高中英語(yǔ)說(shuō)課稿（通用19篇）

　　作為一名教師，常常要寫(xiě)一份優(yōu)秀的說(shuō)課稿，說(shuō)課稿有助于提高教師的語(yǔ)言表達能力。那么說(shuō)課稿應該怎么寫(xiě)才合適呢？下面是小編收集整理的高中英語(yǔ)說(shuō)課稿，供大家參考借鑒，希望可以幫助到有需要的朋友。

　　高中英語(yǔ)說(shuō)課稿 1

　　A Teaching Plan Speech for the Reading part of Unit 1

　　Good morning, teachers.

　　My name isXX. Today, I’ll talk about how to teach the Reading part of Unit 1, School Life in the UK, in the student’s Book 1. It is made up of four parts.

　　The first part is the analysis of the teaching material.

　　This articlr is from a school magzine written by an exchange student. After studying in the UK for one year, she gives us a brief but clear description about what school life in the UK is like from her own experience. The Reading Strategy of this unit teaches students two basic reading skills, skimming and scanning. Students are expected to master the two skills and to apply them to their future study.

　　Teaching aims:

　　XXXX

　　Teaching important points: XXXX

　　Teaching difficult points: XXXX

　　The second part is about my teaching theories,methods and aids.

　　While dealing with this lesson, I’ll do my best to carry out the following theories: 1. Make the Ss the real masters in class while the teacher acts as director. 2. Combine the language structures with the language functions.

　　3. Let the students receive some moral education while they are learning the English language. Teaching method:

　　Question-and-answer activity teaching method Free discussion method

　　Pair work or individual work Task-approach teaching method Teaching aids: a projector a tape recorder multimedia the blackboard

　　Part three is the teaching procedures of this part.

　　1. Lead-in:

　　1.1 Show some pictures and movies about school life in the UK 1.2 Ask students to present the information they have collected before 1.3 Ask them to discuss the differences and to try to think of the reasons.

　　2. Reading comprehension:

　　2.1 Ask students to go through the article as quickly as possible and to try to finish PartA

　　Inform them to only focus on and identify the information needed.

　　2.2 Ask students to reread the whole text. Then let them answers some questions on the multimedia and check the answers as a class. These questions will check students’ ability to read and locate specific information.

　　(Q1：What time do British schools usually begin? What time do they usually end?

　　Q2: On average, how many students are there in a class in the UK?

　　Q3:Why did Wei Hua find her homework difficult at the beginning of her study in the Uk? Q4: What do British students usually eat after their main meal?

　　Q5: Which British city did Wei Hua go to?)

　　2.3 Have the students listen to the tape recorder, and ask them to pay attention to the tone and pronounciation.

　　2.4 Have students do some exercise in order to arouse their interest and enhance their further comprehension.

　　A. What specific aspects are mentioned in the text? (teachers, classmates, friends, subjects,

　　homework/assignments, grades, timetable, activities, school facilities, host family, food, hobbies, customs, traditions,festivals)

　　2.5 Make students focus on the above two exercises, and let them discuss the reading methods they use to do the two exercises.

　　2.6 Have students focus on the Reading Strategy on P3.

　　Tell them that skimming is to look at the titles and headlines, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and charts to get a general idea of what a text is about. And scanning is to focus on keywords and phrases, dates, numbers, etc. to find certain information in a text quickly.

　　2.7 Have students be familiar with some language points(blackboard) in the text and then give them some examples sentences.

　　A. experience(line 2): countable noun B. attend(6) C. way(9) D. earn(10) E. sound(11): linking verb F. as…as…(20) G. for free(29) H. miss(42): verb 2.8 Ask students do an activity: Interview Wei Hua

　　This activity help students improve their imagination.

　　2.9 Have students discuss what aspects may be included if they write an acticle about the differences of school life betwween UK and China. 3. Homework:

　　A. Write the article discussed before.

　　B. Do the exercises in the Workbook. C. Retell the text.

　　Part 4 is the blackboard design.

　　Reading: School life in the UK

　　Diagram:

　　Language Points:

　　A. experience(line 2): countable noun B. attend(6) C. way(9) D. earn(10) E. sound(11): linking verb F. as…as…(20) G. for free(29) H. miss(42): verb

　　高中英語(yǔ)說(shuō)課稿 2

　　Module 6 Animals in Danger

　　Saving the Antelopes

　　Good morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you.My topic today is “Saving the Antelopes”. I have been ready to begin my presentation with following parts :

　　1 Analysis of teaching materials

　　This lesson is from FLTRP New Standard English Module 6 Animals in Danger, the reading part--Saving the Antelopes. This lesson is about the bad situation of the endangered wildlife and appeal people to protect them. Through this lesson, students can be aware that protecting animals is protecting ourselves, human beings.

　　2 Analysis of students

　　Our students are Senior high school students from the second grade. They are interested in the new topic. In addition, after many years of English learning, they’ve known many words, sentences and some skills to solve English problems. But they can’t use it to express themselves and communicate with others fluently. So in this period, I would arrange a variety fo activities to help them take part in the class.

　　3 Analysis of teaching aims

　　Based on the English curriculum standard and the charasteristics of the students, I set the following teaching aims:

　　(1) Knowledge aims:

　　Students can read and use the words “antelope, endanger, poacher and so on”.

　　They will understand the passage and grasp the reading strategies of skimming and scanning.

　　(2) Ability aims:

　　Students will express their opinions in wildlife protection under the teacher’s guidance and use different reading strategies to get specific information in a limited time.

　　(3) Emotional aims:

　　Students will enhance their wildlife protection awareness and cultivate their social responsibilities.

　　4 Analysis of teaching key points and difficult points

　　The key points are the meaning and the usage of the words such as "endanger" and "poacher" and some eading strategies.

　　The difficult points are how to arouse students’ awareness of wildlife protection and how to enable the students to use different strategies proficiently.

　　5 Analysis of teaching methods and learning methods

　　To help students achieve the teaching aims much better and easier, I’ll mainly use “Task-based” and “Communicative” teaching methods. For students, they will be encouraged to study by themselves, and they will learn to communicate with people, and become the real host of the class.

　　6 Analysis of teaching aids

　　In order to catch students’ attention, I prepare multi-media and pictures.

　　7 Analysis of teaching procedures

　　This is the most important part in this design, it can be divided into following steps:

　　Step 1 Warming-up

　　After greeting, I will ask the film clip of Mountain patrol which directed by the famous director Lu Chuan. And then I will give them some questions: what are they showing about? Wht’s the feelings?So they can find that is about saving the antelopes. By talking about the tough situation of antelopes, I can lead students to think why they were killed disastrously. Thus, we can move the real topic of the class ‘saving antelopes’.

　　Step 2 Pre-reading

　　Before reading I will explain some new words by showing pictures or paraphrasing,like ‘endanger’ ‘patrol’ and so on. I also can lead more words they’ve learnt before such as extinct which has the same meaning as endanger. By doing these, students are able to overcome the obstacles of new words in the passage and make the following reading steps go smoothly.

　　Next I’d like to encourage them to make prediction according to the title and pictures on the book. They may find that the habitat of antelopes is not so safe as before. Through predictions students can quickly move their attention to the reading part.

　　Step 3 While-reading

　　For the while-reading. First, students should do a global reading, they need to find the main idea of this passage and divide the whole passage into three parts. Then they need to read quickly a gain and find the main idea of each parts. Part one is the 1st paragraph, it gives us an introduction to Jiesang Sounandajie ; Part two is 2-3 paragraphs, we can find the reason why the antelopes were killed, because of the illegal business; And the 3rd part is 4-5 paragraphs, it shows the results and the measure of protecting antelopes. During this activity, I also will give them some guidance that they should focus on the topic sentence which always lies in the first and last sentence of a paragraph, so they can find the main idea fast.

　　After that I will give students a harder task. They need to read carefully and answer 3 questions.Q 1: How did Jiesang Suonandajie die? Q 2: What has the Chinese government done to heip the antelopes? Q 3: What will happen to the Tibetan Antelopes on the Qinghai-Tibetan Plateau? These questions are like clues of this passage, they can help them to understand this passage much better. In order to make sure that students can understand this passage deeply, I ‘d like to ask them to finish the task 3 on the book to explain different data such as 50,000, 2% and so on.

　　Step 4 Post-reading

　　Through all the readings students can get the key points of this lesson, so I would like to give a group discussion to improve their communicative ability. They need to work in groups of 4 and discuss what we ordinary people should do to protect endangered animals, not only antelopes, but also pandas, tigers and so on. They should know we need to study hard to master high science and technology to fight with poachers, as well as the government should establish more reserves and offer enough protection. So this discussion can achieve the emotional aims of arousing their awareness of wildlife protection and cultivating their social responsibilities. I will ask them to remember one sentence ‘No trade, no kill’.

　　Step 5Summary and homework

　　After all the activities I will show the key words the key points on the screen and summrise together to heip students to consolidate the passage.

　　After class, they need to think what they will say to a poacher if they happen to see him trying to kill an endangered animal, and then write the words on the notebooks. It is a good way to check whether the students achieve the teaching aims, especially the emotional one.

　　8 Analysis of blackboard design

　　高中英語(yǔ)說(shuō)課稿 3

　　Unit 4 Making The News

　　(閱讀課)

　　教學(xué)背景

　　隨著(zhù)新一輪的高中課程改革的展開(kāi)，信息技術(shù)給我國的教育事業(yè)帶來(lái)了巨大的挑戰。信息技術(shù)在教學(xué)中的應用引起了教學(xué)內容、教學(xué)方法、教學(xué)組織形式等系列變化，導致了教學(xué)思想、教學(xué)觀(guān)念，以及教學(xué)體制在一定程度上的變化。本次做課就是借助于信息技術(shù)手段制作多媒體課件進(jìn)行輔助教學(xué)。

　　教學(xué)對象是高二年級的學(xué)生，他們的英語(yǔ)基礎知識和基本技能處在一個(gè)從量變到質(zhì)變的關(guān)鍵階段，因此激發(fā)學(xué)生的學(xué)習熱情，并引導學(xué)生進(jìn)行扎實(shí)有效的復習是課堂教學(xué)的關(guān)鍵。

　　一、說(shuō)教材

　　二、說(shuō)學(xué)情

　　三、說(shuō)教法

　　四、說(shuō)學(xué)法

　　五、說(shuō)教學(xué)程序

　　六、說(shuō)板書(shū)設計

　　一.說(shuō)教材

　　本課是高二必修5 Unit 4里的一

　　篇閱讀課（Reading），出自人民教育出版社出版的高中英語(yǔ)學(xué)生用書(shū)。本部分內容從26頁(yè)到28頁(yè)。

　　本單元的中心話(huà)題是“Making thenews”，主要內容涉及新聞工作者要具備的素質(zhì)和新聞采訪(fǎng)的基本程序。語(yǔ)言技能和語(yǔ)言知識主要圍繞“新聞”這一話(huà)題展開(kāi)。

　　閱讀內容是一篇對話(huà)體記敘文，通過(guò)Zhou Yang，一名China Daily 的新員工和他的上司Hu Xin, 一名資深記者的談話(huà)引導學(xué)生了解新聞工作者的基本素質(zhì)，新聞采訪(fǎng)的基本程序以及采訪(fǎng)時(shí)應該注意的要點(diǎn)等。

　　《新課標》要求教材以模塊教學(xué)為中心。

　　每模塊設置一個(gè)中心話(huà)題，圍繞中心話(huà)題展開(kāi)聽(tīng)說(shuō)讀寫(xiě)訓練。本篇課文是一篇以MyFirst Work Assignment “Unforgettable”

　　,

　　says new journalist為題的閱讀材料。本課是一篇對話(huà)體記敘文，不但訓練學(xué)生的閱讀能力，理解文章整體篇章結構的能力，也培養學(xué)生綜合運用語(yǔ)言的能力。通過(guò)學(xué)生閱讀文章，深刻理解記者這一行業(yè)所必需的品質(zhì)。

　�。ㄋ模┙虒W(xué)目標

　　教學(xué)目標應落實(shí)到與本課教學(xué)內容相關(guān)的具體語(yǔ)言知識或某項技能上，即：通過(guò)本節課的教學(xué)，重點(diǎn)解決什么問(wèn)題（知識目標），達到什么樣的要求（能力目標），以及“寓思想教育于語(yǔ)言教學(xué)之中”的情感態(tài)度提升（德育目標）三維教學(xué)目標：

　　根據課標、高考要求，結合本專(zhuān)題特點(diǎn)及學(xué)生的發(fā)展需要，我預設了以下三維教學(xué)目標：

　　1）知識目標

　　學(xué)習并鞏固與新聞?dòng)嘘P(guān)的詞匯、短語(yǔ)及重點(diǎn)句型：

　　occupation, photograph, photographer, colleague,

　　concentrate, acquire, recorder, accuse, deliberately, guilty,

　　concentrate on, accuse ... of, so as to (do sth), defend

　　against，cover a story，have a “nose” for a story, get a

　　scoop, get the wrong end of the stick, a trick of the trade...

　　要求學(xué)生了解本單元的語(yǔ)法項目——倒裝句：

　　Never will Zhou Yang forget ...

　　Only when you have seen ..., can you cover a story ...

　　Only if you ask ... will you acquire ...

　　2）能力目標

　　通過(guò)課堂教學(xué)活動(dòng)，使學(xué)生形成良好的語(yǔ)言習慣；進(jìn)一步學(xué)習使用恰當的閱讀方法與技能，如：快速搜索信息、根據語(yǔ)境猜詞義、信息分析能力以及語(yǔ)篇篇章結構的概括能力；學(xué)習地道的英語(yǔ)表達法等。學(xué)生在一定程度上形成自主學(xué)習、合作學(xué)習、信息處理、英語(yǔ)思維能力以及綜合運用語(yǔ)言能力。

　　3）德育目標

　　學(xué)生通過(guò)閱讀課文，自我思考、實(shí)

　　踐，親身體驗記者采訪(fǎng)時(shí)的過(guò)程，從而

　　深刻理解記者這一行業(yè)所必需的品質(zhì)

　�。ㄔ⑺枷虢逃�于語(yǔ)言教學(xué)之中）。

　�。ㄎ澹┲攸c(diǎn)、難點(diǎn)和關(guān)鍵點(diǎn)

　　重點(diǎn)：讓學(xué)生在閱讀中了解新聞工作者在進(jìn)行新聞采訪(fǎng)時(shí)的基本程序以及采訪(fǎng)時(shí)應該注意的要點(diǎn)等。

　　難點(diǎn)：通過(guò)閱讀對話(huà)，進(jìn)行分析歸納，掌握文章篇章結構，了解主旨大意。

　　關(guān)鍵點(diǎn)：通過(guò)閱讀掌握詞匯、句型，提高閱讀水平。

　　根據新課標的要求培養學(xué)生自主學(xué)習的能力，結合本專(zhuān)題在高考中的地位與作用和本班的實(shí)際情況以及現

　　有的知識水平。

　　二、說(shuō)學(xué)情

　　教學(xué)對象是高二年級的學(xué)生，經(jīng)過(guò)高中一年的語(yǔ)言學(xué)習，初步掌握了閱讀文章的方法，已基本養成捕捉關(guān)鍵詞、概括主題、總結歸納整理的良好習慣，也具有一定的分析、概括能力，自主、自立、自學(xué)的意識逐漸增強。他們的英語(yǔ)基礎知識和基本技能處在一個(gè)逐步上升階段,加之，由于借班上課，導致老師與學(xué)生并

　　不熟悉，因此，調動(dòng)學(xué)生的學(xué)習興趣，并引導學(xué)生進(jìn)行扎實(shí)有效的學(xué)習是課堂教學(xué)的關(guān)鍵。

　　三、說(shuō)教法

　　根據《新課標》的要求，本著(zhù)“因材施教”以及“教學(xué)有法，但無(wú)定法”的原則，結合本課的教學(xué)目標、專(zhuān)題特點(diǎn)和學(xué)生的實(shí)際情況，我在真實(shí)的情景中讓學(xué)生體會(huì )英語(yǔ)的閱讀理解，主要采用啟發(fā)式教授法、活動(dòng)探究法、質(zhì)疑點(diǎn)撥法、任務(wù)型教學(xué)法、分析歸納法、整體語(yǔ)言教學(xué)法、情景教學(xué)法、靜態(tài)及動(dòng)態(tài)圖解演示法等教學(xué)方法進(jìn)行教學(xué)。

　　四、說(shuō)學(xué)法

　　《新課標》提出，學(xué)生要“與文本展開(kāi)對話(huà)”“養成獨立思考、質(zhì)疑探究的習慣”，“樂(lè )于進(jìn)行交流和思想碰撞，相互切磋中，加深領(lǐng)悟，共同提高”， 據此我確定了以下學(xué)法及能力培養要求：

　　1、自主學(xué)習，養成習慣。

　　2、閱讀理解，情感提升。

　　3、質(zhì)疑探究，對話(huà)互動(dòng)。

　　學(xué)法的整體思路是：

　　質(zhì)疑—略讀—精讀—解疑—拓展

　　五、說(shuō)教學(xué)程序

　　本課用一課時(shí)授完。主要教具是報紙、

　　圖片、多媒體課件。

　　教學(xué)的整體思路是：

　　激趣導入——快速閱讀——形成篇章——

　　細節閱讀——總結拓展——情感提升

　　1．”Speed reading news within 60 seconds”.--Before the class ,the students have given some English newspaper. Ask 3 or 4 students to read the news loudly as quick as possible within 60 seconds

　　2. ”Broadcast the news” and teacher

　　leads the theme of this unit “Making

　　news”. -–Show 2 pieces of local

　　picture news about the students

　　themselves, and then ask 2 students

　　broadcast the news according to the

　　picture news.

　　設計意圖：

　　利用英文報紙，讓學(xué)生們找到自己最感興趣的話(huà)題，并且大聲朗讀出來(lái)，既可以激發(fā)學(xué)生的學(xué)習興趣，又可以進(jìn)一步拓展他們的詞匯量；利用真實(shí)的當地圖片新聞（內容正好就是有關(guān)于本校本年級的），立刻引起學(xué)生的共鳴和自豪感，再讓學(xué)生現場(chǎng)播報該則新聞。通過(guò)這兩個(gè)環(huán)節的設計，既可以照顧到口語(yǔ)一般的同學(xué)進(jìn)行簡(jiǎn)單的朗讀，又可以給程度好的同學(xué)一個(gè)機會(huì )進(jìn)一步鍛煉自己的口語(yǔ)以及現場(chǎng)應變能力。鼓勵學(xué)生用已經(jīng)掌握的知識盡可能地談?wù)撓嚓P(guān)內容，培養了學(xué)生通過(guò)話(huà)題表達自己的情感。這一環(huán)節的.設計主要是利用啟發(fā)式教授法將學(xué)生輕輕松松帶入課堂。

　　1. Teacher guides the students to list the

　　different types of jobs for making news--

　　journalist, editor, designer, printer, painter,

　　photographer…

　　2. Lead in the title of the passage – My

　　first work assignment “unforgettable”, says

　　new reporter.

　　《新課標》要求教師要認真研究《基礎教育課程改革綱要（試行）》，以上教學(xué)方法的運用及教學(xué)環(huán)節的設計力求體現《綱要》

　　中所指出的：“教師在教學(xué)過(guò)程中應與學(xué)生積極互動(dòng)、共同發(fā)展，要處理好傳授知識與培養能力的關(guān)系，注重培養學(xué)生的獨立性和自主性，引導學(xué)生質(zhì)疑、調查、探究，在實(shí)踐中學(xué)習，促進(jìn)學(xué)生在教師指導下主動(dòng)的、富有個(gè)性的學(xué)習�！痹谠O計本課時(shí)我在真實(shí)的情景中讓學(xué)生體會(huì )英語(yǔ)的閱讀理解，引導學(xué)生從結構和意義方面讀懂課文、摘記要點(diǎn)、深層拓展。課堂教學(xué)環(huán)節的設計針對學(xué)生發(fā)展和需求，符合教學(xué)規律，倡導自主學(xué)習、合作學(xué)習，讓學(xué)生在學(xué)習過(guò)程中不斷體驗成功的喜悅，發(fā)揮了主觀(guān)能動(dòng)性。在以教材為載體搭建起來(lái)的教學(xué)平臺上，不斷汲取知識。力求以應用為動(dòng)力，以應用為目的，以應用為核心（為用而學(xué)，用中學(xué)，學(xué)了用）的教學(xué)途徑。教學(xué)環(huán)節設計環(huán)環(huán)相扣，目標突出。英語(yǔ)積淀不僅僅是語(yǔ)言知識的積淀，情感的積淀，也是方法的積淀，在平時(shí)的教學(xué)中不僅要強調英語(yǔ)的人文性，而且要重視其工具性的特點(diǎn)。努力使課堂變成“教師、學(xué)生、教材、環(huán)境”四因素的整合，讓課堂變成一種動(dòng)態(tài)的生長(cháng)的“生態(tài)環(huán)境”。這是我這堂課的追求，也是我努力的目標。

　　高中英語(yǔ)說(shuō)課稿 4

　　I Teaching Aims:

　　1. To develop Ss’ basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.)

　　2. To encourage Ss to practice, participate, and co-operate in the classroom activities.

　　3. To get Ss to know something about … and have a better understanding of the importance of …. As for teaching approaches, I think … II Teaching Approaches Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talking Time).

　　So during this lesson, emphases are to be laid on:

　　1. Student-centered teaching

　　2. Task-based learning

　　3. Activity-based teaching (individual work; pair work; group work; class work)

　　III Teaching Aids:

　　1. a projector

　　2. a multi-media computer system

　　They are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks.

　　IV Teaching Procedure

　　Step 1 Warming-up & lead-in Activity 1 Free talks (class work) Q1: Who do you think looks coolest in our class? Q2: Do you like him/her? Q3: If so, why? If not, why? … Download some pictures/music from the Internet. Guiding Qs may be: Q1: Who’s she/he? Q2: Do you like him/her? Q3: If so, why? If not, why? Q4: Do you think he/she is perfect? Goal: To lead up to the topic, get Ss to warm up and arouse their interest in the topic. Activity 2 Picture-talking /Music-talking (individual work) Step 2 Pre-reading Activity1 Look and guess (class work) In this activity, Ss are required to look at the title/subtitle and guess what they will read.

　　the picture/… Activity2 Brain-storming (class work)

　　Goal: To develop Ss’ reading skill---predicting and present some new words in the passage such as …

　　Activity 1 Skimming (class work) Step 3 Reading

　　Para of the article (or the first sentence or the last sentence of each Para.) Goal: To develop Ss’ reading skill --- skimming, that is, how can we get the general idea of a passage as quickly as possible. Activity 2 Scanning (group work)

　　Title

　　Part/Para.

　　Main idea

　　Detailed information

　　1 a. topic sentences/introduction

　　b. examples/supporting ideas

　　c. conclusion

　　Goal: To develop Ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other. Activity 3 Report (class work) Invite some group members to report their work to the whole class. Goal: To overcome Ss’ shyness and stimulate Ss to speak in public. Activity 4 Further understanding and word study (pair work) Encourage Ss to discuss the following Qs in pairs (A PowerPoint will be used here to present some blank-filling exercises and Q1: What does the word ―this‖ in the last Para? But 3 refer to? A. B. C. A. B. D. D. Q2: What is the Chinese equivalent for the phrase ―investing in loss‖? C. Q3: The word ―flawless‖ in Line 5 of Para.2 can be replaced by ___ Q4: Which of the following statements is true or not true? Goal: To help Ss to guess the meaning of certain unknown words and understand the passage exactly. multiple choices.)

　　Step 4 Post-reading

　　Activity1 Role-play (pair work) Suppose one student is a … and the other …. Ss are encouraged to put themselves in the situation and make a face-to-face interview. Activity2 Discussion (Group work) Topics may be: Q1: Do u want to be perfect? Q2: Do u think there is anyone in the world that is perfect? ―Remind you‖, remind yourself of what? Activity3 Poster-designing/Cartoon-designing/… (Group work) Goal: These post-reading activities are intended to develop Ss’ creative thinking and get them to know the importance of … Task 1 Write a summary of the passage (about 100 words) (Individual work) Goal: To spur Ss to consolidate what they have learned. Task 2 Look up some more information about … (Individual work) Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites on the topic. Goal: To encourage Ss to study English spontaneously and independently after class, arouse Ss’ interest in traditional Chinese culture and develop Ss’ culture awareness and cross-culture communicative skills. As for my blackboard-design, since time is limited, I’d like to give a brief introduction.

　　Step 5 Homework

　　高中英語(yǔ)說(shuō)課稿 5

　　一．教材內容分析

　　本單元的中心話(huà)題是西方繪畫(huà)藝術(shù)的歷史、中西方各種藝術(shù)形勢與風(fēng)格，各時(shí)代的著(zhù)名畫(huà)家以及他們的作品。挺熟讀寫(xiě)等語(yǔ)言知識和語(yǔ)言技能主要圍繞“繪畫(huà)藝術(shù)”這一主題設計的。本節課引導學(xué)生討論這些問(wèn)題，目的在于讓他們了解繪畫(huà)藝術(shù)及其各個(gè)歷史發(fā)展時(shí)期的不同風(fēng)格，培養他們對藝術(shù)的.興趣。

　　二．學(xué)生分析

　　本堂課所教學(xué)生為高二理科班的學(xué)生，認真踏實(shí)是他們在課堂學(xué)習實(shí)踐活動(dòng)中的特點(diǎn)。部分學(xué)生經(jīng)過(guò)初中和高一階段對英語(yǔ)這門(mén)語(yǔ)言的學(xué)習和掌握，已經(jīng)為高二階段的英語(yǔ)學(xué)習打下了基礎。表現為：大部分學(xué)生能夠做到課前預習，課堂上能伴隨課程的思路，較積極主動(dòng)的參與課堂活動(dòng)，如小組討論，問(wèn)答練習等；但是仍有少部分學(xué)生由于種種原因造成了英語(yǔ)基礎薄弱，上課不夠積極主動(dòng)，學(xué)習任務(wù)完成不充分等問(wèn)題。對此，在課堂活動(dòng)中要進(jìn)行有針對性的幫助。如進(jìn)行分組討論時(shí)，可讓他們與學(xué)習基礎好的同學(xué)一組且要給予更多的鼓勵，使他們盡早能提高對學(xué)習英語(yǔ)的興趣。

　　三．教法分析

　　學(xué)生學(xué)習本文時(shí)，我設計了一些任務(wù)，通過(guò)感知，體驗，參與合作等方式，使學(xué)生的主動(dòng)地位得到充分體現。如：要求學(xué)生閱讀文章，回答問(wèn)題，填寫(xiě)表格等，這一單元以繪畫(huà)為主題,利用多媒體展示影片相關(guān)圖片，幫助學(xué)生用自己的話(huà)概括主要內容,提高課堂教學(xué)效率,增強學(xué)生學(xué)習興趣.

　　四．教學(xué)程序

　　Step ⅠLead-in

　　Show students different kinds of paintings and ask them to guess the type of the paintings.

　�。ㄍㄟ^(guò)多媒體播放不同種類(lèi)的圖片及不同名作家的作品引起學(xué)生對繪畫(huà)的興趣）

　　Step ⅡWarming Up

　　At first, ask the students to match some new words with the correct English meanings. Show them on the screen.At last, check the answers with the whole class.

　　A B

　　a. realistic 1. accurate, minute

　　b. abstract 2. state or fact of existing

　　c. existence 3. being in thought but having a physical or practical existence

　　d. detailed 4. lifelike, true to life

　　e. religious 5. classical, of old beliefs

　　f. traditional 6. sincere to believe in a god or gods

　　Key: a-4, b-3, c-2, d-1, e-6, f-5

　�。ㄍㄟ^(guò)對文章重點(diǎn)詞匯的聯(lián)系讓學(xué)生閱讀文章是更容易并且加深對這些重點(diǎn)詞匯的理解）

　　Step Ⅲ Pre-reading

　　Show students some pictures of the different ages,let them summary the order of the paintings

　　Middle Ages, from 5th to 15th century → The Renaissance,from 15th to 16 century→ Impressionism,late 19th to early 20 century → Modern Art,from 20th to today

　�。ㄍㄟ^(guò)展示不同時(shí)期的西方藝術(shù)作品讓學(xué)生了解到西方近代繪畫(huà)藝術(shù)的發(fā)展）

　　Step Ⅳ Reading

　　Task 1 Scanning

　　Show some questions on the screen.

　　1. What were the artists interested in from 5th to 15th century AD?

　　2. How did Masaccio paint his paintings?

　　3. Why did the impressionists have to paint quickly?

　�。ㄍㄟ^(guò)讓學(xué)生快速閱讀回答問(wèn)題提高學(xué)生閱讀能力）

　　Task 2 Skimming

　　Let the students read the passage again and get the main idea of it. Then complete the following chart on their own. And check the answers with the whole class.

　　Show the chart with blanks on the screen. A few minutes later, check the answers.

　�。ㄍㄟ^(guò)再次閱讀讓學(xué)生把握文章的細節，更深層了解文章內容）

　　Step Ⅴ Comprehending

　　Let the students read the passage again and tell whether the statements True or False according to the text.

　　1. Western art has changed very little over the last seventeen centuries. F

　　2. Painters in the Middle Ages did not use perspective. T

　　3. Impressionists painted landscapes. T

　　4. You cannot recognize any object in abstract modern art. F

　　5. In the Renaissance most artists painted indoors. T

　�。ㄗ詈笞寣W(xué)生通過(guò)對以上句子的正誤判斷對文章更準確的把握）

　　五．說(shuō)板書(shū)設計

　　Middle Ages, from 5th to 15th century……

　　The Renaissance,from 15th to 16 century……

　　Impressionism,late 19th to early 20 century……

　　Modern Art,from 20th to today……

　　六．課后反思

　　課堂學(xué)生參與性不高，應注意問(wèn)題設計的層次，照顧到不同學(xué)習程度的學(xué)生，盡量做到讓更多學(xué)生參與到課堂活動(dòng)中。

　　高中英語(yǔ)說(shuō)課稿 6

　　前言：在英語(yǔ)教學(xué)中落實(shí)新課程標準，就是貫徹執行國家教育部關(guān)于課程改革的決定。新課程標準的三維教學(xué)觀(guān)，具體到英語(yǔ)學(xué)科就是要整合發(fā)展學(xué)生語(yǔ)言技能、語(yǔ)言知識、情感態(tài)度、學(xué)習策略和文化意識五個(gè)方面的素養，培養學(xué)生綜合運用語(yǔ)言的能力。開(kāi)展課堂探究是培養學(xué)生綜合語(yǔ)言運用能力的最佳手段。所以在我的教學(xué)設計里，每一個(gè)教學(xué)活動(dòng)中都有情景創(chuàng )設，學(xué)生探究，學(xué)生處理問(wèn)題和鞏固訓練等環(huán)節。

　　一、教學(xué)內容分析

　　(一)知識背景及新課程、新教材

　　本單元圍繞考古這一主題開(kāi)展聽(tīng)、說(shuō)、讀、寫(xiě)多種教學(xué)活動(dòng)。旅游作為當今社會(huì )人們最感興趣的話(huà)題在英語(yǔ)學(xué)習占有非常重要的位置。名勝古跡是旅游的重點(diǎn)內容之一，名勝古跡中的許多發(fā)現都來(lái)自于考古工作。所以Archaeology也是一個(gè)非常貼近生活、具有時(shí)代性、可挖掘性的教學(xué)主題。

　　本單元所選的語(yǔ)言素材涉及中外名勝，有利于學(xué)生了解外國文化，增強世界意識。正如新課程標準中的教學(xué)建議所提：學(xué)習考古有利于“拓展學(xué)生的文化視野，發(fā)展他們跨文化交際的意識和能力”；在利用現代教育技術(shù)觀(guān)看歷史教育片的過(guò)程中，“拓寬了學(xué)生學(xué)習和運用英語(yǔ)的渠道”；同時(shí)本單元的教學(xué)對教師本身歷史文化修養、廣闊的知識面等方面有非常高的要求，體現了師生共同不斷更新知識結構以適應現代社會(huì )發(fā)展對英語(yǔ)課程的要求的“與時(shí)俱進(jìn)”的理念和思想。

　�。ǘ�）教學(xué)重點(diǎn)難點(diǎn)

　　1.利用已有知識談?wù)撌�器時(shí)代、青銅器時(shí)代、漢朝、唐朝等時(shí)代人們的飲食起居、文化娛樂(lè )、生產(chǎn)工具等，為以后閱讀英國的《巨石王》和中華文明的起源奠定基礎。

　　2.調動(dòng)學(xué)生的積極性，組織他們利用表達好奇功能結構談?wù)撍麄兯�感興趣話(huà)題。

　　3.聽(tīng)力是這一課的難點(diǎn)。聽(tīng)力材料介紹是古代法國人用來(lái)射箭的一種武器。材料長(cháng)，對武器的結構的解釋比較復雜。但是學(xué)生聽(tīng)過(guò)材料后能夠順利地完成課本上的練習。這里不要求學(xué)生理解細節，只要能完成練習就行。

　　二、三維教學(xué)目標

　�。ㄒ唬┲�識技能

　　1.學(xué)會(huì )談?wù)摴糯�人的生產(chǎn)、生活；

　　2.學(xué)會(huì )表達對什么東西的好奇，如：

　　I wonder what/ who… I really want to know…

　　I’m curious to…I’d love to know…

　　I wonder if/whether… What I’d really like to find out is… I’m curious about… I’d like to know more about…

　　3.學(xué)習一些與考古有關(guān)單詞、短語(yǔ)和句式,如：archaeology及其派生詞，curiosity, bronze, dynasty,

　　decoration, artifact, unearth, spear, pot等。

　�。ǘ�）情感態(tài)度

　　1.讓學(xué)生了解本單元的總體學(xué)習目標，以便激發(fā)學(xué)習學(xué)習積極性。

　　2.從談?wù)撌�器時(shí)代、青銅器時(shí)代、漢朝、唐朝等時(shí)代人們的飲食起居、文化娛樂(lè )、生產(chǎn)工具等入手使學(xué)生到中國具有悠久的歷史、燦爛的文化，增強學(xué)生的民族自豪感，愛(ài)國主義情操。增強學(xué)生學(xué)好英語(yǔ)自信心。

　　3.通過(guò)開(kāi)展小組活動(dòng)，指導學(xué)生積極與人合作，相互學(xué)習，相互幫助，培養其團隊精神。

　�。ㄈ�）學(xué)習策略

　　1.認知策略：通過(guò)-ology, -ological, -ologist等詞根的學(xué)習，掌握archaeology, archaeologist, archae- ological等詞，同時(shí)掌握同類(lèi)詞的學(xué)習方法。

　　2.調控策略：通過(guò)聽(tīng)力讓學(xué)生了解到聽(tīng)力有時(shí)很難，不可求全責備�？梢圆牧险{整聽(tīng)力要求。有的要聽(tīng)懂細節，有的甚至要推斷隱含內容，但有的'只需要掌握大意。

　　3.交際策略：通過(guò)談?wù)摴糯�人的飲食起居、文化娛�?lè )、生產(chǎn)工具和談?wù)撆d趣等真實(shí)交際活動(dòng)提高用英語(yǔ)交際的能力。同時(shí)讓學(xué)生了解表情、動(dòng)作等非語(yǔ)言手段提高交際效果。

　　4.資源策略：讓學(xué)生了解博物館、名勝古跡和書(shū)籍資料一樣是學(xué)習的重要途徑。

　�。ㄋ模┪幕�意識

　　1.了解英語(yǔ)國家對文化遺產(chǎn)保護的態(tài)度。

　　2.了解西方國家部分古代用具。

　　3.通過(guò)中外古代文化對比，加深對中國文化的理解。

　　三、具體教學(xué)步驟

　　(一) 導入(Lead-in)

　　這一步驟的重點(diǎn)在于激發(fā)學(xué)生對考古學(xué)的興趣，因為一般學(xué)生認為考古沒(méi)什么有趣的。

　　活動(dòng)方式：師生互動(dòng)。教師盯著(zhù)天花板的一處看30秒鐘。引起全班同學(xué)一起去看。然后問(wèn)：What do you see?

　　學(xué)生自然會(huì )回答：Nothing.然后再問(wèn)Do you know what I was looking at? 學(xué)生自然會(huì )回答：No, I

　　don’t. 然后告訴學(xué)生老師根本沒(méi)有看什么，只是做一個(gè)動(dòng)作而已。再問(wèn)Why did you look at there after

　　me?學(xué)生答不上。老師告訴學(xué)生That is because of curiosity.再問(wèn)What is the word curiosity from?

　　學(xué)生學(xué)過(guò)curious，所以能答上來(lái)。老師再講：根據心理學(xué)的觀(guān)點(diǎn)，每個(gè)人都具有對新鮮事物認識的興趣，這叫做Curiosity。然后給出一個(gè)新詞：

　　Archaeology(板書(shū)課題)并指出This is a new word for you. You may want to know it.老師再問(wèn)Do you think it is a course or a science?部分學(xué)生會(huì )答Yes.接著(zhù)問(wèn)Why do you think it is a science?學(xué)生會(huì )說(shuō)出他們學(xué)過(guò)以-ology結尾的詞。這時(shí)便可以打出幻燈片，再進(jìn)行以下活動(dòng)：

　　漢語(yǔ)意義名詞形容詞……學(xué)家

　　技術(shù)technology

　　生物學(xué)biology

　　心理學(xué)psychology

　　人類(lèi)學(xué)anthropology

　　細菌學(xué)bacteriology

　　Physiology

　　Sociology

　　zoology

　　1.組織學(xué)生推出Physiology，zoology和sociology和漢語(yǔ)意義；

　　2.組織學(xué)生推出technological, technologist；

　　3.組織學(xué)生推出其它詞的-ological和ologist的形變；

　　總結：學(xué)習構詞法知識對于擴大詞匯量有非常重大的意義。

　　最后指出今天所學(xué)內容是Archaeology.再問(wèn)What are the goals in learning the unit?

　　(二)單元學(xué)習目標(Goals)

　　請一個(gè)學(xué)生解釋本單元學(xué)習目標(Goals),然后和全班一起關(guān)上書(shū)回憶本單元的四個(gè)學(xué)習目標。

　　(三)預備(Warming up)

　　活動(dòng)形式：分組評論。談?wù)撜n本上的四幅圖畫(huà)。先指出中華民族有著(zhù)悠久的歷史和燦爛的文化。每年都有許多西方人到中國來(lái)旅游。如果你想為他們提供幫助，就得學(xué)會(huì )用英語(yǔ)談?wù)撝袊�古代人的飲食起居、文化娛�?lè )、生產(chǎn)工具等。然后用What

　　did they eat? Where did they live? What did their homes look like?

　　What kind of tools did they use? What objects have we found from

　　their age? What kind of entertainment did they have?

　　談?wù)摴糯�人的飲食起居、文化娛�?lè )、生產(chǎn)工具。

　　(四)聽(tīng)力(listening)

　　教學(xué)形式：師生互動(dòng)。播放磁帶讓學(xué)生聽(tīng)第一遍，提問(wèn)材料的大意。播放第二遍，讓學(xué)生完成課后練習。做聽(tīng)力訓練之前的準備工作是非常重要的。

　　總結：今天的聽(tīng)力材料較難，但是同學(xué)們能很好回答課后問(wèn)題這就夠了，不一定要了解那些細節，不可求全責備。根據不同制訂不同學(xué)習目標是有效學(xué)習重要環(huán)節。

　　(五)對話(huà)(speaking)

　　活動(dòng)形式：組對練習。

　　1.發(fā)出指令，提出要求；

　　2.學(xué)習會(huì )話(huà)范例；

　　3.給對話(huà)所用句式；

　　4.學(xué)生組對談?wù)撆d趣與建議。

　　四、教學(xué)時(shí)間分配

　　教育心理學(xué)指出新知識的學(xué)習需要一個(gè)接受的過(guò)程。本課時(shí)的主要任務(wù)為本單元的學(xué)習做好預備工作。所以要用較多的時(shí)間讓學(xué)生接受考古這一新的概念。 導入部分用8分鐘;

　　目標部分用3分鐘;

　　預備部分用5分鐘;

　　聽(tīng)力部分用12分鐘;

　　會(huì )話(huà)部分用10分鐘;

　　最后用兩分鐘總結本課內容和布置作業(yè)。

　　五、課堂板書(shū)設計

　　將黑板劃為左右兩塊，左邊板書(shū)教學(xué)步驟，右邊板書(shū)生詞和短語(yǔ)。

　　高中英語(yǔ)說(shuō)課稿 7

　　一、從容說(shuō)課

　　This is the third period of this unit.To test if Ss have understood the phrases and patterns they learned during the second period，the teacher can first give them some revision exercises.“It is ...that” is a very difficult structure，so the teacher can design some exercises for Ss.

　　Ss have got some idea about the present continuous tense for future use in the first period，to make them more familiar with its function，the teacher can give them more practice，both oral and written.Meanwhile，the teacher will help them go over another two ways of expressing future actions.These tasks are designed to improve their ability of using language.

　　To make Ss well prepared for the reading of the fourth period，the teacher can deal with the rest few new words in this clASs.

　　As to the homework，the teacher will ask Ss to preview Part 3 on Page 19 after clASs.Because this work is a bit difficult，tell Ss any group work is welcome.

　　Since the five-day National holidays are coming.Suppose that one student and his friends will go for a trip.Ask them to go to a nearby travel agency and find a schedule for their trip.Later they are required to talk about what they will do on their travel，using present continuous tense.Through this activity，Ss can get to know what a travel plan is like，and consolidate what they have learned，which is correspondent to the teaching method “Learn through doing”.

　　二、三維目標

　　1.Knowledge：

　　(1)Learn the present continuous tense for future use.

　　(2)Go over the other two ways of expressing future actions.

　　2.Ability：

　　Learn to make sentences，using the above three ways.

　　3.Emotion：

　　Develop Ss’ sense of group cooperation.

　　三、教學(xué)重點(diǎn)

　　The present continuous tense for future use.

　　四、教學(xué)難點(diǎn)

　　(1)It is ...that...

　　(2)The present continuous tense for future use.

　　五、教具準備

　　Multi-media clASsroom and other normal teaching tools.

　　六、教學(xué)過(guò)程

　　Step 1 Greeting

　　Step 2 Revision

　　T：First I will test how well you understand what you learned yesterday.Please judge whether the following sentences are right.If they are not right，please correct them.

　　(1)It is with the help of the teacher that I passed the exam.

　　(2)It is I who is wrong.

　　(3)It was she that he helped with her homework yesterday.

　　(4)It was at the post-office where we met each other.

　　(5)It was yesterday afternoon when they played a close basketball game.

　　(6)Who was it that discovered the secret?

　　S：I think it’s right.

　　T：Do you agree with him?

　　S2：No，I think it is not right.But I don’t know why.

　　T：Does any one know the reason?

　　S3：In that cause，the past tense is used，so I think we should change “is” to “was”.

　　T：Quite Good.That is to say：當原句的時(shí)態(tài)為表示現在的各種時(shí)態(tài)時(shí)，用It is...;當原句的時(shí)態(tài)為表示過(guò)去的各種時(shí)態(tài)時(shí)，則用It was...。Now，what about the second sentence?

　　S：I think it is right.

　　S：I don’t agree with her.Here “who” refers to “I”，so after I we should use “am”.

　　T：Great.當被強調部分為原句的主語(yǔ)時(shí)，that句中謂語(yǔ)動(dòng)詞應在人稱(chēng)與數上與它保持一致。Let’s look at Sentence 3，is it right or wrong?

　　S：It’s wrong.The phrase is “help sb. with sth.” I think we should change “she” to “her”.

　　T：Good.當被強調部分為代詞時(shí)，如是主語(yǔ)就用代詞的主格，如是賓語(yǔ)則用賓格。So you see in Sentence 2，we use I instead of me，because the emphasized part is subject.

　　S：I see.

　　T：Is Sentence 4 a good sentence?

　　S：Yes，I think so.

　　T：What is your opinion，Han Mei?

　　Han Mei：I am not quite sure.

　　T：Write down this sentence in your notebook：

　　當被強調的對象指人時(shí)，可用who/whom 代替that;但當被強調的是地點(diǎn)、時(shí)間、原因、方式等狀語(yǔ)時(shí)，決不能用where，when，why，how 等來(lái)替換。

　　S：Sentence 4 and Sentence 5 are wrong.We should use “that” in place of “where” and “when”.

　　T：You are clever.And the last sentence is right.Always remember：

　　Wh+was it that...?當對被強調的地點(diǎn)、時(shí)間、原因、方式等狀語(yǔ)提問(wèn)時(shí)，我們要用到這個(gè)句型。

　　Please translate these sentences，using this structure.

　　(1)他是在哪里度過(guò)他的童年時(shí)代的?

　　(2)他們怎樣取得這么大的成就的呢?

　　(3)他和她為什么吵架?

　　S1：Where was it that he spent his childhood?

　　S2：How was it that they made such great achievements?

　　S3：Why was it that he quarreled with her?

　　Step 3 Relaxation

　　T：You did a quite good job.I will play an English song for you as a reward.But while enjoying the song，you should underline the verb in the sentences of part on Page 21.

　　Step 4 Grammar

　　T：Do you like the song?

　　S：Yes.

　　T：If you learn English well，you can find more wonderful things about English culture.Let’s work hard.

　　S：OK.

　　T：Have you underlined the verbs?

　　S：Yes，are working，are having，are giving，am singing.

　　T：What do we call this tense?

　　S：The present continuous tense.

　　T：But here does this tense express the present action or state?

　　S：No.

　　T：We all can see it expresses the future action.Can you express these sentences in other ways?

　　S：Are you going to work this evening?

　　We are going to have an English party.

　　We are going to give performances at the party.

　　I am going to sing songs with my clASsmates.

　　T：So you use “be going to” to express the future action.Will someone say them in a different way?

　　S：Will you work this evening?

　　We will have an English party.

　　We will give performances at the party.

　　I will sing songs with my clASsmates.

　　T：You are perfect right.And you use “will do” to express future action.Now how many ways do we have to express future actions?List them.

　　S：Three，be doing，be going to do，will do.

　　T：Good.(Write the three ways on the blackboard.)Now，let’s look at Part 3 on Page 21.Tell your partner what you want to do.

　　(Give Ss several minutes to talk to each other.)

　　T：Now，it’s time to demonstrate your sentences to the whole clASs.

　　Possible answers：

　　(1)Tomorrow morning，I am walking my dog./I am going to walk my dog./I will walk my dog.

　　(2)The day after tomorrow，I am taking part in an English speech contest./I am going to take part in an English speech contest./I will take part in an English speech contest.

　　(3)Next Saturday evening，I am enjoying a solo concert by Zhang Xueyou./I am going to enjoy a solo concert by Zhang Xueyou./I will enjoy a solo concert by Zhang Xueyou.

　　(4)Next month，I am moving to a new flat./I am going to move to a new flat./I will move to a new flat.

　　Step 5 Consolidation

　　T：Then let’s check Part 2 on Page 21.Will two of you read the dialogue?

　　S1：Miss Wang，I hear that you are traveling along the Mekong River.That’s really exciting.Have you got everything ready?

　　S2：Almost.

　　S1：When are you leaving?

　　S2：Next Monday.

　　S1：How far are you riding every day?

　　S2：It’s hard to say.If the weather is fine，I think we’ll be able to ride 75 km a day.

　　S1：Where are you staying at night?

　　S2：Usually in our tent，but sometimes in a small hotel in the town.

　　S1：Do you think you are coming back here soon?

　　S2：Oh，we are not coming back to this place.We are going home.That’ll be a month later.

　　S1：Thank you for your time，Miss Wang.Good luck on your journey.

　　S2：Thank you.

　　Step 6 New words

　　T：To make preparations for tomorrow’s reading，we’ll learn the rest new word in this unit.Look at the screen and try to pronounce the words by yourselves.

　　attitude，shorts，camp，record，afterthought，topic，familiar，brave

　　T：Jimmy，would you please read these new words.

　　Jimmy：...

　　T：Wei Hua，do you think Jimmy pronounce the words correctly?

　　Wei Hua：Not exactly.(Read the word/words that Jimmy doesn’t pronounce properly.)

　　T：Here are eight sentences for you to complete，please use the correct forms of the above words.

　　(1)Milu often says “____________ is everything.” to encourage the players to devote more.

　　(2)When traveling，it is more convenient for you to wear____________ than shirts.

　　(3)Since the hotels in the town are all engaged，we have to make ____________ in the tents.

　　(4)After staying together for two weeks，they got ____________ with each other and became friends.

　　(5)He likes to ____________ his daughter’s lovely laughter and enjoy it when free.

　　(6)Whenever we see a film，the Chinese teacher will ask us to write about our ____________.

　　(7)They discussed his position in the company and other ____________.

　　(8)____________ firefighters rescued the people from the burning building.

　　Give Ss a couple of minutes to finish the work.

　　Answers：

　　(1)Attitude (2)shorts (3)camp (4)familiar (5)record (6)afterthoughts

　　(7)topics (8)brave

　　Step 7 Homework

　　1.Finish Part 1 and Part 2 on Page 57 and Page 58.

　　七、板書(shū)設計

　　Unit 3 Travel journal

　　grammar

　　be doing

　　be going to do

　　will do

　　examples

　　I am going out tomorrow morning.

　　I am going to see a film tonight.

　　I will visit my grandmother this Sunday.

　　八、活動(dòng)與探究

　　National holidays are coming.Suppose you and your friends will go for a trip.Please go to a nearby travel agency and find a schedule for your trip.Talk about what you will do on your travel，using present continuous tense.淘~課件網(wǎng) wWw.taoKeJIaN.com

　　Datemorningafternoonevening

　　Oct.1

　　Oct.2

　　Oct.3

　　Oct.4

　　Oct.5

　　九、備課資料

　　現在進(jìn)行時(shí)的基本用法

　　a.表示現在(指說(shuō)話(huà)人說(shuō)話(huà)時(shí))正在發(fā)生的事情。

　　We are waiting for you.

　　b.習慣進(jìn)行：表示長(cháng)期的或重復性的動(dòng)作，說(shuō)話(huà)時(shí)動(dòng)作未必正在進(jìn)行。

　　Mr Green is writing another novel.

　　(說(shuō)話(huà)時(shí)并未在寫(xiě)，只處于寫(xiě)作的`狀態(tài)。)

　　She is learning piano under Mr Smith.

　　c.表示漸變的動(dòng)詞有：get，grow，become，turn，run，go，begin等。

　　The leaves are turning red.

　　It’s getting warmer and warmer.

　　d.與always，constantly，forever 等詞連用，表示反復發(fā)生的動(dòng)作或持續存在的狀態(tài)，往往帶有說(shuō)話(huà)人的主觀(guān)色彩，表示強烈的贊揚或批評。

　　You are always changing your mind.

　　You are always doing your work well.v

　　高中英語(yǔ)說(shuō)課稿 8

　　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!

　　高中英語(yǔ)說(shuō)課稿 9

　　Good #, teachers and judges. Im candidate, NO.#. Im honored to be here to share my teaching design with you.

　　Today my topic is #. Im going to interpret my teaching design from six aspects: analysis of teaching material, the teaching aims, important and difficult points, the teaching methods, the teaching procedure, and blackboard design.

　　Now, Ill start with analysis of teaching material.

　　This passage comes from New Senior English for China Students Book #, Unit #. The topic is about #. By studying this passage, well enable students to master the skills of reading, and to lay the foundation for the whole unit.

　　Then, the teaching aims. According to the analysis of teaching material, the teaching aims can be achieved as follow.

　　First, knowledgeaims. Get students to understand the content of the passage, and the important words and expressions, such as #.

　　Second,abilityaims.Improve students reading ability, and guide students to apply the key words and expressions into speaking and writing.

　　Third, emotionalaims. Broaden students international viewand raise theirinterest in English learning.

　　Next, the important and difficult points.

　　The important points.Getstudentsto master the usage of the important words and expressions, andhelp students understand some key sentences in the passage, for example #.

　　The difficult points.Improve students reading ability of getting specific information from the passage, and let students talk about #.

　　Lets move to the teaching methods.

　　Based on certain English learning foundation of the students, I will adopt situational teaching method, communicative language teaching, and task-based teaching method.

　　Here comes the most important part of my teaching design, the teaching procedure.

　　There are five steps.

　　Step one, warming up.

　　At the very beginning of my class, I will divide my students into six groups.

　　To attract students attention and arouse their interest in reading, I will start my class like this. "Boys and girls, look at the picture, what is it? Yes, # Now, lets work in groups and have a competition. OK? Each group has to list # as many as possible. You only have one minute. Now, Start! OK, times up! Show me your paper! Wow, you know so much about #. But, do you want to know more about #? Today, we are going to learn a passage about #.

　　Step two, pre-reading.

　　First, Ill deal with the background knowledge about #.

　　Then, students will have a discussion in pairs, and try to predict what the passage is about, according to the title and the pictures. By doing this, students will be eager toread the passage.

　　Step three, while-reading.

　　There are three tasks.

　　Task one, skimming for main idea and questions.

　　Students will have three minutes to skim for the main idea of the passage.

　　Then, they have to answer two questions. Question one #? Question two #?

　　In this way, students will get a rough understanding of the passage.

　　Task two, scanning, fill in the mind map.

　　To make students have a deeper understanding of the passage, I will design a mind map like this #. Students will have five minutes to complete this mind map, according to the information from the passage.

　　Task three, detail reading, true or false.

　　I will present ten statements on the screen, and let students listen to the tape, and decide true or false. The purpose is to give students a full understanding of the passage.

　　Step four, post-reading.

　　In this part, students will have ten minutes to do an activity in groups. Each group has to use the information from the passage to act out an interview between a reporter and #. While my students are preparing, I will walk around the classroom, and give some guidance. Then, I will choose two groups to make a presentation, and the other groups have to give some comments.By doing this, students will break through the difficult pointsof this lesson.

　　Step five, summary and homework.

　　I will let students do a summary about what they have learned today. Then, I will praise the students who perform well in todays class, and encourage the others. As for homework, students have to search for more information about #, and exchange their ideas with partners.

　　Last one, theblackboard design.

　　On the top, is the title of this passage. In the middle, are main idea, questions and a mind map.On the left side, will besome key words and expressions.On the right side, will be my feebacks, and some brilliant ideas from my students.

　　Thats the end of my teaching design. As a novice, I will try my best to improve it in my future work and daily life.

　　Thank you for your listening.

　　May I clean the blackboard？

　　高中英語(yǔ)說(shuō)課稿 10

　　Teaching plan for Unit 5 book 2 Good morning, profeors, it’s my great pleasure to be here sharing my leons with you.The content of the leon is Senior English for China Student’s Book 3 Unit 2 Healthing eating.I’ll begin the leon from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design.First, let me talk about the teaching material.Firstly，let me introduce the teaching material.This unit is to introduce to us different types of band.The reading paage is the center of this unit.It is made up of 3 parts, that is,.The text is the most important teaching material in this leon, which extends the main topic “” and contains most of the vocabulary and grammar points that students should learn in this unit.

　　Secondly, 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 practice what they have learned, to expre their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability Thirdly, I’d like to talk about teaching aims and demands 1 Knowledge aims:

　�。�1）to help students to understand and master the words, phrases and sentence patterns.（2）to know some basic information about music 2 Ability aims:

　　(1) To improve the students’ organizing and using skills of English as the second language (2) To understand the main idea, to scan for the needed information and to grasp the details 3 Emotional aims: (1) Help students understand (2) Develop students’ sense of cooperative learning Fourthly, teaching key points is 1.To help the students get a general idea of the whole paage, and some detailed information and language points as well. 2.To understand Teaching difficult points is 1.The students use their own words to expre their own ideas.2.The usage of modal verbs According to the analysis above, I’ll try to use the following theories to make students the real master of the cla while the teacher myself the director.a.Communicative Language Teaching

　　Language is used for communication.It’s learner-centered and emphasizes communication and real-life situations. b.Task-based Language Teaching

　　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. c.Computer Aisted Language Teaching

　　Language learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.Part 3 Learning Methods Task-based, self-dependent and cooperative learning Part 4 Teaching Procedure Step One Lead-in “Interest is the best teacher.” Therefore, at the very beginning of the cla, I should spark the students’ mind to focus on the centre topic “the band”.I’ll show some pictures of food to attract their attention and then bring some questions. Question: What kind of food they like? What should go into a good meal? The answers must relate to the diet.After this, the students will be eager to know something about a balance diet and this is the very time to naturally lead the cla into Step 2 Step 2 Reading for information: skimming and scanning In this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.Task 1 General idea

　　The students will be asked to just glance at the title and the pictures of the paage, and then gue what they will read in the text.And they’ll be divided into groups of four to have a discuion.The purpose is to inspire the students to read actively, not paively.In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to expre their thoughts in English and cooperate with each other.Task 2 Main idea of each paragraph

　　Cooperative learning can raise the students’ interest and create an atmosphere of achievement.Based on this theory, I divide the whole cla into 4 groups to skim the whole text and get the main idea of each paragraph.

　　Step 3 Reading for comprehension The purpose of reading is to get the correct and useful information.Students should not only have a high speed of reading but also have a correct understanding of details.Therefore the following practices on Page 35 can help check the situation. Step 4 Solving difficult language problems through reading It’s important for language learners to learn important rules of grammar and use these rules to solve problems in reality.In the previous proce of reading, the students must come acro some difficult language obstacles, so it’s neceary for us to discu and explain.This period of time belongs to students.They can ask any questions they come acro in the proce of learning.I’ll explain the questions and difficulties.The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.Step 5 Consolidation Language is learnt by communicating.It is my job to create an atmosphere for students to use the language.Here I design 2 activities 1 Reading for comprehension I’ll ask 4 students to read each paragraph, and then do the exercise following the text.I think it’s a good way to review what they have learned.2 Discuion

　　During making discuion, the students will deepen their understanding of the main idea of the paage.a.Why Monkees can be succeful? Give reasons.b.What’s the most important thing for a succeful band? Why? Step 6 Homework Ask the students to write down sth about their favorite singers, band or music and list the reasons.The aignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.Part 5 Blackboard design Unit 4 Music Paage The Band That Wasn’t Topic Sentences: 1.Many people want to be famous as singers or musician 2.Form a band 3.Began as a TV 4.They became even more famous than the Beatles Discuion: a.Why Monkees can be succeful? Give reasons.b.What’s the most important thing for a succeful band? Why? In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students 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 cla.I want to make the design inductive, instructive and artistic.

　　高中英語(yǔ)說(shuō)課稿 11

　　一、教材的分析與處理

　　1、課型：閱讀理解

　　2、教材分析：

　　1.地位：

　　本文是該單元“旅行日志”的重點(diǎn)文章，屬精讀材料。本單元的中心話(huà)題是“旅游”，可以說(shuō)這是一個(gè)世界性的時(shí)尚話(huà)題，隨著(zhù)經(jīng)濟發(fā)展、社會(huì )進(jìn)步、人們生活水平的提高，旅游作為現代人的一種生活方式，越來(lái)越被更多的人們所接受與喜愛(ài)。本單元講述了一段沿湄公河而下的自行車(chē)旅行，主人公“王坤”以旅行日記的形式詳細的記錄了這一過(guò)程。學(xué)生通過(guò)追隨這一段旅程，探討與“旅游”相關(guān)的各種話(huà)題，如：如何為旅游做準備，怎么選擇適當的旅游方式，怎樣確定旅游路線(xiàn)，計劃或日程等等。通過(guò)本單元的學(xué)習，不僅可以實(shí)使學(xué)生學(xué)到與旅游有關(guān)的語(yǔ)音知識和語(yǔ)言技能，還會(huì )使學(xué)生對旅游產(chǎn)生濃厚的興趣，通過(guò)旅游了解世

　　2.內容：“閱讀”(Reading)部分的題目使”沿湄公河而下的旅程“。文章講到主人公王坤和姐姐王薇想騎山地車(chē)旅行，于是選定了沿著(zhù)云南西部的瀾滄江，也就是湄公河作為旅游路線(xiàn)。他們選擇海拔5000多米，空氣非常稀薄的高山作為旅行的起點(diǎn)。著(zhù)注定是一次非常刺激的旅行經(jīng)歷。通過(guò)查

　　閱資料，他們知道了河流的特點(diǎn)和流向，沿途所要經(jīng)過(guò)的地形等等，增長(cháng)了地理方面的知識，開(kāi)闊了視野。通過(guò)閱讀， 教師要讓學(xué)生學(xué)到一些有關(guān)地理的單詞和短語(yǔ)，訓練他們的閱讀技巧，還要讓他們做好懂得如何做好旅行前的準備工作，例如選擇自己感興趣的旅行地點(diǎn)，確定旅游路線(xiàn)，通過(guò)查地圖等了解沿途的相關(guān)信息。這課時(shí)主要側重于閱讀能力的培養，教給學(xué)生多種靈活多變的閱讀方法。引導學(xué)生開(kāi)展任務(wù)型閱讀，以任務(wù)為依托，激發(fā)學(xué)生參與主體，從篇章中準確、高效地獲取知識與信息。 體裁：旅行日記

　　3、學(xué)生分析：學(xué)生已經(jīng)學(xué)了warming-up與部分單詞，并且預習了這篇課文，上課會(huì )比較輕松，理解也比較容易。 4、教學(xué)目的要求：

　�、僬Z(yǔ)言知識：理解與旅游有關(guān)的'知識并掌握文中的詞匯短語(yǔ)。 ②語(yǔ)言技能：培養閱讀策略（跳讀、查讀、略讀與歸納能力）；了解旅游常識；學(xué)會(huì )如何寫(xiě)旅行日志。

　�、矍楦袘B(tài)度：感受主人公認真謹慎的態(tài)度，養成做事充分準備堅持到底的好習慣。

　�、軐W(xué)習策略：培養查找旅游信息的能力，出行之前討論、制定計劃、查閱資料等能力。

　�、菸幕�意識：增強對祖國大好河山的熱愛(ài)，以及在旅游中接受異國文化的能力。

　　5、教學(xué)重點(diǎn)：讓學(xué)生理解本課旅游日記的內容。

　　6、教學(xué)難點(diǎn)：培養學(xué)生的閱讀能力，尤其是理解歸納的能力。

　　二、教學(xué)方法與手段

　　1、教學(xué)方法與手段：任務(wù)型教學(xué)法，合作式教學(xué)與討論結合，設計循序漸進(jìn)的活動(dòng)，確保課堂的整體性、互動(dòng)性、趣味性和交際性。 2、教學(xué)輔助：多媒體（圖片、視頻、音頻） 三、教學(xué)過(guò)程 1、Lead-in 導入

　�、挪シ挪�齊唱歌曲：《青藏高原》

　�、铺嵋粋�(gè)問(wèn)題，引入湄公河的發(fā)源地，作為熱身活動(dòng)部分，很快就能引起學(xué)生的注意力，進(jìn)入與課文相關(guān)的情景聯(lián)想，并能激發(fā)學(xué)生探究知識的欲望。

　　2、Pre-reading 讀前活動(dòng)

　�、趴翠毓�河的圖片，并說(shuō)出它所流經(jīng)的國家。

　�、铺岢鰞蓚�(gè)關(guān)于湄公河的背景問(wèn)題，并展示湄公河的地圖。 3、While-reading 讀中活動(dòng) ⑴快速閱讀

　�、俨シ耪n文錄音，要求學(xué)生聽(tīng)錄音時(shí)找出每段的大意。 ⑵細節閱讀

　　1.給出4個(gè)陳述句讓學(xué)生判斷正誤并予以糾正。培養學(xué)生發(fā)現 判斷 處理獲取信息的能力。

　　2.結合課文，完成表格填空。分析人物的性格，這對培養學(xué)生閱讀中推理和歸納能力非常重要，同時(shí)，我討論分析王薇的人物性格做了鋪墊。 4、Post-reading 讀后活動(dòng)

　�、沤Y合表格填空復述課文�；仡櫿n文內容，讓學(xué)生從整體上把握和領(lǐng)會(huì )文章的脈絡(luò )，加深對文章內容的理解與認識。做到從宏觀(guān)上學(xué)習知識和各種閱讀技能。

　�、朴懻摚耗阏J為王薇是一個(gè)性格倔強的人嗎？

　　通過(guò)對這個(gè)人物的分析，可以增進(jìn)同學(xué)之間的相互了解和彼此的交流，有利于培養同學(xué)良好的團結協(xié)作精神。

　　5. 總結：內容總結與方法總結 通過(guò)歸納知識點(diǎn)，使得學(xué)生獲得一定的成就感。

　　6、Homework 家庭作業(yè)

　　通過(guò)設計和轉換角色 ，讓學(xué)生作為一名記者去采訪(fǎng)王薇或者是王坤，用英語(yǔ)寫(xiě)一篇對話(huà)，有利于提高學(xué)生的寫(xiě)作能力和水平。而找出文章中的難句的目的是為了下節課的語(yǔ)言學(xué)習奠定基礎。

　　高中英語(yǔ)說(shuō)課稿 12

　　大家好，今天我要介紹的課是普通高中課程標準實(shí)驗教科書(shū)英語(yǔ)必修2第4單元Wildlife Protection的閱讀部分。下面我將從以下四個(gè)方面闡述我的課：教材分析、學(xué)情分析、教學(xué)方法、教學(xué)步驟和板書(shū)設計。

　　一、教材分析：(教材內容分析，教學(xué)目標,教學(xué)重點(diǎn)和難點(diǎn))

　　首先，我來(lái)講下我的教材分析。這主要包括教材內容分析,學(xué)情分析，教學(xué)目標和教學(xué)重點(diǎn)和難點(diǎn)四個(gè)方面。

　　1.教材內容分析

　　這篇閱讀材料緊扣本單元的中心話(huà)題“野生動(dòng)物保護的重要性”，講述了一個(gè)叫戴西的小女孩在夢(mèng)里和一些野生瀕臨滅絕的動(dòng)物交談，知道了保護野生動(dòng)物的重要性，既是對前面熱身部分的升華，也是這單元的主題內容和詞匯學(xué)習的重點(diǎn)。這篇文章結構十分清晰，是按戴西在夢(mèng)中的的三次飛毯經(jīng)歷來(lái)分段的，但段落大意不是很明確。此外，在這篇文章中出現的生詞不是很多。

　�。ㄏ旅�，我來(lái)講下對學(xué)生學(xué)情的分析）

　　2.學(xué)情分析

　　學(xué)生對本單元的主題“野生動(dòng)物保護”的話(huà)題是十分的熟悉，而且學(xué)生們對各種各樣的動(dòng)物也十分的感興趣。高一現階段的學(xué)生也已經(jīng)掌握了基本的像尋讀，略讀，概括等閱讀技能，他們也能就一些問(wèn)題進(jìn)行英語(yǔ)對話(huà)討論。但是，學(xué)生對文中出現的組織WWF并不清楚，對有些句子所隱含的話(huà)外之音也不是很清楚，也對獨立解決一些現實(shí)的問(wèn)題感到困難。

　　3.教學(xué)目標

　　本節課的教學(xué)目標包括知識目標、語(yǔ)言技能目標、情感目標、文化意識和學(xué)習策略目標。

　　語(yǔ)言技能：1）學(xué)生能夠應用不同的閱讀技能得到所需的信息；

　　2）在略讀后，學(xué)生能概括各段段落大意；

　　3）學(xué)生能夠分析作者某些句子的寫(xiě)作意圖，像“No rainforest, no animals, no drugs” and “And there are always WWF.”

　　語(yǔ)言知識：1）學(xué)生能知道更多的關(guān)于為什么一些動(dòng)物瀕臨滅絕以及如何保護它們；

　　2）通過(guò)學(xué)習大部分學(xué)生能夠掌握并運用重要詞匯: mercy, importance, contain等等；

　　情感態(tài)度：學(xué)生能夠認識到保護野生動(dòng)物的重要性；

　　文化意識：學(xué)生能對WWF組織有一定的了解。

　　學(xué)習策略：1）通過(guò)與同學(xué)的交流，談?wù)撊绾伪Ｗo動(dòng)物，學(xué)生能提高他們的交際策略；

　　2）學(xué)生能通過(guò)網(wǎng)絡(luò )獲得更多關(guān)于野生動(dòng)物保護的知識。

　　4.教學(xué)重點(diǎn)和難點(diǎn)

　　(在這些教學(xué)目標的基礎上，我對本節課的教學(xué)重點(diǎn)和難點(diǎn)的理解這要如下：)

　　重點(diǎn)：本節課的重點(diǎn)是1）學(xué)生們要提高他們的尋讀，略讀，概括等閱讀技能;2)學(xué)生對文章進(jìn)行整體把握，理解文章大意；3）學(xué)生能夠掌握使用文中的重要新詞。

　　難點(diǎn)：本節顆的難點(diǎn)是1）學(xué)生要能概括出各段的段落大意；2）學(xué)生要分析出文中有些句子的隱含意義，深入理解文章。

　　二、教學(xué)方法

　　在教學(xué)方法上，本堂課主要采用雙向互動(dòng)模式和交際教學(xué)法。在學(xué)生篇章的學(xué)習教學(xué)時(shí)，主要是采用雙向互動(dòng)模式，分步驟的讀前、讀中、讀后的階段行的學(xué)習，使學(xué)生們漸進(jìn)深入的理解文章。此外，本堂課我重在培養學(xué)生的的能力，因此，我選擇使用交際教學(xué)法。在具體教學(xué)創(chuàng )設情景，活動(dòng)教學(xué)為輔。調動(dòng)學(xué)生積極性，幫助學(xué)生更好地理解教學(xué)內容，發(fā)展和強化學(xué)生的語(yǔ)言實(shí)踐能力和自主學(xué)習能力，是學(xué)生能將所學(xué)知識和現實(shí)問(wèn)題結合起來(lái)。

　　三、 教學(xué)設計/教學(xué)步驟：

　　說(shuō)完教學(xué)方法后，我要介紹下本節課的教學(xué)步驟。本節課共40分鐘，計劃分5步驟完成，熱身，讀前活動(dòng)，課文閱讀理解，然后是讀后鞏固，最后是作業(yè)布置。

　　步驟1. “熱身”(Warming-up):

　　步驟一是熱身活動(dòng)，我會(huì )給學(xué)生放一小段講述瀕臨滅絕的野生動(dòng)物的視頻。然后，我會(huì )將視頻中出現的動(dòng)物的照片放在PPT上，再讓學(xué)生說(shuō)下出現在視頻內的野生動(dòng)物的英文名字，像south China tiger, Milu deer, Panda等等。我會(huì )和學(xué)生一起完成這項任務(wù)。然后，我讓學(xué)生想出更多瀕臨滅絕的野生動(dòng)物的英文名字或未學(xué)過(guò)的動(dòng)物的中文名字。通過(guò)視頻、照片還有學(xué)生自己的動(dòng)腦思考，讓學(xué)生對本堂課產(chǎn)生興趣，進(jìn)入課堂，熟悉本堂課的主角“野生動(dòng)物”。這個(gè)熱身步驟將大概耗時(shí)3分鐘。

　　步驟2.讀前（Pre-reading）

　　第二個(gè)步驟是讀前，有兩個(gè)活動(dòng)。第一個(gè)活動(dòng)我會(huì )給學(xué)生們介紹一下WWF的一些知識，基本上學(xué)生們對這個(gè)組織沒(méi)有什么了解。第二個(gè)活動(dòng)是在第一個(gè)活動(dòng)的基礎上，介紹完該組織是保護一些瀕臨滅絕的野生動(dòng)物后，讓學(xué)生思考一個(gè)問(wèn)題“Why are some animals in danger?”。然后請一些學(xué)生發(fā)表他們的想法。這個(gè)步驟主要是讓學(xué)生對這片文章的背景知識有所了解，掃除部分閱讀障礙，而且隨著(zhù)學(xué)生的思考，他們會(huì )對文章更加感興趣。在這些活動(dòng)之中，我也可以讓學(xué)生接觸了解一些文中的單詞，比如fur, protect, affect都會(huì )在這步驟中出現。這個(gè)讀前步驟將大概耗時(shí)5分鐘。

　　步驟三：課文閱讀（While-reading）

　　第三步是課文的閱讀理解，包括三個(gè)活動(dòng)，略讀、掃讀和精讀。

　　1）略讀( skimming):

　　略讀前我會(huì )告訴學(xué)生他們需要快速的瀏覽全文，了解文章大意，概括每段的段落大意。這篇文章結構雖然簡(jiǎn)單，但每段的段落大意概括并不是表面上的戴西到哪里和某某野生動(dòng)物聊了什么，需要有較好的理解能力，因此，概括每段的大意對學(xué)生來(lái)說(shuō)有一定的難度。為了降低難度，我會(huì )根據情況給學(xué)生一些提示詞，如果學(xué)生還有一定的疑惑，我會(huì )在PPT上出示一些答案，讓學(xué)生進(jìn)行選擇，降低難度，使學(xué)生更好的'理解文章。這項活動(dòng)不僅使學(xué)生對全文有了一定的了解，而且他們的略讀的能力也會(huì )得到鍛煉和提升。這個(gè)略讀步驟將大概耗時(shí)5分鐘。

　　2）掃讀（scanning）

　　掃讀之后我會(huì )讓學(xué)生進(jìn)行掃讀判斷對錯。掃讀之前我會(huì )把對錯題打到屏幕上，讓學(xué)生想掃視一遍，再讓學(xué)生快速掃視全文，找到相應的句子判斷對錯。這樣學(xué)生們對文章的細節內容也會(huì )有所了解，也鍛煉他們的掃讀能力。這個(gè)掃讀步驟將大概耗時(shí)3分鐘。

　　3）精讀（close reading）

　　第三個(gè)活動(dòng)精讀之前，我會(huì )給學(xué)生一個(gè)報表格，他們需要一段一段的讀過(guò)來(lái)，把戴西每次和動(dòng)物的了解所得仔細閱讀，填入表格戴西每次碰見(jiàn)的動(dòng)物，他們的情況和結果。學(xué)生閱讀完并完成表格后，請些同學(xué)上黑板填表格，地下的同學(xué)進(jìn)行批閱并修改。然后再問(wèn)學(xué)生們幾個(gè)他們讀后需要理解的三個(gè)問(wèn)題“What does the author want to tell us from the first paragraph?”, “How the government help protect the elephants?”,和“How do you understand the sentences ‘No rainforest, no animals, no drugs.’ and ‘a(chǎn)nd there was always WWF.’?”。這幾個(gè)問(wèn)題涉及文中句中和段落的隱含意義，對文章的理解十分重要，對學(xué)生而言也比較困難。我先會(huì )給他們一些關(guān)鍵提示詞，或者再問(wèn)一些引導性的問(wèn)題幫助學(xué)生。通過(guò)精讀這過(guò)程，學(xué)生能深入理解文章，也鍛煉分析文章，段落和句子弦外之音的能力。這個(gè)精讀步驟將大概耗時(shí)3分鐘。

　　步驟四：讀后鞏固（Post-reading）

　　接下來(lái)是第四步讀后鞏固，這個(gè)步驟時(shí)，我會(huì )讓學(xué)生們每4人組成一組，然后討論課本27頁(yè)上的問(wèn)題，如何解決好農民的生活和公園里動(dòng)物的生活問(wèn)題，如何才能很好地保護動(dòng)物等等。討論之后，請個(gè)別同學(xué)給同學(xué)們報告他們的討論結果。通過(guò)前面的學(xué)習，學(xué)生們都已經(jīng)具備回答這些問(wèn)題的背景知識，而且現實(shí)問(wèn)題與所學(xué)的知識結合起來(lái)能調動(dòng)學(xué)生積極性，幫助學(xué)生更好地理解教學(xué)內容，發(fā)展學(xué)生的語(yǔ)言實(shí)踐能力和自主學(xué)習能力。這個(gè)讀后鞏固步驟將大概耗時(shí)10分鐘。

　　步驟五：作業(yè)布置(homework)

　　最后一步是布置作業(yè)，大概耗時(shí)2分鐘。讓學(xué)生寫(xiě)一篇以How to Protect Wildlife為題的小短文，讓學(xué)生上網(wǎng)查有關(guān)這方面的知識，再結合他們在課上的結果進(jìn)行寫(xiě)作。這使學(xué)生在課外利用網(wǎng)路進(jìn)行自主學(xué)習，擴展知識面又結合課內所學(xué)。

　　四、板書(shū)設計(Blackboard Design):

　　最后我來(lái)講一下我的板書(shū)設計，中間是學(xué)生要填的表格，也是文章的脈絡(luò )，兩邊的是生詞，有一些是在讀前活動(dòng)會(huì )涉及到的，大部分是在課文閱讀里教授的。

　　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

　　高中英語(yǔ)說(shuō)課稿 13

　　EARTH DIDN’T SLEEP 說(shuō)課稿

　　一、說(shuō)課標

　　在英語(yǔ)教學(xué)中落實(shí)新課程標準，就是貫徹執行國家教育部關(guān)于課程改革的決定。新課程標準的三維教學(xué)觀(guān)，具體到英語(yǔ)學(xué)科就是要整合發(fā)展學(xué)生語(yǔ)言技能、語(yǔ)言知識、情感態(tài)度、學(xué)習策略和文化意識五個(gè)方面的素養，培養學(xué)生綜合運用語(yǔ)言的能力�！痘�礎教育課程改革綱要》中明確指出：“教師在教學(xué)才過(guò)程中應與學(xué)生積極互動(dòng)、共同發(fā)展，要處理好傳授知識與培養能力的關(guān)系，注重培養學(xué)生的獨立性和自主性，引導學(xué)生質(zhì)疑、調查、探究，在實(shí)踐中學(xué)習，促進(jìn)學(xué)生在教師指導下主動(dòng)地、富有個(gè)性地學(xué)習。教師應尊重學(xué)生的人格，關(guān)注個(gè)體差異，滿(mǎn)足不同學(xué)生的學(xué)習需要，創(chuàng )設能引導學(xué)生主動(dòng)參與的教育環(huán)境，激發(fā)學(xué)生的學(xué)習積極性，培養學(xué)生掌握和運用知識的態(tài)度和能力，使每個(gè)學(xué)生都能得到充分的發(fā)展。因此，本課的設計重點(diǎn)是：幫助學(xué)生形成自主、合作、探究的學(xué)習模式，掌握閱讀的一些基本技巧，讓每個(gè)學(xué)生在原有的基礎上都學(xué)有所得。

　　二、說(shuō)教材

　　(一) 教材地位和教學(xué)內容分析

　　本課是高一必修模塊1第4單元的閱讀課型，這單元圍繞earthquakes這一主題開(kāi)展聽(tīng)、說(shuō)、讀、寫(xiě)多種教學(xué)活動(dòng)。由于本單元生詞量較大，并且Warming up可挖掘的東西較多，因此把Reading設計為本單元的第2課時(shí)。本課型是單元整體教學(xué)的重要環(huán)節，為學(xué)生的語(yǔ)言學(xué)習、語(yǔ)法學(xué)習提供了載體，并且是學(xué)生獲取信息的主要來(lái)源�！癛eading――― A NIGHT THE EARTH DIDN’T SLEEP” 具體描寫(xiě)1976年唐山大地震的震前、震中和震后。本篇文章詞匯量大，運用了大量的動(dòng)詞、復雜的數字，出現許多定語(yǔ)從句，篇幅較長(cháng)，并且采用一些修辭手法，對學(xué)生的語(yǔ)言閱讀能力提出了更高的要求。但文章的結構較明顯，

　　較容易歸納出各部分的中心詞。

　　(二)教學(xué)目標

　　根據新頒布的《普通高中英語(yǔ)課程標準(實(shí)驗稿)》關(guān)于閱讀課主要教學(xué)目標的具體描述，結合本課教學(xué)內容，具體從語(yǔ)言知識、語(yǔ)言技能、情感態(tài)度和文化意識三個(gè)方面制定如下教學(xué)目標。

　　1. 語(yǔ)言知識目標：

　　a)使學(xué)生了解自然災害的相關(guān)詞匯，并掌握復雜數字的表達法。

　　b)學(xué)習掌握與地震相關(guān)的詞匯，如：shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,mine,shelter,fresh,percent等，以及 right away, at an end, dig out, give out, thousands of以及一些優(yōu)美句子的賞析。

　　2. 語(yǔ)言技能目標：

　　a)閱讀技能的訓練：讓學(xué)生學(xué)會(huì )克服生詞障礙，通過(guò)略讀，歸納出文章的大意;通過(guò)細讀，理清文章的總體框架與脈絡(luò )，歸納出各部分的中心詞;通過(guò)查讀，捕捉文章的重要細節，培養學(xué)生獲取、處理信息的能力。

　　b) 讓學(xué)生復述課文，分析、感悟作者的寫(xiě)作意圖。

　　c) 讓學(xué)生運用本節課所學(xué)詞匯、知識，通過(guò)采訪(fǎng)唐山大地震幸存者的形式進(jìn)行小組活動(dòng)，提高學(xué)生用英語(yǔ)進(jìn)行創(chuàng )造性交流的能力。

　　3.情感態(tài)度與文化意識目標：

　　a)學(xué)會(huì )有關(guān)地震的知識，并能通過(guò)學(xué)習討論懂得地震時(shí)的應急逃生，地震后如何科學(xué)救人和有關(guān)地震的形成和減少地震所造成的損失等一般知識。

　　b)懂得地震無(wú)情人有情，即使發(fā)生了多么可怕的災難，國家和解放軍官兵都會(huì )不顧自身安危，奮力搶救，培養學(xué)生一方有難、八方支援的互助友愛(ài)精神。

　　c)了解自然災害會(huì )給人類(lèi)帶來(lái)嚴重的破壞性后果，讓學(xué)生進(jìn)一步感悟、領(lǐng)會(huì )到人類(lèi)應與自然界和諧共處。

　　d)培養學(xué)生的合作意識和“合作學(xué)習”的習慣。

　　e)欣賞課文中優(yōu)美句子，了解一些英語(yǔ)修辭手法，使學(xué)生在學(xué)習完課文之后得到一次美的享受，一次心靈的愉悅和升華。

　　(三)教學(xué)重點(diǎn)和難點(diǎn)：

　　根據新頒布的《普通高中英語(yǔ)課程標準(實(shí)驗稿)》關(guān)于讀的技能目標的具體描述，結合高一學(xué)生實(shí)際和對教材內容的科學(xué)分析，確定本環(huán)節的主要教學(xué)重點(diǎn)和難點(diǎn)是:

　　1.重點(diǎn)

　　1)讓學(xué)生了解唐山大地震，了解地震的成因、預兆、地震造成的損失，地震時(shí)的應急救生以及震后的救援。

　　2)訓練學(xué)生的閱讀技巧，提高閱讀能力。側重培養學(xué)生對文章的整體性結構的把握和挖掘作者寫(xiě)作的意圖，突出培養學(xué)生以下3個(gè)方面的能力：

　　a.文章段落中心詞把握能力。

　　b.根據主題快速捕捉文章重點(diǎn)細節的能力。

　　c.總結歸納能力。

　　3)重點(diǎn)掌握有關(guān)地震的詞匯，特別是shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster, army, organize, bury, shelter。

　　4)欣賞并理解課文中優(yōu)美句子，讓學(xué)生掌握一些英語(yǔ)修辭用法。

　　2.難點(diǎn)

　　1) 如何使學(xué)生養成科學(xué)的閱讀習慣，提高閱讀理解能力和語(yǔ)言水平。

　　2) 如何使學(xué)生學(xué)會(huì )提取、篩選和重組文章中的信息，并靈活運用于語(yǔ)言實(shí)踐中，達到語(yǔ)言實(shí)踐能力的擴展與提高。

　　三、教學(xué)方法

　　教學(xué)設備：多媒體設備

　　教法滲透

　　根據新頒布的《普通高中英語(yǔ)課程標準(實(shí)驗稿)》所倡導的教學(xué)原則及“第二語(yǔ)言習得論”和“整體語(yǔ)言教學(xué)理論”，結合文章具體內容及學(xué)生的差異性，確定本節課主要采用任務(wù)型語(yǔ)言教學(xué)法(Task-based Language Teaching) 、合作學(xué)習教學(xué)法(Cooperative Learning Approach)、整體語(yǔ)言教學(xué)法(Whole Language Teaching)、直觀(guān)教學(xué)法、交際教學(xué)法(Communicative Approach)、以及情感激勵教學(xué)法(Affective Motivation)等教學(xué)方法。具體采用“P—T—P”自主學(xué)習立體模式：(Pre-task----Task-cycle----Post-task)來(lái)組織教學(xué)。

　　1、任務(wù)型語(yǔ)言教學(xué)法

　　任務(wù)型語(yǔ)言教學(xué)認為：人們使用語(yǔ)言的過(guò)程就是一個(gè)完成各種各樣任務(wù)的過(guò)程。任務(wù)型學(xué)習強調通過(guò)“做中學(xué)”、“學(xué)中做”，使學(xué)生在完成任務(wù)的過(guò)程中習得語(yǔ)言。本課組織學(xué)生四至五人組成一個(gè)學(xué)習小組，進(jìn)行一次就地震后幸存者的訪(fǎng)問(wèn)。該設計基于課文內容，但又不局限于課文的范疇，旨在貫徹“做中學(xué)”、“學(xué)中做”策略，吸引和組織他們積極參與，并通過(guò)討論、交流和合作等方式，在自然、真實(shí)的情境中，完成任務(wù)，體會(huì )、掌握語(yǔ)言的應用，達到學(xué)以致用的目的。

　　2.直觀(guān)法(視聽(tīng)教學(xué)法)

　　充分利用多媒體教學(xué)手段，通過(guò)播放影視剪輯，與課文主題相關(guān)的圖片、圖表等直觀(guān)手段，在充分調動(dòng)學(xué)生學(xué)習興趣的同時(shí)，降低學(xué)習難度，突破重難點(diǎn)。

　　3.合作學(xué)習教學(xué)法

　　合作學(xué)習教學(xué)法是以小組活動(dòng)為主體的一種教學(xué)活動(dòng)，一種同伴之間的合作互動(dòng)活動(dòng)。合作學(xué)習教學(xué)法有利于改善課堂心理氣氛、大面積提高學(xué)生的學(xué)業(yè)成績(jì)、促進(jìn)學(xué)生良好非智力品質(zhì)的發(fā)展，調整學(xué)生的語(yǔ)言焦慮感。因此，本課打破傳統的教師單向灌輸，采用“四至五人組成一個(gè)學(xué)習小組”的課堂教學(xué)結構，來(lái)組織教學(xué)，旨在營(yíng)造輕松的學(xué)習氛圍，為積極學(xué)習提供有利的條件，讓學(xué)生在完成任務(wù)的過(guò)程中通過(guò)互相交流，降低語(yǔ)言焦慮感，獲得愉快的學(xué)習經(jīng)歷，從而對學(xué)習本身和所學(xué)內容產(chǎn)生興趣感。

　　4.整體語(yǔ)言教學(xué)法

　　整體語(yǔ)言教學(xué)法要求按 “整體-部分-整體”的.模式，進(jìn)行語(yǔ)篇閱讀訓練，即從“整體”開(kāi)始，以“整體”結束的“三段式”閱讀教學(xué)法。本課采用從整體略讀——分段細讀——通讀全文，進(jìn)一步理解課文內容，即是這種教學(xué)策略的體現。

　　5.情感激勵教學(xué)法

　　在教學(xué)中重視師生之間的思想交流，充分調動(dòng)自己情緒的感染力，適時(shí)進(jìn)行情感與策略調整，通過(guò)情感激勵，使教師與學(xué)生達到情感交融，在愉悅的課堂氛圍中發(fā)展創(chuàng )新，體驗成功。

　　此外在教學(xué)過(guò)程中還注意遵循以下教學(xué)原則：

　　1.貫徹動(dòng)態(tài)真實(shí)原則，在教學(xué)過(guò)程中“動(dòng)態(tài)”地去發(fā)現問(wèn)題，分析問(wèn)題和解決問(wèn)題。本課在各個(gè)教學(xué)環(huán)節的設計和具體操作上都充分考慮到了策略的貫徹以及教學(xué)活動(dòng)的靈活、有效的綜合運用。

　　2.重視學(xué)生個(gè)性與創(chuàng )新意識的培養，給予學(xué)生充分表達自己的機會(huì )。

　　其余的教學(xué)方法將結合“說(shuō)程序”進(jìn)行舉例說(shuō)明。

　　四、學(xué)情分析

　　學(xué)習的對象是處于城鄉結合部的高一學(xué)生，他們的英語(yǔ)基礎較差，特別是由于詞匯量缺乏，閱讀習慣不好，導致閱讀速度慢、閱讀理解能力差。并且學(xué)生在初中已習慣了教師的單向灌輸，部分學(xué)生由于英語(yǔ)表達能力的欠缺對課堂的互動(dòng)缺少積極性，不善于交際，學(xué)習不夠主動(dòng)自主。因此，在組織教學(xué)活動(dòng)中，注重學(xué)習策略的指導，灌輸自主、合作、探究學(xué)習的思想，同時(shí)注意調整活動(dòng)任務(wù)設置的梯度，使每個(gè)學(xué)生通過(guò)學(xué)習活動(dòng)，都能學(xué)有所成，體驗到成功。淘課$件網(wǎng) www.TaoKEjian.coM

　　五、學(xué)法指導

　　根據新頒布的普通高中《英語(yǔ)課程標準(實(shí)驗稿)》對高中英語(yǔ)學(xué)習策略七級目標的具體描述，確定本環(huán)節主要從以下4個(gè)方面加強對學(xué)生進(jìn)行學(xué)法指導。

　　1)認知策略:指導學(xué)生運用已學(xué)會(huì )的抓重點(diǎn)、做記號、摘筆記等方式，對所學(xué)內容進(jìn)行整理與歸納。

　　2)調控策略:培養自我評價(jià)與相互評價(jià)的習慣，鼓勵學(xué)生增加與教師和同學(xué)交流學(xué)習英語(yǔ)的體會(huì )和經(jīng)驗，學(xué)會(huì )科學(xué)評價(jià)自己的學(xué)習行為與學(xué)習效果，進(jìn)一步形成有效的學(xué)習方法,樹(shù)立積極向上的學(xué)習態(tài)度。

　　3)交際策略：創(chuàng )設有意義的情景和任務(wù)活動(dòng)，引導學(xué)生通過(guò)四人一小組，進(jìn)行合作學(xué)習，讓他們圍繞課堂任務(wù)分工合作，相互探討、相互交流，從而獲得知識、技能和情感體驗，變被動(dòng)學(xué)習為主動(dòng)學(xué)習。

　　4) 資源策略：布置任務(wù)，引導學(xué)生主動(dòng)拓寬英語(yǔ)學(xué)習的渠道，即通過(guò)不同信息渠道(internet, newspaper,dictionary, magazines…)查找所需信息，把英語(yǔ)學(xué)習從課堂延伸到課外。

　　四、說(shuō)教學(xué)程序

　　結合本校高一學(xué)生實(shí)際和對教材內容的科學(xué)分析，計劃用45分鐘完成本文的教學(xué)任務(wù)，具體安排如下：淘課$件網(wǎng) www.TaoKEjian.coM

　　(一) Pre-task：激發(fā)學(xué)習興趣，明確學(xué)習任務(wù)(預計需要8分鐘左右)

　　(二) Task-cycle：課文主體內容的教學(xué)與操練，知識的掌握與能力的過(guò)渡(預計需要26分鐘左右)

　　(三) Post-task：展示成果，交流成果的過(guò)程，語(yǔ)言實(shí)踐能力的擴展與提高(預計需要10分鐘左右)

　　(四) Self-assessment：自我反思與調控的過(guò)程

　　(五) Homework and Sum up：課文內容的鞏固、延伸與拓展(第四和第五兩個(gè)環(huán)節預計需1分鐘左右)

　　下面將具體說(shuō)明各個(gè)環(huán)節的設計方案及其內在的設計思想或理論依據，即闡明為什么這樣處理教材，為什么采用某種教法以及預計達到的種種教學(xué)效果等。

　　步驟一. Pre-task (Pre-reading activities)

　　貫徹興趣策略，采用直觀(guān)教學(xué)法，引入話(huà)題，激發(fā)學(xué)習興趣，明確學(xué)習任務(wù)。

　　【設計思路：先播放有關(guān)05年巴基斯坦地震的可怕MTV畫(huà)面，學(xué)生的注意力馬上就會(huì )被吸引到課堂上來(lái)，學(xué)生馬上就聯(lián)想到earthquake這一詞，這時(shí)教師提出“ What do you think of the earthquake?”，學(xué)生會(huì )不約而同地回答,地震會(huì )給人類(lèi)帶來(lái)災難性的后果。緊接著(zhù)引導學(xué)生“Can you fortell an earthquake so that we can take measures to reduce the damages?” 通過(guò)圖片，學(xué)生更易掌握地震的前兆的知識，為課文的閱讀作了很好的鋪墊，接著(zhù)教師引導學(xué)生進(jìn)行進(jìn)一步探究“What should we do to protect ourselves if an earthquake happened?”通過(guò)小組討論、合作得出結論，教師進(jìn)行一定的總結。接著(zhù)呈現文章的標題“A night the earth didn’t sleep” ，引導學(xué)生解讀文章標題、預測文章內容，讓學(xué)生在閱讀過(guò)程中處于主動(dòng)認知狀態(tài)。學(xué)生可能一下子無(wú)法正確理解其所包含的深層含義。但估計在前面所展示的MTV畫(huà)面及圖片的啟發(fā)下，大部分同學(xué)可能很快就能作出正確的理解---about the earthquake。另外，考慮到文章生詞較多，且大部分學(xué)生對文章的背景知識了解較少。因此，在引導學(xué)生預測文章內容的同時(shí)，有必要在討論“What kind of words will be used in the passage?

　　”這個(gè)問(wèn)題時(shí)，引出單詞：injure、ruin、destroy、disaster、burst、rescue等。這樣既可向學(xué)生展示本環(huán)節的重點(diǎn)單詞，又可為閱讀掃清文化背景障礙和語(yǔ)言障礙，又可為突破本文的重難點(diǎn)作好準備�！�

　　步驟二.Task-cycle(While-reading activities)

　　貫徹目的與困難策略，指導學(xué)生根據不同的閱讀目的，在閱讀的不同階段，靈活使用各種閱讀策略，捕捉文章主要信息，理解作者的寫(xiě)作意圖，突破本文的教學(xué)重點(diǎn)與難點(diǎn)。采用整體語(yǔ)言教學(xué)法和任務(wù)型語(yǔ)言教學(xué)法。

　　1、通過(guò)限時(shí)閱讀訓練，引導學(xué)生如何利用略讀(skimming)的方法把握文章的大意，側重培養快速閱讀理解能力和文章中心把握能力。

　　【設計思路：本環(huán)節主要是指導學(xué)生如何通過(guò)略讀，在最短的時(shí)間內把握文章的大意。要求學(xué)生在2分鐘之內，重點(diǎn)閱讀各段的首句和末句，快速歸納出general idea of the passage。大部分學(xué)生很快就能找出文章的大意―――唐山大地震。該環(huán)節教師應通過(guò)限定閱讀時(shí)間，及時(shí)糾正不良的閱讀習慣等教學(xué)策略，來(lái)幫助學(xué)生養成良好的閱讀習慣，培養快速閱讀理解能力�！�

　　2、精讀各個(gè)段落語(yǔ)段，側重培養快速捕捉文章重要細節的能力和猜測生詞的能力，學(xué)會(huì )欣賞文章中的優(yōu)美句子。

　　【設計思路：本文的篇幅較長(cháng)，生詞多。因此，采用分段細讀，根據段落的不同特點(diǎn)設置不同的閱讀任務(wù)，培養學(xué)生獲取主要信息，處理信息的能力。第一段以表格的形式，讓學(xué)生填寫(xiě)唐山地震來(lái)臨之前所發(fā)生的奇怪現象，培養信息歸類(lèi)能力。第二段和第三段材料出現很多的數詞。因此，以這些數據為依托，讓學(xué)生通過(guò)查讀方法迅速找出與之相關(guān)的信息。然后再以4人1小組為單位，討論這些數據給讀者帶來(lái)什么樣的感受，交流各自的觀(guān)點(diǎn)。第四段，通過(guò)回答問(wèn)題的形式引導學(xué)生理解地震后救護人員和解放軍官兵不顧自身安危，奮力搶救，體會(huì )地震無(wú)情人有情，感人至深。此外，在閱讀中教師應鼓勵學(xué)生通過(guò)上下文猜測詞義，而非停下閱讀去查找單詞表。在這一環(huán)節中可適當處理一些語(yǔ)言難點(diǎn)(如：一些生詞、詞組及定語(yǔ)從句)，重點(diǎn)放在引導學(xué)生學(xué)會(huì )在具體的語(yǔ)境中理解、體會(huì )這些詞組的用法。每個(gè)段落剛好都有一個(gè)含有英語(yǔ)修辭手法的句子，引導學(xué)生發(fā)現這些優(yōu)美的句子并了解其中的英語(yǔ)修辭用法，學(xué)習理解并學(xué)會(huì )欣賞，提高學(xué)生的語(yǔ)言品位�！�

　　3.通讀全課文，理清文章的篇章結構，并歸納出各部分的大意。進(jìn)一步加深對課文內容的理解，挖掘文章的內涵。

　　【設計思路：針對本文的結構較清晰，讓學(xué)生快速通讀全文，把文章分為三大部分,掌握文章的基本脈絡(luò )，歸納出各部分的中心詞和大意。在設計學(xué)生活動(dòng)時(shí)，可讓學(xué)生先獨立完成任務(wù)，再用1分鐘的時(shí)間讓學(xué)生小組間互相交流各自的觀(guān)點(diǎn)。通過(guò)這樣的相互啟發(fā)、促進(jìn)，學(xué)生能得出更全面的信息，基礎較差學(xué)生也會(huì )得到不斷的激勵。最后教師可通過(guò)圖表展示文章基本脈絡(luò )及中心詞，一篇篇幅長(cháng)的文章就轉化成一個(gè)非常清晰的圖像。為了讓學(xué)生進(jìn)一步挖掘文章的深層內涵，理解作者寫(xiě)作的意圖，我設置兩三個(gè)問(wèn)題，讓學(xué)生小組討論進(jìn)一步感悟、領(lǐng)會(huì )到人類(lèi)應與自然界和諧共處�！�

　　步驟三.Post-task(Post-reading activities)

　　貫徹語(yǔ)用策略與情感策略，采用交際教學(xué)法和合作學(xué)習法，組織語(yǔ)言實(shí)踐活動(dòng)，完成本文的主題任務(wù)。達到從知識的鞏固與運用到知識的擴展與創(chuàng )新能力的形成。

　　【設計思路：本環(huán)節共設置兩個(gè)任務(wù)，一是讓學(xué)生復述課文;指導學(xué)生以地震前、地震中、地震后的時(shí)間線(xiàn)索展開(kāi)復述，這樣把閱讀內容和所學(xué)的詞匯、句型有機地結合。二是采訪(fǎng)活動(dòng)。要求學(xué)生根據自己對地震的認識，發(fā)揮自己的想象力和創(chuàng )造力，以小組為單位，用英語(yǔ)通過(guò)采訪(fǎng)唐山大地震幸存者的形式進(jìn)行活動(dòng)。為了讓學(xué)生更順利地完成任務(wù)，教師可以給學(xué)生提供一些問(wèn)題及采訪(fǎng)中可能會(huì )用到的日常交際用語(yǔ)。本環(huán)節旨在引導學(xué)生通過(guò)讀的輸人，提取、篩選和重組文章中的重要語(yǔ)言信息，并通過(guò)用英語(yǔ)進(jìn)行交流，達到從課文知識的鞏固到自身知識的擴展與創(chuàng )新能力的形成。針對學(xué)生在完成任務(wù)的過(guò)程中，可能會(huì )因詞匯障礙的影響，而用普通話(huà)甚至閩南語(yǔ)進(jìn)行交流，在這個(gè)活動(dòng)中，教師應貫徹“教師為主導，學(xué)生為主體，任務(wù)為基礎”的教學(xué)原則，在課堂教學(xué)的不同環(huán)節扮演自身作為“設計者，研究者，組織者，促進(jìn)者，協(xié)調者”的角色，并 “動(dòng)態(tài)”地去發(fā)現問(wèn)題，分析問(wèn)題和解決問(wèn)題，鼓勵、督促學(xué)生堅持用英語(yǔ)作為課堂交流的語(yǔ)言�！�

　　步驟四.Self-assessment: 反思學(xué)習成果的過(guò)程

　　【設計思路：依據教學(xué)目標，對學(xué)生的學(xué)習過(guò)程進(jìn)行評價(jià)，旨在讓學(xué)生學(xué)會(huì )反思自己的學(xué)習行為與學(xué)習效果，并學(xué)會(huì )通過(guò)反思性學(xué)習，不斷改進(jìn)自己的學(xué)習方法與策略�！�

　　步驟五.Homework: 課文內容的鞏固、延伸與拓展

　　1.Language focus

　　【設計思路：分組歸納出每個(gè)段落的語(yǔ)言點(diǎn)(引導學(xué)生通過(guò)上網(wǎng)、字典或參考書(shū)等渠道查找所需信息)，下節課各組進(jìn)行交流，教師協(xié)助歸納。旨在通過(guò)小組合作學(xué)習的形式，培養學(xué)生的自主學(xué)習能力�！�

　　2.More language input

　　【設計思路：本部分設計一篇閱讀理解和一篇完型填空，要求學(xué)生按老師所給的參考時(shí)間，進(jìn)行限時(shí)訓練。旨在為學(xué)生提供更多與本主題相關(guān)的語(yǔ)言材料，通過(guò)限時(shí)訓練的形式進(jìn)一步提高閱讀理解能力�！�

　　3.Writing task:

　　【設計思路：每個(gè)學(xué)習小組可根據自己采訪(fǎng)的結果，形成書(shū)面文字，盡可能多地用上所學(xué)的詞匯及句型，進(jìn)一步提高學(xué)生的寫(xiě)作能力�！�

　　高中英語(yǔ)說(shuō)課稿 14

　　一、教材的地位及作用

　　高中英語(yǔ)新教材的風(fēng)格走勢為話(huà)題時(shí)尚，面對未來(lái)，求異思維和人文色彩濃重，教學(xué)內容更加貼近現代生活，具有較強的時(shí)代信息，有利于提高學(xué)生的思想素質(zhì)和人文素質(zhì)，而本單元也是如此，本單元的中心話(huà)題是幽默，具體涉及“什么是幽默”、“笑話(huà)”、“喜劇”、“喜劇職業(yè)”等，它采用了學(xué)生十分感興趣的話(huà)題，能夠充分喚起學(xué)生的參與欲望，單元內容高度生活化，富有活力，體現了本套教材的一個(gè)重要特征，緊扣時(shí)代脈博，富有時(shí)代氣息，學(xué)生在學(xué)過(guò)Healthy eating、Festivals Mordern agriculture 等單元，對中外飲食習慣，節日，以及農業(yè)差異有所了解之后，又對文化方面有所掌握，并為下一單元body Lang uagt（身體語(yǔ)言）打下了幽默的基礎，本單元結在鼓勵學(xué)生自主探索，了解祖國的燦爛文化，理解外國的文化，培養他們跨文化交際的意識與能力。

　　1、教學(xué)目標

　　根據英語(yǔ)教學(xué)大綱要求，基礎教育英語(yǔ)課程分級總體目標的要求，將本節課的教學(xué)目標分為：

　�。ㄒ唬┱Z(yǔ)言技能目標

　　通過(guò)本單元學(xué)習，培養學(xué)生良好的“聽(tīng)、說(shuō)、讀、寫(xiě)”技能，使學(xué)生能運用所學(xué)知識中一些類(lèi)似的問(wèn)題，并能結合所給任務(wù)，綜合運用新知識，解決問(wèn)題，完成任務(wù)，在此基礎上鼓勵學(xué)生大膽地根據各自的語(yǔ)言基礎與能力，有個(gè)性地解決問(wèn)題。

　�。ǘ�）語(yǔ)言知識目標

　　本單元要求學(xué)生除掌握必要的單詞、詞組和句型以外，同時(shí)要求學(xué)生關(guān)于描述工作性質(zhì)的語(yǔ)言，包括詞組和句型。

　�。ㄈ�）情感目標

　　1、激發(fā)并提高學(xué)生學(xué)習英語(yǔ)的興趣，使其樂(lè )于接受新鮮事物，勇于嘗試；體現課堂教學(xué)主體者的身份，使其積極主動(dòng)參與教學(xué)各環(huán)節，成為學(xué)習的主人；使其具有個(gè)性培養其創(chuàng )造能力。

　　2、培養同學(xué)之間融洽相處的感情，樂(lè )于合作的'精神，善與人分享喜好的情感，培養正確的審美觀(guān)和價(jià)值觀(guān)。

　　3、教學(xué)重難點(diǎn)

　　本節課的主要目的是訓練學(xué)生的聽(tīng)、說(shuō)能力，為此將本節課的教學(xué)重點(diǎn)定為訓練學(xué)生通過(guò)聽(tīng)覺(jué)獲取材料細節的能力，難點(diǎn)為對所給話(huà)題進(jìn)行開(kāi)放性的討論。

　　二、教材處理

　　1、學(xué)生狀況分析及對策

　　高一學(xué)生經(jīng)過(guò)一學(xué)期的正規訓練，對于新教材已有所熟悉，聽(tīng)力、口語(yǔ)都有很大提高，已經(jīng)初步具備觀(guān)察問(wèn)題、分析問(wèn)題和解決問(wèn)題的能力，教材內容和教學(xué)活動(dòng)符合他們的年齡特征和心理發(fā)展特點(diǎn)，因此，本單元鮮活的事例必定會(huì )對他們有較強的感染力，但由于他們的思想還不夠成熟，想法和行為需要教師的正確引導，因此，我在涉及聽(tīng)、說(shuō)、讀、寫(xiě)等語(yǔ)言技能的活動(dòng)中，加強學(xué)生對某種職業(yè)的情感了解，從語(yǔ)言和情感兩方面著(zhù)手，創(chuàng )設機會(huì )讓學(xué)生表達他們的感受。

　　2、教學(xué)內容組織與安排

　　由于本節課涉及warming up listening和speaking 三項內容，時(shí)間較為緊張，為此我將warming up的時(shí)間縮短，使其起到引入新課的作用，speaking中教材要求采訪(fǎng)丑角，我將其改動(dòng)為采訪(fǎng)三位著(zhù)名的不同喜劇類(lèi)型，不同國家的職業(yè)笑星，使學(xué)生充分了解到不同幽默和不同文化之間的差異，增強了他們的采訪(fǎng)興趣。

　　三、教學(xué)方法

　　在教法上追求自然輕松，體現教學(xué)方法的多樣性、藝術(shù)性，具體采用教學(xué)方法有情景教話(huà)，直觀(guān)圖片，激情聯(lián)想等多樣形式，營(yíng)造人與語(yǔ)言，人與文化合諧自然；人景相趣的語(yǔ)言環(huán)境。

　　四、教學(xué)手段

　　在教學(xué)中和任務(wù)設計中不經(jīng)意卻是有意識地將多媒體電腦等揉在其中，并特別注意這些東西在課堂上的有效使用，體現其輔助作用。

　　五、教學(xué)程序

　　1、新課導入

　　本節課導入采用事先讓學(xué)生準備一個(gè)幽默小笑話(huà)，做為morning report ，并詢(xún)問(wèn)：why did you laugh？ Do you think it’s funny？用大屏幕展現幾幅各種幽默形式的圖片，從而引出本單元的主題Humor。

　�。ū竟澱n導入先播放趙本山的幾組圖片，讓三名同學(xué)表演其英語(yǔ)版的小品《賣(mài)拐》，并詢(xún)問(wèn)：who is he？ Why did you laugh？ Do you think it’s funny？）用大屏幕展現幾幅各種幽默形式的圖片，從而引出本單元的主題Humor。

　　2、Warming up

　　觀(guān)看大屏幕上圖片，總結一些幽默類(lèi)型，并詢(xún)問(wèn)學(xué)生“In what other performances do you enjoy humor？” （你還在其它哪種幽默演出中欣賞到幽默從而讓學(xué)生在心中構建一個(gè)Lexical chunk，使學(xué)生了解幽默的各種形式，引出其中的一種形式—繞口令，設計讓學(xué)生以競賽形式快速朗誦，這部分目的有兩個(gè)，一是呈現本單元的中心話(huà)題幽默，二是培養學(xué)生的語(yǔ)感。

　　3、Listening階段

　　在聽(tīng)力教學(xué)中利用教材中的圖片，組織學(xué)生看圖說(shuō)話(huà)，想像一個(gè)有趣的故事，在聽(tīng)完材料后，完成教材上的練習，這樣形成前后呼應，即培養學(xué)生的想像能力，在他們心目中產(chǎn)生一個(gè)懸念，又能讓他們帶著(zhù)任務(wù)去聽(tīng)，提高聽(tīng)的效果，及時(shí)提供反饋，有利于學(xué)生的自我評價(jià)，這階段主要采取三種活動(dòng)形式。

　�。�1）小組活動(dòng)，每個(gè)小組經(jīng)過(guò)組內協(xié)商確定圖片的排序，由組長(cháng)開(kāi)頭，每人根本前面所說(shuō)的話(huà)和圖片上反映的內容接說(shuō)一句話(huà)，發(fā)展故事，并記錄在紙上，整理和修改故事。

　�。�2）個(gè)人活動(dòng)，通過(guò)聽(tīng)錄音，將聽(tīng)力細節材料記錄下來(lái)，并做教材上的練習。

　�。�3）班級活動(dòng)，各級朗讀自己的故事，師生共同評價(jià)，評出最有趣故事和與原文最接近故事。

　　4、Speaking 口語(yǔ)階段

　　這部分要求學(xué)生在學(xué)習對喜劇演員采訪(fǎng)的對話(huà)基礎上，完成對職業(yè)丑角的采訪(fǎng)。我設計了師生互動(dòng)和生生互動(dòng)，創(chuàng )設機會(huì )讓學(xué)生表達他們的感受。

　�。�1）師生互動(dòng)：交流對娛樂(lè )節目，喜劇小品和相聲及其演員的看法，提高他們對幽默的認識。

　�。�2）班級討論：針對學(xué)生提到的某一個(gè)演員或喜劇小品進(jìn)行分析，引入課文對話(huà)的一些語(yǔ)言和觀(guān)點(diǎn)。

　�。�3）小組討論，接著(zhù)前面的討論，各小組詳細討論，總結討論觀(guān)點(diǎn)，形成對三位幽默大師的采訪(fǎng)對話(huà)。

　�。�4）各小組派人到前面表演對話(huà)。

　　5、總結。

　　由幾名同學(xué)總結討論喜劇演員以及他們的表演得出的結論，這不但能提高學(xué)生對喜劇表演的認識，而且有利于培養學(xué)生留心社會(huì )關(guān)注媒體的洞察力，而且引導學(xué)生為下一步閱讀作好思想準備。

　　6、Home work 在網(wǎng)上查詢(xún)有關(guān)幽默大師的資料。

　　以上就是我本次說(shuō)課的內容。謝謝各位。

　　高中英語(yǔ)說(shuō)課稿 15

　　一、教材分析

　　1.單元內容所體現的意義：本單元的主題為Celebration，主要是介紹了中外國家的一些主要節日，以及人們在一些重要節日的慶�；顒�(dòng)。通過(guò)本單元的學(xué)習，可以幫助學(xué)生理解交際中的文化差異，初步形成跨文化交際意識。

　　2.課前的內容與本節內容的內在聯(lián)系：在Warm-up 環(huán)節部分，學(xué)生已了解一些關(guān)于“慶�！钡膬热菁跋嚓P(guān)詞匯，為本課的話(huà)題作了一些詞匯和內容的鋪墊。

　　二、學(xué)生分析

　　1.學(xué)生年齡特點(diǎn)，和對學(xué)科學(xué)習的情感表現：學(xué)生對學(xué)習的內容有著(zhù)強烈的好奇心，表現出多樣的學(xué)習技能和策略，喜歡把語(yǔ)言學(xué)習與自己的現實(shí)生活和興趣聯(lián)系起來(lái)。

　　2.學(xué)生語(yǔ)言知識和技能：學(xué)生對本課話(huà)題Chinese Seasonal Festivals 已具備一定的背景知識、經(jīng)歷和經(jīng)驗;況且在Warm-up 環(huán)節，學(xué)生已了解了一些相關(guān)的內容及詞匯，這些都有助于語(yǔ)言活動(dòng)的開(kāi)展 。但是要用英語(yǔ)進(jìn)行思維和表達，還是有一定的`難度。

　　3.學(xué)生的學(xué)習策略和其他技能：高一的學(xué)生已初步具備用英語(yǔ)獲取信息、處理信息、分析問(wèn)題和解決問(wèn)題的綜合能力，但需進(jìn)一步的提高。

　　三、教學(xué)目標

　　1.語(yǔ)言知識目標：

　　A.詞匯和短語(yǔ)

　　seasonal, journey, celebrate, traditional, including, Lantern Festival, origin, decorate, take part in, burn down, sweet dumpling, culture, Zongzi

　　B.重點(diǎn)句子

　　1)The Mid-Autumn Festival is celebrated by the Chinese people.

　　2)In the old days, dragon boat races were held in Chinese communities.

　　3)Lanterns were usually lit candles and decorated with pictures of birds…

　　2.語(yǔ)言技能目標：

　　1)提高從文章中獲取主要信息，并進(jìn)行分析、推理和判斷的能力。

　　2)積極參與語(yǔ)言實(shí)踐活動(dòng)，提高用英語(yǔ)進(jìn)行思維和表達的能力。

　　3.知識能力目標：

　　1)學(xué)會(huì )用英語(yǔ)簡(jiǎn)單介紹中國的節假日。

　　2)進(jìn)一步了解我國的一些主要的節日及其相關(guān)的歷史源源，從而尊重傳統文化，增強愛(ài)國主義精神。

　　4.情感與人文素養目標：

　　1)關(guān)注學(xué)生在學(xué)習中的情感態(tài)度變化，引導學(xué)生形成樂(lè )于與他人合作，具有和諧與健康向上的品格。

　　2)掌握有效的學(xué)習策略，學(xué)會(huì )獨立獲取信息和資源，并能整理、分析和總結，從而充實(shí)生活。

　　3)通過(guò)文化的了解，增強愛(ài)國主義精神和民族自豪感，提高對中外文化異同的敏感性和鑒別能力，為跨文化交際能力打下基礎。

　　5.重點(diǎn)與難點(diǎn)：

　　1)如何讓學(xué)生在閱讀活動(dòng)中獲取信息，理解全文。

　　2)在語(yǔ)言實(shí)踐活動(dòng)中，要求學(xué)生用英語(yǔ)進(jìn)行思維和表達，有一定的難度。

　　四、教學(xué)設計理念與策略

　　教學(xué)設計理念：

　　1)采用任務(wù)型語(yǔ)言教學(xué)。

　　2)采用激發(fā)主體興趣的教學(xué)模式。

　　3)運用合作學(xué)習的方法。

　　2.教學(xué)策略：

　　1)Fast reading to get general idea.

　　2) Careful reading to get detailed information.

　　3) Free-talk before reading to make students interested in what they will learn.

　　4) Group work after reading to make students understand what they have learned better.

　　五、教學(xué)用具

　　a recorder, a computer, and a projector

　　六、教學(xué)過(guò)程

　　Step1 Lead-in

　　T: What is your favorite season? What festivals happen during your favorite season?

　　( 以問(wèn)題的形式引入本課的主題：Chinese seasonal festival. 由此引起學(xué)生的學(xué)習興趣，自然導入課題)

　　S1: I liker summer. There are Children’s Day, Dragon-boat Festival and Mother’s Day.

　　S2: My favorite season is winter. They are Spring Festival and Lantern Festival and Christmas Day.

　　S3: ……

　　T：Well done. Thank you. Now, let’s enjoy some interesting pictures and guess what is happening and what is being celebrated.

　　(欣賞圖片和討論的同時(shí)，讓學(xué)生把注意力集中到與本課有關(guān)的三個(gè)節日上：

　　端午節、元宵節和中秋節。并且通過(guò)圖片可以讓學(xué)生掌握更多的節日和如何表達，如清明節，母親節等)

　　Step2 While-reading

　　1.Fast-reading

　　Read the texts quickly. Match the pictures with the festivals.

　　Picture A Mid-Autumn Festival

　　Picture B Dragon Boat Festival

　　Picture C Lantern Festival

　　(快速閱讀環(huán)節中的問(wèn)題可以培養學(xué)生的快速閱讀技巧和獲取文章整體信息的能力，達到理解課文表層意思的目的。此類(lèi)問(wèn)題可提問(wèn)一般的學(xué)生，增加他們學(xué)習英語(yǔ)的信心。)

　　1.Careful-reading

　　1)Ask the students to read the first passage carefully and answer 3 questions below.

　　(1)When is the Mid-Autumn Festival celebrated?

　　(2)What do people eat on this day?

　　(3)Why is this festival important?

　　(細讀環(huán)節則是對重要的段落進(jìn)行細讀，加大信息量，幫助學(xué)生加深對課文的理解。教師選取了文章的第一段，引導學(xué)生觀(guān)察和提取與中秋密切相關(guān)的具體事實(shí)和信息。)

　　2)在老師示范完第一段提問(wèn)后，把學(xué)生分成兩大組，然后兩組間針對此段文章內容互相提問(wèn)(以小組競賽形式進(jìn)行，既活躍課堂氣氛，也可以拓展學(xué)生思維能力，提高他們的發(fā)問(wèn)和回答的能力，也從而加深他們對課文內容的了解。)

　　3)Read the texts again and fill in the table.

　　4)接下兩段由學(xué)生逐段閱讀然后分欄填寫(xiě)，再由老師和同學(xué)們一起學(xué)習分析，完成一段內容的閱讀、填寫(xiě)和評講后再接著(zhù)第2步的問(wèn)答游戲

　　Step3 Post-reading

　　How can we describe a festival?

　　1.What is it called?

　　2.When is it celebrated?

　　3.How is it celebrated?

　　4.What are eaten?

　　5.What music is usually played?

　　6.What are the stories about it?

　　Then work in groups in4 and choose a festival to describe

　　Choose one of each group to report.

　　(學(xué)生在閱讀中對課文內容和結構有了一定的了解。教師要為學(xué)生創(chuàng )造機會(huì )，把文中遇到的新詞匯和語(yǔ)法現象進(jìn)行練習，學(xué)以致用。因此教師安排小組活動(dòng)讓學(xué)生進(jìn)行語(yǔ)言實(shí)踐活動(dòng)，提高學(xué)生用英語(yǔ)進(jìn)行思維和表達的能力。)

　　Step4 Homework

　　Read the article again. Write an article about one of the Chinese seasonal festival.

　　(讓學(xué)生通過(guò)對課文的學(xué)習和理解，能夠學(xué)以致用，用所學(xué)的相關(guān)詞匯和短語(yǔ)應用到寫(xiě)作中)

　　高中英語(yǔ)說(shuō)課稿 16

　　教學(xué)準備

　　教學(xué)目標

　　Words

　　base, command, request, recognize

　　Expressions

　　because of, come up, at present, make use of, such as, play a part (in)

　　Patterns

　　…because of that, English began to b spoken in many other countries.

　　Actually all languages change and develop…

　　The latter gave a separate identity to American English spelling.

　　教學(xué)重難點(diǎn)

　　■ To help students get to know about English development

　　■ To help students better understand “l(fā)earning English”

　　■ To help students understand and use some important words and expressions

　　■ To help students identify examples of Indirect Speech (II): request & commands in the text

　　教學(xué)工具

　　課件

　　教學(xué)過(guò)程

　�、臰arming up by listing

　　Good morning, class. We have been learning English for several years. But how many English-speaking countries are there in the world? Now let’s make a list of them on the blackboard.

　　English Countries Explanation

　　Mother tongue the United Kingdom

　　the United States of America

　　Canada

　　Australia

　　South Africa

　　Ireland

　　New Zealand The people in these countries are native speakers of English. In total, for more than 375 million people English is their mother tongue.

　　Second language India

　　Pakistan

　　Nigeria

　　the Philippines These people speak the language of their own country at home but the language of the government, schools, newspapers, and TV is English.

　　Foreign language China

　　Germany

　　France

　　etc. The number of people who learn English as a foreign language is more than 750 million.

　�、芖arming up by answering questions about English

　　Good morning, class. Today we shall start learning Unit 2 English around the world. But how much do you know about English?

　　●What is Standard English?

　　Standard English is the form of English that most people in Britain use, and that is not limited to one area or group of people.

　　●What is a dialect?

　　A dialect is a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language.

　　●Do we have standard Chinese? What is it?

　　In China there’re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.

　�、荳arming up by giving reasons

　　Unit 2 English around the world is what we are going to learn today. We are all learning English now because English is so popular in the world. But do you know why it is so? How many reasons could you giving for the spread of English around the world?

　　x English is one of the official languages of the Olympic Games and the United Nations.

　　x English dominates international websites and provides nearly all of the new computer terminology.

　　x Tourism and trade from Western Europe and North America has contributed to the spread of English.

　　x Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.

　　2.Pre-reading

　　We are learning English here. But why are we learning it? Could you suggest to the class as many reasons as you can think of, why people in the world learn English?

　　for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc.

　　Go on with your reasons. I shall write your suggestions on the board as you make them.

　　3. Skimming the text for general ideas

　　Now we go to page 9 to skim the text for the main idea of each paragraph.

　　Paragraph 1: The spread of the English language in the world

　　Paragraph 2: Native speaker can understand each other even if they don’t speak the same kind of English.

　　Paragraph 3: English changes and develops when cultures meet and communicate with each other.

　　Paragraph 4: By the 19th century English is settled.

　　Paragraph 5: English is spoken as a foreign language or second language in South Asia.

　　4. Reading and filling

　　Read the text to complete the chart below.

　　Time English is influenced by…

　　AD 450-1150 German

　　1150-1500 French

　　In the 1600’s Shakespeare, who make use of a wider vocabulary than ever before

　　By the 19th century Samuel Johnson, Noah Webster

　　Now Languages in South Asia, in Singapore, in Malaysia, in Africa and in China

　　5. Reading and copying

　　Next we shall go over the text once more. This time try find and copy all the useful expressions down in your notebook.

　　Useful expressions

　　at the end of…, make voyages, speak English as…, in the next century, change over time, communicate with…, be based on…, at present, become less like…, rule England, enrich the English language, make use of…, move to…, later in the 18th century, give a separate identity to…, have a very large number of…, fluent English speakers, become the language for…, develop one’s own identity, increase rapidly

　　高中英語(yǔ)說(shuō)課稿 17

　　Teaching Aims

　　Knowledge a nd Skills:

　　1. Ge t to know about Canada.

　　2.Grasp some reading skills.

　　3.Stimulate the Ss’ interest and love for learning about foreign countries.

　　Strategy and Method:

　　1.Train the students’fastreading ability.

　　2.Train the students’ ability to co operate with others.

　　教學(xué)重難點(diǎn)

　　Main points：

　　1. Introduce the information of Canada to the students.

　　2.Train the students’reading ability —skimming,and listening ability

　　Difficult point：

　　Learn different reading skil ls for different reading purposes.

　　Teaching procedures and ways

　　教學(xué)過(guò)程

　　Step1. Readin g&Greeting (2`)

　　Step2. Leading in and Warming Up (5`)

　　1.Free talk: Do you like to go sightseeing?

　　Which country do you like to visit?

　　What can you see in these countries?

　　2.Quiz

　　Step3. Fast reading (10`)

　　1.what is“the true north”?

　　It refers to “the crossCanada train.”

　　2.Draw the route of the two girls’ traveling across Canada

　　Step4. Careful reading(T&F) (15`)

　　Step5. Consoli dation (7`)

　　Listening & Summary

　　Fill in the blank and retell the story

　　課后習題

　　Homework

　　Surf the Internet to find more information about Canada

　　Chalkboard Designing

　　Unit5Canada – the “the true north”

　　A thip “ on the true north”

　　Vancouver Rocky Mountains Thunder Bay

　　Calgary Lake Superior Toronto

　　高中英語(yǔ)說(shuō)課稿 18

　　teaching aims:

　　1. 能力目標：

　　a. listening: get information and views from the listening material;

　　b. speaking: express one’s attitude or views about friends and friendship in appropriate words.

　　c. reading: enable the ss to get the main idea

　　d. writing: write some advice about making friend as an editor

　　2. 知識目標：

　　a. talk about friends and friendship; how to make friends; how to maintain friendship

　　b. use the following expressions:

　　i think so. / i don’t think so.

　　i agree. / i don’t agree.

　　that’s correct.

　　of course not.

　　exactly.

　　i’m afraid not.

　　c. to enable the ss to control direct speech and indirect speech

　　d. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought german series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit

　　add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in

　　3. 情感目標:

　　a. to arose ss’ interest in learning english;

　　b. to encourage ss to be active in the activities and make ss to be confident;

　　c. to develop the ability to cooperate with others.

　　4. 策略目標：

　　a. to develop ss’ cognitive strategy: taking notes while listening;

　　b. to develop ss’ communicative strategies.

　　5. 文化目標：

　　to enable the ss to get to know different opinions about making friends from different countries.

　　teaching steps:

　　period one

　　step1. warm-up

　　1. ss listen to an english song auld lang syne.

　　2. brainstorming: let ss say some words about friendship – honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….

　　step 2. talk about your old friends

　　1. ss talk about their old friends in junior middle school, talk about their appearance, personality, hobbies, etc.

　　2. self-introduction

　　step 3. make new friends

　　1. ss go around and ask their new friends some information and fill in the following form

　　name age/hobbies/favorite sports, books, …

　　2. report to the class: who will probably be your friend why.

　　step 4. do a survey

　　ss do the survey in the text ,p1

　　sep 5. listening and talking

　　do wb p41 (talking). while ss listen to the material, ask them to take notes about the speaker’s views of making friends.

　　when ss make their conversation, ask them to try to use the following expressions.

　　高中英語(yǔ)說(shuō)課稿 19

　　(一)教學(xué)內容分析

　　這是一篇介紹“飲食習慣”的文章，包括傳統飲食習慣的改變日常飲食選擇,旨在讓學(xué)生明白健康的飲食習慣的養成是擁有健康體魄的前提。本篇文章生詞量較大標題較抽象，各段主題句分布不太明顯(大部分分布在段落中間)。且大部分學(xué)生對飲食與健康的關(guān)系(如人體每天必須攝入的六種基本營(yíng)養成分的來(lái)源、健康飲食的重要性、什么是綠色食品等)了解較少。因此，本文的學(xué)習難度較大。

　　(二)教學(xué)目標

　　1.語(yǔ)言知識目標：

　　a)使學(xué)生了解protein,calcium等基本營(yíng)養成分的來(lái)源和主要功能，健康的飲食習慣是健康的保證，以及素食主義等信息。

　　b)學(xué)習掌握有關(guān)營(yíng)養成分與食物的詞匯，如：protein、calcium、carbohydrate、fibre、mineral、vitamin、vegetarian&vegan、greenfoodandcleanfood、eco-foodandorganicfood等，以及keepupwith，Thesamegoesfor?以及as和only引導的倒裝句的用法。

　　2.語(yǔ)言技能目標：

　　a)使學(xué)生學(xué)會(huì )克服生詞障礙，通過(guò)略讀，尋找文章的主題句，理清文章的總體框架與脈絡(luò );通過(guò)查讀，捕捉文章的重要細節，理解作者的寫(xiě)作意圖。

　　b)使學(xué)生學(xué)會(huì )運用各種猜詞技巧，猜測部分生詞在具體的語(yǔ)言環(huán)境的含義。c)使學(xué)生能夠運用所學(xué)知識，用英語(yǔ)為自己所熟悉的一個(gè)人設計一份“healthydiet”，并闡明設計的依據。

　　3.情感態(tài)度與文化意識目標：

　　a)使學(xué)生學(xué)會(huì )審視自己、審視食物，提高養成健康飲食習慣的意識。b)使學(xué)生懂得：健康是做好一切事情的根本。要想有強健的體魄，除了合理安排好一天的生活以外，還需要有科學(xué)、衛生的飲食習慣，每天一定量的體育活動(dòng)和體力勞動(dòng)。青少年必須有健康的身體，長(cháng)大以后才能成為一位具有現代科學(xué)文化，適合時(shí)代要求的合格勞動(dòng)者。

　　c)使學(xué)生學(xué)會(huì )關(guān)心他人，體貼他人，并養成較強的合作意識。

　　d)讓學(xué)生了解一些不同的飲食觀(guān)念及主張，加深對世界飲食文化的了解，弘揚中華民族飲食文化的精髓,培養愛(ài)國主義精神。

　　(三)教學(xué)重點(diǎn)和難點(diǎn)：

　　1.重點(diǎn)

　　1)讓學(xué)生認識到飲食對健康的重要影響。

　　2)側重培養學(xué)生對文章的整體性結構的把握，突出培養學(xué)生以下3個(gè)方面的能力：

　　a.文章中心把握能力。

　　b.根據主題快速捕捉文章重點(diǎn)細節的能力。

　　c.猜詞能力。

　　3)重點(diǎn)掌握有關(guān)營(yíng)養成分與食物的詞匯，特別是人體每天必須攝入的六種基本營(yíng)養成分的詞匯以及這些營(yíng)養成分的來(lái)源和主要功能。

　　2.難點(diǎn)

　　1)如何使學(xué)生養成科學(xué)的閱讀習慣，提高閱讀理解能力和語(yǔ)言水平。

　　2)如何使學(xué)生學(xué)會(huì )提取、篩選和重組文章中關(guān)于健康飲食的信息，并靈活運用于語(yǔ)言實(shí)踐中，達到語(yǔ)言實(shí)踐能力的擴展與提高。

　　教學(xué)方法與教材處理

　　1.任務(wù)型語(yǔ)言教學(xué)法

　　任務(wù)型語(yǔ)言教學(xué)認為：人們使用語(yǔ)言的過(guò)程就是一個(gè)完成各種各樣任務(wù)的過(guò)程。任務(wù)型學(xué)習強調通過(guò)“做中學(xué)”、“學(xué)中做”，使學(xué)生在完成任務(wù)的過(guò)程中習得語(yǔ)言。本課組織學(xué)生四至五人組成一個(gè)學(xué)習小組，共同為大家所熟悉的一個(gè)人設計一份“healthydiet”,并口頭闡述設計的理由。該設計基于課文內容，但又不局限于課文的范疇，旨在貫徹“做中學(xué)”、“學(xué)中做”策略，吸引和組織他們積極參與，并通過(guò)討論、交流和合作等方式，在自然、真實(shí)的情境中，完成任務(wù)，體會(huì )、掌握語(yǔ)言的應用，達到學(xué)以致用的目的。

　　2.合作學(xué)習教學(xué)法

　　合作學(xué)習教學(xué)法是以小組活動(dòng)為主體的一種教學(xué)活動(dòng)，一種同伴之間的合作互動(dòng)活動(dòng)。合作學(xué)習教學(xué)法有利于改善課堂心理氣氛、大面積提高學(xué)生的學(xué)業(yè)成績(jì)、促進(jìn)學(xué)生良好非智力品質(zhì)的發(fā)展，調整學(xué)生的語(yǔ)言焦慮感。焦慮是影響外語(yǔ)學(xué)習的重要情感因素，外語(yǔ)學(xué)習中的焦慮主要是指學(xué)習者需要用外語(yǔ)進(jìn)行表達時(shí)產(chǎn)生的恐懼或不安心理。因此，本課打破傳統的“稻田式課堂教學(xué)結構”采用“四至五人組成一個(gè)學(xué)習小組”的課堂教學(xué)結構，來(lái)組織教學(xué)，旨在營(yíng)造輕松的學(xué)習氛圍，為積極學(xué)習提供有利的條件，讓學(xué)生在完成任務(wù)的過(guò)程中通過(guò)互相交流，降低語(yǔ)言焦慮感，獲得愉快的學(xué)習經(jīng)歷，從而對學(xué)習本身和所學(xué)內容產(chǎn)生興趣感。

　　3.整體語(yǔ)言教學(xué)法

　　整體語(yǔ)言教學(xué)法要求按“整體-部分-整體”的模式，進(jìn)行語(yǔ)篇閱讀訓練，即從“整體”開(kāi)始，以“整體”結束的“三段式”閱讀教學(xué)法。本課采用從整體略讀——分段細讀——聽(tīng)讀課文內容，進(jìn)一步理解課文內容，即是這種教學(xué)策略的體現。

　　(四)、學(xué)法指導

　　1)認知策略:指導學(xué)生運用已學(xué)會(huì )的抓重點(diǎn)、做記號、摘筆記等方式，對所學(xué)內容進(jìn)行整理與歸納。

　　2)調控策略:繼續培養自我評價(jià)與相互評價(jià)的習慣，鼓勵學(xué)生增加與教師和同學(xué)交流學(xué)習英語(yǔ)的體會(huì )和經(jīng)驗，學(xué)會(huì )科學(xué)評價(jià)自己的學(xué)習行為與學(xué)習效果，進(jìn)一步形成有效的學(xué)習方法,樹(shù)立積極向上的學(xué)習態(tài)度。

　　3)交際策略：創(chuàng )設有意義的情景和任務(wù)活動(dòng)，引導學(xué)生通過(guò)四人一小組，進(jìn)行合作學(xué)習，讓他們圍繞課堂任務(wù)分工合作，相互探討、相互交流，從而獲得知識、技能和情感體驗，變被動(dòng)學(xué)習為主動(dòng)學(xué)習。

　　(五)、說(shuō)教學(xué)程序

　　1.Pre-task：激發(fā)學(xué)習興趣，明確學(xué)習任務(wù)(8分鐘左右)

　　引入話(huà)題，激發(fā)學(xué)習興趣，明確學(xué)習任務(wù)。教師通過(guò)一個(gè)問(wèn)題“Doyouthinkitimportanttohavegoodeatinghabits?”呈現文章的標題“Wearewhatweeat”。緊接著(zhù)引導學(xué)生解讀文章標題、預測文章內容，讓學(xué)生在閱讀過(guò)程中處于主動(dòng)認知狀態(tài)。雖然本文標題較抽象,學(xué)生可能一下子無(wú)法正確理解其所包含的深層含義，可再采取通過(guò)分析句子成分和引導學(xué)生抓住關(guān)鍵詞“eat”進(jìn)行大腦風(fēng)暴兩種方式相結合的教學(xué)策略來(lái)降低理解難度�？紤]到文章生詞量較多，且大部分學(xué)生對文章的背景知識，了解較少。因此，在引導學(xué)生預測文章內容的同時(shí)，有必要在討論“Whatkindofwordswillbeusedinthepassage?”這個(gè)問(wèn)題時(shí)，引出人體每天必須攝入的六種基本營(yíng)養成分的單詞：protein、

　　calcium、carbohydrate、fibre、mineral、vitamin。這樣既可向學(xué)生展示本環(huán)節的重點(diǎn)單詞，又可為閱讀掃清文化背景障礙和語(yǔ)言障礙，又可為突破本文的重難點(diǎn)作好準備。

　　2.Task-cycle：課文主體內容的教學(xué)與操練，知識的掌握與能力的過(guò)渡(27分鐘左右)

　　指導學(xué)生根據不同的閱讀目的，在閱讀的不同階段，靈活使用各種閱讀策略，捕捉文章主要信息，理解作者的寫(xiě)作意圖，突破本文的教學(xué)重點(diǎn)與難點(diǎn)。

　　1.通過(guò)限時(shí)閱讀訓練，引導學(xué)生略讀文章內容，歸納段落大意，理清全文線(xiàn)索，側重培養快速閱讀理解能力和文章中心把握能力。

　　【設計思路】：本環(huán)節針對課文的.主旨，提出兩個(gè)預測性問(wèn)題，要求學(xué)生在5分鐘之內，略讀文章內容，快速找出各段的keysentence，理清文章的基本脈絡(luò )。在兩個(gè)預測性問(wèn)題的幫助下，大部分學(xué)生很快就能找出文章的主題句，理解作者的寫(xiě)作意圖。針對各段主題句分布不太明顯，學(xué)生尋找起來(lái)有一定的難度這一情況，教師可通過(guò)先展示文章基本脈絡(luò )，提醒學(xué)生根據文章脈絡(luò )以及對文章主旨的把握，結合自己在閱讀之前對文章的預測，快速找出各段的keysentence，歸納各段大意。此外，教師還應通過(guò)限定閱讀時(shí)間，及時(shí)糾正不良的閱讀習慣等教學(xué)策略，來(lái)幫助學(xué)生養成良好的閱讀習慣，培養快速閱讀理解能力。

　　2.精讀部分語(yǔ)段，側重培養快速捕捉文章重要細節的能力和猜測生詞的能力。

　　【設計思路】：本文的主要生詞和重點(diǎn)細節主要集中在第二至第四段(特別是第二段材料)。因此，可引導學(xué)生通過(guò)查讀第二段材料，找出人體每天必須攝入的六種基本營(yíng)養成分及其來(lái)源和功能。此外，考慮到這六個(gè)詞匯的知識含量較高，且難于記憶，故筆者在設計上作了一個(gè)小小的創(chuàng )新。即以表格的形式，讓學(xué)生填寫(xiě)本文的重點(diǎn)細節，讓學(xué)生在完成任務(wù)的過(guò)程中，體會(huì )各種營(yíng)養成分來(lái)源的規律,為學(xué)會(huì )給未提及的食物作營(yíng)養成分推測，培養信息歸類(lèi)能力，作好鋪墊。然后再通過(guò)直觀(guān)手段，以圖片結合文字的形式，再次展現文章的重點(diǎn)單詞與細節，激發(fā)學(xué)習興趣，加深學(xué)生的印象，并為突破本文的重點(diǎn)與難點(diǎn)：“Designahealthydietandlistyourreasons.”打下扎實(shí)的基礎。相對于第二段材料，

　　第三段和第四段材料的生詞量較少，且大部分生詞通過(guò)使用各種猜詞策略，就可理解他們在文中的意思。因此，可充分利用這兩段內容，來(lái)培養學(xué)生的猜詞悟義能力。具體可引導學(xué)生先通過(guò)推讀生詞所在語(yǔ)段，然后再以小組為單位，交流各自所使用的猜詞技巧與猜詞經(jīng)驗，來(lái)提高培養學(xué)生的猜詞能力，最終獲得獨立自由閱讀的能力。根據對教材內容的科學(xué)分析，確定本環(huán)節主要引導學(xué)生使用各種猜詞策略(通過(guò)上下文、課文線(xiàn)索、詞的形式、以及根據自己已有的知識等)，猜測、理解“vegetarian”、“vegan”、“eco-food”、“organicfood”、“greenfoodandcleanfood”、“diet”、“supplement”等詞在文中的意思。同時(shí)為加深學(xué)生對“greenfood”的理解，還特地引出綠色食品的標志。此外，還可在這一環(huán)節中適當處理一些語(yǔ)言難點(diǎn)(如keepupwith，Thesamegoesfor?及only和as引導的倒裝句的用法)，以上語(yǔ)言難點(diǎn)在SBp131-p133中,有詳細的分析。因此，課堂上不必占用太多時(shí)間，應把重點(diǎn)放在引導學(xué)生學(xué)會(huì )在具體的語(yǔ)境中理解、體會(huì )這些詞組、句型的用法。其它的一些語(yǔ)言難點(diǎn)可隨機處理，也可通過(guò)練習的方式體現出來(lái)，讓學(xué)生去課文中尋找答案，體會(huì )他們的用法。

　　3.Post-task：展示成果，交流成果的過(guò)程，語(yǔ)言實(shí)踐能力的擴展與提高(9分鐘左右)

　　采用交際教學(xué)法和合作學(xué)習法，組織語(yǔ)言實(shí)踐活動(dòng)，完成本文的主題任務(wù)。達到從知識的鞏固與運用到知識的擴展與創(chuàng )新能力的形成。

　　【設計思路】：本環(huán)節要求學(xué)生根據自己對健康飲食的認識，發(fā)揮自己的想象力和創(chuàng )造力，以小組為單位，用英語(yǔ)為大家所熟悉的某一個(gè)人(如：自己或班上的其他同學(xué)或者本校的某位老師)設計一份“healthydiet”,并列出設計的依據。由于Pre-task和Task-recycle兩個(gè)步驟中的許多活動(dòng)，已從各個(gè)方面，為學(xué)生順利完成本活動(dòng)作好了充分的準備，故學(xué)生完成這個(gè)任務(wù)的難度，估計不大。但為了更好地調動(dòng)學(xué)生完成任務(wù)的積極性，本環(huán)節還特地以生動(dòng)有趣的gif動(dòng)畫(huà)和圖片為學(xué)生提供了foodgroups。針對主題任務(wù)，本環(huán)節還設計了小組間的設計成果競賽與小組間的互相評價(jià)兩個(gè)讓學(xué)生互相交流學(xué)習成果的平臺。旨在引導學(xué)生通過(guò)讀的輸人，提取、篩選和重組文章中的重要語(yǔ)言信息，并通過(guò)用英語(yǔ)進(jìn)行交流，達到從課文知識的鞏固到自身知識的擴展與創(chuàng )新能力的形成。針對學(xué)生在完成任務(wù)的過(guò)程中，可能會(huì )因詞匯障礙的影響，而用普通話(huà)甚至閩南語(yǔ)進(jìn)行交流，在這個(gè)活動(dòng)中，教師應貫徹“教師為主導，學(xué)生為主體，任務(wù)為基礎”的教學(xué)原則，在課堂教學(xué)的不同環(huán)節扮演自身作為“設計者，研究者，組織者，促進(jìn)者，協(xié)調者”的角色，并“動(dòng)態(tài)”地去發(fā)現問(wèn)題，分析問(wèn)題和解決問(wèn)題，鼓勵、督促學(xué)生堅持用英語(yǔ)作為課堂交流的語(yǔ)言。

　　4.SumupandHomework：課文內容的鞏固、延伸與拓展(第四和第五兩個(gè)環(huán)節預計只需1分鐘左右)

　　【設計思路】：課外作業(yè)主要以提綱的形式，呈現給學(xué)生。在“Sumup”環(huán)節中，通過(guò)“Dietcuresmorethanthedoctor.和Thebalanceddietisthebest!”這兩句健康英語(yǔ)諺語(yǔ)，結合播放《健康歌》，進(jìn)一步加深學(xué)生對本文主題的理解。

　　Homework的內容包括以下幾個(gè)環(huán)節：

　　1)Givealectureonhealthyfood.

　　2)Makeasurveyaboutvegetarianism.

　　【設計思路】：每個(gè)學(xué)習小組可根據自己的興趣與愛(ài)好，自由選擇其中一項任務(wù)，旨在尊重學(xué)生個(gè)性，給學(xué)生自由選擇學(xué)習內容的空間，讓其通過(guò)各種資源渠道，在原有知識的基礎上獲取更多關(guān)于healthyeating的信息，進(jìn)一步延伸與拓展課文的內容，這也有助于結合課文內容，開(kāi)展研究性學(xué)習，培養學(xué)生的自主學(xué)習能力。

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