高中英语说课稿范文.docx

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1、 高中英语说课稿范文_高中英语选修教案 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

2、 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 fo

3、rest; 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 dif

4、ficulties 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 abilit

5、ies 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 learni

6、ng 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 inv

7、estigative 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 achievi

8、ng 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 patte

9、rns. 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, t

10、askbased 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 inform

11、ation 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: pic

12、ture 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

13、 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 the

14、n 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 st

15、udents 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.

16、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 t

17、he 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 th

18、em 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 t

19、urn 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

20、 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

21、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 relativel

22、y 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 de

23、tails, 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.

24、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 lear

25、n 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 h

26、ave 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

27、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 grand

28、mothers 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

29、 class, I will use CAI, so there is no blackboard design. Thats all. Thank you! 高中英语Body Language说课稿格式 一、教材分析 (一)教材内容分析 本单元的中心话题是“肢体语言”，介绍了肢体语言在世界范围内的人们生活中所担当的不同角色及所起的重要作用，其中重点介绍了肢体语言在不同的文化背景下的不同含义及世界通用的肢体语言。本单元的绝大局部内容都围绕这一中心话题绽开的。 “热身”(Warming up)局部以五幅不同的面部表情导出本单元的话题之一：面部表情是传递某人内心情感的一种方式，使他们能在平常留意自

30、己在与他人交往中留意自身的面部表情。 “听力”(Listening)局部是以听的形式进一步向学生介绍了肢体语言的交际功能，然后以选择的形式考察学生对听力材料信息的筛选力量，同时又要求学生把所听到的信息应运于争论之中。 “口语”(Speaking)局部向学生供应三个情景，让学生通过编对话进展“恳求帮忙”和“供应帮忙”的日常英语练习。 “读前”(pre-reading)局部编者设计了三个问题，诱发学生思索如何用肢体语言进展沟通。激发学生进展阅读的欲望。 “阅读”(Reading)局部是一篇说明文，它介绍了We use both words and body language to express

31、our thoughts and opinions and to communicate with other people./We can learn a lot about what a person is thinking by watching his or her body language。全文可分为三大局部，各局部的意思是：part 1 (para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people. pa

32、rt 2 (para 2-3): Just like spoken language, body language varies from culture to culture. part 3 (para 4-5): Some gestures seem to be universal. “读后”(post-reading)局部设计了两种练习。第一类是三个问题，其中前两个测学生阅读的结果，第三个是一个开放性题目，鼓舞学生把所学的与现实生活相结合。其次类是填写表格，比照肢体语言在美国和我国的异同。 “语言学习”(Language study)包括以下两局部：词汇局部设计了两块内容：1)要求学生运

33、用自己的六个身体部位进展交际，鼓舞学生学着使用动词-ing形式;2)设计了6个生词与英语解释的配对练习，旨在培育学生用英语解释生词的习惯及力量;语法工程是有关动词-ing形式作名词使用及其在句子中的功用，详细包括四个步骤：1)学会区分动词-ing形式在句中的所担当的成分功能;2)联词成句，旨在帮忙学生理解动词-ing形式在句中充当主语;3)词组翻译练习，旨在帮忙学生理解动词-ing形式在句中充当定语及翻译;4)按要求用动词-ing形式进展句子改写，旨在帮忙学生理解动词-ing形式在句中充当宾语或表语。 “综合技能”(Integrating skills)设计了一个开放性的写作任务，要求学生运用

34、6幅看起来毫不相干的图画进展写作，该任务有利于提高学生的创新思维力量。 “学习建议”(Tips)供应了一些写故事的建议，旨在帮忙学生完成综合技能的写作练习。 “复习要点”(Checkpoint)局部简要总结了本单元的语法重点。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)教学重点与难点 I. 动词-ing形式在句子充当主语、宾语、表语或定语 II. 交际功能句型: 如何提议和恳求及其答语的句型 III. 重点、难点词汇词组 confused, avoid, go ahead, crazy, get through, tear down, occur IV. 常用句型 Just

35、 like spoken language, body language varies from culture to culture. There is nothing better than sth./doing sth./to do sth. 二、语篇分析： Body Talk (p59-p. 60) (一)课文图解 1. Read the text “Body Talk” and then complete notes about body language. 1) Generally, we can pide the whole text into three parts: part

36、 1 (para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people. part 2 (para 2-3): Just like spoken language, body language varies from culture to culture. part 3 (para 4-5): Some gestures seem to be universal. 2) Fill in the table about ge

37、stures, countries and their meanings in these countries. (Words in italics can be blank.) GESTURES COUNTRIES MEANINGS eye contact some countries a way to show that one is interested other countries rude or disrespectful a circle with ones thumb and index finger most countries OK Japan money France z

38、ero Brazil rude Germany thumbs up the US great or good job Nigeria rude Germany the number one Japan moving the index finger in a circle in front of the ear some countries crazy Brazil You have a phone call. (二)课文复述 Retell the text using about 100 words. Notes: 1. Try to use the ing form to retell t

39、he text. 2. Make use of the notes and table above while retelling. 3. The possible version below can be used as material for both retelling and dictation. One possible version: We can communicate with other people by watching his body language besides words. Just like spoken language, body language

40、varies from culture to culture. Take the gesture for OK as an example. The gesture means money in Japan and in France it means zero, while in Brazil and Germany doing so is rude. people in different countries show the same idea in different ways. For example, in many countries, shaking ones head mea

41、ns “no”, and nodding means “yes”. However, in Bulgaria, parts of Greece, and Iran, the gestures have the opposite meaning. Although there are many different interpretations of our body language, some gestures seem to be universal. perhaps the smile is the best example. A smile can help us well communicate with others. 感谢您拜读范文资讯网教案频道的“高中英语说课稿范文”一文，盼望“高中英语说课稿范文”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！