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1、高一英语 film 说课稿一、教材内容分析本单元的中心话题是 “电影”,本课是第三课时,是一篇传记体的短文,介绍当前好莱坞最 有影响的导演艺术家 史蒂芬斯皮尔伯格的创作生涯和一些作品。同一般传记一样,本 文也是按照人物的生平时间展开:前两段记述了史蒂芬 斯皮尔伯格的早期创作尝试和生 平,之后几大段介绍了他的事业和美满的家庭。学生从中可以进一步了解著名导演,也能 体验一些影评的模式。二教学重点难点( 1) .关系副词引导的定语从句和介词+关系代词引导的定语从句(2)掌握相关的词汇和短语(3)文章段落结构的分析并概括各段的段落大意.(4)如何提高学生的阅读能力。(5)对影视界名人及电影的评价(co

2、mme nts)如何写影评(review )。三教学目标(一)知识技能1. 掌握一些课文中涉及的词汇和短语:女口: academy, adult, industry, cruelty, marry, research, creature, oweto ,take off, seene, blockbuster, director, script, studio, follow-ups 等2. 学习掌握一些重点句子:女口: This was a film in which real actors P31Instead of This was the moment when took off. P

3、31When asked about the secret about he owes to P32After that it still took before P323. 学习、掌握关系副词 when,where.,why 引导的定语从句及介词 +关系代词引导的定语 从句。4. 通过本课训练使学生能够提高他们的阅读理解能力, 通过一些重点词汇及短语掌握文章(二)情感态度1. 通过学习课文,培养学生了解、尊重异国文化,体现国际合作精神。2. 通过开展小组活动,指导学生积极与人合作,相互学习,相互帮助,培养其团队精神。(三)文化意识1. 通过学习,了解国际著名导演史蒂芬 斯皮尔伯格。2. 通过

4、学习,了解世界著名影视文化,培养世界意识。3. 通过中外影视文化对比,加深对中国影视文化的理解。 四教具准备:录音机,电脑,屏幕及图片。五 . 教学方法:1. 任务型教学法 学生学习本文时,我设计了一些任务,通过感知,体验,参与合作等方式,使学生的主动 地位得到充分体现。如:要求学生阅读文章,回答问题,填写表格等。2多媒体教学法这一单元以影视为主题 ,利用多媒体展示影片相关图片, 帮助学生用自己的话概括主要内容 提高课堂教学效率 ,增强学生学习兴趣 .六、教学步骤Step one:Revision1. check the words and expressions.2. ask the stu

5、dents to explain the following words in English.graduate work as play a role inStep two: Pre-reading 此部分的关键在于让学生了解如何制作电影,尤其是通过了解电影的制作而突出导演的重 要作用。 Task: To experience being a director (write one scene of the film and act it ou t).活动形式1师生互动:教师提问 If you want to make a film, who do you need to invite? 通

6、过此 问题引出电影制作过程中所需的各种角色,如 photographer, actor/actress, editor, director 2小组活动: 1)教师可设置这样的讨论题: What part would you like to play in making a film? 根据 选择分组, 让他们讨论选择各角色的理由。 同时讨论各角色在电影制作中所做的不同工作。 通过讨论,学生不难发现,在电影的制作过程中,导演起了非常关键的作用。 2)根据所选的各种角色交叉分组,发挥各自的作用。a. What would the scene be like and what happens in

7、it?b. Who are the main actors in that scene and what do they do?c. Write a short dialogue and act it outStep three: while-reading本篇阅读材料是人物传记,介绍了著名导演 Steven Spielberg 的成长经历以及他的主要成 就和作品。通过文章的学习,旨在了解西方的电影文化背景以及学习名导 Steven Spielber g 的那种对自己的事业坚持不懈、孜孜以求的精神。活动形式:1小组活动 (lead-in) 分别给出和斯皮尔伯格所执导的电影的几幅图片,引起学生的

8、兴趣,让学生分组讨论,预 测文章的主题 .T: now, please discuss the pictures in groups then guess what is the text about?A few minutes later, the teacher ask several students to report their answers. 2个人活动 (Listening) 让学生听录音一遍,然后找出课文中所提及的五部影片的名字。T: Who knows the names of the five films?S:The five films are: Jaws, ET ,

9、Jurassic Park ,Schindler list,s and Saving PrivateRyan.T: You are correct.3个人活动 (Skimming)A. 快速阅读课文,按时间主线制作一个Steven Spielberg 的要事记The teacher shows the years on the screen.1946, 1968, 1959, 1975, 1982, 1993T : let chseck the answer. I would like this group to answer these questions.Sa: in 1946 Steve

10、n Spielberg was born in America.Sb: in 1968 Steven Spielberg made his first real film.Sc: in 1959 Steven Spielberg won a prize for a short film.Sd: in 1975 Steven Spielberg he made one of his first films JawsSe: in 1982 Steven Spielberg made the film ET which was about creatures that come to the ear

11、th.Sf: in 1993 he made the film Jurassic ParkB.快速阅读课文的Para3 5,查找出有关这5部电影内容和主题的信息,并核对与自己猜 想是否相符。个人活动 ( Scanning) 阅读并查找有关 Spielberg 的信息:When and where was he born?When did he start making films?What did he use to make films at first? and later?What was his dream?What did he study?When and with what di

12、d his career take off?What does Spielberg owe his success to?Step four: Post-reading 该部分可分成两块,其中第二块内容可以提前到阅读中去完成,也可在读后总结,当学生 读完影片内容时, 可以根据自己的理解写出五部影片的内容是什么 (写尝试应用定语从句, 体验定语从句的结构)。第一块(Questions)中第1,3, 5三个问题比较难,从文中直接找不到答案,也是学生理解上需要升华的部分。可以通过分组,让学生讨论来理解这几个 问题。 让学生领会以下几点: 1 )、英语作为工具的重要性2)、不懈努力、 持之以恒 3)、

13、成功需要家人的支持,合作、互助精神。T: let tusrn to page 32, part 1.work in pairs and answer the five questions:1. Why did Spielberg study English instead of the film?2. Why were the people who saw the film Jaws were afraid to swim in the sea?3. How important is his family to Spielberg casreer?4. What was Spielberg d

14、resam?5. What have you learn from reading about?Step four: Homework1. Preview the reading Not One Less on page342. Make sentences with the following words:(1) career (2)role (3) owe (4) award (5)accept七、教学评价 根据国家英语新课程标准对外语教学评价的原则,对学生的评价应坚持形成性评价和 终结性评价并重的原则,既关注结果 (教学过程中忘记考试 ),更关注过程。在英语教学过 程中更多地关注学生英语

15、学习的过程、关注形成性评价,应重视形成性评价对学生英语学 习的交流, 对学生的书面作业、 口头回答、 演讲、 朗诵等课外学习行为和学生的学习能力、 学习态度、参与程度、合作精神等做出评价。形成性评价包括学生相互评价和学生自我评 价等方式,应对学生的认知、情感、技能等方面给予综合评价,以帮助学生树立自信心、 培养学生的学习能力和帮助学生确定合理的学习目标和使用恰当的学习策略。形成性评价应采取多种评价方式,包括口头的、书面的、表格形式的,还可以建立学生个 人学习档案。16英语说课稿范文Good afternoon, everyone. Im Zhou Yan. I m an English tea

16、cher from Experimental Schoolof Suqian. Now Ill say Sample A of Lesson Six in Book One. Ie lell spsroenpafroemto say thfour parts.Part One Analysis of the Teaching Material(一) STATUS AND FUNCTION1. This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents o

17、f each Sample. To attain “ fourskills r”equest of listening, speaking, reading and writing. To start listing “Word Bank ” and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material

18、.2. This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.(二) A

19、NAL YSIS OF THE STUDENTSThe Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.(三) TEACHING AIMS AND DEMANDSThe teaching aims basis is established according to Junior School English syllabus p

20、rovision.1. Knowledge objects(1) To make the Ss know how to use the affirmative sentence“This is. . . .” and thsentence “ This is not .” Everyday expressions form sorrypolOgiesTh-ait right” .(2) To study the new words “six,hey, sorry, it ths,at se”tc.,by learning the dialogue of this iesson.(3) To f

21、inish some exercises.2. Abiiity objects(1) To deveiop the Ss(2) To train the Ss(3) To deveiop the Ss3. Morai objects abiiities of iisstepneiankgi,ng, reading and writing. abiiity of working in pairs. abiiities of communication by iearning the usefui structures.(1) To enabie the Ss to be poiite and i

22、ove iife.(2) To enabie the Ss to iook after their things weii.(四) TEACHING KEY AND DIFFICULT POINTSThe teaching key and difficuit points basis is estabiished according to Sampie A of Lesson Sixin the teaching materiais position and function.1. Key points:(1).To help the Ss to communicate with each o

23、ther.(2).To enable the Ss to study in groups and co-operate skillfully.(3) .To develop the Ss interest in English.2. Difficult points:(1) How to make dialogues and act them out.(2) How to write the right whole sentences.(五) TEACHING AIDSMulti-media computer, Tape recorder, Software: Powerpoint or Au

24、thorware, school things and soon. They will be needed in this lesson.Part Two The Teaching Methods1. Communicative teaching method2. Audio-visual teaching method3. Task-based ” teaching methodAs we all know: the main instructional aims of learning English in the Middle School is to cultivate student

25、s aobfilliitsietesning, speaking, reading, writing and their good sense of the English language. So in this lesson I llmainly use “ Communicative t”eaching method, “ Audio-visual ” teaching method and -bas“edT”askteaching method. That is to say, Ill let theto get a better understanding of the key st

26、ructure of the dialogue. I ll give the Ss so arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition.Teaching special featuresTo use these methods are helpful to develop the Ss thought.Part Three STUDYING WAYS1. Teach the Ss how to be suc

27、cessful language learners.2. Let the Ss pass Observation Imitation Practice to study language.3. Teach the Ss how to master dialogues and how to communicate with others.Teaching special features:Let the Ss communicate with each other and adopt com petition methods to develop the Ss keen interest in

28、English.Part Four Teaching ProcedureI lflinish this lesson in four steps. First I ldl ivide the Ss into four groups and bring a competition into the class. At last let s see whichegrr.oup is the winn Step1 Warm-up1. Free talk between T and Ss .Such as: Hi, I m . . . . Whats your name?This is .How do

29、 you do?Who is he/she? How are you?Who can count from 1to 5?What s this in English? etc.2. A game: Ask the Ss to give T some school things. For example:T: Give me your book.(ruler, box, pen, table, knife, etc.)T: This is your book. This is not my book. It s your book. etc.In this course I lal sk the

30、m to make a dialogue group by group without repetition. Find out which group will make the most dialogues.Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learne

31、d knowledge.Step2. PresentationThis course is very important. I ll mainly talk about this step.I lulse CAI to present the whole dialogue. Arrange some situations to help Ss understand Sample A.First scene: There is a bag on the floor. B is picking it up and get ready to leave. Now A is talking with

32、B.A: Hi, B. How are you today?B: I m fine, thank you. And you?A: I m fine, too. Oh, this is my bag.B: No, this is not your bag. It s my bag.A: (Look closely) Oh, I m sorry.B: That s all right.(At the same time, C is running up and hitting A.)C: Oh, I m sorry.A: That s OK.I ll write the key points on

33、 the Bb while they are watching. After watching, I llread the words and sentences on the Bb. Make sure they can read them well.Purpose of my designing: To present Sample A by CAI is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture an

34、d it makes the relationships between the Ss better.Step3.PracticeFirst play the tape recorder. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud. This step is

35、 employed to make the Ss grasp the Sample .At last I ask the Ss to think hard and act it out with a partner according to Sample A. Then find out which group will act it out well. I ll give them red stars.Purpose of my designing: This step is employed to make the Ss get the general idea of the dialog

36、ue as a whole one. At the same time let the Ss have a chance to practise their listening andspoken ability.Step4.ProductionIn this step I ll give the Ss a free space to show their abilities.Second scene: The Ss are having a picnic. It hsot and they take off their coats and put them together. They ar

37、e singing and dancing, laughing and chatting. After the picnic, they begin to look for their coats. D and E are talking. F and G are talking. etc.After watching, I ll give the Ss some tasks to make similar dialogues uwtitrheopetition and find out which group will make more dialogues.Purpose of my de

38、signing:-b“asTeadsk” teaching method is used here to develop the Ss aof communication and also their ability of co-operation will be well trained. Tell the Ss we should be polite and take good care of our things. We should love our life. I think proper competition can arouse the Ss interest in Engli

39、sh learning. If the Ss can finish this task well, they will benefit a lot in their spoken English.2.Skill 1 Model 1.I ll ask four Ss of the groups to write these sentences on the Bb in the four lines.Then check their handwriting, correct their mistakes. Find out who will write well and whose handing

40、 is the best.3. Finish the Ss workbook.Purpose of my designing: To check the knowledge Ss have learned in this lesson.Step5.Homework:(1)Recite the words as many as possible after class.(2)Make a dialogue according to Sample A and write it in the exercise book.Purpose of my designing: I think homewor

41、k is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.Blackboard DesignLess on Six Sample ASix This is my.hey This is n ot your. . .sorry It s my.

42、 . . . PicOh, I m sorry.that s=that is That s all right/OK.说课的基本程序1. 说教材: 科学分析教材, 明确重点难点、 教学目标和要求以及教材在单元中的地位和作 用。2. 说学生:谈谈学生的知识与能力结构,明确说课内容的难易程度。3. 说教法:谈谈本节课要实施的教学手段、方法以及教具的使用。4. 说学法:谈谈学习方法的运用以及将要实现的目标。5. 说教学程序:说为什么要设计该程序?目的、意图何在?结果如何?6. 说板书设计: 谈谈板书设计的根据和理由, 力求体现说板书设计的程序性、 概括性和艺 术性。四、注重说课信息和反馈与总结 说课

43、的对象可以是专家、同行甚至是学生。向说课对象 征询意见、获取信息,力求不断改进和提高。 五、附 SB 2B U16 Lesson 63 说课稿Unit 16 Lesson 63Hello, everyone. Today I am very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC (2) .It is made up of four parts.Par

44、t 1 My understanding of this lessonThe analysis of the teaching material: This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the

45、 sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. TheSs should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea bette

46、r, love the sea and save the sea and the life of the sea.Teaching aims: 1. Knowledge aim: Understand the main idea of the text.2. Ability aim: Retell the text in their own words.3. Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted.Key points / Teaching im

47、portant points: How to understand the text better. Teaching difficult points: 1. Use your own words to retell the text.2. Discuss the pollution of the sea and how to save the sea.Something about the Ss: 1. The Ss have known something about the sea and sea life through the Internet and other ways.2.

48、They are lack of vocabulary.3. They don toften use English to express themselves and communicate with others.4. Some Ss are not active in the class because they are afraid of making mistakes.Part 2 My teaching theories, methods and aidsBefore dealing with this lesson, I ll do my best to carry out th

49、e following theories:Make the Ss the real masters in class while the teacher himself acts as director ;Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.Teaching method: Double activities teaching m

50、ethod Question-and-answer activity teaching method Watch-and-listen activity Free discussion method Pair work or individual work methodTeaching aids: 1. a projector ; 2. a tape recorder ; 3. multimedia ;4. the blackboardPart 3. Teaching steps / proceduresI have designed the following steps to train

51、their ability of listening, speaking, reading and writing, especially reading ability.The entire steps are:Greetings, Revision, Lead-in and preparation for reading, Fast reading( scanning) , Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, HomeworkStep 1

52、Greetings . Greet the whole class as usual.Step 2. Revision1. Ask students some questions to revise the last lesson( show them on the screen) .a. How much salt do the oceans contain per thousand parts of water?b. What is coral? Why are corals not found in deep water?c. Why is the Dead Sea called the

53、 Dead Sea?2. Check the homework ( made a survey about the sea or sea life by surfing the Internet or asking for help from other people) . Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson. Step 3. Lead

54、-in and preparation for readingShow them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.Purpose: Arouse the students interest of isntgudiny.nBerw subject: Lif

55、e in the oceans. Step 4. Fast reading.Read the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph:1. Why can living things live in such oceans around the Antarctica?2. What does the whale feed on?3. What is the difference between the s

56、perm whale and other whales?Method: Read the text individually, use question and answer activity.Purpose: Improve the students reading ability. Understand the general idea of each paragraph.Step 5. Listening ( book closed )1. Listen to the tape then do an exercise( wb page 90, part 1)2. True or fals

57、e exercise.( on the screen) Train the Ss listening ability and prepare for later exercises.Step 6. Intensive reading Read the passage carefully again and answer some detailed questions on the screen.1. How much does a whale eat at a time?2. Do all the whales feed on small fish?3. How deep can a sperm whale dive?It is also called depth reading or study reading. It means reading for detailed information. Purpose: Further understand the text ( Train further reading ability ) to find out some different sentences and details of the text.Step 7. Pr

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