高一英語說課稿（通用13篇）
作為一無名無私奉獻的教育工作者，常常需要準備說課稿，說課稿有助于提高教師理論素養和駕馭教材的能力。說課稿應該怎么寫呢？以下是小編幫大家整理的高一英語說課稿，供大家參考借鑒，希望可以幫助到有需要的朋友。
高一英語說課稿 1
一、本課在新教材中的地位
我說課的課題是高中英語第一冊（上），第8單元。本單元的中心話題是運動，隨著經濟發展、社會進步、人們生活水平的提高，截止來越多的人開始關注健康問題，而體育運動無疑是人們津津樂道的了，而且正值2012年奧運會結束，我國體育代表團取得輝煌成績。下屆奧運會將在北京舉辦，學生們會對此話題非常感興趣。所有的語言知識和語言技能幾乎都是圍繞這一中心話題而設計的。本課是本單元的第一課時，是一節聽說課，聽說課是每單元教學的重要環節，為后面的閱讀部分貯備知識。本課包括奧運知道問答，體育項目比賽的聽力材料以及關于愛好的對話練習。
二、教學目標與要求
根據大綱“鞏固，擴大學生的基礎知識”和關于詞匯方面的要求，以及英語學科的語言特點，我確定本課的教學知識目標為兩點：一是要求學生掌握大綱規定的所有四會三會的單詞。二是要求學生對聽力材料進行較好的理解，即了解有關體育賽事的英語解說，及最終能寫出體育報道。根據大綱“培養學生聽說讀寫的能力”的要求，我確立的第一能力目標為擴大高一學生詞匯量，以為閱讀能力的提高打基礎。第二個能力目標為發展學生的記憶、想象、比較、分析和快速反應等能力。確立此目標的依據是英語教學大綱的“發展智力、提高思維、觀察、注意、記憶、想象、聯想等能力”的要求。
三、教學重點及難點
本節課為聽說課，在于培養和提高學生的聽說能力，所以單詞詞組及第二部分聽力將本單元的教學重點，而其中聽力部分的選材比較地道，學生基本第一次接觸此類聽力文章，所以在教學中這將成為教學難點。
四、教學方法
1、情景教學法，其中包括對話、討論、展示等。
2、開放式教學，如：brainstorming, role play, given situations等活動
3、任務型教學策略，在交際中進行真實運用。
五、教學輔助手段
我將使用多媒體輔助教學，更直觀的表現教學內容和步驟，來達到更好的'教學效果。
六、教學步驟：
根據我對教學整體的構思，我將原課文部分調整如下：
在課前，我安排學生上網了解奧運會中國體育代表團的金牌項目，同時對他們最喜愛的體育明星進行相關個人資料的收集。
�。ㄒ唬￤arming up
新教材利用調查問卷式來測試學生對奧運會的認知程度，但我認為應通過運動和人，首先來調動學生的熱情，通過明星們將瞬間化為永恒的精彩片段來激發學生對運動的熱情，我將利用多媒體來展示這些精彩片斷,讓學生用語言來形容他們對運動的感受，本步驟是為了調動學生的表達對運動的感受的熱情。
調動激情之后，我將新教材內容中的speaking用來對學生進行采訪，了解他們是否是體育迷以及他們對體育的興趣和愛好。具體步驟是我先用speaking當中的句型來采訪幾個學生，然后選幾個學生采訪其他人，最后進行分組采訪，對學生關于體育的興趣和愛好進行了解。本步驟的目的是讓學生操練speaking中的句型
在了解學生對運動的興趣和愛好之后，我準備展開兩個部分：
（1）作為體育迷，至少是一個中國人，肯定會關注中國體育代表團在剛剛結束的奧運會上的精彩表現。
用brainstorming的形式讓學生回憶中國體育健兒取得的金牌項目，擴大學生的單詞量，同時通過很多優秀運動員取得金牌的拼搏精神來對學生的人生觀和愛國主義精神進行教育，并且通過很多運動員的遺憾的未能取得金牌來突出奧運的參與就是勝利的精神，為閱讀作準備。此步驟我將結合多媒體的圖片展示,主要目的是為了擴大學生關于運動的詞匯量。
（2）作為體育迷，至少是一個中國人，就應該知道下屆奧運會在中國舉辦，作為下屆奧運會的主人，對奧運知識就應該有更清楚的了解，結合新教材warming
up當中的一些題目來測試一下，增進學生對奧運會的了解。此步驟我將用多媒體展示張藝謀的奧運宣傳短片的片斷,目的是為閱讀作準備。
�。ǘ㎜istening
作為體育迷，應該會關注體育新聞，聽新教材聽力部分當中的三則新聞，首先填空，然后要學生用自己的話描述一下三則新聞的內容，解決單詞和一些詞組的用法問題。同時用一些灌籃和射門的精彩片斷來豐富學生關于運動的詞匯,此步驟的目的是提高學生聽體育新聞報道的能力，同時為自己寫新聞報道作準備。
�。ㄈ㏒peaking
我安排了兩個內容，一是學生自己作為自己喜歡的體育明星，讓別人對自己進行采訪，應該可以結合新教材中的Speaking部分的句型，然后進行拓展，為作業當中的寫人物專訪作準備。此步驟也是為新教材當中的Integrating skills部分作準備。
二是因為近期學校開展了運動會，大家對某些精彩瞬間可能一定沒有忘懷，或者是近期舉辦的籃球賽、足球賽，可以對它們進行體育報道，可以結合Listening中的相關報道方式，分組討論，再進行展示。
學生可以任選一個話題，進行分組討論活動，然后再進行展示。
�。ㄋ模〩omework：
結合課堂當中的人物采訪、寫人物報道或者是體育報道，為最后進行人物報道評出本年度最佳體育明星和進行體育報道的綜合展示活動作準備。
七、板書設計
我的板書設計主要體現了本課的重點。因為利用多媒體，所以主要體現在課件上，在教學的各個步驟中。
八、教學評價
本課對學生學習效果的評價，應分為兩個部分：
1、能否用英語寫出個人對體育的興趣和愛好，和人物專訪；
2、是否能利用聽力部分的相關知識及拓展內容對體育項目進行報道。
九、教學反思
本次課老師經過充分準備，而且要求學生在課前做好預習，并且事先去了解奧運會相關的知識和本課內容相關的知識，又是學生感興趣的體育話題，因此雖然課堂內容較多，但能按時完成課堂要求，講完相關內容。學生反應良好。課文理解較全面，并能完成課堂的練習。課堂進行順利。
不足之處，學生對于一些深層次的理解問題或者回答不上來，或者受語言限制，不能用英文很好表達，對于英語應用能力的不足，是學生學習英語的一大瓶頸問題，以后老師還要對此大力訓練。
此次課堂教學反映出第一學生如果肯課前做好充分準備，他們是有極大潛力完成教學互動，素質教育的要求的，關鍵是他們要肯去做。第二，如今的教育模式教出的啞巴式，聾子式英語的狀況要改變還需要很大努力。
高一英語說課稿 2
一、設計思想
�。ㄒ唬┰O計思想
一節成功的英語課取決于一個優秀的設計思想。高中英語的聽說教學是給學生打基礎的最重要的階段。學生只有積極主動地說出來，才能促進聽說讀寫等綜合素質的全面提高。而只有創設與學生的實際生活相結合的情景，才能促使學生有話可說，積極主動地說，甚至繪聲繪色的用英語表演。
�。ǘ├碚撘罁�
語言學家克魯姆認為：成功的英語課堂教學教師應該為課堂內創造更多的情境，讓學生有機會運用已學的語言材料。通過給學生創設問題情境，圖文并茂，充分調動學生的積極性，使學生自主學習，讓學生成為問題的“發現者”，然后學生與學生進行合作性的探究，讓老師成為問題的“點撥者”。
《新課程的教學實施》在教學應當如何適應課程培養目標的要求中指出：要強調與學生生活世界的密切結合。強調與學生生活世界的密切結合也就意味著，要改變“過于注重書本知識的現狀”，要“加強課程內容與學生生活以及現代社會和科技發展的聯系，關注學生興趣和經驗”，增強“提高生命生活質量”的意識，使學生學會生活，并能積極主動地創造健康向上的生活。
�。ㄈ┰O計特色：以“我的新教師”為話題，遵循貼近學生生活的原則，創設多種情景讓學生發現，體驗而習得語言，讓課堂動起來！
二、教材分析
本課學習的內容是外研版新課標B1M2My New Teachers的Introduction即聽說課的一個課時。課本內容包括：學習一些描述人物的形容詞；學習用這些形容詞描述自己熟悉的人物；討論并描述自己心目中的好老師；聽一名英國男孩對好老師的理解并與自己的描述比較。考慮到教學內容較少而且比較單一，不能充分調動學生的積極性，達到聽說課的教學目的，我結合學生的實際生活，對教材整個模塊的內容進行了整合，通過創設多種情景活動，使學生積極參與課堂活動，主動踴躍地發言，并且惟妙惟肖地表演。
三、學情分析
高一學生思維活躍，敢于提出不同見解，學生已經儲備了一定的英語知識，能較好地展開話題討論，各抒己見。采取多媒體教學，運用多種教學方法和手段激發學生交流和學習的興趣，希望學生始終處于積極、主動的`思考、探究的狀態中，創造充滿活力的課堂氣氛。
四、教學目標
1、語言知識目標：掌握描述人物特點的形容詞。
2、語言技能目標：運用描述人物特點的形容詞進行描述和交流。
3、情感態度：學生能自如地表達自己的思想，情感以及與人合作交流的能力；理解教師這一職業的艱辛，理解并尊重老師。
4、學習策略：在情景中進行交流，培養學生的交際策略。
五、重點難點
1、教學重點：鼓勵學生討論自己最喜歡的老師；鍛煉學生的聽說能力；鼓勵學生使用新學詞匯描述新老師。
2、教學難點：如何使學生積極主動地參與到教學活動中來，大膽地說，自主地演。
六、教學策略與手段
本課教學強調從學生實際情況出發，從學生生活經驗出發，而不是從“本本”出發。以學生為中心，讓學生成為課堂中的主角，教師成為教學活動的組織者，合作者和參與者。在設置任務的過程中，考慮到了生生互動，師生互動。學生在教師特意創設的教學情境中去學習、體會英語語言的特點，使聽說活動能在一種活的環境中輕松愉快地進行。
七、課前準備
新的課程標準強調教師、學生、內容、環境四個因素的整合，這四個因素持續交互，呈動態發展。
1、學生的學習準備：
鼓勵學生課前認真預習描述人物的新單詞。
2、教師的教學準備
新課程標準要求采用互動的課堂模式，提倡開放的學習方式，鼓勵學生創造性地運用語言。在上課前，注意了解不同層次學生對這一部分內容的了解程度，吃透教材，上網查詢資料，擴大自己的知識面和對電腦的認識，下載新穎的有關教師的圖片，以激發學生學習的積極性。除此之外，還在課前估計課堂內可能發生的情況，準備好各種預案，以便順利完成教學任務。
八、課堂教學過程設計：
Step 1 Preparation（準備階段）
Enjoy a piece of music
�。˙efore class，let Ss enjoy a piece of music）
設計說明：大家一起唱英文歌曲，使學生迅速進入英語課堂；營造一種輕松活潑的教學氛圍。
Step 2 lead—in（導入）
T：How long have you been here？
S：About two weeks。
T：Do you feel happy for being here？
S：Yes。
T：How do you think of our school？
S1：It is beautiful。
S2：The teachers are very excellent and friendly。
T：Yes，excellent！So today we will talk about _____？
SS：My new teachers！
設計說明：鑒于他們是高一新生，學校生活又是學生非常熟悉的話題，從學生的現實生活出發，以輕松愉快的聊天形式導入新課，能使學生迅速進入本節課的學習，形成輕松活潑的課堂氛圍。
Step 3 Warming—up（熱身活動）
T：We usually use some adjectives to describe persons、E.g. I am ___？
Ss：Beautiful。
T：Yes，thank you、Here I will give you some pictures and you just give me the adjectives that you can think of from it，ok？
S：pretty beautiful handsome amusing…
Make the students try to express themselves freely、Help the students to describe the pictures，using the adjectives they have learnt。
設計說明：運用頭腦風暴法，呈現一些圖片引導學生充分想象自己已經學過的描述人物的單詞，由此，總結已知詞匯，導出新詞匯。
Step 4 Exercise（練習鞏固）
Complete the sentences with these adjectives
amusing intelligent nervous patient
popular serious shy strict
1）、Mr、Wood is a very ________teacher、He never get angry，even when his student behave badly。
2）、 Our history teacher is a very ________man、He is nice，but he never smiles。
設計說明：對新學單詞的含義理解，鞏固與運用。
Step 5（描述）
Use the words to describe your classmates
設計說明：從選詞填空到運用已知詞匯造句，是能力的提升。所設計的環節要求描述自己的同班同學，人物就在身邊，觸手可及。兩個月的相處，和諧的同學關系使他們非常有XX表達對同學的熱愛，對友誼的理解與感悟。這一情景可真是觸到了學生的“骨髓”里。
Step 6 Guessing Game（猜謎游戲）
Describe your favorite teacher that you and your classmates know and ask your classmates to guess who he or she is。
設計說明：在這一環節中，我并沒有讓學生重復練習使用adjectives去描繪老師，因為到此為止，學生對這些adjectives已經掌握的相當好了。所以，我結合課本Speaking中的一個環節，把talk about your favorite teacher變成了Guessing game的形式，把全班分成四組，每組描繪一個自己的favorite teacher。為了讓其他組的同學猜出來，他們必須不斷地把自己的描繪對象描繪地細致，再細致。他們會挖空心思想自己學到的所有知識，并不僅僅是擺在手邊的adjectives，而且要連句成篇，是能力的又一次提升，起到了很好的效果。并且，我把班里其他老師的照片以幻燈片的形式展示給同學們，他們更加積極主動了，整個課堂形成了一種描繪，贊美自己老師的和諧氛圍。
Step 7 Discussion（討論）
Do you agree with the following statements？
設計說明：學生們把自己的觀點發表的淋漓盡致之后，需要的是其他觀點的沖擊。這一環節要求學生判斷這些觀點的對錯，實質上是要求學生比較自己與他人的觀點。在比較與判斷中，學生獲得了另一種交流。
高一英語說課稿 3
一、教學內容分析
大家好！今天我說課的內容是全日制普通高級中學教科書（必修）高一英語第一冊上unit12 Art and Literature的reading部分。本單元是高一學生在掌握了本學期語言知識后的一個沉淀，主要講的是文化與藝術，在擴展學生知識，提高學生的自身修養，具有重要作用。而我所要講的閱讀harry potter小說（電影）是藝術的一種重要形式，在社會上很受歡迎。通過對這篇文章的理解，能培養學生對文化和藝術的興趣。
二、教學目標
根據大綱的要求，我將教學目標制定如下：
1、 認知目標
通過閱讀材料使學生了解到英國作家羅琳的系列小說《Harry Potter》的內容，同時學習in trouble, come across, fight against, succeed, share, believe in等短語和單詞。
2、情感目標
通過對主人公harry potter的生活，學習，性格和信念的了解，啟發學生如何面對困難，堅定信念從而最終克服困難。
3、技能目標
培養和提高學生的閱讀能力，使其熟練地掌握運用略讀與精讀的技能，有效地提取信息。
以上為本課時的教學目標。
三、教學重點與難點
1、教學重點是使學生更好的理解課文，并分析used to do, be used to do, be used to doing 等短語。
2、教學難點是正確理解Where someone is born and what a person looks like is not as important as what he or she grows up to be.
四、教學方法
教學方法是以問答方式幫助學生瀏覽整篇文章。以略讀，詳讀的方法了解文章的主旨和細節。
五、教學手段
教學工具主要以ppt、圖片和教科書為主。
六、教學程序
Step1、導入
首先向學生展示一張關于harry potter 的電影海報，再結合pre-reading的問題，導入新課，激發學生的興趣。
Step2、略讀
讓學生首先略讀課文找出每段的主旨句，并回答一個問題。讓學生從整體上把握文章，使得學生了解了文章的`體裁，把握了文章的結構和段落大意。培養學生快速閱讀的能力，讓他們在有限的時間內讀文章，作習題，提高了學習效率。在閱讀過程中引導學生關注每個段落的開頭和結尾部分。
Step3、細讀
學生詳讀課文，捕捉細節，并結合post-reading的問題回答一些細節問題，獲取更多的信息，培養學生利用關鍵詞發現細節問題的能力。
Step4、語法講解
讓學生明白課文后，劃出他們不明白的詞，短語，句子。把重點的詞句在大屏幕上展示，并講解，同時寫在黑板上，重點分析以下句子：Where someone is born and what a person looks like is not as important as what he or she grows up to be .
以此培養學生自主的發現問題，并主動解決問題的能力。充分調動學生學習的積極性，提高學習效率。
Step5、鞏固練習
完成書本上的true or false 練習，以及對harry potter的啟示，檢查學生對文章的掌握。
step6、作業
為了擴展學生對Harry potter 這一內容的理解，可以建議有條件的學生觀看Harry potter 的電影。并寫一篇影評。
七、板書設計
黑板正上方寫題目harry potter,左邊寫課文的主要結構，中間寫一些相關信息，右邊寫語法知識點。
以上為我的說課全部內容，謝謝大家！
高一英語說課稿 4
教學目標
1. To practise listening comprehension.
2.To practise making decisions and reasoning
教學重難點
1. To practise listening comprehension.
2.To practise making decisions and reasoning
教學工具
課件
教學過程
Step1. revision
1. check the homework exercises.
1). It has been reported that children will be offered free education.
It has been reported that free education will be offered to children.
2). It has been said that we will be offered the latest computer science course book.
It has been planned that the latest computer science course book will be offered to us.
3). I have been told by Peter that I will be lent his notebook computer for a week.
I have been told by Peter that his notebook computer will be lent to me for a week.
2. Question: What can computers be used as?
Step2. Lead-in
As we know, science and technology is developing very fast and computers have become smaller and smaller. They have been used in many fields. So, the 21st century is the century of information technology What does it mean? Does information technology/ IT only mean things like computers? Of cause not. Actually, it means more than computers. Computers are just one kind of IT. What else do you know is part of IT?
(TV, radio, CD-ROM, DVD, books……)
Step3. Listening (SB)
1. Pre-listening: What are the changes brought by different forms of IT ?
What are the advantages and disadvantages of them ?
2. While-listening:
Go through the chart and make sure the students look at the chart before they listen to the tape. (This is to sharpen their attention and listen for the answers. This will also help them get the gist of the text.) Then Listen to the tape and finish filling in the chart. (If necessary, play the tape for several times.)
Say: After listening to their talk, we know all kinds of IT have both disadvantages and advantages.Let’s check the answers together.
Type of IT Advantages Disadvantages
TV You can both listen and watch. You cannot write to friends.
Web You can find information. It is very expensive.
Radio You can listen to English. You cannot watch a film.
Book You can get information. Sometimes it is out of date.
3. Post-listening:
1) (pair work): decide which type of IT is best for you to use right now. Make your choice and give your reasons by using the following expressions.
I think that….
In my opinion, ….
I believe that….
I agree because….
I disagree because….
I’ve decided that….
2) (group work): Discussion :
Computers are useful and have brought us lots of good things, but they also cause bad effects. What attitude should we have towards the computer? (Make good use of it but never get trapped by it.)
Step4. Speaking
1. Pre-speaking
Say: From what we have learn, we should admit that computers and the web have a great influence on the school education as well as people’s life. It has come into people’s everyday life and many families hold computers in their homes. Now there is a task for you.
2. While-speaking
1) Situation: You have been asked by your parents to help choose computers for your home. You and your friend have looked at several computers. Talk about the special things each computer can do. Make a decision about which kind of computer to buy and explain why.
Information input: Show students some pictures of different computers (desktop computer & laptop computer & …)
Language input: Useful expressions (Repeat it to strengthen students’ ability of use it.)
Supporting an opinion Challenging an opinion
I think that … , because … Perhaps, but what if / about …
First, … Have you thought about …
One reason is that … What makes you think that
I think it is better because… I don’t like it because….
(Pair work )Use the expressions to support your opinion or challenging other’s opinions.
2) Oral report: (individual work )
Do an oral report to your father and start your report like this: I looked at many different computers. The one I have chosen is the PEP personal computer. One of the main reasons is that it is suitable for homes. I found that…
3. Post-speaking
Conclusion—What useful expression do we use to make a decision and reason?
(In this way, they can review and use the words and phrases again.)
Step6 Pre-writing
Say: Imagine what problems and delights this android might have to deal with while it is serving you. Try yourself in someone else’s shoes is an important way of understanding how other people feel.
Then discuss: You are an android. You work for a family with one child who is very spoiled. The parents want you to do everything for them. The parents are nice, but they often ask you to watch over their child. How do you feel? What would you do if the child asked you to do his/her homework for him/her? Would you ever tell the child “no”?
Step7 Writing
Say: Write a passage about the result of your discussion! It should contain:
What do you have to do?
What is the child like?
What is the parents’ requirement of the child?
What do the parents want you to do?
What does the child want you to do?
Then what will you do? How do you feel?
Sample writing:
Hello everybody, my name is Liu Yan.I am a 321 model android.I work for the Li family. Mr and Mrs Li work very hard too.Mr Li is an architect and designs great tall apartment blocks.Mrs Li is a doctor and has to look after many patients.I remember all the plans for Mr Lis projects and can tell Mrs Li which drugs are the best to give any particular patient. And I also look after their library. I store all the books that they borrow from their school or friends in my brain.Of course my brain is as large as a mountain, so work like that is no trouble to me.I really eat books just like people eat food.
The Lis have a child who is very spoiled. He needs me to remember all his school textbooks so that I can do his homework for him.He just gives me the information on the subject, what has to be done and the page numbers and I get on with it while he enjoys himself with his friends.Sometimes I dont think it is right to do his homework for him — its somewhat cheating. However, his parents are very concerned at the pressure of work in school these days.The child has too much homework to do. They like him to go to the key school but they also want him to be able to have hobbies, learn to swim and keep fit! Poor child!
So they consider me the most important person in the family after themselves.I am always introduced to their friends and play with visiting children.I am the perfect family academic aid and, although I was not cheap to buy, Mr Li says I was worth every yuan!
Step8 Assessment
Get the students to assess their writing ability according to the following the questions:
1. Is your composition well developed?
2. Are your ideas well organized to the point?
3. Do you have a good choice of words and idioms in your writing?
4. Do you get a good mastery of complex structures of language?
5. What kind of mistakes have you made in your writing?
Step9: Homework
Write about your discussion. You may begin like this:
Hello, everyone. My name is XXX. I’m 321 model android. I work for the Li family….
課后小結
學了這節課，你有什么收獲?
高一英語說課稿 5
教學目標
知識目標
1. Get students to learn some useful new words and expressions in thispart.
2. Get students to read the play.
3. Let students learn the expressions of ordering food.
能力目標
1. Develop students’ reading skills and enable them to learn how to usedifferent reading strategies to read different reading materials.
2. Enable students to understand and act out the play.
3. Have students learn how to use the expressions to order food.
情感目標
1. Stimulate students’ interests of learning English by reading and actingthis play.
2. Develop students’ sense of group cooperation and teamwork.
教學重點
1. Develop students’ reading and speaking skills.
2. Let students read and act the play.
3. Have students learn to use the expressions to order food.
教學難點
1. Enable students to learn to use reading strategies such as skimming,scanning, and so on.
2. Get students to act the play.
3. Have students make a dialogue at the restaurant.
教學過程
→Step 1 Revision
1. Check the homework exercises.
2. Ask two students to retell the content of Act I, Scene 3.in their ownwords.
→Step 2 Warming up
We have learned that Henry got a letter from the two old brothers ,soplease predict what will happen next.
→Step 3 Reading
1. Read the play fast to understand the gist and decide whether thefollowing statements are true or false.
1)The owner looked down upon Henry when he noticed Henry’s appearance.
2)Henry asked for more of the same food because he is an American who liketo eat a lot.
3)When Henry saw the million pound bank note, he was happy and proud ofit.
4)The owner didn’t believe that the bank note was real and he asked Henryto get out of the restaurant.
2. Read the play carefully and do the following:
1)Answer these questions in small groups.
(1)Whose behavior changes the most during this scene? Give examples.
(2)What kind of person is the owner of the restaurant?
(3)Why do you think the owner of the restaurant gave Henry a free meal?
2)Pay much attention to the different attitudes towards Henry.
Before Henry shows his million pound bank note:
Owner Hostess Waiter
That one’s reserved.
Well, we will have to take a chance.
. . . if you pay the bill. . . My goodness! He eats like a wolf.
It’ll cost a tiny bit.
Again, everything?
What’s there to wait for?
After Henry shows his million pound bank note:
Owner Hostess Waiter
I’m so sorry, sir, so sorry.
Oh, please, don’t worry, sir. Doesn’t matter at all.
Just having you sit here is a great honor! . . . bow. . . Screams
And you put him in the back of the restaurant!
bow
. . . bow. . .
3. Retell the story:
With the envelope in hand, Henry decided to enter a restaurant for a meal.He ordered some ham and eggs and a nice big steak together with a tall glass ofbeer. The waiter told him the meal would cost him a tiny bit. After eating hisfirst order, Henry asked for more of the same.
When Henry opened the letter, he found it was a million pound bank note. Hewas surprised but the owner and the waiter were shocked. The owner was not sureif it was genuine or fake. They couldn’t believe Henry who was in rags could beso rich. At last, the note was proved to be real.
After knowing that the bill is genuine, the owner thanked Henry again andagain for his coming to his little eating place and even asked Henry to forgetthe bill . The owner, hostess and waiter all bowed together as Henry left.
高一英語說課稿 6
教學目標
To learn to talk about kinds of music
To learn to read about bands
To study The Attributive Clause (in/ for/ with/ by+which/ whom)
To learn to write an e-mail
教學重難點
To study The Attributive Clause (in/ for/ with/ by+which/ whom)
To learn to write an e-mail
教學工具
課件
教學過程
I. Warming up
Warming up by describing
Good morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.
Warming up by discussing
Hi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.
Classical music Country music Rock ‘n’ Roll
Rap Orchestra Folk music
Yes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.
II. Pre-reading
1.Thinking and saying
Have you heard about any of the famous bands in the world? List some if you can.
For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”.
2.Listening, talking and sharing
Let’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.
For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.
Do you know anything about “The Monkees”?
For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them.
III. Reading
1.Reading aloud to the recording
Now please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.
2.Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from THE BAND THAT WASN’T
dream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a TV show, play jokes on…, be based loosely on…, the TV organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band
3.Reading to identify the topic sentence of each paragraph
Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.
1st paragraph: How do people get to form a band?
2nd paragraph: Most musicians meet and form a band.
3rd paragraph: One band started as a TV show.
4th paragraph: “The Monkees” became even more popular than “The Beatles”.
3.Reading and transferring information
Read the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.
How do people get to form a band?
Members High school students
Reasons They like to write and play music.
Places They practice their music in someone’s home.
Forms They may play to passers-by in the street or subway.
Results They can earn some extra money. They may also have a chance to dream of becoming famous.
How was The Monkees formed and became a real band?
The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jones
beginning of the band It began as a TV show.
style of the performance They played jokes on each other as well as played music.
first music and jokes Most of them were based loosely on the band called “The Beatles”.
development of the band They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music.
changes of the band The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band.
4. Reading and understanding difficult sentences
As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.
IV. Closing down
Closing down by doing exercises
To end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.
Closing down by having a discussion
Do you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why?
For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.
Do you agree that the jokes were more important than the music for this band? Give a reason.
For reference: Yes. I think it is the jokes that really attract more fans.
No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh.
Closing down by retelling the form of the band The Monkees.
I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.
課后小結
學了這節課你有什么收獲?
課后習題
完成課后習題一、二。
板書
Unit 5 Music
高一英語說課稿 7
一、教材分析
1、單元背景分析
本單元討論的話題是“世界英語”介紹了英語在當今世界范圍內人們生活中扮演的不同角色及其重要意義。尤其介紹了英美語言的差異，讓學生更進一步了解學好英語的必要性和其重要意義。促使學生了解英美語言在詞匯、拼寫、語音等方面的區別。使學生在認識到學好英語的重要性的同時，更加熱愛自己的祖國，從而培養他們的祖國意識。
2、教材內容分析
本課是高中一年級英語上冊，unit 2 English around the world中的Reading。
本單元的中心話題是“世界英語”，具體涉及“英語在當今世界范圍內人們生活中扮演的不同角色及其重要意義，以及英美語言的差異”。本課的語言知識及語言技能主要是圍繞“世界英語”這一中心話題進行設計的。
本課時主要分為兩部分：
1）Pre—reading。（讀前準備）
“讀前準備”部分是Reading的前奏，此部分設計了兩個問題，誘發學思考。通過對問題的討論和比較，讓學生明白學好英語的重要性。
2）。Reading（閱讀）
“閱讀”部分文體為說明文，全文共分三個段落。全文闡述了一個鮮明的觀點：英語的確是當今世界范圍內使用最廣泛的一門語言之一，也是聯合國的工作語言之一，它的重要作用是其他語言不可替代的。
3）Post—reading（讀后）
“讀后”部分共設計了兩類題型：第一部分是和個問題，其中前面兩個是細節理解題；第三題是一個開放性題目，鼓勵學生把英語學習與現實生活相結合。第二部分是填空形式，幫助學生梳理文章，掌握文章主要細節，概括中心思想，實為文章的一個綱要。
三部分均以提高學生閱讀能力為主，所以將此三部分有科學地整合成一節閱讀課。
3、教學重點
1）、使學生在認識學好英語的重要性的同時，更加熱愛自己的.祖國。
2）、發展學生的閱讀能力，尤其是歸納總結，猜詞和查讀（scanning）的能力。
3）、使學生通過交際性任務和合作的機會，培養他們用諺語思維和交際的能力。
4、教學難點
1）、使學生在認識到學好英語的重要性的同時，更加熱愛自己的祖國，從而培養他們的祖國意識。
2）、與同伴一起討論并找到解決問題的方法。
5、教學目標
根據課文特點及新課標對高一年級學生英語學習能力的要求，本課的教學目標我定為以下幾方面：一、語言目標，二、情感目標。
1、語言目標
本課為閱讀課型，是一篇說明文，涉及了英語在當今世界范圍內人們生活中扮演的不同角色及其重要意義。尤其介紹了英美英語語言的差異。通過閱讀使學生了解“世界英語”的一些基本概況，包括它的重要性和英美英語的差異。教師根據課文內容用不同的形式來訓練學生，提高閱讀技能。由于課文講述的是世界英語的話題，學生會感興趣。為了引起共鳴，可把課文與生活中經歷結合一起討論。本課的目的是使學生提高聽、說和閱讀能力，更深的了解學好英語的重要意義。從而激發學生學習英語的興趣。
2、情感目標
讓學生領會英美不同文化差異和風俗習慣，領會語言豐富多彩性和發展變化的特征，使學生在認識世界英語在人們生活中扮演的不同角色的同時，更加熱愛自己的祖國，從而培養他們的祖國意識。培養他們的跨國文化意識和世界意識。
二、說教法
教學環環相扣，設計緊湊。先利用學生感興趣的話題引起興趣，然后帶著問題有目的地閱讀文章。通過回答問題掌握細節，理清線索，再從整體上把握它的結構、特色，學習用英語歸納以及復述，最后以拓展課文知識小組活動完成這節課的整體教學。使他們掌握閱讀技巧的同時也增加了見識。在小組討論過程中，學會用已學詞、句表達出自己的觀點。學生通過體驗、實踐、討論、合作和探究等方式，發展聽、說、讀、寫的綜合語言技能。
為了能很好地突出重點，突破難點，圓滿完成教學任務，取得良好的教學效果，我抓住重點，聯系實際，以學生為主體，教師為主導，讓學生集中練習。為了激發學生的興趣愉快地學，我采用閱讀、快速閱讀、判斷正誤等教學方法，讓學生充分體現課堂教學“主體者”的身份。
三、說教學程序
1、導入：首先在學生對英語是世界上最廣泛使用的語言和越來越多的人在學習英語現有情況了解的基礎上，引出問題“Do you know how many countries use English as their mother tongue？Do you know something about English around the world？”在學生思索時，引出課題English around the world。接著再詢問學生：What language has the largest number of speakers in the world？What language is the most widely spoken and used in the world？How many countries do you know use English as their mother tongue？使學生對本節課的話題有進一步了解，而且很有興趣了解“世界英語”的具體情況。從另一個角度，先給學生一個語言上的input。激發學生的興趣和欲望。
2、Pre—reading（讀前準備）：在學生回答了以上問題后，我讓學生看這一部分課本上所設的兩個問題：1）How many languages do you speak？Which is your native language？2）If you speak more than one language，in what situation do you use the languages？讓學生仔細思考后回答。教師不必忙著下結論，誘導他們從書中去思考尋找答案，激發他們探究的興趣。
3、Reading：使學生了解英語在當今世界范圍內人們生活中扮演的不同角色及其重要意義。
任務1：Listen to the tape，聽錄音，然后讓學生盡力得出大意并且回答問題
1、How many countries are there where the majority of people speak English？
2、How is English used in Hong Kong？
3、What language should we use on the Internet so that we can communicate with people around the world？
任務2：讓學生帶著問題閱讀課文（scanning）。有目的性閱讀是閱讀訓練一種技巧，并且提醒學生不用太多花大多注意力在地名和新單詞上面，集中精力探究文章內容。閱讀后學生給出答案
�。ń處煵灰涫峙杂^，可以給學生必要的引導和幫助，發展學生的自主學習能力，真正的成為學習的主體。）
任務3：根據課文內容，判斷句子對與錯。
1、There are more than 42 countries where the majority of the people speak English in the world。（）
2、There are more than 37，500，000 people who learn English as a second language。（）
3、New Zealand，South Africa，the Republic of Ireland and the Philippines use English as their mother tongue。（）
4、More than 750，000，000 people learn English as a foreign language。（）
5、English is the only one working language of most international organizational trade and tourism。（）
�。ù嗽O計是為了檢查學生是否理解文章大意和一些重點細節。）
任務4：根據課文內容，完成以下五道閱讀理解題。
1、 According to the text，which is TRUE about those who use
English as a second language？
A、English is also their mother tongue。
B、They use more than two official languages in their country。
C、People enjoy talking to their family members at home in their native language。
D、They learn English at high school for about five years。
2、 What’s the situation of English used in China？
A、Most Chinese students learn English at school as a foreign language。
B、All Chinese students speak English as a foreign language。
C、The majority of Chinese students speak English at school as a second language。
D、The majority of people in Hong Kong use English as their mother language。
3、 What’s the main idea of the passage？
A、There are more than 42 countries where th majority of the people speak English in the world。
B、More than 750 million people learn English as a foreign language。
C、English is the language of global culture such as popular music and the Internet。
D、English is the language which is the most important and widely used in the world today。
4、 Which is right according to the text？
A、Native speakers of English might find it unnecessary for them to learn a foreign language。
B、English will be the only English to be used in the future。
C、English is the working language of most international organizations，international trade and tourism。
D、With the development of China’s economy，Chinese will be more and more important than English。
5、 Which is WRONG to answer the following questions。
Why is it becoming more and more important to have a good knowledge of English？
A、More and more people will become interested in English。
B、English is one of the working languages of most international organizations，international trade and tourism。
C、We can communicate with people around the world everywhere through the Internet by using English。
D、English has developed into the language most widely spoken and used in the world。
�。ㄟ@活動幫助學生梳理文章，掌握文章主要細節，概括中心思想。教師對學生的表現要及時給予評價：或表揚、或鼓勵。讓他們體驗到成功的喜悅，努力的收獲。因為愉快的體驗會化為下一次成功的動力。）
4、Post—reading（Group—work）：
任務5：分小組討論：1）Why is it becoming more and more important to have a good knowledge of English？2）In which countries do we find most native speakers of English？Give the names of three counties、3）Living in China you can use English every day in different situations、Give two examples。給學生五分鐘的時間分組討論，然后讓每組的代表給出答案（完成本課教學目標）。教師在布置任務后，應監控各小組的活動，適當的時候可以參與到學生的活動中去。在活動中，教師多用評價性語言：Marvelous /Excellent /Fantastic /Well done/Great…
�。ㄟ@項任務型活動，使學生有機會表達自己的看法與觀點，同時，讓他們學會合作，發展與人溝通的能力。進一步提高語言實際運用能力，使學生的思維能力、想象力、協作和創新精神等綜合素質得到發展。）
5、Summing—up（總結）
Through learning this passage，we have got to know that English is becoming more and more popular all over the world now、So English learning seems important to everyone，especially us students of the new century、With China’s entry into WTO，English will play a more important part in business，in tourism，and even in people’s daily life、So it’s no doubt that everyone should have a good knowledge of English、And I hope everyone in our class can make an effort to learn English well、But on the other hand，it doesn’t mean English is better than Chinese、We must keep it in mind that one’s mother tongue is the most beautiful language in the world、The reason why we learn English is that we should thus be more capable of building up our country。（這是個很好的機會引導學生在領會學好英語的重要性的同時，更加熱愛自己的祖國，從而培養他們的祖國意識。It’s a good chance to lead the students to love our own country as well
as to learn English well。）
6、布置作業
1、課后熟讀課文；
2、完成Post—reading Ex。2。
高一英語說課稿 8
教學目標
To help students learn to express attitudes, agreement & disagreementand certainty
To help students learn to read the text and learn to write diaries inEnglish
To help students better understand “friendship”
To help students learn to understand and use some important words andexpressions
To help students identify examples of Direct Speech & Indirect Speech(I): statements and questions in the text
教學重難點
Words
upset, ignore, calm, concern, settle, suffer, recover, pack
Expressions
add up, calm down, have got to, be concerned about, go through, set down, aseries of, on purpose, in order to, at dusk, face to facer, no longer/ not …anylonger, suffer from, get/ be tired of, pack (sth.) up, get along with, fall inlove, join in
Patterns
“I don’t want to set down a series of facts in a diary as most people do,”said Anne. →Anne said that she didn’t want to set down a series of facts in adiary as most people do.
I stayed awake on purpose until half past eleven…
…it was the first time in a year and a half that I’d seen the night face toface…
教學工具
ppt
教學過程
Hello, everyone. I’m so glad to be your teacher of English. I’d like tomake friends with you, to build up a close friendship with you. Today we shalltake Unit 1. The topic of this unit is Friendship. What do you think friendshipis?
1. Warming up
⑴ Warming up by defining friendship
Hello, everyone. I’m so glad to be your teacher of English. I’d like tomake friends with you, to build up a close friendship with you. Today we shalltake Unit 1. The topic of this unit is Friendship. What do you think friendshipis?
Yeah, there are many explanations about friendship. However, friendship isa relationship that can’t be restricted(限制)by definition(定義). It can only beexperienced. True friendship can exist between any two souls, be it betweenpeople or animals. It can happen at any moment, to anyone. Even to lifelessthings, like a diary, a ball, a friendship can happen.
Then what is your opinion about friendship?
Do you think that friendship is important to our life? Why?
�、芖arming up by learning to solve problems
Nice to meet you, class. We shall be friends from now on. For everybodyneeds friends. But being a good friend can sometimes be hard work. Learning howto solve problems in a friendship can make you a better friend and a happierperson. Discuss the situation below and try to solve the problems wisely.
Common problems among teenagers
Solution
Some of the common problems include forgetting friends’ birthday, notkeeping promises, letting out friends’ secrets and so on.
Maybe we can have a heart-to-heart talk with our friends to ask forforgiveness.
Situation 1: Friends get angry with each other when they try to talk aboutsomething difficult.
Try to understand your friend/ Try to talk about the problem in a differentway.
Situation 2: Friends don’t know how to apologize
Start by telling each other that you are sorry. A simple apology is oftenenough and is a good starting point.
Situation 3: Some friends don’t know how to keep secrets.
Keep your secrets to yourself
Tips on being a good friend
Treat your friends the way you want to be treated. Keep secrets that aretold to you.
Pay attention when your friend is talking. Keep your promises. Share thingswith your friend. Tell your friend the truth. Stick up for your friend.
�、荳arming up by doing a survey
Good morning, class. I am your teacher of English. Glad to be here withyou. Today we shall take Unit 1 Friendship.
To be frankly, I’d like very much to keep a close friendship with you, mydear students, in the following years. How about you then? Ok, thanks. I do hopeto be your good teacher as well as your helpful friend (良師益友).
Now please do the survey on page one.
Add up your score according to the scoring sheet on page 8. You don’t haveto tell your results. You can just keep it a secret.
高一英語說課稿 9
一.教學目標：(Teaching ais)
Finish the exercises n the wrb
1.能力目標：(abilit ai)
a) Enable the students t cand “cands and requests”
b) Thrugh cperative wr find ut crrect answers theselves
2.語言目標：(language ai)
Full understanding f the readings
二.教學重難點(Teaching iprtant pints)
Understanding the ain ideas f the passages
三.教學方法(Teaching ethd)
a. Fast and careful reading
b. Individual, pair r grup wr t finish each tas
c. Discussin
四.教具準備(Teaching aids)
a cputer
五.教學步驟(teaching prcedure)
Step 1.waring up
Step 2: speaing tas (Review cands and requests)
Offer the situatins and tr t ae dialgues with cands and requests
Step 3 :D the “Reading” n P13 and answer questins n it briefl.
Step 4: Finish the “Reading Tas” at p.51 and cplete the fr after it.
Step 5: Grup wr:
As the t su up what cdes and shrt frs f wrds the ften use when the ften chat n the net with thers.
Step 6: chec up their researching result.
Step 7: hewr.
高一英語說課稿 10
能力目標
To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.
To get The Ss to master some key words such as witness, abandon, yell, drag, flee and so on.
學能目標
To enable the Ss to talk about animals under the sea.
To help the Ss know the importance of the relationship between animals and humans.
教學重點
Help the Ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs.
教學難點
1. Help the Ss get the main idea and some detailed information by fast-reading and careful-reading.
2. Help the Ss tell apart from Before, During and After in the story.
教學過程
Step1. Warming Up : Talk about animals under the sea.
1. Have you ever seen some marine animals?
2. What have you seen, and where have you seen them?
I have seen a/some/many…… in/on/from……
amazing marine animals: seal, turtle, dolphin, sea-horse, sea-star, shark, angelfish, jellyfish, lobster, coral
Step2. Fast-reading:
1. Find out the Background Information of the story : writer, career, writing style, time, place, main character.
2. Find out the Main Idea of the passage: What’s the first story mainly about?
Step3. Careful-reading:
1. Clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. Did he believe it at first? When did he believe it was a true anecdote?
2. How many paragraphs are there all together in story1? The hunt can be divided into 3 stages.
Stage1: before the hunt: (para. 2-6):
Old Tom’s doing: throwing itself out of … and crashing down again… Why? to tell the whalers…, …by the boat…, circling back to …Why? to lead the whalers…
Whalers’ reaction: Another whaler __________. George _____ ___ _____ Clancy, and Clancy ______ after him. They __________ the boat and ______ ____into the bay.
Stage2&3: Dur ing and after the hunt: (para. 7-9):
Killer whale’s doing: The killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________; and some others are stopping it _______ out to sea. The killers started ________ between our boat and the whale just like a pack of ____ ___ dogs. When the baleen whale was dead, its body wa s _______ down into the depths of the sea.
Whalers’ reaction: The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.
Conclusion: They have amazing relationship. They work as a team
Step4 : Summary
Working at the _______station, I had the chance to _________ a baleen whale being attacked by a ______ of k iller whales.
On the afternoon I arrived at the station, as I was __________ my accommodation, I heard a loud noise coming from the bay. I ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again. George told me it was Old Tom, who announced there would be a ___________.
Using a _________, we could see a baleen whale _______________ by about six killers. Some are ________ themselves on top of the whale’s __________to stop it breathing; and some others are stopping it _______ out to sea. The whalers aimed the ________ at the whale and then let it go to hit the spot. Being badly ________, the whale soon died. Very soon, its body was ________ by the killers down into the _______ of the sea.
高一英語說課稿 11
一、【課題名稱】
字母歌：Hello
二、【教學目標】
通過本節課的學習，將能實現《英語》課程標準的如下方面：
1、學生學習26個英文字母，學會唱英文字母歌，打好學習英語的基礎;
2、學生可以學到見面問好的簡單詞匯，并能在生活實踐中交際;
3、培養學生對學習英語的興趣，樹立自信心;
4、發展學生自主學習的能力和合作精神;
5、培養學生的觀察力，開發學生的思維，發展學生初步運用語言的.能力。
6、靈活運用語言，拓展課程資源。
三、【教學理念及其方法】
1、本次教學活動以學生為中心，以興趣為支點，以交際為目的，以現實生活為情景為原則，主要運用情景教學法、運用信息技術，采用任務驅動型課堂教學模式，以教師啟發點撥為線，以學生合作與競爭為基調，把語言的親身體驗、交際運用貫穿始終，努力做到關注學生個體生命，培養主動探究、團結合作、大膽實踐，發展語言運用能力的目的。
2、教學方法：指導閱讀法、媒體教學法、游戲教學法、講解法、談話法、比賽教學法等。
3、參與的評價：鼓勵性評價，評價標準：學生合作、交流、傾聽等技巧;通過活動，檢驗學生基本問候詞、句的掌握情況;通過完成任務，檢驗學生對本課語言功能和結構的掌握情況。
四、【教學內容】
1、基礎內容：掌握A、B、C、D等26個英文字母的正確發音，會唱字母歌。
2、認知內容：能聽懂會說–How are you?—Fine，thank you、–Hello! I’m??等問候語。
3、能力要求：學會用–How are you?—Fine，thank you、–Hello! I’m??來問候和交流。
五、【重點難點】：
與人見面時一些簡單問候語的學習，并進行問答對話練習
六、【課的類型】：
綜合課
七、【教學準備】：
課件光盤、字母卡片、英文字母歌磁帶、獎品貼畫、教材相關人物的面具或頭飾等。
八、【教學時間】：
45分鐘
九、【教學過程】
（一）、英文字母
1、教學導入(5分鐘)：
提問“大家知道英文字母有多少個嗎”，26個。把26個字母寫在黑板上，提問“你們認識這些字母嗎，下面讓我們來學習它們”，教師播放英文字母歌，讓學生仔細聆聽，激發學生學習英語的興趣。
2、教學新課
（1）、指導閱讀法(5分鐘)：教師按照黑板上所羅列的字母順序，逐一教導學生該如何去讀，待26個字母都教過后，教師領學生讀幾遍，加深學生的印象，讓他們能夠自己大致將它們讀出來。
（2）、媒體教學法(6分鐘)：在學生已經大致能將26個字母讀出來的基礎上，教師再次播放英文字母歌，讓學生一邊聽一邊跟著唱。如此練習幾遍后，教師關閉錄音機，讓學生們自己嘗試著一起唱。
（3）、游戲教學法(4分鐘)：“搶讀字母”這是一個訓練學生認讀字母的游戲，教師將全班分成若干小組，然后逐個出示字母卡片，學生們舉手搶答，教師讓最先舉手的學生讀出該字母，讀對的給該組獎勵一個獎品貼畫，最后得到的獎品貼畫最多的組為優勝，教師給予適當的表揚。
�。�4）、講解法(10分鐘)：接下來，進入問候語的教學。首先，教師給學生播放與Hello有關的課件光盤(是小學生感興趣的動畫形式的)，讓學生了解什么是問候語。在學生了解了什么是問候語之后，教師開始細化的向學生講解該如何使用問候語，如：見面時對別人say“hello或hi”，然后介紹自己用I’m??，接著教學生——Howare you?—Fine，thankyou。的對話。此時教師可以拿自己作為例子來給他們講解這些問候語的運用，先由教師問學生答，然后讓學生們自己練習。
3、談話法(5分鐘)：教師在教室中隨便找一個學生進行談話
T：Hello，I’m she Xiao Pei
S：Hello，I’m P1
T：How are you?
S：Fine，thank you !
如此多找幾個學生進行談話，讓他們親身體會用英語進行問候的樂趣。
（二）比賽教學法(6分鐘)：教師讓學生倆倆組合進行對話練習，然后讓學生舉手到講臺上去表演，看哪個組的學生表演的好，好的教師給予一定的獎勵以及鼓勵。
�。ㄈ┬〗Y(2分鐘)
以教師與全班同學的一起對話，對問候語做一個小小的總結。
�。ㄋ模┎贾米鳂I(2分鐘)
讓學生課后唱唱英文字母歌并用英文進行問候語的對話練習。
高一英語說課稿 12
一、教學目標
本節課基于學生在高三第一輪復習中已經具備的認知水平和思維能力，結合了2015年全國高考II卷的試題，2013年遼寧卷試題和2017年寶雞市第二次質量檢測試題，并且利用NSEFC Book3第一單元的話題，找到他們的話題共同點節日進行了整合，以此為本節課的主要感情線索，輔之多媒體教學設備和課堂訓練單，通過了“節日話題之聽力熱身，節日話題之選詞填空，節日話題之單句改錯 ，節日話題之語法填空 ，節日話題之范文改錯， 節日話題之作文范文改寫”六大部分從詞匯到句子，從句子到文本，由簡入難，層層推進，有效發揮了學生的積極主動性，學生可以通過自主預習，合作探究，反思練習等活動加深對本節課節日話題的印象和學習，不斷的從詞匯，句子，語篇文本等習題中進行語言信息的輸入到輸出的轉變，知識和能力的升級，情商與智商的搭配，核心素養的的滲透，達到“聽中學詞匯，做中擴知識，讀中有思想，寫中提能力，思中育素養”的教學目標。
二、教學重點
本節課的重點是通過“節日話題之聽力熱身，節日話題之選詞填空，節日話題之單句改錯 ，節日話題之語法填空 ，節日話題之范文改錯， 節日話題之作文范文改寫”六部分習作和教師步步引導，使得學生習得節日話題的高考題型，訓練學生的聽說讀寫練的技能。
三、教學難點
本節課難點在于讓學生把本節課所學的知識加強鞏固，突出語用能力方面的考查以及英語學科核心素養方面的`培養。
四、教學方法
1、視聽法（Visual—oral teaching method）
2、交際法（Communicative teaching method）
3、合作法（Cooperative method）
4、學生為主的教學法（Student—centered teaching method）
五、教學過程
Step I 節日話題之聽力預熱：Listen and try to choose the names of these festivals.
1. Mid-AutumnFestival ( ) 2.April Fool’s Day( ) 3. Arbor Day植樹節 ( )
4.SpringFestival ( ) 5. Women’s Day ( )6 .Christmas Day( )7.Duanwu Festival ( )
設計目標：通過聽錄音并做練習，感受五個不同的節日信息，目的是引發學生對節日話題的興趣。
Step II節日話題之選詞填空
1. TheMid-Autumn Festival falls on the 15th day of the 8thmonth of our Chinese lunar calendar ,it is one of the ________Chinesefestivals. It is a ________to enjoy time with family and friends. Moon cakes are _________eaten onthat night . ( tradition traditional raditionally)
2. Most ancientfestivals would _________the end of cold weather, planting in spring andharvest in autumn. Sometimes ________would be held after hunters had caughtanimals. (celebrationscelebrate)
3. The DragonBoat Festival in China_________ the famous ancient poet, Qu Yuan, who is a manof ________.I feel highly _________by his quality.(honour honours honoured)
4. People willbuy many __________ on Harvest festival and usually ________churches and townhalls with flowers and fruit in European countries. ( decorate decorations )
設計目標：本步設置了四個題目，要求學生們直接用詞填空，不用變形，主要考查學生對節日話題詞匯在句子語境中的應用能力。
Step III 節日話題之單句改錯
1.He had lookedforward to meet her on Valentine’s Day.
2.He was notgoing to hold his breathe for her to apologize.
3.On Women’sDay, her granddaughter was married with a human, she was very angry.
4.QiqiaoFestival was called Chinese Valentine’s Day, I hope you can meet the one youlove.
5.No matter whatfar away we are, we will try to come home for the celebration.
6.Halloween alsohad its origin in old belief about the return of the spirits of the deadpeople.
7.With abeautiful moon up in the sky, we sit together and eat moon cakes and fruit.
8. Some Westerncountries have very excited carnivals(狂歡節),which take place forty days before Easter.
9. People loveto get together to eat, drink but have fun with each other.
10.The countrylooks as though its is covered with pink snow.
設計目標：學生在這一步要學到關于節日話題的詞匯，同時學到詞法語法在二輪復習中的特點，雖然有些難度，但是通過對課文的熟悉，學生用合作探討的方法可以把題做好。
Step IV 節日話題之語法填空 （2013年遼寧卷作文范文改編）
The Mid--AutumnFestival falls on the 15th of the 1_______ (eight)month of our Chinese lunarcalendar. As one of the traditional Chinese 2_______ (festival), it has beenenjoying great 3_______ (popular )in our country. Usually, no matter how faraway 4 _______ how busy we are, we still try 5 _______( go )home for thecelebration. The moon that night 6_______ ( look) the brightest in the wholelunar month. 7______we love most is the time we enjoy the full moon together.With 8______ beautiful moon up in the sky, we sit together and eat moon cakesand fruit, 9______(share) our stories. In addition to these10________(tradition )activities, we have a wider range of choices such astravelling and visiting our relatives or friends.
設計目標：旨在把上面幾部分的已經學到的詞匯運用到語篇文章中來，適應高考命題的方向。
Step V 節日話題之范文改錯 (2017年3月寶雞市二檢作文改編)
In order to enrich our school life, we aregoing to begin a holiday call “ReadingMonth” holiday. The holiday is aimed at broadening our horizons and improve our reading ability. Everyoneis encouraged to take the activepart. The holiday will last from March 6th to April 5th, duringwhich every participant wasrequired to read at least three books of any kind of. However,impressions of after-reading are welcome and
should submitted to Students’ Union before the last day of theholiday. This holiday is of much benefit to all students. We call for every one of you to join us. Let’senjoy us in the ocean of books.
設計目標：本部分目的讓學生繼續鞏固課堂學到的成果，同時強化本節課的節日話題。解決學生當前的寫作困惑，在改錯中提升寫作的能力，在范文中大膽設置短文改錯題型中的考點，有利于學生自我評價，自我反思。
Step VI 節日話題之作文范文改寫（2015年高考英語全國卷I作文）
把此范文改編成高考的兩個題型——語法填空和短文改錯
Dear Peter,
I’d like to askyou to write an article for our school’s English newspaper.
The “ForeignCultures” section in our newspaper is very popular among us students. It carries articles written by foreign friendsabout the cultures of their home countries. Would you please write somethingabout the culture in your part of the United States? And we would especiallywelcome articles about how Americans spend their holidays and festivals, andthe life of American high school students. You can write anything relevant solong as it’s interesting and informative.400 words would be fine. Could we have your article before June 28?
I’m lookingforward to hearing from you.
Yours,
Li Hua
設計目標：旨在學生適應高考命題的形式，并且提高學生語用能力，最終使學生提升英語學科核心素養。
高一英語說課稿 13
一、教學重點：
Let’s learn部分的單詞：old，short thin，tall，strong, young, funny, kind等。要求學生能聽懂句型，并結合這些句子表達的情境，學會恰當地替換句中的單詞。逐步學會聽、說、讀、寫單詞：old，short，thin，tall，strong。
二、教學難點：
如何利用所提供的對話和情景，以舊引新，讓學生進入學習狀態。Let’s start部分在學生用書當中首次出現，教師應正確理解此部分的輔墊作用，可根據實際教學需要進行使用，并幫助學生熟悉教材內容的變化。
三、課前準備
1.準備教學過程中所需要的圖片、聲音、課件，以及本課時的八張單詞卡。
2.準備一些教師的照片或圖片。
3.準備錄音機及錄音帶。
四、教學過程
1.Warm-up(熱身)
(1) 播放Let’s start下面歌謠的錄音，讓學生聽歌謠猜單元話題，激發學生對新學期第一單元英語學習的興趣。還可以使用四年級上冊第三單元學過的句型：“I have a new friend. He’s tall. He’s strong, too.”并結合相關人物的圖片，引導學生復習 strong， tall， short，thin等詞，為本課時聽、說、讀、寫這些單詞做好準備。
(2)日�？谡Z練習，內容可參考如下：
T：Hello, everyone! Welcome back to school! Nice to see you!
Ss: Nice to meet you!
(3) 問學生幾個問題，引出本課重點內容。具體會話可參考如下：
T：Hi，everyone!Nice to see you again.What grade are you in now?
Ss：We’re in Grade 5.
T：Do you like your new English books(new classroom, new teacher)?
Ss：Yes!
T： What are we going to talk about in Unit 1?Guess!What’s the topic of Unit 1?
2. Presentation(新課呈現)
(l)出示Let’s start部分圖片，介紹說： Rabbit has many new teachers in her school. Do you have new teachers? 引導學生根據情景圖的提示描述新教師。然后說：“今天我們將學習怎樣描述新教師。Sarah將為大家介紹幾位新教師，大家在先看一看有哪些是新教師?
(2)出示Let’s learn部分的圖片，向學生介紹說：They are Sarah’s teachers. Describe these teachers.引導學生結合預習部分回答出 strong， tall， short， thin等舊詞，然后結合圖卡向學生呈現新詞：youny，kind old，funny�？衫煤喒P畫、單詞卡片或實物圖片等—一教授新詞，使學生正確理解、認讀。
(3)可播放單詞的聲音，讓學生在聽過一遍后跟讀單詞，逐步掌握正確的讀音。
(4)根據以下信息請學生判斷會話中描述的教師是 Let’s learn配圖中的哪一位： Mr Hu is the art teacher. What’s he like?He’s short and thin.完成前面鋪墊的學習任務，讓學生猜出哪位是Sarah的新教師。再引導學生利用 Let’s learn部分所提供的替換句型，描述Sarah的其他兩位新教師，練習鞏固所學新詞。
(4)試著寫單詞。
范寫四會單詞，讓學生跟寫或在單詞卡片背面仿寫，達到聽、說、讀、寫四會掌握新詞的目的。
3.Let’s play (趣味操練)
(1)Let’s find out (找一找)
指導學生用所學新詞和句型描述Let’s find out部分幾位教師的體貌特征，然后找出正確的圖片。完成這項活動后，教師引導學生充分利用八張新詞卡片繼續進行結對或小組活動，如：My new Chinese teacher is tall and strong. Who is he? 讓其他學生選出正確的圖片。
(2)Let’s sing (唱一唱)
放歌曲“My new teacher”的'錄音，學生跟唱，進一步在音樂節奏中感知新詞。
4.Consolidation and extension(鞏固與擴展)
(l)讓學生做本單元 A Let’s learn部分的活動手冊配套練習。
(2)讓學生模仿Let’s find out部分的錄音，讀給朋友或家長聽。展示不同教師的圖片，讓學生猜出是教哪個科目的教師，然后用所學新詞描述這些教師的外貌特征。
(3)讓學生參照 Let’s find out部分設計一些謎語讓大家清一猜�？梢詤⒖家韵抡Z言： She is tall.She’s beautiful.She’s very young.We all like her.Who’s she?
(4)讓學生把新學的歌曲唱給家長或朋友聽。
板書設計：
Unit1 My new teachers old，short thin，tall，strong, young, funny, kind
教學反思：
本課時Let’s learn部分主要是通過情景會話，談論美術教師的樣子，來讓學生學習單詞：old，short thin，tall，strong, young, funny, kind等。教學設計適合與學生身邊的人物相聯系，尤其是新老師。可引導學生復習已學過的tall, short, thin, strong等詞匯，再進一步學習本課新生詞。達到描述不同圖片人物的要求。利用一些活動來鞏固知識。教師引導學生充分利用事先準備好的人物圖片，進行結對或小組活動，如：My new Chinese teacher is tall and strong. Who is he? 讓其他學生選出正確的圖片。
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