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2019-2020年高中英语 Unit7The SeaLesson1 The Spirit of Explorers说课稿教材分析（The Analysis of the Teaching Materials）：本课是第七单元的第1课，是一篇阅读课。通过一篇有关于维京人如何发现北美大陆的文章，让学生们温习，了解有关于维京人当时生活状态和探险经历的历史知识，感受和学习探险者的精神。本课旨在培养学生在文章中获取细节信息的阅读能力。本课语法是由where, when, why等关系副词引导的定语从句以及介词加which，whom等的定语从句。因为在上学期的第六单元，学生们已经学习了由who，whom，whose，which，that引导的定语从句，对定语从句的特点，用法有了一定的了解，这为本课进一步学习定语从句奠定了基础。本课要求学生能为定语从句选择恰当的引导词并能在语境中应用定语从句。本课计划按两个课时完成，第一课时的重点是完成阅读文章，学生要学习课文种出现的新单词，练习从文章中提取细节信息的能力，并能够根据文章中的信息简述早期维京人航海的有关情况；第二课时学习由where，when，why引导的定语从句以及由介词加which，whom的定语从句，从识别关系词到选择关系词，最后要求学生能自己使用恰当的关系词来组成定语从句，并在语境中应用。教学内容（Teaching Content）话题：探险家的精神（阅读）重点词汇：frightening, spirit, explorer, sailor, voyage, deed, journey, present-day, eventually, further, set sail, according to, get into trouble, in search of , persuade sb. To do sth.相关词汇：water-skiing, windsurfing, underwater语法：由where，when，why等关系副词引导的定语从句以及介词加which，whom等的定语从句。教学目标（Teaching Aim）本课学习结束时候，学生们能够1. 在语境中理解有关航海的一些词汇和用语的意思；2. 获取维京人航海探险的有关信息；3. 简述维京人航海探险的有关情况。教学过程（Teaching Procedures）第一课时Part One Warm-upStep 1.To ask students to listen and identify the pictures of the sea.(通过声音和图片将学生引入场景，激活学生的思维)Step 2 Students do exercise 2 on page 7,and brainstorming the sea activities.(激活学生已经学习过的词汇并引出相关的新词)Step 3 Students listen to four people who are talking about their activities ,focusing on the activities at the first time and on the adjectives at the second time.(让学生感知海上运动，使用依据关键词判断谈话内容的听力策略，体会形容词的用法)Part Two Lesson 1 Step 1 Ask students to discuss who arrived in America first,and teacher introduces the basic information about the Vikings.Students learn to pronounce the place names.(渗透地理和历史知识，为了阅读理解提供清晰的思路)Step 2 First reading:ask students to skim the text and match the headings with the paragraghs.(学生了解课文的整体结构，了解大意，便于随后的细节阅读)Step 3 Second reading:students read the text again and sequence the events of the discoveries.(以时间为线索把事件按照顺序排列起来，理清文章的思路)Step 4 Third reading:students read the text and find out when and who information about the discoveries .And students read the text carefully and get more detailed information by pleting the table.(将主要事件的信息由浅入深的分步骤提取和整理，为随后的简述准备信息)Step 5 Help students understand the meaning of some key words.(在语境种加深对词义的理解)Step 6 Ask students to work in pairs, asking and answering questions about the three discoveries based on the information in the table.(对课文的主要信息进行内化，为个人的表达做准备)Step 7 Invite a few students to introduce one part of the Vikings discoveries.(检查本课的第三个教学目标是不是落实)Step 8 Homework Ex.6 on page 55 & Read the culture corner第二课时Grammar：Relative Clause 教学目标（Teaching Objectives）在结束本课学习时，学生们能够：1. 使用由关系副词引导的定语从句；2. 理解并使用介词+关系代词引导的定语从句结构教学过程（Teaching Procedures）Step 1 Review some of the key words orally.(对于本课所学的重点词汇进行再现复习）Step 2 Ask students to talk about the Vikings discoveries with the support of the table.(激活上节课所获取的信息)Step 3 Ask students to read the sentences of exercise 7&8 and find the rules.(通过观察比较，学生发现并总结由关系副词引导的定语从句的语法规则)Step 4 Ask students to do exercise 10.(巩固并且检测学生对于关系副词的理解）Step 5 Ask students to read the sentences of exercise 9 and find the rules.（学生发现句中介词的意义，用法以及不同关系词的搭配）Step 6 Ask students to do exercise 11 on page 9.（巩固并且检查学生对于带有介词的定语从句的理解和使用，通过练习，让学生对于本课学习有一个初步的自我检测）板书设计（Blackboard Designing）教学反思（Assessment）Lesson 2 Protecting the Sea教材分析（The Analysis of the Teaching Materials）本课是第7单元第2课，听力课。本课的话题是为了保护海洋生态环境，在第一课The Spirit of Explorers中，学生们已经了解了西方海洋探险活动的基本情况。所以本课将重点放在讨论海洋污染的问题上，了解造成污染的原因和解决措施，增强保护环境的意识。在交流过程中使用功能性词汇表达自己的兴趣和意见是本课的另外一个教学重点。本课计划按照两个课时进行教学：第一课时的重点是听力策略的训练，学会边听边做笔记，使用缩写和符号进行记录，并且从听力材料种提取主要信息和观点；第二课时重点是使用功能用语在交流中表达自己的兴趣和意见。教学内容（Teaching Content）话题：Protecting the Sea (听力)词汇：pollute, pollution, handle, solution, ban, plastics, industrial, chemicals, agricultural, over-fishing, protect the sea, reduce pollution, deal with, be responsible for, break the law, cause pollution功能句：相互交流，表达兴趣和观点教学目标（Teaching Aim）在学习本课结束时，学生们能够：1. 通过上下文理解与海洋污染有关的词汇;2. 了解海洋污染的问题、原因以及解决办法；3. 表达自己对海洋污染的看法；4. 增强保护海洋环境的意识。教学过程（Teaching Procedures）第一课时Step 1.Lead-in.Ask students to look at the pictures of water sports and think of other functions of the sea.(复习已经学习过的词汇，并且引导学生们说出海洋对人类的其他益处，使学生们关注海洋的重要性)Step 2.Pre-listening.Ask students to look at the pictures and asks what has happened to the sea? Present new vocabulary through pictures and sentences.(听前预教生词)Step 3. Read the listening strategies for the students.(了解使用缩写的听力策略，为下面的听力活动做好准备)Step 4.While-listening. Let them listen to the conversation, and get the main idea and answer the question.(听文章主旨大意来获取主要信息)Step 5.listen to the first part, and fill in the table about the problems and causes.(训练学生们听细节信息的能力，进一步强化词汇)Step 6.Listen to the second part, and fill in the table about the solutions.(训练学生听细节信息的能力，进一步强化词汇)Step 7.Post-listening. Ask students to work in pairs and answer questions based on the table.(就已经提取出来的信息进行内化整理)Step 8.Ask students to make an interview in groups according to the information chart and to perform in class.Suppose two of them have done an investigation and found some problems about the sea, and expert will provide solutions to handle these problems. Make an interview to present the problem, causes and solutions.(运用本课所学的词汇，表达方法和已经提取的信息进行输出，鼓励学生们表达自己的意见)Step 9.Homework. Do exercise 3 on page 56. Think about what we can do to protect the sea.第二课时教学目标（Teaching Aim）在学习本课结束的时候，学生们能够:1. 运用功能用语来表达自己的兴趣；2. 完成关于“保护海洋”的小组活动，向班级同学介绍自己的讨论成果。教学过程（Teaching Procedures）Step 1.Lead-in.Show a chart to help students review the vocabulary learned in the last period.(复习第一课时时候学习过的系会，帮助学生们回忆第一课时学习过的内容)Step 2.Ask students to make a report of the interview according to the chart, talking about the causes and solutions to the problems of the sea.(帮助学生们回顾所学习的内容，并且巩固词汇的使用)Step 3.Listening. Ask students to fill in the function file on the textbooks. Listen to the tape and check answers.(让学生们学习功能用语)Step 4.Listen to the tape and do exercise 6 .And read after the tape.(在语境中进一步理解功能用语的运用，为口语输出做意义和语音的准备)Step 5.Practice the dialogue in exercise 5, using the intonation to show interest.(训练语调，通过语调表达兴趣，为口语输出做好准备)Step 6.Speaking.Introduce the clues to make a project plan, giving examples.And let students write their own plans.(老师提供思路，范例，供学生们仿写)Step 7.To give students examples to show how to make a conversation according to their plans, referring to the example in exercise 8.(引导学生们模仿运用功能用语)Step 8.Ask students to make a dialogue according to their own plans with the language support.(让学生们练习使用功能用语并且进行综合表达)Step 9.Homework. Do Remember,on page 57.板书设计（Blackboard Designing）教学反思（Assessment）
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