高中英语说课稿

高中英语说课稿

　　作为一位优秀的人民教师，时常需要编写说课稿，说课稿有助于提高教师的语言表达能力。我们该怎么去写说课稿呢？以下是小编精心整理的高中英语说课稿，欢迎阅读与收藏。

高中英语说课稿1

一、 内容(Contents)

　　1. 教材内容:本课内容是高中英语第二册(上)Lesson6,这是一堂阅读课.本课主要是探讨如何面对吸烟这一问题.

　　2. 德育内容:教师在教学过程中要同时融入德育内容.通过录像、图片等各种教学手段来激起学生的求知欲.使学生深刻认识到吸烟这一问题的严重性,为了自身与家人的健康,呼吁人们立即停止吸烟.

　　二、目标

　　1. 能力目标:发展学生听、说、读、写的基本技能,提高初步运用英语进行交际的能力,侧重提高阅读能力.

　　2. 知识目标: (1)掌握词汇,如smoker, burn down, packet, chance, remain, public, give up.(2)语法方面掌握定语从句、表语从句以及一些有用表达式.

　　三、重点( Focal points)

　　1. 结合现实问题侧重于对文章的理解.

　　2. 掌握文章中的一些重点词汇和短语,如remain, therefore, give up, persuade, compared to/with.

　　3. 让学生认识到吸烟的危害性.

　　四、难点(Difficult points)

　　1. 训练学生的阅读能力.

　　2. 掌握以下句子结构:The chance is that..., The chances are that...

　　五、教法

　　1. 速读法:根据高中英语教材侧重阅读理解这一特点,让学生快速阅读,以尽快了解文章的.大意.

　　2. 问答法:帮助学生理解文章的细节.

　　3. 翻译法:适当地运用翻译可帮助学生理解文章的难点.

　　4. 讨论法:通过Pair work, Group work,让学生都得到一次口语训练的机会.教师应设计一些适当的话题,如:

　　What do you think of smoking?

　　What will you do if you are a smoker?

　　What will happen if we don't pay attention to the smoking problems?

　　5. 快乐教学法:即教师在教学过程中,要尽可能地利用多媒体技术、图片、课件等刺激学生的感官系统,创造一种和谐的学习氛围,让老师教得开心,学生学得开心.

　　六、程序

　　1. 复习(Revision):让学生合上书听一遍录音,然后提问题.

　　A: How does Wang Bing ask for permission?

　　B: How does Hank give permission or refuse to give permission?

　　2. 介绍(Presentation):

　　T: Draw the sign-No Smoking on the Bb. What does it mean?

　　Ss: It means no smoking.

　　T: Yes, where can you find this kind of sign?

　　Ss: In the offices / hospitals / buses and so on.

　　T: Ok. Today we're going to read passage"No smoking, please!" It mainly tells us that smoking is bad for people's health.

　　3. 操练(Drill):

　　Ss: Read the passage for a few minutes to find out the answers to the two questions on the top of the passage.

　　T: Check the students' answers.

　　Ss: Read the passage carefully again to find out the answers to the detailed questions.

　　T: Play the tape.

　　Ss: Listen and repeat after the tape.

　　4. 语言点(Language study):通过多媒体课件呈现重点词汇、短语及句型,然后完成相关的语法练习.

　　5. 讨论(Discussion):教师给出几个话题进行小组讨论.

　　A: What do you think of smoking?

　　B: What shall we do to stop those smokers?

　　C: What will happen if we can't solve the smoking problem?

高中英语说课稿2

　　Good morning everyone. Standing here, I’m very happy and excited. It’s my great honor to be here to present my lesson, and the chance is very precious for me. And I’ll try my best. Today I’ll talk about unit from my contents consist of 8 parts

　　Analysis of the teaching material

　　Analysis of the students

　　Teaching methods

　　Teaching aims and demands

　　Teaching aids

　　Teaching procedure

　　Blackboard design And conclusion

　　Well, firstly, I’ll talk about part 1 analysis of the teaching material. I have concluded the features of. 1 . there are a lot pictures. For this, the kids will be interested in the book. As we all know that interest is best teacher for the students. 2. It lays stress on the communication.

　　According to the problem of Chinese students learning English , the book design a lot of material to improve the students’ ability of listening speaking, reading, and writing. So I think the book is very good.

　　Then I’ll talk about next part analysis of the students. It is known to us that the kids are very active and like playing games very much, so during my class, I’ll design some interesting

　　games to activate them to participate and learn something. They will also be interested in the class.

　　Next I’ll talk about teaching methods. My teaching methods are task-based approach and situational approach. Using different methods can make the class active.

　　Let’s move on to another part, teaching aims and demands. There are knowledge aims and ability aim.

　　Knowledge aims are to enable the students to master the words and phrases:. And the sentences:?

　　Ability aims are To improve students’

　　listening and speaking ability by reading and practicing the dialogue.

　　Next is the teaching aids. In this class, I’ll use pictures, PPT and tape recorder. These can arouse the students’ interest in English.

　　Now I’ll talk about most important part teaching procedure. It consists of 5 steps.

　　Warning up, lead-in, contents key points and difficult points and homework.

　　Step1 is warming up. Here I’ll use PPT to play a English song Bingo for the students and I’ll ask them try to follow it to sing together. By this, the students can be interested in it and pay their attention to our class easily and improve their ability of speaking.

　　Step2 is lead-in （导入根据所授内容设计，可通过展示与本课有关的话题或者图片等等引出本课话题）

　　Step 3 is contents(本部分为主要授课内容及组织的`课堂活动。可从听说读写四块分写)

　　Step 4 is key points and difficult points(本部分列出本课重难点 可为单词句型或语法知识)

　　Step 5 is homework.(作业形式最好新颖，例如课让学生根据本课内容做个小调查等)

　　（conclusion）

　　To be a good teacher is my dream, I think a teacher is not only a guide for the students,

　　but also a friend of them. If I were a teacher, I would build a close relation with my students,

　　helping them not only on their study, but also on their lives. I’ll try my best and I’m confident that I can be a good teacher.

　　Good morning, everyone. I am number_______.Today I am very happy andexcited that I can staan interview.And it is also my great honor to share my lesson with allof you here, and this chaprecious for me. Hopeyou can enjoy it.The content ofmy lesson today is Section A Read and WriMy days of the week ofPEP Primary English ,Book5A (Recycle__) .My lessonconsists of 7 parts

　　1. Analysis of the teaching material

　　2. Analysis of the students

　　3. Analysis of TeachingMethods

　　4. Analysisof Learning Methods

　　5.Teaching procedure

　　6. Blackboard design

　　7.Reflection

　　1. This lesson isin the third period of this unit. It is a dialogue .It aims to enhancestudentskills. It also provides some new language points for thestudents to master.

　　2.This lesson is the first part of Unit2.So if the Ss can learn it well, it will be helpful to make therest of this unit.

　　3.Such a topic is related to dailylife, so it is helpful to raise learning interests of studentsbealso helpful to improve their spoken English.

　　4. Reading is very important inEnglish learning . It can help the students to master soskillsthrough learning this passage. Moreover, attributive clause also plays animportant partlearning.

　　On studying the teaching material and analyzing theregulation of children’s growing of forward three kinds of teachingobjectives according to English syllabus and new lesson standard

　　(1) To help the students master the new words ,phrases andsentences.(加上具体的单词，句型)

　　(2) To teach the students how to use the adverbial clausesof time.

　　(3)To make sure that studentscan read, recognize and use these key phrases n foot ,by bike,byb

　　(4)To enable the students performe the dialogue

　　(5) Tofinish some exercises.

　　(6)The Sscan use the patterns to express their thoughts in the proper situation.

　　(7)The Ss can understand the content of the lesson.

　　(1) To developthe Ss’ abilities of listening, speaking, reading and writing by practicing thedialo

　　(2) To train the Ss’ ability ofworking in pairs.

　　(3) To develop the Ss’abilities of communication by learning the useful structures.

　　(1) To arouse the students’ interest in classactivities.

　　(2) To train their team spirit by working in groups.

　　(3) To educate the students to follow the publicrules.

　　(4)By completingthe task,the Ss increase their interest and set up self-confidence in science;

　　(5)Teach the Ss what is“science”, put the moral education in the language study.

　　(6)To enable the Ss to be polite and love life.

　　(7)To enable the Ss to look after theirthings well.

　　The teaching key and difficult points’ basis isestablished according to Section A Readand W2in the teaching material'sposition and function.Moreover students characteristics and nstandardshould be also taken into account.

　　(1)To make sure that Ss canuse these key phrases correctly and skillfully.

　　(2).To help the Ss to communicatewith each other.

　　(3).To enable the Ss to study in groups and co-operate skillfully.

　　(4).To develop the Ss’ interest in English.

　　(5) To help the students tomaster the new expressions.

　　(6) To enable thestudents to communicate with each other.

　　(1)To help the Ss ask and

　　question____________________________________________

　　(2) How to use _____________________________

　　(4) How to make dialogues and act them out.

　　(5) How to write the right whole sentences.

　　answer

　　The students of grade5 are very active and curious.Andthey are interested in new things.Tlike to use imagination andcommunication as their main studying ways After learning English for 2

　　have some basic English background knowledge, so the teacher should attachimportancommunication with them, providing them the chances of usinglanguage. Since they have learnt2 years, they have already known ___________________________________,soit is not difficultunderstand and use

　　language_________________________________________________________________

　　As we all know:the main instructional aims of learning English in primary school is tocultivatebasic abilities of listening and speaking and their goodsense of the English language.Studentsschool are very cruious andthey want to know everything.What is more,it is important for thtokeep the students interest in English .So according to these points and the regulation of children’mind,inthis lesson I’ll mainly use Total PhysicalResponse method

　　“Task-based”teaching method ,

　　Communicative teaching method

　　SituationalTeaching method(情景教学)

　　group cooperatemethod

　　Free discussion method

　　I will let the Ss learn inreal situations, finish a task byasurvey______________________________” to help Ss to get a better understandingof the nI will arrange these activities: guessing game,__________________________________finishiand having a competition.

　　Standard advocates to improve students abilities of analysing and solvingproblems.And teachchange their old-fashioned teaching ways ,give students more opportunities tojoin class astudents find theproblems by themselves.Our students are almost fromthe countryside. As for tmethods, they are poor in cooperativelearning skills.Some students are not active in the classstudentsdon’t like English.therefore, I ’ll have Ss study in a relaxed atmosphere. Studentsundnew knowledge in certain degree through the mental process ofseeing, hearing, saying, observinetc. .After feeling andunderstanding the language points, let students get the knowledge activestudy and cooperative study. In a word,we’ll

　　1.Teach the Ss how to besuccessful language learners.

　　2. Make thestudents take an active part in class activities.

　　3.Let the students summarize the language points through their own thinking.

　　4.Let the Ss pass "Observation—Imitation—Practice "（观察—模仿—实践三步教学法） to stud

　　5.Teach the Ss how to master dialogues and how to communicatewith others.

　　6. To make use ofthe new language material to express their own ideas.

　　Teaching special features:

　　Let the Ss communicate with each other and adopt competition methods to developthe Ss’ kee English.

　　Warming up (3 mStep 2 Greeting (2 minutes)

　　Step 3 Presentation (24 minutes)

　　Step 4 Practice and Consolidation (8 minutes)

　　Step 5 Summary (6 minutes)

　　Step 6 Homework (2 minutes)

　　This step will cost 3minutes.

　　Before my class , I’ll get the studentsto sing an English song "Old McDonald" to keep trelax .By this, the students can be interested in it and pay their attention to ourclass easily and imability of speaking.And also this activity canbegin this lesson with exciting atmosphere.

　　This step will cost 2minutes

　　Daily Talk

　　T：Classbegins.Good morning,boys and girls

　　S: Good morning,teacher

　　T: OK, good. So, Mike, how are youtoday ?

　　S: Fine, thank you. How are you,myteacher?

　　T: Very well, thanks .What is this?

　　S:It is a?.

　　The greetingbetween students and teacher is very usefull to build a harmonious anddemoatmosphere.

　　Step 3 Presentation (24 minutes)

　　In this step, Iwill adopt four steps for the students to present the text.

　　Firstly,Lead-in.

　　According to thecharacteristics of this class,I wear a sports T-shirt deliberately to showthis class.Also I will show the pictures of Yao Ming,Liu Xiang and soon.

　　对话导入，引出所要教的内容。此时可加入情感教学。

高中英语说课稿3

　　Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson content of my lesson is Senior English for China Book1B Unit 16 Scientists at work. I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, thee

　　teaching procedure,and Blackboard , let me talk about the teaching material.

　　Part 1 Teaching Material:

　　This unit is about science and scientists. By studying of this unit, we’ll Enable the students to know the serious attitude towards science and develop the interest in science. At the same time ,Let the students learn how to give instructions. this lesson plays an important part in the English teaching in this is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each passage. Therefore, this lesson is in the important position of the teaching material. If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this we all know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . According to the new standard curriculum and the syllabus , after studying the teaching material and analyzing the rule of children’s growing of mind,I think the teaching aims are the followings:

　　objects:

　　a)The Ss can hear, read, and use the main sentence patterns b)The Ss can understand the content of the lesson.

　　c)The Ss can use the patterns to express their thoughts in the proper situation.

　　objects:

　　(1) To develop the Ss’ abilities of listening, speaking, reading and writing.

　　(2) To train the Ss’ ability of working in pairs.

　　(3) To Improve the student’s reading ability, especially their skimming and scanning ability.

　　or moral objects:

　　a)By completing the task,the Ss increase their interest and set up self-confidence in science;

　　b)Teach the Ss what is “science”, put the moral education in the language study.

　　now,let’s come to the Important points and the Difficult points.

　　Well, how to achieve the teaching objects better, how to stress

　　the important points and break through the difficult points? As is known to us all,The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching material and the students’learning background ,I will use the following methods .

　　Part 2 Teaching Methods:

　　In my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” Approach(交际教学法), “Whole language

　　teaching” (整体语言教学法)and “Task-based” language teaching (任务教学法). That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theories(现代社会交际教学理论), I adopt the TSA method(情景教学) and TBLT method (语言任务教学)in my teaching, namely Total Situational Action and Task-based Language former is a “scene —?

　　activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss . The latter offers the Ss an opportunity to complete the tasks in which Ss use

　　language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English. Part 3 Studying Methods: .......

高中英语说课稿4

　　我今天说课的内容是高二英语必修5第四模块carnival——狂欢节首先介绍一下这节课的地位和作用：本节课是第四模块的第二课时，是一节阅读课，在本模块的教学过程中起着重要的作用。本课主要向大家介绍一个很著名的外国节日——狂欢节，这个话题与我们的日常生活和学生们感兴趣的外国文化有着很大的联系，对此话题的学习与讨论有益于提高学生学习英语的兴趣，通过日常教学使学生们掌握有关节日的新词汇并使他们了解其它国家的文化背景和社会风貌，为学生以后的阅读和学习做好知识储备。其次要对学生现有情况进行分析：课前已经让学生们通过各种渠道搜集有关狂欢节的信息，所以他们对本节课要讨论的话题已有一定的了解；但他们缺乏有关这一话题的英语词汇量，也不太善于用英语进行交流。

　　所以根据以上分析我确定了本节课的教学目标，教学重点和难点

　　教学目标：

　　1.知识目标：准确理解文章内容，并掌握文章中出现的新词汇

　　New words: memory hide pretend revive book

　　Phrases: dress up, come to an end, date back to , think of, last for

　　2.能力目标：能够回答与课文有关的'问题，通过阅读练习提高学生们的阅读能力和提取信息、处理信息的能力，并能够用自己的语言复述课文重要内容

　　3.情感目标：语言是文化的载体，当人们开始学习另一种语言时，他们从某种意义上说就加入到另一种文化中了，所以要培养学生的跨文化交际意识，重视中外文化的差异。

　　教学重点：

　　准确理解课文内容，并掌握其中的重要词汇

　　教学难点：

　　用学过的词汇和句型复述课文重要内容

　　在整个过程中我将使用多媒体课件来帮助我完成教学任务，它能够很快地抓住学生的注意力并导入正课。

　　我采用任务教学法和自由讨论教学法，组织学生有目的的进行阅读，在自由的氛围中交流和学习。

　　教学过程：

　　第一个环节：复习及导入

　　1.复习：设置若干个问题，要求学生用前一节课的知识作出回答，以便得以巩固

　　2.导入：利用大屏幕给出一些著名节日的欢乐景象，让大家来猜是什么节日，由此导出本节课要学习的话题狂欢节。

　　在这一环节中我利用图片吸引学生们的注意力，让他们在猜的过程中自动地参与到课堂当中来，增强他们的参与意识，也活跃了课堂气氛。

　　第二个环节：阅读前讨论

　　让学生们根据搜集的信息和实际情况对狂欢节进行讨论，在这个过程中彼此交换信息，并指出对这个节日还不了解的部分，将不了解的部分作为阅读的目标之一。

　　第三个环节：阅读教学

　　此部分我采用分层次阅读教学法，也就是快速阅读和仔细阅读，阅读是高考中是很重要的一部分，分数比例大，难度也不小，在很大程度上影响着考生的分数，所以我采用这两种训练方式在日常教学中帮助学生进行点滴练习，逐步取得进展。

　　1.快速阅读（fast reading）：一般来说是限时阅读，给学生3-5分钟的时间快速阅读文章，然后完成课后练习1.

　　课后练习1是一道多项选择题，让学生们选择出文章中所提到的有关话题。通过这个练习，可以使学生们快速、有效地了解文章大致内容，这一步骤主要是指导学生带着问题进行搜索式阅读，以获取有关信息，在了解文章大义的同时也可以帮助学生们提高阅读能力和提取信息的能力，为下面的阅读练习做出铺垫。

　　2.仔细阅读(careful reading)：让学生们再读一遍文章总结出每段的大意，并在读之前设置一些细节问题，如狂欢节的起源地、狂欢节持续的时间、狂欢节的庆祝方式等，并通过填空题的形式出现。

　　我将事先把学生们分成四组，然后以抢答的方式进行回答。仔细阅读要求学生们准确全面地了解课文，并对课前的自由讨论进行检测。通过这一部分的练习，不仅可以提高阅读能力和概括能力，也增强了学生之间的合作能力和竞争意识。

　　3.听与理解：让学生们合上书本听磁带，对文章做进一步的了解，这是在巩固阅读效果中的重要手段之一，在这一环节中，我会适当地讲解重点难点和重点句型，以便更好地理解课文。

　　第四个环节：巩固练习

　　1.朗读课文并完成文章摘要：让学生大声朗读课文，在这个过程中对重要词汇和文章的重点段落进行记忆，然后根据大屏幕上给出的填空题完成文章摘要。

　　这个部分的设置是为了使学生对新知识进行巩固练习，对于摘要中的空白处我会选择刚刚学过的词组或是单词表中的常用单词让学生来填，有效地进行二次记忆，也在练习的过程中体会用法。

　　2.复述课文：在这个部分中我会设置一个情景，假如你是一位威尼斯的导游，请你向你的游客介绍有关狂欢节的信息。这是本节课的难点部分，但由于前面已经进行了多项铺垫练习，学生们对于这一话题已经从感性思维上升到了理性认识，他们可以根据课文以及课前搜集的信息完成这一部分的活动，此部分锻炼了学生们整合信息的能力和说的能力。

　　第五个环节：课后作业

　　1.模仿课文写一篇100字左右的作文，介绍一个中国的传统节日。这种写作使学生在借鉴时避免可能犯的语病。对学生将来完整的、有条理的表达自己的思想也有好处。这是孤立分散语言操练形式如单句翻译所比不上的。总之，它也符合“读――听说――写”的教学模式和认知规律

　　2.记忆单词及词组

　　课后反思：阅读教学是英语学习中相当重要的一个部分，在这个过程中学生是主体，而老师只是一个组织者。

　　板书设计：Module4 Carnival

　　New words: memory hide pretend revive book

　　Phrases: dress up, come to an end, date back to, think of, last for

高中英语说课稿5

　　《Unit 6 GOOD MANNERS》

　　一.教学内容分析

　　本单元的中心话题是Good manners，这是一个亘古及今且永恒的话题。但在我们这一单元中，Good manners都有些什么内容呢?中外文化中对Good manners的理解、体现有什么异同?我们该怎么做、做什么才能成为一个受人欢迎、具有Good manners的人呢?单元中十一个板块的相关话题的设计及语言材料的选编无不紧紧扣着这个中心。从日常生活中看似虽小但能触及心灵的情景及行为，如道歉、书面致谢;东西方餐桌礼仪;域外风俗礼节等，都作了详尽的诠释，所有这些为我们提供的不仅是充实的英语语言知识和综合语言运用技能训练的内容，更重要的是学生学习这一单元的整个过程也是他们陶冶情操、规范行为、发展心智的过程，这对他们身心的发展会产生较强的感染作用，有助于他们人文素养的整体提高和跨文化意识的加强。

　　"热身"(Warming up)部分设计了学生学习生活中及日常生活中经常发生的四幅画面：上课迟到、打断别人说话、排队买饭时不小心雨伞戳着别人、商店里排队付款一男士推开两顾客从他们中间穿过，顾客生气质问男士。让学生学会道歉，学会讲礼貌。这部分的目的是，引出中心话题Good manners，帮助学生明白讲礼貌会使我们人际之间关系和谐融洽，甚至会化干戈为玉帛;同时复习或学习一些致歉语和必要的答语。

　　"听力"(Listening)部分提供了一段两朋友间的对话，一朋友不打招呼骑走了另一朋友的.自行车，并且把它弄丢了。怎么办?当然是道歉。这个听力练习要求学生通过听学会对发生了这种事情后的道歉表达和更高姿态的回响，使道歉者释然。以此了解英语国家人士语言的得体性、思维的方式与习惯表达方法，培养学生跨文化交际的意识。如"I guess it wasn’t really your fault, was it?" , " That’s OK. Forget it. It was an old bike anyway."

　　"口语"(Speaking)部分提供的是三组文字情景，要求学生在前面"热身"和"听力"的基础上，以双人对话的活动形式体现情景，训练学生在比较真实的情景中口头表达能力和丰富他们有关道歉的语汇，包括词和句型。充分展示具备Good manners者解决问题、处理尴尬场面的风采。

　　"读前"(Pre-reading)部分设计了四个情景：1)At a dinner party, 2)Greeting your teacher, 3)Receiving your birthday present, 4)Paying a visit to a friend’s house,以小组活动的形式讨论并写下在中国文化中以上情景有礼有节的一些规矩，这一活动的目的是不仅要调用学生已有的直接和间接的体现Good manners的生活经验，加深对我们中国是文明礼仪之邦的认识，而且激活学生的思维，自然过度到下一步的"Reading"---西方文化、餐饮礼仪。

　　"阅读"(Reading)部分是一篇说明文。主要介绍了西方的餐桌礼仪，并在字里行间渗透着和中国餐饮文化进行比较。东西方文化交织在一起，充满了跨文化交际的信息，体现了教材的国际性和民族性。

　　"读后"(Post-reading)部分的前三项任务是要求学生针对课文的理解完成的，可作为评价学生对文章理解的程度。如第一项：列出中西方餐桌上餐具及其摆放的位置;第二项：标出西方正式宴会上主要食物上桌的顺序;第三项：判断西方正式宴会上哪些就餐行为文明有礼，哪些行为显得无礼粗俗。第四项是回答问题，是一道联系中国实际的、开放性的一道问题：中国的餐桌礼仪也在变化吗?举例说说。可以小组讨论的形式进行，目的在于让学生对中西方餐桌礼仪的认同，以及培养学生的思辩能力。

　　"语言学习"(Language study)分词汇和语法两部分。词汇部分有构词法知识，前缀in-, im-, un-, non-和练习部分词汇的一篇与课文主题相关的短文。引导学生通过短文提供的生动语境培养自己理解和记忆单词的能力。语法项目是定语从句，这是继前面两单元后第三次出现，不属新的语法知识。非限制性定语从句第一次介入。语法第一部分提供的限制性定语从句和非限制性定语从句的例句比较和说明，可供学生自主学习，让学生探究发现两种定语从句的不同形式和含义。第二部分着重检验学生运用两种定语从句拓展句子的能力。

　　"综合技能"(Integrating skills)设计了一个很实用的写作任务：写感谢信。这个设计包括读和写。阅读部分的内容是一封感谢信的范例;写作部分的任务是：对老师的帮助、父母的关心支持、朋友的真诚、收到生日礼物等写一封感谢信。通过这一活动，让学生明白对他人的帮助心存感激，无疑是一种美德，一种素养。

　　"学习建议"(Tips)部分提供了一些行为规范的名言警句，告戒学生随时随地讲文明、懂礼貌，从自身做起，从小事做起。

　　"复习要点"(Checkpoint)部分简要地总结了本单元的语法重点----限制性定语从句和非限制性定语从句，并且设计了一些最基本的语言练习，帮助学生自评。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.课时安排：6课时。

　　The First Period: Warming up and Listening

　　The Second Period: Speaking

　　The Third Period and Fourth Periods: Pre-reading, Reading and Post-reading

　　The Fifth Period: Language Study

　　The Sixth Period：Integrating Skills

　　三.分课时教学计划

　　The First Period

　　GOALS:

　　To focus on talking about good manners as warming up and listening practice.

　　To learn to express apologies and responses to apologies.

　　To arouse students’ interest in learning good manners through various activities in class.

　　TEACHING PROCEDURES:

　　I. Warming up

　　设计问题、语境，诱发学生打开话匣子，不作限制，更不当练习来完成。

　　1.以旧带新，先入为主，根据学生自己的体验和理解，列举Good manners的事例。

　　2.知错并向人道歉是Good manners的行为之一。引入道歉用语，借书中情景和额外补充的各种情景反复演练，使学生能将这些礼貌用语娴熟地运用于生活之中。

　　(这些情景的提供，也为最后让学生自己描述道歉场面作准备)

　　3.作为一个有礼貌的人，对他人的诚恳道歉怎么反映?说些什么让道歉者心里释然?(为下一步的听力做个铺垫)

　　4.你上次向人道歉的情景还记得吗?对方是否是个讲礼貌的人。请描述一下。

　　1. T: We like people with good manners. We don’t like people with bad manners.

　　Well, what are good manners in your opinions? For example,

　　Is it good manners to take your classmate’s bicycle without telling him?

　　Of course it’s ( not) good manners to do…./ that….

　　Group work: Make a list of at least four things which are good manners in our daily life.

　　2. What should we do at least to be good manners if we do something wrong?

　　Making an apology? And how to express your apologies? What expressions do you use to apologize?

　　(Excuse me/ I’m sorry./ I am terribly sorry/ Please forgive me...)

　　3. Look at the four pictures in the text. Complete the dialogues with proper words according to the situations given.

　　4. Here are some more similar situations. Please make similar dialogues in pairs to drill the expressions of apologies.

　　Situation one: You go to the teachers’ office to hand in your homework, but your teacher is talking with one of her colleague. You interrupt them.

　　Situation two: You are late for the school gathering and all your classmates are waiting for you at the bus station. You explain that you had a flat tyre. Your classmates forgive you and tell you not to worry.

　　Situation three: When you are walking in the streets, you step onto someone’s toes and this person is a bit angry. He reminds you to be careful next time.

　　Situation four: You are playing basketball and suddenly the ball hit someone passing by. The person is very angry with you.

　　5. In fact, if you can apologize probably after you do something wrong, others will still have a good impression of you. On the other hand, your proper response to an apology also shows you are a person with good manners.

　　Well, what’s your response to the following apologies?

　　1) I’m sorry, Sam. I stepped on your pen and broke it. I didn’t see it on the floor.

　　______________________________. ( It’s OK. I have another pen.)

　　2) I’m sorry, Mr. Tan, I didn’t complete my homework. I was not feeling well last night.

　　__________________________________________________________________.

　　(Are you feeling better now? You may hand in your homework tomorrow.)

　　6. Do you think it good manners to make an apology to people in time if you have done something wrong? Please describe the situation last time when you made an apology to others.

　　What did you say to express your apologies? What was the other’s response?

　　Did he / she accept your apology? Do you think him a person with good manners?

　　Why (not)?

　　II. Listening

　　1. Listening in SB.

　　遵循step by step的原则，分听前(Pre-listening)、听时(While-listening)和听后(Post-listening)三步走，并设计各个步骤的任务型活动，使整个听力目标明确，中心话题更为突出。

　　Pre-listening: Go over the six questions or sentences and guess in pairs if the persons in the listening have good manners or not. Why do you think so?

　　While-listening: Answer the questions and complete the six sentences.

　　Post-listening questions:

　　Has anything similar happened to you? What was the situation? How did you deal with it?

　　Do you think you’re a person with good manners? In what ways?

　　2. Listening in WB. P.115

　　Listen to the tape and finish the exercises in it.

高中英语说课稿6

各位老师：大家好！

　　让学生愉快地、充满自信地走进我的英语课堂，是我最大的愿望，让学生在我的英语课堂上享受快乐和成功是我孜孜以求的。多年来，我为实现自己的梦想和追求不懈地努力着。今天，借此平台，希望各位老师指导我的说课，使我更快的成长。

　　我说课的内容是Book7Unit 4 Music Born in American的第一部分Introduction和cultural corner主要从教材内容、教学方法、教学重难点、教学过程等方面作具体的阐述。

　　I 说教材

　　本模块以Music Born in America为话题，介绍了美国的本土音乐，其中包括了Soul music, Gospel music, Jazz, Blues ，Hip Hop等。与此同时，还介绍了香港本土的音乐以及几位著名的美国音乐人。通过本模块的学习，要求学生能使用恰当的词汇与同学以音乐为主题展开讨论，了解中外音乐的相互影响，发表对音乐的观点和看法。music我们的生活息息相关，本课的知识点是大部分学生乐于学习和接受的，相信他们对本课的学习充满期待。

　　Introduction 部分介绍几种美国本土的音乐类型，为整个模块的学习提供了一些知识储备，教师可以适当地帮助学生复习以前学过有关音乐的词汇，让学生能够形成比较系统的词汇网。

　　Cultural Corner部分是一篇介绍三位对世界音乐的发展产生影响的音乐家，增加学生对音乐家的认识。与Introduction 部分有相关知识的联系，而且都为背景知识的了解和拓展，因此组合成为一节课来讲。

　　II Teaching Approaches教法

　　本课主要采用 Communicative approach（交际功能法）以及Computer-Assisted Instruction（多媒体计算机辅助—）课堂教学，限制 TTT,就是我们常说的limit Teacher Talking Time and increase STT (Student Talking Time).

　　充分发挥教师的主导作用和学生的主体作用，利用现代教育技术优化教学过程，通过课件为学生创设更广阔的语言环境，把学生吸引到课堂中去，并激发他们主动参与学习的欲望内。努力培养学生的自学能力，把学习的钥匙交给学生，在传授知识的同时授以科学的思维方法。实践Student-centered teaching(以学生为中心)的'教法

　　不仅要使学生学会知识，更要使学生学会学习，因此，在课堂教学中巧妙运用教学艺术，适当安排Task-based learning（任务教学）和 Activity-based teaching活动教学包括 (individual work; pair work; group work; class work)自学、小组讨论、全班讨论等活动，向课堂教学要效益

　　III Teaching Aids: （教具）

　　1. a projector

　　2. a multi-media computer system

　　IV 教学重点和难点

　　1. 教学重点

　　（1）掌握一些与音乐相关的词汇，bules, gospel music, jazz, soul music,rhythm,improvisatio n

　　(2)了解一些音乐常识。

　　2. 教学难点

　　(1) 听懂有关音乐的交谈并获取信息，听懂课文中有关音乐种类的介绍。

　　(2) 正确使用一表达音乐用的词汇和词组。

　　(3) 学会写出自己对某种音乐的看法。

　　V Teaching Procedure

　　导入设计、新课呈现、巩固操练、以及课后作业四个环节。教育家托尔斯泰说过：“成功的教学所必须的不是强制，而是激发学生的兴趣，兴趣是推动学生学习的强大动力，是学生参与教学活动的基础，激发学生的兴趣是新课导入的关键。”“Well begun， half done”良好的开端是成功的一半。

　　第一环节 lead-in导入设计分三块：

　　①放一首本单元的爵士乐代表人物Louis Armstrong英文歌曲“what a wonderful World”开始，营造良好的英语氛围，使学生能自然地进入到一个良好的学习状态中。并使学生感兴趣，会问什么歌，谁唱的。打开音乐的话题。

　　②Free talk通过几个问题，“do you know what is name of the singer? What kind of music does it belong to?让全班学生能够动起来,讨论起来。用英文谈论来复习已学过的词汇为新课的学习起到一个呈上起下的作用。

　　③New words learning：查看课本后新学词汇introduction部分共9个新词，旧词汇总结构成音乐词汇网。

　　第二环节 新课呈现分两部分：

　　第一部分Introduction

　　（1） 利用课件中的问题What do you know about American music?展示不同的音乐图片，引出所学词汇blues, gospel music, jazz, soul music。

　　（2）给出问题带任务阅读passage， 同时可一并阅读背景知识。因为词汇难度大，在让学生阅读同时在幻灯上打出该部分所涉及词汇。然后，各小组讨论给出3个问题的答案。用课件再展示答案。

　　（3）因为学生对图片并不熟悉，根据课文所讲内容同桌商讨，给四幅图片归类

　　(4)给五分钟时间就文章内容给四类音乐按特点归类填表，给出答案。

　　（5）给出几个language points（语言点）

　　第二部分cultural corner

　　这一部分我们当作泛读处理，因为每个模块的这部分都只是重在开阔学生视野。培养兴趣。

　　因此我们分成两部分

　　(1)给出阅读问题两个，听课文录音，完成教师提问,让学生带着问题去听，养成良好的倾听习惯。因为开课前放过Louis Armstrong的歌，学生肯定有兴趣阅读，并同时参看阅读背景，给出课文中的新词汇。本部分设计了一个activity，让学生讨论出答案。

　　（2）简短放一下各名音乐家的音乐，来引发学生兴趣。

　　（3）对各位音乐家事迹填一下表格，考察对阅读的掌握情况。

　　(4)各学习小组归纳生词和知识点。由幻灯打出。

　　巩固操练：当堂做课堂作业p36的（三）、（四）两题。

　　课后作业:课堂作业163页阅读C.D两篇，这两篇是与课文配套的阅读。

高中英语说课稿7

　　Good morning, dear judges! I’m quite happy to share my teaching planning with all of you here. My name is Yu Xueming from No.1 High School of Wuhu County, Anhui Province. The topic I’m going to talk about is “Inversion”. What I will talk about includes 6 parts as follows:

　　Step1.Introduction

　　Part One: Analysis of the teaching material and learning condition.

　　Part Two: Teaching objectives.

　　Part Three: Teaching key points and difficult points.

　　Part Four: Teaching methods and teaching aids.

　　Part Five: My teaching procedures.

　　Part Six: My blackboard design.

　　Now, let me tell you one by one in details .First, part one, the teaching material and learning conditions. The selected teaching material is taken from the grammar section of Module 8 Unit 3 of Advance with English. It focuses on the different grammar rules of partial and complete Inversion, which is one of the difficult and important parts in English grammar. On the other hand, in my students’ previous studying, they have touched some inverted inversions, such as, “there be” sentence pattern, but they don’t have a good knowledge of it.

　　According to the analysis of the teaching material and learning condition, the following objectives are to be achieved. Firstly, language objective, many students are able to use 6 cases of partial inversion and 3 of complete inversion. Secondly, skill objective, apart from the basic skills of language, this class, I will focus my students’ attention on summarizing, for example, to summarize the grammar rules from examples. Thirdly, ability objective, the teaching material offers a chance for my students to learn how to participate in the activities actively and cooperatively, for example, in the activities of group learning.

　　As we all know, it is important and necessary for teachers to provide students’ language learning situations in grammar learning, which is intended to help my students understand the grammar rules better in real situations. That is the key and difficult teaching point.

　　Well, in order to achieve the teaching objectives mentioned above, I will use the task-based method, group learning method and situational method as the main teaching methods. With these teaching methods, I will try my best to encourage my students to learn or use more effectively. Furthermore, I need some teaching aids to help me, like multi-media and a projector.

　　Now come my teaching procedures, which consist of six steps. I mainly talk about this part. But before talking about this, I want to share what I am going to do before class, five minutes before class, I will ask my students to watch a micro class about the elements of sentences, which I think is quite necessary and helpful for learning Inversion. By doing this, I can prepare them for the coming lesson.

　　Ok, let’s come to the first step of my teaching procedures. I will share an interesting story with my students and purposely introduce the target language, and then explain the differences between natural order and inverted order as well as the types of inversion. The topic is to attract my students’ attention and lead in the topic in a more vivid and direct way.

　　Step2. Presentation

　　In this step, I will share a story with my students about an American shooting athlete named Emmons. Some inverted sentences are included in this story. My students are required to find them out. In this way, they can have a better understanding of partial inversion and complete inversion through some typical examples.

　　Step3. Group learning to summarize

　　First, I will divide my students into several groups and each group consists of seven students and ask them to discuss in groups and summarize the rules of Inversion with the help of learning paper, after that, representatives from groups will report their summary to the whole class. At the same time, other groups can express their different opinions, if necessary, the teacher can give them a hand. I design like this in order to arouse their activeness and try my best to make the students the center of the class.

　　Step4. Practice

　　In this stage, I design two activities. Activity one is group competition.

　　Volunteers from groups can choose one from 1 to 9 with different levels, questions from 1 to 3 belong to level A with one point, questions from 4 to 6 are level B with 2 points, and the rest are the most difficult deserving 3 points, at last we will work out which group is the winner.

　　Activity two is making up a story. Several pictures will be shown to my students, and they are required to make up a story by using inverted sentences, of course, some key words and phrases will be given to help them if needed, some groups will report their writings through a projector.

　　Through these two activities, I can help them learn more actively and more efficiently, furthermore, both of the two activities can be used as a means to develope my students’ abilities of creative thinking and a train for their writing skills.

　　Step5. Summary

　　I will summarize the class with a short video. It is a dialogue between a wife and her husband, and they are talking about losing weight in a humorous way, many inverted sentences are used in the dialogue. I design like this because I feel it is more amazing and interesting to consolidate this lesson.

　　Now, it is my homework. I will ask them to remember the rules correctly and finish the exercise in their learning paper, which is intended to use inversion correctly and put what they have learned into practice.

　　Dear judges, at last I want to share my blackboard design with you. I will write the title in the upper of middle, the key words and phrases in a clear order and set a competition area among groups. As you can see, my blackboard design is easy and clear in order to let my students learn more effectively.

　　To sum up, in the teaching process, I follow the students-centered teaching principle and I will try my best to get most of my students involved in my class. I’m just a guider and sometimes a helper of my students in classroom teaching activities and my students are the real communicators of the languageou. This is my teaching planning presentation. Thank you for your attention.

高中英语说课稿8

　　一、教材分析

　　1、教材地位和作用

　　本模块的中心话题是“一位高中新生到新学校的一天”，具体介绍高中新生第一天到校观察和接触到的人和事物及个人的感受，内容紧密结合学生现实生活。本节课着重培养学生的阅读能力。通过文章的阅读学习，培养学生热爱新学校、新班级和新同学的感情，鼓励学生参与各种英语活动，克服困难。作为高中英语的第二节课，这一节课的学习将对学生今后学习英语的走向产生影响。

　　2、教学目标

　　知识与技能：

　　（1）培养学生的阅读能力，训练学生阅读速度，查读的阅读技巧；训练学生学会找主题句，归纳文章主旨，运用想象，联想，学会用英语思考的能力

　　（2）复习和学科有关的单词：biology, chemistry, history…

　　（3)学习下列短语和词组：far from, nothing like, have fun, in other words, hard-working, look forward to …

　　过程与方法：

　　（1）让学生单人或者双人练习参与课堂

　　（2）讲解知识点帮助学生理解文章

　　情感态度：

　　通过学生对比初中和新高中的不同，培养学生热爱新学校，新班级和新同学的情感，帮助她们适应新的高中生活。

　　3、教学重点：

　　（1）鼓励学生通过回答问题来学习本课生词

　　（2）多层次的训练学生的阅读能力，提高阅读水平

　　4、教学难点：

　　（1）培养学生积极参与小组对话，双人对话参与课堂讨论

　　（2）帮助学生理解知识点

　　5、学情分析：

　　自己一直参与英语课题研究，以及对新课标的学习，教学方法有了一定的`改进，比较重视课堂上以学生为主体的形式，但总感觉在单词教学环节上还比较被动。由于高一新生在每个初中的英语学习程度参差不齐，为了满足不同学生的发展需求，我改变了以往以习题、听写为主的复习方法，提前布置任务让学生尽量多的使用本模块词汇编写小故事，基础差一些的学生可以说句子或组短语，在自主的选择和练习中达到了复习的目的，分层次的布置任务也照顾到全体同学，同学们有的把自己编入故事中展开联想，还有的结合《哈里波特》编写故事，每个人都能用到10个以上的本模块词汇，效果很好。这也是本课设计的闪光点之一。

　　二、教学过程设计及其依据

　　在这节课的教学过程中，我注重突出重点，突破难点，条理清晰，各项活动的安排强调学生的参与，体现了师生互动，生生互动，最大限度地调动了学生的积极性和主动性，并用多媒体辅助教学，提高了课堂教学效果。具体的教学过程设计为如下几个环节：

　　首先Reading被分为三个部分

　　1、Pre-reading

　　1）Ask Ss to discuss what Li Kang will mention about his first day at Senior High -------- predict the topic

　　2）Ask Ss to predict what Li Kang’s first day will be like-----use some adjectives to describe

　　学生通过讨论预设问题，训练学生的口语表达能力。大多数学生都谈到了新学校，新老师，新的同学和他们的感受，从而引导他们阅读文章。So lead them to the reading material.

　　2、While-reading

　　Activity1 Scanning快速阅读，多媒体展示表格

　　Questions Answers

　　1. What are the main differences between Li Kang’s Junior High school and Senior High school?

　　2. What are the two things that the English teacher thinks are important to do in class?

　　3. What are the two things that the English teacher wants to improve?

　　通过设置问题，培养学生的阅读能力，快速阅读短文找出这些问题的答案，训练学生的快速阅读能力。

　　Activity2.Skimming跳读，泛读

　　设置两人活动，让学生讨论文章每一个自然段落的大意

　　Paragraph 1

　　Paragraph 2

　　Paragraph 3

　　Paragraph 4

　　Paragraph 5

　　Paragraph 6

　　Check the answers and then ask the students to do Ex6 on page 4-----Decide which is the best summary of Li Kang’s opinion about the new school

　　两人活动，学生互相讨论得出问题的答案。这一活动的设置培养学生的泛读能力和学会归纳文章主旨，找出文章主题句。

　　Activity3.

　　为了更好的理解文章，和学生一起捋顺文章中出现的知识点。

　　1）Do Ex4 on page 3---learn how to paraphrase the difficult sentences

　　2）Do Ex5 on page 4---learn the new words and ask Ss which words appear in the text and read out the sentences with the words

　　Read the text again and deal with some language points in the text and give Ss a few minutes to raise the questions

　　Useful expressions:

　　as big as，nothing like，in other words，brilliant，bored，embarrassed，enthusiastic ,amazing , one’s method of teaching …

　　Activity4多媒体展示8个被打乱顺序的句子，让学生重新排列句子顺序

　　A. My new school is very good and I can see why.

　　B. The English class is really interesting,

　　C. My name is Li Kang.

　　D. Ms Shen wants to help us improve our spelling and handwriting.

　　E. The teachers are very enthusiastic and friendly and the classrooms are amazing.

　　F. There are sixty-five students in my class----more than my previous class in Junior High.

　　G. The teacher is a very enthusiastic woman called Ms Shen.

　　I. I like her attitude very much.

　　在这一活动中，学生要根据逻辑和句意重新排列顺序，提高了学生运用想象，联想，学会用英语思考的能力。

　　3、Post-reading

　　读后练习包括第4页的练习7，3个问题，我选择让学生们分组讨论。

　　Questions 1.Is your English classroom like Li Kang’s?

　　2.Is your class the size as his? Is the number of boys and girls the same?

　　3.Are you looking forward to doing your English homework?

　　多媒体展示表格是一份调查问卷

　　Group number Answers Reasons Comments

　　Student A

　　Student B

　　Student C

　　Student D

　　这一活动会引起学生的学习兴趣并且在有限的时间内将会使学生集思广益，培养学生处理信心、分析和解决问题的能力，充分发挥学生的学习潜能，形成有效的学习策略，提高自主学习的能力。在学生讨论中我尽量激发同学们畅所欲言，并表述了自己在122中学习的经验。体现出新课程标准提倡的基于教材，高于教材，创造性的运用教材的新理念。提高了学生用英语获取信息、处理信息的能力。这是本课设计的闪光点之二。

　　Homework：

　　多媒体展示图片

　　给你以前的同学写一封信，描绘一下你现在新入学的122中学学校和你在这里学习生活的感受。

　　教学反思：

　　本节课我根据高一年级学生的认知规律和新课程的要求，采用交际法、讲授法的教学方法，主要是针对培养学生的阅读能力加以训练，在阅读中不要对文章进行肢解，逐字逐句的进行讲解翻译，要改变传统的教学方法。以“教师为主导，学生为主体”，放手让学生自主探究，主动参与到整个知识形成的过程中，力求使学生在积极、快乐的氛围中提高自己的认识水平，达到预期的教学效果。

高中英语说课稿9

　　Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.

　　In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently.

　　My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.

　　This period is from unit 6 of book 5 PEP senior high school .this unit is around the space exploration to improve ss' listening speaking reading writing ability ,this period is a listening and speaking ,the topic is hot ,but it is far away from actual life. So the teacher should enlighten the students to think deeply the advantage and disadvantage of space exploration . .

　　According to the new curriculum standard and the characteristic of listening and speaking lesson ,combining the content ,I set up the teaching aims

　　Through the listening practice and speaking practice ,improve the ability of using language, know much about the space exploration ,and cultivate the students exploration spirit .

　　So the key point and difficult points is understanding the main idea of the passage .

　　Analysis of the students

　　Students have certain ability and skill in listening comprehension ,they have the ability of gaining the information. Have grasped many vocabulary.most of the students can express themselves correctly .

　　It is the listening and speaking lesson ,so I will take lingual method and task-based language method ,the students will finish the task in groups and improve the ability of using the language .

　　My teaching procedures if following:

　　Step 1 lead in

　　To arouse students' interest in space exploration ,I show them some pictures about space exploration,the picture of the three famous astronauts in china ,some pictures of spaceships.Students look at and try to recognize the people

　　Step 2 listening practice

　　To draw students' attention to the topic, ask students a question and comment on their answer "can you guess what are going to listen to today ?

　　Then to cultivate their ability to grasp the main idea ,let the students listen to the tape ,try to figure out the main idea and do the exercises

　　Play the tape for the first time and get the main idea and finish some of the exercises

　　To train their ability of searching for detailed information in listening ,I play the tape for the second time and ask them to finish all the exercise and check the answer

　　To make sure that students can complete the task and offer help if necessary ,play the tape again .

　　At the same time,check the answer with the whole class ,and get them to know how to find the answer by asking "how do you know that

　　Step 3 speaking activities

　　To have students practise their speaking ability .I ask students to discuss the question in groups from the passage ,we can know that space exploration is developing rapidly in recent years ,do you think ti worth exploring the space ."try to express their own opinion and give us your reasons "why you are for or against the exploration"

　　To check the results of discussion,ask the students to report after ten minutes' discussion.

　　To design their impression of different ideas and prepare them for the writing task after class,ask the students to make a list on the blackboard

　　Step 4 conclusion

　　To enable students to summarize what they have learned ,ask students to sum up the ideas on the blackboard

　　Step 5 assignment

　　To enable students to consolidate their knowledge in the form of writing ,ask students to write a passage on whether the space is worth exploring

高中英语说课稿10

　　各位老师：

　　大家好！

　　我很幸运自己能在实验中学高二英语组这个大家庭里，在备课组各位老师的指导下，自己在不断的成长。现在我把自己的一堂写作课的思路，内容，过程呈现给大家，（实际上只能说是给大家说一遍）也是抱着向各位老前辈学习的态度，希望能够抛砖引玉，得到大家的指导和帮助。

　　一、教材分析

　　1）地位及作用

　　本模块以A job worth doing为话题，旨在通过模块教学使学生了解社会中各种工作及其对社会的重要作用，并设想未来的工作类型。写作部分要求学生就某一项工作写一封求职信，咨询有关此项工作的情况，并介绍自己的简历。英语写作是一个创作性的学习过程。它对语言表达的正确性和准确性、思维的逻辑性和文章的条理性都比口语要求更高。也因为在reading 等输入之后，写作做为输出上升到一个更高的层次，本单元的写作课，以及以往的每次写作课都是根据这一原则进行授课的。

　　2）教学目标

　　①认知目标：把握如何写好求职信。

　　②技能目标：掌握求职信的写作。

　　③情感目标：通过读招聘广告，读求职信，培养学生对社会的责任感，培养他们奉献社会、回报社会的精神，同时使他们认识到只有通过自己的努力学习，才会为自己的美好将来打下基础。

　　3）教学用具：多媒体

　　二、教学方法

　　依据导入-分析—写作-讲评的方法，目的是培养学生写作能力。主要运用了学生为中心，任务为中心，活动为主合作学习的方法。合作学习是帮助学生提高英语写作水平的一个有效途径，通过小组讨论、大组交流、全班分享，学生不觉得写作课是单调的，反而觉得有兴趣。

　　三、学习方法

　　1） 教会学生如何成为一个成功的语言学习者，在学习的过程中可以去背 诵或模仿好的句子，只有平时积累了，考试时自然会胸有成竹。

　　2） 指导学生写一封好的求职信。

　　四、教学程序

　　1．导入新课：阅读并翻译一则招聘广告，继而对比学生和老师翻译的`不同。

　　把广告翻译成中文，主要是想让学生对比两种语言的差异，把握广告这种文体的语言特点。课本提供了五则广告，由于时间关系，课堂上只翻译了一则。

　　当在学生说了自己的答案之后，我把自己的翻译展示出来

　　Models wanted over the summer. I’m looking for a number of models to work both in the studio and on location. 通夏热招室内、外景模特数名，If you’re thinking about a career as a model, or actress, this might be a good chance to get some good shots. Email: jonathan@ modelsearch. Com名模事业，超女之路，莫失良机，闪亮出镜！

　　由于这之间的差异，学生的积极性立刻调动起来。

　　既然有了兴趣，那么我们如果想要应聘怎么办？ 同学们回答，写求职信，那么如何写好求职信呢？ 自然进入第二个环节———写作文

　　2．写作文：

　　（1）阅读课本上所给出的求职信，并分析求职信的结构。（除了开头，结尾，主体是中间的三个部分：第一部分说明求职信的缘由及动机；第二部分介绍个人情况；第三部分通常是询问、安排参加面试的时间或说明彼此联系的方式。包括在结尾处的客套话。）

　　（2）拓展：1）由于考虑到求职信有很多可以套用的句型，所以在这里我给学生拓展了不少固定句型。

　　比如，第一部分

　　① I wish to apply for the job you are offering in the newspaper

　　②Learning from the newspaper that you are looking for a Network Engineer，I should like to apply for the post.

　　③I’m writing in the hopes that you will be able to offer me the job.

　　第二部分

　　① I graduated from Tsinghua University.

　　② My major is English.

　　第三部分

　　①I should be grateful for an early reply.

　　②I would be very thankful if you could give me a chance.

　　其中斜体部分可根据自己情况进行更改。这一环节主要运用了齐读，造句等方式，让学生记忆，为接下来写作文打基础。

　　2）拿到今天的课堂任务---中文叙述的求职信，进行写作。

　　（3）讨论。由于所给任务与所达要求有较大出入，所以这一环节很有必要。给学生一定的时间进行讨论，至少5分钟，让各层次的同学共同做好写作的准备。针对考试要求，我提出一下要求：要点全面，结构准确，关键词正确。比如，一共包含几个要点；第一部分缘由是什么，第二部分又怎么介绍自己；具体到关键词“特别”怎么说，“秘书”“打字员”又怎么拼写。

　　（4）写作：根据刚才讨论所做的笔记，学生自己完成任务。这是本节课的中心，经过前面内容的输入，可谓水到渠成。按考试的要求，需要13-15分钟。一般情况下，学生在黑板上写较之下面写要慢，所以我找了两个同学，其中一个写开头和结尾的两段，另一个写中间自我介绍这段。

　　（5）①作文讲评。分析黑板上作文的错误。

　　②打分。拿出一分钟左右让同学们给打个分数，引导同学们不仅关注怎样写作文，更要注意什么样的作文可以得高分。这才是最终我们要达到的目的。

　　（6）范文展示。 看范文对于每个要点，结构，及关键词的处理。并让同学们齐读，把范文大声读出来。

　　3．总结：最后课堂小结，重现求职信的结构，如有时间，让学生改写作文。

　　4．作业。改写并课下上交。

　　五、时间分配：

　　导入：5分钟 分析结构：3分钟 展示句型，作业：4分钟

　　讨论：5分钟 写作：15分钟 讲评：3分钟

　　范文展示：3分钟 总结：2分钟

　　以上就是整节课的过程，其中有很多不足之处，殷切希望得到老师们的批评指正，谢谢大家！

高中英语说课稿11

　　首先是关于教学目标的体现。本篇课文是有关于漫画，比较贴近学生的生活，应该说学生比较有兴趣去学习。所以对于我这节课的教学目标是使学生知道如何用英语去表达，以及激发他们的想象能力，并能够有兴趣去有欲望了解用英语该怎么说他们所知道的关于漫画的东西。而且关键是让他们知道漫画不仅仅是娱乐，在乐过之后，仍有很多东西让我们思考。这也是情感目标的体现。

　　其次，这节课的教学方法和手段，当然我运用了PPT，这种高科技可以使一些内容更加形象化，也更加生动。而在教学中，我最多运用的是任务形教学，使学生带着问题去读，然后再与老师一问一答产生互动。

　　然后就是教学过程，主要分三部分。第一部分是导入。我通过两组图片，第一组是学生们都很熟悉的卡通人物，第二组是最近很热的连环漫画网球王子，这样我就引出了这堂课的主题漫画与连环漫画,然后由谈论了一幅漫画，其实这算是进入第二部分的过渡，因为在课文中也讲到了这一段。然后就是这节课的重心，理解课文，也就是第二部分，我采用总-分-总的方式。对于故事学生会有兴趣，可是对于纯理论性的东西就不一定。所以我就运用不同手段让学生去读课文。先是通过略读找标题，因为在第二单元已经学过这种阅读技巧这也用所学过的知识来学习新的'知识，这是“总”。然后是精读，但都是带着问题去读，然而这片文章很长，如果每段都去读会很无趣，所以在B段我采取听的手段，C段和D段还有G段是采取让学生说的手段，而E段一开始我没有设置，但其实在最后的排序一题中却大量的涉及到了这一段。在F段进行填空，这也是针对高考而设计的，但比较简单，因为所填词语与前面的词语是相对的。还有就是找相同意思的词语，其实这部分是让老师了解对课文的理解情况，以上是“分”。最后的排序就是“总”。最后第三部分是作业。第一是阅读熟读单词和课文，这样才会有利于以后的背诵。然后是写，其实学生都很喜欢编故事的，这也是对他们在课堂上的目标的延续，激发想象力，最后表达让人深省的事情。

　　以上就是我这节课的内容。

高中英语说课稿12

　　【教材分析]】

　　本模块的话题是我的地区，本节课的话题是欧洲农村的问题。该节课的内容是Cultural Corner，该内容是讲述欧洲农村由于面临一系列问题而陷入困境的故事。文章主要就描述了青年人由于喜欢喧嚣热闹生活搬迁区城市，农村工作机会少，城市人口来农村买房带动农村房价上涨导致本地区人买不起房子，以及农业赚钱利润不多这四个方面问题。由于教材对cultural corner这个部分的定义为“借助于篇章阅读的形式，介绍丰富详实的文化背景知识。”而农村问题也正好是我国现阶段的一个经久不衰的热点话题，这促使我通过文化扩展的方式发散学生思维，提升学生对中欧农村的异同的文化意识。

　　[学情分析]

　　这次授课的对象是高一的学生。刚进入高中阶段学习的新生，他们应具备一定的阅读技巧，能够把握文章的.大意和细节，但在寻找到有用信息并再加工上还需磨练。在语言表达方面，学生有能力大致回答我设计的课堂问题，但在文化话题的表达上比较吃力，需要用框架和一些句型帮助他们理清思路并扫清障碍。

　　[核心任务]

　　阅读cultural corner并对比中国的农村，谈自己对中欧农村异同的观点。。

　　[教学目标及重难点]

　　1. 教学目标

　　通过阅读了解文章细节内容对文章进行理解和加工，并通过与文章相关的中国农村的阅读，开展话题讨论并能流利的表达自己对中欧农村异同的观点。。

　　2. 语言技能

　　1)帮助学生理解文章并能有效获取有用信息。

　　2)帮助学生正确拼读单词。

　　3. 情感态度

　　通过讨论和小组竞争培养学生合作意识及提高学生自主学习的能力。

　　通过篇章阅读帮助学生提升对中欧农村异同的文化意识。

　　4. 教学重点

　　1) 理解文章的大意和观点;

　　2) 帮助学生扩展视野，了解中欧农村的异同。

　　5. 教学难点

　　通过篇章阅读帮助学生提升自己对中欧农村异同的文化意识并表达出来。

　　6. 教学方法

　　Task-based teaching method, cooperative learning.

高中英语说课稿13

　　Good morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 5 Music. I’ll begin the lesson 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 passage is the center of this unit. It is made up of 4 paragraphs, that is, many people want to be famous as singers or musicians, form a band, Monkees began as a TV show and they became even more popular than the Beatles. The text is the most important teaching material in this lesson, which extends the main topic “music” 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 express 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 different type of music and how to form a band

　　(2) Develop students’ sense of cooperative learning

　　Fourthly, teaching key points is

　　1. To help the students get a general idea of the whole passage, and some detailed information and language points as well.

　　2. To understand how Monkees formed, developed and succeed. Teaching difficult points is

　　1. The students use their own words to express their own ideas.

　　2. the prep+ whom/which attribute clause

　　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.

　　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 Assisted 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 class, I should spark the students’ mind to focus on the centre topic “the band”. I’ll play some different type of music to attract their attention and then bring some questions.

　　Question:

　　What kind of music they like?

　　Which band they know best?

　　The answers must relate to band. After this, the students will be eager to know something about band and this is the very time to naturally lead the class 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 passage, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.

　　The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express 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 class 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 process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss and explain. This period of time belongs to students. They can ask any questions they come across in the process 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 Discussion

　　During making discussion, the students will deepen their understanding of the main idea of the passage.

　　a. Why Monkees can be successful? Give reasons.

　　b. What’s the most important thing for a successful band? Why? Step 6 Homework

　　Ask the students to write down sth about their favorite singers, band or music and list the reasons. The assignment 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

　　Passage 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

　　Discussion:

　　a. Why Monkees can be successful? Give reasons.

　　b. What’s the most important thing for a successful 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 class. I want to make the design inductive, instructive and artistic.

高中英语说课稿14

　　学生情况分析

　　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基础之上。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知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。

　　单元话题

　　本单元的材料编排以健康饮食为核心话题，围绕这一话题主要谈论了4个次话题。各个话题之间衔接十分符合认知规律。如图所示：首先定性什么是健康食品，什么是垃圾食品，接着谈论不当的饮食对身体的影响，身体不佳就得看医生，那么看病的时候如何用英语与医生交流。大家都不想因为不良饮食而生病，于是接着从多个角度探讨我们平时的食物偏爱与营养结构，让我们进一步明白健康饮食的重要性。同时也谈论了我们实际饮食文化中不可忽视的一项---小吃以及如何写食谱，自己动手制作来解谗。

　　语言技能分布 当我们沉浸在第一单元五颜六色的美味佳中的时候，我们除了流口水之外，英语语言的各项技能----听说读写也不知不觉的被品味被消化。

　　教学理念

　　本单元在授课模式上尝试采用TBL任务型教学模式，其实用step 1.2..也没什么两样，问题是无论是那种形式，都要围绕所要达成的既定目标而设置任务或步骤，在实质上力争达到形散而神不散。

　　在课堂教学中倡导多层次多形式的对话，根据教育心理学家Kolb的体验式学习理论，高中学生的逻辑思维能力日益增强，同时具有了一定的社会阅历和知识基础。体验式学习更能达成有效的知识迁移。

　　在课堂教学中尝试进行对话的时候，尝试着关注以下三方面：师生对话中关注班级中最薄弱的那个学生。生生对话中关注团队协作互助的精神。通过这两点，试图促进知识的落实。

　　书本与生活的对话关注激发学生的学习兴趣，实现知识和技能的提升。

　　注重学习的绩效分享，以增强学生的自信心和社会责任感，分享形式可以是多角度的。如学生之间，师生之间，学生与家庭之间，朋友之间等。

　　以上所涉及的教学理念并非非用不可，或是最先进的。本人觉得在这个话题下可以尝试着渗透一些。

　　操作理念

　　在具体操作过程中重视学生个性和创新意识，给予学生充分表达的机会。例如在warming-up部分，让学生界定healthy food and junk food的概念，完全允许他们有不同的界定标准，我们英语课的主要目的还是想着招数，骗学生开口说话。我们是英语教师，毕竟不是营养学家。

　　类似情况如在阅读模块中的问题讨论部分。

　　大部分学校外语教学，不，英语教学是大班教学，学生层次不齐，因此任务的设置要有层次性，难问题碰到薄弱生，老师学生一起生气，容易题碰到好学生，老师学生都不过瘾。最后只好说，这书没法教了，不过想想一家老少。当然更要给不同的学生搭建达成目标的平台。

　　每一个任务的展开都设法先给予足够但不过量的输入，力争环环相扣，用我们在座的一位学长的话说：打假，不自己骗自己。

　　第三方面：在资料搜集时，不让可怜的英语老师一人都挑，学生老师一起动手，开学初，将各个单元的资料搜集分配到各个学习小组，在相应单元开工前上交。开展一些评比活动以激励学生的积极性。

　　教学任务 教学任务请大家自己看，限时20秒。教材上没有课外学习任务，但我觉得这个内容可以尝试。

　　Warming-up

　　由于昨天有些老师没有教材，特提一下教材内容：

　　1） 教材给出了一些食物图片，要求界定垃圾食品还是健康食品

　　2）给出一个空白饮食调查表

　　教学建议：

　　1、由于学生刚过完春节回校，添一下嘴唇，还很能回味到过年时的美味佳肴，因此何不充分利用这一事实。实现学生从压迫学习向主动学习的转变。激发他们交谈的兴趣，不仅实现了良好的过渡，而且借机呈现大量有关食物和饮料的词汇,实现知识的有效迁移。Brainstorm 是方法之一。

　　2、在回味美食的同时，引出话题healthy food,junk food，由学生给出不同的定义。允许众说纷纭，但尽量让英语作为课堂工作语言。

　　3、课堂上的学生饮食调查可作为更广泛的家庭饮食情况调查的铺垫 ，拟增加健康状况一览，使学生能直观的发现饮食对健康的影响，为后来的健康食谱的制定提供依据。

　　Listening

　　1.教材分析：

　　听力材料分为两部分：

　　1）母亲与Mike关于Mike胃痛与他一天饮食情况的对话

　　2）Mike前去就医与医生的对话

　　2、教学建议：

　　1、建议在听力开始前做pre-listening.

　　针对第一部分对话，可让学生以小组的形式互相询问一日三餐以及点心等。因为听力一是母亲与儿子有关一天饮食的询问式对话。

　　2、针对第二部分对话，由于就医问诊是大家共有的体验，让学生进行pair-work，根据以有的就医经历和听力一所获得的信息，假象Mike与医生的对话和医生可能给出的建议.比一比猜中率。

　　3、1&2的目的是为了训练学生听力中集中注意力的能力，同时进行文化背景知识的铺垫，从而能在听的过程中准确定位，捕捉到问题所需的信息点。

　　4、听力任务完成后建议复听，尝试再现听力中的情景（多种形式，如表演，单句复述，take notes然后完整复述或spot dictation等），为下一步的speaking做好务实而有效的准备。

　　Speaking

　　1.教材分析：

　　教材给出三种就医情景，和一个范例。目的是使学生能在常见的就医场景中运用英语进行交流。尤其是常用的表达方式。

　　2、教学建议：

　　1． 前面听力模块中通过听力训练得到了相关表达方式的输入，同时在最后的巩固性复述中对就医情

　　景作了充分的铺垫，在这里speaking模块开始前让学生精彩回放Mike的就医情景。为接下来的情景会话热身。

　　2、然后分别罗列病人和医生的常用的表达方式。 3、在有了热身对话和常用表达方式的支持，可以鼓励小组活动，创设更多的情景进行会话表演，让学生接触更多有关疾病的词汇（无意识的在情景中接受了词汇扩充）。

　　4、对基础薄弱的学生可以尝试：A.: 听力再现。B:范例复述或表演 5、时间允许，还可将对话落实到笔头。（供选择）

　　Reading阅读部分

　　1、教材分析：

　　教材在读前给出了4个有关饮食习惯的常识性调查问题，阅读材料是有关饮食习惯的.议

　　论文体的文章，读后给出了5个拓展性的问题。

　　2、教学建议：

　　1、建议阅读部分的教学侧重学生对文章的整体性结构把握，培养他们的阅读技能。利用本文可突出学生3个方面的能力：

　　A：文章中心把握能力：设及高考题中作者意图推测，标题选择，段落大意确定。

　　B：信息归类，寻找规律：Eg.不同食物----不同的营养，给出未提及的食物作营养成分推测

　　C: 生词猜测。Eg.organic,eco-foods,supplement

　　为了更有效地进行以上3方面的技能训练，我个人不主张让学生对本文进行课前的预习。

　　2. 也在进行读前问答的时候，不仅关注他们的回答内容还可引出课文中或相关的新词，尤其是营养成分类的词汇以扫清文化背景障碍和语言障碍。

　　3、读后的发散性问题，如果时间紧迫，建议学生以小组任选一话题讨论，由小组发言人做汇报。建议敢于大胆取舍，调整教材，那出一点大家风范来，毕竟我们至少读了4年大学，在一线拼了那么多年。再说有新大纲明文规定，支持我们。

　　4、其它的语言难点可随机处理，若时间来不及，也可放到language study 模块中处理。

　　Language study

　　1.教材分析：

　　这一部分包括单词释意，had better,should and ought to表示给出建议的用法。教材给出单句补全，和根据2个情景给建议两种训练方式。这是本单元主要语法点。

　　2、教学建议：

　　1、在学生掌握情况比较好的情况下，可将word study大胆修改成：听教师读解释，学生写单词，而不是进行简单的搭配，事实上，在实际教学中，不少同学提前完成了，因此就需要根据学情及时调整内容或变换检测角度。

　　2、如果前面阅读模块中仍有部分语言问题未解决，可在这里弥补。毕竟语法和句型仍是测试的重要内容之一。说实在的，考试分数就是我们饭碗中的大米饭的颗粒数，领导可知道，我的碗中饭，粒粒皆辛苦。

　　3、澄清这些Modal Verbs 的否定形式。可以将SEFC II中first aid一课中提及的各种急救场景做为情景，训练学生运用这些Modal Verbs给建议。（供程度较好学生）分成dos and don’ts 呈现给学生，要求学生用本单元所学的情态动词来给出建议。不仅使学生在具体情景中体会了这些语法项目的功能，同时也学会了一些生存技能。

　　4． 根据所给情景写出可能性的建议这一任务中，可以创造性地尝试让学生以小组的形式编写更多的情景，然后相互交换，针对情景给建议。以便进一步发掘教材的内在价值。

　　Integrating Skills

　　1.教材分析：

　　提出了snacks这个话题，同时给出了两个snacks的recipes,要求学生能模仿写recipe.教材也给出了4条writing tips.

　　2、教学建议：

　　1）、建议从常规的三餐或我们实际的饮食习惯导入snacks时，进行头脑风暴，呈现我们国家丰富的小吃文化。通过文章的阅读和前面所学的知识，对所罗列的小吃进行判断（bad---good---better---best）简要说明理由,这个建议的设计其实是针对学生的阅读理解能力，因为小吃一文中提到了几种食物，并且作了优劣判断，那么可以利用这一素材培养学生的归类，推理能力，这也是学生在考试中主要的失分点。

　　例如：文章信息：orange>bread>chocolate,我们可推出strawberry>dumpling>icecream

　　2）、建议不同小组写不同的recipe, 在模仿范文写recipe之前，须经过讨论，用丰富的体态语言表演制作过程。通过活动的形式熟悉这些有关烹饪的词汇。因为本文中出现了大量的烹饪有关的词汇。

　　例如：A学生做一个动作，B学生说出对应的单词。或者表演一种SNACK的制作过程，有另一学生描述。

　　3)最后的recipe进行展示共享。有实物投影的可书面让学生和老师点评，没有的话，可口头表达点评。

　　课后整理配上图片更佳，全班展示分享。

高中英语说课稿15

【高中英语说课稿】相关文章：

说课稿范文 说课稿怎么写范文10-01

高中英语教学反思(精选)05-21

高中英语教学总结05-22

高中英语的教学反思优秀01-20

高中英语工作计划12-26

高中英语教学反思06-12

英语说课稿05-28

《摔跤》说课稿05-28

舞蹈说课稿05-21

《面积》说课稿05-15