高中英语《BodyLanguage》说课稿.docx

高中英语BodyLanguage说课稿_高中英语说课稿全英文 教学目标 I 重点词汇： manage; wave; nod; realize; agreement, disagreement; while, manners; communicate; make sb.;body language; one another; not all II.日常交际用语： 1).恳求 May / Could / Can I do that? I wonder if I can do that. Would / Do you mind if I come earlier? Will you tell me if can go now? 2).允许 Yes, please. / Of course. / Sure. / Certainly. Go ahead, please. Thats all right. / OK. Its all right to me. 3).拒绝 Im sorry, but its not allowed here. Youd better not. Im afraid not. Its not right. III.： 动词不定式作宾语、定语、表语和状语。 教学建议 对话分析 This lesson is to use offer help and how to accept and refuse help. While the Ss learn about the way of expression from the dialogue. Give some phrases to practise how to use and grasp better the ability. 课文分析 This two materials about body language and train the Ss” abilities of reading and speaking. Though reading the passages, the main idea is to have difference body languages of the countries. For example; welcome, agreement and disagreement, no, yes, happy, so on. Meanwhile the two passages offer the Ss the opportunity to talk about the body language of China , British and other counties. 教学建议 The teacher give the Ss the questions bout the dialogue firstly. For example: If you need some help , how do you offer them to help? So on. The teacher help the Ss to listen in order to understand well, after that the Ss speak and talk each other according the content of the dialogue., So the teacher organize some students to play a role about offers, or pide a few groups to discuss. Finally the teacher summarize the useful expression of the dialogue. 高中英语说课稿格式 引言：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打算。新课程标准的三维教学观，详细到英语学科就是要整合进展学生语言技能、语言学问、情感态度、学习策略和文化意识五个方面的素养，培育学生综合运用语言的力量。开展课堂探究是培育学生综合语言运用力量的手段。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，学生处理问题和稳固训练等环节。 一、教学内容分析 (一)学问背景及新课程、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特别重要的位置。名胜古迹是旅游的重点内容之一，名胜古迹中的很多发觉都来自于考古工作。所以Archaeology也是一个特别贴近生活、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，增加世界意识。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，进展他们跨文化交际的意识和力量”；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、宽阔的学问面等方面有特别高的要求，表达了师生共同不断更新学问构造以适应现代社会进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.利用已有学问谈论石器时代、青铜器时代、汉朝、唐朝等时代人们的饮食起居、文化消遣、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根底。 2.调动学生的积极性，组织他们利用表达奇怪功能构造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，对武器的构造的解释比拟简单。但是学生听过材料后能够顺当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）学问技能 1.学会谈论古代人的生产、生活； 2.学会表达对什么东西的奇怪，如： I wonder what/ who I really want to know Im curious to Id love to know I wonder if/whether What Id really like to find out is Im curious about Id 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、文化消遣、生产工具等入手使学生到中国具有悠久的历史、绚烂的文化，增加学生的民族骄傲感，爱国主义情操。增加学生学好英语自信念。 3.通过开展小组活动，指导学生积极与人合作，相互学习，相互帮忙，培育其团队精神。 （三）学习策略 1.认知策略：通过-ology, -ological, -ologist等词根的学习，把握archaeology, archaeologist, archae- ological等词，同时把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，不行求全责怪。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，但有的只需要把握大意。 3.交际策略：通过谈论古代人的饮食起居、文化消遣、生产工具和谈论兴趣等真实交际活动提高用英语交际的力量。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爱护的态度。 2.了解西方国家局部古代用具。 3.通过中外古代文化比照，加深对中国文化的理解。 三、详细教学步骤 (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，由于一般学生认为考古没什么好玩的。 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? 学生自然会答复：Nothing.然后再问Do you know what I was looking at? 学生自然会答复：No, I dont. 然后告知学生教师根本没有看什么，只是做一个动作而已。再问Why did you look at there after me?学生答不上。教师告知学生That is because of curiosity.再问What is the word curiosity from? 学生学过curious，所以能答上来。教师再讲：依据心理学的观点，每个人都具有对新奇事物熟悉的兴趣，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.教师再问Do you think it is a course or a science?局部学生会答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，再进展以下活动： 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：学习构词法学问对于扩大词汇量有特别重大的意义。 最终指出今日所学内容是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绚烂的文化。每年都有很多西方人到中国来旅游。假如你想为他们供应帮忙，就得学会用英语谈论中国古代人的饮食起居、文化消遣、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、文化消遣、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。播放其次遍，让学生完成课后练习。做听力训练之前的预备工作是特别重要的。 总结：今日的听力材料较难，但是同学们能很好答复课后问题这就够了，不肯定要了解那些细节，不行求全责怪。依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、教学时间安排 教育心理学指出新学问的学习需要一个承受的过程。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承受考古这一新的概念。 导入局部用8分钟; 目标局部用3分钟; 预备局部用5分钟; 听力局部用12分钟; 会话局部用10分钟; 最终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。 高中英语说课稿：Women of Achievement Women of Achievement Good morning, ladies and gentlemen. My topic is Women of Achievement, that is, unit 1, in module 4. The reading passage “A Student of African Wildlife” is talked later and my talk consists of 4 parts. part 1, my understanding of the material. part 2, teaching approaches. part 3, preparations before class. part 4, teaching procedure. part 1 my understanding of the material First, let me introduce the reading passage. It is the center of this units teaching and learning. It is made up of 4 paragraphs, that is, one days observing chimps with Jane in the forest; how Jane did her research and her achievements; Janes love towards animals and her contributions to animal protection; and a short summary to her. By learning this lesson, the students can not only understand womens status in society and everyday life, their values and contributions, their difficulties and achievements, but also learn how to use some words, phrases and sentence patterns. Of course, the students can practise their reading skills, such as skimming, scanning and careful reading. Second, 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 explore and convey meanings; to classify and reflect on their thoughts, feelings and experiences; to experiment and use their imaginations, and also to develop their autonomous learning ability, cooperative learning ability and investigative learning ability. Third, about teaching aims Knowledge aims: To learn how to use the mastery words, phrases and sentence patterns; To learn sth about Janes research. Ability aims: To cultivate the students autonomous learning ability, cooperative learning ability and investigative learning ability; To develop students reading skills, such as making prediction and drawing inferences from the context. Emotional aims: To encourage the students to participate in the class activities and cultivate their teamwork spirit; To learn Janes bravery and perseverance in achieving her goals; To reinforce the sense of wildlife protection. Fourth, about key points and difficult points I think they are to develop the students reading skills, such as making prediction and drawing inferences from the context; and to learn how to use the mastery words, phrases and sentence patterns. part 2 Teaching approaches According to the analysis above, Ill try to use the following theories: to make students the real master of the class while the teacher myself the director; to inspire the students, especially girl students to chase their dreams with great determinations. Therefore, taskbased teaching method, studentscentered teaching method and CAI will be used. part 3 preparations before classI will ask the students to surf the Internet or go to the library to find some information about great women that they are interested in.And in class, they will give reports of the information they have obtained. By doing this activity, I can train their autonomous learning ability and investigative learning ability, and their abilities of collecting and dealing with information.part 4 Teaching procedureI designed 6 steps to deal with this reading passage.Step 1 leadin Activity: picture appreciation and question answering Ill show them some beautiful pictures of wild animals, such as lions, Tibetan antelopes, monkeys and chimps. Then one question will be asked: which animal has the closest connection with human beings? Its not so difficult. Of course, chimps. Then the students can find more about chimps from the reading passage. The purpose of this activity is to stimulate the students interest and naturally lead to the reading passage.Step 2 prereadingActivity: look and guessThe students will be asked to just glance at the title and the two pictures in the book, and then guess what they will read in the text. And theyll be pided into groups of four to have a discussion.This activity is to inspire the students to read actively, not passively. Surveys show that active reading can raise the readers interest and reading efficiency. Other purposes are to develop the students reading skillmaking prediction and to encourage the students to think in English, express their thoughts in English and cooperate with each other. Step 3 reading Activity 1 scanningThe students are required to scan the text quickly and find out specific information of the following questions.1 who is the student?2 what animals are observed?3 when did Jane Goodall arrive at Gombe? How old was she?4 what was the purpose of her study?By doing this activity, the students can improve their reading skillscanning. And they can get the two lines of the whole passage, the main linestudent, and the hidden linewildlife. It builds a solid base for the latter reading comprehension.Activity 2 skimmingThe students are asked to skim the text quickly and summarize the main idea of each paragraph.By doing this, I can train the students reading skillskimming. And before their skimming, Ill remind them to find out the topic sentence of each paragraph.Activity 3 careful readingFor paragraph 1: Video watching and completing a diagramGet the students to watch a short video of Janes research with chimps.This paragraph is a description of what Jane and her partners did in the forest. The video can turn the description in words into images. So it seems as if the students themselves went into the forest. Then a diagram will be shown to the students. It contains the main actions of the chimps. They have to complete it. By these two changes, the students can master the important words, phrases and sentences better.For paragraphs 2-3: Retelling jobThese two paragraphs are relatively long, so the students may have difficulties in classifying the content. Therefore I pided all the sentences into 3 aspects, that is, Janes difficulties, her discoveries and her contributions. According to the key words, they have to retell it.By doing this activity, I can train the students language organizing ability to meet the demands of the new curriculum.For paragraph 4: Question answeringIt is a short summary to Jane and implies that women can do what they want to do as men. This paragraph is relatively short and easy to understand. So the questions are fairly easy and will be offered to the less talented students.Step 4 postreadingI designed 2 activities.Activity 1: multiple choice questionsThese questions are to help the students get a better understanding of the text. Some of them are about details, and some of them are inferences. Inference questions are more difficult. So I will give them to the top students, and the easier ones to less talented students. Therefore all the students can have the chance to participate in the class activities and achieve the pleasure of learning English. Thus task-based teaching method is used here.Activity 2: qualities and looking for relevant sentencesIt is an activity to consolidate what they have learnt in the class. Traditionally, a blank-filling task is often used in this step, but it is a passive activity. In order to get the students to learn actively, I designed this activity. Just get the students to look at the title and think about “what kind of student Jane is”. They will say many words, like hard-working, brave and so on. Then ask them to find out the sentences from which we can see these qualities. To do this job, the students have to read the whole passage more carefully again, and they will get a deeper impression of the language structure. Here students-centered teaching method is used.Step 5 Discussion The students will be pided into several groups to discuss the following questions. 1 Jane was brave enough to live in the forest. What difficulties do you think she was facing?2 If you have the chance, will you do what she did? This activity is to cheer the students to think deeply about Janes research and to practice their oral English. Step 6 HomeworkActivity : Thinking and Writing The topic is “ though our grandmothers and mothers havent done something great like Jane, do you think they are great, too?” Give your reasons. This activity is designed to train their writing skills and stimulate the students to become aware of the greatness of ordinary women. So greatness is close to the students daily life. In class, I will use CAI, so there is no blackboard design. Thats all. Thank you! 感谢您拜读范文资讯网教案频道的“高中英语Body Language说课稿”一文，盼望“高中英语Body Language说课稿”能解决您的教案需求，同时，我们还为您精选预备的高中英语说课稿全英文专题！