牛津高中英语模块三Unit1_3Reading说课稿
牛津高中英语 模块三 unit 1 reading
Where: outside Polly’s house at King Street
When& late that day weather:
Part 6
Who: What:
Polly; the old blind man
The old man left to help more people in need.
Where: in the street
When& weather: It was dark.
Who: Polly, an old man Part 5 What: The old man took her hand and helped
her find the way.
Polly’s She wished for someone to come feelings: along. Fear held her still. She began
4. According to lines 23-25,what made Polly afraid ?
The rough hand that brushed her face and the voice that was close to her ear .
5. According to Line 33,what did the man look like?.
The fog was Polly; too thick for the bus the bus to conductor run to King
Street, where Polly lived.
＼
Where: in the Underground train; at Green Park station
牛津高中英语模块三 unit1 Readingfog1
Stories have basic elements as follows:
What happened; a plot When it happened ; a certain time period Where it happened; a place Why it happened; a problem or an issue to be solved Who was involved in the event; main character
2.Where did Polly live?
At 86 King Street. 3.How did she usually get home?
By bus 4.What was the old man carrying?
A stick
The structure of the story
fog
Part1-part2 Part3-part4 Part5-part6
• Problem: How she should get home
• Plot(情节): An old man helped a woman in the fog
• Ending: The old man was blind
1.What is the story about?
A young lady in the fog
Read the 5th , 6th parts, and answer the questions
1. According to Lines 23-25, what made Polly afraid ? The rough hand that brushed her cheek, and the man’s voice that was close to her ear made Polly afraid.
外研版(一起)六年级英语上册《Module 3 Unit 1》说课稿
外研版（一起）六年级英语上册《Module 3 Unit 1》说课稿一、教材分析1.1 教材背景《外研版（一起）六年级英语上册》是针对小学六年级学生编写的英语教材，共有六个模块，涵盖了口语、听、说、读、写五个方面的内容。
本篇说课稿将重点介绍第三个模块的第一单元。
1.2 教材内容本单元主要围绕“Describe Your School”这一主题展开，让学生在实际情境中进行英语交流。
通过学习本单元，学生可以掌握以下知识点：•学习询问和回答有关学校的问题。
•学习运用形容词来描述学校，例如：big, small, old, new等。
•学习运用there is/are结构，来描绘学校周围的环境、设施等。
另外，本单元的语言重点还围绕“用英语简单地描述学校”这一主题展开，帮助学生提高英语表达能力和口语交际能力。
二、教学目标2.1 情感目标在本节课的学习中，学生可以通过多角色互动、英语角等方式在实践中运用学习到的英语知识，激发学生学习英语的兴趣，培养学生的合作精神及团队意识。
2.2 知识目标1.学习能够简单的描述学校的英语表达。
2.能够用此单元所学表达并描述自己的学校。
2.3 能力目标1.能够流利、自然及准确的用英语交流。
2.能够积极参与小组活动及家庭作业等各种形式的学习，发挥个人潜力。
三、教学重点1.学习询问和回答有关学校的问题。
2.学习如何用形容词来描述学校。
四、教学难点1.运用there is/are结构进行描述。
2.综合运用所学知识，描述自己的学校。
五、教学过程5.1 物资准备准备教学PPT、教案、黑板、粉笔、单词卡片等。
5.2 教学环节5.2.1 导入（1）寻找学生的背景知识和经验，询问学生对学校的印象，例如：学校里面有哪些设施。
（2）展示一张带有不同形容词的图片，引导学生猜测图片中所描述的地点，并进行描述。
（3）反复引导学生使用英语描述自己所在的学校，为后续教学做好铺垫。
5.2.2 授课（1）学习观看学习视频，让学生听懂和跟读“school, big, small, old, new”等单词。
外研版五(上)英语Module3Unit1第一课时说课稿
外研版五（上）英语Module3Unit 1第一课时说课稿尊敬的各位评委老师：大家上午好！我是来自×××学校×××，我今天说课的内容是外研版五（上）英语第三模块第一单元第一课时《Module3 Unit1 Activities 1—2》本节课是授新课，下面我从几个方面阐述我的说课流程。
一，教材分析本单元是在学过的一般过去时的一般疑问句,陈述句和用what,How many,How much引导的特殊疑问句的基础上继续学习一般过去时的特殊疑问句，并作出相应的回答。
主要是围绕去了哪里，怎样去的，做了什么事情而展开的话题。
二，学情分析学生在前面几节课已经学过一般过去时有一定的基础，能用一般过去时表述过去发生的事，由于谈论的事来源于生活，贴近学生的实际，学生感兴趣，只要老师利用好身边的素材，创设情景，让学生合适的操练，就能收到理想的效果。
三，教学目标根据教材需要和学情分析，我制定以下教学目标：（首先）知识目标(1),能听说认读单词thanks,weekend,museum,best,trip,twenty, at the weekend.(2),能听说读写单词place,how,took,river,hour,minute.(3),能听懂句What did you do at the weekend?How did they go tothese places?并作出的回答We visited lots of places. We went there by bus .（其次）能力目标能对去了哪里, 怎样去，做了什么事的询问和回答（再次）情感目标(1),培养学生热爱生活，关心他人，合理安排学习和生活能力。
(2),积极运用所学的知识进行交流，找出最有效记单词的方法。
（最后）文化目标了解Big Ben，the British Museum,培养学生跨文化意识.四，说重,难点重点：能听说读写Where did you go? We went to …等句型。
Module3 Unit1 I like football(说课稿)外研版(三起)英语三年级下册
Module3 Unit1 I like football (说课稿)一、教材分析1. 教材内容本单元的主题是喜欢足球，通过学习本单元的内容，学生可以学会询问和回答喜欢或不喜欢某种运动的方式，提高英语交流能力。
本单元的教学重点为真正理解并能够正确使用I like着重句型，并运用英语表达运动爱好的能力。
2. 教学目标•知识目标：–学习学科知识。
–学会交流自己的运动爱好。
–正确使用I like着重句型。
•能力目标：–学会用英语表达自己的兴趣爱好。
–提高听、说、读、写英语的能力，学会用英语交流。
•情感目标：–热爱体育活动，发扬体育精神。
–培养学生的英语交际意识及英语创新思维，增强学生的英语应用能力和实际动手能力。
3. 教学重难点分析教学重点•运用I like着重句型表达运动爱好。
•发音及语音。
教学难点•运用I like着重句型表达运动爱好。
二、课堂教学设计1. 情境呈现教师出示一张男孩踢足球的图片，询问学生：“What sport does this boy play? Do you like football？”鼓励学生积极参与回答，提高学生语言的表达和交流能力。
2. 语言点讲解教师在学生认知和语言水平的基础上，讲解I like着重句型的用法和正确发音，例如“I like football”，鼓励学生自己模仿发音，提高英语的语音及语感。
3. 练习巩固角色扮演根据教师设计，学生在课堂上进行角色扮演，运用I like着重句型表达自己的运动爱好，提高语言表达的流利度。
例如：A: Do you like playing basketball？B: No, I don’t like playing basketball. I like playing football.模仿朗读教师让学生进行模仿朗读，通过发音的练习，让学生在实践中学会正确地发音，掌握英语语音规律。
4. 扩展拓展阅读与翻译教师让学生阅读足球相关的文章，并翻译核心句子和单词，通过阅读，让学生了解更多有关足球的知识，因为多阅读，对英语的理解和运用是有很大帮助的。
Unit 1 People of Achievement Reading and 说课稿高中英语
Title: Unit 1 - People of AchievementLesson: Period 1 - Reading and ThinkingSubject: EnglishClass: [Class Name]Teacher: [Your Name]Teaching Objectives:By the end of this section, students will be able to:1. Read to learn about Tu Youyou and her achievements.2. Read for specific information and understand words in context.3. Learn great qualities from Tu Youyou.4. Talk about what greatness means and how it is achieved.5. Build cultural confidence through learning the outstanding contribution of traditional Chinese medicine to human health and world development.Teaching Theme:The teaching theme for this section is "Describing People of Achievement." Through a special news report about Tu Youyou's Nobel Prize for her discovery of artemisinin, students will gain insights into her journey and accomplishments. This lesson aims to highlight the dedication and greatness of Tu Youyou and her team and to emphasize the significant contribution of traditional Chinese medicine to human health and global development. Students will also reflect on their own aspirations and future career paths.Key Teaching Points:1. Guiding students to understand and become familiar with the features of a special news report, emphasizing the method of narrating a person's experiences chronologically.2. Guiding students to explore various aspects of Tu Youyou's success actively.Teaching Challenges:1. Helping students analyze Tu Youyou's character and qualities from descriptive vocabulary.2. Guiding students to use learned words to describe the process of discovering artemisinin.3. Prompting students to reflect on the true meaning of greatness.Teaching Content and Procedures:Lead-in:1. Explain the origin of Tu Youyou's name using the poem line "呦呦鹿鸣，食野之蒿" and introduce the main character.- Teacher: "Class, today we are going to explore the life and achievements of a remarkable individual named Tu Youyou. Her name is derived from a famous Chinese poem, '呦呦鹿鸣，食野之蒿,' which can be loosely translated as 'The deer is calling, dining on wild wormwood.' This poem gives us a glimpse into the origin of her name."2. Conduct a free talk to discuss Tu Youyou's experiences and achievements, supplementingrelevant vocabulary.- Teacher: "Now, let's have a discussion. What do you know about Tu Youyou? Can you share any information or stories related to her achievements?"- Students: (Students share their knowledge and experiences related to Tu Youyou.)Step 1 - Pre-reading:Activity 1 - Look at the layout and predict:- Students examine the two pictures and the headline on page 2 of the textbook. They predict the type and source of the text and anticipate its content.- Teacher asks questions like:- "Look at the title and the pictures on page 2. Where would you most likely read this passage?"- "What do you think will be talked about?"- Teacher notes that the date below the title can help determine the source. Also, point out the image of sweet wormwood in the lower right corner of the page.- The students make predictions based on the title and images, like "Tu Youyou was awarded the Nobel Prize for the discovery of artemisinin, a substance extracted from sweet wormwood."- Student A: "I think this passage might be from a scientific journal because it mentions a discovery."- Student B: "Yes, and I believe it's about a significant achievement in science related to medicine."Activity 2 - Fast reading:- Students read the entire text quickly to verify their predictions about the source and complete questions from Activity 3.- Teacher may ask questions like:- "Why is passive voice often used in a news report? (To be more objective.)"- "Why does it contain more facts than personal opinions? (To be more objective and more convincing.)"- Teacher: "Now, read through the text quickly to confirm whether your predictions were accurate. Pay attention to the writing style and the use of passive voice, which is common in news reports to maintain objectivity."- Students: (Students read the text and discuss the use of passive voice and objectivity in news reports.)Activity 3 - Detailed reading:Sub-activity 1 - Analyze Paragraphs 1 and 4:- Students reread the first and fourth paragraphs and answer questions like:- "What is the event? How is it described?"- "What is the significance of the discovery of artemisinin?"- Teacher: "Let's delve deeper into the text by focusing on the first and fourth paragraphs. What event is being described, and how is it portrayed in the text? Additionally, what do you think is the significance of the discovery of artemisinin?"- Student C: "The event is Tu Youyou winning the Nobel Prize, and it's described as asignificant achievement. The significance of artemisinin is that it can effectively treat malaria, saving many lives."- Teacher: "Exactly, Tu Youyou's Nobel Prize is indeed a significant event, and artemisinin's effectiveness in treating malaria is of great importance."Sub-activity 2 - Tu Youyou's Experiences:- Students reread the second and third paragraphs, analyzing Tu Youyou's specific experiences.- Teacher: "Now, let's turn our attention to the second and third paragraphs, which provide details about Tu Youyou's experiences. What can you gather about her journey?"- Student D: "In those paragraphs, we learn about her commitment and patience in the research process."- Teacher: "Very well put. We see how her commitment and patience played crucial roles in her research."Sub-activity 3 - Extracting Research Information:- Students extract information about Tu Youyou's team's research process to fill in a table.- They use their memory to complete a flowchart in Activity 5 and recount this process.- Teacher: "Now, let's dig deeper into the research process. In your groups, extract information from the text about Tu Youyou's team's research. What were the key steps involved?"- Student E: "First, they collected sweet wormwood. Then, they extracted artemisinin, tested it on animals, and finally, it was used on humans."- Teacher: "Excellent! Now, let's create a flowchart to visualize these steps."Sub-activity 4 - Data Extraction:- Students list the data mentioned in the text along with their corresponding details.- Teacher: "To understand the research better, let's identify the data presented in the text. What data is mentioned, and what does it reveal?"- Student F: "The data includes success rates, research years, and the number of people treated. It shows the rigorous testing process."- Teacher: "Great observation! These details provide insights into the thoroughness of their research."Sub-activity 5 - AnalyzeDescriptive Words:- Students focus on the words "committed" and "patient" which lead the descriptions in paragraphs 2 and 3. They discuss how these words reflect Tu Youyou's character and qualities and complete a table.- Teacher: "Now, let's analyze the descriptive words 'committed' and 'patient.' How do these words characterize Tu Youyou's qualities, and what can we learn from them?"- Student G: "These words show that Tu Youyou was dedicated and persistent in her work."- Teacher: "Exactly, commitment and patience were key to her success."Step 3 - Post-reading:Activity 4 - Discussing and Thinking:- Students engage in group discussions about topics such as the importance of talent vs. effort in the discovery of artemisinin and the factors for being a person of achievement.- Each group appoints a representative to state their views or engage in a class debate.- Teacher: "Now, let's have some lively discussions. In your groups, discuss whether talent or effort played a more crucial role in the discovery of artemisinin. Also, consider what factors are important for becoming a person of achievement."- Student H: "I think effort is more important because it took years of research and dedication."- Student I: "I agree, but talent might have helped her make breakthroughs faster."Activity 5 - Interviewing:- Students imagine interviewing Tu Youyou as if she were at the Nobel Prize presentation and congratulate her.- They conduct an interview based on provided questions to explore Tu Youyou's reactions and thoughts.- Teacher: "Now, let's get creative. Imagine that you are reporters at the Nobel Prize presentation ceremony, and Tu Youyou is there. First, let's congratulate her. Then, conduct an interview using these questions."- Student J: "Congratulations, Ms. Tu Youyou! How did you react upon hearing the prize-winning news?"- Tu Youyou (played by another student): "Thank you! I was truly surprised and honored."Step 4 - Homework:- Choice A: Create a mind map about Tu Youyou's experience and achievement.- Choice B: Write a speech to introduce Tu Youyou.- Choice C: Describe a person you admire.- Teacher: "For your homework, you have three options. You can create a mind map summarizing Tu Youyou's experiences and achievements, write a speech introducing her, or describe a person you admire using the qualities you've learned today."。
人教版英语必修三Unit 1(阅读课)说课稿
Festivals around the world(世界各地的节日)阅读课教学设计（说课稿）今天我说课的内容是模块三第一单元Festivals around the world(世界各地的节日)阅读课的教学设想。
本单元我打算用七个课时来完成，分别是词汇教学(Words study)，阅读教学(Reading)、阅读课文语言点的教学（Language points）、语言学习（Learning about language）、语言运用（Using language）、语法（Grammar）、单元测试练习，共七个课时。
今天我要说的是本单元的第二课时，阅读课。
我准备从教材分析、学情分析、教法、学法、教学过程和教学效果六个方面来谈谈本单元阅读课的教学。
一、教材分析Festivals around the world(世界各地的节日)是新人教版高中英语必修三第一单元的一篇主要阅读语篇，它是一篇说明文。
本单元围绕Festivals around the world（世界各地的节日）这一主题展开进行听、说、读、写等多种教育活动。
学习这个单元，要注意以下几个方面：一、抓住节日这根主线来了解各种节日的由来及其存在的意义。
二、注意英语语言关于节日及其活动的表达。
三、拓展学生的社会文化背景知识、增加跨国文化知识。
本篇阅读文章由五篇小短文组成，其中四篇带有小标题，它们分别介绍古代节日的起源、亡灵节、纪念名人的节日、丰收节、春天的节日等。
所使用的地道的英语语言是我们学生在写有关节日方面的作文以及说有关节日时的范本。
根据本单元的教学要点和本课的主要内容并联系学生的实际，我将本课时的教学目标定为：知识与能力1、让学生阅读理解世界各国各种节日的基本知识。
2、引导学生认识节日的分类、节日对人们生活的影响，从更深入的层面理解各国节日的意义。
3、进一步训练学生略读、细读、猜测词义等阅读技巧，把握篇章中心内容，获取关键信息，并且能针对阅读内容表达自己的观点。