高中英语课说课稿范文第一篇
Goodmorning,ladiesandgentleman.today,ifeelhonoredtohavethechancetosharemyideasabouthowtoteachreading.
inthereadingprocess,iwillfocusonstudents’long-termdevelopmentandenablethemtouseproperreadingskillsandstrategies.inotherwords,studentsareguidedtoreadefficientlyandindependently.
myteachingplanwillinclude3sections.they’reanalysisofthereadingmaterial,identifyingtheteachingaimsandteachingprocedures.
thisperiodisfromunit6ofbook5pepseniorhighschool.thisunitisaroundthespaceexplorationtoimprovesslisteningspeakingreadingwritingability,thisperiodisalisteningandspeaking,thetopicishot,butitisfarawayfromactuallife.Sotheteachershouldenlightenthestudentstothinkdeeplytheadvantageanddisadvantageofspaceexploration..
accordingtothenewcurriculumstandardandthecharacteristicoflisteningandspeakinglesson,combiningthecontent,isetuptheteachingaims
throughthelisteningpracticeandspeakingpractice,improvetheabilityofusinglanguage,knowmuchaboutthespaceexploration,andcultivatethestudentsexplorationspirit.
Sothekeypointanddifficultpointsisunderstandingthemainideaofthepassage.
analysisofthestudents
Studentshavecertainabilityandskillinlisteningcomprehension,theyhavetheabilityofgainingtheinformation.Havegraspedmanyofthestudentscanexpressthemselvescorrectly.
itisthelisteningandspeakinglesson,soiwilltakelingualmethodandtask-basedlanguagemethod,thestudentswillfinishthetaskingroupsandimprovetheabilityofusingthelanguage.
myteachingproceduresiffollowing:
Step1leadin
toarousestudentsinterestinspaceexploration,ishowthemsomepicturesaboutspaceexploration,thepictureofthethreefamousastronautsinchina,somepicturesoflookatandtrytorecognizethepeople
Step2listeningpractice
todrawstudentsattentiontothetopic,askstudentsaquestionandcommentontheiranswer"canyouguesswhataregoingtolistentotoday?
thentocultivatetheirabilitytograspthemainidea,letthestudentslistentothetape,trytofigureoutthemainideaanddotheexercises
playthetapeforthefirsttimeandgetthemainideaandfinishsomeoftheexercises
totraintheirabilityofsearchingfordetailedinformationinlistening,iplaythetapeforthesecondtimeandaskthemtofinishalltheexerciseandchecktheanswer
tomakesurethatstudentscancompletethetaskandofferhelpifnecessary,playthetapeagain.
atthesametime,checktheanswerwiththewholeclass,andgetthemtoknowhowtofindtheanswerbyasking"howdoyouknowthat
Step3speakingactivities
tohavestudentspractisetheirspeakingability.iaskstudentstodiscussthequestioningroupsfromthepassage,wecanknowthatspaceexplorationisdevelopingrapidlyinrecentyears,doyouthinktiworthexploringthespace."trytoexpresstheirownopinionandgiveusyourreasons"whyyouarefororagainsttheexploration"
tochecktheresultsofdiscussion,askthestudentstoreportaftertenminutesdiscussion.
todesigntheirimpressionofdifferentideasandpreparethemforthewritingtaskafterclass,askthestudentstomakealistontheblackboard
Step4conclusion
toenablestudentstosummarizewhattheyhavelearned,askstudentstosumuptheideasontheblackboard
Step5assignment
toenablestudentstoconsolidatetheirknowledgeintheformofwriting,askstudentstowriteapassageonwhetherthespaceisworthexploring
高中英语课说课稿范文第二篇
Goodmorning,everyone!i’mgladtobeheretogivemylessonplanpresentation.thelessonplaniamgoingtotalkaboutisthereadingpartofUnit4wildlifeprotectioninthebooknSeFCBooK1.nowi’llexplainmylessonplanfromthefollowingaspects——analysisofteachingmaterial,learningcondition,teachingobjectives,importantanddifficultpoints,teachingmethods,teachingprocureandblackboarddesign.
analysisofteachingmaterialandlearningcondition
First,let’scometotheanalysisofteachingmaterial.thereadingmaterialisentitledHowDaisyLearnedtoHelpwildlife.ittalksabouthowDaisylearnedtheimportanceofwildlifeprotectionthroughhercommunicationwithsomeanimalsinherdream.itiscloselyconnectedwiththisunit’stopic——theimportanceofwildlifeprotection.thepassageisclearlyorganizedbyDaisy’s3tripsinwhichshecommunicateswithseveralendangeredanimals,andtherearenotsomuchnewwordsinthispassage
nowlet’smoveontotheanalysisoflearningcondition,studentsmustbeveryfamiliarwiththetopicandinterestedinallkindsofanimals.Studentshaveacquiredthebasicreadingskills,suchasskimming,scanning,etctodealwithdifferentreadingtasks,andtheycandosomediscussioninenglish.However,theyarenotfamiliarwiththeorganizationwwFmentionedinthepassage,notclearwiththeauthor’spurposesofwritingsomesentences,andtheymayfinditdifficulttodealwithsomerealproblemsbythemselvesconcerningwithwildlifeprotection.
teachingobjectives
Basedontheanalysesoftheteachingmaterialandthelearningcondition,iwillshowyoutheteachingobjectives.
(1)LanguageSkills:
1.StudentscangettheneededinformationaboutDaisy’stripbyapplyingdifferentreadingskills.
2.Studentscansummarizethemainideasofeachparagraphthroughskimming.
3.Studentscananalyzetheauthor’spurposeofwritingsentenceslike“norainforest,noanimals,nodrugs”and“andtherearealwayswwF.”
(2)LanguageKnowledge:
1.Studentscanknowmoreaboutwhysomeanimalsareindangerandhowtoprotectthem.
2.Studentscanknowhowtousethenewwords,suchasmercy,importance,contain,etc.
(3)affectiveobjectives:Studentscanrealizetheimportanceofwildlifeprotection.
(4)Cultureawareness:StudentscanknowsomethingabouttheorganizationwwF.
(5)Learningstrategy:
1.Studentscanimprovetheircommunicationstrategybydiscussingwithclassmatesaboutprotectinganimals.
2.Studentscanrefertotheinternettoknowmoreaboutwildlifeprotection.
Keypointanddifficultpoints:
Keypoints:
(1)Studentscanimprovetheirreadingskills,suchassummarizing,skimming,scanning,etc.
（2）Studentscangetthemainideaofthepassage.
(3)Studentscanknowhowtousethenewwordsinthepassage.
Difficultpoints:
1.Studentscansummarizethemainideasofeachparagraph.
2.Studentscangettheimpliedmeaningofsomesentencesinthepassage.
teachingmethods
asforteachingmethods,i’llfollowtheinteractivemodeltodealwiththereadingmaterialandcommunicativeapproachtoputwhatthestudentshavelearnedintouse.
teachingprocedure:
theni’lltalkaboutthemostimportantpartofmypresentation——teachingprocedure.
warming-up
thefirststepiswarming-up.itwillcost3minutes.First,i’llshowmystudentsashortclipofvideoabouttheendangeredwildlife.then,i’llaskthestudentstonametheendangeredanimalsinittogetherwithmeandlistmore.thisstepisaimedtoarisethestudents’interestandgetthestudentsfamiliarwiththetopic——wildlife.
pre-reading
thesecondstepispre-reading.itwillcostabout5minuteswith2activities.inthefirstactivity,i’llintroducesomethingabouttheorganizationwwFtothestudents.thesecondactivityistoaskstudentstogivetheirreasonstothequestion“whyaresomeanimalsindanger?”.thepurposeoftheseactivitiesistoletstudentshavethebackgroundknowledgeofthepassageandgetinterestedinreadingthepassage.anditisalsointhisstepsomenewwordslikefur,protect,affectwillbetaught.
while-reading
thethirdstepiswhile-reading.itconsistsof3activitieswhichwillbefinishedin20minutes.
thefirstactivityisskimming.itwillcostabout5minutes.i’llaskthestudentstoskimthepassageandworkoutthemainideasofeachparagraphbythemselves.itisthedifficultpointforthestudents,soi’llgivethemhintssuchaskeywordsorsomeanswerstochoosewhennecessarytohelpthemtodothesummarization.thepurposeistheimprovestudents’readingability——skimmingandletthemgetthemainideasofthepassage.
thesecondactivityisscanning.itwillcostabout3minutes.i’llaskthestudentstoreadfastanddosometrueorFalsequestions.thepurposeofitistogetstudentsknowthedetailedinformationaboutDaisy’stripandwildlifeprotectionandimprovetheirscanningability.
thethirdactivityisclosereading.itwillcostabout12minutes.Studentswillbeaskedtoreadthepassageparagraphbyparagraphandfillintheformtheneededinformation——nameoftheanimalsinDaisy’strips,theirsituation,andresult.theni’llaskthestudentsquestions:“whatdoestheauthorwanttotellusfromthefirstparagraph?”,“Howthegovernmenthelpprotecttheelephants?”,and“Howdoyouunderstandthesentences‘norainforest,noanimals,nodrugs.’and‘andtherewasalwayswwF.’?”.these3questionsinvolvesomeimpliedmeaningswhichmaybedifficultforstudentstoworkout,soi’llgivesomekeywordsashintsforthemorasksomeotherrelatedquestionstoguidethemtoworkouttheanswers.thepurposeofthisactivityistomakethestudentsfullyunderstandthereadingmaterialandtrytoanalyzetheauthor’spurposeofwritingsomesentences.andinthese3activities,icanalsoteachstudentssomenewwordslikecarpet,respond,powerful,etc.
post-reading
thefourthstepispost-reading.itwillcostabout10minutes.i’llaskthestudentstoformgroupsof4anddothediscussionbasedonthequestionsonpage27,andtheycanrefertothereadingmaterialtoworkouttheseanswers.afterthediscussion,i’llasksomestudentstoreporttheiranswers,especiallyhowtoprotecttheendangeredanimals.
Homework
thelaststepishomework.itwilltakeabout2minutes.thehomeworkistowriteashortpassageentitled“Howtoprotectwildlife”.theycansurftheinternetandtrytofindmorewaysaboutwildlifeprotection.
well,thisistheblackboarddesign.inthemiddle,it’stheformforstudentstofillin,andonthe2sides,therearethenewwordsinthepassage.Someofthem,asi’vementioned,aretaughtinpre-reading.mostofthemistaughtinthird-stepwhile-reading.
that’sallformylessonplanpresentation.thankyouforyourattention.thankyou!
Unit4HowDaisyLearnedtoHelpwildlife
protectanimalSituationResultcarpet
furpara1antelopebeinghuntdecreasepowerful
affectpara2respond
inreliefpara3importance
mosquitoesappreciate
高中英语课说课稿范文第三篇
Goodmorning,ladiesandgentlemen.i’mxx.i’mfromxxHighSchool.today,ifeelhonoredtohavethechancetosharemyideaswithyou.inthereadingprocess,iwillfocusonstudents’long–termdevelopmentandenablethemtousereadingstrategiestoreadefficientlyandindependently.
myteachingplanwillinclude4sections.they’reanalysisoftheteachingmaterial,.teachingaims,teachingmethodsandteachingprocedures.
Section1.analysisoftheteachingmaterial.
theselectedteachingmaterialisamagazinearitcletakenfromthereadingofmodule2,Unit3.itisaboutthecurseofthemummy,whichdealswithanamazingmanwhodevotedmostofhistimemakingdiscoveriesinegyptandstrangethingsthathappenedafterhisfindingthetombofkingtutankhamun.
Section2identifyingtheteachingaims.
Basedontheanalysisoftheteachingmaterial,ihavechosenthefollowingastheteachingaims,the1staim:trainthestudents’readingabilityreadingskills-predictinginformation.
the2ndaim:Learnsomeusefulwordsandexpressions.
the3rdaim:Developthestudents’creative,comprehensiveandconsolidatingabilities.
Section3teachingmethodsandaids.
1.enjoymentofashortfilmbeforereadingtomakethestudentsinterestedinwhatthey’lllearn.
2.Fastreadingtogetthegeneralideaofthetext.
3.Carefulreadingtoanswersomedetailedquestions4.multi-media
Section4teachingprocedures.
part1Lead-in
Helpthestudentstorecallthewell–knownfilmtitanniCbyshowingthemashortflashofthefilm.thepurposeofthisactivityistoarousethestudents’interestandcuriositytoreadthepassage.（onthescreen）
part2Readingcomprehension-fastreadingandcarefulreading
1.Readingstrategy–predictinginformationinadvance.
Beforeaskingthestudentstoskimthepassage,directtheirattentiontoreadingstrategyfirst.Conducttheactivityasfollows.（onthescreen）
2.Skimming
askthestudentstoskimthepassageandcompletethethreequestionsofpartaonpage42.
3.Rereadthepassage
askthestudentstorereadthepassageandidentifywhichstatementsaretrueandwhicharefalse.HavethestudentscompletepartC1individually.Checktheanswerasaclass.StatementsinpartC2aresummariesoftheparagraphs.askthestudentstomatchthestatementswiththeparagraphs.Checktheanswerasaclass.
4.Listeningfordetailedinformation
evaluatethestudents’comprehensionbyaskingthemtoidentifytherelationshipsbetweenthesecharacters.（onthescreen）
5.structurereading
askthestudentstodividethetextintoafewpartsaccordingtothegeneralideaofeachparagraph.（onthescreen）accordingtothediagram,iletthestudentsmakeasummaryofthetextorletstudentsfillintheblanks.（onthescreen）
part3Consolidation
askthestudentstocompletepartDandeindividually.icanadaptpartDastheexampleshows.aftercompletingpartD,thestudentsarerequiredtoreadthearticleinparteandthenfillinthemissingwords,checktheexercisesasaclass.
part4post–readingactivities
1.askthestudentstoexpresstheiropinionsonthefollowingquestions.（onthescreen）
2.askthestudentstowriteasummaryaboutHowardCarter.
3.askthestudentstofocusonpartFandmakeupadialogueastheexampleshow.makesurethatallthestudentsparticipateinthediscussion.
ok,Somuchformyteachingplan,thankyouforyourcarefulattention.
高中英语课说课稿范文第四篇
新课程标准的三维教学观，具体到英语学科就是要整合发展学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的素养，培养学生综合运用语言的能力。指出：“教师在教学才过程中应与学生积极互动、共同发展。教师应尊重学生的人格，关注个体差异，满足不同学生的学习需要，创设能引导学生主动参与的教育环境，激发学生的学习积极性，培养学生掌握和运用知识的态度和能力，使每个学生都能得到充分的发展。因此，本课的设计重点是：帮助学生形成自主、合作、探究的学习模式，掌握阅读的一些基本技巧，让每个学生在原有的基础上都学有所得。
二、说教材
（一）教材地位和教学内容分析本课是高一必修模块1第4单元的阅读课型，这单元围绕earthquakes这一主题开展听、说、读、写多种教学活动。Reading设计为本单元的第2课时。本课型是单元整体教学的重要环节，为学生的语言学习、语法学习提供了载体，并且是学生获取信息的主要来源。“Reading―――aniGHttHeeaRtHDiDn’tSLeep”具体描写1976年唐山大地震的震前、震中和震后。本篇文章词汇量大，运用了大量的动词、复杂的数字，出现许多定语从句，篇幅较长，并且采用一些修辞手法，对学生的语言阅读能力提出了更高的要求。但文章的结构较明显，较容易归纳出各部分的中心词。
（二）教学目标
1.语言知识目标：
a)使学生了解自然灾害的相关词汇，并掌握复杂数字的表达法。
b)学习掌握与地震相关的词汇，如：shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,mine,shelter,fresh,percent等，以及rightaway,atanend,digout,giveout,thousandsof以及一些优美句子的赏析。
2.语言技能目标：
a)阅读技能的训练：让学生学会克服生词障碍，通过略读，归纳出文章的大意；通过细读，理清文章的总体框架与脉络，归纳出各部分的中心词；通过查读，捕捉文章的重要细节，培养学生获取、处理信息的能力。
高中英语课说课稿范文第五篇
Goodmorning,ladiesandgentleman.today,ifeelhonoredtohavethechancetosharemyideasabouthowtoteachreading.
inthereadingprocess,iwillfocusonstudents’long-termdevelopmentandenablethemtouseproperreadingskillsandstrategies.inotherwords,studentsareguidedtoreadefficientlyandindependently.
myteachingplanwillinclude3sections.they’reanalysisofthereadingmaterial,identifyingtheteachingaimsandteachingprocedures.
Section1analysisoftheteachingmaterial
theselectedteachingmaterialisamagazinearticletakenfromtheprojectsectionofmodule11,Unit2ofadvancewithenglish.thearticleisaboutBritishstudentswhotakeagapyear,whichisintendedtodevelopthethemeoftheunit,thatis,Gettingajob.afteranalyzingitcarefully,ifindthearticlehastwouniquecharacteristics.First,it’salongpassagewith688words,muchmorethantheusualtexts.Second,itdealswithanewtopic,thatis,agapyear.thetopicisunfamiliartomoststudents.
Section2indentifyingtheteachingaims
Basedontheanalysisoftheteachingmaterial,ihavechosenthefollowingastheteachingaimsofmylesson:
the1staim:Studentslearntheskillsandstrategiestoreadaprolongedtext.
the2ndaim:Studentsgetabetterunderstandingofwhatagapyearis.
the3rdaim:Studentsareencouragedtofigureouttheimpliedmeaning.
the4thaim:Studentsarefamiliarwithvariousexpression_r_r_r_r_rsorapproachestoexpressthesamethingoridea.
Section3teachingprocedures
inordertoachievetheteachingaimsmentionedabove,idecidetochooseguidedreadingandtask-Basedteachingasthemainteachingapproach.withtheteachingmethods,icanguidestudentstouseeffectivereadingstrategiestocomprehendthetext,solveproblemsandcompletedifferenttasks.theteachingproceduresincludefourparts.they’regettingready,focusingonmainfacts,readingbetweenthelinesandrespondingthetext.
part1.Gettingready
Readingbeginsbeforeabookisopened.it’simportanttoactivatestudents’existingbackgroundknowledgeanddrawtheirattentiontothetopicofthetext.inthispart,iwillusethepre-readingactivitiestoincreasestudents’concentration,arousetheircuriosities,firetheirimaginationandgivethemapurposeforreading.thepartconsistsoftwotasks:
task1:atimemachine.istartmylessonbyaskingsenior3studentswhatthedateis.then,igoontoshowapictureofatimemachine.itellstudentsthatthemachinewithamagicpowerwillbringthemtotheirgraduationfromhighschool,whichis1yearaway.atthatpoint,igetthemtoimaginewheretheyareandwhattheyaredoing.
afterit,igiveasummaryoftheirpresentationsasfollows:afterleavinghighschool,mostofChinesestudentsgostraightto,atthistimenextyear,mostofyouwillbestudyinginauniversity.
(withthetask,iinspirestudents’formerknowledgeandimaginationaboutgraduatingfromhighschoolandgoingtocollege,whichcandrawtheirattentiontothethemeofthereadingmaterialandgetthemreadyforthefollowingreading.)
task2:Brainstorming.afterthesummary,igoontoshowsomemorepicturesofBritishstudentsfreshfromhighschools,andtellstudentsthatmoreandmorestudentsintheUKaredoingsomethingdifferentinsteadofgoingstraighttouniversity.afterthat,iplaythetapeofandgetstudentstocatchtheanswertothequestion:theywilltravelorworkonprojectsforuptoayearbeforeenteringuniversity.
(withthetask,iexcitestudents’desiretoknowmoreaboutwhattheirBritishequivalentswilldobeforegoingtocollege.withthequestioninmind,studentswilldefinitelybeeagertolistentothetapetofindtheanswer.)
part2.Focusingonmainfacts
Duringthepart,iwillaskthestudentstoanswerthequestion—whatdoestheauthorsay?Studentsaresupposedtogetamainideaofthetextandunderstandthebasicmeaningofthetext.Questionsofthiskindarenotverydifficultandtheycanbeanswereddirectlyfromthetext.thepartincludessixtasks:
task1:threeexamples.imoveontotellstudentsasfollows:Lastyear,CarolSmith,DanielandmartinJohnson,3studentsfromtheUK,wenttosomeremoteplacesanddidsomethingspecial.aftertheinstructions,iplaythetapeofparagraphs4-6andgetstudentstocompletethefollowingtable.
task2:matching.afterlistening,igetstudentstoopenbooksandscanthethreeparagraphstochecktheanswerstotheprevioustable.thenthey’rerequiredtocompleteanothertablewithasecondreading.(withthetask,igetstudentstolistentothethreeparagraphsinsteadofreadingthem,thusreducingtheamountofreadingtimeandrelivingtheirpsychologicalburden,otherwisestudentswouldbediscouragedbysuchalongarticle.)
(withthetask,studentslearntouseatabletogatherthemainfactsaboutthethreeBritishstudents.they’llcometoknowthatatableisofgreathelpintheirfuturereading.)
task3:Scanningforadetail.igetstudentstoscantherestparagraphsandfindtheanswertothequestion:whatdopeoplecalltheyearoffbetweenfinishingschoolandstartinguniversity?indoingso,iintroducethethemeofthearticleandwriteontheblackboardthetitle:mindthegapyear.
(withthetask,studentsareexpectedtograspthethemeofthearticle.thetaskservesasabridge,whichconnectsthemainfactsinparagraphs4-6totheopinionsaboutthegapyearintherestparagraphs.)
task4:Definitionofthegapyear.StudentswatchaVCRwithaquestioninmind:whatthreetypesofactivitiesdotheUKstudentschoosetododuringagapyear?thekeyis:manystudentsusethattimetotravel,learnnewskillsorbecomeacharityvolunteer.
(thetaskservesasasupplementarytothesecondtaskofpart1.withthetask,studentsareexpectedtoknowmoreaboutthegapyear.)
task5:Historyofthegapyear.iplayasecondVCRandgetstudentstoanswerthequestion:whendidthegapyearstartintheUK?
(thetaskenablesstudentstohaveagoodknowledgeofthehistoryofthegapyear.)
高中英语课说课稿范文第六篇
Goodafternoon,teachers.it’smygreatpleasuretobeheresharingmyteachingideasi’llbeginthelessonfromthefollowingfourparts:
analyzingteachingmaterial
theteachingmethods
thestudyingmethods
theteachingprocedures
andwhilepresentingthesepartsiwilldotheblackboardwritingproperly.oknowiamgoingtostartfromthefirstpart“analyzingteachingmaterial”
thisunitisaboutitismadeupofparagraphs.
theteachingaimofthislessonistohelpstudentstounderstandandmasterthewords,phrasesandsentencepatternsonthebasisofunderstandingthetext.
theabilityaimistoimprovethestudents’organizingandusingskillsofenglishandtoretellthewholetextintheirownwords.
theemotionalaimistohelpstudentsunderstandandtodevelop
students’senseofcooperativelearning.
thentheteachingkeypointsistohelpthestudentsgetageneralideaofthewhole
andtheteachingdifficultpointsistomakestudentsusetheirownwordstoexpress
accordingtotheanalysisabove,i’lltrymybesttocarryoutthefollowingtheories
whiledealingwiththislesson:
tomakestudentstherealmastersoftheclasswhileijustactasadirector.
tocombinethelanguagestructurewiththelanguagefunctions.
andtomakestudentsreceivesomemoraleducationwhiletheyarelearninglanguage.inordertoachievemygoal,iwillusethefollowingteachingmethods:
thefirstteachingmethodiwilluseiscommunicativeapproach,sincelanguageis
usedforcommunication.Communicativeapproachislearner-centeredandemphasizescommunicationandreal-lifesituations.
thesecondteachingmethodiwouldliketouseistask-basedapproach.atask
resemblesactivitieswhichourstudentsorotherpeoplecarryoutineverydaylife.
Learnersshouldbegivenopportunitiestoreflectonwhattheyhavelearnedandhowwelltheyaredoing.
thethirdteachingmethodiwanttouseiscomputerassistedlanguageteaching.
Computerplaysanimportantroletomakethematerialsattractive.itcanalsohelpthelearnerstounderstandthelanguageandthenproducecomprehensibleoutput.
andinordertopracticemyteachingmethodsbetter,thefollowingteachingaidswillbeused:
aprojector,ataperecorder,multimediaandofcoursetheblackboard.
andthen,iwouldliketotalkaboutthestudyingmethods.asstudentsarepoorin
cooperativelearningskill,manystudentsarenotactiveinenglishclass,andeven
someofthemdon’tlikeenglish.therefore,iwillhavethestudentslearnenglishinamuchmorerelaxedatmosphere.thelearningprocessofstudentsisfromseeing,
thinking,andspeaking.So,tomakethestudentsgettheknowledgeactively,
cooperativelearningandtask-basedlearningwillbeused.
next,iwilltalkabouttheteachingprocedure.totrainthestudents’abilityoflistening,speaking,readingandwriting,ihavedesignedthefollowingsteps.
Step1Lead-in
attheverybeginningoftheclass,iwillmakethestudentshaveafreetalkaboutandthendiscussthequestionsinpre-readingonpage.thepurposeofthisstepistoarousethestudents’learninginterest.afteradiscussionaboutthequestions,
thestudentswillbeeagertoknowsomethingaboutandit’stheverytimetonaturallyleadtheclassinto
Step2Listeningcomprehensions
inthisstep,iwillwriteseveralquestionsbeforelisteningtothetext:
andtheniwillmakethestudentsanswerthequestionsafterlisteningtothetape.thepurposeofthisstepistotrainandimprovethestudents’listeningability.
Step3skimmingandscanning
inthisstep,iwillgivethestudentstwotasks.thefirsttaskistogetthegeneralidea,thetaskistodevelopthestudents’readingskillbymakingpredictionandtoencouragethestudentstoexpresstheirownthoughtsinenglish.thesecondtaskistogetthemainideaofeachparagraph.iwilldividethewholeclassintoseveralgroupstoskimthewholetextandgetthemainideaofeachparagraph.thepurposeofthistaskistoimprovethestudents’fastreadingskillandcooperatewitheachthenguideSstoreadthematerialcarefullyandtakesomeimportantnotes,thenanswerthefollowingquestionsinp.
Step4Retellingthepassage
Languageislearnedbycommunicating.it’smyjobtocreatanatmosphereforstudentstousethelanguage.thestudentsdiscussintheirgroupandthenchooseareportertosharetothewholeclass.
Step7Consolidation
inthisactivity,iwillasksomestudentstoreadeachparagraph,andthendotheexercisefollowingthetext.
Step8makeasummary
iwillgothroughtheimportantpointsanddifficultpointsofthislessonwiththestudentsonceagain.andofcourse,thelanguagepointsontheblackboardwillbementionedaswell.
andnowlet’smovetothelaststep
Step9Homework
1.Readthepassageasfrequentlyasyoucan
2.Findoutsomewordsandsentencesyouthinkarebeautifulandrecitethem.
purposeofmydesign:Homeworkissoimportantandnecessaryfortomastertheknowledgetheylearnedafterclass.itwillcheckwhethertheSsachievetheteachingaims.
that’sallofmyteachingideasaboutthislesson.thankingyouforyourlistening.
高中英语课说课稿范文第七篇
Goodmorning,ladiesandgentlemen!i’mXXXfromHighSchool.i’mverygladtopresentmylessonplanhere.itisfromUnit1module2nSeFC,Usinglanguage,reading,listeningandspeaking,thefourthperiod.
i.analysisoftheteachingmaterialandlearners
thecontentofthematerialisabouthowtheamberRoomgotlost,whichisalsotheclueofthewholelesson.thereadingpassageisaboutthedefinitionoffactandopinion.thereisanoldminer’sstoryaboutwhathappenedtotheamberRoomforstudentstodecidewhetherhegivesfactsoropinions.inthelisteningpart,therearetwopiecesofnarrationabouthowtheamberRoomgotlost.Studentswilllistenandthenfillintwotableswithsomeinformationmissing,whichisdifficultforthem.inthespeakingsection,discussionswillbecarriedoutbyusingtheexpressionsfromthetableastheoutput.
mystudentsarefamiliarwiththeamberRoomnowbecausetheyhavelearntaboutitinthepreviouslessons.theyhavelearntmanyusefulwordsfordescribingtheamberRoom,whichcanmakelisteningeasier.theirscanningskill,eventhoughitisnotwell-developed,playsefficientroleingettingtherequiredinformationinthelimitedtime.However,thestudents’listeningskillofnote-takingispoorandthelisteningpassageislonganddifficultforthem,andtheyhavenoideaabouthowthegreattreasuregotlost,sofinishingthetablewillbeadifficulty.inordertomakeiteasierforthemtofulfillthelisteningtask,somekeywordsfromthelisteningaregiventostudents.Beforetheblank-filling,somemultiplechoiceswillbegiveninordertohelpstudentsgetthegeneralideaofthepassage.
ii.Learningobjectives
accordingtotheaboveanalysis,isetthefollowinglearningobjectives.Firstly,findoutthedifferencesbetweenafactandanopinionbyscanning.Secondly,predictthecontentoflisteningbystudyingthekeywordsthatmayappearinthelisteningcontent.next,takenotesofthekeywordsfromlisteningtogetsomeinformationtofillinthetablesandunderstandthemainideaaswell.Finally,learnthefollowingwordsandexpressions(trial,evidence,explode,entrance,sink,etc).byheart.
amongalltheobjectives,Findingoutthedifferencesbetweenafactandanopinionbyscanninginreadingprocessandknowinghowtotellafactfromanopinionaswellasgiveopinionsareessentialforthestudents.itisoneofthefocusesofthislesson.andinthislesson,thelisteningpracticewilltakeupmostofthetimebecauseitisimportantforstudentstoknowhowtotakenoteswhiletheyarelistening.Sothisisanotherfocus.theskillofnote-takingisvitallyimportantforthestudentsduringthewholeprocessofenglishstudy,butitisalsoadifficultskillforthematpresent.
iii.teachingprocedure
wewillspend17minutesonreadingand28minutesonlisteningandspeaking.
thefirsttwostepsareforthereadingpart.Step1ispre-reading.therearetwoactivities.activity1isreviewing.iwillshowstudentsapassageaboutthesummaryofthereadingpassageinSearchoftheamberRoom.Studentswillfillintheblankswiththerelativewordsofattributiveclause.Blankfillingwiththerelativewordsaimstocheckwhetherthestudentscanusethegrammaticalruleslearntlastperiodinanothercontext.thelastthreesentencesmainlytalkaboutthelossoftheamberRoom,whichfunctionasthetopicforthenextactivity.activity2isdiscussing.iwillleadthestudentstodiscusswhatinformationisthefactandwhatinformationistheopinionabouttheamberRoomfromthesummary.asoneofthelanguagefocuses,thedifferencebetweenfactandopinionwillbepaidmuchattentiontointhisstep,whichcanmakepreparationsforthefollowingsteps.
Step2iswhile-reading.therearetwoactivities.activity1isscanningtofindoutthedefinitionsoffactandopinion,whichisthefoundationofthislesson.activity2isalsoscanning.StudentswillbeaskedtoreadthestorytoldbyJanandthenfillinthetable.afterthat,theywilldiscusswhethertheeventJansawisafactoranopinionbyusingtheexpressionsinthetable(slide).thisactivityoffersstudentsthechancetomakejudgmentinareallifesituationaccordingtothedefinitions.theywillusesomeexpressionstheyknowtogiveopinionsbyanswering“why”questions.
nextcomesthelistening.therearetwoparts,partaandpartB.Step3ispre-listeningforparta.iwillshowstudentssomekeywordsandexpressionsfromthelisteningmaterial.iwillexplainthem.thestudentswillguesswhattheyaregoingtolistenfromthenewlylearntwordsandphrases.Step4iswhile-listeningforparta.iwillgivestudentstwochances.afterthefirstlistening,thestudentswillfinishfourmultiplechoices.Basedonthefourquestions,thestudentswillknowthemainideaofparta.Forthesecondlistening,thestudentswillbeaskedtotakenotesdown,andthenfillintheblanksaccordingtothenotestaken.afterthat,theywillchecktheanswerswiththeirpartners’.Step5andStep6aredesignedtodealwithpartB.itwillbedonejustasparta.Firstly,thestudentswillstudythekeywordsfromthelisteningandpredictthecontentasthepre-listeningactivity.then,forthefirstlistening,listenforanswerstofourmultiplechoicestogetthemainideaofthelistening.Lastly,forthesecondlistening,thestudentswilltakedownkeywordstofillinthetable.predictingwiththekeywordsmaylessenthestudents’difficultyingettingtheinformation.multiplechoiceexercisesareforthepreparationtogetageneralideaofthelisteningmaterial,whichcanbehelpfulintheblankfillingactivity.thelisteningisthefoundationforthenextstep.
HerecomesStep7,post-listening.therearetwoactivities.activity1ispairdiscussion.Basedonthereadingpassageandthelisteningmaterial,thestudentswillbeaskedtodecidewhotoldthetruthaboutthemissingoftheamberRoomandgivethebestevidencebyusingsomefunctionalitemstoaskforandgiveopinionsinpairs.activity2isagroupdiscussion.iwillcreateareallifesituation.iwillsaythatShanghaiexpoisagreatsuccess.thestudentswillworkingroupsoffourandhaveadiscussionaboutwhetheritisthebestexpositionever.Duringthediscussiontheycanrefertomoreexpressionsofaskingforandgivingopinionsinthetextbook.Basedonalltheseactivities,studentshavegotenoughinput.now,itisquitenaturalforthemtogiveavalidoutputinStep8.afterknowingwhatfactandopinionareandknowhowtogiveandaskforopinions,studentsmayhavelessdifficultyindoingthis.
theclasswillendupwithanexcitingdiscussion.theniwillaskstudentstowritefivesentencesasevidencetosupporttheiropinionthatShanghaiexpoisbestever.thisisthehomework.
iV.Blackboardnotes
thesearemyblackboardnotes.ontheleft,definitionsoffact,opinionandevidencearegiven,whichcanhelpthestudentsunderstandthekeypointinclass.inthemiddlearekeywordsfromthefirststoryinlisteningandontherightarethekeywordsfromthesecondstory.thosewordscanbehelpfulforthestudentstogetthegeneralideaandeasytowritedownnoteswhiletheyarelistening.
V.Reflection
tosumup,thereisenoughinputfromreadingandlisteningmaterial,whichprovidethestudentswithessentialknowledgeabouttheconceptsoffact,opinionandevidencenecessaryforstudentstodistinguishfactsfromopinionsforlaterspeakingactivitiesatoutputstage.thislessoncanbeviewedasatypicalintegrationofreading,listeningandspeaking.Readingforthedefinitionsoffact,opinionandevidencefunctionsastheinputbeforeusingtheknowledgetomakejudgmentonthefactsandopinionsafterlistening.
that’sallformypresentation.thankyouforlistening.
高中英语课说课稿范文第八篇
Goodmorning,ladiesandgentleman.today,ifeelhonoredtohavethechancetosharemyideasabouthowtoteachreading.
inthereadingprocess,iwillfocusonstudents’long-termdevelopmentandenablethemtouseproperreadingskillsandstrategies.inotherwords,studentsareguidedtoreadefficientlyandindependently.
myteachingplanwillinclude3sections.they’reanalysisofthereadingmaterial,identifyingtheteachingaimsandteachingprocedures.
Section1analysisoftheteachingmaterial
theselectedteachingmaterialisamagazinearticletakenfromtheprojectsectionofmodule11,Unit2ofadvancewithenglish.thearticleisaboutBritishstudentswhotakeagapyear,whichisintendedtodevelopthethemeoftheunit,thatis,Gettingajob.afteranalyzingitcarefully,ifindthearticlehastwouniquecharacteristics.First,it’salongpassagewith688words,muchmorethantheusualtexts.Second,itdealswithanewtopic,thatis,agapyear.thetopicisunfamiliartomoststudents.
Section2indentifyingtheteachingaims
Basedontheanalysisoftheteachingmaterial,ihavechosenthefollowingastheteachingaimsofmylesson:
the1staim:Studentslearntheskillsandstrategiestoreadaprolongedtext.
the2ndaim:Studentsgetabetterunderstandingofwhatagapyearis.
the3rdaim:Studentsareencouragedtofigureouttheimpliedmeaning.
the4thaim:Studentsarefamiliarwithvariousexpression_r_r_r_r_rsorapproachestoexpressthesamethingoridea.
Section3teachingprocedures
inordertoachievetheteachingaimsmentionedabove,idecidetochooseguidedreadingandtask-Basedteachingasthemainteachingapproach.withtheteachingmethods,icanguidestudentstouseeffectivereadingstrategiestocomprehendthetext,solveproblemsandcompletedifferenttasks.theteachingproceduresincludefourparts.they’regettingready,focusingonmainfacts,readingbetweenthelinesandrespondingthetext.
part1.Gettingready
Readingbeginsbeforeabookisopened.it’simportanttoactivatestudents’existingbackgroundknowledgeanddrawtheirattentiontothetopicofthetext.inthispart,iwillusethepre-readingactivitiestoincreasestudents’concentration,arousetheircuriosities,firetheirimaginationandgivethemapurposeforreading.thepartconsistsoftwotasks:
task1:atimemachine.istartmylessonbyaskingsenior3studentswhatthedateis.then,igoontoshowapictureofatimemachine.itellstudentsthatthemachinewithamagicpowerwillbringthemtotheirgraduationfromhighschool,whichis1yearaway.atthatpoint,igetthemtoimaginewheretheyareandwhattheyaredoing.
afterit,igiveasummaryoftheirpresentationsasfollows:afterleavinghighschool,mostofChinesestudentsgostraightto,atthistimenextyear,mostofyouwillbestudyinginauniversity.
(withthetask,iinspirestudents’formerknowledgeandimaginationaboutgraduatingfromhighschoolandgoingtocollege,whichcandrawtheirattentiontothethemeofthereadingmaterialandgetthemreadyforthefollowingreading.)
task2:Brainstorming.afterthesummary,igoontoshowsomemorepicturesofBritishstudentsfreshfromhighschools,andtellstudentsthatmoreandmorestudentsintheUKaredoingsomethingdifferentinsteadofgoingstraighttouniversity.afterthat,iplaythetapeofandgetstudentstocatchtheanswertothequestion:theywilltravelorworkonprojectsforuptoayearbeforeenteringuniversity.
(withthetask,iexcitestudents’desiretoknowmoreaboutwhattheirBritishequivalentswilldobeforegoingtocollege.withthequestioninmind,studentswilldefinitelybeeagertolistentothetapetofindtheanswer.)
part2.Focusingonmainfacts
Duringthepart,iwillaskthestudentstoanswerthequestion—whatdoestheauthorsay?Studentsaresupposedtogetamainideaofthetextandunderstandthebasicmeaningofthetext.Questionsofthiskindarenotverydifficultandtheycanbeanswereddirectlyfromthetext.thepartincludessixtasks:
task1:threeexamples.imoveontotellstudentsasfollows:Lastyear,CarolSmith,DanielandmartinJohnson,3studentsfromtheUK,wenttosomeremoteplacesanddidsomethingspecial.aftertheinstructions,iplaythetapeofparagraphs4-6andgetstudentstocompletethefollowingtable.
who
where
activities
Carol
Daniel
martin
(withthetask,igetstudentstolistentothethreeparagraphsinsteadofreadingthem,thusreducingtheamountofreadingtimeandrelivingtheirpsychologicalburden,otherwisestudentswouldbediscouragedbysuchalongarticle.)
task2:matching.afterlistening,igetstudentstoopenbooksandscanthethreeparagraphstochecktheanswerstotheprevioustable.thenthey’rerequiredtocompleteanothertablewithasecondreading.
whomdotheresultsbelongto?
Carol________Daniel________
martin_______
a.feltbeingpartofanotherculture.
B.becomemoreindependent.
C.founditchallengingandrewarding.
D.feltthatitwasaspecialexperience.
e.readytofacechallengesinthefuture.
F.learnthowtodealwithdifficultsituations.
G.feltlikeshereallymadeadifference.
H.learntalotaboutgettingonwithlocalpeople.
(withthetask,studentslearntouseatabletogatherthemainfactsaboutthethreeBritishstudents.they’llcometoknowthatatableisofgreathelpintheirfuturereading.)
task3:Scanningforadetail.igetstudentstoscantherestparagraphsandfindtheanswertothequestion:whatdopeoplecalltheyearoffbetweenfinishingschoolandstartinguniversity?indoingso,iintroducethethemeofthearticleandwriteontheblackboardthetitle:mindthegapyear.
(withthetask,studentsareexpectedtograspthethemeofthearticle.thetaskservesasabridge,whichconnectsthemainfactsinparagraphs4-6totheopinionsaboutthegapyearintherestparagraphs.)
task4:Definitionofthegapyear.StudentswatchaVCRwithaquestioninmind:whatthreetypesofactivitiesdotheUKstudentschoosetododuringagapyear?thekeyis:manystudentsusethattimetotravel,learnnewskillsorbecomeacharityvolunteer.
VCR1：agapisspacebetweentwothingsorabreakinthepassingoftime.However,agapyearisthetimeforstudentsbetweenhighschoolandcollege,orcollegeorgraduateschool.manystudentsusethattimetotravel,learnnewskillsorbecomeacharityvolunteer.today,takingagapyearisgrowingtrendamonginternationalstudents.
(thetaskservesasasupplementarytothesecondtaskofpart1.withthetask,studentsareexpectedtoknowmoreaboutthegapyear.)
task5:Historyofthegapyear.iplayasecondVCRandgetstudentstoanswerthequestion:whendidthegapyearstartintheUK?
VCR2：thegapyearstartedintheUKinthe1960s.Largenumberofstudentsusedthattimetotravel.overtime,studentsdidmorethanjusttravel.Somestudentsworkedpart-timeintheirfuturecareerfieldsothattheycouldgetthejobtraining.othersdidvolunteerwork,liketeachinginafricaorhelpingtoprotectthehabitatsinindia.
(thetaskenablesstudentstohaveagoodknowledgeofthehistoryofthegapyear.)
高中英语课说课稿范文第九篇
Hello,everyone.i’mgladtobeheretogivemylessonplanpresentation.thelessonplani’mgoingtotalkaboutisthereadingpartfromnSeCSbook1unit1Friendship.now,i’dliketoexplainhowtoteachandwhytodosofromthefollowingaspects:theanalysisofteachingmaterialandlearningcondition,theteachingobjectives,theteachingmethodandteachingaids,theteachingprocedures,andtheblackboarddesign.
First,i’dliketotalkabouttheanalysisofteachingmaterialandlearningcondition.
thetitleofthetextis“anne’sBestFriend”.itmainlytalksaboutaJewishgirl,anne,whotreatedherdiaryasherbestfriendwhensheandherfamilyhidinasheltertoescapefromthekillingofnazis.thetexthastowparts,thefirstpartisaboutthebackgroundofanne’sdiary,andthesecondpartisaboutthecontentofanne’sdiary.thekeypointofthetextisthatstudentscanusedifferentkindofreadingskillslikeprediction,scanningandskimmingtogetgoodunderstandingofthetext.thedifficultpointisthatstudentscansummarizethemainideaofthewholetextandeachparagraph.
asforthestudents,theyareingrade9inhighschool,andtheyhavelearnedenglishformorethan7years.theyhaveacertainvocabularystore,whiletheylackthetrainingofreadingskills.theyareinterestedinthetopicoffriendshipbecausetheyattachmuchimportancetofriendship.andtheycanmakesomediscussioninenglish.
accordingtotheanalysisofteachingmaterialandlearningcondition,imakeoutthefollowingteachingobjectives.
First,languageskills:studentscanusereadingskillslikeprediction,skimmingandscanningtoreadthetext.
Second,languageknowledge:studentscanlearnsomenewwordsandnewphrases,suchaspower,onpurpose,inorderto,etc.andstudentscanbefamiliarwiththetopicoffriendship.
third,learningstrategy:studentswilllearntostudyandsolveproblemsbycooperationandcommunication.
Fourth,affectiveobjectives:studentswillvaluefriendshipmoreandcherishwhattheyhave.
Last,culturalawareness:studentswillknowmoreknowledgeaboutthehistoryofworldwarⅡ,especiallythesufferingofJewishpeopleduringthewar.
then,i’lltalkabouttheteachingmethodandteachingaids.iadoptcommunicativeapproach.andtheteachingaidsareblackboardandppt.
now,iwillfocusontheteachingprocedures.thereare4steps.
Step1iswarmingup.itwillcost3minutes.inthispart,iwillshowstudentsanenglishsong“Foreverfriend”.Beforelistening,iwillaskstudentstothinkaboutthequestion“what’sthesongabout?”sothattheywilllistentothesongwithpurpose.aftertheyfinishthelistening,theywillknowthatthesongisaboutfriendship.itwillnaturallyleadinthetopicofthetext.what’smore,studentsareinterestedinlisteningtomusic,thesongwillarousestudentsinterestandactivatetheclassatmosphere.
Step2ispre-reading,itwillcost5minutes.First,iwillaskstudentstoreadthetitleofthetextandaskthem“Doyouknowanne?whoisshe?”ifstudentsdon’tknow,iwilltellthemthatanneisaJewishgirlwhosurvivedintheworldwarⅡandiwilltalkaboutthesufferingofJewishpeopleduringthewarwithsomerelatedpictures.afterstudentshavethebackgroundknowledgeofthetext,iwillaskthemtolookatthetitleandthepictureofthetexttopredictthecontentofthetext.thepurposeofpredictionistomakestudentsreadthetextmorecarefullyduringthereadingprocess.theywillconcentratemoretochecktheirpredictionsothattheycangettheirmindclosertothethemeofthetext.
Step3iswhilereading.itwillcost25minutes.therearethereactivities.
inactivity1,iwillaskstudentstoskimthetexttogetthemainideaofthetextandeachparagraph.Becauseit’salittledifficultforstudentstosummarizethemainidea,iwillgivethemsomemultiplechoicestochoose,itwillreducethedegreeofdifficulty.thepurposeofthisactivityistotrainstudents’readingskillofskimming,andtheycangetthegeneralideaofthetext.
inactivity2,iwillaskstudentstoscanthetexttofillinsomeblanks.thepurposeofthisactivityistotrainstudents’readingskillofscanning,andtheycangetsomedetailedinformationofthetext.
activity3isclosereading.inthispart,iwillfirstexplainsomenewexpressionsthatmaycausedifficultyinstudents’comprehension,suchasgothrough,onpurpose,inorderto,etc.sothattheyreadthetextsmoothly.theniwillaskstudentstoanswerthequestionsinexercise2.afteransweringthesequestions,studentswillhaveabetterunderstandingofthewholetext.next,iwillaskstudentstoworkinpairstousesomeadjectivestodescribeanne’sfeelingsasshewaslookingoutatthenightsky.theniwillasksomestudentstocometotheblackboardtowritetheadjectives.afterthisactivity,studentswillhaveabetterunderstandingofanne’sfeelings.
Step4ispostreading.itwillcost12minutes.inthispart,iwillholdagroupdiscussion.iwillsetasituationtostudents.thatis“imagineyouhavetogointohidinglikeanneandherfamily,whatwillyoumissmost?why?”iwillaskstudentstoworkin4tohaveadiscussion.afterdiscussion,iwillasksomestudentstoreporttheirgroups’opinionsandtheniwillwritethemontheblackboard.thepurposeofthisactivityistocultivatestudents’spiritofcooperation.andafterthediscussion,studentswilllearntocherishwhattheyhave.
then,iwilltalkaboutthehomework.iwillaskstudentstowriteashortpassageaboutwhattheywillmissmostandwhybasedontheformerdiscussioninclass.
ok,now,pleaselookathere,thisismyblackboarddesign.
missreasons
thisisallmylessonplanpresentation,thankyouverymuch！
高中英语课说课稿范文第十篇
Hello,everyone!i’mgladtobeheretopresentmylessonplan,thelessonplaniwilltalkaboutisfromnSeFCBook2Unit4wildlifeprotection,peariod1HowDaisyLearnedtoprotectwildlife.iwillexplainhowtoteachandwhytodosointhefollowingaspects:theanalysesofteachingmaterial,learningcondition,teachingobjectives,theimportantpointsanddifficultpoints,teachingmethods,teachingprocedureandblackboardnotes.
Fistly,i’dliketopresentmyunderstandingofteachingmaterial.it’sthefirstperiodinthiscourse.thelessonismainlyreadingcourse.itstopicisabouttheimportanceofwildlifeprotectionandhowtoprotecttheendangeredwildlife.Ssareveryfamiliaraboutthistopic,sotheywilltalkaboutitfreely.
thisisallmyunderstandofteachingmaterial.next,let’smoveontolearningcondition.mySsaresupposedtobegrade1inhighschool.mostofthemhavebeenlearningenglishforsevenyearsandtheirenthusiasmforenglishisquitehigh.theycanexpresstheirownideasinenglish.Buttheyarelackofreadingskills.
Basedontheanalysesofteachingmaterialandlearningcondition,i’dliketoproposetheteachingobjectives,theimportantpointsanddifficultpoints.
(1)languageknowledge
aftertheclass,theSscanmasterthenewwordsinthislesson,forexample:carpet,respond,distant…
(2)languageskill
thisisreadingcourse,soafterclasstheSsshouldmasterthereadingskills:prediction,skimmingandscanning.what’smore,theyshouldknowhowtosummarythemainideaofthepassagefromthekeywordsandsentence.
(3)affectiveobjectives
afterclass,theSsshouldunderstandtheimportanceofwildlifeprotection.andtheyknowhowtoprotectandcantakeactionstoprotectanimals.
(4)Cultureawareness
Sswillknowmoreabouttheagonizationforwildlifeprotection,forexample,wwF.andtheywillunderstandweallhaveresponsibilityforwildlifeprotection.
(5)Learningstrategy
Sswillbeabletolearnbothindividuallyandcooperativelythroughactivities.
nowlet’smoveontotheimportantanddifficultpoints
theSstalkthetopic“wildlifeprotection”freelyandmasterthereadingskills—prediction,skimmingandscanning.thesearealsothedifficultpointsforSs.
asforteachingmethod,imainlyadoptcommunicativeapproach.
Herecomesthemostimportantpartofmypresentation---teachingprecedure.idivideitinto5steps:warming-up,pre-reading,while-reading,post-readingandhomework.
Step1warming-up.itwillcost5m.activity1,iwillplayavedioaboutendangeredanimals.afterthat,iwillaskSstotalkaboutwhytheyareindangerofdissapearing.Sswillgivesomereasons.therewillbesomenewwordsmentioned,suchaswild,dieout,disappear…iwillexplainthem.theniwillsay:“theseanimalsnowareprotectedbysomewildlifeparks,suchaswordwildlifeFound(wwF).”iwillintroducemoreinformationaboutwwF.inthisactivity,SswillknowreasonsofthedissapearanceofwildlfeandgetsomeknowledgeaboutwwF.andtheywillgetfamiliaraboutthefollowingreading.
Step2pre-reading.itwillcost5m.
activity1,iwillaskSstopredictwhatthepassagewilltalkaboutthetitle“HowDaisylearnedtohelpwildlife”.inthisactivity,Sswilllearnthereadingskill—predicting.
Step3while-reading.inthisstepiwilldivideitintothreeactivities,anditwillcost25m.
activity1Skimming5m
inthisactivity,iwillshowmainideaofeachparagraph,butnotinorder.Ssshouldskimeachparagraphandmatchthem.iwillimplythatthemainideaalwaysappearinthefirstorthelastsentence,butsomewillapearinthemiddle.inthisactivity,Sswilllearnhowtofindthemainideaofeachparagraphusingthereadingskill—skimming.
activity2Scanning12m
inthisactivity,iwillmakeatableaboutDaisy’sthreevisitstowildlife.thistablewillrefertoanimals’livingconditionsandtheresultoftheirlives.iwillaskSstoscanthewholepassage,andfindtheinformationbasedonthetable.theyshouldfinishthetableingroupof4membersandaftertheirdiscussingiwillask2or3groupstoreporttheirresults.inthisactiviy,Sswilllearnthereadingskill—scanning,andmastersomenewwordsandphrases,suchasinrelief,burstintolaughter,mercy,certainandsoon.theycanfindtheimportantinformationfromeachparagraphandgettheconsciousnessofteamwork.
activity3summarize3m
Sswillsummarizethemainideaofthewholepassageeasilyingroup.Fromthisactivity,Sswilllearntoanalysizeeachparagraphandfinallygetthemainidea.
activity4retelling5m
iwillaskSstoretellthepassageinpairaccordingtoDaisy’sthreevisits.theniwillasktwoSstoretellinfrontoftheclass.inthisactivity,Sscanusethekeywordsandsentencestoretellthewholestoryandconsolidatewhattheyhavelearned.
Step4post-reading.itwillcost8.inthisstep,Sswillmakediscussionaboutwaystoprotectwildlifeandexpresstheirownideaswiththeirpreviousknowledge.after5m’sdiscussion,iwillasktwoorthreeSstoshowtheirideas.inthisstep,Sswillnotonlysharetheirwaystoprotectwildlife,butalsopracticetheirspeaking.
thelaststepishomework.iwillaskSstofindthepersuasivesentencesinthepassage.theyareaskedtosurftheinternettofindmorewaystoprotectwildlife,andthenwritethreesuggestionstowwFtoprotectwildlife.Sswillmakepreparationforthenextcourse---persuasivewriting.
that’sallfortheteachingprocedure.andhereismyblackboardnote.ontherightside,therearethewordsandexpressions.intheleft,thereisthetableaboutDaisy’sthreevisits.
thatallformylessonplanpresentation,thanksforyourattention.
Blackboardnote:
Unit4HowDaisyLearnedtoprotectwildlife
paragraph(mainidea)animalSituationResult
tibetantelopeBehuntednumbersaredescreasing
………
…….….
carpet
fur
distant
mercy
certain
burstintolaughter
inrelief
高中英语课说课稿范文第十一篇
1、任务型语言教学法
任务型语言教学认为：人们使用语言的过程就是一个完成各种各样任务的过程。任务型学习强调通过“做中学”、“学中做”，使学生在完成任务的'过程中习得语言。本课组织学生四至五人组成一个学习小组，进行一次就地震后幸存者的访问。该设计基于课文内容，但又不局限于课文的范畴，旨在贯彻“做中学”、“学中做”策略，吸引和组织他们积极参与，并通过讨论、交流和合作等方式，在自然、真实的情境中，完成任务，体会、掌握语言的应用，达到学以致用的目的。
2．直观法（视听教学法）
充分利用多媒体教学手段，通过播放影视剪辑，与课文主题相关的图片、图表等直观手段，在充分调动学生学习兴趣的同时，降低学习难度，突破重难点。
3．合作学习教学法
合作学习教学法是以小组活动为主体的一种教学活动，一种同伴之间的合作互动活动。合作学习教学法有利于改善课堂心理气氛、大面积提高学生的学业成绩、促进学生良好非智力品质的发展，调整学生的语言焦虑感。因此，本课打破传统的教师单向灌输，采用“四至五人组成一个学习小组”的课堂教学结构，来组织教学，旨在营造轻松的学习氛围，为积极学习提供有利的条件，让学生在完成任务的过程中通过互相交流，降低语言焦虑感，获得愉快的学习经历，从而对学习本身和所学内容产生兴趣感。
4．整体语言教学法
整体语言教学法要求按“整体－部分－整体”的模式，进行语篇阅读训练，即从“整体
”开始，以“整体”结束的“三段式”阅读教学法。本课采用从整体略读——分段细读——通读全文，进一步理解课文内容，即是这种教学策略的体现。
5．情感激励教学法
在教学中重视师生之间的思想交流，充分调动自己情绪的感染力，适时进行情感与策略调整，通过情感激励，使教师与学生达到情感交融，在愉悦的课堂氛围中发展创新，体验成功。
此外在教学过程中还注意遵循以下教学原则：
1．贯彻动态真实原则，在教学过程中“动态”地去发现问题，分析问题和解决问题。本课在各个教学环节的设计和具体操作上都充分考虑到了策略的贯彻以及教学活动的灵活、有效的综合运用。
2．重视学生个性与创新意识的培养，给予学生充分表达自己的机会。
其余的教学方法将结合“说程序”进行举例说明。
高中英语课说课稿范文第十二篇
partone——analysisoftheteachingmaterialone:
StatusandFunction
1.thisunittellsustheimprovementoftraffictransportationandtherelatedstories.Besideslearningthis,studentswillalsolearnsomewords,phrasesandexpressionsoftraffic,andsoon.inLesson37,Dannywillintroduceanewtypeoftransportationtous,itisimaginary.
2.toattain―fourskills‖requestoflistening,speaking,readingandwriting,iwillhavethestudentsdosomeexerciseaboutthetext.
3.Suchatopicisveryimportantinthisunit.iwillleadthestudentstousetheirimaginationandencouragethemtobecreative.Forexample,helpingthemuseenglishtodescribetheirimaginarytransportation.Soithinkifthestudentscanlearnthislessonwell,itwillbehelpfultomakethemlearntherestofthisunit.
4.whileteachingthem,iwillalsoencouragethemtosaysomethingaboutwhattheythinkthefuturetransportationswillbelike.inaway,frompractisingsuchatopic,itcanbehelpfultoraiselearninginterestsofstudentsanditwillbealsohelpfultoimprovetheirspokenlanguage.two:teachingaimsandDemands
theteachingaimsbasisisestablishedaccordingtoJuniorSchoolenglishsyllabusprovision.
Knowledgeobjects
(1)tostudythenewwords―fuel‖,―oil‖and―coal‖.
(2)tolearnandmasterthephrases―thinkof,onthewayto…,havefun‖,etc.
abilityobjects
(1)todevelopthestudents‘abilitiesoflistening,speaking,readingandwriting.
(2)totrainthestudents‘abilityofworkinginpairs
(3)todevelopthestudents‘abilitiesofcommunicationbylearningtheusefulstructures.
3.moralobjects
(1)throughdifferentteachingmethodstomakestudentsbeinterestedinstudy.
(2)Lovetoknowmoreknowledgeabouttransportationanddaretoexpresstheiropinionsinenglish.
(3)encouragethestudentstobemorecreativeandtrytomakecontributionstomakingnewinventionsinthefuture.
three:teachingKeysandDifficultpointstheteachingkeysanddifficultpoints‘basisisestablishedaccordingtoLesson37intheteachingmaterialspositionandfunction.
1.Keypoints:
(1).Beabletoexpresswords,phrasesandsentencesinenglish.
(2).KnowabouttheimprovementoftransportationandDanny‘sinvention.2.Difficultpoints:Beabletotalkabouttheirimaginaryfuturetransportationinoralenglish.parttwo——theteachingmethods1.Communicativeteachingmethod;
2.audio-visualteachingmethod;
3.task-basedteachingmethod;
4.Classifiedteachingmethod.asweallknow:themaininstructionalaimsoflearningenglishinthemiddleSchoolistocultivatestudents‘abilitiesoflistening,speaking,reading,writingandtheirgoodsenseoftheenglishlanguage.Sointhislessoni‘llmainlyuse―Communicative‖teachingmethod,―audio-visual‖teachingmethodand―task-based‖teachingmethodand―Classified‖teachingmethod.thatistosay,i‘llletthestudentsgetabetterunderstandingofthekeystructures.i‘llgivethestudentssometasksandarrangesomekindsofactivities,liketalking,watchingCai,andreadinginroles.inaword,iwanttomakethestudentstherealmastersinclasswhiletheteacherhimselfactsasdirector.ialsohopetocombinethelanguagestructureswiththelanguagefunctionsandletthestudentsreceivesomemoraleducationwhiletheyarelearningtheenglishlanguage.
partthree——Studyingways
1.teachthestudentshowtobesuccessfullanguagelearners.
2.makesituationandprovidemeaningfulduty,encouragethestudentstostudythetextbythemselves.
partFour——teachingstepsasthislessonplaysanimportantpartintheenglishteachingofthisunit,ihavedecidedthefollowingstepstotraintheirabilityoflistening,speaking,readingandwriting,especiallyreadingandspeakingability.theentirestepsare:Step1warm-upandLead-inShowthestudentssomepicturesofcommontransportations,likecar,bike,trainandsoon.askthestudents:whatcanyouseefromthepicture?isthereanotherkindoftransportationaroundus?purposeofmydesigning:inthispart,havethestudentssaymoreaboutwhattheyseeorwhattheydon‘tsee.inthisway,theywillknowtoday‘slessonhassomethingtodowiththeirdiscussion.Step2presentation1.Learnnewwordsingroups.thenewwordinthislessonarefuel,oilandcoal.Showthempicturesofthesethingsandteachthemthesenewwords.
purposeofmydesigning:
1.afterseeingthepictures,thestudentswillknowwhattheyareandtheycanlearnthemquicklyandeasily.
2.playthetaperecorder.Letthestudentslistenandimitatethetext.payattentiontotheirpronunciationandintonation.thenfinishtheexercisesonthecomputer.purposeofmydesigning:thisstepisemployedtomakethestudentsgetthegeneralideaofthetext.atthesametimeletthestudentshaveachancetopractisetheirlisteningandspeakingability.
3.textLearningandaQuizi‘lluseCaitopresentthewholetext.i‘llwritethekeypointsontheblackboardwhiletheyarewatching.afterwatching,i‘llteachthemtoreadthewordsandsentencesontheBb.makesuretheycanreadthemwell.afterteachingthemthewholetext,includingthemeaningsofnewwords,theuseofsimilarexpressionsandsoon.Getthestudentstotryandsayoutsomephrasesonthescreen,likeidon‘tthinkso,havefun,anewkindof,onthewaytoschool,andsoon.purposeofmydesigning:topresentthetextbyCaiismucheasierforthestudentstolearnandgraspthemeanings.Caicanprovidearealsituationwithitssoundandpictureanditmakestherelationshipsbetweenthestudentsbetter.
4.KeyStructuresandDifficultpointsLearningFirst,iwilldividethestudentsintothreegroupsandtellthemtohaveadiscussionaboutwhattheylearninthislesson.thenencouragethemtotrytounderstandthewholetext,knowwhatthedifficultpointsare,andsoon.atlast,iwillhelpthemtomasterthemall.Forexample,iteachthestudentsknowthedifferencesbetweenphrasesthinkof,thinkaboutandthinkover.iwillshowthemsomesentencesandgetthemtoknowtheuseofthesephrases.encouragethemtodosomeexerciseaboutthesephrases.purposeofmydesigning:Bypractisingusingthesenewwordsandsimilarphrases,thestudentswillknowhowtousetheminenglishandmastertheuseofthembetter.
5.ReadandSayGivethestudentstwoorthreeminutestoprepare,andthengetthemreadthetexttogetherinthreegroups.tellthemtoreadaloud.thenhelpthestudentssaysomethingaboutthefuturetransportationortheirimaginarytransportation.encouragethemtosaymore.purposeofmydesigning:Byreadingthetextandsayingsuchthings,getthestudentstopractisetheirreadingandspeakingabilityagain.
partFive——SummarizeandHomeworkaskthestudentssuchquestions:
whathavewelearnedfromthislesson?whatdoesDannysayabouthisnewkind/typeoftransportation?Doyoulikehisidea?whatnewphraseshavewelearnedtoday?Doyouhaveenoughconfidencetofinishtheseexercises?now,let‘stry!thenshowthemsomeexercisesandhelpthemtofinishthem.atlast,tellthestudentswhattoday‘shomeworkis.whiledoingthis,theteachercanhavetheboysandgirlshaveacompetitiontoseewhoarebetter.
partSix——BlackboardDesigningLesson37FlyingDonutsLanguagepoints:
of认为,想起;thinkover仔细考虑;thinkout想出
thefrontof在……前面(部)/infrontof在……前面
thewaytoschool在上学的路上/onone‘swayhome在回家路上
4.with用……purposeofmydesigning:presentsthetextkeycontentclearlyontheblackboard,favorsthestudentstoknowledgegrasping.oK.that’sall.
thanksforlisteningtomeandhelpingme.
高中英语课说课稿范文第十三篇
我说课的课题是高中英语第一册（上），第8单元。本单元的中心话题是运动，随着经济发展、社会进步、人们生活水平的提高，截止来越多的人开始关注健康问题，而体育运动无疑是人们津津乐道的了，而且正值2012年奥运会结束，我国体育代表团取得辉煌成绩。下届奥运会将在北京举办，学生们会对此话题非常感兴趣。所有的语言知识和语言技能几乎都是围绕这一中心话题而设计的。本课是本单元的第一课时，是一节听说课，听说课是每单元教学的重要环节，为后面的阅读部分贮备知识。本课包括奥运知道问答，体育项目比赛的听力材料以及关于爱好的对话练习。
二、教学目标与要求
根据大纲“巩固，扩大学生的基础知识”和关于词汇方面的要求，以及英语学科的语言特点，我确定本课的教学知识目标为两点：一是要求学生掌握大纲规定的所有四会三会的单词。二是要求学生对听力材料进行较好的理解，即了解有关体育赛事的英语解说，及最终能写出体育报道。根据大纲“培养学生听说读写的能力”的要求，我确立的第一能力目标为扩大高一学生词汇量，以为阅读能力的提高打基础。第二个能力目标为发展学生的记忆、想象、比较、分析和快速反应等能力。确立此目标的依据是英语教学大纲的“发展智力、提高思维、观察、注意、记忆、想象、联想等能力”的要求。
三、教学重点及难点
本节课为听说课，在于培养和提高学生的听说能力，所以单词词组及第二部分听力将本单元的教学重点，而其中听力部分的选材比较地道，学生基本第一次接触此类听力文章，所以在教学中这将成为教学难点。
四、教学方法
1、情景教学法，其中包括对话、讨论、展示等。
2、开放式教学，如：brainstorming,roleplay,givensituations等活动
3、任务型教学策略，在交际中进行真实运用。
五、教学辅助手段
我将使用多媒体辅助教学，更直观的表现教学内容和步骤，来达到更好的教学效果。
六、教学步骤：
根据我对教学整体的构思，我将原课文部分调整如下：
高中英语课说课稿范文第十四篇
Goodmorning,ladiesandgentleman.today,ifeelhonoredtohavethechancetosharemyideasabouthowtoteachreading.
inthereadingprocess,iwillfocusonstudents’long-termdevelopmentandenablethemtouseproperreadingskillsandstrategies.inotherwords,studentsareguidedtoreadefficientlyandindependently.
myteachingplanwillinclude3secti.they’reanalysisofthereadingmaterial,identifyingtheteachingaimsandteachingprocedures.
Section1analysisoftheteachingmaterialtheselectedteachingmaterialisamagazinearticletakenfromtheprojectsectionofmodule11,Unit2ofadvancewithenglish.thearticleisaboutBritishstudentswhotakeagapyear,whichisintendedtodevelopthethemeoftheunit,thatis,Gettingajob.afteranalyzingitcarefully,ifindthearticlehastwouniquecharacteristics.First,it’salongpassagewith688words,muchmorethantheusualtexts.Second,itdealswithanewtopic,thatis,agapyear.thetopicisunfamiliartomoststudents.
Section2indentifyingtheteachingaims
Basedontheanalysisoftheteachingmaterial,ihavechosenthefollowingastheteachingaimsofmylesson:
the1staim:Studentslearntheskillsandstrategiestoreadaprolongedtext.
the2ndaim:Studentsgetabetterunderstandingofwhatagapyearis.
the3rdaim:Studentsareencouragedtofigureouttheimpliedmeaning.
the4thaim:Studentsarefamiliarwithvariousexpressiorapproachestoexpressthesamethingoridea.
Section3teachingprocedures
inordertoachievetheteachingaimsmentionedabove,idecidetochooseguidedreadingandtask-Basedteachingasthemainteachingapproach.withtheteachingmethods,icanguidestudentstouseeffectivereadingstrategiestocomprehendthetext,solveproblemsandcompletedifferenttasks.theteachingproceduresincludefourparts.they’regettingready,focusingonmainfacts,readingbetweenthelinesandrespondingthetext.
part1.Gettingready
Readingbeginsbeforeabookisopened.it’simportanttoactivatestudents’existingbackgroundknowledgeanddrawtheirattentiontothetopicofthetext.inthispart,iwillusethepre-readingactivitiestoincreasestudents’concentration,arousetheircuriosities,firetheirimaginationandgivethemapurposeforreading.thepartcistsoftwotasks:
task1:atimemachine.istartmylessonbyaskingsenior3studentswhatthedateis.then,igoontoshowapictureofatimemachine.itellstudentsthatthemachinewithamagicpowerwillbringthemtotheirgraduationfromhighschool,whichis1yearaway.atthatpoint,igetthemtoimaginewheretheyareandwhattheyaredoing.
afterit,igiveasummaryoftheirpresentatiasfollows:afterleavinghighschool,mostofChinesestudentsgostraightto,atthistimenextyear,mostofyouwillbestudyinginauniversity.
（withthetask,iinspirestudents’formerknowledgeandimaginationaboutgraduatingfromhighschoolandgoingtocollege,whichcandrawtheirattentiontothethemeofthereadingmaterialandgetthemreadyforthefollowingreading.）task2:Brainstorming.afterthesummary,igoontoshowsomemorepicturesofBritishstudentsfreshfromhighschools,andtellstudentsthatmoreandmorestudentsintheUKaredoingsomethingdifferentinsteadofgoingstraighttouniversity.afterthat,iplaythetapeofandgetstudentstocatchtheanswertothequestion:theywilltravelorworkonprojectsforuptoayearbeforeenteringuniversity.
（withthetask,iexcitestudents’desiretoknowmoreaboutwhattheirBritishequivalentswilldobeforegoingtocollege.withthequestioninmind,studentswilldefinitelybeeagertolistentothetapetofindtheanswer.）
高中英语课说课稿范文第十五篇
Goodmorning,professors,it’smygreatpleasuretobeheresharingmylessonswithyou.thecontentofthelessonisSeniorenglishforChinaStudent’sBook2Unit5music.i’llbeginthelessonfromthefollowingfiveparts,theteachingmaterial,theteachingmethods,thestudyingmethods,theteachingprocedureandblackboarddesign.First,letmetalkabouttheteachingmaterial.
Firstly，letmeintroducetheteachingmaterial.thisunitistointroducetousdifferenttypesofband.thereadingpassageisthecenterofthisunit.itismadeupof4paragraphs,thatis,manypeoplewanttobefamousassingersormusicians,formaband,monkeesbeganasatVshowandtheybecameevenmorepopularthantheBeatles.thetextisthemostimportantteachingmaterialinthislesson,whichextendsthemaintopic“music”andcontainsmostofthevocabularyandgrammarpointsthatstudentsshouldlearninthisunit.
Secondly,iwanttotellsomethingaboutthestudents.althoughthestudentshavethebasicabilitiesoflistening,speaking,reading,andwriting,theystillneedmanyopportunitiestopracticewhattheyhavelearned,toexpresstheirideas,feelings,andexperienceandtodeveloptheirautonomouslearningabilityandcooperativelearningabilitythirdly,i’dliketotalkaboutteachingaimsanddemands
1Knowledgeaims:
（1）tohelpstudentstounderstandandmasterthewords,phrasesandsentencepatterns.
（2）toknowsomebasicinformationaboutmusic
2abilityaims:
(1)toimprovethestudents’organizingandusingskillsofenglishasthesecondlanguage
(2)tounderstandthemainidea,toscanfortheneededinformationandtograspthedetails
3emotionalaims:
(1)Helpstudentsunderstanddifferenttypeofmusicandhowtoformaband
(2)Developstudents’senseofcooperativelearning
Fourthly,teachingkeypointsis
1.tohelpthestudentsgetageneralideaofthewholepassage,andsomedetailedinformationandlanguagepointsaswell.
2.tounderstandhowmonkeesformed,developedandsucceed.teachingdifficultpointsis
1.thestudentsusetheirownwordstoexpresstheirownideas.
2.theprep+whom/whichattributeclause
accordingtotheanalysisabove,i’lltrytousethefollowingtheoriestomakestudentstherealmasteroftheclasswhiletheteachermyselfthedirector.
a.CommunicativeLanguageteaching
Languageisusedforcommunication.it’slearner-centeredandemphasizescommunicationandreal-lifesituations.
b.task-basedLanguageteaching
ataskresemblesactivitieswhichourstudentsorotherpeoplecarryoutineverydaylife,Learnersshouldbegivenopportunitiestoreflectonwhattheyhavelearnedandhowwelltheyaredoing.
c.ComputerassistedLanguageteaching
Languagelearningneedsacontext,whichcanhelpthelearnerstounderstandthelanguageandthencanproductcomprehensibleoutput,socomputerhastheadvantagestomakethematerialsattractive.
part3Learningmethods
task-based,self-dependentandcooperativelearning
part4teachingprocedure
SteponeLead-in
“interestisthebestteacher.”therefore,attheverybeginningoftheclass,ishouldsparkthestudents’mindtofocusonthecentretopic“theband”.i’llplaysomedifferenttypeofmusictoattracttheirattentionandthenbringsomequestions.
Question:
whatkindofmusictheylike?
whichbandtheyknowbest?
theanswersmustrelatetoband.afterthis,thestudentswillbeeagertoknowsomethingaboutbandandthisistheverytimetonaturallyleadtheclassintoStep2
Step2Readingforinformation:
skimmingandscanninginthisstep,iusetask-basedLanguageteachingmethod,whichcangivestudentsaclearandspecificpurposewhileskimmingandscanningthecontext.
task1Generalidea
thestudentswillbeaskedtojustglanceatthetitleandthepicturesofthepassage,andthenguesswhattheywillreadinthetext.andthey’llbedividedintogroupsoffourtohaveadiscussion.
thepurposeistoinspirethestudentstoreadactively,notpassively.inaddition,thetaskistodevelopthestudents’readingskillbymakingpredictionandtoencouragethestudentstoexpresstheirthoughtsinenglishandcooperatewitheachother.
task2mainideaofeachparagraph
Cooperativelearningcanraisethestudents’interestandcreateanatmosphereofachievement.Basedonthistheory,idividethewholeclassinto4groupstoskimthewholetextandgetthemainideaofeachparagraph.
Step3Readingforcomprehension
thepurposeofreadingistogetthecorrectandusefulinformation.Studentsshouldnotonlyhaveahighspeedofreadingbutalsohaveacorrectunderstandingofdetails.thereforethefollowingpracticesonpage35canhelpcheckthesituation.
Step4Solvingdifficultlanguageproblemsthroughreading
it’simportantforlanguagelearnerstolearnimportantrulesof
grammarandusetheserulestosolveproblemsinreality.inthepreviousprocessofreading,thestudentsmustcomeacrosssomedifficultlanguageobstacles,soit’snecessaryforustodiscussandexplain.thisperiodoftimebelongstostudents.theycanaskanyquestionstheycomeacrossintheprocessoflearning.i’llexplainthequestionsanddifficulties.thepurposeofthisisimprovingthestudents“questioningspirit”anddealingwiththedifficulties.
Step5Consolidation
Languageislearntbycommunicating.itismyjobtocreateanatmosphereforstudentstousethelanguage.Hereidesign2activities1Readingforcomprehension
i’llask4studentstoreadeachparagraph,andthendotheexercisefollowingthetext.ithinkit’sagoodwaytoreviewwhattheyhavelearned.
2Discussion
Duringmakingdiscussion,thestudentswilldeepentheirunderstandingofthemainideaofthepassage.
a.whymonkeescanbesuccessful?Givereasons.
b.what’sthemostimportantthingforasuccessfulband?why?Step6Homework
askthestudentstowritedownsthabouttheirfavoritesingers,bandormusicandlistthereasons.theassignmentenablesthestudentstosearchvariousinformationresources,whichcanwidentheirviewandcontinuetoinspiretheirenthusiasmoflearning.
part5Blackboarddesign
Unit4music
passagetheBandthatwasn’t
topicSentences:
1.manypeoplewanttobefamousassingersormusician
2.Formaband
3.BeganasatV
4.theybecameevenmorefamousthantheBeatles
Discussion:
a.whymonkeescanbesuccessful?Givereasons.
b.what’sthemostimportantthingforasuccessfulband?why?
inmyopinion,theblackboarddesigncanreflecttheteacher’sabilityofmasteringthetextandleadingthestudentstomasterthetexteasily.inthistext,thedesignisnoteasytowrite.iwritethetopicsentencesontheblackboard,inordertotellthestudentsthatthisisoftheimportanceinthisclass.iwanttomakethedesigninductive,instructiveandartistic.
高中英语课说课稿范文第十六篇
Goodafternoon,teachers,it’smygreatpleasuretobeheresharingmylessonwithyou.thecontentofmylessonisSeniorenglishBookunit1（astudentofafricanwildlife/whynotcarryonthegoodwork）i’llbereadytobeginthislessonfromfiveparts.analysisoftheteachingmaterial,theteachingmethods,thestudyingmethods,theteachingprocedure,andBlackboarddesign.First,letmetalktheteachingmaterial.part1teachingmaterial:
thisunitisabout（Greatwomenandtheirachievements,importantpeople,historyandmethodsofagriculture,Differenttypesofenglishhumor,CulturedifferencesandcommunicationDifferenttypesofthemepark）
Bystudyingofthisunit,we’llenablethestudentstoknowsomegreatwomenandtheirachievementandwhatmakesthegreatwomensuccessfultheknowledgeoffarmingandDrYuanLongping’achievementandchemicalfarmingandorganicfarming.CharlieChaplinandhisfunnyandencouraginghumorpeoplefromdifferentareahavedifferentbodylanguageandusetherightbodylanguagetoshowingourfeelings.themeparknotonlyprovidefunbutalsoprovidevariousknowledgeandexcitingexperience.thislessonnotonlyteachthestudentstolearntherelatedmaterialabout(1)thegoodcharactertobeasuccessfulperson(2)Yuanlongping’sscientificresearchspiritandattitudestowardlifethedisadvantageofusingchemicalfertilizersandhowtoincreaseproductioninorganicfarming.(3)CharlieChaplinandhishumorenglishjokes(4)Differentbodylanguageandthesimilaritiesinbodylanguagewhichmaketheothersunderstandourfeelings.(5)themeparkbutalsolearningabilityinenglish.
a：ifSscanlearnitwell,itwillbehelpfultomaketheSslearntherestofthisunitwell.B：itprovidesall-aroundpracticeaboutlistening,speaking,readingandwritingrevolvearoundthetopic,itistheexpansionofthisunitandgiveSsaspacetousethelanguageSoitplaysanimportantpartintheenglishteachinginthisunit.
（asweknow,readingbelongstotheinputduringtheprocessofthelanguagelearning.theinputhasgreateffectonoutput,suchasspeakingandwriting.）accordingtothenewstandardcurriculumandthesyllabus(新课程标准和教学大纲),afterstudyingtheteachingmaterialandanalyzingtheruleofchildren’sgrowingofmind,ithinktheteachingaimsarethefollowings:objects:(1)thestudentscanhear,read,andusethemainsentencepatterns.(2)thestudentscanunderstandthecontentofthelesson:(3)thestudentscanusethepatternstoexpresstheirthoughtsinpropersituationandlearnhowtodescribepeoplewithadjective.abilityobjects:abilityobjectsofthissectionare(1)todeveloptheSs’abilitiesoflistening,speaking,readingandwriting.especiallyspeakingandwritingability.
(2)totraintheSs’abilityofworkinginpairs.(4)toimprovetheSs’readingabilities,especiallytheirskimmingandscanningability.objects:ByreadingaStudentofafricanwildlife/whynotcarryonthegoodwork,studentscanlearnfrom(1)JaneGoodallinatleasttwoaspects:oneiswhatisthehumanwaytostudyanimal;theotheristhatitwashergreatpersonality-universalloveandmercythatmadehersuccessful.LinQiaozhiinatleasttwoaspects:oneiswhatisthehumanwaytohelppoorpatients;theotheristhatitwashergreatpersonality-universalloveandmercythatmadehersuccessful.(2)DrYuanLongpinghisscientificresearchspiritandattitudestowardlifethispassagewhatischemicalandorganicfarmingandtheiradvantageanddisadvantage.
高中英语课说课稿范文第十七篇
ReadingpartinnSeFCmodule1Unit1Friendship——anne’sBestFriend
Hello,everyone.i’m….i’mverygladtobeheretopresentmylessonplan.thelessoni’mgoingtotalkaboutisthereadinginnSeFCmodule1Unit1Friendship.thetitleofthereadingmaterialisanne’sBestFriend.iwillpresenthowtoteachitandthereasonsfordoingsointhefollowingaspects:theanalysesofteachingmaterialandlearningcondition,teachingobjectives，theimportantanddifficultpoints,teachingmethod,teachingproceduresandblackboardnotes.
Firstofall,i’dliketoanalyzetheteachingmaterial.thetextisaboutthestoryofaJewishgirlwhotreatedherdiaryasherbestfriendwhenshewashidingawayfromthenaziduringtheSecondworldwar.itmainlyconsistsoftwoparts;thefirstpartistheintroductionofanneandherdiarynamedKitty.thesecondpartisadiaryentrywrittenbyanneintheformofletteraddressedtoKitty.thetextisabitlongandtherearealotofnewwordsandexpressionsinit,especiallyintheletter.
now,let’smoveontotheanalysisoflearningconditions.thestudentsareingrade1intheseniorschool,theyhaveachievedcertainenglishlevelsotheyhavenoproblemincomprehendingthetextandgetthebasicidea.theyhavelearnedtheSecondworldwarsotheirpreviousknowledgeaboutitcanlessentheirdifficultyofcomprehension.ButmostofthemmaybearenotveryfamiliarwiththesufferingsoftheJewishpeopleduringthewar.iwillintroducetherelatedinformationrightlyinthebeginningofthelessonsoastopreparethestudentsforthedeepstudyofthetext.
Basedontheanalysesoftheteachingmaterialandthelearningcondition,i’dliketoproposetheteachingobjectivesandtheimportantanddifficultpoints.
(1)languageskill
Sswillimprovetheirreadingskillsbytrainingsomeofthereadingskills,suchasskimming,scanning.itistheimportantpointofthislesson.
Sswillimprovetheirwritingskillsbywritingalettertotheirfriend.itisthedifficultpointofthislesson.
(2)languageknowledge
Sswillmastermostofthenewwordsandexpressionsinthetext.thisistheimportantpointofthislesson.
Sswillknowthedirectspeechandindirectspeech.
(3)affectiveobjectives
Sswillhaveadeeperunderstandingofthefriendshipsotheywillcherishtheirfriendsmorethaneverbefore.Sswillrealizethecrueltyofthewarandtheimportanceofthepeace.
(4)Cultureawareness
SswillknowmoreabouttheSecondworldwar,especiallythepersecutionJewishpeoplesufferedfromthenazi.
(5)Learningstrategy
Sswillcultivatetheirabilityofindividuallearningandcooperativelearning.
asfortheteachingmethods,imainlyadoptaudio-visualteachingmethodinthelead-in.Duringthereadingprocess,ifollowthetopdownmodaltohelptheSstolearnthetext.
now,herecomesthemostimportantpartofmypresentation—teachingprocedures.i’llfinishthelessonin4stepswithin45minutes.theyare:
Step1:Lead-in.
Step2:pre-reading
Step3:whilereading.
Step4:post-reading.
attheendofthelesson,iwillpresentthehomework.
now,letmeintroducethemstepbystepindetails.
thefirststepislead-in.itwillcost7minutes.atthebeginningofthelesson,iwillplayashortvideoclipwhichisaboutthesufferingsoftheJewishpeopleduringtheSecondworldwar.Fromit,SswillknowthatmanyJewishpeoplewerecaughtandkilledbynaziinthecamps,soothershadtohideaway.theniwillaskSswhattheyneededmostwheninhiding.Ssmaycomeupwiththefood,clothesandsoon.iwillgivethemsomehintandtheywillrealizethatfriendsarealsoveryimportantforthem.thenitwillbeverynaturalformetotellthemthantherewasagirlcalledannewhohadaverygoodfriendduringthehardtime.inthisprocess,iwillintroducethemthreenewwords,theyare:German,netherlands,gothrough.inthisstep,iadoptaudio-visualteachingmethod,becausethepicturesandsoundsservesbettertoactivatetheSs.SoiusethevideotoattracttheSs’attention.what’smore,theintroductionofJewishpeople’ssufferingbythisvideoclipprovidesthemwiththebackgroundinformationofthistext.
theniwillmoveontothesecondstep---pre-reading.itwillonlycost3minutes.theSsarerequiredtoguesswhoanne’sbestfriendisandwhathappenedtothembylookingatthetitleandthepictures.theniwillaskseveralSstosaytheirpredictionsbutiwillnottellthemtheanswerdirectlyinthisstep.althoughnotalltheSscangettherightanswer,theirmindcangetclosertothethemeofthetextbypredicting.So,later,whentheyreadthepassagetheywillconcentratemoreonittochecktheirpredictions.
afterpre-reading,wewillmoveontothewhile-readingstepwhichcosts22minutesintotal.thereare5activities,thefirstthreeofwhichdealswiththefirsttwoparagraphsofthetextwhichisalsothefirstpartofthetext.andthelasttwoactivitiesdealwiththesecondpart.
thefirstactivityisskimming.Ssareexpectedtoskimthefirstpartoftexttoworkoutthemainidea.Butasthereisnotopicsentenceinthispart,itisabitdifficultforstudentstotellthemainideawiththeirownwords.Soiwillpresentamultiplechoicewhichcoversthemainideaofthetextforthemtochoosefrom.thisreducesthedifficultyofthetaskaswellastheSs’anxiety.
aftergettingthemainidea,wewilldoanotheractivity,namely,scanning.Ssareexpectedtoscanthetexttofindsomespecificinformation,suchastheplaceandthetimeofthestory,etc.Sscandeveloptheabilityofinformationgatheringandindependentlearning.
afterskimmingandscanning,wewilldothethirdactivityofthisstep---closereading.iwillhelpSslearnthepassageparagraphbyparagraph.Forthefirstparagraph,iwillasksomequestionslike“accordingtoanne,whatkindofpersonshouldatruefriendbe?”theanswertothesequestionscannotbetakendirectlyfromthetext.Ssneedtoreorganizethesentences.iftheycananswerthesequestions,itmeanstheyhaveunderstoodthisparagraph.thenwewilllearnthesecondparagraph.Forthisone,iwillaskonequestion“whatdidannesayaboutherdiary?”Ssmayansweritbytheoriginalwordssaidbyanne,iwillcatchthisopportunitytotellthemtheychangethedirectspeechintotheindirectspeech.Butiwillnotgodeeper,becausetheywilllearnthislanguagepointnextperiod,soasimpleintroductionisok.
thisisallforthefirstpartofthetext.thenwewillstarttolearntheletter.therearetwoactivitiesforthispart.thefirstoneisskimming，theyshouldskimtheletterforthemainideafirstandiwillpresentamultiplechoiceforthemtochoosefrom.themwewilllearntheletterindetailinthenextactivity.Forthefirstparagraphoftheletter,iwillaskthemtofindoutthechangingofanne’sattitudestowardnature.Sscanfindoutthatbeforehidingaway,shepaidnoattentiontothenaturewhileshegrewcrazyaboutitwhenhiding.theniwillaskthemtofindoutthereason.asforthesecondparagraph,annenarratestwoexperiencesoflongingtogetclosetonature.Sofirstly,iwillaskthemtopickoutthetimeoftheexperienceandthenwewillstudyherfeelingsintheprocess.ofcause,wewilllearnsomenewwordhere,suchasonpurpose,atduskandsoon.
afterthewhile-reading,comesthepost-readingstep.itwillcost12minutes.inthisstep,iwillfirstlyaskSsiftheyhavetogointohidinglikeanneandherfamily,whattheywouldliketosaytotheirfriends.Sswilltalkingroupsoffourandsharetheirideaswitheachother.Duringthediscussion,theSswillbestimulatedandalsoknowtheimportanceoffriendship.itserverstomaketheSsbepreparedforthenextactivity---writing.afterthediscussion,theSsshallwritealettertotheirfriendsindividually.astheyhavetalkedaboutwhattheywanttosaytotheirfriends,thedifficultyofthewritingisloweredbecausetheyhavesomethingtosay.Ssareexpectedtowritejustadraft,forthetimeislimited.
Lastly,iwillgiveSsthehomework.itwillonlycostoneminute.Ssshouldnotonlyreviewthenewwordsandexpressionsofthetext,butalsopolishtheirletterafterclass.
that’sallfortheteachingprocedure.andhereismyblackboardnote.ontherightside,therearethewordsandexpressions.inthemiddle,therearesomepointsofthecomprehensionofthetext.
thatallformylessonplanpresentationthanksforyourattention.
Blackboardnotes:
Unit1.anne’sBestFriend
Before:paidnoattentiontoit
reasons
while:gocrazyaboutit
German
netherland
Gothrough
Setdown
aseriesof