本文作者:小思

高中英语阅读课优秀说课稿

小思 09-18 5
高中英语阅读课优秀说课稿摘要: 优秀高中英语说课稿你知道写一份优秀的教案都需要有哪些内容吗?下面是由我为大家整理的“高中英语优秀教学教案(通用5篇)”,仅供参考,欢迎大家阅读。一、 教材分析:学生在度...

优秀高中英语说课稿

你知道写一份优秀的教案都需要有哪些内容吗?下面是由我为大家整理的“高中英语优秀教学教案(通用5篇)”,仅供参考,欢迎大家阅读。

一、 教材分析:

学生在度过一个假期后,英语知识较生疏,教师应当复习好以前单词,为学习新知打下基础。Let’s talk A部分很好地体现了这一点。Good morning We have a……复习民第一册中内容。“I’m from America”这一句为B Let’s taik“Where are you from?做了铺垫,教师应充分注意这一点。

boy、girl 、teacher student 、meet等单词又是第一次出现,也需要我们特别关注。

二、教学目标:

1、能够得简单地表达自己心情,如:nice to meet you welcome back to school

2、能够听懂并回答 Where are you from?

I’m from

3、认识、会说字母A——E

4、掌握A、B Ler’s talk中单词。

5、理解A、B Ler’s talk中内容。

三、教学重、难点:

能够听懂并回答 Where are you from?

掌握A、B Ler’s talk中单词。

理解A、B Ler’s talk中内容。

四、课时安排

第一课时 A lLet’s talk Let’s learn B Let’s sing

第二课时 A Let’s practise Let’s play Let’s chant

第三课时 B lLet’s talk Let’s learn

第四课时 BLet’ssay Let’spractise

第五课时 B Let’s Let’s

第六课时 C story time

教学目标

1、引导学生通过上下文理解生词的含义:

anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out

2、帮助学生掌握文中一些描述事物和情景的生动手法,从而体会作者的思想情感,把握文章的精髓。

3、帮助学生通过两个故事,对生活在大洋的虎鲸能有更多的了解,同时对虎鲸给予我们人类忠实的帮助产生由衷的感激,从而加强动物保护和环境保护意识。

教学过程

Step1 Lead –in &Warming-up(5mins)

问题导入——教师呈现问题和图片

T: Have you seen plants andanimals that live under the sea? Where did you see them? What’s this? Yes,they’re killer whales。 How much do you know about them? I’ll show you a shortvideo。

【意图说明】在读前这个环节,通过几个问题,激发学生原有的对海洋生物的知识储备,再展示一些相关的图片,认识一些常见海底动物的英文名称。最后出现虎鲸的形象,以抛出问题What’sthis? How much do you know about them?来引出今天阅读的主角——虎鲸。先播放一段视频——“虎鲸捕猎”的场面。

Step2 Pre-reading (Predicting)(2mins)

T: Now please look at the title“Is Old Tom an old man?” Right, it’s notan old man。 It’s the name of a killer whale。 Here are two pictures of thekiller whale。 Can you guess what happened to him?

【意图说明】标题导读是指导英语阅读的重要方法。通过解读题目,观察文中的插图,让学生预测故事的内容,这样更能激起他们的阅读兴趣。

Step3 While-reading (28mins)

Task 1 Fast-reading(3mins)

What’s the main idea of the passage? Read the passage quickly and completethe following sentences。

The text consists of two ________written by Clancy。They are mainly about how Old Tom helped the whalers ________a whale and savedJames from the _______。

Explain new words:

anecdote: short, usuallyamusing story about a real person or event

【意图说明】采用完成句子的形式来给出文章的大意,这样很大程度上降低了难度,可以让更多的学生能够完成,从而产生成就感。

Task 2 Careful-reading(3mins)

Read the first story again and finish the chart。

Fill in the blanks。

【意图说明】训练学生寻找细节信息的阅读技能,同时突出本课的生词和短语。要求学生不看书来完成,这样更具有挑战性。

Task 3 Discussing and Speaking(5mins)

Discuss in pairs and answer the following questions。

What’s the relationshipbetween Old Tom and the whalers?

【意图说明】活动2的填表活动只是帮助学生对故事主要情节有大概的了解,而这个环节的提问是为了帮助学生进一步读懂文章,对文章有更深的理解和思考,培养他们的批判性思维,使他们能够正确对待动物与人类之间的关系。

Task 4 Read the second story again and finish the chart。(2mins)

Fill in the blanks。

Task 5 Discussing and Speaking(15mins)

Read the second story and answer the following questions:

1、How did Old Tom help James?

2、As far as you know , what other animals everhelp out human beings in history?

【意图说明】这里给学生时间去交流他们所知道的动物救人的奇闻轶事,然后请个别小组来汇报讨论结果,与全班同学来分享故事。如果学生知道的不多,教师可让他们阅读以下三个小故事。

(公元前5世纪,古希腊历史学家希罗多德记载过一件奇事:音乐家阿里昂乘船返回希腊时,水手们意欲谋财害命。阿里昂乞求水手们允诺他演奏生平最后一曲。他奏完乐曲就跳入大海,一头海豚游过来驮起这位音乐家,将他送到了伯罗奔尼撒半岛。

有一个车老板赶着马车从山上往山下走,这时辕马的套掉了,老板俯下身想拣起来,没想到穿在身上的棉大衣被压在车轮底下,将人带了下去。在这千钧一发之际,辕马一口将车老板叼起,随着巨大的惯性向山下跑去,一直跑到安全地带,车才慢慢停下来,把人轻轻放下,这时马跑了一身汗。”战兽医师说,“这个老板心地非常善良,平时与马很有感情,从来不打马,这次有难,是马救了他。

” 1999年《哈尔滨晚报》登载了这样一条新闻:黑龙江省阿城市有一个聋哑人,有一天坐在火车道上,当火车路过这里时,怎么鸣叫他也听不见。这时,在路边吃草的一只山羊见到了,它拼命地跑了过来,用角把这个人推出了道轨,而它来不及躲避,不幸壮烈牺牲。)

3、What conclusion can we come to after weshare these stories?

【意图说明】通过交流几个动物救人的感人故事,学生会由衷地产生对动物的喜爱和感激之情,会认识到大自然的一切,我们都要感恩,都要爱护,我们与动物要和谐相处,世界才会更美好。

Step4 Languageappreciation(10mins)

【意图说明】接下来这个环节是要引导学生学会鉴赏文章中语言的美,这也是本节课的一个重点部分。学生可根据自己的真实想法,给出他们认为写的精彩的'句子,以及给他们留下最深印象的场面。

In the first story, which sentences do you thinkbest describe the scene of the whale hunt and the actions of Old Tom? In thesecond story, what scene impresses you most?

在学生各抒己见之后,教师可着重分析以下几个句子。

We ran down to the shore in time to see an enormousanimal opposite us throwing itself out of the water andthen crashing down again。

我们及时赶到岸边,看到对面有一个庞大的动物猛力跃出水面,然后又坠落到水里。

throwing itself out of the water形象地表现了鲸跃出水面的动作。throw的用法很灵活,能表达出丰富的含义。如:

I felt discouraged when he threw cold water on myidea。

他给我的想法泼冷水时,我感到很沮丧。

She threw herself into a chair and began to cry。

她倒在椅子上,哭了起来。

The fire threw hundreds of workers out of work。

大火使几百个工人失业。

…when we approached him, I saw James being firmly held up in the water by Old Tom。

当我们靠近他的时候,我看到老汤姆在水中正稳稳地托着詹姆斯。

Step4 Homework

1、 Surf the Internet andlearn more about the killer whale and other marine animals。

2、Try to retell the story using your own words。

一、 课程类型:

高三复习课

二、 教学目标:

一) 认知目标

1.句型和语言点(见教学重点)。

2.用所学的知识与伙伴进行交流、沟通,学会改错、写作。

二)情感目标

利用多媒体手段营造积极和谐教学氛围,使学生不自觉地进入情景之中,充分调动学生的思维活动和情感体验,引起学生的共鸣。

三)智力目标

在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力,帮 助学生加强记忆力,提高思维能力和运用英语的综合能力,激发创造能力。

三、 教材分析:

这是高三复习阶段的一节写作课。这节书面表达课就从审题谋篇等方面入手来完成教学目的,侧重于引导学生在把握书面表达的写作前准备即谋篇审题能力,使学生在动手写作前迅速构思按照规范的模式来完成谋篇审题:在教学中不仅仅强调写,对于与写作紧密联系的听、说、读、改错都有兼顾。采用任务型教学法和小组合作探究学习法,从而激发学生的学习兴趣,同时也能扩大课

堂的语料输入量及学生的语言输出量。

四、 教学重点:

1. 学会审题和谋篇

2. 掌握多样化的表达方式

3. 熟练各段中的固定写作套路

五、 教学难点:

1. 如何帮助学生运用写作策略,促进学生自主写作。

2. 使学生了解谋篇的重要性,培养谋篇的能力和习惯。

六、 教学方法:

1、活动教学法:

2、任务型教学法:

《Unit 1 Friendship》

大家好!今天我说课的内容是高一英语新课程实验教科书必修1 Unit One, The first period。下面我就从教材分析、教法分析、学法分析、教学过程、教学评价五个方面进行说明。

一、教材分析

(一)教材的地位和作用

本节课是本单元以及本教材的第一节课,本课谈论的是:朋友是不是仅限于人类、朋友的真正含义、如何与人相处的问题等关于朋友的话题。本课涉及的有陈述句和疑问句的直接引语和间接引语的掌握和运用等语法要点。学生从初中到高中,来到一个新的学校,同学彼此陌生,不免想起老同学,老朋友。这样的话题正好能引起学生的兴趣。而且本课的内容和语法的启发性和实用性都很强,能使学生在学中用,在用中学,对综合提高学生的听说读写能力有较好的促进作用。

(二)教学目标

英语教学大纲规定,通过听说读写的训练,使学生获得英语基础知识和运用英语的能力,激发学生的学习兴趣,为进一步学习打下良好的基础。因此,我制定以下教学目标:

知识目标:

1、掌握和使用陈述句和疑问句的直接引语和间接引语。

2、讨论朋友和友谊。

3、学习掌握本课的重点词汇。

技能目标:

1、学会阅读的技能——scanningand skimming 。

2、通过谈论朋友和友谊,既锻炼学生的语言运用能力,又培养了学生发现问题、思考问题、解决问题的能力。

3、理解阅读文段,复述故事。

情感态度:

1、患难之交才是真朋友。

2、知音难得。

3、海内存知己,天涯若比邻。

文化意识:

认识德国纳粹党。让学生了解那段德国法西斯残害犹太人的历史,使学生在感受外国历史文化的同时自然而然的习得语言。

(三)重点与难点

重点:

1、训练scanningand skimming等阅读技能。

2、认识朋友的真正含义以及与人相处的问题。

难点:

1、阅读技能的训练。

2、陈述句和疑问句的直接引语和间接引语的互相转换(人称的变化、时态的变化、指示代词、时间状语、地点状语和动词的变化)。

(四)教具

本课利用录音机、投影仪等辅助设备,激发学生的学习兴趣,调动他们的积极性,为展开话题提供丰富的材料,使教学收到事半功倍的效果。

二、教法分析

在新课程背景下,教师要成为学生学习的促进者、组织者和合作者。本课采用讨论法,主要采用小组合作讨论的方式。在读前阶段我就提出问题,让学生思考讨论是不是只有人与人之间才可以交朋友,然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上,我再引导学生深入讨论几个与本课有关的话题,展开教师为主导、学生为主体的师生双边活动。通过创设真实自然的语言环境,使学生在语言实践中把语言知识和技能主动转化为交流能力,变苦学为乐学,从而培养学生大胆用英语进行交际的能力。

三、学法分析

教务于学。传统教育的弊端是教师“满堂灌”,只重视怎么教而忽视怎样学,结果高分低能的现象十分严重。为了改变教师牵着学生鼻子走的被动状态,我通过创设话题,寓教于乐,引导学生自学、自做、自助、自悟,让学生学会自己动手,收集信息、处理信息,用所学语言去实践和解决问题,使学生在运用语言的过程中感悟体验所学语言的规律,培养语言意识,积累语言经验,形成语言感觉,达到语言运用的目的。从而使学生真正成为学习的主人。

四、教学过程

新课程改革的核心理念是“一切为了学生的发展”。学生的英语学习不仅仅是掌握几个单词和句型,更重要的是学会运用语言来交流思想,办实事。因此我精心设计了以下教学环节:

(一)激趣导入,务于新知

一节课的良好开始,对于整节课教学的顺利进行起着至关重要的作用。在Warming up 部分我分四步进行:

1、用问问题的形式导入(屏幕显示)。同时板书Unit 1 Friendship。

Do you have any friends? Are you good to your friends?

Which kind of friend do you think is the best friend?

2、做调查:在Warming up部分有5个问题,我让学生独立完成。然后在屏幕上显示下列表格。

3、调查结果:显示各得分情况所对应的调查结果,让学生自行对照。

Grade 1 (5分以下) 直截了当,做事果断,没考虑不良后果。

Grade 2 (10分以下) 能用更合理的方法处理问题,又不伤朋友之间的感情,但自己的利益有时会受损。

Grade 3 (10分以上) 不伤感情,又能保全自己利益。

通过调查问卷的形式,引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法,最后的问卷调查结果让学生兴趣和热情倍增,这样能促使学生很快进入语言学习和探究活动中去,愉快的进入学习状态。

4、学习三句谚语,使学生明确对待朋友和友谊的态度。

A friend in need is a friend indeed. 患难之交才是真朋友。

Real friends are few and far between. 知音难得。

Long distance separates no bosom friends. 海内存知己,天涯若比邻。

(二)创设话题,教学新知

新课程指出,教师不再是居高临下的管理者,而是学生学习的促进者、组织者、合作者。

1、我布置Pre-reading部分的几个问题启发学生对“朋友”和“友谊”进行思考,使学生明确不仅人与人之间可以做朋友,日记也可以成为人们的朋友。接着让学生就问题进行小组讨论。然后让个别学生回答问题。

接着屏幕显示我补充的问题:

Why do you need friends?

What do you think a good friend should be like?

《Scientists at work》

一、教学背景分析

1. 单元背景分析

随着科学技术的发展,各种各样新的发明和发现都层出不穷。生活在这样一个知识爆炸的年代,学生们更应用心去体会并感受科技和发明创造者给生活带来的变化,进而能联想到他们平时所学的学科及知识,并用英语为媒介进行知识的整合与串联。同时从另一个角度来说,科技进步的同时,我们的社会也产生了各种各样的矛盾与争论,因此如何正确的看待或处理这些问题,也成为广大学生应该了解并掌握的知识。

2.学生情况分析

本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且,他们也已经形成并培养了一定的小组合作学习及自主学习的能力。

二、教学目标分析

语言技能

听:在听懂教师向学生讲述实验中注意事项基础上,继续学习并强化捕捉特定信息的能力,以及确定全文主要话题的概括能力。

说:应能在了解一定的现代科技发明基础上,思考并学习如何对一种新的事物进行描述。同时能与他人进行交流,叙述事物的利与弊端。

读:强化略读、查读等阅读微技能,训练通过寻找关键词,主题句等方式更快速并准确的确定文章的段落大意,理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词,并在上下文体验中感受某些佳句给读者带来的深层含义。

写:学习在对事物进行理性思考的基础上,运用恰当的句型与词汇描述对事物正反面的不同观点,同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感,并应熟悉议论性作文的基本写作框架。

情感态度与文化意识

(1)进一步培养小组合作学习的能力,通过调查、采访、讨论等活动完成任务,取长补短,加强团体协作意识。

(2)引导学生用英语进行不同学科特点的思考,体会学科之间的联系与区别。通过话题启发学生积极思考,调动学生的学习兴趣。

(3)指导学生用批判的思维去接受新的事物,增强他们的辩论意识与能力。

(4)意识到科技工作的艰苦以及所必需的个人品质与素质,鼓励学生在学习过程中的创新精神与实践能力。

语言知识

词汇:学习并使用一些与science 和scientists有关的词汇。

语法:进一步了解一词多义现象与合成词的构成。

功能:学习如何就某一事物给予别人指导与说明。

话题:掌握有关实验说明的话题表达以及如何从正反两方面对某一话题进行分析讨论。

学习策略

指导学生运用已学会的抓重点、做记号、摘笔记等方式对所学内容进行整理与归纳,并鼓励学生增加与教师和同学交流、合作,继续培养正确的自我评价与相互评价的习惯,从而总结交流学习所得,进一步形成有效的学习方法。并指导学生把英语学习从课堂延伸到课外,发挥已掌握的使用工具书,查找资料、上网等方式增加用英语思维与表达的能力,了解实验对于科学研究的重要性,树立正确的向上的学习态度,形成具有批判性的看问题习惯。

三、教学内容分析

本单元的中心话题是science and scientists。话题依附于听力、对话、阅读与写作等语言载体中。本单元的话题内容与学生的日常学习有着密切的关系,应该说是以英语为媒体让学生表达他们对平时理化生等理科课程,特别是相关实验,所想到及感受到的内容。因此,尽管本单元的话题对学生而言有着一定的难度,但却有体现出了以学生为中心,贴近学生生活而又富有时代气息的特点。

Warming up设计了四幅与学生的理科课程有关的图片,学生通过对日常熟悉的相干实验工具及场地的识别,展开相关学科特点与学习的讨论。同时在此基础上,要求学生们在Listening部分能熟悉某些实验室的规则及注意事项,掌握如何给予别人指导与说明,并能抓住文章的中心话题,捕捉相关细节内容,回答有关的问题。

Speaking则是一个极富时代气息的讨论练习。要求学生们能对现在热门的尖端科技有所了解,(练习中提供了诸如Maglev train, cloning, nuclear energy, computer 与 space flight等内容)然后能就这些新的科学技术与工具进行理性的辨证的思考,既能感受到它们给我们的生活带来的巨大利益,同时也能发现其中所存在的不足与弊端,并能通过讨论、对话等形式发表自己的观点与想法。这一部分也应该是本单元写作内容的一个铺垫。

Reading讲述的是科学家 Franklin的风筝实验,从而证明Lighting and electricity are the same的故事。学生在理解文章的基础上,能充分感受到实验对于科学工作的重要性及科学家是如何获得事业上的成功的。同时能落实材料中所出现的一些单词与短语的使用。

Language Study是在本单元词汇学习的基础上,让学生进一步了解并掌握一定的构词法。主要是兼类词、一词多义现象及合成词的构成。

Integrating skills 通过学生对科学家是否应利用动物进行实验,从而达到发明新产品现象的讨论,理性的从正反两个方面看待这一问题。同时在阅读、思考与讨论的基础上,写下一篇阐明自己观点、立场与看法的短文。

四、教学重点与难点

(1)能就某一话题进行合理的分析,并从不同的角度去分析问题,展示一个物体的利与弊两个方面。同时能在讨论时学会运用哪些结构与单词对事物进行评价,诸如“ It’s good / bad / harmful for… / It’s dangerous / expensive / important / unnecessary/ It brings people …/ It can help people…

(2)掌握如何就某一话题给予别人指示与说明,能熟练运用 Don’t do… / Don’t forget to… / Make sure… / Remember that… / Do be careful of…等结构进行讨论、对话与表演。

(3)能进一步了解一词多义及合成词的知识。以便能更好的区别单词词义与猜测单词词义,利用构词法知识扩充词汇量,并能真正做到为阅读服务。

高中全英语说课稿

说课稿是教师进行授课的依据,是保证教学质量的前提。下面给大家整理了高中全英语说课稿,欢迎阅读参考!

Good afternoon,teachers. It’s my great pleasure to be here sharing my teaching ideas I’ll begin the lesson from the following four parts:

Analyzing teaching material

The teaching methods

The studying methods

The teaching procedures

and while presenting these parts I will do the blackboard writing properly. Ok now I am going to start from the first part “Analyzing teaching material”

This unit is about It is made up of paragraphs.

The teaching aim of this lesson is to help students to understand and master the words, phrases and sentence patterns on the basis of understanding the text.

The ability aim is to improve the students’ organizing and using skills of English and to retell the whole text in their own words.

The emotional aim is to help students understand and to develop students’ sense of cooperative learning.

Then the teaching key points is to help the students get a general idea of the whole

And the teaching difficult points is to make students use their own words to express

According to the analysis above, I’ll try my best to carry out the following theories while dealing with this lesson:

To make students the real masters of the class while I just act as a director.

To combine the language structure with the language functions.

And to make students receive some moral education while they are learning language. In order to achieve my goal, I will use the following teaching methods:

The first teaching method I will use is communicative approach, since language is used for communication. Communicative approach is learner-centered and emphasizes communication and real-life situations.

The second teaching method I would like to use is task-based approach. A task resembles activities which our students or other people carry out in everyday life.

Learners should be given opportunities to reflect on what they have learned and how well they are doing.

The third teaching method I want to use is computer assisted language teaching.

Computer plays an important role to make the materials attractive. It can also help the learners to understand the language and then produce comprehensible output.

And in order to practice my teaching methods better, the following teaching aids will be used:

A projector, a tape recorder, multimedia and of course the blackboard.

And then, I would like to talk about the studying methods. As students are poor i cooperative learning skill, many students are not active in English class, and even some of them don’t like English. Therefore, I will have the students learn English in a much more relaxed atmosphere. The learning process of students is from seeing, thinking, and speaking. So, to make the students get the knowledge actively, cooperative learning and task-based learning will be used.

Next, I will talk about the teaching procedure. To train the students’ ability of listening, speaking, reading and writing, I have designed the following steps.

Step 1 Lead-in

At the very beginning of the class, I will make the students have a free talk about and then discuss the questions in pre-reading on page . The purpose of this step is to arouse the students’ learning interest. After a discussion about the questions, the students will be eager to know something about and it’s the very time to naturally lead the class into

Step 2 Listening comprehensions

In this step, I will write several questions before listening to the text:

And then I will make the students answer the questions after listening to the tape. The purpose of this step is to train and improve the students’ listening ability .

Step 3 skimming and scanning

In this step, I will give the students two tasks . The first task is to get the general idea, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their own thoughts in English. The second task is to get the main idea of each paragraph. I will divide the whole class into several groups to skim the whole text and get the main idea of each paragraph. The purpose of this task is to improve the students’ fast reading skill and cooperate with each then guide Ss to read the material carefully and take some important notes, then answer the following questions in P.

Step 4 Retelling the passage

Language is learned by communicating. It’s my job to creat an atmosphere for students to use the language. The students discuss in their group and then choose a reporter to share to the whole class.

Step 5 Consolidation

In this activity, I will ask some students to read each paragraph, and then do the exercise following the text.

Step 6 make a summary

I will go through the important points and difficult points of this lesson with the students once again. And of course, the language points on the blackboard will be mentioned as well.

And now let’s move to the last step

Step 7 Homework

1. Read the passage as frequently as you can

2. Find out some words and sentences you think are beautiful and recite them.

Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.

That’s all of my teaching ideas about this lesson. Thanking you for your listening.

Teaching plan for Unit 5 book 2

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.

高中英语全英说课稿

“说课”是教学改革中涌现出来的新生事物,是进行教学研究、教学交流和教学探讨的`一种新的教学研究形式,也是集体备课的进一步发展,下面我整理了高中英语全英说课稿,欢迎大家参考!

Good afternoon, everyone. I’m Zhou Yan. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say the lesson from four parts.

Part One Analysis of the Teaching Material

(一) STATUS AND

is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain "four skills" request of listening, speaking, reading and writing. To start listing "Word Bank" and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.

lesson is the first one of Unit if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.

a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.

()ANALYSIS OF THE STUDENTS

The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.

()TEACHING AIMS AND DEMANDS

The teaching aim's basis is established according to Junior School English syllabus' provision.

objects

(1) To make the Ss know how to use the affirmative sentence "This is. . . ." and the negative sentence "This is not…"Everyday expressions for "Apologies""I'm sorry""That's all right".

(2) To study the new words "six, hey, sorry, it’s, that’s", etc. by learning the dialogue of this lesson.

(3) To finish some exercises.

objects

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

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

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

objects

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

(2) To enable the Ss to look after their things well.

()TEACHING KEY AND DIFFICULT POINTS

The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material's position and .

points:

(1)。To help the Ss to communicate with each other.

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

(3)。To develop the Ss’ interest in English.

points:

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

(2) How to write the right whole sentences.

(五) TEACHING AIDS

Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson. 四三二

Part Two The Teaching Methods

1. Communicative teaching method

2. Audio-visual teaching method

3. Task-based" teaching method

As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use "Communicative" teaching method, "Audio-visual" teaching method and "Task-based" teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition.

Good morning, everyone. My name is…, I come from… I`m very happy and excited to stand here, it is my great honor to be here to present my lesson. My teaching topic is… I`ll talk about it by 8 parts.

The analysis of teaching material.

The analysis of students.

The analysis of teaching aims and demands.

The analysis of teaching importances and difficulties.

The analysis of teaching methods.

The analysis of teaching procedures.

Blackboard design.

Teaching reflection.

Well, firstly, I`ll talk about Part 1 the analysis of teaching material. My teaching topic is… from Unit…Go For It Junior English Book 1A, which published by People Education Press. In this period, the main language function is to practice listening and speaking skills around…as well as the communicative skills of……

Then I`ll talk about next part the analysis of the students. It is known to us that most of students had learned English for about…years. They are curious about new things and have a strong desire to learn better. However, their Engish tearning level are different from each other. They need teachers` help and encouragement in their further study.

Next I`ll talk about teaching aims and demands. There are knowledge aims, ability aims and emotional aims. The knowledge aims are to enable the students to master the new words……the phrases…and the sentenses……The ability aims are to obtain the abilities of listening, speaking, reading and writing around……to train the students` abilities of using language, to guide the students to talk about…using the expressions of…and to develop the students` ability of creative thinking and cooperative study. The emotional aims are to enable……

Let`s move on to another part: the analysis of teaching importances and difficulties. The teaching importances are…The teaching difficulties are……

Next is teaching methods. I use…methods in my lesson. There are multimedia computer assisted instruction, task-based activities, situational approach, total physical response or the audio-lingual method.

Now I`ll talk about teaching procedures. According to five steps teaching method, I design my lesson into five steps.

Step 1 is warm-up. Here I`ll…By this, the students can be interested in it and pay their attention to our class easily and…

Step 2 is lead-in. Here I`ll…By this, the students……

Step 3 is presentation. Here I`ll……By this, the students……

Step 4 is practice. Here I`ll…By this, the students……

Step 5 is homework. Here I`ll……By this ,the students……

Next is my blackboard design. I`ll design it like this……

At last, I want to say, to be a good teacher is my dream. I think a teacher is not only a guide for sudents, 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 have confident that I can do it.

Ok, that`s all. Thanks for your listening. Good-bye.

Good morning,ladies and gentlemen!I am very pleased to have an opportunity to talk about some of myteaching topic of this Unit is "What should I do?" from thetextbook—go for it book 8 unit 2 for junior middle school ’d like tosay it from 5 parts as follows:There are teaching materials,teaching methods,learningstrategies,teaching procedures and blackboard design.

Now,Let’s come to the first part—Teaching includestwo parts,status and functions of the material and the teaching thingsin the text book are appropriate to students’ interests,experiencesand knowledge;provide the students with opportunities to use the target languageand stimulate students to seek further unit 2,Studentswill learn to talk about problems and learn to give advice to it ishelpful to improve their communicative competence.

Ok,second,teaching content,which includes four aspects,the key vocabulary,the targetlanguage,important and difficult points, and the teaching theteaching aims,in this unit,students will talk about problems which students come up with intheir daily lives and learn to use modal verbs "could" and "should" to second is ability aims,to improve thestudents’ abilities of listening,speaking and readingby providing various last is the affection aims,that is,to help eachother and learn to cooperate.

Next,let’s come to the second part—teaching with this lesson,I usually adopt "Task|based" teaching aims at providing opportunities for the learners to explore bothspoken and written language through learning will letthe students learn in real situations,fulfill severaltasks such as pair work or group in this unit thecommunicative approach and the situational language approach will be thefocus is on functional language usage and the ability of learners to expresstheir own ideas,feelings,attitudes,desires and combine these methods together,enable the studentsto receive,process and retain new information through "multipleintelligences".

Next I’d like to talk about part three—Learning usuallytell the students some learning four languageskills,I also tell the students to learn efficiently through my class I train the students to get the general ideals,makeprediction,make a reference,identify key words and signal theword|formation and the exploitation are also very important studentcan be involved in the class by using the strategies which are suitable forthem.

Ok now,let’s come to the fourth part—Teaching ’ll finish mylesson in 7 steps,they are Warm up—Lead in—Pre-|task—Task—cycle—Post-task—Homework— step-by-step progression allows students to build accuracy andgain confidence with the new language.

Step1 Warm up

Watch a movie called Let’s moviewill offer the students a relaxing atmosphere and develop students’ interest inEnglish.

Step2 Lead in

Brainstorming,look at this, looks very blue and depressed,what’ s wrongwith him?What should he do?This brainstorming stage is helpful in providing ideas for discussing with peers they can get a lot of informationconcerning the new topic they are going to learn.

Step3 Pre-task

In this step I introduce the topic and give the students clearinstructions on what they will have to first I willprepare some vivid and beautiful pictures to present them the new studentsassociate the meaning of the vocabulary and the form of it,and theyalso practice the speaking and the ’ll get thestudents to do a problem|solving activity to help the students to recall somelanguage that may be useful for the will make asummary to give a detailed explanation about the Grammar point—sentencestructure "should/could".I usually try to cultivate the learner’s unconsciouscompetence,give the students more this way,I think theywill get a further understanding of the Grammar.

Step4 Task-cycle

Task 1—Pair ’ll ask the students to work with their partners to learn to giveadvice to different problems using the key words and the grammatical 2—Listeningpractice I designed the (1)Pre-listening activities (2) While-listening activities (3) 3—Group ’ll get the students act out the conversation in small groups.

Step5 Post-task

In this step,I prepared two is—Let’s wants to practice his Putonghua,But he is very can yougive some advice to him?I suggest that he should get a tutor,can you give more?Make a listof your second is—’s take a look at the screen,from the picture wecan see the children are studying and living in the very poor condition,’s the matterwith these children? could they do? should we do? (showing pictures) Put the knowledge into the real situations,elicit thestudents to find out the most efficient ways to the problem in our country.

Step6 Homework

your parentsabout if they have some they have,Try to give advice.

a survey aboutwho are still in trouble and try to find some solutions.

Step7 Self-assessment

In the process of teaching and learning,teachersneed to know what has been done well and what needs to be improved further;where thestudents perform well and where they still feel of classroom activities,and a welcoming andengaging learning environment will make the study easy and thestudents will get more experience and exploitation by doing things.

And the last Part is Blackboard design I’ll write thenew words on the left,on the right I write the target possibleI’ll draw some is terseness and easy to understand.

Thank you for listening,goodbye!

高中英语阅读课优秀说课稿

1.高一年级英语优秀说课稿

尊敬的各位评委,下午好!

很高兴有机会向大家展示一下我对第三册第四模块Reading and Vocabulary部分的教学设计。(同时板书: Book3 - Module4 Reading and Vocabulary)

新课标要求我们要围绕三维教学目标开展教学,整合发展学生语言知识、语言技能、情感态度、学习策略和文化意识五个方面的素养,培养学生综合运用语言的能力。根据这一要求,针对学生的实际情况,我重新整合教材完成了教学设计。它由教材分析、目标和方法分析、过程分析和板书设计四部分组成。

第一:教材分析

该模块的主题是:Sandstorms in Asia(亚洲沙尘暴)。Reading and Vocabulary是整个模块的核心。它以文章Sandstorms in Asia为载体,为我们了介绍了亚洲(主要是中国)沙尘暴的情况。同时呈现出了本模块的重点词汇、句型、语法和语言功能。

第二:目标和方法分析

这节课的语言知识目标有三个:一是识记与自然灾害有关的14个单词,学会运用4个重点单词和7个重点短语,这是基础也是重点;二是理解并运用一个so … that…引导的状语从句,2个动词不定式作主语的句子和1个即含有同位语从句又时间状语从句和原因状语从句的长句子。这是重点也是难点;三是注意动词不定式在文中的运用,这为下节语法课的学习做了铺垫。

我把这节课的能力目标定位在:重点操练学生整体把握文章结构和捕捉细节的阅读能力;重点操练学生skimmimg 和scanning的阅读技巧。

为了实现这些目标,我将采用:分层教学、合作学习和循环大课堂与PWP相互穿插的教学模式。针对不同环节,我分别运用了直观法、头脑风暴法、讨论法和归纳法等教学方法。用融合法和旁白法让学生了解自然灾害的危害,激发学生以实际行动与自然灾害作斗争的决心。这是本课的文化意识目标。

第三:过程分析

外研版高中英语

我设计的教学过程分四个环节,包括五个活动。它是阅读和处理导学案同步进行的过程。 环节一:Pre-reading (读前) 在这一环节,我设计了一个活动。大约用时5分钟。

首先,用直观教学法和头脑风暴法,借助于PPT,导出有关的词汇,即完成了导入又检查了学生预习词汇的效果。再完成Activity Two,以激活学生的背景图式,为阅读做好准备。再放一段沙尘暴的视频,导入新课。

环节二:While-reading (阅读) 这一环节我设计了两个活动。用时大约16分钟。

活动一:Fast-reading 这篇文章有六段组成。首先5分钟让学生skim文章找出每段的中

心句。由于答案较明显,让基础稍差的学生回答,这样有助于调动后进生参与课堂的积极性。这一活动主要操练学生整体把握文章结构的能力

活动二:Intensive-reading 我把课本里的活动四作为该活动的练习。5分钟,让学生就

课下完成的问题答案进行小组讨论,鼓励学生尽量自己组织语言。然后call back the answers together.这一活动主要操练学生捕捉细节的阅读能力。

环节三:Post-reading (读后) 这一环节我设计了三个活动。大约22分钟。

活动一:处理重点词汇。(同时板书:Key Words: 1. 2. 3. 4. Key Phrase: 1. 2. 3. 4.)

学生展示课下查出的4个单词和7个短语的用法。稍作讲解后,用Activity Five来巩固词汇。

活动二:攻克难点句型。(同时板书:Key Patterns: 1. 2. 3. 4. )学生朗读so … that…引

导的状语从句,2个动词不定式作主语的句子和1个即含有同位语从句又时间状语从

句和原因状语从句的长句子。让学生们以小组讨论的形式先自己分析句子的结构,然后在老师的引导下归纳总结出动词不定式作主语的规律和so … that的用法, 并让学生板书在黑板上。比赛背诵这几个句子后,用五个高考选择题,巩固该难点。

活动三:Test (检测) 以活页形式展示课文的缩写,挖掉重点的单词、短语和句型,形成一

篇完形填空题。让学生听并跟读课文录音后,独立完成该短文。5分钟后收齐带回批改,便于老师了解授课效果。

环节四:小结并布置作业

我设计了两个作业。一是:写一篇100词左右的保护环境的作文。二是:完成下节语法课的导学案。

第四:板书设计

我的板书采用了画龙点睛式。由老师把教学内容的重点和难点提纲列在黑板上,学生简明扼要地概括并展示出教学内容的重点和难点。也可以说我画龙,学生来点睛。

以上就是我的教学设计。请多指教!谢谢!

2.高一年级英语优秀说课稿

一、教学内容分析

大家好!今天我说课的内容是全日制普通高级中学教科书(必修)高一英语第一册上unit12 Art and Literature的reading部分。本单元是高一学生在掌握了本学期语言知识后的一个沉淀,主要讲的是文化与艺术,在扩展学生知识,提高学生的自身修养,具有重要作用。而我所要讲的阅读harry potter小说(电影)是艺术的一种重要形式,在社会上很受欢迎。通过对这篇文章的理解,能培养学生对文化和艺术的兴趣。

二、教学目标

根据大纲的要求,我将教学目标制定如下:

1、 认知目标

通过阅读材料使学生了解到英国作家罗琳的系列小说《Harry Potter》的内容,同时学习in trouble, come across, fight against, succeed, share, believe in等短语和单词。

2、情感目标

通过对主人公harry potter的生活,学习,性格和信念的了解,启发学生如何面对困难,坚定信念从而最终克服困难。

3、技能目标

培养和提高学生的阅读能力,使其熟练地掌握运用略读与精读的技能,有效地提取信息。

以上为本课时的教学目标。

三、教学重点与难点

1、教学重点是使学生更好的理解课文,并分析used to do, be used to do, be used to doing 等短语。

2、教学难点是正确理解Where someone is born and what a person looks like is not as important as what he or she grows up to be.

四、教学方法

教学方法是以问答方式帮助学生浏览整篇文章。以略读,详读的方法了解文章的主旨和细节。

五、教学手段

教学工具主要以ppt、图片和教科书为主。

六、教学程序

Step1、导入

首先向学生展示一张关于harry potter 的电影海报,再结合pre-reading的问题,导入新课,激发学生的兴趣。

Step2、略读

让学生首先略读课文找出每段的主旨句,并回答一个问题。让学生从整体上把握文章,使得学生了解了文章的体裁,把握了文章的结构和段落大意。()培养学生快速阅读的能力,让他们在有限的时间内读文章,作习题,提高了学习效率。在阅读过程中引导学生关注每个段落的开头和结尾部分。

Step3、细读

学生详读课文,捕捉细节,并结合post-reading的问题回答一些细节问题,获取更多的信息,培养学生利用关键词发现细节问题的能力。

Step4、语法讲解

让学生明白课文后,划出他们不明白的词,短语,句子。把重点的词句在大屏幕上展示,并讲解,同时写在黑板上,重点分析以下句子:Where someone is born and what a person looks like is not as important as what he or she grows up to be .

以此培养学生自主的发现问题,并主动解决问题的能力。充分调动学生学习的积极性,提高学习效率。

Step5、巩固练习

完成书本上的true or false 练习,以及对harry potter的启示,检查学生对文章的掌握。

step6、作业

为了扩展学生对Harry potter 这一内容的理解,可以建议有条件的学生观看Harry potter 的电影。并写一篇影评。

七、板书设计

黑板正上方写题目harry potter,左边写课文的主要结构,中间写一些相关信息,右边写语法知识点。

3.高一年级英语优秀说课稿

一、教学目标与要求

1、能听懂、会说:“I have a new water bottle. Can I see it? Sure. Here you are.” 并能在实际生活中运用。

2、能听说读单词storybook和water bottle。

3、学歌谣“I have a storybook . Me too.”

二、教学重、难点分析

重点:能听懂,会说:“I have ….”句型和单词storybook 和water bottle。

难点:在实际生活中运用“I have….”句型。

三、课前准备

1.教师准备挂图、玩具、文具等实物,VCD、录音机。

2、学生自备文具和自带一些小玩具

四、教学步骤和建议

1、 热身(Warm-up)

(1)、教师与学生进行日常口语会话练习。

(2)、复习上学期所学句型“I have a ….”教师拿出一个玩具汽车并说“I have a new car.”把它递给学生让他来说“I have a new car.”拿出多个玩具练习这个句型,让每一个学生都说一遍。

2、新授(Presentation)

(1)、教师拿出一本故事书说“I have a new storybook.”,学生也拿出一本故事书说“I have a new storybook.”教师紧接着说“Can I see it.”学生答“Sure. Here you are.”和多个学生进行这个对话练习。

(2)、全班学生看本课VCD教学片。

(3)、通过观看教学片,在几遍后让学生试着跟读Just speak部分的内容。

(4)、学生跟读,教师纠正部分单词的发音。

(5)、学生分组分角色朗读,做到最快、最清晰、声。

(6)、请部分学生拿着水壶、故事书到前面表演对话。

(7)、去掉VCD的声音,让学生为教学片配音。

(8)、用图片展示生词storybook和water bottle,通过抢答游戏的方式让学生能听、说、读这两个单词,具体步骤如下:教师把图片快速从学生眼前闪过,然后学生举手抢答。答对者奖励一个小贴纸。

(9)、让学生使用所学过的玩具或文具对Just speak部分的对话进行改编并表演出来。例如:

A: Hi, ….I have a new doll.

B: Hi, …. I have a new ball.

A: Oh, cool. Can I see it.

B: Sure. Here you are.

A: Wow! It's super.

(10).听录音欣赏歌谣,在活跃的气氛中让学生跟着节奏学说歌谣。

五、巩固与延伸(Consolidation and extension)

1、打开质量监测完成对应的练习(教师给予一定的指导)。

2、家庭作业:跟读课文,朗读歌谣。

4.高一年级英语优秀说课稿

STEP1 导入 lead-in

在课堂开始,我会给学生播放一段有冯小刚导演拍的电影《唐山大地震》的片段节选,让学生能通过电影能理解和体会到自然灾害给人类带来的巨大灾难。让后直接导入今天的课题。这个能激发学生去了解这篇文章的兴趣,积极加入课堂。

Step2 pre-reading 读前

在这个环节我会在学生在读这篇文章之前给出几个问题。但是并不要求学生马上给出答案。而是要求在下一环节的阅读中找出答案。

Step3 while reading

在这个环节当中我设计了3个活动

第一个活动 activity1 fast reading

给学生几分钟的时间,让后让学生快速阅读这篇文章,并找出在读前所给题的答案,在读完文章之后,让几个同学来进行回答。

第二个活动 activity2 scanning

放录音,让学生跟随录音快速阅读,并要求学生找出每一段落的中心句,并在读完之后,要求得出这篇文章的整体大意。并让学生起来进行回答

第三个答案:acrtivity3 task 在这一环节当中我会设计一个任务。任务类型为知识的抢答。

首先我会将整个班级分为若干个小组,每组有七到八个人。并选出小组长。这一环节中我设计了十个对错题,(true or false),要求学生以小组的形式进行抢答。并作出得分记录,最后还要评选出第一名。在抢答过程当中,我并不只单单是以游戏的形式来完成这一任务,只是简单的完成对错题,我会要求每组在抢答的过程当中,要对他们所选的答案进行解释说明为什么。让学生在这个过程当中真正玩有所得。

Step 4 post-reading

这一环节我会把我们所读的这篇文章设计成一篇阅读题的模式,设计五道选择题,用幻灯片展示出来,并让学生进行选择。题目的设计会以文章的主旨大意和一些细节作为试题。这让学生能在这一环节当中对刚刚已经学习知识进行巩固。

Step5 summary

在这一环节中我会整堂课做一个简短的总结,并再一次强调本次课的重难点。让学生明确本课的重点,再一次明确课堂目标。和引导学生对这篇文章的情感态度进行升华。

Step6 homework

作业1、要求学生背诵本次课的重点词汇和短语

2、要求完成相应联系。

3、要求学生课后通过各种途径查到关于地震的常识,并去了解一些 逃生的小常识,下节课来全班同学一起分享。

5.高一年级英语优秀说课稿

Teaching Aims:

1. To develop Ss’ basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.)

2. To encourage Ss to practice, participate, and co-operate in the classroom activities.

3. To get Ss to know something about … and have a better understanding of the importance of …. As for teaching approaches, I think … II Teaching Approaches Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talking Time).

So during this lesson, emphases are to be laid on:

1. Student-centered teaching

2. Task-based learning

3. Activity-based teaching (individual work; pair work; group work; class work)

Teaching Aids:

1. a projector

2. a multi-media computer system

They are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks.

Teaching Procedure

Step 1 Warming-up & lead-in Activity 1 Free talks (class work) Q1: Who do you think looks coolest in our class? Q2: Do you like him/her? Q3: If so, why? If not, why? … Download some pictures/music from the Internet. Guiding Qs may be: Q1: Who’s she/he? Q2: Do you like him/her? Q3: If so, why? If not, why? Q4: Do you think he/she is perfect? Goal: To lead up to the topic, get Ss to warm up and arouse their interest in the topic. Activity 2 Picture-talking /Music-talking (individual work) Step 2 Pre-reading Activity1 Look and guess (class work) In this activity, Ss are required to look at the title/subtitle and guess what they will read.

the picture/… Activity2 Brain-storming (class work)

Goal: To develop Ss’ reading skill---predicting and present some new words in the passage such as …

Activity 1 Skimming (class work) Step 3 Reading

Para of the article (or the first sentence or the last sentence of each Para.) Goal: To develop Ss’ reading skill --- skimming, that is, how can we get the general idea of a passage as quickly as possible. Activity 2 Scanning (group work)

1.高二英语说课稿优秀范文

一、Introduction(导言)

说课,作为一种教学、教研改革的手段,最早是由河南省新乡市红旗区教室于1987年提出来的。实践证明,说课活动有效地调动了教师投身教学改革,学习教育理论,钻研课堂教学的积极性。是提高教师素质,培养造就研究型,学者型青年教师的途径之一。英语说课是英语教学中的重要一环,也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段,能从理论上指导教师贯彻教学大纲,真正做到教与学相结合,将教材、大纲、教师、学生、课堂融为有机整体,对不断提高教师教学能力和教研能力,有着突出的作用。

二、说课的基本原则

1. 遵循教学大纲要求,明确说课内容。把握说课与上课的区别与联系,正确理解教材、教案说课、上课之间的层进关系,走出说课即是"说教案"的误区。

2. 以教师为主导,学生为主体,体现先进的教学理念。

3. 详略得当,重点突出,体现说课的完整性。

4. 与教案相结合,体现其可操作性。

三、说课的基本程序

1. 说教材:科学分析教材,明确重点难点、教学目标和要求以及教材在单元中的地位和作用。

说"教材的地位和作用"

"教材的地位和作用"说得恰当与否,直接反映说课者对教材的理解程度,并影响到教学目标的制订。对教材理解越深刻,说课内容将越充实、全面,反之就只能是蜻蜓点水、触及皮毛。

说"教学目标"

分析教材后,就可以确定教学目标。教学目标是教学设计的出发点和归宿,它对教学活动具有很好的导向和监控作用。

根据课程标准的要求,教学目标应力图体现"知识与技能"、"过程与方法"、"情感态度和价值观"三维课程目标。但是,说课时有没有必要人为的将教学目标划分为三个方面呢?这也是值得探讨的。因为三维目标往往是融为一体、并在同一学习过程中实现的。若将教学目标分解为三个方面加以描述,会不会割裂三维目标之间的内在联系呢?

说"教学重点、难点"

从一定意义上讲,教学过程就是强调重点和突破难点的过程。因此,确立教学重点、难点成为教学设计的一个关键,也是说课活动必须阐述的一个内容。要确定重点、难点,就必须搞清什么知识是重点、分析学习难点是如何形成的。

2. 说学生:谈谈学生的知识与能力结构,明确说课内容的难易程度。说"学情"

深入分析课程标准和教材,在于把握教学目标和内容。但仅仅把握教学目标和内容是不够的,因为学生是学习的主体,学生情况制约着学习的开展,影响着目标的达成。因此,学情分析也是说课必需突出的一个方面。如何分析学情呢?   由于学习不仅受学生原有的知识基础和技能水平制约,而且还受学生的认知风格、能力状况和学习兴趣等影响。因此,一个好的说课方案,应尽可能从学生的"已知"、"未知"、"能知"、"想知"和"怎么知"等五个方面综合分析学生情况,这些方面都是因材施教的基础。

1.学生的"已知".这里的"已知"是指学生已经具备的、与本节内容相关的知识经验和能力水平等。明确这点很重要,它决定了教与学的起点。

2.学生的"未知"."未知"是与"已知"相对而言的,它既包括通过学习应该达成的终极目标中所包含的未知知识与技能等,还包括实现终极目标之前的过程中所涉及到学生尚不具备的知识与技能等。

3.学生的"能知"."能知"就是通过这节课教学,学生能达到怎么样的目标要求。它决定学习终点(即学习目标)的定位。

4.学生的"想知".所谓"想知",是指除教学目标规定的要求外,学生还希望知道哪些目标以外的东西(注:学生学习中,往往会通过提出疑问来体现"想知".当然,学生的"想知"可能会超出教学目标或学生的认知水平。如果真是如此,课堂教学可不予拓展,但建议给学生一个提示性的交待或利用课外时间作个别解答)。

5.学生的"怎么知"."怎么知"反映学生是如何进行化学学习的,它体现学生的认知风格、学习方法和学习习惯等。

说教法:谈谈本节课要实施的教学手段、方法以及教具的使用。

说学法:谈谈学习方法的运用以及将要实现的目标。

说教学程序:说为什么要设计该程序?目的、意图何在?结果如何?

说板书设计:谈谈板书设计的根据和理由,力求体现说板书设计的程序性、概括性和艺术性。

说"教学反思"

说课活动中,如何进行反思呢?这是一个值得深入探究的问题。一般说来,教学反思就是教师以研究者的心态或视角,审视自己教学实践的过程。它包括两个方面:教师对教学中的缺点和错误进行反省与批判;对教学中的优点和长处的肯定和坚持。所以说课时说教学反思,无非是剖析自己在教材分析、学生分析特别是教学设计等方面有哪些可取之处以及存在的不足之处。具体包括:

1、教学预设中的成功之处。例如,对教材分析和学生分析有哪些独到之处;根据学生学习情况,准备了哪些调控措施;怎样有效地激发学生学习兴趣;如何落实对学生学习结果的反馈与监控;在课程资源开发中有哪些过人之处等。

2、教学预设中尚存在的不足或难以把握之处。具体包括:对教学目标的定位特别是隐性目标(如过程与方法、情感态度与价值观等)存在哪些困惑;学情分析还有哪些难以把握的地方;教学设计中设计的活动中哪些可能无法达到预期的效果等。

四、注重说课信息和反馈与总结

说课的对象可以是专家、同行甚至是学生。向说课对象征询意见、获取信息,力求不断改进和提高。

2.高二英语说课稿优秀范文

Good afternoon, everyone. I’m xxx. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say the lesson from four parts.

Part One Analysis of the Teaching Material

(一) STATUS AND FUNCTION

is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain “four skills” request of listening, speaking, reading and writing. To start listing “Word Bank” and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.

lesson is the first one of Unit if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.

a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.

(二)ANALYSIS OF THE STUDENTS

The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.

(三)TEACHING AIMS AND DEMANDS

The teaching aim's basis is established according to Junior School English syllabus' provision.

objects

(1) To make the Ss know how to use the affirmative sentence “This is. . . .” and the negative sentence “This is not….”Everyday expressions for “Apologies”“I'm sorry”“That's all right”.

(2) To study the new words “six, hey, sorry, it’s, that’s”, etc. by learning the dialogue of this lesson.

(3) To finish some exercises.

objects

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

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

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

objects

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

(2) To enable the Ss to look after their things well.

(四)TEACHING KEY AND DIFFICULT POINTS

The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material's position and function.

points:

(1).To help the Ss to communicate with each other.

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

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

points:

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

(2) How to write the right whole sentences.

(五) TEACHING AIDS

Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson.

Part Two The Teaching Methods

1. Communicative teaching method

2. Audio-visual teaching method

3. Task-based” teaching method

As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition.

Teaching special features

To use these methods are helpful to develop the Ss’ thought.

Part Three STUDYING WAYS

the Ss how to be successful language learners.

the Ss pass "Observation—Imitation—Practice " to study language.

the Ss how to master dialogues and how to communicate with others.

Teaching special features:

Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English.

Part Four Teaching Procedure

I’ll finish this lesson in four steps. First I’ll divide the Ss into four groups and bring a competition into the class. At last let’s see which group is the winner.

3.高二英语说课稿优秀范文

Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson content of my lesson is Senior English for China Book1B Unit 16 Scientists at 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 , let me talk about the teaching material.

Part 1 Teaching Material:

This unit is about science and scientists. By studying of this unit, we’ll Enable the students to know the serious attitude towards science and develop the interest in science. At the same time ,Let the students learn how to give instructions. this lesson plays an important part in the English teaching in this is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each passage. Therefore, this lesson is in the important position of the teaching material. If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this 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 . According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind,I think the teaching aims are the followings:

objects:

a)The Ss can hear, read, and use the main sentence patterns

b)The Ss can understand the content of the lesson.

c)The Ss can use the patterns to express their thoughts in the proper situation.

objects:

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

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

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

or moral objects:

a)By completing the task,the Ss increase their interest and set up self-confidence in science;

b)Teach the Ss what is "science", put the moral education in the language study.

now,let’s come to the Important points and the Difficult points.

Well, how to achieve the teaching objects better, how to stress the important points and break through the difficult points? As is known to us all,The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching material and the students’learning background ,I will use the following methods .

Part 2 Teaching Methods:

In my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use "Communicative" Approach(交际教学法), "Whole language teaching" (整体语言教学法)and "Task-based" language teaching (任务教学法)。 That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theories(现代社会交际教学理论), I adopt the TSA method(情景教学) and TBLT method (语言任务教学)in my teaching, namely Total Situational Action and Task-based Language former is a "scene — activity" teaching method .It establishes a real scene and the interaction between the teacher and the Ss . The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English.

4.高二英语说课稿优秀范文

一、教材分析

(一)教材概述:

本套教材在保留SEFC基础上,根据当前教改精神而进行重新编写,它较好地衔接了已实施三年的初中义务教育教材,体现了"中小学英语教学一条XX"的设想。本单元围绕 Life in the future(未来的生活)这一主题开展听、说、读、写多种教学活动。随着人类文明的进步,未来社会人们的生活方式将如何发展,人们的生活究竟是什么样的情形,这是一个非常贴近生活、具有时代性、可挖掘性的教学主题。语言素材涉及人类生存方式的不断演变,具有典型的时代气息,有利于学生了解生活,展开想象。素材选择兼顾学生的'知识面,已有词汇、生活经历等,体现了教材编写的"以学生为中心",及"听说,读写跟上"的教学理念。

(二)教学目标:

理论依据:《新课程标准》(实验稿)

根据《新课程标准》(实验稿)关于总目标的具体描述,结合高二学生实际和教材内容,我们分语言知识、语言技能、学习策略、情感态度、四个方面制定相应教学目标:

(1)语言知识:

单词:学习掌握一些有关生活的词汇,如: prediction,contemporary,cash,purchase,reform,catch a glimpse of , keep in touch with, pay attention to, in store等。

功能:学习掌握一些用于讨论、评价生活的结构句式,如:

What will life be like in the future?

What kinds of jobs will they have?

It would be wonderful if …

No one can predict whatwhen…

语法:学习、掌握关系副词when,where,why、 how引导的名词性从句及关系代词和连词引导的名词性从句。

(2) 语言技能:

听:学生训练集中注意、抓疑问词线索、捕捉特定信息的能力。

说:学生能根据自身体会和想象进行相互提问和回答,提高在真实语境中的英语交际能力。

读:获取文章中所给出的有关未来生活变化的相关信息,且进行Scanning, skimming, careful reading, generalization; inference等阅读微技能训练。

写:设想自己刚从3000年旅游回来,告诉他(她)你的这次旅行的所见所闻。教材列出了提纲和问题,供学生参考,为学生写作的内容和方法做指导。

(3) 学习策略:学生在一定程度上形成自主学习,有效交际、信息处理、英语思维能力。

(4) 情感态度:学习文章的相关内容后,让学生了解社会发展的趋势,激发学生思维,引起对未来人类生活的幻想和想象,使学生形成一种社会竞争意识和发展意识,明白学习的重要性。

(三)教学重点和难点:

(1) 关系副词引导的名词性从句及关系代词和连词引导的名词性从句。

(2) 与生活相关的词汇。

(3) 有关发表个人观点的句型、结构。

二、 教学方法与教材处理

上述教学目标的确定是基于"第二语言习得论"和"整体语言教学理论",其中渗透当前课程改革的一些理念。为达成上述教学目标,我们将运用任务型教学途径,初步设计"P—T—P"自主学习立体模式:(Pre-task—Task-cycle—Post-task)。

(1)Pre-task:引入话题,激活学生知识网络和扫清词汇障碍,明确学习任务和任务完成的步骤,激发学习英语兴趣。

学生:认知处于主动状态,有完成任务的强烈愿望。

教师:学习的组织者、促进者;善导、激趣的过程。

(2)Task-cycle:任务的完成过程。

学生:用英语做事,运用体验、参与、合作、实践、交流、探究等方式进行自主学习的过程,发展听、说、读、写综合英语技能。

教师:指导者、帮助者、参与者、合作者的角色;引思的过程。

(3)Post-task:展示成果,交流成果的过程。

学生:体验成功和喜税,自我评价、小组评价、认识自己、树立自信、反思自己、调控自己。

老师:评价者、总结者;总结教学中的成功与不足;发现学生学习中的问题与不足;精讲过程。

总体:学生愿学——乐学——惯学——论学过程。

师生真正学习共同体形成过程:教与学的交往、互动,师生双方交流,相互沟通、相互启发、相互补充。

三、 教学程序

根据学生学习英语的特点和规律,学习阶段的侧重点以及高一学生的发展,我们把本单元划分为6课时:热身、听力与口语(2课时)、阅读(2课时)、作业(1课时)、语言(课时)、写作与评价(课时)。

5.高二英语说课稿优秀范文

一、教材分析

本单元的中心话题是"XX"(fXX),听、说、读、写始终围绕这一主题展开。语言知识和语言技能部分主要是围绕"XX这一中心话题进行设计的。课文讲述了美国黑人争取自由的历史,从而说明自由、平等的重要性。同时也表达了对那些为自由和平等权利而献身的勇士们的敬仰。

"热身"(Warming up)部分设计了三个讨论题,使人们对马丁·路德·金和曼德拉这两位为黑人自由和平等权利而斗争的领袖人物的人生经历有所了解,通过讨论,增强对他们国家目前现状的了解。

"听力"(Listening)部分是在"热身"活动的基础上,以听力训练形式进一步帮助学生了解马丁·路德·金,听力中节选了的"I HAVE A DREAM"的部分句子。练习包括四个项目,设计多样,生动有趣。第四题有利于培养学生用英语进行总结概括自己思想的能力。

"口语"(Speaking)部分设计了两个问题,第一题以三人小组的活动形式,组织学生谈论约翰·布朗(John Brown)和哈丽特·塔布曼(Harriet Tubman)的人生经历,引人深思,使学生能用英语阐述自己的意见。第二题以诗歌形式出现,有利于寓教于乐,激发学生学习英语的兴趣。

"读前"(Pre-reading)设计了三道题,为进入正文学习做准备。第一题分别描述了三个国家的人民为争取自由而进行斗争的情形,有利于培养学生的观察能力和语言表达能力。()第二题假设一个情景,要求学生描述受到不公平待遇时的具体感受,有利于培养学生的想象能力与表达能力。第三题要求扫读文章,对下面内容的正确性做出判断,目的是引起学生对文章内容的思考,以便提高学生学习的自主性,同时也能训练学生快速阅读的技能。

"阅读"(Reading)部分讲述了马丁·路德·金为黑人争取平等权利的过程。教材设计的目的是在训练学生阅读技能的基础上,让他们认识到马丁·路德·金为黑人争取自由和平等权利而付出的艰辛苦努力。文章的主题有利于培养学生坚强的意志,树立正确的人生观与世界观。

"读后"(Post-reading)部分是在阅读的基础上,要求学生完成五道题目,问答题的设计由表及里、层层深入,从而帮助学生逐步加深对课文的理解。

"语言学习"(Language study)部分分词汇和语法两部分,词汇部分第一题要求学生用课文中的词填空。第二题要求学生区分各种词类的具体用法。语法部分是复习被动语态的用法,练习紧密联系课文,能加深学生对教材的理解。

"综合技能"(Integrating skills)的阅读文不仅谈论人类为自由、平等而斗争,还谈到了动植物、海洋、地球,甚至机器和机器人的权利。在阅读和讨论的基础上,要求学生写出自己的看法。这是一个任务型的学习活动,练习生动有趣,能够引起学生的兴趣。同时让学生在实践中体验"自由"的内涵,有助于提高他们的语言概括能力。(摘自教参)

二、教学目标

1、语言知识

1)词汇(见教参)

2)句型:学习运用一些表示逻辑关系的句型

3)语法知识:复习被动语态

三、教学重点与难点

1、重点

重点词和词组:freedom, civil, revolution, slavery, abolish, put…into prison, racial, discrimination, join hands, set an example to , regardless of , at first sight, etc.

句型:What happened first was that …

What happened as a result of …

You could expect …because…

That led to …

One of the reasons why … is …

… is often followed by …

语法:被动语态

2、难点:如何培养学生根据阅读材料提高写作能力

四、教学策略

教师应从学生的生活经验和兴趣出发,在课堂教学中应设计任务型教学活动,体现以学生为主体的教学活动,让学生在完成各项任务的过程中自主学习语言。

高中英语优秀说课稿模板

虽然英语不是我们中国的母语,但是我们仍然要好好的学习掌握,因为这是全世界的通用语言。下面是我整理收集的高中英语优秀说课稿模板,欢迎阅读参考!

一、说教材

1、说教材的地位及作用

Who am I 出自人教版高中英语教科书第二册第三单元第一课时,本单元的话题是工厂技术,计算机的发展史和机器人。计算机对于高中生来说是较熟悉的一个话题,但“Who am I”这篇阅读材料所选语言材料属于科普说明文,内容较为抽象,文章也有一些专业术语,对高一学生来说有一定的难度。但是这篇阅读材料以第一人称的拟人手法介绍了计算机发展演变的历史和计算机在各个领域的应用,这样拟人的手法使得文章读起来妙趣横生,抽象的专业知识介绍起来也浅显易懂。这篇文章是整个单元的重点,融汇了听、说、读、写语言知识点,同时在句子表达上运用到了现在完成时的被动语态,为下一个课时的语法教学作好了铺垫。

2、说教学目标

①知识目标

(1)、掌握单词和词组:

abacus. calculator. PC. laptop. PDA. calculate. universal. simplify. sum. logical. logically. revolution. operator. technology. technological. artificial. intelligence. Intelligent .solve. tube. total. web. application. finance. mobile. explore. anyhow. From…on. as a result. so…that….

(2)(掌握句型)

A. Over time I have been changed quite a lot.

B. First as a PC and then as a laptop ,I have been used in offices and homes sice the 1970s.

C. Over time my memory has developed so much that ,like an elephant ,I never forget any thing I have been told !

D. Since the 1970s many new applications have been found for me .

have also been put into robots and used to make mobile phones as well as help with medical operations .

②能力目标

(1)通过阅读训练,培养学生略读(skim),查读(scan)以及获取信息能力。

(2)培养学生在阅读时从词的构成以及上下文猜测词意的能力。

(3)通过阅读,培养学生的听说读写能力,尤其是教会学生用第一人称按时间的先后顺序描述一件事。

③情感目标

通过学习本篇文章,了解计算机的发展历程及其在当今社会的广泛应用,培养学生的想象能力以及创新能力,激发学生热爱科学以及鼓励他们积极探索新科技发展的精神。

3、教学重难点

1、指导学生阅读以时间为顺序了解一件事的发展过程。

2、培养学生阅读时通过构词法以及看上下文猜测词义的能力。

二、说教法:

结合本课的教学目标及具体任务,我主要用以下教学方法:

①整体阅读教学法,让学生分别进行读前、读中、读后训练,由浅入深消化课文。 ②任务型教学法,让学生在教师指导下通过感知、体验、实践参与、合作等方式完成目标。

③开放性教学策略,如brainstorm role play.等

④因材施教法:根据学生程度,把课文难度适度降低。

三、说学法:

由于学生对计算机比较感兴趣及熟悉,教师在教学中要尽量发学生的主动学习积极性与合作精神。因此在教学中我主要引导学生用以下学法:

①五官并用法,如多动脑、动嘴、动手、动口。

②循序渐进:由浅入深地让学生掌握词汇、句型、课文内容。

③合作学习、小组讨论

四、说教学程序:

Step Ⅰ.Warming up and leading in

1.以幻灯片的方式展开此部分Warming up里有关计算机发展的七部图片,询问学生以下问题:

①What are they ?(ask the students to tell them one by one in English and spell them) ②Ask students to discuss what these items have in common.

③Which one can help me most in teaching English ?show students the sentence structures of giving opinions ,such as in my opinion ,I think ……

这部分设计让学生熟悉有关单词,熟悉作出决定及意见的句型,激发他们的学习兴趣 StepⅡ Pre-readirg

the students to look at the title and the picture on P18 and guess :

Who am I ?

What is the passage about ?

students to brainstorm :In which aspects have computer been used today ? Work out a list and compare it with your partner .

此任务能让学生通过标题、插图预测文章内容并调动学生学习的积极性,引发学生思考。

Step Ⅲ.Reading

the passage to check whether their predictions are right or not .

the passage again ,and do exercise 3 in pre-reading part .

3.让学生从文中找出这些信息并完成下面表格:

1642: .

1822:The analytical machine was wade by Charles Babbage.: .

1940s: .

:The first family of computers was connected to each other.

1970s: .

Now: .

这样设计可以让学生从文章当中自主查找到所需要的信息;课文教学时教师可以让学生自由举手回答并填写以上问题,教师一边帮学生retell及校对,一边解释所涉及到各种不同类型的计算机名词,让学生由易到难掌握课文。

4、careful reading

Ask students to read the passage once more and fill out the chart of requirement 2 on P19 这部分需要学生精读课文并寻找相关具体信息,建议学生碰到生词时看下上文猜测词义。

StepⅣ Listening and Speaking

1、让学生一边听一边记下在什么时间、什么人发明了什么类型的计算机,听完录音让学生复述那些内容。

play :叫学生以第一人称扮演不同时期的.计算机。

StepⅤ 拓展

1.再现最初的七副图片,询问学生:What’s next ?让学生展开自己的想象力,设计下一种计算机的模样与作用,让学生分组讨论并画出其样子。

Step Ⅵ Homework

Ask the students to write a passage about the development of computers.

Step Ⅶ Conclusion

五、说板书

Unit 3 Who Am I ?

1642: The computer began as a calculating machine.

1822: The analytical machine was made by …

1936:The computer grew rapidly both in size and brain power.

1940s:…had grown as large as a room .

1960s:The first family of computers…

1970s:computers were used in offices and homes .

Now :Computer connect people all over the world.

本课所倡导的教学基本理念是:

1、面向全体学生,实施素质培养。

2、整体设计目标,优化学习方式,提高自主学习能力。

3、利用现代教育技术,拓宽学习和运用英语的渠道。

4、提供多种选择,适应个性需求。

教学反思:本课能调动学生的积极主动性,能较好地把听说读写融汇在一起训练学生的综合语言运用能力,但是由于学生层次不一,在说时可能一部分学生不能开口,教师在以后的教学中应该设计内容更符合不同层次的学生,比如让这些基础很差的学生先预习,熟悉课文单词。另外,教师也可在课后让学生自己上网查找计算机发展史。

高中英语优秀说课稿范文

高中全英语说课稿

说课稿是教师进行授课的依据,是保证教学质量的前提。下面给大家整理了高中全英语说课稿,欢迎阅读参考!

Good afternoon,teachers. It’s my great pleasure to be here sharing my teaching ideas I’ll begin the lesson from the following four parts:

Analyzing teaching material

The teaching methods

The studying methods

The teaching procedures

and while presenting these parts I will do the blackboard writing properly. Ok now I am going to start from the first part “Analyzing teaching material”

This unit is about It is made up of paragraphs.

The teaching aim of this lesson is to help students to understand and master the words, phrases and sentence patterns on the basis of understanding the text.

The ability aim is to improve the students’ organizing and using skills of English and to retell the whole text in their own words.

The emotional aim is to help students understand and to develop students’ sense of cooperative learning.

Then the teaching key points is to help the students get a general idea of the whole

And the teaching difficult points is to make students use their own words to express

According to the analysis above, I’ll try my best to carry out the following theories while dealing with this lesson:

To make students the real masters of the class while I just act as a director.

To combine the language structure with the language functions.

And to make students receive some moral education while they are learning language. In order to achieve my goal, I will use the following teaching methods:

The first teaching method I will use is communicative approach, since language is used for communication. Communicative approach is learner-centered and emphasizes communication and real-life situations.

The second teaching method I would like to use is task-based approach. A task resembles activities which our students or other people carry out in everyday life.

Learners should be given opportunities to reflect on what they have learned and how well they are doing.

The third teaching method I want to use is computer assisted language teaching.

Computer plays an important role to make the materials attractive. It can also help the learners to understand the language and then produce comprehensible output.

And in order to practice my teaching methods better, the following teaching aids will be used:

A projector, a tape recorder, multimedia and of course the blackboard.

And then, I would like to talk about the studying methods. As students are poor i cooperative learning skill, many students are not active in English class, and even some of them don’t like English. Therefore, I will have the students learn English in a much more relaxed atmosphere. The learning process of students is from seeing, thinking, and speaking. So, to make the students get the knowledge actively, cooperative learning and task-based learning will be used.

Next, I will talk about the teaching procedure. To train the students’ ability of listening, speaking, reading and writing, I have designed the following steps.

Step 1 Lead-in

At the very beginning of the class, I will make the students have a free talk about and then discuss the questions in pre-reading on page . The purpose of this step is to arouse the students’ learning interest. After a discussion about the questions, the students will be eager to know something about and it’s the very time to naturally lead the class into

Step 2 Listening comprehensions

In this step, I will write several questions before listening to the text:

And then I will make the students answer the questions after listening to the tape. The purpose of this step is to train and improve the students’ listening ability .

Step 3 skimming and scanning

In this step, I will give the students two tasks . The first task is to get the general idea, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their own thoughts in English. The second task is to get the main idea of each paragraph. I will divide the whole class into several groups to skim the whole text and get the main idea of each paragraph. The purpose of this task is to improve the students’ fast reading skill and cooperate with each then guide Ss to read the material carefully and take some important notes, then answer the following questions in P.

Step 4 Retelling the passage

Language is learned by communicating. It’s my job to creat an atmosphere for students to use the language. The students discuss in their group and then choose a reporter to share to the whole class.

Step 5 Consolidation

In this activity, I will ask some students to read each paragraph, and then do the exercise following the text.

Step 6 make a summary

I will go through the important points and difficult points of this lesson with the students once again. And of course, the language points on the blackboard will be mentioned as well.

And now let’s move to the last step

Step 7 Homework

1. Read the passage as frequently as you can

2. Find out some words and sentences you think are beautiful and recite them.

Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.

That’s all of my teaching ideas about this lesson. Thanking you for your listening.

Teaching plan for Unit 5 book 2

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.

英文说课稿范文 一、Introduction(导言) 英语说课是英语教学中的重要一环,也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段,能从理论上指导教师贯彻教学大纲,真正做到教与学相结合,将教材、大纲、教师、学生、课堂融为有机整体,对不断提高教师教学能力和教研能力,有着突出的作用。 二、说课的基本原则 1. 遵循教学大纲要求,明确说课内容。把握说课与上课的区别与联系,正确理解教材、教案说课、上课之间的层进关系,走出说课即是“说教案”的误区。 2. 以教师为主导,学生为主体,体现先进的教学理念。 3. 详略得当,重点突出,体现说课的完整性。 4. 与教案相结合,体现其可操作性。 三、说课的基本程序 1. 说教材:科学分析教材,明确重点难点、教学目标和要求以及教材在单元中的地位和作用。 2. 说学生:谈谈学生的知识与能力结构,明确说课内容的难易程度。 3. 说教法:谈谈本节课要实施的教学手段、方法以及教具的使用。 4. 说学法:谈谈学习方法的运用以及将要实现的目标。 5. 说教学程序:说为什么要设计该程序?目的、意图何在?结果如何? 6. 说板书设计:谈谈板书设计的根据和理由,力求体现说板书设计的程序性、概括性和艺术性。 四、注重说课信息和反馈与总结 说课的对象可以是专家、同行甚至是学生。向说课对象征询意见、获取信息,力求不断改进和提高。 五、附SB 2B U16 Lesson 63说课稿 Unit 16 Lesson 63 Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC(2). It is made up of four parts. Part 1 My understanding of this lesson The analysis of the teaching material: This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea. Teaching aims: 1. Knowledge aim: Understand the main idea of the text. 2. Ability aim: Retell the text in their own words. 3. Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted. Key points / Teaching important points: How to understand the text better. Teaching difficult points: 1. Use your own words to retell the text. 2. Discuss the pollution of the sea and how to save the sea. Something about the Ss: 1. The Ss have known something about the sea and sea life through the Internet and other ways. 2. They are lack of vocabulary. 3. They don’t often use English to express themselves and communicate with others. 4. Some Ss are not active in the class because they are afraid of making mistakes. Part 2 My teaching theories, methods and aids Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director; Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language. Teaching method: Double activities teaching method Question-and-answer activity teaching method Watch-and-listen activity Free discussion method Pair work or individual work method Teaching aids: 1. a projector 2. a tape recorder 3. multimedia 4. the blackboard Part 3. Teaching steps / procedures I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability. The entire steps are: Greetings, Revision, Lead-in and preparation for reading, Fast reading(scanning), Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework Step 1 Greetings Greet the whole class as usual. Step 2. Revision 1. Ask students some questions to revise the last lesson(show them on the screen). a. How much salt do the oceans contain per thousand parts of water?(35 parts of salt. by weight) b. What is coral? Why are corals not found in deep water? c. Why is the Dead Sea called the Dead Sea? 2. Check the homework(made a survey about the sea or sea life by surfing the Internet or asking for help from other people). Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson. Step 3. Lead-in and preparation for reading Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on. Purpose: Arouse the students’ interest of study. Bring in new subject: Life in the oceans. Step 4. Fast reading Read the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph: 1. Why can living things live in such oceans around the Antarctica? 2. What does the whale feed on? 3. What is the difference between the sperm whale and other whales? Method: Read the text individually, use question—and—answer activity. Purpose: Improve the students’ reading ability. Understand the general idea of each paragraph. Step 5. Listening(book closed) 1. Listen to the tape then do an exercise(wb page 90, part 1) 2. True or false exercise.(on the screen) Train the Ss’ listening ability and prepare for later exercises. Step 6. Intensive reading Read the passage carefully again and answer some detailed questions on the screen. 1. How much does a whale eat at a time? 2. Do all the whales feed on small fish? 3. How deep can a sperm whale dive? It is also called depth reading or study reading. It means reading for detailed information. Purpose: Further understand the text (Train further reading ability) to find out some different sentences and details of the text. Step 7. Preparation for details of the text on the screen 1. ...its heart slows to half its normal speed. slow-v. to become / make slower. 2. ...using sound wave Present participle used as adverbial. 3. provide sth. for sb. provide sb. with sth. 4. at a time: each time 5. grow to a length of... Purpose: Train the Ss’ ability of understanding and using laguage. Step 8. Consolidation 1. Find out the topic sentences. 2. Retell the passage according to the topic sentences. Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily. Step 9. Discussion Show them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do? Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger! I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home. Step 10. Homework Write an article Saving the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves. Part 4. Blackboard design Unit 16 Lesson 63 Topic Sentences: 1. Some living things can live in Antarctica.(what) 2. The whale feeds on small fish.(what) 3. The sperm whale feeds on squid.(difference) Discussion: 1. The whales are in danger. What’s your opinion about it? 2. The sea is being polluted. What should we do? 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. The discussion is of the difficulty. I want to make the design inductive, instructive and artistic.

1.高一年级英语优秀说课稿

尊敬的各位评委,下午好!

很高兴有机会向大家展示一下我对第三册第四模块Reading and Vocabulary部分的教学设计。(同时板书: Book3 - Module4 Reading and Vocabulary)

新课标要求我们要围绕三维教学目标开展教学,整合发展学生语言知识、语言技能、情感态度、学习策略和文化意识五个方面的素养,培养学生综合运用语言的能力。根据这一要求,针对学生的实际情况,我重新整合教材完成了教学设计。它由教材分析、目标和方法分析、过程分析和板书设计四部分组成。

第一:教材分析

该模块的主题是:Sandstorms in Asia(亚洲沙尘暴)。Reading and Vocabulary是整个模块的核心。它以文章Sandstorms in Asia为载体,为我们了介绍了亚洲(主要是中国)沙尘暴的情况。同时呈现出了本模块的重点词汇、句型、语法和语言功能。

第二:目标和方法分析

这节课的语言知识目标有三个:一是识记与自然灾害有关的14个单词,学会运用4个重点单词和7个重点短语,这是基础也是重点;二是理解并运用一个so … that…引导的状语从句,2个动词不定式作主语的句子和1个即含有同位语从句又时间状语从句和原因状语从句的长句子。这是重点也是难点;三是注意动词不定式在文中的运用,这为下节语法课的学习做了铺垫。

我把这节课的能力目标定位在:重点操练学生整体把握文章结构和捕捉细节的阅读能力;重点操练学生skimmimg 和scanning的阅读技巧。

为了实现这些目标,我将采用:分层教学、合作学习和循环大课堂与PWP相互穿插的教学模式。针对不同环节,我分别运用了直观法、头脑风暴法、讨论法和归纳法等教学方法。用融合法和旁白法让学生了解自然灾害的危害,激发学生以实际行动与自然灾害作斗争的决心。这是本课的文化意识目标。

第三:过程分析

外研版高中英语

我设计的教学过程分四个环节,包括五个活动。它是阅读和处理导学案同步进行的过程。 环节一:Pre-reading (读前) 在这一环节,我设计了一个活动。大约用时5分钟。

首先,用直观教学法和头脑风暴法,借助于PPT,导出有关的词汇,即完成了导入又检查了学生预习词汇的效果。再完成Activity Two,以激活学生的背景图式,为阅读做好准备。再放一段沙尘暴的视频,导入新课。

环节二:While-reading (阅读) 这一环节我设计了两个活动。用时大约16分钟。

活动一:Fast-reading 这篇文章有六段组成。首先5分钟让学生skim文章找出每段的中

心句。由于答案较明显,让基础稍差的学生回答,这样有助于调动后进生参与课堂的积极性。这一活动主要操练学生整体把握文章结构的能力

活动二:Intensive-reading 我把课本里的活动四作为该活动的练习。5分钟,让学生就

课下完成的问题答案进行小组讨论,鼓励学生尽量自己组织语言。然后call back the answers together.这一活动主要操练学生捕捉细节的阅读能力。

环节三:Post-reading (读后) 这一环节我设计了三个活动。大约22分钟。

活动一:处理重点词汇。(同时板书:Key Words: 1. 2. 3. 4. Key Phrase: 1. 2. 3. 4.)

学生展示课下查出的4个单词和7个短语的用法。稍作讲解后,用Activity Five来巩固词汇。

活动二:攻克难点句型。(同时板书:Key Patterns: 1. 2. 3. 4. )学生朗读so … that…引

导的状语从句,2个动词不定式作主语的句子和1个即含有同位语从句又时间状语从

句和原因状语从句的长句子。让学生们以小组讨论的形式先自己分析句子的结构,然后在老师的引导下归纳总结出动词不定式作主语的规律和so … that的用法, 并让学生板书在黑板上。比赛背诵这几个句子后,用五个高考选择题,巩固该难点。

活动三:Test (检测) 以活页形式展示课文的缩写,挖掉重点的单词、短语和句型,形成一

篇完形填空题。让学生听并跟读课文录音后,独立完成该短文。5分钟后收齐带回批改,便于老师了解授课效果。

环节四:小结并布置作业

我设计了两个作业。一是:写一篇100词左右的保护环境的作文。二是:完成下节语法课的导学案。

第四:板书设计

我的板书采用了画龙点睛式。由老师把教学内容的重点和难点提纲列在黑板上,学生简明扼要地概括并展示出教学内容的重点和难点。也可以说我画龙,学生来点睛。

以上就是我的教学设计。请多指教!谢谢!

2.高一年级英语优秀说课稿

一、教学内容分析

大家好!今天我说课的内容是全日制普通高级中学教科书(必修)高一英语第一册上unit12 Art and Literature的reading部分。本单元是高一学生在掌握了本学期语言知识后的一个沉淀,主要讲的是文化与艺术,在扩展学生知识,提高学生的自身修养,具有重要作用。而我所要讲的阅读harry potter小说(电影)是艺术的一种重要形式,在社会上很受欢迎。通过对这篇文章的理解,能培养学生对文化和艺术的兴趣。

二、教学目标

根据大纲的要求,我将教学目标制定如下:

1、 认知目标

通过阅读材料使学生了解到英国作家罗琳的系列小说《Harry Potter》的内容,同时学习in trouble, come across, fight against, succeed, share, believe in等短语和单词。

2、情感目标

通过对主人公harry potter的生活,学习,性格和信念的了解,启发学生如何面对困难,坚定信念从而最终克服困难。

3、技能目标

培养和提高学生的阅读能力,使其熟练地掌握运用略读与精读的技能,有效地提取信息。

以上为本课时的教学目标。

三、教学重点与难点

1、教学重点是使学生更好的理解课文,并分析used to do, be used to do, be used to doing 等短语。

2、教学难点是正确理解Where someone is born and what a person looks like is not as important as what he or she grows up to be.

四、教学方法

教学方法是以问答方式帮助学生浏览整篇文章。以略读,详读的方法了解文章的主旨和细节。

五、教学手段

教学工具主要以ppt、图片和教科书为主。

六、教学程序

Step1、导入

首先向学生展示一张关于harry potter 的电影海报,再结合pre-reading的问题,导入新课,激发学生的兴趣。

Step2、略读

让学生首先略读课文找出每段的主旨句,并回答一个问题。让学生从整体上把握文章,使得学生了解了文章的体裁,把握了文章的结构和段落大意。()培养学生快速阅读的能力,让他们在有限的时间内读文章,作习题,提高了学习效率。在阅读过程中引导学生关注每个段落的开头和结尾部分。

Step3、细读

学生详读课文,捕捉细节,并结合post-reading的问题回答一些细节问题,获取更多的信息,培养学生利用关键词发现细节问题的能力。

Step4、语法讲解

让学生明白课文后,划出他们不明白的词,短语,句子。把重点的词句在大屏幕上展示,并讲解,同时写在黑板上,重点分析以下句子:Where someone is born and what a person looks like is not as important as what he or she grows up to be .

以此培养学生自主的发现问题,并主动解决问题的能力。充分调动学生学习的积极性,提高学习效率。

Step5、巩固练习

完成书本上的true or false 练习,以及对harry potter的启示,检查学生对文章的掌握。

step6、作业

为了扩展学生对Harry potter 这一内容的理解,可以建议有条件的学生观看Harry potter 的电影。并写一篇影评。

七、板书设计

黑板正上方写题目harry potter,左边写课文的主要结构,中间写一些相关信息,右边写语法知识点。

3.高一年级英语优秀说课稿

一、教学目标与要求

1、能听懂、会说:“I have a new water bottle. Can I see it? Sure. Here you are.” 并能在实际生活中运用。

2、能听说读单词storybook和water bottle。

3、学歌谣“I have a storybook . Me too.”

二、教学重、难点分析

重点:能听懂,会说:“I have ….”句型和单词storybook 和water bottle。

难点:在实际生活中运用“I have….”句型。

三、课前准备

1.教师准备挂图、玩具、文具等实物,VCD、录音机。

2、学生自备文具和自带一些小玩具

四、教学步骤和建议

1、 热身(Warm-up)

(1)、教师与学生进行日常口语会话练习。

(2)、复习上学期所学句型“I have a ….”教师拿出一个玩具汽车并说“I have a new car.”把它递给学生让他来说“I have a new car.”拿出多个玩具练习这个句型,让每一个学生都说一遍。

2、新授(Presentation)

(1)、教师拿出一本故事书说“I have a new storybook.”,学生也拿出一本故事书说“I have a new storybook.”教师紧接着说“Can I see it.”学生答“Sure. Here you are.”和多个学生进行这个对话练习。

(2)、全班学生看本课VCD教学片。

(3)、通过观看教学片,在几遍后让学生试着跟读Just speak部分的内容。

(4)、学生跟读,教师纠正部分单词的发音。

(5)、学生分组分角色朗读,做到最快、最清晰、声。

(6)、请部分学生拿着水壶、故事书到前面表演对话。

(7)、去掉VCD的声音,让学生为教学片配音。

(8)、用图片展示生词storybook和water bottle,通过抢答游戏的方式让学生能听、说、读这两个单词,具体步骤如下:教师把图片快速从学生眼前闪过,然后学生举手抢答。答对者奖励一个小贴纸。

(9)、让学生使用所学过的玩具或文具对Just speak部分的对话进行改编并表演出来。例如:

A: Hi, ….I have a new doll.

B: Hi, …. I have a new ball.

A: Oh, cool. Can I see it.

B: Sure. Here you are.

A: Wow! It's super.

(10).听录音欣赏歌谣,在活跃的气氛中让学生跟着节奏学说歌谣。

五、巩固与延伸(Consolidation and extension)

1、打开质量监测完成对应的练习(教师给予一定的指导)。

2、家庭作业:跟读课文,朗读歌谣。

4.高一年级英语优秀说课稿

STEP1 导入 lead-in

在课堂开始,我会给学生播放一段有冯小刚导演拍的电影《唐山大地震》的片段节选,让学生能通过电影能理解和体会到自然灾害给人类带来的巨大灾难。让后直接导入今天的课题。这个能激发学生去了解这篇文章的兴趣,积极加入课堂。

Step2 pre-reading 读前

在这个环节我会在学生在读这篇文章之前给出几个问题。但是并不要求学生马上给出答案。而是要求在下一环节的阅读中找出答案。

Step3 while reading

在这个环节当中我设计了3个活动

第一个活动 activity1 fast reading

给学生几分钟的时间,让后让学生快速阅读这篇文章,并找出在读前所给题的答案,在读完文章之后,让几个同学来进行回答。

第二个活动 activity2 scanning

放录音,让学生跟随录音快速阅读,并要求学生找出每一段落的中心句,并在读完之后,要求得出这篇文章的整体大意。并让学生起来进行回答

第三个答案:acrtivity3 task 在这一环节当中我会设计一个任务。任务类型为知识的抢答。

首先我会将整个班级分为若干个小组,每组有七到八个人。并选出小组长。这一环节中我设计了十个对错题,(true or false),要求学生以小组的形式进行抢答。并作出得分记录,最后还要评选出第一名。在抢答过程当中,我并不只单单是以游戏的形式来完成这一任务,只是简单的完成对错题,我会要求每组在抢答的过程当中,要对他们所选的答案进行解释说明为什么。让学生在这个过程当中真正玩有所得。

Step 4 post-reading

这一环节我会把我们所读的这篇文章设计成一篇阅读题的模式,设计五道选择题,用幻灯片展示出来,并让学生进行选择。题目的设计会以文章的主旨大意和一些细节作为试题。这让学生能在这一环节当中对刚刚已经学习知识进行巩固。

Step5 summary

在这一环节中我会整堂课做一个简短的总结,并再一次强调本次课的重难点。让学生明确本课的重点,再一次明确课堂目标。和引导学生对这篇文章的情感态度进行升华。

Step6 homework

作业1、要求学生背诵本次课的重点词汇和短语

2、要求完成相应联系。

3、要求学生课后通过各种途径查到关于地震的常识,并去了解一些 逃生的小常识,下节课来全班同学一起分享。

5.高一年级英语优秀说课稿

Teaching Aims:

1. To develop Ss’ basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.)

2. To encourage Ss to practice, participate, and co-operate in the classroom activities.

3. To get Ss to know something about … and have a better understanding of the importance of …. As for teaching approaches, I think … II Teaching Approaches Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talking Time).

So during this lesson, emphases are to be laid on:

1. Student-centered teaching

2. Task-based learning

3. Activity-based teaching (individual work; pair work; group work; class work)

Teaching Aids:

1. a projector

2. a multi-media computer system

They are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks.

Teaching Procedure

Step 1 Warming-up & lead-in Activity 1 Free talks (class work) Q1: Who do you think looks coolest in our class? Q2: Do you like him/her? Q3: If so, why? If not, why? … Download some pictures/music from the Internet. Guiding Qs may be: Q1: Who’s she/he? Q2: Do you like him/her? Q3: If so, why? If not, why? Q4: Do you think he/she is perfect? Goal: To lead up to the topic, get Ss to warm up and arouse their interest in the topic. Activity 2 Picture-talking /Music-talking (individual work) Step 2 Pre-reading Activity1 Look and guess (class work) In this activity, Ss are required to look at the title/subtitle and guess what they will read.

the picture/… Activity2 Brain-storming (class work)

Goal: To develop Ss’ reading skill---predicting and present some new words in the passage such as …

Activity 1 Skimming (class work) Step 3 Reading

Para of the article (or the first sentence or the last sentence of each Para.) Goal: To develop Ss’ reading skill --- skimming, that is, how can we get the general idea of a passage as quickly as possible. Activity 2 Scanning (group work)

高中英语说课稿优秀模板

高中全英语说课稿

说课稿是教师进行授课的依据,是保证教学质量的前提。下面给大家整理了高中全英语说课稿,欢迎阅读参考!

Good afternoon,teachers. It’s my great pleasure to be here sharing my teaching ideas I’ll begin the lesson from the following four parts:

Analyzing teaching material

The teaching methods

The studying methods

The teaching procedures

and while presenting these parts I will do the blackboard writing properly. Ok now I am going to start from the first part “Analyzing teaching material”

This unit is about It is made up of paragraphs.

The teaching aim of this lesson is to help students to understand and master the words, phrases and sentence patterns on the basis of understanding the text.

The ability aim is to improve the students’ organizing and using skills of English and to retell the whole text in their own words.

The emotional aim is to help students understand and to develop students’ sense of cooperative learning.

Then the teaching key points is to help the students get a general idea of the whole

And the teaching difficult points is to make students use their own words to express

According to the analysis above, I’ll try my best to carry out the following theories while dealing with this lesson:

To make students the real masters of the class while I just act as a director.

To combine the language structure with the language functions.

And to make students receive some moral education while they are learning language. In order to achieve my goal, I will use the following teaching methods:

The first teaching method I will use is communicative approach, since language is used for communication. Communicative approach is learner-centered and emphasizes communication and real-life situations.

The second teaching method I would like to use is task-based approach. A task resembles activities which our students or other people carry out in everyday life.

Learners should be given opportunities to reflect on what they have learned and how well they are doing.

The third teaching method I want to use is computer assisted language teaching.

Computer plays an important role to make the materials attractive. It can also help the learners to understand the language and then produce comprehensible output.

And in order to practice my teaching methods better, the following teaching aids will be used:

A projector, a tape recorder, multimedia and of course the blackboard.

And then, I would like to talk about the studying methods. As students are poor i cooperative learning skill, many students are not active in English class, and even some of them don’t like English. Therefore, I will have the students learn English in a much more relaxed atmosphere. The learning process of students is from seeing, thinking, and speaking. So, to make the students get the knowledge actively, cooperative learning and task-based learning will be used.

Next, I will talk about the teaching procedure. To train the students’ ability of listening, speaking, reading and writing, I have designed the following steps.

Step 1 Lead-in

At the very beginning of the class, I will make the students have a free talk about and then discuss the questions in pre-reading on page . The purpose of this step is to arouse the students’ learning interest. After a discussion about the questions, the students will be eager to know something about and it’s the very time to naturally lead the class into

Step 2 Listening comprehensions

In this step, I will write several questions before listening to the text:

And then I will make the students answer the questions after listening to the tape. The purpose of this step is to train and improve the students’ listening ability .

Step 3 skimming and scanning

In this step, I will give the students two tasks . The first task is to get the general idea, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their own thoughts in English. The second task is to get the main idea of each paragraph. I will divide the whole class into several groups to skim the whole text and get the main idea of each paragraph. The purpose of this task is to improve the students’ fast reading skill and cooperate with each then guide Ss to read the material carefully and take some important notes, then answer the following questions in P.

Step 4 Retelling the passage

Language is learned by communicating. It’s my job to creat an atmosphere for students to use the language. The students discuss in their group and then choose a reporter to share to the whole class.

Step 5 Consolidation

In this activity, I will ask some students to read each paragraph, and then do the exercise following the text.

Step 6 make a summary

I will go through the important points and difficult points of this lesson with the students once again. And of course, the language points on the blackboard will be mentioned as well.

And now let’s move to the last step

Step 7 Homework

1. Read the passage as frequently as you can

2. Find out some words and sentences you think are beautiful and recite them.

Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.

That’s all of my teaching ideas about this lesson. Thanking you for your listening.

Teaching plan for Unit 5 book 2

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.

英文说课稿范文 一、Introduction(导言) 英语说课是英语教学中的重要一环,也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段,能从理论上指导教师贯彻教学大纲,真正做到教与学相结合,将教材、大纲、教师、学生、课堂融为有机整体,对不断提高教师教学能力和教研能力,有着突出的作用。 二、说课的基本原则 1. 遵循教学大纲要求,明确说课内容。把握说课与上课的区别与联系,正确理解教材、教案说课、上课之间的层进关系,走出说课即是“说教案”的误区。 2. 以教师为主导,学生为主体,体现先进的教学理念。 3. 详略得当,重点突出,体现说课的完整性。 4. 与教案相结合,体现其可操作性。 三、说课的基本程序 1. 说教材:科学分析教材,明确重点难点、教学目标和要求以及教材在单元中的地位和作用。 2. 说学生:谈谈学生的知识与能力结构,明确说课内容的难易程度。 3. 说教法:谈谈本节课要实施的教学手段、方法以及教具的使用。 4. 说学法:谈谈学习方法的运用以及将要实现的目标。 5. 说教学程序:说为什么要设计该程序?目的、意图何在?结果如何? 6. 说板书设计:谈谈板书设计的根据和理由,力求体现说板书设计的程序性、概括性和艺术性。 四、注重说课信息和反馈与总结 说课的对象可以是专家、同行甚至是学生。向说课对象征询意见、获取信息,力求不断改进和提高。 五、附SB 2B U16 Lesson 63说课稿 Unit 16 Lesson 63 Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC(2). It is made up of four parts. Part 1 My understanding of this lesson The analysis of the teaching material: This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea. Teaching aims: 1. Knowledge aim: Understand the main idea of the text. 2. Ability aim: Retell the text in their own words. 3. Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted. Key points / Teaching important points: How to understand the text better. Teaching difficult points: 1. Use your own words to retell the text. 2. Discuss the pollution of the sea and how to save the sea. Something about the Ss: 1. The Ss have known something about the sea and sea life through the Internet and other ways. 2. They are lack of vocabulary. 3. They don’t often use English to express themselves and communicate with others. 4. Some Ss are not active in the class because they are afraid of making mistakes. Part 2 My teaching theories, methods and aids Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director; Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language. Teaching method: Double activities teaching method Question-and-answer activity teaching method Watch-and-listen activity Free discussion method Pair work or individual work method Teaching aids: 1. a projector 2. a tape recorder 3. multimedia 4. the blackboard Part 3. Teaching steps / procedures I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability. The entire steps are: Greetings, Revision, Lead-in and preparation for reading, Fast reading(scanning), Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework Step 1 Greetings Greet the whole class as usual. Step 2. Revision 1. Ask students some questions to revise the last lesson(show them on the screen). a. How much salt do the oceans contain per thousand parts of water?(35 parts of salt. by weight) b. What is coral? Why are corals not found in deep water? c. Why is the Dead Sea called the Dead Sea? 2. Check the homework(made a survey about the sea or sea life by surfing the Internet or asking for help from other people). Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson. Step 3. Lead-in and preparation for reading Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on. Purpose: Arouse the students’ interest of study. Bring in new subject: Life in the oceans. Step 4. Fast reading Read the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph: 1. Why can living things live in such oceans around the Antarctica? 2. What does the whale feed on? 3. What is the difference between the sperm whale and other whales? Method: Read the text individually, use question—and—answer activity. Purpose: Improve the students’ reading ability. Understand the general idea of each paragraph. Step 5. Listening(book closed) 1. Listen to the tape then do an exercise(wb page 90, part 1) 2. True or false exercise.(on the screen) Train the Ss’ listening ability and prepare for later exercises. Step 6. Intensive reading Read the passage carefully again and answer some detailed questions on the screen. 1. How much does a whale eat at a time? 2. Do all the whales feed on small fish? 3. How deep can a sperm whale dive? It is also called depth reading or study reading. It means reading for detailed information. Purpose: Further understand the text (Train further reading ability) to find out some different sentences and details of the text. Step 7. Preparation for details of the text on the screen 1. ...its heart slows to half its normal speed. slow-v. to become / make slower. 2. ...using sound wave Present participle used as adverbial. 3. provide sth. for sb. provide sb. with sth. 4. at a time: each time 5. grow to a length of... Purpose: Train the Ss’ ability of understanding and using laguage. Step 8. Consolidation 1. Find out the topic sentences. 2. Retell the passage according to the topic sentences. Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily. Step 9. Discussion Show them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do? Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger! I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home. Step 10. Homework Write an article Saving the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves. Part 4. Blackboard design Unit 16 Lesson 63 Topic Sentences: 1. Some living things can live in Antarctica.(what) 2. The whale feeds on small fish.(what) 3. The sperm whale feeds on squid.(difference) Discussion: 1. The whales are in danger. What’s your opinion about it? 2. The sea is being polluted. What should we do? 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. The discussion is of the difficulty. I want to make the design inductive, instructive and artistic.

高中英语全英说课稿

“说课”是教学改革中涌现出来的新生事物,是进行教学研究、教学交流和教学探讨的`一种新的教学研究形式,也是集体备课的进一步发展,下面我整理了高中英语全英说课稿,欢迎大家参考!

Good afternoon, everyone. I’m Zhou Yan. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say the lesson from four parts.

Part One Analysis of the Teaching Material

(一) STATUS AND

is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain "four skills" request of listening, speaking, reading and writing. To start listing "Word Bank" and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.

lesson is the first one of Unit if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.

a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.

()ANALYSIS OF THE STUDENTS

The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.

()TEACHING AIMS AND DEMANDS

The teaching aim's basis is established according to Junior School English syllabus' provision.

objects

(1) To make the Ss know how to use the affirmative sentence "This is. . . ." and the negative sentence "This is not…"Everyday expressions for "Apologies""I'm sorry""That's all right".

(2) To study the new words "six, hey, sorry, it’s, that’s", etc. by learning the dialogue of this lesson.

(3) To finish some exercises.

objects

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

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

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

objects

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

(2) To enable the Ss to look after their things well.

()TEACHING KEY AND DIFFICULT POINTS

The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material's position and .

points:

(1)。To help the Ss to communicate with each other.

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

(3)。To develop the Ss’ interest in English.

points:

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

(2) How to write the right whole sentences.

(五) TEACHING AIDS

Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson. 四三二

Part Two The Teaching Methods

1. Communicative teaching method

2. Audio-visual teaching method

3. Task-based" teaching method

As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use "Communicative" teaching method, "Audio-visual" teaching method and "Task-based" teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition.

Good morning, everyone. My name is…, I come from… I`m very happy and excited to stand here, it is my great honor to be here to present my lesson. My teaching topic is… I`ll talk about it by 8 parts.

The analysis of teaching material.

The analysis of students.

The analysis of teaching aims and demands.

The analysis of teaching importances and difficulties.

The analysis of teaching methods.

The analysis of teaching procedures.

Blackboard design.

Teaching reflection.

Well, firstly, I`ll talk about Part 1 the analysis of teaching material. My teaching topic is… from Unit…Go For It Junior English Book 1A, which published by People Education Press. In this period, the main language function is to practice listening and speaking skills around…as well as the communicative skills of……

Then I`ll talk about next part the analysis of the students. It is known to us that most of students had learned English for about…years. They are curious about new things and have a strong desire to learn better. However, their Engish tearning level are different from each other. They need teachers` help and encouragement in their further study.

Next I`ll talk about teaching aims and demands. There are knowledge aims, ability aims and emotional aims. The knowledge aims are to enable the students to master the new words……the phrases…and the sentenses……The ability aims are to obtain the abilities of listening, speaking, reading and writing around……to train the students` abilities of using language, to guide the students to talk about…using the expressions of…and to develop the students` ability of creative thinking and cooperative study. The emotional aims are to enable……

Let`s move on to another part: the analysis of teaching importances and difficulties. The teaching importances are…The teaching difficulties are……

Next is teaching methods. I use…methods in my lesson. There are multimedia computer assisted instruction, task-based activities, situational approach, total physical response or the audio-lingual method.

Now I`ll talk about teaching procedures. According to five steps teaching method, I design my lesson into five steps.

Step 1 is warm-up. Here I`ll…By this, the students can be interested in it and pay their attention to our class easily and…

Step 2 is lead-in. Here I`ll…By this, the students……

Step 3 is presentation. Here I`ll……By this, the students……

Step 4 is practice. Here I`ll…By this, the students……

Step 5 is homework. Here I`ll……By this ,the students……

Next is my blackboard design. I`ll design it like this……

At last, I want to say, to be a good teacher is my dream. I think a teacher is not only a guide for sudents, 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 have confident that I can do it.

Ok, that`s all. Thanks for your listening. Good-bye.

Good morning,ladies and gentlemen!I am very pleased to have an opportunity to talk about some of myteaching topic of this Unit is "What should I do?" from thetextbook—go for it book 8 unit 2 for junior middle school ’d like tosay it from 5 parts as follows:There are teaching materials,teaching methods,learningstrategies,teaching procedures and blackboard design.

Now,Let’s come to the first part—Teaching includestwo parts,status and functions of the material and the teaching thingsin the text book are appropriate to students’ interests,experiencesand knowledge;provide the students with opportunities to use the target languageand stimulate students to seek further unit 2,Studentswill learn to talk about problems and learn to give advice to it ishelpful to improve their communicative competence.

Ok,second,teaching content,which includes four aspects,the key vocabulary,the targetlanguage,important and difficult points, and the teaching theteaching aims,in this unit,students will talk about problems which students come up with intheir daily lives and learn to use modal verbs "could" and "should" to second is ability aims,to improve thestudents’ abilities of listening,speaking and readingby providing various last is the affection aims,that is,to help eachother and learn to cooperate.

Next,let’s come to the second part—teaching with this lesson,I usually adopt "Task|based" teaching aims at providing opportunities for the learners to explore bothspoken and written language through learning will letthe students learn in real situations,fulfill severaltasks such as pair work or group in this unit thecommunicative approach and the situational language approach will be thefocus is on functional language usage and the ability of learners to expresstheir own ideas,feelings,attitudes,desires and combine these methods together,enable the studentsto receive,process and retain new information through "multipleintelligences".

Next I’d like to talk about part three—Learning usuallytell the students some learning four languageskills,I also tell the students to learn efficiently through my class I train the students to get the general ideals,makeprediction,make a reference,identify key words and signal theword|formation and the exploitation are also very important studentcan be involved in the class by using the strategies which are suitable forthem.

Ok now,let’s come to the fourth part—Teaching ’ll finish mylesson in 7 steps,they are Warm up—Lead in—Pre-|task—Task—cycle—Post-task—Homework— step-by-step progression allows students to build accuracy andgain confidence with the new language.

Step1 Warm up

Watch a movie called Let’s moviewill offer the students a relaxing atmosphere and develop students’ interest inEnglish.

Step2 Lead in

Brainstorming,look at this, looks very blue and depressed,what’ s wrongwith him?What should he do?This brainstorming stage is helpful in providing ideas for discussing with peers they can get a lot of informationconcerning the new topic they are going to learn.

Step3 Pre-task

In this step I introduce the topic and give the students clearinstructions on what they will have to first I willprepare some vivid and beautiful pictures to present them the new studentsassociate the meaning of the vocabulary and the form of it,and theyalso practice the speaking and the ’ll get thestudents to do a problem|solving activity to help the students to recall somelanguage that may be useful for the will make asummary to give a detailed explanation about the Grammar point—sentencestructure "should/could".I usually try to cultivate the learner’s unconsciouscompetence,give the students more this way,I think theywill get a further understanding of the Grammar.

Step4 Task-cycle

Task 1—Pair ’ll ask the students to work with their partners to learn to giveadvice to different problems using the key words and the grammatical 2—Listeningpractice I designed the (1)Pre-listening activities (2) While-listening activities (3) 3—Group ’ll get the students act out the conversation in small groups.

Step5 Post-task

In this step,I prepared two is—Let’s wants to practice his Putonghua,But he is very can yougive some advice to him?I suggest that he should get a tutor,can you give more?Make a listof your second is—’s take a look at the screen,from the picture wecan see the children are studying and living in the very poor condition,’s the matterwith these children? could they do? should we do? (showing pictures) Put the knowledge into the real situations,elicit thestudents to find out the most efficient ways to the problem in our country.

Step6 Homework

your parentsabout if they have some they have,Try to give advice.

a survey aboutwho are still in trouble and try to find some solutions.

Step7 Self-assessment

In the process of teaching and learning,teachersneed to know what has been done well and what needs to be improved further;where thestudents perform well and where they still feel of classroom activities,and a welcoming andengaging learning environment will make the study easy and thestudents will get more experience and exploitation by doing things.

And the last Part is Blackboard design I’ll write thenew words on the left,on the right I write the target possibleI’ll draw some is terseness and easy to understand.

Thank you for listening,goodbye!

高中英语说课稿优秀范文

高中英语全英说课稿

“说课”是教学改革中涌现出来的新生事物,是进行教学研究、教学交流和教学探讨的`一种新的教学研究形式,也是集体备课的进一步发展,下面我整理了高中英语全英说课稿,欢迎大家参考!

Good afternoon, everyone. I’m Zhou Yan. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say the lesson from four parts.

Part One Analysis of the Teaching Material

(一) STATUS AND

is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain "four skills" request of listening, speaking, reading and writing. To start listing "Word Bank" and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.

lesson is the first one of Unit if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.

a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.

()ANALYSIS OF THE STUDENTS

The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.

()TEACHING AIMS AND DEMANDS

The teaching aim's basis is established according to Junior School English syllabus' provision.

objects

(1) To make the Ss know how to use the affirmative sentence "This is. . . ." and the negative sentence "This is not…"Everyday expressions for "Apologies""I'm sorry""That's all right".

(2) To study the new words "six, hey, sorry, it’s, that’s", etc. by learning the dialogue of this lesson.

(3) To finish some exercises.

objects

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

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

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

objects

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

(2) To enable the Ss to look after their things well.

()TEACHING KEY AND DIFFICULT POINTS

The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material's position and .

points:

(1)。To help the Ss to communicate with each other.

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

(3)。To develop the Ss’ interest in English.

points:

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

(2) How to write the right whole sentences.

(五) TEACHING AIDS

Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson. 四三二

Part Two The Teaching Methods

1. Communicative teaching method

2. Audio-visual teaching method

3. Task-based" teaching method

As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use "Communicative" teaching method, "Audio-visual" teaching method and "Task-based" teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition.

Good morning, everyone. My name is…, I come from… I`m very happy and excited to stand here, it is my great honor to be here to present my lesson. My teaching topic is… I`ll talk about it by 8 parts.

The analysis of teaching material.

The analysis of students.

The analysis of teaching aims and demands.

The analysis of teaching importances and difficulties.

The analysis of teaching methods.

The analysis of teaching procedures.

Blackboard design.

Teaching reflection.

Well, firstly, I`ll talk about Part 1 the analysis of teaching material. My teaching topic is… from Unit…Go For It Junior English Book 1A, which published by People Education Press. In this period, the main language function is to practice listening and speaking skills around…as well as the communicative skills of……

Then I`ll talk about next part the analysis of the students. It is known to us that most of students had learned English for about…years. They are curious about new things and have a strong desire to learn better. However, their Engish tearning level are different from each other. They need teachers` help and encouragement in their further study.

Next I`ll talk about teaching aims and demands. There are knowledge aims, ability aims and emotional aims. The knowledge aims are to enable the students to master the new words……the phrases…and the sentenses……The ability aims are to obtain the abilities of listening, speaking, reading and writing around……to train the students` abilities of using language, to guide the students to talk about…using the expressions of…and to develop the students` ability of creative thinking and cooperative study. The emotional aims are to enable……

Let`s move on to another part: the analysis of teaching importances and difficulties. The teaching importances are…The teaching difficulties are……

Next is teaching methods. I use…methods in my lesson. There are multimedia computer assisted instruction, task-based activities, situational approach, total physical response or the audio-lingual method.

Now I`ll talk about teaching procedures. According to five steps teaching method, I design my lesson into five steps.

Step 1 is warm-up. Here I`ll…By this, the students can be interested in it and pay their attention to our class easily and…

Step 2 is lead-in. Here I`ll…By this, the students……

Step 3 is presentation. Here I`ll……By this, the students……

Step 4 is practice. Here I`ll…By this, the students……

Step 5 is homework. Here I`ll……By this ,the students……

Next is my blackboard design. I`ll design it like this……

At last, I want to say, to be a good teacher is my dream. I think a teacher is not only a guide for sudents, 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 have confident that I can do it.

Ok, that`s all. Thanks for your listening. Good-bye.

Good morning,ladies and gentlemen!I am very pleased to have an opportunity to talk about some of myteaching topic of this Unit is "What should I do?" from thetextbook—go for it book 8 unit 2 for junior middle school ’d like tosay it from 5 parts as follows:There are teaching materials,teaching methods,learningstrategies,teaching procedures and blackboard design.

Now,Let’s come to the first part—Teaching includestwo parts,status and functions of the material and the teaching thingsin the text book are appropriate to students’ interests,experiencesand knowledge;provide the students with opportunities to use the target languageand stimulate students to seek further unit 2,Studentswill learn to talk about problems and learn to give advice to it ishelpful to improve their communicative competence.

Ok,second,teaching content,which includes four aspects,the key vocabulary,the targetlanguage,important and difficult points, and the teaching theteaching aims,in this unit,students will talk about problems which students come up with intheir daily lives and learn to use modal verbs "could" and "should" to second is ability aims,to improve thestudents’ abilities of listening,speaking and readingby providing various last is the affection aims,that is,to help eachother and learn to cooperate.

Next,let’s come to the second part—teaching with this lesson,I usually adopt "Task|based" teaching aims at providing opportunities for the learners to explore bothspoken and written language through learning will letthe students learn in real situations,fulfill severaltasks such as pair work or group in this unit thecommunicative approach and the situational language approach will be thefocus is on functional language usage and the ability of learners to expresstheir own ideas,feelings,attitudes,desires and combine these methods together,enable the studentsto receive,process and retain new information through "multipleintelligences".

Next I’d like to talk about part three—Learning usuallytell the students some learning four languageskills,I also tell the students to learn efficiently through my class I train the students to get the general ideals,makeprediction,make a reference,identify key words and signal theword|formation and the exploitation are also very important studentcan be involved in the class by using the strategies which are suitable forthem.

Ok now,let’s come to the fourth part—Teaching ’ll finish mylesson in 7 steps,they are Warm up—Lead in—Pre-|task—Task—cycle—Post-task—Homework— step-by-step progression allows students to build accuracy andgain confidence with the new language.

Step1 Warm up

Watch a movie called Let’s moviewill offer the students a relaxing atmosphere and develop students’ interest inEnglish.

Step2 Lead in

Brainstorming,look at this, looks very blue and depressed,what’ s wrongwith him?What should he do?This brainstorming stage is helpful in providing ideas for discussing with peers they can get a lot of informationconcerning the new topic they are going to learn.

Step3 Pre-task

In this step I introduce the topic and give the students clearinstructions on what they will have to first I willprepare some vivid and beautiful pictures to present them the new studentsassociate the meaning of the vocabulary and the form of it,and theyalso practice the speaking and the ’ll get thestudents to do a problem|solving activity to help the students to recall somelanguage that may be useful for the will make asummary to give a detailed explanation about the Grammar point—sentencestructure "should/could".I usually try to cultivate the learner’s unconsciouscompetence,give the students more this way,I think theywill get a further understanding of the Grammar.

Step4 Task-cycle

Task 1—Pair ’ll ask the students to work with their partners to learn to giveadvice to different problems using the key words and the grammatical 2—Listeningpractice I designed the (1)Pre-listening activities (2) While-listening activities (3) 3—Group ’ll get the students act out the conversation in small groups.

Step5 Post-task

In this step,I prepared two is—Let’s wants to practice his Putonghua,But he is very can yougive some advice to him?I suggest that he should get a tutor,can you give more?Make a listof your second is—’s take a look at the screen,from the picture wecan see the children are studying and living in the very poor condition,’s the matterwith these children? could they do? should we do? (showing pictures) Put the knowledge into the real situations,elicit thestudents to find out the most efficient ways to the problem in our country.

Step6 Homework

your parentsabout if they have some they have,Try to give advice.

a survey aboutwho are still in trouble and try to find some solutions.

Step7 Self-assessment

In the process of teaching and learning,teachersneed to know what has been done well and what needs to be improved further;where thestudents perform well and where they still feel of classroom activities,and a welcoming andengaging learning environment will make the study easy and thestudents will get more experience and exploitation by doing things.

And the last Part is Blackboard design I’ll write thenew words on the left,on the right I write the target possibleI’ll draw some is terseness and easy to understand.

Thank you for listening,goodbye!

高中全英语说课稿

说课稿是教师进行授课的依据,是保证教学质量的前提。下面给大家整理了高中全英语说课稿,欢迎阅读参考!

Good afternoon,teachers. It’s my great pleasure to be here sharing my teaching ideas I’ll begin the lesson from the following four parts:

Analyzing teaching material

The teaching methods

The studying methods

The teaching procedures

and while presenting these parts I will do the blackboard writing properly. Ok now I am going to start from the first part “Analyzing teaching material”

This unit is about It is made up of paragraphs.

The teaching aim of this lesson is to help students to understand and master the words, phrases and sentence patterns on the basis of understanding the text.

The ability aim is to improve the students’ organizing and using skills of English and to retell the whole text in their own words.

The emotional aim is to help students understand and to develop students’ sense of cooperative learning.

Then the teaching key points is to help the students get a general idea of the whole

And the teaching difficult points is to make students use their own words to express

According to the analysis above, I’ll try my best to carry out the following theories while dealing with this lesson:

To make students the real masters of the class while I just act as a director.

To combine the language structure with the language functions.

And to make students receive some moral education while they are learning language. In order to achieve my goal, I will use the following teaching methods:

The first teaching method I will use is communicative approach, since language is used for communication. Communicative approach is learner-centered and emphasizes communication and real-life situations.

The second teaching method I would like to use is task-based approach. A task resembles activities which our students or other people carry out in everyday life.

Learners should be given opportunities to reflect on what they have learned and how well they are doing.

The third teaching method I want to use is computer assisted language teaching.

Computer plays an important role to make the materials attractive. It can also help the learners to understand the language and then produce comprehensible output.

And in order to practice my teaching methods better, the following teaching aids will be used:

A projector, a tape recorder, multimedia and of course the blackboard.

And then, I would like to talk about the studying methods. As students are poor i cooperative learning skill, many students are not active in English class, and even some of them don’t like English. Therefore, I will have the students learn English in a much more relaxed atmosphere. The learning process of students is from seeing, thinking, and speaking. So, to make the students get the knowledge actively, cooperative learning and task-based learning will be used.

Next, I will talk about the teaching procedure. To train the students’ ability of listening, speaking, reading and writing, I have designed the following steps.

Step 1 Lead-in

At the very beginning of the class, I will make the students have a free talk about and then discuss the questions in pre-reading on page . The purpose of this step is to arouse the students’ learning interest. After a discussion about the questions, the students will be eager to know something about and it’s the very time to naturally lead the class into

Step 2 Listening comprehensions

In this step, I will write several questions before listening to the text:

And then I will make the students answer the questions after listening to the tape. The purpose of this step is to train and improve the students’ listening ability .

Step 3 skimming and scanning

In this step, I will give the students two tasks . The first task is to get the general idea, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their own thoughts in English. The second task is to get the main idea of each paragraph. I will divide the whole class into several groups to skim the whole text and get the main idea of each paragraph. The purpose of this task is to improve the students’ fast reading skill and cooperate with each then guide Ss to read the material carefully and take some important notes, then answer the following questions in P.

Step 4 Retelling the passage

Language is learned by communicating. It’s my job to creat an atmosphere for students to use the language. The students discuss in their group and then choose a reporter to share to the whole class.

Step 5 Consolidation

In this activity, I will ask some students to read each paragraph, and then do the exercise following the text.

Step 6 make a summary

I will go through the important points and difficult points of this lesson with the students once again. And of course, the language points on the blackboard will be mentioned as well.

And now let’s move to the last step

Step 7 Homework

1. Read the passage as frequently as you can

2. Find out some words and sentences you think are beautiful and recite them.

Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.

That’s all of my teaching ideas about this lesson. Thanking you for your listening.

Teaching plan for Unit 5 book 2

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.

英文说课稿范文 一、Introduction(导言) 英语说课是英语教学中的重要一环,也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段,能从理论上指导教师贯彻教学大纲,真正做到教与学相结合,将教材、大纲、教师、学生、课堂融为有机整体,对不断提高教师教学能力和教研能力,有着突出的作用。 二、说课的基本原则 1. 遵循教学大纲要求,明确说课内容。把握说课与上课的区别与联系,正确理解教材、教案说课、上课之间的层进关系,走出说课即是“说教案”的误区。 2. 以教师为主导,学生为主体,体现先进的教学理念。 3. 详略得当,重点突出,体现说课的完整性。 4. 与教案相结合,体现其可操作性。 三、说课的基本程序 1. 说教材:科学分析教材,明确重点难点、教学目标和要求以及教材在单元中的地位和作用。 2. 说学生:谈谈学生的知识与能力结构,明确说课内容的难易程度。 3. 说教法:谈谈本节课要实施的教学手段、方法以及教具的使用。 4. 说学法:谈谈学习方法的运用以及将要实现的目标。 5. 说教学程序:说为什么要设计该程序?目的、意图何在?结果如何? 6. 说板书设计:谈谈板书设计的根据和理由,力求体现说板书设计的程序性、概括性和艺术性。 四、注重说课信息和反馈与总结 说课的对象可以是专家、同行甚至是学生。向说课对象征询意见、获取信息,力求不断改进和提高。 五、附SB 2B U16 Lesson 63说课稿 Unit 16 Lesson 63 Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC(2). It is made up of four parts. Part 1 My understanding of this lesson The analysis of the teaching material: This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea. Teaching aims: 1. Knowledge aim: Understand the main idea of the text. 2. Ability aim: Retell the text in their own words. 3. Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted. Key points / Teaching important points: How to understand the text better. Teaching difficult points: 1. Use your own words to retell the text. 2. Discuss the pollution of the sea and how to save the sea. Something about the Ss: 1. The Ss have known something about the sea and sea life through the Internet and other ways. 2. They are lack of vocabulary. 3. They don’t often use English to express themselves and communicate with others. 4. Some Ss are not active in the class because they are afraid of making mistakes. Part 2 My teaching theories, methods and aids Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director; Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language. Teaching method: Double activities teaching method Question-and-answer activity teaching method Watch-and-listen activity Free discussion method Pair work or individual work method Teaching aids: 1. a projector 2. a tape recorder 3. multimedia 4. the blackboard Part 3. Teaching steps / procedures I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability. The entire steps are: Greetings, Revision, Lead-in and preparation for reading, Fast reading(scanning), Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework Step 1 Greetings Greet the whole class as usual. Step 2. Revision 1. Ask students some questions to revise the last lesson(show them on the screen). a. How much salt do the oceans contain per thousand parts of water?(35 parts of salt. by weight) b. What is coral? Why are corals not found in deep water? c. Why is the Dead Sea called the Dead Sea? 2. Check the homework(made a survey about the sea or sea life by surfing the Internet or asking for help from other people). Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson. Step 3. Lead-in and preparation for reading Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on. Purpose: Arouse the students’ interest of study. Bring in new subject: Life in the oceans. Step 4. Fast reading Read the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph: 1. Why can living things live in such oceans around the Antarctica? 2. What does the whale feed on? 3. What is the difference between the sperm whale and other whales? Method: Read the text individually, use question—and—answer activity. Purpose: Improve the students’ reading ability. Understand the general idea of each paragraph. Step 5. Listening(book closed) 1. Listen to the tape then do an exercise(wb page 90, part 1) 2. True or false exercise.(on the screen) Train the Ss’ listening ability and prepare for later exercises. Step 6. Intensive reading Read the passage carefully again and answer some detailed questions on the screen. 1. How much does a whale eat at a time? 2. Do all the whales feed on small fish? 3. How deep can a sperm whale dive? It is also called depth reading or study reading. It means reading for detailed information. Purpose: Further understand the text (Train further reading ability) to find out some different sentences and details of the text. Step 7. Preparation for details of the text on the screen 1. ...its heart slows to half its normal speed. slow-v. to become / make slower. 2. ...using sound wave Present participle used as adverbial. 3. provide sth. for sb. provide sb. with sth. 4. at a time: each time 5. grow to a length of... Purpose: Train the Ss’ ability of understanding and using laguage. Step 8. Consolidation 1. Find out the topic sentences. 2. Retell the passage according to the topic sentences. Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily. Step 9. Discussion Show them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do? Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger! I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home. Step 10. Homework Write an article Saving the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves. Part 4. Blackboard design Unit 16 Lesson 63 Topic Sentences: 1. Some living things can live in Antarctica.(what) 2. The whale feeds on small fish.(what) 3. The sperm whale feeds on squid.(difference) Discussion: 1. The whales are in danger. What’s your opinion about it? 2. The sea is being polluted. What should we do? 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. The discussion is of the difficulty. I want to make the design inductive, instructive and artistic.

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