说课整理2 2012成都春季英语说课

一、SEFC Book1A Unit4 Reading “The Rescue”
Aims:
1.let the students understand the whole passage fully.
2.Learn some knowledge about how to rescue themselves if natural disasters happened. Aids: multi－media
Step1: Pre-reading (lead―in)
Greet the class. Talk about unforgettable experiences.
List some natural disasters
Natural disasters: fire; flood; draught; earthquake; typhoon; tornado….
Then show the students a video. Then ask :
1.Which disaster is it ?
2.What can you see in the video?
water; waves; many people are swept down by the waves, struggling in the water;. They are tying to rescue themselves.
3.If you were in a flood, what should you do？
The students can give different answers.
4.Do you want to know more information about how to rescue yourself in a flood? Today we will learn a new lesson ”The rescue”
Open your books, and turn to P24.
Step2: While-reading
Fast- reading
1.Rread fast and do the exercises “true or false”
1. When the flood came, Flora was in the house. F
2. After the second wave came, Jeff held onto a tree which grew against the wall. T
3. Flora’ s beautiful hair and dress were all wet and cold, but she still felt very happy. F
4. In the end, they didn’t find the chimney. F
2.Read again and divide the passage into three parts.
Part 1(prar1 to prar2) in the garden
Part 2(prar3 to prar6) on the way to the house
Part 3(prar7 to prar11) inside the house
Careful reading
Read the passage carefully and find out what they did in each part.
Part one look around; run; wave; hear; see; shout; seize
Part two drag; sweep; pull up; hold onto; struggle; fight for;
Look into; run; get to the steps; open the door
Part three climb; run up; stop ; listen to; start crying; look out of; shout; rescue;
Step3. Post-reading
Task 1:Suppose you are Flora or Jeff. A reporter will interview you about
how you rescued yourself from the flood.
First: saw; running; waving; looked around; saw a wall of water….
Next: swept…down; struggled…for
Then: tried to get to the house; climbed the stairs…
End: chimney; rescu ed…
Task2 : Discussion:
What should you do if a fire happened in the classroom?
Show some useful words and expressions to help the students.
After discussing,. show them some pictures to summarize what should
be done if a fire broke out.
Step4. Homework
Write an article about one of your unforgettable experiences.
二、SEFC Book1A Unit12 Speaking
Hello, everyone. Today I am very pleased to have an opportunity to talk about some of my teaching ideas. My topic is The Speaking Part taken from Senior English for China Book 1A Unit 12 and my idea is made up of six parts.
The analysis of the teaching material:
This lesson is in the Speaking Part, it is about two situations for Ss to practice their oral English. This part plays an important role in the English teaching of this unit. By studying this Lesson, Ss can improve their thinking, listening and speaking ability and learn about some relative words and expressions. If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.
Teaching aims:
Knowledge objectives:
a) The Ss can hear, speak the main sentence patterns
b) The Ss can express their meanings correctly.
c) The Ss can grasp the new words and expressions in this part.
Ability objectives:
(1) The Ss can develop their abilities of listening, speaking.
(2) The student can express their meaning bravely and fluently in English
Moral objectives:
(1) Ss are hoped to develop an interest in art and literature.
(2) Ss should learn to appreciate the beauty in the art and literature.
Important and difficult points:
The important point is to encourage Ss to express themselves bravely in English. Another key point is to train them to speak English not Chinese and let them talk in English most of the time.
The difficult point is to teach Ss to express their opinions and determination in English. Teaching methods:
In my opinion, this part is used to help Ss practice their oral English, so we should give Ss more time and lead them to talk. The main methods I will use is task-based teaching and the “pair-work” approach.
Studying Methods:
I mainly apply the following studying method: discussion, which will help Ss to put up their questions and thoughts.
Teaching Procedure:
Step 1 ------ Leading in
1. Ask students to review the functional sentences of phoning.
(1) Hello. This is …
(2) May/Can/Could I speak to …?
Step 2 ------ Functional sentences learning
Task 1 ------ Inviting someone to a film
1. Ask students to read the situation (Student A part) and fill in the table.
Name: Last Chance Under the Moon
Kind: Action Romantic comedy
Content: The hero has to save his girlfriend who has been taken away by a bad man.
A funny film about a girl and her boyfriend who have an adventures vocation.
Attraction: The film has lots of actions: fast cars, shootings and fights. The film is sweet and funny and has a happy ending.
Ticket price $ 3 $ 4
Time Sunday 6 pm Sunday 8 pm
Place Red Sun Cinema Green Field Cinema
2. Ask the students to read Student B part.
(1) Which film do you want to see?
(2) What kind of is it?
(3) What is the film about?
(4) What is the most attractive in the film?
(5) How much is each ticket?
(6) When and where is the film shown?
3. Ask students to act out the two situations in turn according to the card.
A: He llo, this is …
B: Hi, … Would you like to …?
4. Ask the students to present their dialogues.
Task 2 ------ Finding out the information of the festival
1. Ask the students to read the given information and the functional sentences.
2. Ask students to act out the situations according to the table.
Time Table
Saturday Sunday
9 am Classical music 9 am Play
11 am Art exhibition 11 am Lunch and Music
1 pm Pop concert 3 pm Art exhibition
5 pm Picnic
6 pm Folk Music Concert
7 pm Rock concert
Ticket Prices
One day Adults -- $ 25 Under 18 -- $15 Groups -- $10
Two days Adults -- $ 35 Under 18 -- $ 25 Groups -- $15
(1) What can I do at the festival? (2) When is the Pop concert?
(3) What paintings can I see at the festival?
(4) When is the picnic?
(5) Is there any discount for a two-day visit?
(6) What’s the difference between a one-day ticket and a two-day ticket?
Task 3 ------ Summarizing the functional sentences of making decisions and give
opinions.
(1) Wh at shall we do? (2) Would you like to …?
(3) I’d like to … (4) Maybe we could …
(5) I’d prefer to … (6) Which do you prefer, … or …?
(7) Can’t we …? (8) There are several things we could do.
OK, these are all my ideas. Thank you!
三、SEFC Book1B Unit20 Humor(grammar)
Hello, everyone. Today I am very pleased to have an opportunity to talk about some of my teaching ideas. My topic is The Grammar part taken from Senior English for China Book 1B Unit 20, and my idea is made up of five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure,and Blackboard design.First, let me talk about the teaching material.
Part 1: The analysis of the teaching material
This lesson is in the Grammar Part, it is about the –ing form which is used as attribute and object complement. It plays an important role in the English teaching of this unit. By studying this Lesson, Ss can apply new sentence patterns to express themselves, understand following texts easily and improve their reading ability. Teacher and Ss will summary and do exercises together to help Ss grasp the usage of ing form used as attribute and object completement. According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of Ss’ growing of mind,I think the teaching aims are the followings:
1.Teaching aims
1.1. Knowledge objectives:
(1)Ss are required to know what are attribute and object completement.
(2) Ss should know how to use ing form to modify other things and persons and make some sentences.
1.2.Ability objectives:
(1) Ss can translate relative sentences or phrases between English and Chinese.
(3) Students can learn to apply the ing form in their writing.
now,let’s come to the Important points and the Difficult points.
2. In this lesson, the important points and the difficult points are the same. That is, let Ss know what are attribute and object complement, teach them how to use ing form to work as attribute and object complement and do some relative exercise to strengthen their knowledge.
As we all know, if we want to teach Ss well, we should apply the right teaching methods, According to the analysis of the teaching material and the s tudents’learning background ,I will use the following methods .
3. Analysis of the teaching methods and the studying methods
3.1 The Teaching methods
As we know, the grammars are important and difficult part for students to learn English, so we should apply the proper methods to help them learn easily and quickly. According to the situation, I will apply the discussion method, induction method, deduction methods, which will help them to remember the grammar rules correctly and use them properly.
3 .2 Studying Methods:
As to the learning of grammar, doing exercise is the most common way to help Ss to learn. I
will also apply this way. And my another way is comparing, which can help Ss to understand this grammar and not easy to make mistake with other similar grammars.
4. The Teaching Procedure:
To make full use of the teaching methods, fulfill the teaching aims, stress the important points and the difficult points, I will arrange my teaching procedure as follows:
Step1: help Ss revise the ing form and how to add ing to verbs.
Step2: find some sentences involving ing form, feeling the meaning of ing form and analylize the function of ing form according to their Chinese knowledge.
An interesting film swimming pool reading room resting room.
Step3: work with Ss to induce what is attribute and the usage of ing form used as attribute.
Step4: do some relative exercises to help Ss understand the grammar
Step5: find some sentences involving ing form, feeling the meaning of ing form and analylize the function of ing form according to their Chinese knowledge.
Hear the girl laughing keep me waiting see her running
Step 6: work with Ss to induce what is attribute and the usage of ing form used as attribute.
Step7: do some relative exercises to help Ss understand the two grammar rules.
Step8: homework--------arrange Ss to finish the post-text exercise.
5. Blackboard arrangement
In the middle write down our title”ing ---attribute and object complement.”
On the left write down the attribute and the relative phrases, words and sentences. On the right write down the object complement and the relative phrases, words and sentences.
四、Animal Experiments
Knowledge Aim/Task : Master useful words expression and usage; word formation. Ability Aim: Reading and speaking ability
Moral Aim: 以Animal experiments为阅读材料提出三个问题：
（1）动物实验的可行性或有效度，值不值得做？
（2）人们利用动物做实验的权力问题，该不该做？
（3）学生自己对动物实验的认识、态度及建议。

最后还给出写作议论文的要求和建议。

这是对学生综合能力的检查，同时也促进学生综合能力的提高，学生完全可以自由表述对该话题的看法，增强学生的参与意识，而这正是发挥学生创造力的关键。

Teaching Key and difficult points
Key points: let Ss master some language points, such as be used to do…Master word formation about compounds.
Difficult Points: How to guide Ss to have a right cognition about Animal Experiments. Let them have a right attitude or way and learn to analyze from two sides for a topic.
Step 1. Revision
Revise the language points
Step 2. Lead-in
We have learned something about science experiments, but have you known about animal experiments? Are you for them or against them?
Today we will read “Animal Experiments”.
Step 3. Reading
Science, the work of scientists and the way they do their experiments is often cause for argument .Discussions about research methods often make use of arguments in favour and arguments against the way scientists do their work. For example , scientists often use animals to do experiments in making medicine . Is it right or is it wrong . Today we are going to read a passage.
Read the passage quietly and carefully to do the following exercise.
1. Which of the following is true ?
A.Every year 2.5 million animal die in experiments.
B.Animals are only used to test new medicines.
C.Scientists say animal testing does not work.
D.Almost all the medicines people use have been tested on animal.
答案：D
2. Animal right activists are _______.
A.doctors
B.people who defend animal rights
C.officials
D.scientists
答案：D
3. What’s a painkiller ?
A.杀手
B.安慰剂
C.止痛剂
D.救心丸
答案：C
4. This passage is mainly about _______.
A.divergence () on animal experiments
B.the results of animal experiments
C.the process of animal experiments
D.loss of animal experiments
答案：A
5. What’s the writer’s attitude towards animal testing in Text 2 ?
A.Neutral.
B.Supportive.
C.Indifferent.
D.Against.
答案：A
Step 4. Language points
1.be used to do sth.
used to do sth
be/get used to doing sth
2.allow vt.
Allow doing sth.
Allow sb to do sth.
We don’t allow smoking here.
We allow him to enter the house.
3.be important for sth
This experiment is very important for the development of science.
4. doubt vt不确定；疑惑;不信任；怀疑
You can not doubt your own existence.
I doubt if/whether he’ll succeed.
看来…不会；不相信
I doubt that he'll come.
I don’t doubt that he’ll be successful.
Do you doubt that he’ll be doubt?
n. 后接同位语从句
There is no doubt that he’ll be doubt.
Is there any doubt that he’ll be doubt?
I have some doubts whether he’ll be successful.
without doubt 必定；无疑
beyond doubt [常作插入语]毫无疑问
throw doubt on对...产生怀疑, 使人对...产生怀疑
make no doubt(of) (对...)毫不怀疑
make no doubt(that)一定要设法确定
no doubt无疑地; [口]很可能
1.have the right to do sth
You have no right to sell this house
5. make clear 说明白，说清楚
You’d better make your meaning clear on this matter.
Step 5. Writing
Write a passage about what to do with animal experiments .
Three groups write passages for the testing . Three groups write passage against testing .
Homework:
(1)Finish the exercises in the workbook
(2)Complete the writing .
Task2 : Discussion:
What should you do if a fire happened in the classroom?
Show some useful words and expressions to help the students.
After discussing,. show them some pictures to summarize what should
be done if a fire broke out.
Step4. Homework
Write an article about one of your unforgettable experiences.
五、SEFC Book2A Unit4 Reading: “English Poetry”
一、Teaching Goals:
1. the key goals:
(1) To learn about poets and poems of different countries.
(2) To improve the student's reading ability.
(3) To teacher the past participle: used as Adverbial.
2. the key demands:
(1) To make a better understanding of the similarities and differences between the Chinese and English poets and poems.
(2) To learn about the advantages of reading poems.
(3) To master the grammar.
二．teaching key points and difficult points
1. Teaching key points:
key words, phrases and sentences:
grammar, glory , absence , district , atmosphere, introduction , translate, translation
play with , call up, stand out, light up, come into being , send for
grammar: the past participle used as the Adverbial
3. Teaching difficult points:
(1) How to lead the students to understand the English poetry, to enjoy the beauty of poetry, and to analyze the structure of the English poetry .gradually.
(2) Summarize the use of the participles.
(3) Help the students to develop the feeling about beauty.
三、
textbook: Senior English for China Student's Book 2A
teaching aids: a computer, a projector
teaching approaches: task-based method, communicative method, interactive method
六、Teaching procedures:
Step1 Greeting & Warming-up
(Before the beginning of the class, show the students a clip of video from the movie Dead Poets Society.
T: Just now, we saw a video clip from the movie Dead Poets Society. (Show the poster on the screen) Have you found what is the boy doing?
SA: He is creating a poem.
T: Yeah, quiet right! He is using his imagination to create a poem. We know poetry is a special form of literature. If you want to write a good poem, you need to put yourself in the dream world of the poem. (Show the words on the screen one by one)
Step 2 Lead-in
T: We know China has long history and splendid culture. Of course, in the field of poetry, we have many of the world's greatest poets. Can you name some famous poets?
SB&SC: Li Bai, Du Fu, Bai Juyi, Wang Wei……
T: Good job! Thanks. (Show the portraits of Li Bai & Du Fu on the screen) Chinese poets, such as Li Bai & Du Fu use their genius to make the dream world of poetry more colorful. Here is a poem written by Li Bai, I think you are familiar with it.
( Show the poem望庐山瀑布on the screen)
T: Okay, let's read it aloud together.
Great poet Li Bai use his endless imagination to describe the wonderful scenery of the Lu Shan Mountain Waterfall, we can feel the power & magic of the waterfall through the words that Li Bai use. Can you recite any other poems that written by Chinese poets?
(Call several of them to recite)
T: Well done! We have taken a look on the art of poetry and Chinese poetry. Next, we'll take a journey to English poetry (show the theme page on the screen). English poetry is as interesting and attractive as Chinese. I'll be the guide to show you around. Are you ready?
Ss: Yes!
Step 3 Fast-reading
T: So here we go! Open your books and turn to P27, look at the Reading part, English Poetry. First, I want you to go through the text quickly and find the answers to the following 2 questions:
Questions:
1. What are the differences between poetry and other forms of literature?
2. Whose poetry reminds Chinese readers of Du Fu or Li Bai? Whose of Su Dongpo?
(Give them 2 minutes to find the answers)
T: Well, let's deal with the 2 questions.
Step 4 Careful-reading
Task 1:. The main idea of each paragraph
T: Good job! How many paragraphs in the text? (7) Ok, now listen to the tape & read the text carefully. Then I want you to summarize each paragraph's main idea.
Para. 1 The characters of poetry.
Para. 2 A look on Chinese poetry.
Para. 3 The first period of Modern English poetry.
Para. 4 Modern English poetry in the 19th century.
Para. 5 Why modern poets have special attraction?
Para. 6 The introduction of English poetry to China.
Para. 7 ①The translation of English poetry.②The role that poems act as.
Task 2 A timeline
T: Excellent! Here is a task for you. Please focus on paragraph 3-5 and finish the timeline (show it on the screen), which will help you to get a more clear impression of some great poets in English history. Now do it!
Step 4 Post-reading
Task 1
T: Let's turn to next step. Look at P28, Ex.1, make sure to get the right choices.
(After 2 minutes, check the answers)
Keys: 1. A 2. C 3.B 4. D 5. C
Task 2
T: In several paragraphs, there are some words in bold; can you tell what do they refer to?
Para.1: That makes poetry difficult to write, but very interesting to read.
------Poetry plays with sounds,words and grammar.
Para.3 : Despite its short history,there is a lot of good poetry around.
------English poetry's
Para.4: The style and atmosphere in their poems has often…
------William Wordsworth,Byron,John Keats
Para.5: Finally, modern poets have their special …in the language and images they use.
------modern poetsPara. 7 They can help us to understand each other better,…
------poems and literature
Step 5 Further-understanding
T: This lesson, we've learnt much of English poetry, it's an exciting experience. Here is a question for you: the writer talks about the translation of poems in the last paragraph. Think this question;
Task 1
Q: If a poem is translated into another language, is it still the same poem? What are some differences?
A: Something of the spirit of the original works is lost (including rhythm, rhyme, figures of speech of the poem, etc.).七步诗.)
Task 2
T: The poet Mu Dan wrote a short poem, "Quietly, we embrace In a world lit up by words.".
Q: Can you use your own words to explain it?
A: When people from one country read the poems from another, they will be struck by what is inside the poem, so they will understand each other and become good friends.
Step 6 Enjoyment
T: You have understood the magic that poetry brings, that's great! There, we can use a image to describe the special role that poems and literature act as, "Poems and literature can be bridges." Can you give other images to express the same idea? Who'd like to have a try?
A: 1.Poems and literature can be ties that bring the East and the West together.
2. Poems and literature can be fine wine enjoyed by the East and the West.
T: We say, Poems can be fine wine enjoyed by the East and the West. That means not matter you are a English or Chinese, you can find amusement in poem. But how to enjoy a English poem? We need to know several simple principle, do you want to know what principles they are? (Yes!) Well, let's see a clip of video.
(After the end of the video, show the next slide)
T: When enjoy an English poem, you should: 1. Use your heart and emotion.2. Imagine you are exactly in the dream world of that poem.
Then I saw the Congo creeping through the black,
Cutting through the forest with a golden track.
Step 7 Discussion
T: It's really amusing! At the end of this lesson, let's have a discussion.
Are poems good for our life? What can we get from poems?
1. Poems bring passion (激情) to our life.
2. Poems help us to understand life, virtues, beauty and romance…
3. Poems make us know, we are here,we can make our life and the world more colorful!
Step 8 Homework
1. Read the text again to get a better understanding.
2. Read and translate several good English poems.
3. Get some information about famous poets on internet if possible.
四、Teaching reflections
The questions about the text should be designed more properly. And give the students enough time to explore the answers by themselves. Teach the students to enjoy the pleasure of studying English. And also, the use of a computer should not dominate the class. It should be a helpful part for teaching and learning.
六、SEFC Book2B Unit20 Grammar
Language Study
Goals:1) revise some new words.
2) Enable the students to recognize word form
3) Enable the students to use “it”.
Difficulty: “it” is used as the subject position taking the place of “to do”/ “a clause”. Teaching procedures:
Step1 Revision:
After reading the passage, we have leant that many objects were buried with the kings and emperors after they died in ancient times. Now, try to use correct words to replace what I’ll describe. Then let students do Exerci se1 on page77.
S tep2 Presentation (word study)
1)Give examples of some words for the students to compare. Encourage them to find out the word functions of the same word.
E.g. hand Vt.传递n.手
light Vt. 点燃n.光亮
Some words can be used as a noun or a verb.
2) Complete the exercises using the correct forms of words.
Step3 Grammar
1)Warming up
Last Sunday morning, I got up very early. When I opened the window, I felt very excited. Can you guess why? Then show students four sentences and then let students tell the function of “it”.
2) presentation
◆To find that the ground was covered with snow made me feel excited.
It made me excited to find the ground was covered with snow.
It was interesting that we played with snow together.
Summary1. “it”can be used in the subject position to stand for the infinitive, gerund, or a clause. It is ...+ to do/doing/a clause
Then give students some situations for them to pr actise using “it”.
situations:1. go out alone at night
2. win the first prize
3. China will hold Olympic Games
4. maybe Mr. Smith will give a speech here.
Now, please look at the two sentences on the screen: It is said that Tom has come back from abroad.
People say that Tom has come back from abroad.
Summary2. It is also used in the subject position to stand for a clause. But it can be changed into “people + vt. + that clause”. That is, It be+V.p.p+that clause
(V.p.p: reported, believed, thought, proven, know, hoped, suggested, hoped…)Then let students do the exerises1and2on page 78. Now let students look at the sentence on the screen and tell the function. ( used to emphasize one part of a sentence)
Henry gave me a tie for my birthday last year.
It was last year that Henry gave me a new tie for my birthday.
It was Henry who gave me a new tie for my birthday last year .
It was for my birthday that Henry gave me a new tie last year.
Summary3.强调句型It is +…that (who)…
Summary4 Impersonal “it” can be used to talk about something or somebody mentioned above such as time, da te, weather, distance, season…
Step4. practice
1)Pair work
Let students make up a dialogue according to the following situation.
Situation: Tom was robbed of his wallet at the gate of the bank when he was getting out. He called the police at once. Soon a policeman came and asked him and asked him and one of his clerks in the bank. At last, the wallet was found .
Period 3 Language study
(Grammar: Review the use of “It”)
Goals
◆Help the students to grasp some new words and improve the ability of defining words in English.
◆Help the students to review the use of “It”.
Procedures
Leading in (1): by listening. (class work, approx.5 mins)
Hello, everyone! We learned THE KING OF STONEHENGE yesterday. Now Let’s listen to the tape of the text.
(After listening to the text)
Now I’ll ask you a question: Are you interested in archaeology? Do you want to be an archaeologist?
Leading in (2): by presentation. ( class work, approx.5 mins)
Good morning, class. Yesterday we learned the text THE KING OF STONEHENGE. I want one of you to retell the story in your own words.
Task 1: Defining words. ( Pair work, approx. 8 mins)
1. Turn to page 77 and ask the students to do exercises of word study. They should fill in the blanks with proper words from the text.
2. Explain the meaning and use of the words.
3. Ask the students to make sentences with the words.
Task 2: Studying Inversion. ( Individual and class work, approx.10 mins)
1.Now it’s time for us to go over the use of “It”. Please turn to page 78, rewrite the sentences using “it”. In both exercises, “it” is used as a formal subject. In exercise 1, “it” stands for an infinitive, while in exercise 2, “it” represents the real subject clause.
2.Help the students find out how “it” is used.
(About the use of “it”, please refer to “语法精讲·It的用法”in this unit.)。