高中英语说课稿（精品15篇）
作为一名教师，时常要开展说课稿准备工作，说课稿有助于提高教师理论素养和驾驭教材的能力。那么什么样的说课稿才是好的呢？以下是小编为大家收集的高中英语说课稿，仅供参考，希望能够帮助到大家。
高中英语说课稿1
我将从教材分析、教法学法分析、教学过程分析和教学设计说明这四个方面来谈谈我对教材的理解和教学的设计，敬请各位专家、评委批评指正。
一、教学分析：
教材的地位与作用
本模块内容为英国古典文学中的狄更斯作品及其生平。本节课是一节文学阅读欣赏课,课文节选自《雾都孤儿》的片断“Oliver asks for more”，反映了主人公Oliver生活的是一个贫富悬殊，充满压迫的不公平的社会。通过学习本课，学生能够了解文学常识，掌握语言技能，对狄更斯的文学作品有了初步的认识，为本单元后面的学习也做了铺垫。
教学目标：
知识与技能：理解文章内容，并使用所学的词汇描述有关的故事情节，表达自己的情感。能分析课文中的长难句、理解句子结构，并能运用所学词汇和句型概括课文内容。
过程与方法：
1.利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中。
2.运用各个层次问题的设置，促进各层次学生参与学习活动。
3.学案导学，发展学生自主学习能力。
情感态度、价值观：了解英国古典文学及对世界文化的贡献。
教育学生应珍惜现在的生活，努力学习，奋发上进。
学情分析：
处于高二下半学期期末学习的学生掌握了一定量的词汇，并有一定的长难句子分析理解能力，这样帮助他们扫清了阅读时的部分障碍。但他们对课文阅读只限于表层含义，难于运用语言分析问题表达观点。因此我将教学重难点设计为：
教学重点、难点：
重点：
1.识记掌握本课词汇，理解文章大意。
2.学会理清文章结构，找寻信息点，提高运用英语的综合能力。
难点：
1.培养略读、查读和识别关键词等阅读技能和形成阅读策略。
2.学生把所学的词汇，句型运用于实践中。
二、教法与学法
1.针对学生的年龄特点以及认知水平，采用问题意识引领教学法，设置不同层次问题，由浅入深。充分发挥学生的主体地位，为学生的主动建构提供各方面的保障。
2. 以学生为主体，利用学案导学，借助任务型教学法、情景教学法、问答法、小组合作法、自主探究法开展教学活动，完成教学任务。
三、教学过程分析
（一）短片导入，直观认知
课前布置预习作业，让学生上网或通过其它渠道搜索有关狄更斯及其作品的相关信息。上课时首先观看一组视频，在视频中我选择了包括课文中提到的狄更斯一些著名文学作品以及改编为电影的一些图片，观看短片后回答问题：
1. Q: Which novel did you catch when you watch the video? And do you know other works written by Charles Dickens?
A: David Copperfield, A tale of two cities, Great expectations, Oliver Twist…
2. Q: What kind of the novel did Dickens usually write?
【设计意图】观看多媒体短片，激发学生的兴趣。通过师生互动，同学们课下所搜索的信息得以展现，充分调动了其积极性，在锻炼学生搜集信息和归纳总结的能力的同时，也极大地增强了同学们学英语的'信心。
最后图像停顿在截取的电影片段也就是课文中 “Oliver ask for more” 的几幅图片上，每张图片配合描述性的句子，设置教学任务：对划线词语进行快速猜测词义练习。
1. Charles Dickens is one of England’s most famous novelists.
2. He wrote about the life of poor Oliver Twist, who is an orphan without parents.
3. He lived in the workhouse, and the boys had excellent appetite, hungry and misery.
4. Oliver was chosen to ask the warden for more to eat.
【设计意图】通过观看图片和根据句意猜词词义练习，既为学生后面的阅读扫清了障碍，让学生们快速进入课文情境当中，又培养了学生联系上下文理解单词含义的阅读技能。
最后根据图片提出问题：
What do you think he is saying to the man and what will happen next?
在学生对课文内容有了直观的认识后，勾起了学生对故事发展的好奇心，自然的过度到阅读中来。
（二）快速阅读，探索新知
Ask students to skim the whole text and choose the best summary of the passage on P30Activity1 and divide the passage into three parts.
P1 ←— Being hungry
P2-P3←—Being chosen
P4-P13←—Being locked
【设计意图】这一环节采取小组活动的方式快速限时阅读, 设置的几个概括文章大意类问题，概括文章大意和各段落大意。把阅读课文作为整体来处理，搜集高频词汇和关键词。检查学生对课文中的事实的表层理解，养成良好的阅读习惯，提高阅读技能。
（三）归纳方法，自主生成
收集学生不同的分段方式后，通过探究式提问，
1. What are the two main elements of a novel? A: Character, plot
2. What should be based on when we divide the passage into parts?
A: The change of the plot; The change of time; the change of the scene….
【设计意图】通过几个简单的探究式问题，使学生用很短的时间就抓住了本篇文章的核心和结构，明确了这篇小说类文章的段落划分是依据情节的发展和变化。目的是培养学生的归纳总结能力，锻炼他们的表达能力，最后由教师修正、补充、说明。激励学生探究性学习的热情，提高阅读能力，以此突破教学重点。
（四） 精读课文，巩固升华
Read the passage again and answer the questions:
1) Why did the bowls never need washing?
2) What would the tall boy do if he still didn’t have another bowl of soup?
3) Why did the boys choose one boy to ask for more food?
4) How did they choose the representative to ask for more food?
5) When Oliver went to ask for more food, what did the warden do?
6) What was Oliver’s final result for asking for more food?
【设计意图】对于这个练习，我设置的几个问题都是细节理解类问题。集中培养学生从文章中迅速获取细节信息的能力,培养略读、查读识别关键词等阅读技能形成阅读策略,解决教学重点。可采取让学生小组讨论的方式解决问题，教师只需要点拨即可。这个活动既培养了学生的合作精神，又体现了“先学后教”的教学理念，提高了课堂效率。
（五）训练建构，达标拓展
Task : Make a dialogue with your partner, the scene from para.3 to para.6.小组成员中可以选用表演能力较好的同学演"warden"和"Oliver",选用一个口语较好的同学做解说员，另外可以根据同学们的个人特点充当两个“helpers”和几个Oliver的"companions".
【设计意图】这个环节的设置既体现了小组合作的精神，又充分尊重了学生间的个体差异，使小组中的每一个成员都能积极参与，充分调动了全班学生的积极性。与此同时也培养了学生的表演能力和表达能力,以此突破教学难点。
（六）联系现实拓展迁移
Discussion：
1. What’s the writing purpose of the story?
Key words: reveal…; show great sympathy to…
2.Compared with Oliver’s life, what do you think of yours? What should you do?
【设计意图】通过主观类题型的设置，给予学生正确的思维导向：探索作者写作意图，畅谈本节课的体会，对比我们的生活实际，激励学生努力学习奋发图强珍惜现在的幸福生活。
（七）快乐收获，布置作业
Homework:
If you were Dickens, what would be the ending of this novel?
【设计意图】学生可以展开想象的翅膀，并将本节课所学习的小说类文章的发展变化和本课所涉及的词汇短语运用于实践。弥补了课堂中写作练习的不足，也复习了所学内容。
四、教学反思
根据本节课的教学内容和学生的实际特点，本节课利用问题引领导学+情景相结合的教学方式，将任务型阅读融入整堂课中，通过猜测词义题，主旨大意题，细节理解题，探究归纳题以及主观观点类问题的设置，让学生在小组活动中通过合作和探究来完成各个任务，实现了对小说类文章的理解和掌握。整节课活动既有轻松有趣的小组竞赛、多媒体短片、同学表演和头脑风暴，又有需要深层思考的阅读理解活动和讨论活动，从语言的输入到最后的输出。通过阅读掌握技巧，再把阅读技巧用于写作输出，真正达到语言的灵活掌握和运用。
高中英语说课稿2
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.
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.
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
高中英语说课稿4
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5
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6
大家好！很高兴在这里呈现我的教案设计！我要讲的是普通高中课程标准实验教科书模块二第四单元wildlife protection的第二课时，即阅读课，文章题目是How Daisy learned to help wildlife。接下来我要从教材分析，学情分析，教学目标，重难点，教学方法，教学步骤和板书设计这几方面来具体阐述我的教学思路。
教材分析和学情分析
首先，我来分析一下教材和我们班学生的情况。这个单元的主题是野生动物保护。野生动物的保护是当今世界面临的热点问题，并且关乎每个人。本文章是以故事形式记载的，讲述了世界三个不同地方面临的不同生态问题。文章语言浅显易懂，但是内涵丰富，学生们需要学会运用推理的方法才能理解某些语句的深层含义。学生们在即将完成高一课程的同时，已掌握了一定量的词汇，也已熟悉了英语阅读的技巧。所以在训练阅读技巧的同时，我会注重文章的理解深化和口语的锻炼上。此外，很多学生都喜欢动物，对本节课的主题肯定非常感兴趣，也会对一些野生动物濒临灭绝感到惋惜。但是，这些只停留在认识上。大多数学生不能把自己和野生动物的保护联系起来，并没有意识到自己的责任，即要采取行动改善野生动物的现状。最后，考虑到学期末，有些学生可能对学习有些懈怠，或失去了兴趣，所以本堂课会增加一些趣味性的环节。
教学目标
根据以上对教材和学情的分析，我制定了以下教学目标。第一，语言技能目标。学生能够通过跳读和略读，了解文章大意，定位细节。学会推理，思考，分析语句的深层含义和文章结构，进一步理解作者写作意图。此外，学生能够自由表达观点，讨论动物保护话题。第二，语音知识目标。学生进一步熟悉动物保护话题，对野生动物的现状，濒临灭绝的原因，保护野生动物的组织等基本知识有个大概的了解。理解本文章的主旨大意并初步认识文章中出现的一些词汇。第三，情感态度目标。学完本课，学生会意识到动物保护的重要性、急迫性，意识到我们每个人都有责任，应该付出行动。第四，文化意识目标。这节课让学生明白地球是大家的，野生动物保护没有国界，地球人都有义务共同保护我们的大家庭。最后是学习策略目标。学生学会通过英语口语交际，解决具体问题。还可以提高资源策略，通过互联网、书籍、媒体等各种方法获取需要的资源。
重难点：
根据以上的分析，我把本节课的重点定位在阅读技巧的训练，即跳读、略读、推理和文章理解上，难点是如何激发学生学习本文章的动机，即动物保护关乎每一个人。
教学方法和教具：
我主要用的教学方法是交际法中的情景教学法和任务型教学法，这在教学步骤中会具体讲解。我使用的教具主要是电脑、投影仪。
教学步骤：
下面是我的具体教学步骤。我分四个步骤来完成。
第一个步骤是导入。大概在5分钟内完成。首先我会给学生播放一个短片，内容是关于一些野生动物濒临灭绝的现状和灭绝原因的分析。视频的导入可以激发学生的学习热情和对野生动物的同情之情，激活背景知识，了解野生动物濒临灭绝的原因。短片看完后，让学生同桌讨论以下问题：野生动物与我们的生活有何关系？讨论的`同时将答案做简短记录。讨论结束，请学生口头呈现讨论结果，我会将他们的答案收集、归类并记录在黑板上。这个问题的讨论可以让学生意识到野生动物的重要性，它们与我们生活息息相关。
第二步，pre—reading，即读前活动。这个步骤花费4分钟。首先介绍WWF这个组织，成立时间，目标，口号等等。在介绍之前可以先问问学生对这个组织的了解程度。这个组织在文章中出现，将其做简单介绍，可以增加学生的知识储备。接下来，学生做读前预测。看标题和图片猜猜文章的大概内容。这可以让学生养成阅读前预测的良好习惯。
第三步，while—reading，大概花费20分钟。这个步骤有三个环节，即略读、跳读和精度。略读环节，学生快速浏览全文，找出文章大意。这让学生对全文有个大概的了解。跳读环节，学生再次浏览全文，这次是带着问题跳读，快速定位细节。首先完成一份表格，找出三次旅游的地点和分别碰到的动物。然后回答问题，如：哪个动物对人类处理环境问题的方式很不满意？学生回答问题的同时要将答案出现在文章哪个地方指出。在精读环节，学生根据指示，一段一段学习。对于每一段，即每一次旅行，我设计了不同的问题，问题形式也各不一样。如第一次西藏之旅，我设计了几个细节问题如藏羚羊发生了什么？人们屠杀藏羚羊结果怎么样？第二次与在津巴布韦与大象的邂逅，我让学生完成一个表格，找出大象以前的状况和现在的状况，并回答为什么有这样的改变。第三次热带森林之旅，除了细节问题，还涉及了语句的深层含义理解。这个步骤主要训练学生的阅读技巧，并理解文章的细节内容。在这整个步骤，问题的设计很重要。
第四步是post—reading。将花16分钟时间完成。首先，在学完了文章具体内容之后，让学生理顺文章结构，各部分是怎么组织并连在一起的，并完成课后的表格。这个表格在这时候完成难度可以降低。接下来做一个文章大意填空练习。运用文中出现的词汇填空。这个练习可以巩固课文中出现的词汇，并为下一个环节提供语言支持。最后，我设计了一个辩论环节。材料就是课文后的练习三，五个人一组，一个学生主持并做裁判，一个学生扮演农民，他希望在野生公园里面的农场上种植咖啡。另一个学生饰演另一个农民，而他坚决要保护这个野生公园。第四个学生扮演市长，他只想发展地区经济。第五个学生是世界野生生物基金会（WWF）的代表，支持保护野生公园。首先，正方反方各发表意见并提出至少三个论据（原因），然后自由辩论，最后得出解决方案。裁判仔细听并做笔记，在辩论结束后需要向全班报告辩论结果。我会在课件上提供词汇和句型，以帮助学生顺利完成这个任务。这里运用了情景教学法和任务型教学方法。学生扮演不同角色，完成具体的任务。这个活动扩大了讨论范围，设计到生态保护和经济的利害关系，学生对这一话题做了更深入的思考，并学会如何解决问题。辩论的设计可以激发学生的英语演讲激情，锻炼英语口语。
最后是家庭作业。1。完成课后题目，为下节课语法的学习做好准备。2。What other endangered animals do you know？What has being done and what should be done to protect these animals？为了回答这个问题，学生需在课后上网或去图书馆查询，并在下节课报告。这可以培养学生的资源策略。
板书设计：
这是我的板书设计，中间是三次旅行的地点和遇到的动物，右边是重点词汇的罗列。左边是导入部分讨论后在黑板上的总结。
这就是我今天要说的课，谢谢！
板书设计：
Unit 4 How Daisy learned to help wildlife
Tibet — Zimbabwe— rainforest
Antelope elephant monkey
高中英语说课稿7
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8
Teaching Plan Interpretation
Good morning,everyone. It’s my great honor to stand here and interpret my teaching. The teaching plan I am going to talk about is from Senior English for China Student’s Book 1A, Unit 8 Sports. I’ll explain how to teach and why to do so from the following 6 parts: The analysis of the teaching material, the teaching methods, the studying ways, the teaching procedure,Layout of the Bb and the anticipation.
Part I The analysis of the teaching material.
First, let me talk about the teaching material. My understanding of the teaching material includes 3 parts: the status and the function, teaching objectives, the important and difficult points.
Function and status: The title of this unit is Sports,which maybe a topic that students are interested in. And the type of my lesson is speaking and listening. It is used to clean up the obstacles of background and language for the rest of the unit,such as reading. And another function is to inspire the students’ interset of sports,and inspire them to do some sports everyday to keep healthy. If the students want to know more about Sports or Olympic Games,they have to come to the text and lesson to learn more. So these are fit for the New Curriculum of English: To enforce the motivation of studying English.
That’s all for the Function and status. According to the teaching material and the New Curriculum of English, in order to fulfill the learning task of this period, I establish the following objectives:
Teaching Objectives: By the end of the lesson,students should be able to:
1. Knowledge objectives : Learn some vocabulary of sports and the structure of asking and answering questions about interests and hobbies.
2. Ability objectives : Learn how to use these words in speaking. I’ll design task to fulfil this objectives.
3. Moral objectives : Get to know some information about Sports and Olympic Games. Inspire the interest in sports.
Well, so much for the teaching objectives, let's come to deal with the important points and the difficult points. According to the type of my lesson is speaking and listening,the important points are the vocabulary of sports,the structure of asking and answering questions about interests and hobbies. As to the difficult points, it is the structure of asking and answering questions about interests and hobbies.
Part II Teaching Methods
Now let’s focus on the ways of teaching and learning. Generally speaking, I adopt TBLT in my class. As for learning, students should not only know the vocabulary,how to pronounce,how to spell them,but also learn how to use them in communication. So I use the TBLT ,when it comes to the dialogue,this method will let the students know how to use them in real life.
Teaching strategies or techniques: imitation, repetition, inductive method,demonstration
Teaching model: the 3-P model,that is Presentation,Practice and Production. I will show how this model make effort in the teaching procedure.
Part III Studying ways
This unit is about Sports. It closely connects to the students’ life,so most students will be interested in it a lot.
In this period,I use direct ways and use translation ways to list the vocabulary. The students will learn to how to pronounce and how to use the vocabulary. And other ways I will also show you in the Teaching Procedure.
Part IV Teaching Procedure
Here comes the most important part, the teaching procedure. I will use the 3-P Model: Step 1 : Presentation: The vocabulary of sports;Step 2 : Practice: Ask and answer;Step 3 : Production: (1)Listening exercise;(2)Information of Olypmic Games.
Warm-up (3 minutes)
Now let’s come to the first step warm up. I will spend 3 mins on it.
I will ask Ss three questions. First,I will ask “What will we have this week/month?”,the Ss will answer me “Sports Day”. Then I will ask “What sports items will you take part in?”,Ss will name some sports name. I will choose some of them to write on the blackboard and ask some difficult sports name,such as shot,long distance race and put them on the blackboard. After this,I will ask “What other sports (sports meeting,Olymic Games,ball games)do you know?” and list them on the blackboard.
These questions can be used to educe the vocabulary of sports and make preparation for the rest speaking and listening activities.
Step 1 : Presentation
The vocabulary of sports (5 minutes)
Just in last step,I have already listed the words on the blackboard. So in this step,I just ask the Ss to repeat after me to learn how to pronounce and learn these words by heart. I will use word categories in order to teach them how to use generalization to learn words. It will take 7 minutes.
Step 2 : Practice
Ask and answer
It is the most important part in this period. I will put 14 minutes on it.
I will ask Ss “Do you like sports?” and “What’s your favourite sports?”. The Ss may give me some sports name. Then I will put the fisrt structure on the blackboard. Then I will say if there are two sports,I want to know what is your favourite one,what should I say. Then it can educe the second structure. After learning these two strucures,I will give some key words for Ss to replace and practise. It is the task I design for them to use the useful expression to communicate. Then I will ask then open the book to learn other useful expressions on P52 and use all these expression to finish the task. At last,I will ask some groups to make some presentation. It is also include the PPP in this step.
This step not only strengthen the new words,but also train the Ss to talk about sports,hobbies and interstings in real life and develp their speaking ability. It also enrich the language,including words and expressions about sports,hobbies and interstings and make Ss have a better understanding of others.
Step 3 : Production
(1) Listening exercise (10 minutes)
Listen to the material and finish the exercise on P51 and give the answers. The listening material include three sports reports: NBA,basketball game and table-tennis game. In this part,Ss have to listen to the tape and catch the key information,such as sports items,scores and results. Through this exercise,Ss can get more information of sports and be inspired interests in sports,train and develop the listening skills,learn and review the description of sports.
(2) Information of Olympic Games (5 minutes)
Ss get information of Olympic Games by the exercise on P50-51. And then I will give some other information about Olympic Games.
End of Lesson Summary: (2 minutes)
Review the vocabulary of sports and the structure of ask and answer questions about interests and hobbies to enforce Ss’ memories.
Assignments: (1 minute)
1. Learn the new words of this unit by heart and try to use them.
2. Finish the listening exercise on Page 127.
3. Use the words and expressions to finish talking exercise on Page 127.
4. Preview the text.
Part V Layout design
On the left part,I will list the some of the vocabulary of sports. On the middle I will list the useful expressions.
Unit 8 Sports
1. track and field
relay race What’s your favourite …？(book,food,music)
long distance race I like … best. / … is my favourite ….
shot
2. Olympic Games items Which do you like, … or … ?
diving I prefer … to …
shooting
gymnastics Which…do you like best?
weightlifting Which do you prefer,…or…?
skiing
3. Ball games What about…?
badminton Are you interesting in…?
baseball I’d rather…than….
softball Yes,very much. / No,not really.
Part VI Anticipation
This unit is talking about sports. It is close to Ss’ life,so Ss will be interested in it and will be active to answer and cooperate. It will be easy to enduce new words. The Ss will be also curious to know other classmates’ hobbies and interests,so it will be also smoothly to enduce the structure of asking and answering the hobbies and interests and Ss will be happy to do practice with the knowledge they have learned. The knowledge and ability aims will also be fulfiled. And then,the emotional aim can be fulfiled by giving information of Olympic Games which they are interested in.
That’s all for my interpretation. Thank you for your attention.
高中英语说课稿9
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10
一、教学目标
学习反意疑问句
二、教学重点
通过教学让学生掌握反意疑问句的基本句型结构和回答。
三、教学难点
1．主句谓语是think, believe, expect, suppose, imagine等引导的宾语从句，就从句部分提问。
2． 陈述句部分主语是不定代词everybody, anyone, somebody, nobody, no one等，疑问部分常 用复数they，有时也用单数he。
教学程序如下：
一、说教学程序：导入——新知识的学习
说设计这个教学程序的基本思路和根据。就初二学生来说他们学习以下的语法项目：be动词（包括be 动词的过去时）； There be句型 ； 行为动词的一般现在时；行为动词的一般过去时；一般将来时；（包括There be句型的一般将来时）；现在完成时；现在完成进行时；情态动词和祈使句。因此，我在讲授反意疑问句时，仅仅围绕学生学过的语法项目进行反意疑问句的教学并进行反复练习。具体练习作业本（上、下）、典中点中的练习都有，另外，再补充总结有关反意疑问句的专项练习加以巩固。
二、说练习和作业的设计。
检测训练——总结巩固。通过安排学生做作业本（上、下）中的练习、典中点中的练习进行训练，再补充总结性的有关反意疑问句的专项练习进行检测加以巩固。
三、说板书设计：
通过课件展示教学的内容（以下各项教学内容）
以下分为十一个部分进行讲解。
反意疑问句
反意疑问句是由两部分组成的，前一部分是对事物的陈述（即陈述句），后一部分是简短的提问（即简短疑问句），中间用逗号隔开。如果前一部分用肯定句，后一部分就用否定疑问句；如果前一部分用否定句，后一部分就用肯定疑问句。两部分的.人称和时态要一致。其回答是用yes或no来表示。
一、含be(is, are, was, were)动词的反意疑问句
其句型是：
句型1:主语+ be+其它，isn’t(aren’t, wasn’t, weren’t)+ 主语？
句型2:主语+ be not+其它，is(are, was, were) + 主语？
① You are from America, aren’t you? Yes, I am. No, I’m not.
② It isn’t very cold today, is it? Yes, it is. No, it isn’t.
③ Tom was away yesterday, wasn’t he? Yes, he was. No, he wasn’t.
④ The Green weren’t at home last night, were they?Yes, they were. No, they weren’t.
⑤ Mary is reading English now, isn’t she? Yes, she is. No, she isn’t.
⑥ Your parents aren’t going to have a party this Sunday, are they?Yes, they are. No, they aren’t.
⑦ The girls were singing when the teacher came in, weren’t they?Yes, they were. No, they weren’t.
注意：There be句型
① There is an old picture on the wall, isn’t there?Yes, there is. No, there isn’t.
② There aren’t any children in the room, are there?Yes, there are. No, there aren’t.
③ There wasn’t a telephone call for me, was there?Yes, there was. No, there wasn’t.
④ There were enough people to pick apples, weren’t there?Yes, there were. No, there weren’t.
二、行为动词的一般现在时的反意疑问句
其句型是：
句型1: 主语+动词原形+其它，don’t I(you, we, they)？
句型2: 主语+ don’t+动词原形+其它，do I(you, we, they)？
句型3: 主语+动词第三人称单数+其它，doesn’t he(she, it)？
句型4: 主语+ doesn’t+动词原形+其它，does he(she, it)？
① You often watch TV in the evening, don’t you? Yes, I do. No, I don’t.
② The students don’t study hard, do they? Yes, they do. No, they don’t.
③ Mary studies Chinese hard, doesn’t she? Yes, she does. No, she doesn’t.
④ The boy doesn’t often go to school by bike, does he?Yes, he does. No, he doesn’t.
⑤ The first class begins at eight, doesn’t it? Yes, it does. No, it doesn’t.
三、 行为动词的一般过去时的反意疑问句
其句型是：
句型1: 主语+动词过去式+其它，didn’t+主语？
句型2: 主语+didn’t+动词原形+其它，did +主语？
① You watched TV last night, didn’t you? Yes, I did. No, I didn’t.
② Jim’s parents didn’t go to Hong Kong last month, did they?Yes, they did. No, they didn’t.
③ The rain stopped, didn’t it? Yes, it did. No, it didn’t.
④ Mr. Clarke didn’t buy a car, didn’t he? Yes, he did. No, he didn’t.
四、一般将来时的反意疑问句
其句型是：
句型1: 主语+will+动词原形+其它，won’t+主语？
句型2: 主语+ won’t +动词原形+其它，will +主语？
① The boys will play games, won’t they? Yes, they will. No, they won’t.
② It won’t stop raining, will it? Yes, it will. No, it won’t.
③ Mr. Smith will visit our school next week, won’t he? Yes, he will. No, he won’t.
注意：There be句型的一般将来时
① There will be a basketball match tomorrow, won’t there?Yes, there will. No, there won’t.
② There won’t be too much pollution in the future, will there?Yes, there will. No, there won’t.
五、现在完成时的反意疑问句
其句型是：
句型1: 主语+have+动词过去分词+其它，haven’t+主语？
句型2: 主语+ haven’t +动词过去分词+其它，have +主语？
句型3: 主语+has+动词过去分词+其它，hasn’t+主语？
句型4: 主语+ hasn’t +动词过去分词+其它，has +主语？
① You have been to Shanghai before, haven’t you? Yes I have. No, I haven’t.
② You haven’t been to Shanghai before, have you? Yes I have. No, I haven’t.
③ Jack has done his homework, hasn’t he? Yes, he has. No, he hasn’t.
④ Jack hasn’t done his homework, has he? Yes, he has. No, he hasn’t.
六、现在完成进行时的反意疑问句
其句型是：
句型1: 主语+have been+动词现在分词+其它，haven’t+主语？
句型2: 主语+ haven’t been +动词现在分词+其它，have +主语？
句型3: 主语+has been +动词现在分词+其它，hasn’t+主语？
句型4: 主语+ hasn’t been +动词现在分词+其它，has +主语？
① You have been skating for five hours, haven’t you? Yes, I have. No, I haven’t.
② You haven’t been skating for five hours, have you? Yes, I have. No, I haven’t.
③ Bob has been collecting kites since 1999, hasn’t he? Yes, he has. No, he hasn’t.
④ Bob hasn’t been collecting kites since 1999, has he? Yes, he has. No, he hasn’t.
七、含有情态动词的反意疑问句
其句型是：
句型1: 主语+情态动词+动词原形+其它，情态动词否定形式+主语？
句型2: 主语+情态动词否定形式+动词原形+其它，情态动词+主语？
① You can speak French, can’t you? Yes, I can. No, I can’t.
② They can’t understand me, can they? Yes, they can. No, they can’t.
③ Ann could swim when she was six, couldn’t she? Yes, she could. No, she couldn’t.
④ The students must study hard, mustn’t they? Yes, they must. No, they needn’t.
八、祈使句用于反意疑问句中
这种类型较特殊，前一部分是祈使句，后一部分是肯定疑问形式。回答也较灵活。
句型1: Let me+动词原形+其它，shall I?
Let me open the door, shall I?
Yes, please. No, thanks.
句型2: Let’s+动词原形+其它，shall we?
Let’s go for a walk, shall we? Good idea! Sorry, I can’t.
Let's go and listen to the music, shall we?
句型3: Let us +动词原形+其它，will you?
Let us have a reat, will you?
Let us wait for you in the reading-room, will you ？
句型4: 其它形式的祈使句，will you?
Come into the classroom, will you? OK.
Please be careful, will you?
九、值得注意的是有时英语的谓语动词并不用否定式的（即没加上not），
而是用上了“never, little, few, hardly, nothing, nobody”等词，这时该陈述句也属于否定句，因此，反意疑问句的后半部分应用肯定疑问式。
① You have never been to Beijing, have you? Yes, I have. No, I haven’t.
② Mr. Fat has few friends here, does he? Yes, he does. No, he doesn’t.
③ There is little milk in the bottle, is there? Yes, there is. No, there isn’t.
④ He could do nothing, could he? Yes, he could. No, he couldn’t.
十、主句谓语是think, believe, expect, suppose, imagine等引导的宾语从句，就从句部分提问。
I don't think he is bright, is he?
We believe she can do it better, can't she?
十一、 陈述部分的主语是不定代词everybody, anyone, somebody, nobody, no one等，疑问部分常用复数they，有时也用单数he。
Everyone knows the answer, don't they? （does he?）
Nobody knows about it, do they? （does he?）
高中英语说课稿11
一、指导思想：
主动阅读，自主发展，培养学生英语语言能力和分析问题、解决问题的能力。
其理论依据是：语言习得理论（美国）
语言能力是语言行为的重要部分，它是使语言使用者能够说出和理解无限的句子，并能识别语法错误和歧义。就是说话者掌握的语法结构、词汇和语法规则等方面的知识，从某种意义上讲，语言能力就是一部语言的百科全书。而阅读 是在没有他人参与的情况下，主动增加语言的输入，不仅直接参与作者的自然交流，而且使学生从中获得语言的内涵，培养语言的能力及分析问题和解决问题的能力。
二、内容：
1、本节课是高中英语第二册（下）第54课的一篇阅读文”Satellites”
2、目标：1）通过学生在教师的指导下主动阅读课文以获得语言信息，提高阅读水平，同时使学生了解有关卫星方面的知识。2）掌握大纲教材中的词汇：broad, circle, in space, pull, camera, fold, unfold, connect, object, direction, position,
signal, orbit, rocket, panel. 并且复习定语从句的用法。3）用语所学语言，围绕人造地球卫星这一题材，完成教科书和练习册中规定的听、说、写的任务，并完成有关的课文内容的练习。
3、重点、难点：
1） 一些四会、三会词（词组）
broad, circle, in space, pull, camera, fold, unfold, connect, object, direction, position
once every month, fold up, at the speed of, is likely to, keep out of，carry up, go into, in order to, return to, more than, not only…but also…,each other
2) 非限制性定语从句的复习。
三、教材处理
要求学生对课文进行三读：快读、再读、深读
1、 快读：教师放录音，要求学生快读全文，获得主要信息：
1） Why are satellites so expensive?
2） What can satellites send back to the earth?
以了解课文的中心内容。
2、 再读：主要是帮助了解一些文中细节。借助于学生用书P79,Ex 1中的题目，来指导学生阅读全文。
3、 深读：主要是通过在教师的指导下，学生自主地细读全文，加深学生的'深层次的理解。
4、 精要的语言知识讲解。
四、教法与学法
本节课是自觉实践法和自主习得法相结合。学生在教师的指导下自主习得语言知识以培养语言能力。
五、教学程序
1、 复习：1）检查上节课的作业。2）词汇听写
2、 阅读准备：看P8图，讨论学生所看到的。板书：Why are satellites so expensive? What can satellites sand back to the earth?
3、 快读：学生带着黑板上的两个问题，教师放录音，学生快速浏览全文，找到问题的答案。
4、 再读：借助Wb 中的7个问题，引导学生再读全文，完成相关内容，并对不理解的句子和词组划线。
5、 推断词义，解决难句。教师把学生在再读中的难句收集，引导学生猜义和解释。帮助解决理解障碍。
6、 深读：引导学生进行深层次的阅读全文。
7、 精要的语言点讲解。（见教案）
8、 验收效果：True or false练习。（见教案）
9、 小结：1）文章脉络 2）主要语言点
10、 板书设计：
课 题
词组
常用短语
例句：
高中英语说课稿12
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13
高一英语《Unit 15 The Necklace》
一、教材分析；
1、教材简析：
高一英语第十五单元的话题是“play”戏剧， 整个单元的设计围绕“戏剧”展开听、说、读、写多种教学活动，内容涉及“编故事表演”、“读剧本”、“如何写剧本”等，让学生初步熟悉戏剧， 学会剧本的欣赏、写作和表演。我上的这节课本单元的第三节阅读训练课，是由法国19世纪后半期优秀的批判现实主义作家莫泊桑的短篇小说《项链》改编的短剧。通过本单元的学习，既要让学生接触、了解戏剧的一些特点，又要让学生通过语言实践活动来体验语言，而提升自己综合语言运用的能力。
2、教学目标：（知识目标、能力目标、德育目标）
知识目标：(1)学习、掌握有关戏剧的体裁，熟悉和体验故事发生的典型环境和剧中人物的典型语言。 (2)在认知、理解剧情的基础上，学会欣赏戏剧。
能力目标：(1)发展学生听、说、读、写的基本技能，提高阅读技巧，培养综合语言运用的能力；(2)能利用上下文猜测词义，同时能根据上下文线索预测故事情节的发展；(3)能根据所读材料运用适当语言进行表演。
德育目标：通过本文激发学生对人生和命运的感悟，整体提高人文素质。
确立教学目标的依据：
根据新课标要求，通过听、说、读、写四项基本语言技能的训练，使学生形成综合语言运用能力，激发学生的学习兴趣，为真实语言交际打基础。此外，每一门课程都应该尽可能结合学科特点，把培养学生的情感融化到日常教育教学中。
3、重点与难点：
（1）重点：1.了解戏剧的文体特点并以此指导阅读；训练skimming, scanning, careful reading等阅读微技能；3.对戏剧深层次的理解及戏剧的欣赏，认识及分析主人公的人物特征及人物性格。
（2）难点： 1。阅读技能的训练；2.对戏剧的欣赏及课本剧的表演。
4、教学辅助工具：
(1) 收音机； (2)多媒体 (3)项链
二、教学流程：
1、新课导入
由前面两节课编故事及表演引出戏剧和学生们所喜欢的`不同戏剧类型(funny plays,serious plays or sad plays)，然后通过brainstorm让学生以个人活动的方式列举出中外著名的剧作家，再通过多媒体让学生把作家、作品、国籍进行连线，以此引人法国作家莫泊桑及短剧《项链》。这样通过师生互动，激活主题，激发了学生的学习兴趣，对后面进行本文的阅读做了铺垫和准备。
2、新课的讲解
（1）不同层次的阅读技能训练；
首先是Speed reading，a. skimming，让学生进行跳跃式阅读，找出本剧中三个场景涉及的人物、时间、地点、旁白及人物之间的关系，使学生较全面地了解英语戏剧体裁。b. skanning，快速默读全文，了解课文大意，为下一步找出细节作好铺垫，教师要求学生(work in pairs)给每一场景取一个标题， 以此培养他们找寻文章或段落的主题句和概括大意的技能。
然后是careful reading ，a. 扫 读 ：用多媒体展示针对每个场景提出的2-3个问题，，学生通过扫读来获取细节信息。在通读全文梳理文章，理解主题基础上，学生熟悉了故事内容，才能学会如何欣赏戏剧， 提高他们的鉴赏能力。b .朗读：让学生跟读录音，掌握正确的语音语调，从整体上把握课文结构并从中得到自己的感受。这也为下一步学生分角色朗读做好铺垫，通过分角色有感情的朗读，学生能够做到全身心的参与，学习积极性也得以充分发挥。
学生通过以上活动，从基本框架到细节信息把握住了这篇戏剧。
接下来的环节是通过多媒体展示的几幅图片让学生复述课文，这既是理解基础上的表达，也是对理解的检验。它可以训练学生的各种思维能力，培养学生各种语用能力，是激发学生创造性思维的有效教学方法。复述课文是培养学生用英语连贯表达的一种有效的训练手段，而且加深了学生对课文的理解，从而促进他们的口语交际能力和书面表达能力的发展。
（2）、在情境中激思，培养创新思维：
在课文教学时，我采用多种思维训练法，培养学生的创新思维。根据教材的语言材料，巧设疑问，鼓励学生从不同方面，不同角度进行思维。
在careful reading的扫读中，每个场景的2-3个问题之后给学生提出一些预测和发散性思维的问题，作一些开发创造性思维的四人一组的小组讨论，如：“Pierre为什么会接受邀请“Mathilde会借什么样的项链？“你丢失了项链，你会怎么去处理？”，学生表现出极大的兴趣和参与热情。这激发了学生的好奇心，这样既可提高口语表达能力，又可提高学生的想像能力。所以教师在课堂上巧妙地适时设问，是对学生进行多种思维的训练，学生的思维创造性也因此得到充分发挥。
其次课文复述完之后，给学生提出更为深层次的问题:“What do you think of Pierre、Jeanne and Mathilde? Why do you think so? ”，分析主人公尤其是Mathilde的人物特征，培养学生分析能力。《项链》这篇文章一直以来被理解为批判资产阶级虚荣心，我则鼓励学生阐述各自不同的观点及理由，学生认为她虚荣之外，还很傻，同时她也很诚实，很勇毅等。让学生对此问题的各抒己见，学生批判性地看问题体现了新教材的精神。其中我从诚实谈到到 “诚信”，让学生谈谈自己对诚信的看法。通过课堂对学生进行人生观、价值观、世界观的熏陶，整体提高人文素质，而学生用英语表达这种思想感情，也是对语言运用能力的培养。
3、板书展示：
Unit 15 The Necklace
Guy de Maupassant Mathilde: a young lady
(1850-1893) Pierre: A government worker, Mathilde’s husband
Ball of Fat / My Uncle Jules Jeanne: A young lady; Mathilde’s Good friend
4、作业的布置：
（1）用戏剧的体裁续写本文-第四幕场景，以“Mathilde得知真相后”为题要求学生进行课文续写，训练培养学生的创造性思维能力。目的以此调动学生的积极性，使学生处于积极思维的状态之中，丰富学生想象力，全方位、多角度培养学生运用英语的能力。
(1) 用英语排练这篇短剧，包括自己续写的结局：
三。教学反馈与反思：
1. 时间未能合理安排，给学生活动，思考，交流和表达的时间不够充分；
2. 引导学生对戏剧的欣赏做的不够；
3. 对学生续写的精彩的场景没有列出一本作品展示。
由于缺少经验，在说课过程中难免会出现不足，敬请各位老师不吝赐教。
高中英语说课稿14
Good morning, ladies and gentlemen. Standing here, I am very happy and excited. It’s my great honor to be here interpreting my teaching plan. My teaching plan is divided into 5 parts. Ok, let’s come to Part 1.
Part 1 Teaching Material
The topic of my lesson is ____________________. It is taken from New Senior English for China Students’ Book___ Unit____.. This is a reading lesson. It plays a very important part in this book. Such a lesson is related to Ss’ daily life, so it is important to raise Ss’ learning interests and it is also helpful to improve Ss’ society sense. It can improve Ss to attain “four skills” request of listening, speaking, reading and writing. Therefore this lesson is in the important position of the teaching material. By studying this lesson, we’ll enable students to know_____________________ and develop the interest in English
Part 2 Teaching Aims：通过阅读不仅能够吸收积累,强化巩固语言知识,而且能够培养阅读技巧,提高阅能力,扩大知识面。
1.Knowledge object (语言目标：语音，词汇，语法，功能，话题)
To request Ss to master the usage of the important words and phrases:
2.Ability object (技能目标：听，说，读，写)
(1) To develop the Ss’ abilities of listening, speaking, reading and writing, promote their ability of self-study and guide Ss to set up effective studying strategies.
3.Emotion objects (情感目标：兴趣，自信，合作，爱国，国际视野)
To increase Ss’ interest in learning English, set up their self-confidence and improve their ability of cooperation.
Part 3 the Important and Difficult Points
The important point is to learn the main idea of the reading materials. In this part, I often choose 3 materials, two in the textbook and one in the workbook, but just focus on one reading.
The difficult point is to learn the reading methods and difficult sentences.
Part 4 Teaching Methods
To achieve these teaching aims, I will use individual work, pair work, group work and class work.
Part 5 Teaching Procedure
Step 1. Lead- in
In this step, I will prepare something interesting for the Ss. According to this reading, will ask Ss questions _____________________________________________.
This is to arouse Ss’ attention about the topic. (cost about _3_ mins)
Step 2. Pre-reading
Let Ss work in pairs and discuss/ predict the questions ____________________________________________, which can check how much they have known about this topic. (costs about _2_ mins)
Step 3. While-reading ( 3 tasks )
Task 1. Skimming: to ask Ss to read the passage fast and find out the topic sentence of each paragraph. During this part, we can promote their skimming ability. ( costs about _5_ mins )
Para 1 ___________________
Para 2 ___________________
Para 3 ___________________
Task 2. Scanning:
In this part, I will ask them to do some detailed questions, such as blank-filling and T or F questions. This
step can strengthen their understanding of this passage and scanning ability. （costs about _10_ mins ） Task 3: Listening
Read the passage by following the tape. While you are reading, pay attention to the pronunciation of the words.（costs about _10_ mins ）
Step 4. Post-reading
Task 1. tell the difference between:
Task 2: What’s the best title of this passage? First ask them to discuss, them give them fours choices to choose from.
Task 3: Ask Ss to use their own words to retell the story in pairs and then present in front of the class Task 4: Discussion: divide the Ss into several groups and ask them to discuss the question __________________________________________________.
This part can develop Ss’ abilities of communication and cooperation, arouse the Ss’ interest in English learning and request Ss to express their ideas freely as well. （costs about _10_ mins ） Task 3.
Step 5. Homework
Task 1. remember all the new words and phrases in the reading passage.
Task 2: Write a summary of the reading passage using the new words.
Task 3. write a short passage about _________________.
Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.
That’s all for my teaching plan. Thank you a lot for listening.
Blackboard design:
Important words and expressions.
Topic sentence of each paragraph:
Para 1:
Para 2:
Para 3:
Homework: write a short passage
高中英语说课稿15
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。
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