暑假樂(lè )事高中一年級作文
作為一名教師，時(shí)常要開(kāi)展說(shuō)課稿準備工作，說(shuō)課稿有助于提高教師理論素養和駕馭教材的能力。那么什么樣的說(shuō)課稿才是好的呢？以下是小編為大家收集的高中英語(yǔ)說(shuō)課稿，僅供參考，希望能夠幫助到大家。
高中英語(yǔ)說(shuō)課稿1
我將從教材分析、教法學(xué)法分析、教學(xué)過(guò)程分析和教學(xué)設計說(shuō)明這四個(gè)方面來(lái)談?wù)勎覍滩牡睦斫夂徒虒W(xué)的設計，敬請各位專(zhuān)家、評委批評指正。
一、教學(xué)分析：
教材的地位與作用
本模塊內容為英國古典文學(xué)中的狄更斯作品及其生平。本節課是一節文學(xué)閱讀欣賞課,課文節選自《霧都孤兒》的片斷“Oliver asks for more”，反映了主人公Oliver生活的是一個(gè)貧富懸殊，充滿(mǎn)壓迫的不公平的社會(huì )。通過(guò)學(xué)習本課，學(xué)生能夠了解文學(xué)常識，掌握語(yǔ)言技能，對狄更斯的文學(xué)作品有了初步的認識，為本單元后面的學(xué)習也做了鋪墊。
教學(xué)目標：
知識與技能：理解文章內容，并使用所學(xué)的詞匯描述有關(guān)的故事情節，表達自己的情感。能分析課文中的長(cháng)難句、理解句子結構，并能運用所學(xué)詞匯和句型概括課文內容。
過(guò)程與方法：
1.利用多媒體手段營(yíng)造積極和諧教學(xué)氛圍，使學(xué)生進(jìn)入情景之中。
2.運用各個(gè)層次問(wèn)題的設置，促進(jìn)各層次學(xué)生參與學(xué)習活動(dòng)。
3.學(xué)案導學(xué)，發(fā)展學(xué)生自主學(xué)習能力。
情感態(tài)度、價(jià)值觀(guān)：了解英國古典文學(xué)及對世界文化的貢獻。
教育學(xué)生應珍惜現在的生活，努力學(xué)習，奮發(fā)上進(jìn)。
學(xué)情分析：
處于高二下半學(xué)期期末學(xué)習的學(xué)生掌握了一定量的詞匯，并有一定的長(cháng)難句子分析理解能力，這樣幫助他們掃清了閱讀時(shí)的部分障礙。但他們對課文閱讀只限于表層含義，難于運用語(yǔ)言分析問(wèn)題表達觀(guān)點(diǎn)。因此我將教學(xué)重難點(diǎn)設計為：
教學(xué)重點(diǎn)、難點(diǎn)：
重點(diǎn)：
1.識記掌握本課詞匯，理解文章大意。
2.學(xué)會(huì )理清文章結構，找尋信息點(diǎn)，提高運用英語(yǔ)的綜合能力。
難點(diǎn)：
1.培養略讀、查讀和識別關(guān)鍵詞等閱讀技能和形成閱讀策略。
2.學(xué)生把所學(xué)的詞匯，句型運用于實(shí)踐中。
二、教法與學(xué)法
1.針對學(xué)生的年齡特點(diǎn)以及認知水平，采用問(wèn)題意識引領(lǐng)教學(xué)法，設置不同層次問(wèn)題，由淺入深。充分發(fā)揮學(xué)生的主體地位，為學(xué)生的主動(dòng)建構提供各方面的保障。
2. 以學(xué)生為主體，利用學(xué)案導學(xué)，借助任務(wù)型教學(xué)法、情景教學(xué)法、問(wèn)答法、小組合作法、自主探究法開(kāi)展教學(xué)活動(dòng)，完成教學(xué)任務(wù)。
三、教學(xué)過(guò)程分析
�。ㄒ唬┒唐瑢�，直觀(guān)認知
課前布置預習作業(yè)，讓學(xué)生上網(wǎng)或通過(guò)其它渠道搜索有關(guān)狄更斯及其作品的相關(guān)信息。上課時(shí)首先觀(guān)看一組視頻，在視頻中我選擇了包括課文中提到的狄更斯一些著(zhù)名文學(xué)作品以及改編為電影的一些圖片，觀(guān)看短片后回答問(wèn)題：
1. Q: Which novel did you catch when you watch the video? And do you know other works written by Charles Dickens?
A: David Copperfield, A tale of two cities, Great expectations, Oliver Twist…
2. Q: What kind of the novel did Dickens usually write?
【設計意圖】觀(guān)看多媒體短片，激發(fā)學(xué)生的興趣。通過(guò)師生互動(dòng)，同學(xué)們課下所搜索的信息得以展現，充分調動(dòng)了其積極性，在鍛煉學(xué)生搜集信息和歸納總結的能力的同時(shí)，也極大地增強了同學(xué)們學(xué)英語(yǔ)的信心。
最后圖像停頓在截取的.電影片段也就是課文中 “Oliver ask for more” 的幾幅圖片上，每張圖片配合描述性的句子，設置教學(xué)任務(wù)：對劃線(xiàn)詞語(yǔ)進(jìn)行快速猜測詞義練習。
1. Charles Dickens is one of England’s most famous novelists.
2. He wrote about the life of poor Oliver Twist, who is an orphan without parents.
3. He lived in the workhouse, and the boys had excellent appetite, hungry and misery.
4. Oliver was chosen to ask the warden for more to eat.
【設計意圖】通過(guò)觀(guān)看圖片和根據句意猜詞詞義練習，既為學(xué)生后面的閱讀掃清了障礙，讓學(xué)生們快速進(jìn)入課文情境當中，又培養了學(xué)生聯(lián)系上下文理解單詞含義的閱讀技能。
最后根據圖片提出問(wèn)題：
What do you think he is saying to the man and what will happen next?
在學(xué)生對課文內容有了直觀(guān)的認識后，勾起了學(xué)生對故事發(fā)展的好奇心，自然的過(guò)度到閱讀中來(lái)。
�。ǘ┛焖匍喿x，探索新知
Ask students to skim the whole text and choose the best summary of the passage on P30Activity1 and divide the passage into three parts.
P1 ←— Being hungry
P2-P3←—Being chosen
P4-P13←—Being locked
【設計意圖】這一環(huán)節采取小組活動(dòng)的方式快速限時(shí)閱讀, 設置的幾個(gè)概括文章大意類(lèi)問(wèn)題，概括文章大意和各段落大意。把閱讀課文作為整體來(lái)處理，搜集高頻詞匯和關(guān)鍵詞。檢查學(xué)生對課文中的事實(shí)的表層理解，養成良好的閱讀習慣，提高閱讀技能。
�。ㄈw納方法，自主生成
收集學(xué)生不同的分段方式后，通過(guò)探究式提問(wèn)，
1. What are the two main elements of a novel? A: Character, plot
2. What should be based on when we divide the passage into parts?
A: The change of the plot; The change of time; the change of the scene….
【設計意圖】通過(guò)幾個(gè)簡(jiǎn)單的探究式問(wèn)題，使學(xué)生用很短的時(shí)間就抓住了本篇文章的核心和結構，明確了這篇小說(shuō)類(lèi)文章的段落劃分是依據情節的發(fā)展和變化。目的是培養學(xué)生的歸納總結能力，鍛煉他們的表達能力，最后由教師修正、補充、說(shuō)明。激勵學(xué)生探究性學(xué)習的熱情，提高閱讀能力，以此突破教學(xué)重點(diǎn)。
�。ㄋ模� 精讀課文，鞏固升華
Read the passage again and answer the questions:
1) Why did the bowls never need washing?
2) What would the tall boy do if he still didn’t have another bowl of soup?
3) Why did the boys choose one boy to ask for more food?
4) How did they choose the representative to ask for more food?
5) When Oliver went to ask for more food, what did the warden do?
6) What was Oliver’s final result for asking for more food?
【設計意圖】對于這個(gè)練習，我設置的幾個(gè)問(wèn)題都是細節理解類(lèi)問(wèn)題。集中培養學(xué)生從文章中迅速獲取細節信息的能力,培養略讀、查讀識別關(guān)鍵詞等閱讀技能形成閱讀策略,解決教學(xué)重點(diǎn)�？刹扇∽寣W(xué)生小組討論的方式解決問(wèn)題，教師只需要點(diǎn)撥即可。這個(gè)活動(dòng)既培養了學(xué)生的合作精神，又體現了“先學(xué)后教”的教學(xué)理念，提高了課堂效率。
�。ㄎ澹┯柧毥�，達標拓展
Task : Make a dialogue with your partner, the scene from para.3 to para.6.小組成員中可以選用表演能力較好的同學(xué)演"warden"和"Oliver",選用一個(gè)口語(yǔ)較好的同學(xué)做解說(shuō)員，另外可以根據同學(xué)們的個(gè)人特點(diǎn)充當兩個(gè)“helpers”和幾個(gè)Oliver的"companions".
【設計意圖】這個(gè)環(huán)節的設置既體現了小組合作的精神，又充分尊重了學(xué)生間的個(gè)體差異，使小組中的每一個(gè)成員都能積極參與，充分調動(dòng)了全班學(xué)生的積極性。與此同時(shí)也培養了學(xué)生的表演能力和表達能力,以此突破教學(xué)難點(diǎn)。
�。┞�(lián)系現實(shí)拓展遷移
Discussion：
1. What’s the writing purpose of the story?
Key words: reveal…; show great sympathy to…
2.Compared with Oliver’s life, what do you think of yours? What should you do?
【設計意圖】通過(guò)主觀(guān)類(lèi)題型的設置，給予學(xué)生正確的思維導向：探索作者寫(xiě)作意圖，暢談本節課的體會(huì )，對比我們的生活實(shí)際，激勵學(xué)生努力學(xué)習奮發(fā)圖強珍惜現在的幸福生活。
�。ㄆ撸┛鞓�(lè )收獲，布置作業(yè)
Homework:
If you were Dickens, what would be the ending of this novel?
【設計意圖】學(xué)生可以展開(kāi)想象的翅膀，并將本節課所學(xué)習的小說(shuō)類(lèi)文章的發(fā)展變化和本課所涉及的詞匯短語(yǔ)運用于實(shí)踐。彌補了課堂中寫(xiě)作練習的不足，也復習了所學(xué)內容。
四、教學(xué)反思
根據本節課的教學(xué)內容和學(xué)生的實(shí)際特點(diǎn)，本節課利用問(wèn)題引領(lǐng)導學(xué)+情景相結合的教學(xué)方式，將任務(wù)型閱讀融入整堂課中，通過(guò)猜測詞義題，主旨大意題，細節理解題，探究歸納題以及主觀(guān)觀(guān)點(diǎn)類(lèi)問(wèn)題的設置，讓學(xué)生在小組活動(dòng)中通過(guò)合作和探究來(lái)完成各個(gè)任務(wù)，實(shí)現了對小說(shuō)類(lèi)文章的理解和掌握。整節課活動(dòng)既有輕松有趣的小組競賽、多媒體短片、同學(xué)表演和頭腦風(fēng)暴，又有需要深層思考的閱讀理解活動(dòng)和討論活動(dòng)，從語(yǔ)言的輸入到最后的輸出。通過(guò)閱讀掌握技巧，再把閱讀技巧用于寫(xiě)作輸出，真正達到語(yǔ)言的靈活掌握和運用。
高中英語(yǔ)說(shuō)課稿2
Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English Book unit 1（A student of African wildlife/Why not carry on the good work）I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and Blackboard design.
First, let me talk the teaching material. Part 1 Teaching Material:
This unit is about（Great women and their achievements , Important people, history and methods of agriculture, Different types of English humor ,Culture differences and communication Different types of theme park）
By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and Dr Yuan Longping’ achievement And chemical farming and organic farming. Charlie Chaplin and his funny and encouraging humor People from different area have different body language and use the right body language to showing our feelings. Theme park not only provide fun but also provide various knowledge and exciting experience. this lesson not only teach the students to learn the related material about
(1) the good character to be a successful person
(2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical fertilizers and how to increase production in organic farming.
(3)Charlie Chaplin and his humor English jokes
(4)Different body language and the similarities in body language which make the others understand our feelings.
(5)Theme park but also learning ability in English .
A： If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well. B： It provides all-around practice about listening, speaking, reading and writing revolve around the topic, it is the expansion of this unit and give Ss a space to use the language So it plays an important part in the English teaching in this unit.
�。ˋs we know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . ）According to the new standard curriculum and the syllabus (新課程標準和教學(xué)大綱), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings:
1.Knowledge objects:
(1)the students can hear, read, and use the main sentence patterns.
(2) the students can understand the content of the lesson:
(3) the students can use the patterns to express their thoughts in proper situation and learn how to describe people with adjective. Ability objects:
Ability objects of this section are
(1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.
(2) To train the Ss’ ability of working in pairs.
(4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability.
3.Emotion objects:
By reading A Student of African wildlife /why not carry on the good work, students can learn from
(1)Jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiao zhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful.
(2)Dr Yuan Long ping his scientific research spirit and attitudes toward life This passage what is chemical and organic farming and their advantage and disadvantage.
高中英語(yǔ)說(shuō)課稿3
Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.
In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently.
My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.
This period is from unit 6 of book 5 PEP senior high school .this unit is around the space exploration to improve ss' listening speaking reading writing ability ,this period is a listening and speaking ,the topic is hot ,but it is far away from actual life. So the teacher should enlighten the students to think deeply the advantage and disadvantage of space exploration . .
According to the new curriculum standard and the characteristic of listening and speaking lesson ,combining the content ,I set up the teaching aims
Through the listening practice and speaking practice ,improve the ability of using language, know much about the space exploration ,and cultivate the students exploration spirit .
So the key point and difficult points is understanding the main idea of the passage .
Analysis of the students
Students have certain ability and skill in listening comprehension ,they have the ability of gaining the information. Have grasped many vocabulary.most of the students can express themselves correctly .
It is the listening and speaking lesson ,so I will take lingual method and task-based language method ,the students will finish the task in groups and improve the ability of using the language .
My teaching procedures if following:
Step 1 lead in
To arouse students' interest in space exploration ,I show them some pictures about space exploration,the picture of the three famous astronauts in china ,some pictures of spaceships.Students look at and try to recognize the people
Step 2 listening practice
To draw students' attention to the topic, ask students a question and comment on their answer "can you guess what are going to listen to today ?
Then to cultivate their ability to grasp the main idea ,let the students listen to the tape ,try to figure out the main idea and do the exercises
Play the tape for the first time and get the main idea and finish some of the exercises
To train their ability of searching for detailed information in listening ,I play the tape for the second time and ask them to finish all the exercise and check the answer
To make sure that students can complete the task and offer help if necessary ,play the tape again .
At the same time,check the answer with the whole class ,and get them to know how to find the answer by asking "how do you know that
Step 3 speaking activities
To have students practise their speaking ability .I ask students to discuss the question in groups from the passage ,we can know that space exploration is developing rapidly in recent years ,do you think ti worth exploring the space ."try to express their own opinion and give us your reasons "why you are for or against the exploration"
To check the results of discussion,ask the students to report after ten minutes' discussion.
To design their impression of different ideas and prepare them for the writing task after class,ask the students to make a list on the blackboard
Step 4 conclusion
To enable students to summarize what they have learned ,ask students to sum up the ideas on the blackboard
Step 5 assignment
To enable students to consolidate their knowledge in the form of writing ,ask students to write a passage on whether the space is worth exploring
高中英語(yǔ)說(shuō)課稿4
一、教材內容：
本課時(shí)介紹了亞洲（主要是中國）沙塵暴的情況，通過(guò)認識（沙）——————深入了解（沙）——————采取措施（環(huán)保）這一過(guò)程，要求學(xué)生了解沙塵暴方面的知識并掌握相關(guān)詞匯，培養學(xué)生用英語(yǔ)談?wù)撋硥m暴及環(huán)保方面的語(yǔ)言技能。
二、教學(xué)目標：
語(yǔ)言知識目標：
1、掌握詞匯表中的常用單詞。
2、掌握重點(diǎn)短語(yǔ)：be caught in，wake up to
3、了解動(dòng)詞不定式的用法
句子：
1）To have been caught in a sandstorm was a terrible experience.
2）There was nothing to be done.
3）To be cycling in a sandstorm is frightening.
語(yǔ)言技能目標：
培養學(xué)生在閱讀中的策略；培養語(yǔ)感；特別強調培養學(xué)生在閱讀過(guò)程中獲取和處理信息的能力。
情感目標：
1、了解亞洲沙塵暴的狀況及帶來(lái)的危害。
2、了解沙塵暴的產(chǎn)生，增強環(huán)保意識
教學(xué)重難點(diǎn)：
三、教學(xué)重難點(diǎn)：
重點(diǎn)：
1、掌握重點(diǎn)詞匯和短語(yǔ)。
2、了解沙塵暴的相關(guān)內容。
難點(diǎn)：
能參與以沙塵暴、環(huán)保為主題的討論
四、教學(xué)方法及學(xué)習策略
教學(xué)方法：
1、任務(wù)型教學(xué)法
2、交際型教學(xué)法
學(xué)習策略：
1、自主學(xué)習法
2、合作學(xué)習與獨立思考相結合的學(xué)習方法
五、Teaching steps：
Step 1 Leading in（5〞）
Step 2 Skimming（3〞）
Step 3 Scanning（6〞）
Step 4 Detail Reading（10〞）
Step 5 Present telling and Group work.（12〞）
Step 6 Language points（3〞）
Step 7 Summary
Step 8 Homework（1〞）
Step 1 Leading in
See a video：News report about sandstorms。
Q1：What is the news about？
Q2：Can you use some words to describe this situation？
Q3：What is the cyclist wearing and why？
Q4：What do you think happen to traffic in this situation？Why？
設計意圖：通過(guò)直觀(guān)的視頻讓學(xué)生了解本課主題，通過(guò)幾個(gè)問(wèn)題的'提問(wèn)加深對沙塵暴的印象
Step2：skimming
1、 What are sandstorms？
2、 Where do sandstorms begin？
3、 How long is the desert away to the west of Beijing？
設計意圖：根據閱讀策略，鍛煉學(xué)生自主學(xué)習及快速閱讀的能力。
Step 3：scanning
Read the passage,and match the main idea of each paragraph.
Para.1 A、 Sandstorms in Asia.
Para.2 B、 Sandstorms sometimes affect Beijing.
Para.3 C、 The government plants trees to prevent sandstorms.
Para.4 D、 Sandstorms have been a major disaster for centuries.
Para.5 E、 Sandstorms do a lot of damage to people.
Para.6 F、 Sandstorms in China appear to have increased as a result of desertification.
設計意圖：鍛煉學(xué)生自主學(xué)習及在閱讀過(guò)程中學(xué)會(huì )獲取重要信息的能力。
Step 4 Detail reading：Fill in the chart
Parts Content Details
I ①disaster
For centuries，try ways to solve it
�、� ②description
Strong，dry wind that carry sand
�、踓ause
Desertification
�、躨nfluence
Orange sky，strong wind，traffic moves slowly
�、輘uggestion
Not to go out
III ⑥measures Plant trees
設計意圖：鍛煉學(xué)生共同學(xué)習和獨立思考相結合的學(xué)習模式，提高閱讀技能。
設計意圖：教師進(jìn)行歸納總結
Step 5：Present telling and Group work.
1、 Here are the snapshots from the video we watch at the beginning. Suppose there is a sandstorm in your city,call your friend and tell him/her what happen now according to the snapshots.
設計意圖：培養學(xué)生合作學(xué)習模式，鍛煉學(xué)生語(yǔ)言技能能力，利用所學(xué)語(yǔ)言知識進(jìn)行表述。
2、 What can we do to deal with this problem？
設計意圖：培養學(xué)生合作學(xué)習模式，達到本課學(xué)習情感目標的目的，同時(shí)鍛煉學(xué)生的語(yǔ)言組織能力，提高語(yǔ)言技能。
Step 6 Language points
短語(yǔ)：be caught in，wake up to
動(dòng)詞不定式的用法：
1）To have been caught in a sandstorm was a terrible experience.
2）There was nothing to be done.
3）To be cycling in a sandstorm is frightening.
Step 7 Summary
1、 We learn some new words and phrases.
2、 We learn that the sandstorm is a serious environmental problem and Chinese government is making efforts to deal with it.
We should protect our environment.
Step 8 Homework
Think about：
As a senior high student，what should we do to improve the environment of our school？Write down some sentences to show your ideas.
六、板書(shū)設計
That’s all，thank you！
高中英語(yǔ)說(shuō)課稿5
一、教材內容分析
本單元的中心話(huà)題是西方繪畫(huà)藝術(shù)的歷史、中西方各種藝術(shù)形勢與風(fēng)格，各時(shí)代的著(zhù)名畫(huà)家以及他們的作品。挺熟讀寫(xiě)等語(yǔ)言知識和語(yǔ)言技能主要圍繞“繪畫(huà)藝術(shù)”這一主題設計的。本節課引導學(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，培養他們對藝術(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，認真踏實(shí)是他們在課堂學(xué)習實(shí)踐活動(dòng)中的特點(diǎn)。部分學(xué)生經(jīng)過(guò)初中和高一階段對英語(yǔ)這門(mén)語(yǔ)言的學(xué)習和掌握，已經(jīng)為高二階段的英語(yǔ)學(xué)習打下了基礎。表現為：大部分學(xué)生能夠做到課前預習，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)基礎薄弱，上課不夠積極主動(dòng)，學(xué)習任務(wù)完成不充分等問(wèn)題。對此，在課堂活動(dòng)中要進(jìn)行有針對性的.幫助。如進(jìn)行分組討論時(shí)，可讓他們與學(xué)習基礎好的同學(xué)一組且要給予更多的鼓勵，使他們盡早能提高對學(xué)習英語(yǔ)的興趣。
三、教法分析
學(xué)生學(xué)習本文時(shí)，我設計了一些任務(wù)，通過(guò)感知，體驗，參與合作等方式，使學(xué)生的主動(dòng)地位得到充分體現。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(huà)概括主要內容，提高課堂教學(xué)效率，增強學(xué)生學(xué)習興趣。
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。（通過(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)生把握文章的細節，更深層了解文章內容）
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
�。ㄗ詈笞寣W(xué)生通過(guò)對以上句子的正誤判斷對文章更準確的把握）
五、說(shuō)板書(shū)設計
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，應注意問(wèn)題設計的層次，照顧到不同學(xué)習程度的學(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6
大家好！很高興在這里呈現我的教案設計！我要講的是普通高中課程標準實(shí)驗教科書(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，重難點(diǎn)，教學(xué)方法，教學(xué)步驟和板書(shū)設計這幾方面來(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。野生動(dòng)物的保護是當今世界面臨的熱點(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，但是內涵豐富，學(xué)生們需要學(xué)會(huì )運用推理的方法才能理解某些語(yǔ)句的深層含義。學(xué)生們在即將完成高一課程的同時(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，對本節課的主題肯定非常感興趣，也會(huì )對一些野生動(dòng)物瀕臨滅絕感到惋惜。但是，這些只停留在認識上。大多數學(xué)生不能把自己和野生動(dòng)物的保護聯(lián)系起來(lái)，并沒(méi)有意識到自己的責任，即要采取行動(dòng)改善野生動(dòng)物的現狀。最后，考慮到學(xué)期末，有些學(xué)生可能對學(xué)習有些懈怠，或失去了興趣，所以本堂課會(huì )增加一些趣味性的環(huán)節。
教學(xué)目標
根據以上對教材和學(xué)情的分析，我制定了以下教學(xué)目標。第一，語(yǔ)言技能目標。學(xué)生能夠通過(guò)跳讀和略讀，了解文章大意，定位細節。學(xué)會(huì )推理，思考，分析語(yǔ)句的深層含義和文章結構，進(jìn)一步理解作者寫(xiě)作意圖。此外，學(xué)生能夠自由表達觀(guān)點(diǎn)，討論動(dòng)物保護話(huà)題。第二，語(yǔ)音知識目標。學(xué)生進(jìn)一步熟悉動(dòng)物保護話(huà)題，對野生動(dòng)物的現狀，瀕臨滅絕的原因，保護野生動(dòng)物的組織等基本知識有個(gè)大概的了解。理解本文章的主旨大意并初步認識文章中出現的一些詞匯。第三，情感態(tài)度目標。學(xué)完本課，學(xué)生會(huì )意識到動(dòng)物保護的重要性、急迫性，意識到我們每個(gè)人都有責任，應該付出行動(dòng)。第四，文化意識目標。這節課讓學(xué)生明白地球是大家的，野生動(dòng)物保護沒(méi)有國界，地球人都有義務(wù)共同保護我們的大家庭。最后是學(xué)習策略目標。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)：
根據以上的分析，我把本節課的重點(diǎn)定位在閱讀技巧的訓練，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)習本文章的動(dòng)機，即動(dòng)物保護關(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)步驟是導入。大概在5分鐘內完成。首先我會(huì )給學(xué)生播放一個(gè)短片，內容是關(guān)于一些野生動(dòng)物瀕臨滅絕的現狀和滅絕原因的分析。視頻的導入可以激發(fā)學(xué)生的學(xué)習熱情和對野生動(dòng)物的同情之情，激活背景知識，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。討論結束，請學(xué)生口頭呈現討論結果，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4分鐘。首先介紹WWF這個(gè)組織，成立時(shí)間，目標，口號等等。在介紹之前可以先問(wèn)問(wèn)學(xué)生對這個(gè)組織的了解程度。這個(gè)組織在文章中出現，將其做簡(jiǎn)單介紹，可以增加學(xué)生的知識儲備。接下來(lái)，學(xué)生做讀前預測�？礃祟}和圖片猜猜文章的大概內容。這可以讓學(xué)生養成閱讀前預測的良好習慣。
第三步，while—reading，大概花費20分鐘。這個(gè)步驟有三個(gè)環(huán)節，即略讀、跳讀和精度。略讀環(huán)節，學(xué)生快速瀏覽全文，找出文章大意。這讓學(xué)生對全文有個(gè)大概的了解。跳讀環(huán)節，學(xué)生再次瀏覽全文，這次是帶著(zhù)問(wèn)題跳讀，快速定位細節。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)物對人類(lèi)處理環(huán)境問(wèn)題的方式很不滿(mǎn)意？學(xué)生回答問(wèn)題的同時(shí)要將答案出現在文章哪個(gè)地方指出。在精讀環(huán)節，學(xué)生根據指示，一段一段學(xué)習。對于每一段，即每一次旅行，我設計了不同的問(wèn)題，問(wèn)題形式也各不一樣。如第一次西藏之旅，我設計了幾個(gè)細節問(wèn)題如藏羚羊發(fā)生了什么？人們屠殺藏羚羊結果怎么樣？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，除了細節問(wèn)題，還涉及了語(yǔ)句的深層含義理解。這個(gè)步驟主要訓練學(xué)生的閱讀技巧，并理解文章的細節內容。在這整個(gè)步驟，問(wèn)題的設計很重要。
第四步是post—reading。將花16分鐘時(shí)間完成。首先，在學(xué)完了文章具體內容之后，讓學(xué)生理順文章結構，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。運用文中出現的詞匯填空。這個(gè)練習可以鞏固課文中出現的詞匯，并為下一個(gè)環(huán)節提供語(yǔ)言支持。最后，我設計了一個(gè)辯論環(huán)節。材料就是課文后的練習三，五個(gè)人一組，一個(gè)學(xué)生主持并做裁判，一個(gè)學(xué)生扮演農民，他希望在野生公園里面的農場(chǎng)上種植咖啡。另一個(gè)學(xué)生飾演另一個(gè)農民，而他堅決要保護這個(gè)野生公園。第四個(gè)學(xué)生扮演市長(cháng)，他只想發(fā)展地區經(jīng)濟。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（原因），然后自由辯論，最后得出解決方案。裁判仔細聽(tīng)并做筆記，在辯論結束后需要向全班報告辯論結果。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)擴大了討論范圍，設計到生態(tài)保護和經(jīng)濟的利害關(guān)系，學(xué)生對這一話(huà)題做了更深入的思考，并學(xué)會(huì )如何解決問(wèn)題。辯論的設計可以激發(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，為下節課語(yǔ)法的學(xué)習做好準備。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(xún)，并在下節課報告。這可以培養學(xué)生的資源策略。
板書(shū)設計：
這是我的板書(shū)設計，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。左邊是導入部分討論后在黑板上的總結。
這就是我今天要說(shuō)的課，謝謝！
板書(shū)設計：
Unit 4 How Daisy learned to help wildlife
Tibet — Zimbabwe— rainforest
Antelope elephant monkey
高中英語(yǔ)說(shuō)課稿7
Good morning/afternoon, my dear judges. I'm number ___. It's my great honor to have this opportunity to talk about my teaching ideas. My presentation consists of the following aspects.
Analysis of the teaching material
First of all, let’s come to the analysis of teaching material. This lesson is from New Senior English for China Book5 module 3, the reading part. The topic of this unit is about adventures. It is excerpted from Mark Twain’s work “ The Adventures of Huckleberry Finn”. The story is about two teenagers who find a steamboat and board on the steamboat.
Analysis of the students
Secondly, students are the subject of our class. After many years of English studying, they’ve known many words, sentences and some skills to solve English problems. They not only study the words and phrases, but also learn the meaning and the culture. So I would introduce them more knowledge above the passage to arouse their reading interest.
Analysis of the teaching aims
By the analysis of the New Curriculum Standard in English, teaching material and the students in my class, I set the following three teaching aims.
The first one is knowledge aims:
1)Students learn and grasp the following important useful new words and expressions: pour down; sail down; climb on to; panic; curious; tie up…
2) Learn the language and grasp the meaning in this passage.
The second one is ability aims:
Through reading, students reading ability and word-guessing ability will be improved.
The last one is Emotional aims:
Students will be more interested in the literature and cinema in English and enjoy the famous works.
Analysis of the key and difficult points
According to the analysis above, I set the key points and difficult points as follows.
Teaching key points:
Member and master new words and phrases and understand the passage.
Teaching difficult points:
Foster students’ interest of reading passage and improve their reading ability.
Analysis of teaching and study methods
Now, I would like to talk about the teaching methods and studying methods. As to the teaching methods, Communicative Approach and Task-based Teaching Method will be adopted in this lesson. I will lead them to study by themselves, and through answering my questions, they will have a good understanding of the passage.
Analysis of the teaching procedures
Now, let’s come to the most important part of this lesson: the analysis of the teaching procedures. This lesson is divided into 5 stages, that is, warming up, pre-reading, while-reading, post-reading and summary & homework.
Step 1 warming up
In my warming up stage, after greeting with the students I will Introduce Mark Twain and his works, such as The Adventures of Huckleberry Finn， Running for Governor，The Prince and the Pauper. Then tell students today we will learn adventure, a passage from The Adventures of Huckleberry Finn.
Mark twain is a famous American writer. Through the introduction, students will have more interest in reading famous works. And they will be curious about the passage and I can move to the next step smoothly.
Step 2 Pre-reading
In pre-reading, I will ask them to have a free talk about adventure.
Ask them talk about adventure. For example: What is adventure? Would you like to go? Adventure is an exciting trip. Perhaps sometimes you feel bored, you could imagine going on a great adventure, such as caving, climbing, sailing and canoeing.
Then lead students to predict the passage, ask them to Look at the picture in the book and discuss the following questions:
1. Who are they? 2. Where are they? 3. What are they doing? 4. What is the boy pointing at?
In this way, students will be familiar with adventure and lay a foundation for reading the passage.
Step 3 While-reading
In this period, there are two activities: global reading and detailed reading. Firstly, global reading, I would like to give students 5minutes to have a global reading to check their ideas what they predict during the pre-reading. At the same time, they find out and circle the difficult words.
Fast reading can help students understand the whole passage quickly and practice their logic thinking. Then I will explain the difficult words, such as fantasy, identify, and account. For example
Fantasy n. the activity of imaging things
phrase: live in a fantasy world fantastic adj.
identify v recognize sb or sth
identify the criminal
identity n. ID identity card
Next, it should be detailed reading. I will ask them to read the passage again and do the exercise2 on the book. Number the events in the order they happen. Then I check the answer.
After this reading, students will grasp the whole passage. In order to create more chance for students to read, I will ask students read the passage paragraph by paragraph. Answer the following questions showed on the PPT.
Paragraph1. Discover a steamboat
What was the weather like that night?
What did they see and what were they doing then?
Paragraph2-5 board the steamboat
How did Huck and Jim get to the sinking steamboat?
How did they get on it?
Paragraph6-8 in the steamboat
What did Jim do when they heard someone was going to kill another?
Paragraph9-11 leave the steamboat
What did Huck decide to do after he heard they would leave the man on the steamboat?
Students will get more detailed information, and more interested in this story. Furthermore, they would like to read more works of Mark Twain.
Step4 Post-reading
Now it should be post-reading. In order to make sure that students will master the new words, I will ask them to do the exercise 4 and 5. Encourage them to member the verb words and phrases during the exercises.
After the exercise, I will give them 5 minutes to prepare, then to retell the passage according to the event orders. During the oral English time, I will encourage them to open their mouth and give them more positive evaluation. It benefits students for practicing their speaking and having more confidence in learning English.
Step 5 Summary and homework
At the end of the class, I’d like to make a summary about this lesson and present my homework to consolidate what the students have learnt in this period. I will conclude with my students together what we’ve learnt. The home work is to remember the key words and phrase and write a short passage about what will happen next.
高中英語(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 afternoon, My dear judges!I am the third competitor. My topic is about descriptive writing: Favorite sport. It’s glad to share my teaching plan here. it is composed of several parts. First of all, I’ll talk about analysis of teaching material.
Part 1 Teaching Material:
My lesson is from New Senior English for China Book_2 Unit2 Writing part. The main topic is The Olympic Games, while the writing is about favorite sports. By studying this class, Students will know the process of writing and descriptive words. Writing is a basic skill, it plays a important role for further study.
Secondly, I’d like to state the analysis of students.
Part 2 Students
Students are under a stage of growing and developing, they are unique and independent. They have gained basic writing skills. However, they don’t know how to express themselves correctly. Then I will take activities to help them.
According to the new curriculum standard, instruction should change its final goal from teaching knowledge to teaching strategies. I set aims as follows.
Part 3 Teaching Aim
1.Knowledge objects
The Ss can know how to write a descriptive article.
2.Ability objects (技能目標：聽(tīng)，說(shuō)，讀，寫(xiě))
SS can improve their writing skills including drafting and revising skills, and use skills in daily life.
3..Emotional objects (情感目標：興趣，自信，合作，愛(ài)國，國際視野)
SS will be more interesting in writing and enjoy favorite sport.
Part 4 the Key and Difficult Points
Next, I put forward the key points and difficult points. The key point is to master the steps about descriptive writing. The difficult point is how to write it correctly.
Part 5 Teaching and Studying methods
In this class, I will use process writing method and cooperative learning method.
Part 6 Teaching Procedure
Now Let’s come into the most important part -Teaching procedure.it consists of five steps.
Step1. Warming up
The first step is warming up. Boys and girls, in last class we learned detail about Olympic games. There are so many sports in it. What’s your favorite sport? Any volunteers? Tony, Cool, He likes playing basketball. One point. anyone else ? Jerry, wow, you are fond of shooting. Most of you have your favorite sports. Let’s describe our sports together.
This step can help them clarify the aims and make them more active.
Pre-writing
In pre-writing step, I will teach the usage of linking words, such as although, apart from and as well. Then they will know useful expression to describe the sport. Next they will have a brainstorming in 3 minutes. What is your favorite sport? Then make a list of ideas and reasons as follows.
After the brainstorming, they will choose best ideas and put them in order.
By brainstorming, SS can broaden their thoughts and get more ideas about the topic. It lays a foundation for their debate.
After the discussion, debate will begin.SS will vote for the winners. Then SS report the debate. Before they writing, I will read a model and analyze its outline. Later, I will ask them to make an outline .It can help them to clarify their writing structure. Then they will spend 10 minutes to make a drafting .While they are writing, I will give them some guides: such as pay attention to the tenses, grammars, spellings. These tips can help them do better in writing.
After writing, it comes to self-editing.SS will check their writing according the example on PPT and revise it. Then moves to the peer editing.ss will exchange their writing with partners and give some suggestions to each other. At last, I will ask some of them to show their writing and give them comments.
In this step, three kinds of evaluating and editing can make the writing better and improve their revising ability.
By the end of the class, I will ask some students to sum up what we learned today. Then I set homework: go on to revise their writing according to the evaluation and hand in next class, and write your favorite music.
Homework is necessary to consolidate their knowledge and improve their writing speaking.
Part 7 Blackboard design
At last, I will talk about my blackboard design.
Writing: letter of advice.
Key points: join in, dislikes
Brainstorm:
Outline-Drafting-Editing-Presentation.
高中英語(yǔ)說(shuō)課稿10
一、教學(xué)目標
學(xué)習反意疑問(wèn)句
二、教學(xué)重點(diǎn)
通過(guò)教學(xué)讓學(xué)生掌握反意疑問(wèn)句的基本句型結構和回答。
三、教學(xué)難點(diǎn)
1．主句謂語(yǔ)是think, believe, expect, suppose, imagine等引導的賓語(yǔ)從句，就從句部分提問(wèn)。
2． 陳述句部分主語(yǔ)是不定代詞everybody, anyone, somebody, nobody, no one等，疑問(wèn)部分常 用復數they，有時(shí)也用單數he。
教學(xué)程序如下：
一、說(shuō)教學(xué)程序：導入——新知識的學(xué)習
說(shuō)設計這個(gè)教學(xué)程序的基本思路和根據。就初二學(xué)生來(lái)說(shuō)他們學(xué)習以下的語(yǔ)法項目：be動(dòng)詞（包括be 動(dòng)詞的過(guò)去時(shí)）； There be句型 ； 行為動(dòng)詞的一般現在時(shí)；行為動(dòng)詞的一般過(guò)去時(shí)；一般將來(lái)時(shí)；（包括There be句型的一般將來(lái)時(shí)）；現在完成時(shí)；現在完成進(jìn)行時(shí)；情態(tài)動(dòng)詞和祈使句。因此，我在講授反意疑問(wèn)句時(shí)，僅僅圍繞學(xué)生學(xué)過(guò)的語(yǔ)法項目進(jìn)行反意疑問(wèn)句的教學(xué)并進(jìn)行反復練習。具體練習作業(yè)本（上、下）、典中點(diǎn)中的練習都有，另外，再補充總結有關(guān)反意疑問(wèn)句的專(zhuān)項練習加以鞏固。
二、說(shuō)練習和作業(yè)的設計。
檢測訓練——總結鞏固。通過(guò)安排學(xué)生做作業(yè)本（上、下）中的練習、典中點(diǎn)中的練習進(jìn)行訓練，再補充總結性的有關(guān)反意疑問(wèn)句的專(zhuān)項練習進(jìn)行檢測加以鞏固。
三、說(shuō)板書(shū)設計：
通過(guò)課件展示教學(xué)的內容（以下各項教學(xué)內容）
以下分為十一個(gè)部分進(jìn)行講解。
反意疑問(wèn)句
反意疑問(wèn)句是由兩部分組成的，前一部分是對事物的陳述（即陳述句），后一部分是簡(jiǎn)短的提問(wèn)（即簡(jiǎn)短疑問(wèn)句），中間用逗號隔開(kāi)。如果前一部分用肯定句，后一部分就用否定疑問(wèn)句；如果前一部分用否定句，后一部分就用肯定疑問(wèn)句。兩部分的人稱(chēng)和時(shí)態(tài)要一致。其回答是用yes或no來(lái)表示。
一、含be(is, are, was, were)動(dòng)詞的反意疑問(wèn)句
其句型是：
句型1:主語(yǔ)+ be+其它，isn’t(aren’t, wasn’t, weren’t)+ 主語(yǔ)？
句型2:主語(yǔ)+ be not+其它，is(are, was, were) + 主語(yǔ)？
�、� You are from America, aren’t you? Yes, I am. No, I’m not.
�、� It isn’t very cold today, is it? Yes, it is. No, it isn’t.
�、� Tom was away yesterday, wasn’t he? Yes, he was. No, he wasn’t.
�、� The Green weren’t at home last night, were they?Yes, they were. No, they weren’t.
�、� Mary is reading English now, isn’t she? Yes, she is. No, she isn’t.
�、� Your parents aren’t going to have a party this Sunday, are they?Yes, they are. No, they aren’t.
�、� The girls were singing when the teacher came in, weren’t they?Yes, they were. No, they weren’t.
注意：There be句型
�、� There is an old picture on the wall, isn’t there?Yes, there is. No, there isn’t.
�、� There aren’t any children in the room, are there?Yes, there are. No, there aren’t.
�、� There wasn’t a telephone call for me, was there?Yes, there was. No, there wasn’t.
�、� There were enough people to pick apples, weren’t there?Yes, there were. No, there weren’t.
二、行為動(dòng)詞的一般現在時(shí)的'反意疑問(wèn)句
其句型是：
句型1: 主語(yǔ)+動(dòng)詞原形+其它，don’t I(you, we, they)？
句型2: 主語(yǔ)+ don’t+動(dòng)詞原形+其它，do I(you, we, they)？
句型3: 主語(yǔ)+動(dòng)詞第三人稱(chēng)單數+其它，doesn’t he(she, it)？
句型4: 主語(yǔ)+ doesn’t+動(dòng)詞原形+其它，does he(she, it)？
�、� You often watch TV in the evening, don’t you? Yes, I do. No, I don’t.
�、� The students don’t study hard, do they? Yes, they do. No, they don’t.
�、� Mary studies Chinese hard, doesn’t she? Yes, she does. No, she doesn’t.
�、� The boy doesn’t often go to school by bike, does he?Yes, he does. No, he doesn’t.
�、� The first class begins at eight, doesn’t it? Yes, it does. No, it doesn’t.
三、 行為動(dòng)詞的一般過(guò)去時(shí)的反意疑問(wèn)句
其句型是：
句型1: 主語(yǔ)+動(dòng)詞過(guò)去式+其它，didn’t+主語(yǔ)？
句型2: 主語(yǔ)+didn’t+動(dòng)詞原形+其它，did +主語(yǔ)？
�、� You watched TV last night, didn’t you? Yes, I did. No, I didn’t.
�、� Jim’s parents didn’t go to Hong Kong last month, did they?Yes, they did. No, they didn’t.
�、� The rain stopped, didn’t it? Yes, it did. No, it didn’t.
�、� Mr. Clarke didn’t buy a car, didn’t he? Yes, he did. No, he didn’t.
四、一般將來(lái)時(shí)的反意疑問(wèn)句
其句型是：
句型1: 主語(yǔ)+will+動(dòng)詞原形+其它，won’t+主語(yǔ)？
句型2: 主語(yǔ)+ won’t +動(dòng)詞原形+其它，will +主語(yǔ)？
�、� The boys will play games, won’t they? Yes, they will. No, they won’t.
�、� It won’t stop raining, will it? Yes, it will. No, it won’t.
�、� Mr. Smith will visit our school next week, won’t he? Yes, he will. No, he won’t.
注意：There be句型的一般將來(lái)時(shí)
�、� There will be a basketball match tomorrow, won’t there?Yes, there will. No, there won’t.
�、� There won’t be too much pollution in the future, will there?Yes, there will. No, there won’t.
五、現在完成時(shí)的反意疑問(wèn)句
其句型是：
句型1: 主語(yǔ)+have+動(dòng)詞過(guò)去分詞+其它，haven’t+主語(yǔ)？
句型2: 主語(yǔ)+ haven’t +動(dòng)詞過(guò)去分詞+其它，have +主語(yǔ)？
句型3: 主語(yǔ)+has+動(dòng)詞過(guò)去分詞+其它，hasn’t+主語(yǔ)？
句型4: 主語(yǔ)+ hasn’t +動(dòng)詞過(guò)去分詞+其它，has +主語(yǔ)？
�、� You have been to Shanghai before, haven’t you? Yes I have. No, I haven’t.
�、� You haven’t been to Shanghai before, have you? Yes I have. No, I haven’t.
�、� Jack has done his homework, hasn’t he? Yes, he has. No, he hasn’t.
�、� Jack hasn’t done his homework, has he? Yes, he has. No, he hasn’t.
六、現在完成進(jìn)行時(shí)的反意疑問(wèn)句
其句型是：
句型1: 主語(yǔ)+have been+動(dòng)詞現在分詞+其它，haven’t+主語(yǔ)？
句型2: 主語(yǔ)+ haven’t been +動(dòng)詞現在分詞+其它，have +主語(yǔ)？
句型3: 主語(yǔ)+has been +動(dòng)詞現在分詞+其它，hasn’t+主語(yǔ)？
句型4: 主語(yǔ)+ hasn’t been +動(dòng)詞現在分詞+其它，has +主語(yǔ)？
�、� You have been skating for five hours, haven’t you? Yes, I have. No, I haven’t.
�、� You haven’t been skating for five hours, have you? Yes, I have. No, I haven’t.
�、� Bob has been collecting kites since 1999, hasn’t he? Yes, he has. No, he hasn’t.
�、� Bob hasn’t been collecting kites since 1999, has he? Yes, he has. No, he hasn’t.
七、含有情態(tài)動(dòng)詞的反意疑問(wèn)句
其句型是：
句型1: 主語(yǔ)+情態(tài)動(dòng)詞+動(dòng)詞原形+其它，情態(tài)動(dòng)詞否定形式+主語(yǔ)？
句型2: 主語(yǔ)+情態(tài)動(dòng)詞否定形式+動(dòng)詞原形+其它，情態(tài)動(dòng)詞+主語(yǔ)？
�、� You can speak French, can’t you? Yes, I can. No, I can’t.
�、� They can’t understand me, can they? Yes, they can. No, they can’t.
�、� Ann could swim when she was six, couldn’t she? Yes, she could. No, she couldn’t.
�、� The students must study hard, mustn’t they? Yes, they must. No, they needn’t.
八、祈使句用于反意疑問(wèn)句中
這種類(lèi)型較特殊，前一部分是祈使句，后一部分是肯定疑問(wèn)形式�；卮鹨草^靈活。
句型1: Let me+動(dòng)詞原形+其它，shall I?
Let me open the door, shall I?
Yes, please. No, thanks.
句型2: Let’s+動(dòng)詞原形+其它，shall we?
Let’s go for a walk, shall we? Good idea! Sorry, I can’t.
Let's go and listen to the music, shall we?
句型3: Let us +動(dòng)詞原形+其它，will you?
Let us have a reat, will you?
Let us wait for you in the reading-room, will you ？
句型4: 其它形式的祈使句，will you?
Come into the classroom, will you? OK.
Please be careful, will you?
九、值得注意的是有時(shí)英語(yǔ)的謂語(yǔ)動(dòng)詞并不用否定式的（即沒(méi)加上not），
而是用上了“never, little, few, hardly, nothing, nobody”等詞，這時(shí)該陳述句也屬于否定句，因此，反意疑問(wèn)句的后半部分應用肯定疑問(wèn)式。
�、� You have never been to Beijing, have you? Yes, I have. No, I haven’t.
�、� Mr. Fat has few friends here, does he? Yes, he does. No, he doesn’t.
�、� There is little milk in the bottle, is there? Yes, there is. No, there isn’t.
�、� He could do nothing, could he? Yes, he could. No, he couldn’t.
十、主句謂語(yǔ)是think, believe, expect, suppose, imagine等引導的賓語(yǔ)從句，就從句部分提問(wèn)。
I don't think he is bright, is he?
We believe she can do it better, can't she?
十一、 陳述部分的主語(yǔ)是不定代詞everybody, anyone, somebody, nobody, no one等，疑問(wèn)部分常用復數they，有時(shí)也用單數he。
Everyone knows the answer, don't they? （does he?）
Nobody knows about it, do they? （does he?）
高中英語(yǔ)說(shuō)課稿11
一、指導思想：
主動(dòng)閱讀，自主發(fā)展，培養學(xué)生英語(yǔ)語(yǔ)言能力和分析問(wèn)題、解決問(wèn)題的能力。
其理論依據是：語(yǔ)言習得理論（美國）
語(yǔ)言能力是語(yǔ)言行為的重要部分，它是使語(yǔ)言使用者能夠說(shuō)出和理解無(wú)限的句子，并能識別語(yǔ)法錯誤和歧義。就是說(shuō)話(huà)者掌握的語(yǔ)法結構、詞匯和語(yǔ)法規則等方面的知識，從某種意義上講，語(yǔ)言能力就是一部語(yǔ)言的百科全書(shū)。而閱讀 是在沒(méi)有他人參與的情況下，主動(dòng)增加語(yǔ)言的輸入，不僅直接參與作者的自然交流，而且使學(xué)生從中獲得語(yǔ)言的內涵，培養語(yǔ)言的能力及分析問(wèn)題和解決問(wèn)題的能力。
二、內容：
1、本節課是高中英語(yǔ)第二冊（下）第54課的一篇閱讀文”Satellites”
2、目標：1）通過(guò)學(xué)生在教師的指導下主動(dòng)閱讀課文以獲得語(yǔ)言信息，提高閱讀水平，同時(shí)使學(xué)生了解有關(guān)衛星方面的知識。2）掌握大綱教材中的詞匯：broad, circle, in space, pull, camera, fold, unfold, connect, object, direction, position,
signal, orbit, rocket, panel. 并且復習定語(yǔ)從句的用法。3）用語(yǔ)所學(xué)語(yǔ)言，圍繞人造地球衛星這一題材，完成教科書(shū)和練習冊中規定的聽(tīng)、說(shuō)、寫(xiě)的任務(wù)，并完成有關(guān)的課文內容的練習。
3、重點(diǎn)、難點(diǎn)：
1） 一些四會(huì )、三會(huì )詞（詞組）
broad, circle, in space, pull, camera, fold, unfold, connect, object, direction, position
once every month, fold up, at the speed of, is likely to, keep out of，carry up, go into, in order to, return to, more than, not only…but also…,each other
2) 非限制性定語(yǔ)從句的.復習。
三、教材處理
要求學(xué)生對課文進(jìn)行三讀：快讀、再讀、深讀
1、 快讀：教師放錄音，要求學(xué)生快讀全文，獲得主要信息：
1） Why are satellites so expensive?
2） What can satellites send back to the earth?
以了解課文的中心內容。
2、 再讀：主要是幫助了解一些文中細節。借助于學(xué)生用書(shū)P79,Ex 1中的題目，來(lái)指導學(xué)生閱讀全文。
3、 深讀：主要是通過(guò)在教師的指導下，學(xué)生自主地細讀全文，加深學(xué)生的深層次的理解。
4、 精要的語(yǔ)言知識講解。
四、教法與學(xué)法
本節課是自覺(jué)實(shí)踐法和自主習得法相結合。學(xué)生在教師的指導下自主習得語(yǔ)言知識以培養語(yǔ)言能力。
五、教學(xué)程序
1、 復習：1）檢查上節課的作業(yè)。2）詞匯聽(tīng)寫(xiě)
2、 閱讀準備：看P8圖，討論學(xué)生所看到的。板書(shū)：Why are satellites so expensive? What can satellites sand back to the earth?
3、 快讀：學(xué)生帶著(zhù)黑板上的兩個(gè)問(wèn)題，教師放錄音，學(xué)生快速瀏覽全文，找到問(wèn)題的答案。
4、 再讀：借助Wb 中的7個(gè)問(wèn)題，引導學(xué)生再讀全文，完成相關(guān)內容，并對不理解的句子和詞組劃線(xiàn)。
5、 推斷詞義，解決難句。教師把學(xué)生在再讀中的難句收集，引導學(xué)生猜義和解釋。幫助解決理解障礙。
6、 深讀：引導學(xué)生進(jìn)行深層次的閱讀全文。
7、 精要的語(yǔ)言點(diǎn)講解。（見(jiàn)教案）
8、 驗收效果：True or false練習。（見(jiàn)教案）
9、 小結：1）文章脈絡(luò ) 2）主要語(yǔ)言點(diǎn)
10、 板書(shū)設計：
課 題
詞組
常用短語(yǔ)
例句：
高中英語(yǔ)說(shuō)課稿12
各位老師：
大家好!
我是XX號考生顧雨，來(lái)自河南財經(jīng)政法大學(xué)成功學(xué)院。我今天所說(shuō)的課題是高中一年級英語(yǔ)上冊第1單元friendship。我說(shuō)課的內容包括五部分，包括教材分析，學(xué)生分析，教學(xué)方法，教學(xué)過(guò)程和板書(shū)設計。
一、教材分析
1.教材內容分析
本單元的中心話(huà)題是Travel，講述了一段沿湄公河而下的自行車(chē)旅行。主人公以日志的形式記錄了這一過(guò)程。通過(guò)本單元的學(xué)習，不僅使學(xué)生學(xué)到與旅行有關(guān)的語(yǔ)言知識和技能，還會(huì )使學(xué)生對旅游產(chǎn)生濃厚的興趣。本話(huà)題對學(xué)生來(lái)說(shuō)比較熟悉，讓學(xué)生能在與之相關(guān)的聽(tīng)說(shuō)讀寫(xiě)活動(dòng)中有話(huà)可說(shuō)、有情可表。
2、教學(xué)目標分析
新課標提出了立體三維教學(xué)目標，本課我設計的教學(xué)目標如下：
1)知識目標：
熟悉本課的一些新單詞和短語(yǔ)及句型，學(xué)會(huì )制定旅行計劃并能描述一段旅行。語(yǔ)法方面掌握現在時(shí)表將來(lái)的用法。
2)能力目標：
訓練學(xué)生的閱讀技巧(略讀、尋讀等)，形成用英語(yǔ)獲取信息、處理分析信息的能力。并鼓勵學(xué)生開(kāi)口說(shuō)英語(yǔ)。
3)情感態(tài)度目標：
�、偻ㄟ^(guò)討論旅行激發(fā)學(xué)生對英語(yǔ)學(xué)習的濃厚興趣;
�、谑箤W(xué)生了世界各地文化，增強對祖國大好河山的熱愛(ài)和國際意識。
�、弁ㄟ^(guò)對課文學(xué)習的小組討論等形式，幫助學(xué)生養成團結、協(xié)作的`品質(zhì)。
3、教學(xué)重點(diǎn)、難點(diǎn)：
1)教學(xué)重點(diǎn)：①讓學(xué)生熟悉與本話(huà)題相關(guān)的一些重點(diǎn)單詞、短語(yǔ)。
�、谔岣邔W(xué)生的閱讀能力，掌握多種閱讀方法，如尋讀，精讀，理解等。淘^課件網(wǎng) wWw.taOKeJIan.com
2)教學(xué)難點(diǎn)：對閱讀中所獲取的信息進(jìn)行加工學(xué)習，形成有效的學(xué)習策略。鼓勵學(xué)生開(kāi)口說(shuō)英語(yǔ)。
二、學(xué)生分析
高一年級的學(xué)生已經(jīng)在初中階段的英語(yǔ)學(xué)習中,已經(jīng)積累了一定的詞匯基礎,并掌握了一些簡(jiǎn)單的學(xué)習策略和技巧,具有初步的英語(yǔ)聽(tīng)說(shuō)讀寫(xiě)能力。但學(xué)生的英語(yǔ)水平參差不齊，教學(xué)既要進(jìn)一步培養尖子的學(xué)習能力又要保證能力稍弱的學(xué)生能聽(tīng)懂，調動(dòng)他們的積極性，使他們愿意學(xué)，在學(xué)習的過(guò)程中享受到樂(lè )趣。雖然對英語(yǔ)有一定的興趣但其學(xué)習主動(dòng)性仍有待提高，未能積極主動(dòng)地通過(guò)其他渠道獲取信息，自主學(xué)習、探究學(xué)習的能力還有待于提高。本節課的話(huà)題較貼近生活，可以引導學(xué)生在原有的知識經(jīng)驗基礎上通過(guò)合作探究學(xué)習構建新的知識經(jīng)驗和信息輸入。
三、教學(xué)方法
1.首先說(shuō)教法，從學(xué)生的實(shí)際情況出發(fā)，我主要采用以下教法:
�、偃蝿�(wù)教學(xué)法：結合學(xué)生的生活經(jīng)驗和興趣設計相當的任務(wù)值，讓學(xué)生在完成任務(wù)的過(guò)程中學(xué)習到應有的知識并提高語(yǔ)言的溝通能力。同時(shí)讓學(xué)生帶著(zhù)問(wèn)題去閱讀，找出相關(guān)答案，并分析整理形成自己的觀(guān)點(diǎn)。
�、谇榫敖虒W(xué)：通過(guò)舉例以及觀(guān)看相關(guān)視頻讓學(xué)生了解有關(guān)旅行的知識，并談?wù)勛约旱母惺堋?/p>
�、鄱嗝襟w教學(xué)：充分利用英語(yǔ)教學(xué)資源，如使用錄音機，電腦多媒體等，拓展學(xué)生的學(xué)習渠道，激發(fā)學(xué)習興趣，提高教學(xué)效果。
2，其次說(shuō)學(xué)法。教育家指出，“教是為了不教”自主合作探究是適應時(shí)代需要和行之有效的學(xué)習方式，應該激勵學(xué)生的自主學(xué)習意識，使學(xué)生收獲成功的樂(lè )趣，增強學(xué)習英語(yǔ)的自信心。淘(課件網(wǎng) wWw.taokeJIan.com
四、教學(xué)過(guò)程
According to the teaching aims, I divide the teaching procedures into 3steps, that is warming up and pre-reading, while-reading and post-reading.
Step1 Warming-up and pre-reading(It includes 2tasks)熱身與讀前活動(dòng)
Task1: let Ss to fill the blank on page 9and let them to think about the advangtages and disadvantages of each transport form
Task2: Discuss the 3 questions in pre-reading part and report their result to the whole class.
設計意圖：這幾個(gè)問(wèn)題對接下來(lái)閱讀板塊的學(xué)習提供了很好的鋪墊，學(xué)生在閱讀過(guò)程中可以將自己的觀(guān)點(diǎn)和文章內容進(jìn)行對比。達到閱讀前的充分準備。
Step2While-reading (This step includes 4 tasks)閱讀
Task1 Scanning
Scan the passge and do exx.1,2 by individual work and pair work. Meanwhile get the ss to find out the main idea of each paragrah.
設計意圖：訓練學(xué)生掃讀抓文章主旨大意的能力。
Task2Careful and Study reading
Get the students to read and study the passage to find out the difficult sentences and then try to analyze them.then ask them questions: “Is it a difficult journey to cycle along the Mekong? Why?” “How does the water of Mekong River change?” If the Ss can’t answer the question briefly, I will encourage them to find the key sentences and try to join them together.
設計意圖：利用精讀的形式讓學(xué)生對文章的內容進(jìn)行更深層次的理解。訓練學(xué)生獲取和處理信息的能力。
Task3 Listening and reading aloud
Now that the ss have fully understood the whole passage, I will get them to listen to the tape and read it aloud to prepare for the next step: post-reading.
Step3post–reading(It includes 2tasks)
Task1 Writing
Get the ss to write a summry of this passage, using the useful expression and sentence patterns they have learnt in this unit.
Task2discussing
I will ask the Ss to discuss in groups and to describe what they have leaned from this passage and try to use some words to describe the characteristics of Wang Kun and Wang Wei according to their attitudes.
設計意圖：讓學(xué)生在學(xué)完這篇文章后對所學(xué)知識進(jìn)行及時(shí)的輸出和鞏固，并對新學(xué)的課文形成有效的自我評價(jià)。
Step4Homework
Finish off the reading task on workbook and preview the tasks in learning about language.And collect more information about English around world.
5.板書(shū)設計
1. Blackboard design: 1) Key words and sentences 2)Questions for reading 3) The main idea for each paragraph.
(直觀(guān)形象性，高度概括性，藝術(shù)性)
高中英語(yǔ)說(shuō)課稿13
高一英語(yǔ)《Unit 15 The Necklace》
一、教材分析；
1、教材簡(jiǎn)析：
高一英語(yǔ)第十五單元的話(huà)題是“play”戲劇， 整個(gè)單元的設計圍繞“戲劇”展開(kāi)聽(tīng)、說(shuō)、讀、寫(xiě)多種教學(xué)活動(dòng)，內容涉及“編故事表演”、“讀劇本”、“如何寫(xiě)劇本”等，讓學(xué)生初步熟悉戲劇， 學(xué)會(huì )劇本的欣賞、寫(xiě)作和表演。我上的這節課本單元的第三節閱讀訓練課，是由法國19世紀后半期優(yōu)秀的批判現實(shí)主義作家莫泊桑的短篇小說(shuō)《項鏈》改編的短劇。通過(guò)本單元的學(xué)習，既要讓學(xué)生接觸、了解戲劇的一些特點(diǎn)，又要讓學(xué)生通過(guò)語(yǔ)言實(shí)踐活動(dòng)來(lái)體驗語(yǔ)言，而提升自己綜合語(yǔ)言運用的能力。
2、教學(xué)目標：（知識目標、能力目標、德育目標）
知識目標：(1)學(xué)習、掌握有關(guān)戲劇的體裁，熟悉和體驗故事發(fā)生的典型環(huán)境和劇中人物的典型語(yǔ)言。 (2)在認知、理解劇情的基礎上，學(xué)會(huì )欣賞戲劇。
能力目標：(1)發(fā)展學(xué)生聽(tīng)、說(shuō)、讀、寫(xiě)的基本技能，提高閱讀技巧，培養綜合語(yǔ)言運用的能力；(2)能利用上下文猜測詞義，同時(shí)能根據上下文線(xiàn)索預測故事情節的發(fā)展；(3)能根據所讀材料運用適當語(yǔ)言進(jìn)行表演。
德育目標：通過(guò)本文激發(fā)學(xué)生對人生和命運的感悟，整體提高人文素質(zhì)。
確立教學(xué)目標的依據：
根據新課標要求，通過(guò)聽(tīng)、說(shuō)、讀、寫(xiě)四項基本語(yǔ)言技能的訓練，使學(xué)生形成綜合語(yǔ)言運用能力，激發(fā)學(xué)生的學(xué)習興趣，為真實(shí)語(yǔ)言交際打基礎。此外，每一門(mén)課程都應該盡可能結合學(xué)科特點(diǎn)，把培養學(xué)生的情感融化到日常教育教學(xué)中。
3、重點(diǎn)與難點(diǎn)：
�。�1）重點(diǎn)：1.了解戲劇的文體特點(diǎn)并以此指導閱讀；訓練skimming, scanning, careful reading等閱讀微技能；3.對戲劇深層次的理解及戲劇的欣賞，認識及分析主人公的人物特征及人物性格。
�。�2）難點(diǎn)： 1。閱讀技能的訓練；2.對戲劇的欣賞及課本劇的表演。
4、教學(xué)輔助工具：
(1) 收音機； (2)多媒體 (3)項鏈
二、教學(xué)流程：
1、新課導入
由前面兩節課編故事及表演引出戲劇和學(xué)生們所喜歡的不同戲劇類(lèi)型(funny plays,serious plays or sad plays)，然后通過(guò)brainstorm讓學(xué)生以個(gè)人活動(dòng)的方式列舉出中外著(zhù)名的劇作家，再通過(guò)多媒體讓學(xué)生把作家、作品、國籍進(jìn)行連線(xiàn)，以此引人法國作家莫泊桑及短劇《項鏈》。這樣通過(guò)師生互動(dòng)，激活主題，激發(fā)了學(xué)生的學(xué)習興趣，對后面進(jìn)行本文的閱讀做了鋪墊和準備。
2、新課的講解
�。�1）不同層次的閱讀技能訓練；
首先是Speed reading，a. skimming，讓學(xué)生進(jìn)行跳躍式閱讀，找出本劇中三個(gè)場(chǎng)景涉及的人物、時(shí)間、地點(diǎn)、旁白及人物之間的關(guān)系，使學(xué)生較全面地了解英語(yǔ)戲劇體裁。b. skanning，快速默讀全文，了解課文大意，為下一步找出細節作好鋪墊，教師要求學(xué)生(work in pairs)給每一場(chǎng)景取一個(gè)標題， 以此培養他們找尋文章或段落的主題句和概括大意的技能。
然后是careful reading ，a. 掃 讀 ：用多媒體展示針對每個(gè)場(chǎng)景提出的2-3個(gè)問(wèn)題，，學(xué)生通過(guò)掃讀來(lái)獲取細節信息。在通讀全文梳理文章，理解主題基礎上，學(xué)生熟悉了故事內容，才能學(xué)會(huì )如何欣賞戲劇， 提高他們的鑒賞能力。b .朗讀：讓學(xué)生跟讀錄音，掌握正確的語(yǔ)音語(yǔ)調，從整體上把握課文結構并從中得到自己的感受。這也為下一步學(xué)生分角色朗讀做好鋪墊，通過(guò)分角色有感情的朗讀，學(xué)生能夠做到全身心的參與，學(xué)習積極性也得以充分發(fā)揮。
學(xué)生通過(guò)以上活動(dòng)，從基本框架到細節信息把握住了這篇戲劇。
接下來(lái)的環(huán)節是通過(guò)多媒體展示的幾幅圖片讓學(xué)生復述課文，這既是理解基礎上的表達，也是對理解的檢驗。它可以訓練學(xué)生的各種思維能力，培養學(xué)生各種語(yǔ)用能力，是激發(fā)學(xué)生創(chuàng )造性思維的有效教學(xué)方法。復述課文是培養學(xué)生用英語(yǔ)連貫表達的一種有效的訓練手段，而且加深了學(xué)生對課文的理解，從而促進(jìn)他們的口語(yǔ)交際能力和書(shū)面表達能力的發(fā)展。
�。�2）、在情境中激思，培養創(chuàng )新思維：
在課文教學(xué)時(shí)，我采用多種思維訓練法，培養學(xué)生的創(chuàng )新思維。根據教材的語(yǔ)言材料，巧設疑問(wèn)，鼓勵學(xué)生從不同方面，不同角度進(jìn)行思維。
在careful reading的掃讀中，每個(gè)場(chǎng)景的2-3個(gè)問(wèn)題之后給學(xué)生提出一些預測和發(fā)散性思維的問(wèn)題，作一些開(kāi)發(fā)創(chuàng )造性思維的四人一組的小組討論，如：“Pierre為什么會(huì )接受邀請“Mathilde會(huì )借什么樣的項鏈？“你丟失了項鏈，你會(huì )怎么去處理？”，學(xué)生表現出極大的興趣和參與熱情。這激發(fā)了學(xué)生的好奇心，這樣既可提高口語(yǔ)表達能力，又可提高學(xué)生的想像能力。所以教師在課堂上巧妙地適時(shí)設問(wèn)，是對學(xué)生進(jìn)行多種思維的訓練，學(xué)生的思維創(chuàng )造性也因此得到充分發(fā)揮。
其次課文復述完之后，給學(xué)生提出更為深層次的問(wèn)題:“What do you think of Pierre、Jeanne and Mathilde? Why do you think so? ”，分析主人公尤其是Mathilde的'人物特征，培養學(xué)生分析能力�！俄楁湣愤@篇文章一直以來(lái)被理解為批判資產(chǎn)階級虛榮心，我則鼓勵學(xué)生闡述各自不同的觀(guān)點(diǎn)及理由，學(xué)生認為她虛榮之外，還很傻，同時(shí)她也很誠實(shí)，很勇毅等。讓學(xué)生對此問(wèn)題的各抒己見(jiàn)，學(xué)生批判性地看問(wèn)題體現了新教材的精神。其中我從誠實(shí)談到到 “誠信”，讓學(xué)生談?wù)勛约簩φ\信的看法。通過(guò)課堂對學(xué)生進(jìn)行人生觀(guān)、價(jià)值觀(guān)、世界觀(guān)的熏陶，整體提高人文素質(zhì)，而學(xué)生用英語(yǔ)表達這種思想感情，也是對語(yǔ)言運用能力的培養。
3、板書(shū)展示：
Unit 15 The Necklace
Guy de Maupassant Mathilde: a young lady
(1850-1893) Pierre: A government worker, Mathilde’s husband
Ball of Fat / My Uncle Jules Jeanne: A young lady; Mathilde’s Good friend
4、作業(yè)的布置：
�。�1）用戲劇的體裁續寫(xiě)本文-第四幕場(chǎng)景，以“Mathilde得知真相后”為題要求學(xué)生進(jìn)行課文續寫(xiě)，訓練培養學(xué)生的創(chuàng )造性思維能力。目的以此調動(dòng)學(xué)生的積極性，使學(xué)生處于積極思維的狀態(tài)之中，豐富學(xué)生想象力，全方位、多角度培養學(xué)生運用英語(yǔ)的能力。
(1) 用英語(yǔ)排練這篇短劇，包括自己續寫(xiě)的結局：
三。教學(xué)反饋與反思：
1. 時(shí)間未能合理安排，給學(xué)生活動(dòng)，思考，交流和表達的時(shí)間不夠充分；
2. 引導學(xué)生對戲劇的欣賞做的不夠；
3. 對學(xué)生續寫(xiě)的精彩的場(chǎng)景沒(méi)有列出一本作品展示。
由于缺少經(jīng)驗，在說(shuō)課過(guò)程中難免會(huì )出現不足，敬請各位老師不吝賜教。
高中英語(yǔ)說(shuō)課稿14
Good morning, ladies and gentlemen. Standing here, I am very happy and excited. It’s my great honor to be here interpreting my teaching plan. My teaching plan is divided into 5 parts. Ok, let’s come to Part 1.
Part 1 Teaching Material
The topic of my lesson is ____________________. It is taken from New Senior English for China Students’ Book___ Unit____.. This is a reading lesson. It plays a very important part in this book. Such a lesson is related to Ss’ daily life, so it is important to raise Ss’ learning interests and it is also helpful to improve Ss’ society sense. It can improve Ss to attain “four skills” request of listening, speaking, reading and writing. Therefore this lesson is in the important position of the teaching material. By studying this lesson, we’ll enable students to know_____________________ and develop the interest in English
Part 2 Teaching Aims：通過(guò)閱讀不僅能夠吸收積累,強化鞏固語(yǔ)言知識,而且能夠培養閱讀技巧,提高閱能力,擴大知識面。
1.Knowledge object (語(yǔ)言目標：語(yǔ)音，詞匯，語(yǔ)法，功能，話(huà)題)
To request Ss to master the usage of the important words and phrases:
2.Ability object (技能目標：聽(tīng)，說(shuō)，讀，寫(xiě))
(1) To develop the Ss’ abilities of listening, speaking, reading and writing, promote their ability of self-study and guide Ss to set up effective studying strategies.
3.Emotion objects (情感目標：興趣，自信，合作，愛(ài)國，國際視野)
To increase Ss’ interest in learning English, set up their self-confidence and improve their ability of cooperation.
Part 3 the Important and Difficult Points
The important point is to learn the main idea of the reading materials. In this part, I often choose 3 materials, two in the textbook and one in the workbook, but just focus on one reading.
The difficult point is to learn the reading methods and difficult sentences.
Part 4 Teaching Methods
To achieve these teaching aims, I will use individual work, pair work, group work and class work.
Part 5 Teaching Procedure
Step 1. Lead- in
In this step, I will prepare something interesting for the Ss. According to this reading, will ask Ss questions _____________________________________________.
This is to arouse Ss’ attention about the topic. (cost about _3_ mins)
Step 2. Pre-reading
Let Ss work in pairs and discuss/ predict the questions ____________________________________________, which can check how much they have known about this topic. (costs about _2_ mins)
Step 3. While-reading ( 3 tasks )
Task 1. Skimming: to ask Ss to read the passage fast and find out the topic sentence of each paragraph. During this part, we can promote their skimming ability. ( costs about _5_ mins )
Para 1 ___________________
Para 2 ___________________
Para 3 ___________________
Task 2. Scanning:
In this part, I will ask them to do some detailed questions, such as blank-filling and T or F questions. This
step can strengthen their understanding of this passage and scanning ability. （costs about _10_ mins ） Task 3: Listening
Read the passage by following the tape. While you are reading, pay attention to the pronunciation of the words.（costs about _10_ mins ）
Step 4. Post-reading
Task 1. tell the difference between:
Task 2: What’s the best title of this passage? First ask them to discuss, them give them fours choices to choose from.
Task 3: Ask Ss to use their own words to retell the story in pairs and then present in front of the class Task 4: Discussion: divide the Ss into several groups and ask them to discuss the question __________________________________________________.
This part can develop Ss’ abilities of communication and cooperation, arouse the Ss’ interest in English learning and request Ss to express their ideas freely as well. （costs about _10_ mins ） Task 3.
Step 5. Homework
Task 1. remember all the new words and phrases in the reading passage.
Task 2: Write a summary of the reading passage using the new words.
Task 3. write a short passage about _________________.
Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.
That’s all for my teaching plan. Thank you a lot for listening.
Blackboard design:
Important words and expressions.
Topic sentence of each paragraph:
Para 1:
Para 2:
Para 3:
Homework: write a short passage
高中英語(yǔ)說(shuō)課稿15
一．教材內容分析
本單元的中心話(huà)題是西方繪畫(huà)藝術(shù)的歷史、中西方各種藝術(shù)形勢與風(fēng)格，各時(shí)代的著(zhù)名畫(huà)家以及他們的作品。挺熟讀寫(xiě)等語(yǔ)言知識和語(yǔ)言技能主要圍繞“繪畫(huà)藝術(shù)”這一主題設計的。本節課引導學(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，培養他們對藝術(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，認真踏實(shí)是他們在課堂學(xué)習實(shí)踐活動(dòng)中的特點(diǎn)。部分學(xué)生經(jīng)過(guò)初中和高一階段對英語(yǔ)這門(mén)語(yǔ)言的`學(xué)習和掌握，已經(jīng)為高二階段的英語(yǔ)學(xué)習打下了基礎。表現為：大部分學(xué)生能夠做到課前預習，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)基礎薄弱，上課不夠積極主動(dòng)，學(xué)習任務(wù)完成不充分等問(wèn)題。對此，在課堂活動(dòng)中要進(jìn)行有針對性的幫助。如進(jìn)行分組討論時(shí)，可讓他們與學(xué)習基礎好的同學(xué)一組且要給予更多的鼓勵，使他們盡早能提高對學(xué)習英語(yǔ)的興趣。
三．教法分析
學(xué)生學(xué)習本文時(shí)，我設計了一些任務(wù)，通過(guò)感知，體驗，參與合作等方式，使學(xué)生的主動(dòng)地位得到充分體現。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(huà)概括主要內容,提高課堂教學(xué)效率,增強學(xué)生學(xué)習興趣.
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)生把握文章的細節，更深層了解文章內容）
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
�。ㄗ詈笞寣W(xué)生通過(guò)對以上句子的正誤判斷對文章更準確的把握）
五．說(shuō)板書(shū)設計
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，應注意問(wèn)題設計的層次，照顧到不同學(xué)習程度的學(xué)生，盡量做到讓更多學(xué)生參與到課堂活動(dòng)中。
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