人教版高一英语说课稿 A world of fun说课

说课吧说课稿：单元：Unit22Aworldoffun作者：卢晓建一、教材分析1、教材内容分析在一定意义上，主题公园作为人类文明的一大体现，作为当今社会人们主要休闲、娱乐方式之一，是一个非常贴近生活、具有时代性、可深度挖掘的教学主题。本单元围绕aworldoffun这一主题开展听、说、读、写多种教学活动。单元语言素材涉及过山车、蹦极运动、自由落体车、赛车等娱乐方式及各类主题公园内容，具有典型的时代气息，有利于学生了解生活、运动与休闲，了解中外文化，增强世界意识，有利于培养积极的生活态度。Warmingup以图片形式引入本单元的话题之一：amusementparks；并通过情景对话，让学生了解并交流个体在文中所列出5类活动方面的体验、喜好及理由，以期扩展到其他活动内容。Listening提供一个会议事例：在我城市建一个主题公园的招标大会上，FunFunProductionsandMerryRidesLimited两个不同特色公司的代表人发表演说表达各自优势以争取承建权。在听音之前需要作恰当的导入，听时做课文1、2部分，听后独立思考，再作小组讨论：选择哪一家公司作为承建商及相应的理由。这一话题很具有社会化特点，可适当对发展性观点画龙点睛。Speaking紧紧围绕“问路与指路”话题：课内提供一张公园平面图，学生根据出发点和目的地的联系进行有意义的对话实践。Post-speaking内容扩展至生活实际情况。Reading是一篇介绍主题公园的说明文。它包括主题公园的定义、特点，描述theWorldParkofChina,theOceanParkofHongKong,DisneylandinCalifornia等主题公园；同时也引导学生了解和比较不同主题公园的特色，激发学生联想主题公园的未来发展，鼓励学生自行设计公园的主题活动，鼓励学生积极想象、培养创新能力。Languagestudy要求学生掌握和运用相应的词汇；了解分词的意义，学习掌握现在分词作状语的用法，区别运用分词的进行式作状语与完成式作状语结构。Integratingskills阅读部分以rides为主题内容，鼓励学生创造、现象。写作部分主要引导学生写好对事物的描述材料。学生在本单元的学习过程中，除了增长语言知识、提高语言技能外，更要拓展文化视野，发展跨文化交际的意识和能力；并且结合个人经验充分体验他人在个别主题活动方面的感受，加强合作意识、陶冶情操，提高自身素养。2、教学重点、难点1）重点：话题:Talkingaboutamusementparks.功能:Waysofgivingdirections.Designingnewthings.词汇:themecreateattractattractionsleadtohavesth.incommonthrillsandentertainmentbebasedonmoreadvancedstepintoexperiencesth.riskinjurygivesb.athrillscreamone’sway…raceagainstimaginationdesignlivetoride表达用语:Excuseme.AmIgoingintherightdirection?说课吧…?Gotit.Thankyou.句型:ThereistheFunFunPark,wherewewillhaveridesandentertainment.Whatreasondoeshegiveforchoosinghispark?EnteringoneoftheattractionsatUniversalStudiosislikesteepingintotheworldofyourfavouritefilm.Itseemedlikepeoplejustcannotgetenoughofscaryridesandexcitingadventures.Youcanfeelwhatitisliketoliveinspace…语法:The–ingformusedasanadverbial.eg.Manypeoplecometothethemeparkslookingforthrillsandentertainment.Visitorsleaveknowingmoreabouttheideabehindthepark.HavingenjoyedtheridesattheHeadland,visitorscantaketheshuttletotheLowland.2)难点：a.针对Reading的语篇分析。b.动词-ing结构作状语的运用。c.针对事物特点描述的写作。二、语篇分析单元Reading的ThemeParks是一篇介绍主题公园的说明文。它一共由4段组成，包括主题公园的定义、特点，针对theWorldParkofChina,theOceanParkofHongKong,DisneylandinCalifornia等主题公园的描述和对未来新兴主题公园的展望；让学生体会、概括主题公园为何如此受人们喜爱的事实理由。1、编者意图引导学生了解主题公园及其他相关户外活动，理解其主题内涵；激发学生热爱生活，积极进取，合作创新。2、文章结构思路如下：1）Whatisathemepark?→2）Knowabout3greatthemeparks:TheWorldpark---Peoplecanhavefunandexperiencesthdifferent.TheOceanParkinHongKong---Peoplecomeforthrillsandentertainmentandknowmoreabouttheideabehindthepark.DisneylandinCalifornia---ThethemeistheworldofWaltDisneyandhischaracters.→3）Newthemeparksarebeingbuilt.3、篇章结构图示：Whatisathemepark?Examples:ThreeparksWhatdopeopleThemes,attractionsexperienceandlearn?TThheemmeePPaarrkkss说课吧、课文线索内容复述如下：Whenyoucometoawonderfulthemepark,youaresuretoenjoyyourself.Youcanfindacollectionofrides,exhibitionsandotherattractions.Theyarebasedonacommontheme.Ononehand,peoplecanhavefun,thrillsandentertainment.Ontheother,themeparksaredesignedtoteachpeoplesomething.Thosewhocomeforthrillswillalsoknowmoreaboutacertainsubject,suchaslifeintheocean,thediscoveryoftheancientworld,andlifeinthefuture.What’smore,youmayimaginemuchnewthingsifyouthinkyoucannotgetenoughofscaryridesandexcitingadventures.Thentherewillbenewdesigns,andnewthemeparkswillbecoming.5、德育渗透：*AllworkandnoplaymakesJackadullboy.工作而无娱乐使人愚钝。*Nevershouldamanstayinaclosed-doorroom.Youshouldexploretheuniversetoseehowmenarecopingwiththeeventsofchanging.任何人都不应闭关自守，而应面向世界，以探索人们怎样对付日新月异的事态发展。*Nevergototheforestifyouareafraidofthewolf.(Lenin)大胆的探索和体验源自你的勇气。（列宁）6、写作技巧如何描写事物？关键：抓住事物特征Askourselvesquestionsasfollows:Whatisit?Whatistheuseofit?Whatdoesitlooklike?Howlargeisit?Whatdoesitsound/feel/smell/tastelike?Howdoesitwork?Whatdopeopledotoit?Whatdopeoplethinkofit?Whydosomepeopleloveit?Whatisyouropiniontowardsit?三、课时安排Period1Warmingup、ListeningPeriod2SpeakingPeriod3Reading、Post-readingPeriod4LanguageStudyPeriod5IntegratingSkills四、教学计划说课吧:1.Talkaboutamusementparksandourexperiences.2.Learntoexpresslikesanddislikesabouttheamusingactivities.3.Beabletolistenforinformationandunderstanding.TeachingProcedures:Step1Warming-upTaskoneListenandguessStudentslistentothetape-recorderwhichisaboutarollercoastercomingdownsharply.Question1.Wherearethepeople?2.Whatishappening?Usingthesentencestructure:Theyareonarollercoasteradvancingfast.3.Howdidtheyfeel?TaskTwoTalkaboutourownexperiences1.Makealistofatleastfourthingsingroups.2.Reporttotheclass.Questions:Haveyoueverbeentoanamusementpark?Whatdidyousee?Haveyouevertriedsittinginarollercoaster?Howdidyoufeel?Doyoulikeit?Why?TaskThreeWatchpicturesandpractice1.Lookatthepicturesandfillintheblanks.(Individualwork)Doyouliketheseactivities?Why/Whynot?2.Doaninterviewtofindothers’ideas.Studentsmaygoaround(Pairwork):Thedialoguecanbelikethis:StudentA:Hello,....Haveyoueverbeentoanamusementpark?StudentB:Oh,yes.Ihavetried…StudentA:Doyoulikeit?StudentB:Sure.Ilikeitbecauseit’sreallyexcitingand…3.Somestudentstellabouttheirinterviews.(Individualwork)TaskFou