高中英語說課稿

高中英語說課稿

　　作為一名默默奉獻的教育工作者，就不得不需要編寫說課稿，是說課取得成功的前提。說課稿應該怎么寫才好呢？下面是小編整理的高中英語說課稿，希望對大家有所幫助。

高中英語說課稿1

高中英語說課稿2

　　一、說教材

　　本課是高二選修七第五單元的閱讀課型，本單元圍繞“國外旅游”這一主題開展聽、說、讀、寫多種教學活動。在閱讀文這部分，主要談到了出國留學的問題。討論部分：出國留學會獲得什么收益，又會遇到什么困難，也是學生較為感興趣并且很想了解的東西，而文章正式給我們解釋了這一問題，而且閱讀的難易程度適中，學生有一定的學習熱情。

　　二、說學生

　　教學對象為高中二年級學生，他們已經(jīng)完成了高二2個多個模塊的'學習，部分學生漸漸適應了本套教材的學習，也習慣了我的教法。且智力發(fā)展趨于成熟，基本能用英語獲取信息、處理信息、分析問題和解決問題。具備良好的團體協(xié)作能力，并能進行有效、成功的交流合作討論。但由于課外語言活動環(huán)境不夠豐富，對閱讀的重視也不夠，學習中還存在一定的問題。

　　三、說教學設計

　　本課設計以“Travelling Abroad”為課堂教學材料，以學生現(xiàn)實生活為出發(fā)點和歸宿點，旨在培養(yǎng)學生閱讀能力及其發(fā)展學生的語言實際運用能力。結合課本內容和學生實際，閱讀教學采用整體教學模式，主要以任務推動學習，以任務貫穿學習，充分利用課文提供的語言材料，結合高考題型，幫助學生理解課文大意和篇章結構，有意識地讓學生在一系列的教學活動中熟悉高考題型，掌握應試技巧。討論部分為學生營造民主開放的課堂氛圍，讓學生學會運用所學知識來談談出國留學的好處及可能遇到的困難。本節(jié)課各個環(huán)節(jié)由易到難，由淺入深，環(huán)環(huán)相扣，層層遞進，由知識輸入到語言知識和思想的輸出，多渠道、多方位訓練學生的閱讀技能，提高學生的語言運用能力。

　　四、說教學重難點

　　1.教學重點

　�。�1）本單元教學目的和要求中的生詞和短語；

　�。�2）訓練學生各種閱讀技巧，熟悉高考題型。

　�。�3）引導學生總結出國留學可能遇到的困難及得到的收獲。

　　2. 教學難點

　　（1）通過學習學生應有初步的跨文化交際能力；

　�。�2）學生應具有克服困難、迎接挑戰(zhàn)的決心和勇氣；

　　五、說教學步驟

　　Step1. Leading- in

　　Purpose: To Lead Ss to the topic of this unit.

　　Ask Ss some related questions.

　　1.What would you like to do if you had a chance to go abroad?

　　2.Can you imagine the life of studying abroad?

　　Step2. Warming Up

　　Purpose: To introduce the topic of this unit to Ss by watching a video.

　　Show a video about the life of studying abroad and then ask the students:

　　1. Would you like to study abroad?

　　2. What difficulties will you meet during studying?

　　Conclusion:

　　Traveling abroad is very popular now. It doesn’t only include the visit to places if interests but also includes studying abroad. Before going there ,we’d better make full preparations : to collect as much information about the place as possible; to take enough money with you; tell all you relatives your cell phone number; call the travel agency for advice;… Also traveling abroad has its advantages and disadvantages.

　　Step3. Prediction

　　Purpose: To help Ss to guess the main idea about the text by the given information.

　　Ask Ss to predict the content of the text as to inspire their imagination and predicting ability.

　　Where can we find this article?

　　A. From a novel B. From a fairy tale

　　C. From sports news D. From education news

　　Step4. Fast reading

　　Purpose: To get the gist of the passage.

　　Skimming

　　Match the main idea with each paragraph.

　　Para.1 A. More about Xie Lei will be introduced.

　　Para.1 B. XieLei met some difficulties in London.

　　Para.1 C. General introduction about Xie Lei.

　　Para.1 D. Xie Lei left for London.

　　Para.1 E. Benefits of living with a host family.

　　Para.1 F. Benefits of the preparation course.

　　Para.1 G. Xie Lei has got used to the life in England.

　　Scanning

　　Choose the best answers.

　　1. Xie Lei’s purpose of going to ____ is ___.

　　A. Canada, for a travelling

　　B. the USA, for seeing her friends

　　C. England, for a business qualification

　　D. China, for finding a new job

　　2. Who does Xie Lei board with in England?

　　A. Her classmates B. Herself

　　C. A host family D. Her family

　　3. Xie Lei got an E for her first essay because ____ .

　　A. the tutor didn’t like Chinese student

　　B. the tutor thought the essay was bad-written

　　C. the essay is a summary of an article

　　D. Xie Lei didn’t finish it .

　　4. We can learn from the passage Xie Lei is ____.

　　A. timid(膽小的) B. Determined C. shy D. honest.

　　5. What is the author's attitude towards Xie Lei's future?

　　A. positive B. negative

　　C. indifferent D. paradoxical(矛盾的)

　　Step5.Detailreading

　　Purpose:Togetfurtherunderstandingofthepassage.

　　Ask the students to find out the benefits Xie Lei gets and the difficulties she met from the text.

　　Benefits

　　1. of doing a preparation course :

　　1) to get used to a whole new ____ __ _____.

　　2) to learn how to get used to the _______ ________ of a

　　Western university.

　　2. of living with a host family:

　　1) to learn more about the ____ _______.

　　2) to ask them for____ to explain things she didn’t _____.

　　3. of having a tutor

　　1). to explain about why you cannot ______ other people’s words without ______them.

　　2). to encourage her to ____her own ideas and _________ the authors she had read.

　　Difficulties

　　1. at the university

　　1). learning to read widely and _______ the texts.

　　2). expressing one’s own _______ with reasons.

　　2. of a new way of life

　　1). finding a _______ between study and a ______ ____.

　　2). _______ new friends.

　　Step6. Post reading

　　Purpose: To sum up the text.

　　Ask the students to fill in the blanks according to the passage.

　　Xie Lei _____ (board) a plane for London six months ago to complete ____ business qualification. She is now halfway through the _______ (prepare) year. At the beginning, she had to learn almost everything again. She lives with a host family, ___ gives her the chance ____ (learn) more about the culture.

　　She wrote her first essay to her tutor, ____ she only got an E. Now she has got used ___ the life and she feels much more at home and is going to join a few university clubs in order to have a balance _____study and a social life. We ______(sincere) wish Xie lei all the best with her enterprise.

　　Step7. Discussion

　　Purpose: To broaden the topic of this unit in the form of discussion.

　　1) Ask the students to work in groups of two, and choose one of the topics to discuss:

　　“What benefits can we get from studying abroad?”

　　“What difficulties will we come across while studying abroad?”

　　2)Possible answers:

　　Benefits:

　　It will be easier to learn a foreign language.

　　It is fun to live in a new country.

　　We will have many new experiences.

　　......

　　Difficulties:

　　It would be difficult for us to communicate with the foreign people at first.

　　We can’t understand the language very well, so it’s difficult for us to do everything even some simple things.

　　......

　　Step8. Assignment

　　1.以約30個詞概括本文主要內容。

　　2.以約120個詞，就“出國留學”這一話題發(fā)表你的看法，內容包括：

　�。�1）出國留學有什么好處？

　�。�2）出國留學會遇到什么困難？

　�。�3）你是否支持出國留學？

　　六、說板書設計

　　Unit5 Traveling abroad

　　Reading

　　Main idea:

　　Para.1 Xie Lei left for London.

　　Para.2 Introduction about Xie Lei.

　　Para.3 XieLei met some difficulties in London.

　　Para.4 Benefits of living with a host family.

　　Para.5 Benefits of the preparation course

　　Para.6 Xie Lei has got used to the life in England.

　　Para.7 More about XieLei will be introduced

高中英語說課稿3

　　Teaching Plan Interpretation

　　Good morning,everyone. It’s my great honor to stand here and interpret my teaching. The teaching plan I am going to talk about is from Senior English for China Student’s Book 1A, Unit 8 Sports. I’ll explain how to teach and why to do so from the following 6 parts: The analysis of the teaching material, the teaching methods, the studying ways, the teaching procedure,Layout of the Bb and the anticipation.

　　Part I The analysis of the teaching material.

　　First, let me talk about the teaching material. My understanding of the teaching material includes 3 parts: the status and the function, teaching objectives, the important and difficult points.

　　Function and status: The title of this unit is Sports,which maybe a topic that students are interested in. And the type of my lesson is speaking and listening. It is used to clean up the obstacles of background and language for the rest of the unit,such as reading. And another function is to inspire the students’ interset of sports,and inspire them to do some sports everyday to keep healthy. If the students want to know more about Sports or Olympic Games,they have to come to the text and lesson to learn more. So these are fit for the New Curriculum of English: To enforce the motivation of studying English.

　　That’s all for the Function and status. According to the teaching material and the New Curriculum of English, in order to fulfill the learning task of this period, I establish the following objectives:

　　Teaching Objectives: By the end of the lesson,students should be able to:

　　1. Knowledge objectives : Learn some vocabulary of sports and the structure of asking and answering questions about interests and hobbies.

　　2. Ability objectives : Learn how to use these words in speaking. I’ll design task to fulfil this objectives.

　　3. Moral objectives : Get to know some information about Sports and Olympic Games. Inspire the interest in sports.

　　Well, so much for the teaching objectives, let's come to deal with the important points and the difficult points. According to the type of my lesson is speaking and listening,the important points are the vocabulary of sports,the structure of asking and answering questions about interests and hobbies. As to the difficult points, it is the structure of asking and answering questions about interests and hobbies.

　　Part II Teaching Methods

　　Now let’s focus on the ways of teaching and learning. Generally speaking, I adopt TBLT in my class. As for learning, students should not only know the vocabulary,how to pronounce,how to spell them,but also learn how to use them in communication. So I use the TBLT ,when it comes to the dialogue,this method will let the students know how to use them in real life.

　　Teaching strategies or techniques: imitation, repetition, inductive method,demonstration

　　Teaching model: the 3-P model,that is Presentation,Practice and Production. I will show how this model make effort in the teaching procedure.

　　Part III Studying ways

　　This unit is about Sports. It closely connects to the students’ life,so most students will be interested in it a lot.

　　In this period,I use direct ways and use translation ways to list the vocabulary. The students will learn to how to pronounce and how to use the vocabulary. And other ways I will also show you in the Teaching Procedure.

　　Part IV Teaching Procedure

　　Here comes the most important part, the teaching procedure. I will use the 3-P Model: Step 1 : Presentation: The vocabulary of sports;Step 2 : Practice: Ask and answer;Step 3 : Production: (1)Listening exercise;(2)Information of Olypmic Games.

　　Warm-up (3 minutes)

　　Now let’s come to the first step warm up. I will spend 3 mins on it.

　　I will ask Ss three questions. First,I will ask “What will we have this week/month?”,the Ss will answer me “Sports Day”. Then I will ask “What sports items will you take part in?”,Ss will name some sports name. I will choose some of them to write on the blackboard and ask some difficult sports name,such as shot,long distance race and put them on the blackboard. After this,I will ask “What other sports (sports meeting,Olymic Games,ball games)do you know?” and list them on the blackboard.

　　These questions can be used to educe the vocabulary of sports and make preparation for the rest speaking and listening activities.

　　Step 1 : Presentation

　　The vocabulary of sports (5 minutes)

　　Just in last step,I have already listed the words on the blackboard. So in this step,I just ask the Ss to repeat after me to learn how to pronounce and learn these words by heart. I will use word categories in order to teach them how to use generalization to learn words. It will take 7 minutes.

　　Step 2 : Practice

　　Ask and answer

　　It is the most important part in this period. I will put 14 minutes on it.

　　I will ask Ss “Do you like sports?” and “What’s your favourite sports?”. The Ss may give me some sports name. Then I will put the fisrt structure on the blackboard. Then I will say if there are two sports,I want to know what is your favourite one,what should I say. Then it can educe the second structure. After learning these two strucures,I will give some key words for Ss to replace and practise. It is the task I design for them to use the useful expression to communicate. Then I will ask then open the book to learn other useful expressions on P52 and use all these expression to finish the task. At last,I will ask some groups to make some presentation. It is also include the PPP in this step.

　　This step not only strengthen the new words,but also train the Ss to talk about sports,hobbies and interstings in real life and develp their speaking ability. It also enrich the language,including words and expressions about sports,hobbies and interstings and make Ss have a better understanding of others.

　　Step 3 : Production

　　(1) Listening exercise (10 minutes)

　　Listen to the material and finish the exercise on P51 and give the answers. The listening material include three sports reports: NBA,basketball game and table-tennis game. In this part,Ss have to listen to the tape and catch the key information,such as sports items,scores and results. Through this exercise,Ss can get more information of sports and be inspired interests in sports,train and develop the listening skills,learn and review the description of sports.

　　(2) Information of Olympic Games (5 minutes)

　　Ss get information of Olympic Games by the exercise on P50-51. And then I will give some other information about Olympic Games.

　　End of Lesson Summary: (2 minutes)

　　Review the vocabulary of sports and the structure of ask and answer questions about interests and hobbies to enforce Ss’ memories.

　　Assignments: (1 minute)

　　1. Learn the new words of this unit by heart and try to use them.

　　2. Finish the listening exercise on Page 127.

　　3. Use the words and expressions to finish talking exercise on Page 127.

　　4. Preview the text.

　　Part V Layout design

　　On the left part,I will list the some of the vocabulary of sports. On the middle I will list the useful expressions.

　　Unit 8 Sports

　　1. track and field

　　relay race What’s your favourite …？(book,food,music)

　　long distance race I like … best. / … is my favourite ….

　　shot

　　2. Olympic Games items Which do you like, … or … ?

　　diving I prefer … to …

　　shooting

　　gymnastics Which…do you like best?

　　weightlifting Which do you prefer,…or…?

　　skiing

　　3. Ball games What about…?

　　badminton Are you interesting in…?

　　baseball I’d rather…than….

　　softball Yes,very much. / No,not really.

　　Part VI Anticipation

　　This unit is talking about sports. It is close to Ss’ life,so Ss will be interested in it and will be active to answer and cooperate. It will be easy to enduce new words. The Ss will be also curious to know other classmates’ hobbies and interests,so it will be also smoothly to enduce the structure of asking and answering the hobbies and interests and Ss will be happy to do practice with the knowledge they have learned. The knowledge and ability aims will also be fulfiled. And then,the emotional aim can be fulfiled by giving information of Olympic Games which they are interested in.

　　That’s all for my interpretation. Thank you for your attention.

高中英語說課稿4

　　一、教材分析

　�。�、教材的地位及作用：

　　今天我要說的是冀教版八年級下冊第五單元：Go with Transportation 第37課：Flying Donuts。本單元講述了一些有關交通發(fā)展的歷史事件和相關故事，在復習以前所學的有關交通的詞匯和短語的基礎上又擴展了一些生詞、習語和日常用語。第37課的課文通過介紹Danny想象中的一種新的交通工具，引導學生充分發(fā)揮想象力、創(chuàng)造力，設想未來的交通工具，并用英語表達出來，從而激發(fā)學生的創(chuàng)造力和表現(xiàn)欲，使他們從中得到學習的快樂。

　�。�、教學目標：（知識目標、能力目標、德育目標）

　　知識目標：

　　(１) 學習單詞fuel, coal, oil … 。

　　(２) 學習、掌握短語和句型think of認為，想起；at the front of 在……的前面 with用…；

　　能力目標：

　　通過聽、說、讀、寫的綜合訓練，促進學生將新學知識轉化為言語的技能，盡可能地運用語言表達實際的意義。

　　德育目標：

　　培養(yǎng)學生表達自我的能力，發(fā)揮想象力、創(chuàng)造力，張揚個性，展示自我。

　　確立教學目標的依據(jù)：

　　根據(jù)英語教學大綱規(guī)定，通過聽、說、讀、寫的訓練，使學生獲得英語基礎知識和為交際初步運用英語的能力，激發(fā)學生的學習興趣，為進一步學習打好初步的.基礎。此外，根據(jù)我國國情和外語教學大綱的要求，現(xiàn)階段外語教學的素質教育主要包括思想素質教育、目的語素質教育、潛在外語能力的培養(yǎng)、非智力因素的培養(yǎng)等四方面。

　　３、重點與難點：

　　確立重點與難點的依據(jù)：

　　根據(jù)教學大綱的要求，教材編排的特點及本課在教材中所處的地位和作用，并從學生的實際出發(fā)，確定本課的重點與難點：

　　重點：本課詞組和句型think of/about /out ；with的多種用法；What do the donuts do? Will Danny’s invention really work?

　　難點：設想發(fā)明一些交通工具，并用英語表達出來。

　　二、教學方法：

　　新教材重視以人為本，強調素質教育。在教學中，要注意發(fā)揮學生的主體作用，把空間留給學生。抓住初中生活潑好動，表現(xiàn)欲強的心理特點，課堂上我設計了大量的聽、說、讀、寫的訓練，啟發(fā)學生動腦思考，鼓勵學生大膽開口，暢所欲言，盡可能運用英語表達實際意義，從而最大限度地調動學生的積極性和主動性。教學中，我主要通過五步教學法，精講巧練，由淺入深，由易到難，由已知到未知，循序漸進地深化教學內容。展開以教師為主導，以學生為主體的師生雙邊活動。

　　三、學法指導：

　　在教學實踐中，教師不僅要將基礎知識和基本技能傳授給學生，而且要教學生學會學習。教師要采用多種教學方法，激發(fā)學生的求知欲和好奇心，提高學生的學習自主性和學習能力。針對學生普遍存在著缺乏自信，自我評價偏低的傾向，在教學中我注重鼓勵學生相信自己，鼓勵他們多動口，勤動手。

　　在進行口語訓練時，要求學生努力克服怕羞的心理，踴躍發(fā)言，敢于開口說英語，積極參加課堂上的各種教學活動。

　　四、教學手段：

　　主要以現(xiàn)代化電教手段－－多媒體輔助教學，貫穿整個教學過程。增加了直觀性和趣味性，加大了課堂密度，提高了教學效果。

　　五、教學程序：

　　課前準備

　　教師備好課及相關的教學設備，布置學生預習本課內容，向學生提出預習的具體要求：

　�。�1） 學習本課生詞，了解課文大意。

　　（2） 找出重點短語和句子。

　　1、檢查復習

　�。�1）檢查學生預習課文的情況：

　　詢問他們對課文的意思是否還有什么問題，鼓勵其他學生解答這些問題。

　�。�2）展示圖片，復習學過的部分交通工具的名稱：

　　bicycle, train, rocket, car, boat, plane……

　　2、循序漸進，導入新課

　　本課利用多媒體教學手段展示了一幅幅色彩逼真、形象生動的畫面，充分地調動了學生的積極性，吸引了全體學生的注意力，達到了教育教學目的。

　　首先，提出本課的學習目標，結合學生的預習情況，指出重點詞匯及短語，并呈現(xiàn)在畫面上，以突出重點，體現(xiàn)難點。

　　其次，通過聽力訓練和問答練習，引導學生從聽、說入手了解課文，初步感知新的語言知識。

　　3、舉例分析，精講重點

　　對課文中的關鍵詞句如：What do donuts do? think of/out/over, with, make sb. do sth……等重點講解，舉例加以說明。為了更好地調動學生的積極性，要求學生運用這些詞語造句，訓練學生寫的技能，使學生處于積極思維的狀態(tài)之中，全方位、多角度培養(yǎng)學生運用英語的能力。

　　4、口語操練，加深印象

　�。�1）通過放錄音，學生聽，模仿說，教師講的過程，鞏固語言材料，培養(yǎng)學生聽、說能力。

　　（2）讓學生準備幾分鐘，然后采用三人小組的形式，分角色大聲地朗讀課文。

　�。�3）讓學生創(chuàng)設一些情景，用所學的知識編寫對話，并且把它表演出來。

　　5、課堂練習，鞏固知識

　　出示一些與本課語言點相關的選擇題和情景對話，要求學生當場完成。課堂練習的目的在于檢查學生掌握知識的情況，以便教師發(fā)現(xiàn)學生知識缺漏，及時補充。同時也有助于進一步鞏固，加強對本課內容的理解和運用。

　　如果時間允許的話，還可以讓學生想象著發(fā)明一些交通工具，用英語把它描述出來，寫成一篇小作文。如果時間來不及，就作為課外作業(yè)。

高中英語說課稿5

　　good morning, interviewers

　　part one. analysis of teaching material

　　here i will analyze this part from 3 points:

　　the first point is “status and functions”

　　this unit is unit__in term_ _taken from new standard english book and my lecture is the reading part of it. by learning this passage, the students can master some language points and reading skills.

　　the second point is “teaching aims”

　　firstly, knowledge aims: the students should understand all the key words and

　　expressions

　　secondly, ability aim is to improve the students’ ability of getting the main idea and detailed information of this passage.

　　thirdly, emotional aims: to enable the students to develop good manners of

　　learning.

　　the third point is “importance and difficulties. the important points are to master usage of key words and phrases such as__________. the difficult points mainly focus on how to develop the students’ reading ability.

　　part two. analysis of the learners

　　as senior high school students, most of them are very shy and they seldom

　　participate in class activities. so in order to activate my students, i will adopt some

　　part three. teaching & learning approaches

　　part four. teaching procedures

　　in order to arrange my teaching procedures systematically and logically, i will divide my teaching procedures into 5 steps.

　　step one is “warming up”

　　at beginning, i will play an english song for my students because it can not only help them relax, but can also bring them into an english atmosphere.

　　step two is “l(fā)eading-in”

　　i will have a free talk with my students about__________________________________________________, thus leading my

　　students to the topic we’re going to learn.

　　step three is “reading” it will cost 20 min

　　first. class work

　　skimming: here i will ask my students to read the passage quickly and loudly, and then give them some t or f questions to see if they have a general understanding of this passage. they will answer it together.

　　second. group work

　　scanning: here my students should read the passage very carefully and silently, and work in groups to discuss the following questions. by doing this, i can check whether my students have a detailed understanding of this passage.

　　third. pair work

　　learning language points: ask students to work in pairs and pick out the important sentences, and then introduce to others, of course showing the reasons why your pairs choose. i will do example, such as________________________ (板)because this sentence has a important phrase or sentence structure.

　　fourth individual work

　　consolidation: here i will show my students a short passage with key words and phrases missing.of course, those words or phrase is taken from this passage we have learnt today. and then ask some students to retell the passage by filling the blanks, finishing them by individual.

　　part five. blackboard design

　　in order to make the blackboard design clearly and neatly, i write the sentence on the left. then i show the sentence structure and example on the right. in the middle, i will use an arrow symbol to connect.

　　in a word, the whole teaching plan is based on tasks and cooperation which are design from easy to difficult. the students is a agent, the teacher just is a organizer.

　　well, that’s all for my presentation, i appreciate your attention very much!

高中英語說課稿6

　　我將從教材分析、教法學法分析、教學過程分析和教學設計說明這四個方面來談談我對教材的理解和教學的設計，敬請各位專家、評委批評指正。

　　一、教學分析：

　　教材的地位與作用

　　本模塊內容為英國古典文學中的狄更斯作品及其生平。本節(jié)課是一節(jié)文學閱讀欣賞課,課文節(jié)選自《霧都孤兒》的片斷“Oliver asks for more”，反映了主人公Oliver生活的是一個貧富懸殊，充滿壓迫的不公平的社會。通過學習本課，學生能夠了解文學常識，掌握語言技能，對狄更斯的文學作品有了初步的認識，為本單元后面的學習也做了鋪墊。

　　教學目標：

　　知識與技能：理解文章內容，并使用所學的詞匯描述有關的故事情節(jié)，表達自己的情感。能分析課文中的長難句、理解句子結構，并能運用所學詞匯和句型概括課文內容。

　　過程與方法：

　　1.利用多媒體手段營造積極和諧教學氛圍，使學生進入情景之中。

　　2.運用各個層次問題的設置，促進各層次學生參與學習活動。

　　3.學案導學，發(fā)展學生自主學習能力。

　　情感態(tài)度、價值觀：了解英國古典文學及對世界文化的貢獻。

　　教育學生應珍惜現(xiàn)在的生活，努力學習，奮發(fā)上進。

　　學情分析：

　　處于高二下半學期期末學習的學生掌握了一定量的詞匯，并有一定的長難句子分析理解能力，這樣幫助他們掃清了閱讀時的部分障礙。但他們對課文閱讀只限于表層含義，難于運用語言分析問題表達觀點。因此我將教學重難點設計為：

　　教學重點、難點：

　　重點：

　　1.識記掌握本課詞匯，理解文章大意。

　　2.學會理清文章結構，找尋信息點，提高運用英語的綜合能力。

　　難點：

　　1.培養(yǎng)略讀、查讀和識別關鍵詞等閱讀技能和形成閱讀策略。

　　2.學生把所學的詞匯，句型運用于實踐中。

　　二、教法與學法

　　1.針對學生的年齡特點以及認知水平，采用問題意識引領教學法，設置不同層次問題，由淺入深。充分發(fā)揮學生的主體地位，為學生的主動建構提供各方面的保障。

　　2. 以學生為主體，利用學案導學，借助任務型教學法、情景教學法、問答法、小組合作法、自主探究法開展教學活動，完成教學任務。

　　三、教學過程分析

　�。ㄒ唬┒唐瑢�入，直觀認知

　　課前布置預習作業(yè)，讓學生上網(wǎng)或通過其它渠道搜索有關狄更斯及其作品的相關信息。上課時首先觀看一組視頻，在視頻中我選擇了包括課文中提到的狄更斯一些著名文學作品以及改編為電影的一些圖片，觀看短片后回答問題：

　　1. Q: Which novel did you catch when you watch the video? And do you know other works written by Charles Dickens?

　　A: David Copperfield, A tale of two cities, Great expectations, Oliver Twist…

　　2. Q: What kind of the novel did Dickens usually write?

　　【設計意圖】觀看多媒體短片，激發(fā)學生的興趣。通過師生互動，同學們課下所搜索的信息得以展現(xiàn)，充分調動了其積極性，在鍛煉學生搜集信息和歸納總結的能力的'同時，也極大地增強了同學們學英語的信心。

　　最后圖像停頓在截取的電影片段也就是課文中 “Oliver ask for more” 的幾幅圖片上，每張圖片配合描述性的句子，設置教學任務：對劃線詞語進行快速猜測詞義練習。

　　1. Charles Dickens is one of England’s most famous novelists.

　　2. He wrote about the life of poor Oliver Twist, who is an orphan without parents.

　　3. He lived in the workhouse, and the boys had excellent appetite, hungry and misery.

　　4. Oliver was chosen to ask the warden for more to eat.

　　【設計意圖】通過觀看圖片和根據(jù)句意猜詞詞義練習，既為學生后面的閱讀掃清了障礙，讓學生們快速進入課文情境當中，又培養(yǎng)了學生聯(lián)系上下文理解單詞含義的閱讀技能。

　　最后根據(jù)圖片提出問題：

　　What do you think he is saying to the man and what will happen next?

　　在學生對課文內容有了直觀的認識后，勾起了學生對故事發(fā)展的好奇心，自然的過度到閱讀中來。

　　（二）快速閱讀，探索新知

　　Ask students to skim the whole text and choose the best summary of the passage on P30Activity1 and divide the passage into three parts.

　　P1 ←— Being hungry

　　P2-P3←—Being chosen

　　P4-P13←—Being locked

　　【設計意圖】這一環(huán)節(jié)采取小組活動的方式快速限時閱讀, 設置的幾個概括文章大意類問題，概括文章大意和各段落大意。把閱讀課文作為整體來處理，搜集高頻詞匯和關鍵詞。檢查學生對課文中的事實的表層理解，養(yǎng)成良好的閱讀習慣，提高閱讀技能。

　�。ㄈ�）歸納方法，自主生成

　　收集學生不同的分段方式后，通過探究式提問，

　　1. What are the two main elements of a novel? A: Character, plot

　　2. What should be based on when we divide the passage into parts?

　　A: The change of the plot; The change of time; the change of the scene….

　　【設計意圖】通過幾個簡單的探究式問題，使學生用很短的時間就抓住了本篇文章的核心和結構，明確了這篇小說類文章的段落劃分是依據(jù)情節(jié)的發(fā)展和變化。目的是培養(yǎng)學生的歸納總結能力，鍛煉他們的表達能力，最后由教師修正、補充、說明。激勵學生探究性學習的熱情，提高閱讀能力，以此突破教學重點。

　�。ㄋ模� 精讀課文，鞏固升華

　　Read the passage again and answer the questions:

　　1) Why did the bowls never need washing?

　　2) What would the tall boy do if he still didn’t have another bowl of soup?

　　3) Why did the boys choose one boy to ask for more food?

　　4) How did they choose the representative to ask for more food?

　　5) When Oliver went to ask for more food, what did the warden do?

　　6) What was Oliver’s final result for asking for more food?

　　【設計意圖】對于這個練習，我設置的幾個問題都是細節(jié)理解類問題。集中培養(yǎng)學生從文章中迅速獲取細節(jié)信息的能力,培養(yǎng)略讀、查讀識別關鍵詞等閱讀技能形成閱讀策略,解決教學重點�？刹扇∽寣W生小組討論的方式解決問題，教師只需要點撥即可。這個活動既培養(yǎng)了學生的合作精神，又體現(xiàn)了“先學后教”的教學理念，提高了課堂效率。

　�。ㄎ澹┯柧毥�構，達標拓展

　　Task : Make a dialogue with your partner, the scene from para.3 to para.6.小組成員中可以選用表演能力較好的同學演"warden"和"Oliver",選用一個口語較好的同學做解說員，另外可以根據(jù)同學們的個人特點充當兩個“helpers”和幾個Oliver的"companions".

　　【設計意圖】這個環(huán)節(jié)的設置既體現(xiàn)了小組合作的精神，又充分尊重了學生間的個體差異，使小組中的每一個成員都能積極參與，充分調動了全班學生的積極性。與此同時也培養(yǎng)了學生的表演能力和表達能力,以此突破教學難點。

　�。�六）聯(lián)系現(xiàn)實拓展遷移

　　Discussion：

　　1. What’s the writing purpose of the story?

　　Key words: reveal…; show great sympathy to…

　　2.Compared with Oliver’s life, what do you think of yours? What should you do?

　　【設計意圖】通過主觀類題型的設置，給予學生正確的思維導向：探索作者寫作意圖，暢談本節(jié)課的體會，對比我們的生活實際，激勵學生努力學習奮發(fā)圖強珍惜現(xiàn)在的幸福生活。

　�。ㄆ撸┛鞓肥斋@，布置作業(yè)

　　Homework:

　　If you were Dickens, what would be the ending of this novel?

　　【設計意圖】學生可以展開想象的翅膀，并將本節(jié)課所學習的小說類文章的發(fā)展變化和本課所涉及的詞匯短語運用于實踐。彌補了課堂中寫作練習的不足，也復習了所學內容。

　　四、教學反思

　　根據(jù)本節(jié)課的教學內容和學生的實際特點，本節(jié)課利用問題引領導學+情景相結合的教學方式，將任務型閱讀融入整堂課中，通過猜測詞義題，主旨大意題，細節(jié)理解題，探究歸納題以及主觀觀點類問題的設置，讓學生在小組活動中通過合作和探究來完成各個任務，實現(xiàn)了對小說類文章的理解和掌握。整節(jié)課活動既有輕松有趣的小組競賽、多媒體短片、同學表演和頭腦風暴，又有需要深層思考的閱讀理解活動和討論活動，從語言的輸入到最后的輸出。通過閱讀掌握技巧，再把閱讀技巧用于寫作輸出，真正達到語言的靈活掌握和運用。

高中英語說課稿7

　　Good morning, ladies and gentlemen. Standing here, I am very happy and excited. It’s my great honor to be here interpreting my teaching plan. My teaching plan is divided into 5 parts. Ok, let’s come to Part 1.

　　Part 1 Teaching Material

　　The topic of my lesson is ____________________. It is taken from New Senior English for China Students’ Book___ Unit____.. This is a reading lesson. It plays a very important part in this book. Such a lesson is related to Ss’ daily life, so it is important to raise Ss’ learning interests and it is also helpful to improve Ss’ society sense. It can improve Ss to attain “four skills” request of listening, speaking, reading and writing. Therefore this lesson is in the important position of the teaching material. By studying this lesson, we’ll enable students to know_____________________ and develop the interest in English

　　Part 2 Teaching Aims：通過閱讀不僅能夠吸收積累,強化鞏固語言知識,而且能夠培養(yǎng)閱讀技巧,提高閱能力,擴大知識面。

　　1.Knowledge object (語言目標：語音，詞匯，語法，功能，話題)

　　To request Ss to master the usage of the important words and phrases:

　　2.Ability object (技能目標：聽，說，讀，寫)

　　(1) To develop the Ss’ abilities of listening, speaking, reading and writing, promote their ability of self-study and guide Ss to set up effective studying strategies.

　　3.Emotion objects (情感目標：興趣，自信，合作，愛國，國際視野)

　　To increase Ss’ interest in learning English, set up their self-confidence and improve their ability of cooperation.

　　Part 3 the Important and Difficult Points

　　The important point is to learn the main idea of the reading materials. In this part, I often choose 3 materials, two in the textbook and one in the workbook, but just focus on one reading.

　　The difficult point is to learn the reading methods and difficult sentences.

　　Part 4 Teaching Methods

　　To achieve these teaching aims, I will use individual work, pair work, group work and class work.

　　Part 5 Teaching Procedure

　　Step 1. Lead- in

　　In this step, I will prepare something interesting for the Ss. According to this reading, will ask Ss questions _____________________________________________.

　　This is to arouse Ss’ attention about the topic. (cost about _3_ mins)

　　Step 2. Pre-reading

　　Let Ss work in pairs and discuss/ predict the questions ____________________________________________, which can check how much they have known about this topic. (costs about _2_ mins)

　　Step 3. While-reading ( 3 tasks )

　　Task 1. Skimming: to ask Ss to read the passage fast and find out the topic sentence of each paragraph. During this part, we can promote their skimming ability. ( costs about _5_ mins )

　　Para 1 ___________________

　　Para 2 ___________________

　　Para 3 ___________________

　　Task 2. Scanning:

　　In this part, I will ask them to do some detailed questions, such as blank-filling and T or F questions. This

　　step can strengthen their understanding of this passage and scanning ability. （costs about _10_ mins ） Task 3: Listening

　　Read the passage by following the tape. While you are reading, pay attention to the pronunciation of the words.（costs about _10_ mins ）

　　Step 4. Post-reading

　　Task 1. tell the difference between:

　　Task 2: What’s the best title of this passage? First ask them to discuss, them give them fours choices to choose from.

　　Task 3: Ask Ss to use their own words to retell the story in pairs and then present in front of the class Task 4: Discussion: divide the Ss into several groups and ask them to discuss the question __________________________________________________.

　　This part can develop Ss’ abilities of communication and cooperation, arouse the Ss’ interest in English learning and request Ss to express their ideas freely as well. （costs about _10_ mins ） Task 3.

　　Step 5. Homework

　　Task 1. remember all the new words and phrases in the reading passage.

　　Task 2: Write a summary of the reading passage using the new words.

　　Task 3. write a short passage about _________________.

　　Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.

　　That’s all for my teaching plan. Thank you a lot for listening.

　　Blackboard design:

　　Important words and expressions.

　　Topic sentence of each paragraph:

　　Para 1:

　　Para 2:

　　Para 3:

　　Homework: write a short passage

高中英語說課稿8

　　一. 總述

　　課題：運動與奧林匹克（高一上冊第八單元）

　　內容：熱身，聽力，口語

　　課型：聽說課

　　二. 說教材

　　1． 教材的地位和作用

　　本單元教材在本冊書中有極其重要的地位，在學生整體的知識結構中也有著不可或缺的作品：早在建國初期，體育英語顯示了他重要的作用（乒乓外交）；在現(xiàn)在，經(jīng)濟發(fā)展和SARS的入侵，人人注重體育鍛煉，身體健康成為人們茶余飯后的重要話題（全民健身）；在未來，北京舉辦2008奧運會，（志愿者）。

　　2． 教材重點的確立

　　重點為-----熱身 熱身一向是容易被忽略的部分，但我卻有著不同的觀點①引入本單元知識，帶學生進入一個豐富多彩的體育世界。②介紹有關體育的基礎知識，激發(fā)學生對體育的興趣方面也起著重要的作用。從而提高學生對本單元知識學習的興趣③引入大量本單元有關體育的新單詞，為后面聽說讀寫個方面奠定良好的基礎（配課件圖——根基最重要）總之，是要通過以激活學生已有的相關背景知識，補充必要和新的背景知識，以啟發(fā)學生對話題的思考，同時，還為學生歸納和總結已有的語言知識，并為其預測，了解和討論話題做了鋪墊。

　　3． 教材難點的確立

　　難點為----聽力

　　聽力歷來都是英語學習者很難突破的瓶頸 原因：發(fā)音部位和技巧的不同；歷史文化背景的不同；詞匯量的限制；練習機會較少

　　本課：體育賽事新聞 原因：語速較快；個人興趣影響（背景知識的限制）

　　4． 通過本課教材要達到的教學目標（與新課標結合

　　文化意識：了解體育和奧運的基本文化知識

　　語言知識：掌握有關體育方面的大量單詞及短語

　　能力策略：能從復雜的聽力材料中快速的獲取有效信息；靈活運用所學知識加強口語表達能力

　　情感態(tài)度：加強學生對體育知識以及體育鍛煉的興趣；通過介紹2008北京奧運的知識，培養(yǎng)其愛國主義情感

　　三． 說教學

　　1. 學法的指導

　　以“我”為心，注重能力，積極參與，總結分析

　　以“我”為心：在學習中不要以教師為中心，要使學生真正成為學習的主體。在日常生活中練習英語的機會較少，課堂教學就成了向學生提供可理解性語言輸入的一個重要渠道，如果在這唯一的渠道中還只以教師為中心，放棄了自己的學習機會，則無法達到良好的學習效果。

　　注重能力：讓學生注重能力的提高，而不僅僅是知識的記憶。目前很多英語課上教師講得過多，學生練的太少；學生也沒有從思想上認識到，英語應該是一門實踐課，是一種“技能”的培養(yǎng)，而不是“知識”的獲取。我們應該盡可能使學生的注意力轉移到信息和溝通上，而不是使用語言的形式上。

　　積極參與：充分調動學生參與課堂活動的積極性，并盡可能多的為學生創(chuàng)造獨立思考的機會。在教師的指引下，多設置課堂活動，讓學生在活動中知道，外語是自己學會的，練會的，而不是老師交會的。

　　總結分析：培養(yǎng)學生在豐富多彩的課堂活動后，學會自己總結所得到東西，使其自己悟出其中的道理，并總結學習方法。是與新課標所提到的學生自我評價體系相結合的過程。著重評價學生的綜合語言運用能力，以及在學習過程中表現(xiàn)出的情感，態(tài)度和價值觀。作為教師應該幫助學生設立自我評價的平臺，盡力將評價體系具體和量化。（話題：國際奧運委員會要來我校參觀，會詢問你一些關于我國的全民健身和申辦奧運的情況。）

　　2． 教學方法的選擇及運用

　�、偾榫敖虒W法：由我國特級教師李吉林創(chuàng)造。指導教師在教學過程中為學生創(chuàng)造一個具體，生動，形象的學習環(huán)境，以激發(fā)學生的興趣，產(chǎn)生一定的內心情感體驗，促進對知識的理解，記憶，并受到思想情感的陶冶。

　�、谟淇旖虒W法：是教師在教學過程中充分利用學生的好奇，疑問，求美，成就的心理特點，從教材的.實際和學生的知識水平出發(fā)。列舉趣味性的事例，提出引人入勝的問題，以激發(fā)學生的興趣，求知欲望，提高學習效率。以興趣為突破口，化難為易。

　�、郯凳窘虒W法：又稱啟發(fā)式外語教學法。首先，要求教師要善于設置誘發(fā)學生學習潛力的外部環(huán)境，激發(fā)學生的動機。其次，適當?shù)牟捎靡魳�，電影等藝術途徑，特別是發(fā)揮聲調，節(jié)奏，音樂的刺激與感染作用，加強教學的情感效果

　　自己使用：自己綜合，補充完善-----兩點一線，四個方面

　�。常�配合課件說明兩點一線,四個方面的具體運用（重點的突破和難點的化解,以及學生活動的組織）

　　總原則：兩點一線，四個方面

　�、� 兩點：將課本的知識點與師生的興趣點緊密結合

　　第一層面：著重使課本的知識點和學生的興趣點結合起來。所有智力方面的工作都要依賴興趣。只有充分調動學生的興趣，才能培養(yǎng)學生自覺，主動學習英語的習慣。作為教師應該運用靈活的教學手段和方法，用興趣的火花去點燃學生智慧的火焰。

　　第二層面：教師自己興趣調動。言教不如身教，只有自己投入到教材中去，才能感染更多的學生。對與那些本身對體育感興趣的學生，知趣相投，更容易投入到課堂中來。（體育生）對于那些本身對體育不太感興趣的學生，要發(fā)揮教師本人和教學環(huán)境的感染力，去吸引他們投入到其中來。總之，教師全身心投入教材，是建立良好師生關系的必要條件，是調動學生學習興趣的重要前提，也是教師傳授知識的橋梁和潤滑劑。

　　下面是結合課件展示我是如何集體將課堂內容的三個部分與興趣點想結合的。

　　本課的知識第一部分為熱身訓練，這也是本節(jié)課的重點所在。我采取的是利用興趣來突破重點。具體的方法是“兩個游戲，解決難題”。

　　首先是讓學生通過第一個游戲來進行自我測評即設計一些有關體育方面的選擇，判斷正誤，以及問答題，每答對一道題就會得到相應的分數(shù)，然后根據(jù)最后的總分來判斷自己對體育的了解到底有多少。從而讓學生大量的了解有關體育和奧運的知識，當然在選題方面要簡單并與學生的興趣息息相關，比如北京申辦奧運等。每道題都涉及到了一些本單元的新單詞，在答題的過程中學生就掌握了相關單詞，并激發(fā)了他們對體育和奧運的興趣。通過第一個游戲我也基本的了解了班里每個學生對體育的興趣水平（感染力），更加有利與用自己的興趣去感染學生。

　　由于本單元的單詞很多都是體育項目的名稱，學生在記憶時有一定的困難，因此我設計了第二個游戲，以學生一些耳熟能詳?shù)捏w育明星為突破口，由此讓學生記憶他們所從事的體育項目。這樣就解決了一些新單詞的引入問題。

　　通過兩個游戲我即完成了熱身部分的教學任務，也完成了對教學重點的突破。

　　本課的第二部分時聽力，這一部分主要是提高學生在聽力過程中捕捉有效信息的能力，由此能聽懂體育新聞及體育賽事的比賽結果。

　　聽力是英語學習中比較枯燥的部分，但也是本節(jié)課的難點，在課堂上是學生最容易忽視的部分。我依舊是通過調動學生興趣的方法來解決這一難題的。具體的措施有兩點：①加強對每段聽力背景知識的介紹，尋找聽力內容與學生興趣的結合點。例如在聽NBA比賽之前，我先讓學生自己介紹他們喜歡的球隊。在這一部分學生有很多話可說，但用英語表達就顯的頗為牽強了，于是我介紹了一些知名球隊的英語表達法并介紹了一些有關籃球的專業(yè)術語（蓋帽，扣藍等），從而提升了他們對NBA的興趣，并擴展了知識和單詞量，也在無形之中將本段聽力的背景知識介紹給了學生。②加強聽力技巧上的指導。讓學生區(qū)別有效信息和干擾信息，盡力捕捉有效信息，例如聽體育賽事的新聞要注重球隊名稱，比分輸贏等。從而減少學生在聽力過程中的盲目性。

　　通過聽力背景知識的趣味性介紹和聽力技巧上的指導，使學生在輕松愉快的氣氛中，完成了聽力部分的學習，并化解了本課的難點。

　　第三部分是口語練習。這一部分主要使學生能用所學的單詞和句型通順介紹自己喜愛的運動明星和運動。重點是讓學生有話可說，有話能說。

　　有話可說主要是讓學生找到自己感興趣的話題。于是我以NBA明星邁克爾喬丹為例，讓學生能在自己最熟悉，最喜愛的明星身上找到共同話題，做到有話可說。但有話能說是對學生語言駕御能力的考驗，在這一部分我是在學生零星的發(fā)言基礎上，總結出對喬丹的介紹，并突出了其中的重點單詞和句型，讓學生在后面的發(fā)言中可以有所借鑒，使他們有話能說。

　　總之，在本課內容的各個部分我都加強了學生興趣點與課本知識點的結合，以興趣為突破口來帶動學生情緒，突破教學難點。并使學生整堂課都能被所學知識吸引，激發(fā)其對英語學習的興趣，并且學生活動的組織也是始終貫穿在其中的，突出了課堂的主體是學生。

　�、� 一線：就是讓體育和奧運的主線始終貫穿與課堂之上，聽說讀寫都以運動和奧運為主軸。做到由景生情，以情帶義（解釋）。這樣即突出了教材的連貫性，也創(chuàng)造了層層遞進的條件，使學生對此方面的知識更系統(tǒng)，更完整，此外還有利于培養(yǎng)學生熱愛運動和積極從事體育鍛煉的熱情。

　�、� 四個方面：聽，說，讀，寫

　　從個體來看： 聽、說、讀、寫是語言學習不可缺少的四個方面，每一個各體在教學的過程中都必須涉及到。所以在本課之中，我盡力使學生在四個方面都有所練習，但由于本課是一節(jié)聽說課，那么在四個方面要有側重，以聽說為主，讀寫為輔。

　　聽和說已經(jīng)在前面有所介紹，以下主要介紹我是如何將讀和寫兩個方面溶入我的課堂中的。閱讀主要是體現(xiàn)在閱讀聽力的背景知識以及說話練習的示范性總結中。而寫的方面我則布置成為了作業(yè)，讓學生寫一篇自己喜愛的運動明星的介紹。這既是對課堂所學知識的延伸，也彌補了課堂時間上的不足，可以讓每個學生都能充分的得到練習。

　　從整體來看：聽，說，讀，寫四個方面有是一個有機的整體，是相互關聯(lián)，相互影響的。每一個部分都不可能是單獨存在的，必將會涉及到其它的幾個方面。在教學的過程中要突出更方面知識的連帶性，使學生全面的提高語言水平，斷不可只見樹木，不見森林。

　　這就是我整體的說課過程，其中還有很多的缺點和不足，希望大家給與批評指正。謝謝！

　　四．說課件

　　１．課件制作原則：充分準備，合理選材，巧妙呈現(xiàn)，精心制作，正確把握

　　充分準備:：

　　合理選材：選取材料應符合學生的年齡特點和知識特點

　　巧妙呈現(xiàn)：多媒體的運用使呈現(xiàn)部分達到最佳效果

　　精心制作：力求課件靈活多變，流暢自然，雅而不俗，賞心悅目

　�。玻�正確把握：正確把握多媒體在課堂中的運用，切記華而不實，反客為主

　　課件制作構想：輔助為先，兩個體現(xiàn)

　　輔助為先：課堂教學內容的輔助

　　兩個體現(xiàn)：1．體現(xiàn)“一線“

　　1． 體現(xiàn)三部分內容的自然過渡

　　課件主要是對課堂知識的輔助講解，但我在制作過程中努力使其體現(xiàn)我教材處理的原則。首先，使體現(xiàn)“一線”。用顏色和裝飾體現(xiàn)運動和奧運的主線。在顏色方面選擇了與五環(huán)旗相應的顏色，并用奧運和五環(huán)的圖標作為裝飾，充分體現(xiàn)課堂主線。其次，用自然的課件順序，使教材的三部分內容自然銜接，順利過渡。

高中英語說課稿9

　　Good morning, dear judges! I’m quite happy to share my teaching planning with all of you here. My name is Yu Xueming from No.1 High School of Wuhu County, Anhui Province. The topic I’m going to talk about is “Inversion”. What I will talk about includes 6 parts as follows:

　　Step1.Introduction

　　Part One: Analysis of the teaching material and learning condition.

　　Part Two: Teaching objectives.

　　Part Three: Teaching key points and difficult points.

　　Part Four: Teaching methods and teaching aids.

　　Part Five: My teaching procedures.

　　Part Six: My blackboard design.

　　Now, let me tell you one by one in details .First, part one, the teaching material and learning conditions. The selected teaching material is taken from the grammar section of Module 8 Unit 3 of Advance with English. It focuses on the different grammar rules of partial and complete Inversion, which is one of the difficult and important parts in English grammar. On the other hand, in my students’ previous studying, they have touched some inverted inversions, such as, “there be” sentence pattern, but they don’t have a good knowledge of it.

　　According to the analysis of the teaching material and learning condition, the following objectives are to be achieved. Firstly, language objective, many students are able to use 6 cases of partial inversion and 3 of complete inversion. Secondly, skill objective, apart from the basic skills of language, this class, I will focus my students’ attention on summarizing, for example, to summarize the grammar rules from examples. Thirdly, ability objective, the teaching material offers a chance for my students to learn how to participate in the activities actively and cooperatively, for example, in the activities of group learning.

　　As we all know, it is important and necessary for teachers to provide students’ language learning situations in grammar learning, which is intended to help my students understand the grammar rules better in real situations. That is the key and difficult teaching point.

　　Well, in order to achieve the teaching objectives mentioned above, I will use the task-based method, group learning method and situational method as the main teaching methods. With these teaching methods, I will try my best to encourage my students to learn or use more effectively. Furthermore, I need some teaching aids to help me, like multi-media and a projector.

　　Now come my teaching procedures, which consist of six steps. I mainly talk about this part. But before talking about this, I want to share what I am going to do before class, five minutes before class, I will ask my students to watch a micro class about the elements of sentences, which I think is quite necessary and helpful for learning Inversion. By doing this, I can prepare them for the coming lesson.

　　Ok, let’s come to the first step of my teaching procedures. I will share an interesting story with my students and purposely introduce the target language, and then explain the differences between natural order and inverted order as well as the types of inversion. The topic is to attract my students’ attention and lead in the topic in a more vivid and direct way.

　　Step2. Presentation

　　In this step, I will share a story with my students about an American shooting athlete named Emmons. Some inverted sentences are included in this story. My students are required to find them out. In this way, they can have a better understanding of partial inversion and complete inversion through some typical examples.

　　Step3. Group learning to summarize

　　First, I will divide my students into several groups and each group consists of seven students and ask them to discuss in groups and summarize the rules of Inversion with the help of learning paper, after that, representatives from groups will report their summary to the whole class. At the same time, other groups can express their different opinions, if necessary, the teacher can give them a hand. I design like this in order to arouse their activeness and try my best to make the students the center of the class.

　　Step4. Practice

　　In this stage, I design two activities. Activity one is group competition.

　　Volunteers from groups can choose one from 1 to 9 with different levels, questions from 1 to 3 belong to level A with one point, questions from 4 to 6 are level B with 2 points, and the rest are the most difficult deserving 3 points, at last we will work out which group is the winner.

　　Activity two is making up a story. Several pictures will be shown to my students, and they are required to make up a story by using inverted sentences, of course, some key words and phrases will be given to help them if needed, some groups will report their writings through a projector.

　　Through these two activities, I can help them learn more actively and more efficiently, furthermore, both of the two activities can be used as a means to develope my students’ abilities of creative thinking and a train for their writing skills.

　　Step5. Summary

　　I will summarize the class with a short video. It is a dialogue between a wife and her husband, and they are talking about losing weight in a humorous way, many inverted sentences are used in the dialogue. I design like this because I feel it is more amazing and interesting to consolidate this lesson.

　　Now, it is my homework. I will ask them to remember the rules correctly and finish the exercise in their learning paper, which is intended to use inversion correctly and put what they have learned into practice.

　　Dear judges, at last I want to share my blackboard design with you. I will write the title in the upper of middle, the key words and phrases in a clear order and set a competition area among groups. As you can see, my blackboard design is easy and clear in order to let my students learn more effectively.

　　To sum up, in the teaching process, I follow the students-centered teaching principle and I will try my best to get most of my students involved in my class. I’m just a guider and sometimes a helper of my students in classroom teaching activities and my students are the real communicators of the languageou. This is my teaching planning presentation. Thank you for your attention.

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

　　三.教法分析

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

　　四.教學程序

　　Step ⅠLead-in

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

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

　　A B

　　a. realistic 1. accurate, minute

　　b. abstract 2. state or fact of existing

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

　　e. religious 5. classical, of old beliefs

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

　　Key: a-4, b-3, c-2, d-1, e-6, f-5

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

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

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

　　(通過展示不同時期的西方藝術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?

　　(通過讓學生快速閱讀回答問題提高學生閱讀能力)

　　Task 2 Skimming

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

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

　　(通過再次閱讀讓學生把握文章的細節(jié)，更深層了解文章內容)

　　Step Ⅴ Comprehending

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

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

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

　　3. Impressionists painted landscapes. T

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

　　5. In the Renaissance most artists painted indoors. T

　　(最后讓學生通過對以上句子的正誤判斷對文章更準確的把握)

　　五.說板書設計

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

　　The Renaissance,from 15th to 16 century……

　　Impressionism,late 19th to early 20 century……

　　Modern Art,from 20th to today……

　　六.課后反思

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

高中英語說課稿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(nóng)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(wǎng)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(jīng)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(wǎng)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(wǎng)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(jù)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(xiàn)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, everyone! I’m glad to be here to give my lesson plan presentation. The lesson plan I am going to talk about is the reading part of Unit 4 Wildlife Protection in the book NSEFC BOOK1. Now I’ll explain my lesson plan from the following aspects——analysis of teaching material, learning condition, teaching objectives, important and difficult points, teaching methods, teaching procure and blackboard design.

　　Analysis of teaching material and learning condition

　　First, let’s come to the analysis of teaching material. The reading material is entitled How Daisy Learned to Help Wildlife. It talks about how Daisy learned the importance of wildlife protection through her communication with some animals in her dream. It is closely connected with this unit’s topic——the importance of wildlife protection. The passage is clearly organized by Daisy’s 3 trips in which she communicates with several endangered animals, and there are not so much new words in this passage

　　Now let’s move on to the analysis of learning condition, students must be very familiar with the topic and interested in all kinds of animals. Students have acquired the basic reading skills, such as skimming, scanning, etc to deal with different reading tasks, and they can do some discussion in English. However, they are not familiar with the organization WWF mentioned in the passage, not clear with the author’s purposes of writing some sentences, and they may find it difficult to deal with some real problems by themselves concerning with wildlife protection.

　　Teaching objectives

　　Based on the analyses of the teaching material and the learning condition, I will show you the teaching objectives.

　　(1) Language Skills:

　　1. Students can get the needed information about Daisy’s trip by applying different reading skills.

　　2. Students can summarize the main ideas of each paragraph through skimming.

　　3. Students can analyze the author’s purpose of writing sentences like “No rainforest, no animals, no drugs” and “And there are always WWF.”

　　(2) Language Knowledge:

　　1. Students can know more about why some animals are in danger and how to protect them.

　　2. Students can know how to use the new words, such as mercy, importance, contain, etc.

　　(3) Affective objectives:Students can realize the importance of wildlife protection.

　　(4) Culture awareness:Students can know something about the organization WWF.

　　(5) Learning strategy:

　　1. Students can improve their communication strategy by discussing with classmates about protecting animals.

　　2. Students can refer to the Internet to know more about wildlife protection.

　　Key point and difficult points:

　　Key points:

　　(1) Students can improve their reading skills, such as summarizing, skimming, scanning, etc.

　�。�2）Students can get the main idea of the passage.

　　(3) Students can know how to use the new words in the passage.

　　Difficult Points:

　　1. Students can summarize the main ideas of each paragraph.

　　2. Students can get the implied meaning of some sentences in the passage.

　　Teaching methods

　　As for teaching methods, I’ll follow the interactive model to deal with the reading material and communicative approach to put what the students have learned into use.

　　Teaching procedure:

　　Then I’ll talk about the most important part of my presentation——teaching procedure.

　　Warming-up

　　The first step is warming-up. It will cost 3 minutes. First, I’ll show my students a short clip of video about the endangered wildlife. Then, I’ll ask the students to name the endangered animals in it together with me and list more. This step is aimed to arise the students’ interest and get the students familiar with the topic——wildlife.

　　Pre-reading

　　The second step is pre-reading. It will cost about 5 minutes with 2 activities. In the first activity, I’ll introduce something about the organization WWF to the students. The second activity is to ask students to give their reasons to the question “Why are some animals in danger?”. The purpose of these activities is to let students have the background knowledge of the passage and get interested in reading the passage. And it is also in this step some new words like fur, protect, affect will be taught.

　　While-reading

　　The third step is while-reading. It consists of 3 activities which will be finished in 20 minutes.

　　The first activity is skimming. It will cost about 5 minutes. I’ll ask the students to skim the passage and work out the main ideas of each paragraph by themselves. It is the difficult point for the students, so I’ll give them hints such as key words or some answers to choose when necessary to help them to do the summarization. The purpose is the improve students’ reading ability——skimming and let them get the main ideas of the passage.

　　The second activity is scanning. It will cost about 3 minutes. I’ll ask the students to read fast and do some True or False questions. The purpose of it is to get students know the detailed information about Daisy’s trip and wildlife protection and improve their scanning ability.

　　The third activity is close reading. It will cost about 12 minutes. Students will be asked to read the passage paragraph by paragraph and fill in the form the needed information——name of the animals in Daisy’s trips, their situation, and result. Then I’ll ask the students questions: “What does the author want to tell us from the first paragraph?”, “How the government help protect the elephants?”, and “How do you understand the sentences ‘No rainforest, no animals, no drugs.’ and ‘a(chǎn)nd there was always WWF.’?”. These 3 questions involve some implied meanings which may be difficult for students to work out, so I’ll give some key words as hints for them or ask some other related questions to guide them to work out the answers. The purpose of this activity is to make the students fully understand the reading material and try to analyze the author’s purpose of writing some sentences. And in these 3 activities, I can also teach students some new words like carpet, respond, powerful, etc.

　　Post-reading

　　The fourth step is post-reading. It will cost about 10 minutes. I’ll ask the students to form groups of 4 and do the discussion based on the questions on page 27, and they can refer to the reading material to work out these answers. After the discussion, I’ll ask some students to report their answers, especially how to protect the endangered animals.

　　Homework

　　The last step is homework. It will take about 2 minutes. The homework is to write a short passage entitled “How to Protect Wildlife”. They can surf the internet and try to find more ways about wildlife protection.

　　Well, this is the blackboard design. In the middle, it’s the form for students to fill in, and on the 2 sides, there are the new words in the passage. Some of them, as I’ve mentioned, are taught in pre-reading. Most of them is taught in third-step while-reading.

　　That’s all for my lesson plan presentation. Thank you for your attention. Thank you!

　　Unit 4 How Daisy Learned to Help Wildlife

　　protect Animal Situation Result carpet

　　fur Para 1 antelope being hunt decrease powerful

　　affect Para 2 respond

　　in relief Para 3 importance

　　mosquitoes appreciate

高中英語說課稿13

　　一、學生分析

　　教學對象為高中一年級學生,智力發(fā)展趨于成熟.他們的認知能力比初中階段有進一步的發(fā)展,漸漸形成了用英語獲取信息、處理信息、分析問題和解決問題的能力,注重提高學生用英語進行思維和表達的能力,通過任務型課堂活動和學習,讓學生主動參與到活動當中,讓他們成為課堂的主體.不過,我們鄉(xiāng)鎮(zhèn)中學的學生英語起點底,水平不高,因此,在教學過程中布置的任務盡可能適合他們的水平.

　　二、教材分析：

　　1．教材概述

　　本單元以世界性的體育盛會──Olympic Games 為話題，旨在通過本單元的教學，使學生了解奧運會的起源、宗旨、比賽項目以及古現(xiàn)代奧運會的異同。本節(jié)課為本單元的第一節(jié)課,上課前已經(jīng)交代學生對本單元的詞匯、單詞進行預習,交代他們尋找一些有關奧運會的知識,讓他們?yōu)閷W習本單元作好心理準備。

　　2．教學目標

　　讓學生學會用英語表達自己的興趣愛好,以及如何向別人推薦某一種愛好，同時培養(yǎng)學生對體育運動的愛好。能用英語就奧運會的基礎知識進行互相問答,并能簡述奧運會的基礎知識,例如一些體育項目名稱和舉行奧運會的年限。 (在課件里我已經(jīng)為學生準備了一些簡單的'體育項目名稱)結合高一學生實際和教材內容，我把本課時內容分為語言知識、語言技能、學習策略、情感態(tài)度、文化意識五個方面制定相應教學目標：

　　1）語言知識：

　　雙基詞匯：學習掌握一些有關奧運會的詞匯,如：compete, medal,competitor, Greece, Greek, athlete, stadium,gymnasium等。掌握文中涉及的其他一些詞匯，如： honest, host magical,interview,admit, a set of, as well as等。

　　語用功能：學習掌握一些用于討論奧運會的結構句式，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.

　　表達自己的興趣愛好以及如何向別人推薦某一種愛好的結構句式，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.

　　語法結構：學習掌握將來時態(tài)的被動結構的用法。如：

　　When and where will the next Olympic Games be held?

　　The 2008 Olympic Games will be held in China.

　　2）語言技能：

　　聽：訓練學生集中注意力、抓住疑問詞線索、捕捉特定信息的能力；并熟悉interview這種形式。

　　說：學生能嘗試當記者，利用“信息差”進行相互采訪，提高真實語境中的英語交際能力。

　　讀：通過Scanning, careful reading, generalization, inference等閱讀微技能訓練，獲取關于奧運會的信息，處理信息，運用信息進行推理、判斷的能力。

　　寫：運用本單元所學，嘗試寫一篇有關“北京2008奧運會”的報道。

　　3）學習策略：學生在一定程度上形成自主學習，進行有效交際、信息處理，養(yǎng)成英語思維習慣。

　　4）情感態(tài)度：學習奧運會的知識，培養(yǎng)學生熱愛體育運動。學習“更快，更高，更強”的奧運精神，培養(yǎng)學生團體合作、努力拼博、積極向上的精神。

　　5）文化意識：了解奧運會，培養(yǎng)全球意識，認識世界一體化以及國際合作的趨勢；通過對比古現(xiàn)代奧運會，加深對奧運會的了解。

　　3．教學重點和難點

　　1）引導學生發(fā)現(xiàn)、感悟將來時態(tài)的被動結構的語言規(guī)律，培養(yǎng)語感

　　2）幫助學生按類別歸納整理，用有效的記憶詞匯的方法來掌握與奧運會相關的詞匯；

　　3）學生能夠表達自己的興趣愛好以及如何向別人推薦某一種愛好。

　　三、教學方法與教材處理

　　1．教學方法

　　為了達成上述教學目標，我將運用任務型教學途徑，把教學活動設計成一系列的任務,一項一項布置給學生,讓他們通過一人或多人小組活動來完成任務,并通過活動的過程,促進語言實際運用能力的提高.我把本環(huán)節(jié)設計為“P—T—P”的自主學習立體模式（Pre-task----Task-cycle----Post-task）。

　　2．教材處理

　　根據(jù)本單元教材內容，結合本班學生的實際情況,對教學內容進行安排.，我把本單元劃分為6課時：

　　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)

　　下面是第一課時的課堂教學設計。本課時將充分利用教材所提供的練習，借助多媒體來完成教學任務。

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

　　Step 1. Pre-task

　　Activity 1. Warming up (6 minutes)

　　1、師生互動：教師展示一些中國體育健兒在28屆雅典奧運會上奪冠的精彩畫面，提出一些問題，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?

　　引出本單元的話題---奧運會。在此過程中展示一些學生熟悉并喜歡的體育明星及體育運動的畫面，從視覺上激發(fā)學生對本話題的興趣，并為過渡到Warming up部分做準備。

　　2.小組活動：學生兩人一組進行問答Warming up（P9）里的問題。教師給出答案和各題分值，讓學生自我評分，了解自己對奧運會的熟悉程度。在活動過程中，教師適時教授新詞匯，激發(fā)學生的求知欲望，從而將學生引向課文的學習。

　　Activity2.Pre-reading (5 minutes)

　　1.師生互動：在教學過程中，教師出示北京風光、2008奧林匹克體育場等一些圖片，然后提出問題：When and where will the next Olympic Games be held?緊接著引向 Pre-reading的教學。

　　2.小組活動：六人一組討論Pre-reading（P9）里的其他問題。然后請各組派代表回答問題，進一步激發(fā)學生學習課文的興趣。

　　Step 2. Task-cycle

　　Activity 1. Listening and fast reading (4 minutes)

　　1.個人活動：通過聽課文錄音總結文章大意:

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

　　2.班級活動：學生發(fā)言，校對完善對文章大意的把握，為detail reading作鋪墊。

　　Activity 2. Read the text carefully again and fill in

　　the chart (10 minutes)

　　1.個人活動: 認真閱讀課文，找出古現(xiàn)代奧運會的異同。

　　2.小組活動：六人一組討論上表的問題。

　　3.班級活動：學生按上表搶答古現(xiàn)代奧運會的異同，加深對奧運會的了解。

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

　　班級活動：學生按上表的提示用自己的語言分別描述古代與現(xiàn)代奧運會，加深對課文的理解。

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

　　班級活動：幫助學生總結歸納課文中出現(xiàn)的重要詞匯、短語和句子，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.

　　教師作必要的解析。

　　Step 3. Post-task

　　Activity 1. Discussion (5 minutes)

　　小組活動：六人一組討論Comprehending中第二題練習的問題。

　　班級活動：各組派代表回答剛才討論的問題，教師給予指導，提高學生解答閱讀理解問題的能力。

　　Activity2. Talk show (3 minutes)

　　班級活動：選兩位學生，一位當主持人，一位當被采訪者，其他同學充當觀眾，模仿央視“藝術人生”的形式作一訪談，要求主持人留一些時間給觀眾提問。通過活動鞏固所學知識，進一步熟悉interview這種形式。

　　Homework: 借助課文中的關鍵句子，用第一人稱復述課文。

　　板書設計(教學過程中借助課件逐步展示)：

　�。≒art 1）

　�。≒art 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.

　　為學生提供一些有關運動會詞匯:

　　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

高中英語說課稿14

　　大家下午好，非常開心能與你們分享我的說課。我要說課的內容是新課標英語模塊二的第四單元野生動物保護的閱讀內容。

　　首先，我來分析一下教材，這是一節(jié)閱讀課，也就是這個單元的第二節(jié)且最重要的一節(jié)課。這節(jié)課的話題是野生動物保護。

　　這篇閱讀文本講述了黛西通過騎飛毯旅游學習到怎樣保護野生動物。通過黛西的故事，我們了解到世界上三個地方的野生保護的情況：西藏，非洲和巴西雨林。同時還介紹了野生動物保護機構：世界野生動物基金。這篇文本較長且有些新單詞與短語，所以學生理解起來會有點困難。下面來談一下學情情況，我的授課對象是高一的學生，他們剛剛初中畢業(yè)，有些對英語學習興趣濃厚，有些則相反，我會盡量地激發(fā)他們的興趣。因為學生不是很善于理解長的文章，所以我會把重點放在提高他們的閱讀技巧上。根據(jù)教材分析和學情分析，我提出以下五點教學目的。

　　第一，語言目標。

　　學生要掌握以下新詞和新短語：Words: wildlife, protection, wild, decrease, loss, reserve, hunt, zone, carpet, respond, distant, fur, relief, laughter, mercy, certain, importance, rub, mosquito, insect, contain, powerful, affect, attention, appreciate, succeed.Phrases: die out, in peace, in danger of, in relief, burst into laughter, protect…from, pay attention to.除此之外，他們能學會討論瀕臨滅絕的動物和野生動物保護。

　　第二，語言技巧。

　　第一點，通過閱讀前的猜測，略讀和跳讀，學生能過快速并準確地從文本中找出答案。這是這節(jié)課的'重點。

　　第二點，學生能理解全文并概括出每個部分的大意。這是這節(jié)課的重點和難點。

　　第三，文化意識。

　　學生能知道國內外瀕臨滅絕的動物以及保護它們的不同方式。

　　第四，情感態(tài)度。

　　學生們能意識到動物滅絕的嚴重性以及保護野生動物的重要性。

　　第五，學習策略。

　　學生能與搭檔分享網(wǎng)上找到的信息，并盡可能地用英語說出保護野生動物的方法。我所使用的教學方法是三步教學模式以及交際教學法。我的教學工具是PPT和黑板。

　　現(xiàn)在我要闡述最重要的部分：教學步驟。我會在45分鐘內完成。第一個步驟是熱身。該步驟需要5分鐘。

　　首先，我會給學生放一段錄像，關于我國瀕臨滅絕的野生動物。看完后，我會要求學生說出該錄像中提到的動物。此活動可以迅速引導學生進入新課，同時提高了他們的興趣并且關心起這些動物所面臨的問題。

　　第二個步驟是pre-reading。我會問他們以下問題:1. What other endangered animals do you know in other countries?2. Why are they in danger of disappearing?我會要求學生與搭檔合作，列出其他要瀕臨滅絕的動物。通過此活動，他們對野生動物的知識有所增加并且能意識到它們所面臨的數(shù)量減少的嚴重性。這個步驟將在5分鐘內完成。

　　下一個步驟是while-reading，包括快速閱讀和仔細閱讀。在快速閱讀中，學生要快速瀏覽文章，然后填以下這張表格。

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

　　這個活動可以幫助學生熟悉文章內容，對文章的建構有初步的理解。同時，這個活動還可以提高跳讀的閱讀技巧。下面來說一下仔細閱讀。這個步驟需要20分鐘，包括3個活動。第一個活動是要學生仔細閱讀每一個段落，找出關于這些瀕臨滅絕的動物的詳細細節(jié)。比如，人們對它們做了什么和人們這些行為造成的后果。這個活動的目的是鼓勵學生找出細節(jié)，更好地理解課文。

　　Paragraph Main idea Animal Situation Result 1 2 3 and 4

　　第二個活動是提問題。首先學生要一段一段地讀課文，然后回答以下問題。

　　1.Why has the antelope in Tibet become an endangered species?

　　2. Why are elephant numbers increasing in Zimbabwe?

　　3. How does the government of Zimbabwe help protect wild animals?

　　4. Why is it important to protect the rainforest?

　　5. What must be done if wildlife protection is to succeed?

　　這些問題可以幫助學生更好理解這些動物所面臨的以及我們該怎么保護他們。整個過程中，我會解釋新單詞和短語。活動三是角色扮演。這篇文章中黛西,飛毯,藏羚羊，大象和猴子之間有很多對話。五個學生一組，每個人扮演一個角色。他們將盡可能地用自己的語言組織這些對話。如果難度太大，可以參考原文。我會叫2至3組上來表演。因為學生很喜歡表演，所以這個活動可以活躍課堂氣氛，提高他們的合作能力，還可以更好地理解全文。第四個步驟是post-reading，我會設置一個討論，這里需要10分鐘。這個討論基于課本27頁練習三。假設學生為世界野生動物基金工作，他們將以小組的形式討論如何解決練習三中所面臨的問題。討論結束后，他們要將他們討論出來的解決方案與同學們分享。這個環(huán)節(jié)可以提高學生們解決問題的能力與合作能力。而且對野生動物的保護有更強的意識。最后是作業(yè)。我會要求學生就課上討論出來的解決方法給WWF寫一篇小短文。闡述下面臨的問題以及解決的方法。通過寫作有利于寫作能力的提高。

　　這是我的板書設計：這就是我說課的全部內容，謝謝。

高中英語說課稿15

　　一、教材的分析與處理

1、課型：閱讀理解

2、教材分析：

1.地位：

　　本文是該單元“旅行日志”的重點文章，屬精讀材料。本單元的中心話題是“旅游”，可以說這是一個世界性的時尚話題，隨著經(jīng)濟發(fā)展、社會進步、人們生活水平的提高，旅游作為現(xiàn)代人的一種生活方式，越來越被更多的人們所接受與喜愛。本單元講述了一段沿湄公河而下的自行車旅行，主人公“王坤”以旅行日記的形式詳細的記錄了這一過程。學生通過追隨這一段旅程，探討與“旅游”相關的各種話題，如：如何為旅游做準備，怎么選擇適當?shù)穆糜畏绞剑�怎樣確定旅游路線，計劃或日程等等。通過本單元的學習，不僅可以實使學生學到與旅游有關的語音知識和語言技能，還會使學生對旅游產(chǎn)生濃厚的興趣，通過旅游了解世

　　2.內容：“閱讀”(Reading)部分的題目使”沿湄公河而下的旅程“。文章講到主人公王坤和姐姐王薇想騎山地車旅行，于是選定了沿著云南西部的瀾滄江，也就是湄公河作為旅游路線。他們選擇海拔5000多米，空氣非常稀薄的高山作為旅行的起點。著注定是一次非常刺激的旅行經(jīng)歷。通過查

　　閱資料，他們知道了河流的特點和流向，沿途所要經(jīng)過的地形等等，增長了地理方面的知識，開闊了視野。通過閱讀， 教師要讓學生學到一些有關地理的單詞和短語，訓練他們的閱讀技巧，還要讓他們做好懂得如何做好旅行前的準備工作，例如選擇自己感興趣的旅行地點，確定旅游路線，通過查地圖等了解沿途的相關信息。這課時主要側重于閱讀能力的培養(yǎng)，教給學生多種靈活多變的閱讀方法。引導學生開展任務型閱讀，以任務為依托，激發(fā)學生參與主體，從篇章中準確、高效地獲取知識與信息。 體裁：旅行日記

　　3、學生分析：學生已經(jīng)學了warming-up與部分單詞，并且預習了這篇課文，上課會比較輕松，理解也比較容易。 4、教學目的要求：

　�、僬Z言知識：理解與旅游有關的知識并掌握文中的詞匯短語。 ②語言技能：培養(yǎng)閱讀策略（跳讀、查讀、略讀與歸納能力）；了解旅游常識；學會如何寫旅行日志。

　�、矍楦袘B(tài)度：感受主人公認真謹慎的態(tài)度，養(yǎng)成做事充分準備堅持到底的好習慣。

　�、軐W習策略：培養(yǎng)查找旅游信息的能力，出行之前討論、制定計劃、查閱資料等能力。

　�、菸幕�意識：增強對祖國大好河山的熱愛，以及在旅游中接受異國文化的能力。

　　5、教學重點：讓學生理解本課旅游日記的內容。

　　6、教學難點：培養(yǎng)學生的閱讀能力，尤其是理解歸納的能力。

　　二、教學方法與手段

　　1、教學方法與手段：任務型教學法，合作式教學與討論結合，設計循序漸進的活動，確保課堂的整體性、互動性、趣味性和交際性。 2、教學輔助：多媒體（圖片、視頻、音頻） 三、教學過程 1、Lead-in 導入

　�、挪シ挪�齊唱歌曲：《青藏高原》

　�、铺嵋粋�問題，引入湄公河的發(fā)源地，作為熱身活動部分，很快就能引起學生的注意力，進入與課文相關的情景聯(lián)想，并能激發(fā)學生探究知識的欲望。

　　2、Pre-reading 讀前活動

　�、趴翠毓�河的圖片，并說出它所流經(jīng)的.國家。

　�、铺岢鰞蓚�關于湄公河的背景問題，并展示湄公河的地圖。 3、While-reading 讀中活動 ⑴快速閱讀

　�、俨シ耪n文錄音，要求學生聽錄音時找出每段的大意。 ⑵細節(jié)閱讀

　　1.給出4個陳述句讓學生判斷正誤并予以糾正。培養(yǎng)學生發(fā)現(xiàn) 判斷 處理獲取信息的能力。

　　2.結合課文，完成表格填空。分析人物的性格，這對培養(yǎng)學生閱讀中推理和歸納能力非常重要，同時，我討論分析王薇的人物性格做了鋪墊。 4、Post-reading 讀后活動

　�、沤Y合表格填空復述課文�；仡櫿n文內容，讓學生從整體上把握和領會文章的脈絡，加深對文章內容的理解與認識。做到從宏觀上學習知識和各種閱讀技能。

　�、朴懻摚耗阏J為王薇是一個性格倔強的人嗎？

　　通過對這個人物的分析，可以增進同學之間的相互了解和彼此的交流，有利于培養(yǎng)同學良好的團結協(xié)作精神。

　　5. 總結：內容總結與方法總結 通過歸納知識點，使得學生獲得一定的成就感。

　　6、Homework 家庭作業(yè)

　　通過設計和轉換角色 ，讓學生作為一名記者去采訪王薇或者是王坤，用英語寫一篇對話，有利于提高學生的寫作能力和水平。而找出文章中的難句的目的是為了下節(jié)課的語言學習奠定基礎。

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