高中的英語課文應該怎麼樣講
㈠ 教師招聘高中英語試講。要求備課30分鍾，講10分鍾。直接講課文，還是先講語言點
一般是整體理解課文，語言點如果在影響理解的時候才點一下。我這里有個教案，你可以參考一下，注意教學步驟。你實際上要把自己的講課思路說清楚即可。希望能幫到你~
這是一篇介紹「英國和美國的日報」的文章，通過閱讀該文章，可以增加學生對西方國家新聞業的了解，拓寬學生的知識面和相關詞彙量，為後面的Task做好准備。
Purpose：To enable Ss to know some daily newspapers in Britain and the United States．
1．Leading-in
Ask some questions to arouse Ss』interest to know foreign newspapers．．
Q1．How many foreign newspapers do you know? What are they?
Q2．Have you ever read them before? If so，what is your feeling about that?
Q3．Do you have some foreign newspapers or magazines?
2．Pair work
Ask Ss to read the passage and try to complete the following chart：
Types of the press Characteristics Examples ．
3．Indivial work
Ask Ss to read the passage again and decide whether the following statements are true(T)or false(F)．
(1)The quality press is more serious．( )
(2)You can know about famous pop stars in a popular newspaper．( )
(3)You can find large headlines and a lot of big photographs in The Times．( )
(4)The Sun is the most successful quality newspaper in Britain．( )
(5)ne New York Times is proced in New York．( )
4．Group work
Let Ss say which kind of newspaper they like best and say why．Show some expressions to help them if necessary.
For your reference：
(1)I think／believe．．．／In my opinion，…
(2)I like／love／enjoy．．．
(3)It』S funny，useful，interesting…
(4)It has got good articles／photographs．
(5)It is full of information about my favourite pop star／sports／computer games．
Step 3．Function and Everyday English
Function and Everyday English部分列舉了表示「相信與不相信」及一些日常用語的句子，使學生在一定的語境下理解、學習和掌握語言，並鼓勵學生大膽表達自己的喜好。
(Purpose：To enable Ss to know how to express the belief and disbelief．)
1．Indivial work
Ask Ss to read the conversation on P48 and underline the sentences showing belief and disbelief．
Expressing belief Expressing disbelief
(1)There』S some interesting evidence．
(2)Yes，it』S quite possible．
(3)You never know．Stranger things have happened．
(1)You don』t believe in…，do you?
(2)I can』t believe you said that!
(3)I don』t believe a word of it! It』s a crazy idea!
(4)You must be joking!
(5)It simply isn』t possible．
(6)You can』t be serious!
2．Pair work :Do activity2 on page48:
Complete the conversation with expressions of belief or disbelief just learnt．
3．Group work
Ask Ss to think of a topic by themselves，and use the expressions of belief or disbelief to make a dialogue with their partners．
For your reference：
(1)A：A famous actor stole money from a beggar? You can』t be serious!
B：Well，I read it from the newspaper．
(2)A：It is said that some UFOs were flying over Shaoguan area last night．
B：Oh．come on．I can』t believe what you said．
A：But it』s possible．
Step 4．Homework
1．Ask Ss to review the words they have learnt in this period．
2．Preview Vocabulary and Reading in this mole．
㈡ 高中英語課文的精講精練中到底講什麼、練什麼。
如何評價教學案例不是在教學活動中所有的事件或問題都能成為教學研究的案例的，這些只是成為教學研究的基本素材，能夠成為研究課題的案例一定是教學過程中對教學雙方具有困惑性，蘊涵著一定值得探討的問題，能引發人們思考的事件或問題。案例研究就是解決具體的問題。解決問題可以分為兩種，一種是使得問題得以解決達到事先研究的目的；一種是問題得不到解決，這也從另一方面給後來的研究帶來啟示。對於教學案例研究的評價不僅僅停留在對具體事件的解決上，問題解決是必須的結果。對於案例的評價首先應該注重事件背後的事件，表面問題之下的問題。如：事件雙方的心理分析等。沒有這一點，案例只能是偶然所得，不是真正的研究。好的案例應該有其自身的應用價值及現實意義，能被其他教學活動所借鑒，案例研究成果才具有研究意義。如果案例研究只停留在具體問題解決的層面，只能說教師的經驗知識得到進一步的提升，這還談不上教師得到專業成長。任何案例與教育理論都有著一定的聯系，教師不光能知其然還應該知其所以然。案例的研究過程就是教師學習教育理論的過程，在研究過程中最終教師要將實踐中的案例與教育教學理論相結合才能真正體現研究的價值。案例研究本身不是目的，如果教師能在教學過程中堅持案例教學研究，教學研究不只是使得問題得到解決，盡管不一定得到如預期般的那樣結果。但一定會帶來教學質量的提高，使得教師的教育教學活動更為有效。
五、教學案例與教師專業發展案例研究實際上是一種校本教學研究活，也可以說是一種基於校本的行動研究。校本教研倡導的是解決學校真實教學問題的研究活動，強調學校教師的參與，而案例研究不光能為教師所接受，更使得教師將工作、研究和理論學習融為一體，能直接地將教學經驗上升到理論層次，真正使得教師的教育教學行為在行動中得到變化。雷飛平通過《背影》案例的研究得到這樣的結論：語文教材決不只是字詞的排列組合，它的字里行間滲透著豐富的情感。我們在備課時也都制訂了知識、能力、情感的三維目標，但是在我們的教學真的把這些目標都落實了嗎？尤其是情感目標，學生真的就能理解到文章中的情感嗎？真的就能體會到生活中也有類似的情感嗎？如果他們不能體會，老師該做些什麼呢？有時我們教給學生的不是知識，但卻是一種體會情感的方法和眼光，一種觀察生活、思考生活的能力。《背影》的教學在不經意中就遵循了這個理念，收到了良好的效果。上善若水，厚德載物。語 文老師不僅要做知識的傳授者，而且還應該是人類文明的傳承者。十年樹木，百年樹人。作為語文老師，在教知識的同時，我也開始思考應該教會學生怎樣做人，怎樣在課堂中做到理性與人性的完美結合，知識、價值、情感的高度統一。這將是我在今後的教學中將繼續思考的問題，也是我將努力的方向。
㈢ 高中英語應該怎麼學啊！我今年高二了，我們英語老師上課什麼都不講包括語法句型啊，只讓瀏覽課文！
你是哪裡的學生？
水平高、負責的家教是有用的。
㈣ 高中英語先教單詞還是課文
當然是抄前者好了！
都高中生了，應該已經有自己的一套學習方法了，單詞算是最基本的了，還用得找上課在領著大家讀、挨著講解用法嗎？
是應該先講課文，了解課文的意思，這個環節過後，學生應該能達到可以復述課文就最好了。
然後就可以文章中涉及到重點語法的詞彙用法的句子，把這些知識點都串起來一篇文章就可以掌握的很好了！！
我的一點經驗！
㈤ 如何講解高中英語閱讀課文
《全日制普通高中英語新課程標准（實驗稿）》中明確指出：「高中英語課程應根據高中學生的特點和學習發展的需要，在進一步發展學生基本語言運用能力的同時，著重提高學生用英語獲取信息、運用信息、處理信息、分析和解決問題的能力；逐步培養學生用英語進行思維和表達能力；為學生進一步學習和發展創造必要的條件。」從新的課程標准不難看出，高中英語閱讀課教學是每單元教學的核心部分，是語言教學和寫作教學的基礎。（剩餘2342字）
㈥ 如果講一篇英語（高中）課文，就講其中的一段，最好的步驟是什麼
第一先讓同學們通讀這一段，再請同學概括本段的內容，然後老師總結
第二讓版同學們找出本權段重點短語單詞。老師加以講解
第三老師要將本段較難的句子加以分析，例如句子結構，意思。這樣促進同學理解
大致就這么幾步，最重要的是要和同學互動，記住我們只是一個引導者，同學才是課堂的主人，要將時間留給同學們展示，做到以上幾點，你一定會講的很成功。
祝你成功
㈦ 我是新老師，請問高中英語選修六該如何講，需要講課文嗎，還是只講單詞就行。
看你學生的英語程度了，要是學生對自己要求比較高點的肯定是都要上的，光學幾個單詞沒什麼用的，關鍵是閱讀能力，像我們學校就是選修6、7、8 都上得還細的，9隻作泛讀用
㈧ 高中英語課文怎麼講
你主要選簡單的講，選你擅長的講，講課不在乎於講什麼多深刻，主要是要顯示出你的氣魄，行為舉止要大方！非常好的建議！
㈨ 高中英語課本中講文化差異的是哪一篇課文
你是指這個么？
人教版 必修4 Unit4
必修4 Unit 4
N: NO PROBLEM?
Yesterday, another student and I, representing our university's student association, went to the Capital International Airport to meet this year's international students. They were coming to study at Beijing University. We would take them first to their dormitories and then to the student canteen. After half an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously. I stood for a minute watching them and then went to greet them.
The first person to arrive was Tony Garcia from Colombia, closely followed by Julia Smith from Britain. After I met them and then introced them to each other, I was very surprised. Tony approached Julia, touched her shoulder and kissed her on the cheek! She stepped back appearing surprised and put up her hands, as if in defence. I guessed that there was probably a major misunderstanding. Then Akira Nagata from Japan came in smiling, together with George Cook from Canada. As they were introced, George reached his hand out to the Japanese student. Just at that moment, however, Akira bowed so his nose touched George's moving hand. They both apologized - another cultural mistake!
Ahmed Aziz, another international student, was from Jordan. When we met yesterday, he moved very close to me as I introced myself. I moved back a bit, but he came closer to ask a question and then shook my hand. When Darlene Coulon from France came dashing through the door, she recognized Tony Garcia's smiling face. They shook hands and then kissed each other twice on each cheek, since that is the French custom when alts meet people they know. Ahmed Aziz., on the contrary, simply nodded at the girls. Men from Middle Eastern and other Muslim countries will often stand quite close to other men to talk but will usually not touch women.
As I get to know more international friends, I learn more about this cultural "body language". Not all cultures greet each other the same way, nor are they comfortable in the same way with touching or distance between people. In the same way that people communicate with spoken language, they also express their feelings using unspoken "language" through physical distance, actions or posture. English people, for example, do not usually stand very close to others or touch strangers as soon as they meet. However, people from places like Spain, Italy or South American countries approach others closely and are more likely to touch them. Most people around the world now greet each other by shaking hands, but some cultures use other greetings as well, such as the Japanese, who prefer to bow.
These actions are not good or bad, but are simply ways in which cultures have developed. I have seen, however, that cultural customs for body language are very general - not all members of a culture behave in the same way. In general, though, studying international customs can certainly help avoid difficulties in today's world of cultural crossroads!
㈩ 如何講解高中英語閱讀課文
第一來.
我們已經把英語自閱讀當成了語文課閱讀，試問，我們的學生真正能向語文課一樣理解課文嗎？
第二.
盡量讓學生讀懂：1.
理解句子，2.
抄寫其中的長句難句；
3.
掌握一些詞的多義性；4.
後設置一些問題檢測理解程度。5.
讓學生朗讀，欣賞文章。
第三.
請不要過分的解讀其中的詞的用法；不要過分的講英語語法；不要過分地分析句子結構。