[通用]高中英語說課稿
作為一無名無私奉獻(xiàn)的教育工作者，就有可能用到說課稿，借助說課稿可以更好地組織教學(xué)活動。如何把說課稿做到重點突出呢？下面是小編整理的高中英語說課稿，歡迎大家借鑒與參考，希望對大家有所幫助。
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高中英語說課稿1
說教材
1、教材的地位
21單元的主要話題是“身勢語”，身勢語是人類重要的交際工具，在跨文化交際中起著不可替代的作用。本課為閱讀課，通過一篇介紹性文章講述各種文化背景下的身勢語的異同。教材內(nèi)容十分貼近學(xué)生的生活，更符合當(dāng)今世界增強跨文化交流意識的趨勢，培養(yǎng)學(xué)生多元文化意識、克服文化沖突，加強文化溝通與合作，從而達(dá)到順利交際的目的。
2、教材目標(biāo)
根據(jù)新的英語課程標(biāo)準(zhǔn)要求：“發(fā)揮教師的指導(dǎo)作用，充分調(diào)動學(xué)生學(xué)習(xí)的主動性和積極性�！焙汀芭囵B(yǎng)學(xué)生的綜合語言運用能力，而綜合語言能力的形成建立在學(xué)生語言技能、語言知識、情感態(tài)度、學(xué)習(xí)策略和文化意識等素養(yǎng)整體發(fā)展的基礎(chǔ)上”。著重提高用英語進(jìn)行思維和表達(dá)能力;形成跨文化交際的意識和基本的跨文化交際能力，本節(jié)課的教材目標(biāo)確定為：
1). 知識目標(biāo)(知識教學(xué)點)：
學(xué)習(xí)新詞語、新句型, 擴大語言積累。
了解身勢語在世界不同國家所表達(dá)的意義并學(xué)會使用。
2). 能力目標(biāo)(能力訓(xùn)練點)：
a. 正確、全面、深刻理解課文信息內(nèi)容, 幫助學(xué)生提高略讀、跳讀和查讀的技巧。
b. 提高學(xué)生的歸納概括能力，比較和分析問題的能力，自主學(xué)習(xí)、自我評價和相互評價的能力和合作意識。
3). 情感價值觀(德育滲透點)：通過本單元學(xué)習(xí)，教育學(xué)生尊重異國文化，增強交流溝通能力, 增強跨文化的意識。
3、教材重點與難點
1)、重點：A 掌握重點詞語和句式，掌握一定數(shù)量的身勢語。
B.學(xué)會略讀，跳讀，查讀的基本閱讀技能.，培養(yǎng)語感。
2)、難點：A. 提高學(xué)生語言交流能力。
B. 歸納文章的中心思想，深刻理解文章。
C. 正確使用身勢語。
4、學(xué)生的學(xué)習(xí)狀況分析及對策
學(xué)生經(jīng)過了幾年的英語學(xué)習(xí)，有了一定的語言基礎(chǔ)知識，但由于我授課班級為文科平行班級, 學(xué)生的詞匯量及英語聽說讀寫能力相當(dāng)有限。針對這種情況，在平時的教學(xué)中我首先從培養(yǎng)學(xué)生學(xué)習(xí)興趣入手，目前學(xué)生的`學(xué)習(xí)積極性較高，為順利完成本課教學(xué)任務(wù)奠定了一定的基礎(chǔ)。我采用的策略是通過情景激發(fā)學(xué)生興趣，要求學(xué)生打好語言基礎(chǔ)，通過任務(wù)設(shè)計來調(diào)動學(xué)生的積極性，提高學(xué)生的基本閱讀技能。
說教法
1、教法的選擇
依據(jù)教育心理學(xué)：“開發(fā)右腦能夠培養(yǎng)學(xué)生形象思維、綜合思維、創(chuàng)造性思維，促進(jìn)學(xué)生的情緒反應(yīng)。協(xié)調(diào)開發(fā)左右腦對培養(yǎng)學(xué)生綜合能力有著積極的意義�！痹诮虒W(xué)過程中我采用任務(wù)型教學(xué)法，講授法，討論法等多種教學(xué)方法相結(jié)合，引用學(xué)生身邊的典型事例，組織學(xué)生參與課堂教學(xué)活動，充分體現(xiàn)了培養(yǎng)學(xué)生的自主學(xué)習(xí)能力和合作學(xué)習(xí)意識。通過積極有效的評價方式，鼓勵學(xué)生克服困難學(xué)好英語。
2、教具的選擇
在教學(xué)中我使用的是多媒體電腦,因為它具有強大的文字圖片編輯功能,有很強的實用性,加大了教學(xué)的課堂容量. 而且使英語教學(xué)大信息量、高密度、快節(jié)奏的教學(xué)原則得到更好的體現(xiàn)。
3、調(diào)動學(xué)生學(xué)習(xí)積極性
在課堂教學(xué)中確立學(xué)生的主體地位,營造民主和諧課堂教學(xué)氣氛,建立平等、民主、合作的師生關(guān)系，創(chuàng)設(shè)一種創(chuàng)造性學(xué)習(xí)的課堂教學(xué)情境，以調(diào)動學(xué)生的學(xué)習(xí)積極性。
說學(xué)法
通過本堂課的學(xué)習(xí)，學(xué)生能夠采用分類記憶的方法，掌握基本的閱讀技巧，在完成任務(wù)過程中，學(xué)生們增強了合作意識。在所創(chuàng)設(shè)的語言環(huán)境下，學(xué)生能夠積極主動地參與語言交流活動，使自身的交際能力有所提高，并學(xué)會自我評價。
教學(xué)過程
我運用的是任務(wù)型教學(xué)模式。任務(wù)型教學(xué)模式提倡學(xué)生在教師的指導(dǎo)下通過感知，體驗，時間，參與和合作等方式，實現(xiàn)任務(wù)的目標(biāo)，感受成功，任務(wù)型的教學(xué)途徑能夠使學(xué)生通過積極嘗試，自我探究，自我發(fā)現(xiàn)和主動實踐等學(xué)習(xí)方式培養(yǎng)主動，合作，探究的精神和能力。
(一)導(dǎo)入新課
教師通過情景導(dǎo)入新課，激發(fā)學(xué)生興趣，師生互動進(jìn)入本單元的話題。
(二)略讀
讓學(xué)生快速的讀文章，找到每個段的中心句，并且分析文章大致可以分幾段
活動形式：
個人活動：快速閱讀課文，查找信息，回答問題
小組活動：學(xué)生合作學(xué)習(xí)，討論分析文章大意
(三)查讀
讓學(xué)生仔細(xì)閱讀文章，回答問題，并完成表格，鞏固練習(xí)
活動形式：
師生互動：教師幫助學(xué)生解決閱讀過程中出現(xiàn)的問題
個人活動：仔細(xì)閱讀課文，并且分析文章，回答問題
小組活動：學(xué)生共同討論，從而更加深刻的理解文章
(四)小組活動
學(xué)生經(jīng)過研究學(xué)習(xí)，完成教師提前布置的不同的任務(wù)，并在課堂中展示出來
小組A:查找關(guān)于肢體語言的圖片，并向大家展示
小組B：對比中美的肢體語言差異，并讓同學(xué)自己表演出來
小組C：模仿教師播放的幽默短劇，并由組內(nèi)同學(xué)模仿表演出來，注重身勢語的表現(xiàn)。
(五)評價過程
學(xué)習(xí)完本節(jié)課，要求學(xué)生對自身和同學(xué)進(jìn)行評價
1，自我評價
1) I can remember the new words and expressions.
2)I can tell the difference between body language in China and in some other countries, especially in the US.
3) I can use body language exactly to express myself.
4)The body language that I’m interested in is______.
2，互相評價
1)The student who is most active in speaking
2)The student who is most active in answering questions
3)The student who is most active in performing
4)The student who is most active in group work
(六)作業(yè)
身勢語在工作面試中也起著重要的作用，如果你在美國，在工作面試中，你應(yīng)該注意什么樣的問題?
說創(chuàng)新點
1，根據(jù)教材的“結(jié)構(gòu)(structure)——功能(function)——任務(wù)(task)”特點，抓住“任務(wù)”這個基本點，以“結(jié)構(gòu)”為基礎(chǔ)，重視“功能”的體現(xiàn)，最終落實在“任務(wù)”的完成。
2， 突破現(xiàn)行“教師——學(xué)生”的教學(xué)活動模式，形成以學(xué)生小組活動為主，在課堂教學(xué)中建立“師——生”、“生——生”、“生——師”等多維度、多層次的互動模式。
3，引入行為評價機制，引導(dǎo)學(xué)生根據(jù)評價依據(jù)，自主、合作的學(xué)習(xí)。
說測評反饋
通過本節(jié)課的學(xué)習(xí)，學(xué)生能夠掌握基本的閱讀技能，提高閱讀能力，學(xué)到了身勢語在生活中的重要性，培養(yǎng)學(xué)生的合作意識，學(xué)會本節(jié)課的基本句型，重點詞匯。大多數(shù)學(xué)生能夠掌握本課的語言知識，但要達(dá)到熟練運用，還需要在下一步的學(xué)習(xí)中繼續(xù)鞏固。
高中英語說課稿2
大家下午好，非常開心能與你們分享我的說課。我要說課的內(nèi)容是新課標(biāo)英語模塊二的第四單元野生動物保護的閱讀內(nèi)容。
首先，我來分析一下教材，這是一節(jié)閱讀課，也就是這個單元的第二節(jié)且最重要的一節(jié)課。這節(jié)課的話題是野生動物保護。
這篇閱讀文本講述了黛西通過騎飛毯旅游學(xué)習(xí)到怎樣保護野生動物。通過黛西的故事，我們了解到世界上三個地方的野生保護的情況：西藏，非洲和巴西雨林。同時還介紹了野生動物保護機構(gòu)：世界野生動物基金。這篇文本較長且有些新單詞與短語，所以學(xué)生理解起來會有點困難。下面來談一下學(xué)情情況，我的授課對象是高一的學(xué)生，他們剛剛初中畢業(yè)，有些對英語學(xué)習(xí)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(xué)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(xué)情分析，我提出以下五點教學(xué)目的。
第一，語言目標(biāo)。
學(xué)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(xué)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(xué)生能過快速并準(zhǔn)確地從文本中找出答案。這是這節(jié)課的重點。
第二點，學(xué)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(xué)生能知道國內(nèi)外瀕臨滅絕的動物以及保護它們的不同方式。
第四，情感態(tài)度。
學(xué)生們能意識到動物滅絕的嚴(yán)重性以及保護野生動物的重要性。
第五，學(xué)習(xí)策略。
學(xué)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(xué)方法是三步教學(xué)模式以及交際教學(xué)法。我的教學(xué)工具是PPT和黑板。
現(xiàn)在我要闡述最重要的部分：教學(xué)步驟。我會在45分鐘內(nèi)完成。第一個步驟是熱身。該步驟需要5分鐘。
首先，我會給學(xué)生放一段錄像，關(guān)于我國瀕臨滅絕的野生動物�？赐旰�，我會要求學(xué)生說出該錄像中提到的動物。此活動可以迅速引導(dǎo)學(xué)生進(jìn)入新課，同時提高了他們的興趣并且關(guān)心起這些動物所面臨的問題。
第二個步驟是pre-reading。我會問他們以下問題:1. What other endangered animals do you know in other countries?2. Why are they in danger of disappearing?我會要求學(xué)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(yán)重性。這個步驟將在5分鐘內(nèi)完成。
下一個步驟是while-reading，包括快速閱讀和仔細(xì)閱讀。在快速閱讀中，學(xué)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(xué)生熟悉文章內(nèi)容，對文章的建構(gòu)有初步的理解。同時，這個活動還可以提高跳讀的閱讀技巧。下面來說一下仔細(xì)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(xué)生仔細(xì)閱讀每一個段落，找出關(guān)于這些瀕臨滅絕的動物的詳細(xì)細(xì)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(xué)生找出細(xì)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(xué)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(xué)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�；顒尤墙巧缪�。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(xué)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(xué)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(shè)置一個討論，這里需要10分鐘。這個討論基于課本27頁練習(xí)三。假設(shè)學(xué)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(xí)三中所面臨的問題。討論結(jié)束后，他們要將他們討論出來的解決方案與同學(xué)們分享。這個環(huán)節(jié)可以提高學(xué)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(xué)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(shè)計：這就是我說課的全部內(nèi)容，謝謝。
高中英語說課稿3
一、說教材
1. 教材分析：本課的中心話題是“世界英語”，介紹了英語在世界范圍內(nèi)的人們生活中所承擔(dān)的不同角色及所起的重要作用。這篇文章是一篇說明文，它介紹了英語是世界上最為廣泛使用的語言，并通過具體數(shù)字來說明英語使用的廣泛性和重要性。
2. 教學(xué)目標(biāo)
1) 知識目標(biāo)：
要求學(xué)生掌握大綱詞及短語：majority, native, total, in total, tongue, equal, government, situation, except for, international, organization, trade, tourism, global, communicate.
2) 能力目標(biāo)：
著重培養(yǎng)學(xué)生的閱讀能力。通過閱讀該文章，獲取有關(guān)于世界英語的信息，并使學(xué)生能閱讀類似難度的篇章。
3) 情感目標(biāo)：
使學(xué)生認(rèn)識到學(xué)習(xí)英語的重要性：為了更好地與各國人民溝通，獲取新的知識，從而為祖國做貢獻(xiàn)。
3. 基本技能：讀、說有關(guān)英語語言話題的知識。
4.三點
1)重點：掌握大綱詞及短語
2)難點：讀，說
3)關(guān)鍵：創(chuàng)設(shè)情景，讓學(xué)生溶入其中，充分調(diào)動其非智力因素。http://www.dakao8.com/
二、說學(xué)情
1.學(xué)生特點：1)基礎(chǔ)教差;
2)學(xué)習(xí)被動，缺乏好的學(xué)習(xí)習(xí)慣
2.知識結(jié)構(gòu)：
知識零碎，沒有形成系統(tǒng)，結(jié)構(gòu)不完整。尤其是基礎(chǔ)知識匱乏，在初中應(yīng)當(dāng)建立的基本框架沒有建立起來，給英語教學(xué)帶來一定難度。
3.思維特征：
缺乏創(chuàng)造性的思維，有幼稚化的傾向;缺乏條理性和邏輯性，缺少思想深度。
三、說教學(xué)過程
為全面提高學(xué)生的閱讀理解能力及綜合運用語言能力，培養(yǎng)學(xué)生的創(chuàng)新能力與自主學(xué)習(xí)的能力，主要設(shè)計如下步驟：
教具：多媒體
1. 精心導(dǎo)入：教師首先提出問題：How many languages can you speak? 直接導(dǎo)入到語言這一話題。再讓學(xué)生展示自己的方言，并利用多媒體將事先錄制好的聲音播放出來(用不同語言或方言說我是一個中國人)，提高學(xué)生學(xué)習(xí)的興趣。
2. 整體閱讀：要進(jìn)行有效地整體閱讀，首先應(yīng)該讓學(xué)生具備篇章知識，了解偏重模式與內(nèi)涵。掌握了常見的模式，就可以更好地進(jìn)行篇章閱讀。在這一部分，我就文章內(nèi)容，提出一個問題：How many roles of the English language? 讓學(xué)生快速地找出英語所扮演的三種不同角色。再讓學(xué)生根據(jù)這幾種角色，找出各個段落的主題句或是大意。從而使學(xué)生在整體上對該篇說明文有所把握。再讓學(xué)生找出文章中幾個數(shù)字具體指代的是什么以及學(xué)好英語越來越重要的原因。在以上這兩個環(huán)節(jié)中，運用了一些閱讀技巧和閱讀方法：如skimming使學(xué)生快速預(yù)測主旨大意;scanning跳讀找出信息。
3. 深層理解：我設(shè)計了六個正誤判斷題，引導(dǎo)學(xué)生加深對文章的理解。
4. 鞏固練習(xí)：在學(xué)生對文章有了較好地理解后，用blank-filling來鞏固學(xué)生對該文章的掌握，包括詞和短語。
5. 表演：教師給出一個語境：兒子不愛學(xué)習(xí)英語，父親勸說其要認(rèn)真學(xué)習(xí)。通過對本篇文章的`學(xué)習(xí)，編造對話。利用這種真實情景交際法，提高了學(xué)生參與的積極性，并加深對文章的理解。
6. 問題討論：漢語是不是會越來越被廣泛地使用呢?為什么?這個開放性話題通過比較漢語與英語，闡述它們被廣泛使用的原因，從而激發(fā)學(xué)生的思維思考，并關(guān)注社會問題。
7. 情感教育：最后給出幾個有關(guān)學(xué)好英語的漂亮句子，使學(xué)生認(rèn)識到學(xué)習(xí)英語的重要性，并能付諸于實踐中去。
8. 小結(jié)：再次提出學(xué)習(xí)英語的重要性
9. 作業(yè)：根據(jù)所學(xué)內(nèi)容，寫一篇有關(guān)于為什么學(xué)習(xí)英語的文章。
高中英語說課稿4
I Teaching Aims:
1. To develop Ss’ basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.)
2. To encourage Ss to practice, participate, and co-operate in the classroom activities.
3. To get Ss to know something about … and have a better understanding of the importance of …. As for teaching approaches, I think … II Teaching Approaches Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talking Time).
So during this lesson, emphases are to be laid on:
1. Student-centered teaching
2. Task-based learning
3. Activity-based teaching (individual work; pair work; group work; class work)
III Teaching Aids:
1. a projector
2. a multi-media computer system
They are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks.
IV Teaching Procedure
Step 1 Warming-up & lead-in Activity 1 Free talks (class work) Q1: Who do you think looks coolest in our class? Q2: Do you like him/her? Q3: If so, why? If not, why? … Download some pictures/music from the Internet. Guiding Qs may be: Q1: Who’s she/he? Q2: Do you like him/her? Q3: If so, why? If not, why? Q4: Do you think he/she is perfect? Goal: To lead up to the topic, get Ss to warm up and arouse their interest in the topic. Activity 2 Picture-talking /Music-talking (individual work) Step 2 Pre-reading Activity1 Look and guess (class work) In this activity, Ss are required to look at the title/subtitle and guess what they will read.
the picture/… Activity2 Brain-storming (class work)
Goal: To develop Ss’ reading skill---predicting and present some new words in the passage such as …
Activity 1 Skimming (class work) Step 3 Reading
Para of the article (or the first sentence or the last sentence of each Para.) Goal: To develop Ss’ reading skill --- skimming, that is, how can we get the general idea of a passage as quickly as possible. Activity 2 Scanning (group work)
Title
Part/Para.
Main idea
Detailed information
1 a. topic sentences/introduction
b. examples/supporting ideas
c. conclusion
Goal: To develop Ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other. Activity 3 Report (class work) Invite some group members to report their work to the whole class. Goal: To overcome Ss’ shyness and stimulate Ss to speak in public. Activity 4 Further understanding and word study (pair work) Encourage Ss to discuss the following Qs in pairs (A PowerPoint will be used here to present some blank-filling exercises and Q1: What does the word ―this‖ in the last Para? But 3 refer to? A. B. C. A. B. D. D. Q2: What is the Chinese equivalent for the phrase ―investing in loss‖? C. Q3: The word ―flawless‖ in Line 5 of Para.2 can be replaced by ___ Q4: Which of the following statements is true or not true? Goal: To help Ss to guess the meaning of certain unknown words and understand the passage exactly. multiple choices.)
Step 4 Post-reading
Activity1 Role-play (pair work) Suppose one student is a … and the other …. Ss are encouraged to put themselves in the situation and make a face-to-face interview. Activity2 Discussion (Group work) Topics may be: Q1: Do u want to be perfect? Q2: Do u think there is anyone in the world that is perfect? ―Remind you‖, remind yourself of what? Activity3 Poster-designing/Cartoon-designing/… (Group work) Goal: These post-reading activities are intended to develop Ss’ creative thinking and get them to know the importance of … Task 1 Write a summary of the passage (about 100 words) (Individual work) Goal: To spur Ss to consolidate what they have learned. Task 2 Look up some more information about … (Individual work) Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites on the topic. Goal: To encourage Ss to study English spontaneously and independently after class, arouse Ss’ interest in traditional Chinese culture and develop Ss’ culture awareness and cross-culture communicative skills. As for my blackboard-design, since time is limited, I’d like to give a brief introduction.
Step 5 Homework
高中英語說課稿5
Good morning, everyone, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is New Senior English for China Book3 U1 Festivals Around the World. I’ll be ready to begin this lesson from two parts. The first part is analyzing the teaching material and the second part is teaching procedure. First, let me talk about the teaching material.
Part 1 Teaching Material:
This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about their winter holidays and the Spring Festival.
The Warming Up is intended to have students start thinking about the variety of events and festivals that are celebrated in China. The teacher can ask the students if they have some idea about the foreign and domestic festivals.
The Pre-reading is a continuation of the Warming Up and it moves the discussion to a more personal level. It is intended to help students enter imaginatively into a discussion of festivals and their importance to the society. It also directs their attention to the variety of events and activities those festivals include.
The reading passage titled Festivals and Celebrations which is briefly describes the earliest kinds of festivals with the reasons for them, and then four different kinds of festivals that occur in most parts of the world. Encourage students to look at the pictures and the heading of each section to guess what the text might be about. The teacher can first let them work in pairs or in groups to find the answers together, and then check their answers with the whole class. Students should be required to talk about festivals in their own words at the end of the class.
Part 2 Teaching Steps:
In my opinion, the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. Therefore, the teaching steps are very important and they should be arranged in good orders. Moreover, the teaching methods should be considered in this part, such as pair work activity and Students –Centered-Teaching.
Now let me introduce my teaching steps.
Step 1 Leading-in
I will have a free talk with students. Ask them the following questions: Did you have a good time in your winter holidays? How did you celebrate your Spring Festival?
With this topic we will begin the new unit which is talk about the festivals around the world.
Step 2 Warming up
I will let students talk about other Chinese festivals that they familiar to. (Lantern Festival, Pure Brightness Festival, Dragon Boat Festival, Mid-Autumn Festival, New Year’s Day, Chung Yeung Festival. . . )
And then I will let students read the information about Chinese festivals in the book and discuss another three Chinese festivals. Next I will let them complete the form in this part in pair work and ask some to share their opinions with the whole class.
After finish the form I will talk about some foreign festivals with students by PPT such as Christmas, April Fools’ Day, Easter, Halloween, Valentine’s Day, Thanksgiving Day and so on.
Step 3 Pre-reading
In this part, we will have a discussion about the following questions:
What festivals or celebrations do you have in your city or town? What part of a festival do you like best—the activities, the music, the sights, the food or the people who visit?
Step 4 Reading
This part will conclude 3 parts, the fast reading, intensive reading and reading and discussion. About the fast reading, I will ask students to skim the reading passage and then fill in a following chart. This part is very important because students can improve their reading skills and reading speed by skimming reading scanning reading.
For the intensive reading part I will allow students to read carefully this time to understand the main ideas of each paragraph and the important details, and then finish some questions.
Last is the reading and discussion, in this part, the students are allowed to read the text a third time and then work in pairs to finish the form and discuss which festivals are the most important and which are the most fun. I will encourage them to expand their answer by their own experience.
Step 5 Homework The last step is homework.
1. Learn the useful new words and expressions in this part by heart.
2. Read the reading passage again and again and try to talk about festivals both in and out of China.
Purpose of the homework: I think homework is so important that the students should speak English as much as they can in class or after class. It is necessary for the students to do some exercises after class to master the knowledge they learned. Last by not least, class mood is very important for both students and teachers. I will make my class in an easy mood by using some beautiful music and flash or other suitable methods. As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go. Above is the lecture note of my lesson. Thank you for listening!
高中英語說課稿6
各位領(lǐng)導(dǎo)、老師:
大家好!
今天，我說課的內(nèi)容是人教版高二上學(xué)期使用的必修6第三單元健康生活。本節(jié)課是口語、寫作課，寫作前讓學(xué)生有一定的知識儲備，創(chuàng)造多種多樣的活動讓學(xué)生加以運用，循序漸進(jìn)的為寫作打好基礎(chǔ)，最終一步一步地指導(dǎo)學(xué)生寫出一封完美的勸告信。所以，本節(jié)課先利用檢查作業(yè)的方式對重點詞匯、短語進(jìn)行鞏固，然后利用圖片引起學(xué)生興趣，從而引出青少年吸煙的原因以及吸煙的危害。進(jìn)而啟發(fā)學(xué)生勸說煙民戒煙。此環(huán)節(jié)利用對話的形式輸出，讓學(xué)生學(xué)會使用英語勸說身邊的人戒煙。這就為后面的寫作做好了相關(guān)詞匯與表達(dá)的鋪墊。之后再進(jìn)一步到文字輸出，通過對書信內(nèi)容，結(jié)構(gòu)，銜接等方面的指導(dǎo)，讓學(xué)生寫一篇勸告信。號召全民禁煙，達(dá)到了學(xué)以致用的效果。總之，本節(jié)課從復(fù)習(xí)，熱身，對話到寫作環(huán)環(huán)相扣，設(shè)計緊湊，渾然一體。下面我將分八個大部分對本課進(jìn)行詳細(xì)講述：即教學(xué)設(shè)計理論依據(jù)、教材分析、學(xué)情分析、教法分析、學(xué)法方法、教學(xué)目標(biāo)、教學(xué)重難點分析、教學(xué)程序。
一．教學(xué)設(shè)計理論依據(jù)
英語教學(xué)是一種動態(tài)教學(xué)或活動教學(xué)，教學(xué)過程是交際活動過程。只有從組織教學(xué)活動入手，大量地進(jìn)行語言實踐，使英語課堂交際化，才能有效地培養(yǎng)學(xué)生運用英語進(jìn)行交際的能力。新課標(biāo)提出：“外國語是學(xué)習(xí)文化科學(xué)知識，獲取世界各方面信息和進(jìn)行國際交往的重要工具�！焙汀啊l(fā)展聽、說、讀、寫的基本技能，提高初步運用英語進(jìn)行交際的能力，……”，本人結(jié)合本班學(xué)生的實際，對教材進(jìn)行了操作性較強的處理。
二、教材分析
本課選自人教版高中必修六第三單元A healthy life。本單元的中心話題是“健康生活”。聽說讀寫等活動主要圍繞如何摒棄惡習(xí)、怎樣成為健康人展開，其中涉及許多社會熱點問題，如抽煙、吸毒、艾滋病、學(xué)習(xí)與工作壓力等影響健康的棘手問題。本單元引導(dǎo)學(xué)生討論這些問題，目的`在于讓他們遠(yuǎn)離有損身體健康的活動，并且養(yǎng)成良好的生活習(xí)慣。我在本節(jié)課中集中選了抽煙這個熱點問題進(jìn)行教學(xué)，以點帶面。學(xué)生對這個現(xiàn)象再熟悉不過了，但是卻沒有深刻的認(rèn)識。讓學(xué)生了解吸煙上癮的原因、吸煙的危害，然后學(xué)以致用，讓學(xué)生寫一封勸告信---勸告他人不要吸煙。
三、學(xué)情分析
由于本單元的閱讀課是有關(guān)吸煙上癮的原因，吸煙的危害以及戒煙的方法，所以學(xué)生有一定的知識儲備，非常有利于本節(jié)課的進(jìn)行。然而雖然是高二的學(xué)生，他們的英語表達(dá)能力還有待于加強，課堂上互動缺少積極性，且動手寫作的能力較差。因此，只有設(shè)置使他們感興趣的活動，因材施教，才能讓他們投入到課堂活動中來。寫作前讓學(xué)生有一定的知識儲備，創(chuàng)造多種多樣的活動讓學(xué)生加以運用，循序漸進(jìn)的為寫作打好基礎(chǔ)，最終一步一步地指導(dǎo)學(xué)生寫出一封完美的勸告信，為了能學(xué)以致用，給學(xué)生布置了家庭作業(yè)———勸告周圍吸煙的人盡早戒煙。
四、教法分析
本節(jié)課的教學(xué)，本人主要通過圖片，采訪，對話等活動激起學(xué)生對本單元話題的興趣；本課開頭的作業(yè)檢查和新聞報道材料也為學(xué)生收入了大量的信息，讓學(xué)生有話可說；并且通過小組討論，編排對話表演的方式來鼓勵學(xué)生“勇于說，樂于說”，提高語言的運用能力，變“要我說”為“我要說”；通過組員評選，最佳作品展示等方式培養(yǎng)學(xué)生團結(jié)協(xié)作的團隊精神。寫前給出勸告信應(yīng)包含的內(nèi)容，為學(xué)生提供了寫作要達(dá)到的目標(biāo)，提醒他們寫作時應(yīng)注意的問題。組內(nèi)評選和作品展示不僅可以讓學(xué)生互相學(xué)習(xí)彼此的寫作長處，又可以讓他們明確寫作的評價標(biāo)準(zhǔn)，了解自己寫作中的不足；從而打破了傳統(tǒng)的寫作模式，構(gòu)建一種新的寫作課的教學(xué)方法，使學(xué)生真正做到快快樂樂學(xué)英語，扎扎實實打基礎(chǔ)。
五、學(xué)法分析
高二的學(xué)生已具備一定的認(rèn)知能力和表達(dá)能力，由于我校是無煙校園，吸煙就是個熱門話題，學(xué)生們非常感興趣，就會積極地參與到課堂活動中來。因此，在本節(jié)課的教學(xué)中，我通過設(shè)計各種各樣的活動，給學(xué)生創(chuàng)造平臺，讓學(xué)生表達(dá)，同時通過學(xué)案的方式引導(dǎo)學(xué)生自主參與學(xué)習(xí)、交流合作，倡導(dǎo)體驗、實踐和自主探究的學(xué)習(xí)方式，激發(fā)學(xué)生學(xué)興趣，使他們自主地尋找信息，獲取信息，使用信息，激發(fā)學(xué)生潛能，使學(xué)生在自主與合作的學(xué)習(xí)方式中獲取知識，形成正確的學(xué)習(xí)方法，實現(xiàn)英語能力的提高。
六、教學(xué)目標(biāo)
知識方面：1.學(xué)習(xí)并運用有關(guān)健康生活及吸煙的詞匯。
2.學(xué)習(xí)并運用提建議的交際用語；
3.學(xué)習(xí)寫勸告信。
能力方面：關(guān)注健康問題，使學(xué)生認(rèn)識到吸煙上癮的原因、吸煙的危害及戒煙的方法；
學(xué)會表達(dá)禁止、警告和允許的日常交際用語。
情感方面：培養(yǎng)學(xué)生良好的生活習(xí)慣，遠(yuǎn)離香煙，關(guān)注健康；并要積極的影響和勸告
周邊的吸煙人及早戒煙。
七、教學(xué)重難點分析
重點：1.學(xué)會口頭表達(dá)青少年吸煙的原因，吸煙的危害及戒煙的方法；
2.能夠恰當(dāng)運用連接詞寫出流暢的文章。
難點：1.重點詞匯的運用及如何寫勸告信
2.如何利用連接詞使寫作各部分內(nèi)容銜接自然，具有邏輯性。
八、教學(xué)程序
1.作業(yè)檢查（單詞填空）
通過對重點單詞和短語的運用，以填空形式完成一篇有關(guān)吸煙原因及危害為主題的文章，為學(xué)生接下來的表達(dá)做好鋪墊。
2.導(dǎo)入新課
2.1通過展示與青少年吸煙有關(guān)的圖片，給學(xué)生視覺上直觀感受。
2.2提問：青少年吸煙的原因是什么？吸煙具有什么危害？
2.3全班對青少年吸煙的原因和危害進(jìn)行總結(jié)。
3.對話表演
既然知道了吸煙的原因和危害，那怎樣勸說別人戒煙呢？設(shè)計情境，提供征求建議和提出建議 的表達(dá)以及與吸煙有關(guān)的詞匯，讓學(xué)生以小組為單位進(jìn)行對話表演，從而學(xué)會如何提出建議，為寫作打下了基礎(chǔ)。
A: A smoker（甲：吸煙人）
B: An adviser（乙：勸告人）
�。˙ tries to give A some helpful advice and persuade him/her to give up smoking.）
4.寫作
4.1通過設(shè)計，讓學(xué)生幫助老師給朋友李華寫一封勸告信。
4.2指導(dǎo)寫作———勸告信的內(nèi)容及需要注意的地方。
4.3成果展示---（小組互評選出，全班展示，再評；讓學(xué)生互相學(xué)習(xí)彼此的寫作長處，又可以讓他們明確寫作的評價標(biāo)準(zhǔn)，了解自己寫作中的不足；）
4.4范文（如果時間允許，可以展示范文）
5.總結(jié)
�。ɡ冒鍟M(jìn)行總結(jié)——為了過健康生活，號召學(xué)生stop smoking）
6.作業(yè)
完成勸告信并勸告身邊的吸煙人戒煙。
7.祝愿板書設(shè)計
Unit 3 A Healthy Life
Harmful effects of smoking stop smoking
高中英語說課稿7
《Unit 6 GOOD MANNERS》
一.教學(xué)內(nèi)容分析
本單元的中心話題是Good manners，這是一個亙古及今且永恒的話題。但在我們這一單元中，Good manners都有些什么內(nèi)容呢?中外文化中對Good manners的理解、體現(xiàn)有什么異同?我們該怎么做、做什么才能成為一個受人歡迎、具有Good manners的人呢?單元中十一個板塊的相關(guān)話題的設(shè)計及語言材料的選編無不緊緊扣著這個中心。從日常生活中看似雖小但能觸及心靈的情景及行為，如道歉、書面致謝;東西方餐桌禮儀;域外風(fēng)俗禮節(jié)等，都作了詳盡的詮釋，所有這些為我們提供的不僅是充實的英語語言知識和綜合語言運用技能訓(xùn)練的內(nèi)容，更重要的是學(xué)生學(xué)習(xí)這一單元的整個過程也是他們陶冶情操、規(guī)范行為、發(fā)展心智的過程，這對他們身心的發(fā)展會產(chǎn)生較強的感染作用，有助于他們?nèi)宋乃仞B(yǎng)的整體提高和跨文化意識的加強。
"熱身"(Warming up)部分設(shè)計了學(xué)生學(xué)習(xí)生活中及日常生活中經(jīng)常發(fā)生的四幅畫面：上課遲到、打斷別人說話、排隊買飯時不小心雨傘戳著別人、商店里排隊付款一男士推開兩顧客從他們中間穿過，顧客生氣質(zhì)問男士。讓學(xué)生學(xué)會道歉，學(xué)會講禮貌。這部分的目的是，引出中心話題Good manners，幫助學(xué)生明白講禮貌會使我們?nèi)穗H之間關(guān)系和諧融洽，甚至?xí)筛隇橛癫?同時復(fù)習(xí)或?qū)W習(xí)一些致歉語和必要的答語。
"聽力"(Listening)部分提供了一段兩朋友間的對話，一朋友不打招呼騎走了另一朋友的自行車，并且把它弄丟了。怎么辦?當(dāng)然是道歉。這個聽力練習(xí)要求學(xué)生通過聽學(xué)會對發(fā)生了這種事情后的道歉表達(dá)和更高姿態(tài)的回響，使道歉者釋然。以此了解英語國家人士語言的得體性、思維的方式與習(xí)慣表達(dá)方法，培養(yǎng)學(xué)生跨文化交際的意識。如"I guess it wasn’t really your fault, was it?" , " That’s OK. Forget it. It was an old bike anyway."
"口語"(Speaking)部分提供的是三組文字情景，要求學(xué)生在前面"熱身"和"聽力"的基礎(chǔ)上，以雙人對話的活動形式體現(xiàn)情景，訓(xùn)練學(xué)生在比較真實的情景中口頭表達(dá)能力和豐富他們有關(guān)道歉的語匯，包括詞和句型。充分展示具備Good manners者解決問題、處理尷尬場面的風(fēng)采。
"讀前"(Pre-reading)部分設(shè)計了四個情景：1)At a dinner party, 2)Greeting your teacher, 3)Receiving your birthday present, 4)Paying a visit to a friend’s house,以小組活動的形式討論并寫下在中國文化中以上情景有禮有節(jié)的一些規(guī)矩，這一活動的目的是不僅要調(diào)用學(xué)生已有的'直接和間接的體現(xiàn)Good manners的生活經(jīng)驗，加深對我們中國是文明禮儀之邦的認(rèn)識，而且激活學(xué)生的思維，自然過度到下一步的"Reading"---西方文化、餐飲禮儀。
"閱讀"(Reading)部分是一篇說明文。主要介紹了西方的餐桌禮儀，并在字里行間滲透著和中國餐飲文化進(jìn)行比較。東西方文化交織在一起，充滿了跨文化交際的信息，體現(xiàn)了教材的國際性和民族性。
"讀后"(Post-reading)部分的前三項任務(wù)是要求學(xué)生針對課文的理解完成的，可作為評價學(xué)生對文章理解的程度。如第一項：列出中西方餐桌上餐具及其擺放的位置;第二項：標(biāo)出西方正式宴會上主要食物上桌的順序;第三項：判斷西方正式宴會上哪些就餐行為文明有禮，哪些行為顯得無禮粗俗。第四項是回答問題，是一道聯(lián)系中國實際的、開放性的一道問題：中國的餐桌禮儀也在變化嗎?舉例說說�？梢孕〗M討論的形式進(jìn)行，目的在于讓學(xué)生對中西方餐桌禮儀的認(rèn)同，以及培養(yǎng)學(xué)生的思辯能力。
"語言學(xué)習(xí)"(Language study)分詞匯和語法兩部分。詞匯部分有構(gòu)詞法知識，前綴in-, im-, un-, non-和練習(xí)部分詞匯的一篇與課文主題相關(guān)的短文。引導(dǎo)學(xué)生通過短文提供的生動語境培養(yǎng)自己理解和記憶單詞的能力。語法項目是定語從句，這是繼前面兩單元后第三次出現(xiàn)，不屬新的語法知識。非限制性定語從句第一次介入。語法第一部分提供的限制性定語從句和非限制性定語從句的例句比較和說明，可供學(xué)生自主學(xué)習(xí)，讓學(xué)生探究發(fā)現(xiàn)兩種定語從句的不同形式和含義。第二部分著重檢驗學(xué)生運用兩種定語從句拓展句子的能力。
"綜合技能"(Integrating skills)設(shè)計了一個很實用的寫作任務(wù)：寫感謝信。這個設(shè)計包括讀和寫。閱讀部分的內(nèi)容是一封感謝信的范例;寫作部分的任務(wù)是：對老師的幫助、父母的關(guān)心支持、朋友的真誠、收到生日禮物等寫一封感謝信。通過這一活動，讓學(xué)生明白對他人的幫助心存感激，無疑是一種美德，一種素養(yǎng)。
"學(xué)習(xí)建議"(Tips)部分提供了一些行為規(guī)范的名言警句，告戒學(xué)生隨時隨地講文明、懂禮貌，從自身做起，從小事做起。
"復(fù)習(xí)要點"(Checkpoint)部分簡要地總結(jié)了本單元的語法重點----限制性定語從句和非限制性定語從句，并且設(shè)計了一些最基本的語言練習(xí)，幫助學(xué)生自評。同時通過兩個問題引導(dǎo)學(xué)生對本單元所學(xué)的詞匯作一次小結(jié)。
二.課時安排：6課時。
The First Period: Warming up and Listening
The Second Period: Speaking
The Third Period and Fourth Periods: Pre-reading, Reading and Post-reading
The Fifth Period: Language Study
The Sixth Period：Integrating Skills
三.分課時教學(xué)計劃
The First Period
GOALS:
To focus on talking about good manners as warming up and listening practice.
To learn to express apologies and responses to apologies.
To arouse students’ interest in learning good manners through various activities in class.
TEACHING PROCEDURES:
I. Warming up
設(shè)計問題、語境，誘發(fā)學(xué)生打開話匣子，不作限制，更不當(dāng)練習(xí)來完成。
1.以舊帶新，先入為主，根據(jù)學(xué)生自己的體驗和理解，列舉Good manners的事例。
2.知錯并向人道歉是Good manners的行為之一。引入道歉用語，借書中情景和額外補充的各種情景反復(fù)演練，使學(xué)生能將這些禮貌用語嫻熟地運用于生活之中。
(這些情景的提供，也為最后讓學(xué)生自己描述道歉場面作準(zhǔn)備)
3.作為一個有禮貌的人，對他人的誠懇道歉怎么反映?說些什么讓道歉者心里釋然?(為下一步的聽力做個鋪墊)
4.你上次向人道歉的情景還記得嗎?對方是否是個講禮貌的人。請描述一下。
1. T: We like people with good manners. We don’t like people with bad manners.
Well, what are good manners in your opinions? For example,
Is it good manners to take your classmate’s bicycle without telling him?
Of course it’s ( not) good manners to do…./ that….
Group work: Make a list of at least four things which are good manners in our daily life.
2. What should we do at least to be good manners if we do something wrong?
Making an apology? And how to express your apologies? What expressions do you use to apologize?
(Excuse me/ I’m sorry./ I am terribly sorry/ Please forgive me...)
3. Look at the four pictures in the text. Complete the dialogues with proper words according to the situations given.
4. Here are some more similar situations. Please make similar dialogues in pairs to drill the expressions of apologies.
Situation one: You go to the teachers’ office to hand in your homework, but your teacher is talking with one of her colleague. You interrupt them.
Situation two: You are late for the school gathering and all your classmates are waiting for you at the bus station. You explain that you had a flat tyre. Your classmates forgive you and tell you not to worry.
Situation three: When you are walking in the streets, you step onto someone’s toes and this person is a bit angry. He reminds you to be careful next time.
Situation four: You are playing basketball and suddenly the ball hit someone passing by. The person is very angry with you.
5. In fact, if you can apologize probably after you do something wrong, others will still have a good impression of you. On the other hand, your proper response to an apology also shows you are a person with good manners.
Well, what’s your response to the following apologies?
1) I’m sorry, Sam. I stepped on your pen and broke it. I didn’t see it on the floor.
______________________________. ( It’s OK. I have another pen.)
2) I’m sorry, Mr. Tan, I didn’t complete my homework. I was not feeling well last night.
__________________________________________________________________.
(Are you feeling better now? You may hand in your homework tomorrow.)
6. Do you think it good manners to make an apology to people in time if you have done something wrong? Please describe the situation last time when you made an apology to others.
What did you say to express your apologies? What was the other’s response?
Did he / she accept your apology? Do you think him a person with good manners?
Why (not)?
II. Listening
1. Listening in SB.
遵循step by step的原則，分聽前(Pre-listening)、聽時(While-listening)和聽后(Post-listening)三步走，并設(shè)計各個步驟的任務(wù)型活動，使整個聽力目標(biāo)明確，中心話題更為突出。
Pre-listening: Go over the six questions or sentences and guess in pairs if the persons in the listening have good manners or not. Why do you think so?
While-listening: Answer the questions and complete the six sentences.
Post-listening questions:
Has anything similar happened to you? What was the situation? How did you deal with it?
Do you think you’re a person with good manners? In what ways?
2. Listening in WB. P.115
Listen to the tape and finish the exercises in it.
高中英語說課稿8
一、從容說課
This is the third period of this unit.To test if Ss have understood the phrases and patterns they learned during the second period，the teacher can first give them some revision exercises.“It is ...that” is a very difficult structure，so the teacher can design some exercises for Ss.
Ss have got some idea about the present continuous tense for future use in the first period，to make them more familiar with its function，the teacher can give them more practice，both oral and written.Meanwhile，the teacher will help them go over another two ways of expressing future actions.These tasks are designed to improve their ability of using language.
To make Ss well prepared for the reading of the fourth period，the teacher can deal with the rest few new words in this clASs.
As to the homework，the teacher will ask Ss to preview Part 3 on Page 19 after clASs.Because this work is a bit difficult，tell Ss any group work is welcome.
Since the five-day National holidays are coming.Suppose that one student and his friends will go for a trip.Ask them to go to a nearby travel agency and find a schedule for their trip.Later they are required to talk about what they will do on their travel，using present continuous tense.Through this activity，Ss can get to know what a travel plan is like，and consolidate what they have learned，which is correspondent to the teaching method “Learn through doing”.
二、三維目標(biāo)
1.Knowledge：
(1)Learn the present continuous tense for future use.
(2)Go over the other two ways of expressing future actions.
2.Ability：
Learn to make sentences，using the above three ways.
3.Emotion：
Develop Ss’ sense of group cooperation.
三、教學(xué)重點
The present continuous tense for future use.
四、教學(xué)難點
(1)It is ...that...
(2)The present continuous tense for future use.
五、教具準(zhǔn)備
Multi-media clASsroom and other normal teaching tools.
六、教學(xué)過程
Step 1 Greeting
Step 2 Revision
T：First I will test how well you understand what you learned yesterday.Please judge whether the following sentences are right.If they are not right，please correct them.
(1)It is with the help of the teacher that I passed the exam.
(2)It is I who is wrong.
(3)It was she that he helped with her homework yesterday.
(4)It was at the post-office where we met each other.
(5)It was yesterday afternoon when they played a close basketball game.
(6)Who was it that discovered the secret?
S：I think it’s right.
T：Do you agree with him?
S2：No，I think it is not right.But I don’t know why.
T：Does any one know the reason?
S3：In that cause，the past tense is used，so I think we should change “is” to “was”.
T：Quite Good.That is to say：當(dāng)原句的時態(tài)為表示現(xiàn)在的各種時態(tài)時，用It is...;當(dāng)原句的時態(tài)為表示過去的各種時態(tài)時，則用It was...。Now，what about the second sentence?
S：I think it is right.
S：I don’t agree with her.Here “who” refers to “I”，so after I we should use “am”.
T：Great.當(dāng)被強調(diào)部分為原句的主語時，that句中謂語動詞應(yīng)在人稱與數(shù)上與它保持一致。Let’s look at Sentence 3，is it right or wrong?
S：It’s wrong.The phrase is “help sb. with sth.” I think we should change “she” to “her”.
T：Good.當(dāng)被強調(diào)部分為代詞時，如是主語就用代詞的主格，如是賓語則用賓格。So you see in Sentence 2，we use I instead of me，because the emphasized part is subject.
S：I see.
T：Is Sentence 4 a good sentence?
S：Yes，I think so.
T：What is your opinion，Han Mei?
Han Mei：I am not quite sure.
T：Write down this sentence in your notebook：
當(dāng)被強調(diào)的對象指人時，可用who/whom 代替that;但當(dāng)被強調(diào)的是地點、時間、原因、方式等狀語時，決不能用where，when，why，how 等來替換。
S：Sentence 4 and Sentence 5 are wrong.We should use “that” in place of “where” and “when”.
T：You are clever.And the last sentence is right.Always remember：
Wh+was it that...?當(dāng)對被強調(diào)的地點、時間、原因、方式等狀語提問時，我們要用到這個句型。
Please translate these sentences，using this structure.
(1)他是在哪里度過他的童年時代的?
(2)他們怎樣取得這么大的成就的`呢?
(3)他和她為什么吵架?
S1：Where was it that he spent his childhood?
S2：How was it that they made such great achievements?
S3：Why was it that he quarreled with her?
Step 3 Relaxation
T：You did a quite good job.I will play an English song for you as a reward.But while enjoying the song，you should underline the verb in the sentences of part on Page 21.
Step 4 Grammar
T：Do you like the song?
S：Yes.
T：If you learn English well，you can find more wonderful things about English culture.Let’s work hard.
S：OK.
T：Have you underlined the verbs?
S：Yes，are working，are having，are giving，am singing.
T：What do we call this tense?
S：The present continuous tense.
T：But here does this tense express the present action or state?
S：No.
T：We all can see it expresses the future action.Can you express these sentences in other ways?
S：Are you going to work this evening?
We are going to have an English party.
We are going to give performances at the party.
I am going to sing songs with my clASsmates.
T：So you use “be going to” to express the future action.Will someone say them in a different way?
S：Will you work this evening?
We will have an English party.
We will give performances at the party.
I will sing songs with my clASsmates.
T：You are perfect right.And you use “will do” to express future action.Now how many ways do we have to express future actions?List them.
S：Three，be doing，be going to do，will do.
T：Good.(Write the three ways on the blackboard.)Now，let’s look at Part 3 on Page 21.Tell your partner what you want to do.
(Give Ss several minutes to talk to each other.)
T：Now，it’s time to demonstrate your sentences to the whole clASs.
Possible answers：
(1)Tomorrow morning，I am walking my dog./I am going to walk my dog./I will walk my dog.
(2)The day after tomorrow，I am taking part in an English speech contest./I am going to take part in an English speech contest./I will take part in an English speech contest.
(3)Next Saturday evening，I am enjoying a solo concert by Zhang Xueyou./I am going to enjoy a solo concert by Zhang Xueyou./I will enjoy a solo concert by Zhang Xueyou.
(4)Next month，I am moving to a new flat./I am going to move to a new flat./I will move to a new flat.
Step 5 Consolidation
T：Then let’s check Part 2 on Page 21.Will two of you read the dialogue?
S1：Miss Wang，I hear that you are traveling along the Mekong River.That’s really exciting.Have you got everything ready?
S2：Almost.
S1：When are you leaving?
S2：Next Monday.
S1：How far are you riding every day?
S2：It’s hard to say.If the weather is fine，I think we’ll be able to ride 75 km a day.
S1：Where are you staying at night?
S2：Usually in our tent，but sometimes in a small hotel in the town.
S1：Do you think you are coming back here soon?
S2：Oh，we are not coming back to this place.We are going home.That’ll be a month later.
S1：Thank you for your time，Miss Wang.Good luck on your journey.
S2：Thank you.
Step 6 New words
T：To make preparations for tomorrow’s reading，we’ll learn the rest new word in this unit.Look at the screen and try to pronounce the words by yourselves.
attitude，shorts，camp，record，afterthought，topic，familiar，brave
T：Jimmy，would you please read these new words.
Jimmy：...
T：Wei Hua，do you think Jimmy pronounce the words correctly?
Wei Hua：Not exactly.(Read the word/words that Jimmy doesn’t pronounce properly.)
T：Here are eight sentences for you to complete，please use the correct forms of the above words.
(1)Milu often says “____________ is everything.” to encourage the players to devote more.
(2)When traveling，it is more convenient for you to wear____________ than shirts.
(3)Since the hotels in the town are all engaged，we have to make ____________ in the tents.
(4)After staying together for two weeks，they got ____________ with each other and became friends.
(5)He likes to ____________ his daughter’s lovely laughter and enjoy it when free.
(6)Whenever we see a film，the Chinese teacher will ask us to write about our ____________.
(7)They discussed his position in the company and other ____________.
(8)____________ firefighters rescued the people from the burning building.
Give Ss a couple of minutes to finish the work.
Answers：
(1)Attitude (2)shorts (3)camp (4)familiar (5)record (6)afterthoughts
(7)topics (8)brave
Step 7 Homework
1.Finish Part 1 and Part 2 on Page 57 and Page 58.
七、板書設(shè)計
Unit 3 Travel journal
grammar
be doing
be going to do
will do
examples
I am going out tomorrow morning.
I am going to see a film tonight.
I will visit my grandmother this Sunday.
八、活動與探究
National holidays are coming.Suppose you and your friends will go for a trip.Please go to a nearby travel agency and find a schedule for your trip.Talk about what you will do on your travel，using present continuous tense.淘~課件網(wǎng) wWw.taoKeJIaN.com
Datemorningafternoonevening
Oct.1
Oct.2
Oct.3
Oct.4
Oct.5
九、備課資料
現(xiàn)在進(jìn)行時的基本用法
a.表示現(xiàn)在(指說話人說話時)正在發(fā)生的事情。
We are waiting for you.
b.習(xí)慣進(jìn)行：表示長期的或重復(fù)性的動作，說話時動作未必正在進(jìn)行。
Mr Green is writing another novel.
(說話時并未在寫，只處于寫作的狀態(tài)。)
She is learning piano under Mr Smith.
c.表示漸變的動詞有：get，grow，become，turn，run，go，begin等。
The leaves are turning red.
It’s getting warmer and warmer.
d.與always，constantly，forever 等詞連用，表示反復(fù)發(fā)生的動作或持續(xù)存在的狀態(tài)，往往帶有說話人的主觀色彩，表示強烈的贊揚或批評。
You are always changing your mind.
You are always doing your work well.v
高中英語說課稿9
引言：在英語教學(xué)中落實新課程標(biāo)準(zhǔn)，就是貫徹執(zhí)行國家教育部關(guān)于課程改革的決定。新課程標(biāo)準(zhǔn)的三維教學(xué)觀，具體到英語學(xué)科就是要整合發(fā)展學(xué)生語言技能、語言知識、情感態(tài)度、學(xué)習(xí)策略和文化意識五個方面的素養(yǎng)，培養(yǎng)學(xué)生綜合運用語言的能力。開展課堂探究是培養(yǎng)學(xué)生綜合語言運用能力的最佳手段。所以在我的教學(xué)設(shè)計里，每一個教學(xué)活動中都有情景創(chuàng)設(shè)，學(xué)生探究，學(xué)生處理問題和鞏固訓(xùn)練等環(huán)節(jié)。
一、教學(xué)內(nèi)容分析
�。ㄒ唬┲R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(xué)活動。旅游作為當(dāng)今社會人們最感興趣的話題在英語學(xué)習(xí)占有非常重要的位置。名勝古跡是旅游的重點內(nèi)容之一，名勝古跡中的許多發(fā)現(xiàn)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(xué)主題。本單元所選的語言素材涉及中外名勝，有利于學(xué)生了解外國文化，增強世界意識。正如新課程標(biāo)準(zhǔn)中的教學(xué)建議所提：學(xué)習(xí)考古有利于“拓展學(xué)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(xiàn)代教育技術(shù)觀看歷史教育片的過程中，“拓寬了學(xué)生學(xué)習(xí)和運用英語的渠道”；同時本單元的教學(xué)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(xiàn)了師生共同不斷更新知識結(jié)構(gòu)以適應(yīng)現(xiàn)代社會發(fā)展對英語課程的要求的“與時俱進(jìn)”的理念和思想。
�。ǘ┙虒W(xué)重點難點
1、利用已有知識談?wù)撌鲿r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(chǎn)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(chǔ)。
2、調(diào)動學(xué)生的積極性，組織他們利用表達(dá)好奇功能結(jié)構(gòu)談?wù)撍麄兯信d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(jié)構(gòu)的解釋比較復(fù)雜。但是學(xué)生聽過材料后能夠順利地完成課本上的練習(xí)。這里不要求學(xué)生理解細(xì)節(jié)，只要能完成練習(xí)就行。
二、三維教學(xué)目標(biāo)
�。ㄒ唬┲R技能
1、學(xué)會談?wù)摴糯说纳a(chǎn)、生活；
2、學(xué)會表達(dá)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(xué)習(xí)一些與考古有關(guān)單詞、短語和句式，如：archaeology及其派生詞，curiosity，bronze，dynasty，decoration，artifact，unearth，spear，pot等。
（二）情感態(tài)度
1、讓學(xué)生了解本單元的總體學(xué)習(xí)目標(biāo)，以便激發(fā)學(xué)習(xí)學(xué)習(xí)積極性。
2、從談?wù)撌鲿r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(chǎn)工具等入手使學(xué)生到中國具有悠久的歷史、燦爛的文化，增強學(xué)生的民族自豪感，愛國主義情操。增強學(xué)生學(xué)好英語自信心。
3、通過開展小組活動，指導(dǎo)學(xué)生積極與人合作，相互學(xué)習(xí)，相互幫助，培養(yǎng)其團隊精神。
�。ㄈ⿲W(xué)習(xí)策略
1、認(rèn)知策略：通過—ology，—ological，—ologist等詞根的學(xué)習(xí)，掌握archaeology，archaeologist，archae— ological等詞，同時掌握同類詞的學(xué)習(xí)方法。
2、調(diào)控策略：通過聽力讓學(xué)生了解到聽力有時很難，不可求全責(zé)備。可以材料調(diào)整聽力要求。有的要聽懂細(xì)節(jié)，有的甚至要推斷隱含內(nèi)容，但有的只需要掌握大意。
3、交際策略：通過談?wù)摴糯说娘嬍称鹁�、文化娛樂、生產(chǎn)工具和談?wù)撆d趣等真實交際活動提高用英語交際的能力。同時讓學(xué)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(xué)生了解博物館、名勝古跡和書籍資料一樣是學(xué)習(xí)的重要途徑。
�。ㄋ模┪幕庾R
1、了解英語國家對文化遺產(chǎn)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(xué)步驟
�。ㄒ唬⿲�(dǎo)入（Lead—in）這一步驟的重點在于激發(fā)學(xué)生對考古學(xué)的興趣，因為一般學(xué)生認(rèn)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(xué)一起去看。然后問：What do you see？學(xué)生自然會回答：Nothing。然后再問Do you know what I was looking at？學(xué)生自然會回答：No，I don’t。然后告訴學(xué)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(xué)生答不上。老師告訴學(xué)生That is because of curiosity。再問What is the word curiosity from？學(xué)生學(xué)過curious，所以能答上來。老師再講：根據(jù)心理學(xué)的觀點，每個人都具有對新鮮事物認(rèn)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(xué)生會答Yes。接著問Why do you think it is a science？學(xué)生會說出他們學(xué)過以—ology結(jié)尾的詞。這時便可以打出幻燈片，再進(jìn)行以下活動：漢語意義名詞形容詞……學(xué)家技術(shù)technology生物學(xué)biology心理學(xué)psychology人類學(xué)anthropology細(xì)菌學(xué)bacteriology Physiology Sociology zoology
1、組織學(xué)生推出Physiology，zoology和sociology和漢語意義；
2。組織學(xué)生推出technological，technologist；
3。組織學(xué)生推出其它詞的—ological和ologist的形變；總結(jié)：學(xué)習(xí)構(gòu)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(xué)內(nèi)容是Archaeology。再問What are the goals in learning the unit？
�。ǘ﹩卧獙W(xué)習(xí)目標(biāo)（Goals）請一個學(xué)生解釋本單元學(xué)習(xí)目標(biāo)（Goals），然后和全班一起關(guān)上書回憶本單元的四個學(xué)習(xí)目標(biāo)。
�。ㄈ╊A(yù)備（Warming up）活動形式：分組評論。談?wù)撜n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(xué)會用英語談?wù)撝袊糯说娘嬍称鹁�、文化娛樂、生產(chǎn)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?wù)摴糯说娘嬍称鹁�、文化娛樂、生產(chǎn)工具。
（四）聽力（listening）教學(xué)形式：師生互動。播放磁帶讓學(xué)生聽第一遍，提問材料的大意。播放第二遍，讓學(xué)生完成課后練習(xí)。做聽力訓(xùn)練之前的準(zhǔn)備工作是非常重要的。 總結(jié)：今天的聽力材料較難，但是同學(xué)們能很好回答課后問題這就夠了，不一定要了解那些細(xì)節(jié)，不可求全責(zé)備。根據(jù)不同制訂不同學(xué)習(xí)目標(biāo)是有效學(xué)習(xí)重要環(huán)節(jié)。（五）對話（speaking）活動形式：組對練習(xí)。
1、發(fā)出指令，提出要求；
2、學(xué)習(xí)會話范例；
3、給對話所用句式；
4、學(xué)生組對談?wù)撆d趣與建議。
四、教學(xué)時間分配教育心理學(xué)指出新知識的學(xué)習(xí)需要一個接受的過程。
本課時的主要任務(wù)為本單元的學(xué)習(xí)做好預(yù)備工作。所以要用較多的時間讓學(xué)生接受考古這一新的概念。導(dǎo)入部分用8分鐘；目標(biāo)部分用3分鐘；預(yù)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(jié)本課內(nèi)容和布置作業(yè)。五、課堂板書設(shè)計將黑板劃為左右兩塊，左邊板書教學(xué)步驟，右邊板書生詞和短語。
高中英語說課稿10
一、學(xué)生分析
教學(xué)對象為高中一年級學(xué)生,智力發(fā)展趨于成熟.他們的認(rèn)知能力比初中階段有進(jìn)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(xué)生用英語進(jìn)行思維和表達(dá)的能力,通過任務(wù)型課堂活動和學(xué)習(xí),讓學(xué)生主動參與到活動當(dāng)中,讓他們成為課堂的主體.不過,我們鄉(xiāng)鎮(zhèn)中學(xué)的學(xué)生英語起點底,水平不高,因此,在教學(xué)過程中布置的任務(wù)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(xué)，使學(xué)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(xué)生對本單元的詞匯、單詞進(jìn)行預(yù)習(xí),交代他們尋找一些有關(guān)奧運會的知識,讓他們?yōu)閷W(xué)習(xí)本單元作好心理準(zhǔn)備。
2．教學(xué)目標(biāo)
讓學(xué)生學(xué)會用英語表達(dá)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(xué)生對體育運動的愛好。能用英語就奧運會的基礎(chǔ)知識進(jìn)行互相問答,并能簡述奧運會的基礎(chǔ)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(xué)生準(zhǔn)備了一些簡單的體育項目名稱)結(jié)合高一學(xué)生實際和教材內(nèi)容，我把本課時內(nèi)容分為語言知識、語言技能、學(xué)習(xí)策略、情感態(tài)度、文化意識五個方面制定相應(yīng)教學(xué)目標(biāo)：
1）語言知識：
雙基詞匯：學(xué)習(xí)掌握一些有關(guān)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(xué)習(xí)掌握一些用于討論奧運會的`結(jié)構(gòu)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(dá)自己的興趣愛好以及如何向別人推薦某一種愛好的結(jié)構(gòu)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(jié)構(gòu)：學(xué)習(xí)掌握將來時態(tài)的被動結(jié)構(gòu)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(xùn)練學(xué)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(xué)生能嘗試當(dāng)記者，利用“信息差”進(jìn)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(xùn)練，獲取關(guān)于奧運會的信息，處理信息，運用信息進(jìn)行推理、判斷的能力。
寫：運用本單元所學(xué)，嘗試寫一篇有關(guān)“北京2008奧運會”的報道。
3）學(xué)習(xí)策略：學(xué)生在一定程度上形成自主學(xué)習(xí)，進(jìn)行有效交際、信息處理，養(yǎng)成英語思維習(xí)慣。
4）情感態(tài)度：學(xué)習(xí)奧運會的知識，培養(yǎng)學(xué)生熱愛體育運動。學(xué)習(xí)“更快，更高，更強”的奧運精神，培養(yǎng)學(xué)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(rèn)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(xué)重點和難點
1）引導(dǎo)學(xué)生發(fā)現(xiàn)、感悟?qū)頃r態(tài)的被動結(jié)構(gòu)的語言規(guī)律，培養(yǎng)語感
2）幫助學(xué)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(guān)的詞匯；
3）學(xué)生能夠表達(dá)自己的興趣愛好以及如何向別人推薦某一種愛好。
三、教學(xué)方法與教材處理
1．教學(xué)方法
為了達(dá)成上述教學(xué)目標(biāo)，我將運用任務(wù)型教學(xué)途徑，把教學(xué)活動設(shè)計成一系列的任務(wù),一項一項布置給學(xué)生,讓他們通過一人或多人小組活動來完成任務(wù),并通過活動的過程,促進(jìn)語言實際運用能力的提高.我把本環(huán)節(jié)設(shè)計為“P—T—P”的自主學(xué)習(xí)立體模式（Pre-task----Task-cycle----Post-task）。
2．教材處理
根據(jù)本單元教材內(nèi)容，結(jié)合本班學(xué)生的實際情況,對教學(xué)內(nèi)容進(jìn)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(xué)設(shè)計。本課時將充分利用教材所提供的練習(xí)，借助多媒體來完成教學(xué)任務(wù)。
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(xué)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(xué)生對本話題的興趣，并為過渡到Warming up部分做準(zhǔn)備。
2.小組活動：學(xué)生兩人一組進(jìn)行問答Warming up（P9）里的問題。教師給出答案和各題分值，讓學(xué)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(xué)生的求知欲望，從而將學(xué)生引向課文的學(xué)習(xí)。
Activity2.Pre-reading (5 minutes)
1.師生互動：在教學(xué)過程中，教師出示北京風(fēng)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(xué)。
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(jìn)一步激發(fā)學(xué)生學(xué)習(xí)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(jié)文章大意:
It tells us the differences and similarities about the ancient and modern Olympics.
2.班級活動：學(xué)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(rèn)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(xué)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(xué)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(xué)生總結(jié)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(xí)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(dǎo)，提高學(xué)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(xué)生，一位當(dāng)主持人，一位當(dāng)被采訪者，其他同學(xué)充當(dāng)觀眾，模仿央視“藝術(shù)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(xué)知識，進(jìn)一步熟悉interview這種形式。
Homework: 借助課文中的關(guān)鍵句子，用第一人稱復(fù)述課文。
板書設(shè)計(教學(xué)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(xué)生提供一些有關(guān)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11
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(jìn)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(xì)的記錄了這一過程。學(xué)生通過追隨這一段旅程，探討與“旅游”相關(guān)的各種話題，如：如何為旅游做準(zhǔn)備，怎么選擇適當(dāng)?shù)穆糜畏绞�，怎樣確定旅游路線，計劃或日程等等。通過本單元的學(xué)習(xí)，不僅可以實使學(xué)生學(xué)到與旅游有關(guān)的語音知識和語言技能，還會使學(xué)生對旅游產(chǎn)生濃厚的興趣，通過旅游了解世
2.內(nèi)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(xué)生學(xué)到一些有關(guān)地理的單詞和短語，訓(xùn)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(zhǔn)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(guān)信息。這課時主要側(cè)重于閱讀能力的培養(yǎng)，教給學(xué)生多種靈活多變的閱讀方法。引導(dǎo)學(xué)生開展任務(wù)型閱讀，以任務(wù)為依托，激發(fā)學(xué)生參與主體，從篇章中準(zhǔn)確、高效地獲取知識與信息。 體裁：旅行日記
3、學(xué)生分析：學(xué)生已經(jīng)學(xué)了warming-up與部分單詞，并且預(yù)習(xí)了這篇課文，上課會比較輕松，理解也比較容易。 4、教學(xué)目的要求：
①語言知識：理解與旅游有關(guān)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(xué)會如何寫旅行日志。
③情感態(tài)度：感受主人公認(rèn)真謹(jǐn)慎的態(tài)度，養(yǎng)成做事充分準(zhǔn)備堅持到底的好習(xí)慣。
�、軐W(xué)習(xí)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。
�、菸幕庾R：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(xué)重點：讓學(xué)生理解本課旅游日記的內(nèi)容。
6、教學(xué)難點：培養(yǎng)學(xué)生的閱讀能力，尤其是理解歸納的`能力。
二、教學(xué)方法與手段
1、教學(xué)方法與手段：任務(wù)型教學(xué)法，合作式教學(xué)與討論結(jié)合，設(shè)計循序漸進(jìn)的活動，確保課堂的整體性、互動性、趣味性和交際性。 2、教學(xué)輔助：多媒體（圖片、視頻、音頻） 三、教學(xué)過程 1、Lead-in 導(dǎo)入
⑴播放并齊唱歌曲：《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(xué)生的注意力，進(jìn)入與課文相關(guān)的情景聯(lián)想，并能激發(fā)學(xué)生探究知識的欲望。
2、Pre-reading 讀前活動
⑴看湄公河的圖片，并說出它所流經(jīng)的國家。
�、铺岢鰞蓚�關(guān)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
①播放課文錄音，要求學(xué)生聽錄音時找出每段的大意。 ⑵細(xì)節(jié)閱讀
1.給出4個陳述句讓學(xué)生判斷正誤并予以糾正。培養(yǎng)學(xué)生發(fā)現(xiàn) 判斷 處理獲取信息的能力。
2.結(jié)合課文，完成表格填空。分析人物的性格，這對培養(yǎng)學(xué)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(jié)合表格填空復(fù)述課文�；仡櫿n文內(nèi)容，讓學(xué)生從整體上把握和領(lǐng)會文章的脈絡(luò)，加深對文章內(nèi)容的理解與認(rèn)識。做到從宏觀上學(xué)習(xí)知識和各種閱讀技能。
�、朴懻摚耗阏J(rèn)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(jìn)同學(xué)之間的相互了解和彼此的交流，有利于培養(yǎng)同學(xué)良好的團結(jié)協(xié)作精神。
5. 總結(jié)：內(nèi)容總結(jié)與方法總結(jié) 通過歸納知識點，使得學(xué)生獲得一定的成就感。
6、Homework 家庭作業(yè)
通過設(shè)計和轉(zhuǎn)換角色 ，讓學(xué)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(xué)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(xué)習(xí)奠定基礎(chǔ)。
高中英語說課稿12
Good morning, My judge teachers.I feel so honored to have the opportunity to share my teaching ideas with all of you after two-year preparation.So I particularly cherish this opportunity and hope all of you would enjoy my following talk.Ok, my topic today is “Body Language” taken from Unit 4, Book 4, and my presentation consists of 5 Parts: Analysis of teaching material and student, teaching method and learning method, teaching procedure，blackboard design, teaching reflection.
Now, let’s begin with Analysis of teaching material and student. The analysis of teaching material includes the following four aspects.Aspect 1: Status and function of this paage:
The paage mainly talks about body languages in different countries.The reading part is the center of the paage.Through reading this paage, the students can learn many new words and expreions, improve their reading skills and know more information about different body languages.Aspect 2: Teaching aims and demands.The overall aim of the English New Curriculum is to develop students’ comprehensive language abilities, such abilities are grounded in the development of language skill, language knowledge affects, cultural awarene and learning strategies.So based on this theory, I choose the three-dimensional teaching targets as my aims.
The knowledge aims are to guide the students to mater the important words and expreions in the text, on this basis, to have a further understanding of the paage.The ability aims are to develop the students 4 basic skills, especially reading skills.Through practicing students’ predicting, skimming, scanning and concluding skills to improve their reading ability.Meanwhile, to encourage them to expre their own opinion and learn to cooperate with others.The emotional aims are to make them learn to use different body languages to communicate with others and overcome communicative obstacle.Aspect 3: Teaching important point and difficult point The important point is how to get the students to mater the words and expreion and use them flexibly, and on this basis to have a better understanding of the paage.The difficult point is how to enable the students to master the reading skills and improve their reading ability. Aspect 4:Teaching aids
In this cla, multimedia claroom, blackboard, color chalks will be used.
So much for the teaching material, now, let’s go on with the analysis of students.The New Curriculum advocates the students are the main body of learning, so analyzing the students is very important.After junior studying, my senior students have basic abilities of listening, speaking, reading and writing, but their abilities of using English to proce information and solve problems are still to be improved.So in this cla I will focus on students’ reading skills and problem-solving ability.In the teaching proce, I find most students rely on teacher to learn, so practicing students’ self-learning ability is important.Since the content of the paage is closely related to Ss’ real communicative life, so their overall language abilities can be improved through learning by doing.
- 1Step 3: While-reading, it is the most import one in the procedures, so it takes 25minutes.Firstly, I will guide them to read for information by skimming and scanning the text.The students are asked to skim the whole text to answer the following two questions by pair work.Q1: What’s the general idea of the whole paage? Q2: What’s the main idea of each section?
Then I will ask them to scan the paage again and finish the activities in group of four.Activity 1: Find out the different body languages of different people in the text and list out.Activity 2: Do some multi-choice work to find out some detailed information.To improve the students’ skimming and scanning skills is the difficult point of the cla.So I will arrange the above questions and activities to practice and improve their reading skills to get general ideas and detailed information.Meanwhile, the cooperative learning can raise their studying interest and develop their cooperation spirit.Secondly.I will ask the students to listen the tape and read after it.After listening and reading the text, students find out the difficult words and sentences, try to analyze and memorize them.Mastering new words and expreions is the important point, so I will aist my students to master them.
Thirdly, The cla will come to the period of solving problems.This time belongs to students and I just play an aistant role.The students can ask any questions they come acro in the proce of learning, and the whole cla all solve them.This purpose is to improve their questioning spirit and dealing with difficulties.Step 4: Post-reading, it includes two tasks and takes 7 minutes So far, the students have known the basic knowledge of body language, according to the principle of the New English Curriculum, language is learnt to communicate and solve problems.So I will provide 2 tasks by pair work to let them conform their language knowledge into language use: Task 1: Suppose two friends, one from America, the other from Japan meet at the first, make a dialogue and act out the poible funny thing.Task 2: I will list several new words and expreions, and tell the students to think a new story and share with other students.The both tasks provides the students with the opportunities to relate what they have read to what they already know.In addition, the tasks can enable students to produce language based on what they learned.
Step 5: Homework, This step needs 3 minutes I’ll give them two piece of homework.Written work: I ask students to write a summary about different body languages and the poible reasons by collecting different information.Optional work: Surf the internet and find out more information about body language.The two homework mean to train students’ writing ability and self-learning ability.By searching various information resources, the students can widen their view and continue to inspire their learning enthusiasm.Up to now, my presentation is almost to the end, please patiently go on with Part 4
高中英語說課稿13
1、 教材分析
2、 教學(xué)目標(biāo)
3、 重點難點（有時根據(jù)需要也會說上關(guān)鍵點）
4、 教法和學(xué)法 導(dǎo)入（5分鐘）
5、 教學(xué)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(jìn)行教材分析。
教材分析：
本節(jié)課出自______________出版社出版的高中《________》第__冊第__章第__節(jié)。
1、本節(jié)課分____個部分內(nèi)容，分別是：___________________
2、本節(jié)課貫穿了______以后的整個教學(xué)，是學(xué)生進(jìn)一步順利、快捷操作____的基礎(chǔ)，也是形成學(xué)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(xué)習(xí)______具有重要意義。
4、本節(jié)課是在學(xué)習(xí)______的基礎(chǔ)上，進(jìn)一步學(xué)習(xí)___________的關(guān)鍵。
（以上4條，靈活運用，不用全部說上就行。可以參考序言中的句子，主要是說學(xué)習(xí)本節(jié)課的意義。）
接下來說一下本節(jié)課的'教學(xué)目標(biāo)。
教學(xué)目標(biāo)
�、�、 能力目標(biāo)：（根據(jù)需要選擇能力目標(biāo)）
例如：1、通過講練結(jié)合，培養(yǎng)學(xué)生處理____、解決問題的能力。
2、分組學(xué)習(xí)方式，培養(yǎng)學(xué)生與他人溝通交流、分工合作的能力。
3、通過設(shè)置問題情境，提高學(xué)生分析和解決問題的能力。
�、�、情感目標(biāo)：
1、 培養(yǎng)學(xué)生認(rèn)真、細(xì)致的學(xué)習(xí)態(tài)度。
2、 通過發(fā)現(xiàn)問題、解決問題的過程，培養(yǎng)學(xué)生合作精神，增強學(xué)生的求知欲和對學(xué)習(xí)的熱情。
當(dāng)我們對教材進(jìn)行了分析并且了解了教學(xué)目標(biāo)之后，就不難理解本節(jié)課的重點與難點 重點難點
1、重點：…. 2、難點：….（對于重點、難點，依然是說出本節(jié)課的內(nèi)容就行，可以參考本節(jié)課的題目和各部分的標(biāo)題）
那么，究竟應(yīng)該怎樣來完成本節(jié)課的任務(wù)呢？下面說一下本節(jié)課的教法和學(xué)法。 教法：（根據(jù)需要任意選取教法。2-3個就行。根據(jù)時間自行安排。）
1、 范例、結(jié)合引導(dǎo)探索的方法，激發(fā)學(xué)生的學(xué)習(xí)興趣。
2、 教師精講、學(xué)生多練，體現(xiàn)了以學(xué)生為主體、教師為主導(dǎo)的教學(xué)原則。
3、 采用類比法，引導(dǎo)學(xué)生發(fā)現(xiàn)問題，自主學(xué)習(xí)，從而體驗到獨立獲取知識的喜悅感。
4、 通過“教”“學(xué)”“放”“收”突破重點和難點。
教學(xué)相長，本節(jié)課我所采用的學(xué)法主要有兩個。
學(xué)法：
1、主動學(xué)習(xí)法：舉出例子，提出問題，讓學(xué)生在獲得感性認(rèn)識的同時，教師層層深入，啟發(fā)學(xué)生積極思維，主動探索知識，培養(yǎng)學(xué)生思維想象的綜合能力。
2、反饋補救法：在練習(xí)中，注意觀察學(xué)生對學(xué)習(xí)的反饋情況，以實現(xiàn)“培優(yōu)扶差，滿足不同�！�
最后我們說一下本節(jié)課的教學(xué)過程。
教學(xué)過程：
我將本節(jié)課分為三個部分。
用約5分鐘時間進(jìn)行導(dǎo)入部分，主要是復(fù)習(xí)和引入新課。
用約20分鐘時間進(jìn)行正體部分。主要是通過講練結(jié)合的方式完成對_____ 、______、 ______ 、________幾部分的學(xué)習(xí)。
最后，用約5分鐘的時間進(jìn)行尾聲部分，主要是小結(jié)和作業(yè)。
說課完畢！
高中英語說課稿14
Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.
In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.
Section 1 Analysis of the teaching material
The selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.
Section 2 Identifying the teaching aims
Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:
The 1st aim: Students learn the skills and strategies to read a prolonged text.
The 2nd aim: Students get a better understanding of what a gap year is.
The 3rd aim: Students are encouraged to figure out the implied meaning.
The 4th aim: Students are familiar with various expressions or approaches to express the same idea.
Section 3 Teaching procedures
In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approaches. With the teaching methods, I can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.
Part 1 Getting ready
Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students ‘concentration, arouse their curiosities, fire their imagination and give them a purpose for reading.
The part consists of two tasks:
Task 1: A time machine I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university. Yes, at this time next year, most of you will be studying in a university .(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading)
Task 2: Brainstorming After the summary, I go on to show some more pictures of British fresh students from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Paragraph1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university (With the task, I excite students’ desire to know more about what their British equivalents will do before going to a college. With the question in mind, students will definitely be eager to listen to the tape to find the answer )
Part 2 Focusing on main facts
During the part, I will ask the students to answer the question—what does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text.
The part includes six tasks:
Task 1:Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table (With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article)
Task 2: Matching After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading: Whom do the results belong to? Carol________ Daniel________ Martin_______
A felt being part of another culture B be more independent
C found it challenging and rewarding D felt that it was a special experience
E ready to face challenges in the future F learnt how to deal with difficult situation
G felt like she really made a difference H learnt a lot about getting on with local people (With the task, students learn to use a table to gather the main facts about the three British students They’ll know that a table is of great help in their future reading)
Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year (With the task, students are expected to grasp the theme of the article. The task serves as a bridge, which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs)
Task 4:Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or be a charity volunteer (The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year)
Task 5: History of the gap year I play a second VCR and get students to answer the question: When did the gap year start in the UK? (The task enables students to have a good knowledge of the history of the gap year)
Task 6: Comments The second, third, seventh, eighth paragraphs deal with theme of the government, universities, employers and the public on students taking a gap year before going to college. I get students to read the four paragraphs to gather theme and complete the table (The task helps students get a further understanding of the role. A table plays in helping gathering main facts or opinions).
Part 3 Read between the lines: In third part, I will encourage the students to answer the question—what does the author mean? As we know, information in a reading passage is not always stated directly. Sometimes students have to infer, or make guesses according the information which is available in the reading. So in this part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details. The part consists of three tasks.
Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.
In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.
Section 1 Analysis of the teaching material
The selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.
Section 2 Identifying the teaching aims
Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:
The 1st aim: Students learn the skills and strategies to read a prolonged text.
The 2nd aim: Students get a better understanding of what a gap year is.
The 3rd aim: Students are encouraged to figure out the implied meaning.
The 4th aim: Students are familiar with various expressions or approaches to express the same idea.
Section 3 Teaching procedures
In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approaches. With the teaching methods, I can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.
Part 1 Getting ready
Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students ‘concentration, arouse their curiosities, fire their imagination and give them a purpose for reading.
The part consists of two tasks:
Task 1: A time machine I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university. Yes, at this time next year, most of you will be studying in a university .(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading)
Task 2: Brainstorming After the summary, I go on to show some more pictures of British fresh students from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Paragraph1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university (With the task, I excite students’ desire to know more about what their British equivalents will do before going to a college. With the question in mind, students will definitely be eager to listen to the tape to find the answer )
Part 2 Focusing on main facts
During the part, I will ask the students to answer the question—what does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text.
The part includes six tasks:
Task 1:Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table (With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article)
Task 2: Matching After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading: Whom do the results belong to? Carol________ Daniel________ Martin_______
A felt being part of another culture B be more independent
C found it challenging and rewarding D felt that it was a special experience
E ready to face challenges in the future F learnt how to deal with difficult situation
G felt like she really made a difference H learnt a lot about getting on with local people (With the task, students learn to use a table to gather the main facts about the three British students They’ll know that a table is of great help in their future reading)
Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year (With the task, students are expected to grasp the theme of the article. The task serves as a bridge, which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs)
Task 4:Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or be a charity volunteer (The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year)
Task 5: History of the gap year I play a second VCR and get students to answer the question: When did the gap year start in the UK? (The task enables students to have a good knowledge of the history of the gap year)
Task 6: Comments The second, third, seventh, eighth paragraphs deal with theme of the government, universities, employers and the public on students taking a gap year before going to college. I get students to read the four paragraphs to gather theme and complete the table (The task helps students get a further understanding of the role. A table plays in helping gathering main facts or opinions).
Part 3 Read between the lines: In third part, I will encourage the students to answer the question—what does the author mean? As we know, information in a reading passage is not always stated directly. Sometimes students have to infer, or make guesses according the information which is available in the reading. So in this part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details. The part consists of three tasks.
高中英語說課稿15
Women of Achievement
Good morning, ladies and gentlemen. My topic is Women of Achievement, that is, unit 1, in module 4. The reading passage “A Student of African Wildlife” is talked later and my talk consists of 4 parts. Part 1, my understanding of the material. Part 2, teaching approaches. Part 3, preparations before class. Part 4, teaching procedure.
Part 1 my understanding of the material
First, let me introduce the reading passage. It is the center of this unit’s teaching and learning. It is made up of 4 paragraphs, that is, one day’s observing chimps with Jane in the forest; how Jane did her research and her achievements; Jane’s love towards animals and her contributions to animal protection; and a short summary to her. By learning this lesson, the students can not only understand women’s status in society and everyday life, their values and contributions, their difficulties and achievements, but also learn how to use some words, phrases and sentence patterns. Of course, the students can practise their reading skills, such as skimming, scanning and careful reading.
Second, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading and writing, they still need many opportunities to explore and convey meanings; to classify and reflect on their thoughts, feelings and experiences; to experiment and use their imaginations, and also to develop their autonomous learning ability, cooperative learning ability and investigative learning ability.
Third, about teaching aims
Knowledge aims: To learn how to use the mastery words, phrases and sentence patterns;
To learn sth about Jane’s research.
Ability aims: To cultivate the students’ autonomous learning ability, cooperative learning ability and investigative learning ability;
To develop students’ reading skills, such as making prediction and drawing inferences from the context.
Emotional aims: To encourage the students to participate in the class activities and cultivate their teamwork spirit;
To learn Jane’s bravery and perseverance in achieving her goals;
To reinforce the sense of wildlife protection.
Fourth, about key points and difficult points
I think they are to develop the students’ reading skills, such as making prediction and drawing inferences from the context; and to learn how to use the mastery words, phrases and sentence patterns.
Part 2 Teaching approaches
According to the analysis above, I’ll try to use the following theories: to make students the real master of the class while the teacher myself the director; to inspire the students, especially girl students to chase their dreams with great determinations.
Therefore, task—based teaching method, students—centered teaching method and CAI will be used.
Part 3 Preparations before class
I will ask the students to surf the Internet or go to the library to find some information about great women that they are interested in.
And in class, they will give reports of the information they have obtained. By doing this activity, I can train their autonomous learning ability and investigative learning ability, and their abilities of collecting and dealing with information.
Part 4 Teaching procedure
I designed 6 steps to deal with this reading passage.
Step 1 lead—in
Activity: picture appreciation and question answering
I’ll show them some beautiful pictures of wild animals, such as lions, Tibetan antelopes, monkeys and chimps. Then one question will be asked: which animal has the closest connection with human beings? It’s not so difficult. Of course, chimps. Then the students can find more about chimps from the reading passage.
The purpose of this activity is to stimulate the students’ interest and naturally lead to the reading passage.
Step 2 pre—reading
Activity: look and guess
The students will be asked to just glance at the title and the two pictures in the book, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.
This activity is to inspire the students to read actively, not passively. Surveys show that active reading can raise the readers’ interest and reading efficiency. Other purposes are to develop the students’ reading skill—making prediction and to encourage the students to think in English, express their thoughts in English and cooperate with each other.
Step 3 reading
Activity 1 scanning
The students are required to scan the text quickly and find out specific information of the following questions.
1 who is the student?
2 what animals are observed?
3 when did Jane Goodall arrive at Gombe? How old was she?
4 what was the purpose of her study?
By doing this activity, the students can improve their reading skill—scanning. And they can get the two lines of the whole passage, the main line—student, and the hidden line—wildlife. It builds a solid base for the latter reading comprehension.
Activity 2 skimming
The students are asked to skim the text quickly and summarize the main idea of each paragraph.
By doing this, I can train the students’ reading skill—skimming. And before their skimming, I’ll remind them to find out the topic sentence of each paragraph.
Activity 3 careful reading
For paragraph 1: Video watching and completing a diagram
Get the students to watch a short video of Jane’s research with chimps.
This paragraph is a description of what Jane and her partners did in the forest. The video can turn the description in words into images. So it seems as if the students themselves went into the forest. Then a diagram will be shown to the students. It contains the main actions of the chimps. They have to complete it. By these two changes, the students can master the important words, phrases and sentences better.
For paragraphs 2-3: Retelling job
These two paragraphs are relatively long, so the students may have difficulties in classifying the content. Therefore I divided all the sentences into 3 aspects, that is, Jane’s difficulties, her discoveries and her contributions. According to the key words, they have to retell it.
By doing this activity, I can train the students’ language organizing ability to meet the demands of the new curriculum.
For paragraph 4: Question answering
It is a short summary to Jane and implies that women can do what they want to do as men. This paragraph is relatively short and easy to understand. So the questions are fairly easy and will be offered to the less talented students.
Step 4 post—reading
I designed 2 activities.
Activity 1: multiple choice questions
These questions are to help the students get a better understanding of the text. Some of them are about details, and some of them are inferences. Inference questions are more difficult. So I will give them to the top students, and the easier ones to less talented students. Therefore all the students can have the chance to participate in the class activities and achieve the pleasure of learning English. Thus task-based teaching method is used here.
Activity 2: qualities and looking for relevant sentences
It is an activity to consolidate what they have learnt in the class. Traditionally, a blank-filling task is often used in this step, but it is a passive activity. In order to get the students to learn actively, I designed this activity. Just get the students to look at the title and think about “what kind of student Jane is”. They will say many words, like hard-working, brave and so on. Then ask them to find out the sentences from which we can see these qualities. To do this job, the students have to read the whole passage more carefully again, and they will get a deeper impression of the language structure. Here students-centered teaching method is used.
Step 5 Discussion
The students will be divided into several groups to discuss the following questions.
1 Jane was brave enough to live in the forest. What difficulties do you think she was facing?
2 If you have the chance, will you do what she did?
This activity is to cheer the students to think deeply about Jane’s research and to practice their oral English.
Step 6 Homework
Activity : Thinking and Writing
The topic is “ though our grandmothers and mothers haven’t done something great like Jane, do you think they are great, too?” Give your reasons.
This activity is designed to train their writing skills and stimulate the students to become aware of the greatness of ordinary women. So greatness is close to the students’ daily life.
In class, I will use CAI, so there is no blackboard design.
That’s all. Thank you!
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