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1、 高中英语说课稿格式_高中英语选修教案 英文说课稿范文 一、Introduction（导言） 英语说课是英语教学中的重要一环，也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观掌握力量的有力手段，能从理论上指导教师贯彻教学大纲，真正做到教与学相结合，将教材、大纲、教师、学生、课堂融为有机整体，对不断提高教师教学力量和教研力量，有着突出的作用。 二、说课的根本原则 1. 遵循教学大纲要求，明确说课内容。把握说课与上课的区分与联系，正确理解教材、教案说课、上课之间的层进关系，走出说课即是“说教案”的误区。 2. 以教师为主导，学生为主体，表达先进的教学理念。 3. 详略得当，重点突出
2、，表达说课的完整性。 4. 与教案相结合，表达其可操作性。 三、说课的根本程序 1. 说教材：科学分析教材，明确重点难点、教学目标和要求以及教材在单元中的地位和作用。 2. 说学生：谈谈学生的学问与力量构造，明确说课内容的难易程度。 3. 说教法：谈谈本节课要实施的教学手段、方法以及教具的使用。 4. 说学法：谈谈学习方法的运用以及将要实现的目标。 5. 说教学程序：说为什么要设计该程序？目的、意图何在？结果如何？ 6. 说板书设计：谈谈板书设计的依据和理由，力求表达说板书设计的程序性、概括性和艺术性。 四、注意说课信息和反应与总结 说课的对象可以是专家、同行甚至是学生。向说课对象征询意见、猎
3、取信息，力求不断改良和提高。 五、附SB 2B U16 Lesson 63说课稿 Unit 16 Lesson 63 Hello, everyone. Today Im very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC（2）. It is made up of four parts. part 1 My understanding of this le
4、sson The analysis of the teaching material: This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the ocean
5、s. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the
6、sea and the life of the sea. Teaching aims: 1. Knowledge aim: Understand the main idea of the text. 2. Ability aim: Retell the text in their own words. 3. Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted. Key points / Teaching important points: How to un
7、derstand the text better. Teaching difficult points: 1. Use your own words to retell the text. 2. Discuss the pollution of the sea and how to save the sea. Something about the Ss: 1. The Ss have known something about the sea and sea life through the Internet and other ways. 2. They are lack of vocab
8、ulary. 3. They dont often use English to express themselves and communicate with others. 4. Some Ss are not active in the class because they are afraid of making mistakes. part 2 My teaching theories, methods and aids Before dealing with this lesson, Ill do my best to carry out the following theorie
9、s: Make the Ss the real masters in class while the teacher himself acts as director； Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language. Teaching method: Double activities teaching method Question-an
10、d-answer activity teaching method Watch-and-listen activity Free discussion method pair work or inpidual work method Teaching aids: 1. a projector 2. a tape recorder 3. multimedia 4. the blackboard part 3. Teaching steps / procedures I have designed the following steps to train their ability of list
11、ening, speaking, reading and writing, especially reading ability. The entire steps are: Greetings, Revision, Lead-in and preparation for reading, Fast reading（scanning）, Listening, Intensive reading, preparation for details of the text, Consolidation, Discussion, Homework Step 1 Greetings Greet the
12、whole class as usual. Step 2. Revision 1. Ask students some questions to revise the last lesson（show them on the screen）. a. How much salt do the oceans contain per thousand parts of water?（35 parts of salt. 3.5% by weight） b. What is coral? Why are corals not found in deep water? c. Why is the Dead
13、 Sea called the Dead Sea? 2. Check the homework（made a survey about the sea or sea life by surfing the Internet or asking for help from other people）. Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.
14、 Step 3. Lead-in and preparation for reading Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on. purpose: Arouse the students interest of study. Bring i
15、n new subject: Life in the oceans. Step 4. Fast reading Read the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph: 1. Why can living things live in such oceans around the Antarctica? 2. What does the whale feed on? 3. What is the dif
16、ference between the sperm whale and other whales? Method: Read the text inpidually, use questionandanswer activity. purpose: Improve the students reading ability. Understand the general idea of each paragraph. Step 5. Listening（book closed） 1. Listen to the tape then do an exercise（wb page 90, part
17、1） 2. True or false exercise.（on the screen） Train the Ss listening ability and prepare for later exercises. Step 6. Intensive reading Read the passage carefully again and answer some detailed questions on the screen. 1. How much does a whale eat at a time? 2. Do all the whales feed on small fish? 3
18、. How deep can a sperm whale pe? It is also called depth reading or study reading. It means reading for detailed information. purpose: Further understand the text （Train further reading ability） to find out some different sentences and details of the text. Step 7. preparation for details of the text
19、 on the screen 1. .its heart slows to half its normal speed. slow-v. to become / make slower. 2. .using sound wave present participle used as adverbial. 3. provide sth. for sb. provide sb. with sth. 4. at a time: each time 5. grow to a length of. purpose: Train the Ss ability of understanding and us
20、ing laguage. Step 8. Consolidation 1. Find out the topic sentences. 2. Retell the passage according to the topic sentences. purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. Whats more, I want to let them have the abili
21、ty of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily. Step 9. Discussion Show them some pictures about the polluted sea and many living things which are in danger and as
22、k them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do? purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I
23、mean to make them realize: The sea is in danger! I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home. Step 10. Homework Write an article Saving the sea. I want to improve the ability of their writing. At the same time, trai
24、n the ability of do-it-yourself and looking up the information by themseleves. part 4. Blackboard design Unit 16 Lesson 63 Topic Sentences: 1. Some living things can live in Antarctica.（what） 2. The whale feeds on small fish.（what） 3. The sperm whale feeds on squid.（difference） Discussion: 1. The wh
25、ales are in danger. Whats your opinion about it? 2. The sea is being polluted. What should we do? In my opinion, the blackboard design can reflect the teachers 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
26、 topic sentences on the blackboard in order to tell the students that this is of the importance in this class. The discussion is of the difficulty. I want to make the design inductive, instructive and artistic. 高中英语Body Language说课稿 一、教材分析 (一)教材内容分析 本单元的中心话题是“肢体语言”，介绍了肢体语言在世界范围内的人们生活中所担当的不同角色及所起的重要作用
27、，其中重点介绍了肢体语言在不同的文化背景下的不同含义及世界通用的肢体语言。本单元的绝大局部内容都围绕这一中心话题绽开的。 “热身”(Warming up)局部以五幅不同的面部表情导出本单元的话题之一：面部表情是传递某人内心情感的一种方式，使他们能在平常留意自己在与他人交往中留意自身的面部表情。 “听力”(Listening)局部是以听的形式进一步向学生介绍了肢体语言的交际功能，然后以选择的形式考察学生对听力材料信息的筛选力量，同时又要求学生把所听到的信息应运于争论之中。 “口语”(Speaking)局部向学生供应三个情景，让学生通过编对话进展“恳求帮忙”和“供应帮忙”的日常英语练习。 “读前”
28、(pre-reading)局部编者设计了三个问题，诱发学生思索如何用肢体语言进展沟通。激发学生进展阅读的欲望。 “阅读”(Reading)局部是一篇说明文，它介绍了We use both words and body language to express our thoughts and opinions and to communicate with other people./We can learn a lot about what a person is thinking by watching his or her body language。全文可分为三大局部，各局部的意思是：p
29、art 1 (para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people. part 2 (para 2-3): Just like spoken language, body language varies from culture to culture. part 3 (para 4-5): Some gestures seem to be universal. “读后”(post-reading)局部设计了两种练
30、习。第一类是三个问题，其中前两个测学生阅读的结果，第三个是一个开放性题目，鼓舞学生把所学的与现实生活相结合。其次类是填写表格，比照肢体语言在美国和我国的异同。 “语言学习”(Language study)包括以下两局部：词汇局部设计了两块内容：1)要求学生运用自己的六个身体部位进展交际，鼓舞学生学着使用动词-ing形式;2)设计了6个生词与英语解释的配对练习，旨在培育学生用英语解释生词的习惯及力量;语法工程是有关动词-ing形式作名词使用及其在句子中的功用，详细包括四个步骤：1)学会区分动词-ing形式在句中的所担当的成分功能;2)联词成句，旨在帮忙学生理解动词-ing形式在句中充当主语;3)
31、词组翻译练习，旨在帮忙学生理解动词-ing形式在句中充当定语及翻译;4)按要求用动词-ing形式进展句子改写，旨在帮忙学生理解动词-ing形式在句中充当宾语或表语。 “综合技能”(Integrating skills)设计了一个开放性的写作任务，要求学生运用6幅看起来毫不相干的图画进展写作，该任务有利于提高学生的创新思维力量。 “学习建议”(Tips)供应了一些写故事的建议，旨在帮忙学生完成综合技能的写作练习。 “复习要点”(Checkpoint)局部简要总结了本单元的语法重点。同时通过两个问题引 导学生对本单元所学的词汇作一次小结。 (二)教学重点与难点 I. 动词-ing形式在句子充当主语
32、、宾语、表语或定语 II. 交际功能句型: 如何提议和恳求及其答语的句型 III. 重点、难点词汇词组 confused, avoid, go ahead, crazy, get through, tear down, occur IV. 常用句型 Just like spoken language, body language varies from culture to culture. There is nothing better than sth./doing sth./to do sth. 二、语篇分析： Body Talk (p59-p. 60) (一)课文图解 1. Read
33、the text “Body Talk” and then complete notes about body language. 1) Generally, we can pide the whole text into three parts: part 1 (para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people. part 2 (para 2-3): Just like spoken language, b
34、ody language varies from culture to culture. part 3 (para 4-5): Some gestures seem to be universal. 2) Fill in the table about gestures, countries and their meanings in these countries. (Words in italics can be blank.) GESTURES COUNTRIES MEANINGS eye contact some countries a way to show that one is
35、interested other countries rude or disrespectful a circle with ones thumb and index finger most countries OK Japan money France zero Brazil rude Germany thumbs up the US great or good job Nigeria rude Germany the number one Japan moving the index finger in a circle in front of the ear some countries
36、 crazy Brazil You have a phone call. (二)课文复述 Retell the text using about 100 words. Notes: 1. Try to use the ing form to retell the text. 2. Make use of the notes and table above while retelling. 3. The possible version below can be used as material for both retelling and dictation. One possible ver
37、sion: We can communicate with other people by watching his body language besides words. Just like spoken language, body language varies from culture to culture. Take the gesture for OK as an example. The gesture means money in Japan and in France it means zero, while in Brazil and Germany doing so i
38、s rude. people in different countries show the same idea in different ways. For example, in many countries, shaking ones head means “no”, and nodding means “yes”. However, in Bulgaria, parts of Greece, and Iran, the gestures have the opposite meaning. Although there are many different interpretation
39、s of our body language, some gestures seem to be universal. perhaps the smile is the best example. A smile can help us well communicate with others. 高中英语Scientists at work说课稿 一、教学背景分析 1. 单元背景分析 随着科学技术的进展，各种各样新的创造和发觉都层出不穷。生活在这样一个学问爆炸的年月，学生们更应专心去体会并感受科技和创造制造者给生活带来的变化，进而能联想到他们平常所学的学科及学问，并用英语为媒介进展学问的整合与
40、串联。同时从另一个角度来说，科技进步的同时，我们的社会也产生了各种各样的冲突与争辩，因此如何正确的对待或处理这些问题，也成为广阔学生应当了解并把握的学问。 2.学生状况分析 本单元的设计与实施是建立在学生经过高一上半学期新教材学习根底之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言学问与活动开展的关系。并且，他们也已经形成并培育了肯定的小组合作学习及自主学习的力量。 二、教学目标分析 语言技能 听：在听懂教师向学生叙述试验中留意事项根底上，连续学习并强化捕获特定信息的力量，以及确定全文主要话题的概括力量。 说：应能在了解肯定的现代科技创造根底上，思索并学习如何对一种新的事物进展
41、描述。同时能与他人进展沟通，表达事物的利与弊端。 读：强化略读、查读等阅读微技能，训练通过查找关键词，主题句等方式更快速并精确确实定文章的段落大意，理清文章的总体框架与脉络。连续运用已经把握的根本猜词技巧猜想局部单词，并在上下文体验中感受某些佳句给读者带来的深层含义。 写：学习在对事物进展理性思索的根底上，运用恰当的句型与词汇描述对事物正反面的不同观点，同时更应注意把握一些必要的过渡词增加此类写作的条理性与层次感，并应熟识谈论性作文的根本写作框架。 情感态度与文化意识 (1)。进一步培育小组合作学习的力量，通过调查、采访、争论等活动完成任务，取长补短，加强团体协作意识。 (2)。引导学生用英语
42、进展不同学科特点的思索，体会学科之间的联系与区分。通过话题启发学生积极思索，调动学生的学习兴趣。 (3)。指导学生用批判的思维去承受新的事物，增加他们的辩论意识与力量。 (4)。意识到科技工作的艰难以及所必需的个人品质与素养，鼓舞学生在学习过程中的创新精神与实践力量。 语言学问 词汇：学习并使用一些与science 和scientists有关的词汇。 语法：进一步了解一词多义现象与合成词的构成。 功能：学习如何就某一事物赐予别人指导与说明。 话题：把握有关试验说明的话题表达以及如何从正反两方面对某一话题进展分析争论。 学习策略 指导学生运用已学会的抓重点、做记号、摘笔记等方式对所学内容进展整理
43、与归纳，并鼓舞学生增加与教师和同学沟通、合作，连续培育正确的自我评价与相互评价的习惯，从而总结沟通学习所得，进一步形成有效的学习方法。并指导学生把英语学习从课堂延长到课外，发挥已把握的使用工具书，查找资料、上网等方式增加用英语思维与表达的力量，了解试验对于科学讨论的重要性，树立正确的向上的学习态度，形成具有批判性的看问题习惯。 三、教学内容分析 本单元的中心话题是science and scientists。话题依附于听力、对话、阅读与写作等语言载体中。本单元的话题内容与学生的日常学习有着亲密的关系，应当说是以英语为媒体让学生表达他们对平常理化生等理科课程，特殊是相关试验，所想到及感受到的内容
44、。因此，尽管本单元的话题对学生而言有着肯定的难度，但却有表达出了以学生为中心，贴近学生生活而又富有时代气息的特点。 Warming up设计了四幅与学生的理科课程有关的图片，学生通过对日常熟识的相干试验工具及场地的识别，绽开相关学科特点与学习的争论。同时在此根底上，要求学生们在Listening局部能熟识某些试验室的规章及留意事项，把握如何赐予别人指导与说明，并能抓住文章的中心话题，捕获相关细节内容，答复有关的问题。 Speaking则是一个极富时代气息的争论练习。要求学生们能对现在热门的尖端科技有所了解，(练习中供应了诸如Maglev train, cloning, nuclear ener
45、gy, computer 与 space flight等内容)然后能就这些新的科学技术与工具进展理性的辨证的思索，既能感受到它们给我们的生活带来的巨大利益，同时也能发觉其中所存在的缺乏与弊端，并能通过争论、对话等形式发表自己的观点与想法。这一局部也应当是本单元写作内容的一个铺垫。 Reading叙述的是科学家 Franklin的风筝试验，从而证明Lighting and electricity are the same的故事。学生在理解文章的根底上，能充分感受到试验对于科学工作的重要性及科学家是如何获得事业上的胜利的。同时能落实材料中所消失的一些单词与短语的使用。 Language Study是在本单元词汇学习的根底上，让学生进一步了解并把握肯定的构词法。主要是兼类词、一词多义现象及合成词的构成。 Integrating skills 通过学生对科学家是否应利用动物进展试验，从而到达创造新产品现象的争论，理性的从正反两个方面对待这一问题。同时在阅读、思索与争论的根底上，写下一篇说明自己观点、立场与看法的短文。 四、教学重点与难点 重点 (1)。能就某一话题进展合理的分析，并从