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高中英语说课稿

时间：2024-05-21 16:00:04 说课稿我要投稿

高中英语说课稿

　　作为一名专为他人授业解惑的人民教师，时常需要编写说课稿，说课稿有助于学生理解并掌握系统的知识。那么应当如何写说课稿呢？下面是小编为大家收集的高中英语说课稿，欢迎阅读，希望大家能够喜欢。

高中英语说课稿

高中英语说课稿1

　　Good morning, dear judges! I’m quite happy to share my teaching planning with all of you here. My name is Yu Xueming from No.1 High School of Wuhu County, Anhui Province. The topic I’m going to talk about is “Inversion”. What I will talk about includes 6 parts as follows:

　　Step1.Introduction

　　Part One: Analysis of the teaching material and learning condition.

　　Part Two: Teaching objectives.

　　Part Three: Teaching key points and difficult points.

　　Part Four: Teaching methods and teaching aids.

　　Part Five: My teaching procedures.

　　Part Six: My blackboard design.

　　Now, let me tell you one by one in details .First, part one, the teaching material and learning conditions. The selected teaching material is taken from the grammar section of Module 8 Unit 3 of Advance with English. It focuses on the different grammar rules of partial and complete Inversion, which is one of the difficult and important parts in English grammar. On the other hand, in my students’ previous studying, they have touched some inverted inversions, such as, “there be” sentence pattern, but they don’t have a good knowledge of it.

　　According to the analysis of the teaching material and learning condition, the following objectives are to be achieved. Firstly, language objective, many students are able to use 6 cases of partial inversion and 3 of complete inversion. Secondly, skill objective, apart from the basic skills of language, this class, I will focus my students’ attention on summarizing, for example, to summarize the grammar rules from examples. Thirdly, ability objective, the teaching material offers a chance for my students to learn how to participate in the activities actively and cooperatively, for example, in the activities of group learning.

　　As we all know, it is important and necessary for teachers to provide students’ language learning situations in grammar learning, which is intended to help my students understand the grammar rules better in real situations. That is the key and difficult teaching point.

　　Well, in order to achieve the teaching objectives mentioned above, I will use the task-based method, group learning method and situational method as the main teaching methods. With these teaching methods, I will try my best to encourage my students to learn or use more effectively. Furthermore, I need some teaching aids to help me, like multi-media and a projector.

　　Now come my teaching procedures, which consist of six steps. I mainly talk about this part. But before talking about this, I want to share what I am going to do before class, five minutes before class, I will ask my students to watch a micro class about the elements of sentences, which I think is quite necessary and helpful for learning Inversion. By doing this, I can prepare them for the coming lesson.

　　Ok, let’s come to the first step of my teaching procedures. I will share an interesting story with my students and purposely introduce the target language, and then explain the differences between natural order and inverted order as well as the types of inversion. The topic is to attract my students’ attention and lead in the topic in a more vivid and direct way.

　　Step2. Presentation

　　In this step, I will share a story with my students about an American shooting athlete named Emmons. Some inverted sentences are included in this story. My students are required to find them out. In this way, they can have a better understanding of partial inversion and complete inversion through some typical examples.

　　Step3. Group learning to summarize

　　First, I will divide my students into several groups and each group consists of seven students and ask them to discuss in groups and summarize the rules of Inversion with the help of learning paper, after that, representatives from groups will report their summary to the whole class. At the same time, other groups can express their different opinions, if necessary, the teacher can give them a hand. I design like this in order to arouse their activeness and try my best to make the students the center of the class.

　　Step4. Practice

　　In this stage, I design two activities. Activity one is group competition.

　　Volunteers from groups can choose one from 1 to 9 with different levels, questions from 1 to 3 belong to level A with one point, questions from 4 to 6 are level B with 2 points, and the rest are the most difficult deserving 3 points, at last we will work out which group is the winner.

　　Activity two is making up a story. Several pictures will be shown to my students, and they are required to make up a story by using inverted sentences, of course, some key words and phrases will be given to help them if needed, some groups will report their writings through a projector.

　　Through these two activities, I can help them learn more actively and more efficiently, furthermore, both of the two activities can be used as a means to develope my students’ abilities of creative thinking and a train for their writing skills.

　　Step5. Summary

　　I will summarize the class with a short video. It is a dialogue between a wife and her husband, and they are talking about losing weight in a humorous way, many inverted sentences are used in the dialogue. I design like this because I feel it is more amazing and interesting to consolidate this lesson.

　　Now, it is my homework. I will ask them to remember the rules correctly and finish the exercise in their learning paper, which is intended to use inversion correctly and put what they have learned into practice.

　　Dear judges, at last I want to share my blackboard design with you. I will write the title in the upper of middle, the key words and phrases in a clear order and set a competition area among groups. As you can see, my blackboard design is easy and clear in order to let my students learn more effectively.

　　To sum up, in the teaching process, I follow the students-centered teaching principle and I will try my best to get most of my students involved in my class. I’m just a guider and sometimes a helper of my students in classroom teaching activities and my students are the real communicators of the languageou. This is my teaching planning presentation. Thank you for your attention.

高中英语说课稿2

　　A Teaching Plan Speech for the Reading part of Unit 1

　　Good morning, teachers.

　　My name isXX. Today, I’ll talk about how to teach the Reading part of Unit 1, School Life in the UK, in the student’s Book 1. It is made up of four parts.

　　The first part is the analysis of the teaching material.

　　This articlr is from a school magzine written by an exchange student. After studying in the UK for one year, she gives us a brief but clear description about what school life in the UK is like from her own experience. The Reading Strategy of this unit teaches students two basic reading skills, skimming and scanning. Students are expected to master the two skills and to apply them to their future study.

　　Teaching aims:

　　XXXX

　　Teaching important points: XXXX

　　Teaching difficult points: XXXX

　　The second part is about my teaching theories,methods and aids.

　　While dealing with this lesson, I’ll do my best to carry out the following theories: 1. Make the Ss the real masters in class while the teacher acts as director. 2. Combine the language structures with the language functions.

　　3. Let the students receive some moral education while they are learning the English language. Teaching method:

　　Question-and-answer activity teaching method Free discussion method

　　Pair work or individual work Task-approach teaching method Teaching aids: a projector a tape recorder multimedia the blackboard

　　Part three is the teaching procedures of this part.

　　1. Lead-in:

　　1.1 Show some pictures and movies about school life in the UK 1.2 Ask students to present the information they have collected before 1.3 Ask them to discuss the differences and to try to think of the reasons.

　　2. Reading comprehension:

　　2.1 Ask students to go through the article as quickly as possible and to try to finish PartA

　　Inform them to only focus on and identify the information needed.

　　2.2 Ask students to reread the whole text. Then let them answers some questions on the multimedia and check the answers as a class. These questions will check students’ ability to read and locate specific information.

　　(Q1：What time do British schools usually begin? What time do they usually end?

　　Q2: On average, how many students are there in a class in the UK?

　　Q3:Why did Wei Hua find her homework difficult at the beginning of her study in the Uk? Q4: What do British students usually eat after their main meal?

　　Q5: Which British city did Wei Hua go to?)

　　2.3 Have the students listen to the tape recorder, and ask them to pay attention to the tone and pronounciation.

　　2.4 Have students do some exercise in order to arouse their interest and enhance their further comprehension.

　　A. What specific aspects are mentioned in the text? (teachers, classmates, friends, subjects,

　　homework/assignments, grades, timetable, activities, school facilities, host family, food, hobbies, customs, traditions,festivals)

　　2.5 Make students focus on the above two exercises, and let them discuss the reading methods they use to do the two exercises.

　　2.6 Have students focus on the Reading Strategy on P3.

　　Tell them that skimming is to look at the titles and headlines, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and charts to get a general idea of what a text is about. And scanning is to focus on keywords and phrases, dates, numbers, etc. to find certain information in a text quickly.

　　2.7 Have students be familiar with some language points(blackboard) in the text and then give them some examples sentences.

　　A. experience(line 2): countable noun B. attend(6) C. way(9) D. earn(10) E. sound(11): linking verb F. as…as…(20) G. for free(29) H. miss(42): verb 2.8 Ask students do an activity: Interview Wei Hua

　　This activity help students improve their imagination.

　　2.9 Have students discuss what aspects may be included if they write an acticle about the differences of school life betwween UK and China. 3. Homework:

　　A. Write the article discussed before.

　　B. Do the exercises in the Workbook. C. Retell the text.

　　Part 4 is the blackboard design.

　　Reading: School life in the UK

　　Diagram:

　　Language Points:

　　A. experience(line 2): countable noun B. attend(6) C. way(9) D. earn(10) E. sound(11): linking verb F. as…as…(20) G. for free(29) H. miss(42): verb

高中英语说课稿3

　　Good morning, ladies and gentlemen . I’m ##. I’m from ## High School. Today, I feel honored to have the chance to share my ideas with you. In the reading process, I will focus on students’ long –term development and enable them to use reading strategies to read efficiently and independently.

　　My teaching plan will include 4 sections. They’re analysis of the teaching material,. Teaching aims , teaching methods and teaching procedures.

　　Section1 . Analysis of the teaching material.

　　The selected teaching material is a magazine aritcle taken from the reading of Module 2 , Unit3 . It is about the curse of the mummy ,which deals with an amazing man who devoted most of his time making discoveries in Egypt and strange things that happened after his finding the tomb of king Tutankhamun.

　　Section 2 Identifying the teaching aims.

　　Based on the analysis of the teaching material, I have chosen the following as the teaching aims,The 1st aim: Train the students’ reading ability reading skills- predicting information.

　　The 2nd aim: Learn some useful words and expressions.

　　The 3rd aim: Develop the students’ creative, comprehensive and consolidating abilities.

　　Section3 Teaching methods and aids.

　　1. Enjoyment of a short film before reading to make the students interested in what they’ll learn.

　　2. Fast reading to get the general idea of the text.

　　3. Careful reading to answer some detailed questions4. Multi-media

　　Section4 Teaching procedures.

　　Part1 Lead-in

　　Help the students to recall the well –known film TITANNIC by showing them a short flash of the film. The purpose of this activity is to arouse the students’ interest and curiosity to read the passage. （on the screen ）

　　Part 2 Reading comprehension- fast reading and careful reading

　　1. Reading strategy – predicting information in advance.

　　Before asking the students to skim the passage, direct their attention to reading strategy first. Conduct the activity as follows .（on the screen）

　　2. Skimming

　　Ask the students to skim the passage and complete the three questions of Part A on page 42.

　　3. Reread the passage

　　Ask the students to reread the passage and identify which statements are true and which are false. Have the students complete Part C1 individually. Check the answer as a class. Statements in Part C2 are summaries of the paragraphs. Ask the students to match the statements with the paragraphs. Check the answer as a class.

　　4. Listening for detailed information

　　Evaluate the students’ comprehension by asking them to identify the relationships between these characters. （on the screen）

　　5. structure reading

　　Ask the students to divide the text into a few parts according to the general idea of each paragraph .（on the screen）According to the diagram,I let the students make a summary of the text or let students fill in the blanks .（on the screen）

　　Part 3 Consolidation

　　Ask the students to complete Part D and E individually . I can adapt Part D as the example shows . After completing Part D, the students are required to read the article in Part E and then fill in the missing words, check the exercises as a class.

　　Part 4 Post –reading activities

　　1. Ask the students to express their opinions on the following questions .（on the screen）

　　2. Ask the students to write a summary about Howard Carter.

　　3. Ask the students to focus on Part F and make up a dialogue as the example show. Make sure that all the students participate in the discussion.

　　Ok , So much for my teaching plan ,Thank you for your careful attention.

高中英语说课稿4

　　一、教材内容分析

　　本单元的中心话题是西方绘画艺术的历史、中西方各种艺术形势与风格，各时代的著名画家以及他们的作品。挺熟读写等语言知识和语言技能主要围绕“绘画艺术”这一主题设计的。本节课引导学生讨论这些问题，目的。在于让他们了解绘画艺术及其各个历史发展时期的不同风格，培养他们对艺术的兴趣。

　　二、学生分析

　　本堂课所教学生为高二理科班的学生，认真踏实是他们在课堂学习实践活动中的特点。部分学生经过初中和高一阶段对英语这门语言的学习和掌握，已经为高二阶段的英语学习打下了基础。表现为：大部分学生能够做到课前预习，课堂上能伴随课程的思路，较积极主动的参与课堂活动，如小组讨论，问答练习等；但是仍有少部分学生由于种种原因造成了英语基础薄弱，上课不够积极主动，学习任务完成不充分等问题。对此，在课堂活动中要进行有针对性的帮助。如进行分组讨论时，可让他们与学习基础好的同学一组且要给予更多的鼓励，使他们尽早能提高对学习英语的`兴趣。

　　三、教法分析

　　学生学习本文时，我设计了一些任务，通过感知，体验，参与合作等方式，使学生的主动地位得到充分体现。如：要求学生阅读文章，回答问题，填写表格等，这一单元以绘画为主题，利用多媒体展示影片相关图片，帮助学生用自己的话概括主要内容，提高课堂教学效率，增强学生学习兴趣。

　　四、教学程序

　　Step ⅠLead—in

　　Show students different kinds of paintings and ask them to guess the type of the paintings。（通过多媒体播放不同种类的图片及不同名作家的作品引起学生对绘画的兴趣）Step ⅡWarming Up

　　At first，ask the students to match some new words with the correct English meanings。 Show them on the screen。At last，check the answers with the whole class。

　　A B

　　a、 realistic 1. accurate，minute

　　b、 abstract 2. state or fact of existing

　　c、 existence 3. being in thought but having a physical or practical existence d。 detailed 4. lifelike，true to life

　　e。、religious 5. classical，of old beliefs

　　f。、traditional 6。 sincere to believe in a god or gods

　　Key：a—4，b—3，c—2，d—1，e—6，f—5

　　（通过对文章重点词汇的联系让学生阅读文章是更容易并且加深对这些重点词汇的理解）Step Ⅲ Pre—reading

　　Show students some pictures of the different ages，let them summary the order of the paintings Middle Ages，from 5th to 15th century → The Renaissance，from 15th to 16 century→

　　Impressionism，late 19th to early 20 century → Modern Art，from 20th to today

　　（通过展示不同时期的西方艺术作品让学生了解到西方近代绘画艺术的发展）

　　Step Ⅳ Reading

　　Task 1 Scanning

　　Show some questions on the screen。

　　1、 What were the artists interested in from 5th to 15th century AD？

　　2、 How did Masaccio paint his paintings？

　　3、 Why did the impressionists have to paint quickly？

　　（通过让学生快速阅读回答问题提高学生阅读能力）

　　Task 2 Skimming

　　Let the students read the passage again and get the main idea of it。 Then complete the following chart on their own。 And check the answers with the whole class。

　　Show the chart with blanks on the screen。 A few minutes later，check the answers。

　　（通过再次阅读让学生把握文章的细节，更深层了解文章内容）

　　Step Ⅴ Comprehending

　　Let the students read the passage again and tell whether the statements True or False according to the text。

　　1、 Western art has changed very little over the last seventeen centuries。 F

　　2、 Painters in the Middle Ages did not use perspective。 T

　　3、 Impressionists painted landscapes。 T

　　4、 You cannot recognize any object in abstract modern art。 F

　　5、 In the Renaissance most artists painted indoors。 T

　　（最后让学生通过对以上句子的正误判断对文章更准确的把握）

　　五、说板书设计

　　Middle Ages，from 5th to 15th century……

　　The Renaissance，from 15th to 16 century……

　　Impressionism，late 19th to early 20 century……

　　Modern Art，from 20th to today……

　　六、课后反思

　　课堂学生参与性不高，应注意问题设计的层次，照顾到不同学习程度的学生，尽量做到让更多学生参与到课堂活动中。

高中英语说课稿5

　　大家好！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6

　　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7

　　Book 1 Unit1

　　Good morning, ladies and gentlemen. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My representation is made up of six parts：analysis of the teaching material, analysis of the students, teaching methods, teaching procedures, blackboard design and teaching reflection.

　　This is the last part of the unit, It is designed to impove students’ English level through doing a project. In this section, students will read information about two school clubs, and then they will design a poster advertising a new school club. By reading these passages, students will study knowledge of school clubs and improve their reading ability. In the course of writing, students will learn how to plan,prepare,produce and present the new school club. In a word,learing this lesson can improve students' ability of listening, speaking, reading and writing, especially the writing skill.So the selected material plays a very important part in English teaching and learning.

　　Teaching aims

　　According to the new curriculm and syllabus,based on the character of the selected material,I set the teaching aims as follows:

　　Knowledge aim: to get Ss learn some new experssions and know about school clubs. Ability aim: to improve Ss’ability of reading and writing.

　　Emotional aim: to develop Ss’spirit of co-operation and interest in starting or joining a school club.

　　Teaching important points and difficult points.

　　The teaching important and difficult point in this lesson is how to improve Ss’ability of reading and writing.

　　1. The Ss have known something about through the Internet and other ways.

　　2. They are lack of vocabulary.

　　3. They don’t often use English to express themselves and communicate with others.

　　4. Some Ss are not active in the class because they are afraid of making mistakes.

　　To achieve the teaching aims and deal with the important and difficult points,I’ll use the following methods to conduct my class,they are: Listening and reading;ask and answer competition;discussing and group work.I’ll also use a record and the muti-media to make my class lovely and interesting.

　　With the teaching methods, I can guide Ss to solve problem and complete different tasks.

　　Teaching aids:

　　1. a projector

　　2. a tape recorder

　　3. multimedia

　　4. the blackboard

　　I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading and writing ability.

　　Step 1 lead-in

　　Show Ss some pictures of a school club, and some Ss' opinions about the joining in a club. Doing so can arise Ss’interest in this lesson

　　Step 2 Listening and reading

　　Play the tape for Ss to listen and pay attention to the pronunciation and intonation,then read the passages to get a main idea. After that ,we’ll have an ask and answer competition about the passages.The activity can train Ss’quick mind,heat the classroom atmosphere.

　　Step 3 Design a poster advertising a new school club

　　Planning

　　Divide the class into small groups. Discuss what club they'd like to start.And they've decided the name of their club, then assign tasks to each group member.

　　Preparing

　　Group members go separately to finish the tasks.Those who are responsible for doing research need to find information about school clubs and posters.The group should discuss the information found and decide what they can learn from it.

　　Producing

　　Group members responsible for making the poster need to follow the outline, proofread it and get it approved.

　　Presenting

　　Each group present their poster to the class, explain it.

　　Display the posters and have others vote to choose the best poster.

　　Step 5 Homework

　　Finish off the workbook exercises and self-assessment part after class

　　On the left of the Bb,I’ll write down some language points;In the middle are some suggested answers and some writing skills are on the right side.

高中英语说课稿8

各位领导、老师:

　　大家好!

　　今天，我说课的内容是人教版高二上学期使用的必修6第三单元健康生活。本节课是口语、写作课，写作前让学生有一定的知识储备，创造多种多样的活动让学生加以运用，循序渐进的为写作打好基础，最终一步一步地指导学生写出一封完美的劝告信。所以，本节课先利用检查作业的方式对重点词汇、短语进行巩固，然后利用图片引起学生兴趣，从而引出青少年吸烟的原因以及吸烟的危害。进而启发学生劝说烟民戒烟。此环节利用对话的形式输出，让学生学会使用英语劝说身边的人戒烟。这就为后面的写作做好了相关词汇与表达的铺垫。之后再进一步到文字输出，通过对书信内容，结构，衔接等方面的指导，让学生写一篇劝告信。号召全民禁烟，达到了学以致用的效果。总之，本节课从复习，热身，对话到写作环环相扣，设计紧凑，浑然一体。下面我将分八个大部分对本课进行详细讲述：即教学设计理论依据、教材分析、学情分析、教法分析、学法方法、教学目标、教学重难点分析、教学程序。

　　一．教学设计理论依据

　　英语教学是一种动态教学或活动教学，教学过程是交际活动过程。只有从组织教学活动入手，大量地进行语言实践，使英语课堂交际化，才能有效地培养学生运用英语进行交际的能力。新课标提出：“外国语是学习文化科学知识，获取世界各方面信息和进行国际交往的重要工具。”和“……发展听、说、读、写的基本技能，提高初步运用英语进行交际的能力，……”，本人结合本班学生的实际，对教材进行了操作性较强的处理。

　　二、教材分析

　　本课选自人教版高中必修六第三单元A healthy life。本单元的中心话题是“健康生活”。听说读写等活动主要围绕如何摒弃恶习、怎样成为健康人展开，其中涉及许多社会热点问题，如抽烟、吸毒、艾滋病、学习与工作压力等影响健康的棘手问题。本单元引导学生讨论这些问题，目的在于让他们远离有损身体健康的活动，并且养成良好的生活习惯。我在本节课中集中选了抽烟这个热点问题进行教学，以点带面。学生对这个现象再熟悉不过了，但是却没有深刻的认识。让学生了解吸烟上瘾的'原因、吸烟的危害，然后学以致用，让学生写一封劝告信---劝告他人不要吸烟。

　　三、学情分析

　　由于本单元的阅读课是有关吸烟上瘾的原因，吸烟的危害以及戒烟的方法，所以学生有一定的知识储备，非常有利于本节课的进行。然而虽然是高二的学生，他们的英语表达能力还有待于加强，课堂上互动缺少积极性，且动手写作的能力较差。因此，只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。写作前让学生有一定的知识储备，创造多种多样的活动让学生加以运用，循序渐进的为写作打好基础，最终一步一步地指导学生写出一封完美的劝告信，为了能学以致用，给学生布置了家庭作业———劝告周围吸烟的人尽早戒烟。

　　四、教法分析

　　本节课的教学，本人主要通过图片，采访，对话等活动激起学生对本单元话题的兴趣；本课开头的作业检查和新闻报道材料也为学生收入了大量的信息，让学生有话可说；并且通过小组讨论，编排对话表演的方式来鼓励学生“勇于说，乐于说”，提高语言的运用能力，变“要我说”为“我要说”；通过组员评选，最佳作品展示等方式培养学生团结协作的团队精神。写前给出劝告信应包含的内容，为学生提供了写作要达到的目标，提醒他们写作时应注意的问题。组内评选和作品展示不仅可以让学生互相学习彼此的写作长处，又可以让他们明确写作的评价标准，了解自己写作中的不足；从而打破了传统的写作模式，构建一种新的写作课的教学方法，使学生真正做到快快乐乐学英语，扎扎实实打基础。

　　五、学法分析

　　高二的学生已具备一定的认知能力和表达能力，由于我校是无烟校园，吸烟就是个热门话题，学生们非常感兴趣，就会积极地参与到课堂活动中来。因此，在本节课的教学中，我通过设计各种各样的活动，给学生创造平台，让学生表达，同时通过学案的方式引导学生自主参与学习、交流合作，倡导体验、实践和自主探究的学习方式，激发学生学兴趣，使他们自主地寻找信息，获取信息，使用信息，激发学生潜能，使学生在自主与合作的学习方式中获取知识，形成正确的学习方法，实现英语能力的提高。

　　六、教学目标

　　知识方面：1.学习并运用有关健康生活及吸烟的词汇。

　　2.学习并运用提建议的交际用语；

　　3.学习写劝告信。

　　能力方面：关注健康问题，使学生认识到吸烟上瘾的原因、吸烟的危害及戒烟的方法；

　　学会表达禁止、警告和允许的日常交际用语。

　　情感方面：培养学生良好的生活习惯，远离香烟，关注健康；并要积极的影响和劝告

　　周边的吸烟人及早戒烟。

　　七、教学重难点分析

　　重点：1.学会口头表达青少年吸烟的原因，吸烟的危害及戒烟的方法；

　　2.能够恰当运用连接词写出流畅的文章。

　　难点：1.重点词汇的运用及如何写劝告信

　　2.如何利用连接词使写作各部分内容衔接自然，具有逻辑性。

　　八、教学程序

　　1.作业检查（单词填空）

　　通过对重点单词和短语的运用，以填空形式完成一篇有关吸烟原因及危害为主题的文章，为学生接下来的表达做好铺垫。

　　2.导入新课

　　2.1通过展示与青少年吸烟有关的图片，给学生视觉上直观感受。

　　2.2提问：青少年吸烟的原因是什么？吸烟具有什么危害？

　　2.3全班对青少年吸烟的原因和危害进行总结。

　　3.对话表演

　　既然知道了吸烟的原因和危害，那怎样劝说别人戒烟呢？设计情境，提供征求建议和提出建议的表达以及与吸烟有关的词汇，让学生以小组为单位进行对话表演，从而学会如何提出建议，为写作打下了基础。

　　A: A smoker（甲：吸烟人）

　　B: An adviser（乙：劝告人）

　　（B tries to give A some helpful advice and persuade him/her to give up smoking.）

　　4.写作

　　4.1通过设计，让学生帮助老师给朋友李华写一封劝告信。

　　4.2指导写作———劝告信的内容及需要注意的地方。

　　4.3成果展示---（小组互评选出，全班展示，再评；让学生互相学习彼此的写作长处，又可以让他们明确写作的评价标准，了解自己写作中的不足；）

　　4.4范文（如果时间允许，可以展示范文）

　　5.总结

　　（利用板书进行总结——为了过健康生活，号召学生stop smoking）

　　6.作业

　　完成劝告信并劝告身边的吸烟人戒烟。

　　7.祝愿板书设计

　　Unit 3 A Healthy Life

　　Harmful effects of smoking stop smoking

高中英语说课稿9

　　一. 总述

　　课题：运动与奥林匹克（高一上册第八单元）

　　内容：热身，听力，口语

　　课型：听说课

　　二. 说教材

　　1．教材的地位和作用

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

　　2．教材重点的确立

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

　　3．教材难点的确立

　　难点为----听力

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

　　本课：体育赛事新闻原因：语速较快；个人兴趣影响（背景知识的限制）

　　4．通过本课教材要达到的教学目标（与新课标结合

　　文化意识：了解体育和奥运的基本文化知识

　　语言知识：掌握有关体育方面的大量单词及短语

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

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

　　三．说教学

　　1. 学法的指导

　　以“我”为心，注重能力，积极参与，总结分析

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

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

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

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

　　2．教学方法的选择及运用

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

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

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

　　自己使用：自己综合，补充完善-----两点一线，四个方面

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

　　总原则：两点一线，四个方面

　　⑴ 两点：将课本的知识点与师生的兴趣点紧密结合

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

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

　　下面是结合课件展示我是如何集体将课堂内容的三个部分与兴趣点想结合的。

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

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

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

　　通过两个游戏我即完成了热身部分的教学任务，也完成了对教学重点的突破。

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

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

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

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

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

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

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

　　⑶ 四个方面：听，说，读，写

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

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

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

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

　　四．说课件

　　１．课件制作原则：充分准备，合理选材，巧妙呈现，精心制作，正确把握

　　充分准备:：

　　合理选材：选取材料应符合学生的年龄特点和知识特点

　　巧妙呈现：多媒体的运用使呈现部分达到最佳效果

　　精心制作：力求课件灵活多变，流畅自然，雅而不俗，赏心悦目

　　２．正确把握：正确把握多媒体在课堂中的运用，切记华而不实，反客为主

　　课件制作构想：辅助为先，两个体现

　　辅助为先：课堂教学内容的辅助

　　两个体现：1．体现“一线“

　　1．体现三部分内容的自然过渡

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

高中英语说课稿10

　　大家下午好，我今天的说课内容是人教版高中英语新课标必修一第一单元Friendship 中的阅读课Anne`s best friend 。接下来我将从教材分析，学情分析，教学目标，重难点，教法和学法、教学过程以及板书设计这几个方面来谈一谈我对这一课时的设计和教学。

　　首先是对教材和学情的分析。

　　1）我们从阅读材料的题目中可以了解到其主要话题是“友谊”。然而这份友谊是特殊的，因为她不仅是人和日记之间的友谊，而且发生在一个重要的时代背景即二战之下。所以，在教学过程中，我会适当添加该背景知识，帮助学生更好的理解。

　　2）该阅读材料比较于之前初中的阅读材料篇幅要长很多，所以我会把该篇章分成两部分。第一部分是Anne与Kitty(日记名称)之间友谊的叙述，第二部分是Anne写给Kitty的一封信。虽然该阅读材料中出现了较多的新词汇和短语，但因为话题是大家熟悉的，所以根据上下文推断词义并不难。

　　3）这是高一的第一单元，学生都来自不同的地方，在新的环境中需要处理新的人际关系，建立新的友谊，所以学习友谊话题的短文是很有意义的。

　　4）学生们已经积累了相当数量的词汇和掌握了基本句型结构，所以对他们来说要理解本短文并不困难。但是由于大家都还不熟悉，不敢于表达，所以我会营造一个相对轻松的语言环境，鼓励学生积极参与，交流与合作，主动地用英语来表达自己的想法和观点。

　　其次是对教学目标，教学重难点的分析。

　　1）语言技能目标：这是一节以阅读课，所以最主要是对阅读能力的培养。通过快速阅读，学生能迅速准确地找到问题的答案，通过仔细阅读，学生能找出关键词并对段落进行初步的分析。这是本堂教学的重点也是难点，因为找出关键词的阅读训练在初中英语阶段训练不多，但对提高学生的阅读理解能力很有帮助。同时，学生也会就友谊话题展开相关的讨论，所以他们的英语口头表达能力也会得到锻炼和提高。

　　2）语言知识目标：通过本堂课的学习，学生们将会掌握和使用新的词汇和短语，如go through; outdoors, on purpose等；正如以上教材分析所提到的，本阅读篇章的第二部分是一封信，所以，学生将会区别中文信和英语信格式的区别，并准确掌握英文信的写信格式。该语言知识项目是本教学的重点，但对我的学生来说不是难点。

　　3）情感目标：通过该阅读课的学习和话题的讨论，学生们能认识朋友的重要性，并且知道该如何赢得真正的友谊，所以更要珍惜在课堂上的讨论合作，交流的机会；其次该故事发生在战争年代，学生们通过阅读能了解Anne对自然的渴望，同时也能珍惜如今的和平生活，热爱大自然。

　　4）文化意识：学生们将会了解更多的关于第二次世界大战的历史，通过学习该背景知识，学生们将会意识到我们应该尊重其他民族的历史和文化，和平共处，创建一个和谐的世界。

　　5）学习策略目标：学生们能收集更多的关于二战和Anne日记的信息并相互交流，在交流中进一步明白朋友和友谊。

　　再次是教法和学法分析

　　在教法和学法上我主要依据《高中英语新课程标准》中所倡导的“体验、实践、参与、合作与交流”的学习方法和任务型教学途径。让学生通过对所提的任务进行分析、讨论，在老师的帮助下找出解决问题的方法，最后通过任务的完成而实现对所学知识的意义建构。而在解决问题的过程中，我也希望学生培养自主探究、独立思考还有合作学习的学习方法。

　　教学步骤

　　1. 导入（8分钟）

　　活动一：首先我通过照片来介绍我的朋友和我们经常会在一起干什么，她教师本身的生活哦经验开发为教学资源，从而在轻松的环境下诱导学生介绍他们自己的朋友以及朋友生活。 “朋友”这熟悉而感性的话题不仅和本文的阅读密切相关而且也提高了学生学习的兴趣

　　活动二：

　　播放电影片段“cave life’’.欣赏影片之前我会提出一下几个问题”who was the man`s friends？”;”why would he make friend with it?”因为该影片主要是介绍男主人公和一只足球之间的友谊，不禁和本文如出一辙，通过生动形象的'影片欣赏不仅提高引起了学生的兴趣而且通过观察了解主人公的心理为阅读和理解该文章做好准备。

　　2阅读

　　步骤一预测（2分钟）：猜测who was the friend of Anne?通过猜测不仅可以激发他们阅读的兴趣而且也提高了下面阅读的效率。

　　步骤二快速阅读（5分钟），检验他们之前的猜测是否正确。并回答判断题，帮助他们大概了解本文，并关注一些细节

　　步骤三仔细阅读（18分钟）

　　1) 阅读第一段，回答” why Anne made friends with a diary” ,然后讨论为什么我们需要朋友，使学生意识到朋友的重要性，但同时也要谨慎交友。

　　2) 阅读第二段回答” why have Anne to hide, how long had she hide”, 因为该问题的答案会涉及二战，所以我会替提供更多关以二战的历史背景帮助了解主人公的心理和处境。同时也意识到为了不再让战争的历重演，我们必须热爱和平，相互尊各自的文化，构建和谐和平的世界。

　　3) 该篇阅读的第三部分是一封Anne 写给她朋友Kitty的信。所以同学们要了解英语的写信格式和中文的不同之处。然后阅读这封信，找出一个关键单词，那就是“nature”。作者采用了对比的手法，在躲藏之前，作者描绘了一幅美丽的自然风景图，学生需要找出作者是如何描写这种自然美，但可惜Anne并没注意到这种美，在战争爆发之后，躲藏的黑暗的日子里，自然风景有事如何，作者又是如何描写进行对比，她又是通过怎样的例子来描写自己对这种自然美，和平生活的渴望。所以同学们要珍惜现在的和平美好的自由生活，多多留意我们周围的世界，好好享受神奇美丽的自然风光。

　　4) 经过以上的讲解和铺垫，同学们就会教容易地找出这封信的中心句就是最后一段中的” nature is one thing that really must be experience”.

　　步骤四阅读后(10mins)

　　讨论：如果有一天我们也要像Anne一样，必须躲藏着过日子，我们会最怀念些什么，并说出理由。每四个人为一小组进行讨论，然后抽2-3位小组代表汇报讨论结果。通过讨论，使学生能更好地理解这篇阅读的中心思想，进一步实现情目标，同时也有助于同学之间的交流合作学习，提高听说能力。

　　作业:(1mins)

　　假如你是kitty ,写一封给Anne 的信，来鼓励她，帮助她走出那段黑暗的日子。

　　Unit1 friendship(reading)

　　Anne`s best friend

　　Go through

　　German par1: Anne made friends with a diary

　　Se down a series of par2: hide : German

　　…..

　　Before hiding Nature is one thing

　　Letter: nature: that really must be

　　TIME

　　Dear xx:

　　Yours,

　　During hiding experienced

　　板书设计：

高中英语说课稿11

　　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12

　　材料一

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

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

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

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

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

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

　　材料二

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

　　Reading Task Who Am I ?

　　一、说教材

　　1、说教材的地位及作用

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

　　2、说教学目标

　　①知识目标

　　（1）、掌握单词和词组：

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

　　（2）（掌握句型）

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

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

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

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

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

　　②能力目标

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

　　（2）培养学生在阅读时从词的构成以及上下文猜测词意的能力。

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

　　③情感目标

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

　　3、教学重难点

　　1、指导学生阅读以时间为顺序了解一件事的发展过程。

　　2、培养学生阅读时通过构词法以及看上下文猜测词义的能力。

　　二、说教法：

　　结合本课的教学目标及具体任务，我主要用以下教学方法：

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

　　③开放性教学策略，如brainstorm role play.等

　　④因材施教法：根据学生程度，把课文难度适度降低。

　　三、说学法：

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

　　①五官并用法，如多动脑、动嘴、动手、动口。

　　②循序渐进：由浅入深地让学生掌握词汇、句型、课文内容。

　　③合作学习、小组讨论

　　四、说教学程序：

　　Step Ⅰ.Warming up and leading in

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

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

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

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

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

　　Who am I ?

　　What is the passage about ?

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

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

　　Step Ⅲ.Reading

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

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

　　3.让学生从文中找出这些信息并完成下面表格：

　　1642： .

　　1822:The analytical machine was wade by Charles Babbage.

　　: .

　　1940s: .

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

　　1970s: .

　　Now: .

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

　　4、careful reading

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

　　StepⅣ Listening and Speaking

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

　　2.Role play :叫学生以第一人称扮演不同时期的计算机。

　　StepⅤ 拓展

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

　　Step Ⅵ Homework

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

　　Step Ⅶ Conclusion

　　五、说板书

　　Unit 3 Who Am I ?

　　1642: The computer began as a calculating machine.

　　1822: The analytical machine was made by …

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

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

　　1960s：The first family of computers…

　　1970s：computers were used in offices and homes .

　　Now :Computer connect people all over the world.

　　本课所倡导的教学基本理念是：

　　1、面向全体学生，实施素质培养。

　　2、整体设计目标，优化学习方式，提高自主学习能力。

　　3、利用现代教育技术，拓宽学习和运用英语的渠道。

　　4、提供多种选择，适应个性需求。

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

高中英语说课稿13

　　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14

　　我今天说课的内容是高二英语必修5第四模块carnival——狂欢节首先介绍一下这节课的地位和作用：本节课是第四模块的第二课时，是一节阅读课，在本模块的教学过程中起着重要的作用。本课主要向大家介绍一个很著名的外国节日——狂欢节，这个话题与我们的日常生活和学生们感兴趣的外国文化有着很大的联系，对此话题的学习与讨论有益于提高学生学习英语的兴趣，通过日常教学使学生们掌握有关节日的新词汇并使他们了解其它国家的文化背景和社会风貌，为学生以后的阅读和学习做好知识储备。其次要对学生现有情况进行分析：课前已经让学生们通过各种渠道搜集有关狂欢节的信息，所以他们对本节课要讨论的话题已有一定的了解；但他们缺乏有关这一话题的英语词汇量，也不太善于用英语进行交流。

　　所以根据以上分析我确定了本节课的教学目标，教学重点和难点

　　教学目标：

　　1.知识目标：准确理解文章内容，并掌握文章中出现的新词汇

　　New words: memory hide pretend revive book

　　Phrases: dress up, come to an end, date back to , think of, last for

　　2.能力目标：能够回答与课文有关的问题，通过阅读练习提高学生们的阅读能力和提取信息、处理信息的能力，并能够用自己的语言复述课文重要内容

　　3.情感目标：语言是文化的载体，当人们开始学习另一种语言时，他们从某种意义上说就加入到另一种文化中了，所以要培养学生的跨文化交际意识，重视中外文化的差异。

　　教学重点：

　　准确理解课文内容，并掌握其中的重要词汇

　　教学难点：

　　用学过的词汇和句型复述课文重要内容

　　在整个过程中我将使用多媒体课件来帮助我完成教学任务，它能够很快地抓住学生的'注意力并导入正课。

　　我采用任务教学法和自由讨论教学法，组织学生有目的的进行阅读，在自由的氛围中交流和学习。

　　教学过程：

　　第一个环节：复习及导入

　　1.复习：设置若干个问题，要求学生用前一节课的知识作出回答，以便得以巩固

　　2.导入：利用大屏幕给出一些著名节日的欢乐景象，让大家来猜是什么节日，由此导出本节课要学习的话题狂欢节。

　　在这一环节中我利用图片吸引学生们的注意力，让他们在猜的过程中自动地参与到课堂当中来，增强他们的参与意识，也活跃了课堂气氛。

　　第二个环节：阅读前讨论

　　让学生们根据搜集的信息和实际情况对狂欢节进行讨论，在这个过程中彼此交换信息，并指出对这个节日还不了解的部分，将不了解的部分作为阅读的目标之一。

　　第三个环节：阅读教学

　　此部分我采用分层次阅读教学法，也就是快速阅读和仔细阅读，阅读是高考中是很重要的一部分，分数比例大，难度也不小，在很大程度上影响着考生的分数，所以我采用这两种训练方式在日常教学中帮助学生进行点滴练习，逐步取得进展。

　　1.快速阅读（fast reading）：一般来说是限时阅读，给学生3-5分钟的时间快速阅读文章，然后完成课后练习1.

　　课后练习1是一道多项选择题，让学生们选择出文章中所提到的有关话题。通过这个练习，可以使学生们快速、有效地了解文章大致内容，这一步骤主要是指导学生带着问题进行搜索式阅读，以获取有关信息，在了解文章大义的同时也可以帮助学生们提高阅读能力和提取信息的能力，为下面的阅读练习做出铺垫。

　　2.仔细阅读(careful reading)：让学生们再读一遍文章总结出每段的大意，并在读之前设置一些细节问题，如狂欢节的起源地、狂欢节持续的时间、狂欢节的庆祝方式等，并通过填空题的形式出现。

　　我将事先把学生们分成四组，然后以抢答的方式进行回答。仔细阅读要求学生们准确全面地了解课文，并对课前的自由讨论进行检测。通过这一部分的练习，不仅可以提高阅读能力和概括能力，也增强了学生之间的合作能力和竞争意识。

　　3.听与理解：让学生们合上书本听磁带，对文章做进一步的了解，这是在巩固阅读效果中的重要手段之一，在这一环节中，我会适当地讲解重点难点和重点句型，以便更好地理解课文。

　　第四个环节：巩固练习

　　1.朗读课文并完成文章摘要：让学生大声朗读课文，在这个过程中对重要词汇和文章的重点段落进行记忆，然后根据大屏幕上给出的填空题完成文章摘要。

　　这个部分的设置是为了使学生对新知识进行巩固练习，对于摘要中的空白处我会选择刚刚学过的词组或是单词表中的常用单词让学生来填，有效地进行二次记忆，也在练习的过程中体会用法。

　　2.复述课文：在这个部分中我会设置一个情景，假如你是一位威尼斯的导游，请你向你的游客介绍有关狂欢节的信息。这是本节课的难点部分，但由于前面已经进行了多项铺垫练习，学生们对于这一话题已经从感性思维上升到了理性认识，他们可以根据课文以及课前搜集的信息完成这一部分的活动，此部分锻炼了学生们整合信息的能力和说的能力。

　　第五个环节：课后作业

　　1.模仿课文写一篇100字左右的作文，介绍一个中国的传统节日。这种写作使学生在借鉴时避免可能犯的语病。对学生将来完整的、有条理的表达自己的思想也有好处。这是孤立分散语言操练形式如单句翻译所比不上的。总之，它也符合“读――听说――写”的教学模式和认知规律

　　2.记忆单词及词组

　　课后反思：阅读教学是英语学习中相当重要的一个部分，在这个过程中学生是主体，而老师只是一个组织者。

　　板书设计：Module4 Carnival

　　New words: memory hide pretend revive book

　　Phrases: dress up, come to an end, date back to, think of, last for

高中英语说课稿15

　　说教材

　　1、教材的地位

　　21单元的主要话题是“身势语”，身势语是人类重要的交际工具，在跨文化交际中起着不可替代的作用。本课为阅读课，通过一篇介绍性文章讲述各种文化背景下的身势语的异同。教材内容十分贴近学生的生活，更符合当今世界增强跨文化交流意识的趋势，培养学生多元文化意识、克服文化冲突，加强文化沟通与合作，从而达到顺利交际的目的。

　　2、教材目标

　　根据新的英语课程标准要求：“发挥教师的指导作用，充分调动学生学习的主动性和积极性。”和“培养学生的综合语言运用能力，而综合语言能力的形成建立在学生语言技能、语言知识、情感态度、学习策略和文化意识等素养整体发展的基础上”。着重提高用英语进行思维和表达能力;形成跨文化交际的意识和基本的跨文化交际能力，本节课的教材目标确定为：

　　1). 知识目标(知识教学点)：

　　学习新词语、新句型, 扩大语言积累。

　　了解身势语在世界不同国家所表达的意义并学会使用。

　　2). 能力目标(能力训练点)：

　　a. 正确、全面、深刻理解课文信息内容, 帮助学生提高略读、跳读和查读的技巧。

　　b. 提高学生的归纳概括能力，比较和分析问题的能力，自主学习、自我评价和相互评价的能力和合作意识。

　　3). 情感价值观(德育渗透点)：通过本单元学习，教育学生尊重异国文化，增强交流沟通能力, 增强跨文化的意识。

　　3、教材重点与难点

　　1)、重点：A 掌握重点词语和句式，掌握一定数量的身势语。

　　B.学会略读，跳读，查读的基本阅读技能.，培养语感。

　　2)、难点：A. 提高学生语言交流能力。

　　B. 归纳文章的中心思想，深刻理解文章。

　　C. 正确使用身势语。

　　4、学生的学习状况分析及对策

　　学生经过了几年的英语学习，有了一定的语言基础知识，但由于我授课班级为文科平行班级, 学生的词汇量及英语听说读写能力相当有限。针对这种情况，在平时的教学中我首先从培养学生学习兴趣入手，目前学生的学习积极性较高，为顺利完成本课教学任务奠定了一定的基础。我采用的策略是通过情景激发学生兴趣，要求学生打好语言基础，通过任务设计来调动学生的积极性，提高学生的基本阅读技能。

　　说教法

　　1、教法的选择

　　依据教育心理学：“开发右脑能够培养学生形象思维、综合思维、创造性思维，促进学生的情绪反应。协调开发左右脑对培养学生综合能力有着积极的意义。”在教学过程中我采用任务型教学法，讲授法，讨论法等多种教学方法相结合，引用学生身边的典型事例，组织学生参与课堂教学活动，充分体现了培养学生的自主学习能力和合作学习意识。通过积极有效的评价方式，鼓励学生克服困难学好英语。

　　2、教具的选择

　　在教学中我使用的是多媒体电脑,因为它具有强大的文字图片编辑功能,有很强的实用性,加大了教学的课堂容量. 而且使英语教学大信息量、高密度、快节奏的教学原则得到更好的体现。

　　3、调动学生学习积极性

　　在课堂教学中确立学生的主体地位,营造民主和谐课堂教学气氛,建立平等、民主、合作的师生关系，创设一种创造性学习的课堂教学情境，以调动学生的学习积极性。

　　说学法

　　通过本堂课的学习，学生能够采用分类记忆的方法，掌握基本的阅读技巧，在完成任务过程中，学生们增强了合作意识。在所创设的语言环境下，学生能够积极主动地参与语言交流活动，使自身的交际能力有所提高，并学会自我评价。

　　教学过程

　　我运用的是任务型教学模式。任务型教学模式提倡学生在教师的指导下通过感知，体验，时间，参与和合作等方式，实现任务的目标，感受成功，任务型的教学途径能够使学生通过积极尝试，自我探究，自我发现和主动实践等学习方式培养主动，合作，探究的精神和能力。

　　(一)导入新课

　　教师通过情景导入新课，激发学生兴趣，师生互动进入本单元的话题。

　　(二)略读

　　让学生快速的'读文章，找到每个段的中心句，并且分析文章大致可以分几段