Unit 4 Reading说课(人教版高三英语上册说课)

Unit 4 Reading说课(人教版高三英语上册说课)（共6篇）

篇1：Unit 4 Reading说课(人教版高三英语上册说课)

一. 说教材(Textbook)

在人教版高一英语的下册的Unit 19，曾经谈论过一些关于农业的话题，学生对中国早期的出名的农业家贾思勰有了一定的了解。人教版高三英语的Unit 4这个单元以Green World 为话题，让学生初步了解一些植物学方面的内容，如植物的分类、栽培以及植物学的发展的历程等等；语言技能和很多的语言点几乎都是围绕介绍绿色世界这一中心话题而展开的。要求学生能够运用所学的内容对相关话题进行流利的表述。

在READING部分，介绍了植物学正式成为一门科学的历史形成过程。重点介绍了两个为植物学发展做出过卓越贡献的重要人物林厄尼斯与班克斯。他们以独特的归类的方式对植物进行分类，从而征服了整个世界。

在POST-READING 部分，针对READING部分的相关内容设计了5个练习。第1个练习以选择填空的形式考查学生对课文细节内容的了解。第2-5小题以问句的形式进一步考查学生对课文重点内容的了解。

二．说教学目标（Teaching goals）

1.让学生了解植物这一学科的形成，并了解一个学科的形成需要经过漫长的时间及几代的科学家的努力和奋斗。

2.使学生了解科学家为科学事业所作的努力及其奋斗精神。

3.培养学生查找细节，分析主题从而提高学生的阅读理解能力。

4.学习一些有用的词汇和短语。

5.加深对阅读技巧（Scanning and skimming method）的理解及运用。

1. Target language语言目标

1).Learn some important words and phrases(学习一些有用的词汇和短语)

merely, classify, identification, male, promote, botanical, privilege, cosy, wealth, expense reward, appetite output, accumulate, abandon, distinguish, appoint, calculate , astronomy, enterprise, settlement, abandon, on a large scale, look out for

2). Learn some important sentences(学习一些重要句子)

A. Attempts had been made by others to classify plant species into groups, but the breakthrough came with the work of Carl Linnaeus. P30

B. In 1768, the Royal Navy appointed James Cook as the commander of the Endeavor to take members of the Royal Society on an expedition to Tahiti. P31

C. He also looked out for new economic species: plants that could be grown in England or other parts of the world to produce crops that could be sold. P31

D. Banks was the first to move crops from one continent to another on a large scale, helping to develop local economies with these new imports. P31

2. Ability goals 能力目标

Enable students to talk about “Botany” and say something about the development history of botany. Help the students to know the contribution of the three important persons to the science of botany. Try to improve the reading ability of the students.

三. Teaching important and difficult points说教学重点及教学难点

Help students to understand the whole passage. Help students to know how to use some key words and understand the meaning of some difficult sentences.

四．说教学方法和学法指导Teaching methods and study guide

在本单元的Reading当中,文章比较长,有很多有的新单词,个别的句子非常难理解,学生在阅读当中一定会遇到一定的困难。因此，我采用了一些灵活的实用的教学方法（如Scanning and skimming method和Task-based method），帮助学生理解文章的内容，努力提高阅读课的教学效果。具体做法如下：

1. 解读标题 The Birth of a Science. 这能帮助学生快速了解文章的内容。对提高阅读效果有很大的帮助。 老师可向学生设问：What is Botany?让学生思考并回答。

2. 通读课文，了解细节。老师可向学生提出问题：How many people are mentioned in the passage? 让学生快速阅读并寻找此问题的答案。

3. 深层了解,归纳课文大意。What is the main idea of the passage? 让学生归纳文章的大意，从而帮助学生理解整篇文章的内容。

4. 升华主题。What can we learn from the passage? 让学生能联系实际，学有所获。

5. 让学生进行分组（Pair work/ Group work）的讨论（Discussion），加深学生对课文的理解，进一步调动学生学习的积极性。

五．说教具准备Teaching aids

A recorder, a notebook computer and a projector.

六．说教学过程Teaching procedures

Step 1.Presentation

Step 2 Fast reading

Step 3 Listening

Step 4 Exercises

Step 5 Post reading

Step 6 Language points

Step 7 Homework

Step 1.Presentation

What is Botany? Science of studying plants is called BotanyStep 2 Fast reading (Reading material):

A. Pre-reading questions:

B. Fast-reading questions:( 3minutes)

§主旨大意

■ The text“The Birth of a Science”mainly tells us _________ ．

A．the importance of botany

B．how to classify plant species into groups

C．the history and development of botany

D．Linnaeus’discoveries about different species§推理判断

●Captain Cook made ________voyages altogether around the world.

A．one B．two C.three D. fourC .Intensive-reading questions: (5-10minutes)( ppt. is better for students to understand)

What were the goals of James Cook’s first voyage around the world?

Key: three goals: the first goal was to observe the planet Venus when it passed across the sun. This would get the astronomers to have a chance to work out the distance between the earth and the sun. The second goal was to record, classify and describe all plants and animal life observed during the trip. The third goal was that Captain Cook was given secret instructions to search for an unknown southern continents.

Step 3 Listening

How many people are mentioned in the passage? Who were they?

Carl Linnaeus

Daniel Solander

Joseph Banks

Captain Cook

Step 4 Exercises

1.Before Linnaeus, botany was ________．

A．studied by doctors B．unknown to anyone

C．fully developed D．a branch of medicine

2. Some economic species plants such as____could help to develop local economies．

A．rose and peony B．tea and apple

C．cocoa and hemp D．Cocoa and lemon

3. It was ____ who made Kew(地方名) a centre of scientific and economic research．

A．Joseph Banks B．Captain Cook

C．Linnaeus D． Daniel Solander

4.Paragraph one of the text mainly tells us ___ ．

A．the importance of botany B．how to classify plant species into groups

C．Linnaeus’ contribution to botany D．Linnaeus’ discoveries about different species

5.Captain Cook made ___voyages altogether around the world.

A．one B．two C．three D.four

Step 5 Post reading

1.Why was Karl Linnaeus important to the history of botany as a science?

Because his idea of grouping plants in families was ______. The identification of different species was based on the arrangement of the female and male organs in the flowers.

2.How did scientists classify plants before Linnaeus?They classified plants into _____ and herds according to the shape of the _____ and whether they had flowers or not.

3 What were the goals of James Cook’s first voyage around the world?

There are _____. First ,it was to study the passing of the planet Venus. Second,it was to record and classify all plant and animal life. Third, it was to search for unknown southern land.

4 Why did Banks have to supply his own money to equip part of the expedition?

Because the __________ would not pay for all the equipment and expenses.5 What did Banks do in his later life?

He was involved in enterprise exploration of Africa and settlement of Australia. He developed a

great botanical _______ and so on.

Step 6 Language points

P1.

1. according to 根据 2. whether they have flowers or not 是否3. at first sight. 第一眼，乍看

4. make attempt to do sth 尝试着做…

e.g. He made no attempt to take a medical degree.

We failed in our attempt to climb the mountain.

5. classify …. into 把．．编排，分类

e.g. Children in school are classified into grades.

Eggs are classified according to the size.

6. group plants in families ( 动植物的)科

We can group animals into several types.

7. base on/ base sth on sth 把…建立在…的基础之上

We base our hope on the good news we had yesterday.

8. as a result/ as a result of 由于，作为…的结果

9.be related ( to sb/ sth) 和…有联系

He is related to her by marriage( 他与她是姻亲)

P2 develop a lifelong friendship with sb 和…建立终生的友谊

P3

1. lead / live a ……life ( cosy, simple, happy) 过着…的日子

2. have an appetite for sth 爱好….

I have an appetite for classical music.

3. born into a life of privilege( born of) 生于…的家庭

P4.

1. appoint sb as…任命….为….

2. on an expedition to sp 对…进行远征

3. search for /search /look for/ discover/ find 辨析

P5

1.强调句型

It was the British government that paid for all the equipment and expenses for that part of the expedition.

2.pay for/ pay back/ pay off/ pay down(用现金支付，当场支付)／pay up(付清全部欠款)/ pay a visit to sb/ pay sb/sth a visit/ pay attention to/ pay one’s respect to sb(拜访， 拜见) / pay honor to sb (向…致敬)

P6

1. species ( means, works, series) 单复数同型，作主语时，注意谓语动词单复数．

2. Joseph Banks did not only study and describe new plants he found, but also looked out for new economic species: plants that could be grown in England or other parts of the world to produce crops that could be sold.

3. look out for 警惕，留心

4.on a large scale 大规模的，大范围的

5. Banks was the first to do…

only, last ,next 序数词 ，形容词最高级常用不定式修饰

P7

1. The voyage had been a great success. (c) 成功的人或事

2 wonderful discoveries had been made of strange new lands, ….

3. be involved in / involve sb in 和…有联系； 参与…. 活动

4. It was Joseph Banks who made Kew a centre of scientific and economic research.

强调句型

Step 7 Homework

篇2：Unit 4 Reading说课(人教版高三英语上册说课)

Unit 8 Learning a foreign language

主备：刘友霞 审核：刘平

Teaching aims

Ⅰ.Grasp the following words, phrases and sentences.

1).重点单词：motivation, dictation, acquisition, correction, translator, interpreter, patience, pile, association, stick, acquire, instruct, adopt, face, awful, academic, anxious, secure, junior, senior, appropriate

2).重点短语：make progress, make sense of, in other words, take risks / a risk, experiment with, piles of, put an end to, knock down, fall behind

3)重要句型：

1. Reading something in English, I always get stuck when I come across a new word. There must be a better way to learn new words. P65

2. I have been studying English for so long now, and I don’t enjoy it any more. P65

3. I wish there was something I could do to make me interested in studying English again. P65…

4. Learning a language is obviously more than just memorizing words, phrases and structures. P66

5. We actually learn a foreign language much faster than we do our mother tongue. P67

6. The data suggests that what successful language learners have in common is, ... P67

7. The less anxious and more relaxed the learner, the better their language acquisition. P67

8. One year is not enough ... to broaden you horizons and improve your understanding of the world. P71

Ⅱ.语法：虚拟语气

I.概念: 虚拟语气是动词的一种特殊形式， 用来表达说话人的愿望，意图，建议，惊奇，设想等未能实现以及在说话人看来实现可能性很小的情况。

II.虚拟语气的特点： 虚拟语气表达的是与客观现实相反的观念。

III.虚拟语气的形式

1.非真实条件句 2.“should”类 3.“过去时及过去完成时态”类

PeriodⅠ Word Study

1. stick (stuck stuck )

Vt. (1)(常与in, into, through连用)(把尖 物)插入，刺入，戳入

I stuck a needle into the cloth. 我把一根针扎进布里。

(2)(与in, into, on连用)粘住;贴住

I stuck a stamp on the letter. 我把一张邮票贴在信上。

(3)使卡住;使停滞

The bus was stuck in the mud.公共汽车陷在泥里了。

(4)放，置

Stick the chair in the corner. 将椅子置于墙角。

(5)伸,伸出

Don’t stick your head out of the train window. 不要把头伸出火车窗外面。

vi. 1.) 粘住;钉住

This stamp won’t stick. 这张邮票贴不上。

2.) 陷住;梗塞;被困住

A fish-bone stuck in his throat. 他喉咙里卡了一根鱼刺

n. (c.) (1)柴枝，小树枝

We made the fire out of dry sticks. 我们用干柴枝来生火。

(2)手杖，拐杖

The old man walked leaning on a stick. 老人拄着拐杖走路。

phrases:

stick to a post 坚守岗位 stick to one’s words 遵守诺言 stick to principles 坚守原则

stick out 伸出，突出 stick down 贴好;放下;写下 stick at 坚持/努力干某事; 让…阻碍自己

be stuck (over/with sth.) 遇到困难无法进行下去

eg. (1) No matter what you say, I shall ______my opinion.

A. carry out B. keep up C. insist on D. stick to

(2) The spokesman said his country would _____ experimenting with nuclear weapon tests.

A. stick to B. insist on C. work out D. stick on

(3). Don’t _____ your hands out of the window.

A. stick to B. stick C. pull D. put

2.in other words 换句话说，换言之 通常作插入语或状语，相当于that’s is to say

eg: (1)Bob will never see you again, in other words he has been dead.

鲍勃再也见不到你了，换言之他已经死了。

(2) Your performance in the driving test didn’t reach the required standard-______ you failed.

A. in the end B. after all C. in other words D. at the same time

(3) They won’t be back before 5 o’clock. _____, you will have to wait for nearly three hours.

A. On the other hand B. On the contrary C. In a word D. In other words

Phrases:

have a word with sb.与某人说句话 in a word 总之 leave word 留言 put/get in a word 插嘴 have words with sb.与某人吵架 word for word 逐字地 keep one’s word 守信用 break one’s word 失信 the last words 遗言 waste(spend) one’s words 白费口舌 in words 用言语 in word 口头上word came that…有信来，有话传来 weigh one’s words 斟酌字句 beyond words 无法用言语形容 words fail…说不出话来，无法形容(多么不高兴，吃惊，震惊)

选词填空：

1. It is no use to promise in word, but in deed.

2.I soon found that the work I was doing was being done by someone else. In other words, I was wasting my time.

3.Words______ me when I wanted to express my thanks to him for having saved my son from the burning house.

A. failed B. left C. discouraged D. disappointed

4. For a long time they walked without saying____ word. Jim was the first to break _____ silence.

A. the; a B. a. the C. a, / D. the;/

5. People may have different opinions about Karen, but I admire her. ______, she is a great musician.

A. After all B. As a result C. In other word D. As usual

3. adopt vt. 采取，采纳;收养;通过 n. adoption

eg. (1) I adopted their method of making the machine.我采纳了他们制造机器的方法。

(2) They proposed to adopt me as their own son. 他们建议收养我为他们的儿子。

(3) The board adopted the proposal after much debate.

委员会在多次争辩好采纳了这个提议。

(4)It is suggested that a hard line ______ towards terrorists.

A. adopts B. will be adopted C. be adopted D. is adopted

Phrases:

养子女 adopted son/ daughter 养父母 adoptive parents/adopted father /adoptive mother 挑选某人作为adopt sb. as

4. knock down 击倒，撞倒

phrases:

knock at 敲 knock about 旅行，到处跑;(狠)打，用(拳头)抽 knock against 撞击knock down 拆除，拆掉;打倒，撞倒;把(价钱)压低，使减价;(以低价)拍卖掉，压低(价格) knock off 下班，停止工作;减价，扣掉;匆忙做完 knock over 打翻 knock into 撞到…上

eg. (1) He was reading a magazine while walking. He almost _____.

A. knocked me down B. knocked down me C. turned me over. D. turned me over

(2) A child was in hospital last night after being _____ by a car.

A. put down B. torn down C. knocked down D. set down

(3) You have knocked over my drink. 你把我的饮料撞翻了。

(4) The pickpocket knocked against me on purpose.那个扒手故意撞我。

(5) He has knocked about all over Europe.他已经游遍了整个欧洲。

(6) We knock off at 12.30 for lunch. 我们在12.30停下来吃饭.

(7) He knocked off a poem in five minutes. 他在五分钟之内写完一首诗。

(8) They are going to knock down those old buildings soon.

他们不久就会拆掉这些老房子。

5. fall behind 落后于;拖欠

eg. The illness caused him to fall behind the rest of the class.

那次的生病使他的(功课)落在其他同学之后。

Make sure not to fall behind with your rent, please. 请不要拖欠房租。

Phrases:

fall into the habit of 养成…的习惯 fall over 滑倒，摔倒 fall to sb.to do sth.轮到某人做某事，应由某人做某事 fall ill 生病 fall asleep 入睡 fall in love with sb. 爱上某人 fall short (of) 不足，缺乏;达不到，不符合 fall off 下降，跌落

词汇练习

motivation n. → motivate vt

correction n. → correct vt. / adj.

effective adj. → effect n→ efficient adj

instruct vt. → instruction n. → instructive adj.

patience n. → patient adj. / n.

association n. → associate adj. / vi.

acquire vt. → acquisition n.

awful adj. → awe n. / v.

broaden vt. ← broad adj.

widen vt. ← wide adj.

deepen vt. ← deep adj.

sharpen vt. ← sharp adj.

awaken vt. ← awake adj.

Period Ⅱ Reading

Teaching aims and demands:

1. To improve the Ss’ reading skill

2. To learn some knowledge about learning a foreign language

Step 1:pre-reading

Tick out the ways you learn English & tell reasons

1 ( )memorize the words.

2 ( ) learn grammar rules

3 ( ) talk with your classmate

4 ( )have a dictation

5 ( )listen to the tape

6 ( ) learn English songs

7 ( ) watch English films

8 ( ) talk to foreigner

9 ( )reading stories

10 ( ) practise writing English

Step 2 Fast reading

1. Most children have mastered their mother tongue .

A. at the age of five B. by the age of eight

C. before they are five D. since they were five2. Successful language learners do share the following characteristics except .

A. the ability to memorize the words B. an interest in understanding their own thinking

C. willingness to take chances D. confidence in their ability

3. The sentence “Life is a very successful language school” means .

A. we are equipped with a special ability to learn language

B. the key to learn the language well is to communicate with the people around us

C. parents can give children language lessons

D. people can learn the language by themselves

4. What’s the purpose of writing this article?

A. Learning a foreign language is twice as hard as learning our mother tongue.

B. Learning a foreign language is more important than learning our mother tongue.

C. Learning a foreign language is twice as easy if we develop our study skills.

D. In fact, the number of people learning a foreign language has increased with years.

Step3 Careful reading

1. What are the differences between learning the first and second language?

We learn Chinese by using it when we can begin to speak. However, we learn English when we are at school

2. What makes you a successful learner?

(1) have self-confidence in

(2) have strong will and perseverance坚定不移

(3) form good habits

(4) make a study plan

(5) practice make perfect/keep on taking notes and put them into practice /keep on memorizing words

(6) keep on doing intensive透彻的and extensive广泛的reading

(7) practicing writing

Step4 Consolidation

We learn our mother tongue by communicating with people around. But how were we able to make sense of what we heard and distinguish the mistakes and errors from “good” language?

Some experts believe that we are equipped with a special ability to learn language and that our brain adjusts itself to the language we hear around us. Others think that we learn language in the same way we learn other things.

Learning a foreign language is different from learning one’s mother tongue. Research has shown that successful language learners do share a few characteristics. Successful language students gain confidence and are able to relax and enjoy the learning because they plan and evaluate their learning . And they’re more willing to take risks and to place themselves in new learning situations. If we want to be successful language learners, we should try to adopt some of the study habits described above. If we develop our study skills, we may find that learning a foreign language does not have to be twice as hard as learning our mother tongue.

Step 5 Learning the following points

1. Learning a language is obviously more than just memorizing words, phrases and structures.

more than :超过;极其，不至于是;与其说…到不如说;不仅仅; more than sb. can 非某人力所能及的 no more than 和…一样不;不过,仅仅 not more than 至多，不超过;…并不比…更…

more or less 或多或少，在一定程度上;大体上，大约 once more 再一次 what’s more 更有甚者 more often than not 在大半情况下，相当多时候 more of 在更大程度上

eg. 1. She is more of a singer than a dancer.

2.It was more than a year now since he had seen Miss Wilkinson.

3. Ben is a fairly good runner. He wins more often than not.

4. He is more mad than stupid.

5. They are more than glad to help.

6. I love you more than I can say.

7. Jack is no more diligent than John.

8. Jack is not more diligent than John.

2. The less anxious and more relaxed the learner, the better their language acquisition.

the +比较级，the +比较级 是形容词(副词)比较级的一种用法。前面的句子相当于一个条件句，后面是主句。

1). 地势越高，空气越凉。The higher the ground, the cooler the air.

2). 越仔细，错误越少。 T he more careful , the fewer mistakes you will make.

3). 旅馆越贵，服务就越好。 The more expensive the hotel is, the better the service is.

4). _______ you stand, ______ you will see.

A. The higher, the farther B. The farther. the higher

C. Higher, farther D. Farther, higher

5) It is believed that ____ you work,_____ result you will get.

A. the harder, the better B. the more hard, the more better

C. the harder, a better D. more hard, more better

3…both of which contribute to their increased ability to learn.

contribute v. 捐款，贡献，有助于促成…(与to 连用),投稿

eg. All this contributed to our success. 这一切促成了我们获得成功。

Drink contributed to his ruin. 饮酒促成了他的毁灭。

Contribute a poem to a newspaper 向报社投稿

n. contribution make a contribution (to) (为…)做贡献

eg.(1) Charlie Chaplin made a great contribution to the cinema.

查理.卓别林为电影事业作出了杰出的贡献。

(2)Millions of people made contributions to the liberation of the People’s Republic of China.

成百万的人民为中国的解放做出了贡献。

(3).I think whoever makes greater _____ the company than others should set ___ income.

A. contribution for; higher B. contributions for; highest

C. contribution to; the higher D. contributions to, the highest

4. Not all of us want to be translators or interpreters.

当not 与all , both, each, every , always 以及every 的复合词连用，都表示不完全否定，“并非都…,并非总是…，并不是每个都…”(not可放在主语部分也可放在谓语部分)

eg. (1)并不是所有的人都喜欢体育。Not all the people go in for sports.= All the people don’t go in for sports.

(2)这两部小说我不是都喜欢。 I don’t like both of the novels.

完全否定：如句中有否定词no, none, no one, neither, never, nobody, nothing…表示都不

eg. (1) 他父母都不在国外。 Neither his parents is abroad.

(2)他们没有一个能回答这个问题。 None of them can answer the question.

(3)I agreed with most of what you said, but I don’t agree with_____.

A. everything B. nothing C. something D. anything

(4)--- Is the book interesting?

--- Yes, but I am sure it won’t interest______.

A. everybody B. somebody C. anybody D. nobody

Period III Integrating skills

Teaching aims and demands:

1. To improve the students’ abilities of reading and comprehension.

2. To learn some language points.

Step1: Find the key words of each paragraph

Para 1 The best way to learn a foreign language

Para 2 opportunities and means to go abroad

1) exchange programmes

2) programmes offering a “home stay” service

Para 3 Advantages about learning a foreign language abroad

Para 4 Disadvantages about learning abroad

Para 5 What to do if you want to go abroad to study

Step2: Careful reading

1.The best option(=choice) for the exchange students is .

A. living with local people

B. living in the dormitory

C. choosing exchange programmes at various academic levels at a reasonable cost

D. making friends with the other students

2.Visiting students do the following things except .

A. staying in the host family’s house B. eating in the host family’s house

C. becoming a member of the family D. keeping in touch with the host family afterwards

3.What makes it easier to study abroad nowadays? _______

A. The cost has become reasonable.

B. There are programmes for all levels.

C. Students can find “home-stay” service and live with the host family.

D. All the above

4.The greatest value of an exchange student studying abroad is ______ .

A. to learn the language

B. to widen one’s views and understand the culture of other country

C. to get better idea of yourself and your own culture

D. to learn to be independent of oneself

5.The disadvantage of studying abroad is_____.

A. language and culture B. cost and safety

C. custom and culture D. exchange programme

6..Before going out to study in a foreign country, you should not .

A. care much about the money that may cost you

B. collect as much information as possible

C. plan a long course to study

D. discuss every detail with your family

Step3 Language Points

Most exchange students say that they feel as if they were truly part of their host families and that they will always stay in touch.

as if (1) 当as if 用在look, smell, taste, sound 等后面，议论可能或真实的事或情形时，as if 也可用陈述语气。

1). 看起来天好像要下雨。It looks as if it is going to rain.

2). 听起来像有人敲门。 It sounds as if someone is knocking at the door.

(2)as if=(as though)“像.好像，似乎”，只作连词，引导状语从句，通常用虚拟语气，表示与事实相反的情况。如表示与现在事实相反，动词用一般过去时，be动词用were，口语中也可以用was.如表示与过去事实相反，用过去完成时。

1). 看起来你好像见过鬼似的。 You look as though you had seen a ghost.

2). 他看起来好像已经知道这个答案似的。 He looked as if he had known the answer.

(3 ) as if 后面可直接跟分词或不定式。

1)他张开口，像要说话一样。 He opened his mouth as if to speak.

2)他目不转睛的盯着那姑娘好像第一次看见她。

He stared at the girl as if seeing her for the first time.

重要短语：

1. at a reasonable cost费用合理.

2. make progress 前进;进步

3.make sense of 弄懂…的意思

4.in other words 换句话说;换言之

5.take risks/a risk 冒险

6.experiment with 进行试验;进行实验

7.piles of 一大堆;一大批;一大团

8.knock down 击倒;撞倒

9.that is to say 也就是说

10.fall behind 落后

11.be different from 与…不同

12.communicate with 与…联系;与…交流

13.distinguish…from… 把与区别开来

14.adjust oneself to

调整;调节;使适合;使便于使用

15.in the process

在进行;经过;在…过程中

16.in common (团体)共同的;公有的

17.make mistakes 犯错误

18.make friends with 与…交朋友

19.take (an active ) part in (积极)参加

20.take patience to 有耐心去做….

21.stay in touch保持联系

22.become fluent in流利

23.broaden one’s horizons开阔眼界

24.be concerned about担心

25.hear about听说

26. give lessons to 给某人上课

27.come across 遇见

28.get stuck 被卡住了，被困住了

29.be equipped with 装备有

30.regardless of 不管，不顾

31.master the basics 掌握最基本的

32.be born with 与生具有的

33.as a consequence 结果是

34.all day long 一整天

35.an awful lot of hours 很多小时

36.in a few years’ time 在以后的一些年中

37.be curious about 对…好奇

38.be willing to take chances 愿意冒险

39.be confident in 在某方面很自信

40.be better at 更擅长于

41.put …to better use更好地运用…

42.place themselves in new learning situations 把自己放到新的学习环境中去

43.improve your understanding of the world 增进对世界的了解

44.for the first time/ the first time clause 第一次

同步练习

一.单项选择

1.What would have happened __________?

A. if Bob has walked farther B. if Bob should walk farther

C. had Bob walked farther D. if Bob walked farther

2. You didn’t let me drive. If we ______ in turn, you________ so tired.

A. drove; didn’t get B. drove; wouldn’t get

C. were driving; wouldn’t get D. had driven; wouldn’t have got

3. It is surprising that he ___________ at the meeting.

A. was B. be C. is D. were

4. -- Li Ping and I are going to Shanghai this week.

-- If ________ my job, I’d come with you.

A. there weren’t B. there weren’t for

C. it weren’t D. it weren’t for

5. -- How do you like the books?

-- Oh, they are wonderful. People here think ________ of the books.

A. a number B. a great many C. a great deal D. a plenty

6. -- Li Lin is very bright and studies hard as well.

-- It’s no _______ he always gets the first place in any examination.

A. question B. doubt C. problem D. wonder

7. Being able to speak another language fluently is a great ______ when you’re looking for a job.

A. chance B. importance C. assistant D. advantage

8. I planned __________ to see you last week, but I was ill.

A. to have come B. to come C. to be coming D. to have been coming

9. ____________ all the inventions have in common is _________they have succeeded.

A. What; what B. that; what C. what; that D. that; that

10. Last term our maths teacher set so difficult examination problems _________ none of us worked out.

A. that B. as C. so that D. which

11. --Has Tommy finished his homework?

--I have no idea. He _________it this morning.

A. was doing B. had been doing C. has done D. did

12. If you keep on, you’ll succeed _________. Wish you success in the examinations.

A. in time B. at one time C. for the same time D. sometimes

13. Betty’s English is ______ than ________ in the class.

A. much better; anyone else B. far better; anyone else’s

C. a lot better; anyone’s else D. a great deal better; anyone’s else’s

14. You’d better make a mark _________ you have any questions.

A. at which B. at what C. the place D. where

15. My command of Chinese is not _______ yours.

A. as half as B. so half good as C. good as half as D. half so good as

二、单词拼写

1. He s__________ his fork into a piece of meat.

2. She a___________ a knowledge of France.

3. What an _________(可怕的) smell!

4. The teacher ____________(指示) the pupils to come into the gym.

5. Feed the ____________ (资料) into the computer and have it analyzed.

6. She is still absent. I’m a___________ about her health.

7. His success is ____________(有把握的)。

8. To succeed in business one must be prepared to take ___________(冒险).

9. He is s__________ to me by two years.

10. Which dress is more a___________ for the party, this one or that?

三、完成下列句子

1.所有的鸟都有翅膀，但并非所有的鸟都会飞。

All birds have wings, but ________ _________ birds can fly.

2. 工作进展得比预料的更快。

The work is progressing _________ rapidly than _________.

3. 你一旦和他谈谈，就会知道他是一个好人。

__________ you talk to him, you’ll know he is a good person.

4. 你要慎重考虑后再做决定。

Consider carefully ________ you decide.

5. 你愿意他加入我们的俱乐部吗?

Are you ____________ that he should be ________ into our club?

一、单项选择

CDBDC DDACB AABDD

二、单词拼写

篇3：Unit 4 Reading说课(人教版高三英语上册说课)

社会呼唤诚信, 人们的内心更是渴望诚信。诚信是当今社会中各行各业都须遵守的基本行为准则, 也是人与人交往的前提。诚信在社会生活中的作用是不言而喻的。通过《社会呼唤诚信》一课的教学, 引导学生从现实生活中发现社会中不同侧面的各种承诺, 引发学生思考约定、合同在社会生活中的作用。同时, 也通过了解调查的方式与方法, 从内心的深处感知人们应每时每事以诚为本。

二、学情分析

本课有些内容是从生活的角度来体现的, 以图文并茂的形式在学生面前展现了社会生活中不同侧面的各种承诺。对于五年级学生来说, 拥有了更多的生活经验, 要让学生体会诚信在各行各业的重要作用, 就需要教师搜集更多资料加以整理、介绍。

三、教学目标

1.知识目标:了解社会生活中的各种承诺形式, 感知社会各种主体 (厂家——消费者、政府——市民、签订合同的甲方——乙方··) 对诚信的期待。知道在社会的监督与制约下, 诚信品牌毁之容易, 建之难。

2.能力目标:通过让学生课前收集有关生活中不同侧面的承诺形式, 培养学生获取社会信息的能力;通过讨论、交流等方式, 培养学生与人合作、与人交流的能力。

3.情感目标:通过学习, 引导学生关注社会诚信问题, 愿意为打造诚信社会出一份力, 也做一个呼唤诚信的社会人, 从内心深处感知人们应每时每事以诚为本。在学生的交流与合作中培养学生积极参与社会的意识, 增强责任感。

四、教学重难点

教学重点:通过对社会生活中诚信与不诚信事例的剖析与对比, 感受社会各种主体对诚信的期待。教学难点:懂得诚信是现代社会中一条基本原则, 是各行各业人们要遵守的行为准则。

五、教法运用

根据本课的性质及学生年龄特点并结合我对教材的理解, 我采取多媒体创设情境和动手实践的方法进行教学。

(一) 利用媒体进行情境创设

教材介绍了社会生活中不同侧面的承诺形式, 有关各行各业间的诚信问题。对于学生来说, 在认知理解上比较有困难, 因此, 我设计了多媒体课件辅助教学, 通过对社会生活中诚信与不诚信事例的剖析与对比, 使学生感知社会对诚信的期待。多媒体课件的使用突出了重点, 突破了难点, 为学生展示了一个生动、直观的大社会, 让学生体会到诚信是个人立足于社会的根本, 诚信是企业发展的前提与准则。

(二) 动手实践

课前布置学生收集有关生活中不同侧面的承诺形式。课上指导学生开展易操作、生动活泼的各种活动。如:模拟表演, 分角色进行质询问答、办专栏、小报等。在拓展学习中, 我推荐孩子们看“立木为信”“晏殊的故事。

六、学法指导

课前收集的资料在小组内交流整理, 让学生用语言表达各自的收获, 使他们能开拓眼界, 在小课堂上认识大社会。模拟表演与分角色质询问答等活动, 让学生经历了一次又一次的合作。在活动中, 学生感知了人与人交往应以诚为本。

七、教学过程

本节课教学过程由创设情境导入新课、讨论交流互动学习、巩固学习总结经验三个部分组成。

(一) 创设情境导入新课

课件出示各种签约场景图。引导学生思考:人们为什么要签订协议、合同和作出承诺, 它们在社会生活中起什么作用呢?学生交流得出双方用签订合同、协议的方式, 作出约定, 并依据约定行事。违约要受到惩罚。

(总结:要做到诚信, 一方面需要个人的严格自律, 另一方面也依靠社会的完善规范。社会生活中的信用到处存在。今天我们共同学习《社会呼唤诚信》。)

引出课题并板书:社会呼唤诚信。

【设计意图:通过观看各种签约场景图引发学生的思考, 一幅幅签约图仿佛将学生带到了签约现场, 使学生感受了签约的重要性。了解到签订合约既是约束对方, 也是规范自己以合同为合作标准。】

(二) 讨论交流互动学习

在这一教学环节中, 我设计了找找社会生活中的承诺、品牌的由来、回归诚信大行动、讲故事说格言四个主题活动。

活动一:找找社会生活中的承诺

指导学生展示自己收集的信誉卡、保修卡、装修合同、房屋买卖合同复印件等, 由学生讲讲其中的故事。如商家按承诺上门服务, 自己买到放心商品的喜悦和商家不讲信誉的烦恼等。接着, 我让学生结合自己的调查和媒体案例说说社会生活中的承诺。如企业与企业、企业与个人、个人与个人之间签订合同、协议, 政府部门对市民的承诺等。在交流中, 引导学生进一步思考这些承诺的意义, 想想合同对双方有什么约束。政府部门向市民做出承诺, 说明了什么?当承诺得以兑现, 人们是怎样的感受等。

活动二:品牌的由来

由学生介绍自己与家人比较信赖的产品和信得过的商店, 了解人们为什么信赖它们。接着, 引导学生围绕案例进行研讨:

1. 砸冰箱的事例

讨论:厂长为什么要砸掉冰箱, 如果放任其流入市场, 会出现什么后果?在学生的畅所欲言时, 教师应注意引导学生从不同侧面进行思考:76台不合格冰箱的销毁会给厂家造成什么损失?如果将这批冰箱与合格冰箱一起卖掉, 对厂家和对消费者分别会带来什么后果?降价卖掉与砸毁不合格产品, 会对以后工厂打造品牌产品, 保证产品信誉等带来什么不同的影响?

在学生的讨论与交流中, 体会厂长砸毁76台不合格冰箱的良苦用心, 企业员工在今后的工作中定会引以为戒。正是海尔冰箱重质量、重信誉, 所以, 才打造出海尔冰箱的品牌, 从而引发学生明白诚信要靠行动来打造。

2. 温州鞋业的衰与兴

讨论:为什么两千多双劣质鞋, 就能毁掉温州的信誉, 而重建信誉却需要近二十年的时间?

学生结合自己的生活经验明白了假如自己听说某地生产假冒产品, 也一定不会购买该地的产品。由此, 让学生感受到, 毁掉信誉很快, 但要恢复信誉却需付出巨大的努力。

【设计意图:这两个教学活动主要通过信誉卡、保修卡、及各种签约合同的展示, 以及自己对品牌的理解, 让学生体会信誉对商家生存的重要性。】

活动三:回归诚信大行动

我在参考了教材的活动提示下, 引导学生开展以模拟表演为主, 办小报为辅的回归诚信小活动, 学生在充分参与到活动中深刻体会出诚信象阳光一样照亮了人的心, 辉映了企业发展的美好明天。

【设计意图:这一教学活动中, 我为学生提供了一个自由发挥的空间, 学生在教师的指导下学习、活动, 每名学生都充分地参与到活动中来。在活动中, 学生感受到了诚信是人与人长期交往的前提。】

活动四:讲故事说格言

通过有关诚信的故事, 学生从中体会到诚实守信是中华民族的传统美德。课件出示诚信格言:与朋友交, 言而有信。一言既出, 驷马难追。接着, 学生将自己课前收集的古人有关诚信方面的格言, 警句抄在小报上, 由学生根据自己的情况, 选择一句格言作为自己的座右铭。

【设计意图:这一教学环节, 重点突出了学生的主体作用, 教师只是组织者。】

(三) 巩固学习总结经验

提问:你是如何理解“以诚实守信为荣、以见利忘义为耻”这句话的?学生看板书来回答问题并总结本课教学内容。

【设计意图:我采取了学生总结的方法, 使学生加深了对本课教学的印象。】

板书设计:

社会呼唤诚信

企业发展之根本

篇4：人教版小学英语三年级下册说课稿

一、教材分析

本单元以动物为话题，重点是描述动物的体貌特征，通过设计的教学任务来训练Look at the… Its … It has…句型的使用。 这个单元的教学内容与三年级上册Unit 4 We love animals.认识小动物有紧密的联系，在以前的学习中学生已经掌握了部分动物的词汇。这个话题贴近学生生活，他们对描述小动物的体态特征比较熟悉且感兴趣，教学活动比较容易开展，可以在让学生掌握课本知识的基础上适当进行拓展，以丰富学生知识。本课是第三单元的故事课，通过听说使学生掌握并运用与动物有关的目标词汇及介绍动物的常用句型。

Part C部分是故事课教学，是在学习完AB部分关于描述小动物体态特征的形容词thin， fat， tall， short…以及语句Look at the… Its … It has…的语言基础上而进行的文本阅读。本故事通过两个主要人物Zoom和Zip比赛认识动物，重现了已学的部分动物单词和形容词，并拓展了新的动物单词lion， fox， wolf， zebra， gorilla and horse.以及句型：How many animals do you know？ I know all the animals.目的是想通过这样一个较为有意义的语篇，增加学生们语言的输入，使得学生逐步适应文本的阅读，培养学生在实际情景中运用语言的能力。

二、教学背景分析

教学背景的分析主要从学生所处的文化背景，他们已有的知识背景以及个人的生活背景三方面着手。

（一）文化背景

文本中出现的动物都是学生们熟知的小动物，比如：monkey， horse等，他们也可以在动物园中见到：gorilla， wolf， zebra等。所有同学都知道panda是我们中国的特有的动物，也有小部分同学或许在电视上看到过koala， kangaroo， eagle， beaver等动物，但是很少有同学知道这些动物所属的国家。虽然这是第一单元所要介绍的一个文化背景，但在开学初我对教材做了整合，将其调整在第三单元故事教学中完成。

（二）知识背景

学生在三年级上册已经学会了部分的动物类单词，并在本单元A，B部分学会了如何描述动物的体貌特征。

（三）生活背景

我们的学生全部来自于农村，大部分学生家中都饲养小动物，所以他们对于动物的体貌特征更为的熟悉，也更为亲和，十分喜爱动物。有的学生能将小动物视为自己的家庭成员，从内心中愿意保护它们。

三、学生情况分析

本节课的教学设计从两个方面来分析学生的情况：自然情况及学生的已知起点。

（一）自然情况

本班学生总数40人，年龄在9-10岁左右。约75%的学生当堂能接受新授课的内容，15%的学生需要课下向同伴请教才能理解新知识，还有10%的学生需要老师亲自指导才能理解新知识。英语学习习惯较好，能坚持课前预习和课后复习的可以达到约60%。根据以上情况，将全班学生分为A，B两层，A层水平的学生理解接受新知识的能力较强，课堂积极参与，有良好的英语学习习惯，B层水平的学生理解接受新知识的能力较差，学过的知识不能灵活运用，没有良好的英语学习习惯。

（二）已知起点

四、教学目标、重点、难点分析

经过对教学内容和教学对象的认真分析，按照《2011版小学英语课程标准》的具体要求，制定的本单元的教学总体目标为：

（一）语言技能目标

全体学生能够用本单元所学目标词汇及句型熟练并正确地用英语描述小动物的体貌特征。B级的学生能够介绍动物的名称。A级学生能够通过动物的体貌特征用英语进行描述与交流。

（二）过程与方法

引导学生在学习中集中注意力。在课堂交流中，注意倾听，认真思考，积极运用所学英语进行表达和交流。遇到问题主动向老师或同学请教，积极与他人合作，共同完成学习任务。

（三）情感态度价值观目标

学生通过主动认知与动物相关的语言知识和合作学习，表达自己对动物的关爱，更加珍惜身边的动物，培养学生们的内省智能和逻辑表达能力。

在以上的总体教学目标指导下，可将本节课的教学目标细化为以下几方面：

1.语言知识目标

（1） 能够在图片、实物或动作的帮助下，听说、认读动物类单词lion， tiger， fox， wolf， zebra， horse， gorilla， monkey.

（2） 学生能在图片、动作、老师的帮助下读懂故事的大意。

（3） 能够根据具体的情境与同伴之间运用语句：How many animals do you know？ I know all the animals. A tiger and a lion.进行交流。

（3） 能在日常生活中学会使用功能性语言：Yes！ Right！ Good！肯定他人的回答。

2.语言技能目标

听：能听懂故事大意。

说：能利用How many animals do you know？ I know ...与同伴进行交流，介绍小动物。能使用功能性语言：Yes！ Right！ Good！肯定他

人的回答。

读：能读懂故事，并从故事中快速找到相关信息。

演：能为故事配音。

3.情感态度目标

培养学生具有热爱动物和保护动物的意识。

4.文化意识目标

使学生了解主要英语国家的象征性动物。

四、本单元的教学重，难点

1.重点：有关动物的词汇；How many animals do you know？ I know all the animals.在具体情境中的应用；以及使用Yes！ Right！ Good！肯定他人的回答。

2.难点：根据图片或动画复述故事，给故事配音。

五、教学方法的选择

根据新课程标准理念，教学是教和学的双边活动，必须发挥学生的主体地位及教师的主导作用，使之相互促进，协调发展。因此，我采用以下教学方法：

（一）交际教学法

旨在发展学生的交际能力，其特点是将语言结构与功能结合起来进行交际教学。本节课中，全程为英语授课，教师引导学生掌握语言结构的知识，同时又通过任务实施引导学生将语言结构知识应用到功能话题的表达当中，学生在交际的语言环境中学习，教学设计中的不同任务也是通过学生的口头英语输出为途径实现的，这体现了交际教学法。

（二）多媒体辅助教学法

点读笔的使用，能更方便学生跟读、模仿，能及时强化学生的语音、语调，也可以改变传统课堂中“生生、师生”之间的交流，实现了“人机交流”的操练，提高学生们的兴趣。交互式电子白板是一种新技术教学手段，能够演示图片，PPT课件，让教师与学生在课堂教学中实现积极的互动，有助于提高学生的学习兴趣，更适合多样化教学和创造性教学的需要，促进学生对知识的理解和记忆，极大地提高教学效率。

在这两种主要教学方法的指导下，我在上课过程中将教学法细化为四个方面：

1.创境法

教学中创设一定的符合教学内容的情境，让学生在待定的情感氛围中学习。有利于激发学习兴趣，调动学习积极性。本节课设计的两个活动任务（猜谜和游戏）都是给学生创设了真实的情境，能很好地调动学生的积极性，提高课堂参与率。

2.TPR全身反应法

注重语言学习中的互动模式，教师尽量创造有利条件，让学生有机会多听英语，使学生从实际情况出发，明确学习英语的目的，启发学生的学习自觉性，让学生更直观的在游戏中学习，使英语生活化。本节课设计的“认读单词”比赛和“给动画配音” ，充分调动了学生尽快掌握英语的主观能动性，更好的激发了学生们对英语学习的浓厚兴趣。

3.类比法

利用某类事物在某些特征上的相似之处，启发学生从甲物联想到乙物，并学会运用甲物的分析方法来分析乙物。在话题方面，学生已经学过部分动物单词，以及描述小动物体貌特征的语句。本单元新知识为认识新动物，运用新句型进行交流。启发学生将新知识与旧知识进行类比，学会知识迁移，用描述已知动物的方法来描述新动物。

六、教学资源的分析

自制PPT课件，动物图片，让学生准备动物的玩具，并充分利用点读笔和交互式电子白板现代化的教学手段，创设描述、介绍动物的情境，使学生能有尽量多的机会耳听、口说，以熟练掌握所学知识，提高听说、认读的能力。

七、教学设计

本教学设计的内容为本单元的第六课时Part C Story time，本课的任务是能运用How many animals do you know？ I know all the animals. A tiger and a lion.与同伴进行交流。在任务教学法的指导下，本节课的教学设计思路如下图：

整个教学设计如下：

Step 1. Warming up and leading in

学生们通过说唱三年级上册以动物为主题的歌谣，复习部分动物的名称以及本单元学习的形容词fat， big和语句Look at…，歌谣对三年级的学生来说，简单易懂，上口快，节奏感强，轻松有趣，迎合小学生的心理特点，有助于学生的听、说、读的训练，同时能培养学生的学习兴趣、迅速抓住学生的注意力，有效地将已学知识进行复习。

接着进行谜语式故事的导入，通过猜谜活动引出核心词“animal”，猜谜中出现了arm， leg， milk， ice， apple， nine六个相互本不关联的词汇，但通过我设计的“懒羊羊寻找食物”的故事，使这些单词能具备故事间的相互联系。故事情境的创设，能够极大的激发学生们猜谜的兴趣和参与的热情，将其六个单词的首字母组成“新单词”animal.核心词的引出，可使我和学生之间拥有交际的话题：How many animals do you know？

Step 2. Revision and presentation

通过运用本课核心句型How many animals do you know？与学生进行课堂交流，引导学生说出所认知的动物名称，和学生共同建构本课的文本信息，改变了传统教学的直接呈现新知，发散了学生的思维，培养他们积极思考的能力，在必要时予以点拨，充分发挥学生的主体地位。我预设了两种情况：一种是学生能够说出已学的动物类单词，如：cat， dog， duck， monkey等，不能说出本课的目标词汇，如：gorilla， lion， zebra等。学生可通过观看动画，进行有意义的语言输入，使学生逐步适应文本阅读，在语篇中学习新词汇。第二种情况是，B类学生能够说出已学的动物类单词，A类学生通过自主预习能够说出故事中部分动物名称，此时要抓住学生自己所构建的文本信息，对新单词先行输入。此后，在学生们回答完自己所知道的所有小动物的名称之后，老师用自己的肢体语言为学生们表演其它动物来补充学生们的答案。根据师生的“合作”，数一数所知的所有小动物的种类，在具体情境中使用语言；I know all the animals. 接着，通过创设的情境：The animals live in a zoo.并用神奇的魔法，将其动物园的大门打开，出现了小动物panda， elephant和bear.并要求学生们用本单元所学语言知识Look at the… Its … It has…对动物们进行描述。在此，我巧妙的利用最后一只bear的出现，将“动物”转变成了故事中的人物“Zoom”，开始了我“故事中”的教学。而此时，词汇输入还未完成，还有待于学生自己在文本中发现。接下来与故事文本进行链接，让学生们带着问题观看故事的动画，使学生们从视、听、想等多角度对故事的内容进行了解，充分调动学生的多种感官，启发学生学习的主动性。通过第三个问题的呈现：Do you know the names of these animals？使词汇的输入基本完成。

Step3. Practice

1.认读单词比赛

运用TPR全身反应法，设计了“认读单词”比赛的环节，充分调动了学生尽快掌握英语单词的主观能动性，更好的激发了他们对英语学习的浓厚兴趣。

2.跟读、模仿

接着，我将故事文本进行了听说、模仿的训练，对学生进行听力输入，和语言的输出，并巧妙的发挥了点读笔的作用，方便了学生的跟读、模仿，并及时强化了学生的语音、语调。使我的课堂改变了传统课堂中“生生、师生”之间的交流，实现了“人机交流”的操练，提高学生们的兴趣。

3.复述故事

通过让学生对故事文本的三次听说、模仿，实现让学生对照板书进行语言的输出，复述故事的内容。在看文字进行语言的输出后， 对学生们的能力进行了强化性的训练，看图片复述故事，和看无声的动画复述故事，为学生们提供了一个使用语言的真实环境，使学生在听说训练后，将所学知识直接运用于交际活动中。

Step4. Production

通过学生对故事文本内容进行的几次输入与输出之后，为了使学生们能够灵活运用所学的目标语言，与同伴进行交流，我设计了Group work的小组活动环节。活动中，主要以六人一小组为单位，运用老师给提供的动物玩具，和所提示的本单元和故事中的主要目标语言进行组内交流，活动时间大约为4—5分钟。活动中，采用轮流扮演B同学的角色，与组内的其他成员进行介绍并描述小动物。希望通过此环节的设计，能够给予学生们充分发挥语言交流的空间，培养学生们与同伴进行合作的能力，体现出学生在小学英语课堂中的主体地位。

Step 5. Extension

学生们已经了解并简单运用了所学的目标词汇和句型，接着通过我对教材的整合，将第一单元所要介绍的一个文化背景，kangaroo， eagle， beaver， panda等动物所属的国家放置Good to know部分，使其在动物教学单元更能拓宽学生们的眼界，培养学生们爱护并保护小动物的情感。最后，通过作业的布置，培养了学生们用英语表演小故事和用语言进行交流的能力。

八、教学评价分析

（一）对教师教学工作的评价

整个教学设计以完成不同任务为导向，充分发挥了学生的主体地位，教师是课堂的组织者，活动的设计者和知识的引导者，在真实任务实施过程中，教师组织学生主动积极地参与，整节课活动设计层次清晰，语言讲解重难点突出。

（二）对学生学习效果的评价

根据所预设的教学目标，所检验到的学生学习效果是：通过练习，95%的学生能够在图片、实物或动作的帮助下，听说、认读故事中的动物类单词；80%的学生能够根据具体的情境与同伴之间运用语句How many animals do you know？ I know all the animals. A tiger and a lion.进行交流。100%的学生能会使用功能性语言：Yes！ Right！ Good！ 肯定他人的回答。75%的学生能够根据图片或动画复述故事，给故事配音。

九、板书设计

结合本节课的教学内容，为了更加直观地向学生展示本节课授课内容，教师将板书设计如下：

十及时进行课后反思有助于提高教学效果，在授课结束之后，我对本节课的情况做了如下反思：

一方面，教学中有一些精彩之处。

1.结合新课标的理念，本堂课教师注重学生的情感因素，着力培养学生的学习兴趣，激发学生的学习动机和培养他们热爱动物的品质。在英语教学中适当运用猜谜和游戏教学可使学生在玩中学，变无意注意为有意注意。本节课通过“谜语式懒羊羊觅食的故事”和“看图片猜动物单词的游戏”，为学生创设了真实的语言情境，很好地调动了学生的积极性，提高了课堂的参与率。

2.学生成为课堂的主角，教师成功引导学生实施任务。在学生掌握动物的词汇和介绍小动物的句型时，教师通过引导学生解决问题，完成任务，让学生积极投入，身临其境的进行知识的探究，变被动地接受知识为主动地发现知识并获取知识。新课程标准从某种意义上说对老师提出了更高的要求，作为英语老师，我们要及时转换自己的角色和观念。本节课虽然老师是课堂的组织者，活动的设计者和知识的引导者，但却把“表演”的机会还给了学生，让学生成为了真正的“主角”，让学生时刻处在体验，实践，参与，合作与交流的活动中，使他们的语言技能，语言知识，情感态度，学习策略和文化意识等素养得到整体发展。

3.教学设计的各环节之间的衔接非常的紧凑，单词animal， zoo，bear的出现，都起到了很好的“承上启下”的作用。另外，本节课我创设了多个问题情境、启发学习思路，鼓励学生独立思考，让学生有更多机会进行语言交流。上课时，我尽量用英语贯穿课堂教学，灵活多样地运用教师课堂用语，以便于学生模仿。堂上的教学手段也应灵活机动，以学生为主，创设英语交流平台。这样的形式能够比较好的培养学生综合运用语言知识的能力，能够培养学生之间的合作、共同完成一项任务、共同提高表演和语言表达能力。

另一方面，笔者的授课过程也有几点需要改进的地方：

1.课堂的调控能力不强，该收的地方没有及时收，导致占用的时间过长。在讲到有关动物的拓展词汇时，拓展得有些过多，导致这部分占用了较多的课堂时间。在以后的授课过程中，我应该加强“重点意识”，教学不离重点，拓展不离不偏，紧抓课标内容。

2.Group work小组活动组织方式不够科学合理，几个学困生在小组活动中表现不够积极。本节课的小组是学生自愿组队的，而不是按照学生英语水平划分，这样导致有的小组活动特别成功，而有个别小组由于包括几个学困生导致活动实施不够顺畅。在以后的授课中，应在充分研究学情的基础上，科学划分小组，合理组织小组活动，使小组活动的意义真正得以实现。

3.教师指导性语言过多：讲课的过程中，因为总怕学生听不懂或是出错，所以自己的课堂指导性语言可能啰嗦了一些。应该更大胆的去放开学生，让学生去说出自己的思考方式，只有这样才能知道学生内心真正的想法。

4.教师的评价语言应再丰富一些，尤其对于表现特别出众的学生应给予特别的，不同于他人的评价语言。

5.活动不应该仅限于课堂教学，而应该延伸到课堂之外的学习和生活中。再设计本节课时，如果能让学生在课下完成一项全班性介绍动物的交流活动会更好，更有助于学生在课后消化和巩固课堂内容。

结束语

有效的教学是每位教师永恒的职业追求。英语课堂的高实效性是有效教学的一个主要要求和衡量标准，提高英语课堂的实效性是一项任重而道远的任务，需要我们在教学理论和实践两方面进行不断探索。

设计有效的英语课堂教学活动是提高课堂实效性的一个重要途径，在设计活动时要以任务型教学法和交际教学法为主要指导方法，在对教情和学情进行细致分析的基础上，我们还要考虑到活动的实践性、交际性、自主性、探究性和延展性等多种因素。

课堂教学设计要与本节课的教学目标和内容紧密结合。教学活动是服务于学生的，旨在通过让学生积极参与活动，引导学生将所学的语言知识应用到不同活动中，既考查了掌握的情况又巩固了新知识。因此，课堂教学活动的设计要紧紧地围绕本节课的教学目标和教学内容而进行。语言技能的训练要贯穿在整个教学活动之中，让学生经过听、说、读、写等环节了解教学内容和重点。

课堂教学设计要具有趣味性和多样性，借助多媒体辅助学。教师应根据英语学科的特点和学生年龄的特征，采用灵活多样的教学手段和教学方法，创设丰富多彩的教学情境，这有利于引起学生学习的动机，激发他们的学习兴趣，从而调动全体学生英语学习的积极性。

课堂教学设计要以交际教学法为理论依托，体现英语交际性原则。英语课堂教学并非是“我教你学”，而是师生之间，生生之间的交流；课堂教学活动是通过交际使学生认识英语，掌握英语，形成运用英语的能力。鉴于此，教师在课堂教学设计时，要积极应用“创境法”，提供学生真实的语言应用环境，引导学生运用所学的语言知识进行交际。

篇5：Unit 4 Reading说课(人教版高三英语上册说课)

英语说课稿模板一（全英文）

Good afternoon, ladies and gentlemen.My name is().I come from()Middle School in().Today I’m going to talk about the topic” What should I do?”I will divide the instruction into seven parts： they are Teaching material Analysis, Teaching aims, Teaching emphasis, Teaching difficulties, Teaching methods, Teaching aids and Teaching procedures.一、说教材（教材分析）Analyzing teaching material 1.说课型 lesson type(Dialogue/ reading/ listening/ revision)2.本课在教材中的地位 status and function Lesson 33 Saving the Earth is a dialogue.The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition.Since it is a dialogue / reading.It’s helpful to improve the Ss communicative/ reading ability.3.说教学指导思想 teaching guideline(Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading;Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis;get them to understand the western culture better;improve the ability to discover, analyze & solve the problems;Reading is for information, for fun;Use Top-down model or Bottom-up model to activate Ss schemata;Interactive model)4.说教学目标和要求 Teaching aims and demands(„be intended for Ss in key schools)1）认知目标 knowledge objects a.Enable the Ss to remember the following new words & phrases: Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into b.Get the Ss to be familiar with this sentence pattern: If the population keeps growing so quickly, there will only be standing room left„ Give the Ss a reinforced practice on the functional item Supposition.c.Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.2）智能目标 ability objects a.Ask the Ss to make up a similar dialogue.b.Help them to understand the dialogue better and improve the four skills.c.Develop their ability of thinking independently.d.Cultivate their ability to discover, analyze and solve problems.e.Train them to collect information from the Internet.f.Train them with some effective learning methods to optimize Ss’ learning results.3）德育目标 moral objects a.Arouse their interest in learning English;b.Help them to understand the background of pollution.c.Enable the students to love our earth and the nature.d.Be aware of the importance of stopping pollution & protecting out environment.e.Encourage the Ss to do something to save the earth.5.说教学重点 teaching important points(生词、句型；培养阅读技能)a.New words and phrases b.Sentence pattern: If-clause c.improve their reading skills.d.Talking about problems of the Earth.6.说教学难点 teaching difficult points(语法；发展交际能力)a.functional item: Supposition.b.Develop their communicative ability.Act out their own dialogue.7.说教具 teaching aids(multi-media computer, software, OHP)The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities.It’s of great help to increase the class density and improve our teaching result.It can also make the Ss reach a better understanding of the text by making the classes lively and interesting.At the same time, it arouses the Ss’ interest in learning English.二、说教法 Teaching methods Five step method;audio-video;communicative approach;Task-based learning: New Syllabus Design encourages teachers to use this teaching method.TBLT can stimulate Ss’ initiative in learning and develop their ability in language application.Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.三、说学法 Study methods 1.Teach Ss how to be successful language learners.2.Teach Ss how to develop the reading skill — skim & scan;how to communicate with others;how to learn new words;how to learn independently;3.Get the Ss to form good learning habits.四、说教学过程Teaching procedures I.复习(Revision)5min(Daily report;词汇diagram;brainstorming;activate schemata)Activity 1: Imagination 1).Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done?(Wash it? Or throw it away?)2).Suppose you catch a bad cold, what’s to be done? 3).Suppose your bike is broken, what’s to be done?

4).And suppose the earth, on which we all live, is damaged, what’s to be done? * What can you think of when you see “pollution” this word?(waste, environment, air, water, factory, desert, climate...Try to activate the Ss schemata regarding the topic of pollution.)II.呈现(Presentation)5min Activity 2: Presentation Play the song “Earth Song” sung by Michael Jackson.(Create an atmosphere)A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.Ss’ presentation on pollution.Attract their attention, arouse their interest, and create a good atmosphere for communication.* Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.III.对话 / 阅读(Dialogue)18m 1.Pre-reading Activity 3: Prediction 1st listening/ fast reading, one guided Q to help Ss to get the main idea: What do you think is discussed at the conference? 2.While-reading Activity 4: Read and answer 2nd listening/ careful reading, more Qs to get the detailed information.Develop their reading skills: skim & scan.Pay attention to the pronunciation, stress & intonation.* 阅读: Pre-reading;while-reading;post-reading(fast reading/ careful reading;skim/ scan;识别关键词key words；确定主题句；创设信息差information gap；T or F;填表格chart/diagram;Predicting;Make a timeline;Make a story map。达到对课文的整体理解和掌握。So that they can have a good understanding of the whole text.)3.Post-reading Activity 5: Language focus While Ss are answering the Qs, the teacher deals with some key language points.a.is being caused b.and so on c.go on doing d.be fit for e.standing room f.if-clause IV.操练(Practice)10m Activity 6: Retell Use your own words to retell the dialogue in the 3rd person.Activity 7: Acting out Activity 8: Drill – Supposition Purpose: Practise the functional item of Supposition.(P.33 Part 2;P.113, wb Ex.3)(Retell;act out;role play)V.巩固(Consolidation)6m(Discussion;interview;press conference;debate;quiz)Activity 9: role play Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.* The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if-clause, etc.Activity 10: Discussion Think of the question: Are we causing damage to the world? What should we do to save the earth and protect our environment especially in our daily life? Collect their answers and form a report.VI.作业(Homework)1m(Writing;continue the story;recite;retell)Write a letter to the mayor, telling him sth.about the pollution around your school.

篇6：Unit 4 Reading说课(人教版高三英语上册说课)

一、教材分析(Material Analysis)

本单元以sports为话题，使学生了解“各种体育运动”、“奥运会”、“体育爱好与兴趣”，能用所学的有关sports 的词汇描述自己喜爱的体育运动和体育明星的生平及事迹；能够运用所学的语言知识和技能听懂体育赛事报道，谈论各项体育运动。

Warming up是一份类似知识自测的问卷调查，测试学生对奥运的了解程度。目的有两个，一是呈现本单元的中心话题--Sports and Olympic Games,帮助学生在大脑中形成一个有关“Sports”的信息包；二是学习和复习有关体育运动的名词，为下一步关于“体育运动”的听、说、读、写打下基础。Speaking 是一项采访活动，内容是调查了解同学最喜爱的体育活动及原因。活动以“说”为主，兼容了听和写的技能，比较完整的体现了语言能力的综合训练。这项设计的特点是：（1）训练学生在比较真实的情景中使用有关体育的兴趣、爱好方面的用语及口头表达能力；（2）丰富学生有关描述“体育”的语言，包括词汇和句型等；（3）进一步帮助学生提高对体育活动的认识。

二、教学目标(Teaching goals)

1.Target language

1).Words about names of sports: badminton diving table tennis shooting weightlifting baseball softball skiing speed skating Torch relay track&field etc.

2）stand for because of gold medal would rather continent well-known athelete

3)Useful expressions

Asking about interests and hobbies: Which do you like ,..or..?

What’s your favourite sport?

Which sport do you like best?

Which do you prefer,..or..?

What about..?

Are you interested in ..?

Possible answers: Sure.I love sports.

Yes,very much. /No,not really.

Shooting ,I think.

I like ..best.

I prefer..to..

I like watching it.

I’ d rather watch it than play it.

2.Ability goals

Enable the students to improve their speaking ability by talking about sports,telling their partners what sports they like and why ,with the target language, I prefer …to… etc.

3.Learning ability goals

Help the students learn how to use the structures of expressing and supporting or opposing an opinion.

4.Teaching important points

Let student learn to use the structures of expressing and supporting or opposing an opinion.

5.Teaching difficult points

How to express their ideas about different kinds of sports in a proper way.

6.Teaching methods

1)Talking method to enable the students to express themselves freely.

2)Task-basked Approach

7.Teaching aids

A computer , six large pieces of paper and six big pens

三．教学步骤(Teaching steps)

Activity 1 .Duty report (2’)

由一位值日学生在全班前面做英语自命题演讲，而后由其他学生和值日学生进行提问、回答活动。必要时教师做适当指导。旨在提供学生用英语进行实践的机会，营造说英语的氛围。

Activity2 Words competition(7’)

1. Group work(5’)

Say:As planned,we’ll hold a words competition.Are you ready for the names of sports?

You ’ve found on the walls there are 6 large pieces of paper for you six rows. Let me see which row write most and best. You’ll be given 5 minutes in all,including the time you go and return..

要求学生离开位置，到教室四壁指定的地方进行8人为一小组的小组合作活动，全班分六组进行比赛。

2．Comment (2’)

Say;Time is up.Ss return to their seats,except that 6 students from six rows hold the six pieces of paper,standing in a row in front of the class. Ss compare and decide the winner,making comments.

引导学生，鼓励创新。

课前布置这一竞赛任务，使学生围绕这一任务制定计划，并通过自己的努力去实现计划，完成任务，而且在这一过程中不断评估自己的学习。能体现学生的主体性，并培养合作精神。

Activity3 Words teaching(3’)

Guide Ss to learn new words about sports.

继词汇比赛、学生评论收场后，教师转身板书黑板。写一个，用体态语示意学生念一个。

其间有全班读活动、学生个别读活动、学生领全班读活动。学生经过前面的活动，对第一部

分的目标词汇已心中有数，此时要落实发音，引导他们注意词汇的音形结合。

Activity4 Pictures talking (3’)

Show pictures. 采用Power point 制作19 张图片，一张一幅图。内容为：badminton diving table tennis shooting weightlifting baseball softball skiing speed skating Torch relay track&field rings wrestling high jumping surfing gymnastics etc.

Say: I’ll show you some pictures. You have to look carefully and tell me what you have seen on the screen.

时而连着两张，时而连着三张播放，紧凑而避免多媒体图片对学生注意力的负面影响，帮

助学生集中精力完成语言任务--说出这些体育运动的名称。这是对上个环节的巩固和检测。

从认知心理学角度看，学生英语学习和习得的过程一方面是学生通过完成任务不断地将所学的知识内化的过程，另一方面是学生在完成任务的过程中不断地将所学的知识表现出来的外显过程，而学生的主体性正是通过内化和外显的无数次的交替而逐步形成、发展和完善起来的。

Activity5 Quiz in Warming up（10’）

1. 继上个环节，最后一张图片为：两个老外手举奥运五环旗在长城上，导入Warming up.

看图说话，引导学生了解五环的意义、奥运旗背景色的含义，并展开想象，讨论图中人物的语言。（2’）

Five rings stand for five continents :Asia,Africa,Europe,America,Australia.

Background color White stand for peace,which goes through the Games.

Possible answer: New Beijing,great Olympics!

2． Ask how much do you know about Olympic Games?Let’s see the quiz.

Ask one s to act as a host （8’）

一位学生当主持人主持此知识竞赛。教师在一旁大智若愚，装作不懂quiz中的语言

点，向学生求助，让学生解答，处理第二部分的目标词汇。

以图片导入，衔接自然。教师通过改变自己的教学行为，营造健康的课堂气氛，使学生产生自信与信赖、宽容与互动，建立师生间、同学间相互信任、相互尊重的合作关系。这种课堂环境有助于减少行为问题、提高学生学习成绩。

Activity6 Collecting reasons for loving a special sport (5’)

Ask: Do you like sports? What is your favorite sport? Why?

教师问，学生个别回答。如何用丰富、形象的语言阐述喜爱的原因，是个难点。教师在

学生个别回答的基础上给予补充、拓宽，并将关键词板书黑板，以供下一步接受采访时运用。

任务型教学侧重语言的意义，因此，应补充一些语言的形式练习，来完成“以言行事”。

Activity7 Interview task（14’）

Say: I want to have a newspaper edited about sports in our class. I’d like to know what your favorite sports are . I want you to go and work as reporters ,interview your classmates .Don’t forget to fill in the form on the book..

1. Help provided (3’)

电脑多媒体显示目标语言的交际用语部分。教师带着body language 领读，学生模仿并

跟读，确保正确语音语调。突出重点之重点 I prefer …to… ,I would rather …than…的用法。

2．Instruction & interview(7’)

Every one of group 1 ,go to interview anyone in group2, meanwhile, you ,yourself are being interviewed., So it is with group3 and group4. Try to interview at least 3 of your friends.

再一 次要求全体学生站起来离开位置。打破了小组活动司空见惯的“转身四人一组”形式，创设仿真的采访情境，新鲜、灵活。给予他们足够充足的时间。教师穿梭于学生之间，聆听他们的对话，给予必要的帮助。

3．Report（4’）

Ask some to report their interview.

又一次提供语言实践的机会，将采访活动的语言进行提升。并能检测本堂教学的重点、难点的落实情况。

Homework:（多媒体显示）（1’）

1. write about what is your favourite sport , at least 5 sentences.

2. Learn the new words by heart for dictation tomorrow.

作业让听、说和“写”结合，使之语言技能全面发展，又进一步落实了本课的难点、重点。

四．教学反思

整堂课，以教师为主导，学生为主体，紧紧围绕目标开展任务型教学。环环相扣，过渡自然，注意了多媒体教学与语言教学的整合。但由于受传统的知识传承的教授理念的影响，教师得心应手的是知识的传授，所熟悉的是师生单向交流的课堂管理模式，对师生互动的课堂活动模式则是陌生的。因此，上好这堂课，对教师是个极大的挑战。

为确保本课堂活动的顺利进行，教师事先应让学生形成活动规范，有良好的课堂活动的行为习惯，使教师组织活动时能令行禁止，指挥自如，配合默契。教师本身要有良好的语言素质，有准确、得体的body language，能扮演多重角色，自始至终是活动的组织者，同时又起控制、引导、敦促的作用。为组织好课堂活动，使师生能按计划完成任务，课前还必须做好各方面的准备，除多媒体课件外，还有六小组用的六张大纸、大号记号笔 ，各组分头活动的地方在课前都要确定好，以确保上课时秩序井然，忙而不乱；另外，学生“主持人”可课外先培训，再上岗。

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