- 相关推荐
高中英语英文说课稿
高中英语英文说课稿（一）
teaching aims:
knowledge aim:
1.understand the main idea of the text, and useful words, expressions, and sentences.
2.analyze the structure of the text.
ability aim:
devolope the students' reading ability and learn to use some reading strategies,such as skimming,scanning,intensive reading.
teaching focus:
1.get the students to learn different reading skills.
2.help the students grasp the main idea of the text.
teaching difficult point:
develop the students' reading ability.
teaching methods:
1.task-based teaching and learning
2.cooperative learning
teaching aids:
the multimedia, tape-recorder, and other normal teaching tools.
teaching procedures:
step one: pre-reading （3 minutes）
1. greetings
2. lead-in
show students some pictures about……on the screen, and let them talk with each other.
step two: while-reading （25 minutes）
1. fast reading
let students skim the text and get the general idea, and answer the questions which are shoowed in the screen
1）…… 2）…… 3）…… 4）……
2. careful reading
1） underline the new words, sentences or whatever they can't understand
2） summarize the main idea of each paragraph with one sentence
3） check their understanding and show details of the text
step three: post-reading
1. reading aloud
let students listen to the tape-recorder, follow and repeat
2. discussion
do the group work, with 4 sentences for each group
step four: summary
let students summarize the main idea of the whole text and teacher supplement
step five: homework
1. read again and retell
2. finish the related exercices
3. write an article about……
-----------------------------------------------
Blackboard Design （Add）
1. main idea of each paragraph
paragaraph 1:
paragaraph 2:
paragaraph 3:
2. language points （more details on the screen）
1）。
2）。
3）。
4）。
高中英语英文说课稿（二）
Good morning, ladies and gentlemen, I’m very glad to have an opportunity to interpret my lesson. The lesson plan I’m going to talk about is from SEFC Book1 A, Unit 7 — Cultural relics. I’ll explain my teaching plan from the following 4 aspects: the theoretic basis, my understanding of the teaching material, teaching method and study way, teaching procedure.
I. Theoretic basis
According to the New English Curriculum Standard, when teaching, teachers should lay emphasis on the four skills — listening, speaking, reading and writing. What’s more, the four skills should be integrated well because when we communicate, we often use more than a single skill. The newly edited textbook is divided into units, each one is an independent whole which couldn’t be divided further, and the four skills are integrated well in each unit. Thus, when planning lessons, English teachers must regard the whole unit as a base.
II. Understanding of the teaching material
My understanding of the teaching material contains 3 aspects: moral objectives, ability objectives and knowledge objectives.
A. Moral objectives
As we know, Unit 7 is mainly about some famous cultural relics, it describes St. Petersburg in details, and from the text, we know that lots of cultural sites are being destroyed. So I’d like the students to set up a consciousness of protecting cultural relics through my teaching.
B. Ability objectives
The most important points contains the following 2:
（1） How to give advice and make suggestions
Students should master some expressions for advising and suggesting such as "shall we do…", "you’d better…", etc.
（2） Students should learn to use some useful phrases from text, for example: give up, give in, under attack, during one’s life, etc.
These expressions and phrases I mentioned above are very useful, once the students master them, they can use them immediately in their daily life.
C. Knowledge objectives
The present perfect passive voice is the main grammatical point in this unit, students are required to understand and learn to use this tense.
III. Teaching method and study way
According to the New English Curriculum Standard, students should be the real masters in language study. During my teaching process, I’ll play a role as a participant, adviser and prompter, try my best to create contexts, ask questions, enlighten and guide the students to learn independently. Exercise and discussion will be the main forms of teaching in my class.
I’ll use a computer, a taper recorder, some pictures as my teaching aids.
IV. Teaching procedure
The whole unit needs 4 periods. Each period contains 45 minutes. I’ll explain one by one.
Period 1
The task of this period is to warm up the students, make them interested in the topic. It includes 4 steps.
Step1. Daily greeting and lead-in （10 min）
I will ask students to introduce their hobbies, then I’ll ask the one who likes traveling to say something about scenic spots, and I tell the class the differences between natural scenes and cultural relics. In order to make them interested in the topic, I will show some pictures of pyramids, Great wall and the Stonehenge, at the same, I will do a brief introduction of their history and geographic features for them.
Step 2. Listening （15 min）
The listening material is about another 3 cultural sites. Students can listen for 3 times. When listening for the first time, I’d like them to find out the names of the 3 sites. And for the second and third time, they are required to answer questions in the textbook.
Because of the warming up in step 1, this listen part will not be very difficult for them. In addition, I will teach them some listening skills such as finding key words, using symbol, etc.
Step 3. Discussion （10 min）
After doing listening, I will create a context for the students — suppose they everyone have a cultural capsule, before they are sent to the space, they need to select 5 things representing China, what will they choose and why? Such a discussion can make them think about Chinese cultural relics and give rise to a desire of learning how to give advice and make suggestions.
Step 4. Expression learning （15 min）
When the discussion finished, I will do a summary and transit to the study of expressions for advising and suggesting. I will use these expressions to make dialogues with the students and I will also let them make sentences with these expressions.
Period 2
The task of this period is reading. It includes 3 steps.
Step 1. Pre-reading （10 min）
Before learning the text "A city of heroes", I will review the discussion in period 1, and let the students think about a question: Which city do you think is great? What makes it great?
Step 2. Fast reading （10 min）
The students can read the text fast only once. After reading, they should do some "true or false" questions on page 46. They can get the main idea and information very easily by fast reading.
Step 3. Intensive reading （twice 25 min）
After the fast reading, another question will raise: who is the hero of the city? The students can read the text intensively twice.
（1） For the first time, the students should read paragraph by paragraph, and summarize the main idea of each paragraph, here I will teach them how to find topic sentence and the function of topic sentence.
（2） When reading for the second time, the useful phrases and words will be learned in the text. And the question: "Who is the hero of the city?" will be discussed.
Period 3
The task of this period is revision, learning the present perfect passive voice and word formation. It includes 4 steps.
Step 1. Revision （10 min）
Let the students do blank filling on page 47, all the words and phrases are from the text, which have been learned in Period 2.
Step 2. Word formation （10 min）
There are some words beginning with a prefix "re" in the text and exercise. So here I will tell the students something about the function of prefix, let them know "re" means "again’， add "re" to a verb means "do again". Then, I will list all the words with "re’ from the text, and ask them to give me more examples of such words.
Step 3. Grammar learning （17 min）
（1） I will show 2 sentences using present perfect passive voice from the text, let the students know the feature of this voice, them I change them into active voice, show them the differences by comparison and contrast.
（2） Next, I will give some sentences in active voice, let the students change them into passive voice. When doing this, I will point out the different use of "have" and "has", let them know a verb should agree with the subject.
（3） In order to distinguish present perfect passive voice from past simple passive voice, I will let them do exercise 2 on page 47 — Blank filling.
Step 4. Discussion （8 min）
For the exercise in step 3 is about protecting cultural relics — Guilin and Beijing, after doing that, I’d like the students to do a discussion in group of 4 or 5 about the damage of cultural relics and ways of protecting.
Period 4
The task of this period is revision and writing a letter to express one’s feeling. It includes 3 steps.
Step 1. Revision （15 min）
（1） First let the students do the Checkpoint 7, them I will ask them to find out all the sentences using present perfect passive voice from the text.
（2） In order to revise the words and phrases, I will give the students a dictation. I speak in Chinese, they write down in English. When finished, I’d like them to make sentences with these phrases.
Step 2. Pre-writing （15 min）
（1） In this step, first I will create a context for the students to discuss: What will they do when they feel worried, sad or angry? I will show my opinion at the end of discussion that writing a letter to ask for advice is a good idea, letter is an important way to communicate with others.
（2） Next, I will help them to learn the model letter in the textbook, and show them the form of a letter （格式）， so that they will not feel difficult when writing.
（3） Then, let them turn to page 48 part 2, first have a discussion, them fill in the blank, later, I will ask some of them to report their answers.
Step 3. Writing （15 min）
After the report, the students are asked to write a letter. I will give them some information for reference. When they finished, I will ask 2 of them to read their letters, and let the others evaluate the advantages and disadvantages, so that everyone can make a progress.
V. Self comment
Through my interpretation, you may find that my plan is different from others. Actually mine is a unit plan, not just a single lesson plan. As I mentioned, I regard the unit as a whole, I’d like the students to learn the four skills integrated, and I do so.
That’s all for my interpretation. Thank you for your attention.
高中英语英文说课稿（三）
Good afternoon, every teacher. I’m very glad to have the opportunity to share my teaching ideas to you here. My topic is from Advance with English Book 9, the reading material of unit 2: XXX. To make my presentation much clearer, I’ll explain it in the following 5 aspects.
1 My understanding of the teaching material.
2 Teaching aims.
3 Teaching methods and learning ways.
4 Teaching procedures.
5 Blackboard design.
Now, I’ll explain them one by one to you.
Part 1. My understanding of the teaching material.
In this section, students are provided with （1） a brochure about Canada. It is designed to help them to gain some information about the geography, history and four cities of Canada. （2） a newspaper article about the Acropolis, a famous historic site in Athens, Greece. It is designed to help them to gain some information about the history of the Acropolis, the damage to it and the ways to preserve this historic site. （3） an internet article about national flags, colours and cultures. It is designed to help them to gain some information about the national flag of France, the USA and Indonesia. （4） an internet article about idioms from the Bible that are used in English. It is designed to help them to gain some information about these biblical idioms and understand their original meanings and practical usage in English. What’s more important, students are expected to improve their reading ability by participating in all the designed activities.
Part 2, Teaching aims
According to these , I set my teaching aims as follows:
1. Make students get familiar with the topic, and learn some important words and expressions.
2. Develop students’ reading ability, especially the skills of skimming and scanning.
3. Cultivate their interest in English study
Among them, I think the teaching focus and difficulties will fall on these points:
1. How to organize activities to develop students’ reading ability.
2. How to help students finish different tasks by using what they have learnt from the article.
Well, how to achieve the teaching aims better? The key is to use proper teaching methods.
Part 3. Teaching methods and learning ways.
In my class, I’ll adopt the Situational method, group-work method and Task- based method. I’ll try to provide students with lively situations and create a relaxing class atmosphere and then they can gain the knowledge by self work and group work. What’s more, I’ll take good advantage of the recorder and the multi-media to make the class lively and relaxing.
Part 4. Teaching procedures.
Now, I’d like to talk about my teaching procedures. I want to carry them out in the following steps:
Step 1. Lead-in. （ 6 minutes ）
1-2, show students some pictures about Canada /Greece on the slides, let them guess which country the things in the pictures belong to. Ask students what they will think of when talking of Canada / Greece.
3-4, show students some pictures about different national flags / religious people on the slide and ask them to match the flags with their countries / the people with their religions. Ask students what they will think of when seeing our national flag / talking of Buddism?
By doing this, I hope to arouse students’ interest and prepare them for the following study.
Step 2. Listening
Listen to the tape of the article and answer the questions about T or F on the slides.
The purpose of this step is to practice Ss’ listening ability by gaining a general idea of the article.
Step 3. Study the reading strategy
Ask students read the reading strategy aloud and make sure they fully understand it. If necessary, I will explain it.
This step is designed to help Ss clear away some obstacles in reading.
Step 4. Reading
6 Ask students to scan the article to grasp the main idea and finish Part C1.
7 Ask students to read the article carefully and search for the related details to finish Part C2.
The purpose of this step is to develop Ss’ reading ability and the ability to use the information they have gained to finish different tasks.
Step 5. Consolidation
1. Ask Ss to read the instructions for Part F and continue the dialogue in pairs after the example. Choose some pairs to act out their dialogues.
2. Choose one topic of the 3 questions to make a discussion in group of 4 students; Encourage every student to express their opinions freely. I will walk around the classroom to offer necessary help. Choose some students to make the presentation.
This step is designed to deepen Ss’ understanding of the article, practice their oral English and develop their ability in working cooperatively.
Step 6. Homework
Finish Part A and Part B in workbook.
Part 5. Blackboard design.
In the upper side of the blackboard is the title of this lesson: XXX. On the right side is the reading strategy
【高中英语英文说课稿】相关文章：
英文说课稿08-14
高中英语教案英文优秀11-22
小学英语英文说课稿08-14
英语说课稿英文版07-04
高中英语语法说课稿（精选9篇）09-14
初中英语说课稿英文版08-23
高中英语谚语08-12
高中英语造句08-17
高中英语摘抄08-13
高中英语作文11-22