牛津高中英语必修三Unit1说课稿
高中英语人教版必修3第一单元Unit1-Festivals-and-celebrations说课稿+文档.doc
Book3(高中英语人教版必修3第一单元) Unit1 Festivals and celebrations《节日与庆典》我说课的内容是高一英语必修3Unit1阅读 Festivals and celebrations ，这是一节综合技能课，我说课内容包括以下几个部分：教材分析、学情分析、说教法、学法以及教学程序和教学反思。
一．教材与学情分析1．教材内容、地位和作用本单元以”节日”为话题。
本文的题目是Festivals and Celebrations.这一部分是本单元主题的重要体现形式。
本篇阅读主要介绍古今中外节日的种类、由来、以及人们的活动和习俗。
使学生不仅增进了对我国传统节日的理解，而且对外国的节日也有所了解和感悟，提高学生的文化素质，进而拓展社会文化背景、增加跨国文化知识。
2．学情分析由于本单元是安排在春节过后，寒假开学时的第一个单元，学生并对所学相关内容作了很好的铺垫，并有一定的生活积累，而且对“节日”这个话题既熟悉又比较感兴趣，因此可以激发学生的求知欲，更深层次的理解本课内容。
但由于学生基础薄弱，课文也涉及到西方文化，学生学习和理解有一定难度。
二．课程标准与教学目标新课程标准对这一课的要求是：通过介绍古今中外节日的种类、由来、以及人们的活动和习俗，使学生掌握阅读技巧，提高阅读能力。
根据《新课程标准》的要求和学生实际情况，确定了以下三维教学目标：知识与技能目标：熟悉中外节日，培养学生猜词能力，通过略读，找读、细读等方法，提高阅读能力和技巧。
过程与方法目标：通过对课文的阅读，教师引导，学生自主探究与合作学习，熟悉中外节日、掌握词汇，提高阅读能力。
情感、态度与价值观目标：在熟悉中外节日的基础上，提高学生的文化素质，进而拓展社会文化背景、增加跨国文化知识。
三. 教学重点和难点重点：1.熟悉中国和其他国家的节日。
（阅读）2.分析整理课文中的细节内容。
（详细阅读）难点：用所学知识谈论中国和其他国家的节日和庆祝方式。
牛津版高中必修3 Unit1 The world of our senses语法课说课稿
牛津版高中必修3 Unit1 The world of our senses语法课说课稿英语语法在高中阶段占有重要的地位，虽然在教招考试中浮现的频率较低，但是不能否认浮现的可能性，而说课是近年来教招面试中浮现频率较高的考察形式，能够测出同学的语言功底和表达功底。
故学会如何撰写语法课的说课稿也是十分有须要的，本文以牛津版高中英语必修3 Unit1 The world of our senses 语法课为例举行说课稿设计。
Greeting:Good morning/afternoon, everyone! Im very glad to stand here to interpret my lesson. Today, my topic is the world of our senses.My lesson consists of five aspects: the analysis of teaching material and students, teaching aims, teaching and studying method, teaching procedures and blackboard design.I. Analysis of the teaching material First of all, lets focus on the analysis of teaching material. The lesson I am going to talkabout is from Oxford Senior English for China Book Unit 3, the world of our senses, grammar part.. After this lesson, well enable students to master noun clauses with different conjunctions. Students can also improve their reading and writing skills.Ⅱ.Analysis of the studentsNext, it is about students. My students are in senior 2.After many years of English studying,theyve known many words, sentences and some skills to solve English problems, so they have a good foundation to learn this grammar part. However, they havent learnt it systematically so that they even couldnt recognize the noun clause. So in thisperiod ,I would arrange a variety of activities to help them join in my class.Ⅲ.Analysis of the teaching aimsBased on the syllabus and the analysis, I set the teaching aims as follows:Knowledge aims:Students can get familiar with the grammar point of noun clauses and recognize them.Students can know the function of conjunction word "that' and "whether'/'if' and their differences.Ability aim:Through different ways of practice, students can use the noun clauses to make sentences and they can understand some passages which contain noun clauses. Emotional aims:Students can get more interest in English grammar learning and not afraid of learning grammar.Ⅳ.Analysis of the key and difficult pointsAccording to the teaching aims, the key point of this lesson are to recognize noun clauses with different conjunctions and their meanings. The difficult points is to use the conjunction "that' and "if/ whether' skillfully.V. Analysis of teaching and study methodsTo help students achieve the teaching aims much easier, I will mainly use task-basedteaching method, multimedia method and so on. For students, I will lead them to study bythemselves, and learn to communicate with people to let thembecome the real host of the class.VI. Analysis of the teaching proceduresNext,lets come to the most important par-the teaching procedures. It includes several parts: lead in, presentation, practice, production and summary and homework.Step 1 Lead-in (3 mins)The first step is lead in. I will show them a part of the video of a speech made by Martin Luther King "I have a dream', then make students do a imitation of it, paying attention to the pronunciation and the passion in it. In this way, it can arouse students interest in the class and lead in the class in a relaxing way.Step 2 Presentation(20 mins)And then, it a good chance to start the second part, presentation.(1)At first, I d like to show the original text of the classic part of the video again and lead them to discover the rule in these sentences :1.I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave-owners will be able to sit down together at the table of brotherhood.2.I have a dream that one day even the state of Mississippi,a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.3.I have a dream that my four children will one day live ina nation where they will not be judged by the color if their skin but by the content of their character.(2)My students have already learnt English for several years and they have the sense of English in some extent, so Students may find they are all compound sentences and they all contain a conjunction "that'. Then Ill let students make a assumption about what type of sentence they are. They can discuss with their classmates.(3)After discussion, Ill just conclude the rule: "they are called noun clauses, and we use "that' to introduce a noun clause when the clause is a statement and the clause is not functioned as anything. Or we use "that' to introduce a noun clause and the clause is functioned as subject or object or predicative in the whole sentence. ' For examples:The radio announced that the mist would become a thick fog.(object) That we couldnt find our way out was really bad news.(subject) The truth is that the buses will not be running.(predicative) (4)And then, Ill continually tell them that we can also use "if/ whether' to introduce a noun clause when the clause is a "yes/ no question'. We change the word order in clause after "if /whether' into that of a statement. But we can only use "whether' but not "if' after a preposition or when the clause as the subjectis at the beginning if the sentence. For examples:She wondered if/ whether the buses would still be running. She is not certain about whether she has done anything wrong. Whether it is going to clear up keeps me wondering.By doing this, these sentence can help students learn noun clauses in a interesting way. And it can be a good start for students to their further study.Step 3 Practice(10 mins)So now, its time to let students totally master this point. Im going to talk about the third part, practice. I would like to show a article on the screen about our senses and let some students circle the right words :Many people wonder if/ whether there is any connection between our senses and our health. Scientists observe that/ if making the most of our senses when we are young can keep us healthy later on in life.Why do we feel anxious or tired? One study shows if/ that approximately 90% of our time is spent watching TV or using computers. It is added whether/ that while our sense of sight is used too much, our senses of touch and smell have been ignored. People often ask whether/ if or not we should develop all our senses. The answer is yes. Experts suggest that/ if we do the following things more often. While having dinner, listen to some enjoyable music rather than watch TV. While relaxing at home, have some flowers next to you that smell nice. Before going to bed, turn the lights off. While sleeping, wear a nightshirt that is pleasant to touchit will make us sleep well.And then, let them read the following sentences and complete the blanks using "that/ whether/if'.I felt my hands and feet were cold.I thought I needed a hot cup of coffee to warm me up and recover some strength.I knew I was getting close to the camp, as I could smell food.I shouted to find out there was anyone there, but there was no answer.I almost believed I could never find my way.Suddenly I heard the sound of footsteps from behind and I wondered it was the sound of the wind.Through the two activities, students can deepen their understanding of the noun clauses introduced by "if/ whether/ that'.Step 4 Production(10 mins)And then, it should be the last part, production. Id like to ask some students telling stories: they are supposed to make a story that happened in their life and then share it with the class, using the noun clauses introduced by "if/ whether/ that'. 2 minutes to prepare and 8 minutes to share.In this way, students can use the noun clauses skillfully and their speaking ability can be trained. It also can improve their confidence to communicate with others in English. And let them become the real host in class.Step 5 summary and homework(2 mins)By the end of the class, Ill invite one student to summarize what we have learned today. And give them todays homework, let students search for songs or sayings with a noun clause and share them next class. It can consolidate what we have learnt today after class. So its good for them to master the point indeed.以上就是牛津版高中必修3 Unit1 The world of our senses语法课说课稿，更多老师聘请面试备考资料，请查看老师聘请面试备考频道。
2020年人教版高中英语必修三unit1reading说课稿
2020年人教版高中英语必修三unit1reading说课稿2020学年人教版高中英语必修三Unit1 Festivals around the worldGood morning, ladies and gentlemen, it’s my great pleasure to be here sharing my teaching plan with you. The topic of the lesson is from Senior English for China Student’s Book 3 Unit 1: Festivals around world. I’ll talk about the lesson from six main parts: the teaching material, teaching objectives, teaching key and difficult points, teaching methods, studying methods and teaching procedures. Firstly，I’ll introduce the teaching material.This unit is mainly about festivals and celebrations around the whole globe. The first reading passage“festivals and celebrations” is the center of this unit, which is also what my teaching plan based on. In this passage, it introduces the four different kinds of traditional festivals, their origins and celebrations. From this passage, students will know more about festivals around the world. Secondly, I’d like to talk about my teaching objectives.Knowledge objectives:Enable students to master the words, phrases and understand what this passage is about.Ability objectives:1: Improve students’ reading ability, especially skimming and scanning.2: Improve students’ spoken E nglish and cooperative ability by group work. Emotional objectives:Help students know more about festivals and celebrations, enhance their culture awareness and their respect to tradition.Thirdly, teaching key points, difficult points.Teaching key points1:Enable students get a main idea of the passage, make students understand the different customs of different festivals.Teaching difficult points1: Make sure students can describe some major festivals with their own words, Fourthly, Teaching methods.1: Task-based TeachingBy using TBT method, students can be given opportunities to practice and use a language in daily life activities, which help them to master the language naturally and better.3: Computer Assisted TeachingBy using CAT method, teachers can provide more attractive teaching material, and create an interesting and vivid learning environment.Fifthly, studying methods.1: Task-based learning.2: Cooperative learningSixthly, Teaching procedures.1: Lead-inShow students a short video some t raditional festivals’ celebrations. After watching that, ask students questions like “have you ever had these festivals?” “what do you do at these festivals?” “how do you know about these festivals?”Justification: in the beginning of the class, I want to use online video to create a lively environment in which students can get involved in more quickly, and also activate students interest and background knowledge of the topic.2: While-reading.Task 1 SkimmingDivide students into 8 groups, give them 3 minutes to glance over the title and each paragraph, then try to discuss and sum up the main idea of each and the theme of the whole passage.Justification: practice students’ ability of reading for the general idea, moreover, by group disc ussion, turn passive study to active study, and enhance students’ spoken English and the consciousness of cooperative learning.Task 2 ScanningGive students 8 minutes to read the passage carefully, then ask them questions like:1, what festivals are held to honour the dead and ancestors?2, who is honoured in India in October 2?3, what do European people do to celebrate harvest?4, what festivals are celebrated in Spring?Justification: practice students’ ability of reading for specific information. And also, by answering those questions students can have a better understanding of festivals around the world.3: Post-reading.Divide students into 8 groups, ask students to find out and discuss all the festivals and celebrations mentioned in the passage. After that, each group sends a representative to describe two festivals in front of the whole class. Justification: deepen students’ knowledge of today’s class. Make sure students can talk about festivals and celebrations by using their own words. Encourage students to express themselves in the face of people and to cooperate with others.4: Consolidation.Ask students to review the passage very quickly then complete the exercise below.Justification: review and consolidate the knowledge we’ve just learnt.5: Homework.Write an essay to introduce a festival and how it is celebrated.Justification: this activity does not only strengthen students’ understanding of different kinds of festivals and celebrations, but also improve students’ interculture awareness.。
高中英语 Unit 1《John Snow defeats King Cholera》说课稿 新人教版必修1
说课课题：Unit 1 John Snow defeats King Cholera 我要说的内容包括四个部分：教材分析、教学法、教学设计和板书设计。
一、教材分析1、材的地位和内容该课文John Snow Defeats King Cholera 是人教版高中英语必修5第一单元的一篇文章，这是一篇阅读课。
文章介绍了有名医生John Snow 是如何通过考察、分析和探究的科学方法，发现并控制“霍乱”这种传染疾病的。
通过学习这篇课文，使学生感悟到科学家的周密观察、勇于探索、认真分析的科学精神，使学生了解到科学发现的全过程具有其科学的严密性。
该课文出现了英语重要语法知识——过去分词的用法。
2、教学目标根据该教材的特点以及高中英语课程标准，我拟定下列教学目标1）语言知识目标词汇：defeat attend expose cure outbreak control absorb severe valuable strict pu mp 等语法：过去分词作定语和表语2）语言技能目标练习并培养学生的听、说、读和写的能力，侧重培养和提高学生的阅读理解能力3）情感目标培养学生的科学探索精神，培养学生科学人文精神相融合的素养4）学习策略目标学生通过阅读理解、互动交流以及完成任务过程中进行有效地自我调控，通过各种途径获取相关信息，并运用有效教学资源5）文化意识目标3、学重点和难点重点：理解所读课文；把握过去分词的用法难点：利用所学词汇、句型，围绕主题进行叙述二、教学法根据高中英语课程标准，根据“整体语言教学”的理论和实践，以及当前教学改革的新理念，为达成上述的教学目标，运用“任务型”英语教学法。
在实际的教学活动中，充分体现教师在教学活动中的主导、组织和监控的作用。
充分发挥学生在教学活动中的主观能动性。
以学生为中心，开展自主性学习活动，促使学生通过探究、独立思考以及合作学习的方式，完成学习任务。
优化学生的学习方式，提高课堂学习效果，采用“讨论学习法”。
新课标高一英语必修3 unit1festivals around the world说课稿【精选】
一、My understanding of this lesson
二、My teaching theories, methods and aids
三、Teaching steps / procedures
一、My understanding of this lesson
1.The analysis of the teaching
material
2.Teaching
aims (
Knowledge aim, Ability aim, Emotional aim
3.Teaching important points---
Understand the text better
4 Parts
4.Teaching difficult
points---How to
understand the text better
二、My teaching theories, methods and aids
Teaching theories:
Ss the real masters the teacher director
Combine the language structures with the language functions
festivals
Spring festivals
Festivals
Obon
Countries
Japan
the Day of the Dead Halloween
Mexico western countries
the Dragon Boat Festival China
Columbus Day
必修三英语unit1说课稿
必修三英语unit1说课稿尊敬的同事们，今天我们将共同探讨必修三英语Unit 1的教学设计。
本单元的主题是“Friendship”，旨在通过各种教学活动，让学生理解友谊的重要性，学会如何建立和维护友谊。
教学目标：1. 知识目标：学生能够掌握本单元的核心词汇和短语，理解并运用相关的语法结构。
2. 技能目标：通过听说读写等活动，提高学生的英语交际能力，特别是口语表达能力。
3. 情感目标：培养学生珍视友谊的情感，引导学生思考如何在生活中建立和维护友谊。
教学重点：1. 核心词汇和短语的掌握。
2. 语法结构的运用，特别是现在完成时和过去完成时的区分和使用。
教学难点：1. 现在完成时和过去完成时的准确使用。
2. 口语表达中如何自然地运用本单元的语言点。
教学方法：1. 任务型教学法：通过设置具体的任务，激发学生的学习兴趣。
2. 合作学习：鼓励学生小组合作，共同完成学习任务。
3. 情景教学：创设真实的语言使用环境，让学生在实际情境中学习和使用英语。
教学过程：1. 导入（Lead-in）：- 通过展示一些关于友谊的图片或视频，引发学生对友谊的思考。
- 提问学生关于友谊的看法，激活学生的相关背景知识。
2. 呈现（Presentation）：- 呈现本单元的核心词汇和短语，通过图片、例句等方式帮助学生理解和记忆。
- 讲解现在完成时和过去完成时的语法规则，并给出典型例句。
3. 操练（Practice）：- 通过填空、转换句型等练习，让学生巩固对词汇和语法结构的掌握。
- 组织角色扮演活动，让学生在模拟的情境中使用目标语言。
4. 应用（Application）：- 设计一个小组讨论，主题为“友谊的重要性”，让学生运用所学的语言知识表达自己的观点。
- 通过写作任务，如写一篇关于友谊的短文，进一步加深学生对语言的运用。
5. 总结（Summary）：- 回顾本节课的学习要点，强调词汇、语法结构的重要性。
- 鼓励学生在日常生活中多观察、多思考，将所学知识应用到实际交流中。
高中英语课说课稿通用8篇
高中英语课说课稿通用8篇高中英语课说课稿篇一Good morning, ladies and gentlemen . I’m xx. I’m from xx High School. Today, I feel honored to have the chance to share my ideas with you. In the reading process, I will focus on students’ long –term development and enable them to use reading strategies to read efficiently and independently.My teaching plan will include 4 sections. They’re analysis of the teaching material,. Teaching aims , teaching methods and teaching procedures.Section1 . Analysis of the teaching material.The selected teaching material is a magazine aritcle taken from the reading of Module 2 , Unit3 . It is about the curse of the mummy ,which deals with an amazing man who devoted most of his time making discoveries in Egypt and strange things that happened after his finding the tomb of king Tutankhamun.Section 2 Identifying the teaching aims.Based on the analysis of the teaching material, I have chosen the following as the teaching aims,The 1st aim: Train the students’ reading ability reading skills- predicting information.The 2nd aim: Learn some useful words and expressions.The 3rd aim: Develop the students’ creative, comprehensive and consolidating abilities.Section3 Teaching methods and aids.1. Enjoyment of a short film before reading to make the students interested in what they’ll learn.2. Fast reading to get the general idea of the text.3. Careful reading to answer some detailed questions4. Multi-mediaSection4 Teaching procedures.Part1 Lead-inHelp the students to recall the well –known film TITANNIC by showing them a short flash of the film. The purpose of this activity is to arouse the students’ interest and curiosity to read the passage. （on the screen ）Part 2 Reading comprehension- fast reading and careful reading1. Reading strategy – predicting information in advance.Before asking the students to skim the passage, direct their attention to reading strategy first. Conduct the activity as follows .（on the screen）2. SkimmingAsk the students to skim the passage and complete the three questions of Part A on page 42.3. Reread the passageAsk the students to reread the passage and identify which statements are true and which are false. Have the students complete Part C1 individually. Check the answer as a class. Statements in Part C2 are summaries of the paragraphs. Ask the students to match the statements with the paragraphs. Check the answer as a class.4. Listening for detailed informationEvaluate the students’ comprehension by asking them to identify the relationships between these characters. （on the screen）5. structure readingAsk the students to divide the text into a few parts according to the general idea of each paragraph .（on the screen）According to the diagram,I let the students make a summary of the text or let students fill in the blanks .（on the screen）Part 3 ConsolidationAsk the students to complete Part D and E individually . I can adapt Part D as the example shows . After completing Part D, the students are required to read the article in Part E and then fill in the missing words, check the exercises as a class.Part 4 Post –reading activities1. Ask the students to express their opinions on the following questions .（on the screen）2. Ask the students to write a summary about Howard Carter.3. Ask the students to focus on Part F and make up a dialogue as the example show. Make sure that all the students participate in the discussion.Ok , So much for my teaching plan ,Thank you for your careful attention.高中英语课说课稿篇二Good morning, everyone! I’m glad to be here to give my lesson plan presentation. The lesson plan I am going to talk about is the reading part of Unit 4 Wildlife Protection in the book NSEFC BOOK1. Now I’ll explain my lesson plan from the following aspects——analysis of teaching material, learning condition, teaching objectives, important and difficult points, teaching methods, teaching procure and blackboard design.Analysis of teaching material and learning conditionFirst, let’s come to the analysis of teaching material. The reading material is entitled How Daisy Learned to Help Wildlife. It talks about how Daisy learned the importance of wildlife protection through her communication with some animals in her dream. It is closely connected with this unit’s topic——the importance of wildlife protection. The passage is clearly organized by Daisy’s 3 trips in which she communicates with several endangered animals, and there are not so much new words in this passageNow let’s move on to the analysis of learning condition, students must be very familiar with the topic and interested in all kinds of animals. Students have acquired the basic reading skills, such as skimming, scanning, etc to deal with different reading tasks, and they can do some discussion in English. However, they are not familiar with the organization WWF mentioned in the passage, not clear with the author’s purposes of writing some sentences, and they may find it difficult to deal with some real problems by themselves concerning with wildlife protection.Teaching objectivesBased on the analyses of the teaching material and the learning condition, I will show you the teaching objectives.(1) Language Skills:1. Students can get the needed information about Daisy’s trip by applying different reading skills.2. Students can summarize the main ideas of each paragraph through skimming.3. Students can analyze the author’s purpose of writing sentences like “No rainforest, no animals, no drugs” and “And there are always WWF.”(2) Language Knowledge:1. Students can know more about why some animals are in danger and how to protect them.2. Students can know how to use the new words, such as mercy, importance, contain, etc.(3) Affective objectives:Students can realize the importance of wildlife protection.(4) Culture awareness:Students can know something about the organization WWF.(5) Learning strategy:1. Students can improve their communication strategy by discussing with classmates about protecting animals.2. Students can refer to the Internet to know more about wildlife protection.Key point and difficult points:Key points:(1) Students can improve their reading skills, such as summarizing, skimming, scanning, etc.（2）Students can get the main idea of the passage.(3) Students can know how to use the new words in the passage.Difficult Points:1. Students can summarize the main ideas of each paragraph.2. Students can get the implied meaning of some sentences in the passage.Teaching methodsAs for teaching methods, I’ll follow the interactive model to deal with the reading material and communicative approach to put what the students have learned into use.Teaching procedure:Then I’ll talk about the most important part of my presentation——teaching procedure.Warming-upThe first step is warming-up. It will cost 3 minutes. First, I’ll show my students a short clip of video about the endangered wildlife. Then, I’ll ask the students to name the endangered animals in it together with me and list more. This step is aimed to arise the students’ interest and get the students familiar with the topic——wildlife.Pre-readingThe second step is pre-reading. It will cost about 5 minutes with 2 activities. In the first activity, I’ll introduce something about the organization WWF to the students. The second activity is to ask students to give their reasons to the question “Why are some animals in danger?”。
牛津版高一英语必修3 Unit 1 The world of our senses全英文教案设计
Unit 1 The world of our senses教学设计★The analysis of this unit:This unit introduces and develops the theme of the five senses of humans and some special senses of animals★The aim of this unit:1. Help Ss gain a better understanding of the five human senses as well as some knowledge about how animals use their senses.2. Ss will learn to master the skills of plotting and developing a story and try to tell a story with a surprise ending.3. Help Ss develop their integrated skills: listening, speaking, reading and writing.★Teaching periods for this unit:Period 1: welcome to the unit and listeningPeriod 2-3 ReadingPeriod 4 Word PowerPeriod 5-6 Grammar and usagePeriod 7-8 TaskPeriod 9-10 ProjectPeriod 11-12 WorkbookPeriod 13-14 English WeeklyPeriod one: Welcome to the unit★The analysis of this part:Ss will be presented with a short passage and four pictures about the give senses. Teaching aims:1. Practice Ss’ spoken English and listening ability2. Encourage Ss to participate in the discussion in order to realize how they and otherpeople use their senses in their studies and daily life and now they can make better use of their senses.Teaching methods:1. Oral expression2. Group or team discussion3. Listening and speakingTeaching procedures:Step one: Brainstorming1. How many senses do people have ? What are they?With what can we see and hear?How can we know whether a dish is delicious?How can we know a flower has a peasant smell?What do we do when we want to know whether the water in the basin is hot or cold?2. Table3. What would happen if people lost one or two of their senses?For example: a person who can’t see is blind.A person who can’t hear is deaf.4. What are the roles of the five senses?As we all know, almost everyone has five senses and they’re used everywhere all the time. We learn about the world through the five senses. We use the five senses to study, work and relax.5. By the way, how blind people can read?How do the deaf communicate with each other?They can read by touching raised dots which represents numbers and letters called Braille.They use body language or sign language.Step two: Sharing information1. Ask Ss to read the short passage and know more about the five senses.2. Useful words and expressions☆ sense sight smell touch△sense n. 官能, 感觉, 判断力a sense of fatigue and hunger. 疲劳和饥饿的感觉a keen sense of humor. 敏锐的幽默感a six sense 第六感觉，第六感官make sense of 有道理，有意义What you say makes no sense.It doesn’t make sense to buy that expensive coat whe n these cheaper ones are just as good.vt. 感到, 理解, 认识sense one’s sorrow, hostility( 忧愁，敌意)Although she didn’t say anything, I sensed that she didn’t like the idea.Sight n. 视力, 视觉, 见, 瞥见, 视域, 眼界Sense of sight 视觉catch sight of a rare bird. 看见了一种稀有鸟类the sights of London. 伦敦的风光vt. 看见After three days at sea, we sighted land.△Sightings C/n 目睹，目击People have shown great interest in his disappearance due to sightings o f puzzling lights in the sky.△One another = each other 彼此，相互Sign 符号，标牌，示意动作traffic signs 交通标志 a shop-sign 商店招牌sign language 手语She gave us a sign to enter the room.Sign 签字，示意Sign your name here, please.The policeman signed them to stop.Step Three: Picture DescriptionPicture one:----- what can you see in it?---- If you look at the black /white part, you’ll see two faces/ a vase.Picture two:------Are the two lines of the same length?------ How can you prove that?Picture three:------Are the two lines straight?------How can you prove that?Picture four:------ What can you see from line B?So why are people misled by their own eyes?Because the backgrounds or other lines confuse the eyes. Also, what we expect to see can change what we see---- the brain is confused actually.Summary: From these four pictures, we can know our senses sometimes can confuse us.Step Four: DiscussionMore questions for Ss to discuss.Q1/As:We use one or two of the five senses more than the others when we need to . In the darkness, the sense of hearing and touch become more sensitive because we can’t see anything.When we listen to our favourite music, we will close our eyes and just want to listen with our ears.When we read a very interesting book, we’ll lose ourselves in it, and hardly hear anything around us.When we eat sth, we don’t only taste or smell, we look at it as well.Q2/As:Which sense helps you learn English?I think in learning, the senses of sight and hearing help us a lot.Listen to the tape, the teacher, broadcastRead the English text by sightQ3/As:Take Beethoven, the great German composer as an example:When he was completely deaf in 1824, he completed his most famous symphony, the Ninth Symphony.Take HuaYanjun(华彦钧)，Blind as an example:Although he couldn’t see anything, his famous erhu Solos(独奏曲)are admired by people all over China.Step Five: Listening page 96People have the five senses: sight, hearing, taste, smell and touch.Do animals have the five senses?If so, let’s know more about them.1. Go through the instruction with some listening techniques.2. Listen and then check.Homework:1. Read two articles on page 94-952. Preview reading textReadingTeaching aims:1 To encourage students to speak out to practice their oral English2 To arose their interest in learning this unit through activities.3 To let them know the importance of senses and know that sometimes senses affect one another and people may be misled by their own senses.Difficult points:Encourage the students to share their opinions by fully participating in the discussion in order to realize how they and other people use their senses in their studies and daily life.Teaching proceduresStep 1 Lead-in (Pictures 1-3)Lead in the five senses by asking the students their life experiences.The five senses are:The sense of sight, the sense of hearing, the sense of taste, the sense of smell and the sense of touchThey enable us to know the world around us.Step 2: Discussion (Pictures 4-5)What will happen if you lose one or two of your senses?Do you know how blind people can read?Step 3: Reading (Pictures 6-7)A. Read the passage and find the answers to these questions:Do you know how blind people can read?How do the deaf communicate with each other?B. Solve the language problems while reading.Step 4: Sharing information and Observation (Picture 8)A. Question:Do you believe sometimes senses may cheat us and they may affect one another?B. Show some examples. (Pictures 9-13)Step 5: Discussion (Pictures 14-15)A. Ask the students the following question and then have a discussion. They are all expected to be involved in the discussion, practice their spoken English, and share their opinions with each other.Question: Why are people misled by their own eyes?B. After the discussion the teacher draw the conclusion thatBecause the background or other lines confuse the eyesAlso, what we expect to see can change what we see.Actually, it is more the brain that is confused than the eyes.C. Remind the students that no matter how our eyes may cheat us, we do need our eyes as well as other senses. So we should protect our senses. We can see that health is very important in our life and good senses also improve our life quality. Maybe the best way to avoid being cheated by our senses is that we sense, meanwhile, we think. (Picture 16)Step 6 Consolidation (Picture 17). Review the five senses once again and finish the exercises given on show, which, of course are related to the senses.Step 7 Discussion (Picture 18)Do you know that some famous people are disabled?Raise examples and talk about their contributions.Step 8 Assignments (Picture 19)1.Preview the reading part, do exercise C1 and C2.2.Find information about some more famous people who are disabled and yet make great contributions to the world.word powerTeaching aims:1. Enlarge students’ vocabulary2. Let students know more about weather.Teaching important points:Remember these words and try to use them freely.Teaching proceduresStep1. Lead inQuestions for them to answerWhich word is used twice besides the noun street in the two sentences?1.Once out in the street, she walked quickly towards her usual bus stop.2.‘Here we are, King Street.’ he stopped.Step 2. Presentation and exercisesA Find the words listed below in the story and complete the table.B Complete the report clearly.The air sometimes smells very bad. Do you know what (1) this? One (2) is traffic. Dose anyone have an (3) to the problem of global warming? So far even scientists can’t (4)this question. In some countries you can see people without (5)sleeping on the streets. It’s difficult to (6)all the people who need homes. In some other countries, the price of food (7) every year. Poor people often have to go hungry because they cannot afford the (8) .答案：causes cause answer answer houses house increases increaseStep 3. Explain more words of the text.Observe (page 2, line 14)As Polly observed the passengers on the train, she sensed that she was being watched by a tall man in a dark coat.释义：a. to see or notice sb / sth 看到注意到观察到b. to watch sb / sth carefully 观察；监视c. to obey rules, laws, etc 遵守（规则、法律等）练习1：猜猜下面各句中的observe的含义与上面哪种释义相匹配。
PEP英语book3全英文说课稿 Unit 1
PEP英语book3全英文说课稿 Unit 1Hello, dear teachers,My name is . I’m very glad to be here to share some of my teaching ideas. Today my topic is the greeting and self-introduction in PEP primary English book3 Unit 1 Part A Let’s talk. I divide my lesson into 6 parts as follows: teaching material, teaching aims, difficult and key points, teaching methods, teaching procedures and blackboard designing. Part1. My understanding of teaching materialThis unit discusses about the self-introduction and greetings. And this lesson is the first one of this unit. It requires Ss to introduce themselves and greet others when two meet. It is a hot daily talk, so the Ss will be interested in this new lesson.Part2. Teaching aimsNow , I will talk about the teaching aims .First, the basic knowledge aim is enable students to use and master the sentence structures: Hello. / Hi. I’m…Second, the ability aim is to develop Ss basic ability of listening and speaking, and enable Ss to communicate with their partners with sentence form in a real situation .Third, the emotion aim is to develop Ss’ consciousness of cooperation and competition and improve their interest of learning English.Part 3. Difficult and key points :Thirdly, I’d like to talk about the difficult and key points . The key point is that students can read and use the key sentences “I’m … / Hello. / Hi. ” in a real situation such as greeting people around them.The predicted point is the whole expression of self-introduction with “I’m…”Part4. Teaching methods :I’d like to analyze Ss and show you my teaching methods. In our school, Grade 1 is the first year to learn English. Ss are very curious about English. They’re active and competitive. Also, they are good at imitating. But, their attention can’t be kept long. So it requires us to use attractive teaching manners to hold Ss’ attention. Based on such a situation, I mainly use the task-based method, I’ve prepared activities such as TPR, singing, games, etc. I also arrange individual work, pair work and group work for Ss to practice. Besides, praise is very important. When they have a chance to speak, and have done a good job, they can geta star or something like that on their books. It’s very important to keep Ss’ in terests.Part5、Teaching procedure :I’ll finish this lesson in five steps.Step 1. Warm-up1. Enjoy a song “Hello”T: Hello, class. I’m Miss Xiao. You can call me “Miss Xiao”.(我叫肖老师，以后你们就可以叫我Miss Xiao)S: Hello, Miss Xiao.2. Free talkPresent a picture of the members in Cartoon Xi Yangyang and Hui Tailang. Ask Ss to tell the names one by one.T: Hello, boys and girls. Look, who are they?S: Xi Yangyang/ Mei Yangyang/…T: Do you like them? I like Mei Yangyang very much. Now, I’ll say hello to Mei Yangyang. Hello, Mei Yangyang. 小伴侣们，跟你们最喜爱的羊打招呼吧！S: I like…Purpose: Singing can easily take Ss into a free English environment. With the help of CAI, to present cartoon characters. Set a situation to help Ss say hello.Step2. Presentation1. Say hello to teacherT: 小伴侣，还记得老师的名字吗？接下来，老师要跟你们打招呼了。
高中英语说课稿一等奖(通用5篇)整理
高中英语说课稿一等奖（通用5篇）整理高中英语说课稿一等奖篇2高中英语说课稿一等奖篇4Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English Book unit 1（A student of African wildlife/Why not carry on the good work）I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and Blackboard design. First, let me talk the teaching material. Part 1 Teaching Material:This unit is about（Great women and their achievements , Important people, history and methods of agriculture, Different types of English humor ,Culture differences and communication Different types of theme park）By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and Dr Yuan Longping’ achievement And chemical farming and organic farming. Charlie Chaplin and his funny and encouraging humor People from different area have different body language and use the right body language to showing our feelings. Theme park not only provide fun but also provide various knowledge and exciting experience. this lesson not only teach the students to learn the related material about (1) the good character to be a successful person (2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical fertilizers and how to increase production in organic farming. (3)Charlie Chaplin and his humor English jokes (4)Different body language and the similarities in body language which make the others understand our feelings.(5)Theme park but also learning ability in English .A：If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well. B：It provides all-around practice about listening, speaking, reading and writing revolve around the topic, it is the expansion of this unit and give Ss a space to use the language So it plays an important part in the English teaching in this unit.（As we know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . ）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 children’s growing of mind, I think the teaching aims are the followings: 1.Knowledge objects: (1)the students can hear, read, and use the main sentence patterns. (2) the students can understand the content of the lesson: (3) the students can use the patterns to express their thoughts in proper situation and learn how to describe people with adjective. Ability objects: Ability objects of this section are (1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.(2) To train the Ss’ ability of working in pairs. (4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability.3.Emotion objects: By reading A Student of African wildlife /why not carry on the good work, students can learn from (1)Jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiao zhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her greatpersonality-universal love and mercy that made her successful. (2)Dr Yuan Long ping his scientific research spirit and attitudes toward life Thispassage what is chemical and organic farming and their advantage and disadvantage.高中英语说课稿一等奖篇5Good morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 5 Music. I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.Firstly，let me introduce the teaching material. This unit is to introduce to us different types of band. The reading passage is the center of this unit. It is made up of 4 paragraphs, that is, many people want to be famous as singers or musicians, form a band, Monkees began as a TV show and they became even more popular than the Beatles. The text is the most important teaching material in this lesson, which extends the main topic “music” and contains most of the vocabulary and grammar points that students should learn in this unit.Secondly, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability Thirdly, I’d like to talk about teaching aims and demands1 Knowledge aims:（1）to help students to understand and master the words, phrases and sentence patterns.（2）to know some basic information about music2 Ability aims:(1) To improve the students’ organizing and using skills of English as the second language(2) To understand the main idea, to scan for the needed information and to grasp the details3 Emotional aims:(1) Help students understand different type of music and how to form a band(2) Develop students’ sense of cooperative learningFourthly, teaching key points is1. To help the students get a general idea of the whole passage, and some detailed information and language points as well.2. To understand how Monkees formed, developed and succeed. Teaching difficult points is1. The students use their own words to express their own ideas.2. the prep+ whom/which attribute clauseAccording to the analysis above, I’ll try to use the following theoriesto make students the real master of the class while the teacher myself the director.a. Communicative Language TeachingLanguage is used for communication. It’s learner-centered and emphasizes communication and real-life situations.b. Task-based Language TeachingA task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.c. Computer Assisted Language TeachingLanguage learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.Part 3 Learning MethodsTask-based, self-dependent and cooperative learningPart 4 Teaching ProcedureStep One Lead-in“Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the band”. I’ll play some different type of music to attract their attention andthen bring some questions.Question:What kind of music they like?Which band they know best?The answers must relate to band. After this, the students will be eager to know something about band and this is the very time to naturally lead the class into Step 2Step 2 Reading for information:skimming and scanning In this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.Task 1 General ideaThe students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other.Task 2 Main idea of each paragraphCooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 4 groups to skim the whole text and get the main idea of each paragraph.Step 3 Reading for comprehensionThe purpose of reading is to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details. Therefore the following practices on Page 35 can help check the situation.Step 4 Solving difficult language problems through readingIt’s important for language learners to learn important rules ofgrammar and use these rules to solve problems in reality. In the previous process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss and explain. This period of time belongs to students. They can ask any questions they come across in the process of learning. I’ll explain the questions and difficulties. The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.Step 5 ConsolidationLanguage is learnt by communicating. It is my job to create an atmosphere for students to use the language. Here I design 2 activities 1 Reading for comprehensionI’ll ask 4 students to read each paragraph, and then do the exercisefollowing the text. I think it’s a good way to review what they have learned.2 DiscussionDuring making discussion, the students will deepen their understanding of the main idea of the passage.a. Why Monkees can be successful? Give reasons.b. What’s the most important thing for a successful band? Why? Step 6 HomeworkAsk the students to write down sth about their favorite singers, band or music and list the reasons. The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.Part 5 Blackboard designUnit 4 MusicPassage The Band That Wasn’tTopic Sentences:1. Many people want to be famous as singers or musician2. Form a band3. Began as a TV4. They became even more famous than the BeatlesDiscussion:a. Why Monkees can be successful? Give reasons.b. What’s the most important thing for a successful band? Why?In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily. In this text, the design is not easy to write. I write the topic sentences on the blackboard, in order to tell the students that this is of the importance in this class. I want to make the design inductive, instructive and artistic.【高中英语说课稿一等奖（通用5篇）】文档内容到此结束，欢迎大家下载、修改、丰富并分享给更多有需要的人。
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.。
高中英语说课稿三篇（全英文）
【导语】⼀堂好地英语课,肯定少不了⼀个优秀地说课稿,那么要怎么写⼀个优秀地英语说课稿呢?⽆忧考准备了以下内容，供⼤家参考!篇⼀ Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson withyou.The content of my lesson is Senior English for China Book1B Unit 16 Scientists at work. I’ll be ready to begin this lesson from 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 Teaching Material: This unit is about science and scientists. By studying of this unit, we’ll Enable the students to know the serious attitude towards science and develop the interest in science. At the same time ,Let the students learn how to give instructions. this lesson plays an important part in the English teaching in this unit.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each passage. Therefore, this lesson is in the important position of the teaching material. If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.As we all know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . 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 children’s growing of mind,I think the teaching aims are the followings: 1.Knowledge objects: a)The Ss can hear, read, and use the main sentence patterns b)The Ss can understand the content of the lesson. c)The Ss can use the patterns to express their thoughts in the proper situation. 2.Ability objects: (1) To develop the Ss’ abilities of listening, speaking, reading and writing. (2) To train the Ss’ ability of working in pairs. (3) To Improve the student’s reading ability, especially their skimming and scanning ability. 3.Emotion or moral objects: a)By completing the task,the Ss increase their interest and set up self-confidence in science; b)Teach the Ss what is “science”, put the moral education in the language study. now,let’s come to the Important points and the Difficult points. Well, how to achieve the teaching objects better, how to stress the important points and break through the difficult points? As is known to us all,The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching material and the students’learning background ,I will use the following methods . Part 2 Teaching Methods: In my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” Approach(交际教学法), “Whole language teaching” (整体语⾔教学法)and “Task-based” language teaching (任务教学法). That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theories(现代社会交际教学理论), I adopt the TSA method(情景教学) and TBLT method (语⾔任务教学)in my teaching, namely Total Situational Action and Task-based Language Teaching.The former is a “scene — activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss . The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English. 篇⼆ Good morning ,everyone .Today I?ll talk about Unit 6 Oxford Primary English Boook 4: Let?s go by taxi. I?ll finish this Unit in four lessons,today I?ll talk about the first period of the Unit . This Unit is very important of this book..The Unit is the continuation of Unit 8 Oxford Primary English Book3. It provides the new words of places:station ,supermarket,library,theatre,hospital and airport.The new phrases: by train,by plane,by minibus and on foot.When learn the new words and new phrases, the Ss will come into contact with the new pattern: Shall we go to …by …? As we know there isn't a long histroy that the Ss have learnt English in the primary school,so the main instructional aims of teaching English is to cultivate the Ss? abilities of listening, speaking and the synthetic abilities of communication,co-operation and investigation.And to cultivate their good sense of English. (本课是本册教材中较为重要的依棵，它是⽜津⼩学英语3A第⼋单元知识的⼀个延伸。
牛津译林版高中英语必修三《Unit1 The world of our senses》 Reading 教学设计 1
牛津译林版高中英语必修三Unit 1 Reading 教学设计Step 1: Lead-inPicture-talking: What’s the weather like in the pictures?(cloudy，stormy，rainy，foggy，snowy，sunny)Questions about the weather in the place where we live.What’s the weather usually like in spring / sum mer / autumn / winter in our town? Which do you think is the best season in our hometown? Why?Do we sometimes have foggy days here ? When ?How do you feel on a foggy day?Have you ever lost your way in the fog?What would you do if you lost in the fog?What sense or senses can we use on a foggy day?Talk about the following pictures:Well done. We should help the blind，because it is not convenient for them to do many things. But have you ever heard a blind person can help an ordinary person? Today，a v ery exciting story will be presented to you.Step 2: Fast reading for general ideasLet’s skim the text and try to find answer to the following questions.1.What is the story about? ( A young lady in the fog)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)Step 3: Detailed reading for important information1.Read the story again to complete Parts C1 and C2 individually to check your reading comprehension and to test your analytical thinking skill.Answers (Page 4)C11 Because there was a thick fog that afternoon and she wonder if the bus would still be running in the fog.2 Because the fog is too thick for the bus to go to King Street.3 The fog lay like a thick，grey cloud.4 The rough hand that brushed her face，and the man’s voice that was close her ear made Polly afraid.5 He looked old.6 He could tell Polly was young by hearing her voice.C2 2 6 5 9 3 7 4 8 1 102.Fill in the following chart using the information you find in the story Fog to check yo ur understanding of the story.Step 4 : Post-reading activities1. Suppose one of you is the editor of the newspaper that Polly wrote the letter to. And you want to interview Polly to know more about what happened to her. Please prepare so me questions before the interview.Examples:When do you usually go home after work?How long does it usually take you to go home from your work place?How did you feel when you were on the train? Did anything happen?You were so frightened. What happened before you met the old man?What made you trust the old man on such a dark，foggy day?How did you feel when the old man told you that he needed to leave to help more peop le in need?Work in pairs to carry out the interview and try to use your imagination to ask any possi ble questions and give reasonable answers.he meaning of a new word from the context and matching it with the correct explanation in English. Part E is a letter Polly written to a newspaper to thank the old man. It aims to make you more familiar with the text. You need to first understand the letter and the n fill in the blanks with the proper words given.Answers (Page 4，5)D1 d 2 c 3 e 4 a 5 b 6 g 7 h 8 fE (1) fog (2) frightened (3) conductor (4) deserted (5) rare (6) taxi(7) Footsteps (8) fear (9) rough (10) blind (11) lost (12) express3.Do A1 and A2 on page 90 after school. It will help you become familiar with the usa ge of some useful words and phrases learnt in this part.Answers (page 90)A11 sensed sense 2 truth true 3 Desert deserted4 wonder Wonders wonderful5 worried/worrying worries6 far fartherA2 1 on/in at 2 By 3 with 4 in 5 in 6 at 7 back 8 out on。
(完整版)高中译林牛津英语模块三Unit1教案
Module3 Unitl教学设计课题AWE M3 U1主备人江亚平课时主备教案课型WelcomeLear ning objectives:By the end of this period, stude nts will be able to1. realize how people uses their five sen ses in their daily life;2. l earn how to make better uses of their senses through participation in the discussion. Focus of theless on:1. picture-talk ing2. masteri ng words about the five sen sesPredicted area of difficulties:1. expressing their opinions about people 'senses2. memoriz ing words and phrases concerning five sen ses Lear ning aids:1. PPT2. blackboardLear ning procedures:课型Reading (1)Lear ning objectives:By the end of this period, stude nts will be able to1. gain an overall un dersta nding of the article;2. know clearly the important elements of stories;3. a pply what stude nts have lear nt in readi ng strategy part to practical use. Focus of the less on:1. havi ng a thorough un dersta nding of the article2. putt ing readi ng strategy into practical usePredicted area of difficulties:un dersta nding the gen eral idea of the articleLear ning aids:1. PPT2. blackboardLear ning procedures:课型Reading (2)Lear ning objectives:By the end of this period, stude nts will be able to1. grasp the usage of some key words and phrases;2. un dersta nd the n ewspaper article better;3. use the key words and phrases correctly in releva nt exercises.Focus of the less on:the usage of some key words and phrasesPredicted area of difficulties:1. the usage of the words and expressi ons: on ce, sen se, approach, fin d+O+O.C2. the usage of thatLear ning aids:1. PPT2. blackboardLear ning procedures:课型Word powerLear ning objectives:By the end of this period, stude nts will be able to1. lear n that many words in En glish can have differe nt roles in differe nt types of sentences;2. review and lear n words used to describe differe nt kinds of weatherFocus of the less on:1. Parts of speech2. Words describ ing the weatherPredicted area of difficulties:Parts of speechLear ning aids:1. PPT2. blackboardLear ning procedures:课型Grammar and usageLear ning objectives:By the end of this period, stude nts will be able to1. know clearly what noun clauses are;2. recog nize differe nt kinds of nouns clauses correctly;3. un dersta nd how to use conj un cti ons that and if/whether to in troduce noun clauses. Focus of the less on:knowing clearly the differe nt types of noun clausesmasteri ng the usage of that and if/whether in noun clausesPredicted area of difficulties:knowing the differe nee betwee n appositive clauses and attributive clausesLear ning aids:1. PPT2. blackboardLear ning procedures:课型_____ TaskLear ning objectives:By the end of this period, stude nts will be able to1. know clearly how to plot a story;2. recog nize differe nt eleme nts of a comic strip;3. i mprove their Ian guage in story-telli ng by using adjectives and adverbs. Focus of the less on:1. mastering the rules in plotting a story2. preparing a story with a surprise endingPredicted area of difficulties:writing a story with a surprise ending using adjectives and adverbsLear ning aids:1. PPT2. blackboardLear ning procedures:课型_____ ProjectLear ning objectives:By the end of this period, stude nts will be able to1. know how sharks use their sen ses to survive dan gers in their environment and how pige onscan always find their way home;2. lear n how to talk about ani mals and their unique sen ses;3. develop a TV show about how an ani mal uses its sen ses.Focus of the less on:1. un dersta nding the main idea of the two articles2. how to develop a TV showPredicted area of difficulties:develop ing a TV show about how an ani mal uses its sen sesLear ning aids:1. PPT2. blackboardLear ning procedures:。
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."。
牛津译林版高中英语必修三Unit1TheworldofoursensesPeriod1教案
模块3 unit. 1 Period one 教案Unit 1 The world of our sensesTeaching objectives of the whole unit:1 Develop students’ ability of reading comprehension by reading a story about a blind man who helped others get through a thick fog and the other one about shark attacks, some special senses of animals.2 Develop students’ ability of listening comprehension by listening to two talks about storytelling contest and how to begin the story3 Develop students’ speaking ability by discussing how to create their own stories4 Develop students’ writing ability by teaching them ho w to use proper adjectives and adverbs to make the body of their story more lively, and write a story with a surprising ending5 Develop students’ integrated skills of using English by producing a TV show about how an animal uses its senses6 Enlarge students vocabulary about the words to describe the weather7 Help students understand what a noun clause is and noun clauses beginning with that or if/whether1.Welcome to the unitIn this part, students are encouraged to conduct a free discussion about the importance of five senses in their studies and daily life. Students are expected to express their opinions boldly and imaginatively.2.ReadingThe reading text deals with a story about what happened to a young lady on a thick foggy afternoon. The reading strategy of this unit teaches students how to comprehend a story better while reading it. Students will practice identifying these elements.3.Word powerThis section has two parts. In the first part, students will learn that many words in English can have different roles in different types of sentences. In the second part, students will review and learn words used to describe different kinds of weather.4.Grammar and usageThe grammar focus in this unit is on noun clauses. Students are expected to learn what noun clauses are and understand how to use the conjunctions that and if/whether to introduce noun clauses.5.TaskThis section consists of a series of activities which will provide students with opportunities to practice the language skills. And through the three steps, students will learn how to plot a story, prepare a surprise ending and improve theirlanguage in storytelling.6.ProjectThe project in this unit is designed to help students learn and use English through doing a project. The purpose of this section is to help students use what they have learnt to finish a project by working together.7.Self-assessmentThis section aims to help students determine the progress they have made.Period arrangement:Welcome to the unit: 1 periodReading: 3 periodsWord power: 1 periodGrammar and usage: 2 periodsTask: 2 periodsProject: 2 periodsRevision and exercise: 1 periodPeriond 1: welcome to the unitTeaching Aims:---To give the Ss the idea that sometimes the senses affect one another and people may be misled by them. To help them to realize how they use their senses in their studies and daily life and to teach them how to make better use of their senses.--- Ask Ss to fully participate in the discussion, practise their spoken English, and share their opinions with one another.Procedures:Step 1 brainstorming 8 minutes to 10 minutes (Encourage Ss to speak out)Ask the following questions:With what do we see and hear?How do we know that a flower has a pleasant smell?How do we know whether a dish is delicious?What do we do when we want to know whether the water in the basin is hot or cold?How do we know about the world around us?What are the five senses?(Blackboard: See – eyes—sight—lookHear-ears—hearing—soundTaste—tongue—taste—tasteSmell—nose—smell—smellTouch/feel—skin—touch--feel)As we all know almost everyone has five senses. We learn about the world thro ugh the five senses and we use them to study, wok and relax. So please tell me the advantages of each sense.…There, however, are some people who have lost one or two of their five senses.What do we address them?Can they still hear, see and feel the world?Are they still useful to our world or can they make contributions to our society?Discuss in groups and then show what your group have found to all of us.…Language studyFill in the blanks with words that have something to do with “senses”:When he got there, he _________ that there was a dark hole. He ________ into it, but could ________ nothing. He ________ with his ears, he could _______ nothing, either. He _________ it for a long time. He _______ something strange. He ___________ the side of the hole. It ______ hot. Suddenly some noises wer e ________ from the hole. It ________ like someone was cooking inside.Possible answers: noticed looked see listened hear watched sense felt/touched felt heard sounded Step 2 sharing information 20’ to 25’( to help Ss know more about the 5 senses )Teacher: Do you always believe what you see?Ss:…Teacher: Some say Yes, and some say No. Look at this picture , and tell whether it moves or notTeacher: This time, you may be cheated by your easy!Ask Ss to read the short passage and help them to understand the main ideaAsk them to give more example sLook at the 4 pictures and answer the questions below.Picture 1Ask Ss what they can see in this picture.Teacher: If you look at the picture in a creative way, you will definitely see a lot more than you don’t.What does the white part look like? How about black part?Ss:…Picture 2Ask Ss how they would find out whether the lines are of the same length.Teacher: You can, of course, use whatever measures do measure the two lines. Ruler or two pieces of paper.Picture 3Have Ss say how they can prove that the two lines are straight.Teacher: Use your ruler next to the line to make sure it is straight if you are not relying on your eye sight.Ss:…Picture 4The symbols in line b can be read as either the letter K, B, R, M, or K, 13, R, M.Teacher: Why are people misled by their own eyes?Ss:…background…it’s more the brain that is confused than the eyes…Step 3 group discussion and interview 5’ to 10’(to help them build up team spirit)Ask Ss the three questions below.Teacher: There are three questions right below the pictures. Let’s dis cuss them in groups first, then we will have some news reporters to interview some groups for each question.Teacher: Time’s up! Stop discussing! It’s our interview time.Homework:1 Spend less than 5 minutes talking to yourself on what you have got in today’s class in English.2 Translation事实情形是雾太大，车开不了那么远。
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牛津高中英语必修三Unit1说课稿各位老师：你们好！我今天所说内容是高中一年级英语模块三第一单元The World Of Our Senses中的第一课时Five Senses。
我说课的内容包括二个部分：一是教材分析，二是说教学程序。
一：教材分析1．教材内容分析我认为《牛津高中英语》这套新编教材设计精巧，模块之间，模块内部的各单元之间以及单元内部的各板块之间均有联系，构成了有机的整体。
每个单元的第一部分都是为本单元的精读文章做一个铺垫。
所以我认为第一个单元的第一堂课主要是扩大学生的信息量。
通过听，说，读，写来增强学生的英语基本功，特别是学生的英语口头表达能力和团结协作能力。
本堂课的教学内容较少，由一篇短小的文章和几个讨论题目构成。
我认为只有充分发挥学生的主动性，组织学生实践，然后讨论最后得出结论，这样才能丰富课堂教学。
在教学中尽量让每一个学生都积极参与。
每次我都会用一些学生感兴趣而且又比较贴近现实的话题展开讨论。
2．教材的重点和难点。
本堂课的语言点就是掌握”Senses”一词的用法。
完成讨论题目。
提高学生英语口语技能3．情感态度与价值观。
从练习中培养学生养成细心观察，勇于探索的精神。
让学生学会与他人合作，学会倾听，学会欣赏和感悟，从而建立自信心。
教育学生看待事物要看事物的本质，不要受事物的外表所迷惑。
对身体有缺陷，五官感觉不全的人我们不应该岐视他们，应该伸出友谊之手。
二：教学程序。
导入（Lead-in）上课之前询问学生下列问题：1， With what do we see and hear?2， How do we know whether a dish is delicious or not?3， How do we know that a flower has a pleasant smell?4， What do we do when we want to know whether the water in the basin is hot or cold?5， How do we know about the world around us?通过上面的提问，让学生明白“五官感觉”是指Sight，Taste，Smell，Hearing and Touch。
把这些词汇板书在黑板上并领读。
新授放慢语速，努力让学生听懂下面的英文介绍：As we know， almost everyone has five senses which are used everywhere and everyday. We learn about the world through thefive senses. We use the five senses to study, work and relax.I think we are lucky to have all the five senses. These senses help us to enjoy our life. But as a matter of fact, there are some people who have lost one or more of their senses. Can you suppose how they live?接下来再给学生二到三分钟阅读时间并在课本上找出下列问题的答案。
（此题要求学生独立完成）1.Do you know how blind people read?(They can read by touching raised dots which represent numbers and letters. This system is called Braille.)2.How do the deaf communicate with each other? (They use body language or sign language.)3.What are your feelings about these people ?最后是一个主观题，可以合理的对学生进行情感教育。
（要求分组讨论，然后代表发言，评出优胜组，并适时给予精神奖励。
）最后老师作评论：I felt a great pity for these people .As for me, I think, I should treasure my life and study hard in order to do more things for our society. And on the other hand, we should do what we can to help the disabled and shouldn’t look down upon them.) 课本操练。
（让学生观察课本上的四幅图片，判断自己的视觉，并适当的给予提示。
）Picture1:Ask: What can you see in this picture?(If they look at the white parts, they can see a vase. If they look at the black parts, they can see two faces.)Picture2:Ask: How do you find out whether the two lines are of the same length?(They can use a ruler to measure the two lines or they can use two pieces of paper to cover both ends of the two lines. Tell students that different kinds of arrowheads may mislead our sight and that if they are careless, they may get the wrong answer.)Picture3:Ask: How can you prove that the two lines are straight? (They can place a ruler next to the line. They can also use a ruler to draw more straight lines which run paralleled to the two lines. Tell students not to be affected by the surrounding lines.)Picture4:Ask: How do you read line b?(The symbols in line b can be read as the letters K,B,R and M) 通过上述问题的回答，教学生总结并讨论下面这个问题：What can we learn from observing the four pictures?首先单独叫学生发表意见，随后老师提供参考型答案。
Sometimes the appearance may cover the real features. From these four pictures. We know that even if we have good senses, we can still be confused. That is to say, superficies sometimes can mislead our judgment. So we should try our best to get rid of the optical illusions to get the real features of the things.4. 讲解语言点。
sense.n. [c] 感官,感觉the sense of sight/ hearing /smell/ touch/taste感觉,感观（多用作单数，并与a连用）a sense of humor /duty/pride /safety意义,意思（与meaning同义，是可数名词）The word “make” has many senses.作判断力,见识,道理解时，常用作不可数名词。
Mother has plenty of senses. 母亲见多识广。
作感觉到,领悟，发觉解时，后接名词或者从句He sensed that his boss wasn’t pleased with his answer.When I entered the room, I immediately sensed something unusual in the air.Sensitive adj.敏感的敏锐的Sensible adj.明智的，合理的。
5. 随堂操练____My hometown take on a new look, a ____of pride suddenly appeared in my mind.A. Having seen; happiness.B. Seeing; meaningC. When I saw; senseD. While I see; feeling The elderly need special care in winter, as they are_____ to the sudden change of weather.A.sensitiveB. sensibleC. flexibleD. positive6. 课堂作业要求学生从课本中的三个问答题中任选一题作在课堂作业本上，要求80个单词以上。
7. 家庭作业。
Ask students to do the exercises on page 98.That’s all. Thank you for your listening.。