高中英語(yǔ)全英說(shuō)課稿

篇一:北師大高中英語(yǔ)全英文說(shuō)課稿InterpretationGoodmorning,dearjudges.It’smygreathonortobeheregivingyoumylessonpresentationThelessonIamgoingtoteachislesson1ofunit4,Tomorrow’sworldfromModule2Thelessonwillberepresentedfromfollowingsixparts.Analysisoftheteachingmaterial,thestudents,theteachingaims,theimportantanddifficultpoints,thestudyingmethods,andtheteachingprocedure.Part1TeachingMaterialThetitleofmylessonisTheFutureofCyberspace.ThislessonisatypicalargumentationwhichisabouthowInternetwillinfluencetheworld.Bystudyingofthislesson,studentswillbeabletoknowthefutureofourcyberspaceanddeveloptheinterestinit.Atthesametime,letthestudentsknowthestructureofanargumentationandlearnhowtoexpressopinionswhilewritinganargumentation.Bythewayenhancetheirreadingskills,suchas1prediction,skimmingandscanning.Part2ThestudentsThestudentsarefreshstudentsofhighschool.Thehavealreadyhadsomebasicreadingskills,andtheyareeagertolearnmoreaboutit.However,theyknowlittleaboutthestructureofanargumentation.So,it’snecessaryforthemtolearnit.Part3TeachingAimsAccordingtothenewnationalcurriculumandthesyllabus,andafterclass,studentsareableto1.Knowledgeobjects(1)knowthemeaningoftheimportantwordsandexpressions.(2)knowthestructureofthisarticle.(3)understandthecontentofthelesson.(4)knowexpressionsthatcanbeusedtoexpressopinionsinanargumentation2.Abilityobjects(1)getthemainideaanddetailedinformationbyskimmingandscanning.(2)identifyiftheopinionsinthisarticleisstillrightbycriticalthinking.(3)talkaboutthefuturecyberspaceandexpresstheirownideaaboutit.(4)writeaneasyargumentation.3.Emotionormoralobjects(1)Bycompletingthetask,theSsincreasetheirinterestinEnglishlearningandsetupself-confidence.(2)knowtheimportanceofcyberspace.Part4TheFocal2andDifficultPointsTheFocalpointsarethemeaningoftheimportantwordsandexpressions,suchasterrorist,attack,optimistic,etc.Thedifficultpointsarethestructureofthearticleandtheexpressionsusedtoexpressopinions,forexamplebeoptimisticabout,believethat,etc.Part5TeachingMethodsAsisknowntousall,agoodteachingmethodrequiresthattheteachershouldhelpSsdevelopgoodsenseoftheEnglishlanguage.Forachievingtheseteachingaims,(aftertheanalysisoftheteachingmaterialandteachingaims,)Iwillusethefollowingmethodsaccordingtothemodernsocialcommunicationteachingtheories.11.CommunicativeApproach2.WholeLanguageTeaching3.Task-basedLanguageTeaching4.“Scene—Activity”Teachingmethod,itestablishesarealsceneandtheinteractionbetweentheteacherandtheSs.2Step5.Homework1.Completeyourargumentation“TheFutureofCyberspace.Purposeofmydesign:Homeworkissoimportantand3necessaryfortomastertheknowledgetheylearnedafterclass.ItwillcheckwhethertheSsachievetheteachingaims.Reflection:3篇二:高中英語(yǔ)全英文說(shuō)課稿萬(wàn)能模板InterpretationGoodmorning,Mydearjudges.It’smygreathonortostandheretosharemylessonwithyou.Thecontentofmylessonis______________________Ihavebeenreadytobeginthisrepresentationwithsixparts.Analysisoftheteachingmaterial,thestudents,theteachingaims,theimportantanddifficultpoints,theteachingandstudyingmethods,andtheteachingproceduresPart1AnalysisofTeachingMaterialThecontentofmylessonisNewSeniorEnglishforChinaBook___Unit____________________.Thisunitisabout____________________(topics).Bystudyingofthisunit,we’llenablestudentstoknow_________________________anddeveloptheinterestin___________________.Atthesametime,letthestudentslearnhowto____________________(functionalitems).Fromthislesson,it4starts___________________________(structuresoutput,suchasspeakingandwriting.)Therefore,thislessonisrestofthisunit.Part2AnalysisofthestudentsMystudentsaresenior______________students,AfterPart3AnalysisofTeachingAims新課程標(biāo)準(zhǔn)和教學(xué)大綱),thefollowings:1.Knowledgeobjects()grammar)inthepropersituation.(3)TheSscancontentofthelesson,talkabout)andgettheirownideaabout)(4)Totraiesofstudyingbythemselvesandcooperating.情感目標(biāo):興趣，自信，合作，愛(ài)國(guó)，國(guó)際視野)(1)Bythetask,theSsincreasetheirinterestin____________________andsetupself-confidencein_____________________.(2)TeachtheSs_________________________,putthemoraleducationinthelanguagestudy.Part4theImportantandDifficultPointsBasedontherequirementofthesyllabus.Theimportantpointsare__________________________suchas______________.5Thedifficultpointsare_________________________forexample_____________.Part5TeachingMethods&StudyingMethodsAsisknowntousall,agoodteachingmethodrequiresthattheteachershouldhelpSsdevelopgoodsenseoftheEnglishlanguage.Forachievingtheseteachingaims,(aftertheanalysisoftheteachingmaterialandteachingaims,)Iwillusethefollowingmethodsaccordingtothemodernsocialcommunicationteachingtheories(現(xiàn)代社會(huì)交際教學(xué)理論).1.CommunicativeApproach(交際教學(xué)法):thismethodemphasizestheactivitiesandco-worksbetweenstudents,couldhelpstudentscultivatetheabilityofcommunicationandco-operation.2.WholeLanguageTeachingMethod(整體語(yǔ)言教學(xué)法)TheWholeLanguageApproachemphasizeslearningtolisten,speak,readandwritenaturallywithafocusonrealcommunicationandforpleasure.Thisfourpartswholepart,andcouldnotseparate.itisdesignedtohelpchildreneffectivetohelpstudentslearnEnglishwell.3.Task-basedLanguageTeaching(任務(wù)教學(xué)法to6Thismethodwasusedfrequentlyinteachingprocedures.4.TotalSituationalAction(情景教學(xué))a“scene”teachingmethod,itthesametime,CAI(5、theAudio-lingualMethoduseorvideotoplaysomevediosormusics,toshowsomepictures.6、ReadingMethod閱讀法Studymethods1、2、3SstocommunicatewithothersandtakecompetitionmethodsStep1.Lead-in.(_____min)___________________________________________________________________Purposeofmydesign:(1)tocatchSs’attentionabouttheclass/topic/passage.(2)Tosetupsuspense/developinterestin_______________.Step2.Pre-readingTask1.(Individualwork,pairwork,groupwork,classwork;_____min)LetSs___________________________________________________7__________篇三:高中英語(yǔ)說(shuō)課稿-牛津版全英文Goodmorning,ladiesandgentleman.Today,Ifeelhonoredtohavethechancetosharemyideasabouthowtoteachreading.Inthereadingprocess,Iwillfocusonstudents’long-termdevelopmentandenablethemtouseproperreadingskillsandstrategies.Inotherwords,studentsareguidedtoreadefficientlyandindependently.Myteachingplanwillinclude3sections.They’reanalysisofthereadingmaterial,identifyingtheteachingaimsandteachingprocedures.Section1AnalysisoftheteachingmaterialTheselectedteachingmaterialisamagazinearticletakenfromtheProjectsectionofModule11,Unit2ofAdvancewithEnglish.ThearticleisaboutBritishstudentswhotakeagapyear,whichisintendedtodevelopthethemeoftheunit,thatis,gettingajob.Afteranalyzingitcarefully,Ifindthearticlehastwouniquecharacteristics.First,it’salongpassagewith688words,muchmorethantheusualtexts.Second,itdealswithanewtopic,thatis,agapyear.Thetopicisunfamiliartomoststudents.8Section2IdentifyingtheteachingaimsBasedontheanalysisoftheteachingmaterial,Ihavechosenthefollowingastheteachingaimsofmylesson:The1staim:Studentslearntheskillsandstrategiestoreadaprolongedtext.The2ndaim:Studentsgetabetterunderstandingofwhatagapyearis.The3rdaim:Studentsareencouragedtofigureouttheimpliedmeaning.The4thaim:Studentsarefamiliarwithvariousexpressionsorapproachestoexpressthesameidea.Section3TeachingproceduresInordertoachievetheteachingaimsmentionedabove,IdecidetochooseguidedreadingandTask-BasedTeachingasthemainteachingapproaches.Withtheteachingmethods,Icanguidestudentstouseeffectivereadingstrategiestobrowsethetext,solveproblemsandcompletedifferenttasks.Theteachingproceduresincludefourparts.They’regettingready,focusingonmainfacts,readingbetweenthelinesandrespondingthetext.Part1GettingreadyReadingbeginsbeforeabookisopened.It’simportantto9activatestudents’existingbackgroundknowledgeanddrawtheirattentiontothetopicofthetext.Inthispart,Iwillusethepre-readingactivitiestoincreasestudents‘concentration,arousetheircuriosities,firetheirimaginationandgivethemapurposeforreading.Thepartconsistsoftwotasks:dateis.Then,Igoontoshowapictureofatimemachine.Itellstudentsthatthemachinewithamagicpowerwillbringthemtotheirgraduationfromhighschool,whichis1yearaway.Atthatpoint,Igetthemtoimaginewheretheyareandwhattheyaredoing.Afterit,Igiveasummaryoftheirpresentationsasfollows:Afterleavinghighschool,mostofChinesestudentsgostraighttouniversity.Yes,atthistimenextyear,mostofyouwillbestudyinginauniversity.(Withthetask,Iinspirestudents’formerknowledgeandimaginationaboutgraduatingfromhighschoolandgoingtocollege,whichcandrawtheirattentiontothethemeofthereadingmaterialandgetthemreadyforthefollowingreading)Britishfreshstudentsfromhighschools,andtellstudentsthatmoreandmorestudentsintheUKaredoingsomethingdifferentinsteadofgoingstraighttouniversity.Afterthat,Iplaythetapeof10Paragraph1andgetstudentstocatchtheanswertothequestion:Theywilltravelorworkonprojectsforuptoayearbeforeenteringuniversity(Withthetask,Iexcitestudents’desiretoknowmoreaboutwhattheirBritishequivalentswilldobeforegoingtoacollege.Withthequestioninmind,studentswilldefinitelybeeagertolistentothetapetofindtheanswer)Part2FocusingonmainfactsDuringthepart,Iwillaskthestudentstoanswerthequestion—whatdoestheauthorsay?Studentsaresupposedtogetamainideaofthetextandunderstandthebasicmeaningofthetext.Questionsofthiskindarenotverydifficultandtheycanbeanswereddirectlyfromthetext.Thepartincludessixtasks:Lastyear,CarolSmith,DanielandMartinJohnson,3studentsfromtheUK,wenttosomeremoteplacesanddidsomethingspecial.Aftertheinstructions,IplaythetapeofParagraphs4-6andgetstudentstocompletethefollowingtable(Withthetask,Igetstudentstolistentothethreeparagraphsinsteadofreadingthem,thusreducingtheamountofreadingtimeandrelivingtheirpsychologicalburden,otherwisestudentswouldbediscouragedbysuchalongarticle)11Task2:Igetstudentstoopenbooksandscanthethreeparagraphstochecktheanswerstotheprevioustable.Thenthey’rerequiredtocompleteanothertablewithasecondreading:Whomdotheresultsbelongto?Carol________Daniel________Martin_______AfeltbeingpartofanothercultureBbemoreindependentCfounditchallengingandrewardingDfeltthatitwasaspecialexperienceEreadytofacechallengesinthefutureFlearnthowtodealwithdifficultsituationGfeltlikeshereallymadeadifferenceHlearntalotaboutgettingonwithlocalpeople(Withthetask,studentslearntouseatabletogatherthemainfactsaboutthethreeBritishstudentsThey’llknowthatatableisofgreathelpintheirfuturereading)theanswertothequestion:Whatdopeoplecalltheyearoffbetweenfinishingschoolandstartinguniversity?Indoingso,Iintroducethethemeofthearticleandwriteontheblackboardthetitle:Mindthegapyear(Withthetask,studentsareexpectedtograspthethemeofthearticle.Thetaskservesasabridge,whichconnectsthemainfactsinParagraphs4-6totheopinionsaboutthegapyearintherest12paragraphs)WhatthreetypesofactivitiesdotheUKstudentschoosetododuringagapyear?Thekeyis:Manystudentsusethattimetotravel,learnnewskillsorbeacharityvolunteer(ThetaskservesasasupplementarytothesecondtaskofPart1.Withthetask,studentsareexpectedtoknowmoreaboutthegapyear)thequestion:WhendidthegapyearstartintheUK?(Thetaskenablesstudentstohaveagoodknowledgeofthehistoryofthegapyear)ofthegovernment,universities,employersandthepubliconstudentstakingagapyearbeforegoingtocollege.Igetstudentstoreadthefourparagraphstogatherthemeandcompletethetable(Thetaskhelpsstudentsgetafurtherunderstandingoftherole.Atableplaysinhelpinggatheringmainfactsoropinions).Part3Readbetweenthelines:Inthirdpart,Iwillencouragethestudentstoanswerthequestion—whatdoestheauthormean?Asweknow,informationinareadingpassageisnotalwaysstateddirectly.Sometimesstudentshavetoinfer,ormakeguessesaccordingtheinformationwhichisavailableinthereading.Sointhispart,thestudentsareaskedtoinfertheimpliedmeaning,distinguishthemainideasfromthesupportingdetails.Thepartconsistsof13threetasks.Task1:TheEnglishlanguageenjoysvariouswaysofexpressingthesamethingoridea.Aswecansee,thesecondandthirdparagraphsaresimilartotheseventhandeighthparagraphsinthecontent,bothdealingwithcommentsonthegapyear.Somesentencesactuallyexpressthesamecomments.Iwillgetstudentstoreadthefourparagraphsforasecondtimetofindoutthesimilarsentences(Thefirstisdoneasanexample)?It(agapyear)ismorethanjustalongholiday(Line50)Agapyearismorethanjustayearawayfromstudying?Employerssaytheyprefertohiregraduateswhohavetakenagapyear(Line15)______________________________(3)Agapyeargivesyoungpeopleanopportunitytolearnskillsandgainlifeexperience.Ithelpsyoungpeopledevelopandgrow(Lines17-18)______________________________(4)Livingawayfromhometaughtmetobemoreindependent(Lines22-23)______________________________(Thetaskisdesignedtohelpstudentslearnandusedifferentwaystoexpressthesameidea.Thetaskgetsstudentsreadyfortalkingandwritingaboutthegapyearinthenextpart)meaningsofthefourwordsorphrases:?thecareerladder(Line4)14________________________?everypointofthepass(Line5)________________________(3)delicate(Line22)________________________(4)anedgeinthejobmarket(Line54)________________________(Thetaskhelpsstudentstorecognizethatinmostlanguage-leaningsituationstheywillcomeacrossvocabularytheydon’tknow.Withthetask,studentsareguidedtolookatthecontextinwhichawordorphraseisusedandtrytofindanycluestoitsmeanings)thetext.Afterthat,studentshavethechancetolistentoathirdVCR,whichcontainsmoreinformationaboutadvantages.Whilelistening,studentsareencouragedtotakenotesofwhattheycancatch?teachstudentstobeindependent;?helpstudentsdevelopandgrow;?learnnewskills;?seelifeinadifferentway;?be