高中英语说课稿范文
高中英语说课稿模板一等奖
高中英语说课稿模板一等奖
一、说教材。
本节课是根据《高中英语课程标准》编写的，教材选用了《高中英语必修教材》。
本节课的内容是第X单元的第X课，主要涉及到……。
二、说教学目标。
1.知识与能力目标。
通过本节课的学习，学生能够掌握词汇、语法、阅读技巧等方面的知识，提高语言表达能力和阅读理解能力。
2.情感态度价值观目标。
通过本节课的学习，培养学生对英语学习的兴趣，激发学生学习英语的积极性，培养学生的合作精神和创新意识。
三、说教学重难点。
本节课的教学重点是……，教学难点是……。
四、说教学过程。
1.导入。
通过一个生动有趣的引入，引起学生的兴趣，激发学生的学习动力。
2.讲授。
通过多媒体、教案等教学手段，对本节课的知识点进行讲解，引导学生掌握相关知识。
3.练习。
设计多种形式的练习，包括个人练习、小组合作练习等，巩固学生的学习内容。
4.作业布置。
布置合适的作业，巩固学生的学习成果，激发学生对英语学习
的兴趣。
五、说板书设计。
根据本节课的内容，设计清晰简洁的板书，突出重点，便于学
生复习和记忆。
六、说教学手段。
本节课采用了多种教学手段，包括多媒体教学、小组合作学习、师生互动等，以提高教学效果。
七、说教学反思。
对本节课的教学效果进行总结，包括学生的学习情况、教学手
段的使用效果等，为今后的教学提供借鉴。
以上就是高中英语说课稿模板一等奖的内容，希望对你有所帮助。
高中英语说课稿范文英文版(推荐
高中英语说课稿范文英文版(推荐高中英语说课稿范文英文版篇一Because before the holiday before the enthusiastic consideration to go to Europe to play the trip, in a Sunday morning, I came to the central bookstore, ready to pick up a few books on travel abroad to go back and see.Think of a "detailed, practical, easy to understand" the book, the results of various versions of the travel books are turned over again, not only did not find a very standard, just that trip to travel the price and known "Absolutely practical" information is enough to make me speechless. However, play play, see or can youSuddenly, eyes glanced at a very thin and very compact book. Take a look, the content is very detailed, the information is easy to understand, and sometimes very happy, then look at the cover to see the name. I saw the cover printed on a few characters, "World Tour".What a heroic word?Indonesia's customs of thousands of species, the French elegance trapped, the classical charm of China, Japan's magnificent Mount Fuji ... ... continents, the continent's beautiful landscape, all in the four charm of the infinite words. Thinking about it, as if there was a travel bag carrying casual wear traveler, all the way holding the camera, slowly, a region of a region of walking ... ... time, the world becomes very small, the traveler's Smiling and footprints all over the world.Looking around the friends all under the leadership of the parents to go abroad to play, I can not help but pass my passport or blank and feel inferior. So, I think several times after the holiday can go out to play, in another style million kinds of countries photographed another full of fresh photos. But did not once achieved.QQ recently launched a new feature, the user can freely choose their own country and region. Once to see this, that is very fun, then point to open, one by one to see. A country and region in accordance with the beginning of the alphabet in the order of the alphabet, has been sliding down, you can browse all the candidate areas. Some countries are very small and very modest, and even some of the Pacific island to listen to all heard ... ... I looked at while, while feeling that the world is really big! You will never know how many places you do not know, because constantly found.高中英语说课稿范文英文版篇二i have busy satday morning, i'm read books and do myhowewoke. in aftenoon,i'm lean my evening,i'm watch tv and sunday morning, i'm play basketbaal with my good fiend .we are very happy. in aftenoon, i'm go to marketpiace buy some food. in evening, i'm go to concert.this weekend，i'm very tird ，but i'm enjoy onerselees.高中英语说课稿范文英文版篇三Reading Part in NSEFC Module 1 Unit1 Friendship——Anne’s Best FriendHello, everyone. I’m …. I’m very glad to be here to present my lesson plan. The lesson I’m going to talk about is the reading in NSEFC module 1 Unit1 Friendship. The title of the reading material is Anne’s Best Friend. I will present how to teach it and the reasons for doing so in the following aspects: the analyses of teaching material and learning condition, teaching objectives，the important and difficult points, teaching method, teaching procedures and blackboard notes.First of all, I’d like to analyze the teaching material. The text is about the story of a Jewish girlwho treated her diary as her best friend when she was hiding away from the Nazi during the Second World War. It mainly consists of two parts; the first part is the introduction of Anne and her diary named Kitty. The second part is a diary entry written by Anne in the form of letter addressed to Kitty. The text is a bit long and there are a lot of new words and expressions in it, especially in the letter.Now, let’s move on to the analysis of learning conditions. The students are in grade1 in the senior school, they have achieved certain English level so they have no problem in comprehending the text and get the basic idea. They have learned the Second World War so their previous knowledge about it can lessen their difficulty of comprehension. But most of them maybe are not very familiar with the sufferings of the Jewish people during the war. I will introduce the related information rightly in the beginning of the lesson so as to prepare the students for the deep study of the text.Based on the analyses of the teaching material and the learning condition, I’d like to propose the teaching objectives and the important and difficult points.(1) language skillSs will improve their reading skills by training some of the reading skills, such as skimming, scanning. It is the important point of this lesson.Ss will improve their writing skills by writing a letter to their friend. It is the difficult point of this lesson.(2) language knowledgeSs will master most of the new words and expressions in the text. This is the important point of this lesson.Ss will know the direct speech and indirect speech.(3) Affective objectivesSs will have a deeper understanding of the friendship so they will cherish their friends more than ever before. Ss will realize the cruelty of the war and the importance of the peace.(4) Culture awarenessSs will know more about the Second World War, especially the persecution Jewish people suffered from the Nazi.(5) Learning strategySs will cultivate their ability of individual learning and cooperative learning.As for the teaching methods, I mainly adopt audio-visual teaching method in the lead-in. During the reading process, I follow the top down modal to help the Ss to learn the text.Now, here comes the most important part of my presentation—teaching procedures. I’ll finish the lesson in 4 steps within 45 minutes. They are:Step1: Lead-in.Step2:Pre-readingStep3: While reading.Step 4: Post-reading.At the end of the lesson, I will present the homework.Now, let me introduce them step by step in details.The first step is lead-in. It will cost 7minutes. At the beginning of the lesson, I will play a short video clip which is about the sufferings of the Jewish people during the Second World War. From it, Ss will know that many Jewish people were caught and killed by Nazi in the camps, soothers had to hide away. Then I will ask Ss what they needed most when in hiding. Ss may come up with the food, clothes and so on. I will give them some hint and they will realize that friends are also very important for them. Then it will be very natural for me to tell them than there was a girl called Anne who had a very good friend during the hard time. In this process, I will introduce them three new words, they are: German, Netherlands, go through. In this step, I adopt audio-visual teaching method, because the pictures and sounds serves better to activate the Ss. So I use the video to attract the Ss’ attention. What’s more, the introduction of Jewish people’s suffering by this video clip provides them with the background information of this text.Then I will move on to the second step---pre-reading. It will only cost 3 minutes. The Ss are required to guess who Anne’s best friend is and what happened to them by looking at the title and the pictures. Then I will ask several Ss to say their predictions but I will not tell them the answer directly in this step. Although not all the Ss can get the right answer, their mind can get closer to the theme of the text by predicting. So, later, when they read the passage they will concentrate more on it to check their predictions.After pre-reading, we will move on to the while-reading step which costs 22 minutes in total. There are 5 activities, the first three of which deals with the first two paragraphs of the text which is also the first part of the text. And the last two activities deal with the second part.The first activity is skimming. Ss are expected to skim the first part of text to work out the main idea. But as there is no topic sentence in this part, it is a bit difficult for students to tell the main idea with their own words. So I will present a multiple choice which covers the main idea of the text for them to choose from. This reduces the difficulty of the task as well as the Ss’ anxiety.After getting the main idea, we will do another activity, namely, scanning. Ss are expected to scan the text to find some specific information, such as the place and the time of the story, etc. Ss can develop the ability of information gathering and independent learning.After skimming and scanning, we will do the third activity of this step---close reading. I will help Ss learn the passage paragraph by paragraph. For the first paragraph, I will ask some questions like “According to Anne, what kind of person should a true friend be?” The answer to these questions cannot be taken directly from the text. Ss need to reorganize the sentences. If they can answer these questions, it means they have understood this paragraph. Then we will learn the second paragraph. For this one, I will ask one question “What did Anne say about her diary?” Ss may answer it by the original words said by Anne, I will catch this opportunity to tell them they change the direct speech into the indirect speech. But I will not go deeper, because they will learn this language point next period, so a simple introduction is ok.This is all for the first part of the text. Then we will start to learn the letter. There are two activities for this part. The first one is skimming，they should skim the letter for the main idea first and I will present a multiple choice for them to choose from. Them we will learn the letter in detail in the next activity. For the first paragraph of the letter, I will ask them to find out the changing of Anne’s attitudes toward nature. Ss can find out that before hiding away, she paid no attention to the nature while she grew crazy about it when hiding. Then I will ask them to find out the reason. As for the second paragraph, Anne narrates two experiences of longing to get close to nature. So firstly, I will ask them to pick out the time of the experience and then we will study her feelings in the process. Of cause, we will learn some new word here, such as on purpose, at dusk and so on.After the while-reading, comes the post-reading step. It will cost 12 minutes. In this step, Iwill firstly ask Ss if they have to go into hiding like Anne and her family, what they would like to say to their friends. Ss will talk in groups of four and share their ideas with each other. During the discussion, the Ss will be stimulated and also know the importance of friendship. It servers to make the Ss be prepared for the next activity---writing. After the discussion, the Ss shall write a letter to their friends individually. As they have talked about what they want to say to their friends, the difficulty of the writing is lowered because they have something to say. Ss are expected to write just a draft, for the time is limited.Lastly, I will give Ss the homework. It will only cost one minute. Ss should not only review the new words and expressions of the text, but also polish their letter after class.That’s all for the teaching procedure. And here is my blackboard note. On the right side, there are the words and expressions. In the middle, there are some points of the comprehension of the text.That all for my lesson plan presentation thanks for your attention.Blackboard notes:Unit 1. Anne’s Best FriendBefore: paid no attention to itreasonsWhile: go crazy about itGermanNetherlandGo throughSet downA series of高中英语说课稿范文英文版篇四You will not succeed until you have your strong the material says,there would exist a big trouble which you can’t pass away when you abandon your dream.Today,more and more people become can see that people give up on the half of the way to success easily around your they would have the amazing keen enthusiasm at the beginning of their enthusiasm would reduce day by day.In my opinion,there are too many lures to make us forget what a person we want to be or what thing we want to get at the first what will happen?People start to avoid woking、studing 、giving up smoking and something else.As a result,perseverance is most important thing And the key to keep it is that you must have a strong will which make you get over a lot of problem and add the energy of your spirit to refuse the lures.高中英语说课稿范文英文版篇五Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently.My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.Section 1 Analysis of the teaching materialThe selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, Getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.Section 2 Indentifying the teaching aimsBased on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:The 1st aim: Students learn the skills and strategies to read a prolonged text.The 2nd aim: Students get a better understanding of what a gap year is.The 3rd aim: Students are encouraged to figure out the implied meaning.The 4th aim: Students are familiar with various expression_r_r_r_r_rs or approaches to express the same thing or idea.Section 3 Teaching proceduresIn order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies to comprehend the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.Part 1. Getting readyReading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students’ concentration, arouse their curiosities, fire their imagination and give them a purpose for reading. The part consists of two tasks: Task 1: A time machine. I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing.After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to , at this time next year, most of you will be studying in a university.(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading.)Task 2: Brainstorming. After the summary, I go on to show some more pictures of British students fresh from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university.(With the task, I excite students’ desire to know more about what their British equivalents will do before going to college. With the question in mind, students will definitely be eager to listen to the tape to find the answer. )Part 2. Focusing on main factsDuring the part, I will ask the students to answer the question—What does the author say?Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text. The part includes six tasks:Task 1: Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table.WhoWhereActivitiesCarolDanielMartin(With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article.)Task 2: Matching. After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading.Whom do the results belong to?Carol________ Daniel________Martin_______A. felt being part of another culture.B. become more independent.C. found it challenging and rewarding.D. felt that it was a special experience.E. ready to face challenges in the future.F. learnt how to deal with difficult situations.G. felt like she really made a difference.H. learnt a lot about getting on with local people.(With the task, students learn to use a table to gather the main facts about the three British students. They’ll come to know that a table is of great help in their future reading.) Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year.(With the task, students are expected to grasp the theme of the article. The task serves as a bridge,which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs.)Task 4: Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or become a charity volunteer.VCR 1：A gap is space between two things or a break in the passing of time. However, a gap year is the time for students between high school and college, or college or graduate school.Many students use that time to travel, learn new skills or become a charity volunteer. Today, taking a gap year is growing trend among international students.(The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year.)Task 5: History of the gap year. I play a second VCR and get students to answer the question: When did the gap year start in the UK?VCR 2：The gap year started in the UK in the 1960s. Large number of students used that time to travel. Over time, students did more than just travel. Some students worked part-time in their future career field so that they could get the job training. Others did volunteer work, like teaching in Africa or helping to protect the habitats in India.(The task enables students to have a good knowledge of the history of the gap year.)高中英语说课稿范文英文版篇六and congenial, with a strong sense of responsibility and good team-spirit.all the courses in the specialized field, obtaining good command of theoretic knowledge and experimental and DIY skill; Very adaptable and Good at leaning.played a couple important roles in the student organizations, honing the interpersonal communication skills and organizational capability.a wide range of hobbies, including oral English, music, movies and literature .in oral English , with fairly good of reading and writing ability; Speaking authentic Mandarin-Chinese.command of Computer skills: familiar with different versions of Windows OS and Office application software, able to program with C and Fortran languages, obtained some experience and understanding about other widely-used software like Autocad, Photoshop, Coreldraw and Dreamweaver.Strong perception amp; intellect; with widen and swift thinking; able to be quickly adapted to different environmenet.Diligent; with sureness; responsible; everytime fulfil my duties to my own work.Conscientiously, absorbedly work in a planned and order way; pursue the perfection.Good image; temperate, calm and steady personality; strong affinity; good at getting along with people.Patient; have holding capacity to pressure and setback.英文版简历01-14简历英文版04-30高中英语说课稿范文英文版篇七Good morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 5 Music. I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.Firstly，let me introduce the teaching material. This unit is to introduce to us different types of band. The reading passage is the center of this unit. It is made up of 4 paragraphs, that is, many people want to be famous as singers or musicians, form a band, Monkees began as a TV show and they became even more popular than the Beatles. The text is the most important teaching material in this lesson, which extends the main topic “music” and contains most of thevocabulary and grammar points that students should learn in this unit.Secondly, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability Thirdly, I’d like to talk about teaching aims and demands1 Knowledge aims:（1）to help students to understand and master the words, phrases and sentence patterns.（2）to know some basic information about music2 Ability aims:(1) To improve the students’ organizing and using skills of English as the second language(2) To understand the main idea, to scan for the needed information and to grasp the details3 Emotional aims:(1) Help students understand different type of music and how to form a band(2) Develop students’ sense of cooperative learningFourthly, teaching key points is1. To help the students get a general idea of the whole passage, and some detailed information and language points as well.2. To understand how Monkees formed, developed and succeed. Teaching difficult points is1. The students use their own words to express their own ideas.2. the prep+ whom/which attribute clauseAccording to the analysis above, I’ll try to use the following theories to make students the real master of the class while the teacher myself the director.a. Communicative Language TeachingLanguage is used for communication. It’s learner-centered and emphasizes communication and real-life situations.b. Task-based Language TeachingA task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.c. Computer Assisted Language TeachingLanguage learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.Part 3 Learning MethodsTask-based, self-dependent and cooperative learningPart 4 Teaching ProcedureStep One Lead-in“Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the band”。
高中英语语法说课稿10篇
高中英语语法说课稿10篇高中英语说课稿篇一高中英语说课稿篇二高中英语语法说课稿篇四高中英语语法说课稿篇八高中英语语法说课稿篇九一、教学目标1、复习连系动词的功能（Review what a linking verb’s function is in a sentence.）2、了解连系动词的种类（Remember what verbs can be used as linking verbs.）3、把握表语的种类（Summarize what words or phrases can be used as the predicative.）二、教学重、难点将所学的规章运用于实践，解决一些详细问题（Apply the rules learnt to complete some written tasks.）三、教学设想让学生学会通过练习，自己归纳、总结连系动词的规章（Instruct students themselves to summarize the rules of linking verbs and get them involved in all the teaching activities.）四、教学步骤1、导入（Step 1: Leading-in）Present a short video to get students’ attention on the general idea of linking verbs.2、练习与归纳（Step 2: Explanation and practice:）（1）。
Introduce the definition of a linking verb.（2）。
Get to know the classification of linking verbs.（3）。
Remind students to pay attention to some possible mistakes while using linking verbs.（4）。
高中英语全英说课稿
高中英语全英说课稿篇一:北师大高中英语全英文说课稿InterpretationGood morning, dear judges. It’s my great honor to behere giving you my lesson presentation The lesson I am going to teach is lesson1 of unit 4, Tomorrow’s world fromModule 2 The lesson will be represented from following six parts. Analysis of the teaching material, the students,the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.Part 1 Teaching MaterialThe title of my lesson is The Future of Cyberspace. This lesson is a typical argumentation which is about how Internet will influence the world. By studying of this lesson, students will be able to know the future of our cyberspace and develop the interest in it. At the same time, let the students know the structure of an argumentation and learn how to express opinions while writing an argumentation. By the way enhance their reading skills, such as1prediction,skimming and scanning. Part 2 The studentsThe students are fresh students of high school. The have already had some basic reading skills, and they are eager to learn more about it.However, they know little about the structure of an argumentation. So, it’s necessary for them tolearn it. Part 3 Teaching AimsAccording to the new national curriculum and the syllabus , andafter class, students are able to1.Knowledge objects(1) know the meaning of the important words and expressions. (2)know the structure of this article. (3)understand the content of the lesson.(4) know expressions that can be used to express opinions in an argumentation 2.Ability objects(1) get the main idea and detailed information by skimming and scanning. (2) identify if the opinions in this article is still right by critical thinking. (3) talk about the future cyberspace and expresstheir own idea about it. (4)write an easy argumentation. 3.Emotion or moral objects(1)By completing the task, the Ss increase their interest in English learning and set up self-confidence .(2)know the importance of cyberspace. Part 4 The Focal2and Difficult PointsThe Focal points are the meaning of the important words and expressions,such as terrorist, attack, optimistic,etc.The difficult points are the structure of the article and the expressions used to express opinions, for example be optimistic about, believe that,etc. Part 5 Teaching MethodsAs 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.11. Communicative Approach2. Whole Language Teaching3. Task-based Language Teaching4. “Scene —Activity” Teach ing method , it establishes a real scene and the interaction between the teacher and the Ss.2Step 5. Homework1. Complete your argumentation “The Future of Cyberspace.Purpose of my design: Homework is so important and3necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims. Reflection:3篇二:高中英语全英文说课稿万能模板InterpretationGood morning, My dear judges. It’s my great honor tostand here to share my lesson with you. The content of my lesson is ______________________ I have been ready to begin this representation with six parts. Analysis of the teaching material, the students ,the teaching aims, the important and difficult points, the teaching and studying methods, and the teaching proceduresPart 1 Analysis of Teaching MaterialThe 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 interestin___________________. At the same time, let the students learn howto____________________ (functional items). From this lesson, it4starts___________________________(structuresoutput, such as speaking and writing.) Therefore, this lesson is rest of this unit.Part 2 Analysis of the studentsMy students are senior______________students ,AfterPart 3 Analysis of Teaching Aims新课程标准和教学大纲), the followings:1.Knowledge objects ()grammar) in the proper situation.(3)The Ss can content of the lesson, talk about ) and get their own idea about )(4) To traies of studying by themselves and cooperating .情感目标:兴趣，自信，合作，爱国，国际视野)(1)By 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 4 the Important and Difficult PointsBased on the requirement of the syllabus.The important points are__________________________ such as______________.5The difficult points are_________________________ forexample_____________. Part 5 Teaching Methods & Studying 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):this methodemphasizes the activitiesand co-works between students , could help students cultivate the ability of communication and co-operation .2. Whole Language Teaching Method(整体语言教学法)The Whole LanguageApproach emphasizes learning to listen ,speak ,read and write naturally with a focus on real communication and for pleasure.This four parts whole part,and could not separate .it is designed to help children effective to help students learn English well.3. Task-based Language Teaching (任务教学法to6This method was used frequently in teaching procedures.4. Total Situational Action (情景教学) a “scene ” teachingmethod , itthe same time, CAI (5、the Audio-lingual Method use or video to play some vedios or musics,to show some pictures .6、Reading Method阅读法Study methods1、2、3Ss to communicate with others and take competition methodsStep 1. Lead-in. (_____min)___________________________________________________________________ Purposeof my design: (1) to catch Ss’ attention ab out theclass/topic/passage.(2) To set up suspense/develop interest in _______________.Step 2. Pre-readingTask 1. (Individual work, pair work, group work, class work;_____min)Let Ss___________________________________________________7__________篇三:高中英语说课稿-牛津版全英文Good morning, ladies and gentleman. Today, I feel honored to havethe chance to share my ideas about how to teach reading.In the reading process, I will focus on students’long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan will include 3 sections. They’re analysis of the readingmaterial, identifying the teaching aims and teaching procedures.Section 1 Analysis of the teaching materialThe selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. Thearticle is about British students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a longpassage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.8Section 2 Identifying the teaching aimsBased on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:The 1st aim: Students learn the skills and strategies to read a prolonged text.The 2nd aim: Students get a better understanding of what a gap year is.The 3rd aim: Students are encouraged to figure out the implied meaning.The 4th aim: Students are familiar with various expressions or approaches to express the same idea.Section 3 Teaching proceduresIn order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approaches. With the teaching methods, I can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re gettingready, focusing on main facts, reading between the lines and responding the text.Part 1 Getting readyReading b egins before a book is opened. It’s important to9activate students’ existing background knowledge anddraw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students ‘concentration, arouse their curiosities, fire their imagination and give them a purpose for reading.The part consists of two tasks: date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I give a summary of their presentations as follows: Afterleaving high school, most of Chinese students go straight to university. Yes, at this time next year, most of you will be studying in a university .(With the task, I inspire students’former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading) British fresh students from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of10Paragraph1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university(With the task, I excite students’ desire to know more about what their British equivalents will do before going to a college. Withthe question in mind, students will definitely be eager to listen to the tape to find the answer )Part 2 Focusing on main factsDuring the part, I will ask the students to answer the question—what does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text.The part includes six tasks: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table(With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and relivingtheir psychological burden, otherwise students would be discouraged by such a long article)11Task 2: I get students to open books and scan the three paragraphsto che ck the answers to the previous table. Then they’re required to complete another table with a second reading: Whom do the results belong to? Carol________ Daniel________ Martin_______A felt being part of another cultureB be more independentC found it challenging and rewardingD felt that it was a special experienceE ready to face challenges in the futureF learnt how to deal with difficult situationG felt like she really made a differenceH learnt a lot about getting on with local people (With the task, students learn to use a table to gather the main facts about the three British students They’ll knowthat a table is of great help in their future reading) the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year (With the task, students are expected to grasp the theme of the article. The task serves as a bridge, which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest12paragraphs) What three types of activities do the UK students choose to do during a gap year? Thekey is: Many students use that time to travel, learn new skills orbe a charity volunteer (The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year) the question: When did the gap year start in the UK? (The task enables students to have a good knowledge of the history of the gap year) of the government, universities, employers and the public on students taking a gap year before going to college. I get students to read the four paragraphs to gather theme and complete the table (The task helps students get a further understanding of the role.A table plays in helping gathering main facts or opinions).Part 3 Read between the lines: In third part, I will encourage the students to answer the question—what doesthe author mean? As we know, information in a reading passage is not always stated directly. Sometimes students have to infer, or make guesses according the information which is available in the reading. So in this part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details. The part consists of13three tasks.Task 1: The English language enjoys various ways of expressing the same thing or idea. As we can see, the second and third paragraphs are similar to the seventh and eighth paragraphs in the content, both dealing with comments on the gap year. Some sentences actually express the same comments. I will get students to read the four paragraphs for a second time to find out the similar sentences(The first is done as an example) ?It (a gap year) is more than just a long holiday(Line 50) A gap year is more than just a year away from studying ?Employers say they prefer to hiregraduates who have taken a gap year (Line 15)______________________________ (3)A gap year gives young people an opportunity to learn skills and gain life experience. It helps young people develop and grow (Lines 17-18) ______________________________(4)Living away from home taught me to be more independent (Lines 22-23) ______________________________ (The task is designed to help students learn and use different ways to express the same idea. The task gets students ready for talking and writing about the gap year in the next part) meanings of the four words or phrases: ?the career ladder (Line 4)14________________________ ?every point of the pass (Line5) ________________________ (3)delicate (Line 22)________________________(4)an edge in the job market (Line 54)________________________ (The task helps students to recognize thatin most language-leaning situations they will come across vocabularythey don’t know. With the task,students are guided to look at the context in which a word or phrase is used and try to find any clues to its meanings) the text. After that, students have the chance to listen to a third VCR, which contains more information about advantages. While listening, students are encouragedto take notes of what they can catch ? teach students to be independent; ? help studentsdevelop and grow; ? learn new skills; ? see life in a differentway; ? be ready to face challenges; ? gain life experience (The task is intended for students to collect more information about students takinga gap year, which also makes them well prepared for the writing task in the next part)I play a fourth VCR. While listening, students areexpected to fill in the two blanks: Actually, a year off is not a gap, but a time for personal growth and d_______, a15b______ between two important periods in life. (With the task, students will know about how to plan a gap year and what taking a gap year really means to them. It gets them ready for the next task.) focus on the title. Mind the gap (The task is designed to help students fully understand the hidden meaning of the title: They are expected to make full of the gap year to develop themselves)Part 4 Responding to the text I encourage the students to answer the question—what does the idea mean to me? As weall know, most writers are prejudiced in some way and try to convince their readers of something, or influence them to look at things in a certain way. So it is important to train students to read critically. The part consists of two tasks.Task 1: I conduct a survey to see what students think of taking a gap year and at the same time complete the table (The task is aimed at making students be critical readers. The students should be encouraged to make judgment about the author's text)Task 2: After the survey, students are asked to write a composition of 120 words about their ideas of taking a gap year before going to college (The task aims to consolidate the information they have learnt and also improve speaking and16writing skills)OK, so much for my teaching plan. Thanks for your attention.17。
高中英语定语从句说课稿范文大全
高中英语定语从句说课稿范文大全全文共3篇示例，供读者参考篇1Explaining Relative Clauses: A Guide for High SchoolersHey everyone! If you're like me, you might find some grammar topics a bit confusing at times. One area that has given me some trouble in the past is relative clauses. But don't worry, I'm here to break it down and explain them in a way that (hopefully) makes sense.What are Relative Clauses?A relative clause is a type of dependent clause that modifies or describes a noun or noun phrase. In other words, it gives us more information about the noun it refers to. Relative clauses are introduced by relative pronouns like "who," "whose," "which," "that," and sometimes "when" or "where."For example:"The book that I read last night was really interesting."In this sentence, "that I read last night" is the relative clause modifying and giving more details about "the book."Types of Relative ClausesThere are two main types of relative clauses: restrictive (defining) and non-restrictive (non-defining).Restrictive Relative Clauses:These clauses are essential to the meaning of the sentence because they specify which noun you're referring to. They are not set off by commas.Example: "Students who study hard tend to get better grades."The clause "who study hard" is restrictive because it identifies a specific group of students.Non-Restrictive Relative Clauses:These clauses provide additional, non-essential information about the noun. They are set off by commas.Example: "My friend John, who loves reading, just got a new book."The clause "who loves reading" is non-restrictive because it just gives extra details about John.Relative PronounsAs mentioned, relative clauses are introduced by relative pronouns like:Who/Whom - for peopleWhich - for thingsWhose - for possessionThat - for things or people (in restrictive clauses)Examples:"The girl who won the race is my neighbor.""The laptop which I bought last year is really fast.""The man whose car was stolen called the police.""The book that I read was a classic."Sometimes the relative pronoun is omitted, especially when it would be the object of the relative clause:"The book (that) I read was a classic."Prepositions in Relative ClausesWhen a preposition is used with a relative pronoun, there are two options:Place the preposition before the relative pronoun:"The person to whom I gave the book was grateful."Place the preposition at the end (this is more common):"The person whom I gave the book to was grateful."Summing It UpRelative clauses allow us to combine sentences and provide more details about nouns. Just remember the two types (restrictive vs non-restrictive), the different relative pronouns, and how to use prepositions. With some practice, they'll become much easier!I hope this guide has helped explain relative clauses in a clear way. Let me know if you have any other grammar questions - I'm always happy to lend a hand to my fellow students!篇2Title: The Wonderful World of Adjective ClausesHello everyone! Today we're going to dive into the fascinating realm of adjective clauses, also known as relative clauses. These little gems are like superheroes in the English language, giving us the power to describe nouns in more detail. Get ready to unlock a whole new level of descriptive prowess!What are Adjective Clauses?Adjective clauses are groups of words that modify (describe) a noun or pronoun in a sentence. They provide additional information about the noun or pronoun, helping us paint a clearer picture in the reader's mind. Think of them as descriptive sidekicks, adding depth and color to our sentences.Here's an example:"The book that my friend recommended is a realpage-turner."In this sentence, "that my friend recommended" is an adjective clause modifying the noun "book." It tells us which specific book we're talking about – the one that was recommended by the speaker's friend.Types of Adjective ClausesThere are two main types of adjective clauses: restrictive and non-restrictive. Let's explore each one:Restrictive Adjective ClausesThese clauses are essential to the meaning of the sentence because they help identify the specific noun or pronoun being described. Without these clauses, the sentence would be incomplete or unclear.Example: "The students who study hard usually get good grades."In this sentence, the clause "who study hard" is restrictive because it specifies which students we're talking about – the ones who study hard.Non-Restrictive Adjective ClausesThese clauses provide additional, non-essential information about the noun or pronoun. They're like little side notes, giving us extra details but not necessary for identifying the noun or pronoun.Example: "My sister, who loves to travel, is planning a trip to Europe."Here, the clause "who loves to travel" is non-restrictive because it's just an extra detail about the speaker's sister. The sentence would still make sense without it.Punctuation with Adjective ClausesPunctuation plays a crucial role in distinguishing between restrictive and non-restrictive clauses.Restrictive clauses don't use commas:"The book that won the award was a bestseller."Non-restrictive clauses are set off by commas:"The Eiffel Tower, which was built in 1889, is a famous landmark in Paris."Pro Tip: If you can drop the clause and the sentence still makes sense, it's non-restrictive and needs commas. If the clause is essential for the sentence's meaning, it's restrictive and doesn't need commas.Relative Pronouns: The Gatekeepers of Adjective ClausesAdjective clauses typically start with relative pronouns, which act as gatekeepers, introducing and connecting the clause to the noun or pronoun it modifies. Here are the most common relative pronouns:Who/That (for people)Which/That (for things)Whose (for possession)Example:"The student whose essay impressed the teacher received a scholarship."In this sentence, "whose" is the relative pronoun introducing the adjective clause "whose essay impressed the teacher."Adjective Clauses in ActionNow that we've covered the basics, let's see some examples of adjective clauses in action:"The movie that we watched last night was a realtear-jerker.""The restaurant where we had dinner has amazing reviews.""The author whose books are bestsellers is coming to our city for a book signing."Can you spot the adjective clauses in these sentences? They're like hidden gems, adding depth and richness to our language.Practice Makes PerfectTo truly master adjective clauses, practice is key. Here are some exercises to try:Identify the adjective clauses in the following sentences:The car that my parents bought is energy-efficient.The library, which is open until 10 PM, is a great place to study.The scientist whose research was groundbreaking won a Nobel Prize.Combine the following sentences using adjective clauses:The book was a bestseller. The book was written by a famous author.My friend loves to travel. My friend is planning a trip to Europe.The restaurant has amazing reviews. We had dinner at the restaurant.Write your own sentences using both restrictive andnon-restrictive adjective clauses.Remember, practice makes perfect, and the more you use adjective clauses, the more natural they'll become in your writing and speaking.ConclusionAdjective clauses are like little descriptive gems, adding depth and richness to our language. By mastering these clauses, you'll elevate your communication skills and paint more vividpictures with your words. So, go forth and embrace the wonderful world of adjective clauses – your sentences will thank you!篇3Adjective Clauses: The Unsung Heroes of Descriptive LanguageHey everyone! Today, we're going to dive deep into the world of adjective clauses – those unsung heroes that add depth, detail, and richness to our descriptive language. Brace yourselves, because things are about to get grammatically intense!First off, what exactly are adjective clauses? Well, they're a type of dependent clause that modifies a noun or pronoun in the main clause. In other words, they're like little descriptive sidekicks that provide additional information about the noun or pronoun they're attached to. Pretty cool, right?Now, let's talk about the different types of adjective clauses. We've got two main categories:Restrictive Adjective ClausesThese bad boys are essential to the meaning of the sentence. Without them, the sentence would be incomplete or ambiguous.They're like the Batman to the noun's Bruce Wayne – the real identity can't exist without them.For example:"The book that won the Pulitzer Prize is a must-read."Without the clause "that won the Pulitzer Prize," we wouldn't know which specific book we're talking about.Non-restrictive Adjective ClausesThese guys are like the fun, quirky sidekicks of the grammar world. They provide additional information about the noun or pronoun, but the sentence would still make sense without them. Think of them as the Robin to Batman – nice to have around, but not entirely necessary.For example:"My sister, who loves to bake, brought homemade cookies to the party."The clause "who loves to bake" is just giving us some extra details about your sister, but the sentence would still be complete without it.Now, here's where things get really interesting: the punctuation rules! Restrictive adjective clauses don't usecommas to separate them from the main clause. They're integrated seamlessly, like a ninja blending into the shadows.Non-restrictive adjective clauses, on the other hand, are set apart by commas (or, in some cases, parentheses or dashes). It's like they're wearing a neon sign that says, "Hey, I'm just some extra info – no need to panic!"Here are a few examples to illustrate the difference:Restrictive: "The students who studied diligently passed the exam."Non-restrictive: "The students, who were all committed to their studies, passed the exam."See the difference? The restrictive clause specifies which students we're talking about, while the non-restrictive clause just provides additional (but non-essential) information.But wait, there's more! Adjective clauses can also be introduced by different relative pronouns, like "who," "whom," "whose," "that," and "which." These little guys act as placeholders for the noun or pronoun they're modifying, and they help connect the adjective clause to the main clause.For example:"The scientist whose research led to the breakthrough received a Nobel Prize."In this case, "whose" is the relative pronoun that introduces the adjective clause and refers back to "the scientist."Now, I know what you're thinking: "But what about those pesky situations where we need to modify a whole clause or phrase, not just a single noun or pronoun?" Fear not, my grammar-loving friends! That's where we bring in the big guns: adjective clauses with "where," "when," and "why."For example:"That's the cafe where we had our first date.""The moment when she scored the winning goal will forever be etched in my memory.""The reason why he chose that career path is still a mystery."In these cases, the adjective clauses provide additional information about the noun clauses "the cafe," "the moment," and "the reason," respectively.Phew, that was a lot of information to take in! But fear not, my fellow grammar enthusiasts – with practice and dedication, mastering adjective clauses will become second nature. Justremember to keep an eye out for those little descriptive sidekicks, and your writing will be elevated to new heights of clarity and sophistication.So, there you have it – a comprehensive guide to adjective clauses, straight from the desk of a grammar-obsessed student. Keep these rules in mind, and you'll be crafting sentences that are not only grammatically correct but also rich in detail and nuance.Now, go forth and conquer the world of descriptive language, one adjective clause at a time!。
高中英语说课稿范文英文版北师大版(合集6篇)
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If you want to learn about different sample formats and writing methods, please stay tuned!高中英语说课稿范文英文版北师大版(合集6篇) 高中英语说课稿范文英文版北师大版第1篇First， based on the information from the teXt and the flow chart drawn in time order， students are asked to work in group of five and choose a group leader to act as the reporter who will interview the other four members， all of whom will act as the writer about their Christmas memories.Writer 1 will talk about her memories in November， writer 2 will talk about her memories in December， and the rest two will talk about their memories on Christmas Eve and Christmas Day.I will give some demo questions， for instance， when did Christmas begin for you， what did you do on Christmas Eve，and how did you feel on Christmas Day? And I will also provide some useful words for them， such as letter， presents and so on.Then I will invite two groups to role play before the whole class， and give some evaluations for their performance.This activity aims to develop students’ communicative skills and get them talk about Christmas to grasp the teXt better.高中英语说课稿范文英文版北师大版第2篇As far as teaching and learning methods are concerned， I’ll adopt communicative approach，task-based teaching andlearning approach，situational approach and cooperative approach.Different tasks and real conteXt will be given， and I will design some attractive and practical learning activities to get the students communicate and cooperate with each other.高中英语说课稿范文英文版北师大版第3篇Good morning， respected authorities， teachers， welcome to my class! First of all， I want to address my great honor to share some of my teaching ideas with all of you.Today， my teaching topic is Unit 3 Celebrations， Lesson 3 Memories of Christmas.For this lesson， my teaching plan will falls into seven parts.They are theoretical basis， analysis of teaching material and students， teaching objectives， teaching focuses，teaching difficulties，teaching and learning methods，teaching procedures，blackboard layout and teaching reflection.Now I will introduce them one by one高中英语说课稿范文英文版北师大版第4篇1.Teaching focusesAs we have seen，there are three focuses in this lesson.First， get the students acquire the factual information about the author’s Christmas eXperience.Second，create situations to guide them learn to talk about Christmas or their own festival memories.The last one is to help the studentsunderstand the cultural meanings of Christmas and learn to respect different cultures.2.DifficultiesAs for teaching difficulties， there may be difficulties in getting the students talk about Christmas or their own festival memories， understand the true meanings of Christmas in western culture， and learn to respect and love different cultures and arouse their patriotism.高中英语说课稿范文英文版北师大版第5篇Based on the core competencies， I’ll set my teaching objectives from these four aspects，language ability，thinking quality，cultural awareness and learning ability.Overall， by the end of this lesson， students will be able to :nguage ability: get the factual information about the writer’s ChristmaseXperience and memories with her granny， then work out the structure of the teXt to talk about Christmas and connect life to share their festival memories.2.Thinking quality: What’s more，students are also eXpected to cultivate theirability of critical， divergent and creative thinking.3.Cultural awareness: Then， they will understand the meanings of Christmas inwestern culture， learn to respect and love different cultures and arouse their love for family and enhance their self-confidence of our national culture.4.Learning ability: Finally， students will develop their abilities of independentLearning and cooperative learning.高中英语说课稿范文英文版北师大版第6篇1.Analysis of teaching materialAs we have seen， this is the whole structure of the contents of unit 3 celebrations.There are different teXt types in this unit， including listening， reading， writing and viewing.All of these small concepts of different teXts forms the big concept of unit 3 that is about helping students to learn about the celebrations of different festivals and occasions in different nations， and feeling the cultural connotations behind the celebrations， which is to form the core competencies and build up students’ self-confidence of national culture.The theme conteXt of unit 3 Celebrations is “man and society”， which involves history， society and culture.Lesson 3 Memories of Christmas is a narrative， I willanalyze it from these three perspectives， what， why and how.Firstly， the teXt is about an unforgettable Christmas eXperience and memories between the writer and her granny， and the writer’s feeling of missing for her grandma.Then， most of the students just have the superficial understandings of Christmas， but they are unable to master the spirit or the true meanings of Christmas in western culture.And this lesson will provide some specific introductions of Christmas and help the students to learn about its cultural stly， the story is told in the first person and it is narrated in time order to present some vivid pictures of the writer and her granny’s memories.2.Analysis of studentsAs we all know， this lesson is intended for senior one students， most of whom are from fifteen to seventeen.They have strong abilities of memorizing， imitating and performing， and they have got the basic abilities of listening， speaking，reading and writing.However， they are also different， less determined and relatively stressed.Thus，they still need proper attention and artful direction.。
高中英语说课稿
高中英语说课稿篇一：高中英语说课稿精选(共6篇)篇一：高中英语说课稿范文两篇高中英语说课稿范文两篇前言：在英语教学中落实新课程标准，就是贯彻执行国家教育部关于课程改革的决定。
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。
开展课堂探究是培养学生综合语言运用能力的最佳手段。
所以在我的教学设计里，每一个教学活动中都有情景创设，学生探究，学生处理问题和巩固训练等环节。
一、教学内容分析(一)知识背景及新课程、新教材本单元围绕考古这一主题开展听、说、读、写多种教学活动。
旅游作为当今社会人们最感兴趣的话题在英语学习占有非常重要的位置。
名胜古迹是旅游的重点内容之一，名胜古迹中的许多发现都来自于考古工作。
所以archaeology也是一个非常贴近生活、具有时代性、可挖掘性的教学主题。
本单元所选的语言素材涉及中外名胜，有利于学生了解外国文化，增强世界意识。
正如新课程标准中的教学建议所提：学习考古有利于“拓展学生的文化视野，发展他们跨文化交际的意识和能力”；在利用现代教育技术观看历史教育片的过程中，“拓宽了学生学习和运用英语的渠道”；同时本单元的教学对教师本身历史文化修养、广阔的知识面等方面有非常高的要求，体现了师生共同不断更新知识结构以适应现代社会发展对英语课程的要求的“与时俱进”的理念和思想。
（二）教学重点难点1.利用已有知识谈论石器时代、青铜器时代、汉朝、唐朝等时代人们的饮食起居、文化娱乐、生产工具等，为以后阅读英国的《巨石王》和中华文明的起源奠定基础。
2.调动学生的积极性，组织他们利用表达好奇功能结构谈论他们所感兴趣话题。
3.听力是这一课的难点。
听力材料介绍是古代法国人用来射箭的一种武器。
材料长，对武器的结构的解释比较复杂。
但是学生听过材料后能够顺利地完成课本上的练习。
这里不要求学生理解细节，只要能完成练习就行。
高中英语说课稿模板及全英文说课稿范文
高中英语说课稿模板一、开场白Good morning/afternoon, everyone. Today, I will be talking about the lesson I am going to teach you. The topic of the lesson is...二、教学目标 (Teaching Objectives)Firstly, the teaching objectives. As a high school English teacher, it is my duty to help students to develop their language skills and cultural understanding. Specifically, in this lesson, students will be able to...三、教学内容及教学方法 (Teaching Content and Methods)Now, let's move on to the teaching content. Today, we will be covering... To help students better understand this content, I will use a variety of methods including...1. Language focus: We will focus on...2. Cultural focus: We will explore...3. Skill focus: Students will practice...四、教学步骤设计 (Design of Teaching Steps)Next, I will talk about the design of teaching steps. To ensure that students can fully understand and master the content, I have designed a step-by-step teaching plan.Step 1: I will start with a warm-up activity to help students get intothe English learning mood.Step 2: We will move on to the reading section. I will guide students to read the text and answer the questions.Step 3: Then, we will have a discussion section. Students can share their ideas and experiences.Step 4: Next, we will have a listening section. I will play some related music or dialogues to help students improve their listening skills.Step 5: Finally, we will have a summary and homework section. Students need to complete the homework to consolidate what they have learned today.五、教学评估及反思 (Teaching Evaluation and Reflection)After the class, I will evaluate my teaching by checking students' homework and observation. I will also ask students for feedback on their learning experience in the class. Based on this evaluation, I will reflect on my teaching and make necessary adjustments for the next class.。
说课稿：高中英语《百万英镑》
Unit3The Million Pound Bank-Note说课稿各位专家：大家好！我是毕节市民族中学高中英语一线教师赵蕾，我今天说课的题目是人教版高中英语必修3《Unit3The Million Pound Bank Note Period1Reading》，我将从四个方面来说课，分别是说教材、说教法、说学法和说过程。
第一方面：说教材一、教材的地位和作用本节课我将Warming up、Pre-reading和reading三部分整合为本单元的第一节课，是一节任务型阅读课。
是根据马克吐温的短篇小说《百万英镑》改编的戏剧剧本，是马克.吐温著名的讽刺小说的代表作。
本节教材在高中不列入考试范围，但是能实现培养学生适合终身学生的“多元化思维”课堂策略，实现十九大提出的“立德树人”根本任务，本文的价值取向在于探讨金钱和人性的关系，帮助学生树立正确的金钱观、价值观和人生观。
二、教学目标新课程标准高中英语的教学目标总是的实现英语学科核心素养，即语言能力；文化意识；思维品质；学习能力，基于这四个学科核心素养，我把教学目标设计为：1.了解英语戏剧的特点和要素，挖掘和品味英语戏剧语言的魅力。
2.模仿剧本的朗诵改进语音、语调，深入理解角色的目的和性格特点。
3.体会马克吐温小说的文字特点，走进欣赏小说的境界，对语言加以深层次的领悟和运用，从而体会学习英语的价值和乐趣，感受本篇小说的幽默之处。
4.养成良好的金钱观和对待金钱的态度，树立正确的价值观和人生观，实现立德树人的教学目的。
三、教学重点1.学习和理解戏剧语言特点，提高文学修养和欣赏水平。
2.学生通过阅读，获取、整合并陈述全文大意，提高用英语进行思维和表达的能力。
四、教学难点引导学生解读剧本，理解作者是如何利用动作和语言表现人物的情感状态、身份地位及性格特征，挖掘和品味英语戏剧语言的魅力，树立正确的价值观和人生观，实现立德树人的教学目的。
第二部分：说教法依据美国教育家布卢姆的“教育目标分类学”和瑞士心理学家皮亚杰的“建构主义”理论，在教学过程中，教师要制定教学目标，使学生根据自身的原有知识状况、个性和能力特点、认知发展水平、学习动机、兴趣和态度等，通过引导和激发，经历知识建构过程，从而获得新知识。
高中英文版说课稿范文
高中英文版说课稿高中英文版说课稿范文作为一名优秀的教育工作者，通常会被要求编写说课稿，编写说课稿是提高业务素质的有效途径。
快来参考说课稿是怎么写的'吧！下面是小编为大家整理的高中英文版说课稿范文，供大家参考借鉴，希望可以帮助到有需要的朋友。
Ⅰ. The analysis of the teaching materialThis lesson is a reading passage which focused on the topic of sharing your problems with others when you have worries.The students will learn that it’s normal to have trouble. T alking to someonecan help a lot. Such a topic is related to our daily life, so it is easy toar ouse the students’ learning interest.Teaching objectives:A.knowledge objective:a. Students can master the usage of the keywords and phrases: teenager, normal, unless, mistake, angry, careful, careless,in half, keep…to oneself, etc.b. Students can understand the main idea ofthe article.B. abilityobjective:a. Students can use the proper reading skillssuch as anticipating, skimming, scanning to achieve the reading tasks.b.Studentscan use the new words and phrase to finish the exercise.C. emotionalobjective:a. To develop the spirit of cooperationthrough teamwork and pair-discussion.b. To arouse students’ interest in Englishlearning.c. To help students get the proper ways tosolve problems.Key and difficult points:A. keypoints:a. To master the usageof the key words and phrases.b. To use the properreading skills to achieve the reading tasks.B. difficultpoint:Enable students to use the new words andphrases to express their ideas in daily life.Ⅱ. Theanalysis of studentsThe Students have been learning English forsome years. They understand some words and simple sentences. They are curiousand active. They enjoy learning through cooperation in a relaxing atmosphere. However,their English learning levels are different from each other. Most of them don’thave enough English to express what to do when they have problems. They need theteacher’s help and encouragement in their further study.Ⅲ. Teaching methodsIn this lesson, I will use audio-visualteaching method, communicative teaching method and task-based teaching method.Besides, ()multimedia, blackboard, tape recorder are needed as the teaching aids.Ⅳ. Teaching proceduresStep 1 Warming-up （5 minutes）Play a video. Students watch it and talk about thefollowing questions:What kind of things do they worry about?What will you do if you have the same problem?Step 2 Pre-reading （8 minutes）1. Show some funny pictures and sentences onPPT. Lead students to guess the meaning of the new words. Learn the new wordsand phrases.2. According to the picture on the textbook,ask students to predict the main idea of the passage.Step 3 While-reading （18 minutes）1. Skim the passage quickly and choose the main idea（a, b or c）。
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1 高中英语说课稿 一、说课标 在英语教学中落实新课程标准，就是贯彻执行国家教育部关于课程改革的决定。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知识、语言技能、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。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。由于本单元生词量较大，并且Warming up可挖掘的东西较多，因此把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――― A NIGHT THE EARTH DIDN’T SLEEP” 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 根据新颁布的《普通高中英语课程标准（实验稿）》关于阅读课主要教学目标的具体描述，结合本课教学内容，具体从语言知识、语言技能、情感态度和文化意识三个方面制定如下教学目标。 1. 语言知识目标： a)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， shake,well,rise,smelly,pond,pipe,burst,canal,steam ,ruin,injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bur ,coal,mine,shelter,fresh,percent等，以及 right away, at an end, dig out, give out, thousands of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。 b) 让学生复述课文，分析、感悟作者的写作意图。 c) 让学生运用本节课所学词汇、知识，通过采访唐山大地震幸存者的形式进行小组活动， 提高学生用英语进行创造性交交际活动的能力。 3.情感态度与文化意识目标： a）学会有关地震的知识，并能通过学习讨论懂得地震时的应急逃生，地震后如何科学救人 和有关地震的形成和减少地震所造成的损失等一般知识。 b）懂得地震无情人有情，即使发生了多么可怕的灾难，国家和解放军官兵都会不顾自身安 危，奋力抢救，培养学生一方有难、八方支援的互助友爱精神。 c）了解自然灾害会给人类带来严重的破坏性后果，让学生进一步感悟、领会到人类应与自 然 2
界和谐共处。 d）培养学生的合作意识和“合作学习”的习惯。 e）欣赏课文中优美句子，了解一些英语修辞手法，使学生在学习完课文之后得到一次美的 享受，一次心灵的愉悦和升华。
（三）教学重点和难点： 根据新颁布的《普通高中英语课程标准（实验稿）》关于读的技能目标的具体描述，结合高一学生实际和对教材内容的科学分析，确定本环节的主要教学重点和难点是: 1．重点 1）让学生了解唐山大地震，了解地震的成因、预兆、地震造成的损失，地震时的应急救生以及震后的救援。 2）训练学生的阅读技巧，提高阅读能力。侧重培养学生对文章的整体性结构的把握和挖掘作者写作的意图，突出培养学生以下3个方面的能力： a.文章段落中心词把握能力。 b.根据主题快速捕捉文章重点细节的能力。 c.总结归纳能力。 3）重点掌握有关地震的词汇，特别是shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster, army, organize, bury, shelter。 4）欣赏并理解课文中优美句子，让学生掌握一些英语修辞用法。 2．难点 1) 如何使学生养成科学的阅读习惯，提高阅读理解能力和语言水平。 2) 如何使学生学会提取、筛选和重组文章中的信息，并灵活运用于语言实践中，达到语言 实践能力的扩展与提高。 三、教学方法 教学设备：多媒体设备及与课题相关的直观教学道具 教法渗透 根据新颁布的《普通高中英语课程标准（实验稿）》所倡导的教学原则及“第二语言习得论”和“整体语言教学理论”，结合文章具体内容及学生的差异性，确定本节课主要采用任务型语言教学法(Task-based Language Teaching) 、合作学习教学法（Cooperative Learning Approach）、整体语言教学法（Whole Language Teaching）、交际教学法（Communicative Approach）、具体采用“P—T—P”自主学习立体模式：（Pre-task----Task-cycle----Post-task）来组织教学。 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 3
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。
四、说教学过程 下面将具体说明各个环节的设计方案及其内在的设计思想或理论依据，即阐明为什么这样处理教材，为什么采用某种教法以及预计达到的种种教学效果等。 步骤一．Pre-task （Pre-reading activities） 贯彻兴趣策略，采用直观教学法，引入话题，激发学习兴趣，明确学习任务。 【设计思路：先播放有关05年巴基斯坦地震的可怕MTV画面，学生的注意力马上就会被吸引到课堂上来，学生马上就联想到earthquake这一词，这时教师提出“ What do you think of the earthquake?”，学生会不约而同地回答,地震会给人类带来灾难性的后果。紧接着引导学生“Can you fortell an earthquake so that we can take measures to reduce the damages?” 通过图片，学生更易掌握地震的前兆的知识，为课文的阅读作了很好的铺垫，接着教师引导学生进行进一步探究“What should we do to protect ourselves if an earthquake happened?”通过小组讨论、合作得出结论，教师进行一定的总结。接着呈现文章的标题“A night the earth didn’t sleep” ，引导学生解读文章标题、预测文章内容，让学生在阅读过程中处于主动认知状态。学生可能一下子无法正确理解其所包含的深层含义。但估计在前面所展示的MTV画面及图片的启发下，大部分同学可能很快就能作出正确的理解---about the earthquake。另外，考虑到文章生词较多，且大部分学生对文章的背景知识了解较少。因此，在引导学生预测文章内容的同时，有必要在讨论“What kind of words will be used in the passage? 步骤二．Task-cycle（Ｗhile-reading activities） 贯彻目的与困难策略，指导学生根据不同的阅读目的，在阅读的不同阶段，灵活使用各种阅读策略，捕捉文章主要信息，理解作者的写作意图，突破本文的教学重点与难点。采用整体语言教学法和任务型语言教学法。 1、通过限时阅读训练，引导学生如何利用略读（skimming）的方法把握文章的大意，侧重培养快速阅读理解能力和文章中心把握能力。 【设计思路：本环节主要是指导学生如何通过略读，在最短的时间内把握文章的大意。要求学生在2分钟之内，重点阅读各段的首句和末句，快速归纳出general idea of the passage。大部分学生很快就能找出文章的大意―――唐山大地震。该环节教师应通过限定阅读时间，及时纠正不良的阅读习惯等教学策略，来帮助学生养成良好的阅读习惯，培养快速阅读理解能力。】 2、精读各个段落语段，侧重培养快速捕捉文章重要细节的能力和猜测生词的能力，学会欣赏文章中的优美句子。 【设计思路：本文的篇幅较长，生词多。因此，采用分段细读，根据段落的不同特点设置不同的阅读任务，培养学生获取主要信息，处理信息的能力。第一段以表格的形式，让学生填写唐山地震来临之前所发生的奇怪现象，培养信息归类能力。第二段和第三段材料出现很多的数词。因此，以这些数据为依托，让学生通过查读方法迅速找出与之相关的信息。然后再以4人1小组为