高二英語閱讀說課稿

Ⅰ 哪位朋友能找到高二英語上冊的說課稿，急用，謝謝！

高二Unit 7 教案

TEACHING PLAN FOR UNIT 7 (Book 2A)
LIVING WITH DISEASE
I. Brief statements Based on the Unit
This unit mainly talks about deadly diseases and attitudes towards AIDS, cancers, etc. All the activities, including Warming up, Listening, Speaking, Reading and Writing, focus on this topic. Through this topic, the students not only get more information about diseases, but also learn how to keep a right and positive attitude towards disease and people with disease.
In addition, the students can learn some useful language points through the materials provided in each part, especially a lot of words and phrases, which are very helpful for the students to build up vocabulary about diseases. The Grammar—the Subjunctive Mood is also important. The given materials and exercises give the students an opportunity to learn grammar by using it. It helps the students learn to talk about things that are not certain to happen as well as imaginary or unreal events and situations.
All of the activities are helpful for the students to improve their knowledge about language and their skills to use language.
II. Teaching Goals
1. Talk about deadly diseases and attitudes towards AIDS, cancers, etc.
2. Practise talking about imaginary situations.
3. Practise supporting and challenging an opinion.
4. Learn to use the Subjunctive Mood (1): If I were you, … I wish I could …
5. Write a personal narrative.
III. Teaching Plan: (Six Periods)
1st period: Warming-up, Listening (WB) & Talking (Optional)
2nd period: Speaking
3rd period: Reading—Born Dying
4th period: Integrating Skills (SB)
5th period: Language Study—Word Study
6th period: Language Study—Grammar
The First Period
GOALS:
To focus on talking about deadly diseases (esp. AIDS) as warming up and listening practice.
 To learn some basic knowledge about AIDS.
 To help students build the right attitudes towards AIDS.
TEACHING PROCEDURES
I. Warming up
1. Lead-in
1) Show a picture of AIDS logo to lead in the subject—AIDS
 Are you familiar with this red ribbon?
 What』s it related to?
 What doesn』t it mean? Do you know?
(Possible answer: Red ribbon is related to AIDS. It means that we should give AIDS patients love and care, understand and support.)
2) Show a picture of Pu Cunxin and other stars to show that AIDS is a worldwide problem.
 Do you know them?
 What is their job besides acting?
 Is it just the problem in China?
(Possible answer: It』s not just the problem in China. It』s a worldwide problem. And besides some famous stars, some ordinary people also work very hard to tell others the harm of this disease.)
2. Brainstorming
Q1: While talking about AIDS, what other diseases can you think of?
Indivial work: Let students brainstorm the names of diseases, such as cold, headache, toothache, diarrhoea, cut, coughing, scald, insomnia, heart attack, cancer, AIDS, etc.
(With the development of science and hi-tech, many diseases can be cured. But for now, AIDS is still incurable, so it』s a deadly disease.)
3. How much do you know about AIDS?
1) Pair work—questions for discussion
 What』s the full name of AIDS?
 Can AIDS be transmitted?
 In what ways can it be transmitted?
 What kinds of people are likely to get AIDS?
 Do people with AIDS look healthy at first?
 Is it safe or dangerous to stay or to be friends with them? Why?
(Students don』t have to give the exact answers. These questions will help them think about this disease—AIDS.)
2) AIDS QUIZ (indivial work)
1) AIDS quiz (p.49)—check students』 knowledge about AIDS.
2) Picture quiz —Can the AIDS virus transmitted via the following routes?
Summary: Medical studies show that the AIDS virus cannot be transmitted via the following routes: cups, glasses, toilet seats, swimming pools, mosquitoes, other insects or giving blood. So it』s safe to be friends with AIDS patients.
II. Listening (WB)
1. Pre-listening: Go through EX1&2 in Part1 and guess 「What do the letters HIV and AIDS stand for?」
2. While-listening: Listen to the tape and finish exercises in Part1&2.
(Make good use of some pictures and a flash 「HIV-cycle」 in the PowerPoint)
3. Post-listening: Suppose you are a publicist of AIDS, please give an oral report about it to the whole class.
III. Talking (Optional)
Role play: Work in groups. Imagine that the headmaster of a school has found out that one of the students has HIV. The student』s family has kept it a secret until now and the headmaster only learnt the truth last week. He had called a meeting to decide what to do.
(Opinions can be based on their knowledge of AIDS and also the characteristics of the roles.)
IV. Homework
1. Preview Speaking (p. 50) and find some information about AIDS, drugs, smoking or drinking to support your idea.
2. Learn the new words of this unit by heart.

The Second Period
GOALS:
 To practise supporting and challenging an opinion.
 To practise listening comprehension.
TEACHING PROCEDURES
I. Revision
Do you still remember this logo? What can you learn from it?
Q1: Do you remember what it means?
Q2: In what ways is AIDS transmitted?
II. Speaking
1. Pre-speaking
1) Do you agree that getting AIDS is a personal problem? Why or why not?
(Through these questions—
 Raise the idea of social problem and come to Speaking part.
 Introce the useful expressions of supporting and challenging an opinion on p.50. And throughout the whole class, teachers should try to use these expressions as many as possible to raise students』 awareness.
2) As has just been talked about, AIDS is not only a personal problem, but also a social one. Because when we talk about social problems, we mean crimes such as drug use, murder, theft or robbery and broken families. These social problems cause sadness, unhappiness, harm, fear and even wars in the world or in society. Besides, there are quite a few other social problems. Can you tell some? Can you use your own sentence to describe one of these social problems?
(Possible answer: crime, health, homelessness, poverty, gambling, family violence, divorce, unemployment)
3) Information input
Give students some information about how serious these problems are and ask them to take notes. Then they can decide what is the most serious.
(Refer to the PowerPoint Proper explanation is needed).
 About AIDS
1. How many AIDS patients all over the world? Where are they? And are they young or old?
2. What kinds of social problems can AIDS cause?
3. How about the situation in China?
 About drugs
1. Is the use of drugs such as heroin, serious? Why do you think so?
2. What should we do with it?
 About Smoking
1. Nearly everyone knows that smoking is harmful to our health. But why do people smoke?
2. What kinds of danger can it cause to our body?
3. Can you think of the other dangers of smoking?
 About drinking
1. Do your parents drink? Do you think drinking is good or not, or it depends? Give your reasons.
2. Can drinking cause some problem to our body? What are they?
3. Will drinking cause some social problems? Give some example.
T: These four are all social problems, as they all will cause sadness, unhappiness, harm, fear and even wars in the world or in society.
2. While-speaking
If you were an expert on social problems, what is the most serious problem today, AIDS, drugs, smoking or drinking?
Role play
 Group of four
 Each acts as the expert on AIDS, drug, smoking and drinking.
 Use the expressions to support your opinion or challenging other』s opinions. (p.50)
Language input (Useful expressions)
--Repeat it to strengthen students』 ability of use it.
Supporting an opinion Challenging an opinion
I think that …, because … Perhaps, but what if / about …?
First, … Have you thought about …?
One reason is that … What makes you think that …?
For example, … Could you please explain …?
If we / they were to …, we / they could … If I were you, I would …
3. Post-speaking
Conclusion—Class discussion
Q: Could these social problems be avoided? Or could we get rid of social problems in modern times? What can we do to deal with them?
(Social problems are around us. They can』t disappear in modern society. But we can do something optimistic or positive to rece the harm they cause. That』s why we youth are asked to get away from AIDS, drugs, etc. That』s why we youth should develop good habits. That』s why many people including famous stars are busy with telling others the harm. In this way, we can stay healthy both physically and mentally.)
IV. Homework
1. Finish Listening (P.50) exercises
2. Read the passage 「FIGHTING THE VIRUS: HIV/AIDS IN AFRICA」 (P127) and finish the Pre-reading exercises (p. 51).

The Third Period
GOALS:
 To learn more knowledge about AIDS.
 To help students understand the attitudes and spirits of living with disease
 To learn some useful language point
TEACHING PROCEDURES
I. Pre-reading
1) Q1: What do they look?
Show the picture of a father and his son.
(The father looks caring, gentle and energetic and the son gives us an impression of being lovely and cute. They appear so healthy that you would never guess that they are living and dying with AIDS.)
2) Q2: Have you ever seen an AIDS patient? How do they look?
Show the students some pictures of AIDS patients.
(If nothing is done, there is no doubt that all the people infected with AIDS will be like them, no matter how healthy they are now.)
3) Q3: Are they bad people? Do they deserve it?
Show more pictures of people infected with HIV or AIDS.
(I』m afraid not. Like any father, 「Jeremy is my whole life. Every dad dreams of watching his kid grow up and graate from high school. I never thought that would happen for us because Jeremy and I are both HIV positive. But thanks to our new family clinic, we both have access to the treatments we need. Now maybe I will see Jeremy walk down the aisle with the class of 2017」.[Here give the students several minutes to chew and digest these words.] Like any 12-year-old child, Xiaohua is a happy girl who smiles a lot and likes to talk to her friends after school. However, she has lost her mother and will lose her father and she herself was born dying with AIDS.)
4) Q4: Do you want to know more about their life?
Our text is about Xiaohua』s life.
What questions do you think will be answered in the text?
1._______________
2._______________
3._______________
4._______________
II. While-reading
1) Skimming:
Q: What』s Xiaohua』s attitude towards her disease?
2) Scanning:
Q1: In what ways does AIDS spread?
Q2: How many children were infected in 2002?
3) Summary：
1. Xiaohua is a 12 -year-old girl living and dying with AIDS. (para1)
2. What is AIDS? (para2)
3. How was Xiaohua infected? (para3)
4. Thousands of children become infected with HIV every day. (para4)
5. Xiaohua devotes much of her left time to helping others. (para5, 6, 7)
III. Post-reading
1) Questions
(Much of the answers to these questions can be referred to the reading material on P127.)
Q1: Why is AIDS a deadly disease?
(Break down/ defenceless/treatment/not available/incurable)
Q2: Why do the young suffer the most?
(As with many diseases, children seem to suffer the most from AIDS, mainly because of a lack of proper health care, prevention and ecation. Even if they themselves are not infected, the disease can ruin their lives. They may have to care for sick relatives and are often unable to go to school. Living with a parent or parents who have AIDS is painful and difficult. Because the parents cannot work, the children may not have enough food and must help take care of the family.)
Q3: What do they suffer from?
(Not only the disease itself and inevitable death, but also people』s not knowing, misunderstanding and fear of the disease.)
Q4: What can be done to improve the situation?
(By the government:
By specialist and doctors:
By other people:
By the patients themselves: )
Q5: As an AIDS patient, what does Xiaohua do?
(not discouraged/ encourage/ visit, support, cheer up/create a network, persuade/talk to people)
Q6: What are her wishes?
(I wish I could remember
If I were to live long …
I wish people could…
If I were you …
Q7: How do you find her?
Q8: Next time if you meet an AIDS patient, will you regard him or her as a bad and dangerous person? What would you do?
2) Creation
 AIDS Day is approaching, our school is planning some theme activities and it is collecting ideas from the students.
 Is it a good idea to invite Xiaohua to give us a lecture? If you were Xiaohua, what would you say to us? Please prepare a speech.
IV. Homework
1. Preview Integrating Skills—DIAGNOSED WITH CANCER: THE DAY MY LIFE ENDED … AND BEGAN! (p. 54)
2. Learn the whole text by heart.

The Forth Period
GOALS:
 To learn some information of cancer and the attitude towards it.
 To write a personal narrative.
TEACHING PROCEDURES
I. Pre-reading
Life is not always smooth, but with submerged rocks here and there, now and then. When faced with unexpected diseases or disasters or even death, what attitude to choose is a question.
Q: For example, if you found out that you had an incurable disease, how do you think your life would change? And how would you act towards the change?
-- Born dying with AIDS, Xiaohua says, 「My life may have to be short, but there』s no reason why it can』t be beautiful.」
-- Diagnosed with cancer, 『I』 also have something to say to you. Now let』s see what 『I』 will say to you.
II. While-reading
Questions:
Q1: How did cancer change the writer』s life?
Q2: Compare the writer』s situation with that of Xiaohua. In what way are their experiences similar or different?
Q3: Do their experiences strike you?
Q4: What have you learnt from them?
(Get the students to put emphasis on some language points, especially how the writer expresses what he thinks. e.g.
 I remember having an empty feeling in my stomach and thinking that my life was going to end.
 There were days when I wished that I were dead so that I would not have to feel so sick.)
III. Writing
Life is like a moon, sometimes round, sometimes not. We have happy times and also sad moments. If we draw a timeline, we will find it is not always straight. Take myself for instance…
Steps to follow
Step one: think about your past days: what were some events that made you very happy? What made you very sad?
Step two: draw a timeline of your life and mark the best times (the highs) and the worst times (the lows).
Step three: talk about the happy and sad things to your partner, with reference to the timeline.
Step four: choose one event, either happy or sad, which impresses you most. Try to remember all the details of it, especially how it made you feel, what it made you think and why it is important in your life. Prepare for writing it down.
Step five: work out an outline of what you are going to write.
Step six: read an example.
Step seven: begin to write.
IV. Homework
1. Write an essay about an important event in your life.
The Fifth Period
GOALS:
 To learn about some antonyms
 To practice using some useful words and phrases in the text
TEACHING PROCEDURES
I. Lead-in
Ask students some questions about Xiaohua. On one hand, they can review what they have learned. On the other hand, teacher can lead them to the learning of the useful words and phrases in this way
Q1. Do you still remember Xiaohua?
Q2. What has happened to her?
Q3. What is her attitude towards the disease?
(She is a brave girl. She is not discouraged by AIDS, instead, she tries her best to encourage and help other AIDS patients.)
II. Learn and practice using some antonyms
1) Ask students to pay attention to the two words in bold and explain to them their meanings, pointing out that they have opposite meanings and this kind of words are called antonyms.
2) Let students have a competition. Try to find the antonyms of the following words. Let's see who can do it correctly and quickly.
defenceless -- defensive
infect with -- immune to
protected -- unprotected
incurable -- curable
discourage -- encourage
visible -- invisible
3) Practice using these antonyms through exercises.
(Complete the sentences using the antonyms)
1. In February 2003 some people got ____ a strange disease and died within a month.
2. Although she met many difficulties, Helen was not _____. She continued struggling with the disease.
3. People think it a serious crime to attack _______ children.
4. AIDS can be transmitted by having ______ sex.
5. Having found out that the girl has got a disease which is ______ and will die soon, the boy decide to help her to make the last days of her life beautiful and meaningful.
III. Practice using some useful words and phrases in the text.
(Translate the following sentences with the help of Chinese or italic words.)
1. The doctor ______ (診斷)my illness as a rare skin disease.
2. He has _______ （恢復）from his bad cold and can go out tomorrow.
3. The disease makes her realize how _______ （寶貴）life is.
4. The doctor told him that the wound had been infected, and that the ___________ （受感染的傷口）become deadly if it is not properly treated.
5. They are certain taht this virus has been transmitted through the air, yet they have not been able to identify the ___________（傳播的病毒）
6. Bad news may discourage a patient, so it is very important that doctors try to cheer up the _______________（灰心喪氣的病人）
7. First the doctor takes a blood sample and has it tested. Then he will use the ________ （經過測試的血樣）to find out if it is a serious disease.
8. You cannot delay the treatment any longer. You must stop working unless you want to deal with the risks of ______________.（延誤的治療）
IV. Complete the short summary of the text with the proper forms of the following words and phrases.
break down the immune system leave defenceless
infect with live with
live life to the fullest die of
available deadly
a lack of on the contrary
AIDS is a disease that breaks down the body's immune system and leaves a person defenceless against infections and illnesses. People get AIDS after having been infected with HIV, the virus that causes the disease. There are millions of people who die of AIDS every year.
So far, there is no treatment available for the disease and AIDS patients have to deal with the fact that they might die young. Unfortunately, a deadly disease such as AIDS also frightens others. Because of a lack of knowledge about how it gets transmitted, people often treat AIDS patients as if they were bad or dangerous.
Xiaohua is a 12-year-old girl. Though she has been living with AIDS for 12 years, she is not discouraged by the disease. On the contrary, it makes her realize how precious life is and how important it is to live life to the fullest.
V. Set a new situation, asking students to write down a short dialogue. In this way, they can review and use the words and phrases gagin.
Situation: Two women are talking with an AIDS patient. Write a dialogue, using your imagination as well as the useful words and expressions taht have been mentioned above.
VI. Homework
1. Preview grammar
2. Finish word study exercises on SB and WB

The Sixth Period
GOALS:
 To learn the Subjunctive Mood
 To make students get familiar with the Subjunctive Mood and master it by using it in different situations
TEACHING PROCEDURES
I. Lead-in
1) Show students the picture of Xiaohua and ask them two questions:
Q1. You must be quite familiar with this girl now, right?
(Right. She is a Xiaohua, a girl who

Ⅱ 請教專業教師一篇高中英文說課稿,給挑挑毛病.謝謝!<高分>

我覺得你文抄中的主語不一致:Knowledge goal : master the words and phrases: access, stress, equality, representative, willingness, wipe out, take part in (學生是主語)
Ability goal : improving reading skills: skimming , scanning , generalization, inference
Emotion goal : arouse the Ss』 attention to the environment issue and their awareness of saving our earth(老師是主語)

Ⅲ 誰有成都高中英語說課稿呀，急~~~

高二第六單元第三課時說課稿
我這課上的內容為高二英語課本上冊第六單元 life in the future 中的第三課時，所選取的內容包括:「讀前」（Pre-reading），「閱讀」（reading），「讀後」（Post-Reading）三部分。
Pre-reading
Discuss the questions below with your partner and then scan the text to find out in which paragraph you can find answers to the questions.
1. How will people shop in the future? Paragraph______
2. How will people travel in the future? Paragraph_______
3. What will schools be like in the future? Paragraph________
4. What will the future be like in general? Paragraph________

Reading
Life In The Future
What life will be like in the future is difficult to predict. It is, however, possible to be use models to make forecasts about future developments. One way to catch a glimpse of the future is to examine some of the major trends in contemporary society.
Transportation
Current trends indicate that transportation is becoming cleaner, faster and sager. Public transportation is already well developed in most urban areas of China. New technology is being used to make sure that the cars, taxis, buses and trains we use do not pollute the air. A good example of how transportation is changing is the new maglev train, which is environmentally friendly, energy-saving and travels at an amazing 430km/h. To ensure safety, the train is controlled by an advanced computer system. Scientists are also developing new fuels and engines that will let us travel without worrying about whether we are polluting the environment.
Business
It will not be business as usual in the future. Many companies and consumers have already begun reforming the way they do business. E-commerce, or business done on the Internet, is becoming more and more popular as people discover the advantages of online shopping. The internet also makes it easier for companies to keep in touch with customers and companies in other countries. For people who do go out to shops, shopping is no longer just a necessity. It has become a form of entertainment. Instead of searching a crowded store for basic goods, such as food and clothes, people want to go to a pleasant mall and combing shopping with fun. The malls of the future will be like small cities where you can shop, eat, see a film and even dance. To pay for their purchases, people will use smart cards, which contain a tiny chip, instead of cash.
Health and medicine
People in the future will be able to enjoy a longer and healthier life and remain active even in old age. People now are paying more attention to the importance of a healthy diet and an active life. They are careful about what they eat and exercise regularly. Advances in medical science also allow us to deal with new diseases, such as SARS. Some diseases, for example smallpox, have already been successfully defeated. With a better understanding of the human body, scientists and physicians will be able to cure more diseases. Perhaps more importantly, new discoveries in genetics and biochemistry may lead to changes in the way diseases are cured and medicines are made.
Ecation and Knowledge
Homework will always be homework, but the schools of the future will probably be quite different from what they are today. We can study at home by watching ecators on TV or on a computer screen. In the future, there may be more 「schools on the air」 and 「e-schools」. Real classrooms will always be popular, but distance ecation will help people study whenever they have time and wherever they may be. The way we view learning and knowledge is also changing. Instead of being students only when we are young, we will become lifelong learners. It is certain that things will change. We cannot be sure whether our………

Post-reading
There are 5 questions.
一、課程內容介紹：
本課的內容：涉及未來的交通、商業、醫葯與健康、知識與教育等。
讀前」（Pre-reading）：部分設計了四個問題，讓學生在討論的基礎上，快速瀏覽課文，找出能回答這四個問題的段落。這樣既能激發學生探究者四個問題的答案，又能引導學生歸納主題，同時對學生的快速閱讀能力提出了要求。
閱讀」（reading）：是一篇幻想將來人類生活的科普文章，共分四個部分，分別闡述和設想將來的交通，商業，醫葯與健康以及教育與知識。
「讀後」（Post-Reading）部分共五個問題，其中第一道題要學生檢查自己「讀前」問題的答案，是否弄清了各段的主旨大意。其他幾個問題要求學生討論課文，屬於拓展性的問題。

二、教學目標及重點難點
（1）教學目標
1、通過學習，理解文章大意，抓住關鍵詞，充分利用「標題」這一有效的閱讀技巧把握文章主旨，了解作者的寫作意圖，並深入地培養猜測詞義、理解語句、歸納段落大意等能力；
2、 通過學習，掌握本單元所學詞彙，並能在新的語境下鞏固運用；
3、 進一步拓展學生的想像力，提升其語言實踐能力，讓他們意識到只有用自己的智慧和勤勞的雙手才能改造社會，為人類造福。

（2）本課教學難點：提高學生的閱讀理解能力
（3）課文內容重點：（列舉部分）
課文重難點：
（句子）：1. if we learn to accept change and appreciate what is new and different, we will be well-prepared for whatever the future may have in store. 如果我們能適應改革，敢於標新立異，那麼不管未來會發生什麼，我們都能夠從容應付。本句中，if引導了一個條件狀語從句，what 和whatever分別引導了一個賓語從句。
（詞彙）：1.reform vt\n. 改革，改良，悔改 the reform and open policy 改革開放政策 land reform 土地改革 reform oneself 改過自新
2.keep\be in touch with保持聯系 get in touch with與...取得聯系
3.remain的用法

三、教學方法與學法、
分組討論，提問，自由發言等形式

四、教具\
黑板 粉筆 多媒體課件（具有直觀性、交互性、生動性等特點，有利於適時拓展教學內容，最大限度地發掘學生的創造力，英語教學可見的製作尤其要注重學生創造性思維能力的培養，並應留給學生一定的思維空間。）
五、教學過程
教學活動內容安排如下1 學習課文； 2 詞彙練習； 3 理解運用；設計的教學活動將遵循梯度的設計：快讀 — 詳讀 — 鞏固 — 練習 — 運用。
1. 解讀標題life in the future. 然後啟發學生 what do you think life in the future will be like? What will happen to our life in the future? From the title, what do you think we will talk about?由此話題推出文章的話題。
2.「讀前」（Pre-reading）：部分設計了四個問題，讓學生在討論的基礎上，快速瀏覽課文，找出能回答這四個問題的段落。這樣既能激發學生探究者四個問題的答案，又能引導學生歸納主題，同時對學生的快速閱讀能力提出了要求。
3.「閱讀」（reading）：逐段講解，難句，重點詞彙。選取部分段落作為播放錄音內容，把錄音材料編成完型填空的形式，學生邊聽邊作摘記，養成邊聽邊記邊理解的良好習慣。在學生完成聽力的基礎上再讀課文，抓住關鍵信息。
讓學生利用學到的詞彙、句式自編對話，開拓學生思維，並能及時復習鞏固所學的知識及詞彙，以討論的形式結合實際，開闊學生眼界。
4.「讀後」（Post-Reading）部分共五個問題，其中第一道題要學生檢查自己「讀前」問題的答案，是否弄清了各段的主旨大意。其他幾個問題要求學生討論課文，屬於拓展性的問題。
5. 理解課文，捕捉信息，引導學生完成下列表格：

Fields What will be used?
(what will happen?) Results
Transportation
business

6. 續寫課文：完成post-reading練習後，組織學生討論 what other ideas do you have for the future?
name appearance usages advantages field

Ⅳ 高中英語說課稿怎麼寫

你可抄以去 英語周報網 http://www.ewteacher.com/

Ⅳ 急求一篇高中英語課說課稿,人教版的.Thank you very much!

no problem!
高中英語閱讀課說課稿
人教版必修三 5 Canada-The True North
Good afternoon everyone,
It is my great honor to be here to share my teaching ideas with you!The content I chose is the reading part of Unit 5.Now let me introce it in detail.
The teaching goal of this period is to enable Ss to catch the main idea by fast reading.Then to find out the detailed information through careful reading.The third is to express themselves with the language learned in class.
The goal of learning ability is to develop Ss basic skills:Listening,Speaking,Reading and Writing.Of course,the centre of this lesson is to practice reading,including predicting,skimming,scanning and digesting.Meanwhile I will encourage Ss to practice,participate and cooperate in the classroom activities,and provide the students with the situations where they can acquire knowledge naturally.
As for the teaching method,I will adopt communication method,task-based method and cooperation study method.With the help of the computer,I believe the efficiency of our class will be greatly improved.
The teaching steps are as follows:
Step 1 is Warming-up
In this step,I will ask Ss to talk about something about Canada and do the quiz on their books to arouse their interests in learning English.
Step2.Pre-reading
Ask Ss to think about the question 「What is the longest trip you have ever taken?」 Then let the Ss to look at the map of Canada and discuss the question 「If you take a trip to Canada,what do you think you might see there?」 in pairs.And then look at the picture to predict the main idea of the passage.
Step3 Fast-reading
In this step,I will ask Ss to read the text as quickly as possible to catch the main idea of the passage and get a brief impression of Canada.By dong so,I will train Ss skimming skills.
Step 4 Careful-reading
In this step,I will let Ss read the passage carefully and answer the following questions according to the passage.The purpose is to train Ss to get some important facts and some detailed information and improve the ability of scanning skills.
Step 5 Post-reading
For the Ss to understand the text better,I will get the students to analyze several difficult sentences to smooth away the difficulties of understanding the text.And then I will give Ss 5 minutes to retell the passage.
Step 6 Discussion
In this step,the Ss will be asked to have a discussion in groups about the question,「If someday you go to Canada,where will you go?Why?」 Then I will invite several groups to report their work to the whole class in public to overcome their shyness.I think to use the language is the most important,so while teaching them,I always provide more opportunities for Ss to practice and cooperate in our class.
Step 7 Summary
In this step,what the Ss will do is to appreciate the beautiful scenery of Canada as well as listening to the tape so that they can revise what they have learned in the class.
Step 8 Homework
Write a composition about the summary of the passage.
This is about my teaching,and ring my teaching,I will try my best to make my class alive and encourage them to practice more and act more.I believe I can arouse their interests in learning English.
That』s all.Thank you.
你可以借鑒下!我還有很多,給我郵箱地址,

Ⅵ 高中英語說課稿 急需

Mole 1 Unit 2 Heroes Lesson 1 Modern Heroes
說課教案
（一） 教學內容
1． 本課是Unit 2 heroes Lesson 1 Modern Heroes 的第一課時。本單元分別介紹了National hero， History makers，Sports stars 和 Superhero。這幾篇文章的主題都是hero，但涉及的領域不同，它們融會貫通，承上啟下，融為一體。
2． 本課是介紹National Hero，是學生比較熟悉和感興趣的話題，前部分需要介紹楊利偉和神州五號，讓學生掌握有關詞彙；後一部分是介紹楊利偉乘坐神州五號宇宙飛船遨遊太空的情況。
3． 本課文出現了較多的定語從句，還有生詞較多（有些單詞表沒有而初中又沒有學過），在這樣的困難前提下，我引導學生通過 culture and background knowledge，結合課本內容豐富自己的知識面，拓寬學生對航天知識的了解，讓學生了解航天英雄的成功之路，激發他們的民族自豪感。
（二） 學生分析
1． 組成情況
職業高中高一學生年齡都在14－16歲之間，大多數學生由於初中的知識基礎打得不扎實，而且缺乏主動學習的能動性，自學能力差，對學習沒有持有探究性和方向性，也沒有養成良好英語學習習慣，所以學習成績不太理想。
2． 學生的知識與技能水平
職業高中招生的學生，基礎知識比較薄弱，甚至連音標都不會讀，詞彙的掌握范圍狹窄，影響了閱讀，聽力和作文。學生的表達能力還是停留在比較低級的水平，面對每幅圖片或某個主題只能說出一兩句話，而且在閱讀上，未能掌握泛讀和精讀的技巧和方法，課後的預習和復習能力較差，缺乏總結歸納的能力。
3． 學生已掌握的學習策略
盡管學生的知識和技能水平一般，但經過了一定時間的訓練後，他們還是掌握了pair work, group work, using the culture and background knowledge的閱讀技巧。
（三） 教學目標
1． 通過快速閱讀文章，學生能夠對每段文章進行歸納總結，准確地把段落主題與所給的headings聯系起來。
2． 通過仔細閱讀，學生能夠回答關於文章的細節問題。
3． 通過進一步閱讀，學生能夠學生能用英語對采訪自己心目中的民族英雄。並嘗試復述課文。
（四） 教學策略
教學方法：使用交際法，充分調動學生的積極性，積極參與到課堂教學中，通過師生互動，小組表演的形式，完成各種任務，以達到完成教學任務的途徑。
（五） 教學過程
第一步 導入
T: Good morning, Everyone! Do you like watching movies? Do you know Jet Lee (李連傑)？Do you know one of his famous movie called HERO? What does 『hero』 mean? Who are the heroes in your heart? Do you know Yan Liwei, our national hero?
第二步 介紹文章人物
T: Open your books, and turn to page 100 and 101. Let』s read two passages about Shenzhou V and Yang Liwei.
Shenzhou V is China』s first manned spaceship. It lifted off at 9 a.m. on Wednesday, October 15th, 2003 in Jiuquan, Gansu Province. It was carrying Yang Liwei. It was launched very successfully and landed in Inner Mongolia safely.
Yang Liwei is China』s first astronaut. He was a pilot in the army. He was chosen from 1,500 other army pilots and started training for his space flight in 1998. During the 21-hour space flight, he circled the earth 14 times. When the spaceship was doing its seventh circle, Yang Liwei showed the flags of China and the United Nations, expressing the wishes of the Chinese people to explore and use space peacefully.
介紹文章時，展示文章中的生詞，讓學生猜測詞意，帶讀並加以鞏固。
第三步 閱讀文章
（1） Fast Reading
呈現六個headings，讓學生快速閱讀，要求歸納每段的主題。
a. Astronaut lands safely
b. Welcome home
c. International good wished
d. An exciting lift-off
e. Introtion
f. During the flight
學生單個回答並集體討論改正錯誤。
(2) Careful Reading
學生通過fast reading,完成了headings後，基本對課文有一定的了解，然後呈現出五道問題，要求學生再進行第二次閱讀，對課文進行更深入的了解。
1. How did Yang Liwei feel ing the flight? How did he feel afterwards?
2. What did Yang Liwei do ring the Shenzhou V』s seventh circle of the earth?
3. How many circles did the spaceship complete while Yang Liwei was sleeping?
4. What were helicopters doing as Yang Liwei returned to the earth』s atmosphere?
5. What did Yang Liwei do when he came out of the spaceship?
第四步 鞏固練習
通過兩次閱讀讓學生對課文熟悉，訓練學生的閱讀速度和解題技巧，最後通過ask and answer in pairs，培養學生的口語能力，並強迫他們記住文章的主要內容，為下一步語言運用打下基礎。

第五步 語言運用
為提高學生對生活中的熱點問題發表自己觀點的能力，讓學生運用自己學過的語言知識，對自己心目中的民族英雄進行模擬采訪。把全班同學分成若干個小組，每個小組有一名同學扮演「楊利偉」，其他同學為全國各地新聞媒體記者，他們自由設計問題，對「楊利偉」進行采訪。
教師巡視課堂，發現表現出色的小組，讓他們到台前表演。

教師總結評價。

第六步 布置作業
讓學生准備復述楊利偉的故事，要求說出自己的民族自豪感。

A Teaching Plan for Unit 3 Celebration Lesson 1 Festivals
HUANG SHUI PING

General objectives:
1.To read to learn the main Chinese seasonal festivals and their history origin and meanings.
2.To help them learn some phrasal verbs and functional items about the topic and try to use them.
Language aim:
1.Phrases:
Be celebrated by, fall on , mark, be decorated with, tradition/traditional, serve, take part in, get together
2.important sentences:
The Mid-Autumn Festival is celebrated by Chinese people.
The Lantern Festival falls on the fifteenth day of the first lunar month.
It marks the beginning of the hottest season of the year.

Ability aim:
1).Improving the ability of getting the general information and specific information from reading a text.
2). Using own words to describe some important Chinese festivals.
Emotion aim:
To promote students』 qualities of a patriotism(愛國主義精神，愛國心) by learning the main Chinese festivals and learn their history origin and their meanings。
Teaching important points and difficult points:
1).To get information from reading
2).To talk about festivals freely in English.
Teaching methods:
Brainstorming, task-based teaching method , heuristic teaching method , group work.
Teaching aids:
a recorder, a computer, and blackboard
Teaching proceres:
Step1. Greeting and reviewing.
Greet the class as usual.
Ask: what we can celebrate in our life? Get students to answer using the key words in warming up. eg,
Graation, a birthday, Christmas, passing an exam, winning a scholarship, a sporting victory, the Mid-Autumn Festival, the New Year, a wedding, Halloween, the Dragon Boat Festival
Step2. Leading-in.
Show students many pictures of different seasons on the screen , asking: What』s your favourite season? Why? Help students answer using the words that they have already learned. Then ask: What festivals happen ring your favourite seasons? Show more pictures about different festivals on the screen to help them to answer.
Students can work together to answer this question. Eg,
T:What is your favorite season? What festivals happen ring your favorite season? ( have a discussion)
(S1: I liker summer. There are Children』s Day, Dragon-boat Festival and Mother』s Day.
S2: My favorite season is winter. They are Spring Festival and Lantern Festival and Christmas Day.
S3: ……
T：Well done. Thank you.
Explain the differences between Day and Festival.
Step3.While-reading
Activity1.Fast-reading
Get students to read the text quickly, match the pictures with the festivals.
Activity2. Guessing.
Show some describing sentences on the screen to let students read and guess the names of the three festivals .
Activity3. Careful-reading
This time let students read the text carefully and get more detailed information to fill in the table of exercise3 on page36.
Ask some students to report their answers to the class.
Step4. Practice
Play the tape for the students to listen and ask them to fill in the blanks according the text.
1.The Mid-Autumn Festival happens in September or______. it is important because it is a special _____ for family.
2. There are many different kinds of mooncakes ____ fruit, coffee, chocolate and so on.
3. The ____ ____ Festival falls on the fifth day of the fifth month of the lunar year.
4.The Dragon boat race marks the _____ of the hottest season of the year.
5.________Festival marks the end of the Chinese New Year celebration.
Step5. Post-reading.
Let students discuss with a partner and answer the following question.
Which festival in China is most important for children? Young people? Old people? Women and men?
Then ask some students to give a report.
Step6. Homework.
1. do the exercise 9 on Page 37
2. remember the new words in Lesson One.
3. use your own words to describe a festival that you are familiar with.
Step7. Blackboard design.
Lesson 1 Festivals
The Mid-Autumn Festival is celebrated by Chinese people.
The Lantern Festival falls on the fifteenth day of the first lunar month.
It marks the beginning of the hottest season of the year