的防控措施等( 科学思维、社会责任)。
二、教材分析。
本节“问题探讨”呈现的是学生可能都遇到过的一个真实情境，两个问题分别从结构和功能的角度切入，同时能训练学生的辩证思维。
教材正文紧接“问题探讨”，从扁桃体的肿大引人，先介绍免疫系统的组成,然后介绍免疫系统的功能。
关于免疫系统的组成，教材先是概述，然后从宏观到微观的层次进行了分述。
概述用图解形式来表现，分述主要以图文结合的形式展开，这样做可以先让学生从整体上认识免疫系统的组成，然后再具体学习免疫器官、免疫细胞、免疫活性物质的类型及功能。
必修一UNIT4说课稿
Good morning, ladies and gentlemen.It’s my great honor and pleasure to be here sharing my lesson with you. The content is the reading part from unit 4 of Student’s Book 1. Now I will introduce this period in detail.First of all, I will show the learning aims to Ss. There are six aims in all.Teaching ProcedureStep 1 Lead-in. (3min)In this step, I will show a part of the movie the TangShanEarthquake(After shock) directed by Feng Xiaogang.Purpose of my design:(1) To help Ss to realize that earthquake is disastrous to human.(2) To stimulate Ss’ interest about the topic.Step2 Fast-Reading(Individual work; 5min)In this step, I will get them to read the article quickly to finish some exercises.Purpose of my design:By doing thi s, I will train the students’ fast reading skills and help Ss to know about the structure of the passage.Step3 Careful-Reading (Individual work; min)Task 1(Individual work; 10min)Ask Ss to read the material carefully and find out the correct answers to finish the following chart.Task 2(Individual work, group work; 7min)In this part, I will ask the groups to discuss in groups. They compete to answer the questions. Besides, they should answer why. I will give their marks in order to help them learn to cooperate with others.Purpose of my design:Enable students to understand the passage better by using different reading skills. And p roper competition can arouse the Ss’ interest in English learning.Step 4 Show time (group work, pair work; 15min)In this step, the Ss will be asked to have a discussion in groups about an interview between a reporter and a survivor from Tangshan earthquake. Purpose of my design:By doing so, I guide the Ss to practice their language that they have learned. Then invite some group members to report their work to the whole class to help them overcome their shyness and stimulate them tospeak in public. I think the ability to use English is the most important.I think if the Ss can finish this task well, they will benefit a lot in their spoken English, and their ability of co-operation will be well trained. Step 5 Advice about how to protect ourselves in an earthquake.( 2min) Show Ss several pictures about What should we do to protect ourselves if an earthquake happens?Purpose of my design:(1)Enable the students to know about how to protect ourselves in an earthquake and to realize how precious life is.(2)Help Ss to realize we should live in harmony with nature and we should help each other when in trouble.Step 6 Conclusion(class work; 2min)In this step, I will ask the students to retell the passage so that they can revise what they have learnt in the class.Purpose of my design: Review the passage.Step 7 Homework(1min)Purpose of my design: Homework is so important and necessary for Ss.That’s all about my teaching. Thank you very much.。
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Teaching Design of Reathquakes(project)
Sun Guijie
I. Analysis of learners:
Most of the students in our school are poor at English,esp.speaking and writing as well as shy ,and only some of them have computers at home .But As Senior One students, they are eager to do something new ,and they have the ability to do it if given chances and help.
II.Analysis of the teaching material:
This unit is about Tangshan and San Francisco earthquakes,from which students have learned the e arthquake portent and the great damage caused by them . This lesson is the seventh period. After six periods of learning,the students have learned some basic knowledge and events about earthquakes Besides , the new curriculum standards and the syllabus Test For English Major-8 requair the students should finish a task by doing their own research and presenting them.so the teaching aims are as follows.
III. Teaching aims:
1,Knowledge objects:Use what they have learned in this unit ,esp.the Attributive clauses to communicate in English to improve the ability of using English comprehensively .
2.Ability objects: To train the students to do their own research present them by speaking and writing in English.
3.Emotion objects: Through this lesson,the students can know our Party is great , the Chinese people are lovely and strong-willed,and they should try their best to help the people in disaster areas.
IV. Key point and difficult point
Key point: speaking and writing using the Attributive clauses,
Difficult point: colleting and processing the information ,then present them by speaking and writing
V. Teaching and learning methods
In order to achieve the teaching aims, I adopt task-based and student-centered Approaches .Two weeks before the lesson,I give the students tasks . In order to finish the tasks smoothly ,the students adopt the inquiry and cooperative learning methods to work in five groups with two leaders and other groupmates.They are separetely in charge of the following topics: 1.Why do earthquakes happen?/2.What shall we do during the earthquakes?/3.What shall we do after the earthquakes?/4.Imagine we are
given a job to build a new city,what shall we do?/5.What did the government do after the earthquake?
VI. Teaching aids: A projector , a multimedia courseware
VII. Teaching procedures: (45minutes)
S tep1. Before class,play an English song to foil a sad atmosphere to lead the students to Unit 4 Earthquakes(project)
Step 2.Lead in and work in five.(2minutes) T ell them to see a video and then answer the questions”What can you see and how do you fell?” so as to arouse their curiosity as well as desire of learning.After their answers,I say :As we know,earthquakes are so terrible and the damage caused by then are so great,but do you know the answers to the following questions? :1.Why do earthquakes happen? 2.What shall we do during the earthquakes? 3.What shall we do after the earthquakes? 4.Hw to build a new city? 5.What did the government do after the earthquake? Next,the five groups will give you the answers.
What I say is aimed to make the atmasphere becoming light in order that they can come into a good state for learning. Then they begin to present their results.
After the five groups’presenting ,the Key point and the difficult point are solved by presenting the results.
Step4 Give a summary (1 minute) A good lesson must have a brief summary to emphasize the key pointsand let the students remember the content of the lesson.so I give such a summary
Step5.Homework(2minutes) Homework aims to consolidate and extend the knowledge in class,so I let them to write a proposal to reach the goal.
Step 6. Blackboard design
Blackboard design can show the key points and the content of the lesson ,so it must be brief and logical.
VIII.Post teaching:
Though my students and I have made a careful plan and preparations, there are still some weaks, for rxample,some students can’t express themselves clearly;some of the m can’t run the multimeadia skillfully;some can’t use the Attribitive Clauses properly etc. From now on ,I will offer more changces to the students to ddevelop the ability speaking and operating .At the same time,give them more situations about grammer to arouse their interest in English.。