高中英語說課稿精選

　　隨著社會的發(fā)展，英語的作用日趨明顯。以下是高中英語的說課稿，一起看看吧。

　　高中英語說課稿精選1

　　Good afternoon, everyone. I’m xxx. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say the lesson from four parts.

　　Part One Analysis of the Teaching Material

　　(一) STATUS AND FUNCTION

　　1.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain “four skills” request of listening, speaking, reading and writing. To start listing “Word Bank” and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.

　　2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.

　　3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.

　　(二)ANALYSIS OF THE STUDENTS

　　The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.

　　(三)TEACHING AIMS AND DEMANDS

　　The teaching aim's basis is established according to Junior School English syllabus' provision.

　　1.Knowledge objects

　　(1) To make the Ss know how to use the affirmative sentence “This is. . . .” and the negative sentence “This is not….”Everyday expressions for “Apologies”“I'm sorry”“That's all right”.

　　(2) To study the new words “six, hey, sorry, it’s, that’s”, etc. by learning the dialogue of this lesson.

　　(3) To finish some exercises.

　　2.Ability objects

　　(1) To develop the Ss’ abilities of listening, speaking, reading and writing.

　　(2) To train the Ss’ ability of working in pairs.

　　(3) To develop the Ss’ abilities of communication by learning the useful structures.

　　3.Moral objects

　　(1) To enable the Ss to be polite and love life.

　　(2) To enable the Ss to look after their things well.

　　(四)TEACHING KEY AND DIFFICULT POINTS

　　The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material's position and function.

　　1.Key points:

　　(1).To help the Ss to communicate with each other.

　　(2).To enable the Ss to study in groups and co-operate skillfully.

　　(3).To develop the Ss’ interest in English.

　　2.Difficult points:

　　(1) How to make dialogues and act them out.

　　(2) How to write the right whole sentences.

　　(五) TEACHING AIDS

　　Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson.

　　Part Two The Teaching Methods

　　1. Communicative teaching method

　　2. Audio-visual teaching method

　　3. Task-based” teaching method

　　As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition.

　　Teaching special features

　　To use these methods are helpful to develop the Ss’ thought.

　　Part Three STUDYING WAYS

　　1.Teach the Ss how to be successful language learners.

　　2.Let the Ss pass "Observation—Imitation—Practice " to study language.

　　3.Teach the Ss how to master dialogues and how to communicate with others.

　　Teaching special features:

　　Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English.

　　Part Four Teaching Procedure

　　I’ll finish this lesson in four steps. First I’ll divide the Ss into four groups and bring a competition into the class. At last let’s see which group is the winner.

　　Step1 Warm-up

　　1. Free talk between T and Ss .

　　Such as: Hi, I’m . . . . What’s your name?

　　This is …. How do you do?

　　Who is he/she? How are you?

　　Who can count from 1to 5?

　　What’s this in English? etc.

　　2.A game: Ask the Ss to give T some school things. For example:

　　T: Give me your book.(ruler, box, pen, table, knife, etc.)

　　T: This is your book. This is not my book. It’s your book. etc.

　　In this course I’ll ask them to make a dialogue group by group without repetition. Find out which group will make the most dialogues.

　　Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge.

　　Step2. Presentation

　　This course is very important. I’ll mainly talk about this step.

　　I’ll use CAI to present the whole dialogue. Arrange some situations to help Ss understand Sample A.

　　First scene: There is a bag on the floor. B is picking it up and get ready to leave. Now A is talking with B.

　　A: Hi, B. How are you today?

　　B: I’m fine, thank you. And you?

　　A: I’m fine, too. Oh, this is my bag.

　　B: No, this is not your bag. It’s my bag.

　　A: (Look closely) Oh, I’m sorry.

　　B: That’s all right.

　　(At the same time, C is running up and hitting A.)

　　C: Oh, I’m sorry.

　　A: That’s OK.

　　I’ll write the key points on the Bb while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well.

　　Purpose of my designing: To present Sample A by CAI is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.

　　Step3.Practice

　　First play the tape recorder. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ss grasp the Sample .At last I’ll ask the Ss to think hard and act it out with a partner according to Sample A. Then find out which group will act it out well. I’ll give them red stars.

　　Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practise their listening and spoken ability.

　　Step4.Production

　　In this step I’ll give the Ss a free space to show their abilities.

　　Second scene: The Ss are having a picnic. It’s hot and they take off their coats and put them together. They are singing and dancing, laughing and chatting. After the picnic, they begin to look for their coats. D and E are talking. F and G are talking. etc.

　　After watching, I’ll give the Ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues.

　　Purpose of my designing: “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. Tell the Ss we should be polite and take good care of our things. We should love our life. I think proper competition can arouse the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English.

　　2.Skill 1 Model 1.

　　I’ll ask four Ss of the groups to write these sentences on the Bb in the four lines.

　　Then check their handwriting, correct their mistakes. Find out who will write well and whose handing is the best.

　　3.Finish the Ss’ workbook.

　　Purpose of my designing: To check the knowledge Ss have learned in this lesson.

　　Step5.Homework:

　　(1)Recite the words as many as possible after class.

　　(2)Make a dialogue according to Sample A and write it in the exercise book.

　　Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.

　　Blackboard Design

　　Lesson Six Sample ASix This is my….hey This is not your. . . .sorry It’s my. . . . Picture it’s=it is Oh, I’m sorry.that’s=that is That’s all right/OK.

　　高中英語說課稿精選2

　　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 unit’s teaching and learning. It is made up of 4 paragraphs, that is, one day’s observing chimps with Jane in the forest; how Jane did her research and her achievements; Jane’s 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 women’s 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 Jane’s 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 Jane’s 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, I’ll 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,  task—based teaching method, students—centered teaching method and CAI will be used.

　　Part 3 Preparations before class

　　I  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 procedure

　　I  designed 6 steps to deal with this reading passage.

　　Step 1 lead—in

　　Activity:  picture appreciation and question answering

　　I’ll  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? It’s 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 pre—reading

　　Activity:  look and guess

　　The  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 they’ll be divided 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 skill—making 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 scanning

　　The  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 skill—scanning. And they can get the two lines of the whole passage, the main line—student, and the hidden line—wildlife. It builds a solid base for the latter reading comprehension.

　　Activity  2 skimming

　　The  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 skill—skimming. And before their skimming, I’ll remind them to find out the topic sentence of each paragraph.

　　Activity  3 careful reading

　　For  paragraph 1: Video watching and completing a diagram

　　Get  the students to watch a short video of Jane’s 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 job

　　These  two paragraphs are relatively long, so the students may have difficulties in classifying the content. Therefore I divided all the sentences into 3 aspects, that is, Jane’s 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 answering

　　It  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 post—reading

　　I  designed 2 activities.

　　Activity  1: multiple choice questions

　　These  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 sentences

　　It  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 divided 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 Jane’s research and to practice their oral English.

　　Step 6 Homework

　　Activity  : Thinking and Writing

　　The  topic is “ though our grandmothers and mothers haven’t 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.

　　That’s  all. Thank you!

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