Environment protection说课稿
教材分析 《新世纪高中英语》旨在加强听、说、读、写能力和自学能力的培养，同时使学生的潜能在外语学习过程中得到充分发挥。使学生具有良好的使用英语进行交际的语言素质和心理素质。本课课题《Environment protection》围绕How to protect environment的话题，通过丰富的练习形式，掌握How to protect environment , 并对有一个基本的了解。
学情分析 学生对新鲜事物都有好奇心，本课课题Environment protection对21世纪的新一代学生应该说是一个有兴趣并乐于掌握的内容。从学生的兴趣入手，针对他们在语言学习中比较薄弱的环节，使用听、说、读、写等教学手段，让学生在课堂上锻炼他们的语言适用能力及实际应用能力，以达到英语学习“学以致用”的目的。
执教课题 Environment protection
本节课特色与创新之处 我们应该确立学生作为学习主体的教学思想。老师的“教”是为了学生“主动的学”只有努力改进教学方法，运用多种手段和媒体，理论联系实际，运用生动活泼的材料和饶有趣味的问题，激发学生的兴趣，才能切实将学生的学习积极性，主动性充分调动起来。使学生在老师的引导下，以积极、愉快的情绪从事学习。既重视知识的传递、能力的培养和非智力因素的发挥。又提高了学生的思想觉悟，起到良好的教学效果。
在上一节课掌握了课文中生词和短语的基础上，通过视、听、说、读、写等教学手段，引导学生在语言的实际运用与交际过程中学会运用词汇。在教学过程中，利用网络资源及多媒体手段， 收集、引用一些与课文内容有关的资料，以直观的教学手段呈现在学生的面前，使学生对环保有一个亲身的体验，从而开拓学生的视野，提高他们的学习兴趣。由此深入，创设情景，指导学生开展研究性学习。
本节课旨在师生互动、学生互动的教学氛围中，根据学生的不同特点，有针对性地提出问题，充分调动学生的主观能动性。在实际运用中探索研究性学习，培养学生的创新意识，突出英语学科实用性的特点。
本节课与学生所学专业实际的结合程度
在英语学习的基础上，重视学生的语言应用能力的培养，让学生在实践中掌握语言，便于学生记忆，开阔思路，从而培养学生的学习能力、创新能力以及交际能力。
本节课教学效果的预测 本节课特点为：结构紧凑，课容量大，形式丰富多样，学生应当能在本节课中真正做到积极主动地参与，达到语言运用的教学目的，并在实际操作中完成研究型的学习任务。
Our Common Home教学设计
Teaching Objectives:
l To get some more knowledge about the earth, our common home.
l To study the subjunctive mood: If-clause in the past tense.
l To learn how to express anger, interest and curiosity.
l To practise writing a comparison-and-contrast paragraph which follows a point-by-point organization.
Language focus and difficult points:
l Words and expressions. ( situate; attack; creep; gaze; pat; be deprived of; come into view; dispose of; put…in danger; equip with )
l The subjunctive mood: If-clause in the past tense.
Teaching materials:
BB, tape-recorder, multi-media.
Teaching periods:
Six periods
Teaching process:
The first to third period
Reading
A. Pre-reading
Scan the text and answer the following questions
1. Where is the new home for the Yellow-Eye located?
2. Why is the place chosen as the new hone for the yellow-eyed penguins?
B. Read the text and explain
1. situate
The new gymnasium is situated at the eastern extremity of the city.
这座新体育馆位于城市的东端。
2. habitat
The polar region is the habitat of the polar bear.
北极地带为北极熊的栖息地。
3. attack
Some villagers attacked the birds’ nests last night.
4. slope
The hill slopes steeply down to the town.
这座小山向下陡峭地倾斜直到城镇上。
He ran up the slope to the top of the hill.
他爬上斜坡到了山顶。
5. sanctuary
nature sanctuary自然保护区, 自然禁猎区
seek sanctuary 寻求庇护
take sanctuary 逃入庇护所(请求保护), 避难
6.warden
the warden of an old home 一座旧房子的看守人
7.waddle
The ducks waddled across the road. 鸭子摇摇摆摆地穿过道路。
8.creep
The tortoise crept along at a slow speed.乌龟以缓慢的速度爬行着。
make one’s flesh creep（由于厌恶、恐惧等）起鸡皮疙瘩; 汗毛直竖，皮肤有虫爬的感
觉
e.g. His ghost story made my flesh creep.他的鬼怪故事使我汗毛直竖。
9.tuft
The baby only had a few tufts of hair on its head.这婴儿的头上只有几绺头发。
10.gaze
The child gazed at the toys in the shop window.孩子眼睛盯着商店橱窗里的玩具。
"She gazed at it for some time and then added, 'You don't need bookcases at all.'"
"她对`地毯'凝视片刻后,又补充说:`你根本不需要什么书橱。"
11.twist
twist a wet sweater 拧干毛衣
Too much force will twist the key. 用力过猛会把钥匙扭弯。
12.pat
I patted him on the shoulder. 我轻拍他的肩膀。
13.film
The girl films well. 这女孩很上照。
The television company is filming in our town. 电视公司正在我们镇上拍片子。
14.clumsily
He clumsily walk past my table and knocked over my cup of coffee!
15.be deprived of
No one can function properly if they are deprived of adequate sleep.
16.come into view
When the film star came into view, the students on the campus gave him a cheer.
17.dispose of
Can you dispose of those old newspapers and magazines?
18.put…in danger
It is reported that the dirty river will put the people in the neighbourhood in danger.
19.equip with
His father has just bought a car equipped with a CD player, a telephone and an air conditioner.
The Fourth Period
Structures
The Subjunctive Mood (1)
If-clause in the past tense.
The Subjunctive Mood is used to indicate a supposition, improbability. It is often used in formal English. When indicating a supposition contrary to the present fact or the future fact, the main forms of the verbs are as follows:
|
|
If-Clause
|
Main Clause
|
|
Contrary to the present
|
Simple past of the verb(generally were is used instead of was when it comes to verb to be)
|
would/should/could/might
+infinitive
|
|
Contrary to the future
|
Simple past of the verb, or should/were to+infinitive
|
would/should/could/might
+infinitive
|
e.g.
If the teacher came, I would tell her the truth about the accident.
If I were you, I would not attack the birds’ nest in the tree.
If it snowed tomorrow, we would go skiing in the mountain.
In-class ex: page 9-10
The Fifth Period
Speaking and listening practice Page10-12
Additional reading Page16-18
The Sixth period
Writing
Writing a Paragraph
Organization (4)---Comparison and Contrast (II)
Page 14-15
Translation:
1. 人们剥夺了国王的权利。
The people deprived the king of his power.
2. 黑人被剥夺了平等的教育机会。
The Negroes are deprived of equal educational opportunities.
3. 约翰的父亲想把他们的旧房子卖掉，买套新的。
John’s father wants to dispose of their old house and buy a new one.
4. 我们的花园一直延伸到河边。
Our garden slopes (down) to the river.
5. 要沿着山的斜坡往上走是很难的。
It’s difficult to walk up the slope of the hill.
6. 有一些动物已经灭种了,因为它们不能适应环境的变化。
Some species of animals have become extinct because they could not adapt to a changing environment.
7. 当农舍的红屋顶进入视野时，我们知道离目的地不远了。
As the red roofs of the cottage came into view, we knew we were not far from our destination.
8. 士兵们配备着最新式的武器。
The soldiers were equipped with the latest weapons.
相关阅读推荐：
› 新世纪高中英语说课附教案 Environment protection
› 新世纪高中英语说课、教学设计 The Concord in Subject and Pr...
人教版三年级语文说课稿视频
人教版八年级语文下册说课视频
人教版英语七年级下册说课视频
人教版八年级数学下册说课视频