高中英語(yǔ)說(shuō)課稿（薦）
作為一名為他人授業(yè)解惑的教育工作者，有必要進(jìn)行細(xì)致的說(shuō)課稿準(zhǔn)備工作，認(rèn)真擬定說(shuō)課稿，那么寫說(shuō)課稿需要注意哪些問(wèn)題呢？下面是小編幫大家整理的高中英語(yǔ)說(shuō)課稿，希望對(duì)大家有所幫助。
高中英語(yǔ)說(shuō)課稿1
前言：在英語(yǔ)教學(xué)中落實(shí)新課程標(biāo)準(zhǔn)，就是貫徹執(zhí)行國(guó)家教育部關(guān)于課程改革的決定。新課程標(biāo)準(zhǔn)的三維教學(xué)觀，具體到英語(yǔ)學(xué)科就是要整合發(fā)展學(xué)生語(yǔ)言技能、語(yǔ)言知識(shí)、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)五個(gè)方面的素養(yǎng)，培養(yǎng)學(xué)生綜合運(yùn)用語(yǔ)言的能力。開(kāi)展課堂探究是培養(yǎng)學(xué)生綜合語(yǔ)言運(yùn)用能力的最佳手段。所以在我的教學(xué)設(shè)計(jì)里，每一個(gè)教學(xué)活動(dòng)中都有情景創(chuàng)設(shè)，學(xué)生探究，學(xué)生處理問(wèn)題和鞏固訓(xùn)練等環(huán)節(jié)。
一、教學(xué)內(nèi)容分析
(一)知識(shí)背景及新課程、新教材
本單元圍繞考古這一主題開(kāi)展聽(tīng)、說(shuō)、讀、寫多種教學(xué)活動(dòng)。旅游作為當(dāng)今社會(huì)人們最感興趣的話題在英語(yǔ)學(xué)習(xí)占有非常重要的位置。名勝古跡是旅游的重點(diǎn)內(nèi)容之一，名勝古跡中的許多發(fā)現(xiàn)都來(lái)自于考古工作。所以Archaeology也是一個(gè)非常貼近生活、具有時(shí)代性、可挖掘性的教學(xué)主題。
本單元所選的語(yǔ)言素材涉及中外名勝，有利于學(xué)生了解外國(guó)文化，增強(qiáng)世界意識(shí)。正如新課程標(biāo)準(zhǔn)中的教學(xué)建議所提：學(xué)習(xí)考古有利于“拓展學(xué)生的文化視野，發(fā)展他們跨文化交際的意識(shí)和能力”；在利用現(xiàn)代教育技術(shù)觀看歷史教育片的過(guò)程中，“拓寬了學(xué)生學(xué)習(xí)和運(yùn)用英語(yǔ)的渠道”；同時(shí)本單元的教學(xué)對(duì)教師本身歷史文化修養(yǎng)、廣闊的知識(shí)面等方面有非常高的要求，體現(xiàn)了師生共同不斷更新知識(shí)結(jié)構(gòu)以適應(yīng)現(xiàn)代社會(huì)發(fā)展對(duì)英語(yǔ)課程的要求的“與時(shí)俱進(jìn)”的理念和思想。
�。ǘ┙虒W(xué)重點(diǎn)難點(diǎn)
1.利用已有知識(shí)談?wù)撌鲿r(shí)代、青銅器時(shí)代、漢朝、唐朝等時(shí)代人們的飲食起居、文化娛樂(lè)、生產(chǎn)工具等，為以后閱讀英國(guó)的《巨石王》和中華文明的起源奠定基礎(chǔ)。
2.調(diào)動(dòng)學(xué)生的積極性，組織他們利用表達(dá)好奇功能結(jié)構(gòu)談?wù)撍麄兯信d趣話題。
3.聽(tīng)力是這一課的難點(diǎn)。聽(tīng)力材料介紹是古代法國(guó)人用來(lái)射箭的一種武器。材料長(zhǎng)，對(duì)武器的結(jié)構(gòu)的解釋比較復(fù)雜。但是學(xué)生聽(tīng)過(guò)材料后能夠順利地完成課本上的練習(xí)。這里不要求學(xué)生理解細(xì)節(jié)，只要能完成練習(xí)就行。
二、三維教學(xué)目標(biāo)
�。ㄒ唬┲R(shí)技能
1.學(xué)會(huì)談?wù)摴糯说纳a(chǎn)、生活；
2.學(xué)會(huì)表達(dá)對(duì)什么東西的好奇，如：
I wonder what/ who… I really want to know…
I’m curious to…I’d love to know…
I wonder if/whether… What I’d really like to find out is… I’m curious about… I’d like to know more about…
3.學(xué)習(xí)一些與考古有關(guān)單詞、短語(yǔ)和句式,如：archaeology及其派生詞，curiosity, bronze, dynasty,
decoration, artifact, unearth, spear, pot等。
�。ǘ┣楦袘B(tài)度
1.讓學(xué)生了解本單元的總體學(xué)習(xí)目標(biāo)，以便激發(fā)學(xué)習(xí)學(xué)習(xí)積極性。
2.從談?wù)撌鲿r(shí)代、青銅器時(shí)代、漢朝、唐朝等時(shí)代人們的飲食起居、文化娛樂(lè)、生產(chǎn)工具等入手使學(xué)生到中國(guó)具有悠久的歷史、燦爛的文化，增強(qiáng)學(xué)生的民族自豪感，愛(ài)國(guó)主義情操。增強(qiáng)學(xué)生學(xué)好英語(yǔ)自信心。
3.通過(guò)開(kāi)展小組活動(dòng)，指導(dǎo)學(xué)生積極與人合作，相互學(xué)習(xí)，相互幫助，培養(yǎng)其團(tuán)隊(duì)精神。
（三）學(xué)習(xí)策略
1.認(rèn)知策略：通過(guò)-ology, -ological, -ologist等詞根的學(xué)習(xí)，掌握archaeology, archaeologist, archae- ological等詞，同時(shí)掌握同類詞的學(xué)習(xí)方法。
2.調(diào)控策略：通過(guò)聽(tīng)力讓學(xué)生了解到聽(tīng)力有時(shí)很難，不可求全責(zé)備�？梢圆牧险{(diào)整聽(tīng)力要求。有的要聽(tīng)懂細(xì)節(jié)，有的甚至要推斷隱含內(nèi)容，但有的只需要掌握大意。
3.交際策略：通過(guò)談?wù)摴糯说娘嬍称鹁�、文化娛�?lè)、生產(chǎn)工具和談?wù)撆d趣等真實(shí)交際活動(dòng)提高用英語(yǔ)交際的能力。同時(shí)讓學(xué)生了解表情、動(dòng)作等非語(yǔ)言手段提高交際效果。
4.資源策略：讓學(xué)生了解博物館、名勝古跡和書籍資料一樣是學(xué)習(xí)的重要途徑。
�。ㄋ模┪幕庾R(shí)
1.了解英語(yǔ)國(guó)家對(duì)文化遺產(chǎn)保護(hù)的態(tài)度。
2.了解西方國(guó)家部分古代用具。
3.通過(guò)中外古代文化對(duì)比，加深對(duì)中國(guó)文化的理解。
三、具體教學(xué)步驟
(一) 導(dǎo)入(Lead-in)
這一步驟的重點(diǎn)在于激發(fā)學(xué)生對(duì)考古學(xué)的興趣，因?yàn)橐话銓W(xué)生認(rèn)為考古沒(méi)什么有趣的。
活動(dòng)方式：師生互動(dòng)。教師盯著天花板的一處看30秒鐘。引起全班同學(xué)一起去看。然后問(wèn)：What do you see?
學(xué)生自然會(huì)回答：Nothing.然后再問(wèn)Do you know what I was looking at? 學(xué)生自然會(huì)回答：No, I
don’t. 然后告訴學(xué)生老師根本沒(méi)有看什么，只是做一個(gè)動(dòng)作而已。再問(wèn)Why did you look at there after
me?學(xué)生答不上。老師告訴學(xué)生That is because of curiosity.再問(wèn)What is the word curiosity from?
學(xué)生學(xué)過(guò)curious，所以能答上來(lái)。老師再講：根據(jù)心理學(xué)的觀點(diǎn)，每個(gè)人都具有對(duì)新鮮事物認(rèn)識(shí)的`興趣，這叫做Curiosity。然后給出一個(gè)新詞：
Archaeology(板書課題)并指出This is a new word for you. You may want to know it.老師再問(wèn)Do you think it is a course or a science?部分學(xué)生會(huì)答Yes.接著問(wèn)Why do you think it is a science?學(xué)生會(huì)說(shuō)出他們學(xué)過(guò)以-ology結(jié)尾的詞。這時(shí)便可以打出幻燈片，再進(jìn)行以下活動(dòng)：
漢語(yǔ)意義名詞形容詞……學(xué)家
技術(shù)technology
生物學(xué)biology
心理學(xué)psychology
人類學(xué)anthropology
細(xì)菌學(xué)bacteriology
Physiology
Sociology
zoology
1.組織學(xué)生推出Physiology，zoology和sociology和漢語(yǔ)意義；
2.組織學(xué)生推出technological, technologist；
3.組織學(xué)生推出其它詞的-ological和ologist的形變；
總結(jié)：學(xué)習(xí)構(gòu)詞法知識(shí)對(duì)于擴(kuò)大詞匯量有非常重大的意義。
最后指出今天所學(xué)內(nèi)容是Archaeology.再問(wèn)What are the goals in learning the unit?
(二)單元學(xué)習(xí)目標(biāo)(Goals)
請(qǐng)一個(gè)學(xué)生解釋本單元學(xué)習(xí)目標(biāo)(Goals),然后和全班一起關(guān)上書回憶本單元的四個(gè)學(xué)習(xí)目標(biāo)。
(三)預(yù)備(Warming up)
活動(dòng)形式：分組評(píng)論。談?wù)撜n本上的四幅圖畫。先指出中華民族有著悠久的歷史和燦爛的文化。每年都有許多西方人到中國(guó)來(lái)旅游。如果你想為他們提供幫助，就得學(xué)會(huì)用英語(yǔ)談?wù)撝袊?guó)古代人的飲食起居、文化娛樂(lè)、生產(chǎn)工具等。然后用What
did they eat? Where did they live? What did their homes look like?
What kind of tools did they use? What objects have we found from
their age? What kind of entertainment did they have?
談?wù)摴糯说娘嬍称鹁�、文化娛�?lè)、生產(chǎn)工具。
(四)聽(tīng)力(listening)
教學(xué)形式：師生互動(dòng)。播放磁帶讓學(xué)生聽(tīng)第一遍，提問(wèn)材料的大意。播放第二遍，讓學(xué)生完成課后練習(xí)。做聽(tīng)力訓(xùn)練之前的準(zhǔn)備工作是非常重要的。
總結(jié)：今天的聽(tīng)力材料較難，但是同學(xué)們能很好回答課后問(wèn)題這就夠了，不一定要了解那些細(xì)節(jié)，不可求全責(zé)備。根據(jù)不同制訂不同學(xué)習(xí)目標(biāo)是有效學(xué)習(xí)重要環(huán)節(jié)。
(五)對(duì)話(speaking)
活動(dòng)形式：組對(duì)練習(xí)。
1.發(fā)出指令，提出要求；
2.學(xué)習(xí)會(huì)話范例；
3.給對(duì)話所用句式；
4.學(xué)生組對(duì)談?wù)撆d趣與建議。
四、教學(xué)時(shí)間分配
教育心理學(xué)指出新知識(shí)的學(xué)習(xí)需要一個(gè)接受的過(guò)程。本課時(shí)的主要任務(wù)為本單元的學(xué)習(xí)做好預(yù)備工作。所以要用較多的時(shí)間讓學(xué)生接受考古這一新的概念。 導(dǎo)入部分用8分鐘;
目標(biāo)部分用3分鐘;
預(yù)備部分用5分鐘;
聽(tīng)力部分用12分鐘;
會(huì)話部分用10分鐘;
最后用兩分鐘總結(jié)本課內(nèi)容和布置作業(yè)。
五、課堂板書設(shè)計(jì)
將黑板劃為左右兩塊，左邊板書教學(xué)步驟，右邊板書生詞和短語(yǔ)。
高中英語(yǔ)說(shuō)課稿2
Good morning/afternoon, my dear judges. I'm number ___. It's my great honor to have this opportunity to talk about my teaching ideas. My presentation consists of the following aspects.
Analysis of the teaching material
First of all, let’s come to the analysis of teaching material. This lesson is from New Senior English for China Book5 module 3, the reading part. The topic of this unit is about adventures. It is excerpted from Mark Twain’s work “ The Adventures of Huckleberry Finn”. The story is about two teenagers who find a steamboat and board on the steamboat.
Analysis of the students
Secondly, students are the subject of our class. After many years of English studying, they’ve known many words, sentences and some skills to solve English problems. They not only study the words and phrases, but also learn the meaning and the culture. So I would introduce them more knowledge above the passage to arouse their reading interest.
Analysis of the teaching aims
By the analysis of the New Curriculum Standard in English, teaching material and the students in my class, I set the following three teaching aims.
The first one is knowledge aims:
1)Students learn and grasp the following important useful new words and expressions: pour down; sail down; climb on to; panic; curious; tie up…
2) Learn the language and grasp the meaning in this passage.
The second one is ability aims:
Through reading, students reading ability and word-guessing ability will be improved.
The last one is Emotional aims:
Students will be more interested in the literature and cinema in English and enjoy the famous works.
Analysis of the key and difficult points
According to the analysis above, I set the key points and difficult points as follows.
Teaching key points:
Member and master new words and phrases and understand the passage.
Teaching difficult points:
Foster students’ interest of reading passage and improve their reading ability.
Analysis of teaching and study methods
Now, I would like to talk about the teaching methods and studying methods. As to the teaching methods, Communicative Approach and Task-based Teaching Method will be adopted in this lesson. I will lead them to study by themselves, and through answering my questions, they will have a good understanding of the passage.
Analysis of the teaching procedures
Now, let’s come to the most important part of this lesson: the analysis of the teaching procedures. This lesson is divided into 5 stages, that is, warming up, pre-reading, while-reading, post-reading and summary & homework.
Step 1 warming up
In my warming up stage, after greeting with the students I will Introduce Mark Twain and his works, such as The Adventures of Huckleberry Finn， Running for Governor，The Prince and the Pauper. Then tell students today we will learn adventure, a passage from The Adventures of Huckleberry Finn.
Mark twain is a famous American writer. Through the introduction, students will have more interest in reading famous works. And they will be curious about the passage and I can move to the next step smoothly.
Step 2 Pre-reading
In pre-reading, I will ask them to have a free talk about adventure.
Ask them talk about adventure. For example: What is adventure? Would you like to go? Adventure is an exciting trip. Perhaps sometimes you feel bored, you could imagine going on a great adventure, such as caving, climbing, sailing and canoeing.
Then lead students to predict the passage, ask them to Look at the picture in the book and discuss the following questions:
1. Who are they? 2. Where are they? 3. What are they doing? 4. What is the boy pointing at?
In this way, students will be familiar with adventure and lay a foundation for reading the passage.
Step 3 While-reading
In this period, there are two activities: global reading and detailed reading. Firstly, global reading, I would like to give students 5minutes to have a global reading to check their ideas what they predict during the pre-reading. At the same time, they find out and circle the difficult words.
Fast reading can help students understand the whole passage quickly and practice their logic thinking. Then I will explain the difficult words, such as fantasy, identify, and account. For example
Fantasy n. the activity of imaging things
phrase: live in a fantasy world fantastic adj.
identify v recognize sb or sth
identify the criminal
identity n. ID identity card
Next, it should be detailed reading. I will ask them to read the passage again and do the exercise2 on the book. Number the events in the order they happen. Then I check the answer.
After this reading, students will grasp the whole passage. In order to create more chance for students to read, I will ask students read the passage paragraph by paragraph. Answer the following questions showed on the PPT.
Paragraph1. Discover a steamboat
What was the weather like that night?
What did they see and what were they doing then?
Paragraph2-5 board the steamboat
How did Huck and Jim get to the sinking steamboat?
How did they get on it?
Paragraph6-8 in the steamboat
What did Jim do when they heard someone was going to kill another?
Paragraph9-11 leave the steamboat
What did Huck decide to do after he heard they would leave the man on the steamboat?
Students will get more detailed information, and more interested in this story. Furthermore, they would like to read more works of Mark Twain.
Step4 Post-reading
Now it should be post-reading. In order to make sure that students will master the new words, I will ask them to do the exercise 4 and 5. Encourage them to member the verb words and phrases during the exercises.
After the exercise, I will give them 5 minutes to prepare, then to retell the passage according to the event orders. During the oral English time, I will encourage them to open their mouth and give them more positive evaluation. It benefits students for practicing their speaking and having more confidence in learning English.
Step 5 Summary and homework
At the end of the class, I’d like to make a summary about this lesson and present my homework to consolidate what the students have learnt in this period. I will conclude with my students together what we’ve learnt. The home work is to remember the key words and phrase and write a short passage about what will happen next.
高中英語(yǔ)說(shuō)課稿3
A.教材分析：
本節(jié)課是一節(jié)閱讀課，主要讓學(xué)生了解澳大利亞有許多危險(xiǎn)動(dòng)物，但只有少部分對(duì)人類有害或殺死人，它還是一個(gè)安全的居住區(qū)和旅游區(qū)。就本課篇幅較短的特點(diǎn)，可以設(shè)計(jì)聽(tīng)說(shuō)讀寫訓(xùn)練，提高學(xué)生四會(huì)的能力。并且可以按照高考題來(lái)設(shè)計(jì)，讓學(xué)生感到上課就是參加高考，從而提高上課的效率。
B.教學(xué)目標(biāo)：
要求學(xué)生理解澳大利亞有許多危險(xiǎn)動(dòng)物，但還是一個(gè)安全住居區(qū)和旅游區(qū)。
C.教學(xué)重難點(diǎn)：
1. 要求學(xué)生把握文章的中心：澳大利亞有許多危險(xiǎn)動(dòng)物，但還是一個(gè)安全住居區(qū)和旅游區(qū)。
2. 要求學(xué)生學(xué)會(huì)尋找段落中心句。
D.教法分析：
1.任務(wù)型教學(xué)法:
教師指導(dǎo)學(xué)生完成閱讀理解文章中心的任務(wù)，并且設(shè)計(jì)聽(tīng)說(shuō)讀寫貫穿始終，練習(xí)題型為高考題，從而提高學(xué)生做高考題的能力。
2.自主性學(xué)習(xí)法：
學(xué)生學(xué)會(huì)自己閱讀，自己寫摘要，自己聽(tīng)懂課文，自己找出答案。
3.討論：
通過(guò)討論，可以提高學(xué)生的口頭交際能力。
還可以增強(qiáng)學(xué)習(xí)英語(yǔ)的興趣。
E.學(xué)法分析 ：
1.要求學(xué)生學(xué)會(huì)閱讀的方法，包括細(xì)節(jié)理解題，主旨大意題。學(xué)生能夠完成本課設(shè)計(jì)的五個(gè)問(wèn)題就行了。
2.要求學(xué)生學(xué)會(huì)寫文章的概要部分。學(xué)生能夠自主完成本篇課文的概要，就是練好高考題了。
3.要求學(xué)生能夠聽(tīng)懂課文，并且寫下要填的信息詞，也就是在做高考題。
F.教具準(zhǔn)備：
1.多媒體
2.正常的教學(xué)工具
G.教學(xué)過(guò)程：
一、導(dǎo)入（5分鐘）
教師通過(guò)播放一段澳大利亞的危險(xiǎn)動(dòng)物視頻和圖片導(dǎo)入本課的內(nèi)容。時(shí)間為五分鐘。這樣導(dǎo)入一方面能激發(fā)學(xué)生的興趣，另一方面能訓(xùn)練學(xué)生的聽(tīng)力。更重要的是視頻和圖片的內(nèi)容就是本課的重點(diǎn)。
看完視頻和圖片，教師馬上可以提問(wèn)：“What did you see in the video?”
學(xué)生就會(huì)回答：“Some dangerous animals, such as box jellyfish…”教師馬上自然而然地引出課題：“Yes, there are many dangerous animals in Australia. Today, we are going to learn a new lesson Australia’s Dangerous Creatures.”
二、閱讀理解（18分鐘）
導(dǎo)入課文之后，教師馬上讓學(xué)生閱讀文章，并回答五個(gè)問(wèn)題。
1.Which country has the most kinds of venomous snake in the world? How do you know?
2. Are the poisonous snakes and poisonous spiders all capable of killing humans?
3. What effect do most jellyfish have on humans? What about box jellyfish?
4. What kind of crocodile has occasionally attacked a human?
5.What is the main idea of the last paragraph?
第一個(gè)問(wèn)題的答案是：Australia. Australia has more kinds of venomous snake than any other country in the world.在這里要求學(xué)生掌握一個(gè)重要的理解句型more…than any other…用比較級(jí)表示最高級(jí)。
第二，第三，第四題都是閱讀理解文章段落之后就能找到答案的，屬于高考細(xì)節(jié)理解題。第五個(gè)問(wèn)題的設(shè)計(jì)是讓學(xué)生學(xué)會(huì)找段落中心句。However, this is far from the truth.教師在這里要引導(dǎo)學(xué)生學(xué)會(huì)找中心句，常放在句首或靠近句首的第二或第三句，有時(shí)侯也放在句尾。還要引導(dǎo)學(xué)生特別留意關(guān)鍵詞：but, however, though等表示轉(zhuǎn)折性的詞。這對(duì)高考閱讀起著關(guān)鍵性的指導(dǎo)作用，讓學(xué)生受益匪淺。
三、討論（3分鐘）
在理解之后讓學(xué)生和同桌互相討論文章的大意，用自己的話向?qū)Ψ綇?fù)述出來(lái)。這個(gè)環(huán)節(jié)能夠活躍課堂氣氛，激發(fā)學(xué)生的學(xué)習(xí)興趣，給同學(xué)創(chuàng)造說(shuō)英語(yǔ)的機(jī)會(huì)。
四、寫作（7分鐘）
討論起著承上啟下的作用，學(xué)生對(duì)文章的大意更加理解了，教師馬上布置學(xué)生把剛才討論的內(nèi)容以summary的形式寫出來(lái)。這個(gè)環(huán)節(jié)就是針對(duì)高考要求的summary來(lái)設(shè)計(jì)的。教師可以叫兩個(gè)學(xué)生上黑板上寫并進(jìn)行評(píng)分，這樣效果最佳。
五、聽(tīng)力理解練習(xí)（7分鐘）
讓學(xué)生聽(tīng)兩段課文錄音，然后填空。目的是訓(xùn)練高考的聽(tīng)取信息部分。這部分通常是學(xué)生的難點(diǎn)，并且聽(tīng)力在高考中占35分，應(yīng)該在平時(shí)的上課材料中加強(qiáng)訓(xùn)練。
Australia is home to more than 170 different kinds of snake and 115 of these are poisonous . In fact, Australia has more kinds of venomous snake than any other country in the world.
There are also approximately 20xx different kinds of spider in Australia and , like snakes, most have a poisonous bite. However, the majority have no effect on humans or cause only mild sickness .
The seas around Australia contain over 160 different kinds of sharks , which vary in size from just 20 centimeters to over 14 metres .
However, although they look dangerous , because of their wide mouths and sharp teeth , all but two or three kinds are harmless to humans .
六、學(xué)生自由提問(wèn)（4分鐘）
這個(gè)環(huán)節(jié)是教師為學(xué)生解決疑難問(wèn)題而設(shè)的，教師可以幫助學(xué)生理解長(zhǎng)難句。這是高考閱讀理解的`重要方法。
七、課外作業(yè)（1分鐘）
要求學(xué)生課后去收集更多有關(guān)澳大利亞的危險(xiǎn)動(dòng)物并寫成一份報(bào)告。這個(gè)環(huán)節(jié)有利于加深學(xué)生對(duì)澳大利亞的了解。有助于擴(kuò)充學(xué)生的知識(shí)面，同時(shí)也有助于提高學(xué)生的寫作能力。
八、教學(xué)建議
在高三的教學(xué)中，教師一定要時(shí)時(shí)處處圍繞高考設(shè)計(jì)每一節(jié)課。將高考題型放在課堂教學(xué)中進(jìn)行訓(xùn)練，讓學(xué)生覺(jué)得課堂教學(xué)就是參加高考。如此的訓(xùn)練習(xí)以為常了，教師的教學(xué)效果就顯而易見(jiàn)了。
九、學(xué)習(xí)建議
學(xué)生在高三的學(xué)習(xí)中，應(yīng)該以教師的教學(xué)計(jì)劃設(shè)計(jì)為主線，結(jié)合自己的實(shí)際情況設(shè)計(jì)自己的復(fù)習(xí)計(jì)劃。學(xué)生必須設(shè)計(jì)全面提高聽(tīng)、說(shuō)、讀、寫的能力的方案，這樣，高考才能應(yīng)付自如。
高中英語(yǔ)說(shuō)課稿4
一、 教學(xué)內(nèi)容分析
（一）知識(shí)背景及新課程、新教材
本單元圍繞考古這一主題開(kāi)展聽(tīng)、說(shuō)、讀、寫多種教學(xué)活動(dòng)。旅游作為當(dāng)今社會(huì)人們最感興趣的話題在英語(yǔ)學(xué)習(xí)占有非常重要的位置。名勝古跡是旅游的重點(diǎn)內(nèi)容之一，名勝古跡中的許多發(fā)現(xiàn)都來(lái)自于考古工作。所以Archaeology也是一個(gè)非常貼近生活、具有時(shí)代性、可挖掘性的教學(xué)主題。
本單元所選的語(yǔ)言素材涉及中外名勝，有利于學(xué)生了解外國(guó)文化，增強(qiáng)世界意識(shí)。正如新課程標(biāo)準(zhǔn)中的教學(xué)建議所提：學(xué)習(xí)考古有利于“拓展學(xué)生的文化視野，發(fā)展他們跨文化交際的意識(shí)和能力”；在利用現(xiàn)代教育技術(shù)觀看歷史教育片的過(guò)程中，“拓寬了學(xué)生學(xué)習(xí)和運(yùn)用英語(yǔ)的渠道”；同時(shí)本單元的教學(xué)對(duì)教師本身歷史文化修養(yǎng)、廣闊的知識(shí)面等方面有非常高的要求，體現(xiàn)了師生共同不斷更新知識(shí)結(jié)構(gòu)以適應(yīng)現(xiàn)代社會(huì)發(fā)展對(duì)英語(yǔ)課程的要求的“與時(shí)俱進(jìn)”的理念和思想。
(二) 教學(xué)重點(diǎn)難點(diǎn)
1.利用已有知識(shí)談?wù)撌鲿r(shí)代、青銅器時(shí)代、漢朝、唐朝等時(shí)代人們的
飲食起居、文化娛樂(lè)、生產(chǎn)工具等，為以后閱讀英國(guó)的《巨石王》和中華文明的起源奠定基礎(chǔ)。
2.調(diào)動(dòng)學(xué)生的積極性，組織他們利用表達(dá)好奇功能結(jié)構(gòu)談?wù)撍麄兯信d趣
話題。
１. 聽(tīng)力是這一課的難點(diǎn)。聽(tīng)力材料介紹是古代法國(guó)人用來(lái)射箭的一種武器。
材料長(zhǎng)，對(duì)武器的結(jié)構(gòu)的解釋比較復(fù)雜。但是學(xué)生聽(tīng)過(guò)材料后能夠順利地完成課本上的練習(xí)。這里不要求學(xué)生理解細(xì)節(jié)，只要能完成練習(xí)就行。
二、三維教學(xué)目標(biāo)
�。ㄒ唬� 知識(shí)技能
�。�. 學(xué)會(huì)談?wù)摴糯说纳a(chǎn)、生活；
�。�. 學(xué)會(huì)表達(dá)對(duì)什么東西的好奇，如：
I wonder what/ who… I really want to know…
I’m curious to… I’d love to know…
I wonder if/whether… What I’d really like to find out is…
I’m curious about… I’d like to know more about…
�。�. 學(xué)習(xí)一些與考古有關(guān)單詞、短語(yǔ)和句式,如：archaeology及其派生詞，
curiosity, bronze, dynasty, decoration, artifact, unearth, spear, pot等。
（二） 情感態(tài)度
�。�. 讓學(xué)生了解本單元的總體學(xué)習(xí)目標(biāo)，以便激發(fā)學(xué)習(xí)學(xué)習(xí)積極性。
2.從談?wù)撌鲿r(shí)代、青銅器時(shí)代、漢朝、唐朝等時(shí)代人們的飲食起居、文化
娛樂(lè)、生產(chǎn)工具等入手使學(xué)生到中國(guó)具有悠久的歷史、燦爛的文化，增強(qiáng)學(xué)生的民族自豪感，愛(ài)國(guó)主義情操。增強(qiáng)學(xué)生學(xué)好英語(yǔ)自信心。
3.通過(guò)開(kāi)展小組活動(dòng)，指導(dǎo)學(xué)生積極與人合作，相互學(xué)習(xí)，相互幫助，培養(yǎng)其團(tuán)隊(duì)精神。
�。ㄈ� 學(xué)習(xí)策略
１. 認(rèn)知策略：通過(guò)-ology, -ological, -ologist等詞根的學(xué)習(xí)，掌握archaeology,
archaeologist, archae- ological等詞，同時(shí)掌握同類詞的學(xué)習(xí)方法。
２. 調(diào)控策略：通過(guò)聽(tīng)力讓學(xué)生了解到聽(tīng)力有時(shí)很難，不可求全責(zé)備。可以
材料調(diào)整聽(tīng)力要求。有的要聽(tīng)懂細(xì)節(jié)，有的甚至要推斷隱含內(nèi)容，但有的只需要掌握大意。
�。�. 交際策略：通過(guò)談?wù)摴糯说娘嬍称鹁印⑽幕瘖蕵?lè)、生產(chǎn)工具和談?wù)撆d
趣等真實(shí)交際活動(dòng)提高用英語(yǔ)交際的能力。同時(shí)讓學(xué)生了解表情、動(dòng)作等非語(yǔ)言手段提高交際效果。
�。�. 資源策略：讓學(xué)生了解博物館、名勝古跡和書籍資料一樣是學(xué)習(xí)的重要
途徑。
（四） 文化意識(shí)
�。�. 了解英語(yǔ)國(guó)家對(duì)文化遺產(chǎn)保護(hù)的態(tài)度。
�。�. 了解西方國(guó)家部分古代用具。
３. 通過(guò)中外古代文化對(duì)比，加深對(duì)中國(guó)文化的理解。
三、具體教學(xué)步驟
�。ㄒ唬⿲�(dǎo)入(Lead-in)
這一步驟的重點(diǎn)在于激發(fā)學(xué)生對(duì)考古學(xué)的興趣，因?yàn)橐话銓W(xué)生認(rèn)為考古沒(méi)什么有趣的。
活動(dòng)方式：師生互動(dòng)。教師盯著天花板的一處看30秒鐘。引起全班同學(xué)一起去看。然后問(wèn)：What do you see?
學(xué)生自然會(huì)回答：Nothing.然后再問(wèn)Do you know what I was looking at? 學(xué)生自然會(huì)回答：No, I don’t. 然后告訴學(xué)生老師根本沒(méi)有看什么，只是做一個(gè)動(dòng)作而已。再問(wèn)Why did you look at there after me?學(xué)生答不上。老師告訴學(xué)生That is because of curiosity.再問(wèn)What is the word curiosity from?
學(xué)生學(xué)過(guò)curious，所以能答上來(lái)。老師再講：根據(jù)心理學(xué)的觀點(diǎn)，每個(gè)人都具有對(duì)新鮮事物認(rèn)識(shí)的興趣，這叫做Curiosity。然后給出一個(gè)新詞：Archaeology(板書課題)并指出This is a new word for you. You may want to know it.老師再問(wèn)Do you think it is a course or a science?部分學(xué)生會(huì)答Yes.接著問(wèn)Why do you think it is a science?學(xué)生會(huì)說(shuō)出他們學(xué)過(guò)以-ology結(jié)尾的`詞。這時(shí)便可以打出幻燈片，再進(jìn)行以下活動(dòng)：
漢語(yǔ)意義名詞形容詞……學(xué)家
技術(shù)technology
生物學(xué)biology
心理學(xué)psychology
人類學(xué)anthropology
細(xì)菌學(xué)bacteriology
Physiology
Sociology
zoology
１. 組織學(xué)生推出Physiology，zoology和sociology和漢語(yǔ)意義；
２. 組織學(xué)生推出technological, technologist；
３. 組織學(xué)生推出其它詞的-ological和ologist的形變；
總結(jié)：學(xué)習(xí)構(gòu)詞法知識(shí)對(duì)于擴(kuò)大詞匯量有非常重大的意義。
最后指出今天所學(xué)內(nèi)容是Archaeology.再問(wèn)What are the goals in learning
the unit?
(二)單元學(xué)習(xí)目標(biāo)(Goals)
請(qǐng)一個(gè)學(xué)生解釋本單元學(xué)習(xí)目標(biāo)(Goals),然后和全班一起關(guān)上書回憶本單元的四個(gè)學(xué)習(xí)目標(biāo)。
(三)預(yù)備(Warming up)
活動(dòng)形式：分組評(píng)論。談?wù)撜n本上的四幅圖畫。先指出中華民族有著悠久的歷史和燦爛的文化。每年都有許多西方人到中國(guó)來(lái)旅游。如果你想為他們提供幫助，就得學(xué)會(huì)用英語(yǔ)談?wù)撝袊?guó)古代人的飲食起居、文化娛樂(lè)、生產(chǎn)工具等。然后用What did they eat? Where did they live? What did their homes look like? What kind of tools did they use? What objects have we found from their age? What kind of entertainment did they have?
談?wù)摴糯说娘嬍称鹁�、文化娛�?lè)、生產(chǎn)工具。
(四)聽(tīng)力(listening)
教學(xué)形式：師生互動(dòng)。播放磁帶讓學(xué)生聽(tīng)第一遍，提問(wèn)材料的大意。播放第二遍，讓學(xué)生完成課后練習(xí)。做聽(tīng)力訓(xùn)練之前的準(zhǔn)備工作是非常重要的。
總結(jié)：今天的聽(tīng)力材料較難，但是同學(xué)們能很好回答課后問(wèn)題這就夠了，不一定要了解那些細(xì)節(jié)，不可求全責(zé)備。根據(jù)不同制訂不同學(xué)習(xí)目標(biāo)是有效學(xué)習(xí)重要環(huán)節(jié)。
(五)對(duì)話(speaking)
活動(dòng)形式：組對(duì)練習(xí)。
�。�. 發(fā)出指令，提出要求；
２. 學(xué)習(xí)會(huì)話范例；
�。�. 給對(duì)話所用句式；
�。�. 學(xué)生組對(duì)談?wù)撆d趣與建議。
四、教學(xué)時(shí)間分配
教育心理學(xué)指出新知識(shí)的學(xué)習(xí)需要一個(gè)接受的過(guò)程。本課時(shí)的主要任務(wù)為本單元的學(xué)習(xí)做好預(yù)備工作。所以要用較多的時(shí)間讓學(xué)生接受考古這一新的概念。
導(dǎo)入部分用8分鐘;
目標(biāo)部分用3分鐘;
預(yù)備部分用5分鐘;
聽(tīng)力部分用12分鐘;
會(huì)話部分用10分鐘;
最后用兩分鐘總結(jié)本課內(nèi)容和布置作業(yè)。
五、課堂板書設(shè)計(jì)
將黑板劃為左右兩塊，左邊板書教學(xué)步驟，右邊板書生詞和短語(yǔ)。
高中英語(yǔ)說(shuō)課稿5
一. 總述
課題：運(yùn)動(dòng)與奧林匹克（高一上冊(cè)第八單元）
內(nèi)容：熱身，聽(tīng)力，口語(yǔ)
課型：聽(tīng)說(shuō)課
二. 說(shuō)教材
1． 教材的地位和作用
本單元教材在本冊(cè)書中有極其重要的地位，在學(xué)生整體的知識(shí)結(jié)構(gòu)中也有著不可或缺的作品：早在建國(guó)初期，體育英語(yǔ)顯示了他重要的作用（乒乓外交）；在現(xiàn)在，經(jīng)濟(jì)發(fā)展和SARS的入侵，人人注重體育鍛煉，身體健康成為人們茶余飯后的重要話題（全民健身）；在未來(lái)，北京舉辦2008奧運(yùn)會(huì)，（志愿者）。
2． 教材重點(diǎn)的確立
重點(diǎn)為-----熱身 熱身一向是容易被忽略的部分，但我卻有著不同的觀點(diǎn)①引入本單元知識(shí)，帶學(xué)生進(jìn)入一個(gè)豐富多彩的體育世界。②介紹有關(guān)體育的基礎(chǔ)知識(shí)，激發(fā)學(xué)生對(duì)體育的興趣方面也起著重要的作用。從而提高學(xué)生對(duì)本單元知識(shí)學(xué)習(xí)的興趣③引入大量本單元有關(guān)體育的新單詞，為后面聽(tīng)說(shuō)讀寫個(gè)方面奠定良好的基礎(chǔ)（配課件圖——根基最重要）總之，是要通過(guò)以激活學(xué)生已有的相關(guān)背景知識(shí)，補(bǔ)充必要和新的背景知識(shí)，以啟發(fā)學(xué)生對(duì)話題的思考，同時(shí)，還為學(xué)生歸納和總結(jié)已有的語(yǔ)言知識(shí)，并為其預(yù)測(cè)，了解和討論話題做了鋪墊。
3． 教材難點(diǎn)的確立
難點(diǎn)為----聽(tīng)力
聽(tīng)力歷來(lái)都是英語(yǔ)學(xué)習(xí)者很難突破的瓶頸 原因：發(fā)音部位和技巧的不同；歷史文化背景的不同；詞匯量的限制；練習(xí)機(jī)會(huì)較少
本課：體育賽事新聞 原因：語(yǔ)速較快；個(gè)人興趣影響（背景知識(shí)的限制）
4． 通過(guò)本課教材要達(dá)到的教學(xué)目標(biāo)（與新課標(biāo)結(jié)合
文化意識(shí)：了解體育和奧運(yùn)的基本文化知識(shí)
語(yǔ)言知識(shí)：掌握有關(guān)體育方面的大量單詞及短語(yǔ)
能力策略：能從復(fù)雜的聽(tīng)力材料中快速的獲取有效信息；靈活運(yùn)用所學(xué)知識(shí)加強(qiáng)口語(yǔ)表達(dá)能力
情感態(tài)度：加強(qiáng)學(xué)生對(duì)體育知識(shí)以及體育鍛煉的興趣；通過(guò)介紹2008北京奧運(yùn)的知識(shí)，培養(yǎng)其愛(ài)國(guó)主義情感
三． 說(shuō)教學(xué)
1. 學(xué)法的指導(dǎo)
以“我”為心，注重能力，積極參與，總結(jié)分析
以“我”為心：在學(xué)習(xí)中不要以教師為中心，要使學(xué)生真正成為學(xué)習(xí)的主體。在日常生活中練習(xí)英語(yǔ)的機(jī)會(huì)較少，課堂教學(xué)就成了向?qū)W生提供可理解性語(yǔ)言輸入的一個(gè)重要渠道，如果在這唯一的渠道中還只以教師為中心，放棄了自己的學(xué)習(xí)機(jī)會(huì)，則無(wú)法達(dá)到良好的學(xué)習(xí)效果。
注重能力：讓學(xué)生注重能力的提高，而不僅僅是知識(shí)的記憶。目前很多英語(yǔ)課上教師講得過(guò)多，學(xué)生練的太少；學(xué)生也沒(méi)有從思想上認(rèn)識(shí)到，英語(yǔ)應(yīng)該是一門實(shí)踐課，是一種“技能”的培養(yǎng)，而不是“知識(shí)”的獲取。我們應(yīng)該盡可能使學(xué)生的注意力轉(zhuǎn)移到信息和溝通上，而不是使用語(yǔ)言的形式上。
積極參與：充分調(diào)動(dòng)學(xué)生參與課堂活動(dòng)的積極性，并盡可能多的為學(xué)生創(chuàng)造獨(dú)立思考的機(jī)會(huì)。在教師的指引下，多設(shè)置課堂活動(dòng)，讓學(xué)生在活動(dòng)中知道，外語(yǔ)是自己學(xué)會(huì)的，練會(huì)的，而不是老師交會(huì)的。
總結(jié)分析：培養(yǎng)學(xué)生在豐富多彩的課堂活動(dòng)后，學(xué)會(huì)自己總結(jié)所得到東西，使其自己悟出其中的道理，并總結(jié)學(xué)習(xí)方法。是與新課標(biāo)所提到的學(xué)生自我評(píng)價(jià)體系相結(jié)合的`過(guò)程。著重評(píng)價(jià)學(xué)生的綜合語(yǔ)言運(yùn)用能力，以及在學(xué)習(xí)過(guò)程中表現(xiàn)出的情感，態(tài)度和價(jià)值觀。作為教師應(yīng)該幫助學(xué)生設(shè)立自我評(píng)價(jià)的平臺(tái)，盡力將評(píng)價(jià)體系具體和量化。（話題：國(guó)際奧運(yùn)委員會(huì)要來(lái)我校參觀，會(huì)詢問(wèn)你一些關(guān)于我國(guó)的全民健身和申辦奧運(yùn)的情況。）
2． 教學(xué)方法的選擇及運(yùn)用
�、偾榫敖虒W(xué)法：由我國(guó)特級(jí)教師李吉林創(chuàng)造。指導(dǎo)教師在教學(xué)過(guò)程中為學(xué)生創(chuàng)造一個(gè)具體，生動(dòng)，形象的學(xué)習(xí)環(huán)境，以激發(fā)學(xué)生的興趣，產(chǎn)生一定的內(nèi)心情感體驗(yàn)，促進(jìn)對(duì)知識(shí)的理解，記憶，并受到思想情感的陶冶。
�、谟淇旖虒W(xué)法：是教師在教學(xué)過(guò)程中充分利用學(xué)生的好奇，疑問(wèn)，求美，成就的心理特點(diǎn)，從教材的實(shí)際和學(xué)生的知識(shí)水平出發(fā)。列舉趣味性的事例，提出引人入勝的問(wèn)題，以激發(fā)學(xué)生的興趣，求知欲望，提高學(xué)習(xí)效率。以興趣為突破口，化難為易。
�、郯凳窘虒W(xué)法：又稱啟發(fā)式外語(yǔ)教學(xué)法。首先，要求教師要善于設(shè)置誘發(fā)學(xué)生學(xué)習(xí)潛力的外部環(huán)境，激發(fā)學(xué)生的動(dòng)機(jī)。其次，適當(dāng)?shù)牟捎靡魳?lè)，電影等藝術(shù)途徑，特別是發(fā)揮聲調(diào)，節(jié)奏，音樂(lè)的刺激與感染作用，加強(qiáng)教學(xué)的情感效果
自己使用：自己綜合，補(bǔ)充完善-----兩點(diǎn)一線，四個(gè)方面
�。常浜险n件說(shuō)明兩點(diǎn)一線,四個(gè)方面的具體運(yùn)用（重點(diǎn)的突破和難點(diǎn)的化解,以及學(xué)生活動(dòng)的組織）
總原則：兩點(diǎn)一線，四個(gè)方面
⑴ 兩點(diǎn)：將課本的知識(shí)點(diǎn)與師生的興趣點(diǎn)緊密結(jié)合
第一層面：著重使課本的知識(shí)點(diǎn)和學(xué)生的興趣點(diǎn)結(jié)合起來(lái)。所有智力方面的工作都要依賴興趣。只有充分調(diào)動(dòng)學(xué)生的興趣，才能培養(yǎng)學(xué)生自覺(jué)，主動(dòng)學(xué)習(xí)英語(yǔ)的習(xí)慣。作為教師應(yīng)該運(yùn)用靈活的教學(xué)手段和方法，用興趣的火花去點(diǎn)燃學(xué)生智慧的火焰。
第二層面：教師自己興趣調(diào)動(dòng)。言教不如身教，只有自己投入到教材中去，才能感染更多的學(xué)生。對(duì)與那些本身對(duì)體育感興趣的學(xué)生，知趣相投，更容易投入到課堂中來(lái)。（體育生）對(duì)于那些本身對(duì)體育不太感興趣的學(xué)生，要發(fā)揮教師本人和教學(xué)環(huán)境的感染力，去吸引他們投入到其中來(lái)。總之，教師全身心投入教材，是建立良好師生關(guān)系的必要條件，是調(diào)動(dòng)學(xué)生學(xué)習(xí)興趣的重要前提，也是教師傳授知識(shí)的橋梁和潤(rùn)滑劑。
下面是結(jié)合課件展示我是如何集體將課堂內(nèi)容的三個(gè)部分與興趣點(diǎn)想結(jié)合的。
本課的知識(shí)第一部分為熱身訓(xùn)練，這也是本節(jié)課的重點(diǎn)所在。我采取的是利用興趣來(lái)突破重點(diǎn)。具體的方法是“兩個(gè)游戲，解決難題”。
首先是讓學(xué)生通過(guò)第一個(gè)游戲來(lái)進(jìn)行自我測(cè)評(píng)即設(shè)計(jì)一些有關(guān)體育方面的選擇，判斷正誤，以及問(wèn)答題，每答對(duì)一道題就會(huì)得到相應(yīng)的分?jǐn)?shù)，然后根據(jù)最后的總分來(lái)判斷自己對(duì)體育的了解到底有多少。從而讓學(xué)生大量的了解有關(guān)體育和奧運(yùn)的知識(shí)，當(dāng)然在選題方面要簡(jiǎn)單并與學(xué)生的興趣息息相關(guān)，比如北京申辦奧運(yùn)等。每道題都涉及到了一些本單元的新單詞，在答題的過(guò)程中學(xué)生就掌握了相關(guān)單詞，并激發(fā)了他們對(duì)體育和奧運(yùn)的興趣。通過(guò)第一個(gè)游戲我也基本的了解了班里每個(gè)學(xué)生對(duì)體育的興趣水平（感染力），更加有利與用自己的興趣去感染學(xué)生。
由于本單元的單詞很多都是體育項(xiàng)目的名稱，學(xué)生在記憶時(shí)有一定的困難，因此我設(shè)計(jì)了第二個(gè)游戲，以學(xué)生一些耳熟能詳?shù)捏w育明星為突破口，由此讓學(xué)生記憶他們所從事的體育項(xiàng)目。這樣就解決了一些新單詞的引入問(wèn)題。
通過(guò)兩個(gè)游戲我即完成了熱身部分的教學(xué)任務(wù)，也完成了對(duì)教學(xué)重點(diǎn)的突破。
本課的第二部分時(shí)聽(tīng)力，這一部分主要是提高學(xué)生在聽(tīng)力過(guò)程中捕捉有效信息的能力，由此能聽(tīng)懂體育新聞及體育賽事的比賽結(jié)果。
聽(tīng)力是英語(yǔ)學(xué)習(xí)中比較枯燥的部分，但也是本節(jié)課的難點(diǎn)，在課堂上是學(xué)生最容易忽視的部分。我依舊是通過(guò)調(diào)動(dòng)學(xué)生興趣的方法來(lái)解決這一難題的。具體的措施有兩點(diǎn)：①加強(qiáng)對(duì)每段聽(tīng)力背景知識(shí)的介紹，尋找聽(tīng)力內(nèi)容與學(xué)生興趣的結(jié)合點(diǎn)。例如在聽(tīng)NBA比賽之前，我先讓學(xué)生自己介紹他們喜歡的球隊(duì)。在這一部分學(xué)生有很多話可說(shuō)，但用英語(yǔ)表達(dá)就顯的頗為牽強(qiáng)了，于是我介紹了一些知名球隊(duì)的英語(yǔ)表達(dá)法并介紹了一些有關(guān)籃球的專業(yè)術(shù)語(yǔ)（蓋帽，扣藍(lán)等），從而提升了他們對(duì)NBA的興趣，并擴(kuò)展了知識(shí)和單詞量，也在無(wú)形之中將本段聽(tīng)力的背景知識(shí)介紹給了學(xué)生。②加強(qiáng)聽(tīng)力技巧上的指導(dǎo)。讓學(xué)生區(qū)別有效信息和干擾信息，盡力捕捉有效信息，例如聽(tīng)體育賽事的新聞要注重球隊(duì)名稱，比分輸贏等。從而減少學(xué)生在聽(tīng)力過(guò)程中的盲目性。
通過(guò)聽(tīng)力背景知識(shí)的趣味性介紹和聽(tīng)力技巧上的指導(dǎo)，使學(xué)生在輕松愉快的氣氛中，完成了聽(tīng)力部分的學(xué)習(xí)，并化解了本課的難點(diǎn)。
第三部分是口語(yǔ)練習(xí)。這一部分主要使學(xué)生能用所學(xué)的單詞和句型通順介紹自己喜愛(ài)的運(yùn)動(dòng)明星和運(yùn)動(dòng)。重點(diǎn)是讓學(xué)生有話可說(shuō)，有話能說(shuō)。
有話可說(shuō)主要是讓學(xué)生找到自己感興趣的話題。于是我以NBA明星邁克爾喬丹為例，讓學(xué)生能在自己最熟悉，最喜愛(ài)的明星身上找到共同話題，做到有話可說(shuō)。但有話能說(shuō)是對(duì)學(xué)生語(yǔ)言駕御能力的考驗(yàn)，在這一部分我是在學(xué)生零星的發(fā)言基礎(chǔ)上，總結(jié)出對(duì)喬丹的介紹，并突出了其中的重點(diǎn)單詞和句型，讓學(xué)生在后面的發(fā)言中可以有所借鑒，使他們有話能說(shuō)。
總之，在本課內(nèi)容的各個(gè)部分我都加強(qiáng)了學(xué)生興趣點(diǎn)與課本知識(shí)點(diǎn)的結(jié)合，以興趣為突破口來(lái)帶動(dòng)學(xué)生情緒，突破教學(xué)難點(diǎn)。并使學(xué)生整堂課都能被所學(xué)知識(shí)吸引，激發(fā)其對(duì)英語(yǔ)學(xué)習(xí)的興趣，并且學(xué)生活動(dòng)的組織也是始終貫穿在其中的，突出了課堂的主體是學(xué)生。
�、� 一線：就是讓體育和奧運(yùn)的主線始終貫穿與課堂之上，聽(tīng)說(shuō)讀寫都以運(yùn)動(dòng)和奧運(yùn)為主軸。做到由景生情，以情帶義（解釋）。這樣即突出了教材的連貫性，也創(chuàng)造了層層遞進(jìn)的條件，使學(xué)生對(duì)此方面的知識(shí)更系統(tǒng)，更完整，此外還有利于培養(yǎng)學(xué)生熱愛(ài)運(yùn)動(dòng)和積極從事體育鍛煉的熱情。
⑶ 四個(gè)方面：聽(tīng)，說(shuō)，讀，寫
從個(gè)體來(lái)看： 聽(tīng)、說(shuō)、讀、寫是語(yǔ)言學(xué)習(xí)不可缺少的四個(gè)方面，每一個(gè)各體在教學(xué)的過(guò)程中都必須涉及到。所以在本課之中，我盡力使學(xué)生在四個(gè)方面都有所練習(xí)，但由于本課是一節(jié)聽(tīng)說(shuō)課，那么在四個(gè)方面要有側(cè)重，以聽(tīng)說(shuō)為主，讀寫為輔。
聽(tīng)和說(shuō)已經(jīng)在前面有所介紹，以下主要介紹我是如何將讀和寫兩個(gè)方面溶入我的課堂中的。閱讀主要是體現(xiàn)在閱讀聽(tīng)力的背景知識(shí)以及說(shuō)話練習(xí)的示范性總結(jié)中。而寫的方面我則布置成為了作業(yè)，讓學(xué)生寫一篇自己喜愛(ài)的運(yùn)動(dòng)明星的介紹。這既是對(duì)課堂所學(xué)知識(shí)的延伸，也彌補(bǔ)了課堂時(shí)間上的不足，可以讓每個(gè)學(xué)生都能充分的得到練習(xí)。
從整體來(lái)看：聽(tīng)，說(shuō)，讀，寫四個(gè)方面有是一個(gè)有機(jī)的整體，是相互關(guān)聯(lián)，相互影響的。每一個(gè)部分都不可能是單獨(dú)存在的，必將會(huì)涉及到其它的幾個(gè)方面。在教學(xué)的過(guò)程中要突出更方面知識(shí)的連帶性，使學(xué)生全面的提高語(yǔ)言水平，斷不可只見(jiàn)樹(shù)木，不見(jiàn)森林。
這就是我整體的說(shuō)課過(guò)程，其中還有很多的缺點(diǎn)和不足，希望大家給與批評(píng)指正。謝謝！
四．說(shuō)課件
１．課件制作原則：充分準(zhǔn)備，合理選材，巧妙呈現(xiàn)，精心制作，正確把握
充分準(zhǔn)備:：
合理選材：選取材料應(yīng)符合學(xué)生的年齡特點(diǎn)和知識(shí)特點(diǎn)
巧妙呈現(xiàn)：多媒體的運(yùn)用使呈現(xiàn)部分達(dá)到最佳效果
精心制作：力求課件靈活多變，流暢自然，雅而不俗，賞心悅目
�。玻_把握：正確把握多媒體在課堂中的運(yùn)用，切記華而不實(shí)，反客為主
課件制作構(gòu)想：輔助為先，兩個(gè)體現(xiàn)
輔助為先：課堂教學(xué)內(nèi)容的輔助
兩個(gè)體現(xiàn)：1．體現(xiàn)“一線“
1． 體現(xiàn)三部分內(nèi)容的自然過(guò)渡
課件主要是對(duì)課堂知識(shí)的輔助講解，但我在制作過(guò)程中努力使其體現(xiàn)我教材處理的原則。首先，使體現(xiàn)“一線”。用顏色和裝飾體現(xiàn)運(yùn)動(dòng)和奧運(yùn)的主線。在顏色方面選擇了與五環(huán)旗相應(yīng)的顏色，并用奧運(yùn)和五環(huán)的圖標(biāo)作為裝飾，充分體現(xiàn)課堂主線。其次，用自然的課件順序，使教材的三部分內(nèi)容自然銜接，順利過(guò)渡。
高中英語(yǔ)說(shuō)課稿6
Good morning everyone. Standing here, I’m very happy and excited. It’s my great honor to be here to present my lesson, and the chance is very precious for me. And I’ll try my best. Today I’ll talk about unit from my contents consist of 8 parts
Analysis of the teaching material
Analysis of the students
Teaching methods
Teaching aims and demands
Teaching aids
Teaching procedure
Blackboard design And conclusion
Well, firstly, I’ll talk about part 1 analysis of the teaching material. I have concluded the features of. 1 . there are a lot pictures. For this, the kids will be interested in the book. As we all know that interest is best teacher for the students. 2. It lays stress on the communication.
According to the problem of Chinese students learning English , the book design a lot of material to improve the students’ ability of listening speaking, reading, and writing. So I think the book is very good.
Then I’ll talk about next part analysis of the students. It is known to us that the kids are very active and like playing games very much, so during my class, I’ll design some interesting
games to activate them to participate and learn something. They will also be interested in the class.
Next I’ll talk about teaching methods. My teaching methods are task-based approach and situational approach. Using different methods can make the class active.
Let’s move on to another part, teaching aims and demands. There are knowledge aims and ability aim.
Knowledge aims are to enable the students to master the words and phrases:. And the sentences:?
Ability aims are To improve students’
listening and speaking ability by reading and practicing the dialogue.
Next is the teaching aids. In this class, I’ll use pictures, PPT and tape recorder. These can arouse the students’ interest in English.
Now I’ll talk about most important part teaching procedure. It consists of 5 steps.
Warning up, lead-in, contents key points and difficult points and homework.
Step1 is warming up. Here I’ll use PPT to play a English song Bingo for the students and I’ll ask them try to follow it to sing together. By this, the students can be interested in it and pay their attention to our class easily and improve their ability of speaking.
Step2 is lead-in （導(dǎo)入根據(jù)所授內(nèi)容設(shè)計(jì)，可通過(guò)展示與本課有關(guān)的話題或者圖片等等引出本課話題）
Step 3 is contents(本部分為主要授課內(nèi)容及組織的課堂活動(dòng)�？蓮穆�(tīng)說(shuō)讀寫四塊分寫)
Step 4 is key points and difficult points(本部分列出本課重難點(diǎn) 可為單詞句型或語(yǔ)法知識(shí))
Step 5 is homework.(作業(yè)形式最好新穎，例如課讓學(xué)生根據(jù)本課內(nèi)容做個(gè)小調(diào)查等)
�。╟onclusion）
To be a good teacher is my dream, I think a teacher is not only a guide for the students,
but also a friend of them. If I were a teacher, I would build a close relation with my students,
helping them not only on their study, but also on their lives. I’ll try my best and I’m confident that I can be a good teacher.
Good morning, everyone. I am number_______.Today I am very happy andexcited that I can staan interview.And it is also my great honor to share my lesson with allof you here, and this chaprecious for me. Hopeyou can enjoy it.The content ofmy lesson today is Section A Read and WriMy days of the week ofPEP Primary English ,Book5A (Recycle__) .My lessonconsists of 7 parts
1. Analysis of the teaching material
2. Analysis of the students
3. Analysis of TeachingMethods
4. Analysisof Learning Methods
5.Teaching procedure
6. Blackboard design
7.Reflection
1. This lesson isin the third period of this unit. It is a dialogue .It aims to enhancestudentskills. It also provides some new language points for thestudents to master.
2.This lesson is the first part of Unit2.So if the Ss can learn it well, it will be helpful to make therest of this unit.
3.Such a topic is related to dailylife, so it is helpful to raise learning interests of studentsbealso helpful to improve their spoken English.
4. Reading is very important inEnglish learning . It can help the students to master soskillsthrough learning this passage. Moreover, attributive clause also plays animportant partlearning.
On studying the teaching material and analyzing theregulation of children’s growing of forward three kinds of teachingobjectives according to English syllabus and new lesson standard
(1) To help the students master the new words ,phrases andsentences.(加上具體的單詞，句型)
(2) To teach the students how to use the adverbial clausesof time.
(3)To make sure that studentscan read, recognize and use these key phrases n foot ,by bike,byb
(4)To enable the students performe the dialogue
(5) Tofinish some exercises.
(6)The Sscan use the patterns to express their thoughts in the proper situation.
(7)The Ss can understand the content of the lesson.
(1) To developthe Ss’ abilities of listening, speaking, reading and writing by practicing thedialo
(2) To train the Ss’ ability ofworking in pairs.
(3) To develop the Ss’abilities of communication by learning the useful structures.
(1) To arouse the students’ interest in classactivities.
(2) To train their team spirit by working in groups.
(3) To educate the students to follow the publicrules.
(4)By completingthe task,the Ss increase their interest and set up self-confidence in science;
(5)Teach the Ss what is“science”, put the moral education in the language study.
(6)To enable the Ss to be polite and love life.
(7)To enable the Ss to look after theirthings well.
The teaching key and difficult points’ basis isestablished according to Section A Readand W2in the teaching material'sposition and function.Moreover students characteristics and nstandardshould be also taken into account.
(1)To make sure that Ss canuse these key phrases correctly and skillfully.
(2).To help the Ss to communicatewith each other.
(3).To enable the Ss to study in groups and co-operate skillfully.
(4).To develop the Ss’ interest in English.
(5) To help the students tomaster the new expressions.
(6) To enable thestudents to communicate with each other.
(1)To help the Ss ask and
question____________________________________________
(2) How to use _____________________________
(4) How to make dialogues and act them out.
(5) How to write the right whole sentences.
answer
The students of grade5 are very active and curious.Andthey are interested in new things.Tlike to use imagination andcommunication as their main studying ways After learning English for 2
have some basic English background knowledge, so the teacher should attachimportancommunication with them, providing them the chances of usinglanguage. Since they have learnt2 years, they have already known ___________________________________,soit is not difficultunderstand and use
language_________________________________________________________________
As we all know:the main instructional aims of learning English in primary school is tocultivatebasic abilities of listening and speaking and their goodsense of the English language.Studentsschool are very cruious andthey want to know everything.What is more,it is important for thtokeep the students interest in English .So according to these points and the regulation of children’mind,inthis lesson I’ll mainly use Total PhysicalResponse method
“Task-based”teaching method ,
Communicative teaching method
SituationalTeaching method(情景教學(xué))
group cooperatemethod
Free discussion method
I will let the Ss learn inreal situations, finish a task byasurvey______________________________” to help Ss to get a better understandingof the nI will arrange these activities: guessing game,__________________________________finishiand having a competition.
Standard advocates to improve students abilities of analysing and solvingproblems.And teachchange their old-fashioned teaching ways ,give students more opportunities tojoin class astudents find theproblems by themselves.Our students are almost fromthe countryside. As for tmethods, they are poor in cooperativelearning skills.Some students are not active in the classstudentsdon’t like English.therefore, I ’ll have Ss study in a relaxed atmosphere. Studentsundnew knowledge in certain degree through the mental process ofseeing, hearing, saying, observinetc. .After feeling andunderstanding the language points, let students get the knowledge activestudy and cooperative study. In a word,we’ll
1.Teach the Ss how to besuccessful language learners.
2. Make thestudents take an active part in class activities.
3.Let the students summarize the language points through their own thinking.
4.Let the Ss pass "Observation—Imitation—Practice "（觀察—模仿—實(shí)踐三步教學(xué)法） to stud
5.Teach the Ss how to master dialogues and how to communicatewith others.
6. To make use ofthe new language material to express their own ideas.
Teaching special features:
Let the Ss communicate with each other and adopt competition methods to developthe Ss’ kee English.
Warming up (3 mStep 2 Greeting (2 minutes)
Step 3 Presentation (24 minutes)
Step 4 Practice and Consolidation (8 minutes)
Step 5 Summary (6 minutes)
Step 6 Homework (2 minutes)
This step will cost 3minutes.
Before my class , I’ll get the studentsto sing an English song "Old McDonald" to keep trelax .By this, the students can be interested in it and pay their attention to ourclass easily and imability of speaking.And also this activity canbegin this lesson with exciting atmosphere.
This step will cost 2minutes
Daily Talk
T：Classbegins.Good morning,boys and girls
S: Good morning,teacher
T: OK, good. So, Mike, how are youtoday ?
S: Fine, thank you. How are you,myteacher?
T: Very well, thanks .What is this?
S:It is a?.
The greetingbetween students and teacher is very usefull to build a harmonious anddemoatmosphere.
Step 3 Presentation (24 minutes)
In this step, Iwill adopt four steps for the students to present the text.
Firstly,Lead-in.
According to thecharacteristics of this class,I wear a sports T-shirt deliberately to showthis class.Also I will show the pictures of Yao Ming,Liu Xiang and soon.
對(duì)話導(dǎo)入，引出所要教的`內(nèi)容。此時(shí)可加入情感教學(xué)。
高中英語(yǔ)說(shuō)課稿7
Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.
In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.
Section 1 Analysis of the teaching material
The selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.
Section 2 Identifying the teaching aims
Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:
The 1st aim: Students learn the skills and strategies to read a prolonged text.
The 2nd aim: Students get a better understanding of what a gap year is.
The 3rd aim: Students are encouraged to figure out the implied meaning.
The 4th aim: Students are familiar with various expressions or approaches to express the same idea.
Section 3 Teaching procedures
In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approaches. With the teaching methods, I can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.
Part 1 Getting ready
Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students ‘concentration, arouse their curiosities, fire their imagination and give them a purpose for reading.
The part consists of two tasks:
Task 1: A time machine I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university. Yes, at this time next year, most of you will be studying in a university .(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading)
Task 2: Brainstorming After the summary, I go on to show some more pictures of British fresh students from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Paragraph1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university (With the task, I excite students’ desire to know more about what their British equivalents will do before going to a college. With the question in mind, students will definitely be eager to listen to the tape to find the answer )
Part 2 Focusing on main facts
During the part, I will ask the students to answer the question—what does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text.
The part includes six tasks:
Task 1:Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table (With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article)
Task 2: Matching After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading: Whom do the results belong to? Carol________ Daniel________ Martin_______
A felt being part of another culture B be more independent
C found it challenging and rewarding D felt that it was a special experience
E ready to face challenges in the future F learnt how to deal with difficult situation
G felt like she really made a difference H learnt a lot about getting on with local people (With the task, students learn to use a table to gather the main facts about the three British students They’ll know that a table is of great help in their future reading)
Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year (With the task, students are expected to grasp the theme of the article. The task serves as a bridge, which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs)
Task 4:Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or be a charity volunteer (The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year)
Task 5: History of the gap year I play a second VCR and get students to answer the question: When did the gap year start in the UK? (The task enables students to have a good knowledge of the history of the gap year)
Task 6: Comments The second, third, seventh, eighth paragraphs deal with theme of the government, universities, employers and the public on students taking a gap year before going to college. I get students to read the four paragraphs to gather theme and complete the table (The task helps students get a further understanding of the role. A table plays in helping gathering main facts or opinions).
Part 3 Read between the lines: In third part, I will encourage the students to answer the question—what does the author mean? As we know, information in a reading passage is not always stated directly. Sometimes students have to infer, or make guesses according the information which is available in the reading. So in this part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details. The part consists of three tasks.
Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.
In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.
Section 1 Analysis of the teaching material
The selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.
Section 2 Identifying the teaching aims
Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:
The 1st aim: Students learn the skills and strategies to read a prolonged text.
The 2nd aim: Students get a better understanding of what a gap year is.
The 3rd aim: Students are encouraged to figure out the implied meaning.
The 4th aim: Students are familiar with various expressions or approaches to express the same idea.
Section 3 Teaching procedures
In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approaches. With the teaching methods, I can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.
Part 1 Getting ready
Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students ‘concentration, arouse their curiosities, fire their imagination and give them a purpose for reading.
The part consists of two tasks:
Task 1: A time machine I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university. Yes, at this time next year, most of you will be studying in a university .(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading)
Task 2: Brainstorming After the summary, I go on to show some more pictures of British fresh students from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Paragraph1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university (With the task, I excite students’ desire to know more about what their British equivalents will do before going to a college. With the question in mind, students will definitely be eager to listen to the tape to find the answer )
Part 2 Focusing on main facts
During the part, I will ask the students to answer the question—what does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text.
The part includes six tasks:
Task 1:Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table (With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article)
Task 2: Matching After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading: Whom do the results belong to? Carol________ Daniel________ Martin_______
A felt being part of another culture B be more independent
C found it challenging and rewarding D felt that it was a special experience
E ready to face challenges in the future F learnt how to deal with difficult situation
G felt like she really made a difference H learnt a lot about getting on with local people (With the task, students learn to use a table to gather the main facts about the three British students They’ll know that a table is of great help in their future reading)
Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year (With the task, students are expected to grasp the theme of the article. The task serves as a bridge, which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs)
Task 4:Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or be a charity volunteer (The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year)
Task 5: History of the gap year I play a second VCR and get students to answer the question: When did the gap year start in the UK? (The task enables students to have a good knowledge of the history of the gap year)
Task 6: Comments The second, third, seventh, eighth paragraphs deal with theme of the government, universities, employers and the public on students taking a gap year before going to college. I get students to read the four paragraphs to gather theme and complete the table (The task helps students get a further understanding of the role. A table plays in helping gathering main facts or opinions).
Part 3 Read between the lines: In third part, I will encourage the students to answer the question—what does the author mean? As we know, information in a reading passage is not always stated directly. Sometimes students have to infer, or make guesses according the information which is available in the reading. So in this part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details. The part consists of three tasks.
高中英語(yǔ)說(shuō)課稿8
各位老師：
大家好!
我是XX號(hào)考生顧雨，來(lái)自河南財(cái)經(jīng)政法大學(xué)成功學(xué)院。我今天所說(shuō)的課題是高中一年級(jí)英語(yǔ)上冊(cè)第1單元friendship。我說(shuō)課的內(nèi)容包括五部分，包括教材分析，學(xué)生分析，教學(xué)方法，教學(xué)過(guò)程和板書設(shè)計(jì)。
一、教材分析
1.教材內(nèi)容分析
本單元的中心話題是Travel，講述了一段沿湄公河而下的自行車旅行。主人公以日志的形式記錄了這一過(guò)程。通過(guò)本單元的學(xué)習(xí)，不僅使學(xué)生學(xué)到與旅行有關(guān)的語(yǔ)言知識(shí)和技能，還會(huì)使學(xué)生對(duì)旅游產(chǎn)生濃厚的興趣。本話題對(duì)學(xué)生來(lái)說(shuō)比較熟悉，讓學(xué)生能在與之相關(guān)的聽(tīng)說(shuō)讀寫活動(dòng)中有話可說(shuō)、有情可表。
2、教學(xué)目標(biāo)分析
新課標(biāo)提出了立體三維教學(xué)目標(biāo)，本課我設(shè)計(jì)的教學(xué)目標(biāo)如下：
1)知識(shí)目標(biāo)：
熟悉本課的一些新單詞和短語(yǔ)及句型，學(xué)會(huì)制定旅行計(jì)劃并能描述一段旅行。語(yǔ)法方面掌握現(xiàn)在時(shí)表將來(lái)的用法。
2)能力目標(biāo)：
訓(xùn)練學(xué)生的閱讀技巧(略讀、尋讀等)，形成用英語(yǔ)獲取信息、處理分析信息的能力。并鼓勵(lì)學(xué)生開(kāi)口說(shuō)英語(yǔ)。
3)情感態(tài)度目標(biāo)：
�、偻ㄟ^(guò)討論旅行激發(fā)學(xué)生對(duì)英語(yǔ)學(xué)習(xí)的濃厚興趣;
②使學(xué)生了世界各地文化，增強(qiáng)對(duì)祖國(guó)大好河山的熱愛(ài)和國(guó)際意識(shí)。
�、弁ㄟ^(guò)對(duì)課文學(xué)習(xí)的小組討論等形式，幫助學(xué)生養(yǎng)成團(tuán)結(jié)、協(xié)作的品質(zhì)。
3、教學(xué)重點(diǎn)、難點(diǎn)：
1)教學(xué)重點(diǎn)：①讓學(xué)生熟悉與本話題相關(guān)的一些重點(diǎn)單詞、短語(yǔ)。
�、谔岣邔W(xué)生的閱讀能力，掌握多種閱讀方法，如尋讀，精讀，理解等。淘^課件網(wǎng) wWw.taOKeJIan.com
2)教學(xué)難點(diǎn)：對(duì)閱讀中所獲取的信息進(jìn)行加工學(xué)習(xí)，形成有效的學(xué)習(xí)策略。鼓勵(lì)學(xué)生開(kāi)口說(shuō)英語(yǔ)。
二、學(xué)生分析
高一年級(jí)的學(xué)生已經(jīng)在初中階段的英語(yǔ)學(xué)習(xí)中,已經(jīng)積累了一定的詞匯基礎(chǔ),并掌握了一些簡(jiǎn)單的學(xué)習(xí)策略和技巧,具有初步的英語(yǔ)聽(tīng)說(shuō)讀寫能力。但學(xué)生的英語(yǔ)水平參差不齊，教學(xué)既要進(jìn)一步培養(yǎng)尖子的學(xué)習(xí)能力又要保證能力稍弱的學(xué)生能聽(tīng)懂，調(diào)動(dòng)他們的積極性，使他們?cè)敢鈱W(xué)，在學(xué)習(xí)的過(guò)程中享受到樂(lè)趣。雖然對(duì)英語(yǔ)有一定的興趣但其學(xué)習(xí)主動(dòng)性仍有待提高，未能積極主動(dòng)地通過(guò)其他渠道獲取信息，自主學(xué)習(xí)、探究學(xué)習(xí)的能力還有待于提高。本節(jié)課的話題較貼近生活，可以引導(dǎo)學(xué)生在原有的知識(shí)經(jīng)驗(yàn)基礎(chǔ)上通過(guò)合作探究學(xué)習(xí)構(gòu)建新的知識(shí)經(jīng)驗(yàn)和信息輸入。
三、教學(xué)方法
1.首先說(shuō)教法，從學(xué)生的實(shí)際情況出發(fā)，我主要采用以下教法:
�、偃蝿�(wù)教學(xué)法：結(jié)合學(xué)生的生活經(jīng)驗(yàn)和興趣設(shè)計(jì)相當(dāng)?shù)娜蝿?wù)值，讓學(xué)生在完成任務(wù)的過(guò)程中學(xué)習(xí)到應(yīng)有的知識(shí)并提高語(yǔ)言的溝通能力。同時(shí)讓學(xué)生帶著問(wèn)題去閱讀，找出相關(guān)答案，并分析整理形成自己的觀點(diǎn)。
�、谇榫敖虒W(xué)：通過(guò)舉例以及觀看相關(guān)視頻讓學(xué)生了解有關(guān)旅行的知識(shí)，并談?wù)勛约旱母惺堋?/p>
�、鄱嗝襟w教學(xué)：充分利用英語(yǔ)教學(xué)資源，如使用錄音機(jī)，電腦多媒體等，拓展學(xué)生的學(xué)習(xí)渠道，激發(fā)學(xué)習(xí)興趣，提高教學(xué)效果。
2，其次說(shuō)學(xué)法。教育家指出，“教是為了不教”自主合作探究是適應(yīng)時(shí)代需要和行之有效的'學(xué)習(xí)方式，應(yīng)該激勵(lì)學(xué)生的自主學(xué)習(xí)意識(shí)，使學(xué)生收獲成功的樂(lè)趣，增強(qiáng)學(xué)習(xí)英語(yǔ)的自信心。淘(課件網(wǎng) wWw.taokeJIan.com
四、教學(xué)過(guò)程
According to the teaching aims, I divide the teaching procedures into 3steps, that is warming up and pre-reading, while-reading and post-reading.
Step1 Warming-up and pre-reading(It includes 2tasks)熱身與讀前活動(dòng)
Task1: let Ss to fill the blank on page 9and let them to think about the advangtages and disadvantages of each transport form
Task2: Discuss the 3 questions in pre-reading part and report their result to the whole class.
設(shè)計(jì)意圖：這幾個(gè)問(wèn)題對(duì)接下來(lái)閱讀板塊的學(xué)習(xí)提供了很好的鋪墊，學(xué)生在閱讀過(guò)程中可以將自己的觀點(diǎn)和文章內(nèi)容進(jìn)行對(duì)比。達(dá)到閱讀前的充分準(zhǔn)備。
Step2While-reading (This step includes 4 tasks)閱讀
Task1 Scanning
Scan the passge and do exx.1,2 by individual work and pair work. Meanwhile get the ss to find out the main idea of each paragrah.
設(shè)計(jì)意圖：訓(xùn)練學(xué)生掃讀抓文章主旨大意的能力。
Task2Careful and Study reading
Get the students to read and study the passage to find out the difficult sentences and then try to analyze them.then ask them questions: “Is it a difficult journey to cycle along the Mekong? Why?” “How does the water of Mekong River change?” If the Ss can’t answer the question briefly, I will encourage them to find the key sentences and try to join them together.
設(shè)計(jì)意圖：利用精讀的形式讓學(xué)生對(duì)文章的內(nèi)容進(jìn)行更深層次的理解。訓(xùn)練學(xué)生獲取和處理信息的能力。
Task3 Listening and reading aloud
Now that the ss have fully understood the whole passage, I will get them to listen to the tape and read it aloud to prepare for the next step: post-reading.
Step3post–reading(It includes 2tasks)
Task1 Writing
Get the ss to write a summry of this passage, using the useful expression and sentence patterns they have learnt in this unit.
Task2discussing
I will ask the Ss to discuss in groups and to describe what they have leaned from this passage and try to use some words to describe the characteristics of Wang Kun and Wang Wei according to their attitudes.
設(shè)計(jì)意圖：讓學(xué)生在學(xué)完這篇文章后對(duì)所學(xué)知識(shí)進(jìn)行及時(shí)的輸出和鞏固，并對(duì)新學(xué)的課文形成有效的自我評(píng)價(jià)。
Step4Homework
Finish off the reading task on workbook and preview the tasks in learning about language.And collect more information about English around world.
5.板書設(shè)計(jì)
1. Blackboard design: 1) Key words and sentences 2)Questions for reading 3) The main idea for each paragraph.
(直觀形象性，高度概括性，藝術(shù)性)
高中英語(yǔ)說(shuō)課稿9
Reading Comprehension: Modern Architecture
About the material
The reading part tells us the history, features of modern architecture as well as the sharp contrast between modern architecture and traditional architecture. It also gives us the examples of the architects and their designs, especially architects who found inspiration from nature and expressed the natural beauty in their designs.
Teaching Goals:
1 Learn something about the history and features of modern architecture and the difference from the traditional architecture.
2 Get to know some famous modern architects and appreciate the beauty expressed in their works.
3 Appreciate and practice some fine sentence structures.
Key points:
Analysis of the material to help students understand the passage thoroughly and cultivate their abilities in reading and analyzing.
Difficult points:
The ”Reflecting and discussion” is the difficult point in this period because all the questions are open-ended and require students to think independently and represents the answers in their own words.
Time: one period
Means and methods:
Picture display, slides, reading and discussion.
高中英語(yǔ)說(shuō)課稿10
一.教材內(nèi)容分析
本單元的中心話題是西方繪畫藝術(shù)的歷史、中西方各種藝術(shù)形勢(shì)與風(fēng)格，各時(shí)代的著名畫家以及他們的作品。挺熟讀寫等語(yǔ)言知識(shí)和語(yǔ)言技能主要圍繞“繪畫藝術(shù)”這一主題設(shè)計(jì)的。本節(jié)課引導(dǎo)學(xué)生討論這些問(wèn)題，目的在于讓他們了解繪畫藝術(shù)及其各個(gè)歷史發(fā)展時(shí)期的不同風(fēng)格，培養(yǎng)他們對(duì)藝術(shù)的`興趣。
二.學(xué)生分析
本堂課所教學(xué)生為高二理科班的學(xué)生，認(rèn)真踏實(shí)是他們?cè)谡n堂學(xué)習(xí)實(shí)踐活動(dòng)中的特點(diǎn)。部分學(xué)生經(jīng)過(guò)初中和高一階段對(duì)英語(yǔ)這門語(yǔ)言的學(xué)習(xí)和掌握，已經(jīng)為高二階段的英語(yǔ)學(xué)習(xí)打下了基礎(chǔ)。表現(xiàn)為：大部分學(xué)生能夠做到課前預(yù)習(xí)，課堂上能伴隨課程的思路，較積極主動(dòng)的參與課堂活動(dòng)，如小組討論，問(wèn)答練習(xí)等;但是仍有少部分學(xué)生由于種種原因造成了英語(yǔ)基礎(chǔ)薄弱，上課不夠積極主動(dòng)，學(xué)習(xí)任務(wù)完成不充分等問(wèn)題。對(duì)此，在課堂活動(dòng)中要進(jìn)行有針對(duì)性的幫助。如進(jìn)行分組討論時(shí)，可讓他們與學(xué)習(xí)基礎(chǔ)好的同學(xué)一組且要給予更多的鼓勵(lì)，使他們盡早能提高對(duì)學(xué)習(xí)英語(yǔ)的興趣。
三.教法分析
學(xué)生學(xué)習(xí)本文時(shí)，我設(shè)計(jì)了一些任務(wù)，通過(guò)感知，體驗(yàn)，參與合作等方式，使學(xué)生的主動(dòng)地位得到充分體現(xiàn)。如：要求學(xué)生閱讀文章，回答問(wèn)題，填寫表格等，這一單元以繪畫為主題,利用多媒體展示影片相關(guān)圖片，幫助學(xué)生用自己的話概括主要內(nèi)容,提高課堂教學(xué)效率,增強(qiáng)學(xué)生學(xué)習(xí)興趣.
四.教學(xué)程序
Step ⅠLead-in
Show students different kinds of paintings and ask them to guess the type of the paintings. (通過(guò)多媒體播放不同種類的圖片及不同名作家的作品引起學(xué)生對(duì)繪畫的興趣) Step ⅡWarming Up
At first, ask the students to match some new words with the correct English meanings. Show them on the screen.At last, check the answers with the whole class.
A B
a. realistic 1. accurate, minute
b. abstract 2. state or fact of existing
c. existence 3. being in thought but having a physical or practical existence d. detailed 4. lifelike, true to life
e. religious 5. classical, of old beliefs
f. traditional 6. sincere to believe in a god or gods
Key: a-4, b-3, c-2, d-1, e-6, f-5
(通過(guò)對(duì)文章重點(diǎn)詞匯的聯(lián)系讓學(xué)生閱讀文章是更容易并且加深對(duì)這些重點(diǎn)詞匯的理解) Step Ⅲ Pre-reading
Show students some pictures of the different ages,let them summary the order of the paintings Middle Ages, from 5th to 15th century → The Renaissance,from 15th to 16 century→
Impressionism,late 19th to early 20 century → Modern Art,from 20th to today
(通過(guò)展示不同時(shí)期的西方藝術(shù)作品讓學(xué)生了解到西方近代繪畫藝術(shù)的發(fā)展)
Step Ⅳ Reading
Task 1 Scanning
Show some questions on the screen.
1. What were the artists interested in from 5th to 15th century AD?
2. How did Masaccio paint his paintings?
3. Why did the impressionists have to paint quickly?
(通過(guò)讓學(xué)生快速閱讀回答問(wèn)題提高學(xué)生閱讀能力)
Task 2 Skimming
Let the students read the passage again and get the main idea of it. Then complete the following chart on their own. And check the answers with the whole class.
Show the chart with blanks on the screen. A few minutes later, check the answers.
(通過(guò)再次閱讀讓學(xué)生把握文章的細(xì)節(jié)，更深層了解文章內(nèi)容)
Step Ⅴ Comprehending
Let the students read the passage again and tell whether the statements True or False according to the text.
1. Western art has changed very little over the last seventeen centuries. F
2. Painters in the Middle Ages did not use perspective. T
3. Impressionists painted landscapes. T
4. You cannot recognize any object in abstract modern art. F
5. In the Renaissance most artists painted indoors. T
(最后讓學(xué)生通過(guò)對(duì)以上句子的正誤判斷對(duì)文章更準(zhǔn)確的把握)
五.說(shuō)板書設(shè)計(jì)
Middle Ages, from 5th to 15th century……
The Renaissance,from 15th to 16 century……
Impressionism,late 19th to early 20 century……
Modern Art,from 20th to today……
六.課后反思
課堂學(xué)生參與性不高，應(yīng)注意問(wèn)題設(shè)計(jì)的層次，照顧到不同學(xué)習(xí)程度的學(xué)生，盡量做到讓更多學(xué)生參與到課堂活動(dòng)中。
高中英語(yǔ)說(shuō)課稿11
一、教學(xué)目標(biāo)
1、 復(fù)習(xí)連系動(dòng)詞的功能（Review what a linking verb’s function is in a sentence.）
2、 了解連系動(dòng)詞的種類（Remember what verbs can be used as linking verbs.）
3、 掌握表語(yǔ)的種類（Summarize what words or phrases can be used as the predicative.）
二、教學(xué)重、難點(diǎn)
將所學(xué)的規(guī)則運(yùn)用于實(shí)踐，解決一些具體問(wèn)題（Apply the rules learnt to complete some written tasks.）
三、教學(xué)設(shè)想
讓學(xué)生學(xué)會(huì)通過(guò)練習(xí)，自己歸納、總結(jié)連系動(dòng)詞的規(guī)則（Instruct students themselves to summarize the rules of linking verbs and get them involved in all the teaching activities.）
四、教學(xué)步驟
1、 導(dǎo)入（Step 1: Leading-in）
Present a short video to get students’ attention on the general idea of linking verbs.
2、 練習(xí)與歸納（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）。 Compare three groups of linking verbs similar in meaning or usage.
（5）。 Summarize the words or phrases acting as the predicative.
3、 活動(dòng)(Step 3: Oral practice)
�。�1）。 Do the exercises on the paper.
�。�2）。 Discuss with your partners about the model tests held last weekend. Please tell us your feelings about them, trying to use as many linking verbs as you can.
4、 難點(diǎn)解析（Step 4: Aualysis of difficult poiats）
5、鞏固（Step 5: Revision and Consolidation）
Ask one student to summarize the rules of linking verbs
6、 布置家庭作業(yè)(Step 6: Homework)
�。�1）。 Go over the rules of linking verbs.
�。�2）。 Finish the grammar exercise on the newspaper.
說(shuō) 課
這是一節(jié)語(yǔ)法課，主要復(fù)習(xí)、歸納連系動(dòng)詞的用法，并將所學(xué)規(guī)則用于解決實(shí)際問(wèn)題。有關(guān)連系動(dòng)詞的用法學(xué)生在初中時(shí)就已經(jīng)有所了解，不能算是新授內(nèi)容。因此，本節(jié)課我采用的是“總——分——總”的教學(xué)方法。具體步驟如下：
1、 將本節(jié)課的教學(xué)目標(biāo)
1、 Review what a linking verb’s function is in a sentence.
2、 Remember what verbs can be used as linking verbs.
3、 Summarize what words or phrases can be used as the predicative. 寫在黑板上，請(qǐng)同學(xué)集體朗讀。使學(xué)生明確本節(jié)課所學(xué)內(nèi)容和要達(dá)到的目標(biāo)。
2、 引出有關(guān)連系動(dòng)詞的.兩個(gè)問(wèn)題
1.What’s a linking verb?
2、 How many types of linking verbs are there in English?，然后讓學(xué)生欣賞一段視頻。目的是讓學(xué)生對(duì)連系動(dòng)詞有一個(gè)總體印象，同時(shí)也為了激發(fā)學(xué)生的學(xué)習(xí)興趣和活躍課堂氣氛。視頻中涉及連系動(dòng)詞的定義、功能、種類以及使用連系動(dòng)詞時(shí)所要注意的事項(xiàng)。
3、 讓學(xué)生回答那兩個(gè)問(wèn)題。通過(guò)例句進(jìn)一步解釋連系動(dòng)詞的定義和功能。
4、 用PPT給出一項(xiàng)用連系動(dòng)詞完成句子的練習(xí)（共6句）。 請(qǐng)學(xué)生補(bǔ)全句子后，比較、歸納出三類連系動(dòng)詞。
5、 進(jìn)行口頭造句練習(xí)。將學(xué)生按座位分成三大組，每6個(gè)學(xué)生為一小組進(jìn)行討論。用所學(xué)連系動(dòng)詞造句，主題為他們上周模考的感受。從每一大組中選一個(gè)學(xué)生上黑板寫出本組學(xué)生造句時(shí)所用的連系動(dòng)詞，最后選出最佳的一組。
6、 核對(duì)學(xué)案上的單選題答案，對(duì)錯(cuò)題進(jìn)行分析、講解。
7、 針對(duì)學(xué)生可能出現(xiàn)的一些共性錯(cuò)誤設(shè)計(jì)了一項(xiàng)單句改錯(cuò)題，學(xué)生完成后歸納出五條在使用連系動(dòng)詞時(shí)所要注意的事項(xiàng)。
8、 完成學(xué)案中的填空題。然后，讓學(xué)生通過(guò)連線的方式，對(duì)三組容易混淆的連系動(dòng)詞進(jìn)行辨析。同時(shí)掌握由appear, look, seem所構(gòu)成的幾個(gè)常用句型。
9、 通過(guò)例句小結(jié)表語(yǔ)的句法功能以及可以作表語(yǔ)的詞或短語(yǔ)。
10、 讓一個(gè)學(xué)生總結(jié)本節(jié)課所學(xué)內(nèi)容。布置家庭作業(yè)。
雖然完成了本節(jié)的教學(xué)任務(wù)，基本達(dá)到了既定的教學(xué)目標(biāo)，但從學(xué)生的練習(xí)反饋結(jié)果看，還有一些學(xué)生沒(méi)能將所學(xué)規(guī)則有效地用于解決具體的題目中。所以在今后的語(yǔ)法教學(xué)中，不能指望學(xué)生記住了語(yǔ)法規(guī)則就能解決問(wèn)題，更多地要讓學(xué)生在解決問(wèn)題中熟悉語(yǔ)法規(guī)則。另外，從這次的上課中進(jìn)一步體會(huì)到在多媒體的運(yùn)用方面還有許多不足，今后還要更多地親身實(shí)踐。
高中英語(yǔ)說(shuō)課稿12
一、從容說(shuō)課
This is the third period of this unit.To test if Ss have understood the phrases and patterns they learned during the second period，the teacher can first give them some revision exercises.“It is ...that” is a very difficult structure，so the teacher can design some exercises for Ss.
Ss have got some idea about the present continuous tense for future use in the first period，to make them more familiar with its function，the teacher can give them more practice，both oral and written.Meanwhile，the teacher will help them go over another two ways of expressing future actions.These tasks are designed to improve their ability of using language.
To make Ss well prepared for the reading of the fourth period，the teacher can deal with the rest few new words in this clASs.
As to the homework，the teacher will ask Ss to preview Part 3 on Page 19 after clASs.Because this work is a bit difficult，tell Ss any group work is welcome.
Since the five-day National holidays are coming.Suppose that one student and his friends will go for a trip.Ask them to go to a nearby travel agency and find a schedule for their trip.Later they are required to talk about what they will do on their travel，using present continuous tense.Through this activity，Ss can get to know what a travel plan is like，and consolidate what they have learned，which is correspondent to the teaching method “Learn through doing”.
二、三維目標(biāo)
1.Knowledge：
(1)Learn the present continuous tense for future use.
(2)Go over the other two ways of expressing future actions.
2.Ability：
Learn to make sentences，using the above three ways.
3.Emotion：
Develop Ss’ sense of group cooperation.
三、教學(xué)重點(diǎn)
The present continuous tense for future use.
四、教學(xué)難點(diǎn)
(1)It is ...that...
(2)The present continuous tense for future use.
五、教具準(zhǔn)備
Multi-media clASsroom and other normal teaching tools.
六、教學(xué)過(guò)程
Step 1 Greeting
Step 2 Revision
T：First I will test how well you understand what you learned yesterday.Please judge whether the following sentences are right.If they are not right，please correct them.
(1)It is with the help of the teacher that I passed the exam.
(2)It is I who is wrong.
(3)It was she that he helped with her homework yesterday.
(4)It was at the post-office where we met each other.
(5)It was yesterday afternoon when they played a close basketball game.
(6)Who was it that discovered the secret?
S：I think it’s right.
T：Do you agree with him?
S2：No，I think it is not right.But I don’t know why.
T：Does any one know the reason?
S3：In that cause，the past tense is used，so I think we should change “is” to “was”.
T：Quite Good.That is to say：當(dāng)原句的時(shí)態(tài)為表示現(xiàn)在的各種時(shí)態(tài)時(shí)，用It is...;當(dāng)原句的時(shí)態(tài)為表示過(guò)去的各種時(shí)態(tài)時(shí)，則用It was...。Now，what about the second sentence?
S：I think it is right.
S：I don’t agree with her.Here “who” refers to “I”，so after I we should use “am”.
T：Great.當(dāng)被強(qiáng)調(diào)部分為原句的主語(yǔ)時(shí)，that句中謂語(yǔ)動(dòng)詞應(yīng)在人稱與數(shù)上與它保持一致。Let’s look at Sentence 3，is it right or wrong?
S：It’s wrong.The phrase is “help sb. with sth.” I think we should change “she” to “her”.
T：Good.當(dāng)被強(qiáng)調(diào)部分為代詞時(shí)，如是主語(yǔ)就用代詞的主格，如是賓語(yǔ)則用賓格。So you see in Sentence 2，we use I instead of me，because the emphasized part is subject.
S：I see.
T：Is Sentence 4 a good sentence?
S：Yes，I think so.
T：What is your opinion，Han Mei?
Han Mei：I am not quite sure.
T：Write down this sentence in your notebook：
當(dāng)被強(qiáng)調(diào)的對(duì)象指人時(shí)，可用who/whom 代替that;但當(dāng)被強(qiáng)調(diào)的.是地點(diǎn)、時(shí)間、原因、方式等狀語(yǔ)時(shí)，決不能用where，when，why，how 等來(lái)替換。
S：Sentence 4 and Sentence 5 are wrong.We should use “that” in place of “where” and “when”.
T：You are clever.And the last sentence is right.Always remember：
Wh+was it that...?當(dāng)對(duì)被強(qiáng)調(diào)的地點(diǎn)、時(shí)間、原因、方式等狀語(yǔ)提問(wèn)時(shí)，我們要用到這個(gè)句型。
Please translate these sentences，using this structure.
(1)他是在哪里度過(guò)他的童年時(shí)代的?
(2)他們?cè)鯓尤〉眠@么大的成就的呢?
(3)他和她為什么吵架?
S1：Where was it that he spent his childhood?
S2：How was it that they made such great achievements?
S3：Why was it that he quarreled with her?
Step 3 Relaxation
T：You did a quite good job.I will play an English song for you as a reward.But while enjoying the song，you should underline the verb in the sentences of part on Page 21.
Step 4 Grammar
T：Do you like the song?
S：Yes.
T：If you learn English well，you can find more wonderful things about English culture.Let’s work hard.
S：OK.
T：Have you underlined the verbs?
S：Yes，are working，are having，are giving，am singing.
T：What do we call this tense?
S：The present continuous tense.
T：But here does this tense express the present action or state?
S：No.
T：We all can see it expresses the future action.Can you express these sentences in other ways?
S：Are you going to work this evening?
We are going to have an English party.
We are going to give performances at the party.
I am going to sing songs with my clASsmates.
T：So you use “be going to” to express the future action.Will someone say them in a different way?
S：Will you work this evening?
We will have an English party.
We will give performances at the party.
I will sing songs with my clASsmates.
T：You are perfect right.And you use “will do” to express future action.Now how many ways do we have to express future actions?List them.
S：Three，be doing，be going to do，will do.
T：Good.(Write the three ways on the blackboard.)Now，let’s look at Part 3 on Page 21.Tell your partner what you want to do.
(Give Ss several minutes to talk to each other.)
T：Now，it’s time to demonstrate your sentences to the whole clASs.
Possible answers：
(1)Tomorrow morning，I am walking my dog./I am going to walk my dog./I will walk my dog.
(2)The day after tomorrow，I am taking part in an English speech contest./I am going to take part in an English speech contest./I will take part in an English speech contest.
(3)Next Saturday evening，I am enjoying a solo concert by Zhang Xueyou./I am going to enjoy a solo concert by Zhang Xueyou./I will enjoy a solo concert by Zhang Xueyou.
(4)Next month，I am moving to a new flat./I am going to move to a new flat./I will move to a new flat.
Step 5 Consolidation
T：Then let’s check Part 2 on Page 21.Will two of you read the dialogue?
S1：Miss Wang，I hear that you are traveling along the Mekong River.That’s really exciting.Have you got everything ready?
S2：Almost.
S1：When are you leaving?
S2：Next Monday.
S1：How far are you riding every day?
S2：It’s hard to say.If the weather is fine，I think we’ll be able to ride 75 km a day.
S1：Where are you staying at night?
S2：Usually in our tent，but sometimes in a small hotel in the town.
S1：Do you think you are coming back here soon?
S2：Oh，we are not coming back to this place.We are going home.That’ll be a month later.
S1：Thank you for your time，Miss Wang.Good luck on your journey.
S2：Thank you.
Step 6 New words
T：To make preparations for tomorrow’s reading，we’ll learn the rest new word in this unit.Look at the screen and try to pronounce the words by yourselves.
attitude，shorts，camp，record，afterthought，topic，familiar，brave
T：Jimmy，would you please read these new words.
Jimmy：...
T：Wei Hua，do you think Jimmy pronounce the words correctly?
Wei Hua：Not exactly.(Read the word/words that Jimmy doesn’t pronounce properly.)
T：Here are eight sentences for you to complete，please use the correct forms of the above words.
(1)Milu often says “____________ is everything.” to encourage the players to devote more.
(2)When traveling，it is more convenient for you to wear____________ than shirts.
(3)Since the hotels in the town are all engaged，we have to make ____________ in the tents.
(4)After staying together for two weeks，they got ____________ with each other and became friends.
(5)He likes to ____________ his daughter’s lovely laughter and enjoy it when free.
(6)Whenever we see a film，the Chinese teacher will ask us to write about our ____________.
(7)They discussed his position in the company and other ____________.
(8)____________ firefighters rescued the people from the burning building.
Give Ss a couple of minutes to finish the work.
Answers：
(1)Attitude (2)shorts (3)camp (4)familiar (5)record (6)afterthoughts
(7)topics (8)brave
Step 7 Homework
1.Finish Part 1 and Part 2 on Page 57 and Page 58.
七、板書設(shè)計(jì)
Unit 3 Travel journal
grammar
be doing
be going to do
will do
examples
I am going out tomorrow morning.
I am going to see a film tonight.
I will visit my grandmother this Sunday.
八、活動(dòng)與探究
National holidays are coming.Suppose you and your friends will go for a trip.Please go to a nearby travel agency and find a schedule for your trip.Talk about what you will do on your travel，using present continuous tense.淘~課件網(wǎng) wWw.taoKeJIaN.com
Datemorningafternoonevening
Oct.1
Oct.2
Oct.3
Oct.4
Oct.5
九、備課資料
現(xiàn)在進(jìn)行時(shí)的基本用法
a.表示現(xiàn)在(指說(shuō)話人說(shuō)話時(shí))正在發(fā)生的事情。
We are waiting for you.
b.習(xí)慣進(jìn)行：表示長(zhǎng)期的或重復(fù)性的動(dòng)作，說(shuō)話時(shí)動(dòng)作未必正在進(jìn)行。
Mr Green is writing another novel.
(說(shuō)話時(shí)并未在寫，只處于寫作的狀態(tài)。)
She is learning piano under Mr Smith.
c.表示漸變的動(dòng)詞有：get，grow，become，turn，run，go，begin等。
The leaves are turning red.
It’s getting warmer and warmer.
d.與always，constantly，forever 等詞連用，表示反復(fù)發(fā)生的動(dòng)作或持續(xù)存在的狀態(tài)，往往帶有說(shuō)話人的主觀色彩，表示強(qiáng)烈的贊揚(yáng)或批評(píng)。
You are always changing your mind.
You are always doing your work well.v
高中英語(yǔ)說(shuō)課稿13
一、 說(shuō)教材(Textbook)
在人教版高一英語(yǔ)的下冊(cè)的Unit 19，曾經(jīng)談?wù)撨^(guò)一些關(guān)于農(nóng)業(yè)的話題，學(xué)生對(duì)中國(guó)早期的出名的農(nóng)業(yè)家賈思勰有了一定的了解。人教版高三英語(yǔ)的Unit 4這個(gè)單元以Green World 為話題，讓學(xué)生初步了解一些植物學(xué)方面的內(nèi)容，如植物的分類、栽培以及植物學(xué)的發(fā)展的歷程等等;語(yǔ)言技能和很多的語(yǔ)言點(diǎn)幾乎都是圍繞介紹綠色世界這一中心話題而展開(kāi)的。要求學(xué)生能夠運(yùn)用所學(xué)的內(nèi)容對(duì)相關(guān)話題進(jìn)行流利的表述。
在READING部分，介紹了植物學(xué)正式成為一門科學(xué)的歷史形成過(guò)程。重點(diǎn)介紹了兩個(gè)為植物學(xué)發(fā)展做出過(guò)卓越貢獻(xiàn)的重要人物林厄尼斯與班克斯。他們以獨(dú)特的歸類的方式對(duì)植物進(jìn)行分類，從而征服了整個(gè)世界。
在POST-READING 部分，針對(duì)READING部分的相關(guān)內(nèi)容設(shè)計(jì)了5個(gè)練習(xí)。第1個(gè)練習(xí)以選擇填空的形式考查學(xué)生對(duì)課文細(xì)節(jié)內(nèi)容的了解。第2-5小題以問(wèn)句的形式進(jìn)一步考查學(xué)生對(duì)課文重點(diǎn)內(nèi)容的了解。
二、說(shuō)教學(xué)目標(biāo)(Teaching goals)
1、讓學(xué)生了解植物這一學(xué)科的形成，并了解一個(gè)學(xué)科的形成需要經(jīng)過(guò)漫長(zhǎng)的時(shí)間及幾代的科學(xué)家的努力和奮斗。
2、使學(xué)生了解科學(xué)家為科學(xué)事業(yè)所作的努力及其奮斗精神。
3、培養(yǎng)學(xué)生查找細(xì)節(jié)，分析主題從而提高學(xué)生的閱讀理解能力。
4、學(xué)習(xí)一些有用的.詞匯和短語(yǔ)。
5、加深對(duì)閱讀技巧(Scanning and skimming method)的理解及運(yùn)用。
1、 Target language語(yǔ)言目標(biāo)
1)、Learn some important words and phrases(學(xué)習(xí)一些有用的詞匯和短語(yǔ))
merely, classify, identification, male, promote, botanical, privilege, cosy, wealth, expense reward, appetite output, accumulate, abandon, distinguish, appoint, calculate , astronomy, enterprise, settlement, abandon, on a large scale, look out for
2)、 Learn some important sentences(學(xué)習(xí)一些重要句子)
A、 Attempts had been made by others to classify plant species into groups, but the breakthrough came with the work of Carl Linnaeus、 P30
B、 In 1768, the Royal Navy appointed James Cook as the commander of the Endeavor to take members of the Royal Society on an expedition to Tahiti、 P31
C、 He also looked out for new economic species: plants that could be grown in England or other parts of the world to produce crops that could be sold、 P31
D、 Banks was the first to move crops from one continent to another on a large scale, helping to develop local economies with these new imports、 P31
2、 Ability goals 能力目標(biāo)
Enable students to talk about “Botany” and say something about the development history of botany、 Help the students to know the contribution of the three important persons to the science of botany、 Try to improve the reading ability of the students、http://www、dakao8、com/
三、 Teaching important and difficult points說(shuō)教學(xué)重點(diǎn)及教學(xué)難點(diǎn)
Help students to understand the whole passage、 Help students to know how to use some key words and understand the meaning of some difficult sentences、
四、說(shuō)教學(xué)方法和學(xué)法指導(dǎo)Teaching methods and study guide
在本單元的Reading當(dāng)中,文章比較長(zhǎng),有很多有的新單詞,個(gè)別的句子非常難理解,學(xué)生在閱讀當(dāng)中一定會(huì)遇到一定的困難。因此，我采用了一些靈活的實(shí)用的教學(xué)方法(如Scanning and skimming method和Task-based method)，幫助學(xué)生理解文章的內(nèi)容，努力提高閱讀課的教學(xué)效果。具體做法如下：
1、 解讀標(biāo)題 The Birth of a Science、 這能幫助學(xué)生快速了解文章的內(nèi)容。對(duì)提高閱讀效果有很大的幫助。 老師可向?qū)W生設(shè)問(wèn)：What is Botany?讓學(xué)生思考并回答。
2、 通讀課文，了解細(xì)節(jié)。老師可向?qū)W生提出問(wèn)題：How many people are mentioned in the passage? 讓學(xué)生快速閱讀并尋找此問(wèn)題的答案。
3、 深層了解,歸納課文大意。What is the main idea of the passage? 讓學(xué)生歸納文章的大意，從而幫助學(xué)生理解整篇文章的內(nèi)容。
4、 升華主題。What can we learn from the passage? 讓學(xué)生能聯(lián)系實(shí)際，學(xué)有所獲。
5、 讓學(xué)生進(jìn)行分組(Pair work/ Group work)的討論(Discussion)，加深學(xué)生對(duì)課文的理解，進(jìn)一步調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性。
五、說(shuō)教具準(zhǔn)備Teaching aids
A recorder, a notebook computer and a projector、
六、說(shuō)教學(xué)過(guò)程Teaching procedures
Step 1、Presentation
Step 2 Fast reading
Step 3 Listening
Step 4 Exercises
Step 5 Post reading
Step 6 Language points
Step 7 Homework
Step 1、Presentation
What is Botany? Science of studying plants is called BotanyStep 2 Fast reading (Reading materia
高中英語(yǔ)說(shuō)課稿14
材料一
Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English Book unit 1（A student of African wildlife/Why not carry on the good work）I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and Blackboard design. First, let me talk the teaching material. Part 1 Teaching Material:
This unit is about（Great women and their achievements , Important people, history and methods of agriculture, Different types of English humor ,Culture differences and communication Different types of theme park）
By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and Dr Yuan Longping’ achievement And chemical farming and organic farming. Charlie Chaplin and his funny and encouraging humor People from different area have different body language and use the right body language to showing our feelings. Theme park not only provide fun but also provide various knowledge and exciting experience. this lesson not only teach the students to learn the related material about (1) the good character to be a successful person (2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical fertilizers and how to increase production in organic farming. (3)Charlie Chaplin and his humor English jokes (4)Different body language and the similarities in body language which make the others understand our feelings. (5)Theme park but also learning ability in English .
A： If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well. B： It provides all-around practice about listening, speaking, reading and writing revolve around the topic, it is the expansion of this unit and give Ss a space to use the language So it plays an important part in the English teaching in this unit.
（As we know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . ）According to the new standard curriculum and the syllabus (新課程標(biāo)準(zhǔn)和教學(xué)大綱), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings: 1.Knowledge objects: (1)the students can hear, read, and use the main sentence patterns. (2) the students can understand the content of the lesson: (3) the students can use the patterns to express their thoughts in proper situation and learn how to describe people with adjective. Ability objects: Ability objects of this section are (1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.
(2) To train the Ss’ ability of working in pairs. (4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability. 3.Emotion objects: By reading A Student of African wildlife /why not carry on the good work, students can learn from (1)Jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiao zhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful. (2)Dr Yuan Long ping his scientific research spirit and attitudes toward life This passage what is chemical and organic farming and their advantage and disadvantage.
材料二
Unit 3 Computers (unit 3,Book 2) 說(shuō)課稿
Reading Task Who Am I ?
一、說(shuō)教材
1、說(shuō)教材的地位及作用
Who am I 出自人教版高中英語(yǔ)教科書第二冊(cè)第三單元第一課時(shí)，本單元的話題是工廠技術(shù)，計(jì)算機(jī)的發(fā)展史和機(jī)器人。計(jì)算機(jī)對(duì)于高中生來(lái)說(shuō)是較熟悉的一個(gè)話題，但“Who am I”這篇閱讀材料所選語(yǔ)言材料屬于科普說(shuō)明文，內(nèi)容較為抽象，文章也有一些專業(yè)術(shù)語(yǔ)，對(duì)高一學(xué)生來(lái)說(shuō)有一定的難度。但是這篇閱讀材料以第一人稱的擬人手法介紹了計(jì)算機(jī)發(fā)展演變的歷史和計(jì)算機(jī)在各個(gè)領(lǐng)域的應(yīng)用，這樣擬人的手法使得文章讀起來(lái)妙趣橫生，抽象的專業(yè)知識(shí)介紹起來(lái)也淺顯易懂。這篇文章是整個(gè)單元的重點(diǎn)，融匯了聽(tīng)、說(shuō)、讀、寫語(yǔ)言知識(shí)點(diǎn)，同時(shí)在句子表達(dá)上運(yùn)用到了現(xiàn)在完成時(shí)的被動(dòng)語(yǔ)態(tài)，為下一個(gè)課時(shí)的語(yǔ)法教學(xué)作好了鋪墊。
2、說(shuō)教學(xué)目標(biāo)
�、僦R(shí)目標(biāo)
（1）、掌握單詞和詞組：
abacus. calculator. PC. laptop. PDA. calculate. universal. simplify. sum. logical. logically. revolution. operator. technology. technological. artificial. intelligence. Intelligent .solve. tube. total. web. application. finance. mobile. explore. anyhow. From…on. as a result. so…that….
�。�2）（掌握句型）
A. Over time I have been changed quite a lot.
B. First as a PC and then as a laptop ,I have been used in offices and homes sice the 1970s.
C. Over time my memory has developed so much that ,like an elephant ,I never forget any thing I have been told !
D. Since the 1970s many new applications have been found for me .
E.I have also been put into robots and used to make mobile phones as well as help with medical operations .
�、谀芰δ繕�(biāo)
�。�1）通過(guò)閱讀訓(xùn)練，培養(yǎng)學(xué)生略讀（skim），查讀（scan）以及獲取信息能力。
�。�2）培養(yǎng)學(xué)生在閱讀時(shí)從詞的構(gòu)成以及上下文猜測(cè)詞意的能力。
�。�3）通過(guò)閱讀，培養(yǎng)學(xué)生的'聽(tīng)說(shuō)讀寫能力，尤其是教會(huì)學(xué)生用第一人稱按時(shí)間的先后順序描述一件事。
�、矍楦心繕�(biāo)
通過(guò)學(xué)習(xí)本篇文章，了解計(jì)算機(jī)的發(fā)展歷程及其在當(dāng)今社會(huì)的廣泛應(yīng)用，培養(yǎng)學(xué)生的想象能力以及創(chuàng)新能力，激發(fā)學(xué)生熱愛(ài)科學(xué)以及鼓勵(lì)他們積極探索新科技發(fā)展的精神。
3、教學(xué)重難點(diǎn)
1、指導(dǎo)學(xué)生閱讀以時(shí)間為順序了解一件事的發(fā)展過(guò)程。
2、培養(yǎng)學(xué)生閱讀時(shí)通過(guò)構(gòu)詞法以及看上下文猜測(cè)詞義的能力。
二、說(shuō)教法：
結(jié)合本課的教學(xué)目標(biāo)及具體任務(wù)，我主要用以下教學(xué)方法：
�、僬w閱讀教學(xué)法，讓學(xué)生分別進(jìn)行讀前、讀中、讀后訓(xùn)練，由淺入深消化課文。 ②任務(wù)型教學(xué)法，讓學(xué)生在教師指導(dǎo)下通過(guò)感知、體驗(yàn)、實(shí)踐參與、合作等方式完成目標(biāo)。
�、坶_(kāi)放性教學(xué)策略，如brainstorm role play.等
�、芤虿氖┙谭ǎ焊鶕�(jù)學(xué)生程度，把課文難度適度降低。
三、說(shuō)學(xué)法：
由于學(xué)生對(duì)計(jì)算機(jī)比較感興趣及熟悉，教師在教學(xué)中要盡量發(fā)學(xué)生的主動(dòng)學(xué)習(xí)積極性與合作精神。因此在教學(xué)中我主要引導(dǎo)學(xué)生用以下學(xué)法：
�、傥骞俨⒂梅�，如多動(dòng)腦、動(dòng)嘴、動(dòng)手、動(dòng)口。
②循序漸進(jìn)：由淺入深地讓學(xué)生掌握詞匯、句型、課文內(nèi)容。
�、酆献鲗W(xué)習(xí)、小組討論
四、說(shuō)教學(xué)程序：
Step Ⅰ.Warming up and leading in
1.以幻燈片的方式展開(kāi)此部分Warming up里有關(guān)計(jì)算機(jī)發(fā)展的七部圖片，詢問(wèn)學(xué)生以下問(wèn)題：
�、賅hat are they ?(ask the students to tell them one by one in English and spell them) ②Ask students to discuss what these items have in common.
�、踂hich one can help me most in teaching English ?show students the sentence structures of giving opinions ,such as in my opinion ,I think ……
這部分設(shè)計(jì)讓學(xué)生熟悉有關(guān)單詞，熟悉作出決定及意見(jiàn)的句型，激發(fā)他們的學(xué)習(xí)興趣 StepⅡ Pre-readirg
1.Ask the students to look at the title and the picture on P18 and guess :
Who am I ?
What is the passage about ?
2.Ask students to brainstorm :In which aspects have computer been used today ? Work out a list and compare it with your partner .
此任務(wù)能讓學(xué)生通過(guò)標(biāo)題、插圖預(yù)測(cè)文章內(nèi)容并調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性，引發(fā)學(xué)生思考。
Step Ⅲ.Reading
1.Skim the passage to check whether their predictions are right or not .
2.Scan the passage again ,and do exercise 3 in pre-reading part .
3.讓學(xué)生從文中找出這些信息并完成下面表格：
1642： .
1822:The analytical machine was wade by Charles Babbage.
: .
1940s: .
:The first family of computers was connected to each other.
1970s: .
Now: .
這樣設(shè)計(jì)可以讓學(xué)生從文章當(dāng)中自主查找到所需要的信息；課文教學(xué)時(shí)教師可以讓學(xué)生自由舉手回答并填寫以上問(wèn)題，教師一邊幫學(xué)生retell及校對(duì)，一邊解釋所涉及到各種不同類型的計(jì)算機(jī)名詞，讓學(xué)生由易到難掌握課文。
4、careful reading
Ask students to read the passage once more and fill out the chart of requirement 2 on P19 這部分需要學(xué)生精讀課文并尋找相關(guān)具體信息，建議學(xué)生碰到生詞時(shí)看下上文猜測(cè)詞義。
StepⅣ Listening and Speaking
1、讓學(xué)生一邊聽(tīng)一邊記下在什么時(shí)間、什么人發(fā)明了什么類型的計(jì)算機(jī)，聽(tīng)完錄音讓學(xué)生復(fù)述那些內(nèi)容。
2.Role play :叫學(xué)生以第一人稱扮演不同時(shí)期的計(jì)算機(jī)。
StepⅤ 拓展
1.再現(xiàn)最初的七副圖片，詢問(wèn)學(xué)生：What’s next ?讓學(xué)生展開(kāi)自己的想象力，設(shè)計(jì)下一種計(jì)算機(jī)的模樣與作用，讓學(xué)生分組討論并畫出其樣子。
Step Ⅵ Homework
Ask the students to write a passage about the development of computers.
Step Ⅶ Conclusion
五、說(shuō)板書
Unit 3 Who Am I ?
1642: The computer began as a calculating machine.
1822: The analytical machine was made by …
1936：The computer grew rapidly both in size and brain power.
1940s：…h(huán)ad grown as large as a room .
1960s：The first family of computers…
1970s：computers were used in offices and homes .
Now :Computer connect people all over the world.
本課所倡導(dǎo)的教學(xué)基本理念是：
1、面向全體學(xué)生，實(shí)施素質(zhì)培養(yǎng)。
2、整體設(shè)計(jì)目標(biāo)，優(yōu)化學(xué)習(xí)方式，提高自主學(xué)習(xí)能力。
3、利用現(xiàn)代教育技術(shù)，拓寬學(xué)習(xí)和運(yùn)用英語(yǔ)的渠道。
4、提供多種選擇，適應(yīng)個(gè)性需求。
教學(xué)反思：本課能調(diào)動(dòng)學(xué)生的積極主動(dòng)性，能較好地把聽(tīng)說(shuō)讀寫融匯在一起訓(xùn)練學(xué)生的綜合語(yǔ)言運(yùn)用能力，但是由于學(xué)生層次不一，在說(shuō)時(shí)可能一部分學(xué)生不能開(kāi)口，教師在以后的教學(xué)中應(yīng)該設(shè)計(jì)內(nèi)容更符合不同層次的學(xué)生，比如讓這些基礎(chǔ)很差的學(xué)生先預(yù)習(xí)，熟悉課文單詞。另外，教師也可在課后讓學(xué)生自己上網(wǎng)查找計(jì)算機(jī)發(fā)展史。
高中英語(yǔ)說(shuō)課稿15
一、說(shuō)教材
1. 教材分析：本課的中心話題是“世界英語(yǔ)”，介紹了英語(yǔ)在世界范圍內(nèi)的人們生活中所承擔(dān)的不同角色及所起的重要作用。這篇文章是一篇說(shuō)明文，它介紹了英語(yǔ)是世界上最為廣泛使用的語(yǔ)言，并通過(guò)具體數(shù)字來(lái)說(shuō)明英語(yǔ)使用的廣泛性和重要性。
2. 教學(xué)目標(biāo)
1) 知識(shí)目標(biāo)：
要求學(xué)生掌握大綱詞及短語(yǔ)：majority, native, total, in total, tongue, equal, government, situation, except for, international, organization, trade, tourism, global, communicate.
2) 能力目標(biāo)：
著重培養(yǎng)學(xué)生的閱讀能力。通過(guò)閱讀該文章，獲取有關(guān)于世界英語(yǔ)的信息，并使學(xué)生能閱讀類似難度的篇章。
3) 情感目標(biāo)：
使學(xué)生認(rèn)識(shí)到學(xué)習(xí)英語(yǔ)的重要性：為了更好地與各國(guó)人民溝通，獲取新的知識(shí)，從而為祖國(guó)做貢獻(xiàn)。
3. 基本技能：讀、說(shuō)有關(guān)英語(yǔ)語(yǔ)言話題的知識(shí)。
4.三點(diǎn)
1)重點(diǎn)：掌握大綱詞及短語(yǔ)
2)難點(diǎn)：讀，說(shuō)
3)關(guān)鍵：創(chuàng)設(shè)情景，讓學(xué)生溶入其中，充分調(diào)動(dòng)其非智力因素。http://www.dakao8.com/
二、說(shuō)學(xué)情
1.學(xué)生特點(diǎn)：1)基礎(chǔ)教差;
2)學(xué)習(xí)被動(dòng)，缺乏好的學(xué)習(xí)習(xí)慣
2.知識(shí)結(jié)構(gòu)：
知識(shí)零碎，沒(méi)有形成系統(tǒng)，結(jié)構(gòu)不完整。尤其是基礎(chǔ)知識(shí)匱乏，在初中應(yīng)當(dāng)建立的基本框架沒(méi)有建立起來(lái)，給英語(yǔ)教學(xué)帶來(lái)一定難度。
3.思維特征：
缺乏創(chuàng)造性的思維，有幼稚化的傾向;缺乏條理性和邏輯性，缺少思想深度。
三、說(shuō)教學(xué)過(guò)程
為全面提高學(xué)生的閱讀理解能力及綜合運(yùn)用語(yǔ)言能力，培養(yǎng)學(xué)生的創(chuàng)新能力與自主學(xué)習(xí)的能力，主要設(shè)計(jì)如下步驟：
教具：多媒體
1. 精心導(dǎo)入：教師首先提出問(wèn)題：How many languages can you speak? 直接導(dǎo)入到語(yǔ)言這一話題。再讓學(xué)生展示自己的方言，并利用多媒體將事先錄制好的聲音播放出來(lái)(用不同語(yǔ)言或方言說(shuō)我是一個(gè)中國(guó)人)，提高學(xué)生學(xué)習(xí)的興趣。
2. 整體閱讀：要進(jìn)行有效地整體閱讀，首先應(yīng)該讓學(xué)生具備篇章知識(shí)，了解偏重模式與內(nèi)涵。掌握了常見(jiàn)的模式，就可以更好地進(jìn)行篇章閱讀。在這一部分，我就文章內(nèi)容，提出一個(gè)問(wèn)題：How many roles of the English language? 讓學(xué)生快速地找出英語(yǔ)所扮演的三種不同角色。再讓學(xué)生根據(jù)這幾種角色，找出各個(gè)段落的主題句或是大意。從而使學(xué)生在整體上對(duì)該篇說(shuō)明文有所把握。再讓學(xué)生找出文章中幾個(gè)數(shù)字具體指代的是什么以及學(xué)好英語(yǔ)越來(lái)越重要的原因。在以上這兩個(gè)環(huán)節(jié)中，運(yùn)用了一些閱讀技巧和閱讀方法：如skimming使學(xué)生快速預(yù)測(cè)主旨大意;scanning跳讀找出信息。
3. 深層理解：我設(shè)計(jì)了六個(gè)正誤判斷題，引導(dǎo)學(xué)生加深對(duì)文章的理解。
4. 鞏固練習(xí)：在學(xué)生對(duì)文章有了較好地理解后，用blank-filling來(lái)鞏固學(xué)生對(duì)該文章的掌握，包括詞和短語(yǔ)。
5. 表演：教師給出一個(gè)語(yǔ)境：兒子不愛(ài)學(xué)習(xí)英語(yǔ)，父親勸說(shuō)其要認(rèn)真學(xué)習(xí)。通過(guò)對(duì)本篇文章的學(xué)習(xí)，編造對(duì)話。利用這種真實(shí)情景交際法，提高了學(xué)生參與的`積極性，并加深對(duì)文章的理解。
6. 問(wèn)題討論：漢語(yǔ)是不是會(huì)越來(lái)越被廣泛地使用呢?為什么?這個(gè)開(kāi)放性話題通過(guò)比較漢語(yǔ)與英語(yǔ)，闡述它們被廣泛使用的原因，從而激發(fā)學(xué)生的思維思考，并關(guān)注社會(huì)問(wèn)題。
7. 情感教育：最后給出幾個(gè)有關(guān)學(xué)好英語(yǔ)的漂亮句子，使學(xué)生認(rèn)識(shí)到學(xué)習(xí)英語(yǔ)的重要性，并能付諸于實(shí)踐中去。
8. 小結(jié)：再次提出學(xué)習(xí)英語(yǔ)的重要性
9. 作業(yè)：根據(jù)所學(xué)內(nèi)容，寫一篇有關(guān)于為什么學(xué)習(xí)英語(yǔ)的文章。
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