高中英语说课稿（通用19篇）
作为一名教师，常常要写一份优秀的说课稿，说课稿有助于提高教师的语言表达能力。那么说课稿应该怎么写才合适呢？下面是小编收集整理的高中英语说课稿，供大家参考借鉴，希望可以帮助到有需要的朋友。
高中英语说课稿 1
A Teaching Plan Speech for the Reading part of Unit 1
Good morning, teachers.
My name isXX. Today, I’ll talk about how to teach the Reading part of Unit 1, School Life in the UK, in the student’s Book 1. It is made up of four parts.
The first part is the analysis of the teaching material.
This articlr is from a school magzine written by an exchange student. After studying in the UK for one year, she gives us a brief but clear description about what school life in the UK is like from her own experience. The Reading Strategy of this unit teaches students two basic reading skills, skimming and scanning. Students are expected to master the two skills and to apply them to their future study.
Teaching aims:
XXXX
Teaching important points: XXXX
Teaching difficult points: XXXX
The second part is about my teaching theories,methods and aids.
While dealing with this lesson, I’ll do my best to carry out the following theories: 1. Make the Ss the real masters in class while the teacher acts as director. 2. Combine the language structures with the language functions.
3. Let the students receive some moral education while they are learning the English language. Teaching method:
Question-and-answer activity teaching method Free discussion method
Pair work or individual work Task-approach teaching method Teaching aids: a projector a tape recorder multimedia the blackboard
Part three is the teaching procedures of this part.
1. Lead-in:
1.1 Show some pictures and movies about school life in the UK 1.2 Ask students to present the information they have collected before 1.3 Ask them to discuss the differences and to try to think of the reasons.
2. Reading comprehension:
2.1 Ask students to go through the article as quickly as possible and to try to finish PartA
Inform them to only focus on and identify the information needed.
2.2 Ask students to reread the whole text. Then let them answers some questions on the multimedia and check the answers as a class. These questions will check students’ ability to read and locate specific information.
(Q1：What time do British schools usually begin? What time do they usually end?
Q2: On average, how many students are there in a class in the UK?
Q3:Why did Wei Hua find her homework difficult at the beginning of her study in the Uk? Q4: What do British students usually eat after their main meal?
Q5: Which British city did Wei Hua go to?)
2.3 Have the students listen to the tape recorder, and ask them to pay attention to the tone and pronounciation.
2.4 Have students do some exercise in order to arouse their interest and enhance their further comprehension.
A. What specific aspects are mentioned in the text? (teachers, classmates, friends, subjects,
homework/assignments, grades, timetable, activities, school facilities, host family, food, hobbies, customs, traditions,festivals)
2.5 Make students focus on the above two exercises, and let them discuss the reading methods they use to do the two exercises.
2.6 Have students focus on the Reading Strategy on P3.
Tell them that skimming is to look at the titles and headlines, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and charts to get a general idea of what a text is about. And scanning is to focus on keywords and phrases, dates, numbers, etc. to find certain information in a text quickly.
2.7 Have students be familiar with some language points(blackboard) in the text and then give them some examples sentences.
A. experience(line 2): countable noun B. attend(6) C. way(9) D. earn(10) E. sound(11): linking verb F. as…as…(20) G. for free(29) H. miss(42): verb 2.8 Ask students do an activity: Interview Wei Hua
This activity help students improve their imagination.
2.9 Have students discuss what aspects may be included if they write an acticle about the differences of school life betwween UK and China. 3. Homework:
A. Write the article discussed before.
B. Do the exercises in the Workbook. C. Retell the text.
Part 4 is the blackboard design.
Reading: School life in the UK
Diagram:
Language Points:
A. experience(line 2): countable noun B. attend(6) C. way(9) D. earn(10) E. sound(11): linking verb F. as…as…(20) G. for free(29) H. miss(42): verb
高中英语说课稿 2
Module 6 Animals in Danger
Saving the Antelopes
Good morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you.My topic today is “Saving the Antelopes”. I have been ready to begin my presentation with following parts :
1 Analysis of teaching materials
This lesson is from FLTRP New Standard English Module 6 Animals in Danger, the reading part--Saving the Antelopes. This lesson is about the bad situation of the endangered wildlife and appeal people to protect them. Through this lesson, students can be aware that protecting animals is protecting ourselves, human beings.
2 Analysis of students
Our students are Senior high school students from the second grade. They are interested in the new topic. In addition, after many years of English learning, they’ve known many words, sentences and some skills to solve English problems. But they can’t use it to express themselves and communicate with others fluently. So in this period, I would arrange a variety fo activities to help them take part in the class.
3 Analysis of teaching aims
Based on the English curriculum standard and the charasteristics of the students, I set the following teaching aims:
(1) Knowledge aims:
Students can read and use the words “antelope, endanger, poacher and so on”.
They will understand the passage and grasp the reading strategies of skimming and scanning.
(2) Ability aims:
Students will express their opinions in wildlife protection under the teacher’s guidance and use different reading strategies to get specific information in a limited time.
(3) Emotional aims:
Students will enhance their wildlife protection awareness and cultivate their social responsibilities.
4 Analysis of teaching key points and difficult points
The key points are the meaning and the usage of the words such as "endanger" and "poacher" and some eading strategies.
The difficult points are how to arouse students’ awareness of wildlife protection and how to enable the students to use different strategies proficiently.
5 Analysis of teaching methods and learning methods
To help students achieve the teaching aims much better and easier, I’ll mainly use “Task-based” and “Communicative” teaching methods. For students, they will be encouraged to study by themselves, and they will learn to communicate with people, and become the real host of the class.
6 Analysis of teaching aids
In order to catch students’ attention, I prepare multi-media and pictures.
7 Analysis of teaching procedures
This is the most important part in this design, it can be divided into following steps:
Step 1 Warming-up
After greeting, I will ask the film clip of Mountain patrol which directed by the famous director Lu Chuan. And then I will give them some questions: what are they showing about? Wht’s the feelings?So they can find that is about saving the antelopes. By talking about the tough situation of antelopes, I can lead students to think why they were killed disastrously. Thus, we can move the real topic of the class ‘saving antelopes’.
Step 2 Pre-reading
Before reading I will explain some new words by showing pictures or paraphrasing,like ‘endanger’ ‘patrol’ and so on. I also can lead more words they’ve learnt before such as extinct which has the same meaning as endanger. By doing these, students are able to overcome the obstacles of new words in the passage and make the following reading steps go smoothly.
Next I’d like to encourage them to make prediction according to the title and pictures on the book. They may find that the habitat of antelopes is not so safe as before. Through predictions students can quickly move their attention to the reading part.
Step 3 While-reading
For the while-reading. First, students should do a global reading, they need to find the main idea of this passage and divide the whole passage into three parts. Then they need to read quickly a gain and find the main idea of each parts. Part one is the 1st paragraph, it gives us an introduction to Jiesang Sounandajie ; Part two is 2-3 paragraphs, we can find the reason why the antelopes were killed, because of the illegal business; And the 3rd part is 4-5 paragraphs, it shows the results and the measure of protecting antelopes. During this activity, I also will give them some guidance that they should focus on the topic sentence which always lies in the first and last sentence of a paragraph, so they can find the main idea fast.
After that I will give students a harder task. They need to read carefully and answer 3 questions.Q 1: How did Jiesang Suonandajie die? Q 2: What has the Chinese government done to heip the antelopes? Q 3: What will happen to the Tibetan Antelopes on the Qinghai-Tibetan Plateau? These questions are like clues of this passage, they can help them to understand this passage much better. In order to make sure that students can understand this passage deeply, I ‘d like to ask them to finish the task 3 on the book to explain different data such as 50,000, 2% and so on.
Step 4 Post-reading
Through all the readings students can get the key points of this lesson, so I would like to give a group discussion to improve their communicative ability. They need to work in groups of 4 and discuss what we ordinary people should do to protect endangered animals, not only antelopes, but also pandas, tigers and so on. They should know we need to study hard to master high science and technology to fight with poachers, as well as the government should establish more reserves and offer enough protection. So this discussion can achieve the emotional aims of arousing their awareness of wildlife protection and cultivating their social responsibilities. I will ask them to remember one sentence ‘No trade, no kill’.
Step 5Summary and homework
After all the activities I will show the key words the key points on the screen and summrise together to heip students to consolidate the passage.
After class, they need to think what they will say to a poacher if they happen to see him trying to kill an endangered animal, and then write the words on the notebooks. It is a good way to check whether the students achieve the teaching aims, especially the emotional one.
8 Analysis of blackboard design
高中英语说课稿 3
Unit 4 Making The News
(阅读课)
教学背景
随着新一轮的高中课程改革的展开，信息技术给我国的教育事业带来了巨大的挑战。信息技术在教学中的应用引起了教学内容、教学方法、教学组织形式等系列变化，导致了教学思想、教学观念，以及教学体制在一定程度上的变化。本次做课就是借助于信息技术手段制作多媒体课件进行辅助教学。
教学对象是高二年级的学生，他们的英语基础知识和基本技能处在一个从量变到质变的关键阶段，因此激发学生的学习热情，并引导学生进行扎实有效的复习是课堂教学的关键。
一、说教材
二、说学情
三、说教法
四、说学法
五、说教学程序
六、说板书设计
一.说教材
本课是高二必修5 Unit 4里的一
篇阅读课（Reading），出自人民教育出版社出版的高中英语学生用书。本部分内容从26页到28页。
本单元的中心话题是“Making thenews”，主要内容涉及新闻工作者要具备的素质和新闻采访的基本程序。语言技能和语言知识主要围绕“新闻”这一话题展开。
阅读内容是一篇对话体记叙文，通过Zhou Yang，一名China Daily 的新员工和他的上司Hu Xin, 一名资深记者的谈话引导学生了解新闻工作者的基本素质，新闻采访的基本程序以及采访时应该注意的要点等。
《新课标》要求教材以模块教学为中心。
每模块设置一个中心话题，围绕中心话题展开听说读写训练。本篇课文是一篇以MyFirst Work Assignment “Unforgettable”
,
says new journalist为题的阅读材料。本课是一篇对话体记叙文，不但训练学生的阅读能力，理解文章整体篇章结构的能力，也培养学生综合运用语言的能力。通过学生阅读文章，深刻理解记者这一行业所必需的品质。
（四）教学目标
教学目标应落实到与本课教学内容相关的具体语言知识或某项技能上，即：通过本节课的教学，重点解决什么问题（知识目标），达到什么样的要求（能力目标），以及“寓思想教育于语言教学之中”的情感态度提升（德育目标）三维教学目标：
根据课标、高考要求，结合本专题特点及学生的发展需要，我预设了以下三维教学目标：
1）知识目标
学习并巩固与新闻有关的词汇、短语及重点句型：
occupation, photograph, photographer, colleague,
concentrate, acquire, recorder, accuse, deliberately, guilty,
concentrate on, accuse ... of, so as to (do sth), defend
against，cover a story，have a “nose” for a story, get a
scoop, get the wrong end of the stick, a trick of the trade...
要求学生了解本单元的语法项目——倒装句：
Never will Zhou Yang forget ...
Only when you have seen ..., can you cover a story ...
Only if you ask ... will you acquire ...
2）能力目标
通过课堂教学活动，使学生形成良好的语言习惯；进一步学习使用恰当的阅读方法与技能，如：快速搜索信息、根据语境猜词义、信息分析能力以及语篇篇章结构的概括能力；学习地道的英语表达法等。学生在一定程度上形成自主学习、合作学习、信息处理、英语思维能力以及综合运用语言能力。
3）德育目标
学生通过阅读课文，自我思考、实
践，亲身体验记者采访时的过程，从而
深刻理解记者这一行业所必需的品质
（寓思想教育于语言教学之中）。
（五）重点、难点和关键点
重点：让学生在阅读中了解新闻工作者在进行新闻采访时的基本程序以及采访时应该注意的要点等。
难点：通过阅读对话，进行分析归纳，掌握文章篇章结构，了解主旨大意。
关键点：通过阅读掌握词汇、句型，提高阅读水平。
根据新课标的要求培养学生自主学习的能力，结合本专题在高考中的地位与作用和本班的实际情况以及现
有的知识水平。
二、说学情
教学对象是高二年级的学生，经过高中一年的语言学习，初步掌握了阅读文章的方法，已基本养成捕捉关键词、概括主题、总结归纳整理的良好习惯，也具有一定的分析、概括能力，自主、自立、自学的意识逐渐增强。他们的英语基础知识和基本技能处在一个逐步上升阶段,加之，由于借班上课，导致老师与学生并
不熟悉，因此，调动学生的学习兴趣，并引导学生进行扎实有效的学习是课堂教学的关键。
三、说教法
根据《新课标》的要求，本着“因材施教”以及“教学有法，但无定法”的原则，结合本课的教学目标、专题特点和学生的实际情况，我在真实的情景中让学生体会英语的阅读理解，主要采用启发式教授法、活动探究法、质疑点拨法、任务型教学法、分析归纳法、整体语言教学法、情景教学法、静态及动态图解演示法等教学方法进行教学。
四、说学法
《新课标》提出，学生要“与文本展开对话”“养成独立思考、质疑探究的习惯”，“乐于进行交流和思想碰撞，相互切磋中，加深领悟，共同提高”， 据此我确定了以下学法及能力培养要求：
1、自主学习，养成习惯。
2、阅读理解，情感提升。
3、质疑探究，对话互动。
学法的整体思路是：
质疑—略读—精读—解疑—拓展
五、说教学程序
本课用一课时授完。主要教具是报纸、
图片、多媒体课件。
教学的整体思路是：
激趣导入——快速阅读——形成篇章——
细节阅读——总结拓展——情感提升
1．”Speed reading news within 60 seconds”.--Before the class ,the students have given some English newspaper. Ask 3 or 4 students to read the news loudly as quick as possible within 60 seconds
2. ”Broadcast the news” and teacher
leads the theme of this unit “Making
news”. -–Show 2 pieces of local
picture news about the students
themselves, and then ask 2 students
broadcast the news according to the
picture news.
设计意图：
利用英文报纸，让学生们找到自己最感兴趣的话题，并且大声朗读出来，既可以激发学生的学习兴趣，又可以进一步拓展他们的词汇量；利用真实的当地图片新闻（内容正好就是有关于本校本年级的），立刻引起学生的共鸣和自豪感，再让学生现场播报该则新闻。通过这两个环节的设计，既可以照顾到口语一般的同学进行简单的朗读，又可以给程度好的同学一个机会进一步锻炼自己的口语以及现场应变能力。鼓励学生用已经掌握的知识尽可能地谈论相关内容，培养了学生通过话题表达自己的情感。这一环节的.设计主要是利用启发式教授法将学生轻轻松松带入课堂。
1. Teacher guides the students to list the
different types of jobs for making news--
journalist, editor, designer, printer, painter,
photographer…
2. Lead in the title of the passage – My
first work assignment “unforgettable”, says
new reporter.
《新课标》要求教师要认真研究《基础教育课程改革纲要（试行）》，以上教学方法的运用及教学环节的设计力求体现《纲要》
中所指出的：“教师在教学过程中应与学生积极互动、共同发展，要处理好传授知识与培养能力的关系，注重培养学生的独立性和自主性，引导学生质疑、调查、探究，在实践中学习，促进学生在教师指导下主动的、富有个性的学习。”在设计本课时我在真实的情景中让学生体会英语的阅读理解，引导学生从结构和意义方面读懂课文、摘记要点、深层拓展。课堂教学环节的设计针对学生发展和需求，符合教学规律，倡导自主学习、合作学习，让学生在学习过程中不断体验成功的喜悦，发挥了主观能动性。在以教材为载体搭建起来的教学平台上，不断汲取知识。力求以应用为动力，以应用为目的，以应用为核心（为用而学，用中学，学了用）的教学途径。教学环节设计环环相扣，目标突出。英语积淀不仅仅是语言知识的积淀，情感的积淀，也是方法的积淀，在平时的教学中不仅要强调英语的人文性，而且要重视其工具性的特点。努力使课堂变成“教师、学生、教材、环境”四因素的整合，让课堂变成一种动态的生长的“生态环境”。这是我这堂课的追求，也是我努力的目标。
高中英语说课稿 4
I Teaching Aims:
1. To develop Ss’ basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.)
2. To encourage Ss to practice, participate, and co-operate in the classroom activities.
3. To get Ss to know something about … and have a better understanding of the importance of …. As for teaching approaches, I think … II Teaching Approaches Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talking Time).
So during this lesson, emphases are to be laid on:
1. Student-centered teaching
2. Task-based learning
3. Activity-based teaching (individual work; pair work; group work; class work)
III Teaching Aids:
1. a projector
2. a multi-media computer system
They are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks.
IV Teaching Procedure
Step 1 Warming-up & lead-in Activity 1 Free talks (class work) Q1: Who do you think looks coolest in our class? Q2: Do you like him/her? Q3: If so, why? If not, why? … Download some pictures/music from the Internet. Guiding Qs may be: Q1: Who’s she/he? Q2: Do you like him/her? Q3: If so, why? If not, why? Q4: Do you think he/she is perfect? Goal: To lead up to the topic, get Ss to warm up and arouse their interest in the topic. Activity 2 Picture-talking /Music-talking (individual work) Step 2 Pre-reading Activity1 Look and guess (class work) In this activity, Ss are required to look at the title/subtitle and guess what they will read.
the picture/… Activity2 Brain-storming (class work)
Goal: To develop Ss’ reading skill---predicting and present some new words in the passage such as …
Activity 1 Skimming (class work) Step 3 Reading
Para of the article (or the first sentence or the last sentence of each Para.) Goal: To develop Ss’ reading skill --- skimming, that is, how can we get the general idea of a passage as quickly as possible. Activity 2 Scanning (group work)
Title
Part/Para.
Main idea
Detailed information
1 a. topic sentences/introduction
b. examples/supporting ideas
c. conclusion
Goal: To develop Ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other. Activity 3 Report (class work) Invite some group members to report their work to the whole class. Goal: To overcome Ss’ shyness and stimulate Ss to speak in public. Activity 4 Further understanding and word study (pair work) Encourage Ss to discuss the following Qs in pairs (A PowerPoint will be used here to present some blank-filling exercises and Q1: What does the word ―this‖ in the last Para? But 3 refer to? A. B. C. A. B. D. D. Q2: What is the Chinese equivalent for the phrase ―investing in loss‖? C. Q3: The word ―flawless‖ in Line 5 of Para.2 can be replaced by ___ Q4: Which of the following statements is true or not true? Goal: To help Ss to guess the meaning of certain unknown words and understand the passage exactly. multiple choices.)
Step 4 Post-reading
Activity1 Role-play (pair work) Suppose one student is a … and the other …. Ss are encouraged to put themselves in the situation and make a face-to-face interview. Activity2 Discussion (Group work) Topics may be: Q1: Do u want to be perfect? Q2: Do u think there is anyone in the world that is perfect? ―Remind you‖, remind yourself of what? Activity3 Poster-designing/Cartoon-designing/… (Group work) Goal: These post-reading activities are intended to develop Ss’ creative thinking and get them to know the importance of … Task 1 Write a summary of the passage (about 100 words) (Individual work) Goal: To spur Ss to consolidate what they have learned. Task 2 Look up some more information about … (Individual work) Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites on the topic. Goal: To encourage Ss to study English spontaneously and independently after class, arouse Ss’ interest in traditional Chinese culture and develop Ss’ culture awareness and cross-culture communicative skills. As for my blackboard-design, since time is limited, I’d like to give a brief introduction.
Step 5 Homework
高中英语说课稿 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
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 7
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 8
Good morning, ladies and gentlemen. My topic is Women of Achievement, that is, unit 1, in module 4. The reading passage “A Student of African Wildlife” is talked later and my talk consists of 4 parts. Part 1, my understanding of the material. Part 2, teaching approaches. Part 3, preparations before class. Part 4, teaching procedure.
Part 1 my understanding of the material
First, let me introduce the reading passage. It is the center of this unit’s teaching and learning. It is made up of 4 paragraphs, that is, one day’s observing chimps with Jane in the forest; how Jane did her research and her achievements; Jane’s love towards animals and her contributions to animal protection; and a short summary to her. By learning this lesson, the students can not only understand women’s status in society and everyday life, their values and contributions, their difficulties and achievements, but also learn how to use some words, phrases and sentence patterns. Of course, the students can practise their reading skills, such as skimming, scanning and careful reading.
Second, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading and writing, they still need many opportunities to explore and convey meanings; to classify and reflect on their thoughts, feelings and experiences; to experiment and use their imaginations, and also to develop their autonomous learning ability, cooperative learning ability and investigative learning ability.
Third, about teaching aims
Knowledge aims: To learn how to use the mastery words, phrases and sentence patterns;
To learn sth about Jane’s research.
Ability aims: To cultivate the students’ autonomous learning ability, cooperative learning ability and investigative learning ability;
To develop students’ reading skills, such as making prediction and drawing inferences from the context.
Emotional aims: To encourage the students to participate in the class activities and cultivate their teamwork spirit;
To learn Jane’s bravery and perseverance in achieving her goals;
To reinforce the sense of wildlife protection.
Fourth, about key points and difficult points
I think they are to develop the students’ reading skills, such as making prediction and drawing inferences from the context; and to learn how to use the mastery words, phrases and sentence patterns.
Part 2 Teaching approaches
According to the analysis above, I’ll try to use the following theories: to make students the real master of the class while the teacher myself the director; to inspire the students, especially girl students to chase their dreams with great determinations.
Therefore, task—based teaching method, students—centered teaching method and CAI will be used.
Part 3 Preparations before class
I will ask the students to surf the Internet or go to the library to find some information about great women that they are interested in.
And in class, they will give reports of the information they have obtained. By doing this activity, I can train their autonomous learning ability and investigative learning ability, and their abilities of collecting and dealing with information.
Part 4 Teaching procedure
I designed 6 steps to deal with this reading passage.
Step 1 lead—in
Activity: picture appreciation and question answering
I’ll show them some beautiful pictures of wild animals, such as lions, Tibetan antelopes, monkeys and chimps. Then one question will be asked: which animal has the closest connection with human beings? It’s not so difficult. Of course, chimps. Then the students can find more about chimps from the reading passage.
The purpose of this activity is to stimulate the students’ interest and naturally lead to the reading passage.
Step 2 pre—reading
Activity: look and guess
The students will be asked to just glance at the title and the two pictures in the book, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.
This activity is to inspire the students to read actively, not passively. Surveys show that active reading can raise the readers’ interest and reading efficiency. Other purposes are to develop the students’ reading skill—making prediction and to encourage the students to think in English, express their thoughts in English and cooperate with each other.
Step 3 reading
Activity 1 scanning
The students are required to scan the text quickly and find out specific information of the following questions.
1 who is the student?
2 what animals are observed?
3 when did Jane Goodall arrive at Gombe? How old was she?
4 what was the purpose of her study?
By doing this activity, the students can improve their reading skill—scanning. And they can get the two lines of the whole passage, the main line—student, and the hidden line—wildlife. It builds a solid base for the latter reading comprehension.
Activity 2 skimming
The students are asked to skim the text quickly and summarize the main idea of each paragraph.
By doing this, I can train the students’ reading skill—skimming. And before their skimming, I’ll remind them to find out the topic sentence of each paragraph.
Activity 3 careful reading
For paragraph 1: Video watching and completing a diagram
Get the students to watch a short video of Jane’s research with chimps.
This paragraph is a description of what Jane and her partners did in the forest. The video can turn the description in words into images. So it seems as if the students themselves went into the forest. Then a diagram will be shown to the students. It contains the main actions of the chimps. They have to complete it. By these two changes, the students can master the important words, phrases and sentences better.
For paragraphs 2-3: Retelling job
These two paragraphs are relatively long, so the students may have difficulties in classifying the content. Therefore I divided all the sentences into 3 aspects, that is, Jane’s difficulties, her discoveries and her contributions. According to the key words, they have to retell it.
By doing this activity, I can train the students’ language organizing ability to meet the demands of the new curriculum.
For paragraph 4: Question answering
It is a short summary to Jane and implies that women can do what they want to do as men. This paragraph is relatively short and easy to understand. So the questions are fairly easy and will be offered to the less talented students.
Step 4 post—reading
I designed 2 activities.
Activity 1: multiple choice questions
These questions are to help the students get a better understanding of the text. Some of them are about details, and some of them are inferences. Inference questions are more difficult. So I will give them to the top students, and the easier ones to less talented students. Therefore all the students can have the chance to participate in the class activities and achieve the pleasure of learning English. Thus task-based teaching method is used here.
Activity 2: qualities and looking for relevant sentences
It is an activity to consolidate what they have learnt in the class. Traditionally, a blank-filling task is often used in this step, but it is a passive activity. In order to get the students to learn actively, I designed this activity. Just get the students to look at the title and think about “what kind of student Jane is”. They will say many words, like hard-working, brave and so on. Then ask them to find out the sentences from which we can see these qualities. To do this job, the students have to read the whole passage more carefully again, and they will get a deeper impression of the language structure. Here students-centered teaching method is used.
Step 5 Discussion
The students will be divided into several groups to discuss the following questions.
1 Jane was brave enough to live in the forest. What difficulties do you think she was facing?
2 If you have the chance, will you do what she did?
This activity is to cheer the students to think deeply about Jane’s research and to practice their oral English.
Step 6 Homework
Activity : Thinking and Writing
The topic is “ though our grandmothers and mothers haven’t done something great like Jane, do you think they are great, too? ” Give your reasons.
This activity is designed to train their writing skills and stimulate the students to become aware of the greatness of ordinary women. So greatness is close to the students’ daily life.
In class, I will use CAI, so there is no blackboard design.
That’s all. Thank you!
高中英语说课稿 9
Good #, teachers and judges. Im candidate, NO.#. Im honored to be here to share my teaching design with you.
Today my topic is #. Im going to interpret my teaching design from six aspects: analysis of teaching material, the teaching aims, important and difficult points, the teaching methods, the teaching procedure, and blackboard design.
Now, Ill start with analysis of teaching material.
This passage comes from New Senior English for China Students Book #, Unit #. The topic is about #. By studying this passage, well enable students to master the skills of reading, and to lay the foundation for the whole unit.
Then, the teaching aims. According to the analysis of teaching material, the teaching aims can be achieved as follow.
First, knowledgeaims. Get students to understand the content of the passage, and the important words and expressions, such as #.
Second,abilityaims.Improve students reading ability, and guide students to apply the key words and expressions into speaking and writing.
Third, emotionalaims. Broaden students international viewand raise theirinterest in English learning.
Next, the important and difficult points.
The important points.Getstudentsto master the usage of the important words and expressions, andhelp students understand some key sentences in the passage, for example #.
The difficult points.Improve students reading ability of getting specific information from the passage, and let students talk about #.
Lets move to the teaching methods.
Based on certain English learning foundation of the students, I will adopt situational teaching method, communicative language teaching, and task-based teaching method.
Here comes the most important part of my teaching design, the teaching procedure.
There are five steps.
Step one, warming up.
At the very beginning of my class, I will divide my students into six groups.
To attract students attention and arouse their interest in reading, I will start my class like this. "Boys and girls, look at the picture, what is it? Yes, # Now, lets work in groups and have a competition. OK? Each group has to list # as many as possible. You only have one minute. Now, Start! OK, times up! Show me your paper! Wow, you know so much about #. But, do you want to know more about #? Today, we are going to learn a passage about #.
Step two, pre-reading.
First, Ill deal with the background knowledge about #.
Then, students will have a discussion in pairs, and try to predict what the passage is about, according to the title and the pictures. By doing this, students will be eager toread the passage.
Step three, while-reading.
There are three tasks.
Task one, skimming for main idea and questions.
Students will have three minutes to skim for the main idea of the passage.
Then, they have to answer two questions. Question one #? Question two #?
In this way, students will get a rough understanding of the passage.
Task two, scanning, fill in the mind map.
To make students have a deeper understanding of the passage, I will design a mind map like this #. Students will have five minutes to complete this mind map, according to the information from the passage.
Task three, detail reading, true or false.
I will present ten statements on the screen, and let students listen to the tape, and decide true or false. The purpose is to give students a full understanding of the passage.
Step four, post-reading.
In this part, students will have ten minutes to do an activity in groups. Each group has to use the information from the passage to act out an interview between a reporter and #. While my students are preparing, I will walk around the classroom, and give some guidance. Then, I will choose two groups to make a presentation, and the other groups have to give some comments.By doing this, students will break through the difficult pointsof this lesson.
Step five, summary and homework.
I will let students do a summary about what they have learned today. Then, I will praise the students who perform well in todays class, and encourage the others. As for homework, students have to search for more information about #, and exchange their ideas with partners.
Last one, theblackboard design.
On the top, is the title of this passage. In the middle, are main idea, questions and a mind map.On the left side, will besome key words and expressions.On the right side, will be my feebacks, and some brilliant ideas from my students.
Thats the end of my teaching design. As a novice, I will try my best to improve it in my future work and daily life.
Thank you for your listening.
May I clean the blackboard？
高中英语说课稿 10
Teaching plan for Unit 5 book 2 Good morning, profeors, it’s my great pleasure to be here sharing my leons with you.The content of the leon is Senior English for China Student’s Book 3 Unit 2 Healthing eating.I’ll begin the leon from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design.First, let me talk about the teaching material.Firstly，let me introduce the teaching material.This unit is to introduce to us different types of band.The reading paage is the center of this unit.It is made up of 3 parts, that is,.The text is the most important teaching material in this leon, which extends the main topic “” and contains most of the vocabulary and grammar points that students should learn in this unit.
Secondly, I want to tell something about the students.Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to expre their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability Thirdly, I’d like to talk about teaching aims and demands 1 Knowledge aims:
（1）to help students to understand and master the words, phrases and sentence patterns.（2）to know some basic information about music 2 Ability aims:
(1) To improve the students’ organizing and using skills of English as the second language (2) To understand the main idea, to scan for the needed information and to grasp the details 3 Emotional aims: (1) Help students understand (2) Develop students’ sense of cooperative learning Fourthly, teaching key points is 1.To help the students get a general idea of the whole paage, and some detailed information and language points as well. 2.To understand Teaching difficult points is 1.The students use their own words to expre their own ideas.2.The usage of modal verbs According to the analysis above, I’ll try to use the following theories to make students the real master of the cla while the teacher myself the director.a.Communicative Language Teaching
Language is used for communication.It’s learner-centered and emphasizes communication and real-life situations. b.Task-based Language Teaching
A task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing. c.Computer Aisted Language Teaching
Language learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.Part 3 Learning Methods Task-based, self-dependent and cooperative learning Part 4 Teaching Procedure Step One Lead-in “Interest is the best teacher.” Therefore, at the very beginning of the cla, I should spark the students’ mind to focus on the centre topic “the band”.I’ll show some pictures of food to attract their attention and then bring some questions. Question: What kind of food they like? What should go into a good meal? The answers must relate to the diet.After this, the students will be eager to know something about a balance diet and this is the very time to naturally lead the cla into Step 2 Step 2 Reading for information: skimming and scanning In this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.Task 1 General idea
The students will be asked to just glance at the title and the pictures of the paage, and then gue what they will read in the text.And they’ll be divided into groups of four to have a discuion.The purpose is to inspire the students to read actively, not paively.In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to expre their thoughts in English and cooperate with each other.Task 2 Main idea of each paragraph
Cooperative learning can raise the students’ interest and create an atmosphere of achievement.Based on this theory, I divide the whole cla into 4 groups to skim the whole text and get the main idea of each paragraph.
Step 3 Reading for comprehension The purpose of reading is to get the correct and useful information.Students should not only have a high speed of reading but also have a correct understanding of details.Therefore the following practices on Page 35 can help check the situation. Step 4 Solving difficult language problems through reading It’s important for language learners to learn important rules of grammar and use these rules to solve problems in reality.In the previous proce of reading, the students must come acro some difficult language obstacles, so it’s neceary for us to discu and explain.This period of time belongs to students.They can ask any questions they come acro in the proce of learning.I’ll explain the questions and difficulties.The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.Step 5 Consolidation Language is learnt by communicating.It is my job to create an atmosphere for students to use the language.Here I design 2 activities 1 Reading for comprehension I’ll ask 4 students to read each paragraph, and then do the exercise following the text.I think it’s a good way to review what they have learned.2 Discuion
During making discuion, the students will deepen their understanding of the main idea of the paage.a.Why Monkees can be succeful? Give reasons.b.What’s the most important thing for a succeful band? Why? Step 6 Homework Ask the students to write down sth about their favorite singers, band or music and list the reasons.The aignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.Part 5 Blackboard design Unit 4 Music Paage The Band That Wasn’t Topic Sentences: 1.Many people want to be famous as singers or musician 2.Form a band 3.Began as a TV 4.They became even more famous than the Beatles Discuion: a.Why Monkees can be succeful? Give reasons.b.What’s the most important thing for a succeful band? Why? In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.In this text, the design is not easy to write.I write the topic sentences on the blackboard, in order to tell the students that this is of the importance in this cla.I want to make the design inductive, instructive and artistic.
高中英语说课稿 11
一、教材的分析与处理
1、课型：阅读理解
2、教材分析：
1.地位：
本文是该单元“旅行日志”的重点文章，属精读材料。本单元的中心话题是“旅游”，可以说这是一个世界性的时尚话题，随着经济发展、社会进步、人们生活水平的提高，旅游作为现代人的一种生活方式，越来越被更多的人们所接受与喜爱。本单元讲述了一段沿湄公河而下的自行车旅行，主人公“王坤”以旅行日记的形式详细的记录了这一过程。学生通过追随这一段旅程，探讨与“旅游”相关的各种话题，如：如何为旅游做准备，怎么选择适当的旅游方式，怎样确定旅游路线，计划或日程等等。通过本单元的学习，不仅可以实使学生学到与旅游有关的语音知识和语言技能，还会使学生对旅游产生浓厚的兴趣，通过旅游了解世
2.内容：“阅读”(Reading)部分的题目使”沿湄公河而下的旅程“。文章讲到主人公王坤和姐姐王薇想骑山地车旅行，于是选定了沿着云南西部的澜沧江，也就是湄公河作为旅游路线。他们选择海拔5000多米，空气非常稀薄的高山作为旅行的起点。着注定是一次非常刺激的旅行经历。通过查
阅资料，他们知道了河流的特点和流向，沿途所要经过的地形等等，增长了地理方面的知识，开阔了视野。通过阅读， 教师要让学生学到一些有关地理的单词和短语，训练他们的阅读技巧，还要让他们做好懂得如何做好旅行前的准备工作，例如选择自己感兴趣的旅行地点，确定旅游路线，通过查地图等了解沿途的相关信息。这课时主要侧重于阅读能力的培养，教给学生多种灵活多变的阅读方法。引导学生开展任务型阅读，以任务为依托，激发学生参与主体，从篇章中准确、高效地获取知识与信息。 体裁：旅行日记
3、学生分析：学生已经学了warming-up与部分单词，并且预习了这篇课文，上课会比较轻松，理解也比较容易。 4、教学目的要求：
①语言知识：理解与旅游有关的'知识并掌握文中的词汇短语。 ②语言技能：培养阅读策略（跳读、查读、略读与归纳能力）；了解旅游常识；学会如何写旅行日志。
③情感态度：感受主人公认真谨慎的态度，养成做事充分准备坚持到底的好习惯。
④学习策略：培养查找旅游信息的能力，出行之前讨论、制定计划、查阅资料等能力。
⑤文化意识：增强对祖国大好河山的热爱，以及在旅游中接受异国文化的能力。
5、教学重点：让学生理解本课旅游日记的内容。
6、教学难点：培养学生的阅读能力，尤其是理解归纳的能力。
二、教学方法与手段
1、教学方法与手段：任务型教学法，合作式教学与讨论结合，设计循序渐进的活动，确保课堂的整体性、互动性、趣味性和交际性。 2、教学辅助：多媒体（图片、视频、音频） 三、教学过程 1、Lead-in 导入
⑴播放并齐唱歌曲：《青藏高原》
⑵提一个问题，引入湄公河的发源地，作为热身活动部分，很快就能引起学生的注意力，进入与课文相关的情景联想，并能激发学生探究知识的欲望。
2、Pre-reading 读前活动
⑴看湄公河的图片，并说出它所流经的国家。
⑵提出两个关于湄公河的背景问题，并展示湄公河的地图。 3、While-reading 读中活动 ⑴快速阅读
①播放课文录音，要求学生听录音时找出每段的大意。 ⑵细节阅读
1.给出4个陈述句让学生判断正误并予以纠正。培养学生发现 判断 处理获取信息的能力。
2.结合课文，完成表格填空。分析人物的性格，这对培养学生阅读中推理和归纳能力非常重要，同时，我讨论分析王薇的人物性格做了铺垫。 4、Post-reading 读后活动
⑴结合表格填空复述课文。回顾课文内容，让学生从整体上把握和领会文章的脉络，加深对文章内容的理解与认识。做到从宏观上学习知识和各种阅读技能。
⑵讨论：你认为王薇是一个性格倔强的人吗？
通过对这个人物的分析，可以增进同学之间的相互了解和彼此的交流，有利于培养同学良好的团结协作精神。
5. 总结：内容总结与方法总结 通过归纳知识点，使得学生获得一定的成就感。
6、Homework 家庭作业
通过设计和转换角色 ，让学生作为一名记者去采访王薇或者是王坤，用英语写一篇对话，有利于提高学生的写作能力和水平。而找出文章中的难句的目的是为了下节课的语言学习奠定基础。
高中英语说课稿 12
大家好，今天我要介绍的课是普通高中课程标准实验教科书英语必修2第4单元Wildlife Protection的阅读部分。下面我将从以下四个方面阐述我的课：教材分析、学情分析、教学方法、教学步骤和板书设计。
一、教材分析：(教材内容分析，教学目标,教学重点和难点)
首先，我来讲下我的教材分析。这主要包括教材内容分析,学情分析，教学目标和教学重点和难点四个方面。
1.教材内容分析
这篇阅读材料紧扣本单元的中心话题“野生动物保护的重要性”，讲述了一个叫戴西的小女孩在梦里和一些野生濒临灭绝的动物交谈，知道了保护野生动物的重要性，既是对前面热身部分的升华，也是这单元的主题内容和词汇学习的重点。这篇文章结构十分清晰，是按戴西在梦中的的三次飞毯经历来分段的，但段落大意不是很明确。此外，在这篇文章中出现的生词不是很多。
（下面，我来讲下对学生学情的分析）
2.学情分析
学生对本单元的主题“野生动物保护”的话题是十分的熟悉，而且学生们对各种各样的动物也十分的感兴趣。高一现阶段的学生也已经掌握了基本的像寻读，略读，概括等阅读技能，他们也能就一些问题进行英语对话讨论。但是，学生对文中出现的组织WWF并不清楚，对有些句子所隐含的话外之音也不是很清楚，也对独立解决一些现实的问题感到困难。
3.教学目标
本节课的教学目标包括知识目标、语言技能目标、情感目标、文化意识和学习策略目标。
语言技能：1）学生能够应用不同的阅读技能得到所需的信息；
2）在略读后，学生能概括各段段落大意；
3）学生能够分析作者某些句子的写作意图，像“No rainforest, no animals, no drugs” and “And there are always WWF.”
语言知识：1）学生能知道更多的关于为什么一些动物濒临灭绝以及如何保护它们；
2）通过学习大部分学生能够掌握并运用重要词汇: mercy, importance, contain等等；
情感态度：学生能够认识到保护野生动物的重要性；
文化意识：学生能对WWF组织有一定的了解。
学习策略：1）通过与同学的交流，谈论如何保护动物，学生能提高他们的交际策略；
2）学生能通过网络获得更多关于野生动物保护的知识。
4.教学重点和难点
(在这些教学目标的基础上，我对本节课的教学重点和难点的理解这要如下：)
重点：本节课的重点是1）学生们要提高他们的寻读，略读，概括等阅读技能;2)学生对文章进行整体把握，理解文章大意；3）学生能够掌握使用文中的重要新词。
难点：本节颗的难点是1）学生要能概括出各段的段落大意；2）学生要分析出文中有些句子的隐含意义，深入理解文章。
二、教学方法
在教学方法上，本堂课主要采用双向互动模式和交际教学法。在学生篇章的学习教学时，主要是采用双向互动模式，分步骤的读前、读中、读后的阶段行的学习，使学生们渐进深入的理解文章。此外，本堂课我重在培养学生的的能力，因此，我选择使用交际教学法。在具体教学创设情景，活动教学为辅。调动学生积极性，帮助学生更好地理解教学内容，发展和强化学生的语言实践能力和自主学习能力，是学生能将所学知识和现实问题结合起来。
三、 教学设计/教学步骤：
说完教学方法后，我要介绍下本节课的教学步骤。本节课共40分钟，计划分5步骤完成，热身，读前活动，课文阅读理解，然后是读后巩固，最后是作业布置。
步骤1. “热身”(Warming-up):
步骤一是热身活动，我会给学生放一小段讲述濒临灭绝的野生动物的视频。然后，我会将视频中出现的动物的照片放在PPT上，再让学生说下出现在视频内的野生动物的英文名字，像south China tiger, Milu deer, Panda等等。我会和学生一起完成这项任务。然后，我让学生想出更多濒临灭绝的野生动物的英文名字或未学过的动物的中文名字。通过视频、照片还有学生自己的动脑思考，让学生对本堂课产生兴趣，进入课堂，熟悉本堂课的主角“野生动物”。这个热身步骤将大概耗时3分钟。
步骤2.读前（Pre-reading）
第二个步骤是读前，有两个活动。第一个活动我会给学生们介绍一下WWF的一些知识，基本上学生们对这个组织没有什么了解。第二个活动是在第一个活动的基础上，介绍完该组织是保护一些濒临灭绝的野生动物后，让学生思考一个问题“Why are some animals in danger?”。然后请一些学生发表他们的想法。这个步骤主要是让学生对这片文章的背景知识有所了解，扫除部分阅读障碍，而且随着学生的思考，他们会对文章更加感兴趣。在这些活动之中，我也可以让学生接触了解一些文中的单词，比如fur, protect, affect都会在这步骤中出现。这个读前步骤将大概耗时5分钟。
步骤三：课文阅读（While-reading）
第三步是课文的阅读理解，包括三个活动，略读、扫读和精读。
1）略读( skimming):
略读前我会告诉学生他们需要快速的浏览全文，了解文章大意，概括每段的段落大意。这篇文章结构虽然简单，但每段的段落大意概括并不是表面上的戴西到哪里和某某野生动物聊了什么，需要有较好的理解能力，因此，概括每段的大意对学生来说有一定的难度。为了降低难度，我会根据情况给学生一些提示词，如果学生还有一定的疑惑，我会在PPT上出示一些答案，让学生进行选择，降低难度，使学生更好的'理解文章。这项活动不仅使学生对全文有了一定的了解，而且他们的略读的能力也会得到锻炼和提升。这个略读步骤将大概耗时5分钟。
2）扫读（scanning）
扫读之后我会让学生进行扫读判断对错。扫读之前我会把对错题打到屏幕上，让学生想扫视一遍，再让学生快速扫视全文，找到相应的句子判断对错。这样学生们对文章的细节内容也会有所了解，也锻炼他们的扫读能力。这个扫读步骤将大概耗时3分钟。
3）精读（close reading）
第三个活动精读之前，我会给学生一个报表格，他们需要一段一段的读过来，把戴西每次和动物的了解所得仔细阅读，填入表格戴西每次碰见的动物，他们的情况和结果。学生阅读完并完成表格后，请些同学上黑板填表格，地下的同学进行批阅并修改。然后再问学生们几个他们读后需要理解的三个问题“What does the author want to tell us from the first paragraph?”, “How the government help protect the elephants?”,和“How do you understand the sentences ‘No rainforest, no animals, no drugs.’ and ‘and there was always WWF.’?”。这几个问题涉及文中句中和段落的隐含意义，对文章的理解十分重要，对学生而言也比较困难。我先会给他们一些关键提示词，或者再问一些引导性的问题帮助学生。通过精读这过程，学生能深入理解文章，也锻炼分析文章，段落和句子弦外之音的能力。这个精读步骤将大概耗时3分钟。
步骤四：读后巩固（Post-reading）
接下来是第四步读后巩固，这个步骤时，我会让学生们每4人组成一组，然后讨论课本27页上的问题，如何解决好农民的生活和公园里动物的生活问题，如何才能很好地保护动物等等。讨论之后，请个别同学给同学们报告他们的讨论结果。通过前面的学习，学生们都已经具备回答这些问题的背景知识，而且现实问题与所学的知识结合起来能调动学生积极性，帮助学生更好地理解教学内容，发展学生的语言实践能力和自主学习能力。这个读后巩固步骤将大概耗时10分钟。
步骤五：作业布置(homework)
最后一步是布置作业，大概耗时2分钟。让学生写一篇以How to Protect Wildlife为题的小短文，让学生上网查有关这方面的知识，再结合他们在课上的结果进行写作。这使学生在课外利用网路进行自主学习，扩展知识面又结合课内所学。
四、板书设计(Blackboard Design):
最后我来讲一下我的板书设计，中间是学生要填的表格，也是文章的脉络，两边的是生词，有一些是在读前活动会涉及到的，大部分是在课文阅读里教授的。
Unit 4 How Daisy Learned to Help Wildlife
protect Animal Situation Result carpet
fur Para 1 antelope being hunt decrease powerful
affect Para 2 respond
in relief Para 3 importance
mosquitoes appreciate
高中英语说课稿 13
EARTH DIDN’T SLEEP 说课稿
一、说课标
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。《基础教育课程改革纲要》中明确指出：“教师在教学才过程中应与学生积极互动、共同发展，要处理好传授知识与培养能力的关系，注重培养学生的独立性和自主性，引导学生质疑、调查、探究，在实践中学习，促进学生在教师指导下主动地、富有个性地学习。教师应尊重学生的人格，关注个体差异，满足不同学生的学习需要，创设能引导学生主动参与的教育环境，激发学生的学习积极性，培养学生掌握和运用知识的态度和能力，使每个学生都能得到充分的发展。因此，本课的设计重点是：帮助学生形成自主、合作、探究的学习模式，掌握阅读的一些基本技巧，让每个学生在原有的基础上都学有所得。
二、说教材
(一) 教材地位和教学内容分析
本课是高一必修模块1第4单元的阅读课型，这单元围绕earthquakes这一主题开展听、说、读、写多种教学活动。由于本单元生词量较大，并且Warming up可挖掘的东西较多，因此把Reading设计为本单元的第2课时。本课型是单元整体教学的重要环节，为学生的语言学习、语法学习提供了载体，并且是学生获取信息的主要来源。“Reading――― A NIGHT THE EARTH DIDN’T SLEEP” 具体描写1976年唐山大地震的震前、震中和震后。本篇文章词汇量大，运用了大量的动词、复杂的数字，出现许多定语从句，篇幅较长，并且采用一些修辞手法，对学生的语言阅读能力提出了更高的要求。但文章的结构较明显，
较容易归纳出各部分的中心词。
(二)教学目标
根据新颁布的《普通高中英语课程标准(实验稿)》关于阅读课主要教学目标的具体描述，结合本课教学内容，具体从语言知识、语言技能、情感态度和文化意识三个方面制定如下教学目标。
1. 语言知识目标：
a)使学生了解自然灾害的相关词汇，并掌握复杂数字的表达法。
b)学习掌握与地震相关的词汇，如：shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,mine,shelter,fresh,percent等，以及 right away, at an end, dig out, give out, thousands of以及一些优美句子的赏析。
2. 语言技能目标：
a)阅读技能的训练：让学生学会克服生词障碍，通过略读，归纳出文章的大意;通过细读，理清文章的总体框架与脉络，归纳出各部分的中心词;通过查读，捕捉文章的重要细节，培养学生获取、处理信息的能力。
b) 让学生复述课文，分析、感悟作者的写作意图。
c) 让学生运用本节课所学词汇、知识，通过采访唐山大地震幸存者的形式进行小组活动，提高学生用英语进行创造性交流的能力。
3.情感态度与文化意识目标：
a)学会有关地震的知识，并能通过学习讨论懂得地震时的应急逃生，地震后如何科学救人和有关地震的形成和减少地震所造成的损失等一般知识。
b)懂得地震无情人有情，即使发生了多么可怕的灾难，国家和解放军官兵都会不顾自身安危，奋力抢救，培养学生一方有难、八方支援的互助友爱精神。
c)了解自然灾害会给人类带来严重的破坏性后果，让学生进一步感悟、领会到人类应与自然界和谐共处。
d)培养学生的合作意识和“合作学习”的习惯。
e)欣赏课文中优美句子，了解一些英语修辞手法，使学生在学习完课文之后得到一次美的享受，一次心灵的愉悦和升华。
(三)教学重点和难点：
根据新颁布的《普通高中英语课程标准(实验稿)》关于读的技能目标的具体描述，结合高一学生实际和对教材内容的科学分析，确定本环节的主要教学重点和难点是:
1.重点
1)让学生了解唐山大地震，了解地震的成因、预兆、地震造成的损失，地震时的应急救生以及震后的救援。
2)训练学生的阅读技巧，提高阅读能力。侧重培养学生对文章的整体性结构的把握和挖掘作者写作的意图，突出培养学生以下3个方面的能力：
a.文章段落中心词把握能力。
b.根据主题快速捕捉文章重点细节的能力。
c.总结归纳能力。
3)重点掌握有关地震的词汇，特别是shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster, army, organize, bury, shelter。
4)欣赏并理解课文中优美句子，让学生掌握一些英语修辞用法。
2.难点
1) 如何使学生养成科学的阅读习惯，提高阅读理解能力和语言水平。
2) 如何使学生学会提取、筛选和重组文章中的信息，并灵活运用于语言实践中，达到语言实践能力的扩展与提高。
三、教学方法
教学设备：多媒体设备
教法渗透
根据新颁布的《普通高中英语课程标准(实验稿)》所倡导的教学原则及“第二语言习得论”和“整体语言教学理论”，结合文章具体内容及学生的差异性，确定本节课主要采用任务型语言教学法(Task-based Language Teaching) 、合作学习教学法(Cooperative Learning Approach)、整体语言教学法(Whole Language Teaching)、直观教学法、交际教学法(Communicative Approach)、以及情感激励教学法(Affective Motivation)等教学方法。具体采用“P—T—P”自主学习立体模式：(Pre-task----Task-cycle----Post-task)来组织教学。
1、任务型语言教学法
任务型语言教学认为：人们使用语言的过程就是一个完成各种各样任务的过程。任务型学习强调通过“做中学”、“学中做”，使学生在完成任务的过程中习得语言。本课组织学生四至五人组成一个学习小组，进行一次就地震后幸存者的访问。该设计基于课文内容，但又不局限于课文的范畴，旨在贯彻“做中学”、“学中做”策略，吸引和组织他们积极参与，并通过讨论、交流和合作等方式，在自然、真实的情境中，完成任务，体会、掌握语言的应用，达到学以致用的目的。
2.直观法(视听教学法)
充分利用多媒体教学手段，通过播放影视剪辑，与课文主题相关的图片、图表等直观手段，在充分调动学生学习兴趣的同时，降低学习难度，突破重难点。
3.合作学习教学法
合作学习教学法是以小组活动为主体的一种教学活动，一种同伴之间的合作互动活动。合作学习教学法有利于改善课堂心理气氛、大面积提高学生的学业成绩、促进学生良好非智力品质的发展，调整学生的语言焦虑感。因此，本课打破传统的教师单向灌输，采用“四至五人组成一个学习小组”的课堂教学结构，来组织教学，旨在营造轻松的学习氛围，为积极学习提供有利的条件，让学生在完成任务的过程中通过互相交流，降低语言焦虑感，获得愉快的学习经历，从而对学习本身和所学内容产生兴趣感。
4.整体语言教学法
整体语言教学法要求按 “整体-部分-整体”的.模式，进行语篇阅读训练，即从“整体”开始，以“整体”结束的“三段式”阅读教学法。本课采用从整体略读——分段细读——通读全文，进一步理解课文内容，即是这种教学策略的体现。
5.情感激励教学法
在教学中重视师生之间的思想交流，充分调动自己情绪的感染力，适时进行情感与策略调整，通过情感激励，使教师与学生达到情感交融，在愉悦的课堂氛围中发展创新，体验成功。
此外在教学过程中还注意遵循以下教学原则：
1.贯彻动态真实原则，在教学过程中“动态”地去发现问题，分析问题和解决问题。本课在各个教学环节的设计和具体操作上都充分考虑到了策略的贯彻以及教学活动的灵活、有效的综合运用。
2.重视学生个性与创新意识的培养，给予学生充分表达自己的机会。
其余的教学方法将结合“说程序”进行举例说明。
四、学情分析
学习的对象是处于城乡结合部的高一学生，他们的英语基础较差，特别是由于词汇量缺乏，阅读习惯不好，导致阅读速度慢、阅读理解能力差。并且学生在初中已习惯了教师的单向灌输，部分学生由于英语表达能力的欠缺对课堂的互动缺少积极性，不善于交际，学习不够主动自主。因此，在组织教学活动中，注重学习策略的指导，灌输自主、合作、探究学习的思想，同时注意调整活动任务设置的梯度，使每个学生通过学习活动，都能学有所成，体验到成功。淘课$件网 www.TaoKEjian.coM
五、学法指导
根据新颁布的普通高中《英语课程标准(实验稿)》对高中英语学习策略七级目标的具体描述，确定本环节主要从以下4个方面加强对学生进行学法指导。
1)认知策略:指导学生运用已学会的抓重点、做记号、摘笔记等方式，对所学内容进行整理与归纳。
2)调控策略:培养自我评价与相互评价的习惯，鼓励学生增加与教师和同学交流学习英语的体会和经验，学会科学评价自己的学习行为与学习效果，进一步形成有效的学习方法,树立积极向上的学习态度。
3)交际策略：创设有意义的情景和任务活动，引导学生通过四人一小组，进行合作学习，让他们围绕课堂任务分工合作，相互探讨、相互交流，从而获得知识、技能和情感体验，变被动学习为主动学习。
4) 资源策略：布置任务，引导学生主动拓宽英语学习的渠道，即通过不同信息渠道(internet, newspaper,dictionary, magazines…)查找所需信息，把英语学习从课堂延伸到课外。
四、说教学程序
结合本校高一学生实际和对教材内容的科学分析，计划用45分钟完成本文的教学任务，具体安排如下：淘课$件网 www.TaoKEjian.coM
(一) Pre-task：激发学习兴趣，明确学习任务(预计需要8分钟左右)
(二) Task-cycle：课文主体内容的教学与操练，知识的掌握与能力的过渡(预计需要26分钟左右)
(三) Post-task：展示成果，交流成果的过程，语言实践能力的扩展与提高(预计需要10分钟左右)
(四) Self-assessment：自我反思与调控的过程
(五) Homework and Sum up：课文内容的巩固、延伸与拓展(第四和第五两个环节预计需1分钟左右)
下面将具体说明各个环节的设计方案及其内在的设计思想或理论依据，即阐明为什么这样处理教材，为什么采用某种教法以及预计达到的种种教学效果等。
步骤一. Pre-task (Pre-reading activities)
贯彻兴趣策略，采用直观教学法，引入话题，激发学习兴趣，明确学习任务。
【设计思路：先播放有关05年巴基斯坦地震的可怕MTV画面，学生的注意力马上就会被吸引到课堂上来，学生马上就联想到earthquake这一词，这时教师提出“ What do you think of the earthquake?”，学生会不约而同地回答,地震会给人类带来灾难性的后果。紧接着引导学生“Can you fortell an earthquake so that we can take measures to reduce the damages?” 通过图片，学生更易掌握地震的前兆的知识，为课文的阅读作了很好的铺垫，接着教师引导学生进行进一步探究“What should we do to protect ourselves if an earthquake happened?”通过小组讨论、合作得出结论，教师进行一定的总结。接着呈现文章的标题“A night the earth didn’t sleep” ，引导学生解读文章标题、预测文章内容，让学生在阅读过程中处于主动认知状态。学生可能一下子无法正确理解其所包含的深层含义。但估计在前面所展示的MTV画面及图片的启发下，大部分同学可能很快就能作出正确的理解---about the earthquake。另外，考虑到文章生词较多，且大部分学生对文章的背景知识了解较少。因此，在引导学生预测文章内容的同时，有必要在讨论“What kind of words will be used in the passage?
”这个问题时，引出单词：injure、ruin、destroy、disaster、burst、rescue等。这样既可向学生展示本环节的重点单词，又可为阅读扫清文化背景障碍和语言障碍，又可为突破本文的重难点作好准备。】
步骤二.Task-cycle(While-reading activities)
贯彻目的与困难策略，指导学生根据不同的阅读目的，在阅读的不同阶段，灵活使用各种阅读策略，捕捉文章主要信息，理解作者的写作意图，突破本文的教学重点与难点。采用整体语言教学法和任务型语言教学法。
1、通过限时阅读训练，引导学生如何利用略读(skimming)的方法把握文章的大意，侧重培养快速阅读理解能力和文章中心把握能力。
【设计思路：本环节主要是指导学生如何通过略读，在最短的时间内把握文章的大意。要求学生在2分钟之内，重点阅读各段的首句和末句，快速归纳出general idea of the passage。大部分学生很快就能找出文章的大意―――唐山大地震。该环节教师应通过限定阅读时间，及时纠正不良的阅读习惯等教学策略，来帮助学生养成良好的阅读习惯，培养快速阅读理解能力。】
2、精读各个段落语段，侧重培养快速捕捉文章重要细节的能力和猜测生词的能力，学会欣赏文章中的优美句子。
【设计思路：本文的篇幅较长，生词多。因此，采用分段细读，根据段落的不同特点设置不同的阅读任务，培养学生获取主要信息，处理信息的能力。第一段以表格的形式，让学生填写唐山地震来临之前所发生的奇怪现象，培养信息归类能力。第二段和第三段材料出现很多的数词。因此，以这些数据为依托，让学生通过查读方法迅速找出与之相关的信息。然后再以4人1小组为单位，讨论这些数据给读者带来什么样的感受，交流各自的观点。第四段，通过回答问题的形式引导学生理解地震后救护人员和解放军官兵不顾自身安危，奋力抢救，体会地震无情人有情，感人至深。此外，在阅读中教师应鼓励学生通过上下文猜测词义，而非停下阅读去查找单词表。在这一环节中可适当处理一些语言难点(如：一些生词、词组及定语从句)，重点放在引导学生学会在具体的语境中理解、体会这些词组的用法。每个段落刚好都有一个含有英语修辞手法的句子，引导学生发现这些优美的句子并了解其中的英语修辞用法，学习理解并学会欣赏，提高学生的语言品位。】
3.通读全课文，理清文章的篇章结构，并归纳出各部分的大意。进一步加深对课文内容的理解，挖掘文章的内涵。
【设计思路：针对本文的结构较清晰，让学生快速通读全文，把文章分为三大部分,掌握文章的基本脉络，归纳出各部分的中心词和大意。在设计学生活动时，可让学生先独立完成任务，再用1分钟的时间让学生小组间互相交流各自的观点。通过这样的相互启发、促进，学生能得出更全面的信息，基础较差学生也会得到不断的激励。最后教师可通过图表展示文章基本脉络及中心词，一篇篇幅长的文章就转化成一个非常清晰的图像。为了让学生进一步挖掘文章的深层内涵，理解作者写作的意图，我设置两三个问题，让学生小组讨论进一步感悟、领会到人类应与自然界和谐共处。】
步骤三.Post-task(Post-reading activities)
贯彻语用策略与情感策略，采用交际教学法和合作学习法，组织语言实践活动，完成本文的主题任务。达到从知识的巩固与运用到知识的扩展与创新能力的形成。
【设计思路：本环节共设置两个任务，一是让学生复述课文;指导学生以地震前、地震中、地震后的时间线索展开复述，这样把阅读内容和所学的词汇、句型有机地结合。二是采访活动。要求学生根据自己对地震的认识，发挥自己的想象力和创造力，以小组为单位，用英语通过采访唐山大地震幸存者的形式进行活动。为了让学生更顺利地完成任务，教师可以给学生提供一些问题及采访中可能会用到的日常交际用语。本环节旨在引导学生通过读的输人，提取、筛选和重组文章中的重要语言信息，并通过用英语进行交流，达到从课文知识的巩固到自身知识的扩展与创新能力的形成。针对学生在完成任务的过程中，可能会因词汇障碍的影响，而用普通话甚至闽南语进行交流，在这个活动中，教师应贯彻“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色，并 “动态”地去发现问题，分析问题和解决问题，鼓励、督促学生坚持用英语作为课堂交流的语言。】
步骤四.Self-assessment: 反思学习成果的过程
【设计思路：依据教学目标，对学生的学习过程进行评价，旨在让学生学会反思自己的学习行为与学习效果，并学会通过反思性学习，不断改进自己的学习方法与策略。】
步骤五.Homework: 课文内容的巩固、延伸与拓展
1.Language focus
【设计思路：分组归纳出每个段落的语言点(引导学生通过上网、字典或参考书等渠道查找所需信息)，下节课各组进行交流，教师协助归纳。旨在通过小组合作学习的形式，培养学生的自主学习能力。】
2.More language input
【设计思路：本部分设计一篇阅读理解和一篇完型填空，要求学生按老师所给的参考时间，进行限时训练。旨在为学生提供更多与本主题相关的语言材料，通过限时训练的形式进一步提高阅读理解能力。】
3.Writing task:
【设计思路：每个学习小组可根据自己采访的结果，形成书面文字，尽可能多地用上所学的词汇及句型，进一步提高学生的写作能力。】
高中英语说课稿 14
一、教材的地位及作用
高中英语新教材的风格走势为话题时尚，面对未来，求异思维和人文色彩浓重，教学内容更加贴近现代生活，具有较强的时代信息，有利于提高学生的思想素质和人文素质，而本单元也是如此，本单元的中心话题是幽默，具体涉及“什么是幽默”、“笑话”、“喜剧”、“喜剧职业”等，它采用了学生十分感兴趣的话题，能够充分唤起学生的参与欲望，单元内容高度生活化，富有活力，体现了本套教材的一个重要特征，紧扣时代脉博，富有时代气息，学生在学过Healthy eating、Festivals Mordern agriculture 等单元，对中外饮食习惯，节日，以及农业差异有所了解之后，又对文化方面有所掌握，并为下一单元body Lang uagt（身体语言）打下了幽默的基础，本单元结在鼓励学生自主探索，了解祖国的灿烂文化，理解外国的文化，培养他们跨文化交际的意识与能力。
1、教学目标
根据英语教学大纲要求，基础教育英语课程分级总体目标的要求，将本节课的教学目标分为：
（一）语言技能目标
通过本单元学习，培养学生良好的“听、说、读、写”技能，使学生能运用所学知识中一些类似的问题，并能结合所给任务，综合运用新知识，解决问题，完成任务，在此基础上鼓励学生大胆地根据各自的语言基础与能力，有个性地解决问题。
（二）语言知识目标
本单元要求学生除掌握必要的单词、词组和句型以外，同时要求学生关于描述工作性质的语言，包括词组和句型。
（三）情感目标
1、激发并提高学生学习英语的兴趣，使其乐于接受新鲜事物，勇于尝试；体现课堂教学主体者的身份，使其积极主动参与教学各环节，成为学习的主人；使其具有个性培养其创造能力。
2、培养同学之间融洽相处的感情，乐于合作的'精神，善与人分享喜好的情感，培养正确的审美观和价值观。
3、教学重难点
本节课的主要目的是训练学生的听、说能力，为此将本节课的教学重点定为训练学生通过听觉获取材料细节的能力，难点为对所给话题进行开放性的讨论。
二、教材处理
1、学生状况分析及对策
高一学生经过一学期的正规训练，对于新教材已有所熟悉，听力、口语都有很大提高，已经初步具备观察问题、分析问题和解决问题的能力，教材内容和教学活动符合他们的年龄特征和心理发展特点，因此，本单元鲜活的事例必定会对他们有较强的感染力，但由于他们的思想还不够成熟，想法和行为需要教师的正确引导，因此，我在涉及听、说、读、写等语言技能的活动中，加强学生对某种职业的情感了解，从语言和情感两方面着手，创设机会让学生表达他们的感受。
2、教学内容组织与安排
由于本节课涉及warming up listening和speaking 三项内容，时间较为紧张，为此我将warming up的时间缩短，使其起到引入新课的作用，speaking中教材要求采访丑角，我将其改动为采访三位著名的不同喜剧类型，不同国家的职业笑星，使学生充分了解到不同幽默和不同文化之间的差异，增强了他们的采访兴趣。
三、教学方法
在教法上追求自然轻松，体现教学方法的多样性、艺术性，具体采用教学方法有情景教话，直观图片，激情联想等多样形式，营造人与语言，人与文化合谐自然；人景相趣的语言环境。
四、教学手段
在教学中和任务设计中不经意却是有意识地将多媒体电脑等揉在其中，并特别注意这些东西在课堂上的有效使用，体现其辅助作用。
五、教学程序
1、新课导入
本节课导入采用事先让学生准备一个幽默小笑话，做为morning report ，并询问：why did you laugh？ Do you think it’s funny？用大屏幕展现几幅各种幽默形式的图片，从而引出本单元的主题Humor。
（本节课导入先播放赵本山的几组图片，让三名同学表演其英语版的小品《卖拐》，并询问：who is he？ Why did you laugh？ Do you think it’s funny？）用大屏幕展现几幅各种幽默形式的图片，从而引出本单元的主题Humor。
2、Warming up
观看大屏幕上图片，总结一些幽默类型，并询问学生“In what other performances do you enjoy humor？” （你还在其它哪种幽默演出中欣赏到幽默从而让学生在心中构建一个Lexical chunk，使学生了解幽默的各种形式，引出其中的一种形式—绕口令，设计让学生以竞赛形式快速朗诵，这部分目的有两个，一是呈现本单元的中心话题幽默，二是培养学生的语感。
3、Listening阶段
在听力教学中利用教材中的图片，组织学生看图说话，想像一个有趣的故事，在听完材料后，完成教材上的练习，这样形成前后呼应，即培养学生的想像能力，在他们心目中产生一个悬念，又能让他们带着任务去听，提高听的效果，及时提供反馈，有利于学生的自我评价，这阶段主要采取三种活动形式。
（1）小组活动，每个小组经过组内协商确定图片的排序，由组长开头，每人根本前面所说的话和图片上反映的内容接说一句话，发展故事，并记录在纸上，整理和修改故事。
（2）个人活动，通过听录音，将听力细节材料记录下来，并做教材上的练习。
（3）班级活动，各级朗读自己的故事，师生共同评价，评出最有趣故事和与原文最接近故事。
4、Speaking 口语阶段
这部分要求学生在学习对喜剧演员采访的对话基础上，完成对职业丑角的采访。我设计了师生互动和生生互动，创设机会让学生表达他们的感受。
（1）师生互动：交流对娱乐节目，喜剧小品和相声及其演员的看法，提高他们对幽默的认识。
（2）班级讨论：针对学生提到的某一个演员或喜剧小品进行分析，引入课文对话的一些语言和观点。
（3）小组讨论，接着前面的讨论，各小组详细讨论，总结讨论观点，形成对三位幽默大师的采访对话。
（4）各小组派人到前面表演对话。
5、总结。
由几名同学总结讨论喜剧演员以及他们的表演得出的结论，这不但能提高学生对喜剧表演的认识，而且有利于培养学生留心社会关注媒体的洞察力，而且引导学生为下一步阅读作好思想准备。
6、Home work 在网上查询有关幽默大师的资料。
以上就是我本次说课的内容。谢谢各位。
高中英语说课稿 15
一、教材分析
1.单元内容所体现的意义：本单元的主题为Celebration，主要是介绍了中外国家的一些主要节日，以及人们在一些重要节日的庆祝活动。通过本单元的学习，可以帮助学生理解交际中的文化差异，初步形成跨文化交际意识。
2.课前的内容与本节内容的内在联系：在Warm-up 环节部分，学生已了解一些关于“庆祝”的内容及相关词汇，为本课的话题作了一些词汇和内容的铺垫。
二、学生分析
1.学生年龄特点，和对学科学习的情感表现：学生对学习的内容有着强烈的好奇心，表现出多样的学习技能和策略，喜欢把语言学习与自己的现实生活和兴趣联系起来。
2.学生语言知识和技能：学生对本课话题Chinese Seasonal Festivals 已具备一定的背景知识、经历和经验;况且在Warm-up 环节，学生已了解了一些相关的内容及词汇，这些都有助于语言活动的开展 。但是要用英语进行思维和表达，还是有一定的`难度。
3.学生的学习策略和其他技能：高一的学生已初步具备用英语获取信息、处理信息、分析问题和解决问题的综合能力，但需进一步的提高。
三、教学目标
1.语言知识目标：
A.词汇和短语
seasonal, journey, celebrate, traditional, including, Lantern Festival, origin, decorate, take part in, burn down, sweet dumpling, culture, Zongzi
B.重点句子
1)The Mid-Autumn Festival is celebrated by the Chinese people.
2)In the old days, dragon boat races were held in Chinese communities.
3)Lanterns were usually lit candles and decorated with pictures of birds…
2.语言技能目标：
1)提高从文章中获取主要信息，并进行分析、推理和判断的能力。
2)积极参与语言实践活动，提高用英语进行思维和表达的能力。
3.知识能力目标：
1)学会用英语简单介绍中国的节假日。
2)进一步了解我国的一些主要的节日及其相关的历史源源，从而尊重传统文化，增强爱国主义精神。
4.情感与人文素养目标：
1)关注学生在学习中的情感态度变化，引导学生形成乐于与他人合作，具有和谐与健康向上的品格。
2)掌握有效的学习策略，学会独立获取信息和资源，并能整理、分析和总结，从而充实生活。
3)通过文化的了解，增强爱国主义精神和民族自豪感，提高对中外文化异同的敏感性和鉴别能力，为跨文化交际能力打下基础。
5.重点与难点：
1)如何让学生在阅读活动中获取信息，理解全文。
2)在语言实践活动中，要求学生用英语进行思维和表达，有一定的难度。
四、教学设计理念与策略
教学设计理念：
1)采用任务型语言教学。
2)采用激发主体兴趣的教学模式。
3)运用合作学习的方法。
2.教学策略：
1)Fast reading to get general idea.
2) Careful reading to get detailed information.
3) Free-talk before reading to make students interested in what they will learn.
4) Group work after reading to make students understand what they have learned better.
五、教学用具
a recorder, a computer, and a projector
六、教学过程
Step1 Lead-in
T: What is your favorite season? What festivals happen during your favorite season?
( 以问题的形式引入本课的主题：Chinese seasonal festival. 由此引起学生的学习兴趣，自然导入课题)
S1: I liker summer. There are Children’s Day, Dragon-boat Festival and Mother’s Day.
S2: My favorite season is winter. They are Spring Festival and Lantern Festival and Christmas Day.
S3: ……
T：Well done. Thank you. Now, let’s enjoy some interesting pictures and guess what is happening and what is being celebrated.
(欣赏图片和讨论的同时，让学生把注意力集中到与本课有关的三个节日上：
端午节、元宵节和中秋节。并且通过图片可以让学生掌握更多的节日和如何表达，如清明节，母亲节等)
Step2 While-reading
1.Fast-reading
Read the texts quickly. Match the pictures with the festivals.
Picture A Mid-Autumn Festival
Picture B Dragon Boat Festival
Picture C Lantern Festival
(快速阅读环节中的问题可以培养学生的快速阅读技巧和获取文章整体信息的能力，达到理解课文表层意思的目的。此类问题可提问一般的学生，增加他们学习英语的信心。)
1.Careful-reading
1)Ask the students to read the first passage carefully and answer 3 questions below.
(1)When is the Mid-Autumn Festival celebrated?
(2)What do people eat on this day?
(3)Why is this festival important?
(细读环节则是对重要的段落进行细读，加大信息量，帮助学生加深对课文的理解。教师选取了文章的第一段，引导学生观察和提取与中秋密切相关的具体事实和信息。)
2)在老师示范完第一段提问后，把学生分成两大组，然后两组间针对此段文章内容互相提问(以小组竞赛形式进行，既活跃课堂气氛，也可以拓展学生思维能力，提高他们的发问和回答的能力，也从而加深他们对课文内容的了解。)
3)Read the texts again and fill in the table.
4)接下两段由学生逐段阅读然后分栏填写，再由老师和同学们一起学习分析，完成一段内容的阅读、填写和评讲后再接着第2步的问答游戏
Step3 Post-reading
How can we describe a festival?
1.What is it called?
2.When is it celebrated?
3.How is it celebrated?
4.What are eaten?
5.What music is usually played?
6.What are the stories about it?
Then work in groups in4 and choose a festival to describe
Choose one of each group to report.
(学生在阅读中对课文内容和结构有了一定的了解。教师要为学生创造机会，把文中遇到的新词汇和语法现象进行练习，学以致用。因此教师安排小组活动让学生进行语言实践活动，提高学生用英语进行思维和表达的能力。)
Step4 Homework
Read the article again. Write an article about one of the Chinese seasonal festival.
(让学生通过对课文的学习和理解，能够学以致用，用所学的相关词汇和短语应用到写作中)
高中英语说课稿 16
教学准备
教学目标
Words
base, command, request, recognize
Expressions
because of, come up, at present, make use of, such as, play a part (in)
Patterns
…because of that, English began to b spoken in many other countries.
Actually all languages change and develop…
The latter gave a separate identity to American English spelling.
教学重难点
■ To help students get to know about English development
■ To help students better understand “learning English”
■ To help students understand and use some important words and expressions
■ To help students identify examples of Indirect Speech (II): request & commands in the text
教学工具
课件
教学过程
⑴Warming up by listing
Good morning, class. We have been learning English for several years. But how many English-speaking countries are there in the world? Now let’s make a list of them on the blackboard.
English Countries Explanation
Mother tongue the United Kingdom
the United States of America
Canada
Australia
South Africa
Ireland
New Zealand The people in these countries are native speakers of English. In total, for more than 375 million people English is their mother tongue.
Second language India
Pakistan
Nigeria
the Philippines These people speak the language of their own country at home but the language of the government, schools, newspapers, and TV is English.
Foreign language China
Germany
France
etc. The number of people who learn English as a foreign language is more than 750 million.
⑵Warming up by answering questions about English
Good morning, class. Today we shall start learning Unit 2 English around the world. But how much do you know about English?
●What is Standard English?
Standard English is the form of English that most people in Britain use, and that is not limited to one area or group of people.
●What is a dialect?
A dialect is a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language.
●Do we have standard Chinese? What is it?
In China there’re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.
⑶Warming up by giving reasons
Unit 2 English around the world is what we are going to learn today. We are all learning English now because English is so popular in the world. But do you know why it is so? How many reasons could you giving for the spread of English around the world?
x English is one of the official languages of the Olympic Games and the United Nations.
x English dominates international websites and provides nearly all of the new computer terminology.
x Tourism and trade from Western Europe and North America has contributed to the spread of English.
x Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.
2.Pre-reading
We are learning English here. But why are we learning it? Could you suggest to the class as many reasons as you can think of, why people in the world learn English?
for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc.
Go on with your reasons. I shall write your suggestions on the board as you make them.
3. Skimming the text for general ideas
Now we go to page 9 to skim the text for the main idea of each paragraph.
Paragraph 1: The spread of the English language in the world
Paragraph 2: Native speaker can understand each other even if they don’t speak the same kind of English.
Paragraph 3: English changes and develops when cultures meet and communicate with each other.
Paragraph 4: By the 19th century English is settled.
Paragraph 5: English is spoken as a foreign language or second language in South Asia.
4. Reading and filling
Read the text to complete the chart below.
Time English is influenced by…
AD 450-1150 German
1150-1500 French
In the 1600’s Shakespeare, who make use of a wider vocabulary than ever before
By the 19th century Samuel Johnson, Noah Webster
Now Languages in South Asia, in Singapore, in Malaysia, in Africa and in China
5. Reading and copying
Next we shall go over the text once more. This time try find and copy all the useful expressions down in your notebook.
Useful expressions
at the end of…, make voyages, speak English as…, in the next century, change over time, communicate with…, be based on…, at present, become less like…, rule England, enrich the English language, make use of…, move to…, later in the 18th century, give a separate identity to…, have a very large number of…, fluent English speakers, become the language for…, develop one’s own identity, increase rapidly
高中英语说课稿 17
Teaching Aims
Knowledge a nd Skills:
1. Ge t to know about Canada.
2.Grasp some reading skills.
3.Stimulate the Ss’ interest and love for learning about foreign countries.
Strategy and Method:
1.Train the students’fastreading ability.
2.Train the students’ ability to co operate with others.
教学重难点
Main points：
1. Introduce the information of Canada to the students.
2.Train the students’reading ability —skimming,and listening ability
Difficult point：
Learn different reading skil ls for different reading purposes.
Teaching procedures and ways
教学过程
Step1. Readin g&Greeting (2`)
Step2. Leading in and Warming Up (5`)
1.Free talk: Do you like to go sightseeing?
Which country do you like to visit?
What can you see in these countries?
2.Quiz
Step3. Fast reading (10`)
1.what is“the true north”?
It refers to “the crossCanada train.”
2.Draw the route of the two girls’ traveling across Canada
Step4. Careful reading(T&F) (15`)
Step5. Consoli dation (7`)
Listening & Summary
Fill in the blank and retell the story
课后习题
Homework
Surf the Internet to find more information about Canada
Chalkboard Designing
Unit5Canada – the “the true north”
A thip “ on the true north”
Vancouver Rocky Mountains Thunder Bay
Calgary Lake Superior Toronto
高中英语说课稿 18
teaching aims:
1. 能力目标：
a. listening: get information and views from the listening material;
b. speaking: express one’s attitude or views about friends and friendship in appropriate words.
c. reading: enable the ss to get the main idea
d. writing: write some advice about making friend as an editor
2. 知识目标：
a. talk about friends and friendship; how to make friends; how to maintain friendship
b. use the following expressions:
i think so. / i don’t think so.
i agree. / i don’t agree.
that’s correct.
of course not.
exactly.
i’m afraid not.
c. to enable the ss to control direct speech and indirect speech
d. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought german series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit
add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in
3. 情感目标:
a. to arose ss’ interest in learning english;
b. to encourage ss to be active in the activities and make ss to be confident;
c. to develop the ability to cooperate with others.
4. 策略目标：
a. to develop ss’ cognitive strategy: taking notes while listening;
b. to develop ss’ communicative strategies.
5. 文化目标：
to enable the ss to get to know different opinions about making friends from different countries.
teaching steps:
period one
step1. warm-up
1. ss listen to an english song auld lang syne.
2. brainstorming: let ss say some words about friendship – honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….
step 2. talk about your old friends
1. ss talk about their old friends in junior middle school, talk about their appearance, personality, hobbies, etc.
2. self-introduction
step 3. make new friends
1. ss go around and ask their new friends some information and fill in the following form
name age/hobbies/favorite sports, books, …
2. report to the class: who will probably be your friend why.
step 4. do a survey
ss do the survey in the text ,p1
sep 5. listening and talking
do wb p41 (talking). while ss listen to the material, ask them to take notes about the speaker’s views of making friends.
when ss make their conversation, ask them to try to use the following expressions.
高中英语说课稿 19
(一)教学内容分析
这是一篇介绍“饮食习惯”的文章，包括传统饮食习惯的改变日常饮食选择,旨在让学生明白健康的饮食习惯的养成是拥有健康体魄的前提。本篇文章生词量较大标题较抽象，各段主题句分布不太明显(大部分分布在段落中间)。且大部分学生对饮食与健康的关系(如人体每天必须摄入的六种基本营养成分的来源、健康饮食的重要性、什么是绿色食品等)了解较少。因此，本文的学习难度较大。
(二)教学目标
1.语言知识目标：
a)使学生了解protein,calcium等基本营养成分的来源和主要功能，健康的饮食习惯是健康的保证，以及素食主义等信息。
b)学习掌握有关营养成分与食物的词汇，如：protein、calcium、carbohydrate、fibre、mineral、vitamin、vegetarian&vegan、greenfoodandcleanfood、eco-foodandorganicfood等，以及keepupwith，Thesamegoesfor?以及as和only引导的倒装句的用法。
2.语言技能目标：
a)使学生学会克服生词障碍，通过略读，寻找文章的主题句，理清文章的总体框架与脉络;通过查读，捕捉文章的重要细节，理解作者的写作意图。
b)使学生学会运用各种猜词技巧，猜测部分生词在具体的语言环境的含义。c)使学生能够运用所学知识，用英语为自己所熟悉的一个人设计一份“healthydiet”，并阐明设计的依据。
3.情感态度与文化意识目标：
a)使学生学会审视自己、审视食物，提高养成健康饮食习惯的意识。b)使学生懂得：健康是做好一切事情的根本。要想有强健的体魄，除了合理安排好一天的生活以外，还需要有科学、卫生的饮食习惯，每天一定量的体育活动和体力劳动。青少年必须有健康的身体，长大以后才能成为一位具有现代科学文化，适合时代要求的合格劳动者。
c)使学生学会关心他人，体贴他人，并养成较强的合作意识。
d)让学生了解一些不同的饮食观念及主张，加深对世界饮食文化的了解，弘扬中华民族饮食文化的精髓,培养爱国主义精神。
(三)教学重点和难点：
1.重点
1)让学生认识到饮食对健康的重要影响。
2)侧重培养学生对文章的整体性结构的把握，突出培养学生以下3个方面的能力：
a.文章中心把握能力。
b.根据主题快速捕捉文章重点细节的能力。
c.猜词能力。
3)重点掌握有关营养成分与食物的词汇，特别是人体每天必须摄入的六种基本营养成分的词汇以及这些营养成分的来源和主要功能。
2.难点
1)如何使学生养成科学的阅读习惯，提高阅读理解能力和语言水平。
2)如何使学生学会提取、筛选和重组文章中关于健康饮食的信息，并灵活运用于语言实践中，达到语言实践能力的扩展与提高。
教学方法与教材处理
1.任务型语言教学法
任务型语言教学认为：人们使用语言的过程就是一个完成各种各样任务的过程。任务型学习强调通过“做中学”、“学中做”，使学生在完成任务的过程中习得语言。本课组织学生四至五人组成一个学习小组，共同为大家所熟悉的一个人设计一份“healthydiet”,并口头阐述设计的理由。该设计基于课文内容，但又不局限于课文的范畴，旨在贯彻“做中学”、“学中做”策略，吸引和组织他们积极参与，并通过讨论、交流和合作等方式，在自然、真实的情境中，完成任务，体会、掌握语言的应用，达到学以致用的目的。
2.合作学习教学法
合作学习教学法是以小组活动为主体的一种教学活动，一种同伴之间的合作互动活动。合作学习教学法有利于改善课堂心理气氛、大面积提高学生的学业成绩、促进学生良好非智力品质的发展，调整学生的语言焦虑感。焦虑是影响外语学习的重要情感因素，外语学习中的焦虑主要是指学习者需要用外语进行表达时产生的恐惧或不安心理。因此，本课打破传统的“稻田式课堂教学结构”采用“四至五人组成一个学习小组”的课堂教学结构，来组织教学，旨在营造轻松的学习氛围，为积极学习提供有利的条件，让学生在完成任务的过程中通过互相交流，降低语言焦虑感，获得愉快的学习经历，从而对学习本身和所学内容产生兴趣感。
3.整体语言教学法
整体语言教学法要求按“整体-部分-整体”的模式，进行语篇阅读训练，即从“整体”开始，以“整体”结束的“三段式”阅读教学法。本课采用从整体略读——分段细读——听读课文内容，进一步理解课文内容，即是这种教学策略的体现。
(四)、学法指导
1)认知策略:指导学生运用已学会的抓重点、做记号、摘笔记等方式，对所学内容进行整理与归纳。
2)调控策略:继续培养自我评价与相互评价的习惯，鼓励学生增加与教师和同学交流学习英语的体会和经验，学会科学评价自己的学习行为与学习效果，进一步形成有效的学习方法,树立积极向上的学习态度。
3)交际策略：创设有意义的情景和任务活动，引导学生通过四人一小组，进行合作学习，让他们围绕课堂任务分工合作，相互探讨、相互交流，从而获得知识、技能和情感体验，变被动学习为主动学习。
(五)、说教学程序
1.Pre-task：激发学习兴趣，明确学习任务(8分钟左右)
引入话题，激发学习兴趣，明确学习任务。教师通过一个问题“Doyouthinkitimportanttohavegoodeatinghabits?”呈现文章的标题“Wearewhatweeat”。紧接着引导学生解读文章标题、预测文章内容，让学生在阅读过程中处于主动认知状态。虽然本文标题较抽象,学生可能一下子无法正确理解其所包含的深层含义，可再采取通过分析句子成分和引导学生抓住关键词“eat”进行大脑风暴两种方式相结合的教学策略来降低理解难度。考虑到文章生词量较多，且大部分学生对文章的背景知识，了解较少。因此，在引导学生预测文章内容的同时，有必要在讨论“Whatkindofwordswillbeusedinthepassage?”这个问题时，引出人体每天必须摄入的六种基本营养成分的单词：protein、
calcium、carbohydrate、fibre、mineral、vitamin。这样既可向学生展示本环节的重点单词，又可为阅读扫清文化背景障碍和语言障碍，又可为突破本文的重难点作好准备。
2.Task-cycle：课文主体内容的教学与操练，知识的掌握与能力的过渡(27分钟左右)
指导学生根据不同的阅读目的，在阅读的不同阶段，灵活使用各种阅读策略，捕捉文章主要信息，理解作者的写作意图，突破本文的教学重点与难点。
1.通过限时阅读训练，引导学生略读文章内容，归纳段落大意，理清全文线索，侧重培养快速阅读理解能力和文章中心把握能力。
【设计思路】：本环节针对课文的.主旨，提出两个预测性问题，要求学生在5分钟之内，略读文章内容，快速找出各段的keysentence，理清文章的基本脉络。在两个预测性问题的帮助下，大部分学生很快就能找出文章的主题句，理解作者的写作意图。针对各段主题句分布不太明显，学生寻找起来有一定的难度这一情况，教师可通过先展示文章基本脉络，提醒学生根据文章脉络以及对文章主旨的把握，结合自己在阅读之前对文章的预测，快速找出各段的keysentence，归纳各段大意。此外，教师还应通过限定阅读时间，及时纠正不良的阅读习惯等教学策略，来帮助学生养成良好的阅读习惯，培养快速阅读理解能力。
2.精读部分语段，侧重培养快速捕捉文章重要细节的能力和猜测生词的能力。
【设计思路】：本文的主要生词和重点细节主要集中在第二至第四段(特别是第二段材料)。因此，可引导学生通过查读第二段材料，找出人体每天必须摄入的六种基本营养成分及其来源和功能。此外，考虑到这六个词汇的知识含量较高，且难于记忆，故笔者在设计上作了一个小小的创新。即以表格的形式，让学生填写本文的重点细节，让学生在完成任务的过程中，体会各种营养成分来源的规律,为学会给未提及的食物作营养成分推测，培养信息归类能力，作好铺垫。然后再通过直观手段，以图片结合文字的形式，再次展现文章的重点单词与细节，激发学习兴趣，加深学生的印象，并为突破本文的重点与难点：“Designahealthydietandlistyourreasons.”打下扎实的基础。相对于第二段材料，
第三段和第四段材料的生词量较少，且大部分生词通过使用各种猜词策略，就可理解他们在文中的意思。因此，可充分利用这两段内容，来培养学生的猜词悟义能力。具体可引导学生先通过推读生词所在语段，然后再以小组为单位，交流各自所使用的猜词技巧与猜词经验，来提高培养学生的猜词能力，最终获得独立自由阅读的能力。根据对教材内容的科学分析，确定本环节主要引导学生使用各种猜词策略(通过上下文、课文线索、词的形式、以及根据自己已有的知识等)，猜测、理解“vegetarian”、“vegan”、“eco-food”、“organicfood”、“greenfoodandcleanfood”、“diet”、“supplement”等词在文中的意思。同时为加深学生对“greenfood”的理解，还特地引出绿色食品的标志。此外，还可在这一环节中适当处理一些语言难点(如keepupwith，Thesamegoesfor?及only和as引导的倒装句的用法)，以上语言难点在SBp131-p133中,有详细的分析。因此，课堂上不必占用太多时间，应把重点放在引导学生学会在具体的语境中理解、体会这些词组、句型的用法。其它的一些语言难点可随机处理，也可通过练习的方式体现出来，让学生去课文中寻找答案，体会他们的用法。
3.Post-task：展示成果，交流成果的过程，语言实践能力的扩展与提高(9分钟左右)
采用交际教学法和合作学习法，组织语言实践活动，完成本文的主题任务。达到从知识的巩固与运用到知识的扩展与创新能力的形成。
【设计思路】：本环节要求学生根据自己对健康饮食的认识，发挥自己的想象力和创造力，以小组为单位，用英语为大家所熟悉的某一个人(如：自己或班上的其他同学或者本校的某位老师)设计一份“healthydiet”,并列出设计的依据。由于Pre-task和Task-recycle两个步骤中的许多活动，已从各个方面，为学生顺利完成本活动作好了充分的准备，故学生完成这个任务的难度，估计不大。但为了更好地调动学生完成任务的积极性，本环节还特地以生动有趣的gif动画和图片为学生提供了foodgroups。针对主题任务，本环节还设计了小组间的设计成果竞赛与小组间的互相评价两个让学生互相交流学习成果的平台。旨在引导学生通过读的输人，提取、筛选和重组文章中的重要语言信息，并通过用英语进行交流，达到从课文知识的巩固到自身知识的扩展与创新能力的形成。针对学生在完成任务的过程中，可能会因词汇障碍的影响，而用普通话甚至闽南语进行交流，在这个活动中，教师应贯彻“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色，并“动态”地去发现问题，分析问题和解决问题，鼓励、督促学生坚持用英语作为课堂交流的语言。
4.SumupandHomework：课文内容的巩固、延伸与拓展(第四和第五两个环节预计只需1分钟左右)
【设计思路】：课外作业主要以提纲的形式，呈现给学生。在“Sumup”环节中，通过“Dietcuresmorethanthedoctor.和Thebalanceddietisthebest!”这两句健康英语谚语，结合播放《健康歌》，进一步加深学生对本文主题的理解。
Homework的内容包括以下几个环节：
1)Givealectureonhealthyfood.
2)Makeasurveyaboutvegetarianism.
【设计思路】：每个学习小组可根据自己的兴趣与爱好，自由选择其中一项任务，旨在尊重学生个性，给学生自由选择学习内容的空间，让其通过各种资源渠道，在原有知识的基础上获取更多关于healthyeating的信息，进一步延伸与拓展课文的内容，这也有助于结合课文内容，开展研究性学习，培养学生的自主学习能力。
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