高中英語說課稿[合集]
作為一位兢兢業(yè)業(yè)的人民教師，常常要寫一份優(yōu)秀的說課稿，說課稿有助于順利而有效地開展教學活動。我們應該怎么寫說課稿呢？下面是小編收集整理的高中英語說課稿，僅供參考，歡迎大家閱讀。
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高中英語說課稿1
大家好！很高興在這里呈現我的教案設計！我要講的是普通高中課程標準實驗教科書模塊二第四單元wildlife protection的第二課時，即閱讀課，文章題目是How Daisy learned to help wildlife。接下來我要從教材分析，學情分析，教學目標，重難點，教學方法，教學步驟和板書設計這幾方面來具體闡述我的教學思路。
教材分析和學情分析
首先，我來分析一下教材和我們班學生的情況。這個單元的主題是野生動物保護。野生動物的保護是當今世界面臨的熱點問題，并且關乎每個人。本文章是以故事形式記載的，講述了世界三個不同地方面臨的不同生態(tài)問題。文章語言淺顯易懂，但是內涵豐富，學生們需要學會運用推理的方法才能理解某些語句的深層含義。學生們在即將完成高一課程的同時，已掌握了一定量的詞匯，也已熟悉了英語閱讀的技巧。所以在訓練閱讀技巧的同時，我會注重文章的理解深化和口語的鍛煉上。此外，很多學生都喜歡動物，對本節(jié)課的主題肯定非常感興趣，也會對一些野生動物瀕臨滅絕感到惋惜。但是，這些只停留在認識上。大多數學生不能把自己和野生動物的保護聯(lián)系起來，并沒有意識到自己的責任，即要采取行動改善野生動物的現狀。最后，考慮到學期末，有些學生可能對學習有些懈怠，或失去了興趣，所以本堂課會增加一些趣味性的環(huán)節(jié)。
教學目標
根據以上對教材和學情的分析，我制定了以下教學目標。第一，語言技能目標。學生能夠通過跳讀和略讀，了解文章大意，定位細節(jié)。學會推理，思考，分析語句的深層含義和文章結構，進一步理解作者寫作意圖。此外，學生能夠自由表達觀點，討論動物保護話題。第二，語音知識目標。學生進一步熟悉動物保護話題，對野生動物的現狀，瀕臨滅絕的原因，保護野生動物的組織等基本知識有個大概的了解。理解本文章的主旨大意并初步認識文章中出現的一些詞匯。第三，情感態(tài)度目標。學完本課，學生會意識到動物保護的重要性、急迫性，意識到我們每個人都有責任，應該付出行動。第四，文化意識目標。這節(jié)課讓學生明白地球是大家的，野生動物保護沒有國界，地球人都有義務共同保護我們的大家庭。最后是學習策略目標。學生學會通過英語口語交際，解決具體問題。還可以提高資源策略，通過互聯(lián)網、書籍、媒體等各種方法獲取需要的資源。
重難點：
根據以上的分析，我把本節(jié)課的重點定位在閱讀技巧的訓練，即跳讀、略讀、推理和文章理解上，難點是如何激發(fā)學生學習本文章的動機，即動物保護關乎每一個人。
教學方法和教具：
我主要用的教學方法是交際法中的情景教學法和任務型教學法，這在教學步驟中會具體講解。我使用的教具主要是電腦、投影儀。
教學步驟：
下面是我的具體教學步驟。我分四個步驟來完成。
第一個步驟是導入。大概在5分鐘內完成。首先我會給學生播放一個短片，內容是關于一些野生動物瀕臨滅絕的現狀和滅絕原因的分析。視頻的導入可以激發(fā)學生的學習熱情和對野生動物的同情之情，激活背景知識，了解野生動物瀕臨滅絕的原因。短片看完后，讓學生同桌討論以下問題：野生動物與我們的生活有何關系？討論的同時將答案做簡短記錄。討論結束，請學生口頭呈現討論結果，我會將他們的答案收集、歸類并記錄在黑板上。這個問題的討論可以讓學生意識到野生動物的重要性，它們與我們生活息息相關。
第二步，pre—reading，即讀前活動。這個步驟花費4分鐘。首先介紹WWF這個組織，成立時間，目標，口號等等。在介紹之前可以先問問學生對這個組織的了解程度。這個組織在文章中出現，將其做簡單介紹，可以增加學生的知識儲備。接下來，學生做讀前預測�？礃祟}和圖片猜猜文章的'大概內容。這可以讓學生養(yǎng)成閱讀前預測的良好習慣。
第三步，while—reading，大概花費20分鐘。這個步驟有三個環(huán)節(jié)，即略讀、跳讀和精度。略讀環(huán)節(jié)，學生快速瀏覽全文，找出文章大意。這讓學生對全文有個大概的了解。跳讀環(huán)節(jié)，學生再次瀏覽全文，這次是帶著問題跳讀，快速定位細節(jié)。首先完成一份表格，找出三次旅游的地點和分別碰到的動物。然后回答問題，如：哪個動物對人類處理環(huán)境問題的方式很不滿意？學生回答問題的同時要將答案出現在文章哪個地方指出。在精讀環(huán)節(jié)，學生根據指示，一段一段學習。對于每一段，即每一次旅行，我設計了不同的問題，問題形式也各不一樣。如第一次西藏之旅，我設計了幾個細節(jié)問題如藏羚羊發(fā)生了什么？人們屠殺藏羚羊結果怎么樣？第二次與在津巴布韋與大象的邂逅，我讓學生完成一個表格，找出大象以前的狀況和現在的狀況，并回答為什么有這樣的改變。第三次熱帶森林之旅，除了細節(jié)問題，還涉及了語句的深層含義理解。這個步驟主要訓練學生的閱讀技巧，并理解文章的細節(jié)內容。在這整個步驟，問題的設計很重要。
第四步是post—reading。將花16分鐘時間完成。首先，在學完了文章具體內容之后，讓學生理順文章結構，各部分是怎么組織并連在一起的，并完成課后的表格。這個表格在這時候完成難度可以降低。接下來做一個文章大意填空練習。運用文中出現的詞匯填空。這個練習可以鞏固課文中出現的詞匯，并為下一個環(huán)節(jié)提供語言支持。最后，我設計了一個辯論環(huán)節(jié)。材料就是課文后的練習三，五個人一組，一個學生主持并做裁判，一個學生扮演農民，他希望在野生公園里面的農場上種植咖啡。另一個學生飾演另一個農民，而他堅決要保護這個野生公園。第四個學生扮演市長，他只想發(fā)展地區(qū)經濟。第五個學生是世界野生生物基金會（WWF）的代表，支持保護野生公園。首先，正方反方各發(fā)表意見并提出至少三個論據（原因），然后自由辯論，最后得出解決方案。裁判仔細聽并做筆記，在辯論結束后需要向全班報告辯論結果。我會在課件上提供詞匯和句型，以幫助學生順利完成這個任務。這里運用了情景教學法和任務型教學方法。學生扮演不同角色，完成具體的任務。這個活動擴大了討論范圍，設計到生態(tài)保護和經濟的利害關系，學生對這一話題做了更深入的思考，并學會如何解決問題。辯論的設計可以激發(fā)學生的英語演講激情，鍛煉英語口語。
最后是家庭作業(yè)。1。完成課后題目，為下節(jié)課語法的學習做好準備。2。What other endangered animals do you know？What has being done and what should be done to protect these animals？為了回答這個問題，學生需在課后上網或去圖書館查詢，并在下節(jié)課報告。這可以培養(yǎng)學生的資源策略。
板書設計：
這是我的板書設計，中間是三次旅行的地點和遇到的動物，右邊是重點詞匯的羅列。左邊是導入部分討論后在黑板上的總結。
這就是我今天要說的課，謝謝！
板書設計：
Unit 4 How Daisy learned to help wildlife
Tibet — Zimbabwe— rainforest
Antelope elephant monkey
高中英語說課稿2
1、 教材分析
2、 教學目標
3、 重點難點（有時根據需要也會說上關鍵點）
4、 教法和學法 導入（5分鐘）
5、 教學過程 正體（20分鐘）
6、 尾聲（5分鐘 ）
自我評價：
各位評委老師，上午好，我是_____號考生夏會麗。
說課：
今天我說課的題目是《____________》。首先我們來進行教材分析。
教材分析：
本節(jié)課出自______________出版社出版的高中《________》第__冊第__章第__節(jié)。
1、本節(jié)課分____個部分內容，分別是：___________________
2、本節(jié)課貫穿了______以后的整個教學，是學生進一步順利、快捷操作____的基礎，也是形成學生合理知識鏈的重要環(huán)節(jié)。(這條基本上通用)
3、本節(jié)課聯(lián)系了________和_________，在以后學習______具有重要意義。
4、本節(jié)課是在學習______的基礎上，進一步學習___________的'關鍵。
�。ㄒ陨�4條，靈活運用，不用全部說上就行�？梢詤⒖夹蜓灾械木渥�，主要是說學習本節(jié)課的意義。）
接下來說一下本節(jié)課的教學目標。
教學目標
�、�、 能力目標：（根據需要選擇能力目標）
例如：1、通過講練結合，培養(yǎng)學生處理____、解決問題的能力。
2、分組學習方式，培養(yǎng)學生與他人溝通交流、分工合作的能力。
3、通過設置問題情境，提高學生分析和解決問題的能力。
�、�、情感目標：
1、 培養(yǎng)學生認真、細致的學習態(tài)度。
2、 通過發(fā)現問題、解決問題的過程，培養(yǎng)學生合作精神，增強學生的求知欲和對學習的熱情。
當我們對教材進行了分析并且了解了教學目標之后，就不難理解本節(jié)課的重點與難點 重點難點
1、重點：…. 2、難點：….（對于重點、難點，依然是說出本節(jié)課的內容就行，可以參考本節(jié)課的題目和各部分的標題）
那么，究竟應該怎樣來完成本節(jié)課的任務呢？下面說一下本節(jié)課的教法和學法。 教法：（根據需要任意選取教法。2-3個就行。根據時間自行安排。）
1、 范例、結合引導探索的方法，激發(fā)學生的學習興趣。
2、 教師精講、學生多練，體現了以學生為主體、教師為主導的教學原則。
3、 采用類比法，引導學生發(fā)現問題，自主學習，從而體驗到獨立獲取知識的喜悅感。
4、 通過“教”“學”“放”“收”突破重點和難點。
教學相長，本節(jié)課我所采用的學法主要有兩個。
學法：
1、主動學習法：舉出例子，提出問題，讓學生在獲得感性認識的同時，教師層層深入，啟發(fā)學生積極思維，主動探索知識，培養(yǎng)學生思維想象的綜合能力。
2、反饋補救法：在練習中，注意觀察學生對學習的反饋情況，以實現“培優(yōu)扶差，滿足不同�！�
最后我們說一下本節(jié)課的教學過程。
教學過程：
我將本節(jié)課分為三個部分。
用約5分鐘時間進行導入部分，主要是復習和引入新課。
用約20分鐘時間進行正體部分。主要是通過講練結合的方式完成對_____ 、______、 ______ 、________幾部分的學習。
最后，用約5分鐘的時間進行尾聲部分，主要是小結和作業(yè)。
說課完畢！
高中英語說課稿3
一、 說教材(Textbook)
在人教版高一英語的下冊的Unit 19，曾經談論過一些關于農業(yè)的話題，學生對中國早期的出名的農業(yè)家賈思勰有了一定的了解。人教版高三英語的Unit 4這個單元以Green World 為話題，讓學生初步了解一些植物學方面的內容，如植物的分類、栽培以及植物學的發(fā)展的歷程等等;語言技能和很多的語言點幾乎都是圍繞介紹綠色世界這一中心話題而展開的。要求學生能夠運用所學的內容對相關話題進行流利的表述。
在READING部分，介紹了植物學正式成為一門科學的.歷史形成過程。重點介紹了兩個為植物學發(fā)展做出過卓越貢獻的重要人物林厄尼斯與班克斯。他們以獨特的歸類的方式對植物進行分類，從而征服了整個世界。
在POST-READING 部分，針對READING部分的相關內容設計了5個練習。第1個練習以選擇填空的形式考查學生對課文細節(jié)內容的了解。第2-5小題以問句的形式進一步考查學生對課文重點內容的了解。
二、說教學目標(Teaching goals)
1、讓學生了解植物這一學科的形成，并了解一個學科的形成需要經過漫長的時間及幾代的科學家的努力和奮斗。
2、使學生了解科學家為科學事業(yè)所作的努力及其奮斗精神。
3、培養(yǎng)學生查找細節(jié)，分析主題從而提高學生的閱讀理解能力。
4、學習一些有用的詞匯和短語。
5、加深對閱讀技巧(Scanning and skimming method)的理解及運用。
1、 Target language語言目標
1)、Learn some important words and phrases(學習一些有用的詞匯和短語)
merely, classify, identification, male, promote, botanical, privilege, cosy, wealth, expense reward, appetite output, accumulate, abandon, distinguish, appoint, calculate , astronomy, enterprise, settlement, abandon, on a large scale, look out for
2)、 Learn some important sentences(學習一些重要句子)
A、 Attempts had been made by others to classify plant species into groups, but the breakthrough came with the work of Carl Linnaeus、 P30
B、 In 1768, the Royal Navy appointed James Cook as the commander of the Endeavor to take members of the Royal Society on an expedition to Tahiti、 P31
C、 He also looked out for new economic species: plants that could be grown in England or other parts of the world to produce crops that could be sold、 P31
D、 Banks was the first to move crops from one continent to another on a large scale, helping to develop local economies with these new imports、 P31
2、 Ability goals 能力目標
Enable students to talk about “Botany” and say something about the development history of botany、 Help the students to know the contribution of the three important persons to the science of botany、 Try to improve the reading ability of the students、http://www、dakao8、com/
三、 Teaching important and difficult points說教學重點及教學難點
Help students to understand the whole passage、 Help students to know how to use some key words and understand the meaning of some difficult sentences、
四、說教學方法和學法指導Teaching methods and study guide
在本單元的Reading當中,文章比較長,有很多有的新單詞,個別的句子非常難理解,學生在閱讀當中一定會遇到一定的困難。因此，我采用了一些靈活的實用的教學方法(如Scanning and skimming method和Task-based method)，幫助學生理解文章的內容，努力提高閱讀課的教學效果。具體做法如下：
1、 解讀標題 The Birth of a Science、 這能幫助學生快速了解文章的內容。對提高閱讀效果有很大的幫助。 老師可向學生設問：What is Botany?讓學生思考并回答。
2、 通讀課文，了解細節(jié)。老師可向學生提出問題：How many people are mentioned in the passage? 讓學生快速閱讀并尋找此問題的答案。
3、 深層了解,歸納課文大意。What is the main idea of the passage? 讓學生歸納文章的大意，從而幫助學生理解整篇文章的內容。
4、 升華主題。What can we learn from the passage? 讓學生能聯(lián)系實際，學有所獲。
5、 讓學生進行分組(Pair work/ Group work)的討論(Discussion)，加深學生對課文的理解，進一步調動學生學習的積極性。
五、說教具準備Teaching aids
A recorder, a notebook computer and a projector、
六、說教學過程Teaching procedures
Step 1、Presentation
Step 2 Fast reading
Step 3 Listening
Step 4 Exercises
Step 5 Post reading
Step 6 Language points
Step 7 Homework
Step 1、Presentation
What is Botany? Science of studying plants is called BotanyStep 2 Fast reading (Reading materia
高中英語說課稿4
Teaching Objects:
1. To enable the Ss to understand the reading strategy and use it;2. To help the Ss get a better understanding of advertisements;3. To enable the Ss express their ideas about advertisements and help them to build a proper idea about being smart about advertisementsTeaching key Points:
1. To help the Ss understand the reading strategy and guide them to practice using the strategy.
2. To help the Ss discuss the topic about advertisements.
Teaching Procedure
Step 1 Lead-in
1. Ask the Ss: What do you think of your school life?
----Try to connect the Ss’ answers with school clubs.
2. Group work
Suppose you are the organizer of the English Club in the school, try to say something to attract more students to join you. You can only use three sentences at most.
Ask some students to give their sentences and tell the Ss "What you did just now is in fact a kind of advertising."Ask the Ss: Have you realized what you did just now is actually a kind of advertisement? ----introduce the topic of the class---AdvertisementsStep 2 What is an advertisement?
1. Ask the Ss "What is an advertisement?" Let them use their own words.
The Ss may have difficulty expressing it clearly and properly.----We are so used to advertisements that we often ignore them. So today we are going to read a passage about advertisements and try to learn more.
2. Ask the Ss to read the passage （the part of "What is an advertisement?"）to get the author’s definition of advertisements.
An advertisement provides information and uses persuasive languages and exciting images to encourage people to buy a product or service or believer in an idea.
3. More questions to help the Ss understand this part:
Where can we see advertisements? ---Media--- Billboard, newspapers, magazines, the Internet, radio, television…What types of advertisement do we have?---（1） Commercial ads （2）PSAs4. Show the Ss some pictures of the two kinds of ads and ask the Ss to tell which type they belong to.
It is very easy for the Ss to tell the types. Then ask:
What’s the difference between commercial ads and PSAs?
Commercial ads--- To sell things; to get profits and money.
PSAs--- To educate people
Step 3 Does an advertisement tell people the complete truth?
Up till now, we have learned something about advertisements and it is true that we can get a lot of information from advertisements. But do you think all the ads are trying to tell us the complete truth?
1. Ask the Ss to skim the text to get the author’s answer to this question "Does an advertisement tell people the complete truth?"-----Even if an ad does not lie, it does not mean it tells you the complete truth.
2. Ask the Ss to have a more careful reading and ask the Ss the discuss how the writer support his idea---The writer uses two examples to support his idea.
3. Then ask the Ss: Does the writer make any conclusion about this part?
---Yes. "We must not fall for this kind of tricks."4. According to the above three parts, explain to the Ss the structure of expository writing:
�。�1） Even if an ad does not lie, it does not mean it tells you the complete truth--- Subject/topic（2） Two examples --- Supporting details（3） We must not fall for this kind of trick! ---ConclusionStep 4 Public service advertisements
Ask the Ss to use the idea of expository writing to read part 3. Ask them to find the topic, supporting details and conclusion of this part.
Subject/ topic—PSAs are meant to be helpful to educate people.
Supporting details—examples ---（1） Deal with large social issues（2） About public service projects
�。�3） Teach us how to live healthy lives
Conclusion --- All of these ads are meant to be helpful, and you can often learn a lot by following the advice they give.
Step 5 Structure of the whole passage
Now we’ve learned more about advertisements and the structure of the expository writing. Let’s come back to the whole passage to see whether the whole passage follows the structure or not.
Topic --- Advertisements
Supporting details---- （1） What is an advertisement?
�。�2） Does an advertisement tell people the complete truth?
�。�3） Public service advertisements
Conclusion ---- Be smart about advertisements!
You see, the whole passage also follows the structure and it will be easier for you to read or write an expository writing if you follow the structure. Now let’s have a practice.
高中英語說課稿5
I.教學內容分析
本次做課的內容是外研版的“新標準”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。通過學習，希望同學們熱愛體育運動，學習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，號召同學們熱愛祖國、熱愛運動，學習體育健兒們不畏艱難、永不放棄、奮力拼搏的精神。
II．教學目標及重難點
1.教學目標
�。�1）閱讀中能識別新學詞匯、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歷。
（4）分析文章結構，根據文字表面意思對其深層含義做出正確合理的推斷。
2.教學重點
(1)學習如何談論體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.教學難點
(1)讓學生根據文字表面意思對其深層含義做出正確合理的推斷。
(2)通過學習，陶冶學生的情操，要求學生熱愛體育運動，學習體育健兒們不畏艱難、奮力拼搏的精神。
III.人文目標
學習策略：通過談論體育人物引出話題，促進與他人的交流。
文化意識：關心和了解體壇賽事，增強健身意識。
情感態(tài)度：學習體育明星們的拼搏精神，在學習上刻苦用功、努力拼搏。
IV.設計思路及理念
1.整體設計思路：課程標準將英語課程的總體目標確定為學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生的語言技能、語言知識、情感態(tài)度、學習策略和文化意識等素養(yǎng)的整合發(fā)展的基礎之上的。而閱讀教學正是承載以上任務的最好教學形式。教師在教學過程中強化閱讀意識、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，到分析文章段落結構，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)，力求使學生學會如何領會大意；學會閱讀的基本步驟，即從整體到部分，再到細節(jié)；如何根據不同的活動要求采用不同的閱讀策略等技能。
2.具體教學環(huán)節(jié)及遵循的教學理念
閱讀教學從大環(huán)節(jié)來說分三部分：Pre-reading, While-reading, Post-reading。在Pre-reading階段我共設計了兩個任務：warming-up和prediction 。其目的是幫助學生熟識問題，提供話題以激活他們頭腦中相關的`知識儲備，并鼓勵學生根據題目對文章的內容進行預測。這樣就激發(fā)了學生的求知欲望和學習動力，強化了學生主動思考意識，便于學生閱讀過程中對文本的縱觀統(tǒng)籌、整體把握，從而提高課堂教學的實效。While-reading階段是學生閱讀實踐的重點環(huán)節(jié)，學生處在不同的閱讀階段，教師應設計出不同層次，不同難度的題目進行檢測。據此，我共設計了五個環(huán)節(jié)，分別是速讀連線各段段意、驗證讀前預測、細讀完成表格，分析文章結構和多項選擇題。速讀連線題為了訓練學生速讀全文，抓住各短大意的能力，細讀完成表格是用來訓練學生抓住重要信息點的能力。Post-reading環(huán)節(jié)的任務是培養(yǎng)學生的綜合語言運用能力，是發(fā)展學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會。本環(huán)節(jié)主要有兩個任務：小組討論和給文章起新題目。其中討論題What can we learn from Li Ning?既體現本節(jié)課教學內容，又符合學生的實際水平和心理特點。尤其是選擇新題目這一任務，有利于學生開拓思維，積極參與課堂交流。
V．學法指導
本節(jié)課重點在指導學生如何運用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，挖掘學生的學習潛能，引導學生進行獨立自主的學習和合作討論，為學生引路，讓學生自己去跨越一級又一級的臺階，最終完成本節(jié)課教學目標。
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;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6
各位老師：
大家好！
我說的課題是高中一年級英語上冊第2單元English around the world的第三課時Reading。我說課的內容包括三部分，一是教材分析，二是說教法，三是說教學程序。
一、 教材分析
1、單元背景分析
本單元討論的話題是“世界英語”介紹了英語在當今世界范圍內人們生活中扮演的不同角色及其重要意義。尤其介紹了英美語言的差異，讓學生更進一步了解學好英語的必要性和其重要意義。促使學生了解英美語言在詞匯、拼寫、語音等方面的區(qū)別。使學生在認識到學好英語的重要性的同時，更加熱愛自己的祖國，從而培養(yǎng)他們的祖國意識。
2、教材內容分析
本課是高中一年級英語上冊 ，unit 2 English around the world 中的Reading.
本單元的中心話題是“世界英語”，具體涉及“英語在當今世界范圍內人們生活中扮演的不同角色及其重要意義，以及英美語言的差異”。本課的語言知識及語言技能主要是圍繞“世界英語”這一中心話題進行設計的。
本課時主要分為兩部分:
1）Pre-reading. (讀前準備)
“ 讀前準備”部分是Reading的前奏，此部分設計了兩個問題，誘發(fā)學思考。通過對問題的討論和比較，讓學生明白學好英語的重要性。
2）.Reading (閱讀)
“閱讀”部分文體為說明文，全文共分三個段落。全文闡述了一個鮮明的觀點：英語的確是當今世界范圍內使用最廣泛的一門語言之一，也是聯(lián)合國的工作語言之一，它的.重要作用是其他語言不可替代的。
3）Post-reading（讀后）
“讀后”部分共設計了兩類題型：第一部分是和個問題，其中前面兩個是細節(jié)理解題；第三題是一個開放性題目，鼓勵學生把英語學習與現實生活相結合。第二部分是填空形式，幫助學生梳理文章，掌握文章主要細節(jié)，概括中心思想，實為文章的一個綱要。
三部分均以提高學生閱讀能力為主，所以將此三部分有科學地整合成一節(jié)閱讀課。
3、教學重點
1）、使學生在認識學好英語的重要性的同時，更加熱愛自己的祖國。
2）、發(fā)展學生的閱讀能力，尤其是歸納總結，猜詞和查讀（scanning）的能力。
3）、使學生通過交際性任務和合作的機會，培養(yǎng)他們用諺語思維和交際的能力。
4、教學難點
1）、使學生在認識到學好英語的重要性的同時，更加熱愛自己的祖國，從而培養(yǎng)他們的祖國意識。
2）、與同伴一起討論并找到解決問題的方法。
5、教學目標
根據課文特點及新課標對高一年級學生英語學習能力的要求，本課的教學目標我定為以下幾方面：一、語言目標，二、情感目標。
1. 語言目標
本課為閱讀課型，是一篇說明文，涉及了英語在當今世界范圍內人們生活中扮演的不同角色及其重要意義。尤其介紹了英美英語語言的差異。通過閱讀使學生了解“世界英語”的一些基本概況，包括它的重要性和英美英語的差異。教師根據課文內容用不同的形式來訓練學生，提高閱讀技能。由于課文講述的是世界英語的話題，學生會感興趣。為了引起共鳴，可把課文與生活中經歷結合一起討論。本課的目的是使學生提高聽、說和閱讀能力，更深的了解學好英語的重要意義。從而激發(fā)學生學習英語的興趣。
2. 情感目標
讓學生領會英美不同文化差異和風俗習慣， 領會語言豐富多彩性和發(fā)展變化的特征，使學生在認識世界英語在人們生活中扮演的不同角色的同時，更加熱愛自己的祖國，從而培養(yǎng)他們的祖國意識。培養(yǎng)他們的跨國文化意識和世界意識。
二、說教法
教學環(huán)環(huán)相扣，設計緊湊。先利用學生感興趣的話題引起興趣，然后帶著問題有目的地閱讀文章。通過回答問題掌握細節(jié)，理清線索，再從整體上把握它的結構、特色，學習用英語歸納以及復述，最后以拓展課文知識小組活動完成這節(jié)課的整體教學。使他們掌握閱讀技巧的同時也增加了見識。在小組討論過程中，學會用已學詞、句表達出自己的觀點。學生通過體驗、實踐、討論、合作和探究等方式，發(fā)展聽、說、讀、寫的綜合語言技能。
為了能很好地突出重點，突破難點，圓滿完成教學任務，取得良好的教學效果，我抓住重點，聯(lián)系實際，以學生為主體，教師為主導，讓學生集中練習。為了激發(fā)學生的興趣愉快地學，我采用限時閱讀、快速閱讀、判斷正誤等教學方法，讓學生充分體現課堂教學“主體者”的身份。
三、說教學程序
1、導入：首先在學生對英語是世界上最廣泛使用的語言和越來越多的人在學習英語現有情況了解的基礎上，引出問題“Do you knohomany countries use English as their mother tongue？Do you knosomething about English around the world？”在學生思索時，引出課題English around the world。接著再詢問學生：What language has the largest number of speakers in the world? What language is the most widely spoken and used in the world? Homany countries do you knouse English as their mother tongue?使學生對本節(jié)課的話題有進一步了解，而且很有興趣了解“世界英語”的具體情況。從另一個角度，先給學生一個語言上的input。激發(fā)學生的興趣和欲望.
2、Pre-reading （讀前準備）：在學生回答了以上問題后，我讓學生看這一部分課本上所設的兩個問題： 1) Homany languages do you speak? Which is your native language? 2) If you speak more than one language, in what situation do you use the languages?讓學生仔細思考后回答。教師不必忙著下結論，誘導他們從書中去思考尋找答案，激發(fā)他們探究的興趣。
3、Reading：使學生了解英語在當今世界范圍內人們生活中扮演的不同角色及其重要意義。
任務 1：Listen to the tape ，聽錄音，然后讓學生盡力得出大意并且回答問題
1. Homany countries are there where the majority of people speak English?
2. Hois English used in Hong Kong?
3. What language should we use on the Internet so that we can communicate with people around the world ?
任務2：讓學生帶著問題閱讀課文（scanning）。有目的性閱讀是閱讀訓練一種技巧，并且提醒學生不用太多花大多注意力在地名和新單詞上面，集中精力探究文章內容。閱讀后學生給出答案
�。ń處煵灰涫峙杂^，可以給學生必要的引導和幫助，發(fā)展學生的自主學習能力，真正的成為學習的主體。）
任務3：根據課文內容，判斷句子對與錯。
1、There are more than 42 countries where the majority of the people speak English in the world.（）
2、There are more than 37,500,000 people who learn English as a second language.（）
3、NeZealand, South Africa, the Republic of Ireland and the Philippines use English as their mother tongue.（）
4、More than 750,000,000 people learn English as a foreign language.（）
5、English is the only one working language of most international organizational trade and tourism.( )
（此設計是為了檢查學生是否理解文章大意和一些重點細節(jié)。）
任務4：根據課文內容，完成以下五道閱讀理解題。
1、 According to the text, which is TRUE about those who use
English as a second language?
A. English is also their mother tongue.
B. They use more than two official languages in their country.
C. People enjoy talking to their family members at home in their native language.
D. They learn English at high school for about five years.
2、 What’s the situation of English used in China?
A. Most Chinese students learn English at school as a foreign language.
B. All Chinese students speak English as a foreign language.
C. The majority of Chinese students speak English at school as a second language.
D. The majority of people in Hong Kong use English as their mother language.
3、 What’s the main idea of the passage?
A. There are more than 42 countries where th majority of the people speak English in the world.
B. More than 750 million people learn English as a foreign language.
C. English is the language of global culture such as popular music and the Internet.
D. English is the language which is the most important and widely used in the world today.
4、 Which is right according to the text?
A. Native speakers of English might find it unnecessary for them to learn a foreign language.
B. English will be the only English to be used in the future.
C. English is the working language of most international organizations, international trade and tourism.
D. With the development of China’s economy, Chinese will be more and more important than English.
5、 Which is WRONG to answer the following questions.
Why is it becoming more and more important to have a good knowledge of English?
A. More and more people will become interested in English.
B. English is one of the working languages of most international organizations, international trade and tourism.
C. We can communicate with people around the world everywhere through the Internet by using English.
D. English has developed into the language most widely spoken and used in the world.
（這活動幫助學生梳理文章，掌握文章主要細節(jié)，概括中心思想。教師對學生的表現要及時給予評價：或表揚、或鼓勵。讓他們體驗到成功的喜悅，努力的收獲。因為愉快的體驗會化為下一次成功的動力。）
4、Post-reading（Group-work）：
任務5：分小組討論：1）Why is it becoming more and more important to have a good knowledge of English? 2） In which countries do we find most native speakers of English? Give the names of three counties. 3） Living in China you can use English every day in different situations. Give two examples.給學生五分鐘的時間分組討論，然后讓每組的代表給出答案（完成本課教學目標）。 教師在布置任務后，應監(jiān)控各小組的活動，適當的時候可以參與到學生的活動中去。在活動中，教師多用評價性語言：Marvelous /Excellent /Fantastic /Well done/Great…
�。ㄟ@項任務型活動，使學生有機會表達自己的看法與觀點，同時，讓他們學會合作，發(fā)展與人溝通的能力。進一步提高語言實際運用能力，使學生的思維能力、想象力、協(xié)作和創(chuàng)新精神等綜合素質得到發(fā)展。）
5、Summing-up（總結）
Through learning this passage, we have got to knothat English is becoming more and more popular all over the world now. So English learning seems important to everyone, especially us students of the necentury. With China’s entry into WTO, English will play a more important part in business, in tourism, and even in people’s daily life. So it’s no doubt that everyone should have a good knowledge of English. And I hope everyone in our class can make an effort to learn English well. But on the other hand, it doesn’t mean English is better than Chinese. We must keep it in mind that one’s mother tongue is the most beautiful language in the world. The reason why we learn English is that we should thus be more capable of building up our country. (這是個很好的機會引導學生在領會學好英語的重要性的同時，更加熱愛自己的祖國，從而培養(yǎng)他們的祖國意識。It’s a good chance to lead the students to love our own country as well
as to learn English well.)
6、布置作業(yè)
1、課后熟讀課文；
2、完成Post-reading Ex.2。
高中英語說課稿7
Good morning, ladies and gentlemen. My topic is Women of Achievement, that is, unit 1, in module 4. The reading passage “A Student of African Wildlife” is talked later and my talk consists of 4 parts. Part 1, my understanding of the material. Part 2, teaching approaches. Part 3, preparations before class. Part 4, teaching procedure.
Part 1 my understanding of the material
First, let me introduce the reading passage. It is the center of this unit’s teaching and learning. It is made up of 4 paragraphs, that is, one day’s observing chimps with Jane in the forest; how Jane did her research and her achievements; Jane’s love towards animals and her contributions to animal protection; and a short summary to her. By learning this lesson, the students can not only understand women’s status in society and everyday life, their values and contributions, their difficulties and achievements, but also learn how to use some words, phrases and sentence patterns. Of course, the students can practise their reading skills, such as skimming, scanning and careful reading.
Second, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading and writing, they still need many opportunities to explore and convey meanings; to classify and reflect on their thoughts, feelings and experiences; to experiment and use their imaginations, and also to develop their autonomous learning ability, cooperative learning ability and investigative learning ability.
Third, about teaching aims
Knowledge aims: To learn how to use the mastery words, phrases and sentence patterns;
To learn sth about Jane’s research.
Ability aims: To cultivate the students’ autonomous learning ability, cooperative learning ability and investigative learning ability;
To develop students’ reading skills, such as making prediction and drawing inferences from the context.
Emotional aims: To encourage the students to participate in the class activities and cultivate their teamwork spirit;
To learn Jane’s bravery and perseverance in achieving her goals;
To reinforce the sense of wildlife protection.
Fourth, about key points and difficult points
I think they are to develop the students’ reading skills, such as making prediction and drawing inferences from the context; and to learn how to use the mastery words, phrases and sentence patterns.
Part 2 Teaching approaches
According to the analysis above, I’ll try to use the following theories: to make students the real master of the class while the teacher myself the director; to inspire the students, especially girl students to chase their dreams with great determinations.
Therefore, task—based teaching method, students—centered teaching method and CAI will be used.
Part 3 Preparations before class
I will ask the students to surf the Internet or go to the library to find some information about great women that they are interested in.
And in class, they will give reports of the information they have obtained. By doing this activity, I can train their autonomous learning ability and investigative learning ability, and their abilities of collecting and dealing with information.
Part 4 Teaching procedure
I designed 6 steps to deal with this reading passage.
Step 1 lead—in
Activity: picture appreciation and question answering
I’ll show them some beautiful pictures of wild animals, such as lions, Tibetan antelopes, monkeys and chimps. Then one question will be asked: which animal has the closest connection with human beings? It’s not so difficult. Of course, chimps. Then the students can find more about chimps from the reading passage.
The purpose of this activity is to stimulate the students’ interest and naturally lead to the reading passage.
Step 2 pre—reading
Activity: look and guess
The students will be asked to just glance at the title and the two pictures in the book, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.
This activity is to inspire the students to read actively, not passively. Surveys show that active reading can raise the readers’ interest and reading efficiency. Other purposes are to develop the students’ reading skill—making prediction and to encourage the students to think in English, express their thoughts in English and cooperate with each other.
Step 3 reading
Activity 1 scanning
The students are required to scan the text quickly and find out specific information of the following questions.
1 who is the student?
2 what animals are observed?
3 when did Jane Goodall arrive at Gombe? How old was she?
4 what was the purpose of her study?
By doing this activity, the students can improve their reading skill—scanning. And they can get the two lines of the whole passage, the main line—student, and the hidden line—wildlife. It builds a solid base for the latter reading comprehension.
Activity 2 skimming
The students are asked to skim the text quickly and summarize the main idea of each paragraph.
By doing this, I can train the students’ reading skill—skimming. And before their skimming, I’ll remind them to find out the topic sentence of each paragraph.
Activity 3 careful reading
For paragraph 1: Video watching and completing a diagram
Get the students to watch a short video of Jane’s research with chimps.
This paragraph is a description of what Jane and her partners did in the forest. The video can turn the description in words into images. So it seems as if the students themselves went into the forest. Then a diagram will be shown to the students. It contains the main actions of the chimps. They have to complete it. By these two changes, the students can master the important words, phrases and sentences better.
For paragraphs 2-3: Retelling job
These two paragraphs are relatively long, so the students may have difficulties in classifying the content. Therefore I divided all the sentences into 3 aspects, that is, Jane’s difficulties, her discoveries and her contributions. According to the key words, they have to retell it.
By doing this activity, I can train the students’ language organizing ability to meet the demands of the new curriculum.
For paragraph 4: Question answering
It is a short summary to Jane and implies that women can do what they want to do as men. This paragraph is relatively short and easy to understand. So the questions are fairly easy and will be offered to the less talented students.
Step 4 post—reading
I designed 2 activities.
Activity 1: multiple choice questions
These questions are to help the students get a better understanding of the text. Some of them are about details, and some of them are inferences. Inference questions are more difficult. So I will give them to the top students, and the easier ones to less talented students. Therefore all the students can have the chance to participate in the class activities and achieve the pleasure of learning English. Thus task-based teaching method is used here.
Activity 2: qualities and looking for relevant sentences
It is an activity to consolidate what they have learnt in the class. Traditionally, a blank-filling task is often used in this step, but it is a passive activity. In order to get the students to learn actively, I designed this activity. Just get the students to look at the title and think about “what kind of student Jane is”. They will say many words, like hard-working, brave and so on. Then ask them to find out the sentences from which we can see these qualities. To do this job, the students have to read the whole passage more carefully again, and they will get a deeper impression of the language structure. Here students-centered teaching method is used.
Step 5 Discussion
The students will be divided into several groups to discuss the following questions.
1 Jane was brave enough to live in the forest. What difficulties do you think she was facing?
2 If you have the chance, will you do what she did?
This activity is to cheer the students to think deeply about Jane’s research and to practice their oral English.
Step 6 Homework
Activity : Thinking and Writing
The topic is “ though our grandmothers and mothers haven’t done something great like Jane, do you think they are great, too? ” Give your reasons.
This activity is designed to train their writing skills and stimulate the students to become aware of the greatness of ordinary women. So greatness is close to the students’ daily life.
In class, I will use CAI, so there is no blackboard design.
That’s all. Thank you!
高中英語說課稿8
前言：在英語教學中落實新課程標準，就是貫徹執(zhí)行國家教育部關于課程改革的決定。新課程標準的三維教學觀，具體到英語學科就是要整合發(fā)展學生語言技能、語言知識、情感態(tài)度、學習策略和文化意識五個方面的素養(yǎng)，培養(yǎng)學生綜合運用語言的能力。開展課堂探究是培養(yǎng)學生綜合語言運用能力的最佳手段。所以在我的教學設計里，每一個教學活動中都有情景創(chuàng)設，學生探究，學生處理問題和鞏固訓練等環(huán)節(jié)。
一、教學內容分析
(一)知識背景及新課程、新教材
本單元圍繞考古這一主題開展聽、說、讀、寫多種教學活動。旅游作為當今社會人們最感興趣的話題在英語學習占有非常重要的位置。名勝古跡是旅游的重點內容之一，名勝古跡中的許多發(fā)現都來自于考古工作。所以Archaeology也是一個非常貼近生活、具有時代性、可挖掘性的教學主題。
本單元所選的語言素材涉及中外名勝，有利于學生了解外國文化，增強世界意識。正如新課程標準中的教學建議所提：學習考古有利于“拓展學生的文化視野，發(fā)展他們跨文化交際的意識和能力”；在利用現代教育技術觀看歷史教育片的過程中，“拓寬了學生學習和運用英語的渠道”；同時本單元的教學對教師本身歷史文化修養(yǎng)、廣闊的知識面等方面有非常高的要求，體現了師生共同不斷更新知識結構以適應現代社會發(fā)展對英語課程的要求的“與時俱進”的理念和思想。
�。ǘ┙虒W重點難點
1.利用已有知識談論石器時代、青銅器時代、漢朝、唐朝等時代人們的飲食起居、文化娛樂、生產工具等，為以后閱讀英國的《巨石王》和中華文明的起源奠定基礎。
2.調動學生的積極性，組織他們利用表達好奇功能結構談論他們所感興趣話題。
3.聽力是這一課的難點。聽力材料介紹是古代法國人用來射箭的.一種武器。材料長，對武器的結構的解釋比較復雜。但是學生聽過材料后能夠順利地完成課本上的練習。這里不要求學生理解細節(jié)，只要能完成練習就行。
二、三維教學目標
（一）知識技能
1.學會談論古代人的生產、生活；
2.學會表達對什么東西的好奇，如：
I wonder what/ who… I really want to know…
I’m curious to…I’d love to know…
I wonder if/whether… What I’d really like to find out is… I’m curious about… I’d like to know more about…
3.學習一些與考古有關單詞、短語和句式,如：archaeology及其派生詞，curiosity, bronze, dynasty,
decoration, artifact, unearth, spear, pot等。
�。ǘ┣楦袘B(tài)度
1.讓學生了解本單元的總體學習目標，以便激發(fā)學習學習積極性。
2.從談論石器時代、青銅器時代、漢朝、唐朝等時代人們的飲食起居、文化娛樂、生產工具等入手使學生到中國具有悠久的歷史、燦爛的文化，增強學生的民族自豪感，愛國主義情操。增強學生學好英語自信心。
3.通過開展小組活動，指導學生積極與人合作，相互學習，相互幫助，培養(yǎng)其團隊精神。
�。ㄈ⿲W習策略
1.認知策略：通過-ology, -ological, -ologist等詞根的學習，掌握archaeology, archaeologist, archae- ological等詞，同時掌握同類詞的學習方法。
2.調控策略：通過聽力讓學生了解到聽力有時很難，不可求全責備。可以材料調整聽力要求。有的要聽懂細節(jié)，有的甚至要推斷隱含內容，但有的只需要掌握大意。
3.交際策略：通過談論古代人的飲食起居、文化娛樂、生產工具和談論興趣等真實交際活動提高用英語交際的能力。同時讓學生了解表情、動作等非語言手段提高交際效果。
4.資源策略：讓學生了解博物館、名勝古跡和書籍資料一樣是學習的重要途徑。
�。ㄋ模┪幕庾R
1.了解英語國家對文化遺產保護的態(tài)度。
2.了解西方國家部分古代用具。
3.通過中外古代文化對比，加深對中國文化的理解。
三、具體教學步驟
(一) 導入(Lead-in)
這一步驟的重點在于激發(fā)學生對考古學的興趣，因為一般學生認為考古沒什么有趣的。
活動方式：師生互動。教師盯著天花板的一處看30秒鐘。引起全班同學一起去看。然后問：What do you see?
學生自然會回答：Nothing.然后再問Do you know what I was looking at? 學生自然會回答：No, I
don’t. 然后告訴學生老師根本沒有看什么，只是做一個動作而已。再問Why did you look at there after
me?學生答不上。老師告訴學生That is because of curiosity.再問What is the word curiosity from?
學生學過curious，所以能答上來。老師再講：根據心理學的觀點，每個人都具有對新鮮事物認識的興趣，這叫做Curiosity。然后給出一個新詞：
Archaeology(板書課題)并指出This is a new word for you. You may want to know it.老師再問Do you think it is a course or a science?部分學生會答Yes.接著問Why do you think it is a science?學生會說出他們學過以-ology結尾的詞。這時便可以打出幻燈片，再進行以下活動：
漢語意義名詞形容詞……學家
技術technology
生物學biology
心理學psychology
人類學anthropology
細菌學bacteriology
Physiology
Sociology
zoology
1.組織學生推出Physiology，zoology和sociology和漢語意義；
2.組織學生推出technological, technologist；
3.組織學生推出其它詞的-ological和ologist的形變；
總結：學習構詞法知識對于擴大詞匯量有非常重大的意義。
最后指出今天所學內容是Archaeology.再問What are the goals in learning the unit?
(二)單元學習目標(Goals)
請一個學生解釋本單元學習目標(Goals),然后和全班一起關上書回憶本單元的四個學習目標。
(三)預備(Warming up)
活動形式：分組評論。談論課本上的四幅圖畫。先指出中華民族有著悠久的歷史和燦爛的文化。每年都有許多西方人到中國來旅游。如果你想為他們提供幫助，就得學會用英語談論中國古代人的飲食起居、文化娛樂、生產工具等。然后用What
did they eat? Where did they live? What did their homes look like?
What kind of tools did they use? What objects have we found from
their age? What kind of entertainment did they have?
談論古代人的飲食起居、文化娛樂、生產工具。
(四)聽力(listening)
教學形式：師生互動。播放磁帶讓學生聽第一遍，提問材料的大意。播放第二遍，讓學生完成課后練習。做聽力訓練之前的準備工作是非常重要的。
總結：今天的聽力材料較難，但是同學們能很好回答課后問題這就夠了，不一定要了解那些細節(jié)，不可求全責備。根據不同制訂不同學習目標是有效學習重要環(huán)節(jié)。
(五)對話(speaking)
活動形式：組對練習。
1.發(fā)出指令，提出要求；
2.學習會話范例；
3.給對話所用句式；
4.學生組對談論興趣與建議。
四、教學時間分配
教育心理學指出新知識的學習需要一個接受的過程。本課時的主要任務為本單元的學習做好預備工作。所以要用較多的時間讓學生接受考古這一新的概念。 導入部分用8分鐘;
目標部分用3分鐘;
預備部分用5分鐘;
聽力部分用12分鐘;
會話部分用10分鐘;
最后用兩分鐘總結本課內容和布置作業(yè)。
五、課堂板書設計
將黑板劃為左右兩塊，左邊板書教學步驟，右邊板書生詞和短語。
高中英語說課稿9
Good morning, ladies and gentlemen! I’m XXX from No.2 High School. I’m very glad to present my lesson plan here. It is from Unit1 Module 2 NSEFC, Using language, reading, listening and speaking, the fourth period.
I. Analysis of the teaching material and learners
The content of the material is about how the Amber Room got lost, which is also the clue of the whole lesson. The reading passage is about the definition of fact and opinion. There is an old miner’s story about what happened to the Amber Room for students to decide whether he gives facts or opinions. In the listening part, there are two pieces of narration about how the Amber Room got lost. Students will listen and then fill in two tables with some information missing, which is difficult for them. In the speaking section, discussions will be carried out by using the expressions from the table as the output.
My students are familiar with the Amber Room now because they have learnt about it in the previous lessons. They have learnt many useful words for describing the Amber Room, which can make listening easier. Their scanning skill, even though it is not well-developed, plays efficient role in getting the required information in the limited time. However, the students’ listening skill of note-taking is poor and the listening passage is long and difficult for them, and they have no idea about how the great treasure got lost, so finishing the table will be a difficulty. In order to make it easier for them to fulfill the listening task, some key words from the listening are given to students. Before the blank-filling, some multiple choices will be given in order to help students get the general idea of the passage.
II. Learning objectives
According to the above analysis, I set the following learning objectives. Firstly, find out the differences between a fact and an opinion by scanning. Secondly, predict the content of listening by studying the key words that may appear in the listening content. Next, take notes of the key words from listening to get some information to fill in the tables and understand the main idea as well. Finally, learn the following words and expressions (trial, evidence, explode, entrance, sink, etc). by heart.
Among all the objectives, Finding out the differences between a fact and an opinion by scanning in reading process and knowing how to tell a fact from an opinion as well as give opinions are essential for the students. It is one of the focuses of this lesson. And in this lesson, the listening practice will take up most of the time because it is important for students to know how to take notes while they are listening. So this is another focus. The skill of note-taking is vitally important for the students during the whole process of English study, but it is also a difficult skill for them at present.
III. Teaching procedure
We will spend 17 minutes on reading and 28 minutes on listening and speaking.
The first two steps are for the reading part. Step 1 is pre-reading. There are two activities. Activity 1 is reviewing. I will show students a passage about the summary of the reading passage In Search of the Amber Room. Students will fill in the blanks with the relative words of attributive clause. Blank filling with the relative words aims to check whether the students can use the grammatical rules learnt last period in another context. The last three sentences mainly talk about the loss of the Amber Room, which function as the topic for the next activity. Activity 2 is discussing. I will lead the students to discuss what information is the fact and what information is the opinion about the Amber Room from the summary. As one of the language focuses, the difference between fact and opinion will be paid much attention to in this step, which can make preparations for the following steps.
Step 2 is while-reading. There are two activities. Activity 1 is scanning to find out the definitions of fact and opinion, which is the foundation of this lesson. Activity 2 is also scanning. Students will be asked to read the story told by Jan and then fill in the table. After that, they will discuss whether the event Jan saw is a fact or an opinion by using the expressions in the table (slide). This activity offers students the chance to make judgment in a real life situation according to the definitions. They will use some expressions they know to give opinions by answering “why” questions.
Next comes the listening. There are two parts, Part A and Part B. Step 3 is pre-listening for part A. I will show students some key words and expressions from the listening material. I will explain them. The students will guess what they are going to listen from the newly learnt words and phrases. Step 4 is while-listening for Part A. I will give students two chances. After the first listening, the students will finish four multiple choices. Based on the four questions, the students will know the main idea of Part A. For the second listening, the students will be asked to take notes down, and then fill in the blanks according to the notes taken. After that, they will check the answers with their partners’. Step 5 and Step 6 are designed to deal with Part B. It will be done just as part A. Firstly, the students will study the key words from the listening and predict the content as the pre-listening activity. Then, for the first listening, listen for answers to four multiple choices to get the main idea of the listening. Lastly, for the second listening, the students will take down key words to fill in the table. Predicting with the key words may lessen the students’ difficulty in getting the information. Multiple choice exercises are for the preparation to get a general idea of the listening material, which can be helpful in the blank filling activity. The listening is the foundation for the next step.
Here comes Step 7, post-listening. There are two activities. Activity 1 is pair discussion. Based on the reading passage and the listening material, the students will be asked to decide who told the truth about the missing of the Amber Room and give the best evidence by using some functional items to ask for and give opinions in pairs. Activity 2 is a group discussion. I will create a real life situation. I will say that Shanghai Expo is a great success. The students will work in groups of four and have a discussion about whether it is the best exposition ever. During the discussion they can refer to more expressions of asking for and giving opinions in the textbook. Based on all these activities, students have got enough input. Now, it is quite natural for them to give a valid output in Step 8. After knowing what fact and opinion are and know how to give and ask for opinions, students may have less difficulty in doing this.
The class will end up with an exciting discussion. Then I will ask students to write five sentences as evidence to support their opinion that Shanghai Expo is best ever. This is the homework.
IV. Blackboard notes
These are my blackboard notes. On the left, definitions of fact, opinion and evidence are given, which can help the students understand the key point in class. In the middle are key words from the first story in listening and on the right are the key words from the second story. Those words can be helpful for the students to get the general idea and easy to write down notes while they are listening.
V. Reflection
To sum up, there is enough input from reading and listening material, which provide the students with essential knowledge about the concepts of fact, opinion and evidence necessary for students to distinguish facts from opinions for later speaking activities at output stage. This lesson can be viewed as a typical integration of reading, listening and speaking. Reading for the definitions of fact, opinion and evidence functions as the input before using the knowledge to make judgment on the facts and opinions after listening.
That’s all for my presentation. Thank you for listening.
高中英語說課稿10
一．教材內容分析
本單元的中心話題是西方繪畫藝術的歷史、中西方各種藝術形勢與風格，各時代的著名畫家以及他們的作品。挺熟讀寫等語言知識和語言技能主要圍繞“繪畫藝術”這一主題設計的。本節(jié)課引導學生討論這些問題，目的在于讓他們了解繪畫藝術及其各個歷史發(fā)展時期的不同風格，培養(yǎng)他們對藝術的興趣。
二．學生分析
本堂課所教學生為高二理科班的學生，認真踏實是他們在課堂學習實踐活動中的特點。部分學生經過初中和高一階段對英語這門語言的學習和掌握，已經為高二階段的英語學習打下了基礎。表現為：大部分學生能夠做到課前預習，課堂上能伴隨課程的思路，較積極主動的參與課堂活動，如小組討論，問答練習等；但是仍有少部分學生由于種種原因造成了英語基礎薄弱，上課不夠積極主動，學習任務完成不充分等問題。對此，在課堂活動中要進行有針對性的幫助。如進行分組討論時，可讓他們與學習基礎好的同學一組且要給予更多的鼓勵，使他們盡早能提高對學習英語的興趣。
三．教法分析
學生學習本文時，我設計了一些任務，通過感知，體驗，參與合作等方式，使學生的主動地位得到充分體現。如：要求學生閱讀文章，回答問題，填寫表格等，這一單元以繪畫為主題,利用多媒體展示影片相關圖片，幫助學生用自己的話概括主要內容,提高課堂教學效率,增強學生學習興趣.
四．教學程序
Step ⅠLead-in
Show students different kinds of paintings and ask them to guess the type of the paintings.
�。ㄍㄟ^多媒體播放不同種類的圖片及不同名作家的作品引起學生對繪畫的'興趣）
Step ⅡWarming Up
At first, ask the students to match some new words with the correct English meanings. Show them on the screen.At last, check the answers with the whole class.
A B
a. realistic 1. accurate, minute
b. abstract 2. state or fact of existing
c. existence 3. being in thought but having a physical or practical existence
d. detailed 4. lifelike, true to life
e. religious 5. classical, of old beliefs
f. traditional 6. sincere to believe in a god or gods
Key: a-4, b-3, c-2, d-1, e-6, f-5
�。ㄍㄟ^對文章重點詞匯的聯(lián)系讓學生閱讀文章是更容易并且加深對這些重點詞匯的理解）
Step Ⅲ Pre-reading
Show students some pictures of the different ages,let them summary the order of the paintings
Middle Ages, from 5th to 15th century → The Renaissance,from 15th to 16 century→ Impressionism,late 19th to early 20 century → Modern Art,from 20th to today
�。ㄍㄟ^展示不同時期的西方藝術作品讓學生了解到西方近代繪畫藝術的發(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?
�。ㄍㄟ^讓學生快速閱讀回答問題提高學生閱讀能力）
Task 2 Skimming
Let the students read the passage again and get the main idea of it. Then complete the following chart on their own. And check the answers with the whole class.
Show the chart with blanks on the screen. A few minutes later, check the answers.
�。ㄍㄟ^再次閱讀讓學生把握文章的細節(jié)，更深層了解文章內容）
Step Ⅴ Comprehending
Let the students read the passage again and tell whether the statements True or False according to the text.
1. Western art has changed very little over the last seventeen centuries. F
2. Painters in the Middle Ages did not use perspective. T
3. Impressionists painted landscapes. T
4. You cannot recognize any object in abstract modern art. F
5. In the Renaissance most artists painted indoors. T
�。ㄗ詈笞寣W生通過對以上句子的正誤判斷對文章更準確的把握）
五．說板書設計
Middle Ages, from 5th to 15th century……
The Renaissance,from 15th to 16 century……
Impressionism,late 19th to early 20 century……
Modern Art,from 20th to today……
六．課后反思
課堂學生參與性不高，應注意問題設計的層次，照顧到不同學習程度的學生，盡量做到讓更多學生參與到課堂活動中。
高中英語說課稿11
一、學生分析
班上的學生剛從初三升入高一的學習時，由于進行全英教學，有些學生還不是很適應，特別是從鎮(zhèn)、農村考上來的學生，在聽說方面有比較大的困難。由于初高中對學生的要求不同，學生普遍的問題是詞匯量比較少，用中文思維，不知如何用英語表達等，但學生對英語學習的熱情還是比較高漲，興趣較濃。學生對本課時的話題No Drugs有所了解，在前一課的Reading and vocabulary中對吸毒及其危害的詞匯接觸了一些，但還是比較有限。因此在教此課前布置學生通過媒體網絡上了解相關的背景信息。在課堂教學中，努力激發(fā)學生參與教學活動的熱情，積極思考，相互討論，共同協(xié)作。
二、教材分析
本課時所教的是外研版高一上學期使用的必修⑵Module2中的Listening and vocabulary和speaking部分的內容，是本模塊的第三課時。要求通過聽的活動了解和學習有關吸毒和犯罪的詞匯，培養(yǎng)表達結果，作總結邏輯思維能力和獲取信息的能力。Speaking討論抽煙帶來的危害，為了與聽力部分的內容銜接，我對Speaking中的話題作個修改，把討論吸煙的危害改編成毒品的危害。在這節(jié)聽說課之前，學生學習了Reading and vocabulary，通過閱讀文章，已經掌握了部分抽煙、吸毒及其危害的詞匯，本課時由復習舊課入手，引入新課的新詞匯，并以聽說為主線，對吸毒這一主題進行延伸和拓展。
三、教學目標
本模塊是通過學習表達吸毒及其危害的詞語和其它語言形式，養(yǎng)成良好生活習慣，教育學生關愛社會，關愛他人，遠離毒品。
語言知識目標：詞匯有：burglary，connection，crime，criminal，illegal，ratio，shoplifting，treatment
語言技能目標：聽懂有關吸毒及其危害的話語并獲取信息，學會抓住關鍵意見，進行summarizing，并用英語討論，表達吸毒的危害。
情感目標：提高自我保護意識，養(yǎng)成良好生活習慣，珍愛生命，遠離毒品。
學習策略方面：通過組織學生預測問題、聽辯問題，培養(yǎng)抓住和辨別信息要點的能力。通過拓展討論問題，培養(yǎng)學生獨立思考，自主學習的能力。以individual work，pair work，group work等形式加強合作學習，從網上或其它媒體了解吸毒危害，學會分析、歸納。
文化意識方面：通過聽、說，還有一些補充材料加強學生為毒品危害的認識，提高自我保護意識。
四、教學策略
本課時主要以聽說教學為主線，以導學式模式培養(yǎng)學生的聽力理解策略。以聽力技能訓練和口語表達訓練為主線，貫穿說、讀、寫綜合技能的培養(yǎng)。針對學生聽力理解障礙，在教學中遵循“循序漸進”的原則，進行知識的輸入、技能的培養(yǎng)，和文化意識的滲透，良好學習策略的培養(yǎng)。本課時采用多媒體教學，給予學生更直觀的感受，也加快教學的節(jié)奏。課前從網上或其它一些媒體上下載些與毒品以及其危害的圖片和資料。
五、教學過程
I Organization for class II Teaching of the new lesson Part one：Listening and Vocabulary Task1：學習新單詞，掃除部分聽力障礙
Step1：做Activity1，復習Reading and Vocabulary中有關Adam Rouse的內容，從而學習新單詞，通過師生的問答方式引入。
T：What did Adam Rouse do when he didn’t have money to pay for his addiction？S：He broke into a house to steal、T：We call it burglary、So was it legal or illegal？S：Of course it was illegal、T：Sometimes some other addicts will not only break into people’s houses to steal，but also in small shops or shopping centers we call it shoplifting、T：Do you think that burglary or shoplifting are good behavior，good for society and people？S、Of course not、T：They break the law when they do it、It is a crime and we call those people who break the law criminals。
Step2：通過稍微改編一下練習，鞏固聽學的新詞匯。
領讀單詞讓學生做下列填空練習：
l、______ are the large places where you can buy things。
2、It is _____ to take drug as it is against the law。
3、______ are people who break the law。
4、_______ is the crime of stealing from a shop。
5、_______ is the crime of stealing from a house。
6、______ centers can help people to stop taking drugs。
Task2：聽力練習，層層遞進，獲信息抓關鍵。
Step3：設疑、導讀、預測：T：According to the given vocabulary，can you guess what the listening material is about？（啟發(fā)學生的想象思維）T：Go through the questions in Activity 2 and predict the answers。（讓學生討論，培養(yǎng)學生的預測能力）
Step4：導聽、釋題、聽辯交流：T：For the 1st time，listen and try to get the answers to the 5 questions in Activity 2、Require that students should write down some related information、Questions：
1、Is the woman in the studio a police officer？
2、Is she sure about the number of people who steal to pay for drugs？
3、Do drug users only steal from shops？
4、Do all drug users attend treatment centers？
5、Are most drug users young men？（在教師的引導下，學生開始聽錄音）（針對聽力練習的具體任務、目標）
T：For the 2nd time，listen and try to fill in the form below、name of the interviewee job of the woman number of the people who use illegal drugs in Britain number of the people who break the law to pay for drugs number of the addicts who go to treatment centers crimes they commit After listening，check the answers。（在教師的指導下，學生邊聽錄音斬作摘記，養(yǎng)成邊聽邊記邊理解的良好習慣）
Step 5：瀏覽原文，檢查核對，掃除疑問。
再播放一次錄音，把錄音材料編成完形填空的形式，讓學生復習，核對檢查所聽內容）（individual work ———— pair work）I==Interviewer P===Professor
I：Good evening，and welcome to the show、With me in the studio is Professor Marion Smith，who is an expert on the ___________ between ________ and ________、Good evening，Professor Smith。
P：Good evening。
I：First of all，how many people use _________ drugs in Britain？
P：Possibly four million people。
I：Really？Four million？
P：Yes。
I：How many of them ________________ in order to pay for their drugs？
P：It’s possible that a hundred thousand people ______ in order to pay for their ___________。
I：A hundred thousand？！That’s incredible、And what kinds of __________ do they commit？
P：Mainly _________————— in other words，stealing from shops———— and __________、Stealing from houses。
I：I see。
P：And there’s another problem、Drug users get into trouble with the police for other reasons as well。
I：What kinds of reasons？
P：Well。，you often see drug users in public places，———_______________，railway stations，for example————— and some of the them behave so badly that members of the public _______________、Some people feel so _______ when they see drug users that they call the police anyway。
I：This is a really bad problem，isn’t it？
P：Absolutely，but the good news is that drug users who go to ______________ usually stop their ______________ activities。
I：How many addicts go to treatment centers？
P：Last year，about 30，000 people went to drug treatment centers。
I：Thirty thousand？That’s amazing。
P：Yes，there are such a lot of people that there isn’t time ________________。
I：What kind of people are they？
P：Well，the majority are young people in their twenties、And about 75 percent of the young people are men。
I：And do all these people live in cities？
P：Oh no、The ___________ of drug users in society is the same in cities and in the countryside、But they all have something in common。
I：What is that？
P：Drug users are more likely to ________________ at school。
I：Professor Marison Smith，thank you very much。
P：Thank you。（發(fā)放錄音材料，讓學生核對檢查所聽內容）
Step 6：給關鍵詞，概括大意The connection between crime and drug addiction The illegal drug use—————the result The public ‘s attitude towards drug users The way to help drug users T：Suppose you are the interview，after you finish your interview with the professor，you realize that you still have got 2—3 minutes to end your program，now you are required to give a summary of your interview and call on the people to say no to drugs、（Ask students to discuss with his group members first and later check。）Part II Speaking在學生完成聽力的基礎上，適當對聽力材料進行拓展，通過提問引出相關的話題，讓學生分組的討論。
Task3：設置話題，組織討論，交流信息。
Step7：教師根據聽力材料，結合Speaking部分的'內容略作調整。
給出以下話題：
1、Has anyone been to your school to talk about the danger of drugs？What are the dangers of using drugs？（to the drug addicts themselves，to the family and the society）
2、What do you think of those drug addicts？What is your attitude to those drug users？
3、What do you think are the reasons for those people to become drug addicts？What can the society do to help them？
Step8：學生分組討論、自由討談，由每組的group leader負責記錄信息，組織活動。
Step9：由教師主持，由各組代表發(fā)言、信息交流，用集體的智慧達到信息交流，解決問題的目的，培養(yǎng)學生口語表達能力。
Step10：Homework：（課后練習，延伸鞏固）
1、口語練習（組成一個interview）group work。
Suppose you are going to have a program to make people realize the danger of taking drugs and you are going to interview the following people————a drug addict，a police officer，a clerk in the treatment centre、Give the proper questions to each of them and make them interested in your topic、And of course the interviewee please be co—operative and give the proper answer、The whole team should try to make the interview go smoothly、The interview A police officer A drug addict A clerk in the treatment centre
2、作文：My idea about drugs。
3、Evaluation about your performance in class、Make your marks out of ten 1、How attentive were you？2、How much did you contribute to the lesson？3、How much did you learn？
4、How much did you co—operate with your group members？30———40 very good 20—30 ok below 20 not very well and need improving
六、課后反思
這堂課所實施的聽力教學策略，打破傳統(tǒng)“測驗式”聽力教學模式（即教師放錄音、學生聽做答案、教師公布答案、學生核對）：遵循“循序漸進”的原則，由單詞教學的引入→聽力預測→細聽找細節(jié)→再聽掃障礙→口語訓練的引導拓展，在潛移默化中培養(yǎng)聽力理解和口語表達的策略。以聽為主線，兼顧其它技能的培養(yǎng)。在技能訓練的同時，輸入相關的語言知識，進行情感教育，“珍愛生命，遠離毒品”。在課堂教學中，激發(fā)學生的興趣和學習積極性，共同參與，體驗并協(xié)作完成任務，培養(yǎng)學生的合作學習態(tài)度。在聽說教學的課堂教學中，需要教師良好的課堂駕馭和調控能力，預測學生可能出現的困難和錯誤，并對癥下藥，予以解決。
高中英語說課稿12
Good morning ,ladies and gentleman! I’m so hornored to be here sharing my lesson with you. The content of my lesson is senior English Book3 unit2 Healthy eating.
一、My understanding of the teaching material
From the title we can see the main topic in this unit is about Healthy Eating. Let students learn more about problems with a diet, a balanced diet, nutrition and so on.In this class we will learn the second part reading “Come and Eat Here”. This part introduces students two unbalanced diets through the restaurants of WangPeng and Yong Hui.It is important for students to know about the two extremes and avoid them. Before class, students have previewed it.
二、The students analysis
They are students of grade one ,although they have known some new words and expressions,they can’t express themselves correctly,some students are not active in class,because they are afraid of making mistakes,but this topic is close to our daily life ,the students will have something to say about it.So I think they will take an active part in the class.
三、Teaching aims:
According to the new educational ideas,I’ll talk about the teaching aims in terms of three aspects.
1.Knowledge aims:
(1)Get students to learn the useful new words and expressions in this part.
(2)Let students learn the knowledge of balanced diets and nutrition.
2.Ability aims:
(1)Develop students’ reading ability and learn different reading skills.
(2)Enable students to talk about problems with a diet, a balanced diet and nutrition.
3.Emotional aims:
(1) Stimulate students’ sense to form a healthy eating habit.
(2) Develop students’ sense of cooperative learning.
四、Teaching important and difficult points.
Teaching important points.
(1)Let students learn more about problems with a diet, a balanced diet and nutrition.
(2)Get students to learn different reading skills.
Teaching difficult points.
(1) Enable students to talk about problems with a diet, a balanced diet and nutrition.
(2) Develop students’ reading ability.
五、 Teaching theories and methods
When I deal with this lesson,I’ll try my best to use the following theories . I’ll make the students real masters of the class, the teacher myself just act as a director or an orgnizer,
I’ll prepare a competation to develop their quick response. In class, I’ll ues some encouraging and polite remarks ,such as “Do you want a go?” “Well done !” “You did a good job!” “Thank you!” and so on. In a word ,I’ll let the students receive some moral education while learning.
Because it is a reading passage ,it is important for the students to learn some reading skills, so I’ll use some reading methods such as preparation for reading ,scaning ,skimming and intensive reading.
六、Teaching Procedures:
In order to gain the aims,I desigen six procedures.
Step1 Lead-in.
Step2 Self-study
Step3 Discussion
Step4 Acting
Step5 Summing up.
Step6 Homework
Step1 Lead-in.
let students look at two pictures and ask “what do you think of when you see the pictures?” Guess which of the following menus he or she has. Why is the gentleman so fat and the lady so thin? If I have such a menu like them, how will I become?(it will interest the students and encourage them to take an active part in the class )
Step2 Self-study (this part is devided into two steps)
First step:
Ask students to skim the passage and summerise the main idea of the passage.(this will improve their reading speed)
Second step:
Ask students to read the passage carefully and finish task1 and task2 on the screen .During this step I’ll use a competation to develop their quick response and let the students take an active part in the class so as to let them form good reading habits.
Step3 Discussion
Listen to a song called Healthy Song. Ask students to discuss how to keep a healthy diet? in pairs.
Step4 Acting
Ask students to act out the result of discussion to improve their ability of using the language pionts.
Step5 Summing up.
Ask the students to sum up what they have learnt in this class.That is---Eating a balanced diet is very important. So from now on , we should develop good eating habits.
Step6 Homework
Number1 ,learn by heart the language points we learnt this class.(must do.)
Number2，supposing you are wang peng or yong hui,retell the whole passage . Understand our text deeply. (choose it to do.)
Thank you for your listening .
高中英語說課稿13
Unit 3 Travel journal Reading: Journey down the Mekong
一、設計思路
高中英語課程的總目標是使學生在義務教育階段英語學習基礎上，進一步明確英語學習目的，發(fā)展自主學習和合作學習的能力；形成有效的英語學習策略，培養(yǎng)學生的綜合語言運用能力，使他們在學習過程中，促進心智、情感態(tài)度，學習策略，文化意識的發(fā)展，形成正確的人生觀和價值觀，提高人文素養(yǎng)。
該課程標準強調“使語言學習的過程成為學生形成積極地情感態(tài)度、主動思維和大膽實踐的過程�！庇⒄Z教學是一種教與學的雙邊活動，教學的實質是交際。從這個意義出發(fā)，閱讀不應是傳統(tǒng)意義上的接受性技能（receptive skill）,而是一個積極主動的思考理解及獲取信息的過程，同時也是作者與閱讀者雙方參與的言語交際、思想交流的過程。信息時代的到來需要人們進行廣泛而有效的閱讀，因而對閱讀技巧的培養(yǎng)也提出了更高的要求。
因此，我結合新課標和學生的實際，以任務型教學模式貫穿始終，引導學生自主或者合作完成。閱讀活動由整體入手，由易到難，層層深入。教學過程中，發(fā)揮網絡在教學中的優(yōu)勢，圖文并茂讓學生對主題信息有一個直觀的了解。整個教學活動以教材為載體，以學生為中心，學生參與活動。
二、教學內容分析
（一）教材分析
1、這節(jié)課使用的教材是人教版高中英語必修1，這套教材是在任務型語言教學理念的基礎上編寫的，它以話題為主線，貼近學生生活，貼近真實的教學行為，它的語言教學理念是強調語言的運用，促進學生自主學習，發(fā)展學習的策略，培養(yǎng)創(chuàng)新精神突出實踐能力。 2.第3單元的中心話題是“旅游”，是一個時尚和熱門的話題，不同地區(qū)的文化氛圍、風土人情和地理特征都能引起學生濃厚的興趣，激發(fā)他們的求知欲。本節(jié)課是這個單元的閱讀部分，是王坤寫的一篇日記，講述了她和姐姐想騎山地車旅行，選定了湄公河作為旅游路線，文章具體談到了他們?yōu)檫@次旅游做的各項準備工作。通過閱讀，教師不僅要讓學生學到一些有用的單詞和詞組，訓練他們的閱讀技能，還要讓學生了解和學習有關旅行的知識，例如選擇自己感興趣的旅行地點，確定旅行路線，查閱相關信息，制定旅行計劃等，激發(fā)學生旅游的興趣。
�。ǘ⿲W生分析
高中生注意力具有一定的穩(wěn)定性，觀察具有一定的`目的性、系統(tǒng)性和全面性，初步完成了從具體思維到抽象思維的過渡，喜歡富有個性的教學設計，同時自我意識增強，不但在乎別人對自己的評價更渴望得到關注和贊賞。
高一的新生應該有較強的表現欲望和求知的欲望，具有了一定的英語語言知識和英語運用的能力，但是高一學生尚未養(yǎng)成較高的自主學習能力，口語表達能力和閱讀理解技巧都有待提高。
�。ㄈ┙虒W目標
1、認知目標：幫助學生利用略讀等策略找出關鍵詞；運用關鍵詞和所預習的生詞復述課文；認讀東南亞國家名稱，了解與湄公河相關的英語表達。
2、技能目標：通過skimming，careful reading，generalization，inference等閱讀技能訓練，提高閱讀能力和閱讀技能，培養(yǎng)學生獲取信息、處理信息、運用信息進行推理、判斷的能力；學會用英語來表達與旅游文化相關的話題；學會用英語設計旅游計劃。
3、情感目標：學生通過學習，了解湄公河背景文化知識，開拓視野，增強學生在旅游中接受異國文化的能力，并讓學生感受主人公做事認真，準備充分的態(tài)度和好的習慣。
�。ㄋ模┙虒W重點與難點教學重點
1、提高學生對文章的整體理解能力，提高略讀、尋讀、詳讀技能。
3、通過課程資源的挖掘，豐富學生的文化內涵。教學難點：
1、如何利用略讀、查讀等閱讀技巧來確定關鍵詞、主題句、形成閱讀策略。
2、如何幫助學生運用閱讀策略，促進學生自主學習。
3、怎樣以閱讀課的教學為依托，使學生學會用英語交流旅游計劃，談論旅游話題，訓練學生的聽、說能力。
�。ㄎ澹┙虒W方法
情景教學法、講授法、任務型教學法、分組討論法、多媒體輔助教學
1、通過設置情景和教師講授，幫助學生了解和學習關于湄公河的背景文化，激發(fā)學生的興趣，擴大學生的視野。
2、運用任務型教學法，通過課前、課中、課后的任務設計，引領學生理解文章主題，關注涉及主題的關鍵信息，深化理解語言背后的文化內涵及文化差異。
3、結合所給信息和圖片，讓學生分組討論，在學生用英語進行表達及思維的同時，學會合作學習、自主探究。
（六）學習策略
通過pair work, group work等活動形式，培養(yǎng)學生的學習策略。
1、認知策略：通過Brainstorming發(fā)散學生思維，借助聯(lián)想建立相關知識之間的聯(lián)系。
2、交際策略：通過同桌、小組的討論，利用各種機會用英語進行真實交際。
4、資源策略：讓學生通過網絡，圖書館、報刊雜志、互聯(lián)網、等資源都給予學習內容相關的資料。
二、教學過程
Step 1 pre-reading 10’ 1.Warming up and leading-in 1.Present some pictures which I took of beautiful places to arouse their interest of traveling.Have a free talk with the students.Ask them a question: Do you like traveling? Why? 2.Share some pictures of rivers.Let them gue the names of these rivers. 3.Ask students: “Have you visited the Mekong River?” If no, show a map to them, then introduce some information about Mekong River and show a video of Mekong River.設計意圖：
通過展示我自己拍的旅游圖片，采用談話方式導入有關旅游的話題，拉近師生之間的距離，消除學生的緊張情緒，營造寬松的學習氣氛。進一步給學生分享一些河流的圖片，讓學生猜測河流名稱，引出湄公河這一主題，讓學生看地圖，并介紹湄公河的基本知識，激發(fā)學生的興趣和好奇心，為全面的課堂參與作有力的鋪墊。
2.Prediction學生預測課文內容，教講解預測策略。設計意圖：
有意識地培養(yǎng)學生的預測能力，增加閱讀的興趣，提高閱讀的效率。 Step 2 while-reading 25’ Task1略讀
快速閱讀文章，幫助學生歸納文章大意。簡單講解略讀策略。 Task 2.跳讀
教師把文章分成二個部分，學生分組閱讀不同的內容，奇數排的學生閱讀第一段回答以下問題：
1.Who have the journey down the Mekong River ? 2.What is the relationship between them? 3.Where did they go? 4.when did they get the chance to realize their dream? 5.How did they travel along the Mekong River? Why?偶數排的學生閱讀二，三段，找出問題答案。
Q1: Where is the source of the river and which sea does it enter? Q2: What difficulties did Wang Kun and Wang Wei find about their journey? Q3: What can you see when you travel along the Mekong?將學生重新組合，奇數拍與偶數排組成一組，共分成若干小組，在一起討論，問答，交換信息。
設計意圖：利用信息差，是學生通過語言交際活動把所缺的信息補充完整，達到對課文內容全面了解的目的。 Task 3 detail reading學生詳讀課文，嘗試概括總結王坤和王薇對待這場旅行的不同觀點態(tài)度。 Task 4 Language learning讓學生從文章里找出一些重要的單詞和短語，并能夠記住它們。 1.Words and phrases that indicate people’s attitude and personality: dream about , be fond of, care about, determined, stubborn, insist, shortcoming, make up her mind, change her mind, give in, reliable 2.Words and phrases that relate to a trip plan ever since, persuade, graduate, cycle, organize, schedule, journey 3.Names of certain places glacier, rapids, valley, waterfall, delta設計意圖:引導學生掌握有用的詞匯和表達，并應用到實際語言交際中。 Step 3: Post-reading 10’
運用本節(jié)課所學知識（單詞，短語，be doing結構）制定旅行計劃。 Group discuion: A travel plan Destination: Reasons: Transport: Reasons: Budget: Preparations:設計意圖：創(chuàng)設一個真實的場景，讓學生們在這個場景中用英語進行思考、表達及交流。該階段也是學生們在課堂上運用英語的一個真實展示。 Step 4 Homework 1.Make a travel plan for your summer holiday, use the words, phrases and sentences learnt from in this cla.2.preview the tasks in learning about language.
三、板書設計
主要羅列本節(jié)課所學重要單詞及表達，突出知識重點
四、教學反思
本節(jié)課是閱讀課，根據自己對教材的理解，緊扣主題設計了教學環(huán)節(jié)，
以在幫助學生掌握閱讀策略和閱讀技巧，提高學生的閱讀理解能力以及口頭表達能力。整個教學過程采用教師設置任務后，學生個人活動、小組活動、師生活動等形式組織教學，將學生的自主學習作為課堂的主體，引導學生完成學習任務。
首先，本人在設計本課教學中，采用了不同的教學手段和思路，課堂活動多樣。導入部分，充分發(fā)揮網絡優(yōu)勢，搜集與主題相關資料，一起學生的學習興趣。略讀部分，給學生充分的閱讀和思考時間，了解文章大意，提高概括能力。跳讀部分，設定任務，設計問題，采用分組閱讀和小組討論的形式，提高學生獲取信息和處理信息的能力，以及自主學習的能力。教學過程體現了層次性與任務設計的有效性。
其次，閱讀文章篇幅較長，內容較多，學生如果預習不充分，可能會消化不了。沒有完全注重到學生的個別差異。Discuion部分可再讓兩三個學生起來展示，結束得比較倉促。改進措施：
1.課前給學生提供充分的時間預習課文，并梳理好文章脈絡，充分發(fā)揮學生的主觀能動性
2.注重學生的個體差異，面向全體學生，使不同程度的學生都能學有所獲。
高中英語說課稿14
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15
【教材分析]】
本模塊的話題是我的地區(qū)，本節(jié)課的話題是歐洲農村的問題。該節(jié)課的內容是Cultural Corner，該內容是講述歐洲農村由于面臨一系列問題而陷入困境的故事。文章主要就描述了青年人由于喜歡喧囂熱鬧生活搬遷區(qū)城市，農村工作機會少，城市人口來農村買房帶動農村房價上漲導致本地區(qū)人買不起房子，以及農業(yè)賺錢利潤不多這四個方面問題。由于教材對cultural corner這個部分的定義為“借助于篇章閱讀的形式，介紹豐富詳實的文化背景知識�！倍r村問題也正好是我國現階段的一個經久不衰的熱點話題，這促使我通過文化擴展的方式發(fā)散學生思維，提升學生對中歐農村的異同的`文化意識。
[學情分析]
這次授課的對象是高一的學生。剛進入高中階段學習的新生，他們應具備一定的閱讀技巧，能夠把握文章的大意和細節(jié)，但在尋找到有用信息并再加工上還需磨練。在語言表達方面，學生有能力大致回答我設計的課堂問題，但在文化話題的表達上比較吃力，需要用框架和一些句型幫助他們理清思路并掃清障礙。
[核心任務]
閱讀cultural corner并對比中國的農村，談自己對中歐農村異同的觀點。。
[教學目標及重難點]
1. 教學目標
通過閱讀了解文章細節(jié)內容對文章進行理解和加工，并通過與文章相關的中國農村的閱讀，開展話題討論并能流利的表達自己對中歐農村異同的觀點。。
2. 語言技能
1)幫助學生理解文章并能有效獲取有用信息。
2)幫助學生正確拼讀單詞。
3. 情感態(tài)度
通過討論和小組競爭培養(yǎng)學生合作意識及提高學生自主學習的能力。
通過篇章閱讀幫助學生提升對中歐農村異同的文化意識。
4. 教學重點
1) 理解文章的大意和觀點;
2) 幫助學生擴展視野，了解中歐農村的異同。
5. 教學難點
通過篇章閱讀幫助學生提升自己對中歐農村異同的文化意識并表達出來。
6. 教學方法
Task-based teaching method, cooperative learning.
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