高中的英语课文应该怎么样讲

㈠ 教师招聘高中英语试讲。要求备课30分钟，讲10分钟。直接讲课文，还是先讲语言点

一般是整体理解课文，语言点如果在影响理解的时候才点一下。我这里有个教案，你可以参考一下，注意教学步骤。你实际上要把自己的讲课思路说清楚即可。希望能帮到你~
这是一篇介绍“英国和美国的日报”的文章，通过阅读该文章，可以增加学生对西方国家新闻业的了解，拓宽学生的知识面和相关词汇量，为后面的Task做好准备。
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部分列举了表示“相信与不相信”及一些日常用语的句子，使学生在一定的语境下理解、学习和掌握语言，并鼓励学生大胆表达自己的喜好。
(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 高中英语课文的精讲精练中到底讲什么、练什么。

如何评价教学案例不是在教学活动中所有的事件或问题都能成为教学研究的案例的，这些只是成为教学研究的基本素材，能够成为研究课题的案例一定是教学过程中对教学双方具有困惑性，蕴涵着一定值得探讨的问题，能引发人们思考的事件或问题。案例研究就是解决具体的问题。解决问题可以分为两种，一种是使得问题得以解决达到事先研究的目的；一种是问题得不到解决，这也从另一方面给后来的研究带来启示。对于教学案例研究的评价不仅仅停留在对具体事件的解决上，问题解决是必须的结果。对于案例的评价首先应该注重事件背后的事件，表面问题之下的问题。如：事件双方的心理分析等。没有这一点，案例只能是偶然所得，不是真正的研究。好的案例应该有其自身的应用价值及现实意义，能被其他教学活动所借鉴，案例研究成果才具有研究意义。如果案例研究只停留在具体问题解决的层面，只能说教师的经验知识得到进一步的提升，这还谈不上教师得到专业成长。任何案例与教育理论都有着一定的联系，教师不光能知其然还应该知其所以然。案例的研究过程就是教师学习教育理论的过程，在研究过程中最终教师要将实践中的案例与教育教学理论相结合才能真正体现研究的价值。案例研究本身不是目的，如果教师能在教学过程中坚持案例教学研究，教学研究不只是使得问题得到解决，尽管不一定得到如预期般的那样结果。但一定会带来教学质量的提高，使得教师的教育教学活动更为有效。
五、教学案例与教师专业发展案例研究实际上是一种校本教学研究活，也可以说是一种基于校本的行动研究。校本教研倡导的是解决学校真实教学问题的研究活动，强调学校教师的参与，而案例研究不光能为教师所接受，更使得教师将工作、研究和理论学习融为一体，能直接地将教学经验上升到理论层次，真正使得教师的教育教学行为在行动中得到变化。雷飞平通过《背影》案例的研究得到这样的结论：语文教材决不只是字词的排列组合，它的字里行间渗透着丰富的情感。我们在备课时也都制订了知识、能力、情感的三维目标，但是在我们的教学真的把这些目标都落实了吗？尤其是情感目标，学生真的就能理解到文章中的情感吗？真的就能体会到生活中也有类似的情感吗？如果他们不能体会，老师该做些什么呢？有时我们教给学生的不是知识，但却是一种体会情感的方法和眼光，一种观察生活、思考生活的能力。《背影》的教学在不经意中就遵循了这个理念，收到了良好的效果。上善若水，厚德载物。语 文老师不仅要做知识的传授者，而且还应该是人类文明的传承者。十年树木，百年树人。作为语文老师，在教知识的同时，我也开始思考应该教会学生怎样做人，怎样在课堂中做到理性与人性的完美结合，知识、价值、情感的高度统一。这将是我在今后的教学中将继续思考的问题，也是我将努力的方向。

㈢ 高中英语应该怎么学啊！我今年高二了，我们英语老师上课什么都不讲包括语法句型啊，只让浏览课文！

你是哪里的学生？
水平高、负责的家教是有用的。

㈣ 高中英语先教单词还是课文

当然是抄前者好了！
都高中生了，应该已经有自己的一套学习方法了，单词算是最基本的了，还用得找上课在领着大家读、挨着讲解用法吗？
是应该先讲课文，了解课文的意思，这个环节过后，学生应该能达到可以复述课文就最好了。
然后就可以文章中涉及到重点语法的词汇用法的句子，把这些知识点都串起来一篇文章就可以掌握的很好了！！
我的一点经验！

㈤ 如何讲解高中英语阅读课文

《全日制普通高中英语新课程标准（实验稿）》中明确指出：“高中英语课程应根据高中学生的特点和学习发展的需要，在进一步发展学生基本语言运用能力的同时，着重提高学生用英语获取信息、运用信息、处理信息、分析和解决问题的能力；逐步培养学生用英语进行思维和表达能力；为学生进一步学习和发展创造必要的条件。”从新的课程标准不难看出，高中英语阅读课教学是每单元教学的核心部分，是语言教学和写作教学的基础。（剩余2342字）

㈥ 如果讲一篇英语（高中）课文，就讲其中的一段，最好的步骤是什么

第一先让同学们通读这一段，再请同学概括本段的内容，然后老师总结
第二让版同学们找出本权段重点短语单词。老师加以讲解
第三老师要将本段较难的句子加以分析，例如句子结构，意思。这样促进同学理解
大致就这么几步，最重要的是要和同学互动，记住我们只是一个引导者，同学才是课堂的主人，要将时间留给同学们展示，做到以上几点，你一定会讲的很成功。
祝你成功

㈦ 我是新老师，请问高中英语选修六该如何讲，需要讲课文吗，还是只讲单词就行。

看你学生的英语程度了，要是学生对自己要求比较高点的肯定是都要上的，光学几个单词没什么用的，关键是阅读能力，像我们学校就是选修6、7、8 都上得还细的，9只作泛读用

㈧ 高中英语课文怎么讲

你主要选简单的讲，选你擅长的讲，讲课不在乎于讲什么多深刻，主要是要显示出你的气魄，行为举止要大方！非常好的建议！

㈨ 高中英语课本中讲文化差异的是哪一篇课文

你是指这个么？
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 如何讲解高中英语阅读课文

第一来.
我们已经把英语自阅读当成了语文课阅读，试问，我们的学生真正能向语文课一样理解课文吗？
第二.
尽量让学生读懂：1.
理解句子，2.
抄写其中的长句难句；
3.
掌握一些词的多义性；4.
后设置一些问题检测理解程度。5.
让学生朗读，欣赏文章。
第三.
请不要过分的解读其中的词的用法；不要过分的讲英语语法；不要过分地分析句子结构。