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高中英语优秀说课稿

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篇一:高中英语优秀说课稿

高中英语优秀说课稿大集合_英语_高中教育_教育专区

高中英语优秀说课稿大集合_英语_高中教育_教育专区。说课稿大集合

高中英语优秀说课稿大集合 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 4 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 about 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 communcation 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 (新课程标准和教学大纲), 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: Knowledge objects of this section are 来 源 : () - 高中英语说课稿模板_清 风无尘_新 (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. (3)Charlie Chaplin to be optimistic to face the life’s hardships and find out the covert funny of our life. this passage jokes and its great effect to make people laugh. (4)this passage the importance and necessity of body language A and its differences between different cultures. B and how to use body language to show people’s feeling.(5)this passage learning knowledge have many ways , we can learn knowledge and play as well in the theme park or other special situation. What is the most difficult in teaching process? Can you guess? I say one of the teaching difficult is how to enable the students to use new words and phrases in proper situation all through their daily life. The students also find it difficult to describe their experience with the build logic and well organized language (and learn from Great women their good qualities.) Well, how to achieve the teaching objects better, how to stress the important points and break through the difficult points? According to the analysis of the teaching material and the students’learning background ,I will use the following methods . Part 2 Teaching Methods: “Communicative” Approach(交际教学法), “Whole language teaching” (整体语言教学法) and “Task-based” language teaching (任务教学法). That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theories(现代社会 交际教学理论), I adopt the Situtional Language Teaching method(情景教学) Task-Based Language Teaching method (语言任务教学) in my teaching. Part 3 Studying Methods: Students of this stage are quick in thought and they are eager to show what they know and they have a certain ability to read .But they are lack of geography knowledge , the cultural background of those foreign countries and the courage to express they ideas. Therefore, Accessful leader should care for their learning strategy, in this lesson,I will teach my students to master the following strategy; 1)Basic learning strategy; The students can get the meaning of the words and phrase 2)Practice strategy; Practice can help the students get the general idea and have a better understanging of the language. And Communication strategy In a ward, I’ll 1.Teach the students how to be successful language learners 2.Let the students pass “Observation—Imitation—Prasctice” strategy to study language. Part 4 Teaching Procedure New English proverb saids that the students are real master. In this lesson they are English learners and real master .So teacher should act as a guider, an organizer and a director who play a role when necessary in teaching procedure. Step 1 Lead-in. I think the most useful method to lead the students to learn is interest stimulating and discussion by themselves.1. At beginning I will let Ss to discuss: after a glance of the title and the pictures of this passage , what do you think the passage is about? (2.At beginning I will ask Ss which place they like most and what is it famous for. Then we will do the listening part to get some information and then do the following exercise) (1)And let them to know something about the story of Jane goodall /lin qiaoyin and her full love activity. (2)And ask the following questions A What would you do if there was no rice to eat tomorrow? Who do you think is the greastest hero for hungry people in the world.? B What do you know about farming?What will you do to increase the crop production.? (3)a And write down you idea in one senrence,then skim the passage to see if you are right. B And tell the Ss a funny joke. (4)a I will ask one student to make a gesture and let another student to guess what its meaning. B I will ask one student to use body language to express his feeling and let another student to guess what its meaning. (5)a what do you think a theme park is? With a classmate discuss what you might do in a theme park. B What exciting experience do you want to have? Step 2 Reading 1) canning:Then studSents are going to read the passage as quickly as they can to find out the main idea and answer the following(/ture or false) questions (1)a Who is the student? What animals were observed? B Who is the main character in this text? What was her job? Who was her small book intended for? (2)a when and who become the first agricultural pioneer in the world to grow rice that has a high output? What did Yuan Longping invent ?B Why are chemical fertilizers so popular in farming today? What is organic farming? (3)a 1)humor is always kind. F F T2)charlie chaplin was born in a rich family3)he solved a sad situation by using nonverbal humor4)he ate the shoes bacause he thought that was very funny F 5)charlie chaplin devoted his whole life to making films TB Then I will let students work in pairs to read the jokes in part one.paying attention to the rhythm and intonation (4)a what did I do to the airport did those international students have the same body language? If not ,give an example. B And perform the feelings you can find out in this passage to our classmates.. (5)a What does dollywood mainly show and celebrates? And in england’s Camelot park what can you experience? B What theme park is mentioned in this passage and what is the theme park’s main content 2)Then we will come to the Close reading part : As we know , audio-visual method make the students have bettter understanding of the passage, so I play will the tape part by part to let my students to find out the the general idea of each paragraph and pick up their hand to give the answer. 3)Then I will let students have a dissussion about the text ,then answer some questions in detial. (1)a (What was the writer doing in the forest? What did she discover about chimps How did jane try to protect the lives of chimps in their nature habitat?) and do exercise three. B And write down three of Lin Qiaozhi’s achievements then give the answer. (2)a (who is Yuan Longping? How much do you know about him? What is his job? What are his achievement? What do you think we can learn from him? Why?) B What are some of the problems caused bu chemical fertilizers. How to keep the soil fertile in organic farming. (3)a 1)what is behind fun? 2)Why people like little Tramp? 3)Do you think charlie chaplin’s eating boiled shoes funny? why? B Then do exercise .change the story into a dialogue and act it in groups of three—li ming ,wang fei and a narrator.pay special attention to the rhythm and intonation of what you say and try to bing out the humour. (4)a What people from colombia usually do when they meet people? What is the france custom when adults meet people they know? B What does smiling means to most people? How to show that I am bored? (5)a what activeties you can do in these three diffenent theme park? B What are three times and three places you can visit at Futuroscope?And this (will make the students pay more attention to themselves and people around them and) check the S’s scanning which may be an important reading fields The last reading is to emphasize and consolidate the new language of the section . I will play the tape and students are going to read the passage as to make the students to imitate the pronouncatin and intonation. After reading the students will have a discussion in pairs/ Ask and answer the following questions(1)a about what make jane goodall and the other females great women. B 1. For whom and for which purpose did Lin Qiaozhi write a little book about how to look after babies? Why do you think it was nessary? 2. Why do you think the write chose to study at medical college? (2)a What advantage and disadvantage do you see in Yuan Longping’s life? Would you like to have a life like his? Why? B If you are a farmer which method would you choose? Why?(3)a Why do you think charlie chaplin was so successful? B What is the effort of jokes in our daily life? (4)a And find out every country the writer mentioned with the according culture when people greet each other. B Why should we bu careful with our body language? Why is it important to watch as well as listen to others? (5)a B If you have a chance to one of these three parks,which would you visit? Why? And try to retell the first paragraph.This part can enable students to understand the given material better, to make the students grasp the useful phrases, grammar and sentences pattern for making suggestions and replying on the base of reading the dialogue fluently. Step 3 Learning about languageAfter reading, I will teach the students the passage in detials about vocabulary and grammar. 1 1)new words: behave intend deliver shade observe respect argue support2) phrase: human being lead a …life look down upon For example devote oneself/sth to sb/sthcrowd inby chancecarry onIt means to give one’s time,energy to sb/sth; dedicate He devoted his life to the promotion of world peace. 3)grammar: Subject-verb agreement There are two sentences in this lesson …our group are all going to visit them in the forest ….our group is going to be very tired and dirty by the afternoon We can see from the sentences that the projcetes are the same but the predicates are different .why ? Because the former group means all of us ,it presents many people,the later group means the group as a whole,it is just one group. 2. new words:struggle expand rid therefore export regret focus reduce comment rid of be satisfied with would ratherphrase: thanks to lead to fouce onkeep…free from/ofstructures: mainly about persuasion I’d rather… It’s better to … I’d prefer …because…. This is good value because … A Grammar:the –ing form as the subject and objectBe used as subject, we can find some sentences in this passage, for exanple: Since then ,finding ways to grow more rice has been his life goal Spending money on himself or leading a comfortable life also means very little to him Just dreaming for things ,however,costs nothing Be used as object, for exanple: As a young man, he saw the great need for increasing the rice output. Dr yuan awoke from his dream with the hope of producing a kind of rice that could feed more people. B Grammer :Over the past half century, using chemical fertilizers has become very common in farming . They demage the land by killing the helpful bacteria and pests as well as the harmful ones Organic farmers ,therefore, often prefer using nature waste from animals as fertilizer. 3. new words:entertain overcome direct slid whisper react star inphrase:up to now badly off pick out pick off cut up cut down cut offstructures: the structures to express one’s emotions, such as How wonderful! It surprises me that…. I couldn’t laughing when… I don’t think that’t funny at all. Grammar: the –ing form as the predicative, attribute ,attribute and object complement .we can find some sentences in this passage, for exanple: 1.作表语 as the predicative The acting is so convincing that it makes you believe that it is one of the best meals he has ever tasted! 2.作定语 as the attribute, He grew more and more popular as his charming character, the little tramp, became known throughout the world. 3.作宾语补足语 as the attribute and object complement How did the little tramp make a sad situation entertaining? 4. new words: represent approach defend likely ease be likely to in general ai easephrase: defend against lose face turn one’s back to structures: about prohibition , warnings and obligation,such as do not… keep away from … be careful when… you must… you will need to…. Grammar: the –ing form as the attribute and adverbial .we can find some sentences in this passage, for exanple: 3.作定语 as the attributeer …I saw several young people enter the waiting area….4.作语 as the adverbial I stood for a minute watching them and then went to greet them.new words:theme swing preserve advance phrase: be famous for no wander be moddelled afterin advanceget close tocome to lifestructures: about asking the way and giving direcions where is the …? Can you show me where….? How can I get to …? On the north/south/east/west side of the park Follow the path to….. Grammar: we will learn three kinds of different vocabular they are word formation ,derivation ,conversionfor exanple:indoor outdoor southeasten horseback supermarket disagree enlarge amusement carefulwater(n v) don’t water the plants with dirty water mind(n v) hemazing has an a mind I don’t mind having dog in the house ,if it is clean. B In the passage there will be some vocabulary and structures that are different to guess their meaning and make compenhencen of this passage difficult to Ss. So I will give the words in the blackboard and let the Ss to fill in the blacks of sentences to express their precise meaning and usage.Then the students will do a pair work revolve around the vocabulary and grammar which they have just learned and make short dialogues with them .I will give them some minutes and ask some pairs to act their dialogue out in front of the whole class. Then we will deal with some exerises in the workbook to emphasize the new knowledge. Such as filling the missing words in the blanks.And retell the story in their own words. Of course, students will make some mistakes in retelling ,I will corrcet them in time . Step 4 Post-reading Practice I say to learn is to use.After the reading, students will have some practices. It will be the most interesting part to students . why? Because I will leave students time to talk together. 1.a The students are p>

通俗地说,就是阐述“教什么内部实质意义、为什么教这些个、怎么教和为什么 这么教”的问题。由于说课能够揭示出教师在备课中的思维创新历程,能凸显出 教师对课程尺度、教材、学生的理解和驾驭的水平和运用有关教诲理论和教学原 则社团教学的能力 由于时间短、易操作、见效快,说课深受教诲行政、科学研 究部门和下层学校的青睐,常被应用在教师雇用、基本功竞赛、教学研究等勾当 中。2008 年 10 月张家港市教诲局在张家港外国语学校举行了全市高中英语教师 说课角逐。说课内部实质意义是《牛津高中英语》(江苏版)第 11 板块第 2 单 元 Project 中的一篇阅读材料,是本单元话题(getting a job)的延伸和拓展。

教学对象是高三学生。作者就以此次勾当为案例,联合 17 位参加比赛教师的具 体表现和主要问题,跟英语教师谈一谈如何说好课。

问题一:说课,是背 长篇累牍的教诲理论, 还是谈独具巧妙的心思的教学设计? 在此次勾当中, 有不少教师事前作了大量准备,网络了许多时尚的英语教学理论和教学要领,把 一大半时间用来谈理论,说要领,而本节课的教学设计却轻描淡写,一带而过。

给评委们的印象是,说课变成了教学理论的演讲,内部实质意义雷同征象严重, 而且自己所倡导的理论和要领并没有在教学设计中得到表现。

说原理,讲 要领,是说课的一个显著特性,但绝不是说课的主体。成功的说课,应该把教学 设计和教学理论有机地联合在一路,且要略侧重于教说学设计。教材特点和学生 现实是说课的两个重心。教师必得牢牢围绕这两个重心,精心设计教学勾当或任 务,以此来展览自己对教诲教学理论理解的深度,展览自己对学生学情驾驭的精 确度,展览自己在教学设计上的独到之处。“说”是形式,“课”及“课理”是 内部实质意义,只有做到形式与内部实质意义辩证统一,才气达到预定的日期的 说课目的。换言之,说课不是长篇大论地演讲教学理论,而是要谈自己不论什么 运用教学理论解决教学中所遇到的现实问题。

本次说课材料具有两个特点: 一是, 篇幅长, 全文长达 688 个词; 二是, 话题新, “休学实践年 gap year) , (a ” 对绝大多中国学生来说是一个新物质。于是,如何合理施用教学理论突破这两个 难点就成了本次说课的重点和亮点地点。朱俊爽老师大胆创新,用夹叙夹议的体 式格局叙述了自己的奇特思考,令评委有线人一新的感觉,其主要亮点是:⑴把 阅读材料分化为主要事实和评价两个部分, 即三个学生参加休学实践年的履历领 会,和英语政府、雇主、大学对这种做法的评价,便于学生掌握文章的主要事实 和不雅点;⑵调解部分段落的处理顺序,把第四、5、6 天然段这三段视为一个 整体,看做听力材料,放在阅读以前就处理掉,缓解学生的阅读生理承担;(3) 分析篇和章结构,让学生领会到,尽管第二、3 天然段和第七、8 天然段的表述 体式格局迥异,但内部实质意义大抵相同,并设计了响应的任务(similar sentences) 。

问题二: 说课, 是纸上谈兵, 还是上课前的模拟预演? 通 过此次说课角逐,有 8 名教师胜出,参加了接下来的评优课角逐。这此中发生了 一个稀罕征象:有个体教师在说课时显得理念时尚、手眼新鲜,什么三维目标、 任务型教学、合作探索追究、多媒体运用等比比皆是,而在后来的评优课中却显 得迈步维艰, 缺乏办理和调控课堂的实践智慧和教学艺术。

为什么会呈现这种 “说 得好,不一定上得好”的窘境呢?在说课以前,社团者就奉告说课教师,此次勾 当的优越者将在一个普通高中展览自己的教学设计。按原理说,说课教师已经事 前已经了解学生的情况。但是,有的说课教师为了赶时髦盲目跟风,或迎合评委 的口胃,而掉臂学生和教材的现实情况,掉臂语言教学的基本规律,一味地去挖 空心力设计奇异新鲜的任务或勾当。

说课本身的不足之处是,说课的全历 程缺乏了学生的参与。为了躲避不切现实的随意阐扬,说课勾当社团者必得事前 奉告说课教师学生的英语现实水平;说课教师要牢牢抓住学生和教材,围绕这两 个重心设计教学。教学目标的确立、内部实质意义的分析、问题的配备布置、练 习的安排及教学要领的运用,都必须以学生的现实情况为参考系。不然,再标致 的说课也是蜃楼海市。要说好课、上好课,取得预想成效,教师就必须对教材、 课程尺度有充实的认识,理解教材内部实质意义,掌握教材各个知识点之间相互 的瓜葛,了解学生的需要和现实。

说课不是说给自己一个人听,也不是自 编、自导、自演,而是一场实弹演习。说课教师要在同行或评委面前,说自己对 教材、对课准的认识,说自己对知识点的讲解,说自己采纳什么样的要领给学生 上课,说可能在什么地方学生会存在问题,当问题呈现时采纳什么样的要领去解 决, 针对不同的问题和学生, 选择什么样的教学要领等等。

在如许的一个历程中, 同行或评委就会对说课者的说课情况加以分析研究,看看还存在着什么问题,运 用什么样的要领来帮助说课者提高。应该说,说课的历程就是发现问题、解决问 题的历程,是说课者和评课者共同提高的历程。只管即便做到在还没有上课以前 就高发现一些问题,而且把问题目解释题决掉,提高课堂教学效益。

问题 三:说课,该采用哪一种语言和叙述体式格局? 在此次说课勾当中,全部 参加比赛教师都采用英语说课,在展览自己教学设计的同时,也充实凸显了娴熟 的英语表达能力。能用流利的英语展览自己的教学思想和设计,是我们英语教师 共同寻求的理想目标。但是,英语终究是一门外语,会对说课的预定的日期成效 产生一定程度的毁伤。

因此, 至于说课是采用英语还是汉语, 说课勾当的社团者, 要思量到现实情况,要因时、因地、因人而定,不能盲目跟风。

此外,在 本次说课勾当中,还有部分教师在肢体语言、叙述体式格局、能否脱稿说课三方 面上还存在缺憾。有的说课教师身姿僵硬,表情呆板;有的采用不适当的叙述体 式格局,在全般说课历程中把评委都当成学生,施用了过多的课堂用语;有的说 课教师不能做到脱稿,而是把备课稿从头至尾朗读了一遍。

在现实教学中, 教学的肢体语言、手势、与学生的眼神儿交流对教学目标的达成也起着重要的匡 助效用。因此,说课教师要适当借助于适当的肢体语言、手势来表述自己的设计 和意图,注意和评委做好眼神儿交流,不媚不冷,在平等中温情交流。说课教师 要只管即便做到脱稿,必要时再参照说课纲要,得当地运用好肢体语言、手势、 和眼神儿,声情并茂地说课,把评委的注意力吸引到自己预设情景中去,使他们 受到感染,产生共鸣。

说课教师面对的是同行或者教学研究者,宜采用陈 述性语言,有层次地说明自己的设计意图及具体的操作策略。偶尔,说课教师要 预演课堂中将会呈现的教学场景时,可以暂时把自己的身份切换成教师,好像处 身于课堂上,面对着学生,通过自己绘声绘色的课堂语言把预设的教学内或许环 境展览在评委眼前。

问题四:在英语说课中,还有哪些细节值得注意? 细节决定成败。一些细节问题处理不好,也会影响说课的成效。在本次勾当中, 我们发现以下一些普遍存在的细节问题: 1.不知道如何教说材。有的说课 教师忽略这一环节,有的教师则长篇大论。实在,教说材就是说明如何依据某一 课在全册或单元中的地位,确定教学目标、教学的重难点,主要是介绍该课在教 材中的地位和效用和和前后课文的知识联系,还要进行简略的教材分析,依据教 材内部实质意义和学生现实,说明自己对教材的处理和如许处理的理论依据。值 得注意的是,教说材时要点到为止,不要过多的展开。

2.教学设计缺乏创 新。说课是上课的预演,强调从学生和教材现实出发,来设计教学任务。但这其 实不意味着,说课教师在设计教课时抱残守缺,不求创新。此次说课的课型是阅 读教学,不少说课教师的教学勾当设计就缺乏新意,雷同征象严重,教学步调一 般都分为读前、读中、读后,教学勾当局限于回答问题、课文填空、判读正误、 复述等通例勾当。朱俊爽老师牢牢抓住学生和阅读材料现实,做了一些成功的尝 试,例如:她设计了任务 Similar Sentences,让学生在文章第二、3、七、8 天然段中找出意思附近而表达不同的句子,增加了学生的可理解性输入,为后面 口头和书面表达做好铺垫。

3. 主线不突出, 语言表述混乱。

在此次勾当中, 占相当比例的教师在说课时没有选准角度或分清层次,东一锤子西一棒,想到那 里说到那里,以至于评委听得一头雾水,底子弄不清楚说课教师的教学步调。其 原因之一,说课教师没有凸显出一个主线索,把多个教学勾当串联起来,从而引 起表述杂乱无章;另一个最主要的原因是出在项目编号格局上。在书面语中,类 似于“I、II、III…”,“一、二、3…”,“⑴、⑵、(3)…”的项目编号可以 很清楚地表白叙述内部实质意义的层次,但在口头语就不行了,因为它们听上去 都是一样。

因此, 说课教师要善于用 “Step1, Step 2, Step 3 …”“Pre-reading, , Whellole-reading, Post-reading”等手眼来加以区别或甄别。

4.忽视板 书的匡助效用。

或许由于受说课时间的限定, 有些老师在说课时没有板书。

实在, 适当的板书可以对说课起到画龙点睛的效用。在说课前,教师可以用粉笔把黑板 一分为二,一半用作为枚举说课内部实质意义的主要步调和关键词。另一半黑板 可用来展览虚拟课堂教学的板书设计, 或可以帮助评委或同行在听完后重构教学 设计,或可以帮助说明难于言尽的步调和设计;或可凸显自己设计的奇特之处。

竣事语 总而言之,说课,是英语教师对自己教学基本功和教学实践智慧的 一次集中展览。说课讲究的是教材驾驭精确,教法选择得当,学法引导有效,板 书纲要挈领,历程清晰明朗。这篇文章只讨论了说课当时的一些注意事项,而说 课的成败取决于说课前的日常平凡积累。英语教师要说好课,就要注重日常平凡 的穷年累月, 多学习教学理论, 多研究教材和学生, 锻炼好自己的英语表达能力, 培养自己的教学基本功。

________________ 用来参考的书籍目: ⑴崔小春 x2005x “说课”断想[J]x 人平易近教诲,(2)x ⑵宋斌华 x2007x 说课:英语教师专业化发展的有效途径[J]x 教诲实践与研究,(12A)x Task 6: Commentsx The second, thellord, seventh, eighth paragraphs deal with thements of the government, universities, employers and the public on students taking a gap year before going to collegex I get students to read the four paragraphs to gather thements andplete the tablex (The task helps students get a further understanding of the role a table plays in helping gathering main facts or opinionsx) Part 3x Read between the lines: In thellos part, I will encourage the students to answer the 2uestion—What does the author mean? As we know, armation in a reading passage is not always stated directlyx Sometimes students have to infer, or make guesses ording the armation whelloch is available in the readingx So in thellos part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details and understand how the text isanizedx The part consists of three tasksx Task 1: Similar sentencesx The English language enjoys various ways of expressing the same thellong or ideax As we can see, the second and thellord paragraphs are similar to the seventh and eighth paragraphs in the content, both dealing withments on the gap yearx Some sentences actually express the samementsx I will get students to read the four paragraphs for a second time to find out the similar sentencesx(The first is done as an examplex) ⑴It (a gap year) is more than just a long holidayx (Line 50) A gap year is more than just a year away from studyingx ⑵Employers say they prefer to hellore graduates who have taken a gap yearx (Line 15) ______________________________ (3)A gap year gives young people an opportunity to learn skills and gain life experiencex It helps young people develop and growx (Lines 17-18) ______________________________ (4)Living away from home taught me to be more independentx (Lines 22-23) ______________________________ (The task is designed to help students learn and use different ways to express the same ideax The task gets students ready for talking and writing about the gap year in the next partx) Task 2: Guessing from the contextx I get students to guess from the context the meanings of the four words or phrases: ⑴the career ladder (Line 4) ________________________ ⑵every point of thepass (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 wille across vocabulary they don’t knowx With the task, students are guided to look at the context in whelloch a word or phrase is used and try to find any clues to its meaningsx) Task 3: Benefitsx Students are asked to collect advantages of taking a gap year in the textx After that, students have the chance to listen to a thellord VCR, whelloch contains more armation about advantagesx Whellole listening, students are encouraged to take notes of what they can catchx □ 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 armation about students taking a gap year, whelloch also makes them well prepared for the writing task in the next partx) Task 4: Recognizing the implied messagex I play a fourth VCRx Whellole 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 lifex (With the task, students will know about how to plan a gap year and what taking a gap year really means to themx It gets them ready for the next taskx ) Task 5: Understanding the titlex After reading the whole text, I will get students to focus on the title Mind the gapx (The task is designed to help students fully understand the hellodden meaning of the title: They are expected to make full of the gap year to develop themselvesx) Part 4x Responding to the text I encourage the students to answer the 2uestion—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 somethellong, or influence them to look at thellongs in a certain wayx So it is important to train students to read criticallyx The part consists of two tasksx Task 1: I conduct a survey to see what students thellonk of taking a gap year and at the same timeplete the tablex (The task is aimed at making students be critical readersxThe students should be encouraged to uate and make judgment about the author s textx) Task 2: After the survey, students are asked to write aposition of 120 words about their ideas of taking a gap year before going to collegex (The task aims to consolidate the armation they have learnt and also improve speaking and writing skillsx) OK, so much for my teachellong planx Thanks for your attentionx 今日推荐

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篇二:高中英语优秀说课稿

编辑:1027 大家好!今天我说课的内容是高一英语新课程实验教科书必修1 Unit One, The first period。下面我就从教材分析、教法分析、学法分析、教学过程、教学评价五个方面进行说明。

一、教材分析

(一)教材的地位和作用

本节课是本单元以及本教材的第一节课,本课谈论的是:朋友是不是仅限于人类、朋友的真正含义、如何与人相处的问题等关于朋友的话题。本课涉及的有陈述句和疑问句的直接引语和间接引语的掌握和运用等语法要点。学生从初中到高中,来到一个新的学校,同学彼此陌生,不免想起老同学,老朋友。这样的话题正好能引起学生的兴趣。而且本课的内容和语法的启发性和实用性都很强,能使学生在学中用,在用中学,对综合提高学生的听说读写能力有较好的促进作用。

(二)教学目标

英语教学大纲规定,通过听说读写的训练,使学生获得英语基础知识和运用英语的能力,激发学生的兴趣,为进一步学习打下良好的基础。因此,我制定以下教学目标:

知识目标:1、掌握和使用陈述句和疑问句的直接引语和间接引语。

2、讨论朋友和友谊。

3、学习掌握本课的重点词汇。

技能目标:1、学会阅读的技能——scanningand skimming 。

2、通过谈论朋友和友谊,既锻炼学生的语言运用能力,又培养了学生发现问题、思考问题、解决问题的能力。

3、理解阅读文段,复述。

情感态度:1、患难之交才是真朋友。

2、知音难得。

3、海内存知己,天涯若比邻。

文化意识:认识德国纳粹党。让学生了解那段德国法西斯残害犹太人的历史,使学生在感受外国历史文化的同时自然而然的习得语言。

(三)重点与难点

重点:1、训练scanningand skimming等阅读技能。

2、认识朋友的真正含义以及与人相处的问题。

难点:1、阅读技能的训练。

2、陈述句和疑问句的直接引语和间接引语的互相转换(人称的变化、时态的变化、指示代词、时间状语、地点状语和动词的变化)。

(四)教具

本课利用录音机、投影仪等辅助设备,激发学生的学习兴趣,调动他们的积极性,为展开话题提供丰富的材料,使教学收到事半功倍的效果。

二、教法分析

在新课程背景下,教师要成为学生学习的促进者、组织者和合作者。本课采用讨论法,主要采用小组合作讨论的方式。在读前阶段我就提出问题,让学生思考讨论是不是只有人与人之间才可以交朋友,然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上,我再引导学生深入讨论几个与本课有关的话题,展开教师为主导、学生为主体的师生双边活动。通过创设真实自然的语言环境,使学生在语言实践中把语言知识和技能主动转化为交流能力,变苦学为乐学,从而培养学生大胆用英语进行交际的能力。

三、学法分析

教务于学。传统教育的弊端是教师“满堂灌”,只重视怎么教而忽视怎样学,结果高分低能的现象十分严重。为了改变教师牵着学生鼻子走的被动状态,我通过创设话题,寓教于乐,引导学生自学、自做、自助、自悟,让学生学会自己动手,收集信息、处理信息,用所学语言去实践和解决问题,使学生在运用语言的过程中感悟体验所学语言的规律,培养语言意识,积累语言,形言感觉,达到语言运用的目的。从而使学生真正成为学习的主人。

四、教学过程

新课程改革的核心理念是“一切为了学生的发展”。学生的英语学习不仅仅是掌握几个单词和句型,更重要的是学会运用语言来交流思想,办实事。因此我精心设计了以下教学环节:

(一)激趣导入,务于新知

一节课的良好开始,对于整节课教学的顺利进行起着至关重要的作用。在Warming up 部分我分四步进行:

1、用问问题的形式导入(屏幕显示)。同时板书Unit 1 Friendship。

Do you have any friends? Are you good to your friends?

Which kind of friend do you think is the best friend?

2、做调查:在Warming up部分有5个问题,我让学生独立完成。然后在屏幕上显示下列表格。

3、调查结果:显示各得分情况所对应的调查结果,让学生自行对照。

Grade 1 (5分以下) 直截了当,做事果断,没考虑不良后果。

Grade 2 (10分以下) 能用更合理的方法处理问题,又不伤朋友之间的感情,但自己的利益有时会受损。

Grade 3 (10分以上) 不伤感情,又能保全自己利益。

通过调查问卷的形式,引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法,最后的问卷调查结果让学生兴趣和热情倍增,这样能促使学生很快进入语言学习和探究活动中去,愉快的进入学习状态。

4、学习三句,使学生明确对待朋友和友谊的态度。

A friend in need is a friend indeed. 患难之交才是真朋友。

Real friends are few and far between. 知音难得。

Long distance separates no bosom friends. 海内存知己,天涯若比邻。

(二)创设话题,教学新知

新课程指出,教师不再是居高临下的管理者,而是学生学习的促进者、组织者、合作者。

1、我布置Pre-reading部分的几个问题启发学生对“朋友”和“友谊”进行思考,使学生明确不仅人与人之间可以做朋友,日记也可以成为人们的朋友。接着让学生就问题进行小组讨论。然后让个别学生回答问题。

接着屏幕显示我补充的问题:

Why do you need friends?

What do you think a good friend should be like?

Does a friend always have to be a person?

 

更多优秀推荐阅读:

篇三:高中英语优秀说课稿

Good morning, ladies and gentlemen. It s my great honor and pleasure to be here sharing my lesson with you.

I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.

Part 1 Teaching Material

The content of my lesson is New Senior English for China Book___ Unit____________________. This unit is about____________________ (topics). By studying of this unit, we ll enable students to know_________________________ and develop the interest in___________________. At the same time, let the students learn how to____________________ (functional items). From this lesson, it starts___________________________(structures). (As we all 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.) Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit.

Part 2 Teaching Aims

According to the new standard curriculum and the syllabus (新课程标准和教学大纲), and after studying the teaching material, the teaching aims are the followings:

1.Knowledge objects (语言目标:语音,词汇,语法,功能,话题)

(1)The Ss can master the usage of the important words and expressions.

(2)The Ss can use the __________________ (grammar) in the proper situation.

(3)The Ss can understand the content of the lesson, talk about _______________________ (information) and get their own idea about _______________________________.

2.Ability objects (技能目标:听,说,读,写)

(1) To develop the Ss abilities of listening, speaking, reading and writing

(2) To guide Ss to set up effective studying strategies.

(3) To improve the student s reading ability, especially their skimming and scanning ability.

(4) To train the Ss abilities of studying by themselves and cooperating .

3.Emotion or moral objects (情感目标:兴趣,自信,合作,爱国,国际视野)

(1)By completing the task, the Ss increase their interest in ____________________and set up self-confidence in _____________________.

(2)Teach the Ss_________________________, put the moral education in the language study.

Part 3 the Important and Difficult Points

Based on the requirement of the syllabus.

The important points are__________________________ such as ______________.

The difficult points are_________________________ for example_____________.

Part 4 Teaching Methods

As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories(现代社会交际教学理论) .

1.  Communicative Approach(交际教学法)

2.  Whole Language Teaching(整体语言教学法)

3.  Task-based Language Teaching (任务教学法)

4.  Total Situational Action (情景教学) a scene activity teaching method , it establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI (电脑辅助教学) can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.

Part 5 Teaching Procedure

Step 1. Lead-in. (_____min)

___________________________________________________________________

Purpose of my design: (1) to catch Ss attention about the class/topic/passage.

(2) To set up suspense/develop interest in _______________.

Step 2. Pre-reading

Task 1. (Inp>

Let Ss _____________________________________________________________

Task 2. (Inp>

___________________________________________________________________

Now, let s see what happened to the_______________/ let s check whether it is right or not.

Purpose of my design: (1) to get to know something about the _________________.

(2) To have a better understanding about the importance of ___________________.

Step 3. While-reading

Task 1. (Inp>

Skimming: Ss should read the material fast to find out the main idea/topic sentence for each paragraph.

Para 1 ___________________

Para 2 ___________________

Para 3 ___________________

Task 2. (Inp>

Scanning: Listen to the tape part by part to finish ___________________________.

Task 3. (Inp>

Scanning: Guide Ss to read the material carefully and take some important notes, then answer the following questions.

Task 4. (Inp>

Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the following chart.

Purpose of my design: Enable students to understand the given material better by using different reading skills. And proper competition can arouse the Ss interest in English learning.  Task-based teaching method is used here to develop the Ss ability of communication and also their ability of co-operation will be well trained.

Step 4. Post-reading

Task 1. (Inp>

(接task3)Ask Ss to close books and finish the summary according their notes.

(接task4)Retell the story /Sum up the passage in Ss own words according to the chart.

Task 2. (Inp>

Discuss _______________________________________________with other group members and then choose a reporter to share their opinions about ____________________________________ with the whole class.

Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their spoken English. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.

Step 5. Homework

1.  __________________________________________________

2.  __________________________________________________

Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.

1

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