高中英語說課稿【集錦15篇】
作為一名教師，常常要寫一份優(yōu)秀的說課稿，說課稿有助于提高教師的語言表達能力。那么說課稿應該怎么寫才合適呢？下面是小編收集整理的高中英語說課稿，供大家參考借鑒，希望可以幫助到有需要的朋友。
高中英語說課稿1
A Teaching Plan Speech for the Reading part of Unit 1
Good morning, teachers.
My name isXX. Today, I’ll talk about how to teach the Reading part of Unit 1, School Life in the UK, in the student’s Book 1. It is made up of four parts.
The first part is the analysis of the teaching material.
This articlr is from a school magzine written by an exchange student. After studying in the UK for one year, she gives us a brief but clear description about what school life in the UK is like from her own experience. The Reading Strategy of this unit teaches students two basic reading skills, skimming and scanning. Students are expected to master the two skills and to apply them to their future study.
Teaching aims:
XXXX
Teaching important points: XXXX
Teaching difficult points: XXXX
The second part is about my teaching theories,methods and aids.
While dealing with this lesson, I’ll do my best to carry out the following theories: 1. Make the Ss the real masters in class while the teacher acts as director. 2. Combine the language structures with the language functions.
3. Let the students receive some moral education while they are learning the English language. Teaching method:
Question-and-answer activity teaching method Free discussion method
Pair work or individual work Task-approach teaching method Teaching aids: a projector a tape recorder multimedia the blackboard
Part three is the teaching procedures of this part.
1. Lead-in:
1.1 Show some pictures and movies about school life in the UK 1.2 Ask students to present the information they have collected before 1.3 Ask them to discuss the differences and to try to think of the reasons.
2. Reading comprehension:
2.1 Ask students to go through the article as quickly as possible and to try to finish PartA
Inform them to only focus on and identify the information needed.
2.2 Ask students to reread the whole text. Then let them answers some questions on the multimedia and check the answers as a class. These questions will check students’ ability to read and locate specific information.
(Q1：What time do British schools usually begin? What time do they usually end?
Q2: On average, how many students are there in a class in the UK?
Q3:Why did Wei Hua find her homework difficult at the beginning of her study in the Uk? Q4: What do British students usually eat after their main meal?
Q5: Which British city did Wei Hua go to?)
2.3 Have the students listen to the tape recorder, and ask them to pay attention to the tone and pronounciation.
2.4 Have students do some exercise in order to arouse their interest and enhance their further comprehension.
A. What specific aspects are mentioned in the text? (teachers, classmates, friends, subjects,
homework/assignments, grades, timetable, activities, school facilities, host family, food, hobbies, customs, traditions,festivals)
2.5 Make students focus on the above two exercises, and let them discuss the reading methods they use to do the two exercises.
2.6 Have students focus on the Reading Strategy on P3.
Tell them that skimming is to look at the titles and headlines, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and charts to get a general idea of what a text is about. And scanning is to focus on keywords and phrases, dates, numbers, etc. to find certain information in a text quickly.
2.7 Have students be familiar with some language points(blackboard) in the text and then give them some examples sentences.
A. experience(line 2): countable noun B. attend(6) C. way(9) D. earn(10) E. sound(11): linking verb F. as…as…(20) G. for free(29) H. miss(42): verb 2.8 Ask students do an activity: Interview Wei Hua
This activity help students improve their imagination.
2.9 Have students discuss what aspects may be included if they write an acticle about the differences of school life betwween UK and China. 3. Homework:
A. Write the article discussed before.
B. Do the exercises in the Workbook. C. Retell the text.
Part 4 is the blackboard design.
Reading: School life in the UK
Diagram:
Language Points:
A. experience(line 2): countable noun B. attend(6) C. way(9) D. earn(10) E. sound(11): linking verb F. as…as…(20) G. for free(29) H. miss(42): verb
高中英語說課稿2
Module 6 Animals in Danger
Saving the Antelopes
Good morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you.My topic today is “Saving the Antelopes”. I have been ready to begin my presentation with following parts :
1 Analysis of teaching materials
This lesson is from FLTRP New Standard English Module 6 Animals in Danger, the reading part--Saving the Antelopes. This lesson is about the bad situation of the endangered wildlife and appeal people to protect them. Through this lesson, students can be aware that protecting animals is protecting ourselves, human beings.
2 Analysis of students
Our students are Senior high school students from the second grade. They are interested in the new topic. In addition, after many years of English learning, they’ve known many words, sentences and some skills to solve English problems. But they can’t use it to express themselves and communicate with others fluently. So in this period, I would arrange a variety fo activities to help them take part in the class.
3 Analysis of teaching aims
Based on the English curriculum standard and the charasteristics of the students, I set the following teaching aims:
(1) Knowledge aims:
Students can read and use the words “antelope, endanger, poacher and so on”.
They will understand the passage and grasp the reading strategies of skimming and scanning.
(2) Ability aims:
Students will express their opinions in wildlife protection under the teacher’s guidance and use different reading strategies to get specific information in a limited time.
(3) Emotional aims:
Students will enhance their wildlife protection awareness and cultivate their social responsibilities.
4 Analysis of teaching key points and difficult points
The key points are the meaning and the usage of the words such as "endanger" and "poacher" and some eading strategies.
The difficult points are how to arouse students’ awareness of wildlife protection and how to enable the students to use different strategies proficiently.
5 Analysis of teaching methods and learning methods
To help students achieve the teaching aims much better and easier, I’ll mainly use “Task-based” and “Communicative” teaching methods. For students, they will be encouraged to study by themselves, and they will learn to communicate with people, and become the real host of the class.
6 Analysis of teaching aids
In order to catch students’ attention, I prepare multi-media and pictures.
7 Analysis of teaching procedures
This is the most important part in this design, it can be divided into following steps:
Step 1 Warming-up
After greeting, I will ask the film clip of Mountain patrol which directed by the famous director Lu Chuan. And then I will give them some questions: what are they showing about? Wht’s the feelings?So they can find that is about saving the antelopes. By talking about the tough situation of antelopes, I can lead students to think why they were killed disastrously. Thus, we can move the real topic of the class ‘saving antelopes’.
Step 2 Pre-reading
Before reading I will explain some new words by showing pictures or paraphrasing,like ‘endanger’ ‘patrol’ and so on. I also can lead more words they’ve learnt before such as extinct which has the same meaning as endanger. By doing these, students are able to overcome the obstacles of new words in the passage and make the following reading steps go smoothly.
Next I’d like to encourage them to make prediction according to the title and pictures on the book. They may find that the habitat of antelopes is not so safe as before. Through predictions students can quickly move their attention to the reading part.
Step 3 While-reading
For the while-reading. First, students should do a global reading, they need to find the main idea of this passage and divide the whole passage into three parts. Then they need to read quickly a gain and find the main idea of each parts. Part one is the 1st paragraph, it gives us an introduction to Jiesang Sounandajie ; Part two is 2-3 paragraphs, we can find the reason why the antelopes were killed, because of the illegal business; And the 3rd part is 4-5 paragraphs, it shows the results and the measure of protecting antelopes. During this activity, I also will give them some guidance that they should focus on the topic sentence which always lies in the first and last sentence of a paragraph, so they can find the main idea fast.
After that I will give students a harder task. They need to read carefully and answer 3 questions.Q 1: How did Jiesang Suonandajie die? Q 2: What has the Chinese government done to heip the antelopes? Q 3: What will happen to the Tibetan Antelopes on the Qinghai-Tibetan Plateau? These questions are like clues of this passage, they can help them to understand this passage much better. In order to make sure that students can understand this passage deeply, I ‘d like to ask them to finish the task 3 on the book to explain different data such as 50,000, 2% and so on.
Step 4 Post-reading
Through all the readings students can get the key points of this lesson, so I would like to give a group discussion to improve their communicative ability. They need to work in groups of 4 and discuss what we ordinary people should do to protect endangered animals, not only antelopes, but also pandas, tigers and so on. They should know we need to study hard to master high science and technology to fight with poachers, as well as the government should establish more reserves and offer enough protection. So this discussion can achieve the emotional aims of arousing their awareness of wildlife protection and cultivating their social responsibilities. I will ask them to remember one sentence ‘No trade, no kill’.
Step 5Summary and homework
After all the activities I will show the key words the key points on the screen and summrise together to heip students to consolidate the passage.
After class, they need to think what they will say to a poacher if they happen to see him trying to kill an endangered animal, and then write the words on the notebooks. It is a good way to check whether the students achieve the teaching aims, especially the emotional one.
8 Analysis of blackboard design
高中英語說課稿3
Unit 4 Making The News
(閱讀課)
教學背景
隨著新一輪的高中課程改革的展開，信息技術給我國的教育事業(yè)帶來了巨大的挑戰(zhàn)。信息技術在教學中的應用引起了教學內容、教學方法、教學組織形式等系列變化，導致了教學思想、教學觀念，以及教學體制在一定程度上的變化。本次做課就是借助于信息技術手段制作多媒體課件進行輔助教學。
教學對象是高二年級的學生，他們的英語基礎知識和基本技能處在一個從量變到質變的關鍵階段，因此激發(fā)學生的學習熱情，并引導學生進行扎實有效的復習是課堂教學的關鍵。
一、說教材
二、說學情
三、說教法
四、說學法
五、說教學程序
六、說板書設計
一.說教材
本課是高二必修5 Unit 4里的一
篇閱讀課（Reading），出自人民教育出版社出版的高中英語學生用書。本部分內容從26頁到28頁。
本單元的中心話題是“Making thenews”，主要內容涉及新聞工作者要具備的素質和新聞采訪的基本程序。語言技能和語言知識主要圍繞“新聞”這一話題展開。
閱讀內容是一篇對話體記敘文，通過Zhou Yang，一名China Daily 的新員工和他的上司Hu Xin, 一名資深記者的談話引導學生了解新聞工作者的基本素質，新聞采訪的基本程序以及采訪時應該注意的要點等。
《新課標》要求教材以模塊教學為中心。
每模塊設置一個中心話題，圍繞中心話題展開聽說讀寫訓練。本篇課文是一篇以MyFirst Work Assignment “Unforgettable”
,
says new journalist為題的閱讀材料。本課是一篇對話體記敘文，不但訓練學生的閱讀能力，理解文章整體篇章結構的能力，也培養(yǎng)學生綜合運用語言的能力。通過學生閱讀文章，深刻理解記者這一行業(yè)所必需的品質。
�。ㄋ模┙虒W目標
教學目標應落實到與本課教學內容相關的具體語言知識或某項技能上，即：通過本節(jié)課的教學，重點解決什么問題（知識目標），達到什么樣的要求（能力目標），以及“寓思想教育于語言教學之中”的情感態(tài)度提升（德育目標）三維教學目標：
根據課標、高考要求，結合本專題特點及學生的發(fā)展需要，我預設了以下三維教學目標：
1）知識目標
學習并鞏固與新聞有關的詞匯、短語及重點句型：
occupation, photograph, photographer, colleague,
concentrate, acquire, recorder, accuse, deliberately, guilty,
concentrate on, accuse ... of, so as to (do sth), defend
against，cover a story，have a “nose” for a story, get a
scoop, get the wrong end of the stick, a trick of the trade...
要求學生了解本單元的語法項目——倒裝句：
Never will Zhou Yang forget ...
Only when you have seen ..., can you cover a story ...
Only if you ask ... will you acquire ...
2）能力目標
通過課堂教學活動，使學生形成良好的語言習慣；進一步學習使用恰當的閱讀方法與技能，如：快速搜索信息、根據語境猜詞義、信息分析能力以及語篇篇章結構的概括能力；學習地道的英語表達法等。學生在一定程度上形成自主學習、合作學習、信息處理、英語思維能力以及綜合運用語言能力。
3）德育目標
學生通過閱讀課文，自我思考、實
踐，親身體驗記者采訪時的過程，從而
深刻理解記者這一行業(yè)所必需的品質
�。ㄔ⑺枷虢逃谡Z言教學之中）。
�。ㄎ澹┲攸c、難點和關鍵點
重點：讓學生在閱讀中了解新聞工作者在進行新聞采訪時的基本程序以及采訪時應該注意的要點等。
難點：通過閱讀對話，進行分析歸納，掌握文章篇章結構，了解主旨大意。
關鍵點：通過閱讀掌握詞匯、句型，提高閱讀水平。
根據新課標的要求培養(yǎng)學生自主學習的能力，結合本專題在高考中的地位與作用和本班的實際情況以及現
有的知識水平。
二、說學情
教學對象是高二年級的學生，經過高中一年的語言學習，初步掌握了閱讀文章的方法，已基本養(yǎng)成捕捉關鍵詞、概括主題、總結歸納整理的.良好習慣，也具有一定的分析、概括能力，自主、自立、自學的意識逐漸增強。他們的英語基礎知識和基本技能處在一個逐步上升階段,加之，由于借班上課，導致老師與學生并
不熟悉，因此，調動學生的學習興趣，并引導學生進行扎實有效的學習是課堂教學的關鍵。
三、說教法
根據《新課標》的要求，本著“因材施教”以及“教學有法，但無定法”的原則，結合本課的教學目標、專題特點和學生的實際情況，我在真實的情景中讓學生體會英語的閱讀理解，主要采用啟發(fā)式教授法、活動探究法、質疑點撥法、任務型教學法、分析歸納法、整體語言教學法、情景教學法、靜態(tài)及動態(tài)圖解演示法等教學方法進行教學。
四、說學法
《新課標》提出，學生要“與文本展開對話”“養(yǎng)成獨立思考、質疑探究的習慣”，“樂于進行交流和思想碰撞，相互切磋中，加深領悟，共同提高”， 據此我確定了以下學法及能力培養(yǎng)要求：
1、自主學習，養(yǎng)成習慣。
2、閱讀理解，情感提升。
3、質疑探究，對話互動。
學法的整體思路是：
質疑—略讀—精讀—解疑—拓展
五、說教學程序
本課用一課時授完。主要教具是報紙、
圖片、多媒體課件。
教學的整體思路是：
激趣導入——快速閱讀——形成篇章——
細節(jié)閱讀——總結拓展——情感提升
1．”Speed reading news within 60 seconds”.--Before the class ,the students have given some English newspaper. Ask 3 or 4 students to read the news loudly as quick as possible within 60 seconds
2. ”Broadcast the news” and teacher
leads the theme of this unit “Making
news”. -–Show 2 pieces of local
picture news about the students
themselves, and then ask 2 students
broadcast the news according to the
picture news.
設計意圖：
利用英文報紙，讓學生們找到自己最感興趣的話題，并且大聲朗讀出來，既可以激發(fā)學生的學習興趣，又可以進一步拓展他們的詞匯量；利用真實的當地圖片新聞（內容正好就是有關于本校本年級的），立刻引起學生的共鳴和自豪感，再讓學生現場播報該則新聞。通過這兩個環(huán)節(jié)的設計，既可以照顧到口語一般的同學進行簡單的朗讀，又可以給程度好的同學一個機會進一步鍛煉自己的口語以及現場應變能力。鼓勵學生用已經掌握的知識盡可能地談論相關內容，培養(yǎng)了學生通過話題表達自己的情感。這一環(huán)節(jié)的設計主要是利用啟發(fā)式教授法將學生輕輕松松帶入課堂。
1. Teacher guides the students to list the
different types of jobs for making news--
journalist, editor, designer, printer, painter,
photographer…
2. Lead in the title of the passage – My
first work assignment “unforgettable”, says
new reporter.
《新課標》要求教師要認真研究《基礎教育課程改革綱要（試行）》，以上教學方法的運用及教學環(huán)節(jié)的設計力求體現《綱要》
中所指出的：“教師在教學過程中應與學生積極互動、共同發(fā)展，要處理好傳授知識與培養(yǎng)能力的關系，注重培養(yǎng)學生的獨立性和自主性，引導學生質疑、調查、探究，在實踐中學習，促進學生在教師指導下主動的、富有個性的學習。”在設計本課時我在真實的情景中讓學生體會英語的閱讀理解，引導學生從結構和意義方面讀懂課文、摘記要點、深層拓展。課堂教學環(huán)節(jié)的設計針對學生發(fā)展和需求，符合教學規(guī)律，倡導自主學習、合作學習，讓學生在學習過程中不斷體驗成功的喜悅，發(fā)揮了主觀能動性。在以教材為載體搭建起來的教學平臺上，不斷汲取知識。力求以應用為動力，以應用為目的，以應用為核心（為用而學，用中學，學了用）的教學途徑。教學環(huán)節(jié)設計環(huán)環(huán)相扣，目標突出。英語積淀不僅僅是語言知識的積淀，情感的積淀，也是方法的積淀，在平時的教學中不僅要強調英語的人文性，而且要重視其工具性的特點。努力使課堂變成“教師、學生、教材、環(huán)境”四因素的整合，讓課堂變成一種動態(tài)的生長的“生態(tài)環(huán)境”。這是我這堂課的追求，也是我努力的目標。
高中英語說課稿4
I Teaching Aims:
1. To develop Ss’ basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.)
2. To encourage Ss to practice, participate, and co-operate in the classroom activities.
3. To get Ss to know something about … and have a better understanding of the importance of …. As for teaching approaches, I think … II Teaching Approaches Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talking Time).
So during this lesson, emphases are to be laid on:
1. Student-centered teaching
2. Task-based learning
3. Activity-based teaching (individual work; pair work; group work; class work)
III Teaching Aids:
1. a projector
2. a multi-media computer system
They are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks.
IV Teaching Procedure
Step 1 Warming-up & lead-in Activity 1 Free talks (class work) Q1: Who do you think looks coolest in our class? Q2: Do you like him/her? Q3: If so, why? If not, why? … Download some pictures/music from the Internet. Guiding Qs may be: Q1: Who’s she/he? Q2: Do you like him/her? Q3: If so, why? If not, why? Q4: Do you think he/she is perfect? Goal: To lead up to the topic, get Ss to warm up and arouse their interest in the topic. Activity 2 Picture-talking /Music-talking (individual work) Step 2 Pre-reading Activity1 Look and guess (class work) In this activity, Ss are required to look at the title/subtitle and guess what they will read.
the picture/… Activity2 Brain-storming (class work)
Goal: To develop Ss’ reading skill---predicting and present some new words in the passage such as …
Activity 1 Skimming (class work) Step 3 Reading
Para of the article (or the first sentence or the last sentence of each Para.) Goal: To develop Ss’ reading skill --- skimming, that is, how can we get the general idea of a passage as quickly as possible. Activity 2 Scanning (group work)
Title
Part/Para.
Main idea
Detailed information
1 a. topic sentences/introduction
b. examples/supporting ideas
c. conclusion
Goal: To develop Ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other. Activity 3 Report (class work) Invite some group members to report their work to the whole class. Goal: To overcome Ss’ shyness and stimulate Ss to speak in public. Activity 4 Further understanding and word study (pair work) Encourage Ss to discuss the following Qs in pairs (A PowerPoint will be used here to present some blank-filling exercises and Q1: What does the word ―this‖ in the last Para? But 3 refer to? A. B. C. A. B. D. D. Q2: What is the Chinese equivalent for the phrase ―investing in loss‖? C. Q3: The word ―flawless‖ in Line 5 of Para.2 can be replaced by ___ Q4: Which of the following statements is true or not true? Goal: To help Ss to guess the meaning of certain unknown words and understand the passage exactly. multiple choices.)
Step 4 Post-reading
Activity1 Role-play (pair work) Suppose one student is a … and the other …. Ss are encouraged to put themselves in the situation and make a face-to-face interview. Activity2 Discussion (Group work) Topics may be: Q1: Do u want to be perfect? Q2: Do u think there is anyone in the world that is perfect? ―Remind you‖, remind yourself of what? Activity3 Poster-designing/Cartoon-designing/… (Group work) Goal: These post-reading activities are intended to develop Ss’ creative thinking and get them to know the importance of … Task 1 Write a summary of the passage (about 100 words) (Individual work) Goal: To spur Ss to consolidate what they have learned. Task 2 Look up some more information about … (Individual work) Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites on the topic. Goal: To encourage Ss to study English spontaneously and independently after class, arouse Ss’ interest in traditional Chinese culture and develop Ss’ culture awareness and cross-culture communicative skills. As for my blackboard-design, since time is limited, I’d like to give a brief introduction.
Step 5 Homework
高中英語說課稿5
一．教材內容分析
本單元的中心話題是西方繪畫藝術的歷史、中西方各種藝術形勢與風格，各時代的著名畫家以及他們的作品。挺熟讀寫等語言知識和語言技能主要圍繞“繪畫藝術”這一主題設計的。本節(jié)課引導學生討論這些問題，目的在于讓他們了解繪畫藝術及其各個歷史發(fā)展時期的不同風格，培養(yǎng)他們對藝術的興趣。
二．學生分析
本堂課所教學生為高二理科班的學生，認真踏實是他們在課堂學習實踐活動中的特點。部分學生經過初中和高一階段對英語這門語言的學習和掌握，已經為高二階段的英語學習打下了基礎。表現為：大部分學生能夠做到課前預習，課堂上能伴隨課程的思路，較積極主動的參與課堂活動，如小組討論，問答練習等；但是仍有少部分學生由于種種原因造成了英語基礎薄弱，上課不夠積極主動，學習任務完成不充分等問題。對此，在課堂活動中要進行有針對性的幫助。如進行分組討論時，可讓他們與學習基礎好的同學一組且要給予更多的`鼓勵，使他們盡早能提高對學習英語的興趣。
三．教法分析
學生學習本文時，我設計了一些任務，通過感知，體驗，參與合作等方式，使學生的主動地位得到充分體現。如：要求學生閱讀文章，回答問題，填寫表格等，這一單元以繪畫為主題,利用多媒體展示影片相關圖片，幫助學生用自己的話概括主要內容,提高課堂教學效率,增強學生學習興趣.
四．教學程序
Step ⅠLead-in
Show students different kinds of paintings and ask them to guess the type of the paintings.
�。ㄍㄟ^多媒體播放不同種類的圖片及不同名作家的作品引起學生對繪畫的興趣）
Step ⅡWarming Up
At first, ask the students to match some new words with the correct English meanings. Show them on the screen.At last, check the answers with the whole class.
A B
a. realistic 1. accurate, minute
b. abstract 2. state or fact of existing
c. existence 3. being in thought but having a physical or practical existence
d. detailed 4. lifelike, true to life
e. religious 5. classical, of old beliefs
f. traditional 6. sincere to believe in a god or gods
Key: a-4, b-3, c-2, d-1, e-6, f-5
�。ㄍㄟ^對文章重點詞匯的聯系讓學生閱讀文章是更容易并且加深對這些重點詞匯的理解）
Step Ⅲ Pre-reading
Show students some pictures of the different ages,let them summary the order of the paintings
Middle Ages, from 5th to 15th century → The Renaissance,from 15th to 16 century→ Impressionism,late 19th to early 20 century → Modern Art,from 20th to today
（通過展示不同時期的西方藝術作品讓學生了解到西方近代繪畫藝術的發(fā)展）
Step Ⅳ Reading
Task 1 Scanning
Show some questions on the screen.
1. What were the artists interested in from 5th to 15th century AD?
2. How did Masaccio paint his paintings?
3. Why did the impressionists have to paint quickly?
�。ㄍㄟ^讓學生快速閱讀回答問題提高學生閱讀能力）
Task 2 Skimming
Let the students read the passage again and get the main idea of it. Then complete the following chart on their own. And check the answers with the whole class.
Show the chart with blanks on the screen. A few minutes later, check the answers.
�。ㄍㄟ^再次閱讀讓學生把握文章的細節(jié)，更深層了解文章內容）
Step Ⅴ Comprehending
Let the students read the passage again and tell whether the statements True or False according to the text.
1. Western art has changed very little over the last seventeen centuries. F
2. Painters in the Middle Ages did not use perspective. T
3. Impressionists painted landscapes. T
4. You cannot recognize any object in abstract modern art. F
5. In the Renaissance most artists painted indoors. T
�。ㄗ詈笞寣W生通過對以上句子的正誤判斷對文章更準確的把握）
五．說板書設計
Middle Ages, from 5th to 15th century……
The Renaissance,from 15th to 16 century……
Impressionism,late 19th to early 20 century……
Modern Art,from 20th to today……
六．課后反思
課堂學生參與性不高，應注意問題設計的層次，照顧到不同學習程度的學生，盡量做到讓更多學生參與到課堂活動中。
高中英語說課稿6
前言：在英語教學中落實新課程標準，就是貫徹執(zhí)行國家教育部關于課程改革的決定。新課程標準的三維教學觀，具體到英語學科就是要整合發(fā)展學生語言技能、語言知識、情感態(tài)度、學習策略和文化意識五個方面的素養(yǎng)，培養(yǎng)學生綜合運用語言的能力。開展課堂探究是培養(yǎng)學生綜合語言運用能力的最佳手段。所以在我的教學設計里，每一個教學活動中都有情景創(chuàng)設，學生探究，學生處理問題和鞏固訓練等環(huán)節(jié)。
一、教學內容分析
(一)知識背景及新課程、新教材
本單元圍繞考古這一主題開展聽、說、讀、寫多種教學活動。旅游作為當今社會人們最感興趣的話題在英語學習占有非常重要的位置。名勝古跡是旅游的重點內容之一，名勝古跡中的許多發(fā)現都來自于考古工作。所以Archaeology也是一個非常貼近生活、具有時代性、可挖掘性的教學主題。
本單元所選的語言素材涉及中外名勝，有利于學生了解外國文化，增強世界意識。正如新課程標準中的教學建議所提：學習考古有利于“拓展學生的文化視野，發(fā)展他們跨文化交際的意識和能力”；在利用現代教育技術觀看歷史教育片的過程中，“拓寬了學生學習和運用英語的渠道”；同時本單元的教學對教師本身歷史文化修養(yǎng)、廣闊的知識面等方面有非常高的要求，體現了師生共同不斷更新知識結構以適應現代社會發(fā)展對英語課程的要求的“與時俱進”的理念和思想。
（二）教學重點難點
1.利用已有知識談論石器時代、青銅器時代、漢朝、唐朝等時代人們的飲食起居、文化娛樂、生產工具等，為以后閱讀英國的《巨石王》和中華文明的起源奠定基礎。
2.調動學生的積極性，組織他們利用表達好奇功能結構談論他們所感興趣話題。
3.聽力是這一課的難點。聽力材料介紹是古代法國人用來射箭的一種武器。材料長，對武器的結構的解釋比較復雜。但是學生聽過材料后能夠順利地完成課本上的練習。這里不要求學生理解細節(jié)，只要能完成練習就行。
二、三維教學目標
（一）知識技能
1.學會談論古代人的生產、生活；
2.學會表達對什么東西的好奇，如：
I wonder what/ who… I really want to know…
I’m curious to…I’d love to know…
I wonder if/whether… What I’d really like to find out is… I’m curious about… I’d like to know more about…
3.學習一些與考古有關單詞、短語和句式,如：archaeology及其派生詞，curiosity, bronze, dynasty,
decoration, artifact, unearth, spear, pot等。
�。ǘ┣楦袘B(tài)度
1.讓學生了解本單元的總體學習目標，以便激發(fā)學習學習積極性。
2.從談論石器時代、青銅器時代、漢朝、唐朝等時代人們的飲食起居、文化娛樂、生產工具等入手使學生到中國具有悠久的歷史、燦爛的文化，增強學生的民族自豪感，愛國主義情操。增強學生學好英語自信心。
3.通過開展小組活動，指導學生積極與人合作，相互學習，相互幫助，培養(yǎng)其團隊精神。
�。ㄈ⿲W習策略
1.認知策略：通過-ology, -ological, -ologist等詞根的學習，掌握archaeology, archaeologist, archae- ological等詞，同時掌握同類詞的'學習方法。
2.調控策略：通過聽力讓學生了解到聽力有時很難，不可求全責備�？梢圆牧险{整聽力要求。有的要聽懂細節(jié)，有的甚至要推斷隱含內容，但有的只需要掌握大意。
3.交際策略：通過談論古代人的飲食起居、文化娛樂、生產工具和談論興趣等真實交際活動提高用英語交際的能力。同時讓學生了解表情、動作等非語言手段提高交際效果。
4.資源策略：讓學生了解博物館、名勝古跡和書籍資料一樣是學習的重要途徑。
�。ㄋ模┪幕庾R
1.了解英語國家對文化遺產保護的態(tài)度。
2.了解西方國家部分古代用具。
3.通過中外古代文化對比，加深對中國文化的理解。
三、具體教學步驟
(一) 導入(Lead-in)
這一步驟的重點在于激發(fā)學生對考古學的興趣，因為一般學生認為考古沒什么有趣的。
活動方式：師生互動。教師盯著天花板的一處看30秒鐘。引起全班同學一起去看。然后問：What do you see?
學生自然會回答：Nothing.然后再問Do you know what I was looking at? 學生自然會回答：No, I
don’t. 然后告訴學生老師根本沒有看什么，只是做一個動作而已。再問Why did you look at there after
me?學生答不上。老師告訴學生That is because of curiosity.再問What is the word curiosity from?
學生學過curious，所以能答上來。老師再講：根據心理學的觀點，每個人都具有對新鮮事物認識的興趣，這叫做Curiosity。然后給出一個新詞：
Archaeology(板書課題)并指出This is a new word for you. You may want to know it.老師再問Do you think it is a course or a science?部分學生會答Yes.接著問Why do you think it is a science?學生會說出他們學過以-ology結尾的詞。這時便可以打出幻燈片，再進行以下活動：
漢語意義名詞形容詞……學家
技術technology
生物學biology
心理學psychology
人類學anthropology
細菌學bacteriology
Physiology
Sociology
zoology
1.組織學生推出Physiology，zoology和sociology和漢語意義；
2.組織學生推出technological, technologist；
3.組織學生推出其它詞的-ological和ologist的形變；
總結：學習構詞法知識對于擴大詞匯量有非常重大的意義。
最后指出今天所學內容是Archaeology.再問What are the goals in learning the unit?
(二)單元學習目標(Goals)
請一個學生解釋本單元學習目標(Goals),然后和全班一起關上書回憶本單元的四個學習目標。
(三)預備(Warming up)
活動形式：分組評論。談論課本上的四幅圖畫。先指出中華民族有著悠久的歷史和燦爛的文化。每年都有許多西方人到中國來旅游。如果你想為他們提供幫助，就得學會用英語談論中國古代人的飲食起居、文化娛樂、生產工具等。然后用What
did they eat? Where did they live? What did their homes look like?
What kind of tools did they use? What objects have we found from
their age? What kind of entertainment did they have?
談論古代人的飲食起居、文化娛樂、生產工具。
(四)聽力(listening)
教學形式：師生互動。播放磁帶讓學生聽第一遍，提問材料的大意。播放第二遍，讓學生完成課后練習。做聽力訓練之前的準備工作是非常重要的。
總結：今天的聽力材料較難，但是同學們能很好回答課后問題這就夠了，不一定要了解那些細節(jié)，不可求全責備。根據不同制訂不同學習目標是有效學習重要環(huán)節(jié)。
(五)對話(speaking)
活動形式：組對練習。
1.發(fā)出指令，提出要求；
2.學習會話范例；
3.給對話所用句式；
4.學生組對談論興趣與建議。
四、教學時間分配
教育心理學指出新知識的學習需要一個接受的過程。本課時的主要任務為本單元的學習做好預備工作。所以要用較多的時間讓學生接受考古這一新的概念。 導入部分用8分鐘;
目標部分用3分鐘;
預備部分用5分鐘;
聽力部分用12分鐘;
會話部分用10分鐘;
最后用兩分鐘總結本課內容和布置作業(yè)。
五、課堂板書設計
將黑板劃為左右兩塊，左邊板書教學步驟，右邊板書生詞和短語。
高中英語說課稿7
一、從容說課
This is the third period of this unit.To test if Ss have understood the phrases and patterns they learned during the second period，the teacher can first give them some revision exercises.“It is ...that” is a very difficult structure，so the teacher can design some exercises for Ss.
Ss have got some idea about the present continuous tense for future use in the first period，to make them more familiar with its function，the teacher can give them more practice，both oral and written.Meanwhile，the teacher will help them go over another two ways of expressing future actions.These tasks are designed to improve their ability of using language.
To make Ss well prepared for the reading of the fourth period，the teacher can deal with the rest few new words in this clASs.
As to the homework，the teacher will ask Ss to preview Part 3 on Page 19 after clASs.Because this work is a bit difficult，tell Ss any group work is welcome.
Since the five-day National holidays are coming.Suppose that one student and his friends will go for a trip.Ask them to go to a nearby travel agency and find a schedule for their trip.Later they are required to talk about what they will do on their travel，using present continuous tense.Through this activity，Ss can get to know what a travel plan is like，and consolidate what they have learned，which is correspondent to the teaching method “Learn through doing”.
二、三維目標
1.Knowledge：
(1)Learn the present continuous tense for future use.
(2)Go over the other two ways of expressing future actions.
2.Ability：
Learn to make sentences，using the above three ways.
3.Emotion：
Develop Ss’ sense of group cooperation.
三、教學重點
The present continuous tense for future use.
四、教學難點
(1)It is ...that...
(2)The present continuous tense for future use.
五、教具準備
Multi-media clASsroom and other normal teaching tools.
六、教學過程
Step 1 Greeting
Step 2 Revision
T：First I will test how well you understand what you learned yesterday.Please judge whether the following sentences are right.If they are not right，please correct them.
(1)It is with the help of the teacher that I passed the exam.
(2)It is I who is wrong.
(3)It was she that he helped with her homework yesterday.
(4)It was at the post-office where we met each other.
(5)It was yesterday afternoon when they played a close basketball game.
(6)Who was it that discovered the secret?
S：I think it’s right.
T：Do you agree with him?
S2：No，I think it is not right.But I don’t know why.
T：Does any one know the reason?
S3：In that cause，the past tense is used，so I think we should change “is” to “was”.
T：Quite Good.That is to say：當原句的時態(tài)為表示現在的各種時態(tài)時，用It is...;當原句的時態(tài)為表示過去的各種時態(tài)時，則用It was...。Now，what about the second sentence?
S：I think it is right.
S：I don’t agree with her.Here “who” refers to “I”，so after I we should use “am”.
T：Great.當被強調部分為原句的主語時，that句中謂語動詞應在人稱與數上與它保持一致。Let’s look at Sentence 3，is it right or wrong?
S：It’s wrong.The phrase is “help sb. with sth.” I think we should change “she” to “her”.
T：Good.當被強調部分為代詞時，如是主語就用代詞的主格，如是賓語則用賓格。So you see in Sentence 2，we use I instead of me，because the emphasized part is subject.
S：I see.
T：Is Sentence 4 a good sentence?
S：Yes，I think so.
T：What is your opinion，Han Mei?
Han Mei：I am not quite sure.
T：Write down this sentence in your notebook：
當被強調的對象指人時，可用who/whom 代替that;但當被強調的'是地點、時間、原因、方式等狀語時，決不能用where，when，why，how 等來替換。
S：Sentence 4 and Sentence 5 are wrong.We should use “that” in place of “where” and “when”.
T：You are clever.And the last sentence is right.Always remember：
Wh+was it that...?當對被強調的地點、時間、原因、方式等狀語提問時，我們要用到這個句型。
Please translate these sentences，using this structure.
(1)他是在哪里度過他的童年時代的?
(2)他們怎樣取得這么大的成就的呢?
(3)他和她為什么吵架?
S1：Where was it that he spent his childhood?
S2：How was it that they made such great achievements?
S3：Why was it that he quarreled with her?
Step 3 Relaxation
T：You did a quite good job.I will play an English song for you as a reward.But while enjoying the song，you should underline the verb in the sentences of part on Page 21.
Step 4 Grammar
T：Do you like the song?
S：Yes.
T：If you learn English well，you can find more wonderful things about English culture.Let’s work hard.
S：OK.
T：Have you underlined the verbs?
S：Yes，are working，are having，are giving，am singing.
T：What do we call this tense?
S：The present continuous tense.
T：But here does this tense express the present action or state?
S：No.
T：We all can see it expresses the future action.Can you express these sentences in other ways?
S：Are you going to work this evening?
We are going to have an English party.
We are going to give performances at the party.
I am going to sing songs with my clASsmates.
T：So you use “be going to” to express the future action.Will someone say them in a different way?
S：Will you work this evening?
We will have an English party.
We will give performances at the party.
I will sing songs with my clASsmates.
T：You are perfect right.And you use “will do” to express future action.Now how many ways do we have to express future actions?List them.
S：Three，be doing，be going to do，will do.
T：Good.(Write the three ways on the blackboard.)Now，let’s look at Part 3 on Page 21.Tell your partner what you want to do.
(Give Ss several minutes to talk to each other.)
T：Now，it’s time to demonstrate your sentences to the whole clASs.
Possible answers：
(1)Tomorrow morning，I am walking my dog./I am going to walk my dog./I will walk my dog.
(2)The day after tomorrow，I am taking part in an English speech contest./I am going to take part in an English speech contest./I will take part in an English speech contest.
(3)Next Saturday evening，I am enjoying a solo concert by Zhang Xueyou./I am going to enjoy a solo concert by Zhang Xueyou./I will enjoy a solo concert by Zhang Xueyou.
(4)Next month，I am moving to a new flat./I am going to move to a new flat./I will move to a new flat.
Step 5 Consolidation
T：Then let’s check Part 2 on Page 21.Will two of you read the dialogue?
S1：Miss Wang，I hear that you are traveling along the Mekong River.That’s really exciting.Have you got everything ready?
S2：Almost.
S1：When are you leaving?
S2：Next Monday.
S1：How far are you riding every day?
S2：It’s hard to say.If the weather is fine，I think we’ll be able to ride 75 km a day.
S1：Where are you staying at night?
S2：Usually in our tent，but sometimes in a small hotel in the town.
S1：Do you think you are coming back here soon?
S2：Oh，we are not coming back to this place.We are going home.That’ll be a month later.
S1：Thank you for your time，Miss Wang.Good luck on your journey.
S2：Thank you.
Step 6 New words
T：To make preparations for tomorrow’s reading，we’ll learn the rest new word in this unit.Look at the screen and try to pronounce the words by yourselves.
attitude，shorts，camp，record，afterthought，topic，familiar，brave
T：Jimmy，would you please read these new words.
Jimmy：...
T：Wei Hua，do you think Jimmy pronounce the words correctly?
Wei Hua：Not exactly.(Read the word/words that Jimmy doesn’t pronounce properly.)
T：Here are eight sentences for you to complete，please use the correct forms of the above words.
(1)Milu often says “____________ is everything.” to encourage the players to devote more.
(2)When traveling，it is more convenient for you to wear____________ than shirts.
(3)Since the hotels in the town are all engaged，we have to make ____________ in the tents.
(4)After staying together for two weeks，they got ____________ with each other and became friends.
(5)He likes to ____________ his daughter’s lovely laughter and enjoy it when free.
(6)Whenever we see a film，the Chinese teacher will ask us to write about our ____________.
(7)They discussed his position in the company and other ____________.
(8)____________ firefighters rescued the people from the burning building.
Give Ss a couple of minutes to finish the work.
Answers：
(1)Attitude (2)shorts (3)camp (4)familiar (5)record (6)afterthoughts
(7)topics (8)brave
Step 7 Homework
1.Finish Part 1 and Part 2 on Page 57 and Page 58.
七、板書設計
Unit 3 Travel journal
grammar
be doing
be going to do
will do
examples
I am going out tomorrow morning.
I am going to see a film tonight.
I will visit my grandmother this Sunday.
八、活動與探究
National holidays are coming.Suppose you and your friends will go for a trip.Please go to a nearby travel agency and find a schedule for your trip.Talk about what you will do on your travel，using present continuous tense.淘~課件網 wWw.taoKeJIaN.com
Datemorningafternoonevening
Oct.1
Oct.2
Oct.3
Oct.4
Oct.5
九、備課資料
現在進行時的基本用法
a.表示現在(指說話人說話時)正在發(fā)生的事情。
We are waiting for you.
b.習慣進行：表示長期的或重復性的動作，說話時動作未必正在進行。
Mr Green is writing another novel.
(說話時并未在寫，只處于寫作的狀態(tài)。)
She is learning piano under Mr Smith.
c.表示漸變的動詞有：get，grow，become，turn，run，go，begin等。
The leaves are turning red.
It’s getting warmer and warmer.
d.與always，constantly，forever 等詞連用，表示反復發(fā)生的動作或持續(xù)存在的狀態(tài)，往往帶有說話人的主觀色彩，表示強烈的贊揚或批評。
You are always changing your mind.
You are always doing your work well.v
高中英語說課稿8
Good morning, ladies and gentlemen. My topic is Women of Achievement, that is, unit 1, in module 4. The reading passage “A Student of African Wildlife” is talked later and my talk consists of 4 parts. Part 1, my understanding of the material. Part 2, teaching approaches. Part 3, preparations before class. Part 4, teaching procedure.
Part 1 my understanding of the material
First, let me introduce the reading passage. It is the center of this unit’s teaching and learning. It is made up of 4 paragraphs, that is, one day’s observing chimps with Jane in the forest; how Jane did her research and her achievements; Jane’s love towards animals and her contributions to animal protection; and a short summary to her. By learning this lesson, the students can not only understand women’s status in society and everyday life, their values and contributions, their difficulties and achievements, but also learn how to use some words, phrases and sentence patterns. Of course, the students can practise their reading skills, such as skimming, scanning and careful reading.
Second, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading and writing, they still need many opportunities to explore and convey meanings; to classify and reflect on their thoughts, feelings and experiences; to experiment and use their imaginations, and also to develop their autonomous learning ability, cooperative learning ability and investigative learning ability.
Third, about teaching aims
Knowledge aims: To learn how to use the mastery words, phrases and sentence patterns;
To learn sth about Jane’s research.
Ability aims: To cultivate the students’ autonomous learning ability, cooperative learning ability and investigative learning ability;
To develop students’ reading skills, such as making prediction and drawing inferences from the context.
Emotional aims: To encourage the students to participate in the class activities and cultivate their teamwork spirit;
To learn Jane’s bravery and perseverance in achieving her goals;
To reinforce the sense of wildlife protection.
Fourth, about key points and difficult points
I think they are to develop the students’ reading skills, such as making prediction and drawing inferences from the context; and to learn how to use the mastery words, phrases and sentence patterns.
Part 2 Teaching approaches
According to the analysis above, I’ll try to use the following theories: to make students the real master of the class while the teacher myself the director; to inspire the students, especially girl students to chase their dreams with great determinations.
Therefore, task—based teaching method, students—centered teaching method and CAI will be used.
Part 3 Preparations before class
I will ask the students to surf the Internet or go to the library to find some information about great women that they are interested in.
And in class, they will give reports of the information they have obtained. By doing this activity, I can train their autonomous learning ability and investigative learning ability, and their abilities of collecting and dealing with information.
Part 4 Teaching procedure
I designed 6 steps to deal with this reading passage.
Step 1 lead—in
Activity: picture appreciation and question answering
I’ll show them some beautiful pictures of wild animals, such as lions, Tibetan antelopes, monkeys and chimps. Then one question will be asked: which animal has the closest connection with human beings? It’s not so difficult. Of course, chimps. Then the students can find more about chimps from the reading passage.
The purpose of this activity is to stimulate the students’ interest and naturally lead to the reading passage.
Step 2 pre—reading
Activity: look and guess
The students will be asked to just glance at the title and the two pictures in the book, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.
This activity is to inspire the students to read actively, not passively. Surveys show that active reading can raise the readers’ interest and reading efficiency. Other purposes are to develop the students’ reading skill—making prediction and to encourage the students to think in English, express their thoughts in English and cooperate with each other.
Step 3 reading
Activity 1 scanning
The students are required to scan the text quickly and find out specific information of the following questions.
1 who is the student?
2 what animals are observed?
3 when did Jane Goodall arrive at Gombe? How old was she?
4 what was the purpose of her study?
By doing this activity, the students can improve their reading skill—scanning. And they can get the two lines of the whole passage, the main line—student, and the hidden line—wildlife. It builds a solid base for the latter reading comprehension.
Activity 2 skimming
The students are asked to skim the text quickly and summarize the main idea of each paragraph.
By doing this, I can train the students’ reading skill—skimming. And before their skimming, I’ll remind them to find out the topic sentence of each paragraph.
Activity 3 careful reading
For paragraph 1: Video watching and completing a diagram
Get the students to watch a short video of Jane’s research with chimps.
This paragraph is a description of what Jane and her partners did in the forest. The video can turn the description in words into images. So it seems as if the students themselves went into the forest. Then a diagram will be shown to the students. It contains the main actions of the chimps. They have to complete it. By these two changes, the students can master the important words, phrases and sentences better.
For paragraphs 2-3: Retelling job
These two paragraphs are relatively long, so the students may have difficulties in classifying the content. Therefore I divided all the sentences into 3 aspects, that is, Jane’s difficulties, her discoveries and her contributions. According to the key words, they have to retell it.
By doing this activity, I can train the students’ language organizing ability to meet the demands of the new curriculum.
For paragraph 4: Question answering
It is a short summary to Jane and implies that women can do what they want to do as men. This paragraph is relatively short and easy to understand. So the questions are fairly easy and will be offered to the less talented students.
Step 4 post—reading
I designed 2 activities.
Activity 1: multiple choice questions
These questions are to help the students get a better understanding of the text. Some of them are about details, and some of them are inferences. Inference questions are more difficult. So I will give them to the top students, and the easier ones to less talented students. Therefore all the students can have the chance to participate in the class activities and achieve the pleasure of learning English. Thus task-based teaching method is used here.
Activity 2: qualities and looking for relevant sentences
It is an activity to consolidate what they have learnt in the class. Traditionally, a blank-filling task is often used in this step, but it is a passive activity. In order to get the students to learn actively, I designed this activity. Just get the students to look at the title and think about “what kind of student Jane is”. They will say many words, like hard-working, brave and so on. Then ask them to find out the sentences from which we can see these qualities. To do this job, the students have to read the whole passage more carefully again, and they will get a deeper impression of the language structure. Here students-centered teaching method is used.
Step 5 Discussion
The students will be divided into several groups to discuss the following questions.
1 Jane was brave enough to live in the forest. What difficulties do you think she was facing?
2 If you have the chance, will you do what she did?
This activity is to cheer the students to think deeply about Jane’s research and to practice their oral English.
Step 6 Homework
Activity : Thinking and Writing
The topic is “ though our grandmothers and mothers haven’t done something great like Jane, do you think they are great, too? ” Give your reasons.
This activity is designed to train their writing skills and stimulate the students to become aware of the greatness of ordinary women. So greatness is close to the students’ daily life.
In class, I will use CAI, so there is no blackboard design.
That’s all. Thank you!
高中英語說課稿9
Good #, teachers and judges. I'm candidate, NO.#. I'm honored to be here to share my teaching design with you.
Today my topic is #. I'm going to interpret my teaching design from six aspects: analysis of teaching material, the teaching aims, important and difficult points, the teaching methods, the teaching procedure, and blackboard design.
Now, I'll start with analysis of teaching material.
This passage comes from New Senior English for China Student's Book #, Unit #. The topic is about #. By studying this passage, we'll enable students to master the skills of reading, and to lay the foundation for the whole unit.
Then, the teaching aims. According to the analysis of teaching material, the teaching aims can be achieved as follow.
First, knowledgeaims. Get students to understand the content of the passage, and the important words and expressions, such as #.
Second,abilityaims.Improve students' reading ability, and guide students to apply the key words and expressions into speaking and writing.
Third, emotionalaims. Broaden students' international viewand raise theirinterest in English learning.
Next, the important and difficult points.
The important points.Getstudentsto master the usage of the important words and expressions, andhelp students understand some key sentences in the passage, for example #.
The difficult points.Improve students' reading ability of getting specific information from the passage, and let students talk about #.
Let's move to the teaching methods.
Based on certain English learning foundation of the students, I will adopt situational teaching method, communicative language teaching, and task-based teaching method.
Here comes the most important part of my teaching design, the teaching procedure.
There are five steps.
Step one, warming up.
At the very beginning of my class, I will divide my students into six groups.
To attract students' attention and arouse their interest in reading, I will start my class like this. "Boys and girls, look at the picture, what is it? Yes, # Now, let's work in groups and have a competition. OK? Each group has to list # as many as possible. You only have one minute. Now, Start! OK, time's up! Show me your paper! Wow, you know so much about #. But, do you want to know more about #? Today, we are going to learn a passage about #.
Step two, pre-reading.
First, I'll deal with the background knowledge about #.
Then, students will have a discussion in pairs, and try to predict what the passage is about, according to the title and the pictures. By doing this, students will be eager toread the passage.
Step three, while-reading.
There are three tasks.
Task one, skimming for main idea and questions.
Students will have three minutes to skim for the main idea of the passage.
Then, they have to answer two questions. Question one #? Question two #?
In this way, students will get a rough understanding of the passage.
Task two, scanning, fill in the mind map.
To make students have a deeper understanding of the passage, I will design a mind map like this #. Students will have five minutes to complete this mind map, according to the information from the passage.
Task three, detail reading, true or false.
I will present ten statements on the screen, and let students listen to the tape, and decide true or false. The purpose is to give students a full understanding of the passage.
Step four, post-reading.
In this part, students will have ten minutes to do an activity in groups. Each group has to use the information from the passage to act out an interview between a reporter and #. While my students are preparing, I will walk around the classroom, and give some guidance. Then, I will choose two groups to make a presentation, and the other groups have to give some comments.By doing this, students will break through the difficult pointsof this lesson.
Step five, summary and homework.
I will let students do a summary about what they have learned today. Then, I will praise the students who perform well in today's class, and encourage the others. As for homework, students have to search for more information about #, and exchange their ideas with partners.
Last one, theblackboard design.
On the top, is the title of this passage. In the middle, are main idea, questions and a mind map.On the left side, will besome key words and expressions.On the right side, will be my feebacks, and some brilliant ideas from my students.
That's the end of my teaching design. As a novice, I will try my best to improve it in my future work and daily life.
Thank you for your listening.
May I clean the blackboard？
高中英語說課稿10
Teaching plan for Unit 5 book 2 Good morning, profeors, it’s my great pleasure to be here sharing my leons with you.The content of the leon is Senior English for China Student’s Book 3 Unit 2 Healthing eating.I’ll begin the leon from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design.First, let me talk about the teaching material.Firstly，let me introduce the teaching material.This unit is to introduce to us different types of band.The reading paage is the center of this unit.It is made up of 3 parts, that is,.The text is the most important teaching material in this leon, which extends the main topic “” and contains most of the vocabulary and grammar points that students should learn in this unit.
Secondly, I want to tell something about the students.Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to expre their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability Thirdly, I’d like to talk about teaching aims and demands 1 Knowledge aims:
�。�1）to help students to understand and master the words, phrases and sentence patterns.（2）to know some basic information about music 2 Ability aims:
(1) To improve the students’ organizing and using skills of English as the second language (2) To understand the main idea, to scan for the needed information and to grasp the details 3 Emotional aims: (1) Help students understand (2) Develop students’ sense of cooperative learning Fourthly, teaching key points is 1.To help the students get a general idea of the whole paage, and some detailed information and language points as well. 2.To understand Teaching difficult points is 1.The students use their own words to expre their own ideas.2.The usage of modal verbs According to the analysis above, I’ll try to use the following theories to make students the real master of the cla while the teacher myself the director.a.Communicative Language Teaching
Language is used for communication.It’s learner-centered and emphasizes communication and real-life situations. b.Task-based Language Teaching
A task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing. c.Computer Aisted Language Teaching
Language learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.Part 3 Learning Methods Task-based, self-dependent and cooperative learning Part 4 Teaching Procedure Step One Lead-in “Interest is the best teacher.” Therefore, at the very beginning of the cla, I should spark the students’ mind to focus on the centre topic “the band”.I’ll show some pictures of food to attract their attention and then bring some questions. Question: What kind of food they like? What should go into a good meal? The answers must relate to the diet.After this, the students will be eager to know something about a balance diet and this is the very time to naturally lead the cla into Step 2 Step 2 Reading for information: skimming and scanning In this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.Task 1 General idea
The students will be asked to just glance at the title and the pictures of the paage, and then gue what they will read in the text.And they’ll be divided into groups of four to have a discuion.The purpose is to inspire the students to read actively, not paively.In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to expre their thoughts in English and cooperate with each other.Task 2 Main idea of each paragraph
Cooperative learning can raise the students’ interest and create an atmosphere of achievement.Based on this theory, I divide the whole cla into 4 groups to skim the whole text and get the main idea of each paragraph.
Step 3 Reading for comprehension The purpose of reading is to get the correct and useful information.Students should not only have a high speed of reading but also have a correct understanding of details.Therefore the following practices on Page 35 can help check the situation. Step 4 Solving difficult language problems through reading It’s important for language learners to learn important rules of grammar and use these rules to solve problems in reality.In the previous proce of reading, the students must come acro some difficult language obstacles, so it’s neceary for us to discu and explain.This period of time belongs to students.They can ask any questions they come acro in the proce of learning.I’ll explain the questions and difficulties.The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.Step 5 Consolidation Language is learnt by communicating.It is my job to create an atmosphere for students to use the language.Here I design 2 activities 1 Reading for comprehension I’ll ask 4 students to read each paragraph, and then do the exercise following the text.I think it’s a good way to review what they have learned.2 Discuion
During making discuion, the students will deepen their understanding of the main idea of the paage.a.Why Monkees can be succeful? Give reasons.b.What’s the most important thing for a succeful band? Why? Step 6 Homework Ask the students to write down sth about their favorite singers, band or music and list the reasons.The aignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.Part 5 Blackboard design Unit 4 Music Paage The Band That Wasn’t Topic Sentences: 1.Many people want to be famous as singers or musician 2.Form a band 3.Began as a TV 4.They became even more famous than the Beatles Discuion: a.Why Monkees can be succeful? Give reasons.b.What’s the most important thing for a succeful band? Why? 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 cla.I want to make the design inductive, instructive and artistic.
高中英語說課稿11
一、教材的分析與處理
1、課型：閱讀理解
2、教材分析：
1.地位：
本文是該單元“旅行日志”的重點文章，屬精讀材料。本單元的中心話題是“旅游”，可以說這是一個世界性的時尚話題，隨著經濟發(fā)展、社會進步、人們生活水平的提高，旅游作為現代人的一種生活方式，越來越被更多的人們所接受與喜愛。本單元講述了一段沿湄公河而下的自行車旅行，主人公“王坤”以旅行日記的形式詳細的記錄了這一過程。學生通過追隨這一段旅程，探討與“旅游”相關的各種話題，如：如何為旅游做準備，怎么選擇適當的旅游方式，怎樣確定旅游路線，計劃或日程等等。通過本單元的學習，不僅可以實使學生學到與旅游有關的語音知識和語言技能，還會使學生對旅游產生濃厚的興趣，通過旅游了解世
2.內容：“閱讀”(Reading)部分的題目使”沿湄公河而下的旅程“。文章講到主人公王坤和姐姐王薇想騎山地車旅行，于是選定了沿著云南西部的瀾滄江，也就是湄公河作為旅游路線。他們選擇海拔5000多米，空氣非常稀薄的高山作為旅行的起點。著注定是一次非常刺激的旅行經歷。通過查
閱資料，他們知道了河流的特點和流向，沿途所要經過的地形等等，增長了地理方面的知識，開闊了視野。通過閱讀， 教師要讓學生學到一些有關地理的單詞和短語，訓練他們的閱讀技巧，還要讓他們做好懂得如何做好旅行前的準備工作，例如選擇自己感興趣的旅行地點，確定旅游路線，通過查地圖等了解沿途的相關信息。這課時主要側重于閱讀能力的培養(yǎng)，教給學生多種靈活多變的閱讀方法。引導學生開展任務型閱讀，以任務為依托，激發(fā)學生參與主體，從篇章中準確、高效地獲取知識與信息。 體裁：旅行日記
3、學生分析：學生已經學了warming-up與部分單詞，并且預習了這篇課文，上課會比較輕松，理解也比較容易。 4、教學目的要求：
①語言知識：理解與旅游有關的知識并掌握文中的詞匯短語。 ②語言技能：培養(yǎng)閱讀策略（跳讀、查讀、略讀與歸納能力）；了解旅游常識；學會如何寫旅行日志。
③情感態(tài)度：感受主人公認真謹慎的態(tài)度，養(yǎng)成做事充分準備堅持到底的好習慣。
�、軐W習策略：培養(yǎng)查找旅游信息的能力，出行之前討論、制定計劃、查閱資料等能力。
⑤文化意識：增強對祖國大好河山的熱愛，以及在旅游中接受異國文化的能力。
5、教學重點：讓學生理解本課旅游日記的'內容。
6、教學難點：培養(yǎng)學生的閱讀能力，尤其是理解歸納的能力。
二、教學方法與手段
1、教學方法與手段：任務型教學法，合作式教學與討論結合，設計循序漸進的活動，確保課堂的整體性、互動性、趣味性和交際性。 2、教學輔助：多媒體（圖片、視頻、音頻） 三、教學過程 1、Lead-in 導入
�、挪シ挪R唱歌曲：《青藏高原》
�、铺嵋粋�問題，引入湄公河的發(fā)源地，作為熱身活動部分，很快就能引起學生的注意力，進入與課文相關的情景聯想，并能激發(fā)學生探究知識的欲望。
2、Pre-reading 讀前活動
�、趴翠毓拥膱D片，并說出它所流經的國家。
⑵提出兩個關于湄公河的背景問題，并展示湄公河的地圖。 3、While-reading 讀中活動 ⑴快速閱讀
①播放課文錄音，要求學生聽錄音時找出每段的大意。 ⑵細節(jié)閱讀
1.給出4個陳述句讓學生判斷正誤并予以糾正。培養(yǎng)學生發(fā)現 判斷 處理獲取信息的能力。
2.結合課文，完成表格填空。分析人物的性格，這對培養(yǎng)學生閱讀中推理和歸納能力非常重要，同時，我討論分析王薇的人物性格做了鋪墊。 4、Post-reading 讀后活動
�、沤Y合表格填空復述課文�；仡櫿n文內容，讓學生從整體上把握和領會文章的脈絡，加深對文章內容的理解與認識。做到從宏觀上學習知識和各種閱讀技能。
⑵討論：你認為王薇是一個性格倔強的人嗎？
通過對這個人物的分析，可以增進同學之間的相互了解和彼此的交流，有利于培養(yǎng)同學良好的團結協(xié)作精神。
5. 總結：內容總結與方法總結 通過歸納知識點，使得學生獲得一定的成就感。
6、Homework 家庭作業(yè)
通過設計和轉換角色 ，讓學生作為一名記者去采訪王薇或者是王坤，用英語寫一篇對話，有利于提高學生的寫作能力和水平。而找出文章中的難句的目的是為了下節(jié)課的語言學習奠定基礎。
高中英語說課稿12
大家好，今天我要介紹的課是普通高中課程標準實驗教科書英語必修2第4單元Wildlife Protection的閱讀部分。下面我將從以下四個方面闡述我的課：教材分析、學情分析、教學方法、教學步驟和板書設計。
一、教材分析：(教材內容分析，教學目標,教學重點和難點)
首先，我來講下我的教材分析。這主要包括教材內容分析,學情分析，教學目標和教學重點和難點四個方面。
1.教材內容分析
這篇閱讀材料緊扣本單元的中心話題“野生動物保護的重要性”，講述了一個叫戴西的小女孩在夢里和一些野生瀕臨滅絕的動物交談，知道了保護野生動物的重要性，既是對前面熱身部分的升華，也是這單元的主題內容和詞匯學習的重點。這篇文章結構十分清晰，是按戴西在夢中的的三次飛毯經歷來分段的，但段落大意不是很明確。此外，在這篇文章中出現的生詞不是很多。
�。ㄏ旅�，我來講下對學生學情的分析）
2.學情分析
學生對本單元的主題“野生動物保護”的話題是十分的熟悉，而且學生們對各種各樣的動物也十分的感興趣。高一現階段的學生也已經掌握了基本的像尋讀，略讀，概括等閱讀技能，他們也能就一些問題進行英語對話討論。但是，學生對文中出現的組織WWF并不清楚，對有些句子所隱含的話外之音也不是很清楚，也對獨立解決一些現實的問題感到困難。
3.教學目標
本節(jié)課的教學目標包括知識目標、語言技能目標、情感目標、文化意識和學習策略目標。
語言技能：1）學生能夠應用不同的閱讀技能得到所需的信息；
2）在略讀后，學生能概括各段段落大意；
3）學生能夠分析作者某些句子的寫作意圖，像“No rainforest, no animals, no drugs” and “And there are always WWF.”
語言知識：1）學生能知道更多的關于為什么一些動物瀕臨滅絕以及如何保護它們；
2）通過學習大部分學生能夠掌握并運用重要詞匯: mercy, importance, contain等等；
情感態(tài)度：學生能夠認識到保護野生動物的重要性；
文化意識：學生能對WWF組織有一定的了解。
學習策略：1）通過與同學的交流，談論如何保護動物，學生能提高他們的交際策略；
2）學生能通過網絡獲得更多關于野生動物保護的知識。
4.教學重點和難點
(在這些教學目標的基礎上，我對本節(jié)課的教學重點和難點的理解這要如下：)
重點：本節(jié)課的重點是1）學生們要提高他們的尋讀，略讀，概括等閱讀技能;2)學生對文章進行整體把握，理解文章大意；3）學生能夠掌握使用文中的重要新詞。
難點：本節(jié)顆的難點是1）學生要能概括出各段的段落大意；2）學生要分析出文中有些句子的隱含意義，深入理解文章。
二、教學方法
在教學方法上，本堂課主要采用雙向互動模式和交際教學法。在學生篇章的學習教學時，主要是采用雙向互動模式，分步驟的讀前、讀中、讀后的階段行的學習，使學生們漸進深入的理解文章。此外，本堂課我重在培養(yǎng)學生的的能力，因此，我選擇使用交際教學法。在具體教學創(chuàng)設情景，活動教學為輔。調動學生積極性，幫助學生更好地理解教學內容，發(fā)展和強化學生的語言實踐能力和自主學習能力，是學生能將所學知識和現實問題結合起來。
三、 教學設計/教學步驟：
說完教學方法后，我要介紹下本節(jié)課的教學步驟。本節(jié)課共40分鐘，計劃分5步驟完成，熱身，讀前活動，課文閱讀理解，然后是讀后鞏固，最后是作業(yè)布置。。
步驟1. “熱身”(Warming-up):
步驟一是熱身活動，我會給學生放一小段講述瀕臨滅絕的野生動物的視頻。然后，我會將視頻中出現的動物的照片放在PPT上，再讓學生說下出現在視頻內的野生動物的英文名字，像south China tiger, Milu deer, Panda等等。我會和學生一起完成這項任務。然后，我讓學生想出更多瀕臨滅絕的野生動物的英文名字或未學過的動物的中文名字。通過視頻、照片還有學生自己的動腦思考，讓學生對本堂課產生興趣，進入課堂，熟悉本堂課的主角“野生動物”。這個熱身步驟將大概耗時3分鐘。
步驟2.讀前（Pre-reading）
第二個步驟是讀前，有兩個活動。第一個活動我會給學生們介紹一下WWF的一些知識，基本上學生們對這個組織沒有什么了解。第二個活動是在第一個活動的基礎上，介紹完該組織是保護一些瀕臨滅絕的野生動物后，讓學生思考一個問題“Why are some animals in danger?”。然后請一些學生發(fā)表他們的想法。這個步驟主要是讓學生對這片文章的背景知識有所了解，掃除部分閱讀障礙，而且隨著學生的思考，他們會對文章更加感興趣。在這些活動之中，我也可以讓學生接觸了解一些文中的.單詞，比如fur, protect, affect都會在這步驟中出現。這個讀前步驟將大概耗時5分鐘。
步驟三：課文閱讀（While-reading）
第三步是課文的閱讀理解，包括三個活動，略讀、掃讀和精讀。
1）略讀( skimming):
略讀前我會告訴學生他們需要快速的瀏覽全文，了解文章大意，概括每段的段落大意。這篇文章結構雖然簡單，但每段的段落大意概括并不是表面上的戴西到哪里和某某野生動物聊了什么，需要有較好的理解能力，因此，概括每段的大意對學生來說有一定的難度。為了降低難度，我會根據情況給學生一些提示詞，如果學生還有一定的疑惑，我會在PPT上出示一些答案，讓學生進行選擇，降低難度，使學生更好的理解文章。這項活動不僅使學生對全文有了一定的了解，而且他們的略讀的能力也會得到鍛煉和提升。這個略讀步驟將大概耗時5分鐘。
2）掃讀（scanning）
掃讀之后我會讓學生進行掃讀判斷對錯。掃讀之前我會把對錯題打到屏幕上，讓學生想掃視一遍，再讓學生快速掃視全文，找到相應的句子判斷對錯。這樣學生們對文章的細節(jié)內容也會有所了解，也鍛煉他們的掃讀能力。這個掃讀步驟將大概耗時3分鐘。
3）精讀（close reading）
第三個活動精讀之前，我會給學生一個報表格，他們需要一段一段的讀過來，把戴西每次和動物的了解所得仔細閱讀，填入表格戴西每次碰見的動物，他們的情況和結果。學生閱讀完并完成表格后，請些同學上黑板填表格，地下的同學進行批閱并修改。然后再問學生們幾個他們讀后需要理解的三個問題“What does the author want to tell us from the first paragraph?”, “How the government help protect the elephants?”,和“How do you understand the sentences ‘No rainforest, no animals, no drugs.’ and ‘and there was always WWF.’?”。這幾個問題涉及文中句中和段落的隱含意義，對文章的理解十分重要，對學生而言也比較困難。我先會給他們一些關鍵提示詞，或者再問一些引導性的問題幫助學生。通過精讀這過程，學生能深入理解文章，也鍛煉分析文章，段落和句子弦外之音的能力。這個精讀步驟將大概耗時3分鐘。
步驟四：讀后鞏固（Post-reading）
接下來是第四步讀后鞏固，這個步驟時，我會讓學生們每4人組成一組，然后討論課本27頁上的問題，如何解決好農民的生活和公園里動物的生活問題，如何才能很好地保護動物等等。討論之后，請個別同學給同學們報告他們的討論結果。通過前面的學習，學生們都已經具備回答這些問題的背景知識，而且現實問題與所學的知識結合起來能調動學生積極性，幫助學生更好地理解教學內容，發(fā)展學生的語言實踐能力和自主學習能力。這個讀后鞏固步驟將大概耗時10分鐘。
步驟五：作業(yè)布置(homework)
最后一步是布置作業(yè)，大概耗時2分鐘。讓學生寫一篇以How to Protect Wildlife為題的小短文，讓學生上網查有關這方面的知識，再結合他們在課上的結果進行寫作。這使學生在課外利用網路進行自主學習，擴展知識面又結合課內所學。
四、板書設計(Blackboard Design):
最后我來講一下我的板書設計，中間是學生要填的表格，也是文章的脈絡，兩邊的是生詞，有一些是在讀前活動會涉及到的，大部分是在課文閱讀里教授的。
Unit 4 How Daisy Learned to Help Wildlife
protect Animal Situation Result carpet
fur Para 1 antelope being hunt decrease powerful
affect Para 2 respond
in relief Para 3 importance
mosquitoes appreciate
高中英語說課稿13
EARTH DIDN’T SLEEP 說課稿
一、說課標
在英語教學中落實新課程標準，就是貫徹執(zhí)行國家教育部關于課程改革的決定。新課程標準的三維教學觀，具體到英語學科就是要整合發(fā)展學生語言技能、語言知識、情感態(tài)度、學習策略和文化意識五個方面的素養(yǎng)，培養(yǎng)學生綜合運用語言的能力�！痘A教育課程改革綱要》中明確指出：“教師在教學才過程中應與學生積極互動、共同發(fā)展，要處理好傳授知識與培養(yǎng)能力的關系，注重培養(yǎng)學生的獨立性和自主性，引導學生質疑、調查、探究，在實踐中學習，促進學生在教師指導下主動地、富有個性地學習。教師應尊重學生的人格，關注個體差異，滿足不同學生的學習需要，創(chuàng)設能引導學生主動參與的教育環(huán)境，激發(fā)學生的學習積極性，培養(yǎng)學生掌握和運用知識的態(tài)度和能力，使每個學生都能得到充分的發(fā)展。因此，本課的設計重點是：幫助學生形成自主、合作、探究的學習模式，掌握閱讀的一些基本技巧，讓每個學生在原有的基礎上都學有所得。
二、說教材
(一) 教材地位和教學內容分析
本課是高一必修模塊1第4單元的閱讀課型，這單元圍繞earthquakes這一主題開展聽、說、讀、寫多種教學活動。由于本單元生詞量較大，并且Warming up可挖掘的東西較多，因此把Reading設計為本單元的第2課時。本課型是單元整體教學的重要環(huán)節(jié)，為學生的語言學習、語法學習提供了載體，并且是學生獲取信息的主要來源�！癛eading――― A NIGHT THE EARTH DIDN’T SLEEP” 具體描寫1976年唐山大地震的震前、震中和震后。本篇文章詞匯量大，運用了大量的動詞、復雜的數字，出現許多定語從句，篇幅較長，并且采用一些修辭手法，對學生的語言閱讀能力提出了更高的要求。但文章的結構較明顯，
較容易歸納出各部分的中心詞。
(二)教學目標
根據新頒布的《普通高中英語課程標準(實驗稿)》關于閱讀課主要教學目標的具體描述，結合本課教學內容，具體從語言知識、語言技能、情感態(tài)度和文化意識三個方面制定如下教學目標。
1. 語言知識目標：
a)使學生了解自然災害的相關詞匯，并掌握復雜數字的表達法。
b)學習掌握與地震相關的詞匯，如：shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,mine,shelter,fresh,percent等，以及 right away, at an end, dig out, give out, thousands of以及一些優(yōu)美句子的賞析。
2. 語言技能目標：
a)閱讀技能的訓練：讓學生學會克服生詞障礙，通過略讀，歸納出文章的大意;通過細讀，理清文章的總體框架與脈絡，歸納出各部分的中心詞;通過查讀，捕捉文章的重要細節(jié)，培養(yǎng)學生獲取、處理信息的能力。
b) 讓學生復述課文，分析、感悟作者的寫作意圖。
c) 讓學生運用本節(jié)課所學詞匯、知識，通過采訪唐山大地震幸存者的形式進行小組活動，提高學生用英語進行創(chuàng)造性交流的能力。
3.情感態(tài)度與文化意識目標：
a)學會有關地震的知識，并能通過學習討論懂得地震時的應急逃生，地震后如何科學救人和有關地震的形成和減少地震所造成的損失等一般知識。
b)懂得地震無情人有情，即使發(fā)生了多么可怕的災難，國家和解放軍官兵都會不顧自身安危，奮力搶救，培養(yǎng)學生一方有難、八方支援的互助友愛精神。
c)了解自然災害會給人類帶來嚴重的破壞性后果，讓學生進一步感悟、領會到人類應與自然界和諧共處。
d)培養(yǎng)學生的合作意識和“合作學習”的習慣。
e)欣賞課文中優(yōu)美句子，了解一些英語修辭手法，使學生在學習完課文之后得到一次美的享受，一次心靈的愉悅和升華。
(三)教學重點和難點：
根據新頒布的《普通高中英語課程標準(實驗稿)》關于讀的技能目標的具體描述，結合高一學生實際和對教材內容的科學分析，確定本環(huán)節(jié)的主要教學重點和難點是:
1.重點
1)讓學生了解唐山大地震，了解地震的成因、預兆、地震造成的'損失，地震時的應急救生以及震后的救援。
2)訓練學生的閱讀技巧，提高閱讀能力。側重培養(yǎng)學生對文章的整體性結構的把握和挖掘作者寫作的意圖，突出培養(yǎng)學生以下3個方面的能力：
a.文章段落中心詞把握能力。
b.根據主題快速捕捉文章重點細節(jié)的能力。
c.總結歸納能力。
3)重點掌握有關地震的詞匯，特別是shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster, army, organize, bury, shelter。
4)欣賞并理解課文中優(yōu)美句子，讓學生掌握一些英語修辭用法。
2.難點
1) 如何使學生養(yǎng)成科學的閱讀習慣，提高閱讀理解能力和語言水平。
2) 如何使學生學會提取、篩選和重組文章中的信息，并靈活運用于語言實踐中，達到語言實踐能力的擴展與提高。
三、教學方法
教學設備：多媒體設備
教法滲透
根據新頒布的《普通高中英語課程標準(實驗稿)》所倡導的教學原則及“第二語言習得論”和“整體語言教學理論”，結合文章具體內容及學生的差異性，確定本節(jié)課主要采用任務型語言教學法(Task-based Language Teaching) 、合作學習教學法(Cooperative Learning Approach)、整體語言教學法(Whole Language Teaching)、直觀教學法、交際教學法(Communicative Approach)、以及情感激勵教學法(Affective Motivation)等教學方法。具體采用“P—T—P”自主學習立體模式：(Pre-task----Task-cycle----Post-task)來組織教學。
1、任務型語言教學法
任務型語言教學認為：人們使用語言的過程就是一個完成各種各樣任務的過程。任務型學習強調通過“做中學”、“學中做”，使學生在完成任務的過程中習得語言。本課組織學生四至五人組成一個學習小組，進行一次就地震后幸存者的訪問。該設計基于課文內容，但又不局限于課文的范疇，旨在貫徹“做中學”、“學中做”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、真實的情境中，完成任務，體會、掌握語言的應用，達到學以致用的目的。
2.直觀法(視聽教學法)
充分利用多媒體教學手段，通過播放影視剪輯，與課文主題相關的圖片、圖表等直觀手段，在充分調動學生學習興趣的同時，降低學習難度，突破重難點。
3.合作學習教學法
合作學習教學法是以小組活動為主體的一種教學活動，一種同伴之間的合作互動活動。合作學習教學法有利于改善課堂心理氣氛、大面積提高學生的學業(yè)成績、促進學生良好非智力品質的發(fā)展，調整學生的語言焦慮感。因此，本課打破傳統(tǒng)的教師單向灌輸，采用“四至五人組成一個學習小組”的課堂教學結構，來組織教學，旨在營造輕松的學習氛圍，為積極學習提供有利的條件，讓學生在完成任務的過程中通過互相交流，降低語言焦慮感，獲得愉快的學習經歷，從而對學習本身和所學內容產生興趣感。
4.整體語言教學法
整體語言教學法要求按 “整體-部分-整體”的模式，進行語篇閱讀訓練，即從“整體”開始，以“整體”結束的“三段式”閱讀教學法。本課采用從整體略讀——分段細讀——通讀全文，進一步理解課文內容，即是這種教學策略的體現。
5.情感激勵教學法
在教學中重視師生之間的思想交流，充分調動自己情緒的感染力，適時進行情感與策略調整，通過情感激勵，使教師與學生達到情感交融，在愉悅的課堂氛圍中發(fā)展創(chuàng)新，體驗成功。
此外在教學過程中還注意遵循以下教學原則：
1.貫徹動態(tài)真實原則，在教學過程中“動態(tài)”地去發(fā)現問題，分析問題和解決問題。本課在各個教學環(huán)節(jié)的設計和具體操作上都充分考慮到了策略的貫徹以及教學活動的靈活、有效的綜合運用。
2.重視學生個性與創(chuàng)新意識的培養(yǎng)，給予學生充分表達自己的機會。
其余的教學方法將結合“說程序”進行舉例說明。
四、學情分析
學習的對象是處于城鄉(xiāng)結合部的高一學生，他們的英語基礎較差，特別是由于詞匯量缺乏，閱讀習慣不好，導致閱讀速度慢、閱讀理解能力差。并且學生在初中已習慣了教師的單向灌輸，部分學生由于英語表達能力的欠缺對課堂的互動缺少積極性，不善于交際，學習不夠主動自主。因此，在組織教學活動中，注重學習策略的指導，灌輸自主、合作、探究學習的思想，同時注意調整活動任務設置的梯度，使每個學生通過學習活動，都能學有所成，體驗到成功。淘課$件網 www.TaoKEjian.coM
五、學法指導
根據新頒布的普通高中《英語課程標準(實驗稿)》對高中英語學習策略七級目標的具體描述，確定本環(huán)節(jié)主要從以下4個方面加強對學生進行學法指導。
1)認知策略:指導學生運用已學會的抓重點、做記號、摘筆記等方式，對所學內容進行整理與歸納。
2)調控策略:培養(yǎng)自我評價與相互評價的習慣，鼓勵學生增加與教師和同學交流學習英語的體會和經驗，學會科學評價自己的學習行為與學習效果，進一步形成有效的學習方法,樹立積極向上的學習態(tài)度。
3)交際策略：創(chuàng)設有意義的情景和任務活動，引導學生通過四人一小組，進行合作學習，讓他們圍繞課堂任務分工合作，相互探討、相互交流，從而獲得知識、技能和情感體驗，變被動學習為主動學習。
4) 資源策略：布置任務，引導學生主動拓寬英語學習的渠道，即通過不同信息渠道(internet, newspaper,dictionary, magazines…)查找所需信息，把英語學習從課堂延伸到課外。
四、說教學程序
結合本校高一學生實際和對教材內容的科學分析，計劃用45分鐘完成本文的教學任務，具體安排如下：淘課$件網 www.TaoKEjian.coM
(一) Pre-task：激發(fā)學習興趣，明確學習任務(預計需要8分鐘左右)
(二) Task-cycle：課文主體內容的教學與操練，知識的掌握與能力的過渡(預計需要26分鐘左右)
(三) Post-task：展示成果，交流成果的過程，語言實踐能力的擴展與提高(預計需要10分鐘左右)
(四) Self-assessment：自我反思與調控的過程
(五) Homework and Sum up：課文內容的鞏固、延伸與拓展(第四和第五兩個環(huán)節(jié)預計需1分鐘左右)
下面將具體說明各個環(huán)節(jié)的設計方案及其內在的設計思想或理論依據，即闡明為什么這樣處理教材，為什么采用某種教法以及預計達到的種種教學效果等。
步驟一. Pre-task (Pre-reading activities)
貫徹興趣策略，采用直觀教學法，引入話題，激發(fā)學習興趣，明確學習任務。
【設計思路：先播放有關05年巴基斯坦地震的可怕MTV畫面，學生的注意力馬上就會被吸引到課堂上來，學生馬上就聯想到earthquake這一詞，這時教師提出“ What do you think of the earthquake?”，學生會不約而同地回答,地震會給人類帶來災難性的后果。緊接著引導學生“Can you fortell an earthquake so that we can take measures to reduce the damages?” 通過圖片，學生更易掌握地震的前兆的知識，為課文的閱讀作了很好的鋪墊，接著教師引導學生進行進一步探究“What should we do to protect ourselves if an earthquake happened?”通過小組討論、合作得出結論，教師進行一定的總結。接著呈現文章的標題“A night the earth didn’t sleep” ，引導學生解讀文章標題、預測文章內容，讓學生在閱讀過程中處于主動認知狀態(tài)。學生可能一下子無法正確理解其所包含的深層含義。但估計在前面所展示的MTV畫面及圖片的啟發(fā)下，大部分同學可能很快就能作出正確的理解---about the earthquake。另外，考慮到文章生詞較多，且大部分學生對文章的背景知識了解較少。因此，在引導學生預測文章內容的同時，有必要在討論“What kind of words will be used in the passage?
”這個問題時，引出單詞：injure、ruin、destroy、disaster、burst、rescue等。這樣既可向學生展示本環(huán)節(jié)的重點單詞，又可為閱讀掃清文化背景障礙和語言障礙，又可為突破本文的重難點作好準備�！�
步驟二.Task-cycle(While-reading activities)
貫徹目的與困難策略，指導學生根據不同的閱讀目的，在閱讀的不同階段，靈活使用各種閱讀策略，捕捉文章主要信息，理解作者的寫作意圖，突破本文的教學重點與難點。采用整體語言教學法和任務型語言教學法。
1、通過限時閱讀訓練，引導學生如何利用略讀(skimming)的方法把握文章的大意，側重培養(yǎng)快速閱讀理解能力和文章中心把握能力。
【設計思路：本環(huán)節(jié)主要是指導學生如何通過略讀，在最短的時間內把握文章的大意。要求學生在2分鐘之內，重點閱讀各段的首句和末句，快速歸納出general idea of the passage。大部分學生很快就能找出文章的大意―――唐山大地震。該環(huán)節(jié)教師應通過限定閱讀時間，及時糾正不良的閱讀習慣等教學策略，來幫助學生養(yǎng)成良好的閱讀習慣，培養(yǎng)快速閱讀理解能力。】
2、精讀各個段落語段，側重培養(yǎng)快速捕捉文章重要細節(jié)的能力和猜測生詞的能力，學會欣賞文章中的優(yōu)美句子。
【設計思路：本文的篇幅較長，生詞多。因此，采用分段細讀，根據段落的不同特點設置不同的閱讀任務，培養(yǎng)學生獲取主要信息，處理信息的能力。第一段以表格的形式，讓學生填寫唐山地震來臨之前所發(fā)生的奇怪現象，培養(yǎng)信息歸類能力。第二段和第三段材料出現很多的數詞。因此，以這些數據為依托，讓學生通過查讀方法迅速找出與之相關的信息。然后再以4人1小組為單位，討論這些數據給讀者帶來什么樣的感受，交流各自的觀點。第四段，通過回答問題的形式引導學生理解地震后救護人員和解放軍官兵不顧自身安危，奮力搶救，體會地震無情人有情，感人至深。此外，在閱讀中教師應鼓勵學生通過上下文猜測詞義，而非停下閱讀去查找單詞表。在這一環(huán)節(jié)中可適當處理一些語言難點(如：一些生詞、詞組及定語從句)，重點放在引導學生學會在具體的語境中理解、體會這些詞組的用法。每個段落剛好都有一個含有英語修辭手法的句子，引導學生發(fā)現這些優(yōu)美的句子并了解其中的英語修辭用法，學習理解并學會欣賞，提高學生的語言品位�！�
3.通讀全課文，理清文章的篇章結構，并歸納出各部分的大意。進一步加深對課文內容的理解，挖掘文章的內涵。
【設計思路：針對本文的結構較清晰，讓學生快速通讀全文，把文章分為三大部分,掌握文章的基本脈絡，歸納出各部分的中心詞和大意。在設計學生活動時，可讓學生先獨立完成任務，再用1分鐘的時間讓學生小組間互相交流各自的觀點。通過這樣的相互啟發(fā)、促進，學生能得出更全面的信息，基礎較差學生也會得到不斷的激勵。最后教師可通過圖表展示文章基本脈絡及中心詞，一篇篇幅長的文章就轉化成一個非常清晰的圖像。為了讓學生進一步挖掘文章的深層內涵，理解作者寫作的意圖，我設置兩三個問題，讓學生小組討論進一步感悟、領會到人類應與自然界和諧共處�！�
步驟三.Post-task(Post-reading activities)
貫徹語用策略與情感策略，采用交際教學法和合作學習法，組織語言實踐活動，完成本文的主題任務。達到從知識的鞏固與運用到知識的擴展與創(chuàng)新能力的形成。
【設計思路：本環(huán)節(jié)共設置兩個任務，一是讓學生復述課文;指導學生以地震前、地震中、地震后的時間線索展開復述，這樣把閱讀內容和所學的詞匯、句型有機地結合。二是采訪活動。要求學生根據自己對地震的認識，發(fā)揮自己的想象力和創(chuàng)造力，以小組為單位，用英語通過采訪唐山大地震幸存者的形式進行活動。為了讓學生更順利地完成任務，教師可以給學生提供一些問題及采訪中可能會用到的日常交際用語。本環(huán)節(jié)旨在引導學生通過讀的輸人，提取、篩選和重組文章中的重要語言信息，并通過用英語進行交流，達到從課文知識的鞏固到自身知識的擴展與創(chuàng)新能力的形成。針對學生在完成任務的過程中，可能會因詞匯障礙的影響，而用普通話甚至閩南語進行交流，在這個活動中，教師應貫徹“教師為主導，學生為主體，任務為基礎”的教學原則，在課堂教學的不同環(huán)節(jié)扮演自身作為“設計者，研究者，組織者，促進者，協(xié)調者”的角色，并 “動態(tài)”地去發(fā)現問題，分析問題和解決問題，鼓勵、督促學生堅持用英語作為課堂交流的語言。】
步驟四.Self-assessment: 反思學習成果的過程
【設計思路：依據教學目標，對學生的學習過程進行評價，旨在讓學生學會反思自己的學習行為與學習效果，并學會通過反思性學習，不斷改進自己的學習方法與策略。】
步驟五.Homework: 課文內容的鞏固、延伸與拓展
1.Language focus
【設計思路：分組歸納出每個段落的語言點(引導學生通過上網、字典或參考書等渠道查找所需信息)，下節(jié)課各組進行交流，教師協(xié)助歸納。旨在通過小組合作學習的形式，培養(yǎng)學生的自主學習能力。】
2.More language input
【設計思路：本部分設計一篇閱讀理解和一篇完型填空，要求學生按老師所給的參考時間，進行限時訓練。旨在為學生提供更多與本主題相關的語言材料，通過限時訓練的形式進一步提高閱讀理解能力�！�
3.Writing task:
【設計思路：每個學習小組可根據自己采訪的結果，形成書面文字，盡可能多地用上所學的詞匯及句型，進一步提高學生的寫作能力�！�
高中英語說課稿14
一、教材的地位及作用
高中英語新教材的風格走勢為話題時尚，面對未來，求異思維和人文色彩濃重，教學內容更加貼近現代生活，具有較強的時代信息，有利于提高學生的思想素質和人文素質，而本單元也是如此，本單元的中心話題是幽默，具體涉及“什么是幽默”、“笑話”、“喜劇”、“喜劇職業(yè)”等，它采用了學生十分感興趣的話題，能夠充分喚起學生的參與欲望，單元內容高度生活化，富有活力，體現了本套教材的一個重要特征，緊扣時代脈博，富有時代氣息，學生在學過Healthy eating、Festivals Mordern agriculture 等單元，對中外飲食習慣，節(jié)日，以及農業(yè)差異有所了解之后，又對文化方面有所掌握，并為下一單元body Lang uagt（身體語言）打下了幽默的基礎，本單元結在鼓勵學生自主探索，了解祖國的燦爛文化，理解外國的文化，培養(yǎng)他們跨文化交際的意識與能力。
1、教學目標
根據英語教學大綱要求，基礎教育英語課程分級總體目標的要求，將本節(jié)課的教學目標分為：
（一）語言技能目標
通過本單元學習，培養(yǎng)學生良好的“聽、說、讀、寫”技能，使學生能運用所學知識中一些類似的問題，并能結合所給任務，綜合運用新知識，解決問題，完成任務，在此基礎上鼓勵學生大膽地根據各自的語言基礎與能力，有個性地解決問題。
（二）語言知識目標
本單元要求學生除掌握必要的單詞、詞組和句型以外，同時要求學生關于描述工作性質的語言，包括詞組和句型。
（三）情感目標
1、激發(fā)并提高學生學習英語的興趣，使其樂于接受新鮮事物，勇于嘗試；體現課堂教學主體者的身份，使其積極主動參與教學各環(huán)節(jié)，成為學習的主人；使其具有個性培養(yǎng)其創(chuàng)造能力。
2、培養(yǎng)同學之間融洽相處的感情，樂于合作的精神，善與人分享喜好的情感，培養(yǎng)正確的審美觀和價值觀。
3、教學重難點
本節(jié)課的主要目的是訓練學生的聽、說能力，為此將本節(jié)課的教學重點定為訓練學生通過聽覺獲取材料細節(jié)的能力，難點為對所給話題進行開放性的討論。
二、教材處理
1、學生狀況分析及對策
高一學生經過一學期的正規(guī)訓練，對于新教材已有所熟悉，聽力、口語都有很大提高，已經初步具備觀察問題、分析問題和解決問題的能力，教材內容和教學活動符合他們的年齡特征和心理發(fā)展特點，因此，本單元鮮活的事例必定會對他們有較強的感染力，但由于他們的思想還不夠成熟，想法和行為需要教師的正確引導，因此，我在涉及聽、說、讀、寫等語言技能的活動中，加強學生對某種職業(yè)的情感了解，從語言和情感兩方面著手，創(chuàng)設機會讓學生表達他們的`感受。
2、教學內容組織與安排
由于本節(jié)課涉及warming up listening和speaking 三項內容，時間較為緊張，為此我將warming up的時間縮短，使其起到引入新課的作用，speaking中教材要求采訪丑角，我將其改動為采訪三位著名的不同喜劇類型，不同國家的職業(yè)笑星，使學生充分了解到不同幽默和不同文化之間的差異，增強了他們的采訪興趣。
三、教學方法
在教法上追求自然輕松，體現教學方法的多樣性、藝術性，具體采用教學方法有情景教話，直觀圖片，激情聯想等多樣形式，營造人與語言，人與文化合諧自然；人景相趣的語言環(huán)境。
四、教學手段
在教學中和任務設計中不經意卻是有意識地將多媒體電腦等揉在其中，并特別注意這些東西在課堂上的有效使用，體現其輔助作用。
五、教學程序
1、新課導入
本節(jié)課導入采用事先讓學生準備一個幽默小笑話，做為morning report ，并詢問：why did you laugh？ Do you think it’s funny？用大屏幕展現幾幅各種幽默形式的圖片，從而引出本單元的主題Humor。
�。ū竟�(jié)課導入先播放趙本山的幾組圖片，讓三名同學表演其英語版的小品《賣拐》，并詢問：who is he？ Why did you laugh？ Do you think it’s funny？）用大屏幕展現幾幅各種幽默形式的圖片，從而引出本單元的主題Humor。
2、Warming up
觀看大屏幕上圖片，總結一些幽默類型，并詢問學生“In what other performances do you enjoy humor？” （你還在其它哪種幽默演出中欣賞到幽默從而讓學生在心中構建一個Lexical chunk，使學生了解幽默的各種形式，引出其中的一種形式—繞口令，設計讓學生以競賽形式快速朗誦，這部分目的有兩個，一是呈現本單元的中心話題幽默，二是培養(yǎng)學生的語感。
3、Listening階段
在聽力教學中利用教材中的圖片，組織學生看圖說話，想像一個有趣的故事，在聽完材料后，完成教材上的練習，這樣形成前后呼應，即培養(yǎng)學生的想像能力，在他們心目中產生一個懸念，又能讓他們帶著任務去聽，提高聽的效果，及時提供反饋，有利于學生的自我評價，這階段主要采取三種活動形式。
�。�1）小組活動，每個小組經過組內協(xié)商確定圖片的排序，由組長開頭，每人根本前面所說的話和圖片上反映的內容接說一句話，發(fā)展故事，并記錄在紙上，整理和修改故事。
�。�2）個人活動，通過聽錄音，將聽力細節(jié)材料記錄下來，并做教材上的練習。
�。�3）班級活動，各級朗讀自己的故事，師生共同評價，評出最有趣故事和與原文最接近故事。
4、Speaking 口語階段
這部分要求學生在學習對喜劇演員采訪的對話基礎上，完成對職業(yè)丑角的采訪。我設計了師生互動和生生互動，創(chuàng)設機會讓學生表達他們的感受。
（1）師生互動：交流對娛樂節(jié)目，喜劇小品和相聲及其演員的看法，提高他們對幽默的認識。
�。�2）班級討論：針對學生提到的某一個演員或喜劇小品進行分析，引入課文對話的一些語言和觀點。
（3）小組討論，接著前面的討論，各小組詳細討論，總結討論觀點，形成對三位幽默大師的采訪對話。
�。�4）各小組派人到前面表演對話。
5、總結。
由幾名同學總結討論喜劇演員以及他們的表演得出的結論，這不但能提高學生對喜劇表演的認識，而且有利于培養(yǎng)學生留心社會關注媒體的洞察力，而且引導學生為下一步閱讀作好思想準備。
6、Home work 在網上查詢有關幽默大師的資料。
以上就是我本次說課的內容。謝謝各位。
高中英語說課稿15
一、教材分析
1.單元內容所體現的意義：本單元的主題為Celebration，主要是介紹了中外國家的一些主要節(jié)日，以及人們在一些重要節(jié)日的慶祝活動。通過本單元的學習，可以幫助學生理解交際中的文化差異，初步形成跨文化交際意識。
2.課前的內容與本節(jié)內容的內在聯系：在Warm-up 環(huán)節(jié)部分，學生已了解一些關于“慶祝”的內容及相關詞匯，為本課的話題作了一些詞匯和內容的鋪墊。
二、學生分析
1.學生年齡特點，和對學科學習的情感表現：學生對學習的內容有著強烈的好奇心，表現出多樣的學習技能和策略，喜歡把語言學習與自己的現實生活和興趣聯系起來。
2.學生語言知識和技能：學生對本課話題Chinese Seasonal Festivals 已具備一定的背景知識、經歷和經驗;況且在Warm-up 環(huán)節(jié)，學生已了解了一些相關的內容及詞匯，這些都有助于語言活動的開展 。但是要用英語進行思維和表達，還是有一定的難度。
3.學生的學習策略和其他技能：高一的學生已初步具備用英語獲取信息、處理信息、分析問題和解決問題的綜合能力，但需進一步的提高。
三、教學目標
1.語言知識目標：
A.詞匯和短語
seasonal, journey, celebrate, traditional, including, Lantern Festival, origin, decorate, take part in, burn down, sweet dumpling, culture, Zongzi
B.重點句子
1)The Mid-Autumn Festival is celebrated by the Chinese people.
2)In the old days, dragon boat races were held in Chinese communities.
3)Lanterns were usually lit candles and decorated with pictures of birds…
2.語言技能目標：
1)提高從文章中獲取主要信息，并進行分析、推理和判斷的能力。
2)積極參與語言實踐活動，提高用英語進行思維和表達的能力。
3.知識能力目標：
1)學會用英語簡單介紹中國的節(jié)假日。
2)進一步了解我國的一些主要的節(jié)日及其相關的歷史源源，從而尊重傳統(tǒng)文化，增強愛國主義精神。
4.情感與人文素養(yǎng)目標：
1)關注學生在學習中的情感態(tài)度變化，引導學生形成樂于與他人合作，具有和諧與健康向上的品格。
2)掌握有效的學習策略，學會獨立獲取信息和資源，并能整理、分析和總結，從而充實生活。
3)通過文化的了解，增強愛國主義精神和民族自豪感，提高對中外文化異同的敏感性和鑒別能力，為跨文化交際能力打下基礎。
5.重點與難點：
1)如何讓學生在閱讀活動中獲取信息，理解全文。
2)在語言實踐活動中，要求學生用英語進行思維和表達，有一定的難度。
四、教學設計理念與策略
教學設計理念：
1)采用任務型語言教學。
2)采用激發(fā)主體興趣的教學模式。
3)運用合作學習的方法。
2.教學策略：
1)Fast reading to get general idea.
2) Careful reading to get detailed information.
3) Free-talk before reading to make students interested in what they will learn.
4) Group work after reading to make students understand what they have learned better.
五、教學用具
a recorder, a computer, and a projector
六、教學過程
Step1 Lead-in
T: What is your favorite season? What festivals happen during your favorite season?
( 以問題的形式引入本課的主題：Chinese seasonal festival. 由此引起學生的學習興趣，自然導入課題)
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. Now, let’s enjoy some interesting pictures and guess what is happening and what is being celebrated.
(欣賞圖片和討論的同時，讓學生把注意力集中到與本課有關的三個節(jié)日上：
端午節(jié)、元宵節(jié)和中秋節(jié)。并且通過圖片可以讓學生掌握更多的`節(jié)日和如何表達，如清明節(jié)，母親節(jié)等)
Step2 While-reading
1.Fast-reading
Read the texts quickly. Match the pictures with the festivals.
Picture A Mid-Autumn Festival
Picture B Dragon Boat Festival
Picture C Lantern Festival
(快速閱讀環(huán)節(jié)中的問題可以培養(yǎng)學生的快速閱讀技巧和獲取文章整體信息的能力，達到理解課文表層意思的目的。此類問題可提問一般的學生，增加他們學習英語的信心。)
1.Careful-reading
1)Ask the students to read the first passage carefully and answer 3 questions below.
(1)When is the Mid-Autumn Festival celebrated?
(2)What do people eat on this day?
(3)Why is this festival important?
(細讀環(huán)節(jié)則是對重要的段落進行細讀，加大信息量，幫助學生加深對課文的理解。教師選取了文章的第一段，引導學生觀察和提取與中秋密切相關的具體事實和信息。)
2)在老師示范完第一段提問后，把學生分成兩大組，然后兩組間針對此段文章內容互相提問(以小組競賽形式進行，既活躍課堂氣氛，也可以拓展學生思維能力，提高他們的發(fā)問和回答的能力，也從而加深他們對課文內容的了解。)
3)Read the texts again and fill in the table.
4)接下兩段由學生逐段閱讀然后分欄填寫，再由老師和同學們一起學習分析，完成一段內容的閱讀、填寫和評講后再接著第2步的問答游戲
Step3 Post-reading
How can we describe a festival?
1.What is it called?
2.When is it celebrated?
3.How is it celebrated?
4.What are eaten?
5.What music is usually played?
6.What are the stories about it?
Then work in groups in4 and choose a festival to describe
Choose one of each group to report.
(學生在閱讀中對課文內容和結構有了一定的了解。教師要為學生創(chuàng)造機會，把文中遇到的新詞匯和語法現象進行練習，學以致用。因此教師安排小組活動讓學生進行語言實踐活動，提高學生用英語進行思維和表達的能力。)
Step4 Homework
Read the article again. Write an article about one of the Chinese seasonal festival.
(讓學生通過對課文的學習和理解，能夠學以致用，用所學的相關詞匯和短語應用到寫作中)
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