高中英語(yǔ)說(shuō)課稿[合集]
作為一位兢兢業(yè)業(yè)的人民教師，常常要寫(xiě)一份優(yōu)秀的說(shuō)課稿，說(shuō)課稿有助于順利而有效地開(kāi)展教學(xué)活動(dòng)。我們應(yīng)該怎么寫(xiě)說(shuō)課稿呢？下面是小編收集整理的高中英語(yǔ)說(shuō)課稿，僅供參考，歡迎大家閱讀。
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高中英語(yǔ)說(shuō)課稿1
大家好！很高興在這里呈現(xiàn)我的教案設(shè)計(jì)！我要講的是普通高中課程標(biāo)準(zhǔn)實(shí)驗(yàn)教科書(shū)模塊二第四單元wildlife protection的第二課時(shí)，即閱讀課，文章題目是How Daisy learned to help wildlife。接下來(lái)我要從教材分析，學(xué)情分析，教學(xué)目標(biāo)，重難點(diǎn)，教學(xué)方法，教學(xué)步驟和板書(shū)設(shè)計(jì)這幾方面來(lái)具體闡述我的教學(xué)思路。
教材分析和學(xué)情分析
首先，我來(lái)分析一下教材和我們班學(xué)生的情況。這個(gè)單元的主題是野生動(dòng)物保護(hù)。野生動(dòng)物的保護(hù)是當(dāng)今世界面臨的熱點(diǎn)問(wèn)題，并且關(guān)乎每個(gè)人。本文章是以故事形式記載的，講述了世界三個(gè)不同地方面臨的不同生態(tài)問(wèn)題。文章語(yǔ)言淺顯易懂，但是內(nèi)涵豐富，學(xué)生們需要學(xué)會(huì)運(yùn)用推理的方法才能理解某些語(yǔ)句的深層含義。學(xué)生們?cè)诩磳⑼瓿筛咭徽n程的同時(shí)，已掌握了一定量的詞匯，也已熟悉了英語(yǔ)閱讀的技巧。所以在訓(xùn)練閱讀技巧的同時(shí)，我會(huì)注重文章的理解深化和口語(yǔ)的鍛煉上。此外，很多學(xué)生都喜歡動(dòng)物，對(duì)本節(jié)課的主題肯定非常感興趣，也會(huì)對(duì)一些野生動(dòng)物瀕臨滅絕感到惋惜。但是，這些只停留在認(rèn)識(shí)上。大多數(shù)學(xué)生不能把自己和野生動(dòng)物的保護(hù)聯(lián)系起來(lái)，并沒(méi)有意識(shí)到自己的責(zé)任，即要采取行動(dòng)改善野生動(dòng)物的現(xiàn)狀。最后，考慮到學(xué)期末，有些學(xué)生可能對(duì)學(xué)習(xí)有些懈怠，或失去了興趣，所以本堂課會(huì)增加一些趣味性的環(huán)節(jié)。
教學(xué)目標(biāo)
根據(jù)以上對(duì)教材和學(xué)情的分析，我制定了以下教學(xué)目標(biāo)。第一，語(yǔ)言技能目標(biāo)。學(xué)生能夠通過(guò)跳讀和略讀，了解文章大意，定位細(xì)節(jié)。學(xué)會(huì)推理，思考，分析語(yǔ)句的深層含義和文章結(jié)構(gòu)，進(jìn)一步理解作者寫(xiě)作意圖。此外，學(xué)生能夠自由表達(dá)觀點(diǎn)，討論動(dòng)物保護(hù)話題。第二，語(yǔ)音知識(shí)目標(biāo)。學(xué)生進(jìn)一步熟悉動(dòng)物保護(hù)話題，對(duì)野生動(dòng)物的現(xiàn)狀，瀕臨滅絕的原因，保護(hù)野生動(dòng)物的組織等基本知識(shí)有個(gè)大概的了解。理解本文章的主旨大意并初步認(rèn)識(shí)文章中出現(xiàn)的一些詞匯。第三，情感態(tài)度目標(biāo)。學(xué)完本課，學(xué)生會(huì)意識(shí)到動(dòng)物保護(hù)的重要性、急迫性，意識(shí)到我們每個(gè)人都有責(zé)任，應(yīng)該付出行動(dòng)。第四，文化意識(shí)目標(biāo)。這節(jié)課讓學(xué)生明白地球是大家的，野生動(dòng)物保護(hù)沒(méi)有國(guó)界，地球人都有義務(wù)共同保護(hù)我們的大家庭。最后是學(xué)習(xí)策略目標(biāo)。學(xué)生學(xué)會(huì)通過(guò)英語(yǔ)口語(yǔ)交際，解決具體問(wèn)題。還可以提高資源策略，通過(guò)互聯(lián)網(wǎng)、書(shū)籍、媒體等各種方法獲取需要的資源。
重難點(diǎn)：
根據(jù)以上的分析，我把本節(jié)課的重點(diǎn)定位在閱讀技巧的訓(xùn)練，即跳讀、略讀、推理和文章理解上，難點(diǎn)是如何激發(fā)學(xué)生學(xué)習(xí)本文章的動(dòng)機(jī)，即動(dòng)物保護(hù)關(guān)乎每一個(gè)人。
教學(xué)方法和教具：
我主要用的教學(xué)方法是交際法中的情景教學(xué)法和任務(wù)型教學(xué)法，這在教學(xué)步驟中會(huì)具體講解。我使用的教具主要是電腦、投影儀。
教學(xué)步驟：
下面是我的具體教學(xué)步驟。我分四個(gè)步驟來(lái)完成。
第一個(gè)步驟是導(dǎo)入。大概在5分鐘內(nèi)完成。首先我會(huì)給學(xué)生播放一個(gè)短片，內(nèi)容是關(guān)于一些野生動(dòng)物瀕臨滅絕的現(xiàn)狀和滅絕原因的分析。視頻的導(dǎo)入可以激發(fā)學(xué)生的學(xué)習(xí)熱情和對(duì)野生動(dòng)物的同情之情，激活背景知識(shí)，了解野生動(dòng)物瀕臨滅絕的原因。短片看完后，讓學(xué)生同桌討論以下問(wèn)題：野生動(dòng)物與我們的生活有何關(guān)系？討論的'同時(shí)將答案做簡(jiǎn)短記錄。討論結(jié)束，請(qǐng)學(xué)生口頭呈現(xiàn)討論結(jié)果，我會(huì)將他們的答案收集、歸類(lèi)并記錄在黑板上。這個(gè)問(wèn)題的討論可以讓學(xué)生意識(shí)到野生動(dòng)物的重要性，它們與我們生活息息相關(guān)。
第二步，pre—reading，即讀前活動(dòng)。這個(gè)步驟花費(fèi)4分鐘。首先介紹WWF這個(gè)組織，成立時(shí)間，目標(biāo)，口號(hào)等等。在介紹之前可以先問(wèn)問(wèn)學(xué)生對(duì)這個(gè)組織的了解程度。這個(gè)組織在文章中出現(xiàn)，將其做簡(jiǎn)單介紹，可以增加學(xué)生的知識(shí)儲(chǔ)備。接下來(lái)，學(xué)生做讀前預(yù)測(cè)�？礃�(biāo)題和圖片猜猜文章的大概內(nèi)容。這可以讓學(xué)生養(yǎng)成閱讀前預(yù)測(cè)的良好習(xí)慣。
第三步，while—reading，大概花費(fèi)20分鐘。這個(gè)步驟有三個(gè)環(huán)節(jié)，即略讀、跳讀和精度。略讀環(huán)節(jié)，學(xué)生快速瀏覽全文，找出文章大意。這讓學(xué)生對(duì)全文有個(gè)大概的了解。跳讀環(huán)節(jié)，學(xué)生再次瀏覽全文，這次是帶著問(wèn)題跳讀，快速定位細(xì)節(jié)。首先完成一份表格，找出三次旅游的地點(diǎn)和分別碰到的動(dòng)物。然后回答問(wèn)題，如：哪個(gè)動(dòng)物對(duì)人類(lèi)處理環(huán)境問(wèn)題的方式很不滿意？學(xué)生回答問(wèn)題的同時(shí)要將答案出現(xiàn)在文章哪個(gè)地方指出。在精讀環(huán)節(jié)，學(xué)生根據(jù)指示，一段一段學(xué)習(xí)。對(duì)于每一段，即每一次旅行，我設(shè)計(jì)了不同的問(wèn)題，問(wèn)題形式也各不一樣。如第一次西藏之旅，我設(shè)計(jì)了幾個(gè)細(xì)節(jié)問(wèn)題如藏羚羊發(fā)生了什么？人們屠殺藏羚羊結(jié)果怎么樣？第二次與在津巴布韋與大象的邂逅，我讓學(xué)生完成一個(gè)表格，找出大象以前的狀況和現(xiàn)在的狀況，并回答為什么有這樣的改變。第三次熱帶森林之旅，除了細(xì)節(jié)問(wèn)題，還涉及了語(yǔ)句的深層含義理解。這個(gè)步驟主要訓(xùn)練學(xué)生的閱讀技巧，并理解文章的細(xì)節(jié)內(nèi)容。在這整個(gè)步驟，問(wèn)題的設(shè)計(jì)很重要。
第四步是post—reading。將花16分鐘時(shí)間完成。首先，在學(xué)完了文章具體內(nèi)容之后，讓學(xué)生理順文章結(jié)構(gòu)，各部分是怎么組織并連在一起的，并完成課后的表格。這個(gè)表格在這時(shí)候完成難度可以降低。接下來(lái)做一個(gè)文章大意填空練習(xí)。運(yùn)用文中出現(xiàn)的詞匯填空。這個(gè)練習(xí)可以鞏固課文中出現(xiàn)的詞匯，并為下一個(gè)環(huán)節(jié)提供語(yǔ)言支持。最后，我設(shè)計(jì)了一個(gè)辯論環(huán)節(jié)。材料就是課文后的練習(xí)三，五個(gè)人一組，一個(gè)學(xué)生主持并做裁判，一個(gè)學(xué)生扮演農(nóng)民，他希望在野生公園里面的農(nóng)場(chǎng)上種植咖啡。另一個(gè)學(xué)生飾演另一個(gè)農(nóng)民，而他堅(jiān)決要保護(hù)這個(gè)野生公園。第四個(gè)學(xué)生扮演市長(zhǎng)，他只想發(fā)展地區(qū)經(jīng)濟(jì)。第五個(gè)學(xué)生是世界野生生物基金會(huì)（WWF）的代表，支持保護(hù)野生公園。首先，正方反方各發(fā)表意見(jiàn)并提出至少三個(gè)論據(jù)（原因），然后自由辯論，最后得出解決方案。裁判仔細(xì)聽(tīng)并做筆記，在辯論結(jié)束后需要向全班報(bào)告辯論結(jié)果。我會(huì)在課件上提供詞匯和句型，以幫助學(xué)生順利完成這個(gè)任務(wù)。這里運(yùn)用了情景教學(xué)法和任務(wù)型教學(xué)方法。學(xué)生扮演不同角色，完成具體的任務(wù)。這個(gè)活動(dòng)擴(kuò)大了討論范圍，設(shè)計(jì)到生態(tài)保護(hù)和經(jīng)濟(jì)的利害關(guān)系，學(xué)生對(duì)這一話題做了更深入的思考，并學(xué)會(huì)如何解決問(wèn)題。辯論的設(shè)計(jì)可以激發(fā)學(xué)生的英語(yǔ)演講激情，鍛煉英語(yǔ)口語(yǔ)。
最后是家庭作業(yè)。1。完成課后題目，為下節(jié)課語(yǔ)法的學(xué)習(xí)做好準(zhǔn)備。2。What other endangered animals do you know？What has being done and what should be done to protect these animals？為了回答這個(gè)問(wèn)題，學(xué)生需在課后上網(wǎng)或去圖書(shū)館查詢，并在下節(jié)課報(bào)告。這可以培養(yǎng)學(xué)生的資源策略。
板書(shū)設(shè)計(jì)：
這是我的板書(shū)設(shè)計(jì)，中間是三次旅行的地點(diǎn)和遇到的動(dòng)物，右邊是重點(diǎn)詞匯的羅列。左邊是導(dǎo)入部分討論后在黑板上的總結(jié)。
這就是我今天要說(shuō)的課，謝謝！
板書(shū)設(shè)計(jì)：
Unit 4 How Daisy learned to help wildlife
Tibet — Zimbabwe— rainforest
Antelope elephant monkey
高中英語(yǔ)說(shuō)課稿2
1、 教材分析
2、 教學(xué)目標(biāo)
3、 重點(diǎn)難點(diǎn)（有時(shí)根據(jù)需要也會(huì)說(shuō)上關(guān)鍵點(diǎn)）
4、 教法和學(xué)法 導(dǎo)入（5分鐘）
5、 教學(xué)過(guò)程 正體（20分鐘）
6、 尾聲（5分鐘 ）
自我評(píng)價(jià)：
各位評(píng)委老師，上午好，我是_____號(hào)考生夏會(huì)麗。
說(shuō)課：
今天我說(shuō)課的題目是《____________》。首先我們來(lái)進(jìn)行教材分析。
教材分析：
本節(jié)課出自______________出版社出版的高中《________》第__冊(cè)第__章第__節(jié)。
1、本節(jié)課分____個(gè)部分內(nèi)容，分別是：___________________
2、本節(jié)課貫穿了______以后的整個(gè)教學(xué)，是學(xué)生進(jìn)一步順利、快捷操作____的基礎(chǔ)，也是形成學(xué)生合理知識(shí)鏈的重要環(huán)節(jié)。(這條基本上通用)
3、本節(jié)課聯(lián)系了________和_________，在以后學(xué)習(xí)______具有重要意義。
4、本節(jié)課是在學(xué)習(xí)______的基礎(chǔ)上，進(jìn)一步學(xué)習(xí)___________的關(guān)鍵。
�。ㄒ陨�4條，靈活運(yùn)用，不用全部說(shuō)上就行。可以參考序言中的句子，主要是說(shuō)學(xué)習(xí)本節(jié)課的意義。）
接下來(lái)說(shuō)一下本節(jié)課的教學(xué)目標(biāo)。
教學(xué)目標(biāo)
⑴、 能力目標(biāo)：（根據(jù)需要選擇能力目標(biāo)）
例如：1、通過(guò)講練結(jié)合，培養(yǎng)學(xué)生處理____、解決問(wèn)題的能力。
2、分組學(xué)習(xí)方式，培養(yǎng)學(xué)生與他人溝通交流、分工合作的能力。
3、通過(guò)設(shè)置問(wèn)題情境，提高學(xué)生分析和解決問(wèn)題的能力。
⑵、情感目標(biāo)：
1、 培養(yǎng)學(xué)生認(rèn)真、細(xì)致的學(xué)習(xí)態(tài)度。
2、 通過(guò)發(fā)現(xiàn)問(wèn)題、解決問(wèn)題的過(guò)程，培養(yǎng)學(xué)生合作精神，增強(qiáng)學(xué)生的求知欲和對(duì)學(xué)習(xí)的熱情。
當(dāng)我們對(duì)教材進(jìn)行了分析并且了解了教學(xué)目標(biāo)之后，就不難理解本節(jié)課的重點(diǎn)與難點(diǎn) 重點(diǎn)難點(diǎn)
1、重點(diǎn)：…. 2、難點(diǎn)：….（對(duì)于重點(diǎn)、難點(diǎn)，依然是說(shuō)出本節(jié)課的內(nèi)容就行，可以參考本節(jié)課的題目和各部分的標(biāo)題）
那么，究竟應(yīng)該怎樣來(lái)完成本節(jié)課的任務(wù)呢？下面說(shuō)一下本節(jié)課的教法和學(xué)法。 教法：（根據(jù)需要任意選取教法。2-3個(gè)就行。根據(jù)時(shí)間自行安排。）
1、 范例、結(jié)合引導(dǎo)探索的方法，激發(fā)學(xué)生的'學(xué)習(xí)興趣。
2、 教師精講、學(xué)生多練，體現(xiàn)了以學(xué)生為主體、教師為主導(dǎo)的教學(xué)原則。
3、 采用類(lèi)比法，引導(dǎo)學(xué)生發(fā)現(xiàn)問(wèn)題，自主學(xué)習(xí)，從而體驗(yàn)到獨(dú)立獲取知識(shí)的喜悅感。
4、 通過(guò)“教”“學(xué)”“放”“收”突破重點(diǎn)和難點(diǎn)。
教學(xué)相長(zhǎng)，本節(jié)課我所采用的學(xué)法主要有兩個(gè)。
學(xué)法：
1、主動(dòng)學(xué)習(xí)法：舉出例子，提出問(wèn)題，讓學(xué)生在獲得感性認(rèn)識(shí)的同時(shí)，教師層層深入，啟發(fā)學(xué)生積極思維，主動(dòng)探索知識(shí)，培養(yǎng)學(xué)生思維想象的綜合能力。
2、反饋補(bǔ)救法：在練習(xí)中，注意觀察學(xué)生對(duì)學(xué)習(xí)的反饋情況，以實(shí)現(xiàn)“培優(yōu)扶差，滿足不同�！�
最后我們說(shuō)一下本節(jié)課的教學(xué)過(guò)程。
教學(xué)過(guò)程：
我將本節(jié)課分為三個(gè)部分。
用約5分鐘時(shí)間進(jìn)行導(dǎo)入部分，主要是復(fù)習(xí)和引入新課。
用約20分鐘時(shí)間進(jìn)行正體部分。主要是通過(guò)講練結(jié)合的方式完成對(duì)_____ 、______、 ______ 、________幾部分的學(xué)習(xí)。
最后，用約5分鐘的時(shí)間進(jìn)行尾聲部分，主要是小結(jié)和作業(yè)。
說(shuō)課完畢！
高中英語(yǔ)說(shuō)課稿3
一、 說(shuō)教材(Textbook)
在人教版高一英語(yǔ)的下冊(cè)的Unit 19，曾經(jīng)談?wù)撨^(guò)一些關(guān)于農(nóng)業(yè)的話題，學(xué)生對(duì)中國(guó)早期的出名的農(nóng)業(yè)家賈思勰有了一定的了解。人教版高三英語(yǔ)的Unit 4這個(gè)單元以Green World 為話題，讓學(xué)生初步了解一些植物學(xué)方面的內(nèi)容，如植物的分類(lèi)、栽培以及植物學(xué)的發(fā)展的歷程等等;語(yǔ)言技能和很多的語(yǔ)言點(diǎn)幾乎都是圍繞介紹綠色世界這一中心話題而展開(kāi)的。要求學(xué)生能夠運(yùn)用所學(xué)的內(nèi)容對(duì)相關(guān)話題進(jìn)行流利的表述。
在READING部分，介紹了植物學(xué)正式成為一門(mén)科學(xué)的歷史形成過(guò)程。重點(diǎn)介紹了兩個(gè)為植物學(xué)發(fā)展做出過(guò)卓越貢獻(xiàn)的重要人物林厄尼斯與班克斯。他們以獨(dú)特的歸類(lèi)的方式對(duì)植物進(jìn)行分類(lèi)，從而征服了整個(gè)世界。
在POST-READING 部分，針對(duì)READING部分的相關(guān)內(nèi)容設(shè)計(jì)了5個(gè)練習(xí)。第1個(gè)練習(xí)以選擇填空的形式考查學(xué)生對(duì)課文細(xì)節(jié)內(nèi)容的了解。第2-5小題以問(wèn)句的形式進(jìn)一步考查學(xué)生對(duì)課文重點(diǎn)內(nèi)容的了解。
二、說(shuō)教學(xué)目標(biāo)(Teaching goals)
1、讓學(xué)生了解植物這一學(xué)科的形成，并了解一個(gè)學(xué)科的形成需要經(jīng)過(guò)漫長(zhǎng)的時(shí)間及幾代的科學(xué)家的努力和奮斗。
2、使學(xué)生了解科學(xué)家為科學(xué)事業(yè)所作的努力及其奮斗精神。
3、培養(yǎng)學(xué)生查找細(xì)節(jié)，分析主題從而提高學(xué)生的閱讀理解能力。
4、學(xué)習(xí)一些有用的詞匯和短語(yǔ)。
5、加深對(duì)閱讀技巧(Scanning and skimming method)的理解及運(yùn)用。
1、 Target language語(yǔ)言目標(biāo)
1)、Learn some important words and phrases(學(xué)習(xí)一些有用的詞匯和短語(yǔ))
merely, classify, identification, male, promote, botanical, privilege, cosy, wealth, expense reward, appetite output, accumulate, abandon, distinguish, appoint, calculate , astronomy, enterprise, settlement, abandon, on a large scale, look out for
2)、 Learn some important sentences(學(xué)習(xí)一些重要句子)
A、 Attempts had been made by others to classify plant species into groups, but the breakthrough came with the work of Carl Linnaeus、 P30
B、 In 1768, the Royal Navy appointed James Cook as the commander of the Endeavor to take members of the Royal Society on an expedition to Tahiti、 P31
C、 He also looked out for new economic species: plants that could be grown in England or other parts of the world to produce crops that could be sold、 P31
D、 Banks was the first to move crops from one continent to another on a large scale, helping to develop local economies with these new imports、 P31
2、 Ability goals 能力目標(biāo)
Enable students to talk about “Botany” and say something about the development history of botany、 Help the students to know the contribution of the three important persons to the science of botany、 Try to improve the reading ability of the students、http://www、dakao8、com/
三、 Teaching important and difficult points說(shuō)教學(xué)重點(diǎn)及教學(xué)難點(diǎn)
Help students to understand the whole passage、 Help students to know how to use some key words and understand the meaning of some difficult sentences、
四、說(shuō)教學(xué)方法和學(xué)法指導(dǎo)Teaching methods and study guide
在本單元的Reading當(dāng)中,文章比較長(zhǎng),有很多有的新單詞,個(gè)別的.句子非常難理解,學(xué)生在閱讀當(dāng)中一定會(huì)遇到一定的困難。因此，我采用了一些靈活的實(shí)用的教學(xué)方法(如Scanning and skimming method和Task-based method)，幫助學(xué)生理解文章的內(nèi)容，努力提高閱讀課的教學(xué)效果。具體做法如下：
1、 解讀標(biāo)題 The Birth of a Science、 這能幫助學(xué)生快速了解文章的內(nèi)容。對(duì)提高閱讀效果有很大的幫助。 老師可向?qū)W生設(shè)問(wèn)：What is Botany?讓學(xué)生思考并回答。
2、 通讀課文，了解細(xì)節(jié)。老師可向?qū)W生提出問(wèn)題：How many people are mentioned in the passage? 讓學(xué)生快速閱讀并尋找此問(wèn)題的答案。
3、 深層了解,歸納課文大意。What is the main idea of the passage? 讓學(xué)生歸納文章的大意，從而幫助學(xué)生理解整篇文章的內(nèi)容。
4、 升華主題。What can we learn from the passage? 讓學(xué)生能聯(lián)系實(shí)際，學(xué)有所獲。
5、 讓學(xué)生進(jìn)行分組(Pair work/ Group work)的討論(Discussion)，加深學(xué)生對(duì)課文的理解，進(jìn)一步調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性。
五、說(shuō)教具準(zhǔn)備Teaching aids
A recorder, a notebook computer and a projector、
六、說(shuō)教學(xué)過(guò)程Teaching procedures
Step 1、Presentation
Step 2 Fast reading
Step 3 Listening
Step 4 Exercises
Step 5 Post reading
Step 6 Language points
Step 7 Homework
Step 1、Presentation
What is Botany? Science of studying plants is called BotanyStep 2 Fast reading (Reading materia
高中英語(yǔ)說(shuō)課稿4
Teaching Objects:
1. To enable the Ss to understand the reading strategy and use it;2. To help the Ss get a better understanding of advertisements;3. To enable the Ss express their ideas about advertisements and help them to build a proper idea about being smart about advertisementsTeaching key Points:
1. To help the Ss understand the reading strategy and guide them to practice using the strategy.
2. To help the Ss discuss the topic about advertisements.
Teaching Procedure
Step 1 Lead-in
1. Ask the Ss: What do you think of your school life?
----Try to connect the Ss’ answers with school clubs.
2. Group work
Suppose you are the organizer of the English Club in the school, try to say something to attract more students to join you. You can only use three sentences at most.
Ask some students to give their sentences and tell the Ss "What you did just now is in fact a kind of advertising."Ask the Ss: Have you realized what you did just now is actually a kind of advertisement? ----introduce the topic of the class---AdvertisementsStep 2 What is an advertisement?
1. Ask the Ss "What is an advertisement?" Let them use their own words.
The Ss may have difficulty expressing it clearly and properly.----We are so used to advertisements that we often ignore them. So today we are going to read a passage about advertisements and try to learn more.
2. Ask the Ss to read the passage （the part of "What is an advertisement?"）to get the author’s definition of advertisements.
An advertisement provides information and uses persuasive languages and exciting images to encourage people to buy a product or service or believer in an idea.
3. More questions to help the Ss understand this part:
Where can we see advertisements? ---Media--- Billboard, newspapers, magazines, the Internet, radio, television…What types of advertisement do we have?---（1） Commercial ads （2）PSAs4. Show the Ss some pictures of the two kinds of ads and ask the Ss to tell which type they belong to.
It is very easy for the Ss to tell the types. Then ask:
What’s the difference between commercial ads and PSAs?
Commercial ads--- To sell things; to get profits and money.
PSAs--- To educate people
Step 3 Does an advertisement tell people the complete truth?
Up till now, we have learned something about advertisements and it is true that we can get a lot of information from advertisements. But do you think all the ads are trying to tell us the complete truth?
1. Ask the Ss to skim the text to get the author’s answer to this question "Does an advertisement tell people the complete truth?"-----Even if an ad does not lie, it does not mean it tells you the complete truth.
2. Ask the Ss to have a more careful reading and ask the Ss the discuss how the writer support his idea---The writer uses two examples to support his idea.
3. Then ask the Ss: Does the writer make any conclusion about this part?
---Yes. "We must not fall for this kind of tricks."4. According to the above three parts, explain to the Ss the structure of expository writing:
（1） Even if an ad does not lie, it does not mean it tells you the complete truth--- Subject/topic（2） Two examples --- Supporting details（3） We must not fall for this kind of trick! ---ConclusionStep 4 Public service advertisements
Ask the Ss to use the idea of expository writing to read part 3. Ask them to find the topic, supporting details and conclusion of this part.
Subject/ topic—PSAs are meant to be helpful to educate people.
Supporting details—examples ---（1） Deal with large social issues（2） About public service projects
�。�3） Teach us how to live healthy lives
Conclusion --- All of these ads are meant to be helpful, and you can often learn a lot by following the advice they give.
Step 5 Structure of the whole passage
Now we’ve learned more about advertisements and the structure of the expository writing. Let’s come back to the whole passage to see whether the whole passage follows the structure or not.
Topic --- Advertisements
Supporting details---- （1） What is an advertisement?
�。�2） Does an advertisement tell people the complete truth?
�。�3） Public service advertisements
Conclusion ---- Be smart about advertisements!
You see, the whole passage also follows the structure and it will be easier for you to read or write an expository writing if you follow the structure. Now let’s have a practice.
高中英語(yǔ)說(shuō)課稿5
I.教學(xué)內(nèi)容分析
本次做課的內(nèi)容是外研版的“新標(biāo)準(zhǔn)”高中英語(yǔ)教材第五冊(cè)（必修）第五模塊“The Great Sports Personality”中的閱讀課文“A Life in Sport”。
本模塊的話題是中學(xué)生比較感興趣的體育名人，涉及到中外各種賽事和各項(xiàng)體育運(yùn)動(dòng)的多名體育明星比如體操王子李寧、拳王阿里、肯尼亞長(zhǎng)跑名將基普凱諾、球王貝利以及馬拉松運(yùn)動(dòng)。通過(guò)學(xué)習(xí)，希望同學(xué)們熱愛(ài)體育運(yùn)動(dòng)，學(xué)習(xí)體育健兒們不畏艱難、奮力拼搏的精神。
Reading and Vocabulary是一篇介紹體操王子李寧的文章。通過(guò)了解李寧輝煌的運(yùn)動(dòng)生涯和退役后在商海中的奮斗以及他為中國(guó)體育事業(yè)做出的不懈努力，號(hào)召同學(xué)們熱愛(ài)祖國(guó)、熱愛(ài)運(yùn)動(dòng)，學(xué)習(xí)體育健兒們不畏艱難、永不放棄、奮力拼搏的精神。
II．教學(xué)目標(biāo)及重難點(diǎn)
1.教學(xué)目標(biāo)
�。�1）閱讀中能識(shí)別新學(xué)詞匯、短語(yǔ)并推斷出大意。
�。�2）正確靈活使用Skimming, scanning等閱讀策略。
�。�3）了解體操王子李寧的運(yùn)動(dòng)生涯及搏擊商海的經(jīng)歷。
�。�4）分析文章結(jié)構(gòu)，根據(jù)文字表面意思對(duì)其深層含義做出正確合理的推斷。
2.教學(xué)重點(diǎn)
(1)學(xué)習(xí)如何談?wù)擉w育名人以及他們的個(gè)人影響。
(2)正確靈活使用Skimming, scanning等閱讀技巧。
3.教學(xué)難點(diǎn)
(1)讓學(xué)生根據(jù)文字表面意思對(duì)其深層含義做出正確合理的推斷。
(2)通過(guò)學(xué)習(xí)，陶冶學(xué)生的情操，要求學(xué)生熱愛(ài)體育運(yùn)動(dòng)，學(xué)習(xí)體育健兒們不畏艱難、奮力拼搏的精神。
III.人文目標(biāo)
學(xué)習(xí)策略：通過(guò)談?wù)擉w育人物引出話題，促進(jìn)與他人的交流。
文化意識(shí)：關(guān)心和了解體壇賽事，增強(qiáng)健身意識(shí)。
情感態(tài)度：學(xué)習(xí)體育明星們的拼搏精神，在學(xué)習(xí)上刻苦用功、努力拼搏。
IV.設(shè)計(jì)思路及理念
1.整體設(shè)計(jì)思路：課程標(biāo)準(zhǔn)將英語(yǔ)課程的總體目標(biāo)確定為學(xué)生綜合語(yǔ)言運(yùn)用能力的形成，而這一能力的形成是建立在學(xué)生的語(yǔ)言技能、語(yǔ)言知識(shí)、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)等素養(yǎng)的整合發(fā)展的基礎(chǔ)之上的。而閱讀教學(xué)正是承載以上任務(wù)的最好教學(xué)形式。教師在教學(xué)過(guò)程中強(qiáng)化閱讀意識(shí)、傳授閱讀技巧和方法就顯得尤為重要。所以本節(jié)課的重心放在如何有效利用教材、提高學(xué)生的閱讀理解能力方面。從讀前的prediction，到scanning, skimming，到分析文章段落結(jié)構(gòu)，再到discussion和給文章起新題目，以及從長(zhǎng)句中指出key words等環(huán)節(jié)，力求使學(xué)生學(xué)會(huì)如何領(lǐng)會(huì)大意；學(xué)會(huì)閱讀的基本步驟，即從整體到部分，再到細(xì)節(jié)；如何根據(jù)不同的活動(dòng)要求采用不同的閱讀策略等技能。
2.具體教學(xué)環(huán)節(jié)及遵循的教學(xué)理念
閱讀教學(xué)從大環(huán)節(jié)來(lái)說(shuō)分三部分：Pre-reading, While-reading, Post-reading。在Pre-reading階段我共設(shè)計(jì)了兩個(gè)任務(wù)：warming-up和prediction 。其目的是幫助學(xué)生熟識(shí)問(wèn)題，提供話題以激活他們頭腦中相關(guān)的知識(shí)儲(chǔ)備，并鼓勵(lì)學(xué)生根據(jù)題目對(duì)文章的內(nèi)容進(jìn)行預(yù)測(cè)。這樣就激發(fā)了學(xué)生的求知欲望和學(xué)習(xí)動(dòng)力，強(qiáng)化了學(xué)生主動(dòng)思考意識(shí)，便于學(xué)生閱讀過(guò)程中對(duì)文本的縱觀統(tǒng)籌、整體把握，從而提高課堂教學(xué)的實(shí)效。While-reading階段是學(xué)生閱讀實(shí)踐的重點(diǎn)環(huán)節(jié)，學(xué)生處在不同的'閱讀階段，教師應(yīng)設(shè)計(jì)出不同層次，不同難度的題目進(jìn)行檢測(cè)。據(jù)此，我共設(shè)計(jì)了五個(gè)環(huán)節(jié)，分別是速讀連線各段段意、驗(yàn)證讀前預(yù)測(cè)、細(xì)讀完成表格，分析文章結(jié)構(gòu)和多項(xiàng)選擇題。速讀連線題為了訓(xùn)練學(xué)生速讀全文，抓住各短大意的能力，細(xì)讀完成表格是用來(lái)訓(xùn)練學(xué)生抓住重要信息點(diǎn)的能力。Post-reading環(huán)節(jié)的任務(wù)是培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力，是發(fā)展學(xué)生的思維能力和分析問(wèn)題、解決問(wèn)題的能力的重要環(huán)節(jié)，同時(shí)也是滲透情感教育的一個(gè)很好的機(jī)會(huì)。本環(huán)節(jié)主要有兩個(gè)任務(wù)：小組討論和給文章起新題目。其中討論題What can we learn from Li Ning?既體現(xiàn)本節(jié)課教學(xué)內(nèi)容，又符合學(xué)生的實(shí)際水平和心理特點(diǎn)。尤其是選擇新題目這一任務(wù)，有利于學(xué)生開(kāi)拓思維，積極參與課堂交流。
V．學(xué)法指導(dǎo)
本節(jié)課重點(diǎn)在指導(dǎo)學(xué)生如何運(yùn)用scanning, skimming, analyzing the text.，finding the key words等閱讀策略及閱讀后的實(shí)踐討論。教師通過(guò)啟發(fā)誘導(dǎo)，挖掘?qū)W生的學(xué)習(xí)潛能，引導(dǎo)學(xué)生進(jìn)行獨(dú)立自主的學(xué)習(xí)和合作討論，為學(xué)生引路，讓學(xué)生自己去跨越一級(jí)又一級(jí)的臺(tái)階，最終完成本節(jié)課教學(xué)目標(biāo)。
Module 5 The Great Sports Personality
Teaching contents: Reading and Vocabulary (1)
Teaching Goals:
1. To get some information of Li Ning.
2. To develop some basic reading skills—Skimming and Scanning.
3. To develop a basic reading skill—analyzing the text.
4. To cultivate Ss’ spirit of sports.
Teaching important points：
To develop some basic reading skills
Teaching difficult points：
How to analyze the text and grasp the main idea of the text.
To understand the spirits of sport better.
Teaching Procedures:
Step 1 Lead in
Purpose: To arouse Ss’ interest in learning about Li Ning.
Show a red logo on the screen.
Ask Ss: What does it stand for? What is the famous slogan of his company?
Ask Ss the following questions:
T: How much do you know about Li Ning? (show Ss a video in which Li Ning is doing some gymnastics to help Ss know Li Ning better.)
Do you know who is the prince of gymnasts?
Can you say several famous persons of this sport?
Step 2. Pre-reading
Purpose: To arouse Ss’ interest in learning about Li Ning.
T: Make a prediction: Which of these topics will be mentioned in this passage?
Show the following on the screen.
His family and his childhood
How LI Ning became a gymnast
He decided to launch a new brand of sportswear.
Li Ning’s sports life
Li Ning’s success as a businessman
Li Ning opened a school for gymnasts.
Step 3. While-Reading
Purpose: To develop some basic reading skills and get some information about Li Ning and cultivate Ss to love sports and love the spirit of sports.
1. Scanning: Ask Ss to read the passage very quickly and match the main idea with the right paragraph.
Para.1 Li Ning began a new career.
2. Li Ning’s other work.
3. Why was he successful?
4. Li Ning’s sports life.
5. Li Ning’s success as a businessman.
2. Check Ss’ prediction
3. Skimming:
Ask Ss to read the passage again and fill in the blanks with the information in the passage.
4. Analyzing
Purpose: To develop a basic reading skill—analyzing the text.
Ask Ss to divide the passage into several parts and try to summarize the main idea of each part.
Ask some students to show their opinions.
5. Comprehension
Ss choose the best answers according to the passage.
Step 4 Post-reading
Purpose: To enable Ss to learn to use what they have learned in the lesson to finish the tasks.
1. Group work: Ask Ss to read the passage again and discuss the three questions:
1.Why did Li Ning start a sportswear company?
2. Why has he been successful?
3. What can we learn from Li Ning?
2. Pair work: Choose a new title for this passage and give your reason.
1. Prince of Gymnast
2. A Sportsman’s Ambition(抱負(fù);志向）
3. Li Ning’s Success
4. Anything Is Possible
5. ________________.
Step 6 Homework
1. Read the passage again and underline the sentences which are difficult for you to understand.
2. Finish off Activity 2,3,5 and 6 on page 43.
3. Try to write a summary of the passage, using about 120 words.
高中英語(yǔ)說(shuō)課稿6
各位老師：
大家好！
我說(shuō)的課題是高中一年級(jí)英語(yǔ)上冊(cè)第2單元English around the world的第三課時(shí)Reading。我說(shuō)課的內(nèi)容包括三部分，一是教材分析，二是說(shuō)教法，三是說(shuō)教學(xué)程序。
一、 教材分析
1、單元背景分析
本單元討論的話題是“世界英語(yǔ)”介紹了英語(yǔ)在當(dāng)今世界范圍內(nèi)人們生活中扮演的不同角色及其重要意義。尤其介紹了英美語(yǔ)言的差異，讓學(xué)生更進(jìn)一步了解學(xué)好英語(yǔ)的必要性和其重要意義。促使學(xué)生了解英美語(yǔ)言在詞匯、拼寫(xiě)、語(yǔ)音等方面的區(qū)別。使學(xué)生在認(rèn)識(shí)到學(xué)好英語(yǔ)的重要性的同時(shí)，更加熱愛(ài)自己的祖國(guó)，從而培養(yǎng)他們的祖國(guó)意識(shí)。
2、教材內(nèi)容分析
本課是高中一年級(jí)英語(yǔ)上冊(cè) ，unit 2 English around the world 中的Reading.
本單元的中心話題是“世界英語(yǔ)”，具體涉及“英語(yǔ)在當(dāng)今世界范圍內(nèi)人們生活中扮演的不同角色及其重要意義，以及英美語(yǔ)言的差異”。本課的語(yǔ)言知識(shí)及語(yǔ)言技能主要是圍繞“世界英語(yǔ)”這一中心話題進(jìn)行設(shè)計(jì)的。
本課時(shí)主要分為兩部分:
1）Pre-reading. (讀前準(zhǔn)備)
“ 讀前準(zhǔn)備”部分是Reading的前奏，此部分設(shè)計(jì)了兩個(gè)問(wèn)題，誘發(fā)學(xué)思考。通過(guò)對(duì)問(wèn)題的討論和比較，讓學(xué)生明白學(xué)好英語(yǔ)的重要性。
2）.Reading (閱讀)
“閱讀”部分文體為說(shuō)明文，全文共分三個(gè)段落。全文闡述了一個(gè)鮮明的觀點(diǎn)：英語(yǔ)的確是當(dāng)今世界范圍內(nèi)使用最廣泛的一門(mén)語(yǔ)言之一，也是聯(lián)合國(guó)的工作語(yǔ)言之一，它的重要作用是其他語(yǔ)言不可替代的。
3）Post-reading（讀后）
“讀后”部分共設(shè)計(jì)了兩類(lèi)題型：第一部分是和個(gè)問(wèn)題，其中前面兩個(gè)是細(xì)節(jié)理解題；第三題是一個(gè)開(kāi)放性題目，鼓勵(lì)學(xué)生把英語(yǔ)學(xué)習(xí)與現(xiàn)實(shí)生活相結(jié)合。第二部分是填空形式，幫助學(xué)生梳理文章，掌握文章主要細(xì)節(jié)，概括中心思想，實(shí)為文章的一個(gè)綱要。
三部分均以提高學(xué)生閱讀能力為主，所以將此三部分有科學(xué)地整合成一節(jié)閱讀課。
3、教學(xué)重點(diǎn)
1）、使學(xué)生在認(rèn)識(shí)學(xué)好英語(yǔ)的重要性的同時(shí)，更加熱愛(ài)自己的祖國(guó)。
2）、發(fā)展學(xué)生的閱讀能力，尤其是歸納總結(jié)，猜詞和查讀（scanning）的能力。
3）、使學(xué)生通過(guò)交際性任務(wù)和合作的機(jī)會(huì)，培養(yǎng)他們用諺語(yǔ)思維和交際的能力。
4、教學(xué)難點(diǎn)
1）、使學(xué)生在認(rèn)識(shí)到學(xué)好英語(yǔ)的重要性的同時(shí)，更加熱愛(ài)自己的祖國(guó)，從而培養(yǎng)他們的祖國(guó)意識(shí)。
2）、與同伴一起討論并找到解決問(wèn)題的方法。
5、教學(xué)目標(biāo)
根據(jù)課文特點(diǎn)及新課標(biāo)對(duì)高一年級(jí)學(xué)生英語(yǔ)學(xué)習(xí)能力的要求，本課的教學(xué)目標(biāo)我定為以下幾方面：一、語(yǔ)言目標(biāo)，二、情感目標(biāo)。
1. 語(yǔ)言目標(biāo)
本課為閱讀課型，是一篇說(shuō)明文，涉及了英語(yǔ)在當(dāng)今世界范圍內(nèi)人們生活中扮演的不同角色及其重要意義。尤其介紹了英美英語(yǔ)語(yǔ)言的'差異。通過(guò)閱讀使學(xué)生了解“世界英語(yǔ)”的一些基本概況，包括它的重要性和英美英語(yǔ)的差異。教師根據(jù)課文內(nèi)容用不同的形式來(lái)訓(xùn)練學(xué)生，提高閱讀技能。由于課文講述的是世界英語(yǔ)的話題，學(xué)生會(huì)感興趣。為了引起共鳴，可把課文與生活中經(jīng)歷結(jié)合一起討論。本課的目的是使學(xué)生提高聽(tīng)、說(shuō)和閱讀能力，更深的了解學(xué)好英語(yǔ)的重要意義。從而激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣。
2. 情感目標(biāo)
讓學(xué)生領(lǐng)會(huì)英美不同文化差異和風(fēng)俗習(xí)慣， 領(lǐng)會(huì)語(yǔ)言豐富多彩性和發(fā)展變化的特征，使學(xué)生在認(rèn)識(shí)世界英語(yǔ)在人們生活中扮演的不同角色的同時(shí)，更加熱愛(ài)自己的祖國(guó)，從而培養(yǎng)他們的祖國(guó)意識(shí)。培養(yǎng)他們的跨國(guó)文化意識(shí)和世界意識(shí)。
二、說(shuō)教法
教學(xué)環(huán)環(huán)相扣，設(shè)計(jì)緊湊。先利用學(xué)生感興趣的話題引起興趣，然后帶著問(wèn)題有目的地閱讀文章。通過(guò)回答問(wèn)題掌握細(xì)節(jié)，理清線索，再?gòu)恼w上把握它的結(jié)構(gòu)、特色，學(xué)習(xí)用英語(yǔ)歸納以及復(fù)述，最后以拓展課文知識(shí)小組活動(dòng)完成這節(jié)課的整體教學(xué)。使他們掌握閱讀技巧的同時(shí)也增加了見(jiàn)識(shí)。在小組討論過(guò)程中，學(xué)會(huì)用已學(xué)詞、句表達(dá)出自己的觀點(diǎn)。學(xué)生通過(guò)體驗(yàn)、實(shí)踐、討論、合作和探究等方式，發(fā)展聽(tīng)、說(shuō)、讀、寫(xiě)的綜合語(yǔ)言技能。
為了能很好地突出重點(diǎn)，突破難點(diǎn)，圓滿完成教學(xué)任務(wù)，取得良好的教學(xué)效果，我抓住重點(diǎn)，聯(lián)系實(shí)際，以學(xué)生為主體，教師為主導(dǎo)，讓學(xué)生集中練習(xí)。為了激發(fā)學(xué)生的興趣愉快地學(xué)，我采用限時(shí)閱讀、快速閱讀、判斷正誤等教學(xué)方法，讓學(xué)生充分體現(xiàn)課堂教學(xué)“主體者”的身份。
三、說(shuō)教學(xué)程序
1、導(dǎo)入：首先在學(xué)生對(duì)英語(yǔ)是世界上最廣泛使用的語(yǔ)言和越來(lái)越多的人在學(xué)習(xí)英語(yǔ)現(xiàn)有情況了解的基礎(chǔ)上，引出問(wèn)題“Do you knohomany countries use English as their mother tongue？Do you knosomething about English around the world？”在學(xué)生思索時(shí)，引出課題English around the world。接著再詢問(wèn)學(xué)生：What language has the largest number of speakers in the world? What language is the most widely spoken and used in the world? Homany countries do you knouse English as their mother tongue?使學(xué)生對(duì)本節(jié)課的話題有進(jìn)一步了解，而且很有興趣了解“世界英語(yǔ)”的具體情況。從另一個(gè)角度，先給學(xué)生一個(gè)語(yǔ)言上的input。激發(fā)學(xué)生的興趣和欲望.
2、Pre-reading （讀前準(zhǔn)備）：在學(xué)生回答了以上問(wèn)題后，我讓學(xué)生看這一部分課本上所設(shè)的兩個(gè)問(wèn)題： 1) Homany languages do you speak? Which is your native language? 2) If you speak more than one language, in what situation do you use the languages?讓學(xué)生仔細(xì)思考后回答。教師不必忙著下結(jié)論，誘導(dǎo)他們從書(shū)中去思考尋找答案，激發(fā)他們探究的興趣。
3、Reading：使學(xué)生了解英語(yǔ)在當(dāng)今世界范圍內(nèi)人們生活中扮演的不同角色及其重要意義。
任務(wù) 1：Listen to the tape ，聽(tīng)錄音，然后讓學(xué)生盡力得出大意并且回答問(wèn)題
1. Homany countries are there where the majority of people speak English?
2. Hois English used in Hong Kong?
3. What language should we use on the Internet so that we can communicate with people around the world ?
任務(wù)2：讓學(xué)生帶著問(wèn)題閱讀課文（scanning）。有目的性閱讀是閱讀訓(xùn)練一種技巧，并且提醒學(xué)生不用太多花大多注意力在地名和新單詞上面，集中精力探究文章內(nèi)容。閱讀后學(xué)生給出答案
�。ń處煵灰涫峙杂^，可以給學(xué)生必要的引導(dǎo)和幫助，發(fā)展學(xué)生的自主學(xué)習(xí)能力，真正的成為學(xué)習(xí)的主體。）
任務(wù)3：根據(jù)課文內(nèi)容，判斷句子對(duì)與錯(cuò)。
1、There are more than 42 countries where the majority of the people speak English in the world.（）
2、There are more than 37,500,000 people who learn English as a second language.（）
3、NeZealand, South Africa, the Republic of Ireland and the Philippines use English as their mother tongue.（）
4、More than 750,000,000 people learn English as a foreign language.（）
5、English is the only one working language of most international organizational trade and tourism.( )
�。ù嗽O(shè)計(jì)是為了檢查學(xué)生是否理解文章大意和一些重點(diǎn)細(xì)節(jié)。）
任務(wù)4：根據(jù)課文內(nèi)容，完成以下五道閱讀理解題。
1、 According to the text, which is TRUE about those who use
English as a second language?
A. English is also their mother tongue.
B. They use more than two official languages in their country.
C. People enjoy talking to their family members at home in their native language.
D. They learn English at high school for about five years.
2、 What’s the situation of English used in China?
A. Most Chinese students learn English at school as a foreign language.
B. All Chinese students speak English as a foreign language.
C. The majority of Chinese students speak English at school as a second language.
D. The majority of people in Hong Kong use English as their mother language.
3、 What’s the main idea of the passage?
A. There are more than 42 countries where th majority of the people speak English in the world.
B. More than 750 million people learn English as a foreign language.
C. English is the language of global culture such as popular music and the Internet.
D. English is the language which is the most important and widely used in the world today.
4、 Which is right according to the text?
A. Native speakers of English might find it unnecessary for them to learn a foreign language.
B. English will be the only English to be used in the future.
C. English is the working language of most international organizations, international trade and tourism.
D. With the development of China’s economy, Chinese will be more and more important than English.
5、 Which is WRONG to answer the following questions.
Why is it becoming more and more important to have a good knowledge of English?
A. More and more people will become interested in English.
B. English is one of the working languages of most international organizations, international trade and tourism.
C. We can communicate with people around the world everywhere through the Internet by using English.
D. English has developed into the language most widely spoken and used in the world.
�。ㄟ@活動(dòng)幫助學(xué)生梳理文章，掌握文章主要細(xì)節(jié)，概括中心思想。教師對(duì)學(xué)生的表現(xiàn)要及時(shí)給予評(píng)價(jià)：或表?yè)P(yáng)、或鼓勵(lì)。讓他們體驗(yàn)到成功的喜悅，努力的收獲。因?yàn)橛淇斓捏w驗(yàn)會(huì)化為下一次成功的動(dòng)力。）
4、Post-reading（Group-work）：
任務(wù)5：分小組討論：1）Why is it becoming more and more important to have a good knowledge of English? 2） In which countries do we find most native speakers of English? Give the names of three counties. 3） Living in China you can use English every day in different situations. Give two examples.給學(xué)生五分鐘的時(shí)間分組討論，然后讓每組的代表給出答案（完成本課教學(xué)目標(biāo)）。 教師在布置任務(wù)后，應(yīng)監(jiān)控各小組的活動(dòng)，適當(dāng)?shù)臅r(shí)候可以參與到學(xué)生的活動(dòng)中去。在活動(dòng)中，教師多用評(píng)價(jià)性語(yǔ)言：Marvelous /Excellent /Fantastic /Well done/Great…
�。ㄟ@項(xiàng)任務(wù)型活動(dòng)，使學(xué)生有機(jī)會(huì)表達(dá)自己的看法與觀點(diǎn)，同時(shí)，讓他們學(xué)會(huì)合作，發(fā)展與人溝通的能力。進(jìn)一步提高語(yǔ)言實(shí)際運(yùn)用能力，使學(xué)生的思維能力、想象力、協(xié)作和創(chuàng)新精神等綜合素質(zhì)得到發(fā)展。）
5、Summing-up（總結(jié)）
Through learning this passage, we have got to knothat English is becoming more and more popular all over the world now. So English learning seems important to everyone, especially us students of the necentury. With China’s entry into WTO, English will play a more important part in business, in tourism, and even in people’s daily life. So it’s no doubt that everyone should have a good knowledge of English. And I hope everyone in our class can make an effort to learn English well. But on the other hand, it doesn’t mean English is better than Chinese. We must keep it in mind that one’s mother tongue is the most beautiful language in the world. The reason why we learn English is that we should thus be more capable of building up our country. (這是個(gè)很好的機(jī)會(huì)引導(dǎo)學(xué)生在領(lǐng)會(huì)學(xué)好英語(yǔ)的重要性的同時(shí)，更加熱愛(ài)自己的祖國(guó)，從而培養(yǎng)他們的祖國(guó)意識(shí)。It’s a good chance to lead the students to love our own country as well
as to learn English well.)
6、布置作業(yè)
1、課后熟讀課文；
2、完成Post-reading Ex.2。
高中英語(yǔ)說(shuō)課稿7
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!
高中英語(yǔ)說(shuō)課稿8
前言：在英語(yǔ)教學(xué)中落實(shí)新課程標(biāo)準(zhǔn)，就是貫徹執(zhí)行國(guó)家教育部關(guān)于課程改革的決定。新課程標(biāo)準(zhǔn)的三維教學(xué)觀，具體到英語(yǔ)學(xué)科就是要整合發(fā)展學(xué)生語(yǔ)言技能、語(yǔ)言知識(shí)、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)五個(gè)方面的素養(yǎng)，培養(yǎng)學(xué)生綜合運(yùn)用語(yǔ)言的能力。開(kāi)展課堂探究是培養(yǎng)學(xué)生綜合語(yǔ)言運(yùn)用能力的最佳手段。所以在我的教學(xué)設(shè)計(jì)里，每一個(gè)教學(xué)活動(dòng)中都有情景創(chuàng)設(shè)，學(xué)生探究，學(xué)生處理問(wèn)題和鞏固訓(xùn)練等環(huán)節(jié)。
一、教學(xué)內(nèi)容分析
(一)知識(shí)背景及新課程、新教材
本單元圍繞考古這一主題開(kāi)展聽(tīng)、說(shuō)、讀、寫(xiě)多種教學(xué)活動(dòng)。旅游作為當(dāng)今社會(huì)人們最感興趣的話題在英語(yǔ)學(xué)習(xí)占有非常重要的位置。名勝古跡是旅游的重點(diǎn)內(nèi)容之一，名勝古跡中的許多發(fā)現(xiàn)都來(lái)自于考古工作。所以Archaeology也是一個(gè)非常貼近生活、具有時(shí)代性、可挖掘性的教學(xué)主題。
本單元所選的語(yǔ)言素材涉及中外名勝，有利于學(xué)生了解外國(guó)文化，增強(qiáng)世界意識(shí)。正如新課程標(biāo)準(zhǔn)中的教學(xué)建議所提：學(xué)習(xí)考古有利于“拓展學(xué)生的文化視野，發(fā)展他們跨文化交際的意識(shí)和能力”；在利用現(xiàn)代教育技術(shù)觀看歷史教育片的過(guò)程中，“拓寬了學(xué)生學(xué)習(xí)和運(yùn)用英語(yǔ)的渠道”；同時(shí)本單元的教學(xué)對(duì)教師本身歷史文化修養(yǎng)、廣闊的知識(shí)面等方面有非常高的要求，體現(xiàn)了師生共同不斷更新知識(shí)結(jié)構(gòu)以適應(yīng)現(xiàn)代社會(huì)發(fā)展對(duì)英語(yǔ)課程的要求的“與時(shí)俱進(jìn)”的理念和思想。
（二）教學(xué)重點(diǎn)難點(diǎn)
1.利用已有知識(shí)談?wù)撌鲿r(shí)代、青銅器時(shí)代、漢朝、唐朝等時(shí)代人們的飲食起居、文化娛樂(lè)、生產(chǎn)工具等，為以后閱讀英國(guó)的《巨石王》和中華文明的起源奠定基礎(chǔ)。
2.調(diào)動(dòng)學(xué)生的.積極性，組織他們利用表達(dá)好奇功能結(jié)構(gòu)談?wù)撍麄兯信d趣話題。
3.聽(tīng)力是這一課的難點(diǎn)。聽(tīng)力材料介紹是古代法國(guó)人用來(lái)射箭的一種武器。材料長(zhǎng)，對(duì)武器的結(jié)構(gòu)的解釋比較復(fù)雜。但是學(xué)生聽(tīng)過(guò)材料后能夠順利地完成課本上的練習(xí)。這里不要求學(xué)生理解細(xì)節(jié)，只要能完成練習(xí)就行。
二、三維教學(xué)目標(biāo)
（一）知識(shí)技能
1.學(xué)會(huì)談?wù)摴糯说纳a(chǎn)、生活；
2.學(xué)會(huì)表達(dá)對(duì)什么東西的好奇，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.學(xué)習(xí)一些與考古有關(guān)單詞、短語(yǔ)和句式,如：archaeology及其派生詞，curiosity, bronze, dynasty,
decoration, artifact, unearth, spear, pot等。
（二）情感態(tài)度
1.讓學(xué)生了解本單元的總體學(xué)習(xí)目標(biāo)，以便激發(fā)學(xué)習(xí)學(xué)習(xí)積極性。
2.從談?wù)撌鲿r(shí)代、青銅器時(shí)代、漢朝、唐朝等時(shí)代人們的飲食起居、文化娛樂(lè)、生產(chǎn)工具等入手使學(xué)生到中國(guó)具有悠久的歷史、燦爛的文化，增強(qiáng)學(xué)生的民族自豪感，愛(ài)國(guó)主義情操。增強(qiáng)學(xué)生學(xué)好英語(yǔ)自信心。
3.通過(guò)開(kāi)展小組活動(dòng)，指導(dǎo)學(xué)生積極與人合作，相互學(xué)習(xí)，相互幫助，培養(yǎng)其團(tuán)隊(duì)精神。
�。ㄈ⿲W(xué)習(xí)策略
1.認(rèn)知策略：通過(guò)-ology, -ological, -ologist等詞根的學(xué)習(xí)，掌握archaeology, archaeologist, archae- ological等詞，同時(shí)掌握同類(lèi)詞的學(xué)習(xí)方法。
2.調(diào)控策略：通過(guò)聽(tīng)力讓學(xué)生了解到聽(tīng)力有時(shí)很難，不可求全責(zé)備�？梢圆牧险{(diào)整聽(tīng)力要求。有的要聽(tīng)懂細(xì)節(jié)，有的甚至要推斷隱含內(nèi)容，但有的只需要掌握大意。
3.交際策略：通過(guò)談?wù)摴糯说娘嬍称鹁�、文化娛�?lè)、生產(chǎn)工具和談?wù)撆d趣等真實(shí)交際活動(dòng)提高用英語(yǔ)交際的能力。同時(shí)讓學(xué)生了解表情、動(dòng)作等非語(yǔ)言手段提高交際效果。
4.資源策略：讓學(xué)生了解博物館、名勝古跡和書(shū)籍資料一樣是學(xué)習(xí)的重要途徑。
�。ㄋ模┪幕庾R(shí)
1.了解英語(yǔ)國(guó)家對(duì)文化遺產(chǎn)保護(hù)的態(tài)度。
2.了解西方國(guó)家部分古代用具。
3.通過(guò)中外古代文化對(duì)比，加深對(duì)中國(guó)文化的理解。
三、具體教學(xué)步驟
(一) 導(dǎo)入(Lead-in)
這一步驟的重點(diǎn)在于激發(fā)學(xué)生對(duì)考古學(xué)的興趣，因?yàn)橐话銓W(xué)生認(rèn)為考古沒(méi)什么有趣的。
活動(dòng)方式：師生互動(dòng)。教師盯著天花板的一處看30秒鐘。引起全班同學(xué)一起去看。然后問(wèn)：What do you see?
學(xué)生自然會(huì)回答：Nothing.然后再問(wèn)Do you know what I was looking at? 學(xué)生自然會(huì)回答：No, I
don’t. 然后告訴學(xué)生老師根本沒(méi)有看什么，只是做一個(gè)動(dòng)作而已。再問(wèn)Why did you look at there after
me?學(xué)生答不上。老師告訴學(xué)生That is because of curiosity.再問(wèn)What is the word curiosity from?
學(xué)生學(xué)過(guò)curious，所以能答上來(lái)。老師再講：根據(jù)心理學(xué)的觀點(diǎn)，每個(gè)人都具有對(duì)新鮮事物認(rèn)識(shí)的興趣，這叫做Curiosity。然后給出一個(gè)新詞：
Archaeology(板書(shū)課題)并指出This is a new word for you. You may want to know it.老師再問(wèn)Do you think it is a course or a science?部分學(xué)生會(huì)答Yes.接著問(wèn)Why do you think it is a science?學(xué)生會(huì)說(shuō)出他們學(xué)過(guò)以-ology結(jié)尾的詞。這時(shí)便可以打出幻燈片，再進(jìn)行以下活動(dòng)：
漢語(yǔ)意義名詞形容詞……學(xué)家
技術(shù)technology
生物學(xué)biology
心理學(xué)psychology
人類(lèi)學(xué)anthropology
細(xì)菌學(xué)bacteriology
Physiology
Sociology
zoology
1.組織學(xué)生推出Physiology，zoology和sociology和漢語(yǔ)意義；
2.組織學(xué)生推出technological, technologist；
3.組織學(xué)生推出其它詞的-ological和ologist的形變；
總結(jié)：學(xué)習(xí)構(gòu)詞法知識(shí)對(duì)于擴(kuò)大詞匯量有非常重大的意義。
最后指出今天所學(xué)內(nèi)容是Archaeology.再問(wèn)What are the goals in learning the unit?
(二)單元學(xué)習(xí)目標(biāo)(Goals)
請(qǐng)一個(gè)學(xué)生解釋本單元學(xué)習(xí)目標(biāo)(Goals),然后和全班一起關(guān)上書(shū)回憶本單元的四個(gè)學(xué)習(xí)目標(biāo)。
(三)預(yù)備(Warming up)
活動(dòng)形式：分組評(píng)論。談?wù)撜n本上的四幅圖畫(huà)。先指出中華民族有著悠久的歷史和燦爛的文化。每年都有許多西方人到中國(guó)來(lái)旅游。如果你想為他們提供幫助，就得學(xué)會(huì)用英語(yǔ)談?wù)撝袊?guó)古代人的飲食起居、文化娛樂(lè)、生產(chǎn)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?
談?wù)摴糯说娘嬍称鹁�、文化娛�?lè)、生產(chǎn)工具。
(四)聽(tīng)力(listening)
教學(xué)形式：師生互動(dòng)。播放磁帶讓學(xué)生聽(tīng)第一遍，提問(wèn)材料的大意。播放第二遍，讓學(xué)生完成課后練習(xí)。做聽(tīng)力訓(xùn)練之前的準(zhǔn)備工作是非常重要的。
總結(jié)：今天的聽(tīng)力材料較難，但是同學(xué)們能很好回答課后問(wèn)題這就夠了，不一定要了解那些細(xì)節(jié)，不可求全責(zé)備。根據(jù)不同制訂不同學(xué)習(xí)目標(biāo)是有效學(xué)習(xí)重要環(huán)節(jié)。
(五)對(duì)話(speaking)
活動(dòng)形式：組對(duì)練習(xí)。
1.發(fā)出指令，提出要求；
2.學(xué)習(xí)會(huì)話范例；
3.給對(duì)話所用句式；
4.學(xué)生組對(duì)談?wù)撆d趣與建議。
四、教學(xué)時(shí)間分配
教育心理學(xué)指出新知識(shí)的學(xué)習(xí)需要一個(gè)接受的過(guò)程。本課時(shí)的主要任務(wù)為本單元的學(xué)習(xí)做好預(yù)備工作。所以要用較多的時(shí)間讓學(xué)生接受考古這一新的概念。 導(dǎo)入部分用8分鐘;
目標(biāo)部分用3分鐘;
預(yù)備部分用5分鐘;
聽(tīng)力部分用12分鐘;
會(huì)話部分用10分鐘;
最后用兩分鐘總結(jié)本課內(nèi)容和布置作業(yè)。
五、課堂板書(shū)設(shè)計(jì)
將黑板劃為左右兩塊，左邊板書(shū)教學(xué)步驟，右邊板書(shū)生詞和短語(yǔ)。
高中英語(yǔ)說(shuō)課稿9
Good morning, ladies and gentlemen! I’m XXX from No.2 High School. I’m very glad to present my lesson plan here. It is from Unit1 Module 2 NSEFC, Using language, reading, listening and speaking, the fourth period.
I. Analysis of the teaching material and learners
The content of the material is about how the Amber Room got lost, which is also the clue of the whole lesson. The reading passage is about the definition of fact and opinion. There is an old miner’s story about what happened to the Amber Room for students to decide whether he gives facts or opinions. In the listening part, there are two pieces of narration about how the Amber Room got lost. Students will listen and then fill in two tables with some information missing, which is difficult for them. In the speaking section, discussions will be carried out by using the expressions from the table as the output.
My students are familiar with the Amber Room now because they have learnt about it in the previous lessons. They have learnt many useful words for describing the Amber Room, which can make listening easier. Their scanning skill, even though it is not well-developed, plays efficient role in getting the required information in the limited time. However, the students’ listening skill of note-taking is poor and the listening passage is long and difficult for them, and they have no idea about how the great treasure got lost, so finishing the table will be a difficulty. In order to make it easier for them to fulfill the listening task, some key words from the listening are given to students. Before the blank-filling, some multiple choices will be given in order to help students get the general idea of the passage.
II. Learning objectives
According to the above analysis, I set the following learning objectives. Firstly, find out the differences between a fact and an opinion by scanning. Secondly, predict the content of listening by studying the key words that may appear in the listening content. Next, take notes of the key words from listening to get some information to fill in the tables and understand the main idea as well. Finally, learn the following words and expressions (trial, evidence, explode, entrance, sink, etc). by heart.
Among all the objectives, Finding out the differences between a fact and an opinion by scanning in reading process and knowing how to tell a fact from an opinion as well as give opinions are essential for the students. It is one of the focuses of this lesson. And in this lesson, the listening practice will take up most of the time because it is important for students to know how to take notes while they are listening. So this is another focus. The skill of note-taking is vitally important for the students during the whole process of English study, but it is also a difficult skill for them at present.
III. Teaching procedure
We will spend 17 minutes on reading and 28 minutes on listening and speaking.
The first two steps are for the reading part. Step 1 is pre-reading. There are two activities. Activity 1 is reviewing. I will show students a passage about the summary of the reading passage In Search of the Amber Room. Students will fill in the blanks with the relative words of attributive clause. Blank filling with the relative words aims to check whether the students can use the grammatical rules learnt last period in another context. The last three sentences mainly talk about the loss of the Amber Room, which function as the topic for the next activity. Activity 2 is discussing. I will lead the students to discuss what information is the fact and what information is the opinion about the Amber Room from the summary. As one of the language focuses, the difference between fact and opinion will be paid much attention to in this step, which can make preparations for the following steps.
Step 2 is while-reading. There are two activities. Activity 1 is scanning to find out the definitions of fact and opinion, which is the foundation of this lesson. Activity 2 is also scanning. Students will be asked to read the story told by Jan and then fill in the table. After that, they will discuss whether the event Jan saw is a fact or an opinion by using the expressions in the table (slide). This activity offers students the chance to make judgment in a real life situation according to the definitions. They will use some expressions they know to give opinions by answering “why” questions.
Next comes the listening. There are two parts, Part A and Part B. Step 3 is pre-listening for part A. I will show students some key words and expressions from the listening material. I will explain them. The students will guess what they are going to listen from the newly learnt words and phrases. Step 4 is while-listening for Part A. I will give students two chances. After the first listening, the students will finish four multiple choices. Based on the four questions, the students will know the main idea of Part A. For the second listening, the students will be asked to take notes down, and then fill in the blanks according to the notes taken. After that, they will check the answers with their partners’. Step 5 and Step 6 are designed to deal with Part B. It will be done just as part A. Firstly, the students will study the key words from the listening and predict the content as the pre-listening activity. Then, for the first listening, listen for answers to four multiple choices to get the main idea of the listening. Lastly, for the second listening, the students will take down key words to fill in the table. Predicting with the key words may lessen the students’ difficulty in getting the information. Multiple choice exercises are for the preparation to get a general idea of the listening material, which can be helpful in the blank filling activity. The listening is the foundation for the next step.
Here comes Step 7, post-listening. There are two activities. Activity 1 is pair discussion. Based on the reading passage and the listening material, the students will be asked to decide who told the truth about the missing of the Amber Room and give the best evidence by using some functional items to ask for and give opinions in pairs. Activity 2 is a group discussion. I will create a real life situation. I will say that Shanghai Expo is a great success. The students will work in groups of four and have a discussion about whether it is the best exposition ever. During the discussion they can refer to more expressions of asking for and giving opinions in the textbook. Based on all these activities, students have got enough input. Now, it is quite natural for them to give a valid output in Step 8. After knowing what fact and opinion are and know how to give and ask for opinions, students may have less difficulty in doing this.
The class will end up with an exciting discussion. Then I will ask students to write five sentences as evidence to support their opinion that Shanghai Expo is best ever. This is the homework.
IV. Blackboard notes
These are my blackboard notes. On the left, definitions of fact, opinion and evidence are given, which can help the students understand the key point in class. In the middle are key words from the first story in listening and on the right are the key words from the second story. Those words can be helpful for the students to get the general idea and easy to write down notes while they are listening.
V. Reflection
To sum up, there is enough input from reading and listening material, which provide the students with essential knowledge about the concepts of fact, opinion and evidence necessary for students to distinguish facts from opinions for later speaking activities at output stage. This lesson can be viewed as a typical integration of reading, listening and speaking. Reading for the definitions of fact, opinion and evidence functions as the input before using the knowledge to make judgment on the facts and opinions after listening.
That’s all for my presentation. Thank you for listening.
高中英語(yǔ)說(shuō)課稿10
一．教材內(nèi)容分析
本單元的中心話題是西方繪畫(huà)藝術(shù)的歷史、中西方各種藝術(shù)形勢(shì)與風(fēng)格，各時(shí)代的著名畫(huà)家以及他們的作品。挺熟讀寫(xiě)等語(yǔ)言知識(shí)和語(yǔ)言技能主要圍繞“繪畫(huà)藝術(shù)”這一主題設(shè)計(jì)的。本節(jié)課引導(dǎo)學(xué)生討論這些問(wèn)題，目的在于讓他們了解繪畫(huà)藝術(shù)及其各個(gè)歷史發(fā)展時(shí)期的不同風(fēng)格，培養(yǎng)他們對(duì)藝術(shù)的興趣。
二．學(xué)生分析
本堂課所教學(xué)生為高二理科班的`學(xué)生，認(rèn)真踏實(shí)是他們?cè)谡n堂學(xué)習(xí)實(shí)踐活動(dòng)中的特點(diǎn)。部分學(xué)生經(jīng)過(guò)初中和高一階段對(duì)英語(yǔ)這門(mén)語(yǔ)言的學(xué)習(xí)和掌握，已經(jīng)為高二階段的英語(yǔ)學(xué)習(xí)打下了基礎(chǔ)。表現(xiàn)為：大部分學(xué)生能夠做到課前預(yù)習(xí)，課堂上能伴隨課程的思路，較積極主動(dòng)的參與課堂活動(dòng)，如小組討論，問(wèn)答練習(xí)等；但是仍有少部分學(xué)生由于種種原因造成了英語(yǔ)基礎(chǔ)薄弱，上課不夠積極主動(dòng)，學(xué)習(xí)任務(wù)完成不充分等問(wèn)題。對(duì)此，在課堂活動(dòng)中要進(jìn)行有針對(duì)性的幫助。如進(jìn)行分組討論時(shí)，可讓他們與學(xué)習(xí)基礎(chǔ)好的同學(xué)一組且要給予更多的鼓勵(lì)，使他們盡早能提高對(duì)學(xué)習(xí)英語(yǔ)的興趣。
三．教法分析
學(xué)生學(xué)習(xí)本文時(shí)，我設(shè)計(jì)了一些任務(wù)，通過(guò)感知，體驗(yàn)，參與合作等方式，使學(xué)生的主動(dòng)地位得到充分體現(xiàn)。如：要求學(xué)生閱讀文章，回答問(wèn)題，填寫(xiě)表格等，這一單元以繪畫(huà)為主題,利用多媒體展示影片相關(guān)圖片，幫助學(xué)生用自己的話概括主要內(nèi)容,提高課堂教學(xué)效率,增強(qiáng)學(xué)生學(xué)習(xí)興趣.
四．教學(xué)程序
Step ⅠLead-in
Show students different kinds of paintings and ask them to guess the type of the paintings.
�。ㄍㄟ^(guò)多媒體播放不同種類(lèi)的圖片及不同名作家的作品引起學(xué)生對(duì)繪畫(huà)的興趣）
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
�。ㄍㄟ^(guò)對(duì)文章重點(diǎn)詞匯的聯(lián)系讓學(xué)生閱讀文章是更容易并且加深對(duì)這些重點(diǎn)詞匯的理解）
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
�。ㄍㄟ^(guò)展示不同時(shí)期的西方藝術(shù)作品讓學(xué)生了解到西方近代繪畫(huà)藝術(shù)的發(fā)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?
�。ㄍㄟ^(guò)讓學(xué)生快速閱讀回答問(wèn)題提高學(xué)生閱讀能力）
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.
�。ㄍㄟ^(guò)再次閱讀讓學(xué)生把握文章的細(xì)節(jié)，更深層了解文章內(nèi)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
（最后讓學(xué)生通過(guò)對(duì)以上句子的正誤判斷對(duì)文章更準(zhǔn)確的把握）
五．說(shuō)板書(shū)設(shè)計(jì)
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．課后反思
課堂學(xué)生參與性不高，應(yīng)注意問(wèn)題設(shè)計(jì)的層次，照顧到不同學(xué)習(xí)程度的學(xué)生，盡量做到讓更多學(xué)生參與到課堂活動(dòng)中。
高中英語(yǔ)說(shuō)課稿11
一、學(xué)生分析
班上的學(xué)生剛從初三升入高一的學(xué)習(xí)時(shí)，由于進(jìn)行全英教學(xué)，有些學(xué)生還不是很適應(yīng)，特別是從鎮(zhèn)、農(nóng)村考上來(lái)的學(xué)生，在聽(tīng)說(shuō)方面有比較大的困難。由于初高中對(duì)學(xué)生的要求不同，學(xué)生普遍的問(wèn)題是詞匯量比較少，用中文思維，不知如何用英語(yǔ)表達(dá)等，但學(xué)生對(duì)英語(yǔ)學(xué)習(xí)的熱情還是比較高漲，興趣較濃。學(xué)生對(duì)本課時(shí)的話題No Drugs有所了解，在前一課的Reading and vocabulary中對(duì)吸毒及其危害的詞匯接觸了一些，但還是比較有限。因此在教此課前布置學(xué)生通過(guò)媒體網(wǎng)絡(luò)上了解相關(guān)的背景信息。在課堂教學(xué)中，努力激發(fā)學(xué)生參與教學(xué)活動(dòng)的熱情，積極思考，相互討論，共同協(xié)作。
二、教材分析
本課時(shí)所教的是外研版高一上學(xué)期使用的必修⑵Module2中的'Listening and vocabulary和speaking部分的內(nèi)容，是本模塊的第三課時(shí)。要求通過(guò)聽(tīng)的活動(dòng)了解和學(xué)習(xí)有關(guān)吸毒和犯罪的詞匯，培養(yǎng)表達(dá)結(jié)果，作總結(jié)邏輯思維能力和獲取信息的能力。Speaking討論抽煙帶來(lái)的危害，為了與聽(tīng)力部分的內(nèi)容銜接，我對(duì)Speaking中的話題作個(gè)修改，把討論吸煙的危害改編成毒品的危害。在這節(jié)聽(tīng)說(shuō)課之前，學(xué)生學(xué)習(xí)了Reading and vocabulary，通過(guò)閱讀文章，已經(jīng)掌握了部分抽煙、吸毒及其危害的詞匯，本課時(shí)由復(fù)習(xí)舊課入手，引入新課的新詞匯，并以聽(tīng)說(shuō)為主線，對(duì)吸毒這一主題進(jìn)行延伸和拓展。
三、教學(xué)目標(biāo)
本模塊是通過(guò)學(xué)習(xí)表達(dá)吸毒及其危害的詞語(yǔ)和其它語(yǔ)言形式，養(yǎng)成良好生活習(xí)慣，教育學(xué)生關(guān)愛(ài)社會(huì)，關(guān)愛(ài)他人，遠(yuǎn)離毒品。
語(yǔ)言知識(shí)目標(biāo)：詞匯有：burglary，connection，crime，criminal，illegal，ratio，shoplifting，treatment
語(yǔ)言技能目標(biāo)：聽(tīng)懂有關(guān)吸毒及其危害的話語(yǔ)并獲取信息，學(xué)會(huì)抓住關(guān)鍵意見(jiàn)，進(jìn)行summarizing，并用英語(yǔ)討論，表達(dá)吸毒的危害。
情感目標(biāo)：提高自我保護(hù)意識(shí)，養(yǎng)成良好生活習(xí)慣，珍愛(ài)生命，遠(yuǎn)離毒品。
學(xué)習(xí)策略方面：通過(guò)組織學(xué)生預(yù)測(cè)問(wèn)題、聽(tīng)辯問(wèn)題，培養(yǎng)抓住和辨別信息要點(diǎn)的能力。通過(guò)拓展討論問(wèn)題，培養(yǎng)學(xué)生獨(dú)立思考，自主學(xué)習(xí)的能力。以individual work，pair work，group work等形式加強(qiáng)合作學(xué)習(xí)，從網(wǎng)上或其它媒體了解吸毒危害，學(xué)會(huì)分析、歸納。
文化意識(shí)方面：通過(guò)聽(tīng)、說(shuō)，還有一些補(bǔ)充材料加強(qiáng)學(xué)生為毒品危害的認(rèn)識(shí)，提高自我保護(hù)意識(shí)。
四、教學(xué)策略
本課時(shí)主要以聽(tīng)說(shuō)教學(xué)為主線，以導(dǎo)學(xué)式模式培養(yǎng)學(xué)生的聽(tīng)力理解策略。以聽(tīng)力技能訓(xùn)練和口語(yǔ)表達(dá)訓(xùn)練為主線，貫穿說(shuō)、讀、寫(xiě)綜合技能的培養(yǎng)。針對(duì)學(xué)生聽(tīng)力理解障礙，在教學(xué)中遵循“循序漸進(jìn)”的原則，進(jìn)行知識(shí)的輸入、技能的培養(yǎng)，和文化意識(shí)的滲透，良好學(xué)習(xí)策略的培養(yǎng)。本課時(shí)采用多媒體教學(xué)，給予學(xué)生更直觀的感受，也加快教學(xué)的節(jié)奏。課前從網(wǎng)上或其它一些媒體上下載些與毒品以及其危害的圖片和資料。
五、教學(xué)過(guò)程
I Organization for class II Teaching of the new lesson Part one：Listening and Vocabulary Task1：學(xué)習(xí)新單詞，掃除部分聽(tīng)力障礙
Step1：做Activity1，復(fù)習(xí)Reading and Vocabulary中有關(guān)Adam Rouse的內(nèi)容，從而學(xué)習(xí)新單詞，通過(guò)師生的問(wèn)答方式引入。
T：What did Adam Rouse do when he didn’t have money to pay for his addiction？S：He broke into a house to steal、T：We call it burglary、So was it legal or illegal？S：Of course it was illegal、T：Sometimes some other addicts will not only break into people’s houses to steal，but also in small shops or shopping centers we call it shoplifting、T：Do you think that burglary or shoplifting are good behavior，good for society and people？S、Of course not、T：They break the law when they do it、It is a crime and we call those people who break the law criminals。
Step2：通過(guò)稍微改編一下練習(xí)，鞏固聽(tīng)學(xué)的新詞匯。
領(lǐng)讀單詞讓學(xué)生做下列填空練習(xí)：
l、______ are the large places where you can buy things。
2、It is _____ to take drug as it is against the law。
3、______ are people who break the law。
4、_______ is the crime of stealing from a shop。
5、_______ is the crime of stealing from a house。
6、______ centers can help people to stop taking drugs。
Task2：聽(tīng)力練習(xí)，層層遞進(jìn)，獲信息抓關(guān)鍵。
Step3：設(shè)疑、導(dǎo)讀、預(yù)測(cè)：T：According to the given vocabulary，can you guess what the listening material is about？（啟發(fā)學(xué)生的想象思維）T：Go through the questions in Activity 2 and predict the answers。（讓學(xué)生討論，培養(yǎng)學(xué)生的預(yù)測(cè)能力）
Step4：導(dǎo)聽(tīng)、釋題、聽(tīng)辯交流：T：For the 1st time，listen and try to get the answers to the 5 questions in Activity 2、Require that students should write down some related information、Questions：
1、Is the woman in the studio a police officer？
2、Is she sure about the number of people who steal to pay for drugs？
3、Do drug users only steal from shops？
4、Do all drug users attend treatment centers？
5、Are most drug users young men？（在教師的引導(dǎo)下，學(xué)生開(kāi)始聽(tīng)錄音）（針對(duì)聽(tīng)力練習(xí)的具體任務(wù)、目標(biāo)）
T：For the 2nd time，listen and try to fill in the form below、name of the interviewee job of the woman number of the people who use illegal drugs in Britain number of the people who break the law to pay for drugs number of the addicts who go to treatment centers crimes they commit After listening，check the answers。（在教師的指導(dǎo)下，學(xué)生邊聽(tīng)錄音斬作摘記，養(yǎng)成邊聽(tīng)邊記邊理解的良好習(xí)慣）
Step 5：瀏覽原文，檢查核對(duì)，掃除疑問(wèn)。
再播放一次錄音，把錄音材料編成完形填空的形式，讓學(xué)生復(fù)習(xí)，核對(duì)檢查所聽(tīng)內(nèi)容）（individual work ———— pair work）I==Interviewer P===Professor
I：Good evening，and welcome to the show、With me in the studio is Professor Marion Smith，who is an expert on the ___________ between ________ and ________、Good evening，Professor Smith。
P：Good evening。
I：First of all，how many people use _________ drugs in Britain？
P：Possibly four million people。
I：Really？Four million？
P：Yes。
I：How many of them ________________ in order to pay for their drugs？
P：It’s possible that a hundred thousand people ______ in order to pay for their ___________。
I：A hundred thousand？！That’s incredible、And what kinds of __________ do they commit？
P：Mainly _________————— in other words，stealing from shops———— and __________、Stealing from houses。
I：I see。
P：And there’s another problem、Drug users get into trouble with the police for other reasons as well。
I：What kinds of reasons？
P：Well。，you often see drug users in public places，———_______________，railway stations，for example————— and some of the them behave so badly that members of the public _______________、Some people feel so _______ when they see drug users that they call the police anyway。
I：This is a really bad problem，isn’t it？
P：Absolutely，but the good news is that drug users who go to ______________ usually stop their ______________ activities。
I：How many addicts go to treatment centers？
P：Last year，about 30，000 people went to drug treatment centers。
I：Thirty thousand？That’s amazing。
P：Yes，there are such a lot of people that there isn’t time ________________。
I：What kind of people are they？
P：Well，the majority are young people in their twenties、And about 75 percent of the young people are men。
I：And do all these people live in cities？
P：Oh no、The ___________ of drug users in society is the same in cities and in the countryside、But they all have something in common。
I：What is that？
P：Drug users are more likely to ________________ at school。
I：Professor Marison Smith，thank you very much。
P：Thank you。（發(fā)放錄音材料，讓學(xué)生核對(duì)檢查所聽(tīng)內(nèi)容）
Step 6：給關(guān)鍵詞，概括大意The connection between crime and drug addiction The illegal drug use—————the result The public ‘s attitude towards drug users The way to help drug users T：Suppose you are the interview，after you finish your interview with the professor，you realize that you still have got 2—3 minutes to end your program，now you are required to give a summary of your interview and call on the people to say no to drugs、（Ask students to discuss with his group members first and later check。）Part II Speaking在學(xué)生完成聽(tīng)力的基礎(chǔ)上，適當(dāng)對(duì)聽(tīng)力材料進(jìn)行拓展，通過(guò)提問(wèn)引出相關(guān)的話題，讓學(xué)生分組的討論。
Task3：設(shè)置話題，組織討論，交流信息。
Step7：教師根據(jù)聽(tīng)力材料，結(jié)合Speaking部分的內(nèi)容略作調(diào)整。
給出以下話題：
1、Has anyone been to your school to talk about the danger of drugs？What are the dangers of using drugs？（to the drug addicts themselves，to the family and the society）
2、What do you think of those drug addicts？What is your attitude to those drug users？
3、What do you think are the reasons for those people to become drug addicts？What can the society do to help them？
Step8：學(xué)生分組討論、自由討談，由每組的group leader負(fù)責(zé)記錄信息，組織活動(dòng)。
Step9：由教師主持，由各組代表發(fā)言、信息交流，用集體的智慧達(dá)到信息交流，解決問(wèn)題的目的，培養(yǎng)學(xué)生口語(yǔ)表達(dá)能力。
Step10：Homework：（課后練習(xí)，延伸鞏固）
1、口語(yǔ)練習(xí)（組成一個(gè)interview）group work。
Suppose you are going to have a program to make people realize the danger of taking drugs and you are going to interview the following people————a drug addict，a police officer，a clerk in the treatment centre、Give the proper questions to each of them and make them interested in your topic、And of course the interviewee please be co—operative and give the proper answer、The whole team should try to make the interview go smoothly、The interview A police officer A drug addict A clerk in the treatment centre
2、作文：My idea about drugs。
3、Evaluation about your performance in class、Make your marks out of ten 1、How attentive were you？2、How much did you contribute to the lesson？3、How much did you learn？
4、How much did you co—operate with your group members？30———40 very good 20—30 ok below 20 not very well and need improving
六、課后反思
這堂課所實(shí)施的聽(tīng)力教學(xué)策略，打破傳統(tǒng)“測(cè)驗(yàn)式”聽(tīng)力教學(xué)模式（即教師放錄音、學(xué)生聽(tīng)做答案、教師公布答案、學(xué)生核對(duì)）：遵循“循序漸進(jìn)”的原則，由單詞教學(xué)的引入→聽(tīng)力預(yù)測(cè)→細(xì)聽(tīng)找細(xì)節(jié)→再聽(tīng)掃障礙→口語(yǔ)訓(xùn)練的引導(dǎo)拓展，在潛移默化中培養(yǎng)聽(tīng)力理解和口語(yǔ)表達(dá)的策略。以聽(tīng)為主線，兼顧其它技能的培養(yǎng)。在技能訓(xùn)練的同時(shí)，輸入相關(guān)的語(yǔ)言知識(shí)，進(jìn)行情感教育，“珍愛(ài)生命，遠(yuǎn)離毒品”。在課堂教學(xué)中，激發(fā)學(xué)生的興趣和學(xué)習(xí)積極性，共同參與，體驗(yàn)并協(xié)作完成任務(wù)，培養(yǎng)學(xué)生的合作學(xué)習(xí)態(tài)度。在聽(tīng)說(shuō)教學(xué)的課堂教學(xué)中，需要教師良好的課堂駕馭和調(diào)控能力，預(yù)測(cè)學(xué)生可能出現(xiàn)的困難和錯(cuò)誤，并對(duì)癥下藥，予以解決。
高中英語(yǔ)說(shuō)課稿12
Good morning ,ladies and gentleman! I’m so hornored to be here sharing my lesson with you. The content of my lesson is senior English Book3 unit2 Healthy eating.
一、My understanding of the teaching material
From the title we can see the main topic in this unit is about Healthy Eating. Let students learn more about problems with a diet, a balanced diet, nutrition and so on.In this class we will learn the second part reading “Come and Eat Here”. This part introduces students two unbalanced diets through the restaurants of WangPeng and Yong Hui.It is important for students to know about the two extremes and avoid them. Before class, students have previewed it.
二、The students analysis
They are students of grade one ,although they have known some new words and expressions,they can’t express themselves correctly,some students are not active in class,because they are afraid of making mistakes,but this topic is close to our daily life ,the students will have something to say about it.So I think they will take an active part in the class.
三、Teaching aims:
According to the new educational ideas,I’ll talk about the teaching aims in terms of three aspects.
1.Knowledge aims:
(1)Get students to learn the useful new words and expressions in this part.
(2)Let students learn the knowledge of balanced diets and nutrition.
2.Ability aims:
(1)Develop students’ reading ability and learn different reading skills.
(2)Enable students to talk about problems with a diet, a balanced diet and nutrition.
3.Emotional aims:
(1) Stimulate students’ sense to form a healthy eating habit.
(2) Develop students’ sense of cooperative learning.
四、Teaching important and difficult points.
Teaching important points.
(1)Let students learn more about problems with a diet, a balanced diet and nutrition.
(2)Get students to learn different reading skills.
Teaching difficult points.
(1) Enable students to talk about problems with a diet, a balanced diet and nutrition.
(2) Develop students’ reading ability.
五、 Teaching theories and methods
When I deal with this lesson,I’ll try my best to use the following theories . I’ll make the students real masters of the class, the teacher myself just act as a director or an orgnizer,
I’ll prepare a competation to develop their quick response. In class, I’ll ues some encouraging and polite remarks ,such as “Do you want a go?” “Well done !” “You did a good job!” “Thank you!” and so on. In a word ,I’ll let the students receive some moral education while learning.
Because it is a reading passage ,it is important for the students to learn some reading skills, so I’ll use some reading methods such as preparation for reading ,scaning ,skimming and intensive reading.
六、Teaching Procedures:
In order to gain the aims,I desigen six procedures.
Step1 Lead-in.
Step2 Self-study
Step3 Discussion
Step4 Acting
Step5 Summing up.
Step6 Homework
Step1 Lead-in.
let students look at two pictures and ask “what do you think of when you see the pictures?” Guess which of the following menus he or she has. Why is the gentleman so fat and the lady so thin? If I have such a menu like them, how will I become?(it will interest the students and encourage them to take an active part in the class )
Step2 Self-study (this part is devided into two steps)
First step:
Ask students to skim the passage and summerise the main idea of the passage.(this will improve their reading speed)
Second step:
Ask students to read the passage carefully and finish task1 and task2 on the screen .During this step I’ll use a competation to develop their quick response and let the students take an active part in the class so as to let them form good reading habits.
Step3 Discussion
Listen to a song called Healthy Song. Ask students to discuss how to keep a healthy diet? in pairs.
Step4 Acting
Ask students to act out the result of discussion to improve their ability of using the language pionts.
Step5 Summing up.
Ask the students to sum up what they have learnt in this class.That is---Eating a balanced diet is very important. So from now on , we should develop good eating habits.
Step6 Homework
Number1 ,learn by heart the language points we learnt this class.(must do.)
Number2，supposing you are wang peng or yong hui,retell the whole passage . Understand our text deeply. (choose it to do.)
Thank you for your listening .
高中英語(yǔ)說(shuō)課稿13
Unit 3 Travel journal Reading: Journey down the Mekong
一、設(shè)計(jì)思路
高中英語(yǔ)課程的總目標(biāo)是使學(xué)生在義務(wù)教育階段英語(yǔ)學(xué)習(xí)基礎(chǔ)上，進(jìn)一步明確英語(yǔ)學(xué)習(xí)目的，發(fā)展自主學(xué)習(xí)和合作學(xué)習(xí)的能力；形成有效的英語(yǔ)學(xué)習(xí)策略，培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力，使他們?cè)趯W(xué)習(xí)過(guò)程中，促進(jìn)心智、情感態(tài)度，學(xué)習(xí)策略，文化意識(shí)的發(fā)展，形成正確的人生觀和價(jià)值觀，提高人文素養(yǎng)。
該課程標(biāo)準(zhǔn)強(qiáng)調(diào)“使語(yǔ)言學(xué)習(xí)的過(guò)程成為學(xué)生形成積極地情感態(tài)度、主動(dòng)思維和大膽實(shí)踐的過(guò)程�！庇⒄Z(yǔ)教學(xué)是一種教與學(xué)的雙邊活動(dòng)，教學(xué)的實(shí)質(zhì)是交際。從這個(gè)意義出發(fā)，閱讀不應(yīng)是傳統(tǒng)意義上的接受性技能（receptive skill）,而是一個(gè)積極主動(dòng)的思考理解及獲取信息的過(guò)程，同時(shí)也是作者與閱讀者雙方參與的言語(yǔ)交際、思想交流的過(guò)程。信息時(shí)代的到來(lái)需要人們進(jìn)行廣泛而有效的閱讀，因而對(duì)閱讀技巧的培養(yǎng)也提出了更高的要求。
因此，我結(jié)合新課標(biāo)和學(xué)生的實(shí)際，以任務(wù)型教學(xué)模式貫穿始終，引導(dǎo)學(xué)生自主或者合作完成。閱讀活動(dòng)由整體入手，由易到難，層層深入。教學(xué)過(guò)程中，發(fā)揮網(wǎng)絡(luò)在教學(xué)中的優(yōu)勢(shì)，圖文并茂讓學(xué)生對(duì)主題信息有一個(gè)直觀的了解。整個(gè)教學(xué)活動(dòng)以教材為載體，以學(xué)生為中心，學(xué)生參與活動(dòng)。
二、教學(xué)內(nèi)容分析
（一）教材分析
1、這節(jié)課使用的教材是人教版高中英語(yǔ)必修1，這套教材是在任務(wù)型語(yǔ)言教學(xué)理念的基礎(chǔ)上編寫(xiě)的，它以話題為主線，貼近學(xué)生生活，貼近真實(shí)的教學(xué)行為，它的語(yǔ)言教學(xué)理念是強(qiáng)調(diào)語(yǔ)言的運(yùn)用，促進(jìn)學(xué)生自主學(xué)習(xí)，發(fā)展學(xué)習(xí)的策略，培養(yǎng)創(chuàng)新精神突出實(shí)踐能力。 2.第3單元的中心話題是“旅游”，是一個(gè)時(shí)尚和熱門(mén)的話題，不同地區(qū)的文化氛圍、風(fēng)土人情和地理特征都能引起學(xué)生濃厚的興趣，激發(fā)他們的求知欲。本節(jié)課是這個(gè)單元的閱讀部分，是王坤寫(xiě)的一篇日記，講述了她和姐姐想騎山地車(chē)旅行，選定了湄公河作為旅游路線，文章具體談到了他們?yōu)檫@次旅游做的各項(xiàng)準(zhǔn)備工作。通過(guò)閱讀，教師不僅要讓學(xué)生學(xué)到一些有用的單詞和詞組，訓(xùn)練他們的閱讀技能，還要讓學(xué)生了解和學(xué)習(xí)有關(guān)旅行的知識(shí)，例如選擇自己感興趣的旅行地點(diǎn)，確定旅行路線，查閱相關(guān)信息，制定旅行計(jì)劃等，激發(fā)學(xué)生旅游的興趣。
�。ǘ⿲W(xué)生分析
高中生注意力具有一定的穩(wěn)定性，觀察具有一定的目的性、系統(tǒng)性和全面性，初步完成了從具體思維到抽象思維的過(guò)渡，喜歡富有個(gè)性的教學(xué)設(shè)計(jì)，同時(shí)自我意識(shí)增強(qiáng)，不但在乎別人對(duì)自己的評(píng)價(jià)更渴望得到關(guān)注和贊賞。
高一的新生應(yīng)該有較強(qiáng)的表現(xiàn)欲望和求知的欲望，具有了一定的英語(yǔ)語(yǔ)言知識(shí)和英語(yǔ)運(yùn)用的能力，但是高一學(xué)生尚未養(yǎng)成較高的自主學(xué)習(xí)能力，口語(yǔ)表達(dá)能力和閱讀理解技巧都有待提高。
�。ㄈ┙虒W(xué)目標(biāo)
1、認(rèn)知目標(biāo)：幫助學(xué)生利用略讀等策略找出關(guān)鍵詞；運(yùn)用關(guān)鍵詞和所預(yù)習(xí)的生詞復(fù)述課文；認(rèn)讀東南亞國(guó)家名稱，了解與湄公河相關(guān)的英語(yǔ)表達(dá)。
2、技能目標(biāo)：通過(guò)skimming，careful reading，generalization，inference等閱讀技能訓(xùn)練，提高閱讀能力和閱讀技能，培養(yǎng)學(xué)生獲取信息、處理信息、運(yùn)用信息進(jìn)行推理、判斷的能力；學(xué)會(huì)用英語(yǔ)來(lái)表達(dá)與旅游文化相關(guān)的話題；學(xué)會(huì)用英語(yǔ)設(shè)計(jì)旅游計(jì)劃。
3、情感目標(biāo)：學(xué)生通過(guò)學(xué)習(xí)，了解湄公河背景文化知識(shí)，開(kāi)拓視野，增強(qiáng)學(xué)生在旅游中接受異國(guó)文化的能力，并讓學(xué)生感受主人公做事認(rèn)真，準(zhǔn)備充分的態(tài)度和好的習(xí)慣。
（四）教學(xué)重點(diǎn)與難點(diǎn)教學(xué)重點(diǎn)
1、提高學(xué)生對(duì)文章的整體理解能力，提高略讀、尋讀、詳讀技能。
3、通過(guò)課程資源的挖掘，豐富學(xué)生的文化內(nèi)涵。教學(xué)難點(diǎn)：
1、如何利用略讀、查讀等閱讀技巧來(lái)確定關(guān)鍵詞、主題句、形成閱讀策略。
2、如何幫助學(xué)生運(yùn)用閱讀策略，促進(jìn)學(xué)生自主學(xué)習(xí)。
3、怎樣以閱讀課的教學(xué)為依托，使學(xué)生學(xué)會(huì)用英語(yǔ)交流旅游計(jì)劃，談?wù)撀糜卧掝}，訓(xùn)練學(xué)生的聽(tīng)、說(shuō)能力。
（五）教學(xué)方法
情景教學(xué)法、講授法、任務(wù)型教學(xué)法、分組討論法、多媒體輔助教學(xué)
1、通過(guò)設(shè)置情景和教師講授，幫助學(xué)生了解和學(xué)習(xí)關(guān)于湄公河的'背景文化，激發(fā)學(xué)生的興趣，擴(kuò)大學(xué)生的視野。
2、運(yùn)用任務(wù)型教學(xué)法，通過(guò)課前、課中、課后的任務(wù)設(shè)計(jì)，引領(lǐng)學(xué)生理解文章主題，關(guān)注涉及主題的關(guān)鍵信息，深化理解語(yǔ)言背后的文化內(nèi)涵及文化差異。
3、結(jié)合所給信息和圖片，讓學(xué)生分組討論，在學(xué)生用英語(yǔ)進(jìn)行表達(dá)及思維的同時(shí)，學(xué)會(huì)合作學(xué)習(xí)、自主探究。
�。⿲W(xué)習(xí)策略
通過(guò)pair work, group work等活動(dòng)形式，培養(yǎng)學(xué)生的學(xué)習(xí)策略。
1、認(rèn)知策略：通過(guò)Brainstorming發(fā)散學(xué)生思維，借助聯(lián)想建立相關(guān)知識(shí)之間的聯(lián)系。
2、交際策略：通過(guò)同桌、小組的討論，利用各種機(jī)會(huì)用英語(yǔ)進(jìn)行真實(shí)交際。
4、資源策略：讓學(xué)生通過(guò)網(wǎng)絡(luò)，圖書(shū)館、報(bào)刊雜志、互聯(lián)網(wǎng)、等資源都給予學(xué)習(xí)內(nèi)容相關(guān)的資料。
二、教學(xué)過(guò)程
Step 1 pre-reading 10’ 1.Warming up and leading-in 1.Present some pictures which I took of beautiful places to arouse their interest of traveling.Have a free talk with the students.Ask them a question: Do you like traveling? Why? 2.Share some pictures of rivers.Let them gue the names of these rivers. 3.Ask students: “Have you visited the Mekong River?” If no, show a map to them, then introduce some information about Mekong River and show a video of Mekong River.設(shè)計(jì)意圖：
通過(guò)展示我自己拍的旅游圖片，采用談話方式導(dǎo)入有關(guān)旅游的話題，拉近師生之間的距離，消除學(xué)生的緊張情緒，營(yíng)造寬松的學(xué)習(xí)氣氛。進(jìn)一步給學(xué)生分享一些河流的圖片，讓學(xué)生猜測(cè)河流名稱，引出湄公河這一主題，讓學(xué)生看地圖，并介紹湄公河的基本知識(shí)，激發(fā)學(xué)生的興趣和好奇心，為全面的課堂參與作有力的鋪墊。
2.Prediction學(xué)生預(yù)測(cè)課文內(nèi)容，教講解預(yù)測(cè)策略。設(shè)計(jì)意圖：
有意識(shí)地培養(yǎng)學(xué)生的預(yù)測(cè)能力，增加閱讀的興趣，提高閱讀的效率。 Step 2 while-reading 25’ Task1略讀
快速閱讀文章，幫助學(xué)生歸納文章大意。簡(jiǎn)單講解略讀策略。 Task 2.跳讀
教師把文章分成二個(gè)部分，學(xué)生分組閱讀不同的內(nèi)容，奇數(shù)排的學(xué)生閱讀第一段回答以下問(wèn)題：
1.Who have the journey down the Mekong River ? 2.What is the relationship between them? 3.Where did they go? 4.when did they get the chance to realize their dream? 5.How did they travel along the Mekong River? Why?偶數(shù)排的學(xué)生閱讀二，三段，找出問(wèn)題答案。
Q1: Where is the source of the river and which sea does it enter? Q2: What difficulties did Wang Kun and Wang Wei find about their journey? Q3: What can you see when you travel along the Mekong?將學(xué)生重新組合，奇數(shù)拍與偶數(shù)排組成一組，共分成若干小組，在一起討論，問(wèn)答，交換信息。
設(shè)計(jì)意圖：利用信息差，是學(xué)生通過(guò)語(yǔ)言交際活動(dòng)把所缺的信息補(bǔ)充完整，達(dá)到對(duì)課文內(nèi)容全面了解的目的。 Task 3 detail reading學(xué)生詳讀課文，嘗試概括總結(jié)王坤和王薇對(duì)待這場(chǎng)旅行的不同觀點(diǎn)態(tài)度。 Task 4 Language learning讓學(xué)生從文章里找出一些重要的單詞和短語(yǔ)，并能夠記住它們。 1.Words and phrases that indicate people’s attitude and personality: dream about , be fond of, care about, determined, stubborn, insist, shortcoming, make up her mind, change her mind, give in, reliable 2.Words and phrases that relate to a trip plan ever since, persuade, graduate, cycle, organize, schedule, journey 3.Names of certain places glacier, rapids, valley, waterfall, delta設(shè)計(jì)意圖:引導(dǎo)學(xué)生掌握有用的詞匯和表達(dá)，并應(yīng)用到實(shí)際語(yǔ)言交際中。 Step 3: Post-reading 10’
運(yùn)用本節(jié)課所學(xué)知識(shí)（單詞，短語(yǔ)，be doing結(jié)構(gòu)）制定旅行計(jì)劃。 Group discuion: A travel plan Destination: Reasons: Transport: Reasons: Budget: Preparations:設(shè)計(jì)意圖：創(chuàng)設(shè)一個(gè)真實(shí)的場(chǎng)景，讓學(xué)生們?cè)谶@個(gè)場(chǎng)景中用英語(yǔ)進(jìn)行思考、表達(dá)及交流。該階段也是學(xué)生們?cè)谡n堂上運(yùn)用英語(yǔ)的一個(gè)真實(shí)展示。 Step 4 Homework 1.Make a travel plan for your summer holiday, use the words, phrases and sentences learnt from in this cla.2.preview the tasks in learning about language.
三、板書(shū)設(shè)計(jì)
主要羅列本節(jié)課所學(xué)重要單詞及表達(dá)，突出知識(shí)重點(diǎn)
四、教學(xué)反思
本節(jié)課是閱讀課，根據(jù)自己對(duì)教材的理解，緊扣主題設(shè)計(jì)了教學(xué)環(huán)節(jié)，
以在幫助學(xué)生掌握閱讀策略和閱讀技巧，提高學(xué)生的閱讀理解能力以及口頭表達(dá)能力。整個(gè)教學(xué)過(guò)程采用教師設(shè)置任務(wù)后，學(xué)生個(gè)人活動(dòng)、小組活動(dòng)、師生活動(dòng)等形式組織教學(xué)，將學(xué)生的自主學(xué)習(xí)作為課堂的主體，引導(dǎo)學(xué)生完成學(xué)習(xí)任務(wù)。
首先，本人在設(shè)計(jì)本課教學(xué)中，采用了不同的教學(xué)手段和思路，課堂活動(dòng)多樣。導(dǎo)入部分，充分發(fā)揮網(wǎng)絡(luò)優(yōu)勢(shì)，搜集與主題相關(guān)資料，一起學(xué)生的學(xué)習(xí)興趣。略讀部分，給學(xué)生充分的閱讀和思考時(shí)間，了解文章大意，提高概括能力。跳讀部分，設(shè)定任務(wù)，設(shè)計(jì)問(wèn)題，采用分組閱讀和小組討論的形式，提高學(xué)生獲取信息和處理信息的能力，以及自主學(xué)習(xí)的能力。教學(xué)過(guò)程體現(xiàn)了層次性與任務(wù)設(shè)計(jì)的有效性。
其次，閱讀文章篇幅較長(zhǎng)，內(nèi)容較多，學(xué)生如果預(yù)習(xí)不充分，可能會(huì)消化不了。沒(méi)有完全注重到學(xué)生的個(gè)別差異。Discuion部分可再讓兩三個(gè)學(xué)生起來(lái)展示，結(jié)束得比較倉(cāng)促。改進(jìn)措施：
1.課前給學(xué)生提供充分的時(shí)間預(yù)習(xí)課文，并梳理好文章脈絡(luò)，充分發(fā)揮學(xué)生的主觀能動(dòng)性
2.注重學(xué)生的個(gè)體差異，面向全體學(xué)生，使不同程度的學(xué)生都能學(xué)有所獲。
高中英語(yǔ)說(shuō)課稿14
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.
高中英語(yǔ)說(shuō)課稿15
【教材分析]】
本模塊的話題是我的地區(qū)，本節(jié)課的話題是歐洲農(nóng)村的問(wèn)題。該節(jié)課的內(nèi)容是Cultural Corner，該內(nèi)容是講述歐洲農(nóng)村由于面臨一系列問(wèn)題而陷入困境的故事。文章主要就描述了青年人由于喜歡喧囂熱鬧生活搬遷區(qū)城市，農(nóng)村工作機(jī)會(huì)少，城市人口來(lái)農(nóng)村買(mǎi)房帶動(dòng)農(nóng)村房?jī)r(jià)上漲導(dǎo)致本地區(qū)人買(mǎi)不起房子，以及農(nóng)業(yè)賺錢(qián)利潤(rùn)不多這四個(gè)方面問(wèn)題。由于教材對(duì)cultural corner這個(gè)部分的定義為“借助于篇章閱讀的形式，介紹豐富詳實(shí)的.文化背景知識(shí)�！倍r(nóng)村問(wèn)題也正好是我國(guó)現(xiàn)階段的一個(gè)經(jīng)久不衰的熱點(diǎn)話題，這促使我通過(guò)文化擴(kuò)展的方式發(fā)散學(xué)生思維，提升學(xué)生對(duì)中歐農(nóng)村的異同的文化意識(shí)。
[學(xué)情分析]
這次授課的對(duì)象是高一的學(xué)生。剛進(jìn)入高中階段學(xué)習(xí)的新生，他們應(yīng)具備一定的閱讀技巧，能夠把握文章的大意和細(xì)節(jié)，但在尋找到有用信息并再加工上還需磨練。在語(yǔ)言表達(dá)方面，學(xué)生有能力大致回答我設(shè)計(jì)的課堂問(wèn)題，但在文化話題的表達(dá)上比較吃力，需要用框架和一些句型幫助他們理清思路并掃清障礙。
[核心任務(wù)]
閱讀cultural corner并對(duì)比中國(guó)的農(nóng)村，談自己對(duì)中歐農(nóng)村異同的觀點(diǎn)。。
[教學(xué)目標(biāo)及重難點(diǎn)]
1. 教學(xué)目標(biāo)
通過(guò)閱讀了解文章細(xì)節(jié)內(nèi)容對(duì)文章進(jìn)行理解和加工，并通過(guò)與文章相關(guān)的中國(guó)農(nóng)村的閱讀，開(kāi)展話題討論并能流利的表達(dá)自己對(duì)中歐農(nóng)村異同的觀點(diǎn)。。
2. 語(yǔ)言技能
1)幫助學(xué)生理解文章并能有效獲取有用信息。
2)幫助學(xué)生正確拼讀單詞。
3. 情感態(tài)度
通過(guò)討論和小組競(jìng)爭(zhēng)培養(yǎng)學(xué)生合作意識(shí)及提高學(xué)生自主學(xué)習(xí)的能力。
通過(guò)篇章閱讀幫助學(xué)生提升對(duì)中歐農(nóng)村異同的文化意識(shí)。
4. 教學(xué)重點(diǎn)
1) 理解文章的大意和觀點(diǎn);
2) 幫助學(xué)生擴(kuò)展視野，了解中歐農(nóng)村的異同。
5. 教學(xué)難點(diǎn)
通過(guò)篇章閱讀幫助學(xué)生提升自己對(duì)中歐農(nóng)村異同的文化意識(shí)并表達(dá)出來(lái)。
6. 教學(xué)方法
Task-based teaching method, cooperative learning.
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