八.高中英语口语课讲解及完整示范
高中英语 选修8 语言点讲解Unit 1 A land of diversity
no distinct major racial
在考试中的成绩不好。
or cultural groups, but simply a mixture of many races and cultures. 人们认为，要不了多久，
that
从句。
_I_t_'_s_b_e_li_e_v_e_d_t_h_a_t___ _te_e_n_a_g_e_r_s_w__it_h_o_u_t___ h_a_v_i_n_g__b_r_ea_k__fa_s_t_w__il_l _ _n_o_t_o_n_l_y_f_a_ll_a_s_l_ee_p__
mind. 3．A signal may be given by means of flags, lights, and guns. 4．If you team up with your classmates, you will surely get the
same work done far better. 5．These teenagers don't know much of the world yet; that's
显然地；显而易见地 14．conductor n．(公车)售票员；列车员；(乐队)指挥→_c_on__d_u_c_t v．
管理 15．slip vi.滑动；滑行；滑跤 n．滑动；滑倒 → slippery adj.滑的 16．punishment n．惩罚；处罚→ punish vt.惩罚；处罚
[语境活用]
多种国籍的混合将会非
_e_a_si_l_y_i_n_c_l_a_ss__, but
常之大，以至于不可能存
concentrate less on
在一种明显的、主要的种
基于任务型教学模式的高中英语口语课实例——高中英语人教版选修8 Unit 2 Cloning第一课时教学设计
高中英语口语微课教案模板
---课程名称：高中英语口语课时： 1课时教学目标：1. 培养学生的英语口语表达能力和听力理解能力。
2. 提高学生运用英语进行日常交流的能力。
3. 增强学生的自信心，鼓励他们在实际情境中大胆使用英语。
教学对象：高中一年级学生教学内容：- 本节课的主题：介绍和问候- 重点词汇：Hello, Good morning/afternoon/evening, How are you?, Nice to meet you, etc.- 重点句型：How do you do? / I'm fine, thank you. And you?- 文化背景：学习不同国家和文化中问候的习惯。
教学工具：- 多媒体课件- 音频材料- 录音设备教学过程：一、导入（5分钟）1. 教师播放一段轻松的英语问候对话音频，让学生初步感知今天要学习的主题。
2. 提问：What did you just hear? 引导学生回答关于问候的对话内容。
二、新课学习（20分钟）1. 词汇学习：- 展示重点词汇，如：Hello, Good morning/afternoon/evening, How are you?, Nice to meet you, etc.- 通过游戏或小组活动，让学生练习这些词汇的发音和用法。
2. 句型学习：- 教师展示重点句型，并带领学生朗读。
- 学生模仿教师，练习句型。
3. 文化背景介绍：- 讲解不同国家和文化中问候的习惯，如：美国人喜欢直接而简短的问候，而英国人则可能更加正式。
- 通过图片或视频展示不同文化中的问候方式。
三、巩固练习（15分钟）1. 角色扮演：- 将学生分成小组，每组进行角色扮演，模拟在不同场景下使用问候的对话。
- 教师巡回指导，纠正发音和语法错误。
2. 听力练习：- 播放一段包含问候对话的听力材料，让学生听后回答问题。
- 提问：What did the speakers say? / What are they talking about?四、总结与反思（5分钟）1. 教师引导学生总结本节课所学内容，如：问候的词汇和句型。
人教版八年级英语上册Unit8SectionA(1a2c)听说课优秀教学案例
本案例注重学生的反思与评价，教师鼓励学生进行自我反思，总结学习过程中的优点和不足，制定针对性的改进措施。同时，组织学生互评，培养他们的批判性思维和客观评价能力。教师的总结性评价全面、客观，既肯定了学生的优点，又指出了不足，有助于学生明确自己的学习目标，不断成长。
5.教学内容与过程紧密结合实际
a.讲解：教师详细讲解过去时的三种时态，并通过例句展示其用法。
b.示例：给出典型例句，让学生模仿和练习。
c.练习：设计填空、选择、改错等练习题，让学生巩固所学知识。
3.教学目标：使学生掌握过去时的基本用法，并能运用所学知识进行简单句子创作。
（三）学生小组讨论
1.教学活动：组织学生进行小组讨论，分享彼此的经历，运用过去时描述过去的事情。
2.教学方法：采用小组合作和角色扮演的方式，提高学生的口语表达能力。
3.教学目标：通过小组讨论，使学生能够在实际语境中运用过去时，提高听说能力。
（四）总结归纳
1.教学内容：对本节课学习的过去时的用法进行总结，强调重点和难点。
2.教学方法：采用师生互动、学生自主总结的方式，帮助学生梳理知识结构。
3.教学目标：使学生形成系统的知识体系，为后续学习打下基础。
2.组织学生互评，培养他们的批判性思维和客观评价能力。
3.教师进行总结性评价，全面、客观地评价学生的学习表现，肯定优点，指出不足，并提出建议。
4.重视过程性评价，关注学生在课堂活动中的参与度、合作精神和创新能力。
四、教学内容与过程
（一）导入新课
1.教学活动：教师通过展示一组关于假期活动的图片，引导学生谈论自己在假期中做过的事情，为新课学习营造氛围。
（五）作业小结
1.作业内容：设计针对性的作业，包括词汇、语法和口语练习，巩固本节课所学知识。
英语说课步骤及示范课
英语说课步骤及示范课一、说课步骤1、课前准备在上课前，我进行了充分的准备，包括对课程内容的熟悉、对教学目标的理解和对教学方法的选择。
我认真阅读了教材，研究了学生，制定了教学计划，为说课做好了充分的准备。
2、导入新课在导入新课时，我采用了提问和展示图片的方法，引导学生思考并回答问题。
通过这种方式，我激发了学生的学习兴趣和好奇心，为接下来的教学打下了良好的基础。
3、讲解新知识在讲解新知识时，我采用了直观教学和情境教学的方法。
我利用图片、实物和动作等手段帮助学生理解新知识，并设置了情境，让学生在情境中学习和运用语言。
同时，我还注重培养学生的口语和听力能力，通过朗读、对话和听力练习等方式，让学生多听多说。
4、巩固练习在巩固练习时，我采用了多种形式，包括对话、听力和写作等。
我通过这些练习，帮助学生巩固新知识，提高他们的语言运用能力。
5、归纳小结在归纳小结时，我引导学生回顾本节课学到的知识，并总结重点和难点。
同时，我还鼓励学生提出自己的问题和建议，以便更好地帮助他们掌握新知识。
二、示范课下面是一节英语说课的示范课：课题：Unit 7 The Weather （Book 1）教学目标：1、让学生掌握有关天气的词汇和句型；2、培养学生的听说读写能力；3、引导学生了解不同地区的天气情况，培养他们的跨文化意识。
教学重点：掌握有关天气的词汇和句型。
教学难点：正确使用不同句型表达天气情况。
教学方法：直观教学、情境教学、任务型教学等。
教学步骤：1、导入新课：通过展示一些不同天气的图片和播放一些天气预报的视频，引导学生思考和回答与天气相关的问题。
2、讲解新课：通过展示图片、实物和动作等手段，帮助学生理解有关天气的词汇和句型。
同时设置情境，让学生在情境中学习和运用语言。
3、巩固练习：通过对话、听力和写作等练习，帮助学生巩固新知识，提高他们的语言运用能力。
4、归纳小结：通过引导学生回顾本节课学到的知识，并总结重点和难点。
同时鼓励学生提出自己的问题和建议。
高中英语口语课教案
高中英语口语课教案教学目标1. 提升学生的英语口语表达能力，包括日常对话、情感表达和意见交换等。
2. 增强学生的语言应变能力，通过模拟实际情景让学生学会即兴发挥。
3. 培养学生的跨文化交际意识，理解不同文化背景下的交流差异。
教学内容1. 常用日常交流表达的学习与练习。
2. 角色扮演：模拟餐厅点餐、商店购物等情景。
3. 辩论赛：围绕一个话题进行正反两方的辩论。
教学步骤1. 热身活动（5分钟）- 开场问候，师生用英语简单交流，调动课堂气氛。
- 快速问答，教师提问，学生抢答，活跃思维。
2. 新知呈现（15分钟）- 教师介绍并解释本节课的重点词汇和句型。
- 学生跟读，注意语音语调的准确性。
- 分组练习，每组选择一个场景进行对话练习。
3. 情景模拟（20分钟）- 学生分组进行角色扮演，每组选择不同的场景进行表演。
- 教师巡回指导，提供语言上的帮助和建议。
- 表演结束后，其他学生提供反馈，共同讨论改进方法。
4. 辩论练习（15分钟）- 教师介绍辩论的规则和流程。
- 学生根据兴趣和观点分成正反两方，准备辩论材料。
- 进行辩论，教师作为裁判，点评学生的表现。
5. 总结反馈（5分钟）- 学生自我评价，分享今天的学习收获。
- 教师总结课堂表现，强调正确的学习方法和态度。
- 布置课后作业，要求学生准备下一节课的内容。
教学方法- 互动式教学，鼓励学生主动参与和表达。
- 分层次教学，根据学生的英语水平提供个性化指导。
- 利用多媒体工具，增加课堂的趣味性和互动性。
教学评价- 观察学生在模拟情景中的表现，评价其语言运用能力。
- 通过辩论活动考察学生的思维逻辑和语言组织能力。
- 课后作业的完成情况也是评价学生学习效果的重要依据。
高中英语 选修8 语言点讲解Unit 4 Pygmalion
单句改错
③It's bad manners to remark their shortcomings in the absence
of other people.
remark 后加 on/upon
返回
3．acquaintance n．相识；了解；熟人 [教材原句] And I came to England to make your acquaintance! 我也正是到英国来找你的！
→__d_is_g_u_s_t_e_d_ adj.反感的 18．effective adj.有效的→ effect n．效果；影响
[语境活用]
返回
1．In the lecture, the professor said that his profession is to cultivate more professionals for the country. (profession)
高中英语公开课 book8 unit2 using language extensive
Extensive readingShould human cloning be banned?We discussed human cloning in our weekly phone-in programme, Talking Point. Our guest was Professor Richard Gardner of the Royal Society.I can understand the idea of being able to recreate organs for people, but believe cloning human life is very disturbing. We have no right to play God and I can only see problems arising from this. Has anyone even stopped to question over the mental state of the cloned humans? They'll be teased and in the limelight(众人注目的中心) for life. And for no fault of their own.Brad, UKI feel that human cloning should definitely be banned. What it is doing is upsetting the natural balance of nature. The original purpose of science and technology was to aid us in our pursuits of a better life for human kind but human cloning makes no sense whatever achieving this. Is our thirst for advancement in science worth forsaking(摒弃) our ethical(伦理的) beliefs? I hope not. Grace, SingaporeI think human cloning is great. Genetic research will allow us to save our own lives, and increase our own potential as human beings. Life will be longer, and happier. Also it opens many doors for more creative and imaginative thinking. No knowledge is bad.Matt Joyce, United StatesOf course one should understand those parents who have lost their children and want them back. But the problem is that it cannot clone an identical child. I don't mean the appearance, but the character and the inner world of the child that they have lost.Ann, Moscow, RussiaScientist shouldn't even think of cloning human beings. They should concentrate more on improving human lives not creating human beings. This could lead to destruction.Etim, Calabar, NigeriaTroubling as cloning may be, it is only a technology. Cloning has the potential to vastly improve the quality of life for many people. Religion and Politics should keep their hands off of science. James J., Galt's Gulch, BermudaCloning is ridiculous. As someone earlier mentioned, the world is already overpopulated. Cloning humans is not only ethically wrong and disturbing, but it is of no good to the human race.Siddarth Nagaraj, Winston-SalemI don't understand what the big deal is about cloning. Who cares if someone clones themselves (or someone else)? It's expensive and even a clone is not an "exact" copy of someone else, and even if they were - what's the problem?Joel Baumbaugh, San Diego, CA, USACloning should only be approved if its purpose is to cure serious diseases.Takis, Athens, GreeceI think every child should have the human right to be unique. Cloning would remove this. Cloning may be scary at the moment because we simply don't know enough about it, but there may be benefits to be gained from cloning that we will all eventually accept.Siobhan, IrelandIf God had meant for man to clone humans, he would not have given Eve to Adam with the ability to give birth. He would have just given Adam the ability to clone anything he needed. Cloning is just another sign that man is trying to become God.Bob Morris, USAI think it is a mistake to object morally to cloning. A human clone is nothing more than an identical twin, which happens naturally. There are plenty of technical reasons for banning human cloning.Desmond Schmidt, Australia（from BBC）Useful words:organ n. 器官definitely adv. 明确地，确定地ethical adj. 伦理的potential adj. 潜在的n. 潜能identical adj. 同一的destruction n. 毁灭overpopulated adj. 人口过密的moral adj. 道德的，伦理的morally adv. 道德上human dignity 人格individuality 个性abnormality 反常，畸形deformed 畸形的variation of genes 基因变异。
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Teaching procedures Step 1: Warm-up and lead-in 1) Warm-up: Greet the students as usual. 2) Lead-in: Play a short video about a little girl who is in trouble and get students to think about two questions: Q1 What trouble did the girl encounter? Q2 What should the girl say if she wants some help?
Authentic Test Paper
教学目标
（1）Knowledge aim: Students will learn some knowledge about pronunciation including_____. Students will acquire some knowledge about speaking strategy including_____. （2）Ability aim: Students can use different speaking skills while speaking. Students can work together and talk freely about the related topic.
［18下教资面霸精品班-高中英语］ 口语课讲解及完整示范
主讲：Sunny丹丹老师
目录content
（一）真题分析 （二）教学目标 （三）教学过程 （四）案例分析
Authentic Test Paper
Authentic Test Paper
1. 内容： A man was skiing in the mountains by himself. Suddenly, he had a bad
说后 Post-speaking
1. 展示并评价（performance and evaluation） 2. 提供说的技巧（speaking strategies）
Example
Now it's your show time. Can you share us your performance? Group one, how about you? Good, come to the front, please.
fall and broke his skis. When he tried to stand up, he found that his leg was broken and he couldn’t walk. So he slid down the mountains on his bottom. When he got to the bottom of the hill, he saw a house. He shouted for about five minutes before anyone heard. At last… 2. 基本要求： （1）朗读所给段落。 （2）配合所给内容适当板书。 （3）针对该段落的内容，设计相应的口语活动，帮助学生补充完成 故事结局。 （4）试讲时间：约10分钟。 （5）用英文试讲。
Have you got the key words and sentences?
Example
采用头脑风暴的方式积累说的素材。让学生通过小组合作 的形式，搜罗出尽可能多的说中会使用到的词汇或句型。
Now let‘s work in groups to do a brainstorm. Collect as many words and sentences describing...as possible. I will give you 5 minutes. Then let’s have a share. Understand? Good. Start.
巡视 I'm sorry, time is up. It seems that you got a heated discussion. Now let's share.
说中 While-speaking
While-speaking
给话题讨论 （topic discussion）呈现说的内容
（speaking）
Can I use your computer?
Teaching aims 1)Knoow how to use the model verbs correctly in making requests.
2) Ability aims Students will learn to make requests and ask for help politely, and they can make conversations by using the models verbs freely. 3) Emotional aim Students will be more polite when asking for permission.
① 直接给出话题进行讨论 ② 通过创设情境让学生进行讨论
说中 While-speaking
呈现说的内容 presentation
1. 对话（make conversation） 2. 角色扮演（role play） 3. 讲故事（tell story） 4. 演讲（speech） 5. 辩论（debate）
Summary and homework
Teacher Together Students
Read
Summary
Listen
Draw
Homework
Internet
Exercise
案例分析
Teaching plan Teaching aims:
Knowledge aims: Ability aims: Emotional aims: Teaching key & difficult points: Teaching key point: Teaching difficult point: Teaching procedures: Step1 Lead-in Step2 Pre-speaking Step3 While-speaking Step4 Post-speaking Step5 Summary & homework Blackboard design:
教学目标
（3）Emotional aim: Students can foster the interest and desire of learning English, and fond of taking part in kinds of practical activities; Students can improve the confidence of learning English, and not be afraid of speaking English.
Example
采用泛听处理所给文段的方式。让学生听取录音材料一至两 遍，解决文段的大意及让学生通过有意识精听获取说中会使用到 的词汇或句型。
Now let's listen to the tape twice. For the first time, you need to catch the main idea of it. Clear? Start here. It's over. So have you got the main idea of it?
展示说的内 容
展评
提供说的 技巧
持久的学习 积极性
良好的学习 习惯
学好英语的 自信心
说前 Pre-speaking
1. 听力/阅读材料处理（listening/reading） 2. 自由讨论（free talk） 3. 扫清词语和句型障碍（words or sentence explanation） 4. 头脑风暴（brainstorm）
Example
Now here is a question for you. Listen to me carefully: How to protect wildlife? Now work in groups and discuss about it.（直接给话题）
Now here are some pictures for you. Four pictures can make a story. You need to discuss with your group members about the story.（创设情境）
教学过程
Warm-up and lead-in
Pre-speaking While-speaking Post-speaking
Summary & Homework
教学过程
导入
说前
说中
说后
小结作业
激发学生 的背景知 识
趣味性和 新颖性兼 顾
设计听/ 读的活动
积累说的 素材
提高说的 动机
讨论说的话 题
Teaching important and difficult points Important point Students will be able to understand the modal verbs and know how to make requests politely. Difficult point How to make students freely use the modal verbs to make conversations. Teaching and learning methods Task-based teaching method, Situational teaching method, Communicative Approach