高中英語(yǔ)說(shuō)課稿15篇[優(yōu)]

　　作為一名辛苦耕耘的教育工作者，編寫(xiě)說(shuō)課稿是必不可少的，借助說(shuō)課稿可以更好地提高教師理論素養(yǎng)和駕馭教材的能力。那么寫(xiě)說(shuō)課稿需要注意哪些問(wèn)題呢？以下是小編整理的高中英語(yǔ)說(shuō)課稿，歡迎大家分享。

高中英語(yǔ)說(shuō)課稿1

　　說(shuō)教材

　　1、教材的地位

　　21單元的主要話題是“身勢(shì)語(yǔ)”，身勢(shì)語(yǔ)是人類重要的交際工具，在跨文化交際中起著不可替代的作用。本課為閱讀課，通過(guò)一篇介紹性文章講述各種文化背景下的身勢(shì)語(yǔ)的異同。教材內(nèi)容十分貼近學(xué)生的生活，更符合當(dāng)今世界增強(qiáng)跨文化交流意識(shí)的趨勢(shì)，培養(yǎng)學(xué)生多元文化意識(shí)、克服文化沖突，加強(qiáng)文化溝通與合作，從而達(dá)到順利交際的目的。

　　2、教材目標(biāo)

　　根據(jù)新的英語(yǔ)課程標(biāo)準(zhǔn)要求：“發(fā)揮教師的指導(dǎo)作用，充分調(diào)動(dòng)學(xué)生學(xué)習(xí)的主動(dòng)性和積極性�！焙汀芭囵B(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力，而綜合語(yǔ)言能力的形成建立在學(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)等素養(yǎng)整體發(fā)展的基礎(chǔ)上”。著重提高用英語(yǔ)進(jìn)行思維和表達(dá)能力;形成跨文化交際的意識(shí)和基本的跨文化交際能力，本節(jié)課的教材目標(biāo)確定為：

　　1). 知識(shí)目標(biāo)(知識(shí)教學(xué)點(diǎn))：

　　學(xué)習(xí)新詞語(yǔ)、新句型, 擴(kuò)大語(yǔ)言積累。

　　了解身勢(shì)語(yǔ)在世界不同國(guó)家所表達(dá)的意義并學(xué)會(huì)使用。

　　2). 能力目標(biāo)(能力訓(xùn)練點(diǎn))：

　　a. 正確、全面、深刻理解課文信息內(nèi)容, 幫助學(xué)生提高略讀、跳讀和查讀的技巧。

　　b. 提高學(xué)生的歸納概括能力，比較和分析問(wèn)題的能力，自主學(xué)習(xí)、自我評(píng)價(jià)和相互評(píng)價(jià)的能力和合作意識(shí)。

　　3). 情感價(jià)值觀(德育滲透點(diǎn))：通過(guò)本單元學(xué)習(xí)，教育學(xué)生尊重異國(guó)文化，增強(qiáng)交流溝通能力, 增強(qiáng)跨文化的意識(shí)。

　　3、教材重點(diǎn)與難點(diǎn)

　　1)、重點(diǎn)：A 掌握重點(diǎn)詞語(yǔ)和句式，掌握一定數(shù)量的身勢(shì)語(yǔ)。

　　B.學(xué)會(huì)略讀，跳讀，查讀的基本閱讀技能.，培養(yǎng)語(yǔ)感。

　　2)、難點(diǎn)：A. 提高學(xué)生語(yǔ)言交流能力。

　　B. 歸納文章的中心思想，深刻理解文章。

　　C. 正確使用身勢(shì)語(yǔ)。

　　4、學(xué)生的學(xué)習(xí)狀況分析及對(duì)策

　　學(xué)生經(jīng)過(guò)了幾年的英語(yǔ)學(xué)習(xí)，有了一定的語(yǔ)言基礎(chǔ)知識(shí)，但由于我授課班級(jí)為文科平行班級(jí), 學(xué)生的詞匯量及英語(yǔ)聽(tīng)說(shuō)讀寫(xiě)能力相當(dāng)有限。針對(duì)這種情況，在平時(shí)的教學(xué)中我首先從培養(yǎng)學(xué)生學(xué)習(xí)興趣入手，目前學(xué)生的學(xué)習(xí)積極性較高，為順利完成本課教學(xué)任務(wù)奠定了一定的基礎(chǔ)。我采用的策略是通過(guò)情景激發(fā)學(xué)生興趣，要求學(xué)生打好語(yǔ)言基礎(chǔ)，通過(guò)任務(wù)設(shè)計(jì)來(lái)調(diào)動(dòng)學(xué)生的積極性，提高學(xué)生的基本閱讀技能。

　　說(shuō)教法

　　1、教法的選擇

　　依據(jù)教育心理學(xué)：“開(kāi)發(fā)右腦能夠培養(yǎng)學(xué)生形象思維、綜合思維、創(chuàng)造性思維，促進(jìn)學(xué)生的情緒反應(yīng)。協(xié)調(diào)開(kāi)發(fā)左右腦對(duì)培養(yǎng)學(xué)生綜合能力有著積極的意義�！痹诮虒W(xué)過(guò)程中我采用任務(wù)型教學(xué)法，講授法，討論法等多種教學(xué)方法相結(jié)合，引用學(xué)生身邊的典型事例，組織學(xué)生參與課堂教學(xué)活動(dòng)，充分體現(xiàn)了培養(yǎng)學(xué)生的自主學(xué)習(xí)能力和合作學(xué)習(xí)意識(shí)。通過(guò)積極有效的評(píng)價(jià)方式，鼓勵(lì)學(xué)生克服困難學(xué)好英語(yǔ)。

　　2、教具的選擇

　　在教學(xué)中我使用的`是多媒體電腦,因?yàn)樗�具有�?qiáng)大的文字圖片編輯功能,有很強(qiáng)的實(shí)用性,加大了教學(xué)的課堂容量. 而且使英語(yǔ)教學(xué)大信息量、高密度、快節(jié)奏的教學(xué)原則得到更好的體現(xiàn)。

　　3、調(diào)動(dòng)學(xué)生學(xué)習(xí)積極性

　　在課堂教學(xué)中確立學(xué)生的主體地位,營(yíng)造民主和諧課堂教學(xué)氣氛,建立平等、民主、合作的師生關(guān)系，創(chuàng)設(shè)一種創(chuàng)造性學(xué)習(xí)的課堂教學(xué)情境，以調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性。

　　說(shuō)學(xué)法

　　通過(guò)本堂課的學(xué)習(xí)，學(xué)生能夠采用分類記憶的方法，掌握基本的閱讀技巧，在完成任務(wù)過(guò)程中，學(xué)生們?cè)鰪?qiáng)了合作意識(shí)。在所創(chuàng)設(shè)的語(yǔ)言環(huán)境下，學(xué)生能夠積極主動(dòng)地參與語(yǔ)言交流活動(dòng)，使自身的交際能力有所提高，并學(xué)會(huì)自我評(píng)價(jià)。

　　教學(xué)過(guò)程

　　我運(yùn)用的是任務(wù)型教學(xué)模式。任務(wù)型教學(xué)模式提倡學(xué)生在教師的指導(dǎo)下通過(guò)感知，體驗(yàn)，時(shí)間，參與和合作等方式，實(shí)現(xiàn)任務(wù)的目標(biāo)，感受成功，任務(wù)型的教學(xué)途徑能夠使學(xué)生通過(guò)積極嘗試，自我探究，自我發(fā)現(xiàn)和主動(dòng)實(shí)踐等學(xué)習(xí)方式培養(yǎng)主動(dòng)，合作，探究的精神和能力。

　　(一)導(dǎo)入新課

　　教師通過(guò)情景導(dǎo)入新課，激發(fā)學(xué)生興趣，師生互動(dòng)進(jìn)入本單元的話題。

　　(二)略讀

　　讓學(xué)生快速的讀文章，找到每個(gè)段的中心句，并且分析文章大致可以分幾段

　　活動(dòng)形式：

　　個(gè)人活動(dòng)：快速閱讀課文，查找信息，回答問(wèn)題

　　小組活動(dòng)：學(xué)生合作學(xué)習(xí)，討論分析文章大意

　　(三)查讀

　　讓學(xué)生仔細(xì)閱讀文章，回答問(wèn)題，并完成表格，鞏固練習(xí)

　　活動(dòng)形式：

　　師生互動(dòng)：教師幫助學(xué)生解決閱讀過(guò)程中出現(xiàn)的問(wèn)題

　　個(gè)人活動(dòng)：仔細(xì)閱讀課文，并且分析文章，回答問(wèn)題

　　小組活動(dòng)：學(xué)生共同討論，從而更加深刻的理解文章

　　(四)小組活動(dòng)

　　學(xué)生經(jīng)過(guò)研究學(xué)習(xí)，完成教師提前布置的不同的任務(wù)，并在課堂中展示出來(lái)

　　小組A:查找關(guān)于肢體語(yǔ)言的圖片，并向大家展示

　　小組B：對(duì)比中美的肢體語(yǔ)言差異，并讓同學(xué)自己表演出來(lái)

　　小組C：模仿教師播放的幽默短劇，并由組內(nèi)同學(xué)模仿表演出來(lái)，注重身勢(shì)語(yǔ)的表現(xiàn)。

　　(五)評(píng)價(jià)過(guò)程

　　學(xué)習(xí)完本節(jié)課，要求學(xué)生對(duì)自身和同學(xué)進(jìn)行評(píng)價(jià)

　　1，自我評(píng)價(jià)

　　1) I can remember the new words and expressions.

　　2)I can tell the difference between body language in China and in some other countries, especially in the US.

　　3) I can use body language exactly to express myself.

　　4)The body language that I’m interested in is______.

　　2，互相評(píng)價(jià)

　　1)The student who is most active in speaking

　　2)The student who is most active in answering questions

　　3)The student who is most active in performing

　　4)The student who is most active in group work

　　(六)作業(yè)

　　身勢(shì)語(yǔ)在工作面試中也起著重要的作用，如果你在美國(guó)，在工作面試中，你應(yīng)該注意什么樣的問(wèn)題?

　　說(shuō)創(chuàng)新點(diǎn)

　　1，根據(jù)教材的“結(jié)構(gòu)(structure)——功能(function)——任務(wù)(task)”特點(diǎn)，抓住“任務(wù)”這個(gè)基本點(diǎn)，以“結(jié)構(gòu)”為基礎(chǔ)，重視“功能”的體現(xiàn)，最終落實(shí)在“任務(wù)”的完成。

　　2， 突破現(xiàn)行“教師——學(xué)生”的教學(xué)活動(dòng)模式，形成以學(xué)生小組活動(dòng)為主，在課堂教學(xué)中建立“師——生”、“生——生”、“生——師”等多維度、多層次的互動(dòng)模式。

　　3，引入行為評(píng)價(jià)機(jī)制，引導(dǎo)學(xué)生根據(jù)評(píng)價(jià)依據(jù)，自主、合作的學(xué)習(xí)。

　　說(shuō)測(cè)評(píng)反饋

　　通過(guò)本節(jié)課的學(xué)習(xí)，學(xué)生能夠掌握基本的閱讀技能，提高閱讀能力，學(xué)到了身勢(shì)語(yǔ)在生活中的重要性，培養(yǎng)學(xué)生的合作意識(shí)，學(xué)會(huì)本節(jié)課的基本句型，重點(diǎn)詞匯。大多數(shù)學(xué)生能夠掌握本課的語(yǔ)言知識(shí)，但要達(dá)到熟練運(yùn)用，還需要在下一步的學(xué)習(xí)中繼續(xù)鞏固。

高中英語(yǔ)說(shuō)課稿2

　　Good morning, My judge teachers.I feel so honored to have the opportunity to share my teaching ideas with all of you after two-year preparation.So I particularly cherish this opportunity and hope all of you would enjoy my following talk.Ok, my topic today is “Body Language” taken from Unit 4, Book 4, and my presentation consists of 5 Parts: Analysis of teaching material and student, teaching method and learning method, teaching procedure，blackboard design, teaching reflection.

　　Now, let’s begin with Analysis of teaching material and student. The analysis of teaching material includes the following four aspects.Aspect 1: Status and function of this paage:

　　The paage mainly talks about body languages in different countries.The reading part is the center of the paage.Through reading this paage, the students can learn many new words and expreions, improve their reading skills and know more information about different body languages.Aspect 2: Teaching aims and demands.The overall aim of the English New Curriculum is to develop students’ comprehensive language abilities, such abilities are grounded in the development of language skill, language knowledge affects, cultural awarene and learning strategies.So based on this theory, I choose the three-dimensional teaching targets as my aims.

　　The knowledge aims are to guide the students to mater the important words and expreions in the text, on this basis, to have a further understanding of the paage.The ability aims are to develop the students 4 basic skills, especially reading skills.Through practicing students’ predicting, skimming, scanning and concluding skills to improve their reading ability.Meanwhile, to encourage them to expre their own opinion and learn to cooperate with others.The emotional aims are to make them learn to use different body languages to communicate with others and overcome communicative obstacle.Aspect 3: Teaching important point and difficult point The important point is how to get the students to mater the words and expreion and use them flexibly, and on this basis to have a better understanding of the paage.The difficult point is how to enable the students to master the reading skills and improve their reading ability. Aspect 4:Teaching aids

　　In this cla, multimedia claroom, blackboard, color chalks will be used.

　　So much for the teaching material, now, let’s go on with the analysis of students.The New Curriculum advocates the students are the main body of learning, so analyzing the students is very important.After junior studying, my senior students have basic abilities of listening, speaking, reading and writing, but their abilities of using English to proce information and solve problems are still to be improved.So in this cla I will focus on students’ reading skills and problem-solving ability.In the teaching proce, I find most students rely on teacher to learn, so practicing students’ self-learning ability is important.Since the content of the paage is closely related to Ss’ real communicative life, so their overall language abilities can be improved through learning by doing.

　　- 1Step 3: While-reading, it is the most import one in the procedures, so it takes 25minutes.Firstly, I will guide them to read for information by skimming and scanning the text.The students are asked to skim the whole text to answer the following two questions by pair work.Q1: What’s the general idea of the whole paage? Q2: What’s the main idea of each section?

　　Then I will ask them to scan the paage again and finish the activities in group of four.Activity 1: Find out the different body languages of different people in the text and list out.Activity 2: Do some multi-choice work to find out some detailed information.To improve the students’ skimming and scanning skills is the difficult point of the cla.So I will arrange the above questions and activities to practice and improve their reading skills to get general ideas and detailed information.Meanwhile, the cooperative learning can raise their studying interest and develop their cooperation spirit.Secondly.I will ask the students to listen the tape and read after it.After listening and reading the text, students find out the difficult words and sentences, try to analyze and memorize them.Mastering new words and expreions is the important point, so I will aist my students to master them.

　　Thirdly, The cla will come to the period of solving problems.This time belongs to students and I just play an aistant role.The students can ask any questions they come acro in the proce of learning, and the whole cla all solve them.This purpose is to improve their questioning spirit and dealing with difficulties.Step 4: Post-reading, it includes two tasks and takes 7 minutes So far, the students have known the basic knowledge of body language, according to the principle of the New English Curriculum, language is learnt to communicate and solve problems.So I will provide 2 tasks by pair work to let them conform their language knowledge into language use: Task 1: Suppose two friends, one from America, the other from Japan meet at the first, make a dialogue and act out the poible funny thing.Task 2: I will list several new words and expreions, and tell the students to think a new story and share with other students.The both tasks provides the students with the opportunities to relate what they have read to what they already know.In addition, the tasks can enable students to produce language based on what they learned.

　　Step 5: Homework, This step needs 3 minutes I’ll give them two piece of homework.Written work: I ask students to write a summary about different body languages and the poible reasons by collecting different information.Optional work: Surf the internet and find out more information about body language.The two homework mean to train students’ writing ability and self-learning ability.By searching various information resources, the students can widen their view and continue to inspire their learning enthusiasm.Up to now, my presentation is almost to the end, please patiently go on with Part 4

高中英語(yǔ)說(shuō)課稿3

　　Good morning, ladies and gentlemen. Today，It’s my great honor to be here sharing my lesson with you. My topic is Intonation , taken from Unit 4 Section A BookⅡ. My speech is made up of five parts.

　　Part Ⅰ: At first, let me analyze the teaching Material and the Ss：

　　1. This is an important phonetics lesson in this book. In this lesson, the Ss should master rising tone and falling tone. It is related tightly to their daily life. If the Ss can learn it well, it will be helpful for them to master the authentic English.

　　2. Generally speaking, students feel it boring to learn English Phonetics. So when designing the lesson, I should try to set some interesting language situations and hold some competition to encourage them to speak English loudly in the class.

　　Part Ⅱ: After the above analysis, I set the following teaching aims:

　　1. Knowledge Aim is to let students consolidate words about sports and master rising tone and falling tone.

　　2. Ability Aim is to improve the Ss’ listening abilities, oral English and communicative competence.

　　3. Emotional Aim is to encourage the Ss to love doing sports.

　　4 .Teaching important point and difficult point is to make the Ss

　　master rules in sentence intonation and use them correctly in daily life.

　　Part Ⅲ: The teaching methods and learning methods

　　Considering the specialties of the vocational students and intonation, I will adopt “scene — activity” teaching method , Task-based Language Teaching method (任務(wù)教學(xué)法) and CAI (電腦輔助教學(xué)).

　　Part Ⅳ: Teaching procedures

　　At the beginning of the lesson, I divide the whole class into four groups. Everyone can get stars by answering questions correctly or finishing tasks quickly. The group which gets the most stars will get a secret prize at the end of class.

　　Step 1 Lead-in ( 2 min) 微型課上課部分

　　T: At first, I’ll let’s enjoy a video and then ask them a question: “What are they doing in the video?”.

　　Ss: “skipping rope” (they use the falling tone).

　　T: “skipping rope? Are you sure?” (I use the rising tone)

　　T: Sometimes we can read the words in different way.

　　The purpose of my design is as follows: In this way, students can know sth. about rising tone and falling tone. The video is about Ss their selves. So it can attract the Ss’ attention and arouse their interest to talk about their ideas. So I can lead in the next step naturally.

　　Step 2 2 A: Listen and imitate ( 10 min) 微型課上課部分

　　Task 1: Group competition 難度：easy for everybody to practice

　　1. Listening those words, the students try to get the chance to read the four words in rising tone and falling tone. If she/he read quickly and correctly, she’ll get a star and his/her group will got a star too.

　　幻燈片：?jiǎn)卧~升降調(diào)：從單詞重讀音節(jié)開(kāi)始

　　running swimming football badminton running swimming football badminton

　　2. Check the number of stars with the whole class and cheer for the

　　winner group in the task.

　　The purpose of my design is as follows: This task is easy for every student to learn the intonation. Group competition can consolidate the

　　intonation. Evaluation in time is effective to encourage students to go on the following studying.

　　Step 3 2 B: Listen and practice ( 12 min)

　　Task 2: Analyze rules in sentence Intonation 難度：a little difficult

　　1. Listen and imitate: Group competition

　　After having learnt word intonation, I’ll let Ss go on to learn sentence

　　intonation. Let the Ss listen to six sentences in 2B and imitate them. Pay attention to pronunciation and intonation. 2. Think and speak: Pair works

　　Let Ss think: “Can English sentences be read in different tone?” “Show some examples! Please!” （If it’s necessary, the teacher show an example by using the slide.）

　　B: Beautiful? I

　　There are some rules in sentence intonation. Let’s l analyze what rules there are?

　　3. Pair works: Practice and competition

　　Show the students some dialogues, and ask students act out these

　　dialogues in pairs. If they act the dialogues well and correctly, they’ll get a star, and their group will get a star too.

　　4. Check the number of stars with the whole class and cheer for the

　　winner group in this task.

　　The purpose of my design is as follows: It is much easier for the Ss to learn the intonation by using CAI. Because CAI can provide a real situation with its sound and pictures and it can make the relationships between the Ss better.

　　Pair works can consolidate the intonation and cultivate the Ss’

　　communicative competence.

　　Step 4 2C: Listen and mark ( 8 min)

　　Discuss and Mark: Pair works

　　We have learnt so much about intonation. Now, let’s check how much we have mastered? Discuss in groups about the five small dialogues in 2C, and then try to mark the intonation. After listening to the five small dialogues in 2C, the Ss are asked to check the answers together. The teacher corrects the wrong and tells the Ss the reason why it is wrong?

　　The purpose of my design is to arouse the Ss’ interest to express their ideas about intonation. Group works can help each other to consolidate intonation knowledge in this lesson.

　　Step 5 Having fun: Chant (4 min)

　　1. After the students have mastered five small dialogues about sports.

　　Now, I will let the Ss enjoy some pictures about sports and ask students, “what are they doing?”

　　2. Play the CD and ask the Students to imitate first. Then encourage them to chant together to the music.

　　The purpose of my design is to make the Ss relax and enjoy the rhythm. At the same time, the activity helps them to consolidate some sports words and dialogues that they have learnt in this section.

　　Step 6 Having fun: English saying (3 min) Individual work

　　1. Tell the students that doing sports is good for them and try to remember the four famous English sayings about sports.

　　2. Match the English sayings with Chinese meaning correctly.

　　3. Practice these sayings as quickly as possible, as clearly as possible, as loudly as possible by imitate the pronunciation way of Li Yang Crazily Speak English.

　　The purpose of my design is as follows: This activity can arouse Ss’ interest in learning and enrich their knowledge. It’s also a good chance to make Ss realize the importance of doing sports.

　　Step 7 Self-evaluation and Homework (1 min)

　　1． Self-evaluation:

　　winner. Here is your gift!

　　2． Homework:

　　Recite the chant.

　　Review the intonation that learnt in this lesson.

　　Preview the next lesson

　　The purpose of my design is as follows: It’s important that the Ss should speak English as much as they can in class or after class. The last summary can make the Ss keep the zeal for learning English all the time.

　　Step 8: Blackboard design

　　Intonation rising tone skipping ropeAre you sure? falling tone skipping rope Part Ⅴ: Teaching predictions

　　In this lesson, I mainly adopt the Task-Based Learning Method, and “scene - activity” teaching method.

　　1. Group competition and activities can arouse the Ss learning motivation and interest.

　　2. It ’s difficult for students to use the rules in sentence intonation correctly in the daily life.

高中英語(yǔ)說(shuō)課稿4

　　高一英語(yǔ)《Unit-9 It’s raining!》

　　Introduce myself.

　　一、 Teaching material analysis

　　ching items: This lesson is the first lesson in Unit-9. It’s also a main point in this lesson, which provides an example for the target sentence construction. It’s increases the students synthetic ability of hearing, speaking, reading, writing by reviewing the present continuous tense.

　　2. Aims to the teaching:

　　A. Aim to the knowledge:

　　To learn the target words raining, windy, cloudy, sunny, snowing in this lesson. The target sentence construction in this lesson is: How is the weather?

　　B. Aim to the abilities :

　　To improve the students communication ability.

　　C. Aims to the emotion:

　　To train the students to love our nation, and develop their good charactor.

　　3. Difficult and important points:

　　To get the local weather information by using their knowledge which they have learnt.

　　二、 Teaching method--- the investigative method

　　As we all know: the main instructional aims of learning English in middle school is to cultivate students’ basic abilities of listening 、speaking、reading and writing and their good sense of the English language. So in this lesson I’ll mainly use "Task-based" teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the conversation. And in this lesson communication method、scene method and CAI will be needed.

　　三、Study method---the investigative method

　　I request the students to study English independenly cooperatively and investigatively. Each unit in Go for it contains pair work, group work and games. The students who sit at the same table and groups can make a discussion and learn each other. It makes each student be relaxed. They needn’t worry about making mistakes. It can arouse students to think and to say what they want to say. Study becomes more relaxed and pleased in this kind of environment.

　　四、The time table of teaching steps

　　1. Review. It will take me 7 minutes.

　　2. Presentation. This is the most important part in this lesson. It will take me 32 minutes.

　　3. The study of diffuse thought. It will take me 4 minutes.

　　4. Briefly summary and homework. It will take me 2 minutes

　　五、Teaching steps

　　I’ll finish this lesson in 5 steps.

　　Step1---Review

　　Purpose: To form a better surrounding for the students by speaking and doing some total physical response and at the same time it provides situations to review learnt knowledge for the next step.

　　1. Let a student greet and make a duty report.

　　2. Free talk between T and Ss about last unit.

　　3. Review the present continuous tense by software.

　　I will make a conversion with the students . I ask ,students question is:" What is he doing?" Students answer:" He is singing." The second picture," What are they doing?" "They are playing chess."And then I will let the students ask and answer in pairs using the target sentences "What is he doing?" "What is she doing?""What are they doing?"。 Make sure the students ask and answer correctly. They can use the words:dance、go to school、swim、play computer games、paint、 watch TV and run.

　　Step2---Presrntion

　　The purpose is to present the key words one by one is much easier for the students to learn and grasp the meaming. CAI providea a real situation for students to understand the conversation better.

　　I’ll mainly talk about this step.

　　1.I’ll use a picture to ask a question: "Is’t raining?" Ss answer:"Yes,it is." Then I’ll tell them if you want to know the weather, you can ask:"How is the weather?" The answer is:"It’s raining." "raining "is a target word and "How is the weather?" is a target sentence. Help the Ss understand the meaning by body language. Then lead the Ss to read the sentences. Make sure they can say them out correctly.I will use the other pictures to teach the target words "windy 、cloudy、sunny and snowing"。

　　2.I will use the other pictures to teach the other target words" windy, sunny cloudy and snowiny."

　　These are the sentences they must master. "How is the weather?" "It’s cloudy"。 "It’s windy." "It’s sunndy." "It’s snowing." and"It’s raining."

　　3. After they finish learning the target words. I will ask them to open the books and turn to P53. I will teach 1a

　　This activity introduces the key words.

　　After they finish I will give them the right answers.

　　will do listening exercise 1b

　　This activity gives student practice in understanding the target language in spoken English.

　　The students can listen twice and finish them.

　　5.1c pairwork.

　　This activity provides guided oral practice using the target language.

　　Ask the students to make a conversation in pairs according to the model.

　　r they finish, we will go on listening exercises. Look at Page 54-2a.

　　At first I will point to the four pictures. Ask students to tell what each person is doing in each picture. For example "The boy is talking on the phone"。 "The men is playing basket."and so on. Then I will play the tape twice and the Ss number the pictures. I will give them the right answers.

　　on learning 2b. It’s listening exercises,too.

　　I will ask a student to read the list of names and another student read the list of activities for the play the tape twice. The students tisten and match the names and the adivties. After they finish , I will give them the correct answers.

　　8. 2c-Pairwork.

　　I will ask SS to make conversations in pairs, I’ll ask some pairs to present their conversations to the elass.

　　r learning the text. I will let Ss do some more oral exercises.

　　This is a weather report. I’ll let the students make a conversation in pairs with the weather information using the target words and sentences.

高中英語(yǔ)說(shuō)課稿5

　　一、說(shuō)教材

　　1. 教材分析：本課的中心話題是“世界英語(yǔ)”，介紹了英語(yǔ)在世界范圍內(nèi)的人們生活中所承擔(dān)的不同角色及所起的重要作用。這篇文章是一篇說(shuō)明文，它介紹了英語(yǔ)是世界上最為廣泛使用的語(yǔ)言，并通過(guò)具體數(shù)字來(lái)說(shuō)明英語(yǔ)使用的廣泛性和重要性。

　　2. 教學(xué)目標(biāo)

　　1) 知識(shí)目標(biāo)：

　　要求學(xué)生掌握大綱詞及短語(yǔ)：majority, native, total, in total, tongue, equal, government, situation, except for, international, organization, trade, tourism, global, communicate.

　　2) 能力目標(biāo)：

　　著重培養(yǎng)學(xué)生的閱讀能力。通過(guò)閱讀該文章，獲取有關(guān)于世界英語(yǔ)的信息，并使學(xué)生能閱讀類似難度的篇章。

　　3) 情感目標(biāo)：

　　使學(xué)生認(rèn)識(shí)到學(xué)習(xí)英語(yǔ)的重要性：為了更好地與各國(guó)人民溝通，獲取新的知識(shí)，從而為祖國(guó)做貢獻(xiàn)。

　　3. 基本技能：讀、說(shuō)有關(guān)英語(yǔ)語(yǔ)言話題的知識(shí)。

　　4.三點(diǎn)

　　1)重點(diǎn)：掌握大綱詞及短語(yǔ)

　　2)難點(diǎn)：讀，說(shuō)

　　3)關(guān)鍵：創(chuàng)設(shè)情景，讓學(xué)生溶入其中，充分調(diào)動(dòng)其非智力因素。http://www.dakao8.com/

　　二、說(shuō)學(xué)情

　　1.學(xué)生特點(diǎn)：1)基礎(chǔ)教差;

　　2)學(xué)習(xí)被動(dòng)，缺乏好的學(xué)習(xí)習(xí)慣

　　2.知識(shí)結(jié)構(gòu)：

　　知識(shí)零碎，沒(méi)有形成系統(tǒng)，結(jié)構(gòu)不完整。尤其是基礎(chǔ)知識(shí)匱乏，在初中應(yīng)當(dāng)建立的基本框架沒(méi)有建立起來(lái)，給英語(yǔ)教學(xué)帶來(lái)一定難度。

　　3.思維特征：

　　缺乏創(chuàng)造性的思維，有幼稚化的傾向;缺乏條理性和邏輯性，缺少思想深度。

　　三、說(shuō)教學(xué)過(guò)程

　　為全面提高學(xué)生的閱讀理解能力及綜合運(yùn)用語(yǔ)言能力，培養(yǎng)學(xué)生的創(chuàng)新能力與自主學(xué)習(xí)的能力，主要設(shè)計(jì)如下步驟：

　　教具：多媒體

　　1. 精心導(dǎo)入：教師首先提出問(wèn)題：How many languages can you speak? 直接導(dǎo)入到語(yǔ)言這一話題。再讓學(xué)生展示自己的方言，并利用多媒體將事先錄制好的`聲音播放出來(lái)(用不同語(yǔ)言或方言說(shuō)我是一個(gè)中國(guó)人)，提高學(xué)生學(xué)習(xí)的興趣。

　　2. 整體閱讀：要進(jìn)行有效地整體閱讀，首先應(yīng)該讓學(xué)生具備篇章知識(shí)，了解偏重模式與內(nèi)涵。掌握了常見(jiàn)的模式，就可以更好地進(jìn)行篇章閱讀。在這一部分，我就文章內(nèi)容，提出一個(gè)問(wèn)題：How many roles of the English language? 讓學(xué)生快速地找出英語(yǔ)所扮演的三種不同角色。再讓學(xué)生根據(jù)這幾種角色，找出各個(gè)段落的主題句或是大意。從而使學(xué)生在整體上對(duì)該篇說(shuō)明文有所把握。再讓學(xué)生找出文章中幾個(gè)數(shù)字具體指代的是什么以及學(xué)好英語(yǔ)越來(lái)越重要的原因。在以上這兩個(gè)環(huán)節(jié)中，運(yùn)用了一些閱讀技巧和閱讀方法：如skimming使學(xué)生快速預(yù)測(cè)主旨大意;scanning跳讀找出信息。

　　3. 深層理解：我設(shè)計(jì)了六個(gè)正誤判斷題，引導(dǎo)學(xué)生加深對(duì)文章的理解。

　　4. 鞏固練習(xí)：在學(xué)生對(duì)文章有了較好地理解后，用blank-filling來(lái)鞏固學(xué)生對(duì)該文章的掌握，包括詞和短語(yǔ)。

　　5. 表演：教師給出一個(gè)語(yǔ)境：兒子不愛(ài)學(xué)習(xí)英語(yǔ)，父親勸說(shuō)其要認(rèn)真學(xué)習(xí)。通過(guò)對(duì)本篇文章的學(xué)習(xí)，編造對(duì)話。利用這種真實(shí)情景交際法，提高了學(xué)生參與的積極性，并加深對(duì)文章的理解。

　　6. 問(wèn)題討論：漢語(yǔ)是不是會(huì)越來(lái)越被廣泛地使用呢?為什么?這個(gè)開(kāi)放性話題通過(guò)比較漢語(yǔ)與英語(yǔ)，闡述它們被廣泛使用的原因，從而激發(fā)學(xué)生的思維思考，并關(guān)注社會(huì)問(wèn)題。

　　7. 情感教育：最后給出幾個(gè)有關(guān)學(xué)好英語(yǔ)的漂亮句子，使學(xué)生認(rèn)識(shí)到學(xué)習(xí)英語(yǔ)的重要性，并能付諸于實(shí)踐中去。

　　8. 小結(jié)：再次提出學(xué)習(xí)英語(yǔ)的重要性

　　9. 作業(yè)：根據(jù)所學(xué)內(nèi)容，寫(xiě)一篇有關(guān)于為什么學(xué)習(xí)英語(yǔ)的文章。

高中英語(yǔ)說(shuō)課稿6

　　大家下午好，非常開(kāi)心能與你們分享我的說(shuō)課。我要說(shuō)課的內(nèi)容是新課標(biāo)英語(yǔ)模塊二的第四單元野生動(dòng)物保護(hù)的閱讀內(nèi)容。

　　首先，我來(lái)分析一下教材，這是一節(jié)閱讀課，也就是這個(gè)單元的第二節(jié)且最重要的一節(jié)課。這節(jié)課的話題是野生動(dòng)物保護(hù)。

　　這篇閱讀文本講述了黛西通過(guò)騎飛毯旅游學(xué)習(xí)到怎樣保護(hù)野生動(dòng)物。通過(guò)黛西的故事，我們了解到世界上三個(gè)地方的野生保護(hù)的情況：西藏，非洲和巴西雨林。同時(shí)還介紹了野生動(dòng)物保護(hù)機(jī)構(gòu)：世界野生動(dòng)物基金。這篇文本較長(zhǎng)且有些新單詞與短語(yǔ)，所以學(xué)生理解起來(lái)會(huì)有點(diǎn)困難。下面來(lái)談一下學(xué)情情況，我的授課對(duì)象是高一的學(xué)生，他們剛剛初中畢業(yè)，有些對(duì)英語(yǔ)學(xué)習(xí)興趣濃厚，有些則相反，我會(huì)盡量地激發(fā)他們的興趣。因?yàn)閷W(xué)生不是很善于理解長(zhǎng)的文章，所以我會(huì)把重點(diǎn)放在提高他們的閱讀技巧上。根據(jù)教材分析和學(xué)情分析，我提出以下五點(diǎn)教學(xué)目的。

　　第一，語(yǔ)言目標(biāo)。

　　學(xué)生要掌握以下新詞和新短語(yǔ)：Words: wildlife, protection, wild, decrease, loss, reserve, hunt, zone, carpet, respond, distant, fur, relief, laughter, mercy, certain, importance, rub, mosquito, insect, contain, powerful, affect, attention, appreciate, succeed.Phrases: die out, in peace, in danger of, in relief, burst into laughter, protect…from, pay attention to.除此之外，他們能學(xué)會(huì)討論瀕臨滅絕的動(dòng)物和野生動(dòng)物保護(hù)。

　　第二，語(yǔ)言技巧。

　　第一點(diǎn)，通過(guò)閱讀前的猜測(cè)，略讀和跳讀，學(xué)生能過(guò)快速并準(zhǔn)確地從文本中找出答案。這是這節(jié)課的重點(diǎn)。

　　第二點(diǎn)，學(xué)生能理解全文并概括出每個(gè)部分的大意。這是這節(jié)課的重點(diǎn)和難點(diǎn)。

　　第三，文化意識(shí)。

　　學(xué)生能知道國(guó)內(nèi)外瀕臨滅絕的動(dòng)物以及保護(hù)它們的不同方式。

　　第四，情感態(tài)度。

　　學(xué)生們能意識(shí)到動(dòng)物滅絕的嚴(yán)重性以及保護(hù)野生動(dòng)物的重要性。

　　第五，學(xué)習(xí)策略。

　　學(xué)生能與搭檔分享網(wǎng)上找到的信息，并盡可能地用英語(yǔ)說(shuō)出保護(hù)野生動(dòng)物的方法。我所使用的教學(xué)方法是三步教學(xué)模式以及交際教學(xué)法。我的教學(xué)工具是PPT和黑板。

　　現(xiàn)在我要闡述最重要的部分：教學(xué)步驟。我會(huì)在45分鐘內(nèi)完成。第一個(gè)步驟是熱身。該步驟需要5分鐘。

　　首先，我會(huì)給學(xué)生放一段錄像，關(guān)于我國(guó)瀕臨滅絕的野生動(dòng)物�？赐旰螅�我會(huì)要求學(xué)生說(shuō)出該錄像中提到的動(dòng)物。此活動(dòng)可以迅速引導(dǎo)學(xué)生進(jìn)入新課，同時(shí)提高了他們的興趣并且關(guān)心起這些動(dòng)物所面臨的問(wèn)題。

　　第二個(gè)步驟是pre-reading。我會(huì)問(wèn)他們以下問(wèn)題:1. What other endangered animals do you know in other countries?2. Why are they in danger of disappearing?我會(huì)要求學(xué)生與搭檔合作，列出其他要瀕臨滅絕的動(dòng)物。通過(guò)此活動(dòng)，他們對(duì)野生動(dòng)物的知識(shí)有所增加并且能意識(shí)到它們所面臨的數(shù)量減少的嚴(yán)重性。這個(gè)步驟將在5分鐘內(nèi)完成。

　　下一個(gè)步驟是while-reading，包括快速閱讀和仔細(xì)閱讀。在快速閱讀中，學(xué)生要快速瀏覽文章，然后填以下這張表格。

　　Animal she met Place she went First visit Second visit Third visit

　　這個(gè)活動(dòng)可以幫助學(xué)生熟悉文章內(nèi)容，對(duì)文章的建構(gòu)有初步的理解。同時(shí)，這個(gè)活動(dòng)還可以提高跳讀的.閱讀技巧。下面來(lái)說(shuō)一下仔細(xì)閱讀。這個(gè)步驟需要20分鐘，包括3個(gè)活動(dòng)。第一個(gè)活動(dòng)是要學(xué)生仔細(xì)閱讀每一個(gè)段落，找出關(guān)于這些瀕臨滅絕的動(dòng)物的詳細(xì)細(xì)節(jié)。比如，人們對(duì)它們做了什么和人們這些行為造成的后果。這個(gè)活動(dòng)的目的是鼓勵(lì)學(xué)生找出細(xì)節(jié)，更好地理解課文。

　　Paragraph Main idea Animal Situation Result 1 2 3 and 4

　　第二個(gè)活動(dòng)是提問(wèn)題。首先學(xué)生要一段一段地讀課文，然后回答以下問(wèn)題。

　　1.Why has the antelope in Tibet become an endangered species?

　　2. Why are elephant numbers increasing in Zimbabwe?

　　3. How does the government of Zimbabwe help protect wild animals?

　　4. Why is it important to protect the rainforest?

　　5. What must be done if wildlife protection is to succeed?

　　這些問(wèn)題可以幫助學(xué)生更好理解這些動(dòng)物所面臨的以及我們?cè)撛趺幢Ｗo(hù)他們。整個(gè)過(guò)程中，我會(huì)解釋新單詞和短語(yǔ)�；顒�(dòng)三是角色扮演。這篇文章中黛西,飛毯,藏羚羊，大象和猴子之間有很多對(duì)話。五個(gè)學(xué)生一組，每個(gè)人扮演一個(gè)角色。他們將盡可能地用自己的語(yǔ)言組織這些對(duì)話。如果難度太大，可以參考原文。我會(huì)叫2至3組上來(lái)表演。因?yàn)閷W(xué)生很喜歡表演，所以這個(gè)活動(dòng)可以活躍課堂氣氛，提高他們的合作能力，還可以更好地理解全文。第四個(gè)步驟是post-reading，我會(huì)設(shè)置一個(gè)討論，這里需要10分鐘。這個(gè)討論基于課本27頁(yè)練習(xí)三。假設(shè)學(xué)生為世界野生動(dòng)物基金工作，他們將以小組的形式討論如何解決練習(xí)三中所面臨的問(wèn)題。討論結(jié)束后，他們要將他們討論出來(lái)的解決方案與同學(xué)們分享。這個(gè)環(huán)節(jié)可以提高學(xué)生們解決問(wèn)題的能力與合作能力。而且對(duì)野生動(dòng)物的保護(hù)有更強(qiáng)的意識(shí)。最后是作業(yè)。我會(huì)要求學(xué)生就課上討論出來(lái)的解決方法給WWF寫(xiě)一篇小短文。闡述下面臨的問(wèn)題以及解決的方法。通過(guò)寫(xiě)作有利于寫(xiě)作能力的提高。

　　這是我的板書(shū)設(shè)計(jì)：這就是我說(shuō)課的全部?jī)?nèi)容，謝謝。

高中英語(yǔ)說(shuō)課稿7

　　Lesson Plan Presentation

　　Reading Part in NSEFC Module 1 Unit1 Friendship——Anne’s Best Friend

　　Hello, everyone. I’m …. I’m very glad to be here to present my lesson plan. The lesson I’m going to talk about is the reading in NSEFC module 1 Unit1 Friendship. The title of the reading material is Anne’s Best Friend. I will present how to teach it and the reasons for doing so in the following aspects: the analyses of teaching material and learning condition, teaching objectives，the important and difficult points, teaching method, teaching procedures and blackboard notes.

　　First of all, I’d like to analyze the teaching material. The text is about the story of a Jewish girl who treated her diary as her best friend when she was hiding away from the Nazi during the Second World War. It mainly consists of two parts; the first part is the introduction of Anne and her diary named Kitty. The second part is a diary entry written by Anne in the form of letter addressed to Kitty. The text is a bit long and there are a lot of new words and expressions in it, especially in the letter.

　　Now, let’s move on to the analysis of learning conditions. The students are in grade1 in the senior school, they have achieved certain English level so they have no problem in comprehending the text and get the basic idea. They have learned the Second World War so their previous knowledge about it can lessen their difficulty of comprehension. But most of them maybe are not very familiar with the sufferings of the Jewish people during the war. I will introduce the related information rightly in the beginning of the lesson so as to prepare the students for the deep study of the text.

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

　　(1) language skill

　　Ss will improve their reading skills by training some of the reading skills, such as skimming, scanning. It is the important point of this lesson.

　　Ss will improve their writing skills by writing a letter to their friend. It is the difficult point of this lesson.

　　(2) language knowledge

　　Ss will master most of the new words and expressions in the text. This is the important point of this lesson.

　　Ss will know the direct speech and indirect speech.

　　(3) Affective objectives

　　Ss will have a deeper understanding of the friendship so they will cherish their friends more than ever before. Ss will realize the cruelty of the war and the importance of the peace.

　　(4) Culture awareness

　　Ss will know more about the Second World War, especially the persecution Jewish people suffered from the Nazi.

　　(5) Learning strategy

　　Ss will cultivate their ability of individual learning and cooperative learning.

　　As for the teaching methods, I mainly adopt audio-visual teaching method in the lead-in. During the reading process, I follow the top down modal to help the Ss to learn the text.

　　Now, here comes the most important part of my presentation—teaching procedures. I’ll finish the lesson in 4 steps within 45 minutes. They are:

　　Step1: Lead-in.

　　Step2:Pre-reading

　　Step3: While reading.

　　Step 4: Post-reading.

　　At the end of the lesson, I will present the homework.

　　Now, let me introduce them step by step in details.

　　The first step is lead-in. It will cost 7minutes. At the beginning of the lesson, I will play a short video clip which is about the sufferings of the Jewish people during the Second World War. From it, Ss will know that many Jewish people were caught and killed by Nazi in the camps, so others had to hide away. Then I will ask Ss what they needed most when in hiding. Ss may come up with the food, clothes and so on. I will give them some hint and they will realize that friends are also very important for them. Then it will be very natural for me to tell them than there was a girl called Anne who had a very good friend during the hard time. In this process, I will introduce them three new words, they are: German, Netherlands, go through. In this step, I adopt audio-visual teaching method, because the pictures and sounds serves better to activate the Ss. So I use the video to attract the Ss’ attention. What’s more, the introduction of Jewish people’s suffering by this video clip provides them with the background information of this text.

　　Then I will move on to the second step---pre-reading. It will only cost 3 minutes. The Ss are required to guess who Anne’s best friend is and what happened to them by looking at the title and the pictures. Then I will ask several Ss to say their predictions but I will not tell them the answer directly in this step. Although not all the Ss can get the right answer, their mind can get closer to the theme of the text by predicting. So, later, when they read the passage they will concentrate more on it to check their predictions.

　　After pre-reading, we will move on to the while-reading step which costs 22 minutes in total. There are 5 activities, the first three of which deals with the first two paragraphs of the text which is also the first part of the text. And the last two activities deal with the second part.

　　The first activity is skimming. Ss are expected to skim the first part of text to work out the main idea. But as there is no topic sentence in this part, it is a bit difficult for students to tell the main idea with their own words. So I will present a multiple choice which covers the main idea of the text for them to choose from. This reduces the difficulty of the task as well as the Ss’ anxiety.

　　After getting the main idea, we will do another activity, namely, scanning. Ss are expected to scan the text to find some specific information, such as the place and the time of the story, etc. Ss can develop the ability of information gathering and independent learning.

　　After skimming and scanning, we will do the third activity of this step---close reading. I will help Ss learn the passage paragraph by paragraph. For the first paragraph, I will ask some questions like “According to Anne, what kind of person should a true friend be?” The answer to these questions cannot be taken directly from the text. Ss need to reorganize the sentences. If they can answer these questions, it means they have understood this paragraph. Then we will learn the second paragraph. For this one, I will ask one question “What did Anne say about her diary?” Ss may answer it by the original words said by Anne, I will catch this opportunity to tell them they change the direct speech into the indirect speech. But I will not go deeper, because they will learn this language point next period, so a simple introduction is ok.

　　This is all for the first part of the text. Then we will start to learn the letter. There are two activities for this part. The first one is skimming，they should skim the letter for the main idea first and I will present a multiple choice for them to choose from. Them we will learn the letter in detail in the next activity. For the first paragraph of the letter, I will ask them to find out the changing of Anne’s attitudes toward nature. Ss can find out that before hiding away, she paid no attention to the nature while she grew crazy about it when hiding. Then I will ask them to find out the reason. As for the second paragraph, Anne narrates two experiences of longing to get close to nature. So firstly, I will ask them to pick out the time of the experience and then we will study her feelings in the process. Of cause, we will learn some new word here, such as on purpose, at dusk and so on.

　　After the while-reading, comes the post-reading step. It will cost 12 minutes. In this step, I will firstly ask Ss if they have to go into hiding like Anne and her family, what they would like to say to their friends. Ss will talk in groups of four and share their ideas with each other. During the discussion, the Ss will be stimulated and also know the importance of friendship. It servers to make the Ss be prepared for the next activity---writing. After the discussion, the Ss shall write a letter to their friends individually. As they have talked about what they want to say to their friends, the difficulty of the writing is lowered because they have something to say. Ss are expected to write just a draft, for the time is limited.

　　Lastly, I will give Ss the homework. It will only cost one minute. Ss should not only review the new words and expressions of the text, but also polish their letter after class.

　　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 middle, there are some points of the comprehension of the text.

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

　　Blackboard notes:

　　Unit 1. Anne’s Best Friend

　　幻燈片投影布 Before: paid no attention to it

　　reasons

　　While: go crazy about it

　　German

　　Netherland

　　Go through

　　Set down

　　A series of

高中英語(yǔ)說(shuō)課稿8

　　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

　�。ㄍㄟ^(guò)對(duì)文章重點(diǎn)詞匯的聯(lián)系讓學(xué)生閱讀文章是更容易并且加深對(duì)這些重點(diǎn)詞匯的理解）

　　Step Ⅲ Pre-reading

　　Show students some pictures of the different ages,let them summary the order of the paintings

　　Middle Ages, from 5th to 15th century → The Renaissance,from 15th to 16 century→ Impressionism,late 19th to early 20 century → Modern Art,from 20th to today

　　（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?

　�。ㄍㄟ^(guò)讓學(xué)生快速閱讀回答問(wèn)題提高學(xué)生閱讀能力）

　　Task 2 Skimming

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

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

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

　　Step Ⅴ Comprehending

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

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

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

　　3. Impressionists painted landscapes. T

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

　　5. In the Renaissance most artists painted indoors. T

　�。ㄗ詈笞寣W(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9

　　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；3.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10

　　一、教學(xué)內(nèi)容分析

　　(一) 知識(shí)背景及新課程、新教材

　　本單元圍繞“job”(工作) 這一主題開(kāi)展聽(tīng)、說(shuō)、讀、寫(xiě)多種教學(xué)活動(dòng)�！肮ぷ鳌笔且粋�(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)言素材涉及許多種不同的工作，通過(guò)本課的學(xué)習(xí)，讓學(xué)生認(rèn)識(shí)到各種工作的重要性，認(rèn)識(shí)到什么樣的工作才是真正有意義的，是值得做的。今天的學(xué)習(xí)幫助學(xué)生樹(shù)立正確的人生觀、價(jià)值觀。同時(shí)本單元的教學(xué)對(duì)教師本身的文化修養(yǎng)、等方面有非常高的要求，體現(xiàn)了師生共同不斷更新知識(shí)結(jié)構(gòu)以適應(yīng)現(xiàn)代社會(huì)發(fā)展對(duì)英語(yǔ)課程的要求的“與時(shí)俱進(jìn)”的理念和思想。

　　(二)教學(xué)重點(diǎn)難點(diǎn)

　　1.學(xué)習(xí)與工作相關(guān)的'詞匯。

　　2.圍繞“工作”展開(kāi)討論。

　　3.閱讀有關(guān)一個(gè)志愿者的文章，對(duì)課文有正確的理解。

　　就文章中的主人公展開(kāi)討論“什么樣的工作是值得的、有意義的”。

　　二、教學(xué)目標(biāo)

　　(一)知識(shí)技能

　　1.學(xué)習(xí)、掌握一些有關(guān)工作的詞匯：

　　如：electrician，biochemist，volunteer，manager，scientist，chemist等。

　　掌握其他一些課文中涉及的詞匯：

　　如：survive，bend，lorry，toll，direct，take… for granted，come off等。

　　3. 學(xué)習(xí)掌握下列結(jié)構(gòu)句式：

　　如：what sort of job would you like to do?

　　I want to do a job which helps other people, such as…

　　I like to be …, because …

　　4. 提高學(xué)生語(yǔ)言聽(tīng)、說(shuō)、讀、寫(xiě)綜合語(yǔ)言運(yùn)用能力。

　　(二)情感態(tài)度

　　1.從故事中的這位主人公，我們可以懂得什么樣的工作才是有意義的，做什么樣的工作才是值得的，同學(xué)們一定要樹(shù)立正確的人生觀和價(jià)值觀，正確的看待金錢。

　　2.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。

　　(三)學(xué)習(xí)策略

　　1.認(rèn)知策略

　　在學(xué)習(xí)中借助圖畫(huà)、圖表非語(yǔ)言信息進(jìn)行理解或表達(dá)。

　　2.交際策略

　　充分利用課堂內(nèi)外的討論來(lái)提高用英語(yǔ)交際的能力，在其過(guò)程中能借助手勢(shì)、表情等非語(yǔ)言手段提高交際效果，能克服語(yǔ)言障礙，維持交際。

　　三、教學(xué)步驟

　　(一) Warming up

　　這部分的重點(diǎn)是引出本單元的話題---工作，了解學(xué)生對(duì)不同工作的態(tài)度，同時(shí)訓(xùn)練學(xué)生說(shuō)的能力。

　　活動(dòng)步驟：

　　1.師生互動(dòng)：教師展示圖片，提問(wèn)題：

　　What are the people doing in the photos?

　　2.小組活動(dòng)：要求學(xué)生進(jìn)行小組合作，每小組選一幅畫(huà)面進(jìn)行討論，學(xué)生可以發(fā)揮自己的想象力，給出各種不同的觀點(diǎn)。

　　3.班級(jí)活動(dòng)：向班級(jí)其它同學(xué)描述本小組所選圖片，其他同學(xué)可給出不同意見(jiàn)。

　　(二)Reading

　　本篇閱讀材料是給大家介紹了一位義務(wù)指揮交通的志愿者。通過(guò)今天的學(xué)習(xí)，旨在讓學(xué)生懂得什么樣的工作才是有意義的，做什么樣的工作才是值得的，同學(xué)們一定要樹(shù)立正確的人生觀和價(jià)值觀，正確的看待金錢。

　　活動(dòng)形式：

　　1.個(gè)人活動(dòng)

　　教師展示圖片，學(xué)生對(duì)圖片進(jìn)行預(yù)測(cè)，根據(jù)圖片猜想：

　　Do you think what the man is doing?

　　2.小組活動(dòng)

　　快速閱讀課文核對(duì)與自己猜想是否相符。接著討論以下的問(wèn)題：

　　1) Why did the man direct the traffic there?

　　2) Could he get paid from the job?

　　3) What made him do the job?

　　3.個(gè)人活動(dòng)

　　獨(dú)立完成Activity4 和Activity5。

　　4.小組活動(dòng)：把學(xué)生分成不同的小組，討論下面的問(wèn)題：

　　Do you think his job is worth doing? Why?

　　(三)Summary

　　這一節(jié)我們主要學(xué)習(xí)了一些有關(guān)“job”的一些詞匯，大家一起討論了什么樣的工作是重要的，什么樣的工作才是值得做的、是有意義的。希望大家通過(guò)今天的學(xué)習(xí)，能夠樹(shù)立正確的人生觀和價(jià)值觀，正確看待金錢。

　　(四)Homework

　　1.復(fù)習(xí)今天課上所講的內(nèi)容，課下大家還可以針對(duì)該話題繼續(xù)展開(kāi)討論。

　　2.以“什么工作是有意義的”為主題，寫(xiě)一篇作文。

　　3.預(yù)習(xí)下一個(gè)模塊“Grammar”。

高中英語(yǔ)說(shuō)課稿11

　　Good morning everyone. Standing here, I’m very happy and excited. It’s my great honor to be here to present my lesson, and the chance is very precious for me. And I’ll try my best. Today I’ll talk about unit from my contents consist of 8 parts

　　Analysis of the teaching material

　　Analysis of the students

　　Teaching methods

　　Teaching aims and demands

　　Teaching aids

　　Teaching procedure

　　Blackboard design And conclusion

　　Well, firstly, I’ll talk about part 1 analysis of the teaching material. I have concluded the features of. 1 . there are a lot pictures. For this, the kids will be interested in the book. As we all know that interest is best teacher for the students. 2. It lays stress on the communication.

　　According to the problem of Chinese students learning English , the book design a lot of material to improve the students’ ability of listening speaking, reading, and writing. So I think the book is very good.

　　Then I’ll talk about next part analysis of the students. It is known to us that the kids are very active and like playing games very much, so during my class, I’ll design some interesting

　　games to activate them to participate and learn something. They will also be interested in the class.

　　Next I’ll talk about teaching methods. My teaching methods are task-based approach and situational approach. Using different methods can make the class active.

　　Let’s move on to another part, teaching aims and demands. There are knowledge aims and ability aim.

　　Knowledge aims are to enable the students to master the words and phrases:. And the sentences:?

　　Ability aims are To improve students’

　　listening and speaking ability by reading and practicing the dialogue.

　　Next is the teaching aids. In this class, I’ll use pictures, PPT and tape recorder. These can arouse the students’ interest in English.

　　Now I’ll talk about most important part teaching procedure. It consists of 5 steps.

　　Warning up, lead-in, contents key points and difficult points and homework.

　　Step1 is warming up. Here I’ll use PPT to play a English song Bingo for the students and I’ll ask them try to follow it to sing together. By this, the students can be interested in it and pay their attention to our class easily and improve their ability of speaking.

　　Step2 is lead-in （導(dǎo)入根據(jù)所授內(nèi)容設(shè)計(jì)，可通過(guò)展示與本課有關(guān)的話題或者圖片等等引出本課話題）

　　Step 3 is contents(本部分為主要授課內(nèi)容及組織的課堂活動(dòng)�？蓮穆�(tīng)說(shuō)讀寫(xiě)四塊分寫(xiě))

　　Step 4 is key points and difficult points(本部分列出本課重難點(diǎn) 可為單詞句型或語(yǔ)法知識(shí))

　　Step 5 is homework.(作業(yè)形式最好新穎，例如課讓學(xué)生根據(jù)本課內(nèi)容做個(gè)小調(diào)查等)

　�。╟onclusion）

　　To be a good teacher is my dream, I think a teacher is not only a guide for the students,

　　but also a friend of them. If I were a teacher, I would build a close relation with my students,

　　helping them not only on their study, but also on their lives. I’ll try my best and I’m confident that I can be a good teacher.

　　Good morning, everyone. I am number_______.Today I am very happy andexcited that I can staan interview.And it is also my great honor to share my lesson with allof you here, and this chaprecious for me. Hopeyou can enjoy it.The content ofmy lesson today is Section A Read and WriMy days of the week ofPEP Primary English ,Book5A (Recycle__) .My lessonconsists of 7 parts

　　1. Analysis of the teaching material

　　2. Analysis of the students

　　3. Analysis of TeachingMethods

　　4. Analysisof Learning Methods

　　5.Teaching procedure

　　6. Blackboard design

　　7.Reflection

　　1. This lesson isin the third period of this unit. It is a dialogue .It aims to enhancestudentskills. It also provides some new language points for thestudents to master.

　　2.This lesson is the first part of Unit2.So if the Ss can learn it well, it will be helpful to make therest of this unit.

　　3.Such a topic is related to dailylife, so it is helpful to raise learning interests of studentsbealso helpful to improve their spoken English.

　　4. Reading is very important inEnglish learning . It can help the students to master soskillsthrough learning this passage. Moreover, attributive clause also plays animportant partlearning.

　　On studying the teaching material and analyzing theregulation of children’s growing of forward three kinds of teachingobjectives according to English syllabus and new lesson standard

　　(1) To help the students master the new words ,phrases andsentences.(加上具體的`單詞，句型)

　　(2) To teach the students how to use the adverbial clausesof time.

　　(3)To make sure that studentscan read, recognize and use these key phrases n foot ,by bike,byb

　　(4)To enable the students performe the dialogue

　　(5) Tofinish some exercises.

　　(6)The Sscan use the patterns to express their thoughts in the proper situation.

　　(7)The Ss can understand the content of the lesson.

　　(1) To developthe Ss’ abilities of listening, speaking, reading and writing by practicing thedialo

　　(2) To train the Ss’ ability ofworking in pairs.

　　(3) To develop the Ss’abilities of communication by learning the useful structures.

　　(1) To arouse the students’ interest in classactivities.

　　(2) To train their team spirit by working in groups.

　　(3) To educate the students to follow the publicrules.

　　(4)By completingthe task,the Ss increase their interest and set up self-confidence in science;

　　(5)Teach the Ss what is“science”, put the moral education in the language study.

　　(6)To enable the Ss to be polite and love life.

　　(7)To enable the Ss to look after theirthings well.

　　The teaching key and difficult points’ basis isestablished according to Section A Readand W2in the teaching material'sposition and function.Moreover students characteristics and nstandardshould be also taken into account.

　　(1)To make sure that Ss canuse these key phrases correctly and skillfully.

　　(2).To help the Ss to communicatewith each other.

　　(3).To enable the Ss to study in groups and co-operate skillfully.

　　(4).To develop the Ss’ interest in English.

　　(5) To help the students tomaster the new expressions.

　　(6) To enable thestudents to communicate with each other.

　　(1)To help the Ss ask and

　　question____________________________________________

　　(2) How to use _____________________________

　　(4) How to make dialogues and act them out.

　　(5) How to write the right whole sentences.

　　answer

　　The students of grade5 are very active and curious.Andthey are interested in new things.Tlike to use imagination andcommunication as their main studying ways After learning English for 2

　　have some basic English background knowledge, so the teacher should attachimportancommunication with them, providing them the chances of usinglanguage. Since they have learnt2 years, they have already known ___________________________________,soit is not difficultunderstand and use

　　language_________________________________________________________________

　　As we all know:the main instructional aims of learning English in primary school is tocultivatebasic abilities of listening and speaking and their goodsense of the English language.Studentsschool are very cruious andthey want to know everything.What is more,it is important for thtokeep the students interest in English .So according to these points and the regulation of children’mind,inthis lesson I’ll mainly use Total PhysicalResponse method

　　“Task-based”teaching method ,

　　Communicative teaching method

　　SituationalTeaching method(情景教學(xué))

　　group cooperatemethod

　　Free discussion method

　　I will let the Ss learn inreal situations, finish a task byasurvey______________________________” to help Ss to get a better understandingof the nI will arrange these activities: guessing game,__________________________________finishiand having a competition.

　　Standard advocates to improve students abilities of analysing and solvingproblems.And teachchange their old-fashioned teaching ways ,give students more opportunities tojoin class astudents find theproblems by themselves.Our students are almost fromthe countryside. As for tmethods, they are poor in cooperativelearning skills.Some students are not active in the classstudentsdon’t like English.therefore, I ’ll have Ss study in a relaxed atmosphere. Studentsundnew knowledge in certain degree through the mental process ofseeing, hearing, saying, observinetc. .After feeling andunderstanding the language points, let students get the knowledge activestudy and cooperative study. In a word,we’ll

　　1.Teach the Ss how to besuccessful language learners.

　　2. Make thestudents take an active part in class activities.

　　3.Let the students summarize the language points through their own thinking.

　　4.Let the Ss pass "Observation—Imitation—Practice "（觀察—模仿—實(shí)踐三步教學(xué)法） to stud

　　5.Teach the Ss how to master dialogues and how to communicatewith others.

　　6. To make use ofthe new language material to express their own ideas.

　　Teaching special features:

　　Let the Ss communicate with each other and adopt competition methods to developthe Ss’ kee English.

　　Warming up (3 mStep 2 Greeting (2 minutes)

　　Step 3 Presentation (24 minutes)

　　Step 4 Practice and Consolidation (8 minutes)

　　Step 5 Summary (6 minutes)

　　Step 6 Homework (2 minutes)

　　This step will cost 3minutes.

　　Before my class , I’ll get the studentsto sing an English song "Old McDonald" to keep trelax .By this, the students can be interested in it and pay their attention to ourclass easily and imability of speaking.And also this activity canbegin this lesson with exciting atmosphere.

　　This step will cost 2minutes

　　Daily Talk

　　T：Classbegins.Good morning,boys and girls

　　S: Good morning,teacher

　　T: OK, good. So, Mike, how are youtoday ?

　　S: Fine, thank you. How are you,myteacher?

　　T: Very well, thanks .What is this?

　　S:It is a?.

　　The greetingbetween students and teacher is very usefull to build a harmonious anddemoatmosphere.

　　Step 3 Presentation (24 minutes)

　　In this step, Iwill adopt four steps for the students to present the text.

　　Firstly,Lead-in.

　　According to thecharacteristics of this class,I wear a sports T-shirt deliberately to showthis class.Also I will show the pictures of Yao Ming,Liu Xiang and soon.

　　對(duì)話導(dǎo)入，引出所要教的內(nèi)容。此時(shí)可加入情感教學(xué)。

高中英語(yǔ)說(shuō)課稿12

　　1、 教材分析

　　2、 教學(xué)目標(biāo)

　　3、 重點(diǎn)難點(diǎn)（有時(shí)根據(jù)需要也會(huì)說(shuō)上關(guān)鍵點(diǎn)）

　　4、 教法和學(xué)法 導(dǎo)入（5分鐘）

　　5、 教學(xué)過(guò)程 正體（20分鐘）

　　6、 尾聲（5分鐘 ）

　　自我評(píng)價(jià)：

　　各位評(píng)委老師，上午好，我是_____號(hào)考生夏會(huì)麗。

　　說(shuō)課：

　　今天我說(shuō)課的題目是《____________》。首先我們來(lái)進(jìn)行教材分析。

　　教材分析：

　　本節(jié)課出自______________出版社出版的高中《________》第__冊(cè)第__章第__節(jié)。

　　1、本節(jié)課分____個(gè)部分內(nèi)容，分別是：___________________

　　2、本節(jié)課貫穿了______以后的整個(gè)教學(xué)，是學(xué)生進(jìn)一步順利、快捷操作____的基礎(chǔ)，也是形成學(xué)生合理知識(shí)鏈的重要環(huán)節(jié)。(這條基本上通用)

　　3、本節(jié)課聯(lián)系了________和_________，在以后學(xué)習(xí)______具有重要意義。

　　4、本節(jié)課是在學(xué)習(xí)______的基礎(chǔ)上，進(jìn)一步學(xué)習(xí)___________的`關(guān)鍵。

　�。ㄒ陨�4條，靈活運(yùn)用，不用全部說(shuō)上就行�？梢詤⒖夹蜓灾械木渥�，主要是說(shuō)學(xué)習(xí)本節(jié)課的意義。）

　　接下來(lái)說(shuō)一下本節(jié)課的教學(xué)目標(biāo)。

　　教學(xué)目標(biāo)

　�、�、 能力目標(biāo)：（根據(jù)需要選擇能力目標(biāo)）

　　例如：1、通過(guò)講練結(jié)合，培養(yǎng)學(xué)生處理____、解決問(wèn)題的能力。

　　2、分組學(xué)習(xí)方式，培養(yǎng)學(xué)生與他人溝通交流、分工合作的能力。

　　3、通過(guò)設(shè)置問(wèn)題情境，提高學(xué)生分析和解決問(wèn)題的能力。

　　⑵、情感目標(biāo)：

　　1、 培養(yǎng)學(xué)生認(rèn)真、細(xì)致的學(xué)習(xí)態(tài)度。

　　2、 通過(guò)發(fā)現(xiàn)問(wèn)題、解決問(wèn)題的過(guò)程，培養(yǎng)學(xué)生合作精神，增強(qiáng)學(xué)生的求知欲和對(duì)學(xué)習(xí)的熱情。

　　當(dāng)我們對(duì)教材進(jìn)行了分析并且了解了教學(xué)目標(biāo)之后，就不難理解本節(jié)課的重點(diǎn)與難點(diǎn) 重點(diǎn)難點(diǎn)

　　1、重點(diǎn)：…. 2、難點(diǎn)：….（對(duì)于重點(diǎn)、難點(diǎn)，依然是說(shuō)出本節(jié)課的內(nèi)容就行，可以參考本節(jié)課的題目和各部分的標(biāo)題）

　　那么，究竟應(yīng)該怎樣來(lái)完成本節(jié)課的任務(wù)呢？下面說(shuō)一下本節(jié)課的教法和學(xué)法。 教法：（根據(jù)需要任意選取教法。2-3個(gè)就行。根據(jù)時(shí)間自行安排。）

　　1、 范例、結(jié)合引導(dǎo)探索的方法，激發(fā)學(xué)生的學(xué)習(xí)興趣。

　　2、 教師精講、學(xué)生多練，體現(xiàn)了以學(xué)生為主體、教師為主導(dǎo)的教學(xué)原則。

　　3、 采用類比法，引導(dǎo)學(xué)生發(fā)現(xiàn)問(wèn)題，自主學(xué)習(xí)，從而體驗(yàn)到獨(dú)立獲取知識(shí)的喜悅感。

　　4、 通過(guò)“教”“學(xué)”“放”“收”突破重點(diǎn)和難點(diǎn)。

　　教學(xué)相長(zhǎng)，本節(jié)課我所采用的學(xué)法主要有兩個(gè)。

　　學(xué)法：

　　1、主動(dòng)學(xué)習(xí)法：舉出例子，提出問(wèn)題，讓學(xué)生在獲得感性認(rèn)識(shí)的同時(shí)，教師層層深入，啟發(fā)學(xué)生積極思維，主動(dòng)探索知識(shí)，培養(yǎng)學(xué)生思維想象的綜合能力。

　　2、反饋補(bǔ)救法：在練習(xí)中，注意觀察學(xué)生對(duì)學(xué)習(xí)的反饋情況，以實(shí)現(xiàn)“培優(yōu)扶差，滿足不同。”

　　最后我們說(shuō)一下本節(jié)課的教學(xué)過(guò)程。

　　教學(xué)過(guò)程：

　　我將本節(jié)課分為三個(gè)部分。

　　用約5分鐘時(shí)間進(jìn)行導(dǎo)入部分，主要是復(fù)習(xí)和引入新課。

　　用約20分鐘時(shí)間進(jìn)行正體部分。主要是通過(guò)講練結(jié)合的方式完成對(duì)_____ 、______、 ______ 、________幾部分的學(xué)習(xí)。

　　最后，用約5分鐘的時(shí)間進(jìn)行尾聲部分，主要是小結(jié)和作業(yè)。

　　說(shuō)課完畢！

高中英語(yǔ)說(shuō)課稿13

　　EARTH DIDN’T SLEEP 說(shuō)課稿

　　一、說(shuō)課標(biāo)

　　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。《基礎(chǔ)教育課程改革綱要》中明確指出：“教師在教學(xué)才過(guò)程中應(yīng)與學(xué)生積極互動(dòng)、共同發(fā)展，要處理好傳授知識(shí)與培養(yǎng)能力的關(guān)系，注重培養(yǎng)學(xué)生的獨(dú)立性和自主性，引導(dǎo)學(xué)生質(zhì)疑、調(diào)查、探究，在實(shí)踐中學(xué)習(xí)，促進(jìn)學(xué)生在教師指導(dǎo)下主動(dòng)地、富有個(gè)性地學(xué)習(xí)。教師應(yīng)尊重學(xué)生的人格，關(guān)注個(gè)體差異，滿足不同學(xué)生的學(xué)習(xí)需要，創(chuàng)設(shè)能引導(dǎo)學(xué)生主動(dòng)參與的教育環(huán)境，激發(fā)學(xué)生的學(xué)習(xí)積極性，培養(yǎng)學(xué)生掌握和運(yùn)用知識(shí)的態(tài)度和能力，使每個(gè)學(xué)生都能得到充分的發(fā)展。因此，本課的設(shè)計(jì)重點(diǎn)是：幫助學(xué)生形成自主、合作、探究的學(xué)習(xí)模式，掌握閱讀的一些基本技巧，讓每個(gè)學(xué)生在原有的基礎(chǔ)上都學(xué)有所得。

　　二、說(shuō)教材

　　(一) 教材地位和教學(xué)內(nèi)容分析

　　本課是高一必修模塊1第4單元的閱讀課型，這單元圍繞earthquakes這一主題開(kāi)展聽(tīng)、說(shuō)、讀、寫(xiě)多種教學(xué)活動(dòng)。由于本單元生詞量較大，并且Warming up可挖掘的東西較多，因此把Reading設(shè)計(jì)為本單元的第2課時(shí)。本課型是單元整體教學(xué)的重要環(huán)節(jié)，為學(xué)生的語(yǔ)言學(xué)習(xí)、語(yǔ)法學(xué)習(xí)提供了載體，并且是學(xué)生獲取信息的主要來(lái)源。“Reading――― A NIGHT THE EARTH DIDN’T SLEEP” 具體描寫(xiě)1976年唐山大地震的震前、震中和震后。本篇文章詞匯量大，運(yùn)用了大量的動(dòng)詞、復(fù)雜的數(shù)字，出現(xiàn)許多定語(yǔ)從句，篇幅較長(zhǎng)，并且采用一些修辭手法，對(duì)學(xué)生的語(yǔ)言閱讀能力提出了更高的要求。但文章的結(jié)構(gòu)較明顯，

　　較容易歸納出各部分的中心詞。

　　(二)教學(xué)目標(biāo)

　　根據(jù)新頒布的《普通高中英語(yǔ)課程標(biāo)準(zhǔn)(實(shí)驗(yàn)稿)》關(guān)于閱讀課主要教學(xué)目標(biāo)的具體描述，結(jié)合本課教學(xué)內(nèi)容，具體從語(yǔ)言知識(shí)、語(yǔ)言技能、情感態(tài)度和文化意識(shí)三個(gè)方面制定如下教學(xué)目標(biāo)。

　　1. 語(yǔ)言知識(shí)目標(biāo)：

　　a)使學(xué)生了解自然災(zāi)害的相關(guān)詞匯，并掌握復(fù)雜數(shù)字的表達(dá)法。

　　b)學(xué)習(xí)掌握與地震相關(guān)的詞匯，如：shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,mine,shelter,fresh,percent等，以及 right away, at an end, dig out, give out, thousands of以及一些優(yōu)美句子的賞析。

　　2. 語(yǔ)言技能目標(biāo)：

　　a)閱讀技能的訓(xùn)練：讓學(xué)生學(xué)會(huì)克服生詞障礙，通過(guò)略讀，歸納出文章的大意;通過(guò)細(xì)讀，理清文章的總體框架與脈絡(luò)，歸納出各部分的中心詞;通過(guò)查讀，捕捉文章的重要細(xì)節(jié)，培養(yǎng)學(xué)生獲取、處理信息的能力。

　　b) 讓學(xué)生復(fù)述課文，分析、感悟作者的寫(xiě)作意圖。

　　c) 讓學(xué)生運(yùn)用本節(jié)課所學(xué)詞匯、知識(shí)，通過(guò)采訪唐山大地震幸存者的形式進(jìn)行小組活動(dòng)，提高學(xué)生用英語(yǔ)進(jìn)行創(chuàng)造性交流的能力。

　　3.情感態(tài)度與文化意識(shí)目標(biāo)：

　　a)學(xué)會(huì)有關(guān)地震的知識(shí)，并能通過(guò)學(xué)習(xí)討論懂得地震時(shí)的應(yīng)急逃生，地震后如何科學(xué)救人和有關(guān)地震的形成和減少地震所造成的損失等一般知識(shí)。

　　b)懂得地震無(wú)情人有情，即使發(fā)生了多么可怕的災(zāi)難，國(guó)家和解放軍官兵都會(huì)不顧自身安危，奮力搶救，培養(yǎng)學(xué)生一方有難、八方支援的互助友愛(ài)精神。

　　c)了解自然災(zāi)害會(huì)給人類帶來(lái)嚴(yán)重的破壞性后果，讓學(xué)生進(jìn)一步感悟、領(lǐng)會(huì)到人類應(yīng)與自然界和諧共處。

　　d)培養(yǎng)學(xué)生的合作意識(shí)和“合作學(xué)習(xí)”的習(xí)慣。

　　e)欣賞課文中優(yōu)美句子，了解一些英語(yǔ)修辭手法，使學(xué)生在學(xué)習(xí)完課文之后得到一次美的享受，一次心靈的愉悅和升華。

　　(三)教學(xué)重點(diǎn)和難點(diǎn)：

　　根據(jù)新頒布的《普通高中英語(yǔ)課程標(biāo)準(zhǔn)(實(shí)驗(yàn)稿)》關(guān)于讀的技能目標(biāo)的具體描述，結(jié)合高一學(xué)生實(shí)際和對(duì)教材內(nèi)容的科學(xué)分析，確定本環(huán)節(jié)的主要教學(xué)重點(diǎn)和難點(diǎn)是:

　　1.重點(diǎn)

　　1)讓學(xué)生了解唐山大地震，了解地震的成因、預(yù)兆、地震造成的損失，地震時(shí)的應(yīng)急救生以及震后的救援。

　　2)訓(xùn)練學(xué)生的閱讀技巧，提高閱讀能力。側(cè)重培養(yǎng)學(xué)生對(duì)文章的整體性結(jié)構(gòu)的把握和挖掘作者寫(xiě)作的意圖，突出培養(yǎng)學(xué)生以下3個(gè)方面的能力：

　　a.文章段落中心詞把握能力。

　　b.根據(jù)主題快速捕捉文章重點(diǎn)細(xì)節(jié)的能力。

　　c.總結(jié)歸納能力。

　　3)重點(diǎn)掌握有關(guān)地震的詞匯，特別是shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster, army, organize, bury, shelter。

　　4)欣賞并理解課文中優(yōu)美句子，讓學(xué)生掌握一些英語(yǔ)修辭用法。

　　2.難點(diǎn)

　　1) 如何使學(xué)生養(yǎng)成科學(xué)的閱讀習(xí)慣，提高閱讀理解能力和語(yǔ)言水平。

　　2) 如何使學(xué)生學(xué)會(huì)提取、篩選和重組文章中的信息，并靈活運(yùn)用于語(yǔ)言實(shí)踐中，達(dá)到語(yǔ)言實(shí)踐能力的擴(kuò)展與提高。

　　三、教學(xué)方法

　　教學(xué)設(shè)備：多媒體設(shè)備

　　教法滲透

　　根據(jù)新頒布的《普通高中英語(yǔ)課程標(biāo)準(zhǔn)(實(shí)驗(yàn)稿)》所倡導(dǎo)的教學(xué)原則及“第二語(yǔ)言習(xí)得論”和“整體語(yǔ)言教學(xué)理論”，結(jié)合文章具體內(nèi)容及學(xué)生的差異性，確定本節(jié)課主要采用任務(wù)型語(yǔ)言教學(xué)法(Task-based Language Teaching) 、合作學(xué)習(xí)教學(xué)法(Cooperative Learning Approach)、整體語(yǔ)言教學(xué)法(Whole Language Teaching)、直觀教學(xué)法、交際教學(xué)法(Communicative Approach)、以及情感激勵(lì)教學(xué)法(Affective Motivation)等教學(xué)方法。具體采用“P—T—P”自主學(xué)習(xí)立體模式：(Pre-task----Task-cycle----Post-task)來(lái)組織教學(xué)。

　　1、任務(wù)型語(yǔ)言教學(xué)法

　　任務(wù)型語(yǔ)言教學(xué)認(rèn)為：人們使用語(yǔ)言的過(guò)程就是一個(gè)完成各種各樣任務(wù)的過(guò)程。任務(wù)型學(xué)習(xí)強(qiáng)調(diào)通過(guò)“做中學(xué)”、“學(xué)中做”，使學(xué)生在完成任務(wù)的過(guò)程中習(xí)得語(yǔ)言。本課組織學(xué)生四至五人組成一個(gè)學(xué)習(xí)小組，進(jìn)行一次就地震后幸存者的訪問(wèn)。該設(shè)計(jì)基于課文內(nèi)容，但又不局限于課文的范疇，旨在貫徹“做中學(xué)”、“學(xué)中做”策略，吸引和組織他們積極參與，并通過(guò)討論、交流和合作等方式，在自然、真實(shí)的情境中，完成任務(wù)，體會(huì)、掌握語(yǔ)言的應(yīng)用，達(dá)到學(xué)以致用的目的。

　　2.直觀法(視聽(tīng)教學(xué)法)

　　充分利用多媒體教學(xué)手段，通過(guò)播放影視剪輯，與課文主題相關(guān)的圖片、圖表等直觀手段，在充分調(diào)動(dòng)學(xué)生學(xué)習(xí)興趣的同時(shí)，降低學(xué)習(xí)難度，突破重難點(diǎn)。

　　3.合作學(xué)習(xí)教學(xué)法

　　合作學(xué)習(xí)教學(xué)法是以小組活動(dòng)為主體的一種教學(xué)活動(dòng)，一種同伴之間的合作互動(dòng)活動(dòng)。合作學(xué)習(xí)教學(xué)法有利于改善課堂心理氣氛、大面積提高學(xué)生的學(xué)業(yè)成績(jī)、促進(jìn)學(xué)生良好非智力品質(zhì)的發(fā)展，調(diào)整學(xué)生的語(yǔ)言焦慮感。因此，本課打破傳統(tǒng)的教師單向灌輸，采用“四至五人組成一個(gè)學(xué)習(xí)小組”的課堂教學(xué)結(jié)構(gòu)，來(lái)組織教學(xué)，旨在營(yíng)造輕松的學(xué)習(xí)氛圍，為積極學(xué)習(xí)提供有利的條件，讓學(xué)生在完成任務(wù)的過(guò)程中通過(guò)互相交流，降低語(yǔ)言焦慮感，獲得愉快的學(xué)習(xí)經(jīng)歷，從而對(duì)學(xué)習(xí)本身和所學(xué)內(nèi)容產(chǎn)生興趣感。

　　4.整體語(yǔ)言教學(xué)法

　　整體語(yǔ)言教學(xué)法要求按 “整體-部分-整體”的模式，進(jìn)行語(yǔ)篇閱讀訓(xùn)練，即從“整體”開(kāi)始，以“整體”結(jié)束的“三段式”閱讀教學(xué)法。本課采用從整體略讀——分段細(xì)讀——通讀全文，進(jìn)一步理解課文內(nèi)容，即是這種教學(xué)策略的體現(xiàn)。

　　5.情感激勵(lì)教學(xué)法

　　在教學(xué)中重視師生之間的思想交流，充分調(diào)動(dòng)自己情緒的感染力，適時(shí)進(jìn)行情感與策略調(diào)整，通過(guò)情感激勵(lì)，使教師與學(xué)生達(dá)到情感交融，在愉悅的課堂氛圍中發(fā)展創(chuàng)新，體驗(yàn)成功。

　　此外在教學(xué)過(guò)程中還注意遵循以下教學(xué)原則：

　　1.貫徹動(dòng)態(tài)真實(shí)原則，在教學(xué)過(guò)程中“動(dòng)態(tài)”地去發(fā)現(xiàn)問(wèn)題，分析問(wèn)題和解決問(wèn)題。本課在各個(gè)教學(xué)環(huán)節(jié)的設(shè)計(jì)和具體操作上都充分考慮到了策略的貫徹以及教學(xué)活動(dòng)的靈活、有效的綜合運(yùn)用。

　　2.重視學(xué)生個(gè)性與創(chuàng)新意識(shí)的培養(yǎng)，給予學(xué)生充分表達(dá)自己的機(jī)會(huì)。

　　其余的教學(xué)方法將結(jié)合“說(shuō)程序”進(jìn)行舉例說(shuō)明。

　　四、學(xué)情分析

　　學(xué)習(xí)的對(duì)象是處于城鄉(xiāng)結(jié)合部的高一學(xué)生，他們的英語(yǔ)基礎(chǔ)較差，特別是由于詞匯量缺乏，閱讀習(xí)慣不好，導(dǎo)致閱讀速度慢、閱讀理解能力差。并且學(xué)生在初中已習(xí)慣了教師的單向灌輸，部分學(xué)生由于英語(yǔ)表達(dá)能力的欠缺對(duì)課堂的互動(dòng)缺少積極性，不善于交際，學(xué)習(xí)不夠主動(dòng)自主。因此，在組織教學(xué)活動(dòng)中，注重學(xué)習(xí)策略的指導(dǎo)，灌輸自主、合作、探究學(xué)習(xí)的思想，同時(shí)注意調(diào)整活動(dòng)任務(wù)設(shè)置的梯度，使每個(gè)學(xué)生通過(guò)學(xué)習(xí)活動(dòng)，都能學(xué)有所成，體驗(yàn)到成功。淘課$件網(wǎng) www.TaoKEjian.coM

　　五、學(xué)法指導(dǎo)

　　根據(jù)新頒布的普通高中《英語(yǔ)課程標(biāo)準(zhǔn)(實(shí)驗(yàn)稿)》對(duì)高中英語(yǔ)學(xué)習(xí)策略七級(jí)目標(biāo)的具體描述，確定本環(huán)節(jié)主要從以下4個(gè)方面加強(qiáng)對(duì)學(xué)生進(jìn)行學(xué)法指導(dǎo)。

　　1)認(rèn)知策略:指導(dǎo)學(xué)生運(yùn)用已學(xué)會(huì)的抓重點(diǎn)、做記號(hào)、摘筆記等方式，對(duì)所學(xué)內(nèi)容進(jìn)行整理與歸納。

　　2)調(diào)控策略:培養(yǎng)自我評(píng)價(jià)與相互評(píng)價(jià)的習(xí)慣，鼓勵(lì)學(xué)生增加與教師和同學(xué)交流學(xué)習(xí)英語(yǔ)的體會(huì)和經(jīng)驗(yàn)，學(xué)會(huì)科學(xué)評(píng)價(jià)自己的學(xué)習(xí)行為與學(xué)習(xí)效果，進(jìn)一步形成有效的學(xué)習(xí)方法,樹(shù)立積極向上的學(xué)習(xí)態(tài)度。

　　3)交際策略：創(chuàng)設(shè)有意義的情景和任務(wù)活動(dòng)，引導(dǎo)學(xué)生通過(guò)四人一小組，進(jìn)行合作學(xué)習(xí)，讓他們圍繞課堂任務(wù)分工合作，相互探討、相互交流，從而獲得知識(shí)、技能和情感體驗(yàn)，變被動(dòng)學(xué)習(xí)為主動(dòng)學(xué)習(xí)。

　　4) 資源策略：布置任務(wù)，引導(dǎo)學(xué)生主動(dòng)拓寬英語(yǔ)學(xué)習(xí)的渠道，即通過(guò)不同信息渠道(internet, newspaper,dictionary, magazines…)查找所需信息，把英語(yǔ)學(xué)習(xí)從課堂延伸到課外。

　　四、說(shuō)教學(xué)程序

　　結(jié)合本校高一學(xué)生實(shí)際和對(duì)教材內(nèi)容的科學(xué)分析，計(jì)劃用45分鐘完成本文的教學(xué)任務(wù)，具體安排如下：淘課$件網(wǎng) www.TaoKEjian.coM

　　(一) Pre-task：激發(fā)學(xué)習(xí)興趣，明確學(xué)習(xí)任務(wù)(預(yù)計(jì)需要8分鐘左右)

　　(二) Task-cycle：課文主體內(nèi)容的教學(xué)與操練，知識(shí)的掌握與能力的過(guò)渡(預(yù)計(jì)需要26分鐘左右)

　　(三) Post-task：展示成果，交流成果的過(guò)程，語(yǔ)言實(shí)踐能力的擴(kuò)展與提高(預(yù)計(jì)需要10分鐘左右)

　　(四) Self-assessment：自我反思與調(diào)控的過(guò)程

　　(五) Homework and Sum up：課文內(nèi)容的鞏固、延伸與拓展(第四和第五兩個(gè)環(huán)節(jié)預(yù)計(jì)需1分鐘左右)

　　下面將具體說(shuō)明各個(gè)環(huán)節(jié)的設(shè)計(jì)方案及其內(nèi)在的設(shè)計(jì)思想或理論依據(jù)，即闡明為什么這樣處理教材，為什么采用某種教法以及預(yù)計(jì)達(dá)到的種種教學(xué)效果等。

　　步驟一. Pre-task (Pre-reading activities)

　　貫徹興趣策略，采用直觀教學(xué)法，引入話題，激發(fā)學(xué)習(xí)興趣，明確學(xué)習(xí)任務(wù)。

　　【設(shè)計(jì)思路：先播放有關(guān)05年巴基斯坦地震的可怕MTV畫(huà)面，學(xué)生的注意力馬上就會(huì)被吸引到課堂上來(lái)，學(xué)生馬上就聯(lián)想到earthquake這一詞，這時(shí)教師提出“ What do you think of the earthquake?”，學(xué)生會(huì)不約而同地回答,地震會(huì)給人類帶來(lái)災(zāi)難性的后果。緊接著引導(dǎo)學(xué)生“Can you fortell an earthquake so that we can take measures to reduce the damages?” 通過(guò)圖片，學(xué)生更易掌握地震的前兆的知識(shí)，為課文的閱讀作了很好的鋪墊，接著教師引導(dǎo)學(xué)生進(jìn)行進(jìn)一步探究“What should we do to protect ourselves if an earthquake happened?”通過(guò)小組討論、合作得出結(jié)論，教師進(jìn)行一定的總結(jié)。接著呈現(xiàn)文章的標(biāo)題“A night the earth didn’t sleep” ，引導(dǎo)學(xué)生解讀文章標(biāo)題、預(yù)測(cè)文章內(nèi)容，讓學(xué)生在閱讀過(guò)程中處于主動(dòng)認(rèn)知狀態(tài)。學(xué)生可能一下子無(wú)法正確理解其所包含的深層含義。但估計(jì)在前面所展示的MTV畫(huà)面及圖片的啟發(fā)下，大部分同學(xué)可能很快就能作出正確的理解---about the earthquake。另外，考慮到文章生詞較多，且大部分學(xué)生對(duì)文章的背景知識(shí)了解較少。因此，在引導(dǎo)學(xué)生預(yù)測(cè)文章內(nèi)容的同時(shí)，有必要在討論“What kind of words will be used in the passage?

　　”這個(gè)問(wèn)題時(shí)，引出單詞：injure、ruin、destroy、disaster、burst、rescue等。這樣既可向?qū)W生展示本環(huán)節(jié)的重點(diǎn)單詞，又可為閱讀掃清文化背景障礙和語(yǔ)言障礙，又可為突破本文的重難點(diǎn)作好準(zhǔn)備�！�

　　步驟二.Task-cycle(While-reading activities)

　　貫徹目的與困難策略，指導(dǎo)學(xué)生根據(jù)不同的閱讀目的，在閱讀的`不同階段，靈活使用各種閱讀策略，捕捉文章主要信息，理解作者的寫(xiě)作意圖，突破本文的教學(xué)重點(diǎn)與難點(diǎn)。采用整體語(yǔ)言教學(xué)法和任務(wù)型語(yǔ)言教學(xué)法。

　　1、通過(guò)限時(shí)閱讀訓(xùn)練，引導(dǎo)學(xué)生如何利用略讀(skimming)的方法把握文章的大意，側(cè)重培養(yǎng)快速閱讀理解能力和文章中心把握能力。

　　【設(shè)計(jì)思路：本環(huán)節(jié)主要是指導(dǎo)學(xué)生如何通過(guò)略讀，在最短的時(shí)間內(nèi)把握文章的大意。要求學(xué)生在2分鐘之內(nèi)，重點(diǎn)閱讀各段的首句和末句，快速歸納出general idea of the passage。大部分學(xué)生很快就能找出文章的大意―――唐山大地震。該環(huán)節(jié)教師應(yīng)通過(guò)限定閱讀時(shí)間，及時(shí)糾正不良的閱讀習(xí)慣等教學(xué)策略，來(lái)幫助學(xué)生養(yǎng)成良好的閱讀習(xí)慣，培養(yǎng)快速閱讀理解能力。】

　　2、精讀各個(gè)段落語(yǔ)段，側(cè)重培養(yǎng)快速捕捉文章重要細(xì)節(jié)的能力和猜測(cè)生詞的能力，學(xué)會(huì)欣賞文章中的優(yōu)美句子。

　　【設(shè)計(jì)思路：本文的篇幅較長(zhǎng)，生詞多。因此，采用分段細(xì)讀，根據(jù)段落的不同特點(diǎn)設(shè)置不同的閱讀任務(wù)，培養(yǎng)學(xué)生獲取主要信息，處理信息的能力。第一段以表格的形式，讓學(xué)生填寫(xiě)唐山地震來(lái)臨之前所發(fā)生的奇怪現(xiàn)象，培養(yǎng)信息歸類能力。第二段和第三段材料出現(xiàn)很多的數(shù)詞。因此，以這些數(shù)據(jù)為依托，讓學(xué)生通過(guò)查讀方法迅速找出與之相關(guān)的信息。然后再以4人1小組為單位，討論這些數(shù)據(jù)給讀者帶來(lái)什么樣的感受，交流各自的觀點(diǎn)。第四段，通過(guò)回答問(wèn)題的形式引導(dǎo)學(xué)生理解地震后救護(hù)人員和解放軍官兵不顧自身安危，奮力搶救，體會(huì)地震無(wú)情人有情，感人至深。此外，在閱讀中教師應(yīng)鼓勵(lì)學(xué)生通過(guò)上下文猜測(cè)詞義，而非停下閱讀去查找單詞表。在這一環(huán)節(jié)中可適當(dāng)處理一些語(yǔ)言難點(diǎn)(如：一些生詞、詞組及定語(yǔ)從句)，重點(diǎn)放在引導(dǎo)學(xué)生學(xué)會(huì)在具體的語(yǔ)境中理解、體會(huì)這些詞組的用法。每個(gè)段落剛好都有一個(gè)含有英語(yǔ)修辭手法的句子，引導(dǎo)學(xué)生發(fā)現(xiàn)這些優(yōu)美的句子并了解其中的英語(yǔ)修辭用法，學(xué)習(xí)理解并學(xué)會(huì)欣賞，提高學(xué)生的語(yǔ)言品位。】

　　3.通讀全課文，理清文章的篇章結(jié)構(gòu)，并歸納出各部分的大意。進(jìn)一步加深對(duì)課文內(nèi)容的理解，挖掘文章的內(nèi)涵。

　　【設(shè)計(jì)思路：針對(duì)本文的結(jié)構(gòu)較清晰，讓學(xué)生快速通讀全文，把文章分為三大部分,掌握文章的基本脈絡(luò)，歸納出各部分的中心詞和大意。在設(shè)計(jì)學(xué)生活動(dòng)時(shí)，可讓學(xué)生先獨(dú)立完成任務(wù)，再用1分鐘的時(shí)間讓學(xué)生小組間互相交流各自的觀點(diǎn)。通過(guò)這樣的相互啟發(fā)、促進(jìn)，學(xué)生能得出更全面的信息，基礎(chǔ)較差學(xué)生也會(huì)得到不斷的激勵(lì)。最后教師可通過(guò)圖表展示文章基本脈絡(luò)及中心詞，一篇篇幅長(zhǎng)的文章就轉(zhuǎn)化成一個(gè)非常清晰的圖像。為了讓學(xué)生進(jìn)一步挖掘文章的深層內(nèi)涵，理解作者寫(xiě)作的意圖，我設(shè)置兩三個(gè)問(wèn)題，讓學(xué)生小組討論進(jìn)一步感悟、領(lǐng)會(huì)到人類應(yīng)與自然界和諧共處�！�

　　步驟三.Post-task(Post-reading activities)

　　貫徹語(yǔ)用策略與情感策略，采用交際教學(xué)法和合作學(xué)習(xí)法，組織語(yǔ)言實(shí)踐活動(dòng)，完成本文的主題任務(wù)。達(dá)到從知識(shí)的鞏固與運(yùn)用到知識(shí)的擴(kuò)展與創(chuàng)新能力的形成。

　　【設(shè)計(jì)思路：本環(huán)節(jié)共設(shè)置兩個(gè)任務(wù)，一是讓學(xué)生復(fù)述課文;指導(dǎo)學(xué)生以地震前、地震中、地震后的時(shí)間線索展開(kāi)復(fù)述，這樣把閱讀內(nèi)容和所學(xué)的詞匯、句型有機(jī)地結(jié)合。二是采訪活動(dòng)。要求學(xué)生根據(jù)自己對(duì)地震的認(rèn)識(shí)，發(fā)揮自己的想象力和創(chuàng)造力，以小組為單位，用英語(yǔ)通過(guò)采訪唐山大地震幸存者的形式進(jìn)行活動(dòng)。為了讓學(xué)生更順利地完成任務(wù)，教師可以給學(xué)生提供一些問(wèn)題及采訪中可能會(huì)用到的日常交際用語(yǔ)。本環(huán)節(jié)旨在引導(dǎo)學(xué)生通過(guò)讀的輸人，提取、篩選和重組文章中的重要語(yǔ)言信息，并通過(guò)用英語(yǔ)進(jìn)行交流，達(dá)到從課文知識(shí)的鞏固到自身知識(shí)的擴(kuò)展與創(chuàng)新能力的形成。針對(duì)學(xué)生在完成任務(wù)的過(guò)程中，可能會(huì)因詞匯障礙的影響，而用普通話甚至閩南語(yǔ)進(jìn)行交流，在這個(gè)活動(dòng)中，教師應(yīng)貫徹“教師為主導(dǎo)，學(xué)生為主體，任務(wù)為基礎(chǔ)”的教學(xué)原則，在課堂教學(xué)的不同環(huán)節(jié)扮演自身作為“設(shè)計(jì)者，研究者，組織者，促進(jìn)者，協(xié)調(diào)者”的角色，并 “動(dòng)態(tài)”地去發(fā)現(xiàn)問(wèn)題，分析問(wèn)題和解決問(wèn)題，鼓勵(lì)、督促學(xué)生堅(jiān)持用英語(yǔ)作為課堂交流的語(yǔ)言�！�

　　步驟四.Self-assessment: 反思學(xué)習(xí)成果的過(guò)程

　　【設(shè)計(jì)思路：依據(jù)教學(xué)目標(biāo)，對(duì)學(xué)生的學(xué)習(xí)過(guò)程進(jìn)行評(píng)價(jià)，旨在讓學(xué)生學(xué)會(huì)反思自己的學(xué)習(xí)行為與學(xué)習(xí)效果，并學(xué)會(huì)通過(guò)反思性學(xué)習(xí)，不斷改進(jìn)自己的學(xué)習(xí)方法與策略。】

　　步驟五.Homework: 課文內(nèi)容的鞏固、延伸與拓展

　　1.Language focus

　　【設(shè)計(jì)思路：分組歸納出每個(gè)段落的語(yǔ)言點(diǎn)(引導(dǎo)學(xué)生通過(guò)上網(wǎng)、字典或參考書(shū)等渠道查找所需信息)，下節(jié)課各組進(jìn)行交流，教師協(xié)助歸納。旨在通過(guò)小組合作學(xué)習(xí)的形式，培養(yǎng)學(xué)生的自主學(xué)習(xí)能力�！�

　　2.More language input

　　【設(shè)計(jì)思路：本部分設(shè)計(jì)一篇閱讀理解和一篇完型填空，要求學(xué)生按老師所給的參考時(shí)間，進(jìn)行限時(shí)訓(xùn)練。旨在為學(xué)生提供更多與本主題相關(guān)的語(yǔ)言材料，通過(guò)限時(shí)訓(xùn)練的形式進(jìn)一步提高閱讀理解能力�！�

　　3.Writing task:

　　【設(shè)計(jì)思路：每個(gè)學(xué)習(xí)小組可根據(jù)自己采訪的結(jié)果，形成書(shū)面文字，盡可能多地用上所學(xué)的詞匯及句型，進(jìn)一步提高學(xué)生的寫(xiě)作能力�！�

高中英語(yǔ)說(shuō)課稿14

　　Good morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you.

　　I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.

　　Part 1 Teaching Material

　　The content of my lesson is New Senior English for China Book___ Unit____________________. This unit is about____________________ (topics). By studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________. At the same time, let the students learn how to____________________ (functional items). From this lesson, it starts___________________________(structures). (As we all 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.) Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit.

　　Part 2 Teaching Aims

　　According to the new standard curriculum and the syllabus , and after studying the teaching material, the teaching aims are the followings:

　　1.Knowledge objects

　　(1)The Ss can master the usage of the important words and expressions.

　　(2)The Ss can use the __________________ (grammar) in the proper situation.

　　(3)The Ss can understand the content of the lesson, talk about _______________________ (information) and get their own idea about _______________________________.

　　2.Ability objects

　　(1) To develop the Ss’ abilities of listening, speaking, reading and writing

　　(2) To guide Ss to set up effective studying strategies.

　　(3) To improve the student’s reading ability, especially their skimming and scanning ability.

　　(4) To train the Ss’ abilities of studying by themselves and cooperating .

　　3.Emotion or moral objects

　　(1)By completing the task, the Ss increase their interest in ____________________and set up self-confidence in _____________________.

　　(2)Teach the Ss_________________________, put the moral education in the language study.

　　Part 3 the Important and Difficult Points

　　Based on the requirement of the syllabus.

　　The important points are__________________________ such as ______________.

　　The difficult points are_________________________ for example_____________.

　　Part 4 Teaching Methods

　　As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories.

　　1.Communicative Approach

　　2.Whole Language Teaching

　　3.Task-based Language Teaching

　　4.Total Situational Action a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.

　　Part 5 Teaching Procedure

　　Step 1. Lead-in. (_____min)

　　___________________________________________________________________

　　Purpose of my design: (1) to catch Ss’ attention about the class/topic/passage.

　　(2) To set up suspense/develop interest in _______________.

　　Step 2. Pre-reading

　　Task 1. (Individual work, pair work, group work, class work; _____min)

　　Let Ss _____________________________________________________________

　　Task 2. (Individual work, pair work, group work, class work; _____min)

　　___________________________________________________________________

　　Now, let’s see what happened to the_______________/ let’s check whether it is right or not.

　　Purpose of my design: (1) to get to know something about the _________________.

　　(2) To have a better understanding about the importance of ___________________.

　　Step 3. While-reading

　　Task 1. (Individual work, pair work, group work, class work; _____min)

　　Skimming: Ss should read the material fast to find out the main idea/topic sentence for each paragraph.

　　Para 1 ___________________

　　Para 2 ___________________

　　Para 3 ___________________

　　Task 2. (Individual work, pair work, group work, class work; _____min)

　　Scanning: Listen to the tape part by part to finish ___________________________.

　　Task 3. (Individual work, pair work, group work, class work; _____min)

　　Scanning: Guide Ss to read the material carefully and take some important notes, then answer the following questions.

　　Task 4. (Individual work, pair work, group work, class work; _____min)

　　Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the following chart.

　　Purpose of my design: Enable students to understand the given material better by using different reading skills. And proper competition can arouse the Ss’ interest in English learning. “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.

　　Step 4. Post-reading

　　Task 1. (Individual work, pair work, group work, class work; _____min)

　　(task1)Ask Ss to close books and finish the summary according their notes.

　　(task2)Retell the story /Sum up the passage in Ss’ own words according to the chart.

　　Task 2. (Individual work, pair work, group work, class work; _____min)

　　Discuss _______________________________________________with other group members and then choose a reporter to share their opinions about ____________________________________ with the whole class.

　　Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their spoken English. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.

　　Step 5. Homework

　　1.__________________________________________________

　　2.__________________________________________________

　　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.

高中英語(yǔ)說(shuō)課稿15

　　一、教材分析

　　１、教材的地位及作用：

　　今天我要說(shuō)的是冀教版八年級(jí)下冊(cè)第五單元：Go with Transportation 第37課：Flying Donuts。本單元講述了一些有關(guān)交通發(fā)展的歷史事件和相關(guān)故事，在復(fù)習(xí)以前所學(xué)的有關(guān)交通的詞匯和短語(yǔ)的基礎(chǔ)上又?jǐn)U展了一些生詞、習(xí)語(yǔ)和日常用語(yǔ)。第37課的課文通過(guò)介紹Danny想象中的一種新的交通工具，引導(dǎo)學(xué)生充分發(fā)揮想象力、創(chuàng)造力，設(shè)想未來(lái)的交通工具，并用英語(yǔ)表達(dá)出來(lái)，從而激發(fā)學(xué)生的創(chuàng)造力和表現(xiàn)欲，使他們從中得到學(xué)習(xí)的快樂(lè)。

　　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)單詞fuel, coal, oil … 。

　　(２) 學(xué)習(xí)、掌握短語(yǔ)和句型think of認(rèn)為，想起；at the front of 在……的前面 with用…；

　　能力目標(biāo)：

　　通過(guò)聽(tīng)、說(shuō)、讀、寫(xiě)的綜合訓(xùn)練，促進(jìn)學(xué)生將新學(xué)知識(shí)轉(zhuǎn)化為言語(yǔ)的技能，盡可能地運(yùn)用語(yǔ)言表達(dá)實(shí)際的意義。

　　德育目標(biāo)：

　　培養(yǎng)學(xué)生表達(dá)自我的能力，發(fā)揮想象力、創(chuàng)造力，張揚(yáng)個(gè)性，展示自我。

　　確立教學(xué)目標(biāo)的依據(jù)：

　　根據(jù)英語(yǔ)教學(xué)大綱規(guī)定，通過(guò)聽(tīng)、說(shuō)、讀、寫(xiě)的訓(xùn)練，使學(xué)生獲得英語(yǔ)基礎(chǔ)知識(shí)和為交際初步運(yùn)用英語(yǔ)的能力，激發(fā)學(xué)生的學(xué)習(xí)興趣，為進(jìn)一步學(xué)習(xí)打好初步的基礎(chǔ)。此外，根據(jù)我國(guó)國(guó)情和外語(yǔ)教學(xué)大綱的要求，現(xiàn)階段外語(yǔ)教學(xué)的素質(zhì)教育主要包括思想素質(zhì)教育、目的語(yǔ)素質(zhì)教育、潛在外語(yǔ)能力的培養(yǎng)、非智力因素的培養(yǎng)等四方面。

　�。�、重點(diǎn)與難點(diǎn)：

　　確立重點(diǎn)與難點(diǎn)的依據(jù)：

　　根據(jù)教學(xué)大綱的要求，教材編排的特點(diǎn)及本課在教材中所處的地位和作用，并從學(xué)生的實(shí)際出發(fā)，確定本課的重點(diǎn)與難點(diǎn)：

　　重點(diǎn)：本課詞組和句型think of/about /out ；with的多種用法；What do the donuts do? Will Danny’s invention really work?

　　難點(diǎn)：設(shè)想發(fā)明一些交通工具，并用英語(yǔ)表達(dá)出來(lái)。

　　二、教學(xué)方法：

　　新教材重視以人為本，強(qiáng)調(diào)素質(zhì)教育。在教學(xué)中，要注意發(fā)揮學(xué)生的主體作用，把空間留給學(xué)生。抓住初中生活潑好動(dòng)，表現(xiàn)欲強(qiáng)的心理特點(diǎn)，課堂上我設(shè)計(jì)了大量的聽(tīng)、說(shuō)、讀、寫(xiě)的.訓(xùn)練，啟發(fā)學(xué)生動(dòng)腦思考，鼓勵(lì)學(xué)生大膽開(kāi)口，暢所欲言，盡可能運(yùn)用英語(yǔ)表達(dá)實(shí)際意義，從而最大限度地調(diào)動(dòng)學(xué)生的積極性和主動(dòng)性。教學(xué)中，我主要通過(guò)五步教學(xué)法，精講巧練，由淺入深，由易到難，由已知到未知，循序漸進(jìn)地深化教學(xué)內(nèi)容。展開(kāi)以教師為主導(dǎo)，以學(xué)生為主體的師生雙邊活動(dòng)。

　　三、學(xué)法指導(dǎo)：

　　在教學(xué)實(shí)踐中，教師不僅要將基礎(chǔ)知識(shí)和基本技能傳授給學(xué)生，而且要教學(xué)生學(xué)會(huì)學(xué)習(xí)。教師要采用多種教學(xué)方法，激發(fā)學(xué)生的求知欲和好奇心，提高學(xué)生的學(xué)習(xí)自主性和學(xué)習(xí)能力。針對(duì)學(xué)生普遍存在著缺乏自信，自我評(píng)價(jià)偏低的傾向，在教學(xué)中我注重鼓勵(lì)學(xué)生相信自己，鼓勵(lì)他們多動(dòng)口，勤動(dòng)手。

　　在進(jìn)行口語(yǔ)訓(xùn)練時(shí)，要求學(xué)生努力克服怕羞的心理，踴躍發(fā)言，敢于開(kāi)口說(shuō)英語(yǔ)，積極參加課堂上的各種教學(xué)活動(dòng)。

　　四、教學(xué)手段：

　　主要以現(xiàn)代化電教手段－－多媒體輔助教學(xué)，貫穿整個(gè)教學(xué)過(guò)程。增加了直觀性和趣味性，加大了課堂密度，提高了教學(xué)效果。

　　五、教學(xué)程序：

　　課前準(zhǔn)備

　　教師備好課及相關(guān)的教學(xué)設(shè)備，布置學(xué)生預(yù)習(xí)本課內(nèi)容，向?qū)W生提出預(yù)習(xí)的具體要求：

　�。�1） 學(xué)習(xí)本課生詞，了解課文大意。

　�。�2） 找出重點(diǎn)短語(yǔ)和句子。

　　1、檢查復(fù)習(xí)

　�。�1）檢查學(xué)生預(yù)習(xí)課文的情況：

　　詢問(wèn)他們對(duì)課文的意思是否還有什么問(wèn)題，鼓勵(lì)其他學(xué)生解答這些問(wèn)題。

　�。�2）展示圖片，復(fù)習(xí)學(xué)過(guò)的部分交通工具的名稱：

　　bicycle, train, rocket, car, boat, plane……

　　2、循序漸進(jìn)，導(dǎo)入新課

　　本課利用多媒體教學(xué)手段展示了一幅幅色彩逼真、形象生動(dòng)的畫(huà)面，充分地調(diào)動(dòng)了學(xué)生的積極性，吸引了全體學(xué)生的注意力，達(dá)到了教育教學(xué)目的。

　　首先，提出本課的學(xué)習(xí)目標(biāo)，結(jié)合學(xué)生的預(yù)習(xí)情況，指出重點(diǎn)詞匯及短語(yǔ)，并呈現(xiàn)在畫(huà)面上，以突出重點(diǎn)，體現(xiàn)難點(diǎn)。

　　其次，通過(guò)聽(tīng)力訓(xùn)練和問(wèn)答練習(xí)，引導(dǎo)學(xué)生從聽(tīng)、說(shuō)入手了解課文，初步感知新的語(yǔ)言知識(shí)。

　　3、舉例分析，精講重點(diǎn)

　　對(duì)課文中的關(guān)鍵詞句如：What do donuts do? think of/out/over, with, make sb. do sth……等重點(diǎn)講解，舉例加以說(shuō)明。為了更好地調(diào)動(dòng)學(xué)生的積極性，要求學(xué)生運(yùn)用這些詞語(yǔ)造句，訓(xùn)練學(xué)生寫(xiě)的技能，使學(xué)生處于積極思維的狀態(tài)之中，全方位、多角度培養(yǎng)學(xué)生運(yùn)用英語(yǔ)的能力。

　　4、口語(yǔ)操練，加深印象

　�。�1）通過(guò)放錄音，學(xué)生聽(tīng)，模仿說(shuō)，教師講的過(guò)程，鞏固語(yǔ)言材料，培養(yǎng)學(xué)生聽(tīng)、說(shuō)能力。

　　（2）讓學(xué)生準(zhǔn)備幾分鐘，然后采用三人小組的形式，分角色大聲地朗讀課文。

　�。�3）讓學(xué)生創(chuàng)設(shè)一些情景，用所學(xué)的知識(shí)編寫(xiě)對(duì)話，并且把它表演出來(lái)。

　　5、課堂練習(xí)，鞏固知識(shí)

　　出示一些與本課語(yǔ)言點(diǎn)相關(guān)的選擇題和情景對(duì)話，要求學(xué)生當(dāng)場(chǎng)完成。課堂練習(xí)的目的在于檢查學(xué)生掌握知識(shí)的情況，以便教師發(fā)現(xiàn)學(xué)生知識(shí)缺漏，及時(shí)補(bǔ)充。同時(shí)也有助于進(jìn)一步鞏固，加強(qiáng)對(duì)本課內(nèi)容的理解和運(yùn)用。

　　如果時(shí)間允許的話，還可以讓學(xué)生想象著發(fā)明一些交通工具，用英語(yǔ)把它描述出來(lái)，寫(xiě)成一篇小作文。如果時(shí)間來(lái)不及，就作為課外作業(yè)。

【高中英語(yǔ)說(shuō)課稿】相關(guān)文章：

高中英語(yǔ)說(shuō)課稿06-26

高中英語(yǔ)說(shuō)課稿05-20

高中英語(yǔ)說(shuō)課稿04-24

高中英語(yǔ)說(shuō)課稿模板04-24

高中英語(yǔ)說(shuō)課稿范文04-24

高中英語(yǔ)說(shuō)課稿11篇03-03

高中英語(yǔ)《Animals in Danger》說(shuō)課稿02-19

高中英語(yǔ)說(shuō)課稿（通用15篇）11-23

高中英語(yǔ)定語(yǔ)從句說(shuō)課稿及反思（精選5篇）10-20

外研版高中英語(yǔ)必修一說(shuō)課稿 Module My New Teachers06-23