2015武汉事业单位面试备考：高中英语说课稿《Unit 4》

　　新教材高一英语Unit 4说课教案

　　一.教学目标

　　理论依据:《新课程标准》(实验稿)

　　根据《新课程标准》(实验稿)关于总目标的定位及其实现途径和目标具体描述,结合高一学生实际和教材内容,我们把本单元的教学目标定为:

　　1) 语言知识:

　　单词:理解,内化,运用以下生词:seismograph; iceberg; King Tut; // roar; fright; crack; // bookworm; couch potato; workaholic;// Buddha; agent等,扫除听读障碍,重点掌握一些传神动词:advance; seize; sweep; swallow; drag; pull; flow; shake; strike; struggle等.

　　词组:get on one's feet; tree after tree

　　语法:复习和运用定语从句用于描述人,物及事件.

　　2) 语言技能:

　　听:听懂一个关于不幸经历的小故事,抓住时间,地点,人物,发生的事件

　　说:能用得体语言描述人,物,事件,并且有一定的逻辑.

　　读:Scanning, skimming, careful reading, generalization; inference等阅读微技能训练.

　　写: 能运用First, Next, Then, Finally简要且富有逻辑地描写自己的一次难忘经历.

　　3) 学习策略:学生一定程度形成自主学习,有效交际,信息处理,英语思维能力.

　　4) 情感态度:学生能在多种英语学习情景中分享自己的幸与不幸,体验用英语交流的成功与喜悦,以及培养合作精神,互助精神.

　　二.教学重点和难点:

　　重点:1. 课文中出现的重要动词,如:advance, seize, sweep, swallow, strike, struggle, drag, flow, shake, 及词组 get on one's feet, pull oneself, tree after tree etc.

　　2. 用关系代词who, that, whom, whose等引导的定语从句 .

　　3. 用副词 first, next, then, finally 来描述一场难忘的经历.

　　难点: 能用得体的英语表达自己,描述过去的难忘经历.

　　三. 教学方法

　　根据我们几年来二语习得论,"整体语言教学"的理论和实践,以及当前教学改革,课程改革等先进理念,为达成上述教学目标,运用任务型教学途径,我们英语课堂设计采取"P---T---P"自主学习立体模式:(Pre-task----Task-cycle----Post-task).

　　四. 教学安排

　　根据学生学习英语的特点和规律,学习阶段的侧重点以及高一学生的发展,我们把本单元划分为6课时:听力,口语,阅读(2课时),语言(0.5课时),写作,评价(0.5课时).下面请看我们的课堂教学设计.

　　Period I warming up and listening

　　Ⅰ,教材内容及教学目标

　　本课处于本单元的第一课时,主要训练和提高学生'听'的技能,它的掌握有利于以下几课的'说','读'和'写'的技能训练,并作了一个很好的铺垫.本课的听力材料由两部分组成,主要讲述Hank Stram在地震前所做,地震中所见,所闻和所感的令人难忘的经历.通过完成练习,学生能抓住所听语段中的关键词,理解话语之间的逻辑关系,听懂故事,理解其中主要人物和事件以及他们之间的关系等.而且学生能掌握较好的听力方法,如积极预测,注意抓关键词,善于跳跃难点,学会做笔记等等.通过本课学习学生能复习定语从句以及学会正确使用指人或物的关系代词.

　　Ⅱ,教学设计

　　A. Warming up :

　　Task 1 Matching competition (group work)

　　Column A Column B

　　1, Fu Jian Province a,a cartoon maker

　　2, San Francisco b,the electric lamp

　　3, Alexander Bell c,the first telephone

　　4, Thomas Edison d,earthquake

　　5, Albert Einstein e,typhoon

　　6, Walt Disney f,the Theory of Relativity

　　Question: Why do you think so

　　Task2: Looking at the following pictures, find out the answers to the questions:

　　1) Do you know who or what they are

　　2) What made them unforgettable

　　3) Can you describe each picture using one sentence( with the help of the words under the picture)

　　Task 3: Let the students describe each picture with Attributive Clause.

　　eg: Zhang Heng is the man who made the earliest seismograph in 132.

　　B. Pre-listening

　　Task1: Before listening , let the Ss guess the possible answers to the following questions according to the situation: (group work)

　　1) When did the earthquake happen

　　2) Where was the man driving when it happen

　　3) What was he going to do

　　Listening(Part 1):

　　Task 2: Listening to the tape to get the correct answers to the above questions.(for the first time)

　　Task 3: Listening to the tape to put the following into the right order.

　　( ) 1. I stopped the car and at the same time the road fell onto the cars in front of me.

　　( ) 2. I was hungry so I started to eat one.

　　( ) 3. I saw the cars in front of me start to move from side to side.

　　( ) 4. I had finished work and then gone to the Post Office.

　　( ) 5. I slowed down ,then my car started to shake.

　　( ) 6. I stopped off at a shop in order to get some fresh fruit.

　　( ) 7. I drove even slower, then the road above started to fall down.

　　Task 4: Letting the Ss listen to the tape again, then try to retell the story simply, using their own words.

　　Task 5 : Discussion (Group work)

　　What would happen to Hank Stram finally

　　Listening (Part 2)

　　Task1: Listening to the second part to choose the best choices(for the first time)

（编辑：喻倩）