（實用）高中英語說課稿15篇
作為一名優秀的教育工作者，通常需要用到說課稿來輔助教學，借助說課稿可以更好地組織教學活動。怎么樣才能寫出優秀的說課稿呢？下面是小編幫大家整理的高中英語說課稿，僅供參考，歡迎大家閱讀。
高中英語說課稿1
Good morning, My judge teachers.I feel so honored to have the opportunity to share my teaching ideas with all of you after two-year preparation.So I particularly cherish this opportunity and hope all of you would enjoy my following talk.Ok, my topic today is “Body Language” taken from Unit 4, Book 4, and my presentation consists of 5 Parts: Analysis of teaching material and student, teaching method and learning method, teaching procedure，blackboard design, teaching reflection.
Now, let’s begin with Analysis of teaching material and student. The analysis of teaching material includes the following four aspects.Aspect 1: Status and function of this paage:
The paage mainly talks about body languages in different countries.The reading part is the center of the paage.Through reading this paage, the students can learn many new words and expreions, improve their reading skills and know more information about different body languages.Aspect 2: Teaching aims and demands.The overall aim of the English New Curriculum is to develop students’ comprehensive language abilities, such abilities are grounded in the development of language skill, language knowledge affects, cultural awarene and learning strategies.So based on this theory, I choose the three-dimensional teaching targets as my aims.
The knowledge aims are to guide the students to mater the important words and expreions in the text, on this basis, to have a further understanding of the paage.The ability aims are to develop the students 4 basic skills, especially reading skills.Through practicing students’ predicting, skimming, scanning and concluding skills to improve their reading ability.Meanwhile, to encourage them to expre their own opinion and learn to cooperate with others.The emotional aims are to make them learn to use different body languages to communicate with others and overcome communicative obstacle.Aspect 3: Teaching important point and difficult point The important point is how to get the students to mater the words and expreion and use them flexibly, and on this basis to have a better understanding of the paage.The difficult point is how to enable the students to master the reading skills and improve their reading ability. Aspect 4:Teaching aids
In this cla, multimedia claroom, blackboard, color chalks will be used.
So much for the teaching material, now, let’s go on with the analysis of students.The New Curriculum advocates the students are the main body of learning, so analyzing the students is very important.After junior studying, my senior students have basic abilities of listening, speaking, reading and writing, but their abilities of using English to proce information and solve problems are still to be improved.So in this cla I will focus on students’ reading skills and problem-solving ability.In the teaching proce, I find most students rely on teacher to learn, so practicing students’ self-learning ability is important.Since the content of the paage is closely related to Ss’ real communicative life, so their overall language abilities can be improved through learning by doing.
- 1Step 3: While-reading, it is the most import one in the procedures, so it takes 25minutes.Firstly, I will guide them to read for information by skimming and scanning the text.The students are asked to skim the whole text to answer the following two questions by pair work.Q1: What’s the general idea of the whole paage? Q2: What’s the main idea of each section?
Then I will ask them to scan the paage again and finish the activities in group of four.Activity 1: Find out the different body languages of different people in the text and list out.Activity 2: Do some multi-choice work to find out some detailed information.To improve the students’ skimming and scanning skills is the difficult point of the cla.So I will arrange the above questions and activities to practice and improve their reading skills to get general ideas and detailed information.Meanwhile, the cooperative learning can raise their studying interest and develop their cooperation spirit.Secondly.I will ask the students to listen the tape and read after it.After listening and reading the text, students find out the difficult words and sentences, try to analyze and memorize them.Mastering new words and expreions is the important point, so I will aist my students to master them.
Thirdly, The cla will come to the period of solving problems.This time belongs to students and I just play an aistant role.The students can ask any questions they come acro in the proce of learning, and the whole cla all solve them.This purpose is to improve their questioning spirit and dealing with difficulties.Step 4: Post-reading, it includes two tasks and takes 7 minutes So far, the students have known the basic knowledge of body language, according to the principle of the New English Curriculum, language is learnt to communicate and solve problems.So I will provide 2 tasks by pair work to let them conform their language knowledge into language use: Task 1: Suppose two friends, one from America, the other from Japan meet at the first, make a dialogue and act out the poible funny thing.Task 2: I will list several new words and expreions, and tell the students to think a new story and share with other students.The both tasks provides the students with the opportunities to relate what they have read to what they already know.In addition, the tasks can enable students to produce language based on what they learned.
Step 5: Homework, This step needs 3 minutes I’ll give them two piece of homework.Written work: I ask students to write a summary about different body languages and the poible reasons by collecting different information.Optional work: Surf the internet and find out more information about body language.The two homework mean to train students’ writing ability and self-learning ability.By searching various information resources, the students can widen their view and continue to inspire their learning enthusiasm.Up to now, my presentation is almost to the end, please patiently go on with Part 4
高中英語說課稿2
A Teaching Plan Speech for the Reading part of Unit 1
Good morning, teachers.
My name isXX. Today, I’ll talk about how to teach the Reading part of Unit 1, School Life in the UK, in the student’s Book 1. It is made up of four parts.
The first part is the analysis of the teaching material.
This articlr is from a school magzine written by an exchange student. After studying in the UK for one year, she gives us a brief but clear description about what school life in the UK is like from her own experience. The Reading Strategy of this unit teaches students two basic reading skills, skimming and scanning. Students are expected to master the two skills and to apply them to their future study.
Teaching aims:
XXXX
Teaching important points: XXXX
Teaching difficult points: XXXX
The second part is about my teaching theories,methods and aids.
While dealing with this lesson, I’ll do my best to carry out the following theories: 1. Make the Ss the real masters in class while the teacher acts as director. 2. Combine the language structures with the language functions.
3. Let the students receive some moral education while they are learning the English language. Teaching method:
Question-and-answer activity teaching method Free discussion method
Pair work or individual work Task-approach teaching method Teaching aids: a projector a tape recorder multimedia the blackboard
Part three is the teaching procedures of this part.
1. Lead-in:
1.1 Show some pictures and movies about school life in the UK 1.2 Ask students to present the information they have collected before 1.3 Ask them to discuss the differences and to try to think of the reasons.
2. Reading comprehension:
2.1 Ask students to go through the article as quickly as possible and to try to finish PartA
Inform them to only focus on and identify the information needed.
2.2 Ask students to reread the whole text. Then let them answers some questions on the multimedia and check the answers as a class. These questions will check students’ ability to read and locate specific information.
(Q1：What time do British schools usually begin? What time do they usually end?
Q2: On average, how many students are there in a class in the UK?
Q3:Why did Wei Hua find her homework difficult at the beginning of her study in the Uk? Q4: What do British students usually eat after their main meal?
Q5: Which British city did Wei Hua go to?)
2.3 Have the students listen to the tape recorder, and ask them to pay attention to the tone and pronounciation.
2.4 Have students do some exercise in order to arouse their interest and enhance their further comprehension.
A. What specific aspects are mentioned in the text? (teachers, classmates, friends, subjects,
homework/assignments, grades, timetable, activities, school facilities, host family, food, hobbies, customs, traditions,festivals)
2.5 Make students focus on the above two exercises, and let them discuss the reading methods they use to do the two exercises.
2.6 Have students focus on the Reading Strategy on P3.
Tell them that skimming is to look at the titles and headlines, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and charts to get a general idea of what a text is about. And scanning is to focus on keywords and phrases, dates, numbers, etc. to find certain information in a text quickly.
2.7 Have students be familiar with some language points(blackboard) in the text and then give them some examples sentences.
A. experience(line 2): countable noun B. attend(6) C. way(9) D. earn(10) E. sound(11): linking verb F. as…as…(20) G. for free(29) H. miss(42): verb 2.8 Ask students do an activity: Interview Wei Hua
This activity help students improve their imagination.
2.9 Have students discuss what aspects may be included if they write an acticle about the differences of school life betwween UK and China. 3. Homework:
A. Write the article discussed before.
B. Do the exercises in the Workbook. C. Retell the text.
Part 4 is the blackboard design.
Reading: School life in the UK
Diagram:
Language Points:
A. experience(line 2): countable noun B. attend(6) C. way(9) D. earn(10) E. sound(11): linking verb F. as…as…(20) G. for free(29) H. miss(42): verb
高中英語說課稿3
Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.
In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently.
My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.
Section 1 Analysis of the teaching material
The selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, Getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.
Section 2 Indentifying the teaching aims
Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:
The 1st aim: Students learn the skills and strategies to read a prolonged text.
The 2nd aim: Students get a better understanding of what a gap year is.
The 3rd aim: Students are encouraged to figure out the implied meaning.
The 4th aim: Students are familiar with various expression_r_r_r_r_rs or approaches to express the same thing or idea.
Section 3 Teaching procedures
In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies to comprehend the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.
Part 1. Getting ready
Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students’ concentration, arouse their curiosities, fire their imagination and give them a purpose for reading. The part consists of two tasks:
Task 1: A time machine. I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing.
After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university.Yes, at this time next year, most of you will be studying in a university.
(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading.)
Task 2: Brainstorming. After the summary, I go on to show some more pictures of British students fresh from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Para.1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university.
(With the task, I excite students’ desire to know more about what their British equivalents will do before going to college. With the question in mind, students will definitely be eager to listen to the tape to find the answer. )
Part 2. Focusing on main facts
During the part, I will ask the students to answer the question—What does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text. The part includes six tasks:
Task 1: Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table.
Who
Where
Activities
Carol
Daniel
Martin
(With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article.)
Task 2: Matching. After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading.
Whom do the results belong to?
Carol________ Daniel________
Martin_______
A. felt being part of another culture.
B. become more independent.
C. found it challenging and rewarding.
D. felt that it was a special experience.
E. ready to face challenges in the future.
F. learnt how to deal with difficult situations.
G. felt like she really made a difference.
H. learnt a lot about getting on with local people.
(With the task, students learn to use a table to gather the main facts about the three British students. They’ll come to know that a table is of great help in their future reading.)
Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year.
(With the task, students are expected to grasp the theme of the article. The task serves as a bridge,which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs.)
Task 4: Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or become a charity volunteer.
VCR 1：A gap is space between two things or a break in the passing of time. However, a gap year is the time for students between high school and college, or college or graduate school. Many students use that time to travel, learn new skills or become a charity volunteer. Today, taking a gap year is growing trend among international students.
(The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year.)
Task 5: History of the gap year. I play a second VCR and get students to answer the question: When did the gap year start in the UK?
VCR 2：The gap year started in the UK in the 1960s. Large number of students used that time to travel. Over time, students did more than just travel. Some students worked part-time in their future career field so that they could get the job training. Others did volunteer work, like teaching in Africa or helping to protect the habitats in India.
(The task enables students to have a good knowledge of the history of the gap year.)
高中英語說課稿4
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，各時代的著名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，目的在于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于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.
�。ㄍㄟ^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
（通過對文章重點詞匯的聯系讓學生閱讀文章是更容易并且加深對這些重點詞匯的理解）
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
�。ㄍㄟ^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.
�。ㄍㄟ^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
�。ㄗ詈笞寣W生通過對以上句子的正誤判斷對文章更準確的把握）
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．課后反思
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。
高中英語說課稿5
大家好，今天我要介紹的課是普通高中課程標準實驗教科書英語必修2第4單元Wildlife Protection的閱讀部分。下面我將從以下四個方面闡述我的課：教材分析、學情分析、教學方法、教學步驟和板書設計。
一、教材分析：(教材內容分析，教學目標,教學重點和難點)
首先，我來講下我的教材分析。這主要包括教材內容分析,學情分析，教學目標和教學重點和難點四個方面。
1.教材內容分析
這篇閱讀材料緊扣本單元的中心話題“野生動物保護的重要性”，講述了一個叫戴西的小女孩在夢里和一些野生瀕臨滅絕的動物交談，知道了保護野生動物的重要性，既是對前面熱身部分的升華，也是這單元的主題內容和詞匯學習的重點。這篇文章結構十分清晰，是按戴西在夢中的的三次飛毯經歷來分段的，但段落大意不是很明確。此外，在這篇文章中出現的生詞不是很多。
（下面，我來講下對學生學情的分析）
2.學情分析
學生對本單元的主題“野生動物保護”的話題是十分的熟悉，而且學生們對各種各樣的動物也十分的感興趣。高一現階段的學生也已經掌握了基本的像尋讀，略讀，概括等閱讀技能，他們也能就一些問題進行英語對話討論。但是，學生對文中出現的組織WWF并不清楚，對有些句子所隱含的話外之音也不是很清楚，也對獨立解決一些現實的問題感到困難。
3.教學目標
本節課的教學目標包括知識目標、語言技能目標、情感目標、文化意識和學習策略目標。
語言技能：1）學生能夠應用不同的閱讀技能得到所需的信息；
2）在略讀后，學生能概括各段段落大意；
3）學生能夠分析作者某些句子的寫作意圖，像“No rainforest, no animals, no drugs” and “And there are always WWF.”
語言知識：1）學生能知道更多的關于為什么一些動物瀕臨滅絕以及如何保護它們；
2）通過學習大部分學生能夠掌握并運用重要詞匯: mercy, importance, contain等等；
情感態度：學生能夠認識到保護野生動物的重要性；
文化意識：學生能對WWF組織有一定的了解。
學習策略：1）通過與同學的交流，談論如何保護動物，學生能提高他們的交際策略；
2）學生能通過網絡獲得更多關于野生動物保護的'知識。
4.教學重點和難點
(在這些教學目標的基礎上，我對本節課的教學重點和難點的理解這要如下：)
重點：本節課的重點是1）學生們要提高他們的尋讀，略讀，概括等閱讀技能;2)學生對文章進行整體把握，理解文章大意；3）學生能夠掌握使用文中的重要新詞。
難點：本節顆的難點是1）學生要能概括出各段的段落大意；2）學生要分析出文中有些句子的隱含意義，深入理解文章。
二、教學方法
在教學方法上，本堂課主要采用雙向互動模式和交際教學法。在學生篇章的學習教學時，主要是采用雙向互動模式，分步驟的讀前、讀中、讀后的階段行的學習，使學生們漸進深入的理解文章。此外，本堂課我重在培養學生的的能力，因此，我選擇使用交際教學法。在具體教學創設情景，活動教學為輔。調動學生積極性，幫助學生更好地理解教學內容，發展和強化學生的語言實踐能力和自主學習能力，是學生能將所學知識和現實問題結合起來。
三、 教學設計/教學步驟：
說完教學方法后，我要介紹下本節課的教學步驟。本節課共40分鐘，計劃分5步驟完成，熱身，讀前活動，課文閱讀理解，然后是讀后鞏固，最后是作業布置。。
步驟1. “熱身”(Warming-up):
步驟一是熱身活動，我會給學生放一小段講述瀕臨滅絕的野生動物的視頻。然后，我會將視頻中出現的動物的照片放在PPT上，再讓學生說下出現在視頻內的野生動物的英文名字，像south China tiger, Milu deer, Panda等等。我會和學生一起完成這項任務。然后，我讓學生想出更多瀕臨滅絕的野生動物的英文名字或未學過的動物的中文名字。通過視頻、照片還有學生自己的動腦思考，讓學生對本堂課產生興趣，進入課堂，熟悉本堂課的主角“野生動物”。這個熱身步驟將大概耗時3分鐘。
步驟2.讀前（Pre-reading）
第二個步驟是讀前，有兩個活動。第一個活動我會給學生們介紹一下WWF的一些知識，基本上學生們對這個組織沒有什么了解。第二個活動是在第一個活動的基礎上，介紹完該組織是保護一些瀕臨滅絕的野生動物后，讓學生思考一個問題“Why are some animals in danger?”。然后請一些學生發表他們的想法。這個步驟主要是讓學生對這片文章的背景知識有所了解，掃除部分閱讀障礙，而且隨著學生的思考，他們會對文章更加感興趣。在這些活動之中，我也可以讓學生接觸了解一些文中的單詞，比如fur, protect, affect都會在這步驟中出現。這個讀前步驟將大概耗時5分鐘。
步驟三：課文閱讀（While-reading）
第三步是課文的閱讀理解，包括三個活動，略讀、掃讀和精讀。
1）略讀( skimming):
略讀前我會告訴學生他們需要快速的瀏覽全文，了解文章大意，概括每段的段落大意。這篇文章結構雖然簡單，但每段的段落大意概括并不是表面上的戴西到哪里和某某野生動物聊了什么，需要有較好的理解能力，因此，概括每段的大意對學生來說有一定的難度。為了降低難度，我會根據情況給學生一些提示詞，如果學生還有一定的疑惑，我會在PPT上出示一些答案，讓學生進行選擇，降低難度，使學生更好的理解文章。這項活動不僅使學生對全文有了一定的了解，而且他們的略讀的能力也會得到鍛煉和提升。這個略讀步驟將大概耗時5分鐘。
2）掃讀（scanning）
掃讀之后我會讓學生進行掃讀判斷對錯。掃讀之前我會把對錯題打到屏幕上，讓學生想掃視一遍，再讓學生快速掃視全文，找到相應的句子判斷對錯。這樣學生們對文章的細節內容也會有所了解，也鍛煉他們的掃讀能力。這個掃讀步驟將大概耗時3分鐘。
3）精讀（close reading）
第三個活動精讀之前，我會給學生一個報表格，他們需要一段一段的讀過來，把戴西每次和動物的了解所得仔細閱讀，填入表格戴西每次碰見的動物，他們的情況和結果。學生閱讀完并完成表格后，請些同學上黑板填表格，地下的同學進行批閱并修改。然后再問學生們幾個他們讀后需要理解的三個問題“What does the author want to tell us from the first paragraph?”, “How the government help protect the elephants?”,和“How do you understand the sentences ‘No rainforest, no animals, no drugs.’ and ‘and there was always WWF.’?”。這幾個問題涉及文中句中和段落的隱含意義，對文章的理解十分重要，對學生而言也比較困難。我先會給他們一些關鍵提示詞，或者再問一些引導性的問題幫助學生。通過精讀這過程，學生能深入理解文章，也鍛煉分析文章，段落和句子弦外之音的能力。這個精讀步驟將大概耗時3分鐘。
步驟四：讀后鞏固（Post-reading）
接下來是第四步讀后鞏固，這個步驟時，我會讓學生們每4人組成一組，然后討論課本27頁上的問題，如何解決好農民的生活和公園里動物的生活問題，如何才能很好地保護動物等等。討論之后，請個別同學給同學們報告他們的討論結果。通過前面的學習，學生們都已經具備回答這些問題的背景知識，而且現實問題與所學的知識結合起來能調動學生積極性，幫助學生更好地理解教學內容，發展學生的語言實踐能力和自主學習能力。這個讀后鞏固步驟將大概耗時10分鐘。
步驟五：作業布置(homework)
最后一步是布置作業，大概耗時2分鐘。讓學生寫一篇以How to Protect Wildlife為題的小短文，讓學生上網查有關這方面的知識，再結合他們在課上的結果進行寫作。這使學生在課外利用網路進行自主學習，擴展知識面又結合課內所學。
四、板書設計(Blackboard Design):
最后我來講一下我的板書設計，中間是學生要填的表格，也是文章的脈絡，兩邊的是生詞，有一些是在讀前活動會涉及到的，大部分是在課文閱讀里教授的。
Unit 4 How Daisy Learned to Help Wildlife
protect Animal Situation Result carpet
fur Para 1 antelope being hunt decrease powerful
affect Para 2 respond
in relief Para 3 importance
mosquitoes appreciate
高中英語說課稿6
Good afternoon, My dear judges!I am the third competitor. My topic is about descriptive writing: Favorite sport. It’s glad to share my teaching plan here. it is composed of several parts. First of all, I’ll talk about analysis of teaching material.
Part 1 Teaching Material:
My lesson is from New Senior English for China Book_2 Unit2 Writing part. The main topic is The Olympic Games, while the writing is about favorite sports. By studying this class, Students will know the process of writing and descriptive words. Writing is a basic skill, it plays a important role for further study.
Secondly, I’d like to state the analysis of students.
Part 2 Students
Students are under a stage of growing and developing, they are unique and independent. They have gained basic writing skills. However, they don’t know how to express themselves correctly. Then I will take activities to help them.
According to the new curriculum standard, instruction should change its final goal from teaching knowledge to teaching strategies. I set aims as follows.
Part 3 Teaching Aim
1.Knowledge objects
The Ss can know how to write a descriptive article.
2.Ability objects (技能目標：聽，說，讀，寫)
SS can improve their writing skills including drafting and revising skills, and use skills in daily life.
3..Emotional objects (情感目標：興趣，自信，合作，愛國，國際視野)
SS will be more interesting in writing and enjoy favorite sport.
Part 4 the Key and Difficult Points
Next, I put forward the key points and difficult points. The key point is to master the steps about descriptive writing. The difficult point is how to write it correctly.
Part 5 Teaching and Studying methods
In this class, I will use process writing method and cooperative learning method.
Part 6 Teaching Procedure
Now Let’s come into the most important part -Teaching procedure.it consists of five steps.
Step1. Warming up
The first step is warming up. Boys and girls, in last class we learned detail about Olympic games. There are so many sports in it. What’s your favorite sport? Any volunteers? Tony, Cool, He likes playing basketball. One point. anyone else ? Jerry, wow, you are fond of shooting. Most of you have your favorite sports. Let’s describe our sports together.
This step can help them clarify the aims and make them more active.
Pre-writing
In pre-writing step, I will teach the usage of linking words, such as although, apart from and as well. Then they will know useful expression to describe the sport. Next they will have a brainstorming in 3 minutes. What is your favorite sport? Then make a list of ideas and reasons as follows.
After the brainstorming, they will choose best ideas and put them in order.
By brainstorming, SS can broaden their thoughts and get more ideas about the topic. It lays a foundation for their debate.
After the discussion, debate will begin.SS will vote for the winners. Then SS report the debate. Before they writing, I will read a model and analyze its outline. Later, I will ask them to make an outline .It can help them to clarify their writing structure. Then they will spend 10 minutes to make a drafting .While they are writing, I will give them some guides: such as pay attention to the tenses, grammars, spellings. These tips can help them do better in writing.
After writing, it comes to self-editing.SS will check their writing according the example on PPT and revise it. Then moves to the peer editing.ss will exchange their writing with partners and give some suggestions to each other. At last, I will ask some of them to show their writing and give them comments.
In this step, three kinds of evaluating and editing can make the writing better and improve their revising ability.
By the end of the class, I will ask some students to sum up what we learned today. Then I set homework: go on to revise their writing according to the evaluation and hand in next class, and write your favorite music.
Homework is necessary to consolidate their knowledge and improve their writing speaking.
Part 7 Blackboard design
At last, I will talk about my blackboard design.
Writing: letter of advice.
Key points: join in, dislikes
Brainstorm:
Outline-Drafting-Editing-Presentation.
高中英語說課稿7
Women of Achievement
Good morning, ladies and gentlemen. My topic is Women of Achievement, that is, unit 1, in module 4. The reading passage “A Student of African Wildlife” is talked later and my talk consists of 4 parts. Part 1, my understanding of the material. Part 2, teaching approaches. Part 3, preparations before class. Part 4, teaching procedure.
Part 1 my understanding of the material
First, let me introduce the reading passage. It is the center of this unit’s teaching and learning. It is made up of 4 paragraphs, that is, one day’s observing chimps with Jane in the forest; how Jane did her research and her achievements; Jane’s love towards animals and her contributions to animal protection; and a short summary to her. By learning this lesson, the students can not only understand women’s status in society and everyday life, their values and contributions, their difficulties and achievements, but also learn how to use some words, phrases and sentence patterns. Of course, the students can practise their reading skills, such as skimming, scanning and careful reading.
Second, 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 explore and convey meanings; to classify and reflect on their thoughts, feelings and experiences; to experiment and use their imaginations, and also to develop their autonomous learning ability, cooperative learning ability and investigative learning ability.
Third, about teaching aims
Knowledge aims: To learn how to use the mastery words, phrases and sentence patterns;
To learn sth about Jane’s research.
Ability aims: To cultivate the students’ autonomous learning ability, cooperative learning ability and investigative learning ability;
To develop students’ reading skills, such as making prediction and drawing inferences from the context.
Emotional aims: To encourage the students to participate in the class activities and cultivate their teamwork spirit;
To learn Jane’s bravery and perseverance in achieving her goals;
To reinforce the sense of wildlife protection.
Fourth, about key points and difficult points
I think they are to develop the students’ reading skills, such as making prediction and drawing inferences from the context; and to learn how to use the mastery words, phrases and sentence patterns.
Part 2 Teaching approaches
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; to inspire the students, especially girl students to chase their dreams with great determinations.
Therefore, task—based teaching method, students—centered teaching method and CAI will be used.
Part 3 Preparations before class
I will ask the students to surf the Internet or go to the library to find some information about great women that they are interested in.
And in class, they will give reports of the information they have obtained. By doing this activity, I can train their autonomous learning ability and investigative learning ability, and their abilities of collecting and dealing with information.
Part 4 Teaching procedure
I designed 6 steps to deal with this reading passage.
Step 1 lead—in
Activity: picture appreciation and question answering
I’ll show them some beautiful pictures of wild animals, such as lions, Tibetan antelopes, monkeys and chimps. Then one question will be asked: which animal has the closest connection with human beings? It’s not so difficult. Of course, chimps. Then the students can find more about chimps from the reading passage.
The purpose of this activity is to stimulate the students’ interest and naturally lead to the reading passage.
Step 2 pre—reading
Activity: look and guess
The students will be asked to just glance at the title and the two pictures in the book, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.
This activity is to inspire the students to read actively, not passively. Surveys show that active reading can raise the readers’ interest and reading efficiency. Other purposes are to develop the students’ reading skill—making prediction and to encourage the students to think in English, express their thoughts in English and cooperate with each other.
Step 3 reading
Activity 1 scanning
The students are required to scan the text quickly and find out specific information of the following questions.
1 who is the student?
2 what animals are observed?
3 when did Jane Goodall arrive at Gombe? How old was she?
4 what was the purpose of her study?
By doing this activity, the students can improve their reading skill—scanning. And they can get the two lines of the whole passage, the main line—student, and the hidden line—wildlife. It builds a solid base for the latter reading comprehension.
Activity 2 skimming
The students are asked to skim the text quickly and summarize the main idea of each paragraph.
By doing this, I can train the students’ reading skill—skimming. And before their skimming, I’ll remind them to find out the topic sentence of each paragraph.
Activity 3 careful reading
For paragraph 1: Video watching and completing a diagram
Get the students to watch a short video of Jane’s research with chimps.
This paragraph is a description of what Jane and her partners did in the forest. The video can turn the description in words into images. So it seems as if the students themselves went into the forest. Then a diagram will be shown to the students. It contains the main actions of the chimps. They have to complete it. By these two changes, the students can master the important words, phrases and sentences better.
For paragraphs 2-3: Retelling job
These two paragraphs are relatively long, so the students may have difficulties in classifying the content. Therefore I divided all the sentences into 3 aspects, that is, Jane’s difficulties, her discoveries and her contributions. According to the key words, they have to retell it.
By doing this activity, I can train the students’ language organizing ability to meet the demands of the new curriculum.
For paragraph 4: Question answering
It is a short summary to Jane and implies that women can do what they want to do as men. This paragraph is relatively short and easy to understand. So the questions are fairly easy and will be offered to the less talented students.
Step 4 post—reading
I designed 2 activities.
Activity 1: multiple choice questions
These questions are to help the students get a better understanding of the text. Some of them are about details, and some of them are inferences. Inference questions are more difficult. So I will give them to the top students, and the easier ones to less talented students. Therefore all the students can have the chance to participate in the class activities and achieve the pleasure of learning English. Thus task-based teaching method is used here.
Activity 2: qualities and looking for relevant sentences
It is an activity to consolidate what they have learnt in the class. Traditionally, a blank-filling task is often used in this step, but it is a passive activity. In order to get the students to learn actively, I designed this activity. Just get the students to look at the title and think about “what kind of student Jane is”. They will say many words, like hard-working, brave and so on. Then ask them to find out the sentences from which we can see these qualities. To do this job, the students have to read the whole passage more carefully again, and they will get a deeper impression of the language structure. Here students-centered teaching method is used.
Step 5 Discussion
The students will be divided into several groups to discuss the following questions.
1 Jane was brave enough to live in the forest. What difficulties do you think she was facing?
2 If you have the chance, will you do what she did?
This activity is to cheer the students to think deeply about Jane’s research and to practice their oral English.
Step 6 Homework
Activity : Thinking and Writing
The topic is “ though our grandmothers and mothers haven’t done something great like Jane, do you think they are great, too?” Give your reasons.
This activity is designed to train their writing skills and stimulate the students to become aware of the greatness of ordinary women. So greatness is close to the students’ daily life.
In class, I will use CAI, so there is no blackboard design.
That’s all. Thank you!
高中英語說課稿8
各位領導、老師:
大家好!
今天，我說課的內容是人教版高二上學期使用的必修6第三單元健康生活。本節課是口語、寫作課，寫作前讓學生有一定的知識儲備，創造多種多樣的活動讓學生加以運用，循序漸進的為寫作打好基礎，最終一步一步地指導學生寫出一封完美的勸告信。所以，本節課先利用檢查作業的方式對重點詞匯、短語進行鞏固，然后利用圖片引起學生興趣，從而引出青少年吸煙的原因以及吸煙的危害。進而啟發學生勸說煙民戒煙。此環節利用對話的形式輸出，讓學生學會使用英語勸說身邊的人戒煙。這就為后面的寫作做好了相關詞匯與表達的鋪墊。之后再進一步到文字輸出，通過對書信內容，結構，銜接等方面的指導，讓學生寫一篇勸告信。號召全民禁煙，達到了學以致用的效果�？傊竟澱n從復習，熱身，對話到寫作環環相扣，設計緊湊，渾然一體。下面我將分八個大部分對本課進行詳細講述：即教學設計理論依據、教材分析、學情分析、教法分析、學法方法、教學目標、教學重難點分析、教學程序。
一．教學設計理論依據
英語教學是一種動態教學或活動教學，教學過程是交際活動過程。只有從組織教學活動入手，大量地進行語言實踐，使英語課堂交際化，才能有效地培養學生運用英語進行交際的能力。新課標提出：“外國語是學習文化科學知識，獲取世界各方面信息和進行國際交往的重要工具�！焙汀啊l展聽、說、讀、寫的基本技能，提高初步運用英語進行交際的能力，……”，本人結合本班學生的實際，對教材進行了操作性較強的處理。
二、教材分析
本課選自人教版高中必修六第三單元A healthy life。本單元的中心話題是“健康生活”。聽說讀寫等活動主要圍繞如何摒棄惡習、怎樣成為健康人展開，其中涉及許多社會熱點問題，如抽煙、吸毒、艾滋病、學習與工作壓力等影響健康的棘手問題。本單元引導學生討論這些問題，目的在于讓他們遠離有損身體健康的活動，并且養成良好的生活習慣。我在本節課中集中選了抽煙這個熱點問題進行教學，以點帶面。學生對這個現象再熟悉不過了，但是卻沒有深刻的認識。讓學生了解吸煙上癮的原因、吸煙的危害，然后學以致用，讓學生寫一封勸告信---勸告他人不要吸煙。
三、學情分析
由于本單元的閱讀課是有關吸煙上癮的原因，吸煙的危害以及戒煙的方法，所以學生有一定的知識儲備，非常有利于本節課的進行。然而雖然是高二的學生，他們的英語表達能力還有待于加強，課堂上互動缺少積極性，且動手寫作的能力較差。因此，只有設置使他們感興趣的活動，因材施教，才能讓他們投入到課堂活動中來。寫作前讓學生有一定的知識儲備，創造多種多樣的活動讓學生加以運用，循序漸進的為寫作打好基礎，最終一步一步地指導學生寫出一封完美的勸告信，為了能學以致用，給學生布置了家庭作業———勸告周圍吸煙的人盡早戒煙。
四、教法分析
本節課的教學，本人主要通過圖片，采訪，對話等活動激起學生對本單元話題的興趣；本課開頭的作業檢查和新聞報道材料也為學生收入了大量的信息，讓學生有話可說；并且通過小組討論，編排對話表演的方式來鼓勵學生“勇于說，樂于說”，提高語言的運用能力，變“要我說”為“我要說”；通過組員評選，最佳作品展示等方式培養學生團結協作的團隊精神。寫前給出勸告信應包含的內容，為學生提供了寫作要達到的目標，提醒他們寫作時應注意的問題。組內評選和作品展示不僅可以讓學生互相學習彼此的寫作長處，又可以讓他們明確寫作的評價標準，了解自己寫作中的不足；從而打破了傳統的寫作模式，構建一種新的寫作課的教學方法，使學生真正做到快快樂樂學英語，扎扎實實打基礎。
五、學法分析
高二的學生已具備一定的認知能力和表達能力，由于我校是無煙校園，吸煙就是個熱門話題，學生們非常感興趣，就會積極地參與到課堂活動中來。因此，在本節課的教學中，我通過設計各種各樣的活動，給學生創造平臺，讓學生表達，同時通過學案的方式引導學生自主參與學習、交流合作，倡導體驗、實踐和自主探究的學習方式，激發學生學興趣，使他們自主地尋找信息，獲取信息，使用信息，激發學生潛能，使學生在自主與合作的學習方式中獲取知識，形成正確的學習方法，實現英語能力的.提高。
六、教學目標
知識方面：1.學習并運用有關健康生活及吸煙的詞匯。
2.學習并運用提建議的交際用語；
3.學習寫勸告信。
能力方面：關注健康問題，使學生認識到吸煙上癮的原因、吸煙的危害及戒煙的方法；
學會表達禁止、警告和允許的日常交際用語。
情感方面：培養學生良好的生活習慣，遠離香煙，關注健康；并要積極的影響和勸告
周邊的吸煙人及早戒煙。
七、教學重難點分析
重點：1.學會口頭表達青少年吸煙的原因，吸煙的危害及戒煙的方法；
2.能夠恰當運用連接詞寫出流暢的文章。
難點：1.重點詞匯的運用及如何寫勸告信
2.如何利用連接詞使寫作各部分內容銜接自然，具有邏輯性。
八、教學程序
1.作業檢查（單詞填空）
通過對重點單詞和短語的運用，以填空形式完成一篇有關吸煙原因及危害為主題的文章，為學生接下來的表達做好鋪墊。
2.導入新課
2.1通過展示與青少年吸煙有關的圖片，給學生視覺上直觀感受。
2.2提問：青少年吸煙的原因是什么？吸煙具有什么危害？
2.3全班對青少年吸煙的原因和危害進行總結。
3.對話表演
既然知道了吸煙的原因和危害，那怎樣勸說別人戒煙呢？設計情境，提供征求建議和提出建議 的表達以及與吸煙有關的詞匯，讓學生以小組為單位進行對話表演，從而學會如何提出建議，為寫作打下了基礎。
A: A smoker（甲：吸煙人）
B: An adviser（乙：勸告人）
（B tries to give A some helpful advice and persuade him/her to give up smoking.）
4.寫作
4.1通過設計，讓學生幫助老師給朋友李華寫一封勸告信。
4.2指導寫作———勸告信的內容及需要注意的地方。
4.3成果展示---（小組互評選出，全班展示，再評；讓學生互相學習彼此的寫作長處，又可以讓他們明確寫作的評價標準，了解自己寫作中的不足；）
4.4范文（如果時間允許，可以展示范文）
5.總結
�。ɡ冒鍟M行總結——為了過健康生活，號召學生stop smoking）
6.作業
完成勸告信并勸告身邊的吸煙人戒煙。
7.祝愿板書設計
Unit 3 A Healthy Life
Harmful effects of smoking stop smoking
高中英語說課稿9
首先是關于教學目標的體現。本篇課文是有關于漫畫，比較貼近學生的生活，應該說學生比較有興趣去學習。所以對于我這節課的教學目標是使學生知道如何用英語去表達，以及激發他們的想象能力，并能夠有興趣去有欲望了解用英語該怎么說他們所知道的關于漫畫的東西。而且關鍵是讓他們知道漫畫不僅僅是娛樂，在樂過之后，仍有很多東西讓我們思考。這也是情感目標的體現。
其次，這節課的教學方法和手段，當然我運用了PPT，這種高科技可以使一些內容更加形象化，也更加生動。而在教學中，我最多運用的是任務形教學，使學生帶著問題去讀，然后再與老師一問一答產生互動。
然后就是教學過程，主要分三部分。第一部分是導入。我通過兩組圖片，第一組是學生們都很熟悉的卡通人物，第二組是最近很熱的連環漫畫網球王子，這樣我就引出了這堂課的主題漫畫與連環漫畫,然后由談論了一幅漫畫，其實這算是進入第二部分的過渡，因為在課文中也講到了這一段。然后就是這節課的重心，理解課文，也就是第二部分，我采用總-分-總的方式。對于故事學生會有興趣，可是對于純理論性的東西就不一定。所以我就運用不同手段讓學生去讀課文。先是通過略讀找標題，因為在第二單元已經學過這種閱讀技巧這也用所學過的知識來學習新的'知識，這是“總”。然后是精讀，但都是帶著問題去讀，然而這片文章很長，如果每段都去讀會很無趣，所以在B段我采取聽的手段，C段和D段還有G段是采取讓學生說的手段，而E段一開始我沒有設置，但其實在最后的排序一題中卻大量的涉及到了這一段。在F段進行填空，這也是針對高考而設計的，但比較簡單，因為所填詞語與前面的詞語是相對的。還有就是找相同意思的詞語，其實這部分是讓老師了解對課文的理解情況，以上是“分”。最后的排序就是“總”。最后第三部分是作業。第一是閱讀熟讀單詞和課文，這樣才會有利于以后的背誦。然后是寫，其實學生都很喜歡編故事的，這也是對他們在課堂上的目標的延續，激發想象力，最后表達讓人深省的事情。
以上就是我這節課的內容。
高中英語說課稿10
一、教材內容：
本課時介紹了亞洲（主要是中國）沙塵暴的情況，通過認識（沙）——————深入了解（沙）——————采取措施（環保）這一過程，要求學生了解沙塵暴方面的知識并掌握相關詞匯，培養學生用英語談論沙塵暴及環保方面的語言技能。
二、教學目標：
語言知識目標：
1、掌握詞匯表中的常用單詞。
2、掌握重點短語：be caught in，wake up to
3、了解動詞不定式的用法
句子：
1）To have been caught in a sandstorm was a terrible experience.
2）There was nothing to be done.
3）To be cycling in a sandstorm is frightening.
語言技能目標：
培養學生在閱讀中的策略；培養語感；特別強調培養學生在閱讀過程中獲取和處理信息的能力。
情感目標：
1、了解亞洲沙塵暴的狀況及帶來的危害。
2、了解沙塵暴的產生，增強環保意識
教學重難點：
三、教學重難點：
重點：
1、掌握重點詞匯和短語。
2、了解沙塵暴的相關內容。
難點：
能參與以沙塵暴、環保為主題的討論
四、教學方法及學習策略
教學方法：
1、任務型教學法
2、交際型教學法
學習策略：
1、自主學習法
2、合作學習與獨立思考相結合的.學習方法
五、Teaching steps：
Step 1 Leading in（5〞）
Step 2 Skimming（3〞）
Step 3 Scanning（6〞）
Step 4 Detail Reading（10〞）
Step 5 Present telling and Group work.（12〞）
Step 6 Language points（3〞）
Step 7 Summary
Step 8 Homework（1〞）
Step 1 Leading in
See a video：News report about sandstorms。
Q1：What is the news about？
Q2：Can you use some words to describe this situation？
Q3：What is the cyclist wearing and why？
Q4：What do you think happen to traffic in this situation？Why？
設計意圖：通過直觀的視頻讓學生了解本課主題，通過幾個問題的提問加深對沙塵暴的印象
Step2：skimming
1、 What are sandstorms？
2、 Where do sandstorms begin？
3、 How long is the desert away to the west of Beijing？
設計意圖：根據閱讀策略，鍛煉學生自主學習及快速閱讀的能力。
Step 3：scanning
Read the passage,and match the main idea of each paragraph.
Para.1 A、 Sandstorms in Asia.
Para.2 B、 Sandstorms sometimes affect Beijing.
Para.3 C、 The government plants trees to prevent sandstorms.
Para.4 D、 Sandstorms have been a major disaster for centuries.
Para.5 E、 Sandstorms do a lot of damage to people.
Para.6 F、 Sandstorms in China appear to have increased as a result of desertification.
設計意圖：鍛煉學生自主學習及在閱讀過程中學會獲取重要信息的能力。
Step 4 Detail reading：Fill in the chart
Parts Content Details
I ①disaster
For centuries，try ways to solve it
Ⅱ ②description
Strong，dry wind that carry sand
③cause
Desertification
�、躨nfluence
Orange sky，strong wind，traffic moves slowly
⑤suggestion
Not to go out
III ⑥measures Plant trees
設計意圖：鍛煉學生共同學習和獨立思考相結合的學習模式，提高閱讀技能。
設計意圖：教師進行歸納總結
Step 5：Present telling and Group work.
1、 Here are the snapshots from the video we watch at the beginning. Suppose there is a sandstorm in your city,call your friend and tell him/her what happen now according to the snapshots.
設計意圖：培養學生合作學習模式，鍛煉學生語言技能能力，利用所學語言知識進行表述。
2、 What can we do to deal with this problem？
設計意圖：培養學生合作學習模式，達到本課學習情感目標的目的，同時鍛煉學生的語言組織能力，提高語言技能。
Step 6 Language points
短語：be caught in，wake up to
動詞不定式的用法：
1）To have been caught in a sandstorm was a terrible experience.
2）There was nothing to be done.
3）To be cycling in a sandstorm is frightening.
Step 7 Summary
1、 We learn some new words and phrases.
2、 We learn that the sandstorm is a serious environmental problem and Chinese government is making efforts to deal with it.
We should protect our environment.
Step 8 Homework
Think about：
As a senior high student，what should we do to improve the environment of our school？Write down some sentences to show your ideas.
六、板書設計
That’s all，thank you！
高中英語說課稿11
Lesson Plan Presentation
Hello, everyone. I’m glad to be here to give my lesson plan presentation. The lesson plan I’m going to talk about is the reading part from NSECS book 1 unit 1 Friendship. Now, I’d like to explain how to teach and why to do so from the following aspects: the analysis of teaching material and learning condition, the teaching objectives, the teaching method and teaching aids, the teaching procedures, and the blackboard design.
First, I’d like to talk about the analysis of teaching material and learning condition.
The title of the text is “Anne’s Best Friend”. It mainly talks about a Jewish girl, Anne, who treated her diary as her best friend when she and her family hid in a shelter to escape from the killing of Nazis. The text has tow parts, the first part is about the background of Anne’s diary, and the second part is about the content of Anne’s diary. The key point of the text is that students can use different kind of reading skills like prediction, scanning and skimming to get good understanding of the text. The difficult point is that students can summarize the main idea of the whole text and each paragraph.
As for the students, they are in grade 9 in high school, and they have learned English for more than 7 years. They have a certain vocabulary store, while they lack the training of reading skills. They are interested in the topic of friendship because they attach much importance to friendship. And they can make some discussion in English.
According to the analysis of teaching material and learning condition, I make out the following teaching objectives.
First, language skills: students can use reading skills like prediction, skimming and scanning to read the text.
Second, language knowledge: students can learn some new words and new phrases, such as power, on purpose, in order to, etc. and students can be familiar with the topic of friendship.
Third, learning strategy: students will learn to study and solve problems by cooperation and communication.
Fourth, affective objectives: students will value friendship more and cherish what they have.
Last, cultural awareness: students will know more knowledge about the history of World War Ⅱ, especially the suffering of Jewish people during the war.
Then, I’ll talk about the teaching method and teaching aids. I adopt communicative approach. And the teaching aids are blackboard and PPT.
Now, I will focus on the teaching procedures. There are 4 steps.
Step 1 is warming up. It will cost 3 minutes. In this part, I will show students an English song “Forever friend”. Before listening, I will ask students to think about the question “What’s the song about?” so that they will listen to the song with purpose. After they finish the listening, they will know that the song is about friendship. It will naturally lead in the topic of the text. What’s more, students are interested in listening to music, the song will arouse students interest and activate the class atmosphere.
Step 2 is pre-reading, it will cost 5 minutes. First, I will ask students to read the title of the text and ask them “Do you know Anne? Who is she?” if students don’t know, I will tell them that Anne is a Jewish girl who survived in the World War Ⅱand I will talk about the suffering of Jewish people during the war with some related pictures. After students have the background knowledge of the text, I will ask them to look at the title and the picture of the text to predict the content of the text. The purpose of prediction is to make students read the text more carefully during the reading process. They will concentrate more to check their prediction so that they can get their mind closer to the theme of the text.
Step 3 is while reading. It will cost 25 minutes. There are there activities.
In activity 1, I will ask students to skim the text to get the main idea of the text and each paragraph. Because it’s a little difficult for students to summarize the main idea, I will give them some multiple choices to choose, it will reduce the degree of difficulty. The purpose of this activity is to train students’ reading skill of skimming, and they can get the general idea of the text.
In activity 2, I will ask students to scan the text to fill in some blanks. The purpose of this activity is to train students’ reading skill of scanning, and they can get some detailed information of the text.
Activity 3 is close reading. In this part, I will first explain some new expressions that may cause difficulty in students’ comprehension, such as go through, on purpose, in order to, etc. so that they read the text smoothly. Then I will ask students to answer the questions in exercise 2. After answering these questions, students will have a better understanding of the whole text. Next, I will ask students to work in pairs to use some adjectives to describe Anne’s feelings as she was looking out at the night sky. Then I will ask some students to come to the blackboard to write the adjectives. After this activity, students will have a better understanding of Anne’s feelings.
Step 4 is post reading. It will cost 12 minutes. In this part, I will hold a group discussion. I will set a situation to students. That is “imagine you have to go into hiding like Anne and her family, what will you miss most? Why?” I will ask students to work in 4 to have a discussion. After discussion, I will ask some students to report their groups’ opinions and then I will write them on the blackboard. The purpose of this activity is to cultivate students’ spirit of cooperation. And after the discussion, students will learn to cherish what they have.
Then, I will talk about the homework. I will ask students to write a short passage about what they will miss most and why based on the former discussion in class.
Ok, now, please look at here, this is my blackboard design.
miss reasons
This is all my lesson plan presentation, thank you very much！
高中英語說課稿12
Unit 1 Project “Telling about an unexplained mystery”
Good morning/afternoon, everyone.My name is XXX.My number is XXX.I’m so honored and pleasure to have the chance to be here sharing my leon with you.The teaching material I choose to illustrate is taken from XXX.My teaching plan will include 5 parts: the analysis of teaching material, teaching aims, the important and difficult point, teaching methods and teaching procedure.Part 1 Analysis of teacching material The Proect in this unit is designed to help Ss learn and use English by doing a group project.The reading material is a sample for Ss to see how a mysterious story can be written.Ss should write a story on one of the four mysteries in the section ‘Welcome to the unit’.Ss will be encouraged to use what they have learnt in this unit to complete the project.They will discu what mystery they want to write a story about, and collect as much informatin as they can.They will do some writing and drawing.They are expected to divide the work among themselves and cooperate with each other.Therefore, this section plys a very important role in English teaching and learning.If Ss can master it well, they will benefit a lot.
Part 2 Teaching aims According to the new curriculum standard and the syllabus, and after studying the teaching material and the facts of the Ss, I set the teaching aims as follows: 1.Knowledge objects 1) Master the usage of new words and expreion; 2) Get the general understanding of the sample article; 3) Know about a mysterious story.2.Ability object To improve Ss’ abilities of reading and writing.3.Moral object To develop Ss’ spirit of cooperation
Part 3 The important and difficult points According to the syllabus, the important and difficult points in this part are:
How to improve Ss’ abilities of reading and writing.
Part 4 Teaching methods Well, how to achieve the teaching aims, stre the important points and break through the difficult points? The key is to make use of the proper teaching methods.And I will use the teaching methods as follows: 1.Listening and reading; 2.Ask and answer competition;
3.Discuing and group work.Also use a record and the multi-media to make my cla lovely and interesting.
Part 5 Teaching procedure In order to realize the teaching procedure properly and effiently, and under the principle of ‘student centered’, I divide the teaching procedure into 5 steps: Step 1 Revision and lead-in
Have Ss recall the prior knowledge in ‘Welcome the unit’ part and ask them to read the title of the sample article along with thinking of what the title means.Purpose: make a revision and arouse Ss’ interest.
Step 2 Article comprehension 1.Have Ss read the article and talk about the main point of each paragraph.Purpose: Get the general understanding of the article.
Ss will see that in this article, some facts and details are first given to arouse the readers’ interest, ad then an opinion from a scientist gives some explanations.Finally, an open ending make readers think more about the mystery.——that’s the skills and route of writing.2.Play the tape for Ss to listen and pay attention to the pronunciation and intonation.Ask them to mark the new words.Then ask them to gue the meaning of the new words from the contexts.Some questions will be given to help them gue.Do parts B1 and B2 on Page 87 in Workbook.Purpose: 1) To improve the ability of listening, and reinforce the sense of language learning; 2) To build the ability of getting meanings of new words in contexts.3.Have Ss work in groups to discu how to write a story about an unexplained mystery.I’ll show Ss some key points as follows on the Bb: ~ an interesting and attractive title ~ an attractive beginning ~some details of the story with some pictures or photos ~what scientists or people think about the mystery ~an open ending of the story Purpose: to conform the principles and set up a basis for the following writing.
Step 3 Telling a story about a mystery 1.Planning Have Ss work in groups of six.Discu the questions and suggested answers and then asign tasks to each group member.2.Preparing Ss meet, discu and choose from the information each group member has collected.One of the Ss in the group writes the outline according to the result of the discuion.When finished, the outline should be approved by the whole group.3.Producing
Each student writes a psrt of the story.Then they put what they have written together.Have them proofread the sotry to correct mistakes if there are any.New ideas can be added.The Ss who are responsible for drawing pictures for the story should draw pictures that include the places, characters and events in the story.Then the whole group should approve the story and the illustrations.4.Presenting
Choose one member to read the story to the whole cla.Then ask them to put up their stories on the walls of the claroom.Vote for the best story.Purpose: to build Ss’ ability of writing.
Step 4 Homework Finish parts D1 and D2 on Page 89 in the Workbook.Purpose: for consolidation.
Step 5 Blackboard work On te left of the Bb, I’ll write down some language points; in the middle are some suggested answers and writing skills are on the right side.
That’s all.Thanks so much for your attention.
高中英語說課稿13
各位評委老師，上午好，我是_____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 agic f the as. 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Intrductin部分通過四個說的活動引入了有關西方節日的詞匯，為Reading部分The agic f the as 的學習做好了詞匯與情感的鋪墊。
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。利用網絡資源使學生的學習活動變得多元化，學生更樂于自主學習，主動思考，而達到了樂于協作，勇于創新的學習效果。
�。ǘ┙虒W目標分析 (Teaching gals)
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的閱讀能力；
2）在閱讀中通過語境識別新詞匯并推斷其意思。
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。
�。ㄈ┙虒W重難點(Teaching Iprtance and Teaching Difficult)
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 Methds)
新課標倡導的任務型教學，點撥啟發式的教學，借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，去歸納的內容和發掘內涵。從而實現對的整體理解，改變過去只注重語言點，而忽略內容的傳統教法。
四．說學法(Learning Methds)
外語作為工具學科，它的特點就是要聽、說、讀、寫并舉。所以，在學習方法上，我注意引導他們，積極參加討論，敢于動口，同時，掌握一些基本的閱讀技巧。培養學生善于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：計算機和自制多媒體
六．說教學過程（Teaching Prcedures）
Step1 復習導入
教學程序：1. 播放歌曲《恭喜發財》，然后問學生，5
高中英語說課稿14
各位老師：
大家好！
我很幸運自己能在實驗中學高二英語組這個大家庭里，在備課組各位老師的指導下，自己在不斷的成長�，F在我把自己的一堂寫作課的思路，內容，過程呈現給大家，（實際上只能說是給大家說一遍）也是抱著向各位老前輩學習的態度，希望能夠拋磚引玉，得到大家的指導和幫助。
一、教材分析
1）地位及作用
本模塊以A job worth doing為話題，旨在通過模塊教學使學生了解社會中各種工作及其對社會的重要作用，并設想未來的工作類型。寫作部分要求學生就某一項工作寫一封求職信，咨詢有關此項工作的情況，并介紹自己的簡歷。英語寫作是一個創作性的學習過程。它對語言表達的正確性和準確性、思維的邏輯性和文章的條理性都比口語要求更高。也因為在reading 等輸入之后，寫作做為輸出上升到一個更高的層次，本單元的寫作課，以及以往的每次寫作課都是根據這一原則進行授課的。
2）教學目標
�、僬J知目標：把握如何寫好求職信。
�、诩寄苣繕耍赫莆涨舐毿诺膶懽�。
③情感目標：通過讀招聘廣告，讀求職信，培養學生對社會的責任感，培養他們奉獻社會、回報社會的精神，同時使他們認識到只有通過自己的努力學習，才會為自己的美好將來打下基礎。
3）教學用具：多媒體
二、教學方法
依據導入-分析—寫作-講評的.方法，目的是培養學生寫作能力。主要運用了學生為中心，任務為中心，活動為主合作學習的方法。合作學習是幫助學生提高英語寫作水平的一個有效途徑，通過小組討論、大組交流、全班分享，學生不覺得寫作課是單調的，反而覺得有興趣。
三、學習方法
1） 教會學生如何成為一個成功的語言學習者，在學習的過程中可以去背 誦或模仿好的句子，只有平時積累了，考試時自然會胸有成竹。
2） 指導學生寫一封好的求職信。
四、教學程序
1．導入新課：閱讀并翻譯一則招聘廣告，繼而對比學生和老師翻譯的不同。
把廣告翻譯成中文，主要是想讓學生對比兩種語言的差異，把握廣告這種文體的語言特點。課本提供了五則廣告，由于時間關系，課堂上只翻譯了一則。
當在學生說了自己的答案之后，我把自己的翻譯展示出來
Models wanted over the summer. I’m looking for a number of models to work both in the studio and on location. 通夏熱招室內、外景模特數名，If you’re thinking about a career as a model, or actress, this might be a good chance to get some good shots. Email: jonathan@ modelsearch. Com名模事業，超女之路，莫失良機，閃亮出鏡！
由于這之間的差異，學生的積極性立刻調動起來。
既然有了興趣，那么我們如果想要應聘怎么辦？ 同學們回答，寫求職信，那么如何寫好求職信呢？ 自然進入第二個環節———寫作文
2．寫作文：
�。�1）閱讀課本上所給出的求職信，并分析求職信的結構。（除了開頭，結尾，主體是中間的三個部分：第一部分說明求職信的緣由及動機；第二部分介紹個人情況；第三部分通常是詢問、安排參加面試的時間或說明彼此聯系的方式。包括在結尾處的客套話。）
�。�2）拓展：1）由于考慮到求職信有很多可以套用的句型，所以在這里我給學生拓展了不少固定句型。
比如，第一部分
�、� I wish to apply for the job you are offering in the newspaper
�、贚earning from the newspaper that you are looking for a Network Engineer，I should like to apply for the post.
�、跧’m writing in the hopes that you will be able to offer me the job.
第二部分
�、� I graduated from Tsinghua University.
�、� My major is English.
第三部分
�、買 should be grateful for an early reply.
�、贗 would be very thankful if you could give me a chance.
其中斜體部分可根據自己情況進行更改。這一環節主要運用了齊讀，造句等方式，讓學生記憶，為接下來寫作文打基礎。
2）拿到今天的課堂任務---中文敘述的求職信，進行寫作。
（3）討論。由于所給任務與所達要求有較大出入，所以這一環節很有必要。給學生一定的時間進行討論，至少5分鐘，讓各層次的同學共同做好寫作的準備。針對考試要求，我提出一下要求：要點全面，結構準確，關鍵詞正確。比如，一共包含幾個要點；第一部分緣由是什么，第二部分又怎么介紹自己；具體到關鍵詞“特別”怎么說，“秘書”“打字員”又怎么拼寫。
�。�4）寫作：根據剛才討論所做的筆記，學生自己完成任務。這是本節課的中心，經過前面內容的輸入，可謂水到渠成。按考試的要求，需要13-15分鐘。一般情況下，學生在黑板上寫較之下面寫要慢，所以我找了兩個同學，其中一個寫開頭和結尾的兩段，另一個寫中間自我介紹這段。
（5）①作文講評。分析黑板上作文的錯誤。
②打分。拿出一分鐘左右讓同學們給打個分數，引導同學們不僅關注怎樣寫作文，更要注意什么樣的作文可以得高分。這才是最終我們要達到的目的。
�。�6）范文展示。 看范文對于每個要點，結構，及關鍵詞的處理。并讓同學們齊讀，把范文大聲讀出來。
3．總結：最后課堂小結，重現求職信的結構，如有時間，讓學生改寫作文。
4．作業。改寫并課下上交。
五、時間分配：
導入：5分鐘 分析結構：3分鐘 展示句型，作業：4分鐘
討論：5分鐘 寫作：15分鐘 講評：3分鐘
范文展示：3分鐘 總結：2分鐘
以上就是整節課的過程，其中有很多不足之處，殷切希望得到老師們的批評指正，謝謝大家！
高中英語說課稿15
Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.
In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently.
My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.
This period is from unit 6 of book 5 PEP senior high school .this unit is around the space exploration to improve ss' listening speaking reading writing ability ,this period is a listening and speaking ,the topic is hot ,but it is far away from actual life. So the teacher should enlighten the students to think deeply the advantage and disadvantage of space exploration . .
According to the new curriculum standard and the characteristic of listening and speaking lesson ,combining the content ,I set up the teaching aims
Through the listening practice and speaking practice ,improve the ability of using language, know much about the space exploration ,and cultivate the students exploration spirit .
So the key point and difficult points is understanding the main idea of the passage .
Analysis of the students
Students have certain ability and skill in listening comprehension ,they have the ability of gaining the information. Have grasped many vocabulary.most of the students can express themselves correctly .
It is the listening and speaking lesson ,so I will take lingual method and task-based language method ,the students will finish the task in groups and improve the ability of using the language .
My teaching procedures if following:
Step 1 lead in
To arouse students' interest in space exploration ,I show them some pictures about space exploration,the picture of the three famous astronauts in china ,some pictures of spaceships.Students look at and try to recognize the people
Step 2 listening practice
To draw students' attention to the topic, ask students a question and comment on their answer "can you guess what are going to listen to today ?
Then to cultivate their ability to grasp the main idea ,let the students listen to the tape ,try to figure out the main idea and do the exercises
Play the tape for the first time and get the main idea and finish some of the exercises
To train their ability of searching for detailed information in listening ,I play the tape for the second time and ask them to finish all the exercise and check the answer
To make sure that students can complete the task and offer help if necessary ,play the tape again .
At the same time,check the answer with the whole class ,and get them to know how to find the answer by asking "how do you know that
Step 3 speaking activities
To have students practise their speaking ability .I ask students to discuss the question in groups from the passage ,we can know that space exploration is developing rapidly in recent years ,do you think ti worth exploring the space ."try to express their own opinion and give us your reasons "why you are for or against the exploration"
To check the results of discussion,ask the students to report after ten minutes' discussion.
To design their impression of different ideas and prepare them for the writing task after class,ask the students to make a list on the blackboard
Step 4 conclusion
To enable students to summarize what they have learned ,ask students to sum up the ideas on the blackboard
Step 5 assignment
To enable students to consolidate their knowledge in the form of writing ,ask students to write a passage on whether the space is worth exploring
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