高中英语说课稿示范中文说课+全英文示范Word文件下载.docx
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2、能力目标
提高学生的阅读能力并学会用一些阅读技能，如guessingkeysentences,skinning,scanningandsoon
3、情感目标
使学生意识到友谊的重要性，并通过阅读这篇短文学会珍惜友谊
（三）教学重点
1、培养学生的阅读技能，学会欣赏文学作品
2、让学生在语境中学习并掌握文章中的词汇和短语
3、提高学生的阅读技能
（四）教学难点
1、怎样提高阅读技能
2、掌握make+o+oc
二、说教法
1、任务型教学
2、合作学习3、讨论
三、说教学过程
（一）导入（Lead-in）
这一步骤的重点在于激发学生的兴趣
活动方式：
师生互动
教师提问：
WhatisimportantinyourLife?
学生的答案会有moneystudytimehipetc
再问：
DOyouwanttoknowhewhatimportantinmylife?
Listentoasong《朋友》
导入的同时引出一句谚语：
Afriendinneedisafriendindeed（拓展学生的知识）
最后指出今天新学内容是Friendship
（二）pre-reading
问答形式：
1、
Whydoyouneedfriends?
2、Whatdoyouthinkagoodfriendshouldbelike?
3、Doesafriendalwayshavetobeaperson?
4、Haveyoueverconsideredmakingfriendswithanimals,plantsorevenanobject?
看阅读文章的标题猜猜安妮的朋友是谁
介绍这篇文章的写作背景，二十世纪四十年代纳粹德国统治欧洲大部分地区。
德国纳粹政策之一是对犹太人残酷迫害包括杀害：
送到集中营强迫劳动，驱逐出欧洲等。
——指出当时的历史北京，学生就能自然而然地习得语言。
能从时代背景出发思考安妮面临困境，就不难理解安妮当时的心境和为什么将日记视为自己的朋友，从而深刻地领悟安妮日记的内涵。
（三）Reading
1、Skimming让学生快速浏览课文，把握中心内容
2、细读课文，抓住文中的关键信息和段落大意
3、带着问题看课文，即完成“理解”部分的练习1
4、读安妮日记，并进行复述
（四）听力与巩固
1、Annemadeherdiaryherbestfriendbecauseshewasafraidherfriendswouldlaughather
2、Anneandherfamilyhadbeeninhidingplacefortwoyears
3、Annethoughtnatureisonethingthatreallymustbeexperienced
（五）知识点（languagepoints）
1、gothrough
2、Makeherdiaryherbestfriend
3、Iwonderif/whether
4、dowith/dealwith
5、itwasthefirsttimethat
（六）讨论
如果你必须像安妮一样和家人躲个狭小的空间里生活，你会怎么做？
——通过讨论更能感受到安妮对自由生活的向往，对大自然的热爱。
对友情的渴望，通过反思自身的生存状态，他们会懂得珍惜生命，珍惜生活中美好的点点滴滴，并保持乐观向上的生活态度。
英语全英说课样稿
ITeachingAims:
1.TodevelopSs’basicskillsoflistening,speaking,readingandwriting.Readingisthefocusinthislesson.ReadingskillsforSsinclude（predicting,skimming,scanninganddigesting.）
2.ToencourageSstopractice,participate,andco-operateintheclassroomactivities.
3.TogetSstoknowsomethingabout…andhaveabetterunderstandingoftheimportanceof….Asforteachingapproaches,Ithink…
IITeachingApproaches
CommunicativeapproachandComputer-AssistedInstructionaretobeusedinthecourseofthislesson.AndIwilltrymybesttolimitTTT,thatis,limitTeacherTalkingTimeandincreaseSTT（StudentTalkingTime）.
Soduringthislesson,emphasesaretobelaidon:
1.Student-centeredteaching
2.Task-basedlearning
3.Activity-basedteaching（individualwork;
pairwork;
groupwork;
classwork）
IIITeachingAids:
1.aprojector
2.amulti-mediacomputersystem
TheyareforshowingSssomepictures,someaudiofiles,somevisualfiles,sometopicsorreadingtasks.
IVTeachingProcedure
Step1.Warming-up&
lead-in
Activities1Freetalk（classwork）
IwillinviteSstoanswerthefollowingQs.
Q1:
Whodoyouthinklookscoolestinourclass?
Q2:
Doyoulikehim/her?
Q3:
Ifso,why?
Ifnot,why?
Activity2Picture-talking/Music-talking（individualwork）
Downloadsomepictures/musicfromtheInternet.
GuidingQsmaybe:
Who’sshe/he?
Q4:
Doyouthinkhe/sheisperfect?
Goal:
Toleaduptothetopic,getSstowarmupandarousetheirinterestinthetopic.
Step2.Pre-reading
Activity1Lookandguess（classwork）
Inthisactivity,Ssarerequiredtolookatthetitle/subtitleandguesswhattheywillread.
Activity2Brain-storming（classwork）
Inthisactivity,Ssareencouragedtothinkofasmanywordsaspossibletodescribethepicture/…
TodevelopSs’readingskill---predictingandpresentsomenewwordsinthepassagesuchas…
Step3.Reading
Activity1Skimming（classwork）
SsarerequiredtogothroughthewholepassagequicklytogetthegeneralideaandpayspecialattentiontothefirstorlastParaofthearticle（orthefirstsentenceorthelastsentenceofeachPara.）
TodevelopSs’readingskill---skimming,thatis,howcanwegetthegeneralideaofapassageasquicklyaspossible.
Activity2Scanning（groupwork）
EncourageSstoreadthepassageagain,exchangetheirunderstandingofthepassagewiththeirgroupmembersandworktogethertofillinthefollowingform:
Title
Part/Para.MainideaDetailedinformation
1a.topicsentences/introduction
b.examples/supportingideas
c.conclusion
2a.
b.
c.
TodevelopSs’readingskill---scanning,thatis,howtofindouttheclueofastoryandmotivateSstocooperatewitheachother.
Activity3Report（classwork）
Invitesomegroupmemberstoreporttheirworktothewholeclass.
ToovercomeSs’shynessandstimulateSstospeakinpublic.
Activity4Furtherunderstandingandwordstudy（pairwork）
EncourageSstodiscussthefollowingQsinpairs（APowerPointwillbeusedheretopresentsomeblank-fillingexercisesandmultiplechoices.）
Whatdoestheword“this”inthelastPara.but3referto?
A.sjkdfkjdkB.klklklklC.opieporiwpD.jdlkjflkd
WhatistheChineseequivalentforthephrase“investinginloss”?
A.B.C.D.
Theword“flawless”inLine5ofPara.2canbereplacedby___
Whichofthefollowingstatementsistrueornottrue?
TohelpSstoguessthemeaningofcertainunknownwordsandunderstandthepassageexactly.
Step4.Post-reading
Activity1Role-play（pairwork）
Supposeonestudentisa…andtheother….Ssareencouragedtoputthemselvesinthesituationandmakeaface-to-faceinterview.
Activity2Discussion（Groupwork）
Topicsmaybe:
Douwanttobeperfect?
Douthinkthereisanyoneintheworldthatisperfect?
Lookatthesubtitle/title“Remindyourself”,remindyourselfofwhat?
Activity3Poster-designing/Cartoon-designing/…（groupwork）
Thesepost-readingactivitiesareintendedtodevelopSs’creativethinkingandgetthemtoknowtheimportanceof…
Step5.Homework
Task1Writeasummaryofthepassage（about100words）（Individualwork）
TospurSstoconsolidatewhattheyhavelearned.
Task2Lookupsomemoreinformationabout…（Individualwork）
EncourageSstogototheschoollibraryorgetontheInternetifpossibletoconsultrelatedEnglishwebsitesonthetopic.
ToencourageSstostudyEnglishspontaneouslyandindependentlyafterclass,arouseSs’interestintraditionalChinese
cultureanddevelopSs’cultureawarenessandcross-culturecommunicativeskills.
Asformyblackboard-design,sincetimeislimited,I’dliketogiveabriefintroduction.
Hereistheform
HerearesomenewwordsforSs
Somuchformypresentation.Thankuverymuch.Bye-b
高一人教课标必修1
Unit
3
说课稿
LessonPlanInterpretation
NSEFCBook1Unit3TravelJournal
Hello,everyone.It’sanhonorformetostandhereandinterpretmylesson.ThelessonplanIamgoingtotalkaboutisfromNSEFCBook1Unit3TravelJournal.I’llexplainhowtoteachandwhydosofromthefollowing5aspects:
thetheoreticalbasis,understandingoftheteachingmaterial,teachingmethodsandstudyingways,teachingprocedure,blackboarddesign.
Ⅰ.Thetheoreticalbasis
First,I’dliketoshowmytheoreticalbasis--schematheoryandtop-downmodel（Goodman,1971）.JourneydowntheMekongisareadingcourse.Accordingtoschematheory,readingcomprehensionisaninteractiveprocessbetweenthereader’sbackgroundknowledgeandthetext（CarrelandEisterhold,1983）,orbetweenthenewinformationandtheoldknowledgestore（AndersonandPearson,1984）.Soinordertoimprovethestudents’readingspeedandreadingcomprehension,languageteachersshouldtrytoactivatetheSs’oldknowledgestoreandaddmorerelevantbackgroundknowledgebeforetheygetthestudentstoread.Accordingtothetop-downmodel,generalideaofthetextwillbegotfirst,andthencomethedetails.
II.Understandingoftheteachingmaterial
Myunderstandingoftheteachingmaterialincludes3parts:
thestatusandthefunction,teachingobjectives,theimportantanddifficultpoints.
Atthebeginning,let’sfocusonthefirstpart.JourneydowntheMekongisapieceoftraveljournalwrittenbyWangKun.It’smainlyaboutWangKunandhissister’sdreamoftakingagreatbiketripdowntheMekongRiver,theirpreparationforthetripandsomemoredetailsoftheMekongRiver.Generalspeaking,itisnotdifficultforthestudentstounderstandthetext,buttherearesomenewphrasesandsentencesthatmaybealittlebitdifficult.Sobeforethestudents’firstreading,Iwillexplainthenewwordsandphrasesbrieflyandafterreadingthewholepassage,Iwillembodytheusageofthenewswordsandphrases,andgetthestudentunderstandthedifficultsentences.Asitisapieceofjournal,besideslearningthenewwordsandphrases,studentscangetthegeneralideaofhowtowriteajournal.
That’sallforthefirstpart,nowlet’smovetothesecondpart.AccordingtotheteachingmaterialandthenewcurriculumofEnglish,inordertofulfillthelearningtaskofthislesson,Iestablishthefollowingobjectives:
a）Knowledgeobjectives
Bytheendofthelesson,Sswillhaveabetterunderstandingofthemeaningandstructureofthetext.ThenSswillgraspsomeusefulwordsandexpressionssuchasdetermined,makeupone’smind,givein,befondof…,careabout…,stubborn,etc.
b）Abilityobjectives
Actuallystudentsshouldbeencouragedtodospeedreadingin
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