高中英语作文说课稿（锦集21篇）由网友“陈卤蛋”投稿提供，以下是小编收集整理的高中英语作文说课稿，仅供参考，希望对大家有所帮助。
篇1：高中英语说课稿
一、说教材
1、说教材的地位及作用
Who am I 出自人教版高中英语教科书第二册第三单元第一课时，本单元的话题是工厂技术，计算机的发展史和机器人。计算机对于高中生来说是较熟悉的一个话题，但“Who am I”这篇阅读材料所选语言材料属于科普说明文，内容较为抽象，文章也有一些专业术语，对高一学生来说有一定的难度。但是这篇阅读材料以第一人称的拟人手法介绍了计算机发展演变的历史和计算机在各个领域的应用，这样拟人的手法使得文章读起来妙趣横生，抽象的专业知识介绍起来也浅显易懂。这篇文章是整个单元的重点，融汇了听、说、读、写语言知识点，同时在句子表达上运用到了现在完成时的被动语态，为下一个课时的语法教学作好了铺垫。
2、说教学目标
①知识目标
（1）、掌握单词和词组：
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 .
②能力目标
（1）通过阅读训练，培养学生略读（skim），查读（scan）以及获取信息能力。
（2）培养学生在阅读时从词的构成以及上下文猜测词意的能力。
（3）通过阅读，培养学生的听说读写能力，尤其是教会学生用第一人称按时间的先后顺序描述一件事。
③情感目标
通过学习本篇文章，了解计算机的发展历程及其在当今社会的广泛应用，培养学生的想象能力以及创新能力，激发学生热爱科学以及鼓励他们积极探索新科技发展的精神。
3、教学重难点
1、指导学生阅读以时间为顺序了解一件事的发展过程。
2、培养学生阅读时通过构词法以及看上下文猜测词义的能力。
二、说教法：
结合本课的教学目标及具体任务，我主要用以下教学方法：
①整体阅读教学法，让学生分别进行读前、读中、读后训练，由浅入深消化课文。 ②任务型教学法，让学生在教师指导下通过感知、体验、实践参与、合作等方式完成目标。
③开放性教学策略，如brainstorm role play.等
④因材施教法：根据学生程度，把课文难度适度降低。
三、说学法：
由于学生对计算机比较感兴趣及熟悉，教师在教学中要尽量发学生的主动学习积极性与合作精神。因此在教学中我主要引导学生用以下学法：
①五官并用法，如多动脑、动嘴、动手、动口。
②循序渐进：由浅入深地让学生掌握词汇、句型、课文内容。
③合作学习、小组讨论
四、说教学程序：
Step Ⅰ.Warming up and leading in
1.以幻灯片的方式展开此部分Warming up里有关计算机发展的七部图片，询问学生以下问题：
①What 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.
③Which one can help me most in teaching English ?show students the sentence structures of giving opinions ,such as in my opinion ,I think ……
这部分设计让学生熟悉有关单词，熟悉作出决定及意见的句型，激发他们的学习兴趣 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 .
此任务能让学生通过标题、插图预测文章内容并调动学生学习的积极性，引发学生思考。
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.让学生从文中找出这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: .
这样设计可以让学生从文章当中自主查找到所需要的信息；课文教学时教师可以让学生自由举手回答并填写以上问题，教师一边帮学生retell及校对，一边解释所涉及到各种不同类型的计算机名词，让学生由易到难掌握课文。
4、careful reading
Ask students to read the passage once more and fill out the chart of requirement 2 on P19 这部分需要学生精读课文并寻找相关具体信息，建议学生碰到生词时看下上文猜测词义。
StepⅣ Listening and Speaking
1、让学生一边听一边记下在什么时间、什么人发明了什么类型的计算机，听完录音让学生复述那些内容。
2.Role play :叫学生以第一人称扮演不同时期的计算机。
StepⅤ 拓展
1.再现最初的七副图片，询问学生：What’s next ?让学生展开自己的想象力，设计下一种计算机的模样与作用，让学生分组讨论并画出其样子。
Step Ⅵ Homework
Ask the students to write a passage about the development of computers.
Step Ⅶ Conclusion
五、说板书
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：…had 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.
本课所倡导的教学基本理念是：
1、面向全体学生，实施素质培养。
2、整体设计目标，优化学习方式，提高自主学习能力。
3、利用现代教育技术，拓宽学习和运用英语的渠道。
4、提供多种选择，适应个性需求。
教学反思：本课能调动学生的积极主动性，能较好地把听说读写融汇在一起训练学生的综合语言运用能力，但是由于学生层次不一，在说时可能一部分学生不能开口，教师在以后的教学中应该设计内容更符合不同层次的学生，比如让这些基础很差的学生先预习，熟悉课文单词。另外，教师也可在课后让学生自己上网查找计算机发展史。
篇2：高中英语说课稿
一、教材分析；
1、教材简析：
高一英语第四单元的话题是“unforgettable experiences”， 整个单元的设计围绕这一话题展开听、说、读、写多种教学活动，内容涉及“谈论过去的经历”、“描述任人物、事件以及人的感觉”、“学会在一篇文章中用First, Next, Then ,Finally来组织内容”等，让学生初步了解定语从句， 学会使用关系代词who ,whom, whose, which, that 的用法。我上的这节课是本单元的课后阅读训练，它是继前面几个课时内容的延伸，单元教学内容中阅读部分安排了一篇描述洪水的文章，而这篇课文是描述地震的文章，结合目前时事，我想以此为载体让学生在完成阅读任务的基础上对地震的知识有更多的了解，所以设计了这一课时。
2、教学目标：（知识目标、能力目标、德育目标）
知识目标：学习描述地震灾害的常用语，能简单的描述地震的发生原因。
能力目标：
（1）发展学生听、说、读、写的基本技能，提高阅读技巧，培养综合语言运用的能力；
（2）能利用上下文理解单词的含义，；
（3）能根据所读材料运用适当语言进行复述。
德育目标：通过本文的阅读让学生对地震有更多认识，加强自我保护。
确立教学目标的依据：
根据新课标要求，通过听、说、读、写四项基本语言技能的训练，使学生形成综合语言运
用能力，激发学生的学习兴趣，为真实语言交际打基础。此外，每一门课程都应该尽可能结合学科特点，把培养学生的情感融化到日常教育教学中。
3、重点与难点：
（1）重点：1．利用不同的任务训练skimming, scanning, careful reading等阅读微技能；
2．对地震知识的更多了解。
（2）难点： 1。阅读技能的训练；。
4．教学辅助工具：
（1） 收录机； （2）多媒体
二、教学流程：
1、新课导入
由前面的阅读文章的内容说起，那一场洪灾对于课文的主人公来说是一次难忘的经历，而我们可能会遇到各种各样的自然灾害，询问学生知道的灾害，展示图片让学生对此有所了解，然后展示一幅完美的城市图和灾后城市图进行比较，猜测发生变化的原因，从而引出课题，这样通过师生互动，激活主题，激发了学生的学习兴趣，对后面进行本文的阅读做了铺垫和准备。
2、新课的讲解
（1）不同层次的.阅读技能训练；
首先是Speed reading，
a. skanning，快速默读全文，了解课文大意，回答简单问题为下一步找出细节作好铺垫。
b. skimming，让学生进行跳跃式阅读，了解文章的结构，教师要求学生（work in pairs）给每一部分给一个标题， 以此培养他们找寻文章或段落的主题句和
然后是careful reading ，
a,扫 读 ：用多媒体展示针对每个部分提出不同问题，，学生通过扫读来获取细节信息。在通读全文梳理文章，理解主题基础上，学生熟悉了文章内容，才能掌握地震的相关知识。在这一环节中，针对各部分设计了不同的任务，
1，选择题，四个部分
2，根据上下文了解代词的指代内容，涉及全文。
3，针对第二部分回答问题
4，针对第三部分让学生结合示意图用自己的语言复述地震的形成，这既是理解基础上的表达，也是对理解的检验。它可以训练学生的各种思维能力，培养学生各种语用能力，是激发学生创造性思维的有效教学方法。复述课文是培养学生用英语连贯表达的一种有效的训练手段，而且加深了学生对课文的理解，从而促进他们的口语交际能力和书面表达能力的发展。
5，针对最后一部分提出一个开放性的问题进行讨论
b .朗读：让学生跟读录音，掌握正确的语音语调,从整体上把握课文结构并从中得到自己的感受。这也为下一步学生讨论做好铺垫。学生通过以上活动，从基本框架到细节信息把握住了这篇文章。
接下来的环节是通过多媒体展示的几幅图片让学生进行读后讨论。让学生对地震有更多认识
（2）、在情境中激思，培养创新思维：
在课文教学时，我采用多种思维训练法，培养学生的创新思维。根据教材的语言材料，巧设疑问，鼓励学生从不同方面，不同角度进行思维。
在careful reading的扫读中，每个部分的问题各不相同，任务都非常有针对性，训练了学生各项不同的能力，学生表现出极大的兴趣和参与热情。这激发了学生的好奇心，这样既可提高口语表达能力，又可提高学生的想像能力。所以教师在课堂上巧妙地适时设问，是对学生进行多种思维的训练，学生的思维创造性也因此得到充分发挥。
其次详细阅读之后，给学生提出一些讨论话题，是继教材内容之后的一个延伸，由此，以教材为载体我们更多的了解了地震的相关知识，而学生用英语进行讨论，也是对语言运用能力的培养。
3、作业的布置：
（1）做课后练习三，了解地震的各个震级所带来的破坏完成句子，这一练习有两个目的，一方面更多的了解了地震，另一方面复习了定语从句的关系代词的用法。
（2）预习写作部分提出的问题，准备写一写汶川地震。
篇3：高中英语说课稿
1、教材分析
2、教学目标
3、重点难点（有时根据需要也会说上关键点）
4、教法和学法 导入（5分钟）
5、教学过程 正体（20分钟）
6、尾声（5分钟 ）
自我评价：
各位评委老师，上午好，我是_____号考生夏会丽。
说课：
今天我说课的题目是《____________》。首先我们来进行教材分析。
教材分析：
本节课出自______________出版社出版的高中《________》第__册第__章第__节。
1、本节课分____个部分内容，分别是：___________________
2、本节课贯穿了______以后的整个教学，是学生进一步顺利、快捷操作____的基础，也是形成学生合理知识链的重要环节。(这条基本上通用)
3、本节课联系了________和_________，在以后学习______具有重要意义。
4、本节课是在学习______的基础上，进一步学习___________的关键。
（以上4条，灵活运用，不用全部说上就行。可以参考序言中的句子，主要是说学习本节课的意义。）
接下来说一下本节课的教学目标。
教学目标
⑴、能力目标：（根据需要选择能力目标）
例如：1、通过讲练结合，培养学生处理____、解决问题的能力。
2、分组学习方式，培养学生与他人沟通交流、分工合作的能力。
3、通过设置问题情境，提高学生分析和解决问题的能力。
⑵、情感目标：
1、培养学生认真、细致的学习态度。
2、通过发现问题、解决问题的过程，培养学生合作精神，增强学生的求知欲和对学习的热情。
当我们对教材进行了分析并且了解了教学目标之后，就不难理解本节课的重点与难点 重点难点
1、重点：…. 2、难点：….（对于重点、难点，依然是说出本节课的内容就行，可以参考本节课的题目和各部分的标题）
那么，究竟应该怎样来完成本节课的任务呢？下面说一下本节课的教法和学法。 教法：（根据需要任意选取教法。2-3个就行。根据时间自行安排。）
1、范例、结合引导探索的方法，激发学生的学习兴趣。
2、教师精讲、学生多练，体现了以学生为主体、教师为主导的教学原则。
3、采用类比法，引导学生发现问题，自主学习，从而体验到独立获取知识的喜悦感。
4、通过“教”“学”“放”“收”突破重点和难点。
教学相长，本节课我所采用的学法主要有两个。
学法：
1、主动学习法：举出例子，提出问题，让学生在获得感性认识的同时，教师层层深入，启发学生积极思维，主动探索知识，培养学生思维想象的综合能力。
2、反馈补救法：在练习中，注意观察学生对学习的反馈情况，以实现“培优扶差，满足不同。”
最后我们说一下本节课的教学过程。
教学过程：
我将本节课分为三个部分。
用约5分钟时间进行导入部分，主要是复习和引入新课。
用约20分钟时间进行正体部分。主要是通过讲练结合的方式完成对_____ 、______、______ 、________几部分的学习。
最后，用约5分钟的时间进行尾声部分，主要是小结和作业。
说课完毕！
篇4：高中英语说课稿
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。
二、三维教学目标
（一）知识技能
1.学会谈论古代人的生产、生活；
2.学会表达对什么东西的好奇，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.学习一些与考古有关单词、短语和句式,如：archaeology及其派生词，curiosity, bronze, dynasty,
decoration, artifact, unearth, spear, pot等。
（二）情感态度
1.让学生了解本单元的总体学习目标，以便激发学习学习积极性。
2.从谈论石器时代、青铜器时代、汉朝、唐朝等时代人们的饮食起居、文化娱乐、生产工具等入手使学生到中国具有悠久的历史、灿烂的文化，增强学生的民族自豪感，爱国主义情操。增强学生学好英语自信心。
3.通过开展小组活动，指导学生积极与人合作，相互学习，相互帮助，培养其团队精神。
（三）学习策略
1.认知策略：通过-ology, -ological, -ologist等词根的学习，掌握archaeology, archaeologist, archae- ological等词，同时掌握同类词的学习方法。
2.调控策略：通过听力让学生了解到听力有时很难，不可求全责备。可以材料调整听力要求。有的要听懂细节，有的甚至要推断隐含内容，但有的只需要掌握大意。
3.交际策略：通过谈论古代人的饮食起居、文化娱乐、生产工具和谈论兴趣等真实交际活动提高用英语交际的能力。同时让学生了解表情、动作等非语言手段提高交际效果。
4.资源策略：让学生了解博物馆、名胜古迹和书籍资料一样是学习的重要途径。
（四）文化意识
1.了解英语国家对文化遗产保护的态度。
2.了解西方国家部分古代用具。
3.通过中外古代文化对比，加深对中国文化的理解。
三、具体教学步骤
(一) 导入(Lead-in)
这一步骤的重点在于激发学生对考古学的兴趣，因为一般学生认为考古没什么有趣的。
活动方式：师生互动。教师盯着天花板的一处看30秒钟。引起全班同学一起去看。然后问：What do you see?
学生自然会回答：Nothing.然后再问Do you know what I was looking at? 学生自然会回答：No, I
don’t. 然后告诉学生老师根本没有看什么，只是做一个动作而已。再问Why did you look at there after
me?学生答不上。老师告诉学生That is because of curiosity.再问What is the word curiosity from?
学生学过curious，所以能答上来。老师再讲：根据心理学的观点，每个人都具有对新鲜事物认识的兴趣，这叫做Curiosity。然后给出一个新词：
Archaeology(板书课题)并指出This is a new word for you. You may want to know it.老师再问Do you think it is a course or a science?部分学生会答Yes.接着问Why do you think it is a science?学生会说出他们学过以-ology结尾的词。这时便可以打出幻灯片，再进行以下活动：
汉语意义名词形容词……学家
技术technology
生物学biology
心理学psychology
人类学anthropology
细菌学bacteriology
Physiology
Sociology
zoology
1.组织学生推出Physiology，zoology和sociology和汉语意义；
2.组织学生推出technological, technologist；
3.组织学生推出其它词的-ological和ologist的形变；
总结：学习构词法知识对于扩大词汇量有非常重大的意义。
最后指出今天所学内容是Archaeology.再问What are the goals in learning the unit?
(二)单元学习目标(Goals)
请一个学生解释本单元学习目标(Goals),然后和全班一起关上书回忆本单元的四个学习目标。
(三)预备(Warming up)
活动形式：分组评论。谈论课本上的四幅图画。先指出中华民族有着悠久的历史和灿烂的文化。每年都有许多西方人到中国来旅游。如果你想为他们提供帮助，就得学会用英语谈论中国古代人的饮食起居、文化娱乐、生产工具等。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?
谈论古代人的饮食起居、文化娱乐、生产工具。
(四)听力(listening)
教学形式：师生互动。播放磁带让学生听第一遍，提问材料的大意。播放第二遍，让学生完成课后练习。做听力训练之前的准备工作是非常重要的。
总结：今天的听力材料较难，但是同学们能很好回答课后问题这就够了，不一定要了解那些细节，不可求全责备。根据不同制订不同学习目标是有效学习重要环节。
(五)对话(speaking)
活动形式：组对练习。
1.发出指令，提出要求；
2.学习会话范例；
3.给对话所用句式；
4.学生组对谈论兴趣与建议。
四、教学时间分配
教育心理学指出新知识的学习需要一个接受的过程。本课时的主要任务为本单元的学习做好预备工作。所以要用较多的时间让学生接受考古这一新的概念。 导入部分用8分钟;
目标部分用3分钟;
预备部分用5分钟;
听力部分用12分钟;
会话部分用10分钟;
最后用两分钟总结本课内容和布置作业。
五、课堂板书设计
将黑板划为左右两块，左边板书教学步骤，右边板书生词和短语。
篇5：高中英语说课稿
一、教学课型：阅读理解课
阅读理解课是高中教学中的重要课型之一，旨在培养学生的阅读理解能力。教学过程以听、说、读为主，之后上升到写。遵循从信息输入到信息加工处理，最后到信息输出的原则，真正着眼于“提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，特别注重提高学生用英语进行思维和表达的能力。”
二、教材分析
1、教材内容分析：本课选自《普通高中课程标准实验教科书英语》教材第六册第三单元阅读训练部分。本单元围绕“健康生活”这一主题，涉及许多社会热点问题，如抽烟、吸毒、爱滋病、学习与工作压力等影响健康的棘手问题。本节课通过祖父写给孙子的信，告诉孙子他之所以能长寿和充满活力，主要得益于他健康的生活方式,劝告孙子把烟戒掉。
2、教学目标
（1）知识目标：灵活应用所学的描述吸烟的危害、吸烟成瘾的原因及戒烟的方法的词汇和句型：
词汇：cigarette, stress, adolescent, due to, tough, mental, be addicted to…, quit, be accustomed to 等
句型：It’s amazing that…
…How easy it is to begin smoking and how hard it is to stop.
It isn’t easy to stop smoking, but millions have managed to quit…
（2）能力目标：根据阅读话题和所学知识，写一篇劝募戒烟的信
（3）情感目标：(1)指导学生认识到抽烟的危害。
(2)增强学生的社会责任感,培养学生关心他人, 远离有损身体健康的活动,并养成良好的生活习惯
3、教学重点和难点
（1）教学重点：训练学生阅读理解、归纳语篇主旨要义及独立获取信息的能力。
（2）教学难点：使学生认识到健康的重要性,会用英语描述吸烟的危害,用英语给吸烟者提出戒烟建议。
三、学情分析：
1、通过词汇教学以及课前预习，大部分学生对本节课已有所了解。
2、通过预习，学生能理解课文大意，但中心思想及主题句确立不准，导致理解有偏差。
3、学生普遍口头表达能力不强，知识面不够广泛, 因此不能用英语大胆地表达自己的观点
四、教学方法
1.图片激活法：通过图片展示,激活学生头脑中已有的知识结构，使之回忆起有关身体健康的话题。
2.问题讨论法：设计几道有关青少年吸烟话题的问题，引导学生意识到吸烟的危害，引出本节主题。
3.略读法（Skimming）：要求学生以最快的速度略读文章，找出文章信息点，理解文章结构，完成设计的练习。
4.找读法（Scanning）：给出题目，要求学生以有目标的方式阅读，找出问题答案，从而了解重点细节和吸烟对健康的危害等。
五、教学步骤
1. 新课导入：通过图片激活学生头脑中已有的知识结构,导入新课。展示几幅图片，让学生回答下列问题：
（1）What are they doing ?
（2）Which are healthy activities while which are unhealthy activities ?
[设计说明]
通过看图片，让学生分辨出哪些活动是健康的，哪些是不健康的，从而引出本课的主题。
2. 新授阅读理解：a）语言材料的输入与内化。
b）目标语言的输出。
（1）Pre-reading（读前）
Discuss the following questions with your classmates.（学生讨论，发表个人看法）
1) Have you ever smoked? If you have, have you ever tried to stop ?
2) Why do you think some adolescents start smoking?
3) Do you think smoking should be banned?
（2）While-reading（读中）
Skimming (略读)
Read the passage quickly and then answer these questions.
(要求学生快速阅读课文,回答相关问题)
1) How many parts does the reading text consist of ?
2) Who wrote the letter?
3) What is the purpose of the letter?
Detail reading(详读，10分钟)
Read the passage again and fill in the chart(读课文,填表格, 获取文章重要信息)
（3）Post-reading (读后，5分钟)
Discuss these questions in groups to check your
comprehension.（学生讨论，检测理解）
1) What kind of person do you think James’
grandfather is?
He is healthy and leads an active life. He is
knowledgeable. He reads the internet. He
appears to love his grandson.
2) What are the suggestions James’ grandfather gives to quit smoking?
a. Prepare yourself
b. Be determined
c. Break the habit
d. Relax
e. Get help if you need it
f. Keep trying
3、学生活动：(分组练习)思考、整理信息并发表个人看法的思维过程。把学生分成甲、乙两组, 甲组支持抽烟,乙方反对, 让他们各自列出支持与反对的理由。
Advantages （好处） Disadvantages（坏处）
a makes them happy a cause terrible damage to…
b gives them energy b not enjoy sport
c enjoyable c affect their babies healthy
d relaxing d affect the health of non- smoker
e smell terrible
f have the ends of the fingers turn yellow
[设计说明]让学生思考、整理信息并发表个人看法。落实教学目标。
4. 课后作业: (课后采访)
（1）采访身边的人，了解他们对吸烟的看法，并宣传吸烟的危害，劝家人或亲友戒烟。
（2）根据刚才学生们列举的抽烟的优势与劣势，写一篇小议论文，要有正反两方面的观点，并要有学生个人的看法。(语言的输出)
[设计说明]利用所学知识解决问题，运用语言，是本课的重点
篇6：高中英语说课稿
一、设计思想
（一）设计思想
高中的语法教学不仅是必要的，而且是打基础的最重要的阶段。但是语法教学不是目的，而是为了掌握和应用语言服务的，即 “Learning by doing”.这堂语法课遵循二语习得的理论和中国学生的语言认知规律，变传统的接受式教学法为“发现-体验-探究-合作”式教学法，即以4P语法教学 （preparation, presentation, practice, production）组织课堂，主张课堂教学应该指导学生在充分体验语言材料的基础上，即充分的语言信息输入的基础上，归纳有关语言知识和语言技能。在设计思路上充分考虑到学生的生活经验和兴趣，为学生精心设置各种情景，通过一系列的任务活动，达到有效的语言输出，即语法应用能力的培养。
（二）理论依据：
1.认知学习理论： 布鲁纳在认知发现说中强调指出学习过程是一种积极的认知过程。他认为学习的实质在于主动地形成认知结构。他非常重视人的主动性和己有经验的作用，重视学习的内在动机与发展学生的思维，提倡知识的发现学习。他说：“发现不限于那种寻求人类尚未知晓的事物之行为，正确地说，发现包括着用自己的头脑亲自获得知识的一切形式或方法。”他认为发现学习具有以下一些优点：（1）有利于激发学生的潜力；（2）有利于加强学生的内在学习动机；（3）有助于学生学会学习； （4）有利于知识的保持与提取。
2.语言习得理论：美国语言学家克拉申（S. D. Krashen）在二十世纪七十年代提出了“语言习得”理论。该理论认为，人们掌握某一种语言所通过的方式主要有两种：一种是习得 （acquisition），另外一种是学习（learning）。所谓“习得”是指学习者通过与外界的交际实践，无意识地吸收到该种语言，并在无意识的情况下，流利、正确地使用该语言。在英语课堂教学中，笔者认为应通过学生之间和师生之间的交流获得思维的碰撞，在这种潜移默化的语言习得中促进学生英语的学习。而“学习”是指有意识地研究且以理智的方式来理解某种语言（一般指母语之外的第二语言）的过程。学生只有在大量接触和使用真实、自然的语言中，才能养成运用英语的能力
（三）设计特色：以计算机为话题，遵循学中用，用中学的原则。创设情景让学生发现，体验而习得语言，并在学生的博客上运用语言，学生学得快乐，有效果。
二、教材分析
1.新颁布的《英语课程标准》明确指出此次英语课程改革的重点就是要改变英语教学过分重视语法和词法知识的讲解与传授，忽视对学生实际语言运用能力的倾向。强调从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式，发展学生的综合语言运用能力。因此，在教授语法时，我们教师不应采取满堂灌的教学模式，而应将语言的形式与意义和真实情景结合起来，使学生在实际语言运用中内化语言规则。本课的设计即以此为本，旨在给学生提供一个观察，发现，体验、实践而习得语言的平台。
2.本课学习的内容是NSEC Module2 Unit3 Computer的Learning about language 中的一个课时。考虑到教学内容较多，既包含新词汇的学习和巩固，副词的运用，又包含语法的讲解，一节课很难落实教学目标；从学生的实际情况看，现在完成时的被动语态虽然在初中曾经出现，但不做要求，所以学生掌握的情况不好。基于这两点考虑，笔者对教材进行重组，把Learning about language中的语法课单独作为一个课时，以加强学生的理解和应用。
着名语言学家Littlewood 曾经说过：“语言能力是具备交际能力的首要条件。因为一连串不合语法的句子很难达到交际的目的。好的交际能力必须要有扎实的语言知识作基础”.因此本课语法教学将对掌握好这一模块语言知识及交际活动的顺利进行，都起着支持的作用。
3.现在完成时的被动语态属初高中知识的结合点。学生在初中学习中已经初步了解其结构，由于初中时学生的认知水平有限，并且介绍过于简单，学生仍是知其然而不知其所以然，更谈不上应用。但初中这一语法点的.介绍，为高中体验和应用提供了知识储备。所以，如何以初中知识为生长点，以教材内容为载体，以计算机为主线，展开语法知识的教学，体验和应用现在完成时的被动语态是本课教学活动的主要目标。
三、学情分析
1.教学的对象是高一学生，他们已经在初中对现在完成时被动态已有所了解，但是在掌握的程度上，有较大的差异，一小部分同学确实掌握的不错，从而可能对这课学习没有很强的兴趣；大部分学生还不太明确；还有一小部分学生根本不知道是怎么一回事。这给教学带来较大的挑战。笔者在教学中针对不同学生的不同需求，不同水平学生的不同特点，设置各种活动，有个体活动和交互活动，有机械操练和实践性及创造性活动，循序渐进，期望不同层次的学生都能学有所得。
2.高一学生思维活跃，敢于提出不同见解，三年的初中英语学习，使学生储备了一定的词汇和英语知识，能较好地展开话题讨论，各抒己见。笔者采取多媒体教学，运用多种教学方法和手段激发学生交流和学习的兴趣，希望学生始终处于积极、主动的思考、探究和创造的状态中，创造充满活力的课堂气氛。
四、教学目标
1.语言知识目标：掌握现在完成时的被动语态结构和规则
2.语言技能目标：运用现在完成时的被动语态进行交流
3.情感态度：学生能自如地表达自己的思想，情感以及与人合作交流的能力。
4.学习策略：通过主动语态和被动语态的比较，以及现在完成时的应用培养学生的认知策略；引导学生对自己学习过程，学习困难等进行分析，培养学生的调控策略；鼓励学生运用现在完成时的被动语态，在情景中进行交流，培养学生的交际策略。
5.文化意识：让学生了解计算机的优缺点，正确使用计算机。
五、重点难点
1.教学重点：现在完成时的被动语态结构和规则，主动语态和被动语态的转换，如何正确对待和使用电脑。
2.教学难点：现在完成时的被动语态的应用，通过合作交流表达思想和情感。
篇7：高中英语说课稿
尊敬的各位评委，下午好！
很高兴有机会向大家展示一下我对第三册第四模块Reading and Vocabulary部分的教学设计。（同时板书： Book3 - Module4 Reading and Vocabulary）
新课标要求我们要围绕三维教学目标开展教学，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。根据这一要求，针对学生的实际情况，我重新整合教材完成了教学设计。它由教材分析、目标和方法分析、过程分析和板书设计四部分组成。
第一：教材分析
该模块的主题是：Sandstorms in Asia（亚洲沙尘暴）。Reading and Vocabulary是整个模块的核心。它以文章Sandstorms in Asia为载体，为我们了介绍了亚洲（主要是中国）沙尘暴的情况。同时呈现出了本模块的重点词汇、句型、语法和语言功能。
第二：目标和方法分析
这节课的语言知识目标有三个：一是识记与自然灾害有关的14个单词，学会运用4个重点单词和7个重点短语，这是基础也是重点；二是理解并运用一个so … that…引导的状语从句，2个动词不定式作主语的句子和1个即含有同位语从句又时间状语从句和原因状语从句的长句子。这是重点也是难点；三是注意动词不定式在文中的运用，这为下节语法课的学习做了铺垫。
我把这节课的能力目标定位在：重点操练学生整体把握文章结构和捕捉细节的阅读能力；重点操练学生skimmimg 和scanning的阅读技巧。
为了实现这些目标，我将采用：分层教学、合作学习和循环大课堂与PWP相互穿插的教学模式。针对不同环节，我分别运用了直观法、头脑风暴法、讨论法和归纳法等教学方法。用融合法和旁白法让学生了解自然灾害的危害，激发学生以实际行动与自然灾害作斗争的决心。这是本课的文化意识目标。
第三：过程分析
外研版高中英语
我设计的教学过程分四个环节，包括五个活动。它是阅读和处理导学案同步进行的过程。 环节一：Pre-reading （读前） 在这一环节，我设计了一个活动。大约用时5分钟。
首先，用直观教学法和头脑风暴法，借助于PPT,导出有关的词汇，即完成了导入又检查了学生预习词汇的效果。再完成Activity Two,以激活学生的背景图式，()为阅读做好准备。再放一段沙尘暴的视频，导入新课。
环节二：While-reading （阅读） 这一环节我设计了两个活动。用时大约16分钟。
活动一：Fast-reading 这篇文章有六段组成。首先限时5分钟让学生skim文章找出每段的中
心句。由于答案较明显，让基础稍差的学生回答，这样有助于调动后进生参与课堂的积极性。这一活动主要操练学生整体把握文章结构的能力
活动二：Intensive-reading 我把课本里的活动四作为该活动的练习。限时5分钟，让学生就
课下完成的问题答案进行小组讨论，鼓励学生尽量自己组织语言。然后call back the answers together.这一活动主要操练学生捕捉细节的阅读能力。
环节三：Post-reading （读后） 这一环节我设计了三个活动。大约22分钟。
活动一：处理重点词汇。（同时板书：Key Words: 1. 2. 3. 4. Key Phrase: 1. 2. 3. 4.）
学生展示课下查出的4个单词和7个短语的用法。稍作讲解后，用Activity Five来巩固词汇。
活动二：攻克难点句型。（同时板书：Key Patterns: 1. 2. 3. 4. ）学生朗读so … that…引
导的状语从句，2个动词不定式作主语的句子和1个即含有同位语从句又时间状语从
句和原因状语从句的长句子。让学生们以小组讨论的形式先自己分析句子的结构，然后在老师的引导下归纳总结出动词不定式作主语的规律和so … that的用法， 并让学生板书在黑板上。比赛背诵这几个句子后，用五个高考选择题，巩固该难点。
活动三：Test （检测） 以活页形式展示课文的缩写，挖掉重点的单词、短语和句型，形成一
篇完形填空题。让学生听并跟读课文录音后，独立完成该短文。5分钟后收齐带回批改，便于老师了解授课效果。
环节四：小结并布置作业
我设计了两个作业。一是：写一篇100词左右的保护环境的作文。二是：完成下节语法课的导学案。
第四：板书设计
我的板书采用了画龙点睛式。由老师把教学内容的重点和难点提纲列在黑板上，学生简明扼要地概括并展示出教学内容的重点和难点。也可以说我画龙，学生来点睛。
以上就是我的教学设计。请多指教！谢谢！
篇8：高中英语说课稿
一.教学内容分析
本单元的中心话题是Good manners，这是一个亘古及今且永恒的话题，但在我们这一单元中，Good manners 都有些什么内容呢?中外文化中对Good manners 的理解、体现有什么异同?我们该怎么做、做什么才能成为一个受人欢迎、具有Good manners 的人呢?单元中十一个板块的相关话题的设计及语言材料的选编无不紧紧扣着这个中心。从日常生活中看似虽小但能触及心灵的情景及行为，如道歉、书面致谢;东西方餐桌礼仪;域外风俗礼节等，都作了详尽的诠释，所有这些为我们提供的不仅是充实的英语语言知识和综合语言运用技能训练的内容，更重要的是学生学习这一单元的整个过程也是他们陶冶情操、规范行为、发展心智的过程，这对他们身心的发展会产生较强的感染作用，有助于他们人文素养的整体提高和跨文化意识的加强。
“热身”(Warming up)部分设计了学生学习生活中及日常生活中经常发生的四幅画面：上课迟到、打断别人说话、排队买饭时不小心雨伞戳着别人、商店里排队付款一男士推开两顾客从他们中间穿过，顾客生气质问男士。让学生学会道歉，学会讲礼貌。这部分的目的是，引出中心话题Good manners，帮助学生明白讲礼貌会使我们人际之间关系和谐融洽，甚至会化干戈为玉帛;同时复习或学习一些致歉语和必要的答语。
“听力”(Listening)部分提供了一段两朋友间的对话，一朋友不打招呼骑走了另一朋友的自行车，并且把它弄丢了。怎么办?当然是道歉。这个听力练习要求学生通过听学会对发生了这种事情后的道歉表达和更高姿态的回响，使道歉者释然。以此了解英语国家人士语言的得体性、思维的方式与习惯表达方法，培养学生跨文化交际的意识。如 “I guess it wasn’t really your fault, was it?” , “ That’s OK. Forget it. It was an old bike anyway.”
“口语”(Speaking)部分提供的是三组文字情景，要求学生在前面“热身”和“听力”的基础上，以双人对话的活动形式体现情景，训练学生在比较真实的情景中口头表达能力和丰富他们有关道歉的语汇，包括词和句型。充分展示具备Good manners者解决问题、处理尴尬场面的风采。
“读前”(Pre-reading)部分设计了四个情景：1)At a dinner party, 2)Greeting your teacher, 3)Receiving your birthday present, 4)Paying a visit to a friend’s house, 以小组活动的形式讨论并写下在中国文化中以上情景有礼有节的一些规矩，这一活动的目的是不仅要调用学生已有的直接和间接的体现Good manners 的生活经验，加深对我们中国是文明礼仪之邦的认识，而且激活学生的思维，自然过度到下一步的 “Reading”--- 西方文化、餐饮礼仪。
“阅读”(Reading)部分是一篇说明文。主要介绍了西方的餐桌礼仪，并在字里行间渗透着和中国餐饮文化进行比较。东西方文化交织在一起，充满了跨文化交际的信息，体现了教材的国际性和民族性。
“读后”(Post-reading)部分的前三项任务是要求学生针对课文的理解完成的，可作为评价学生对文章理解的程度。如第一项：列出中西方餐桌上餐具及其摆放的位置;第二项：标出西方正式宴会上主要食物上桌的顺序;第三项：判断西方正式宴会上哪些就餐行为文明有礼，哪些行为显得无礼粗俗。第四项是回答问题，是一道联系中国实际的、开放性的一道问题：中国的餐桌礼仪也在变化吗?举例说说。可以小组讨论的形式进行，目的在于让学生对中西方餐桌礼仪的认同，以及培养学生的思辩能力，
“语言学习”(Language study)分词汇和语法两部分。词汇部分有构词法知识，前缀in-, im-, un-, non- 和练习部分词汇的一篇与课文主题相关的短文。引导学生通过短文提供的生动语境培养自己理解和记忆单词的能力。语法项目是定语从句，这是继前面两单元后第三次出现，不属新的`语法知识。非限制性定语从句第一次介入。语法第一部分提供的限制性定语从句和非限制性定语从句的例句比较和说明，可供学生自主学习，让学生探究发现两种定语从句的不同形式和含义。第二部分着重检验学生运用两种定语从句拓展句子的能力。
“综合技能”(Integrating skills)设计了一个很实用的写作任务：写感谢信。这个设计包括读和写。阅读部分的内容是一封感谢信的范例;写作部分的任务是：对老师的帮助、父母的关心支持、朋友的真诚、收到生日礼物等写一封感谢信。通过这一活动，让学生明白对他人的帮助心存感激，无疑是一种美德，一种素养。
“学习建议”(Tips)部分提供了一些行为规范的名言警句，告戒学生随时随地讲文明、懂礼貌，从自身做起，从小事做起。
“复习要点”(Checkpoint)部分简要地总结了本单元的语法重点----限制性定语从句和非限制性定语从句，并且设计了一些最基本的语言练习，帮助学生自评。同时通过两个问题引导学生对本单元所学的词汇作一次小结。
二.课时安排：6 课时。
The First Period: Warming up and Listening
The Second Period: Speaking
The Third Period and Fourth Periods: Pre-reading, Reading and Post-reading
The Fifth Period: Language Study
The Sixth Period：Integrating Skills
三.分课时教学计划
The First Period
GOALS:
To focus on talking about good manners as warming up and listening practice.
To learn to express apologies and responses to apologies.
To arouse students’ interest in learning good manners through various activities in class.
TEACHING PROCEDURES:
I. Warming up
设计问题、语境，诱发学生打开话匣子，不作限制，更不当练习来完成。
1.以旧带新，先入为主，根据学生自己的体验和理解，列举Good manners 的事例。
2.知错并向人道歉是Good manners 的行为之一。引入道歉用语，借书中情景和额外补充的各种情景反复演练，使学生能将这些礼貌用语娴熟地运用于生活之中。
(这些情景的提供，也为最后让学生自己描述道歉场面作准备)
3.作为一个有礼貌的人，对他人的诚恳道歉怎么反映?说些什么让道歉者心里释然?(为下一步的听力做个铺垫)
4.你上次向人道歉的情景还记得吗?对方是否是个讲礼貌的人。请描述一下。
篇9：高中英语说课稿
Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you.The content of my lesson is Senior English Boonit 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 talt the teaching material.
Part 1 Teaching Material:
This unit is about(Great women and their achievements , Important people,history and methods of agriculture, Different types of English humour ,Culture differences and intercuritural 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 DrYuan Longping’achivevment
And chemical farming and organic farming.
Charlie Chaplin and his funny and encourageing humour
People from different area have differert body language and use the right body language to showing our feelings.
Theme park not only provid fun but also provid various knowledeg and exciting experience.
this lesson not only teach the students to learn the related matreial about
(1) the good character to be a successful person
(2)Yuan longping’s scientific research spirit and attitudes toward life
The disadvantage of using chemical frtilizers and how to increase production in organic farming.
(3)Charlie Chaplin and his humour
English jokes
(4)Different body language and the similarutues in body language which make the others understand our feelings.
(5)Theme park
but also learning ability in English .
A： If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well.
B： It provides all-around practice about listening, speaking, reading and writing revolve around the topic,it is the expansion of this unit and give Ss a space to use the language
So it plays an important part in the English teaching in this unit.
(As we know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . )According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind,I think the teaching aims are the followings:
1.Knowledge objects:
(1)the sutdents can hear, read, and use the main sentence patterns.
(2) the students can understand the content of the lesson:
(3) the students can use the patterns to express their thoughes in proper situation
and learn how to describe people with adjective.
Ability objects:
Ability objects of this section are
(1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.
(2) To train the Ss’ ability of working in pairs.
(4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability.
3.Emotion objects:
By reading
A Student of African wlidlife /why not carry on the good work,
students can learn from
(1)jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful.
Lin Qiaozhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful.
(2)Dr Yuan Longping his scientific research spirit and attitudes toward life
This passage what is chemical and organic farming and their advantage and disadvant age.
篇10：高中英语说课稿
高一英语《Unit-9 It’s raining!》
Introduce myself.
一。 Teaching material analysis
1.Theaching items: This lesson is the first lesson in Unit-9. It’s also a main point in this lesson, which provides an example for the target sentence construction. It’s increases the students synthetic ability of hearing, speaking, reading, writing by reviewing the present continuous tense.
2. Aims to the teaching:
A. Aim to the knowledge:
To learn the target words raining, windy, cloudy, sunny, snowing in this lesson. The target sentence construction in this lesson is: How is the weather?
B. Aim to the abilities :
To improve the students communication ability.
C. Aims to the emotion:
To train the students to love our nation, and develop their good charactor.
3. Difficult and important points:
To get the local weather information by using their knowledge which they have learnt.
二。 Teaching method--- the investigative method
As we all know: the main instructional aims of learning English in middle school is to cultivate students’ basic abilities of listening 、speaking、reading and writing and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the conversation. And in this lesson communication method、scene method and CAI will be needed.
三。Study method---the investigative method
I request the students to study English independenly cooperatively and investigatively. Each unit in Go for it contains pair work, group work and games. The students who sit at the same table and groups can make a discussion and learn each other. It makes each student be relaxed. They needn’t worry about making mistakes. It can arouse students to think and to say what they want to say. Study becomes more relaxed and pleased in this kind of environment.
四。The time table of teaching steps
1. Review. It will take me 7 minutes.
2. Presentation. This is the most important part in this lesson. It will take me 32 minutes.
3. The study of diffuse thought. It will take me 4 minutes.
4. Briefly summary and homework. It will take me 2 minutes
五。Teaching steps
I’ll finish this lesson in 5 steps.
Step1---Review
Purpose: To form a better surrounding for the students by speaking and doing some total physical response and at the same time it provides situations to review learnt knowledge for the next step.
1. Let a student greet and make a duty report.
2. Free talk between T and Ss about last unit.
3. Review the present continuous tense by software.
I will make a conversion with the students . I ask ,students answer.The question is:“ What is he doing?” Students answer:“ He is singing.” The second picture,“ What are they doing?” “They are playing chess.”And then I will let the students ask and answer in pairs using the target sentences “What is he doing?” “What is she doing?”“What are they doing?”。 Make sure the students ask and answer correctly. They can use the words:dance、go to school、swim、play computer games、paint、watch TV and run.
Step2---Presrntion
The purpose is to present the key words one by one is much easier for the students to learn and grasp the meaming. CAI providea a real situation for students to understand the conversation better.
I’ll mainly talk about this step.
1.I’ll use a picture to ask a question: “Is’t raining?” Ss answer:”Yes,it is.” Then I’ll tell them if you want to know the weather, you can ask:“How is the weather?” The answer is:“It’s raining.” “raining ”is a target word and “How is the weather?” is a target sentence. Help the Ss understand the meaning by body language. Then lead the Ss to read the sentences. Make sure they can say them out correctly.I will use the other pictures to teach the target words “windy 、cloudy、sunny and snowing”。
2.I will use the other pictures to teach the other target words“ windy, sunny cloudy and snowiny.”
These are the sentences they must master. “How is the weather?” “It’s cloudy”。 “It’s windy.” “It’s sunndy.” “It’s snowing.” and“It’s raining.”
3. After they finish learning the target words. I will ask them to open the books and turn to P53. I will teach 1a
This activity introduces the key words.
After they finish I will give them the right answers.
4.We will do listening exercise 1b
This activity gives student practice in understanding the target language in spoken English.
The students can listen twice and finish them.
5.1c pairwork.
This activity provides guided oral practice using the target language.
Ask the students to make a conversation in pairs according to the model.
6.After they finish, we will go on listening exercises. Look at Page 54-2a.
At first I will point to the four pictures. Ask students to tell what each person is doing in each picture. For example “The boy is talking on the phone”。 “The men is playing basket.”and so on. Then I will play the tape twice and the Ss number the pictures. I will give them the right answers.
7.Go on learning 2b. It’s listening exercises,too.
I will ask a student to read the list of names and another student read the list of activities for the class.Then play the tape twice. The students tisten and match the names and the adivties. After they finish , I will give them the correct answers.
8. 2c-Pairwork.
I will ask SS to make conversations in pairs, I’ll ask some pairs to present their conversations to the elass.
9.After learning the text. I will let Ss do some more oral exercises.
This is a weather report. I’ll let the students make a conversation in pairs with the weather information using the target words and sentences.
篇11：高中英语说课稿
高一英语《Unit 15 The Necklace》
一、教材分析;
1、教材简析：
高一英语第十五单元的话题是“play”戏剧， 整个单元的设计围绕“戏剧”展开听、说、读、写多种教学活动，内容涉及“编故事表演”、“读剧本”、“如何写剧本”等，让学生初步熟悉戏剧， 学会剧本的欣赏、写作和表演。我上的这节课本单元的第三节阅读训练课，是由法国19世纪后半期优秀的批判现实主义作家莫泊桑的短篇小说《项链》改编的短剧。通过本单元的学习，既要让学生接触、了解戏剧的一些特点，又要让学生通过语言实践活动来体验语言，而提升自己综合语言运用的能力。
2、教学目标：(知识目标、能力目标、德育目标)
知识目标：(1)学习、掌握有关戏剧的体裁，熟悉和体验故事发生的典型环境和剧中人物的典型语言。 (2)在认知、理解剧情的基础上，学会欣赏戏剧。
能力目标：(1)发展学生听、说、读、写的基本技能，提高阅读技巧，培养综合语言运用的能力;(2)能利用上下文猜测词义，同时能根据上下文线索预测故事情节的发展;(3)能根据所读材料运用适当语言进行表演。
德育目标：通过本文激发学生对人生和命运的感悟，整体提高人文素质。
确立教学目标的依据：
根据新课标要求，通过听、说、读、写四项基本语言技能的训练，使学生形成综合语言运用能力，激发学生的学习兴趣，为真实语言交际打基础。此外，每一门课程都应该尽可能结合学科特点，把培养学生的情感融化到日常教育教学中。
3、重点与难点：
(1)重点：1.了解戏剧的文体特点并以此指导阅读;训练skimming, scanning, careful reading等阅读微技能;3.对戏剧深层次的理解及戏剧的欣赏，认识及分析主人公的人物特征及人物性格。
(2)难点： 1。阅读技能的训练;2.对戏剧的欣赏及课本剧的表演。
4.教学辅助工具：
(1) 收音机; (2)多媒体 (3)项链
二、教学流程：
1、新课导入
由前面两节课编故事及表演引出戏剧和学生们所喜欢的不同戏剧类型(funny plays,serious plays or sad plays)，然后通过brainstorm让学生以个人活动的方式列举出中外著名的剧作家，再通过多媒体让学生把作家、作品、国籍进行连线，以此引人法国作家莫泊桑及短剧《项链》。这样通过师生互动，激活主题，激发了学生的学习兴趣，对后面进行本文的阅读做了铺垫和准备。
篇12：高中英语说课稿
一.教材内容分析
本单元的中心话题是“电影”，本课是第三课时，是一篇传记体的短文，介绍当前好莱坞最有影响的导演艺术家—史蒂芬 斯皮尔伯格的创作生涯和一些作品。同一般传记一样，本文也是按照人物的生平时间展开：前两段记述了史蒂芬 斯皮尔伯格的早期创作尝试和生平，之后几大段介绍了他的事业和美满的家庭。学生从中可以进一步了解著名导演，也能体验一些影评的模式。
二.教学重点难点
篇13：高中英语说课稿
一、教材分析;
1、教材简析：
高一英语第十五单元的话题是“play”戏剧， 整个单元的设计围绕“戏剧”展开听、说、读、写多种教学活动，内容涉及“编故事表演”、“读剧本”、“如何写剧本”等，让学生初步熟悉戏剧， 学会剧本的欣赏、写作和表演。我上的这节课本单元的第三节阅读训练课，是由法国19世纪后半期优秀的批判现实主义作家莫泊桑的短篇小说《项链》改编的短剧。通过本单元的学习，既要让学生接触、了解戏剧的一些特点，又要让学生通过语言实践活动来体验语言，而提升自己综合语言运用的能力。
2、教学目标：(知识目标、能力目标、德育目标)
知识目标：
(1)学习、掌握有关戏剧的体裁，熟悉和体验故事发生的典型环境和剧中人物的典型语言。
(2)在认知、理解剧情的基础上，学会欣赏戏剧。
能力目标：
(1)发展学生听、说、读、写的基本技能，提高阅读技巧，培养综合语言运用的能力;
(2)能利用上下文猜测词义，同时能根据上下文线索预测故事情节的发展;
(3)能根据所读材料运用适当语言进行表演。
德育目标：通过本文激发学生对人生和命运的感悟，整体提高人文素质。
确立教学目标的依据：
根据新课标要求，通过听、说、读、写四项基本语言技能的训练，使学生形成综合语言运用能力，激发学生的学习兴趣，为真实语言交际打基础。此外，每一门课程都应该尽可能结合学科特点，把培养学生的情感融化到日常教育教学中。
3、重点与难点：
(1)重点：1.了解戏剧的文体特点并以此指导阅读;训练skimming, scanning, careful reading等阅读微技能;3.对戏剧深层次的理解及戏剧的欣赏，认识及分析主人公的人物特征及人物性格。
(2)难点： 1。阅读技能的训练;2.对戏剧的欣赏及课本剧的表演。
4.教学辅助工具：
(1) 收音机; (2)多媒体 (3)项链
二、教学流程：
1、新课导入
由前面两节课编故事及表演引出戏剧和学生们所喜欢的不同戏剧类型(funny plays,serious plays or sad plays)，然后通过brainstorm让学生以个人活动的方式列举出中外著名的剧作家，再通过多媒体让学生把作家、作品、国籍进行连线，以此引人法国作家莫泊桑及短剧《项链》。这样通过师生互动，激活主题，激发了学生的学习兴趣，对后面进行本文的阅读做了铺垫和准备。
2、新课的讲解
(1)不同层次的阅读技能训练;
首先是Speed reading，a. skimming，让学生进行跳跃式阅读，找出本剧中三个场景涉及的人物、时间、地点、旁白及人物之间的关系，使学生较全面地了解英语戏剧体裁。b. skanning，快速默读全文，了解课文大意，为下一步找出细节作好铺垫，教师要求学生(work in pairs)给每一场景取一个标题， 以此培养他们找寻文章或段落的主题句和概括大意的技能。
然后是careful reading ，
a. 扫 读 ：用多媒体展示针对每个场景提出的2-3个问题，，学生通过扫读来获取细节信息。在通读全文梳理文章，理解主题基础上，学生熟悉了故事内容，才能学会如何欣赏戏剧， 提高他们的鉴赏能力。
b .朗读：让学生跟读录音，掌握正确的语音语调,从整体上把握课文结构并从中得到自己的感受。这也为下一步学生分角色朗读做好铺垫，通过分角色有感情的朗读，学生能够做到全身心的参与，学习积极性也得以充分发挥。
学生通过以上活动，从基本框架到细节信息把握住了这篇戏剧。
接下来的环节是通过多媒体展示的几幅图片让学生复述课文，这既是理解基础上的表达，也是对理解的检验。它可以训练学生的各种思维能力，培养学生各种语用能力，是激发学生创造性思维的有效教学方法。复述课文是培养学生用英语连贯表达的一种有效的训练手段，而且加深了学生对课文的理解，从而促进他们的口语交际能力和书面表达能力的发展。
(2)、在情境中激思，培养创新思维：
在课文教学时，我采用多种思维训练法，培养学生的创新思维。根据教材的语言材料，巧设疑问，鼓励学生从不同方面，不同角度进行思维。
在careful reading的扫读中，每个场景的2-3个问题之后给学生提出一些预测和发散性思维的问题，作一些开发创造性思维的四人一组的小组讨论，如：“Pierre为什么会接受邀请“Mathilde会借什么样的项链?“你丢失了项链，你会怎么去处理?”，学生表现出极大的兴趣和参与热情。这激发了学生的好奇心，这样既可提高口语表达能力，又可提高学生的想像能力。所以教师在课堂上巧妙地适时设问，是对学生进行多种思维的训练，学生的思维创造性也因此得到充分发挥。
其次课文复述完之后，给学生提出更为深层次的问题:“What do you think of Pierre、Jeanne and Mathilde? Why do you think so? ”，分析主人公尤其是Mathilde的人物特征,培养学生分析能力。《项链》这篇文章一直以来被理解为批判资产阶级虚荣心，我则鼓励学生阐述各自不同的观点及理由，学生认为她虚荣之外，还很傻，同时她也很诚实，很勇毅等。让学生对此问题的各抒己见，学生批判性地看问题体现了新教材的精神。其中我从诚实谈到到 “诚信”，让学生谈谈自己对诚信的看法。通过课堂对学生进行人生观、价值观、世界观的熏陶，整体提高人文素质，而学生用英语表达这种思想感情，也是对语言运用能力的培养。
3、板书展示：
Unit 15 The Necklace
Guy de Maupassant Mathilde: a young lady
(1850-1893) Pierre: A government worker, Mathilde’s husband
Ball of Fat / My Uncle Jules Jeanne: A young lady; Mathilde’s Good friend
篇14：高中英语说课稿英文
Good afternoon,teachers. It’s my great pleasure to be here sharing my teaching ideas I’ll begin the lesson from the following four parts:
Analyzing teaching material
The teaching methods
The studying methods
The teaching procedures
and while presenting these parts I will do the blackboard writing properly. Ok now I am going to start from the first part “Analyzing teaching material”
This unit is about It is made up of paragraphs.
The teaching aim of this lesson is to help students to understand and master the words, phrases and sentence patterns on the basis of understanding the text.
The ability aim is to improve the students’ organizing and using skills of English and to retell the whole text in their own words.
The emotional aim is to help students understand and to develop
students’ sense of cooperative learning.
Then the teaching key points is to help the students get a general idea of the whole
And the teaching difficult points is to make students use their own words to express
According to the analysis above, I’ll try my best to carry out the following theories
while dealing with this lesson:
To make students the real masters of the class while I just act as a director.
To combine the language structure with the language functions.
And to make students receive some moral education while they are learning language. In order to achieve my goal, I will use the following teaching methods:
The first teaching method I will use is communicative approach, since language is
used for communication. Communicative approach is learner-centered and emphasizes communication and real-life situations.
The second teaching method I would like to use is task-based approach. A 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.
The third teaching method I want to use is computer assisted language teaching.
Computer plays an important role to make the materials attractive. It can also help the learners to understand the language and then produce comprehensible output.
And in order to practice my teaching methods better, the following teaching aids will be used:
A projector, a tape recorder, multimedia and of course the blackboard.
And then, I would like to talk about the studying methods. As students are poor in
cooperative learning skill, many students are not active in English class, and even
some of them don’t like English. Therefore, I will have the students learn English in a much more relaxed atmosphere. The learning process of students is from seeing,
thinking, and speaking. So, to make the students get the knowledge actively,
cooperative learning and task-based learning will be used.
Next, I will talk about the teaching procedure. To train the students’ ability of listening, speaking, reading and writing, I have designed the following steps.
Step 1 Lead-in
At the very beginning of the class, I will make the students have a free talk about and then discuss the questions in pre-reading on page . The purpose of this step is to arouse the students’ learning interest. After a discussion about the questions,
the students will be eager to know something about and it’s the very time to naturally lead the class into
Step 2 Listening comprehensions
In this step, I will write several questions before listening to the text:
And then I will make the students answer the questions after listening to the tape. The purpose of this step is to train and improve the students’ listening ability .
Step 3 skimming and scanning
In this step, I will give the students two tasks . The first task is to get the general idea, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their own thoughts in English. The second task is to get the main idea of each paragraph. I will divide the whole class into several groups to skim the whole text and get the main idea of each paragraph. The purpose of this task is to improve the students’ fast reading skill and cooperate with each other.And then guide Ss to read the material carefully and take some important notes, then answer the following questions in P.
Step 4 Retelling the passage
Language is learned by communicating. It’s my job to creat an atmosphere for students to use the language. The students discuss in their group and then choose a reporter to share to the whole class.
Step 7 Consolidation
In this activity, I will ask some students to read each paragraph, and then do the exercise following the text.
Step 8 make a summary
I will go through the important points and difficult points of this lesson with the students once again. And of course, the language points on the blackboard will be mentioned as well.
And now let’s move to the last step
Step 9 Homework
1. Read the passage as frequently as you can
2. Find out some words and sentences you think are beautiful and recite them.
Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.
That’s all of my teaching ideas about this lesson. Thanking you for your listening.
篇15：高中英语说课稿英文
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 (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings: 1.Knowledge objects: (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.
篇16：高中英语说课稿英文
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 the vocabulary 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 demands
1 Knowledge aims:
（1）to help students to understand and master the words, phrases and sentence patterns.
（2）to know some basic information about music
2 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 details
3 Emotional aims:
(1) Help students understand different type of music and how to form a band
(2) Develop students’ sense of cooperative learning
Fourthly, teaching key points is
1. 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 is
1. The students use their own words to express their own ideas.
2. the prep+ whom/which attribute clause
According 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 Teaching
Language is used for communication. It’s learner-centered and emphasizes communication and real-life situations.
b. Task-based Language Teaching
A 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 Teaching
Language 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 Methods
Task-based, self-dependent and cooperative learning
Part 4 Teaching Procedure
Step 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”. I’ll play some different type of music to attract their attention and then bring some questions.
Question:
What kind of music they like?
Which band they know best?
The answers must relate to band. After this, the students will be eager to know something about band and this is the very time to naturally lead the class into Step 2
Step 2 Reading for information: skimming and scanning In this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.
Task 1 General idea
The students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.
The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other.
Task 2 Main idea of each paragraph
Cooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 4 groups to skim the whole text and get the main idea of each paragraph.
Step 3 Reading for comprehension
The purpose of reading is to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details. Therefore the following practices on Page 35 can help check the situation.
Step 4 Solving difficult language problems through reading
It’s important for language learners to learn important rules of
grammar and use these rules to solve problems in reality. In the previous process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss and explain. This period of time belongs to students. They can ask any questions they come across in the process of learning. I’ll explain the questions and difficulties. The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.
Step 5 Consolidation
Language is learnt by communicating. It is my job to create an atmosphere for students to use the language. Here I design 2 activities 1 Reading for comprehension
I’ll ask 4 students to read each paragraph, and then do the exercise following the text. I think it’s a good way to review what they have learned.
2 Discussion
During making discussion, the students will deepen their understanding of the main idea of the passage.
a. Why Monkees can be successful? Give reasons.
b. What’s the most important thing for a successful band? Why? Step 6 Homework
Ask the students to write down sth about their favorite singers, band or music and list the reasons. The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.
Part 5 Blackboard design
Unit 4 Music
Passage The Band That Wasn’t
Topic Sentences:
1. Many people want to be famous as singers or musician
2. Form a band
3. Began as a TV
4. They became even more famous than the Beatles
Discussion:
a. Why Monkees can be successful? Give reasons.
b. What’s the most important thing for a successful band? Why?
In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily. In this text, the design is not easy to write. I write the topic sentences on the blackboard, in order to tell the students that this is of the importance in this class. I want to make the design inductive, instructive and artistic.
篇17：高中英语优质课说课稿
高中英语优质课说课稿
一、说课分析
（一）教材的地位和作用
本节课是本单元以及本教材的第一节课，本课谈论的是：朋友是不是仅限于人类、朋友的真正含义、如何与人相处的问题等关于朋友的话题。本课涉及的有陈述句和疑问句的直接引语和间接引语的掌握和运用等语法要点。学生从初中到高中，来到一个新的学校，同学彼此陌生，不免想起老同学，老朋友。这样的话题正好能引起学生的兴趣。而且本课的内容和语法的启发性和实用性都很强，能使学生在学中用，在用中学，对综合提高学生的听说读写能力有较好的促进作用。
（二）教学目标
英语教学大纲规定，通过听说读写的训练，使学生获得英语基础知识和运用英语的能力，激发学生的学习兴趣，为进一步学习打下良好的基础。因此，我制定以下教学目标：
知识目标：1、掌握和使用陈述句和疑问句的直接引语和间接引语。
2、讨论朋友和友谊。
3、学习掌握本课的重点词汇。
技能目标：1、学会阅读的技能——scanningand skimming 。
2、通过谈论朋友和友谊，既锻炼学生的语言运用能力，又培养了学生发现问题、思考问题、解决问题的能力。
3、理解阅读文段，复述故事。
情感态度：1、患难之交才是真朋友。
2、知音难得。
3、海内存知己，天涯若比邻。
文化意识：认识德国纳粹党。让学生了解那段德国法西斯残害犹太人的历史，使学生在感受外国历史文化的同时自然而然的习得语言。
（三）重点与难点
重点：1、训练scanningand skimming等阅读技能。
2、认识朋友的真正含义以及与人相处的问题。
难点：1、阅读技能的训练。
2、陈述句和疑问句的直接引语和间接引语的互相转换(人称的变化、时态的变化、指示代词、时间状语、地点状语和动词的变化)。
（四）教具
本课利用录音机、投影仪等辅助设备，激发学生的学习兴趣，调动他们的积极性，为展开话题提供丰富的材料，使教学收到事半功倍的效果。
二、说课分析
在新课程背景下，教师要成为学生学习的促进者、组织者和合作者。本课采用讨论法，主要采用小组合作讨论的方式。在读前阶段我就提出问题，让学生思考讨论是不是只有人与人之间才可以交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，我再引导学生深入讨论几个与本课有关的话题，展开教师为主导、学生为主体的师生双边活动。通过创设真实自然的语言环境，使学生在语言实践中把语言知识和技能主动转化为交流能力，变苦学为乐学，从而培养学生大胆用英语进行交际的能力。
三、说课分析
教务于学。传统教育的弊端是教师“满堂灌”，只重视怎么教而忽视怎样学，结果高分低能的现象十分严重。为了改变教师牵着学生鼻子走的被动状态，我通过创设话题，寓教于乐，引导学生自学、自做、自助、自悟，让学生学会自己动手，收集信息、处理信息，用所学语言去实践和解决问题，使学生在运用语言的过程中感悟体验所学语言的规律，培养语言意识，积累语言经验，形成语言感觉，达到语言运用的目的。从而使学生真正成为学习的主人。
四、说课过程
新课程改革的核心理念是“一切为了学生的发展”。学生的英语学习不仅仅是掌握几个单词和句型，更重要的是学会运用语言来交流思想，办实事。因此我精心设计了以下教学环节：
（一）激趣导入，务于新知
一节课的良好开始，对于整节课教学的顺利进行起着至关重要的作用。在Warming up 部分我分四步进行：
1、用问问题的形式导入(屏幕显示)。同时板书Unit 1 Friendship。
Do you have any friends? Are you good to your friends?
Which kind of friend do you think is the best friend?
2、做调查：在Warming up部分有5个问题，我让学生独立完成。然后在屏幕上显示下列表格。
3、调查结果：显示各得分情况所对应的调查结果，让学生自行对照。
Grade 1 (5分以下) 直截了当，做事果断，没考虑不良后果。
Grade 2 (10分以下) 能用更合理的方法处理问题，又不伤朋友之间的感情，但自己的利益有时会受损。
Grade 3 (10分以上) 不伤感情，又能保全自己利益。
通过调查问卷的形式，引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法，最后的问卷调查结果让学生兴趣和热情倍增，这样能促使学生很快进入语言学习和探究活动中去，愉快的进入学习状态。
4、学习三句谚语，使学生明确对待朋友和友谊的态度。
A friend in need is a friend indeed. 患难之交才是真朋友。
Real friends are few and far between. 知音难得。
Long distance separates no bosom friends. 海内存知己，天涯若比邻。
（二）创设话题，教学新知
新课程指出，教师不再是居高临下的管理者，而是学生学习的促进者、组织者、合作者。
1、我布置Pre-reading部分的几个问题启发学生对“朋友”和“友谊”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友。接着让学生就问题进行小组讨论。然后让个别学生回答问题。
接着屏幕显示我补充的问题：
Why do you need friends?
What do you think a good friend should be like?
Does a friend always have to be a person?
让学生讨论后回答。引出课文的主题 Anne’s best friend –DIARY.
2、介绍故事背景：这是一个真实的故事。1933年－1945年，纳粹党对德国人民进行法西斯统治。只要他们一发现任何犹太人，就会把他们送到东欧波兰的集中营区。为了避免被抓，安妮和她的家人选择了躲藏，藏在了一栋房子的阁楼里，在躲藏的日子里，她只能和日记交朋友，她把心里一切的感受都告诉了日记，后来《安妮日记》出版后，很快成为全世界广为流传的一本书。
3、教学新的语言项目和句子结构。我在教学语言项目的时候，一是培养学生根据语篇、语境来猜词，一是用举例的方式来说明词的用法。
（三）阅读文段，强化新知
1、Scanning（查读）:学生们在了解了当时的历史背景后，以及理解了安妮当时的心境和为什么将日记视为自己的`朋友，这样才能深刻理解安妮日记的内涵。在此基础上，我设计了几个问题，让学生带着问题听录音。这样做能使学生更加集中注意力，抓住重点。（屏幕显示）。
Why did Anne make her diary her best friend ?
When did this story happen?
How long did they hide before they were discovered?
Anne’s best friend：
When was the diary written?
Why didn’t she go downstairs until the window had to be shut?
Sample diary:
2、Skimming(略读)：在学生对课文进行了探究之后，学生已经将课文的大部分内容融会贯通，消化理解了。这时让他们通过讨论来解决问题，可以使学生的学习潜能得以挖掘。（屏幕显示谈论的主题）
Make a free discussion.（Ex3 in comprehension）
* What would you miss most if you went into hiding like Anne and her family? Explain why.
* How would you describe Anne’s feelings as she was looking out into the night sky?
（四）难点再现，深化新知
在一节课结束前几分钟将重难点知识进行总结和归纳，是提高课堂教学效率的有力措施。我在屏幕上又显示了下列的句子，让学生明确什么地方需要加强，学习策略要做怎样的调整。
Explanation ：
* She said, “I don’t want to set down a series of facts in a diary as most people do, but ……” (Change Direct Speech into Indirect Speech)
* I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature. (it’s because ……that )
* It was the first time in a year and a half that I’d seen the night face to face ……(Understanding Anne’s inside thoughts.)
（五）布置作业，巩固新知
为了巩固今天所学的内容，我要求学生课后用100字左右来复述故事，完成Comprehending里的关于直接引语和间接引语的练习。
最后，我说一下我的板书设计。为了浓缩教学内容，使学生对新课内容能一目了然，印象深刻，我采用纲目式设计板书，左侧列出课文中出现的重要的单词和词组，右侧列出重点句型。
Unit 1 Friendship
1、Useful words and expressions 2、Important structures
五、教学评价
这一节课我主要采取任务型的教学形式，从任务呈现到任务准备（也就是知识与技能的教学），学生们在完成任务的驱使下，得到了语言交际和思想交流的机会，在讨论问题的过程中把知识和技能转化为交流能力。我以与学生平等的身份参与到学生的交际和交流中去，这充分体现了师生互动、生生互动的教学思想，从而达到预期的目的。
由于本人经验不足和能力有限，因此在备课和说课的过程中存在着一些不足之处，恳请各位领导、老师提出宝贵意见。谢谢！
篇18：高中英语第二册说课稿
高中英语第二册说课稿
一、指导思想：
主动阅读，自主发展，培养学生英语语言能力和分析问题、解决问题的能力。
其理论依据是：语言习得理论（美国）
语言能力是语言行为的重要部分，它是使语言使用者能够说出和理解无限的句子，并能识别语法错误和歧义。就是说话者掌握的语法结构、词汇和语法规则等方面的知识，从某种意义上讲，语言能力就是一部语言的百科全书。而阅读 是在没有他人参与的情况下，主动增加语言的输入，不仅直接参与作者的自然交流，而且使学生从中获得语言的内涵，培养语言的能力及分析问题和解决问题的能力。
二、内容：
1、本节课是高中英语第二册（下）第54课的一篇阅读文”Satellites”
2、目标：
1）通过学生在教师的指导下主动阅读课文以获得语言信息，提高阅读水平，同时使学生了解有关卫星方面的'知识。
2）掌握大纲教材中的词汇：broad, circle, in space, pull, camera, fold, unfold, connect, object, direction, position,
signal, orbit, rocket, panel. 并且复习定语从句的用法。3）用语所学语言，围绕人造地球卫星这一题材，完成教科书和练习册中规定的听、说、写的任务，并完成有关的课文内容的练习。
3、重点、难点：
1） 一些四会、三会词（词组）
broad, circle, in space, pull, camera, fold, unfold, connect, object, direction, position
once every month, fold up, at the speed of, is likely to, keep out of，carry up, go into, in order to, return to, more than, not only…but also…,each other
2) 非限制性定语从句的复习。
三、教材处理
要求学生对课文进行三读：快读、再读、深读
1、快读：教师放录音，要求学生快读全文，获得主要信息：
1） Why are satellites so expensive?
2） What can satellites send back to the earth?
以了解课文的中心内容。
2、再读：主要是帮助了解一些文中细节。借助于学生用书P79,Ex 1中的题目，来指导学生阅读全文。
3、深读：主要是通过在教师的指导下，学生自主地细读全文，加深学生的深层次的理解。
4、精要的语言知识讲解。
四、教法与学法
本节课是自觉实践法和自主习得法相结合。学生在教师的指导下自主习得语言知识以培养语言能力。
五、教学程序
1、复习：1）检查上节课的作业。2）词汇听写
2、阅读准备：看P8图，讨论学生所看到的。板书：Why are satellites so expensive? What can satellites sand back to the earth?
3、快读：学生带着黑板上的两个问题，教师放录音，学生快速浏览全文，找到问题的答案。
4、再读：借助Wb 中的7个问题，引导学生再读全文，完成相关内容，并对不理解的句子和词组划线。
5、推断词义，解决难句。教师把学生在再读中的难句收集，引导学生猜义和解释。帮助解决理解障碍。
6、深读：引导学生进行深层次的阅读全文。
7、精要的语言点讲解。（见教案）
8、验收效果：True or false练习。（见教案）
9、小结：1）文章脉络 2）主要语言点
篇19：高中英语写作说课稿
高中英语写作说课稿
各位老师：
大家好！
我很幸运自己能在实验中学高二英语组这个大家庭里，在备课组各位老师的指导下，自己在不断的成长。现在我把自己的一堂写作课的思路，内容，过程呈现给大家，（实际上只能说是给大家说一遍）也是抱着向各位老前辈学习的态度，希望能够抛砖引玉，得到大家的指导和帮助。
一、教材分析
1）地位及作用
本模块以A job worth doing为话题，旨在通过模块教学使学生了解社会中各种工作及其对社会的重要作用，并设想未来的工作类型。写作部分要求学生就某一项工作写一封求职信，咨询有关此项工作的情况，并介绍自己的简历。英语写作是一个创作性的学习过程。它对语言表达的正确性和准确性、思维的逻辑性和文章的条理性都比口语要求更高。也因为在reading等输入之后，写作做为输出上升到一个更高的层次，本单元的写作课，以及以往的每次写作课都是根据这一原则进行授课的。
2）教学目标
①认知目标：把握如何写好求职信。
②技能目标：掌握求职信的写作。
③情感目标：通过读招聘广告，读求职信，培养学生对社会的责任感，培养他们奉献社会、回报社会的精神，同时使他们认识到只有通过自己的努力学习，才会为自己的美好将来打下基础。
3）教学用具：多媒体
二、教学方法
依据导入-分析―写作-讲评的方法，目的是培养学生写作能力。主要运用了学生为中心，任务为中心，活动为主合作学习的方法。合作学习是帮助学生提高英语写作水平的一个有效途径，通过小组讨论、大组交流、全班分享，学生不觉得写作课是单调的，反而觉得有兴趣。
三、学习方法
1）教会学生如何成为一个成功的语言学习者，在学习的过程中可以去背诵或模仿好的句子，只有平时积累了，考试时自然会胸有成竹。
2）指导学生写一封好的求职信。
四、教学程序
1．导入新课：阅读并翻译一则招聘广告，继而对比学生和老师翻译的不同。
把广告翻译成中文，主要是想让学生对比两种语言的差异，把握广告这种文体的语言特点。课本提供了五则广告，由于时间关系，课堂上只翻译了一则。
当在学生说了自己的答案之后，我把自己的'翻译展示出来。
Models wanted over the summer. I’m looking for a number of models to work both in the studio and on location. 通夏热招室内、外景模特数名，If you’re thinking about a career as a model, or actress, this might be a good chance to get some good shots. 名模事业，超女之路，莫失良机，闪亮出镜！
由于这之间的差异，学生的积极性立刻调动起来。
既然有了兴趣，那么我们如果想要应聘怎么办？同学们回答，写求职信，那么如何写好求职信呢？自然进入第二个环节―――写作文
2．写作文：
（1）阅读课本上所给出的求职信，并分析求职信的结构。（除了开头，结尾，主体是中间的三个部分：第一部分说明求职信的缘由及动机；第二部分介绍个人情况；第三部分通常是询问、安排参加面试的时间或说明彼此联系的方式。包括在结尾处的客套话。）
（2）拓展：1）由于考虑到求职信有很多可以套用的句型，所以在这里我给学生拓展了不少固定句型。
比如，第一部分
① I wish to apply for the job you are offering in the newspaper.
②Learning from the newspaper that you are looking for a Network Engineer，I should like to apply for the post.
③I’m writing in the hopes that you will be able to offer me the job.
第二部分
① I graduated from Tsinghua University.
② My major is English.
第三部分
①I should be grateful for an early reply.
②I would be very thankful if you could give me a chance.
其中斜体部分可根据自己情况进行更改。这一环节主要运用了齐读，造句等方式，让学生记忆，为接下来写作文打基础。
2）拿到今天的课堂任务---中文叙述的求职信，进行写作。
（3）讨论。由于所给任务与所达要求有较大出入，所以这一环节很有必要。给学生一定的时间进行讨论，至少5分钟，让各层次的同学共同做好写作的准备。针对考试要求，我提出一下要求：要点全面，结构准确，关键词正确。比如，一共包含几个要点；第一部分缘由是什么，第二部分又怎么介绍自己；具体到关键词“特别”怎么说，“秘书”“打字员”又怎么拼写。
（4）写作：根据刚才讨论所做的笔记，学生自己完成任务。这是本节课的中心，经过前面内容的输入，可谓水到渠成。按考试的要求，需要13-15分钟。一般情况下，学生在黑板上写较之下面写要慢，所以我找了两个同学，其中一个写开头和结尾的两段，另一个写中间自我介绍这段。
（5）①作文讲评。分析黑板上作文的错误。
②打分。拿出一分钟左右让同学们给打个分数，引导同学们不仅关注怎样写作文，更要注意什么样的作文可以得高分。这才是最终我们要达到的目的。
（6）范文展示。看范文对于每个要点，结构，及关键词的处理。并让同学们齐读，把范文大声读出来。
3．总结：最后课堂小结，重现求职信的结构，如有时间，让学生改写作文。
4．作业。改写并课下上交。
五、时间分配：
导入：5分钟分析结构：3分钟，展示句型，作业：4分钟
讨论：5分钟写作：15分钟讲评：3分钟
范文展示：3分钟总结：2分钟
以上就是整节课的过程，其中有很多不足之处，殷切希望得到老师们的批评指正，谢谢大家！
篇20：高中英语的说课稿
Good morning, ladies and gentlemen. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My representation is made up of six parts：analysis of the teaching material, analysis of the students, teaching methods, teaching procedures, blackboard design and teaching reflection.
This is the last part of the unit, It is designed to impove students’ English level through doing a project. In this section, students will read information about two school clubs, and then they will design a poster advertising a new school club. By reading these passages, students will study knowledge of school clubs and improve their reading ability. In the course of writing, students will learn how to plan,prepare,produce and present the new school club. In a word,learing this lesson can improve students' ability of listening, speaking, reading and writing, especially the writing skill.So the selected material plays a very important part in English teaching and learning.
Teaching aims
According to the new curriculm and syllabus,based on the character of the selected material,I set the teaching aims as follows:
Knowledge aim: to get Ss learn some new experssions and know about school clubs. Ability aim: to improve Ss’ability of reading and writing
Emotional aim: to develop Ss’spirit of co-operation and interest in starting or joining a school club
Teaching important points and difficult points.
The teaching important and difficult point in this lesson is how to improve Ss’ability of reading and writing.
1. The Ss have known something about through the Internet and other ways.
2. They are lack of vocabulary.
3. They don’t often use English to express themselves and communicate with others.
4. Some Ss are not active in the class because they are afraid of making mistakes.
To achieve the teaching aims and deal with the important and difficult points,I’ll use the following methods to conduct my class,they are: Listening and reading;ask and answer competition;discussing and group work.I’ll also use a record and the muti-media to make my class lovely and interesting.
With the teaching methods, I can guide Ss to solve problem and complete different tasks.
Teaching aids:
1. a projector
2. a tape recorder
3. multimedia
4. the blackboard
I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading and writing ability.
Step 1 lead-in
Show Ss some pictures of a school club, and some Ss' opinions about the joining in a club. Doing so can arise Ss’interest in this lesson
Step 2 Listening and reading
Play the tape for Ss to listen and pay attention to the pronunciation and intonation,then read the passages to get a main idea. After that ,we’ll have an ask and answer competition about the passages.The activity can train Ss’quick mind,heat the classroom atmosphere.
Step 3 Design a poster advertising a new school club
Planning
Divide the class into small groups. Discuss what club they'd like to start.And they've decided the name of their club, then assign tasks to each group member.
Preparing
Group members go separately to finish the tasks.Those who are responsible for doing research need to find information about school clubs and posters.The group should discuss the information found and decide what they can learn from it.
Producing
Group members responsible for making the poster need to follow the outline, proofread it and get it approved.
Presenting
Each group present their poster to the class, explain it.
Display the posters and have others vote to choose the best poster.
Step 5 Homework
Finish off the workbook exercises and self-assessment part after class
On the left of the Bb,I’ll write down some language points;In the middle are some suggested answers and some writing skills are on the right side.
篇21：牛津高中英语说课稿
精选牛津高中英语说课稿
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_______
★ 说课技巧
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