高中英語閱讀課公開課說課稿

Ⅰ 高中英語全英說課稿

高中英語全英說課稿

「說課」是教學改革中涌現出來的新生事物，是進行教學研究、教學交流和教學探討的`一種新的教學研究形式，也是集體備課的進一步發展，下面我整理了高中英語全英說課稿，歡迎大家參考！

高中英語全英說課稿 （一）

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

1.This 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.

2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.

3.Such 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.

1.Knowledge 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.

2.Ability 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.

3.Moral 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 .

1.Key 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.

2.Difficult 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.

高中英語全英說課稿 （二）

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 proceres.

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 Ecation 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 proceres. 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.

高中英語全英說課稿 （三）

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

Now,Let』s come to the first part—Teaching materials.It includestwo parts,status and functions of the material and the teaching content.The 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 information.In unit 2,Studentswill learn to talk about problems and learn to give advice to others.So 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 aims.About 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 makesuggestions.The second is ability aims,to improve thestudents』 abilities of listening,speaking and readingby providing various tasks.The last is the affection aims,that is,to help eachother and learn to cooperate.

Next,let』s come to the second part—teaching methods.Whiledealing with this lesson,I usually adopt "Task|based" teaching approach.It aims at providing opportunities for the learners to explore bothspoken and written language through learning activities.So,I will letthe students learn in real situations,fulfill severaltasks such as pair work or group work.And in this unit thecommunicative approach and the situational language approach will be adopted.And thefocus is on functional language usage and the ability of learners to expresstheir own ideas,feelings,attitudes,desires and needs.So 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 strategies.I usuallytell the students some learning strategies.For four languageskills,I also tell the students to learn efficiently through strategies.Saylistening,in my class I train the students to get the general ideals,makeprediction,make a reference,identify key words and signal words.About theword|formation and the exploitation are also very important strategies.Each studentcan be involved in the class by using the strategies which are suitable forthem.

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

Step1 Warm up

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

Step2 Lead in

Brainstorming,look at this,funnypicture.He looks very blue and depressed,what』 s wrongwith him?What should he do?This brainstorming stage is helpful in providing ideas for actualspeaking.By 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 introce the topic and give the students clearinstructions on what they will have to do.So first I willprepare some vivid and beautiful pictures to present them the new words.The studentsassociate the meaning of the vocabulary and the form of it,and theyalso practice the speaking and the listening.I』ll get thestudents to do a problem|solving activity to help the students to recall somelanguage that may be useful for the task.I 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 examples.In this way,I think theywill get a further understanding of the Grammar.

Step4 Task-cycle

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

Step5 Post-task

In this step,I prepared two activities.First is—Let』s think.Michael,coming fromUSA.He wants to practice his Putonghua,But he is very shy.So can yougive some advice to him?I suggest that he should get a tutor,can you give more?Make a listof your suggestions.The second is—Discussion.Let』s take a look at the screen,from the picture wecan see the children are studying and living in the very poor condition,1.What』s the matterwith these children?2.What could they do?3.What 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

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

2.Make 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 confused.Thediversities of classroom activities,and a welcoming andengaging learning environment will make the study easy and happy.Thus 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 language.If possibleI』ll draw some pictures.It is terseness and easy to understand.

Thank you for listening,goodbye!

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Ⅱ 高中英語說課稿《the West Lake》

高中英語說課稿《the West Lake》

本文是我為大家整理的高中英語說課稿《the West Lake》，希望對大家有所幫助。

一、 本課在教材中的地位

我說課的課題是人教版職高英語第二冊Unit 9 Lesson 34閱讀課文“the West Lake”。這是一篇敘述性的說明文，介紹了有關西湖的地理位置、景色和傳說等內容。在知識上與第一冊Unit 8 Travel和Unit 10 in the country 有一定的聯系。這是一節閱讀課，閱讀課是每單元教學的重要環節。

二、 教學目標與要求

1、 根據大綱“鞏固、擴大學生的基礎知識”和關於詞彙方面的要求，以及英語學科的語言特點，我確立本課的知識目標是：要求學生掌握以下詞彙：attractattraction , landscape , paradise , charming , surround ,historical, site, scenery, generation, romance, imprison, pearl, exposition , cultural, theatre, beach, make up , add /to , compare/ to , there’s no doubt.並且要求學生了解西湖美景，人文地理等。

2、 根據大綱“側重培養閱讀能力”的要求和高一學生閱讀能力的發展水平，我確立的能力目標是訓練學生的Skimming 和Scanning兩種閱讀能力，使學生學習歸納文章主題和段落大意。同時通過讓學生課前上網搜索有關西湖這個名勝古跡的知識，培養學生獲取獲取信息處理信息以及表達的能力，從而滲透給學生網上學習的意識。

3、 為了貫徹“寓思想教育於語言教學之中”的教學原則，我對學生提出的智育目標是培養小組合作意識，培養熱愛自然，熱愛家鄉和情感，增強保護文化遺產的意識，強化學生的公民意識。

三、 教學重難點

教學重點：通過對西湖相關知識的探究，使學生感受合作學習的新理念，培養個體學習及協作互助的優秀品質。本課的閱讀容量不大，閱讀材料是一個西湖概況，語言相對簡練。教師可能引導學生尋找表達段落主題的關鍵詞。下列關鍵詞可供參考： one of the most famous tourist attractions in China / lie/ scenery/ stories/ like a pearl ,訓練學生的閱讀能力。

教學難點：一是學生的語言和信息技術問題。職業學校的學生英語水平普遍不高，不同專業的學生計算機處理信息能力參差不齊，因此要完成這樣的探究對他們來說是挑戰;二是觀念問題，“合作學習”對於學生來說是新概念，如何轉變觀念，調整和變革自己的學習方式和策略是本課的另一突破口。

四、 教法與輔助手段

教學輔助手段：多媒體教學。它能迅速抓住學生的注意力，很快導入正課，它的好處有：加大課堂容量，“以圖代文”的方式突破難點，指導學生邏輯思維，可以調動學生的積極性。

教師在課堂教學中堅持“教師為主導，學生為主體，任務為基礎”的教學原則，在課堂教學的不同環節，教師應扮演自身作為設計者、研究者、組織者、促進者的角色，同是貫徹“教中學，學中用”策略，真正使學生學以致用。

多年的英語教學使我感到讓學生學會並不難，難的讓學生會學，講授知識並不難，難的是培養學生運用知識的能力。英語學科無論教學還是考試都注重閱讀能力，所以在本課中，我注重指導學生的.閱讀能力，主要體現在三個方面：一是Fast Reading.它對提高閱讀速度和質量很有幫助，尤其是大綱要求學生能在較短時間內閱讀相當篇幅的閱讀材料。為達到上述教學目標，我運用任務型教學途徑，即課堂導入——參與任務——學習新知——鞏固新知——操練運用，課堂設計採用“P—T—P”自主學習立體模式(pre-task, task cycle, post task)。二是問答法。它可能幫助學生理解文章的細節。三是討論法，通過pair work, group work,讓學生得到口語訓練的機會。教師應精心設計一些問題，分層教學，使每個學生都有話可說。

五、 學習策略的指導

1、 指導學生預習，熟悉文章中出現的新單詞和短語，疏通文章的意思，完成Pre-reading部分的練習。

2、 將學生分成若干組，要求他們按照各自的特長和興趣選擇組內的角色並適當進行一些技術訓練和指導。抽簽選取本組的主題(預習題)。每個小組學習使用Internet 查尋資料方法和竅門，把搜尋到的有關西湖的資料保存。(學生在信息技術課上已學過了基本方法)

3、 學會傾聽他人的意見，並主動參與課堂上各種活動，培養學生開放性思維能力。

4、 確立“學用英語相結合”的思想，用英語開展思維，分析復述課文，發表個人看法，提出獨到見解。

六、 教學步驟

分為五步

Step One Lead in (show pictures )

We all know,Xishi or Xizi is one of the most beautiful ladies in ancient times in China.

In Song Dynes

ty, a poet named Sushi wrote a poem. Do you know what is compared to Xizi in this poem?(the West Lake)

Did you visit the West Lake? Have you ever visited or heard of the following scenery spots of the West Lake?(show pictures)

How do you enjoy the beauty in each picture ?

They are : Three Pools Mirroring the Moon

Melting snow at Broken Bridge

Autumn Moon on Calm Lake

What do you learn more about the West Lake?

Today let’s continue to learn about the West Lake.Turn to page 109.

Step Two: Skimming reading

Listen to the tape and think :Which of the following subjects are included in the passage?

Climate location landscape people art

History culture size sports procts

Step Three Scanning reading

Answer the following questions according to the passage:

1 What do the words in bold refer to ?

Them: the lake and the hills

Its :the lake’s

Which:the story about Lady White and Mr Xuxian

2 Why is Hangzhou called “ Xizi”?

Because Hangzhou is as beautiful as the young lady called “xizi”in a poem of sushi’s.

3 What stories are used here? Why does the wrier use these stories?(show the picture of Lady White and Mr Xuxian.)

The story about White Lady, Mr Xuxian and Fahai can add the romance of the Lake.They can also show a way of its culture. Besides, stories passed from generation to generation make the lake more famous.

4 How do you know the West Lake is quite popular with tourists?Why is it so popular?

Every year there are a large number of tourists coming to the West Lake. It’s so popular mainly because of its beautiful landscape.

5 What happened to Leifeng Tower and how is it now? (show the picture of Leifeng Tower)

Leifeng Tower was broken down in 1924,and in 2001 it was rebuilt and it’s in good condition.

6 What do you think of the future of the West Lake? Why ?(show the picture of the West Lake Exposition)

The West Lake will have a bright future . The tourism in Hangzhou is developing very fast. Many activities are held every year to attract tourists all over the world and make the city known to all .

Step four Further reading

Discuss the following questions

1 What do you think of the city or town which you live in ? Discuss and find out some ways to make it more charming.(show the picture of the East Lake in Shaoxing)

2 Do you think it’s necessary or unnecessary to spend a lot of money rebuilding historical sites? Why or why not .

採用小組合作

學習的方法，必要時教師可以指導。

參考：

1 The cultural site is important .

2 We can learn the past according to the cultural site .

3 Many people visit it every year. If it’s destroyed, the tourists won’t come and we’ll lose a lot of money.

Step five homework

1 The first week of May 1 is coming.Many foreign friends will visit Five Falls.Please write a short passage to introce Five Falls.

2 Workbook from page 78 to page 80

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Ⅲ 高中英語全英文說課稿

高中英語全英文說課稿模板

高中英語課程，很多學校都開始了全英文授課，以下我整理了高中英語全英文說課稿模板，歡迎查看!

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

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

Part 1 Teaching Material

The content of my lesson is New Senior English for China Book___ Unit____________________. This unit is about____________________ (topics). By studying of this unit, we』ll enable students to know_________________________ and develop the interest in___________________. At the same time, let the students learn how to____________________ (functional items). From this lesson, it starts___________________________(structures). (As we all know, reading belongs to the input ring the process of the language learning. The input has great effect on output, such as speaking and writing.) Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit.

Part 2 Teaching Aims

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

1.Knowledge objects

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

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

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

2.Ability objects

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

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

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

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

3.Emotion or moral objects

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

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

Part 3 the Important and Difficult Points

Based on the requirement of the syllabus.

The important points are__________________________ such as ______________.

The difficult points are_________________________ for example_____________.

Part 4 Teaching Methods

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

1.Communicative Approach

2.Whole Language Teaching

3.Task-based Language Teaching

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

Part 5 Teaching Procere

Step 1. Lead-in. (_____min)

___________________________________________________________________

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

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

Step 2. Pre-reading

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

Let Ss _____________________________________________________________

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

___________________________________________________________________

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

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

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

Step 3. While-reading

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

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

Para 1 ___________________

Para 2 ___________________

Para 3 ___________________

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

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

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

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

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

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

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

Step 4. Post-reading

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

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

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

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

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

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

Step 5. Homework

1.__________________________________________________

2.__________________________________________________

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

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Ⅳ 高中英語說課稿範文英文版

全英文版本的高中英語說課稿，應該怎麼寫?下面是我給大家整理的高中英語說課稿範文英文版，供大家參閱!

高中英語全英文說課稿模板

Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson withyou.The 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 procere,and Blackboard design.First, 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 unit.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 unit.As we all know ,reading belongs to the input ring the process of the language learning. The input has great effect on output , such as speaking and writing . According to the new standard curriculum and the syllabus (新課程標准和教學

大綱), after studying the teaching material and analyzing the rule of children’s growing of mind,I think the teaching aims are the followings:

1.Knowledge objects:

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.

2.Ability 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.

3.Emotion 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 ecation 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(交際教學法), “Whole language

teaching” (整體語言教學法)and “Task-based” language teaching (任務教學法). 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(現代社會交際教學理論), I adopt the TSA method(情景教學) and TBLT method (語言任務教學)in my teaching, namely Total Situational Action and Task-based Language Teaching.The 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 want.At 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. Part 3 Studying Methods: ......

高中英語說課稿範文

Interpretation

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

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

Part 1 Teaching Material

The content of my lesson is New Senior English for China Book___ Unit____________________. This unit is about____________________ (topics). By studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________. At the same time, let the students learn how to____________________ (functional items). From this lesson, it starts___________________________(structures). (As we all know, reading belongs to the input ring the process of the language learning. The input has great effect on output, such as speaking and writing.) Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit.

Part 2 Teaching Aims

According to the new standard curriculum and the syllabus (新課程標准和教學大綱), and after studying the teaching material, the teaching aims are the followings:

1.Knowledge objects (語言目標：語音，詞彙，語法，功能，話題)

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

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

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

2.Ability objects (技能目標：聽，說，讀，寫)

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

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

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

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

3.Emotion or moral objects (情感目標：興趣，自信，合作，愛國，國際視野)

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

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

Part 3 the Important and Difficult Points

Based on the requirement of the syllabus.

The important points are__________________________ such as ______________.

The difficult points are_________________________ for example_____________.

Part 4 Teaching Methods

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

1. Communicative Approach(交際教學法)

2. Whole Language Teaching(整體語言教學法)

3. Task-based Language Teaching (任務教學法)

4. Total Situational Action (情景教學)

a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI (電腦輔助教學) can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.

Part 5 Teaching Procere

Step 1 Lead-in. (_____min)

___________________________________________________________________

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

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

Step 2 Pre-reading

Task 1 (Indivial work, pair work, group work, class work; _____min)

Let Ss _____________________________________________________________

Task 2 (Indivial work, pair work, group work, class work; _____min)

___________________________________________________________________

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

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

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

Step 3 While-reading

Task 1 (Indivial work, pair work, group work, class work; _____min)

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

Para 1 ___________________

Para 2 ___________________

Para 3 ___________________

Task 2(Indivial work, pair work, group work, class work; _____min)

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

Task 3 (Indivial work, pair work, group work, class work; _____min)

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

Task 4 (Indivial work, pair work, group work, class work; _____min)

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

Purpose of my design:

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

Step 4 Post-reading

Task 1 (Indivial work, pair work, group work, class work; _____min)

(接task3)Ask Ss to close books and finish the summary according their notes.

(接task4)Retell the story /Sum up the passage in Ss’ own words according to the chart.

Task 2 (Indivial work, pair work, group work, class work; _____min)

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

Purpose of my design:

I think If the Ss can finish this task well, they will benefit a lot in their spoken English. Most Ss can take their parts in the

activities, especially for the Ss who have trouble in English study.

Step 5 Homework

1. __________________________________________________

2. __________________________________________________

Purpose of my design:

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

高中英語全英文說課稿萬能模板

I 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 ring this lesson, emphases are to be laid on:

1. Student-centered teaching

2. Task-based learning

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

III 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.

IV Teaching Procere

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 (indivial 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)

Title

Part/Para.

Main idea

Detailed information

1 a. topic sentences/introction

b. examples/supporting ideas

c. conclusion

Goal: To develop Ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other. Activity 3 Report (class work) Invite some group members to report their work to the whole class. Goal: To overcome Ss’ shyness and stimulate Ss to speak in public. Activity 4 Further understanding and word study (pair work) Encourage Ss to discuss the following Qs in pairs (A PowerPoint will be used here to present some blank-filling exercises and Q1: What does the word ―this‖ in the last Para? But 3 refer to? A. B. C. A. B. D. D. Q2: What is the Chinese equivalent for the phrase ―investing in loss‖? C. Q3: The word ―flawless‖ in Line 5 of Para.2 can be replaced by ___ Q4: Which of the following statements is true or not true? Goal: To help Ss to guess the meaning of certain unknown words and understand the passage exactly. multiple choices.)

Step 4 Post-reading

Activity1 Role-play (pair work) Suppose one student is a … and the other …. Ss are encouraged to put themselves in the situation and make a face-to-face interview. Activity2 Discussion (Group work) Topics may be: Q1: Do u want to be perfect? Q2: Do u think there is anyone in the world that is perfect? ―Remind you‖, remind yourself of what? Activity3 Poster-designing/Cartoon-designing/… (Group work) Goal: These post-reading activities are intended to develop Ss’ creative thinking and get them to know the importance of … Task 1 Write a summary of the passage (about 100 words) (Indivial work) Goal: To spur Ss to consolidate what they have learned. Task 2 Look up some more information about … (Indivial work) Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites on the topic. Goal: To encourage Ss to study English spontaneously and independently after class, arouse Ss’ interest in traditional Chinese culture and develop Ss’ culture awareness and cross-culture communicative skills. As for my blackboard-design, since time is limited, I’d like to give a brief introction. Step 5 Homework

Ⅳ 高中英語優秀說課稿

高中英語優秀說課稿模板

雖然英語不是我們中國的母語，但是我們仍然要好好的學習掌握，因為這是全世界的通用語言。下面是我整理收集的高中英語優秀說課稿模板，歡迎閱讀參考！

一、說教材

1、說教材的地位及作用

Who am I 出自人教版高中英語教科書第二冊第三單元第一課時，本單元的話題是工廠技術，計算機的發展史和機器人。計算機對於高中生來說是較熟悉的一個話題，但「Who am I」這篇閱讀材料所選語言材料屬於科普說明文，內容較為抽象，文章也有一些專業術語，對高一學生來說有一定的難度。但是這篇閱讀材料以第一人稱的擬人手法介紹了計算機發展演變的歷史和計算機在各個領域的應用，這樣擬人的手法使得文章讀起來妙趣橫生，抽象的專業知識介紹起來也淺顯易懂。這篇文章是整個單元的重點，融匯了聽、說、讀、寫語言知識點，同時在句子表達上運用到了現在完成時的被動語態，為下一個課時的語法教學作好了鋪墊。

2、說教學目標

①知識目標

（1）、掌握單詞和片語：

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 .

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

②能力目標

（1）通過閱讀訓練，培養學生略讀（skim），查讀（scan）以及獲取信息能力。

（2）培養學生在閱讀時從詞的構成以及上下文猜測詞意的能力。

（3）通過閱讀，培養學生的聽說讀寫能力，尤其是教會學生用第一人稱按時間的先後順序描述一件事。

③情感目標

通過學習本篇文章，了解計算機的發展歷程及其在當今社會的廣泛應用，培養學生的想像能力以及創新能力，激發學生熱愛科學以及鼓勵他們積極探索新科技發展的精神。

3、教學重難點

1、指導學生閱讀以時間為順序了解一件事的發展過程。

2、培養學生閱讀時通過構詞法以及看上下文猜測詞義的能力。

二、說教法：

結合本課的教學目標及具體任務，我主要用以下教學方法：

①整體閱讀教學法，讓學生分別進行讀前、讀中、讀後訓練，由淺入深消化課文。 ②任務型教學法，讓學生在教師指導下通過感知、體驗、實踐參與、合作等方式完成目標。

③開放性教學策略，如brainstorm role play.等

④因材施教法：根據學生程度，把課文難度適度降低。

三、說學法：

由於學生對計算機比較感興趣及熟悉，教師在教學中要盡量發學生的主動學習積極性與合作精神。因此在教學中我主要引導學生用以下學法：

①五官並用法，如多動腦、動嘴、動手、動口。

②循序漸進：由淺入深地讓學生掌握詞彙、句型、課文內容。

③合作學習、小組討論

四、說教學程序：

Step Ⅰ.Warming up and leading in

1.以幻燈片的方式展開此部分Warming up里有關計算機發展的七部圖片，詢問學生以下問題：

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 ……

這部分設計讓學生熟悉有關單詞，熟悉作出決定及意見的句型，激發他們的學習興趣 StepⅡ Pre-readirg

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

Who am I ?

What is the passage about ?

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

此任務能讓學生通過標題、插圖預測文章內容並調動學生學習的積極性，引發學生思考。

Step Ⅲ.Reading

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

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

3.讓學生從文中找出這些信息並完成下面表格：

1642： .

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

1940s: .

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

1970s: .

Now: .

這樣設計可以讓學生從文章當中自主查找到所需要的信息；課文教學時教師可以讓學生自由舉手回答並填寫以上問題，教師一邊幫學生retell及校對，一邊解釋所涉及到各種不同類型的計算機名詞，讓學生由易到難掌握課文。

4、careful reading

Ask students to read the passage once more and fill out the chart of requirement 2 on P19 這部分需要學生精讀課文並尋找相關具體信息，建議學生碰到生詞時看下上文猜測詞義。

StepⅣ Listening and Speaking

1、讓學生一邊聽一邊記下在什麼時間、什麼人發明了什麼類型的計算機，聽完錄音讓學生復述那些內容。

2.Role play :叫學生以第一人稱扮演不同時期的.計算機。

StepⅤ 拓展

1.再現最初的七副圖片，詢問學生：What』s next ?讓學生展開自己的想像力，設計下一種計算機的模樣與作用，讓學生分組討論並畫出其樣子。

Step Ⅵ Homework

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

Step Ⅶ Conclusion

五、說板書

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.

本課所倡導的教學基本理念是：

1、面向全體學生，實施素質培養。

2、整體設計目標，優化學習方式，提高自主學習能力。

3、利用現代教育技術，拓寬學習和運用英語的渠道。

4、提供多種選擇，適應個性需求。

教學反思：本課能調動學生的積極主動性，能較好地把聽說讀寫融匯在一起訓練學生的綜合語言運用能力，但是由於學生層次不一，在說時可能一部分學生不能開口，教師在以後的教學中應該設計內容更符合不同層次的學生，比如讓這些基礎很差的學生先預習，熟悉課文單詞。另外，教師也可在課後讓學生自己上網查找計算機發展史。

;

Ⅵ 高中全英語說課稿

高中全英語說課稿

說課稿是教師進行授課的依據，是保證教學質量的前提。下面給大家整理了高中全英語說課稿，歡迎閱讀參考！

高中全英語說課稿（一）

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 proceres

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 ecation 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 proce 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 procere. 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 other.And 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.

高中全英語說課稿（二）

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 procere and blackboard design. First, let me talk about the teaching material.

Firstly，let me introce the teaching material. This unit is to introce 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 proct 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 Procere

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.

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Ⅶ 高二英語說課稿怎樣寫

高二英語說課稿怎樣寫5篇

作為一位人民教師，往往需要進行說課稿編寫工作，說課稿有助於順利而有效地開展教學活動。那麼高二英語說課稿怎麼寫呢？下面是我給大家整理的高二英語說課稿，希望大家喜歡！

高二英語說課稿篇1

一、教材分析

（一）教材概述：

本套教材在保留SEFC基礎上，根據當前教改精神而進行重新編寫，它較好地銜接了已實施三年的初中義務教育教材，體現了「中小學英語教學一條__」的設想。本單元圍繞 Life in the future（未來的生活）這一主題開展聽、說、讀、寫多種教學活動。隨著人類文明的進步，未來社會人們的生活方式將如何發展，人們的生活究竟是什麼樣的情形，這是一個非常貼近生活、具有時代性、可挖掘性的教學主題。語言素材涉及人類生存方式的不斷演變，具有典型的時代氣息，有喊雹灶利於學生了解生活，展開想像。素材選擇兼顧學生的'肆爛知識面，已有詞彙、生活經歷等，體現了教材編寫的"以學生為中心"，及"聽說，讀寫跟上"的教學理念。

（二）教學目標：

理論依據：《新課程標准》（實驗稿）

根據《新課程標准》（實驗稿）關於總目標的具體描述，結合高二學生實際和教材內容，我們分語言知識、語言技能、學習策略、情感態度、四個方面制定相應教學目標：

（1）語言知識：

單詞：學習掌握一些有關生活的詞彙，如： prediction,contemporary,cash,purchase,reform,catch a glimpse of , keep in touch with, pay attention to, in store等。

功能：學習掌握一些用於討論、評價生活的結構句式，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…

語法：學習、掌握關系副詞when,where,why、 how引導的名詞性從句及關系代詞和連詞引導的名詞性從句。

（2） 語言技能：

聽：學生訓練集中注意、抓疑問詞線索、捕捉特定信息的能力。

說：學生能根據自身體會和想像進行相互提問和回答，提高在真實語境中的英語交際能力。

讀：獲取文章中所給出的有關未來生活變化的相關信息，且進行Scanning, skimming, careful reading, generalization; inference等閱讀微技能訓練。

寫：設想自己剛從3000年旅遊回來，告訴他（她）你的這次旅行的所見所聞。教材列出了提綱和問題，供學生參考，為學生寫作的內容和方法做指導。

（3） 學習策略：學生在一定程度上形成自主學習，有效交際、信息處理、英語思維能力。

（4） 情感態度：學習文章的相關內容後，讓學生了解社會發展的趨勢，激發學生思維，引起對未來人類生活的幻想和想像，使學生形成一種社會競爭意識和發展意識，明白學習的重要性。

（三）教學重點和難點：

（1） 關系副詞引導的名詞性從句及關系代詞和連詞引導的名詞性從句。

（2） 與生活相關的詞彙。

（3） 有關發表個人觀點的句型、結構。

二、 教學方法與教材處理

上述教學目標的確定是基於"第二語言習得論"和"整體語言教學理論",其中滲透當前課程改革的一些理念。為達成上述教學目標，我們將運用任務型教學途徑，初步設計"P—T—P"自主學習立體模式：（Pre-task—Task-cycle—Post-task）。

（1）Pre-task:引入話題，激活學生知識網路和掃清詞彙障礙，明確學習任務和任務完成的步驟，激發學習英語興趣。

學生：認知處於主動狀態，有完成任務的強烈願望。

教師：學習的組織者、促進者；善導、激趣的過程。

（2）Task-cycle:任務的完成過程。

學生：用英語做事，運用體驗、參與、合作、鄭扮實踐、交流、探究等方式進行自主學習的過程，發展聽、說、讀、寫綜合英語技能。

教師：指導者、幫助者、參與者、合作者的角色；引思的過程。

（3）Post-task:展示成果，交流成果的過程。

學生：體驗成功和喜稅，自我評價、小組評價、認識自己、樹立自信、反思自己、調控自己。

老師：評價者、總結者；總結教學中的成功與不足；發現學生學習中的問題與不足；精講過程。

總體：學生願學——樂學——慣學——論學過程。

師生真正學習共同體形成過程：教與學的交往、互動，師生雙方交流，相互溝通、相互啟發、相互補充。

三、 教學程序

根據學生學習英語的特點和規律，學習階段的側重點以及高一學生的發展，我們把本單元劃分為6課時：熱身、聽力與口語（2課時）、閱讀（2課時）、作業（1課時）、語言（0.5課時）、寫作與評價（0.5課時）。

高二英語說課稿篇2

一、教材分析

本單元的中心話題是"__"（f__），聽、說、讀、寫始終圍繞這一主題展開。語言知識和語言技能部分主要是圍繞"__這一中心話題進行設計的。課文講述了美國黑人爭取自由的歷史，從而說明自由、平等的重要性。同時也表達了對那些為自由和平等權利而獻身的勇士們的敬仰。

"熱身"（Warming up）部分設計了三個討論題，使人們對馬丁·路德·金和曼德拉這兩位為黑人自由和平等權利而斗爭的領袖人物的人生經歷有所了解，通過討論，增強對他們國家目前現狀的了解。

"聽力"（Listening）部分是在"熱身"活動的基礎上，以聽力訓練形式進一步幫助學生了解馬丁·路德·金，聽力中節選了的"I HAVE A DREAM"的部分句子。練習包括四個項目，設計多樣，生動有趣。第四題有利於培養學生用英語進行總結概括自己思想的能力。

"口語"（Speaking）部分設計了兩個問題，第一題以三人小組的活動形式，組織學生談論約翰·布朗（John Brown）和哈麗特·塔布曼（Harriet Tubman）的人生經歷，引人深思，使學生能用英語闡述自己的意見。第二題以詩歌形式出現，有利於寓教於樂，激發學生學習英語的興趣。

"讀前"（Pre-reading）設計了三道題，為進入正文學習做准備。第一題分別描述了三個國家的人民為爭取自由而進行斗爭的情形，有利於培養學生的觀察能力和語言表達能力。()第二題假設一個情景，要求學生描述受到不公平待遇時的具體感受，有利於培養學生的想像能力與表達能力。第三題要求掃讀文章，對下面內容的正確性做出判斷，目的是引起學生對文章內容的思考，以便提高學生學習的自主性，同時也能訓練學生快速閱讀的技能。

"閱讀"（Reading）部分講述了馬丁·路德·金為黑人爭取平等權利的過程。教材設計的目的是在訓練學生閱讀技能的基礎上，讓他們認識到馬丁·路德·金為黑人爭取自由和平等權利而付出的艱辛苦努力。文章的主題有利於培養學生堅強的意志，樹立正確的人生觀與世界觀。

"讀後"（Post-reading）部分是在閱讀的基礎上，要求學生完成五道題目，問答題的設計由表及裡、層層深入，從而幫助學生逐步加深對課文的理解。

"語言學習"（Language study）部分分詞彙和語法兩部分，詞彙部分第一題要求學生用課文中的詞填空。第二題要求學生區分各種詞類的具體用法。語法部分是復習被動語態的用法，練習緊密聯系課文，能加深學生對教材的理解。

"綜合技能"（Integrating skills）的閱讀文不僅談論人類為自由、平等而斗爭，還談到了動植物、海洋、地球，甚至機器和機器人的權利。在閱讀和討論的基礎上，要求學生寫出自己的看法。這是一個任務型的學習活動，練習生動有趣，能夠引起學生的興趣。同時讓學生在實踐中體驗"自由"的內涵，有助於提高他們的語言概括能力。（摘自教參）

二、教學目標

1、語言知識

1）詞彙（見教參）

2）句型：學習運用一些表示邏輯關系的句型

3）語法知識：復習被動語態

三、教學重點與難點

1、重點

重點詞和片語：freedom, civil, revolution, slavery, abolish, put…into prison, racial, discrimination, join hands, set an e__ample to , regardless of , at first sight, etc.

句型：What happened first was that …

What happened as a result of …

You could e__pect …because…

That led to …

One of the reasons why … is …

… is often followed by …

語法：被動語態

2、難點：如何培養學生根據閱讀材料提高寫作能力

四、教學策略

教師應從學生的生活經驗和興趣出發，在課堂教學中應設計任務型教學活動，體現以學生為主體的教學活動，讓學生在完成各項任務的過程中自主學習語言。

高二英語說課稿篇3

各位評委老師，上午好，我是3號考生，今天我說課的內容是外研版高二必修5 Carnival 的Reading 部分The magic of the mask. 我計劃用兩課時來完成本部分的教學，用一課時來讀懂課文，一課時處理語言點，下面我要說的是對第一課時的安排與處理。

一. 教學背景

教學對象是高二普班學生，英語基礎知識和基本技能都是一般水平，學生對英語學習興趣不濃，因此，以調動學生的學習興趣，學生主動學習為目標。

二.教材分析

(一)教學內容的地位與作用

本課以「Carnival」為話題，模塊在Introction部分通過四個說的活動引入了有關西方節日的詞彙，為Reading部分The magic of the mask 的學習做好了詞彙與情感的鋪墊。

本節閱讀課是本模塊的主要內容，本文圍繞carnival這一主題，主要通過威尼斯這一國家的狂歡節，來使學生認識西方國家的節日及其特點。我設計的這節課主要是利用多媒體通過圖片及其慶祝場面向大家展示這一節日。在對其有所了解的情況下，在帶領學生共同學習課文，通過對西方節日身臨其境的感受，學生理解課文較輕松較容易。利用網路資源使學生的`學習活動變得多元化，學生更樂於自主學習，主動思考，而達到了樂於協作，勇於創新的學習效果。

(二)教學目標分析 (Teaching goals)

根據《新課標》總目標的描述和教學大綱的要求，結合本課的內容和學生實際情況，我確定了以下教學目標：

1.知識與能力目標：

1)訓練學生的閱讀技巧，提高學生組織與分析文章的閱讀能力;

2)在閱讀中通過語境識別新詞彙並推斷其意思。

2. 過程與方法：培養學生獨立閱讀的能力,通過自主學習,協作學習來獲取信息和處理信息的能力

3. 情感、態度與價值觀：讓學生更多的了解中國的節日、西方的節日，從而了解世界上其他各個國家的節日。

(三)教學重難點(Teaching Importance and Teaching Difficulty)

教學重點：

1)訓練學生的閱讀技巧(包括速讀、略讀、查讀等);

2)理解有關狂歡節的描述、起源和歷史沿革。

教學難點：用自己的語言總結課文的大意。

三. 說教法(Teaching Methods)

新課標倡導的任務型教學，點撥啟發式的教學，藉助多媒體展開教學活動。本節課我本著「教師主導，學生主體，師生互動」的原則，分別設計了問答題、討論題，和口頭表述的任務。讓學生在我的引導下，積極去討論，去發現，去歸納文章的內容和發掘內涵。從而實現對文章的整體理解，改變過去只注重語言點，而忽略文章內容的傳統教法。

四.說學法(Learning Methods)

外語作為工具學科，它的特點就是要聽、說、讀、寫並舉。所以，在學習方法上，我注意引導他們，積極參加討論，敢於動口，同時，掌握一些基本的閱讀技巧，培養學生善於運用所學知識來分析和解決問題的能力;通過小組形式完成多種活動，培養探究和合作意識與能力。

五.教學輔助手段：計算機和自製多媒體課件

六.說教學過程(Teaching Proceres)

Step1 復習導入

教學程序：播放歌曲《恭喜發財》，然後問學生，what kind of festivals can you think of while listening to the song?然後引導學生說出更多關於春節的詞彙， 並在電腦上給出與慶祝春節場面有關的三個圖片，同時給出這樣的問題：think of these scenes,you can think of the spring festival. Then what can you think of seeing the ne__t pictures?接下來在電腦上給出風格各異的狂歡節面具的圖片。

設計意圖：復習上節課所學的內容，為本節課的學習做鋪墊。既復習了上節課涉及到的詞彙，又很自然地進入到今天主要談論的話題。圖片的展示能更直觀地讓學生獲取信息。准備工作能為整個項目的學習創造氣憤、激發興趣以及指出思維方向，更重要的是，它能訓練聯想、對比和歸納等認知策略。

Step2:明確目標

教學程序：在電腦屏幕上給出本節課的學習目標。

1. Master the features of Carnival.

2. Analyze and understand the reading material.

3. Guess the meaning of some new words in this passage.

設計意圖：給出學生明確的教學目標，使學生能夠了解本節課應該學些什麼，應該從哪個角度去學習。

Step3: 速讀(Skimming)

教學程序：找出每段的主題句

設計意圖：訓練學生快速閱讀能力, 使學生初步感知課文內容，為進一步的閱讀理解打下基礎。這初步的突破了本節課的一個重點。

Step4: 查讀(Scanning)

教學程序：閱讀課文的前三段，主要通過design -ask –answer的方法，用小組討論的形式，同時在電腦屏幕上給出討論的關鍵詞彙，when, where, what, how。

設計意圖：訓練學生的查讀能力, 小組討論的活動方式能夠提高學生的合作意識，在討論中共享信息，相互學習。給出關鍵詞彙，學生很容易知道在這部分介紹了節日最基本的信息，when to celebrate, where to origin from, what to do

Step 5 細節理解

教學程序：分別閱讀課文四五六段，引導學生對狂歡節進行更進一步的理解。閱讀第四段，通過18century三個時間段找出對於戴面具的法律，從men 到 people再到complete ban，戴面具逐漸的被完全禁止，成了一種回憶的;然後給出問題who revived Carnival? When was it revived? 學生從第五段很容易就能找出問題的答案。然後進一步的給學生設置問題。同時在電腦屏幕上給出關鍵詞，time, people, hotel, streets, the main languages, the key. 讓學生通過聽的形式來了解今天的威尼斯怎麼慶祝狂歡節的。

設計意圖：通過層層深入，環環相扣的問題加深了學生對文章細節信息的理解。同時這一活動培養學生的合作精神和總結能力。同時使課文內容化繁為簡，思路清晰，使學生進一步的了解狂歡節的歷史沿革。在此初步的突破了本文的一個難點。

高二英語說課稿篇4

一、教材分析

Making friends《交朋友》一文是高二年級的教材中第二單元的第二課。該單元教學要求有三個方面：一是從課文中學會如何對待朋友如何同朋友交往，二是了解友誼在人生中的重要意義，三是通過友誼這一主題使學生體會到語言文字的魅力。

因此，在對Making Friends的教學過程中應該著力於引導學生概括出文章的要點，提取精要。應該好好地讓學生品讀、欣賞，從中體會思想感情。這也正好體現了新大綱中要求的「要致力於學生素養和整體能力的提高，重視積累、感悟和熏陶，重視語言運用能力。

二、學情分析

高二年級8班的學生在成績上處於年級中等偏下的位置，由於先期積累不夠，對英語學習缺乏信心。本課的主題是容易引起學生興趣的主題，文章難度不高，希望通過對課文內容和語言的學習，使學生對於英語學習產生更多的興趣和信心。並且由於班級中英語學習能力兩極分化，採取面向全體，因材施教的教學手段，力求讓每個同學都真正融入到課堂學習中來。

三、教學目標

根據新大綱要求，結合本文特點和學生實際，設置如下教學目標：

1、知識目標：了解為人處世交友之道。

2、能力目標：

①通過課文的語言學習，掌握知識要點。

②體味學習本文語言特色，培養思維能力和語言表達能力。

3、情感目標

①領會課文所表達的對於友誼的理解和交友的方法，學會更好地同他人相處。

②在英語學習的過程中，理解教材中所包含的情感、態度和價值觀。

四、教學方法與教學手段

新課標大力提倡教師是課堂的主導，而學生是課堂的主體。在授課中，引導學生看、讀、議，調動他們的多種感官，主動參與學習。同時，以課內知識為觸發點，從課內延伸到課外，力求學以致用，豐富學生的知識和生活的積累。具體採用以下教學方法：

1、跳讀法：文章篇幅比較長，但是比較淺白，可以用來訓練學生閱讀的速度，同時找不熟知的生詞和短語。語言學家David Wilkins指出，沒有語法幾乎不能交流思想，沒有詞彙根本不能交流思量，所以在對一篇文章進行理解之前，疏通生詞難詞是比不可少的一個步驟。

2、朗讀法：語言要通過反復誦讀才能品出其中的韻味，讓學生讀出自己喜歡的句子，加深印象和理解。將書面語言有聲化是最基本的閱讀技能。朗讀過程中學生入於眼、出於口、聞於耳、專於心，能直接感知和體味文章內容；更能加速對文章的理解。

3、討論法：組織學生討論，鼓勵學生發表對於事情的觀點和看法。討論不僅培養學生的自主能力，同時也鍛煉了學生的口頭表達能力。

4、互動法：現代教育理論認為學習是學習者在其他學習夥伴的幫助下完成的主動意義建構。教師要確立以合作討論學習為主要形式的課堂教學組織策略。如何讓每個學生都有不同的嘗試體驗，參與課堂教學，小組合作是有效的組織形式。

5、運用多媒體教學手段：以直觀的欣賞或聆聽，激發學生學習興趣。

課時安排：1課時

五、教學過程

（一）布置課前預習：思考為人處世的交友之道

（二）導入：

1、同桌間討論：說說為什麼我會視某某為我的`好朋友。The reason why I regard …as my best friend is …。學生以自身感受會作出各種各樣或長或短的回答。

2、播放美文朗讀Forever Friends，提問：「對於文章中哪句話印象最為深刻？」

①播放配樂朗讀Forever Friends。聽之前引導學生關注自己印象最深的一句句子。

②請學生反饋感受。各抒己見。

③總結：好朋友之於我們的人生是如此重要，我們又如何能夠交到這樣的好朋友。從而引出課文學習。

（三）明確教學目標。承上啟下，讓學生了解本堂課所要達成的目標。一是從課文中學會如何對待朋友如何同朋友交往，二是了解友誼在人生中的重要意義，三是通過友誼這一主題使學生體會到語言文字的魅力。

（四）研讀學習課文的具體流程

1、解決預習時所產生的問題，梳理單詞短語。

△將生詞gorgeous；genuinely；respond；approachable；spotlight；compliment；brag about；go for；care about；feel at ease；catch up with；zero in on；get a word in edgewise；focus on；light up；tear down通過快速應答的練習，解決預習中所產生的問題。

△通過句子填空練習，加深學生對於這些生詞的掌握。

2、提問預習問題，指導學生用跳讀方法，抓關鍵詞句，培養學生概括歸納的能力。

1）What was it about Jamie that made everyone notice her？提醒學生強調句的特殊疑問句

2）Going along with this big secret of making friends are a few additional strategies.提醒學生注意此句是一個倒裝句

3） It only takes a minute to give someone a compliment or to notice what gifts a person has.提醒學生注意句型：it takes / took + time +（for sb。）to do sth。

3、結合課本上的圖表填空練習，讓學生理解體會全文內容大意。以跳讀法的運用鍛煉學生在語段中找出主題句、關鍵詞的能力。

4、建立在理解課文的基礎上，完成對課文內容的概括。《新課標》中指出，不能將詞彙教學同課文閱讀割裂開來。課文大意的概括是建立在了解文章通篇大意的基礎上的填空練習，從而加強了學生對於所學的單詞短語的記憶。

5、以小組合作的形式完成諺語搭配的任務，並朗讀。以經典的諺語使學生對於所學內容有所提升。

（五）對整堂課進行總結並且對學生的表現進行點評。

高二英語說課稿篇5

一、教材分析

Making friends《__》一文是高二年級的教材中第二單元的第二課。該單元教學要求有三個方面：一是從課文中學會如何對待朋友如何同朋友交往，二是了解友誼在人生中的重要意義，三是通過友誼這一主題使學生體會到語言文字的魅力。

因此，在對Making Friends的教學過程中應該著力於引導學生概括出文章的要點，提取精要。應該好好地讓學生品讀、欣賞，從中體會思想感情。這也正好體現了新大綱中要求的「要致力於學生素養和整體能力的提高，重視積累、感悟和熏陶，重視語言運用能力。

二、學情分析

高二年級8班的學生在成績上處於年級中等偏下的位置，由於先期積累不夠，對英語學習缺乏信心。本課的主題是容易引起學生興趣的主題，文章難度不高，希望通過對課文內容和語言的學習，使學生對於英語學習產生更多的興趣和信心。並且由於班級中英語學習能力兩極分化，採取面向全體，因材施教的教學手段，力求讓每個同學都真正融入到課堂學習中來。

三、教學目標

根據新大綱要求，結合本文特點和學生實際，設置如下教學目標：

1、知識目標：了解為人處世交友之道。

2、能力目標：

①通過課文的語言學習，掌握知識要點。

②體味學習本文語言特色，培養思維能力和語言表達能力。

3、情感目標

①領會課文所表達的對於友誼的理解和交友的方法，學會更好地同他人相處。

②在英語學習的過程中，理解教材中所包含的情感、態度和價值觀。

四、教學方法與教學手段

新課標大力提倡教師是課堂的主導，而學生是課堂的主體。在授課中，引導學生看、讀、議，調動他們的多種感官，主動參與學習。同時，以課內知識為觸發點，從課內延伸到課外，力求學以致用，豐富學生的知識和生活的積累。具體採用以下教學方法：

1、跳讀法：文章篇幅比較長，但是比較淺白，可以用來訓練學生閱讀的速度，同時找不熟知的生詞和短語。語言學家David Wilkins指出，沒有語法幾乎不能交流思想，沒有詞彙根本不能交流思量，所以在對一篇文章進行理解之前，疏通生詞難詞是比不可少的一個步驟。

2、朗讀法：語言要通過反復誦讀才能品出其中的韻味，讓學生讀出自己喜歡的句子，加深印象和理解。將書面語言有聲化是最基本的閱讀技能。朗讀過程中學生入於眼、出於口、聞於耳、專於心，能直接感知和體味文章內容；更能加速對文章的理解。

3、討論法：組織學生討論，鼓勵學生發表對於事情的觀點和看法。討論不僅培養學生的自主能力，同時也鍛煉了學生的口頭表達能力。

4、互動法：現代教育理論認為學習是學習者在其他學習夥伴的幫助下完成的主動意義建構。教師要確立以合作討論學習為主要形式的課堂教學組織策略。如何讓每個學生都有不同的嘗試體驗，參與課堂教學，小組合作是有效的組織形式。

5、運用多媒體教學手段：以直觀的欣賞或聆聽，激發學生學習興趣。

Ⅷ 高中英語說課稿範文

英文說課稿範文
一、Introction（導言）

英語說課是英語教學中的重要一環，也是衡量一位英語教師對教材的把握、分析及教師本人對上課進程的宏觀控制能力的有力手段，能從理論上指導教師貫徹教學大綱，真正做到教液磨與學相結合，將教材、大綱、教師、學生、課堂融為有機整體，對不斷提高教師教學能力和教研能力，有著突出的作用。

二、說課的基本原則

1. 遵循教學大綱要求，明確說課內容。把握說課與上課的區別與聯系，正確理解教材、教案說課、上吵正課之間的層進關系，走出說課即是「說教案」的誤區。

2. 以教師為主導，學生為主體，體現先進的教學理念。

3. 詳略得當，重點突出，體現說課的完整性。

4. 與教案相結合，體現其可操作性。

三、說課的基本程序

1. 說教材：科學分析教材，明確重點難點、教學目標和要求以及教材在單元中的地位和作用。

2. 說學生：談談學生的知識與能力結構，明確說課內容的難易程度。

3. 說教法：談談本節課要實施的教學手段、方法以及教具的使用。

4. 說學法：談談學習方法的運用以及將要實現的目標。

5. 說教學程序：說為什麼要設計該程序？目的、意圖何在？結果如何？

6. 說板書設計：談談板書設計的根據和理由，力求體現說板書設計的程序性、概括性和藝術性。

四、注重說課信息和反饋與總結

說課的對象可以是專家、同行甚至是學生。向說課對象徵詢意見、獲取信息，力求不斷改進和提高。

五、附SB 2B U16 Lesson 63說課稿

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 ecation. 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 /升埋悔 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 ecation 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 indivial work method

Teaching aids:

1. a projector

2. a tape recorder

3. multimedia

4. the blackboard

Part 3. Teaching steps / proceres

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. 3.5% 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 indivially, 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 introcing 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 ecation. 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 inctive, instructive and artistic.

Ⅸ 高一年級英語說課稿範例

【 #高一# 導語】生命，需要我們去努力。年輕時，我們要努力鍛煉自己的能力，掌握知識、掌握技能、掌握必要的社會經驗。機會，需要我們去尋找。讓我們鼓起勇氣，運用智慧，把握我們生命的每一分鍾，創造出一個更加精彩的人生。 考 網高一頻道為你整理了《高一年級英語說課稿範例》，希望可以幫到你！

1.高一年級英語說課稿範例

一、教學內容分析

(一) 知識背景及新課程、新教材

本單元圍繞「job」(工作) 這一主題開展聽、說、讀、寫多種教學活動。「工作」是一個非常貼近生活、具有時代性、可挖掘性的教學主題。

本單元所選的語言素材涉及許多種不同的工作，通過本課的學習，讓學生認識到各種工作的重要性，認識到什麼樣的工作才是真正有意義的，是值得做的。今天的學習幫助學生樹立正確的人生觀、價值觀。同時本單元的教學對教師本身的文化修養、等方面有非常高的要求，體現了師生共同不斷更新知識結構以適應現代社會發展對英語課程的'要求的「與時俱進」的理念和思想。

(二)教學重點難點

1.學習與工作相關的詞彙。

2.圍繞「工作」展開討論。

3.閱讀有關一個志願者的文章，對課文有正確的理解。

就文章中的主人公展開討論「什麼樣的工作是值得的、有意義的」。

二、教學目標

(一)知識技能

1.學習、掌握一些有關工作的詞彙正握畢：

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

掌握其他一些課文中涉及的詞彙：

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

3. 學習掌握下列結構句式：

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

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

I like to be …, because …

4. 提高學生語言聽、說、讀、寫綜合語言運用能力。

(二)情感態度

1.從故事皮陸中的這位主人公，我們可以懂得什麼樣的工作才是有意義的，做什麼樣的工作才是值得的，同學們一定要樹立正確的人生觀和價值觀，正確的看待金錢。

2.通過開展小組活動，指導學生積極與人合作，相互學習，相互幫助，培養其團隊精神。

(三)學習策略

1.認知策略

在學習中藉助圖畫、圖表非語言信息進行理解或表舉芹達。

2.交際策略

充分利用課堂內外的討論來提高用英語交際的能力，在其過程中能藉助手勢、表情等非語言手段提高交際效果，能克服語言障礙，維持交際。

三、教學步驟

(一) Warming up

這部分的重點是引出本單元的話題---工作，了解學生對不同工作的態度，同時訓練學生說的能力。

活動步驟：

1.師生互動：教師展示圖片，提問題：

What are the people doing in the photos?

2.小組活動：要求學生進行小組合作，每小組選一幅畫面進行討論，學生可以發揮自己的想像力，給出各種不同的觀點。

3.班級活動：向班級其它同學描述本小組所選圖片，其他同學可給出不同意見。

(二)Reading

本篇閱讀材料是給大家介紹了一位義務指揮交通的志願者。通過今天的學習，旨在讓學生懂得什麼樣的工作才是有意義的，做什麼樣的工作才是值得的，同學們一定要樹立正確的人生觀和價值觀，正確的看待金錢。

活動形式：

1.個人活動

教師展示圖片，學生對圖片進行預測，根據圖片猜想：

Do you think what the man is doing?

2.小組活動

快速閱讀課文核對與自己猜想是否相符。接著討論以下的問題：

1) Why did the man direct the traffic there?

2) Could he get paid from the job?

3) What made him do the job?

3.個人活動

獨立完成Activity4 和Activity5。

4.小組活動：把學生分成不同的小組，討論下面的問題：

Do you think his job is worth doing? Why?

(三)Summary

這一節我們主要學習了一些有關「job」的一些詞彙，大家一起討論了什麼樣的工作是重要的，什麼樣的工作才是值得做的、是有意義的。希望大家通過今天的學習，能夠樹立正確的人生觀和價值觀，正確看待金錢。

(四)Homework

1.復習今天課上所講的內容，課下大家還可以針對該話題繼續展開討論。

2.以「什麼工作是有意義的」為主題，寫一篇作文。

3.預習下一個模塊「Grammar」。

2.高一年級英語說課稿範例

一、教材分析：

課文主要介紹了迪斯尼以及他所創造的有名卡通人物米老鼠。文章文字運用正確，語言流暢、優雅，有利於提高學生的口筆頭表達能力。

二、教學目標

a 知識目標：把握下列單詞及短語：

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

b 能力目標：提高學生各方面的能力，加強學生語感方面練習，使學生能靈活運用所學英語進行口語表達。

c 德育目標：教育學生學習迪斯尼鍥而不舍的精神，使學生具有良好的心理素質，形成好的學習習慣。

d 重點、難點

重點：全面透徹理解整篇文章;學會新的語言表達方式。

難點：運用所學語言表達方式根據所提供素材進行口頭作文練習。

三、說教法

首先， 以課文為中心，以情景引路，以理解和運用為目的。力求做到情景，意含其間，以情激聽，以景促解。使學生形成一種渴求把握知識的內在需要和強大動力。從而使學生加深對語言材料的理解，輕松獲得外語語感和增強記憶力。

其次，採取導學法、點撥法，始終實行啟發誘導。採取教師為主導，學生為主體，練習為主線的基本方法。旨在充分調動學生的主動性和創造性，培養自學能力。

四、說學法

愛因斯坦說過，愛好是的老師。在利用現代化的教學手段，創造出令學生感愛好的情景後，抓住學生求新、好奇的心理特點，教師適當引導，使學生積極主動的去學習新知識，限度的調動學生參與到整個教學活動中。從而提高學生分析問題、解決問題、語言運用諸方面能力的發展。

其次，學習知識的途徑是由自己去發現。老師的責任是指導學生如何去發現。教是為了不教，激發學生樂學和會學，提高創新能力。

五、教學程序

1、用動畫片頭導入。 目的是運用小電影式的開場，激發學生濃厚的愛好，為學習課文做預備。

2、背景介紹。 畫面出現三張迪斯尼青年、中年和老年的照片配英語旁白。引導學生猜出照片上的人物迪斯尼，然後讓學生談談他們所了解的迪斯尼。

3、展示數張迪斯尼電影中的畫面，製造懸念，讓學生猜電影名。使學生在唯美的享受中，興致勃勃，情趣盎然地急於了解迪斯尼，從而對課文產生強烈的求知慾。

4、快速閱讀，根據課文填寫迪斯尼概況。目的是獲取有關課文的信息，初步了解課文概況。

5、放映有關課文內容的卡通片、圖片、音樂及英語配音。 目的是激發學生愛好。使學生在享受畫面的同時鍛煉聽力。使學生在脫離漢語干擾的情況下，直接用英語去理解畫面。使學生真正用英語思維去理解課文。

6、作正誤判定題。目的是加深學生對課文的理解。

7、講解語言點(包括情景演示)。 目的是使學生把握重點片語及其用法。

8、課堂練習。在屏幕上打出五個單選題。目的是及時鞏固所學知識。

9、根據畫面及文字提示，用英語講故事。為學生提供兩套有文字提示的畫面《白雪公主》 和 《灰姑娘》。學生可根據自己的愛好選擇一個。目的是練習學生口頭作文和口語表達能力。

10、鞏固練習。動詞填空。目的是及時反饋，鞏固。

11、布置作業，根據上述鞏固練習，讓學生復述課文。

3.高一年級英語說課稿範例

STEP1 導入 lead-in

在課堂開始，我會給學生播放一段有馮小剛導演拍的電影《唐山大地震》的片段節選，讓學生能通過電影能理解和體會到自然災害給人類帶來的巨大災難。讓後直接導入今天的課題。這個能激發學生去了解這篇文章的興趣，積極加入課堂。 Step2 pre-reading 讀前

在這個環節我會在學生在讀這篇文章之前給出幾個問題。但是並不要求學生馬上給出答案。而是要求在下一環節的閱讀中找出答案。

Step3 while reading

在這個環節當中我設計了3個活動

第一個活動 activity1 fast reading

給學生幾分鍾的時間，讓後讓學生快速閱讀這篇文章，並找出在讀前所給題的答

案，在讀完文章之後，讓幾個同學來進行回答。

第二個活動 activity2 scanning

放錄音，讓學生跟隨錄音快速閱讀，並要求學生找出每一段落的中心句，並在讀完之後，要求得出這篇文章的整體大意。並讓學生起來進行回答

第三個答案：acrtivity3 task 在這一環節當中我會設計一個任務。任務類型為知識的搶答。

首先我會將整個班級分為若干個小組，每組有七到八個人。並選出小組長。這一環節中我設計了十個對錯題，(true or false),要求學生以小組的形式進行搶答。並作出得分記錄，最後還要評選出第一名。在搶答過程當中，我並不只單單是以游戲的形式來完成這一任務，只是簡單的完成對錯題，我會要求每組在搶答的過程當中，要對他們所選的答案進行解釋說明為什麼。讓學生在這個過程當中真正玩有所得。

Step 4 post-reading

這一環節我會把我們所讀的這篇文章設計成一篇閱讀題的模式，設計五道選擇題，用幻燈片展示出來，並讓學生進行選擇。題目的設計會以文章的主旨大意和一些細節作為試題。這讓學生能在這一環節當中對剛剛已經學習知識進行鞏固。

Step5 summary

在這一環節中我會整堂課做一個簡短的總結，並再一次強調本次課的重難點。讓學生明確本課的重點，再一次明確課堂目標。和引導學生對這篇文章的情感態度進行升華。

Step6 homework

作業1、要求學生背誦本次課的重點詞彙和短語

2、要求完成相應聯系。

3、要求學生課後通過各種途徑查到關於地震的常識，並去了解一些 逃生的小常識，下節課來全班同學一起分享。

4.高一年級英語說課稿範例

一、教學內容分析

大家好！今天我說課的內容是全日制普通高級中學教科書（必修）高一英語第一冊上unit12 Art and Literature的reading部分。本單元是高一學生在掌握了本學期語言知識後的一個沉澱，主要講的是文化與藝術，在擴展學生知識，提高學生的自身修養，具有重要作用。而我所要講的閱讀harry potter小說（電影）是藝術的一種重要形式，在社會上很受歡迎。通過對這篇文章的理解，能培養學生對文化和藝術的興趣。

二、教學目標

根據大綱的要求，我將教學目標制定如下：

1、認知目標

通過閱讀材料使學生了解到英國作家羅琳的系列小說《Harry Potter》的內容，同時學習in trouble, come across, fight against, succeed, share, believe in等短語和單詞。

2、情感目標

通過對主人公harry potter的生活，學習，性格和信念的了解，啟發學生如何面對困難，堅定信念從而最終克服困難。

3、技能目標

培養和提高學生的閱讀能力，使其熟練地掌握運用略讀與精讀的技能，有效地提取信息。

以上為本課時的教學目標。

三、教學重點與難點

1、教學重點是使學生更好的理解課文，並分析used to do, be used to do, be used to doing 等短語。

2、教學難點是正確理解Where someone is born and what a person looks like is not as important as what he or she grows up to be.

四、教學方法

教學方法是以問答方式幫助學生瀏覽整篇文章。以略讀，詳讀的方法了解文章的主旨和細節。

五、教學手段

教學工具主要以ppt、圖片和教科書為主。

六、教學程序

Step1、導入

首先向學生展示一張關於harry potter 的電影海報，再結合pre-reading的問題，導入新課，激發學生的興趣。

Step2、略讀

讓學生首先略讀課文找出每段的主旨句，並回答一個問題。讓學生從整體上把握文章，使得學生了解了文章的體裁，把握了文章的結構和段落大意。培養學生快速閱讀的能力，讓他們在有限的時間內讀文章，作習題，提高了學習效率。在閱讀過程中引導學生關注每個段落的開頭和結尾部分。

Step3、細讀

學生詳讀課文，捕捉細節，並結合post-reading的問題回答一些細節問題，獲取更多的信息，培養學生利用關鍵詞發現細節問題的能力。

Step4、語法講解

讓學生明白課文後，劃出他們不明白的詞，短語，句子。把重點的詞句在大屏幕上展示，並講解，同時寫在黑板上，重點分析以下句子：Where someone is born and what a person looks like is not as important as what he or she grows up to be .

以此培養學生自主的發現問題，並主動解決問題的能力。充分調動學生學習的積極性，提高學習效率。

Step5、鞏固練習

完成書本上的true or false 練習，以及對harry potter的啟示，檢查學生對文章的掌握。

step6、作業

為了擴展學生對Harry potter 這一內容的理解，可以建議有條件的學生觀看Harry potter 的電影。並寫一篇影評。

七、板書設計

黑板正上方寫題目harry potter,左邊寫課文的主要結構，中間寫一些相關信息，右邊寫語法知識點。

以上為我的說課全部內容，謝謝大家！

5.高一年級英語說課稿範例

一、教材內容分析

本單元的中心話題是西方繪畫藝術的歷史、中西方各種藝術形勢與風格，各時代的畫家以及他們的作品。挺熟讀寫等語言知識和語言技能主要圍繞「繪畫藝術」這一主題設計的。本節課引導學生討論這些問題，目的在於讓他們了解繪畫藝術及其各個歷史發展時期的不同風格，培養他們對藝術的興趣。

二、學生分析

本堂課所教學生為高二理科班的.學生，認真踏實是他們在課堂學習實踐活動中的特點。部分學生經過初中和高一階段對英語這門語言的學習和掌握，已經為高二階段的英語學習打下了基礎。表現為：大部分學生能夠做到課前預習，課堂上能伴隨課程的思路，較積極主動的參與課堂活動，如小組討論，問答練習等;但是仍有少部分學生由於種種原因造成了英語基礎薄弱，上課不夠積極主動，學習任務完成不充分等問題。對此，在課堂活動中要進行有針對性的幫助。如進行分組討論時，可讓他們與學習基礎好的同學一組且要給予更多的鼓勵，使他們盡早能提高對學習英語的興趣。

三、教法分析

學生學習本文時，我設計了一些任務，通過感知，體驗，參與合作等方式，使學生的主動地位得到充分體現。如：要求學生閱讀文章，回答問題，填寫表格等，這一單元以繪畫為主題，利用多媒體展示影片相關圖片，幫助學生用自己的話概括主要內容，提高課堂教學效率，增強學生學習興趣。

四、教學程序

Step ⅠLead-in

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

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

A B

a. realistic 1. accurate, minute

b. abstract 2. state or fact of existing

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

e. religious 5. classical, of old beliefs

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

Key: a-4, b-3, c-2, d-1, e-6, f-5

(通過對文章重點詞彙的聯系讓學生閱讀文章是更容易並且加深對這些重點詞彙的理解) Step Ⅲ Pre-reading

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

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

(通過展示不同時期的西方藝術作品讓學生了解到西方近代繪畫藝術的發展)

Step Ⅳ Reading

Task 1 Scanning

Show some questions on the screen.

1. What were the artists interested in from 5th to 15th century AD?

2. How did Masaccio paint his paintings?

3. Why did the impressionists have to paint quickly?

(通過讓學生快速閱讀回答問題提高學生閱讀能力)

Task 2 Skimming

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

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

(通過再次閱讀讓學生把握文章的細節，更深層了解文章內容)

Step Ⅴ Comprehending

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

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

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

3. Impressionists painted landscapes. T

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

5. In the Renaissance most artists painted indoors. T

(最後讓學生通過對以上句子的正誤判斷對文章更准確的把握)

五、說板書設計

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

The Renaissance,from 15th to 16 century……

Impressionism,late 19th to early 20 century……

Modern Art,from 20th to today……

六、課後反思

課堂學生參與性不高，應注意問題設計的層次，照顧到不同學習程度的學生，盡量做到讓更多學生參與到課堂活動中。