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【导语】一堂好地英语课,肯定少不了一个优秀地说课稿,那么要怎么写一个优秀地英语说课稿呢?®无忧考网准备了以下内容，供大家参考! 篇一 Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson withyou.The content of my lesson is Senior English for China Book1B Unit 16 Scientists at work. I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure,and Blackboard design.First, let me talk about the teaching material. Part 1 Teaching Material: This unit is about science and scientists. By studying of this unit, we’ll Enable the students to know the serious attitude towards science and develop the interest in science. At the same time ,Let the students learn how to give instructions. this lesson plays an important part in the English teaching in this unit.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each passage. Therefore, this lesson is in the important position of the teaching material. If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.As we all know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . According to the new standard curriculum and the syllabus (新课程标准和教学 大纲), after studying the teaching material and analyzing the rule of children’s growing of mind,I think the teaching aims are the followings: 1.Knowledge objects: a)The Ss can hear, read, and use the main sentence patterns b)The Ss can understand the content of the lesson. c)The Ss can use the patterns to express their thoughts in the proper situation. 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 Improve the student’s reading ability, especially their skimming and scanning ability. 3.Emotion or moral objects: a)By completing the task,the Ss increase their interest and set up self-confidence in science; b)Teach the Ss what is “science”, put the moral education in the language study. now,let’s come to the Important points and the Difficult points. Well, how to achieve the teaching objects better, how to stress the important points and break through the difficult points? As is known to us all,The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching material and the students’learning background ,I will use the following methods . Part 2 Teaching Methods: In my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” Approach(交际教学法), “Whole language teaching” (整体语言教学法)and “Task-based” language teaching (任务教学法). That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theories(现代社会交际教学理论), I adopt the TSA method(情景教学) and TBLT method (语言任务教学)in my teaching, namely Total Situational Action and Task-based Language Teaching.The former is a “scene — activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss . The latter offers 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 use any language they want.At the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English. 篇二 Good morning ,everyone .Today I?ll talk about Unit 6 Oxford Primary English Boook 4: Let?s go by taxi. I?ll finish this Unit in four lessons,today I?ll talk about the first period of the Unit . This Unit is very important of this book..The Unit is the continuation of Unit 8 Oxford Primary English Book3. It provides the new words of places:station ,supermarket,library,theatre,hospital and airport.The new phrases: by train,by plane,by minibus and on foot.When learn the new words and new phrases, the Ss will come into contact with the new pattern: Shall we go to …by …? As we know there isn't a long histroy that the Ss have learnt English in the primary school,so the main instructional aims of teaching English is to cultivate the Ss? abilities of listening, speaking and the synthetic abilities of communication,co-operation and investigation.And to cultivate their good sense of English. (本课是本册教材中较为重要的依棵，它是牛津小学英语3A第八单元知识的一个延伸。在本单元中提供了六个地点类的单词及四个交通工具类的单词和学生在学习单词的过程中将会遇到的一个新句型Shall we go to … by…? 我们知道小学生学习英语的时间不是很长，所以这一堂课的主要教学目标将一培养学生的听说读写能力及与人交流合作和初步调查研究的能力和较好的英语语感。) ⅠTeaching contents: 1. The new words of the places: station, supermarket, library and so on. 2. The new words of vehicles: train, plane, minibus and foot. 3. The new pattern: Shall we go to … by …? Ⅱ Teaching aims: 1. The aims to the knowledge a. To enable the Ss to read and spell the new wordsand understand the meaning of the new words. b. To help the Ss learn the new pattern: Shall we go to … by …? c. To enable the Ss to communicate with the others using the new pattern. 2. The aims to the abilities a. To improve the Ss ability of listening and speaking . b. To encourage the Ss to communicate with the others actively. 3. The aims to the emotion a. To educate the Ss to be polite and helpful to the others. Ⅲ The key pionts: 1. To enable the Ss master the new words. 2. To enable the Ss study in groups and co-operate with the others. 3. To arouse the Ss? interest in English. Ⅳ Teaching methods: To cultivate the Ss? abilities of listening,speaking,reading and writing,to increase the Ss?ability of learning English by themselves and to arouse their interest ,in this peroid,I?ll use the teaching methods below: （为培养学生的听说读写和学习英语的自主能力，为激发他们学习英语的兴趣，在这堂课中，我将会采用以下的教学方法：） 1. Communication method（交际法） I?ll set up a real situation,in this way ,the Ss can say in pairs or in groups,they can say freely and needn?t worring about making mistakes. 2. Task-based method （任务法） That is to say I?ll let the Ss finish a task by making a short dialogue and acting it out.To help the Ss get a better undersangding of the key structure. Ⅴ Teaching aids: In this lesson, the CAI,some pictures will be used. Ⅵ Teaching procedure: Step 1 Warm up 1. Sing a song . 2. Make a free talk between the T-S ,S-S. Are you happy today? Let?s go to the park,OK?... This step is to form a better situation for rhe students by singing and speaking.They will come into the real surrounding of English learning,And it can also review the learnt knowledge for the next step.(这一环节通过唱歌和自由对话为学生营造了较好的语言环境，他们会很快地进入英语学习的情境中来，在此同时也复习了旧知，为下一步的学习做好了充分的准备。） Step 2 Presentation I?ll mainly talk about this period. 1. Learn the new words of places a. CAI shows a big beautiful picture of a city. b. A little cat go around the city and tell the Ss what place it is . c. Write down the words on the blackboard.Ask them to read and spell ,pay attention to the pronunciation. d. Show some pictures of the places,ask sb to say and put the pictures in the right places on the blackboard. e. Practise the new words: (1) Show some signs of the places and ask them to guess what place it is.For example show a red cross to guess that is a hospital. (2) Guide them to make a short dialogue and practise with their partners. Shall we go to …? All right. This step is not to present the new words one by one,just with the help of the CAI and the pictures,it can provide a real situatian to understand the meaning of the words and to arouse the Ss?interest in English learning.A competition can encourage them to try by themselves and improve their ability of learning. (这一环节，并不是简单地逐个呈现要学的新单词，而是借助于多媒体和图片，为学生的学习提供了一个较真实的情境，让他们在情境中学会新知，对所学新单词的意思有比较好的理解，同时也大大激发了学生学习英语的兴趣。设置的竞赛的环节能够鼓励学生大胆尝试，提高他们英语学习的能力。) 2. Learn the new words of vehicles a. CAI provide some sounds of the vehicles,and ask them to guess b. Listen to the sound and learn the new words. c. Read and spelll the words .Have a competition:Who can recite the words quickly . d. Practise the new words: 1. Look at part of the picture and guess. 2. Learn the new phrases Act and say：（边表演边说） Train,train,go by train Plane,plane,go by plane Minibus,minibus,go by minibus Foot,foot,go on foot This step I use the CAI to show the sounds and let them to guess,they will be happy to try and be interested in the procedure of the learning.And the acting will help them get a more better understanding of the phrases.（这一环节，我使用多媒体提供不同交通工具发出的声音，让学生去猜一猜，他们在学的过程中会很高兴地去尝试并会对学习的过程本身产生浓厚的兴趣。边说边演的环节，可以通过调动学生的所有感官，让他们对所学词组的意思有更好的理解，同时印象也更深刻了） Step 3 Practise 1.A guesssing game The CAI show a big picture.There are many places in the picture,and there are different vehicles in the way to the different places.Ask them to guess and give them a smiling face or a crying face.There can be a competition between the groups.Using the structure: Shall we go to … by…? 2.Work in pairs Ask them to make a dialogue with their partners.They can speak to several classmates who they want to co-operate with,so they can walk freely in the class. This part is very important of the lesson.The Ss? abilities of speaking and communication will be well trained.Use the CAI to set a real surrounding and encourage the Ss to communicate with the others.They can say loudly and freely .They will feel happy and successful during this part.By way of communication ,the Ss will understanding the meaning of the structure better and master the knowledge firmly.（这部分在这一课中非常重要，因为在这一环节中学生说和与别人交流的能力将会得到很好的锻炼。用多媒体创设真实情境，鼓励学生与他人进行交流。他们可以大声自由的说英语。在这过*他们会体验到快乐和成功。通过与别人的交流，真实的语言运用，学生对重点句型的意义用法也有了很好的理解，这将促使他们牢固地掌握所学的知识。） Step 4 Consolidation The CAI show two characterswho are fimilar to the Ss.Give them a task: Make a short dialogue between the two to talk about their weekends. This part is the consolidation of the key structure,and also is an extensive activity for the Ss.During this part ,the Ss can think and say by themselves,they will be glad to use the knowledge they have learnt,and their creative power will be well trained. （这一环节是对重点句型的复习巩固，也是给学生设置的一项拓展延伸的学习活动。这部分，学生可以自己大胆的思考，大胆的说，非常乐意地去用所学的知识与他人对话，他们的创造能力也得到了很好的培养。） Step 5 Homework Do a survey Investigate they can go to some place by which vehicle. . 一、英语说课讲稿的要素及撰写方法 英语说课讲稿也包括五个要素：说教材、说教法、说学法、说教学程序、说板书设计。 （一）说教材 说教材要对教材所在的知识系统做简要分析，通过分析某课教学内容在整个教材体系中的作用，以及本课教学内容与学生先前掌握的知识和将要学习的知识的联系，说明教材的地位和作用；通过对课程标准关于教学的具体要求的概括分析，说明本课教学目标的确立及其依据；通过对英汉两种语言差异和学生的知识水平的简要分析，确定并说明重点、难点和关键点的确立及其依据。 1.说教材的地位和作用。 说教材的地位和作用，应简要分析本课内容在单元整体教学中和整个教材体系中甚至在素质教育英语教学中的重要地位。例如，在分析SEFC Bl L37的教材地位和作用时可做如下表述。 SEFC Bl L37是对话课，对话课是单元整体教学的重要环节。作为单元的第一课，对话课的作用首先是为第二、三课提供话题和语境。由于整个单元都是围绕一个话题操练特定的功能项目，对话课又具有为二、三课的学习扫清语言和文化障碍的作用。 本课对话内容紧紧围绕体育运动话题展开，谈论运动项目必定使人联想到奥运会、奥运历史、奥运精神等，这就为下一课阅读教学提供了话题和语境。本课操练的功能项目是表达个人喜好的句型"prefer...to"，学习并熟练掌握该句型有助于学生能就"prefer A to B”表达自己对运动项目的爱好及爱好程度。 从素质教育的要求和学习语言的目的看，高中英语教学重视培养学生运用英语进行交际的能力。根据英语课程标准的要求，对话课应侧重培养学生的口语表达能力，体现英语教学的交际性、得体性、准确性和实践性。因此，本节对话课教学应着重培养学生熟练运用所学功能用语谈论体育话题的能力，为进一步自由谈论奥运历史打下基础。 篇三 Good morning/afternoon, my dear judges. I'm number ___. It's my great honor to have this opportunity to talk about my teaching ideas. My presentation consists of the following aspects. Analysis of the teaching material First of all, let’s come to the analysis of teaching material. This lesson is from New Senior English for China Book5 module 3, the reading part. The topic of this unit is about adventures. It is excerpted from Mark Twain’s work “ The Adventures of Huckleberry Finn”. The story is about two teenagers who find a steamboat and board on the steamboat. Analysis of the students Secondly, students are the subject of our class. After many years of English studying, they’ve known many words, sentences and some skills to solve English problems. They not only study the words and phrases, but also learn the meaning and the culture. So I would introduce them more knowledge above the passage to arouse their reading interest. Analysis of the teaching aims By the analysis of the New Curriculum Standard in English, teaching material and the students in my class, I set the following three teaching aims. The first one is knowledge aims: 1)Students learn and grasp the following important useful new words and expressions: pour down; sail down; climb on to; panic; curious; tie up… 2) Learn the language and grasp the meaning in this passage. The second one is ability aims: Through reading, students reading ability and word-guessing ability will be improved. The last one is Emotional aims: Students will be more interested in the literature and cinema in English and enjoy the famous works. Analysis of the key and difficult points According to the analysis above, I set the key points and difficult points as follows. Teaching key points: Member and master new words and phrases and understand the passage. Teaching difficult points: Foster students’ interest of reading passage and improve their reading ability. Analysis of teaching and study methods Now, I would like to talk about the teaching methods and studying methods. As to the teaching methods, Communicative Approach and Task-based Teaching Method will be adopted in this lesson. I will lead them to study by themselves, and through answering my questions, they will have a good understanding of the passage. Analysis of the teaching procedures Now, let’s come to the most important part of this lesson: the analysis of the teaching procedures. This lesson is divided into 5 stages, that is, warming up, pre-reading, while-reading, post-reading and summary & homework. Step 1 warming up In my warming up stage, after greeting with the students I will Introduce Mark Twain and his works, such as The Adventures of Huckleberry Finn， Running for Governor，The Prince and the Pauper. Then tell students today we will learn adventure, a passage from The Adventures of Huckleberry Finn. Mark twain is a famous American writer. Through the introduction, students will have more interest in reading famous works. And they will be curious about the passage and I can move to the next step smoothly. Step 2 Pre-reading In pre-reading, I will ask them to have a free talk about adventure. Ask them talk about adventure. For example: What is adventure? Would you like to go? Adventure is an exciting trip. Perhaps sometimes you feel bored, you could imagine going on a great adventure, such as caving, climbing, sailing and canoeing. Then lead students to predict the passage, ask them to Look at the picture in the book and discuss the following questions: 1. Who are they? 2. Where are they? 3. What are they doing? 4. What is the boy pointing at? In this way, students will be familiar with adventure and lay a foundation for reading the passage. Step 3 While-reading In this period, there are two activities: global reading and detailed reading. Firstly, global reading, I would like to give students 5minutes to have a global reading to check their ideas what they predict during the pre-reading. At the same time, they find out and circle the difficult words. Fast reading can help students understand the whole passage quickly and practice their logic thinking. Then I will explain the difficult words, such as fantasy, identify, and account. For example Fantasy n. the activity of imaging things phrase: live in a fantasy world fantastic adj. identify v recognize sb or sth identify the criminal identity n. ID identity card Next, it should be detailed reading. I will ask them to read the passage again and do the exercise2 on the book. Number the events in the order they happen. Then I check the answer. After this reading, students will grasp the whole passage. In order to create more chance for students to read, I will ask students read the passage paragraph by paragraph. Answer the following questions showed on the PPT. Paragraph1. Discover a steamboat What was the weather like that night? What did they see and what were they doing then? Paragraph2-5 board the steamboat How did Huck and Jim get to the sinking steamboat? How did they get on it? Paragraph6-8 in the steamboat What did Jim do when they heard someone was going to kill another? Paragraph9-11 leave the steamboat What did Huck decide to do after he heard they would leave the man on the steamboat? Students will get more detailed information, and more interested in this story. Furthermore, they would like to read more works of Mark Twain. Step4 Post-reading Now it should be post-reading. In order to make sure that students will master the new words, I will ask them to do the exercise 4 and 5. Encourage them to member the verb words and phrases during the exercises. After the exercise, I will give them 5 minutes to prepare, then to retell the passage according to the event orders. During the oral English time, I will encourage them to open their mouth and give them more positive evaluation. It benefits students for practicing their speaking and having more confidence in learning English. Step 5 Summary and homework At the end of the class, I’d like to make a summary about this lesson and present my homework to consolidate what the students have learnt in this period. I will conclude with my students together what we’ve learnt. The home work is to remember the key words and phrase and write a short passage about what will happen next. 作为一位无私奉献的'人民教师，很有必要精心设计一份说课稿，通过说课稿可以很好地改正讲课缺点。怎样写说课稿才更能起到其作用呢？白话文的小编精心为您带来了高中英语说课稿一等奖优秀3篇，如果对您有一些参考与帮助，请分享给最好的朋友。 Good afternoon,teachers. It’s my great pleasure to be here sharing my teaching ideas I’ll begin the lesson from the following four parts: Analyzing teaching material The teaching methods The studying methods The teaching procedures and while presenting these parts I will do the blackboard writing properly. Ok now I am going to start from the first part “Analyzing teaching material” This unit is about It is made up of paragraphs. The teaching aim of this lesson is to help students to understand and master the words, phrases and sentence patterns on the basis of understanding the text. The ability aim is to improve the students’ organizing and using skills of English and to retell the whole text in their own words. The emotional aim is to help students understand and to develop students’ sense of cooperative learning. Then the teaching key points is to help the students get a general idea of the whole And the teaching difficult points is to make students use their own words to express According to the analysis above, I’ll try my best to carry out the following theories while dealing with this lesson: To make students the real masters of the class while I just act as a director. To combine the language structure with the language functions. And to make students receive some moral education while they are learning language. In order to achieve my goal, I will use the following teaching methods: The first teaching method I will use is communicative approach, since language is used for communication. Communicative approach is learner-centered and emphasizes communication and real-life situations. The second teaching method I would like to use is task-based approach. A task resembles activities which our students or other people carry out in everyday life. Learners should be given opportunities to reflect on what they have learned and how well they are doing. The third teaching method I want to use is computer assisted language teaching. Computer plays an important role to make the materials attractive. It can also help the learners to understand the language and then produce comprehensible output. And in order to practice my teaching methods better, the following teaching aids will be used: A projector, a tape recorder, multimedia and of course the blackboard. And then, I would like to talk about the studying methods. As students are poor in cooperative learning skill, many students are not active in English class, and even some of them don’t like English. Therefore, I will have the students learn English in a much more relaxed atmosphere. The learning process of students is from seeing, thinking, and speaking. So, to make the students get the knowledge actively, cooperative learning and task-based learning will be used. Next, I will talk about the teaching procedure. To train the students’ ability of listening, speaking, reading and writing, I have designed the following steps. Step 1 Lead-in At the very beginning of the class, I will make the students have a free talk about and then discuss the questions in pre-reading on page 。 The purpose of this step is to arouse the students’ learning interest. After a discussion about the questions, the students will be eager to know something about and it’s the very time to naturally lead the class into Step 2 Listening comprehensions In this step, I will write several questions before listening to the text: And then I will make the students answer the questions after listening to the tape. The purpose of this step is to train and improve the students’ listening ability 。 Step 3 skimming and scanning In this step, I will give the students two tasks 。 The first task is to get the general idea, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their own thoughts in English. The second task is to get the main idea of each paragraph. I will divide the whole class into several groups to skim the whole text and get the main idea of each paragraph. The purpose of this task is to improve the students’ fast reading skill and cooperate with each other.And then guide Ss to read the material carefully and take some important notes, then answer the following questions in P. Step 4 Retelling the passage Language is learned by communicating. It’s my job to creat an atmosphere for students to use the language. The students discuss in their group and then choose a reporter to share to the whole class. Step 7 Consolidation In this activity, I will ask some students to read each paragraph, and then do the exercise following the text. Step 8 make a summary I will go through the important points and difficult points of this lesson with the students once again. And of course, the language points on the blackboard will be mentioned as well. And now let’s move to the last step Step 9 Homework 1、 Read the passage as frequently as you can 2、 Find out some words and sentences you think are beautiful and recite them. Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims. That’s all of my teaching ideas about this lesson. Thanking you for your listening. Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading. In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures. This period is from unit 6 of book 5 PEP senior high school 。this unit is around the space exploration to improve ss' listening speaking reading writing ability ，this period is a listening and speaking ，the topic is hot ，but it is far away from actual life. So the teacher should enlighten the students to think deeply the advantage and disadvantage of space exploration 。 。 According to the new curriculum standard and the characteristic of listening and speaking lesson ，combining the content ，I set up the teaching aims Through the listening practice and speaking practice ，improve the ability of using language, know much about the space exploration ，and cultivate the students exploration spirit 。 So the key point and difficult points is understanding the main idea of the passage 。 Analysis of the students Students have certain ability and skill in listening comprehension ，they have the ability of gaining the information. Have grasped many of the students can express themselves correctly 。 It is the listening and speaking lesson ，so I will take lingual method and task-based language method ，the students will finish the task in groups and improve the ability of using the language 。 My teaching procedures if following: Step 1 lead in To arouse students' interest in space exploration ，I show them some pictures about space exploration,the picture of the three famous astronauts in china ，some pictures of spaceships.Students look at and try to recognize the people Step 2 listening practice To draw students' attention to the topic, ask students a question and comment on their answer "can you guess what are going to listen to today ？ Then to cultivate their ability to grasp the main idea ，let the students listen to the tape ，try to figure out the main idea and do the exercises Play the tape for the first time and get the main idea and finish some of the exercises To train their ability of searching for detailed information in listening ，I play the tape for the second time and ask them to finish all the exercise and check the answer To make sure that students can complete the task and offer help if necessary ，play the tape again 。 At the same time,check the answer with the whole class ，and get them to know how to find the answer by asking "how do you know that Step 3 speaking activities To have students practise their speaking ability 。I ask students to discuss the question in groups from the passage ，we can know that space exploration is developing rapidly in recent years ，do you think ti worth exploring the space 。"try to express their own opinion and give us your reasons "why you are for or against the exploration" To check the results of discussion,ask the students to report after ten minutes' discussion. To design their impression of different ideas and prepare them for the writing task after class,ask the students to make a list on the blackboard Step 4 conclusion To enable students to summarize what they have learned ，ask students to sum up the ideas on the blackboard Step 5 assignment To enable students to consolidate their knowledge in the form of writing ，ask students to write a passage on whether the space is worth exploring good morning, ladies and gentleman. today, i feel honored to have the chance to share my ideas about how to teach reading. in the reading process, i will focus on students’ long-term development and enable them to use proper reading skills and strategies. in other words, students are guided to read efficiently and independently. my teaching plan will include 3 sections. they’re analysis of the reading material, identifying the teaching aims and teaching procedures. the selected teaching material is a magazine article taken from the project section of module 11, unit 2 of advance with english. the article is about british students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. after analyzing it carefully, i find the article has two unique characteristics. first, it’s a long passage with 688 words, much more than the usual texts. second, it deals with a new topic, that is, a gap year. the topic is unfamiliar to most students. based on the analysis of the teaching material, i have chosen the following as the teaching aims of my lesson: the 1st aim: students learn the skills and strategies to read a prolonged text. the 2nd aim: students get a better understanding of what a gap year is. the 3rd aim: students are encouraged to figure out the implied meaning. the 4th aim: students are familiar with various expression_r_r_r_r_rs or approaches to express the same thing or idea. in order to achieve the teaching aims mentioned above, i decide to choose guided reading and task-based teaching as the main teaching approach. with the teaching methods, i can guide students to use effective reading strategies to comprehend the text, solve problems and complete different tasks. the teaching procedures include four parts. they’re getting ready, focusing on main facts, reading between the lines and responding the text. reading begins before a book is opened. it’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. in this part, i will use the pre-reading activities to increase students’ concentration, arouse their curiosities, fire their imagination and give them a purpose for reading. the part consists of two tasks: task 1: a time machine. i start my lesson by asking senior 3 students what the date is. then, i go on to show a picture of a time machine. i tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. at that point, i get them to imagine where they are and what they are doing. after it, i give a summary of their presentations as follows: after leaving high school, most of chinese students go straight to , at this time next year, most of you will be studying in a university. (with the task, i inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading.) task 2: brainstorming. after the summary, i go on to show some more pictures of british students fresh from high schools, and tell students that more and more students in the uk are doing something different instead of going straight to university. after that, i play the tape of para.1 and get students to catch the answer to the question: they will travel or work on projects for up to a year before entering university. (with the task, i excite students’ desire to know more about what their british equivalents will do before going to college. with the question in mind, students will definitely be eager to listen to the tape to find the answer. ) during the part, i will ask the students to answer the question—what does the author say? students are supposed to get a main idea of the text and understand the basic meaning of the text. questions of this kind are not very difficult and they can be answered directly from the text. the part includes six tasks: task 1: three examples. i move on to tell students as follows: last year, carol smith, daniel and martin johnson, 3 students from the uk, went to some remote places and did something special. after the instructions, i play the tape of paragraphs 4-6 and get students to complete the following table. task 2: matching. after listening, i get students to open books and scan the three paragraphs to check the answers to the previous table. then they’re required to complete another table with a second reading. (with the task, i get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article.) (with the task, students learn to use a table to gather the main facts about the three british students. they’ll come to know that a table is of great help in their future reading.) task 3: scanning for a detail. i get students to scan the rest paragraphs and find the answer to the question: what do people call the year off between finishing school and starting university? in doing so, i introduce the theme of the article and write on the blackboard the title: mind the gap year. (with the task, students are expected to grasp the theme of the article. the task serves as a bridge,which connects the main facts in paragraphs 4-6 to the opinions about the gap year in the rest paragraphs.) task 4: definition of the gap year. students watch a vcr with a question in mind: what three types of activities do the uk students choose to do during a gap year? the key is: many students use that time to travel, learn new skills or become a charity volunteer. (the task serves as a supplementary to the second task of part 1. with the task, students are expected to know more about the gap year.) task 5: history of the gap year. i play a second vcr and get students to answer the question: when did the gap year start in the uk? (the task enables students to have a good knowledge of the history of the gap year.) 必修 3unit 1 说课稿一 Festivals around the World 张北一中 高一年级：李霞 人教版必修 3 一 说教材 教材的地位和作用： Festivals around the world 是人教版新课标高中英语必修三第一单元的 内容。本单元围绕 festivals around the world （世界各地的节日）这一主题 展开进行听、说、读、写等多种教育活动。让学生不仅对本国的节日增进理解， 而且对外国的节日也有所感悟， 从而提高学生的社会文化素质， 加强跨国文化意识。 教案目标： （ 1）知识与技能：①简述各国节日的由来、作用以及人们在节日中的习俗表现；②掌握生词、词组、句型的用法。 （ 2）过程与方法 ①通过开展小组活动以及提问讨论的方式， 引导学生积极与人合作， 相互学习帮助，培养团队意识； ②通过同学与老师之间的交流， 在教案过程中提高语言表达能力， 初步培养学生活学活用的能力。 ( 3 ) 情感态度与价值观 了解世界文化的多样性以及增强对本国传统特色文化的保护意识，，增强跨 文化交际能力。 教案重难点： 重点：①了解世界各地各种的节日名称、起源以及庆祝方式等；②学习并掌握本课单词以及短语。 1/90 二 说学情 “节日”是学生既熟悉又比较感兴趣的话题，因此可以激发学生的求知欲 ，更深层次的理解本课内容。 但由于课文也涉及到西方文化， 学生学习和理解有一定难度。 三 说教法学法 教法 基于本课题的特点，决定采用以任务教案法为主，以问答法、讨论法为辅的 教案方法。 学法 学法上，我提倡“把学习的主动权还给学生”，教会学生主动预习、自主思 考、系统小结；同时进行“自主、合作、探究”的学习方式，具体为讨论法、朗 读法和勾画圈点法。 Teaching aids （教具）：多媒体和常规教具。 四 教案过程： Step1 Warming-up Greetings: Good morning, boys and girls .Happy New Year. Talk about winter vocation: Good morning .Happy New Year. 设计意图：通过谈论新年，从而引入本单元的话题： festivals around the world. Step2.Leading-in （导入） 首先通过幻灯片展示几幅图片， 均为一些与节日有关的图片， 要求学生对以下问题进行思考并讨论： 说一下图片中都展示的是哪个节日？ 人们在节日中都做什么？ 你还知道中国的或外国哪些节日？人们怎么来庆祝这些节日？ 2/90 意 ： 通 中外的不同 日，既 学生了解了中国的 俗 ， 起学生的 国情感和民族自豪感，又了解到世界文化 俗，加 跨文化意 。 要求学上用英文 行 并回答 ，能 学生的口 能力。 Step3 Fast Reading （快速 ） 要求学生 Reading 部分 行快速 ，了解文章大意，并回答以下 ： 文中介 了几种 日？分 是什么？ 你喜 哪一种 日？ 什么？ 意 ： 通 快速 ， 学生的 技巧，使学生通 快速 了解文章大意， 一步学 做 。 Step4 Intensive Reading （精 ） 要求学生 全文 行 ，并完成以下任 ： 划出本 元的重点 、短 及句子。 回答 ：在不同的 日中，人 是怎 祝 日的？ Step4 Analysis of important knowledge points （重点知 解 ） 教 解 重点 、短 的用法。 Take place, in memoryof, dress up, play a trick on, look forward to ， day and night, as though, have fan with, turn up, keep one’ s word, hold one’s breath, set off, remind ?of ? Parking lot 重点句子解 （ 解由大屏幕所展示的重点句子， 分析句子 构， 句子含 ， 句子中的 ） 意 ：使学生全面，牢固地掌握本 元重点知 ，并能学以致用。 Step5. Group work Festivals are created: 一个 日，包含以下内容： 3/90 When the festival take place ？ What the festival is for ？ What the people do at the festival? What the people eat at the festival? 设计意图：而通过让学生自己创造一个节日， 达到让学生高中英语说课稿一等奖优秀3篇的介绍就聊到这里吧，感谢你花时间阅读本站内容，更多关于高中英语说课稿一等奖优秀3篇、高中英语说课稿一等奖优秀3篇的信息别忘了在本站进行查找喔。
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原文地址：http://www.nonc.cn/post/3509.html发布于：2025-11-25
