高中英語說課稿

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[通用]高中英語說課稿

　　作為一無名無私奉獻的教育工作者，就有可能用到說課稿，借助說課稿可以更好地組織教學活動。如何把說課稿做到重點突出呢？下面是小編整理的高中英語說課稿，歡迎大家借鑒與參考，希望對大家有所幫助。

[通用]高中英語說課稿

高中英語說課稿1

　　說教材

　　1、教材的地位

　　21單元的主要話題是“身勢語”，身勢語是人類重要的交際工具，在跨文化交際中起著不可替代的作用。本課為閱讀課，通過一篇介紹性文章講述各種文化背景下的身勢語的異同。教材內容十分貼近學生的生活，更符合當今世界增強跨文化交流意識的趨勢，培養學生多元文化意識、克服文化沖突，加強文化溝通與合作，從而達到順利交際的目的。

　　2、教材目標

　　根據新的英語課程標準要求：“發揮教師的指導作用，充分調動學生學習的主動性和積極性。”和“培養學生的綜合語言運用能力，而綜合語言能力的形成建立在學生語言技能、語言知識、情感態度、學習策略和文化意識等素養整體發展的基礎上”。著重提高用英語進行思維和表達能力;形成跨文化交際的意識和基本的跨文化交際能力，本節課的教材目標確定為：

　　1). 知識目標(知識教學點)：

　　學習新詞語、新句型, 擴大語言積累。

　　了解身勢語在世界不同國家所表達的意義并學會使用。

　　2). 能力目標(能力訓練點)：

　　a. 正確、全面、深刻理解課文信息內容, 幫助學生提高略讀、跳讀和查讀的技巧。

　　b. 提高學生的歸納概括能力，比較和分析問題的能力，自主學習、自我評價和相互評價的能力和合作意識。

　　3). 情感價值觀(德育滲透點)：通過本單元學習，教育學生尊重異國文化，增強交流溝通能力, 增強跨文化的意識。

　　3、教材重點與難點

　　1)、重點：A 掌握重點詞語和句式，掌握一定數量的身勢語。

　　B.學會略讀，跳讀，查讀的基本閱讀技能.，培養語感。

　　2)、難點：A. 提高學生語言交流能力。

　　B. 歸納文章的中心思想，深刻理解文章。

　　C. 正確使用身勢語。

　　4、學生的學習狀況分析及對策

　　學生經過了幾年的英語學習，有了一定的語言基礎知識，但由于我授課班級為文科平行班級, 學生的詞匯量及英語聽說讀寫能力相當有限。針對這種情況，在平時的教學中我首先從培養學生學習興趣入手，目前學生的`學習積極性較高，為順利完成本課教學任務奠定了一定的基礎。我采用的策略是通過情景激發學生興趣，要求學生打好語言基礎，通過任務設計來調動學生的積極性，提高學生的基本閱讀技能。

　　說教法

　　1、教法的選擇

　　依據教育心理學：“開發右腦能夠培養學生形象思維、綜合思維、創造性思維，促進學生的情緒反應。協調開發左右腦對培養學生綜合能力有著積極的意義。”在教學過程中我采用任務型教學法，講授法，討論法等多種教學方法相結合，引用學生身邊的典型事例，組織學生參與課堂教學活動，充分體現了培養學生的自主學習能力和合作學習意識。通過積極有效的評價方式，鼓勵學生克服困難學好英語。

　　2、教具的選擇

　　在教學中我使用的是多媒體電腦,因為它具有強大的文字圖片編輯功能,有很強的實用性,加大了教學的課堂容量. 而且使英語教學大信息量、高密度、快節奏的教學原則得到更好的體現。

　　3、調動學生學習積極性

　　在課堂教學中確立學生的主體地位,營造民主和諧課堂教學氣氛,建立平等、民主、合作的師生關系，創設一種創造性學習的課堂教學情境，以調動學生的學習積極性。

　　說學法

　　通過本堂課的學習，學生能夠采用分類記憶的方法，掌握基本的閱讀技巧，在完成任務過程中，學生們增強了合作意識。在所創設的語言環境下，學生能夠積極主動地參與語言交流活動，使自身的交際能力有所提高，并學會自我評價。

　　教學過程

　　我運用的是任務型教學模式。任務型教學模式提倡學生在教師的指導下通過感知，體驗，時間，參與和合作等方式，實現任務的目標，感受成功，任務型的教學途徑能夠使學生通過積極嘗試，自我探究，自我發現和主動實踐等學習方式培養主動，合作，探究的精神和能力。

　　(一)導入新課

　　教師通過情景導入新課，激發學生興趣，師生互動進入本單元的話題。

　　(二)略讀

　　讓學生快速的讀文章，找到每個段的中心句，并且分析文章大致可以分幾段

　　活動形式：

　　個人活動：快速閱讀課文，查找信息，回答問題

　　小組活動：學生合作學習，討論分析文章大意

　　(三)查讀

　　讓學生仔細閱讀文章，回答問題，并完成表格，鞏固練習

　　活動形式：

　　師生互動：教師幫助學生解決閱讀過程中出現的問題

　　個人活動：仔細閱讀課文，并且分析文章，回答問題

　　小組活動：學生共同討論，從而更加深刻的理解文章

　　(四)小組活動

　　學生經過研究學習，完成教師提前布置的不同的任務，并在課堂中展示出來

　　小組A:查找關于肢體語言的圖片，并向大家展示

　　小組B：對比中美的肢體語言差異，并讓同學自己表演出來

　　小組C：模仿教師播放的幽默短劇，并由組內同學模仿表演出來，注重身勢語的表現。

　　(五)評價過程

　　學習完本節課，要求學生對自身和同學進行評價

　　1，自我評價

　　1) I can remember the new words and expressions.

　　2)I can tell the difference between body language in China and in some other countries, especially in the US.

　　3) I can use body language exactly to express myself.

　　4)The body language that I’m interested in is______.

　　2，互相評價

　　1)The student who is most active in speaking

　　2)The student who is most active in answering questions

　　3)The student who is most active in performing

　　4)The student who is most active in group work

　　(六)作業

　　身勢語在工作面試中也起著重要的作用，如果你在美國，在工作面試中，你應該注意什么樣的問題?

　　說創新點

　　1，根據教材的“結構(structure)——功能(function)——任務(task)”特點，抓住“任務”這個基本點，以“結構”為基礎，重視“功能”的體現，最終落實在“任務”的完成。

　　2，突破現行“教師——學生”的教學活動模式，形成以學生小組活動為主，在課堂教學中建立“師——生”、“生——生”、“生——師”等多維度、多層次的互動模式。

　　3，引入行為評價機制，引導學生根據評價依據，自主、合作的學習。

　　說測評反饋

　　通過本節課的學習，學生能夠掌握基本的閱讀技能，提高閱讀能力，學到了身勢語在生活中的重要性，培養學生的合作意識，學會本節課的基本句型，重點詞匯。大多數學生能夠掌握本課的語言知識，但要達到熟練運用，還需要在下一步的學習中繼續鞏固。

高中英語說課稿2

　　大家下午好，非常開心能與你們分享我的說課。我要說課的內容是新課標英語模塊二的第四單元野生動物保護的閱讀內容。

　　首先，我來分析一下教材，這是一節閱讀課，也就是這個單元的第二節且最重要的一節課。這節課的話題是野生動物保護。

　　這篇閱讀文本講述了黛西通過騎飛毯旅游學習到怎樣保護野生動物。通過黛西的故事，我們了解到世界上三個地方的野生保護的情況：西藏，非洲和巴西雨林。同時還介紹了野生動物保護機構：世界野生動物基金。這篇文本較長且有些新單詞與短語，所以學生理解起來會有點困難。下面來談一下學情情況，我的授課對象是高一的學生，他們剛剛初中畢業，有些對英語學習興趣濃厚，有些則相反，我會盡量地激發他們的興趣。因為學生不是很善于理解長的文章，所以我會把重點放在提高他們的閱讀技巧上。根據教材分析和學情分析，我提出以下五點教學目的。

　　第一，語言目標。

　　學生要掌握以下新詞和新短語：Words: wildlife, protection, wild, decrease, loss, reserve, hunt, zone, carpet, respond, distant, fur, relief, laughter, mercy, certain, importance, rub, mosquito, insect, contain, powerful, affect, attention, appreciate, succeed.Phrases: die out, in peace, in danger of, in relief, burst into laughter, protect…from, pay attention to.除此之外，他們能學會討論瀕臨滅絕的動物和野生動物保護。

　　第二，語言技巧。

　　第一點，通過閱讀前的猜測，略讀和跳讀，學生能過快速并準確地從文本中找出答案。這是這節課的重點。

　　第二點，學生能理解全文并概括出每個部分的大意。這是這節課的重點和難點。

　　第三，文化意識。

　　學生能知道國內外瀕臨滅絕的動物以及保護它們的不同方式。

　　第四，情感態度。

　　學生們能意識到動物滅絕的嚴重性以及保護野生動物的重要性。

　　第五，學習策略。

　　學生能與搭檔分享網上找到的信息，并盡可能地用英語說出保護野生動物的方法。我所使用的教學方法是三步教學模式以及交際教學法。我的教學工具是PPT和黑板。

　　現在我要闡述最重要的部分：教學步驟。我會在45分鐘內完成。第一個步驟是熱身。該步驟需要5分鐘。

　　首先，我會給學生放一段錄像，關于我國瀕臨滅絕的野生動物。看完后，我會要求學生說出該錄像中提到的動物。此活動可以迅速引導學生進入新課，同時提高了他們的興趣并且關心起這些動物所面臨的問題。

　　第二個步驟是pre-reading。我會問他們以下問題:1. What other endangered animals do you know in other countries?2. Why are they in danger of disappearing?我會要求學生與搭檔合作，列出其他要瀕臨滅絕的動物。通過此活動，他們對野生動物的知識有所增加并且能意識到它們所面臨的數量減少的嚴重性。這個步驟將在5分鐘內完成。

　　下一個步驟是while-reading，包括快速閱讀和仔細閱讀。在快速閱讀中，學生要快速瀏覽文章，然后填以下這張表格。

　　Animal she met Place she went First visit Second visit Third visit

　　這個活動可以幫助學生熟悉文章內容，對文章的建構有初步的理解。同時，這個活動還可以提高跳讀的閱讀技巧。下面來說一下仔細閱讀。這個步驟需要20分鐘，包括3個活動。第一個活動是要學生仔細閱讀每一個段落，找出關于這些瀕臨滅絕的動物的詳細細節。比如，人們對它們做了什么和人們這些行為造成的`后果。這個活動的目的是鼓勵學生找出細節，更好地理解課文。

　　Paragraph Main idea Animal Situation Result 1 2 3 and 4

　　第二個活動是提問題。首先學生要一段一段地讀課文，然后回答以下問題。

　　1.Why has the antelope in Tibet become an endangered species?

　　2. Why are elephant numbers increasing in Zimbabwe?

　　3. How does the government of Zimbabwe help protect wild animals?

　　4. Why is it important to protect the rainforest?

　　5. What must be done if wildlife protection is to succeed?

　　這些問題可以幫助學生更好理解這些動物所面臨的以及我們該怎么保護他們。整個過程中，我會解釋新單詞和短語。活動三是角色扮演。這篇文章中黛西,飛毯,藏羚羊，大象和猴子之間有很多對話。五個學生一組，每個人扮演一個角色。他們將盡可能地用自己的語言組織這些對話。如果難度太大，可以參考原文。我會叫2至3組上來表演。因為學生很喜歡表演，所以這個活動可以活躍課堂氣氛，提高他們的合作能力，還可以更好地理解全文。第四個步驟是post-reading，我會設置一個討論，這里需要10分鐘。這個討論基于課本27頁練習三。假設學生為世界野生動物基金工作，他們將以小組的形式討論如何解決練習三中所面臨的問題。討論結束后，他們要將他們討論出來的解決方案與同學們分享。這個環節可以提高學生們解決問題的能力與合作能力。而且對野生動物的保護有更強的意識。最后是作業。我會要求學生就課上討論出來的解決方法給WWF寫一篇小短文。闡述下面臨的問題以及解決的方法。通過寫作有利于寫作能力的提高。

　　這是我的板書設計：這就是我說課的全部內容，謝謝。

高中英語說課稿3

　　一、說教材

　　1. 教材分析：本課的中心話題是“世界英語”，介紹了英語在世界范圍內的人們生活中所承擔的不同角色及所起的重要作用。這篇文章是一篇說明文，它介紹了英語是世界上最為廣泛使用的語言，并通過具體數字來說明英語使用的廣泛性和重要性。

　　2. 教學目標

　　1) 知識目標：

　　要求學生掌握大綱詞及短語：majority, native, total, in total, tongue, equal, government, situation, except for, international, organization, trade, tourism, global, communicate.

　　2) 能力目標：

　　著重培養學生的閱讀能力。通過閱讀該文章，獲取有關于世界英語的信息，并使學生能閱讀類似難度的篇章。

　　3) 情感目標：

　　使學生認識到學習英語的重要性：為了更好地與各國人民溝通，獲取新的知識，從而為祖國做貢獻。

　　3. 基本技能：讀、說有關英語語言話題的知識。

　　4.三點

　　1)重點：掌握大綱詞及短語

　　2)難點：讀，說

　　3)關鍵：創設情景，讓學生溶入其中，充分調動其非智力因素。http://www.dakao8.com/

　　二、說學情

　　1.學生特點：1)基礎教差;

　　2)學習被動，缺乏好的學習習慣

　　2.知識結構：

　　知識零碎，沒有形成系統，結構不完整。尤其是基礎知識匱乏，在初中應當建立的基本框架沒有建立起來，給英語教學帶來一定難度。

　　3.思維特征：

　　缺乏創造性的思維，有幼稚化的傾向;缺乏條理性和邏輯性，缺少思想深度。

　　三、說教學過程

　　為全面提高學生的閱讀理解能力及綜合運用語言能力，培養學生的創新能力與自主學習的能力，主要設計如下步驟：

　　教具：多媒體

　　1. 精心導入：教師首先提出問題：How many languages can you speak? 直接導入到語言這一話題。再讓學生展示自己的方言，并利用多媒體將事先錄制好的聲音播放出來(用不同語言或方言說我是一個中國人)，提高學生學習的興趣。

　　2. 整體閱讀：要進行有效地整體閱讀，首先應該讓學生具備篇章知識，了解偏重模式與內涵。掌握了常見的模式，就可以更好地進行篇章閱讀。在這一部分，我就文章內容，提出一個問題：How many roles of the English language? 讓學生快速地找出英語所扮演的三種不同角色。再讓學生根據這幾種角色，找出各個段落的主題句或是大意。從而使學生在整體上對該篇說明文有所把握。再讓學生找出文章中幾個數字具體指代的是什么以及學好英語越來越重要的原因。在以上這兩個環節中，運用了一些閱讀技巧和閱讀方法：如skimming使學生快速預測主旨大意;scanning跳讀找出信息。

　　3. 深層理解：我設計了六個正誤判斷題，引導學生加深對文章的理解。

　　4. 鞏固練習：在學生對文章有了較好地理解后，用blank-filling來鞏固學生對該文章的掌握，包括詞和短語。

　　5. 表演：教師給出一個語境：兒子不愛學習英語，父親勸說其要認真學習。通過對本篇文章的`學習，編造對話。利用這種真實情景交際法，提高了學生參與的積極性，并加深對文章的理解。

　　6. 問題討論：漢語是不是會越來越被廣泛地使用呢?為什么?這個開放性話題通過比較漢語與英語，闡述它們被廣泛使用的原因，從而激發學生的思維思考，并關注社會問題。

　　7. 情感教育：最后給出幾個有關學好英語的漂亮句子，使學生認識到學習英語的重要性，并能付諸于實踐中去。

　　8. 小結：再次提出學習英語的重要性

　　9. 作業：根據所學內容，寫一篇有關于為什么學習英語的文章。

高中英語說課稿4

　　I Teaching Aims:

　　1. To develop Ss’ basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.)

　　2. To encourage Ss to practice, participate, and co-operate in the classroom activities.

　　3. To get Ss to know something about … and have a better understanding of the importance of …. As for teaching approaches, I think … II Teaching Approaches Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talking Time).

　　So during this lesson, emphases are to be laid on:

　　1. Student-centered teaching

　　2. Task-based learning

　　3. Activity-based teaching (individual work; pair work; group work; class work)

　　III Teaching Aids:

　　1. a projector

　　2. a multi-media computer system

　　They are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks.

　　IV Teaching Procedure

　　Step 1 Warming-up & lead-in Activity 1 Free talks (class work) Q1: Who do you think looks coolest in our class? Q2: Do you like him/her? Q3: If so, why? If not, why? … Download some pictures/music from the Internet. Guiding Qs may be: Q1: Who’s she/he? Q2: Do you like him/her? Q3: If so, why? If not, why? Q4: Do you think he/she is perfect? Goal: To lead up to the topic, get Ss to warm up and arouse their interest in the topic. Activity 2 Picture-talking /Music-talking (individual work) Step 2 Pre-reading Activity1 Look and guess (class work) In this activity, Ss are required to look at the title/subtitle and guess what they will read.

　　the picture/… Activity2 Brain-storming (class work)

　　Goal: To develop Ss’ reading skill---predicting and present some new words in the passage such as …

　　Activity 1 Skimming (class work) Step 3 Reading

　　Para of the article (or the first sentence or the last sentence of each Para.) Goal: To develop Ss’ reading skill --- skimming, that is, how can we get the general idea of a passage as quickly as possible. Activity 2 Scanning (group work)

　　Title

　　Part/Para.

　　Main idea

　　Detailed information

　　1 a. topic sentences/introduction

　　b. examples/supporting ideas

　　c. conclusion

　　Goal: To develop Ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other. Activity 3 Report (class work) Invite some group members to report their work to the whole class. Goal: To overcome Ss’ shyness and stimulate Ss to speak in public. Activity 4 Further understanding and word study (pair work) Encourage Ss to discuss the following Qs in pairs (A PowerPoint will be used here to present some blank-filling exercises and Q1: What does the word ―this‖ in the last Para? But 3 refer to? A. B. C. A. B. D. D. Q2: What is the Chinese equivalent for the phrase ―investing in loss‖? C. Q3: The word ―flawless‖ in Line 5 of Para.2 can be replaced by ___ Q4: Which of the following statements is true or not true? Goal: To help Ss to guess the meaning of certain unknown words and understand the passage exactly. multiple choices.)

　　Step 4 Post-reading

　　Activity1 Role-play (pair work) Suppose one student is a … and the other …. Ss are encouraged to put themselves in the situation and make a face-to-face interview. Activity2 Discussion (Group work) Topics may be: Q1: Do u want to be perfect? Q2: Do u think there is anyone in the world that is perfect? ―Remind you‖, remind yourself of what? Activity3 Poster-designing/Cartoon-designing/… (Group work) Goal: These post-reading activities are intended to develop Ss’ creative thinking and get them to know the importance of … Task 1 Write a summary of the passage (about 100 words) (Individual work) Goal: To spur Ss to consolidate what they have learned. Task 2 Look up some more information about … (Individual work) Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites on the topic. Goal: To encourage Ss to study English spontaneously and independently after class, arouse Ss’ interest in traditional Chinese culture and develop Ss’ culture awareness and cross-culture communicative skills. As for my blackboard-design, since time is limited, I’d like to give a brief introduction.

　　Step 5 Homework

高中英語說課稿5

　　Good morning, everyone, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is New Senior English for China Book3 U1 Festivals Around the World. I’ll be ready to begin this lesson from two parts. The first part is analyzing the teaching material and the second part is teaching procedure. First, let me talk about the teaching material.

　　Part 1 Teaching Material:

　　This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about their winter holidays and the Spring Festival.

　　The Warming Up is intended to have students start thinking about the variety of events and festivals that are celebrated in China. The teacher can ask the students if they have some idea about the foreign and domestic festivals.

　　The Pre-reading is a continuation of the Warming Up and it moves the discussion to a more personal level. It is intended to help students enter imaginatively into a discussion of festivals and their importance to the society. It also directs their attention to the variety of events and activities those festivals include.

　　The reading passage titled Festivals and Celebrations which is briefly describes the earliest kinds of festivals with the reasons for them, and then four different kinds of festivals that occur in most parts of the world. Encourage students to look at the pictures and the heading of each section to guess what the text might be about. The teacher can first let them work in pairs or in groups to find the answers together, and then check their answers with the whole class. Students should be required to talk about festivals in their own words at the end of the class.

　　Part 2 Teaching Steps:

　　In my opinion, the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. Therefore, the teaching steps are very important and they should be arranged in good orders. Moreover, the teaching methods should be considered in this part, such as pair work activity and Students –Centered-Teaching.

　　Now let me introduce my teaching steps.

　　Step 1 Leading-in

　　I will have a free talk with students. Ask them the following questions: Did you have a good time in your winter holidays? How did you celebrate your Spring Festival?

　　With this topic we will begin the new unit which is talk about the festivals around the world.

　　Step 2 Warming up

　　I will let students talk about other Chinese festivals that they familiar to. (Lantern Festival, Pure Brightness Festival, Dragon Boat Festival, Mid-Autumn Festival, New Year’s Day, Chung Yeung Festival. . . )

　　And then I will let students read the information about Chinese festivals in the book and discuss another three Chinese festivals. Next I will let them complete the form in this part in pair work and ask some to share their opinions with the whole class.

　　After finish the form I will talk about some foreign festivals with students by PPT such as Christmas, April Fools’ Day, Easter, Halloween, Valentine’s Day, Thanksgiving Day and so on.

　　Step 3 Pre-reading

　　In this part, we will have a discussion about the following questions:

　　What festivals or celebrations do you have in your city or town? What part of a festival do you like best—the activities, the music, the sights, the food or the people who visit?

　　Step 4 Reading

　　This part will conclude 3 parts, the fast reading, intensive reading and reading and discussion. About the fast reading, I will ask students to skim the reading passage and then fill in a following chart. This part is very important because students can improve their reading skills and reading speed by skimming reading scanning reading.

　　For the intensive reading part I will allow students to read carefully this time to understand the main ideas of each paragraph and the important details, and then finish some questions.

　　Last is the reading and discussion, in this part, the students are allowed to read the text a third time and then work in pairs to finish the form and discuss which festivals are the most important and which are the most fun. I will encourage them to expand their answer by their own experience.

　　Step 5 Homework The last step is homework.

　　1. Learn the useful new words and expressions in this part by heart.

　　2. Read the reading passage again and again and try to talk about festivals both in and out of China.

　　Purpose of the homework: I think homework is so important that the students should speak English as much as they can in class or after class. It is necessary for the students to do some exercises after class to master the knowledge they learned. Last by not least, class mood is very important for both students and teachers. I will make my class in an easy mood by using some beautiful music and flash or other suitable methods. As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go. Above is the lecture note of my lesson. Thank you for listening!

高中英語說課稿6

各位領導、老師:

　　大家好!

　　今天，我說課的內容是人教版高二上學期使用的必修6第三單元健康生活。本節課是口語、寫作課，寫作前讓學生有一定的知識儲備，創造多種多樣的活動讓學生加以運用，循序漸進的為寫作打好基礎，最終一步一步地指導學生寫出一封完美的勸告信。所以，本節課先利用檢查作業的方式對重點詞匯、短語進行鞏固，然后利用圖片引起學生興趣，從而引出青少年吸煙的原因以及吸煙的危害。進而啟發學生勸說煙民戒煙。此環節利用對話的形式輸出，讓學生學會使用英語勸說身邊的人戒煙。這就為后面的寫作做好了相關詞匯與表達的鋪墊。之后再進一步到文字輸出，通過對書信內容，結構，銜接等方面的指導，讓學生寫一篇勸告信。號召全民禁煙，達到了學以致用的效果。總之，本節課從復習，熱身，對話到寫作環環相扣，設計緊湊，渾然一體。下面我將分八個大部分對本課進行詳細講述：即教學設計理論依據、教材分析、學情分析、教法分析、學法方法、教學目標、教學重難點分析、教學程序。

　　一．教學設計理論依據

　　英語教學是一種動態教學或活動教學，教學過程是交際活動過程。只有從組織教學活動入手，大量地進行語言實踐，使英語課堂交際化，才能有效地培養學生運用英語進行交際的能力。新課標提出：“外國語是學習文化科學知識，獲取世界各方面信息和進行國際交往的重要工具。”和“……發展聽、說、讀、寫的基本技能，提高初步運用英語進行交際的能力，……”，本人結合本班學生的實際，對教材進行了操作性較強的處理。

　　二、教材分析

　　本課選自人教版高中必修六第三單元A healthy life。本單元的中心話題是“健康生活”。聽說讀寫等活動主要圍繞如何摒棄惡習、怎樣成為健康人展開，其中涉及許多社會熱點問題，如抽煙、吸毒、艾滋病、學習與工作壓力等影響健康的棘手問題。本單元引導學生討論這些問題，目的`在于讓他們遠離有損身體健康的活動，并且養成良好的生活習慣。我在本節課中集中選了抽煙這個熱點問題進行教學，以點帶面。學生對這個現象再熟悉不過了，但是卻沒有深刻的認識。讓學生了解吸煙上癮的原因、吸煙的危害，然后學以致用，讓學生寫一封勸告信---勸告他人不要吸煙。

　　三、學情分析

　　由于本單元的閱讀課是有關吸煙上癮的原因，吸煙的危害以及戒煙的方法，所以學生有一定的知識儲備，非常有利于本節課的進行。然而雖然是高二的學生，他們的英語表達能力還有待于加強，課堂上互動缺少積極性，且動手寫作的能力較差。因此，只有設置使他們感興趣的活動，因材施教，才能讓他們投入到課堂活動中來。寫作前讓學生有一定的知識儲備，創造多種多樣的活動讓學生加以運用，循序漸進的為寫作打好基礎，最終一步一步地指導學生寫出一封完美的勸告信，為了能學以致用，給學生布置了家庭作業———勸告周圍吸煙的人盡早戒煙。

　　四、教法分析

　　本節課的教學，本人主要通過圖片，采訪，對話等活動激起學生對本單元話題的興趣；本課開頭的作業檢查和新聞報道材料也為學生收入了大量的信息，讓學生有話可說；并且通過小組討論，編排對話表演的方式來鼓勵學生“勇于說，樂于說”，提高語言的運用能力，變“要我說”為“我要說”；通過組員評選，最佳作品展示等方式培養學生團結協作的團隊精神。寫前給出勸告信應包含的內容，為學生提供了寫作要達到的目標，提醒他們寫作時應注意的問題。組內評選和作品展示不僅可以讓學生互相學習彼此的寫作長處，又可以讓他們明確寫作的評價標準，了解自己寫作中的不足；從而打破了傳統的寫作模式，構建一種新的寫作課的教學方法，使學生真正做到快快樂樂學英語，扎扎實實打基礎。

　　五、學法分析

　　高二的學生已具備一定的認知能力和表達能力，由于我校是無煙校園，吸煙就是個熱門話題，學生們非常感興趣，就會積極地參與到課堂活動中來。因此，在本節課的教學中，我通過設計各種各樣的活動，給學生創造平臺，讓學生表達，同時通過學案的方式引導學生自主參與學習、交流合作，倡導體驗、實踐和自主探究的學習方式，激發學生學興趣，使他們自主地尋找信息，獲取信息，使用信息，激發學生潛能，使學生在自主與合作的學習方式中獲取知識，形成正確的學習方法，實現英語能力的提高。

　　六、教學目標

　　知識方面：1.學習并運用有關健康生活及吸煙的詞匯。

　　2.學習并運用提建議的交際用語；

　　3.學習寫勸告信。

　　能力方面：關注健康問題，使學生認識到吸煙上癮的原因、吸煙的危害及戒煙的方法；

　　學會表達禁止、警告和允許的日常交際用語。

　　情感方面：培養學生良好的生活習慣，遠離香煙，關注健康；并要積極的影響和勸告

　　周邊的吸煙人及早戒煙。

　　七、教學重難點分析

　　重點：1.學會口頭表達青少年吸煙的原因，吸煙的危害及戒煙的方法；

　　2.能夠恰當運用連接詞寫出流暢的文章。

　　難點：1.重點詞匯的運用及如何寫勸告信

　　2.如何利用連接詞使寫作各部分內容銜接自然，具有邏輯性。

　　八、教學程序

　　1.作業檢查（單詞填空）

　　通過對重點單詞和短語的運用，以填空形式完成一篇有關吸煙原因及危害為主題的文章，為學生接下來的表達做好鋪墊。

　　2.導入新課

　　2.1通過展示與青少年吸煙有關的圖片，給學生視覺上直觀感受。

　　2.2提問：青少年吸煙的原因是什么？吸煙具有什么危害？

　　2.3全班對青少年吸煙的原因和危害進行總結。

　　3.對話表演

　　既然知道了吸煙的原因和危害，那怎樣勸說別人戒煙呢？設計情境，提供征求建議和提出建議的表達以及與吸煙有關的詞匯，讓學生以小組為單位進行對話表演，從而學會如何提出建議，為寫作打下了基礎。

　　A: A smoker（甲：吸煙人）

　　B: An adviser（乙：勸告人）

　　（B tries to give A some helpful advice and persuade him/her to give up smoking.）

　　4.寫作

　　4.1通過設計，讓學生幫助老師給朋友李華寫一封勸告信。

　　4.2指導寫作———勸告信的內容及需要注意的地方。

　　4.3成果展示---（小組互評選出，全班展示，再評；讓學生互相學習彼此的寫作長處，又可以讓他們明確寫作的評價標準，了解自己寫作中的不足；）

　　4.4范文（如果時間允許，可以展示范文）

　　5.總結

　　（利用板書進行總結——為了過健康生活，號召學生stop smoking）

　　6.作業

　　完成勸告信并勸告身邊的吸煙人戒煙。

　　7.祝愿板書設計

　　Unit 3 A Healthy Life

　　Harmful effects of smoking stop smoking

高中英語說課稿7

　　《Unit 6 GOOD MANNERS》

　　一.教學內容分析

　　本單元的中心話題是Good manners，這是一個亙古及今且永恒的話題。但在我們這一單元中，Good manners都有些什么內容呢?中外文化中對Good manners的理解、體現有什么異同?我們該怎么做、做什么才能成為一個受人歡迎、具有Good manners的人呢?單元中十一個板塊的相關話題的設計及語言材料的選編無不緊緊扣著這個中心。從日常生活中看似雖小但能觸及心靈的情景及行為，如道歉、書面致謝;東西方餐桌禮儀;域外風俗禮節等，都作了詳盡的詮釋，所有這些為我們提供的不僅是充實的英語語言知識和綜合語言運用技能訓練的內容，更重要的是學生學習這一單元的整個過程也是他們陶冶情操、規范行為、發展心智的過程，這對他們身心的發展會產生較強的感染作用，有助于他們人文素養的整體提高和跨文化意識的加強。

　　"熱身"(Warming up)部分設計了學生學習生活中及日常生活中經常發生的四幅畫面：上課遲到、打斷別人說話、排隊買飯時不小心雨傘戳著別人、商店里排隊付款一男士推開兩顧客從他們中間穿過，顧客生氣質問男士。讓學生學會道歉，學會講禮貌。這部分的目的是，引出中心話題Good manners，幫助學生明白講禮貌會使我們人際之間關系和諧融洽，甚至會化干戈為玉帛;同時復習或學習一些致歉語和必要的答語。

　　"聽力"(Listening)部分提供了一段兩朋友間的對話，一朋友不打招呼騎走了另一朋友的自行車，并且把它弄丟了。怎么辦?當然是道歉。這個聽力練習要求學生通過聽學會對發生了這種事情后的道歉表達和更高姿態的回響，使道歉者釋然。以此了解英語國家人士語言的得體性、思維的方式與習慣表達方法，培養學生跨文化交際的意識。如"I guess it wasn’t really your fault, was it?" , " That’s OK. Forget it. It was an old bike anyway."

　　"口語"(Speaking)部分提供的是三組文字情景，要求學生在前面"熱身"和"聽力"的基礎上，以雙人對話的活動形式體現情景，訓練學生在比較真實的情景中口頭表達能力和豐富他們有關道歉的語匯，包括詞和句型。充分展示具備Good manners者解決問題、處理尷尬場面的風采。

　　"讀前"(Pre-reading)部分設計了四個情景：1)At a dinner party, 2)Greeting your teacher, 3)Receiving your birthday present, 4)Paying a visit to a friend’s house,以小組活動的形式討論并寫下在中國文化中以上情景有禮有節的一些規矩，這一活動的目的是不僅要調用學生已有的'直接和間接的體現Good manners的生活經驗，加深對我們中國是文明禮儀之邦的認識，而且激活學生的思維，自然過度到下一步的"Reading"---西方文化、餐飲禮儀。

　　"閱讀"(Reading)部分是一篇說明文。主要介紹了西方的餐桌禮儀，并在字里行間滲透著和中國餐飲文化進行比較。東西方文化交織在一起，充滿了跨文化交際的信息，體現了教材的國際性和民族性。

　　"讀后"(Post-reading)部分的前三項任務是要求學生針對課文的理解完成的，可作為評價學生對文章理解的程度。如第一項：列出中西方餐桌上餐具及其擺放的位置;第二項：標出西方正式宴會上主要食物上桌的順序;第三項：判斷西方正式宴會上哪些就餐行為文明有禮，哪些行為顯得無禮粗俗。第四項是回答問題，是一道聯系中國實際的、開放性的一道問題：中國的餐桌禮儀也在變化嗎?舉例說說。可以小組討論的形式進行，目的在于讓學生對中西方餐桌禮儀的認同，以及培養學生的思辯能力。

　　"語言學習"(Language study)分詞匯和語法兩部分。詞匯部分有構詞法知識，前綴in-, im-, un-, non-和練習部分詞匯的一篇與課文主題相關的短文。引導學生通過短文提供的生動語境培養自己理解和記憶單詞的能力。語法項目是定語從句，這是繼前面兩單元后第三次出現，不屬新的語法知識。非限制性定語從句第一次介入。語法第一部分提供的限制性定語從句和非限制性定語從句的例句比較和說明，可供學生自主學習，讓學生探究發現兩種定語從句的不同形式和含義。第二部分著重檢驗學生運用兩種定語從句拓展句子的能力。

　　"綜合技能"(Integrating skills)設計了一個很實用的寫作任務：寫感謝信。這個設計包括讀和寫。閱讀部分的內容是一封感謝信的范例;寫作部分的任務是：對老師的幫助、父母的關心支持、朋友的真誠、收到生日禮物等寫一封感謝信。通過這一活動，讓學生明白對他人的幫助心存感激，無疑是一種美德，一種素養。

　　"學習建議"(Tips)部分提供了一些行為規范的名言警句，告戒學生隨時隨地講文明、懂禮貌，從自身做起，從小事做起。

　　"復習要點"(Checkpoint)部分簡要地總結了本單元的語法重點----限制性定語從句和非限制性定語從句，并且設計了一些最基本的語言練習，幫助學生自評。同時通過兩個問題引導學生對本單元所學的詞匯作一次小結。

　　二.課時安排：6課時。

　　The First Period: Warming up and Listening

　　The Second Period: Speaking

　　The Third Period and Fourth Periods: Pre-reading, Reading and Post-reading

　　The Fifth Period: Language Study

　　The Sixth Period：Integrating Skills

　　三.分課時教學計劃

　　The First Period

　　GOALS:

　　To focus on talking about good manners as warming up and listening practice.

　　To learn to express apologies and responses to apologies.

　　To arouse students’ interest in learning good manners through various activities in class.

　　TEACHING PROCEDURES:

　　I. Warming up

　　設計問題、語境，誘發學生打開話匣子，不作限制，更不當練習來完成。

　　1.以舊帶新，先入為主，根據學生自己的體驗和理解，列舉Good manners的事例。

　　2.知錯并向人道歉是Good manners的行為之一。引入道歉用語，借書中情景和額外補充的各種情景反復演練，使學生能將這些禮貌用語嫻熟地運用于生活之中。

　　(這些情景的提供，也為最后讓學生自己描述道歉場面作準備)

　　3.作為一個有禮貌的人，對他人的誠懇道歉怎么反映?說些什么讓道歉者心里釋然?(為下一步的聽力做個鋪墊)

　　4.你上次向人道歉的情景還記得嗎?對方是否是個講禮貌的人。請描述一下。

　　1. T: We like people with good manners. We don’t like people with bad manners.

　　Well, what are good manners in your opinions? For example,

　　Is it good manners to take your classmate’s bicycle without telling him?

　　Of course it’s ( not) good manners to do…./ that….

　　Group work: Make a list of at least four things which are good manners in our daily life.

　　2. What should we do at least to be good manners if we do something wrong?

　　Making an apology? And how to express your apologies? What expressions do you use to apologize?

　　(Excuse me/ I’m sorry./ I am terribly sorry/ Please forgive me...)

　　3. Look at the four pictures in the text. Complete the dialogues with proper words according to the situations given.

　　4. Here are some more similar situations. Please make similar dialogues in pairs to drill the expressions of apologies.

　　Situation one: You go to the teachers’ office to hand in your homework, but your teacher is talking with one of her colleague. You interrupt them.

　　Situation two: You are late for the school gathering and all your classmates are waiting for you at the bus station. You explain that you had a flat tyre. Your classmates forgive you and tell you not to worry.

　　Situation three: When you are walking in the streets, you step onto someone’s toes and this person is a bit angry. He reminds you to be careful next time.

　　Situation four: You are playing basketball and suddenly the ball hit someone passing by. The person is very angry with you.

　　5. In fact, if you can apologize probably after you do something wrong, others will still have a good impression of you. On the other hand, your proper response to an apology also shows you are a person with good manners.

　　Well, what’s your response to the following apologies?

　　1) I’m sorry, Sam. I stepped on your pen and broke it. I didn’t see it on the floor.

　　______________________________. ( It’s OK. I have another pen.)

　　2) I’m sorry, Mr. Tan, I didn’t complete my homework. I was not feeling well last night.

　　__________________________________________________________________.

　　(Are you feeling better now? You may hand in your homework tomorrow.)

　　6. Do you think it good manners to make an apology to people in time if you have done something wrong? Please describe the situation last time when you made an apology to others.

　　What did you say to express your apologies? What was the other’s response?

　　Did he / she accept your apology? Do you think him a person with good manners?

　　Why (not)?

　　II. Listening

　　1. Listening in SB.

　　遵循step by step的原則，分聽前(Pre-listening)、聽時(While-listening)和聽后(Post-listening)三步走，并設計各個步驟的任務型活動，使整個聽力目標明確，中心話題更為突出。

　　Pre-listening: Go over the six questions or sentences and guess in pairs if the persons in the listening have good manners or not. Why do you think so?

　　While-listening: Answer the questions and complete the six sentences.

　　Post-listening questions:

　　Has anything similar happened to you? What was the situation? How did you deal with it?

　　Do you think you’re a person with good manners? In what ways?

　　2. Listening in WB. P.115

　　Listen to the tape and finish the exercises in it.

高中英語說課稿8

　　一、從容說課

　　This is the third period of this unit.To test if Ss have understood the phrases and patterns they learned during the second period，the teacher can first give them some revision exercises.“It is ...that” is a very difficult structure，so the teacher can design some exercises for Ss.

　　Ss have got some idea about the present continuous tense for future use in the first period，to make them more familiar with its function，the teacher can give them more practice，both oral and written.Meanwhile，the teacher will help them go over another two ways of expressing future actions.These tasks are designed to improve their ability of using language.

　　To make Ss well prepared for the reading of the fourth period，the teacher can deal with the rest few new words in this clASs.

　　As to the homework，the teacher will ask Ss to preview Part 3 on Page 19 after clASs.Because this work is a bit difficult，tell Ss any group work is welcome.

　　Since the five-day National holidays are coming.Suppose that one student and his friends will go for a trip.Ask them to go to a nearby travel agency and find a schedule for their trip.Later they are required to talk about what they will do on their travel，using present continuous tense.Through this activity，Ss can get to know what a travel plan is like，and consolidate what they have learned，which is correspondent to the teaching method “Learn through doing”.

　　二、三維目標

　　1.Knowledge：

　　(1)Learn the present continuous tense for future use.

　　(2)Go over the other two ways of expressing future actions.

　　2.Ability：

　　Learn to make sentences，using the above three ways.

　　3.Emotion：

　　Develop Ss’ sense of group cooperation.

　　三、教學重點

　　The present continuous tense for future use.

　　四、教學難點

　　(1)It is ...that...

　　(2)The present continuous tense for future use.

　　五、教具準備

　　Multi-media clASsroom and other normal teaching tools.

　　六、教學過程

　　Step 1 Greeting

　　Step 2 Revision

　　T：First I will test how well you understand what you learned yesterday.Please judge whether the following sentences are right.If they are not right，please correct them.

　　(1)It is with the help of the teacher that I passed the exam.

　　(2)It is I who is wrong.

　　(3)It was she that he helped with her homework yesterday.

　　(4)It was at the post-office where we met each other.

　　(5)It was yesterday afternoon when they played a close basketball game.

　　(6)Who was it that discovered the secret?

　　S：I think it’s right.

　　T：Do you agree with him?

　　S2：No，I think it is not right.But I don’t know why.

　　T：Does any one know the reason?

　　S3：In that cause，the past tense is used，so I think we should change “is” to “was”.

　　T：Quite Good.That is to say：當原句的時態為表示現在的各種時態時，用It is...;當原句的時態為表示過去的各種時態時，則用It was...。Now，what about the second sentence?

　　S：I think it is right.

　　S：I don’t agree with her.Here “who” refers to “I”，so after I we should use “am”.

　　T：Great.當被強調部分為原句的主語時，that句中謂語動詞應在人稱與數上與它保持一致。Let’s look at Sentence 3，is it right or wrong?

　　S：It’s wrong.The phrase is “help sb. with sth.” I think we should change “she” to “her”.

　　T：Good.當被強調部分為代詞時，如是主語就用代詞的主格，如是賓語則用賓格。So you see in Sentence 2，we use I instead of me，because the emphasized part is subject.

　　S：I see.

　　T：Is Sentence 4 a good sentence?

　　S：Yes，I think so.

　　T：What is your opinion，Han Mei?

　　Han Mei：I am not quite sure.

　　T：Write down this sentence in your notebook：

　　當被強調的對象指人時，可用who/whom 代替that;但當被強調的是地點、時間、原因、方式等狀語時，決不能用where，when，why，how 等來替換。

　　S：Sentence 4 and Sentence 5 are wrong.We should use “that” in place of “where” and “when”.

　　T：You are clever.And the last sentence is right.Always remember：

　　Wh+was it that...?當對被強調的地點、時間、原因、方式等狀語提問時，我們要用到這個句型。

　　Please translate these sentences，using this structure.

　　(1)他是在哪里度過他的童年時代的?

　　(2)他們怎樣取得這么大的成就的`呢?

　　(3)他和她為什么吵架?

　　S1：Where was it that he spent his childhood?

　　S2：How was it that they made such great achievements?

　　S3：Why was it that he quarreled with her?

　　Step 3 Relaxation

　　T：You did a quite good job.I will play an English song for you as a reward.But while enjoying the song，you should underline the verb in the sentences of part on Page 21.

　　Step 4 Grammar

　　T：Do you like the song?

　　S：Yes.

　　T：If you learn English well，you can find more wonderful things about English culture.Let’s work hard.

　　S：OK.

　　T：Have you underlined the verbs?

　　S：Yes，are working，are having，are giving，am singing.

　　T：What do we call this tense?

　　S：The present continuous tense.

　　T：But here does this tense express the present action or state?

　　S：No.

　　T：We all can see it expresses the future action.Can you express these sentences in other ways?

　　S：Are you going to work this evening?

　　We are going to have an English party.

　　We are going to give performances at the party.

　　I am going to sing songs with my clASsmates.

　　T：So you use “be going to” to express the future action.Will someone say them in a different way?

　　S：Will you work this evening?

　　We will have an English party.

　　We will give performances at the party.

　　I will sing songs with my clASsmates.

　　T：You are perfect right.And you use “will do” to express future action.Now how many ways do we have to express future actions?List them.

　　S：Three，be doing，be going to do，will do.

　　T：Good.(Write the three ways on the blackboard.)Now，let’s look at Part 3 on Page 21.Tell your partner what you want to do.

　　(Give Ss several minutes to talk to each other.)

　　T：Now，it’s time to demonstrate your sentences to the whole clASs.

　　Possible answers：

　　(1)Tomorrow morning，I am walking my dog./I am going to walk my dog./I will walk my dog.

　　(2)The day after tomorrow，I am taking part in an English speech contest./I am going to take part in an English speech contest./I will take part in an English speech contest.

　　(3)Next Saturday evening，I am enjoying a solo concert by Zhang Xueyou./I am going to enjoy a solo concert by Zhang Xueyou./I will enjoy a solo concert by Zhang Xueyou.

　　(4)Next month，I am moving to a new flat./I am going to move to a new flat./I will move to a new flat.

　　Step 5 Consolidation

　　T：Then let’s check Part 2 on Page 21.Will two of you read the dialogue?

　　S1：Miss Wang，I hear that you are traveling along the Mekong River.That’s really exciting.Have you got everything ready?

　　S2：Almost.

　　S1：When are you leaving?

　　S2：Next Monday.

　　S1：How far are you riding every day?

　　S2：It’s hard to say.If the weather is fine，I think we’ll be able to ride 75 km a day.

　　S1：Where are you staying at night?

　　S2：Usually in our tent，but sometimes in a small hotel in the town.

　　S1：Do you think you are coming back here soon?

　　S2：Oh，we are not coming back to this place.We are going home.That’ll be a month later.

　　S1：Thank you for your time，Miss Wang.Good luck on your journey.

　　S2：Thank you.

　　Step 6 New words

　　T：To make preparations for tomorrow’s reading，we’ll learn the rest new word in this unit.Look at the screen and try to pronounce the words by yourselves.

　　attitude，shorts，camp，record，afterthought，topic，familiar，brave

　　T：Jimmy，would you please read these new words.

　　Jimmy：...

　　T：Wei Hua，do you think Jimmy pronounce the words correctly?

　　Wei Hua：Not exactly.(Read the word/words that Jimmy doesn’t pronounce properly.)

　　T：Here are eight sentences for you to complete，please use the correct forms of the above words.

　　(1)Milu often says “____________ is everything.” to encourage the players to devote more.

　　(2)When traveling，it is more convenient for you to wear____________ than shirts.

　　(3)Since the hotels in the town are all engaged，we have to make ____________ in the tents.

　　(4)After staying together for two weeks，they got ____________ with each other and became friends.

　　(5)He likes to ____________ his daughter’s lovely laughter and enjoy it when free.

　　(6)Whenever we see a film，the Chinese teacher will ask us to write about our ____________.

　　(7)They discussed his position in the company and other ____________.

　　(8)____________ firefighters rescued the people from the burning building.

　　Give Ss a couple of minutes to finish the work.

　　Answers：

　　(1)Attitude (2)shorts (3)camp (4)familiar (5)record (6)afterthoughts

　　(7)topics (8)brave

　　Step 7 Homework

　　1.Finish Part 1 and Part 2 on Page 57 and Page 58.

　　七、板書設計

　　Unit 3 Travel journal

　　grammar

　　be doing

　　be going to do

　　will do

　　examples

　　I am going out tomorrow morning.

　　I am going to see a film tonight.

　　I will visit my grandmother this Sunday.

　　八、活動與探究

　　National holidays are coming.Suppose you and your friends will go for a trip.Please go to a nearby travel agency and find a schedule for your trip.Talk about what you will do on your travel，using present continuous tense.淘~課件網 wWw.taoKeJIaN.com

　　Datemorningafternoonevening

　　Oct.1

　　Oct.2

　　Oct.3

　　Oct.4

　　Oct.5

　　九、備課資料

　　現在進行時的基本用法

　　a.表示現在(指說話人說話時)正在發生的事情。

　　We are waiting for you.

　　b.習慣進行：表示長期的或重復性的動作，說話時動作未必正在進行。

　　Mr Green is writing another novel.

　　(說話時并未在寫，只處于寫作的狀態。)

　　She is learning piano under Mr Smith.

　　c.表示漸變的動詞有：get，grow，become，turn，run，go，begin等。

　　The leaves are turning red.

　　It’s getting warmer and warmer.

　　d.與always，constantly，forever 等詞連用，表示反復發生的動作或持續存在的狀態，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9

　　引言：在英語教學中落實新課程標準，就是貫徹執行國家教育部關于課程改革的決定。新課程標準的三維教學觀，具體到英語學科就是要整合發展學生語言技能、語言知識、情感態度、學習策略和文化意識五個方面的素養，培養學生綜合運用語言的能力。開展課堂探究是培養學生綜合語言運用能力的最佳手段。所以在我的教學設計里，每一個教學活動中都有情景創設，學生探究，學生處理問題和鞏固訓練等環節。

　　一、教學內容分析

　　（一）知識背景及新課程、新教材本單元圍繞考古這一主題開展聽、說、讀、寫多種教學活動。旅游作為當今社會人們最感興趣的話題在英語學習占有非常重要的位置。名勝古跡是旅游的重點內容之一，名勝古跡中的許多發現都來自于考古工作。所以Archaeology也是一個非常貼近生活、具有時代性、可挖掘性的教學主題。本單元所選的語言素材涉及中外名勝，有利于學生了解外國文化，增強世界意識。正如新課程標準中的教學建議所提：學習考古有利于“拓展學生的文化視野，發展他們跨文化交際的意識和能力”；在利用現代教育技術觀看歷史教育片的過程中，“拓寬了學生學習和運用英語的渠道”；同時本單元的教學對教師本身歷史文化修養、廣闊的知識面等方面有非常高的要求，體現了師生共同不斷更新知識結構以適應現代社會發展對英語課程的要求的“與時俱進”的理念和思想。

　　（二）教學重點難點

　　1、利用已有知識談論石器時代、青銅器時代、漢朝、唐朝等時代人們的'飲食起居、文化娛樂、生產工具等，為以后閱讀英國的《巨石王》和中華文明的起源奠定基礎。

　　2、調動學生的積極性，組織他們利用表達好奇功能結構談論他們所感興趣話題。

　　3、聽力是這一課的難點。聽力材料介紹是古代法國人用來射箭的一種武器。材料長，對武器的結構的解釋比較復雜。但是學生聽過材料后能夠順利地完成課本上的練習。這里不要求學生理解細節，只要能完成練習就行。

　　二、三維教學目標

　　（一）知識技能

　　1、學會談論古代人的生產、生活；

　　2、學會表達對什么東西的好奇，如：I wonder what/ who… I really want to know… I’m curious to… I’d love to know… I wonder if/whether… What I’d really like to find out is… I’m curious about… I’d like to know more about… 3。學習一些與考古有關單詞、短語和句式，如：archaeology及其派生詞，curiosity，bronze，dynasty，decoration，artifact，unearth，spear，pot等。

　　（二）情感態度

　　1、讓學生了解本單元的總體學習目標，以便激發學習學習積極性。

　　2、從談論石器時代、青銅器時代、漢朝、唐朝等時代人們的飲食起居、文化娛樂、生產工具等入手使學生到中國具有悠久的歷史、燦爛的文化，增強學生的民族自豪感，愛國主義情操。增強學生學好英語自信心。

　　3、通過開展小組活動，指導學生積極與人合作，相互學習，相互幫助，培養其團隊精神。

　　（三）學習策略

　　1、認知策略：通過—ology，—ological，—ologist等詞根的學習，掌握archaeology，archaeologist，archae— ological等詞，同時掌握同類詞的學習方法。

　　2、調控策略：通過聽力讓學生了解到聽力有時很難，不可求全責備。可以材料調整聽力要求。有的要聽懂細節，有的甚至要推斷隱含內容，但有的只需要掌握大意。

　　3、交際策略：通過談論古代人的飲食起居、文化娛樂、生產工具和談論興趣等真實交際活動提高用英語交際的能力。同時讓學生了解表情、動作等非語言手段提高交際效果。

　　4、資源策略：讓學生了解博物館、名勝古跡和書籍資料一樣是學習的重要途徑。

　　（四）文化意識

　　1、了解英語國家對文化遺產保護的態度。

　　2、了解西方國家部分古代用具。

　　3、通過中外古代文化對比，加深對中國文化的理解。

　　三、具體教學步驟

　　（一）導入（Lead—in）這一步驟的重點在于激發學生對考古學的興趣，因為一般學生認為考古沒什么有趣的。活動方式：師生互動。教師盯著天花板的一處看30秒鐘。引起全班同學一起去看。然后問：What do you see？學生自然會回答：Nothing。然后再問Do you know what I was looking at？學生自然會回答：No，I don’t。然后告訴學生老師根本沒有看什么，只是做一個動作而已。再問Why did you look at there after me？學生答不上。老師告訴學生That is because of curiosity。再問What is the word curiosity from？學生學過curious，所以能答上來。老師再講：根據心理學的觀點，每個人都具有對新鮮事物認識的興趣，這叫做Curiosity。然后給出一個新詞：Archaeology（板書課題）并指出This is a new word for you。 You may want to know it。老師再問Do you think it is a course or a science？部分學生會答Yes。接著問Why do you think it is a science？學生會說出他們學過以—ology結尾的詞。這時便可以打出幻燈片，再進行以下活動：漢語意義名詞形容詞……學家技術technology生物學biology心理學psychology人類學anthropology細菌學bacteriology Physiology Sociology zoology

　　1、組織學生推出Physiology，zoology和sociology和漢語意義；

　　2。組織學生推出technological，technologist；

　　3。組織學生推出其它詞的—ological和ologist的形變；總結：學習構詞法知識對于擴大詞匯量有非常重大的意義。最后指出今天所學內容是Archaeology。再問What are the goals in learning the unit？

　　（二）單元學習目標（Goals）請一個學生解釋本單元學習目標（Goals），然后和全班一起關上書回憶本單元的四個學習目標。

　　（三）預備（Warming up）活動形式：分組評論。談論課本上的四幅圖畫。先指出中華民族有著悠久的歷史和燦爛的文化。每年都有許多西方人到中國來旅游。如果你想為他們提供幫助，就得學會用英語談論中國古代人的飲食起居、文化娛樂、生產工具等。然后用What did they eat？Where did they live？What did their homes look like？What kind of tools did they use？What objects have we found from their age？What kind of entertainment did they have？談論古代人的飲食起居、文化娛樂、生產工具。

　　（四）聽力（listening）教學形式：師生互動。播放磁帶讓學生聽第一遍，提問材料的大意。播放第二遍，讓學生完成課后練習。做聽力訓練之前的準備工作是非常重要的。總結：今天的聽力材料較難，但是同學們能很好回答課后問題這就夠了，不一定要了解那些細節，不可求全責備。根據不同制訂不同學習目標是有效學習重要環節。（五）對話（speaking）活動形式：組對練習。

　　1、發出指令，提出要求；

　　2、學習會話范例；

　　3、給對話所用句式；

　　4、學生組對談論興趣與建議。

　　四、教學時間分配教育心理學指出新知識的學習需要一個接受的過程。

　　本課時的主要任務為本單元的學習做好預備工作。所以要用較多的時間讓學生接受考古這一新的概念。導入部分用8分鐘；目標部分用3分鐘；預備部分用5分鐘；聽力部分用12分鐘；會話部分用10分鐘；最后用兩分鐘總結本課內容和布置作業。五、課堂板書設計將黑板劃為左右兩塊，左邊板書教學步驟，右邊板書生詞和短語。

高中英語說課稿10

　　一、學生分析

　　教學對象為高中一年級學生,智力發展趨于成熟.他們的認知能力比初中階段有進一步的發展,漸漸形成了用英語獲取信息、處理信息、分析問題和解決問題的能力,注重提高學生用英語進行思維和表達的能力,通過任務型課堂活動和學習,讓學生主動參與到活動當中,讓他們成為課堂的主體.不過,我們鄉鎮中學的學生英語起點底,水平不高,因此,在教學過程中布置的任務盡可能適合他們的水平.

　　二、教材分析：

　　1．教材概述

　　本單元以世界性的體育盛會──Olympic Games 為話題，旨在通過本單元的教學，使學生了解奧運會的起源、宗旨、比賽項目以及古現代奧運會的異同。本節課為本單元的第一節課,上課前已經交代學生對本單元的詞匯、單詞進行預習,交代他們尋找一些有關奧運會的知識,讓他們為學習本單元作好心理準備。

　　2．教學目標

　　讓學生學會用英語表達自己的興趣愛好,以及如何向別人推薦某一種愛好，同時培養學生對體育運動的愛好。能用英語就奧運會的基礎知識進行互相問答,并能簡述奧運會的基礎知識,例如一些體育項目名稱和舉行奧運會的年限。 (在課件里我已經為學生準備了一些簡單的體育項目名稱)結合高一學生實際和教材內容，我把本課時內容分為語言知識、語言技能、學習策略、情感態度、文化意識五個方面制定相應教學目標：

　　1）語言知識：

　　雙基詞匯：學習掌握一些有關奧運會的詞匯,如：compete, medal,competitor, Greece, Greek, athlete, stadium,gymnasium等。掌握文中涉及的其他一些詞匯，如： honest, host magical,interview,admit, a set of, as well as等。

　　語用功能：學習掌握一些用于討論奧運會的`結構句式，如：

　　When and where will the next Olympic Games be held?

　　I have come to your time...that in 2004…they were held in myhometown of Athens.

　　All countries can take part if their athletes reach the standard to be admitted to the games.

　　It is just as much a competition among countries to host the Olympics as to win an Olympic medal.

　　表達自己的興趣愛好以及如何向別人推薦某一種愛好的結構句式，如：What are your hobbies?

　　How do you become good at them?

　　I think/don’t think that…

　　I agree/don’t agree that…etc.

　　語法結構：學習掌握將來時態的被動結構的用法。如：

　　When and where will the next Olympic Games be held?

　　The 2008 Olympic Games will be held in China.

　　2）語言技能：

　　聽：訓練學生集中注意力、抓住疑問詞線索、捕捉特定信息的能力；并熟悉interview這種形式。

　　說：學生能嘗試當記者，利用“信息差”進行相互采訪，提高真實語境中的英語交際能力。

　　讀：通過Scanning, careful reading, generalization, inference等閱讀微技能訓練，獲取關于奧運會的信息，處理信息，運用信息進行推理、判斷的能力。

　　寫：運用本單元所學，嘗試寫一篇有關“北京2008奧運會”的報道。

　　3）學習策略：學生在一定程度上形成自主學習，進行有效交際、信息處理，養成英語思維習慣。

　　4）情感態度：學習奧運會的知識，培養學生熱愛體育運動。學習“更快，更高，更強”的奧運精神，培養學生團體合作、努力拼博、積極向上的精神。

　　5）文化意識：了解奧運會，培養全球意識，認識世界一體化以及國際合作的趨勢；通過對比古現代奧運會，加深對奧運會的了解。

　　3．教學重點和難點

　　1）引導學生發現、感悟將來時態的被動結構的語言規律，培養語感

　　2）幫助學生按類別歸納整理，用有效的記憶詞匯的方法來掌握與奧運會相關的詞匯；

　　3）學生能夠表達自己的興趣愛好以及如何向別人推薦某一種愛好。

　　三、教學方法與教材處理

　　1．教學方法

　　為了達成上述教學目標，我將運用任務型教學途徑，把教學活動設計成一系列的任務,一項一項布置給學生,讓他們通過一人或多人小組活動來完成任務,并通過活動的過程,促進語言實際運用能力的提高.我把本環節設計為“P—T—P”的自主學習立體模式（Pre-task----Task-cycle----Post-task）。

　　2．教材處理

　　根據本單元教材內容，結合本班學生的實際情況,對教學內容進行安排.，我把本單元劃分為6課時：

　　Period 1: Reading (Warming, Pre-reading, Reading, Comprehending )

　　Period2:Grammar(Learning about Language, Workbook中的Using Words and Expressions和Using Structures)

　　Period 3: Extensive(Using Language中的Reading和Workbook中的Reading)

　　Period 4: Listening(Using Language中的Listening和Workbook中的Listening)

　　Period 5: Speaking(Speaking, Speaking Task和Talking)

　　Period 6: Writing(Writing和Workbook中的Writing Task和Project)

　　下面是第一課時的課堂教學設計。本課時將充分利用教材所提供的練習，借助多媒體來完成教學任務。

　　Period 1 Warming up, Pre-reading, Reading and Comprehending

　　Step 1. Pre-task

　　Activity 1. Warming up (6 minutes)

　　1、師生互動：教師展示一些中國體育健兒在28屆雅典奧運會上奪冠的精彩畫面，提出一些問題，如 Who can tell me what it is about? Can you describe what you have seen? Do you know some details

　　about the Olympic Games? What do the Olympic rings mean?

　　What’s the motto of Olympic Games?

　　引出本單元的話題---奧運會。在此過程中展示一些學生熟悉并喜歡的體育明星及體育運動的畫面，從視覺上激發學生對本話題的興趣，并為過渡到Warming up部分做準備。

　　2.小組活動：學生兩人一組進行問答Warming up（P9）里的問題。教師給出答案和各題分值，讓學生自我評分，了解自己對奧運會的熟悉程度。在活動過程中，教師適時教授新詞匯，激發學生的求知欲望，從而將學生引向課文的學習。

　　Activity2.Pre-reading (5 minutes)

　　1.師生互動：在教學過程中，教師出示北京風光、2008奧林匹克體育場等一些圖片，然后提出問題：When and where will the next Olympic Games be held?緊接著引向 Pre-reading的教學。

　　2.小組活動：六人一組討論Pre-reading（P9）里的其他問題。然后請各組派代表回答問題，進一步激發學生學習課文的興趣。

　　Step 2. Task-cycle

　　Activity 1. Listening and fast reading (4 minutes)

　　1.個人活動：通過聽課文錄音總結文章大意:

　　It tells us the differences and similarities about the ancient and modern Olympics.

　　2.班級活動：學生發言，校對完善對文章大意的把握，為detail reading作鋪墊。

　　Activity 2. Read the text carefully again and fill in

　　the chart (10 minutes)

　　1.個人活動: 認真閱讀課文，找出古現代奧運會的異同。

　　2.小組活動：六人一組討論上表的問題。

　　3.班級活動：學生按上表搶答古現代奧運會的異同，加深對奧運會的了解。

　　Activity 3. Know more about the Olympic Games (3 minutes)

　　班級活動：學生按上表的提示用自己的語言分別描述古代與現代奧運會，加深對課文的理解。

　　Activity 4. The analysis of the passage (9 minutes)

　　班級活動：幫助學生總結歸納課文中出現的重要詞匯、短語和句子，如：take part in, a set of, as well as, compete with, compete for, be admitted as, relate to, be related to When and where will the next Olympic Games be held?

　　I have come to your time...that in 2004. They are to be held in my hometown of Athens.

　　教師作必要的解析。

　　Step 3. Post-task

　　Activity 1. Discussion (5 minutes)

　　小組活動：六人一組討論Comprehending中第二題練習的問題。

　　班級活動：各組派代表回答剛才討論的問題，教師給予指導，提高學生解答閱讀理解問題的能力。

　　Activity2. Talk show (3 minutes)

　　班級活動：選兩位學生，一位當主持人，一位當被采訪者，其他同學充當觀眾，模仿央視“藝術人生”的形式作一訪談，要求主持人留一些時間給觀眾提問。通過活動鞏固所學知識，進一步熟悉interview這種形式。

　　Homework: 借助課文中的關鍵句子，用第一人稱復述課文。

　　板書設計(教學過程中借助課件逐步展示)：

　　（Part 1）

　　（Part 2）

　　take part in

　　a set of

　　as well as

　　compete with，compete for

　　be admitted as

　　relate to

　　be related to

　　When and where will the next Olympic Games be held?

　　I have come to your time...that in 2004…they are to be held in my hometown of Athens.

　　為學生提供一些有關運動會詞匯:

　　school sport meet the Asian Games the Olympic games the World Cup etc

　　ball games:volleyball , basket ball , football , table tennis , tennis , golf ,badminton ,bowling ,baseball , American football , ice hockey , etc

　　Events of sports track and field : relay race , long jump , high jump , pole jump , discus , shot , javelin etc

　　gymnastic : rings , double bars , high and low bars , horse , free exercise

　　swimming ,shooting ,skiing ,ice sports , diving ,etc

高中英語說課稿11

　　一、教材的分析與處理

1、課型：閱讀理解

2、教材分析：

1.地位：

　　本文是該單元“旅行日志”的重點文章，屬精讀材料。本單元的中心話題是“旅游”，可以說這是一個世界性的時尚話題，隨著經濟發展、社會進步、人們生活水平的提高，旅游作為現代人的一種生活方式，越來越被更多的人們所接受與喜愛。本單元講述了一段沿湄公河而下的自行車旅行，主人公“王坤”以旅行日記的形式詳細的記錄了這一過程。學生通過追隨這一段旅程，探討與“旅游”相關的各種話題，如：如何為旅游做準備，怎么選擇適當的旅游方式，怎樣確定旅游路線，計劃或日程等等。通過本單元的學習，不僅可以實使學生學到與旅游有關的語音知識和語言技能，還會使學生對旅游產生濃厚的興趣，通過旅游了解世

　　2.內容：“閱讀”(Reading)部分的題目使”沿湄公河而下的旅程“。文章講到主人公王坤和姐姐王薇想騎山地車旅行，于是選定了沿著云南西部的瀾滄江，也就是湄公河作為旅游路線。他們選擇海拔5000多米，空氣非常稀薄的高山作為旅行的起點。著注定是一次非常刺激的旅行經歷。通過查

　　閱資料，他們知道了河流的特點和流向，沿途所要經過的地形等等，增長了地理方面的知識，開闊了視野。通過閱讀，教師要讓學生學到一些有關地理的單詞和短語，訓練他們的閱讀技巧，還要讓他們做好懂得如何做好旅行前的準備工作，例如選擇自己感興趣的旅行地點，確定旅游路線，通過查地圖等了解沿途的相關信息。這課時主要側重于閱讀能力的培養，教給學生多種靈活多變的閱讀方法。引導學生開展任務型閱讀，以任務為依托，激發學生參與主體，從篇章中準確、高效地獲取知識與信息。體裁：旅行日記

　　3、學生分析：學生已經學了warming-up與部分單詞，并且預習了這篇課文，上課會比較輕松，理解也比較容易。 4、教學目的要求：

　　①語言知識：理解與旅游有關的知識并掌握文中的詞匯短語。 ②語言技能：培養閱讀策略（跳讀、查讀、略讀與歸納能力）；了解旅游常識；學會如何寫旅行日志。

　　③情感態度：感受主人公認真謹慎的態度，養成做事充分準備堅持到底的好習慣。

　　④學習策略：培養查找旅游信息的能力，出行之前討論、制定計劃、查閱資料等能力。

　　⑤文化意識：增強對祖國大好河山的熱愛，以及在旅游中接受異國文化的能力。

　　5、教學重點：讓學生理解本課旅游日記的內容。

　　6、教學難點：培養學生的閱讀能力，尤其是理解歸納的`能力。

　　二、教學方法與手段

　　1、教學方法與手段：任務型教學法，合作式教學與討論結合，設計循序漸進的活動，確保課堂的整體性、互動性、趣味性和交際性。 2、教學輔助：多媒體（圖片、視頻、音頻）三、教學過程 1、Lead-in 導入

　　⑴播放并齊唱歌曲：《青藏高原》

　　⑵提一個問題，引入湄公河的發源地，作為熱身活動部分，很快就能引起學生的注意力，進入與課文相關的情景聯想，并能激發學生探究知識的欲望。

　　2、Pre-reading 讀前活動

　　⑴看湄公河的圖片，并說出它所流經的國家。

　　⑵提出兩個關于湄公河的背景問題，并展示湄公河的地圖。 3、While-reading 讀中活動 ⑴快速閱讀

　　①播放課文錄音，要求學生聽錄音時找出每段的大意。 ⑵細節閱讀

　　1.給出4個陳述句讓學生判斷正誤并予以糾正。培養學生發現判斷處理獲取信息的能力。

　　2.結合課文，完成表格填空。分析人物的性格，這對培養學生閱讀中推理和歸納能力非常重要，同時，我討論分析王薇的人物性格做了鋪墊。 4、Post-reading 讀后活動

　　⑴結合表格填空復述課文。回顧課文內容，讓學生從整體上把握和領會文章的脈絡，加深對文章內容的理解與認識。做到從宏觀上學習知識和各種閱讀技能。

　　⑵討論：你認為王薇是一個性格倔強的人嗎？

　　通過對這個人物的分析，可以增進同學之間的相互了解和彼此的交流，有利于培養同學良好的團結協作精神。

　　5. 總結：內容總結與方法總結通過歸納知識點，使得學生獲得一定的成就感。

　　6、Homework 家庭作業

　　通過設計和轉換角色，讓學生作為一名記者去采訪王薇或者是王坤，用英語寫一篇對話，有利于提高學生的寫作能力和水平。而找出文章中的難句的目的是為了下節課的語言學習奠定基礎。

高中英語說課稿12

　　Good morning, My judge teachers.I feel so honored to have the opportunity to share my teaching ideas with all of you after two-year preparation.So I particularly cherish this opportunity and hope all of you would enjoy my following talk.Ok, my topic today is “Body Language” taken from Unit 4, Book 4, and my presentation consists of 5 Parts: Analysis of teaching material and student, teaching method and learning method, teaching procedure，blackboard design, teaching reflection.

　　Now, let’s begin with Analysis of teaching material and student. The analysis of teaching material includes the following four aspects.Aspect 1: Status and function of this paage:

　　The paage mainly talks about body languages in different countries.The reading part is the center of the paage.Through reading this paage, the students can learn many new words and expreions, improve their reading skills and know more information about different body languages.Aspect 2: Teaching aims and demands.The overall aim of the English New Curriculum is to develop students’ comprehensive language abilities, such abilities are grounded in the development of language skill, language knowledge affects, cultural awarene and learning strategies.So based on this theory, I choose the three-dimensional teaching targets as my aims.

　　The knowledge aims are to guide the students to mater the important words and expreions in the text, on this basis, to have a further understanding of the paage.The ability aims are to develop the students 4 basic skills, especially reading skills.Through practicing students’ predicting, skimming, scanning and concluding skills to improve their reading ability.Meanwhile, to encourage them to expre their own opinion and learn to cooperate with others.The emotional aims are to make them learn to use different body languages to communicate with others and overcome communicative obstacle.Aspect 3: Teaching important point and difficult point The important point is how to get the students to mater the words and expreion and use them flexibly, and on this basis to have a better understanding of the paage.The difficult point is how to enable the students to master the reading skills and improve their reading ability. Aspect 4:Teaching aids

　　In this cla, multimedia claroom, blackboard, color chalks will be used.

　　So much for the teaching material, now, let’s go on with the analysis of students.The New Curriculum advocates the students are the main body of learning, so analyzing the students is very important.After junior studying, my senior students have basic abilities of listening, speaking, reading and writing, but their abilities of using English to proce information and solve problems are still to be improved.So in this cla I will focus on students’ reading skills and problem-solving ability.In the teaching proce, I find most students rely on teacher to learn, so practicing students’ self-learning ability is important.Since the content of the paage is closely related to Ss’ real communicative life, so their overall language abilities can be improved through learning by doing.

　　- 1Step 3: While-reading, it is the most import one in the procedures, so it takes 25minutes.Firstly, I will guide them to read for information by skimming and scanning the text.The students are asked to skim the whole text to answer the following two questions by pair work.Q1: What’s the general idea of the whole paage? Q2: What’s the main idea of each section?

　　Then I will ask them to scan the paage again and finish the activities in group of four.Activity 1: Find out the different body languages of different people in the text and list out.Activity 2: Do some multi-choice work to find out some detailed information.To improve the students’ skimming and scanning skills is the difficult point of the cla.So I will arrange the above questions and activities to practice and improve their reading skills to get general ideas and detailed information.Meanwhile, the cooperative learning can raise their studying interest and develop their cooperation spirit.Secondly.I will ask the students to listen the tape and read after it.After listening and reading the text, students find out the difficult words and sentences, try to analyze and memorize them.Mastering new words and expreions is the important point, so I will aist my students to master them.

　　Thirdly, The cla will come to the period of solving problems.This time belongs to students and I just play an aistant role.The students can ask any questions they come acro in the proce of learning, and the whole cla all solve them.This purpose is to improve their questioning spirit and dealing with difficulties.Step 4: Post-reading, it includes two tasks and takes 7 minutes So far, the students have known the basic knowledge of body language, according to the principle of the New English Curriculum, language is learnt to communicate and solve problems.So I will provide 2 tasks by pair work to let them conform their language knowledge into language use: Task 1: Suppose two friends, one from America, the other from Japan meet at the first, make a dialogue and act out the poible funny thing.Task 2: I will list several new words and expreions, and tell the students to think a new story and share with other students.The both tasks provides the students with the opportunities to relate what they have read to what they already know.In addition, the tasks can enable students to produce language based on what they learned.

　　Step 5: Homework, This step needs 3 minutes I’ll give them two piece of homework.Written work: I ask students to write a summary about different body languages and the poible reasons by collecting different information.Optional work: Surf the internet and find out more information about body language.The two homework mean to train students’ writing ability and self-learning ability.By searching various information resources, the students can widen their view and continue to inspire their learning enthusiasm.Up to now, my presentation is almost to the end, please patiently go on with Part 4

高中英語說課稿13

　　1、教材分析

　　2、教學目標

　　3、重點難點（有時根據需要也會說上關鍵點）

　　4、教法和學法導入（5分鐘）

　　5、教學過程正體（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：

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

　　1、本節課分____個部分內容，分別是：___________________

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

　　3、本節課聯系了________和_________，在以后學習______具有重要意義。

　　4、本節課是在學習______的基礎上，進一步學習___________的關鍵。

　　（以上4條，靈活運用，不用全部說上就行。可以參考序言中的句子，主要是說學習本節課的意義。）

　　接下來說一下本節課的'教學目標。

　　教學目標

　　⑴、能力目標：（根據需要選擇能力目標）

　　例如：1、通過講練結合，培養學生處理____、解決問題的能力。

　　2、分組學習方式，培養學生與他人溝通交流、分工合作的能力。

　　3、通過設置問題情境，提高學生分析和解決問題的能力。

　　⑵、情感目標：

　　1、培養學生認真、細致的學習態度。

　　2、通過發現問題、解決問題的過程，培養學生合作精神，增強學生的求知欲和對學習的熱情。

　　當我們對教材進行了分析并且了解了教學目標之后，就不難理解本節課的重點與難點重點難點

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

　　那么，究竟應該怎樣來完成本節課的任務呢？下面說一下本節課的教法和學法。教法：（根據需要任意選取教法。2-3個就行。根據時間自行安排。）

　　1、范例、結合引導探索的方法，激發學生的學習興趣。

　　2、教師精講、學生多練，體現了以學生為主體、教師為主導的教學原則。

　　3、采用類比法，引導學生發現問題，自主學習，從而體驗到獨立獲取知識的喜悅感。

　　4、通過“教”“學”“放”“收”突破重點和難點。

　　教學相長，本節課我所采用的學法主要有兩個。

　　學法：

　　1、主動學習法：舉出例子，提出問題，讓學生在獲得感性認識的同時，教師層層深入，啟發學生積極思維，主動探索知識，培養學生思維想象的綜合能力。

　　2、反饋補救法：在練習中，注意觀察學生對學習的反饋情況，以實現“培優扶差，滿足不同。”

　　最后我們說一下本節課的教學過程。

　　教學過程：

　　我將本節課分為三個部分。

　　用約5分鐘時間進行導入部分，主要是復習和引入新課。

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

　　最后，用約5分鐘的時間進行尾聲部分，主要是小結和作業。

　　說課完畢！

高中英語說課稿14

　　Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.

　　In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.

　　Section 1 Analysis of the teaching material

　　The selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.

　　Section 2 Identifying the teaching aims

　　Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:

　　The 1st aim: Students learn the skills and strategies to read a prolonged text.

　　The 2nd aim: Students get a better understanding of what a gap year is.

　　The 3rd aim: Students are encouraged to figure out the implied meaning.

　　The 4th aim: Students are familiar with various expressions or approaches to express the same idea.

　　Section 3 Teaching procedures

　　In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approaches. With the teaching methods, I can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.

　　Part 1 Getting ready

　　Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students ‘concentration, arouse their curiosities, fire their imagination and give them a purpose for reading.

　　The part consists of two tasks:

　　Task 1: A time machine I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university. Yes, at this time next year, most of you will be studying in a university .(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading)

　　Task 2: Brainstorming After the summary, I go on to show some more pictures of British fresh students from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Paragraph1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university (With the task, I excite students’ desire to know more about what their British equivalents will do before going to a college. With the question in mind, students will definitely be eager to listen to the tape to find the answer )

　　Part 2 Focusing on main facts

　　During the part, I will ask the students to answer the question—what does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text.

　　The part includes six tasks:

　　Task 1:Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table (With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article)

　　Task 2: Matching After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading: Whom do the results belong to? Carol________ Daniel________ Martin_______

　　A felt being part of another culture B be more independent

　　C found it challenging and rewarding D felt that it was a special experience

　　E ready to face challenges in the future F learnt how to deal with difficult situation

　　G felt like she really made a difference H learnt a lot about getting on with local people (With the task, students learn to use a table to gather the main facts about the three British students They’ll know that a table is of great help in their future reading)

　　Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year (With the task, students are expected to grasp the theme of the article. The task serves as a bridge, which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs)

　　Task 4:Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or be a charity volunteer (The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year)

　　Task 5: History of the gap year I play a second VCR and get students to answer the question: When did the gap year start in the UK? (The task enables students to have a good knowledge of the history of the gap year)

　　Task 6: Comments The second, third, seventh, eighth paragraphs deal with theme of the government, universities, employers and the public on students taking a gap year before going to college. I get students to read the four paragraphs to gather theme and complete the table (The task helps students get a further understanding of the role. A table plays in helping gathering main facts or opinions).

　　Part 3 Read between the lines: In third part, I will encourage the students to answer the question—what does the author mean? As we know, information in a reading passage is not always stated directly. Sometimes students have to infer, or make guesses according the information which is available in the reading. So in this part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details. The part consists of three tasks.

　　Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.

　　Section 1 Analysis of the teaching material

　　Section 2 Identifying the teaching aims

　　Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:

　　The 1st aim: Students learn the skills and strategies to read a prolonged text.

　　The 2nd aim: Students get a better understanding of what a gap year is.

　　The 3rd aim: Students are encouraged to figure out the implied meaning.

　　The 4th aim: Students are familiar with various expressions or approaches to express the same idea.

　　Section 3 Teaching procedures

　　Part 1 Getting ready

　　The part consists of two tasks:

　　Part 2 Focusing on main facts

　　The part includes six tasks:

　　A felt being part of another culture B be more independent

　　C found it challenging and rewarding D felt that it was a special experience

　　E ready to face challenges in the future F learnt how to deal with difficult situation

高中英語說課稿15

　　Women of Achievement

　　Good morning, ladies and gentlemen. My topic is Women of Achievement, that is, unit 1, in module 4. The reading passage “A Student of African Wildlife” is talked later and my talk consists of 4 parts. Part 1, my understanding of the material. Part 2, teaching approaches. Part 3, preparations before class. Part 4, teaching procedure.

　　Part 1 my understanding of the material

　　First, let me introduce the reading passage. It is the center of this unit’s teaching and learning. It is made up of 4 paragraphs, that is, one day’s observing chimps with Jane in the forest; how Jane did her research and her achievements; Jane’s love towards animals and her contributions to animal protection; and a short summary to her. By learning this lesson, the students can not only understand women’s status in society and everyday life, their values and contributions, their difficulties and achievements, but also learn how to use some words, phrases and sentence patterns. Of course, the students can practise their reading skills, such as skimming, scanning and careful reading.

　　Second, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading and writing, they still need many opportunities to explore and convey meanings; to classify and reflect on their thoughts, feelings and experiences; to experiment and use their imaginations, and also to develop their autonomous learning ability, cooperative learning ability and investigative learning ability.

　　Third, about teaching aims

　　Knowledge aims: To learn how to use the mastery words, phrases and sentence patterns;

　　To learn sth about Jane’s research.

　　Ability aims: To cultivate the students’ autonomous learning ability, cooperative learning ability and investigative learning ability;

　　To develop students’ reading skills, such as making prediction and drawing inferences from the context.

　　Emotional aims: To encourage the students to participate in the class activities and cultivate their teamwork spirit;

　　To learn Jane’s bravery and perseverance in achieving her goals;

　　To reinforce the sense of wildlife protection.

　　Fourth, about key points and difficult points

　　I think they are to develop the students’ reading skills, such as making prediction and drawing inferences from the context; and to learn how to use the mastery words, phrases and sentence patterns.

　　Part 2 Teaching approaches

　　According to the analysis above, I’ll try to use the following theories: to make students the real master of the class while the teacher myself the director; to inspire the students, especially girl students to chase their dreams with great determinations.

　　Therefore, task—based teaching method, students—centered teaching method and CAI will be used.

　　Part 3 Preparations before class

　　I will ask the students to surf the Internet or go to the library to find some information about great women that they are interested in.

　　And in class, they will give reports of the information they have obtained. By doing this activity, I can train their autonomous learning ability and investigative learning ability, and their abilities of collecting and dealing with information.

　　Part 4 Teaching procedure

　　I designed 6 steps to deal with this reading passage.

　　Step 1 lead—in

　　Activity: picture appreciation and question answering

　　I’ll show them some beautiful pictures of wild animals, such as lions, Tibetan antelopes, monkeys and chimps. Then one question will be asked: which animal has the closest connection with human beings? It’s not so difficult. Of course, chimps. Then the students can find more about chimps from the reading passage.

　　The purpose of this activity is to stimulate the students’ interest and naturally lead to the reading passage.

　　Step 2 pre—reading

　　Activity: look and guess

　　The students will be asked to just glance at the title and the two pictures in the book, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.

　　This activity is to inspire the students to read actively, not passively. Surveys show that active reading can raise the readers’ interest and reading efficiency. Other purposes are to develop the students’ reading skill—making prediction and to encourage the students to think in English, express their thoughts in English and cooperate with each other.

　　Step 3 reading

　　Activity 1 scanning

　　The students are required to scan the text quickly and find out specific information of the following questions.

　　1 who is the student?

　　2 what animals are observed?

　　3 when did Jane Goodall arrive at Gombe? How old was she?

　　4 what was the purpose of her study?

　　By doing this activity, the students can improve their reading skill—scanning. And they can get the two lines of the whole passage, the main line—student, and the hidden line—wildlife. It builds a solid base for the latter reading comprehension.

　　Activity 2 skimming

　　The students are asked to skim the text quickly and summarize the main idea of each paragraph.

　　By doing this, I can train the students’ reading skill—skimming. And before their skimming, I’ll remind them to find out the topic sentence of each paragraph.

　　Activity 3 careful reading

　　For paragraph 1: Video watching and completing a diagram

　　Get the students to watch a short video of Jane’s research with chimps.

　　This paragraph is a description of what Jane and her partners did in the forest. The video can turn the description in words into images. So it seems as if the students themselves went into the forest. Then a diagram will be shown to the students. It contains the main actions of the chimps. They have to complete it. By these two changes, the students can master the important words, phrases and sentences better.

　　For paragraphs 2-3: Retelling job

　　These two paragraphs are relatively long, so the students may have difficulties in classifying the content. Therefore I divided all the sentences into 3 aspects, that is, Jane’s difficulties, her discoveries and her contributions. According to the key words, they have to retell it.

　　By doing this activity, I can train the students’ language organizing ability to meet the demands of the new curriculum.

　　For paragraph 4: Question answering

　　It is a short summary to Jane and implies that women can do what they want to do as men. This paragraph is relatively short and easy to understand. So the questions are fairly easy and will be offered to the less talented students.

　　Step 4 post—reading

　　I designed 2 activities.

　　Activity 1: multiple choice questions

　　These questions are to help the students get a better understanding of the text. Some of them are about details, and some of them are inferences. Inference questions are more difficult. So I will give them to the top students, and the easier ones to less talented students. Therefore all the students can have the chance to participate in the class activities and achieve the pleasure of learning English. Thus task-based teaching method is used here.

　　Activity 2: qualities and looking for relevant sentences

　　It is an activity to consolidate what they have learnt in the class. Traditionally, a blank-filling task is often used in this step, but it is a passive activity. In order to get the students to learn actively, I designed this activity. Just get the students to look at the title and think about “what kind of student Jane is”. They will say many words, like hard-working, brave and so on. Then ask them to find out the sentences from which we can see these qualities. To do this job, the students have to read the whole passage more carefully again, and they will get a deeper impression of the language structure. Here students-centered teaching method is used.

　　Step 5 Discussion

　　The students will be divided into several groups to discuss the following questions.

　　1 Jane was brave enough to live in the forest. What difficulties do you think she was facing?

　　2 If you have the chance, will you do what she did?

　　This activity is to cheer the students to think deeply about Jane’s research and to practice their oral English.

　　Step 6 Homework

　　Activity : Thinking and Writing

　　The topic is “ though our grandmothers and mothers haven’t done something great like Jane, do you think they are great, too?” Give your reasons.

　　This activity is designed to train their writing skills and stimulate the students to become aware of the greatness of ordinary women. So greatness is close to the students’ daily life.

　　In class, I will use CAI, so there is no blackboard design.

　　That’s all. Thank you!

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