高中英語優(yōu)秀說課稿大集合

Goodafternoon,teachers！It’smygreatpleasuretobeheresharingmylessonwithyou.ThecontentofmylessonisSeniorEnglishBook4Unit1（Astudentofafricanwildlife/Whynotcarryonthegoodwork）I’llbereadytobeginthislessonfromfiveparts.ysisoftheteachingmaterial,theteachingmethods,thestudyingmethods,theteachingprocedure,andBlackboarddesign.First,letmetalkabouttheteachingPart1TeachingThisunitis（GreatwomenandtheirImportantpeople,historyandmethodsofagricultureDifferenttypesofEnglishhumourCulturedifferencesandintercurituralcommuncationDifferenttypesofthemepark）Bystudyingofthisunit,we’llenablethestudentstoknowsomegreatwomenandtheirachievementandwhatmakesthegreatwomensuccessfulTheknowledgeoffarmingandDrYuanLong’achivevmentAndchemicalfarmingandorganicfarming.ChaplinandhisfunnyandencourageinghumourPeoplefromdifferentareahavedifferertbodylanguageandusetherightbodylanguagetoshowingourfeelings.ThemeparknotonlyprovidfunbutalsoprovidvariousknowledegandexcitingthislessonnotonlyteachthestudentstolearntherelatedmatreialthegoodcharactertobeasuccessfulYuanlong’sscientificresearchspiritandattitudestowardThedisadvantageofusingchemicalfrtilizersandhowtoincreaseproductioninorganicfarming.ChaplinandhishumourEnglishjokesDifferentbodylanguageandthesimilarutuesinbodylanguagewhichmaketheothersunderstandourfeelings.ThemebutalsolearningabilityinEnglish IfSscanlearnitwell,itwillbehelpfultomaketheSslearntherestofthisunitwell. Itprovidesall-aroundpracticeaboutlistening,speaking,readingandwritingrevolvearoundthetopic,itistheexpansionofthisunitandgiveSsaspacetousethelanguage.SoitysanimportantpartintheEnglishteachinginthis（Asweknow,readingbelongstotheinputduringtheprocessofthelanguagelearning.Theinputhasgreateffectonoutput,suchasspeakingandwriting.）Accordingtothenewstandardcurriculumandthesyllabus(新課程標準和教學(xué)大綱),afterstudyingtheteachingmaterialandyzingtheruleofchildren’sgrowingofmind,Ithinktheteachingaimsarethefollowings:KnowledgeKnowledgeobjectsofthissectionare .cn/s/blog_65f6cb1f0100idyw.html)-高中英語說課稿模板_清thesutdentscanhear,read,andusethemainsentencethestudentscanunderstandthecontentofthethestudentscanusethepatternstoexpresstheirthoughesinpropersituationandlearnhowtodescribepeoplewithadjective.AbilityAbilityobjectsofthissectionTodeveloptheSs’abilitiesoflistening,speaking,readingandEspeciallyspeakingandwritingTotraintheSs’abilityofworkingin(4)ToimprovetheSs’readingabilities,especiallytheirskimmingandscanning3.EmotionByAStudentofAfricanwlidlife/whynotcarryonthegoodwork,studentscanlearnfromjaneGoodallinatleasttwoaspects:oneiswhatisthehumanwaytostudyanimal;theotheristhatitwashergreatality-universalloveandmercythatmadehersuccessful.LinQiaozhiinatleasttwoaspects:oneiswhatisthehumanwaytohelppoorpatients;theotheristhatitwashergreatality-universalloveandmercythatmadehersuccessful.DrYuanLonghisscientificresearchspiritandattitudestowardlifeThispassagewhatischemicalandorganicfarmingandtheiradvantageanddisadvantChaplintobeoptimistictofacethelife’shardshipsandfindoutthecovertfunnyofourlife.thispassagejokesanditsgreateffecttomakepeoplethispassagetheimportanceandnecessityofbodyanditsdifferencesbetweendifferentandhowtousebodylanguagetoshow thispassagelearningknowledgehavemanyways,wecanlearnknowledgeandyaswellinthethemeparkorotherspecialsituation.Whatisthemostdifficultinteachingprocess?Canyouguess?Isayoneoftheteachingdifficultishowtoenablethestudentstousenewwordsandphrasesinpropersituationallthroughtheirdailylife.Thestudentsalsofinditdifficulttodescribetheirexperiencewiththebuildlogicandwellorganizedlanguage(andlearnfromGreatwomentheirgoodqualities.)Well,howtoachievetheteachingobjectsbetter,howtostresstheimportantpointsandbreakthroughthedifficultpoints?Accordingtotheysisoftheteachingmaterialandthestudents’learningbackground,Iwillusethefollowingmethods.Part2Teaching“CommunicativeApproach(交際教學(xué)法“Wholelanguageteaching(整體語言教學(xué)法and“Task-basedlanguageteaching任務(wù)教學(xué)法ThatistosayI’lllettheSstogetabetterunderstandingofthekeystructureofthedialogueAccordingtothemodernsocialcommunicationteachingtheories(現(xiàn)代社會交際教學(xué)理論),IadopttheSitutionalLanguageTeachingmethod(情景教學(xué)Task-BasedLanguageTeachingmethod語言任務(wù)教學(xué))inmyteaching.Part3StudyingStudentsofthisstagearequickinthoughtandtheyareeagertoshowwhattheyknowandtheyhaveacertainabilitytoread.Buttheyarelackofgeographyknowledge,theculturalbackgroundofthoseforeigncountriesandthecouragetoexpresstheyideas.Therefore,Accessfulleadershouldcarefortheirstrategy，inthislesson，Iwillteachmystudentstomasterthefollowingstrategy；1）Basiclearningstrategy；Thestudentscangetthemeaningofthewordsandphrase2）Practicestrategy；Practicecanhelpthestudentsgetthegeneralideaandhaveabetterunderstangingofthelanguage.AndCommunicationstrategyInaward,I’llTeachthestudentshowtobesuccessfullanguageLetthestudentspass“Observation—Imitation—Prasctice”strategytostudyPart4TeachingNewEnglishproverbsaidsthatthestudentsarerealmaster.InthislessontheyareEnglishlearnersandrealmaster.Soteachershouldactasaguider,anorganizerandadirectorwhoyarolewhennecessaryinteachingprocedure.Step1Lead-Ithinkthemostusefulmethodtoleadthestudentstolearnisintereststimulatinganddiscussionbythemselves.1.AtbeginningIwillletSstodiscuss:afteraglanceofthetitleandthepicturesofthispassage,whatdoyouthinkthepassageisabout?(2.AtbeginningIwillaskSswhichcetheylikemostandwhatisitfamousfor.ThenwewilldothelisteningparttogetsomeinformationandthendothefollowingAndletthemtoknowsomethingaboutthestoryofJanegoodall/linqiaoyinandherfullloveactivity.Andaskthefollowing WhatwouldyoudoiftherewasnoricetoeatWhodoyouthinkisthegreastestheroforhungrypeopleintheworld.? Whatdoyouknowaboutfarming?Whatwillyoudotoincreasethecrop Andwritedownyouideainonesenrence,thenskimthepassagetoseeifyouareright. AndltheSsafunny Iwillaskonestudenttomakeagestureandletanotherstudenttoguesswhatitsmeaning. Iwillaskonestudenttousebodylanguagetoexpresshisfeelingandletanotherstudenttoguesswhatitsmeaning. whatdoyouthinkathemeparkis?Withaclassmatediscusswhatyoumightdoinathemepark. Whatexcitingexperiencedoyouwanttohave?Step2Readingcanning:ThenstudSentsaregoingtoreadthepassageasquicklyastheycantofindoutthemainideaandanswerthefollowing(/tureorfalse)questions WhoistheWhatanimalswere Whoisthemaincharacterinthistext?Whatwasherjob?Whowashersmallbookintended whenandwho ethefirstagriculturalpioneerintheworldtogrowricethathasahighoutput?WhatdidYuanLonginvent Whyarechemicalfertilizerssopopularinfarmingtoday?Whatisorganicfarming?a1)humorisalways 2)chaplinwasborninarich hesolvedasadsituationbyusingnonverbal heatetheshoesbacausehethoughtthatwasvery chaplin devotedhiswholelifetomakingfi ThenIwillletstudentsworkinpairstoreadthejokesinpartone.payingattentiontotherhythmandintonation whatdidIdotothedidthoseinternationalstudentshavethesamebodylanguage?Ifnot,givean Andperformthefeelingsyoucanfindoutinthispassagetoour Whatdoesdollywoodmainlyshowandcelebrates?Andinengland’sCamelotparkwhatcanyouexperience? Whatthemeparkismentionedinthispassageandwhatisthethemepark’smaincontentThenwewillcometotheClosereadingpart:Asweknow,audio-methodmakethestudentshavebettterunderstandingofthepassage,soIywilltapepartbyparttoletmystudentstofindoutthethegeneralideaofeachparagraphandpickuptheirhandtogivetheanswer.ThenIwillletstudentshaveadissussionaboutthetext,thenanswersomequestionsindetial. (Whatwasthewriternginthe?WhatdidshediscoveraboutchimpsHowdidjanetrytoprotectthelivesofchimpsintheirnaturehabitat?)anddoexercisethree. AndwritedownthreeofLinQiaozhi’sachievementsthengivethe (whoisYuanLong?Howmuchdoyouknowabouthim?Whatishisjob?Whatarehisachievement?Whatdoyouthinkwecanlearnfromhim? Whataresomeoftheproblemscausedbuchemicalfertilizers.Howtokeepthesoilfertileinorganicfarming. 1)whatisbehindWhypeoplelikelittleDoyouthinkchaplin’seatingboiledshoesfunny? Thendoexercise.changethestoryintoadialogueandactitingroupsofthree—liming,wangfeiandanarrator.payspecialattentiontotherhythmandintonationofwhatyousayandtrytobingoutthe Whatpeoplefromcolombiausuallydowhentheymeetpeople?Whatisthefrancecustomwhenadultsmeetpeopletheyknow? Whatdoessmilingmeanstomostpeople?HowtoshowthatIambored? whatactivetiesyoucandointhesethreediffenenttheme WhatarethreetimesandthreecesyoucanvisitatAndthis(willmakethestudentspaymoreattentiontothemselvesandaroundthemand)checktheS’s scanningwhichmaybeanimportantreadingfieldsThelastreadingistoemphasizeandconsolidatethenewlanguageofthesection.Iwillythetapeandstudentsaregoingtoreadthepassageastomakethestudentstoimitatethepronouncatinandintonation.Afterreadingthestudentswillhaveadiscussioninpairs/Askandanswerthefollowingquestionsaaboutwhatmakejanegoodallandtheotherfemalesgreat 1.ForwhomandforwhichpurposedidLinQiaozhiwritealittlebookabouthowtolookafterbabies?Whydoyouthinkitwasnessary?2.Whydoyouthinkthewritechosetostudyatmedical WhatadvantageanddisadvantagedoyouseeinYuanLong’sWouldyouliketohavealifelikehis? Ifyouareafarmerwhichmethodwouldyouchoose? Whydoyouthinkchaplinwassosuccessful? Whatistheeffortofjokesinourdailylife? Andfindouteverycountrythewritermentionedwiththeaccordingculturewhenpeoplegreeteachother. Whyshouldwebucarefulwithourbodylanguage?Whyisitimportanttowatchaswellaslistentoothers? Ifyouhaveachancetooneofthesethreeparks,whichwouldyou AndtrytorelthefirstThispartcanenablestudentstounderstandthegivenmaterialbetter,tomakethestudentsgrasptheusefulphrases,grrandsentencespatternformakingsuggestionsandreplyingonthebaseofreadingthedialogueStep LearningaboutAfterreading,Iwillteachthestudentsthepassageindetialsaboutvocabularyandgrr.1)newwords:behave humanbeing leada…life crowdin bychance lookdownuponForexampledevoteoneself/sthtoItmeanstogiveone’stime,energytosb/sth;dedicateHedevotedhislifetothepromotionofworldpeace.3)grr:Subject-verbagreementTherearetwosentencesinthislesson…ourgroupareallgoingtovisittheminthe….ourgroupisgoingtobeverytiredanddirtybytheWecanseefromthesentencesthattheprojcetesarethesamebutthepredicatesaredifferent.why?Becausetheformergroupmeansallofus,itpresentsmanypeople,thelatergroupmeansthegroupasawhole,itisjustonegroup.newwords:struggleexpandridthereforeexportregretfocusreducephrase:thanksto ridof besatisfiedwith wouldratherleadto fouceon keep…from/ofstructures:mainlyaboutpersuasionI’drather…It’sbettertoI’dpreferThisisgoodvaluebecauseGrr:the–ingformasthesubjectandBeusedassubject,wecanfindsomesentencesinthispassage,forexanple:Sincethen,findingwaystogrowmorericehasbeenhislifeSpendingmoneyonhimselforleadingacomfortablelifealsomeansverylittletohimJustdreamingforthings,however,costsnothingBeusedasobject,forexanple:Asayoungman,hesawthegreatneedforincreasingthericeDryuanawokefromhisdreamwiththehopeofproducingakindofricethatcouldfeedmorepeople.GrammerOverthepasthalfcentury,usingchemicalfertilizershas everycommoninfarming.TheydemagethelandbykillingthehelpfulbacteriaandpestsaswellastheharmfulonesOrganicfarmers,therefore,oftenpreferusingnaturewastefromanimalsasnewwords:entertain edirectslidwhisperreactphrase:uptonow badlyoff pickout starinpick cut cut cutstructures:thestructurestoexpressone’semotions,suchasHowwonderful!ItsurprisesmeIcouldn’tlaughingIdon’tthinkthat’tfunnyatGrr:the–ingformasthepredicative,attribute,attributeandobjectcomplement.wecanfindsomesentencesinthispassage,forastheTheactingissoconvincingthatitmakesyoubelievethatitisoneofthebestmealshehasevertasted!astheHegrewmoreandmorepopularashischarmingcharacter,thelittletramp,becameknownthroughouttheworld.astheattributeandobjectHowdidthelittletrampmakeasadsituationnewwords:representapproachdefendlikelyeasephrase:defendagainst belikelyto ingeneral aieaseloseface turnone’sbacktostructures:aboutprohibition,warningsandobligation,suchasdonot…keepawayfrom…becarefulwhen…youmust…youwillneedGrr:the–ingformastheattributeandadverbial.wecanfindsomesentencesinthispassage,forasthe…IsawseveralyoungpeopleenterthewaitingastheIstoodforaminutewatchingthemandthenwenttogreetnewwords:themeswingpreservephrase:befamousfor nowander bemoddelledafterinadvance getcloseto cometolifestructures:aboutaskingthewayandgivingdirecionswhereisthe…?Canyoushowmewhere….?HowcanIgetto…?Onthenorth/south/east/westsideoftheparkFollowthepathto….. wewilllearnthreekindsofdifferentvocabulartheyarewordformation,derivation,conversionforexanple:indooroutdoorsoutheasten disagreeenlarge amusementcarefulwater(n&v)don’twaterthentswithdirtywatermind(n&v)hemazinghasanaIdon’tmindhavingdoginthehouse,ifitis InthepassagetherewillbesomevocabularyandstructuresthataredifferenttoguesstheirmeaningandmakecompenhencenofthispassagedifficulttoSs.SoIwillgivethewordsintheblackboardandlettheSstofillintheblacksofsentencestoexpresstheirprecisemeaningandusage.Thenthestudentswilldoapairworkrevolvearoundthevocabularyandgrrwhichtheyhavejustlearnedandmakeshortdialogueswiththem.Iwillgivethemsomeminutesandasksomepairstoacttheirdialogueoutinfrontofthewholeclass.Thenwewilldealwithsomeexerisesintheworkbooktoemphasizethenewknowledge.Suchasfillingthemissingwordsintheblanks.Andrelthestoryintheirownwords.Ofcourse,studentswillmakesomemistakesinreling,IwillcorrcetthemintimeStep4Post-readingIsaytolearnistouse.Afterthereading,studentswillhavesomepractices.Itwillbethemostinterestingparttostudents.why?BecauseIwillleavestudentstimetotalk Thestudentsaredividedintoseveralgroupsandtherearefourineachgroupwithdifferentroles.StudentAwillactasanordinaryandsaywhatmakesitdifficulttosuccess.StudentBwillactasagreatwomenwhohasthegoodcharacter.StudentCwillactasainterviewerwhoaskStudentBwhatmakeshersuccess.StudentDwillhaveasummarze. TheSswillhaveaworkingroupsoffourtodescrebeLinQiaozhi’scharacterandquality.Suchas helpfuldevotedhard-working2.a Thestudentsaredividedintoseveralgroupsandtherearefourineachgroupwithdifferentroles.StudentAwillactasawhocomefromAfricawho’scountryislackoffood.StudentBwillactasagreatscientistwhohasbeenworkingoncrop.StudentCwillactasainterviewerwhoaskStudentBhowtosolvetheproblem.StudentDwillhaveasummarze. Thestudentsaredividedintoseveralgroupsandtherearefourineachgroupwithdifferentroles.StudentAwillactasachemicalfarmerwho lushowtogrowcropinchemicalmethod.StudentBwillactasagreatscientist lusthedisadvantageofthismethod.StudentCwillactasaorganicfarmerwholuethewaysolvetheproblem.StudentDwillhaveasummarze. Workingroupsoffour.Iwillgivethestudentsamaterialofhumourandlet performancetheminfrontoftheclassroom. Thestudentsaredividedintoseveralgroupsandtherearefourineachgroupwithdifferentroles.IwillshowStudentAapictureandletthestudenttoperformanitsmeaningtostudentB.ThenStudentBwillguessitsmeaningandthenperformanwhatheguesstoStudentC.StudentCwilldoexpressthatheguessbyusingbodylanguagetoStudentD.atlast,StudentDwillguessandgivetheanswer.5.Workingroupsoffour.Discusswhatisthepurposeofthemepark?whatkindofpeopledoyouthinkwillvisitthisthemepark?Moststudentscantaketheirpartsinthisactivities,especiallyfortheSswhohavetroubleinEnglish,.Inthegroupactivities,theycanspeakalittleEnglish.Withoutdoubt,thiswillencouragethemtospeakEnglish.Infact,itisakindofdemandofhumanbeing.Afamouseducatorsays:”Inone’smind,thereisalwaysakindofdeeplyrooteddemand,thisisthehopetofeeloneselfafinderandexplorer.Instudent’sspirits,suchdemandisspeciallystrong.”SoIwillgiveeverystudentachancetospeskEnglishinourclassroom.Thispartalsoleadstotheemotionobjectiveofthislesson,thatistohavemoraleducationinthisstep.YoucanseethatthewayIteachreadingistofollowthebottomupteachingmethod.Iwillintroducethevocabularyfirstandthensentences,structuresandlastthelanguagefocus.Step6ThenSswillSummarizethewholelesson,andarrangethe1.Dotheremainingexerisesintheworkbook.Checkthemasteringofknowledgeofthislesson. (1)writeashortpassagetodescribeawomenyouadmiremost. writeashortpassagetodescribeawomenyouadmiremost.aDesignacardfocusonworldfooddayin Doexercise3towriteasummaryofthispassagefollowingthewirtethemainideainyouownrewritetopicsentenceofeachparagraphwritethesummary.AskeschstudenttogiveajokeandpresentitinclassnextWriteashortpassageabouttheexperienceyoumisundestandone’sbodylanguageorabodylanguageyoulikemost,why?WriteashortpassagetointroduceathemePurposeofmydesign:IthinkissoimportantthatthestudentsuseEnglishasmuchastheycaninclassandafterclass.Itisnecessaryforthestudentstomastertheknowledgetheylearned.Thiscontentsisanextensionofthepreviouslesson,tomeettheneedofincressingcommunicatingandwritingdemandsofsomestudentsandbringtheiralityintoy.Part5blackboardBlackboarddesignshouldbethinkforathingthatattractthestudent’sattentionandletthemtowritedowntheimportantteachingpoints.Iwilldividetheblackboardintotwoparts.Theleftpartwillbeusedtowritetheimportantvocabularyandgrrandtheirusage.Itwillbeforthewholeclass.Therightpartwillbepreciousexnation,Iwillwritesomesentenceofthewords,phrasesandstructurestoexntheirmeaningNomatterwhichstepsistaken,thepurposeistoprovideteacherandstudendswithinformationandinternaldemandtoimproveteachingskillandlearningquality.strategyandapproachwillhelpstudents emoreindependentandthesuccessfulThat’sall.Thankyou.ITeachingAims:TodevelopSs’basicskillsoflistening,speaking,readingandwriting.Readingisthefocusinthislesson.ReadingskillsforSsinclude(predicting,skimming,scanninganddigesting.)ToencourageSstopractice,participate,andco-operateintheclassroomTogetSstoknowsomethingabout…andhaveabetterunderstandingoftheimportanceof….Asforteachingapproaches,Ithink…TeachingCommunicativeapproachandComputer-AssistedInstructionaretobeusedinthecourseofthislesson.AndIwilltrymybesttolimitTTT,thatis,limitTeacherTalkingTimeandincreaseSTT(StudentTalkingTime).Soduringthislesson,emphasesaretobelaidStudent-centeredTask-basedActivity-basedteaching(individualwork;pairwork;groupwork;classwork)Teachingaamulti-mediacomputerTheyareforshowingSssomepictures,someaudiofiles,somevisualfiles,sometopicsorreadingtasks.TeachingStep1Warming-up&lead-inActivity1talk(classwork)IwillinviteSstoanswerthefollowingQ1:WhodoyouthinklookscoolestinourQ2:Doyoulikehim/her?Q3:Ifso,why?Ifnot,why?…Activity2Picture-talking/Music-talking(individualDownloadsomepictures/musicfromtheInternet.GuidingQsQ1:Who’sQ2:Doyoulikehim/her?Q3:Ifso,why?Ifnot,why?Q4:Doyouthinkhe/sheis…Goal:Toleaduptothetopic,getSstowarmupandarousetheirinterestintheStep2Pre-Activity1Lookandguess(classInthisactivity,Ssarerequiredtolookatthetitle/subtitleandguesswhattheywillread.Activity2Brain-storming(classInthisactivity,Ssareencouragedtothinkofasmanywordsaspossibletodescribethepicture/…Goal:TodevelopSs’readingskill---predictingandpresentsomenewwordsinthepassagesuchas…Step3Activity1Skimming(classSsarerequiredtogothroughthewholepassagequicklytogetthegene