高中英语说课稿中英

1、Ladies and gentlemen, it s my great pleasure to be here sharing my lesson with you. The content of my lesson is book 一,教材分析 analysis of the teaching material 二,教学目标 teaching aims and demands 三,教学重难点 teaching keys and difficulties 四,教学方法 teaching methods 五,教学工具 teaching aids 六,教学过程 teaching procedure

2、s 七,板书设计 blackboard design 八,教学评判与反思 Now, let me talk about the teaching material first. 本课时所教的是外研社高一上学期使用的必修 2 mudule6；本模块介绍了 这节课学 习的是 listening and vocabulary 和 speaking 部分的内容, 是本模块的第三课时, 要求通过听的活动明白 和学习有关 的词汇,培养表达结果,做总结的规律思维才能和猎取信息的才能； Speaking 争辩了 在这节课之前,同学学习了 reading and vocabulary, 通过阅读文章,已 经把握

3、了部分 的词汇,本课由复习旧课入手,引入新课的新词汇,并以听说为主线,对 这一主题进行了延长和拓展； Therefore, on studying the teaching material and analyzing the regulation of students growing of mind, I put forward the teaching objectives according to English syllabus and new lesson standard. I will talk about it from knowledge objects, ability

4、objects and emotion objects: 学问目标：见教参 才能目标 : 见教参 德育目标见教参 （ 1） （ 2） Next, according to the new teachingstand and the teaching content, I made out the key points and the difficult points of this lesson. 1 把握重点词汇与短语,如 2 语法方面把握 以及一些有用的表达式和句子结构； 3 加深同学对于文章的懂得,进展同学听,说,读,写的基本技能,提高初步应用英语进行交际的 才能,侧重提高阅读才能； W

5、ell, how to achieve the teaching objectives better, to stress the key points and break through the difficult points. The key is how to make use of the proper teaching methods; I ltlalk about my teaching methods below. According to the modern perception theories and social intercourse teaching theori

6、es, I adopt the TSA method in my teaching, namely Total Situational Action and Task-based Language Teaching. They offer the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to

7、use any language they want. At the same time, make use of the modern electricity teaching equipments and all kinds of teaching means, it can mobilize the Ss enthusiasm and creativity in learning English. Studying methods: Let Ss study in a relaxed and agreeable atmosphere. Ss understand the new know

8、ledge in certain degree through the mental process of seeing, hearing , saying, observing, imagining, thinking etc. and make preparation for completing the new study task. 也就是说,为了更好地实现任务式教学和争辩式教学,我接受了一下教学方法： 1, 速读法：依据高中英语教材侧重阅读懂得这一特点,让同学快速阅读,以尽快明白文章的大意； 2, 问答法：帮忙同学懂得文章的细节 翻译法：适当地 3, 应用翻译可帮忙同学懂得文章的特点

9、 第 1 页,共 10 页4, 争辩法：通过 pair work, group work 让同学都得到一次口语训练的机会,老师应设计一些适当的 话题； 5, 欢快教学法：即老师在教学过程中,要尽可能地利用多媒体技术,图片,课件等刺激同学的感官 系统,制造一种和谐的学习氛围,让老师教得兴奋,同学学得兴奋； 【本课时主要以听说教学为主线, 以导学式模式培养同学的听力懂得策略； 以听力技能训练和口语表达 训练为主线,贯穿听说读写综合技能的培养,针对同学听力懂得障碍,在教学中遵循“循序渐进”的原 就,进行学问的输入, 技能的培养, 和文化学问的渗透, 良好学习策略的培养； 本课时接受多媒体教学, 赐予

10、同学更直观的感受,也加快了教学的节奏；课前老师要从网上下载一些相关的图片和资料； 】 Teaching aids: 教学帮忙手段 Multi-media computer: OHPoverhead projector, tape recorder, software, PowerPoint or authorwareTeaching process: In order to realize the teaching process systematically, properly and efficiently, under the principle of Ss as the corpus,

11、 the teacher inspires for predominance Step1 revision and lead-in Step2 presentation and practice. ” , I divide the teaching process into six steps. It contains some small steps such as listening, reading, discussion etc. Step3 task time This step gives the students 5-8 minutes to make a similar dia

12、logue using the phrase and sentences learned in this passage and everyday life experience according to the given situation show it on the screen using a multi-media computer. This step is employed to create a language environment for students communication in the class: if the students can finish th

13、is task well, they will benefit a lot in their spoken English. Step4 consolidation and extension. Finish exx1 and 3 orally, left ex 2as written work. Ex1 revises the object clause 宾语从句 ； When transforming the structures, the student are required to payattention to the change of the verb tenses, pers

14、onal pronouns and word order. Ex2 is a revision of the modal verbs 情态动词 and some useful expression. Let the Ss work in pairs and then check the answers with the whole class. Step5 homework do ex2 in the exercise books. This is used to make the students have a further understand of the modal verbs. w

15、rite a short passage about the dialogue learned . this is used to practice writing ability of the students. Step6 blackboard design. show on the CAI 在整个课程中,我的思路是这样的：教学之初,给同学显现一些 图片,让同学第一从视觉的角 度对要学习的内容有一个深刻的熟识； 在进入课文的学习之前, 先粗略地复习上一节课所学的相关的词 汇,要求同学用简洁英语说明,但答应同学自主选择想说明的词汇；这样,既削减了同学的可怕心理, 又达到了运用语言的目的： 通

16、过对于本文的语言片段的学习, 以及环围着它所作的拓展训练, 培养同学 懂得含有所同学词的句子和段落并猎取信息, 找出段落和文章的从属关系, 培养同学对因果关系的判定 分析才能,归纳分析才能和表达才能； Anyway, the teaching of this lesson aims to develop no t only the Ss language technical abilities, but also the diverse intelligence by integrated teaching methods. As teachers, to make our English c

17、lassrooms shine with vitality, we are laid with heavy burden, and we still have long way to go. Above is the lecture notes of my lesson. Thank you. English around the world 说课稿 各位评委老师早上好 . 第 2 页,共 10 页我报考的是 20XX 年高中英语老师资格证； 我的测试号是 XXX 号；今日我说课的内容是高一英语 English around the world ；以下我将从说教材,说学情,说教法学法,说教学过

18、程,说板书设计等五个阶段来完 成我今日的说课； （一） 说教材 （ 1） 教材的位置和作用：本课节选自一般高中课程标准试验教材必修一其次单元的内容；本文主要讲 的是英语的进展和英语的种类； 而同学作为英语语言的学习者, 有必要较为深刻地明白英语语言的一些 相关信息；削减同学在今后英语学习中的一些障碍；所以说本课在书中有着特殊重要的作用； （ 2） 依据对教材的懂得和内容的分析, 我将从三个方面来说明教学目标： 学问, 技能和情感三个方面； 就学问目标而言： First, make students master the useful expressions. Just like play a

19、role in,because of,come up, such us,play a part Second, get Ss know the development of English or the change of English 就技能目标而言： 1. Make Ss know how to get the key sentence of a paragraph 2. Train Ss to read the text with correct pronounciation and intonation.3.Impr ove the Ss comprehension ability

20、Make Ss notice the importance of English and the possibility of Chinese English popularity 就情感目标而言： in the future. 3以上从对教材和教学目标的分析中,可以知道本课的重点难点是； 本课重点是： 1）提高同学的阅读才能 2）使同学把握一些有用的表达 确定该重点的依据：单词及语法是学习懂得这篇课文的首要因素； 本课难点是：让同学学会使用这些有用的表达 确定该难点的依据：同学们对英语进展并不熟识,让他们明白英语对生活和学习都至关重要； （二） 说学情 假设今日我教授的是南昌市某所一般高中高

21、一年级的同学； 对于英语, 同学在经受了学校中学的英语学 习之后有了确定的明白； 但是对英语的进展情形, 英语的种类,各种英语类型形成的缘由, 他们知道的 不多,需要进一步明白； （三） 说教法学法 教法 （ 1）接受问题引导教学法,激发同学主动参与的热忱； （ 2）接受分组争辩教学法,使同学在争辩的过程中加深对学问或课文内容的懂得； （ 3）同学接受快速阅读的方法,训练同学的阅读速度； （ 4）同学接受精读的方法；帮忙同学逐字逐句熟识单词,短语,并把握文章大意； （ 5）接受练习巩固教学法,使同学能够对所把握的东西加以灵敏运用,举一反三； 学法 回答老师所提出的问题, 循序渐进地完成老师交给

22、的任务, 与老师的授课步骤一样地学习, 促进同学形 成良好学习习惯和学习方法 （四） 说教学过程 （ 1） Lead-in: 我将以头脑风暴的方式向同学提出一系列与本文有关的问题作为今日课堂的导入；问题如： 1.Do you know the countries where people speak English. List them on a piece of paper.2.What are the two main groups of English. 3.Do you know the differences between British English and American

23、English. 4 Do you know the history of English. 由于这能使同学在开头阅读之前, 在头脑中对文章内容进行推测； 而且带着问题去阅读, 能提高阅读的 效率； 第 3 页,共 10 页（ 2） Fast-reading: 让同学在经过快速阅读之后,能概括出文章大意；并且要他们找出每段的关键句或 要求同学用自己的话概括每段大意； 此环节进行中, 我将全班同学分成五组, 并要求每组派代表发言回 答问题,这样可以调动全班积极性,增强同学参与的热忱；最终我将给出答案供同学对比参考； Paragraph 1: The spread of the English l

24、anguage in the world Paragraph 2: Native speaker can understand each other but they may not be able to understand everything. Paragraph 3-4: All languages change when cultures communicate with one another. Paragraph 5: English is spoken as a foreign language or second language in Africa and Asia. （

25、3） Intensive Reading 在该部分中, 我将逐段对该文进行讲解； 让同学对本文的生词形成初记忆, 对本文的一些有用表达有较 为深层次的懂得；与此同时,我仍将对一些有助于同学懂得文章的问题进行着重解答； 生词如： international, native, elevator, flat, apartment, rubber 问题如： 1. Give the three major periods of the development of English. the end of the 16th century the next century today Who promot

26、ed the spread of English. People. When they moved, they carried English to different places. 2 T: Although they speak English, yet sometimes they can not understand each other well, why. Because there exist differences between different Englishes, not only in vocabulary, but also in pronunciation an

27、d spelling. hot/mum/honour/ honor/neighbour/neighor . 3 T: How do these differences come about. Why does English change over time. Because of cultural communication. Ask ss to find out the characteristics of each time according to the time axis. AD450-1150: German 1150-1500: less like German; more l

28、ike French In the 1600 s: Shakespeare s English The time ADEL was written: American English Later: Australian English （ 4） Post-Reading 在对文章有确定的明白之后, 我们知道了英语已被世界各个国家作为母语, 其次语言, 外语三种主要形 式广泛运用；但是文章发人深省的一句 Will Chinese English become one of the world Englishes. “ Only time will tell ”引导着同学们连续摸索；我也将以其他问

29、题来辅导同学进行摸索； T: How do you understand this sentence. It means that something can only be known in the future. T: What can you infer from this sentence about the development of English in China. It indicates that it remains to be seen just how much the Chinese culture will influence the English langua

30、ge in the present country. （ 5） Homework 1. Find out some words and sentences you think are beautiful and recite them. 2. Write a short passage about the differences between British and American English, mainly the reason and some examples of the differences. 五 说板书设计 American English & British Engli

31、sh Differences Keywords b. Spelling c. Pronunciation d. Words 一, Introduction （导言） 英语说课是英语教学中的重要一环, 也是衡量一位英语老师对教材的把握, 分析及老师本人对上课进程 第 4 页,共 10 页的宏观把握才能的有力手段,能从理论上指导老师贯彻教学大纲, 真正做到教与学相结合, 将教材, 大 纲,老师,同学,课堂融为有机整体,对不断提高老师教学才能和教研才能,有着突出的作用； 二,说课的基本原就 1. 遵循教学大纲要求,明确说课内容；把握说课与上课的区分与联系,正确懂得教材,教案说课,上 课之间的层进关系

32、,走出说课即是“说教案”的误区； 2. 以老师为主导,同学为主体,表达先进的教学理念； 3. 详略得当,重点突出,表达说课的完整性； 三,说课的基本程序 4. 与教案相结合,表达其可操作性； 1. 说教材：科学分析教材,明确重点难点,教学目标和要求以及教材在单元中的位置和作用； 2. 说同学：谈谈同学的学问与才能结构,明确说课内容的难易程度； 3. 说教法：谈谈本节课要实施的教学手段,方法以及教具的使用； 4. 说学法：谈谈学习方法的运用以及将要实现的目标； 5. 说教学程序：说为什么要设计该程序？目的,意图何在？结果如何？ 6. 说板书设计：谈谈板书设计的依据和理由,力求表达说板书设计的程序

33、性,概括性和艺术性； 四,留意说课信息和反馈与总结 说课的对象可以是专家,同行甚至是同学；向说课对象征询看法,猎取信息,力求不断改进和提高； 五,附 SB 2B U16 Lesson 63 说课稿 Unit 16 Lesson 63 Hello, everyone. Today I m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC （ 2） . I

34、t is made up of four parts. Part 1 My understanding of this lesson The analysis of the teaching material: This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their readi

35、ng ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Le

36、t the Ss understand the sea better, love the sea and save the sea and the life of the sea. Teaching aims: 1. Knowledge aim: Understand the main idea of the text. 2. Ability aim: Retell the text in their own words. 3. Emotional aim: Make the Ss love the life of the sea and do something to stop it bei

37、ng polluted.Key points / Teaching important points: How to understand the text better. Teaching difficult points: 1. Use your own words to retell the text. 2. Discuss the pollution of the sea and how to save the sea. Something about the Ss: 1. The Ss have known something about the sea and sea life t

38、hrough the Internet and other ways. 2. They are lack of vocabulary. 3. They don t often useEnglish to expressthemselvesandcommunicatewith oth.ers4. Some Ss are not active in the class because they are afraid of making mistakes. Part 2 My teaching theories, methods and aids Before dealing with this l

39、esson, I ll do my best to carry out the following theories: Make the Ss the real 第 5 页,共 10 页masters in class while the teacher himself acts as director ； Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English la

40、nguage.Teaching method: Double activities teaching method Question-and-answer activity teaching method Watch-and-listen activity Free discussion method Pair work or individual work method Teaching aids: 1. a projector2. a tape recorder3. multimedia4. the blackboard Part 3. Teaching steps / procedure

41、s I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability. The entire steps are: Greetings, Revision, Lead-in and preparation for reading, Fast reading （scanning）, Listening, Intensive reading, Preparation for details of the

42、text, Consolidation, Discussion, Homework Step 1 Greetings Greet the whole class as usual. Step 2. Revision 1. Ask students some questions to revise the last lesson（show them on the screen） . a. How much salt do the oceans contain per thousand parts of water. （35 parts of salt. 3.5% by weight ） b. W

43、hat is coral. Why are corals not found in deep water. c. Why is the Dead Sea called the Dead Sea. 2. Check the homework （ made a survey about the sea or sea life by surfing the Internet or asking for help from other people ） . Through this part we can consolidate what they studied yesterday, communi

44、cate with others about their survery results and prepare for the new lesson. Step 3. Lead-in and preparation for reading Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm wha

45、le, squid and so on. Purpose: Arouse the students interest of study. Bring in new subject: Life in the oceans. Step 4. Fast reading Read the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph: 1. Why can living things live in such ocea

46、ns around the Antarctica. 2. What does the whale feed on. 3. What is the difference between the sperm whale and other whales.Method: Read the text individually, use question and answer activity. Purpose: Improve the students reading ability. Understand the general idea of each paragraph. Step 5. Lis

47、tening （ book closed） 1. Listen to the tape then do an exercise （ wb page 90, part 1） 2. True or false exercise. （ on the screen） Train the Ss listening ability and prepare for later exercises. Step 6. Intensive reading Read the passage carefully again and answer some detailed questions on the scree

48、n. 1. How much does a whale eat at a time. 2. Do all the whales feed on small fish. 第 6 页,共 10 页3. How deep can a sperm whale dive. It is also called depth reading or study reading. It means reading for detailed information. Purpose: Further understand the text （ Train further reading ability ） to f

49、ind out some different sentences and details of the text. Step 7. Preparation for details of the text on the screen 1. .its heart slows to half its normal speed.slow-v. to become / make slower. 2. .using sound wavePresent participle used as adverbial. 3. provide sth. for vide sb. with sth. 4.

50、at a time: each time5. grow to a length of.Purpose: Train the Ss Step 8. Consolidation 1. Find out the topic sentences. 2. Retell the passage according to the topic sentences. ability of understanding and us Purpose: I want to know if my students understand the whole text really and if they master w

51、hat I mean to tell them in this class. What s more, I want to let them have thoef ainbtirloitdyucingandanalyzingexpression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.Step 9. Discussion Show them some pi

52、ctures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it. In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do. Purpose: I mean to give them emotional education. I give them mul

53、ti-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger. I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home. Step 10. Homework Write an article Saving

54、the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves. Part 4. Blackboard design Unit 16 Lesson 63 Topic Sentences: 1. Some living things can live in Antarctica. （ what） 2. The whale feeds on small

55、 fish. （ what） 3. The sperm whale feeds on squid. （ difference） Discussion: 1. The whales are in danger. What s your opinion about it. 2. The sea is being polluted. What should we do. In my opinion, the blackboard design can reflect the teacher absility of mastering the text and leading the students

56、 to master the text easily. In this text, the design is not easy to write. I write the topic sentences on the blackboard in order to tell the students that this is of the importance in this class. The discussion is of the difficulty. I want to make the design inductive, instructive and artistic 说课稿模

57、板（万能版） 说课是老师职业的基本素养,说课要求老师对教学大纲,教学目的,课堂设计很明白,说课要包括：教 材,目标,重点,难点,教法,学法,过程,板书,小结； 第 7 页,共 10 页说课基本模板 各位老师好： 今日我说课的课题是；下面我对本课题进行分析： 一,说教材（位置与作用） 前,同学们是人教版必修教材第 单元第 个课题； 在此之 ,这为过度到本课题的学习起到了铺垫的作用； 因此,本课题的理 论,学问是学好以后课题的基础,它在整个教材中起着承上启下的作用； 二,说教学目标 依据本教材的结构和内容分析,结合着 我制定了以下的教学目标： 年级同学他们的认知结构及其心理特点, 1. 学问与技能

58、目标 2. 过程与方法目标 3. 情感与价值观目标 三,说教学的重难点 本着 新课程标准,在吃透教材基础上,我确定了以下教学重点和难点； 教学重点：重点的依据是只有把握了 ,才能懂得和把握 ； 教学难点：难点的依据是 较抽象,同学没有这方面的基础学问； 为了讲清教材的重难点,使同学能够达到本课题设定的教学目标,我再从教法我学法上谈谈； 四,说教法； 我们都知道 是一门培养人的 才能的更要学科； 因此, 在教学过 程中, 不仅要使同学 “知其然”,仍要使同学 “知其所以然” ；我们在以师生既为主体又为客体的原就下, 出现猎取理论学问,解决实际问题的思维过程； 考虑到 年级同学的现状,我主要实行设

59、置情形教学法,让同学积极主动地参与到教 学活动中来, 使他们在活动中得到熟识和体验, 产生践行的愿望； 培养同学将课堂教学和自己的体会结 合起来,引导同学主动去发觉周边的客观事物,进展思辩才能,留意滨心理状况； 当然老师自身也是非 常重要的教学资源； 老师本人应当通过课堂教学感染和勉励同学, 调动起同学参与活动的积极性, 激发 同学对解决实际问题的期望, 并且要培养同学以理论联系实际的才能, 从而达到正确的教学成效； 基于 本课题的特点,我主要接受了以下的教学方法： 1. 直观演示法：利用图片等手段进行直观演示,激发同学的学习爱好,活跃课堂气氛,促进同学对知 识的把握； 2. 活动探究法：引导

60、同学通过创设情形等活动形式猎取学问,以同学为主体,使同学的独立探干脆得 到了充分的发挥,培养同学的自觉才能,思维才能,活动组织才能； 3. 集体争辩法：针对同学提出的问题,组织同学进行集体和分组语境争辩,促使同学在学习中解决 问题,培养同学团结协作的精神； 由于本课题内容与社会现实生活的关系比较亲热,同学已经具有了直观的感受,可以让同学自己阅 读课本并摸索, 例举社会上存在的一些有关的经济现象, 在老师的指导下进行争辩, 然后进行归纳总结, 得出正确的结论； 这样有利于调动同学的积极性, 发挥同学的主体作用, 让同学对本框题学问的认知更 清晰,更深刻； 五,说学法 我们常说：“现代的文盲不是不