【合集】高中英語(yǔ)說(shuō)課稿
作為一位不辭辛勞的人民教師，通常需要用到說(shuō)課稿來(lái)輔助教學(xué)，說(shuō)課稿有助于教學(xué)取得成功、提高教學(xué)質(zhì)量。我們應(yīng)該怎么寫(xiě)說(shuō)課稿呢？以下是小編精心整理的高中英語(yǔ)說(shuō)課稿，希望對(duì)大家有所幫助。
高中英語(yǔ)說(shuō)課稿1
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。
（以上4條，靈活運(yùn)用，不用全部說(shuō)上就行�？梢詤⒖夹蜓灾械木渥�，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。
�、啤⑶楦心繕�(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2
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3
一、說(shuō)教材(teaching material)
�。ㄒ唬┙滩暮�(jiǎn)析(brief introduction)
Module 2 No drugs是外研版普通高中課程標(biāo)準(zhǔn)實(shí)驗(yàn)教科書(shū)必修二第二模塊的內(nèi)容,主要是學(xué)習(xí)表達(dá)抽煙、吸毒及其危害的詞語(yǔ)和其他語(yǔ)言形式。編者的編排意圖是通過(guò)對(duì)本模塊的學(xué)習(xí)，既要讓學(xué)生通過(guò)語(yǔ)言實(shí)踐活動(dòng)來(lái)體驗(yàn)語(yǔ)言，拓展學(xué)生學(xué)習(xí)和運(yùn)用英語(yǔ)的語(yǔ)言綜合能力，又讓學(xué)生深刻認(rèn)識(shí)到吸煙、吸毒對(duì)人體的危害,養(yǎng)成良好的生活習(xí)慣，關(guān)愛(ài)社會(huì)，關(guān)愛(ài)他人，并把所學(xué)的知識(shí)運(yùn)用恰當(dāng)?shù)姆绞揭?guī)勸同學(xué)遠(yuǎn)離煙和毒品。本模塊我將用8個(gè)課時(shí)來(lái)完成。今天，我說(shuō)的是第一課時(shí)的內(nèi)容，課型為對(duì)話課。該部分初步接觸描寫(xiě)吸煙、吸毒及其危害性的詞語(yǔ)，并通過(guò)學(xué)生說(shuō)的活動(dòng)對(duì)其進(jìn)一步理解和鞏固，對(duì)閱讀、聽(tīng)力、寫(xiě)作等語(yǔ)言技能訓(xùn)練課的順利展開(kāi)起著重要的鋪墊作用。因此，本課對(duì)今后的英語(yǔ)教學(xué)具有重要的意義。
�。ǘ┙虒W(xué)目標(biāo)（teaching aims）
本教材著重培養(yǎng)學(xué)生的創(chuàng)新精神、獨(dú)立思維和實(shí)踐能力。英語(yǔ)課要努力發(fā)揮教師的指導(dǎo)作用，充分調(diào)動(dòng)學(xué)生的學(xué)習(xí)主動(dòng)性和積極性。所以，針對(duì)教材內(nèi)容和學(xué)生實(shí)際情況，并結(jié)合對(duì)話課的特點(diǎn)，我制定了以下的教學(xué)目標(biāo)：
1、知識(shí)目標(biāo)(knowledge aims)
(1)握bronchitis, cancer, heart disease cigarette, death, die, injured, tobacco等，使學(xué)生能讀準(zhǔn)、聽(tīng)懂和運(yùn)用。
(2)掌握、運(yùn)用as a result of，so as a result，relate，die of，die from。(3)大部分的學(xué)生能掌握、使用以下的句子與他人進(jìn)行討論:
Why do people smoke cigarettes?
Where do people smoke? Where can’t they smoke?
Is there anti-smoking advertising in China?
2、能力目標(biāo)(ability aim)
新課標(biāo)要求培養(yǎng)學(xué)生的創(chuàng)新精神和實(shí)踐能力,學(xué)生通過(guò)本課的學(xué)習(xí),能夠運(yùn)用新詞匯與
同學(xué)或教師進(jìn)行英語(yǔ)交流，討論吸煙的`危害，從而養(yǎng)成良好的生活習(xí)慣。
3、情感目標(biāo)（quality aim）
通過(guò)對(duì)本課的學(xué)習(xí)，讓學(xué)生更了解吸煙的危害，提高自我的保護(hù)意識(shí)，遠(yuǎn)離香煙。同時(shí)又使他們陶冶情操，拓展視野，形成健康的人生觀。
�。ㄈ┙虒W(xué)重點(diǎn)和難點(diǎn)
詞匯的掌握和聽(tīng)說(shuō)能力的訓(xùn)練
二、說(shuō)教法(teaching methods)
教學(xué)方法具有多樣性、靈活性、發(fā)展性和補(bǔ)償性。瑞士心理學(xué)家讓.皮亞杰的“建構(gòu)主義理論”提出,學(xué)習(xí)是獲取知識(shí)的過(guò)程,但知識(shí)不是通過(guò)教師傳授得到的,而是學(xué)習(xí)者在一定的情景即社會(huì)文化背景下,借助他人(包括教師和學(xué)習(xí)伙伴)的幫助,利用必要的學(xué)習(xí)資料通過(guò)建構(gòu)主義而獲得。本課時(shí)，針對(duì)學(xué)生的心理特點(diǎn)，我將采用參與式、合作式等多樣的教學(xué)方法，并通過(guò)多媒體，實(shí)物展示等教學(xué)手段，組織學(xué)生用英語(yǔ)思維，鼓勵(lì)學(xué)生開(kāi)口，增強(qiáng)他們的參與意識(shí)，營(yíng)造良好的課堂氣氛。同時(shí)，把競(jìng)賽、討論等多項(xiàng)活動(dòng)貫穿于教學(xué)過(guò)程中，使講授內(nèi)容具體化、形象化，提高學(xué)生學(xué)習(xí)效率，活躍課堂，從而提升學(xué)生的英語(yǔ)技能。
三、說(shuō)學(xué)法（students’ situation）
在教學(xué)過(guò)程中，對(duì)學(xué)情的了解是因材施教的關(guān)鍵�，F(xiàn)在我所教的班級(jí)是普通班，學(xué)生入學(xué)時(shí)的英語(yǔ)成績(jī)并不是很理想，大多數(shù)學(xué)生的基礎(chǔ)一般，聽(tīng)說(shuō)能力一般，但對(duì)英語(yǔ)感興趣，求知欲旺盛，表現(xiàn)自我欲望較強(qiáng)。所以，結(jié)合學(xué)生實(shí)際情況，上課所設(shè)的任務(wù)可適當(dāng)降低難度，讓學(xué)生主動(dòng)參與學(xué)習(xí)，展示自我，學(xué)有所獲。
四、教具準(zhǔn)備（teaching aids）
1、自制多媒體課件2、若干面小紅旗3、學(xué)生自備香煙盒
五、教學(xué)程序（teaching procedures）
(一)懸念設(shè)置，導(dǎo)入新課
上課起始，學(xué)生的注意力往往受到課前活動(dòng)各種思維的干擾，對(duì)所學(xué)課題不夠關(guān)注。因此，教師要給學(xué)生較強(qiáng)的、較新穎的刺激，將學(xué)生的注意力吸引到特定的教學(xué)任務(wù)和教學(xué)程序中去。在此，在課件上展示一張圖片，內(nèi)容為兩個(gè)人的肺,結(jié)合畫(huà)面,教師發(fā)出感慨，Look! These are two lungs (肺）of people.However, one is healthy, while the other is unhealthy。然后提出問(wèn)題
Q1: Which one is unhealthy?
Q2: What would cause it unhealthy?
Q3: What kind of harm will smoking do to people？
引出生詞：bronchitis, cancer, heart disease等
(設(shè)計(jì)意圖：利用學(xué)生好奇的心理特點(diǎn)，設(shè)置懸念，啟發(fā)學(xué)生積極思維，優(yōu)化教學(xué)效果，切入主題。)
(二)詞匯學(xué)習(xí)、生生互動(dòng)
呈現(xiàn)bronchitis, cancer, heart disease，cigarette, death, die, injured, tobacco，請(qǐng)學(xué)生注意bronchitis, cancer, heart disease，加以解釋，領(lǐng)讀，做詞意匹配練習(xí)，確保學(xué)生掌握詞匯的中英文意思。接下來(lái)，讓學(xué)生讀詞匯，注意糾正學(xué)生的發(fā)音。然后，全班分四大組進(jìn)行比賽，看哪個(gè)組能給出與吸煙相關(guān)的單詞最多。各組派一位代表上黑板寫(xiě)出詞匯。寫(xiě)出最多者為勝方，獎(jiǎng)勵(lì)一面小紅旗。在這個(gè)過(guò)程中，若出現(xiàn)生詞，及時(shí)解釋并領(lǐng)讀，也可要求學(xué)生解釋。
(設(shè)計(jì)意圖：通過(guò)分組競(jìng)賽，溫故知新，突破本課重點(diǎn)，為進(jìn)行真正意義的語(yǔ)言交際做準(zhǔn)備。)
（三)獲取信息、漸進(jìn)情景
競(jìng)賽之后，學(xué)生會(huì)想知道更多吸煙有害健康的知識(shí)。此時(shí)，利用學(xué)生求知欲旺盛的特點(diǎn)，展示《每隔7秒，就有人因吸煙而亡》的圖片，引起共鳴，漸進(jìn)情景，啟發(fā)學(xué)生積極用英語(yǔ)思維，自覺(jué)快速完成Activity1(Facts about Smoking)。教師馬上核對(duì)答案，讓全班大聲朗讀短文。
教師就該短文，羅列出重要的知識(shí)點(diǎn)（如課件所示），并通過(guò)填空、造句等形式讓學(xué)生掌握、運(yùn)用它們。
(設(shè)計(jì)意圖：獲取信息，掌握知識(shí)目標(biāo)1，2，對(duì)學(xué)生頭腦從視、聽(tīng)的輸入狀態(tài)逐步轉(zhuǎn)化為說(shuō)、講的輸出狀態(tài)起指導(dǎo)作用。)
�。ㄋ模﹥扇嘶顒�(dòng)，知識(shí)運(yùn)用
連續(xù)展現(xiàn)一系列豐富多彩的圖片，給學(xué)生心理暗示，呈現(xiàn)如下問(wèn)題：
Why do people smoke cigarettes?
Where do people smoke? Where can’t they smoke?
Is there any anti-smoking advertising in china?
為了讓學(xué)生更生動(dòng)地進(jìn)行交流，教師有意提供一些有用的表達(dá)方式，拓展語(yǔ)言知識(shí)。接著，兩人活動(dòng)，讓他們根據(jù)問(wèn)題進(jìn)行討論，討論要盡量詳細(xì)，不要求全班得出一致的答案。最后叫一些學(xué)生（原則上會(huì)提問(wèn)不同層次的）對(duì)這些問(wèn)題做一個(gè)比較全面的總結(jié)。活動(dòng)結(jié)束，每一位進(jìn)行闡述的同學(xué)都會(huì)獲得一面小紅旗，肯定學(xué)生。
(設(shè)計(jì)意圖：兩人活動(dòng)，讓學(xué)生自由用英語(yǔ)簡(jiǎn)單地進(jìn)行討論，促進(jìn)學(xué)生的口頭應(yīng)答能力，鞏固本課的重點(diǎn)和難點(diǎn)，提高課堂學(xué)習(xí)效果。)
�。ㄎ澹﹦�(dòng)手操練，培養(yǎng)技能
此環(huán)節(jié)是在活動(dòng)四的基礎(chǔ)上，再次通過(guò)任務(wù)型教學(xué)途徑，分8人為一組。同時(shí)，在多媒體上呈現(xiàn)帶有反吸煙廣告標(biāo)語(yǔ)的香煙盒（標(biāo)語(yǔ)：Smoking Kills）。學(xué)生拿出自備的香煙盒，讓小組成員通過(guò)討論，在香煙盒上寫(xiě)上英語(yǔ)反吸煙標(biāo)語(yǔ)，如：No Smoking，Smoking Kills等，也可發(fā)揮創(chuàng)造性思維，在標(biāo)語(yǔ)旁繪制一些相應(yīng)的簡(jiǎn)筆畫(huà)，讓學(xué)生體驗(yàn)成就感和合作精神。然后，各小組派出一個(gè)組員，把小組的作品向全班展示，大聲念出標(biāo)語(yǔ)。接下來(lái)，讓全班共同討論哪三個(gè)作品最優(yōu)秀。優(yōu)秀的小組，各獲一面小紅旗。(設(shè)計(jì)意圖：此環(huán)節(jié)在討論互動(dòng)，動(dòng)手操練的過(guò)程中，寓教于樂(lè)，把學(xué)生的語(yǔ)言綜合運(yùn)用能力提高到一個(gè)新的高度，體現(xiàn)學(xué)生的自我價(jià)值，形成技能。)
�。┬〗Y(jié)（Summary）通過(guò)對(duì)本課的學(xué)習(xí)，同學(xué)們知道更多關(guān)于吸煙危害健康的知識(shí)，也提高英語(yǔ)運(yùn)用能力。希望大家以后發(fā)現(xiàn)朋友和同學(xué)在公共場(chǎng)所抽煙，要學(xué)會(huì)勸說(shuō)，學(xué)以致用。
六、作業(yè)布置(Homework)
作文：如果你的同學(xué)是個(gè)吸煙者，你會(huì)怎么辦？七、板書(shū)設(shè)計(jì)（The design of writing on the blackboard）競(jìng)賽之后，學(xué)生會(huì)想知道更多吸煙有害健康的知識(shí)。此時(shí)，利用學(xué)生求知欲旺盛的特點(diǎn)，展示《每隔7秒，就有人因吸煙而亡》的圖片，引起共鳴，漸進(jìn)情景，啟發(fā)學(xué)生積極用英語(yǔ)思維，自覺(jué)快速完成Activity1(Facts about Smoking)。教師馬上核對(duì)答案，讓全班大聲朗讀短文。
教師就該短文，羅列出重要的知識(shí)點(diǎn)（如課件所示），并通過(guò)填空、造句等形式讓學(xué)生掌握、運(yùn)用它們。(設(shè)計(jì)意圖：獲取信息，掌握知識(shí)目標(biāo)1，2，對(duì)學(xué)生頭腦從視、聽(tīng)的輸入狀態(tài)逐步轉(zhuǎn)化為說(shuō)、講的輸出狀態(tài)起指導(dǎo)作用。)
高中英語(yǔ)說(shuō)課稿4
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。
�。ǘ┙虒W(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。
�。ǘ┣楦袘B(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。可以材料調(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。
（四）文化意識(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5
高一英語(yǔ)《Unit-9 It’s raining!》
Introduce myself.
一、 Teaching material analysis
ching items: This lesson is the first lesson in Unit-9. It’s also a main point in this lesson, which provides an example for the target sentence construction. It’s increases the students synthetic ability of hearing, speaking, reading, writing by reviewing the present continuous tense.
2. Aims to the teaching:
A. Aim to the knowledge:
To learn the target words raining, windy, cloudy, sunny, snowing in this lesson. The target sentence construction in this lesson is: How is the weather?
B. Aim to the abilities :
To improve the students communication ability.
C. Aims to the emotion:
To train the students to love our nation, and develop their good charactor.
3. Difficult and important points:
To get the local weather information by using their knowledge which they have learnt.
二、 Teaching method--- the investigative method
As we all know: the main instructional aims of learning English in middle school is to cultivate students’ basic abilities of listening 、speaking、reading and writing and their good sense of the English language. So in this lesson I’ll mainly use "Task-based" teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the conversation. And in this lesson communication method、scene method and CAI will be needed.
三、Study method---the investigative method
I request the students to study English independenly cooperatively and investigatively. Each unit in Go for it contains pair work, group work and games. The students who sit at the same table and groups can make a discussion and learn each other. It makes each student be relaxed. They needn’t worry about making mistakes. It can arouse students to think and to say what they want to say. Study becomes more relaxed and pleased in this kind of environment.
四、The time table of teaching steps
1. Review. It will take me 7 minutes.
2. Presentation. This is the most important part in this lesson. It will take me 32 minutes.
3. The study of diffuse thought. It will take me 4 minutes.
4. Briefly summary and homework. It will take me 2 minutes
五、Teaching steps
I’ll finish this lesson in 5 steps.
Step1---Review
Purpose: To form a better surrounding for the students by speaking and doing some total physical response and at the same time it provides situations to review learnt knowledge for the next step.
1. Let a student greet and make a duty report.
2. Free talk between T and Ss about last unit.
3. Review the present continuous tense by software.
I will make a conversion with the students . I ask ,students question is:" What is he doing?" Students answer:" He is singing." The second picture," What are they doing?" "They are playing chess."And then I will let the students ask and answer in pairs using the target sentences "What is he doing?" "What is she doing?""What are they doing?"。 Make sure the students ask and answer correctly. They can use the words:dance、go to school、swim、play computer games、paint、 watch TV and run.
Step2---Presrntion
The purpose is to present the key words one by one is much easier for the students to learn and grasp the meaming. CAI providea a real situation for students to understand the conversation better.
I’ll mainly talk about this step.
1.I’ll use a picture to ask a question: "Is’t raining?" Ss answer:"Yes,it is." Then I’ll tell them if you want to know the weather, you can ask:"How is the weather?" The answer is:"It’s raining." "raining "is a target word and "How is the weather?" is a target sentence. Help the Ss understand the meaning by body language. Then lead the Ss to read the sentences. Make sure they can say them out correctly.I will use the other pictures to teach the target words "windy 、cloudy、sunny and snowing"。
2.I will use the other pictures to teach the other target words" windy, sunny cloudy and snowiny."
These are the sentences they must master. "How is the weather?" "It’s cloudy"。 "It’s windy." "It’s sunndy." "It’s snowing." and"It’s raining."
3. After they finish learning the target words. I will ask them to open the books and turn to P53. I will teach 1a
This activity introduces the key words.
After they finish I will give them the right answers.
will do listening exercise 1b
This activity gives student practice in understanding the target language in spoken English.
The students can listen twice and finish them.
5.1c pairwork.
This activity provides guided oral practice using the target language.
Ask the students to make a conversation in pairs according to the model.
r they finish, we will go on listening exercises. Look at Page 54-2a.
At first I will point to the four pictures. Ask students to tell what each person is doing in each picture. For example "The boy is talking on the phone"。 "The men is playing basket."and so on. Then I will play the tape twice and the Ss number the pictures. I will give them the right answers.
on learning 2b. It’s listening exercises,too.
I will ask a student to read the list of names and another student read the list of activities for the play the tape twice. The students tisten and match the names and the adivties. After they finish , I will give them the correct answers.
8. 2c-Pairwork.
I will ask SS to make conversations in pairs, I’ll ask some pairs to present their conversations to the elass.
r learning the text. I will let Ss do some more oral exercises.
This is a weather report. I’ll let the students make a conversation in pairs with the weather information using the target words and sentences.
高中英語(yǔ)說(shuō)課稿6
一、 內(nèi)容(Contents)
1. 教材內(nèi)容:本課內(nèi)容是高中英語(yǔ)第二冊(cè)(上)Lesson6,這是一堂閱讀課.本課主要是探討如何面對(duì)吸煙這一問(wèn)題.
2. 德育內(nèi)容:教師在教學(xué)過(guò)程中要同時(shí)融入德育內(nèi)容.通過(guò)錄像、圖片等各種教學(xué)手段來(lái)激起學(xué)生的求知欲.使學(xué)生深刻認(rèn)識(shí)到吸煙這一問(wèn)題的嚴(yán)重性,為了自身與家人的健康,呼吁人們立即停止吸煙.
二、目標(biāo)
1. 能力目標(biāo):發(fā)展學(xué)生聽(tīng)、說(shuō)、讀、寫(xiě)的基本技能,提高初步運(yùn)用英語(yǔ)進(jìn)行交際的能力,側(cè)重提高閱讀能力.
2. 知識(shí)目標(biāo): (1)掌握詞匯,如smoker, burn down, packet, chance, remain, public, give up.(2)語(yǔ)法方面掌握定語(yǔ)從句、表語(yǔ)從句以及一些有用表達(dá)式.
三、重點(diǎn)( Focal points)
1. 結(jié)合現(xiàn)實(shí)問(wèn)題側(cè)重于對(duì)文章的理解.
2. 掌握文章中的一些重點(diǎn)詞匯和短語(yǔ),如remain, therefore, give up, persuade, compared to/with.
3. 讓學(xué)生認(rèn)識(shí)到吸煙的危害性.
四、難點(diǎn)(Difficult points)
1. 訓(xùn)練學(xué)生的閱讀能力.
2. 掌握以下句子結(jié)構(gòu):The chance is that..., The chances are that...
五、教法
1. 速讀法:根據(jù)高中英語(yǔ)教材側(cè)重閱讀理解這一特點(diǎn),讓學(xué)生快速閱讀,以盡快了解文章的大意.
2. 問(wèn)答法:幫助學(xué)生理解文章的.細(xì)節(jié).
3. 翻譯法:適當(dāng)?shù)剡\(yùn)用翻譯可幫助學(xué)生理解文章的難點(diǎn).
4. 討論法:通過(guò)Pair work, Group work,讓學(xué)生都得到一次口語(yǔ)訓(xùn)練的機(jī)會(huì).教師應(yīng)設(shè)計(jì)一些適當(dāng)?shù)脑掝},如:
What do you think of smoking?
What will you do if you are a smoker?
What will happen if we don't pay attention to the smoking problems?
5. 快樂(lè)教學(xué)法:即教師在教學(xué)過(guò)程中,要盡可能地利用多媒體技術(shù)、圖片、課件等刺激學(xué)生的感官系統(tǒng),創(chuàng)造一種和諧的學(xué)習(xí)氛圍,讓老師教得開(kāi)心,學(xué)生學(xué)得開(kāi)心.
六、程序
1. 復(fù)習(xí)(Revision):讓學(xué)生合上書(shū)聽(tīng)一遍錄音,然后提問(wèn)題.
A: How does Wang Bing ask for permission?
B: How does Hank give permission or refuse to give permission?
2. 介紹(Presentation):
T: Draw the sign-No Smoking on the Bb. What does it mean?
Ss: It means no smoking.
T: Yes, where can you find this kind of sign?
Ss: In the offices / hospitals / buses and so on.
T: Ok. Today we're going to read passage"No smoking, please!" It mainly tells us that smoking is bad for people's health.
3. 操練(Drill):
Ss: Read the passage for a few minutes to find out the answers to the two questions on the top of the passage.
T: Check the students' answers.
Ss: Read the passage carefully again to find out the answers to the detailed questions.
T: Play the tape.
Ss: Listen and repeat after the tape.
4. 語(yǔ)言點(diǎn)(Language study):通過(guò)多媒體課件呈現(xiàn)重點(diǎn)詞匯、短語(yǔ)及句型,然后完成相關(guān)的語(yǔ)法練習(xí).
5. 討論(Discussion):教師給出幾個(gè)話題進(jìn)行小組討論.
A: What do you think of smoking?
B: What shall we do to stop those smokers?
C: What will happen if we can't solve the smoking problem?
高中英語(yǔ)說(shuō)課稿7
一 教材分析
這節(jié)課使用的教材是新課程標(biāo)準(zhǔn)實(shí)驗(yàn)教材高中英語(yǔ)必修一。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。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。本單元的話題是Travel Journal，Reading是整個(gè)單元的核心部分，是上一課時(shí)Warming up的延續(xù)和升華，也是后面第二篇閱讀文章的引子；另外，大部分的重要詞匯和語(yǔ)法也在這個(gè)課時(shí)中呈現(xiàn)出來(lái)。文章講述王坤和姐姐王薇的一次長(zhǎng)途單車之旅的夢(mèng)想，計(jì)劃。還介紹了湄公河的大致情況。文章的學(xué)習(xí)能激發(fā)學(xué)生對(duì)大自然的熱愛(ài)與向往，也喚起學(xué)生保護(hù)河流及自然環(huán)境的意識(shí)。
1. 教學(xué)目標(biāo)
�、� 知識(shí)目標(biāo)
掌握重點(diǎn)詞匯、短語(yǔ)：ever since; persuade ;graduate; stubborn ;organize; journey; valley; be fond of ;care about; change one`s mind ; make up one`s mind; give in 。
掌握重點(diǎn)句子:
It was my sister who had the the idea to cycle along the entire Mekong River from where it begins to where it ends.
When are we leaving and when are we coming back ?
Where are we going ?
4 My sister and I have dreamed about taking a great bike trip.
5 Although she didn`t knothe best way of getting to places ,she insisted that she organize the trip properly.
② 技能目標(biāo)
通過(guò)skimming，scanning , 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、判斷和總結(jié)歸納的能力。
�、� 情感目標(biāo)
倡導(dǎo)低碳健康的生活方式，是學(xué)生產(chǎn)生保護(hù)大自然的使命感，熱愛(ài)生命，關(guān)注自然，關(guān)注人與自然的和諧。
2. 教學(xué)重點(diǎn)
本課的教學(xué)重點(diǎn)是在掌握重要語(yǔ)言點(diǎn)的基礎(chǔ)上，引導(dǎo)學(xué)生逐漸了解旅行日志的篇章布局，把握旅行日志的寫(xiě)作程式，為后面的寫(xiě)作輸出做好儲(chǔ)備。
3. 教學(xué)難點(diǎn)
教學(xué)難點(diǎn)是訓(xùn)練學(xué)生獲取信息、處理信息、分析思考和解決問(wèn)題的能力，培養(yǎng)學(xué)生帶著問(wèn)題去閱讀文章的習(xí)慣。
二 學(xué)情分析
高一學(xué)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)，已不滿足老師教材的簡(jiǎn)單重復(fù)與重現(xiàn)，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。通過(guò)對(duì)上一課時(shí)Warming up的學(xué)習(xí)，學(xué)生對(duì)于現(xiàn)代的各種交通方式已經(jīng)有一定了解，可以表達(dá)對(duì)不同交通方式的優(yōu)缺點(diǎn)，還大略學(xué)習(xí)了本文檔的相關(guān)詞匯。雖然旅行是學(xué)生們很感興趣的話題，但是他們因?yàn)樵~匯量的局限，更習(xí)慣于用漢語(yǔ)表達(dá)。所以，引導(dǎo)他們積極主動(dòng)把文章中的詞句和自己的理解用英語(yǔ)來(lái)闡述顯得尤為重要。因此在處理這一堂課時(shí)，我會(huì)在指導(dǎo)學(xué)生快速閱讀的同時(shí)引導(dǎo)學(xué)生相互合作，自己發(fā)現(xiàn)本單元重點(diǎn)語(yǔ)言結(jié)構(gòu)，讓學(xué)生自己發(fā)現(xiàn)并感悟相關(guān)的語(yǔ)言規(guī)律，培養(yǎng)他們的語(yǔ)感。
三 教法學(xué)法分析
1 教法
新的課程標(biāo)準(zhǔn)強(qiáng)調(diào)了以學(xué)生為主體，教師作為引導(dǎo)者和參與者的角色。因此，就本課的學(xué)習(xí)，我采用了多種教學(xué)方法， 例如問(wèn)答法，快速閱讀法，討論法和合作學(xué)習(xí)法，實(shí)現(xiàn)task-based teaching，促使學(xué)生在一定程度上形成自主學(xué)習(xí)，合作學(xué)習(xí)的學(xué)習(xí)策略，并能有效交際，有效處理信息，養(yǎng)成英語(yǔ)思維的習(xí)慣。運(yùn)用Scanning ,skimming and Detail reading的閱讀技巧，提高閱讀能力和信息處理能力。
2 學(xué)法
課前預(yù)習(xí)，可以充分發(fā)揮學(xué)生的自學(xué)能力，標(biāo)記不懂的知識(shí)點(diǎn)，便于課堂集中精神聽(tīng)課。
精讀材料，深入理解教材，有利于深入理解課文的重點(diǎn)和難點(diǎn)，提高學(xué)習(xí)效率。
課后練習(xí)，有助于學(xué)生回憶課堂知識(shí)點(diǎn)，鞏固所學(xué)要點(diǎn)，查漏補(bǔ)缺。
四 教學(xué)過(guò)程
步驟一：Lead-in and pre-reading ：
1展示幾張河流圖片讓學(xué)生猜測(cè)，選擇兩個(gè)學(xué)生回答問(wèn)題“what river is it ？”學(xué)生對(duì)中國(guó)的河流比較熟悉，能快速調(diào)動(dòng)課堂氣氛。
2 展示萬(wàn)泉河污染前后照片，讓學(xué)生兩人一組做問(wèn)答對(duì)話“what should people living along the river do?” 從中讓學(xué)生自發(fā)的意識(shí)到河流的重要性和保護(hù)環(huán)境的必要性。
3 展示湄公河的全圖，引導(dǎo)學(xué)生依次列出河流經(jīng)過(guò)的國(guó)家名稱。以此引入后面的閱讀材料。
步驟二：While- reading ：
1快速閱讀：屏幕上給出各段落的中心大意，要求學(xué)生快速閱讀每段落的首尾句后將段落與中心大意匹配。因?yàn)閷W(xué)生還沒(méi)有獨(dú)立進(jìn)行歸納的能力，這樣可以降低任務(wù)的難度，絕大多數(shù)的學(xué)生都能順利完成。目的是培養(yǎng)學(xué)生通過(guò)略讀和查讀捕捉信息的能力。
2深層閱讀：逐段播放課文錄音，同時(shí)讓學(xué)生細(xì)讀段落全文。給學(xué)生展示一些與第一段相關(guān)的句式，要求學(xué)生稍后做出正誤判斷，并說(shuō)明理由，找到文段中相關(guān)的句子，并講解句中出現(xiàn)的短語(yǔ)及句式 。處理文章第二段前，讓學(xué)生思考“Is it a difficult journey to cycle along the Mekong River ?why？”學(xué)生可能不能完全作出歸納，教師要引導(dǎo)學(xué)生標(biāo)出段落中的關(guān)鍵詞句并幫他們組合到一起，以培養(yǎng)學(xué)生總結(jié)慨括的技能。給出問(wèn)題“Hodoes the water of the Mekong river change?” “What can you see when you travel along the Mekong river ?”要求學(xué)生帶著問(wèn)題仔細(xì)閱讀最后一段，然后以四人小組的形式來(lái)解答問(wèn)題直到全部要點(diǎn)均無(wú)遺漏。這樣操作能強(qiáng)化學(xué)生對(duì)文章的理解，還有助于訓(xùn)練他們的協(xié)作精神。之后教師展示一些圖片如： glacier ;rapids; wide valley; deep valley ;lovalley ;waterfall; delta; 讓學(xué)生對(duì)這些新詞匯有更深的記憶。
3 鞏固回味：在提取各段落大致詳細(xì)內(nèi)容后，要求學(xué)生回頭重讀全文，并思考“Where is the source of the Mekong river?“Hodoes Wang Kun and Wang Wei prepare the trip?”第一個(gè)問(wèn)題相對(duì)容易，基礎(chǔ)薄弱的學(xué)生都能作答。第二個(gè)問(wèn)題稍難，教師給出部分提示詞，讓學(xué)生把全部?jī)?nèi)容貫連起來(lái)，這樣對(duì)全文和重點(diǎn)詞句的把握又深化了一步。
步驟三：Post- reading
1 要求學(xué)生完成課本19頁(yè)第三題中的表格，前兩項(xiàng)以小組為單位完成，第三項(xiàng)教師先示例表述自己對(duì)這種旅行的看法，然后啟發(fā)學(xué)生口頭表達(dá)各自的觀點(diǎn)。既鍛煉學(xué)生合作進(jìn)行信息收集，又訓(xùn)練他們口頭表達(dá)能力。
2 復(fù)述全文：讓學(xué)生自選以王坤或王薇的身份向全班復(fù)述旅行的夢(mèng)想和計(jì)劃，也可以結(jié)合自身實(shí)際，講述曾經(jīng)或?qū)?lái)的旅行夢(mèng)想和計(jì)劃。通過(guò)假設(shè)情境引發(fā)思考，讓學(xué)生能通過(guò)體驗(yàn)學(xué)習(xí)，感悟語(yǔ)境，實(shí)踐語(yǔ)言，以達(dá)到強(qiáng)化學(xué)生語(yǔ)言意識(shí)，積累語(yǔ)言經(jīng)驗(yàn)的目的。在課堂有限的時(shí)間里，學(xué)生不能表達(dá)得很完善，教師要特別注意提供幫助并贊賞他們積極參與的精神。
步驟四：Homework
1完成課本20頁(yè)第一題和第三題
2 標(biāo)出所學(xué)文章中有用的詞匯，短語(yǔ)與句式。
五教學(xué)效果預(yù)沒(méi)
本課的教學(xué)設(shè)計(jì)遵從新課標(biāo)的教學(xué)原則，面向全體學(xué)生，尊重學(xué)生語(yǔ)言能力，認(rèn)知水平以及學(xué)習(xí)方式等個(gè)性差異。設(shè)計(jì)任務(wù)時(shí)，以學(xué)生的生活經(jīng)驗(yàn)和興趣點(diǎn)為出發(fā)點(diǎn)，相信學(xué)生通過(guò)參與本課教學(xué)活動(dòng)，能發(fā)揮他們的創(chuàng)造力和想象力，并且學(xué)會(huì)與他人合作，發(fā)展與他人溝通的能力，同時(shí)提高他們的閱讀技巧、學(xué)習(xí)策略和文化意識(shí)。
高中英語(yǔ)說(shuō)課稿8
Teaching Plan Interpretation
Good morning,everyone. It’s my great honor to stand here and interpret my teaching. The teaching plan I am going to talk about is from Senior English for China Student’s Book 1A, Unit 8 Sports. I’ll explain how to teach and why to do so from the following 6 parts: The analysis of the teaching material, the teaching methods, the studying ways, the teaching procedure,Layout of the Bb and the anticipation.
Part I The analysis of the teaching material.
First, let me talk about the teaching material. My understanding of the teaching material includes 3 parts: the status and the function, teaching objectives, the important and difficult points.
Function and status: The title of this unit is Sports,which maybe a topic that students are interested in. And the type of my lesson is speaking and listening. It is used to clean up the obstacles of background and language for the rest of the unit,such as reading. And another function is to inspire the students’ interset of sports,and inspire them to do some sports everyday to keep healthy. If the students want to know more about Sports or Olympic Games,they have to come to the text and lesson to learn more. So these are fit for the New Curriculum of English: To enforce the motivation of studying English.
That’s all for the Function and status. According to the teaching material and the New Curriculum of English, in order to fulfill the learning task of this period, I establish the following objectives:
Teaching Objectives: By the end of the lesson,students should be able to:
1. Knowledge objectives : Learn some vocabulary of sports and the structure of asking and answering questions about interests and hobbies.
2. Ability objectives : Learn how to use these words in speaking. I’ll design task to fulfil this objectives.
3. Moral objectives : Get to know some information about Sports and Olympic Games. Inspire the interest in sports.
Well, so much for the teaching objectives, let's come to deal with the important points and the difficult points. According to the type of my lesson is speaking and listening,the important points are the vocabulary of sports,the structure of asking and answering questions about interests and hobbies. As to the difficult points, it is the structure of asking and answering questions about interests and hobbies.
Part II Teaching Methods
Now let’s focus on the ways of teaching and learning. Generally speaking, I adopt TBLT in my class. As for learning, students should not only know the vocabulary,how to pronounce,how to spell them,but also learn how to use them in communication. So I use the TBLT ,when it comes to the dialogue,this method will let the students know how to use them in real life.
Teaching strategies or techniques: imitation, repetition, inductive method,demonstration
Teaching model: the 3-P model,that is Presentation,Practice and Production. I will show how this model make effort in the teaching procedure.
Part III Studying ways
This unit is about Sports. It closely connects to the students’ life,so most students will be interested in it a lot.
In this period,I use direct ways and use translation ways to list the vocabulary. The students will learn to how to pronounce and how to use the vocabulary. And other ways I will also show you in the Teaching Procedure.
Part IV Teaching Procedure
Here comes the most important part, the teaching procedure. I will use the 3-P Model: Step 1 : Presentation: The vocabulary of sports;Step 2 : Practice: Ask and answer;Step 3 : Production: (1)Listening exercise;(2)Information of Olypmic Games.
Warm-up (3 minutes)
Now let’s come to the first step warm up. I will spend 3 mins on it.
I will ask Ss three questions. First,I will ask “What will we have this week/month?”,the Ss will answer me “Sports Day”. Then I will ask “What sports items will you take part in?”,Ss will name some sports name. I will choose some of them to write on the blackboard and ask some difficult sports name,such as shot,long distance race and put them on the blackboard. After this,I will ask “What other sports (sports meeting,Olymic Games,ball games)do you know?” and list them on the blackboard.
These questions can be used to educe the vocabulary of sports and make preparation for the rest speaking and listening activities.
Step 1 : Presentation
The vocabulary of sports (5 minutes)
Just in last step,I have already listed the words on the blackboard. So in this step,I just ask the Ss to repeat after me to learn how to pronounce and learn these words by heart. I will use word categories in order to teach them how to use generalization to learn words. It will take 7 minutes.
Step 2 : Practice
Ask and answer
It is the most important part in this period. I will put 14 minutes on it.
I will ask Ss “Do you like sports?” and “What’s your favourite sports?”. The Ss may give me some sports name. Then I will put the fisrt structure on the blackboard. Then I will say if there are two sports,I want to know what is your favourite one,what should I say. Then it can educe the second structure. After learning these two strucures,I will give some key words for Ss to replace and practise. It is the task I design for them to use the useful expression to communicate. Then I will ask then open the book to learn other useful expressions on P52 and use all these expression to finish the task. At last,I will ask some groups to make some presentation. It is also include the PPP in this step.
This step not only strengthen the new words,but also train the Ss to talk about sports,hobbies and interstings in real life and develp their speaking ability. It also enrich the language,including words and expressions about sports,hobbies and interstings and make Ss have a better understanding of others.
Step 3 : Production
(1) Listening exercise (10 minutes)
Listen to the material and finish the exercise on P51 and give the answers. The listening material include three sports reports: NBA,basketball game and table-tennis game. In this part,Ss have to listen to the tape and catch the key information,such as sports items,scores and results. Through this exercise,Ss can get more information of sports and be inspired interests in sports,train and develop the listening skills,learn and review the description of sports.
(2) Information of Olympic Games (5 minutes)
Ss get information of Olympic Games by the exercise on P50-51. And then I will give some other information about Olympic Games.
End of Lesson Summary: (2 minutes)
Review the vocabulary of sports and the structure of ask and answer questions about interests and hobbies to enforce Ss’ memories.
Assignments: (1 minute)
1. Learn the new words of this unit by heart and try to use them.
2. Finish the listening exercise on Page 127.
3. Use the words and expressions to finish talking exercise on Page 127.
4. Preview the text.
Part V Layout design
On the left part,I will list the some of the vocabulary of sports. On the middle I will list the useful expressions.
Unit 8 Sports
1. track and field
relay race What’s your favourite …？(book,food,music)
long distance race I like … best. / … is my favourite ….
shot
2. Olympic Games items Which do you like, … or … ?
diving I prefer … to …
shooting
gymnastics Which…do you like best?
weightlifting Which do you prefer,…or…?
skiing
3. Ball games What about…?
badminton Are you interesting in…?
baseball I’d rather…than….
softball Yes,very much. / No,not really.
Part VI Anticipation
This unit is talking about sports. It is close to Ss’ life,so Ss will be interested in it and will be active to answer and cooperate. It will be easy to enduce new words. The Ss will be also curious to know other classmates’ hobbies and interests,so it will be also smoothly to enduce the structure of asking and answering the hobbies and interests and Ss will be happy to do practice with the knowledge they have learned. The knowledge and ability aims will also be fulfiled. And then,the emotional aim can be fulfiled by giving information of Olympic Games which they are interested in.
That’s all for my interpretation. Thank you for your attention.
高中英語(yǔ)說(shuō)課稿9
Good morning, everyone, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is New Senior English for China Book3 U1 Festivals Around the World. I’ll be ready to begin this lesson from two parts. The first part is analyzing the teaching material and the second part is teaching procedure. First, let me talk about the teaching material.
Part 1 Teaching Material:
This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about their winter holidays and the Spring Festival.
The Warming Up is intended to have students start thinking about the variety of events and festivals that are celebrated in China. The teacher can ask the students if they have some idea about the foreign and domestic festivals.
The Pre-reading is a continuation of the Warming Up and it moves the discussion to a more personal level. It is intended to help students enter imaginatively into a discussion of festivals and their importance to the society. It also directs their attention to the variety of events and activities those festivals include.
The reading passage titled Festivals and Celebrations which is briefly describes the earliest kinds of festivals with the reasons for them, and then four different kinds of festivals that occur in most parts of the world. Encourage students to look at the pictures and the heading of each section to guess what the text might be about. The teacher can first let them work in pairs or in groups to find the answers together, and then check their answers with the whole class. Students should be required to talk about festivals in their own words at the end of the class.
Part 2 Teaching Steps:
In my opinion, the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. Therefore, the teaching steps are very important and they should be arranged in good orders. Moreover, the teaching methods should be considered in this part, such as pair work activity and Students –Centered-Teaching.
Now let me introduce my teaching steps.
Step 1 Leading-in
I will have a free talk with students. Ask them the following questions: Did you have a good time in your winter holidays? How did you celebrate your Spring Festival?
With this topic we will begin the new unit which is talk about the festivals around the world.
Step 2 Warming up
I will let students talk about other Chinese festivals that they familiar to. (Lantern Festival, Pure Brightness Festival, Dragon Boat Festival, Mid-Autumn Festival, New Year’s Day, Chung Yeung Festival. . . )
And then I will let students read the information about Chinese festivals in the book and discuss another three Chinese festivals. Next I will let them complete the form in this part in pair work and ask some to share their opinions with the whole class.
After finish the form I will talk about some foreign festivals with students by PPT such as Christmas, April Fools’ Day, Easter, Halloween, Valentine’s Day, Thanksgiving Day and so on.
Step 3 Pre-reading
In this part, we will have a discussion about the following questions:
What festivals or celebrations do you have in your city or town? What part of a festival do you like best—the activities, the music, the sights, the food or the people who visit?
Step 4 Reading
This part will conclude 3 parts, the fast reading, intensive reading and reading and discussion. About the fast reading, I will ask students to skim the reading passage and then fill in a following chart. This part is very important because students can improve their reading skills and reading speed by skimming reading scanning reading.
For the intensive reading part I will allow students to read carefully this time to understand the main ideas of each paragraph and the important details, and then finish some questions.
Last is the reading and discussion, in this part, the students are allowed to read the text a third time and then work in pairs to finish the form and discuss which festivals are the most important and which are the most fun. I will encourage them to expand their answer by their own experience.
Step 5 Homework The last step is homework.
1. Learn the useful new words and expressions in this part by heart.
2. Read the reading passage again and again and try to talk about festivals both in and out of China.
Purpose of the homework: I think homework is so important that the students should speak English as much as they can in class or after class. It is necessary for the students to do some exercises after class to master the knowledge they learned. Last by not least, class mood is very important for both students and teachers. I will make my class in an easy mood by using some beautiful music and flash or other suitable methods. As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go. Above is the lecture note of my lesson. Thank you for listening!
高中英語(yǔ)說(shuō)課稿10
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11
Unit 4 Making The News
(閱讀課)
教學(xué)背景
隨著新一輪的高中課程改革的展開(kāi)，信息技術(shù)給我國(guó)的教育事業(yè)帶來(lái)了巨大的挑戰(zhàn)。信息技術(shù)在教學(xué)中的應(yīng)用引起了教學(xué)內(nèi)容、教學(xué)方法、教學(xué)組織形式等系列變化，導(dǎo)致了教學(xué)思想、教學(xué)觀念，以及教學(xué)體制在一定程度上的變化。本次做課就是借助于信息技術(shù)手段制作多媒體課件進(jìn)行輔助教學(xué)。
教學(xué)對(duì)象是高二年級(jí)的學(xué)生，他們的英語(yǔ)基礎(chǔ)知識(shí)和基本技能處在一個(gè)從量變到質(zhì)變的關(guān)鍵階段，因此激發(fā)學(xué)生的學(xué)習(xí)熱情，并引導(dǎo)學(xué)生進(jìn)行扎實(shí)有效的復(fù)習(xí)是課堂教學(xué)的關(guān)鍵。
一、說(shuō)教材
二、說(shuō)學(xué)情
三、說(shuō)教法
四、說(shuō)學(xué)法
五、說(shuō)教學(xué)程序
六、說(shuō)板書(shū)設(shè)計(jì)
一.說(shuō)教材
本課是高二必修5 Unit 4里的一
篇閱讀課（Reading），出自人民教育出版社出版的高中英語(yǔ)學(xué)生用書(shū)。本部分內(nèi)容從26頁(yè)到28頁(yè)。
本單元的中心話題是“Making thenews”，主要內(nèi)容涉及新聞工作者要具備的素質(zhì)和新聞采訪的基本程序。語(yǔ)言技能和語(yǔ)言知識(shí)主要圍繞“新聞”這一話題展開(kāi)。
閱讀內(nèi)容是一篇對(duì)話體記敘文，通過(guò)Zhou Yang，一名China Daily 的新員工和他的上司Hu Xin, 一名資深記者的談話引導(dǎo)學(xué)生了解新聞工作者的基本素質(zhì)，新聞采訪的基本程序以及采訪時(shí)應(yīng)該注意的要點(diǎn)等。
《新課標(biāo)》要求教材以模塊教學(xué)為中心。
每模塊設(shè)置一個(gè)中心話題，圍繞中心話題展開(kāi)聽(tīng)說(shuō)讀寫(xiě)訓(xùn)練。本篇課文是一篇以MyFirst Work Assignment “Unforgettable”
,
says new journalist為題的閱讀材料。本課是一篇對(duì)話體記敘文，不但訓(xùn)練學(xué)生的閱讀能力，理解文章整體篇章結(jié)構(gòu)的能力，也培養(yǎng)學(xué)生綜合運(yùn)用語(yǔ)言的能力。通過(guò)學(xué)生閱讀文章，深刻理解記者這一行業(yè)所必需的品質(zhì)。
�。ㄋ模┙虒W(xué)目標(biāo)
教學(xué)目標(biāo)應(yīng)落實(shí)到與本課教學(xué)內(nèi)容相關(guān)的具體語(yǔ)言知識(shí)或某項(xiàng)技能上，即：通過(guò)本節(jié)課的教學(xué)，重點(diǎn)解決什么問(wèn)題（知識(shí)目標(biāo)），達(dá)到什么樣的要求（能力目標(biāo)），以及“寓思想教育于語(yǔ)言教學(xué)之中”的情感態(tài)度提升（德育目標(biāo)）三維教學(xué)目標(biāo)：
根據(jù)課標(biāo)、高考要求，結(jié)合本專題特點(diǎn)及學(xué)生的發(fā)展需要，我預(yù)設(shè)了以下三維教學(xué)目標(biāo)：
1）知識(shí)目標(biāo)
學(xué)習(xí)并鞏固與新聞?dòng)嘘P(guān)的詞匯、短語(yǔ)及重點(diǎn)句型：
occupation, photograph, photographer, colleague,
concentrate, acquire, recorder, accuse, deliberately, guilty,
concentrate on, accuse ... of, so as to (do sth), defend
against，cover a story，have a “nose” for a story, get a
scoop, get the wrong end of the stick, a trick of the trade...
要求學(xué)生了解本單元的語(yǔ)法項(xiàng)目——倒裝句：
Never will Zhou Yang forget ...
Only when you have seen ..., can you cover a story ...
Only if you ask ... will you acquire ...
2）能力目標(biāo)
通過(guò)課堂教學(xué)活動(dòng)，使學(xué)生形成良好的語(yǔ)言習(xí)慣；進(jìn)一步學(xué)習(xí)使用恰當(dāng)?shù)拈喿x方法與技能，如：快速搜索信息、根據(jù)語(yǔ)境猜詞義、信息分析能力以及語(yǔ)篇篇章結(jié)構(gòu)的概括能力；學(xué)習(xí)地道的英語(yǔ)表達(dá)法等。學(xué)生在一定程度上形成自主學(xué)習(xí)、合作學(xué)習(xí)、信息處理、英語(yǔ)思維能力以及綜合運(yùn)用語(yǔ)言能力。
3）德育目標(biāo)
學(xué)生通過(guò)閱讀課文，自我思考、實(shí)
踐，親身體驗(yàn)記者采訪時(shí)的過(guò)程，從而
深刻理解記者這一行業(yè)所必需的品質(zhì)
（寓思想教育于語(yǔ)言教學(xué)之中）。
�。ㄎ澹┲攸c(diǎn)、難點(diǎn)和關(guān)鍵點(diǎn)
重點(diǎn)：讓學(xué)生在閱讀中了解新聞工作者在進(jìn)行新聞采訪時(shí)的基本程序以及采訪時(shí)應(yīng)該注意的要點(diǎn)等。
難點(diǎn)：通過(guò)閱讀對(duì)話，進(jìn)行分析歸納，掌握文章篇章結(jié)構(gòu)，了解主旨大意。
關(guān)鍵點(diǎn)：通過(guò)閱讀掌握詞匯、句型，提高閱讀水平。
根據(jù)新課標(biāo)的要求培養(yǎng)學(xué)生自主學(xué)習(xí)的能力，結(jié)合本專題在高考中的地位與作用和本班的實(shí)際情況以及現(xiàn)
有的知識(shí)水平。
二、說(shuō)學(xué)情
教學(xué)對(duì)象是高二年級(jí)的學(xué)生，經(jīng)過(guò)高中一年的語(yǔ)言學(xué)習(xí)，初步掌握了閱讀文章的方法，已基本養(yǎng)成捕捉關(guān)鍵詞、概括主題、總結(jié)歸納整理的良好習(xí)慣，也具有一定的分析、概括能力，自主、自立、自學(xué)的意識(shí)逐漸增強(qiáng)。他們的英語(yǔ)基礎(chǔ)知識(shí)和基本技能處在一個(gè)逐步上升階段,加之，由于借班上課，導(dǎo)致老師與學(xué)生并
不熟悉，因此，調(diào)動(dòng)學(xué)生的學(xué)習(xí)興趣，并引導(dǎo)學(xué)生進(jìn)行扎實(shí)有效的學(xué)習(xí)是課堂教學(xué)的關(guān)鍵。
三、說(shuō)教法
根據(jù)《新課標(biāo)》的要求，本著“因材施教”以及“教學(xué)有法，但無(wú)定法”的'原則，結(jié)合本課的教學(xué)目標(biāo)、專題特點(diǎn)和學(xué)生的實(shí)際情況，我在真實(shí)的情景中讓學(xué)生體會(huì)英語(yǔ)的閱讀理解，主要采用啟發(fā)式教授法、活動(dòng)探究法、質(zhì)疑點(diǎn)撥法、任務(wù)型教學(xué)法、分析歸納法、整體語(yǔ)言教學(xué)法、情景教學(xué)法、靜態(tài)及動(dòng)態(tài)圖解演示法等教學(xué)方法進(jìn)行教學(xué)。
四、說(shuō)學(xué)法
《新課標(biāo)》提出，學(xué)生要“與文本展開(kāi)對(duì)話”“養(yǎng)成獨(dú)立思考、質(zhì)疑探究的習(xí)慣”，“樂(lè)于進(jìn)行交流和思想碰撞，相互切磋中，加深領(lǐng)悟，共同提高”， 據(jù)此我確定了以下學(xué)法及能力培養(yǎng)要求：
1、自主學(xué)習(xí)，養(yǎng)成習(xí)慣。
2、閱讀理解，情感提升。
3、質(zhì)疑探究，對(duì)話互動(dòng)。
學(xué)法的整體思路是：
質(zhì)疑—略讀—精讀—解疑—拓展
五、說(shuō)教學(xué)程序
本課用一課時(shí)授完。主要教具是報(bào)紙、
圖片、多媒體課件。
教學(xué)的整體思路是：
激趣導(dǎo)入——快速閱讀——形成篇章——
細(xì)節(jié)閱讀——總結(jié)拓展——情感提升
1．”Speed reading news within 60 seconds”.--Before the class ,the students have given some English newspaper. Ask 3 or 4 students to read the news loudly as quick as possible within 60 seconds
2. ”Broadcast the news” and teacher
leads the theme of this unit “Making
news”. -–Show 2 pieces of local
picture news about the students
themselves, and then ask 2 students
broadcast the news according to the
picture news.
設(shè)計(jì)意圖：
利用英文報(bào)紙，讓學(xué)生們找到自己最感興趣的話題，并且大聲朗讀出來(lái)，既可以激發(fā)學(xué)生的學(xué)習(xí)興趣，又可以進(jìn)一步拓展他們的詞匯量；利用真實(shí)的當(dāng)?shù)貓D片新聞（內(nèi)容正好就是有關(guān)于本校本年級(jí)的），立刻引起學(xué)生的共鳴和自豪感，再讓學(xué)生現(xiàn)場(chǎng)播報(bào)該則新聞。通過(guò)這兩個(gè)環(huán)節(jié)的設(shè)計(jì)，既可以照顧到口語(yǔ)一般的同學(xué)進(jìn)行簡(jiǎn)單的朗讀，又可以給程度好的同學(xué)一個(gè)機(jī)會(huì)進(jìn)一步鍛煉自己的口語(yǔ)以及現(xiàn)場(chǎng)應(yīng)變能力。鼓勵(lì)學(xué)生用已經(jīng)掌握的知識(shí)盡可能地談?wù)撓嚓P(guān)內(nèi)容，培養(yǎng)了學(xué)生通過(guò)話題表達(dá)自己的情感。這一環(huán)節(jié)的設(shè)計(jì)主要是利用啟發(fā)式教授法將學(xué)生輕輕松松帶入課堂。
1. Teacher guides the students to list the
different types of jobs for making news--
journalist, editor, designer, printer, painter,
photographer…
2. Lead in the title of the passage – My
first work assignment “unforgettable”, says
new reporter.
《新課標(biāo)》要求教師要認(rèn)真研究《基礎(chǔ)教育課程改革綱要（試行）》，以上教學(xué)方法的運(yùn)用及教學(xué)環(huán)節(jié)的設(shè)計(jì)力求體現(xiàn)《綱要》
中所指出的：“教師在教學(xué)過(guò)程中應(yīng)與學(xué)生積極互動(dòng)、共同發(fā)展，要處理好傳授知識(shí)與培養(yǎng)能力的關(guān)系，注重培養(yǎng)學(xué)生的獨(dú)立性和自主性，引導(dǎo)學(xué)生質(zhì)疑、調(diào)查、探究，在實(shí)踐中學(xué)習(xí)，促進(jìn)學(xué)生在教師指導(dǎo)下主動(dòng)的、富有個(gè)性的學(xué)習(xí)。”在設(shè)計(jì)本課時(shí)我在真實(shí)的情景中讓學(xué)生體會(huì)英語(yǔ)的閱讀理解，引導(dǎo)學(xué)生從結(jié)構(gòu)和意義方面讀懂課文、摘記要點(diǎn)、深層拓展。課堂教學(xué)環(huán)節(jié)的設(shè)計(jì)針對(duì)學(xué)生發(fā)展和需求，符合教學(xué)規(guī)律，倡導(dǎo)自主學(xué)習(xí)、合作學(xué)習(xí)，讓學(xué)生在學(xué)習(xí)過(guò)程中不斷體驗(yàn)成功的喜悅，發(fā)揮了主觀能動(dòng)性。在以教材為載體搭建起來(lái)的教學(xué)平臺(tái)上，不斷汲取知識(shí)。力求以應(yīng)用為動(dòng)力，以應(yīng)用為目的，以應(yīng)用為核心（為用而學(xué)，用中學(xué)，學(xué)了用）的教學(xué)途徑。教學(xué)環(huán)節(jié)設(shè)計(jì)環(huán)環(huán)相扣，目標(biāo)突出。英語(yǔ)積淀不僅僅是語(yǔ)言知識(shí)的積淀，情感的積淀，也是方法的積淀，在平時(shí)的教學(xué)中不僅要強(qiáng)調(diào)英語(yǔ)的人文性，而且要重視其工具性的特點(diǎn)。努力使課堂變成“教師、學(xué)生、教材、環(huán)境”四因素的整合，讓課堂變成一種動(dòng)態(tài)的生長(zhǎng)的“生態(tài)環(huán)境”。這是我這堂課的追求，也是我努力的目標(biāo)。
高中英語(yǔ)說(shuō)課稿12
Good afternoon,teachers. It’s my great pleasure to be here sharing my teaching ideas I’ll begin the lesson from the following four parts:
Analyzing teaching material
The teaching methods
The studying methods
The teaching procedures
and while presenting these parts I will do the blackboard writing properly. Ok now I am going to start from the first part “Analyzing teaching material”
This unit is about It is made up of paragraphs.
The teaching aim of this lesson is to help students to understand and master the words, phrases and sentence patterns on the basis of understanding the text.
The ability aim is to improve the students’ organizing and using skills of English and to retell the whole text in their own words.
The emotional aim is to help students understand and to develop
students’ sense of cooperative learning.
Then the teaching key points is to help the students get a general idea of the whole
And the teaching difficult points is to make students use their own words to express
According to the analysis above, I’ll try my best to carry out the following theories
while dealing with this lesson:
To make students the real masters of the class while I just act as a director.
To combine the language structure with the language functions.
And to make students receive some moral education while they are learning language. In order to achieve my goal, I will use the following teaching methods:
The first teaching method I will use is communicative approach, since language is
used for communication. Communicative approach is learner-centered and emphasizes communication and real-life situations.
The second teaching method I would like to use is task-based approach. A task
resembles activities which our students or other people carry out in everyday life.
Learners should be given opportunities to reflect on what they have learned and how well they are doing.
The third teaching method I want to use is computer assisted language teaching.
Computer plays an important role to make the materials attractive. It can also help the learners to understand the language and then produce comprehensible output.
And in order to practice my teaching methods better, the following teaching aids will be used:
A projector, a tape recorder, multimedia and of course the blackboard.
And then, I would like to talk about the studying methods. As students are poor in
cooperative learning skill, many students are not active in English class, and even
some of them don’t like English. Therefore, I will have the students learn English in a much more relaxed atmosphere. The learning process of students is from seeing,
thinking, and speaking. So, to make the students get the knowledge actively,
cooperative learning and task-based learning will be used.
Next, I will talk about the teaching procedure. To train the students’ ability of listening, speaking, reading and writing, I have designed the following steps.
Step 1 Lead-in
At the very beginning of the class, I will make the students have a free talk about and then discuss the questions in pre-reading on page . The purpose of this step is to arouse the students’ learning interest. After a discussion about the questions,
the students will be eager to know something about and it’s the very time to naturally lead the class into
Step 2 Listening comprehensions
In this step, I will write several questions before listening to the text:
And then I will make the students answer the questions after listening to the tape. The purpose of this step is to train and improve the students’ listening ability .
Step 3 skimming and scanning
In this step, I will give the students two tasks . The first task is to get the general idea, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their own thoughts in English. The second task is to get the main idea of each paragraph. I will divide the whole class into several groups to skim the whole text and get the main idea of each paragraph. The purpose of this task is to improve the students’ fast reading skill and cooperate with each other.And then guide Ss to read the material carefully and take some important notes, then answer the following questions in P.
Step 4 Retelling the passage
Language is learned by communicating. It’s my job to creat an atmosphere for students to use the language. The students discuss in their group and then choose a reporter to share to the whole class.
Step 7 Consolidation
In this activity, I will ask some students to read each paragraph, and then do the exercise following the text.
Step 8 make a summary
I will go through the important points and difficult points of this lesson with the students once again. And of course, the language points on the blackboard will be mentioned as well.
And now let’s move to the last step
Step 9 Homework
1. Read the passage as frequently as you can
2. Find out some words and sentences you think are beautiful and recite them.
Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.
That’s all of my teaching ideas about this lesson. Thanking you for your listening.
高中英語(yǔ)說(shuō)課稿13
我今天說(shuō)課的內(nèi)容是高二英語(yǔ)必修5第四模塊carnival——狂歡節(jié)首先介紹一下這節(jié)課的地位和作用：本節(jié)課是第四模塊的第二課時(shí)，是一節(jié)閱讀課，在本模塊的教學(xué)過(guò)程中起著重要的作用。本課主要向大家介紹一個(gè)很著名的外國(guó)節(jié)日——狂歡節(jié)，這個(gè)話題與我們的日常生活和學(xué)生們感興趣的外國(guó)文化有著很大的聯(lián)系，對(duì)此話題的學(xué)習(xí)與討論有益于提高學(xué)生學(xué)習(xí)英語(yǔ)的興趣，通過(guò)日常教學(xué)使學(xué)生們掌握有關(guān)節(jié)日的新詞匯并使他們了解其它國(guó)家的文化背景和社會(huì)風(fēng)貌，為學(xué)生以后的閱讀和學(xué)習(xí)做好知識(shí)儲(chǔ)備。其次要對(duì)學(xué)生現(xiàn)有情況進(jìn)行分析：課前已經(jīng)讓學(xué)生們通過(guò)各種渠道搜集有關(guān)狂歡節(jié)的信息，所以他們對(duì)本節(jié)課要討論的話題已有一定的了解；但他們?nèi)狈τ嘘P(guān)這一話題的英語(yǔ)詞匯量，也不太善于用英語(yǔ)進(jìn)行交流。
所以根據(jù)以上分析我確定了本節(jié)課的教學(xué)目標(biāo)，教學(xué)重點(diǎn)和難點(diǎn)
教學(xué)目標(biāo)：
1.知識(shí)目標(biāo)：準(zhǔn)確理解文章內(nèi)容，并掌握文章中出現(xiàn)的新詞匯
New words: memory hide pretend revive book
Phrases: dress up, come to an end, date back to , think of, last for
2.能力目標(biāo)：能夠回答與課文有關(guān)的問(wèn)題，通過(guò)閱讀練習(xí)提高學(xué)生們的閱讀能力和提取信息、處理信息的能力，并能夠用自己的語(yǔ)言復(fù)述課文重要內(nèi)容
3.情感目標(biāo)：語(yǔ)言是文化的載體，當(dāng)人們開(kāi)始學(xué)習(xí)另一種語(yǔ)言時(shí)，他們從某種意義上說(shuō)就加入到另一種文化中了，所以要培養(yǎng)學(xué)生的跨文化交際意識(shí)，重視中外文化的差異。
教學(xué)重點(diǎn)：
準(zhǔn)確理解課文內(nèi)容，并掌握其中的重要詞匯
教學(xué)難點(diǎn)：
用學(xué)過(guò)的詞匯和句型復(fù)述課文重要內(nèi)容
在整個(gè)過(guò)程中我將使用多媒體課件來(lái)幫助我完成教學(xué)任務(wù)，它能夠很快地抓住學(xué)生的注意力并導(dǎo)入正課。
我采用任務(wù)教學(xué)法和自由討論教學(xué)法，組織學(xué)生有目的的進(jìn)行閱讀，在自由的氛圍中交流和學(xué)習(xí)。
教學(xué)過(guò)程：
第一個(gè)環(huán)節(jié)：復(fù)習(xí)及導(dǎo)入
1.復(fù)習(xí)：設(shè)置若干個(gè)問(wèn)題，要求學(xué)生用前一節(jié)課的知識(shí)作出回答，以便得以鞏固
2.導(dǎo)入：利用大屏幕給出一些著名節(jié)日的歡樂(lè)景象，讓大家來(lái)猜是什么節(jié)日，由此導(dǎo)出本節(jié)課要學(xué)習(xí)的話題狂歡節(jié)。
在這一環(huán)節(jié)中我利用圖片吸引學(xué)生們的注意力，讓他們?cè)诓碌倪^(guò)程中自動(dòng)地參與到課堂當(dāng)中來(lái)，增強(qiáng)他們的參與意識(shí)，也活躍了課堂氣氛。
第二個(gè)環(huán)節(jié)：閱讀前討論
讓學(xué)生們根據(jù)搜集的信息和實(shí)際情況對(duì)狂歡節(jié)進(jìn)行討論，在這個(gè)過(guò)程中彼此交換信息，并指出對(duì)這個(gè)節(jié)日還不了解的部分，將不了解的部分作為閱讀的目標(biāo)之一。
第三個(gè)環(huán)節(jié)：閱讀教學(xué)
此部分我采用分層次閱讀教學(xué)法，也就是快速閱讀和仔細(xì)閱讀，閱讀是高考中是很重要的一部分，分?jǐn)?shù)比例大，難度也不小，在很大程度上影響著考生的分?jǐn)?shù)，所以我采用這兩種訓(xùn)練方式在日常教學(xué)中幫助學(xué)生進(jìn)行點(diǎn)滴練習(xí)，逐步取得進(jìn)展。
1.快速閱讀（fast reading）：一般來(lái)說(shuō)是限時(shí)閱讀，給學(xué)生3-5分鐘的時(shí)間快速閱讀文章，然后完成課后練習(xí)1.
課后練習(xí)1是一道多項(xiàng)選擇題，讓學(xué)生們選擇出文章中所提到的有關(guān)話題。通過(guò)這個(gè)練習(xí)，可以使學(xué)生們快速、有效地了解文章大致內(nèi)容，這一步驟主要是指導(dǎo)學(xué)生帶著問(wèn)題進(jìn)行搜索式閱讀，以獲取有關(guān)信息，在了解文章大義的同時(shí)也可以幫助學(xué)生們提高閱讀能力和提取信息的能力，為下面的閱讀練習(xí)做出鋪墊。
2.仔細(xì)閱讀(careful reading)：讓學(xué)生們?cè)僮x一遍文章總結(jié)出每段的大意，并在讀之前設(shè)置一些細(xì)節(jié)問(wèn)題，如狂歡節(jié)的起源地、狂歡節(jié)持續(xù)的時(shí)間、狂歡節(jié)的慶祝方式等，并通過(guò)填空題的形式出現(xiàn)。
我將事先把學(xué)生們分成四組，然后以搶答的方式進(jìn)行回答。仔細(xì)閱讀要求學(xué)生們準(zhǔn)確全面地了解課文，并對(duì)課前的自由討論進(jìn)行檢測(cè)。通過(guò)這一部分的練習(xí)，不僅可以提高閱讀能力和概括能力，也增強(qiáng)了學(xué)生之間的合作能力和競(jìng)爭(zhēng)意識(shí)。
3.聽(tīng)與理解：讓學(xué)生們合上書(shū)本聽(tīng)磁帶，對(duì)文章做進(jìn)一步的了解，這是在鞏固閱讀效果中的重要手段之一，在這一環(huán)節(jié)中，我會(huì)適當(dāng)?shù)刂v解重點(diǎn)難點(diǎn)和重點(diǎn)句型，以便更好地理解課文。
第四個(gè)環(huán)節(jié)：鞏固練習(xí)
1.朗讀課文并完成文章摘要：讓學(xué)生大聲朗讀課文，在這個(gè)過(guò)程中對(duì)重要詞匯和文章的重點(diǎn)段落進(jìn)行記憶，然后根據(jù)大屏幕上給出的填空題完成文章摘要。
這個(gè)部分的設(shè)置是為了使學(xué)生對(duì)新知識(shí)進(jìn)行鞏固練習(xí)，對(duì)于摘要中的'空白處我會(huì)選擇剛剛學(xué)過(guò)的詞組或是單詞表中的常用單詞讓學(xué)生來(lái)填，有效地進(jìn)行二次記憶，也在練習(xí)的過(guò)程中體會(huì)用法。
2.復(fù)述課文：在這個(gè)部分中我會(huì)設(shè)置一個(gè)情景，假如你是一位威尼斯的導(dǎo)游，請(qǐng)你向你的游客介紹有關(guān)狂歡節(jié)的信息。這是本節(jié)課的難點(diǎn)部分，但由于前面已經(jīng)進(jìn)行了多項(xiàng)鋪墊練習(xí)，學(xué)生們對(duì)于這一話題已經(jīng)從感性思維上升到了理性認(rèn)識(shí)，他們可以根據(jù)課文以及課前搜集的信息完成這一部分的活動(dòng)，此部分鍛煉了學(xué)生們整合信息的能力和說(shuō)的能力。
第五個(gè)環(huán)節(jié)：課后作業(yè)
1.模仿課文寫(xiě)一篇100字左右的作文，介紹一個(gè)中國(guó)的傳統(tǒng)節(jié)日。這種寫(xiě)作使學(xué)生在借鑒時(shí)避免可能犯的語(yǔ)病。對(duì)學(xué)生將來(lái)完整的、有條理的表達(dá)自己的思想也有好處。這是孤立分散語(yǔ)言操練形式如單句翻譯所比不上的�？傊�，它也符合“讀――聽(tīng)說(shuō)――寫(xiě)”的教學(xué)模式和認(rèn)知規(guī)律
2.記憶單詞及詞組
課后反思：閱讀教學(xué)是英語(yǔ)學(xué)習(xí)中相當(dāng)重要的一個(gè)部分，在這個(gè)過(guò)程中學(xué)生是主體，而老師只是一個(gè)組織者。
板書(shū)設(shè)計(jì)：Module4 Carnival
New words: memory hide pretend revive book
Phrases: dress up, come to an end, date back to, think of, last for
高中英語(yǔ)說(shuō)課稿14
一、設(shè)計(jì)思想
(一)設(shè)計(jì)思想
高中的語(yǔ)法教學(xué)不僅是必要的，而且是打基礎(chǔ)的最重要的階段。但是語(yǔ)法教學(xué)不是目的，而是為了掌握和應(yīng)用語(yǔ)言服務(wù)的，即 “Learning by doing”。這堂語(yǔ)法課遵循二語(yǔ)習(xí)得的理論和中國(guó)學(xué)生的語(yǔ)言認(rèn)知規(guī)律，變傳統(tǒng)的接受式教學(xué)法為“發(fā)現(xiàn)-體驗(yàn)-探究-合作”式教學(xué)法，即以4P語(yǔ)法教學(xué) (preparation, presentation, practice, production)組織課堂，主張課堂教學(xué)應(yīng)該指導(dǎo)學(xué)生在充分體驗(yàn)語(yǔ)言材料的基礎(chǔ)上，即充分的語(yǔ)言信息輸入的基礎(chǔ)上，歸納有關(guān)語(yǔ)言知識(shí)和語(yǔ)言技能。在設(shè)計(jì)思路上充分考慮到學(xué)生的生活經(jīng)驗(yàn)和興趣，為學(xué)生精心設(shè)置各種情景，通過(guò)一系列的任務(wù)活動(dòng)，達(dá)到有效的語(yǔ)言輸出，即語(yǔ)法應(yīng)用能力的培養(yǎng)。
(二)理論依據(jù)：
1.認(rèn)知學(xué)習(xí)理論: 布魯納在認(rèn)知發(fā)現(xiàn)說(shuō)中強(qiáng)調(diào)指出學(xué)習(xí)過(guò)程是一種積極的認(rèn)知過(guò)程。他認(rèn)為學(xué)習(xí)的實(shí)質(zhì)在于主動(dòng)地形成認(rèn)知結(jié)構(gòu)。他非常重視人的主動(dòng)性和己有經(jīng)驗(yàn)的作用，重視學(xué)習(xí)的內(nèi)在動(dòng)機(jī)與發(fā)展學(xué)生的思維，提倡知識(shí)的發(fā)現(xiàn)學(xué)習(xí)。他說(shuō):"發(fā)現(xiàn)不限于那種尋求人類尚未知曉的事物之行為，正確地說(shuō)，發(fā)現(xiàn)包括著用自己的頭腦親自獲得知識(shí)的一切形式或方法。"他認(rèn)為發(fā)現(xiàn)學(xué)習(xí)具有以下一些優(yōu)點(diǎn):(1)有利于激發(fā)學(xué)生的潛力;(2)有利于加強(qiáng)學(xué)生的內(nèi)在學(xué)習(xí)動(dòng)機(jī);(3)有助于學(xué)生學(xué)會(huì)學(xué)習(xí); (4)有利于知識(shí)的保持與提取。
2.語(yǔ)言習(xí)得理論:美國(guó)語(yǔ)言學(xué)家克拉申(S. D. Krashen)在二十世紀(jì)七十年代提出了“語(yǔ)言習(xí)得”理論。該理論認(rèn)為，人們掌握某一種語(yǔ)言所通過(guò)的方式主要有兩種：一種是習(xí)得 (acquisition),另外一種是學(xué)習(xí)(learning)。所謂“習(xí)得”是指學(xué)習(xí)者通過(guò)與外界的交際實(shí)踐，無(wú)意識(shí)地吸收到該種語(yǔ)言,并在無(wú)意識(shí)的情況下，流利、正確地使用該語(yǔ)言。在英語(yǔ)課堂教學(xué)中，筆者認(rèn)為應(yīng)通過(guò)學(xué)生之間和師生之間的交流獲得思維的碰撞，在這種潛移默化的語(yǔ)言習(xí)得中促進(jìn)學(xué)生英語(yǔ)的學(xué)習(xí)。而“學(xué)習(xí)”是指有意識(shí)地研究且以理智的方式來(lái)理解某種語(yǔ)言(一般指母語(yǔ)之外的第二語(yǔ)言)的過(guò)程。學(xué)生只有在大量接觸和使用真實(shí)、自然的語(yǔ)言中，才能養(yǎng)成運(yùn)用英語(yǔ)的能力
(三)設(shè)計(jì)特色：以計(jì)算機(jī)為話題，遵循學(xué)中用，用中學(xué)的原則。創(chuàng)設(shè)情景讓學(xué)生發(fā)現(xiàn)，體驗(yàn)而習(xí)得語(yǔ)言，并在學(xué)生的博客上運(yùn)用語(yǔ)言，學(xué)生學(xué)得快樂(lè)，有效果。
二、教材分析
1.新頒布的《英語(yǔ)課程標(biāo)準(zhǔn)》明確指出此次英語(yǔ)課程改革的重點(diǎn)就是要改變英語(yǔ)教學(xué)過(guò)分重視語(yǔ)法和詞法知識(shí)的講解與傳授，忽視對(duì)學(xué)生實(shí)際語(yǔ)言運(yùn)用能力的傾向。強(qiáng)調(diào)從學(xué)生的學(xué)習(xí)興趣、生活經(jīng)驗(yàn)和認(rèn)知水平出發(fā)，倡導(dǎo)體驗(yàn)、實(shí)踐、參與、合作與交流的學(xué)習(xí)方式，發(fā)展學(xué)生的綜合語(yǔ)言運(yùn)用能力。因此，在教授語(yǔ)法時(shí)，我們教師不應(yīng)采取滿堂灌的教學(xué)模式，而應(yīng)將語(yǔ)言的形式與意義和真實(shí)情景結(jié)合起來(lái)，使學(xué)生在實(shí)際語(yǔ)言運(yùn)用中內(nèi)化語(yǔ)言規(guī)則。本課的設(shè)計(jì)即以此為本，旨在給學(xué)生提供一個(gè)觀察，發(fā)現(xiàn)，體驗(yàn)、實(shí)踐而習(xí)得語(yǔ)言的平臺(tái)。
2.本課學(xué)習(xí)的內(nèi)容是NSEC Module2 Unit3 Computer的Learning about language 中的一個(gè)課時(shí)�？紤]到教學(xué)內(nèi)容較多，既包含新詞匯的學(xué)習(xí)和鞏固，副詞的運(yùn)用，又包含語(yǔ)法的講解，一節(jié)課很難落實(shí)教學(xué)目標(biāo);從學(xué)生的實(shí)際情況看，現(xiàn)在完成時(shí)的被動(dòng)語(yǔ)態(tài)雖然在初中曾經(jīng)出現(xiàn)，但不做要求，所以學(xué)生掌握的情況不好�；谶@兩點(diǎn)考慮，筆者對(duì)教材進(jìn)行重組，把Learning about language中的語(yǔ)法課單獨(dú)作為一個(gè)課時(shí)，以加強(qiáng)學(xué)生的理解和應(yīng)用。
著名語(yǔ)言學(xué)家Littlewood 曾經(jīng)說(shuō)過(guò)：“語(yǔ)言能力是具備交際能力的首要條件。因?yàn)橐贿B串不合語(yǔ)法的句子很難達(dá)到交際的目的。好的交際能力必須要有扎實(shí)的語(yǔ)言知識(shí)作基礎(chǔ)”。因此本課語(yǔ)法教學(xué)將對(duì)掌握好這一模塊語(yǔ)言知識(shí)及交際活動(dòng)的順利進(jìn)行，都起著支持的作用。
3.現(xiàn)在完成時(shí)的被動(dòng)語(yǔ)態(tài)屬初高中知識(shí)的結(jié)合點(diǎn)。學(xué)生在初中學(xué)習(xí)中已經(jīng)初步了解其結(jié)構(gòu)，由于初中時(shí)學(xué)生的認(rèn)知水平有限，并且介紹過(guò)于簡(jiǎn)單，學(xué)生仍是知其然而不知其所以然，更談不上應(yīng)用。但初中這一語(yǔ)法點(diǎn)的介紹，為高中體驗(yàn)和應(yīng)用提供了知識(shí)儲(chǔ)備。所以，如何以初中知識(shí)為生長(zhǎng)點(diǎn)，以教材內(nèi)容為載體，以計(jì)算機(jī)為主線，展開(kāi)語(yǔ)法知識(shí)的教學(xué)，體驗(yàn)和應(yīng)用現(xiàn)在完成時(shí)的被動(dòng)語(yǔ)態(tài)是本課教學(xué)活動(dòng)的主要目標(biāo)。
三、學(xué)情分析
1.教學(xué)的對(duì)象是高一學(xué)生，他們已經(jīng)在初中對(duì)現(xiàn)在完成時(shí)被動(dòng)態(tài)已有所了解，但是在掌握的程度上，有較大的差異，一小部分同學(xué)確實(shí)掌握的不錯(cuò)，從而可能對(duì)這課學(xué)習(xí)沒(méi)有很強(qiáng)的興趣;大部分學(xué)生還不太明確;還有一小部分學(xué)生根本不知道是怎么一回事。這給教學(xué)帶來(lái)較大的挑戰(zhàn)。筆者在教學(xué)中針對(duì)不同學(xué)生的不同需求，不同水平學(xué)生的不同特點(diǎn)，設(shè)置各種活動(dòng)，有個(gè)體活動(dòng)和交互活動(dòng)，有機(jī)械操練和實(shí)踐性及創(chuàng)造性活動(dòng)，循序漸進(jìn)，期望不同層次的學(xué)生都能學(xué)有所得。
2.高一學(xué)生思維活躍，敢于提出不同見(jiàn)解，三年的初中英語(yǔ)學(xué)習(xí)，使學(xué)生儲(chǔ)備了一定的詞匯和英語(yǔ)知識(shí)，能較好地展開(kāi)話題討論，各抒己見(jiàn)。筆者采取多媒體教學(xué)，運(yùn)用多種教學(xué)方法和手段激發(fā)學(xué)生交流和學(xué)習(xí)的興趣，希望學(xué)生始終處于積極、主動(dòng)的思考、探究和創(chuàng)造的狀態(tài)中，創(chuàng)造充滿活力的課堂氣氛。
四、教學(xué)目標(biāo)
1.語(yǔ)言知識(shí)目標(biāo):掌握現(xiàn)在完成時(shí)的被動(dòng)語(yǔ)態(tài)結(jié)構(gòu)和規(guī)則
2.語(yǔ)言技能目標(biāo)：運(yùn)用現(xiàn)在完成時(shí)的被動(dòng)語(yǔ)態(tài)進(jìn)行交流
3.情感態(tài)度：學(xué)生能自如地表達(dá)自己的思想，情感以及與人合作交流的能力。
4.學(xué)習(xí)策略：通過(guò)主動(dòng)語(yǔ)態(tài)和被動(dòng)語(yǔ)態(tài)的'比較，以及現(xiàn)在完成時(shí)的應(yīng)用培養(yǎng)學(xué)生的認(rèn)知策略;引導(dǎo)學(xué)生對(duì)自己學(xué)習(xí)過(guò)程，學(xué)習(xí)困難等進(jìn)行分析，培養(yǎng)學(xué)生的調(diào)控策略;鼓勵(lì)學(xué)生運(yùn)用現(xiàn)在完成時(shí)的被動(dòng)語(yǔ)態(tài)，在情景中進(jìn)行交流，培養(yǎng)學(xué)生的交際策略。
5.文化意識(shí):讓學(xué)生了解計(jì)算機(jī)的優(yōu)缺點(diǎn)，正確使用計(jì)算機(jī)。
五、重點(diǎn)難點(diǎn)
1.教學(xué)重點(diǎn)：現(xiàn)在完成時(shí)的被動(dòng)語(yǔ)態(tài)結(jié)構(gòu)和規(guī)則，主動(dòng)語(yǔ)態(tài)和被動(dòng)語(yǔ)態(tài)的轉(zhuǎn)換，如何正確對(duì)待和使用電腦。
2.教學(xué)難點(diǎn)：現(xiàn)在完成時(shí)的被動(dòng)語(yǔ)態(tài)的應(yīng)用，通過(guò)合作交流表達(dá)思想和情感。
六、教學(xué)策略與手段
本課教學(xué)強(qiáng)調(diào)從學(xué)生實(shí)際情況出發(fā)，從學(xué)生生活經(jīng)驗(yàn)出發(fā)，而不是從“本本”出發(fā)。以學(xué)生為中心，讓學(xué)生成為課堂中的主角，教師成為教學(xué)活動(dòng)的組織者，合作者和參與者。在設(shè)置任務(wù)的過(guò)程中，考慮到了生生互動(dòng)，師生互動(dòng)。學(xué)生在教師特意創(chuàng)設(shè)的教學(xué)情境如直觀情境，合作情境和活動(dòng)情境等中去學(xué)習(xí)語(yǔ)法，體會(huì)英語(yǔ)語(yǔ)言的特點(diǎn)，使語(yǔ)法學(xué)習(xí)能在一種活的環(huán)境中輕松愉快地進(jìn)行。通過(guò)發(fā)現(xiàn)，體驗(yàn)自然習(xí)得語(yǔ)法知識(shí),取得良好的教學(xué)效果。
七、課前準(zhǔn)備
新的課程標(biāo)準(zhǔn)強(qiáng)調(diào)教師，學(xué)生，內(nèi)容，環(huán)境四個(gè)因素的整合，這四個(gè)因素持續(xù)交互，呈動(dòng)態(tài)發(fā)展。因此，筆者在課前充分考慮到這四個(gè)因素，并為之做好準(zhǔn)備。
1.學(xué)生的學(xué)習(xí)準(zhǔn)備：
鼓勵(lì)學(xué)生課前認(rèn)真復(fù)習(xí)閱讀課，掌握計(jì)算機(jī)的發(fā)展，功能以及優(yōu)缺點(diǎn)，回憶現(xiàn)在完成時(shí)被動(dòng)語(yǔ)態(tài)的結(jié)構(gòu)。
2.教師的教學(xué)準(zhǔn)備
新課程標(biāo)準(zhǔn)要求采用互動(dòng)的課堂模式，提倡開(kāi)放的學(xué)習(xí)方式，鼓勵(lì)學(xué)生創(chuàng)造性地運(yùn)用語(yǔ)言。筆者在上課前，注意了解不同層次學(xué)生對(duì)這一語(yǔ)法的了解程度，吃透教材，上網(wǎng)查詢資料，擴(kuò)大自己的知識(shí)面和對(duì)電腦的認(rèn)識(shí)，下載新穎的有關(guān)電腦和新科技的圖片，以激發(fā)學(xué)生學(xué)習(xí)的積極性。除此之外，還在課前估計(jì)課堂內(nèi)可能發(fā)生的情況，準(zhǔn)備好各種預(yù)案，以便順利完成教學(xué)任務(wù)。
3.教學(xué)用具的設(shè)計(jì)和準(zhǔn)備
多媒體電腦，實(shí)物投
影儀，下載圖片4張：各種形狀的鼠標(biāo)，各種形狀的鍵盤(pán)，各種新型電腦，造型各異的機(jī)器人。
4.教學(xué)環(huán)境的設(shè)計(jì)與布置：
筆者注意營(yíng)造溫馨，和諧，民主的氣氛，鼓勵(lì)學(xué)生積極參與，在設(shè)置任務(wù)時(shí)，注重不同層次學(xué)生的需求，鼓勵(lì)學(xué)生合作，交流，使用學(xué)生勇于思考，善于思考。
八、課堂教學(xué)過(guò)程設(shè)計(jì)：
Step 1 Preparation(發(fā)現(xiàn)準(zhǔn)備階段)
Review the text and discover the structure
(Before class, let Ss enjoy some pictures about specially-designed computer)
T: we learned “Who am I” yesterday. Now, I’d like you to make an interview with your partner. One is the reporter, and the other is Mr. / Miss Computer.
These words may help you.
1. make, size 2. since then, communicate with 3. since my birth
Write some key sentences on the blackboard:
(1) As the years have gone by, the computer has been made smaller and smaller.
(2) Since then, my family and I have been used by millions of people to deal with information and communicate with each other around the world by the Internet.
(3) I have truly been built to serve the human race since my birth.
設(shè)計(jì)說(shuō)明:由記者采訪導(dǎo)入新課，復(fù)習(xí)課文，激發(fā)學(xué)習(xí)興趣，呈現(xiàn)現(xiàn)在完成時(shí)的被動(dòng)語(yǔ)態(tài)。學(xué)生在初中已經(jīng)接觸到這個(gè)語(yǔ)法，因此很快能回憶并發(fā)現(xiàn)這個(gè)語(yǔ)法現(xiàn)象,為感知體驗(yàn)做好鋪墊。這個(gè)環(huán)節(jié)的設(shè)計(jì)，是尊重學(xué)生已有經(jīng)驗(yàn)的體現(xiàn)，也是對(duì)英語(yǔ)學(xué)習(xí)有困難的學(xué)生的關(guān)心。
Step 2 Presentation(呈現(xiàn)體驗(yàn)階段)
I. 初步體驗(yàn)
T: Nowadays, computer has been used more often than ever before by the students. Then, what has it been used in our life?
Make the students try to express themselves freely. Help the students to describe the pictures, using the present perfect passive voice.
S1: Computer has been used to chat with my friends.
S2: Computer has been used to send E-mails to my friends.
S3: Computer has been used to gather information.
…….
T: I am glad to hear that computer has really been used by us.
Students in class13 (14) have bought a new personal computer. We can also express our meaning:
Ss: A new personal computer has been bought by them.
T: Now, look, what about the computer used by the students in class13 (class14)?
1.They have found many problems with our computer.
2.They have just joined their computer to the Internet.
3.They have built a PC the way they want.
4.They have used the computer every day sine they bought it.
5.They have written a lot of e-mails on the computer in the past year.
T: ask students change these sentences into the present perfect passive voice.
S1. Many problems with their computer have been found by them.
S2. Their computer has just been joined to the Internet.
……
設(shè)計(jì)說(shuō)明：計(jì)算機(jī)，高中生最感興趣的話題之一。興趣使學(xué)生積極大膽參與和教師地交流，在談?wù)撚?jì)算機(jī)的用處時(shí)，學(xué)生通過(guò)has been used這一短語(yǔ)體驗(yàn)現(xiàn)在完成時(shí)的被動(dòng)語(yǔ)態(tài)，在此基礎(chǔ)上，就有關(guān)兄弟班同學(xué)使用電腦這個(gè)話題，進(jìn)行主動(dòng)語(yǔ)態(tài)和被動(dòng)語(yǔ)態(tài)的轉(zhuǎn)換。這一環(huán)節(jié)的設(shè)計(jì)，使學(xué)生在發(fā)現(xiàn)語(yǔ)法現(xiàn)象的基礎(chǔ)上，感知和體驗(yàn)語(yǔ)法在實(shí)踐中的運(yùn)用。
II. 呈現(xiàn)階段
Together with the students，the teacher summarizes the use of the structure.
教師點(diǎn)撥語(yǔ)法特點(diǎn)并提醒重難點(diǎn)：一. 被動(dòng)語(yǔ)態(tài)的形式是be done, 二. 現(xiàn)在完成時(shí)經(jīng)常與Since, for, yet, already, so far, by now, in the past few years, how long等詞連用，三. 助動(dòng)詞的選擇have/has 要與主語(yǔ)一致。
設(shè)計(jì)說(shuō)明：學(xué)生通過(guò)主動(dòng)觀察，發(fā)現(xiàn)，在教師的點(diǎn)撥下，較好地歸納出現(xiàn)在完成時(shí)被動(dòng)態(tài)的結(jié)構(gòu)，避免了以往教師上語(yǔ)法課喋喋不休的講解，學(xué)生聽(tīng)得昏昏欲睡的被動(dòng)局面。
III. 再次體驗(yàn)
Fill in the blanks, using correct tense and voice:
1.I don’t know how many days I have been given (give) to spend, but I do feel my hands are empty. 我不知道他們給了我多少日子，但我的手確乎是漸漸空虛了。-《匆匆》
2. Never mention rope in the house of a man who has been hanged. (hang)不揭別人的短處。
3. The year that is drawing towards
its close, has been filled (fill) with the blessings of fruitful fields and healthful skies. 林肯總統(tǒng)1863年感恩節(jié)賀辭
4. Peace has been preserved (preserve:維護(hù))with all nations, order has been maintained, (maintain:維持)the laws have been respected (respect) and obeyed, and harmony has prevailed (流行，盛行 )everywhere. 林肯總統(tǒng)1863年感恩節(jié)賀辭
設(shè)計(jì)說(shuō)明: 在發(fā)現(xiàn)和歸納的基礎(chǔ)上，利用學(xué)生喜歡的經(jīng)典句體驗(yàn)語(yǔ)法結(jié)構(gòu)和功能，讓學(xué)生發(fā)現(xiàn)語(yǔ)法術(shù)語(yǔ)不能單獨(dú)表意，只有在具體的情境中，才能表情達(dá)意。
Step 3 Practice(實(shí)踐階段)
I. Game:
Task: Describe what has happened in the pictures
Requirements: 1. Use “ have / has been done”;
2. Four groups are divided, and every group chooses one picture. The group which gives the most sentences will win. Because time is limited, the most sentences are six.
3. “One person, one chance”---Everyone has just one chance.
設(shè)計(jì)說(shuō)明: 語(yǔ)言學(xué)習(xí)是枯燥的，學(xué)生在長(zhǎng)時(shí)間的語(yǔ)言學(xué)習(xí)中，往往感到厭倦，根據(jù)學(xué)生的認(rèn)知規(guī)律和表現(xiàn)欲強(qiáng)的特點(diǎn)，也為了給部分不愿參與語(yǔ)言學(xué)習(xí)的學(xué)生以足夠的動(dòng)力，在課堂中適時(shí)的運(yùn)用游戲能刺激學(xué)生思維。游戲規(guī)則”O(jiān)ne person, one chance”的設(shè)立，有效遏制了個(gè)別學(xué)生獨(dú)霸課堂的現(xiàn)狀。在游戲中體驗(yàn)語(yǔ)言，在游戲中運(yùn)用語(yǔ)法，不僅加深了對(duì)所發(fā)現(xiàn)的語(yǔ)法知識(shí)的理解和掌握，而且體驗(yàn)到語(yǔ)言學(xué)習(xí)實(shí)際上是快樂(lè)的。
II. Choose the best answer:
1. Both my brother work at the power station that ___ in my hometown.
A. has set up B. has been set up C. was set up D. is set up
2. ---_____ the sports meet will be put off.
A. I’ve been told B. I’ve told C. I’m told D. I told
3. All the preparation for the task ____, and we’re ready to start.
A. completed B. complete C. had been completed D. have been done
4. ---- How long ____ at this job? ---- Since 1990.
A. were you employed B. have you been employed
C. had you been employed D. will you be employed
5. When and where to go for the on-salary holiday ____ yet.
A. are not decided B. have not been decided
C. is not being decided D. has not been decided
III. Correct mistakes in the blog:
T: We have learned “wildlife protection” in Unit2. An article is posted in our blog, but there are some mistakes. Please correct them.
設(shè)計(jì)說(shuō)明: “外語(yǔ)是學(xué)會(huì)的，不是教會(huì)的”。A foreign language is learned, not taught. 體驗(yàn)語(yǔ)法使學(xué)生有了大量接觸語(yǔ)法知識(shí)的機(jī)會(huì)。在此基礎(chǔ)上，開(kāi)展以上多種形式的語(yǔ)法操練，特別是讓學(xué)生在熟悉的博客上發(fā)現(xiàn)語(yǔ)法錯(cuò)誤，能更好地檢測(cè)學(xué)生知識(shí)掌握的程度，體現(xiàn)了學(xué)中用，用中學(xué)的原則，符合學(xué)生的認(rèn)知規(guī)律。
Step4 Production (應(yīng)用階段)
T: I think something must be done to save dolphins. Besides, some problems about computer have arisen. Do you know any problems?
S1. Many of the students have been attracted computer games, which have a great effect on their studies.
S2: A lot of diseases have been caused because of the computer. We spend too much time on computer.
S3: Some deadly computer programmers, like “worm” have been invented to make the computers turn off, which has caused great headaches for the computer users.
…….
T: Great! Now, I’d like to give you a task.
Task: choose one topic above to write an article on the problems caused by the computer in our blog. If you’d like, leave some messages..
Requirements:
1.Use at least four sentences with “the present perfect passive voice”.
2.Apply at least four new words and expressions we have learnt in this unit.
Group work:
Each group has around four members. The group leader is supposed to collect each member’s ideas and prepare it well. Each member should have his own idea and is always ready to improve the passage.
Evaluation:
1. The group that organizes the article well and gives some information (what happened, reasons, etc) wins.
2. The group that uses the learned words or phrases and the present perfect passive voice will get a high score.
設(shè)計(jì)說(shuō)明：學(xué)生能否在發(fā)現(xiàn)，體驗(yàn)中真正掌握語(yǔ)法知識(shí)，筆者讓學(xué)生在博客上發(fā)表文章，切合學(xué)生的生活經(jīng)驗(yàn)和興趣，使學(xué)生有話可談;設(shè)立評(píng)價(jià)又可以使學(xué)生明確目標(biāo)，有效地幫助學(xué)生掌握語(yǔ)法規(guī)則，引導(dǎo)學(xué)生正確運(yùn)用語(yǔ)法結(jié)構(gòu)。小組活動(dòng)提供學(xué)生實(shí)踐的機(jī)會(huì)，給學(xué)生留出空間思考和幫助，激勵(lì)每個(gè)學(xué)生的積極性，使學(xué)習(xí)有困難的學(xué)生有機(jī)會(huì)彌補(bǔ)自己語(yǔ)言掌握的不足，使學(xué)有余力的學(xué)生有機(jī)會(huì)發(fā)展自己的特長(zhǎng)，培養(yǎng)學(xué)生在習(xí)得語(yǔ)言的基礎(chǔ)上真正使用語(yǔ)法的能力。古希臘的普羅塔戈說(shuō)的好：“頭腦不是要被填滿的容器，而是一個(gè)需要點(diǎn)燃的火把。”
高中英語(yǔ)說(shuō)課稿15
一、說(shuō)教材
�。ㄒ唬┙滩膬�(nèi)容及分析
我說(shuō)課的內(nèi)容是外研版《英語(yǔ)》（新標(biāo)準(zhǔn)）高中第三冊(cè)（必修3）Module 4 Sandstorms in Asia本模塊介紹了亞洲（主要是中國(guó)）沙塵暴的情況，并引入了與沙塵暴和環(huán)保有關(guān)的詞匯。要求學(xué)生了解沙塵暴方面的知識(shí)并掌握相關(guān)詞匯，培養(yǎng)學(xué)生用英語(yǔ)談?wù)撋硥m暴及環(huán)保的語(yǔ)言技能。
Introduction 部分為此模塊的warming up,介紹與“沙塵暴”有關(guān)的詞匯，并設(shè)計(jì)了三個(gè)練習(xí)活動(dòng)。通過(guò)教材設(shè)計(jì)的這三個(gè)活動(dòng)，可以讓學(xué)生初步熟悉這些詞的意義，為以后的各項(xiàng)學(xué)習(xí)活動(dòng)做好準(zhǔn)備。Reading and Vocabulary 該部分介紹了“亞洲的沙塵暴”。圍繞著課文，編者設(shè)計(jì)了五個(gè)與課文內(nèi)容和詞匯有關(guān)的練習(xí)。通過(guò)這些練習(xí)，學(xué)生可以增進(jìn)對(duì)沙塵暴危害性的了解，熟悉有關(guān)沙塵暴的詞匯。
�。ǘ┙虒W(xué)目標(biāo)
根據(jù)《新課標(biāo)》總目標(biāo)的描述，結(jié)合本課的內(nèi)容，我把本節(jié)課的教學(xué)目標(biāo)系統(tǒng)化，分別是：語(yǔ)言知識(shí)，能力目標(biāo)，情感目標(biāo)，文化意識(shí)，和學(xué)習(xí)策略。
1．語(yǔ)言知識(shí)目標(biāo)
掌握并能運(yùn)用下列詞匯：
與沙塵暴有關(guān)：disaster, dune, citizen, dust, desertification, forecast, strength, cycle, mask
與環(huán)保有關(guān)：process, mass, campaign
句子:
To have been caught in a sandstorm was a terrible experience.
There was nothing to be done.
To be cycling in a sandstorm is frightening.
2． 語(yǔ)言技能目標(biāo)：
理論依據(jù): 高中英語(yǔ)課程標(biāo)準(zhǔn) 強(qiáng)調(diào)用英語(yǔ)獲取和處理信息的`能力
1).能從文章中獲取主要信息并摘錄要點(diǎn)
2).能理解文章主旨、作者意圖
3).能提取、篩選和重組文章中的信息
4).能利用上下文猜測(cè)新詞匯
3．學(xué)習(xí)策略目標(biāo)
詞匯歸類
在閱讀、英語(yǔ)互動(dòng)、完成任務(wù)過(guò)程中進(jìn)行有效自我調(diào)控
通過(guò)各種途徑獲取相關(guān)信息，辨別并運(yùn)用有效資源
3． 文化意識(shí)和情感態(tài)度目標(biāo)
了解亞洲沙塵暴的狀況
增強(qiáng)環(huán)保意識(shí)
4．重點(diǎn)與難點(diǎn)
重點(diǎn)：
了解沙塵暴；閱讀微技能訓(xùn)練
難點(diǎn)：
運(yùn)用所學(xué)詞匯和短評(píng)，圍繞主題進(jìn)行討論及寫(xiě)作
二、說(shuō)學(xué)情
在教學(xué)過(guò)程中，對(duì)學(xué)情的了解是教師因材施教的關(guān)鍵。高中的學(xué)生注意力有一定的穩(wěn)定性，觀察能力很強(qiáng)，具有一定的目的性，系統(tǒng)性和全面性，已經(jīng)初步實(shí)現(xiàn)從具體思維向抽象思維的過(guò)渡。他們喜歡富有個(gè)性化的教學(xué)設(shè)計(jì)，喜歡接受新鮮事物。同時(shí)，自我意識(shí)增強(qiáng)，擁有強(qiáng)烈的主觀能動(dòng)性。他們更是擁有很強(qiáng)烈的自我展現(xiàn)意識(shí)與欲望，不但在乎別人對(duì)自己的評(píng)價(jià)，更渴望得到別人的關(guān)注和贊賞。他們已具有了一定的自主合作和探究的能力，具有了一定的英語(yǔ)語(yǔ)言知識(shí)和英語(yǔ)應(yīng)用的能力，具備了基本的英語(yǔ)思考和英語(yǔ)表達(dá)的基本技能。
因此，設(shè)計(jì)這節(jié)課時(shí)，我充分考慮到學(xué)生的主體性，把自己作為與學(xué)生一起探討的一員，以亦師亦友的身份走進(jìn)他們，以基礎(chǔ)的語(yǔ)言啟發(fā)他們，以輕松的話題開(kāi)始，以愉快的交流展開(kāi)合作，充分創(chuàng)造機(jī)會(huì)讓同學(xué)們都擁有成功的喜悅，在和諧的氛圍中探究并完成教學(xué)任務(wù)。
三、 說(shuō)教學(xué)方法
(新課程提倡運(yùn)用任務(wù)型教學(xué)途徑，圍繞核心問(wèn)題，設(shè)定小任務(wù)；圍繞文章內(nèi)容，盡可能提供訓(xùn)練學(xué)生技能的機(jī)會(huì)；開(kāi)展自主性學(xué)習(xí)的課堂活動(dòng)，強(qiáng)調(diào)合作探究與獨(dú)立思考相結(jié)合。任務(wù)型教學(xué)：任務(wù)型教學(xué)強(qiáng)調(diào)語(yǔ)言學(xué)習(xí)應(yīng)該是在“做中學(xué)”“用中學(xué)”。任務(wù)設(shè)計(jì)應(yīng)該貼近學(xué)習(xí)者的生活，才能激發(fā)學(xué)習(xí)者的背景知識(shí)，激發(fā)他們的學(xué)習(xí)的興趣，語(yǔ)言才能在經(jīng)意中習(xí)得(incidental acquisition).
這節(jié)課本人主要采用任務(wù)型教學(xué)法和活動(dòng)教學(xué)法，借助多媒體展開(kāi)教學(xué)活動(dòng)。通過(guò)運(yùn)用閱讀技巧，如查讀等方式提高閱讀能力，從而使學(xué)生掌握閱讀策略，同時(shí)圍繞文章設(shè)計(jì)多種語(yǔ)言活動(dòng)，以自主合作等多種形式，引導(dǎo)學(xué)生根據(jù)不同的學(xué)習(xí)任務(wù)嘗試使用不同的學(xué)習(xí)策略，使良好的學(xué)習(xí)習(xí)慣得以培養(yǎng)，自主學(xué)習(xí)和合作得以發(fā)展，交際能力和綜合運(yùn)用能力得以提高。)
四、說(shuō)學(xué)法
通過(guò)本課教學(xué)，我將主要培養(yǎng)學(xué)生掌握以下學(xué)習(xí)方法：
1．參與式學(xué)習(xí)法：培養(yǎng)他們從練中學(xué)，在學(xué)中用，通過(guò)設(shè)置符合學(xué)生知識(shí)水平的活動(dòng)讓學(xué)生參與、體驗(yàn)、實(shí)踐，并從中品味在活動(dòng)中的樂(lè)趣。
2．知識(shí)遷移法：培養(yǎng)學(xué)生善于運(yùn)用所學(xué)知識(shí)來(lái)分析和解決問(wèn)題的能力。
3．合作學(xué)習(xí)法：通過(guò)小組形式完成多種活動(dòng)，培養(yǎng)探究和合作意識(shí)與能力。
五、教學(xué)反思
本課在閱讀訓(xùn)練方面旨在：1）培養(yǎng)學(xué)生在閱讀中的推測(cè)詞義的能力。2）指導(dǎo)學(xué)生運(yùn)用閱讀技巧，諸如Skimming（掃讀）、Scanning（細(xì)讀）等培養(yǎng)其快速閱讀的能力。在課程導(dǎo)入時(shí)，我選用部分圖片展示，引發(fā)了學(xué)生濃厚的學(xué)習(xí)興趣，為下一步的閱讀做好了鋪墊。在介紹亞洲沙塵暴文章的同時(shí)，我設(shè)置了不同水平的練習(xí)題以彌補(bǔ)教材中練習(xí)單一的不足，調(diào)動(dòng)了不同程度學(xué)生的學(xué)習(xí)積極性。在循序漸進(jìn)的討論活動(dòng)中，學(xué)生們既對(duì)沙塵暴的認(rèn)識(shí)有所提高，又獲得了聽(tīng)、說(shuō)、讀、寫(xiě)幾方面知識(shí)能力的提高。倘若時(shí)間充裕，我會(huì)進(jìn)一步加強(qiáng)推測(cè)詞義的訓(xùn)練。
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