（实用）高中英语说课稿15篇
作为一名优秀的教育工作者，通常需要用到说课稿来辅助教学，借助说课稿可以更好地组织教学活动。怎么样才能写出优秀的说课稿呢？下面是小编帮大家整理的高中英语说课稿，仅供参考，欢迎大家阅读。
高中英语说课稿1
Good morning, My judge teachers.I feel so honored to have the opportunity to share my teaching ideas with all of you after two-year preparation.So I particularly cherish this opportunity and hope all of you would enjoy my following talk.Ok, my topic today is “Body Language” taken from Unit 4, Book 4, and my presentation consists of 5 Parts: Analysis of teaching material and student, teaching method and learning method, teaching procedure，blackboard design, teaching reflection.
Now, let’s begin with Analysis of teaching material and student. The analysis of teaching material includes the following four aspects.Aspect 1: Status and function of this paage:
The paage mainly talks about body languages in different countries.The reading part is the center of the paage.Through reading this paage, the students can learn many new words and expreions, improve their reading skills and know more information about different body languages.Aspect 2: Teaching aims and demands.The overall aim of the English New Curriculum is to develop students’ comprehensive language abilities, such abilities are grounded in the development of language skill, language knowledge affects, cultural awarene and learning strategies.So based on this theory, I choose the three-dimensional teaching targets as my aims.
The knowledge aims are to guide the students to mater the important words and expreions in the text, on this basis, to have a further understanding of the paage.The ability aims are to develop the students 4 basic skills, especially reading skills.Through practicing students’ predicting, skimming, scanning and concluding skills to improve their reading ability.Meanwhile, to encourage them to expre their own opinion and learn to cooperate with others.The emotional aims are to make them learn to use different body languages to communicate with others and overcome communicative obstacle.Aspect 3: Teaching important point and difficult point The important point is how to get the students to mater the words and expreion and use them flexibly, and on this basis to have a better understanding of the paage.The difficult point is how to enable the students to master the reading skills and improve their reading ability. Aspect 4:Teaching aids
In this cla, multimedia claroom, blackboard, color chalks will be used.
So much for the teaching material, now, let’s go on with the analysis of students.The New Curriculum advocates the students are the main body of learning, so analyzing the students is very important.After junior studying, my senior students have basic abilities of listening, speaking, reading and writing, but their abilities of using English to proce information and solve problems are still to be improved.So in this cla I will focus on students’ reading skills and problem-solving ability.In the teaching proce, I find most students rely on teacher to learn, so practicing students’ self-learning ability is important.Since the content of the paage is closely related to Ss’ real communicative life, so their overall language abilities can be improved through learning by doing.
- 1Step 3: While-reading, it is the most import one in the procedures, so it takes 25minutes.Firstly, I will guide them to read for information by skimming and scanning the text.The students are asked to skim the whole text to answer the following two questions by pair work.Q1: What’s the general idea of the whole paage? Q2: What’s the main idea of each section?
Then I will ask them to scan the paage again and finish the activities in group of four.Activity 1: Find out the different body languages of different people in the text and list out.Activity 2: Do some multi-choice work to find out some detailed information.To improve the students’ skimming and scanning skills is the difficult point of the cla.So I will arrange the above questions and activities to practice and improve their reading skills to get general ideas and detailed information.Meanwhile, the cooperative learning can raise their studying interest and develop their cooperation spirit.Secondly.I will ask the students to listen the tape and read after it.After listening and reading the text, students find out the difficult words and sentences, try to analyze and memorize them.Mastering new words and expreions is the important point, so I will aist my students to master them.
Thirdly, The cla will come to the period of solving problems.This time belongs to students and I just play an aistant role.The students can ask any questions they come acro in the proce of learning, and the whole cla all solve them.This purpose is to improve their questioning spirit and dealing with difficulties.Step 4: Post-reading, it includes two tasks and takes 7 minutes So far, the students have known the basic knowledge of body language, according to the principle of the New English Curriculum, language is learnt to communicate and solve problems.So I will provide 2 tasks by pair work to let them conform their language knowledge into language use: Task 1: Suppose two friends, one from America, the other from Japan meet at the first, make a dialogue and act out the poible funny thing.Task 2: I will list several new words and expreions, and tell the students to think a new story and share with other students.The both tasks provides the students with the opportunities to relate what they have read to what they already know.In addition, the tasks can enable students to produce language based on what they learned.
Step 5: Homework, This step needs 3 minutes I’ll give them two piece of homework.Written work: I ask students to write a summary about different body languages and the poible reasons by collecting different information.Optional work: Surf the internet and find out more information about body language.The two homework mean to train students’ writing ability and self-learning ability.By searching various information resources, the students can widen their view and continue to inspire their learning enthusiasm.Up to now, my presentation is almost to the end, please patiently go on with Part 4
高中英语说课稿2
A Teaching Plan Speech for the Reading part of Unit 1
Good morning, teachers.
My name isXX. Today, I’ll talk about how to teach the Reading part of Unit 1, School Life in the UK, in the student’s Book 1. It is made up of four parts.
The first part is the analysis of the teaching material.
This articlr is from a school magzine written by an exchange student. After studying in the UK for one year, she gives us a brief but clear description about what school life in the UK is like from her own experience. The Reading Strategy of this unit teaches students two basic reading skills, skimming and scanning. Students are expected to master the two skills and to apply them to their future study.
Teaching aims:
XXXX
Teaching important points: XXXX
Teaching difficult points: XXXX
The second part is about my teaching theories,methods and aids.
While dealing with this lesson, I’ll do my best to carry out the following theories: 1. Make the Ss the real masters in class while the teacher acts as director. 2. Combine the language structures with the language functions.
3. Let the students receive some moral education while they are learning the English language. Teaching method:
Question-and-answer activity teaching method Free discussion method
Pair work or individual work Task-approach teaching method Teaching aids: a projector a tape recorder multimedia the blackboard
Part three is the teaching procedures of this part.
1. Lead-in:
1.1 Show some pictures and movies about school life in the UK 1.2 Ask students to present the information they have collected before 1.3 Ask them to discuss the differences and to try to think of the reasons.
2. Reading comprehension:
2.1 Ask students to go through the article as quickly as possible and to try to finish PartA
Inform them to only focus on and identify the information needed.
2.2 Ask students to reread the whole text. Then let them answers some questions on the multimedia and check the answers as a class. These questions will check students’ ability to read and locate specific information.
(Q1：What time do British schools usually begin? What time do they usually end?
Q2: On average, how many students are there in a class in the UK?
Q3:Why did Wei Hua find her homework difficult at the beginning of her study in the Uk? Q4: What do British students usually eat after their main meal?
Q5: Which British city did Wei Hua go to?)
2.3 Have the students listen to the tape recorder, and ask them to pay attention to the tone and pronounciation.
2.4 Have students do some exercise in order to arouse their interest and enhance their further comprehension.
A. What specific aspects are mentioned in the text? (teachers, classmates, friends, subjects,
homework/assignments, grades, timetable, activities, school facilities, host family, food, hobbies, customs, traditions,festivals)
2.5 Make students focus on the above two exercises, and let them discuss the reading methods they use to do the two exercises.
2.6 Have students focus on the Reading Strategy on P3.
Tell them that skimming is to look at the titles and headlines, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and charts to get a general idea of what a text is about. And scanning is to focus on keywords and phrases, dates, numbers, etc. to find certain information in a text quickly.
2.7 Have students be familiar with some language points(blackboard) in the text and then give them some examples sentences.
A. experience(line 2): countable noun B. attend(6) C. way(9) D. earn(10) E. sound(11): linking verb F. as…as…(20) G. for free(29) H. miss(42): verb 2.8 Ask students do an activity: Interview Wei Hua
This activity help students improve their imagination.
2.9 Have students discuss what aspects may be included if they write an acticle about the differences of school life betwween UK and China. 3. Homework:
A. Write the article discussed before.
B. Do the exercises in the Workbook. C. Retell the text.
Part 4 is the blackboard design.
Reading: School life in the UK
Diagram:
Language Points:
A. experience(line 2): countable noun B. attend(6) C. way(9) D. earn(10) E. sound(11): linking verb F. as…as…(20) G. for free(29) H. miss(42): verb
高中英语说课稿3
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 Indentifying 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 expression_r_r_r_r_rs or approaches to express the same thing or 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 approach. With the teaching methods, I can guide students to use effective reading strategies to comprehend 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 students fresh 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 Para.1 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 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.
Who
Where
Activities
Carol
Daniel
Martin
(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. become 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 situations.
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 come to 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 become a charity volunteer.
VCR 1：A gap is space between two things or a break in the passing of time. However, a gap year is the time for students between high school and college, or college or graduate school. Many students use that time to travel, learn new skills or become a charity volunteer. Today, taking a gap year is growing trend among international students.
(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?
VCR 2：The gap year started in the UK in the 1960s. Large number of students used that time to travel. Over time, students did more than just travel. Some students worked part-time in their future career field so that they could get the job training. Others did volunteer work, like teaching in Africa or helping to protect the habitats in India.
(The task enables students to have a good knowledge of the history of the gap year.)
高中英语说课稿4
一．教材内容分析
本单元的中心话题是西方绘画艺术的历史、中西方各种艺术形势与风格，各时代的著名画家以及他们的作品。挺熟读写等语言知识和语言技能主要围绕“绘画艺术”这一主题设计的。本节课引导学生讨论这些问题，目的在于让他们了解绘画艺术及其各个历史发展时期的不同风格，培养他们对艺术的兴趣。
二．学生分析
本堂课所教学生为高二理科班的学生，认真踏实是他们在课堂学习实践活动中的特点。部分学生经过初中和高一阶段对英语这门语言的学习和掌握，已经为高二阶段的英语学习打下了基础。表现为：大部分学生能够做到课前预习，课堂上能伴随课程的思路，较积极主动的参与课堂活动，如小组讨论，问答练习等；但是仍有少部分学生由于种种原因造成了英语基础薄弱，上课不够积极主动，学习任务完成不充分等问题。对此，在课堂活动中要进行有针对性的帮助。如进行分组讨论时，可让他们与学习基础好的同学一组且要给予更多的`鼓励，使他们尽早能提高对学习英语的兴趣。
三．教法分析
学生学习本文时，我设计了一些任务，通过感知，体验，参与合作等方式，使学生的主动地位得到充分体现。如：要求学生阅读文章，回答问题，填写表格等，这一单元以绘画为主题,利用多媒体展示影片相关图片，帮助学生用自己的话概括主要内容,提高课堂教学效率,增强学生学习兴趣.
四．教学程序
Step ⅠLead-in
Show students different kinds of paintings and ask them to guess the type of the paintings.
（通过多媒体播放不同种类的图片及不同名作家的作品引起学生对绘画的兴趣）
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
（通过对文章重点词汇的联系让学生阅读文章是更容易并且加深对这些重点词汇的理解）
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
（通过展示不同时期的西方艺术作品让学生了解到西方近代绘画艺术的发展）
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?
（通过让学生快速阅读回答问题提高学生阅读能力）
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.
（通过再次阅读让学生把握文章的细节，更深层了解文章内容）
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
（最后让学生通过对以上句子的正误判断对文章更准确的把握）
五．说板书设计
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．课后反思
课堂学生参与性不高，应注意问题设计的层次，照顾到不同学习程度的学生，尽量做到让更多学生参与到课堂活动中。
高中英语说课稿5
大家好，今天我要介绍的课是普通高中课程标准实验教科书英语必修2第4单元Wildlife Protection的阅读部分。下面我将从以下四个方面阐述我的课：教材分析、学情分析、教学方法、教学步骤和板书设计。
一、教材分析：(教材内容分析，教学目标,教学重点和难点)
首先，我来讲下我的教材分析。这主要包括教材内容分析,学情分析，教学目标和教学重点和难点四个方面。
1.教材内容分析
这篇阅读材料紧扣本单元的中心话题“野生动物保护的重要性”，讲述了一个叫戴西的小女孩在梦里和一些野生濒临灭绝的动物交谈，知道了保护野生动物的重要性，既是对前面热身部分的升华，也是这单元的主题内容和词汇学习的重点。这篇文章结构十分清晰，是按戴西在梦中的的三次飞毯经历来分段的，但段落大意不是很明确。此外，在这篇文章中出现的生词不是很多。
（下面，我来讲下对学生学情的分析）
2.学情分析
学生对本单元的主题“野生动物保护”的话题是十分的熟悉，而且学生们对各种各样的动物也十分的感兴趣。高一现阶段的学生也已经掌握了基本的像寻读，略读，概括等阅读技能，他们也能就一些问题进行英语对话讨论。但是，学生对文中出现的组织WWF并不清楚，对有些句子所隐含的话外之音也不是很清楚，也对独立解决一些现实的问题感到困难。
3.教学目标
本节课的教学目标包括知识目标、语言技能目标、情感目标、文化意识和学习策略目标。
语言技能：1）学生能够应用不同的阅读技能得到所需的信息；
2）在略读后，学生能概括各段段落大意；
3）学生能够分析作者某些句子的写作意图，像“No rainforest, no animals, no drugs” and “And there are always WWF.”
语言知识：1）学生能知道更多的关于为什么一些动物濒临灭绝以及如何保护它们；
2）通过学习大部分学生能够掌握并运用重要词汇: mercy, importance, contain等等；
情感态度：学生能够认识到保护野生动物的重要性；
文化意识：学生能对WWF组织有一定的了解。
学习策略：1）通过与同学的交流，谈论如何保护动物，学生能提高他们的交际策略；
2）学生能通过网络获得更多关于野生动物保护的'知识。
4.教学重点和难点
(在这些教学目标的基础上，我对本节课的教学重点和难点的理解这要如下：)
重点：本节课的重点是1）学生们要提高他们的寻读，略读，概括等阅读技能;2)学生对文章进行整体把握，理解文章大意；3）学生能够掌握使用文中的重要新词。
难点：本节颗的难点是1）学生要能概括出各段的段落大意；2）学生要分析出文中有些句子的隐含意义，深入理解文章。
二、教学方法
在教学方法上，本堂课主要采用双向互动模式和交际教学法。在学生篇章的学习教学时，主要是采用双向互动模式，分步骤的读前、读中、读后的阶段行的学习，使学生们渐进深入的理解文章。此外，本堂课我重在培养学生的的能力，因此，我选择使用交际教学法。在具体教学创设情景，活动教学为辅。调动学生积极性，帮助学生更好地理解教学内容，发展和强化学生的语言实践能力和自主学习能力，是学生能将所学知识和现实问题结合起来。
三、 教学设计/教学步骤：
说完教学方法后，我要介绍下本节课的教学步骤。本节课共40分钟，计划分5步骤完成，热身，读前活动，课文阅读理解，然后是读后巩固，最后是作业布置。。
步骤1. “热身”(Warming-up):
步骤一是热身活动，我会给学生放一小段讲述濒临灭绝的野生动物的视频。然后，我会将视频中出现的动物的照片放在PPT上，再让学生说下出现在视频内的野生动物的英文名字，像south China tiger, Milu deer, Panda等等。我会和学生一起完成这项任务。然后，我让学生想出更多濒临灭绝的野生动物的英文名字或未学过的动物的中文名字。通过视频、照片还有学生自己的动脑思考，让学生对本堂课产生兴趣，进入课堂，熟悉本堂课的主角“野生动物”。这个热身步骤将大概耗时3分钟。
步骤2.读前（Pre-reading）
第二个步骤是读前，有两个活动。第一个活动我会给学生们介绍一下WWF的一些知识，基本上学生们对这个组织没有什么了解。第二个活动是在第一个活动的基础上，介绍完该组织是保护一些濒临灭绝的野生动物后，让学生思考一个问题“Why are some animals in danger?”。然后请一些学生发表他们的想法。这个步骤主要是让学生对这片文章的背景知识有所了解，扫除部分阅读障碍，而且随着学生的思考，他们会对文章更加感兴趣。在这些活动之中，我也可以让学生接触了解一些文中的单词，比如fur, protect, affect都会在这步骤中出现。这个读前步骤将大概耗时5分钟。
步骤三：课文阅读（While-reading）
第三步是课文的阅读理解，包括三个活动，略读、扫读和精读。
1）略读( skimming):
略读前我会告诉学生他们需要快速的浏览全文，了解文章大意，概括每段的段落大意。这篇文章结构虽然简单，但每段的段落大意概括并不是表面上的戴西到哪里和某某野生动物聊了什么，需要有较好的理解能力，因此，概括每段的大意对学生来说有一定的难度。为了降低难度，我会根据情况给学生一些提示词，如果学生还有一定的疑惑，我会在PPT上出示一些答案，让学生进行选择，降低难度，使学生更好的理解文章。这项活动不仅使学生对全文有了一定的了解，而且他们的略读的能力也会得到锻炼和提升。这个略读步骤将大概耗时5分钟。
2）扫读（scanning）
扫读之后我会让学生进行扫读判断对错。扫读之前我会把对错题打到屏幕上，让学生想扫视一遍，再让学生快速扫视全文，找到相应的句子判断对错。这样学生们对文章的细节内容也会有所了解，也锻炼他们的扫读能力。这个扫读步骤将大概耗时3分钟。
3）精读（close reading）
第三个活动精读之前，我会给学生一个报表格，他们需要一段一段的读过来，把戴西每次和动物的了解所得仔细阅读，填入表格戴西每次碰见的动物，他们的情况和结果。学生阅读完并完成表格后，请些同学上黑板填表格，地下的同学进行批阅并修改。然后再问学生们几个他们读后需要理解的三个问题“What does the author want to tell us from the first paragraph?”, “How the government help protect the elephants?”,和“How do you understand the sentences ‘No rainforest, no animals, no drugs.’ and ‘and there was always WWF.’?”。这几个问题涉及文中句中和段落的隐含意义，对文章的理解十分重要，对学生而言也比较困难。我先会给他们一些关键提示词，或者再问一些引导性的问题帮助学生。通过精读这过程，学生能深入理解文章，也锻炼分析文章，段落和句子弦外之音的能力。这个精读步骤将大概耗时3分钟。
步骤四：读后巩固（Post-reading）
接下来是第四步读后巩固，这个步骤时，我会让学生们每4人组成一组，然后讨论课本27页上的问题，如何解决好农民的生活和公园里动物的生活问题，如何才能很好地保护动物等等。讨论之后，请个别同学给同学们报告他们的讨论结果。通过前面的学习，学生们都已经具备回答这些问题的背景知识，而且现实问题与所学的知识结合起来能调动学生积极性，帮助学生更好地理解教学内容，发展学生的语言实践能力和自主学习能力。这个读后巩固步骤将大概耗时10分钟。
步骤五：作业布置(homework)
最后一步是布置作业，大概耗时2分钟。让学生写一篇以How to Protect Wildlife为题的小短文，让学生上网查有关这方面的知识，再结合他们在课上的结果进行写作。这使学生在课外利用网路进行自主学习，扩展知识面又结合课内所学。
四、板书设计(Blackboard Design):
最后我来讲一下我的板书设计，中间是学生要填的表格，也是文章的脉络，两边的是生词，有一些是在读前活动会涉及到的，大部分是在课文阅读里教授的。
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
高中英语说课稿6
Good afternoon, My dear judges!I am the third competitor. My topic is about descriptive writing: Favorite sport. It’s glad to share my teaching plan here. it is composed of several parts. First of all, I’ll talk about analysis of teaching material.
Part 1 Teaching Material:
My lesson is from New Senior English for China Book_2 Unit2 Writing part. The main topic is The Olympic Games, while the writing is about favorite sports. By studying this class, Students will know the process of writing and descriptive words. Writing is a basic skill, it plays a important role for further study.
Secondly, I’d like to state the analysis of students.
Part 2 Students
Students are under a stage of growing and developing, they are unique and independent. They have gained basic writing skills. However, they don’t know how to express themselves correctly. Then I will take activities to help them.
According to the new curriculum standard, instruction should change its final goal from teaching knowledge to teaching strategies. I set aims as follows.
Part 3 Teaching Aim
1.Knowledge objects
The Ss can know how to write a descriptive article.
2.Ability objects (技能目标：听，说，读，写)
SS can improve their writing skills including drafting and revising skills, and use skills in daily life.
3..Emotional objects (情感目标：兴趣，自信，合作，爱国，国际视野)
SS will be more interesting in writing and enjoy favorite sport.
Part 4 the Key and Difficult Points
Next, I put forward the key points and difficult points. The key point is to master the steps about descriptive writing. The difficult point is how to write it correctly.
Part 5 Teaching and Studying methods
In this class, I will use process writing method and cooperative learning method.
Part 6 Teaching Procedure
Now Let’s come into the most important part -Teaching procedure.it consists of five steps.
Step1. Warming up
The first step is warming up. Boys and girls, in last class we learned detail about Olympic games. There are so many sports in it. What’s your favorite sport? Any volunteers? Tony, Cool, He likes playing basketball. One point. anyone else ? Jerry, wow, you are fond of shooting. Most of you have your favorite sports. Let’s describe our sports together.
This step can help them clarify the aims and make them more active.
Pre-writing
In pre-writing step, I will teach the usage of linking words, such as although, apart from and as well. Then they will know useful expression to describe the sport. Next they will have a brainstorming in 3 minutes. What is your favorite sport? Then make a list of ideas and reasons as follows.
After the brainstorming, they will choose best ideas and put them in order.
By brainstorming, SS can broaden their thoughts and get more ideas about the topic. It lays a foundation for their debate.
After the discussion, debate will begin.SS will vote for the winners. Then SS report the debate. Before they writing, I will read a model and analyze its outline. Later, I will ask them to make an outline .It can help them to clarify their writing structure. Then they will spend 10 minutes to make a drafting .While they are writing, I will give them some guides: such as pay attention to the tenses, grammars, spellings. These tips can help them do better in writing.
After writing, it comes to self-editing.SS will check their writing according the example on PPT and revise it. Then moves to the peer editing.ss will exchange their writing with partners and give some suggestions to each other. At last, I will ask some of them to show their writing and give them comments.
In this step, three kinds of evaluating and editing can make the writing better and improve their revising ability.
By the end of the class, I will ask some students to sum up what we learned today. Then I set homework: go on to revise their writing according to the evaluation and hand in next class, and write your favorite music.
Homework is necessary to consolidate their knowledge and improve their writing speaking.
Part 7 Blackboard design
At last, I will talk about my blackboard design.
Writing: letter of advice.
Key points: join in, dislikes
Brainstorm:
Outline-Drafting-Editing-Presentation.
高中英语说课稿7
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!
高中英语说课稿8
各位领导、老师:
大家好!
今天，我说课的内容是人教版高二上学期使用的必修6第三单元健康生活。本节课是口语、写作课，写作前让学生有一定的知识储备，创造多种多样的活动让学生加以运用，循序渐进的为写作打好基础，最终一步一步地指导学生写出一封完美的劝告信。所以，本节课先利用检查作业的方式对重点词汇、短语进行巩固，然后利用图片引起学生兴趣，从而引出青少年吸烟的原因以及吸烟的危害。进而启发学生劝说烟民戒烟。此环节利用对话的形式输出，让学生学会使用英语劝说身边的人戒烟。这就为后面的写作做好了相关词汇与表达的铺垫。之后再进一步到文字输出，通过对书信内容，结构，衔接等方面的指导，让学生写一篇劝告信。号召全民禁烟，达到了学以致用的效果。总之，本节课从复习，热身，对话到写作环环相扣，设计紧凑，浑然一体。下面我将分八个大部分对本课进行详细讲述：即教学设计理论依据、教材分析、学情分析、教法分析、学法方法、教学目标、教学重难点分析、教学程序。
一．教学设计理论依据
英语教学是一种动态教学或活动教学，教学过程是交际活动过程。只有从组织教学活动入手，大量地进行语言实践，使英语课堂交际化，才能有效地培养学生运用英语进行交际的能力。新课标提出：“外国语是学习文化科学知识，获取世界各方面信息和进行国际交往的重要工具。”和“……发展听、说、读、写的基本技能，提高初步运用英语进行交际的能力，……”，本人结合本班学生的实际，对教材进行了操作性较强的处理。
二、教材分析
本课选自人教版高中必修六第三单元A healthy life。本单元的中心话题是“健康生活”。听说读写等活动主要围绕如何摒弃恶习、怎样成为健康人展开，其中涉及许多社会热点问题，如抽烟、吸毒、艾滋病、学习与工作压力等影响健康的棘手问题。本单元引导学生讨论这些问题，目的在于让他们远离有损身体健康的活动，并且养成良好的生活习惯。我在本节课中集中选了抽烟这个热点问题进行教学，以点带面。学生对这个现象再熟悉不过了，但是却没有深刻的认识。让学生了解吸烟上瘾的原因、吸烟的危害，然后学以致用，让学生写一封劝告信---劝告他人不要吸烟。
三、学情分析
由于本单元的阅读课是有关吸烟上瘾的原因，吸烟的危害以及戒烟的方法，所以学生有一定的知识储备，非常有利于本节课的进行。然而虽然是高二的学生，他们的英语表达能力还有待于加强，课堂上互动缺少积极性，且动手写作的能力较差。因此，只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。写作前让学生有一定的知识储备，创造多种多样的活动让学生加以运用，循序渐进的为写作打好基础，最终一步一步地指导学生写出一封完美的劝告信，为了能学以致用，给学生布置了家庭作业———劝告周围吸烟的人尽早戒烟。
四、教法分析
本节课的教学，本人主要通过图片，采访，对话等活动激起学生对本单元话题的兴趣；本课开头的作业检查和新闻报道材料也为学生收入了大量的信息，让学生有话可说；并且通过小组讨论，编排对话表演的方式来鼓励学生“勇于说，乐于说”，提高语言的运用能力，变“要我说”为“我要说”；通过组员评选，最佳作品展示等方式培养学生团结协作的团队精神。写前给出劝告信应包含的内容，为学生提供了写作要达到的目标，提醒他们写作时应注意的问题。组内评选和作品展示不仅可以让学生互相学习彼此的写作长处，又可以让他们明确写作的评价标准，了解自己写作中的不足；从而打破了传统的写作模式，构建一种新的写作课的教学方法，使学生真正做到快快乐乐学英语，扎扎实实打基础。
五、学法分析
高二的学生已具备一定的认知能力和表达能力，由于我校是无烟校园，吸烟就是个热门话题，学生们非常感兴趣，就会积极地参与到课堂活动中来。因此，在本节课的教学中，我通过设计各种各样的活动，给学生创造平台，让学生表达，同时通过学案的方式引导学生自主参与学习、交流合作，倡导体验、实践和自主探究的学习方式，激发学生学兴趣，使他们自主地寻找信息，获取信息，使用信息，激发学生潜能，使学生在自主与合作的学习方式中获取知识，形成正确的学习方法，实现英语能力的.提高。
六、教学目标
知识方面：1.学习并运用有关健康生活及吸烟的词汇。
2.学习并运用提建议的交际用语；
3.学习写劝告信。
能力方面：关注健康问题，使学生认识到吸烟上瘾的原因、吸烟的危害及戒烟的方法；
学会表达禁止、警告和允许的日常交际用语。
情感方面：培养学生良好的生活习惯，远离香烟，关注健康；并要积极的影响和劝告
周边的吸烟人及早戒烟。
七、教学重难点分析
重点：1.学会口头表达青少年吸烟的原因，吸烟的危害及戒烟的方法；
2.能够恰当运用连接词写出流畅的文章。
难点：1.重点词汇的运用及如何写劝告信
2.如何利用连接词使写作各部分内容衔接自然，具有逻辑性。
八、教学程序
1.作业检查（单词填空）
通过对重点单词和短语的运用，以填空形式完成一篇有关吸烟原因及危害为主题的文章，为学生接下来的表达做好铺垫。
2.导入新课
2.1通过展示与青少年吸烟有关的图片，给学生视觉上直观感受。
2.2提问：青少年吸烟的原因是什么？吸烟具有什么危害？
2.3全班对青少年吸烟的原因和危害进行总结。
3.对话表演
既然知道了吸烟的原因和危害，那怎样劝说别人戒烟呢？设计情境，提供征求建议和提出建议 的表达以及与吸烟有关的词汇，让学生以小组为单位进行对话表演，从而学会如何提出建议，为写作打下了基础。
A: A smoker（甲：吸烟人）
B: An adviser（乙：劝告人）
（B tries to give A some helpful advice and persuade him/her to give up smoking.）
4.写作
4.1通过设计，让学生帮助老师给朋友李华写一封劝告信。
4.2指导写作———劝告信的内容及需要注意的地方。
4.3成果展示---（小组互评选出，全班展示，再评；让学生互相学习彼此的写作长处，又可以让他们明确写作的评价标准，了解自己写作中的不足；）
4.4范文（如果时间允许，可以展示范文）
5.总结
（利用板书进行总结——为了过健康生活，号召学生stop smoking）
6.作业
完成劝告信并劝告身边的吸烟人戒烟。
7.祝愿板书设计
Unit 3 A Healthy Life
Harmful effects of smoking stop smoking
高中英语说课稿9
首先是关于教学目标的体现。本篇课文是有关于漫画，比较贴近学生的生活，应该说学生比较有兴趣去学习。所以对于我这节课的教学目标是使学生知道如何用英语去表达，以及激发他们的想象能力，并能够有兴趣去有欲望了解用英语该怎么说他们所知道的关于漫画的东西。而且关键是让他们知道漫画不仅仅是娱乐，在乐过之后，仍有很多东西让我们思考。这也是情感目标的体现。
其次，这节课的教学方法和手段，当然我运用了PPT，这种高科技可以使一些内容更加形象化，也更加生动。而在教学中，我最多运用的是任务形教学，使学生带着问题去读，然后再与老师一问一答产生互动。
然后就是教学过程，主要分三部分。第一部分是导入。我通过两组图片，第一组是学生们都很熟悉的卡通人物，第二组是最近很热的连环漫画网球王子，这样我就引出了这堂课的主题漫画与连环漫画,然后由谈论了一幅漫画，其实这算是进入第二部分的过渡，因为在课文中也讲到了这一段。然后就是这节课的重心，理解课文，也就是第二部分，我采用总-分-总的方式。对于故事学生会有兴趣，可是对于纯理论性的东西就不一定。所以我就运用不同手段让学生去读课文。先是通过略读找标题，因为在第二单元已经学过这种阅读技巧这也用所学过的知识来学习新的'知识，这是“总”。然后是精读，但都是带着问题去读，然而这片文章很长，如果每段都去读会很无趣，所以在B段我采取听的手段，C段和D段还有G段是采取让学生说的手段，而E段一开始我没有设置，但其实在最后的排序一题中却大量的涉及到了这一段。在F段进行填空，这也是针对高考而设计的，但比较简单，因为所填词语与前面的词语是相对的。还有就是找相同意思的词语，其实这部分是让老师了解对课文的理解情况，以上是“分”。最后的排序就是“总”。最后第三部分是作业。第一是阅读熟读单词和课文，这样才会有利于以后的背诵。然后是写，其实学生都很喜欢编故事的，这也是对他们在课堂上的目标的延续，激发想象力，最后表达让人深省的事情。
以上就是我这节课的内容。
高中英语说课稿10
一、教材内容：
本课时介绍了亚洲（主要是中国）沙尘暴的情况，通过认识（沙）——————深入了解（沙）——————采取措施（环保）这一过程，要求学生了解沙尘暴方面的知识并掌握相关词汇，培养学生用英语谈论沙尘暴及环保方面的语言技能。
二、教学目标：
语言知识目标：
1、掌握词汇表中的常用单词。
2、掌握重点短语：be caught in，wake up to
3、了解动词不定式的用法
句子：
1）To have been caught in a sandstorm was a terrible experience.
2）There was nothing to be done.
3）To be cycling in a sandstorm is frightening.
语言技能目标：
培养学生在阅读中的策略；培养语感；特别强调培养学生在阅读过程中获取和处理信息的能力。
情感目标：
1、了解亚洲沙尘暴的状况及带来的危害。
2、了解沙尘暴的产生，增强环保意识
教学重难点：
三、教学重难点：
重点：
1、掌握重点词汇和短语。
2、了解沙尘暴的相关内容。
难点：
能参与以沙尘暴、环保为主题的讨论
四、教学方法及学习策略
教学方法：
1、任务型教学法
2、交际型教学法
学习策略：
1、自主学习法
2、合作学习与独立思考相结合的.学习方法
五、Teaching steps：
Step 1 Leading in（5〞）
Step 2 Skimming（3〞）
Step 3 Scanning（6〞）
Step 4 Detail Reading（10〞）
Step 5 Present telling and Group work.（12〞）
Step 6 Language points（3〞）
Step 7 Summary
Step 8 Homework（1〞）
Step 1 Leading in
See a video：News report about sandstorms。
Q1：What is the news about？
Q2：Can you use some words to describe this situation？
Q3：What is the cyclist wearing and why？
Q4：What do you think happen to traffic in this situation？Why？
设计意图：通过直观的视频让学生了解本课主题，通过几个问题的提问加深对沙尘暴的印象
Step2：skimming
1、 What are sandstorms？
2、 Where do sandstorms begin？
3、 How long is the desert away to the west of Beijing？
设计意图：根据阅读策略，锻炼学生自主学习及快速阅读的能力。
Step 3：scanning
Read the passage,and match the main idea of each paragraph.
Para.1 A、 Sandstorms in Asia.
Para.2 B、 Sandstorms sometimes affect Beijing.
Para.3 C、 The government plants trees to prevent sandstorms.
Para.4 D、 Sandstorms have been a major disaster for centuries.
Para.5 E、 Sandstorms do a lot of damage to people.
Para.6 F、 Sandstorms in China appear to have increased as a result of desertification.
设计意图：锻炼学生自主学习及在阅读过程中学会获取重要信息的能力。
Step 4 Detail reading：Fill in the chart
Parts Content Details
I ①disaster
For centuries，try ways to solve it
Ⅱ ②description
Strong，dry wind that carry sand
③cause
Desertification
④influence
Orange sky，strong wind，traffic moves slowly
⑤suggestion
Not to go out
III ⑥measures Plant trees
设计意图：锻炼学生共同学习和独立思考相结合的学习模式，提高阅读技能。
设计意图：教师进行归纳总结
Step 5：Present telling and Group work.
1、 Here are the snapshots from the video we watch at the beginning. Suppose there is a sandstorm in your city,call your friend and tell him/her what happen now according to the snapshots.
设计意图：培养学生合作学习模式，锻炼学生语言技能能力，利用所学语言知识进行表述。
2、 What can we do to deal with this problem？
设计意图：培养学生合作学习模式，达到本课学习情感目标的目的，同时锻炼学生的语言组织能力，提高语言技能。
Step 6 Language points
短语：be caught in，wake up to
动词不定式的用法：
1）To have been caught in a sandstorm was a terrible experience.
2）There was nothing to be done.
3）To be cycling in a sandstorm is frightening.
Step 7 Summary
1、 We learn some new words and phrases.
2、 We learn that the sandstorm is a serious environmental problem and Chinese government is making efforts to deal with it.
We should protect our environment.
Step 8 Homework
Think about：
As a senior high student，what should we do to improve the environment of our school？Write down some sentences to show your ideas.
六、板书设计
That’s all，thank you！
高中英语说课稿11
Lesson Plan Presentation
Hello, everyone. I’m glad to be here to give my lesson plan presentation. The lesson plan I’m going to talk about is the reading part from NSECS book 1 unit 1 Friendship. Now, I’d like to explain how to teach and why to do so from the following aspects: the analysis of teaching material and learning condition, the teaching objectives, the teaching method and teaching aids, the teaching procedures, and the blackboard design.
First, I’d like to talk about the analysis of teaching material and learning condition.
The title of the text is “Anne’s Best Friend”. It mainly talks about a Jewish girl, Anne, who treated her diary as her best friend when she and her family hid in a shelter to escape from the killing of Nazis. The text has tow parts, the first part is about the background of Anne’s diary, and the second part is about the content of Anne’s diary. The key point of the text is that students can use different kind of reading skills like prediction, scanning and skimming to get good understanding of the text. The difficult point is that students can summarize the main idea of the whole text and each paragraph.
As for the students, they are in grade 9 in high school, and they have learned English for more than 7 years. They have a certain vocabulary store, while they lack the training of reading skills. They are interested in the topic of friendship because they attach much importance to friendship. And they can make some discussion in English.
According to the analysis of teaching material and learning condition, I make out the following teaching objectives.
First, language skills: students can use reading skills like prediction, skimming and scanning to read the text.
Second, language knowledge: students can learn some new words and new phrases, such as power, on purpose, in order to, etc. and students can be familiar with the topic of friendship.
Third, learning strategy: students will learn to study and solve problems by cooperation and communication.
Fourth, affective objectives: students will value friendship more and cherish what they have.
Last, cultural awareness: students will know more knowledge about the history of World War Ⅱ, especially the suffering of Jewish people during the war.
Then, I’ll talk about the teaching method and teaching aids. I adopt communicative approach. And the teaching aids are blackboard and PPT.
Now, I will focus on the teaching procedures. There are 4 steps.
Step 1 is warming up. It will cost 3 minutes. In this part, I will show students an English song “Forever friend”. Before listening, I will ask students to think about the question “What’s the song about?” so that they will listen to the song with purpose. After they finish the listening, they will know that the song is about friendship. It will naturally lead in the topic of the text. What’s more, students are interested in listening to music, the song will arouse students interest and activate the class atmosphere.
Step 2 is pre-reading, it will cost 5 minutes. First, I will ask students to read the title of the text and ask them “Do you know Anne? Who is she?” if students don’t know, I will tell them that Anne is a Jewish girl who survived in the World War Ⅱand I will talk about the suffering of Jewish people during the war with some related pictures. After students have the background knowledge of the text, I will ask them to look at the title and the picture of the text to predict the content of the text. The purpose of prediction is to make students read the text more carefully during the reading process. They will concentrate more to check their prediction so that they can get their mind closer to the theme of the text.
Step 3 is while reading. It will cost 25 minutes. There are there activities.
In activity 1, I will ask students to skim the text to get the main idea of the text and each paragraph. Because it’s a little difficult for students to summarize the main idea, I will give them some multiple choices to choose, it will reduce the degree of difficulty. The purpose of this activity is to train students’ reading skill of skimming, and they can get the general idea of the text.
In activity 2, I will ask students to scan the text to fill in some blanks. The purpose of this activity is to train students’ reading skill of scanning, and they can get some detailed information of the text.
Activity 3 is close reading. In this part, I will first explain some new expressions that may cause difficulty in students’ comprehension, such as go through, on purpose, in order to, etc. so that they read the text smoothly. Then I will ask students to answer the questions in exercise 2. After answering these questions, students will have a better understanding of the whole text. Next, I will ask students to work in pairs to use some adjectives to describe Anne’s feelings as she was looking out at the night sky. Then I will ask some students to come to the blackboard to write the adjectives. After this activity, students will have a better understanding of Anne’s feelings.
Step 4 is post reading. It will cost 12 minutes. In this part, I will hold a group discussion. I will set a situation to students. That is “imagine you have to go into hiding like Anne and her family, what will you miss most? Why?” I will ask students to work in 4 to have a discussion. After discussion, I will ask some students to report their groups’ opinions and then I will write them on the blackboard. The purpose of this activity is to cultivate students’ spirit of cooperation. And after the discussion, students will learn to cherish what they have.
Then, I will talk about the homework. I will ask students to write a short passage about what they will miss most and why based on the former discussion in class.
Ok, now, please look at here, this is my blackboard design.
miss reasons
This is all my lesson plan presentation, thank you very much！
高中英语说课稿12
Unit 1 Project “Telling about an unexplained mystery”
Good morning/afternoon, everyone.My name is XXX.My number is XXX.I’m so honored and pleasure to have the chance to be here sharing my leon with you.The teaching material I choose to illustrate is taken from XXX.My teaching plan will include 5 parts: the analysis of teaching material, teaching aims, the important and difficult point, teaching methods and teaching procedure.Part 1 Analysis of teacching material The Proect in this unit is designed to help Ss learn and use English by doing a group project.The reading material is a sample for Ss to see how a mysterious story can be written.Ss should write a story on one of the four mysteries in the section ‘Welcome to the unit’.Ss will be encouraged to use what they have learnt in this unit to complete the project.They will discu what mystery they want to write a story about, and collect as much informatin as they can.They will do some writing and drawing.They are expected to divide the work among themselves and cooperate with each other.Therefore, this section plys a very important role in English teaching and learning.If Ss can master it well, they will benefit a lot.
Part 2 Teaching aims According to the new curriculum standard and the syllabus, and after studying the teaching material and the facts of the Ss, I set the teaching aims as follows: 1.Knowledge objects 1) Master the usage of new words and expreion; 2) Get the general understanding of the sample article; 3) Know about a mysterious story.2.Ability object To improve Ss’ abilities of reading and writing.3.Moral object To develop Ss’ spirit of cooperation
Part 3 The important and difficult points According to the syllabus, the important and difficult points in this part are:
How to improve Ss’ abilities of reading and writing.
Part 4 Teaching methods Well, how to achieve the teaching aims, stre the important points and break through the difficult points? The key is to make use of the proper teaching methods.And I will use the teaching methods as follows: 1.Listening and reading; 2.Ask and answer competition;
3.Discuing and group work.Also use a record and the multi-media to make my cla lovely and interesting.
Part 5 Teaching procedure In order to realize the teaching procedure properly and effiently, and under the principle of ‘student centered’, I divide the teaching procedure into 5 steps: Step 1 Revision and lead-in
Have Ss recall the prior knowledge in ‘Welcome the unit’ part and ask them to read the title of the sample article along with thinking of what the title means.Purpose: make a revision and arouse Ss’ interest.
Step 2 Article comprehension 1.Have Ss read the article and talk about the main point of each paragraph.Purpose: Get the general understanding of the article.
Ss will see that in this article, some facts and details are first given to arouse the readers’ interest, ad then an opinion from a scientist gives some explanations.Finally, an open ending make readers think more about the mystery.——that’s the skills and route of writing.2.Play the tape for Ss to listen and pay attention to the pronunciation and intonation.Ask them to mark the new words.Then ask them to gue the meaning of the new words from the contexts.Some questions will be given to help them gue.Do parts B1 and B2 on Page 87 in Workbook.Purpose: 1) To improve the ability of listening, and reinforce the sense of language learning; 2) To build the ability of getting meanings of new words in contexts.3.Have Ss work in groups to discu how to write a story about an unexplained mystery.I’ll show Ss some key points as follows on the Bb: ~ an interesting and attractive title ~ an attractive beginning ~some details of the story with some pictures or photos ~what scientists or people think about the mystery ~an open ending of the story Purpose: to conform the principles and set up a basis for the following writing.
Step 3 Telling a story about a mystery 1.Planning Have Ss work in groups of six.Discu the questions and suggested answers and then asign tasks to each group member.2.Preparing Ss meet, discu and choose from the information each group member has collected.One of the Ss in the group writes the outline according to the result of the discuion.When finished, the outline should be approved by the whole group.3.Producing
Each student writes a psrt of the story.Then they put what they have written together.Have them proofread the sotry to correct mistakes if there are any.New ideas can be added.The Ss who are responsible for drawing pictures for the story should draw pictures that include the places, characters and events in the story.Then the whole group should approve the story and the illustrations.4.Presenting
Choose one member to read the story to the whole cla.Then ask them to put up their stories on the walls of the claroom.Vote for the best story.Purpose: to build Ss’ ability of writing.
Step 4 Homework Finish parts D1 and D2 on Page 89 in the Workbook.Purpose: for consolidation.
Step 5 Blackboard work On te left of the Bb, I’ll write down some language points; in the middle are some suggested answers and writing skills are on the right side.
That’s all.Thanks so much for your attention.
高中英语说课稿13
各位评委老师，上午好，我是_____号考生。
今天我说课的内容是外研版高二必修5 Carnival 的Reading 部分The agic f the as. 我计划用两课时来完成本部分的教学，用一课时来读懂课文，一课时处理语言点，下面我要说的是对第一课时的安排与处理。
一． 教学背景
教学对象是高二普班学生，英语基础知识和基本技能都是一般水平，学生对英语学习兴趣不浓，因此，以调动学生的学习兴趣，学生主动学习为目标。
二．教材分析
(一)教学内容的地位与作用
本课以“Carnival”为话题，模块在Intrductin部分通过四个说的活动引入了有关西方节日的词汇，为Reading部分The agic f the as 的学习做好了词汇与情感的铺垫。
本节阅读课是本模块的主要内容，本文围绕carnival这一主题，主要通过威尼斯这一国家的狂欢节，来使学生认识西方国家的节日及其特点。我设计的这节课主要是利用多媒体通过图片及其庆祝场面向大家展示这一节日。在对其有所了解的情况下，在带领学生共同学习课文，通过对西方节日身临其境的感受，学生理解课文较轻松较容易。利用网络资源使学生的学习活动变得多元化，学生更乐于自主学习，主动思考，而达到了乐于协作，勇于创新的学习效果。
（二）教学目标分析 (Teaching gals)
根据《新课标》总目标的描述和教学大纲的要求，结合本课的内容和学生实际情况，我确定了以下教学目标：
1.知识与能力目标：
1）训练学生的阅读技巧，提高学生组织与分析的阅读能力；
2）在阅读中通过语境识别新词汇并推断其意思。
2. 过程与方法：培养学生独立阅读的'能力,通过自主学习,协作学习来获取信息和
处理信息的能力
3. 情感、态度与价值观：让学生更多的了解中国的节日、西方的节日，从而了解世界上其他各个国家的节日。
（三）教学重难点(Teaching Iprtance and Teaching Difficult)
教学重点：1）训练学生的阅读技巧（包括速读、略读、查读等）；
2）理解有关狂欢节的描述、起源和历史沿革。
教学难点：用自己的语言总结课文的大意。
三. 说教法(Teaching Methds)
新课标倡导的任务型教学，点拨启发式的教学，借助多媒体展开教学活动。本节课我本着“教师主导，学生主体，师生互动”的原则，分别设计了问答题、讨论题，和口头表述的任务。让学生在我的引导下，积极去讨论，去发现，去归纳的内容和发掘内涵。从而实现对的整体理解，改变过去只注重语言点，而忽略内容的传统教法。
四．说学法(Learning Methds)
外语作为工具学科，它的特点就是要听、说、读、写并举。所以，在学习方法上，我注意引导他们，积极参加讨论，敢于动口，同时，掌握一些基本的阅读技巧。培养学生善于运用所学知识来分析和解决问题的能力；通过小组形式完成多种活动，培养探究和合作意识与能力。
五．教学辅助手段：计算机和自制多媒体
六．说教学过程（Teaching Prcedures）
Step1 复习导入
教学程序：1. 播放歌曲《恭喜发财》，然后问学生，5
高中英语说课稿14
各位老师：
大家好！
我很幸运自己能在实验中学高二英语组这个大家庭里，在备课组各位老师的指导下，自己在不断的成长。现在我把自己的一堂写作课的思路，内容，过程呈现给大家，（实际上只能说是给大家说一遍）也是抱着向各位老前辈学习的态度，希望能够抛砖引玉，得到大家的指导和帮助。
一、教材分析
1）地位及作用
本模块以A job worth doing为话题，旨在通过模块教学使学生了解社会中各种工作及其对社会的重要作用，并设想未来的工作类型。写作部分要求学生就某一项工作写一封求职信，咨询有关此项工作的情况，并介绍自己的简历。英语写作是一个创作性的学习过程。它对语言表达的正确性和准确性、思维的逻辑性和文章的条理性都比口语要求更高。也因为在reading 等输入之后，写作做为输出上升到一个更高的层次，本单元的写作课，以及以往的每次写作课都是根据这一原则进行授课的。
2）教学目标
①认知目标：把握如何写好求职信。
②技能目标：掌握求职信的写作。
③情感目标：通过读招聘广告，读求职信，培养学生对社会的责任感，培养他们奉献社会、回报社会的精神，同时使他们认识到只有通过自己的努力学习，才会为自己的美好将来打下基础。
3）教学用具：多媒体
二、教学方法
依据导入-分析—写作-讲评的.方法，目的是培养学生写作能力。主要运用了学生为中心，任务为中心，活动为主合作学习的方法。合作学习是帮助学生提高英语写作水平的一个有效途径，通过小组讨论、大组交流、全班分享，学生不觉得写作课是单调的，反而觉得有兴趣。
三、学习方法
1） 教会学生如何成为一个成功的语言学习者，在学习的过程中可以去背 诵或模仿好的句子，只有平时积累了，考试时自然会胸有成竹。
2） 指导学生写一封好的求职信。
四、教学程序
1．导入新课：阅读并翻译一则招聘广告，继而对比学生和老师翻译的不同。
把广告翻译成中文，主要是想让学生对比两种语言的差异，把握广告这种文体的语言特点。课本提供了五则广告，由于时间关系，课堂上只翻译了一则。
当在学生说了自己的答案之后，我把自己的翻译展示出来
Models wanted over the summer. I’m looking for a number of models to work both in the studio and on location. 通夏热招室内、外景模特数名，If you’re thinking about a career as a model, or actress, this might be a good chance to get some good shots. Email: jonathan@ modelsearch. Com名模事业，超女之路，莫失良机，闪亮出镜！
由于这之间的差异，学生的积极性立刻调动起来。
既然有了兴趣，那么我们如果想要应聘怎么办？ 同学们回答，写求职信，那么如何写好求职信呢？ 自然进入第二个环节———写作文
2．写作文：
（1）阅读课本上所给出的求职信，并分析求职信的结构。（除了开头，结尾，主体是中间的三个部分：第一部分说明求职信的缘由及动机；第二部分介绍个人情况；第三部分通常是询问、安排参加面试的时间或说明彼此联系的方式。包括在结尾处的客套话。）
（2）拓展：1）由于考虑到求职信有很多可以套用的句型，所以在这里我给学生拓展了不少固定句型。
比如，第一部分
① I wish to apply for the job you are offering in the newspaper
②Learning from the newspaper that you are looking for a Network Engineer，I should like to apply for the post.
③I’m writing in the hopes that you will be able to offer me the job.
第二部分
① I graduated from Tsinghua University.
② My major is English.
第三部分
①I should be grateful for an early reply.
②I would be very thankful if you could give me a chance.
其中斜体部分可根据自己情况进行更改。这一环节主要运用了齐读，造句等方式，让学生记忆，为接下来写作文打基础。
2）拿到今天的课堂任务---中文叙述的求职信，进行写作。
（3）讨论。由于所给任务与所达要求有较大出入，所以这一环节很有必要。给学生一定的时间进行讨论，至少5分钟，让各层次的同学共同做好写作的准备。针对考试要求，我提出一下要求：要点全面，结构准确，关键词正确。比如，一共包含几个要点；第一部分缘由是什么，第二部分又怎么介绍自己；具体到关键词“特别”怎么说，“秘书”“打字员”又怎么拼写。
（4）写作：根据刚才讨论所做的笔记，学生自己完成任务。这是本节课的中心，经过前面内容的输入，可谓水到渠成。按考试的要求，需要13-15分钟。一般情况下，学生在黑板上写较之下面写要慢，所以我找了两个同学，其中一个写开头和结尾的两段，另一个写中间自我介绍这段。
（5）①作文讲评。分析黑板上作文的错误。
②打分。拿出一分钟左右让同学们给打个分数，引导同学们不仅关注怎样写作文，更要注意什么样的作文可以得高分。这才是最终我们要达到的目的。
（6）范文展示。 看范文对于每个要点，结构，及关键词的处理。并让同学们齐读，把范文大声读出来。
3．总结：最后课堂小结，重现求职信的结构，如有时间，让学生改写作文。
4．作业。改写并课下上交。
五、时间分配：
导入：5分钟 分析结构：3分钟 展示句型，作业：4分钟
讨论：5分钟 写作：15分钟 讲评：3分钟
范文展示：3分钟 总结：2分钟
以上就是整节课的过程，其中有很多不足之处，殷切希望得到老师们的批评指正，谢谢大家！
高中英语说课稿15
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.
This period is from unit 6 of book 5 PEP senior high school .this unit is around the space exploration to improve ss' listening speaking reading writing ability ,this period is a listening and speaking ,the topic is hot ,but it is far away from actual life. So the teacher should enlighten the students to think deeply the advantage and disadvantage of space exploration . .
According to the new curriculum standard and the characteristic of listening and speaking lesson ,combining the content ,I set up the teaching aims
Through the listening practice and speaking practice ,improve the ability of using language, know much about the space exploration ,and cultivate the students exploration spirit .
So the key point and difficult points is understanding the main idea of the passage .
Analysis of the students
Students have certain ability and skill in listening comprehension ,they have the ability of gaining the information. Have grasped many vocabulary.most of the students can express themselves correctly .
It is the listening and speaking lesson ,so I will take lingual method and task-based language method ,the students will finish the task in groups and improve the ability of using the language .
My teaching procedures if following:
Step 1 lead in
To arouse students' interest in space exploration ,I show them some pictures about space exploration,the picture of the three famous astronauts in china ,some pictures of spaceships.Students look at and try to recognize the people
Step 2 listening practice
To draw students' attention to the topic, ask students a question and comment on their answer "can you guess what are going to listen to today ?
Then to cultivate their ability to grasp the main idea ,let the students listen to the tape ,try to figure out the main idea and do the exercises
Play the tape for the first time and get the main idea and finish some of the exercises
To train their ability of searching for detailed information in listening ,I play the tape for the second time and ask them to finish all the exercise and check the answer
To make sure that students can complete the task and offer help if necessary ,play the tape again .
At the same time,check the answer with the whole class ,and get them to know how to find the answer by asking "how do you know that
Step 3 speaking activities
To have students practise their speaking ability .I ask students to discuss the question in groups from the passage ,we can know that space exploration is developing rapidly in recent years ,do you think ti worth exploring the space ."try to express their own opinion and give us your reasons "why you are for or against the exploration"
To check the results of discussion,ask the students to report after ten minutes' discussion.
To design their impression of different ideas and prepare them for the writing task after class,ask the students to make a list on the blackboard
Step 4 conclusion
To enable students to summarize what they have learned ,ask students to sum up the ideas on the blackboard
Step 5 assignment
To enable students to consolidate their knowledge in the form of writing ,ask students to write a passage on whether the space is worth exploring
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