高中英語說課稿范文（通用11篇）
高中英語說課稿范文 篇1
引言：在英語教學(xué)中落實(shí)新課程標(biāo)準(zhǔn)，就是貫徹執(zhí)行國家教育部關(guān)于課程改革的決定。新課程標(biāo)準(zhǔn)的三維教學(xué)觀，具體到英語學(xué)科就是要整合發(fā)展學(xué)生語言技能、語言知識、情感態(tài)度、學(xué)習(xí)策略和文化意識五個(gè)方面的素養(yǎng)，培養(yǎng)學(xué)生綜合運(yùn)用語言的能力。開展課堂探究是培養(yǎng)學(xué)生綜合語言運(yùn)用能力的最佳手段。所以在我的教學(xué)設(shè)計(jì)里，每一個(gè)教學(xué)活動中都有情景創(chuàng)設(shè)，學(xué)生探究，學(xué)生處理問題和鞏固訓(xùn)練等環(huán)節(jié)。
一、教學(xué)內(nèi)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(xué)活動。旅游作為當(dāng)今社會人們最感興趣的話題在英語學(xué)習(xí)占有非常重要的位置。名勝古跡是旅游的重點(diǎn)內(nèi)容之一，名勝古跡中的許多發(fā)現(xiàn)都來自于考古工作。所以Archaeology也是一個(gè)非常貼近生活、具有時(shí)代性、可挖掘性的教學(xué)主題。
本單元所選的語言素材涉及中外名勝，有利于學(xué)生了解外國文化，增強(qiáng)世界意識。正如新課程標(biāo)準(zhǔn)中的教學(xué)建議所提：學(xué)習(xí)考古有利于“拓展學(xué)生的文化視野，發(fā)展他們跨文化交際的意識和能力”；在利用現(xiàn)代教育技術(shù)觀看歷史教育片的過程中，“拓寬了學(xué)生學(xué)習(xí)和運(yùn)用英語的渠道”；同時(shí)本單元的教學(xué)對教師本身歷史文化修養(yǎng)、廣闊的知識面等方面有非常高的要求，體現(xiàn)了師生共同不斷更新知識結(jié)構(gòu)以適應(yīng)現(xiàn)代社會發(fā)展對英語課程的要求的“與時(shí)俱進(jìn)”的理念和思想。
（二）教學(xué)重點(diǎn)難點(diǎn)
1.利用已有知識談?wù)撌鲿r(shí)代、青銅器時(shí)代、漢朝、唐朝等時(shí)代人們的飲食起居、文化娛樂、生產(chǎn)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(chǔ)。
2.調(diào)動學(xué)生的積極性，組織他們利用表達(dá)好奇功能結(jié)構(gòu)談?wù)撍麄兯信d趣話題。
3.聽力是這一課的難點(diǎn)。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(jié)構(gòu)的解釋比較復(fù)雜。但是學(xué)生聽過材料后能夠順利地完成課本上的練習(xí)。這里不要求學(xué)生理解細(xì)節(jié)，只要能完成練習(xí)就行。
二、三維教學(xué)目標(biāo)
（一）知識技能
1.學(xué)會談?wù)摴糯说纳a(chǎn)、生活；
2.學(xué)會表達(dá)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(xué)習(xí)一些與考古有關(guān)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(tài)度
1.讓學(xué)生了解本單元的總體學(xué)習(xí)目標(biāo)，以便激發(fā)學(xué)習(xí)學(xué)習(xí)積極性。
2.從談?wù)撌鲿r(shí)代、青銅器時(shí)代、漢朝、唐朝等時(shí)代人們的飲食起居、文化娛樂、生產(chǎn)工具等入手使學(xué)生到中國具有悠久的歷史、燦爛的文化，增強(qiáng)學(xué)生的民族自豪感，愛國主義情操。增強(qiáng)學(xué)生學(xué)好英語自信心。
3.通過開展小組活動，指導(dǎo)學(xué)生積極與人合作，相互學(xué)習(xí)，相互幫助，培養(yǎng)其團(tuán)隊(duì)精神。
（三）學(xué)習(xí)策略
1.認(rèn)知策略：通過-ology, -ological, -ologist等詞根的學(xué)習(xí)，掌握archaeology,
archaeologist, archae- ological等詞，同時(shí)掌握同類詞的學(xué)習(xí)方法。
2.調(diào)控策略：通過聽力讓學(xué)生了解到聽力有時(shí)很難，不可求全責(zé)備。可以材料調(diào)整聽力要求。有的要聽懂細(xì)節(jié)，有的甚至要推斷隱含內(nèi)容，但有的只需要掌握大意。
3.交際策略：通過談?wù)摴糯说娘嬍称鹁印⑽幕瘖蕵贰⑸a(chǎn)工具和談?wù)撆d趣等真實(shí)交際活動提高用英語交際的能力。同時(shí)讓學(xué)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(xué)生了解博物館、名勝古跡和書籍資料一樣是學(xué)習(xí)的重要途徑。
（四）文化意識
1.了解英語國家對文化遺產(chǎn)保護(hù)的態(tài)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(xué)步驟
(一) 導(dǎo)入(Lead-in)
這一步驟的重點(diǎn)在于激發(fā)學(xué)生對考古學(xué)的興趣，因?yàn)橐话銓W(xué)生認(rèn)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(xué)一起去看。然后問：What do you see?
學(xué)生自然會回答：Nothing.然后再問Do you know what I was looking at? 學(xué)生自然會回答：No, I
don’t. 然后告訴學(xué)生老師根本沒有看什么，只是做一個(gè)動作而已。再問Why did you look at there after
me?學(xué)生答不上。老師告訴學(xué)生That is because of curiosity.再問What is the word
curiosity from?
學(xué)生學(xué)過curious，所以能答上來。老師再講：根據(jù)心理學(xué)的觀點(diǎn)，每個(gè)人都具有對新鮮事物認(rèn)識的興趣，這叫做Curiosity。然后給出一個(gè)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(xué)生會答Yes.接著問Why do
you think it is a science?學(xué)生會說出他們學(xué)過以-ology結(jié)尾的詞。這時(shí)便可以打出幻燈片，再進(jìn)行以下活動：
漢語意義名詞形容詞……學(xué)家
技術(shù)technology
生物學(xué)biology
心理學(xué)psychology
人類學(xué)anthropology
細(xì)菌學(xué)bacteriology
Physiology
Sociology
zoology
1.組織學(xué)生推出Physiology，zoology和sociology和漢語意義；
2.組織學(xué)生推出technological, technologist；
3.組織學(xué)生推出其它詞的-ological和ologist的形變；
總結(jié)：學(xué)習(xí)構(gòu)詞法知識對于擴(kuò)大詞匯量有非常重大的意義。
最后指出今天所學(xué)內(nèi)容是Archaeology.再問What are the goals in learning the unit?
(二)單元學(xué)習(xí)目標(biāo)(Goals)
請一個(gè)學(xué)生解釋本單元學(xué)習(xí)目標(biāo)(Goals),然后和全班一起關(guān)上書回憶本單元的四個(gè)學(xué)習(xí)目標(biāo)。
(三)預(yù)備(Warming up)
活動形式：分組評論。談?wù)撜n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(xué)會用英語談?wù)撝袊糯说娘嬍称鹁印⑽幕瘖蕵贰⑸a(chǎn)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?wù)摴糯说娘嬍称鹁印⑽幕瘖蕵贰⑸a(chǎn)工具。
(四)聽力(listening)
教學(xué)形式：師生互動。播放磁帶讓學(xué)生聽第一遍，提問材料的大意。播放第二遍，讓學(xué)生完成課后練習(xí)。做聽力訓(xùn)練之前的準(zhǔn)備工作是非常重要的。
總結(jié)：今天的聽力材料較難，但是同學(xué)們能很好回答課后問題這就夠了，不一定要了解那些細(xì)節(jié)，不可求全責(zé)備。根據(jù)不同制訂不同學(xué)習(xí)目標(biāo)是有效學(xué)習(xí)重要環(huán)節(jié)。
(五)對話(speaking)
活動形式：組對練習(xí)。
1.發(fā)出指令，提出要求；
2.學(xué)習(xí)會話范例；
3.給對話所用句式；
4.學(xué)生組對談?wù)撆d趣與建議。
四、教學(xué)時(shí)間分配
教育心理學(xué)指出新知識的學(xué)習(xí)需要一個(gè)接受的過程。本課時(shí)的主要任務(wù)為本單元的學(xué)習(xí)做好預(yù)備工作。所以要用較多的時(shí)間讓學(xué)生接受考古這一新的概念。
導(dǎo)入部分用8分鐘;
目標(biāo)部分用3分鐘;
預(yù)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(jié)本課內(nèi)容和布置作業(yè)。
五、課堂板書設(shè)計(jì)
將黑板劃為左右兩塊，左邊板書教學(xué)步驟，右邊板書生詞和短語。
高中英語說課稿范文 篇2
英文說課稿范文
一、Introduction（導(dǎo)言）
英語說課是英語教學(xué)中的重要一環(huán)，也是衡量一位英語教師對教材的把握、分析及教師本人對上課進(jìn)程的宏觀控制能力的有力手段，能從理論上指導(dǎo)教師貫徹教學(xué)大綱，真正做到教與學(xué)相結(jié)合，將教材、大綱、教師、學(xué)生、課堂融為有機(jī)整體，對不斷提高教師教學(xué)能力和教研能力，有著突出的作用。
二、說課的基本原則
1. 遵循教學(xué)大綱要求，明確說課內(nèi)容。把握說課與上課的區(qū)別與聯(lián)系，正確理解教材、教案說課、上課之間的層進(jìn)關(guān)系，走出說課即是“說教案”的誤區(qū)。
2. 以教師為主導(dǎo)，學(xué)生為主體，體現(xiàn)先進(jìn)的教學(xué)理念。
3. 詳略得當(dāng)，重點(diǎn)突出，體現(xiàn)說課的完整性。
4. 與教案相結(jié)合，體現(xiàn)其可操作性。
三、說課的基本程序
1. 說教材：科學(xué)分析教材，明確重點(diǎn)難點(diǎn)、教學(xué)目標(biāo)和要求以及教材在單元中的地位和作用。
2. 說學(xué)生：談?wù)剬W(xué)生的知識與能力結(jié)構(gòu)，明確說課內(nèi)容的難易程度。
3. 說教法：談?wù)劚竟?jié)課要實(shí)施的教學(xué)手段、方法以及教具的使用。
4. 說學(xué)法：談?wù)剬W(xué)習(xí)方法的運(yùn)用以及將要實(shí)現(xiàn)的目標(biāo)。
5. 說教學(xué)程序：說為什么要設(shè)計(jì)該程序？目的、意圖何在？結(jié)果如何？
6. 說板書設(shè)計(jì)：談?wù)劙鍟O(shè)計(jì)的根據(jù)和理由，力求體現(xiàn)說板書設(shè)計(jì)的程序性、概括性和藝術(shù)性。
四、注重說課信息和反饋與總結(jié)
說課的對象可以是專家、同行甚至是學(xué)生。向說課對象征詢意見、獲取信息，力求不斷改進(jìn)和提高。
五、附SB 2B U16 Lesson 63說課稿
Unit 16 Lesson 63
Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC（2）. It is made up of four parts.
Part 1 My understanding of this lesson
The analysis of the teaching material:
This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea.
Teaching aims:
1. Knowledge aim: Understand the main idea of the text.
2. Ability aim: Retell the text in their own words.
3. Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted.
Key points / Teaching important points:
How to understand the text better.
Teaching difficult points:
1. Use your own words to retell the text.
2. Discuss the pollution of the sea and how to save the sea.
Something about the Ss:
1. The Ss have known something about the sea and sea life through the Internet and other ways.
2. They are lack of vocabulary.
3. They don’t often use English to express themselves and communicate with others.
4. Some Ss are not active in the class because they are afraid of making mistakes.
Part 2 My teaching theories, methods and aids
Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director； Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.
Teaching method:
Double activities teaching method
Question-and-answer activity teaching method
Watch-and-listen activity
Free discussion method
Pair work or individual work method
Teaching aids:
1. a projector
2. a tape recorder
3. multimedia
4. the blackboard
Part 3. Teaching steps / procedures
I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.
The entire steps are:
Greetings, Revision, Lead-in and preparation for reading, Fast reading（scanning）, Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework
Step 1 Greetings
Greet the whole class as usual.
Step 2. Revision
1. Ask students some questions to revise the last lesson（show them on the screen）.
a. How much salt do the oceans contain per thousand parts of water?（35 parts of salt. 3.5% by weight）
b. What is coral? Why are corals not found in deep water?
c. Why is the Dead Sea called the Dead Sea?
2. Check the homework（made a survey about the sea or sea life by surfing the Internet or asking for help from other people）. Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.
Step 3. Lead-in and preparation for reading
Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.
Purpose: Arouse the students’ interest of study.
Bring in new subject: Life in the oceans.
Step 4. Fast reading
Read the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph:
1. Why can living things live in such oceans around the Antarctica?
2. What does the whale feed on?
3. What is the difference between the sperm whale and other whales?
Method: Read the text individually, use question—and—answer activity.
Purpose: Improve the students’ reading ability.
Understand the general idea of each paragraph.
Step 5. Listening（book closed）
1. Listen to the tape then do an exercise（wb page 90, part 1）
2. True or false exercise.（on the screen）
Train the Ss’ listening ability and prepare for later exercises.
Step 6. Intensive reading
Read the passage carefully again and answer some detailed questions on the screen.
1. How much does a whale eat at a time?
2. Do all the whales feed on small fish?
3. How deep can a sperm whale dive?
It is also called depth reading or study reading. It means reading for detailed information.
Purpose: Further understand the text （Train further reading ability） to find out some different sentences and details of the text.
Step 7. Preparation for details of the text on the screen
1. ...its heart slows to half its normal speed.
slow-v. to become / make slower.
2. ...using sound wave
Present participle used as adverbial.
3. provide sth. for sb.
provide sb. with sth.
4. at a time: each time
5. grow to a length of...
Purpose: Train the Ss’ ability of understanding and using laguage.
Step 8. Consolidation
1. Find out the topic sentences.
2. Retell the passage according to the topic sentences.
Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.
Step 9. Discussion
Show them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do?
Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger!
I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home.
Step 10. Homework
Write an article Saving the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves.
Part 4. Blackboard design
Unit 16 Lesson 63
Topic Sentences:
1. Some living things can live in Antarctica.（what）
2. The whale feeds on small fish.（what）
3. The sperm whale feeds on squid.（difference）
Discussion:
1. The whales are in danger. What’s your opinion about it?
2. The sea is being polluted. What should we do?
In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.
In this text, the design is not easy to write. I write the topic sentences on the blackboard in order to tell the students that this is of the importance in this class. The discussion is of the difficulty.
I want to make the design inductive, instructive and artistic.
高中英語說課稿范文 篇3
引言：在英語教學(xué)中落實(shí)新課程標(biāo)準(zhǔn)，就是貫徹執(zhí)行國家教育部關(guān)于課程改革的決定。新課程標(biāo)準(zhǔn)的三維教學(xué)觀，具體到英語學(xué)科就是要整合發(fā)展學(xué)生語言技能、語言知識、情感態(tài)度、學(xué)習(xí)策略和文化意識五個(gè)方面的素養(yǎng)，培養(yǎng)學(xué)生綜合運(yùn)用語言的能力。開展課堂探究是培養(yǎng)學(xué)生綜合語言運(yùn)用能力的最佳手段。所以在我的教學(xué)設(shè)計(jì)里，每一個(gè)教學(xué)活動中都有情景創(chuàng)設(shè)，學(xué)生探究，學(xué)生處理問題和鞏固訓(xùn)練等環(huán)節(jié)。
一、教學(xué)內(nèi)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(xué)活動。旅游作為當(dāng)今社會人們最感興趣的話題在英語學(xué)習(xí)占有非常重要的位置。名勝古跡是旅游的重點(diǎn)內(nèi)容之一，名勝古跡中的許多發(fā)現(xiàn)都來自于考古工作。所以Archaeology也是一個(gè)非常貼近生活、具有時(shí)代性、可挖掘性的教學(xué)主題。 本單元所選的語言素材涉及中外名勝，有利于學(xué)生了解外國文化，增強(qiáng)世界意識。正如新課程標(biāo)準(zhǔn)中的教學(xué)建議所提：學(xué)習(xí)考古有利于“拓展學(xué)生的文化視野，發(fā)展他們跨文化交際的意識和能力”；在利用現(xiàn)代教育技術(shù)觀看歷史教育片的過程中，“拓寬了學(xué)生學(xué)習(xí)和運(yùn)用英語的渠道”；同時(shí)本單元的教學(xué)對教師本身歷史文化修養(yǎng)、廣闊的知識面等方面有非常高的要求，體現(xiàn)了師生共同不斷更新知識結(jié)構(gòu)以適應(yīng)現(xiàn)代社會發(fā)展對英語課程的要求的“與時(shí)俱進(jìn)”的理念和思想。 （二）教學(xué)重點(diǎn)難點(diǎn) 1.利用已有知識談?wù)撌鲿r(shí)代、青銅器時(shí)代、漢朝、唐朝等時(shí)代人們的飲食起居、文化娛樂、生產(chǎn)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(chǔ)。 2.調(diào)動學(xué)生的積極性，組織他們利用表達(dá)好奇功能結(jié)構(gòu)談?wù)撍麄兯信d趣話題。 3.聽力是這一課的難點(diǎn)。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(jié)構(gòu)的解釋比較復(fù)雜。但是學(xué)生聽過材料后能夠順利地完成課本上的練習(xí)。這里不要求學(xué)生理解細(xì)節(jié)，只要能完成練習(xí)就行。 二、三維教學(xué)目標(biāo) （一）知識技能 1.學(xué)會談?wù)摴糯说纳a(chǎn)、生活； 2.學(xué)會表達(dá)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(xué)習(xí)一些與考古有關(guān)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(tài)度 1.讓學(xué)生了解本單元的總體學(xué)習(xí)目標(biāo)，以便激發(fā)學(xué)習(xí)學(xué)習(xí)積極性。 2.從談?wù)撌鲿r(shí)代、青銅器時(shí)代、漢朝、唐朝等時(shí)代人們的飲食起居、文化娛樂、生產(chǎn)工具等入手使學(xué)生到中國具有悠久的歷史、燦爛的文化，增強(qiáng)學(xué)生的民族自豪感，愛國主義情操。增強(qiáng)學(xué)生學(xué)好英語自信心。 3.通過開展小組活動，指導(dǎo)學(xué)生積極與人合作，相互學(xué)習(xí)，相互幫助，培養(yǎng)其團(tuán)隊(duì)精神。 （三）學(xué)習(xí)策略 1.認(rèn)知策略：通過-ology, -ological, -ologist等詞根的學(xué)習(xí)，掌握archaeology, archaeologist, archae- ological等詞，同時(shí)掌握同類詞的學(xué)習(xí)方法。 2.調(diào)控策略：通過聽力讓學(xué)生了解到聽力有時(shí)很難，不可求全責(zé)備。可以材料調(diào)整聽力要求。有的要聽懂細(xì)節(jié)，有的甚至要推斷隱含內(nèi)容，但有的只需要掌握大意。 3.交際策略：通過談?wù)摴糯说娘嬍称鹁印⑽幕瘖蕵贰⑸a(chǎn)工具和談?wù)撆d趣等真實(shí)交際活動提高用英語交際的能力。同時(shí)讓學(xué)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(xué)生了解博物館、名勝古跡和書籍資料一樣是學(xué)習(xí)的重要途徑。 （四）文化意識 1.了解英語國家對文化遺產(chǎn)保護(hù)的態(tài)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(xué)步驟 (一) 導(dǎo)入(Lead-in) 這一步驟的重點(diǎn)在于激發(fā)學(xué)生對考古學(xué)的興趣，因?yàn)橐话銓W(xué)生認(rèn)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(xué)一起去看。然后問：What do you see? 學(xué)生自然會回答：Nothing.然后再問Do you know what I was looking at? 學(xué)生自然會回答：No, I don’t. 然后告訴學(xué)生老師根本沒有看什么，只是做一個(gè)動作而已。再問Why did you look at there after me?學(xué)生答不上。老師告訴學(xué)生That is because of curiosity.再問What is the word curiosity from? 學(xué)生學(xué)過curious，所以能答上來。老師再講：根據(jù)心理學(xué)的觀點(diǎn)，每個(gè)人都具有對新鮮事物認(rèn)識的興趣，這叫做Curiosity。然后給出一個(gè)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(xué)生會答Yes.接著問Why do you think it is a science?學(xué)生會說出他們學(xué)過以-ology結(jié)尾的詞。這時(shí)便可以打出幻燈片，再進(jìn)行以下活動： 漢語意義 名詞 形容詞 ……學(xué)家 技術(shù) technology 生物學(xué) biology 心理學(xué) psychology 人類學(xué) anthropology 細(xì)菌學(xué) bacteriology Physiology Sociology zoology
1.組織學(xué)生推出Physiology，zoology和sociology和漢語意義； 2.組織學(xué)生推出technological, technologist； 3.組織學(xué)生推出其它詞的-ological和ologist的形變； 總結(jié)：學(xué)習(xí)構(gòu)詞法知識對于擴(kuò)大詞匯量有非常重大的意義。 最后指出今天所學(xué)內(nèi)容是Archaeology.再問What are the goals in learning the unit? (二)單元學(xué)習(xí)目標(biāo)(Goals) 請一個(gè)學(xué)生解釋本單元學(xué)習(xí)目標(biāo)(Goals),然后和全班一起關(guān)上書回憶本單元的四個(gè)學(xué)習(xí)目標(biāo)。 (三)預(yù)備(Warming up) 活動形式：分組評論。談?wù)撜n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(xué)會用英語談?wù)撝袊糯说娘嬍称鹁印⑽幕瘖蕵贰⑸a(chǎn)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?wù)摴糯说娘嬍称鹁印⑽幕瘖蕵贰⑸a(chǎn)工具。 (四)聽力(listening) 教學(xué)形式：師生互動。播放磁帶讓學(xué)生聽第一遍，提問材料的大意。播放第二遍，讓學(xué)生完成課后練習(xí)。做聽力訓(xùn)練之前的準(zhǔn)備工作是非常重要的。 總結(jié)：今天的聽力材料較難，但是同學(xué)們能很好回答課后問題這就夠了，不一定要了解那些細(xì)節(jié)，不可求全責(zé)備。根據(jù)不同制訂不同學(xué)習(xí)目標(biāo)是有效學(xué)習(xí)重要環(huán)節(jié)。 (五)對話(speaking) 活動形式：組對練習(xí)。 1.發(fā)出指令，提出要求； 2.學(xué)習(xí)會話范例； 3.給對話所用句式； 4.學(xué)生組對談?wù)撆d趣與建議。 四、教學(xué)時(shí)間分配 教育心理學(xué)指出新知識的學(xué)習(xí)需要一個(gè)接受的過程。本課時(shí)的主要任務(wù)為本單元的學(xué)習(xí)做好預(yù)備工作。所以要用較多的時(shí)間讓學(xué)生接受考古這一新的概念。 導(dǎo)入部分用8分鐘; 目標(biāo)部分用3分鐘; 預(yù)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(jié)本課內(nèi)容和布置作業(yè)。 五、課堂板書設(shè)計(jì) 將黑板劃為左右兩塊，左邊板書教學(xué)步驟，右邊板書生詞和短語。 (熊河中學(xué))
高中英語說課稿范文 篇4
以下是高中英語說課稿范文，歡迎借鑒!
一、教材的地位及作用
高中英語新教材的風(fēng)格走勢為話題時(shí)尚，面對未來，求異思維和人文色彩濃重，教學(xué)內(nèi)容更加貼近現(xiàn)代生活，具有較強(qiáng)的時(shí)代信息，有利于提高學(xué)生的思想素質(zhì)和人文素質(zhì)，而本單元也是如此，本單元的中心話題是幽默，具體涉及“什么是幽默”、“笑話”、“喜劇”、“喜劇職業(yè)”等，它采用了學(xué)生十分感興趣的話題，能夠充分喚起學(xué)生的參與欲望，單元內(nèi)容高度生活化，富有活力，體現(xiàn)了本套教材的一個(gè)重要特征，緊扣時(shí)代脈博，富有時(shí)代氣息，學(xué)生在學(xué)過Healthy eating、Festivals Mordern agriculture 等單元，對中外飲食習(xí)慣，節(jié)日，以及農(nóng)業(yè)差異有所了解之后，又對文化方面有所掌握，并為下一單元body Lang uagt(身體語言)打下了幽默的基礎(chǔ)，本單元結(jié)在鼓勵(lì)學(xué)生自主探索，了解祖國的燦爛文化，理解外國的文化，培養(yǎng)他們跨文化交際的意識與能力。
2、教學(xué)目標(biāo)
根據(jù)英語教學(xué)大綱要求，基礎(chǔ)教育英語課程分級總體目標(biāo)的要求，將本節(jié)課的教學(xué)目標(biāo)分為：
(一)語言技能目標(biāo)
通過本單元學(xué)習(xí)，培養(yǎng)學(xué)生良好的“聽、說、讀、寫”技能，使學(xué)生能運(yùn)用所學(xué)知識中一些類似的問題，并能結(jié)合所給任務(wù)，綜合運(yùn)用新知識，解決問題，完成任務(wù)，在此基礎(chǔ)上鼓勵(lì)學(xué)生大膽地根據(jù)各自的語言基礎(chǔ)與能力，有個(gè)性地解決問題。
(二)語言知識目標(biāo)
本單元要求學(xué)生除掌握必要的單詞、詞組和句型以外，同時(shí)要求學(xué)生關(guān)于描述工作性質(zhì)的語言，包括詞組和句型。
(三)情感目標(biāo)
1、激發(fā)并提高學(xué)生學(xué)習(xí)英語的興趣，使其樂于接受新鮮事物，勇于嘗試;體現(xiàn)課堂教學(xué)主體者的身份，使其積極主動參與教學(xué)各環(huán)節(jié)，成為學(xué)習(xí)的主人;使其具有個(gè)性培養(yǎng)其創(chuàng)造能力。
2、培養(yǎng)同學(xué)之間融洽相處的感情，樂于合作的精神，善與人分享喜好的情感，培養(yǎng)正確的審美觀和價(jià)值觀。
3、教學(xué)重難點(diǎn)
本節(jié)課的主要目的是訓(xùn)練學(xué)生的聽、說能力，為此將本節(jié)課的教學(xué)重點(diǎn)定為訓(xùn)練學(xué)生通過聽覺獲取材料細(xì)節(jié)的能力，難點(diǎn)為對所給話題進(jìn)行開放性的討論。
二、教材處理
1、學(xué)生狀況分析及對策
高一學(xué)生經(jīng)過一學(xué)期的正規(guī)訓(xùn)練，對于新教材已有所熟悉，聽力、口語都有很大提高，已經(jīng)初步具備觀察問題、分析問題和解決問題的能力，教材內(nèi)容和教學(xué)活動符合他們的年齡特征和心理發(fā)展特點(diǎn)，因此，本單元鮮活的事例必定會對他們有較強(qiáng)的感染力，但由于他們的思想還不夠成熟，想法和行為需要教師的正確引導(dǎo)，因此，我在涉及聽、說、讀、寫等語言技能的活動中，加強(qiáng)學(xué)生對某種職業(yè)的情感了解，從語言和情感兩方面著手，創(chuàng)設(shè)機(jī)會讓學(xué)生表達(dá)他們的感受。
2、教學(xué)內(nèi)容組織與安排
由于本節(jié)課涉及warming up listening和speaking 三項(xiàng)內(nèi)容，時(shí)間較為緊張，為此我將warming up的時(shí)間縮短，使其起到引入新課的作用，speaking中教材要求采訪丑角，我將其改動為采訪三位著名的不同喜劇類型，不同國家的職業(yè)笑星，使學(xué)生充分了解到不同幽默和不同文化之間的差異，增強(qiáng)了他們的采訪興趣。
三、教學(xué)方法
在教法上追求自然輕松，體現(xiàn)教學(xué)方法的多樣性、藝術(shù)性，具體采用教學(xué)方法有情景教話，直觀圖片，激情聯(lián)想等多樣形式，營造人與語言，人與文化合諧自然;人景相趣的語言環(huán)境。
四、教學(xué)手段
在教學(xué)中和任務(wù)設(shè)計(jì)中不經(jīng)意卻是有意識地將多媒體電腦等揉在其中，并特別注意這些東西在課堂上的有效使用，體現(xiàn)其輔助作用。
五、教學(xué)程序
1、新課導(dǎo)入
本節(jié)課導(dǎo)入采用事先讓學(xué)生準(zhǔn)備一個(gè)幽默小笑話，做為morning report ,并詢問：why did you laugh? Do you think it’s funny?用大屏幕展現(xiàn)幾幅各種幽默形式的圖片，從而引出本單元的主題Humor。
(本節(jié)課導(dǎo)入先播放趙本山的幾組圖片，讓三名同學(xué)表演其英語版的小品《賣拐》，并詢問：who is he? Why did you laugh? Do you think it’s funny?)用大屏幕展現(xiàn)幾幅各種幽默形式的圖片，從而引出本單元的主題Humor。
2、Warming up
觀看大屏幕上圖片，總結(jié)一些幽默類型，并詢問學(xué)生“In what other performances do you enjoy humor?” (你還在其它哪種幽默演出中欣賞到幽默從而讓學(xué)生在心中構(gòu)建一個(gè)Lexical chunk,使學(xué)生了解幽默的各種形式，引出其中的一種形式—繞口令，設(shè)計(jì)讓學(xué)生以競賽形式快速朗誦，這部分目的有兩個(gè)，一是呈現(xiàn)本單元的中心話題幽默，二是培養(yǎng)學(xué)生的語感。
3、Listening階段
在聽力教學(xué)中利用教材中的圖片，組織學(xué)生看圖說話，想像一個(gè)有趣的故事，在聽完材料后，完成教材上的練習(xí)，這樣形成前后呼應(yīng)，即培養(yǎng)學(xué)生的想像能力，在他們心目中產(chǎn)生一個(gè)懸念，又能讓他們帶著任務(wù)去聽，提高聽的效果，及時(shí)提供反饋，有利于學(xué)生的自我評價(jià)，這階段主要采取三種活動形式。
(1)小組活動，每個(gè)小組經(jīng)過組內(nèi)協(xié)商確定圖片的排序，由組長開頭，每人根本前面所說的話和圖片上反映的內(nèi)容接說一句話，發(fā)展故事，并記錄在紙上，整理和修改故事。
(2)個(gè)人活動，通過聽錄音，將聽力細(xì)節(jié)材料記錄下來，并做教材上的練習(xí)。
(3)班級活動，各級朗讀自己的故事，師生共同評價(jià)，評出最有趣故事和與原文最接近故事。
4、Speaking 口語階段
這部分要求學(xué)生在學(xué)習(xí)對喜劇演員采訪的對話基礎(chǔ)上，完成對職業(yè)丑角的采訪。我設(shè)計(jì)了師生互動和生生互動，創(chuàng)設(shè)機(jī)會讓學(xué)生表達(dá)他們的感受。
(1)師生互動：交流對娛樂節(jié)目，喜劇小品和相聲及其演員的看法，提高他們對幽默的認(rèn)識。
(2)班級討論：針對學(xué)生提到的某一個(gè)演員或喜劇小品進(jìn)行分析，引入課文對話的一些語言和觀點(diǎn)。
(3)小組討論，接著前面的討論，各小組詳細(xì)討論，總結(jié)討論觀點(diǎn)，形成對三位幽默大師的采訪對話。
(4)各小組派人到前面表演對話。
5、總結(jié)。
由幾名同學(xué)總結(jié)討論喜劇演員以及他們的表演得出的結(jié)論，這不但能提高學(xué)生對喜劇表演的認(rèn)識，而且有利于培養(yǎng)學(xué)生留心社會關(guān)注媒體的洞察力，而且引導(dǎo)學(xué)生為下一步閱讀作好思想準(zhǔn)備。
6、Home work 在網(wǎng)上查詢有關(guān)幽默大師的資料。
以上就是我本次說課的內(nèi)容。謝謝各位.
高中英語說課稿范文 篇5
下面小編為大家推薦高中英語說課稿模板，希望對大家有幫助!
Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you.The content of my lesson is Senior English Boonit 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 talt 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 humour ,Culture differences and intercuritural 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 DrYuan Longping’achivevment
And chemical farming and organic farming.
Charlie Chaplin and his funny and encourageing humour
People from different area have differert body language and use the right body language to showing our feelings.
Theme park not only provid fun but also provid various knowledeg and exciting experience.
this lesson not only teach the students to learn the related matreial 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 frtilizers and how to increase production in organic farming.
(3)Charlie Chaplin and his humour
English jokes
(4)Different body language and the similarutues 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.
(As 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(biāo)準(zhǔn)和教學(xué)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 sutdents 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 thoughes 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 wlidlife /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 Qiaozhi 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 Longping his scientific research spirit and attitudes toward life
This passage what is chemical and organic farming and their advantage and disadvant age.
高中英語說課稿范文 篇6
Women of Achievement
Good morning, ladies and gentlemen. My topic is Women of Achievement, that is, unit 1, in module 4. The reading passage “A Student of African Wildlife” is talked later and my talk consists of 4 parts. Part 1, my understanding of the material. Part 2, teaching approaches. Part 3, preparations before class. Part 4, teaching procedure.
Part 1 my understanding of the material
First, let me introduce the reading passage. It is the center of this unit’s teaching and learning. It is made up of 4 paragraphs, that is, one day’s observing chimps with Jane in the forest; how Jane did her research and her achievements; Jane’s love towards animals and her contributions to animal protection; and a short summary to her. By learning this lesson, the students can not only understand women’s status in society and everyday life, their values and contributions, their difficulties and achievements, but also learn how to use some words, phrases and sentence patterns. Of course, the students can practise their reading skills, such as skimming, scanning and careful reading.
Second, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading and writing, they still need many opportunities to explore and convey meanings; to classify and reflect on their thoughts, feelings and experiences; to experiment and use their imaginations, and also to develop their autonomous learning ability, cooperative learning ability and investigative learning ability.
Third, about teaching aims
Knowledge aims: To learn how to use the mastery words, phrases and sentence patterns;
To learn sth about Jane’s research.
Ability aims: To cultivate the students’ autonomous learning ability, cooperative learning ability and investigative learning ability;
To develop students’ reading skills, such as making prediction and drawing inferences from the context.
Emotional aims: To encourage the students to participate in the class activities and cultivate their teamwork spirit;
To learn Jane’s bravery and perseverance in achieving her goals;
To reinforce the sense of wildlife protection.
Fourth, about key points and difficult points
I think they are to develop the students’ reading skills, such as making prediction and drawing inferences from the context; and to learn how to use the mastery words, phrases and sentence patterns.
Part 2 Teaching approaches
According to the analysis above, I’ll try to use the following theories: to make students the real master of the class while the teacher myself the director; to inspire the students, especially girl students to chase their dreams with great determinations.
Therefore, task—based teaching method, students—centered teaching method and CAI will be used.
Part 3 Preparations before class
I will ask the students to surf the Internet or go to the library to find some information about great women that they are interested in.
And in class, they will give reports of the information they have obtained. By doing this activity, I can train their autonomous learning ability and investigative learning ability, and their abilities of collecting and dealing with information.
Part 4 Teaching procedure
I designed 6 steps to deal with this reading passage.
Step 1 lead—in
Activity: picture appreciation and question answering
I’ll show them some beautiful pictures of wild animals, such as lions, Tibetan antelopes, monkeys and chimps. Then one question will be asked: which animal has the closest connection with human beings? It’s not so difficult. Of course, chimps. Then the students can find more about chimps from the reading passage.
The purpose of this activity is to stimulate the students’ interest and naturally lead to the reading passage.
Step 2 pre—reading
Activity: look and guess
The students will be asked to just glance at the title and the two pictures in the book, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.
This activity is to inspire the students to read actively, not passively. Surveys show that active reading can raise the readers’ interest and reading efficiency. Other purposes are to develop the students’ reading skill—making prediction and to encourage the students to think in English, express their thoughts in English and cooperate with each other.
Step 3 reading
Activity 1 scanning
The students are required to scan the text quickly and find out specific information of the following questions.
1 who is the student?
2 what animals are observed?
3 when did Jane Goodall arrive at Gombe? How old was she?
4 what was the purpose of her study?
By doing this activity, the students can improve their reading skill—scanning. And they can get the two lines of the whole passage, the main line—student, and the hidden line—wildlife. It builds a solid base for the latter reading comprehension.
Activity 2 skimming
The students are asked to skim the text quickly and summarize the main idea of each paragraph.
By doing this, I can train the students’ reading skill—skimming. And before their skimming, I’ll remind them to find out the topic sentence of each paragraph.
Activity 3 careful reading
For paragraph 1: Video watching and completing a diagram
Get the students to watch a short video of Jane’s research with chimps.
This paragraph is a description of what Jane and her partners did in the forest. The video can turn the description in words into images. So it seems as if the students themselves went into the forest. Then a diagram will be shown to the students. It contains the main actions of the chimps. They have to complete it. By these two changes, the students can master the important words, phrases and sentences better.
For paragraphs 2-3: Retelling job
These two paragraphs are relatively long, so the students may have difficulties in classifying the content. Therefore I divided all the sentences into 3 aspects, that is, Jane’s difficulties, her discoveries and her contributions. According to the key words, they have to retell it.
By doing this activity, I can train the students’ language organizing ability to meet the demands of the new curriculum.
For paragraph 4: Question answering
It is a short summary to Jane and implies that women can do what they want to do as men. This paragraph is relatively short and easy to understand. So the questions are fairly easy and will be offered to the less talented students.
Step 4 post—reading
I designed 2 activities.
Activity 1: multiple choice questions
These questions are to help the students get a better understanding of the text. Some of them are about details, and some of them are inferences. Inference questions are more difficult. So I will give them to the top students, and the easier ones to less talented students. Therefore all the students can have the chance to participate in the class activities and achieve the pleasure of learning English. Thus task-based teaching method is used here.
Activity 2: qualities and looking for relevant sentences
It is an activity to consolidate what they have learnt in the class. Traditionally, a blank-filling task is often used in this step, but it is a passive activity. In order to get the students to learn actively, I designed this activity. Just get the students to look at the title and think about “what kind of student Jane is”. They will say many words, like hard-working, brave and so on. Then ask them to find out the sentences from which we can see these qualities. To do this job, the students have to read the whole passage more carefully again, and they will get a deeper impression of the language structure. Here students-centered teaching method is used.
Step 5 Discussion
The students will be divided into several groups to discuss the following questions.
1 Jane was brave enough to live in the forest. What difficulties do you think she was facing?
2 If you have the chance, will you do what she did?
This activity is to cheer the students to think deeply about Jane’s research and to practice their oral English.
Step 6 Homework
Activity : Thinking and Writing
The topic is “ though our grandmothers and mothers haven’t done something great like Jane, do you think they are great, too?” Give your reasons.
This activity is designed to train their writing skills and stimulate the students to become aware of the greatness of ordinary women. So greatness is close to the students’ daily life.
In class, I will use CAI, so there is no blackboard design.
That’s all. Thank you!
高中英語說課稿范文 篇7
本文是第一范文網(wǎng)小編為大家整理的高中英語說課稿《the West Lake》，希望對大家有所幫助。
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(guān)西湖的地理位置、景色和傳說等內(nèi)容。在知識上與第一冊Unit 8 Travel和Unit 10 in the country 有一定的聯(lián)系。這是一節(jié)閱讀課，閱讀課是每單元教學(xué)的重要環(huán)節(jié)。
二、 教學(xué)目標(biāo)與要求
1、 根據(jù)大綱“鞏固、擴(kuò)大學(xué)生的基礎(chǔ)知識”和關(guān)于詞匯方面的要求，以及英語學(xué)科的語言特點(diǎn)，我確立本課的知識目標(biāo)是：要求學(xué)生掌握以下詞匯：attract\attraction , 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(xué)生了解西湖美景，人文地理等。
2、 根據(jù)大綱“側(cè)重培養(yǎng)閱讀能力”的要求和高一學(xué)生閱讀能力的發(fā)展水平，我確立的能力目標(biāo)是訓(xùn)練學(xué)生的Skimming 和Scanning兩種閱讀能力，使學(xué)生學(xué)習(xí)歸納文章主題和段落大意。同時(shí)通過讓學(xué)生課前上網(wǎng)搜索有關(guān)西湖這個(gè)名勝古跡的知識，培養(yǎng)學(xué)生獲取獲取信息處理信息以及表達(dá)的能力，從而滲透給學(xué)生網(wǎng)上學(xué)習(xí)的意識。
3、 為了貫徹“寓思想教育于語言教學(xué)之中”的教學(xué)原則，我對學(xué)生提出的智育目標(biāo)是培養(yǎng)小組合作意識，培養(yǎng)熱愛自然，熱愛家鄉(xiāng)和情感，增強(qiáng)保護(hù)文化遺產(chǎn)的意識，強(qiáng)化學(xué)生的公民意識。
三、 教學(xué)重難點(diǎn)
教學(xué)重點(diǎn)：通過對西湖相關(guān)知識的探究，使學(xué)生感受合作學(xué)習(xí)的新理念，培養(yǎng)個(gè)體學(xué)習(xí)及協(xié)作互助的優(yōu)秀品質(zhì)。本課的閱讀容量不大，閱讀材料是一個(gè)西湖概況，語言相對簡練。教師可能引導(dǎo)學(xué)生尋找表達(dá)段落主題的關(guān)鍵詞。下列關(guān)鍵詞可供參考： one of the most famous tourist attractions in China / lie/ scenery/ stories/ like a pearl ,訓(xùn)練學(xué)生的閱讀能力。
教學(xué)難點(diǎn)：一是學(xué)生的語言和信息技術(shù)問題。職業(yè)學(xué)校的學(xué)生英語水平普遍不高，不同專業(yè)的學(xué)生計(jì)算機(jī)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(zhàn);二是觀念問題，“合作學(xué)習(xí)”對于學(xué)生來說是新概念，如何轉(zhuǎn)變觀念，調(diào)整和變革自己的學(xué)習(xí)方式和策略是本課的另一突破口。
四、 教法與輔助手段
教學(xué)輔助手段：多媒體教學(xué)。它能迅速抓住學(xué)生的注意力，很快導(dǎo)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(diǎn)，指導(dǎo)學(xué)生邏輯思維，可以調(diào)動學(xué)生的積極性。
教師在課堂教學(xué)中堅(jiān)持“教師為主導(dǎo)，學(xué)生為主體，任務(wù)為基礎(chǔ)”的教學(xué)原則，在課堂教學(xué)的不同環(huán)節(jié)，教師應(yīng)扮演自身作為設(shè)計(jì)者、研究者、組織者、促進(jìn)者的角色，同是貫徹“教中學(xué)，學(xué)中用”策略，真正使學(xué)生學(xué)以致用。
多年的英語教學(xué)使我感到讓學(xué)生學(xué)會并不難，難的讓學(xué)生會學(xué)，講授知識并不難，難的是培養(yǎng)學(xué)生運(yùn)用知識的能力。英語學(xué)科無論教學(xué)還是考試都注重閱讀能力，所以在本課中，我注重指導(dǎo)學(xué)生的閱讀能力，主要體現(xiàn)在三個(gè)方面：一是Fast Reading.它對提高閱讀速度和質(zhì)量很有幫助，尤其是大綱要求學(xué)生能在較短時(shí)間內(nèi)閱讀相當(dāng)篇幅的閱讀材料。為達(dá)到上述教學(xué)目標(biāo)，我運(yùn)用任務(wù)型教學(xué)途徑，即課堂導(dǎo)入——參與任務(wù)——學(xué)習(xí)新知——鞏固新知——操練運(yùn)用，課堂設(shè)計(jì)采用“P—T—P”自主學(xué)習(xí)立體模式(pre-task, task cycle, post task)。二是問答法。它可能幫助學(xué)生理解文章的細(xì)節(jié)。三是討論法，通過pair work, group work,讓學(xué)生得到口語訓(xùn)練的機(jī)會。教師應(yīng)精心設(shè)計(jì)一些問題，分層教學(xué)，使每個(gè)學(xué)生都有話可說。
五、 學(xué)習(xí)策略的指導(dǎo)
1、 指導(dǎo)學(xué)生預(yù)習(xí)，熟悉文章中出現(xiàn)的新單詞和短語，疏通文章的意思，完成Pre-reading部分的練習(xí)。
2、 將學(xué)生分成若干組，要求他們按照各自的特長和興趣選擇組內(nèi)的角色并適當(dāng)進(jìn)行一些技術(shù)訓(xùn)練和指導(dǎo)。抽簽選取本組的主題(預(yù)習(xí)題)。每個(gè)小組學(xué)習(xí)使用Internet 查尋資料方法和竅門，把搜尋到的有關(guān)西湖的資料保存。(學(xué)生在信息技術(shù)課上已學(xué)過了基本方法)
3、 學(xué)會傾聽他人的意見，并主動參與課堂上各種活動，培養(yǎng)學(xué)生開放性思維能力。
4、 確立“學(xué)用英語相結(jié)合”的思想，用英語開展思維，分析復(fù)述課文，發(fā)表個(gè)人看法，提出獨(dú)到見解。
六、 教學(xué)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 2019 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(xué)習(xí)的方法，必要時(shí)教師可以指導(dǎo)。
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
高中英語說課稿范文 篇8
學(xué)生情況分析
本單元的設(shè)計(jì)與實(shí)施是建立在學(xué)生經(jīng)過高一上半學(xué)期新教材學(xué)習(xí)基礎(chǔ)之上。學(xué)生已經(jīng)逐步的適應(yīng)了在活動與任務(wù)中學(xué)習(xí)英語以及如何處理語言知識與活動開展的關(guān)系。并且，他們也已經(jīng)形成并培養(yǎng)了一定的小組合作學(xué)習(xí)及自主學(xué)習(xí)的能力。
單元話題
本單元的材料編排以健康飲食為核心話題，圍繞這一話題主要談?wù)摿?個(gè)次話題。各個(gè)話題之間銜接十分符合認(rèn)知規(guī)律。如圖所示：首先定性什么是健康食品，什么是垃圾食品，接著談?wù)摬划?dāng)?shù)娘嬍硨ι眢w的影響，身體不佳就得看醫(yī)生，那么看病的時(shí)候如何用英語與醫(yī)生交流。大家都不想因?yàn)椴涣硷嬍扯。谑墙又鴱亩鄠�(gè)角度探討我們平時(shí)的食物偏愛與營養(yǎng)結(jié)構(gòu)，讓我們進(jìn)一步明白健康飲食的重要性。同時(shí)也談?wù)摿宋覀儗?shí)際飲食文化中不可忽視的一項(xiàng)---小吃以及如何寫食譜，自己動手制作來解讒。
語言技能分布 當(dāng)我們沉浸在第一單元五顏六色的美味佳中的時(shí)候，我們除了流口水之外，英語語言的各項(xiàng)技能----聽說讀寫也不知不覺的被品味被消化。
教學(xué)理念
本單元在授課模式上嘗試采用TBL任務(wù)型教學(xué)模式，其實(shí)用step 1.2..也沒什么兩樣，問題是無論是那種形式，都要圍繞所要達(dá)成的既定目標(biāo)而設(shè)置任務(wù)或步驟，在實(shí)質(zhì)上力爭達(dá)到形散而神不散。
在課堂教學(xué)中倡導(dǎo)多層次多形式的對話，根據(jù)教育心理學(xué)家Kolb的體驗(yàn)式學(xué)習(xí)理論，高中學(xué)生的邏輯思維能力日益增強(qiáng)，同時(shí)具有了一定的社會閱歷和知識基礎(chǔ)。體驗(yàn)式學(xué)習(xí)更能達(dá)成有效的知識遷移。
在課堂教學(xué)中嘗試進(jìn)行對話的時(shí)候，嘗試著關(guān)注以下三方面：師生對話中關(guān)注班級中最薄弱的那個(gè)學(xué)生。生生對話中關(guān)注團(tuán)隊(duì)協(xié)作互助的精神。通過這兩點(diǎn)，試圖促進(jìn)知識的落實(shí)。
書本與生活的對話關(guān)注激發(fā)學(xué)生的學(xué)習(xí)興趣，實(shí)現(xiàn)知識和技能的提升。
注重學(xué)習(xí)的績效分享，以增強(qiáng)學(xué)生的自信心和社會責(zé)任感，分享形式可以是多角度的。如學(xué)生之間，師生之間，學(xué)生與家庭之間，朋友之間等。
以上所涉及的教學(xué)理念并非非用不可，或是最先進(jìn)的。本人覺得在這個(gè)話題下可以嘗試著滲透一些。
操作理念
在具體操作過程中重視學(xué)生個(gè)性和創(chuàng)新意識，給予學(xué)生充分表達(dá)的機(jī)會。例如在warming-up部分，讓學(xué)生界定healthy food and junk food的概念，完全允許他們有不同的界定標(biāo)準(zhǔn)，我們英語課的主要目的還是想著招數(shù)，騙學(xué)生開口說話。我們是英語教師，畢竟不是營養(yǎng)學(xué)家。
類似情況如在閱讀模塊中的問題討論部分。
大部分學(xué)校外語教學(xué)，不，英語教學(xué)是大班教學(xué)，學(xué)生層次不齊，因此任務(wù)的設(shè)置要有層次性，難問題碰到薄弱生，老師學(xué)生一起生氣，容易題碰到好學(xué)生，老師學(xué)生都不過癮。最后只好說，這書沒法教了，不過想想一家老少。當(dāng)然更要給不同的學(xué)生搭建達(dá)成目標(biāo)的平臺。
每一個(gè)任務(wù)的展開都設(shè)法先給予足夠但不過量的輸入，力爭環(huán)環(huán)相扣，用我們在座的一位學(xué)長的話說：打假，不自己騙自己。
第三方面：在資料搜集時(shí)，不讓可憐的英語老師一人都挑，學(xué)生老師一起動手，開學(xué)初，將各個(gè)單元的資料搜集分配到各個(gè)學(xué)習(xí)小組，在相應(yīng)單元開工前上交。開展一些評比活動以激勵(lì)學(xué)生的積極性。
教學(xué)任務(wù) 教學(xué)任務(wù)請大家自己看，限時(shí)20秒。教材上沒有課外學(xué)習(xí)任務(wù)，但我覺得這個(gè)內(nèi)容可以嘗試。
Warming-up
由于昨天有些老師沒有教材，特提一下教材內(nèi)容：
1） 教材給出了一些食物圖片，要求界定垃圾食品還是健康食品
2）給出一個(gè)空白飲食調(diào)查表
教學(xué)建議：
1、由于學(xué)生剛過完春節(jié)回校，添一下嘴唇，還很能回味到過年時(shí)的美味佳肴，因此何不充分利用這一事實(shí)。實(shí)現(xiàn)學(xué)生從壓迫學(xué)習(xí)向主動學(xué)習(xí)的轉(zhuǎn)變。激發(fā)他們交談的興趣，不僅實(shí)現(xiàn)了良好的過渡，而且借機(jī)呈現(xiàn)大量有關(guān)食物和飲料的詞匯,實(shí)現(xiàn)知識的有效遷移。Brainstorm 是方法之一。
2、在回味美食的同時(shí)，引出話題healthy food,junk food，由學(xué)生給出不同的定義。允許眾說紛紜，但盡量讓英語作為課堂工作語言。
3、課堂上的學(xué)生飲食調(diào)查可作為更廣泛的家庭飲食情況調(diào)查的鋪墊 ，擬增加健康狀況一覽，使學(xué)生能直觀的發(fā)現(xiàn)飲食對健康的影響，為后來的健康食譜的制定提供依據(jù)。
Listening
1.教材分析：
聽力材料分為兩部分：
1）母親與Mike關(guān)于Mike胃痛與他一天飲食情況的對話
2）Mike前去就醫(yī)與醫(yī)生的對話
2、教學(xué)建議：
1、建議在聽力開始前做pre-listening.
針對第一部分對話，可讓學(xué)生以小組的形式互相詢問一日三餐以及點(diǎn)心等。因?yàn)槁犃σ皇悄赣H與兒子有關(guān)一天飲食的詢問式對話。
2、針對第二部分對話，由于就醫(yī)問診是大家共有的體驗(yàn)，讓學(xué)生進(jìn)行pair-work，根據(jù)以有的就醫(yī)經(jīng)歷和聽力一所獲得的信息，假象Mike與醫(yī)生的對話和醫(yī)生可能給出的建議.比一比猜中率。
3、1&2的目的是為了訓(xùn)練學(xué)生聽力中集中注意力的能力，同時(shí)進(jìn)行文化背景知識的鋪墊，從而能在聽的過程中準(zhǔn)確定位，捕捉到問題所需的信息點(diǎn)。
4、聽力任務(wù)完成后建議復(fù)聽，嘗試再現(xiàn)聽力中的情景（多種形式，如表演，單句復(fù)述，take notes然后完整復(fù)述或spot dictation等），為下一步的speaking做好務(wù)實(shí)而有效的準(zhǔn)備。
Speaking
1.教材分析：
教材給出三種就醫(yī)情景，和一個(gè)范例。目的是使學(xué)生能在常見的就醫(yī)場景中運(yùn)用英語進(jìn)行交流。尤其是常用的表達(dá)方式。
2、教學(xué)建議：
1. 前面聽力模塊中通過聽力訓(xùn)練得到了相關(guān)表達(dá)方式的輸入，同時(shí)在最后的鞏固性復(fù)述中對就醫(yī)情
景作了充分的鋪墊，在這里speaking模塊開始前讓學(xué)生精彩回放Mike的就醫(yī)情景。為接下來的情景會話熱身。
2、然后分別羅列病人和醫(yī)生的常用的表達(dá)方式。 3、在有了熱身對話和常用表達(dá)方式的支持，可以鼓勵(lì)小組活動，創(chuàng)設(shè)更多的情景進(jìn)行會話表演，讓學(xué)生接觸更多有關(guān)疾病的詞匯（無意識的在情景中接受了詞匯擴(kuò)充）。
4、對基礎(chǔ)薄弱的學(xué)生可以嘗試：A.: 聽力再現(xiàn)。B:范例復(fù)述或表演 5、時(shí)間允許，還可將對話落實(shí)到筆頭。（供選擇）
Reading閱讀部分
1、教材分析：
教材在讀前給出了4個(gè)有關(guān)飲食習(xí)慣的常識性調(diào)查問題，閱讀材料是有關(guān)飲食習(xí)慣的議
論文體的文章，讀后給出了5個(gè)拓展性的問題。
2、教學(xué)建議：
1、建議閱讀部分的教學(xué)側(cè)重學(xué)生對文章的整體性結(jié)構(gòu)把握，培養(yǎng)他們的閱讀技能。利用本文可突出學(xué)生3個(gè)方面的能力：
A：文章中心把握能力：設(shè)及高考題中作者意圖推測，標(biāo)題選擇，段落大意確定。
B：信息歸類，尋找規(guī)律：Eg.不同食物----不同的營養(yǎng)，給出未提及的食物作營養(yǎng)成分推測
C: 生詞猜測。Eg.organic,eco-foods,supplement
為了更有效地進(jìn)行以上3方面的技能訓(xùn)練，我個(gè)人不主張讓學(xué)生對本文進(jìn)行課前的預(yù)習(xí)。
2. 也在進(jìn)行讀前問答的時(shí)候，不僅關(guān)注他們的回答內(nèi)容還可引出課文中或相關(guān)的新詞，尤其是營養(yǎng)成分類的詞匯以掃清文化背景障礙和語言障礙。
3、讀后的發(fā)散性問題，如果時(shí)間緊迫，建議學(xué)生以小組任選一話題討論，由小組發(fā)言人做匯報(bào)。建議敢于大膽取舍，調(diào)整教材，那出一點(diǎn)大家風(fēng)范來，畢竟我們至少讀了4年大學(xué)，在一線拼了那么多年。再說有新大綱明文規(guī)定，支持我們。
4、其它的語言難點(diǎn)可隨機(jī)處理，若時(shí)間來不及，也可放到language study 模塊中處理。
Language study
1.教材分析：
這一部分包括單詞釋意，had better,should and ought to表示給出建議的用法。教材給出單句補(bǔ)全，和根據(jù)2個(gè)情景給建議兩種訓(xùn)練方式。這是本單元主要語法點(diǎn)。
2、教學(xué)建議：
1、在學(xué)生掌握情況比較好的情況下，可將word study大膽修改成：聽教師讀解釋，學(xué)生寫單詞，而不是進(jìn)行簡單的搭配，事實(shí)上，在實(shí)際教學(xué)中，不少同學(xué)提前完成了，因此就需要根據(jù)學(xué)情及時(shí)調(diào)整內(nèi)容或變換檢測角度。
2、如果前面閱讀模塊中仍有部分語言問題未解決，可在這里彌補(bǔ)。畢竟語法和句型仍是測試的重要內(nèi)容之一。說實(shí)在的，考試分?jǐn)?shù)就是我們飯碗中的大米飯的顆粒數(shù)，領(lǐng)導(dǎo)可知道，我的碗中飯，粒粒皆辛苦。
3、澄清這些Modal Verbs 的否定形式。可以將SEFC II中first aid一課中提及的各種急救場景做為情景，訓(xùn)練學(xué)生運(yùn)用這些Modal Verbs給建議。（供程度較好學(xué)生）分成dos and don’ts 呈現(xiàn)給學(xué)生，要求學(xué)生用本單元所學(xué)的情態(tài)動詞來給出建議。不僅使學(xué)生在具體情景中體會了這些語法項(xiàng)目的功能，同時(shí)也學(xué)會了一些生存技能。
4. 根據(jù)所給情景寫出可能性的建議這一任務(wù)中，可以創(chuàng)造性地嘗試讓學(xué)生以小組的形式編寫更多的情景，然后相互交換，針對情景給建議。以便進(jìn)一步發(fā)掘教材的內(nèi)在價(jià)值。
Integrating Skills
1.教材分析：
提出了snacks這個(gè)話題，同時(shí)給出了兩個(gè)snacks的recipes,要求學(xué)生能模仿寫recipe.教材也給出了4條writing tips.
2、教學(xué)建議：
1）、建議從常規(guī)的三餐或我們實(shí)際的飲食習(xí)慣導(dǎo)入snacks時(shí)，進(jìn)行頭腦風(fēng)暴，呈現(xiàn)我們國家豐富的小吃文化。通過文章的閱讀和前面所學(xué)的知識，對所羅列的小吃進(jìn)行判斷（bad---good---better---best）簡要說明理由,這個(gè)建議的設(shè)計(jì)其實(shí)是針對學(xué)生的閱讀理解能力，因?yàn)樾〕砸晃闹刑岬搅藥追N食物，并且作了優(yōu)劣判斷，那么可以利用這一素材培養(yǎng)學(xué)生的歸類，推理能力，這也是學(xué)生在考試中主要的失分點(diǎn)。
例如：文章信息：orange>bread>chocolate,我們可推出strawberry>dumpling>icecream
2）、建議不同小組寫不同的recipe, 在模仿范文寫recipe之前，須經(jīng)過討論，用豐富的體態(tài)語言表演制作過程。通過活動的形式熟悉這些有關(guān)烹飪的詞匯。因?yàn)楸疚闹谐霈F(xiàn)了大量的烹飪有關(guān)的詞匯。
例如：A學(xué)生做一個(gè)動作，B學(xué)生說出對應(yīng)的單詞。或者表演一種SNACK的制作過程，有另一學(xué)生描述。
3)最后的recipe進(jìn)行展示共享。有實(shí)物投影的可書面讓學(xué)生和老師點(diǎn)評，沒有的話，可口頭表達(dá)點(diǎn)評
課后整理配上圖片更佳，全班展示分享。
高中英語說課稿范文 篇9
女人的成就
Good morning, ladies and gentlemen. My topic is Women of Achievement, that is, unit 1, in module 4. The reading passage “A Student of African Wildlife” is talked later and my talk consists of 4 parts. Part 1, my understanding of the material. Part 2, teaching approaches. Part 3, preparations before class. Part 4, teaching procedure.
早上好,女士們,先生們。我的話題是婦女的成就,在模塊4單元1。整篇文章“非洲野生動物的學(xué)生”是說以后和我談話由4部分組成。第1部分中,我對材料的理解。第2部分,教學(xué)方法。第三部分,在上課前準(zhǔn)備工作。第4部分,教學(xué)過程。
Part 1 my understanding of the material
第1部分我對材料的理解
First, let me introduce the reading passage. It is the center of this unit’s teaching and learning. It is made up of 4 paragraphs, that is, one day’s observing chimps with Jane in the forest; how Jane did her research and her achievements; Jane’s love towards animals and her contributions to animal protection; and a short summary to her. By learning this lesson, the students can not only understand women’s status in society and everyday life, their values and contributions, their difficulties and achievements, but also learn how to use some words, phrases and sentence patterns. Of course, the students can practise their reading skills, such as skimming, scanning and careful reading.
首先,讓我介紹整篇文章。這是本單元的教學(xué)和學(xué)習(xí)的中心。它由4段,也就是一天的觀察黑猩猩和簡在森林里,簡如何做她的研究,她的成就,簡對動物的愛和她對動物保護(hù)的貢獻(xiàn);和一個(gè)簡短的摘要。通過學(xué)習(xí)本課,學(xué)生不僅可以了解女性的社會地位和日常生活,他們的價(jià)值和貢獻(xiàn),他們的困難和成就,但也學(xué)習(xí)如何使用一些單詞、短語和句型。當(dāng)然,學(xué)生可以練習(xí)他們的閱讀技巧,如略讀、掃描和仔細(xì)閱讀。
Second, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading and writing, they still need many opportunities to explore and convey meanings; to classify and reflect on their thoughts, feelings and experiences; to experiment and use their imaginations, and also to develop their autonomous learning ability, cooperative learning ability and investigative learning ability.
其次,我想告訴一些關(guān)于學(xué)生。雖然學(xué)生聽力的基本能力,來說,閱讀和寫作,他們?nèi)孕枰S多探索和傳達(dá)意義的機(jī)會;分類和反思自己的想法,感受和經(jīng)歷,嘗試和使用他們的想象力,并培養(yǎng)他們的自主學(xué)習(xí)能力、合作學(xué)習(xí)能力和研究性學(xué)習(xí)能力。
Third, about teaching aims
關(guān)于教學(xué)目標(biāo)
Knowledge aims: To learn how to use the mastery words, phrases and sentence patterns;
知識目標(biāo):了解如何使用掌握單詞,短語和句型;
To learn sth about Jane’s research.
了解某事簡的研究。
Ability aims: To cultivate the students’ autonomous learning ability, cooperative learning ability and investigative learning ability;
能力目標(biāo):培養(yǎng)學(xué)生的自主學(xué)習(xí)能力、合作學(xué)習(xí)能力和研究性學(xué)習(xí)能力;
To develop students’ reading skills, such as making prediction and drawing inferences from the context.
培養(yǎng)學(xué)生的閱讀技能,比如從上下文預(yù)測和推斷。
Emotional aims: To encourage the students to participate in the class activities and cultivate their teamwork spirit;
情感目標(biāo):鼓勵(lì)學(xué)生參與課堂活動,培養(yǎng)他們的團(tuán)隊(duì)合作精神;
To learn Jane’s bravery and perseverance in achieving her goals;
學(xué)習(xí)簡的勇敢和毅力實(shí)現(xiàn)她的目標(biāo);
To reinforce the sense of wildlife protection.
加強(qiáng)野生動物保護(hù)的感覺。
Fourth, about key points and difficult points
對重點(diǎn)和難點(diǎn)
I think they are to develop the students’ reading skills, such as making prediction and drawing inferences from the context; and to learn how to use the mastery words, phrases and sentence patterns.
我認(rèn)為他們是培養(yǎng)學(xué)生的閱讀技巧,如從上下文;使預(yù)測和推斷,并學(xué)習(xí)如何使用掌握單詞,短語和句型。
Part 2 Teaching approaches
第2部分的教學(xué)方法
According to the analysis above, I’ll try to use the following theories: to make students the real master of the class while the teacher myself the director; to inspire the students, especially girl students to chase their dreams with great determinations.
根據(jù)上面的分析,我將嘗試使用以下理論:讓學(xué)生真正的掌握類的,老師自己導(dǎo)演;激發(fā)學(xué)生,尤其是女學(xué)生以極大的決定去追逐自己的夢想。
Therefore, task—based teaching method, students—centered teaching method and CAI will be used.
因此,任務(wù)型教學(xué)方法,堅(jiān)持以教學(xué)方法和CAI將被使用。
Part 3 Preparations before class
第三部分在上課前準(zhǔn)備工作
I will ask the students to surf the Internet or go to the library to find some information about great women that they are interested in.
我會問學(xué)生們上網(wǎng)或去圖書館找到一些偉大的女性,他們感興趣的信息。
And in class, they will give reports of the information they have obtained. By doing this activity, I can train their autonomous learning ability and investigative learning ability, and their abilities of collecting and dealing with information.
在課堂上,他們將使他們獲得的信息的報(bào)告。通過這個(gè)活動,我可以培養(yǎng)他們的自主學(xué)習(xí)能力和研究性學(xué)習(xí)能力,和他們的收集和處理信息的能力。
Part 4 Teaching procedure
第4部分教學(xué)過程
I designed 6 steps to deal with this reading passage.
我設(shè)計(jì)了6個(gè)步驟來處理這個(gè)閱讀文章。
Step 1 lead—in
步驟1中引入
Activity: picture appreciation and question answering
活動:圖片欣賞和問答
I’ll show them some beautiful pictures of wild animals, such as lions, Tibetan antelopes, monkeys and chimps. Then one question will be asked: which animal has the closest connection with human beings? It’s not so difficult. Of course, chimps. Then the students can find more about chimps from the reading passage.
我會向他們展示一些漂亮的野生動物的照片,如獅子、藏羚羊、猴子和猩猩。然后會問一個(gè)問題:哪種動物與人類最接近的聯(lián)系嗎?這不是那么難。當(dāng)然,黑猩猩。然后,學(xué)生可以找到更多關(guān)于黑猩猩從整篇文章。
The purpose of this activity is to stimulate the students’ interest and naturally lead to the reading passage.
這個(gè)活動的目的是激發(fā)學(xué)生的興趣和自然導(dǎo)致整篇文章。
Step 2 pre—reading
Activity: look and guess
活動:猜猜看
The students will be asked to just glance at the title and the two pictures in the book, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.
學(xué)生將被要求只看一眼標(biāo)題和書中的兩張圖片,然后猜猜他們會讀文本。,他們會被分成組,每組4有一個(gè)討論。
This activity is to inspire the students to read actively, not passively. Surveys show that active reading can raise the readers’ interest and reading efficiency. Other purposes are to develop the students’ reading skill—making prediction and to encourage the students to think in English, express their thoughts in English and cooperate with each other.
這個(gè)活動是激發(fā)學(xué)生積極閱讀,而不是被動的。調(diào)查顯示,活動可以提高讀者的閱讀興趣和閱讀效率。其他目的是培養(yǎng)學(xué)生的閱讀skill-making預(yù)測,并鼓勵(lì)學(xué)生用英語思考,用英語表達(dá)自己的想法,互相配合。
Step 3 reading
第三步閱讀
Activity 1 scanning
活動1掃描
The students are required to scan the text quickly and find out specific information of the following questions.
要求學(xué)生快速掃描文本,找出下列問題的具體信息。
1 who is the student?
1學(xué)生是誰?
2 what animals are observed?
2觀察到的動物是什么?
3 when did Jane Goodall arrive at Gombe? How old was she?
3珍·古道爾到達(dá)貢貝是什么時(shí)候?她多大了?
4 what was the purpose of her study?
4她研究的目的是什么?
By doing this activity, the students can improve their reading skill—scanning. And they can get the two lines of the whole passage, the main line—student, and the hidden line—wildlife. It builds a solid base for the latter reading comprehension.
通過這次活動,學(xué)生可以提高他們的閱讀skill-scanning。他們可以得到兩行整個(gè)通道,主要line-student,隱藏line-wildlife。它構(gòu)建一個(gè)堅(jiān)實(shí)的基礎(chǔ)對于后者閱讀理解。
Activity 2 skimming
活動2略讀
The students are asked to skim the text quickly and summarize the main idea of each paragraph.
要求學(xué)生快速瀏覽課文,總結(jié)每個(gè)段落的主要思想。
By doing this, I can train the students’ reading skill—skimming. And before their skimming, I’ll remind them to find out the topic sentence of each paragraph.
通過這樣做,我可以訓(xùn)練學(xué)生的閱讀skill-skimming。之前和略讀,我會提醒他們找出每段的主題句。
Activity 3 careful reading
活動3仔細(xì)閱讀
For paragraph 1: Video watching and completing a diagram
第一項(xiàng):視頻觀看和完成圖
Get the students to watch a short video of Jane’s research with chimps.
讓學(xué)生觀看短片的簡研究黑猩猩。
This paragraph is a description of what Jane and her partners did in the forest. The video can turn the description in words into images. So it seems as if the students themselves went into the forest. Then a diagram will be shown to the students. It contains the main actions of the chimps. They have to complete it. By these two changes, the students can master the important words, phrases and sentences better.
這一段的描述是簡和她的合作伙伴在森林里。視頻可以把文字到圖片的描述。所以好像學(xué)生自己走進(jìn)了森林。然后一個(gè)圖表將向?qū)W生展示。它包含的主要行動黑猩猩。他們必須完成它。通過這兩個(gè)變化,學(xué)生可以掌握重要單詞、短語和句子更好。
For paragraphs 2-3: Retelling job
段落2 - 3:復(fù)述工作
These two paragraphs are relatively long, so the students may have difficulties in classifying the content. Therefore I divided all the sentences into 3 aspects, that is, Jane’s difficulties, her discoveries and her contributions. According to the key words, they have to retell it.
這兩個(gè)段落相對較長,所以學(xué)生們有困難分類內(nèi)容。所以我把所有的句子分為三個(gè)方面,也就是說,簡的困難,她發(fā)現(xiàn)和貢獻(xiàn)。根據(jù)關(guān)鍵字,他們必須復(fù)述它。
By doing this activity, I can train the students’ language organizing ability to meet the demands of the new curriculum.
通過這個(gè)活動,我可以訓(xùn)練學(xué)生的語言組織能力以滿足新課程的要求。
For paragraph 4: Question answering
第四段:問題回答
It is a short summary to Jane and implies that women can do what they want to do as men. This paragraph is relatively short and easy to understand. So the questions are fairly easy and will be offered to the less talented students.
這是一個(gè)簡短的摘要,簡和暗示女性可以和男性做他們想做的事。這一段相對較短的和容易理解。所以問題是相當(dāng)容易的,并將提供給有才華的學(xué)生越少。
Step 4 post—reading
步驟4 post-reading
I designed 2 activities.
我設(shè)計(jì)了2個(gè)活動。
Activity 1: multiple choice questions
活動1:多項(xiàng)選擇題
These questions are to help the students get a better understanding of the text. Some of them are about details, and some of them are inferences. Inference questions are more difficult. So I will give them to the top students, and the easier ones to less talented students. Therefore all the students can have the chance to participate in the class activities and achieve the pleasure of learning English. Thus task-based teaching method is used here.
這些問題幫助學(xué)生更好地理解課文。其中的一些細(xì)節(jié),和一些推論。推理問題更加困難。所以我將給最優(yōu)秀的學(xué)生,和少的人越容易有才華的學(xué)生。因此所有的學(xué)生都可以有機(jī)會參與課堂活動,實(shí)現(xiàn)學(xué)習(xí)英語的樂趣。因此,任務(wù)型教學(xué)方法是用在這里。
Activity 2: qualities and looking for relevant sentences
活動2:質(zhì)量和尋找相關(guān)的句子
It is an activity to consolidate what they have learnt in the class. Traditionally, a blank-filling task is often used in this step, but it is a passive activity. In order to get the students to learn actively, I designed this activity. Just get the students to look at the title and think about “what kind of student Jane is”. They will say many words, like hard-working, brave and so on. Then ask them to find out the sentences from which we can see these qualities. To do this job, the students have to read the whole passage more carefully again, and they will get a deeper impression of the language structure. Here students-centered teaching method is used.
這是一個(gè)活動來鞏固所學(xué)的類。傳統(tǒng)上,blank-filling任務(wù)通常是用在這一步中,但它是一個(gè)被動的活動。為了讓學(xué)生積極學(xué)習(xí),我設(shè)計(jì)了這一活動。只是讓學(xué)生看標(biāo)題和考慮“什么樣的學(xué)生簡”。他們會說很多的話,喜歡吃苦耐勞,勇敢等等。然后讓他們找到的句子我們可以看到這些品質(zhì)。做這個(gè)工作,學(xué)生們再次仔細(xì)閱讀整個(gè)通道更,,他們將得到一個(gè)更深的印象的語言結(jié)構(gòu)。這里為中心的教學(xué)方法。
Step 5 Discussion
第五步的討論
The students will be divided into several groups to discuss the following questions.
學(xué)生將被分成幾個(gè)小組討論下面的問題。
1 Jane was brave enough to live in the forest. What difficulties do you think she was facing?
1簡勇敢地生活在森林里。你認(rèn)為她是面對什么困難?
2 If you have the chance, will you do what she did?
2如果你有機(jī)會,你會做她做什么?
This activity is to cheer the students to think deeply about Jane’s research and to practice their oral English.
這個(gè)活動是為了鼓勵(lì)學(xué)生深入思考簡的研究和練習(xí)英語口語。
Step 6 Homework
第六步作業(yè)
Activity : Thinking and Writing
活動:思考和寫作
The topic is “ though our grandmothers and mothers haven’t done something great like Jane, do you think they are great, too? ” Give your reasons.
主題是“雖然我們的祖母和母親沒有像簡做的非常好。你認(rèn)為他們是偉大的,嗎?“給你的原因。
This activity is designed to train their writing skills and stimulate the students to become aware of the greatness of ordinary women. So greatness is close to the students’ daily life.
這個(gè)活動旨在培養(yǎng)他們的寫作技巧,激發(fā)學(xué)生意識到普通女性的偉大。所以偉大接近學(xué)生的日常生活。
In class, I will use CAI, so there is no blackboard design.
在課堂上,我將使用CAI,所以沒有黑板設(shè)計(jì)。
That’s all. Thank you!
這是所有。謝謝你們!
高中英語說課稿范文 篇10
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.
Task 1: Similar sentences The English language enjoys various ways of expressing the same thing or idea. As we can see, the second and third paragraphs are similar to the seventh and eighth paragraphs in the content, both dealing with comments on the gap year. Some sentences actually express the same comments. I will get students to read the four paragraphs for a second time to find out the similar sentences(The first is done as an example) ⑴It (a gap year) is more than just a long holiday(Line 50) A gap year is more than just a year away from studying ⑵Employers say they prefer to hire graduates who have taken a gap year (Line 15) ______________________________ (3)A gap year gives young people an opportunity to learn skills and gain life experience. It helps young people develop and grow (Lines 17-18) ______________________________ (4)Living away from home taught me to be more independent (Lines 22-23) ______________________________ (The task is designed to help students learn and use different ways to express the same idea. The task gets students ready for talking and writing about the gap year in the next part)
Task 2: Guessing from the context I get students to guess from the context the meanings of the four words or phrases: ⑴the career ladder (Line 4) ________________________ ⑵every point of the pass (Line 5) ________________________ (3)delicate (Line 22) ________________________ (4)an edge in the job market (Line 54) ________________________ (The task helps students to recognize that in most language-leaning situations they will come across vocabulary they don’t know. With the task, students are guided to look at the context in which a word or phrase is used and try to find any clues to its meanings)
Task 3: Benefits Students are asked to collect advantages of taking a gap year in the text. After that, students have the chance to listen to a third VCR, which contains more information about advantages. While listening, students are encouraged to take notes of what they can catch □ teach students to be independent; □ help students develop and grow; □ learn new skills; □ see life in a different way; □ be ready to face challenges; □ gain life experience (The task is intended for students to collect more information about students taking a gap year, which also makes them well prepared for the writing task in the next part)
Task 4: Recognizing the implied message I play a fourth VCR. While listening, students are expected to fill in the two blanks: Actually, a year off is not a gap, but a time for personal growth and d_______, a b______ between two important periods in life. (With the task, students will know about how to plan a gap year and what taking a gap year really means to them. It gets them ready for the next task.)
Task 5: Understanding the title After reading the whole text, I will get students to focus on the title. Mind the gap (The task is designed to help students fully understand the hidden meaning of the title: They are expected to make full of the gap year to develop themselves)
Part 4 Responding to the text I encourage the students to answer the question—what does the idea mean to me? As we all know, most writers are prejudiced in some way and try to convince their readers of something, or influence them to look at things in a certain way. So it is important to train students to read critically. The part consists of two tasks.
Task 1: I conduct a survey to see what students think of taking a gap year and at the same time complete the table (The task is aimed at making students be critical readers. The students should be encouraged to make judgment about the author's text)
Task 2: After the survey, students are asked to write a composition of 120 words about their ideas of taking a gap year before going to college (The task aims to consolidate the information they have learnt and also improve speaking and writing skills)
OK, so much for my teaching plan. Thanks for your attention.
高中英語說課稿范文 篇11
Lesson 9 Chinese seasonal festival說課教案 一。教材分析 1.單元內(nèi)容所體現(xiàn)的意義：本單元的主題為Celebration，主要是介紹了中外國家的一些主要節(jié)日，以及人們在一些重要節(jié)日的慶祝活動。通過本單元的學(xué)習(xí)，可以幫助學(xué)生理解交際中的文化差異，初步形成跨文化交際意識。 2.課前的內(nèi)容與本節(jié)內(nèi)容的內(nèi)在聯(lián)系：在Warm-up 環(huán)節(jié)部分，學(xué)生已了解一些關(guān)于“慶祝”的內(nèi)容及相關(guān)詞匯，為本課的話題作了一些詞匯和內(nèi)容的鋪墊。 二。學(xué)生分析 1.學(xué)生年齡特點(diǎn)，和對學(xué)科學(xué)習(xí)的情感表現(xiàn)：學(xué)生對學(xué)習(xí)的內(nèi)容有著強(qiáng)烈的好奇心，表現(xiàn)出多樣的學(xué)習(xí)技能和策略，喜歡把語言學(xué)習(xí)與自己的現(xiàn)實(shí)生活和興趣聯(lián)系起來。 2.學(xué)生語言知識和技能：學(xué)生對本課話題Chinese Seasonal Festivals 已具備一定的背景知識、經(jīng)歷和經(jīng)驗(yàn)；況且在Warm-up 環(huán)節(jié)，學(xué)生已了解了一些相關(guān)的內(nèi)容及詞匯，這些都有助于語言活動的開展 。但是要用英語進(jìn)行思維和表達(dá)，還是有一定的難度。 3.學(xué)生的學(xué)習(xí)策略和其他技能：高一的學(xué)生已初步具備用英語獲取信息、處理信息、分析問題和解決問題的綜合能力，但需進(jìn)一步的提高。 三。教學(xué)目標(biāo) 1.語言知識目標(biāo)： A.詞匯和短語 seasonal, journey, celebrate, traditional, including, Lantern Festival, origin, decorate, take part in, burn down, sweet dumpling, culture, Zongzi B.重點(diǎn)句子 1）The Mid-Autumn Festival is celebrated by Chinese people. 2）In the old days, dragon boat races were held in Chinese communities. 3）Lanterns were usually lit by candles and decorated with pictures of birds… 2.語言技能目標(biāo)： 1）提高從文章中獲取主要信息，并進(jìn)行分析、推理和判斷的能力。 2）積極參與語言實(shí)踐活動，提高用英語進(jìn)行思維和表達(dá)的能力。 3.知識能力目標(biāo)： 1）學(xué)會用英語簡單介紹中國的節(jié)假日。 2）進(jìn)一步了解我國的一些主要的節(jié)日及其相關(guān)的歷史源源，從而尊重傳統(tǒng)文化，增強(qiáng)愛國主義精神。 4.情感與人文素養(yǎng)目標(biāo)： 1）關(guān)注學(xué)生在學(xué)習(xí)中的情感態(tài)度變化，引導(dǎo)學(xué)生形成樂于與他人合作，具有和諧與健康向上的品格。 2）掌握有效的學(xué)習(xí)策略，學(xué)會獨(dú)立獲取信息和資源，并能整理、分析和總結(jié)，從而充實(shí)生活。 3）通過文化的了解，增強(qiáng)愛國主義精神和民族自豪感，提高對中外文化異同的敏感性和鑒別能力，為跨文化交際能力打下基礎(chǔ)。 5.重點(diǎn)與難點(diǎn)： 1）如何讓學(xué)生在閱讀活動中獲取信息，理解全文。 2）在語言實(shí)踐活動中，要求學(xué)生用英語進(jìn)行思維和表達(dá)，有一定的難度。 四。教學(xué)設(shè)計(jì)理念與策略 1.教學(xué)設(shè)計(jì)理念：1）采用任務(wù)型語言教學(xué)。 2）采用激發(fā)主體興趣的教學(xué)模式。 3）運(yùn)用合作學(xué)習(xí)的方法。 2.教學(xué)策略： 1）Fast reading to get general idea. 2） Careful reading to get detailed information. 3） Free-talk before reading to make students interested in what they will learn. 4） Group work after reading to make students understand what they have learned better. 五。教學(xué)用具 a recorder, a computer, and a projector
六。教學(xué)過程 Step1 Lead-in T: What is your favorite season? What festivals happen during your favorite season? （ 以問題的形式引入本課的主題：Chinese seasonal festival. 由此引起學(xué)生的學(xué)習(xí)興趣，自然導(dǎo)入課題） S1: I liker summer. There are Children’s Day, Dragon-boat Festival and Mother’s Day. S2: My favorite season is winter. They are Spring Festival and Lantern Festival and Christmas Day. S3: …… T：Well done. Thank you. Now, let’s enjoy some interesting pictures and guess what is happening and what is being celebrated. （欣賞圖片和討論的同時(shí)，讓學(xué)生把注意力集中到與本課有關(guān)的三個(gè)節(jié)日上： 端午節(jié)、元宵節(jié)和中秋節(jié)。并且通過圖片可以讓學(xué)生掌握更多的節(jié)日和如何表達(dá)，如清明節(jié)，母親節(jié)等） Step2 While-reading 1.Fast-reading Read the texts quickly. Match the pictures with the festivals. Picture A Mid-Autumn Festival Picture B Dragon Boat Festival Picture C Lantern Festival （快速閱讀環(huán)節(jié)中的問題可以培養(yǎng)學(xué)生的快速閱讀技巧和獲取文章整體信息的能力，達(dá)到理解課文表層意思的目的。此類問題可提問一般的學(xué)生，增加他們學(xué)習(xí)英語的信心。） 1.Careful-reading 1）Ask the students to read the first passage carefully and answer 3 questions below. （1）When is the Mid-Autumn Festival celebrated? （2）What do people eat on this day? （3）Why is this festival important? （細(xì)讀環(huán)節(jié)則是對重要的段落進(jìn)行細(xì)讀，加大信息量，幫助學(xué)生加深對課文的理解。教師選取了文章的第一段，引導(dǎo)學(xué)生觀察和提取與中秋密切相關(guān)的具體事實(shí)和信息。） 2）在老師示范完第一段提問后，把學(xué)生分成兩大組，然后兩組間針對此段文章內(nèi)容互相提問（以小組競賽形式進(jìn)行，既活躍課堂氣氛，也可以拓展學(xué)生思維能力，提高他們的發(fā)問和回答的能力，也從而加深他們對課文內(nèi)容的了解。） 3）Read the texts again and fill in the table.
4）接下兩段由學(xué)生逐段閱讀然后分欄填寫，再由老師和同學(xué)們一起學(xué)習(xí)分析，完成一段內(nèi)容的閱讀、填寫和評講后再接著第2步的問答游戲 Step3 Post-reading How can we describe a festival? 1） 1.What is it called? 2.When is it celebrated? 3.How is it celebrated? 4.What are eaten? 5.What music is usually played? 6.What are the stories about it? Then work in groups in4 and choose a festival to describe Choose one of each group to report. （學(xué)生在閱讀中對課文內(nèi)容和結(jié)構(gòu)有了一定的了解。教師要 為學(xué)生創(chuàng)造機(jī)會，把文中遇到的新詞匯和語法現(xiàn)象進(jìn)行練 習(xí)，學(xué)以致用。因此教師安排小組活動讓學(xué)生進(jìn)行語言實(shí)踐活動，提高學(xué)生用英語進(jìn)行思維和表達(dá)的能力。） Step4 Homework Read the article again. Write an article about one of the Chinese seasonal festival. （讓學(xué)生通過對課文的學(xué)習(xí)和理解，能夠?qū)W以致用，用所學(xué)的相關(guān)詞匯和短語應(yīng)用到寫作中）