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外研版高中英语Book3 Module1说课稿

外研版高中英语Book3 Module1说课稿
外研版高中英语Book3 Module1说课稿

Book3 Module1 Reading and Vocabulary说课稿

尊敬的各位评委,下午好!

很高兴有机会向大家展示一下我对第三册第一模块Reading and Vocabulary部分的教学设计。(同时板书:Book3 - Module 1 Reading and Vocabulary)

新课标要求我们要围绕三维教学目标开展教学,整合发展学生语言知识、语言技能、情感态度、学习策略和文化意识五个方面的素养,培养学生综合运用语言的能力。根据这一要求,针对学生的实际情况,我重新整合教材完成了教学设计。它由教材分析、目标和方法分析、过程分析和板书设计四部分组成。

第一:教材分析

该模块的主题是:Europe。Reading and Vocabulary是整个模块的核心。它以文章Great European Cities为载体,为我们了介绍了四个欧洲著名城市的地理、文化和艺术特色。同时呈现出了本模块的重点词汇、句型、语法和语言功能。

第二:目标和方法分析

这节课的语言知识目标有三个:一是识记16个单词,学会运用6个重点单词和5个重点短语,这是基础也是重点;二是理解并运用1个过去分词作状语的句子、2个含有定语从句的长难句和1个含有过去分词作定语的句子。这是重点也是难点;三是注意被动语态的一般现在是和一般过去时在文中的运用,这为下节语法课的学习做了铺垫。

我把这节课的能力目标定位在:重点操练学生整体把握文章结构和捕捉细节的阅读能力;重点操练学生skimmimg 和scanning的阅读技巧。

为了实现这些目标,我将采用:分层教学、合作学习和循环大课堂与PWP相互穿插的教学模式。针对不同环节,我分别运用了直观法、头脑风暴法、讨论法和归纳法等教学方法。用融合法和旁白法让学生了解一些欧洲的国家的地理位置、文化和经济,增强国际交往意识。这是本课的文化意识目标。

第三:过程分析

我设计的教学过程分三个环节,包括六个活动。它是阅读和处理导学案同步进行的过程。环节一:Pre-reading (读前) 在这一环节,我设计了一个活动。大约用时5分钟。

首先,用直观教学法和头脑风暴法,借助于PPT,导出有关的词汇,即完成了导入又检查了学生预习词汇的效果。再放一段欧洲风情的视频,导入新课。

环节二:While-reading (阅读) 这一环节我设计了两个活动。用时大约16分钟。

活动一:Fast-reading 这篇文章有大标题,结构清晰。首先限时3分钟让学生skim文章找出Activity One的答案。由于答案较明显,让基础稍差的学生回答,这样有助于调动后进生参与课堂的积极性。这一活动主要操练学生整体把握文章结构的能力。

活动二:Intensive-reading 根据学生的基础和问题的难易程度,我在导学案上把Activity Three and Four的问题分成必答题和选答题。限时5分钟,让学生就课下完成的问题答案进行小组讨论,鼓励学生尽量自己组织语言。然后call back the answers together。这一活动主要操练学生捕捉细节的能力和组织语言的能力。

环节三:Post-reading (读后) 这一环节我设计了三个活动。大约22分钟。

活动一:处理重点词汇。(同时板书:Key Words: 1. 2. 3. 4. Key Phrase: 1. 2. 3. 4.)学生展示课下查出的6个单词和5个短语的用法。稍作讲解后,用5个完成句子题

巩固词汇。

活动二:攻克难点句式。(同时板书:Key Patterns: 1. 2. 3. 4. )学生朗读1个过去分词作状语的句子、2个含有定语从句的长难句和1个含有过去分词作定语的句子。让学生们以小组讨论的形式先自己分析句子的结构,然后在老师的引导下归纳总结出分

词作状语和定语的规律、以及定语从句关系词的选择思路用法, 并让学生板书在黑板上。比赛背诵这几个句子后,用五个高考选择题,巩固该难点。

活动三:Test (检测) 以活页形式展示课文的缩写,挖掉重点的单词、短语和句型,形成一篇完形填空题。让学生听并跟读课文录音后,独立完成该短文。5分钟后收齐带回批改,便于老师了解授课效果。

环节四:小结并布置作业

我设计了两个作业。一是:写一篇100词左右的介绍北京或上海的作文。二是:完成下节语法课的导学案。

第四:板书设计

我的板书采用了画龙点睛式。由老师把教学内容的重点和难点提纲列在黑板上,学生简明扼要地概括并展示出教学内容的重点和难点。也可以说我画龙,学生来点睛。

以上就是我的教学设计。请多指教!谢谢!

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说课稿 Good morning, teachers! it’s my pleasure to be here sharing my lesson with you. The content of the lesson is new senior English for china student’s book1 unit3:travel journal. First, let me introduce the teaching material. This unit is to introduce the travelling to us. The reading passage is the center of this unit. It is the most important teaching material in this lesson, which contains most of the vocabularies and grammar points that students should learn. Secondly, I want to tell something about the students.Although the students have the basic abilities of learning, speaking, reading and writing, They still need many opportunities to practice what they have learned and to develop their autonomous learning ability and cooperative learning ability. Therefore, after analyzing the teaching material and students, I put forward the teaching aims. According to the English syllabus and new lesson standard, I will talk about them from knowledge aim, ability aim and emotional aim .The knowledge aim is to help students understand and master the new words, phrases and sentence patterns. The ability aim is to grasp some reading ability such as guessing, skimming, scanning and so on. The emotional aim is to make students love our country and nature. Fourthly, the important and difficult points. Based on the requirement of the syllabus, The important point is to help students understand the whole passage and be able talk about the travel in English The difficult point is the new words, expressions and grammar rules. Fifthly ,teaching procedure In order to realize the teaching process systematically, I divide the teaching process into six steps. Step one lead- in “I nterest is the best teacher”, therefore, at the very beginning of the class, I should spark the students’mind to focus on the central topic”travelling” .I will show the photos of some beautiful places on powerpoint ,then ask students:do you like travel? why do you like travel? After answering the questions, the students will be eager to know something about the passage, and this is the very time to naturally lead the class into step2. Step2, read for information: skimming and scanning In this step, I will use task-based language teaching method, which can give students a clear and specific purpose while skimming and scanning the passage. Task one :general idea

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