【正文】 unit. I will lead the students to use their imagination and encourage them to be creative. For example, helping them use English to describe their imaginary transportation. So I think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.　　4. While teaching them, I will also encourage them to say something about what they think the future transportations will be like. In a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language. Two: Teaching Aims and Demands　　The teaching aims basis is established according to Junior School English syllabus provision.　　Knowledge objects　　(1) To study the new words ―fuel‖, ―oil‖ and ―coal‖.　　(2) To learn and master the phrases ―think of, on the way to …, have fun‖, etc.　　Ability objects　　(1) To develop the students‘ abilities of listening, speaking, reading and writing.　　(2) To train the students‘ ability of working in pairs　　(3) To develop the students‘ abilities of munication by learning the useful structures.　　3. Moral objects　　(1) Through different teaching methods to make students be interested in study.　　(2) Love to know more knowledge about transportation and dare to express their opinions in English.　　(3) Encourage the students to be more creative and try to make contributions to making new inventions in the future.　　Three: Teaching Keys and Difficult Points The teaching keys and difficult points‘ basis is established according to Lesson 37 in the teaching materials position and function.　　1. Key points:　　(1).Be able to express words, phrases and sentences in English.　　(2). Know about the improvement of transportation and Danny‘s invention. 2. Difficult points: Be able to talk about their imaginary future transportation in oral English. Part Two —— The Teaching Methods 1. Communicative teaching method?！　〈送庠诮虒W(xué)過程中還注意遵循以下教學(xué)原則：　　1．貫徹動(dòng)態(tài)真實(shí)原則，在教學(xué)過程中“動(dòng)態(tài)”地去發(fā)現(xiàn)問題，分析問題和解決問題。因此，本課打破傳統(tǒng)的教師單向灌輸，采用“四至五人組成一個(gè)學(xué)習(xí)小組”的課堂教學(xué)結(jié)構(gòu)，來組織教學(xué)，旨在營造輕松的學(xué)習(xí)氛圍，為積極學(xué)習(xí)提供有利的條件，讓學(xué)生在完成任務(wù)的過程中通過互相交流，降低語言焦慮感，獲得愉快的學(xué)習(xí)經(jīng)歷，從而對(duì)學(xué)習(xí)本身和所學(xué)內(nèi)容產(chǎn)生興趣感。該設(shè)計(jì)基于課文內(nèi)容，但又不局限于課文的范疇，旨在貫徹“做中學(xué)”、“學(xué)中做”策略，吸引和組織他們積極參與，并通過討論、交流和合作等方式，在自然、真實(shí)的情境中，完成任務(wù)，體會(huì)、掌握語言的應(yīng)用，達(dá)到學(xué)以致用的目的。具體采用“P—T—P”自主學(xué)習(xí)立體模式：（PretaskTaskcyclePosttask）來組織教學(xué)。　　任務(wù)型語言教學(xué)的倡導(dǎo)者認(rèn)為，掌握語言的途徑是讓學(xué)生做事情，即完成各種任務(wù)。高一英語說課稿范文五篇　　教學(xué)目標(biāo)　　 語言知識(shí)與技能　　1） 熟練掌握與話題相關(guān)的常用詞匯與表達(dá)法　　2） 培養(yǎng)學(xué)生聽、說、讀、寫四技能的綜合運(yùn)用能力　　3） 使學(xué)生能就given topics較好地完成一些開放性話題　　4） 培養(yǎng)學(xué)生使用圖書館、網(wǎng)絡(luò)查閱資料的能力　　 情感態(tài)度與文化意識(shí)　　1） 在有趣的話題激勵(lì)下，誘導(dǎo)學(xué)生積極參與，充分調(diào)動(dòng)他們學(xué)習(xí)的興趣　　2） 在師生互動(dòng)的活動(dòng)中，加強(qiáng)教師的親和力，增進(jìn)彼此的了解與溝通，充分發(fā)揮情感教學(xué)的優(yōu)勢(shì)　　3） 在共同完成一些調(diào)查、采訪、取長補(bǔ)短等任務(wù)的過程中，加強(qiáng)團(tuán)體協(xié)作意識(shí)　　4） 帶領(lǐng)學(xué)生領(lǐng)略世界風(fēng)光之美的同時(shí)，增強(qiáng)他們的環(huán)保意識(shí)　　 學(xué)習(xí)策略　　1） 興趣教學(xué)策略,其中包括對(duì)話、討論、表演等　　2） 開放式教學(xué)策略，如：brainstorm, role play, given situations 等活動(dòng)　　3） 任務(wù)型活動(dòng)策略，在做中學(xué)，在交際中進(jìn)行真實(shí)運(yùn)用　　為了有效地達(dá)到以上教學(xué)目的，我設(shè)計(jì)了以下六個(gè)任務(wù)：　　1）The students are to discuss the means of transportation　　2）The students are to describe a place they know　　3）The students are expected to know what an adventure travel is like　　4） The students are supposed to take a virtual travel　　5） The students are to write a travel diary/letter　　6） The students are to finish a proposal letter/make a survey report　　我把本單元計(jì)劃為六課時(shí)，Warmingup amp。注重指高一 導(dǎo)語篇閱讀，逐步提高口頭表達(dá)，筆頭寫作能力?！　「鶕?jù)新頒布的《普通高中英語課程標(biāo)準(zhǔn)（實(shí)驗(yàn)稿）》所倡