高中英語(yǔ)說(shuō)課稿錦集15篇

　　作為一位不辭辛勞的人民教師，常常需要準(zhǔn)備說(shuō)課稿，借助說(shuō)課稿可以有效提高教學(xué)效率。優(yōu)秀的說(shuō)課稿都具備一些什么特點(diǎn)呢？以下是小編為大家整理的高中英語(yǔ)說(shuō)課稿，希望能夠幫助到大家。

高中英語(yǔ)說(shuō)課稿1

　　“說(shuō)課”是進(jìn)行教學(xué)研究、教學(xué)交流和教學(xué)探討的一種新的.教學(xué)研究形式，有關(guān)英語(yǔ)閱讀的說(shuō)課稿，歡迎大家一起來(lái)借鑒一下！

　　Good morning, my distinguished judges. It’s my great honor to stand here sharing my teaching ideas with you. I’m number candidate. May I begin my analysis of my teaching plan now?

　　(OK, Thank you!) As to my interpretation, it contains the following main parts: the analysis of the teaching material, the students, the teaching objectives and the teaching procedure, now, please allow me to introduce them one by one.

　　Well, firstly, let me talk about the analysis of teaching material.

　　The content of my lesson is from senior high school English book of People’s Educational Press Unit , The topic is . This lesson is about . Through the learning of this lesson, students will be able to .

　　Then, here comes my analysis of the Ss.

　　Senior high school students are independent in thinking and cooperative in discussing. Most of them have a good way of learning and a strong desire of seeking knowledge. However, some of them are still diffident in speaking English and are easily to scatter their attention. All these element shall be taken into consideration when I am implementing my teaching activities.

　　Now let’s move to the next part--teaching objectives

　　According to the new standard curriculum and the syllabus, I will set the teaching aims as follows:

　　First, Knowledge objectives: (語(yǔ)言目標(biāo)：語(yǔ)音，詞匯，語(yǔ)法，功能，話題)

　　1. Students are able to grasp the main idea of the whole passage and each separative paragraph.

　　2. Student will master the usage of adverbial clauses of concession and the important expressions such as . .

　　Second, Ability aims (技能目標(biāo)：聽(tīng)，說(shuō)，讀，寫(xiě))

　　1. By using the reading strategies of skimming and scanning, students can catch the general idea and detailed information of the part within a limited time.

　　2. Through finishing tasks in groups, students will cultivate their ability of sharing opinions with others.

　　Third, Emotional aims (情感目標(biāo)：興趣，自信，合作，愛(ài)國(guó)，國(guó)際視野)

　　1. Students can foster their interest and desire in learning English.[page]

　　2. Students develop their confidence in expressing themselves.

　　By completing the task,

　　(1) the Ss will increase their interests in

　　(2) the Ss will set up self-confidence in _____________.

　　(3) the Ss will have the bravery of facing ,

　　(4) the Ss will have the consciousness of

　　(5) the Ss will can appreciate the beauty in .

　　Well, next I will talk about the important points and difficult points.

　　In order to achieve the teaching goal and with consideration to the actual teaching condition, I will establish the important points and difficult points as follows.

　　The important points are the useful words, phrases, and sentence patterns.

　　The difficult points mainly focus on how to use different reading strategies for different reading purposes.

　　Here comes my Teaching methods& learning methods

　　According to the analysis of teaching material and Ss, I will mainly adopt the Communicative Approach and Task-based Language Teaching Approach, which means I will invite the students to further their understanding of the passage by fulfilling various tasks and cooperate with their group members.

　　As to the study methods, I will have the students to study in a relaxed atmosphere. they will cultivate their cooperation ability through group work and pair work and they will form a good habit of independent thinking by solving problems on their own.

　　Now let’s come to the most important part of my lecture---The analysis of the Teaching Procedures

　　To fulfill the teaching aims and stress the important points and difficult points, I will arrange my teaching procedures as the following steps.

　　Step one: “Warming up and Leading-in”. As we all know that “interest is the best teacher”, so here, I will play a short English video about to cultivate Ss’ learning interests and create a relaxing English learning atmosphere.

　　Step two: Pre-reading. In this step, I will ask students the question that and invite them to look at the title to predict what the passage is about. No matter what their answers are, I will give them positive feedback.

　　Purpose: during the independent thinking stage, students will recall their learned knowledge. Although not all the answers are correct, they will be more concentrated on the textbook and become more eager to read more.

　　Step three: While Reading. It will cost me 20 minutes and consists of extensive reading and intensive reading activities.

　　First comes the Extensive reading activity. I will introduce the reading tip of skimming to facilitate their reading, I will say to them that “when doing skimming, lets focus on the key words and sentences of each paragraph instead of reading the passage sentence by sentence, I will give you 3 minutes, after skimming, you are expected to tell me how many parts can the whole passage be divided into and the what are them about.”

　　Purpose: the task can impart the students with the reading strategies of skimming, which can greatly improve their reading comprehension ability and independent thinking ability.

　　Then, let’s move to another important reading activity--intensive reading, this time, students should read the passage very carefully, at the same time they should underline the words and phrases which they don’t understand, and discuss with their partners the following questions:

　　Question 1:

　　Question 2:

　　Question 3:

　　Besides, students are also required to finish the match practice below through paying attention to :

　　Next, I will explain some important language points. For the new words, I will lead the Ss to guess the meaning of the new words according to the context. For the sentences, I will demonstrate the sentences via my course-ware with the key parts deliberately colored and invite the students to work out the grammar rules by group work. For example, . After that, I will give them more examples and ask them to do the translating exercise to help them better understand the usage of .

　　By doing these two tasks, Ss will on one hand have a further understanding of the whole passage, on the other hand, they will also be able to use the target language of in their communication. They’ll also experience the sense of achievement in finishing the relative difficult tasks.

　　Step four: Post-reading. It will cost 10 minutes. Here, I will arrange two tasks to strengthen students’ understanding of the reading part.[page]

　　Task 1: discussion

　　Students work in groups and discuss the topic: ? After a ten-minute discussion, representatives of some groups will be invited to do the report.

　　Task 2: retelling

　　Here I will show my students a short passage with key words and phrases missing, and then ask some students to do the retelling by filling the blanks orally.

　　The reasons why I set these two activities are that all the students can have their opportunities of expressing their own ideas, and by working in groups, Ss will raise their cooperation awareness and appreciate the excellent thought of others. As the teacher, I can check if my class have already grasped the knowledge just as I expected.

　　Then, at the end of the class is step five: summary & homework.

　　I will ask some students to share what they have learned before I make a final conclusion. I will summarize the class like this: “ ”.In this way, Ss can make a self-assessment and some of them are able to gain a proud sense.

　　As for the homework, students are required to search more information about , they can refer to various information sources for help. Homework is so important in that it can train their self-study ability.

　　Now let’s focus on the last part. Blackboard Design

　　In order to show the important points and difficult points in a more clear way, I will divide the blackboard into three parts. On the left, I’ll write down the main idea of each part, the middle part is reserved for the important points, and on the right, I will write down some tasks.

　　That’s all for my presentation, I appreciate your attention very much! Thank you very much!

高中英語(yǔ)說(shuō)課稿2

　　一、教材內(nèi)容：

　　本課時(shí)介紹了亞洲（主要是中國(guó)）沙塵暴的情況，通過(guò)認(rèn)識(shí)（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(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)保方面的語(yǔ)言技能。

　　二、教學(xué)目標(biāo)：

　　語(yǔ)言知識(shí)目標(biāo)：

　　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(biāo)：

　　培養(yǎng)學(xué)生在閱讀中的策略；培養(yǎng)語(yǔ)感；特別強(qiáng)調(diào)培養(yǎng)學(xué)生在閱讀過(guò)程中獲取和處理信息的能力。

　　情感目標(biāo)：

　　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(qiáng)環(huán)保意識(shí)

　　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(nèi)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(xí)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(xí)策略：

　　1、自主學(xué)習(xí)法

　　2、合作學(xué)習(xí)與獨(dú)立思考相結(jié)合的學(xué)習(xí)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(shè)計(jì)意圖：通過(guò)直觀的視頻讓學(xué)生了解本課主題，通過(guò)幾個(gè)問(wèn)題的.提問(wèn)加深對(duì)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(shè)計(jì)意圖：根據(jù)閱讀策略，鍛煉學(xué)生自主學(xué)習(xí)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(shè)計(jì)意圖：鍛煉學(xué)生自主學(xué)習(xí)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

　　③cause

　　Desertification

　�、躨nfluence

　　Orange sky，strong wind，traffic moves slowly

　�、輘uggestion

　　Not to go out

　　III ⑥measures Plant trees

　　設(shè)計(jì)意圖：鍛煉學(xué)生共同學(xué)習(xí)和獨(dú)立思考相結(jié)合的學(xué)習(xí)模式，提高閱讀技能。

　　設(shè)計(jì)意圖：教師進(jìn)行歸納總結(jié)

　　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(shè)計(jì)意圖：培養(yǎng)學(xué)生合作學(xué)習(xí)模式，鍛煉學(xué)生語(yǔ)言技能能力，利用所學(xué)語(yǔ)言知識(shí)進(jìn)行表述。

　　2、 What can we do to deal with this problem？

　　設(shè)計(jì)意圖：培養(yǎng)學(xué)生合作學(xué)習(xí)模式，達(dá)到本課學(xué)習(xí)情感目標(biāo)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(shè)計(jì)

　　That’s all，thank you！

高中英語(yǔ)說(shuō)課稿3

　　一.教材內(nèi)容分析

　　本單元的中心話題是西方繪畫(huà)藝術(shù)的歷史、中西方各種藝術(shù)形勢(shì)與風(fēng)格，各時(shí)代的著名畫(huà)家以及他們的作品。挺熟讀寫(xiě)等語(yǔ)言知識(shí)和語(yǔ)言技能主要圍繞“繪畫(huà)藝術(shù)”這一主題設(shè)計(jì)的。本節(jié)課引導(dǎo)學(xué)生討論這些問(wèn)題，目的在于讓他們了解繪畫(huà)藝術(shù)及其各個(gè)歷史發(fā)展時(shí)期的不同風(fēng)格，培養(yǎng)他們對(duì)藝術(shù)的'興趣。

　　二.學(xué)生分析

　　本堂課所教學(xué)生為高二理科班的學(xué)生，認(rèn)真踏實(shí)是他們?cè)谡n堂學(xué)習(xí)實(shí)踐活動(dòng)中的特點(diǎn)。部分學(xué)生經(jīng)過(guò)初中和高一階段對(duì)英語(yǔ)這門語(yǔ)言的學(xué)習(xí)和掌握，已經(jīng)為高二階段的英語(yǔ)學(xué)習(xí)打下了基礎(chǔ)。表現(xiàn)為：大部分學(xué)生能夠做到課前預(yù)習(xí)，課堂上能伴隨課程的思路，較積極主動(dòng)的參與課堂活動(dòng)，如小組討論，問(wèn)答練習(xí)等;但是仍有少部分學(xué)生由于種種原因造成了英語(yǔ)基礎(chǔ)薄弱，上課不夠積極主動(dòng)，學(xué)習(xí)任務(wù)完成不充分等問(wèn)題。對(duì)此，在課堂活動(dòng)中要進(jìn)行有針對(duì)性的幫助。如進(jìn)行分組討論時(shí)，可讓他們與學(xué)習(xí)基礎(chǔ)好的同學(xué)一組且要給予更多的鼓勵(lì)，使他們盡早能提高對(duì)學(xué)習(xí)英語(yǔ)的興趣。

　　三.教法分析

　　學(xué)生學(xué)習(xí)本文時(shí)，我設(shè)計(jì)了一些任務(wù)，通過(guò)感知，體驗(yàn)，參與合作等方式，使學(xué)生的主動(dòng)地位得到充分體現(xiàn)。如：要求學(xué)生閱讀文章，回答問(wèn)題，填寫(xiě)表格等，這一單元以繪畫(huà)為主題,利用多媒體展示影片相關(guān)圖片，幫助學(xué)生用自己的話概括主要內(nèi)容,提高課堂教學(xué)效率,增強(qiáng)學(xué)生學(xué)習(xí)興趣.

　　四.教學(xué)程序

　　Step ⅠLead-in

　　Show students different kinds of paintings and ask them to guess the type of the paintings. (通過(guò)多媒體播放不同種類的圖片及不同名作家的作品引起學(xué)生對(duì)繪畫(huà)的興趣) Step ⅡWarming Up

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

　　A B

　　a. realistic 1. accurate, minute

　　b. abstract 2. state or fact of existing

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

　　e. religious 5. classical, of old beliefs

　　f. traditional 6. sincere to believe in a god or gods

　　Key: a-4, b-3, c-2, d-1, e-6, f-5

　　(通過(guò)對(duì)文章重點(diǎn)詞匯的聯(lián)系讓學(xué)生閱讀文章是更容易并且加深對(duì)這些重點(diǎn)詞匯的理解) Step Ⅲ Pre-reading

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

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

　　(通過(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?

　　(通過(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.

　　(通過(guò)再次閱讀讓學(xué)生把握文章的細(xì)節(jié)，更深層了解文章內(nèi)容)

　　Step Ⅴ Comprehending

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

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

　　2. Painters in the Middle Ages did not use perspective. T

　　3. Impressionists painted landscapes. T

　　4. You cannot recognize any object in abstract modern art. F

　　5. In the Renaissance most artists painted indoors. T

　　(最后讓學(xué)生通過(guò)對(duì)以上句子的正誤判斷對(duì)文章更準(zhǔn)確的把握)

　　五.說(shuō)板書(shū)設(shè)計(jì)

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

　　The Renaissance,from 15th to 16 century……

　　Impressionism,late 19th to early 20 century……

　　Modern Art,from 20th to today……

　　六.課后反思

　　課堂學(xué)生參與性不高，應(yīng)注意問(wèn)題設(shè)計(jì)的層次，照顧到不同學(xué)習(xí)程度的學(xué)生，盡量做到讓更多學(xué)生參與到課堂活動(dòng)中。

高中英語(yǔ)說(shuō)課稿4

　　引言：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

　�。ㄒ唬┲�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�）教學(xué)重點(diǎn)難點(diǎn)

　　1、利用已有知識(shí)談?wù)撌�器時(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�感興趣話題。

　　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)

　�。ㄒ唬┲�識(shí)技能

　　1、學(xué)會(huì)談?wù)摴糯�人的生產(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�）情感態(tài)度

　　1、讓學(xué)生了解本單元的總體學(xué)習(xí)目標(biāo)，以便激發(fā)學(xué)習(xí)學(xué)習(xí)積極性。

　　2、從談?wù)撌�器時(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�）學(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�？梢圆牧险{(diào)整聽(tīng)力要求。有的要聽(tīng)懂細(xì)節(jié)，有的甚至要推斷隱含內(nèi)容，但有的只需要掌握大意。

　　3、交際策略：通過(guò)談?wù)摴糯�人的飲食起居、文化娛�?lè)、生產(chǎn)工具和談?wù)撆d趣等真實(shí)交際活動(dòng)提高用英語(yǔ)交際的能力。同時(shí)讓學(xué)生了解表情、動(dòng)作等非語(yǔ)言手段提高交際效果。

　　4、資源策略：讓學(xué)生了解博物館、名勝古跡和書(shū)籍資料一樣是學(xué)習(xí)的重要途徑。

　�。ㄋ模┪幕�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�；顒�(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？

　�。ǘ�）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)。

　�。ㄈ�）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�人的飲食起居、文化娛�?lè)、生產(chǎn)工具。

　�。ㄋ模┞�(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

　　一、教材分析；

　　１、教材簡(jiǎn)析：

　　高一英語(yǔ)第十五單元的話題是“play”戲劇， 整個(gè)單元的設(shè)計(jì)圍繞“戲劇”展開(kāi)聽(tīng)、說(shuō)、讀、寫(xiě)多種教學(xué)活動(dòng)，內(nèi)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(jié)課本單元的第三節(jié)閱讀訓(xùn)練課，是由法國(guó)19世紀(jì)后半期優(yōu)秀的批判現(xiàn)實(shí)主義作家莫泊桑的短篇小說(shuō)《項(xiàng)鏈》改編的短劇。通過(guò)本單元的學(xué)習(xí)，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(yàn)語(yǔ)言，而提升自己綜合語(yǔ)言運(yùn)用的能力。

　　2、教學(xué)目標(biāo)：（知識(shí)目標(biāo)、能力目標(biāo)、德育目標(biāo)）

　　知識(shí)目標(biāo)：

　　(１)學(xué)習(xí)、掌握有關(guān)戲劇的體裁，熟悉和體驗(yàn)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(rèn)知、理解劇情的基礎(chǔ)上，學(xué)會(huì)欣賞戲劇。

　　能力目標(biāo)：

　�。�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(yǎng)綜合語(yǔ)言運(yùn)用的能力；

　�。�2）能利用上下文猜測(cè)詞義，同時(shí)能根據(jù)上下文線索預(yù)測(cè)故事情節(jié)的發(fā)展；

　　（3）能根據(jù)所讀材料運(yùn)用適當(dāng)語(yǔ)言進(jìn)行表演。

　　德育目標(biāo)：

　　通過(guò)本文激發(fā)學(xué)生對(duì)人生和命運(yùn)的感悟，整體提高人文素質(zhì)。

　　確立教學(xué)目標(biāo)的依據(jù)：

　　根據(jù)新課標(biāo)要求，通過(guò)聽(tīng)、說(shuō)、讀、寫(xiě)四項(xiàng)基本語(yǔ)言技能的訓(xùn)練，使學(xué)生形成綜合語(yǔ)言運(yùn)用能力，激發(fā)學(xué)生的學(xué)習(xí)興趣，為真實(shí)語(yǔ)言交際打基礎(chǔ)。此外，每一門課程都應(yīng)該盡可能結(jié)合學(xué)科特點(diǎn)，把培養(yǎng)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(dǎo)閱讀；訓(xùn)練skimming, scanning, careful reading等閱讀微技能；

　　2．對(duì)戲劇深層次的理解及戲劇的欣賞，認(rèn)識(shí)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(xùn)練；

　　2．對(duì)戲劇的欣賞及課本劇的表演。

　　4．教學(xué)輔助工具：

　�。�1） 收音機(jī)；

　�。�2）多媒體

　�。�3）項(xiàng)鏈

　　二、教學(xué)流程：

　　１、新課導(dǎo)入

　　由前面兩節(jié)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名的劇作家，再通過(guò)多媒體讓學(xué)生把作家、作品、國(guó)籍進(jìn)行連線，以此引人法國(guó)作家莫泊桑及短劇《項(xiàng)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(xí)興趣，對(duì)后面進(jìn)行本文的閱讀做了鋪墊和準(zhǔn)備。

　　２、新課的講解

　　（1）不同層次的閱讀技能訓(xùn)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(xì)節(jié)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(biāo)題， 以此培養(yǎng)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(duì)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(xì)節(jié)信息。在通讀全文梳理文章，理解主題基礎(chǔ)上，學(xué)生熟悉了故事內(nèi)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(diào),從整體上把握課文結(jié)構(gòu)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(xí)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(xì)節(jié)信息把握住了這篇戲劇。

　　接下來(lái)的環(huán)節(jié)是通過(guò)多媒體展示的幾幅圖片讓學(xué)生復(fù)述課文，這既是理解基礎(chǔ)上的表達(dá)，也是對(duì)理解的檢驗(yàn)。它可以訓(xùn)練學(xué)生的.各種思維能力，培養(yǎng)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(fù)述課文是培養(yǎng)學(xué)生用英語(yǔ)連貫表達(dá)的一種有效的訓(xùn)練手段，而且加深了學(xué)生對(duì)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(dá)能力的發(fā)展。

　　（2）、在情境中激思，培養(yǎng)創(chuàng)新思維：

　　在課文教學(xué)時(shí)，我采用多種思維訓(xùn)練法，培養(yǎng)學(xué)生的創(chuàng)新思維。根據(jù)教材的語(yǔ)言材料，巧設(shè)疑問(wèn)，鼓勵(lì)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(yù)測(cè)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(qǐng)“Mathilde會(huì)借什么樣的項(xiàng)鏈？“你丟失了項(xiàng)鏈，你會(huì)怎么去處理？”，學(xué)生表現(xiàn)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(dá)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(shè)問(wèn)，是對(duì)學(xué)生進(jìn)行多種思維的訓(xùn)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(fù)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(yǎng)學(xué)生分析能力�！俄�(xiàng)鏈》這篇文章一直以來(lái)被理解為批判資產(chǎn)階級(jí)虛榮心，我則鼓勵(lì)學(xué)生闡述各自不同的觀點(diǎn)及理由，學(xué)生認(rèn)為她虛榮之外，還很傻，同時(shí)她也很誠(chéng)實(shí)，很勇毅等。讓學(xué)生對(duì)此問(wèn)題的各抒己見(jiàn)，學(xué)生批判性地看問(wèn)題體現(xiàn)了新教材的精神。其中我從誠(chéng)實(shí)談到到 “誠(chéng)信”，讓學(xué)生談?wù)勛约簩?duì)誠(chéng)信的看法。通過(guò)課堂對(duì)學(xué)生進(jìn)行人生觀、價(jià)值觀、世界觀的熏陶，整體提高人文素質(zhì)，而學(xué)生用英語(yǔ)表達(dá)這種思想感情，也是對(duì)語(yǔ)言運(yùn)用能力的培養(yǎng)。

　　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(xù)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(xù)寫(xiě)，訓(xùn)練培養(yǎng)學(xué)生的創(chuàng)造性思維能力。目的以此調(diào)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(yǎng)學(xué)生運(yùn)用英語(yǔ)的能力。

　�。�1） 用英語(yǔ)排練這篇短劇，包括自己續(xù)寫(xiě)的結(jié)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(dá)的時(shí)間不夠充分；

　　2． 引導(dǎo)學(xué)生對(duì)戲劇的欣賞做的不夠；

　　3． 對(duì)學(xué)生續(xù)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(yàn)，在說(shuō)課過(guò)程中難免會(huì)出現(xiàn)不足，敬請(qǐng)各位老師不吝賜教。

高中英語(yǔ)說(shuō)課稿6

　　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(biāo)準(zhǔn)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7

　　《迪斯尼 米老鼠》

　　一、教材分析：

　　所授內(nèi)容高二英語(yǔ)上冊(cè)第一單元第二課，課文主要介紹了迪斯尼以及他所創(chuàng)造的有名卡通人物米老鼠。文章文字運(yùn)用正確，語(yǔ)言流暢、優(yōu)雅，有利于提高學(xué)生的口筆頭表達(dá)能力。

　　二、教學(xué)目標(biāo)

　　a 知識(shí)目標(biāo)：把握下列單詞及短語(yǔ)：

　　cartoon take along in the hope of lose heart day after day unsuccessful character

　　b 能力目標(biāo)：提高學(xué)生各方面的能力，加強(qiáng)學(xué)生語(yǔ)感方面練習(xí)，使學(xué)生能靈活運(yùn)用所學(xué)英語(yǔ)進(jìn)行口語(yǔ)表達(dá)。

　　c 德育目標(biāo)：教育學(xué)生學(xué)習(xí)迪斯尼鍥而不舍的精神，使學(xué)生具有良好的心理素質(zhì)，形成好的學(xué)習(xí)習(xí)慣。

　　d 重點(diǎn)、難點(diǎn)

　　重點(diǎn)：全面透徹理解整篇文章;學(xué)會(huì)新的語(yǔ)言表達(dá)方式。

　　難點(diǎn)：運(yùn)用所學(xué)語(yǔ)言表達(dá)方式根據(jù)所提供素材進(jìn)行口頭作文練習(xí)。

　　三、說(shuō)教法

　　首先， 以課文為中心，以情景引路，以理解和運(yùn)用為目的。力求做到情景領(lǐng)先，意含其間，以情激聽(tīng)，以景促解。使學(xué)生形成一種渴求把握知識(shí)的內(nèi)在需要和強(qiáng)大動(dòng)力。從而使學(xué)生加深對(duì)語(yǔ)言材料的理解，輕松獲得外語(yǔ)語(yǔ)感和增強(qiáng)記憶力。

　　其次，采取導(dǎo)學(xué)法、點(diǎn)撥法，始終實(shí)行啟發(fā)誘導(dǎo)。采取教師為主導(dǎo)，學(xué)生為主體，練習(xí)為主線的基本方法。旨在充分調(diào)動(dòng)學(xué)生的主動(dòng)性和創(chuàng)造性，培養(yǎng)自學(xué)能力。

　　四、說(shuō)學(xué)法

　　愛(ài)因斯坦說(shuō)過(guò)，愛(ài)好是最好的老師。在利用現(xiàn)代化的教學(xué)手段，創(chuàng)造出令學(xué)生感愛(ài)好的情景后，抓住學(xué)生求新、好奇的心理特點(diǎn)，教師適當(dāng)引導(dǎo)，使學(xué)生積極主動(dòng)的去學(xué)習(xí)新知識(shí)，最大限度的調(diào)動(dòng)學(xué)生參與到整個(gè)教學(xué)活動(dòng)中。從而提高學(xué)生分析問(wèn)題、解決問(wèn)題、語(yǔ)言運(yùn)用諸方面能力的發(fā)展。

　　其次，學(xué)習(xí)知識(shí)的最佳途徑是由自己去發(fā)現(xiàn)。老師的責(zé)任是指導(dǎo)學(xué)生如何去發(fā)現(xiàn)。教是為了不教，激發(fā)學(xué)生樂(lè)學(xué)和會(huì)學(xué)，提高創(chuàng)新能力。

　　五、教學(xué)程序

　　1、用動(dòng)畫(huà)片頭導(dǎo)入。 目的是運(yùn)用小電影式的開(kāi)場(chǎng)，激發(fā)學(xué)生濃厚的愛(ài)好，為學(xué)習(xí)課文做預(yù)備。

　　2、背景介紹。 畫(huà)面出現(xiàn)三張迪斯尼青年、中年和老年的照片配英語(yǔ)旁白。引導(dǎo)學(xué)生猜出照片上的人物迪斯尼，然后讓學(xué)生談?wù)勊麄兯�了解的迪斯尼�?/p>

　　3、展示數(shù)張迪斯尼電影中的畫(huà)面，制造懸念，讓學(xué)生猜電影名。使學(xué)生在唯美的享受中，興致勃勃，情趣盎然地急于了解迪斯尼，從而對(duì)課文產(chǎn)生強(qiáng)烈的求知欲。

　　4、快速閱讀，根據(jù)課文填寫(xiě)迪斯尼概況。目的是獲取有關(guān)課文的信息，初步了解課文概況。

　　5、放映有關(guān)課文內(nèi)容的卡通片、圖片、音樂(lè)及英語(yǔ)配音。 目的是激發(fā)學(xué)生愛(ài)好。使學(xué)生在享受畫(huà)面的同時(shí)鍛煉聽(tīng)力。使學(xué)生在脫離漢語(yǔ)干擾的.情況下，直接用英語(yǔ)去理解畫(huà)面。使學(xué)生真正用英語(yǔ)思維去理解課文。

　　6、作正誤判定題。目的是加深學(xué)生對(duì)課文的理解。

　　7、講解語(yǔ)言點(diǎn)(包括情景演示)。 目的是使學(xué)生把握重點(diǎn)詞組及其用法。

　　8、課堂練習(xí)。在屏幕上打出五個(gè)單選題。目的是及時(shí)鞏固所學(xué)知識(shí)。

　　9、根據(jù)畫(huà)面及文字提示，用英語(yǔ)講故事。為學(xué)生提供兩套有文字提示的畫(huà)面《白雪公主》 和 《灰姑娘》。學(xué)生可根據(jù)自己的愛(ài)好選擇一個(gè)。目的是練習(xí)學(xué)生口頭作文和口語(yǔ)表達(dá)能力。

　　10、鞏固練習(xí)。動(dòng)詞填空。目的是及時(shí)反饋，鞏固。

　　11、布置作業(yè)，根據(jù)上述鞏固練習(xí)，讓學(xué)生復(fù)述課文。

高中英語(yǔ)說(shuō)課稿8

　　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�體上把握它的結(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�袖手旁觀，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…

　　（這項(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9

　　Good morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 5 Music. I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.

　　Firstly，let me introduce the teaching material. This unit is to introduce to us different types of band. The reading passage is the center of this unit. It is made up of 4 paragraphs, that is, many people want to be famous as singers or musicians, form a band, Monkees began as a TV show and they became even more popular than the Beatles. The text is the most important teaching material in this lesson, which extends the main topic “music” and contains most of the vocabulary and grammar points that students should learn in this unit.

　　Secondly, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability Thirdly, I’d like to talk about teaching aims and demands

　　1 Knowledge aims:

　�。�1）to help students to understand and master the words, phrases and sentence patterns.

　　（2）to know some basic information about music

　　2 Ability aims:

　　(1) To improve the students’ organizing and using skills of English as the second language

　　(2) To understand the main idea, to scan for the needed information and to grasp the details

　　3 Emotional aims:

　　(1) Help students understand different type of music and how to form a band

　　(2) Develop students’ sense of cooperative learning

　　Fourthly, teaching key points is

　　1. To help the students get a general idea of the whole passage, and some detailed information and language points as well.

　　2. To understand how Monkees formed, developed and succeed. Teaching difficult points is

　　1. The students use their own words to express their own ideas.

　　2. the prep+ whom/which attribute clause

　　According to the analysis above, I’ll try to use the following theories to make students the real master of the class while the teacher myself the director.

　　a. Communicative Language Teaching

　　Language is used for communication. It’s learner-centered and emphasizes communication and real-life situations.

　　b. Task-based Language Teaching

　　A task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.

　　c. Computer Assisted Language Teaching

　　Language learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.

　　Part 3 Learning Methods

　　Task-based, self-dependent and cooperative learning

　　Part 4 Teaching Procedure

　　Step One Lead-in

　　“Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the band”. I’ll play some different type of music to attract their attention and then bring some questions.

　　Question:

　　What kind of music they like?

　　Which band they know best?

　　The answers must relate to band. After this, the students will be eager to know something about band and this is the very time to naturally lead the class into Step 2

　　Step 2 Reading for information: skimming and scanning In this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.

　　Task 1 General idea

　　The students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.

　　The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other.

　　Task 2 Main idea of each paragraph

　　Cooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 4 groups to skim the whole text and get the main idea of each paragraph.

　　Step 3 Reading for comprehension

　　The purpose of reading is to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details. Therefore the following practices on Page 35 can help check the situation.

　　Step 4 Solving difficult language problems through reading

　　It’s important for language learners to learn important rules of

　　grammar and use these rules to solve problems in reality. In the previous process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss and explain. This period of time belongs to students. They can ask any questions they come across in the process of learning. I’ll explain the questions and difficulties. The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.

　　Step 5 Consolidation

　　Language is learnt by communicating. It is my job to create an atmosphere for students to use the language. Here I design 2 activities 1 Reading for comprehension

　　I’ll ask 4 students to read each paragraph, and then do the exercise following the text. I think it’s a good way to review what they have learned.

　　2 Discussion

　　During making discussion, the students will deepen their understanding of the main idea of the passage.

　　a. Why Monkees can be successful? Give reasons.

　　b. What’s the most important thing for a successful band? Why? Step 6 Homework

　　Ask the students to write down sth about their favorite singers, band or music and list the reasons. The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.

　　Part 5 Blackboard design

　　Unit 4 Music

　　Passage The Band That Wasn’t

　　Topic Sentences:

　　1. Many people want to be famous as singers or musician

　　2. Form a band

　　3. Began as a TV

　　4. They became even more famous than the Beatles

　　Discussion:

　　a. Why Monkees can be successful? Give reasons.

　　b. What’s the most important thing for a successful band? Why?

　　In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily. In this text, the design is not easy to write. I write the topic sentences on the blackboard, in order to tell the students that this is of the importance in this class. I want to make the design inductive, instructive and artistic.

高中英語(yǔ)說(shuō)課稿10

　　一、教學(xué)目標(biāo)（Teaching aims:）

　　1. 復(fù)習(xí)連系動(dòng)詞的功能（Review what a linking verb’s function is in a sentence.）

　　2. 了解連系動(dòng)詞的種類（Remember what verbs can be used as linking verbs.）

　　3. 掌握表語(yǔ)的種類（Summarize what words or phrases can be used as the predicative.）

　　二、教學(xué)重、難點(diǎn)（Teaching main and difficult points:）

　　將所學(xué)的規(guī)則運(yùn)用于實(shí)踐，解決一些具體問(wèn)題（Apply the rules learnt to complete some written tasks.）

　　三、教學(xué)設(shè)想（Teaching design:）

　　讓學(xué)生學(xué)會(huì)通過(guò)練習(xí)，自己歸納、總結(jié)連系動(dòng)詞的規(guī)則（Instruct students themselves to summarize the rules of linking verbs and get them involved in all the teaching activities.）

　　四、教學(xué)步驟（Teaching procedures:）

　　1. 導(dǎo)入（Step 1: Leading-in）

　　Present a short video to get students’ attention on the general idea of linking verbs.

　　2. 練習(xí)與歸納（Step 2: Explanation and practice:）

　　(1). Introduce the definition of a linking verb.

　　(2). Get to know the classification of linking verbs.

　　(3). Remind students to pay attention to some possible mistakes while using linking verbs.

　　(4). Compare three groups of linking verbs similar in meaning or usage.

　　(5). Summarize the words or phrases acting as the predicative.

　　3. 活動(dòng)(Step 3: Oral practice)

　　(1). Do the exercises on the paper.

　　(2). Discuss with your partners about the model tests held last weekend. Please tell us your feelings about them, trying to use as many linking verbs as you can.

　　4. 難點(diǎn)解析（Step 4: Aualysis of difficult poiats）

　　5.鞏固（Step 5: Revision and Consolidation）

　　Ask one student to summarize the rules of linking verbs

　　6. 布置家庭作業(yè)(Step 6: Homework)

　　(1). Go over the rules of linking verbs.

　　(2). Finish the grammar exercise on the newspaper.

　　說(shuō) 課

　　這是一節(jié)語(yǔ)法課，主要復(fù)習(xí)、歸納連系動(dòng)詞的用法，并將所學(xué)規(guī)則用于解決實(shí)際問(wèn)題。有關(guān)連系動(dòng)詞的用法學(xué)生在初中時(shí)就已經(jīng)有所了解，不能算是新授內(nèi)容。因此，本節(jié)課我采用的是“總——分——總”的教學(xué)方法。具體步驟如下：

　　1. 將本節(jié)課的教學(xué)目標(biāo)（1. Review what a linking verb’s function is in a sentence. 2. Remember what verbs can be used as linking verbs. 3. Summarize what words or phrases can be used as the predicative. ）寫(xiě)在黑板上，請(qǐng)同學(xué)集體朗讀。使學(xué)生明確本節(jié)課所學(xué)內(nèi)容和要達(dá)到的目標(biāo)。

　　2. 引出有關(guān)連系動(dòng)詞的兩個(gè)問(wèn)題（1.What’s a linking verb? 2. How many types of linking verbs are there in English?），然后讓學(xué)生欣賞一段視頻。目的是讓學(xué)生對(duì)連系動(dòng)詞有一個(gè)總體印象，同時(shí)也為了激發(fā)學(xué)生的學(xué)習(xí)興趣和活躍課堂氣氛。視頻中涉及連系動(dòng)詞的定義、功能、種類以及使用連系動(dòng)詞時(shí)所要注意的事項(xiàng)。

　　3. 讓學(xué)生回答那兩個(gè)問(wèn)題。通過(guò)例句進(jìn)一步解釋連系動(dòng)詞的定義和功能。

　　4. 用PPT給出一項(xiàng)用連系動(dòng)詞完成句子的.練習(xí)（共6句）。 請(qǐng)學(xué)生補(bǔ)全句子后，比較、歸納出三類連系動(dòng)詞。

　　5. 進(jìn)行口頭造句練習(xí)。將學(xué)生按座位分成三大組，每6個(gè)學(xué)生為一小組進(jìn)行討論。用所學(xué)連系動(dòng)詞造句，主題為他們上周�？嫉母惺�。從每一大組中選一個(gè)學(xué)生上黑板寫(xiě)出本組學(xué)生造句時(shí)所用的連系動(dòng)詞，最后選出最佳的一組。

　　6. 核對(duì)學(xué)案上的單選題答案，對(duì)錯(cuò)題進(jìn)行分析、講解。

　　7. 針對(duì)學(xué)生可能出現(xiàn)的一些共性錯(cuò)誤設(shè)計(jì)了一項(xiàng)單句改錯(cuò)題，學(xué)生完成后歸納出五條在使用連系動(dòng)詞時(shí)所要注意的事項(xiàng)。

　　8. 完成學(xué)案中的填空題。然后，讓學(xué)生通過(guò)連線的方式，對(duì)三組容易混淆的連系動(dòng)詞進(jìn)行辨析。同時(shí)掌握由appear, look, seem所構(gòu)成的幾個(gè)常用句型。

　　9. 通過(guò)例句小結(jié)表語(yǔ)的句法功能以及可以作表語(yǔ)的詞或短語(yǔ)。

　　10. 讓一個(gè)學(xué)生總結(jié)本節(jié)課所學(xué)內(nèi)容。布置家庭作業(yè)。

　　雖然完成了本節(jié)的教學(xué)任務(wù)，基本達(dá)到了既定的教學(xué)目標(biāo)，但從學(xué)生的練習(xí)反饋結(jié)果看，還有一些學(xué)生沒(méi)能將所學(xué)規(guī)則有效地用于解決具體的題目中。所以在今后的語(yǔ)法教學(xué)中，不能指望學(xué)生記住了語(yǔ)法規(guī)則就能解決問(wèn)題，更多地要讓學(xué)生在解決問(wèn)題中熟悉語(yǔ)法規(guī)則。另外，從這次的上課中進(jìn)一步體會(huì)到在多媒體的運(yùn)用方面還有許多不足，今后還要更多地親身實(shí)踐。

高中英語(yǔ)說(shuō)課稿11

　　Women of Achievement

　　Good morning, ladies and gentlemen. My topic is Women of Achievement, that is, unit 1, in module 4. The reading passage “A Student of African Wildlife” is talked later and my talk consists of 4 parts. Part 1, my understanding of the material. Part 2, teaching approaches. Part 3, preparations before class. Part 4, teaching procedure.

　　Part 1 my understanding of the material

　　First, let me introduce the reading passage. It is the center of this unit’s teaching and learning. It is made up of 4 paragraphs, that is, one day’s observing chimps with Jane in the forest; how Jane did her research and her achievements; Jane’s love towards animals and her contributions to animal protection; and a short summary to her. By learning this lesson, the students can not only understand women’s status in society and everyday life, their values and contributions, their difficulties and achievements, but also learn how to use some words, phrases and sentence patterns. Of course, the students can practise their reading skills, such as skimming, scanning and careful reading.

　　Second, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading and writing, they still need many opportunities to explore and convey meanings; to classify and reflect on their thoughts, feelings and experiences; to experiment and use their imaginations, and also to develop their autonomous learning ability, cooperative learning ability and investigative learning ability.

　　Third, about teaching aims

　　Knowledge aims: To learn how to use the mastery words, phrases and sentence patterns;

　　To learn sth about Jane’s research.

　　Ability aims: To cultivate the students’ autonomous learning ability, cooperative learning ability and investigative learning ability;

　　To develop students’ reading skills, such as making prediction and drawing inferences from the context.

　　Emotional aims: To encourage the students to participate in the class activities and cultivate their teamwork spirit;

　　To learn Jane’s bravery and perseverance in achieving her goals;

　　To reinforce the sense of wildlife protection.

　　Fourth, about key points and difficult points

　　I think they are to develop the students’ reading skills, such as making prediction and drawing inferences from the context; and to learn how to use the mastery words, phrases and sentence patterns.

　　Part 2 Teaching approaches

　　According to the analysis above, I’ll try to use the following theories: to make students the real master of the class while the teacher myself the director; to inspire the students, especially girl students to chase their dreams with great determinations.

　　Therefore, task—based teaching method, students—centered teaching method and CAI will be used.

　　Part 3 Preparations before class

　　I will ask the students to surf the Internet or go to the library to find some information about great women that they are interested in.

　　And in class, they will give reports of the information they have obtained. By doing this activity, I can train their autonomous learning ability and investigative learning ability, and their abilities of collecting and dealing with information.

　　Part 4 Teaching procedure

　　I designed 6 steps to deal with this reading passage.

　　Step 1 lead—in

　　Activity: picture appreciation and question answering

　　I’ll show them some beautiful pictures of wild animals, such as lions, Tibetan antelopes, monkeys and chimps. Then one question will be asked: which animal has the closest connection with human beings? It’s not so difficult. Of course, chimps. Then the students can find more about chimps from the reading passage.

　　The purpose of this activity is to stimulate the students’ interest and naturally lead to the reading passage.

　　Step 2 pre—reading

　　Activity: look and guess

　　The students will be asked to just glance at the title and the two pictures in the book, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.

　　This activity is to inspire the students to read actively, not passively. Surveys show that active reading can raise the readers’ interest and reading efficiency. Other purposes are to develop the students’ reading skill—making prediction and to encourage the students to think in English, express their thoughts in English and cooperate with each other.

　　Step 3 reading

　　Activity 1 scanning

　　The students are required to scan the text quickly and find out specific information of the following questions.

　　1 who is the student?

　　2 what animals are observed?

　　3 when did Jane Goodall arrive at Gombe? How old was she?

　　4 what was the purpose of her study?

　　By doing this activity, the students can improve their reading skill—scanning. And they can get the two lines of the whole passage, the main line—student, and the hidden line—wildlife. It builds a solid base for the latter reading comprehension.

　　Activity 2 skimming

　　The students are asked to skim the text quickly and summarize the main idea of each paragraph.

　　By doing this, I can train the students’ reading skill—skimming. And before their skimming, I’ll remind them to find out the topic sentence of each paragraph.

　　Activity 3 careful reading

　　For paragraph 1: Video watching and completing a diagram

　　Get the students to watch a short video of Jane’s research with chimps.

　　This paragraph is a description of what Jane and her partners did in the forest. The video can turn the description in words into images. So it seems as if the students themselves went into the forest. Then a diagram will be shown to the students. It contains the main actions of the chimps. They have to complete it. By these two changes, the students can master the important words, phrases and sentences better.

　　For paragraphs 2-3: Retelling job

　　These two paragraphs are relatively long, so the students may have difficulties in classifying the content. Therefore I divided all the sentences into 3 aspects, that is, Jane’s difficulties, her discoveries and her contributions. According to the key words, they have to retell it.

　　By doing this activity, I can train the students’ language organizing ability to meet the demands of the new curriculum.

　　For paragraph 4: Question answering

　　It is a short summary to Jane and implies that women can do what they want to do as men. This paragraph is relatively short and easy to understand. So the questions are fairly easy and will be offered to the less talented students.

　　Step 4 post—reading

　　I designed 2 activities.

　　Activity 1: multiple choice questions

　　These questions are to help the students get a better understanding of the text. Some of them are about details, and some of them are inferences. Inference questions are more difficult. So I will give them to the top students, and the easier ones to less talented students. Therefore all the students can have the chance to participate in the class activities and achieve the pleasure of learning English. Thus task-based teaching method is used here.

　　Activity 2: qualities and looking for relevant sentences

　　It is an activity to consolidate what they have learnt in the class. Traditionally, a blank-filling task is often used in this step, but it is a passive activity. In order to get the students to learn actively, I designed this activity. Just get the students to look at the title and think about “what kind of student Jane is”. They will say many words, like hard-working, brave and so on. Then ask them to find out the sentences from which we can see these qualities. To do this job, the students have to read the whole passage more carefully again, and they will get a deeper impression of the language structure. Here students-centered teaching method is used.

　　Step 5 Discussion

　　The students will be divided into several groups to discuss the following questions.

　　1 Jane was brave enough to live in the forest. What difficulties do you think she was facing?

　　2 If you have the chance, will you do what she did?

　　This activity is to cheer the students to think deeply about Jane’s research and to practice their oral English.

　　Step 6 Homework

　　Activity : Thinking and Writing

　　The topic is “ though our grandmothers and mothers haven’t done something great like Jane, do you think they are great, too?” Give your reasons.

　　This activity is designed to train their writing skills and stimulate the students to become aware of the greatness of ordinary women. So greatness is close to the students’ daily life.

　　In class, I will use CAI, so there is no blackboard design.

　　That’s all. Thank you!

高中英語(yǔ)說(shuō)課稿12

　　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)

　　① 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.

　�、� 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。總之，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、教材分析；

　　１、教材簡(jiǎn)析：

　　高一英語(yǔ)第四單元的話題是“unforgettable experiences”， 整個(gè)單元的設(shè)計(jì)圍繞這一話題展開(kāi)聽(tīng)、說(shuō)、讀、寫(xiě)多種教學(xué)活動(dòng)，內(nèi)容涉及“談?wù)撨^(guò)去的經(jīng)歷”、“描述任人物、事件以及人的感覺(jué)”、“學(xué)會(huì)在一篇文章中用First, Next, Then ,Finally來(lái)組織內(nèi)容”等，讓學(xué)生初步了解定語(yǔ)從句， 學(xué)會(huì)使用關(guān)系代詞who ,whom, whose, which, that 的用法。我上的這節(jié)課是本單元的課后閱讀訓(xùn)練，它是繼前面幾個(gè)課時(shí)內(nèi)容的延伸，單元教學(xué)內(nèi)容中閱讀部分安排了一篇描述洪水的文章，而這篇課文是描述地震的文章，結(jié)合目前時(shí)事，我想以此為載體讓學(xué)生在完成閱讀任務(wù)的基礎(chǔ)上對(duì)地震的知識(shí)有更多的了解，所以設(shè)計(jì)了這一課時(shí)。

　　2、教學(xué)目標(biāo)：（知識(shí)目標(biāo)、能力目標(biāo)、德育目標(biāo)）

　　知識(shí)目標(biāo)：學(xué)習(xí)描述地震災(zāi)害的常用語(yǔ)，能簡(jiǎn)單的描述地震的發(fā)生原因。

　　能力目標(biāo)：

　　（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(yǎng)綜合語(yǔ)言運(yùn)用的能力；

　�。�2）能利用上下文理解單詞的含義，；

　　（3）能根據(jù)所讀材料運(yùn)用適當(dāng)語(yǔ)言進(jìn)行復(fù)述。

　　德育目標(biāo)：通過(guò)本文的閱讀讓學(xué)生對(duì)地震有更多認(rèn)識(shí)，加強(qiáng)自我保護(hù)。

　　確立教學(xué)目標(biāo)的依據(jù)：

　　根據(jù)新課標(biāo)要求，通過(guò)聽(tīng)、說(shuō)、讀、寫(xiě)四項(xiàng)基本語(yǔ)言技能的訓(xùn)練，使學(xué)生形成綜合語(yǔ)言運(yùn)

　　用能力，激發(fā)學(xué)生的學(xué)習(xí)興趣，為真實(shí)語(yǔ)言交際打基礎(chǔ)。此外，每一門課程都應(yīng)該盡可能結(jié)合學(xué)科特點(diǎn)，把培養(yǎng)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．利用不同的任務(wù)訓(xùn)練skimming, scanning, careful reading等閱讀微技能；

　　2．對(duì)地震知識(shí)的更多了解。

　　（2）難點(diǎn)： 1。閱讀技能的訓(xùn)練；。

　　4．教學(xué)輔助工具：

　　（1） 收錄機(jī)； （2）多媒體

　　二、教學(xué)流程：

　�。�、新課導(dǎo)入

　　由前面的閱讀文章的內(nèi)容說(shuō)起，那一場(chǎng)洪災(zāi)對(duì)于課文的主人公來(lái)說(shuō)是一次難忘的經(jīng)歷，而我們可能會(huì)遇到各種各樣的自然災(zāi)害，詢問(wèn)學(xué)生知道的'災(zāi)害，展示圖片讓學(xué)生對(duì)此有所了解，然后展示一幅完美的城市圖和災(zāi)后城市圖進(jìn)行比較，猜測(cè)發(fā)生變化的原因，從而引出課題，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(xí)興趣，對(duì)后面進(jìn)行本文的閱讀做了鋪墊和準(zhǔn)備。

　　２、新課的講解

　　（1）不同層次的閱讀技能訓(xùn)練；

　　首先是Speed reading，

　　a. skanning，快速默讀全文，了解課文大意，回答簡(jiǎn)單問(wèn)題為下一步找出細(xì)節(jié)作好鋪墊。

　　b. skimming，讓學(xué)生進(jìn)行跳躍式閱讀，了解文章的結(jié)構(gòu)，教師要求學(xué)生（work in pairs）給每一部分給一個(gè)標(biāo)題， 以此培養(yǎng)他們找尋文章或段落的主題句和

　　然后是careful reading ，

　　a,掃 讀 ：用多媒體展示針對(duì)每個(gè)部分提出不同問(wèn)題，，學(xué)生通過(guò)掃讀來(lái)獲取細(xì)節(jié)信息。在通讀全文梳理文章，理解主題基礎(chǔ)上，學(xué)生熟悉了文章內(nèi)容，才能掌握地震的相關(guān)知識(shí)。在這一環(huán)節(jié)中，針對(duì)各部分設(shè)計(jì)了不同的任務(wù)，

　　1，選擇題，四個(gè)部分

　　2，根據(jù)上下文了解代詞的指代內(nèi)容，涉及全文。

　　3，針對(duì)第二部分回答問(wèn)題

　　4，針對(duì)第三部分讓學(xué)生結(jié)合示意圖用自己的語(yǔ)言復(fù)述地震的形成，這既是理解基礎(chǔ)上的表達(dá)，也是對(duì)理解的檢驗(yàn)。它可以訓(xùn)練學(xué)生的各種思維能力，培養(yǎng)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(fù)述課文是培養(yǎng)學(xué)生用英語(yǔ)連貫表達(dá)的一種有效的訓(xùn)練手段，而且加深了學(xué)生對(duì)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(dá)能力的發(fā)展。

　　5，針對(duì)最后一部分提出一個(gè)開(kāi)放性的問(wèn)題進(jìn)行討論

　　b .朗讀：讓學(xué)生跟讀錄音，掌握正確的語(yǔ)音語(yǔ)調(diào),從整體上把握課文結(jié)構(gòu)并從中得到自己的感受。這也為下一步學(xué)生討論做好鋪墊。學(xué)生通過(guò)以上活動(dòng)，從基本框架到細(xì)節(jié)信息把握住了這篇文章。

　　接下來(lái)的環(huán)節(jié)是通過(guò)多媒體展示的幾幅圖片讓學(xué)生進(jìn)行讀后討論。讓學(xué)生對(duì)地震有更多認(rèn)識(shí)

　�。�2）、在情境中激思，培養(yǎng)創(chuàng)新思維：

　　在課文教學(xué)時(shí)，我采用多種思維訓(xùn)練法，培養(yǎng)學(xué)生的創(chuàng)新思維。根據(jù)教材的語(yǔ)言材料，巧設(shè)疑問(wèn)，鼓勵(lì)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)部分的問(wèn)題各不相同，任務(wù)都非常有針對(duì)性，訓(xùn)練了學(xué)生各項(xiàng)不同的能力，學(xué)生表現(xiàn)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(dá)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(shè)問(wèn)，是對(duì)學(xué)生進(jìn)行多種思維的訓(xùn)練，學(xué)生的思維創(chuàng)造性也因此得到充分發(fā)揮。

　　其次詳細(xì)閱讀之后，給學(xué)生提出一些討論話題，是繼教材內(nèi)容之后的一個(gè)延伸，由此，以教材為載體我們更多的了解了地震的相關(guān)知識(shí)，而學(xué)生用英語(yǔ)進(jìn)行討論，也是對(duì)語(yǔ)言運(yùn)用能力的培養(yǎng)。

　　3、作業(yè)的布置：

　�。�1）做課后練習(xí)三，了解地震的各個(gè)震級(jí)所帶來(lái)的破壞完成句子，這一練習(xí)有兩個(gè)目的，一方面更多的了解了地震，另一方面復(fù)習(xí)了定語(yǔ)從句的關(guān)系代詞的用法。

　　（2）預(yù)習(xí)寫(xiě)作部分提出的問(wèn)題，準(zhǔn)備寫(xiě)一寫(xiě)汶川地震。

高中英語(yǔ)說(shuō)課稿15

　　Hello,everyone! I’m glad to be here to present my lesson plan, the lesson plan I will talk about is from NSEFC Book 2 Unit 4 Wildlife Protection, peariod1 How Daisy Learned to Protect Wildlife. I will explain how to teach and why to do so in the following aspects: the analyses of teaching material, learning condition, teaching objectives, the important points and difficult points, teaching methods, teaching procedure and blackboard notes.

　　Fistly, I’d like to present my understanding of teaching material. It’s the first period in this course. The lesson is mainly reading course. Its topic is about the importance of wildlife protection and how to protect the endangered wildlife. Ss are very familiar about this topic, so they will talk about it freely.

　　This is all my understand of teaching material. Next, let’s move on to learning condition. My Ss are supposed to be grade1 in high school. Most of them have been learning English for seven years and their enthusiasm for English is quite high. They can express their own ideas in English. But they are lack of reading skills.

　　Based on the analyses of teaching material and learning condition,I’d like to propose the teaching objectives, the important points and difficult points.

　　(1) language knowledge

　　After the class, the Ss can master the new words in this lesson, for example: carpet, respond, distant…

　　(2) language skill

　　This is reading course, so after class the Ss should master the reading skills: prediction, skimming and scanning. What’s more, they should know how to summary the main idea of the passage from the key words and sentence.

　　(3) Affective objectives

　　After class, the Ss should understand the importance of wildlife protection. And they know how to protect and can take actions to protect animals.

　　(4) Culture awareness

　　Ss will know more about the agonization for wildlife protection, for example, WWF. And they will understand we all have responsibility for wildlife protection.

　　(5) Learning strategy

　　Ss will be able to learn both individually and cooperatively through activities.

　　Now let’s move on to the important and difficult points

　　The Ss talk the topic “wildlife protection” freely and master the reading skills—prediction, skimming and scanning. These are also the difficult points for Ss.

　　As for teaching method, I mainly adopt communicative approach.

　　Here comes the most important part of my presentation--- teaching precedure. I divide it into 5steps: warming-up, pre-reading, while-reading, post-reading and homework.

　　Step1 warming-up. It will cost 5m. Activity1, I will play a vedio about endangered animals. After that, I will ask Ss to talk about why they are in danger of dissapearing. Ss will give some reasons. There will be some new words mentioned, such as wild, die out, disappear… I will explain them. Then I will say: “These animals now are protected by some wildlife parks, such as Word Wildlife Found(WWF).” I will introduce more information about WWF. In this activity, Ss will know reasons of the dissapearance of wildlfe and get some knowledge about WWF. And they will get familiar about the following reading.

　　Step2 pre-reading. It will cost 5m.

　　Activity1, I will ask Ss to predict what the passage will talk about the title “How Daisy learned to help wildlife”. In this activity, Ss will learn the reading skill—predicting.

　　Step3while-reading. In this step I will divide it into three activities, and it will cost 25m.

　　Activity1 Skimming 5m

　　In this activity, I will show main idea of each paragraph, but not in order. Ss should skim each paragraph and match them. I will imply that the main idea always appear in the first or the last sentence, but some will apear in the middle. In this activity, Ss will learn how to find the main idea of each paragraph using the reading skill—skimming.

　　Activity2 Scanning 12m

　　In this activity, I will make a table about Daisy’s three visits to wildlife. This table will refer to animals’ living conditions and the result of their lives. I will ask Ss to scan the whole passage, and find the information based on the table. They should finish the table in group of 4 members and after their discussing I will ask 2 or 3 groups to report their results. In this activiy, Ss will learn the reading skill—scanning, and master some new words and phrases, such as in relief, burst into laughter, mercy, certain and so on. They can find the important information from each paragraph and get the consciousness of team work.

　　Activity3 summarize 3m

　　Ss will summarize the main idea of the whole passage easily in group. From this activity, Ss will learn to analysize each paragraph and finally get the main idea.

　　Activity 4 retelling 5m

　　I will ask Ss to retell the passage in pair according to Daisy’s three visits. Then I will ask two Ss to retell in front of the class. In this activity, Ss can use the key words and sentences to retell the whole story and consolidate what they have learned.

　　Step4 post-reading. It will cost 8. In this step, Ss will make discussion about ways to protect wildlife and express their own ideas with their previous knowledge. After 5m’s discussion, I will ask two or three Ss to show their ideas. In this step, Ss will not only share their ways to protect wildlife, but also practice their speaking.

　　The last step is homework. I will ask Ss to find the persuasive sentences in the passage. They are asked to surf the Internet to find more ways to protect wildlife, and then write three suggestions to WWF to protect wildlife. Ss will make preparation for the next course--- persuasive writing.

　　That’s all for the teaching procedure. And here is my blackboard note. On the right side, there are the words and expressions. In the left, there is the table about Daisy’s three visits.

　　That all for my lesson plan presentation, thanks for your attention.

　　Blackboard Note:

　　Unit 4 How Daisy Learned to Protect Wildlife

　　Paragraph(main idea ) Animal Situation Result

　　Para.1 Tibet Antelope Be hunted Numbers are descreasing

　　Para.2 … … …

　　Para.3/4 … …. ….

　　carpet

　　fur

　　distant

　　mercy

　　certain

　　burst into laughter

　　in relief

　　…

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