高中英语说课稿

时间：2024-06-08 17:42:02 高中说课稿我要投稿

高中英语说课稿（荐）

　　作为一名为他人授业解惑的教育工作者，有必要进行细致的说课稿准备工作，认真拟定说课稿，那么写说课稿需要注意哪些问题呢？下面是小编帮大家整理的高中英语说课稿，希望对大家有所帮助。

高中英语说课稿（荐）

高中英语说课稿1

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

　　一、教学内容分析

　　(一)知识背景及新课程、新教材

　　本单元围绕考古这一主题开展听、说、读、写多种教学活动。旅游作为当今社会人们最感兴趣的话题在英语学习占有非常重要的位置。名胜古迹是旅游的重点内容之一，名胜古迹中的许多发现都来自于考古工作。所以Archaeology也是一个非常贴近生活、具有时代性、可挖掘性的教学主题。

　　本单元所选的语言素材涉及中外名胜，有利于学生了解外国文化，增强世界意识。正如新课程标准中的教学建议所提：学习考古有利于“拓展学生的文化视野，发展他们跨文化交际的意识和能力”；在利用现代教育技术观看历史教育片的过程中，“拓宽了学生学习和运用英语的渠道”；同时本单元的教学对教师本身历史文化修养、广阔的知识面等方面有非常高的要求，体现了师生共同不断更新知识结构以适应现代社会发展对英语课程的要求的“与时俱进”的理念和思想。

　　（二）教学重点难点

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

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

　　3.听力是这一课的难点。听力材料介绍是古代法国人用来射箭的一种武器。材料长，对武器的结构的解释比较复杂。但是学生听过材料后能够顺利地完成课本上的练习。这里不要求学生理解细节，只要能完成练习就行。

　　二、三维教学目标

　　（一）知识技能

　　1.学会谈论古代人的生产、生活；

　　2.学会表达对什么东西的好奇，如：

　　I wonder what/ who… I really want to know…

　　I’m curious to…I’d love to know…

　　I wonder if/whether… What I’d really like to find out is… I’m curious about… I’d like to know more about…

　　3.学习一些与考古有关单词、短语和句式,如：archaeology及其派生词，curiosity, bronze, dynasty,

　　decoration, artifact, unearth, spear, pot等。

　　（二）情感态度

　　1.让学生了解本单元的总体学习目标，以便激发学习学习积极性。

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

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

　　（三）学习策略

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

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

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

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

　　（四）文化意识

　　1.了解英语国家对文化遗产保护的态度。

　　2.了解西方国家部分古代用具。

　　3.通过中外古代文化对比，加深对中国文化的理解。

　　三、具体教学步骤

　　(一) 导入(Lead-in)

　　这一步骤的重点在于激发学生对考古学的兴趣，因为一般学生认为考古没什么有趣的。

　　活动方式：师生互动。教师盯着天花板的一处看30秒钟。引起全班同学一起去看。然后问：What do you see?

　　学生自然会回答：Nothing.然后再问Do you know what I was looking at? 学生自然会回答：No, I

　　don’t. 然后告诉学生老师根本没有看什么，只是做一个动作而已。再问Why did you look at there after

　　me?学生答不上。老师告诉学生That is because of curiosity.再问What is the word curiosity from?

　　学生学过curious，所以能答上来。老师再讲：根据心理学的观点，每个人都具有对新鲜事物认识的`兴趣，这叫做Curiosity。然后给出一个新词：

　　Archaeology(板书课题)并指出This is a new word for you. You may want to know it.老师再问Do you think it is a course or a science?部分学生会答Yes.接着问Why do you think it is a science?学生会说出他们学过以-ology结尾的词。这时便可以打出幻灯片，再进行以下活动：

　　汉语意义名词形容词……学家

　　技术technology

　　生物学biology

　　心理学psychology

　　人类学anthropology

　　细菌学bacteriology

　　Physiology

　　Sociology

　　zoology

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

　　2.组织学生推出technological, technologist；

　　3.组织学生推出其它词的-ological和ologist的形变；

　　总结：学习构词法知识对于扩大词汇量有非常重大的意义。

　　最后指出今天所学内容是Archaeology.再问What are the goals in learning the unit?

　　(二)单元学习目标(Goals)

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

　　(三)预备(Warming up)

　　活动形式：分组评论。谈论课本上的四幅图画。先指出中华民族有着悠久的历史和灿烂的文化。每年都有许多西方人到中国来旅游。如果你想为他们提供帮助，就得学会用英语谈论中国古代人的饮食起居、文化娱乐、生产工具等。然后用What

　　did they eat? Where did they live? What did their homes look like?

　　What kind of tools did they use? What objects have we found from

　　their age? What kind of entertainment did they have?

　　谈论古代人的饮食起居、文化娱乐、生产工具。

　　(四)听力(listening)

　　教学形式：师生互动。播放磁带让学生听第一遍，提问材料的大意。播放第二遍，让学生完成课后练习。做听力训练之前的准备工作是非常重要的。

　　总结：今天的听力材料较难，但是同学们能很好回答课后问题这就够了，不一定要了解那些细节，不可求全责备。根据不同制订不同学习目标是有效学习重要环节。

　　(五)对话(speaking)

　　活动形式：组对练习。

　　1.发出指令，提出要求；

　　2.学习会话范例；

　　3.给对话所用句式；

　　4.学生组对谈论兴趣与建议。

　　四、教学时间分配

　　教育心理学指出新知识的学习需要一个接受的过程。本课时的主要任务为本单元的学习做好预备工作。所以要用较多的时间让学生接受考古这一新的概念。导入部分用8分钟;

　　目标部分用3分钟;

　　预备部分用5分钟;

　　听力部分用12分钟;

　　会话部分用10分钟;

　　最后用两分钟总结本课内容和布置作业。

　　五、课堂板书设计

　　将黑板划为左右两块，左边板书教学步骤，右边板书生词和短语。

高中英语说课稿2

　　Good morning/afternoon, my dear judges. I'm number ___. It's my great honor to have this opportunity to talk about my teaching ideas. My presentation consists of the following aspects.

　　Analysis of the teaching material

　　First of all, let’s come to the analysis of teaching material. This lesson is from New Senior English for China Book5 module 3, the reading part. The topic of this unit is about adventures. It is excerpted from Mark Twain’s work “ The Adventures of Huckleberry Finn”. The story is about two teenagers who find a steamboat and board on the steamboat.

　　Analysis of the students

　　Secondly, students are the subject of our class. After many years of English studying, they’ve known many words, sentences and some skills to solve English problems. They not only study the words and phrases, but also learn the meaning and the culture. So I would introduce them more knowledge above the passage to arouse their reading interest.

　　Analysis of the teaching aims

　　By the analysis of the New Curriculum Standard in English, teaching material and the students in my class, I set the following three teaching aims.

　　The first one is knowledge aims:

　　1)Students learn and grasp the following important useful new words and expressions: pour down; sail down; climb on to; panic; curious; tie up…

　　2) Learn the language and grasp the meaning in this passage.

　　The second one is ability aims:

　　Through reading, students reading ability and word-guessing ability will be improved.

　　The last one is Emotional aims:

　　Students will be more interested in the literature and cinema in English and enjoy the famous works.

　　Analysis of the key and difficult points

　　According to the analysis above, I set the key points and difficult points as follows.

　　Teaching key points:

　　Member and master new words and phrases and understand the passage.

　　Teaching difficult points:

　　Foster students’ interest of reading passage and improve their reading ability.

　　Analysis of teaching and study methods

　　Now, I would like to talk about the teaching methods and studying methods. As to the teaching methods, Communicative Approach and Task-based Teaching Method will be adopted in this lesson. I will lead them to study by themselves, and through answering my questions, they will have a good understanding of the passage.

　　Analysis of the teaching procedures

　　Now, let’s come to the most important part of this lesson: the analysis of the teaching procedures. This lesson is divided into 5 stages, that is, warming up, pre-reading, while-reading, post-reading and summary & homework.

　　Step 1 warming up

　　In my warming up stage, after greeting with the students I will Introduce Mark Twain and his works, such as The Adventures of Huckleberry Finn， Running for Governor，The Prince and the Pauper. Then tell students today we will learn adventure, a passage from The Adventures of Huckleberry Finn.

　　Mark twain is a famous American writer. Through the introduction, students will have more interest in reading famous works. And they will be curious about the passage and I can move to the next step smoothly.

　　Step 2 Pre-reading

　　In pre-reading, I will ask them to have a free talk about adventure.

　　Ask them talk about adventure. For example: What is adventure? Would you like to go? Adventure is an exciting trip. Perhaps sometimes you feel bored, you could imagine going on a great adventure, such as caving, climbing, sailing and canoeing.

　　Then lead students to predict the passage, ask them to Look at the picture in the book and discuss the following questions:

　　1. Who are they? 2. Where are they? 3. What are they doing? 4. What is the boy pointing at?

　　In this way, students will be familiar with adventure and lay a foundation for reading the passage.

　　Step 3 While-reading

　　In this period, there are two activities: global reading and detailed reading. Firstly, global reading, I would like to give students 5minutes to have a global reading to check their ideas what they predict during the pre-reading. At the same time, they find out and circle the difficult words.

　　Fast reading can help students understand the whole passage quickly and practice their logic thinking. Then I will explain the difficult words, such as fantasy, identify, and account. For example

　　Fantasy n. the activity of imaging things

　　phrase: live in a fantasy world fantastic adj.

　　identify v recognize sb or sth

　　identify the criminal

　　identity n. ID identity card

　　Next, it should be detailed reading. I will ask them to read the passage again and do the exercise2 on the book. Number the events in the order they happen. Then I check the answer.

　　After this reading, students will grasp the whole passage. In order to create more chance for students to read, I will ask students read the passage paragraph by paragraph. Answer the following questions showed on the PPT.

　　Paragraph1. Discover a steamboat

　　What was the weather like that night?

　　What did they see and what were they doing then?

　　Paragraph2-5 board the steamboat

　　How did Huck and Jim get to the sinking steamboat?

　　How did they get on it?

　　Paragraph6-8 in the steamboat

　　What did Jim do when they heard someone was going to kill another?

　　Paragraph9-11 leave the steamboat

　　What did Huck decide to do after he heard they would leave the man on the steamboat?

　　Students will get more detailed information, and more interested in this story. Furthermore, they would like to read more works of Mark Twain.

　　Step4 Post-reading

　　Now it should be post-reading. In order to make sure that students will master the new words, I will ask them to do the exercise 4 and 5. Encourage them to member the verb words and phrases during the exercises.

　　After the exercise, I will give them 5 minutes to prepare, then to retell the passage according to the event orders. During the oral English time, I will encourage them to open their mouth and give them more positive evaluation. It benefits students for practicing their speaking and having more confidence in learning English.

　　Step 5 Summary and homework

　　At the end of the class, I’d like to make a summary about this lesson and present my homework to consolidate what the students have learnt in this period. I will conclude with my students together what we’ve learnt. The home work is to remember the key words and phrase and write a short passage about what will happen next.

高中英语说课稿3

　　A.教材分析：

　　本节课是一节阅读课，主要让学生了解澳大利亚有许多危险动物，但只有少部分对人类有害或杀死人，它还是一个安全的居住区和旅游区。就本课篇幅较短的特点，可以设计听说读写训练，提高学生四会的能力。并且可以按照高考题来设计，让学生感到上课就是参加高考，从而提高上课的效率。

　　B.教学目标：

　　要求学生理解澳大利亚有许多危险动物，但还是一个安全住居区和旅游区。

　　C.教学重难点：

　　1. 要求学生把握文章的中心：澳大利亚有许多危险动物，但还是一个安全住居区和旅游区。

　　2. 要求学生学会寻找段落中心句。

　　D.教法分析：

　　1.任务型教学法:

　　教师指导学生完成阅读理解文章中心的任务，并且设计听说读写贯穿始终，练习题型为高考题，从而提高学生做高考题的能力。

　　2.自主性学习法：

　　学生学会自己阅读，自己写摘要，自己听懂课文，自己找出答案。

　　3.讨论：

　　通过讨论，可以提高学生的口头交际能力。

　　还可以增强学习英语的兴趣。

　　E.学法分析：

　　1.要求学生学会阅读的方法，包括细节理解题，主旨大意题。学生能够完成本课设计的五个问题就行了。

　　2.要求学生学会写文章的概要部分。学生能够自主完成本篇课文的概要，就是练好高考题了。

　　3.要求学生能够听懂课文，并且写下要填的信息词，也就是在做高考题。

　　F.教具准备：

　　1.多媒体

　　2.正常的教学工具

　　G.教学过程：

　　一、导入（5分钟）

　　教师通过播放一段澳大利亚的危险动物视频和图片导入本课的内容。时间为五分钟。这样导入一方面能激发学生的兴趣，另一方面能训练学生的听力。更重要的是视频和图片的内容就是本课的重点。

　　看完视频和图片，教师马上可以提问：“What did you see in the video?”

　　学生就会回答：“Some dangerous animals, such as box jellyfish…”教师马上自然而然地引出课题：“Yes, there are many dangerous animals in Australia. Today, we are going to learn a new lesson Australia’s Dangerous Creatures.”

　　二、阅读理解（18分钟）

　　导入课文之后，教师马上让学生阅读文章，并回答五个问题。

　　1.Which country has the most kinds of venomous snake in the world? How do you know?

　　2. Are the poisonous snakes and poisonous spiders all capable of killing humans?

　　3. What effect do most jellyfish have on humans? What about box jellyfish?

　　4. What kind of crocodile has occasionally attacked a human?

　　5.What is the main idea of the last paragraph?

　　第一个问题的答案是：Australia. Australia has more kinds of venomous snake than any other country in the world.在这里要求学生掌握一个重要的理解句型more…than any other…用比较级表示最高级。

　　第二，第三，第四题都是阅读理解文章段落之后就能找到答案的，属于高考细节理解题。第五个问题的设计是让学生学会找段落中心句。However, this is far from the truth.教师在这里要引导学生学会找中心句，常放在句首或靠近句首的第二或第三句，有时侯也放在句尾。还要引导学生特别留意关键词：but, however, though等表示转折性的词。这对高考阅读起着关键性的指导作用，让学生受益匪浅。

　　三、讨论（3分钟）

　　在理解之后让学生和同桌互相讨论文章的大意，用自己的话向对方复述出来。这个环节能够活跃课堂气氛，激发学生的学习兴趣，给同学创造说英语的机会。

　　四、写作（7分钟）

　　讨论起着承上启下的作用，学生对文章的大意更加理解了，教师马上布置学生把刚才讨论的内容以summary的形式写出来。这个环节就是针对高考要求的summary来设计的。教师可以叫两个学生上黑板上写并进行评分，这样效果最佳。

　　五、听力理解练习（7分钟）

　　让学生听两段课文录音，然后填空。目的是训练高考的听取信息部分。这部分通常是学生的难点，并且听力在高考中占35分，应该在平时的上课材料中加强训练。

　　Australia is home to more than 170 different kinds of snake and 115 of these are poisonous . In fact, Australia has more kinds of venomous snake than any other country in the world.

　　There are also approximately 20xx different kinds of spider in Australia and , like snakes, most have a poisonous bite. However, the majority have no effect on humans or cause only mild sickness .

　　The seas around Australia contain over 160 different kinds of sharks , which vary in size from just 20 centimeters to over 14 metres .

　　However, although they look dangerous , because of their wide mouths and sharp teeth , all but two or three kinds are harmless to humans .

　　六、学生自由提问（4分钟）

　　这个环节是教师为学生解决疑难问题而设的，教师可以帮助学生理解长难句。这是高考阅读理解的`重要方法。

　　七、课外作业（1分钟）

　　要求学生课后去收集更多有关澳大利亚的危险动物并写成一份报告。这个环节有利于加深学生对澳大利亚的了解。有助于扩充学生的知识面，同时也有助于提高学生的写作能力。

　　八、教学建议

　　在高三的教学中，教师一定要时时处处围绕高考设计每一节课。将高考题型放在课堂教学中进行训练，让学生觉得课堂教学就是参加高考。如此的训练习以为常了，教师的教学效果就显而易见了。

　　九、学习建议

　　学生在高三的学习中，应该以教师的教学计划设计为主线，结合自己的实际情况设计自己的复习计划。学生必须设计全面提高听、说、读、写的能力的方案，这样，高考才能应付自如。

高中英语说课稿4

　　一、教学内容分析

　　（一）知识背景及新课程、新教材

　　(二) 教学重点难点

　　1.利用已有知识谈论石器时代、青铜器时代、汉朝、唐朝等时代人们的

　　饮食起居、文化娱乐、生产工具等，为以后阅读英国的《巨石王》和中华文明的起源奠定基础。

　　2.调动学生的积极性，组织他们利用表达好奇功能结构谈论他们所感兴趣

　　话题。

　　１. 听力是这一课的难点。听力材料介绍是古代法国人用来射箭的一种武器。

　　材料长，对武器的结构的解释比较复杂。但是学生听过材料后能够顺利地完成课本上的练习。这里不要求学生理解细节，只要能完成练习就行。

　　二、三维教学目标

　　（一）知识技能

　　１. 学会谈论古代人的生产、生活；

　　２. 学会表达对什么东西的好奇，如：

　　I wonder what/ who… I really want to know…

　　I’m curious to… I’d love to know…

　　I wonder if/whether… What I’d really like to find out is…

　　I’m curious about… I’d like to know more about…

　　３. 学习一些与考古有关单词、短语和句式,如：archaeology及其派生词，

　　curiosity, bronze, dynasty, decoration, artifact, unearth, spear, pot等。

　　（二）情感态度

　　１. 让学生了解本单元的总体学习目标，以便激发学习学习积极性。

　　2.从谈论石器时代、青铜器时代、汉朝、唐朝等时代人们的饮食起居、文化

　　娱乐、生产工具等入手使学生到中国具有悠久的历史、灿烂的文化，增强学生的民族自豪感，爱国主义情操。增强学生学好英语自信心。

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

　　（三）学习策略

　　１. 认知策略：通过-ology, -ological, -ologist等词根的学习，掌握archaeology,

　　archaeologist, archae- ological等词，同时掌握同类词的学习方法。

　　２. 调控策略：通过听力让学生了解到听力有时很难，不可求全责备。可以

　　材料调整听力要求。有的要听懂细节，有的甚至要推断隐含内容，但有的只需要掌握大意。

　　３. 交际策略：通过谈论古代人的饮食起居、文化娱乐、生产工具和谈论兴

　　趣等真实交际活动提高用英语交际的能力。同时让学生了解表情、动作等非语言手段提高交际效果。

　　４. 资源策略：让学生了解博物馆、名胜古迹和书籍资料一样是学习的重要

　　途径。

　　（四）文化意识

　　１. 了解英语国家对文化遗产保护的态度。

　　２. 了解西方国家部分古代用具。

　　３. 通过中外古代文化对比，加深对中国文化的理解。

　　三、具体教学步骤

　　（一）导入(Lead-in)

　　这一步骤的重点在于激发学生对考古学的兴趣，因为一般学生认为考古没什么有趣的。

　　活动方式：师生互动。教师盯着天花板的一处看30秒钟。引起全班同学一起去看。然后问：What do you see?

　　学生自然会回答：Nothing.然后再问Do you know what I was looking at? 学生自然会回答：No, I don’t. 然后告诉学生老师根本没有看什么，只是做一个动作而已。再问Why did you look at there after me?学生答不上。老师告诉学生That is because of curiosity.再问What is the word curiosity from?

　　学生学过curious，所以能答上来。老师再讲：根据心理学的观点，每个人都具有对新鲜事物认识的兴趣，这叫做Curiosity。然后给出一个新词：Archaeology(板书课题)并指出This is a new word for you. You may want to know it.老师再问Do you think it is a course or a science?部分学生会答Yes.接着问Why do you think it is a science?学生会说出他们学过以-ology结尾的`词。这时便可以打出幻灯片，再进行以下活动：

　　汉语意义名词形容词……学家

　　技术technology

　　生物学biology

　　心理学psychology

　　人类学anthropology

　　细菌学bacteriology

　　Physiology

　　Sociology

　　zoology

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

　　２. 组织学生推出technological, technologist；

　　３. 组织学生推出其它词的-ological和ologist的形变；

　　总结：学习构词法知识对于扩大词汇量有非常重大的意义。

　　最后指出今天所学内容是Archaeology.再问What are the goals in learning

　　the unit?

　　(二)单元学习目标(Goals)

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

　　(三)预备(Warming up)

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

　　谈论古代人的饮食起居、文化娱乐、生产工具。

　　(四)听力(listening)

　　教学形式：师生互动。播放磁带让学生听第一遍，提问材料的大意。播放第二遍，让学生完成课后练习。做听力训练之前的准备工作是非常重要的。

　　(五)对话(speaking)

　　活动形式：组对练习。

　　１. 发出指令，提出要求；

　　２. 学习会话范例；

　　３. 给对话所用句式；

　　４. 学生组对谈论兴趣与建议。

　　四、教学时间分配

　　教育心理学指出新知识的学习需要一个接受的过程。本课时的主要任务为本单元的学习做好预备工作。所以要用较多的时间让学生接受考古这一新的概念。

　　导入部分用8分钟;

　　目标部分用3分钟;

　　预备部分用5分钟;

　　听力部分用12分钟;

　　会话部分用10分钟;

　　最后用两分钟总结本课内容和布置作业。

　　五、课堂板书设计

　　将黑板划为左右两块，左边板书教学步骤，右边板书生词和短语。

高中英语说课稿5

　　一. 总述

　　课题：运动与奥林匹克（高一上册第八单元）

　　内容：热身，听力，口语

　　课型：听说课

　　二. 说教材

　　1．教材的地位和作用

　　本单元教材在本册书中有极其重要的地位，在学生整体的知识结构中也有着不可或缺的作品：早在建国初期，体育英语显示了他重要的作用（乒乓外交）；在现在，经济发展和SARS的入侵，人人注重体育锻炼，身体健康成为人们茶余饭后的重要话题（全民健身）；在未来，北京举办2008奥运会，（志愿者）。

　　2．教材重点的确立

　　重点为-----热身热身一向是容易被忽略的部分，但我却有着不同的观点①引入本单元知识，带学生进入一个丰富多彩的体育世界。②介绍有关体育的基础知识，激发学生对体育的兴趣方面也起着重要的作用。从而提高学生对本单元知识学习的兴趣③引入大量本单元有关体育的新单词，为后面听说读写个方面奠定良好的基础（配课件图——根基最重要）总之，是要通过以激活学生已有的相关背景知识，补充必要和新的背景知识，以启发学生对话题的思考，同时，还为学生归纳和总结已有的语言知识，并为其预测，了解和讨论话题做了铺垫。

　　3．教材难点的确立

　　难点为----听力

　　听力历来都是英语学习者很难突破的瓶颈原因：发音部位和技巧的不同；历史文化背景的不同；词汇量的限制；练习机会较少

　　本课：体育赛事新闻原因：语速较快；个人兴趣影响（背景知识的限制）

　　4．通过本课教材要达到的教学目标（与新课标结合

　　文化意识：了解体育和奥运的基本文化知识

　　语言知识：掌握有关体育方面的大量单词及短语

　　能力策略：能从复杂的听力材料中快速的获取有效信息；灵活运用所学知识加强口语表达能力

　　情感态度：加强学生对体育知识以及体育锻炼的兴趣；通过介绍2008北京奥运的知识，培养其爱国主义情感

　　三．说教学

　　1. 学法的指导

　　以“我”为心，注重能力，积极参与，总结分析

　　以“我”为心：在学习中不要以教师为中心，要使学生真正成为学习的主体。在日常生活中练习英语的机会较少，课堂教学就成了向学生提供可理解性语言输入的一个重要渠道，如果在这唯一的渠道中还只以教师为中心，放弃了自己的学习机会，则无法达到良好的学习效果。

　　注重能力：让学生注重能力的提高，而不仅仅是知识的记忆。目前很多英语课上教师讲得过多，学生练的太少；学生也没有从思想上认识到，英语应该是一门实践课，是一种“技能”的培养，而不是“知识”的获取。我们应该尽可能使学生的注意力转移到信息和沟通上，而不是使用语言的形式上。

　　积极参与：充分调动学生参与课堂活动的积极性，并尽可能多的为学生创造独立思考的机会。在教师的指引下，多设置课堂活动，让学生在活动中知道，外语是自己学会的，练会的，而不是老师交会的。

　　总结分析：培养学生在丰富多彩的课堂活动后，学会自己总结所得到东西，使其自己悟出其中的道理，并总结学习方法。是与新课标所提到的学生自我评价体系相结合的`过程。着重评价学生的综合语言运用能力，以及在学习过程中表现出的情感，态度和价值观。作为教师应该帮助学生设立自我评价的平台，尽力将评价体系具体和量化。（话题：国际奥运委员会要来我校参观，会询问你一些关于我国的全民健身和申办奥运的情况。）

　　2．教学方法的选择及运用

　　①情景教学法：由我国特级教师李吉林创造。指导教师在教学过程中为学生创造一个具体，生动，形象的学习环境，以激发学生的兴趣，产生一定的内心情感体验，促进对知识的理解，记忆，并受到思想情感的陶冶。

　　②愉快教学法：是教师在教学过程中充分利用学生的好奇，疑问，求美，成就的心理特点，从教材的实际和学生的知识水平出发。列举趣味性的事例，提出引人入胜的问题，以激发学生的兴趣，求知欲望，提高学习效率。以兴趣为突破口，化难为易。

　　③暗示教学法：又称启发式外语教学法。首先，要求教师要善于设置诱发学生学习潜力的外部环境，激发学生的动机。其次，适当的采用音乐，电影等艺术途径，特别是发挥声调，节奏，音乐的刺激与感染作用，加强教学的情感效果

　　自己使用：自己综合，补充完善-----两点一线，四个方面

　　３．配合课件说明两点一线,四个方面的具体运用（重点的突破和难点的化解,以及学生活动的组织）

　　总原则：两点一线，四个方面

　　⑴ 两点：将课本的知识点与师生的兴趣点紧密结合

　　第一层面：着重使课本的知识点和学生的兴趣点结合起来。所有智力方面的工作都要依赖兴趣。只有充分调动学生的兴趣，才能培养学生自觉，主动学习英语的习惯。作为教师应该运用灵活的教学手段和方法，用兴趣的火花去点燃学生智慧的火焰。

　　第二层面：教师自己兴趣调动。言教不如身教，只有自己投入到教材中去，才能感染更多的学生。对与那些本身对体育感兴趣的学生，知趣相投，更容易投入到课堂中来。（体育生）对于那些本身对体育不太感兴趣的学生，要发挥教师本人和教学环境的感染力，去吸引他们投入到其中来。总之，教师全身心投入教材，是建立良好师生关系的必要条件，是调动学生学习兴趣的重要前提，也是教师传授知识的桥梁和润滑剂。

　　下面是结合课件展示我是如何集体将课堂内容的三个部分与兴趣点想结合的。

　　本课的知识第一部分为热身训练，这也是本节课的重点所在。我采取的是利用兴趣来突破重点。具体的方法是“两个游戏，解决难题”。

　　首先是让学生通过第一个游戏来进行自我测评即设计一些有关体育方面的选择，判断正误，以及问答题，每答对一道题就会得到相应的分数，然后根据最后的总分来判断自己对体育的了解到底有多少。从而让学生大量的了解有关体育和奥运的知识，当然在选题方面要简单并与学生的兴趣息息相关，比如北京申办奥运等。每道题都涉及到了一些本单元的新单词，在答题的过程中学生就掌握了相关单词，并激发了他们对体育和奥运的兴趣。通过第一个游戏我也基本的了解了班里每个学生对体育的兴趣水平（感染力），更加有利与用自己的兴趣去感染学生。

　　由于本单元的单词很多都是体育项目的名称，学生在记忆时有一定的困难，因此我设计了第二个游戏，以学生一些耳熟能详的体育明星为突破口，由此让学生记忆他们所从事的体育项目。这样就解决了一些新单词的引入问题。

　　通过两个游戏我即完成了热身部分的教学任务，也完成了对教学重点的突破。

　　本课的第二部分时听力，这一部分主要是提高学生在听力过程中捕捉有效信息的能力，由此能听懂体育新闻及体育赛事的比赛结果。

　　听力是英语学习中比较枯燥的部分，但也是本节课的难点，在课堂上是学生最容易忽视的部分。我依旧是通过调动学生兴趣的方法来解决这一难题的。具体的措施有两点：①加强对每段听力背景知识的介绍，寻找听力内容与学生兴趣的结合点。例如在听NBA比赛之前，我先让学生自己介绍他们喜欢的球队。在这一部分学生有很多话可说，但用英语表达就显的颇为牵强了，于是我介绍了一些知名球队的英语表达法并介绍了一些有关篮球的专业术语（盖帽，扣蓝等），从而提升了他们对NBA的兴趣，并扩展了知识和单词量，也在无形之中将本段听力的背景知识介绍给了学生。②加强听力技巧上的指导。让学生区别有效信息和干扰信息，尽力捕捉有效信息，例如听体育赛事的新闻要注重球队名称，比分输赢等。从而减少学生在听力过程中的盲目性。

　　通过听力背景知识的趣味性介绍和听力技巧上的指导，使学生在轻松愉快的气氛中，完成了听力部分的学习，并化解了本课的难点。

　　第三部分是口语练习。这一部分主要使学生能用所学的单词和句型通顺介绍自己喜爱的运动明星和运动。重点是让学生有话可说，有话能说。

　　有话可说主要是让学生找到自己感兴趣的话题。于是我以NBA明星迈克尔乔丹为例，让学生能在自己最熟悉，最喜爱的明星身上找到共同话题，做到有话可说。但有话能说是对学生语言驾御能力的考验，在这一部分我是在学生零星的发言基础上，总结出对乔丹的介绍，并突出了其中的重点单词和句型，让学生在后面的发言中可以有所借鉴，使他们有话能说。

　　总之，在本课内容的各个部分我都加强了学生兴趣点与课本知识点的结合，以兴趣为突破口来带动学生情绪，突破教学难点。并使学生整堂课都能被所学知识吸引，激发其对英语学习的兴趣，并且学生活动的组织也是始终贯穿在其中的，突出了课堂的主体是学生。

　　⑵ 一线：就是让体育和奥运的主线始终贯穿与课堂之上，听说读写都以运动和奥运为主轴。做到由景生情，以情带义（解释）。这样即突出了教材的连贯性，也创造了层层递进的条件，使学生对此方面的知识更系统，更完整，此外还有利于培养学生热爱运动和积极从事体育锻炼的热情。

　　⑶ 四个方面：听，说，读，写

　　从个体来看：听、说、读、写是语言学习不可缺少的四个方面，每一个各体在教学的过程中都必须涉及到。所以在本课之中，我尽力使学生在四个方面都有所练习，但由于本课是一节听说课，那么在四个方面要有侧重，以听说为主，读写为辅。

　　听和说已经在前面有所介绍，以下主要介绍我是如何将读和写两个方面溶入我的课堂中的。阅读主要是体现在阅读听力的背景知识以及说话练习的示范性总结中。而写的方面我则布置成为了作业，让学生写一篇自己喜爱的运动明星的介绍。这既是对课堂所学知识的延伸，也弥补了课堂时间上的不足，可以让每个学生都能充分的得到练习。

　　从整体来看：听，说，读，写四个方面有是一个有机的整体，是相互关联，相互影响的。每一个部分都不可能是单独存在的，必将会涉及到其它的几个方面。在教学的过程中要突出更方面知识的连带性，使学生全面的提高语言水平，断不可只见树木，不见森林。

　　这就是我整体的说课过程，其中还有很多的缺点和不足，希望大家给与批评指正。谢谢！

　　四．说课件

　　１．课件制作原则：充分准备，合理选材，巧妙呈现，精心制作，正确把握

　　充分准备:：

　　合理选材：选取材料应符合学生的年龄特点和知识特点

　　巧妙呈现：多媒体的运用使呈现部分达到最佳效果

　　精心制作：力求课件灵活多变，流畅自然，雅而不俗，赏心悦目

　　２．正确把握：正确把握多媒体在课堂中的运用，切记华而不实，反客为主

　　课件制作构想：辅助为先，两个体现

　　辅助为先：课堂教学内容的辅助

　　两个体现：1．体现“一线“

　　1．体现三部分内容的自然过渡

　　课件主要是对课堂知识的辅助讲解，但我在制作过程中努力使其体现我教材处理的原则。首先，使体现“一线”。用颜色和装饰体现运动和奥运的主线。在颜色方面选择了与五环旗相应的颜色，并用奥运和五环的图标作为装饰，充分体现课堂主线。其次，用自然的课件顺序，使教材的三部分内容自然衔接，顺利过渡。

高中英语说课稿6

　　Good morning everyone. Standing here, I’m very happy and excited. It’s my great honor to be here to present my lesson, and the chance is very precious for me. And I’ll try my best. Today I’ll talk about unit from my contents consist of 8 parts

　　Analysis of the teaching material

　　Analysis of the students

　　Teaching methods

　　Teaching aims and demands

　　Teaching aids

　　Teaching procedure

　　Blackboard design And conclusion

　　Well, firstly, I’ll talk about part 1 analysis of the teaching material. I have concluded the features of. 1 . there are a lot pictures. For this, the kids will be interested in the book. As we all know that interest is best teacher for the students. 2. It lays stress on the communication.

　　According to the problem of Chinese students learning English , the book design a lot of material to improve the students’ ability of listening speaking, reading, and writing. So I think the book is very good.

　　Then I’ll talk about next part analysis of the students. It is known to us that the kids are very active and like playing games very much, so during my class, I’ll design some interesting

　　games to activate them to participate and learn something. They will also be interested in the class.

　　Next I’ll talk about teaching methods. My teaching methods are task-based approach and situational approach. Using different methods can make the class active.

　　Let’s move on to another part, teaching aims and demands. There are knowledge aims and ability aim.

　　Knowledge aims are to enable the students to master the words and phrases:. And the sentences:?

　　Ability aims are To improve students’

　　listening and speaking ability by reading and practicing the dialogue.

　　Next is the teaching aids. In this class, I’ll use pictures, PPT and tape recorder. These can arouse the students’ interest in English.

　　Now I’ll talk about most important part teaching procedure. It consists of 5 steps.

　　Warning up, lead-in, contents key points and difficult points and homework.

　　Step1 is warming up. Here I’ll use PPT to play a English song Bingo for the students and I’ll ask them try to follow it to sing together. By this, the students can be interested in it and pay their attention to our class easily and improve their ability of speaking.

　　Step2 is lead-in （导入根据所授内容设计，可通过展示与本课有关的话题或者图片等等引出本课话题）

　　Step 3 is contents(本部分为主要授课内容及组织的课堂活动。可从听说读写四块分写)

　　Step 4 is key points and difficult points(本部分列出本课重难点可为单词句型或语法知识)

　　Step 5 is homework.(作业形式最好新颖，例如课让学生根据本课内容做个小调查等)

　　（conclusion）

　　To be a good teacher is my dream, I think a teacher is not only a guide for the students,

　　but also a friend of them. If I were a teacher, I would build a close relation with my students,

　　helping them not only on their study, but also on their lives. I’ll try my best and I’m confident that I can be a good teacher.

　　Good morning, everyone. I am number_______.Today I am very happy andexcited that I can staan interview.And it is also my great honor to share my lesson with allof you here, and this chaprecious for me. Hopeyou can enjoy it.The content ofmy lesson today is Section A Read and WriMy days of the week ofPEP Primary English ,Book5A (Recycle__) .My lessonconsists of 7 parts

　　1. Analysis of the teaching material

　　2. Analysis of the students

　　3. Analysis of TeachingMethods

　　4. Analysisof Learning Methods

　　5.Teaching procedure

　　6. Blackboard design

　　7.Reflection

　　1. This lesson isin the third period of this unit. It is a dialogue .It aims to enhancestudentskills. It also provides some new language points for thestudents to master.

　　2.This lesson is the first part of Unit2.So if the Ss can learn it well, it will be helpful to make therest of this unit.

　　3.Such a topic is related to dailylife, so it is helpful to raise learning interests of studentsbealso helpful to improve their spoken English.

　　4. Reading is very important inEnglish learning . It can help the students to master soskillsthrough learning this passage. Moreover, attributive clause also plays animportant partlearning.

　　On studying the teaching material and analyzing theregulation of children’s growing of forward three kinds of teachingobjectives according to English syllabus and new lesson standard

　　(1) To help the students master the new words ,phrases andsentences.(加上具体的单词，句型)

　　(2) To teach the students how to use the adverbial clausesof time.

　　(3)To make sure that studentscan read, recognize and use these key phrases n foot ,by bike,byb

　　(4)To enable the students performe the dialogue

　　(5) Tofinish some exercises.

　　(6)The Sscan use the patterns to express their thoughts in the proper situation.

　　(7)The Ss can understand the content of the lesson.

　　(1) To developthe Ss’ abilities of listening, speaking, reading and writing by practicing thedialo

　　(2) To train the Ss’ ability ofworking in pairs.

　　(3) To develop the Ss’abilities of communication by learning the useful structures.

　　(1) To arouse the students’ interest in classactivities.

　　(2) To train their team spirit by working in groups.

　　(3) To educate the students to follow the publicrules.

　　(4)By completingthe task,the Ss increase their interest and set up self-confidence in science;

　　(5)Teach the Ss what is“science”, put the moral education in the language study.

　　(6)To enable the Ss to be polite and love life.

　　(7)To enable the Ss to look after theirthings well.

　　The teaching key and difficult points’ basis isestablished according to Section A Readand W2in the teaching material'sposition and function.Moreover students characteristics and nstandardshould be also taken into account.

　　(1)To make sure that Ss canuse these key phrases correctly and skillfully.

　　(2).To help the Ss to communicatewith each other.

　　(3).To enable the Ss to study in groups and co-operate skillfully.

　　(4).To develop the Ss’ interest in English.

　　(5) To help the students tomaster the new expressions.

　　(6) To enable thestudents to communicate with each other.

　　(1)To help the Ss ask and

　　question____________________________________________

　　(2) How to use _____________________________

　　(4) How to make dialogues and act them out.

　　(5) How to write the right whole sentences.

　　answer

　　The students of grade5 are very active and curious.Andthey are interested in new things.Tlike to use imagination andcommunication as their main studying ways After learning English for 2

　　have some basic English background knowledge, so the teacher should attachimportancommunication with them, providing them the chances of usinglanguage. Since they have learnt2 years, they have already known ___________________________________,soit is not difficultunderstand and use

　　language_________________________________________________________________

　　As we all know:the main instructional aims of learning English in primary school is tocultivatebasic abilities of listening and speaking and their goodsense of the English language.Studentsschool are very cruious andthey want to know everything.What is more,it is important for thtokeep the students interest in English .So according to these points and the regulation of children’mind,inthis lesson I’ll mainly use Total PhysicalResponse method

　　“Task-based”teaching method ,

　　Communicative teaching method

　　SituationalTeaching method(情景教学)

　　group cooperatemethod

　　Free discussion method

　　I will let the Ss learn inreal situations, finish a task byasurvey______________________________” to help Ss to get a better understandingof the nI will arrange these activities: guessing game,__________________________________finishiand having a competition.

　　Standard advocates to improve students abilities of analysing and solvingproblems.And teachchange their old-fashioned teaching ways ,give students more opportunities tojoin class astudents find theproblems by themselves.Our students are almost fromthe countryside. As for tmethods, they are poor in cooperativelearning skills.Some students are not active in the classstudentsdon’t like English.therefore, I ’ll have Ss study in a relaxed atmosphere. Studentsundnew knowledge in certain degree through the mental process ofseeing, hearing, saying, observinetc. .After feeling andunderstanding the language points, let students get the knowledge activestudy and cooperative study. In a word,we’ll

　　1.Teach the Ss how to besuccessful language learners.

　　2. Make thestudents take an active part in class activities.

　　3.Let the students summarize the language points through their own thinking.

　　4.Let the Ss pass "Observation—Imitation—Practice "（观察—模仿—实践三步教学法） to stud

　　5.Teach the Ss how to master dialogues and how to communicatewith others.

　　6. To make use ofthe new language material to express their own ideas.

　　Teaching special features:

　　Let the Ss communicate with each other and adopt competition methods to developthe Ss’ kee English.

　　Warming up (3 mStep 2 Greeting (2 minutes)

　　Step 3 Presentation (24 minutes)

　　Step 4 Practice and Consolidation (8 minutes)

　　Step 5 Summary (6 minutes)

　　Step 6 Homework (2 minutes)

　　This step will cost 3minutes.

　　Before my class , I’ll get the studentsto sing an English song "Old McDonald" to keep trelax .By this, the students can be interested in it and pay their attention to ourclass easily and imability of speaking.And also this activity canbegin this lesson with exciting atmosphere.

　　This step will cost 2minutes

　　Daily Talk

　　T：Classbegins.Good morning,boys and girls

　　S: Good morning,teacher

　　T: OK, good. So, Mike, how are youtoday ?

　　S: Fine, thank you. How are you,myteacher?

　　T: Very well, thanks .What is this?

　　S:It is a?.

　　The greetingbetween students and teacher is very usefull to build a harmonious anddemoatmosphere.

　　Step 3 Presentation (24 minutes)

　　In this step, Iwill adopt four steps for the students to present the text.

　　Firstly,Lead-in.

　　According to thecharacteristics of this class,I wear a sports T-shirt deliberately to showthis class.Also I will show the pictures of Yao Ming,Liu Xiang and soon.

　　对话导入，引出所要教的`内容。此时可加入情感教学。

高中英语说课稿7

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

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

　　Section 1 Analysis of the teaching material

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

　　Section 2 Identifying the teaching aims

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

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

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

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

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

　　Section 3 Teaching procedures

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

　　Part 1 Getting ready

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

　　The part consists of two tasks:

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

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

　　Part 2 Focusing on main facts

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

　　The part includes six tasks:

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

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

　　A felt being part of another culture B be more independent

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

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

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

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

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

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

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

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

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

　　Section 1 Analysis of the teaching material

　　Section 2 Identifying the teaching aims

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

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

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

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

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

　　Section 3 Teaching procedures

　　Part 1 Getting ready

　　The part consists of two tasks:

　　Part 2 Focusing on main facts

　　The part includes six tasks:

　　A felt being part of another culture B be more independent

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

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

高中英语说课稿8

　　各位老师：

　　大家好!

　　我是XX号考生顾雨，来自河南财经政法大学成功学院。我今天所说的课题是高中一年级英语上册第1单元friendship。我说课的内容包括五部分，包括教材分析，学生分析，教学方法，教学过程和板书设计。

　　一、教材分析

　　1.教材内容分析

　　本单元的中心话题是Travel，讲述了一段沿湄公河而下的自行车旅行。主人公以日志的形式记录了这一过程。通过本单元的学习，不仅使学生学到与旅行有关的语言知识和技能，还会使学生对旅游产生浓厚的兴趣。本话题对学生来说比较熟悉，让学生能在与之相关的听说读写活动中有话可说、有情可表。

　　2、教学目标分析

　　新课标提出了立体三维教学目标，本课我设计的教学目标如下：

　　1)知识目标：

　　熟悉本课的一些新单词和短语及句型，学会制定旅行计划并能描述一段旅行。语法方面掌握现在时表将来的用法。

　　2)能力目标：

　　训练学生的阅读技巧(略读、寻读等)，形成用英语获取信息、处理分析信息的能力。并鼓励学生开口说英语。

　　3)情感态度目标：

　　①通过讨论旅行激发学生对英语学习的浓厚兴趣;

　　②使学生了世界各地文化，增强对祖国大好河山的热爱和国际意识。

　　③通过对课文学习的小组讨论等形式，帮助学生养成团结、协作的品质。

　　3、教学重点、难点：

　　1)教学重点：①让学生熟悉与本话题相关的一些重点单词、短语。

　　②提高学生的阅读能力，掌握多种阅读方法，如寻读，精读，理解等。淘^课件网 wWw.taOKeJIan.com

　　2)教学难点：对阅读中所获取的信息进行加工学习，形成有效的学习策略。鼓励学生开口说英语。

　　二、学生分析

　　高一年级的学生已经在初中阶段的英语学习中,已经积累了一定的词汇基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。但学生的英语水平参差不齐，教学既要进一步培养尖子的学习能力又要保证能力稍弱的学生能听懂，调动他们的积极性，使他们愿意学，在学习的过程中享受到乐趣。虽然对英语有一定的兴趣但其学习主动性仍有待提高，未能积极主动地通过其他渠道获取信息，自主学习、探究学习的能力还有待于提高。本节课的话题较贴近生活，可以引导学生在原有的知识经验基础上通过合作探究学习构建新的知识经验和信息输入。

　　三、教学方法

　　1.首先说教法，从学生的实际情况出发，我主要采用以下教法:

　　①任务教学法：结合学生的生活经验和兴趣设计相当的任务值，让学生在完成任务的过程中学习到应有的知识并提高语言的沟通能力。同时让学生带着问题去阅读，找出相关答案，并分析整理形成自己的观点。

　　②情景教学：通过举例以及观看相关视频让学生了解有关旅行的知识，并谈谈自己的感受。

　　③多媒体教学：充分利用英语教学资源，如使用录音机，电脑多媒体等，拓展学生的学习渠道，激发学习兴趣，提高教学效果。

　　2，其次说学法。教育家指出，“教是为了不教”自主合作探究是适应时代需要和行之有效的'学习方式，应该激励学生的自主学习意识，使学生收获成功的乐趣，增强学习英语的自信心。淘(课件网 wWw.taokeJIan.com

　　四、教学过程

　　According to the teaching aims, I divide the teaching procedures into 3steps, that is warming up and pre-reading, while-reading and post-reading.

　　Step1 Warming-up and pre-reading(It includes 2tasks)热身与读前活动

　　Task1: let Ss to fill the blank on page 9and let them to think about the advangtages and disadvantages of each transport form

　　Task2: Discuss the 3 questions in pre-reading part and report their result to the whole class.

　　设计意图：这几个问题对接下来阅读板块的学习提供了很好的铺垫，学生在阅读过程中可以将自己的观点和文章内容进行对比。达到阅读前的充分准备。

　　Step2While-reading (This step includes 4 tasks)阅读

　　Task1 Scanning

　　Scan the passge and do exx.1,2 by individual work and pair work. Meanwhile get the ss to find out the main idea of each paragrah.

　　设计意图：训练学生扫读抓文章主旨大意的能力。

　　Task2Careful and Study reading

　　Get the students to read and study the passage to find out the difficult sentences and then try to analyze them.then ask them questions: “Is it a difficult journey to cycle along the Mekong? Why?” “How does the water of Mekong River change?” If the Ss can’t answer the question briefly, I will encourage them to find the key sentences and try to join them together.

　　设计意图：利用精读的形式让学生对文章的内容进行更深层次的理解。训练学生获取和处理信息的能力。

　　Task3 Listening and reading aloud

　　Now that the ss have fully understood the whole passage, I will get them to listen to the tape and read it aloud to prepare for the next step: post-reading.

　　Step3post–reading(It includes 2tasks)

　　Task1 Writing

　　Get the ss to write a summry of this passage, using the useful expression and sentence patterns they have learnt in this unit.

　　Task2discussing

　　I will ask the Ss to discuss in groups and to describe what they have leaned from this passage and try to use some words to describe the characteristics of Wang Kun and Wang Wei according to their attitudes.

　　设计意图：让学生在学完这篇文章后对所学知识进行及时的输出和巩固，并对新学的课文形成有效的自我评价。

　　Step4Homework

　　Finish off the reading task on workbook and preview the tasks in learning about language.And collect more information about English around world.

　　5.板书设计

　　1. Blackboard design: 1) Key words and sentences 2)Questions for reading 3) The main idea for each paragraph.

　　(直观形象性，高度概括性，艺术性)

高中英语说课稿9

　　Reading Comprehension: Modern Architecture

　　About the material

　　The reading part tells us the history, features of modern architecture as well as the sharp contrast between modern architecture and traditional architecture. It also gives us the examples of the architects and their designs, especially architects who found inspiration from nature and expressed the natural beauty in their designs.

　　Teaching Goals:

　　1 Learn something about the history and features of modern architecture and the difference from the traditional architecture.

　　2 Get to know some famous modern architects and appreciate the beauty expressed in their works.

　　3 Appreciate and practice some fine sentence structures.

　　Key points:

　　Analysis of the material to help students understand the passage thoroughly and cultivate their abilities in reading and analyzing.

　　Difficult points:

　　The ”Reflecting and discussion” is the difficult point in this period because all the questions are open-ended and require students to think independently and represents the answers in their own words.

　　Time: one period

　　Means and methods:

　　Picture display, slides, reading and discussion.

高中英语说课稿10

　　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11

　　一、教学目标

　　1、复习连系动词的功能（Review what a linking verb’s function is in a sentence.）

　　2、了解连系动词的种类（Remember what verbs can be used as linking verbs.）

　　3、掌握表语的种类（Summarize what words or phrases can be used as the predicative.）

　　二、教学重、难点

　　将所学的规则运用于实践，解决一些具体问题（Apply the rules learnt to complete some written tasks.）

　　三、教学设想

　　让学生学会通过练习，自己归纳、总结连系动词的规则（Instruct students themselves to summarize the rules of linking verbs and get them involved in all the teaching activities.）

　　四、教学步骤

　　1、导入（Step 1: Leading-in）

　　Present a short video to get students’ attention on the general idea of linking verbs.

　　2、练习与归纳（Step 2: Explanation and practice:）

　　（1）。 Introduce the definition of a linking verb.

　　（2）。 Get to know the classification of linking verbs.

　　（3）。 Remind students to pay attention to some possible mistakes while using linking verbs.

　　（4）。 Compare three groups of linking verbs similar in meaning or usage.

　　（5）。 Summarize the words or phrases acting as the predicative.

　　3、活动(Step 3: Oral practice)

　　（1）。 Do the exercises on the paper.

　　（2）。 Discuss with your partners about the model tests held last weekend. Please tell us your feelings about them, trying to use as many linking verbs as you can.

　　4、难点解析（Step 4: Aualysis of difficult poiats）

　　5、巩固（Step 5: Revision and Consolidation）

　　Ask one student to summarize the rules of linking verbs

　　6、布置家庭作业(Step 6: Homework)

　　（1）。 Go over the rules of linking verbs.

　　（2）。 Finish the grammar exercise on the newspaper.

　　说课

　　这是一节语法课，主要复习、归纳连系动词的用法，并将所学规则用于解决实际问题。有关连系动词的用法学生在初中时就已经有所了解，不能算是新授内容。因此，本节课我采用的是“总——分——总”的教学方法。具体步骤如下：

　　1、将本节课的教学目标

　　1、 Review what a linking verb’s function is in a sentence.

　　2、 Remember what verbs can be used as linking verbs.

　　3、 Summarize what words or phrases can be used as the predicative. 写在黑板上，请同学集体朗读。使学生明确本节课所学内容和要达到的目标。

　　2、引出有关连系动词的.两个问题

　　1.What’s a linking verb?

　　2、 How many types of linking verbs are there in English?，然后让学生欣赏一段视频。目的是让学生对连系动词有一个总体印象，同时也为了激发学生的学习兴趣和活跃课堂气氛。视频中涉及连系动词的定义、功能、种类以及使用连系动词时所要注意的事项。

　　3、让学生回答那两个问题。通过例句进一步解释连系动词的定义和功能。

　　4、用PPT给出一项用连系动词完成句子的练习（共6句）。请学生补全句子后，比较、归纳出三类连系动词。

　　5、进行口头造句练习。将学生按座位分成三大组，每6个学生为一小组进行讨论。用所学连系动词造句，主题为他们上周模考的感受。从每一大组中选一个学生上黑板写出本组学生造句时所用的连系动词，最后选出最佳的一组。

　　6、核对学案上的单选题答案，对错题进行分析、讲解。

　　7、针对学生可能出现的一些共性错误设计了一项单句改错题，学生完成后归纳出五条在使用连系动词时所要注意的事项。

　　8、完成学案中的填空题。然后，让学生通过连线的方式，对三组容易混淆的连系动词进行辨析。同时掌握由appear, look, seem所构成的几个常用句型。

　　9、通过例句小结表语的句法功能以及可以作表语的词或短语。

　　10、让一个学生总结本节课所学内容。布置家庭作业。

　　虽然完成了本节的教学任务，基本达到了既定的教学目标，但从学生的练习反馈结果看，还有一些学生没能将所学规则有效地用于解决具体的题目中。所以在今后的语法教学中，不能指望学生记住了语法规则就能解决问题，更多地要让学生在解决问题中熟悉语法规则。另外，从这次的上课中进一步体会到在多媒体的运用方面还有许多不足，今后还要更多地亲身实践。

高中英语说课稿12

　　一、从容说课

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

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

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

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

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

　　二、三维目标

　　1.Knowledge：

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

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

　　2.Ability：

　　Learn to make sentences，using the above three ways.

　　3.Emotion：

　　Develop Ss’ sense of group cooperation.

　　三、教学重点

　　The present continuous tense for future use.

　　四、教学难点

　　(1)It is ...that...

　　(2)The present continuous tense for future use.

　　五、教具准备

　　Multi-media clASsroom and other normal teaching tools.

　　六、教学过程

　　Step 1 Greeting

　　Step 2 Revision

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

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

　　(2)It is I who is wrong.

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

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

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

　　(6)Who was it that discovered the secret?

　　S：I think it’s right.

　　T：Do you agree with him?

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

　　T：Does any one know the reason?

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

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

　　S：I think it is right.

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

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

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

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

　　S：I see.

　　T：Is Sentence 4 a good sentence?

　　S：Yes，I think so.

　　T：What is your opinion，Han Mei?

　　Han Mei：I am not quite sure.

　　T：Write down this sentence in your notebook：

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

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

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

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

　　Please translate these sentences，using this structure.

　　(1)他是在哪里度过他的童年时代的?

　　(2)他们怎样取得这么大的成就的呢?

　　(3)他和她为什么吵架?

　　S1：Where was it that he spent his childhood?

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

　　S3：Why was it that he quarreled with her?

　　Step 3 Relaxation

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

　　Step 4 Grammar

　　T：Do you like the song?

　　S：Yes.

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

　　S：OK.

　　T：Have you underlined the verbs?

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

　　T：What do we call this tense?

　　S：The present continuous tense.

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

　　S：No.

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

　　S：Are you going to work this evening?

　　We are going to have an English party.

　　We are going to give performances at the party.

　　I am going to sing songs with my clASsmates.

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

　　S：Will you work this evening?

　　We will have an English party.

　　We will give performances at the party.

　　I will sing songs with my clASsmates.

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

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

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

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

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

　　Possible answers：

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

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

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

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

　　Step 5 Consolidation

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

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

　　S2：Almost.

　　S1：When are you leaving?

　　S2：Next Monday.

　　S1：How far are you riding every day?

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

　　S1：Where are you staying at night?

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

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

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

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

　　S2：Thank you.

　　Step 6 New words

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

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

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

　　Jimmy：...

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

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

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

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

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

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

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

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

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

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

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

　　Give Ss a couple of minutes to finish the work.

　　Answers：

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

　　(7)topics (8)brave

　　Step 7 Homework

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

　　七、板书设计

　　Unit 3 Travel journal

　　grammar

　　be doing

　　be going to do

　　will do

　　examples

　　I am going out tomorrow morning.

　　I am going to see a film tonight.

　　I will visit my grandmother this Sunday.

　　八、活动与探究

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

　　Datemorningafternoonevening

　　Oct.1

　　Oct.2

　　Oct.3

　　Oct.4

　　Oct.5

　　九、备课资料

　　现在进行时的基本用法

　　a.表示现在(指说话人说话时)正在发生的事情。

　　We are waiting for you.

　　b.习惯进行：表示长期的或重复性的动作，说话时动作未必正在进行。

　　Mr Green is writing another novel.

　　(说话时并未在写，只处于写作的状态。)

　　She is learning piano under Mr Smith.

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

　　The leaves are turning red.

　　It’s getting warmer and warmer.

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

　　You are always changing your mind.

　　You are always doing your work well.v

高中英语说课稿13

　　一、说教材(Textbook)

　　在人教版高一英语的下册的Unit 19，曾经谈论过一些关于农业的话题，学生对中国早期的出名的农业家贾思勰有了一定的了解。人教版高三英语的Unit 4这个单元以Green World 为话题，让学生初步了解一些植物学方面的内容，如植物的分类、栽培以及植物学的发展的历程等等;语言技能和很多的语言点几乎都是围绕介绍绿色世界这一中心话题而展开的。要求学生能够运用所学的内容对相关话题进行流利的表述。

　　在READING部分，介绍了植物学正式成为一门科学的历史形成过程。重点介绍了两个为植物学发展做出过卓越贡献的重要人物林厄尼斯与班克斯。他们以独特的归类的方式对植物进行分类，从而征服了整个世界。

　　在POST-READING 部分，针对READING部分的相关内容设计了5个练习。第1个练习以选择填空的形式考查学生对课文细节内容的了解。第2-5小题以问句的形式进一步考查学生对课文重点内容的了解。

　　二、说教学目标(Teaching goals)

　　1、让学生了解植物这一学科的形成，并了解一个学科的形成需要经过漫长的时间及几代的科学家的努力和奋斗。

　　2、使学生了解科学家为科学事业所作的努力及其奋斗精神。

　　3、培养学生查找细节，分析主题从而提高学生的阅读理解能力。

　　4、学习一些有用的.词汇和短语。

　　5、加深对阅读技巧(Scanning and skimming method)的理解及运用。

　　1、 Target language语言目标

　　1)、Learn some important words and phrases(学习一些有用的词汇和短语)

　　merely, classify, identification, male, promote, botanical, privilege, cosy, wealth, expense reward, appetite output, accumulate, abandon, distinguish, appoint, calculate , astronomy, enterprise, settlement, abandon, on a large scale, look out for

　　2)、 Learn some important sentences(学习一些重要句子)

　　A、 Attempts had been made by others to classify plant species into groups, but the breakthrough came with the work of Carl Linnaeus、 P30

　　B、 In 1768, the Royal Navy appointed James Cook as the commander of the Endeavor to take members of the Royal Society on an expedition to Tahiti、 P31

　　C、 He also looked out for new economic species: plants that could be grown in England or other parts of the world to produce crops that could be sold、 P31

　　D、 Banks was the first to move crops from one continent to another on a large scale, helping to develop local economies with these new imports、 P31

　　2、 Ability goals 能力目标

　　Enable students to talk about “Botany” and say something about the development history of botany、 Help the students to know the contribution of the three important persons to the science of botany、 Try to improve the reading ability of the students、http://www、dakao8、com/

　　三、 Teaching important and difficult points说教学重点及教学难点

　　Help students to understand the whole passage、 Help students to know how to use some key words and understand the meaning of some difficult sentences、

　　四、说教学方法和学法指导Teaching methods and study guide

　　在本单元的Reading当中,文章比较长,有很多有的新单词,个别的句子非常难理解,学生在阅读当中一定会遇到一定的困难。因此，我采用了一些灵活的实用的教学方法(如Scanning and skimming method和Task-based method)，帮助学生理解文章的内容，努力提高阅读课的教学效果。具体做法如下：

　　1、解读标题 The Birth of a Science、这能帮助学生快速了解文章的内容。对提高阅读效果有很大的帮助。老师可向学生设问：What is Botany?让学生思考并回答。

　　2、通读课文，了解细节。老师可向学生提出问题：How many people are mentioned in the passage? 让学生快速阅读并寻找此问题的答案。

　　3、深层了解,归纳课文大意。What is the main idea of the passage? 让学生归纳文章的大意，从而帮助学生理解整篇文章的内容。

　　4、升华主题。What can we learn from the passage? 让学生能联系实际，学有所获。

　　5、让学生进行分组(Pair work/ Group work)的讨论(Discussion)，加深学生对课文的理解，进一步调动学生学习的积极性。

　　五、说教具准备Teaching aids

　　A recorder, a notebook computer and a projector、

　　六、说教学过程Teaching procedures

　　Step 1、Presentation

　　Step 2 Fast reading

　　Step 3 Listening

　　Step 4 Exercises

　　Step 5 Post reading

　　Step 6 Language points

　　Step 7 Homework

　　Step 1、Presentation

　　What is Botany? Science of studying plants is called BotanyStep 2 Fast reading (Reading materia

高中英语说课稿14

　　材料一

　　Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English Book unit 1（A student of African wildlife/Why not carry on the good work）I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and Blackboard design. First, let me talk the teaching material. Part 1 Teaching Material:

　　This unit is about（Great women and their achievements , Important people, history and methods of agriculture, Different types of English humor ,Culture differences and communication Different types of theme park）

　　By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and Dr Yuan Longping’ achievement And chemical farming and organic farming. Charlie Chaplin and his funny and encouraging humor People from different area have different body language and use the right body language to showing our feelings. Theme park not only provide fun but also provide various knowledge and exciting experience. this lesson not only teach the students to learn the related material about (1) the good character to be a successful person (2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical fertilizers and how to increase production in organic farming. (3)Charlie Chaplin and his humor English jokes (4)Different body language and the similarities in body language which make the others understand our feelings. (5)Theme park but also learning ability in English .

　　A： If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well. B： It provides all-around practice about listening, speaking, reading and writing revolve around the topic, it is the expansion of this unit and give Ss a space to use the language So it plays an important part in the English teaching in this unit.

　　（As we know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . ）According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings: 1.Knowledge objects: (1)the students can hear, read, and use the main sentence patterns. (2) the students can understand the content of the lesson: (3) the students can use the patterns to express their thoughts in proper situation and learn how to describe people with adjective. Ability objects: Ability objects of this section are (1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.

　　(2) To train the Ss’ ability of working in pairs. (4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability. 3.Emotion objects: By reading A Student of African wildlife /why not carry on the good work, students can learn from (1)Jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiao zhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful. (2)Dr Yuan Long ping his scientific research spirit and attitudes toward life This passage what is chemical and organic farming and their advantage and disadvantage.

　　材料二

　　Unit 3 Computers (unit 3,Book 2) 说课稿

　　Reading Task Who Am I ?

　　一、说教材

　　1、说教材的地位及作用

　　Who am I 出自人教版高中英语教科书第二册第三单元第一课时，本单元的话题是工厂技术，计算机的发展史和机器人。计算机对于高中生来说是较熟悉的一个话题，但“Who am I”这篇阅读材料所选语言材料属于科普说明文，内容较为抽象，文章也有一些专业术语，对高一学生来说有一定的难度。但是这篇阅读材料以第一人称的拟人手法介绍了计算机发展演变的历史和计算机在各个领域的应用，这样拟人的手法使得文章读起来妙趣横生，抽象的专业知识介绍起来也浅显易懂。这篇文章是整个单元的重点，融汇了听、说、读、写语言知识点，同时在句子表达上运用到了现在完成时的被动语态，为下一个课时的语法教学作好了铺垫。

　　2、说教学目标

　　①知识目标

　　（1）、掌握单词和词组：

　　abacus. calculator. PC. laptop. PDA. calculate. universal. simplify. sum. logical. logically. revolution. operator. technology. technological. artificial. intelligence. Intelligent .solve. tube. total. web. application. finance. mobile. explore. anyhow. From…on. as a result. so…that….

　　（2）（掌握句型）

　　A. Over time I have been changed quite a lot.

　　B. First as a PC and then as a laptop ,I have been used in offices and homes sice the 1970s.

　　C. Over time my memory has developed so much that ,like an elephant ,I never forget any thing I have been told !

　　D. Since the 1970s many new applications have been found for me .

　　E.I have also been put into robots and used to make mobile phones as well as help with medical operations .

　　②能力目标

　　（1）通过阅读训练，培养学生略读（skim），查读（scan）以及获取信息能力。

　　（2）培养学生在阅读时从词的构成以及上下文猜测词意的能力。

　　（3）通过阅读，培养学生的'听说读写能力，尤其是教会学生用第一人称按时间的先后顺序描述一件事。

　　③情感目标

　　通过学习本篇文章，了解计算机的发展历程及其在当今社会的广泛应用，培养学生的想象能力以及创新能力，激发学生热爱科学以及鼓励他们积极探索新科技发展的精神。

　　3、教学重难点

　　1、指导学生阅读以时间为顺序了解一件事的发展过程。

　　2、培养学生阅读时通过构词法以及看上下文猜测词义的能力。

　　二、说教法：

　　结合本课的教学目标及具体任务，我主要用以下教学方法：

　　①整体阅读教学法，让学生分别进行读前、读中、读后训练，由浅入深消化课文。 ②任务型教学法，让学生在教师指导下通过感知、体验、实践参与、合作等方式完成目标。

　　③开放性教学策略，如brainstorm role play.等

　　④因材施教法：根据学生程度，把课文难度适度降低。

　　三、说学法：

　　由于学生对计算机比较感兴趣及熟悉，教师在教学中要尽量发学生的主动学习积极性与合作精神。因此在教学中我主要引导学生用以下学法：

　　①五官并用法，如多动脑、动嘴、动手、动口。

　　②循序渐进：由浅入深地让学生掌握词汇、句型、课文内容。

　　③合作学习、小组讨论

　　四、说教学程序：

　　Step Ⅰ.Warming up and leading in

　　1.以幻灯片的方式展开此部分Warming up里有关计算机发展的七部图片，询问学生以下问题：

　　①What are they ?(ask the students to tell them one by one in English and spell them) ②Ask students to discuss what these items have in common.

　　③Which one can help me most in teaching English ?show students the sentence structures of giving opinions ,such as in my opinion ,I think ……

　　这部分设计让学生熟悉有关单词，熟悉作出决定及意见的句型，激发他们的学习兴趣 StepⅡ Pre-readirg

　　1.Ask the students to look at the title and the picture on P18 and guess :

　　Who am I ?

　　What is the passage about ?

　　2.Ask students to brainstorm :In which aspects have computer been used today ? Work out a list and compare it with your partner .

　　此任务能让学生通过标题、插图预测文章内容并调动学生学习的积极性，引发学生思考。

　　Step Ⅲ.Reading

　　1.Skim the passage to check whether their predictions are right or not .

　　2.Scan the passage again ,and do exercise 3 in pre-reading part .

　　3.让学生从文中找出这些信息并完成下面表格：

　　1642： .

　　1822:The analytical machine was wade by Charles Babbage.

　　: .

　　1940s: .

　　:The first family of computers was connected to each other.

　　1970s: .

　　Now: .

　　这样设计可以让学生从文章当中自主查找到所需要的信息；课文教学时教师可以让学生自由举手回答并填写以上问题，教师一边帮学生retell及校对，一边解释所涉及到各种不同类型的计算机名词，让学生由易到难掌握课文。

　　4、careful reading

　　Ask students to read the passage once more and fill out the chart of requirement 2 on P19 这部分需要学生精读课文并寻找相关具体信息，建议学生碰到生词时看下上文猜测词义。

　　StepⅣ Listening and Speaking

　　1、让学生一边听一边记下在什么时间、什么人发明了什么类型的计算机，听完录音让学生复述那些内容。

　　2.Role play :叫学生以第一人称扮演不同时期的计算机。

　　StepⅤ 拓展

　　1.再现最初的七副图片，询问学生：What’s next ?让学生展开自己的想象力，设计下一种计算机的模样与作用，让学生分组讨论并画出其样子。

　　Step Ⅵ Homework

　　Ask the students to write a passage about the development of computers.

　　Step Ⅶ Conclusion

　　五、说板书

　　Unit 3 Who Am I ?

　　1642: The computer began as a calculating machine.

　　1822: The analytical machine was made by …

　　1936：The computer grew rapidly both in size and brain power.

　　1940s：…had grown as large as a room .

　　1960s：The first family of computers…

　　1970s：computers were used in offices and homes .

　　Now :Computer connect people all over the world.

　　本课所倡导的教学基本理念是：

　　1、面向全体学生，实施素质培养。

　　2、整体设计目标，优化学习方式，提高自主学习能力。

　　3、利用现代教育技术，拓宽学习和运用英语的渠道。

　　4、提供多种选择，适应个性需求。

　　教学反思：本课能调动学生的积极主动性，能较好地把听说读写融汇在一起训练学生的综合语言运用能力，但是由于学生层次不一，在说时可能一部分学生不能开口，教师在以后的教学中应该设计内容更符合不同层次的学生，比如让这些基础很差的学生先预习，熟悉课文单词。另外，教师也可在课后让学生自己上网查找计算机发展史。

高中英语说课稿15

　　一、说教材

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

　　2. 教学目标

　　1) 知识目标：

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

　　2) 能力目标：

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

　　3) 情感目标：

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

　　3. 基本技能：读、说有关英语语言话题的知识。

　　4.三点

　　1)重点：掌握大纲词及短语

　　2)难点：读，说

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

　　二、说学情

　　1.学生特点：1)基础教差;

　　2)学习被动，缺乏好的学习习惯

　　2.知识结构：

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

　　3.思维特征：

　　缺乏创造性的思维，有幼稚化的倾向;缺乏条理性和逻辑性，缺少思想深度。

　　三、说教学过程

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

　　教具：多媒体

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

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

　　3. 深层理解：我设计了六个正误判断题，引导学生加深对文章的理解。

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

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

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

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

　　8. 小结：再次提出学习英语的重要性

　　9. 作业：根据所学内容，写一篇有关于为什么学习英语的文章。

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