高中英语课说课稿【优秀3篇】
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高中英语课说课稿 篇一
我说课的课题是高中英语第一册（上），第8单元。本单元的中心话题是运动，随着经济发展、社会进步、人们生活水平的提高，截止来越多的人开始关注健康问题，而体育运动无疑是人们津津乐道的了，而且正值2012年奥运会结束，我国体育代表团取得辉煌成绩。下届奥运会将在北京举办，学生们会对此话题非常感兴趣。所有的语言知识和语言技能几乎都是围绕这一中心话题而设计的。本课是本单元的第一课时，是一节听说课，听说课是每单元教学的重要环节，为后面的阅读部分贮备知识。本课包括奥运知道问答，体育项目比赛的听力材料以及关于爱好的对话练习。
二、教学目标与要求
根据大纲“巩固，扩大学生的基础知识”和关于词汇方面的要求，以及英语学科的语言特点，我确定本课的教学知识目标为两点：一是要求学生掌握大纲规定的所有四会三会的单词。二是要求学生对听力材料进行较好的理解，即了解有关体育赛事的英语解说，及最终能写出体育报道。根据大纲“培养学生听说读写的能力”的要求，我确立的第一能力目标为扩大高一学生词汇量，以为阅读能力的提高打基础。第二个能力目标为发展学生的记忆、想象、比较、分析和快速反应等能力。确立此目标的依据是英语教学大纲的“发展智力、提高思维、观察、注意、记忆、想象、联想等能力”的要求。
三、教学重点及难点
本节课为听说课，在于培养和提高学生的听说能力，所以单词词组及第二部分听力将本单元的教学重点，而其中听力部分的选材比较地道，学生基本第一次接触此类听力文章，所以在教学中这将成为教学难点。
四、教学方法
1、情景教学法，其中包括对话、讨论、展示等。
2、开放式教学，如：brainstorming, role play, given situations等活动
3、任务型教学策略，在交际中进行真实运用。
五、教学辅助手段
我将使用多媒体辅助教学，更直观的表现教学内容和步骤，来达到更好的教学效果。
六、教学步骤：
根据我对教学整体的构思，我将原课文部分调整如下：
高中英语课说课稿 篇二
Good morning, ladies and gentlemen! I’m XXX from High School. I’m very glad to present my lesson plan here. It is from Unit1 Module 2 NSEFC, Using language, reading, listening and speaking, the fourth period.
I. Analysis of the teaching material and learners
The content of the material is about how the Amber Room got lost, which is also the clue of the whole lesson. The reading passage is about the definition of fact and opinion. There is an old miner’s story about what happened to the Amber Room for students to decide whether he gives facts or opinions. In the listening part, there are two pieces of narration about how the Amber Room got lost. Students will listen and then fill in two tables with some information missing, which is difficult for them. In the speaking section, discussions will be carried out by using the expressions from the table as the output.
My students are familiar with the Amber Room now because they have learnt about it in the previous lessons. They have learnt many useful words for describing the Amber Room, which can make listening easier. Their scanning skill, even though it is not well-developed, plays efficient role in getting the required information in the limited time. However, the students’ listening skill of note-taking is poor and the listening passage is long and difficult for them, and they have no idea about how the great treasure got lost, so finishing the table will be a difficulty. In order to make it easier for them to fulfill the listening task, some key words from the listening are given to students. Before the blank-filling, some multiple choices will be given in order to help students get the general idea of the passage.
II. Learning objectives
According to the above analysis, I set the following learning objectives. Firstly, find out the differences between a fact and an opinion by scanning. Secondly, predict the content of listening by studying the key words that may appear in the listening content. Next, take notes of the key words from listening to get some information to fill in the tables and understand the main idea as well. Finally, learn the following words and expressions (trial, evidence, explode, entrance, sink, etc). by heart.
Among all the objectives, Finding out the differences between a fact and an opinion by scanning in reading process and knowing how to tell a fact from an opinion as well as give opinions are essential for the students. It is one of the focuses of this lesson. And in this lesson, the listening practice will take up most of the time because it is important for students to know how to take notes while they are listening. So this is another focus. The skill of note-taking is vitally important for the students during the whole process of English study, but it is also a difficult skill for them at present.
III. Teaching procedure
We will spend 17 minutes on reading and 28 minutes on listening and speaking.
The first two steps are for the reading part. Step 1 is pre-reading. There are two activities. Activity 1 is reviewing. I will show students a passage about the summary of the reading passage In Search of the Amber Room. Students will fill in the blanks with the relative words of attributive clause. Blank filling with the relative words aims to check whether the students can use the grammatical rules learnt last period in another context. The last three sentences mainly talk about the loss of the Amber Room, which function as the topic for the next activity. Activity 2 is discussing. I will lead the students to discuss what information is the fact and what information is the opinion about the Amber Room from the summary. As one of the language focuses, the difference between fact and opinion will be paid much attention to in this step, which can make preparations for the following steps.
Step 2 is while-reading. There are two activities. Activity 1 is scanning to find out the definitions of fact and opinion, which is the foundation of this lesson. Activity 2 is also scanning. Students will be asked to read the story told by Jan and then fill in the table. After that, they will discuss whether the event Jan saw is a fact or an opinion by using the expressions in the table (slide). This activity offers students the chance to make judgment in a real life situation according to the definitions. They will use some expressions they know to give opinions by answering “why” questions.
Next comes the listening. There are two parts, Part A and Part B. Step 3 is pre-listening for part A. I will show students some key words and expressions from the listening material. I will explain them. The students will guess what they are going to listen from the newly learnt words and phrases. Step 4 is while-listening for Part A. I will give students two chances. After the first listening, the students will finish four multiple choices. Based on the four questions, the students will know the main idea of Part A. For the second listening, the students will be asked to take notes down, and then fill in the blanks according to the notes taken. After that, they will check the answers with their partners’. Step 5 and Step 6 are designed to deal with Part B. It will be done just as part A. Firstly, the students will study the key words from the listening and predict the content as the pre-listening activity. Then, for the first listening, listen for answers to four multiple choices to get the main idea of the listening. Lastly, for the second listening, the students will take down key words to fill in the table. Predicting with the key words may lessen the students’ difficulty in getting the information. Multiple choice exercises are for the preparation to get a general idea of the listening material, which can be helpful in the blank filling activity. The listening is the foundation for the next step.
Here comes Step 7, post-listening. There are two activities. Activity 1 is pair discussion. Based on the reading passage and the listening material, the students will be asked to decide who told the truth about the missing of the Amber Room and give the best evidence by using some functional items to ask for and give opinions in pairs. Activity 2 is a group discussion. I will create a real life situation. I will say that Shanghai Expo is a great success. The students will work in groups of four and have a discussion about whether it is the best exposition ever. During the discussion they can refer to more expressions of asking for and giving opinions in the textbook. Based on all these activities, students have got enough input. Now, it is quite natural for them to give a valid output in Step 8. After knowing what fact and opinion are and know how to give and ask for opinions, students may have less difficulty in doing this.
The class will end up with an exciting discussion. Then I will ask students to write five sentences as evidence to support their opinion that Shanghai Expo is best ever. This is the homework.
IV. Blackboard notes
These are my blackboard notes. On the left, definitions of fact, opinion and evidence are given, which can help the students understand the key point in class. In the middle are key words from the first story in listening and on the right are the key words from the second story. Those words can be helpful for the students to get the general idea and easy to write down notes while they are listening.
V. Reflection
To sum up, there is enough input from reading and listening material, which provide the students with essential knowledge about the concepts of fact, opinion and evidence necessary for students to distinguish facts from opinions for later speaking activities at output stage. This lesson can be viewed as a typical integration of reading, listening and speaking. Reading for the definitions of fact, opinion and evidence functions as the input before using the knowledge to make judgment on the facts and opinions after listening.
That’s all for my presentation. Thank you for listening.
高中英语课说课稿 篇三
Good morning, everyone! I’m glad to be here to give my lesson plan presentation. The lesson plan I am going to talk about is the reading part of Unit 4 Wildlife Protection in the book NSEFC BOOK1. Now I’ll explain my lesson plan from the following aspects——analysis of teaching material, learning condition, teaching objectives, important and difficult points, teaching methods, teaching procure and blackboard design.
Analysis of teaching material and learning condition
First, let’s come to the analysis of teaching material. The reading material is entitled How Daisy Learned to Help Wildlife. It talks about how Daisy learned the importance of wildlife protection through her communication with some animals in her dream. It is closely connected with this unit’s topic——the importance of wildlife protection. The passage is clearly organized by Daisy’s 3 trips in which she communicates with several endangered animals, and there are not so much new words in this passage
Now let’s move on to the analysis of learning condition, students must be very familiar with the topic and interested in all kinds of animals. Students have acquired the basic reading skills, such as skimming, scanning, etc to deal with different reading tasks, and they can do some discussion in English. However, they are not familiar with the organization WWF mentioned in the passage, not clear with the author’s purposes of writing some sentences, and they may find it difficult to deal with some real problems by themselves concerning with wildlife protection.
Teaching objectives
Based on the analyses of the teaching material and the learning condition, I will show you the teaching objectives.
(1) Language Skills:
1. Students can get the needed information about Daisy’s trip by applying different reading skills.
2. Students can summarize the main ideas of each paragraph through skimming.
3. Students can analyze the author’s purpose of writing sentences like “No rainforest, no animals, no drugs” and “And there are always WWF.”
(2) Language Knowledge:
1. Students can know more about why some animals are in danger and how to protect them.
2. Students can know how to use the new words, such as mercy, importance, contain, etc.
(3) Affective objectives:Students can realize the importance of wildlife protection.
(4) Culture awareness:Students can know something about the organization WWF.
(5) Learning strategy:
1. Students can improve their communication strategy by discussing with classmates about protecting animals.
2. Students can refer to the Internet to know more about wildlife protection.
Key point and difficult points:
Key points:
(1) Students can improve their reading skills, such as summarizing, skimming, scanning, etc.
（2）Students can get the main idea of the passage.
(3) Students can know how to use the new words in the passage.
Difficult Points:
1. Students can summarize the main ideas of each paragraph.
2. Students can get the implied meaning of some sentences in the passage.
Teaching methods
As for teaching methods, I’ll follow the interactive model to deal with the reading material and communicative approach to put what the students have learned into use.
Teaching procedure:
Then I’ll talk about the most important part of my presentation——teaching procedure.
Warming-up
The first step is warming-up. It will cost 3 minutes. First, I’ll show my students a short clip of video about the endangered wildlife. Then, I’ll ask the students to name the endangered animals in it together with me and list more. This step is aimed to arise the students’ interest and get the students familiar with the topic——wildlife.
Pre-reading
The second step is pre-reading. It will cost about 5 minutes with 2 activities. In the first activity, I’ll introduce something about the organization WWF to the students. The second activity is to ask students to give their reasons to the question “Why are some animals in danger?”。 The purpose of these activities is to let students have the background knowledge of the passage and get interested in reading the passage. And it is also in this step some new words like fur, protect, affect will be taught.
While-reading
The third step is while-reading. It consists of 3 activities which will be finished in 20 minutes.
The first activity is skimming. It will cost about 5 minutes. I’ll ask the students to skim the passage and work out the main ideas of each paragraph by themselves. It is the difficult point for the students, so I’ll give them hints such as key words or some answers to choose when necessary to help them to do the summarization. The purpose is the improve students’ reading ability——skimming and let them get the main ideas of the passage.
The second activity is scanning. It will cost about 3 minutes. I’ll ask the students to read fast and do some True or False questions. The purpose of it is to get students know the detailed information about Daisy’s trip and wildlife protection and improve their scanning ability.
The third activity is close reading. It will cost about 12 minutes. Students will be asked to read the passage paragraph by paragraph and fill in the form the needed information——name of the animals in Daisy’s trips, their situation, and result. Then I’ll ask the students questions: “What does the author want to tell us from the first paragraph?”, “How the government help protect the elephants?”, and “How do you understand the sentences ‘No rainforest, no animals, no drugs.’ and ‘and there was always WWF.’?”。 These 3 questions involve some implied meanings which may be difficult for students to work out, so I’ll give some key words as hints for them or ask some other related questions to guide them to work out the answers. The purpose of this activity is to make the students fully understand the reading material and try to analyze the author’s purpose of writing some sentences. And in these 3 activities, I can also teach students some new words like carpet, respond, powerful, etc.
Post-reading
The fourth step is post-reading. It will cost about 10 minutes. I’ll ask the students to form groups of 4 and do the discussion based on the questions on page 27, and they can refer to the reading material to work out these answers. After the discussion, I’ll ask some students to report their answers, especially how to protect the endangered animals.
Homework
The last step is homework. It will take about 2 minutes. The homework is to write a short passage entitled “How to Protect Wildlife”。 They can surf the internet and try to find more ways about wildlife protection.
Well, this is the blackboard design. In the middle, it’s the form for students to fill in, and on the 2 sides, there are the new words in the passage. Some of them, as I’ve mentioned, are taught in pre-reading. Most of them is taught in third-step while-reading.
That’s all for my lesson plan presentation. Thank you for your attention. Thank you!
Unit 4 How Daisy Learned to Help Wildlife
protect Animal Situation Result carpet
fur Para 1 antelope being hunt decrease powerful
affect Para 2 respond
in relief Para 3 importance
mosquitoes appreciate
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