高二英语《迪斯尼米老鼠》说课稿

高二英语《迪斯尼米老鼠》说课稿

尊敬的各位领导和老师：

上午好!我今天说课的题目是高二英语《迪斯尼米老鼠》我主要从教材分析、教学方法、等五个方面来说。

一、教材分析：

所授内容高二英语上册第一单元第二课，课文主要介绍了迪斯尼以及他所创造的有名卡通人物米老鼠。文章文字运用正确，语言流畅、优雅，有利于提高学生的口笔头表达能力。

二、教学目标

a 知识目标：把握下列单词及短语：

cartoon take along in the hope of lose heart day after day unsuccessful character

b 能力目标：提高学生各方面的能力，加强学生语感方面练习，使学生能灵活运用所学英语进行口语表达。

c 德育目标：教育学生学习迪斯尼锲而不舍的精神，使学生具有良好的心理素质，形成好的学习习惯。

d 重点、难点

重点：全面透彻理解整篇文章;学会新的语言表达方式。

难点：运用所学语言表达方式根据所提供素材进行口头作文练习。

三、说教法

首先，以课文为中心，以情景引路，以理解和运用为目的。力求做到情景领先，意含其间，以情激听，以景促解。使学生形成一种渴求把握知识的内在需要和强大动力。从而使学生加深对语言材料的理解，轻松获得外语语感和增强记忆力。

其次，采取导学法、点拨法，始终实行启发诱导。采取教师为主导，学生为主体，练习为主线的基本方法。旨在充分调动学生的主动性和创造性，培养自学能力。

四、说学法

爱因斯坦说过，爱好是最好的老师。在利用现代化的教学手段，创造出令学生感爱好的情景后，抓住学生求新、好奇的心理特点，教师适当引导，使学生积极主动的去学习新知识，最大限度的调动学生参与到整个教学活动中。从而提高学生分析问题、解决问题、语言运用诸方面能力的发展。

其次，学习知识的最佳途径是由自己去发现。老师的责任是指导学生如何去发现。教是为了不教，激发学生乐学和会学，提高创新能

力。

五、教学程序

1、用动画片头导入。目的是运用小电影式的开场，激发学生浓厚的爱好，为学习课文做预备。

2、背景介绍。画面出现三张迪斯尼青年、中年和老年的照片配英语旁白。引导学生猜出照片上的人物迪斯尼，然后让学生谈谈他们所了解的迪斯尼。

3、展示数张迪斯尼电影中的画面，制造悬念，让学生猜电影名。使学生在唯美的享受中，兴致勃勃，情趣盎然地急于了解迪斯尼，从而对课文产生强烈的求知欲。

4、快速阅读，根据课文填写迪斯尼概况。目的是获取有关课文的信息，初步了解课文概况。

5、放映有关课文内容的卡通片、图片、音乐及英语配音。目的是激发学生爱好。使学生在享受画面的同时锻炼听力。使学生在脱离汉语干扰的情况下，直接用英语去理解画面。使学生真正用英语思维去理解课文。

6、作正误判定题。目的是加深学生对课文的理解。

7、讲解语言点(包括情景演示)。目的是使学生把握重点词组及

其用法。

8、课堂练习。在屏幕上打出五个单选题。目的是及时巩固所学知识。

9、根据画面及文字提示，用英语讲故事。为学生提供两套有文字提示的画面《白雪公主》和《灰姑娘》。学生可根据自己的爱好选择一个。目的是练习学生口头作文和口语表达能力。

10、巩固练习。动词填空。目的是及时反馈，巩固。

11、布置作业，根据上述巩固练习，让学生复述课文。

I Teaching purpose

1. Grasp the following words and expressions:

cartoon take along in the hope of lose heart day after day unsuccessful character

2.Grasp the story:

A something about Walt Disney’s life

B the birth of Mickey Mouse

II Emphasis and Difficulty:

Emphasis: have a good idea about the text and the new expressions Difficulty: English oral composition practice

III Teaching and learning methods:

Elicitation;watch and answer; explain and practice; conclusion

IV Teaching procedures:

Step I Presentation

I think you must be interested in the opening. And you are familiar with Walt Disney’s movies. But do you know some further information about Walt? What was his early life like? How did he succeed? How did he create his first cartoon character Mickey Mouse? Today we’ll learn about it. Next please guess who the three man on the screen are.

Step II Show three photos of Disney ( young, middle-aged and old) and let the students guess who they are.

Do you know what family he came from? Please listen carefully and tell me what his father and mother were.-----alide (旁白):

Now, can you tell me something about Walt Disney as far as you know?

Step III Show some pictures of Disney movies and let the Ss guess the name of the movies. Finally give them the answers.

Now, class.Disney and his film company produced many cartoons

for the children. I’ll show you some .You guess at them and tell me the answers, OK?

Next, show other names of Disney’s cartoons on the screen for the Ss to see ,both in English and Chinese.

Step IV Read the text quickly and then write notes about Walt Disney’s life so that Ss can have a better understanding about Walt Disney and his work, cartoon characters and success.

Then show them the answers on the screen.

Born: ______________________________________

Died : ______________________________________

Wish: _______________________________________

Work: _______________________________________

Cartoon characters: _____________________________

Became well-known: ____________________________

Step V Cartoon watching and questions

Now class.You’ll be watching some wonderful cartoons and pictures together with some English and music about the text. After watching them, you’ll do some “True”or “False”questions.

True or False questions according to the text:

( ) 1. Walt Disney wanted to be a film-maker when he was still young

( ) 2. He went to a newspaper office to look for a job. He was refused because he was too young.

( ) 3. When he failed to get a job from the newspaper office, his friends laughed at him.

( ) 4. When he was drawing in the garage, he saw a mouse and then he played with it in the car.

( )5. Mickey Mouse was just the one he saw in the garage.

Step VI Language points

1. lose heart vi. 灰心，丧气; lose one’s heart to …. vt. 爱上

Though he failed to pass the exam, he didn’t lose heart.

We won’t lose heart even though we fail.

I lost my heart to the little girl at the first sight of her.

2. in the hope of = in hopes of =hoping that =hoping to

Many children went abroad th the hope of receiving further education.

He went to Shenzhen in hopes of finding a nice job.

He went to Shenzhen , hoping to find a nice job.

3.day after day 一天又一天，强调重复性

day by day 一天天，强调有变化

(Here I use too cartoons to show the difference between them)

The little girl waters the flowers day after day.

The tree grows day by day.

We can also say month by month month after month

year by year year after year

Step VII Multiple choice

( ) 1.She said that we shouldn’t _____ in time of difficulties.

A lose hearts

B lose our hearts

C lose heart

D lose the heart

( ) 2.She _____to me with this pen I had once presented her with.

A was used to write

B used to writing

C used to write

D used to be written

( ) 3.My uncle wrote me a letter last week_____hard.

A encouraging me to study

B encouraging me studying

C to encourage me study

D to encourage me studying

( )4._____the girl came and looked after the old woman.

A Day after day

B A day after a day

C Days after days

D One day after one day

( )5.He wrote her a letter ____getting back her love.

A in hope of

B in the hope of

C in hopes

D hoping of

Step VIII Story telling. Ss choose either of them

1.《Snow White and the seven dwarfs》pictures shown on the screen

Key words: Snow White witch( 巫婆) poisonous Seven Dwarfs magic mirror lose heart in the hope of

2. 《Cinderella 》pictures shown on the screen

Key words: Cinderalla( 灰姑娘) crystal shoes ( 水晶鞋) stepmother Stepsisters pumpkin ( 南瓜) envy (嫉妒) cruel lose heart in the hope of

Step IX Consolidation of the text

Fill in the blanks with the right verb forms

When Walt Disney was a young man, he wanted very much to be an artist. One day he ____along some of his pictures and _____to a

newspaper office in the hope of _____ a job there. But they were not _____in his pictures. His friends tried to ______ him. Disney didn’t _____ heart. He ______to draw lots of pictures. His family was poor and he used to _____ in the family garage and _____ pictures there. One day a mouse ______ into the garage and ______ on the floor. Disney ______drawing and ______ the mouse. The mouse _____ towards him, so he ______ it a piece of bread. Then the mouse came and _____ on his table. Day after day the mouse _____ back and was ______ more bread. In this way over several days the artist and his mouse ______ good friends.

Step X Homework

Try to retell the story according to the consolidation of the text above-mentioned.

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高二英语说课稿

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Knowledge objective: I hope through this lesson, students will be able to master the characteristics of poems and understand words and expressions about poems. 2. Ability objective: Through this lesson, students, first, will be able to read, using different reading strategies according to different reading tasks. Second, they’ll be able to generalize and sum up the text using their own words. Third, they’ll be able to develop their ability to learn autonomously and cooperatively. 3. Emotion objective As for emotion objective, I hope they’ll be able to appreciate the beauty of poems in different cultures, especially those in our own country, thus feeling proud of our country. They’ll be able to promote their awareness of cooperation and develop the habit of cooperative learning. Then what is the important teaching point? I say it is how to enable them to develop their reading skills,and improve their reading ability. What about the difficult teaching point? In my view, it is how to enable them to form a scientific habit of reading, and improve their language competence and proficiency. Then what scientific teaching methods should I adopt to achieve the objectives? According to Task-Based Language Teaching Method, the process of using language is also a process of accomplishing varieties of tasks. It emphasizes learning through doing and doing for learning. Cooperative Learning method emphasizes cooperation, which is beneficial to improving students’ academic achievements and developing students’ non-intelligent qualities. According to the “Top-down” Model, general idea of the text should be got first, and then come the details. Schema theory insists reading comprehension is an interactive process between the reader’s background knowledge and the text. 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Then I’ll present the teaching objectives and say: After this lesson, you’ll make it. In this way, students’interest in the lesson is aroused and they will learn with purpose. Finally, I’ll present the title of the passage and say: We’re going to learn A Few Simple Forms of English Poems today. But what do you think the passage will be about according to the title and the structure of the passage? In this way, students will be able to read actively. In Step 2, first, students are required to find out the main idea of the passage by skimming within 3 mins, and focusing on the first sentence of each paragraph. This activity not only helps students check their prediction but also trains their ability to read fast without stopping to look the new words up. Therefore, students can develop a good habit of reading. Then I’ll ask them to read each paragraph carefully, taking notes, making marks or underlining the key words for the characteristics of poems at the same time. Then they fill in the form about the characteristics of poems with words of no more than given number alone first, then discuss and check the answers. This is to develop the ability to obtain and process information. Finally, listen and follow the clips of sound for the poems and try to understand the theme of each one. They also have to fill in a form with words of no more than given number. This is to consolidate their understanding of the characteristics and help them develop the ability to obtain and process information. In Step 3, students first retell the passage according to the structure of the passage and the first form. It provides a chance for students to apply what they have learned. Then students write a poem of their favourite type individually first, then read their poems aloud in turn in their group and assess the poems together. Finally, each group has to decide the best one. This activity gives them a chance to learn form one another and helps develop their awareness of cooperation. In Step 4 , students are required to reflect on their study behaviour and effect according to the form from the following aspects. It helps them improve their study methods and learning strategies. Finally is the Homework. Homework is the consolidation, and extension of the lesson. So I’ll give students two pieces of homework. One is to cooperate and polish the best poem in the group and get ready for the exhibition of poems in our grade. The other is to surf the Internet and find out more information about English poems. What is the homework for myself? I have to reflect on my teaching behaviour and effect. I have to find out the successes and failures in my lesson. I have to figure out approaches to perfecting my teaching. Only by reflecting can I make greater progress and help students make progress. By the way, because I’m going to use the computer and the learning guide in this lesson, I don’t think I have to talk about the blackboard design. That’s all for my interpretation. Thank you for your listening! Bye! 1

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高二英语说课稿之OliverWantsMore 各位读友大家好，此文档由网络收集而来，欢迎您下载，谢谢 各科成绩的提高是同学们提高总体学习成绩的重要途径，大家一定要在平时的练习中不断积累，小编为大家整理了高二英语说课稿之oliverwantsmore，希望同学们牢牢掌握，不断取得进步! Unit7oliverwantsmore Teacher:ZhuXiaoli class:classThree Date:may7th TeachingPeriod:1period : : 1)Toreviewthekeypointsofunit6andpractice thesephrases. 2)Togetthestudentsacquaintedwithsomewel

l-knownclassicsinEnglishliterature. 3)Tolearnsomethingaboutthenovel“oliverT wist”aswellasitswriterandhisbackground. 4)Tostudytheinvertedorderofthesentencebe ginningwithnever,seldom,etc. : 1)Totraintheskillintranslating. 2)Tolearntoguesstheunfamiliarwordsaccor dingtothecontext. 3)Tolearntoexpresstheopinons. 4)Tolearnhowtoenjoyaclassic. : 1)Toarousethestudents’sympathyofoliverTwistandlearntocherishth eirlife. 2)Tocultivatethestudents’interestinclassics. : ’sworks