高中英語說課稿【優秀】
作為一名教職工，往往需要進行說課稿編寫工作，借助說課稿可以有效提高教學效率。我們應該怎么寫說課稿呢？以下是小編為大家整理的高中英語說課稿，歡迎大家分享。
高中英語說課稿1
一、學生分析
班上的學生剛從初三升入高一的學習時，由于進行全英教學，有些學生還不是很適應，特別是從鎮、農村考上來的學生，在聽說方面有比較大的困難。由于初高中對學生的要求不同，學生普遍的問題是詞匯量比較少，用中文思維，不知如何用英語表達等，但學生對英語學習的熱情還是比較高漲，興趣較濃。學生對本課時的話題No Drugs有所了解，在前一課的Reading and vocabulary中對吸毒及其危害的詞匯接觸了一些，但還是比較有限。因此在教此課前布置學生通過媒體網絡上了解相關的背景信息。在課堂教學中，努力激發學生參與教學活動的熱情，積極思考，相互討論，共同協作。
二、教材分析
本課時所教的是外研版高一上學期使用的必修⑵Module2中的Listening and vocabulary和speaking部分的內容，是本模塊的第三課時。要求通過聽的活動了解和學習有關吸毒和犯罪的詞匯，培養表達結果，作總結邏輯思維能力和獲取信息的能力。Speaking討論抽煙帶來的危害，為了與聽力部分的內容銜接，我對Speaking中的話題作個修改，把討論吸煙的危害改編成毒品的危害。在這節聽說課之前，學生學習了Reading and vocabulary，通過閱讀文章，已經掌握了部分抽煙、吸毒及其危害的詞匯，本課時由復習舊課入手，引入新課的新詞匯，并以聽說為主線，對吸毒這一主題進行延伸和拓展。
三、教學目標
本模塊是通過學習表達吸毒及其危害的詞語和其它語言形式，養成良好生活習慣，教育學生關愛社會，關愛他人，遠離毒品。
語言知識目標：詞匯有：burglary，connection，crime，criminal，illegal，ratio，shoplifting，treatment
語言技能目標：聽懂有關吸毒及其危害的話語并獲取信息，學會抓住關鍵意見，進行summarizing，并用英語討論，表達吸毒的危害。
情感目標：提高自我保護意識，養成良好生活習慣，珍愛生命，遠離毒品。
學習策略方面：通過組織學生預測問題、聽辯問題，培養抓住和辨別信息要點的能力。通過拓展討論問題，培養學生獨立思考，自主學習的能力。以individual work，pair work，group work等形式加強合作學習，從網上或其它媒體了解吸毒危害，學會分析、歸納。
文化意識方面：通過聽、說，還有一些補充材料加強學生為毒品危害的認識，提高自我保護意識。
四、教學策略
本課時主要以聽說教學為主線，以導學式模式培養學生的聽力理解策略。以聽力技能訓練和口語表達訓練為主線，貫穿說、讀、寫綜合技能的培養。針對學生聽力理解障礙，在教學中遵循“循序漸進”的原則，進行知識的輸入、技能的培養，和文化意識的滲透，良好學習策略的培養。本課時采用多媒體教學，給予學生更直觀的感受，也加快教學的節奏。課前從網上或其它一些媒體上下載些與毒品以及其危害的圖片和資料。
五、教學過程
I Organization for class II Teaching of the new lesson Part one：Listening and Vocabulary Task1：學習新單詞，掃除部分聽力障礙
Step1：做Activity1，復習Reading and Vocabulary中有關Adam Rouse的內容，從而學習新單詞，通過師生的問答方式引入。
T：What did Adam Rouse do when he didn’t have money to pay for his addiction？S：He broke into a house to steal、T：We call it burglary、So was it legal or illegal？S：Of course it was illegal、T：Sometimes some other addicts will not only break into people’s houses to steal，but also in small shops or shopping centers we call it shoplifting、T：Do you think that burglary or shoplifting are good behavior，good for society and people？S、Of course not、T：They break the law when they do it、It is a crime and we call those people who break the law criminals。
Step2：通過稍微改編一下練習，鞏固聽學的新詞匯。
領讀單詞讓學生做下列填空練習：
l、______ are the large places where you can buy things。
2、It is _____ to take drug as it is against the law。
3、______ are people who break the law。
4、_______ is the crime of stealing from a shop。
5、_______ is the crime of stealing from a house。
6、______ centers can help people to stop taking drugs。
Task2：聽力練習，層層遞進，獲信息抓關鍵。
Step3：設疑、導讀、預測：T：According to the given vocabulary，can you guess what the listening material is about？（啟發學生的想象思維）T：Go through the questions in Activity 2 and predict the answers。（讓學生討論，培養學生的預測能力）
Step4：導聽、釋題、聽辯交流：T：For the 1st time，listen and try to get the answers to the 5 questions in Activity 2、Require that students should write down some related information、Questions：
1、Is the woman in the studio a police officer？
2、Is she sure about the number of people who steal to pay for drugs？
3、Do drug users only steal from shops？
4、Do all drug users attend treatment centers？
5、Are most drug users young men？（在教師的引導下，學生開始聽錄音）（針對聽力練習的具體任務、目標）
T：For the 2nd time，listen and try to fill in the form below、name of the interviewee job of the woman number of the people who use illegal drugs in Britain number of the people who break the law to pay for drugs number of the addicts who go to treatment centers crimes they commit After listening，check the answers。（在教師的.指導下，學生邊聽錄音斬作摘記，養成邊聽邊記邊理解的良好習慣）
Step 5：瀏覽原文，檢查核對，掃除疑問。
再播放一次錄音，把錄音材料編成完形填空的形式，讓學生復習，核對檢查所聽內容）（individual work ———— pair work）I==Interviewer P===Professor
I：Good evening，and welcome to the show、With me in the studio is Professor Marion Smith，who is an expert on the ___________ between ________ and ________、Good evening，Professor Smith。
P：Good evening。
I：First of all，how many people use _________ drugs in Britain？
P：Possibly four million people。
I：Really？Four million？
P：Yes。
I：How many of them ________________ in order to pay for their drugs？
P：It’s possible that a hundred thousand people ______ in order to pay for their ___________。
I：A hundred thousand？！That’s incredible、And what kinds of __________ do they commit？
P：Mainly _________————— in other words，stealing from shops———— and __________、Stealing from houses。
I：I see。
P：And there’s another problem、Drug users get into trouble with the police for other reasons as well。
I：What kinds of reasons？
P：Well。，you often see drug users in public places，———_______________，railway stations，for example————— and some of the them behave so badly that members of the public _______________、Some people feel so _______ when they see drug users that they call the police anyway。
I：This is a really bad problem，isn’t it？
P：Absolutely，but the good news is that drug users who go to ______________ usually stop their ______________ activities。
I：How many addicts go to treatment centers？
P：Last year，about 30，000 people went to drug treatment centers。
I：Thirty thousand？That’s amazing。
P：Yes，there are such a lot of people that there isn’t time ________________。
I：What kind of people are they？
P：Well，the majority are young people in their twenties、And about 75 percent of the young people are men。
I：And do all these people live in cities？
P：Oh no、The ___________ of drug users in society is the same in cities and in the countryside、But they all have something in common。
I：What is that？
P：Drug users are more likely to ________________ at school。
I：Professor Marison Smith，thank you very much。
P：Thank you。（發放錄音材料，讓學生核對檢查所聽內容）
Step 6：給關鍵詞，概括大意The connection between crime and drug addiction The illegal drug use—————the result The public ‘s attitude towards drug users The way to help drug users T：Suppose you are the interview，after you finish your interview with the professor，you realize that you still have got 2—3 minutes to end your program，now you are required to give a summary of your interview and call on the people to say no to drugs、（Ask students to discuss with his group members first and later check。）Part II Speaking在學生完成聽力的基礎上，適當對聽力材料進行拓展，通過提問引出相關的話題，讓學生分組的討論。
Task3：設置話題，組織討論，交流信息。
Step7：教師根據聽力材料，結合Speaking部分的內容略作調整。
給出以下話題：
1、Has anyone been to your school to talk about the danger of drugs？What are the dangers of using drugs？（to the drug addicts themselves，to the family and the society）
2、What do you think of those drug addicts？What is your attitude to those drug users？
3、What do you think are the reasons for those people to become drug addicts？What can the society do to help them？
Step8：學生分組討論、自由討談，由每組的group leader負責記錄信息，組織活動。
Step9：由教師主持，由各組代表發言、信息交流，用集體的智慧達到信息交流，解決問題的目的，培養學生口語表達能力。
Step10：Homework：（課后練習，延伸鞏固）
1、口語練習（組成一個interview）group work。
Suppose you are going to have a program to make people realize the danger of taking drugs and you are going to interview the following people————a drug addict，a police officer，a clerk in the treatment centre、Give the proper questions to each of them and make them interested in your topic、And of course the interviewee please be co—operative and give the proper answer、The whole team should try to make the interview go smoothly、The interview A police officer A drug addict A clerk in the treatment centre
2、作文：My idea about drugs。
3、Evaluation about your performance in class、Make your marks out of ten 1、How attentive were you？2、How much did you contribute to the lesson？3、How much did you learn？
4、How much did you co—operate with your group members？30———40 very good 20—30 ok below 20 not very well and need improving
六、課后反思
這堂課所實施的聽力教學策略，打破傳統“測驗式”聽力教學模式（即教師放錄音、學生聽做答案、教師公布答案、學生核對）：遵循“循序漸進”的原則，由單詞教學的引入→聽力預測→細聽找細節→再聽掃障礙→口語訓練的引導拓展，在潛移默化中培養聽力理解和口語表達的策略。以聽為主線，兼顧其它技能的培養。在技能訓練的同時，輸入相關的語言知識，進行情感教育，“珍愛生命，遠離毒品”。在課堂教學中，激發學生的興趣和學習積極性，共同參與，體驗并協作完成任務，培養學生的合作學習態度。在聽說教學的課堂教學中，需要教師良好的課堂駕馭和調控能力，預測學生可能出現的困難和錯誤，并對癥下藥，予以解決。
高中英語說課稿2
一、說教材
�。ㄒ唬┙滩膬热菁胺治�
我說課的內容是外研版《英語》（新標準）高中第三冊（必修3）Module 4 Sandstorms in Asia本模塊介紹了亞洲（主要是中國）沙塵暴的情況，并引入了與沙塵暴和環保有關的詞匯。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的語言技能。
Introduction 部分為此模塊的warming up,介紹與“沙塵暴”有關的詞匯，并設計了三個練習活動。通過教材設計的這三個活動，可以讓學生初步熟悉這些詞的意義，為以后的各項學習活動做好準備。Reading and Vocabulary 該部分介紹了“亞洲的沙塵暴”。圍繞著課文，編者設計了五個與課文內容和詞匯有關的練習。通過這些練習，學生可以增進對沙塵暴危害性的了解，熟悉有關沙塵暴的詞匯。
�。ǘ┙虒W目標
根據《新課標》總目標的描述，結合本課的內容，我把本節課的教學目標系統化，分別是：語言知識，能力目標，情感目標，文化意識，和學習策略。
1．語言知識目標
掌握并能運用下列詞匯：
與沙塵暴有關：disaster, dune, citizen, dust, desertification, forecast, strength, cycle, mask
與環保有關：process, mass, campaign
句子:
To have been caught in a sandstorm was a terrible experience.
There was nothing to be done.
To be cycling in a sandstorm is frightening.
2． 語言技能目標：
理論依據: 高中英語課程標準 強調用英語獲取和處理信息的能力
1).能從文章中獲取主要信息并摘錄要點
2).能理解文章主旨、作者意圖
3).能提取、篩選和重組文章中的信息
4).能利用上下文猜測新詞匯
3．學習策略目標
詞匯歸類
在閱讀、英語互動、完成任務過程中進行有效自我調控
通過各種途徑獲取相關信息，辨別并運用有效資源
3． 文化意識和情感態度目標
了解亞洲沙塵暴的狀況
增強環保意識
4．重點與難點
重點：
了解沙塵暴；閱讀微技能訓練
難點：
運用所學詞匯和短評，圍繞主題進行討論及寫作
二、說學情
在教學過程中，對學情的了解是教師因材施教的關鍵。高中的學生注意力有一定的穩定性，觀察能力很強，具有一定的目的性，系統性和全面性，已經初步實現從具體思維向抽象思維的過渡。他們喜歡富有個性化的教學設計，喜歡接受新鮮事物。同時，自我意識增強，擁有強烈的主觀能動性。他們更是擁有很強烈的自我展現意識與欲望，不但在乎別人對自己的評價，更渴望得到別人的關注和贊賞。他們已具有了一定的`自主合作和探究的能力，具有了一定的英語語言知識和英語應用的能力，具備了基本的英語思考和英語表達的基本技能。
因此，設計這節課時，我充分考慮到學生的主體性，把自己作為與學生一起探討的一員，以亦師亦友的身份走進他們，以基礎的語言啟發他們，以輕松的話題開始，以愉快的交流展開合作，充分創造機會讓同學們都擁有成功的喜悅，在和諧的氛圍中探究并完成教學任務。
三、 說教學方法
(新課程提倡運用任務型教學途徑，圍繞核心問題，設定小任務；圍繞文章內容，盡可能提供訓練學生技能的機會；開展自主性學習的課堂活動，強調合作探究與獨立思考相結合。任務型教學：任務型教學強調語言學習應該是在“做中學”“用中學”。任務設計應該貼近學習者的生活，才能激發學習者的背景知識，激發他們的學習的興趣，語言才能在經意中習得(incidental acquisition).
這節課本人主要采用任務型教學法和活動教學法，借助多媒體展開教學活動。通過運用閱讀技巧，如查讀等方式提高閱讀能力，從而使學生掌握閱讀策略，同時圍繞文章設計多種語言活動，以自主合作等多種形式，引導學生根據不同的學習任務嘗試使用不同的學習策略，使良好的學習習慣得以培養，自主學習和合作得以發展，交際能力和綜合運用能力得以提高。)
四、說學法
通過本課教學，我將主要培養學生掌握以下學習方法：
1．參與式學習法：培養他們從練中學，在學中用，通過設置符合學生知識水平的活動讓學生參與、體驗、實踐，并從中品味在活動中的樂趣。
2．知識遷移法：培養學生善于運用所學知識來分析和解決問題的能力。
3．合作學習法：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、教學反思
本課在閱讀訓練方面旨在：1）培養學生在閱讀中的推測詞義的能力。2）指導學生運用閱讀技巧，諸如Skimming（掃讀）、Scanning（細讀）等培養其快速閱讀的能力。在課程導入時，我選用部分圖片展示，引發了學生濃厚的學習興趣，為下一步的閱讀做好了鋪墊。在介紹亞洲沙塵暴文章的同時，我設置了不同水平的練習題以彌補教材中練習單一的不足，調動了不同程度學生的學習積極性。在循序漸進的討論活動中，學生們既對沙塵暴的認識有所提高，又獲得了聽、說、讀、寫幾方面知識能力的提高。倘若時間充裕，我會進一步加強推測詞義的訓練。
高中英語說課稿3
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4
前言：在英語教學中落實新課程標準，就是貫徹執行國家教育部關于課程改革的決定。新課程標準的三維教學觀，具體到英語學科就是要整合發展學生語言技能、語言知識、情感態度、學習策略和文化意識五個方面的素養，培養學生綜合運用語言的能力。開展課堂探究是培養學生綜合語言運用能力的最佳手段。所以在我的教學設計里，每一個教學活動中都有情景創設，學生探究，學生處理問題和鞏固訓練等環節。
一、教學內容分析
(一)知識背景及新課程、新教材
本單元圍繞考古這一主題開展聽、說、讀、寫多種教學活動。旅游作為當今社會人們最感興趣的話題在英語學習占有非常重要的位置。名勝古跡是旅游的重點內容之一，名勝古跡中的許多發現都來自于考古工作。所以Archaeology也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中外名勝，有利于學生了解外國文化，增強世界意識。正如新課程標準中的教學建議所提：學習考古有利于“拓展學生的文化視野，發展他們跨文化交際的意識和能力”；在利用現代教育技術觀看歷史教育片的過程中，“拓寬了學生學習和運用英語的渠道”；同時本單元的教學對教師本身歷史文化修養、廣闊的知識面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。
�。ǘ┙虒W重點難點
1.利用已有知識談論石器時代、青銅器時代、漢朝、唐朝等時代人們的飲食起居、文化娛樂、生產工具等，為以后閱讀英國的《巨石王》和中華文明的起源奠定基礎。
2.調動學生的積極性，組織他們利用表達好奇功能結構談論他們所感興趣話題。
3.聽力是這一課的難點。聽力材料介紹是古代法國人用來射箭的一種武器。材料長，對武器的結構的解釋比較復雜。但是學生聽過材料后能夠順利地完成課本上的練習。這里不要求學生理解細節，只要能完成練習就行。
二、三維教學目標
（一）知識技能
1.學會談論古代人的生產、生活；
2.學會表達對什么東西的好奇，如：
I wonder what/ who… I really want to know…
I’m curious to…I’d love to know…
I wonder if/whether… What I’d really like to find out is… I’m curious about… I’d like to know more about…
3.學習一些與考古有關單詞、短語和句式,如：archaeology及其派生詞，curiosity, bronze, dynasty,
decoration, artifact, unearth, spear, pot等。
�。ǘ┣楦袘B度
1.讓學生了解本單元的總體學習目標，以便激發學習學習積極性。
2.從談論石器時代、青銅器時代、漢朝、唐朝等時代人們的飲食起居、文化娛樂、生產工具等入手使學生到中國具有悠久的歷史、燦爛的文化，增強學生的民族自豪感，愛國主義情操。增強學生學好英語自信心。
3.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。
�。ㄈ⿲W習策略
1.認知策略：通過-ology, -ological, -ologist等詞根的學習，掌握archaeology, archaeologist, archae- ological等詞，同時掌握同類詞的學習方法。
2.調控策略：通過聽力讓學生了解到聽力有時很難，不可求全責備。可以材料調整聽力要求。有的要聽懂細節，有的甚至要推斷隱含內容，但有的只需要掌握大意。
3.交際策略：通過談論古代人的飲食起居、文化娛樂、生產工具和談論興趣等真實交際活動提高用英語交際的能力。同時讓學生了解表情、動作等非語言手段提高交際效果。
4.資源策略：讓學生了解博物館、名勝古跡和書籍資料一樣是學習的重要途徑。
（四）文化意識
1.了解英語國家對文化遺產保護的態度。
2.了解西方國家部分古代用具。
3.通過中外古代文化對比，加深對中國文化的理解。
三、具體教學步驟
(一) 導入(Lead-in)
這一步驟的重點在于激發學生對考古學的興趣，因為一般學生認為考古沒什么有趣的。
活動方式：師生互動。教師盯著天花板的一處看30秒鐘。引起全班同學一起去看。然后問：What do you see?
學生自然會回答：Nothing.然后再問Do you know what I was looking at? 學生自然會回答：No, I
don’t. 然后告訴學生老師根本沒有看什么，只是做一個動作而已。再問Why did you look at there after
me?學生答不上。老師告訴學生That is because of curiosity.再問What is the word curiosity from?
學生學過curious，所以能答上來。老師再講：根據心理學的觀點，每個人都具有對新鮮事物認識的興趣，這叫做Curiosity。然后給出一個新詞：
Archaeology(板書課題)并指出This is a new word for you. You may want to know it.老師再問Do you think it is a course or a science?部分學生會答Yes.接著問Why do you think it is a science?學生會說出他們學過以-ology結尾的詞。這時便可以打出幻燈片，再進行以下活動：
漢語意義名詞形容詞……學家
技術technology
生物學biology
心理學psychology
人類學anthropology
細菌學bacteriology
Physiology
Sociology
zoology
1.組織學生推出Physiology，zoology和sociology和漢語意義；
2.組織學生推出technological, technologist；
3.組織學生推出其它詞的-ological和ologist的形變；
總結：學習構詞法知識對于擴大詞匯量有非常重大的`意義。
最后指出今天所學內容是Archaeology.再問What are the goals in learning the unit?
(二)單元學習目標(Goals)
請一個學生解釋本單元學習目標(Goals),然后和全班一起關上書回憶本單元的四個學習目標。
(三)預備(Warming up)
活動形式：分組評論。談論課本上的四幅圖畫。先指出中華民族有著悠久的歷史和燦爛的文化。每年都有許多西方人到中國來旅游。如果你想為他們提供幫助，就得學會用英語談論中國古代人的飲食起居、文化娛樂、生產工具等。然后用What
did they eat? Where did they live? What did their homes look like?
What kind of tools did they use? What objects have we found from
their age? What kind of entertainment did they have?
談論古代人的飲食起居、文化娛樂、生產工具。
(四)聽力(listening)
教學形式：師生互動。播放磁帶讓學生聽第一遍，提問材料的大意。播放第二遍，讓學生完成課后練習。做聽力訓練之前的準備工作是非常重要的。
總結：今天的聽力材料較難，但是同學們能很好回答課后問題這就夠了，不一定要了解那些細節，不可求全責備。根據不同制訂不同學習目標是有效學習重要環節。
(五)對話(speaking)
活動形式：組對練習。
1.發出指令，提出要求；
2.學習會話范例；
3.給對話所用句式；
4.學生組對談論興趣與建議。
四、教學時間分配
教育心理學指出新知識的學習需要一個接受的過程。本課時的主要任務為本單元的學習做好預備工作。所以要用較多的時間讓學生接受考古這一新的概念。 導入部分用8分鐘;
目標部分用3分鐘;
預備部分用5分鐘;
聽力部分用12分鐘;
會話部分用10分鐘;
最后用兩分鐘總結本課內容和布置作業。
五、課堂板書設計
將黑板劃為左右兩塊，左邊板書教學步驟，右邊板書生詞和短語。
高中英語說課稿5
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”和關于詞匯方面的要求，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匯：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.并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“寓思想教育于語言教學之中”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”對于學生來說是新概念，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并不難，難的讓學生會學，講授知識并不難，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，課堂設計采用“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并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，并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 products
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 20xx 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 .
采用小組合作
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 introduce Five Falls.
2 .Workbook from page 78 to page 80
高中英語說課稿6
A.教材分析：
本節課是一節閱讀課，主要讓學生了解澳大利亞有許多危險動物，但只有少部分對人類有害或殺死人，它還是一個安全的居住區和旅游區。就本課篇幅較短的特點，可以設計聽說讀寫訓練，提高學生四會的能力。并且可以按照高考題來設計，讓學生感到上課就是參加高考，從而提高上課的效率。
B.教學目標：
要求學生理解澳大利亞有許多危險動物，但還是一個安全住居區和旅游區。
C.教學重難點：
1. 要求學生把握文章的中心：澳大利亞有許多危險動物，但還是一個安全住居區和旅游區。
2. 要求學生學會尋找段落中心句。
D.教法分析：
1.任務型教學法:
教師指導學生完成閱讀理解文章中心的任務，并且設計聽說讀寫貫穿始終，練習題型為高考題，從而提高學生做高考題的能力。
2.自主性學習法：
學生學會自己閱讀，自己寫摘要，自己聽懂課文，自己找出答案。
3.討論：
通過討論，可以提高學生的口頭交際能力。
還可以增強學習英語的興趣。
E.學法分析 ：
1.要求學生學會閱讀的方法，包括細節理解題，主旨大意題。學生能夠完成本課設計的五個問題就行了。
2.要求學生學會寫文章的概要部分。學生能夠自主完成本篇課文的概要，就是練好高考題了。
3.要求學生能夠聽懂課文，并且寫下要填的信息詞，也就是在做高考題。
F.教具準備：
1.多媒體
2.正常的教學工具
G.教學過程：
一、導入（5分鐘）
教師通過播放一段澳大利亞的危險動物視頻和圖片導入本課的內容。時間為五分鐘。這樣導入一方面能激發學生的興趣，另一方面能訓練學生的聽力。更重要的是視頻和圖片的內容就是本課的重點。
看完視頻和圖片，教師馬上可以提問：“What did you see in the video?”
學生就會回答：“Some dangerous animals, such as box jellyfish…”教師馬上自然而然地引出課題：“Yes, there are many dangerous animals in Australia. Today, we are going to learn a new lesson Australia’s Dangerous Creatures.”
二、閱讀理解（18分鐘）
導入課文之后，教師馬上讓學生閱讀文章，并回答五個問題。
1.Which country has the most kinds of venomous snake in the world? How do you know?
2. Are the poisonous snakes and poisonous spiders all capable of killing humans?
3. What effect do most jellyfish have on humans? What about box jellyfish?
4. What kind of crocodile has occasionally attacked a human?
5.What is the main idea of the last paragraph?
第一個問題的答案是：Australia. Australia has more kinds of venomous snake than any other country in the world.在這里要求學生掌握一個重要的理解句型more…than any other…用比較級表示最高級。
第二，第三，第四題都是閱讀理解文章段落之后就能找到答案的，屬于高考細節理解題。第五個問題的設計是讓學生學會找段落中心句。However, this is far from the truth.教師在這里要引導學生學會找中心句，常放在句首或靠近句首的第二或第三句，有時侯也放在句尾。還要引導學生特別留意關鍵詞：but, however, though等表示轉折性的詞。這對高考閱讀起著關鍵性的.指導作用，讓學生受益匪淺。
三、討論（3分鐘）
在理解之后讓學生和同桌互相討論文章的大意，用自己的話向對方復述出來。這個環節能夠活躍課堂氣氛，激發學生的學習興趣，給同學創造說英語的機會。
四、寫作（7分鐘）
討論起著承上啟下的作用，學生對文章的大意更加理解了，教師馬上布置學生把剛才討論的內容以summary的形式寫出來。這個環節就是針對高考要求的summary來設計的。教師可以叫兩個學生上黑板上寫并進行評分，這樣效果最佳。
五、聽力理解練習（7分鐘）
讓學生聽兩段課文錄音，然后填空。目的是訓練高考的聽取信息部分。這部分通常是學生的難點，并且聽力在高考中占35分，應該在平時的上課材料中加強訓練。
Australia is home to more than 170 different kinds of snake and 115 of these are poisonous . In fact, Australia has more kinds of venomous snake than any other country in the world.
There are also approximately 20xx different kinds of spider in Australia and , like snakes, most have a poisonous bite. However, the majority have no effect on humans or cause only mild sickness .
The seas around Australia contain over 160 different kinds of sharks , which vary in size from just 20 centimeters to over 14 metres .
However, although they look dangerous , because of their wide mouths and sharp teeth , all but two or three kinds are harmless to humans .
六、學生自由提問（4分鐘）
這個環節是教師為學生解決疑難問題而設的，教師可以幫助學生理解長難句。這是高考閱讀理解的重要方法。
七、課外作業（1分鐘）
要求學生課后去收集更多有關澳大利亞的危險動物并寫成一份報告。這個環節有利于加深學生對澳大利亞的了解。有助于擴充學生的知識面，同時也有助于提高學生的寫作能力。
八、教學建議
在高三的教學中，教師一定要時時處處圍繞高考設計每一節課。將高考題型放在課堂教學中進行訓練，讓學生覺得課堂教學就是參加高考。如此的訓練習以為常了，教師的教學效果就顯而易見了。
九、學習建議
學生在高三的學習中，應該以教師的教學計劃設計為主線，結合自己的實際情況設計自己的復習計劃。學生必須設計全面提高聽、說、讀、寫的能力的方案，這樣，高考才能應付自如。
高中英語說課稿7
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. (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
(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
(最后讓學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8
Reading Comprehension: Modern Architecture
About the material
The reading part tells us the history, features of modern architecture as well as the sharp contrast between modern architecture and traditional architecture. It also gives us the examples of the architects and their designs, especially architects who found inspiration from nature and expressed the natural beauty in their designs.
Teaching Goals:
1 Learn something about the history and features of modern architecture and the difference from the traditional architecture.
2 Get to know some famous modern architects and appreciate the beauty expressed in their works.
3 Appreciate and practice some fine sentence structures.
Key points:
Analysis of the material to help students understand the passage thoroughly and cultivate their abilities in reading and analyzing.
Difficult points:
The ”Reflecting and discussion” is the difficult point in this period because all the questions are open-ended and require students to think independently and represents the answers in their own words.
Time: one period
Means and methods:
Picture display, slides, reading and discussion.
高中英語說課稿9
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10
Good morning everyone. Standing here, I’m very happy and excited. It’s my great honor to be here to present my lesson, and the chance is very precious for me. And I’ll try my best. Today I’ll talk about unit from my contents consist of 8 parts
Analysis of the teaching material
Analysis of the students
Teaching methods
Teaching aims and demands
Teaching aids
Teaching procedure
Blackboard design And conclusion
Well, firstly, I’ll talk about part 1 analysis of the teaching material. I have concluded the features of. 1 . there are a lot pictures. For this, the kids will be interested in the book. As we all know that interest is best teacher for the students. 2. It lays stress on the communication.
According to the problem of Chinese students learning English , the book design a lot of material to improve the students’ ability of listening speaking, reading, and writing. So I think the book is very good.
Then I’ll talk about next part analysis of the students. It is known to us that the kids are very active and like playing games very much, so during my class, I’ll design some interesting
games to activate them to participate and learn something. They will also be interested in the class.
Next I’ll talk about teaching methods. My teaching methods are task-based approach and situational approach. Using different methods can make the class active.
Let’s move on to another part, teaching aims and demands. There are knowledge aims and ability aim.
Knowledge aims are to enable the students to master the words and phrases:. And the sentences:?
Ability aims are To improve students’
listening and speaking ability by reading and practicing the dialogue.
Next is the teaching aids. In this class, I’ll use pictures, PPT and tape recorder. These can arouse the students’ interest in English.
Now I’ll talk about most important part teaching procedure. It consists of 5 steps.
Warning up, lead-in, contents key points and difficult points and homework.
Step1 is warming up. Here I’ll use PPT to play a English song Bingo for the students and I’ll ask them try to follow it to sing together. By this, the students can be interested in it and pay their attention to our class easily and improve their ability of speaking.
Step2 is lead-in （導入根據所授內容設計，可通過展示與本課有關的'話題或者圖片等等引出本課話題）
Step 3 is contents(本部分為主要授課內容及組織的課堂活動�？蓮穆犝f讀寫四塊分寫)
Step 4 is key points and difficult points(本部分列出本課重難點 可為單詞句型或語法知識)
Step 5 is homework.(作業形式最好新穎，例如課讓學生根據本課內容做個小調查等)
�。╟onclusion）
To be a good teacher is my dream, I think a teacher is not only a guide for the students,
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’m confident that I can be a good teacher.
Good morning, everyone. I am number_______.Today I am very happy andexcited that I can staan interview.And it is also my great honor to share my lesson with allof you here, and this chaprecious for me. Hopeyou can enjoy it.The content ofmy lesson today is Section A Read and WriMy days of the week ofPEP Primary English ,Book5A (Recycle__) .My lessonconsists of 7 parts
1. Analysis of the teaching material
2. Analysis of the students
3. Analysis of TeachingMethods
4. Analysisof Learning Methods
5.Teaching procedure
6. Blackboard design
7.Reflection
1. This lesson isin the third period of this unit. It is a dialogue .It aims to enhancestudentskills. It also provides some new language points for thestudents to master.
2.This lesson is the first part of Unit2.So if the Ss can learn it well, it will be helpful to make therest of this unit.
3.Such a topic is related to dailylife, so it is helpful to raise learning interests of studentsbealso helpful to improve their spoken English.
4. Reading is very important inEnglish learning . It can help the students to master soskillsthrough learning this passage. Moreover, attributive clause also plays animportant partlearning.
On studying the teaching material and analyzing theregulation of children’s growing of forward three kinds of teachingobjectives according to English syllabus and new lesson standard
(1) To help the students master the new words ,phrases andsentences.(加上具體的單詞，句型)
(2) To teach the students how to use the adverbial clausesof time.
(3)To make sure that studentscan read, recognize and use these key phrases n foot ,by bike,byb
(4)To enable the students performe the dialogue
(5) Tofinish some exercises.
(6)The Sscan use the patterns to express their thoughts in the proper situation.
(7)The Ss can understand the content of the lesson.
(1) To developthe Ss’ abilities of listening, speaking, reading and writing by practicing thedialo
(2) To train the Ss’ ability ofworking in pairs.
(3) To develop the Ss’abilities of communication by learning the useful structures.
(1) To arouse the students’ interest in classactivities.
(2) To train their team spirit by working in groups.
(3) To educate the students to follow the publicrules.
(4)By completingthe task,the Ss increase their interest and set up self-confidence in science;
(5)Teach the Ss what is“science”, put the moral education in the language study.
(6)To enable the Ss to be polite and love life.
(7)To enable the Ss to look after theirthings well.
The teaching key and difficult points’ basis isestablished according to Section A Readand W2in the teaching material'sposition and function.Moreover students characteristics and nstandardshould be also taken into account.
(1)To make sure that Ss canuse these key phrases correctly and skillfully.
(2).To help the Ss to communicatewith each other.
(3).To enable the Ss to study in groups and co-operate skillfully.
(4).To develop the Ss’ interest in English.
(5) To help the students tomaster the new expressions.
(6) To enable thestudents to communicate with each other.
(1)To help the Ss ask and
question____________________________________________
(2) How to use _____________________________
(4) How to make dialogues and act them out.
(5) How to write the right whole sentences.
answer
The students of grade5 are very active and curious.Andthey are interested in new things.Tlike to use imagination andcommunication as their main studying ways After learning English for 2
have some basic English background knowledge, so the teacher should attachimportancommunication with them, providing them the chances of usinglanguage. Since they have learnt2 years, they have already known ___________________________________,soit is not difficultunderstand and use
language_________________________________________________________________
As we all know:the main instructional aims of learning English in primary school is tocultivatebasic abilities of listening and speaking and their goodsense of the English language.Studentsschool are very cruious andthey want to know everything.What is more,it is important for thtokeep the students interest in English .So according to these points and the regulation of children’mind,inthis lesson I’ll mainly use Total PhysicalResponse method
“Task-based”teaching method ,
Communicative teaching method
SituationalTeaching method(情景教學)
group cooperatemethod
Free discussion method
I will let the Ss learn inreal situations, finish a task byasurvey______________________________” to help Ss to get a better understandingof the nI will arrange these activities: guessing game,__________________________________finishiand having a competition.
Standard advocates to improve students abilities of analysing and solvingproblems.And teachchange their old-fashioned teaching ways ,give students more opportunities tojoin class astudents find theproblems by themselves.Our students are almost fromthe countryside. As for tmethods, they are poor in cooperativelearning skills.Some students are not active in the classstudentsdon’t like English.therefore, I ’ll have Ss study in a relaxed atmosphere. Studentsundnew knowledge in certain degree through the mental process ofseeing, hearing, saying, observinetc. .After feeling andunderstanding the language points, let students get the knowledge activestudy and cooperative study. In a word,we’ll
1.Teach the Ss how to besuccessful language learners.
2. Make thestudents take an active part in class activities.
3.Let the students summarize the language points through their own thinking.
4.Let the Ss pass "Observation—Imitation—Practice "（觀察—模仿—實踐三步教學法） to stud
5.Teach the Ss how to master dialogues and how to communicatewith others.
6. To make use ofthe new language material to express their own ideas.
Teaching special features:
Let the Ss communicate with each other and adopt competition methods to developthe Ss’ kee English.
Warming up (3 mStep 2 Greeting (2 minutes)
Step 3 Presentation (24 minutes)
Step 4 Practice and Consolidation (8 minutes)
Step 5 Summary (6 minutes)
Step 6 Homework (2 minutes)
This step will cost 3minutes.
Before my class , I’ll get the studentsto sing an English song "Old McDonald" to keep trelax .By this, the students can be interested in it and pay their attention to ourclass easily and imability of speaking.And also this activity canbegin this lesson with exciting atmosphere.
This step will cost 2minutes
Daily Talk
T：Classbegins.Good morning,boys and girls
S: Good morning,teacher
T: OK, good. So, Mike, how are youtoday ?
S: Fine, thank you. How are you,myteacher?
T: Very well, thanks .What is this?
S:It is a?.
The greetingbetween students and teacher is very usefull to build a harmonious anddemoatmosphere.
Step 3 Presentation (24 minutes)
In this step, Iwill adopt four steps for the students to present the text.
Firstly,Lead-in.
According to thecharacteristics of this class,I wear a sports T-shirt deliberately to showthis class.Also I will show the pictures of Yao Ming,Liu Xiang and soon.
對話導入，引出所要教的內容。此時可加入情感教學。
高中英語說課稿11
我將從教材分析、教法學法分析、教學過程分析和教學設計說明這四個方面來談談我對教材的理解和教學的設計，敬請各位專家、評委批評指正。
一、教學分析：
教材的地位與作用
本模塊內容為英國古典文學中的狄更斯作品及其生平。本節課是一節文學閱讀欣賞課,課文節選自《霧都孤兒》的片斷“Oliver asks for more”，反映了主人公Oliver生活的是一個貧富懸殊，充滿壓迫的不公平的社會。通過學習本課，學生能夠了解文學常識，掌握語言技能，對狄更斯的文學作品有了初步的認識，為本單元后面的學習也做了鋪墊。
教學目標：
知識與技能：理解文章內容，并使用所學的詞匯描述有關的故事情節，表達自己的情感。能分析課文中的長難句、理解句子結構，并能運用所學詞匯和句型概括課文內容。
過程與方法：
1.利用多媒體手段營造積極和諧教學氛圍，使學生進入情景之中。
2.運用各個層次問題的設置，促進各層次學生參與學習活動。
3.學案導學，發展學生自主學習能力。
情感態度、價值觀：了解英國古典文學及對世界文化的貢獻。
教育學生應珍惜現在的生活，努力學習，奮發上進。
學情分析：
處于高二下半學期期末學習的學生掌握了一定量的詞匯，并有一定的長難句子分析理解能力，這樣幫助他們掃清了閱讀時的部分障礙。但他們對課文閱讀只限于表層含義，難于運用語言分析問題表達觀點。因此我將教學重難點設計為：
教學重點、難點：
重點：
1.識記掌握本課詞匯，理解文章大意。
2.學會理清文章結構，找尋信息點，提高運用英語的綜合能力。
難點：
1.培養略讀、查讀和識別關鍵詞等閱讀技能和形成閱讀策略。
2.學生把所學的詞匯，句型運用于實踐中。
二、教法與學法
1.針對學生的年齡特點以及認知水平，采用問題意識引領教學法，設置不同層次問題，由淺入深。充分發揮學生的主體地位，為學生的主動建構提供各方面的保障。
2. 以學生為主體，利用學案導學，借助任務型教學法、情景教學法、問答法、小組合作法、自主探究法開展教學活動，完成教學任務。
三、教學過程分析
�。ㄒ唬┒唐瑢�，直觀認知
課前布置預習作業，讓學生上網或通過其它渠道搜索有關狄更斯及其作品的相關信息。上課時首先觀看一組視頻，在視頻中我選擇了包括課文中提到的狄更斯一些著名文學作品以及改編為電影的一些圖片，觀看短片后回答問題：
1. Q: Which novel did you catch when you watch the video? And do you know other works written by Charles Dickens?
A: David Copperfield, A tale of two cities, Great expectations, Oliver Twist…
2. Q: What kind of the novel did Dickens usually write?
【設計意圖】觀看多媒體短片，激發學生的興趣。通過師生互動，同學們課下所搜索的信息得以展現，充分調動了其積極性，在鍛煉學生搜集信息和歸納總結的能力的同時，也極大地增強了同學們學英語的信心。
最后圖像停頓在截取的電影片段也就是課文中 “Oliver ask for more” 的幾幅圖片上，每張圖片配合描述性的.句子，設置教學任務：對劃線詞語進行快速猜測詞義練習。
1. Charles Dickens is one of England’s most famous novelists.
2. He wrote about the life of poor Oliver Twist, who is an orphan without parents.
3. He lived in the workhouse, and the boys had excellent appetite, hungry and misery.
4. Oliver was chosen to ask the warden for more to eat.
【設計意圖】通過觀看圖片和根據句意猜詞詞義練習，既為學生后面的閱讀掃清了障礙，讓學生們快速進入課文情境當中，又培養了學生聯系上下文理解單詞含義的閱讀技能。
最后根據圖片提出問題：
What do you think he is saying to the man and what will happen next?
在學生對課文內容有了直觀的認識后，勾起了學生對故事發展的好奇心，自然的過度到閱讀中來。
�。ǘ┛焖匍喿x，探索新知
Ask students to skim the whole text and choose the best summary of the passage on P30Activity1 and divide the passage into three parts.
P1 ←— Being hungry
P2-P3←—Being chosen
P4-P13←—Being locked
【設計意圖】這一環節采取小組活動的方式快速限時閱讀, 設置的幾個概括文章大意類問題，概括文章大意和各段落大意。把閱讀課文作為整體來處理，搜集高頻詞匯和關鍵詞。檢查學生對課文中的事實的表層理解，養成良好的閱讀習慣，提高閱讀技能。
�。ㄈw納方法，自主生成
收集學生不同的分段方式后，通過探究式提問，
1. What are the two main elements of a novel? A: Character, plot
2. What should be based on when we divide the passage into parts?
A: The change of the plot; The change of time; the change of the scene….
【設計意圖】通過幾個簡單的探究式問題，使學生用很短的時間就抓住了本篇文章的核心和結構，明確了這篇小說類文章的段落劃分是依據情節的發展和變化。目的是培養學生的歸納總結能力，鍛煉他們的表達能力，最后由教師修正、補充、說明。激勵學生探究性學習的熱情，提高閱讀能力，以此突破教學重點。
�。ㄋ模� 精讀課文，鞏固升華
Read the passage again and answer the questions:
1) Why did the bowls never need washing?
2) What would the tall boy do if he still didn’t have another bowl of soup?
3) Why did the boys choose one boy to ask for more food?
4) How did they choose the representative to ask for more food?
5) When Oliver went to ask for more food, what did the warden do?
6) What was Oliver’s final result for asking for more food?
【設計意圖】對于這個練習，我設置的幾個問題都是細節理解類問題。集中培養學生從文章中迅速獲取細節信息的能力,培養略讀、查讀識別關鍵詞等閱讀技能形成閱讀策略,解決教學重點。可采取讓學生小組討論的方式解決問題，教師只需要點撥即可。這個活動既培養了學生的合作精神，又體現了“先學后教”的教學理念，提高了課堂效率。
（五）訓練建構，達標拓展
Task : Make a dialogue with your partner, the scene from para.3 to para.6.小組成員中可以選用表演能力較好的同學演"warden"和"Oliver",選用一個口語較好的同學做解說員，另外可以根據同學們的個人特點充當兩個“helpers”和幾個Oliver的"companions".
【設計意圖】這個環節的設置既體現了小組合作的精神，又充分尊重了學生間的個體差異，使小組中的每一個成員都能積極參與，充分調動了全班學生的積極性。與此同時也培養了學生的表演能力和表達能力,以此突破教學難點。
（六）聯系現實拓展遷移
Discussion：
1. What’s the writing purpose of the story?
Key words: reveal…; show great sympathy to…
2.Compared with Oliver’s life, what do you think of yours? What should you do?
【設計意圖】通過主觀類題型的設置，給予學生正確的思維導向：探索作者寫作意圖，暢談本節課的體會，對比我們的生活實際，激勵學生努力學習奮發圖強珍惜現在的幸福生活。
�。ㄆ撸┛鞓肥斋@，布置作業
Homework:
If you were Dickens, what would be the ending of this novel?
【設計意圖】學生可以展開想象的翅膀，并將本節課所學習的小說類文章的發展變化和本課所涉及的詞匯短語運用于實踐。彌補了課堂中寫作練習的不足，也復習了所學內容。
四、教學反思
根據本節課的教學內容和學生的實際特點，本節課利用問題引領導學+情景相結合的教學方式，將任務型閱讀融入整堂課中，通過猜測詞義題，主旨大意題，細節理解題，探究歸納題以及主觀觀點類問題的設置，讓學生在小組活動中通過合作和探究來完成各個任務，實現了對小說類文章的理解和掌握。整節課活動既有輕松有趣的小組競賽、多媒體短片、同學表演和頭腦風暴，又有需要深層思考的閱讀理解活動和討論活動，從語言的輸入到最后的輸出。通過閱讀掌握技巧，再把閱讀技巧用于寫作輸出，真正達到語言的靈活掌握和運用。
高中英語說課稿12
1、 教材分析
2、 教學目標
3、 重點難點（有時根據需要也會說上關鍵點）
4、 教法和學法 導入（5分鐘）
5、 教學過程 正體（20分鐘）
6、 尾聲（5分鐘 ）
自我評價：
各位評委老師，上午好，我是_____號考生夏會麗。
說課：
今天我說課的題目是《____________》。首先我們來進行教材分析。
教材分析：
本節課出自______________出版社出版的高中《________》第__冊第__章第__節。
1、本節課分____個部分內容，分別是：___________________
2、本節課貫穿了______以后的整個教學，是學生進一步順利、快捷操作____的基礎，也是形成學生合理知識鏈的重要環節。(這條基本上通用)
3、本節課聯系了________和_________，在以后學習______具有重要意義。
4、本節課是在學習______的基礎上，進一步學習___________的關鍵。
�。ㄒ陨�4條，靈活運用，不用全部說上就行�？梢詤⒖夹蜓灾械木渥�，主要是說學習本節課的意義。）
接下來說一下本節課的教學目標。
教學目標
�、�、 能力目標：（根據需要選擇能力目標）
例如：1、通過講練結合，培養學生處理____、解決問題的`能力。
2、分組學習方式，培養學生與他人溝通交流、分工合作的能力。
3、通過設置問題情境，提高學生分析和解決問題的能力。
�、�、情感目標：
1、 培養學生認真、細致的學習態度。
2、 通過發現問題、解決問題的過程，培養學生合作精神，增強學生的求知欲和對學習的熱情。
當我們對教材進行了分析并且了解了教學目標之后，就不難理解本節課的重點與難點 重點難點
1、重點：…. 2、難點：….（對于重點、難點，依然是說出本節課的內容就行，可以參考本節課的題目和各部分的標題）
那么，究竟應該怎樣來完成本節課的任務呢？下面說一下本節課的教法和學法。 教法：（根據需要任意選取教法。2-3個就行。根據時間自行安排。）
1、 范例、結合引導探索的方法，激發學生的學習興趣。
2、 教師精講、學生多練，體現了以學生為主體、教師為主導的教學原則。
3、 采用類比法，引導學生發現問題，自主學習，從而體驗到獨立獲取知識的喜悅感。
4、 通過“教”“學”“放”“收”突破重點和難點。
教學相長，本節課我所采用的學法主要有兩個。
學法：
1、主動學習法：舉出例子，提出問題，讓學生在獲得感性認識的同時，教師層層深入，啟發學生積極思維，主動探索知識，培養學生思維想象的綜合能力。
2、反饋補救法：在練習中，注意觀察學生對學習的反饋情況，以實現“培優扶差，滿足不同�！�
最后我們說一下本節課的教學過程。
教學過程：
我將本節課分為三個部分。
用約5分鐘時間進行導入部分，主要是復習和引入新課。
用約20分鐘時間進行正體部分。主要是通過講練結合的方式完成對_____ 、______、 ______ 、________幾部分的學習。
最后，用約5分鐘的時間進行尾聲部分，主要是小結和作業。
說課完畢！
高中英語說課稿13
Good #, teachers and judges. I'm candidate, NO.#. I'm honored to be here to share my teaching design with you.
Today my topic is #. I'm going to interpret my teaching design from six aspects: analysis of teaching material, the teaching aims, important and difficult points, the teaching methods, the teaching procedure, and blackboard design.
Now, I'll start with analysis of teaching material.
This passage comes from New Senior English for China Student's Book #, Unit #. The topic is about #. By studying this passage, we'll enable students to master the skills of reading, and to lay the foundation for the whole unit.
Then, the teaching aims. According to the analysis of teaching material, the teaching aims can be achieved as follow.
First, knowledgeaims. Get students to understand the content of the passage, and the important words and expressions, such as #.
Second,abilityaims.Improve students' reading ability, and guide students to apply the key words and expressions into speaking and writing.
Third, emotionalaims. Broaden students' international viewand raise theirinterest in English learning.
Next, the important and difficult points.
The important points.Getstudentsto master the usage of the important words and expressions, andhelp students understand some key sentences in the passage, for example #.
The difficult points.Improve students' reading ability of getting specific information from the passage, and let students talk about #.
Let's move to the teaching methods.
Based on certain English learning foundation of the students, I will adopt situational teaching method, communicative language teaching, and task-based teaching method.
Here comes the most important part of my teaching design, the teaching procedure.
There are five steps.
Step one, warming up.
At the very beginning of my class, I will divide my students into six groups.
To attract students' attention and arouse their interest in reading, I will start my class like this. "Boys and girls, look at the picture, what is it? Yes, # Now, let's work in groups and have a competition. OK? Each group has to list # as many as possible. You only have one minute. Now, Start! OK, time's up! Show me your paper! Wow, you know so much about #. But, do you want to know more about #? Today, we are going to learn a passage about #.
Step two, pre-reading.
First, I'll deal with the background knowledge about #.
Then, students will have a discussion in pairs, and try to predict what the passage is about, according to the title and the pictures. By doing this, students will be eager toread the passage.
Step three, while-reading.
There are three tasks.
Task one, skimming for main idea and questions.
Students will have three minutes to skim for the main idea of the passage.
Then, they have to answer two questions. Question one #? Question two #?
In this way, students will get a rough understanding of the passage.
Task two, scanning, fill in the mind map.
To make students have a deeper understanding of the passage, I will design a mind map like this #. Students will have five minutes to complete this mind map, according to the information from the passage.
Task three, detail reading, true or false.
I will present ten statements on the screen, and let students listen to the tape, and decide true or false. The purpose is to give students a full understanding of the passage.
Step four, post-reading.
In this part, students will have ten minutes to do an activity in groups. Each group has to use the information from the passage to act out an interview between a reporter and #. While my students are preparing, I will walk around the classroom, and give some guidance. Then, I will choose two groups to make a presentation, and the other groups have to give some comments.By doing this, students will break through the difficult pointsof this lesson.
Step five, summary and homework.
I will let students do a summary about what they have learned today. Then, I will praise the students who perform well in today's class, and encourage the others. As for homework, students have to search for more information about #, and exchange their ideas with partners.
Last one, theblackboard design.
On the top, is the title of this passage. In the middle, are main idea, questions and a mind map.On the left side, will besome key words and expressions.On the right side, will be my feebacks, and some brilliant ideas from my students.
That's the end of my teaching design. As a novice, I will try my best to improve it in my future work and daily life.
Thank you for your listening.
May I clean the blackboard？
高中英語說課稿14
一、從容說課
This is the third period of this unit.To test if Ss have understood the phrases and patterns they learned during the second period，the teacher can first give them some revision exercises.“It is ...that” is a very difficult structure，so the teacher can design some exercises for Ss.
Ss have got some idea about the present continuous tense for future use in the first period，to make them more familiar with its function，the teacher can give them more practice，both oral and written.Meanwhile，the teacher will help them go over another two ways of expressing future actions.These tasks are designed to improve their ability of using language.
To make Ss well prepared for the reading of the fourth period，the teacher can deal with the rest few new words in this clASs.
As to the homework，the teacher will ask Ss to preview Part 3 on Page 19 after clASs.Because this work is a bit difficult，tell Ss any group work is welcome.
Since the five-day National holidays are coming.Suppose that one student and his friends will go for a trip.Ask them to go to a nearby travel agency and find a schedule for their trip.Later they are required to talk about what they will do on their travel，using present continuous tense.Through this activity，Ss can get to know what a travel plan is like，and consolidate what they have learned，which is correspondent to the teaching method “Learn through doing”.
二、三維目標
1.Knowledge：
(1)Learn the present continuous tense for future use.
(2)Go over the other two ways of expressing future actions.
2.Ability：
Learn to make sentences，using the above three ways.
3.Emotion：
Develop Ss’ sense of group cooperation.
三、教學重點
The present continuous tense for future use.
四、教學難點
(1)It is ...that...
(2)The present continuous tense for future use.
五、教具準備
Multi-media clASsroom and other normal teaching tools.
六、教學過程
Step 1 Greeting
Step 2 Revision
T：First I will test how well you understand what you learned yesterday.Please judge whether the following sentences are right.If they are not right，please correct them.
(1)It is with the help of the teacher that I passed the exam.
(2)It is I who is wrong.
(3)It was she that he helped with her homework yesterday.
(4)It was at the post-office where we met each other.
(5)It was yesterday afternoon when they played a close basketball game.
(6)Who was it that discovered the secret?
S：I think it’s right.
T：Do you agree with him?
S2：No，I think it is not right.But I don’t know why.
T：Does any one know the reason?
S3：In that cause，the past tense is used，so I think we should change “is” to “was”.
T：Quite Good.That is to say：當原句的時態為表示現在的各種時態時，用It is...;當原句的時態為表示過去的各種時態時，則用It was...。Now，what about the second sentence?
S：I think it is right.
S：I don’t agree with her.Here “who” refers to “I”，so after I we should use “am”.
T：Great.當被強調部分為原句的主語時，that句中謂語動詞應在人稱與數上與它保持一致。Let’s look at Sentence 3，is it right or wrong?
S：It’s wrong.The phrase is “help sb. with sth.” I think we should change “she” to “her”.
T：Good.當被強調部分為代詞時，如是主語就用代詞的主格，如是賓語則用賓格。So you see in Sentence 2，we use I instead of me，because the emphasized part is subject.
S：I see.
T：Is Sentence 4 a good sentence?
S：Yes，I think so.
T：What is your opinion，Han Mei?
Han Mei：I am not quite sure.
T：Write down this sentence in your notebook：
當被強調的對象指人時，可用who/whom 代替that;但當被強調的是地點、時間、原因、方式等狀語時，決不能用where，when，why，how 等來替換。
S：Sentence 4 and Sentence 5 are wrong.We should use “that” in place of “where” and “when”.
T：You are clever.And the last sentence is right.Always remember：
Wh+was it that...?當對被強調的地點、時間、原因、方式等狀語提問時，我們要用到這個句型。
Please translate these sentences，using this structure.
(1)他是在哪里度過他的童年時代的?
(2)他們怎樣取得這么大的成就的呢?
(3)他和她為什么吵架?
S1：Where was it that he spent his childhood?
S2：How was it that they made such great achievements?
S3：Why was it that he quarreled with her?
Step 3 Relaxation
T：You did a quite good job.I will play an English song for you as a reward.But while enjoying the song，you should underline the verb in the sentences of part on Page 21.
Step 4 Grammar
T：Do you like the song?
S：Yes.
T：If you learn English well，you can find more wonderful things about English culture.Let’s work hard.
S：OK.
T：Have you underlined the verbs?
S：Yes，are working，are having，are giving，am singing.
T：What do we call this tense?
S：The present continuous tense.
T：But here does this tense express the present action or state?
S：No.
T：We all can see it expresses the future action.Can you express these sentences in other ways?
S：Are you going to work this evening?
We are going to have an English party.
We are going to give performances at the party.
I am going to sing songs with my clASsmates.
T：So you use “be going to” to express the future action.Will someone say them in a different way?
S：Will you work this evening?
We will have an English party.
We will give performances at the party.
I will sing songs with my clASsmates.
T：You are perfect right.And you use “will do” to express future action.Now how many ways do we have to express future actions?List them.
S：Three，be doing，be going to do，will do.
T：Good.(Write the three ways on the blackboard.)Now，let’s look at Part 3 on Page 21.Tell your partner what you want to do.
(Give Ss several minutes to talk to each other.)
T：Now，it’s time to demonstrate your sentences to the whole clASs.
Possible answers：
(1)Tomorrow morning，I am walking my dog./I am going to walk my dog./I will walk my dog.
(2)The day after tomorrow，I am taking part in an English speech contest./I am going to take part in an English speech contest./I will take part in an English speech contest.
(3)Next Saturday evening，I am enjoying a solo concert by Zhang Xueyou./I am going to enjoy a solo concert by Zhang Xueyou./I will enjoy a solo concert by Zhang Xueyou.
(4)Next month，I am moving to a new flat./I am going to move to a new flat./I will move to a new flat.
Step 5 Consolidation
T：Then let’s check Part 2 on Page 21.Will two of you read the dialogue?
S1：Miss Wang，I hear that you are traveling along the Mekong River.That’s really exciting.Have you got everything ready?
S2：Almost.
S1：When are you leaving?
S2：Next Monday.
S1：How far are you riding every day?
S2：It’s hard to say.If the weather is fine，I think we’ll be able to ride 75 km a day.
S1：Where are you staying at night?
S2：Usually in our tent，but sometimes in a small hotel in the town.
S1：Do you think you are coming back here soon?
S2：Oh，we are not coming back to this place.We are going home.That’ll be a month later.
S1：Thank you for your time，Miss Wang.Good luck on your journey.
S2：Thank you.
Step 6 New words
T：To make preparations for tomorrow’s reading，we’ll learn the rest new word in this unit.Look at the screen and try to pronounce the words by yourselves.
attitude，shorts，camp，record，afterthought，topic，familiar，brave
T：Jimmy，would you please read these new words.
Jimmy：...
T：Wei Hua，do you think Jimmy pronounce the words correctly?
Wei Hua：Not exactly.(Read the word/words that Jimmy doesn’t pronounce properly.)
T：Here are eight sentences for you to complete，please use the correct forms of the above words.
(1)Milu often says “____________ is everything.” to encourage the players to devote more.
(2)When traveling，it is more convenient for you to wear____________ than shirts.
(3)Since the hotels in the town are all engaged，we have to make ____________ in the tents.
(4)After staying together for two weeks，they got ____________ with each other and became friends.
(5)He likes to ____________ his daughter’s lovely laughter and enjoy it when free.
(6)Whenever we see a film，the Chinese teacher will ask us to write about our ____________.
(7)They discussed his position in the company and other ____________.
(8)____________ firefighters rescued the people from the burning building.
Give Ss a couple of minutes to finish the work.
Answers：
(1)Attitude (2)shorts (3)camp (4)familiar (5)record (6)afterthoughts
(7)topics (8)brave
Step 7 Homework
1.Finish Part 1 and Part 2 on Page 57 and Page 58.
七、板書設計
Unit 3 Travel journal
grammar
be doing
be going to do
will do
examples
I am going out tomorrow morning.
I am going to see a film tonight.
I will visit my grandmother this Sunday.
八、活動與探究
National holidays are coming.Suppose you and your friends will go for a trip.Please go to a nearby travel agency and find a schedule for your trip.Talk about what you will do on your travel，using present continuous tense.淘~課件網 wWw.taoKeJIaN.com
Datemorningafternoonevening
Oct.1
Oct.2
Oct.3
Oct.4
Oct.5
九、備課資料
現在進行時的`基本用法
a.表示現在(指說話人說話時)正在發生的事情。
We are waiting for you.
b.習慣進行：表示長期的或重復性的動作，說話時動作未必正在進行。
Mr Green is writing another novel.
(說話時并未在寫，只處于寫作的狀態。)
She is learning piano under Mr Smith.
c.表示漸變的動詞有：get，grow，become，turn，run，go，begin等。
The leaves are turning red.
It’s getting warmer and warmer.
d.與always，constantly，forever 等詞連用，表示反復發生的動作或持續存在的狀態，往往帶有說話人的主觀色彩，表示強烈的贊揚或批評。
You are always changing your mind.
You are always doing your work well.v
高中英語說課稿15
一、指導思想：
主動閱讀，自主發展，培養學生英語語言能力和分析問題、解決問題的能力。
其理論依據是：語言習得理論（美國）
語言能力是語言行為的重要部分，它是使語言使用者能夠說出和理解無限的句子，并能識別語法錯誤和歧義。就是說話者掌握的語法結構、詞匯和語法規則等方面的知識，從某種意義上講，語言能力就是一部語言的百科全書。而閱讀 是在沒有他人參與的情況下，主動增加語言的輸入，不僅直接參與作者的自然交流，而且使學生從中獲得語言的內涵，培養語言的能力及分析問題和解決問題的能力。
二、內容：
1、本節課是高中英語第二冊（下）第54課的一篇閱讀文”Satellites”
2、目標：1）通過學生在教師的指導下主動閱讀課文以獲得語言信息，提高閱讀水平，同時使學生了解有關衛星方面的知識。2）掌握大綱教材中的詞匯：broad, circle, in space, pull, camera, fold, unfold, connect, object, direction, position,
signal, orbit, rocket, panel. 并且復習定語從句的用法。3）用語所學語言，圍繞人造地球衛星這一題材，完成教科書和練習冊中規定的聽、說、寫的任務，并完成有關的課文內容的練習。
3、重點、難點：
1） 一些四會、三會詞（詞組）
broad, circle, in space, pull, camera, fold, unfold, connect, object, direction, position
once every month, fold up, at the speed of, is likely to, keep out of，carry up, go into, in order to, return to, more than, not only…but also…,each other
2) 非限制性定語從句的.復習。
三、教材處理
要求學生對課文進行三讀：快讀、再讀、深讀
1、 快讀：教師放錄音，要求學生快讀全文，獲得主要信息：
1） Why are satellites so expensive?
2） What can satellites send back to the earth?
以了解課文的中心內容。
2、 再讀：主要是幫助了解一些文中細節。借助于學生用書P79,Ex 1中的題目，來指導學生閱讀全文。
3、 深讀：主要是通過在教師的指導下，學生自主地細讀全文，加深學生的深層次的理解。
4、 精要的語言知識講解。
四、教法與學法
本節課是自覺實踐法和自主習得法相結合。學生在教師的指導下自主習得語言知識以培養語言能力。
五、教學程序
1、 復習：1）檢查上節課的作業。2）詞匯聽寫
2、 閱讀準備：看P8圖，討論學生所看到的。板書：Why are satellites so expensive? What can satellites sand back to the earth?
3、 快讀：學生帶著黑板上的兩個問題，教師放錄音，學生快速瀏覽全文，找到問題的答案。
4、 再讀：借助Wb 中的7個問題，引導學生再讀全文，完成相關內容，并對不理解的句子和詞組劃線。
5、 推斷詞義，解決難句。教師把學生在再讀中的難句收集，引導學生猜義和解釋。幫助解決理解障礙。
6、 深讀：引導學生進行深層次的閱讀全文。
7、 精要的語言點講解。（見教案）
8、 驗收效果：True or false練習。（見教案）
9、 小結：1）文章脈絡 2）主要語言點
10、 板書設計：
課 題
詞組
常用短語
例句：
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