高中英语说课PPT-高中课件精选
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高中英语说课PPT
Post Reading
Group Disscusion
1.How to communicate with others when you are in a different country?(give some situations) 2.How do you greet people when you are in diiferent countries?
Careful Reading
T or F
T1 Not all body language is conscious.
F 2 Europeans shake hands with their left hand. F 3 In Asia, people touch strangers when they meet. T 4 In the US a “high five” is a way of saying hello. F 5 A “high five” is a formal gesture F 6 Body language is less communicative than spoken or written language
Group Work
1. In which country, people put the right hand over the left and bow slightly or shake hands to show respect? 2.What do people show when they join hands and bow heads In Hindus? 3.Greetings in Asian countries do not involve touching the other person, do they? 4.How Americans and Europeans usually show “I trust you”?
高中英语说课精品PPT课件
学情分析 Analysis of the students
设计教学对象： 高二学生 1. 认知基础： 高中二年级学生已经初步具有一定的认知能力，也掌握了 一定的阅读技能和技巧；高中的学生基本上能用英语清晰 地表达个人观点，准确地描述生活现象或表达个人情感。 2. 心理特征： 高中学生思想活跃，求知欲旺盛，学习态度明确，自我意 识发展迅速并趋向成熟，独立自主性强，有一定的价值取 向。 3. 学习能力： 高中生在阅读的过程中他们会选择性地使用相关的阅读策 略；自主阅读与表达能力已有一定基础，也具备了一定的 团体协作能力，并能进行有效成功的交流、合作、与讨论。
3.转变学习方式，增强教学效果 本课设计通过自学课本、小组讨论、综合分析、课后调查， 统计汇总等活动，为学生自主学习、合作学习、探究学 习提供了空间。
4. 运用探究式教学，启发学生思维 引导学生去发现问题、分析问题和解决问题，引导学生发 散思维，在文章最后“learning by doing”的过程中 达到综合运用英语进行交际的目的。
教学设计 （Teaching Plan）
一、教材分析 Analysis of the material 二、学情分析 Analysis of the students 三、设计理念 Designing Concept 四、教学目标 Teaching Objectives 五、教学重点 Important Points 六、教学难点 Difficult Points 七、教学策略与手段 Teaching Methods 八、教具准备 Teaching Aids 九、教学步骤 Teaching Procedure
改编环节及理由
ห้องสมุดไป่ตู้改编环节
改编形式
改编理由
Preview Task 的设计
高一英语必修1_第一单元的说课课件(共29张PPT)
3. Read the letter to the editor from Xiaodong:
Dear editor, I’m glad to tell you that I have been
admitted into No.1 High School, which I am
longing for. I’m crazy about everything in the
Should auld acquaintance be forgot and never brought to mind Should acquaintance be forgot and days of auld lang syne For auld lang syne, my dear for auld lang syne we’ll take a cup of kindness yet for auld lang syne And here’s a hand, my trusty friend And give us a hand o’thine we’ll take a cup of kindness yet For auld lang syne
more output
1）话题一致原则 2）功能一致原则 3）目标一致原则
三、教学安排设计
课时
课型
内容
1 Intensive reading
2 Extensive reading
Warming Up, Pre-reading, Reading, Comprehending
Reading Task (WB); Additional reading—Chuck’s friend
friendship
问卷 日记 求助信 表态 + 练习册 给建议
高中英语说课PPT教学课件
2020/12/10
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b) Ability objectives: Students will strengthen their ability of information gathering, analyzing, reading and making conclusion through warming up and reading .
2020/12/10
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Learn the first paragraph
• 1. Lily is graduating from vocational school with a diploma in accounting.
分析：is graduating 是进行时态，表示“即 将发生”的将来行为。有类似用法的动词有：
2020/12/10
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Lead-in
• Hello everyone.Since , you have studied in our school for a long time,you will graduate from school in the near future.After you graduate from school,what kind of job will you do?
2020/12/10
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4. Teaching methods and learning ways
• Task-based approach, communicative approach
• Discussion, information gathering • Teaching aids: multi-media, pictures
c) Moral objectives: Students will be more confident and improve their ability of hunting job through this lesson.
高中英语说课课件_精品!
game shows
TV series films
cartoons
sports programmes
the news
talk shows
music programmes
Do you think watching all of these TV programmes a whole day is a perfect day ? What about Brain and Bob ?
Ⅱ.短语完型
答案提供者：
1.find out 查明，弄清 2.at the moment 目前，此时此刻 3.get changed 换衣服 4.switch over 转换频道，转变 5.wake up 醒来 6.go off （铃、爆竹等）响 7.take up 占据 8.be filled with 充满着
Ⅰ.单词识记
答案提供者：
5. complain（vi.）抱怨；投诉 → complaint （n.）抱怨 6. remote（adj.）遥远的 → faraway（同义 词）远离的，遥远的 7. urgent（adj.）急迫的，紧急的 → urgency（n.）紧急事件 → urgently（adv.） 紧急地，急迫地 8. bored（adj.）厌烦的，不感兴趣的 → boring（adj.）令人厌烦的 → bore（v.）使 厌烦
推理判断题
judge
infer
推理判断题即在理解原文表面文字信息的基础上，作出一定的判断和推 理，从而得出文章的隐含意义和深层意义。推断一定要以文章所提供的 事实为依据，不能凭空想象。
推理判断题常见的提问方式： （1）以infer, suggest, mean, conclude等提问； （2）提问中常带有表示推测的情态动词，如can, might等。
高中英语人教版必修四 unit 说课课件 PPT
Part 8. Blackboard design (板书设计)
I. Pre-reading II. While-reading
1.The main idea of each paragraph
2.True or false 3. Answer questions
III. Post-reading
Main idea of each part:
• Part 1 Denotation and examples of somen. 指示
(Para 1) body language.
表示
Part 2 (Para 2-
Para6)
• Part 3 (Para 7)
Though there are differences in body language, it’s an amazing thing that we understand each other.
Detailed reading(2)
回答对一个该组加3分。 回答错一个扣该组1分。
1234
5678
New Words consolidation un spoken
（4 m拳in头s)
misrsion
主观的
universal
等级
function
非口头的
at ease lose face
误读 面部表情
turn one’s back to
fist yawn
subjective rank
普遍的 功能，作用
舒适 丢脸 背对
Discussion ( 5mins )
Discussion:
1. Why should we be careful of our own body language ?
高中英语说课PPT课件
(1) Enable students to predict and guess meaning from the context.
(2)Cultivate their abilities of listening, speaking, reading and writing skills.
第6页/共26页
difficult for them speak in English ◇ undertake great pressure ◇ have some mental problems, which
need to be solved timely.
第10页/共26页
Teaching methods:
task-based teaching, auto-lingual approach
goals
c
t
i
第7页/共26页
Teaching focus
1. Master new words and useful expressions.
2. Understand the article clearly.
第8页/共26页
Teaching difficulty
1. Inspire students’ enthusiasm of speaking English.
第20页/共26页
Evaluation and summary(2min) What have you learned from this passage? What problems have you solved? What difficulties do you still have after
Reading 19 m Post-Reading 14 m
(2)Cultivate their abilities of listening, speaking, reading and writing skills.
第6页/共26页
difficult for them speak in English ◇ undertake great pressure ◇ have some mental problems, which
need to be solved timely.
第10页/共26页
Teaching methods:
task-based teaching, auto-lingual approach
goals
c
t
i
第7页/共26页
Teaching focus
1. Master new words and useful expressions.
2. Understand the article clearly.
第8页/共26页
Teaching difficulty
1. Inspire students’ enthusiasm of speaking English.
第20页/共26页
Evaluation and summary(2min) What have you learned from this passage? What problems have you solved? What difficulties do you still have after
Reading 19 m Post-Reading 14 m
高中英语说课PPT归纳.ppt
Careful Reading
T or F Questions
Questions
Purpose: help Ss understand
details of the text
;.;
Step Four:Post Reading
Video&Group Discussion
Show a Video
Group Discussion
Module 3 Body Language and Non-verbal Communication
学科教学（英语）韩雪
;.;
Contents
1 Analysis of Target Material
2
ቤተ መጻሕፍቲ ባይዱ
Analysis of Students
3
Teaching Objectives
3
4 Focus and Difficult Points
victory
quiet
Show the students a question of body language Show the students some pictures of gestures to guess the meanings
Purpose: (1)Introduce the topic . (2)Arouse Ss' interests . ;.;
Para 1 Para 2 Para 3 Para 4 Para 5
greetings in Asian countries ways of communication fascinating body language greetings in western countr American youth’s greeting today
T or F Questions
Questions
Purpose: help Ss understand
details of the text
;.;
Step Four:Post Reading
Video&Group Discussion
Show a Video
Group Discussion
Module 3 Body Language and Non-verbal Communication
学科教学（英语）韩雪
;.;
Contents
1 Analysis of Target Material
2
ቤተ መጻሕፍቲ ባይዱ
Analysis of Students
3
Teaching Objectives
3
4 Focus and Difficult Points
victory
quiet
Show the students a question of body language Show the students some pictures of gestures to guess the meanings
Purpose: (1)Introduce the topic . (2)Arouse Ss' interests . ;.;
Para 1 Para 2 Para 3 Para 4 Para 5
greetings in Asian countries ways of communication fascinating body language greetings in western countr American youth’s greeting today
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Para 1 Para 2 Para 3 Para 4 Para 5
greetings in Asian countries ways of communication fascinating body language greetings in western countr American youth’s greeting today
4
2
3
4
Analysis of Students
1.Grade one in senior high school 2.Very curious and enthusiastic students 3.A mastery of some basic knowledge of vocabulary and grammar 4.Eager to explore crosscultural communication
13
Step Five:Summary&Homework
Summary: outline of what have learnt Homework:Try to retell the passage with the help of the mainidea written down on the blackboard.
Module 3 Body Language and Non-verbal Communication
学科教学（英语）韩雪
1
Contents
1 2 3
4 3
Analysis of Target Material Analysis of Students Teaching Objectives Focus and Difficult Points Teaching Aids and Methods Teaching Procedures
Purpose: The students can consolidate what they have learned in class
14
Blackboard Design
Module 3 Body Language and Non-verbal Communication
-------Reading
1.How to communicate with others when you are in a different country?(give some situations) 2.How do you greet people when you are in diiferent countries?
2
5 6
Contents
7 Blackboard Design
3
4 3
6
3
Analysis of Teaching Materials
1
New Standard English 4 Module 3 Body Language and Non-verbal Communication Reading:Greetings Around the World Further Study of Speaking and Listening
Affective
Awareness of communication Enjoy different cultures
Teaching Objectives
6
Focus and Difficult Points
Key points
Difficult points
(1)Mastering New Words and Phrases (2)Understanding the Text
5
ห้องสมุดไป่ตู้
Summary&Homework (3 ')
9
Step one: Lead- in
Well-done victory quiet
Show the students a question of body language Show the students some pictures of gestures to guess the meanings
Purpose: (1)Introduce the topic . (2)Arouse Ss' interests .
10
Step Two:Fast Reading
Fast Reading
Choose best title
Matching Game
Purpose: help Ss understand main ideas of the whole text and each paragraph
11
Step Three:Careful Reading
Careful Reading
T or F Questions
Questions
Purpose: help Ss understand
details of the text
12
Step Four:Post Reading
Video&Group Discussion Show a Video Group Discussion
5
Teaching Objectives
Cognitive
aggressive, gesture, great, weapon, trust, formal, informal, unconscious, greet
Ability
(1)Reading Strategies:Main idea and details (2)Communicate with body language
Learning how to use the proper reading 7 strategies
Teaching Aids and Methods
(1)situational approach (2)communicative approach (3)task-based approach
Teaching Aids and Methods
(1)Multimedia (2)Blackboard
Text in here
8
Teaching Procedures
1 Lead- in : question&pictures(6 ')
2
Fast Reading (8’)
3
Careful Reading (15 ')
4
Post-reading (8')