高中英语说课稿

高中英语优秀说课稿

I.AnalysisofIearners:

Theyarestudentsofsenior1,whoareIearnersof

differentcomprehendingIeveIs.Althoughtheyhave

finishedModuIe1,someofthemhaveadaptedthemseIvesto

seniorstudieswhilemostofthemarestillstrugglingin

readingcIass.Theyneedfurtherguidancefromtheteacher

andheIpfromtheirpeers.Besides,morepracticeis

necessaryandmoreIearningstrategiesshouIdbedeveIoped.

（点评：对学生的适应性、学习需求等分析得很到位。学生学习

本课在英语语言能力、英语知识等方面的起始状态的分析略显不

足。）

II.AnalysisoftheteachingmateriaI:

ThestrangehistoryoftheAmberRoom,acuIturaIrelic,

istoIdinthereadingpassage.Itiswritten

chronologicalIyandthestructureofthestoryisweII

-organized.ThefirstparagraphisagoodsampIeofhow

todescribeanobjectwhiletheotherfourparagraphsteII

astory.TheIanguageinthispassageiscIearandsimple.

TherearefewIongcompIicatedsentencesinit.Although

therearesomepropernouns,theyaddtonodifficultyin

understandingthepassageifproperguidanceisofferedby

theteacher.

Thereforethepassageisdesignedtobetaughtintwo

periods.Period1:Readingcomprehension.Period2:

LearninghowtowriteaboutacuIturaIrelicandits

history.

InordertoheIpstudentstoachievemoreinPeriod1,

theideasfromPre-readingpartandReading&writingpart

onPage7arecombinedwithReadingpart.（点评：对语料

的分析较深刻，抓住了文章的特点，找到了施教点）

III.Teachingaims:（点评：目标总体说来比较适切、具

体。）

Knowledgeaims:

ToheIpstudentsfullyunderstandthestoryofthe

AmberRoom.

ToheIpthemhaveabetterknowledgeofhowto

describeanobjectandtelIastory.

Skillaims:

ToimproveSs'readingskillsIikepredicting,

scanning,skimmingandsummarizing.

TodeveIopautonomousIearners.

Emotionaims:

Toenhancestudents?awarenessofcherishingand

protectingcuIturaIreIics.

ToencouragestudentstostudycooperativeIy

IV.Keypointsanddifficultpoints

Keypoints:

1.UnderstandingthewhoIepassage.

2.Identifyingtheauthor,scraftintellingastory

anddescribinganobject.

Difficultpoint:

Identifyingtheauthor'scraftinteIIingastoryand

describinganobject.

V.TeachingtheoriesandIearningstrategies

Inordertoachievetheteachingaims,Task-based

ApproachissuitabIeforthiscIass.Fourtasksare

designed.Theyare:understandingthepassage,identifying

thecraftofdevelopingastoryanddescribinganobject,

drawingaschemaandhavingadiscussion.What'smore,

bottom-uptheoryandschematheoryunderpinthetasks

above.

SpeakingofIearningstrategies,constructing

knowledgebydrawingaschemaandcooperativeIearningare

stressed.

Note:Fourschemasareintroduced:webmap,timeIine,

5Wmapandform.

VI.Teachingaids:Aprojectorandamultimedia

courseware.

VII.Teachingprocedures:(点评：这个部分应该是任何

说课的重点。本案对环节交代得较详细，教学设计符合认知规律

和语言学习特点，符合新课程理念。在环节与目标的对应性方面

的说明略显不足。)

Pre-reading(2minutes):

TopicintroducedthroughpicturesaboutYuanMingYuan

andtheAmberRoomtogeneratestudents'interestandtheir

sympathyforthesimiIarfateofthetwocuIturaIreIics.

Reading(23minutes):

1.Seanningfortheownersoftheroom.

2.Seanningforwhattheownersdidwiththeroomand

thepIacestheroomtraveIedaIong.

3.CarefuIreadingofPara1forthedetaiIsoftheroom.

Aspectsofdescribinganabjectisclarifiedthroughaform

onthescreen.

4.CarefuIreadingoftheother4paragraphsfor

detaiIsofitshistory.MeanwhiIe,meaningbehindIinesare

tobestressed.ForexampIe,whydidthetwokingsgiveeach

othervaIuabIegifts?WhywasitpossibIefortheNaziarmy

tosteaItheroom?

Note:KeypointsoftheperiodaresoIvedbyfuIfiIIing

thesetasksabove.

5.SummarizingoftheeIementsofthestoryandthe

structureofthepassageaccordingtothekeywordsonthe

bIackboard.

Note:Thedifficultpointoftheperiodisbroken

throughnow.

Post-reading(15minutes):

1.Testoncomprehendingbyschema-drafting.Thetask

ofdrawingaschemaisdesignedtotesthowmuchstudents

haveachievedinthisperiodandawaytomakewhatthey

haveIearnedinternaIized.ItisalsoaIearningstrategy

thatstudentscandeveIopinthisperiod.

2.Extensionofthetopicbydiscussingwhotheroom

wouIdbeIongtoifitwerefound?Thetaskisdesignedto

enhancetheawarenessofcherishingand