高中英語教案說課稿
隨著國際貿(mào)易的發(fā)展，英語的使用也越來越普遍，下面是小編整理的高中英語教案說課稿，希望對你有幫助。
高中英語教案說課稿一
一、說教材
（一）教材內(nèi)容及分析
我說課的內(nèi)容是外研版《英語》（新標準）高中第三冊（必修3）Module 4 Sandstorms in Asia本模塊介紹了亞洲（主要是中國）沙塵暴的情況，并引入了與沙塵暴和環(huán)保有關的詞匯。要求學生了解沙塵暴方面的知識并掌握相關詞匯，培養(yǎng)學生用英語談論沙塵暴及環(huán)保的語言技能。
Introduction 部分為此模塊的warming up,介紹與“沙塵暴”有關的詞匯，并設計了三個練習活動。通過教材設計的這三個活動，可以讓學生初步熟悉這些詞的意義，為以后的各項學習活動做好準備。Reading and Vocabulary 該部分介紹了“亞洲的沙塵暴”。圍繞著課文，編者設計了五個與課文內(nèi)容和詞匯有關的練習。通過這些練習，學生可以增進對沙塵暴危害性的了解，熟悉有關沙塵暴的詞匯。
（二）教學目標
根據(jù)《新課標》總目標的描述，結(jié)合本課的內(nèi)容，我把本節(jié)課的教學目標系統(tǒng)化，分別是：語言知識，能力目標，情感目標，文化意識，和學習策略。
1．語言知識目標
掌握并能運用下列詞匯：
與沙塵暴有關：disaster, dune, citizen, dust, desertification, forecast, strength, cycle, mask
與環(huán)保有關：process, mass, campaign
句子:
To have been caught in a sandstorm was a terrible experience.
There was nothing to be done.
To be cycling in a sandstorm is frightening.
2． 語言技能目標：
理論依據(jù): 高中英語課程標準 強調(diào)用英語獲取和處理信息的能力
1).能從文章中獲取主要信息并摘錄要點
2).能理解文章主旨、作者意圖
3).能提取、篩選和重組文章中的信息
4).能利用上下文猜測新詞匯
3．學習策略目標
詞匯歸類
在閱讀、英語互動、完成任務過程中進行有效自我調(diào)控
通過各種途徑獲取相關信息，辨別并運用有效資源
3． 文化意識和情感態(tài)度目標
了解亞洲沙塵暴的狀況
增強環(huán)保意識
4．重點與難點
重點：
了解沙塵暴；閱讀微技能訓練
難點：
運用所學詞匯和短評，圍繞主題進行討論及寫作
二、說學情
在教學過程中，對學情的了解是教師因材施教的關鍵。高中的學生注意力有一定的穩(wěn)定性，觀察能力很強，具有一定的目的性，系統(tǒng)性和全面性，已經(jīng)初步實現(xiàn)從具體思維向抽象思維的過渡。他們喜歡富有個性化的教學設計，喜歡接受新鮮事物。同時，自我意識增強，擁有強烈的主觀能動性。他們更是擁有很強烈的自我展現(xiàn)意識與欲望，不但在乎別人對自己的評價，更渴望得到別人的關注和贊賞。他們已具有了一定的自主合作和探究的能力，具有了一定的英語語言知識和英語應用的能力，具備了基本的英語思考和英語表達的`基本技能。
因此，設計這節(jié)課時，我充分考慮到學生的主體性，把自己作為與學生一起探討的一員，以亦師亦友的身份走進他們，以基礎的語言啟發(fā)他們，以輕松的話題開始，以愉快的交流展開合作，充分創(chuàng)造機會讓同學們都擁有成功的喜悅，在和諧的氛圍中探究并完成教學任務。
三、 說教學方法
(新課程提倡運用任務型教學途徑，圍繞核心問題，設定小任務；圍繞文章內(nèi)容，盡可能提供訓練學生技能的機會；開展自主性學習的課堂活動，強調(diào)合作探究與獨立思考相結(jié)合。任務型教學：任務型教學強調(diào)語言學習應該是在“做中學”“用中學”。任務設計應該貼近學習者的生活，才能激發(fā)學習者的背景知識，激發(fā)他們的學習的興趣，語言才能在經(jīng)意中習得(incidental acquisition).
這節(jié)課本人主要采用任務型教學法和活動教學法，借助多媒體展開教學活動。通過運用閱讀技巧，如查讀等方式提高閱讀能力，從而使學生掌握閱讀策略，同時圍繞文章設計多種語言活動，以自主合作等多種形式，引導學生根據(jù)不同的學習任務嘗試使用不同的學習策略，使良好的學習習慣得以培養(yǎng)，自主學習和合作得以發(fā)展，交際能力和綜合運用能力得以提高。)
四、說學法
通過本課教學，我將主要培養(yǎng)學生掌握以下學習方法：
1．參與式學習法：培養(yǎng)他們從練中學，在學中用，通過設置符合學生知識水平的活動讓學生參與、體驗、實踐，并從中品味在活動中的樂趣。
2．知識遷移法：培養(yǎng)學生善于運用所學知識來分析和解決問題的能力。
3．合作學習法：通過小組形式完成多種活動，培養(yǎng)探究和合作意識與能力。
五、教學反思
本課在閱讀訓練方面旨在：1）培養(yǎng)學生在閱讀中的推測詞義的能力。2）指導學生運用閱讀技巧，諸如Skimming（掃讀）、Scanning（細讀）等培養(yǎng)其快速閱讀的能力。在課程導入時，我選用部分圖片展示，引發(fā)了學生濃厚的學習興趣，為下一步的閱讀做好了鋪墊。在介紹亞洲沙塵暴文章的同時，我設置了不同水平的練習題以彌補教材中練習單一的不足，調(diào)動了不同程度學生的學習積極性。在循序漸進的討論活動中，學生們既對沙塵暴的認識有所提高，又獲得了聽、說、讀、寫幾方面知識能力的提高。倘若時間充裕，我會進一步加強推測詞義的訓練。
高中英語教案說課稿二
Interpretation
Good morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you.
I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.
Part 1 Teaching Material
The content of my lesson is New Senior English for China Book___ Unit____________________. This unit is about____________________ (topics). By studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________. At the same time, let the students learn how to____________________ (functional items). From this lesson, it starts___________________________(structures). (As 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.) Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit.
Part 2 Teaching Aims
According to the new standard curriculum and the syllabus (新課程標準和教學大綱), and after studying the teaching material, the teaching aims are the followings:
1.Knowledge objects (語言目標：語音，詞匯，語法，功能，話題)
(1)The Ss can master the usage of the important words and expressions.
(2)The Ss can use the __________________ (grammar) in the proper situation.
(3)The Ss can understand the content of the lesson, talk about _______________________ (information) and get their own idea about _______________________________.
2.Ability objects (技能目標：聽，說，讀，寫)
(1) To develop the Ss’ abilities of listening, speaking, reading and writing
(2) To guide Ss to set up effective studying strategies.
(3) To improve the student’s reading ability, especially their skimming and scanning ability.
(4) To train the Ss’ abilities of studying by themselves and cooperating .
3.Emotion or moral objects (情感目標：興趣，自信，合作，愛國，國際視野)
(1)By completing the task, the Ss increase their interest in ____________________and set up self-confidence in _____________________.
(2)Teach the Ss_________________________, put the moral education in the language study.
Part 3 the Important and Difficult Points
Based on the requirement of the syllabus.
The important points are__________________________ such as ______________.
The difficult points are_________________________ for example_____________.
Part 4 Teaching Methods
As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories(現(xiàn)代社會交際教學理論) .
1. Communicative Approach(交際教學法)
2. Whole Language Teaching(整體語言教學法)
3. Task-based Language Teaching (任務教學法)
4. Total Situational Action (情景教學) a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI (電腦輔助教學) can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.
Part 5 Teaching Procedure
Step 1. Lead-in. (_____min)
___________________________________________________________________
Purpose of my design: (1) to catch Ss’ attention about the class/topic/passage.
(2) To set up suspense/develop interest in _______________.
Step 2. Pre-reading
Task 1. (Individual work, pair work, group work, class work; _____min)
Let Ss _____________________________________________________________
Task 2. (Individual work, pair work, group work, class work; _____min)
___________________________________________________________________
Now, let’s see what happened to the_______________/ let’s check whether it is right or not.
Purpose of my design: (1) to get to know something about the _________________.
(2) To have a better understanding about the importance of ___________________.
Step 3. While-reading
Task 1. (Individual work, pair work, group work, class work; _____min)
Skimming: Ss should read the material fast to find out the main idea/topic sentence for each paragraph.
Para 1 ___________________
Para 2 ___________________
Para 3 ___________________
…
Task 2. (Individual work, pair work, group work, class work; _____min)
Scanning: Listen to the tape part by part to finish ___________________________.
Task 3. (Individual work, pair work, group work, class work; _____min)
Scanning: Guide Ss to read the material carefully and take some important notes, then answer the following questions.
Task 4. (Individual work, pair work, group work, class work; _____min)
Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the following chart.
Purpose of my design: Enable students to understand the given material better by using different reading skills. And proper competition can arouse the Ss’ interest in English learning. “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.
Step 4. Post-reading
Task 1. (Individual work, pair work, group work, class work; _____min)
(接task3)Ask Ss to close books and finish the summary according their notes.
(接task4)Retell the story /Sum up the passage in Ss’ own words according to the chart.
Task 2. (Individual work, pair work, group work, class work; _____min)
Discuss _______________________________________________with other group members and then choose a reporter to share their opinions about ____________________________________ with the whole class.
Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their spoken English. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.
Step 5. Homework
1. __________________________________________________
2. __________________________________________________
Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.
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