高中英語說課稿

時間：2024-06-08 08:09:01 高中說課稿我要投稿

高中英語說課稿【優(yōu)秀】

　　作為一名教職工，往往需要進行說課稿編寫工作，借助說課稿可以有效提高教學(xué)效率。我們應(yīng)該怎么寫說課稿呢？以下是小編為大家整理的高中英語說課稿，歡迎大家分享。

高中英語說課稿【優(yōu)秀】

高中英語說課稿1

　　一、學(xué)生分析

　　班上的學(xué)生剛從初三升入高一的學(xué)習(xí)時，由于進行全英教學(xué)，有些學(xué)生還不是很適應(yīng)，特別是從鎮(zhèn)、農(nóng)村考上來的學(xué)生，在聽說方面有比較大的困難。由于初高中對學(xué)生的要求不同，學(xué)生普遍的問題是詞匯量比較少，用中文思維，不知如何用英語表達等，但學(xué)生對英語學(xué)習(xí)的熱情還是比較高漲，興趣較濃。學(xué)生對本課時的話題No Drugs有所了解，在前一課的Reading and vocabulary中對吸毒及其危害的詞匯接觸了一些，但還是比較有限。因此在教此課前布置學(xué)生通過媒體網(wǎng)絡(luò)上了解相關(guān)的背景信息。在課堂教學(xué)中，努力激發(fā)學(xué)生參與教學(xué)活動的熱情，積極思考，相互討論，共同協(xié)作。

　　二、教材分析

　　本課時所教的是外研版高一上學(xué)期使用的必修⑵Module2中的Listening and vocabulary和speaking部分的內(nèi)容，是本模塊的第三課時。要求通過聽的活動了解和學(xué)習(xí)有關(guān)吸毒和犯罪的詞匯，培養(yǎng)表達結(jié)果，作總結(jié)邏輯思維能力和獲取信息的能力。Speaking討論抽煙帶來的危害，為了與聽力部分的內(nèi)容銜接，我對Speaking中的話題作個修改，把討論吸煙的危害改編成毒品的危害。在這節(jié)聽說課之前，學(xué)生學(xué)習(xí)了Reading and vocabulary，通過閱讀文章，已經(jīng)掌握了部分抽煙、吸毒及其危害的詞匯，本課時由復(fù)習(xí)舊課入手，引入新課的新詞匯，并以聽說為主線，對吸毒這一主題進行延伸和拓展。

　　三、教學(xué)目標

　　本模塊是通過學(xué)習(xí)表達吸毒及其危害的詞語和其它語言形式，養(yǎng)成良好生活習(xí)慣，教育學(xué)生關(guān)愛社會，關(guān)愛他人，遠離毒品。

　　語言知識目標：詞匯有：burglary，connection，crime，criminal，illegal，ratio，shoplifting，treatment

　　語言技能目標：聽懂有關(guān)吸毒及其危害的話語并獲取信息，學(xué)會抓住關(guān)鍵意見，進行summarizing，并用英語討論，表達吸毒的危害。

　　情感目標：提高自我保護意識，養(yǎng)成良好生活習(xí)慣，珍愛生命，遠離毒品。

　　學(xué)習(xí)策略方面：通過組織學(xué)生預(yù)測問題、聽辯問題，培養(yǎng)抓住和辨別信息要點的能力。通過拓展討論問題，培養(yǎng)學(xué)生獨立思考，自主學(xué)習(xí)的能力。以individual work，pair work，group work等形式加強合作學(xué)習(xí)，從網(wǎng)上或其它媒體了解吸毒危害，學(xué)會分析、歸納。

　　文化意識方面：通過聽、說，還有一些補充材料加強學(xué)生為毒品危害的認識，提高自我保護意識。

　　四、教學(xué)策略

　　本課時主要以聽說教學(xué)為主線，以導(dǎo)學(xué)式模式培養(yǎng)學(xué)生的聽力理解策略。以聽力技能訓(xùn)練和口語表達訓(xùn)練為主線，貫穿說、讀、寫綜合技能的培養(yǎng)。針對學(xué)生聽力理解障礙，在教學(xué)中遵循“循序漸進”的原則，進行知識的輸入、技能的培養(yǎng)，和文化意識的滲透，良好學(xué)習(xí)策略的培養(yǎng)。本課時采用多媒體教學(xué)，給予學(xué)生更直觀的感受，也加快教學(xué)的節(jié)奏。課前從網(wǎng)上或其它一些媒體上下載些與毒品以及其危害的圖片和資料。

　　五、教學(xué)過程

　　I Organization for class II Teaching of the new lesson Part one：Listening and Vocabulary Task1：學(xué)習(xí)新單詞，掃除部分聽力障礙

　　Step1：做Activity1，復(fù)習(xí)Reading and Vocabulary中有關(guān)Adam Rouse的內(nèi)容，從而學(xué)習(xí)新單詞，通過師生的問答方式引入。

　　T：What did Adam Rouse do when he didn’t have money to pay for his addiction？S：He broke into a house to steal、T：We call it burglary、So was it legal or illegal？S：Of course it was illegal、T：Sometimes some other addicts will not only break into people’s houses to steal，but also in small shops or shopping centers we call it shoplifting、T：Do you think that burglary or shoplifting are good behavior，good for society and people？S、Of course not、T：They break the law when they do it、It is a crime and we call those people who break the law criminals。

　　Step2：通過稍微改編一下練習(xí)，鞏固聽學(xué)的新詞匯。

　　領(lǐng)讀單詞讓學(xué)生做下列填空練習(xí)：

　　l、______ are the large places where you can buy things。

　　2、It is _____ to take drug as it is against the law。

　　3、______ are people who break the law。

　　4、_______ is the crime of stealing from a shop。

　　5、_______ is the crime of stealing from a house。

　　6、______ centers can help people to stop taking drugs。

　　Task2：聽力練習(xí)，層層遞進，獲信息抓關(guān)鍵。

　　Step3：設(shè)疑、導(dǎo)讀、預(yù)測：T：According to the given vocabulary，can you guess what the listening material is about？（啟發(fā)學(xué)生的想象思維）T：Go through the questions in Activity 2 and predict the answers。（讓學(xué)生討論，培養(yǎng)學(xué)生的預(yù)測能力）

　　Step4：導(dǎo)聽、釋題、聽辯交流：T：For the 1st time，listen and try to get the answers to the 5 questions in Activity 2、Require that students should write down some related information、Questions：

　　1、Is the woman in the studio a police officer？

　　2、Is she sure about the number of people who steal to pay for drugs？

　　3、Do drug users only steal from shops？

　　4、Do all drug users attend treatment centers？

　　5、Are most drug users young men？（在教師的引導(dǎo)下，學(xué)生開始聽錄音）（針對聽力練習(xí)的具體任務(wù)、目標）

　　T：For the 2nd time，listen and try to fill in the form below、name of the interviewee job of the woman number of the people who use illegal drugs in Britain number of the people who break the law to pay for drugs number of the addicts who go to treatment centers crimes they commit After listening，check the answers。（在教師的.指導(dǎo)下，學(xué)生邊聽錄音斬作摘記，養(yǎng)成邊聽邊記邊理解的良好習(xí)慣）

　　Step 5：瀏覽原文，檢查核對，掃除疑問。

　　再播放一次錄音，把錄音材料編成完形填空的形式，讓學(xué)生復(fù)習(xí)，核對檢查所聽內(nèi)容）（individual work ———— pair work）I==Interviewer P===Professor

　　I：Good evening，and welcome to the show、With me in the studio is Professor Marion Smith，who is an expert on the ___________ between ________ and ________、Good evening，Professor Smith。

　　P：Good evening。

　　I：First of all，how many people use _________ drugs in Britain？

　　P：Possibly four million people。

　　I：Really？Four million？

　　P：Yes。

　　I：How many of them ________________ in order to pay for their drugs？

　　P：It’s possible that a hundred thousand people ______ in order to pay for their ___________。

　　I：A hundred thousand？！That’s incredible、And what kinds of __________ do they commit？

　　P：Mainly _________————— in other words，stealing from shops———— and __________、Stealing from houses。

　　I：I see。

　　P：And there’s another problem、Drug users get into trouble with the police for other reasons as well。

　　I：What kinds of reasons？

　　P：Well。，you often see drug users in public places，———_______________，railway stations，for example————— and some of the them behave so badly that members of the public _______________、Some people feel so _______ when they see drug users that they call the police anyway。

　　I：This is a really bad problem，isn’t it？

　　P：Absolutely，but the good news is that drug users who go to ______________ usually stop their ______________ activities。

　　I：How many addicts go to treatment centers？

　　P：Last year，about 30，000 people went to drug treatment centers。

　　I：Thirty thousand？That’s amazing。

　　P：Yes，there are such a lot of people that there isn’t time ________________。

　　I：What kind of people are they？

　　P：Well，the majority are young people in their twenties、And about 75 percent of the young people are men。

　　I：And do all these people live in cities？

　　P：Oh no、The ___________ of drug users in society is the same in cities and in the countryside、But they all have something in common。

　　I：What is that？

　　P：Drug users are more likely to ________________ at school。

　　I：Professor Marison Smith，thank you very much。

　　P：Thank you。（發(fā)放錄音材料，讓學(xué)生核對檢查所聽內(nèi)容）

　　Step 6：給關(guān)鍵詞，概括大意The connection between crime and drug addiction The illegal drug use—————the result The public ‘s attitude towards drug users The way to help drug users T：Suppose you are the interview，after you finish your interview with the professor，you realize that you still have got 2—3 minutes to end your program，now you are required to give a summary of your interview and call on the people to say no to drugs、（Ask students to discuss with his group members first and later check。）Part II Speaking在學(xué)生完成聽力的基礎(chǔ)上，適當(dāng)對聽力材料進行拓展，通過提問引出相關(guān)的話題，讓學(xué)生分組的討論。

　　Task3：設(shè)置話題，組織討論，交流信息。

　　Step7：教師根據(jù)聽力材料，結(jié)合Speaking部分的內(nèi)容略作調(diào)整。

　　給出以下話題：

　　1、Has anyone been to your school to talk about the danger of drugs？What are the dangers of using drugs？（to the drug addicts themselves，to the family and the society）

　　2、What do you think of those drug addicts？What is your attitude to those drug users？

　　3、What do you think are the reasons for those people to become drug addicts？What can the society do to help them？

　　Step8：學(xué)生分組討論、自由討談，由每組的group leader負責(zé)記錄信息，組織活動。

　　Step9：由教師主持，由各組代表發(fā)言、信息交流，用集體的智慧達到信息交流，解決問題的目的，培養(yǎng)學(xué)生口語表達能力。

　　Step10：Homework：（課后練習(xí)，延伸鞏固）

　　1、口語練習(xí)（組成一個interview）group work。

　　Suppose you are going to have a program to make people realize the danger of taking drugs and you are going to interview the following people————a drug addict，a police officer，a clerk in the treatment centre、Give the proper questions to each of them and make them interested in your topic、And of course the interviewee please be co—operative and give the proper answer、The whole team should try to make the interview go smoothly、The interview A police officer A drug addict A clerk in the treatment centre

　　2、作文：My idea about drugs。

　　3、Evaluation about your performance in class、Make your marks out of ten 1、How attentive were you？2、How much did you contribute to the lesson？3、How much did you learn？

　　4、How much did you co—operate with your group members？30———40 very good 20—30 ok below 20 not very well and need improving

　　六、課后反思

　　這堂課所實施的聽力教學(xué)策略，打破傳統(tǒng)“測驗式”聽力教學(xué)模式（即教師放錄音、學(xué)生聽做答案、教師公布答案、學(xué)生核對）：遵循“循序漸進”的原則，由單詞教學(xué)的引入→聽力預(yù)測→細聽找細節(jié)→再聽掃障礙→口語訓(xùn)練的引導(dǎo)拓展，在潛移默化中培養(yǎng)聽力理解和口語表達的策略。以聽為主線，兼顧其它技能的培養(yǎng)。在技能訓(xùn)練的同時，輸入相關(guān)的語言知識，進行情感教育，“珍愛生命，遠離毒品”。在課堂教學(xué)中，激發(fā)學(xué)生的興趣和學(xué)習(xí)積極性，共同參與，體驗并協(xié)作完成任務(wù)，培養(yǎng)學(xué)生的合作學(xué)習(xí)態(tài)度。在聽說教學(xué)的課堂教學(xué)中，需要教師良好的課堂駕馭和調(diào)控能力，預(yù)測學(xué)生可能出現(xiàn)的困難和錯誤，并對癥下藥，予以解決。

高中英語說課稿2

　　一、說教材

　�。ㄒ唬┙滩膬�(nèi)容及分析

　　我說課的內(nèi)容是外研版《英語》（新標準）高中第三冊（必修3）Module 4 Sandstorms in Asia本模塊介紹了亞洲（主要是中國）沙塵暴的情況，并引入了與沙塵暴和環(huán)保有關(guān)的詞匯。要求學(xué)生了解沙塵暴方面的知識并掌握相關(guān)詞匯，培養(yǎng)學(xué)生用英語談?wù)撋硥m暴及環(huán)保的語言技能。

　　Introduction 部分為此模塊的warming up,介紹與“沙塵暴”有關(guān)的詞匯，并設(shè)計了三個練習(xí)活動。通過教材設(shè)計的這三個活動，可以讓學(xué)生初步熟悉這些詞的意義，為以后的各項學(xué)習(xí)活動做好準備。Reading and Vocabulary 該部分介紹了“亞洲的沙塵暴”。圍繞著課文，編者設(shè)計了五個與課文內(nèi)容和詞匯有關(guān)的練習(xí)。通過這些練習(xí)，學(xué)生可以增進對沙塵暴危害性的了解，熟悉有關(guān)沙塵暴的詞匯。

　�。ǘ┙虒W(xué)目標

　　根據(jù)《新課標》總目標的描述，結(jié)合本課的內(nèi)容，我把本節(jié)課的教學(xué)目標系統(tǒng)化，分別是：語言知識，能力目標，情感目標，文化意識，和學(xué)習(xí)策略。

　　1．語言知識目標

　　掌握并能運用下列詞匯：

　　與沙塵暴有關(guān)：disaster, dune, citizen, dust, desertification, forecast, strength, cycle, mask

　　與環(huán)保有關(guān)：process, mass, campaign

　　句子:

　　To have been caught in a sandstorm was a terrible experience.

　　There was nothing to be done.

　　To be cycling in a sandstorm is frightening.

　　2．語言技能目標：

　　理論依據(jù): 高中英語課程標準強調(diào)用英語獲取和處理信息的能力

　　1).能從文章中獲取主要信息并摘錄要點

　　2).能理解文章主旨、作者意圖

　　3).能提取、篩選和重組文章中的信息

　　4).能利用上下文猜測新詞匯

　　3．學(xué)習(xí)策略目標

　　詞匯歸類

　　在閱讀、英語互動、完成任務(wù)過程中進行有效自我調(diào)控

　　通過各種途徑獲取相關(guān)信息，辨別并運用有效資源

　　3．文化意識和情感態(tài)度目標

　　了解亞洲沙塵暴的狀況

　　增強環(huán)保意識

　　4．重點與難點

　　重點：

　　了解沙塵暴；閱讀微技能訓(xùn)練

　　難點：

　　運用所學(xué)詞匯和短評，圍繞主題進行討論及寫作

　　二、說學(xué)情

　　在教學(xué)過程中，對學(xué)情的了解是教師因材施教的關(guān)鍵。高中的學(xué)生注意力有一定的穩(wěn)定性，觀察能力很強，具有一定的目的性，系統(tǒng)性和全面性，已經(jīng)初步實現(xiàn)從具體思維向抽象思維的過渡。他們喜歡富有個性化的教學(xué)設(shè)計，喜歡接受新鮮事物。同時，自我意識增強，擁有強烈的主觀能動性。他們更是擁有很強烈的自我展現(xiàn)意識與欲望，不但在乎別人對自己的評價，更渴望得到別人的關(guān)注和贊賞。他們已具有了一定的`自主合作和探究的能力，具有了一定的英語語言知識和英語應(yīng)用的能力，具備了基本的英語思考和英語表達的基本技能。

　　因此，設(shè)計這節(jié)課時，我充分考慮到學(xué)生的主體性，把自己作為與學(xué)生一起探討的一員，以亦師亦友的身份走進他們，以基礎(chǔ)的語言啟發(fā)他們，以輕松的話題開始，以愉快的交流展開合作，充分創(chuàng)造機會讓同學(xué)們都擁有成功的喜悅，在和諧的氛圍中探究并完成教學(xué)任務(wù)。

　　三、說教學(xué)方法

　　(新課程提倡運用任務(wù)型教學(xué)途徑，圍繞核心問題，設(shè)定小任務(wù)；圍繞文章內(nèi)容，盡可能提供訓(xùn)練學(xué)生技能的機會；開展自主性學(xué)習(xí)的課堂活動，強調(diào)合作探究與獨立思考相結(jié)合。任務(wù)型教學(xué)：任務(wù)型教學(xué)強調(diào)語言學(xué)習(xí)應(yīng)該是在“做中學(xué)”“用中學(xué)”。任務(wù)設(shè)計應(yīng)該貼近學(xué)習(xí)者的生活，才能激發(fā)學(xué)習(xí)者的背景知識，激發(fā)他們的學(xué)習(xí)的興趣，語言才能在經(jīng)意中習(xí)得(incidental acquisition).

　　這節(jié)課本人主要采用任務(wù)型教學(xué)法和活動教學(xué)法，借助多媒體展開教學(xué)活動。通過運用閱讀技巧，如查讀等方式提高閱讀能力，從而使學(xué)生掌握閱讀策略，同時圍繞文章設(shè)計多種語言活動，以自主合作等多種形式，引導(dǎo)學(xué)生根據(jù)不同的學(xué)習(xí)任務(wù)嘗試使用不同的學(xué)習(xí)策略，使良好的學(xué)習(xí)習(xí)慣得以培養(yǎng)，自主學(xué)習(xí)和合作得以發(fā)展，交際能力和綜合運用能力得以提高。)

　　四、說學(xué)法

　　通過本課教學(xué)，我將主要培養(yǎng)學(xué)生掌握以下學(xué)習(xí)方法：

　　1．參與式學(xué)習(xí)法：培養(yǎng)他們從練中學(xué)，在學(xué)中用，通過設(shè)置符合學(xué)生知識水平的活動讓學(xué)生參與、體驗、實踐，并從中品味在活動中的樂趣。

　　2．知識遷移法：培養(yǎng)學(xué)生善于運用所學(xué)知識來分析和解決問題的能力。

　　3．合作學(xué)習(xí)法：通過小組形式完成多種活動，培養(yǎng)探究和合作意識與能力。

　　五、教學(xué)反思

　　本課在閱讀訓(xùn)練方面旨在：1）培養(yǎng)學(xué)生在閱讀中的推測詞義的能力。2）指導(dǎo)學(xué)生運用閱讀技巧，諸如Skimming（掃讀）、Scanning（細讀）等培養(yǎng)其快速閱讀的能力。在課程導(dǎo)入時，我選用部分圖片展示，引發(fā)了學(xué)生濃厚的學(xué)習(xí)興趣，為下一步的閱讀做好了鋪墊。在介紹亞洲沙塵暴文章的同時，我設(shè)置了不同水平的練習(xí)題以彌補教材中練習(xí)單一的不足，調(diào)動了不同程度學(xué)生的學(xué)習(xí)積極性。在循序漸進的討論活動中，學(xué)生們既對沙塵暴的認識有所提高，又獲得了聽、說、讀、寫幾方面知識能力的提高。倘若時間充裕，我會進一步加強推測詞義的訓(xùn)練。

高中英語說課稿3

　　Good afternoon, My dear judges!I am the third competitor. My topic is about descriptive writing: Favorite sport. It’s glad to share my teaching plan here. it is composed of several parts. First of all, I’ll talk about analysis of teaching material.

　　Part 1 Teaching Material:

　　My lesson is from New Senior English for China Book_2 Unit2 Writing part. The main topic is The Olympic Games, while the writing is about favorite sports. By studying this class, Students will know the process of writing and descriptive words. Writing is a basic skill, it plays a important role for further study.

　　Secondly, I’d like to state the analysis of students.

　　Part 2 Students

　　Students are under a stage of growing and developing, they are unique and independent. They have gained basic writing skills. However, they don’t know how to express themselves correctly. Then I will take activities to help them.

　　According to the new curriculum standard, instruction should change its final goal from teaching knowledge to teaching strategies. I set aims as follows.

　　Part 3 Teaching Aim

　　1.Knowledge objects

　　The Ss can know how to write a descriptive article.

　　2.Ability objects (技能目標：聽，說，讀，寫)

　　SS can improve their writing skills including drafting and revising skills, and use skills in daily life.

　　3..Emotional objects (情感目標：興趣，自信，合作，愛國，國際視野)

　　SS will be more interesting in writing and enjoy favorite sport.

　　Part 4 the Key and Difficult Points

　　Next, I put forward the key points and difficult points. The key point is to master the steps about descriptive writing. The difficult point is how to write it correctly.

　　Part 5 Teaching and Studying methods

　　In this class, I will use process writing method and cooperative learning method.

　　Part 6 Teaching Procedure

　　Now Let’s come into the most important part -Teaching procedure.it consists of five steps.

　　Step1. Warming up

　　The first step is warming up. Boys and girls, in last class we learned detail about Olympic games. There are so many sports in it. What’s your favorite sport? Any volunteers? Tony, Cool, He likes playing basketball. One point. anyone else ? Jerry, wow, you are fond of shooting. Most of you have your favorite sports. Let’s describe our sports together.

　　This step can help them clarify the aims and make them more active.

　　Pre-writing

　　In pre-writing step, I will teach the usage of linking words, such as although, apart from and as well. Then they will know useful expression to describe the sport. Next they will have a brainstorming in 3 minutes. What is your favorite sport? Then make a list of ideas and reasons as follows.

　　After the brainstorming, they will choose best ideas and put them in order.

　　By brainstorming, SS can broaden their thoughts and get more ideas about the topic. It lays a foundation for their debate.

　　After the discussion, debate will begin.SS will vote for the winners. Then SS report the debate. Before they writing, I will read a model and analyze its outline. Later, I will ask them to make an outline .It can help them to clarify their writing structure. Then they will spend 10 minutes to make a drafting .While they are writing, I will give them some guides: such as pay attention to the tenses, grammars, spellings. These tips can help them do better in writing.

　　After writing, it comes to self-editing.SS will check their writing according the example on PPT and revise it. Then moves to the peer editing.ss will exchange their writing with partners and give some suggestions to each other. At last, I will ask some of them to show their writing and give them comments.

　　In this step, three kinds of evaluating and editing can make the writing better and improve their revising ability.

　　By the end of the class, I will ask some students to sum up what we learned today. Then I set homework: go on to revise their writing according to the evaluation and hand in next class, and write your favorite music.

　　Homework is necessary to consolidate their knowledge and improve their writing speaking.

　　Part 7 Blackboard design

　　At last, I will talk about my blackboard design.

　　Writing: letter of advice.

　　Key points: join in, dislikes

　　Brainstorm:

　　Outline-Drafting-Editing-Presentation.

高中英語說課稿4

　　前言：在英語教學(xué)中落實新課程標準，就是貫徹執(zhí)行國家教育部關(guān)于課程改革的決定。新課程標準的三維教學(xué)觀，具體到英語學(xué)科就是要整合發(fā)展學(xué)生語言技能、語言知識、情感態(tài)度、學(xué)習(xí)策略和文化意識五個方面的素養(yǎng)，培養(yǎng)學(xué)生綜合運用語言的能力。開展課堂探究是培養(yǎng)學(xué)生綜合語言運用能力的最佳手段。所以在我的教學(xué)設(shè)計里，每一個教學(xué)活動中都有情景創(chuàng)設(shè)，學(xué)生探究，學(xué)生處理問題和鞏固訓(xùn)練等環(huán)節(jié)。

　　一、教學(xué)內(nèi)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(xué)活動。旅游作為當(dāng)今社會人們最感興趣的話題在英語學(xué)習(xí)占有非常重要的位置。名勝古跡是旅游的重點內(nèi)容之一，名勝古跡中的許多發(fā)現(xiàn)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(xué)主題。

　　本單元所選的語言素材涉及中外名勝，有利于學(xué)生了解外國文化，增強世界意識。正如新課程標準中的教學(xué)建議所提：學(xué)習(xí)考古有利于“拓展學(xué)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(xiàn)代教育技術(shù)觀看歷史教育片的過程中，“拓寬了學(xué)生學(xué)習(xí)和運用英語的渠道”；同時本單元的教學(xué)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(xiàn)了師生共同不斷更新知識結(jié)構(gòu)以適應(yīng)現(xiàn)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。

　�。ǘ┙虒W(xué)重點難點

　　1.利用已有知識談?wù)撌鲿r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(chǎn)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(chǔ)。

　　2.調(diào)動學(xué)生的積極性，組織他們利用表達好奇功能結(jié)構(gòu)談?wù)撍麄兯信d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(jié)構(gòu)的解釋比較復(fù)雜。但是學(xué)生聽過材料后能夠順利地完成課本上的練習(xí)。這里不要求學(xué)生理解細節(jié)，只要能完成練習(xí)就行。

　　二、三維教學(xué)目標

　　（一）知識技能

　　1.學(xué)會談?wù)摴糯说纳a(chǎn)、生活；

　　2.學(xué)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(xué)習(xí)一些與考古有關(guān)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(xué)生了解本單元的總體學(xué)習(xí)目標，以便激發(fā)學(xué)習(xí)學(xué)習(xí)積極性。

　　2.從談?wù)撌鲿r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(chǎn)工具等入手使學(xué)生到中國具有悠久的歷史、燦爛的文化，增強學(xué)生的民族自豪感，愛國主義情操。增強學(xué)生學(xué)好英語自信心。

　　3.通過開展小組活動，指導(dǎo)學(xué)生積極與人合作，相互學(xué)習(xí)，相互幫助，培養(yǎng)其團隊精神。

　　（三）學(xué)習(xí)策略

　　1.認知策略：通過-ology, -ological, -ologist等詞根的學(xué)習(xí)，掌握archaeology, archaeologist, archae- ological等詞，同時掌握同類詞的學(xué)習(xí)方法。

　　2.調(diào)控策略：通過聽力讓學(xué)生了解到聽力有時很難，不可求全責(zé)備�？梢圆牧险{(diào)整聽力要求。有的要聽懂細節(jié)，有的甚至要推斷隱含內(nèi)容，但有的只需要掌握大意。

　　3.交際策略：通過談?wù)摴糯说娘嬍称鹁�、文化娛樂、生產(chǎn)工具和談?wù)撆d趣等真實交際活動提高用英語交際的能力。同時讓學(xué)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(xué)生了解博物館、名勝古跡和書籍資料一樣是學(xué)習(xí)的重要途徑。

　�。ㄋ模┪幕庾R

　　1.了解英語國家對文化遺產(chǎn)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(xué)步驟

　　(一) 導(dǎo)入(Lead-in)

　　這一步驟的重點在于激發(fā)學(xué)生對考古學(xué)的興趣，因為一般學(xué)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(xué)一起去看。然后問：What do you see?

　　學(xué)生自然會回答：Nothing.然后再問Do you know what I was looking at? 學(xué)生自然會回答：No, I

　　don’t. 然后告訴學(xué)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(xué)生答不上。老師告訴學(xué)生That is because of curiosity.再問What is the word curiosity from?

　　學(xué)生學(xué)過curious，所以能答上來。老師再講：根據(jù)心理學(xué)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(xué)生會答Yes.接著問Why do you think it is a science?學(xué)生會說出他們學(xué)過以-ology結(jié)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(xué)家

　　技術(shù)technology

　　生物學(xué)biology

　　心理學(xué)psychology

　　人類學(xué)anthropology

　　細菌學(xué)bacteriology

　　Physiology

　　Sociology

　　zoology

　　1.組織學(xué)生推出Physiology，zoology和sociology和漢語意義；

　　2.組織學(xué)生推出technological, technologist；

　　3.組織學(xué)生推出其它詞的-ological和ologist的形變；

　　總結(jié)：學(xué)習(xí)構(gòu)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(xué)內(nèi)容是Archaeology.再問What are the goals in learning the unit?

　　(二)單元學(xué)習(xí)目標(Goals)

　　請一個學(xué)生解釋本單元學(xué)習(xí)目標(Goals),然后和全班一起關(guān)上書回憶本單元的四個學(xué)習(xí)目標。

　　(三)預(yù)備(Warming up)

　　活動形式：分組評論。談?wù)撜n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(xué)會用英語談?wù)撝袊糯说娘嬍称鹁印⑽幕瘖蕵�、生產(chǎn)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?wù)摴糯说娘嬍称鹁�、文化娛樂、生產(chǎn)工具。

　　(四)聽力(listening)

　　教學(xué)形式：師生互動。播放磁帶讓學(xué)生聽第一遍，提問材料的大意。播放第二遍，讓學(xué)生完成課后練習(xí)。做聽力訓(xùn)練之前的準備工作是非常重要的。

　　總結(jié)：今天的聽力材料較難，但是同學(xué)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(zé)備。根據(jù)不同制訂不同學(xué)習(xí)目標是有效學(xué)習(xí)重要環(huán)節(jié)。

　　(五)對話(speaking)

　　活動形式：組對練習(xí)。

　　1.發(fā)出指令，提出要求；

　　2.學(xué)習(xí)會話范例；

　　3.給對話所用句式；

　　4.學(xué)生組對談?wù)撆d趣與建議。

　　四、教學(xué)時間分配

　　教育心理學(xué)指出新知識的學(xué)習(xí)需要一個接受的過程。本課時的主要任務(wù)為本單元的學(xué)習(xí)做好預(yù)備工作。所以要用較多的時間讓學(xué)生接受考古這一新的概念。導(dǎo)入部分用8分鐘;

　　目標部分用3分鐘;

　　預(yù)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(jié)本課內(nèi)容和布置作業(yè)。

　　五、課堂板書設(shè)計

　　將黑板劃為左右兩塊，左邊板書教學(xué)步驟，右邊板書生詞和短語。

高中英語說課稿5

　　一、本課在教材中的地位

　　我說課的課題是人教版職高英語第二冊Unit 9 Lesson 34閱讀課文“the West Lake”。這是一篇敘述性的說明文，介紹了有關(guān)西湖的地理位置、景色和傳說等內(nèi)容。在知識上與第一冊Unit 8 Travel和Unit 10 in the country有一定的聯(lián)系。這是一節(jié)閱讀課，閱讀課是每單元教學(xué)的重要環(huán)節(jié)。

　　二、教學(xué)目標與要求

　　1、根據(jù)大綱“鞏固、擴大學(xué)生的基礎(chǔ)知識”和關(guān)于詞匯方面的要求，以及英語學(xué)科的語言特點，我確立本課的知識目標是：要求學(xué)生掌握以下詞匯：attractattraction , landscape , paradise , charming , surround ,historical, site, scenery, generation, romance, imprison, pearl, exposition , cultural, theatre, beach, make up , add /to , compare/ to , there’s no doubt.并且要求學(xué)生了解西湖美景，人文地理等。

　　2、根據(jù)大綱“側(cè)重培養(yǎng)閱讀能力”的要求和高一學(xué)生閱讀能力的發(fā)展水平，我確立的能力目標是訓(xùn)練學(xué)生的Skimming和Scanning兩種閱讀能力，使學(xué)生學(xué)習(xí)歸納文章主題和段落大意。同時通過讓學(xué)生課前上網(wǎng)搜索有關(guān)西湖這個名勝古跡的知識，培養(yǎng)學(xué)生獲取獲取信息處理信息以及表達的能力，從而滲透給學(xué)生網(wǎng)上學(xué)習(xí)的意識。

　　3、為了貫徹“寓思想教育于語言教學(xué)之中”的教學(xué)原則，我對學(xué)生提出的智育目標是培養(yǎng)小組合作意識，培養(yǎng)熱愛自然，熱愛家鄉(xiāng)和情感，增強保護文化遺產(chǎn)的意識，強化學(xué)生的公民意識。

　　三、教學(xué)重難點

　　教學(xué)重點：通過對西湖相關(guān)知識的探究，使學(xué)生感受合作學(xué)習(xí)的新理念，培養(yǎng)個體學(xué)習(xí)及協(xié)作互助的優(yōu)秀品質(zhì)。本課的閱讀容量不大，閱讀材料是一個西湖概況，語言相對簡練。教師可能引導(dǎo)學(xué)生尋找表達段落主題的關(guān)鍵詞。下列關(guān)鍵詞可供參考：one of the most famous tourist attractions in China / lie/ scenery/ stories/ like a pearl ,訓(xùn)練學(xué)生的閱讀能力。

　　教學(xué)難點：一是學(xué)生的語言和信息技術(shù)問題。職業(yè)學(xué)校的學(xué)生英語水平普遍不高，不同專業(yè)的學(xué)生計算機處理信息能力參差不齊，因此要完成這樣的探究對他們來說是挑戰(zhàn);二是觀念問題，“合作學(xué)習(xí)”對于學(xué)生來說是新概念，如何轉(zhuǎn)變觀念，調(diào)整和變革自己的學(xué)習(xí)方式和策略是本課的另一突破口。

　　四、教法與輔助手段

　　教學(xué)輔助手段：多媒體教學(xué)。它能迅速抓住學(xué)生的注意力，很快導(dǎo)入正課，它的好處有：加大課堂容量，“以圖代文”的方式突破難點，指導(dǎo)學(xué)生邏輯思維，可以調(diào)動學(xué)生的積極性。

　　教師在課堂教學(xué)中堅持“教師為主導(dǎo)，學(xué)生為主體，任務(wù)為基礎(chǔ)”的教學(xué)原則，在課堂教學(xué)的不同環(huán)節(jié)，教師應(yīng)扮演自身作為設(shè)計者、研究者、組織者、促進者的.角色，同是貫徹“教中學(xué)，學(xué)中用”策略，真正使學(xué)生學(xué)以致用。

　　多年的英語教學(xué)使我感到讓學(xué)生學(xué)會并不難，難的讓學(xué)生會學(xué)，講授知識并不難，難的是培養(yǎng)學(xué)生運用知識的能力。英語學(xué)科無論教學(xué)還是考試都注重閱讀能力，所以在本課中，我注重指導(dǎo)學(xué)生的閱讀能力，主要體現(xiàn)在三個方面：一是Fast Reading.它對提高閱讀速度和質(zhì)量很有幫助，尤其是大綱要求學(xué)生能在較短時間內(nèi)閱讀相當(dāng)篇幅的閱讀材料。為達到上述教學(xué)目標，我運用任務(wù)型教學(xué)途徑，即課堂導(dǎo)入——參與任務(wù)——學(xué)習(xí)新知——鞏固新知——操練運用，課堂設(shè)計采用“P—T—P”自主學(xué)習(xí)立體模式(pre-task, task cycle, post task)。二是問答法。它可能幫助學(xué)生理解文章的細節(jié)。三是討論法，通過pair work, group work,讓學(xué)生得到口語訓(xùn)練的機會。教師應(yīng)精心設(shè)計一些問題，分層教學(xué)，使每個學(xué)生都有話可說。

　　五、學(xué)習(xí)策略的指導(dǎo)

　　1、指導(dǎo)學(xué)生預(yù)習(xí)，熟悉文章中出現(xiàn)的新單詞和短語，疏通文章的意思，完成Pre-reading部分的練習(xí)。

　　2、將學(xué)生分成若干組，要求他們按照各自的特長和興趣選擇組內(nèi)的角色并適當(dāng)進行一些技術(shù)訓(xùn)練和指導(dǎo)。抽簽選取本組的主題(預(yù)習(xí)題)。每個小組學(xué)習(xí)使用Internet查尋資料方法和竅門，把搜尋到的有關(guān)西湖的資料保存。(學(xué)生在信息技術(shù)課上已學(xué)過了基本方法)

　　3、學(xué)會傾聽他人的意見，并主動參與課堂上各種活動，培養(yǎng)學(xué)生開放性思維能力。

　　4、確立“學(xué)用英語相結(jié)合”的思想，用英語開展思維，分析復(fù)述課文，發(fā)表個人看法，提出獨到見解。

　　六、教學(xué)步驟

　　分為五步

　　Step One Lead in (show pictures )

　　We all know,Xishi or Xizi is one of the most beautiful ladies in ancient times in China.

　　In Song Dynes

　　ty, a poet named Sushi wrote a poem. Do you know what is compared to Xizi in this poem?(the West Lake)

　　Did you visit the West Lake? Have you ever visited or heard of the following scenery spots of the West Lake?(show pictures)

　　How do you enjoy the beauty in each picture ?

　　They are : Three Pools Mirroring the Moon

　　Melting snow at Broken Bridge

　　Autumn Moon on Calm Lake

　　What do you learn more about the West Lake?

　　Today let’s continue to learn about the West Lake.Turn to page 109.

　　Step Two: Skimming reading

　　Listen to the tape and think :Which of the following subjects are included in the passage?

　　Climate location landscape people art

　　History culture size sports products

　　Step Three Scanning reading

　　Answer the following questions according to the passage:

　　1 What do the words in bold refer to ?

　　Them: the lake and the hills

　　Its :the lake’s

　　Which:the story about Lady White and Mr Xuxian

　　2 Why is Hangzhou called “ Xizi”?

　　Because Hangzhou is as beautiful as the young lady called “xizi”in a poem of sushi’s.

　　3 What stories are used here? Why does the wrier use these stories?(show the picture of Lady White and Mr Xuxian.)

　　The story about White Lady, Mr Xuxian and Fahai can add the romance of the Lake.They can also show a way of its culture. Besides, stories passed from generation to generation make the lake more famous.

　　4 How do you know the West Lake is quite popular with tourists?Why is it so popular?

　　Every year there are a large number of tourists coming to the West Lake. It’s so popular mainly because of its beautiful landscape.

　　5 What happened to Leifeng Tower and how is it now? (show the picture of Leifeng Tower)

　　Leifeng Tower was broken down in 1924,and in 20xx it was rebuilt and it’s in good condition.

　　6 What do you think of the future of the West Lake? Why ?(show the picture of the West Lake Exposition)

　　The West Lake will have a bright future . The tourism in Hangzhou is developing very fast. Many activities are held every year to attract tourists all over the world and make the city known to all .

　　Step four Further reading.

　　Discuss the following questions.

　　1 .What do you think of the city or town which you live in ? Discuss and find out some ways to make it more charming.(show the picture of the East Lake in Shaoxing)

　　2 .Do you think it’s necessary or unnecessary to spend a lot of money rebuilding historical sites? Why or why not .

　　采用小組合作

　　學(xué)習(xí)的方法，必要時教師可以指導(dǎo)。

　　參考：

　　1.The cultural site is important .

　　2 .We can learn the past according to the cultural site .

　　3 .Many people visit it every year. If it’s destroyed, the tourists won’t come and we’ll lose a lot of money.

　　Step five homework

　　1 .The first week of May 1 is coming.Many foreign friends will visit Five Falls.Please write a short passage to introduce Five Falls.

　　2 .Workbook from page 78 to page 80

高中英語說課稿6

　　A.教材分析：

　　本節(jié)課是一節(jié)閱讀課，主要讓學(xué)生了解澳大利亞有許多危險動物，但只有少部分對人類有害或殺死人，它還是一個安全的居住區(qū)和旅游區(qū)。就本課篇幅較短的特點，可以設(shè)計聽說讀寫訓(xùn)練，提高學(xué)生四會的能力。并且可以按照高考題來設(shè)計，讓學(xué)生感到上課就是參加高考，從而提高上課的效率。

　　B.教學(xué)目標：

　　要求學(xué)生理解澳大利亞有許多危險動物，但還是一個安全住居區(qū)和旅游區(qū)。

　　C.教學(xué)重難點：

　　1. 要求學(xué)生把握文章的中心：澳大利亞有許多危險動物，但還是一個安全住居區(qū)和旅游區(qū)。

　　2. 要求學(xué)生學(xué)會尋找段落中心句。

　　D.教法分析：

　　1.任務(wù)型教學(xué)法:

　　教師指導(dǎo)學(xué)生完成閱讀理解文章中心的任務(wù)，并且設(shè)計聽說讀寫貫穿始終，練習(xí)題型為高考題，從而提高學(xué)生做高考題的能力。

　　2.自主性學(xué)習(xí)法：

　　學(xué)生學(xué)會自己閱讀，自己寫摘要，自己聽懂課文，自己找出答案。

　　3.討論：

　　通過討論，可以提高學(xué)生的口頭交際能力。

　　還可以增強學(xué)習(xí)英語的興趣。

　　E.學(xué)法分析：

　　1.要求學(xué)生學(xué)會閱讀的方法，包括細節(jié)理解題，主旨大意題。學(xué)生能夠完成本課設(shè)計的五個問題就行了。

　　2.要求學(xué)生學(xué)會寫文章的概要部分。學(xué)生能夠自主完成本篇課文的概要，就是練好高考題了。

　　3.要求學(xué)生能夠聽懂課文，并且寫下要填的信息詞，也就是在做高考題。

　　F.教具準備：

　　1.多媒體

　　2.正常的教學(xué)工具

　　G.教學(xué)過程：

　　一、導(dǎo)入（5分鐘）

　　教師通過播放一段澳大利亞的危險動物視頻和圖片導(dǎo)入本課的內(nèi)容。時間為五分鐘。這樣導(dǎo)入一方面能激發(fā)學(xué)生的興趣，另一方面能訓(xùn)練學(xué)生的聽力。更重要的是視頻和圖片的內(nèi)容就是本課的重點。

　　看完視頻和圖片，教師馬上可以提問：“What did you see in the video?”

　　學(xué)生就會回答：“Some dangerous animals, such as box jellyfish…”教師馬上自然而然地引出課題：“Yes, there are many dangerous animals in Australia. Today, we are going to learn a new lesson Australia’s Dangerous Creatures.”

　　二、閱讀理解（18分鐘）

　　導(dǎo)入課文之后，教師馬上讓學(xué)生閱讀文章，并回答五個問題。

　　1.Which country has the most kinds of venomous snake in the world? How do you know?

　　2. Are the poisonous snakes and poisonous spiders all capable of killing humans?

　　3. What effect do most jellyfish have on humans? What about box jellyfish?

　　4. What kind of crocodile has occasionally attacked a human?

　　5.What is the main idea of the last paragraph?

　　第一個問題的答案是：Australia. Australia has more kinds of venomous snake than any other country in the world.在這里要求學(xué)生掌握一個重要的理解句型more…than any other…用比較級表示最高級。

　　第二，第三，第四題都是閱讀理解文章段落之后就能找到答案的，屬于高考細節(jié)理解題。第五個問題的設(shè)計是讓學(xué)生學(xué)會找段落中心句。However, this is far from the truth.教師在這里要引導(dǎo)學(xué)生學(xué)會找中心句，常放在句首或靠近句首的第二或第三句，有時侯也放在句尾。還要引導(dǎo)學(xué)生特別留意關(guān)鍵詞：but, however, though等表示轉(zhuǎn)折性的詞。這對高考閱讀起著關(guān)鍵性的.指導(dǎo)作用，讓學(xué)生受益匪淺。

　　三、討論（3分鐘）

　　在理解之后讓學(xué)生和同桌互相討論文章的大意，用自己的話向?qū)Ψ綇?fù)述出來。這個環(huán)節(jié)能夠活躍課堂氣氛，激發(fā)學(xué)生的學(xué)習(xí)興趣，給同學(xué)創(chuàng)造說英語的機會。

　　四、寫作（7分鐘）

　　討論起著承上啟下的作用，學(xué)生對文章的大意更加理解了，教師馬上布置學(xué)生把剛才討論的內(nèi)容以summary的形式寫出來。這個環(huán)節(jié)就是針對高考要求的summary來設(shè)計的。教師可以叫兩個學(xué)生上黑板上寫并進行評分，這樣效果最佳。

　　五、聽力理解練習(xí)（7分鐘）

　　讓學(xué)生聽兩段課文錄音，然后填空。目的是訓(xùn)練高考的聽取信息部分。這部分通常是學(xué)生的難點，并且聽力在高考中占35分，應(yīng)該在平時的上課材料中加強訓(xùn)練。

　　Australia is home to more than 170 different kinds of snake and 115 of these are poisonous . In fact, Australia has more kinds of venomous snake than any other country in the world.

　　There are also approximately 20xx different kinds of spider in Australia and , like snakes, most have a poisonous bite. However, the majority have no effect on humans or cause only mild sickness .

　　The seas around Australia contain over 160 different kinds of sharks , which vary in size from just 20 centimeters to over 14 metres .

　　However, although they look dangerous , because of their wide mouths and sharp teeth , all but two or three kinds are harmless to humans .

　　六、學(xué)生自由提問（4分鐘）

　　這個環(huán)節(jié)是教師為學(xué)生解決疑難問題而設(shè)的，教師可以幫助學(xué)生理解長難句。這是高考閱讀理解的重要方法。

　　七、課外作業(yè)（1分鐘）

　　要求學(xué)生課后去收集更多有關(guān)澳大利亞的危險動物并寫成一份報告。這個環(huán)節(jié)有利于加深學(xué)生對澳大利亞的了解。有助于擴充學(xué)生的知識面，同時也有助于提高學(xué)生的寫作能力。

　　八、教學(xué)建議

　　在高三的教學(xué)中，教師一定要時時處處圍繞高考設(shè)計每一節(jié)課。將高考題型放在課堂教學(xué)中進行訓(xùn)練，讓學(xué)生覺得課堂教學(xué)就是參加高考。如此的訓(xùn)練習(xí)以為常了，教師的教學(xué)效果就顯而易見了。

　　九、學(xué)習(xí)建議

　　學(xué)生在高三的學(xué)習(xí)中，應(yīng)該以教師的教學(xué)計劃設(shè)計為主線，結(jié)合自己的實際情況設(shè)計自己的復(fù)習(xí)計劃。學(xué)生必須設(shè)計全面提高聽、說、讀、寫的能力的方案，這樣，高考才能應(yīng)付自如。

高中英語說課稿7

　　一.教材內(nèi)容分析

　　本單元的中心話題是西方繪畫藝術(shù)的歷史、中西方各種藝術(shù)形勢與風(fēng)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(shù)”這一主題設(shè)計的。本節(jié)課引導(dǎo)學(xué)生討論這些問題，目的在于讓他們了解繪畫藝術(shù)及其各個歷史發(fā)展時期的.不同風(fēng)格，培養(yǎng)他們對藝術(shù)的興趣。

　　二.學(xué)生分析

　　本堂課所教學(xué)生為高二理科班的學(xué)生，認真踏實是他們在課堂學(xué)習(xí)實踐活動中的特點。部分學(xué)生經(jīng)過初中和高一階段對英語這門語言的學(xué)習(xí)和掌握，已經(jīng)為高二階段的英語學(xué)習(xí)打下了基礎(chǔ)。表現(xiàn)為：大部分學(xué)生能夠做到課前預(yù)習(xí)，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(xí)等;但是仍有少部分學(xué)生由于種種原因造成了英語基礎(chǔ)薄弱，上課不夠積極主動，學(xué)習(xí)任務(wù)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(xué)習(xí)基礎(chǔ)好的同學(xué)一組且要給予更多的鼓勵，使他們盡早能提高對學(xué)習(xí)英語的興趣。

　　三.教法分析

　　學(xué)生學(xué)習(xí)本文時，我設(shè)計了一些任務(wù)，通過感知，體驗，參與合作等方式，使學(xué)生的主動地位得到充分體現(xiàn)。如：要求學(xué)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(guān)圖片，幫助學(xué)生用自己的話概括主要內(nèi)容,提高課堂教學(xué)效率,增強學(xué)生學(xué)習(xí)興趣.

　　四.教學(xué)程序

　　Step ⅠLead-in

　　Show students different kinds of paintings and ask them to guess the type of the paintings. (通過多媒體播放不同種類的圖片及不同名作家的作品引起學(xué)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

　　(通過對文章重點詞匯的聯(lián)系讓學(xué)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(shù)作品讓學(xué)生了解到西方近代繪畫藝術(shù)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?

　　(通過讓學(xué)生快速閱讀回答問題提高學(xué)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.

　　(通過再次閱讀讓學(xué)生把握文章的細節(jié)，更深層了解文章內(nèi)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

　　(最后讓學(xué)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(shè)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(xué)生參與性不高，應(yīng)注意問題設(shè)計的層次，照顧到不同學(xué)習(xí)程度的學(xué)生，盡量做到讓更多學(xué)生參與到課堂活動中。

高中英語說課稿8

　　Reading Comprehension: Modern Architecture

　　About the material

　　The reading part tells us the history, features of modern architecture as well as the sharp contrast between modern architecture and traditional architecture. It also gives us the examples of the architects and their designs, especially architects who found inspiration from nature and expressed the natural beauty in their designs.

　　Teaching Goals:

　　1 Learn something about the history and features of modern architecture and the difference from the traditional architecture.

　　2 Get to know some famous modern architects and appreciate the beauty expressed in their works.

　　3 Appreciate and practice some fine sentence structures.

　　Key points:

　　Analysis of the material to help students understand the passage thoroughly and cultivate their abilities in reading and analyzing.

　　Difficult points:

　　The ”Reflecting and discussion” is the difficult point in this period because all the questions are open-ended and require students to think independently and represents the answers in their own words.

　　Time: one period

　　Means and methods:

　　Picture display, slides, reading and discussion.

高中英語說課稿9

　　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10

　　Good morning everyone. Standing here, I’m very happy and excited. It’s my great honor to be here to present my lesson, and the chance is very precious for me. And I’ll try my best. Today I’ll talk about unit from my contents consist of 8 parts

　　Analysis of the teaching material

　　Analysis of the students

　　Teaching methods

　　Teaching aims and demands

　　Teaching aids

　　Teaching procedure

　　Blackboard design And conclusion

　　Well, firstly, I’ll talk about part 1 analysis of the teaching material. I have concluded the features of. 1 . there are a lot pictures. For this, the kids will be interested in the book. As we all know that interest is best teacher for the students. 2. It lays stress on the communication.

　　According to the problem of Chinese students learning English , the book design a lot of material to improve the students’ ability of listening speaking, reading, and writing. So I think the book is very good.

　　Then I’ll talk about next part analysis of the students. It is known to us that the kids are very active and like playing games very much, so during my class, I’ll design some interesting

　　games to activate them to participate and learn something. They will also be interested in the class.

　　Next I’ll talk about teaching methods. My teaching methods are task-based approach and situational approach. Using different methods can make the class active.

　　Let’s move on to another part, teaching aims and demands. There are knowledge aims and ability aim.

　　Knowledge aims are to enable the students to master the words and phrases:. And the sentences:?

　　Ability aims are To improve students’

　　listening and speaking ability by reading and practicing the dialogue.

　　Next is the teaching aids. In this class, I’ll use pictures, PPT and tape recorder. These can arouse the students’ interest in English.

　　Now I’ll talk about most important part teaching procedure. It consists of 5 steps.

　　Warning up, lead-in, contents key points and difficult points and homework.

　　Step1 is warming up. Here I’ll use PPT to play a English song Bingo for the students and I’ll ask them try to follow it to sing together. By this, the students can be interested in it and pay their attention to our class easily and improve their ability of speaking.

　　Step2 is lead-in （導(dǎo)入根據(jù)所授內(nèi)容設(shè)計，可通過展示與本課有關(guān)的'話題或者圖片等等引出本課話題）

　　Step 3 is contents(本部分為主要授課內(nèi)容及組織的課堂活動�？蓮穆犝f讀寫四塊分寫)

　　Step 4 is key points and difficult points(本部分列出本課重難點可為單詞句型或語法知識)

　　Step 5 is homework.(作業(yè)形式最好新穎，例如課讓學(xué)生根據(jù)本課內(nèi)容做個小調(diào)查等)

　�。╟onclusion）

　　To be a good teacher is my dream, I think a teacher is not only a guide for the students,

　　but also a friend of them. If I were a teacher, I would build a close relation with my students,

　　helping them not only on their study, but also on their lives. I’ll try my best and I’m confident that I can be a good teacher.

　　Good morning, everyone. I am number_______.Today I am very happy andexcited that I can staan interview.And it is also my great honor to share my lesson with allof you here, and this chaprecious for me. Hopeyou can enjoy it.The content ofmy lesson today is Section A Read and WriMy days of the week ofPEP Primary English ,Book5A (Recycle__) .My lessonconsists of 7 parts

　　1. Analysis of the teaching material

　　2. Analysis of the students

　　3. Analysis of TeachingMethods

　　4. Analysisof Learning Methods

　　5.Teaching procedure

　　6. Blackboard design

　　7.Reflection

　　1. This lesson isin the third period of this unit. It is a dialogue .It aims to enhancestudentskills. It also provides some new language points for thestudents to master.

　　2.This lesson is the first part of Unit2.So if the Ss can learn it well, it will be helpful to make therest of this unit.

　　3.Such a topic is related to dailylife, so it is helpful to raise learning interests of studentsbealso helpful to improve their spoken English.

　　4. Reading is very important inEnglish learning . It can help the students to master soskillsthrough learning this passage. Moreover, attributive clause also plays animportant partlearning.

　　On studying the teaching material and analyzing theregulation of children’s growing of forward three kinds of teachingobjectives according to English syllabus and new lesson standard

　　(1) To help the students master the new words ,phrases andsentences.(加上具體的單詞，句型)

　　(2) To teach the students how to use the adverbial clausesof time.

　　(3)To make sure that studentscan read, recognize and use these key phrases n foot ,by bike,byb

　　(4)To enable the students performe the dialogue

　　(5) Tofinish some exercises.

　　(6)The Sscan use the patterns to express their thoughts in the proper situation.

　　(7)The Ss can understand the content of the lesson.

　　(1) To developthe Ss’ abilities of listening, speaking, reading and writing by practicing thedialo

　　(2) To train the Ss’ ability ofworking in pairs.

　　(3) To develop the Ss’abilities of communication by learning the useful structures.

　　(1) To arouse the students’ interest in classactivities.

　　(2) To train their team spirit by working in groups.

　　(3) To educate the students to follow the publicrules.

　　(4)By completingthe task,the Ss increase their interest and set up self-confidence in science;

　　(5)Teach the Ss what is“science”, put the moral education in the language study.

　　(6)To enable the Ss to be polite and love life.

　　(7)To enable the Ss to look after theirthings well.

　　The teaching key and difficult points’ basis isestablished according to Section A Readand W2in the teaching material'sposition and function.Moreover students characteristics and nstandardshould be also taken into account.

　　(1)To make sure that Ss canuse these key phrases correctly and skillfully.

　　(2).To help the Ss to communicatewith each other.

　　(3).To enable the Ss to study in groups and co-operate skillfully.

　　(4).To develop the Ss’ interest in English.

　　(5) To help the students tomaster the new expressions.

　　(6) To enable thestudents to communicate with each other.

　　(1)To help the Ss ask and

　　question____________________________________________

　　(2) How to use _____________________________

　　(4) How to make dialogues and act them out.

　　(5) How to write the right whole sentences.

　　answer

　　The students of grade5 are very active and curious.Andthey are interested in new things.Tlike to use imagination andcommunication as their main studying ways After learning English for 2

　　have some basic English background knowledge, so the teacher should attachimportancommunication with them, providing them the chances of usinglanguage. Since they have learnt2 years, they have already known ___________________________________,soit is not difficultunderstand and use

　　language_________________________________________________________________

　　As we all know:the main instructional aims of learning English in primary school is tocultivatebasic abilities of listening and speaking and their goodsense of the English language.Studentsschool are very cruious andthey want to know everything.What is more,it is important for thtokeep the students interest in English .So according to these points and the regulation of children’mind,inthis lesson I’ll mainly use Total PhysicalResponse method

　　“Task-based”teaching method ,

　　Communicative teaching method

　　SituationalTeaching method(情景教學(xué))

　　group cooperatemethod

　　Free discussion method

　　I will let the Ss learn inreal situations, finish a task byasurvey______________________________” to help Ss to get a better understandingof the nI will arrange these activities: guessing game,__________________________________finishiand having a competition.

　　Standard advocates to improve students abilities of analysing and solvingproblems.And teachchange their old-fashioned teaching ways ,give students more opportunities tojoin class astudents find theproblems by themselves.Our students are almost fromthe countryside. As for tmethods, they are poor in cooperativelearning skills.Some students are not active in the classstudentsdon’t like English.therefore, I ’ll have Ss study in a relaxed atmosphere. Studentsundnew knowledge in certain degree through the mental process ofseeing, hearing, saying, observinetc. .After feeling andunderstanding the language points, let students get the knowledge activestudy and cooperative study. In a word,we’ll

　　1.Teach the Ss how to besuccessful language learners.

　　2. Make thestudents take an active part in class activities.

　　3.Let the students summarize the language points through their own thinking.

　　4.Let the Ss pass "Observation—Imitation—Practice "（觀察—模仿—實踐三步教學(xué)法） to stud

　　5.Teach the Ss how to master dialogues and how to communicatewith others.

　　6. To make use ofthe new language material to express their own ideas.

　　Teaching special features:

　　Let the Ss communicate with each other and adopt competition methods to developthe Ss’ kee English.

　　Warming up (3 mStep 2 Greeting (2 minutes)

　　Step 3 Presentation (24 minutes)

　　Step 4 Practice and Consolidation (8 minutes)

　　Step 5 Summary (6 minutes)

　　Step 6 Homework (2 minutes)

　　This step will cost 3minutes.

　　Before my class , I’ll get the studentsto sing an English song "Old McDonald" to keep trelax .By this, the students can be interested in it and pay their attention to ourclass easily and imability of speaking.And also this activity canbegin this lesson with exciting atmosphere.

　　This step will cost 2minutes

　　Daily Talk

　　T：Classbegins.Good morning,boys and girls

　　S: Good morning,teacher

　　T: OK, good. So, Mike, how are youtoday ?

　　S: Fine, thank you. How are you,myteacher?

　　T: Very well, thanks .What is this?

　　S:It is a?.

　　The greetingbetween students and teacher is very usefull to build a harmonious anddemoatmosphere.

　　Step 3 Presentation (24 minutes)

　　In this step, Iwill adopt four steps for the students to present the text.

　　Firstly,Lead-in.

　　According to thecharacteristics of this class,I wear a sports T-shirt deliberately to showthis class.Also I will show the pictures of Yao Ming,Liu Xiang and soon.

　　對話導(dǎo)入，引出所要教的內(nèi)容。此時可加入情感教學(xué)。

高中英語說課稿11

　　我將從教材分析、教法學(xué)法分析、教學(xué)過程分析和教學(xué)設(shè)計說明這四個方面來談?wù)勎覍滩牡睦斫夂徒虒W(xué)的設(shè)計，敬請各位專家、評委批評指正。

　　一、教學(xué)分析：

　　教材的地位與作用

　　本模塊內(nèi)容為英國古典文學(xué)中的狄更斯作品及其生平。本節(jié)課是一節(jié)文學(xué)閱讀欣賞課,課文節(jié)選自《霧都孤兒》的片斷“Oliver asks for more”，反映了主人公Oliver生活的是一個貧富懸殊，充滿壓迫的不公平的社會。通過學(xué)習(xí)本課，學(xué)生能夠了解文學(xué)常識，掌握語言技能，對狄更斯的文學(xué)作品有了初步的認識，為本單元后面的學(xué)習(xí)也做了鋪墊。

　　教學(xué)目標：

　　知識與技能：理解文章內(nèi)容，并使用所學(xué)的詞匯描述有關(guān)的故事情節(jié)，表達自己的情感。能分析課文中的長難句、理解句子結(jié)構(gòu)，并能運用所學(xué)詞匯和句型概括課文內(nèi)容。

　　過程與方法：

　　1.利用多媒體手段營造積極和諧教學(xué)氛圍，使學(xué)生進入情景之中。

　　2.運用各個層次問題的設(shè)置，促進各層次學(xué)生參與學(xué)習(xí)活動。

　　3.學(xué)案導(dǎo)學(xué)，發(fā)展學(xué)生自主學(xué)習(xí)能力。

　　情感態(tài)度、價值觀：了解英國古典文學(xué)及對世界文化的貢獻。

　　教育學(xué)生應(yīng)珍惜現(xiàn)在的生活，努力學(xué)習(xí)，奮發(fā)上進。

　　學(xué)情分析：

　　處于高二下半學(xué)期期末學(xué)習(xí)的學(xué)生掌握了一定量的詞匯，并有一定的長難句子分析理解能力，這樣幫助他們掃清了閱讀時的部分障礙。但他們對課文閱讀只限于表層含義，難于運用語言分析問題表達觀點。因此我將教學(xué)重難點設(shè)計為：

　　教學(xué)重點、難點：

　　重點：

　　1.識記掌握本課詞匯，理解文章大意。

　　2.學(xué)會理清文章結(jié)構(gòu)，找尋信息點，提高運用英語的綜合能力。

　　難點：

　　1.培養(yǎng)略讀、查讀和識別關(guān)鍵詞等閱讀技能和形成閱讀策略。

　　2.學(xué)生把所學(xué)的詞匯，句型運用于實踐中。

　　二、教法與學(xué)法

　　1.針對學(xué)生的年齡特點以及認知水平，采用問題意識引領(lǐng)教學(xué)法，設(shè)置不同層次問題，由淺入深。充分發(fā)揮學(xué)生的主體地位，為學(xué)生的主動建構(gòu)提供各方面的保障。

　　2. 以學(xué)生為主體，利用學(xué)案導(dǎo)學(xué)，借助任務(wù)型教學(xué)法、情景教學(xué)法、問答法、小組合作法、自主探究法開展教學(xué)活動，完成教學(xué)任務(wù)。

　　三、教學(xué)過程分析

　�。ㄒ唬┒唐瑢�(dǎo)入，直觀認知

　　課前布置預(yù)習(xí)作業(yè)，讓學(xué)生上網(wǎng)或通過其它渠道搜索有關(guān)狄更斯及其作品的相關(guān)信息。上課時首先觀看一組視頻，在視頻中我選擇了包括課文中提到的狄更斯一些著名文學(xué)作品以及改編為電影的一些圖片，觀看短片后回答問題：

　　1. Q: Which novel did you catch when you watch the video? And do you know other works written by Charles Dickens?

　　A: David Copperfield, A tale of two cities, Great expectations, Oliver Twist…

　　2. Q: What kind of the novel did Dickens usually write?

　　【設(shè)計意圖】觀看多媒體短片，激發(fā)學(xué)生的興趣。通過師生互動，同學(xué)們課下所搜索的信息得以展現(xiàn)，充分調(diào)動了其積極性，在鍛煉學(xué)生搜集信息和歸納總結(jié)的能力的同時，也極大地增強了同學(xué)們學(xué)英語的信心。

　　最后圖像停頓在截取的電影片段也就是課文中 “Oliver ask for more” 的幾幅圖片上，每張圖片配合描述性的.句子，設(shè)置教學(xué)任務(wù)：對劃線詞語進行快速猜測詞義練習(xí)。

　　1. Charles Dickens is one of England’s most famous novelists.

　　2. He wrote about the life of poor Oliver Twist, who is an orphan without parents.

　　3. He lived in the workhouse, and the boys had excellent appetite, hungry and misery.

　　4. Oliver was chosen to ask the warden for more to eat.

　　【設(shè)計意圖】通過觀看圖片和根據(jù)句意猜詞詞義練習(xí)，既為學(xué)生后面的閱讀掃清了障礙，讓學(xué)生們快速進入課文情境當(dāng)中，又培養(yǎng)了學(xué)生聯(lián)系上下文理解單詞含義的閱讀技能。

　　最后根據(jù)圖片提出問題：

　　What do you think he is saying to the man and what will happen next?

　　在學(xué)生對課文內(nèi)容有了直觀的認識后，勾起了學(xué)生對故事發(fā)展的好奇心，自然的過度到閱讀中來。

　�。ǘ┛焖匍喿x，探索新知

　　Ask students to skim the whole text and choose the best summary of the passage on P30Activity1 and divide the passage into three parts.

　　P1 ←— Being hungry

　　P2-P3←—Being chosen

　　P4-P13←—Being locked

　　【設(shè)計意圖】這一環(huán)節(jié)采取小組活動的方式快速限時閱讀, 設(shè)置的幾個概括文章大意類問題，概括文章大意和各段落大意。把閱讀課文作為整體來處理，搜集高頻詞匯和關(guān)鍵詞。檢查學(xué)生對課文中的事實的表層理解，養(yǎng)成良好的閱讀習(xí)慣，提高閱讀技能。

　　（三）歸納方法，自主生成

　　收集學(xué)生不同的分段方式后，通過探究式提問，

　　1. What are the two main elements of a novel? A: Character, plot

　　2. What should be based on when we divide the passage into parts?

　　A: The change of the plot; The change of time; the change of the scene….

　　【設(shè)計意圖】通過幾個簡單的探究式問題，使學(xué)生用很短的時間就抓住了本篇文章的核心和結(jié)構(gòu)，明確了這篇小說類文章的段落劃分是依據(jù)情節(jié)的發(fā)展和變化。目的是培養(yǎng)學(xué)生的歸納總結(jié)能力，鍛煉他們的表達能力，最后由教師修正、補充、說明。激勵學(xué)生探究性學(xué)習(xí)的熱情，提高閱讀能力，以此突破教學(xué)重點。

　�。ㄋ模� 精讀課文，鞏固升華

　　Read the passage again and answer the questions:

　　1) Why did the bowls never need washing?

　　2) What would the tall boy do if he still didn’t have another bowl of soup?

　　3) Why did the boys choose one boy to ask for more food?

　　4) How did they choose the representative to ask for more food?

　　5) When Oliver went to ask for more food, what did the warden do?

　　6) What was Oliver’s final result for asking for more food?

　　【設(shè)計意圖】對于這個練習(xí)，我設(shè)置的幾個問題都是細節(jié)理解類問題。集中培養(yǎng)學(xué)生從文章中迅速獲取細節(jié)信息的能力,培養(yǎng)略讀、查讀識別關(guān)鍵詞等閱讀技能形成閱讀策略,解決教學(xué)重點�？刹扇∽寣W(xué)生小組討論的方式解決問題，教師只需要點撥即可。這個活動既培養(yǎng)了學(xué)生的合作精神，又體現(xiàn)了“先學(xué)后教”的教學(xué)理念，提高了課堂效率。

　�。ㄎ澹┯�(xùn)練建構(gòu)，達標拓展

　　Task : Make a dialogue with your partner, the scene from para.3 to para.6.小組成員中可以選用表演能力較好的同學(xué)演"warden"和"Oliver",選用一個口語較好的同學(xué)做解說員，另外可以根據(jù)同學(xué)們的個人特點充當(dāng)兩個“helpers”和幾個Oliver的"companions".

　　【設(shè)計意圖】這個環(huán)節(jié)的設(shè)置既體現(xiàn)了小組合作的精神，又充分尊重了學(xué)生間的個體差異，使小組中的每一個成員都能積極參與，充分調(diào)動了全班學(xué)生的積極性。與此同時也培養(yǎng)了學(xué)生的表演能力和表達能力,以此突破教學(xué)難點。

　�。┞�(lián)系現(xiàn)實拓展遷移

　　Discussion：

　　1. What’s the writing purpose of the story?

　　Key words: reveal…; show great sympathy to…

　　2.Compared with Oliver’s life, what do you think of yours? What should you do?

　　【設(shè)計意圖】通過主觀類題型的設(shè)置，給予學(xué)生正確的思維導(dǎo)向：探索作者寫作意圖，暢談本節(jié)課的體會，對比我們的生活實際，激勵學(xué)生努力學(xué)習(xí)奮發(fā)圖強珍惜現(xiàn)在的幸福生活。

　　（七）快樂收獲，布置作業(yè)

　　Homework:

　　If you were Dickens, what would be the ending of this novel?

　　【設(shè)計意圖】學(xué)生可以展開想象的翅膀，并將本節(jié)課所學(xué)習(xí)的小說類文章的發(fā)展變化和本課所涉及的詞匯短語運用于實踐。彌補了課堂中寫作練習(xí)的不足，也復(fù)習(xí)了所學(xué)內(nèi)容。

　　四、教學(xué)反思

　　根據(jù)本節(jié)課的教學(xué)內(nèi)容和學(xué)生的實際特點，本節(jié)課利用問題引領(lǐng)導(dǎo)學(xué)+情景相結(jié)合的教學(xué)方式，將任務(wù)型閱讀融入整堂課中，通過猜測詞義題，主旨大意題，細節(jié)理解題，探究歸納題以及主觀觀點類問題的設(shè)置，讓學(xué)生在小組活動中通過合作和探究來完成各個任務(wù)，實現(xiàn)了對小說類文章的理解和掌握。整節(jié)課活動既有輕松有趣的小組競賽、多媒體短片、同學(xué)表演和頭腦風(fēng)暴，又有需要深層思考的閱讀理解活動和討論活動，從語言的輸入到最后的輸出。通過閱讀掌握技巧，再把閱讀技巧用于寫作輸出，真正達到語言的靈活掌握和運用。

高中英語說課稿12

　　1、教材分析

　　2、教學(xué)目標

　　3、重點難點（有時根據(jù)需要也會說上關(guān)鍵點）

　　4、教法和學(xué)法導(dǎo)入（5分鐘）

　　5、教學(xué)過程正體（20分鐘）

　　6、尾聲（5分鐘）

　　自我評價：

　　各位評委老師，上午好，我是_____號考生夏會麗。

　　說課：

　　今天我說課的題目是《____________》。首先我們來進行教材分析。

　　教材分析：

　　本節(jié)課出自______________出版社出版的高中《________》第__冊第__章第__節(jié)。

　　1、本節(jié)課分____個部分內(nèi)容，分別是：___________________

　　2、本節(jié)課貫穿了______以后的整個教學(xué)，是學(xué)生進一步順利、快捷操作____的基礎(chǔ)，也是形成學(xué)生合理知識鏈的重要環(huán)節(jié)。(這條基本上通用)

　　3、本節(jié)課聯(lián)系了________和_________，在以后學(xué)習(xí)______具有重要意義。

　　4、本節(jié)課是在學(xué)習(xí)______的基礎(chǔ)上，進一步學(xué)習(xí)___________的關(guān)鍵。

　�。ㄒ陨�4條，靈活運用，不用全部說上就行�？梢詤⒖夹蜓灾械木渥�，主要是說學(xué)習(xí)本節(jié)課的意義。）

　　接下來說一下本節(jié)課的教學(xué)目標。

　　教學(xué)目標

　�、拧� 能力目標：（根據(jù)需要選擇能力目標）

　　例如：1、通過講練結(jié)合，培養(yǎng)學(xué)生處理____、解決問題的`能力。

　　2、分組學(xué)習(xí)方式，培養(yǎng)學(xué)生與他人溝通交流、分工合作的能力。

　　3、通過設(shè)置問題情境，提高學(xué)生分析和解決問題的能力。

　　⑵、情感目標：

　　1、培養(yǎng)學(xué)生認真、細致的學(xué)習(xí)態(tài)度。

　　2、通過發(fā)現(xiàn)問題、解決問題的過程，培養(yǎng)學(xué)生合作精神，增強學(xué)生的求知欲和對學(xué)習(xí)的熱情。

　　當(dāng)我們對教材進行了分析并且了解了教學(xué)目標之后，就不難理解本節(jié)課的重點與難點重點難點

　　1、重點：…. 2、難點：….（對于重點、難點，依然是說出本節(jié)課的內(nèi)容就行，可以參考本節(jié)課的題目和各部分的標題）

　　那么，究竟應(yīng)該怎樣來完成本節(jié)課的任務(wù)呢？下面說一下本節(jié)課的教法和學(xué)法。教法：（根據(jù)需要任意選取教法。2-3個就行。根據(jù)時間自行安排。）

　　1、范例、結(jié)合引導(dǎo)探索的方法，激發(fā)學(xué)生的學(xué)習(xí)興趣。

　　2、教師精講、學(xué)生多練，體現(xiàn)了以學(xué)生為主體、教師為主導(dǎo)的教學(xué)原則。

　　3、采用類比法，引導(dǎo)學(xué)生發(fā)現(xiàn)問題，自主學(xué)習(xí)，從而體驗到獨立獲取知識的喜悅感。

　　4、通過“教”“學(xué)”“放”“收”突破重點和難點。

　　教學(xué)相長，本節(jié)課我所采用的學(xué)法主要有兩個。

　　學(xué)法：

　　1、主動學(xué)習(xí)法：舉出例子，提出問題，讓學(xué)生在獲得感性認識的同時，教師層層深入，啟發(fā)學(xué)生積極思維，主動探索知識，培養(yǎng)學(xué)生思維想象的綜合能力。

　　2、反饋補救法：在練習(xí)中，注意觀察學(xué)生對學(xué)習(xí)的反饋情況，以實現(xiàn)“培優(yōu)扶差，滿足不同�！�

　　最后我們說一下本節(jié)課的教學(xué)過程。

　　教學(xué)過程：

　　我將本節(jié)課分為三個部分。

　　用約5分鐘時間進行導(dǎo)入部分，主要是復(fù)習(xí)和引入新課。

　　用約20分鐘時間進行正體部分。主要是通過講練結(jié)合的方式完成對_____ 、______、 ______ 、________幾部分的學(xué)習(xí)。

　　最后，用約5分鐘的時間進行尾聲部分，主要是小結(jié)和作業(yè)。

　　說課完畢！

高中英語說課稿13

　　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14

　　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(xué)重點

　　The present continuous tense for future use.

　　四、教學(xué)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(xué)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(dāng)原句的時態(tài)為表示現(xiàn)在的各種時態(tài)時，用It is...;當(dāng)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(dāng)被強調(diào)部分為原句的主語時，that句中謂語動詞應(yīng)在人稱與數(shù)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(dāng)被強調(diào)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(dāng)被強調(diào)的對象指人時，可用who/whom 代替that;但當(dāng)被強調(diào)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(dāng)對被強調(diào)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(shè)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(wǎng) wWw.taoKeJIaN.com

　　Datemorningafternoonevening

　　Oct.1

　　Oct.2

　　Oct.3

　　Oct.4

　　Oct.5

　　九、備課資料

　　現(xiàn)在進行時的`基本用法

　　a.表示現(xiàn)在(指說話人說話時)正在發(fā)生的事情。

　　We are waiting for you.

　　b.習(xí)慣進行：表示長期的或重復(fù)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(fù)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15

　　一、指導(dǎo)思想：

　　主動閱讀，自主發(fā)展，培養(yǎng)學(xué)生英語語言能力和分析問題、解決問題的能力。

　　其理論依據(jù)是：語言習(xí)得理論（美國）

　　語言能力是語言行為的重要部分，它是使語言使用者能夠說出和理解無限的句子，并能識別語法錯誤和歧義。就是說話者掌握的語法結(jié)構(gòu)、詞匯和語法規(guī)則等方面的知識，從某種意義上講，語言能力就是一部語言的百科全書。而閱讀是在沒有他人參與的情況下，主動增加語言的輸入，不僅直接參與作者的自然交流，而且使學(xué)生從中獲得語言的內(nèi)涵，培養(yǎng)語言的能力及分析問題和解決問題的能力。

　　二、內(nèi)容：

　　1、本節(jié)課是高中英語第二冊（下）第54課的一篇閱讀文”Satellites”

　　2、目標：1）通過學(xué)生在教師的指導(dǎo)下主動閱讀課文以獲得語言信息，提高閱讀水平，同時使學(xué)生了解有關(guān)衛(wèi)星方面的知識。2）掌握大綱教材中的詞匯：broad, circle, in space, pull, camera, fold, unfold, connect, object, direction, position,

　　signal, orbit, rocket, panel. 并且復(fù)習(xí)定語從句的用法。3）用語所學(xué)語言，圍繞人造地球衛(wèi)星這一題材，完成教科書和練習(xí)冊中規(guī)定的聽、說、寫的任務(wù)，并完成有關(guān)的課文內(nèi)容的練習(xí)。

　　3、重點、難點：

　　1）一些四會、三會詞（詞組）

　　broad, circle, in space, pull, camera, fold, unfold, connect, object, direction, position

　　once every month, fold up, at the speed of, is likely to, keep out of，carry up, go into, in order to, return to, more than, not only…but also…,each other

　　2) 非限制性定語從句的.復(fù)習(xí)。

　　三、教材處理

　　要求學(xué)生對課文進行三讀：快讀、再讀、深讀

　　1、快讀：教師放錄音，要求學(xué)生快讀全文，獲得主要信息：

　　1） Why are satellites so expensive?

　　2） What can satellites send back to the earth?

　　以了解課文的中心內(nèi)容。

　　2、再讀：主要是幫助了解一些文中細節(jié)。借助于學(xué)生用書P79,Ex 1中的題目，來指導(dǎo)學(xué)生閱讀全文。

　　3、深讀：主要是通過在教師的指導(dǎo)下，學(xué)生自主地細讀全文，加深學(xué)生的深層次的理解。

　　4、精要的語言知識講解。

　　四、教法與學(xué)法

　　本節(jié)課是自覺實踐法和自主習(xí)得法相結(jié)合。學(xué)生在教師的指導(dǎo)下自主習(xí)得語言知識以培養(yǎng)語言能力。