英语人教版高中必修一全英文说课稿
感恩中国-甘孜人事
1
对文档进行了格式和拼写矫正以及备注补充(*▽*)但是主体还是网络
资源，请谨慎
使用，还有“说程序”一般都融合进了其它步骤，大部分都分开了，恩还有啊那个重新排<
br>版工程量太大我就不做了（好吧其实是懒）而且排版问题已经把强迫症逼疯，而且居然有
的课文没
！有！说！课！稿！所以翻译中请原谅各种中式英语(▽╲)不完善的地方肯定有
很多，不过我已经尽力
了„„因为这事
真的不好做
！！！(。・＿・。)ﾉ接下来是一个big
proje
ct。前方高能预警。体贴的我放上目录并将四册分别打包(*▽*)„„然后你会
发现到必修四的时候
已经没有汉语了，能力有限请见谅(*ω╲*)
BOOK1
UNIT1 FRIENDSHIP„„„„„„„„„„„„„„„„ 2
UNIT2 ENGLISH AROUND THE WORLD„„„„„„„„ 4
UNIT3 TRAVEL JOURNAL„„„„„„„„„„„„„ 14
UNIT4 EARTHQUAKE „„„„„„„„„„„„„„ 18
UNIT5
NELSON MANDELA---A MOADERN HERO„„„ 21
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2
BOOK1
UNIT 1 FRIENDSHIP
READING ANNE’S BEST FRIEND
（注意这篇说课稿讲的是reading的内容非全单元）
Hello, Ladies and gentlemen! Today I’m honored
to stand here to talk about some of my teaching
ideas. My topic is Anne’s Best Friend from the
reading part of Unit 1, Book 1. It is made up of
the
following parts.
Part 1．My
understanding of this lesson（说教材）
The
analysis of the teaching material ：
This
lesson is a reading passage. It plays a very
important part in this unit. First of all, by
studying
this Lesson, students can improve
their reading ability and learn more about friends
and friendshi
p. During the world war Ⅱ, Anne’s
family was Jewish. She had to stay indoors all day
and night.
So her diary was her best friend.
Besides, We should get the students to understand
some difficul
t and complex sentences in order
to comprehend the passage better. As well, the
students
should also do some listening,
speaking, reading and writing. Last of all,
students should receive
moral education: Anne
longs for freedom and experiences nature.
1.
Teaching aims.
（1 Knowledge aim: Understand
the main idea of the text
（2 Ability aim:
Improve Ss’ reading skills and reading abilities
（3 Emotional aim: Make Ss know friends are
those who you can tell everything to, such as your
deepest feedings and thoughts and you can make
friends with whoever or whatever you like,
whether it is an object or he is a human.
2. Teaching important points.
How to
understand the text; Memorize the vocabulary and
master some sentence structures.
3. Teaching
difficult points.
Improve Ss’ abilities of
reading comprehension.
Master the usage of
key words and expressions.
Analyze the
complex sentence structures.
Understand how
Anne felt after being in the hiding place.
Part 2．My teaching theories, methods, and
teaching tools. （说教法&学法）
1．Teaching theories:
Make the students understand the real masters
(students----centered), while teachers act as a
d
irector; combine the language structures with
the language functions.
2．Teaching methods:
Double activities teaching method:
Question — and — answer activity teaching
method.
Watch — and — listen activity
teaching method.
Free discussion teaching
method.
Pair work or individual work teaching
method.
3．Teaching tools:
A tape
recorder; multimedia and the Bb(blackboard).
Part 3．Something about my Ss.（说学生）
1．They
know something about friends and friendship
through books or their own experiences.
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2．They lack vocabulary and
can not analyze the long and complex sentences.
3．Some of them are not active in class because
they are afraid of making mistakes.
Part4．My
teaching steps.（说教学程序）
Step 1 Greetings
Greet Ss as usual.
Step 2 Revision
Revise the warming- up part. ( show them on the
screen)
Step 3 Lead—inBrainstorm some
questions to lead in the passage, such as “Do you
have a
friend?”,“Does a friend always have to
be a person?”,“Do you want to know a foreign
girl’s
best friend?”
Purpose: Arouse Ss’
interest in this lesson and lead in a new topic ——
Anne’s Best friend.
Step 4 Fast reading
Read the passage quickly and find out the
topic sentence of each paragraph.
（答案见p3板书设计）
Purpose: improve students’ reading ability and
understand the content of each paragraph.
Method: Read the text individually and use
question—and—answer activity.
Step 5
Listening (Book closed)
Listen to the
tape and then do Exx. 1 on P3.
Purpose: train
Ss’ listening ability
Method:
listen—and—answer method
Step 6 Intensive
Reading
Read the passage again and answer some
detailed questions on the screen.
1．About how
long had Anne and her family been in the hiding
place when she wrote this part
of her diary?
2．How did Anne feel about nature before she
hid away?
3．Why do you think her feelings
changed towards nature?
4．Why did Anne no
longer just like looking at nature out of the
window?
Purpose: Further understand the text
to find out more details of the passage.
Step
7 Language points
1．Vocabulary
(1) go
through (2) set down (3) a series of (4) on
purpose (5) in order to (6)at dusk (7)entirely
(8)face to face
2．
Important sentences
(1)„I’ve grown so crazy about everything to do
with nature. (2)There was a time when „ (3)I
stay
ed awake on purpose until „ (4)It was the
first time „ that I’d seen the night „ (5)It’s no
pleasure looking through „
Purpose: 1．Master
the required vocabulary and sentence structures.
2．Use them freely.
Step 8 Consolidation
1．Find out the topic sentences
2．Retell
the text according to the topic sentences
Purpose: I want to know if my students
understand the text.
Step 9 Discussion
Imagine you have to go into hiding like Anne
and her family, what would you miss most? Give
your reasons.
Purpose: Train Ss’ oral
English ability.
Step 10 Homework
Write
an article on Friends.
Purpose: 1． Improve
the Ss’ writing ability. 2 Train the Ss’ ability
of self—teaching and looki
ng up information by
themselves.
Part 5 Blackboard
design（说板书设计）
Unit 1 Friendship Reading
Anne’s Best Friend
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1．Main idea of each paragraph:
Para. 1
Anne made her diary her best friend.
Para
.2 Anne wrote her feelings in her diary.
Para .3 Anne missed nature.
Para.4 Anne
saw the night face to face
Para.5 Anne wanted
to experience nature outdoors.
2．Listening:
Exx.1 P3
3．Discussion: Exx.3 P3
Purpose:
1．Make Ss familiar with the
passage 2．Make the design inductive, instructive
and artistic.
UNIT2 ENGLISH
AROUND THE WORLD
（
咳咳这篇文章有点难搞而且好的要收费因为穷所以动用
了截图，想下载原文档
地址在这里
http:，复制粘贴入地址栏即可）
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UNIT3 TRAVEL JOURNAL
READING Journey Down the Mekong
（同是reading内容）
Good morning,ladies and gentlemen.I'm greatly
honored to have the
opportunity to share my
teaching ideas with you. Today my topic is
“Journey down
the Mekong” taken from unit
3,book entation consists of 4 parts,They
are
:Analysis of the teaching material,Teaching
methods and learning methods,
Teaching
procedure and Blackboard design.
Part 1.
Analysis of the teaching material.
（说教材）
This part consists of 4 aspects
1. Status
and function of this passage
This reading
passage is the highlight of this unit. It mainly
talks about Wang Kun
and his sister’s dream of
taking a great bike trip down the Mekong River,
their
preparation for the trip and some more
details of the Mekong River. By studying of
this unit, students will know how to make plan
and preparation for a trip. So it not
only
contains the most important words and sentence
structures of this unit but also
embodies the
theme of this whole unit.
(Now let’s come to
the teaching aims, they are knowledge aims,
ability aims and
emotional aims. )
2.
Teaching aims.
(1) Knowledge aims ：to help Ss
master the new words and useful expressions
andlearn to express future by present
progressive tense
(2) Ability aims: to develop
Ss’ reading skills, such as skimming, scanning and
the
ability of reading between lines. to let
Ss use what they have learned to describe a
trip.
(3)Emotional aims: to simulate Ss’
love for nature and environment. to cultivate Ss’
international consciousness.
(That’s all
for the teaching aims, now let’s come to the
teaching important and
difficult points.)
3. The important and difficult points:
The
important point is to help Ss to master new words
and expression. The difficult
point is to help
Ss to develop different reading skills and reading
strategies.
4. Analysis of the
students
（说学生）
My students are first-
grade students of senior high school. They have
been learning
English in junior high school
and have accumulated a certain number of
vocabularies.
They have masteredsome simple
learning strategies and skills with a preliminary
ability of speaking and writing. However, the
differences in students' personality and
English proficiency are very large. So my
teaching design should have gradient to
meet
the need of different student. Travel is an
interesting topic. I will seize the
student's
psychological characteristics and stimulate
students' interest, so that they
will learn to
participate in the study, and learn to study in
the participation.
(That’s all for the first
part, now let’s move to the second part.)
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Part2. Teaching
methods and learning methods（说教法&学法）
In order
to finish the teaching aims above, I’ll mainly use
“Task-based Language
Teaching method”,
“Communicative Teaching method”. To make the class
a
student-centered one, the students are
encouraged to work in groups and learn
cooperatively, so they have more opportunities
to practice. Teacher acts as an
organizer, a
listener and a helper.
And teaching aids are
multi-media computer, tape-recorder and
blackboard.
Part3. Teaching
procedures.（说教程）
Now, let’s come to the most
important part, the teaching procedure. It
includes
6 steps: Step I: Lead-in, Step II:
pre-reading, Step III: While-reading, Step IV:
Consolidation, Step V: Post-reading,
Step
Ⅵ
: Homework.
Step I: Lead-in
(3 mins)
When we learnthis lesson, the
students just came back from the National Day not
long before. I will take advantage of this
opportunity to let the students share their
travel experience in class. So they will enjoy
the fun of traveling. And then I will
introduce the topic of this lesson to the Ss:
how to make plan and preparation for a
travel.
Purpose:Let the Ss talk about their
travel experience will greatly stimulate their
interest in participating in the class.
Step II : pre-reading (4 mins)
1. T: Q1:
Have you visited any river? Q2: How many great
rivers do you know?
Q3 : If you could travel
down only one of them, which one would you choose?
Why?
Show the Ss some pictures of
rivers,ask the Ss to guess the names of these
rivers.
2. T: Have you visited the Mekong
River? If no, let’s learn something about it.
Showthe Ss the picture of Mekong and ask them
to list the countries the
MekongRiver flows
through. Then I will introduce some background
information
of Mekong to the students. Such us
the Chinese part of the river is called the
Lancang river.
Purpose: to arouse the
Ss interest in learning. Improve the SS language
expressing
ability.
Step III: While-
reading (21mins)
(While-reading is the main
part and it will takes 21 mins. This step is
divided into 3
parts.)
1) Review new words
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Considering that
the new words may affect the understanding of the
text, so I will
review the new words to the SS
first, such us: ever since, persuaded, cycling,
graduating, finally, schedule, fond of ,
shortcoming, stubborn, organize.
2）Fast
reading：skimming &scanning
During fast
reading, I will ask the Ss to reading the whole
passage quickly and get the
main idea of each
paragraph.
Para1: Deciding to take a great
bike trip along the Mekong river.
Para2:
Different attitudes between Wang Kun and Wang Wei.
Para3: The preparation before the trip and
details about Mekong river.
Purpose: to train
Ss’ reading ability, such as skimming and
scanning. And help the Ss
understand the
general idea of the text.
3) Careful reading:
intensive reading
Let the students read the
passage again and do a T or F if it is F, I will
ask them to correct it. In this step, I’m
going to divide the Ss into four groups, and let
them have a one who stand up fast and give
the right answer can
get ten marks for his
group, the group which gets the highest mark will
get a present.
This exercise can help the
Ss get the key information of the passage in a
short time
and can deepen the Ss’
understanding of the text.
Step IV :
Consolidation (6mins)
1. Play the tape of the
passage for the students to listen and then ask
them to
read it aloud. Tell them to pay
attention to the pronunciation, stress and
intonation
while listening. At the same time
they can enjoy the beauty of English language. And
it can prepare the Ss for the retelling in
next step.
Purpose here is to improve
Ss’ ability to grasp the main ideas when
listening.
2. let the Ss complete the forms
paragraph by paragraph.
Purpose here is
to help Ss to get the habit of reading a passage
as a whole, and pay
attention to the
organization of the text, as a result the Ss will
fully understand the
whole passage.
3. ask
Ss to retell the passage with the help of the key
words in the form.
Since the Ss in the
class are in different levels, so I let them to
fill in the blank to
understand the meaning of
the words and phrases better.
( That’s all for
the while-reading. Now let’s move to the fifth
step.)
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Step V:
Post-reading (10mins)---Discussion
In this
part students are asked to discuss in groups and
list Wang Kun’s and Wang
Wei’s attitudes about
the trip. After that, Ss are encouraged to express
their
attitudes with the whole class. Collect
their answers and don’t forget to praise them
even if their answers may not be perfect.
In this activity, discussionprovides a vivid
and active learning environment for Ss to
communicate in English with newly learned
language items.
(Finally it comes to the
homework.)
Step
Ⅵ
: Homework (1min)
1. Ss are required to read the text again
after class and figure out the
meaning of some
complex sentences.
2. Do the exerciseson P19;
This can help Ss to consolidatewhat
they’ve learnt and make preparation for the next
lesson
Part4. Blackboard
design.（说板书设计）
On the top, there is the title
of this lesson. On the left, there are main ideas
for each
paragraph. On the right, there are
some new words and expressions.
Unit 3 Travel
journal
Journey down the Mekong
Main idea
of each para.:
Para1: deciding to take a great
bike trip along the Mekong river.
Para2:
Different attitudes between Wang kun and Wang wei.
Para3: The preparation before the trip and
details about Mekong river.
New words and
expressions
That‘s all for my presentation.
Thanks for your attention.
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UNIT4
EARTHQUAKE
一、
Analysis of the teaching
material（说教材）
Hello, Ladies
and gentlemen! Today I’m honored to stand here to
talk about some of my teaching
ideas. The
center topic of this unit is“earthquake”, the
content includes“the sleepless night of
Tangshan, the earthquake of San Francisco in
1906, reconstruction after the earthquake in
Tangshan, the basic knowledge of earthquake ,
and how to save one-self and others when
suddenly encountered a disaster. All the
language knowledge and ability are designed around
the
topic.
The students should be no
stranger to earthquake and have some knowledge
about it. Especially
after the earthquake of
Wenchuan and Yushu,we still have lingering fear.
So this lesson should
not be too difficult for
the students to understand. Besides the language
knowledge, this passage
want to teach the
student have courage when facing the difficulties.
And willing to help others.
二．
Analysis of
the students
（说学生）
My students are
first-grade students of senior high school. They
have been learning English in
junior high
school and have accumulated a certain number of
vocabularies. They have
masteredsome simple
learning strategies and skills with a preliminary
ability of speaking and
writing. However, the
differences in students' personality and English
proficiency are very large.
So my teaching
design should have gradient to meet the need of
different student. I will seize the
student's
psychological characteristics and stimulate
students' interest, so that they will learn to
participate in the study, and learn to study
in the participation
三、
Teaching
aims.
Learn the new words phrase in this
text. Learn the use of attributive clause.
语言知识
语言技能
情感态度
文化意识
学习策略
四．
Teaching points.
(1)Key points: To get the main information of
earthquake through the basic skill of skimming
scanning and careful reading
(2)
Difficult points: the ability to summarize the
main idea of the passage. And encourage the
students to speak up.
五．
Teaching
methods and learning methods（教法&学法）
1.
Task-based learning 2. Student-centered
teaching 3. Situational teaching
六．
Teaching procedures.（说教程）
Step
1: Lead-in (Warming up)热身
(1)Look at the two
pictures of peaceful Tangshan and San Francisco.
Ask the students the
following questions.
Learn to the predict the content through the
given information
Learn how to describe the
precursor , damage and rescue work of earthquake
Encourage the students to face the
disasterbravely.
Develop the SS spirit of
cooperative and mutual help.
Know some
knowledge about earthquake
Develop the
students’ ability of information collection.
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Where does the
city of Tangshan lie?
Have you ever heard of
the earthquake in Tangshan
Can you tell me
anything you know about San Francisco?
并让让学生想象一下如果发生了震，这两个城市会是什么样子。
(2) Show the
pictures of Tangshang and San Francisco after big
earthquake, compare the pictures
of before
earthquake and after earthquake and take about the
changes.
(3)In the description, I
will list some words which related to earthquake.
aftershock 余震magnitude 震级
Richter
Scale(1-10) 里氏震级death toll 死亡人数
survivors
幸存者victims 受灾者
(4)Finally, I will ask the SS
what this sentence mean：It is always calm before a
storm.
Purpose: attract the SS attention and
bring them into discussion
Step 2: Pre-reading
读前
Here, I will do the second question in pre-
reading first.
I will use the method of
brainstorming to ask the SS what will happen
before an earthquake; and
list the phenomenon
on the table.
name
1
2
3
animals
plants
climate
2． Then I will
show the SS the picture of abnormal phenomenon, at
the same time, encourage
the SS to describe.
3、finally, I will summarize these phenomenon
4、Do the first question in the pre-reading ,
Imaging your home begins to shake and you must
leave it right away. You have time to take only
one thing. What will you take? Why?
Purpose: help the SS to get further
understanding of the topic and stimulate their
interests.
Step3: While-reading 阅读
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(1). Skimming
Read the
text quickly and catch the meaning of the first
and second sentence of each paragraph.
Predict
the meaning of new words
(2).scanning(找读)
A. Read the text again. Do the following
question.
4. When and where were the strange
things happening?
5. What are they?
6. Why
did the text say the world seemed to be at an end?
7. How was the city destroyed after the quake?
8. When did the second quake hit the city?
What was the result of that?
9. Who came to
help Tangnshan first? And how?
B. Work in
pairs to discuss the question.
(3)careful
reading(细读)
Try to divide the passage into
three parts. And write down the main idea of each
part.
Part1 The rescue work after the
earthquake.
Part2. What happened during the
earthquake and the damage of earthquake
Part3.
Phenomena before the earthquake.
Purpose:
To develop the SS reading skill of predicting ,
skimming, scanning and careful reading
Develop
the ability to conclude the main idea of the text.
Step4: Post-reading
1. Ask two SS do a
role playing game, One acts as a reporter from
China Daily and
another acts as a surivor of
the Tangshan Earthquake. They will have an
interview.
２.Teach the news words to the
student. And remind them the use of attributive
clause.
Purpose: use the method of role play,
can develop the SS oral English and deepen their
understanding of the text.
Step5: Homework
Collect some news reports about earthquake.
Try to write a report of earthquake.
Purpose: developthe ss information collecting
ability and master how to write a report.
八．
Blackboard design.（说板书设计）
略。
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Unit 5 Nelson Mandela--A Modern Hero
Good morning, ladies and gentlemen. It’s my
great honor to present my
lesson here. My
topic today is Elias’ Story, from Unit 5
Nelson Mandela--A
Modern Hero
, Book
make my presentation much clearer, I will divide
my teaching structure into 6 parts.
Part
1
Analysis of the Teaching
Material（说教材）
First, let me talk about part 1
analysis of teaching material.
1. Status and
function
This 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 canknow more
about
Nelson Mandela.
2. Teaching Aims
The
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:
new words and expressions,such as
lawyer, legal, equal, out of
work, blow up and
so on.
tand Elias’ story.
Ability Aim:
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Develop
students’different reading skills, like skimming
and scanning.
EmotionAim:
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.
2.
Understand the passage clearly.
Teaching
difficult point:
Develop students' reading
skills.
Part
2
Analysis of the
Students （说学生）
Next, 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
3
Teaching methods and learning
methods （说学法）
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.
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As for learning methods,
students can get comprehensive language using
skills by autonomic learning, cooperating and
exploring.
Part 4Teaching aids （说教法）
Part
4 is teaching aids.
In the teaching process, I
will use a blackboardand a multi-media
computer to help students understand and grasp
knowledge.
Part 5 Teaching procedures（说教程）
Next , 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.
Step1.
Lead-in
In 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.
Step2. Reading
This
step includes two parts: fast reading and careful
reading.
1. Fast reading
In 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.
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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.
2. Careful reading
Then in the careful-reading part, let students
read the passage
carefully and do three
exercises on the screen.
answer True or
False questions, like Nelson Mandela helped Elias
keep his job.
finish a timeline of
Elias’life.
translate 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.
Step3. Retelling
In 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 discussion
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In 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.
Homework
Let 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.
Part 6 Blackboard
Design（板书设计）
That’s all my teaching
procedures. Finally, I’d like to say sth about
part
6blackboard 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.
OK. That’s all for my
presentation. Thank you for your attention.
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