高中英语教学说课稿.docx

高中英语教学说课稿 在英语教学中落实新课程标准，就是贯彻执行国家教化部关于课程改革的确定。以下是小编整理的中学英语教学说课稿，欢迎阅读。 中学英语教学说课稿1 Good morning, ladies and gentlemen.Its my great honor and pleasure to be here sharing my leon with you. I have been ready to begin this representation with five parts.Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure. Part 1 Teaching Material The content of my leon is New Senior English for China Book_ Unit_.This unit is about_ (topics).By studying of this unit, well enable students to know_ and develop the interest in_.At the same time, let the students learn how to_ (functional items).From this leon, it starts_(structures).(As we all know, reading belongs to the input during the proce of the language learning.The input has great effect on output, such as speaking and writing.) Therefore, this leon is in the important position of this unit.If the Ss can master it well, it will be helpful for them to learn the rest of this unit. Part 2 Teaching Aims According to the new standard curriculum and the syllabus (新课程标准和教学大纲), and after studying the teaching material, the teaching aims are the followings: 1.Knowledge objects (语言目标：语音，词汇，语法，功能，话题) (1)The Ss can master the usage of the important words and expreions. (2)The Ss can use the _ (grammar) in the proper situation. (3)The Ss can understand the content of the leon, talk about _ (information) and get their own idea about _. 2.Ability objects (技能目标：听，说，读，写) (1) To develop the Ss abilities of listening, speaking, reading and writing (2) To guide Ss to set up effective studying strategies. (3) To improve the students reading ability, especially their skimming and scanning ability. (4) To train the Ss abilities of studying by themselves and cooperating . 3.Emotion or moral objects (情感目标：爱好，自信，合作，爱国，国际视野) (1)By completing the task, the Ss increase their interest in _and set up self-confidence in _. (2)Teach the Ss_, put the moral education in the language study. Part 3 the Important and Difficult Points Based on the requirement of the syllabus. The important points are_ such as _. The difficult points are_ for example_. Part 4 Teaching Methods As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language.For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories(现代社会交际教学理论) . 1.Communicative Approach(交际教学法) 2.Whole Language Teaching(整体语言教学法) 3.Task-based Language Teaching (任务教学法) 4.Total Situational Action (情景教学) a “scene activity” teaching method , it establishes a real scene and the interaction between the teacher and the Ss.At the same time, CAI (电脑协助教学) can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English. Part 5 Teaching Procedure Step 1.Lead-in.(_min) _ Purpose of my design: (1) to catch Ss attention about the cla/topic/paage. (2) To set up suspense/develop interest in _. Step 2.Pre-reading Task 1.(Individual work, pair work, group work, cla work; _min) Let Ss _ Task 2.(Individual work, pair work, group work, cla work; _min) _ Now, lets see what happened to the_/ lets check whether it is right or not. Purpose of my design: (1) to get to know something about the _. (2) To have a better understanding about the importance of _. Step 3.While-reading Task 1.(Individual work, pair work, group work, cla work; _min) Skimming: Ss should read the material fast to find out the main idea/topic sentence for each paragraph. Para 1 _ Para 2 _ Para 3 _ Task 2.(Individual work, pair work, group work, cla work; _min) Scanning: Listen to the tape part by part to finish _. Task 3.(Individual work, pair work, group work, cla work; _min) Scanning: Guide Ss to read the material carefully and take some important notes, then answer the following questions. Task 4.(Individual work, pair work, group work, cla work; _min) Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the following chart. Purpose of my design: Enable students to understand the given material better by using different reading skills.And proper competition can arouse the Ss interest in English learning.“Task-based” teaching method is used here to develop the Ss ability of communication and also their ability of co-operation will be well trained. Step 4.Post-reading Task 1.(Individual work, pair work, group work, cla work; _min) (接task3)Ask Ss to close books and finish the summary according their notes. (接task4)Retell the story /Sum up the paage in Ss own words according to the chart. Task 2.(Individual work, pair work, group work, cla work; _min) Discu _with other group members and then choose a reporter to share their opinions about _ with the whole cla. Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their spoken English.Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study. Step 5.Homework 1._ 2._ Purpose of my design: Homework is so important and neceary for to master the knowledge they learned after cla.It will check whether the Ss achieve the teaching aims. 中学英语教学说课稿2 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 proce, 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.Theyre 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, its a long paage 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 leon: 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 expreions or approaches to expre 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.Theyre 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.Its 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 leon 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 questionwhat 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 theyre 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 Theyll 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 questionwhat does the author mean? As we know, information in a reading paage is not always stated directly.Sometimes students have to infer, or make guees 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 proce, 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.Theyre 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,