高中英語教學課件

　　高中英語教學課件一

　　教學內容分析

　　本單元(yuan)的中心(xin)話(hua)題(ti)是(shi)“著(zhu)名(ming)（杰出）女性(xing)”，話(hua)題(ti)涉(she)及(ji)談論著(zhu)名(ming)及(ji)你最崇敬(jing)的女性(xing)“婦女獨自(zi)南極探險”，“美國電視著(zhu)名(ming)黑人(ren)(ren)女主持人(ren)(ren)奧普拉·溫茀麗的故事”等，語(yu)言技能和語(yu)言知識都圍繞中心(xin)話(hua)題(ti)而設計。本節課為此單元(yuan)的第二(er)課時——閱讀課。

　　“讀(du)前”（Pre-reading）設計了三個有關旅行和南北極(ji)的(de)(de)問題，具體涉及(ji)極(ji)地探險(xian)、動物等內容, 能夠(gou)誘發學(xue)生的(de)(de)探索(suo)精神和想象(xiang)力。通過學(xue)生的(de)(de)討論、探究，自主地發現下面閱讀(du)故事的(de)(de)背景(jing)，有助于學(xue)生正確(que)理解文章的(de)(de)深(shen)層意思，真(zhen)正體會主人公Helen Thayer的(de)(de)偉大。

　　“閱讀”(Reading)材料(liao)是一篇記(ji)敘(xu)文(wen)，故事(shi)描(miao)敘(xu)的是作者(zhe)Helen Thayer在她60歲時，獨(du)游南極洲的冒險經歷。在惡(e)劣多變的氣候條件及險惡(e)的地理狀況中，作者(zhe)在危急(ji)關頭，雖感(gan)孤(gu)獨(du)恐懼，但(dan)表現出(chu)冷靜、頑強、樂觀的態(tai)度(du)，最(zui)后克服險境。對學(xue)生今后的人生道路、心理素質(zhi)、生活態(tai)度(du)起到(dao)了陶冶(ye)和積極的導向作用(yong)。

　　Teaching Aims：

　　1  Train the students’reading ability.

　　2  Learn and master the following words and phrases;

　　1) Words: mile  Antarctic  threaten  optimistic  somehow  shelter  regret  extreme  climate  value

　　2) Phrases: struggle through   threaten to do sth  lie down  be thankful for    ;in good health   struggle to one’s feet   make a decision

　　Teaching Important Points：

　　1.Improve the students’ reading ability.

　　2.Enable the student to understand the text better.

　　3.Let the students have strong wills and determination by reading the passage.

　　Teaching Difficult Points：

　　1.How to improve the students’reading ability.

　　2.The use of some useful expressions.

　　Teaching Methods：

　　1.Discussion before reading to make the students be interested in what they learn in class.

　　2.Fast reading to get the general idea of the text.

　　3.Careful reading to answer some detailed questions.

　　4.Individual, pair or group work to make every student work in class.

　　Teaching Aids:

　　1. a map of the world

　　2.a tape recorder

　　3.a computer

　　Teaching Procedures：

　　Step I   Greeting and speech

　　Greet the students as usual and the student who is on duty give a speech before class.

　　Step II   Lead-in

　　1   Do you like travelling ?

　　Where do you like to travel best ?

　　How will you travel ?

　　2   Imagine you are traveling alone to the South Pole, what will you take with you ?

　　3 Why do polar bears never eat penguins ?

　　Step III   Fast – reading

　　Ask the students to read the text quickly and silently, find the answers to these three questions .

　　1 How did the writer celebrate her 60th birthday ?

　　2 When was the writer is 60th birthday ?

　　3 Why did she say it was an experience she would never forget and would value for the rest of her life ?

　　Step IV   Careful-reading

　　Ask students to read the text again carefully and finish three tasks:

　　1  Finish Exercise 1 of post-reading on page 32.

　　2  Fill in the form on the screen .

　　1). She celebrated her fiftieth birthday by traveling alone to the South Pole.

　　2). She went to Antarctica with the dog team pulling her sled.

　　3). Everything went all right during the first few days.

　　4). During the next week the wind grew so strong that it blew away her tent.

　　5). She had an accident after her birthday.

　　6). It was all her training that helped her out of danger

　　Step V   Listening and Consolidation

　　Play the tape for the students and ask them to read the text after the tape in a low voice, paying attention to the pronunciation and intonation.

　　Step VI  Discussion

　　1. What kind of woman is Helen Thayer ? Describe her in a few sentences.

　　2. Do you admire her?  Why ?

　　Step VII   Reading together.

　　"If you have a goal without a plan, it's only a dream. Once you set a goal, you have to keep going. There have been a lot of times where I was determined to just take the next step. Those who can take that next step are the successful people in the world."

　　-------Helen Thayer

　　StepVIII   Homework

　　1.Reading the text again and again after class.

　　2.Finish the exercises of Grammar.

　　高中英語教學課件二

　　(一) 教學內容

　　1. 本課是Unit 2 heroes Lesson 1 Modern Heroes 的第一(yi)課時。本單元分(fen)別介紹了(le)National hero， History makers，Sports stars 和 Superhero。這幾篇文章(zhang)的主(zhu)題(ti)都(dou)是hero，但(dan)涉及的領域(yu)不同，它們(men)融會(hui)貫通，承上(shang)啟下，融為一(yi)體。

　　2. 本課是(shi)介紹National Hero，是(shi)學(xue)生比較熟悉(xi)和感興趣的話(hua)題，前部(bu)分需要介紹楊利(li)(li)偉(wei)和神州五(wu)(wu)號，讓學(xue)生掌握有關詞匯;后一部(bu)分是(shi)介紹楊利(li)(li)偉(wei)乘坐神州五(wu)(wu)號宇宙飛船(chuan)遨游太空的情況。

　　3. 本課文出現了(le)較多的定(ding)語從句，還有(you)生詞(ci)較多(有(you)些單(dan)詞(ci)表(biao)沒(mei)有(you)而初中又沒(mei)有(you)學過)，在這樣的困難(nan)前提下(xia)，我引導(dao)學生通過 culture and background knowledge，結(jie)合課本內容豐富(fu)自己的知識面，拓寬學生對航(hang)天知識的了(le)解(jie)，讓(rang)學生了(le)解(jie)航(hang)天英雄的成(cheng)功之路(lu)，激(ji)發他們(men)的'民族(zu)自豪感。

　　(二) 學生分析

　　1. 組成(cheng)(cheng)情況職業高中高一學生年齡都在14-16歲(sui)之間(jian)，大多數學生由(you)于初中的(de)知識(shi)基礎(chu)打得不扎(zha)實，而且缺乏主(zhu)動學習的(de)能動性，自(zi)學能力(li)差，對學習沒有持有探究性和(he)方(fang)向(xiang)性，也沒有養成(cheng)(cheng)良好(hao)英語學習習慣，所以(yi)學習成(cheng)(cheng)績(ji)不太理(li)想。

　　2. 學(xue)(xue)生(sheng)的(de)知識與技能水平職業高中招生(sheng)的(de)學(xue)(xue)生(sheng)，基(ji)礎知識比(bi)較(jiao)薄弱，甚至連音(yin)標都不會讀(du)(du)，詞匯的(de)掌(zhang)握(wo)范圍狹窄，影響了閱讀(du)(du)，聽力(li)和作(zuo)文。學(xue)(xue)生(sheng)的(de)表達能力(li)還(huan)是停留在比(bi)較(jiao)低級(ji)的(de)水平，面對每幅圖片或某個主(zhu)題只能說出一兩句話，而且在閱讀(du)(du)上，未能掌(zhang)握(wo)泛讀(du)(du)和精(jing)讀(du)(du)的(de)技巧和方法，課(ke)后的(de)預習和復習能力(li)較(jiao)差，缺乏總結歸納(na)的(de)能力(li)。

　　3. 學(xue)(xue)生已(yi)掌握(wo)的(de)(de)(de)學(xue)(xue)習策略盡管學(xue)(xue)生的(de)(de)(de)知識和技能水(shui)平一般，但經過了(le)一定時間的(de)(de)(de)訓練(lian)后，他們(men)還是(shi)掌握(wo)了(le)pair work, group work, using the culture and background knowledge的(de)(de)(de)閱(yue)讀技巧。

　　(三) 教學目標

　　1. 通過快速閱讀文章，學生(sheng)能夠對每段文章進行歸納(na)總結，準確地把段落(luo)主題與(yu)所給的(de)headings聯系起來。

　　2. 通過仔細閱讀，學生能(neng)夠回答關于文章的(de)細節問題。

　　3. 通過進一步閱讀(du)，學生(sheng)能(neng)夠學生(sheng)能(neng)用英(ying)語對采(cai)訪自(zi)己心目中的民族英(ying)雄(xiong)。并(bing)嘗試復(fu)述課文。

　　(四) 教學策略

　　教學(xue)方法：使用交際法，充分調動(dong)學(xue)生的積(ji)極性，積(ji)極參與到課堂教學(xue)中，通過師生互動(dong)，小(xiao)組表演的形(xing)式，完成各種任務，以達(da)到完成教學(xue)任務的途(tu)徑。

　　(五) 教學過程

　　第一步

　　導入T: Good morning, Everyone! Do you like watching movies? Do you know Jet Lee (李連(lian)杰)?Do you know one of his famous movie called HERO? What does ‘hero’ mean? Who are the heroes in your heart? Do you know Yan Liwei, our national hero?

　　第二步 介紹文(wen)章人物

　　T: Open your books, and turn to page 100 and 101. Let’s read two passages about

　　Shenzhou V and Yang Liwei.Shenzhou V is China’s first manned spaceship. It lifted off at 9 a.m. on Wednesday, October 15th, 2003 in Jiuquan, Gansu Province. It was carrying Yang Liwei. It was launched very successfully and landed in Inner Mongolia safely.

　　Yang Liwei is China’s first astronaut. He was a pilot in the army. He was chosen from 1,500 other army pilots and started training for his space flight in 1998. During the 21-hour space flight, he circled the earth 14 times. When the spaceship was doing its seventh circle, Yang Liwei showed the flags of China and the United Nations, expressing the wishes of the Chinese people to explore and use space peacefully.

　　介紹文(wen)章時，展示文(wen)章中的生詞，讓學生猜(cai)測(ce)詞意，帶讀并加以鞏固。

　　第(di)三步 閱讀(du)文章(zhang)

　　(1) Fast Reading呈(cheng)現(xian)六個headings，讓學生快速閱(yue)讀，要(yao)求(qiu)歸納每(mei)段的(de)主題。a. Astronaut lands safelyb. Welcome homec. International good wishedd. An exciting lift-offe. Introdutionf. During the flight學生單(dan)個回答(da)并集體討論改正錯(cuo)誤。

　　(2) Careful Reading學生通(tong)過fast reading,完成了headings后(hou)，基本對課(ke)文有一定的了解(jie)，然后(hou)呈(cheng)現出五道問題，要求(qiu)學生再(zai)進(jin)行(xing)(xing)第二次閱讀，對課(ke)文進(jin)行(xing)(xing)更深入(ru)的了解(jie)。

　　1. How did Yang Liwei feel duing the flight? How did he feel afterwards?

　　2. What did Yang Liwei do during the Shenzhou V’s seventh circle of the earth?

　　3. How many circles did the spaceship complete while Yang Liwei was sleeping?

　　4. What were helicopters doing as Yang Liwei returned to the earth’s atmosphere?

　　5. What did Yang Liwei do when he came out of the spaceship?

　　第(di)四步 鞏固練習

　　通過兩(liang)次閱(yue)讀讓學生(sheng)對課(ke)文熟(shu)悉，訓練(lian)學生(sheng)的(de)閱(yue)讀速度(du)和解(jie)題技(ji)巧，最后通過ask and answer in pairs，培養學生(sheng)的(de)口語能力，并強迫他們記住文章的(de)主要內容(rong)，為(wei)下一步語言運用打下基礎。

　　第五步 語言運用(yong)

　　為提(ti)高學(xue)(xue)生對(dui)(dui)生活中(zhong)(zhong)的(de)熱點問題(ti)發表(biao)自(zi)(zi)(zi)己(ji)觀(guan)點的(de)能力(li)，讓學(xue)(xue)生運(yun)用(yong)自(zi)(zi)(zi)己(ji)學(xue)(xue)過(guo)的(de)語言知識，對(dui)(dui)自(zi)(zi)(zi)己(ji)心目(mu)中(zhong)(zhong)的(de)民族英(ying)雄(xiong)進行模(mo)擬(ni)采(cai)訪。把(ba)全班(ban)同學(xue)(xue)分成若干個(ge)小組，每(mei)個(ge)小組有一(yi)名同學(xue)(xue)扮演(yan)(yan)“楊利偉”，其(qi)他(ta)(ta)同學(xue)(xue)為全國各(ge)地新(xin)聞媒(mei)體記者(zhe)，他(ta)(ta)們自(zi)(zi)(zi)由設計問題(ti)，對(dui)(dui)“楊利偉”進行采(cai)訪。教師(shi)巡視課堂(tang)，發現(xian)表(biao)現(xian)出(chu)色的(de)小組，讓他(ta)(ta)們到臺(tai)前(qian)表(biao)演(yan)(yan)。教師(shi)總結評價(jia)。

　　第(di)六步 布置作業

　　讓學生準備復述楊利偉的故(gu)事，要求說(shuo)出自(zi)己的民族自(zi)豪感。

　　高中英語教學課件三

　　一. 教材分析

　　本單(dan)元的中心話(hua)題為(wei)Modern Agriculture “現代農業”，其中包括“飲(yin)食(shi)

　　結構”、“農(nong)(nong)業(ye)(ye)生產(chan)(chan)(chan)與(yu)環境氣(qi)候”、“土地利用(yong)”等話題。本課是第(di)十九單元第(di)二課時(shi)閱讀”(Reading)部(bu)分，這是一(yi)篇科普文章，該文從(cong)中(zhong)國農(nong)(nong)業(ye)(ye)的(de)“歷史與(yu)現狀”、“傳統農(nong)(nong)業(ye)(ye)技(ji)術(shu)應(ying)用(yong)及發(fa)展(zhan)”、“現代農(nong)(nong)業(ye)(ye)生產(chan)(chan)(chan)”、“農(nong)(nong)業(ye)(ye)生產(chan)(chan)(chan)與(yu)生態的(de)前景(jing)展(zhan)望”等四方(fang)面(mian)對中(zhong)國農(nong)(nong)業(ye)(ye)生產(chan)(chan)(chan)進行(xing)了(le)介(jie)紹。本文語言通俗易懂，說明(ming)事物層次分明(ming)，以(yi)(yi)激發(fa)學生學習(xi)的(de)興趣和熱情，讓(rang)他(ta)們對于中(zhong)國的(de)農(nong)(nong)業(ye)(ye)發(fa)展(zhan)有一(yi)個全面(mian)的(de)了(le)解，并可以(yi)(yi)對學生進行(xing)農(nong)(nong)業(ye)(ye)技(ji)術(shu)的(de)興趣培養。

　　二、學情分析

　　高一(yi)學生英語(yu)基礎(chu)薄弱，詞匯量少，語(yu)法知識不足，中式英文思維方(fang)式嚴重，

　　復雜句子結構無法理解，進行閱(yue)讀相當困難。

　　三.Teaching Contents 教學內容

　　Unit 19 Modern Agriculture (SEFC Book 1B)

　　Reading: Modern Agriculture

　　(全(quan)日制普(pu)通(tong)中(zhong)學教科(ke)書(必修)人教版高一英(ying)語(下)第(di)十九(jiu)單元《現代農業》的(de)閱讀(du)部分)

　　四.Design of Teaching Objectives 教學目標設計

　　1.Target language 目標(biao)語言(yan)

　　Make the students master the following words,phrases and sentence

　　patterns.(讓學生掌握下列(lie)單詞、短語(yu)和句型(xing)。)

　　(1)Important words(重點單詞)：

　　Protection,technique,irragation, import, production, garden, wisdom, pratical, system, condition, soil

　　(2)Important phrases(重點詞組)：

　　Be harmful to, be friendly to, depend on, stand for,a variety of

　　(3)Important sentence patterns(重點(dian)句型(xing))

　　a. It is on this arable land that the farmers produce food for the whole

　　population of China.

　　b. To make as much use of the land as possible, two or more crops are

　　planted each year where possible.

　　2.Ability goals能力目標

　　Improve the students’ reading ability through reading activities.(通過系列閱讀活動(dong)提高學生的閱讀理解能力。)

　　3.Learning ability goals 學(xue)能目標

　　Enable the students to know the development of modern agriculture in

　　China.

　　(讓學生了解中國現代農業(ye)的(de)發展。)

　　五.Teaching Important Points(教學重點)

　　1.Learn the words and phrases listed above.

　　(學習上列(lie)單詞和(he)短語。)

　　2. Enable the students to know the development of modern agriculture

　　in China.(讓學生了解中國現代農業的發(fa)展。)

　　六.Teaching Difficult Points(教學難點)

　　1.Understand the following sentences correctly.

　　a. It is on this arable land that the farmers produce food for the whole

　　population of China.

　　b. To make as much use of the land as possible, two or more crops are

　　planted each year where possible.

　　2.How to help the students understand the passage better.

　　(怎樣(yang)幫助學生(sheng)更好地理解這(zhe)篇(pian)課文(wen))

　　七.Teaching Methods(教學方法)

　　1.Task-based method(任務(wu)型教學法)

　　2.Skimming(略讀法)

　　3.Careful reading (細(xi)讀法)

　　八.Teaching Aids:(教學輔助手段)

　　1.A blackboard

　　2. A projector and a computer for multimedia

　　九.Teaching procedures (教學過程)

　　Step I Greeting and leading in (4 minutes)(引(yin)入，4分鐘(zhong))

　　T:How much do you know about agriculture? Do you often help your parents to do some farming work?

　　(Let students think about these questions and show their ideas.)

　　設計目的(de)：激(ji)發(fa)學(xue)生(sheng)的(de)學(xue)習(xi)興趣，讓學(xue)生(sheng)主動參(can)與。

　　Step II Pre-reading (5 minutes)(讀(du)前，5分鐘)

　　T:Today we come to the Reading. Before starting our reading part,

　　let’s look at some pictures in the Pre-reading part on page45 of your textbook.

　　1.Ask students to classify the pictures in the following way:

　　Traditional farming (1 3 5)

　　Agriculture

　　Modern farming (2 4 6)

　　Hi-tech farming (7 8)

　　2.Compare traditional & modern farming, focusing on the advantage & disadvantage of modern farming. Then fill the form. (Show the pictures again)

　　設計意(yi)圖：(1)激活學(xue)生(sheng)已(yi)有的(de)信息，使學(xue)生(sheng)具備攝(she)入新知(zhi)識(shi)的(de)心理定勢。

　　(2)激發學(xue)生的(de)學(xue)習興趣。

　　(3)幫(bang)助老師引入課文的主題(ti)。

　　Step III. While-reading(17 minutes)(讀中(zhong)，18分鐘)

　　1.Skimming (4 minutes) (跳讀，4分(fen)鐘)

　　Ask the students to read the passage quickly. While reading, find out

　　the main ideas of each paragragh (On the screen).

　　Para.1 Agriculture in general in China

　　Para.2 Modernization in farming techniques

　　Para.3 Balance between food production and environment

　　Para.4 Greenhouse– a solution for the shortage of arable land

　　Para.5 GM used in Agriculture

　　Para.6 GM research on tamato

　　(Show the possible answers on the screen)(將參考答(da)案顯示在屏幕上)

　　學生(sheng)活動(dong)：學生(sheng)快速瀏覽(lan)課文，了解課文大意。

　　設計意圖：訓練學生快(kuai)速閱讀(du)，歸(gui)納(na)各段落(luo)的中心意思的能力。(Skimming for the main idea)

　　2.Scanning (10 minutes)(查讀，10分鐘(zhong))

　　Get the students to read the text carefully and finish these

　　exercises ，then ask some students to give the answer.

　　(1) In China only seven percent of the land is used for farming. This is _____.

　　A. because farmers don’t need more land to produce food for the whole

　　population

　　B. because China needs more and more land to build cities

　　C. because there are not enough farmers to work on the land

　　D. because the other land cannot be used for agriculture

　　(2) Fertilisation is a technique that is used to ______.

　　A. make poor soil better

　　B. make wet land drier

　　C. make dry land better

　　D. grow vegetables with their roots

　　in water instead of earth

　　(3) Modern agriculture means finding ways to _____.

　　A. increase irrigation and stop using fertilisers

　　B. stop irrigation and using fertilisers

　　C. increase production and be friendly to the environment

　　D. produce the same amount while taking better care of nature

　　(4) In the sentence “ they are protected from the wind, rain and insects”, “they” means _____.

　　A. greenhouses B. roots

　　C. vegetables D. tomatoes

　　(5) In GM “M” stands for “modified”, which means “changed”. What changes is ______.

　　A. the way in which poor soil is made better

　　B. the way in which Chinese farmers work on their land

　　C. the way in which crops develop from seed

　　D. the way in which farmers take care of the environment

　　學生活動(dong):認(ren)真閱讀課文(wen)完(wan)成任(ren)務，然后向全班(ban)匯報。

　　設計意(yi)圖:訓練(lian)學生快速查讀細節、捕捉信(xin)息(xi)的能力。

　　Step Ⅳ Language study(5 minutes)(語言學習(xi) 5分鐘)

　　There are some useful words and phrases the studeuts should learn to

　　Step V Group work (7 minutes)小組(zu)討論(7分鐘(zhong))

　　Ask the students to discuss the questions on Page47 in groups to make further understanding of the text. Decide which fruit, vegetables and farm animals you would change. Explain how you would change them and why.

　　學(xue)生(sheng)活(huo)動:學(xue)生(sheng)思考(kao)并討論上述(shu)問題，然(ran)后向全班同學(xue)匯報。

　　設計意(yi)圖(tu):幫助學(xue)生進行課堂反思(si)，自己(ji)學(xue)到了些什(shen)么知識;

　　Step Ⅵ Conclusionand Homwork(1 minutes)總結和(he)布置作業 (1分鐘(zhong))

　　Make a brief summary about the text and assign the homework.

　　T: Today, we’ve read the passage about modern Chinese agriculture. We are sure we’ll have healthier and mo delicious food in the near future with the new technology. After class, please read the text once agaim and find the sentences you appreciate most.

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