1、 1. Differences between British English and American English. 2. The general structure of the reading passage. Difficultpoint: 1. The time and events in the reading passage. Teaching aims 1. Aims on knowledge To make the students clear about the difference between British English and American Englis
2、h as well as the detailed knowledge of the reading passage Give the students some questions which are related to the title for a further thinking. 2. Aims on abilities Improve the students speaking skills through the warming up process. Improve the reading skills through analyze the whole reading pa
3、ssage. 3. Aims on emotion Make the students know more about the English culture as well as the thoughts of Chinese culture. Teaching aids courseware, blackboard, tape recorder, etc. Teaching procedures Step 1. Warming up Activity 1: Music-listening （2mins） Share the students with a piece of music “Y
4、ou and Me” and then ask the students to answer some questions that are related to topic as well as the song. Quiz: 1. Who are the singers of this song? （Liu Huan and Sarah Brightman） 2. Why should this song be sung in both English and Chinese? （The Olympic games were held in Beijing, it can spread t
5、he Chinese culture and English is an international and official language.） Purpose: to arouse the students interests in the lesson and make the studentsto know the word“official”. Activity 2: Map-showing and quiz-answering （3mins） Show the students a world map and ask the students to name some count
6、ries who also speak English as their official language. （Great Britain、America、Australia、Singapore、New Zealand、India、South Africa?） to make the students have a general idea about the world English. Activity 3: Dialogue-showing（3mins） Ask students a question “Can people from these countries understan
7、d each other even if they dont speak the same kind of English?” and present a dialogue to prove the answer. British EnglishAmerican English Bar Pub Tin Can Sweets Candies BiscuitsCookies LiftElevator FlatApartment Match Game FootballSoccer Picture Movie Underground Subway British EnglishAmerican Eng
8、lish Difference in vocabulary Neighbourhood Neighborhood Traveler Traveler ColourColor Honourable Honorable FavouriteFavorite Theatre Theater KilometreKilometer Dance da:ns d?ns Difference in spelling Not notna:t Difference in pronunciation to make the students know the differences between British E
9、nglish and American English. Step 2. While reading The Road to Modern English Activity 4: Guessing-game （2mins） Ask students to answer the question before reading the passage. Quiz: Whats the meaning of the word “road” in the title of the passage? （The word “road” here means history or development.）
10、 Purpose：to get the students to know the general idea of the passage. Activity 5: Skimming （5mins） Ask the students to skim the whole passage and find out the topic sentence of the topic sentence. Activity 6: Scanning （Group work） （5mins） Q1: In what order is the text written? （In chronological orde
11、r） Q2: Can you find out the time in the passage? （Between about AD 450 and 1150/ Between about AD 800 and 1150/ At the end of the 16th century/ In the 17th century/ By the 1600s/ 1620/ Later in the 18th century/ From 1765 to 1947/ By 19th century） to help the students to get the structure of the pas
12、sage and to practice the students cooperation spirit. Activity 7: Careful reading （10mins） Ask the students to listen to the tape of the whole passage and find out the events that are related to each time in the passage and then fill in the table. to get the students to have a detailed information o
13、f the whole passage. Step 3. Post reading （3mins） Activity 8: Role-play Suppose one of the students is a guide of a historical museum and he or she has to present the tourists about the development of the English language in the right chronological order. He or she can refer to the timetable while p
14、reparing the task. Sample: Guide: Good morning, ladies and gentlemen, I am so glad to be here to introduce the development of the English language ? to have a review of the time and events that have presented in the passage. Activity 9: Discussion Question: Can Chinese English become one of the worl
15、d Englishes? Why or why not? （The answers are quite different, but I can conclude it into one sentence “Only time will tell”） to end the reading passage with the key sentence of the passage thus can give students an emotional shock. Step 4. Assignment （2mins） Reread the whole passage and think about
16、 the detailed information of the passage that have learned today, then retell the whole passage to your partner. to help the students to have a review of the whole passage after class through retelling. Layout of blackboard Unit 2 English Around the World The Road to Modern English Gordon BrownBarac
17、k Obama spellingPara4: pronunciation Para5:篇二：人教版高中英语必修1Unit3说课稿 英语教学设计 教学课题：人教版高中英语 必修一 Unit 3 Travel journal Reading: Journey down the Mekong 一、设计思路 高中英语课程的总目标是使学生在义务教育阶段英语学习基础上，进一步明确英语学习目的，发展自主学习和合作学习的能力；形成有效的英语学习策略，培养学生的综合语言运用能力，使他们在学习过程中，促进心智、情感态度，学习策略，文化意识的发展，形成正确的人生观和价值观，提高人文素养。 该课程标准强调“使语言学习
18、的过程成为学生形成积极地情感态度、主动思维和大胆实践的过程。”英语教学是一种教与学的双边活动，教学的实质是交际。从这个意义出发，阅读不应是传统意义上的接受性技能（receptive skill）,而是一个积极主动的思考理解及获取信息的过程，同时也是作者与阅读者双方参与的言语交际、思想交流的过程。信息时代的到来需要人们进行广泛而有效的阅读，因而对阅读技巧的培养也提出了更高的要求。 因此，我结合新课标和学生的实际，以任务型教学模式贯穿始终，引导学生自主或者合作完成。阅读活动由整体入手，由易到难，层层深入。教学过程中，发挥网络在教学中的优势，图文并茂让学生对主题信息有一个直观的了解。整个教学活动以教
19、材为载体，以学生为中心，学生参与活动。 二、教学内容分析 （一）教材分析 1、这节课使用的教材是人教版高中英语必修1，这套教材是在任务型语言教学理念的基础上编写的，它以话题为主线，贴近学生生活，贴近真实的教学行为，它的语言教学理念是强调语言的运用，促进学生自主学习，发展学习的策略，培养创新精神突出实践能力。 2.第3单元的中心话题是“旅游”，是一个时尚和热门的话题，不同地区的文化氛围、风土人情和地理特征都能引起学生浓厚的兴趣，激发他们的求知欲。本节课是这个单元的阅读部分，是王坤写的一篇日记，讲述了她和姐姐想骑山地车旅行，选定了湄公河作为旅游路线，文章具体谈到了他们为这次旅游做的各项准备工作。通
20、过阅读，教师不仅要让学生学到一些有用的单词和词组，训练他们的阅读技能，还要让学生了解和学习有关旅行的知识，例如选择自己感兴趣的旅行地点，确定旅行路线，查阅相关信息，制定旅行计划等，激发学生旅游的兴趣。 （二）学生分析 高中生注意力具有一定的稳定性，观察具有一定的目的性、系统性和全面性，初步完成了从具体思维到抽象思维的过渡，喜欢富有个性的教学设计，同时自我意识增强，不但在乎别人对自己的评价更渴望得到关注和赞赏。 高一的新生应该有较强的表现欲望和求知的欲望，具有了一定的英语语言知识和英语运用的能力，但是高一学生尚未养成较高的自主学习能力，口语表达能力和阅读理解技巧都有待提高。 （三）教学目标 1、
21、认知目标：帮助学生利用略读等策略找出关键词；运用关键词和所预习的生词复述课文；认读东南亚国家名称，了解与湄公河相关的英语表达。 2、技能目标：通过skimming， careful reading ，generalization ， inference 等阅读技能训练，提高阅读能力和阅读技能，培养学生获取信息、处 理信息、运用信息进行推理、判断的能力；学会用英语来表达与旅游文化相关的话题；学会用英语设计旅游计划。 3、情感目标：学生通过学习，了解湄公河背景文化知识，开拓视野，增强学生在旅游中接受异国文化的能力，并让学生感受主人公做事认真，准备充分的态度和好的习惯。 （四）教学重点与难点 教学重
22、点 1、提高学生对文章的整体理解能力，提高略读、寻读、详读技能。 3、通过课程资源的挖掘，丰富学生的文化内涵。 教学难点： 1、如何利用略读、查读等阅读技巧来确定关键词、主题句、形成 阅读策略。 2、如何帮助学生运用阅读策略，促进学生自主学习。 3、怎样以阅读课的教学为依托，使学生学会用英语交流旅游计划，谈论旅游话题，训练学生的听、说能力。 （五）教学方法 情景教学法、讲授法、任务型教学法、分组讨论法、多媒体辅助教学 1、通过设置情景和教师讲授，帮助学生了解和学习关于湄公河的背景文化，激发学生的兴趣，扩大学生的视野。 2、运用任务型教学法，通过课前、课中、课后的任务设计，引领学生理解文章主题，
23、关注涉及主题的关键信息，深化理解语言背后的文化内涵及文化差异。 3、结合所给信息和图片，让学生分组讨论，在学生用英语进行表达及思维的同时，学会合作学习、自主探究。 （六）学习策略 通过pair work, group work等活动形式，培养学生的学习策略。 1、认知策略：通过Brainstorming发散学生思维，借助联想建立相关知 识之间的联系。 2、交际策略：通过同桌、小组的讨论，利用各种机会用英语进行真实交际。 4、资源策略：让学生通过网络，图书馆、报刊杂志、互联网、等资源都 给予学习内容相关的资料。 二、教学过程 Step 1 pre-reading 10 up and leadin
24、g-in 1. Present some pictures which I took of beautiful places to arouse their interest of traveling. Have a free talk with the students. Ask them a question: Do you like traveling? Why? some pictures of rivers. Let them guess the names of these rivers. 3. Ask students: “Have you visited the Mekong
25、River?” If no, show a map to them, then introduce some information about Mekong River and show a video of Mekong River. 设计意图： 通过展示我自己拍的旅游图片，采用谈话方式导入有关旅游的话题，拉近师 生之间的距离，消除学生的紧张情绪，营造宽松的学习气氛。进一步给学生分享一些河流的图片，让学生猜测河流名称，引出湄公河这一主题，让学生看地图，并介绍湄公河的基本知识，激发学生的兴趣和好奇心，为全面的课堂参与作有力的铺垫。 2. Prediction 学生预测课文内容，教讲解预测策略。 有意识地培养学生的预测能力，增加阅读的兴趣，提高阅读的效率。 Step 2 while-reading 25 Task1（转载于: 小 龙文档 网:人教版高中英语说课稿）略读 快速阅读文章，帮助学生归纳文章大意。简单讲解略读策略。 Task 2.跳读 教师把文章分成二个部分，学生分组阅读不同的内容，奇数排的学生阅读第一段回答以下问题： 1. Who have the journey down the Mekong River ? 2. What is the relationship between them? 3. Where did they go
