高中英语必修1-Unit1-Reading-英文说课稿
高中英语人教版必修一unit1 reading 说课讲稿
高中英语人教版必修一说课稿Unit1 FriendshipPar t 1.Teaching material analysis (教材分析)1.Analyse the reading material.The reading passage of this unit is Anne’s Best Friend. this topic is familiar to students, so students can have something to say in the related listening, speaking, reading and writing activities. The text is a diary of Jewish girl Anne, describing her desire for nature. The content of the text is not difficult for students to learn. The senior one students just enter the school, are eager to understand, communicate with their classmates, and build a new friendship. As a teacher, to guide them to build a correct concept of friendship is very important, so learning this article is of great significance.This unit also involves the use of direct and indirect speeches.2.Teaching Aims Analysis(教学目标分析)According to the specific description of the general goal of the new English curriculum standard, combined with the reality of senior high school students and the content of teaching materials, students are expected to achieve the following objectives.knowledge objectives:1. Master and use the direct and indirect speeches .2. Discuss friends and friendships.3. Learn to master the key vocabulary of this unit.Ability objectives:1. Learn reading skills: scanning and skimming.2. By talking about friends and friendship, we can not only train the students' ability to use language, but also cultivate the students' ability to find, think and solve problems.3. Understand the reading passage and retell the story.Emotional attitude goal:1. A friend in need is a true friend.2. Bosom friends are rare.3. Let the students learn about the history of the German fascists3.Third, teaching important points and difficulties:Important points1. Training scanning and skimming and other reading skills.2. The true meaning of knowing friends and the problem of getting along with others.Difficulties:1. The training of reading skills.2. direct speech and indirect speechesPart 2. Students Analysis（学生分析）The senior one students have accumulated a certain vocabulary foundation in their junior high school English learning, and have mastered some simple learning strategies and skills, and have a preliminary ability of listening, speaking, reading and writing in English. However, the English level of students is uneven. Teaching should not only further cultivate the learning abilityof the top students, but also ensure that the students with weaker ability can understand, arouse their enthusiasm, make them willing to learn, and enjoy the fun in the process of learning. The topic of this class is closer to life, which can guide students to construct new knowledge experience and information input through cooperative inquiry learning on the basis of original knowledge and experience.Part 3. Teaching Methods Analysis（教学方法）According to my ss’ actual situation, I think the most important thing that I should do is to inspire them to participate in the class activities. I mainly adopt the following teaching methods:1.Task teaching method: combine the students' life experience and interest to design the corresponding task value, let the students learn the due knowledge and improve the language communication ability in the process of completing the task. At the same time, let the students take the questions to read, find out the relevant answers, and analyze and sort out their own point of view.2.Situational teaching: in Warming up, ask students to listen to songs about praising friends, or related videos, and talk about their feelings.3.Multimedia teaching: make full use of English teaching resources, such as recording, computer, multimedia, and etc., to expand students' learning channels, stimulate learning interest and improve teaching effect.We should encourage students' awareness of autonomous learning, make students harvest the fun of success, and enhance their self-confidence in learning English.Part 4. Teaching procedures (教学过程)According to the teaching objectives, I divide the teaching procedures into 6 steps.Step. Lead-in (5 min)Enjoy the song That’s What Friends Are For with the students. Ask the students to find out what it is about.Design purpose:through this task, lead the students the theme of the text "Friendship".Step 2. Pre-reading (8 min)Ask the students the following questions so as to begin to focus students’ attention on the main topic of the reading passage.1. Why do you need friends? Make a list of reasons why friends are important to you.2. What do you think a good friend should be like? List the good qualities a good friend should have.3. Does a friend always have to be a person? What else can be your friend?4. Have you ever considered making friends with animals, plants or even an object? Why or why not?(The teacher can also tell students some background before starting to read. This is a true story. It took place in Amsterdam, Holland in the early 1940s after German Nazis had occupied most of Europe. They killed many Jews. To avoid being killed, some Jewish families went into hiding, often with the help of non-Jewish friends. This is what Anne’s family did. ) Design purpose: through this task, narrow the scope of the topic, lead the students’ thinking to the text.Step 3. Reading Tasks (17 min)Task 1. Get the students to try to guess what Anne’s friend was and what the passage is aboutby reading the title and having a quick look at the pictures in this passage without reading it.Task 2. Get the students to skim the first two paragraphs to confirm their guessing.Task 3. Have the class to read the passage silently and then ask them to answer the following questions.1) What was Anne’s best friend? Why did she make friends with it?2) Did she have any other true friends then? Why?3) What is the difference between Anne’s diary and those of most people?4) Do you keep a diary? What do you think most people set down in their diaries?5) We are going to read one of Anne’s diaries, but before reading, can you tell me what the diary is about with the help of one key sentence in the second paragraph?Task 4. Reading Anne’s diary1) While reading, guess the meanings of “spellbound”, “hold me entirely in their power” from the discourse.2) After reading, ask the students how Anne felt in the hiding place and get them to give the two examples to show her feelings then.3) Choose the best answer according to the diary. (6 multiple choice exercises on the screen.)4)Ask the students to read the diary again and try to retell it. The retelling must include the information required below: who, when, what, why, howDesign purpose: through the four reading tasks, enable students to understand the text from different angles. Step 4 Post-reading (12 min)1. Get the students to do the exercises in the part Comprehending.This part helps students further understand the text by doing multiple choices, questions and answers, and matching.2. Group workThink about and work in groups to discuss the following questions.1) What would you do if your family were going to be killed just because they did something the Emperor did not like?2) Where would you plan to hide?3) How would you arrange to get food given to you every day?4) What would you do to pass the time?Design purpose: through this discussion, let students use and practice the friendship-related words, and form a consensus on friendship.Step 5 Consolidation (8 min)1.Books shut. Get the students to tell something about Anne.2.Books open. Get the students to discover useful words and expressions from the part Reading to complete the following sentences.Show the exercises on the screen or give out exercise papers.First get the students to do the exercises. Then the answers are given. The teacher can give them explanations where necessary.Design purpose: through this task, suggest the important language phenomena, vocabulary and phrases in the text.Step 6 Homework1. Read the passage again and try to retell it.2. Finish off the related Workbook exercises.3. Write one or two sentences to express your understanding of friends and friendship. Design purpose: consolidate巩固the reading text through this task.Part 5. Blackboard design (板书设计)1) Key words and sentences on the left hand2)Questions for reading 3) The main idea for each paragraph on the right hand。
孙锐 说课稿 高中英语必修一unit1 Reading 共32页
Emotional Attitude
• To have a deeper understanding of Ss' friendship so that they will cherish their friends more than before.
• To realize the cruelty of the war and the importance of the peace.
Culture Awareness
• To know more about the Second World War, especially the sufferings of the Jewish people by German Nazis.
Teaching Method
task-based teaching method communicative approach
•Step1: pre-reading •Step2: while-reading •Step3: post-reading •Step4: homework
•step1 pre-reading
guessing riddles
1.明日退去月相伴,石口破碎又一次。（打一词语） P朋u友rpose: to draw Ss's attention and liven up the atmosphere.
Teaching Objectives
• Language Skill
• To master the reading skill of skimming and scanning.
• To improve the writing skill of writing a letter • To practice Ss' speaking ability by oral
人教版高中英语必修一Unit 1-Unit 5全英说课稿
人教版高中英语必修一Unit 1-Unit 5全英说课稿引言本文旨在介绍人教版高中英语必修一Unit 1-Unit 5的授课方法和教学内容。
本套教材是高中英语必修课程中的一部分，内容涵盖了日常对话和基本语法知识，是高中英语研究的基础。
Unit 1： Friendship- 阅读理解：通过互动讨论和小组活动，学生了解和掌握友谊的重要性，以及如何在青少年时期建立和维持朋友关系。
- 写作：学生将研究如何写一封友谊的信，通过语言表达感情和分享重要时刻，增进彼此之间的理解。
Unit 2： English Around The World- 阅读理解：学生将了解英语在全球的使用情况，了解英语的进化历程和相关文化俗。
- 写作：学生将研究如何写一篇议论文，就英语在当今世界中的地位和作用发表自己的观点。
Unit 3： Travel journal- 阅读理解：通过阅读游记和旅行日记，学生将扩大英语词汇量和了解不同的文化和历史。
- 写作：学生将研究如何写一篇旅行日记，描述自己的旅行经历和感悟，提高英语写作的能力。
Unit 4： Amazing Science- 阅读理解：学生将了解科学发展的历史，以及人类对自然的探索和解释；学会如何从科学文章中获取信息。
- 写作：学生将研究如何写一篇科普短文，介绍感兴趣的科学领域的最新进展。
Unit 5： Music- 阅读理解：学生将了解音乐的历史和文化，掌握音乐相关的词汇和概念。
- 写作：学生将研究如何写一篇关于音乐的文章，和同学分享自己对音乐的喜好和见解。
结论本文介绍了人教版高中英语必修一Unit 1-Unit 5的授课方法和教学内容，通过丰富的教学活动和提高英语写作能力，全面提升学生的英语水平和综合素质。
必修Unit1_reading_说课稿英语
高一英语Unit1 Friendship——Reading 说课稿一、教学内容分析（一）知识背景及新课标、新教材1、本单元围绕友谊这一话题开展听、说、读、写多种教学活动在本单元中涉及到的话题有：人们为什么要交朋友，如何交朋友，怎样处理朋友的关系，生活在二战时期的安妮是如何渴望朋友，如何与朋友相处的等。
2、Reading部分承载着整个单元中最重要的语言和文化信息，也是教师在整个教学过程中需要重点处理的部分。
本文讲述了犹太女孩安妮为躲避纳粹的迫害而藏身于小阁楼中，并把日记当作自己的朋友，通过写日记来表达自己孤独和郁闷的心情。
通过阅读这篇课文，学生不仅要进行阅读技能的训练，学习一些新的词汇和短语的表达方法，还要去阅读过程中学习并欣赏英语语音的美感，感受主人公乐观自信的人生太度，纯洁美丽的心灵。
（二）教学目标1、知识技能①学习一些重要的新单词，短语和句式，如go in rough make+o+n作宾补 1、wonder whether/if一句式等②学会用英语谈论友谊2、能力目标提高学生的阅读能力并学会用一些阅读技能，如guessing key sentences ,skinning ,scanning and so on3、情感目标使学生意识到友谊的重要性，并通过阅读这篇短文学会珍惜友谊（三）教学重点1、培养学生的阅读技能，学会欣赏文学作品2、让学生在语境中学习并掌握文章中的词汇和短语3、提高学生的阅读技能（四）教学难点1、怎样提高阅读技能2、掌握make+o+oc二、教学方法1、任务型教学2、合作学习3、讨论三、具体教学步骤（一）导入（Lead-in）这一步骤的重点在于激发学生的兴趣活动方式：师生互动教师提问：What is important in your Life ?学生的答案会有money study time hip etc再问：DO you want to know he what important in my life?Listen to a song《朋友》导入的同时引出一句谚语：A friend in need is a friend indeed (拓展学生的知识)最后指出今天新学内容是Friendship(二)pre-reading问答形式：1、Why do you need friends?2、What do you think a good friend should be like?3、Does a friend always have to be a person?4、Have you ever considered making friends with animals, plants or even an object?看阅读文章的标题猜猜安妮的朋友是谁介绍这篇文章的写作背景，二十世纪四十年代纳粹德国统治欧洲大部分地区。
Unit 1 Teenage life Reading and thinkingthe说课稿高中英语
新人教版必修一Unit1 Teenage lifeReading and thinking---The freshman challenges 说课稿Good even ing,honorable judges.It’s my great honor to share my lesson design with you. The content of my lesson is Senior English Book 1 Unit 1 Teenage life Reading and thinking part. My lesson design includes7 sections. They’re teaching background, teaching objectives, key and difficult points of teaching, teaching methods, teaching procedures, blackboard design as well as teaching reflection.1.Teaching background1)Theoretical basisFirst, let me talk about teaching background, which includes 3 parts--theoretical basis, analysis of material and analysis of students. The first theory I depend on is English Subject Core Competence,which emphasizes the importance of developing students’ language ability, learning ability,thinking capacity and cultural awareness. All of this can be shown in learning activities. The second is the View of English Learning Activities, which sets a solid foundationfor my teaching procedure.The activities I designed are graded from easy ones to difficult ones. The third theory I’m based on is Constructivism Learning Theory. It is students-centred, focusing on capacity building and emphasizes the situational scene of knowledge. Besides, it focus on cooperative learning and integrated learning activities. All of these ideas can be shown in the learning activities.2)Analysis of materialThenI analyze the teaching material from three dimensions what how and why.What covers the theme and the content. The theme of this section is humans and self. The type of this section is reading and thinking. It's a narrative in the first person whose topic is the freshman challenge. How involves the structure of the text. It’s general and specific.Why refers to the intention of this text, which aims to develop students positive attitude towards challenges and to compare school lives at home and abroad.3)Analysis of studentsThen I adopt SWOT model to analyze the target students. The students are freshman in senior one at Enping No.1 Middle School. They are active to create and eager to explore. Meanwhile, they have the similar experience while the weakness is that they have difficulty in understanding the cross culture knowledge, such as soup kitchen.Besides they will learn from Adam about how to overcome challenges in their school lives.Moreover, to improve their ability of reading and express their challenge and school lives in English is a potential challenge for them.2.Teaching ObjectivesBased on the analysis of teaching material and target students, the teaching objectives are designed as follows, which highlight the CoreCompetence and reflect the cognitive levels.By the end of the class students should be able to:(1)Know some words and phrases related to challenges through theme-based reading, such as freshman, suitable, confusing, freshman and so on.(2)Enhance thinking ability, such as creative and critical thinking throughprediction, further thinking and discussion.(3)Sort out and introduce the information about challenges through a mind map(4)Develop a positive attitude towards challenges in life3.Key and Difficult pointsThekey points are through theme-based reading, students can acquire information about challenges in three aspects —“What”, “How” and “Attitude”.Through a mind map, students can sort out and introduce the information about challenges. Through thought-inspired questions, students can develop a positive attitude towards challenges in life. To sort out and introduce the information about challenges through a mind map is difficult.4.Teaching MethodI will use situational language teaching, task-based language teaching method and communicative language teaching in this lesson.5.Teaching ProcedureIn my teaching design, there are 3 periods--learning, applying and transferring.I will explain them step by step.To start with, they can see a picture of the Wechat history with Adam and answer the questions based on it to lead in the topic, which also helps to relate to their personal experience. In the second step, students are required to predict the quality of Adam and what the passage is mainly about based on the pictures and title. In the third step, student should read for the main ideas with skimming skills,and step 4 is reading for the detailed information. They are asked to draw a mind map with the given clues, which can develop their integrated learning ability, language ability and thinking quality. The fifth is further thinking, they can infer what kind of person Adam is and find the supporting details by cooperating with their group members. Later share the answer on the blackboard, developing their cooperative learning ability, thinking quality and cultural awareness. After that, ask students to discuss about their own freshman challenges, which is a good way to relate to their reality and put what they have learned into practice. A presentation of their works is followed，in which students' communication ability and thinking ability are improved. Students' works are added on the blackboard to further improve the mind map and realize the learning process of "co-construction between teachers and students". Finally, I extend to the challenges in life, which aims to deepen their understanding of challenges and hold a positive attitude towards all the challenges they face in their lives.When the class comes to an end, the students are required to finish the checklist on the handout to see what they have learned through this lesson. Their homework is to write their challenge report. This is an output, consolidating knowledge and laying a foundation for the later learning of this unit.6.Blackboard DesignThis is my blackboard design, a mind map. Through the cooperation between teachers and students, a knowledge network based on the topic context of "challenges" is constructed. Generative learning outcomes give students a moreintuitive and in-depth language experience.7.Teaching ReflectionStudents have a clear knowledge network based on the topic context of "challenges" . In general, all the activities are well organized and the students are active in the whole class. However, they find it hard to draw a mind map. Because time is limited, there is a lack of further exploration of the theme. I will have them trained to draw mind maps and read more materials about challenge.That’s all for my teaching design. Thank you for your attention.。
外研社高一英语必修一unit1说课稿资料讲解
教学重难点
教学重点： 依据课程标准要求和本节教材实际， 并结合学生的实际，本节课一是要兴趣为主， 二是训练学生的口语表达能力。
教学难点：一是新词汇较多，较难掌握；二是 通过学生素质参差不齐，口语表达部分有可能 达不到效果。
本堂课以启发式教学思想作为指导思想，讲授 法与陶冶法相结合，通过教师口头讲述与课外 材料的阅读与欣赏，激发学生兴趣，开展课堂 积极活跃的学习；
ending~
此课件下载可自行编辑修改，仅供参考！ 感谢您的支持，我们努力做得更好！谢谢
教学目标
知识与技能目标： 1.学习掌握与学科相关的词汇并学会表达自己 的喜好。 2.通过回答Speaking模块提出的问题，对中美高中学习 方式的区别进行口头描述
过程与方法目标： 1.通过听，读，英汉互译的小卡片游戏等活动学习词汇。 2.通过小组抢答的方式完成中美高中差异的讨论。
情感、态度与价值观目标： 通过这一课的学习，激发学习的积极性，克服部分同 学学英语的畏难心理，为今后的学习打下好的基础。
另外，还采取了讨论法，以小组为单位完成任 务单位，学生在课堂中进行感知、体验、实践、 参与合作，培养学生实践与合作能力，为今后 学打下良好基础。
选择教学手段时，考虑到目的性、实用性、可 操作性和新颖性，教具使用如下：
1.PPT演示 2.用以播放听力的录音机 3.写有本课重点词汇的硬纸卡片 4.小组竞争优胜组奖品
science langu academ your favourite Your
subjects ages ic
ect
difficult
subjects
subjects
教师抽取学生进行对话 速记小卡片小组抢答
Speaking 根据图片对中美高中的区别进行口头描述
2023年高一英语说课稿
2023年高一英语说课稿2023年高一英语说课稿1尊敬的各位领导、各位老师：大家好！我说的课题是高中一年级英语上册第1单元Good friends的第一课时Warming up &Listening。
我说课的内容包括三部分，一是教材分析，二是说教法，三是说教学程序。
一、教材分析1、单元背景分析“朋友”对我们当中任何一个人来说都是非常重要的，是生活当中不可缺少的。
如果我们能够交到真正的朋友，我们一定会生活得很开心。
对于高一的新同学来说，离开父母来到新的学校，与新的老师和同学相处，开始新的生活，更需要结交新的朋友，并与同学建立友好关系，学会相互交往，才能更好的适应新的环境。
2、教材内容分析本课是高中一年级英语上册，unit 1 Good friends中的warming up和listening.本单元的中心话题是“朋友”，具体涉及“什么是好朋友？”、“如何交朋友”等。
本课的语言知识及语言技能主要是围绕“朋友”这一中心话题进行设计的。
本课时主要分为两部分：1）warming up（热身）“热身”部分设计了三个问题让学生讨论好朋友应该具备什么样的品质，并要求学生简单地描述自己和自己的一位好友。
这部分的目的有两个，一是呈现本单元的中心话题——朋友，帮助学生在大脑中形成一个有关“好朋友”的信息包；二是复习或学习有关描述好朋友的形容词和句型。
2）Listening（听力）“听力”部分提供了三段朋友之间的对话，朋友之间互相帮助，但常会发生矛盾。
这个听力练习要求学生听完录音后能够弄清“发生的问题”并找出解决的办法。
本部分有助于引导学生客观认识友情：好朋友之间建立友谊的同时也可能产生矛盾。
3、教学重点1）、运用所给的形容词和句型来描述其中一位好朋友。
2）、通过听三个不同情景的对话完成句子。
4、教学难点1）、与同伴相互合作，并对其中一位好朋友进行描述。
2）、与同伴一起讨论并找到解决问题的方法。
5、教学目标根据课文特点及新课标对高一年级学生英语学习能力的要求，本课的教学目标我定为以下几方面：一、语言知识目标，二、语言技能目标，三、情感目标。
NEFC BOOK1 UNIT 1高一英语说课稿
NSEFC BOOK1 UNIT 1FriendshipReading and comprehendingLong Nan Middle School Xiao GuihuaGood morning, ladies and gentlemen. Today I’ll share my ideas about how to teach reading.In the teaching process, I’ll focus on students’ long-term development and enable them to use proper reading skills.My teaching plan includes four sections. They are analysis of the reading material, identifying the teaching aims, teaching methods and teaching procedures.Section 1: Analysis of the teaching materialThe selected teaching material is from a girl’s diary. It’s taken from NSEFC Unit 1of Friendship. Today I’ll finish the part of Reading and Comprehending. The part of reading is the diary of Anne Frank, It reveals Anne’s longing for a normal life after having been in her hiding place for almost two years. In the diary she explains how much she especially missed going outside and enjoying nature. The part of comprehending are some exercises about reading.Section 2: Identifying the teaching aims.Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lessons:The first aim: Let students understand the Jews’ terrible fate during WorldWar II.The second aim: Let students understand Anne’s feelings that she wanted to beclose to nature、freedom、and friends badly.The third aim: Let students learn to enjoy literature and develop their readingskills.The forth aim: Let students learn the new words and phrases from the context.Section 3: Teaching methodsIn order to achieve the teaching aims mentioned above, I decided to choose guided reading and task-based teaching as the main teaching methods.Section 4: Teaching proceduresThe teaching procedures includes five steps.Step 1: Lead-in1,Show a list of people and ask “Who do you want to be your best friend?”is no body around us. If so, what can be your friend? (Students can discuss in groups )3,Tell the students that there was a girl named Anne Frank. Her best friend wasn’t a person. Let students listen to the tape of paragraph 1 and answer the question. “What was Anne’s best friend?”Step 2: Introduce the background of Anne Frank1, Let students read paragraph 2 and find the answer to the question “Why did Ann made her diary her best friend?”2,Show Anne’s story on the screen to let students know something more about Anne’s background.Step3: Let students understand Anne’s feelings to the nature.1,Let students imagine and answerIf you have to stay at a small room for a long time and you can’t go out, what would you miss most? Give your reasons. (Students can discuss in groups )’s feelings. At first let students discuss in groups and then help them get the answers.When Anne didn’t dare open the window to see the moon ,maybe she felt sad、homesick、lonely、eager、and so on.When Anne happened to see the dark, rainy evening, the wind, thethundering clouds ,maybe she felt excited、enthusiastic、anxious and so on.Let the students think about the question “What’s the main idea of paragraph 2 in Anne’s diary?”(It described Anne’s longing for nature) 3,Let students read the last paragraph with the question “Was Anne satisfied with the way to feel the nature by looking out of the window?”What was her opinion?Step4: Guess the meaning from the context.I get students to guess the meaning of the five words or phrases from thecontext.1, get through____________________________________________2, could never have kept me spellbound______________________________________________3,on purpose_____________________________________________4,gave far too much light______________________________________________5,held me entirely in their power________________________________________________Step5: Responding to the text1,get the students to read the text again and finish the exercise1 and exercise 2.2, Let the students think if it’s the best way to keep a diary. If they are in the same situation ,what else could they do?Homework:Have you found any phrases or sentences in this passage that explain a situation or describe a person or a place particularly well? What are they? Let’s share them next class.。
外研社高中一年级英语必修一unit1说课稿
science langu academ your favourite Your
subjects ages ic
subject
difficult
subjects
subjects
教师抽取学生进行对话 速记小卡片ቤተ መጻሕፍቲ ባይዱ组抢答
Speaking 根据图片对中美高中的区别进行口头描述
课外阅读材料链接
Unit 1 My First Day at Senior High
——listening and speaking
说课内容
说教 材
说教 学方
法
说教 学手 段
说教 学过 程
说板 书设 计
01 02 03 04 05
1、教材的地位与作用 2、教学目标 3、教学重难点
教材的地位与作用
本单元My First Day at Senior High是外研社高一英语必修 一的第一单元，今天学习的 是Introduction模块和 Speaking模块。两个模块主 要的话题是对于学科的喜好 和中美高中之间的差别。作 为高中第一堂英语课，这节 课显得至为重要，不仅仅在 于要学习新的内容，更要激 发学生们的学习兴趣，帮助 克服部分同学学英语的畏难 心理，为今后的学习打下好 的基础。
ending~
放映结束 感谢各位的批评指导！
谢 谢！
让我们共同进步
1、导入 2、呈现 3、练习 4、作业
In the new school, you must see many new things. let‘s see some pictures about the new life.
mnnieleitwarysfrctiehraoniondlisng(军训)
unit1FriendshipReading说课稿（人教版英语高一）
unit1FriendshipReading说课稿（人教版英语高一）Unit 1 Friendship Reading1.Make a list of reasons why friends are important to you.知识① 本句是一个祈使句，包含一个由why 引导的定语从句，why=for which, 在从句中做原因状语。
知识② make a list of 相当于list，意为“列单子”。
List 作名词，意为“表，目录，名单”；也可作动词，意为“列表”。
You should make a list of things you must do.The secretary lists her boss's arrangements for the week,拓展有许多有make同表示动作的名词搭配所构成的短语，其意义相当于表示动作的动词。
如：make an answer = answer make a change = changemake an arrangement = arrange 安排 make a wish = wish 祝愿例题追踪If you can ______ several names of his good friends, we will find out if he gets on well with others.make B.take C.list D.change知识③reason n.“理由；原因；理性”。
先行词为reason时，定语从句的引导词不一定用why，这取决于它在从句中所做的成分：若引导词在从句中做主语、宾语或表语，用which或that（做宾语时，关系词可省去）；若引导词在从句中做状语，用why 或for which。
We aren't going for the simple the reason that we can't afford it.I can list a few reasons about why I was late for school.【注意】reason 做主语时，后面的表语从句只能由that引导，不能用because，即：The reason (why...) is that...【必记】--- What is the reason for your absence?--- The reason for my absence is that I was ill.归纳终结for some reason.....处于某种原因He didn't tell me the answer for some reason.reason for ( doing/ to do) sth 做。
必修一英语unit1的说课稿
必修一英语unit1的说课稿在编写必修一英语Unit 1的说课稿时，我们需要确保内容涵盖了教学目标、教学内容、教学方法、教学过程、教学评价等方面。
以下是一份可能的说课稿示例：# 教学目标1. 知识与技能：学生能够掌握本单元的核心词汇和短语，理解并运用本单元的重点语法结构。
2. 过程与方法：通过多种教学活动，培养学生的听说读写能力，特别是口语交流能力。
3. 情感态度与价值观：激发学生学习英语的兴趣，培养跨文化交流的意识和能力。
# 教学内容- 核心词汇和短语：包括与本单元主题相关的词汇，如问候、日常用语等。
- 重点语法：如一般现在时态、现在进行时态等。
- 阅读材料：选取与主题相关的阅读文章，培养学生的阅读理解能力。
- 听力材料：通过听力练习，提高学生的听力理解能力。
- 口语活动：设计角色扮演、小组讨论等活动，加强口语实践。
# 教学方法- 任务型教学法：通过完成具体任务，让学生在实践中学习语言。
- 合作学习：鼓励学生小组合作，共同完成学习任务。
- 情景教学法：创设真实或模拟的情景，让学生在情景中使用语言。
- 多媒体教学：利用多媒体资源，如视频、音频等，丰富教学内容。
# 教学过程1. 导入新课：通过提问或展示图片，激发学生对本单元主题的兴趣。
2. 呈现新知：通过讲解、示范等方式，呈现本单元的新词汇和语法点。
3. 练习巩固：设计形式多样的练习，如填空、转换句型、角色扮演等，帮助学生巩固新知。
4. 应用实践：通过小组讨论、情景对话等活动，让学生在实际语境中运用所学知识。
5. 总结反馈：对学生的学习情况进行总结，并给予及时的反馈和评价。
# 教学评价- 形成性评价：通过课堂观察、口头提问等方式，了解学生的学习情况。
- 总结性评价：通过单元测试、作业检查等方式，评估学生对本单元知识的掌握程度。
# 教学资源- 教科书、练习册- 多媒体课件- 网络资源，如在线词典、英语学习网站等# 教学反思- 教学过程中应注意学生的反应，及时调整教学策略。
必修1英语unit1说课稿
必修1英语unit1说课稿在准备必修1英语Unit 1的说课稿时，我们需要关注几个关键点：课程目标、教学内容、教学方法、学生活动以及评估方式。
以下是针对Unit 1的说课稿内容：课程目标：1. 学生能够理解并使用本单元的核心词汇和短语。
2. 学生能够掌握本单元的重点语法结构。
3. 学生能够通过听力、口语、阅读和写作活动提高英语综合运用能力。
4. 培养学生的跨文化交际意识和批判性思维能力。
教学内容：1. 词汇：本单元将介绍与日常生活相关的词汇，如家庭成员、日常活动等。
2. 语法：重点讲解一般现在时、现在进行时等时态的使用。
3. 听力：通过听力练习，学生能够理解不同口音和语速的英语对话。
4. 阅读：选取与主题相关的短文，提高学生的阅读理解能力。
5. 口语：通过角色扮演和小组讨论，提高学生的口语表达能力。
6. 写作：练习写日记、书信等，培养学生的写作技巧。
教学方法：1. 互动式教学：鼓励学生参与课堂讨论，通过问答、小组合作等形式提高参与度。
2. 任务型教学：设计贴近学生生活的任务，让学生在完成任务的过程中学习语言。
3. 多媒体教学：利用视频、音频等多媒体材料，丰富教学内容，提高学习兴趣。
学生活动：1. 词汇游戏：通过词汇接龙、拼写比赛等游戏活动，巩固新学的词汇。
2. 角色扮演：学生根据阅读材料或听力材料，进行角色扮演，加深对语言的理解。
3. 小组讨论：围绕特定话题，学生进行小组讨论，提高口语交流能力。
4. 写作练习：学生根据给定的写作任务，练习写作，教师提供反馈和指导。
评估方式：1. 形成性评估：通过课堂参与、小组活动和口头报告等形式，评估学生的学习过程。
2. 总结性评估：通过单元测试、写作作业等，评估学生对本单元知识的掌握程度。
通过上述教学设计，我们期望学生能够在轻松愉快的氛围中，有效地掌握本单元的英语知识，并提高英语的综合运用能力。
请注意，这只是一个示例说课稿，具体内容应根据实际教学大纲和学生情况进行调整。
高中英语必修1说课稿
高中英语必修1说课稿尊敬的各位老师、同学们，大家好！今天我要为大家说课的是高中英语必修1的课程内容。
本课程是高中英语教学的基础部分，旨在帮助学生巩固和提高初中阶段所学的英语知识，同时为后续的学习打下坚实的基础。
接下来，我将从教材分析、教学目标、教学方法、教学过程以及评价与反思五个方面进行详细的阐述。
一、教材分析高中英语必修1的教材内容涵盖了词汇、语法、听力、口语、阅读和写作六个方面。
教材中的文章选材广泛，内容丰富，既有生活化的话题，也有文化性和思考性较强的内容。
这些内容不仅有助于学生提高英语语言技能，还能拓宽他们的视野，增进对不同文化的了解。
二、教学目标1. 知识与技能目标：学生能够掌握本册教材中的核心词汇和语法结构，提高听说读写的综合运用能力。
2. 过程与方法目标：通过各种教学活动，培养学生自主学习的能力，激发他们学习英语的兴趣。
3. 情感态度与价值观目标：帮助学生树立正确的英语学习态度，培养他们的跨文化交际意识和合作精神。
三、教学方法1. 任务型教学法：通过设计贴近学生生活实际的任务，让学生在完成任务的过程中学习和使用英语。
2. 合作学习法：鼓励学生进行小组合作，通过交流和讨论，共同解决问题，提高英语交流能力。
3. 多媒体辅助教学法：利用多媒体资源丰富教学内容，提高课堂效率，激发学生的学习兴趣。
四、教学过程1. 导入新课：通过图片、视频或情景模拟等方式，创设情境，激发学生的学习兴趣，为新知识的学习做好铺垫。
2. 呈现新知：清晰地讲解新词汇和语法点，利用例句和语境帮助学生理解和记忆。
3. 操练巩固：设计各种练习活动，如填空、连线、角色扮演等，让学生在实践中巩固新学的知识。
4. 产出应用：通过写作、演讲、辩论等形式，让学生将所学知识运用到实际中，提高语言运用能力。
5. 总结反馈：对学生的学习进行总结，给予及时的反馈和评价，帮助他们找出不足，明确努力方向。
五、评价与反思1. 形成性评价：通过课堂观察、小测验、作业等方式，了解学生的学习进度和掌握情况，及时调整教学策略。
人教版高中英语必修1-Unit-1-reading说课稿
Unit 1 Friendship -Reading一、教材分析1、这节课使用的教材是新课程标准实验教材高中英语必修1，这套教材是在任务型语言教学理念的基础上编写的，它以话题为主线，贴近学生生活，贴近真实的教学行为，它的语言教学理念是强调语言的运用，促进学生自主学习，发展学习的策略，培养创新精神突出实践能力。
2、本节课是第一元的第二课时，中心话题是友谊。
阅读（Reading）部分摘自《安妮日记》，讲述了犹太女孩安妮把日记作为朋友，倾诉自己内心感受的一段故事：二战中为躲避纳粹的迫害，她和家人不得不藏身于荷兰阿姆斯特丹的一个小阁楼里，不能于外界接触，周围又没有可以推心置腹，与之深谈的朋友。
孤独之中她将日记作为朋友倾诉衷肠，在写日记的过程中寻求解决问题的方法二、教学潜在对象的学情分析高中生注意力具有一定的稳定性，观察具有一定的目的性、系统性和全面性，初步完成了从具体思维到抽象思维的过渡，喜欢富有个性的教学设计，已不满足老师教材的简单重复与重现，同时自我意识增强，不但在乎别人对自己的评价更渴望得到关注和赞赏。
高一的新生应该有较强的表现欲望和求知的欲望，特别经过了中考总复习和新课改理念的熏陶和实践，已经具有一定的自主合作和探究的能力，具有了一定的英语语言知识和英语运用的能力，具备了用英语思考和表达的基本技能。
基于教学对象以上特点的思考，设计本课时，将以朋友的身份走近他们，用基础的语言启发他们，对教材进行个性化的整合处理，消除他们的心理障碍，以轻松谈话开始，以愉快的交流展开合作，以快乐的约定来结束本课。
三、教学目标与教学重难点根据《新课程标准》总目标的描述，结合高一学生实际和本课时的教学内容，按照知识与技能，情感与态度，过程与方法，将本节课的教学目标确定如下：①知识与技能：1.掌握重点词汇和短语feeling, German, series, outdoors, crazy, nature, purpose, dare, entirely, power, trust, indoors, suffer, teenager, habit, situation, advise, editor, communicatego through, set down, a series of, be crazy about, on purpose, in order to, face to face, according to, get along with, fall in love, join in, advise sb. on重点句子I stayed awake on purpose until half past eleven one evening in order tohave a good look at the moon for once by myself,I wonder if it’s because I haven’t been able to be outdoors for so ling that I’ve grown so crazy about everything to do with nature.2.通过skimming，careful reading ，generalization ，inference 等阅读技能训练，提高阅读能力和阅读技能，培养学生获取信息、处理信息、运用信息进行推理、判断的能力。
(完整)牛津高中英语模块一第一单元Reading说课稿
A Teaching Plan Speech for the Reading part of Unit 1Good morning, teachers.My name isXX. Today, I ’ ll talk about how to teache Reading part of Unit 1, School Life in the UK, inthe student’s Book 1. It is made up of four parts.The first part is the analysis of the teaching material.This articlr is from a school magzine written by an exchange student. After studying in the UK for one year, she gives us a brief but clear description about what school life in the UK is like from her own experience. The Reading Strategy of this unit teaches students two basic reading skills, skimming and scanning. Students are expected to master the two skills and to apply them to their future study.Teaching aims:XXXXTeaching important points:XXXXTeaching difficult points:XXXXThe second part is about my teaching theories,methods and aids.While dealing with this lesson, I’ ll do my best to carry out thetheories:following1.Make the Ss the real masters in class while the teacher acts as director.bine the language structures with the language functions.3.Let the students receive some moral education while they are learning the English language.Teaching method:Question-and-answer activity teachingmethod Free discussion methodPair work or individual workTask-approach teachingmethod Teaching aids:a projectora tape recordermultimedia theblackboardPart three is the teaching procedures of this part.1. Lead-in:1.1 Show some pictures and movies about school life in the UK1.2 Ask students to present the information they have collected before1.3 Ask them to discuss the differences and to try to think of the reasons.2. Reading comprehension:2.1 Ask students to go through the article as quickly as possible and to try to finishPartA Inform them to only focus on and identify the information needed.2.2 Ask students to reread the whole text. Then let them answers some questions on the multimedia and check the answers as a class. These questions will check students’ability to read and locate specific information.(Q1What time do British schools usually begin? What time do they usually end?Q2: On average, how many students are there in a class in the UK?Q3:Why did Wei Hua find her homework difficult at the beginning of her study in the Uk?Q4: What do British students usually eat after their main meal?Q5: Which British city did Wei Hua go to?)2.3 Have the students listen to the tape recorder, and ask them to pay attention to the toneand pronounciation.2.4 Have students do some exercise in order to arouse their interest and enhance theirfurther comprehension.A. What specific aspects are mentioned in the text? (teachers, classmates, friends, subjects, homework/assignments, grades, timetable, activities, school facilities, host family, food, hobbies, customs, traditions,festivals)B. Diagram(on the blackboard)On the first dayTeachersSize of a classroomSubjectsFoodWei Hua ’s feeling and progress2.5 Make students focus on the above two exercises, and let them discuss the reading methods they use to do the two exercises.2.6 Have students focus on the Reading Strategy on P3.Tell them that skimming is to look at the titles and headlines, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and charts to get a general idea of whata text is about. And scanning is to focus on keywords and phrases, dates, numbers, etc. to find certain information in a text quickly.2.7 Have students be familiar with some language points(blackboard) in the text and then givethem some examples sentences.A. experience(line 2): countable nounC. way(9)E. sound(11): linking verbG. for free(29)2.8 Ask students do an activity: Interview Wei HuaThis activity help students improve their imagination.B. attend(6) D. earn(10)F. as as(20) H. miss(42): verbMr Heywood Miss Burke2.9 Have students discuss what aspects may be included if they write an acticle about the differences of school life betwween UK and China.3.Homework:A.Write the article discussed before.B.Do the exercises in the Workbook.C.Retell the text.Part 4 is the blackboard design.Reading: School life in the UKDiagram:On the first dayTeachers Mr HeywoodMiss BurkeSize of a classroomSubjectsFoodWei Hua ’s feeling and progressLanguage Points:A. experience(line 2): countable noun C. way(9)E. sound(11): linking verbG. for free(29)B. attend(6)D. earn(10)F. as as (20) H. miss(42): verb。
高中英语必修1_说课稿
Unit 1My presentation consists of three parts:Part 1 is analysis of the teaching material, part 2 is myteaching methods and the last part is teaching procedures.Part 1. Analysis of the teaching materialIn this part, I’ll talk about my u nderstanding of the teaching material, teaching objectives, key and difficult points.a)my understanding of the teaching materialThe topic of unit 1 is friendship, a very familiar topicfor students. The reading text---Anne’s best friend shows Ss a special kind of friendship, friendship between a girl and her diary. By reading the text, Ss can not only improve their language knowledge and ability, increase their awareness ofthe importance of friendship but also acquire some culturaland historic knowledge about the Jewish people and German Nazis.teaching objectivesAccording to the teaching material, I set three teaching objectives.Knowledge objective: help Ss memorize and learn the usage ofsome important words, expressions,and grammatical structureslike“it’s the first time that”，and broaden their knowledge of the Jewish people’s sufferings in the history.Ability objective: to train Ss’s reading ability such as fast reading, intensive reading, and information-gathering and summarizing ability.Moral objective: by studying the text, Ss would be able tounderstand the im portance of friendship, learn to cherish and maintain friendshipb)Key and difficult pointsThe key point is to get Ss familiar with the usage of important words, expressions and the difficult point is to help Ssmaster some c omplex grammars, such as the word it used as formal subject and present participle used as attributes.Part 2 my teaching theories, methods and aids:Ss should always be put in the predominant position of learning and teachers should play a leading role in instruction. Therefore, I will use question-and-answer activity teachingmethod, free discussion and pair work method to inspire Ss’s self-learning. During the class, I will draw Ss’s attention to important points by asking them some q uestions and let them find answers by themselves. They will learn important anddifficult points through analyzing, discussion andsummarizing.As for teaching aids, I will use OHP(overhead projector), PowerPoint, and tape recorder.Part 3 teaching proceduresStep 1: lead-in and pre-reading(Unit 1)First, I’ll ask Ss some questions about their friends---“who is your best friend?” “What do you like most about your friends?”“Are you good to your friends?” then I will ask Ss to do the warming-up exercise. After that I will let them discuss in groups about their answers.After their discussion I will acquaint them with some background knowledge about German N azis and the Jewish history to get them prepared for reading the text.Then we will move on to:Step 2 while-readingThis step is divided into 2 parts---fast reading and carefulreading. Before fast reading I will ask them some simplequestions about the details in the text. These questionsserve as clues for them to follow while reading and will helpimprove their skimming skills. Then I will ask them to readthe texts again and retell or summarize the reading material. Step 3 post-reading and extensionIn this part students are instructed to focus on language usage and background knowledge. I will explain the usage of somekey words, expressions and grammatical structures and also help them better understand the true meaning of friendship. Step 4 homeworkI will ask Ss to finish the exercise on Page 4 and 5/to consolidate what we have learnt. Also they are required toreview the learnt lesson and underline the key words and phrases in the next text.Unit 2Now I’d like to talk about my teaching ideas. The teachingmaterial I’m going to talk about is taken fr om N SEFC book one. It’s the reading part of unit two The Road to Modern English My presentation consists of three parts:Part 1 is analysis of the teaching material, part 2 is myteaching methods and the last part is teaching procedures.Part 1. Analysis of the teaching materialIn this part, I’ll talk about my u nderstanding of the teaching material, teaching objectives, key and difficult points.a)my understanding of the teaching materialThe t opic of unit 2 is English language and its development. The reading text---The Road to Modern English tells about the development of English language in history and different English dialects. By reading the text, Ss can not only improve their language knowledge and ability, but also acquire somecultural and historic knowledge about English dialects.teaching objectivesAccording to the teaching material, I set three teaching objectives.Knowledge objective: help Ss memorize and learn the usage ofsome i mportant words, expressions of racial discrimination in history.the difficult point is to make Ss fully understand the reading text by adding background knowledgePart 2 my teaching theories, methods and aids:Ss should always be put in the predominant position of learning and teachers should play a leading role in instruction. Therefore, I will use question-and-answer activity teachingmethod, free discussion and pair work method to inspire Ss’s self-learning. During the class, I will draw Ss’s attention to important points by asking them some q uestions and let them find answers by themselves. They will learn important anddifficult points through analyzing, discussion and summarizing.As for teaching aids, I will use OHP(overhead projector), PowerPoint, and tape recorder.Part 3 teaching proceduresStep 1: lead-in and pre-readingFirst, I’ll give Ss some examples of English dialects, suchas football and soccer, shop and store, and let Ss guess whether they belong to British dialect or American dialect. Then Iwill them videos taken from American and British movies. From the videos Ss could compare and discuss the differences between American accent and British accent. After their discussionI explain to them how these differences occur to get themprepared for reading the text.Then we will move on to :Step 2 while-readingThis step is divided into 2 parts---fast reading and carefulreading. Before fast reading I will ask them some simplequestions about the details in the text. These questionsserve as clues for them to follow while reading and will helpimprove their skimming skills. Then I will ask them to readthe texts again and retell or summarize the reading material. Step 3 post-reading and extensionIn this part students are instructed to focus on language usage and background knowledge. I will explain the usage of somekey words, expressions and grammatical structures and also help them better understand how English language developed throughout the history and its role in modern societyStep 4 homeworkI will ask Ss to finish the exercise on Page11 and 12to consolidate what we have learnt. Also they are required toreview the learnt lesson and underline the key words and phrases in the next text.Untie threeNow I’d like to talk about my teaching ideas. The teachingmaterial I’m going to talk about is taken from NSEFC book one. It’s the reading part of unit three Journey Down the Mekong My presentation consists of three parts:Part 1 is analysis of the teaching material, part 2 is myteaching methods and the last part is teaching procedures.Part 1. Analysis of the teaching materialIn this part, I’ll talk about my u nderstanding of the teaching material, teaching objectives, key and difficult points.b)my understanding of the teaching materialThe topic of unit 3 is travelling. The reading text---Journey Down the Mekong is taken from a travel journalby a boy named Wang Kun. It describes he and his sister’s dream and their travel plan. By reading the text, Ss can notonly improve their language knowledge and ability, but alsoacquire some geographic knowledge about Mekong River.teaching objectivesAccording to the teaching material, I set three teaching objectives.Knowledge objective: help Ss memorize and learn the usage ofsome important words, expressions ever since, persuade, makeup one’s mind and emphatic patternAbility objective: to train Ss’s reading ability such as fast reading, intensive reading, and information-gathering and summarizing ability.Moral objective: by studying the text, Ss would be able toappreciate the beauty of rivers and other landscapes in ourcountry and understand the importance of nature to our life,and therefore enhance their awareness of environmental protection.c)Key and difficult pointsThe key point is to get Ss familiar with the usage of important words, expressions andthe difficult point is to help Ss mastersome important grammars, such as the emphatic pattern and present participle used as accompany adverbial.Part 2 my teaching theories, methods and aids:Ss should always be put in the predominant position of learning and teachers should play a leading role in instruction. Therefore, I will use question-and-answer activity teachingmethod, free discussion and pair work method to inspire Ss’s self-learning. During the class, I will draw Ss’s attentionto important points by asking them some q uestions and let them find answers by themselves. They will learn important anddifficult points through analyzing, discussion and summarizing.As for teaching aids, I will use OHP(overhead projector), PowerPoint, and tape recorder.Part 3 teaching proceduresStep 1: lead-in and pre-readingFirst, I’ll ask Ss some q uestions related to the reading text. for example “have you ever travelled to some b eautiful riversin China?” I will spare 3 minutes for them to discuss witheach other and answer my q uestions. Then I will show them some pictures of important rivers in the world and the map o f Mekong River to arouse their interest in reading the text.Then we will move on to :Step 2 while-readingThis step is divided into 2 parts---fast reading and carefulreading. Before fast reading I will ask them some simplequestions about the details in the text. These questionsserve as clues for them to follow while reading and will helpimprove their skimming skills. Then I will ask them to readthe texts again and retell or summarize the reading material. Step 3 post-reading and extensionIn this part students are instructed to focus on language usage and background knowledge. I will explain the usage of somekey words, expressions and grammatical structures and also, to train their summarizing ability, I will ask them to describe the characteristics of Wang Kun and his sister.Step 4 homeworkI will ask Ss to finish the exercise on Page 20 and 21 to consolidate what we have learnt. Also they are required toreview the learnt lesson and underline the key words and phrases in the next text.Untie fourNow I’d like to talk about my teaching ideas. The teachingmaterial I’m going to talk about is taken from NSEFC book one. It’s the reading part of unit four A Night the Earth Didn’t SleepMy presentation consists of three parts:Part 1 is analysis of the teaching material, part 2 is myteaching methods and the last part is teaching procedures.Part 1. Analysis of the teaching materialIn this part, I’ll talk about my u nderstanding of the teaching material, teaching objectives, key and difficult points.d)my understanding of the teaching materialThe topic of unit 4 is basic knowledge about earthquakesand how to protect oneself and help others in disasters. The reading text--- A Night the Earth Didn’t Sleep describes the Tangshan earthquake. By reading the text, Ss can not onlyimprove their language knowledge and ability, but also acquire some knowledge about earthquake.teaching objectivesAccording to the teaching material, I set three teaching objectives.Knowledge objective: help Ss memorize and learn the usage ofsome important words, expressions as if, the number of and attributive clause and enlarge their knowledge of earthquakeAbility objective: to train Ss’s reading ability such as fast reading, intensive reading, and information-gathering and summarizing ability.Moral objective: by studying the text, Ss would be able toencourage Ss to help each other in disaster and recognize thesigns of earthquake.e)Key and difficult pointsThe key point is to get Ss familiar with the usage of important words, expressions and 1. the the difficult point is to let students master the use of attributive clausePart 2 my teaching theories, methods and aids:Ss should always be put in the predominant position of learning and teachers should play a leading role in instruction. Therefore, I will use question-and-answer activity teachingmethod, free discussion and pair work method to inspire Ss’s self-learning. During the class, I will draw Ss’s attentionto important points by asking them some q uestions and let them find answers by themselves. They will learn important anddifficult points through analyzing, discussion and summarizing.As for teaching aids, I will use OHP(overhead projector), PowerPoint, and tape recorder.Part 3 teaching proceduresStep 1: lead-in and pre-readingFirst, I’ll let Ss watch a video taken from the m ovie Tangshan Earthquake as an introduction to the topic of the reading text. Then I will ask Ss some questions related to the topic, suchas “do you know why earthquake happens?”“What will you doif an earthquake happens?”“What should we do to help tho se in quake-hit areas?” I will give Ss 5 minutes to talk aboutthese questions in pairs or in groups.Then we will move on to:Step 2 while-readingThis step is divided into 2 parts---fast reading and carefulreading. Before fast reading I will ask them some simplequestions about the details in the text. These questionsserve as clues for them to follow while reading and will helpimprove their skimming skills. Then I will ask them to readthe texts again and retell or summarize the reading material. Step 3 post-reading and extensionIn this part students are instructed to focus on language usage and background knowledge. I will explain the usage of somekey words, expressions and grammatical structures and also let them list the some e arthquake precursors, self-rescue measures and measures to help others in disaster.Step 4 homeworkI will ask Ss to finish the exercise on Page28 and 29to consolidate what we have learnt. Also they are required toreview the learnt lesson and underline the key words and phrases in the next text.Unite fiveNow I’d like to talk about my teaching ideas. The teachingmaterial I’m going to talk about is taken from NSEFC book one.It’s the reading part of unit five ELIA’S STORYMy presentation consists of three parts:Part 1 is analysis of the teaching material, part 2 is myteaching methods and the last part is teaching procedures.Part 1. Analysis of the teaching materialIn this part, I’ll talk about my u nderstanding of the teaching material, teaching objectives, key and difficult points.my understanding of the teaching materialThe topic of unit 5 is the qualities of a great person andthe lives of some great people. The reading text---ELIA’S STORY is the self-narration by a man n amed E lias. He describes how N elson Mandela helped him and fought for the rights of black people. By reading the text, Ss can not only improve their language knowledge and ability, but also learn the good qualities of Nelson Mandela and how people fought for racial equality.teaching objectivesAccording to the teaching material, I set three teaching objectives.Knowledge objective: help Ss memorize and learn the usage ofsome important words, expressions and attributive clause andenlarge their knowledge of racial discrimination in history.Ability objective: to train Ss’s reading ability such as fast reading, intensive reading, and information-gathering and summarizing ability.Moral objective: by studying the text, Ss would be able tolearn from the great people and cultivate them good qualities and attitudes towards life and work.f)Key and difficult pointsThe key point is to get Ss familiar with the usage of important words, expressions and the difficult point is to let students master the use of attributive clausePart 2 my teaching theories, methods and aids:Ss should always be put in the predominant position of learning and teachers should play a leading role in instruction. Therefore, I will use question-and-answer activity teachingmethod, fre e discussion and pair work method to inspire Ss’s self-learning. During the class, I will draw Ss’s attention to important points by asking them some q uestions and let them find answers by themselves. They will learn important anddifficult points through analyzing, discussion and summarizing.As for teaching aids, I will use OHP(overhead projector),PowerPoint, and tape recorder.Part 3 teaching proceduresStep 1: lead-in and pre-readingFirst, I’ll show Ss some p ictures of great people in the world and ask them how much do they know about these people. ThenI will ask them some q uestions related to the topic. “Do you know some other famous people?”“Among these great people who do you like best?” “What qualities do these great people have in common?” I will give Ss 5 minutes to talk about these questions in pairs or in groups.Then we will move on to:Step 2 while-readingThis step is divided into 2 parts---fast reading and carefulreading. Before fast reading I will ask them some simplequestions about the details in the text. These questionsserve as clues for them to follow while reading and will helpimprove their skimming skills. Then I will ask them to readthe texts again and retell or summarize the reading material. Step 3 post-reading and extensionIn this part students are instructed to focus on language usage and background knowledge. I will explain the usage of somekey words, expressions and grammatical structures and helpthem summarize the great qualities of Nelson Mandela and explain to them the painstaking efforts that black people made to fight for their rights throughout history.Step 4 homeworkI will ask Ss to finish the exercise on Page36 and 37 to consolidate what we have learnt. Also they are required toreview the learnt lesson and underline the key words and phrases in the next text.。
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Good morning, teachers. It’s my great honor to be here sharing my lesson with you. The content of my lesson is Senior English Book 1 Unit 1’s reading and comprehending, which is the second period. I’ll be ready to begin this lesson from 4 parts: Analysis of the teaching material, the teaching methods, the students and studying methods, the teaching procedure. First, let me talk about the teaching material.PartⅠ The analysis of the teaching material1. Analysis of the position of the lessonThis unit carried out various kinds of teaching activities around the topic of “friendship”. This is the second teaching period of this unit. The lesson mainly centers on Reading, which is the hard core of this unit. The reading passage titled Anne’s best friend. In this passage, we can know the dairy by the Jewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in World War 2. She treats the dairy as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days.2. Teaching AimsAccording to the new standard curriculum and the syllabus, and after studying the teaching material, the teaching aims are the following:1. Knowledge aims:1) Students can master the usage of the important words and phrases . 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; )2) To grasp some useful words and expressions in this passage and help them understand.3) To know emphatic sentence.2 Ability aims:1) To develop the students’ reading ability, learn to use some reading strategies such as skimming and scanning;2) To analyze and summarize the rule of direct speech and indirect speech (questions and statements), can transfer and use them skillfully in our life.`3) Can introduce the basic information about Anne.3 Emotional aims:1) By Anne's diary, understand the tragic fate of the Jews persecuted by the Nazis.2) The Ss will have a better understanding of the importance of friendship.3) Encourage the students to value the friendship.3. Teaching Keys & DifficultiesKey points:1) How to get the students to learn different reading skills.~2) How to get the students to realize the importance of the friendship.Difficult points1) Develop the students’ reading ability.2) Learn the use of direct speech and indirect speed of statement and question.PartⅡ Teaching methodsAccording to the psychological characteristics of high school students, the teacher should adopt various forms of teaching methods, and students should participate in the class actively, in order to stimulate students’interest, so that they will learn to participate in and learn from participation. I decided to use the following teaching methods:1. Task-based learning for example: Let the SS complete some reading tasks.]2. Cooperative learning for example: group discussionPartⅢ Analysis of the students and studying methodsMy students are first-grade students of senior high school. They have been learning English in junior high school and have accumulated a certain number of vocabularies. They have mastere dsome simple learning strategies and skills with a preliminary ability of speaking and writing. However, the differences in students’ personality and English proficiency are very large. So my teaching design should have gradient to meet the need of different student. As for learning,%Students will learn through independent reading, discussing and cooperating.PartⅣ Teaching proceduresStep 1 Lead-in1. Free talk to lead in the topic we will learn:Do you think to make friends with animals, plants and even things Why or why not Tell me the reason.Step 2 Pre-reading)Before reading, I will introduce some skimming and scanning skills to the students.1. SkimmingRead the titleRead the introduction of the first paragraphRead the first sentence of each paragraphRead the headings and sub-headingsNotice any pictures and chartsRead the summary or last paragraph\A. Let the student read the passage of Anne’s best friend, which is the background information of the diary.B. Let the students to read Anne’s diary quickly to know the main idea of the diary. Encourage the students to list some new words in the passage. Question：What is Anne’s diary mainly about 2. Scanning1) Let the students read the text and again to grasp the key information and main idea of each paragraph. After that, write down the main idea of each paragraph.2) The students read the article silently.3) Read Anne’s dairy.#①Ask the students how Anne felt in the hiding place.②Guess the meanings of “spellbound” “hold me entirely in their power” from the discourse.③Ask the students to read the diary again and try to retell it.4) Read loudly following the tape.Step 3 Reading1. The teacher should introduce more background about this passage to the students2.Try to guess what Anne’s friend is and what the passage is about by reading the title and having &a quick at the pictures in this passage without reading it.3. Skimming the first two paragraphs to confirm your guessing.4. Let the students read the text and again to grasp the key information and main idea of each paragraph. After that, write down the main idea of each paragraph.Para. One: Anne made her diary her best friend whom she could tell everything.Para. Two: Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time.Para. Three: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature.5. Words and Grammar[I will teach new words in the passage to help them understand the passage. And I will also introduce the direct speech and indirect speech to the students.Purpose: To develop students’ basic reading skills of skimming, scanning and careful reading and t he ability to catch the main idea of the passage.Step 4 Post-reading1. Do the exercises of comprehending.2. Ask the question: Imagine you had to go into hiding like Anne and her family.What would you miss most Give your reasons.,Let the students discuss in groups and make a list of things they would do. Each group can decide its most interesting idea and tell it to the class. Then the class can discuss which ones would be the most effective.Purpose: Enable students to experience the context, practice language and form emotional attitu de through learning language. Through the discussion the students can feel Anne's longing for fre elife and friendship. By reflecting on their own life status, they will cherish life more and keep optimistic attitude towards life.Step 5 Homework1. Prepare to retell the story.2. Do exercises on workbook.3. Express the understanding of friends and friendship by several sentences.Purpose: In order to consolidate the content learned today, to develop the students' ability of language organization and expression.。