高中英語說課稿15篇[優(yōu)]
作為一名辛苦耕耘的教育工作者，編寫說課稿是必不可少的，借助說課稿可以更好地提高教師理論素養(yǎng)和駕馭教材的能力。那么寫說課稿需要注意哪些問題呢？以下是小編整理的高中英語說課稿，歡迎大家分享。
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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(nèi)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(yǎng)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(jù)新的英語課程標準要求：“發(fā)揮教師的指導作用，充分調(diào)動學生學習的主動性和積極性。”和“培養(yǎng)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(tài)度、學習策略和文化意識等素養(yǎng)整體發(fā)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(jié)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(nèi)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(shù)量的身勢語。
B.學會略讀，跳讀，查讀的基本閱讀技能.，培養(yǎng)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(jīng)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(yǎng)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(fā)學生興趣，要求學生打好語言基礎，通過任務設計來調(diào)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(jù)教育心理學：“開發(fā)右腦能夠培養(yǎng)學生形象思維、綜合思維、創(chuàng)造性思維，促進學生的情緒反應。協(xié)調(diào)開發(fā)左右腦對培養(yǎng)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(jié)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(xiàn)了培養(yǎng)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(jié)奏的教學原則得到更好的體現(xiàn)。
3、調(diào)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(guān)系，創(chuàng)設一種創(chuàng)造性學習的課堂教學情境，以調(diào)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(chuàng)設的語言環(huán)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(xiàn)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(fā)現(xiàn)和主動實踐等學習方式培養(yǎng)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(fā)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(xiàn)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(jīng)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(guān)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(nèi)同學模仿表演出來，注重身勢語的表現(xiàn)。
(五)評價過程
學習完本節(jié)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(yè)
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(chuàng)新點
1，根據(jù)教材的“結(jié)構(gòu)(structure)——功能(function)——任務(task)”特點，抓住“任務”這個基本點，以“結(jié)構(gòu)”為基礎，重視“功能”的體現(xiàn)，最終落實在“任務”的完成。
2， 突破現(xiàn)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(jù)評價依據(jù)，自主、合作的學習。
說測評反饋
通過本節(jié)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(yǎng)學生的合作意識，學會本節(jié)課的基本句型，重點詞匯。大多數(shù)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(xù)鞏固。
高中英語說課稿2
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3
Good morning, ladies and gentlemen. Today，It’s my great honor to be here sharing my lesson with you. My topic is Intonation , taken from Unit 4 Section A BookⅡ. My speech is made up of five parts.
Part Ⅰ: At first, let me analyze the teaching Material and the Ss：
1. This is an important phonetics lesson in this book. In this lesson, the Ss should master rising tone and falling tone. It is related tightly to their daily life. If the Ss can learn it well, it will be helpful for them to master the authentic English.
2. Generally speaking, students feel it boring to learn English Phonetics. So when designing the lesson, I should try to set some interesting language situations and hold some competition to encourage them to speak English loudly in the class.
Part Ⅱ: After the above analysis, I set the following teaching aims:
1. Knowledge Aim is to let students consolidate words about sports and master rising tone and falling tone.
2. Ability Aim is to improve the Ss’ listening abilities, oral English and communicative competence.
3. Emotional Aim is to encourage the Ss to love doing sports.
4 .Teaching important point and difficult point is to make the Ss
master rules in sentence intonation and use them correctly in daily life.
Part Ⅲ: The teaching methods and learning methods
Considering the specialties of the vocational students and intonation, I will adopt “scene — activity” teaching method , Task-based Language Teaching method (任務教學法) and CAI (電腦輔助教學).
Part Ⅳ: Teaching procedures
At the beginning of the lesson, I divide the whole class into four groups. Everyone can get stars by answering questions correctly or finishing tasks quickly. The group which gets the most stars will get a secret prize at the end of class.
Step 1 Lead-in ( 2 min) 微型課上課部分
T: At first, I’ll let’s enjoy a video and then ask them a question: “What are they doing in the video?”.
Ss: “skipping rope” (they use the falling tone).
T: “skipping rope? Are you sure?” (I use the rising tone)
T: Sometimes we can read the words in different way.
The purpose of my design is as follows: In this way, students can know sth. about rising tone and falling tone. The video is about Ss their selves. So it can attract the Ss’ attention and arouse their interest to talk about their ideas. So I can lead in the next step naturally.
Step 2 2 A: Listen and imitate ( 10 min) 微型課上課部分
Task 1: Group competition 難度：easy for everybody to practice
1. Listening those words, the students try to get the chance to read the four words in rising tone and falling tone. If she/he read quickly and correctly, she’ll get a star and his/her group will got a star too.
幻燈片：單詞升降調(diào)：從單詞重讀音節(jié)開始
running swimming football badminton running swimming football badminton
2. Check the number of stars with the whole class and cheer for the
winner group in the task.
The purpose of my design is as follows: This task is easy for every student to learn the intonation. Group competition can consolidate the
intonation. Evaluation in time is effective to encourage students to go on the following studying.
Step 3 2 B: Listen and practice ( 12 min)
Task 2: Analyze rules in sentence Intonation 難度：a little difficult
1. Listen and imitate: Group competition
After having learnt word intonation, I’ll let Ss go on to learn sentence
intonation. Let the Ss listen to six sentences in 2B and imitate them. Pay attention to pronunciation and intonation. 2. Think and speak: Pair works
Let Ss think: “Can English sentences be read in different tone?” “Show some examples! Please!” （If it’s necessary, the teacher show an example by using the slide.）
B: Beautiful? I
There are some rules in sentence intonation. Let’s l analyze what rules there are?
3. Pair works: Practice and competition
Show the students some dialogues, and ask students act out these
dialogues in pairs. If they act the dialogues well and correctly, they’ll get a star, and their group will get a star too.
4. Check the number of stars with the whole class and cheer for the
winner group in this task.
The purpose of my design is as follows: It is much easier for the Ss to learn the intonation by using CAI. Because CAI can provide a real situation with its sound and pictures and it can make the relationships between the Ss better.
Pair works can consolidate the intonation and cultivate the Ss’
communicative competence.
Step 4 2C: Listen and mark ( 8 min)
Discuss and Mark: Pair works
We have learnt so much about intonation. Now, let’s check how much we have mastered? Discuss in groups about the five small dialogues in 2C, and then try to mark the intonation. After listening to the five small dialogues in 2C, the Ss are asked to check the answers together. The teacher corrects the wrong and tells the Ss the reason why it is wrong?
The purpose of my design is to arouse the Ss’ interest to express their ideas about intonation. Group works can help each other to consolidate intonation knowledge in this lesson.
Step 5 Having fun: Chant (4 min)
1. After the students have mastered five small dialogues about sports.
Now, I will let the Ss enjoy some pictures about sports and ask students, “what are they doing?”
2. Play the CD and ask the Students to imitate first. Then encourage them to chant together to the music.
The purpose of my design is to make the Ss relax and enjoy the rhythm. At the same time, the activity helps them to consolidate some sports words and dialogues that they have learnt in this section.
Step 6 Having fun: English saying (3 min) Individual work
1. Tell the students that doing sports is good for them and try to remember the four famous English sayings about sports.
2. Match the English sayings with Chinese meaning correctly.
3. Practice these sayings as quickly as possible, as clearly as possible, as loudly as possible by imitate the pronunciation way of Li Yang Crazily Speak English.
The purpose of my design is as follows: This activity can arouse Ss’ interest in learning and enrich their knowledge. It’s also a good chance to make Ss realize the importance of doing sports.
Step 7 Self-evaluation and Homework (1 min)
1． Self-evaluation:
winner. Here is your gift!
2． Homework:
Recite the chant.
Review the intonation that learnt in this lesson.
Preview the next lesson
The purpose of my design is as follows: It’s important that the Ss should speak English as much as they can in class or after class. The last summary can make the Ss keep the zeal for learning English all the time.
Step 8: Blackboard design
Intonation rising tone skipping ropeAre you sure? falling tone skipping rope Part Ⅴ: Teaching predictions
In this lesson, I mainly adopt the Task-Based Learning Method, and “scene - activity” teaching method.
1. Group competition and activities can arouse the Ss learning motivation and interest.
2. It ’s difficult for students to use the rules in sentence intonation correctly in the daily life.
高中英語說課稿4
高一英語《Unit-9 It’s raining!》
Introduce myself.
一、 Teaching material analysis
ching items: This lesson is the first lesson in Unit-9. It’s also a main point in this lesson, which provides an example for the target sentence construction. It’s increases the students synthetic ability of hearing, speaking, reading, writing by reviewing the present continuous tense.
2. Aims to the teaching:
A. Aim to the knowledge:
To learn the target words raining, windy, cloudy, sunny, snowing in this lesson. The target sentence construction in this lesson is: How is the weather?
B. Aim to the abilities :
To improve the students communication ability.
C. Aims to the emotion:
To train the students to love our nation, and develop their good charactor.
3. Difficult and important points:
To get the local weather information by using their knowledge which they have learnt.
二、 Teaching method--- the investigative method
As we all know: the main instructional aims of learning English in middle school is to cultivate students’ basic abilities of listening 、speaking、reading and writing and their good sense of the English language. So in this lesson I’ll mainly use "Task-based" teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the conversation. And in this lesson communication method、scene method and CAI will be needed.
三、Study method---the investigative method
I request the students to study English independenly cooperatively and investigatively. Each unit in Go for it contains pair work, group work and games. The students who sit at the same table and groups can make a discussion and learn each other. It makes each student be relaxed. They needn’t worry about making mistakes. It can arouse students to think and to say what they want to say. Study becomes more relaxed and pleased in this kind of environment.
四、The time table of teaching steps
1. Review. It will take me 7 minutes.
2. Presentation. This is the most important part in this lesson. It will take me 32 minutes.
3. The study of diffuse thought. It will take me 4 minutes.
4. Briefly summary and homework. It will take me 2 minutes
五、Teaching steps
I’ll finish this lesson in 5 steps.
Step1---Review
Purpose: To form a better surrounding for the students by speaking and doing some total physical response and at the same time it provides situations to review learnt knowledge for the next step.
1. Let a student greet and make a duty report.
2. Free talk between T and Ss about last unit.
3. Review the present continuous tense by software.
I will make a conversion with the students . I ask ,students question is:" What is he doing?" Students answer:" He is singing." The second picture," What are they doing?" "They are playing chess."And then I will let the students ask and answer in pairs using the target sentences "What is he doing?" "What is she doing?""What are they doing?"。 Make sure the students ask and answer correctly. They can use the words:dance、go to school、swim、play computer games、paint、 watch TV and run.
Step2---Presrntion
The purpose is to present the key words one by one is much easier for the students to learn and grasp the meaming. CAI providea a real situation for students to understand the conversation better.
I’ll mainly talk about this step.
1.I’ll use a picture to ask a question: "Is’t raining?" Ss answer:"Yes,it is." Then I’ll tell them if you want to know the weather, you can ask:"How is the weather?" The answer is:"It’s raining." "raining "is a target word and "How is the weather?" is a target sentence. Help the Ss understand the meaning by body language. Then lead the Ss to read the sentences. Make sure they can say them out correctly.I will use the other pictures to teach the target words "windy 、cloudy、sunny and snowing"。
2.I will use the other pictures to teach the other target words" windy, sunny cloudy and snowiny."
These are the sentences they must master. "How is the weather?" "It’s cloudy"。 "It’s windy." "It’s sunndy." "It’s snowing." and"It’s raining."
3. After they finish learning the target words. I will ask them to open the books and turn to P53. I will teach 1a
This activity introduces the key words.
After they finish I will give them the right answers.
will do listening exercise 1b
This activity gives student practice in understanding the target language in spoken English.
The students can listen twice and finish them.
5.1c pairwork.
This activity provides guided oral practice using the target language.
Ask the students to make a conversation in pairs according to the model.
r they finish, we will go on listening exercises. Look at Page 54-2a.
At first I will point to the four pictures. Ask students to tell what each person is doing in each picture. For example "The boy is talking on the phone"。 "The men is playing basket."and so on. Then I will play the tape twice and the Ss number the pictures. I will give them the right answers.
on learning 2b. It’s listening exercises,too.
I will ask a student to read the list of names and another student read the list of activities for the play the tape twice. The students tisten and match the names and the adivties. After they finish , I will give them the correct answers.
8. 2c-Pairwork.
I will ask SS to make conversations in pairs, I’ll ask some pairs to present their conversations to the elass.
r learning the text. I will let Ss do some more oral exercises.
This is a weather report. I’ll let the students make a conversation in pairs with the weather information using the target words and sentences.
高中英語說課稿5
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(nèi)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(shù)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(yǎng)學生的閱讀能力。通過閱讀該文章，獲取有關(guān)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(guān)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(guān)鍵：創(chuàng)設情景，讓學生溶入其中，充分調(diào)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(jié)構(gòu)：
知識零碎，沒有形成系統(tǒng)，結(jié)構(gòu)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(chuàng)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(yǎng)學生的創(chuàng)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(nèi)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(nèi)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(jù)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(shù)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(huán)節(jié)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(fā)學生的思維思考，并關(guān)注社會問題。
7. 情感教育：最后給出幾個有關(guān)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(jié)：再次提出學習英語的重要性
9. 作業(yè)：根據(jù)所學內(nèi)容，寫一篇有關(guān)于為什么學習英語的文章。
高中英語說課稿6
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(nèi)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(nèi)容。
首先，我來分析一下教材，這是一節(jié)閱讀課，也就是這個單元的第二節(jié)且最重要的一節(jié)課。這節(jié)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(gòu)：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(yè)，有些對英語學習興趣濃厚，有些則相反，我會盡量地激發(fā)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(jù)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(jié)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(jié)課的重點和難點。
第三，文化意識。
學生能知道國內(nèi)外瀕臨滅絕的動物以及保護它們的不同方式。
第四，情感態(tài)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(wǎng)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(xiàn)在我要闡述最重要的部分：教學步驟。我會在45分鐘內(nèi)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(guān)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(guān)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(shù)量減少的嚴重性。這個步驟將在5分鐘內(nèi)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(nèi)容，對文章的建構(gòu)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(guān)于這些瀕臨滅絕的動物的詳細細節(jié)。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(jié)，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(jié)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(huán)節(jié)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(yè)。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(nèi)容，謝謝。
高中英語說課稿7
Lesson Plan Presentation
Reading Part in NSEFC Module 1 Unit1 Friendship——Anne’s Best Friend
Hello, everyone. I’m …. I’m very glad to be here to present my lesson plan. The lesson I’m going to talk about is the reading in NSEFC module 1 Unit1 Friendship. The title of the reading material is Anne’s Best Friend. I will present how to teach it and the reasons for doing so in the following aspects: the analyses of teaching material and learning condition, teaching objectives，the important and difficult points, teaching method, teaching procedures and blackboard notes.
First of all, I’d like to analyze the teaching material. The text is about the story of a Jewish girl who treated her diary as her best friend when she was hiding away from the Nazi during the Second World War. It mainly consists of two parts; the first part is the introduction of Anne and her diary named Kitty. The second part is a diary entry written by Anne in the form of letter addressed to Kitty. The text is a bit long and there are a lot of new words and expressions in it, especially in the letter.
Now, let’s move on to the analysis of learning conditions. The students are in grade1 in the senior school, they have achieved certain English level so they have no problem in comprehending the text and get the basic idea. They have learned the Second World War so their previous knowledge about it can lessen their difficulty of comprehension. But most of them maybe are not very familiar with the sufferings of the Jewish people during the war. I will introduce the related information rightly in the beginning of the lesson so as to prepare the students for the deep study of the text.
Based on the analyses of the teaching material and the learning condition, I’d like to propose the teaching objectives and the important and difficult points.
(1) language skill
Ss will improve their reading skills by training some of the reading skills, such as skimming, scanning. It is the important point of this lesson.
Ss will improve their writing skills by writing a letter to their friend. It is the difficult point of this lesson.
(2) language knowledge
Ss will master most of the new words and expressions in the text. This is the important point of this lesson.
Ss will know the direct speech and indirect speech.
(3) Affective objectives
Ss will have a deeper understanding of the friendship so they will cherish their friends more than ever before. Ss will realize the cruelty of the war and the importance of the peace.
(4) Culture awareness
Ss will know more about the Second World War, especially the persecution Jewish people suffered from the Nazi.
(5) Learning strategy
Ss will cultivate their ability of individual learning and cooperative learning.
As for the teaching methods, I mainly adopt audio-visual teaching method in the lead-in. During the reading process, I follow the top down modal to help the Ss to learn the text.
Now, here comes the most important part of my presentation—teaching procedures. I’ll finish the lesson in 4 steps within 45 minutes. They are:
Step1: Lead-in.
Step2:Pre-reading
Step3: While reading.
Step 4: Post-reading.
At the end of the lesson, I will present the homework.
Now, let me introduce them step by step in details.
The first step is lead-in. It will cost 7minutes. At the beginning of the lesson, I will play a short video clip which is about the sufferings of the Jewish people during the Second World War. From it, Ss will know that many Jewish people were caught and killed by Nazi in the camps, so others had to hide away. Then I will ask Ss what they needed most when in hiding. Ss may come up with the food, clothes and so on. I will give them some hint and they will realize that friends are also very important for them. Then it will be very natural for me to tell them than there was a girl called Anne who had a very good friend during the hard time. In this process, I will introduce them three new words, they are: German, Netherlands, go through. In this step, I adopt audio-visual teaching method, because the pictures and sounds serves better to activate the Ss. So I use the video to attract the Ss’ attention. What’s more, the introduction of Jewish people’s suffering by this video clip provides them with the background information of this text.
Then I will move on to the second step---pre-reading. It will only cost 3 minutes. The Ss are required to guess who Anne’s best friend is and what happened to them by looking at the title and the pictures. Then I will ask several Ss to say their predictions but I will not tell them the answer directly in this step. Although not all the Ss can get the right answer, their mind can get closer to the theme of the text by predicting. So, later, when they read the passage they will concentrate more on it to check their predictions.
After pre-reading, we will move on to the while-reading step which costs 22 minutes in total. There are 5 activities, the first three of which deals with the first two paragraphs of the text which is also the first part of the text. And the last two activities deal with the second part.
The first activity is skimming. Ss are expected to skim the first part of text to work out the main idea. But as there is no topic sentence in this part, it is a bit difficult for students to tell the main idea with their own words. So I will present a multiple choice which covers the main idea of the text for them to choose from. This reduces the difficulty of the task as well as the Ss’ anxiety.
After getting the main idea, we will do another activity, namely, scanning. Ss are expected to scan the text to find some specific information, such as the place and the time of the story, etc. Ss can develop the ability of information gathering and independent learning.
After skimming and scanning, we will do the third activity of this step---close reading. I will help Ss learn the passage paragraph by paragraph. For the first paragraph, I will ask some questions like “According to Anne, what kind of person should a true friend be?” The answer to these questions cannot be taken directly from the text. Ss need to reorganize the sentences. If they can answer these questions, it means they have understood this paragraph. Then we will learn the second paragraph. For this one, I will ask one question “What did Anne say about her diary?” Ss may answer it by the original words said by Anne, I will catch this opportunity to tell them they change the direct speech into the indirect speech. But I will not go deeper, because they will learn this language point next period, so a simple introduction is ok.
This is all for the first part of the text. Then we will start to learn the letter. There are two activities for this part. The first one is skimming，they should skim the letter for the main idea first and I will present a multiple choice for them to choose from. Them we will learn the letter in detail in the next activity. For the first paragraph of the letter, I will ask them to find out the changing of Anne’s attitudes toward nature. Ss can find out that before hiding away, she paid no attention to the nature while she grew crazy about it when hiding. Then I will ask them to find out the reason. As for the second paragraph, Anne narrates two experiences of longing to get close to nature. So firstly, I will ask them to pick out the time of the experience and then we will study her feelings in the process. Of cause, we will learn some new word here, such as on purpose, at dusk and so on.
After the while-reading, comes the post-reading step. It will cost 12 minutes. In this step, I will firstly ask Ss if they have to go into hiding like Anne and her family, what they would like to say to their friends. Ss will talk in groups of four and share their ideas with each other. During the discussion, the Ss will be stimulated and also know the importance of friendship. It servers to make the Ss be prepared for the next activity---writing. After the discussion, the Ss shall write a letter to their friends individually. As they have talked about what they want to say to their friends, the difficulty of the writing is lowered because they have something to say. Ss are expected to write just a draft, for the time is limited.
Lastly, I will give Ss the homework. It will only cost one minute. Ss should not only review the new words and expressions of the text, but also polish their letter after class.
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 middle, there are some points of the comprehension of the text.
That all for my lesson plan presentation thanks for your attention.
Blackboard notes:
Unit 1. Anne’s Best Friend
幻燈片投影布 Before: paid no attention to it
reasons
While: go crazy about it
German
Netherland
Go through
Set down
A series of
高中英語說課稿8
一．教材內(nèi)容分析
本單元的中心話題是西方繪畫藝術(shù)的歷史、中西方各種藝術(shù)形勢與風格，各時代的著名畫家以及他們的作品。挺熟讀寫等語言知識和語言技能主要圍繞“繪畫藝術(shù)”這一主題設計的。本節(jié)課引導學生討論這些問題，目的在于讓他們了解繪畫藝術(shù)及其各個歷史發(fā)展時期的不同風格，培養(yǎng)他們對藝術(shù)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(jīng)過初中和高一階段對英語這門語言的學習和掌握，已經(jīng)為高二階段的英語學習打下了基礎。表現(xiàn)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(xiàn)。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(guān)圖片，幫助學生用自己的話概括主要內(nèi)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(lián)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(shù)作品讓學生了解到西方近代繪畫藝術(shù)的發(fā)展）
Step Ⅳ Reading
Task 1 Scanning
Show some questions on the screen.
1. What were the artists interested in from 5th to 15th century AD?
2. How did Masaccio paint his paintings?
3. Why did the impressionists have to paint quickly?
（通過讓學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(jié)，更深層了解文章內(nèi)容）
Step Ⅴ Comprehending
Let the students read the passage again and tell whether the statements True or False according to the text.
1. Western art has changed very little over the last seventeen centuries. F
2. Painters in the Middle Ages did not use perspective. T
3. Impressionists painted landscapes. T
4. You cannot recognize any object in abstract modern art. F
5. In the Renaissance most artists painted indoors. T
（最后讓學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9
高一英語《Unit 15 The Necklace》
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(nèi)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(jié)課本單元的第三節(jié)閱讀訓練課，是由法國19世紀后半期優(yōu)秀的批判現(xiàn)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(guān)戲劇的體裁，熟悉和體驗故事發(fā)生的典型環(huán)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(fā)展學生聽、說、讀、寫的基本技能，提高閱讀技巧，培養(yǎng)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(jù)上下文線索預測故事情節(jié)的發(fā)展；(3)能根據(jù)所讀材料運用適當語言進行表演。
德育目標：通過本文激發(fā)學生對人生和命運的感悟，整體提高人文素質(zhì)。
確立教學目標的依據(jù)：
根據(jù)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(fā)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(jié)合學科特點，把培養(yǎng)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；3.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(jié)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(fā)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(guān)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(jié)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(yǎng)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(jié)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(nèi)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(diào)，從整體上把握課文結(jié)構(gòu)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(fā)揮。
學生通過以上活動，從基本框架到細節(jié)信息把握住了這篇戲劇。
接下來的環(huán)節(jié)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(yǎng)學生各種語用能力，是激發(fā)學生創(chuàng)造性思維的有效教學方法。復述課文是培養(yǎng)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(fā)展。
（2）、在情境中激思，培養(yǎng)創(chuàng)新思維：
在課文教學時，我采用多種思維訓練法，培養(yǎng)學生的創(chuàng)新思維。根據(jù)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(fā)散性思維的問題，作一些開發(fā)創(chuàng)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(xiàn)出極大的興趣和參與熱情。這激發(fā)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(chuàng)造性也因此得到充分發(fā)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(yǎng)學生分析能力。《項鏈》這篇文章一直以來被理解為批判資產(chǎn)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(xiàn)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(zhì)，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(yǎng)。
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(yè)的布置：
（1）用戲劇的體裁續(xù)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(xù)寫，訓練培養(yǎng)學生的創(chuàng)造性思維能力。目的以此調(diào)動學生的積極性，使學生處于積極思維的狀態(tài)之中，豐富學生想象力，全方位、多角度培養(yǎng)學生運用英語的能力。
(1) 用英語排練這篇短劇，包括自己續(xù)寫的結(jié)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(xù)寫的精彩的場景沒有列出一本作品展示。
由于缺少經(jīng)驗，在說課過程中難免會出現(xiàn)不足，敬請各位老師不吝賜教。
高中英語說課稿10
一、教學內(nèi)容分析
(一) 知識背景及新課程、新教材
本單元圍繞“job”(工作) 這一主題開展聽、說、讀、寫多種教學活動。“工作”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許多種不同的工作，通過本課的學習，讓學生認識到各種工作的重要性，認識到什么樣的工作才是真正有意義的，是值得做的。今天的學習幫助學生樹立正確的人生觀、價值觀。同時本單元的教學對教師本身的文化修養(yǎng)、等方面有非常高的要求，體現(xiàn)了師生共同不斷更新知識結(jié)構(gòu)以適應現(xiàn)代社會發(fā)展對英語課程的要求的“與時俱進”的理念和思想。
(二)教學重點難點
1.學習與工作相關(guān)的'詞匯。
2.圍繞“工作”展開討論。
3.閱讀有關(guān)一個志愿者的文章，對課文有正確的理解。
就文章中的主人公展開討論“什么樣的工作是值得的、有意義的”。
二、教學目標
(一)知識技能
1.學習、掌握一些有關(guān)工作的詞匯：
如：electrician，biochemist，volunteer，manager，scientist，chemist等。
掌握其他一些課文中涉及的詞匯：
如：survive，bend，lorry，toll，direct，take… for granted，come off等。
3. 學習掌握下列結(jié)構(gòu)句式：
如：what sort of job would you like to do?
I want to do a job which helps other people, such as…
I like to be …, because …
4. 提高學生語言聽、說、讀、寫綜合語言運用能力。
(二)情感態(tài)度
1.從故事中的這位主人公，我們可以懂得什么樣的工作才是有意義的，做什么樣的工作才是值得的，同學們一定要樹立正確的人生觀和價值觀，正確的看待金錢。
2.通過開展小組活動，指導學生積極與人合作，相互學習，相互幫助，培養(yǎng)其團隊精神。
(三)學習策略
1.認知策略
在學習中借助圖畫、圖表非語言信息進行理解或表達。
2.交際策略
充分利用課堂內(nèi)外的討論來提高用英語交際的能力，在其過程中能借助手勢、表情等非語言手段提高交際效果，能克服語言障礙，維持交際。
三、教學步驟
(一) Warming up
這部分的重點是引出本單元的話題---工作，了解學生對不同工作的態(tài)度，同時訓練學生說的能力。
活動步驟：
1.師生互動：教師展示圖片，提問題：
What are the people doing in the photos?
2.小組活動：要求學生進行小組合作，每小組選一幅畫面進行討論，學生可以發(fā)揮自己的想象力，給出各種不同的觀點。
3.班級活動：向班級其它同學描述本小組所選圖片，其他同學可給出不同意見。
(二)Reading
本篇閱讀材料是給大家介紹了一位義務指揮交通的志愿者。通過今天的學習，旨在讓學生懂得什么樣的工作才是有意義的，做什么樣的工作才是值得的，同學們一定要樹立正確的人生觀和價值觀，正確的看待金錢。
活動形式：
1.個人活動
教師展示圖片，學生對圖片進行預測，根據(jù)圖片猜想：
Do you think what the man is doing?
2.小組活動
快速閱讀課文核對與自己猜想是否相符。接著討論以下的問題：
1) Why did the man direct the traffic there?
2) Could he get paid from the job?
3) What made him do the job?
3.個人活動
獨立完成Activity4 和Activity5。
4.小組活動：把學生分成不同的小組，討論下面的問題：
Do you think his job is worth doing? Why?
(三)Summary
這一節(jié)我們主要學習了一些有關(guān)“job”的一些詞匯，大家一起討論了什么樣的工作是重要的，什么樣的工作才是值得做的、是有意義的。希望大家通過今天的學習，能夠樹立正確的人生觀和價值觀，正確看待金錢。
(四)Homework
1.復習今天課上所講的內(nèi)容，課下大家還可以針對該話題繼續(xù)展開討論。
2.以“什么工作是有意義的”為主題，寫一篇作文。
3.預習下一個模塊“Grammar”。
高中英語說課稿11
Good morning everyone. Standing here, I’m very happy and excited. It’s my great honor to be here to present my lesson, and the chance is very precious for me. And I’ll try my best. Today I’ll talk about unit from my contents consist of 8 parts
Analysis of the teaching material
Analysis of the students
Teaching methods
Teaching aims and demands
Teaching aids
Teaching procedure
Blackboard design And conclusion
Well, firstly, I’ll talk about part 1 analysis of the teaching material. I have concluded the features of. 1 . there are a lot pictures. For this, the kids will be interested in the book. As we all know that interest is best teacher for the students. 2. It lays stress on the communication.
According to the problem of Chinese students learning English , the book design a lot of material to improve the students’ ability of listening speaking, reading, and writing. So I think the book is very good.
Then I’ll talk about next part analysis of the students. It is known to us that the kids are very active and like playing games very much, so during my class, I’ll design some interesting
games to activate them to participate and learn something. They will also be interested in the class.
Next I’ll talk about teaching methods. My teaching methods are task-based approach and situational approach. Using different methods can make the class active.
Let’s move on to another part, teaching aims and demands. There are knowledge aims and ability aim.
Knowledge aims are to enable the students to master the words and phrases:. And the sentences:?
Ability aims are To improve students’
listening and speaking ability by reading and practicing the dialogue.
Next is the teaching aids. In this class, I’ll use pictures, PPT and tape recorder. These can arouse the students’ interest in English.
Now I’ll talk about most important part teaching procedure. It consists of 5 steps.
Warning up, lead-in, contents key points and difficult points and homework.
Step1 is warming up. Here I’ll use PPT to play a English song Bingo for the students and I’ll ask them try to follow it to sing together. By this, the students can be interested in it and pay their attention to our class easily and improve their ability of speaking.
Step2 is lead-in （導入根據(jù)所授內(nèi)容設計，可通過展示與本課有關(guān)的話題或者圖片等等引出本課話題）
Step 3 is contents(本部分為主要授課內(nèi)容及組織的課堂活動。可從聽說讀寫四塊分寫)
Step 4 is key points and difficult points(本部分列出本課重難點 可為單詞句型或語法知識)
Step 5 is homework.(作業(yè)形式最好新穎，例如課讓學生根據(jù)本課內(nèi)容做個小調(diào)查等)
（conclusion）
To be a good teacher is my dream, I think a teacher is not only a guide for the students,
but also a friend of them. If I were a teacher, I would build a close relation with my students,
helping them not only on their study, but also on their lives. I’ll try my best and I’m confident that I can be a good teacher.
Good morning, everyone. I am number_______.Today I am very happy andexcited that I can staan interview.And it is also my great honor to share my lesson with allof you here, and this chaprecious for me. Hopeyou can enjoy it.The content ofmy lesson today is Section A Read and WriMy days of the week ofPEP Primary English ,Book5A (Recycle__) .My lessonconsists of 7 parts
1. Analysis of the teaching material
2. Analysis of the students
3. Analysis of TeachingMethods
4. Analysisof Learning Methods
5.Teaching procedure
6. Blackboard design
7.Reflection
1. This lesson isin the third period of this unit. It is a dialogue .It aims to enhancestudentskills. It also provides some new language points for thestudents to master.
2.This lesson is the first part of Unit2.So if the Ss can learn it well, it will be helpful to make therest of this unit.
3.Such a topic is related to dailylife, so it is helpful to raise learning interests of studentsbealso helpful to improve their spoken English.
4. Reading is very important inEnglish learning . It can help the students to master soskillsthrough learning this passage. Moreover, attributive clause also plays animportant partlearning.
On studying the teaching material and analyzing theregulation of children’s growing of forward three kinds of teachingobjectives according to English syllabus and new lesson standard
(1) To help the students master the new words ,phrases andsentences.(加上具體的`單詞，句型)
(2) To teach the students how to use the adverbial clausesof time.
(3)To make sure that studentscan read, recognize and use these key phrases n foot ,by bike,byb
(4)To enable the students performe the dialogue
(5) Tofinish some exercises.
(6)The Sscan use the patterns to express their thoughts in the proper situation.
(7)The Ss can understand the content of the lesson.
(1) To developthe Ss’ abilities of listening, speaking, reading and writing by practicing thedialo
(2) To train the Ss’ ability ofworking in pairs.
(3) To develop the Ss’abilities of communication by learning the useful structures.
(1) To arouse the students’ interest in classactivities.
(2) To train their team spirit by working in groups.
(3) To educate the students to follow the publicrules.
(4)By completingthe task,the Ss increase their interest and set up self-confidence in science;
(5)Teach the Ss what is“science”, put the moral education in the language study.
(6)To enable the Ss to be polite and love life.
(7)To enable the Ss to look after theirthings well.
The teaching key and difficult points’ basis isestablished according to Section A Readand W2in the teaching material'sposition and function.Moreover students characteristics and nstandardshould be also taken into account.
(1)To make sure that Ss canuse these key phrases correctly and skillfully.
(2).To help the Ss to communicatewith each other.
(3).To enable the Ss to study in groups and co-operate skillfully.
(4).To develop the Ss’ interest in English.
(5) To help the students tomaster the new expressions.
(6) To enable thestudents to communicate with each other.
(1)To help the Ss ask and
question____________________________________________
(2) How to use _____________________________
(4) How to make dialogues and act them out.
(5) How to write the right whole sentences.
answer
The students of grade5 are very active and curious.Andthey are interested in new things.Tlike to use imagination andcommunication as their main studying ways After learning English for 2
have some basic English background knowledge, so the teacher should attachimportancommunication with them, providing them the chances of usinglanguage. Since they have learnt2 years, they have already known ___________________________________,soit is not difficultunderstand and use
language_________________________________________________________________
As we all know:the main instructional aims of learning English in primary school is tocultivatebasic abilities of listening and speaking and their goodsense of the English language.Studentsschool are very cruious andthey want to know everything.What is more,it is important for thtokeep the students interest in English .So according to these points and the regulation of children’mind,inthis lesson I’ll mainly use Total PhysicalResponse method
“Task-based”teaching method ,
Communicative teaching method
SituationalTeaching method(情景教學)
group cooperatemethod
Free discussion method
I will let the Ss learn inreal situations, finish a task byasurvey______________________________” to help Ss to get a better understandingof the nI will arrange these activities: guessing game,__________________________________finishiand having a competition.
Standard advocates to improve students abilities of analysing and solvingproblems.And teachchange their old-fashioned teaching ways ,give students more opportunities tojoin class astudents find theproblems by themselves.Our students are almost fromthe countryside. As for tmethods, they are poor in cooperativelearning skills.Some students are not active in the classstudentsdon’t like English.therefore, I ’ll have Ss study in a relaxed atmosphere. Studentsundnew knowledge in certain degree through the mental process ofseeing, hearing, saying, observinetc. .After feeling andunderstanding the language points, let students get the knowledge activestudy and cooperative study. In a word,we’ll
1.Teach the Ss how to besuccessful language learners.
2. Make thestudents take an active part in class activities.
3.Let the students summarize the language points through their own thinking.
4.Let the Ss pass "Observation—Imitation—Practice "（觀察—模仿—實踐三步教學法） to stud
5.Teach the Ss how to master dialogues and how to communicatewith others.
6. To make use ofthe new language material to express their own ideas.
Teaching special features:
Let the Ss communicate with each other and adopt competition methods to developthe Ss’ kee English.
Warming up (3 mStep 2 Greeting (2 minutes)
Step 3 Presentation (24 minutes)
Step 4 Practice and Consolidation (8 minutes)
Step 5 Summary (6 minutes)
Step 6 Homework (2 minutes)
This step will cost 3minutes.
Before my class , I’ll get the studentsto sing an English song "Old McDonald" to keep trelax .By this, the students can be interested in it and pay their attention to ourclass easily and imability of speaking.And also this activity canbegin this lesson with exciting atmosphere.
This step will cost 2minutes
Daily Talk
T：Classbegins.Good morning,boys and girls
S: Good morning,teacher
T: OK, good. So, Mike, how are youtoday ?
S: Fine, thank you. How are you,myteacher?
T: Very well, thanks .What is this?
S:It is a?.
The greetingbetween students and teacher is very usefull to build a harmonious anddemoatmosphere.
Step 3 Presentation (24 minutes)
In this step, Iwill adopt four steps for the students to present the text.
Firstly,Lead-in.
According to thecharacteristics of this class,I wear a sports T-shirt deliberately to showthis class.Also I will show the pictures of Yao Ming,Liu Xiang and soon.
對話導入，引出所要教的內(nèi)容。此時可加入情感教學。
高中英語說課稿12
1、 教材分析
2、 教學目標
3、 重點難點（有時根據(jù)需要也會說上關(guān)鍵點）
4、 教法和學法 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(jié)課出自______________出版社出版的高中《________》第__冊第__章第__節(jié)。
1、本節(jié)課分____個部分內(nèi)容，分別是：___________________
2、本節(jié)課貫穿了______以后的整個教學，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(huán)節(jié)。(這條基本上通用)
3、本節(jié)課聯(lián)系了________和_________，在以后學習______具有重要意義。
4、本節(jié)課是在學習______的基礎上，進一步學習___________的`關(guān)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(jié)課的意義。）
接下來說一下本節(jié)課的教學目標。
教學目標
⑴、 能力目標：（根據(jù)需要選擇能力目標）
例如：1、通過講練結(jié)合，培養(yǎng)學生處理____、解決問題的能力。
2、分組學習方式，培養(yǎng)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(yǎng)學生認真、細致的學習態(tài)度。
2、 通過發(fā)現(xiàn)問題、解決問題的過程，培養(yǎng)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(jié)課的重點與難點 重點難點
1、重點：…. 2、難點：….（對于重點、難點，依然是說出本節(jié)課的內(nèi)容就行，可以參考本節(jié)課的題目和各部分的標題）
那么，究竟應該怎樣來完成本節(jié)課的任務呢？下面說一下本節(jié)課的教法和學法。 教法：（根據(jù)需要任意選取教法。2-3個就行。根據(jù)時間自行安排。）
1、 范例、結(jié)合引導探索的方法，激發(fā)學生的學習興趣。
2、 教師精講、學生多練，體現(xiàn)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(fā)現(xiàn)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(jié)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(fā)學生積極思維，主動探索知識，培養(yǎng)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(xiàn)“培優(yōu)扶差，滿足不同。”
最后我們說一下本節(jié)課的教學過程。
教學過程：
我將本節(jié)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(jié)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(jié)和作業(yè)。
說課完畢！
高中英語說課稿13
EARTH DIDN’T SLEEP 說課稿
一、說課標
在英語教學中落實新課程標準，就是貫徹執(zhí)行國家教育部關(guān)于課程改革的決定。新課程標準的三維教學觀，具體到英語學科就是要整合發(fā)展學生語言技能、語言知識、情感態(tài)度、學習策略和文化意識五個方面的素養(yǎng)，培養(yǎng)學生綜合運用語言的能力。《基礎教育課程改革綱要》中明確指出：“教師在教學才過程中應與學生積極互動、共同發(fā)展，要處理好傳授知識與培養(yǎng)能力的關(guān)系，注重培養(yǎng)學生的獨立性和自主性，引導學生質(zhì)疑、調(diào)查、探究，在實踐中學習，促進學生在教師指導下主動地、富有個性地學習。教師應尊重學生的人格，關(guān)注個體差異，滿足不同學生的學習需要，創(chuàng)設能引導學生主動參與的教育環(huán)境，激發(fā)學生的學習積極性，培養(yǎng)學生掌握和運用知識的態(tài)度和能力，使每個學生都能得到充分的發(fā)展。因此，本課的設計重點是：幫助學生形成自主、合作、探究的學習模式，掌握閱讀的一些基本技巧，讓每個學生在原有的基礎上都學有所得。
二、說教材
(一) 教材地位和教學內(nèi)容分析
本課是高一必修模塊1第4單元的閱讀課型，這單元圍繞earthquakes這一主題開展聽、說、讀、寫多種教學活動。由于本單元生詞量較大，并且Warming up可挖掘的東西較多，因此把Reading設計為本單元的第2課時。本課型是單元整體教學的重要環(huán)節(jié)，為學生的語言學習、語法學習提供了載體，并且是學生獲取信息的主要來源。“Reading――― A NIGHT THE EARTH DIDN’T SLEEP” 具體描寫1976年唐山大地震的震前、震中和震后。本篇文章詞匯量大，運用了大量的動詞、復雜的數(shù)字，出現(xiàn)許多定語從句，篇幅較長，并且采用一些修辭手法，對學生的語言閱讀能力提出了更高的要求。但文章的結(jié)構(gòu)較明顯，
較容易歸納出各部分的中心詞。
(二)教學目標
根據(jù)新頒布的《普通高中英語課程標準(實驗稿)》關(guān)于閱讀課主要教學目標的具體描述，結(jié)合本課教學內(nèi)容，具體從語言知識、語言技能、情感態(tài)度和文化意識三個方面制定如下教學目標。
1. 語言知識目標：
a)使學生了解自然災害的相關(guān)詞匯，并掌握復雜數(shù)字的表達法。
b)學習掌握與地震相關(guān)的詞匯，如：shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,mine,shelter,fresh,percent等，以及 right away, at an end, dig out, give out, thousands of以及一些優(yōu)美句子的賞析。
2. 語言技能目標：
a)閱讀技能的訓練：讓學生學會克服生詞障礙，通過略讀，歸納出文章的大意;通過細讀，理清文章的總體框架與脈絡，歸納出各部分的中心詞;通過查讀，捕捉文章的重要細節(jié)，培養(yǎng)學生獲取、處理信息的能力。
b) 讓學生復述課文，分析、感悟作者的寫作意圖。
c) 讓學生運用本節(jié)課所學詞匯、知識，通過采訪唐山大地震幸存者的形式進行小組活動，提高學生用英語進行創(chuàng)造性交流的能力。
3.情感態(tài)度與文化意識目標：
a)學會有關(guān)地震的知識，并能通過學習討論懂得地震時的應急逃生，地震后如何科學救人和有關(guān)地震的形成和減少地震所造成的損失等一般知識。
b)懂得地震無情人有情，即使發(fā)生了多么可怕的災難，國家和解放軍官兵都會不顧自身安危，奮力搶救，培養(yǎng)學生一方有難、八方支援的互助友愛精神。
c)了解自然災害會給人類帶來嚴重的破壞性后果，讓學生進一步感悟、領會到人類應與自然界和諧共處。
d)培養(yǎng)學生的合作意識和“合作學習”的習慣。
e)欣賞課文中優(yōu)美句子，了解一些英語修辭手法，使學生在學習完課文之后得到一次美的享受，一次心靈的愉悅和升華。
(三)教學重點和難點：
根據(jù)新頒布的《普通高中英語課程標準(實驗稿)》關(guān)于讀的技能目標的具體描述，結(jié)合高一學生實際和對教材內(nèi)容的科學分析，確定本環(huán)節(jié)的主要教學重點和難點是:
1.重點
1)讓學生了解唐山大地震，了解地震的成因、預兆、地震造成的損失，地震時的應急救生以及震后的救援。
2)訓練學生的閱讀技巧，提高閱讀能力。側(cè)重培養(yǎng)學生對文章的整體性結(jié)構(gòu)的把握和挖掘作者寫作的意圖，突出培養(yǎng)學生以下3個方面的能力：
a.文章段落中心詞把握能力。
b.根據(jù)主題快速捕捉文章重點細節(jié)的能力。
c.總結(jié)歸納能力。
3)重點掌握有關(guān)地震的詞匯，特別是shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster, army, organize, bury, shelter。
4)欣賞并理解課文中優(yōu)美句子，讓學生掌握一些英語修辭用法。
2.難點
1) 如何使學生養(yǎng)成科學的閱讀習慣，提高閱讀理解能力和語言水平。
2) 如何使學生學會提取、篩選和重組文章中的信息，并靈活運用于語言實踐中，達到語言實踐能力的擴展與提高。
三、教學方法
教學設備：多媒體設備
教法滲透
根據(jù)新頒布的《普通高中英語課程標準(實驗稿)》所倡導的教學原則及“第二語言習得論”和“整體語言教學理論”，結(jié)合文章具體內(nèi)容及學生的差異性，確定本節(jié)課主要采用任務型語言教學法(Task-based Language Teaching) 、合作學習教學法(Cooperative Learning Approach)、整體語言教學法(Whole Language Teaching)、直觀教學法、交際教學法(Communicative Approach)、以及情感激勵教學法(Affective Motivation)等教學方法。具體采用“P—T—P”自主學習立體模式：(Pre-task----Task-cycle----Post-task)來組織教學。
1、任務型語言教學法
任務型語言教學認為：人們使用語言的過程就是一個完成各種各樣任務的過程。任務型學習強調(diào)通過“做中學”、“學中做”，使學生在完成任務的過程中習得語言。本課組織學生四至五人組成一個學習小組，進行一次就地震后幸存者的訪問。該設計基于課文內(nèi)容，但又不局限于課文的范疇，旨在貫徹“做中學”、“學中做”策略，吸引和組織他們積極參與，并通過討論、交流和合作等方式，在自然、真實的情境中，完成任務，體會、掌握語言的應用，達到學以致用的目的。
2.直觀法(視聽教學法)
充分利用多媒體教學手段，通過播放影視剪輯，與課文主題相關(guān)的圖片、圖表等直觀手段，在充分調(diào)動學生學習興趣的同時，降低學習難度，突破重難點。
3.合作學習教學法
合作學習教學法是以小組活動為主體的一種教學活動，一種同伴之間的合作互動活動。合作學習教學法有利于改善課堂心理氣氛、大面積提高學生的學業(yè)成績、促進學生良好非智力品質(zhì)的發(fā)展，調(diào)整學生的語言焦慮感。因此，本課打破傳統(tǒng)的教師單向灌輸，采用“四至五人組成一個學習小組”的課堂教學結(jié)構(gòu)，來組織教學，旨在營造輕松的學習氛圍，為積極學習提供有利的條件，讓學生在完成任務的過程中通過互相交流，降低語言焦慮感，獲得愉快的學習經(jīng)歷，從而對學習本身和所學內(nèi)容產(chǎn)生興趣感。
4.整體語言教學法
整體語言教學法要求按 “整體-部分-整體”的模式，進行語篇閱讀訓練，即從“整體”開始，以“整體”結(jié)束的“三段式”閱讀教學法。本課采用從整體略讀——分段細讀——通讀全文，進一步理解課文內(nèi)容，即是這種教學策略的體現(xiàn)。
5.情感激勵教學法
在教學中重視師生之間的思想交流，充分調(diào)動自己情緒的感染力，適時進行情感與策略調(diào)整，通過情感激勵，使教師與學生達到情感交融，在愉悅的課堂氛圍中發(fā)展創(chuàng)新，體驗成功。
此外在教學過程中還注意遵循以下教學原則：
1.貫徹動態(tài)真實原則，在教學過程中“動態(tài)”地去發(fā)現(xiàn)問題，分析問題和解決問題。本課在各個教學環(huán)節(jié)的設計和具體操作上都充分考慮到了策略的貫徹以及教學活動的靈活、有效的綜合運用。
2.重視學生個性與創(chuàng)新意識的培養(yǎng)，給予學生充分表達自己的機會。
其余的教學方法將結(jié)合“說程序”進行舉例說明。
四、學情分析
學習的對象是處于城鄉(xiāng)結(jié)合部的高一學生，他們的英語基礎較差，特別是由于詞匯量缺乏，閱讀習慣不好，導致閱讀速度慢、閱讀理解能力差。并且學生在初中已習慣了教師的單向灌輸，部分學生由于英語表達能力的欠缺對課堂的互動缺少積極性，不善于交際，學習不夠主動自主。因此，在組織教學活動中，注重學習策略的指導，灌輸自主、合作、探究學習的思想，同時注意調(diào)整活動任務設置的梯度，使每個學生通過學習活動，都能學有所成，體驗到成功。淘課$件網(wǎng) www.TaoKEjian.coM
五、學法指導
根據(jù)新頒布的普通高中《英語課程標準(實驗稿)》對高中英語學習策略七級目標的具體描述，確定本環(huán)節(jié)主要從以下4個方面加強對學生進行學法指導。
1)認知策略:指導學生運用已學會的抓重點、做記號、摘筆記等方式，對所學內(nèi)容進行整理與歸納。
2)調(diào)控策略:培養(yǎng)自我評價與相互評價的習慣，鼓勵學生增加與教師和同學交流學習英語的體會和經(jīng)驗，學會科學評價自己的學習行為與學習效果，進一步形成有效的學習方法,樹立積極向上的學習態(tài)度。
3)交際策略：創(chuàng)設有意義的情景和任務活動，引導學生通過四人一小組，進行合作學習，讓他們圍繞課堂任務分工合作，相互探討、相互交流，從而獲得知識、技能和情感體驗，變被動學習為主動學習。
4) 資源策略：布置任務，引導學生主動拓寬英語學習的渠道，即通過不同信息渠道(internet, newspaper,dictionary, magazines…)查找所需信息，把英語學習從課堂延伸到課外。
四、說教學程序
結(jié)合本校高一學生實際和對教材內(nèi)容的科學分析，計劃用45分鐘完成本文的教學任務，具體安排如下：淘課$件網(wǎng) www.TaoKEjian.coM
(一) Pre-task：激發(fā)學習興趣，明確學習任務(預計需要8分鐘左右)
(二) Task-cycle：課文主體內(nèi)容的教學與操練，知識的掌握與能力的過渡(預計需要26分鐘左右)
(三) Post-task：展示成果，交流成果的過程，語言實踐能力的擴展與提高(預計需要10分鐘左右)
(四) Self-assessment：自我反思與調(diào)控的過程
(五) Homework and Sum up：課文內(nèi)容的鞏固、延伸與拓展(第四和第五兩個環(huán)節(jié)預計需1分鐘左右)
下面將具體說明各個環(huán)節(jié)的設計方案及其內(nèi)在的設計思想或理論依據(jù)，即闡明為什么這樣處理教材，為什么采用某種教法以及預計達到的種種教學效果等。
步驟一. Pre-task (Pre-reading activities)
貫徹興趣策略，采用直觀教學法，引入話題，激發(fā)學習興趣，明確學習任務。
【設計思路：先播放有關(guān)05年巴基斯坦地震的可怕MTV畫面，學生的注意力馬上就會被吸引到課堂上來，學生馬上就聯(lián)想到earthquake這一詞，這時教師提出“ What do you think of the earthquake?”，學生會不約而同地回答,地震會給人類帶來災難性的后果。緊接著引導學生“Can you fortell an earthquake so that we can take measures to reduce the damages?” 通過圖片，學生更易掌握地震的前兆的知識，為課文的閱讀作了很好的鋪墊，接著教師引導學生進行進一步探究“What should we do to protect ourselves if an earthquake happened?”通過小組討論、合作得出結(jié)論，教師進行一定的總結(jié)。接著呈現(xiàn)文章的標題“A night the earth didn’t sleep” ，引導學生解讀文章標題、預測文章內(nèi)容，讓學生在閱讀過程中處于主動認知狀態(tài)。學生可能一下子無法正確理解其所包含的深層含義。但估計在前面所展示的MTV畫面及圖片的啟發(fā)下，大部分同學可能很快就能作出正確的理解---about the earthquake。另外，考慮到文章生詞較多，且大部分學生對文章的背景知識了解較少。因此，在引導學生預測文章內(nèi)容的同時，有必要在討論“What kind of words will be used in the passage?
”這個問題時，引出單詞：injure、ruin、destroy、disaster、burst、rescue等。這樣既可向?qū)W生展示本環(huán)節(jié)的重點單詞，又可為閱讀掃清文化背景障礙和語言障礙，又可為突破本文的重難點作好準備。】
步驟二.Task-cycle(While-reading activities)
貫徹目的與困難策略，指導學生根據(jù)不同的閱讀目的，在閱讀的`不同階段，靈活使用各種閱讀策略，捕捉文章主要信息，理解作者的寫作意圖，突破本文的教學重點與難點。采用整體語言教學法和任務型語言教學法。
1、通過限時閱讀訓練，引導學生如何利用略讀(skimming)的方法把握文章的大意，側(cè)重培養(yǎng)快速閱讀理解能力和文章中心把握能力。
【設計思路：本環(huán)節(jié)主要是指導學生如何通過略讀，在最短的時間內(nèi)把握文章的大意。要求學生在2分鐘之內(nèi)，重點閱讀各段的首句和末句，快速歸納出general idea of the passage。大部分學生很快就能找出文章的大意―――唐山大地震。該環(huán)節(jié)教師應通過限定閱讀時間，及時糾正不良的閱讀習慣等教學策略，來幫助學生養(yǎng)成良好的閱讀習慣，培養(yǎng)快速閱讀理解能力。】
2、精讀各個段落語段，側(cè)重培養(yǎng)快速捕捉文章重要細節(jié)的能力和猜測生詞的能力，學會欣賞文章中的優(yōu)美句子。
【設計思路：本文的篇幅較長，生詞多。因此，采用分段細讀，根據(jù)段落的不同特點設置不同的閱讀任務，培養(yǎng)學生獲取主要信息，處理信息的能力。第一段以表格的形式，讓學生填寫唐山地震來臨之前所發(fā)生的奇怪現(xiàn)象，培養(yǎng)信息歸類能力。第二段和第三段材料出現(xiàn)很多的數(shù)詞。因此，以這些數(shù)據(jù)為依托，讓學生通過查讀方法迅速找出與之相關(guān)的信息。然后再以4人1小組為單位，討論這些數(shù)據(jù)給讀者帶來什么樣的感受，交流各自的觀點。第四段，通過回答問題的形式引導學生理解地震后救護人員和解放軍官兵不顧自身安危，奮力搶救，體會地震無情人有情，感人至深。此外，在閱讀中教師應鼓勵學生通過上下文猜測詞義，而非停下閱讀去查找單詞表。在這一環(huán)節(jié)中可適當處理一些語言難點(如：一些生詞、詞組及定語從句)，重點放在引導學生學會在具體的語境中理解、體會這些詞組的用法。每個段落剛好都有一個含有英語修辭手法的句子，引導學生發(fā)現(xiàn)這些優(yōu)美的句子并了解其中的英語修辭用法，學習理解并學會欣賞，提高學生的語言品位。】
3.通讀全課文，理清文章的篇章結(jié)構(gòu)，并歸納出各部分的大意。進一步加深對課文內(nèi)容的理解，挖掘文章的內(nèi)涵。
【設計思路：針對本文的結(jié)構(gòu)較清晰，讓學生快速通讀全文，把文章分為三大部分,掌握文章的基本脈絡，歸納出各部分的中心詞和大意。在設計學生活動時，可讓學生先獨立完成任務，再用1分鐘的時間讓學生小組間互相交流各自的觀點。通過這樣的相互啟發(fā)、促進，學生能得出更全面的信息，基礎較差學生也會得到不斷的激勵。最后教師可通過圖表展示文章基本脈絡及中心詞，一篇篇幅長的文章就轉(zhuǎn)化成一個非常清晰的圖像。為了讓學生進一步挖掘文章的深層內(nèi)涵，理解作者寫作的意圖，我設置兩三個問題，讓學生小組討論進一步感悟、領會到人類應與自然界和諧共處。】
步驟三.Post-task(Post-reading activities)
貫徹語用策略與情感策略，采用交際教學法和合作學習法，組織語言實踐活動，完成本文的主題任務。達到從知識的鞏固與運用到知識的擴展與創(chuàng)新能力的形成。
【設計思路：本環(huán)節(jié)共設置兩個任務，一是讓學生復述課文;指導學生以地震前、地震中、地震后的時間線索展開復述，這樣把閱讀內(nèi)容和所學的詞匯、句型有機地結(jié)合。二是采訪活動。要求學生根據(jù)自己對地震的認識，發(fā)揮自己的想象力和創(chuàng)造力，以小組為單位，用英語通過采訪唐山大地震幸存者的形式進行活動。為了讓學生更順利地完成任務，教師可以給學生提供一些問題及采訪中可能會用到的日常交際用語。本環(huán)節(jié)旨在引導學生通過讀的輸人，提取、篩選和重組文章中的重要語言信息，并通過用英語進行交流，達到從課文知識的鞏固到自身知識的擴展與創(chuàng)新能力的形成。針對學生在完成任務的過程中，可能會因詞匯障礙的影響，而用普通話甚至閩南語進行交流，在這個活動中，教師應貫徹“教師為主導，學生為主體，任務為基礎”的教學原則，在課堂教學的不同環(huán)節(jié)扮演自身作為“設計者，研究者，組織者，促進者，協(xié)調(diào)者”的角色，并 “動態(tài)”地去發(fā)現(xiàn)問題，分析問題和解決問題，鼓勵、督促學生堅持用英語作為課堂交流的語言。】
步驟四.Self-assessment: 反思學習成果的過程
【設計思路：依據(jù)教學目標，對學生的學習過程進行評價，旨在讓學生學會反思自己的學習行為與學習效果，并學會通過反思性學習，不斷改進自己的學習方法與策略。】
步驟五.Homework: 課文內(nèi)容的鞏固、延伸與拓展
1.Language focus
【設計思路：分組歸納出每個段落的語言點(引導學生通過上網(wǎng)、字典或參考書等渠道查找所需信息)，下節(jié)課各組進行交流，教師協(xié)助歸納。旨在通過小組合作學習的形式，培養(yǎng)學生的自主學習能力。】
2.More language input
【設計思路：本部分設計一篇閱讀理解和一篇完型填空，要求學生按老師所給的參考時間，進行限時訓練。旨在為學生提供更多與本主題相關(guān)的語言材料，通過限時訓練的形式進一步提高閱讀理解能力。】
3.Writing task:
【設計思路：每個學習小組可根據(jù)自己采訪的結(jié)果，形成書面文字，盡可能多地用上所學的詞匯及句型，進一步提高學生的寫作能力。】
高中英語說課稿14
Good morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you.
I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.
Part 1 Teaching Material
The content of my lesson is New Senior English for China Book___ Unit____________________. This unit is about____________________ (topics). By studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________. At the same time, let the students learn how to____________________ (functional items). From this lesson, it starts___________________________(structures). (As we all 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.) Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit.
Part 2 Teaching Aims
According to the new standard curriculum and the syllabus , and after studying the teaching material, the teaching aims are the followings:
1.Knowledge objects
(1)The Ss can master the usage of the important words and expressions.
(2)The Ss can use the __________________ (grammar) in the proper situation.
(3)The Ss can understand the content of the lesson, talk about _______________________ (information) and get their own idea about _______________________________.
2.Ability objects
(1) To develop the Ss’ abilities of listening, speaking, reading and writing
(2) To guide Ss to set up effective studying strategies.
(3) To improve the student’s reading ability, especially their skimming and scanning ability.
(4) To train the Ss’ abilities of studying by themselves and cooperating .
3.Emotion or moral objects
(1)By completing the task, the Ss increase their interest in ____________________and set up self-confidence in _____________________.
(2)Teach the Ss_________________________, put the moral education in the language study.
Part 3 the Important and Difficult Points
Based on the requirement of the syllabus.
The important points are__________________________ such as ______________.
The difficult points are_________________________ for example_____________.
Part 4 Teaching Methods
As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories.
1.Communicative Approach
2.Whole Language Teaching
3.Task-based Language Teaching
4.Total Situational Action a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.
Part 5 Teaching Procedure
Step 1. Lead-in. (_____min)
___________________________________________________________________
Purpose of my design: (1) to catch Ss’ attention about the class/topic/passage.
(2) To set up suspense/develop interest in _______________.
Step 2. Pre-reading
Task 1. (Individual work, pair work, group work, class work; _____min)
Let Ss _____________________________________________________________
Task 2. (Individual work, pair work, group work, class work; _____min)
___________________________________________________________________
Now, let’s see what happened to the_______________/ let’s check whether it is right or not.
Purpose of my design: (1) to get to know something about the _________________.
(2) To have a better understanding about the importance of ___________________.
Step 3. While-reading
Task 1. (Individual work, pair work, group work, class work; _____min)
Skimming: Ss should read the material fast to find out the main idea/topic sentence for each paragraph.
Para 1 ___________________
Para 2 ___________________
Para 3 ___________________
Task 2. (Individual work, pair work, group work, class work; _____min)
Scanning: Listen to the tape part by part to finish ___________________________.
Task 3. (Individual work, pair work, group work, class work; _____min)
Scanning: Guide Ss to read the material carefully and take some important notes, then answer the following questions.
Task 4. (Individual work, pair work, group work, class work; _____min)
Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the following chart.
Purpose of my design: Enable students to understand the given material better by using different reading skills. And proper competition can arouse the Ss’ interest in English learning. “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.
Step 4. Post-reading
Task 1. (Individual work, pair work, group work, class work; _____min)
(task1)Ask Ss to close books and finish the summary according their notes.
(task2)Retell the story /Sum up the passage in Ss’ own words according to the chart.
Task 2. (Individual work, pair work, group work, class work; _____min)
Discuss _______________________________________________with other group members and then choose a reporter to share their opinions about ____________________________________ with the whole class.
Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their spoken English. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.
Step 5. Homework
1.__________________________________________________
2.__________________________________________________
Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.
高中英語說課稿15
一、教材分析
１、教材的地位及作用：
今天我要說的是冀教版八年級下冊第五單元：Go with Transportation 第37課：Flying Donuts。本單元講述了一些有關(guān)交通發(fā)展的歷史事件和相關(guān)故事，在復習以前所學的有關(guān)交通的詞匯和短語的基礎上又擴展了一些生詞、習語和日常用語。第37課的課文通過介紹Danny想象中的一種新的交通工具，引導學生充分發(fā)揮想象力、創(chuàng)造力，設想未來的交通工具，并用英語表達出來，從而激發(fā)學生的創(chuàng)造力和表現(xiàn)欲，使他們從中得到學習的快樂。
２、教學目標：（知識目標、能力目標、德育目標）
知識目標：
(１) 學習單詞fuel, coal, oil … 。
(２) 學習、掌握短語和句型think of認為，想起；at the front of 在……的前面 with用…；
能力目標：
通過聽、說、讀、寫的綜合訓練，促進學生將新學知識轉(zhuǎn)化為言語的技能，盡可能地運用語言表達實際的意義。
德育目標：
培養(yǎng)學生表達自我的能力，發(fā)揮想象力、創(chuàng)造力，張揚個性，展示自我。
確立教學目標的依據(jù)：
根據(jù)英語教學大綱規(guī)定，通過聽、說、讀、寫的訓練，使學生獲得英語基礎知識和為交際初步運用英語的能力，激發(fā)學生的學習興趣，為進一步學習打好初步的基礎。此外，根據(jù)我國國情和外語教學大綱的要求，現(xiàn)階段外語教學的素質(zhì)教育主要包括思想素質(zhì)教育、目的語素質(zhì)教育、潛在外語能力的培養(yǎng)、非智力因素的培養(yǎng)等四方面。
３、重點與難點：
確立重點與難點的依據(jù)：
根據(jù)教學大綱的要求，教材編排的特點及本課在教材中所處的地位和作用，并從學生的實際出發(fā)，確定本課的重點與難點：
重點：本課詞組和句型think of/about /out ；with的多種用法；What do the donuts do? Will Danny’s invention really work?
難點：設想發(fā)明一些交通工具，并用英語表達出來。
二、教學方法：
新教材重視以人為本，強調(diào)素質(zhì)教育。在教學中，要注意發(fā)揮學生的主體作用，把空間留給學生。抓住初中生活潑好動，表現(xiàn)欲強的心理特點，課堂上我設計了大量的聽、說、讀、寫的.訓練，啟發(fā)學生動腦思考，鼓勵學生大膽開口，暢所欲言，盡可能運用英語表達實際意義，從而最大限度地調(diào)動學生的積極性和主動性。教學中，我主要通過五步教學法，精講巧練，由淺入深，由易到難，由已知到未知，循序漸進地深化教學內(nèi)容。展開以教師為主導，以學生為主體的師生雙邊活動。
三、學法指導：
在教學實踐中，教師不僅要將基礎知識和基本技能傳授給學生，而且要教學生學會學習。教師要采用多種教學方法，激發(fā)學生的求知欲和好奇心，提高學生的學習自主性和學習能力。針對學生普遍存在著缺乏自信，自我評價偏低的傾向，在教學中我注重鼓勵學生相信自己，鼓勵他們多動口，勤動手。
在進行口語訓練時，要求學生努力克服怕羞的心理，踴躍發(fā)言，敢于開口說英語，積極參加課堂上的各種教學活動。
四、教學手段：
主要以現(xiàn)代化電教手段－－多媒體輔助教學，貫穿整個教學過程。增加了直觀性和趣味性，加大了課堂密度，提高了教學效果。
五、教學程序：
課前準備
教師備好課及相關(guān)的教學設備，布置學生預習本課內(nèi)容，向?qū)W生提出預習的具體要求：
（1） 學習本課生詞，了解課文大意。
（2） 找出重點短語和句子。
1、檢查復習
（1）檢查學生預習課文的情況：
詢問他們對課文的意思是否還有什么問題，鼓勵其他學生解答這些問題。
（2）展示圖片，復習學過的部分交通工具的名稱：
bicycle, train, rocket, car, boat, plane……
2、循序漸進，導入新課
本課利用多媒體教學手段展示了一幅幅色彩逼真、形象生動的畫面，充分地調(diào)動了學生的積極性，吸引了全體學生的注意力，達到了教育教學目的。
首先，提出本課的學習目標，結(jié)合學生的預習情況，指出重點詞匯及短語，并呈現(xiàn)在畫面上，以突出重點，體現(xiàn)難點。
其次，通過聽力訓練和問答練習，引導學生從聽、說入手了解課文，初步感知新的語言知識。
3、舉例分析，精講重點
對課文中的關(guān)鍵詞句如：What do donuts do? think of/out/over, with, make sb. do sth……等重點講解，舉例加以說明。為了更好地調(diào)動學生的積極性，要求學生運用這些詞語造句，訓練學生寫的技能，使學生處于積極思維的狀態(tài)之中，全方位、多角度培養(yǎng)學生運用英語的能力。
4、口語操練，加深印象
（1）通過放錄音，學生聽，模仿說，教師講的過程，鞏固語言材料，培養(yǎng)學生聽、說能力。
（2）讓學生準備幾分鐘，然后采用三人小組的形式，分角色大聲地朗讀課文。
（3）讓學生創(chuàng)設一些情景，用所學的知識編寫對話，并且把它表演出來。
5、課堂練習，鞏固知識
出示一些與本課語言點相關(guān)的選擇題和情景對話，要求學生當場完成。課堂練習的目的在于檢查學生掌握知識的情況，以便教師發(fā)現(xiàn)學生知識缺漏，及時補充。同時也有助于進一步鞏固，加強對本課內(nèi)容的理解和運用。
如果時間允許的話，還可以讓學生想象著發(fā)明一些交通工具，用英語把它描述出來，寫成一篇小作文。如果時間來不及，就作為課外作業(yè)。
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