高中英语说课稿模板.doc

材料一高中英语说课稿模板Good afternoon, teachers, Its 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）Ill 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, well 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 achievementAnd chemical farming and organic farming.Charlie Chaplin and his funny and encouraging humorPeople 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 longpings 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 parkbut 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 languageSo 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 childrens 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 situationand 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) 说课稿Reading Task Who Am I ?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. Fromon. as a result. sothat.（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 .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。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：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。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。开放性教学策略，如brainstorm role play.等因材施教法：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：五官并用法，如多动脑、动嘴、动手、动口。循序渐进：由浅入深地让学生掌握词汇、句型、课文内容。合作学习、小组讨论四、说教学程序：Step .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：What are they ?(ask the students to tell them one by one in English and spell them)Ask students to discuss what these items have in common.Which 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Step Pre-readirg1.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 .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。Step Listening and Speaking1、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。Step 拓展1.再现最初的七副图片，询问学生：Whats 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 HomeworkAsk the students to write a passage about the development of computers.Step 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 computers1970s：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。材料三：The Earthquake(Unit 4,Book 1)说课稿一、教材分析； 、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。 、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： 、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。 、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 pair