高中英語說課稿

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高中英語說課稿錦集15篇

　　作為一位不辭辛勞的人民教師，常常需要準備說課稿，借助說課稿可以有效提高教學效率。優秀的說課稿都具備一些什么特點呢？以下是小編為大家整理的高中英語說課稿，希望能夠幫助到大家。

高中英語說課稿錦集15篇

高中英語說課稿1

　　“說課”是進行教學研究、教學交流和教學探討的一種新的.教學研究形式，有關英語閱讀的說課稿，歡迎大家一起來借鑒一下！

　　Good morning, my distinguished judges. It’s my great honor to stand here sharing my teaching ideas with you. I’m number candidate. May I begin my analysis of my teaching plan now?

　　(OK, Thank you!) As to my interpretation, it contains the following main parts: the analysis of the teaching material, the students, the teaching objectives and the teaching procedure, now, please allow me to introduce them one by one.

　　Well, firstly, let me talk about the analysis of teaching material.

　　The content of my lesson is from senior high school English book of People’s Educational Press Unit , The topic is . This lesson is about . Through the learning of this lesson, students will be able to .

　　Then, here comes my analysis of the Ss.

　　Senior high school students are independent in thinking and cooperative in discussing. Most of them have a good way of learning and a strong desire of seeking knowledge. However, some of them are still diffident in speaking English and are easily to scatter their attention. All these element shall be taken into consideration when I am implementing my teaching activities.

　　Now let’s move to the next part--teaching objectives

　　According to the new standard curriculum and the syllabus, I will set the teaching aims as follows:

　　First, Knowledge objectives: (語言目標：語音，詞匯，語法，功能，話題)

　　1. Students are able to grasp the main idea of the whole passage and each separative paragraph.

　　2. Student will master the usage of adverbial clauses of concession and the important expressions such as . .

　　Second, Ability aims (技能目標：聽，說，讀，寫)

　　1. By using the reading strategies of skimming and scanning, students can catch the general idea and detailed information of the part within a limited time.

　　2. Through finishing tasks in groups, students will cultivate their ability of sharing opinions with others.

　　Third, Emotional aims (情感目標：興趣，自信，合作，愛國，國際視野)

　　1. Students can foster their interest and desire in learning English.[page]

　　2. Students develop their confidence in expressing themselves.

　　By completing the task,

　　(1) the Ss will increase their interests in

　　(2) the Ss will set up self-confidence in _____________.

　　(3) the Ss will have the bravery of facing ,

　　(4) the Ss will have the consciousness of

　　(5) the Ss will can appreciate the beauty in .

　　Well, next I will talk about the important points and difficult points.

　　In order to achieve the teaching goal and with consideration to the actual teaching condition, I will establish the important points and difficult points as follows.

　　The important points are the useful words, phrases, and sentence patterns.

　　The difficult points mainly focus on how to use different reading strategies for different reading purposes.

　　Here comes my Teaching methods& learning methods

　　According to the analysis of teaching material and Ss, I will mainly adopt the Communicative Approach and Task-based Language Teaching Approach, which means I will invite the students to further their understanding of the passage by fulfilling various tasks and cooperate with their group members.

　　As to the study methods, I will have the students to study in a relaxed atmosphere. they will cultivate their cooperation ability through group work and pair work and they will form a good habit of independent thinking by solving problems on their own.

　　Now let’s come to the most important part of my lecture---The analysis of the Teaching Procedures

　　To fulfill the teaching aims and stress the important points and difficult points, I will arrange my teaching procedures as the following steps.

　　Step one: “Warming up and Leading-in”. As we all know that “interest is the best teacher”, so here, I will play a short English video about to cultivate Ss’ learning interests and create a relaxing English learning atmosphere.

　　Step two: Pre-reading. In this step, I will ask students the question that and invite them to look at the title to predict what the passage is about. No matter what their answers are, I will give them positive feedback.

　　Purpose: during the independent thinking stage, students will recall their learned knowledge. Although not all the answers are correct, they will be more concentrated on the textbook and become more eager to read more.

　　Step three: While Reading. It will cost me 20 minutes and consists of extensive reading and intensive reading activities.

　　First comes the Extensive reading activity. I will introduce the reading tip of skimming to facilitate their reading, I will say to them that “when doing skimming, lets focus on the key words and sentences of each paragraph instead of reading the passage sentence by sentence, I will give you 3 minutes, after skimming, you are expected to tell me how many parts can the whole passage be divided into and the what are them about.”

　　Purpose: the task can impart the students with the reading strategies of skimming, which can greatly improve their reading comprehension ability and independent thinking ability.

　　Then, let’s move to another important reading activity--intensive reading, this time, students should read the passage very carefully, at the same time they should underline the words and phrases which they don’t understand, and discuss with their partners the following questions:

　　Question 1:

　　Question 2:

　　Question 3:

　　Besides, students are also required to finish the match practice below through paying attention to :

　　Next, I will explain some important language points. For the new words, I will lead the Ss to guess the meaning of the new words according to the context. For the sentences, I will demonstrate the sentences via my course-ware with the key parts deliberately colored and invite the students to work out the grammar rules by group work. For example, . After that, I will give them more examples and ask them to do the translating exercise to help them better understand the usage of .

　　By doing these two tasks, Ss will on one hand have a further understanding of the whole passage, on the other hand, they will also be able to use the target language of in their communication. They’ll also experience the sense of achievement in finishing the relative difficult tasks.

　　Step four: Post-reading. It will cost 10 minutes. Here, I will arrange two tasks to strengthen students’ understanding of the reading part.[page]

　　Task 1: discussion

　　Students work in groups and discuss the topic: ? After a ten-minute discussion, representatives of some groups will be invited to do the report.

　　Task 2: retelling

　　Here I will show my students a short passage with key words and phrases missing, and then ask some students to do the retelling by filling the blanks orally.

　　The reasons why I set these two activities are that all the students can have their opportunities of expressing their own ideas, and by working in groups, Ss will raise their cooperation awareness and appreciate the excellent thought of others. As the teacher, I can check if my class have already grasped the knowledge just as I expected.

　　Then, at the end of the class is step five: summary & homework.

　　I will ask some students to share what they have learned before I make a final conclusion. I will summarize the class like this: “ ”.In this way, Ss can make a self-assessment and some of them are able to gain a proud sense.

　　As for the homework, students are required to search more information about , they can refer to various information sources for help. Homework is so important in that it can train their self-study ability.

　　Now let’s focus on the last part. Blackboard Design

　　In order to show the important points and difficult points in a more clear way, I will divide the blackboard into three parts. On the left, I’ll write down the main idea of each part, the middle part is reserved for the important points, and on the right, I will write down some tasks.

　　That’s all for my presentation, I appreciate your attention very much! Thank you very much!

高中英語說課稿2

　　一、教材內容：

　　本課時介紹了亞洲（主要是中國）沙塵暴的情況，通過認識（沙）——————深入了解（沙）——————采取措施（環保）這一過程，要求學生了解沙塵暴方面的知識并掌握相關詞匯，培養學生用英語談論沙塵暴及環保方面的語言技能。

　　二、教學目標：

　　語言知識目標：

　　1、掌握詞匯表中的常用單詞。

　　2、掌握重點短語：be caught in，wake up to

　　3、了解動詞不定式的用法

　　句子：

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

　　2）There was nothing to be done.

　　3）To be cycling in a sandstorm is frightening.

　　語言技能目標：

　　培養學生在閱讀中的策略；培養語感；特別強調培養學生在閱讀過程中獲取和處理信息的能力。

　　情感目標：

　　1、了解亞洲沙塵暴的狀況及帶來的危害。

　　2、了解沙塵暴的產生，增強環保意識

　　教學重難點：

　　三、教學重難點：

　　重點：

　　1、掌握重點詞匯和短語。

　　2、了解沙塵暴的相關內容。

　　難點：

　　能參與以沙塵暴、環保為主題的討論

　　四、教學方法及學習策略

　　教學方法：

　　1、任務型教學法

　　2、交際型教學法

　　學習策略：

　　1、自主學習法

　　2、合作學習與獨立思考相結合的學習方法

　　五、Teaching steps：

　　Step 1 Leading in（5〞）

　　Step 2 Skimming（3〞）

　　Step 3 Scanning（6〞）

　　Step 4 Detail Reading（10〞）

　　Step 5 Present telling and Group work.（12〞）

　　Step 6 Language points（3〞）

　　Step 7 Summary

　　Step 8 Homework（1〞）

　　Step 1 Leading in

　　See a video：News report about sandstorms。

　　Q1：What is the news about？

　　Q2：Can you use some words to describe this situation？

　　Q3：What is the cyclist wearing and why？

　　Q4：What do you think happen to traffic in this situation？Why？

　　設計意圖：通過直觀的視頻讓學生了解本課主題，通過幾個問題的.提問加深對沙塵暴的印象

　　Step2：skimming

　　1、 What are sandstorms？

　　2、 Where do sandstorms begin？

　　3、 How long is the desert away to the west of Beijing？

　　設計意圖：根據閱讀策略，鍛煉學生自主學習及快速閱讀的能力。

　　Step 3：scanning

　　Read the passage,and match the main idea of each paragraph.

　　Para.1 A、 Sandstorms in Asia.

　　Para.2 B、 Sandstorms sometimes affect Beijing.

　　Para.3 C、 The government plants trees to prevent sandstorms.

　　Para.4 D、 Sandstorms have been a major disaster for centuries.

　　Para.5 E、 Sandstorms do a lot of damage to people.

　　Para.6 F、 Sandstorms in China appear to have increased as a result of desertification.

　　設計意圖：鍛煉學生自主學習及在閱讀過程中學會獲取重要信息的能力。

　　Step 4 Detail reading：Fill in the chart

　　Parts Content Details

　　I ①disaster

　　For centuries，try ways to solve it

　　Ⅱ ②description

　　Strong，dry wind that carry sand

　　③cause

　　Desertification

　　④influence

　　Orange sky，strong wind，traffic moves slowly

　　⑤suggestion

　　Not to go out

　　III ⑥measures Plant trees

　　設計意圖：鍛煉學生共同學習和獨立思考相結合的學習模式，提高閱讀技能。

　　設計意圖：教師進行歸納總結

　　Step 5：Present telling and Group work.

　　1、 Here are the snapshots from the video we watch at the beginning. Suppose there is a sandstorm in your city,call your friend and tell him/her what happen now according to the snapshots.

　　設計意圖：培養學生合作學習模式，鍛煉學生語言技能能力，利用所學語言知識進行表述。

　　2、 What can we do to deal with this problem？

　　設計意圖：培養學生合作學習模式，達到本課學習情感目標的目的，同時鍛煉學生的語言組織能力，提高語言技能。

　　Step 6 Language points

　　短語：be caught in，wake up to

　　動詞不定式的用法：

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

　　2）There was nothing to be done.

　　3）To be cycling in a sandstorm is frightening.

　　Step 7 Summary

　　1、 We learn some new words and phrases.

　　2、 We learn that the sandstorm is a serious environmental problem and Chinese government is making efforts to deal with it.

　　We should protect our environment.

　　Step 8 Homework

　　Think about：

　　As a senior high student，what should we do to improve the environment of our school？Write down some sentences to show your ideas.

　　六、板書設計

　　That’s all，thank you！

高中英語說課稿3

　　一.教材內容分析

　　本單元的中心話題是西方繪畫藝術的歷史、中西方各種藝術形勢與風格，各時代的著名畫家以及他們的作品。挺熟讀寫等語言知識和語言技能主要圍繞“繪畫藝術”這一主題設計的。本節課引導學生討論這些問題，目的在于讓他們了解繪畫藝術及其各個歷史發展時期的不同風格，培養他們對藝術的'興趣。

　　二.學生分析

　　本堂課所教學生為高二理科班的學生，認真踏實是他們在課堂學習實踐活動中的特點。部分學生經過初中和高一階段對英語這門語言的學習和掌握，已經為高二階段的英語學習打下了基礎。表現為：大部分學生能夠做到課前預習，課堂上能伴隨課程的思路，較積極主動的參與課堂活動，如小組討論，問答練習等;但是仍有少部分學生由于種種原因造成了英語基礎薄弱，上課不夠積極主動，學習任務完成不充分等問題。對此，在課堂活動中要進行有針對性的幫助。如進行分組討論時，可讓他們與學習基礎好的同學一組且要給予更多的鼓勵，使他們盡早能提高對學習英語的興趣。

　　三.教法分析

　　學生學習本文時，我設計了一些任務，通過感知，體驗，參與合作等方式，使學生的主動地位得到充分體現。如：要求學生閱讀文章，回答問題，填寫表格等，這一單元以繪畫為主題,利用多媒體展示影片相關圖片，幫助學生用自己的話概括主要內容,提高課堂教學效率,增強學生學習興趣.

　　四.教學程序

　　Step ⅠLead-in

　　Show students different kinds of paintings and ask them to guess the type of the paintings. (通過多媒體播放不同種類的圖片及不同名作家的作品引起學生對繪畫的興趣) Step ⅡWarming Up

　　At first, ask the students to match some new words with the correct English meanings. Show them on the screen.At last, check the answers with the whole class.

　　A B

　　a. realistic 1. accurate, minute

　　b. abstract 2. state or fact of existing

　　c. existence 3. being in thought but having a physical or practical existence d. detailed 4. lifelike, true to life

　　e. religious 5. classical, of old beliefs

　　f. traditional 6. sincere to believe in a god or gods

　　Key: a-4, b-3, c-2, d-1, e-6, f-5

　　(通過對文章重點詞匯的聯系讓學生閱讀文章是更容易并且加深對這些重點詞匯的理解) Step Ⅲ Pre-reading

　　Show students some pictures of the different ages,let them summary the order of the paintings Middle Ages, from 5th to 15th century → The Renaissance,from 15th to 16 century→

　　Impressionism,late 19th to early 20 century → Modern Art,from 20th to today

　　(通過展示不同時期的西方藝術作品讓學生了解到西方近代繪畫藝術的發展)

　　Step Ⅳ Reading

　　Task 1 Scanning

　　Show some questions on the screen.

　　1. What were the artists interested in from 5th to 15th century AD?

　　2. How did Masaccio paint his paintings?

　　3. Why did the impressionists have to paint quickly?

　　(通過讓學生快速閱讀回答問題提高學生閱讀能力)

　　Task 2 Skimming

　　Let the students read the passage again and get the main idea of it. Then complete the following chart on their own. And check the answers with the whole class.

　　Show the chart with blanks on the screen. A few minutes later, check the answers.

　　(通過再次閱讀讓學生把握文章的細節，更深層了解文章內容)

　　Step Ⅴ Comprehending

　　Let the students read the passage again and tell whether the statements True or False according to the text.

　　1. Western art has changed very little over the last seventeen centuries. F

　　2. Painters in the Middle Ages did not use perspective. T

　　3. Impressionists painted landscapes. T

　　4. You cannot recognize any object in abstract modern art. F

　　5. In the Renaissance most artists painted indoors. T

　　(最后讓學生通過對以上句子的正誤判斷對文章更準確的把握)

　　五.說板書設計

　　Middle Ages, from 5th to 15th century……

　　The Renaissance,from 15th to 16 century……

　　Impressionism,late 19th to early 20 century……

　　Modern Art,from 20th to today……

　　六.課后反思

　　課堂學生參與性不高，應注意問題設計的層次，照顧到不同學習程度的學生，盡量做到讓更多學生參與到課堂活動中。

高中英語說課稿4

　　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5

　　一、教材分析；

　　１、教材簡析：

　　高一英語第十五單元的話題是“play”戲劇，整個單元的設計圍繞“戲劇”展開聽、說、讀、寫多種教學活動，內容涉及“編故事表演”、“讀劇本”、“如何寫劇本”等，讓學生初步熟悉戲劇，學會劇本的欣賞、寫作和表演。我上的這節課本單元的第三節閱讀訓練課，是由法國19世紀后半期優秀的批判現實主義作家莫泊桑的短篇小說《項鏈》改編的短劇。通過本單元的學習，既要讓學生接觸、了解戲劇的一些特點，又要讓學生通過語言實踐活動來體驗語言，而提升自己綜合語言運用的能力。

　　2、教學目標：（知識目標、能力目標、德育目標）

　　知識目標：

　　(１)學習、掌握有關戲劇的體裁，熟悉和體驗故事發生的典型環境和劇中人物的典型語言。

　　(２)在認知、理解劇情的基礎上，學會欣賞戲劇。

　　能力目標：

　　（1）發展學生聽、說、讀、寫的基本技能，提高閱讀技巧，培養綜合語言運用的能力；

　　（2）能利用上下文猜測詞義，同時能根據上下文線索預測故事情節的發展；

　　（3）能根據所讀材料運用適當語言進行表演。

　　德育目標：

　　通過本文激發學生對人生和命運的感悟，整體提高人文素質。

　　確立教學目標的依據：

　　根據新課標要求，通過聽、說、讀、寫四項基本語言技能的訓練，使學生形成綜合語言運用能力，激發學生的學習興趣，為真實語言交際打基礎。此外，每一門課程都應該盡可能結合學科特點，把培養學生的情感融化到日常教育教學中。

　　３、重點與難點：

　　（1）重點：

　　1．了解戲劇的文體特點并以此指導閱讀；訓練skimming, scanning, careful reading等閱讀微技能；

　　2．對戲劇深層次的理解及戲劇的欣賞，認識及分析主人公的人物特征及人物性格。

　　（2）難點：

　　1。閱讀技能的訓練；

　　2．對戲劇的欣賞及課本劇的表演。

　　4．教學輔助工具：

　　（1）收音機；

　　（2）多媒體

　　（3）項鏈

　　二、教學流程：

　　１、新課導入

　　由前面兩節課編故事及表演引出戲劇和學生們所喜歡的不同戲劇類型（funny plays,serious plays or sad plays），然后通過brainstorm讓學生以個人活動的方式列舉出中外著名的劇作家，再通過多媒體讓學生把作家、作品、國籍進行連線，以此引人法國作家莫泊桑及短劇《項鏈》。這樣通過師生互動，激活主題，激發了學生的學習興趣，對后面進行本文的閱讀做了鋪墊和準備。

　　２、新課的講解

　　（1）不同層次的閱讀技能訓練；

　　首先是Speed reading，a. skimming，讓學生進行跳躍式閱讀，找出本劇中三個場景涉及的人物、時間、地點、旁白及人物之間的關系，使學生較全面地了解英語戲劇體裁。b. skanning，快速默讀全文，了解課文大意，為下一步找出細節作好鋪墊，教師要求學生（work in pairs）給每一場景取一個標題，以此培養他們找尋文章或段落的主題句和概括大意的技能。

　　然后是careful reading ，a. 掃讀：用多媒體展示針對每個場景提出的2-3個問題，，學生通過掃讀來獲取細節信息。在通讀全文梳理文章，理解主題基礎上，學生熟悉了故事內容，才能學會如何欣賞戲劇，提高他們的鑒賞能力。b .朗讀：讓學生跟讀錄音，掌握正確的語音語調,從整體上把握課文結構并從中得到自己的感受。這也為下一步學生分角色朗讀做好鋪墊，通過分角色有感情的朗讀，學生能夠做到全身心的參與，學習積極性也得以充分發揮。

　　學生通過以上活動，從基本框架到細節信息把握住了這篇戲劇。

　　接下來的環節是通過多媒體展示的幾幅圖片讓學生復述課文，這既是理解基礎上的表達，也是對理解的檢驗。它可以訓練學生的.各種思維能力，培養學生各種語用能力，是激發學生創造性思維的有效教學方法。復述課文是培養學生用英語連貫表達的一種有效的訓練手段，而且加深了學生對課文的理解，從而促進他們的口語交際能力和書面表達能力的發展。

　　（2）、在情境中激思，培養創新思維：

　　在課文教學時，我采用多種思維訓練法，培養學生的創新思維。根據教材的語言材料，巧設疑問，鼓勵學生從不同方面，不同角度進行思維。

　　在careful reading的掃讀中，每個場景的2-3個問題之后給學生提出一些預測和發散性思維的問題，作一些開發創造性思維的四人一組的小組討論，如：“Pierre為什么會接受邀請“Mathilde會借什么樣的項鏈？“你丟失了項鏈，你會怎么去處理？”，學生表現出極大的興趣和參與熱情。這激發了學生的好奇心，這樣既可提高口語表達能力，又可提高學生的想像能力。所以教師在課堂上巧妙地適時設問，是對學生進行多種思維的訓練，學生的思維創造性也因此得到充分發揮。

　　其次課文復述完之后，給學生提出更為深層次的問題:“What do you think of Pierre、Jeanne and Mathilde? Why do you think so? ”，分析主人公尤其是Mathilde的人物特征,培養學生分析能力。《項鏈》這篇文章一直以來被理解為批判資產階級虛榮心，我則鼓勵學生闡述各自不同的觀點及理由，學生認為她虛榮之外，還很傻，同時她也很誠實，很勇毅等。讓學生對此問題的各抒己見，學生批判性地看問題體現了新教材的精神。其中我從誠實談到到 “誠信”，讓學生談談自己對誠信的看法。通過課堂對學生進行人生觀、價值觀、世界觀的熏陶，整體提高人文素質，而學生用英語表達這種思想感情，也是對語言運用能力的培養。

　　3、板書展示：

　　Unit 15 The Necklace

　　Guy de Maupassant Mathilde: a young lady

　　(1850-1893) Pierre: A government worker, Mathilde’s husband

　　Ball of Fat / My Uncle Jules Jeanne: A young lady; Mathilde’s Good friend

　　4、作業的布置：

　　（1）用戲劇的體裁續寫本文-第四幕場景，以“Mathilde得知真相后”為題要求學生進行課文續寫，訓練培養學生的創造性思維能力。目的以此調動學生的積極性，使學生處于積極思維的狀態之中，豐富學生想象力，全方位、多角度培養學生運用英語的能力。

　　（1）用英語排練這篇短劇，包括自己續寫的結局：

　　三．教學反饋與反思：

　　1．時間未能合理安排，給學生活動，思考，交流和表達的時間不夠充分；

　　2．引導學生對戲劇的欣賞做的不夠；

　　3．對學生續寫的精彩的場景沒有列出一本作品展示。

　　由于缺少經驗，在說課過程中難免會出現不足，敬請各位老師不吝賜教。

高中英語說課稿6

　　Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English Book unit 1（A student of African wildlife/Why not carry on the good work）I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and Blackboard design.

　　First, let me talk the teaching material. Part 1 Teaching Material:

　　This unit is about（Great women and their achievements , Important people, history and methods of agriculture, Different types of English humor ,Culture differences and communication Different types of theme park）

　　By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and Dr Yuan Longping’ achievement And chemical farming and organic farming. Charlie Chaplin and his funny and encouraging humor People from different area have different body language and use the right body language to showing our feelings. Theme park not only provide fun but also provide various knowledge and exciting experience. this lesson not only teach the students to learn the related material about

　　(1) the good character to be a successful person

　　(2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical fertilizers and how to increase production in organic farming.

　　(3)Charlie Chaplin and his humor English jokes

　　(4)Different body language and the similarities in body language which make the others understand our feelings.

　　(5)Theme park but also learning ability in English .

　　A： If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well. B： It provides all-around practice about listening, speaking, reading and writing revolve around the topic, it is the expansion of this unit and give Ss a space to use the language So it plays an important part in the English teaching in this unit.

　　（As we know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . ）According to the new standard curriculum and the syllabus (新課程標準和教學大綱), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings:

　　1.Knowledge objects:

　　(1)the students can hear, read, and use the main sentence patterns.

　　(2) the students can understand the content of the lesson:

　　(3) the students can use the patterns to express their thoughts in proper situation and learn how to describe people with adjective. Ability objects:

　　Ability objects of this section are

　　(1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.

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

　　(4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability.

　　3.Emotion objects:

　　By reading A Student of African wildlife /why not carry on the good work, students can learn from

　　(1)Jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiao zhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful.

　　(2)Dr Yuan Long ping his scientific research spirit and attitudes toward life This passage what is chemical and organic farming and their advantage and disadvantage.

高中英語說課稿7

　　《迪斯尼米老鼠》

　　一、教材分析：

　　所授內容高二英語上冊第一單元第二課，課文主要介紹了迪斯尼以及他所創造的有名卡通人物米老鼠。文章文字運用正確，語言流暢、優雅，有利于提高學生的口筆頭表達能力。

　　二、教學目標

　　a 知識目標：把握下列單詞及短語：

　　cartoon take along in the hope of lose heart day after day unsuccessful character

　　b 能力目標：提高學生各方面的能力，加強學生語感方面練習，使學生能靈活運用所學英語進行口語表達。

　　c 德育目標：教育學生學習迪斯尼鍥而不舍的精神，使學生具有良好的心理素質，形成好的學習習慣。

　　d 重點、難點

　　重點：全面透徹理解整篇文章;學會新的語言表達方式。

　　難點：運用所學語言表達方式根據所提供素材進行口頭作文練習。

　　三、說教法

　　首先，以課文為中心，以情景引路，以理解和運用為目的。力求做到情景領先，意含其間，以情激聽，以景促解。使學生形成一種渴求把握知識的內在需要和強大動力。從而使學生加深對語言材料的理解，輕松獲得外語語感和增強記憶力。

　　其次，采取導學法、點撥法，始終實行啟發誘導。采取教師為主導，學生為主體，練習為主線的基本方法。旨在充分調動學生的主動性和創造性，培養自學能力。

　　四、說學法

　　愛因斯坦說過，愛好是最好的老師。在利用現代化的教學手段，創造出令學生感愛好的情景后，抓住學生求新、好奇的心理特點，教師適當引導，使學生積極主動的去學習新知識，最大限度的調動學生參與到整個教學活動中。從而提高學生分析問題、解決問題、語言運用諸方面能力的發展。

　　其次，學習知識的最佳途徑是由自己去發現。老師的責任是指導學生如何去發現。教是為了不教，激發學生樂學和會學，提高創新能力。

　　五、教學程序

　　1、用動畫片頭導入。目的是運用小電影式的開場，激發學生濃厚的愛好，為學習課文做預備。

　　2、背景介紹。畫面出現三張迪斯尼青年、中年和老年的照片配英語旁白。引導學生猜出照片上的人物迪斯尼，然后讓學生談談他們所了解的迪斯尼。

　　3、展示數張迪斯尼電影中的畫面，制造懸念，讓學生猜電影名。使學生在唯美的享受中，興致勃勃，情趣盎然地急于了解迪斯尼，從而對課文產生強烈的求知欲。

　　4、快速閱讀，根據課文填寫迪斯尼概況。目的是獲取有關課文的信息，初步了解課文概況。

　　5、放映有關課文內容的卡通片、圖片、音樂及英語配音。目的是激發學生愛好。使學生在享受畫面的同時鍛煉聽力。使學生在脫離漢語干擾的.情況下，直接用英語去理解畫面。使學生真正用英語思維去理解課文。

　　6、作正誤判定題。目的是加深學生對課文的理解。

　　7、講解語言點(包括情景演示)。目的是使學生把握重點詞組及其用法。

　　8、課堂練習。在屏幕上打出五個單選題。目的是及時鞏固所學知識。

　　9、根據畫面及文字提示，用英語講故事。為學生提供兩套有文字提示的畫面《白雪公主》和《灰姑娘》。學生可根據自己的愛好選擇一個。目的是練習學生口頭作文和口語表達能力。

　　10、鞏固練習。動詞填空。目的是及時反饋，鞏固。

　　11、布置作業，根據上述鞏固練習，讓學生復述課文。

高中英語說課稿8

　　各位老師：

　　大家好！

　　我說的課題是高中一年級英語上冊第2單元English around the world的第三課時Reading。我說課的內容包括三部分，一是教材分析，二是說教法，三是說教學程序。

　　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，我采用限時閱讀、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 knohomany countries use English as their mother tongue？Do you knosomething 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? Homany countries do you knouse 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) Homany 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. Homany countries are there where the majority of people speak English?

　　2. Hois 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

　　（教師不要袖手旁觀，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、NeZealand, 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.( )

　　（此設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.

　　（這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…

　　（這項任務型活動，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 knothat English is becoming more and more popular all over the world now. So English learning seems important to everyone, especially us students of the necentury. 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。

高中英語說課稿9

　　Good morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 5 Music. I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.

　　Firstly，let me introduce the teaching material. This unit is to introduce to us different types of band. The reading passage is the center of this unit. It is made up of 4 paragraphs, that is, many people want to be famous as singers or musicians, form a band, Monkees began as a TV show and they became even more popular than the Beatles. The text is the most important teaching material in this lesson, which extends the main topic “music” and contains most of the vocabulary and grammar points that students should learn in this unit.

　　Secondly, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability Thirdly, I’d like to talk about teaching aims and demands

　　1 Knowledge aims:

　　（1）to help students to understand and master the words, phrases and sentence patterns.

　　（2）to know some basic information about music

　　2 Ability aims:

　　(1) To improve the students’ organizing and using skills of English as the second language

　　(2) To understand the main idea, to scan for the needed information and to grasp the details

　　3 Emotional aims:

　　(1) Help students understand different type of music and how to form a band

　　(2) Develop students’ sense of cooperative learning

　　Fourthly, teaching key points is

　　1. To help the students get a general idea of the whole passage, and some detailed information and language points as well.

　　2. To understand how Monkees formed, developed and succeed. Teaching difficult points is

　　1. The students use their own words to express their own ideas.

　　2. the prep+ whom/which attribute clause

　　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.

　　a. Communicative Language Teaching

　　Language is used for communication. It’s learner-centered and emphasizes communication and real-life situations.

　　b. Task-based Language Teaching

　　A task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.

　　c. Computer Assisted Language Teaching

　　Language learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.

　　Part 3 Learning Methods

　　Task-based, self-dependent and cooperative learning

　　Part 4 Teaching Procedure

　　Step One Lead-in

　　“Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the band”. I’ll play some different type of music to attract their attention and then bring some questions.

　　Question:

　　What kind of music they like?

　　Which band they know best?

　　The answers must relate to band. After this, the students will be eager to know something about band and this is the very time to naturally lead the class into Step 2

　　Step 2 Reading for information: skimming and scanning In this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.

　　Task 1 General idea

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

　　The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other.

　　Task 2 Main idea of each paragraph

　　Cooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 4 groups to skim the whole text and get the main idea of each paragraph.

　　Step 3 Reading for comprehension

　　The purpose of reading is to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details. Therefore the following practices on Page 35 can help check the situation.

　　Step 4 Solving difficult language problems through reading

　　It’s important for language learners to learn important rules of

　　grammar and use these rules to solve problems in reality. In the previous process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss and explain. This period of time belongs to students. They can ask any questions they come across in the process of learning. I’ll explain the questions and difficulties. The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.

　　Step 5 Consolidation

　　Language is learnt by communicating. It is my job to create an atmosphere for students to use the language. Here I design 2 activities 1 Reading for comprehension

　　I’ll ask 4 students to read each paragraph, and then do the exercise following the text. I think it’s a good way to review what they have learned.

　　2 Discussion

　　During making discussion, the students will deepen their understanding of the main idea of the passage.

　　a. Why Monkees can be successful? Give reasons.

　　b. What’s the most important thing for a successful band? Why? Step 6 Homework

　　Ask the students to write down sth about their favorite singers, band or music and list the reasons. The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.

　　Part 5 Blackboard design

　　Unit 4 Music

　　Passage The Band That Wasn’t

　　Topic Sentences:

　　1. Many people want to be famous as singers or musician

　　2. Form a band

　　3. Began as a TV

　　4. They became even more famous than the Beatles

　　Discussion:

　　a. Why Monkees can be successful? Give reasons.

　　b. What’s the most important thing for a successful band? Why?

　　In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily. In this text, the design is not easy to write. I write the topic sentences on the blackboard, in order to tell the students that this is of the importance in this class. I want to make the design inductive, instructive and artistic.

高中英語說課稿10

　　一、教學目標（Teaching aims:）

　　1. 復習連系動詞的功能（Review what a linking verb’s function is in a sentence.）

　　2. 了解連系動詞的種類（Remember what verbs can be used as linking verbs.）

　　3. 掌握表語的種類（Summarize what words or phrases can be used as the predicative.）

　　二、教學重、難點（Teaching main and difficult points:）

　　將所學的規則運用于實踐，解決一些具體問題（Apply the rules learnt to complete some written tasks.）

　　三、教學設想（Teaching design:）

　　讓學生學會通過練習，自己歸納、總結連系動詞的規則（Instruct students themselves to summarize the rules of linking verbs and get them involved in all the teaching activities.）

　　四、教學步驟（Teaching procedures:）

　　1. 導入（Step 1: Leading-in）

　　Present a short video to get students’ attention on the general idea of linking verbs.

　　2. 練習與歸納（Step 2: Explanation and practice:）

　　(1). Introduce the definition of a linking verb.

　　(2). Get to know the classification of linking verbs.

　　(3). Remind students to pay attention to some possible mistakes while using linking verbs.

　　(4). Compare three groups of linking verbs similar in meaning or usage.

　　(5). Summarize the words or phrases acting as the predicative.

　　3. 活動(Step 3: Oral practice)

　　(1). Do the exercises on the paper.

　　(2). Discuss with your partners about the model tests held last weekend. Please tell us your feelings about them, trying to use as many linking verbs as you can.

　　4. 難點解析（Step 4: Aualysis of difficult poiats）

　　5.鞏固（Step 5: Revision and Consolidation）

　　Ask one student to summarize the rules of linking verbs

　　6. 布置家庭作業(Step 6: Homework)

　　(1). Go over the rules of linking verbs.

　　(2). Finish the grammar exercise on the newspaper.

　　說課

　　這是一節語法課，主要復習、歸納連系動詞的用法，并將所學規則用于解決實際問題。有關連系動詞的用法學生在初中時就已經有所了解，不能算是新授內容。因此，本節課我采用的是“總——分——總”的教學方法。具體步驟如下：

　　1. 將本節課的教學目標（1. Review what a linking verb’s function is in a sentence. 2. Remember what verbs can be used as linking verbs. 3. Summarize what words or phrases can be used as the predicative. ）寫在黑板上，請同學集體朗讀。使學生明確本節課所學內容和要達到的目標。

　　2. 引出有關連系動詞的兩個問題（1.What’s a linking verb? 2. How many types of linking verbs are there in English?），然后讓學生欣賞一段視頻。目的是讓學生對連系動詞有一個總體印象，同時也為了激發學生的學習興趣和活躍課堂氣氛。視頻中涉及連系動詞的定義、功能、種類以及使用連系動詞時所要注意的事項。

　　3. 讓學生回答那兩個問題。通過例句進一步解釋連系動詞的定義和功能。

　　4. 用PPT給出一項用連系動詞完成句子的.練習（共6句）。請學生補全句子后，比較、歸納出三類連系動詞。

　　5. 進行口頭造句練習。將學生按座位分成三大組，每6個學生為一小組進行討論。用所學連系動詞造句，主題為他們上周模考的感受。從每一大組中選一個學生上黑板寫出本組學生造句時所用的連系動詞，最后選出最佳的一組。

　　6. 核對學案上的單選題答案，對錯題進行分析、講解。

　　7. 針對學生可能出現的一些共性錯誤設計了一項單句改錯題，學生完成后歸納出五條在使用連系動詞時所要注意的事項。

　　8. 完成學案中的填空題。然后，讓學生通過連線的方式，對三組容易混淆的連系動詞進行辨析。同時掌握由appear, look, seem所構成的幾個常用句型。

　　9. 通過例句小結表語的句法功能以及可以作表語的詞或短語。

　　10. 讓一個學生總結本節課所學內容。布置家庭作業。

　　雖然完成了本節的教學任務，基本達到了既定的教學目標，但從學生的練習反饋結果看，還有一些學生沒能將所學規則有效地用于解決具體的題目中。所以在今后的語法教學中，不能指望學生記住了語法規則就能解決問題，更多地要讓學生在解決問題中熟悉語法規則。另外，從這次的上課中進一步體會到在多媒體的運用方面還有許多不足，今后還要更多地親身實踐。

高中英語說課稿11

　　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!

高中英語說課稿12

　　一教材分析

　　這節課使用的教材是新課程標準實驗教材高中英語必修一。這套教材是在任務型語言教學理念的基礎上編寫的。以話題為主線，貼近學生生活，貼近真實的教學行為。它的語言教學理念是強調語言的運用，促進學生自主學習，發展學習的策略，培養創新精神，突出實踐能力。本單元的話題是Travel Journal，Reading是整個單元的核心部分，是上一課時Warming up的延續和升華，也是后面第二篇閱讀文章的引子；另外，大部分的重要詞匯和語法也在這個課時中呈現出來。文章講述王坤和姐姐王薇的一次長途單車之旅的夢想，計劃。還介紹了湄公河的大致情況。文章的學習能激發學生對大自然的熱愛與向往，也喚起學生保護河流及自然環境的意識。

　　1. 教學目標

　　① 知識目標

　　掌握重點詞匯、短語：ever since; persuade ;graduate; stubborn ;organize; journey; valley; be fond of ;care about; change one`s mind ; make up one`s mind; give in 。

　　掌握重點句子:

　　It was my sister who had the the idea to cycle along the entire Mekong River from where it begins to where it ends.

　　When are we leaving and when are we coming back ?

　　Where are we going ?

　　4 My sister and I have dreamed about taking a great bike trip.

　　5 Although she didn`t knothe best way of getting to places ,she insisted that she organize the trip properly.

　　② 技能目標

　　通過skimming，scanning , careful reading ，generalization ，inference 等閱讀技能訓練，提高閱讀能力和閱讀技能，培養學生獲取信息、處理信息、運用信息進行推理、判斷和總結歸納的能力。

　　③ 情感目標

　　倡導低碳健康的生活方式，是學生產生保護大自然的使命感，熱愛生命，關注自然，關注人與自然的和諧。

　　2. 教學重點

　　本課的教學重點是在掌握重要語言點的基礎上，引導學生逐漸了解旅行日志的篇章布局，把握旅行日志的寫作程式，為后面的寫作輸出做好儲備。

　　3. 教學難點

　　教學難點是訓練學生獲取信息、處理信息、分析思考和解決問題的能力，培養學生帶著問題去閱讀文章的習慣。

　　二學情分析

　　高一學生注意力具有一定的穩定性，觀察具有一定的目的'性、系統性和全面性，初步完成了從具體思維到抽象思維的過渡，喜歡富有個性的教學設計，已不滿足老師教材的簡單重復與重現，同時自我意識增強，不但在乎別人對自己的評價，更渴望得到關注和贊賞。通過對上一課時Warming up的學習，學生對于現代的各種交通方式已經有一定了解，可以表達對不同交通方式的優缺點，還大略學習了本文檔的相關詞匯。雖然旅行是學生們很感興趣的話題，但是他們因為詞匯量的局限，更習慣于用漢語表達。所以，引導他們積極主動把文章中的詞句和自己的理解用英語來闡述顯得尤為重要。因此在處理這一堂課時，我會在指導學生快速閱讀的同時引導學生相互合作，自己發現本單元重點語言結構，讓學生自己發現并感悟相關的語言規律，培養他們的語感。

　　三教法學法分析

　　1 教法

　　新的課程標準強調了以學生為主體，教師作為引導者和參與者的角色。因此，就本課的學習，我采用了多種教學方法，例如問答法，快速閱讀法，討論法和合作學習法，實現task-based teaching，促使學生在一定程度上形成自主學習，合作學習的學習策略，并能有效交際，有效處理信息，養成英語思維的習慣。運用Scanning ,skimming and Detail reading的閱讀技巧，提高閱讀能力和信息處理能力。

　　2 學法

　　課前預習，可以充分發揮學生的自學能力，標記不懂的知識點，便于課堂集中精神聽課。

　　精讀材料，深入理解教材，有利于深入理解課文的重點和難點，提高學習效率。

　　課后練習，有助于學生回憶課堂知識點，鞏固所學要點，查漏補缺。

　　四教學過程

　　步驟一：Lead-in and pre-reading ：

　　1展示幾張河流圖片讓學生猜測，選擇兩個學生回答問題“what river is it ？”學生對中國的河流比較熟悉，能快速調動課堂氣氛。

　　2 展示萬泉河污染前后照片，讓學生兩人一組做問答對話“what should people living along the river do?” 從中讓學生自發的意識到河流的重要性和保護環境的必要性。

　　3 展示湄公河的全圖，引導學生依次列出河流經過的國家名稱。以此引入后面的閱讀材料。

　　步驟二：While- reading ：

　　1快速閱讀：屏幕上給出各段落的中心大意，要求學生快速閱讀每段落的首尾句后將段落與中心大意匹配。因為學生還沒有獨立進行歸納的能力，這樣可以降低任務的難度，絕大多數的學生都能順利完成。目的是培養學生通過略讀和查讀捕捉信息的能力。

　　2深層閱讀：逐段播放課文錄音，同時讓學生細讀段落全文。給學生展示一些與第一段相關的句式，要求學生稍后做出正誤判斷，并說明理由，找到文段中相關的句子，并講解句中出現的短語及句式。處理文章第二段前，讓學生思考“Is it a difficult journey to cycle along the Mekong River ?why？”學生可能不能完全作出歸納，教師要引導學生標出段落中的關鍵詞句并幫他們組合到一起，以培養學生總結慨括的技能。給出問題“Hodoes the water of the Mekong river change?” “What can you see when you travel along the Mekong river ?”要求學生帶著問題仔細閱讀最后一段，然后以四人小組的形式來解答問題直到全部要點均無遺漏。這樣操作能強化學生對文章的理解，還有助于訓練他們的協作精神。之后教師展示一些圖片如： glacier ;rapids; wide valley; deep valley ;lovalley ;waterfall; delta; 讓學生對這些新詞匯有更深的記憶。

　　3 鞏固回味：在提取各段落大致詳細內容后，要求學生回頭重讀全文，并思考“Where is the source of the Mekong river?“Hodoes Wang Kun and Wang Wei prepare the trip?”第一個問題相對容易，基礎薄弱的學生都能作答。第二個問題稍難，教師給出部分提示詞，讓學生把全部內容貫連起來，這樣對全文和重點詞句的把握又深化了一步。

　　步驟三：Post- reading

　　1 要求學生完成課本19頁第三題中的表格，前兩項以小組為單位完成，第三項教師先示例表述自己對這種旅行的看法，然后啟發學生口頭表達各自的觀點。既鍛煉學生合作進行信息收集，又訓練他們口頭表達能力。

　　2 復述全文：讓學生自選以王坤或王薇的身份向全班復述旅行的夢想和計劃，也可以結合自身實際，講述曾經或將來的旅行夢想和計劃。通過假設情境引發思考，讓學生能通過體驗學習，感悟語境，實踐語言，以達到強化學生語言意識，積累語言經驗的目的。在課堂有限的時間里，學生不能表達得很完善，教師要特別注意提供幫助并贊賞他們積極參與的精神。

　　步驟四：Homework

　　1完成課本20頁第一題和第三題

　　2 標出所學文章中有用的詞匯，短語與句式。

　　五教學效果預沒

　　本課的教學設計遵從新課標的教學原則，面向全體學生，尊重學生語言能力，認知水平以及學習方式等個性差異。設計任務時，以學生的生活經驗和興趣點為出發點，相信學生通過參與本課教學活動，能發揮他們的創造力和想象力，并且學會與他人合作，發展與他人溝通的能力，同時提高他們的閱讀技巧、學習策略和文化意識。

高中英語說課稿13

　　我今天說課的內容是高二英語必修5第四模塊carnival——狂歡節首先介紹一下這節課的地位和作用：本節課是第四模塊的第二課時，是一節閱讀課，在本模塊的教學過程中起著重要的作用。本課主要向大家介紹一個很著名的外國節日——狂歡節，這個話題與我們的日常生活和學生們感興趣的外國文化有著很大的聯系，對此話題的學習與討論有益于提高學生學習英語的興趣，通過日常教學使學生們掌握有關節日的新詞匯并使他們了解其它國家的文化背景和社會風貌，為學生以后的閱讀和學習做好知識儲備。其次要對學生現有情況進行分析：課前已經讓學生們通過各種渠道搜集有關狂歡節的信息，所以他們對本節課要討論的話題已有一定的了解；但他們缺乏有關這一話題的英語詞匯量，也不太善于用英語進行交流。

　　所以根據以上分析我確定了本節課的教學目標，教學重點和難點

　　教學目標：

　　1.知識目標：準確理解文章內容，并掌握文章中出現的新詞匯

　　New words: memory hide pretend revive book

　　Phrases: dress up, come to an end, date back to , think of, last for

　　2.能力目標：能夠回答與課文有關的問題，通過閱讀練習提高學生們的閱讀能力和提取信息、處理信息的能力，并能夠用自己的語言復述課文重要內容

　　3.情感目標：語言是文化的載體，當人們開始學習另一種語言時，他們從某種意義上說就加入到另一種文化中了，所以要培養學生的跨文化交際意識，重視中外文化的差異。

　　教學重點：

　　準確理解課文內容，并掌握其中的重要詞匯

　　教學難點：

　　用學過的詞匯和句型復述課文重要內容

　　在整個過程中我將使用多媒體課件來幫助我完成教學任務，它能夠很快地抓住學生的注意力并導入正課。

　　我采用任務教學法和自由討論教學法，組織學生有目的的進行閱讀，在自由的氛圍中交流和學習。

　　教學過程：

　　第一個環節：復習及導入

　　1.復習：設置若干個問題，要求學生用前一節課的知識作出回答，以便得以鞏固

　　2.導入：利用大屏幕給出一些著名節日的歡樂景象，讓大家來猜是什么節日，由此導出本節課要學習的話題狂歡節。

　　在這一環節中我利用圖片吸引學生們的注意力，讓他們在猜的過程中自動地參與到課堂當中來，增強他們的參與意識，也活躍了課堂氣氛。

　　第二個環節：閱讀前討論

　　讓學生們根據搜集的信息和實際情況對狂歡節進行討論，在這個過程中彼此交換信息，并指出對這個節日還不了解的部分，將不了解的部分作為閱讀的目標之一。

　　第三個環節：閱讀教學

　　此部分我采用分層次閱讀教學法，也就是快速閱讀和仔細閱讀，閱讀是高考中是很重要的一部分，分數比例大，難度也不小，在很大程度上影響著考生的分數，所以我采用這兩種訓練方式在日常教學中幫助學生進行點滴練習，逐步取得進展。

　　1.快速閱讀（fast reading）：一般來說是限時閱讀，給學生3-5分鐘的時間快速閱讀文章，然后完成課后練習1.

　　課后練習1是一道多項選擇題，讓學生們選擇出文章中所提到的有關話題。通過這個練習，可以使學生們快速、有效地了解文章大致內容，這一步驟主要是指導學生帶著問題進行搜索式閱讀，以獲取有關信息，在了解文章大義的同時也可以幫助學生們提高閱讀能力和提取信息的能力，為下面的閱讀練習做出鋪墊。

　　2.仔細閱讀(careful reading)：讓學生們再讀一遍文章總結出每段的大意，并在讀之前設置一些細節問題，如狂歡節的起源地、狂歡節持續的時間、狂歡節的慶祝方式等，并通過填空題的形式出現。

　　我將事先把學生們分成四組，然后以搶答的方式進行回答。仔細閱讀要求學生們準確全面地了解課文，并對課前的自由討論進行檢測。通過這一部分的練習，不僅可以提高閱讀能力和概括能力，也增強了學生之間的合作能力和競爭意識。

　　3.聽與理解：讓學生們合上書本聽磁帶，對文章做進一步的了解，這是在鞏固閱讀效果中的重要手段之一，在這一環節中，我會適當地講解重點難點和重點句型，以便更好地理解課文。

　　第四個環節：鞏固練習

　　1.朗讀課文并完成文章摘要：讓學生大聲朗讀課文，在這個過程中對重要詞匯和文章的重點段落進行記憶，然后根據大屏幕上給出的填空題完成文章摘要。

　　這個部分的設置是為了使學生對新知識進行鞏固練習，對于摘要中的'空白處我會選擇剛剛學過的詞組或是單詞表中的常用單詞讓學生來填，有效地進行二次記憶，也在練習的過程中體會用法。

　　2.復述課文：在這個部分中我會設置一個情景，假如你是一位威尼斯的導游，請你向你的游客介紹有關狂歡節的信息。這是本節課的難點部分，但由于前面已經進行了多項鋪墊練習，學生們對于這一話題已經從感性思維上升到了理性認識，他們可以根據課文以及課前搜集的信息完成這一部分的活動，此部分鍛煉了學生們整合信息的能力和說的能力。

　　第五個環節：課后作業

　　1.模仿課文寫一篇100字左右的作文，介紹一個中國的傳統節日。這種寫作使學生在借鑒時避免可能犯的語病。對學生將來完整的、有條理的表達自己的思想也有好處。這是孤立分散語言操練形式如單句翻譯所比不上的。總之，它也符合“讀――聽說――寫”的教學模式和認知規律

　　2.記憶單詞及詞組

　　課后反思：閱讀教學是英語學習中相當重要的一個部分，在這個過程中學生是主體，而老師只是一個組織者。

　　板書設計：Module4 Carnival

　　New words: memory hide pretend revive book

　　Phrases: dress up, come to an end, date back to, think of, last for

高中英語說課稿14

　　一、教材分析；

　　１、教材簡析：

　　高一英語第四單元的話題是“unforgettable experiences”，整個單元的設計圍繞這一話題展開聽、說、讀、寫多種教學活動，內容涉及“談論過去的經歷”、“描述任人物、事件以及人的感覺”、“學會在一篇文章中用First, Next, Then ,Finally來組織內容”等，讓學生初步了解定語從句，學會使用關系代詞who ,whom, whose, which, that 的用法。我上的這節課是本單元的課后閱讀訓練，它是繼前面幾個課時內容的延伸，單元教學內容中閱讀部分安排了一篇描述洪水的文章，而這篇課文是描述地震的文章，結合目前時事，我想以此為載體讓學生在完成閱讀任務的基礎上對地震的知識有更多的了解，所以設計了這一課時。

　　2、教學目標：（知識目標、能力目標、德育目標）

　　知識目標：學習描述地震災害的常用語，能簡單的描述地震的發生原因。

　　能力目標：

　　（1）發展學生聽、說、讀、寫的基本技能，提高閱讀技巧，培養綜合語言運用的能力；

　　（2）能利用上下文理解單詞的含義，；

　　（3）能根據所讀材料運用適當語言進行復述。

　　德育目標：通過本文的閱讀讓學生對地震有更多認識，加強自我保護。

　　確立教學目標的依據：

　　根據新課標要求，通過聽、說、讀、寫四項基本語言技能的訓練，使學生形成綜合語言運

　　用能力，激發學生的學習興趣，為真實語言交際打基礎。此外，每一門課程都應該盡可能結合學科特點，把培養學生的情感融化到日常教育教學中。

　　３、重點與難點：

　　（1）重點：1．利用不同的任務訓練skimming, scanning, careful reading等閱讀微技能；

　　2．對地震知識的更多了解。

　　（2）難點： 1。閱讀技能的訓練；。

　　4．教學輔助工具：

　　（1）收錄機；（2）多媒體

　　二、教學流程：

　　１、新課導入

　　由前面的閱讀文章的內容說起，那一場洪災對于課文的主人公來說是一次難忘的經歷，而我們可能會遇到各種各樣的自然災害，詢問學生知道的'災害，展示圖片讓學生對此有所了解，然后展示一幅完美的城市圖和災后城市圖進行比較，猜測發生變化的原因，從而引出課題，這樣通過師生互動，激活主題，激發了學生的學習興趣，對后面進行本文的閱讀做了鋪墊和準備。

　　２、新課的講解

　　（1）不同層次的閱讀技能訓練；

　　首先是Speed reading，

　　a. skanning，快速默讀全文，了解課文大意，回答簡單問題為下一步找出細節作好鋪墊。

　　b. skimming，讓學生進行跳躍式閱讀，了解文章的結構，教師要求學生（work in pairs）給每一部分給一個標題，以此培養他們找尋文章或段落的主題句和

　　然后是careful reading ，

　　a,掃讀：用多媒體展示針對每個部分提出不同問題，，學生通過掃讀來獲取細節信息。在通讀全文梳理文章，理解主題基礎上，學生熟悉了文章內容，才能掌握地震的相關知識。在這一環節中，針對各部分設計了不同的任務，

　　1，選擇題，四個部分

　　2，根據上下文了解代詞的指代內容，涉及全文。

　　3，針對第二部分回答問題

　　4，針對第三部分讓學生結合示意圖用自己的語言復述地震的形成，這既是理解基礎上的表達，也是對理解的檢驗。它可以訓練學生的各種思維能力，培養學生各種語用能力，是激發學生創造性思維的有效教學方法。復述課文是培養學生用英語連貫表達的一種有效的訓練手段，而且加深了學生對課文的理解，從而促進他們的口語交際能力和書面表達能力的發展。

　　5，針對最后一部分提出一個開放性的問題進行討論

　　b .朗讀：讓學生跟讀錄音，掌握正確的語音語調,從整體上把握課文結構并從中得到自己的感受。這也為下一步學生討論做好鋪墊。學生通過以上活動，從基本框架到細節信息把握住了這篇文章。

　　接下來的環節是通過多媒體展示的幾幅圖片讓學生進行讀后討論。讓學生對地震有更多認識

　　（2）、在情境中激思，培養創新思維：

　　在課文教學時，我采用多種思維訓練法，培養學生的創新思維。根據教材的語言材料，巧設疑問，鼓勵學生從不同方面，不同角度進行思維。

　　在careful reading的掃讀中，每個部分的問題各不相同，任務都非常有針對性，訓練了學生各項不同的能力，學生表現出極大的興趣和參與熱情。這激發了學生的好奇心，這樣既可提高口語表達能力，又可提高學生的想像能力。所以教師在課堂上巧妙地適時設問，是對學生進行多種思維的訓練，學生的思維創造性也因此得到充分發揮。

　　其次詳細閱讀之后，給學生提出一些討論話題，是繼教材內容之后的一個延伸，由此，以教材為載體我們更多的了解了地震的相關知識，而學生用英語進行討論，也是對語言運用能力的培養。

　　3、作業的布置：

　　（1）做課后練習三，了解地震的各個震級所帶來的破壞完成句子，這一練習有兩個目的，一方面更多的了解了地震，另一方面復習了定語從句的關系代詞的用法。

　　（2）預習寫作部分提出的問題，準備寫一寫汶川地震。

高中英語說課稿15

　　Hello,everyone! I’m glad to be here to present my lesson plan, the lesson plan I will talk about is from NSEFC Book 2 Unit 4 Wildlife Protection, peariod1 How Daisy Learned to Protect Wildlife. I will explain how to teach and why to do so in the following aspects: the analyses of teaching material, learning condition, teaching objectives, the important points and difficult points, teaching methods, teaching procedure and blackboard notes.

　　Fistly, I’d like to present my understanding of teaching material. It’s the first period in this course. The lesson is mainly reading course. Its topic is about the importance of wildlife protection and how to protect the endangered wildlife. Ss are very familiar about this topic, so they will talk about it freely.

　　This is all my understand of teaching material. Next, let’s move on to learning condition. My Ss are supposed to be grade1 in high school. Most of them have been learning English for seven years and their enthusiasm for English is quite high. They can express their own ideas in English. But they are lack of reading skills.

　　Based on the analyses of teaching material and learning condition,I’d like to propose the teaching objectives, the important points and difficult points.

　　(1) language knowledge

　　After the class, the Ss can master the new words in this lesson, for example: carpet, respond, distant…

　　(2) language skill

　　This is reading course, so after class the Ss should master the reading skills: prediction, skimming and scanning. What’s more, they should know how to summary the main idea of the passage from the key words and sentence.

　　(3) Affective objectives

　　After class, the Ss should understand the importance of wildlife protection. And they know how to protect and can take actions to protect animals.

　　(4) Culture awareness

　　Ss will know more about the agonization for wildlife protection, for example, WWF. And they will understand we all have responsibility for wildlife protection.

　　(5) Learning strategy

　　Ss will be able to learn both individually and cooperatively through activities.

　　Now let’s move on to the important and difficult points

　　The Ss talk the topic “wildlife protection” freely and master the reading skills—prediction, skimming and scanning. These are also the difficult points for Ss.

　　As for teaching method, I mainly adopt communicative approach.

　　Here comes the most important part of my presentation--- teaching precedure. I divide it into 5steps: warming-up, pre-reading, while-reading, post-reading and homework.

　　Step1 warming-up. It will cost 5m. Activity1, I will play a vedio about endangered animals. After that, I will ask Ss to talk about why they are in danger of dissapearing. Ss will give some reasons. There will be some new words mentioned, such as wild, die out, disappear… I will explain them. Then I will say: “These animals now are protected by some wildlife parks, such as Word Wildlife Found(WWF).” I will introduce more information about WWF. In this activity, Ss will know reasons of the dissapearance of wildlfe and get some knowledge about WWF. And they will get familiar about the following reading.

　　Step2 pre-reading. It will cost 5m.

　　Activity1, I will ask Ss to predict what the passage will talk about the title “How Daisy learned to help wildlife”. In this activity, Ss will learn the reading skill—predicting.

　　Step3while-reading. In this step I will divide it into three activities, and it will cost 25m.

　　Activity1 Skimming 5m

　　In this activity, I will show main idea of each paragraph, but not in order. Ss should skim each paragraph and match them. I will imply that the main idea always appear in the first or the last sentence, but some will apear in the middle. In this activity, Ss will learn how to find the main idea of each paragraph using the reading skill—skimming.

　　Activity2 Scanning 12m

　　In this activity, I will make a table about Daisy’s three visits to wildlife. This table will refer to animals’ living conditions and the result of their lives. I will ask Ss to scan the whole passage, and find the information based on the table. They should finish the table in group of 4 members and after their discussing I will ask 2 or 3 groups to report their results. In this activiy, Ss will learn the reading skill—scanning, and master some new words and phrases, such as in relief, burst into laughter, mercy, certain and so on. They can find the important information from each paragraph and get the consciousness of team work.

　　Activity3 summarize 3m

　　Ss will summarize the main idea of the whole passage easily in group. From this activity, Ss will learn to analysize each paragraph and finally get the main idea.

　　Activity 4 retelling 5m

　　I will ask Ss to retell the passage in pair according to Daisy’s three visits. Then I will ask two Ss to retell in front of the class. In this activity, Ss can use the key words and sentences to retell the whole story and consolidate what they have learned.

　　Step4 post-reading. It will cost 8. In this step, Ss will make discussion about ways to protect wildlife and express their own ideas with their previous knowledge. After 5m’s discussion, I will ask two or three Ss to show their ideas. In this step, Ss will not only share their ways to protect wildlife, but also practice their speaking.

　　The last step is homework. I will ask Ss to find the persuasive sentences in the passage. They are asked to surf the Internet to find more ways to protect wildlife, and then write three suggestions to WWF to protect wildlife. Ss will make preparation for the next course--- persuasive writing.

　　That’s all for the teaching procedure. And here is my blackboard note. On the right side, there are the words and expressions. In the left, there is the table about Daisy’s three visits.

　　That all for my lesson plan presentation, thanks for your attention.

　　Blackboard Note:

　　Unit 4 How Daisy Learned to Protect Wildlife

　　Paragraph(main idea ) Animal Situation Result

　　Para.1 Tibet Antelope Be hunted Numbers are descreasing

　　Para.2 … … …

　　Para.3/4 … …. ….

　　carpet

　　fur

　　distant

　　mercy

　　certain