高中英语必修一第一单元说课稿课堂

人教版高中英语必修一unit1-unit5全英说课稿Unit 1 FriendshipGood morning, ladies and gentlemen. I am No.3. It’s my great honor to present my lesson here. My topic today is Anne’s Best Friend, from Unit 1 Friendship, Book 1.To make my presentation much clearer, I will divide my teaching structure into 6 parts.Part 1Analysis of the Teaching MaterialFirst, let me talk about part 1 analysis of teaching material1. Status and functionThis lesson is a reading passage. It introduces Anne Frank’s story, a Jewish girl in World War II, who makes her diary as her best friend. It plays an important role in English teaching of this unit. By the end of this class, the students can know better about friends and friendships .2. Teaching objectivesThe teaching objectives are established according to High School English Syllabus and the teaching material, which include knowledge objectives, ability objectives and emotion objectives.Knowledge objectives:1. Master new words and expressions, such as outdoors, curtain, dusty, on purpose, face to face and so on.2.Understand the story of Anne Frank.Ability objectives:1.Develop students’ different reading skills, like skimming and scanning.2.Develop the abilities of working in groupsEmotion objectives:1. Enable students to know how to make friends and how to get along with friends.2.Enable students to know how lucky they are now and cherish the present happy life.3. Teaching key points and difficult points:Based on the teaching objectives, I identify the teaching key points and difficult points as follows:Teaching key points:1. Master new words and expressions.2.Understand the passage clearly.Teaching difficult point:1.Develop students' different reading skills.e the words and expressions properly in a real situation.Part 2Analysis of the StudentsSecond, I want to talk about part 2 analysis of students.Senior One students have the basic abilities of listening, speaking, reading and writing, but they are still weak in scientific reading strategies. They have known something about friends and friendships. Some new words and expressions in the text may cause learning difficulties for them.Part 3Teaching methods and learning methodsThe third part is teaching methods and learning methods. According to New Course Standard of English, combining with the language level of students, I will adopt two teaching methods: Task-based teaching method and Computer aided teaching method.As for learning methods, students can understand the passage by independent reading,discussing and cooperating.Part 4 Teaching aidsPart 4 is teaching aids.In the teaching process, I will use a blackboard and a multi-media computer to help students understand and grasp knowledge.Part 5 Teaching proceduresNext , let’s move to the most important part: part 5 teaching procedures. To achieve my teaching objectives, I will divide my teaching procedures into five steps: lead-in, reading, retelling, group discussion, homework.Step 1. Lead-inIn this step, I will play an English song Friendship will last for ever and let students sing the song together.The purpose is to arouse students’ learning interest and naturally lead to the topic today.Step 2. ReadingThis step includes two parts: fast reading and careful reading.1.Fast readingIn the fast-reading part, get students to read the passage quickly and then finish two tasks.to get the general idea of the whole passage.②to find out who is Anne’s best friend.By doing fast reading, students can improve their reading skill---skimming, and have a rough idea of the text.2.Careful readingThen in the careful-reading part, let students read the passage carefully anddo three exercises on the screen.①answer True or False questions, like Anne named her diary Kitty and wanted it to be her best friend.②answer questions needing deep thinking. For example, How did Anne feel about nature before she and her family hid away?③translate some long sentences into Chinese. For example, It’s no pleasure looking through these any longer because nature is one thing that really must be experienced.These three exercises are all about the important details of the article. They can improve students’reading skill---scanning, and make students have a thorough understanding of the passage.Step 3. RetellingIn this step, give students a few minutes to read Anne’s diary. While they are reading, I will write some key words of the diary on the blackboard. Then ask students to retell the diary according to the key words.By retelling, students can improve their ability of language organization and have an overall understanding of the article.Step 4 Group discussionIn this step, students will be divided into groups of 4 to discuss the following questions:What qualities make a good friend?How to make friends?After their discussion, invite a few groups to make a report to the class.This group discussion can practice students’ oral English and cultivate their abilities of cooperation and communication.Step 5. HomeworkLet students write a short passage. The title is My Best Friend.The homework can consolidate the knowledge the students have learned and cultivate their writing ability.Part 6 Blackboard Design:That’s all my teaching procedures. Finally, I want to say sth about part 6 the blackboard design.On the top is the title. On the left, there will be some new words and expressions. In the middle of the blackboard, I will write some useful sentence structures. So students can know clearly what they’ve learned in class and then try to master the knowledge.O.k. That’s all for my presentation. Thank you for your attention.Unit 2 English around the worldGood morning, ladies and gentlemen. I am No.5. It’s my great honor to present my lesson here. My topic today is The road to modern English, from Unit 2 English around the world, Book 1.To make my presentation much clearer, I will divide my teaching structure into 6 parts.Part 1Analysis of the Teaching MaterialFirst, let me talk about part 1 analysis of teaching material.1. Status and functionThis lesson is a reading passage. It gives a brief history of the English language. It plays an important role in English teaching of this unit. By the end of this class, the students can know better about English language and its development.2. Teaching AimsThe teaching aims are established according to High School English Syllabus and the teaching material, which include knowledge aims, ability aims and emotion aims.Knowledge aims:1. Master new words and expressions, such as voyage, native, fluent, at present, make use of and so on.2.Understand the development of English language.Ability Aim:Develop students’ different reading skills, like skimming and scanning. Emotion Aim:Get students interested in learning English and love their own language.3. Teaching key points and difficult points:Based on the teaching aims, I identify the teaching key points and difficult points as follows:Teaching key points:1. Master new words and expressions.3.Understand the passage clearly.Teaching difficult point:Develop students' reading skills.Part 2Analysis of the StudentsSecond, I want to talk about part 2 analysis of students.Senior One students have the basic abilities of listening, speaking, reading and writing, but they are still weak in scientific reading strategies. They have known sth about English language. Some new words and expressions in the text may cause learning difficulties for them.Part 3Teaching methods and learning methodsThe third part is teaching methods and learning methods. According to New Course Standard of English, combining with the language level of students, I will adopt two teaching methods: Task-based teaching method and communicative teaching method.As for learning methods, students can get comprehensive language using skills by autonomic learning, cooperating and exploring.Part 4 Teaching aidsPart 4 is teaching aids.In the teaching process, I will use a blackboard and a multi-media computer to help students understand and grasp knowledge.Part 5 Teaching proceduresNext , let’s move to the most important part: part 5 teaching procedures. To achieve my teaching aims, I will divide my teaching procedures into five steps: lead-in, reading, retelling, group discussion, homework.Step 1. Lead-inIn this step, let students enjoy a short video in which an Englishman and an American are talking to each other.The purpose is to let students feel the difference between British English and American English and naturally lead to the topic today.Step 2. ReadingThis step includes two parts: fast reading and careful reading.3.Fast readingIn the fast-reading part, get students to read the passage quickly and then finish two tasks.① to get the general idea of the whole passage.②to give the main idea for each paragraph in your own words.By doing fast reading, students can improve their reading skill---skimming, and have a rough idea of the text.4.Careful readingThen in the careful-reading part, let students read the passage carefully and do three exercises on the screen.① answer True or False questions, like English had the most speakers in the 17th century.② finish a timeline of the development of English language .③translate some long sentences into Chinese. For example, Native English speakers can understand each other even though they don’t speak the samekind of English.These three exercises are all about the important details of the article. They can improve the students’reading skill---scanning, and make students have a thorough understanding of the passage.Step 3. RetellingIn this step, give students a few minutes to read the passage . While they are reading, I will write some key words of the text on the blackboard. Then ask students to retell the passage according to the key words.By retelling, the students can improve their ability of language organization and have an overall understanding of the article.Step 4 Group discussionIn this step, students will be divided into groups of 4 to discuss the following question:Why do you think more people in the world now want to learn Chinese? After their discussion, invite a few groups to make a report to the class.This group discussion can practice students’ oral English and let them know the importance of Chinese.Step 5. HomeworkLet the students write a short passage. The title is The importance of learning English. The homework can consolidate the knowledge the students have learned and cultivate their writing ability.Part 6 Blackboard Design:That’s all my teaching procedures. Finally, I’d like to say sth about part 6 blackboard design.On the top is the title. On the left, there will be some new words and expressions. In the middle of the blackboard, I will write some useful sentence structures. So students can know clearly what they’ve learned in class and then try to master the knowledge.O.k. That’s all for my presentation. Thank you for your attention.Unit 3 Travel JournalGood morning, ladies and gentlemen. I am No.10. It’s my great honor to present my lesson here. My topic today is Journal down the Mekong, from Unit 3 Travel Journal, Book 1.To make my presentation much clearer, I will divide my teaching structure into 6 parts.Part 1Analysis of the Teaching MaterialFirst, let me talk about part 1 analysis of teaching material.1. Status and functionThis lesson is a reading passage. It is a travel journal describing a trip down the Mekong River. The topic traveling is very interesting and can easily arouse students’ learning interest. By the end of this class, the students can know how to plan a trip properly.2. Teaching AimsThe teaching aims are established according to High School English Syllabus and the teaching material, which include knowledge aims, ability aims and emotion aims.Knowledge aims:1. Master new words and expressions, such as cycling, shortcoming, stubborn, care about, give in and so on.2.Understand the journal down the Mekong River clearly.Ability Aims:5.Develop students’ different reading skills, like skimming and scanning.6.Enable students to describe a journey.Emotion Aim:Get students interested in traveling and learn to make travel plans.3. Teaching key points and difficult points:Based on the teaching aims, I identify the teaching key points and difficult points as follows: Teaching key points:1. Master new words and expressions.2.Understand the passage clearly.Teaching difficult point:Develop students' reading skills.Part 2Analysis of the StudentsNext, I want to talk about part 2 analysis of students.Senior One students have the basic abilities of listening, speaking, reading and writing, but they are still weak in scientific reading strategies. They have known sth about traveling. Some new words and expressions in the text may cause learning difficulties for them.Part 3Teaching methods and learning methodsThe third part is teaching methods and learning methods. According to New Course Standard of English, combining with the language level of students, I will adopt two teaching methods: Task-based teaching method and communicative teaching method.As for learning methods, students can get comprehensive language using skills by autonomic learning, cooperating and exploring.Part 4 Teaching aidsPart 4 is teaching aids.In the teaching process, I will use a blackboard and a multi-media computer to help students understand and grasp knowledge.Part 5 Teaching proceduresNext , let’s move to the most important part: part 5 teaching procedures. To achieve my teaching aims, I will divide my teaching procedures into five steps: lead-in, reading, retelling, group discussion, homework.Step 1. Lead-inIn this step, first let students have a free discussion: which place would you like to visit for your next holiday? and why? Invite some students to share their ideas with the class.Then show a map of the Mekong River on the screen and let students know something about the river, such as the location, the countries the river flows through.The purpose is to arouse students’learning interest and let them know the topic today is about traveling and get them prepared for the reading passage. Step 2. Reading This step includes two parts: fast reading and careful reading.1.Fast readingIn the fast-reading part, get students to read the passage quickly and then finish two tasks.① to get the general idea of the whole passage.②to give the main idea for each paragraph in your own words.By doing fast reading, students can improve their reading skill---skimming, and have a rough idea of the text.2.Careful readingThen in the careful-reading part, let students read the passage carefully and do three exercises on the screen.① answer True or False questions, like Wang Kun planned the trip to the Mekong River.② answer some questions for each paragraph, like Where is the source of the Mekong and which sea does it enter? for paragraph 2.③translate some long sentences e into Chinese. For example, It makes wide bends or meanders through low valleys to the plains where rice grows. These three exercises are all about the important details of the article. They can improve the students’reading skill---scanning, and make students have a thorough understanding of the passage.Step 3. RetellingIn this step, give students a few minutes to read the passage . While they are reading, I will write some key words of the text on the blackboard. Then ask the students to retell the passage according to the key words.By retelling, students can improve their ability of language organization and have an overall understanding of the article.Step 4 Group discussionIn this step, the students will be divided into groups of 4 to make a travel plan. The plan should involve the place they would like to visit, the kind of transportation, the travel path, and so on.After their discussion, invite a few groups to make a report to the class.This group discussion can practice students’ oral English and cultivate their abilities of cooperation and communication.Step 5. HomeworkLet students write down the travel plans they’ve made in the group discussion.The homework can consolidate the knowledge the students have learned and cultivate their writing ability.Part 6 Blackboard Design:That’s all my teaching procedures. Finally, I’d like to say sth about part 6 blackboard design.On the top is the title. On the left, there will be some new words and expressions. In the middle of the blackboard, I will write some useful sentence structures. So students can know clearly what they’ve learned in class and then try to master the knowledge.O.k. That’s all for my presentation. Thank you for your attention.Unit 4 EarthquakesGood morning, ladies and gentlemen. I am No.17. It’s my great honor to present my lesson here. My topic today is A night the earth didn’t sleep, from Unit4 Earthquakes, Book 1.To make my presentation much clearer, I will divide my teaching structure into 6 parts.Part 1Analysis of the Teaching MaterialFirst, let me talk about part 1 analysis of teaching material.1. Status and functionThis lesson is a reading passage. It introduces the terrible earthquake in Tangshan in Hebei Province in 1976. It plays an important role in English teaching of this unit. By the end of this class, the students can know what happened before, during and after the Tangshan Earthquake.2. Teaching AimsThe teaching aims are established according to High School English Syllabusand the teaching material, which include knowledge aims, ability aims and emotion aims.Knowledge aims:1. master new words and expressions, such as burst, suffering, disaster, in ruins, dig out and so on.2.Know more about the Tangshan Earthquake.Ability Aim:Develop students’ different reading skills, like skimming and scanning. Emotion Aim:Encourage students to learn more about the knowledge of earthquakes and let them know sth can be done before an earthquake to minimize the damage.3. Teaching key points and difficult points:Based on the teaching aims, I identify the teaching key points and difficult points as follows:Teaching key points:1. Master new words and expressions.4.Understand the passage clearly.Teaching difficult point:Develop students' reading skills. Part 2Analysis of the StudentsNext, I want to talk about part 2 analysis of students.Senior One students have the basic abilities of listening, speaking, reading and writing, but they are still weak in scientific reading strategies. They have known sth about earthquakes. Some new words and expressions in the text may cause learning difficulties for them.Part 3Teaching methods and learning methodsThe third part is teaching methods and learning methods. According to New Course Standard of English, combining with the language level of students, I will adopt two teaching methods: Task-based teaching method and communicative teaching method.As for learning methods, students can get comprehensive language using skills by autonomic learning, cooperating and exploring.Part 4 Teaching aidsPart 4 is teaching aids.In the teaching process, I will use a blackboard and a multi-media computer to help students understand and grasp knowledge.Part 5 Teaching proceduresNext , let’s move to the most important part: part 5 teaching procedures. To achieve my teaching aims, I will divide my teaching procedures into five steps: lead-in, reading, retelling, group discussion, homework.Step 1. Lead-inIn this step, first let students watch a short video about an earthquake, then let them discuss the following question in pairs: What will happen before an earthquake? Invite some students to share their ideas with the class.The purpose is to arouse students’learning interest and let them know the topic today is about earthquakes and get them prepared for the reading passage.Step 2. ReadingThis step includes two parts: fast reading and careful reading.7.Fast readingIn the fast-reading part, get students to read the passage quickly and then finish two tasks.① to get the general idea of the whole passage.②to give the main idea for each paragraph in your own words.By doing fast reading, the students can improve their reading skill---skimming, and have a rough idea of the text.8.Careful readingThen in the careful-reading part, let students read the passage carefully and do three exercises on the screen.①answer True or False questions, like The Tangshan Earthquake happened in 1978.② finish a timeline of the development of the quake.③translate some long sentences into Chinese. For example, It seemed as if the world was at an end.These three exercises are all about the important details of the article. They can improve students’reading skill---scanning, and make students have a thorough understanding of the passage.Step 3. RetellingIn this step, give students a few minutes to read the passage . While they are reading, I will write some key words of the text on the blackboard. Then ask the students to retell the passage according to the key words.By retelling, the students can improve their ability of language organization and have an overall understanding of the article.Step 4 Group discussionIn this step, students will be divided into groups of 6 to discussion thefollowing question: What can we do to protect ourselves when an earthquake happens?After their discussion, invite a few groups to make a report to the class.This group discussion can practice the students’oral English and cultivate their abilities of cooperation and communication.Step 5. HomeworkLet students write a short passage to summarize the results of their group discussion.The homework can consolidate the knowledge the students have learned and cultivate their writing ability.Part 6 Blackboard Design:That’s all my teaching procedures. Finally, I’d like to say sth about part 6 blackboard design. On the top is the title. On the left, there will be some new words and expressions. In the middle of the blackboard, I will write some useful sentence structures so that the students can know clearly what they’ve learned and then try to master the knowledge.O.k. That’s all for my presentation. Thank you for your attention.Unit 5 Nelson Mandela--A Modern HeroGood morning, ladies and gentlemen. I am No.21. It’s my great honor to present my lesson here. My topic today is Elias’Story, from Unit 4Nelson Mandela--A Modern Hero, Book 1.To make my presentation much clearer, I will divide my teaching structure into 6 parts.Part 1Analysis of the Teaching MaterialFirst, let me talk about part 1 analysis of teaching material.1. Status and functionThis lesson is a reading passage. In it, a black worker Elias told something about Nelson Mandela. It plays an important role in English teaching of this unit. By the end of this class, the students can know more about Nelson Mandela.2. Teaching AimsThe teaching aims are established according to High School English Syllabus and the teaching material, which include knowledge aims, ability aims and emotion aims.Knowledge aims:1. master new words and expressions, such as lawyer, legal, equal, out of work, blow up and so on.2.Understand Elias’ story.Ability Aim:Develop students’ different reading skills, like skimming and scanning. Emotion Aim:Let students learn from the noble qualities of Nelson Mandela.3. Teaching key points and difficult points:Based on the teaching aims, I identify the teaching key points and difficult points as follows:Teaching key points:1. Master new words and expressions.5.Understand the passage clearly.Teaching difficult point:Develop students' reading skills.Part 2Analysis of the StudentsNext, I want to talk about part 2 analysis of students.Senior One students have the basic abilities of listening, speaking, reading and writing, but they are still weak in scientific reading strategies. Some students have known sth about Nelson Mandela. Some new words and expressions in the text may cause learning difficulties for them.Part 3Teaching methods and learning methods The third part is teaching methods and learning methods. According to New Course Standard of English, combining with the language level of students, I will adopt two teaching methods: Task-based teaching method and communicative teaching method.As for learning methods, students can get comprehensive language using skills by autonomic learning, cooperating and exploring.Part 4 Teaching aidsPart 4 is teaching aids.In the teaching process, I will use a blackboard and a multi-media computer to help students understand and grasp knowledge.Part 5 Teaching proceduresNext , let’s move to the most important part: part 5 teaching procedures. To achieve my teaching aims, I will divide my teaching procedures into five steps: lead-in, reading, retelling, group discussion, homework.Step 1. Lead-inIn this step, first show some pictures of Nelson Mandela on the screen, then ask questions: Who is this man? Do you know anything about him? Invite some students to share their ideas with the class.The purpose is to arouse students’ learning interest and naturally lead to the topic today.Step 2. ReadingThis step includes two parts: fast reading and careful reading.9.Fast readingIn the fast-reading part, get students to read the passage quickly and then finish two tasks.① to get the general idea of the whole passage.②to give the main idea for each paragraph in your own words.By doing fast reading, the students can improve their reading skill---skimming, and have a rough idea of the text.10.Careful readingThen in the careful-reading part, let students read the passage carefully and do three exercises on the screen.① answer True or False questions, like Nelson Mandela helped Elias keep his job.② finish a timeline of Elias’life.③translate some long sentences into Chinese. For example, We were put into a position in which we had either to accept we were less important, or fight the government.These three exercises are all about the important details of the article. They can improve students’reading skill---scanning, and make students have a thorough understanding of the passage.Step 3. RetellingIn this step, give students a few minutes to read the passage . While they are reading, I will write some key words of the text on the blackboard. Then ask students to retell the passage according to the key words.By retelling, students can improve their ability of language organization and have an overall understanding of the article.Step 4 Group discussionIn this step, students will be divided into groups of 4 to discussion the following question: What qualities make a great person?After their discussion, invite a few groups to make a report to the class.This group discussion can practice students’ oral English and cultivate their abilities of cooperation and communication.Step 5. HomeworkLet students write a short passage to introduce a great person he or she admires.The homework can consolidate the knowledge the students have learned and cultivate their writing ability.。

高中英语人教版必修一说课稿Unit1 FriendshipPar t 1.Teaching material analysis (教材分析)1.Analyse the reading material.The reading passage of this unit is Anne’s Best Friend. this topic is familiar to students, so students can have something to say in the related listening, speaking, reading and writing activities. The text is a diary of Jewish girl Anne, describing her desire for nature. The content of the text is not difficult for students to learn. The senior one students just enter the school, are eager to understand, communicate with their classmates, and build a new friendship. As a teacher, to guide them to build a correct concept of friendship is very important, so learning this article is of great significance.This unit also involves the use of direct and indirect speeches.2.Teaching Aims Analysis(教学目标分析)According to the specific description of the general goal of the new English curriculum standard, combined with the reality of senior high school students and the content of teaching materials, students are expected to achieve the following objectives.knowledge objectives:1. Master and use the direct and indirect speeches .2. Discuss friends and friendships.3. Learn to master the key vocabulary of this unit.Ability objectives:1. Learn reading skills: scanning and skimming.2. By talking about friends and friendship, we can not only train the students' ability to use language, but also cultivate the students' ability to find, think and solve problems.3. Understand the reading passage and retell the story.Emotional attitude goal:1. A friend in need is a true friend.2. Bosom friends are rare.3. Let the students learn about the history of the German fascists3.Third, teaching important points and difficulties:Important points1. Training scanning and skimming and other reading skills.2. The true meaning of knowing friends and the problem of getting along with others.Difficulties:1. The training of reading skills.2. direct speech and indirect speechesPart 2. Students Analysis（学生分析）The senior one students have accumulated a certain vocabulary foundation in their junior high school English learning, and have mastered some simple learning strategies and skills, and have a preliminary ability of listening, speaking, reading and writing in English. However, the English level of students is uneven. Teaching should not only further cultivate the learning abilityof the top students, but also ensure that the students with weaker ability can understand, arouse their enthusiasm, make them willing to learn, and enjoy the fun in the process of learning. The topic of this class is closer to life, which can guide students to construct new knowledge experience and information input through cooperative inquiry learning on the basis of original knowledge and experience.Part 3. Teaching Methods Analysis（教学方法）According to my ss’ actual situation, I think the most important thing that I should do is to inspire them to participate in the class activities. I mainly adopt the following teaching methods:1.Task teaching method: combine the students' life experience and interest to design the corresponding task value, let the students learn the due knowledge and improve the language communication ability in the process of completing the task. At the same time, let the students take the questions to read, find out the relevant answers, and analyze and sort out their own point of view.2.Situational teaching: in Warming up, ask students to listen to songs about praising friends, or related videos, and talk about their feelings.3.Multimedia teaching: make full use of English teaching resources, such as recording, computer, multimedia, and etc., to expand students' learning channels, stimulate learning interest and improve teaching effect.We should encourage students' awareness of autonomous learning, make students harvest the fun of success, and enhance their self-confidence in learning English.Part 4. Teaching procedures (教学过程)According to the teaching objectives, I divide the teaching procedures into 6 steps.Step. Lead-in (5 min)Enjoy the song That’s What Friends Are For with the students. Ask the students to find out what it is about.Design purpose:through this task, lead the students the theme of the text "Friendship".Step 2. Pre-reading (8 min)Ask the students the following questions so as to begin to focus students’ attention on the main topic of the reading passage.1. Why do you need friends? Make a list of reasons why friends are important to you.2. What do you think a good friend should be like? List the good qualities a good friend should have.3. Does a friend always have to be a person? What else can be your friend?4. Have you ever considered making friends with animals, plants or even an object? Why or why not?(The teacher can also tell students some background before starting to read. This is a true story. It took place in Amsterdam, Holland in the early 1940s after German Nazis had occupied most of Europe. They killed many Jews. To avoid being killed, some Jewish families went into hiding, often with the help of non-Jewish friends. This is what Anne’s family did. ) Design purpose: through this task, narrow the scope of the topic, lead the students’ thinking to the text.Step 3. Reading Tasks (17 min)Task 1. Get the students to try to guess what Anne’s friend was and what the passage is aboutby reading the title and having a quick look at the pictures in this passage without reading it.Task 2. Get the students to skim the first two paragraphs to confirm their guessing.Task 3. Have the class to read the passage silently and then ask them to answer the following questions.1) What was Anne’s best friend? Why did she make friends with it?2) Did she have any other true friends then? Why?3) What is the difference between Anne’s diary and those of most people?4) Do you keep a diary? What do you think most people set down in their diaries?5) We are going to read one of Anne’s diaries, but before reading, can you tell me what the diary is about with the help of one key sentence in the second paragraph?Task 4. Reading Anne’s diary1) While reading, guess the meanings of “spellbound”, “hold me entirely in their power” from the discourse.2) After reading, ask the students how Anne felt in the hiding place and get them to give the two examples to show her feelings then.3) Choose the best answer according to the diary. (6 multiple choice exercises on the screen.)4)Ask the students to read the diary again and try to retell it. The retelling must include the information required below: who, when, what, why, howDesign purpose: through the four reading tasks, enable students to understand the text from different angles. Step 4 Post-reading (12 min)1. Get the students to do the exercises in the part Comprehending.This part helps students further understand the text by doing multiple choices, questions and answers, and matching.2. Group workThink about and work in groups to discuss the following questions.1) What would you do if your family were going to be killed just because they did something the Emperor did not like?2) Where would you plan to hide?3) How would you arrange to get food given to you every day?4) What would you do to pass the time?Design purpose: through this discussion, let students use and practice the friendship-related words, and form a consensus on friendship.Step 5 Consolidation (8 min)1.Books shut. Get the students to tell something about Anne.2.Books open. Get the students to discover useful words and expressions from the part Reading to complete the following sentences.Show the exercises on the screen or give out exercise papers.First get the students to do the exercises. Then the answers are given. The teacher can give them explanations where necessary.Design purpose: through this task, suggest the important language phenomena, vocabulary and phrases in the text.Step 6 Homework1. Read the passage again and try to retell it.2. Finish off the related Workbook exercises.3. Write one or two sentences to express your understanding of friends and friendship. Design purpose: consolidate巩固the reading text through this task.Part 5. Blackboard design (板书设计)1) Key words and sentences on the left hand2)Questions for reading 3) The main idea for each paragraph on the right hand。

Interpretation of Lesson 1 A Perfect Day?Part 1 Teaching Material:The basic topic of this unit is “lifestyles”.Lesson1 plays an important part in this unit. The articles,titles are that “A couch potato”and “A workaholic”. These two articles present completely different lifestyles. There are two pictures to stir students? interest. The first article is talking about one person who spends too much time watching TV. The second article is related with the other person who is always working from morning to night. After reading, weall know that one person is a couch potato;the other person is a workaholic.Writing purpose is that: Tell the readers these two kinds of lifestyle are unhealthy. Try to make the readers pay attention to healthy lifestyle and lead a rich life.Teaching aims1.Knowledge aims:The Ss can remember and use the topic vocabulary and topic sentences.2.Ability aims:Enable the students to understand specific information while reading.Enable the students to work out the meaning of important words from the context.Enable the students to Present Simple and Present Continuous.3.Emotional aims:Help the students have an idea that we should lead a healthy life.Teaching focus:A. Important points:1. To discuss favorite TV programs and daily activities and to read two texts forspecific information2. Improve the Ss? reading abilityB. Difficult points:1. To revise Present Simple and Present ContinuousWell, how to achieve the teaching objectives better, to stress the key points and break through the difficult points? The key is how to make use of the proper teaching methods. I?ll talk about my teaching methods below.Part 2: Teaching methods:According to the modern perception theories and social intercourse teaching theories, I adopt theTSA method and TBLT method 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 .It emphasizes a dynamic information exchange between the teacher and Ss.The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. Let the Ss know more about life while they are learning English. As a guide,teacher should make the Ss use English freely and correctly. And combine the language structures with language functions.Finally, student-centered teaching method, free discussion, individual work, pair work, group work. Fast-reading, careful-reading, and presentation.Part 3: Learning methods:The Ss do not often use English to express themselves and communicate with others. Some Ss are not active in the class, because they are afraid of making mistakes. Let Ss study in a relaxed and agreeable atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining, thinking etc. So let Ss make preparationsfor completing the new study task.After feeling and comprehending the language points, let Ss obtain the knowledge actively by cooperative study. Thereby, develop the Ss? a bilities of studying and working with the learning language independently.Part 4: Teaching aids:A blackboard, a projector or computerPart 5: Teaching proceduresStep 1: Lead-in and pre-reading:T: I think most of us like watching TV. Watching TV is part of our life, do you think so?S:T: We know about all kinds of things from TV. What are your favorite kinds of TV program? Tell the class. Use the Key Words to help you. (Show some slides about TV programs)S:T: Why do you like the programs?S:T: Do you ever watch too much TV? How much time do you spend watching TV every day?S:T: The way a person lives and works is different. Can you imagine an adult doesnothing except watch TV all day? Or he only thinks of working and never has time to watch TV? What kind of lifestyle do you think the men in the picture have?S:T: In reality few people like do that, but some people like that lifestyle and think it is a perfect day. Now let?s read the text “A Perfect Day?” really?Step 2: Fast-readingDo the exercise 3 to let students understand the text.Read the two texts quickly and underline the TV programs that Brain usually watches.The children?s programs, news, old movies, TV series, ports gamesUnderline the kinds of work Bob does every day.Meetings and phone calls, urgent matters, do my own paperwork and answer some personal e-mails, l ook at documents at home, be ready for the next day?s workStep 3: Careful-reading:Do the exercise 4. Read the two texts again and answer these questions. First let the students look through five questions. Then read the text again carefully. Think about the following five questions. When you finish your reading, I will check your answers. After that, Ss have got a better understanding of this article. Then guide the Ss to summarize main idea of each paragraph. This part reflects Task-based Language Teaching. And enable the students to understand specific information while reading.Step 4:Presentation --DiscussionWhich lifestyle do you prefer? Which one is healthier?What can Bob or Brian do to improve their lifestyle?Possible answers:Do you work too hard? You may need more time to enjoy your life with your family.You are too lazy! Your life is too boring only at home .You should go out for workand do some exercise.(Up to now, it is one period)Step 5: Post-reading and word studyAfter analyzing the text, I think all of you have a deeper thought of the passage. Now we will do some exercises. Complete exercise 7on page 9.Then give the students some time to finish the exercise. Some time later, check the answers. If possible, ask the students to translate the sentences into Chinese.Then I will explain key words. Such as: switch on; take up, fill with …Step 6: GrammarDo the exercise 8 and 9.To revise Present Simple and Present Continuous.Step 7: PracticeLet Ss do some exercises to consolidate what we learnt just now. Look at task ten. Read this sentence, describe your parents? lifestyles to your partner.Step 8: Blackboard DesignA Perfect Day?Main idea of each para. Grammar Language pointsswitch ontake up….Step 9 HomeworkKeep a diary about your weekend.That is all for my interpretation. Thank you for your attention.。

人教版高一英语必修一说课稿大家好，今日我说的是人教版一般高中英语必修一的第一单元Unit1 Friendship。

这是一节阅读课，文章的题目是Anne’s best friend。

接下来我会从教材和学情分析，理论依据和教学方法，教学过程和板书设计这几个方面来阐述教什么，怎么教和为什么这么教。

首先是教材分析。

这堂课是这个单元的第一个课时。

这个单元的主题是伴侣和友情。

这篇课文可以被分为两个部分。

第一部分是关于安妮日记的背景学问，其次部分是安妮日记的内容。

我想其次部分对于大部分同学来说有一点难以理解，由于其次部分有大量的生词和词组，除此之外一些句子也比较冗杂，较难以理解。

接下来是学情分析。

我的同学刚进入高中学习，所以高中的英语学习方法对于他们来说还是很生疏的，因此对于我来说关心他们适应高中的英语学习是很重要的.一步。

相比他们在学校的英语学习，这篇文章对于他们来说还是很有挑战性的。

但是同学对于这一单元的话题还是很熟识的，而且他们也有了基本的阅读技巧像寻读，略读和概括等等。

依据教材和学情分析，接下来我要说的是本堂课的教学目标：1．语言技能：1〕同学能够提高阅读技能：寻读，略读和概括等等2〕同学能够用英语就友情这一话题表达自己的观点以及讲解并描述安妮的故事2．语言学问：1〕同学能够把握一些生词和词组像是German, on purpose,in order to, at dusk, power等等3．情感看法：1〕同学知道生活的美妙之处，对生活保持乐观的看法4．文化意识：1〕同学能够知道一些二战的学问特殊是犹太人的历史5．学习策略：1〕同学通过上网搜集安妮的资料来提高资源策略2〕同学通过小组商量等来提高交际策略重点:1)同学能够提高他们的阅读技巧像是略读,寻读,概括等等2)同学能够用英语就友情这一话题表达自己的观点以及讲解并描述安妮的故事难点:1)同学能够用英语就友情这一话题表达自己的观点以及讲解并描述安妮的故事下面我要说的是理论依据和教学方法.依据英语新课程标准,英语课堂应当以同学为中心,同学在课堂中起主导作用,所以在我的课上我会给同学足够的时间去表达他们的观点和操练英语.除此之外,我还会先激活同学的旧学问来关心他们学习新学问。

Unit 1 Friendship -Reading一、教材分析1、这节课使用的教材是新课程标准实验教材高中英语必修1，这套教材是在任务型语言教学理念的基础上编写的，它以话题为主线，贴近学生生活，贴近真实的教学行为，它的语言教学理念是强调语言的运用，促进学生自主学习，发展学习的策略，培养创新精神突出实践能力。

2、本节课是第一元的第二课时，中心话题是友谊。

阅读（Reading）部分摘自《安妮日记》，讲述了犹太女孩安妮把日记作为朋友，倾诉自己内心感受的一段故事：二战中为躲避纳粹的迫害，她和家人不得不藏身于荷兰阿姆斯特丹的一个小阁楼里，不能于外界接触，周围又没有可以推心置腹，与之深谈的朋友。

孤独之中她将日记作为朋友倾诉衷肠，在写日记的过程中寻求解决问题的方法二、教学潜在对象的学情分析高中生注意力具有一定的稳定性，观察具有一定的目的性、系统性和全面性，初步完成了从具体思维到抽象思维的过渡，喜欢富有个性的教学设计，已不满足老师教材的简单重复与重现，同时自我意识增强，不但在乎别人对自己的评价更渴望得到关注和赞赏。

高一的新生应该有较强的表现欲望和求知的欲望，特别经过了中考总复习和新课改理念的熏陶和实践，已经具有一定的自主合作和探究的能力，具有了一定的英语语言知识和英语运用的能力，具备了用英语思考和表达的基本技能。

基于教学对象以上特点的思考，设计本课时，将以朋友的身份走近他们，用基础的语言启发他们，对教材进行个性化的整合处理，消除他们的心理障碍，以轻松谈话开始，以愉快的交流展开合作，以快乐的约定来结束本课。

三、教学目标与教学重难点根据《新课程标准》总目标的描述，结合高一学生实际和本课时的教学内容，按照知识与技能，情感与态度，过程与方法，将本节课的教学目标确定如下：①知识与技能：1.掌握重点词汇和短语feeling, German, series, outdoors, crazy, nature, purpose, dare, entirely, power, trust, indoors, suffer, teenager, habit, situation, advise, editor, communicatego through, set down, a series of, be crazy about, on purpose, in order to, face to face, according to, get along with, fall in love, join in, advise sb. on重点句子I stayed awake on purpose until half past eleven one evening in order tohave a good look at the moon for once by myself,I wonder if it’s because I haven’t been able to be outdoors for so ling that I’ve grown so crazy about everything to do with nature.2.通过skimming，careful reading ，generalization ，inference 等阅读技能训练，提高阅读能力和阅读技能，培养学生获取信息、处理信息、运用信息进行推理、判断的能力。

A Perfect Day说课稿尊敬的各位评委老师：大家上午好！我是06号选手张悦。

我今天的说课内容是北师大版高中英语必修一第一单元第一课A Perfect Day。

下面我将从教材、教法、学法、教学程序和板书设计和教学反思这六个方面来展开我的说课。

首先，我来说一下教材分析及其处理，本课为北师大版高中英语必修一第一单元第一课。

本单元主题为lifestyles”，而本节课主要任务是阅读题为A Perfect Day的文章，本文介绍了我们日常生活中的两种不同的基本生活方式---懒人生活和工作狂生活。

本课时是本单元的第一课时，课型是阅读型课，也希望通过对这节课的学习能够启发学生应该拥有健康的生活方式和如何拥有健康的生活方式。

本篇文章在本单元中占有重要地位。

通过对本篇文章的学习，学生能够提高他们的阅读能力，并掌握如何用英语表达生活习惯，这对本单元后面围绕这个主题所开展的听说读写很重要。

本课的教学对象是高一学生，他们是刚刚升入高中的学生，因为三年的初中基础，他们已经具有一定的英语语言基础和思辨能力，绝大多数同学对英语学习兴趣较为浓厚，好奇心及学习动机也比较强。

但是，在英语口语交际能力方面，由于英语口语基础薄弱，课上又害怕开口说英语，缺乏自信心，所以口语交际能力相对较弱，因此教师应当时刻鼓励学生利用每个机会说英语，以达到锻炼口语的目的。

另外，高一学生对于阅读策略如skimming and scanning的运用还很欠缺，老师需要充分利用课堂时间对此进行针对性的指导和训练关于本课的教学目标，根据新课标的课程理念，通过听说读写的训练，使学生获得英语基础知识和运用英语的能力，激发学生的学习兴趣，为进一步学习打下良好的基础。

因此，知识与能力、过程与方法、情感态度价值观这三个方面确立以下三个目标：1、知识与能力目标：：让学生学习并掌握本课的重难点词汇及词组；让学生掌握skimming and scanning这种阅读技能，让他们能够快速从文章中提取有效信息；让学生通过对本文的学习能够运用所学语言知识用自己的话描述他人或者自己的生活方式。

Unit 1 LifestylesLesson 1 A Perfect Day? 阅读课说课稿Good morning, dear judges. I am contestant No. 6. It’s my great honor to share my teaching with you. Today my teaching topic is “Lesson 1 A Perfect Day?”. I am going to introduce my lesson from the following aspects:1. Analysis of teaching materialsThis lesson is from Senior high school English compulsory 1 of Beijing Normal University Press，unit one, lesson one—A Perfect Day? This lesson is about two different lifestyles—a couch potato and a workaholic. Through the study of this lesson, students can be aware that we should form good habits and healthy lifestyles.2. Analysis of studentsOur students are Senior high school students from the first grade. They are interested in the new topic. After many years of English learning, they’ve known many words, sentences and some skills to solve English problems. But they can’t use it to express themselves and communicate with others fluently. So in this period, I would arrange a variety of activities to help them take part in the class and improve their language using abilities.3. Analysis of teaching aimsBased on the English curriculum standard and the charasteristics of the students, I set the following teaching aims:(1) Knowledge aims:Students can understand the titles a couch potato and a workaholic.They will understand the main idea and some specific points of the passage and grasp the reading strategies of skimming and scanning.(2) Ability aims:Students will express their opinions on different lifestyles under the teacher’s guidance and use different reading strategies to get specific information in a limited time.(3) Emotional aims:Students will enhance their good habits and try to live a banlanced and healthy life.4. Analysis of teaching key points and difficult pointsThe key points are the understanding of the main idea and some specific points of the passage and the master of important reading strategies.The difficult points are how to arouse students’ awareness of forming good habits and living a healthy life and how to enable the students to use different strategies proficiently.5. Analysis of teaching methods and learning methodsTo help students achieve the teaching aims much better and easier,I’ll mainly use “Task-based” and “Communicative” teaching methods. For students, they will be encouraged to study by themselves, and they will learn to communicate with others through pair work and group work, and become the real host of the class.6. Analysis of teaching aidsIn order to catch students’ attention, I prepare multi-media and some video clips, pictures and charts.7. Analysis of teaching proceduresThis is the most important part in this design, and it can be divided into the following steps:Step 1 Warming-up and lead inAt the beginning of class I will greet students as usual, have a short free talk with them and then ask students to sing a song together with me. In this way students will become happy and excited, and their attention will be attracted into class activities and get ready for class. Next I will announce the beginning of class and tell them the new topic Lesson 1 A Perfect Day? And of course I will write the new topic on the blackboard immediately.Step 2 Pre-readingBefore reading I will have a free talk about watching TV with students, and encourage them to make predictions according to the title and pictures in the book. And I will explain some new words like a couchpotato and a workholic. By doing these, students are able to overcome the obstacles of new words in the passage and make the following reading steps go smoothly. Through predictions students can quickly move their attention to the reading part.Step 3 While-readingFor the while-reading. First, students should do fast reading, I will ask them to read the two texts quickly and try to finish the following tasks: 1. Underline the TV programmes that Brian usually watches. 2. Underline the kinds of work that Bob does every day. Three minutes later, I will ask some students to tell me the answers. (Brian usually watches children’s programmes and old movies in the morning. And he watches the news at lunch time. He watches old films in the afternoon. And in the evening he watches TV series or sport and the news again. He also watches plays on BBC2 and more films. Bob is always very busy with meetings and phone calls, and some other urgent matters. And in the evening he has to do some paperwork and answer personal e-mails. And about ten every night he usually looks at the documents that he bring back from the office to get ready for the next day’s work. )For second reading, I will ask students to answer five questions:1.Is Brian a lazy person? Can you find two examples of his lazy behaviour?2.What do you think “You’ve got the world at your feet.”means?3.How does Bob spend his morning and evening?4.Why does Bob’s family complain?5.Why does Bob work so hard?I will give students 8 minutes, and 8 minutes later, I will choose some students to answer my questions one by one.(Yes, Brian is a lazy person. He watches TV 16 or 17 hours a day. When he walks the dog, he doesn’t go far. And he takes his portable TV and sits on a stone wall while the dog walks round in a circle. So , Bob is really lazy.“You’ve got the world at your feet.”means You are free to watch any programme that you want to watch. You can use the remote control to make choices accordingly.Yes, Bob is always busy. In the early morning when he hears the alarm clock he jumps out of his bed, and begins to get ready for his work. He takes a bus to work. All the morning he is busy with meetings and phone calls. And in the evening he looks at some documents he brings back from the office to get ready for the next day’s work.Because he is always busy with his work and seldom has time for fun and other activities with his family.Bob works so hard that he can make more money for his family. ) Step 4 Post-readingThrough the above readings students can get the key points of thislesson, so I would like to organize a pair work and a group work to improve their communicative ability.For pair work, I will ask students to join in pairs and ask each other these questions in turn, What do you do at weekends? Do you often study at weekends? Decide whether your partner is a couch potato or a workaholic or neither. 3 minutes later, I will choose some pairs to share their performance.For group work, students need to work in groups of 4 and discuss these questions: Are Brian and Bob’s lifestyles healthy? What can they do to improve their lifestyles? Each group leader should collect suggestions and five minutes later I will ask some group leaders to give an oral report. So this discussion can achieve the emotional aims of arousing their awareness of forming good habits and a healthy lifestyle.Step 5 Summary and homeworkAfter all the activities I will help students to review the two kinds of lifestyles they have learned today.For homework, I will ask students to listen to the recording of the texts for three to five times and read after them and try to retell the texts in their own words. And at the beginning of next class I will ask some students to retell the texts.8. Analysis of blackboard designMy blackboard design is like this. It can make clear the important information of this lesson and help students to make the notes.That’s all for my presentation. Thank you for your listening.。

Unit 1 Cultural Relics 说课稿各位评委老师、同学们，上午好。

今天我说课的题目是《Cultural Relics》。

在英语教学中落实新课程标准，是国家教育部课程改革的要求。

教授英语课程，仅仅发展学生的综合语言能力已不能满足当代社会对于全面性综合人才的迫切需求。

教师在专业课程的讲授中，除了传授语言知识、培养学生的语言技能，还应关注学生的情感，注重提高学生独立思考和判断的能力，增强社会责任感，全面提高学生的人文素养。

下面我就从五个方面来谈谈本课的教学设想及相关的理论依据。

首先我们来进行教材分析。

一、教材分析：本节课出自人民教育出版社出版的新课标高中必修二第一单元“Cultural Relics”的第一课时。

（一）知识结构“Cultural Relics”这一单元的中心话题是“琥珀屋”，主要围绕琥珀屋的故事及关于寻找琥珀屋的一系列线索展开。

教学材料中的两篇短文涉及了琥珀屋的历史及下落和如何正确辨别事实与观点的方法等。

由于学生原有知识结构对这类主题的生疏，对于故事主体、发生背景、主要任务、其中各事件的关联等等比较陌生，因而第一课时的热身、导读以及对课文中主要事件的梳理等活动对学生全面、熟练地掌握文章的主旨、单元的主题及所要传递的信息有着重要的意义。

的学习策略。

当我们对教材的知识结构进行了分析之后，就不难理解本节课的重点与难点：（二）教学重点文化遗产的了解与保护。

（三）教学难点有效阅读技巧的把握、定语从句的分类。

二、教学目标接下来说一下本节课的教学目标。

根据《新课程标准》关于总目标的具体描述，结合高一学生实际，我把教学目标设定为以下几个方面：⒈知识目标：⑴了解文化遗产的基本定义及一些基本信息，并掌握相关的词汇、短语。

⑵了解琥珀屋的历史及围绕它发生的一系列事件。

⑶掌握略读、细看和归纳大意等阅读技巧并通过这些方式寻找所需信息并进行推理判断，理解课文。

⒉能力目标：⑴分组学习方式，培养学生与他人沟通交流、分工合作的能力。

学习好资料欢迎下载Book1 Unit1 FriendshipReading-Anne’s best friend 教学设计各位评委老师们：大家好！今天我说课的内容是高一英语新课标必修1 Unit 1，The first period--reading。

下面我就从教材分析、教法分析、学法分析、教学过程、教学评价五个方面进行说明。

一、说教材1、教材的地位和作用这节课是高一必修一第一单元Friendship中的阅读课，文章的标题为Anne’s best friend,本文讲述了犹太女孩安妮为躲避纳粹的迫害而藏身于小阁楼中，并把日记当作自己的朋友，通过日记来表达自己孤独和郁闷的心情。

本节课reading部分承载着整个单元中最重要的语言和文化信息，也是教师在整个教学过程中需要重点处理的部分。

所以这节课起到对前面的知识巩固作用，为后面的学习做铺垫和打基础。

通过阅读这篇课文，训练各种阅读技巧，全局理解文章，获取信息以及培养学生的综合分析能力和问题探究能力，充分发挥了学生的主体作用，体现了新课标理念。

2、教学目标(1)知识目标：通过阅读课文，使学生掌握文章大意和深刻理解课文；通过对朋友的讨论，帮助学生积累相关描述人的性格、特征的词汇和习惯用语。

(2)能力目标：训练学生的阅读技巧（略读、寻读等），培养学生用英语获取信息、处理分析信息的能力。

(3)情感目标：通过讨论友谊激发学生保持对英语学习的浓厚兴趣和帮助学生意识到朋友和友谊的重要性以及真正的朋友具有什么的品质；通过对课文学习的小组讨论等形式，帮助学生养成团队合作的竞争意识。

3、教学重点和难点教学重点：通过阅读文章，使学生理解文章大意；让学生熟悉与本话题相关的一些重点单词、短语。

教学难点：在阅读中培养学生的阅读能力，对阅读中所获取的信息进行加工学习，然后进行课文复述，转化成为自己的东西；形成有效的学习策略；培养学生学习的语言综合运用能力。

确定依据：根据《新课程标准》在高中英语教学中，要培养学生的综合语言运用能力，发展学生自主学习和合作学习的能力，形成有效的学习策略。

Unit Friendship一、Analysis of the MaterialThis unit carried out various kinds of teaching activitiescontent involved in this around the topic of “friendship”.Theunit include : why do we need friend?How to make friends with others?The way to express and build relationshipSo the students will be able to know the rich connotation of friendship. It will also enhance the Ss’　u nderstanding of friendship.So they can talk about this topic with their friends freely.This is my Ss’　f irst English class in senior high school.Whether this class is successful or has a direct effect onthe students’ English learning interest in the future. So this class is very important.二、Analysis of the studentsMy students are first-grade students of senior high school.They have been learning English in junior high schooland have accumulated a certain number of vocabularies.They have mastered some simple learning strategies and skills with a preliminary ability of speaking and writing.However, the differences in students’ personality and English proficiency arevery large. So my teaching design should have gradient to meet the need of different student.As a language, the most basic function of English is human communication.But the general condition of Chinese students is that they do not want to speak English.So in my class, I strongly recommend the students to speak up to practice their oral English.三、Teaching objectives1.The Ss will learn the new words, grammar and useful expression in this text.2.The Ss will learn some basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson.Reading skills for Ss including( predicting, skimming, scanning and careful reading.)3.The Ss will have a better understanding of the importance of friendship. Encourage the Ss to value the friendship.四、Teaching key points and difficult pointsKey points: Learn the use of direct speech and indirect speed of statement and question. Learn how to express agreement and disagreement.Difficult points: Train the Ss to sum up the information obtained from the text and speak out in their own words.五、Teaching MethodsAccording to the psychological characteristics of high school Ss, the teacher should adopt various forms of teaching methods, and Ss should participate in the class activity, in orderto stimulate Ss’ interest, so that they will learn to participate in and learn from participation. I decide to use the following teaching methods.1.Task-based learningfor example: Let the Ss complete some reading tasks.2.Cooperative learningfor example: group discussion六、Teaching proceduresStep 1 Lead inAt the beginning of the class, I will introduce some proverbto the Ss. Such as:A life without a friend is a life without a sun.A friend in need is a friend indeed.You can buy friendship with friendship, but never with dollars.general views on friend andSo the Ss will know people’sfriendship.Purpose: to introduce the proverb is to introduce the topic to theSs in a interesting way. And it can also develop the S s’ habit ofaccumulating language.Step 2 Warming up(1) I will ask the students to discuss some questions in groups. After a few minutes, I will ask the group leader to report theirv iew on answers. This part is designed to know the Ss’　friendship. It is also a preparation for the survey of next stage. If the time permitted, I will ask the Ss to write their answers on the blackboard.S1 S2 S3NamesQuestionsA.Are you good atmaking friends?B.Do you havefriends?C.What are the specialqualities of your bestfriend?D.What do you wantfrom a friend?(2)Let the Ss fill in the survey in the Ss book. Then I will analyze and give comments on students’ answers. Purpose:So I will have an In-depth understanding of each attitude towards friends, and help Ss to examine student’sthemselves, to guide Ss to form the correct values and principle. Step 3 Pre-readingGroup discussion: divide the students in to groups to discuss thefollowing questions.1.Why do you needs friends? Make a list of reasons why friendsare important to you?2.What else can be our friends besides human beings?3.Look at the title and skim the first paragraph of the text to findwhat Anne ’s best friend is.(1)For the first question, I will guide the Ss to use the mind-mapto list why friends are important to us. This thinking process,which is very effective learning strategy, can open Ss mind at alarge extent. Next, I will ask the Ss to discuss. At last, I will simup the Ss opinions.(2)For the second question, I will use the methods of brainstorming.(3)For the third question, I will ask the Ss to read the firstparagraph quickly to find out who was Anne ’s best friend. This question forms a transition between the pre-reading and the text.My best friend oftenhelps me with mystudies. We play baseball together. We...Friends are helpful. Friends are good company. Friendsare important.It introduce a important reading skill-skimming which, if well learned, could be very useful in saving time when looking for information in a text.attention on theThe purpose: is to begin to focus student’smain topic of the reading passage. It prepares Ss to think critically about the topic and provide then with the opportunityto connect some aspect of the topic to their own lives.Step 4 While-reading(1)SkimmingFirst, I will introduce some skimming skills to the Ss.Read the titleRead the introduction of the first paragraphRead the first sentence of each paragraphRead the headings and sub-headingsNotice any pictures and chartsRead the summary or last paragraphA.Let the student read the passage of Anne’s best friend, which is the background information of the diary.B.Let the Ss to read Anne’s diary quickly to know the main idea of the diary. Encourage the Ss to list some new words in passage.(2)ScanningA: Read the text again and jion the correct parts of the sentences.friends1.Anne kept a diary because A she couldn’t meet her2.She felt very lonely because B.Jews were caught by Nazisand killed3.They had to hide because C.she could tell everything to it4.Anne named her diary Kitty D.she wanted it to bebecause her best friend.B: Let the Ss read the text and again to grasp the key information and main idea of each paragraph. After that, complete the following questions and write down the main ideaof each paragraph.Para.One: Anne made her diary her best friend whom she could tell everything. Para.Two: Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time.Para.Three: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature.(3)Careful readingRead the passage again carefully and answer the following questions.1.About how long had Anne and her family been in the hiding place when she wrote this part of her dairy?2.How did Anne feel about nature before she and her family hid away?3.Why do you think her feelings changed towards nature?4.Why did Anne no longer just like looking at the nature out of the window?(4)Words and GrammarI will teach new words in the passage to help them understand the passage. And I will also introduce the direct speech and indirect speech to the students.Purpose:To develop Ss’basic reading skills of skimming, scanning and careful reading and the ability to catch the main idea of the passageStep 5 Post-readingAsk them the question:1.Imagine you had to go into hiding like Anne and her family.What would you mist most?Give your reasons.Let the Ss discuss in groups and make a list of things they would do.Each group can decide its most interesting idea and tell it to the class.Then the class can discuss which ones would be the most effective.Purpose: Enable Ss to experience the context, practice language and form emotional attitude through learning language. Through the discussion the Ss can feel Anne’S longing for free life and friendship. By reflecting on their own life status, they will cherish life more and keep optimistic attitude towards life.Step 6 Homework1.Prepare to retell the story.2.Find out the important language points in the passage and preview them.Purpose: To improve the Ss oral English and consolidate their knowledge.七、板书设计The purpose of this step is。

高一英语必修一unit1 Friendship 说课稿郭娟一、说教材1.教材课题人教版高中英语必修一(unit1 Friendship ) 第二课时阅读课(Anne’s best friend)2、教材内容分析本单元的话题是“友谊”。

朋友在每个学生的人生中起着重要作用，每个学生都会有一些关于友谊的美好回忆和对好朋友的理解和认识，友谊贴近学生生活，能够引起学生的学习兴趣，令他们在快乐中获得知识。

对本课时所学内容的分析认识本课时主要是阅读，这一部分提供了本单元的主要阅读语篇，呈现了本模块的大部分的词汇和主要语法结构，是本单元学习的重点。

本课的文章标题是“安妮最好的朋友”，讲述了犹太女孩安妮为躲避纳粹的迫害而藏身于小阁楼之中，并把日记当作自己最好的朋友的故事。

通过学习这篇课文，学生不仅要进行阅读技能的训练，学习一些新的词汇和表达方法，还要在阅读的过程中学习并欣赏英语语言的美感，感受主人公乐观自信的人生态度和纯洁美丽的心灵。

使学生了解到友谊丰富的内涵，让学生在谈论友谊这个话题时能有话可说，有情可表。

二、说课标1.本课时的新课标理念新课标阅读技能测试要点：①理解主旨大意；②寻找具体信息；③理解细节④根据上下文提供语境推测生词词义，进而加深对文段的理解；⑤简单的判断和推理；⑥理解文段的基本逻辑结构；⑦理解作者的意图和态度；⑧理解文段的文化信息本课时我把阅读课文作为整体来处理，运用整体阅读教学法，“任务型”活动和多媒体辅助教学等各种方法组织指导学生理解课文，提高阅读技能，以达到新课标对学生阅读能力的要求。

2.教学目标根据《新课程标准》的要求和学生已有的知识基础和认知能力，在仔细学习和分析教材的基础上，我确定了以下教学目标。

①掌握本课的生词和一些有用的表达方法②掌握基本的阅读方法和技巧③学会用英语谈论友谊这个话题④让学生懂得友谊的重要性，珍惜友谊3.教学重点①本课时是本模块的的主要阅读语篇，篇幅比较长，且呈现了本模块的大部分的词汇和主要语法结构，是本单元学习的重点。

Unit 1 LifestylesLesson 1 A Perfect Day? 阅读课说课稿Good morning, dear judges. I am contestant No. 6. It’s my great honor to share my teaching with you. Today my teaching topic is “Lesson 1 A Perfect Day?”. I am going to introduce my lesson from the following aspects:1. Analysis of teaching materialsThis lesson is from Senior high school English compulsory 1 of Beijing Normal University Press，unit one, lesson one—A Perfect Day? This lesson is about two different lifestyles—a couch potato and a workaholic. Through the study of this lesson, students can be aware that we should form good habits and healthy lifestyles.2. Analysis of studentsOur students are Senior high school students from the first grade. They are interested in the new topic. After many years of English learning, they’ve known many words, sentences and some skills to solve English problems. But they can’t use it to express themselves and communicate with others fluently. So in this period, I would arrange a variety of activities to help them take part in the class and improve their language using abilities.3. Analysis of teaching aimsBased on the English curriculum standard and the charasteristics of the students, I set the following teaching aims:(1) Knowledge aims:Students can understand the titles a couch potato and a workaholic.They will understand the main idea and some specific points of the passage and grasp the reading strategies of skimming and scanning.(2) Ability aims:Students will express their opinions on different lifestyles under the teacher’s guidance and use different reading strategies to get specific information in a limited time.(3) Emotional aims:Students will enhance their good habits and try to live a banlanced and healthy life.4. Analysis of teaching key points and difficult pointsThe key points are the understanding of the main idea and some specific points of the passage and the master of important reading strategies.The difficult points are how to arouse students’ awareness of forming good habits and living a healthy life and how to enable the students to use different strategies proficiently.5. Analysis of teaching methods and learning methodsTo help students achieve the teaching aims much better and easier,I’ll mainly use “Task-based” and “Communicative” teaching methods. For students, they will be encouraged to study by themselves, and they will learn to communicate with others through pair work and group work, and become the real host of the class.6. Analysis of teaching aidsIn order to catch students’ attention, I prepare multi-media and some video clips, pictures and charts.7. Analysis of teaching proceduresThis is the most important part in this design, and it can be divided into the following steps:Step 1 Warming-up and lead inAt the beginning of class I will greet students as usual, have a short free talk with them and then ask students to sing a song together with me. In this way students will become happy and excited, and their attention will be attracted into class activities and get ready for class. Next I will announce the beginning of class and tell them the new topic Lesson 1 A Perfect Day? And of course I will write the new topic on the blackboard immediately.Step 2 Pre-readingBefore reading I will have a free talk about watching TV with students, and encourage them to make predictions according to the title and pictures in the book. And I will explain some new words like a couchpotato and a workholic. By doing these, students are able to overcome the obstacles of new words in the passage and make the following reading steps go smoothly. Through predictions students can quickly move their attention to the reading part.Step 3 While-readingFor the while-reading. First, students should do fast reading, I will ask them to read the two texts quickly and try to finish the following tasks: 1. Underline the TV programmes that Brian usually watches. 2. Underline the kinds of work that Bob does every day. Three minutes later, I will ask some students to tell me the answers. (Brian usually watches children’s programmes and old movies in the morning. And he watches the news at lunch time. He watches old films in the afternoon. And in the evening he watches TV series or sport and the news again. He also watches plays on BBC2 and more films. Bob is always very busy with meetings and phone calls, and some other urgent matters. And in the evening he has to do some paperwork and answer personal e-mails. And about ten every night he usually looks at the documents that he bring back from the office to get ready for the next day’s work. )For second reading, I will ask students to answer five questions:1.Is Brian a lazy person? Can you find two examples of his lazy behaviour?2.What do you think “You’ve got the world at your feet.”means?3.How does Bob spend his morning and evening?4.Why does Bob’s family complain?5.Why does Bob work so hard?I will give students 8 minutes, and 8 minutes later, I will choose some students to answer my questions one by one.(Yes, Brian is a lazy person. He watches TV 16 or 17 hours a day. When he walks the dog, he doesn’t go far. And he takes his portable TV and sits on a stone wall while the dog walks round in a circle. So , Bob is really lazy.“You’ve got the world at your feet.”means You are free to watch any programme that you want to watch. You can use the remote control to make choices accordingly.Yes, Bob is always busy. In the early morning when he hears the alarm clock he jumps out of his bed, and begins to get ready for his work. He takes a bus to work. All the morning he is busy with meetings and phone calls. And in the evening he looks at some documents he brings back from the office to get ready for the next day’s work.Because he is always busy with his work and seldom has time for fun and other activities with his family.Bob works so hard that he can make more money for his family. ) Step 4 Post-readingThrough the above readings students can get the key points of thislesson, so I would like to organize a pair work and a group work to improve their communicative ability.For pair work, I will ask students to join in pairs and ask each other these questions in turn, What do you do at weekends? Do you often study at weekends? Decide whether your partner is a couch potato or a workaholic or neither. 3 minutes later, I will choose some pairs to share their performance.For group work, students need to work in groups of 4 and discuss these questions: Are Brian and Bob’s lifestyles healthy? What can they do to improve their lifestyles? Each group leader should collect suggestions and five minutes later I will ask some group leaders to give an oral report. So this discussion can achieve the emotional aims of arousing their awareness of forming good habits and a healthy lifestyle.Step 5 Summary and homeworkAfter all the activities I will help students to review the two kinds of lifestyles they have learned today.For homework, I will ask students to listen to the recording of the texts for three to five times and read after them and try to retell the texts in their own words. And at the beginning of next class I will ask some students to retell the texts.8. Analysis of blackboard designMy blackboard design is like this. It can make clear the important information of this lesson and help students to make the notes.That’s all for my presentation. Thank you for your listening.。

高一英语必修一第一单元说课稿高一英语必修一第一单元说课稿大家好！今天我说课的内容是高一英语新课程实验教科书必修1 Unit One， The first perid。

下面我就从教材分析、教法分析、学法分析、教学过程、教学评价五个方面进行说明。

一、教材分析（一）教材的地位和作用本节课是本单元以及本教材的第一节课，本课谈论的是：朋友是不是仅限于人类、朋友的真正含义、如何与人相处的问题等关于朋友的话题。

本课涉及的有陈述句和疑问句的直接引语和间接引语的掌握和运用等语法要点。

学生从初中到高中，来到一个新的学校，同学彼此陌生，不免想起老同学，老朋友。

这样的话题正好能引起学生的兴趣。

而且本课的内容和语法的启发性和实用性都很强，能使学生在学中用，在用中学，对综合提高学生的听说读写能力有较好的促进作用。

（二）教学目标英语教学大纲规定，通过听说读写的训练，使学生获得英语基础知识和运用英语的能力，激发学生的学习兴趣，为进一步学习打下良好的基础。

因此，我制定以下教学目标：知识目标：1、掌握和使用陈述句和疑问句的直接引语和间接引语。

2、讨论朋友和友谊。

3、学习掌握本课的重点词汇。

技能目标：1、学会阅读的技能——scanningand siing 。

2、通过谈论朋友和友谊，既锻炼学生的语言运用能力，又培养了学生发现问题、思考问题、解决问题的能力。

3、理解阅读文段，复述故事。

情感态度：1、患难之交才是真朋友。

2、知音难得。

3、海内存知己，天涯若比邻。

文化意识：认识德国纳粹党。

让学生了解那段德国法西斯残害犹太人的历史，使学生在感受外国历史文化的同时自然而然的习得语言。

（三）重点与难点重点：1、训练scanningand siing等阅读技能。

2、认识朋友的真正含义以及与人相处的问题。

难点：1、阅读技能的训练。

2、陈述句和疑问句的直接引语和间接引语的互相转换(人称的变化、时态的变化、指示代词、时间状语、地点状语和动词的变化)。

（四）教具本课利用录音机、投影仪等辅助设备，激发学生的学习兴趣，调动他们的积极性，为展开话题提供丰富的材料，使教学收到事半功倍的效果。

Unit 1 Friendship——Period onePartⅠ The analysis of the teaching material1.Analysis of the position of the lessonThe lesson is the first period of unit one Friendship which is taken from New Senior English for China Students Book1.This unit focuses on friendship and it tells us thata friend can not only be a human being but other things. In today’s lesson we willdiscus the WARMING UP and PRE-READING. This unit begins with a survey which examines whether the students are good friends and make them consider what qualities and behaviors make a good friend. The pre-reading activity focus students’ attention on the main topic of the reading passage and prepare them to think critically about the topic and provides them with the opportunity to connect some aspect of the topic to their own lives. The purpose of this part is to introduce the topic to the students in an interesting way.In addition, we do a bit of preparation for a large learning task. It can help the students have a better understanding on friendship.2. Teachingobjectives①To arose students’ interests in learning English.②To help the students to realize what true friendship is and what a good friend shouldbe.③To cultivate students’ ability to cooperate with each other3. Teaching focuses and difficultiesTo help the students to realize what true friendship is and what a good friend should be.PartⅡ Teaching methods and teaching aidsThe modern teaching demands the teacher impr ove the students’ability.A good teaching method requires that the teacher should guide the students rather than pour the knowledge to them so this class is a student-centre class. The following teaching methods and aids help to achieve it.Teaching methods:Task-based teaching approach,municative approach,Situational language teachingapproachTeaching aids:CAI,books,blackboard, etc.PartⅢ Learning methodsLearning by practicingand Cooperative learningPartⅣ Teaching proceduresAs this minimal lesson is to introduce the topic to the students and to do a bit of preparation for a large learning task and to help the students have a better understanding on friendshipstudents will be asked to plete some tasks. The teaching procedures are as follows: Step 1: Leading-in (4minutes)Because it is the first class in senior high school, so I will make aself-introduction first. Then invite some students to introduce themselves, based on their introductions, raise some questions such as: Do you have any old friends in this new school? Have you made some new friends here? What good qualities should a good friend have?Step 2：Group work(7minutes)Dived the students into groups of 4 or 5 students and ask them to discuss what good qualities should a friend have. Then several students will be invited to share their opinion with all the whole class. When they talk about their friends they learn how to express their attitude or views on their friends and friendship. This activity refers to a real situation in their life so the students are supposed to be active and happy.Step 3: More adjectives to describe a person (4minutes)After students talk about the personalities I will show some more words which can help them better describe a person.Step 4: Questionnaire (16minutes)①Before students do the survey, we will learn the new words in the survey.This part will take up 3 minutes. The purpose is to clear the obstacles so that the student will have no difficulty in finishing the survey.②Students do the survey. While they do the survey, they can discuss with theirdesk mates or partners. When they finish, they are required to add up their scores and check the results.③Explain each item and make students think about what a good friend shouldbe.Step5: Group work (10minutes)①Students talk about why friendship is so important with theirgroupmates.After the discussion, students have a deep thinking on friendship.After that, I will present a wonderful poem to explain the topic and give them some tips to maintain their friendship.②Students argue about whether a friend always has to be a person and what elsecan be a friend. (eg. Does a diary can bee a friend? Why or why not?) Step6: Homework (4minutes)①Write a short passage about friendship.Here I will give them some modals andtips first so that students can be guided to think more about the topic.②Prepare for the next class.Teaching reflection①Since it is the first lessen in high school, students are not so familiar with each other, they might not be confident to say something in the class, I will encourage them..②Because most students are new friends, how to help them cooperate play an important role in today’s class. I will divide them into groups and ask them to finish some tasks together.。