高中英语必修四unit4说课稿
Unit4 Drawing in the park Fun time (说课稿) 译林版(三起)英语
Unit4 Drawing in the park Fun time教学目标1.了解和掌握与本话题相关的词汇和表达方式2.学会向他人描述一个场景或活动的方法3.能够表达自己的看法和感受教学重点1.学会使用日常交流所需的表达方式2.学会使用简单的句型描述场景和感受教学难点1.学生能否合理运用所学句型和词汇，进行语境交际2.能否理解和表达文章中的细节信息教学准备1.PPT和教材2.讲师需要准备好相关例句和练习教学过程导入让学生回忆一下上一单元学过的主题：My School Life，引导学生掌握有关学校及周围环境的英语表达方式。
学习新知1.介绍本单元主题：Drawing in the park2.教授本单元所涉及的生词和表达方式–drawing, paint, brush–in the park, on the grass–have fun3.展示活动场景图片，并使用所学词汇和句型进行说明和描述4.模仿练习：让学生们描述图片中的活动场景，加深他们对所学知识的印象5.给学生听录音，让他们跟读并加深对所学知识的记忆合作探究1.创设情境：四人一组，编排一份场景对话2.学生们在组内自由讨论，讨论对话内容和如何使用所学内容进行表述和交流3.学生们向同伴展示对话，并分享思路和想法4.教师纠正常见的语法错误和发音错误展示输出1.学生们使用课本中的图片和文本描述所学场景或活动，并分享他们的个人看法和感受2.鼓励学生们使用所学句型和词汇进行创造性表达和练习3.让学生们自己设计一份小练习，并在组内相互分享和解答总结通过本节课的学习和练习，学生们掌握了描述场景和活动的基本方法，能够合理运用所学内容进行语境交际，并提升了他们的英语口语表达能力。
高中英语说课稿_unit4_How_life_began_on_the_earth
Unit 4 How Life Began On The Earth----说课人：王华一、教学背景的分析1、教材内容分析本单元的中心话题是“天文学”，内容涉及太阳系、地球上的生命起源、宇宙大爆炸、月球探秘、黑洞效应等，主要内容围绕地球上生命的起源展开的。
本次阅读课“HowLife Began On The Earth ”通过对宇宙大爆炸理论进行科学性分析，推断出地球上生命的由来以及生物进化的过程。
2、学生背景分析“ How Life Began On The Earth 这一”话题虽然有趣，但本文的文体属于科普类说明文，内容抽象，用词多专业术语，阅读本文对高一学生来说有一定的难度。
不过本文以时间为线索，使得学生较易读懂本文的内容。
通过对本文的阅读，学生不仅可以了解地球上生命的起源以及发展过程，还可以掌握一些相关的语言知识。
二、教学目标的分析1.知识目标：（1）让学生在阅读中学到一些有用的单词和句子。
（2）让学生了解生命的起源。
2.能力目标：（1）提高学生的阅读技巧：略读，细读和对本文组织结构的分析（2）拓展学生对地球上生物进化的知识。
3.情感目标：（1）培养学生对科学的兴趣并激起学生对天文学的喜爱。
（2）调动和加强学生的环保意识。
三、重点难点的分析重点：激发学生学习兴趣，使学生完成阅读任务，理解文章内容。
难点：使学生通过播放录音及略读获取文章信息。
四、教法和学法的选择1、教学方法（1.）使用任务型教学与 PWP 教学法，让学生明确学习目标。
（2.）设计问答活动来检查学生对本文的了解。
（3.）让学生在讨论中学会合作学习。
（4.）分别利用个人、同桌和小组活动来完成学习任务。
2.学法（1.）合作学习 : 采用小组合作和组间交流等活动形式。
（2.）自主探究法 : 以学生为主体，培养学生自主探求问题的能力，主要通过相关图片、问题激活学生固有背景知识，使其自主分析、归纳、解决问题。
五、教学过程Step I Leading-in (1mins)Free talk with Ss:what is the end of the“world ”?What is the beginning of the“world ”?设计意图：以脑筋急转弯的形式引发本课的话题Step II Pre-reading (3mins)11.Each religion and culture has its own ideas about how life began on earth. What do you know?2.Are they true for the beginning of the life? Do you know what a scientific idea is?3.Read the title and look at the pictures. Can you predict what the reading will be about?设计意图：进一步激发学生的学习兴趣，激活其已有的知识，贴近了学生生活，又可以让学生对新单元的内容产生一种期待和渴望，使学生在心理上和认知上做好准备，激发他们对课文的学习兴趣并进行积极思考，从而培养其创造性的思维能力。
人教版必修四英语说课稿
人教版必修四英语说课稿尊敬的各位评委、老师，大家好！今天，我将为大家说课人教版高中英语必修四的课程。
本课程旨在通过精心设计的教学活动，提高学生的英语听说读写能力，同时培养学生的跨文化交际能力和自主学习能力。
接下来，我将从教材分析、教学目标、教学方法、教学过程、板书设计和教学反思六个方面进行详细阐述。
教材分析本次说课的内容选自人教版高中英语必修四Unit 5，主题为“Travelling Around”，通过本单元的学习，学生能够了解不同国家和文化的旅行知识，提高英语口语表达和交际能力。
本单元包括两篇阅读材料、一篇听力材料、以及相关的语言知识、听力和口语练习。
教学目标1. 知识目标：学生能够掌握与旅行相关的词汇和表达方式，了解不同国家的文化差异。
2. 技能目标：通过听力和口语练习，提高学生的英语听说能力；通过阅读理解和写作练习，提高学生的英语读写能力。
3. 情感态度与价值观目标：培养学生对不同文化的尊重和理解，激发学生探索世界的兴趣。
教学方法1. 任务型教学法：通过设计旅行计划、讨论旅行经历等任务，让学生在真实情境中使用英语。
2. 合作学习：鼓励学生分组合作，共同完成任务，培养团队协作精神。
3. 多媒体教学：利用图片、视频等多媒体资源，增强学生的兴趣和参与度。
教学过程1. 导入（5分钟）通过展示世界各地的风景图片，激发学生对旅行的兴趣，并引导学生谈论自己的旅行经历。
2. 阅读（20分钟）学生阅读课文，了解不同国家的旅行文化，并回答相关问题，检验阅读理解能力。
3. 听力（15分钟）播放与旅行相关的听力材料，学生完成听力练习，提高听力理解能力。
4. 口语（15分钟）学生分组讨论自己的理想旅行目的地，并用英语向其他小组介绍，锻炼口语表达能力。
5. 写作（15分钟）学生撰写一篇关于旅行经历的短文，练习写作技能，并进行小组内互评。
6. 总结（5分钟）教师总结本课所学内容，强调旅行文化的重要性，并布置相关作业。
高中英语必修四unit4说课稿
英语说课稿高中英语必修4 Unit4 Showing our feelings ( Using language ) Good afternoon, ladies and gentlemen,I'm greatly honored to have the opportunity to share my teaching ideas with you. I am No.8 and today my topic is “Showing our feelings” taken from Unit4，Book4. My presentation consists of 6 parts: analysis of teaching material and students; teaching theories ;teaching methods, studying ways and teaching aids;teaching procedures ; teaching assessment; blackboard design.Part 1 Analysis of the teaching material and students (教材与学生分析)This part consists of 5 aspects1. Analysis of the teaching material教材分析This reading passage is an important part of this unit. It mainly talks about a topic that body language has many universal gestures. The type of this class is an extensive reading class, which plays an important part in developing students’ reading ability. So, during the teaching process, the teacher should focus on developing the students’s reading ability by extensive reading, and get them to learn some reading skills such as skimming, scanning and so on. Moreover, the students should receive some moral education, let them know more about body language in cultures in different countries.2. Analysis of the students 学生分析As to the students of class 14 &17, most of them are poor in English, they show little interest in learning English, they are lack of vocabulary and confidence. So, during the teaching process, the teacher should focus on how to arouse their interest in English. Moreover, the teacher should teach them the proper way to learn English and encourage them to learn English well.3. Teaching aims教学目标1) Knowledge aims （知识目标）A. Get students to learn the following useful new words and expressions: unspoken, facial, functional, ease, truly, false, anger, fist, yawn, subjective, hug, rank, at ease, face, turn one’s back to掌握重点词句B. Get students to read the passage and let them know more about body language.阅读文章，更多了解肢体语言2) Ability aims （能力目标）Develop students’ reading skills by extensive read ing and enable them to learn how to use different reading skills to read different reading materials.通过泛读训练提高学生的阅读能力3) Emotional aims （情感目标）A. Let students have a better understand- ing of body language in different cultures and try to avoid misunderstanding.了解中外文化的区别B. Develop students’sense of group co- operation and teamwork.培养学生的合作精神4.Teaching key points（教学重点）1).Develop students’ reading skills by extensive reading.通过泛读训练培养学生的阅读能力2). Have students master the important new words and expressions in this part.掌握该部分的重点词句3). Let students read and understand the passage “Showing our feelings”.让学生读懂本篇文章5.Teaching difficult points （教学难点）1). Enable students to learn to use some skills such as skimming, scanning and so on to do their reading.让学生学会略读，精读等阅读方法2). Let students read and understand the passage “Showing our feelings”.让学生读懂本篇文章Part2. Teaching theories (理论基础)理论依据新课标提出：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们陶冶情操、拓展视野、丰富社会经历、开发思维能力和提高人文素养的过程。
新课标人教版高一英语必修四unit4教案讲课讲稿
Unit 4 Body LanguageThe first period readingStep I. Warming up Warming up by actingLook at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.Examples Of Body Language.Warming up by defining—What is body language?Step II. Pre-reading1Joking and sayingLook at the man in the picture below. What does he say to you by his body language? Basically, how the ...... do I know? Or, I don’t know nothin! The shoulders are hunched and the hands are open signifying a big question mark.2Talking and sharingBody language is the quiet, secret and most powerful language of all!According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than we realize.Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birthStep III. Reading11eading aloud to the recordingNow please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2Read the text again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time?3Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.Step IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2 on page 26 and 27. Closing down by checkingCheck some of the following basic non-verbal cues and you'll recognize that you already speakand translate much of the language. “I’m surprised!” I’m shocked!” “I’m sad!”The second period Learning about Language(The ~ing form as the Attribute & Adverbial)Step I. Warming up Warming up by discovering useful words and expressionsTurn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers.Step II. Learning about grammar1 Reading and thinkingTurn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM? As you read along, pay attention to the uses of The ~ing form as the Attribute & Adverbial.(They are visitors coming from several countries. 作定语；Four people enter looking around in a curious way. 作状语；This is an exciting experience for you. 作定语; You stand watching and listening. 作状语；……)2 Doing exercises No. 1 and 2 on page 29 Turn to page 29. Do exercises No. 1 and 2。
(方案)高中英语人教版必修四 unit 4 说课课件.ppt
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Part 1 .Analysis of the teaching material
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Part 2 .Analysis of the students
My students are: 1. a little below the average level 2. some of have difficulty in learning English
Step2. Fast reading
Step3. Detailed reading
Step4. Words consolidation
Step5. Discussion
Step6. Performing
Step 7 Singing a song and homework
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Leading-in
Body language shows all kinds of feelings, wishes and attitudes and sometimes more important than spoken language.
Detailed similar body language
reading(1)
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
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Discussion ( 5mins )
Discussion:
1. Why should we be careful of our own body language ?
Unit 4 Body language Reading and writing 说课稿课件高中英语
Part1 Pre-reading
一导
二读
三思
四写
五评 六移 七省
As a student, what different feelings have you ever experienced in class?
一导
二读
三思
四写
五评 六移 七省
Kinds of body language
Eye contact 眼神接触
01 理论依据
本节课定位于高二学年第一学期，在通过通过必修一teenager life,language around the world,必修三diverse cultures以及本册U1people of achievement的基础学习后，已经对校园生活、文化差异和人物介绍有所了 解。学生通过对教材第四单元的说明文(描写课堂肢体语言-如何读懂我的学生) 基于文本、深入文本和超越文本的阅读解读过程，实现从理解过渡到应用，最 终实现迁移创新。学生的读写能力发展需要文本内容输入，根据内容设计写前、 写中、写后活动，培养学生的学习策略，掌握阅读材料信息并运用这些表达方 式描述肢体语言，表达自己的思想观点。
02 教分析
单元整体简介 单元主题：人与社会---描述课堂肢体语言 教学内容分析：该主题旨在体现肢体语言与学生的学习和教师的教学之间存在紧密的关 系，从而将课堂讨论的主题与学生的生活进行关联。因此，学生先阅读文章，了解课堂 中习以为常的肢体语言所传递的信号，学习简单描述肢体动作的表达，并将这些表达用 于描写某人的肢体语言。活动主题在understand body language, explore body language之 后，不仅对前期学习进行综合运用，也与单元引言中的What I hide by my language,my body utters相呼应.此外，整个单元按照“读”“听”“说”“写”四大版块编排。每个板块都以 一种语言技能活动为主，兼顾对其他技能的培养，关注语言的理解性技能和表达性技能 的协调发展。
高中英语人教版必修四unit4教案
Background InformationAnalysis of the Teaching MaterialThis reading text is the key passage of Unit 3 which requires detailed reading. It mainly talks about a nonverbal master Charlie Chaplin’s personal experience, his major work and excellent personality.This passage talks about what makes Charlie Chaplin become a master of nonverbal humor. Besides, it can help to form a positive attitude towards hard situation.（价值取向）The writing genre of this passage is a narration. It develops the whole passage chronically (具体）and the main character’s major achievements.（structure）Analysis of the Students知识储备，阅读能力Teaching ObjectivesKey Points and Difficult PointsTeaching MethodsTeaching AidsTeaching ProcedureStep 1: Lead in1. Greeting with Ss.2. Show some famous nonverbals of Charlie Chaplin and invite Ss to guess who he is.Step 2: Pre-reading1. Read the title and the picture and encourage the Ss to guess what’s this passage about.2. Free talk “ how much do you know about Charlie Chaplin, and what words will you use to describe him?”Step 3: While reading1. Skim the passage and choose the best statement of what the passage is mainly about.2. Match each paragraph with the main idea.3. Scan 5 paragraphs and answer the following question.1) What kind of person do you think Charlie Chaplin is, why?2) What’s the image of the little tramp, can you perform some of his nonverbals?Step 4: Post-reading(output, interview拓展、海报）1. Work in pairs discuss these question about Charlie Chaplin.1) Do you think his poor childhood helped him in his work? Why?2) Why do you think he was so successful?3) What can we learn from him?Homework(写）办一个海报Find another master of humor that you like in China and write an article to introduce him and tell us why you like him, what he did and how did he sucess.Blackboard LayoutUnit 3 A Master of English HumorCharlie Chaplin Para1 high commentPerformer Para2 poor childhoodUnhappy childhood Para3 a successful image-the little tramp Talented Para4 tramp’s entertaining behavior Great confidence Para5 great achievemenThe little tramp 阅读通过形式去展现PoorHomelessMustacheLarge trousersWorn-out shoesSocial failureOptimismDeterminedTeaching reflectionAfter the class, I will reflect my class on the following aspects:。
Unit4Iusedtobeafraidofthedark(第1课时)说课稿
Unit 4 I used to be afrd of the dark（第1课时）说课稿一. 教材分析《I used to be afrd of the dark》是人教版《新目标》初中英语教材Unit 4的一课时内容。
本节课主要讲述了过去和现在的对比，让学生通过学习，能够运用used to和usedn’t to谈论过去和现在的变化。
本节课的内容贴近学生的生活，易于引起学生的共鸣，激发他们的学习兴趣。
二. 学情分析初中生处于青春期，好奇心强，喜欢探索新鲜事物。
他们已经掌握了基本的英语语法知识，具备一定的听说读写能力。
但部分学生对过去时态的运用还不够熟练，需要通过本节课的学习加以巩固。
此外，学生的学习动机和学习态度对他们的学习效果有很大影响，教师需要充分调动学生的积极性，激发他们的学习兴趣。
三. 说教学目标1.知识目标：学生能够掌握used to和usedn’t to的用法，运用它们谈论过去和现在的变化。
2.能力目标：学生能够在日常生活中运用所学知识进行交流，提高英语口语表达能力。
3.情感目标：通过对比过去和现在，学生能够珍惜现在的生活，努力改变自己，成为更好的自己。
四. 说教学重难点1.教学重点：学生能够正确运用used to和usedn’t to谈论过去和现在的变化。
2.教学难点：学生能够准确判断used to和usedn’t to的用法，避免在使用过程中的混淆。
五. 说教学方法与手段本节课采用任务型教学法，通过小组讨论、角色扮演等活动，让学生在实践中学习、运用英语。
同时，利用多媒体教学手段，如图片、视频等，丰富教学内容，提高学生的学习兴趣。
六. 说教学过程1.导入：教师通过展示一张照片，引导学生谈论过去和现在的变化，从而引入本节课的主题。
2.新课呈现：教师通过讲解和举例，向学生介绍used to和usedn’t to的用法。
3.实践环节：学生分组进行角色扮演，运用used to和usedn’t to谈论彼此的变化。
高中英语人教版Unit4Naturaldisasters单元说课稿(2)
Unit 4 Natural DisasterPart1 The analysis of the whole unit 教学设计I.The analysis of contentsThis unit is selected from compulsory 1 of PEP. This unit takes naturaldisasters as the topic, and understands some major natural disasters athome and abroad from the perspective of historical events, so as toestablish the awareness of disaster prevention and self-protection. Canunderstand and master the safety knowledge and prevention measuresrelated to natural disasters, and can rise to the perspective of humandestiny community in front of disasters, have the consciousness of helpand rescue, establish the confidence in facing natural disasters, studying natural disasters, coping with disasters.III. The analysis of key points and difficult pointskey points：1. Understand and use restrictive attributive clauses properly in the text2. Able to understand the language of articles and learn to write summaries of articlesDifficult points：1. There are various types, complex forms and different preventive measures ofnatural disasters, so it is difficult to explore the thematic significance.2. The understanding and use of restrictive attributive clauses is a difficulty in language learning.Part2 The analysis of reading partI. The analysis of materialThis article is the main reading of this unit. It is a news report. The article describes the great earthquake that happened in Tangshan city of Hebei province in the early morning of July 28, 1976. Through the concrete description of earthquake omen, earthquake and rescue after the earthquake, the Tangshan earthquake reappears to us the most disastrous natural disaster suffered by mankind in the 20th century.II. The analysis of students1. Curious and eager to learn new things.2. Used to thinking independently and working in groups3. Striving for a larger vocabulary and language accuracyIII. The analysis of teaching aimsKnowledge aims：a)Learn the basic about earthquakes.b) Learn the vocabulary and phrases required by the exam outline.Ability aims:a)Training students to capture the main information of the article byreading by skimming, perusing and other reading skillsb)Summarize the general idea of the paragraphs of the article, andunderstand the details of the article.Emotional aims：a)Learn how to save oneself and save others in an earthquake orsudden disaster.b)Establish a sense of safety and cherish life.IV. The analysis of teaching key and difficult pointsKey points:Train students' reading skills, develop students' grasp of the overall structure of thearticle, and quickly capture the key details of the article and summarize.Difficult points:How to make students learn to extract, filter and reorganize the information in thearticle, and apply it flexibly to language practice.V. The analysis of teaching and learning stratigiesT ask-based Language Teaching Method、Communicative Approach、Cooperative Learning MethodDesign idea: Focus on the development of students' subjectivity;emphasize student-centered cooperation and communication with teachersand students, so as to cultivate students' comprehensive language ability.Teaching procedures reading prediction skills, so as to predict the content of the article. Step4 while-readingFast reading 5minsTeacher asks students to read the passage as quickly as they can, and then match the main idea with each paragraph of the article.Design idea:Students quickly read through the full text, master the basic context of the article, and summarize the theme of each part. Master skimming reading skills.Careful reading 20minsLead students to divide the whole passage into 3 parts as follow, Part1 Before earthquake: para1Part2 During earthquake: para2-3Part3 After earthquake: para4-5And then finish some relevant excises.Part1 Before earthquake: para1Asks students to find out the signs before earthquake.1.In the sky___________2._________in the well walls_______from it3.Chicken & pigs ___________4.Mice ran out_______________Part2 During earthquakeTrue or false questions1. 2/3 of the people living in Tangshan were injured including the dead.2. The parents of many children died.3. There was only one quake shook Tangshan.4. The railway stopped working.5. Brick and red autumn leaves covered the groundPart3 After earthquake1.What kind of help do you think people who have suffered anearthquake need?2.According to the last paragraph, in which aspect has Tangshan。
Unit4-I-used-to-be-afraid-of-the-dark-Section-A(1a-1d)第一课时说课稿、教学设计及反思
Unit4 I used to be afraid of the dark说课稿一、教材分析1.教材的地位及作用：本单位的焦点话题为“talk about what they used to be like”，围绕着批评辩说本身和他人已往常常做的事，批评辩说本身和他人已往的外貌\性格\兴趣，通过视察图片、听力明白等训练方法和独立学习、互助交换、完成使命等情势完成目的语言的输入，以句型Used to为重要学习使命，而且设置使命型综合性语言实践运动，让门生在外交运动中，学会怎样准确地用英语表达本身的意见和发起，重在造就门生的习得语言运用本领、实践本领、互助本领及创新意识。
2．教学目标（1）语言目标：谈论自己和他人过去是什么模样。
（2）知识目标重点词汇Used to和描述人的外貌和性格的形容词。
重点句型Bob used to be short, but now he is tall.She used to be shy, but now he is outgoing.I used to have shot hair, but now I have long hair.（3）能力目标1）依托本单元的语言素材提高学生听、说、读、写及自学、创新能力。
熟练掌握“used to”句型，培养学生运用语言的能力。
2）培养学生善于听说、乐于听说的良好习惯和学习能力。
3）运用图片，充分调动学生的感官，培养观察力和注意力。
4）在表演中培养学生乐于表达的人际交往能力和知识创新能力。
（4）、重点和难点重点：这一单元的重点在于“used to be句型的用法”。
难点：掌握表示性格、外貌和爱好的句子表达。
Used to句型在日常生活中的运用。
二、教材处理：根据以上对教材的分析，同时针对学生学习外语存在一定困难的实际情况。
首先给学生创造外语语言氛围，在上课前，播放一首英文歌曲，让学生在轻松愉悦的氛围中进入课堂。
创设一定的语言情景，这样可以激发学生学习兴趣，使学生在参与一系列活动中，掌握知识。
高中英语人教版Unit4Naturaldisasters单元说课稿(1)
第一教案：
PeriodIListening and Speaking
PeriodⅡReading and Thinking
PeriodⅢDiscovering Useful Structures
第二教案：
PeriodⅠListening and Speaking
PeriodⅡReading and Thinking
PeriodⅢDiscovering Useful Structures, Listening and Talking, Reading for Writing, Assessing Your Progress, Project＆Video Time
2.单元重点难点
重点：
（1）通过听、读和看获取、梳理、整合常见自然灾害的起因、前兆、发生过程、造成影响、防范措施等常识，学习并初步运用与本单元主题相关的词汇描述常见自然灾害。
（2）在语篇中恰当地理解和使用限制性定语从句，并能够使用定语从句修饰和限制真实和想象世界中的人和物情境和事件。
（3）能够使用恰当的语言发布安全指令及学会写文章的概要。
Unit 4单元名师说课
概括分析
1.单元内容分析：
本单元的主题语境是自然灾害，属于《课标》中人与自然，灾害防范主题群下子主题—自然灾害与防范，安全常识与自我保护，并通过多模态语篇，如视频、图片、说明文、新闻报道等，呈现以下主要内容：五种常见的自然灾害，地震、山火、洪水、海啸、旱害的基本信息，如级别、发生时间毁坏程度、伤亡情况以及起因；采用一篇说明文，详细介绍了1976年唐山大地震的震前震中、震后现象及重建后唐山的现在面貌，让学生认识到地震所产生的灾害；采用一段视频，介绍海啸产生的原因和造成的危害提醒学生增强自我防范意识、安全常识和自我保护意识；设计了三个活动，让学生在描述地震、火山喷发、台风、飓风等自然灾害的过程造成的灾难等，在语境中学习了理解本单元的语法—限制性定语从句；呈现一段关于地震预防的对话，主要包含一些安全指令用语，学会使用英语指导自然灾害安全逃生；阅读了海啸袭击亚洲的新闻报道，获取海啸发生过程、造成损害和救援等相关信息，识别新闻报道语篇文体特征，学习写摘要。最后呈现项目式学习，从四个方面逐层介绍完成一个报告的全过程，突出主题意义。总之，采用多模态语篇，呈现围绕主题语境学习材料有效地将教学内容和语用目标有机结合，有助于开展主题意义探究活动，为核心素养落地生根提供了有效的途径。
Unit4Ourword说课稿范文
本课是第四单元第一话题中 Section A 的第一课时，教学内容有 Activity 2，完成形容词比较级的一张表格和根据图片描绘农场动物的特点。
Activity 1，根据小对话填空。
主要功能是引用比较级谈谈过去如今的变化，呼吁要保护环境。
本单元的三个话题紧紧环绕当今世界的环境、科技和文化这三大主题展开。
本课是第一话题“Plants and animals are important to us. ”的第一部份。
本单元主要，是理解及掌握形容词比较级和最高级的变化规那末及其用法，和通过议论大自然的美丽体面，增强学生对自然的热爱和进步他们保护自然的意识本课是第一话题的第一课时，对于整个话题起到承上起下的作用。
希翼学生通过学习本课，能在日常生活中比较不同事物。
Section A 部份内容较多，一个课时无法完好地完成教学内容。
因此，我安排的是一节半课完成，这节课先让学生比较系统地认识理解形容词的比较等级，下节课再加深稳固(主要是要从让学生完成完好的句子来表达)，本节课我将从任教班级学情出发，对A部份内容做了整合与处理。
把打破本单元的语法内容作为本课的重点，重点活动是 Activity 2 部份，先从学生印象较深的简单形容词入手，逐步比较、分析同等形容词，使学生有充分的时间来理解形容词的比较等级。
然后也是从图片的比较进入 Activity 1。
(1)教学重点：形容词的比较等级。
(2)教学难点：形容词比较等级在句子中和课文中的运用。
利用多媒体为辅助手段，让学生初步理解所学内容。
(1)知识技能目的：①学习生词 :countryside, sky, clear, beauty, nature, cow, horse, hen, sheep, goose, thin②学习表达比较的情形:(a) The horse is stronger than the sheep.(b) Mice are the smallest of them.③ 学习形容词比较级和最高级。
2人教版高中英语必修四优秀说课稿
2人教版高中英语必修四优秀说课稿概述本说课稿将为大家介绍《2人教版高中英语必修四》这本教材的教学内容、教学目标、教学重点和难点以及教学方法和评价方式。
教学内容本教材主要包括以下内容：1. Unit 1: Great Scientists2. Unit 2: English around the world3. Unit 3: Travel Journal4. Unit 4: Warming up & reading5. Unit 5: Cultural Corner6. Unit 6: Discovering useful structures7. Unit 7: Learning a foreign language教学目标通过本教材的研究，学生将能够实现以下目标：1. 提高英语听、说、读、写的能力；2. 增加学生的词汇量和语法运用能力；3. 培养学生对英语研究的兴趣和研究策略；4. 增强学生的跨文化交际能力。
教学重点和难点教学重点：1. 研究并掌握每个单元的重要单词和短语；2. 通过阅读文章进行文本理解和提高阅读能力；3. 练口语表达和写作能力。
教学难点：1. 理解并运用词汇和语法知识进行口头和书面表达；2. 解决学生在阅读中遇到的难点和困惑。
教学方法在教学过程中，采用以下教学方法：1. 情景教学法：通过模拟真实情况进行语言输入和输出；2. 合作研究法：鼓励学生互相合作，积极参与课堂活动；3. 情感教育法：培养学生积极参与和主动研究的意识。
评价方式为了评价学生的研究情况和教学效果，将采用以下评价方式：1. 日常表现评价：包括课堂参与度、作业完成情况等；2. 笔试评价：通过给学生提供书面材料，测试他们的阅读和写作能力；3. 口试评价：通过进行口头表达和交流，测试学生的口语表达能力。
以上是对《2人教版高中英语必修四优秀说课稿》的简要介绍，希望能为您的教学工作提供一些参考。
高中英语必修4Unit4Bodylanguage说课稿
高中英语必修4Unit4Bodylanguage说课稿Unit 4 Body Language-Reading Communication: No ProblemTeacher: Cai QiulianCourse: EnglishTextbook: Senior English for China (Book 4), by Liu DaoyiTime Allotment: 1 period (40 minutes)Date: March 20, 2014Teaching aids: blackboard, Multi-media, Power Point, chalkI. Text Analysis （教材剖析）This unit is about body language, and the text selected in thereading part demonstrates the difference and similarity of bodylanguage in many parts of the world. Through learning this passage, students are required to raise their awareness of using body languagein different parts of the world. As body language is closely related toour daily life, it is easy to arouse students’ interest in learn text. Reading skills and speaking training are designed around thetext.II. Teaching Objectives（教课目的）By the end of the lesson, students will be able to:1. Language Skill Objective （语言技术目标）: developreading ability（skimming and scanning）as well as speaking ability.2.Cultural Knowledge Objective （文化知识目标） : knowabout the cultural differences of using body language.3. Affective Objective （情感目标） : increase students ’awareness of using body language correctly in different cultures.Focuses and Difficulties （教课要点和难点）1.Teaching Focuses（教课要点）: the difference andsimilarity of body language in many parts of the world.2.Teaching Difficulties （教课难点） : develop students ’reading abilities of skimming and scanning and ask thestudents to show their opinions with fluent English.IV. Teaching Procedures （教课步骤）It involves five parts:Step1. Lead-in（导入）Step2. Pre-reading（读前活动）Step3. While- reading（阅读）Step4. Post-reading（读后活动）Step5. Homework assignment（家庭作业）The first periodStep 1. Lead-in （引入）8’1. Show them some pictures (facial expressions and gesture expressions) of body language then guess what do they mean给.他们展现不一样的国家风俗不一样表情和动作的图片，以此来激发学生兴趣，引入肢体语言这个文章主题。
高二英语说课稿：unit4 sharing
高二英语说课稿：unit4 sharingＰart 1. Ｔhe analysis of the teaching mateiral（说教材）Ｐart 2. Ｔhe teaching aims（说目的）Ｐart 3. Ｓomething about the students（说学生）Ｐart 4. Ｔhe teaching important and difficult points（说重点、难点）Ｐart 5. Ｔhe teaching methods and aids（说教法）Ｐart 6. Ｔhe teaching procedures and the purposes as well（说程序及设计用意）说课的具体过程如下：Ｐart 1. Ｔhe analysis of the teaching mateiral（说教材）泛读在教材中地位泛读不仅在英语教学，乃至整个英语语言的学习过程中都占有非常重要的地位。
从《普通高中中学英语课程规范》可以看出，它要求高中中学英语教学和重点初中相比，更具有时代性、基础性和选择性，更加注重对学生综合语言能力的培养。
新《课标》立足于提高学生的综合英语语言水平，提高对高中中学学生浏览能力的要求，并提出大力发展英语泛读教学，选修课程等要求。
通过一系列的泛读，对学生进行大量的语言输入，重点培养学生的浏览技能，进而提高学生综合运用语言的能力，也即语言输出的能力。
英语作为我们的一门外国语言，单词，语法，固然要背，但是，在我们的英语教学中，将现成的英语文章作为比较真实的语境，让学生先去听，去感受，去领会作者话语中词汇表达的功能、作者要表达的用意和态度则显得尤为重要。
教学内容及课时本课源于高二英语选修7第4单元 sharing（分享）。
根据《教学大纲》本单元的重点话习题是帮助弱者、志愿服务、合作共享等，通过听、说、读、写等活动不仅学习有关的语言知识，还要培养学生的社会责任感。
高一必修四英语说课稿
高一必修四英语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内容是高一必修四英语教材中的一个单元。
这个单元的主题是“Understanding Global Issues”，旨在通过英语学习，帮助学生了解和思考全球性问题，培养他们的国际视野和社会责任感。
接下来，我将从教学目标、教学内容、教学方法和教学评价四个方面进行详细的说课。
一、教学目标1. 知识与技能目标：学生能够掌握本单元的核心词汇和句型，理解并运用这些语言知识来描述和讨论全球性问题。
2. 过程与方法目标：通过小组讨论、角色扮演等活动，培养学生的合作学习和批判性思维能力。
3. 情感态度与价值观目标：激发学生对全球问题的关注，引导他们形成正确的世界观和价值观，培养解决全球问题的社会责任感。
二、教学内容本单元主要包括以下几个部分：1. 阅读部分：包含一篇关于全球变暖的阅读材料，通过这篇文章，学生可以了解到全球变暖的现状、原因及其对环境和人类生活的影响。
2. 词汇与语法：介绍与环境保护相关的词汇，以及表达原因和结果的语法结构。
3. 听力部分：一段关于国际合作解决水资源短缺问题的对话，旨在提高学生的听力理解能力和获取信息的能力。
4. 口语部分：通过模拟联合国会议的形式，让学生就全球问题发表自己的见解和建议。
5. 写作部分：要求学生撰写一篇关于如何解决某一全球问题的短文，锻炼他们的写作能力和逻辑思维。
三、教学方法1. 导入法：通过展示与全球问题相关的图片或视频，激发学生的兴趣和参与度。
2. 合作学习：鼓励学生分组讨论，通过交流和合作来共同解决问题。
3. 任务驱动法：设置具体的学习任务，如小组讨论、角色扮演等，让学生在完成任务的过程中学习和使用英语。
4. 反馈与评价：在活动结束后，及时给予学生反馈，帮助他们总结经验，提高学习效果。
四、教学评价1. 过程评价：观察学生在小组讨论和活动中的参与情况，评价他们的合作能力和交流能力。
2. 形成性评价：通过课堂小测验、口语表达等方式，检查学生对词汇、语法和听力内容的掌握情况。
说课稿Unit4Iusedtobeafraidofthedark教学设计
Unit4 I used to be afraid of the dark教学设计（说课）李莉各位老师你们好!今天我要为大家讲的课题是：九年级Unit4 I used to be afraid of the dark本人将从教材分析、学情分析、教学目标、教学方法及设计意图、教学过程、板书设计等六个方面进行说课。
一、教材分析（说教材）：本节课的核心话题为“talk about what they used to be like”，围绕着谈论过去自己和他人过去经常做的事，谈论自己和他人过去的外貌\性格\爱好。
学习句型used to 为主要学习任务，并且设置任务型综合性语言实践活动，让学生在交际活动中，学会如何正确地用英语表达自己的意见和建议，重在培养学生的习得语言运用能力、实践能力、合作能力及创新意识二、学情分析在学习本单元之前，本年级学生已经学习过了一些描写人物外貌的词汇和句型。
对于本单元的学习，大部分学生已经有了一定的学习基础, 但由于学生自觉性差，很少能够自觉做好课前预习和课后复习，所以课前可以给些时间让他们熟悉下本节课的内容三、教学目标1、知识和技能目标：本单元通过对人物外貌和性格变化的描写，以used to 结构的表达为主要内容，进行多角度的练习，同时应注意对于性格，外貌的形容词的使用2、单元重难点：通过对自己、家人及身边朋友现在和过去的比较，学习used to的用法，巩固掌握描述人物的词汇和技巧。
3、情感态度与价值观：人是不断发展变化的，我们身边的人和事都在不断变化，随着深入学习，我们也应该不断增长知识，健全自己的人格，不断去完善自己。
四、教学方法及设计意图1．视听法：主要通过多媒体课件展示、图片展示、老师提问、学生回答等方式提供让学生看、听、说、的练习机会2．问答法和情景交际法：用多媒体展示各种图片，让学生利用这些图片进行交流，让学生在做中学，在实践中获得信息，习得英语。
五、教学过程（教学环节、教师活动、学生活动）活动1、看图说话，导入新课课前任务：请同学们带几张他们喜爱的人物以前和现在的相片。
人教版高中英语必修4 Unit4 Period 4优秀教案
Unit4 Period 4优秀教案ListeningThe General Idea of This PeriodThis period aims at getting the students to train their ability to get the keyListen to the materials about a traffic accident and retell the story after findingTask-A projector,some slides and a multiple-Three Dimensional Teaching AimsGet the students to improve their skills to get the key information and keyTrain the studenAfter the study of this period the students are sure to understand the body language better and know how to use it in our daily life,thus avoiding someTeaching ProceduresCheck the students’ homework and ask some students to retell the reading text of SHOWING OUR FEELINGS.Step 2 Pre-Ask the students to look through the six pictures in Ex.1 on Page 31 and ask them toT:Now,open your books and turn to Page 31.Look through the six pictures.The pictures are not in the correct order.Your task is to listen to the tape and rearrange the picture according to the listening material.But before we listen to the tape,I would likeS:I guess there is an accident.Maybe the car hit the cyclist who carries a box ofS:T:Your guess maybe right.Now we are going to listen to the tape.While listening,pay attention to these important points and you are asked to take notes of the actions thatc)What the policeman sayNow,I will play the tape twice.Please listen carefully.After listening to it twice,youT:SoS:T:Good job.T:Have you also taken down some notes while listening?Get prepared to act out the story using both spoken and body language.I will give you 5 minutes to work in groups of three to act out the dialogue.One will be Li Pu,one will be the cyclist and one will be the policeman.You may use the following function items when you act itYou may not Always stay Be careful w。
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英语说课稿高中英语必修4 Unit4 Showing our feelings ( Using language ) Good afternoon, ladies and gentlemen,I'm greatly honored to have the opportunity to share my teaching ideas with you. I am No.8 and today my topic is “Showing our feelings” taken from Unit4，Book4. My presentation consists of 6 parts: analysis of teaching material and students; teaching theories ;teaching methods, studying ways and teaching aids;teaching procedures ; teaching assessment; blackboard design.Part 1 Analysis of the teaching material and students (教材与学生分析)This part consists of 5 aspects1. Analysis of the teaching material教材分析This reading passage is an important part of this unit. It mainly talks about a topic that body language has many universal gestures. The type of this class is an extensive reading class, which plays an important part in developing students’ reading ability. So, during the teaching process, the teacher should focus on developing the students’s reading ability by extensive reading, and get them to learn some reading skills such as skimming, scanning and so on. Moreover, the students should receive some moral education, let them know more about body language in cultures in different countries.2. Analysis of the students 学生分析As to the students of class 14 &17, most of them are poor in English, they show little interest in learning English, they are lack of vocabulary and confidence. So, during the teaching process, the teacher should focus on how to arouse their interest in English. Moreover, the teacher should teach them the proper way to learn English and encourage them to learn English well.3. Teaching aims教学目标1) Knowledge aims （知识目标）A. Get students to learn the following useful new words and expressions: unspoken, facial, functional, ease, truly, false, anger, fist, yawn, subjective, hug, rank, at ease, face, turn one’s back to掌握重点词句B. Get students to read the passage and let them know more about body language.阅读文章，更多了解肢体语言2) Ability aims （能力目标）Develop students’ reading skills by extensive read ing and enable them to learn how to use different reading skills to read different reading materials.通过泛读训练提高学生的阅读能力3) Emotional aims （情感目标）A. Let students have a better understand- ing of body language in different cultures and try to avoid misunderstanding.了解中外文化的区别B. Develop students’sense of group co- operation and teamwork.培养学生的合作精神4.Teaching key points（教学重点）1).Develop students’ reading skills by extensive reading.通过泛读训练培养学生的阅读能力2). Have students master the important new words and expressions in this part.掌握该部分的重点词句3). Let students read and understand the passage “Showing our feelings”.让学生读懂本篇文章5.Teaching difficult points （教学难点）1). Enable students to learn to use some skills such as skimming, scanning and so on to do their reading.让学生学会略读，精读等阅读方法2). Let students read and understand the passage “Showing our feelings”.让学生读懂本篇文章Part2. Teaching theories (理论基础)理论依据新课标提出：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们陶冶情操、拓展视野、丰富社会经历、开发思维能力和提高人文素养的过程。
Part3. Teaching methods, studying ways and aids (教学方法、学法指导和教具)1) Task-based teaching approach2) Scanning, skimming3) Question-and-answer activity teaching method4) Pair work and individual work methodTeaching aids（教学用具）1. A multi-media computer2. Other normal teaching toolsPart4. Teaching procedures (教学过程)According to the teaching aims, I divide the teaching procedures into 7steps.Step 1. Greeting and revision （课堂问候与复习）Step 2. Lead- in （导入）Step 3. Pre- reading (读前)Step 4. While-reading(读中)1).Fast reading (快速阅读）2).Detail reading（细节阅读）Step 5. Post-reading (读后)Step 6. (巩固)Step 7. Homework.(作业布置)Step 1 Greeting and revision(课堂问候与复习5mins)Translate the following sentences using the -ing form.1.我们学校有一个游泳池。
2.站在那边的那个男孩是我的同学。
3.完成工作之后，他就回家去了。
4.大雨滂沱，照成了该地区洪水泛滥。
5.大家认为他是个活字典。
The purpose of this step is to revise the grammar knowledge in previous class.（设计意图）Step 2 Lead-in（导入）3minsThree activities:1. Usually what gestures we will do ?2. What’s the meaning of the following gestures?3. What’s the meaning of the following face expressions?Then let the students look at some pictures of gestures and face expressions. Goal: To lead up to the topic, get the students to warm up and arouse their interest in the topic. （设计意图）Step 3 （2mins）Pre- reading (读前)Discussion :1.What is the function of body language?（肢体语言的作用）2. What do you think the role of body language is in our daily life?（肢体语言的地位）3. Are all the body language the same in the world? What do you know about them?（所有的肢体语言都是一样吗？）Goal: To enable students to learn to work well in teamwork and overcome Ss’ shyness and let them speak in public. (设计意图)Step 4 While-reading(读中) 15mins1).Fast reading (快速阅读）TaskFind out the topic sentences of each paragraph 找出每段的大意Part 1 (Para 1)Body language shows all kinds of feelings, wishes and attitudes and sometimes more important than spoken language.Part 2 (Para 2-Para6)Examples of some body language.Part 3 (Para 7-Para8)There are differences in body language, it’s important for us to know them.Goal: To develop Ss’reading skill_skimming, that is , enable the students to find out some exact information quickly. （设计意图）2).Detail reading（细节阅读）Read the passage carefully and finish the following reading tasks.完成下列阅读任务Task 1 Decide whether the following statements true or false判断对错F1. Body language is never as important as spoken language.T2. If you are angry at a person, you might turn your back to him or her.F3. You can threaten a person by refusing to speak.F4. If you stand with your arms across your body, you are always protecting yourself from being physically attacked.T5. If you sit looking away from a person, or with your back turned, you’re saying you’re not interested in that person.T6. You should not greet your new boss by giving her or him a hug.F7. Body language is the same all over the world.T8. Most people can understand each other if they try.Task 2Answer the following question according to the text根据课文回答问题1. How can we know others’ feelings, even if they do not speak to us?2. Why should we be careful with our body language?3. Why is it important to watch as well as listen to others?4. What are some jobs in which using body language is extremely important?Goal: To enable the students to find out the detailed information of thistext and understand the structure of this passage. (设计意图) Step 5 10mins Post-reading (读后)Discussion（讨论）1. Why should we be careful of our own body language ?2. How can we know other’s feelings, even if they do not speak to us?3. Why is it important to watch others as well as listen to them? Goal: To cultivate teamwork spirit. (设计意图)Step 6 Consolidation (巩固)1. Finish some words and expressions exercises2. Write a summary of the passage.设计意图：检查教学效果。