成功不是将来才有的，而是从决定去做的那一刻起，持续累积而成。小编给大家准备了最新初三英语说课稿Unit5，欢迎参考!

这节课的课题是9A Unit5 Films Reading第一课时，本课主要通过听、说、读、写等方式让学生清晰地了解奥黛丽的生平简介，演艺生涯和慈善贡献以及她热爱生命，关爱他人的美好品质，并探讨一个人要有所作为所应具备的条件，从而引发学生对“成功人生”的思考。本课生词繁多，如何在老师的引导和语境的铺垫下，培养学生猜词能力的训练是本课的一个亮点。导入部分的罗马假日经典画面的录像播放，让学生产生共鸣，自然而然地对所要学习的知识产生了认识上的需要。接下来的阅读则被设计成在整体阅读的基础上进行的分段阅读，通过skimming让学生先了解课文的主要内容,分段阅读则将Reading设计成5个环节，Part1.General Introduction Part2. Audrey Hepburn’s early life Part3 Audrey Hepburn’s acting career  Part4. Audrey Hepburn’s devotion to charity  part5.Audrey Hepburn’s passing away每个环节都设置了不同的任务性活动，目标细化，通过scanning, fast reading, intensive reading等阅读技巧地运用，引导学生准确地捕捉信息，在任务的驱动下，学生通过对学习资源的有效处理，真正参与并能通过合作学习灵活地运用新学的语言知识抒情达意。在接下来的拓展强化部分我设计oral work-retelling和discussion,既帮助学生复习整理了课文的细节内容和知识点，又拓展了话题，训练了学生的口头表达能力。本课任务活动的设计力求循序渐进，师生问答，小组讨论，复述到笔头落实，环环相扣，使得整节课教学显得紧凑，高潮迭起，课堂教学活动的设计既着眼于学生对课堂知识的掌握和课外知识的拓展延伸，同时也关注他们的情感态度的形成和发展(本课着重培养学生热爱生命，关爱他人的情感态度)及学生的学习及生活能力的形成和发展(本课旨在培养学生的思维能力、合作和协调能力及执着努力，有所作为得处事态度)，本课在教学设计最后讨论环节中，着重体现出这一教学目标。

Lesson Planning

Background information

School: Wujiang Shengze No.2 Secondary School

Students: 51 Junior high school students, Class 2, Grade 3

Materials: 9A Unit5 Films Reading(1)

Type of lesson: Reading

Lesson duration: 1period/45 minutes

【Analysis of Teaching materials】:

This section introduces the profile of Audrey Hepburn and her devotion to the world’s film industry and charity. Task 1 can be dealt as the introduction of Hollywood and the Oscars. Task 2 mainly focus on presenting the five parts of Audrey Hepburn, so more attention should be paid to guiding the students to grasp, organize and present key information about Audrey Hepburn. Task 3 can be dealt as students’ discussion on Audrey Hepburn’s success.

【Teaching Objectives】

1.Knowledge Aims:

●To learn and grasp the uses of some new words, phrases and sentence patterns related to the profile of Audrey Hepburn

●To skim for overall tasks and scan to obtain detailed information.

●To identify specific and relevant information about Audrey Hepburn and have a better understanding of Audrey Hepburn’s acting career and her achievements.

2.Ability Aims:

●To develop the students’ abilities of listening, speaking, reading and writing.

●To describe Audrey Hepburn’s acting career and her achievements fluently and correctly.

3.Moral aims:

● To arise the students’ interest of learning English and encourage them to make progress in fulfilling the tasks.

●To enable students to gain team spirit and have a good co-operation with their partners.

● To stimulate the students’ right attitude towards their lives.

【focal Points】:

Help students have a better understanding about Audrey Hepburn by mastering the specific and relevant information.

【Difficult Points 】:

●Audrey Hepburn’s acting career(the films she acted in) and her achievements (the awards she was honoured with)

●The past perfect tense

【Teaching Method】:

● Communicational and situational method

● Task-based Language Teaching

● Organizing students to work in groups, the teacher should give them suggestions and offering them help timely.

● Acquisition of discussion will be checked in class timely. The teacher should give students proper evaluation because of their hard work.

【Teaching Aids】:

multi media

【Teaching Procedure and time allotment 】

Stage1.Getting students ready for learning (4mins)

( During the ten-minute break before class, in order to either entertain or relax the students, play a series of pictures about Hollywood and the Oscars.)

1. Greetings

Greet the students and tell them that we’ll have a lot of fun learning and speaking English today...

2. lead-in

●Introduce something about Hollywood by showing some pictures.

●show the pictures of Oscars then tell Ss that an Oscars is an award that is given in the USA each year for the best film, best actor, etc. in the film industry.

●Introduce Audrey Hepburn to students showing them the video section of the film Roman Holiday.

(设计意图：图片和影片经典片段的展示创设了语言情境，让学生对所要学习的知识产生了认识上的需要，为后面的教学做好铺垫，这种导入方式简洁明了，顺理成章。)

Stage2: Pre-stage (5mins)

1.Skimming for the general idea

Get the students to skim the whole story of Audrey Hepburn quickly and work in pairs to discuss the following question:

● Which film made Audrey Hepburn become famous immediately?

● How many Oscar nominations did Audrey Hepburn win?

●Why was Audrey Hepburn honoured with a number of awards later in her life?

(设计意图：训练学生运用略读技巧快速捕捉重要信息的能力及通过合作讨论作出精确表述的能力。)

2. Ask students to try to divide the whole passage into 5 important parts.

Part 1. General introduction       Para1

Part 2. Audrey Hepburn’s early life        para2

Part 3. Audrey Hepburn’s acting career     para3-6

Part 4. Audrey Hepburn’s devotion to charity     Para7

Part 4. Audrey Hepburn’s passing away Para8

(设计意图 ：学生根据任务提示，略读课文。按照学生由简到难的认知水平和规律，设置的第一项任务起点较低，学生较容易找到答案，成就感较强，积极性很高。为后面较难任务的解决奠定了良好的基础。)

Stage 3: While-stage (20mins)

1. Scanning, fast reading, intensive reading for detailed information

Design different tasks for students to fulfill individually or work in groups:

(Listen to the tape in dealing with the five parts)

Part 1. General introduction

1.Check students’ understanding about the first part of the article by asking two questions.

● what do you think about Audrey Hepburn?

● Why did the world mourn when Audrey Hepburn died?

2. Retell this part according to the questions and some key words and phrases on the blackboard.

Audrey Hepburn is one of Hollywood’s _______(空前的)favourite a__________. She is famous ___________________(不仅仅在美国), ______________________________(而且在世界的其他地方). When Audrey ____ (die) in 1993, the world ________(悼念)the ____ (lose) of a great _________ (beautiful), a great actress and a great h__________.

Part 2. Audrey Hepburn’s early life

1.Check students’ understanding about the second part of the article by asking three questions.

● When and where was Audrey Hepburn born?

● What had she dreamt before she entered the film industry

● what had she been before she became superstar?

Part 3. Audrey Hepburn’s acting career

1. Audrey Hepburn's works

Monte Carlo Baby   Gigi     Roman Holiday   Ondine

Funny Face   Breakfast at Tiffany’s My Fair Lady   Always

2. Listen to Paragraphs3-6 and find the films and TV series Audrey Hepburn acted in. Let students finish the form.

In 1951   Monte Carlo Baby

Mark the beginning of her successful career   Gigi

Win an Oscar   Roman Holiday

Win a Tony Award Ondine

Some of the well-known films she acted in   Funny Face My Fair Lady Breakfast at Tiffany’s

Her last film   Always

Only one TV series   Gardens of the world with Audrey Hepburn

Get the students to work in pairs and check the answers like this:

A: What film did she act in in 1951?

B: She acted in ….

3.Put the following sentences in the right order.

a. Audrey met Colette in France.

b. Audrey earned four more Oscar nominations.

c. Audrey won the Tony awards.

d. Audrey earned an Oscar for Best Actress.

e. Always played Hephurn’s last appearance in films .

f. Audrey played the leader role in the play Gigi.

Part 4. Audrey Hepburn’s devotion to charity.

1. Read Para 7 and answer the following questions while listening.

●Why do people also remember Audrey Hepburn as a great humanitarian?

● Which charity did she work closely with in the last few years of her life?

● What awards did she receive for her charity work?

2. Retell this part according to the questions and some key words and phrases.

Audrey’s __________(成就)_______ (超过)the film industry. People remember her not just as a great actress, but also as a great h________ because she _______ much of her time ____ (把…献给)charity. She ______ (spent / took) the last five years of her ____ (live / life) _______ (work) ______ (close) with UNICEF to help ______ (= poor) children in ___________________(世界上的不同地方). Her ________(努力)in this area _______(使挣得)her __________ (a number of / the number of) awards. In 1992, the _________(总统)of the United States ________(赠与)her with the __________ (president) Medal of Freedom for her work.

Part 5. Audrey Hepburn’s passing away

● Listen to the tape then complete Audrey Hepburn’s profile.

Name             Audrey Hepburn

Date of birth              May 4th ,1929

Birth place             Belgium

Date of death             January 20th, 1993

Cause of death Cancer

Place of death              Switzerland

Talents     ballet dancing, modeling, acting

Famous works  Monte Carlo Baby, Roman Holidays, Funny Face, Breakfast at Tiffany’s, My Fair Lady ,Always

Awards

Oscar for Best Actress, tony Award,

the Presidential Medal of Freedom

(设计意图：该步骤为本课重点教学内容,信息量大，我们设计把重点内容的提纲写在黑板上，让学生一目了然，清晰构建知识要点。学生通过完成多种不同的练习，积极获取和处理课文重要内容。有利于学生学习英语知识，发展语言技能，从而提高实际语言运用能力和归纳总结的水平。)

Stage 4.  Post-stage

Task1 Oral work

1. Get the students to read with the tape for further comprehension.

2. Get the students to retell the five parts according to the key words and phrases on the blackboard.

(设计意图: 这一环节的设计着重侧重于提升学生听说读写能力，有效地加深了学生对Reading 部分的综合理解能力。)

Task 2 Group discussion

1.    Show students the pictures of the life of Audrey Hepburn and ask them to work in groups to have a discussion.

From the life of Audrey Hepburn, how did she succeed? Did Audrey Hepburn’s success only depend(依靠)on her beauty? What can we learn from her?

Her achievements= effort+ talent +chance + kindness + beauty

2.    Then share Audrey’s words together.

The beauty of a woman is not in a facial mode, but the true beauty in a woman is reflected in her soul. It is the caring that she lovingly gives, the passion that she shows…

(设计意图: 本环节在组织学生复述奥黛丽生平和对环保和慈善的杰出贡献主题学习后，鼓励学生探讨其成功的秘诀:努力、天赋、机遇、仁爱、美貌，升华本课主题：学习奥黛丽热爱生命、热爱环境、关爱他人的美好品质，培养学生乐观向上，积极拼搏的人生态度。

Stage 7 Assigning homework

1. conclusion

2. Homework

●Get the students to choose the amount of the homework, according to the level they believe they are in. ( A ,  A+B,  A+B+C )

●Able students e-mail their homework (Part C , designing a poster) to wjszxh@126.com

Levels

Contents

Finish (in)

Level A

(Normal)

Retell the story of Audrey Hepburn..

(Individually)

(within a day)

Level B

(Medium)

Write a short passage about “My favourite actress---Audrey Hepburn.

(Individually)

(within a day)

Level C

(Hard)

Encourage students work in groups to design a poster about their favourite actor or actress.(a detailed profile and the reasons why you admire him or her—the secret of his or her success.)

(in groups)

(within a week )

● Encourage students to surf the Internet, learning more about their favorite actor or actress..

(设计意图:本步骤是具体运用本课所学内容的重要环节，通过口头复述和笔头写作，学生可以综合运用所学知识，进一步练习巩固，提高书面表达能力。笔者突破布置课后作业的固定模式，尝试布置必做题和选做题，激励学生在课外把英语作为一种沟通交流的工具，让学生最大限度和最大范围地接触到实际运用中的英语，更好地与他人交流和沟通，从而实现语言学习和语言运用的紧密结合。充分利用多媒体网络资源优势及e-mail便捷途径，达到教与学的事半功倍的效果。)

附：

Blackboard Design

9A Unit 5 Films ReadingⅠ

Hollywood’s all-time best ---- Audrey Hepburn

Part1     all-time not only… but also…

a great beauty   a great actress   a great humanitarian

Part2     take ballet training   most of her effort into…

enter the film industry

Part3     attract one’s attention  play the lead role

won an Oscar for Best Actress for…

make one’s final appearance

Part4      go beyond  devote one’s time to doing sth.

work closely with … be honoured with…

Part5       have cancer  pass away peacefully

本课设计思路和理念

本节课通过"情境导入——快速整体阅读—找读研读——主题升华"等环节激学生的阅读兴趣, 有助于同学由浅入深理解课文内容，从而能很好地了解Audrey Hepburn的一生及其积极的人生态度和对环保和慈善事业的杰出贡献;同时引导学生掌握一定的阅读技巧,提高阅读能力，培养学生积极向上，热爱生命，关爱他人的美好情操。

单词教学遵循在情境中呈现，在文本中复现，在活动中运用，在复现中内化和在实践中积累。

整体阅读阶段要求学生划分文章段落并给出段落大意。这一任务可以培养学生整体把握文章的能力，训练学生运用略读技巧快速捕捉重要信息的能力及通过合作讨论作出精确表述的能力。精读阶段着重梳理各部分的重要细节信息，拎出包含重要信息的语句梳理文章的难点，如奥黛丽的重要作品，所获得的奖项等，个人简介，在此基础上要求学生参照板书复述五个重要环节，可谓水到渠成。

在整个教学中，积极设置一些能激发学生兴趣、活跃课堂气氛并紧密联系课文知识的有效活动。本篇通过录像播放，英语对话，小组讨论等活动，激发了学生对参与课堂活动的浓厚兴趣，在不知不觉中有效地训练了学生的阅读和表达能力。

教学反思

亮点1：体现网络等多媒体设备与英语教学的整合

在本课教学中，适时恰当地选用网络等多媒体来辅助教学。

A. 本教案导入部分的图片及经典影片片段为学生创设了真实的情境之中。

B. 新授单词和词汇时，超级链接到相关图片，具有生动和直观的特点，能有效地吸引学生的注意力。

C. 在分层布置作业环节，要求学有余力的同学采用e-mail 上传选修作业。

亮点2： 清晰的文本梳理和任务型语言教学的设置相得益彰

阅读课的关键在于对文本的梳理，在梳理清晰的基础上帮助学生更容易、更好的理解文本。本课在整体把握基础上的分段梳理，在五个不同的阶段，分别设置不同的学习任务(ask and answer /fill in the table/ speak up /discussion )。目标细化，指令具体明晰,指导学生通过逐步掌握正确的阅读技巧(skimming, scanning, fast reading, intensive reading)，引导学生准确捕捉相关信息。学生在任务的驱动下，通过对多媒体学习资源的积极主动运用，进行了自主探究和互动协作学习。

在最后口语表述部分，学以致用、联系实际生活是教学目标之一，设置采访任务，要求学生用英语进行交流，进行必要的口头训练，既锻炼学生的表达能力，也提高了学生的英语实际运用能力，给学生增创设了新的学习平台，运用任务驱动，实现分组教学，倡导学生合作与交流，学生在检验自己的学习效果中获得了成功的喜悦。

亮点3：重视学生的情感培养及能力拓展

课堂教学活动的设计既着眼于学生对课堂知识的掌握和课外知识的拓展延伸，同时也关注他们的情感态度的形成和发展(本课着重培养学生热爱生命，关爱他人的情感态度)及学生的学习及生活能力的形成和发展(本课旨在培养学生的思维能力、合作和协调能力及执着努力，有所作为得处事态度)，学生只有具备了不同的能力和积极的情感态度才更能适应社会发展的需要。

亮点4：尊重学生个性 分层布置作业

分层布置作业是课堂活动的延伸，提供选择性作业，尊重学生个性发展，学生根自己的实际情况尽力去完成各类作业，最终提高了学生综合运用语言的能力。

本课有待改进之处:

1. 本节课设置了较多的任务活动环节，所以要对每个环节的问题进行好好筛选，控制问题的数量，但具体如何操作才能更有效，还值得思考。

2.课堂教学容量过大，压缩了学生讨论和必要准备的时间，一定程度上影响了任务反馈的效果。

3. 有些活动要适当放手让学生自由发挥，如可以尝试让学生围绕本文话题进行自由表述，不必依照老师提供的固定框架，鼓励学生多设问，体现生生互动，提升学生的创新能力和思维能力。

针对以上情况，今后的教学中我将注意做到以下几个方面的强化：

一、 加强学习，认真研究新大纲新教材，研究新课程理念，组织学生们积极参与。帮助学生通过思考、交流和合作等方式，更好的学习和使用英语，完成学习任务。我也会更注重将英语教学延伸到课外的学习和生活中去，鼓励学生平日里多说英语，丰富学生课外英语的学习项目，让学生自然达到“活学活用、学以致用”，更好的突出我们语言教学的语用性和交际性。

二、 当堂巩固，注重反馈。教学时要处处考虑如何发挥学生的主体作用，要以学生的参与程度和教学评价的得失作为课堂教学成功与否的尺度，所以，在学生经过一段学习活动后，让学生自己进行归纳分析，教师则要以饱满奔放的激情感染学生踊跃加入语言的交流活动，力争用循循善诱的点拨适时地引发学生的思维的拓展和语言能力的超常发挥，并及时处理反馈信息，当堂巩固，如果时间许可的话，还可引导学生对课堂练习中普遍存在的错误进行归纳分析，让学生学有所得。

三、狠抓基础，注意容量。一方面突出知识重点，狠抓基础，一方面面向全体学生，注意容量，把握节奏，备课先备人，平时注意了解和分析每个学生的具体实际情况，因材施教，有的防矢，合理安排好45分钟教学内容和进程，课堂上，让每个学生都参与学习活动，学生实践面较广并在同一水平基础上对内容从多视角理解，多角度开展操练运用，即在互相理解的基础上从听、说、读、写不同角度展开，让学生练习理解运用，并设疑释疑、解惑，让学生积极思考。

四、合理有效地利用现代化教学手段，把优化课堂教学当成教育的主渠道，尽最大可能为学生创造运用英语的情景，指导学生积极地运用语言，在学中用，在用中学。

上面就是为大家准备的最新初三英语说课稿Unit5，希望同学们认真浏览，希望同学们在考试中取得优异成绩。

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