高中英語說課稿（薦）
作為一名為他人授業解惑的教育工作者，有必要進行細致的說課稿準備工作，認真擬定說課稿，那么寫說課稿需要注意哪些問題呢？下面是小編幫大家整理的高中英語說課稿，希望對大家有所幫助。
高中英語說課稿1
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
�。ㄒ唬┲R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�？梢圆牧险{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2
Good morning/afternoon, my dear judges. I'm number ___. It's my great honor to have this opportunity to talk about my teaching ideas. My presentation consists of the following aspects.
Analysis of the teaching material
First of all, let’s come to the analysis of teaching material. This lesson is from New Senior English for China Book5 module 3, the reading part. The topic of this unit is about adventures. It is excerpted from Mark Twain’s work “ The Adventures of Huckleberry Finn”. The story is about two teenagers who find a steamboat and board on the steamboat.
Analysis of the students
Secondly, students are the subject of our class. After many years of English studying, they’ve known many words, sentences and some skills to solve English problems. They not only study the words and phrases, but also learn the meaning and the culture. So I would introduce them more knowledge above the passage to arouse their reading interest.
Analysis of the teaching aims
By the analysis of the New Curriculum Standard in English, teaching material and the students in my class, I set the following three teaching aims.
The first one is knowledge aims:
1)Students learn and grasp the following important useful new words and expressions: pour down; sail down; climb on to; panic; curious; tie up…
2) Learn the language and grasp the meaning in this passage.
The second one is ability aims:
Through reading, students reading ability and word-guessing ability will be improved.
The last one is Emotional aims:
Students will be more interested in the literature and cinema in English and enjoy the famous works.
Analysis of the key and difficult points
According to the analysis above, I set the key points and difficult points as follows.
Teaching key points:
Member and master new words and phrases and understand the passage.
Teaching difficult points:
Foster students’ interest of reading passage and improve their reading ability.
Analysis of teaching and study methods
Now, I would like to talk about the teaching methods and studying methods. As to the teaching methods, Communicative Approach and Task-based Teaching Method will be adopted in this lesson. I will lead them to study by themselves, and through answering my questions, they will have a good understanding of the passage.
Analysis of the teaching procedures
Now, let’s come to the most important part of this lesson: the analysis of the teaching procedures. This lesson is divided into 5 stages, that is, warming up, pre-reading, while-reading, post-reading and summary & homework.
Step 1 warming up
In my warming up stage, after greeting with the students I will Introduce Mark Twain and his works, such as The Adventures of Huckleberry Finn， Running for Governor，The Prince and the Pauper. Then tell students today we will learn adventure, a passage from The Adventures of Huckleberry Finn.
Mark twain is a famous American writer. Through the introduction, students will have more interest in reading famous works. And they will be curious about the passage and I can move to the next step smoothly.
Step 2 Pre-reading
In pre-reading, I will ask them to have a free talk about adventure.
Ask them talk about adventure. For example: What is adventure? Would you like to go? Adventure is an exciting trip. Perhaps sometimes you feel bored, you could imagine going on a great adventure, such as caving, climbing, sailing and canoeing.
Then lead students to predict the passage, ask them to Look at the picture in the book and discuss the following questions:
1. Who are they? 2. Where are they? 3. What are they doing? 4. What is the boy pointing at?
In this way, students will be familiar with adventure and lay a foundation for reading the passage.
Step 3 While-reading
In this period, there are two activities: global reading and detailed reading. Firstly, global reading, I would like to give students 5minutes to have a global reading to check their ideas what they predict during the pre-reading. At the same time, they find out and circle the difficult words.
Fast reading can help students understand the whole passage quickly and practice their logic thinking. Then I will explain the difficult words, such as fantasy, identify, and account. For example
Fantasy n. the activity of imaging things
phrase: live in a fantasy world fantastic adj.
identify v recognize sb or sth
identify the criminal
identity n. ID identity card
Next, it should be detailed reading. I will ask them to read the passage again and do the exercise2 on the book. Number the events in the order they happen. Then I check the answer.
After this reading, students will grasp the whole passage. In order to create more chance for students to read, I will ask students read the passage paragraph by paragraph. Answer the following questions showed on the PPT.
Paragraph1. Discover a steamboat
What was the weather like that night?
What did they see and what were they doing then?
Paragraph2-5 board the steamboat
How did Huck and Jim get to the sinking steamboat?
How did they get on it?
Paragraph6-8 in the steamboat
What did Jim do when they heard someone was going to kill another?
Paragraph9-11 leave the steamboat
What did Huck decide to do after he heard they would leave the man on the steamboat?
Students will get more detailed information, and more interested in this story. Furthermore, they would like to read more works of Mark Twain.
Step4 Post-reading
Now it should be post-reading. In order to make sure that students will master the new words, I will ask them to do the exercise 4 and 5. Encourage them to member the verb words and phrases during the exercises.
After the exercise, I will give them 5 minutes to prepare, then to retell the passage according to the event orders. During the oral English time, I will encourage them to open their mouth and give them more positive evaluation. It benefits students for practicing their speaking and having more confidence in learning English.
Step 5 Summary and homework
At the end of the class, I’d like to make a summary about this lesson and present my homework to consolidate what the students have learnt in this period. I will conclude with my students together what we’ve learnt. The home work is to remember the key words and phrase and write a short passage about what will happen next.
高中英語說課稿3
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4
一、 教學內容分析
�。ㄒ唬┲R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。
(二) 教學重點難點
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。
�。�. 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
�。ㄒ唬� 知識技能
�。�. 學會談論古代人的生產、生活；
�。�. 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…
�。�. 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。
（二） 情感態度
�。�. 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� 學習策略
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。
�。�. 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。
�。�. 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。
�。ㄋ模� 文化意識
�。�. 了解英語國家對文化遺產保護的態度。
�。�. 了解西方國家部分古代用具。
�。�. 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
�。ㄒ唬⿲�(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
�。�. 組織學生推出Physiology，zoology和sociology和漢語意義；
２. 組織學生推出technological, technologist；
�。�. 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。
�。�. 發出指令，提出要求；
�。�. 學習會話范例；
�。�. 給對話所用句式；
�。�. 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. 總述
課題：運動與奧林匹克（高一上冊第八單元）
內容：熱身，聽力，口語
課型：聽說課
二. 說教材
1． 教材的地位和作用
本單元教材在本冊書中有極其重要的地位，在學生整體的知識結構中也有著不可或缺的作品：早在建國初期，體育英語顯示了他重要的作用（乒乓外交）；在現在，經濟發展和SARS的入侵，人人注重體育鍛煉，身體健康成為人們茶余飯后的重要話題（全民健身）；在未來，北京舉辦2008奧運會，（志愿者）。
2． 教材重點的確立
重點為-----熱身 熱身一向是容易被忽略的部分，但我卻有著不同的觀點①引入本單元知識，帶學生進入一個豐富多彩的體育世界。②介紹有關體育的基礎知識，激發學生對體育的興趣方面也起著重要的作用。從而提高學生對本單元知識學習的興趣③引入大量本單元有關體育的新單詞，為后面聽說讀寫個方面奠定良好的基礎（配課件圖——根基最重要）總之，是要通過以激活學生已有的相關背景知識，補充必要和新的背景知識，以啟發學生對話題的思考，同時，還為學生歸納和總結已有的語言知識，并為其預測，了解和討論話題做了鋪墊。
3． 教材難點的確立
難點為----聽力
聽力歷來都是英語學習者很難突破的瓶頸 原因：發音部位和技巧的不同；歷史文化背景的不同；詞匯量的限制；練習機會較少
本課：體育賽事新聞 原因：語速較快；個人興趣影響（背景知識的限制）
4． 通過本課教材要達到的教學目標（與新課標結合
文化意識：了解體育和奧運的基本文化知識
語言知識：掌握有關體育方面的大量單詞及短語
能力策略：能從復雜的聽力材料中快速的獲取有效信息；靈活運用所學知識加強口語表達能力
情感態度：加強學生對體育知識以及體育鍛煉的興趣；通過介紹2008北京奧運的知識，培養其愛國主義情感
三． 說教學
1. 學法的指導
以“我”為心，注重能力，積極參與，總結分析
以“我”為心：在學習中不要以教師為中心，要使學生真正成為學習的主體。在日常生活中練習英語的機會較少，課堂教學就成了向學生提供可理解性語言輸入的一個重要渠道，如果在這唯一的渠道中還只以教師為中心，放棄了自己的學習機會，則無法達到良好的學習效果。
注重能力：讓學生注重能力的提高，而不僅僅是知識的記憶。目前很多英語課上教師講得過多，學生練的太少；學生也沒有從思想上認識到，英語應該是一門實踐課，是一種“技能”的培養，而不是“知識”的獲取。我們應該盡可能使學生的注意力轉移到信息和溝通上，而不是使用語言的形式上。
積極參與：充分調動學生參與課堂活動的積極性，并盡可能多的為學生創造獨立思考的機會。在教師的指引下，多設置課堂活動，讓學生在活動中知道，外語是自己學會的，練會的，而不是老師交會的。
總結分析：培養學生在豐富多彩的課堂活動后，學會自己總結所得到東西，使其自己悟出其中的道理，并總結學習方法。是與新課標所提到的學生自我評價體系相結合的`過程。著重評價學生的綜合語言運用能力，以及在學習過程中表現出的情感，態度和價值觀。作為教師應該幫助學生設立自我評價的平臺，盡力將評價體系具體和量化。（話題：國際奧運委員會要來我校參觀，會詢問你一些關于我國的全民健身和申辦奧運的情況。）
2． 教學方法的選擇及運用
�、偾榫敖虒W法：由我國特級教師李吉林創造。指導教師在教學過程中為學生創造一個具體，生動，形象的學習環境，以激發學生的興趣，產生一定的內心情感體驗，促進對知識的理解，記憶，并受到思想情感的陶冶。
�、谟淇旖虒W法：是教師在教學過程中充分利用學生的好奇，疑問，求美，成就的心理特點，從教材的實際和學生的知識水平出發。列舉趣味性的事例，提出引人入勝的問題，以激發學生的興趣，求知欲望，提高學習效率。以興趣為突破口，化難為易。
�、郯凳窘虒W法：又稱啟發式外語教學法。首先，要求教師要善于設置誘發學生學習潛力的外部環境，激發學生的動機。其次，適當的采用音樂，電影等藝術途徑，特別是發揮聲調，節奏，音樂的刺激與感染作用，加強教學的情感效果
自己使用：自己綜合，補充完善-----兩點一線，四個方面
�。常浜险n件說明兩點一線,四個方面的具體運用（重點的突破和難點的化解,以及學生活動的組織）
總原則：兩點一線，四個方面
⑴ 兩點：將課本的知識點與師生的興趣點緊密結合
第一層面：著重使課本的知識點和學生的興趣點結合起來。所有智力方面的工作都要依賴興趣。只有充分調動學生的興趣，才能培養學生自覺，主動學習英語的習慣。作為教師應該運用靈活的教學手段和方法，用興趣的火花去點燃學生智慧的火焰。
第二層面：教師自己興趣調動。言教不如身教，只有自己投入到教材中去，才能感染更多的學生。對與那些本身對體育感興趣的學生，知趣相投，更容易投入到課堂中來。（體育生）對于那些本身對體育不太感興趣的學生，要發揮教師本人和教學環境的感染力，去吸引他們投入到其中來�？傊�，教師全身心投入教材，是建立良好師生關系的必要條件，是調動學生學習興趣的重要前提，也是教師傳授知識的橋梁和潤滑劑。
下面是結合課件展示我是如何集體將課堂內容的三個部分與興趣點想結合的。
本課的知識第一部分為熱身訓練，這也是本節課的重點所在。我采取的是利用興趣來突破重點。具體的方法是“兩個游戲，解決難題”。
首先是讓學生通過第一個游戲來進行自我測評即設計一些有關體育方面的選擇，判斷正誤，以及問答題，每答對一道題就會得到相應的分數，然后根據最后的總分來判斷自己對體育的了解到底有多少。從而讓學生大量的了解有關體育和奧運的知識，當然在選題方面要簡單并與學生的興趣息息相關，比如北京申辦奧運等。每道題都涉及到了一些本單元的新單詞，在答題的過程中學生就掌握了相關單詞，并激發了他們對體育和奧運的興趣。通過第一個游戲我也基本的了解了班里每個學生對體育的興趣水平（感染力），更加有利與用自己的興趣去感染學生。
由于本單元的單詞很多都是體育項目的名稱，學生在記憶時有一定的困難，因此我設計了第二個游戲，以學生一些耳熟能詳的體育明星為突破口，由此讓學生記憶他們所從事的體育項目。這樣就解決了一些新單詞的引入問題。
通過兩個游戲我即完成了熱身部分的教學任務，也完成了對教學重點的突破。
本課的第二部分時聽力，這一部分主要是提高學生在聽力過程中捕捉有效信息的能力，由此能聽懂體育新聞及體育賽事的比賽結果。
聽力是英語學習中比較枯燥的部分，但也是本節課的難點，在課堂上是學生最容易忽視的部分。我依舊是通過調動學生興趣的方法來解決這一難題的。具體的措施有兩點：①加強對每段聽力背景知識的介紹，尋找聽力內容與學生興趣的結合點。例如在聽NBA比賽之前，我先讓學生自己介紹他們喜歡的球隊。在這一部分學生有很多話可說，但用英語表達就顯的頗為牽強了，于是我介紹了一些知名球隊的英語表達法并介紹了一些有關籃球的專業術語（蓋帽，扣藍等），從而提升了他們對NBA的興趣，并擴展了知識和單詞量，也在無形之中將本段聽力的背景知識介紹給了學生。②加強聽力技巧上的指導。讓學生區別有效信息和干擾信息，盡力捕捉有效信息，例如聽體育賽事的新聞要注重球隊名稱，比分輸贏等。從而減少學生在聽力過程中的盲目性。
通過聽力背景知識的趣味性介紹和聽力技巧上的指導，使學生在輕松愉快的氣氛中，完成了聽力部分的學習，并化解了本課的難點。
第三部分是口語練習。這一部分主要使學生能用所學的單詞和句型通順介紹自己喜愛的運動明星和運動。重點是讓學生有話可說，有話能說。
有話可說主要是讓學生找到自己感興趣的話題。于是我以NBA明星邁克爾喬丹為例，讓學生能在自己最熟悉，最喜愛的明星身上找到共同話題，做到有話可說。但有話能說是對學生語言駕御能力的考驗，在這一部分我是在學生零星的發言基礎上，總結出對喬丹的介紹，并突出了其中的重點單詞和句型，讓學生在后面的發言中可以有所借鑒，使他們有話能說。
總之，在本課內容的各個部分我都加強了學生興趣點與課本知識點的結合，以興趣為突破口來帶動學生情緒，突破教學難點。并使學生整堂課都能被所學知識吸引，激發其對英語學習的興趣，并且學生活動的組織也是始終貫穿在其中的，突出了課堂的主體是學生。
�、� 一線：就是讓體育和奧運的主線始終貫穿與課堂之上，聽說讀寫都以運動和奧運為主軸。做到由景生情，以情帶義（解釋）。這樣即突出了教材的連貫性，也創造了層層遞進的條件，使學生對此方面的知識更系統，更完整，此外還有利于培養學生熱愛運動和積極從事體育鍛煉的熱情。
�、� 四個方面：聽，說，讀，寫
從個體來看： 聽、說、讀、寫是語言學習不可缺少的四個方面，每一個各體在教學的過程中都必須涉及到。所以在本課之中，我盡力使學生在四個方面都有所練習，但由于本課是一節聽說課，那么在四個方面要有側重，以聽說為主，讀寫為輔。
聽和說已經在前面有所介紹，以下主要介紹我是如何將讀和寫兩個方面溶入我的課堂中的。閱讀主要是體現在閱讀聽力的背景知識以及說話練習的示范性總結中。而寫的方面我則布置成為了作業，讓學生寫一篇自己喜愛的運動明星的介紹。這既是對課堂所學知識的延伸，也彌補了課堂時間上的不足，可以讓每個學生都能充分的得到練習。
從整體來看：聽，說，讀，寫四個方面有是一個有機的整體，是相互關聯，相互影響的。每一個部分都不可能是單獨存在的，必將會涉及到其它的幾個方面。在教學的過程中要突出更方面知識的連帶性，使學生全面的提高語言水平，斷不可只見樹木，不見森林。
這就是我整體的說課過程，其中還有很多的缺點和不足，希望大家給與批評指正。謝謝！
四．說課件
�。保n件制作原則：充分準備，合理選材，巧妙呈現，精心制作，正確把握
充分準備:：
合理選材：選取材料應符合學生的年齡特點和知識特點
巧妙呈現：多媒體的運用使呈現部分達到最佳效果
精心制作：力求課件靈活多變，流暢自然，雅而不俗，賞心悅目
�。玻_把握：正確把握多媒體在課堂中的運用，切記華而不實，反客為主
課件制作構想：輔助為先，兩個體現
輔助為先：課堂教學內容的輔助
兩個體現：1．體現“一線“
1． 體現三部分內容的自然過渡
課件主要是對課堂知識的輔助講解，但我在制作過程中努力使其體現我教材處理的原則。首先，使體現“一線”。用顏色和裝飾體現運動和奧運的主線。在顏色方面選擇了與五環旗相應的顏色，并用奧運和五環的圖標作為裝飾，充分體現課堂主線。其次，用自然的課件順序，使教材的三部分內容自然銜接，順利過渡。
高中英語說課稿6
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7
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 Identifying 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 expressions or approaches to express the same 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 approaches. With the teaching methods, I can guide students to use effective reading strategies to browse 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 fresh students 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 Paragraph1 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 a 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 (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 be 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 situation
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 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 be a charity volunteer (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? (The task enables students to have a good knowledge of the history of the gap year)
Task 6: Comments The second, third, seventh, eighth paragraphs deal with theme of the government, universities, employers and the public on students taking a gap year before going to college. I get students to read the four paragraphs to gather theme and complete the table (The task helps students get a further understanding of the role. A table plays in helping gathering main facts or opinions).
Part 3 Read between the lines: In third part, I will encourage the students to answer the question—what does the author mean? As we know, information in a reading passage is not always stated directly. Sometimes students have to infer, or make guesses according the information which is available in the reading. So in this part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details. The part consists of three tasks.
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 Identifying 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 expressions or approaches to express the same 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 approaches. With the teaching methods, I can guide students to use effective reading strategies to browse 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 fresh students 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 Paragraph1 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 a 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 (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 be 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 situation
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 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 be a charity volunteer (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? (The task enables students to have a good knowledge of the history of the gap year)
Task 6: Comments The second, third, seventh, eighth paragraphs deal with theme of the government, universities, employers and the public on students taking a gap year before going to college. I get students to read the four paragraphs to gather theme and complete the table (The task helps students get a further understanding of the role. A table plays in helping gathering main facts or opinions).
Part 3 Read between the lines: In third part, I will encourage the students to answer the question—what does the author mean? As we know, information in a reading passage is not always stated directly. Sometimes students have to infer, or make guesses according the information which is available in the reading. So in this part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details. The part consists of three tasks.
高中英語說課稿8
各位老師：
大家好!
我是XX號考生顧雨，來自河南財經政法大學成功學院。我今天所說的課題是高中一年級英語上冊第1單元friendship。我說課的內容包括五部分，包括教材分析，學生分析，教學方法，教學過程和板書設計。
一、教材分析
1.教材內容分析
本單元的中心話題是Travel，講述了一段沿湄公河而下的自行車旅行。主人公以日志的形式記錄了這一過程。通過本單元的學習，不僅使學生學到與旅行有關的語言知識和技能，還會使學生對旅游產生濃厚的興趣。本話題對學生來說比較熟悉，讓學生能在與之相關的聽說讀寫活動中有話可說、有情可表。
2、教學目標分析
新課標提出了立體三維教學目標，本課我設計的教學目標如下：
1)知識目標：
熟悉本課的一些新單詞和短語及句型，學會制定旅行計劃并能描述一段旅行。語法方面掌握現在時表將來的用法。
2)能力目標：
訓練學生的閱讀技巧(略讀、尋讀等)，形成用英語獲取信息、處理分析信息的能力。并鼓勵學生開口說英語。
3)情感態度目標：
�、偻ㄟ^討論旅行激發學生對英語學習的濃厚興趣;
�、谑箤W生了世界各地文化，增強對祖國大好河山的熱愛和國際意識。
�、弁ㄟ^對課文學習的小組討論等形式，幫助學生養成團結、協作的品質。
3、教學重點、難點：
1)教學重點：①讓學生熟悉與本話題相關的一些重點單詞、短語。
�、谔岣邔W生的閱讀能力，掌握多種閱讀方法，如尋讀，精讀，理解等。淘^課件網 wWw.taOKeJIan.com
2)教學難點：對閱讀中所獲取的信息進行加工學習，形成有效的學習策略。鼓勵學生開口說英語。
二、學生分析
高一年級的學生已經在初中階段的英語學習中,已經積累了一定的詞匯基礎,并掌握了一些簡單的學習策略和技巧,具有初步的英語聽說讀寫能力。但學生的英語水平參差不齊，教學既要進一步培養尖子的學習能力又要保證能力稍弱的學生能聽懂，調動他們的積極性，使他們愿意學，在學習的過程中享受到樂趣。雖然對英語有一定的興趣但其學習主動性仍有待提高，未能積極主動地通過其他渠道獲取信息，自主學習、探究學習的能力還有待于提高。本節課的話題較貼近生活，可以引導學生在原有的知識經驗基礎上通過合作探究學習構建新的知識經驗和信息輸入。
三、教學方法
1.首先說教法，從學生的實際情況出發，我主要采用以下教法:
①任務教學法：結合學生的生活經驗和興趣設計相當的任務值，讓學生在完成任務的過程中學習到應有的知識并提高語言的溝通能力。同時讓學生帶著問題去閱讀，找出相關答案，并分析整理形成自己的觀點。
�、谇榫敖虒W：通過舉例以及觀看相關視頻讓學生了解有關旅行的知識，并談談自己的感受。
③多媒體教學：充分利用英語教學資源，如使用錄音機，電腦多媒體等，拓展學生的學習渠道，激發學習興趣，提高教學效果。
2，其次說學法。教育家指出，“教是為了不教”自主合作探究是適應時代需要和行之有效的'學習方式，應該激勵學生的自主學習意識，使學生收獲成功的樂趣，增強學習英語的自信心。淘(課件網 wWw.taokeJIan.com
四、教學過程
According to the teaching aims, I divide the teaching procedures into 3steps, that is warming up and pre-reading, while-reading and post-reading.
Step1 Warming-up and pre-reading(It includes 2tasks)熱身與讀前活動
Task1: let Ss to fill the blank on page 9and let them to think about the advangtages and disadvantages of each transport form
Task2: Discuss the 3 questions in pre-reading part and report their result to the whole class.
設計意圖：這幾個問題對接下來閱讀板塊的學習提供了很好的鋪墊，學生在閱讀過程中可以將自己的觀點和文章內容進行對比。達到閱讀前的充分準備。
Step2While-reading (This step includes 4 tasks)閱讀
Task1 Scanning
Scan the passge and do exx.1,2 by individual work and pair work. Meanwhile get the ss to find out the main idea of each paragrah.
設計意圖：訓練學生掃讀抓文章主旨大意的能力。
Task2Careful and Study reading
Get the students to read and study the passage to find out the difficult sentences and then try to analyze them.then ask them questions: “Is it a difficult journey to cycle along the Mekong? Why?” “How does the water of Mekong River change?” If the Ss can’t answer the question briefly, I will encourage them to find the key sentences and try to join them together.
設計意圖：利用精讀的形式讓學生對文章的內容進行更深層次的理解。訓練學生獲取和處理信息的能力。
Task3 Listening and reading aloud
Now that the ss have fully understood the whole passage, I will get them to listen to the tape and read it aloud to prepare for the next step: post-reading.
Step3post–reading(It includes 2tasks)
Task1 Writing
Get the ss to write a summry of this passage, using the useful expression and sentence patterns they have learnt in this unit.
Task2discussing
I will ask the Ss to discuss in groups and to describe what they have leaned from this passage and try to use some words to describe the characteristics of Wang Kun and Wang Wei according to their attitudes.
設計意圖：讓學生在學完這篇文章后對所學知識進行及時的輸出和鞏固，并對新學的課文形成有效的自我評價。
Step4Homework
Finish off the reading task on workbook and preview the tasks in learning about language.And collect more information about English around world.
5.板書設計
1. Blackboard design: 1) Key words and sentences 2)Questions for reading 3) The main idea for each paragraph.
(直觀形象性，高度概括性，藝術性)
高中英語說課稿9
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10
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11
一、教學目標
1、 復習連系動詞的功能（Review what a linking verb’s function is in a sentence.）
2、 了解連系動詞的種類（Remember what verbs can be used as linking verbs.）
3、 掌握表語的種類（Summarize what words or phrases can be used as the predicative.）
二、教學重、難點
將所學的規則運用于實踐，解決一些具體問題（Apply the rules learnt to complete some written tasks.）
三、教學設想
讓學生學會通過練習，自己歸納、總結連系動詞的規則（Instruct students themselves to summarize the rules of linking verbs and get them involved in all the teaching activities.）
四、教學步驟
1、 導入（Step 1: Leading-in）
Present a short video to get students’ attention on the general idea of linking verbs.
2、 練習與歸納（Step 2: Explanation and practice:）
�。�1）。 Introduce the definition of a linking verb.
�。�2）。 Get to know the classification of linking verbs.
（3）。 Remind students to pay attention to some possible mistakes while using linking verbs.
�。�4）。 Compare three groups of linking verbs similar in meaning or usage.
（5）。 Summarize the words or phrases acting as the predicative.
3、 活動(Step 3: Oral practice)
�。�1）。 Do the exercises on the paper.
�。�2）。 Discuss with your partners about the model tests held last weekend. Please tell us your feelings about them, trying to use as many linking verbs as you can.
4、 難點解析（Step 4: Aualysis of difficult poiats）
5、鞏固（Step 5: Revision and Consolidation）
Ask one student to summarize the rules of linking verbs
6、 布置家庭作業(Step 6: Homework)
�。�1）。 Go over the rules of linking verbs.
�。�2）。 Finish the grammar exercise on the newspaper.
說 課
這是一節語法課，主要復習、歸納連系動詞的用法，并將所學規則用于解決實際問題。有關連系動詞的用法學生在初中時就已經有所了解，不能算是新授內容。因此，本節課我采用的是“總——分——總”的教學方法。具體步驟如下：
1、 將本節課的教學目標
1、 Review what a linking verb’s function is in a sentence.
2、 Remember what verbs can be used as linking verbs.
3、 Summarize what words or phrases can be used as the predicative. 寫在黑板上，請同學集體朗讀。使學生明確本節課所學內容和要達到的目標。
2、 引出有關連系動詞的.兩個問題
1.What’s a linking verb?
2、 How many types of linking verbs are there in English?，然后讓學生欣賞一段視頻。目的是讓學生對連系動詞有一個總體印象，同時也為了激發學生的學習興趣和活躍課堂氣氛。視頻中涉及連系動詞的定義、功能、種類以及使用連系動詞時所要注意的事項。
3、 讓學生回答那兩個問題。通過例句進一步解釋連系動詞的定義和功能。
4、 用PPT給出一項用連系動詞完成句子的練習（共6句）。 請學生補全句子后，比較、歸納出三類連系動詞。
5、 進行口頭造句練習。將學生按座位分成三大組，每6個學生為一小組進行討論。用所學連系動詞造句，主題為他們上周模考的感受。從每一大組中選一個學生上黑板寫出本組學生造句時所用的連系動詞，最后選出最佳的一組。
6、 核對學案上的單選題答案，對錯題進行分析、講解。
7、 針對學生可能出現的一些共性錯誤設計了一項單句改錯題，學生完成后歸納出五條在使用連系動詞時所要注意的事項。
8、 完成學案中的填空題。然后，讓學生通過連線的方式，對三組容易混淆的連系動詞進行辨析。同時掌握由appear, look, seem所構成的幾個常用句型。
9、 通過例句小結表語的句法功能以及可以作表語的詞或短語。
10、 讓一個學生總結本節課所學內容。布置家庭作業。
雖然完成了本節的教學任務，基本達到了既定的教學目標，但從學生的練習反饋結果看，還有一些學生沒能將所學規則有效地用于解決具體的題目中。所以在今后的語法教學中，不能指望學生記住了語法規則就能解決問題，更多地要讓學生在解決問題中熟悉語法規則。另外，從這次的上課中進一步體會到在多媒體的運用方面還有許多不足，今后還要更多地親身實踐。
高中英語說課稿12
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13
一、 說教材(Textbook)
在人教版高一英語的下冊的Unit 19，曾經談論過一些關于農業的話題，學生對中國早期的出名的農業家賈思勰有了一定的了解。人教版高三英語的Unit 4這個單元以Green World 為話題，讓學生初步了解一些植物學方面的內容，如植物的分類、栽培以及植物學的發展的歷程等等;語言技能和很多的語言點幾乎都是圍繞介紹綠色世界這一中心話題而展開的。要求學生能夠運用所學的內容對相關話題進行流利的表述。
在READING部分，介紹了植物學正式成為一門科學的歷史形成過程。重點介紹了兩個為植物學發展做出過卓越貢獻的重要人物林厄尼斯與班克斯。他們以獨特的歸類的方式對植物進行分類，從而征服了整個世界。
在POST-READING 部分，針對READING部分的相關內容設計了5個練習。第1個練習以選擇填空的形式考查學生對課文細節內容的了解。第2-5小題以問句的形式進一步考查學生對課文重點內容的了解。
二、說教學目標(Teaching goals)
1、讓學生了解植物這一學科的形成，并了解一個學科的形成需要經過漫長的時間及幾代的科學家的努力和奮斗。
2、使學生了解科學家為科學事業所作的努力及其奮斗精神。
3、培養學生查找細節，分析主題從而提高學生的閱讀理解能力。
4、學習一些有用的.詞匯和短語。
5、加深對閱讀技巧(Scanning and skimming method)的理解及運用。
1、 Target language語言目標
1)、Learn some important words and phrases(學習一些有用的詞匯和短語)
merely, classify, identification, male, promote, botanical, privilege, cosy, wealth, expense reward, appetite output, accumulate, abandon, distinguish, appoint, calculate , astronomy, enterprise, settlement, abandon, on a large scale, look out for
2)、 Learn some important sentences(學習一些重要句子)
A、 Attempts had been made by others to classify plant species into groups, but the breakthrough came with the work of Carl Linnaeus、 P30
B、 In 1768, the Royal Navy appointed James Cook as the commander of the Endeavor to take members of the Royal Society on an expedition to Tahiti、 P31
C、 He also looked out for new economic species: plants that could be grown in England or other parts of the world to produce crops that could be sold、 P31
D、 Banks was the first to move crops from one continent to another on a large scale, helping to develop local economies with these new imports、 P31
2、 Ability goals 能力目標
Enable students to talk about “Botany” and say something about the development history of botany、 Help the students to know the contribution of the three important persons to the science of botany、 Try to improve the reading ability of the students、http://www、dakao8、com/
三、 Teaching important and difficult points說教學重點及教學難點
Help students to understand the whole passage、 Help students to know how to use some key words and understand the meaning of some difficult sentences、
四、說教學方法和學法指導Teaching methods and study guide
在本單元的Reading當中,文章比較長,有很多有的新單詞,個別的句子非常難理解,學生在閱讀當中一定會遇到一定的困難。因此，我采用了一些靈活的實用的教學方法(如Scanning and skimming method和Task-based method)，幫助學生理解文章的內容，努力提高閱讀課的教學效果。具體做法如下：
1、 解讀標題 The Birth of a Science、 這能幫助學生快速了解文章的內容。對提高閱讀效果有很大的幫助。 老師可向學生設問：What is Botany?讓學生思考并回答。
2、 通讀課文，了解細節。老師可向學生提出問題：How many people are mentioned in the passage? 讓學生快速閱讀并尋找此問題的答案。
3、 深層了解,歸納課文大意。What is the main idea of the passage? 讓學生歸納文章的大意，從而幫助學生理解整篇文章的內容。
4、 升華主題。What can we learn from the passage? 讓學生能聯系實際，學有所獲。
5、 讓學生進行分組(Pair work/ Group work)的討論(Discussion)，加深學生對課文的理解，進一步調動學生學習的積極性。
五、說教具準備Teaching aids
A recorder, a notebook computer and a projector、
六、說教學過程Teaching procedures
Step 1、Presentation
Step 2 Fast reading
Step 3 Listening
Step 4 Exercises
Step 5 Post reading
Step 6 Language points
Step 7 Homework
Step 1、Presentation
What is Botany? Science of studying plants is called BotanyStep 2 Fast reading (Reading materia
高中英語說課稿14
材料一
Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English Book unit 1（A student of African wildlife/Why not carry on the good work）I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and Blackboard design. First, let me talk the teaching material. Part 1 Teaching Material:
This unit is about（Great women and their achievements , Important people, history and methods of agriculture, Different types of English humor ,Culture differences and communication Different types of theme park）
By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and Dr Yuan Longping’ achievement And chemical farming and organic farming. Charlie Chaplin and his funny and encouraging humor People from different area have different body language and use the right body language to showing our feelings. Theme park not only provide fun but also provide various knowledge and exciting experience. this lesson not only teach the students to learn the related material about (1) the good character to be a successful person (2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical fertilizers and how to increase production in organic farming. (3)Charlie Chaplin and his humor English jokes (4)Different body language and the similarities in body language which make the others understand our feelings. (5)Theme park but also learning ability in English .
A： If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well. B： It provides all-around practice about listening, speaking, reading and writing revolve around the topic, it is the expansion of this unit and give Ss a space to use the language So it plays an important part in the English teaching in this unit.
�。ˋs we know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . ）According to the new standard curriculum and the syllabus (新課程標準和教學大綱), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings: 1.Knowledge objects: (1)the students can hear, read, and use the main sentence patterns. (2) the students can understand the content of the lesson: (3) the students can use the patterns to express their thoughts in proper situation and learn how to describe people with adjective. Ability objects: Ability objects of this section are (1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.
(2) To train the Ss’ ability of working in pairs. (4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability. 3.Emotion objects: By reading A Student of African wildlife /why not carry on the good work, students can learn from (1)Jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiao zhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful. (2)Dr Yuan Long ping his scientific research spirit and attitudes toward life This passage what is chemical and organic farming and their advantage and disadvantage.
材料二
Unit 3 Computers (unit 3,Book 2) 說課稿
Reading Task Who Am I ?
一、說教材
1、說教材的地位及作用
Who am I 出自人教版高中英語教科書第二冊第三單元第一課時，本單元的話題是工廠技術，計算機的發展史和機器人。計算機對于高中生來說是較熟悉的一個話題，但“Who am I”這篇閱讀材料所選語言材料屬于科普說明文，內容較為抽象，文章也有一些專業術語，對高一學生來說有一定的難度。但是這篇閱讀材料以第一人稱的擬人手法介紹了計算機發展演變的歷史和計算機在各個領域的應用，這樣擬人的手法使得文章讀起來妙趣橫生，抽象的專業知識介紹起來也淺顯易懂。這篇文章是整個單元的重點，融匯了聽、說、讀、寫語言知識點，同時在句子表達上運用到了現在完成時的被動語態，為下一個課時的語法教學作好了鋪墊。
2、說教學目標
�、僦R目標
�。�1）、掌握單詞和詞組：
abacus. calculator. PC. laptop. PDA. calculate. universal. simplify. sum. logical. logically. revolution. operator. technology. technological. artificial. intelligence. Intelligent .solve. tube. total. web. application. finance. mobile. explore. anyhow. From…on. as a result. so…that….
�。�2）（掌握句型）
A. Over time I have been changed quite a lot.
B. First as a PC and then as a laptop ,I have been used in offices and homes sice the 1970s.
C. Over time my memory has developed so much that ,like an elephant ,I never forget any thing I have been told !
D. Since the 1970s many new applications have been found for me .
E.I have also been put into robots and used to make mobile phones as well as help with medical operations .
�、谀芰δ繕�
（1）通過閱讀訓練，培養學生略讀（skim），查讀（scan）以及獲取信息能力。
（2）培養學生在閱讀時從詞的構成以及上下文猜測詞意的能力。
（3）通過閱讀，培養學生的'聽說讀寫能力，尤其是教會學生用第一人稱按時間的先后順序描述一件事。
③情感目標
通過學習本篇文章，了解計算機的發展歷程及其在當今社會的廣泛應用，培養學生的想象能力以及創新能力，激發學生熱愛科學以及鼓勵他們積極探索新科技發展的精神。
3、教學重難點
1、指導學生閱讀以時間為順序了解一件事的發展過程。
2、培養學生閱讀時通過構詞法以及看上下文猜測詞義的能力。
二、說教法：
結合本課的教學目標及具體任務，我主要用以下教學方法：
�、僬w閱讀教學法，讓學生分別進行讀前、讀中、讀后訓練，由淺入深消化課文。 ②任務型教學法，讓學生在教師指導下通過感知、體驗、實踐參與、合作等方式完成目標。
③開放性教學策略，如brainstorm role play.等
�、芤虿氖┙谭ǎ焊鶕䦟W生程度，把課文難度適度降低。
三、說學法：
由于學生對計算機比較感興趣及熟悉，教師在教學中要盡量發學生的主動學習積極性與合作精神。因此在教學中我主要引導學生用以下學法：
�、傥骞俨⒂梅�，如多動腦、動嘴、動手、動口。
�、谘驖u進：由淺入深地讓學生掌握詞匯、句型、課文內容。
�、酆献鲗W習、小組討論
四、說教學程序：
Step Ⅰ.Warming up and leading in
1.以幻燈片的方式展開此部分Warming up里有關計算機發展的七部圖片，詢問學生以下問題：
①What are they ?(ask the students to tell them one by one in English and spell them) ②Ask students to discuss what these items have in common.
�、踂hich one can help me most in teaching English ?show students the sentence structures of giving opinions ,such as in my opinion ,I think ……
這部分設計讓學生熟悉有關單詞，熟悉作出決定及意見的句型，激發他們的學習興趣 StepⅡ Pre-readirg
1.Ask the students to look at the title and the picture on P18 and guess :
Who am I ?
What is the passage about ?
2.Ask students to brainstorm :In which aspects have computer been used today ? Work out a list and compare it with your partner .
此任務能讓學生通過標題、插圖預測文章內容并調動學生學習的積極性，引發學生思考。
Step Ⅲ.Reading
1.Skim the passage to check whether their predictions are right or not .
2.Scan the passage again ,and do exercise 3 in pre-reading part .
3.讓學生從文中找出這些信息并完成下面表格：
1642： .
1822:The analytical machine was wade by Charles Babbage.
: .
1940s: .
:The first family of computers was connected to each other.
1970s: .
Now: .
這樣設計可以讓學生從文章當中自主查找到所需要的信息；課文教學時教師可以讓學生自由舉手回答并填寫以上問題，教師一邊幫學生retell及校對，一邊解釋所涉及到各種不同類型的計算機名詞，讓學生由易到難掌握課文。
4、careful reading
Ask students to read the passage once more and fill out the chart of requirement 2 on P19 這部分需要學生精讀課文并尋找相關具體信息，建議學生碰到生詞時看下上文猜測詞義。
StepⅣ Listening and Speaking
1、讓學生一邊聽一邊記下在什么時間、什么人發明了什么類型的計算機，聽完錄音讓學生復述那些內容。
2.Role play :叫學生以第一人稱扮演不同時期的計算機。
StepⅤ 拓展
1.再現最初的七副圖片，詢問學生：What’s next ?讓學生展開自己的想象力，設計下一種計算機的模樣與作用，讓學生分組討論并畫出其樣子。
Step Ⅵ Homework
Ask the students to write a passage about the development of computers.
Step Ⅶ Conclusion
五、說板書
Unit 3 Who Am I ?
1642: The computer began as a calculating machine.
1822: The analytical machine was made by …
1936：The computer grew rapidly both in size and brain power.
1940s：…had grown as large as a room .
1960s：The first family of computers…
1970s：computers were used in offices and homes .
Now :Computer connect people all over the world.
本課所倡導的教學基本理念是：
1、面向全體學生，實施素質培養。
2、整體設計目標，優化學習方式，提高自主學習能力。
3、利用現代教育技術，拓寬學習和運用英語的渠道。
4、提供多種選擇，適應個性需求。
教學反思：本課能調動學生的積極主動性，能較好地把聽說讀寫融匯在一起訓練學生的綜合語言運用能力，但是由于學生層次不一，在說時可能一部分學生不能開口，教師在以后的教學中應該設計內容更符合不同層次的學生，比如讓這些基礎很差的學生先預習，熟悉課文單詞。另外，教師也可在課后讓學生自己上網查找計算機發展史。
高中英語說課稿15
一、說教材
1. 教材分析：本課的中心話題是“世界英語”，介紹了英語在世界范圍內的人們生活中所承擔的不同角色及所起的重要作用。這篇文章是一篇說明文，它介紹了英語是世界上最為廣泛使用的語言，并通過具體數字來說明英語使用的廣泛性和重要性。
2. 教學目標
1) 知識目標：
要求學生掌握大綱詞及短語：majority, native, total, in total, tongue, equal, government, situation, except for, international, organization, trade, tourism, global, communicate.
2) 能力目標：
著重培養學生的閱讀能力。通過閱讀該文章，獲取有關于世界英語的信息，并使學生能閱讀類似難度的篇章。
3) 情感目標：
使學生認識到學習英語的重要性：為了更好地與各國人民溝通，獲取新的知識，從而為祖國做貢獻。
3. 基本技能：讀、說有關英語語言話題的知識。
4.三點
1)重點：掌握大綱詞及短語
2)難點：讀，說
3)關鍵：創設情景，讓學生溶入其中，充分調動其非智力因素。http://www.dakao8.com/
二、說學情
1.學生特點：1)基礎教差;
2)學習被動，缺乏好的學習習慣
2.知識結構：
知識零碎，沒有形成系統，結構不完整。尤其是基礎知識匱乏，在初中應當建立的基本框架沒有建立起來，給英語教學帶來一定難度。
3.思維特征：
缺乏創造性的思維，有幼稚化的傾向;缺乏條理性和邏輯性，缺少思想深度。
三、說教學過程
為全面提高學生的閱讀理解能力及綜合運用語言能力，培養學生的創新能力與自主學習的能力，主要設計如下步驟：
教具：多媒體
1. 精心導入：教師首先提出問題：How many languages can you speak? 直接導入到語言這一話題。再讓學生展示自己的方言，并利用多媒體將事先錄制好的聲音播放出來(用不同語言或方言說我是一個中國人)，提高學生學習的興趣。
2. 整體閱讀：要進行有效地整體閱讀，首先應該讓學生具備篇章知識，了解偏重模式與內涵。掌握了常見的模式，就可以更好地進行篇章閱讀。在這一部分，我就文章內容，提出一個問題：How many roles of the English language? 讓學生快速地找出英語所扮演的三種不同角色。再讓學生根據這幾種角色，找出各個段落的主題句或是大意。從而使學生在整體上對該篇說明文有所把握。再讓學生找出文章中幾個數字具體指代的是什么以及學好英語越來越重要的原因。在以上這兩個環節中，運用了一些閱讀技巧和閱讀方法：如skimming使學生快速預測主旨大意;scanning跳讀找出信息。
3. 深層理解：我設計了六個正誤判斷題，引導學生加深對文章的理解。
4. 鞏固練習：在學生對文章有了較好地理解后，用blank-filling來鞏固學生對該文章的掌握，包括詞和短語。
5. 表演：教師給出一個語境：兒子不愛學習英語，父親勸說其要認真學習。通過對本篇文章的學習，編造對話。利用這種真實情景交際法，提高了學生參與的`積極性，并加深對文章的理解。
6. 問題討論：漢語是不是會越來越被廣泛地使用呢?為什么?這個開放性話題通過比較漢語與英語，闡述它們被廣泛使用的原因，從而激發學生的思維思考，并關注社會問題。
7. 情感教育：最后給出幾個有關學好英語的漂亮句子，使學生認識到學習英語的重要性，并能付諸于實踐中去。
8. 小結：再次提出學習英語的重要性
9. 作業：根據所學內容，寫一篇有關于為什么學習英語的文章。
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