《高中英语说课稿精品》由会员分享，可在线阅读，更多相关《高中英语说课稿精品（2页珍藏版）》请在金锄头文库上搜索。
1、Good morning, distinguished experts and teachers. I am glad to have the chance to share my teaching ideas with you. My teaching plan will include 6 sections, analysis of the teaching material, teaching aims, key and difficult points of this lesson, teaching approaches, studying approaches and teachi
2、ng procedures. I. First lets come to section 1, analysis of the teaching material. The material is a text taken from the reading section of Unit_ in Module_. The topic of this unit is_. This text is about_, so it is very important in the study of this unit because students can master some words abou
3、t_, learn to_ by studying this text. II. Section 2 is teaching aims. Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson: 1. Knowledge aims: students can master the important words and phrases in the vocabulary list as well as the usage of _(
4、grammar) 2. Ability aims: they can learn how to _(functional items) 3. Emotion aims: their interest in_ will be aroused; their passion or enthusiasm for _ will be stimulated. III. The key points and difficult points of this lesson are as follows: 1. key points: 2. difficult points: IV. Then we come
5、to the fourth section: teaching approaches. There are two main teaching approaches I will use in this lesson: student-centered teaching, task-based teaching, activity-based teaching and situation-teaching. V. Next section is studying approaches. Students of this stage are quick in response and they
6、are eager to show what they know and they have a certain ability to read. But they are lack of some general knowledge, cultural background of foreign countries and the courage to express themselves. Therefore, the studying approaches I will guide them to use are 1. Basic learning approach which will
7、 help them to grasp some crucial vocabulary and grammar; 2. Practice approach. Practice makes perfect. By doing some practices, students can consolidate what they have learned and keep them in mind. VI. Then we come to the most important sectionteaching procedures. They will be divided into four ste
8、ps: lead-in, pre-reading, while-reading and post-reading. Step1. Lead-in Reading begins before a book is opened. Its important to activate students existing background knowledge and draw their attention to the topic of the text. In this step, I will devise some activities (presenting pictures via PP
9、T, asking questions about their experience and opinions about_) to increase students concentration, arouse their curiosities and give them a purpose for reading. Step2. Pre-reading At this moment, I will ask students to look at the illustrations in the text and the title of the text and encourage th
10、em to guess what the text is about. This stimulates their imagination and arouses their interest. Step3. While-reading In this step, students need to finish the following tasks: Task 1: Skimming the text I will write down one or two simple questions on the blackboard and ask the students to skim the
11、 whole text with the questions in their mind. After skimming, I will ask for answers to see whether they have a general understanding of the text. Question1.2.3. Task 2: Scanning the text I will ask students to scan the text again and finish the questions in comprehending part or fill in the table (
12、devised by the teacher) or complete the diagram (ibid.) e.g. Task 3: Further reading Students are asked to read the text further and answer some relatively difficult questions. They can discuss in groups and then they can recommend their group leader to answer the questions.Question1: How do you und
13、erstand the title or the sentence“_” ?2: What do you think of the authors ideas? (As we all know, most writers are prejudiced in some way and try to convince their readers of some viewpoints. So it is important to train students to read critically) 3. After that, I will give some comments on their a
14、nswers or make some improvements. The purpose of my design of the above three tasks is to enable students to comprehend the text step by step and have a good understanding of what they have learned. Step4. Post-reading Task 1: Creating a situation: If you. Task 2: Retelling the story according to th
15、e main points Task 3: language pointsWords: e.g. and explanations of some key wordsPhrases: e.g.; ask students to guess the meaning of phrases according to the context and meaning of the words in the phraseGrammar: _, definition and usage; ask students to find sentences in which the grammar is used
16、in the text; translation method; filling in the blank The design of explanation plus practice will strengthen the students understanding and solidify the new knowledge they have learned. Homework: collect data about_ on Internet or from books and write a short report based on what they have collected. Finally, I will briefly talk about my blackboard design. I will divide the blackboard into two parts. The left part will be us
