高中英語說課稿
作為一位杰出的老師，常常要寫一份優(yōu)秀的說課稿，借助說課稿可以有效提升自己的教學(xué)能力。如何把說課稿做到重點突出呢？以下是小編精心整理的高中英語說課稿，歡迎閱讀與收藏。
高中英語說課稿1
Good afternoon, My dear judges!I am the third competitor. My topic is about descriptive writing: Favorite sport. It’s glad to share my teaching plan here. it is composed of several parts. First of all, I’ll talk about analysis of teaching material.
Part 1 Teaching Material:
My lesson is from New Senior English for China Book_2 Unit2 Writing part. The main topic is The Olympic Games, while the writing is about favorite sports. By studying this class, Students will know the process of writing and descriptive words. Writing is a basic skill, it plays a important role for further study.
Secondly, I’d like to state the analysis of students.
Part 2 Students
Students are under a stage of growing and developing, they are unique and independent. They have gained basic writing skills. However, they don’t know how to express themselves correctly. Then I will take activities to help them.
According to the new curriculum standard, instruction should change its final goal from teaching knowledge to teaching strategies. I set aims as follows.
Part 3 Teaching Aim
1.Knowledge objects
The Ss can know how to write a descriptive article.
2.Ability objects (技能目標(biāo)：聽，說，讀，寫)
SS can improve their writing skills including drafting and revising skills, and use skills in daily life.
3..Emotional objects (情感目標(biāo)：興趣，自信，合作，愛國，國際視野)
SS will be more interesting in writing and enjoy favorite sport.
Part 4 the Key and Difficult Points
Next, I put forward the key points and difficult points. The key point is to master the steps about descriptive writing. The difficult point is how to write it correctly.
Part 5 Teaching and Studying methods
In this class, I will use process writing method and cooperative learning method.
Part 6 Teaching Procedure
Now Let’s come into the most important part -Teaching procedure.it consists of five steps.
Step1. Warming up
The first step is warming up. Boys and girls, in last class we learned detail about Olympic games. There are so many sports in it. What’s your favorite sport? Any volunteers? Tony, Cool, He likes playing basketball. One point. anyone else ? Jerry, wow, you are fond of shooting. Most of you have your favorite sports. Let’s describe our sports together.
This step can help them clarify the aims and make them more active.
Pre-writing
In pre-writing step, I will teach the usage of linking words, such as although, apart from and as well. Then they will know useful expression to describe the sport. Next they will have a brainstorming in 3 minutes. What is your favorite sport? Then make a list of ideas and reasons as follows.
After the brainstorming, they will choose best ideas and put them in order.
By brainstorming, SS can broaden their thoughts and get more ideas about the topic. It lays a foundation for their debate.
After the discussion, debate will begin.SS will vote for the winners. Then SS report the debate. Before they writing, I will read a model and analyze its outline. Later, I will ask them to make an outline .It can help them to clarify their writing structure. Then they will spend 10 minutes to make a drafting .While they are writing, I will give them some guides: such as pay attention to the tenses, grammars, spellings. These tips can help them do better in writing.
After writing, it comes to self-editing.SS will check their writing according the example on PPT and revise it. Then moves to the peer editing.ss will exchange their writing with partners and give some suggestions to each other. At last, I will ask some of them to show their writing and give them comments.
In this step, three kinds of evaluating and editing can make the writing better and improve their revising ability.
By the end of the class, I will ask some students to sum up what we learned today. Then I set homework: go on to revise their writing according to the evaluation and hand in next class, and write your favorite music.
Homework is necessary to consolidate their knowledge and improve their writing speaking.
Part 7 Blackboard design
At last, I will talk about my blackboard design.
Writing: letter of advice.
Key points: join in, dislikes
Brainstorm:
Outline-Drafting-Editing-Presentation.
高中英語說課稿2
各位老師：
大家好！
我很幸運自己能在實驗中學(xué)高二英語組這個大家庭里，在備課組各位老師的指導(dǎo)下，自己在不斷的成長。現(xiàn)在我把自己的一堂寫作課的思路，內(nèi)容，過程呈現(xiàn)給大家，（實際上只能說是給大家說一遍）也是抱著向各位老前輩學(xué)習(xí)的態(tài)度，希望能夠拋磚引玉，得到大家的指導(dǎo)和幫助。
一、教材分析
1）地位及作用
本模塊以A job worth doing為話題，旨在通過模塊教學(xué)使學(xué)生了解社會中各種工作及其對社會的重要作用，并設(shè)想未來的工作類型。寫作部分要求學(xué)生就某一項工作寫一封求職信，咨詢有關(guān)此項工作的情況，并介紹自己的簡歷。英語寫作是一個創(chuàng)作性的學(xué)習(xí)過程。它對語言表達(dá)的正確性和準(zhǔn)確性、思維的邏輯性和文章的條理性都比口語要求更高。也因為在reading 等輸入之后，寫作做為輸出上升到一個更高的層次，本單元的寫作課，以及以往的每次寫作課都是根據(jù)這一原則進(jìn)行授課的。
2）教學(xué)目標(biāo)
�、僬J(rèn)知目標(biāo)：把握如何寫好求職信。
�、诩寄苣繕�(biāo)：掌握求職信的寫作。
③情感目標(biāo)：通過讀招聘廣告，讀求職信，培養(yǎng)學(xué)生對社會的責(zé)任感，培養(yǎng)他們奉獻(xiàn)社會、回報社會的精神，同時使他們認(rèn)識到只有通過自己的努力學(xué)習(xí)，才會為自己的美好將來打下基礎(chǔ)。
3）教學(xué)用具：多媒體
二、教學(xué)方法
依據(jù)導(dǎo)入-分析—寫作-講評的方法，目的是培養(yǎng)學(xué)生寫作能力。主要運用了學(xué)生為中心，任務(wù)為中心，活動為主合作學(xué)習(xí)的方法。合作學(xué)習(xí)是幫助學(xué)生提高英語寫作水平的一個有效途徑，通過小組討論、大組交流、全班分享，學(xué)生不覺得寫作課是單調(diào)的，反而覺得有興趣。
三、學(xué)習(xí)方法
1） 教會學(xué)生如何成為一個成功的語言學(xué)習(xí)者，在學(xué)習(xí)的過程中可以去背 誦或模仿好的句子，只有平時積累了，考試時自然會胸有成竹。
2） 指導(dǎo)學(xué)生寫一封好的求職信。
四、教學(xué)程序
1．導(dǎo)入新課：閱讀并翻譯一則招聘廣告，繼而對比學(xué)生和老師翻譯的不同。
把廣告翻譯成中文，主要是想讓學(xué)生對比兩種語言的差異，把握廣告這種文體的語言特點。課本提供了五則廣告，由于時間關(guān)系，課堂上只翻譯了一則。
當(dāng)在學(xué)生說了自己的答案之后，我把自己的翻譯展示出來
Models wanted over the summer. I’m looking for a number of models to work both in the studio and on location. 通夏熱招室內(nèi)、外景模特數(shù)名，If you’re thinking about a career as a model, or actress, this might be a good chance to get some good shots. Email: jonathan@ modelsearch. Com名模事業(yè)，超女之路，莫失良機(jī)，閃亮出鏡！
由于這之間的差異，學(xué)生的積極性立刻調(diào)動起來。
既然有了興趣，那么我們?nèi)绻胍獞?yīng)聘怎么辦？ 同學(xué)們回答，寫求職信，那么如何寫好求職信呢？ 自然進(jìn)入第二個環(huán)節(jié)———寫作文
2．寫作文：
（1）閱讀課本上所給出的求職信，并分析求職信的結(jié)構(gòu)。（除了開頭，結(jié)尾，主體是中間的.三個部分：第一部分說明求職信的緣由及動機(jī)；第二部分介紹個人情況；第三部分通常是詢問、安排參加面試的時間或說明彼此聯(lián)系的方式。包括在結(jié)尾處的客套話。）
�。�2）拓展：1）由于考慮到求職信有很多可以套用的句型，所以在這里我給學(xué)生拓展了不少固定句型。
比如，第一部分
① I wish to apply for the job you are offering in the newspaper
�、贚earning from the newspaper that you are looking for a Network Engineer，I should like to apply for the post.
�、跧’m writing in the hopes that you will be able to offer me the job.
第二部分
�、� I graduated from Tsinghua University.
�、� My major is English.
第三部分
�、買 should be grateful for an early reply.
�、贗 would be very thankful if you could give me a chance.
其中斜體部分可根據(jù)自己情況進(jìn)行更改。這一環(huán)節(jié)主要運用了齊讀，造句等方式，讓學(xué)生記憶，為接下來寫作文打基礎(chǔ)。
2）拿到今天的課堂任務(wù)---中文敘述的求職信，進(jìn)行寫作。
�。�3）討論。由于所給任務(wù)與所達(dá)要求有較大出入，所以這一環(huán)節(jié)很有必要。給學(xué)生一定的時間進(jìn)行討論，至少5分鐘，讓各層次的同學(xué)共同做好寫作的準(zhǔn)備。針對考試要求，我提出一下要求：要點全面，結(jié)構(gòu)準(zhǔn)確，關(guān)鍵詞正確。比如，一共包含幾個要點；第一部分緣由是什么，第二部分又怎么介紹自己；具體到關(guān)鍵詞“特別”怎么說，“秘書”“打字員”又怎么拼寫。
（4）寫作：根據(jù)剛才討論所做的筆記，學(xué)生自己完成任務(wù)。這是本節(jié)課的中心，經(jīng)過前面內(nèi)容的輸入，可謂水到渠成。按考試的要求，需要13-15分鐘。一般情況下，學(xué)生在黑板上寫較之下面寫要慢，所以我找了兩個同學(xué)，其中一個寫開頭和結(jié)尾的兩段，另一個寫中間自我介紹這段。
�。�5）①作文講評。分析黑板上作文的錯誤。
�、诖蚍�。拿出一分鐘左右讓同學(xué)們給打個分?jǐn)?shù)，引導(dǎo)同學(xué)們不僅關(guān)注怎樣寫作文，更要注意什么樣的作文可以得高分。這才是最終我們要達(dá)到的目的。
�。�6）范文展示。 看范文對于每個要點，結(jié)構(gòu)，及關(guān)鍵詞的處理。并讓同學(xué)們齊讀，把范文大聲讀出來。
3．總結(jié)：最后課堂小結(jié)，重現(xiàn)求職信的結(jié)構(gòu)，如有時間，讓學(xué)生改寫作文。
4．作業(yè)。改寫并課下上交。
五、時間分配：
導(dǎo)入：5分鐘 分析結(jié)構(gòu)：3分鐘 展示句型，作業(yè)：4分鐘
討論：5分鐘 寫作：15分鐘 講評：3分鐘
范文展示：3分鐘 總結(jié)：2分鐘
以上就是整節(jié)課的過程，其中有很多不足之處，殷切希望得到老師們的批評指正，謝謝大家！
高中英語說課稿3
一.教材內(nèi)容分析
本單元的中心話題是西方繪畫藝術(shù)的歷史、中西方各種藝術(shù)形勢與風(fēng)格，各時代的著名畫家以及他們的作品。挺熟讀寫等語言知識和語言技能主要圍繞“繪畫藝術(shù)”這一主題設(shè)計的。本節(jié)課引導(dǎo)學(xué)生討論這些問題，目的在于讓他們了解繪畫藝術(shù)及其各個歷史發(fā)展時期的不同風(fēng)格，培養(yǎng)他們對藝術(shù)的興趣。
二.學(xué)生分析
本堂課所教學(xué)生為高二理科班的學(xué)生，認(rèn)真踏實是他們在課堂學(xué)習(xí)實踐活動中的特點。部分學(xué)生經(jīng)過初中和高一階段對英語這門語言的學(xué)習(xí)和掌握，已經(jīng)為高二階段的英語學(xué)習(xí)打下了基礎(chǔ)。表現(xiàn)為：大部分學(xué)生能夠做到課前預(yù)習(xí)，課堂上能伴隨課程的思路，較積極主動的參與課堂活動，如小組討論，問答練習(xí)等;但是仍有少部分學(xué)生由于種種原因造成了英語基礎(chǔ)薄弱，上課不夠積極主動，學(xué)習(xí)任務(wù)完成不充分等問題。對此，在課堂活動中要進(jìn)行有針對性的幫助。如進(jìn)行分組討論時，可讓他們與學(xué)習(xí)基礎(chǔ)好的同學(xué)一組且要給予更多的鼓勵，使他們盡早能提高對學(xué)習(xí)英語的興趣。
三.教法分析
學(xué)生學(xué)習(xí)本文時，我設(shè)計了一些任務(wù)，通過感知，體驗，參與合作等方式，使學(xué)生的主動地位得到充分體現(xiàn)。如：要求學(xué)生閱讀文章，回答問題，填寫表格等，這一單元以繪畫為主題,利用多媒體展示影片相關(guān)圖片，幫助學(xué)生用自己的話概括主要內(nèi)容,提高課堂教學(xué)效率,增強(qiáng)學(xué)生學(xué)習(xí)興趣.
四.教學(xué)程序
Step ⅠLead-in
Show students different kinds of paintings and ask them to guess the type of the paintings. (通過多媒體播放不同種類的`圖片及不同名作家的作品引起學(xué)生對繪畫的興趣) Step ⅡWarming Up
At first, ask the students to match some new words with the correct English meanings. Show them on the screen.At last, check the answers with the whole class.
A B
a. realistic 1. accurate, minute
b. abstract 2. state or fact of existing
c. existence 3. being in thought but having a physical or practical existence d. detailed 4. lifelike, true to life
e. religious 5. classical, of old beliefs
f. traditional 6. sincere to believe in a god or gods
Key: a-4, b-3, c-2, d-1, e-6, f-5
(通過對文章重點詞匯的聯(lián)系讓學(xué)生閱讀文章是更容易并且加深對這些重點詞匯的理解) Step Ⅲ Pre-reading
Show students some pictures of the different ages,let them summary the order of the paintings Middle Ages, from 5th to 15th century → The Renaissance,from 15th to 16 century→
Impressionism,late 19th to early 20 century → Modern Art,from 20th to today
(通過展示不同時期的西方藝術(shù)作品讓學(xué)生了解到西方近代繪畫藝術(shù)的發(fā)展)
Step Ⅳ Reading
Task 1 Scanning
Show some questions on the screen.
1. What were the artists interested in from 5th to 15th century AD?
2. How did Masaccio paint his paintings?
3. Why did the impressionists have to paint quickly?
(通過讓學(xué)生快速閱讀回答問題提高學(xué)生閱讀能力)
Task 2 Skimming
Let the students read the passage again and get the main idea of it. Then complete the following chart on their own. And check the answers with the whole class.
Show the chart with blanks on the screen. A few minutes later, check the answers.
(通過再次閱讀讓學(xué)生把握文章的細(xì)節(jié)，更深層了解文章內(nèi)容)
Step Ⅴ Comprehending
Let the students read the passage again and tell whether the statements True or False according to the text.
1. Western art has changed very little over the last seventeen centuries. F
2. Painters in the Middle Ages did not use perspective. T
3. Impressionists painted landscapes. T
4. You cannot recognize any object in abstract modern art. F
5. In the Renaissance most artists painted indoors. T
(最后讓學(xué)生通過對以上句子的正誤判斷對文章更準(zhǔn)確的把握)
五.說板書設(shè)計
Middle Ages, from 5th to 15th century……
The Renaissance,from 15th to 16 century……
Impressionism,late 19th to early 20 century……
Modern Art,from 20th to today……
六.課后反思
課堂學(xué)生參與性不高，應(yīng)注意問題設(shè)計的層次，照顧到不同學(xué)習(xí)程度的學(xué)生，盡量做到讓更多學(xué)生參與到課堂活動中。
高中英語說課稿4
各位老師：
大家好!
我是XX號考生顧雨，來自河南財經(jīng)政法大學(xué)成功學(xué)院。我今天所說的課題是高中一年級英語上冊第1單元friendship。我說課的內(nèi)容包括五部分，包括教材分析，學(xué)生分析，教學(xué)方法，教學(xué)過程和板書設(shè)計。
一、教材分析
1.教材內(nèi)容分析
本單元的中心話題是Travel，講述了一段沿湄公河而下的自行車旅行。主人公以日志的形式記錄了這一過程。通過本單元的學(xué)習(xí)，不僅使學(xué)生學(xué)到與旅行有關(guān)的語言知識和技能，還會使學(xué)生對旅游產(chǎn)生濃厚的興趣。本話題對學(xué)生來說比較熟悉，讓學(xué)生能在與之相關(guān)的聽說讀寫活動中有話可說、有情可表。
2、教學(xué)目標(biāo)分析
新課標(biāo)提出了立體三維教學(xué)目標(biāo)，本課我設(shè)計的教學(xué)目標(biāo)如下：
1)知識目標(biāo)：
熟悉本課的一些新單詞和短語及句型，學(xué)會制定旅行計劃并能描述一段旅行。語法方面掌握現(xiàn)在時表將來的用法。
2)能力目標(biāo)：
訓(xùn)練學(xué)生的閱讀技巧(略讀、尋讀等)，形成用英語獲取信息、處理分析信息的能力。并鼓勵學(xué)生開口說英語。
3)情感態(tài)度目標(biāo)：
�、偻ㄟ^討論旅行激發(fā)學(xué)生對英語學(xué)習(xí)的濃厚興趣;
�、谑箤W(xué)生了世界各地文化，增強(qiáng)對祖國大好河山的熱愛和國際意識。
③通過對課文學(xué)習(xí)的小組討論等形式，幫助學(xué)生養(yǎng)成團(tuán)結(jié)、協(xié)作的品質(zhì)。
3、教學(xué)重點、難點：
1)教學(xué)重點：①讓學(xué)生熟悉與本話題相關(guān)的一些重點單詞、短語。
�、谔岣邔W(xué)生的閱讀能力，掌握多種閱讀方法，如尋讀，精讀，理解等。淘^課件網(wǎng) wWw.taOKeJIan.com
2)教學(xué)難點：對閱讀中所獲取的信息進(jìn)行加工學(xué)習(xí)，形成有效的學(xué)習(xí)策略。鼓勵學(xué)生開口說英語。
二、學(xué)生分析
高一年級的學(xué)生已經(jīng)在初中階段的英語學(xué)習(xí)中,已經(jīng)積累了一定的詞匯基礎(chǔ),并掌握了一些簡單的學(xué)習(xí)策略和技巧,具有初步的英語聽說讀寫能力。但學(xué)生的英語水平參差不齊，教學(xué)既要進(jìn)一步培養(yǎng)尖子的學(xué)習(xí)能力又要保證能力稍弱的學(xué)生能聽懂，調(diào)動他們的積極性，使他們愿意學(xué)，在學(xué)習(xí)的過程中享受到樂趣。雖然對英語有一定的興趣但其學(xué)習(xí)主動性仍有待提高，未能積極主動地通過其他渠道獲取信息，自主學(xué)習(xí)、探究學(xué)習(xí)的能力還有待于提高。本節(jié)課的話題較貼近生活，可以引導(dǎo)學(xué)生在原有的知識經(jīng)驗基礎(chǔ)上通過合作探究學(xué)習(xí)構(gòu)建新的知識經(jīng)驗和信息輸入。
三、教學(xué)方法
1.首先說教法，從學(xué)生的實際情況出發(fā)，我主要采用以下教法:
�、偃蝿�(wù)教學(xué)法：結(jié)合學(xué)生的.生活經(jīng)驗和興趣設(shè)計相當(dāng)?shù)娜蝿?wù)值，讓學(xué)生在完成任務(wù)的過程中學(xué)習(xí)到應(yīng)有的知識并提高語言的溝通能力。同時讓學(xué)生帶著問題去閱讀，找出相關(guān)答案，并分析整理形成自己的觀點。
②情景教學(xué)：通過舉例以及觀看相關(guān)視頻讓學(xué)生了解有關(guān)旅行的知識，并談?wù)勛约旱母惺堋?/p>
③多媒體教學(xué)：充分利用英語教學(xué)資源，如使用錄音機(jī)，電腦多媒體等，拓展學(xué)生的學(xué)習(xí)渠道，激發(fā)學(xué)習(xí)興趣，提高教學(xué)效果。
2，其次說學(xué)法。教育家指出，“教是為了不教”自主合作探究是適應(yīng)時代需要和行之有效的學(xué)習(xí)方式，應(yīng)該激勵學(xué)生的自主學(xué)習(xí)意識，使學(xué)生收獲成功的樂趣，增強(qiáng)學(xué)習(xí)英語的自信心。淘(課件網(wǎng) wWw.taokeJIan.com
四、教學(xué)過程
According to the teaching aims, I divide the teaching procedures into 3steps, that is warming up and pre-reading, while-reading and post-reading.
Step1 Warming-up and pre-reading(It includes 2tasks)熱身與讀前活動
Task1: let Ss to fill the blank on page 9and let them to think about the advangtages and disadvantages of each transport form
Task2: Discuss the 3 questions in pre-reading part and report their result to the whole class.
設(shè)計意圖：這幾個問題對接下來閱讀板塊的學(xué)習(xí)提供了很好的鋪墊，學(xué)生在閱讀過程中可以將自己的觀點和文章內(nèi)容進(jìn)行對比。達(dá)到閱讀前的充分準(zhǔn)備。
Step2While-reading (This step includes 4 tasks)閱讀
Task1 Scanning
Scan the passge and do exx.1,2 by individual work and pair work. Meanwhile get the ss to find out the main idea of each paragrah.
設(shè)計意圖：訓(xùn)練學(xué)生掃讀抓文章主旨大意的能力。
Task2Careful and Study reading
Get the students to read and study the passage to find out the difficult sentences and then try to analyze them.then ask them questions: “Is it a difficult journey to cycle along the Mekong? Why?” “How does the water of Mekong River change?” If the Ss can’t answer the question briefly, I will encourage them to find the key sentences and try to join them together.
設(shè)計意圖：利用精讀的形式讓學(xué)生對文章的內(nèi)容進(jìn)行更深層次的理解。訓(xùn)練學(xué)生獲取和處理信息的能力。
Task3 Listening and reading aloud
Now that the ss have fully understood the whole passage, I will get them to listen to the tape and read it aloud to prepare for the next step: post-reading.
Step3post–reading(It includes 2tasks)
Task1 Writing
Get the ss to write a summry of this passage, using the useful expression and sentence patterns they have learnt in this unit.
Task2discussing
I will ask the Ss to discuss in groups and to describe what they have leaned from this passage and try to use some words to describe the characteristics of Wang Kun and Wang Wei according to their attitudes.
設(shè)計意圖：讓學(xué)生在學(xué)完這篇文章后對所學(xué)知識進(jìn)行及時的輸出和鞏固，并對新學(xué)的課文形成有效的自我評價。
Step4Homework
Finish off the reading task on workbook and preview the tasks in learning about language.And collect more information about English around world.
5.板書設(shè)計
1. Blackboard design: 1) Key words and sentences 2)Questions for reading 3) The main idea for each paragraph.
(直觀形象性，高度概括性，藝術(shù)性)
高中英語說課稿5
一、指導(dǎo)思想：
主動閱讀，自主發(fā)展，培養(yǎng)學(xué)生英語語言能力和分析問題、解決問題的能力。
其理論依據(jù)是：語言習(xí)得理論（美國）
語言能力是語言行為的重要部分，它是使語言使用者能夠說出和理解無限的句子，并能識別語法錯誤和歧義。就是說話者掌握的語法結(jié)構(gòu)、詞匯和語法規(guī)則等方面的知識，從某種意義上講，語言能力就是一部語言的百科全書。而閱讀 是在沒有他人參與的情況下，主動增加語言的輸入，不僅直接參與作者的自然交流，而且使學(xué)生從中獲得語言的內(nèi)涵，培養(yǎng)語言的能力及分析問題和解決問題的能力。
二、內(nèi)容：
1、本節(jié)課是高中英語第二冊（下）第54課的一篇閱讀文”Satellites”
2、目標(biāo)：1）通過學(xué)生在教師的指導(dǎo)下主動閱讀課文以獲得語言信息，提高閱讀水平，同時使學(xué)生了解有關(guān)衛(wèi)星方面的知識。2）掌握大綱教材中的詞匯：broad, circle, in space, pull, camera, fold, unfold, connect, object, direction, position,
signal, orbit, rocket, panel. 并且復(fù)習(xí)定語從句的用法。3）用語所學(xué)語言，圍繞人造地球衛(wèi)星這一題材，完成教科書和練習(xí)冊中規(guī)定的聽、說、寫的任務(wù)，并完成有關(guān)的課文內(nèi)容的練習(xí)。
3、重點、難點：
1） 一些四會、三會詞（詞組）
broad, circle, in space, pull, camera, fold, unfold, connect, object, direction, position
once every month, fold up, at the speed of, is likely to, keep out of，carry up, go into, in order to, return to, more than, not only…but also…,each other
2) 非限制性定語從句的復(fù)習(xí)。
三、教材處理
要求學(xué)生對課文進(jìn)行三讀：快讀、再讀、深讀
1、 快讀：教師放錄音，要求學(xué)生快讀全文，獲得主要信息：
1） Why are satellites so expensive?
2） What can satellites send back to the earth?
以了解課文的中心內(nèi)容。
2、 再讀：主要是幫助了解一些文中細(xì)節(jié)。借助于學(xué)生用書P79,Ex 1中的題目，來指導(dǎo)學(xué)生閱讀全文。
3、 深讀：主要是通過在教師的指導(dǎo)下，學(xué)生自主地細(xì)讀全文，加深學(xué)生的深層次的理解。
4、 精要的'語言知識講解。
四、教法與學(xué)法
本節(jié)課是自覺實踐法和自主習(xí)得法相結(jié)合。學(xué)生在教師的指導(dǎo)下自主習(xí)得語言知識以培養(yǎng)語言能力。
五、教學(xué)程序
1、 復(fù)習(xí)：1）檢查上節(jié)課的作業(yè)。2）詞匯聽寫
2、 閱讀準(zhǔn)備：看P8圖，討論學(xué)生所看到的。板書：Why are satellites so expensive? What can satellites sand back to the earth?
3、 快讀：學(xué)生帶著黑板上的兩個問題，教師放錄音，學(xué)生快速瀏覽全文，找到問題的答案。
4、 再讀：借助Wb 中的7個問題，引導(dǎo)學(xué)生再讀全文，完成相關(guān)內(nèi)容，并對不理解的句子和詞組劃線。
5、 推斷詞義，解決難句。教師把學(xué)生在再讀中的難句收集，引導(dǎo)學(xué)生猜義和解釋。幫助解決理解障礙。
6、 深讀：引導(dǎo)學(xué)生進(jìn)行深層次的閱讀全文。
7、 精要的語言點講解。（見教案）
8、 驗收效果：True or false練習(xí)。（見教案）
9、 小結(jié)：1）文章脈絡(luò) 2）主要語言點
10、 板書設(shè)計：
課 題
詞組
常用短語
例句：
高中英語說課稿6
本節(jié)課是選修8教材中第二單元語言運用部分，側(cè)重于提高學(xué)生讀、聽、說的語言運用能力，同時培養(yǎng)學(xué)生在活動中相互學(xué)習(xí)、相互幫助的意識，發(fā)展學(xué)生英語學(xué)習(xí)的合作精神。
一、教學(xué)目標(biāo)的設(shè)計
1、通過閱讀，讓學(xué)生用材料中的句型、短語、詞匯來加深對克隆技術(shù)的了解，即克隆已經(jīng)滅絕的動物，例如恐龍，也是不可能的。
2、通過聽力，讓學(xué)生借助原有的聽力基礎(chǔ)和本課新學(xué)的知識來試談對克隆動物的看法，即克隆的`優(yōu)點和不足。
3、通過說的活動，讓學(xué)生進(jìn)一步提高用英語來表達(dá)對克隆的認(rèn)識，即克隆與生活、克隆與自我的關(guān)系。
二、文本解讀
第一部分：閱讀材料。通過一篇有關(guān)“恐龍的回歸”的文章，講述人類自開始進(jìn)行動物克隆研究以來，一直想要克隆已經(jīng)滅絕的動物的愿望，讓學(xué)生通過閱讀了解恐龍的重生僅僅是一個無法實現(xiàn)的夢想而已。首先通過閱讀明確文章的觀點，然后通過再次閱讀讓學(xué)生明白不能克隆的原因。
第二部分：聽的材料。讓學(xué)生聽一段關(guān)于克隆是否是對動物殘忍的對話，首先進(jìn)行聽前預(yù)測，接著聽大意，然后聽細(xì)節(jié)，最后展開討論，讓學(xué)生發(fā)表自己的看法。這項活動不但有利于提高學(xué)生的聽說能力，而且能開發(fā)他們對克隆動物健康的關(guān)注及對克隆技術(shù)發(fā)展前景的再思考，具有現(xiàn)實意義。
第三部分：說的材料。以“你最想克隆什么東西”問題展開，旨在發(fā)揮學(xué)生的想象力，然后通過“你想克隆一個與你一樣的人嗎？”這樣的問題讓學(xué)生各抒己見，增加學(xué)生的語言輸出量，增強(qiáng)課堂的趣味性。最后把這一部分作為一篇課后寫作加以落實，提高學(xué)生的語言綜合運用能力。
三、關(guān)于選修課的設(shè)計
根據(jù)《高中英語課程標(biāo)準(zhǔn)》，選修課的設(shè)計應(yīng)以課程目標(biāo)和學(xué)生的需求為依據(jù)，要充分考慮學(xué)生的學(xué)習(xí)現(xiàn)狀，既要有新內(nèi)容、新發(fā)展，又不能超出學(xué)生的實際水平。教師要引導(dǎo)學(xué)生主動學(xué)習(xí)，幫助他們形成以能力發(fā)展為母的學(xué)習(xí)方式，鼓勵學(xué)生通過體驗、實踐、討論、合作和探究等方式，發(fā)展學(xué)生的聽說讀寫的綜合語言技能。
四、課后反思
對自己在課堂上未能充分調(diào)動學(xué)生的積極性而感到遺憾，課堂氣氛不夠熱烈，主動發(fā)言的學(xué)生較少，還需更多考慮課堂指令的明確性。教學(xué)內(nèi)容的設(shè)計還是沿用以往教學(xué)模式，亮點不多，創(chuàng)新不夠，需繼續(xù)向其他教師好好學(xué)習(xí)。此外，在今后的教學(xué)過程中，要將教學(xué)內(nèi)容設(shè)計更貼近于實際生活，貼近學(xué)生，調(diào)動學(xué)生的英語學(xué)習(xí)的積極性。
高中英語說課稿7
Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson content of my lesson is Senior English for China Book1B Unit 16 Scientists at work. I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, thee
teaching procedure,and Blackboard , let me talk about the teaching material.
Part 1 Teaching Material:
This unit is about science and scientists. By studying of this unit, we’ll Enable the students to know the serious attitude towards science and develop the interest in science. At the same time ,Let the students learn how to give instructions. this lesson plays an important part in the English teaching in this is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each passage. Therefore, this lesson is in the important position of the teaching material. If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this 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 . According to the new standard curriculum and the syllabus , after studying the teaching material and analyzing the rule of children’s growing of mind,I think the teaching aims are the followings:
objects:
a)The Ss can hear, read, and use the main sentence patterns b)The Ss can understand the content of the lesson.
c)The Ss can use the patterns to express their thoughts in the proper situation.
objects:
(1) To develop the Ss’ abilities of listening, speaking, reading and writing.
(2) To train the Ss’ ability of working in pairs.
(3) To Improve the student’s reading ability, especially their skimming and scanning ability.
or moral objects:
a)By completing the task,the Ss increase their interest and set up self-confidence in science;
b)Teach the Ss what is “science”, put the moral education in the language study.
now,let’s come to the Important points and the Difficult points.
Well, how to achieve the teaching objects better, how to stress
the important points and break through the difficult points? As is known to us all,The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching material and the students’learning background ,I will use the following methods .
Part 2 Teaching Methods:
In my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” Approach(交際教學(xué)法), “Whole language
teaching” (整體語言教學(xué)法)and “Task-based” language teaching (任務(wù)教學(xué)法). That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theories(現(xiàn)代社會交際教學(xué)理論), I adopt the TSA method(情景教學(xué)) and TBLT method (語言任務(wù)教學(xué))in my teaching, namely Total Situational Action and Task-based Language former is a “scene —?
activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss . The latter offers the Ss an opportunity to complete the tasks in which Ss use
language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English. Part 3 Studying Methods: .......
高中英語說課稿8
good morning, interviewers
part one. analysis of teaching material
here i will analyze this part from 3 points:
the first point is “status and functions”
this unit is unit__in term_ _taken from new standard english book and my lecture is the reading part of it. by learning this passage, the students can master some language points and reading skills.
the second point is “teaching aims”
firstly, knowledge aims: the students should understand all the key words and
expressions
secondly, ability aim is to improve the students’ ability of getting the main idea and detailed information of this passage.
thirdly, emotional aims: to enable the students to develop good manners of
learning.
the third point is “importance and difficulties. the important points are to master usage of key words and phrases such as__________. the difficult points mainly focus on how to develop the students’ reading ability.
part two. analysis of the learners
as senior high school students, most of them are very shy and they seldom
participate in class activities. so in order to activate my students, i will adopt some
part three. teaching & learning approaches
part four. teaching procedures
in order to arrange my teaching procedures systematically and logically, i will divide my teaching procedures into 5 steps.
step one is “warming up”
at beginning, i will play an english song for my students because it can not only help them relax, but can also bring them into an english atmosphere.
step two is “l(fā)eading-in”
i will have a free talk with my students about__________________________________________________, thus leading my
students to the topic we’re going to learn.
step three is “reading” it will cost 20 min
first. class work
skimming: here i will ask my students to read the passage quickly and loudly, and then give them some t or f questions to see if they have a general understanding of this passage. they will answer it together.
second. group work
scanning: here my students should read the passage very carefully and silently, and work in groups to discuss the following questions. by doing this, i can check whether my students have a detailed understanding of this passage.
third. pair work
learning language points: ask students to work in pairs and pick out the important sentences, and then introduce to others, of course showing the reasons why your pairs choose. i will do example, such as________________________ (板)because this sentence has a important phrase or sentence structure.
fourth individual work
consolidation: here i will show my students a short passage with key words and phrases missing.of course, those words or phrase is taken from this passage we have learnt today. and then ask some students to retell the passage by filling the blanks, finishing them by individual.
part five. blackboard design
in order to make the blackboard design clearly and neatly, i write the sentence on the left. then i show the sentence structure and example on the right. in the middle, i will use an arrow symbol to connect.
in a word, the whole teaching plan is based on tasks and cooperation which are design from easy to difficult. the students is a agent, the teacher just is a organizer.
well, that’s all for my presentation, i appreciate your attention very much!
高中英語說課稿9
一、教材分析
1.單元內(nèi)容所體現(xiàn)的意義：本單元的主題為Celebration，主要是介紹了中外國家的一些主要節(jié)日，以及人們在一些重要節(jié)日的慶�；顒�。通過本單元的學(xué)習(xí)，可以幫助學(xué)生理解交際中的文化差異，初步形成跨文化交際意識。
2.課前的內(nèi)容與本節(jié)內(nèi)容的內(nèi)在聯(lián)系：在Warm-up 環(huán)節(jié)部分，學(xué)生已了解一些關(guān)于“慶祝”的內(nèi)容及相關(guān)詞匯，為本課的話題作了一些詞匯和內(nèi)容的鋪墊。
二、學(xué)生分析
1.學(xué)生年齡特點，和對學(xué)科學(xué)習(xí)的情感表現(xiàn)：學(xué)生對學(xué)習(xí)的內(nèi)容有著強(qiáng)烈的好奇心，表現(xiàn)出多樣的學(xué)習(xí)技能和策略，喜歡把語言學(xué)習(xí)與自己的現(xiàn)實生活和興趣聯(lián)系起來。
2.學(xué)生語言知識和技能：學(xué)生對本課話題Chinese Seasonal Festivals 已具備一定的`背景知識、經(jīng)歷和經(jīng)驗;況且在Warm-up 環(huán)節(jié)，學(xué)生已了解了一些相關(guān)的內(nèi)容及詞匯，這些都有助于語言活動的開展 。但是要用英語進(jìn)行思維和表達(dá)，還是有一定的難度。
3.學(xué)生的學(xué)習(xí)策略和其他技能：高一的學(xué)生已初步具備用英語獲取信息、處理信息、分析問題和解決問題的綜合能力，但需進(jìn)一步的提高。
三、教學(xué)目標(biāo)
1.語言知識目標(biāo)：
A.詞匯和短語
seasonal, journey, celebrate, traditional, including, Lantern Festival, origin, decorate, take part in, burn down, sweet dumpling, culture, Zongzi
B.重點句子
1)The Mid-Autumn Festival is celebrated by the Chinese people.
2)In the old days, dragon boat races were held in Chinese communities.
3)Lanterns were usually lit candles and decorated with pictures of birds…
2.語言技能目標(biāo)：
1)提高從文章中獲取主要信息，并進(jìn)行分析、推理和判斷的能力。
2)積極參與語言實踐活動，提高用英語進(jìn)行思維和表達(dá)的能力。
3.知識能力目標(biāo)：
1)學(xué)會用英語簡單介紹中國的節(jié)假日。
2)進(jìn)一步了解我國的一些主要的節(jié)日及其相關(guān)的歷史源源，從而尊重傳統(tǒng)文化，增強(qiáng)愛國主義精神。
4.情感與人文素養(yǎng)目標(biāo)：
1)關(guān)注學(xué)生在學(xué)習(xí)中的情感態(tài)度變化，引導(dǎo)學(xué)生形成樂于與他人合作，具有和諧與健康向上的品格。
2)掌握有效的學(xué)習(xí)策略，學(xué)會獨立獲取信息和資源，并能整理、分析和總結(jié)，從而充實生活。
3)通過文化的了解，增強(qiáng)愛國主義精神和民族自豪感，提高對中外文化異同的敏感性和鑒別能力，為跨文化交際能力打下基礎(chǔ)。
5.重點與難點：
1)如何讓學(xué)生在閱讀活動中獲取信息，理解全文。
2)在語言實踐活動中，要求學(xué)生用英語進(jìn)行思維和表達(dá)，有一定的難度。
四、教學(xué)設(shè)計理念與策略
教學(xué)設(shè)計理念：
1)采用任務(wù)型語言教學(xué)。
2)采用激發(fā)主體興趣的教學(xué)模式。
3)運用合作學(xué)習(xí)的方法。
2.教學(xué)策略：
1)Fast reading to get general idea.
2) Careful reading to get detailed information.
3) Free-talk before reading to make students interested in what they will learn.
4) Group work after reading to make students understand what they have learned better.
五、教學(xué)用具
a recorder, a computer, and a projector
六、教學(xué)過程
Step1 Lead-in
T: What is your favorite season? What festivals happen during your favorite season?
( 以問題的形式引入本課的主題：Chinese seasonal festival. 由此引起學(xué)生的學(xué)習(xí)興趣，自然導(dǎo)入課題)
S1: I liker summer. There are Children’s Day, Dragon-boat Festival and Mother’s Day.
S2: My favorite season is winter. They are Spring Festival and Lantern Festival and Christmas Day.
S3: ……
T：Well done. Thank you. Now, let’s enjoy some interesting pictures and guess what is happening and what is being celebrated.
(欣賞圖片和討論的同時，讓學(xué)生把注意力集中到與本課有關(guān)的三個節(jié)日上：
端午節(jié)、元宵節(jié)和中秋節(jié)。并且通過圖片可以讓學(xué)生掌握更多的節(jié)日和如何表達(dá)，如清明節(jié)，母親節(jié)等)
Step2 While-reading
1.Fast-reading
Read the texts quickly. Match the pictures with the festivals.
Picture A Mid-Autumn Festival
Picture B Dragon Boat Festival
Picture C Lantern Festival
(快速閱讀環(huán)節(jié)中的問題可以培養(yǎng)學(xué)生的快速閱讀技巧和獲取文章整體信息的能力，達(dá)到理解課文表層意思的目的。此類問題可提問一般的學(xué)生，增加他們學(xué)習(xí)英語的信心。)
1.Careful-reading
1)Ask the students to read the first passage carefully and answer 3 questions below.
(1)When is the Mid-Autumn Festival celebrated?
(2)What do people eat on this day?
(3)Why is this festival important?
(細(xì)讀環(huán)節(jié)則是對重要的段落進(jìn)行細(xì)讀，加大信息量，幫助學(xué)生加深對課文的理解。教師選取了文章的第一段，引導(dǎo)學(xué)生觀察和提取與中秋密切相關(guān)的具體事實和信息。)
2)在老師示范完第一段提問后，把學(xué)生分成兩大組，然后兩組間針對此段文章內(nèi)容互相提問(以小組競賽形式進(jìn)行，既活躍課堂氣氛，也可以拓展學(xué)生思維能力，提高他們的發(fā)問和回答的能力，也從而加深他們對課文內(nèi)容的了解。)
3)Read the texts again and fill in the table.
4)接下兩段由學(xué)生逐段閱讀然后分欄填寫，再由老師和同學(xué)們一起學(xué)習(xí)分析，完成一段內(nèi)容的閱讀、填寫和評講后再接著第2步的問答游戲
Step3 Post-reading
How can we describe a festival?
1.What is it called?
2.When is it celebrated?
3.How is it celebrated?
4.What are eaten?
5.What music is usually played?
6.What are the stories about it?
Then work in groups in4 and choose a festival to describe
Choose one of each group to report.
(學(xué)生在閱讀中對課文內(nèi)容和結(jié)構(gòu)有了一定的了解。教師要為學(xué)生創(chuàng)造機(jī)會，把文中遇到的新詞匯和語法現(xiàn)象進(jìn)行練習(xí)，學(xué)以致用。因此教師安排小組活動讓學(xué)生進(jìn)行語言實踐活動，提高學(xué)生用英語進(jìn)行思維和表達(dá)的能力。)
Step4 Homework
Read the article again. Write an article about one of the Chinese seasonal festival.
(讓學(xué)生通過對課文的學(xué)習(xí)和理解，能夠?qū)W以致用，用所學(xué)的相關(guān)詞匯和短語應(yīng)用到寫作中)
高中英語說課稿10
Good morning, ladies and gentlemen . I’m ##. I’m from ## High School. Today, I feel honored to have the chance to share my ideas with you. In the reading process, I will focus on students’ long –term development and enable them to use reading strategies to read efficiently and independently.
My teaching plan will include 4 sections. They’re analysis of the teaching material,. Teaching aims , teaching methods and teaching procedures.
Section1 . Analysis of the teaching material.
The selected teaching material is a magazine aritcle taken from the reading of Module 2 , Unit3 . It is about the curse of the mummy ,which deals with an amazing man who devoted most of his time making discoveries in Egypt and strange things that happened after his finding the tomb of king Tutankhamun.
Section 2 Identifying the teaching aims.
Based on the analysis of the teaching material, I have chosen the following as the teaching aims,The 1st aim: Train the students’ reading ability reading skills- predicting information.
The 2nd aim: Learn some useful words and expressions.
The 3rd aim: Develop the students’ creative, comprehensive and consolidating abilities.
Section3 Teaching methods and aids.
1. Enjoyment of a short film before reading to make the students interested in what they’ll learn.
2. Fast reading to get the general idea of the text.
3. Careful reading to answer some detailed questions4. Multi-media
Section4 Teaching procedures.
Part1 Lead-in
Help the students to recall the well –known film TITANNIC by showing them a short flash of the film. The purpose of this activity is to arouse the students’ interest and curiosity to read the passage. （on the screen ）
Part 2 Reading comprehension- fast reading and careful reading
1. Reading strategy – predicting information in advance.
Before asking the students to skim the passage, direct their attention to reading strategy first. Conduct the activity as follows .（on the screen）
2. Skimming
Ask the students to skim the passage and complete the three questions of Part A on page 42.
3. Reread the passage
Ask the students to reread the passage and identify which statements are true and which are false. Have the students complete Part C1 individually. Check the answer as a class. Statements in Part C2 are summaries of the paragraphs. Ask the students to match the statements with the paragraphs. Check the answer as a class.
4. Listening for detailed information
Evaluate the students’ comprehension by asking them to identify the relationships between these characters. （on the screen）
5. structure reading
Ask the students to divide the text into a few parts according to the general idea of each paragraph .（on the screen）According to the diagram,I let the students make a summary of the text or let students fill in the blanks .（on the screen）
Part 3 Consolidation
Ask the students to complete Part D and E individually . I can adapt Part D as the example shows . After completing Part D, the students are required to read the article in Part E and then fill in the missing words, check the exercises as a class.
Part 4 Post –reading activities
1. Ask the students to express their opinions on the following questions .（on the screen）
2. Ask the students to write a summary about Howard Carter.
3. Ask the students to focus on Part F and make up a dialogue as the example show. Make sure that all the students participate in the discussion.
Ok , So much for my teaching plan ,Thank you for your careful attention.
高中英語說課稿11
《Unit 6 GOOD MANNERS》
一.教學(xué)內(nèi)容分析
本單元的中心話題是Good manners，這是一個亙古及今且永恒的話題。但在我們這一單元中，Good manners都有些什么內(nèi)容呢?中外文化中對Good manners的理解、體現(xiàn)有什么異同?我們該怎么做、做什么才能成為一個受人歡迎、具有Good manners的人呢?單元中十一個板塊的相關(guān)話題的設(shè)計及語言材料的選編無不緊緊扣著這個中心。從日常生活中看似雖小但能觸及心靈的情景及行為，如道歉、書面致謝;東西方餐桌禮儀;域外風(fēng)俗禮節(jié)等，都作了詳盡的詮釋，所有這些為我們提供的不僅是充實的英語語言知識和綜合語言運用技能訓(xùn)練的內(nèi)容，更重要的是學(xué)生學(xué)習(xí)這一單元的整個過程也是他們陶冶情操、規(guī)范行為、發(fā)展心智的過程，這對他們身心的發(fā)展會產(chǎn)生較強(qiáng)的感染作用，有助于他們?nèi)宋乃仞B(yǎng)的整體提高和跨文化意識的加強(qiáng)。
"熱身"(Warming up)部分設(shè)計了學(xué)生學(xué)習(xí)生活中及日常生活中經(jīng)常發(fā)生的四幅畫面：上課遲到、打斷別人說話、排隊買飯時不小心雨傘戳著別人、商店里排隊付款一男士推開兩顧客從他們中間穿過，顧客生氣質(zhì)問男士。讓學(xué)生學(xué)會道歉，學(xué)會講禮貌。這部分的目的是，引出中心話題Good manners，幫助學(xué)生明白講禮貌會使我們?nèi)穗H之間關(guān)系和諧融洽，甚至?xí)筛隇橛癫?同時復(fù)習(xí)或?qū)W習(xí)一些致歉語和必要的答語。
"聽力"(Listening)部分提供了一段兩朋友間的對話，一朋友不打招呼騎走了另一朋友的自行車，并且把它弄丟了。怎么辦?當(dāng)然是道歉。這個聽力練習(xí)要求學(xué)生通過聽學(xué)會對發(fā)生了這種事情后的`道歉表達(dá)和更高姿態(tài)的回響，使道歉者釋然。以此了解英語國家人士語言的得體性、思維的方式與習(xí)慣表達(dá)方法，培養(yǎng)學(xué)生跨文化交際的意識。如"I guess it wasn’t really your fault, was it?" , " That’s OK. Forget it. It was an old bike anyway."
"口語"(Speaking)部分提供的是三組文字情景，要求學(xué)生在前面"熱身"和"聽力"的基礎(chǔ)上，以雙人對話的活動形式體現(xiàn)情景，訓(xùn)練學(xué)生在比較真實的情景中口頭表達(dá)能力和豐富他們有關(guān)道歉的語匯，包括詞和句型。充分展示具備Good manners者解決問題、處理尷尬場面的風(fēng)采。
"讀前"(Pre-reading)部分設(shè)計了四個情景：1)At a dinner party, 2)Greeting your teacher, 3)Receiving your birthday present, 4)Paying a visit to a friend’s house,以小組活動的形式討論并寫下在中國文化中以上情景有禮有節(jié)的一些規(guī)矩，這一活動的目的是不僅要調(diào)用學(xué)生已有的直接和間接的體現(xiàn)Good manners的生活經(jīng)驗，加深對我們中國是文明禮儀之邦的認(rèn)識，而且激活學(xué)生的思維，自然過度到下一步的"Reading"---西方文化、餐飲禮儀。
"閱讀"(Reading)部分是一篇說明文。主要介紹了西方的餐桌禮儀，并在字里行間滲透著和中國餐飲文化進(jìn)行比較。東西方文化交織在一起，充滿了跨文化交際的信息，體現(xiàn)了教材的國際性和民族性。
"讀后"(Post-reading)部分的前三項任務(wù)是要求學(xué)生針對課文的理解完成的，可作為評價學(xué)生對文章理解的程度。如第一項：列出中西方餐桌上餐具及其擺放的位置;第二項：標(biāo)出西方正式宴會上主要食物上桌的順序;第三項：判斷西方正式宴會上哪些就餐行為文明有禮，哪些行為顯得無禮粗俗。第四項是回答問題，是一道聯(lián)系中國實際的、開放性的一道問題：中國的餐桌禮儀也在變化嗎?舉例說說�？梢孕〗M討論的形式進(jìn)行，目的在于讓學(xué)生對中西方餐桌禮儀的認(rèn)同，以及培養(yǎng)學(xué)生的思辯能力。
"語言學(xué)習(xí)"(Language study)分詞匯和語法兩部分。詞匯部分有構(gòu)詞法知識，前綴in-, im-, un-, non-和練習(xí)部分詞匯的一篇與課文主題相關(guān)的短文。引導(dǎo)學(xué)生通過短文提供的生動語境培養(yǎng)自己理解和記憶單詞的能力。語法項目是定語從句，這是繼前面兩單元后第三次出現(xiàn)，不屬新的語法知識。非限制性定語從句第一次介入。語法第一部分提供的限制性定語從句和非限制性定語從句的例句比較和說明，可供學(xué)生自主學(xué)習(xí)，讓學(xué)生探究發(fā)現(xiàn)兩種定語從句的不同形式和含義。第二部分著重檢驗學(xué)生運用兩種定語從句拓展句子的能力。
"綜合技能"(Integrating skills)設(shè)計了一個很實用的寫作任務(wù)：寫感謝信。這個設(shè)計包括讀和寫。閱讀部分的內(nèi)容是一封感謝信的范例;寫作部分的任務(wù)是：對老師的幫助、父母的關(guān)心支持、朋友的真誠、收到生日禮物等寫一封感謝信。通過這一活動，讓學(xué)生明白對他人的幫助心存感激，無疑是一種美德，一種素養(yǎng)。
"學(xué)習(xí)建議"(Tips)部分提供了一些行為規(guī)范的名言警句，告戒學(xué)生隨時隨地講文明、懂禮貌，從自身做起，從小事做起。
"復(fù)習(xí)要點"(Checkpoint)部分簡要地總結(jié)了本單元的語法重點----限制性定語從句和非限制性定語從句，并且設(shè)計了一些最基本的語言練習(xí)，幫助學(xué)生自評。同時通過兩個問題引導(dǎo)學(xué)生對本單元所學(xué)的詞匯作一次小結(jié)。
二.課時安排：6課時。
The First Period: Warming up and Listening
The Second Period: Speaking
The Third Period and Fourth Periods: Pre-reading, Reading and Post-reading
The Fifth Period: Language Study
The Sixth Period：Integrating Skills
三.分課時教學(xué)計劃
The First Period
GOALS:
To focus on talking about good manners as warming up and listening practice.
To learn to express apologies and responses to apologies.
To arouse students’ interest in learning good manners through various activities in class.
TEACHING PROCEDURES:
I. Warming up
設(shè)計問題、語境，誘發(fā)學(xué)生打開話匣子，不作限制，更不當(dāng)練習(xí)來完成。
1.以舊帶新，先入為主，根據(jù)學(xué)生自己的體驗和理解，列舉Good manners的事例。
2.知錯并向人道歉是Good manners的行為之一。引入道歉用語，借書中情景和額外補(bǔ)充的各種情景反復(fù)演練，使學(xué)生能將這些禮貌用語嫻熟地運用于生活之中。
(這些情景的提供，也為最后讓學(xué)生自己描述道歉場面作準(zhǔn)備)
3.作為一個有禮貌的人，對他人的誠懇道歉怎么反映?說些什么讓道歉者心里釋然?(為下一步的聽力做個鋪墊)
4.你上次向人道歉的情景還記得嗎?對方是否是個講禮貌的人。請描述一下。
1. T: We like people with good manners. We don’t like people with bad manners.
Well, what are good manners in your opinions? For example,
Is it good manners to take your classmate’s bicycle without telling him?
Of course it’s ( not) good manners to do…./ that….
Group work: Make a list of at least four things which are good manners in our daily life.
2. What should we do at least to be good manners if we do something wrong?
Making an apology? And how to express your apologies? What expressions do you use to apologize?
(Excuse me/ I’m sorry./ I am terribly sorry/ Please forgive me...)
3. Look at the four pictures in the text. Complete the dialogues with proper words according to the situations given.
4. Here are some more similar situations. Please make similar dialogues in pairs to drill the expressions of apologies.
Situation one: You go to the teachers’ office to hand in your homework, but your teacher is talking with one of her colleague. You interrupt them.
Situation two: You are late for the school gathering and all your classmates are waiting for you at the bus station. You explain that you had a flat tyre. Your classmates forgive you and tell you not to worry.
Situation three: When you are walking in the streets, you step onto someone’s toes and this person is a bit angry. He reminds you to be careful next time.
Situation four: You are playing basketball and suddenly the ball hit someone passing by. The person is very angry with you.
5. In fact, if you can apologize probably after you do something wrong, others will still have a good impression of you. On the other hand, your proper response to an apology also shows you are a person with good manners.
Well, what’s your response to the following apologies?
1) I’m sorry, Sam. I stepped on your pen and broke it. I didn’t see it on the floor.
______________________________. ( It’s OK. I have another pen.)
2) I’m sorry, Mr. Tan, I didn’t complete my homework. I was not feeling well last night.
__________________________________________________________________.
(Are you feeling better now? You may hand in your homework tomorrow.)
6. Do you think it good manners to make an apology to people in time if you have done something wrong? Please describe the situation last time when you made an apology to others.
What did you say to express your apologies? What was the other’s response?
Did he / she accept your apology? Do you think him a person with good manners?
Why (not)?
II. Listening
1. Listening in SB.
遵循step by step的原則，分聽前(Pre-listening)、聽時(While-listening)和聽后(Post-listening)三步走，并設(shè)計各個步驟的任務(wù)型活動，使整個聽力目標(biāo)明確，中心話題更為突出。
Pre-listening: Go over the six questions or sentences and guess in pairs if the persons in the listening have good manners or not. Why do you think so?
While-listening: Answer the questions and complete the six sentences.
Post-listening questions:
Has anything similar happened to you? What was the situation? How did you deal with it?
Do you think you’re a person with good manners? In what ways?
2. Listening in WB. P.115
Listen to the tape and finish the exercises in it.
高中英語說課稿12
大家下午好，我今天的說課內(nèi)容是人教版高中英語新課標(biāo)必修一第一單元Friendship 中的閱讀課Anne`s best friend 。接下來我將從教材分析，學(xué)情分析，教學(xué)目標(biāo)，重難點，教法和學(xué)法、教學(xué)過程以及板書設(shè)計這幾個方面來談一談我對這一課時的設(shè)計和教學(xué)。
首先是對教材和學(xué)情的分析。
1） 我們從閱讀材料的題目中可以了解到其主要話題是“友誼”。然而這份友誼是特殊的，因為她不僅是人和日記之間的友誼，而且發(fā)生在一個重要的時代背景即二戰(zhàn)之下。所以，在教學(xué)過程中，我會適當(dāng)添加該背景知識，幫助學(xué)生更好的理解。
2） 該閱讀材料比較于之前初中的閱讀材料篇幅要長很多，所以我會把該篇章分成兩部分。第一部分是Anne與Kitty(日記名稱)之間友誼的敘述，第二部分是Anne寫給Kitty的一封信。雖然該閱讀材料中出現(xiàn)了較多的新詞匯和短語，但因為話題是大家熟悉的，所以根據(jù)上下文推斷詞義并不難。
3） 這是高一的第一單元，學(xué)生都來自不同的地方，在新的環(huán)境中需要處理新的人際關(guān)系，建立新的友誼，所以學(xué)習(xí)友誼話題的短文是很有意義的。
4） 學(xué)生們已經(jīng)積累了相當(dāng)數(shù)量的'詞匯和掌握了基本句型結(jié)構(gòu)，所以對他們來說要理解本短文并不困難。但是由于大家都還不熟悉，不敢于表達(dá)，所以我會營造一個相對輕松的語言環(huán)境，鼓勵學(xué)生積極參與，交流與合作，主動地用英語來表達(dá)自己的想法和觀點。
其次是對教學(xué)目標(biāo)，教學(xué)重難點的分析。
1） 語言技能目標(biāo)：這是一節(jié)以閱讀課，所以最主要是對閱讀能力的培養(yǎng)。通過快速閱讀，學(xué)生能迅速準(zhǔn)確地找到問題的答案，通過仔細(xì)閱讀，學(xué)生能找出關(guān)鍵詞并對段落進(jìn)行初步的分析。這是本堂教學(xué)的重點也是難點，因為找出關(guān)鍵詞的閱讀訓(xùn)練在初中英語階段訓(xùn)練不多，但對提高學(xué)生的閱讀理解能力很有幫助。同時，學(xué)生也會就友誼話題展開相關(guān)的討論，所以他們的英語口頭表達(dá)能力也會得到鍛煉和提高。
2） 語言知識目標(biāo)：通過本堂課的學(xué)習(xí)，學(xué)生們將會掌握和使用新的詞匯和短語，如go through; outdoors, on purpose等；正如以上教材分析所提到的，本閱讀篇章的第二部分是一封信，所以，學(xué)生將會區(qū)別中文信和英語信格式的區(qū)別，并準(zhǔn)確掌握英文信的寫信格式。該語言知識項目是本教學(xué)的重點，但對我的學(xué)生來說不是難點。
3） 情感目標(biāo)：通過該閱讀課的學(xué)習(xí)和話題的討論，學(xué)生們能認(rèn)識朋友的重要性，并且知道該如何贏得真正的友誼，所以更要珍惜在課堂上的討論合作，交流的機(jī)會；其次該故事發(fā)生在戰(zhàn)爭年代，學(xué)生們通過閱讀能了解Anne對自然的渴望，同時也能珍惜如今的和平生活，熱愛大自然。
4） 文化意識：學(xué)生們將會了解更多的關(guān)于第二次世界大戰(zhàn)的歷史，通過學(xué)習(xí)該背景知識，學(xué)生們將會意識到我們應(yīng)該尊重其他民族的歷史和文化，和平共處，創(chuàng)建一個和諧的世界。
5） 學(xué)習(xí)策略目標(biāo)：學(xué)生們能收集更多的關(guān)于二戰(zhàn)和Anne日記的信息并相互交流，在交流中進(jìn)一步明白朋友和友誼。
再次是教法和學(xué)法分析
在教法和學(xué)法上我主要依據(jù)《高中英語新課程標(biāo)準(zhǔn)》中所倡導(dǎo)的“體驗、實踐、參與、合作與交流”的學(xué)習(xí)方法和任務(wù)型教學(xué)途徑。讓學(xué)生通過對所提的任務(wù)進(jìn)行分析、討論，在老師的幫助下找出解決問題的方法，最后通過任務(wù)的完成而實現(xiàn)對所學(xué)知識的意義建構(gòu)。而在解決問題的過程中，我也希望學(xué)生培養(yǎng)自主探究、獨立思考還有合作學(xué)習(xí)的學(xué)習(xí)方法。
教學(xué)步驟
1. 導(dǎo)入（8分鐘）
活動一：首先我通過照片來介紹我的朋友和我們經(jīng)常會在一起干什么，她教師本身的生活哦經(jīng)驗開發(fā)為教學(xué)資源，從而在輕松的環(huán)境下誘導(dǎo)學(xué)生介紹他們自己的朋友以及朋友生活。 “朋友”這熟悉而感性的話題不僅和本文的閱讀密切相關(guān)而且也提高了學(xué)生學(xué)習(xí)的興趣
活動二：
播放電影片段“cave life’’.欣賞影片之前我會提出一下幾個問題”who was the man`s friends？”;”why would he make friend with it?”因為該影片主要是介紹男主人公和一只足球之間的友誼，不禁和本文如出一轍，通過生動形象的影片欣賞不僅提高引起了學(xué)生的興趣而且通過觀察了解主人公的心理為閱讀和理解該文章做好準(zhǔn)備。
2閱讀
步驟一 預(yù)測（2分鐘）：猜測who was the friend of Anne?通過猜測不僅可以激發(fā)他們閱讀的興趣而且也提高了下面閱讀的效率。
步驟二 快速閱讀（5分鐘），檢驗他們之前的猜測是否正確。并回答判斷題，幫助他們大概了解本文，并關(guān)注一些細(xì)節(jié)
步驟三 仔細(xì)閱讀（18分鐘）
1) 閱讀第一段，回答” why Anne made friends with a diary” ,然后討論為什么我們需要朋友，使學(xué)生意識到朋友的重要性，但同時也要謹(jǐn)慎交友。
2) 閱讀第二段回答” why have Anne to hide, how long had she hide”, 因為該問題的答案會涉及二戰(zhàn)，所以我會替提供更多關(guān)以二戰(zhàn)的歷史背景幫助了解主人公的心理和處境。同時也意識到為了不再讓戰(zhàn)爭的歷重演，我們必須熱愛和平，相互尊各自的文化，構(gòu)建和諧和平的世界。
3) 該篇閱讀的第三部分是一封Anne 寫給她朋友Kitty的信。所以同學(xué)們要了解英語的寫信格式和中文的不同之處。然后閱讀這封信，找出一個關(guān)鍵單詞，那就是“nature”。作者采用了對比的手法，在躲藏之前，作者描繪了一幅美麗的自然風(fēng)景圖，學(xué)生需要找出作者是如何描寫這種自然美，但可惜Anne并沒注意到這種美，在戰(zhàn)爭爆發(fā)之后，躲藏的黑暗的日子里，自然風(fēng)景有事如何，作者又是如何描寫進(jìn)行對比，她又是通過怎樣的例子來描寫自己對這種自然美，和平生活的渴望。所以同學(xué)們要珍惜現(xiàn)在的和平美好的自由生活，多多留意我們周圍的世界，好好享受神奇美麗的自然風(fēng)光。
4) 經(jīng)過以上的講解和鋪墊，同學(xué)們就會教容易地找出這封信的中心句就是最后一段中的” nature is one thing that really must be experience”.
步驟四閱讀后(10mins)
討論：如果有一天我們也要像Anne一樣，必須躲藏著過日子，我們會最懷念些什么，并說出理由。每四個人為一小組進(jìn)行討論，然后抽2-3位小組代表匯報討論結(jié)果。通過討論，使學(xué)生能更好地理解這篇閱讀的中心思想，進(jìn)一步實現(xiàn)情目標(biāo)，同時也有助于同學(xué)之間的交流合作學(xué)習(xí)，提高聽說能力。
作業(yè):(1mins)
假如你是kitty ,寫一封給Anne 的信，來鼓勵她，幫助她走出那段黑暗的日子。
Unit1 friendship(reading)
Anne`s best friend
Go through
German par1: Anne made friends with a diary
Se down a series of par2: hide : German
…..
Before hiding Nature is one thing
Letter: nature: that really must be
TIME
Dear xx:
Yours,
xx
During hiding experienced
板書設(shè)計：
高中英語說課稿13
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(dān)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(xué)目標(biāo)
1) 知識目標(biāo)：
要求學(xué)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(biāo)：
著重培養(yǎng)學(xué)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(xué)生能閱讀類似難度的篇章。
3) 情感目標(biāo)：
使學(xué)生認(rèn)識到學(xué)習(xí)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(xiàn)。
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(shè)情景，讓學(xué)生溶入其中，充分調(diào)動其非智力因素。http://www.dakao8.com/
二、說學(xué)情
1.學(xué)生特點：1)基礎(chǔ)教差;
2)學(xué)習(xí)被動，缺乏好的學(xué)習(xí)習(xí)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(chǔ)知識匱乏，在初中應(yīng)當(dāng)建立的基本框架沒有建立起來，給英語教學(xué)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(xué)過程
為全面提高學(xué)生的閱讀理解能力及綜合運用語言能力，培養(yǎng)學(xué)生的創(chuàng)新能力與自主學(xué)習(xí)的能力，主要設(shè)計如下步驟：
教具：多媒體
1. 精心導(dǎo)入：教師首先提出問題：How many languages can you speak? 直接導(dǎo)入到語言這一話題。再讓學(xué)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(xué)生學(xué)習(xí)的興趣。
2. 整體閱讀：要進(jìn)行有效地整體閱讀，首先應(yīng)該讓學(xué)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(jìn)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(xué)生快速地找出英語所扮演的三種不同角色。再讓學(xué)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(xué)生在整體上對該篇說明文有所把握。再讓學(xué)生找出文章中幾個數(shù)字具體指代的是什么以及學(xué)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(xué)生快速預(yù)測主旨大意;scanning跳讀找出信息。
3. 深層理解：我設(shè)計了六個正誤判斷題，引導(dǎo)學(xué)生加深對文章的理解。
4. 鞏固練習(xí)：在學(xué)生對文章有了較好地理解后，用blank-filling來鞏固學(xué)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(xué)習(xí)英語，父親勸說其要認(rèn)真學(xué)習(xí)。通過對本篇文章的學(xué)習(xí)，編造對話。利用這種真實情景交際法，提高了學(xué)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(xué)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(xué)好英語的漂亮句子，使學(xué)生認(rèn)識到學(xué)習(xí)英語的重要性，并能付諸于實踐中去。
8. 小結(jié)：再次提出學(xué)習(xí)英語的重要性
9. 作業(yè)：根據(jù)所學(xué)內(nèi)容，寫一篇有關(guān)于為什么學(xué)習(xí)英語的文章。
高中英語說課稿14
I.教學(xué)內(nèi)容分析
本次做課的內(nèi)容是外研版的“新標(biāo)準(zhǔn)”高中英語教材第五冊（必修）第五模塊“The Great Sports Personality”中的閱讀課文“A Life in Sport”。
本模塊的話題是中學(xué)生比較感興趣的體育名人，涉及到中外各種賽事和各項體育運動的多名體育明星比如體操王子李寧、拳王阿里、肯尼亞長跑名將基普凱諾、球王貝利以及馬拉松運動。通過學(xué)習(xí)，希望同學(xué)們熱愛體育運動，學(xué)習(xí)體育健兒們不畏艱難、奮力拼搏的精神。
Reading and Vocabulary是一篇介紹體操王子李寧的文章。通過了解李寧輝煌的運動生涯和退役后在商海中的奮斗以及他為中國體育事業(yè)做出的不懈努力，號召同學(xué)們熱愛祖國、熱愛運動，學(xué)習(xí)體育健兒們不畏艱難、永不放棄、奮力拼搏的精神。
II．教學(xué)目標(biāo)及重難點
1.教學(xué)目標(biāo)
�。�1）閱讀中能識別新學(xué)詞匯、短語并推斷出大意。
�。�2）正確靈活使用Skimming, scanning等閱讀策略。
�。�3）了解體操王子李寧的運動生涯及搏擊商海的經(jīng)歷。
�。�4）分析文章結(jié)構(gòu)，根據(jù)文字表面意思對其深層含義做出正確合理的推斷。
2.教學(xué)重點
(1)學(xué)習(xí)如何談?wù)擉w育名人以及他們的個人影響。
(2)正確靈活使用Skimming, scanning等閱讀技巧。
3.教學(xué)難點
(1)讓學(xué)生根據(jù)文字表面意思對其深層含義做出正確合理的推斷。
(2)通過學(xué)習(xí)，陶冶學(xué)生的情操，要求學(xué)生熱愛體育運動，學(xué)習(xí)體育健兒們不畏艱難、奮力拼搏的精神。
III.人文目標(biāo)
學(xué)習(xí)策略：通過談?wù)擉w育人物引出話題，促進(jìn)與他人的交流。
文化意識：關(guān)心和了解體壇賽事，增強(qiáng)健身意識。
情感態(tài)度：學(xué)習(xí)體育明星們的拼搏精神，在學(xué)習(xí)上刻苦用功、努力拼搏。
IV.設(shè)計思路及理念
1.整體設(shè)計思路：課程標(biāo)準(zhǔn)將英語課程的總體目標(biāo)確定為學(xué)生綜合語言運用能力的形成，而這一能力的形成是建立在學(xué)生的語言技能、語言知識、情感態(tài)度、學(xué)習(xí)策略和文化意識等素養(yǎng)的整合發(fā)展的基礎(chǔ)之上的。而閱讀教學(xué)正是承載以上任務(wù)的最好教學(xué)形式。教師在教學(xué)過程中強(qiáng)化閱讀意識、傳授閱讀技巧和方法就顯得尤為重要。所以本節(jié)課的'重心放在如何有效利用教材、提高學(xué)生的閱讀理解能力方面。從讀前的prediction，到scanning, skimming，到分析文章段落結(jié)構(gòu)，再到discussion和給文章起新題目，以及從長句中指出key words等環(huán)節(jié)，力求使學(xué)生學(xué)會如何領(lǐng)會大意；學(xué)會閱讀的基本步驟，即從整體到部分，再到細(xì)節(jié)；如何根據(jù)不同的活動要求采用不同的閱讀策略等技能。
2.具體教學(xué)環(huán)節(jié)及遵循的教學(xué)理念
閱讀教學(xué)從大環(huán)節(jié)來說分三部分：Pre-reading, While-reading, Post-reading。在Pre-reading階段我共設(shè)計了兩個任務(wù)：warming-up和prediction 。其目的是幫助學(xué)生熟識問題，提供話題以激活他們頭腦中相關(guān)的知識儲備，并鼓勵學(xué)生根據(jù)題目對文章的內(nèi)容進(jìn)行預(yù)測。這樣就激發(fā)了學(xué)生的求知欲望和學(xué)習(xí)動力，強(qiáng)化了學(xué)生主動思考意識，便于學(xué)生閱讀過程中對文本的縱觀統(tǒng)籌、整體把握，從而提高課堂教學(xué)的實效。While-reading階段是學(xué)生閱讀實踐的重點環(huán)節(jié)，學(xué)生處在不同的閱讀階段，教師應(yīng)設(shè)計出不同層次，不同難度的題目進(jìn)行檢測。據(jù)此，我共設(shè)計了五個環(huán)節(jié)，分別是速讀連線各段段意、驗證讀前預(yù)測、細(xì)讀完成表格，分析文章結(jié)構(gòu)和多項選擇題。速讀連線題為了訓(xùn)練學(xué)生速讀全文，抓住各短大意的能力，細(xì)讀完成表格是用來訓(xùn)練學(xué)生抓住重要信息點的能力。Post-reading環(huán)節(jié)的任務(wù)是培養(yǎng)學(xué)生的綜合語言運用能力，是發(fā)展學(xué)生的思維能力和分析問題、解決問題的能力的重要環(huán)節(jié)，同時也是滲透情感教育的一個很好的機(jī)會。本環(huán)節(jié)主要有兩個任務(wù)：小組討論和給文章起新題目。其中討論題What can we learn from Li Ning?既體現(xiàn)本節(jié)課教學(xué)內(nèi)容，又符合學(xué)生的實際水平和心理特點。尤其是選擇新題目這一任務(wù)，有利于學(xué)生開拓思維，積極參與課堂交流。
V．學(xué)法指導(dǎo)
本節(jié)課重點在指導(dǎo)學(xué)生如何運用scanning, skimming, analyzing the text.，finding the key words等閱讀策略及閱讀后的實踐討論。教師通過啟發(fā)誘導(dǎo)，挖掘?qū)W生的學(xué)習(xí)潛能，引導(dǎo)學(xué)生進(jìn)行獨立自主的學(xué)習(xí)和合作討論，為學(xué)生引路，讓學(xué)生自己去跨越一級又一級的臺階，最終完成本節(jié)課教學(xué)目標(biāo)。
Module 5 The Great Sports Personality
Teaching contents: Reading and Vocabulary (1)
Teaching Goals:
1. To get some information of Li Ning.
2. To develop some basic reading skills—Skimming and Scanning.
3. To develop a basic reading skill—analyzing the text.
4. To cultivate Ss’ spirit of sports.
Teaching important points：
To develop some basic reading skills
Teaching difficult points：
How to analyze the text and grasp the main idea of the text.
To understand the spirits of sport better.
Teaching Procedures:
Step 1 Lead in
Purpose: To arouse Ss’ interest in learning about Li Ning.
Show a red logo on the screen.
Ask Ss: What does it stand for? What is the famous slogan of his company?
Ask Ss the following questions:
T: How much do you know about Li Ning? (show Ss a video in which Li Ning is doing some gymnastics to help Ss know Li Ning better.)
Do you know who is the prince of gymnasts?
Can you say several famous persons of this sport?
Step 2. Pre-reading
Purpose: To arouse Ss’ interest in learning about Li Ning.
T: Make a prediction: Which of these topics will be mentioned in this passage?
Show the following on the screen.
His family and his childhood
How LI Ning became a gymnast
He decided to launch a new brand of sportswear.
Li Ning’s sports life
Li Ning’s success as a businessman
Li Ning opened a school for gymnasts.
Step 3. While-Reading
Purpose: To develop some basic reading skills and get some information about Li Ning and cultivate Ss to love sports and love the spirit of sports.
1. Scanning: Ask Ss to read the passage very quickly and match the main idea with the right paragraph.
Para.1 Li Ning began a new career.
2. Li Ning’s other work.
3. Why was he successful?
4. Li Ning’s sports life.
5. Li Ning’s success as a businessman.
2. Check Ss’ prediction
3. Skimming:
Ask Ss to read the passage again and fill in the blanks with the information in the passage.
4. Analyzing
Purpose: To develop a basic reading skill—analyzing the text.
Ask Ss to divide the passage into several parts and try to summarize the main idea of each part.
Ask some students to show their opinions.
5. Comprehension
Ss choose the best answers according to the passage.
Step 4 Post-reading
Purpose: To enable Ss to learn to use what they have learned in the lesson to finish the tasks.
1. Group work: Ask Ss to read the passage again and discuss the three questions:
1.Why did Li Ning start a sportswear company?
2. Why has he been successful?
3. What can we learn from Li Ning?
2. Pair work: Choose a new title for this passage and give your reason.
1. Prince of Gymnast
2. A Sportsman’s Ambition(抱負(fù);志向）
3. Li Ning’s Success
4. Anything Is Possible
5. ________________.
Step 6 Homework
1. Read the passage again and underline the sentences which are difficult for you to understand.
2. Finish off Activity 2,3,5 and 6 on page 43.
3. Try to write a summary of the passage, using about 120 words.
高中英語說課稿15
Good morning/afternoon, my dear judges. I'm number ___. It's my great honor to have this opportunity to talk about my teaching ideas. My presentation consists of the following aspects.
Analysis of the teaching material
First of all, let’s come to the analysis of teaching material. This lesson is from New Senior English for China Book5 module 3, the reading part. The topic of this unit is about adventures. It is excerpted from Mark Twain’s work “ The Adventures of Huckleberry Finn”. The story is about two teenagers who find a steamboat and board on the steamboat.
Analysis of the students
Secondly, students are the subject of our class. After many years of English studying, they’ve known many words, sentences and some skills to solve English problems. They not only study the words and phrases, but also learn the meaning and the culture. So I would introduce them more knowledge above the passage to arouse their reading interest.
Analysis of the teaching aims
By the analysis of the New Curriculum Standard in English, teaching material and the students in my class, I set the following three teaching aims.
The first one is knowledge aims:
1)Students learn and grasp the following important useful new words and expressions: pour down; sail down; climb on to; panic; curious; tie up…
2) Learn the language and grasp the meaning in this passage.
The second one is ability aims:
Through reading, students reading ability and word-guessing ability will be improved.
The last one is Emotional aims:
Students will be more interested in the literature and cinema in English and enjoy the famous works.
Analysis of the key and difficult points
According to the analysis above, I set the key points and difficult points as follows.
Teaching key points:
Member and master new words and phrases and understand the passage.
Teaching difficult points:
Foster students’ interest of reading passage and improve their reading ability.
Analysis of teaching and study methods
Now, I would like to talk about the teaching methods and studying methods. As to the teaching methods, Communicative Approach and Task-based Teaching Method will be adopted in this lesson. I will lead them to study by themselves, and through answering my questions, they will have a good understanding of the passage.
Analysis of the teaching procedures
Now, let’s come to the most important part of this lesson: the analysis of the teaching procedures. This lesson is divided into 5 stages, that is, warming up, pre-reading, while-reading, post-reading and summary & homework.
Step 1 warming up
In my warming up stage, after greeting with the students I will Introduce Mark Twain and his works, such as The Adventures of Huckleberry Finn， Running for Governor，The Prince and the Pauper. Then tell students today we will learn adventure, a passage from The Adventures of Huckleberry Finn.
Mark twain is a famous American writer. Through the introduction, students will have more interest in reading famous works. And they will be curious about the passage and I can move to the next step smoothly.
Step 2 Pre-reading
In pre-reading, I will ask them to have a free talk about adventure.
Ask them talk about adventure. For example: What is adventure? Would you like to go? Adventure is an exciting trip. Perhaps sometimes you feel bored, you could imagine going on a great adventure, such as caving, climbing, sailing and canoeing.
Then lead students to predict the passage, ask them to Look at the picture in the book and discuss the following questions:
1. Who are they? 2. Where are they? 3. What are they doing? 4. What is the boy pointing at?
In this way, students will be familiar with adventure and lay a foundation for reading the passage.
Step 3 While-reading
In this period, there are two activities: global reading and detailed reading. Firstly, global reading, I would like to give students 5minutes to have a global reading to check their ideas what they predict during the pre-reading. At the same time, they find out and circle the difficult words.
Fast reading can help students understand the whole passage quickly and practice their logic thinking. Then I will explain the difficult words, such as fantasy, identify, and account. For example
Fantasy n. the activity of imaging things
phrase: live in a fantasy world fantastic adj.
identify v recognize sb or sth
identify the criminal
identity n. ID identity card
Next, it should be detailed reading. I will ask them to read the passage again and do the exercise2 on the book. Number the events in the order they happen. Then I check the answer.
After this reading, students will grasp the whole passage. In order to create more chance for students to read, I will ask students read the passage paragraph by paragraph. Answer the following questions showed on the PPT.
Paragraph1. Discover a steamboat
What was the weather like that night?
What did they see and what were they doing then?
Paragraph2-5 board the steamboat
How did Huck and Jim get to the sinking steamboat?
How did they get on it?
Paragraph6-8 in the steamboat
What did Jim do when they heard someone was going to kill another?
Paragraph9-11 leave the steamboat
What did Huck decide to do after he heard they would leave the man on the steamboat?
Students will get more detailed information, and more interested in this story. Furthermore, they would like to read more works of Mark Twain.
Step4 Post-reading
Now it should be post-reading. In order to make sure that students will master the new words, I will ask them to do the exercise 4 and 5. Encourage them to member the verb words and phrases during the exercises.
After the exercise, I will give them 5 minutes to prepare, then to retell the passage according to the event orders. During the oral English time, I will encourage them to open their mouth and give them more positive evaluation. It benefits students for practicing their speaking and having more confidence in learning English.
Step 5 Summary and homework
At the end of the class, I’d like to make a summary about this lesson and present my homework to consolidate what the students have learnt in this period. I will conclude with my students together what we’ve learnt. The home work is to remember the key words and phrase and write a short passage about what will happen next.
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