以下是小编为大家收集的9篇英语《In China, we open a gift later》说课，希望对大家有所帮助。
湖南常德市桃源八中 管明骏
一、Introduction（导言）
英语说课是英语教学中的重要一环，也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段，能从理论上指导教师贯彻教学大纲，真正做到教与学相结合，将教材、大纲、教师、学生、课堂融为有机整体，对不断提高教师教学能力和教研能力，有着突出的作用。
二、说课的基本原则
1. 遵循教学大纲要求，明确说课内容。把握说课与上课的区别与联系，正确理解教材、教案说课、上课之间的层进关系，走出说课即是“说教案”的误区。
2. 以教师为主导，学生为主体，体现先进的教学理念。
3. 详略得当，重点突出，体现说课的完整性。
4. 与教案相结合，体现其可操作性。
三、说课的基本程序
1. 说教材：科学分析教材，明确重点难点、教学目标和要求以及教材在单元中的地位和作用。
2. 说学生：谈谈学生的知识与能力结构，明确说课内容的难易程度。
3. 说教法：谈谈本节课要实施的教学手段、方法以及教具的使用。
4. 说学法：谈谈学习方法的运用以及将要实现的目标。
5. 说教学程序：说为什么要设计该程序？目的、意图何在？结果如何？
6. 说板书设计：谈谈板书设计的根据和理由，力求体现说板书设计的程序性、概括性和艺术性。
四、注重说课信息和反馈与总结
说课的对象可以是专家、同行甚至是学生。向说课对象征询意见、获取信息，力求不断改进和提高。
五、附SB 2B U16 Lesson 63说课稿
Unit 16 Lesson 63
Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC（2）. It is made up of four parts.
Part 1 My understanding of this lesson
The analysis of the teaching material:
This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea.
Teaching aims:
1. Knowledge aim: Understand the main idea of the text.
2. Ability aim: Retell the text in their own words.
3. Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted.
Key points / Teaching important points:
How to understand the text better.
Teaching difficult points:
1. Use your own words to retell the text.
2. Discuss the pollution of the sea and how to save the sea.
Something about the Ss:
1. The Ss have known something about the sea and sea life through the Internet and other ways.
2. They are lack of vocabulary.
3. They don’t often use English to express themselves and communicate with others.
4. Some Ss are not active in the class because they are afraid of making mistakes.
Part 2 My teaching theories, methods and aids
Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director； Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.
Teaching method:
Double activities teaching method
Question-and-answer activity teaching method
Watch-and-listen activity
Free discussion method
Pair work or individual work method
Teaching aids:
1. a projector
2. a tape recorder
3. multimedia
4. the blackboard
Part 3. Teaching steps / procedures
I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.
The entire steps are:
Greetings, Revision, Lead-in and preparation for reading, Fast reading（scanning）, Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework
Step 1 Greetings
Greet the whole class as usual.
Step 2. Revision
1. Ask students some questions to revise the last lesson（show them on the screen）.
a. How much salt do the oceans contain per thousand parts of water?（35 parts of salt. 3.5% by weight）
b. What is coral? Why are corals not found in deep water?
c. Why is the Dead Sea called the Dead Sea?
2. Check the homework（made a survey about the sea or sea life by surfing the Internet or asking for help from other people）. Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.
Step 3. Lead-in and preparation for reading
Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.
Purpose: Arouse the students’ interest of study.
Bring in new subject: Life in the oceans.
Step 4. Fast reading
Read the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph:
1. Why can living things live in such oceans around the Antarctica?
2. What does the whale feed on?
3. What is the difference between the sperm whale and other whales?
Method: Read the text individually, use question-and-answer activity.
Purpose: Improve the students’ reading ability.
Understand the general idea of each paragraph.
Step 5. Listening（book closed）
1. Listen to the tape then do an exercise（wb page 90, part 1）
2. True or false exercise.（on the screen）
Train the Ss’ listening ability and prepare for later exercises.
Step 6. Intensive reading
Read the passage carefully again and answer some detailed questions on the screen.
1. How much does a whale eat at a time?
2. Do all the whales feed on small fish?
3. How deep can a sperm whale dive?
It is also called depth reading or study reading. It means reading for detailed information.
Purpose: Further understand the text （Train further reading ability） to find out some different sentences and details of the text.
Step 7. Preparation for details of the text on the screen
1. ...its heart slows to half its normal speed.
slow-v. to become / make slower.
2. ...using sound wave
Present participle used as adverbial.
3. provide sth. for sb.
provide sb. with sth.
4. at a time: each time
5. grow to a length of...
Purpose: Train the Ss’ ability of understanding and using laguage.
Step 8. Consolidation
1. Find out the topic sentences.
2. Retell the passage according to the topic sentences.
Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.
Step 9. Discussion
Show them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do?
Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger!
I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home.
Step 10. Homework
Write an article Saving the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves.
Part 4. Blackboard design
Unit 16 Lesson 63
Topic Sentences:
1. Some living things can live in Antarctica.（what）
2. The whale feeds on small fish.（what）
3. The sperm whale feeds on squid.（difference）
Discussion:
1. The whales are in danger. What’s your opinion about it?
2. The sea is being polluted. What should we do?
In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.
In this text, the design is not easy to write. I write the topic sentences on the blackboard in order to tell the students that this is of the importance in this class. The discussion is of the difficulty.
I want to make the design inductive, instructive and artistic.
英语说课ppt模板
这是一个关于商务英语翻译说课课件ppt，主要介绍了课程理念、课程链接、课程定位、课程学情、课程目标、课程设计和结构等内容。商务英语是以适应职场生活的语言要求为目的，内容涉及到商务活动的方方面面。欢迎点击下载商务英语翻译说课课件ppt哦。
| 英语说课ppt模板 |
英语学科说课浅谈
英语学科的说课是教师间的业务交流,是校本教研的`一种重要形式,在新课改条件下对提高教师的专业化水平有重要作用,是教师钻研教材,探讨教法,迅速提高业务水平最为经济有效的方式之一.
作 者：张伟群 作者单位：浙江省浦江县黄宅中学,浙江浦江,322204 刊 名：希望月报（上半月） 英文刊名：HOPE MONTHLY 年，卷(期)：2008 “”(6) 分类号：H3 关键词：一、说教材
1.教材简析。
本课共有两部分内容，其中第一部分是以中秋节为话题而展开的一个对话。它主要讲了Han Mei和Lucy简单谈论有关中秋节和月饼方面的知识，并邀请Lucy到她家作客的过程。在这个对话中出现了如autumn和festival等十一个新单词以及几个学生难以理解的、需教师解释的词、句型和句子。
第二部分内容是两人在商店为朋友买月饼的一个情境，谈话内容是从月饼表面的样子的好坏、大小、轻重和价钱等方面展开的。其中出现了形容词比较级的用法，它们是：nicer, bigger, heavier, cheaper。它要求学生根据图、词和句子提示创造性的对话。
2.教学重点。
(1)指导学生掌握和熟练运用那些难以理解的词、句型和句子，如cakes with meet...
(2)指导学生口头熟练表达就中秋节这一话题展开的对话内容，包括第二部分的购物经过。
(3)形容词比较级的用法。
3.教学难点。
学生根据实际情境需要真正开口讲英语。
4.教学目标。
(1)技能目标。学生能听懂本对话录音，能听懂师生之间就本对话内容而展开的、切形式的问答，会和别人展开对话，了解和传递信息;能就本课语言难点造句，而且无语法错误;能就类似话题，创造性地自编对话;掌握形容词比较级的用法。
(2)知识目标。学生要牢记所有新学单词，包括重点字母或字母组合的.发音，还要记住新学短语、句型、难句及本对话各句的英语表达，为实现自如讲英语奠定基础。
(3)情感目标。学生要爱学英语、爱说英语、想说英语，对英语学习投以极大的兴趣和热情。
(4)学习策略目标。改变传统的死记硬背，积极主动地投入到语言的实践中去，包括听、说、读、写的实践。在实践中提高语言的综合使用能力，加深对基础知识的掌握和记忆。
(5)文化意识目标。使学生进一步了解和会简单向别人介绍中国这个传统节日，从而体会节日的快乐。
Hello,everyone! Today I’m going to talk about the section A of unit 1. The topic is……(单元的标题).
According to the English crriculum and the contents of this unit as well as the condtions of our students, I decide to say this leeson from six parts: teaching analysis, teaching aims, teaching key and difficult points, teaching methods and aids, teaching procedures and board design.
Now,firstly let me introduce the first part: teaching analysis. This lesson is an important lesson. Attain students’ four skills request of listening, speaking, reading and writing. On the other hand, the topic is related to our daily life, so it can easily arouse students’ learning interests. For students ,they have learned Enlglish for a peirod of time. So they can grasp some words and sentences. What’s more, Most of them are interested in English.
Part 2: teaching aims. It inclouds three hands:
Language aims: 1）Learn to read and write the new words. For example: bread, noodle(列举几个本单元的新单词)。
2)Grasp the new sentences. For exanple: (列举本单元的几个新句型)。
Ability aims: 1) Train students’ abilities of listening, speaking, reading and writing.
2)Cultivate students’ countiousness of good cooperration and proper competition.
Emotional aims: Make students fell interest in English.
Part 3: teaching key and difficult points.
Key points: learn to read and write the new words and sentences.
Difficult points：use the new sentences to make conversations in our daily life.
In order to make our students learn and grasp the key and difficult points, I’ll use the following teaching methods and aids.
Teaching methods: communative method and Task-based method.
Teaching aids: culti-media computer , tape recorder and school things.
Arter talking about the above parts, let me introduce the most important part: teaching procudures. I’ll say this part from 7 steps.
Step1: Warmming up.
Have students play a bingo game or sing a song.
Purpose: cheer the whole class up and make students feel interest in English.
Step2: Review
Show some pictures to students and ask them to read and write them down.
Purpose: It’s very imporeant for our students to review the learned knoeledge and prepare for the new lesson.
Step3: presentation
Firstly, show a dialouge to them by using the computer.
Purpose: lead in the new lesson.
Secondly, show some pictures to students to teach the new vocabularies by using the phonics. Then play a number game to practice the mew words.
Purpose: Help students learn and grasp the new words and arouse their learning interests.
After that, get students to pen their books to the exercise of 1a. And then check their answers together.
Step4: Practice
Firstly, play the tape for one time. And ask students to listen and immitate the dialouge. Have them pay attention to their pronuciation. Then play the tape again and have students finish the exercise of 1b. After that check their answers together.
Step5: Production
At first, let students work in groups to look and discuss the may contents of the pictures of 2a and 2b.
Purpose: Help students get a better understanding of the dialoude as a whole one and cultivate their listening habits.
Secondly, play the tape recorder for three times and have students finish the exercise .
At last, check their answers together.
Step6: Group work
Ask students to work in pairs to practice the dialouge of 2c. Then have them make their own conversations according to the dialouge . Five minutes later, check out which pair’s convercation is the best one and aword them.
Purpose : Cultivate students’ cousiousness of good cooperation and proper competition.
Step7: Board design
Above all are my opinions of this lesson. Thanks for your listening.
一、说课的意义
说课：就是授课教师在独立备课的基础上，向同行系统地介绍自己的教学设想及理论依据，而后听者评议、交流切磋的一种教研形式。说课，对于了解、研究和评价一节课，对于专题研究某一教学内容，对于培养和提高教师的教学水平具有重要的意义。良好的说课能把理论与实践有机地结合起来，它集备中说、说中评、评中研、研中学为一体，是优化课堂教学设计，提高教师教学能力的一种有效途径。
二、说课的特点
1、简易性与操作性。
说课不受时间、空间、人数的限制，又不牵涉到学生，简便易行。能很好地解决教学与教研，理论与实践相脱节的矛盾。
2、理论性与科学性。
在备课中，虽然教师对教材做了一些分析和处理，但这些分析和处理是浅显的感性的。而通过说课，从理性上审视教材，就有可能发现备课中的种种疏漏，再经过修改教案，疏漏就会得到弥补。从这个意义上说。它能帮助教师更好地吃透教材。另外，说课的准备过程是教师驾驭教材，优化教学设计的过程。尤其说课不仅要说明怎么教。还要说明为什么这样教。这就迫使教师去学习教学理论，认真思考问题。这是教师从理论上去认识教学规律的过程。说课还需要教师写讲稿和演讲，这又是提高教师写作能力和语言表达能力的过程。
3、交流性与示范性。
说课是一种集思广益的活动，无论是同行，还是教研人员都会在评议说课，切磋教艺，交流教学经验中获益，尤其对说课者是最贴切的指导。
三、说课与备课、上课的关系
（一）说课与备课的关系
1、相同点：
（1）主要内容相同，说课与备课的教学内容都是相同的。
（2）主要任务相同，都是课前的准备工作。
（3）主要做法相同，都要学习大纲，吃透教材，了解学生，选择教法，设计教学过程。
2、不同点：
（1）概念内涵不同。说课是属于教研活动，要比备课研究问题更深入。而备课是教学任务如何完成的方法步骤，是知识结构如何转化为学生认知结构的实施方案，属于教学活动。
（2）对象不同。备课是要把结果展示给学生，即面对学生去上课。而说课是对其他教师，说明自己为什么要这样备课。
（3）目的不同。说课是帮助教师认识备课规律，提高备课能力；而备课是面向学生为目的，它促使教师搞好教学设计，优化教学过程，提高课堂效益。
（4）活动形式不同。说课是一种集体进行的动态的教学备课活动；而备课是教师个体进行的静态的教学活动。
（5）基本要求不同。说课教师不仅要说出每一具体内容的教学设计，做什么。怎么做，而且还要说出为什么要这样做。即说出设计的依据是什么。而备课的特点是在于实用，强调教学活动的安排，只需要写出做什么，怎么做就行了。
（二）说课与上课的关系
说课与上课有很多共同之处。如，说课是对课堂教学方案的探究说明，上课是对教学方案的课堂实施，两者都围绕着同一个教学课题，从中都可以展示教师的课堂教学操作艺术，都能反映教师语言、教态、板书等教学基本功。一般来说，从教师说课的`表现可以预见教师上课的神情。从说课的成功，可以预见其上课的成功。说好课可为上好课服务。因为说课说出了教学方案设计及其理论依据，使上课更具有科学性、针对性，避免了盲目性、随意性。而上课实践经验的积累，又为提高说课水平奠定了基础。这些反映了说课与上课的共性和联系。但说课与上课之间也存在着明显的区别，主要表现在以下方面。
1、说课与上课要求不同。
上课主要解决教什么，怎么教的问题；说课则不仅解决教什么，怎么教的问题，而且还要说出“为什么这样教”的问题。
2、说课与上课的对象不同。
上课是课堂上教师与学生间的双边教学活动；说课是课堂外教师同行间的教研活动。上课的对象是学生，说课的对象是具有一定教学研究水平的领导和同行。由于对象不同，因此说课比上课更具有灵活性，它不受空间限制，不受教学进度的影响，不会干扰正常的教学；同时，说课不受教材、年级的限制，也不受人员的限制，大可到学校，小可到教研组。
3、上课的评价标准虽也看重教师的课堂教学方案的实施能力，但更着重课堂教学的效果，着重学生实际接受新知、发展智能的情况；说课重在评价教师掌握教材、设计教学方案、应用教学理论以及展示教学基本功等方面。虽然一般认为，说课水平与上课水平具有正相关系，但也有例外，即某些教师说课表现不差，但实际课堂教学却不理想。一个重要原因是上课比说课多了一个不易驾驭的学生因素。学生不是被动灌输的听众，而是随时参与并作用于教学活动全过程的主体。教学中如何调动学生积极思维，如何机智处理教与学中的矛盾，有效控制教学进程，这些能力需要教师在上课中自觉、能动地表现出来，而说课则往往涉及不到或较难充分表现。
可以看出，说课是介于备课和上课之间的一种教学研究活动，对于备课是一种深化和检验，能使备课理性化，对于上课是一种更为严密的科学准备。
一。说课的意义和特点:
1。“说课”是一个开放性活动,它源于备课又高于备课,是备课的深化和提高。要想说好课,教师必须钻研大纲,教材,必须带着备课中的问题去深入学习有关教育理论,反复推敲琢磨自己的教学设计是否可行,说出其备课中的思考,即不仅要说出“教什么”和“怎么教”,更要说出“为什么这样教”。将其备课的理论依据展现给听众,将教学设计的思维活动过程从隐性变为显性,从无声变为有声。使教师半封闭式的个体备课劳动置于集体的监督之下。同时,说课教师的知识,能力和修养等状况随之直接表露出来。
2。“说课”为上课提供理论依据。“说课”有着很强的理论性和实践性,它能促使课堂教学趋于科学化。“说课”是介于备课和上课之间的一种教研活动,它为备课提供了理论依据,并为上课提供了理论指导。
也就是说,运用说课对备课的理性思考去指导课堂教学。它不仅能提高课堂教学效益,而且能提高教师自身的业务能力。由于“说课”活动把“说”和“评”结合起来,使说课教师从备课的静态个体行为转化为动态学术讨论,形成一种研究氛围,大家互相切磋,集思广益,在这个基础上,说课人再将有价值的反馈信息作用于自己的备课之中,并矫正充实原先的教学设计,使得课堂教学更趋于科学化,理性化,从而发挥“说课”对课堂教学每一个环节的指导作用。“说课”架起了备课和上课之间的桥梁,使教学活动与教研活动达到和谐统一。
二。说课的具体内容:
1。说教材
(1)说教材的地位与作用:教材内容是什么,包含了哪些知识 ;该课教学内容是在学生学了哪部分知识基础上进行的;是前面所学的哪些知识的运用,又是后面所要学习的哪些知识的基础;它在整个知识体系中所处的地位;它在学生学习知识,能力方面有哪些重要作用;对将来的学习还会有什么影响等。
(2)说教学目标的确定: 教学目标是指在教学设计中确定的该课教学所要达到的目标,它对课堂一切教学活动起到宏观的调控作用,也是对课堂教学评价的重要依据。首先确定一节课的教学目标,注意目标的完整性:应包括认知目标,情感目标和技能目标。然后阐述确定教学目标的依据:教学目标的确定既要符合大纲的要求,又要切合学生的实际。最后指出目标的可操作性:目标要求明确,具体,能直接用来指导,评价和检查该课的`教学。
(3)说教学重点,难点的确定: 教学重点是教材内容表现出来的知识点的内在联系及其语用价值。其确定的依据要从教学大纲,教材内容和学生的知识基础及年龄特征等方面来加以说明。
教学难点是指学生难懂的,教学中需要着力讲解或讨论的知识点。其确定的依据要从造成学生难懂的原因来加以说明:一种是教材内容较深或概念比较抽象;一种是学生缺乏这方面的感性认识或基础知识。有时教学重点和难点重合。但如果难点属于教材内容的次要部分,则要分别说出教学时对重,难点的突破方法,占用时间等。
(4)说对教材的处理: 教材处理是指教学设计时教师对教材内容进行加工,转化为课堂教学“导”的形式的创造性行为。说对教材的处理应说出:对教材内容的取舍和重点的选择;依据教学大纲,教材特点和学生实际,确定哪些内容应总结概括,哪些内容需解释发挥,哪里需详讲,哪里需略讲,以及这样处理的理由等。教材处理是否恰当,是教师教学水平的综合反映。在教材处理过程中,要体现教师驾驭教材的能力,要有创造性。既不要迷信教材,又要符合教学各方面的具体要求。
2。说教学方法
说教学方法的选择及其依据。教学方法的选择,一要考虑是否取得最佳效果,
二要考虑师生的劳动是否最少。选择教学方法时,一定要遵循“教学有法,教无定法,贵在得法”的原则。一般一节课以一,两种教法为主,穿插渗透其它教法。教学中只有“一法为主,多法配合”,才能使教学生动有趣。一旦确定了教学方法,就应该介绍为什么采用这些方法,在具体的课堂教学中,通过什么途径有效运用这些教学方法,预计达到什么样的效果。运用比较法,旁证自己所确定的教学方法是否可行,并说出在具体实施中应注意哪些问题,说出自己的改进意见和创新是什么等。
3。说教学手段
说教学手段的选择及其依据。教学手段是指教具的选择及其使用方法。选择教学方法时,要考虑到目的性,实用性,可操作性和新颖性。教具的选择,一忌过多,使用过频,使教学过程变成教具的展览;
二忌教学手段过简,不能反映英语课的特点;三忌教学手段流于形式,对教学重点,难点的突破不能起帮助作用。说选择教学手段的依据,一般从教学目标,教材内容,学生年龄,学校设备和主要教具的功能等方面作出解释。
4。说教学程序
(1)说教学思路及其依据: 教学思路主要包括各环节的时序安排及其内部结构,这是说课更为具体的内容。合理安排教学程序,优化教学流程,是教学成功的基本保证。说教学程序,一般先说课型,确定课型后,再说明准备安排哪些教学环节,各教学环节的进行步骤,主要内容等。如“导入”设计:这样导入有什么好处 效果如何 “新授内容”设计:分几步呈现 每步呈现哪些内容 各步所呈现内容的练习,讲解,交际活动的安排设计,如何提问和组织练习,交际活动 如何促进学生积极思维,引导学生积极参与教学活动 各教学环节之间如何过渡 最后又怎样结束等。
整个思路要层次分明,富有启发性,教学结构力求优化,能体现教师的主导作用和学生的主体作用。教学思路是教师的创造性思维活动,能体现教师的能力和水平,反映教师的教学技巧。它直接影响教学目标的实现,直接影响学生能力的培养和教学质量的提高。教学思路设计的依据要联系教法,学法,教学手段,学生的认知规律等方面加以说明。
2)说各教学环节的时间分配: 联系教材内容,学生基础和教学方法等,说出教学各环节的时间分配及其依据。
(3)说板书设计及其依据: 说板书设计,主要介绍该课的板书类型,什么时间板书什么内容,彩色粉笔如何搭配使用,如何使用黑板,哪部分哪些内容属于主板书,哪部分哪些内容属于副板书等。板书设计要注意英语语言知识的科学性和系统性,文字表达要准确,精练,醒目,例句要正确。
好的板书内容能系统反映教师讲授的主要内容和教学思路,并借此启迪学生的学习思路,是接通师生思路的“媒介”。板书集中了全部信息的关键点,是全课的纲要。见板书而知其教学内容和功效。板书设计也是教师教学基本功的一页,能反映教师的素质和能力。说依据可联系教学内容,教学方法和教师本身特点加以解释。
5。说学法指导
学法就是学生学习英语知识与技能的方法。学法指导就是通过教学,指导学生学会什么样的学习方法,培养学生哪些能力。学生在学习时,可能会出现哪几种思维结果,有哪些思维定势需要克服,如何使学生真正变成学习的主人,让学生不仅学会,而且会学。科学的学法指导,是智能发展目标得以实施的重要途径。说学法指导是说课内容的重要组成部分,也是说课活动的一个难点,同时也是检查教师在备课时是否摆正学生主体地位的主要手段。
“说学法指导”就是:教师既要说出教给学生哪些学习方法以及为什么选用这些方法,还要说出在课堂上如何实施这些学法指导,如何使学法指导渗透到教学活动中。说学法指导要结合教材特点,教学重点和学生实际做到学有所得。英语学科的学法指导可以从培养学生“四个学会”和“三个意识”入手。
(1)“四个学会”:在教学活动中,教师要指导学生:学会记忆;学会阅读;学会运用所学的语言知识进行交际;学会灵活运用所学知识解题。其理论依据就是:《课标》明确指出,“英语课程应面向全体学生,力求为每个学生的充分发展创造条件,为学生的终身学习打下基础。”
(2)“三个意识”:在说课活动中,说课者应针对教学内容说出:如何调动学生的“参予意识”;如何开拓学生的“创新意识”;如何激发学生的“竞争意识”。“教”是为了“学”,教师只有运用灵活的教学手段,多变的活动组织形式和激励机制,使学生始终沉浸在热烈,紧张,愉悦,轻松的学习氛围中,学生才能真正成为学习的主人。
只有在这样的氛围中,教师才能引导学生参予竞争,才能打开学生的思维之门,才能发挥教师“导”的作用,才能培养出会生存,会发展,会创造,符合时代要求的高素质人才。
总之,优化说课内容的基本要求是:
(1)完整性与突出重点相结合;
(2)理论性分析与实际操作相结合;
(3)现实性与发展性相结合。只有这样,我们才能把课说“深”,说“活”。
各位评委老师好，今天我将就以下几方面说一下我这节课的主要内容以及构思。
一、关于教材
课本是七年级的英语教材，选用仁爱版。今天上的第二单元第一个话题是关于描述人的外貌特征。在描述人的相貌和特征时，用have/has引导的表示所属关系的句型进行描述，并且用big, small, long, short等形容词来进行说明。在学习时，可以联系身边的真实人物，如教师和学生。描述学生身边的人和事不仅能使语言知识在真实的情境中得到应用，而且容易激发学生兴趣，调动其积极性，同时营造生动，有趣的课堂氛围，使学生在宽松的气氛中学习，收到最佳学习效果。
二、教学目标
1.继续学习have/has的用法
2.继续学习如何描述人的相貌特征
3.能识别并正确使用不同的语调
三、重点活动
1a, 3 和4三个部分
四、教学难点
have/has 与人称代词的用法，以及关于它们的一般疑问句五。教学工具
本话题的幻灯片，每个人都拥有的人体各个部位，图片六。教学方法
1.玩游戏
玩一些力所能及的小游戏，因为本话题主要是学习一些关于人体部位的名词，而这些部位每个学生都拥有，可以把它们当作相关的教具。先教学生们拼读新单词（关于身体部位的），然后让学生们在自己身上找到相关单词所描述的对象，结合学习，增强学生的兴趣，也使学生们易于接受。
进行身体部位触摸游戏，“Teacher says”,老师说出身体部位的英语单词，然后让学生边触摸身体部位（老师所报出单词相对应的身体部位），边读出单词，既可以检查学生的记忆情况，也可以检查学生的口语能力。
2.听录音
英语需要听，说，读，写四项技能的训练，而且缺一不可，其中听是很重要的一个部分。英语是我们的第二语言，对于母语不是英语的学生来说有一定的难度，我们不知道英语国家人们的`语音语速，这就需要我们多听，培养语感，并在其中慢慢模仿，学习正确的语音，语速和语调。这也能训练我们的听力能力，对考试中的听力试题有相当大的帮助。
3.图片结合
为了英语不枯燥无味的学，老师可以准备一些丰富的图片，让学生更好的观察与造句，这种形象的教学不仅能让学生提起对英语的兴趣，也能使学生更加容易接受，理解并掌握。还有一些相关的动画展示，更能达到效果，4.解释重点，并让学生自己操练
这篇话题中有很多重点单词，词组与句子，要提出来给学生重点解释，并多举一些相关的例子来说明知识点，让学生容易理解。给他们一些课内时间，让他们自己阅读，训练英语口语能力，并鼓励学生大胆站起来进行情景对话。
5.独立处理课文中的练习
课文中的相关练习是对本课知识点的巩固，在学习完新课内容后，用一些相关的练习，让学生对自己进行测验，认清自己的掌握状况，弥补不足。
七。教学过程
使用的课件是七年级上学期Unit 2 Topic 1 I have a small nose. Section B的教学课件。本课在上一课的基础上继续学习人体名词和have/has的用法。在将课本内容稍作调整之后，用五步教学法完成本课的教学任务。教学活动仍以听说为主，辅以大量的练习加以巩固。
导入——①复习人体名词及have/has的用法。导入新知识的学习。让学生对第三人称单数主语有初步的认识。
（幻灯片2、3、4利用图片复习人体名词，相关形容词和have/has的用法，呈现第三人称单数主语。）②活动。 Work alone或让学生Pair work, 一个学生说第一句，另一个学生说出第二句。（幻灯片5核对答案。）呈现——①学新单词 hand,arm,leg,foot
（幻灯片6、7、8、9、10 图片呈现新单词。）（幻灯片6左上角look是新单词，应强调。）
②呈现Does she/he/it have… 的用法。
（幻灯片11、12、13,其中12和13要求学生思考后回答。）③学新单词movie,star,Chinese,favorite.
（幻灯片14呈现新单词，并举例。）
④呈现课文1a的flash.学生听，标调，跟读。
（幻灯片15呈现1a的flash.点击影片1播放。）巩固—— ①关键词复述对话。（幻灯片16给出关键词。）②完成课文1b的Pair work.两人一组模仿1a谈论自己喜爱的老师。
练习—— ①（听力快车）
第一关：课文2,Work alone.
（幻灯片17核对答案。播放录音点击右上角的录音1.）第二关：课文4,（不要让学生看课本）让学生听句子，标调，看谁做得又对又快。
（幻灯片18核对答案。播放录音点击右上角的录音2.）②完成5a.（幻灯片19出示5a.）
③课文5b,玩Bobby says 游戏（幻灯片20出示5b.）。
小结—— 总结本课所学知识。（幻灯片21）
作业—— 出示家庭作业。（幻灯片22）
活动—— 唱一首有关人体名词的歌。
大学英语说课课件
大学的本质是一种功能独特的文化机构，是与社会的经济和政治机构既相互关联又鼎足而立的传承、研究、融合和创新高深学术的高等学府。那么大学英语如何学习？
教学教材:
《新视野大学英语》,外语教学与研究出版社出版.这是当前国内一套全方位立体式教材系列.该套教材与传统教材的不同之处在于,除了读写教程,听说教程以及快速阅读练习册等纸质教材外,还提供了教学光盘,网络课程,试题库和语料库.课文题材和体裁广泛,词汇量大,词汇分布呈渐进式,词汇在课文中复现率高.课后练习以主观题为主,有利于发展学生的语言运用能力.
教学大纲:
大学英语教学指基础阶段的英语学习,即一至二年级四个学期.其目的是为学生打好扎实的语言基础的同时,进一步培养和提高学生的阅读能力和一定的听,说,读,写,译能力.通过提问和讨论,培养学生分析,推理,归纳,综合等思考能力和表述,研讨,争辩,应答等语言运用能力.挖掘课本中富有“内涵意义”的语言内容,注重人对社会现实的思考.
教学内容:
《新视野大学英语》,第二册,第三单元,A部分:跨国婚姻.
A部分为整个单元的精讲部分,起导入,语言学习的作用.
教学对象:
08级化学系本科班
教学时间:
4课时
第一节至第二节:导入,听说活动
第三节至第四节:A课文《跨国婚姻》分析
教学目的:
学生通过学习第三单元A部分内容,能够做到了解对于世界各地不同文化中对于婚姻的传统看法.
思考相关话题:
来自于不同文化的人结为夫妻,这样的婚姻将有怎样的优点和缺点 理解课文篇章结构以及如何使用论证法来写作.
掌握A部分词汇及语言点.
(通过达成以上教学目的,学生能够更好地理解课文A《跨国婚姻》的内容,以及在课文中出现的问题:为什么盖尔的父母反对她的跨国婚姻 )
教学重点:
课文内容相关文化背景知识.
课文相关内容主题讨论.
课文的中心思想和文章的篇章结构.
课文语言点
(第一,二节课为导入课,教师与学生须将更为注重主题内容和背景知识而不是语法和词汇点,教师鼓励学生开口说英语,以小组为单位积极展开讨论各个话题讨论.第三,四节课为课文精讲课,教师引导学生关注篇章结构和语言点,就此进行有目的地操练.)
教学难点:
对于跨国跨文化婚姻的理解和看法.
课前预备活动的听力练习部分.
掌握论证法写作技巧:
在文章中就某一观点看法给予纠正并且给出作者自己的另一种看法.
(1. 对于授课对象来说,跨国跨文化婚姻案例在他们周围的环境中并不常见.因此,教师应指导学生了解不同的人群对于跨国跨文化婚姻的不同看法,辅助以一些历史文化名人的跨国跨文化婚姻案例.
2. 一些学生曾反映课前预备活动的听力练习部分较难,无法听懂,影响其对课文主题的深入理解,而这部分练习涉及到学生听说能力,因此教师通过篇章填空的形式适当降低难度.
3. 教师教学和学生学习的过程中,往往会忽略文章的写作手法.而清晰明了地掌握课文中出现的写作技巧能够帮助学生提升其写作能力.)
教学方法:
视听教学法.
启发式教学法.
交际法.
任务驱动法.
第二课堂.
(教师使用的以上教学方法应该是灵活多变的,并且有时根据教学任务的不同,可以混合几种教学方法.
在A部分教学过程中,视听教学法主要是通过运用多媒体手段介绍课文背景相关文化知识,视频短片以及听力练习;
在课文相关主题的介绍和讨论时,启发式教学法能够比传统的提问与回答更能激发学生的主动性和参与性;
交际法有效运用于学生在导入部分的问题讨论;
课文语言点讲解时,通过任务驱动法让学生就语言点相关例句和使用方法进行操练,加深理解;
第二课堂要求学生通过网络搜索关于名人跨国婚姻的相关新闻并对此进行思考,培养其自主学习能力和创造力.)
学生学习策略:
独立搜索查找课文相关信息.
充分预习课文并对课文中出现的语言难度做记号.
学习的重心不仅仅在语言上还应在内容思想上.
(学生通过以上策略来改进自己的传统的被动学习习惯,发展阅读技巧,培养独立思考和自主学习能力.)
教学工具:
多媒体教学设备;黑板
教学方案:
步骤一:导入
1. 让学生猜测讨论“husband”,“wife”以及“family”这几个单词中每个字母在婚姻中蕴含的意义.
2. 向学生介绍美国跨国婚姻的案例数据和相关信息.
3. 给学生播放电影Pushing(《推手》)的关于跨国婚姻造成家庭成员文化冲突一小节片段
4. 请学生就电影片段内容讨论:来自于不同文化的人结为夫妻,这样的婚姻将有怎样的优点和缺点
5. 预备活动:学生听一小段关于盖尔和马克跨国婚姻的文章并且回答相关问题.
步骤二:课文讲解
1. 课文结构分析以及写作技巧分析
2. 精讲词汇表中部分单词并让学生听词汇录音和跟读
3. 精讲课文语言点与学生语言知识操练
4. 布置学生课后任务:完成A部分课后练习,预习听说教程第三单元内容 板书设计:
由于授课班级在多媒体教室上课,知识信息内容展现以PPT为主,板书为辅,以下是呈现在白板上的课堂内容:
Unit 3
(写下 “学生就'husband','wife'以及'family'这几个单词中每个字母在婚姻中蕴含的意义提出的看法”)
(写下 “学生就电影片段内容讨论得出的观点关键字”)
(写下 “学生在听力活动中对问题作出回答的关键字”)
Mixed Marriage
(单词解析中,就学生出现的问题教师作出的进一步的解答)
(课文解析中,就学生出现的问题教师作出的进一步的解答)
课后学习任务布置:
A部分课后练习
预习听说教程第三单元内容
附录:(第三单元A部分教案详案)
教学对象Teaching Subjects non- English major sophomore
教学内容Lesson Content New Horizon English 2 Unit 3
教学目标Teaching Objectives
After studying this unit, the students are expected to be able to:
1. learn about some traditional ideas about marriage practiced by different cultures around the world.
2. understand the main idea and structure of Section A and Section B;
3. learn device for developing a paragraph which starts with a correction of one idea and goes on to present another idea.
4. master the key language points and grammatical structures in the text;
5. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit
教学方法 Methodology
1. Explanation & Translation
2. Task-driving & communicative Method
3. The Audio-Visual Approach
教学用时 Time Allotment 8 periods
1st-2nd period: Leading-in & reading activities
3rd-4th period: Text analysis ( the key language points & structure ) 5th-6th period: Checking on students' learning tasks (Exercises in Section
A & reading activities of Section B )
7th-8th period: Listening practice
重点 Key Issues
1. Understanding and using the key words, phrases & expressions, patterns of Section A;
2. Understanding the main idea and structure of the text;
3. Mastering the device for developing a paragraph which starts with a correction of one idea and goes on to present another idea.
难点 Potential Problems and Difficulties
● using the vocabulary and sentence structures learnt to talk about personal views on intercultural marriages.
● Mastering the device for developing a paragraph which starts with a correction of one idea and goes on to present another idea.
教具 Teaching Aids
Language computerized repeater / tape player / multi-media equipments 教学过程设计 Teaching Procedure:
步骤1 Step 1 导入 Lead-in
I. Introductory remarks: ideas about marriage
Choosing a life-long partner can be one of the most challenging communication tasks for many people. Staying with that partner during sickness and health, in hard times and in good times, takes much skill and patience beyond the initial love that brings two people together. In this unit you will meet Gail and Mark who face the added problems that two different races bring to a marriage. You will observe how both cultures misunderstand each other's customs when you read about Rich's first meeting with his girlfriend's Chinese family. Finally, you will learn some traditional ideas about marriage practiced by different cultures around the world.
II. Warming-up
1)Guess the Real Meaning of Husband , Wife and Family
For example w-washing i- f- e-
(divide the students into 2 groups: girls and boys. Ask girls to think of the Real Meaning of Husband and Family while boys to think of the Real Meaning of Wife and Family. )
2) Give Ss some information about the mixed marriage in U.S.A
According to research conducted by Jenifer L. Bratter and Rosalind B. King on behalf of the Education Resources Information Center, Black male-White female and Asian male-White female marriages are more prone to divorce than White-White marriages. Conversely, marriages between White males and non-White females (and between Hispanics and non-Hispanic persons) have similar or lower risks of divorce than White-White marriages.
3) Oftentimes, couples in intercultural marriages face barriers that most married couples of the same culture are not exposed to. Intercultural marriages are often influenced by external factors that can create dissonance and disagreement in relationships.
( Introduce Ss to watch clip from the movie Pushing)
4) After watching the movie, Ss should discuss the topic: What benefits and differences may a couple from different cultures have in your opinion
(e.g.: in terms of language, food, family pressure, social pressure, moral idea, etc.)
5) Listening to a passage about the mixed marriage of Gail and Mark and answer the questions on page 52. And discussing the question: Would you mind marrying a person from a different culture or nation Why or why not
步骤 2 Step 2 课文学习Section A Mixed Marriage
I. Idea catching
●How is the text organized
The text falls into three parts: the mixed marriage of Gail and Mark, the reaction of Gail's mother toward their wedding plans, and the response of Gail's father toward their wedding plans.
The text is a typical example of narration given in the first person. Through his narrative, the writer, a black man, tells the reader his mixed marriage and gives a vivid description of the attitudes of his girlfriend's parents toward a mixed marriage.
The narration goes hand in hand with argumentation. This can be seen clearly in the second part.
● Structure Analysis
Step IV. Text Structure Analysis
(Paras. 1-4) The mixed marriage of Gail and Mark
Device: Narration (叙事法): The story is told in the first person. Through his narrative, the writer, a black man, tells the reader his mixed marriage (Paras. 5-9) The reaction of Gail's mother to the marriage
Device: Argumentation (论证法): Typical example of argumentation by rejecting the first idea and presenting some other idea. (page 64-65) (Paras. 10-21) The response of Gail's father to the marriage
Device: Dialogue (对话法)
II. New Words
mutual
mutual trust /compromise / support / benefits / understanding / tolerance
2. overlook pretend not to notice
She overlooked his offensiveness and tried to pretend nothing had happened.
3. prejudice n. unreasonable dislike and distrust of people
- What kind of prejudice is common in the world
- Women have to face a great deal of prejudice in the workplace.
- Prejudice against black people is common in many parts of America.
4. confirm v. show that sth. is true
Everything you have just said confirms the view that nobody can be trusted.
5. hesitate v. pause before saying or doing sth.
- Is there anything in the world that you never hesitate to pay - I never hesitate to pay for (gift for my mother, CD, etc.)
6. proceed v. start to do sth., often after doing sth. else
The interview proceeded in a most friendly environment.
7. resolve v. find a solution ( to a problem, crisis, etc.)
They hoped the crisis could be resolved peacefully.
(Let Ss listen to the new words in the CD-rom and read them loudly) Assignments: 1) Reading aloud and reciting: new words, phrases & expressions of section A,Para. 4 of section A; 2) Doing exercises of Section A;
III. Detailed study of the text
● Language points:
1) Gail and I imagined a quiet wedding.(Para. 1)
Meaning: Gail and I planned to have (or: thought about having) a wedding without many people or without much activity.
imagine: vt. (here) plan to have, think about having…
We imagine a quiet holiday at home for this summer after a busy year.忙碌了一年,我们打算今年夏天在家过个安静的假期.
If “imagine” is followed directly by a verb or a “non+verb” structure, the verb should be in the –ing form.
Eg. It's hard to imagine living in a place where there are no telephones or cars.
很难想像生活在一个没有电话,没有汽车的地方会是个什么样子.
I can't imagine George being unfair to anyone.
我不能想像乔治竟然会对谁都不公正.
2) … the usual ups and downs of a couple…(Para. 1)
ups and downs: a mix of good experiences and bad experiences
Life is full of ups and downs. 人生充满了欢乐与痛苦.
He has seen the ups and downs in the history of the relations between the two countries. 他经历了两国关系史上的圆缺阴晴.
3)But through it all we had honestly confronted the weaknesses and strengths of each other's characters. (Para.1)
Meaning: But in experiencing all the ups and downs we had honestly faced and tried to deal with the weak sides and good sides of each other's characters.
through: prep. From the beginning to the end of
I have read halfway through the article but found it uninteresting. 这篇文章我已看了一半,可是觉得它枯燥乏味.
4) …had honestly confronted the weaknesses and strengths of each other's characters.
Weaknesses and strengths: weak points and strong points
It's important to know your own weaknesses and strengths.
了解自己的缺点和优点很重要.
Character: n. all the qualities that make a person or place different from other people or places
He has a strong but gentle character. 他的性格坚强而温柔.
The twins look the same but have very different characters.
这对双胞胎长得很像,但性格很不同.
5) …and being open with each other. (para. 2)
Open: a. willing to talk honestly, frank
Let's be open with each other. 让我们彼此开诚布公吧.
He is a very frank and open person. 他是个很坦诚的人.
6) Gail and I had no illusions about what the future held for us as a married, mixed couple in America. (Para. 3)
Hold: vt. Own, be able to contain or offer. “Hold” in this sense can also be used figuratively.
He holds a half share in the business. 他在这个企业中拥有一半的`股份. Life holds many surprises for us. (喻)人生中有许多意想不到的事情. married: a. If you are married, you have a husband or wife.
Her married life was exceptionally happy. 她的婚后生活十分幸福. a married woman 一位已婚妇女
mixed couple: a couple of different races
7) …they overlooked serious personality conflicts in the expectation that marriage was an automatic way to make everything work out right. (Para. 4) Meaning: They ignored serious personality conflicts. They hoped that everything would go right automatically when they lived their married life. overlook: vt.
i) fail to notice or realize how important sth. is, miss
You have overlooked several of the mistakes in this work.
你忽略了这项工作中的几个错误.
The secretary is very careful and never overlooks any little points. 秘书是个很细心的人,从不放过任何细小问题.
ii) pretend not to notice; forgive
We'll ovelook your bad behavior this time, but don't do it again. 这一次我们不计较你的错误行为,但是切勿再犯了.
iii) have or give a view of (a place) from above
Her bedroom has large windows overlooking a lake.
她的卧室有几扇对着湖面的大窗子.
8) …to make everything work out right. (Para.4)
work out:
i) have as a result, turn out, happen or progress in a certain way In this sense, the verb phrase is intransitive.
How the situation will eventually work out only time can tell.
情况最后将会是怎样,只有以后才能知道.
ii) find by reasoning or figuring
In this sense, the verb phrase is transitive.
Have you work out the answer 你已经得出了答案来了没有
9) That point was emphasized by the fact that Gail's parents, after thirty-five years of marriage, were going through a bitter and painful divorce,..(Para.4)
Meaning: That point was made particularly true when Gail's parents, after thirty-five years of marriage, were experiencing a bitter and painful divorce.
go through: experience
The country has gone through too many wars. 这个国家经历了太多的战争. go through hardships 历尽千辛万苦
10) Her mother, Deborah, all along had been supportive of our relationship…(Para. 5)
Meaning: When Deborah heard our plans, she did not express her congratulations but advised Gail to be really sure that that was the marriage she did want.
congratulations: n. (pl.) If you offer someone your congratulations, you congratulate them on something nice that has happened to them or something admirable that they have done.
To offer one's congratulations on her success 对她的成功表示祝贺 Congratulations on your marriage!恭喜你们喜结良缘!
upon: prep.(the same as “on”) immediately after, directly after (and often as a result of)
Upon(or: On) hearing the news, she burst into tears.
一听到这个消息,她就放声大哭起来.
11) …I harbored reservations about a mixed marriage, prejudices you might even call them.(Para. 7)
Meaning: I had doubts whether a marriage between a white and a black would work out well, which you might even call prejudices.
harbor: vt. have (feelings, thoughts, images etc.) in one's mind over a long period of time
He harbors a secret hatred against his father. 他对他的父亲暗怀憎恨.
12) We've seen each other at our worst many times. (Para. 8)
Meaning: We have had many times when we behaved as unpleasantly as possible towards each other.
at one's worst: when one is behaving as unpleasantly as possible
This was his mother at her worst: her voice was sharp and loud, and she was to be angry at anyone.
这是他母亲脾气最坏的时候:说话声音又尖又高,对谁都会发脾气.
13) Why the haste
Meaning: Why do you want to get married in such a hurry
This is an elliptical question(省略式问句).Another example in this reading passage is: Then why the rush (Para. 12) 干吗匆匆忙忙的
In why-questions we often have ellipsis(省略).More examples:
Why bother waiting any longer (= Why should we bother waiting any longer ) 为什么我们还得费功夫等下去呢
Why not 干吗不
◆ Patterns for using as model
句型提炼
1. 1. Typical patterns for showing the changes of one's mind
原句:To start with I must admit that at first I harbored reservations about a mixed marriage,…. But when I met Mark, I found him a charming and intelligent young guy. (L. 28) 首先我必须承认,刚开始我对异族通婚是有保留的,?但当我见到马克时,我发现他是一个既讨人喜欢又聪明的年轻人.
句型提炼:
To start with, sb. admits ( feels / believes) that at first ( at the beginning)… But when (as)…, he / she found (realized) that…
首先某人承认(感到/认为),起初,? 但是当??时,某人发现(感觉到)?
应用:a. 首先我应该承认,起初她的外貌并没有给我留下什么印象.但随着我们接触增多,我发现她温柔,贤惠,善解人意.
To start with I must admit that at the beginning her looks left little impression on me. But as we made more contacts with each other, I found her gentle, virtuous, and good at reading my mind.
应用: b. 他首先承认当初他对此事想得太简单,觉得不用费多大力.但当他着手做此事时, 他突然意识到,凡事想做好都不容易.
To start with he admits that at first he took the matter for granted, assuming it is unnecessary for him to make much effort. But when he set about doing it, he came to a sudden awareness that nothing is so easy if one wants to do it better.
2. Typical patterns for showing one's disapproval of doing sth.
原句:If we had to resolve all doubt before we acted, very little would ever get done. (L. 63)
假如我们在做任何事情之前,必须把所有的疑难问题全部解决的话,那么我们几乎就什么都干不成了.
句型提炼:
If sb. has to do sth. before sb. does what he wants to do, little (nothing) would…
在??之前,假如必须做??,那么几乎什么(没有任何事情)可以(能够)?
应用: a. 诚然, 谨慎的确重要.但如果在采取行动之前我们总得瞻前顾后, 那么什么事情也做不成.
Admittedly, being cautious really matters. But if we always have to look ahead and behind before we take actions, nothing could be achieved. 应用: b. 假如我们在实施一项计划之前必须征得每个人的支持, 那么很多机会就会白白丧失, 从而一事无成.
If we have to get everyone's approval of a plan before we put it into effect, many opportunities would be wasted, thus leaving little to be done.
3. Typical patterns for expressing one's reservations about sth.
原句: You may be right. But I still think that waiting won't hurt. (L.41) 你也许是对的.但我还是认为再等一段时间有好处.
句型提炼:
Sb. (Sth.) else may be right (correct / reasonable / true). But sb. still
thinks (believes / considers / feels / takes the view) that…
某人(某事)也许是对的.但某人仍然认为??
应用: a. 发展当地经济是正确的.但我仍然认为以牺牲环境为代价来发展经济无异于杀鸡取卵.
Developing local economy is correct. But I still believe developing the economy at the expense of the environment is no different from killing the goose to get its golden egg.
应用: b. 他关于成功的定义也许是对的.但我仍然认为一个成功的人是执着追求自己梦想的人.重要的是过程,而非结果.
His definition of success may be right. But I still think a successful person is one who persists in pursuing his dream. It's the process, not the result, that counts.
Assignments: 3) writing: Choose one of the topics given to write a paragraph, which starts with a correction of one idea and goes on to present another idea; 4) Preview: Section B.
自我评价问题Questions for Self-evaluation:
Do I understand the text and fully master the useful words and expressions Have I learned some traditional ideas about marriage practiced by different cultures around the world
Have I mastered the devices of developing a paragraph which starts with a correction of one idea and goes on to present another idea
4. Have I conducted a series of listening, speaking, reading and writing activities assigned by the teacher and done it well
教材与教学资源Resources and Materials:
New Horizon English 2 --- Reading and Writing
New Horizon English 2 --- Listening and Speaking
New Horizon English 2 --- Reading and Writing (Teacher's book)
New Horizon English 2 --- Listening and Speaking (Teacher's book) New Horizon English 2--- Speed Reading
Online Resources about New Horizon English
教参References:
Oxford Advanced Learner's English Chinese Dictionary
Macmillan English Chinese Dictionary
A Dictionary of English Collocations
A Chinese English Dictionary