㈠ 外研社高中英語必修四和必修五的教案
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㈡ 跪求人教版高中英語必修五第五課的全英文20分鍾說課搞或者說課視頻，thanks
可以給你給個參考
給你一份說課和講課的範例。參考一下
Mole 1 Unit 2 Heroes Lesson 1 Modern Heroes
說課教案
（一） 教學內容
1． 本課是Unit 2 heroes Lesson 1 Modern Heroes 的第一課時。本單元分別介紹了National hero， History makers，Sports stars 和 Superhero。這幾篇文章的主題都是hero，但涉及的領域不同，它們融會貫通，承上啟下，融為一體。
2． 本課是介紹National Hero，是學生比較熟悉和感興趣的話題，前部分需要介紹楊利偉和神州五號，讓學生掌握有關詞彙；後一部分是介紹楊利偉乘坐神州五號宇宙飛船遨遊太空的情況。
3． 本課文出現了較多的定語從句，還有生詞較多（有些單詞表沒有而初中又沒有學過），在這樣的困難前提下，我引導學生通過 culture and background knowledge，結合課本內容豐富自己的知識面，拓寬學生對航天知識的了解，讓學生了解航天英雄的成功之路，激發他們的民族自豪感。
（二） 學生分析
1． 組成情況
職業高中高一學生年齡都在14－16歲之間，大多數學生由於初中的知識基礎打得不扎實，而且缺乏主動學習的能動性，自學能力差，對學習沒有持有探究性和方向性，也沒有養成良好英語學習習慣，所以學習成績不太理想。
2． 學生的知識與技能水平
職業高中招生的學生，基礎知識比較薄弱，甚至連音標都不會讀，詞彙的掌握范圍狹窄，影響了閱讀，聽力和作文。學生的表達能力還是停留在比較低級的水平，面對每幅圖片或某個主題只能說出一兩句話，而且在閱讀上，未能掌握泛讀和精讀的技巧和方法，課後的預習和復習能力較差，缺乏總結歸納的能力。
3． 學生已掌握的學習策略
盡管學生的知識和技能水平一般，但經過了一定時間的訓練後，他們還是掌握了pair work, group work, using the culture and background knowledge的閱讀技巧。
（三） 教學目標
1． 通過快速閱讀文章，學生能夠對每段文章進行歸納總結，准確地把段落主題與所給的headings聯系起來。
2． 通過仔細閱讀，學生能夠回答關於文章的細節問題。
3． 通過進一步閱讀，學生能夠學生能用英語對采訪自己心目中的民族英雄。並嘗試復述課文。
（四） 教學策略
教學方法：使用交際法，充分調動學生的積極性，積極參與到課堂教學中，通過師生互動，小組表演的形式，完成各種任務，以達到完成教學任務的途徑。
（五） 教學過程
第一步 導入
T: Good morning, Everyone! Do you like watching movies? Do you know Jet Lee (李連傑)？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.
介紹文章時，展示文章中的生詞，讓學生猜測詞意，帶讀並加以鞏固。
第三步 閱讀文章
（1） Fast Reading
呈現六個headings，讓學生快速閱讀，要求歸納每段的主題。
a. Astronaut lands safely
b. Welcome home
c. International good wished
d. An exciting lift-off
e. Introtion
f. During the flight
學生單個回答並集體討論改正錯誤。
(2) Careful Reading
學生通過fast reading,完成了headings後，基本對課文有一定的了解，然後呈現出五道問題，要求學生再進行第二次閱讀，對課文進行更深入的了解。
1. How did Yang Liwei feel ing the flight? How did he feel afterwards?
2. What did Yang Liwei do ring 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?
第四步 鞏固練習
通過兩次閱讀讓學生對課文熟悉，訓練學生的閱讀速度和解題技巧，最後通過ask and answer in pairs，培養學生的口語能力，並強迫他們記住文章的主要內容，為下一步語言運用打下基礎。
第五步 語言運用
為提高學生對生活中的熱點問題發表自己觀點的能力，讓學生運用自己學過的語言知識，對自己心目中的民族英雄進行模擬采訪。把全班同學分成若干個小組，每個小組有一名同學扮演「楊利偉」，其他同學為全國各地新聞媒體記者，他們自由設計問題，對「楊利偉」進行采訪。
教師巡視課堂，發現表現出色的小組，讓他們到台前表演。
教師總結評價。
第六步 布置作業
讓學生准備復述楊利偉的故事，要求說出自己的民族自豪感。
A Teaching Plan for Unit 3 Celebration Lesson 1 Festivals
HUANG SHUI PING
General objectives:
1.To read to learn the main Chinese seasonal festivals and their history origin and meanings.
2.To help them learn some phrasal verbs and functional items about the topic and try to use them.
Language aim:
1.Phrases:
Be celebrated by, fall on , mark, be decorated with, tradition/traditional, serve, take part in, get together
2.important sentences:
The Mid-Autumn Festival is celebrated by Chinese people.
The Lantern Festival falls on the fifteenth day of the first lunar month.
It marks the beginning of the hottest season of the year.
Ability aim:
1).Improving the ability of getting the general information and specific information from reading a text.
2). Using own words to describe some important Chinese festivals.
Emotion aim:
To promote students』 qualities of a patriotism(愛國主義精神，愛國心) by learning the main Chinese festivals and learn their history origin and their meanings。
Teaching important points and difficult points:
1).To get information from reading
2).To talk about festivals freely in English.
Teaching methods:
Brainstorming, task-based teaching method , heuristic teaching method , group work.
Teaching aids:
a recorder, a computer, and blackboard
Teaching proceres:
Step1. Greeting and reviewing.
Greet the class as usual.
Ask: what we can celebrate in our life? Get students to answer using the key words in warming up. eg,
Graation, a birthday, Christmas, passing an exam, winning a scholarship, a sporting victory, the Mid-Autumn Festival, the New Year, a wedding, Halloween, the Dragon Boat Festival
Step2. Leading-in.
Show students many pictures of different seasons on the screen , asking: What』s your favourite season? Why? Help students answer using the words that they have already learned. Then ask: What festivals happen ring your favourite seasons? Show more pictures about different festivals on the screen to help them to answer.
Students can work together to answer this question. Eg,
T:What is your favorite season? What festivals happen ring your favorite season? ( have a discussion)
(S1: I liker summer. There are Children』s Day, Dragon-boat Festival and Mother』s Day.
S2: My favorite season is winter. They are Spring Festival and Lantern Festival and Christmas Day.
S3: ……
T：Well done. Thank you.
Explain the differences between Day and Festival.
Step3.While-reading
Activity1.Fast-reading
Get students to read the text quickly, match the pictures with the festivals.
Activity2. Guessing.
Show some describing sentences on the screen to let students read and guess the names of the three festivals .
Activity3. Careful-reading
This time let students read the text carefully and get more detailed information to fill in the table of exercise3 on page36.
Ask some students to report their answers to the class.
Step4. Practice
Play the tape for the students to listen and ask them to fill in the blanks according the text.
1.The Mid-Autumn Festival happens in September or______. it is important because it is a special _____ for family.
2. There are many different kinds of mooncakes ____ fruit, coffee, chocolate and so on.
3. The ____ ____ Festival falls on the fifth day of the fifth month of the lunar year.
4.The Dragon boat race marks the _____ of the hottest season of the year.
5.________Festival marks the end of the Chinese New Year celebration.
Step5. Post-reading.
Let students discuss with a partner and answer the following question.
Which festival in China is most important for children? Young people? Old people? Women and men?
Then ask some students to give a report.
Step6. Homework.
1. do the exercise 9 on Page 37
2. remember the new words in Lesson One.
3. use your own words to describe a festival that you are familiar with.
Step7. Blackboard design.
Lesson 1 Festivals
The Mid-Autumn Festival is celebrated by Chinese people.
The Lantern Festival falls on the fifteenth day of the first lunar month.
It marks the beginning of the hottest season of the year.
提問者評價
謝謝!
㈢ 高二英語必修五第三單元教案
我有譯林牛津版高二英語必修五第三單元教案，希望可以幫到你。
Unit3 Science versus nature
Welcome to the unit
Teaching objectives:
1. To arouse students』 interest in the unit topic
2. To help students kwon more about cloning technology
3. To encourage students to participate in the discussion relevant to cloning
Teaching focus and difficulties:
1. Make sure that students can have the basic knowledge about cloning.
2. Make sure that each student can hold their own opinions towards cloning.
Teaching aids:
The multimedia
Brief teaching proceres:
Step1 Brainstorming
1. Ask students to read the title of the unit Science versus nature. Draw students』 attention to the word 『versus』. Tell them that 『versus』 is usually used when discussing sports competitions or the law, which means that two teams or sides are against each other.
Encourage students to think why 『versus』 is used here. Ask students the following questions:
Do you think there is conflict between science and nature?
What might the conflict be?
2. Show a picture of the first cloned mammal, Dolly. Give some introction about the creation of Dolly. Tell students this new technology is called 『cloning』, which proces an exact of an animal or a plant from its own cells.
3. Lead students to learn the unit while thinking about the relationship between the title of the unit Science versus nature and cloning technology.
Step2 Sharing information
1. Show the following five pictures one by one, each of which shows a successfully cloned animal. As to the five pictures, we conct the following activities.
(Picture2) Tell students that the mule in the picture is the world』s first cloned mule. It was born on 4 May 2003. His name is Idaho Gem and his brother, Taz, was a racing mule that has won many competitions.
(Picture3) Tell students that the kitten in the picture is called Cc. Its name is from 『Copycat』. Scientists in the USA created it with a cell taken from its mother, Rainbow. It was born in December 2002.
(Picture4) The five little pigs』 names are Noel, Angel, Star, Joy and Mary.
(Picture5) The pair of calves were born on 5 July 1998 in Ishikawa, Japan. They were two years younger than Dolly, being the second alt animal clones in the world.
(Picture6) The name of the cloned monkey is ANDi. It is from 『inserted DNA』 spelt backwards. It is the first genetically modified monkey. The technology is different from that used for Dolly.
2. Get students to form groups of four or six to discuss the further questions:
From just these pictures, can you identify the differences between the cloned animals and normal ones?
In your opinion, what might be the differences between these cloned animals and normal ones? Can these animals lead a normal life as normal animals?
Ask several groups to report their answers to the class. Allow different opinions and encourage further discussion.
3. Have students hold a debate about whether it would be a good idea to clone humans some day. Divide students into two groups. One group represents anti-cloning views while the other represents pro-cloning views. Encourage students to provide as many reasons as they can to support their ideas.
Step3 Homework
Assign students to surf the Internet or refer to other sources for further information relevant to cloning technology, so as to finish the first two questions below the pictures. Ask students to make as many notes as possible.
Reading (1)
Teaching objectives:
1.To reinforce students』 comprehension of the text and improve their other skills by participating in all the activities.
2.To help students know the widespread discussion about cloning and hold their own attitudes towards it.
3.To enable students to master the reading strategy and become more competent in reading articles related to science.
Teaching focus and difficulties:
1. Students can work out the meaning of difficult or unfamiliar scientific terms with reading strategy.
2. Students can hold their own opinions on the base of reading the article.
Teaching aids:
The multimedia
Brief teaching proceres:
Step1 Lead- in
Check the homework. Encourage students to share their sources relevant to cloning technology with the whole class. Tell students that cloning has been the subject of scientific experiments for years. The recent success in cloning animals has resulted in fierce debates between scientists, politicians and public.
Step2 Reading strategy
Get students to go through the reading strategy, and make sure that everyone of them understands how to work out the meaning of these scientific terms.
Step1
Begin by reading the first and last paragraphs for an idea of what the article is about.
Step2
Circle any words you do not now. Question things you do not understand or that do not appear to make sense.
Step3
Read through the article a few times, and make sense of the scientific terms upon further readings.
Step3 First reading—Main idea
Ask students to refer to the reading passage and find out the main idea.
(The reading passage is made up of a newspaper article about cloning and two readers』 letters. We will be given information about how cloning is being researched and the different attitudes towards it.)
Step4 Second reading—Understanding scientific terms
Ask students to circle the unfamiliar words or things they do not understand while second reading. (For example: embryo, tissues and organs, interfere with nature, etc)
Step5 Third reading—Detailed information
Ask students to read only the article carefully, and finish the following exercises:
1. What are the different attitudes towards the success of cloning a human embryo?
On the one hand (valuable tissues and organs can be proced and be used to save human lives)
On the other hand (human beings may be on the way to procing a real-life monster)
Some people consider that (cloning human embryos with the intention to destroy them shows no respect for human life.)
2. Who are the persons in the article related to cloning?
persons
introctions
relations to cloning
Ian Wilumt
a Scottish scientist who created Dolly, the first mammal to be cloned successfully from an alt cell
He was shocked when hearing some scientists were considering cloning human beings. He never intends to create copies of humans. Instead, he thinks the efforts of scientists should be directed towards creating new cells and organs that could be used to cure diseases like cancer.
Faye Wilson
a woman of 41 years old who cannot have a baby.
She is desperate to have a baby of her own, a child that is genetically related to her.
Severino Antinori
an Italian doctor, who is one of the leaders in the cloning research
He has declared that he wants to be the first to clone a human being.
Chinese scientists
who have focused their efforts on cloning animals and stem cells to be used in medical research
China has succeeded in procing clones of cows and goats, and continues to research the ways in which cloning can benefit mankind.
Ask students to read the two letters carefully, and judge whether the statements are true or false:
Pauline Carter thinks:
1. the nature will pay back if we interfere with nature. ( T )
2. we should clone fewer babies to rece Earth』s population. ( F )
3. the lady who cannot have a baby can adopt an orphan, but not have a cloned baby. ( T )
Coline Jake thinks:
1. the news that the first human embryo has be cloned successfully is very terrible. ( F )
2. scientists have succeeded in challenging questions of morality. ( F )
3. human cloning is a good way to save her daughter who has died. ( F )
Step6 Further discussion
Understanding the scientific terms and reinforcing the comprehension of the text, students are got to form groups of four or six to discuss the further questions:
1. Find the reasons why people are pro- or anti-cloning in the article and letters and write them in the table below
Pro-cloning
Anti-cloning
1. proce valuable tissues and organs that could be used to save human lives
1. may proce a real-life Frankenshtein』s monster
2. cure disease like cancer
2. create more disease in the animal world
3. help those who are unable to have children
3. cloning shows no respect for human life
4. help those who want to clone their dead children
4. human life would no longer be unique
5. we should be having fewer babies in order to rece Earth』s population, not cloning more
2. Do you think it would be easy for the cloned baby to accept his/ her social identity as a 『cloned』 human being?
3. What would the person that had the original cell feel about the cloned baby?
4. Think about the relationship between the title of the unit Science versus nature and cloning technology.
Step7 Homework
Think about the difficult scientific terms underlined before up on the text learning