高中英语说课稿

2024-05-21 英语说课稿

　　作为一无名无私奉献的教育工作者，就有可能用到说课稿，借助说课稿可以更好地组织教学活动。如何把说课稿做到重点突出呢？下面是小编整理的高中英语说课稿，欢迎大家借鉴与参考，希望对大家有所帮助。

高中英语说课稿1

　　说教材

　　1、教材的地位

　　21单元的主要话题是“身势语”，身势语是人类重要的交际工具，在跨文化交际中起着不可替代的作用。本课为阅读课，通过一篇介绍性文章讲述各种文化背景下的身势语的异同。教材内容十分贴近学生的生活，更符合当今世界增强跨文化交流意识的趋势，培养学生多元文化意识、克服文化冲突，加强文化沟通与合作，从而达到顺利交际的目的。

　　2、教材目标

　　根据新的英语课程标准要求：“发挥教师的指导作用，充分调动学生学习的主动性和积极性。”和“培养学生的综合语言运用能力，而综合语言能力的形成建立在学生语言技能、语言知识、情感态度、学习策略和文化意识等素养整体发展的基础上”。着重提高用英语进行思维和表达能力;形成跨文化交际的意识和基本的跨文化交际能力，本节课的教材目标确定为：

　　1). 知识目标(知识教学点)：

　　学习新词语、新句型, 扩大语言积累。

　　了解身势语在世界不同国家所表达的意义并学会使用。

　　2). 能力目标(能力训练点)：

　　a. 正确、全面、深刻理解课文信息内容, 帮助学生提高略读、跳读和查读的技巧。

　　b. 提高学生的归纳概括能力，比较和分析问题的能力，自主学习、自我评价和相互评价的能力和合作意识。

　　3). 情感价值观(德育渗透点)：通过本单元学习，教育学生尊重异国文化，增强交流沟通能力, 增强跨文化的意识。

　　3、教材重点与难点

　　1)、重点：A 掌握重点词语和句式，掌握一定数量的身势语。

　　B.学会略读，跳读，查读的基本阅读技能.，培养语感。

　　2)、难点：A. 提高学生语言交流能力。

　　B. 归纳文章的中心思想，深刻理解文章。

　　C. 正确使用身势语。

　　4、学生的学习状况分析及对策

　　学生经过了几年的'英语学习，有了一定的语言基础知识，但由于我授课班级为文科平行班级, 学生的词汇量及英语听说读写能力相当有限。针对这种情况，在平时的教学中我首先从培养学生学习兴趣入手，目前学生的学习积极性较高，为顺利完成本课教学任务奠定了一定的基础。我采用的策略是通过情景激发学生兴趣，要求学生打好语言基础，通过任务设计来调动学生的积极性，提高学生的基本阅读技能。

　　说教法

　　1、教法的选择

　　依据教育心理学：“开发右脑能够培养学生形象思维、综合思维、创造性思维，促进学生的情绪反应。协调开发左右脑对培养学生综合能力有着积极的意义。”在教学过程中我采用任务型教学法，讲授法，讨论法等多种教学方法相结合，引用学生身边的典型事例，组织学生参与课堂教学活动，充分体现了培养学生的自主学习能力和合作学习意识。通过积极有效的评价方式，鼓励学生克服困难学好英语。

　　2、教具的选择

　　在教学中我使用的是多媒体电脑,因为它具有强大的文字图片编辑功能,有很强的实用性,加大了教学的课堂容量. 而且使英语教学大信息量、高密度、快节奏的教学原则得到更好的体现。

　　3、调动学生学习积极性

　　在课堂教学中确立学生的主体地位,营造民主和谐课堂教学气氛,建立平等、民主、合作的师生关系，创设一种创造性学习的课堂教学情境，以调动学生的学习积极性。

　　说学法

　　通过本堂课的学习，学生能够采用分类记忆的方法，掌握基本的阅读技巧，在完成任务过程中，学生们增强了合作意识。在所创设的语言环境下，学生能够积极主动地参与语言交流活动，使自身的交际能力有所提高，并学会自我评价。

　　教学过程

　　我运用的是任务型教学模式。任务型教学模式提倡学生在教师的指导下通过感知，体验，时间，参与和合作等方式，实现任务的目标，感受成功，任务型的教学途径能够使学生通过积极尝试，自我探究，自我发现和主动实践等学习方式培养主动，合作，探究的精神和能力。

　　(一)导入新课

　　教师通过情景导入新课，激发学生兴趣，师生互动进入本单元的话题。

　　(二)略读

　　让学生快速的读文章，找到每个段的中心句，并且分析文章大致可以分几段

　　活动形式：

　　个人活动：快速阅读课文，查找信息，回答问题

　　小组活动：学生合作学习，讨论分析文章大意

　　(三)查读

　　让学生仔细阅读文章，回答问题，并完成表格，巩固练习

　　活动形式：

　　师生互动：教师帮助学生解决阅读过程中出现的问题

　　个人活动：仔细阅读课文，并且分析文章，回答问题

　　小组活动：学生共同讨论，从而更加深刻的理解文章

　　(四)小组活动

　　学生经过研究学习，完成教师提前布置的不同的任务，并在课堂中展示出来

　　小组A:查找关于肢体语言的图片，并向大家展示

　　小组B：对比中美的肢体语言差异，并让同学自己表演出来

　　小组C：模仿教师播放的幽默短剧，并由组内同学模仿表演出来，注重身势语的表现。

　　(五)评价过程

　　学习完本节课，要求学生对自身和同学进行评价

　　1，自我评价

　　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，互相评价

　　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)作业

　　身势语在工作面试中也起着重要的作用，如果你在美国，在工作面试中，你应该注意什么样的问题?

　　说创新点

　　1，根据教材的“结构(structure)——功能(function)——任务(task)”特点，抓住“任务”这个基本点，以“结构”为基础，重视“功能”的体现，最终落实在“任务”的完成。

　　2，突破现行“教师——学生”的教学活动模式，形成以学生小组活动为主，在课堂教学中建立“师——生”、“生——生”、“生——师”等多维度、多层次的互动模式。

　　3，引入行为评价机制，引导学生根据评价依据，自主、合作的学习。

　　说测评反馈

　　通过本节课的学习，学生能够掌握基本的阅读技能，提高阅读能力，学到了身势语在生活中的重要性，培养学生的合作意识，学会本节课的基本句型，重点词汇。大多数学生能够掌握本课的语言知识，但要达到熟练运用，还需要在下一步的学习中继续巩固。

高中英语说课稿2

　　大家下午好，非常开心能与你们分享我的说课。我要说课的内容是新课标英语模块二的第四单元野生动物保护的阅读内容。

　　首先，我来分析一下教材，这是一节阅读课，也就是这个单元的第二节且最重要的一节课。这节课的话题是野生动物保护。

　　这篇阅读文本讲述了黛西通过骑飞毯旅游学习到怎样保护野生动物。通过黛西的故事，我们了解到世界上三个地方的野生保护的情况：西藏，非洲和巴西雨林。同时还介绍了野生动物保护机构：世界野生动物基金。这篇文本较长且有些新单词与短语，所以学生理解起来会有点困难。下面来谈一下学情情况，我的授课对象是高一的学生，他们刚刚初中毕业，有些对英语学习兴趣浓厚，有些则相反，我会尽量地激发他们的兴趣。因为学生不是很善于理解长的文章，所以我会把重点放在提高他们的阅读技巧上。根据教材分析和学情分析，我提出以下五点教学目的。

　　第一，语言目标。

　　学生要掌握以下新词和新短语：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，他们能学会讨论濒临灭绝的动物和野生动物保护。

　　第二，语言技巧。

　　第一点，通过阅读前的猜测，略读和跳读，学生能过快速并准确地从文本中找出答案。这是这节课的重点。

　　第二点，学生能理解全文并概括出每个部分的大意。这是这节课的重点和难点。

　　第三，文化意识。

　　学生能知道国内外濒临灭绝的动物以及保护它们的不同方式。

　　第四，情感态度。

　　学生们能意识到动物灭绝的严重性以及保护野生动物的重要性。

　　第五，学习策略。

　　学生能与搭档分享网上找到的`信息，并尽可能地用英语说出保护野生动物的方法。我所使用的教学方法是三步教学模式以及交际教学法。我的教学工具是PPT和黑板。

　　现在我要阐述最重要的部分：教学步骤。我会在45分钟内完成。第一个步骤是热身。该步骤需要5分钟。

　　首先，我会给学生放一段录像，关于我国濒临灭绝的野生动物。看完后，我会要求学生说出该录像中提到的动物。此活动可以迅速引导学生进入新课，同时提高了他们的兴趣并且关心起这些动物所面临的问题。

　　第二个步骤是pre-reading。我会问他们以下问题:1. What other endangered animals do you know in other countries?2. Why are they in danger of disappearing?我会要求学生与搭档合作，列出其他要濒临灭绝的动物。通过此活动，他们对野生动物的知识有所增加并且能意识到它们所面临的数量减少的严重性。这个步骤将在5分钟内完成。

　　下一个步骤是while-reading，包括快速阅读和仔细阅读。在快速阅读中，学生要快速浏览文章，然后填以下这张表格。

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

　　这个活动可以帮助学生熟悉文章内容，对文章的建构有初步的理解。同时，这个活动还可以提高跳读的阅读技巧。下面来说一下仔细阅读。这个步骤需要20分钟，包括3个活动。第一个活动是要学生仔细阅读每一个段落，找出关于这些濒临灭绝的动物的详细细节。比如，人们对它们做了什么和人们这些行为造成的后果。这个活动的目的是鼓励学生找出细节，更好地理解课文。

　　Paragraph Main idea Animal Situation Result 1 2 3 and 4

　　第二个活动是提问题。首先学生要一段一段地读课文，然后回答以下问题。

　　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?

　　这些问题可以帮助学生更好理解这些动物所面临的以及我们该怎么保护他们。整个过程中，我会解释新单词和短语。活动三是角色扮演。这篇文章中黛西,飞毯,藏羚羊，大象和猴子之间有很多对话。五个学生一组，每个人扮演一个角色。他们将尽可能地用自己的语言组织这些对话。如果难度太大，可以参考原文。我会叫2至3组上来表演。因为学生很喜欢表演，所以这个活动可以活跃课堂气氛，提高他们的合作能力，还可以更好地理解全文。第四个步骤是post-reading，我会设置一个讨论，这里需要10分钟。这个讨论基于课本27页练习三。假设学生为世界野生动物基金工作，他们将以小组的形式讨论如何解决练习三中所面临的问题。讨论结束后，他们要将他们讨论出来的解决方案与同学们分享。这个环节可以提高学生们解决问题的能力与合作能力。而且对野生动物的保护有更强的意识。最后是作业。我会要求学生就课上讨论出来的解决方法给WWF写一篇小短文。阐述下面临的问题以及解决的方法。通过写作有利于写作能力的提高。

　　这是我的板书设计：这就是我说课的全部内容，谢谢。

高中英语说课稿3

　　一、说教材

　　1. 教材分析：本课的中心话题是“世界英语”，介绍了英语在世界范围内的人们生活中所承担的不同角色及所起的重要作用。这篇文章是一篇说明文，它介绍了英语是世界上最为广泛使用的语言，并通过具体数字来说明英语使用的广泛性和重要性。

　　2. 教学目标

　　1) 知识目标：

　　要求学生掌握大纲词及短语：majority, native, total, in total, tongue, equal, government, situation, except for, international, organization, trade, tourism, global, communicate.

　　2) 能力目标：

　　着重培养学生的阅读能力。通过阅读该文章，获取有关于世界英语的信息，并使学生能阅读类似难度的篇章。

　　3) 情感目标：

　　使学生认识到学习英语的重要性：为了更好地与各国人民沟通，获取新的知识，从而为祖国做贡献。

　　3. 基本技能：读、说有关英语语言话题的知识。

　　4.三点

　　1)重点：掌握大纲词及短语

　　2)难点：读，说

　　3)关键：创设情景，让学生溶入其中，充分调动其非智力因素。http://www.dakao8.com/

　　二、说学情

　　1.学生特点：1)基础教差;

　　2)学习被动，缺乏好的'学习习惯

　　2.知识结构：

　　知识零碎，没有形成系统，结构不完整。尤其是基础知识匮乏，在初中应当建立的基本框架没有建立起来，给英语教学带来一定难度。

　　3.思维特征：

　　缺乏创造性的思维，有幼稚化的倾向;缺乏条理性和逻辑性，缺少思想深度。

　　三、说教学过程

　　为全面提高学生的阅读理解能力及综合运用语言能力，培养学生的创新能力与自主学习的能力，主要设计如下步骤：

　　教具：多媒体

　　1. 精心导入：教师首先提出问题：How many languages can you speak? 直接导入到语言这一话题。再让学生展示自己的方言，并利用多媒体将事先录制好的声音播放出来(用不同语言或方言说我是一个中国人)，提高学生学习的兴趣。

　　2. 整体阅读：要进行有效地整体阅读，首先应该让学生具备篇章知识，了解偏重模式与内涵。掌握了常见的模式，就可以更好地进行篇章阅读。在这一部分，我就文章内容，提出一个问题：How many roles of the English language? 让学生快速地找出英语所扮演的三种不同角色。再让学生根据这几种角色，找出各个段落的主题句或是大意。从而使学生在整体上对该篇说明文有所把握。再让学生找出文章中几个数字具体指代的是什么以及学好英语越来越重要的原因。在以上这两个环节中，运用了一些阅读技巧和阅读方法：如skimming使学生快速预测主旨大意;scanning跳读找出信息。

　　3. 深层理解：我设计了六个正误判断题，引导学生加深对文章的理解。

　　4. 巩固练习：在学生对文章有了较好地理解后，用blank-filling来巩固学生对该文章的掌握，包括词和短语。

　　5. 表演：教师给出一个语境：儿子不爱学习英语，父亲劝说其要认真学习。通过对本篇文章的学习，编造对话。利用这种真实情景交际法，提高了学生参与的积极性，并加深对文章的理解。

　　6. 问题讨论：汉语是不是会越来越被广泛地使用呢?为什么?这个开放性话题通过比较汉语与英语，阐述它们被广泛使用的原因，从而激发学生的思维思考，并关注社会问题。

　　7. 情感教育：最后给出几个有关学好英语的漂亮句子，使学生认识到学习英语的重要性，并能付诸于实践中去。

　　8. 小结：再次提出学习英语的重要性

　　9. 作业：根据所学内容，写一篇有关于为什么学习英语的文章。

高中英语说课稿4

　　I Teaching Aims:

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

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

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

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

　　1. Student-centered teaching

　　2. Task-based learning

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

　　III Teaching Aids:

　　1. a projector

　　2. a multi-media computer system

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

　　IV Teaching Procedure

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

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

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

　　Activity 1 Skimming (class work) Step 3 Reading

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

　　Title

　　Part/Para.

　　Main idea

　　Detailed information

　　1 a. topic sentences/introduction

　　b. examples/supporting ideas

　　c. conclusion

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

　　Step 4 Post-reading

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

　　Step 5 Homework

高中英语说课稿5

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

　　Part 1 Teaching Material:

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

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

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

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

　　Part 2 Teaching Steps:

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

　　Now let me introduce my teaching steps.

　　Step 1 Leading-in

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

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

　　Step 2 Warming up

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

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

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

　　Step 3 Pre-reading

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

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

　　Step 4 Reading

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

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

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

　　Step 5 Homework The last step is homework.

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

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

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

高中英语说课稿6

各位领导、老师:

　　大家好!

　　今天，我说课的内容是人教版高二上学期使用的必修6第三单元健康生活。本节课是口语、写作课，写作前让学生有一定的知识储备，创造多种多样的活动让学生加以运用，循序渐进的为写作打好基础，最终一步一步地指导学生写出一封完美的劝告信。所以，本节课先利用检查作业的方式对重点词汇、短语进行巩固，然后利用图片引起学生兴趣，从而引出青少年吸烟的原因以及吸烟的危害。进而启发学生劝说烟民戒烟。此环节利用对话的形式输出，让学生学会使用英语劝说身边的人戒烟。这就为后面的写作做好了相关词汇与表达的铺垫。之后再进一步到文字输出，通过对书信内容，结构，衔接等方面的指导，让学生写一篇劝告信。号召全民禁烟，达到了学以致用的效果。总之，本节课从复习，热身，对话到写作环环相扣，设计紧凑，浑然一体。下面我将分八个大部分对本课进行详细讲述：即教学设计理论依据、教材分析、学情分析、教法分析、学法方法、教学目标、教学重难点分析、教学程序。

　　一．教学设计理论依据

　　英语教学是一种动态教学或活动教学，教学过程是交际活动过程。只有从组织教学活动入手，大量地进行语言实践，使英语课堂交际化，才能有效地培养学生运用英语进行交际的能力。新课标提出：“外国语是学习文化科学知识，获取世界各方面信息和进行国际交往的重要工具。”和“……发展听、说、读、写的基本技能，提高初步运用英语进行交际的能力，……”，本人结合本班学生的实际，对教材进行了操作性较强的处理。

　　二、教材分析

　　本课选自人教版高中必修六第三单元A healthy life。本单元的中心话题是“健康生活”。听说读写等活动主要围绕如何摒弃恶习、怎样成为健康人展开，其中涉及许多社会热点问题，如抽烟、吸毒、艾滋病、学习与工作压力等影响健康的棘手问题。本单元引导学生讨论这些问题，目的在于让他们远离有损身体健康的活动，并且养成良好的生活习惯。我在本节课中集中选了抽烟这个热点问题进行教学，以点带面。学生对这个现象再熟悉不过了，但是却没有深刻的认识。让学生了解吸烟上瘾的原因、吸烟的危害，然后学以致用，让学生写一封劝告信---劝告他人不要吸烟。

　　三、学情分析

　　由于本单元的阅读课是有关吸烟上瘾的原因，吸烟的危害以及戒烟的方法，所以学生有一定的知识储备，非常有利于本节课的进行。然而虽然是高二的学生，他们的英语表达能力还有待于加强，课堂上互动缺少积极性，且动手写作的能力较差。因此，只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。写作前让学生有一定的知识储备，创造多种多样的活动让学生加以运用，循序渐进的为写作打好基础，最终一步一步地指导学生写出一封完美的劝告信，为了能学以致用，给学生布置了家庭作业———劝告周围吸烟的人尽早戒烟。

　　四、教法分析

　　本节课的教学，本人主要通过图片，采访，对话等活动激起学生对本单元话题的兴趣；本课开头的作业检查和新闻报道材料也为学生收入了大量的信息，让学生有话可说；并且通过小组讨论，编排对话表演的方式来鼓励学生“勇于说，乐于说”，提高语言的运用能力，变“要我说”为“我要说”；通过组员评选，最佳作品展示等方式培养学生团结协作的团队精神。写前给出劝告信应包含的内容，为学生提供了写作要达到的目标，提醒他们写作时应注意的问题。组内评选和作品展示不仅可以让学生互相学习彼此的写作长处，又可以让他们明确写作的评价标准，了解自己写作中的不足；从而打破了传统的写作模式，构建一种新的写作课的教学方法，使学生真正做到快快乐乐学英语，扎扎实实打基础。

　　五、学法分析

　　高二的学生已具备一定的认知能力和表达能力，由于我校是无烟校园，吸烟就是个热门话题，学生们非常感兴趣，就会积极地参与到课堂活动中来。因此，在本节课的.教学中，我通过设计各种各样的活动，给学生创造平台，让学生表达，同时通过学案的方式引导学生自主参与学习、交流合作，倡导体验、实践和自主探究的学习方式，激发学生学兴趣，使他们自主地寻找信息，获取信息，使用信息，激发学生潜能，使学生在自主与合作的学习方式中获取知识，形成正确的学习方法，实现英语能力的提高。

　　六、教学目标

　　知识方面：1.学习并运用有关健康生活及吸烟的词汇。

　　2.学习并运用提建议的交际用语；

　　3.学习写劝告信。

　　能力方面：关注健康问题，使学生认识到吸烟上瘾的原因、吸烟的危害及戒烟的方法；

　　学会表达禁止、警告和允许的日常交际用语。

　　情感方面：培养学生良好的生活习惯，远离香烟，关注健康；并要积极的影响和劝告

　　周边的吸烟人及早戒烟。

　　七、教学重难点分析

　　重点：1.学会口头表达青少年吸烟的原因，吸烟的危害及戒烟的方法；

　　2.能够恰当运用连接词写出流畅的文章。

　　难点：1.重点词汇的运用及如何写劝告信

　　2.如何利用连接词使写作各部分内容衔接自然，具有逻辑性。

　　八、教学程序

　　1.作业检查（单词填空）

　　通过对重点单词和短语的运用，以填空形式完成一篇有关吸烟原因及危害为主题的文章，为学生接下来的表达做好铺垫。

　　2.导入新课

　　2.1通过展示与青少年吸烟有关的图片，给学生视觉上直观感受。

　　2.2提问：青少年吸烟的原因是什么？吸烟具有什么危害？

　　2.3全班对青少年吸烟的原因和危害进行总结。

　　3.对话表演

　　既然知道了吸烟的原因和危害，那怎样劝说别人戒烟呢？设计情境，提供征求建议和提出建议的表达以及与吸烟有关的词汇，让学生以小组为单位进行对话表演，从而学会如何提出建议，为写作打下了基础。

　　A: A smoker（甲：吸烟人）

　　B: An adviser（乙：劝告人）

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

　　4.写作

　　4.1通过设计，让学生帮助老师给朋友李华写一封劝告信。

　　4.2指导写作———劝告信的内容及需要注意的地方。

　　4.3成果展示---（小组互评选出，全班展示，再评；让学生互相学习彼此的写作长处，又可以让他们明确写作的评价标准，了解自己写作中的不足；）

　　4.4范文（如果时间允许，可以展示范文）

　　5.总结

　　（利用板书进行总结——为了过健康生活，号召学生stop smoking）

　　6.作业

　　完成劝告信并劝告身边的吸烟人戒烟。

　　7.祝愿板书设计

　　Unit 3 A Healthy Life

　　Harmful effects of smoking stop smoking

高中英语说课稿7

　　《Unit 6 GOOD MANNERS》

　　一.教学内容分析

　　本单元的中心话题是Good manners，这是一个亘古及今且永恒的话题。但在我们这一单元中，Good manners都有些什么内容呢?中外文化中对Good manners的理解、体现有什么异同?我们该怎么做、做什么才能成为一个受人欢迎、具有Good manners的人呢?单元中十一个板块的相关话题的设计及语言材料的选编无不紧紧扣着这个中心。从日常生活中看似虽小但能触及心灵的情景及行为，如道歉、书面致谢;东西方餐桌礼仪;域外风俗礼节等，都作了详尽的诠释，所有这些为我们提供的不仅是充实的英语语言知识和综合语言运用技能训练的内容，更重要的是学生学习这一单元的整个过程也是他们陶冶情操、规范行为、发展心智的过程，这对他们身心的发展会产生较强的感染作用，有助于他们人文素养的整体提高和跨文化意识的加强。

　　"热身"(Warming up)部分设计了学生学习生活中及日常生活中经常发生的四幅画面：上课迟到、打断别人说话、排队买饭时不小心雨伞戳着别人、商店里排队付款一男士推开两顾客从他们中间穿过，顾客生气质问男士。让学生学会道歉，学会讲礼貌。这部分的目的是，引出中心话题Good manners，帮助学生明白讲礼貌会使我们人际之间关系和谐融洽，甚至会化干戈为玉帛;同时复习或学习一些致歉语和必要的答语。

　　"听力"(Listening)部分提供了一段两朋友间的对话，一朋友不打招呼骑走了另一朋友的自行车，并且把它弄丢了。怎么办?当然是道歉。这个听力练习要求学生通过听学会对发生了这种事情后的道歉表达和更高姿态的回响，使道歉者释然。以此了解英语国家人士语言的得体性、思维的方式与习惯表达方法，培养学生跨文化交际的意识。如"I guess it wasn’t really your fault, was it?" , " That’s OK. Forget it. It was an old bike anyway."

　　"口语"(Speaking)部分提供的是三组文字情景，要求学生在前面"热身"和"听力"的基础上，以双人对话的活动形式体现情景，训练学生在比较真实的情景中口头表达能力和丰富他们有关道歉的语汇，包括词和句型。充分展示具备Good manners者解决问题、处理尴尬场面的风采。

　　"读前"(Pre-reading)部分设计了四个情景：1)At a dinner party, 2)Greeting your teacher, 3)Receiving your birthday present, 4)Paying a visit to a friend’s house,以小组活动的形式讨论并写下在中国文化中以上情景有礼有节的一些规矩，这一活动的目的是不仅要调用学生已有的直接和间接的体现Good manners的生活经验，加深对我们中国是文明礼仪之邦的认识，而且激活学生的思维，自然过度到下一步的"Reading"---西方文化、餐饮礼仪。

　　"阅读"(Reading)部分是一篇说明文。主要介绍了西方的餐桌礼仪，并在字里行间渗透着和中国餐饮文化进行比较。东西方文化交织在一起，充满了跨文化交际的信息，体现了教材的国际性和民族性。

　　"读后"(Post-reading)部分的前三项任务是要求学生针对课文的理解完成的，可作为评价学生对文章理解的程度。如第一项：列出中西方餐桌上餐具及其摆放的位置;第二项：标出西方正式宴会上主要食物上桌的顺序;第三项：判断西方正式宴会上哪些就餐行为文明有礼，哪些行为显得无礼粗俗。第四项是回答问题，是一道联系中国实际的、开放性的一道问题：中国的餐桌礼仪也在变化吗?举例说说。可以小组讨论的形式进行，目的在于让学生对中西方餐桌礼仪的认同，以及培养学生的思辩能力。

　　"语言学习"(Language study)分词汇和语法两部分。词汇部分有构词法知识，前缀in-, im-, un-, non-和练习部分词汇的一篇与课文主题相关的短文。引导学生通过短文提供的生动语境培养自己理解和记忆单词的能力。语法项目是定语从句，这是继前面两单元后第三次出现，不属新的语法知识。非限制性定语从句第一次介入。语法第一部分提供的限制性定语从句和非限制性定语从句的例句比较和说明，可供学生自主学习，让学生探究发现两种定语从句的不同形式和含义。第二部分着重检验学生运用两种定语从句拓展句子的能力。

　　"综合技能"(Integrating skills)设计了一个很实用的写作任务：写感谢信。这个设计包括读和写。阅读部分的内容是一封感谢信的范例;写作部分的任务是：对老师的`帮助、父母的关心支持、朋友的真诚、收到生日礼物等写一封感谢信。通过这一活动，让学生明白对他人的帮助心存感激，无疑是一种美德，一种素养。

　　"学习建议"(Tips)部分提供了一些行为规范的名言警句，告戒学生随时随地讲文明、懂礼貌，从自身做起，从小事做起。

　　"复习要点"(Checkpoint)部分简要地总结了本单元的语法重点----限制性定语从句和非限制性定语从句，并且设计了一些最基本的语言练习，帮助学生自评。同时通过两个问题引导学生对本单元所学的词汇作一次小结。

　　二.课时安排：6课时。

　　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.分课时教学计划

　　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

　　设计问题、语境，诱发学生打开话匣子，不作限制，更不当练习来完成。

　　1.以旧带新，先入为主，根据学生自己的体验和理解，列举Good manners的事例。

　　2.知错并向人道歉是Good manners的行为之一。引入道歉用语，借书中情景和额外补充的各种情景反复演练，使学生能将这些礼貌用语娴熟地运用于生活之中。

　　(这些情景的提供，也为最后让学生自己描述道歉场面作准备)

　　3.作为一个有礼貌的人，对他人的诚恳道歉怎么反映?说些什么让道歉者心里释然?(为下一步的听力做个铺垫)

　　4.你上次向人道歉的情景还记得吗?对方是否是个讲礼貌的人。请描述一下。

　　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的原则，分听前(Pre-listening)、听时(While-listening)和听后(Post-listening)三步走，并设计各个步骤的任务型活动，使整个听力目标明确，中心话题更为突出。

　　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.

高中英语说课稿8

　　一、从容说课

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

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

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

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

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

　　二、三维目标

　　1.Knowledge：

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

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

　　2.Ability：

　　Learn to make sentences，using the above three ways.

　　3.Emotion：

　　Develop Ss’ sense of group cooperation.

　　三、教学重点

　　The present continuous tense for future use.

　　四、教学难点

　　(1)It is ...that...

　　(2)The present continuous tense for future use.

　　五、教具准备

　　Multi-media clASsroom and other normal teaching tools.

　　六、教学过程

　　Step 1 Greeting

　　Step 2 Revision

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

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

　　(2)It is I who is wrong.

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

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

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

　　(6)Who was it that discovered the secret?

　　S：I think it’s right.

　　T：Do you agree with him?

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

　　T：Does any one know the reason?

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

　　T：Quite Good.That is to say：当原句的时态为表示现在的各种时态时，用It is...;当原句的时态为表示过去的各种时态时，则用It was...。Now，what about the second sentence?

　　S：I think it is right.

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

　　T：Great.当被强调部分为原句的主语时，that句中谓语动词应在人称与数上与它保持一致。Let’s look at Sentence 3，is it right or wrong?

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

　　T：Good.当被强调部分为代词时，如是主语就用代词的主格，如是宾语则用宾格。So you see in Sentence 2，we use I instead of me，because the emphasized part is subject.

　　S：I see.

　　T：Is Sentence 4 a good sentence?

　　S：Yes，I think so.

　　T：What is your opinion，Han Mei?

　　Han Mei：I am not quite sure.

　　T：Write down this sentence in your notebook：

　　当被强调的对象指人时，可用who/whom 代替that;但当被强调的是地点、时间、原因、方式等状语时，决不能用where，when，why，how 等来替换。

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

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

　　Wh+was it that...?当对被强调的地点、时间、原因、方式等状语提问时，我们要用到这个句型。

　　Please translate these sentences，using this structure.

　　(1)他是在哪里度过他的童年时代的?

　　(2)他们怎样取得这么大的成就的呢?

　　(3)他和她为什么吵架?

　　S1：Where was it that he spent his childhood?

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

　　S3：Why was it that he quarreled with her?

　　Step 3 Relaxation

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

　　Step 4 Grammar

　　T：Do you like the song?

　　S：Yes.

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

　　S：OK.

　　T：Have you underlined the verbs?

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

　　T：What do we call this tense?

　　S：The present continuous tense.

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

　　S：No.

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

　　S：Are you going to work this evening?

　　We are going to have an English party.

　　We are going to give performances at the party.

　　I am going to sing songs with my clASsmates.

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

　　S：Will you work this evening?

　　We will have an English party.

　　We will give performances at the party.

　　I will sing songs with my clASsmates.

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

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

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

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

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

　　Possible answers：

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

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

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

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

　　Step 5 Consolidation

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

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

　　S2：Almost.

　　S1：When are you leaving?

　　S2：Next Monday.

　　S1：How far are you riding every day?

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

　　S1：Where are you staying at night?

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

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

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

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

　　S2：Thank you.

　　Step 6 New words

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

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

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

　　Jimmy：...

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

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

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

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

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

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

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

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

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

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

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

　　Give Ss a couple of minutes to finish the work.

　　Answers：

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

　　(7)topics (8)brave

　　Step 7 Homework

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

　　七、板书设计

　　Unit 3 Travel journal

　　grammar

　　be doing

　　be going to do

　　will do

　　examples

　　I am going out tomorrow morning.

　　I am going to see a film tonight.

　　I will visit my grandmother this Sunday.

　　八、活动与探究

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

　　Datemorningafternoonevening

　　Oct.1

　　Oct.2

　　Oct.3

　　Oct.4

　　Oct.5

　　九、备课资料

　　现在进行时的基本用法

　　a.表示现在(指说话人说话时)正在发生的事情。

　　We are waiting for you.

　　b.习惯进行：表示长期的或重复性的'动作，说话时动作未必正在进行。

　　Mr Green is writing another novel.

　　(说话时并未在写，只处于写作的状态。)

　　She is learning piano under Mr Smith.

　　c.表示渐变的动词有：get，grow，become，turn，run，go，begin等。

　　The leaves are turning red.

　　It’s getting warmer and warmer.

　　d.与always，constantly，forever 等词连用，表示反复发生的动作或持续存在的状态，往往带有说话人的主观色彩，表示强烈的赞扬或批评。

　　You are always changing your mind.

　　You are always doing your work well.v

高中英语说课稿9

　　引言：在英语教学中落实新课程标准，就是贯彻执行国家教育部关于课程改革的决定。新课程标准的三维教学观，具体到英语学科就是要整合发展学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的素养，培养学生综合运用语言的能力。开展课堂探究是培养学生综合语言运用能力的最佳手段。所以在我的教学设计里，每一个教学活动中都有情景创设，学生探究，学生处理问题和巩固训练等环节。

　　一、教学内容分析

　　（一）知识背景及新课程、新教材本单元围绕考古这一主题开展听、说、读、写多种教学活动。旅游作为当今社会人们最感兴趣的话题在英语学习占有非常重要的位置。名胜古迹是旅游的重点内容之一，名胜古迹中的许多发现都来自于考古工作。所以Archaeology也是一个非常贴近生活、具有时代性、可挖掘性的教学主题。本单元所选的语言素材涉及中外名胜，有利于学生了解外国文化，增强世界意识。正如新课程标准中的教学建议所提：学习考古有利于“拓展学生的文化视野，发展他们跨文化交际的意识和能力”；在利用现代教育技术观看历史教育片的过程中，“拓宽了学生学习和运用英语的渠道”；同时本单元的教学对教师本身历史文化修养、广阔的知识面等方面有非常高的要求，体现了师生共同不断更新知识结构以适应现代社会发展对英语课程的要求的“与时俱进”的理念和思想。

　　（二）教学重点难点

　　1、利用已有知识谈论石器时代、青铜器时代、汉朝、唐朝等时代人们的饮食起居、文化娱乐、生产工具等，为以后阅读英国的《巨石王》和中华文明的起源奠定基础。

　　2、调动学生的积极性，组织他们利用表达好奇功能结构谈论他们所感兴趣话题。

　　3、听力是这一课的难点。听力材料介绍是古代法国人用来射箭的'一种武器。材料长，对武器的结构的解释比较复杂。但是学生听过材料后能够顺利地完成课本上的练习。这里不要求学生理解细节，只要能完成练习就行。

　　二、三维教学目标

　　（一）知识技能

　　1、学会谈论古代人的生产、生活；

　　2、学会表达对什么东西的好奇，如：I wonder what/ who… I really want to know… I’m curious to… I’d love to know… I wonder if/whether… What I’d really like to find out is… I’m curious about… I’d like to know more about… 3。学习一些与考古有关单词、短语和句式，如：archaeology及其派生词，curiosity，bronze，dynasty，decoration，artifact，unearth，spear，pot等。

　　（二）情感态度

　　1、让学生了解本单元的总体学习目标，以便激发学习学习积极性。

　　2、从谈论石器时代、青铜器时代、汉朝、唐朝等时代人们的饮食起居、文化娱乐、生产工具等入手使学生到中国具有悠久的历史、灿烂的文化，增强学生的民族自豪感，爱国主义情操。增强学生学好英语自信心。

　　3、通过开展小组活动，指导学生积极与人合作，相互学习，相互帮助，培养其团队精神。

　　（三）学习策略

　　1、认知策略：通过—ology，—ological，—ologist等词根的学习，掌握archaeology，archaeologist，archae— ological等词，同时掌握同类词的学习方法。

　　2、调控策略：通过听力让学生了解到听力有时很难，不可求全责备。可以材料调整听力要求。有的要听懂细节，有的甚至要推断隐含内容，但有的只需要掌握大意。

　　3、交际策略：通过谈论古代人的饮食起居、文化娱乐、生产工具和谈论兴趣等真实交际活动提高用英语交际的能力。同时让学生了解表情、动作等非语言手段提高交际效果。

　　4、资源策略：让学生了解博物馆、名胜古迹和书籍资料一样是学习的重要途径。

　　（四）文化意识

　　1、了解英语国家对文化遗产保护的态度。

　　2、了解西方国家部分古代用具。

　　3、通过中外古代文化对比，加深对中国文化的理解。

　　三、具体教学步骤

　　（一）导入（Lead—in）这一步骤的重点在于激发学生对考古学的兴趣，因为一般学生认为考古没什么有趣的。活动方式：师生互动。教师盯着天花板的一处看30秒钟。引起全班同学一起去看。然后问：What do you see？学生自然会回答：Nothing。然后再问Do you know what I was looking at？学生自然会回答：No，I don’t。然后告诉学生老师根本没有看什么，只是做一个动作而已。再问Why did you look at there after me？学生答不上。老师告诉学生That is because of curiosity。再问What is the word curiosity from？学生学过curious，所以能答上来。老师再讲：根据心理学的观点，每个人都具有对新鲜事物认识的兴趣，这叫做Curiosity。然后给出一个新词：Archaeology（板书课题）并指出This is a new word for you。 You may want to know it。老师再问Do you think it is a course or a science？部分学生会答Yes。接着问Why do you think it is a science？学生会说出他们学过以—ology结尾的词。这时便可以打出幻灯片，再进行以下活动：汉语意义名词形容词……学家技术technology生物学biology心理学psychology人类学anthropology细菌学bacteriology Physiology Sociology zoology

　　1、组织学生推出Physiology，zoology和sociology和汉语意义；

　　2。组织学生推出technological，technologist；

　　3。组织学生推出其它词的—ological和ologist的形变；总结：学习构词法知识对于扩大词汇量有非常重大的意义。最后指出今天所学内容是Archaeology。再问What are the goals in learning the unit？

　　（二）单元学习目标（Goals）请一个学生解释本单元学习目标（Goals），然后和全班一起关上书回忆本单元的四个学习目标。

　　（三）预备（Warming up）活动形式：分组评论。谈论课本上的四幅图画。先指出中华民族有着悠久的历史和灿烂的文化。每年都有许多西方人到中国来旅游。如果你想为他们提供帮助，就得学会用英语谈论中国古代人的饮食起居、文化娱乐、生产工具等。然后用What did they eat？Where did they live？What did their homes look like？What kind of tools did they use？What objects have we found from their age？What kind of entertainment did they have？谈论古代人的饮食起居、文化娱乐、生产工具。

　　（四）听力（listening）教学形式：师生互动。播放磁带让学生听第一遍，提问材料的大意。播放第二遍，让学生完成课后练习。做听力训练之前的准备工作是非常重要的。总结：今天的听力材料较难，但是同学们能很好回答课后问题这就够了，不一定要了解那些细节，不可求全责备。根据不同制订不同学习目标是有效学习重要环节。（五）对话（speaking）活动形式：组对练习。

　　1、发出指令，提出要求；

　　2、学习会话范例；

　　3、给对话所用句式；

　　4、学生组对谈论兴趣与建议。

　　四、教学时间分配教育心理学指出新知识的学习需要一个接受的过程。

　　本课时的主要任务为本单元的学习做好预备工作。所以要用较多的时间让学生接受考古这一新的概念。导入部分用8分钟；目标部分用3分钟；预备部分用5分钟；听力部分用12分钟；会话部分用10分钟；最后用两分钟总结本课内容和布置作业。五、课堂板书设计将黑板划为左右两块，左边板书教学步骤，右边板书生词和短语。

高中英语说课稿10

　　一、学生分析

　　教学对象为高中一年级学生,智力发展趋于成熟.他们的认知能力比初中阶段有进一步的发展,渐渐形成了用英语获取信息、处理信息、分析问题和解决问题的能力,注重提高学生用英语进行思维和表达的能力,通过任务型课堂活动和学习,让学生主动参与到活动当中,让他们成为课堂的主体.不过,我们乡镇中学的学生英语起点底,水平不高,因此,在教学过程中布置的任务尽可能适合他们的水平.

　　二、教材分析：

　　1．教材概述

　　本单元以世界性的体育盛会──Olympic Games 为话题，旨在通过本单元的教学，使学生了解奥运会的起源、宗旨、比赛项目以及古现代奥运会的异同。本节课为本单元的第一节课,上课前已经交代学生对本单元的词汇、单词进行预习,交代他们寻找一些有关奥运会的知识,让他们为学习本单元作好心理准备。

　　2．教学目标

　　让学生学会用英语表达自己的兴趣爱好,以及如何向别人推荐某一种爱好，同时培养学生对体育运动的爱好。能用英语就奥运会的基础知识进行互相问答,并能简述奥运会的基础知识,例如一些体育项目名称和举行奥运会的年限。 (在课件里我已经为学生准备了一些简单的体育项目名称)结合高一学生实际和教材内容，我把本课时内容分为语言知识、语言技能、学习策略、情感态度、文化意识五个方面制定相应教学目标：

　　1）语言知识：

　　双基词汇：学习掌握一些有关奥运会的词汇,如：compete, medal,competitor, Greece, Greek, athlete, stadium,gymnasium等。掌握文中涉及的其他一些词汇，如： honest, host magical,interview,admit, a set of, as well as等。

　　语用功能：学习掌握一些用于讨论奥运会的结构句式，如：

　　When and where will the next Olympic Games be held?

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

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

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

　　表达自己的兴趣爱好以及如何向别人推荐某一种爱好的结构句式，如：What are your hobbies?

　　How do you become good at them?

　　I think/don’t think that…

　　I agree/don’t agree that…etc.

　　语法结构：学习掌握将来时态的被动结构的用法。如：

　　When and where will the next Olympic Games be held?

　　The 2008 Olympic Games will be held in China.

　　2）语言技能：

　　听：训练学生集中注意力、抓住疑问词线索、捕捉特定信息的能力；并熟悉interview这种形式。

　　说：学生能尝试当记者，利用“信息差”进行相互采访，提高真实语境中的`英语交际能力。

　　读：通过Scanning, careful reading, generalization, inference等阅读微技能训练，获取关于奥运会的信息，处理信息，运用信息进行推理、判断的能力。

　　写：运用本单元所学，尝试写一篇有关“北京2008奥运会”的报道。

　　3）学习策略：学生在一定程度上形成自主学习，进行有效交际、信息处理，养成英语思维习惯。

　　4）情感态度：学习奥运会的知识，培养学生热爱体育运动。学习“更快，更高，更强”的奥运精神，培养学生团体合作、努力拼博、积极向上的精神。

　　5）文化意识：了解奥运会，培养全球意识，认识世界一体化以及国际合作的趋势；通过对比古现代奥运会，加深对奥运会的了解。

　　3．教学重点和难点

　　1）引导学生发现、感悟将来时态的被动结构的语言规律，培养语感

　　2）帮助学生按类别归纳整理，用有效的记忆词汇的方法来掌握与奥运会相关的词汇；

　　3）学生能够表达自己的兴趣爱好以及如何向别人推荐某一种爱好。

　　三、教学方法与教材处理

　　1．教学方法

　　为了达成上述教学目标，我将运用任务型教学途径，把教学活动设计成一系列的任务,一项一项布置给学生,让他们通过一人或多人小组活动来完成任务,并通过活动的过程,促进语言实际运用能力的提高.我把本环节设计为“P—T—P”的自主学习立体模式（Pre-task----Task-cycle----Post-task）。

　　2．教材处理

　　根据本单元教材内容，结合本班学生的实际情况,对教学内容进行安排.，我把本单元划分为6课时：

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

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

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

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

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

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

　　下面是第一课时的课堂教学设计。本课时将充分利用教材所提供的练习，借助多媒体来完成教学任务。

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

　　Step 1. Pre-task

　　Activity 1. Warming up (6 minutes)

　　1、师生互动：教师展示一些中国体育健儿在28届雅典奥运会上夺冠的精彩画面，提出一些问题，如 Who can tell me what it is about? Can you describe what you have seen? Do you know some details

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

　　What’s the motto of Olympic Games?

　　引出本单元的话题---奥运会。在此过程中展示一些学生熟悉并喜欢的体育明星及体育运动的画面，从视觉上激发学生对本话题的兴趣，并为过渡到Warming up部分做准备。

　　2.小组活动：学生两人一组进行问答Warming up（P9）里的问题。教师给出答案和各题分值，让学生自我评分，了解自己对奥运会的熟悉程度。在活动过程中，教师适时教授新词汇，激发学生的求知欲望，从而将学生引向课文的学习。

　　Activity2.Pre-reading (5 minutes)

　　1.师生互动：在教学过程中，教师出示北京风光、2008奥林匹克体育场等一些图片，然后提出问题：When and where will the next Olympic Games be held?紧接着引向 Pre-reading的教学。

　　2.小组活动：六人一组讨论Pre-reading（P9）里的其他问题。然后请各组派代表回答问题，进一步激发学生学习课文的兴趣。

　　Step 2. Task-cycle

　　Activity 1. Listening and fast reading (4 minutes)

　　1.个人活动：通过听课文录音总结文章大意:

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

　　2.班级活动：学生发言，校对完善对文章大意的把握，为detail reading作铺垫。

　　Activity 2. Read the text carefully again and fill in

　　the chart (10 minutes)

　　1.个人活动: 认真阅读课文，找出古现代奥运会的异同。

　　2.小组活动：六人一组讨论上表的问题。

　　3.班级活动：学生按上表抢答古现代奥运会的异同，加深对奥运会的了解。

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

　　班级活动：学生按上表的提示用自己的语言分别描述古代与现代奥运会，加深对课文的理解。

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

　　班级活动：帮助学生总结归纳课文中出现的重要词汇、短语和句子，如：take part in, a set of, as well as, compete with, compete for, be admitted as, relate to, be related to When and where will the next Olympic Games be held?

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

　　教师作必要的解析。

　　Step 3. Post-task

　　Activity 1. Discussion (5 minutes)

　　小组活动：六人一组讨论Comprehending中第二题练习的问题。

　　班级活动：各组派代表回答刚才讨论的问题，教师给予指导，提高学生解答阅读理解问题的能力。

　　Activity2. Talk show (3 minutes)

　　班级活动：选两位学生，一位当主持人，一位当被采访者，其他同学充当观众，模仿央视“艺术人生”的形式作一访谈，要求主持人留一些时间给观众提问。通过活动巩固所学知识，进一步熟悉interview这种形式。

　　Homework: 借助课文中的关键句子，用第一人称复述课文。

　　板书设计(教学过程中借助课件逐步展示)：

　　（Part 1）

　　（Part 2）

　　take part in

　　a set of

　　as well as

　　compete with，compete for

　　be admitted as

　　relate to

　　be related to

　　When and where will the next Olympic Games be held?

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

　　为学生提供一些有关运动会词汇:

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

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

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

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

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

高中英语说课稿11

　　一、教材的分析与处理

1、课型：阅读理解

2、教材分析：

1.地位：

　　本文是该单元“旅行日志”的重点文章，属精读材料。本单元的中心话题是“旅游”，可以说这是一个世界性的时尚话题，随着经济发展、社会进步、人们生活水平的提高，旅游作为现代人的一种生活方式，越来越被更多的人们所接受与喜爱。本单元讲述了一段沿湄公河而下的自行车旅行，主人公“王坤”以旅行日记的形式详细的记录了这一过程。学生通过追随这一段旅程，探讨与“旅游”相关的各种话题，如：如何为旅游做准备，怎么选择适当的旅游方式，怎样确定旅游路线，计划或日程等等。通过本单元的学习，不仅可以实使学生学到与旅游有关的语音知识和语言技能，还会使学生对旅游产生浓厚的兴趣，通过旅游了解世

　　2.内容：“阅读”(Reading)部分的题目使”沿湄公河而下的旅程“。文章讲到主人公王坤和姐姐王薇想骑山地车旅行，于是选定了沿着云南西部的澜沧江，也就是湄公河作为旅游路线。他们选择海拔5000多米，空气非常稀薄的高山作为旅行的起点。着注定是一次非常刺激的旅行经历。通过查

　　阅资料，他们知道了河流的特点和流向，沿途所要经过的地形等等，增长了地理方面的知识，开阔了视野。通过阅读，教师要让学生学到一些有关地理的单词和短语，训练他们的阅读技巧，还要让他们做好懂得如何做好旅行前的准备工作，例如选择自己感兴趣的旅行地点，确定旅游路线，通过查地图等了解沿途的相关信息。这课时主要侧重于阅读能力的培养，教给学生多种灵活多变的阅读方法。引导学生开展任务型阅读，以任务为依托，激发学生参与主体，从篇章中准确、高效地获取知识与信息。体裁：旅行日记

　　3、学生分析：学生已经学了warming-up与部分单词，并且预习了这篇课文，上课会比较轻松，理解也比较容易。 4、教学目的要求：

　　①语言知识：理解与旅游有关的知识并掌握文中的词汇短语。 ②语言技能：培养阅读策略（跳读、查读、略读与归纳能力）；了解旅游常识；学会如何写旅行日志。

　　③情感态度：感受主人公认真谨慎的态度，养成做事充分准备坚持到底的好习惯。

　　④学习策略：培养查找旅游信息的能力，出行之前讨论、制定计划、查阅资料等能力。

　　⑤文化意识：增强对祖国大好河山的热爱，以及在旅游中接受异国文化的能力。

　　5、教学重点：让学生理解本课旅游日记的内容。

　　6、教学难点：培养学生的阅读能力，尤其是理解归纳的能力。

　　二、教学方法与手段

　　1、教学方法与手段：任务型教学法，合作式教学与讨论结合，设计循序渐进的活动，确保课堂的整体性、互动性、趣味性和交际性。 2、教学辅助：多媒体（图片、视频、音频）三、教学过程 1、Lead-in 导入

　　⑴播放并齐唱歌曲：《青藏高原》

　　⑵提一个问题，引入湄公河的发源地，作为热身活动部分，很快就能引起学生的注意力，进入与课文相关的情景联想，并能激发学生探究知识的'欲望。

　　2、Pre-reading 读前活动

　　⑴看湄公河的图片，并说出它所流经的国家。

　　⑵提出两个关于湄公河的背景问题，并展示湄公河的地图。 3、While-reading 读中活动 ⑴快速阅读

　　①播放课文录音，要求学生听录音时找出每段的大意。 ⑵细节阅读

　　1.给出4个陈述句让学生判断正误并予以纠正。培养学生发现判断处理获取信息的能力。

　　2.结合课文，完成表格填空。分析人物的性格，这对培养学生阅读中推理和归纳能力非常重要，同时，我讨论分析王薇的人物性格做了铺垫。 4、Post-reading 读后活动

　　⑴结合表格填空复述课文。回顾课文内容，让学生从整体上把握和领会文章的脉络，加深对文章内容的理解与认识。做到从宏观上学习知识和各种阅读技能。

　　⑵讨论：你认为王薇是一个性格倔强的人吗？

　　通过对这个人物的分析，可以增进同学之间的相互了解和彼此的交流，有利于培养同学良好的团结协作精神。

　　5. 总结：内容总结与方法总结通过归纳知识点，使得学生获得一定的成就感。

　　6、Homework 家庭作业

　　通过设计和转换角色，让学生作为一名记者去采访王薇或者是王坤，用英语写一篇对话，有利于提高学生的写作能力和水平。而找出文章中的难句的目的是为了下节课的语言学习奠定基础。

高中英语说课稿12

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

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

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

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

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

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

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

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

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

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

高中英语说课稿13

　　1、教材分析

　　2、教学目标

　　3、重点难点（有时根据需要也会说上关键点）

　　4、教法和学法导入（5分钟）

　　5、教学过程正体（20分钟）

　　6、尾声（5分钟）

　　自我评价：

　　各位评委老师，上午好，我是_____号考生夏会丽。

　　说课：

　　今天我说课的题目是《____________》。首先我们来进行教材分析。

　　教材分析：

　　本节课出自______________出版社出版的高中《________》第__册第__章第__节。

　　1、本节课分____个部分内容，分别是：___________________

　　2、本节课贯穿了______以后的整个教学，是学生进一步顺利、快捷操作____的基础，也是形成学生合理知识链的重要环节。(这条基本上通用)

　　3、本节课联系了________和_________，在以后学习______具有重要意义。

　　4、本节课是在学习______的基础上，进一步学习___________的关键。

　　（以上4条，灵活运用，不用全部说上就行。可以参考序言中的句子，主要是说学习本节课的意义。）

　　接下来说一下本节课的教学目标。

　　教学目标

　　⑴、能力目标：（根据需要选择能力目标）

　　例如：1、通过讲练结合，培养学生处理____、解决问题的能力。

　　2、分组学习方式，培养学生与他人沟通交流、分工合作的能力。

　　3、通过设置问题情境，提高学生分析和解决问题的能力。

　　⑵、情感目标：

　　1、培养学生认真、细致的学习态度。

　　2、通过发现问题、解决问题的过程，培养学生合作精神，增强学生的求知欲和对学习的热情。

　　当我们对教材进行了分析并且了解了教学目标之后，就不难理解本节课的重点与难点重点难点

　　1、重点：…. 2、难点：….（对于重点、难点，依然是说出本节课的内容就行，可以参考本节课的题目和各部分的标题）

　　那么，究竟应该怎样来完成本节课的`任务呢？下面说一下本节课的教法和学法。教法：（根据需要任意选取教法。2-3个就行。根据时间自行安排。）

　　1、范例、结合引导探索的方法，激发学生的学习兴趣。

　　2、教师精讲、学生多练，体现了以学生为主体、教师为主导的教学原则。

　　3、采用类比法，引导学生发现问题，自主学习，从而体验到独立获取知识的喜悦感。

　　4、通过“教”“学”“放”“收”突破重点和难点。

　　教学相长，本节课我所采用的学法主要有两个。

　　学法：

　　1、主动学习法：举出例子，提出问题，让学生在获得感性认识的同时，教师层层深入，启发学生积极思维，主动探索知识，培养学生思维想象的综合能力。

　　2、反馈补救法：在练习中，注意观察学生对学习的反馈情况，以实现“培优扶差，满足不同。”

　　最后我们说一下本节课的教学过程。

　　教学过程：

　　我将本节课分为三个部分。

　　用约5分钟时间进行导入部分，主要是复习和引入新课。

　　用约20分钟时间进行正体部分。主要是通过讲练结合的方式完成对_____ 、______、 ______ 、________几部分的学习。

　　最后，用约5分钟的时间进行尾声部分，主要是小结和作业。

　　说课完毕！

高中英语说课稿14

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

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

　　Section 1 Analysis of the teaching material

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

　　Section 2 Identifying the teaching aims

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

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

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

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

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

　　Section 3 Teaching procedures

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

　　Part 1 Getting ready

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

　　The part consists of two tasks:

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

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

　　Part 2 Focusing on main facts

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

　　The part includes six tasks:

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

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

　　A felt being part of another culture B be more independent

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

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

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

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

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

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

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

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

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

　　Section 1 Analysis of the teaching material

　　Section 2 Identifying the teaching aims

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

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

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

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

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

　　Section 3 Teaching procedures

　　Part 1 Getting ready

　　The part consists of two tasks:

　　Part 2 Focusing on main facts

　　The part includes six tasks:

　　A felt being part of another culture B be more independent

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

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

高中英语说课稿15

　　Women of Achievement

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

　　Part 1 my understanding of the material

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

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

　　Third, about teaching aims

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

　　To learn sth about Jane’s research.

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

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

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

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

　　To reinforce the sense of wildlife protection.

　　Fourth, about key points and difficult points

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

　　Part 2 Teaching approaches

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

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

　　Part 3 Preparations before class

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

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

　　Part 4 Teaching procedure

　　I designed 6 steps to deal with this reading passage.

　　Step 1 lead—in

　　Activity: picture appreciation and question answering

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

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

　　Step 2 pre—reading

　　Activity: look and guess

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

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

　　Step 3 reading

　　Activity 1 scanning

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

　　1 who is the student?

　　2 what animals are observed?

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

　　4 what was the purpose of her study?

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

　　Activity 2 skimming

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

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

　　Activity 3 careful reading

　　For paragraph 1: Video watching and completing a diagram

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

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

　　For paragraphs 2-3: Retelling job

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

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

　　For paragraph 4: Question answering

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

　　Step 4 post—reading

　　I designed 2 activities.

　　Activity 1: multiple choice questions

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

　　Activity 2: qualities and looking for relevant sentences

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

　　Step 5 Discussion

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

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

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

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

　　Step 6 Homework

　　Activity : Thinking and Writing

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

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

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

　　That’s all. Thank you!

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