《高中英語教案30篇》屬于英語教案中比較優(yōu)秀的內(nèi)容，歡迎參考。
第1篇
學習英語是一個循序漸進的過程，需要不斷積累、操練和自我糾正。以下是職業(yè)高中英語教學教案，歡迎閱讀。
Period One(第一課時)
Introduction;Reading and Vocabulary
一. 學習目標：
1.知識目標：
(1)學習并應用文中所給單詞與短語;
(2)回顧并了解一些有關(guān)樂器、音樂家及名曲方面的知識;
2. 能力目標：
(1)發(fā)展提高閱讀能力，如快讀、跳讀等;
(2)發(fā)展提高口頭表達能力。
3. 情感目標：
(1) 通過小組活動或二人合作提高自身合作意識;
(2) 培養(yǎng)自己的對音樂的`興趣，豐富自身精神或情感生活;
二. 學習方法：
1.自主學習，同桌合作，小組討論;
2.參與課內(nèi)閱讀活動。
三.重點與難點：
1. 重點：
(!)大膽自由討論音樂、音樂家與樂器：
(2) 提高自身閱讀能力。
2. 難點：
(1)能否大膽積極主動地參與討論;
(2) 能否處理一些語言難點與語法難點。
四. 基礎(chǔ)自學：
1. 認知詞匯： 拼讀記憶單詞(from ”audience” to “tour” on P114 Word List)
2.讀前問答： Questions 1—6 ( P21 Activity One )
3.快速閱讀: (1) Read the passage and choose the best title.( P22—P23).
(2) Read the passage again and answer the questions (P23 Activity 3 No1----No8)
五. 課文學習：
(P 21 Vocabulary and speaking)
1. Match the phrases to Chinese(連線):
A. Play the drum 1.彈吉他
B. Play the erhu 2.彈鋼琴
C. Play the piano 3.打鼓
D. Play the guitar 4.拉二胡
E. Play the saxophone 5.拉小提琴
F. Play the violin 6.吹薩克斯風
2. Some famous musicians who play the next instruments(著名的樂手):
Violin: 梅紐因，帕爾曼，呂思清，盛中國，俞麗拿，陳美
Guitar: Jimi Hendrix，Jeff Beck，Jimmy Page，hide，木村好夫(木吉他)
Piano: 鮑蕙蕎，朗朗，李云迪，Richard Clayderman，
Saxophone: Kenny .G，
Erhu: 華彥鈞，劉天華，閔惠芬，宋飛，
3. Audience聽眾，觀眾: audience在作為集合名詞大多以單數(shù)形式出現(xiàn)，既可以表示單數(shù)意義，也可以表示復數(shù)意義。作主語時，若看作一個集體謂語動詞用單數(shù);指集體中的成員時，謂語用復數(shù)。
(1) There __________(be) a large audience at the pop concert.
(2) 200 audience _________________(watch) the match at this time yesterday>
(3) The audience ____________/___________(be) very excited by the show.
4. different (adj)-___________________ (adv) -________________________(n)
與…不同_________________________ 在…方面不同_____________________
(P22-23Reading and vocabulary)
I. Fast Reading(快速閱讀): Read the passage quickly and choose the best title:
1. Three Great Austrian Composers. 2. Three Great Composers of the Eighteenth Century(世紀).
3. Three Great Children Composers.
II. Fast Reading ：Read the passage quickly and fill in the table about the three great composers:
Name Birthplace(出生地) Date of birth and death Family background(家庭背景)
第2篇
篇一：高中英語詞法專題講座(4)《數(shù)詞》精品教案
英語詞法專題講座四：數(shù)詞
基數(shù)詞: 表示人或事物數(shù)量多少的詞.
序數(shù)詞: 表示人或事物的順序的詞.
一. 基數(shù)詞.
1. 基數(shù)詞的讀法.
1) 1---12: one two three four five six seven eight nine ten eleven twelve
2) 13---19: 詞尾加-teen: thirteen fourteen fifteen sixteen seventeen eighteen nineteen
3) 20, 30, 40, 50, 60, 70, 80, 90: 逢十詞尾加-ty: twenty thirty forty fifty sixty seventy eighty ninety
4) 21----99: 在十位與個位之間加連字符構(gòu)成.
21--- twenty-one 99---ninety-nine
5) 101---999: 先說幾百, 再加and ,再加末尾兩位數(shù)或個位數(shù). 101---one hundred and one 238----two hundred and thirty-eight
6) 1000以上的數(shù): 先將數(shù)字從右往左數(shù), 每三位數(shù)用一個逗號隔開, 從右往左第一個逗號表示 “千”讀thousand 第二個逗號表示
“百萬”讀million 第三個逗號表示 “十億”讀billion
18, 657, 421---eighteen million, six hundred and fifty-seven thousand, four hundred and twenty-one.
二. 序數(shù)詞
基數(shù)詞變序數(shù)詞
口訣: 基變序, 有規(guī)律, 詞尾要加th .一二三, 特殊記, 詞尾分別tdd(first second third )
八去t , 九去e, ve要用f替. ty變作tie, 再加th莫忘記.
若遇幾十幾, 只變個位就可以.
三. 數(shù)詞的應用.
1. 表編號.
結(jié)構(gòu): 名詞(首字母要大寫) + 基數(shù)詞 = the +序數(shù)詞 +名詞 Lesson One = the first lesson
注：有些編號，一般僅用第一種表達法。 Room 101 101號房間
2. 序數(shù)詞前一般加定冠詞the 但序數(shù)詞前與不定冠詞a /an 連用時, 表示 “又一,再一”
You’ve done it three times. Why not try ____fourth time ?
A. a B. an C. the D. /
3. 數(shù)詞前加every, 表示每??/每隔?? .
every ten days =every ninth day 每十天(每隔九天)
注:every +基數(shù)詞 +復數(shù)名詞 = every + (序數(shù)詞-1) +單數(shù)名詞
4. 基數(shù)詞的復數(shù)形式表示年代和年齡
1) 表示年代: in the + 年份的復數(shù) 在幾世紀幾十年代. 在十九世紀七十年代. _________________________.
2) 表年齡: in one’s + 整十的復數(shù) 表示在某人幾十歲時 在他四十歲時: ___________________.
5. hundred / thousand /million /billion
1). 若hundred / thousand /million /billion 前有基數(shù)詞時, 其后不加s, 也不加of .若沒有時, 既加s 也要帶of .
Every year _______ visitors come to China .
There are two _______ students in our school .
A. thousand B. thousands C. thousands of D. thousand of
2). 若其前有a few 、many、several 修飾時，通常用復數(shù)，后接of.
3). 若名詞前有the修飾時，用單數(shù)，后接of
Two ______the students in our school are from the countryside .
A. hundred B. hundred of C. hundreds of D. hundreds
6. 幾個半的表達法:
基數(shù)詞 + and + a half +名詞復數(shù) = 基數(shù)詞 +名詞(單數(shù)/復數(shù)) +and +a half
two and a half hours = two hours and a half
7. 時刻表達法:
1) 整點: 基數(shù)詞 + o’clock
2) 幾點幾分:
A). 直接讀法: 先讀小時, 后讀分鐘 3:25 ---- three twenty-five
B). 間接讀法:
a)≤30分鐘. 分鐘+ past + 小時 3：25 ----twenty-five past three
b)＞30分鐘. ( 60-分鐘 )+ to + (小時數(shù)+1) 3:55 ----- five to four
c) 30 分鐘 = half 15分鐘=a quarter 45分鐘= three
quarters
3:30 ---half past three 3:15----a quarter past three 3:45 ----a quarter to four
8. 日期表達法:
結(jié)構(gòu): 1). 月, 日, 年 (日用序數(shù)詞, 年用基數(shù)詞)
注:年份的讀法: 先讀前兩位數(shù),再讀后兩位數(shù). 讀日時要加the. 1900---nineteen hundred 1807----eight and seven (eight o seven)
2008---two thousand eight
2007年3月21日.--- March the twenty-first, two thousand and seven.
2). 日 月 年 (the +序數(shù)詞+of +月, 年)
2007年3月21日---the twenty-first of March, two thousand and seven.
9. 分數(shù)詞的表達法:
1). 結(jié)構(gòu): a). 分子用基數(shù)詞,分母用序數(shù)詞. b). 當分子大于1時, 分母加復數(shù).
3/4--- three fourths (three-fourths)
篇二：2015年秋新課標高中英語詞法專題講座(4)《數(shù)詞》精品教案
英語詞法專題講座四：數(shù)詞
基數(shù)詞: 表示人或事物數(shù)量多少的詞.
序數(shù)詞: 表示人或事物的順序的詞.
一. 基數(shù)詞.
1. 基數(shù)詞的讀法.
1) 1---12: one two three four five six seven eight nine ten eleven twelve
2) 13---19: 詞尾加-teen: thirteen fourteen fifteen sixteen seventeen eighteen nineteen
3) 20, 30, 40, 50, 60, 70, 80, 90: 逢十詞尾加-ty: twenty thirty forty fifty sixty seventy eighty ninety
4) 21----99: 在十位與個位之間加連字符構(gòu)成.
21--- twenty-one 99---ninety-nine
5) 101---999: 先說幾百, 再加and ,再加末尾兩位數(shù)或個位數(shù).
101---one hundred and one 238----two hundred and thirty-eight
6) 1000以上的數(shù): 先將數(shù)字從右往左數(shù), 每三位數(shù)用一個逗號隔開, 從右往左第一個逗號表示 “千”讀thousand 第二個逗號表示 “百萬”讀million 第三個逗號表示 “十億”讀billion
18, 657, 421---eighteen million, six hundred and fifty-seven thousand, four hundred and twenty-one.
二. 序數(shù)詞
基數(shù)詞變序數(shù)詞
口訣: 基變序, 有規(guī)律, 詞尾要加th .一二三, 特殊記, 詞尾分別tdd(first second third )
八去t , 九去e, ve要用f替. ty變作tie, 再加th莫忘記.
若遇幾十幾, 只變個位就可以.
三. 數(shù)詞的應用.
1. 表編號.
結(jié)構(gòu): 名詞(首字母要大寫) + 基數(shù)詞 = the +序數(shù)詞 +名詞
Lesson One = the first lesson
注：有些編號，一般僅用第一種表達法。 Room 101 101號房間
2. 序數(shù)詞前一般加定冠詞the 但序數(shù)詞前與不定冠詞a /an 連用時, 表示 “又一,再一” You’ve done it three times. Why not try ____fourth time ?
A. a B. an C. the D. /
3. 數(shù)詞前加every, 表示每??/每隔?? .
every ten days =every ninth day 每十天(每隔九天)
注:every +基數(shù)詞 +復數(shù)名詞 = every + (序數(shù)詞-1) +單數(shù)名詞
4. 基數(shù)詞的復數(shù)形式表示年代和年齡
1) 表示年代: in the + 年份的復數(shù) 在幾世紀幾十年代.
在十九世紀七十年代. _________________________.
2) 表年齡: in one’s + 整十的復數(shù) 表示在某人幾十歲時
在他四十歲時: ___________________.
5. hundred / thousand /million /billion
1). 若hundred / thousand /million /billion 前有基數(shù)詞時, 其后不加s, 也不加of .
若沒有時, 既加s 也要帶of .
Every year _______ visitors come to China .
There are two _______ students in our school .
A. thousand B. thousands C. thousands of D. thousand of
2). 若其前有a few 、many、several 修飾時，通常用復數(shù)，后接of.
3). 若名詞前有the修飾時，用單數(shù)，后接of
Two ______the students in our school are from the countryside .
A. hundred B. hundred of C. hundreds of D. hundreds
6. 幾個半的表達法:
基數(shù)詞 + and + a half +名詞復數(shù) = 基數(shù)詞 +名詞(單數(shù)/復數(shù)) +and +a half two and a half hours = two hours and a half
7. 時刻表達法:
1) 整點: 基數(shù)詞 + o’clock
2) 幾點幾分:
A). 直接讀法: 先讀小時, 后讀分鐘 3:25 ---- three twenty-five
B). 間接讀法:
a)≤30分鐘. 分鐘+ past + 小時 3：25 ----twenty-five past three b)＞30分鐘. ( 60-分鐘 )+ to + (小時數(shù)+1) 3:55 ----- five to four c) 30 分鐘 = half 15分鐘=a quarter 45分鐘= three quarters
3:30 ---half past three 3:15----a quarter past three 3:45 ----a quarter to four
8. 日期表達法:
結(jié)構(gòu): 1). 月, 日, 年 (日用序數(shù)詞, 年用基數(shù)詞)
注:年份的讀法: 先讀前兩位數(shù),再讀后兩位數(shù). 讀日時要加the.
1900---nineteen hundred 1807----eight and seven (eight o seven)
2008---two thousand eight
2007年3月21日.--- March the twenty-first, two thousand and seven.
2). 日 月 年 (the +序數(shù)詞+of +月, 年)
2007年3月21日---the twenty-first of March, two thousand and seven.
9. 分數(shù)詞的表達法:
1). 結(jié)構(gòu): a). 分子用基數(shù)詞,分母用序數(shù)詞. b). 當分子大于1時, 分母加復數(shù). 3/4--- three fourths (three-fourths)
2). 注意:
a). 分數(shù)詞的幾種特殊形式.
1/3—one third = a third 1/4—one fourth = a quarter
1/2—one second = a half 3/4—three fourths = three quarters b). 分數(shù)詞作主語時, 謂語動詞根據(jù)分數(shù)詞后面的名詞來確定.
Two fifths of the milk ______(be ) drunk by Tom .
One third of the students _______(be )girls .
篇三：冠詞與數(shù)詞 教案
名思教育-----我的成功不是偶然的
學生: 教師: 日期
班主任: 時段:
校長簽字： ___________
海到無邊天作岸，山高絕頂我為峰
篇四：高中地理 《數(shù)字地球》教案(1)
數(shù)字地球
[教學目標]
<知識與技能>
舉例說出全球定位系統(tǒng)（GPS）在定位導航中的應用。
結(jié)合實例，了解遙感（RS）在資源普查、環(huán)境和災害監(jiān)測中的應用。
運用相關(guān)資料，了解地理信息系統(tǒng)（GIS）在城市管理中的功能。
<過程與方法>
在獲取和應用數(shù)字地球的相關(guān)知識的過程中，理解數(shù)字地球的含義，鍛煉學生搜集地理信息的能力，以及對地理知識進行分析、提取、整理的技能。
<情感態(tài)度與價值觀>
激發(fā)學生運用信息技術(shù)探究，解決地理問題的興趣，提高學生對環(huán)境、資源、人口問題的整體認識，形成全球意識。
[教學重點]
理解數(shù)字地球的定義，特點
理解數(shù)字城市的意義
[教學難點]
明確3S技術(shù)的概念和區(qū)別
[教學方法]
講授法、對比分析法
[教具]
課本，多媒體
[教學過程]
<導入>
還記得我們以前學習過節(jié)3S技術(shù)嗎？
RS：主要用于地理信息數(shù)據(jù)的獲取，能在很短時間內(nèi)獲取某區(qū)域全面資料的技術(shù)。
GPS：主要用于地理信息的空間定位，能為無人區(qū)科學考察的科技工作者全天侯提供本人具體地理位置的技術(shù)。
GIS：主要用來對地理信息數(shù)據(jù)進行管理、查詢、更新、空間分析和應用評價，能對獲得的地理信息進行處理、分析、管理、顯示、輸出的技術(shù)。
<新課>
認識“數(shù)字地球”
有了以上的回顧，我們來認識一下數(shù)字地球：
數(shù)字地球的提出
美國前副總統(tǒng)戈爾于1998年1月31日在加利福尼亞科學中心所做的“數(shù)字地球------認識21世紀我們這顆星球”的演講中首次提出的。
他指出：數(shù)字地球是指一個以地理坐標為依據(jù)的、具有高分辨率和海量數(shù)據(jù)、立體顯示地球信息的技術(shù)系統(tǒng)。
數(shù)字地球的核心思想
用數(shù)字化的手段整體性地解決與空間位置相關(guān)的問題和最大限度地利用信息資源，它需要很多學科，特別是信息科學技術(shù)的支撐，如信息高速公路、高分辨率衛(wèi)星影像、空間信息技術(shù)、大容量數(shù)據(jù)處理與存貯技術(shù)、可視化和虛擬現(xiàn)實技術(shù)，并與遙感、地理信息系統(tǒng)、全
球定位系統(tǒng)技術(shù)相融合。
數(shù)字地球的特點
（1）、數(shù)字地球具有空間性、數(shù)字性和整體性，這三者的融合統(tǒng)一，是數(shù)字地球與其他信息系統(tǒng)相區(qū)別的根本標志。
?。?）、數(shù)字地球可以迅速充實和聯(lián)網(wǎng)。
?。?）、數(shù)字地球是一種開放式的數(shù)據(jù)平臺，它采用動態(tài)、仿真和虛擬等先進的.技術(shù)，具有立體和動態(tài)顯示數(shù)據(jù)的能力。
（4）、數(shù)字地球以圖像、圖形、圖表、文本報告等多種形式提供局部或全球范圍的數(shù)據(jù)、信息、知識方面的服務，其中提供信息服務是最主要的任務。
?。?）、數(shù)字地球的服務對象覆蓋整個社會層面。
數(shù)字地球的應用領(lǐng)域
引導學生思考，說出數(shù)字地球的應用領(lǐng)域？
主要有：預測氣候變化、治理環(huán)境污染、防災減災、保持生物多樣性、解決政治或經(jīng)濟危機、增加農(nóng)業(yè)產(chǎn)出等。
未來城市-----“數(shù)字城市”
了解數(shù)字城市
數(shù)字城市是數(shù)字地球的重要組成部分。它綜合運用地理信息系統(tǒng)、遙感、全球定位系統(tǒng)、網(wǎng)絡(luò)、多媒體及虛擬仿真等技術(shù)，以數(shù)字的形式獲取、存儲和再現(xiàn)城市的資源、基礎(chǔ)設(shè)施、人文、經(jīng)濟等各個方面的信息，從而提高城市管理效率，節(jié)約資源和保護環(huán)境，為城市可持續(xù)發(fā)展提供決策支持。
數(shù)字城市的內(nèi)容
城市設(shè)施的數(shù)字化，城市的網(wǎng)絡(luò)第（包括互聯(lián)網(wǎng)、有線電視網(wǎng)、移動通信網(wǎng)、光纖網(wǎng)、廣域網(wǎng)、局域網(wǎng)等），城市的智能化（包括網(wǎng)上商務、網(wǎng)上金融、網(wǎng)上教育、網(wǎng)上醫(yī)院、網(wǎng)上政務等）。
數(shù)字城市的好處：
能夠為人類創(chuàng)造高效的、信息化的工作環(huán)境和舒適方便、安全、現(xiàn)代化的生活環(huán)境。 數(shù)字城市的發(fā)展現(xiàn)狀
美國：全國約有60個城市正在進行數(shù)字化建設(shè)。現(xiàn)已建成一批“智能化生活小區(qū)（數(shù)字社區(qū)）”的示范工程；衛(wèi)生醫(yī)療行業(yè)建立的“健康網(wǎng)絡(luò)”，“計算機醫(yī)生”通過Internet向病人提供會診和保健咨詢；許多學校已開始轉(zhuǎn)向多媒體教學；大多數(shù)銀行通過電視、計算機和自動出納機開展業(yè)務，并逐步轉(zhuǎn)變成為“虛擬銀行”；集成化的全國性各種電子化系統(tǒng)，為公眾和政府間的互動提供了方便、快捷的途徑。目前，聯(lián)邦政府、州已全部上網(wǎng)，幾乎所有縣市都建有自己的站點，并在2003年實現(xiàn)政府管理電子化。
中國：一些城市也在積極投入數(shù)字城市建設(shè)、并制定了相應的目標。例如：“數(shù)字北京”、“數(shù)字上?！?、“數(shù)字廣州”、“智能濟南”等。其中，北京市明確提出“數(shù)字北京”的建設(shè)目標是通過建設(shè)寬帶信息網(wǎng)絡(luò)、地理信息系統(tǒng)等基礎(chǔ)設(shè)施平臺，整合首都信息資源，建立電子政務、電子商務系統(tǒng)，實現(xiàn)國民經(jīng)濟信息化和公共服務領(lǐng)域的信息化；構(gòu)建起秘信息社會相適應的信息化軟環(huán)境；發(fā)展信息家電、遠程教育、網(wǎng)上醫(yī)療、建設(shè)信息化社區(qū)。
建立“數(shù)字城市”的意義
?。?）、城市發(fā)展：建立數(shù)字城市，實現(xiàn)城市信息化，有助于推動社會經(jīng)濟的高速發(fā)展，促進城市現(xiàn)代化，增強城市的聚集和擴散功能，提高城市的綜合實力。信息化還將帶動全球化，是城市融入全球化浪潮的必要條件。
?。?）、區(qū)域發(fā)展：城市信息化給農(nóng)業(yè)和農(nóng)村的發(fā)展提供技術(shù)、資金和信息上的支撐，加快農(nóng)
村的信息化和現(xiàn)代化進程，從而帶動整個區(qū)域乃至整個國家的信息化、現(xiàn)代化和全球化。
（3）、日常生活：城市信息化使得智能化交通、智能化住宅小區(qū)、數(shù)字化企業(yè)、電子商務、電子金融、電子政務、遠程教育、遠程醫(yī)療、網(wǎng)上娛樂等成為可能，還帶動了生態(tài)城市和花園城市建設(shè)，為居民生產(chǎn)、生活和學習創(chuàng)造更方便、舒適、高效和安全的環(huán)境，提高了生活質(zhì)量。
三、未來校園------“數(shù)字校園”
1、數(shù)字校園的概念
數(shù)字校園是利用網(wǎng)絡(luò)、通信技術(shù)對校園內(nèi)的信息資源進行全面的數(shù)字化，通過整理加工，使這些信息資源能夠有序地運轉(zhuǎn)，從而更好地為教學、科研、管理和生活服務。把學校建設(shè)成既面向校園內(nèi)，又面向社會的一個超時間和空間的虛擬學校，使更多的人能夠共享教育資源。
2、數(shù)字校園的內(nèi)容
在數(shù)字校園中，將建成屬于自己的校園網(wǎng)絡(luò)。通過網(wǎng)絡(luò)，教師不論在校內(nèi)還是家中，都能進行電子備課要。教師在課堂上可以根據(jù)教學需要進行相應的教學操作，如進行視頻點播，以增強學生的感知能力。教師還可以在計算機上看到學生的作業(yè)和答卷，并進行評閱工作。 學生也可以利用多媒體手段參加教學活動。利用學校已有的資源、信息，學生可以自己調(diào)出學習課件，自己控制學習進度，在課堂上沒有掌握的知識可以由計算機進行輔導，借助計算機鞏固課堂已學會的知識。遇到特殊情況時，學生在自己的家中借助互聯(lián)網(wǎng)接受遠程教育，并通過實時的考查系統(tǒng)檢查學習效果。
學生到圖書館借閱圖書時，只需在計算機中輸入自己的姓名、學號以及所需圖書名稱，計算機屏幕上就會立刻顯示該書在圖書館的位置和編號，管理人員能很容易找出，并辦理借閱手續(xù)。
3、想象未來的地理課
?。ㄒ詥栴}的形式，引起學生的興趣。）
未來，借助于數(shù)字校園技術(shù)，上地理課時將與現(xiàn)在截然不同。學生只要戴上顯示頭盔，就能看見太空中的地球，如果采用越來越高的分辨率，將看見大陸，然后是鄉(xiāng)村、城市，最后是住房、樹木和其他天然的、人工的地表事物。利用聲音識別系統(tǒng)，學生能夠請求得到關(guān)于陸地覆蓋、動植物物種分布、實時天氣、道路、行政區(qū)范圍以及人口等方面的信息。這些信息能被天衣無縫地融入到數(shù)字地圖之中。通過“數(shù)據(jù)手套”，單擊一下鏈接按鈕，就能夠看見更多信息。
<小結(jié)>
“數(shù)字地球”是繼信息高速公路之后，美國推出的又一項引起廣泛關(guān)注的全球戰(zhàn)略計劃。它是一個三維的地球信息模型，涉及3S技術(shù)，是信息技術(shù)與地理科學的融合，也是迄今為止人類掌握地球表面信息最好的方式。
<版書設(shè)計>
單元活動 走進“數(shù)字地球”
認識“數(shù)字地球”
提出
核心思想
特點
應用領(lǐng)域
數(shù)字城市 簡介
內(nèi)容
好處
發(fā)展現(xiàn)狀
意義
數(shù)字校園
概念
內(nèi)容
想象未來的地理課
篇五：聲音的數(shù)字化教學設(shè)計(高中信息技術(shù)精品)
聲音的數(shù)字化
一、教學設(shè)計思想
1．通過聲音的播放引入新課，用“Goldwave”軟件錄制聲音文件展開課題，并以“聲音的數(shù)字化原理”為中心組織與展開教學。
2．從學生熟悉的內(nèi)容和容易掌握的內(nèi)容著手，采取問題討論、合作解決的方法學習新知識。 3．注重學生學習中對知識的理解與掌握，可以采用化難為簡，層層深入的方法開展教學。 4．利用實際軟件的操作加深對知識的理解和掌握。
4．在信息技術(shù)課堂教學目標中增加對信息知識和內(nèi)容的內(nèi)化，培養(yǎng)了學生的自主探索、協(xié)作研究的精神，鼓勵學生提出問題，提高學生分析、解決問題的能力。
二、教學設(shè)計
?。ㄒ唬⒔虒W目標
知識與技能
1．了解計算機聲音文件的播放與認識，學習利用Goldwave軟件錄制聲音。 2．了解多媒體信息編碼，初步理解聲音數(shù)字化原理。 2．掌握未壓縮處理的聲音文件存儲容量的計算。
3．了解并掌握基本的聲音格式、聲音的壓縮、聲音格式的轉(zhuǎn)化。 過程與方法
1．通過Goldwave軟件的演示與使用引出聲音數(shù)字化。
2．通過聲音數(shù)字化原理的介紹，引出聲音文件存儲量的計算方法并掌握。 3．通過為聲音文件壓縮，引出聲音文件格式的轉(zhuǎn)化。
4．通過任務驅(qū)動的形式讓學生掌握Goldwave軟件的幾個基本操作（聲音錄制、保存、聲音的簡單處理及格式轉(zhuǎn)換），進一步掌握聲音的數(shù)字化原理、存儲容量的計算及常見聲音格式，學會Goldwave軟件的基本操作。。
1
情感態(tài)度價值觀
1．培養(yǎng)了學生的自主探索、協(xié)作研究的精神。 2．鼓勵學生善于提出問題，并分析、解決問題的能力。
（二）、內(nèi)容分析
重點：
1．聲音的數(shù)字化與存儲容量的計算。
2．聲音的錄制、保存、處理及聲音格式的轉(zhuǎn)換。 難點：
1．聲音的信號數(shù)字化概念（聲音的采樣與量化）。 2．未壓縮聲音文件存儲容量的計算。
?。ㄈW情分析
學生對電腦播放聲音比較熟悉，但對聲音的數(shù)字化比較難以理解，而只有理解的聲音的數(shù)字化原理，才能有效掌握聲音存儲容量的計算。對聲音的錄制、存儲格式、格式轉(zhuǎn)換通過Goldwave軟件的簡單應用學生還是比較容易掌握的。
?。ㄋ模┙虒W準備
聲音處理軟件Goldwave、不同格式的聲音文件、聲音數(shù)字化原理的相關(guān)PPT演示稿、學生操作練習素材。
三、教學過程
2
3
4
5
第3篇
作為一名默默奉獻的教育工作者，通常需要用到教案來輔助教學，編寫教案有利于我們準確把握教材的重點與難點，進而選擇恰當?shù)?教學方法。那么寫教案需要注意哪些問題呢？以下是小編為大家整理的幼兒園中班英語教學教案《Tall and Short（高和矮）》，歡迎大家分享。
活動目標：
感知tall和short，并能正確發(fā)音通過游戲激發(fā)幼兒對英語的興趣。
讓幼兒從中學到要看到別人的長處，自己的短處，不能自大、自滿，要與人和睦相處。
活動準備：自制卡片樹（高、矮）若干張。小羊、小牛、長頸鹿的頭飾各一個。
活動過程：
一、導入：
one、one, lamb、lamb、lambTwo、two、two, ra it、ra it、ra it.Three、three、three, cat 、cat、catFour、four、four, duck、duck、duckFive、five、five, bird、bird、bird T: Ok. Very good!我們剛才說了五個小動物的名字，現(xiàn)在又有三個小動物來加入我們了，我們高不高興呀？C:高興。
哦，可是呀，這三個小動物還有一點事情沒有做完，我們來看看他們在做什么。引入故事《比高矮》，其中，小動物都用英語說sheep、giraffe、wolf當說到高矮時用tall和short，而且老師要做出手飾。
二、過程：
剛才我們在故事里面看到小綿羊（sheep）和長頸鹿（giraffe）在吵架，小朋友猜一猜它們在吵什么？（引導幼兒根據(jù)老師手勢猜出原因）C: 幼兒猜對了，他們在比誰高、高is Tall，矮is short。Follow me. Tall… short…啟發(fā)幼兒要看到別的長處，知道誰都有優(yōu)缺點。Ok. Let's look at the picture there are two trees. This tree is tall . now that tree is s hort （讓幼兒自己說高矮）反復練習。老師每人發(fā)兩張卡片（高、矮小樹）各一張。老師說tall，舉高樹，老師說short，舉矮樹。讓我們找一找我們教室里有哪些是高矮不一樣的。（幼兒說老師提醒他們大聲說出tall and short）。請小朋友上臺表演《比高矮》的故事，用單詞替換里邊的動物，高矮。
三、結(jié)束：小朋友們真是太棒了，讓我們鼓勵一下good. good. very good.好，我們再說一遍好不好，跟老師一老做，tall tall, I'm tall. short. short. I'm short在幼兒與老師共同的動作中結(jié)束活動。
四、延伸：在戶外活動時、復習幼兒說tall. short，讓幼兒找一處參照物，比較兩處物體。
第4篇
教學目標
知識與技能目標
1. Get students to learn some useful new words and expressions in this part.
2. Get students to read the letter.
3. Let students learn the prohibition, warning and permission.
過程與方法目標
1. Develop students’ reading skills and enable them to learn how to use different reading strategies to read different reading materials.
2. Enable student s to understand how to give advice.
情感態(tài)度與價值觀目標
1. Stimulate students’ interests of learning English by reading and acting this play.
2. Develop students’ sense of group cooperation and teamwork.
教學重點
1.state the main idea of each paragraph in own words
2.ways to become addicted to cigarettes
3.the harmful effects of smoking
4. suggestions to quit smoking
教學難點
1. sorting out major idea and minor idea
2. master key words in key sentence
教學過程
→Step 1 Warming up
Show some proverbs on health
1.An apple a day keeps the doctor away.
2.Early to bed and early to rise, makes a man healthy, wealthy and wise.
→Step 2 Skimming
1How many parts does the reading text consist of?
2. Who wrote the letter to whom?
3. How many ways can a man become addicted to smoking?
→Step 3 Scanning
1. The first sentence of the letter shows James granddad______ .
A. lives a healthy life B. is addicted to sitting in the garden
C. has nothing to do at home D. is tired when cycling 20 kilometers
2. From the second paragraph, we can know granddad ______________.
A . never smoked B. likes smoking
C. used to smoke heavily D. still smokes now
→Step 4 Detailed reading
Ask students to discuss the following questions in pairs.(讓學生分組討論，形成書面形式)
1.Different ways people can become addicted to cigarettes.
2. Harmful effects for smokers
吸煙的危害
3.ways to quit smoking
→Step 5 Post reading
Write some advice to persuade smokers to quit smoking
→Step6 Discussion
How to live a healthy life?
→Step 7 Homework
1. write down the suggestions given by granddad
2. try to persuade one to give up smoking
第5篇
一、 說教材
本單元主要是圍繞生日展開教學，要求學生掌握十二個月份和序數(shù)詞的變化，以及日期和生日的表達。我上的是第二課 時 ，在第一課時中，學生已經(jīng)學習了十二個月份和序數(shù)詞，本課時主要是要求學生掌握日期的表達，以及能正確說出自己的生日， 能掌握四會句型： When’s your birthday? My birthday is on the… of … What would you like as a birthday present? I’d like …
二、 說學生
十二個月份和序數(shù)詞已經(jīng)在第一課時學習過，大多數(shù)學生掌握良好，但六年級學生在課堂上不愛表現(xiàn)自己，部分學生對于 英語學習缺少興趣。
三、 說教法
1、 游戲教學。興趣是最好的老師。在復習單詞時設(shè)計了What’s missing?的游戲，讓學生在課的一開始就感受學習的快樂，為進一步的學習做鋪墊。
2、 朗讀教學。英語是一門語言，交際是學習的目的，因此，課堂上朗讀和運用是必不可少的，教師設(shè)計了多種朗讀和練習方式，例如：小組朗讀，個人朗讀，男女對讀，同桌討論等，讓學生在有限的課堂時間內(nèi)得到最多的練習。
3 、任務教學。在鞏固句型時，設(shè)計了Do a survey 的教學任務。學生在調(diào)查時能運用語言，鞏固語言知識。
四、說教學過程
1. 在課的一開始主要通過Free talk ：How many days are there in a week? How many months are there in a year? 引出復習單詞， 在復習單詞時通過詢問Which is the first/second.. month in a year來初步復習一下序數(shù)詞。接著設(shè)計了What’s missing?這個游戲來進一步復習月份，同時也激發(fā)了學生學習的積極性。之后引出句型復習： When’s your birthday? My birthday is in…。
2.通過復習句型When’s your birthday? My birthday is in…。引出我的生日在幾月幾日，以及Helen 和Jim 的生日，重點掌握序數(shù)詞，通過總結(jié)讓學生對序數(shù)詞的變化有一個整體的了解。在學生掌握序數(shù)詞的基礎(chǔ)上，讓學生了解日期的表達，因為學生對于單詞還不能默寫，所以日期的練習只限于口頭討論和朗讀。學生掌握了日期之后讓學生說說自己的生日，引出本課的重點句型When’s your birthday? My birthday is on the… of …。 What would you like as a birthday present? I’d like … Present
這個單詞比較難讀，是朗讀教學的重點
3.通過討論練習C 部分句型進一步鞏固句型，最后設(shè)計了Do a survey教學活動，學生在調(diào)查時再次鞏固句型，并學會了用第三人陳述重點句型。
4.Assignment。書本上C部分句型圖1和圖3，從書面上鞏固所學的新句型。
第6篇
一、教學設(shè)計意圖
在《高中英語新課程標準》中講到“高中英語課程要有利于學生優(yōu)化英語學習方式，使他們通過觀察、體驗、探究等積極主動的學習方法，充分發(fā)揮自己的學習潛能，形成有效的學習策略，提高自主學習的能力；要有利于學生學會運用多種媒體和信息源，拓寬學習渠道并形成具有個性的學習方法和風格?！卑研畔⒓夹g(shù)作為英語教學的認知工具和知識載體，圍繞英語學科知識進行整合實驗，不僅可以擴大英語閱讀的“面”和“量”，而且也培養(yǎng)了學生諸如“信息的獲取、信息的重組和加工以及信息的交流”等多種信息素養(yǎng)。網(wǎng)絡(luò)學習是一種學習過程交互化的學習模式。學生帶著問題借助網(wǎng)絡(luò)查詢信息，進行信息交流，由此“任務驅(qū)動、自主探究、協(xié)作交流”等學習策略在這里得到了更充分的體現(xiàn)。使教師把信息技術(shù)和網(wǎng)絡(luò)作為自己真正的工具，把信息技術(shù)融入學科教學中來。
二、教學目標設(shè)計：
知識與技能：
①掌握快速閱讀的方法，熟悉“發(fā)表看法，提出建議”的口語技能。
②充分利用網(wǎng)絡(luò)資源，強化學生自主學習的意識，培養(yǎng)學生組織語言、運用語言的能力。
過程與方法：
①培養(yǎng)學生篩選局部和整體信息的能力和獨立閱讀能力，通過自主學習和協(xié)作學習，獲取信息和處理信息的能力。
②培養(yǎng)學生質(zhì)疑意識，分析問題、解決問題、綜合問題的能力和創(chuàng)造性思維能力。
情感價值觀：通過本節(jié)課的學習，培養(yǎng)學生的人文和信息素養(yǎng)。
三、教材內(nèi)容及重點、難點分析：
教材內(nèi)容：本課教學內(nèi)容是新課標《高中英語必修3 Unit 5》，Canada---The True North 與以往接觸過的介紹國家的文章相比，本課的內(nèi)容沒有整體介紹加拿大的地理概況和風土人情，而是透過一個旅人的眼睛來看加拿大。相比較而言，這樣的課文難度更大。
教學重點：
①對課文內(nèi)容的整體把握。
②學生組織語言、運用語言的能力。
【重點突破】任務驅(qū)動，層層深入。利用“任務驅(qū)動”方法，使學生利用資源自主探究、解決一系列層層深入的問題。在教學中，教師作為問題的精心設(shè)計者和疑難問題的點撥者，培養(yǎng)學生組織語言的能力。
教學難點：①對課文內(nèi)容中細節(jié)的理解。②對網(wǎng)上各種信息源的比較篩選，及學生易受無關(guān)因素的干擾而導致的學習效率問題?！倦y點突破】 設(shè)置情境，循序漸進，層層遞進。設(shè)置富有情趣的情境，激發(fā)他們的閱讀欲望，積極主動地進行自主探究。循序漸進的設(shè)計問題 , 激發(fā)學生的創(chuàng)造思維，層層深入地引導學生進行自主和協(xié)作學習。
四、教學策略及教法設(shè)計：
【教學策略①本節(jié)課的教學以建構(gòu)主義學習理論為指導，以學生為中心，以問題為出發(fā)點，使課堂教學過程成為學生自主地進行信息加工、知識意義構(gòu)建、創(chuàng)新能力發(fā)展的過程。教師在教學過程中則適時介入，引導、啟發(fā)、組織、幫助、促進。②設(shè)計創(chuàng)造性思維問題。所謂創(chuàng)造性思維問題即是指有利于學生創(chuàng)造性思維發(fā)展的問題。創(chuàng)造性思維問題的設(shè)計應遵循這樣幾個原則：題型具有開放性、解題富有挑戰(zhàn)性。 】：
【教法】：
①演示法：把制作的課件、動畫等顯示給學生看，便于學生對微觀知識的把握，并從舊知中獲得啟迪，從而解決問題。
②評價閱讀法：將學生通過對材料的收集、整理和內(nèi)化而形成的學習成果，在全班學生中展示，使學生獲得成功的喜悅，從而激發(fā)學生的后續(xù)學習熱情。
③任務驅(qū)動教學法：將所要學習的新知識隱含在一個或幾個問題之中，學生通過對所提的任務進行分析、討論，并在老師的指導、幫助下找出解決問題的方法，最后通過任務的完成而實現(xiàn)對所學知識的意義建構(gòu)。
五、教學過程設(shè)計：
第一步：熱身活動：猜單詞。在這個步驟中，我給出兩組前一節(jié)課學過的詞，分別讓兩組同學上來猜。所采用的方式類似于《幸運52》：單詞是出現(xiàn)在屏幕上的，其中一個同學背對著屏幕，他是猜者；另一個同學則是解釋者，他要用英語或輔以動作將單詞的意思表現(xiàn)出來。兩組同學之間展開競爭，看誰猜得又快又多。這個活動不僅可以復習上節(jié)課的內(nèi)容，更重要的是活躍了課堂氣氛，令同學們很快融入課堂氛圍。
第二步：讀前活動（一）：自由展示。在上這一課之前，我給學生布置的預習任務是介紹你最想去的地方。Which country or place would you like to visit most? Why?學生們自由組成小組，上網(wǎng)查找相關(guān)資料，然后對所搜集的信息進行整理，最后形成自己的powerpoint展示文件。在課堂上，由本小組的發(fā)言代表上來進行展示和介紹。這一環(huán)節(jié)是這節(jié)課的重頭戲。
第三步：讀前活動（二）：自由交談。給學生提出這樣一個問題：如果你有機會去加拿大，你最想看什么？If you have a chance to visit Canada, what would you expect to see there? 先要求他們在小組內(nèi)討論，然后再在全班同學面前發(fā)言。
第四步：讀前活動（三）：小組討論。經(jīng)過了前面的大量的有關(guān)加拿大的信息的沖擊，你愿意用哪三個詞語來描述加拿大？What three words would you use to describe Canada? Why? 請小組代表發(fā)言。
第五步：加拿大概況綜述。這一步驟是對上幾個步驟的總結(jié)，同時也是教師整合并優(yōu)化了有關(guān)加拿大的`各種信息所進行的展示。目的是進一步加深同學們對加拿大的了解，對他們所獲取的知識進行 梳理，也為下一個步驟展開鋪墊。
第六步：略讀課文。（first reading）在這個步驟中，我給出了8個問題，讓同學們帶著這8個問題來閱讀課文。讀完后回答問題。
1.Why are the cousins not flying direct to the Atlantic coast?
2.What is the continent they are crossing?
3.What is “The True North”?
4.Why do many people want to live in Vancouver?
5.What happens at the Calgary Stampede?
6.Where does wheat grow in Canada?
7.Why would ship be able to reach the centre of Canada?
8.Name two natural resources that Canada has.
第七步：精讀課文。(second reading) 在這個步驟中，我給出了5個跟課文內(nèi)容有關(guān)的句子，讓同學們判斷正誤。如果該句是錯的，請給出正確答案。
1.The girls went to Canada to see their relatives in Montreal.
2.Danny Lin was going to drive them to Vancouver.
3.You can cross Canada in less than five days by bicycle.
4.The girls looked out the windows and saw Native Indians and cowboys.
5.Thunder Bay is a port city in the south of Canada, near Toronto. 第八步：復述課文(retelling) 給出課文中的關(guān)鍵詞匯，讓同學們用自己的話來復述課文。
Helpful words and expressions
great scenery
second largest
go eastward
mountains/lakes/forests/rivers
5,500/from west to east
here in Vancouver
surrounded by
ski/sail
第九步：口頭作文(oral practice) 設(shè)定一個情境，給出一些關(guān)鍵詞匯，讓同學們模仿課文來編一段對話或一篇短文。
Suppose two of your cyber pals in Canada come to visit Shenzhen and you are meeting them at the airport. While you are driving them home, you are telling them something about China and Shenzhen, just as what Danny Lin said in the text.
Work in groups. You are required to present either a short passage or a short dialogue.
Helpful words and expressions
great scenery
third largest
go northward
mountains/lakes/forests/rivers
from south to north
here in Shenzhen
along the coast
theme parks
第十步：作業(yè)布置。要求學生將第九步中的口頭作文寫出來，變成書面作文。
Write down the short passage or the short dialogue that you’ve just worked out.
第7篇
課題
Starter Module1 Unit1 Good morning,Miss Zhou.
課型
Listening and speaking
教學目標
學習稱呼語和問候語
教學重點
打招呼用語
教學難點
如何正確運用打招呼用語
教具 多媒體、錄音機
課時
1
教學課程
1. Greeting.
2. Warming-up
T: Class,Please stand up. Hello, class.
S: Hello, Ms…
T: Sit down please.
S: Thank you.
3. Drills
(1) 練習打招呼問好。
Hello ,Good morning, Good afternoon
(2) 練習告別語Goodbye。
4. Practise
1)Work in pairs part3
2) Complete the sentences.
5. Conclude
6. Homework
Complete part7 and part 8
第8篇
教學目標
(1) Important vocabularies
Daily; advertisement; check interview; fix; develop; hand; add; deliver; speed; latest; publish; avoid; besides; get down to ; face-to face; be popular with somebody; as well; care for
(2)Daily expressions
Are you /Will you be free then?
Yes, Id be fee. Id like to go.
Lets go together then. Ill meet you at the theatre at six - thirty .
Good! See you then.
What time shall we meet?
Where is the best place to meet?
What about meeting outside? I suggest…
(3) Useful phases
Whats on…? Is there anything good on?
They are said to be very good.
Finally, there is no more time left for adding new stories.
(4) Grammar
V.-ing Form is used to be Subject and Object
教學建議
能力訓練
1.通過口頭練習，學會日常生活中的各種表達方式。
2.學會介紹事物及報刊雜志的方法，了解這種文體的寫作技巧。
德育滲透
1.通過課文的學習，引導學生懂得任何一件事物都得付出很多的勞動，懂得愛惜報紙，愛惜各種書籍。
2.通過對報紙各版面的介紹，擴大了同學們的眼界，增強了他們求知欲和學習積極性。
師生互動活動
Lesson 13：口頭練習：對話交際功能——日常生活用語。
Lesson 14：學生扮演主編介紹報紙出版的過程。
Lesson 15：學生扮演主編介紹《中國日報》的內(nèi)容。
Lesson 16：筆頭練習：寫一篇介紹一種報紙或雜志的英語論文。
教材分析
從本單元的對話來看，主要是學習如何用英語提出約會以及如何應答約會的日常用語，如：詢問對方是否有空，建議會面時間和地點及如何應答的日常用語，并能運用Will you be free?到It’s.. What about…?等最為普通的語言功能進行日常交際， 同時也注重check, fix, face-to face, deliver, take a photograph, pass on, get down to, as well, what’s on 等重點詞匯和短語在本單元中學習，本單元中的閱讀課主要內(nèi)容是了解報社一天的工作和報紙的出版過程及《中國日報》的一些情況，同時在這里運用了重點語法知識，V.-ing形式充當主語和賓語的用法。
第9篇
一、 課程類型：
高三復習課
二、 教學目標：
一） 認知目標
1、句型和語言點（見教學重點）。
2、用所學的知識與伙伴進行交流、溝通，學會改錯、寫作。
二）情感目標
利用多媒體手段營造積極和諧教學氛圍，使學生不自覺地進入情景之中，充分調(diào)動學生的思維活動和情感體驗，引起學生的共鳴。
三）智力目標
在運用語言的過程中培養(yǎng)學生的觀察力、分析力、想象力和自學能力，幫 助學生加強記憶力，提高思維能力和運用英語的綜合能力，激發(fā)創(chuàng)造能力。
三、 教材分析：
這是高三復習階段的一節(jié)寫作課。這節(jié)書面表達課就從審題謀篇等方面入手來完成教學目的，側(cè)重于引導學生在把握書面表達的寫作前準備即謀篇審題能力，使學生在動手寫作前迅速構(gòu)思按照規(guī)范的模式來完成謀篇審題：在教學中不僅僅強調(diào)寫，對于與寫作緊密聯(lián)系的聽、說、讀、改錯都有兼顧。采用任務型教學法和小組合作探究學習法，從而激發(fā)學生的學習興趣，同時也能擴大課堂的語料輸入量及學生的語言輸出量。
四、 教學重點：
1、學會審題和謀篇
2、掌握多樣化的表達方式
3、熟練各段中的固定寫作套路
五、 教學難點：
1、如何幫助學生運用寫作策略，促進學生自主寫作。
2、使學生了解謀篇的重要性，培養(yǎng)謀篇的能力和習慣。
六、 教學方法：
1、活動教學法：
2、任務型教學法：
七、 教學設(shè)計：
Step 1、Warming up
Come up with some proverbs for the students to put them into Chinese。
Recitation is of the first importance in any language learning！
Practice makes perfect！ …
What do you learn from the above proverbs？
Step 2、Presentation
Make it clear to the students the importance of writing in English subject of the college entrance exams and then the goals of this lesson。
Step 3、Exhibition
Show on the whiteboard a writing。
第10篇
一、教學設(shè)計意圖
在《高中英語新課程標準》中講到“高中英語課程要有利于學生優(yōu)化英語學習方式，使他們通過觀察、體驗、探究等積極主動的學習方法，充分發(fā)揮自己的學習潛能，形成有效的學習策略，提高自主學習的能力；要有利于學生學會運用多種媒體和信息源，拓寬學習渠道并形成具有個性的學習方法和風格?！卑研畔⒓夹g(shù)作為英語教學的認知工具和知識載體，圍繞英語學科知識進行整合實驗，不僅可以擴大英語閱讀的“面”和“量”，而且也培養(yǎng)了學生諸如“信息的獲取、信息的重組和加工以及信息的交流”等多種信息素養(yǎng)。網(wǎng)絡(luò)學習是一種學習過程交互化的學習模式。學生帶著問題借助網(wǎng)絡(luò)查詢信息，進行信息交流，由此“任務驅(qū)動、自主探究、協(xié)作交流”等學習策略在這里得到了更充分的體現(xiàn)。使教師把信息技術(shù)和網(wǎng)絡(luò)作為自己真正的工具，把信息技術(shù)融入學科教學中來。
二、教學目標設(shè)計：
知識與技能：
①掌握快速閱讀的方法，熟悉“發(fā)表看法，提出建議”的口語技能。
?、诔浞掷镁W(wǎng)絡(luò)資源，強化學生自主學習的意識，培養(yǎng)學生組織語言、運用語言的能力。
過程與方法：
?、倥囵B(yǎng)學生篩選局部和整體信息的能力和獨立閱讀能力，通過自主學習和協(xié)作學習，獲取信息和處理信息的能力。
?、谂囵B(yǎng)學生質(zhì)疑意識，分析問題、解決問題、綜合問題的能力和創(chuàng)造性思維能力。
情感價值觀：
通過本節(jié)課的學習，培養(yǎng)學生的人文和信息素養(yǎng)。
三、教材內(nèi)容及重點、難點分析：
教材內(nèi)容：
本課教學內(nèi)容是新課標《高中英語必修3 Unit 5》，Canada———The True North 與以往接觸過的介紹國家的文章相比，本課的內(nèi)容沒有整體介紹加拿大的地理概況和風土人情，而是透過一個旅人的眼睛來看加拿大。相比較而言，這樣的課文難度更大。
教學重點：
?、賹φn文內(nèi)容的整體把握。
?、趯W生組織語言、運用語言的能力。
【重點突破】任務驅(qū)動，層層深入。
利用“任務驅(qū)動”方法，使學生利用資源自主探究、解決一系列層層深入的問題。在教學中，教師作為問題的精心設(shè)計者和疑難問題的點撥者，培養(yǎng)學生組織語言的能力。
教學難點：
?、賹φn文內(nèi)容中細節(jié)的理解。
②對網(wǎng)上各種信息源的比較篩選，及學生易受無關(guān)因素的干擾而導致的學習效率問題。
【難點突破】 設(shè)置情境，循序漸進，層層遞進。
設(shè)置富有情趣的情境，激發(fā)他們的閱讀欲望，積極主動地進行自主探究。循序漸進的'設(shè)計問題 ， 激發(fā)學生的創(chuàng)造思維，層層深入地引導學生進行自主和協(xié)作學習。
四、教學策略及教法設(shè)計：
【教學策略】
?、俦竟?jié)課的教學以建構(gòu)主義學習理論為指導，以學生為中心，以問題為出發(fā)點，使課堂教學過程成為學生自主地進行信息加工、知識意義構(gòu)建、創(chuàng)新能力發(fā)展的過程。教師在教學過程中則適時介入，引導、啟發(fā)、組織、幫助、促進。
?、谠O(shè)計創(chuàng)造性思維問題。所謂創(chuàng)造性思維問題即是指有利于學生創(chuàng)造性思維發(fā)展的問題。創(chuàng)造性思維問題的設(shè)計應遵循這樣幾個原則：題型具有開放性、解題富有挑戰(zhàn)性。
【教法】：
①演示法：把制作的課件、動畫等顯示給學生看，便于學生對微觀知識的把握，并從舊知中獲得啟迪，從而解決問題。
?、谠u價閱讀法：將學生通過對材料的收集、整理和內(nèi)化而形成的學習成果，在全班學生中展示，使學生獲得成功的喜悅，從而激發(fā)學生的后續(xù)學習熱情。
③任務驅(qū)動教學法：將所要學習的新知識隱含在一個或幾個問題之中，學生通過對所提的任務進行分析、討論，并在老師的指導、幫助下找出解決問題的方法，最后通過任務的完成而實現(xiàn)對所學知識的意義建構(gòu)。
五、教學過程設(shè)計：
第一步、熱身活動：猜單詞。
在這個步驟中，我給出兩組前一節(jié)課學過的詞，分別讓兩組同學上來猜。所采用的方式類似于《幸運52》：單詞是出現(xiàn)在屏幕上的，其中一個同學背對著屏幕，他是猜者；另一個同學則是解釋者，他要用英語或輔以動作將單詞的意思表現(xiàn)出來。兩組同學之間展開競爭，看誰猜得又快又多。這個活動不僅可以復習上節(jié)課的內(nèi)容，更重要的是活躍了課堂氣氛，令同學們很快融入課堂氛圍。
第二步、讀前活動（一）自由展示。
在上這一課之前，我給學生布置的預習任務是介紹你最想去的地方。Which country or place would you like to visit most？ Why？學生們自由組成小組，上網(wǎng)查找相關(guān)資料，然后對所搜集的信息進行整理，最后形成自己的powerpoint展示文件。在課堂上，由本小組的發(fā)言代表上來進行展示和介紹。這一環(huán)節(jié)是這節(jié)課的重頭戲。
第三步、讀前活動（二）自由交談。
給學生提出這樣一個問題：如果你有機會去加拿大，你最想看什么？If you have a chance to visit Canada， what would you expect to see there？ 先要求他們在小組內(nèi)討論，然后再在全班同學面前發(fā)言。
第四步、讀前活動（三）小組討論。
經(jīng)過了前面的大量的有關(guān)加拿大的信息的沖擊，你愿意用哪三個詞語來描述加拿大？What three words would you use to describe Canada？ Why？ 請小組代表發(fā)言。
第五步、加拿大概況綜述。
這一步驟是對上幾個步驟的總結(jié)，同時也是教師整合并優(yōu)化了有關(guān)加拿大的各種信息所進行的展示。目的是進一步加深同學們對加拿大的了解，對他們所獲取的知識進行 梳理，也為下一個步驟展開鋪墊。
第六步、略讀課文（first reading）
在這個步驟中，我給出了8個問題，讓同學們帶著這8個問題來閱讀課文。讀完后回答問題。
1、Why are the cousins not flying direct to the Atlantic coast？
2、What is the continent they are crossing？
3、What is “The True North”？
4、Why do many people want to live in Vancouver？
5、What happens at the Calgary Stampede？
6、Where does wheat grow in Canada？
7、Why would ship be able to reach the centre of Canada？
8、Name two natural resources that Canada has。
第七步、精讀課文（second reading）
在這個步驟中，我給出了5個跟課文內(nèi)容有關(guān)的句子，讓同學們判斷正誤。如果該句是錯的，請給出正確答案。
1、The girls went to Canada to see their relatives in Montreal。
2、Danny Lin was going to drive them to Vancouver。
3、You can cross Canada in less than five days by bicycle。
4、The girls looked out the windows and saw Native Indians and cowboys。
5、Thunder Bay is a port city in the south of Canada， near Toronto。
第八步、復述課文（retelling）
給出課文中的關(guān)鍵詞匯，讓同學們用自己的話來復述課文。
Helpful words and expressions
great scenery
second largest
go eastward
mountains/lakes/forests/rivers
5，500/from west to east
here in Vancouver
surrounded by
ski/sail
第11篇
一、教材分析：
本課是結(jié)合人教版高中英語教材選修5中有關(guān)過去分詞的語法內(nèi)容，進行過去分詞的學習，教學中將語法知識的傳授和語言基本技能的學習結(jié)合到一起，注重復習語法與語言的運用。采用任務型教學法和小組合作探究學習法，從而擴大課堂的語言輸入量及學生的語言輸出量。
二、學情分析：
在高一英語學習基礎(chǔ)上，學生已經(jīng)掌握基本的語言結(jié)構(gòu)和一定程度的聽說讀寫能力。在復習的過程中，結(jié)合學生原有的知識掌握水平，鞏固基礎(chǔ)強化正確使用語法知識，提高學生運用語言的深度和難度。但大部分學生的基礎(chǔ)知識仍然較為薄弱，運用英語進行交際活動的能力較差，主動學習的動力不夠，然而他們學習比較認真，渴求知欲旺盛，思維比較活躍。部分學生的基礎(chǔ)較好，能主動配合老師。只有設(shè)置使他們感興趣的活動，因材施教，才能讓他們投入到課堂活動中來。
三、教學目標：
1、知識目標：
引導學生掌握過去分詞在真實的生活語境中的使用。培養(yǎng)學生通讀，分析，理解，綜合的能力，教會學生體察語境，結(jié)合上下文，符和邏輯推理和合理的想象，結(jié)合語法和題干中的語境解決問題。在運用語言過程中培養(yǎng)學生的觀察力、分析力、想象力和自學能力，提高思維能力和運用英語的綜合能力。
2、能力目標：
利用多媒體手段營造積極和諧教學氛圍，使學生進入情景之中，充分調(diào)動學生的思維活動和情感體驗，規(guī)范學生運用英語知識準確表達的能力，同時，發(fā)展學生綜合語言運用的能力，分析問題和解決問題的能力，培養(yǎng)學生自主學習。
3、德育目標：
用含過去分詞的句子結(jié)構(gòu)表達思想感情。
四、教學重點：
1、過去分詞的用法。
2、過去分詞的運用
五、教學難點：
1、結(jié)合語法知識，以課堂教學為依托，全面訓練學生的聽、說、讀、寫能力，加強和提高運用英語的綜合能力。
2、過去分詞在真實的生活語境中的使用。
六、教學策略：
通過小組討論、小組競賽等具體形式，創(chuàng)設(shè)有利于高中生自己自我認識、自我反省、自我調(diào)節(jié)的情境，利用他們自身較高的自我意識水平對自己的學習進行調(diào)節(jié)、監(jiān)控。因此，本課采用教學方法———任務型教學法。以任務為中心，任務的設(shè)計焦點是解決某一具體的貼近學生生活的問題。教師要從學生“學”的角度來設(shè)計教學活動，使學生的學習活動具有明確的目標。在的各種“任務”中，學生能夠不斷地獲得知識并得出結(jié)論。
七、學習策略：
本課將各種活動設(shè)計成小組活動并開展小組競賽和填寫課堂自我評價表等非測試性評價手段，幫助學生養(yǎng)成自主學習與合作學習的能力，培養(yǎng)創(chuàng)新意識和實踐能力，以及具備科學的價值觀。
第12篇
為了提高教學質(zhì)量和升學率，我校實施了一系列的課堂改革舉措。在“五步學習法”課堂模式的引領(lǐng)之下，我們都在盡自己所能力爭將自己的課堂打造成高效的課堂。作為英語教學我認為結(jié)合我校的課堂改革模式我們的外語教學的目的就是培養(yǎng)語言應用能力?！缎抡n程標準》指出基礎(chǔ)教育階段英語課程的任務是激發(fā)和培養(yǎng)學生學習英語的興趣使學生樹立自信心養(yǎng)成良好的學習習慣和形成有效的學習策略，發(fā)展自主學習的能力和合作的精神，使學生掌握一定的英語基礎(chǔ)知識和基本技能，形成一定的語言綜合運用能力。作為教師我們要轉(zhuǎn)變自身的角色，確認自己新的教學身份。我們是學生學習活動的組織者、指導者、參與者。教師與學生都是課程資源的開發(fā)者，共創(chuàng)共生，共同發(fā)展。學校對我們的“五步學習法”課堂教學的要求一再強調(diào)要突出互動探究環(huán)節(jié)，這就要求我們的英語教學就必須要建立以學生為主體的英語教育方式，使英語學習既有利于學生打好英語基礎(chǔ)，也有利于學生形成健全的人格，更有利于學生去探索，創(chuàng)新。教學活動的設(shè)計和開展不但要使學生的'主觀能動性得到充分的發(fā)揮，做到以學生為主體，同時也要營造一個和諧、民主、輕松的課堂氣氛，并在教學過程中注重實效，提高課堂教學效率。在教學方法上，教師應多采用啟發(fā)式教學。教師可以通過設(shè)計各種情境，問題來引導學生發(fā)現(xiàn)問題，解決問題，并幫助學生自主地總結(jié)歸納。教師的引導要做到含而不露，指而不明，開而不達，引而不發(fā)。下面我談談寫作課在新課改下的實施情況及我對此的一些反思。
培養(yǎng)學生規(guī)范準確的書面表達是高中英語教學目的之一，而英語聽說讀寫四項技能中，寫作是相對較難的．在教學中，學生懼怕寫作，教師覺得寫作教學難，批改學生作文也難，因此一般對閱讀理解較為重視，而對寫作的重要性認識不足，忽視對學生寫的能力的培養(yǎng)，以致有相當一部分學生學了多年外語后，寫作能力仍然很差．學生寫作上存在的問題主要表現(xiàn)在用漢語思維方式造句、語法錯誤多、謀篇布局與銜接能力弱。針對以上問題，我認為高中英語寫作教學的目標必須做到：
1、明確書面表達的要求，學會在規(guī)定時間內(nèi)完成審題、確定文體、抓住要點、組織語言、書寫修改等一系列工作。
2、學會內(nèi)容表達的完整性、行文的連貫性、遣詞造句的準確性。
3、通過詞到句子再到文章的訓練，提高學生用英語進行思維的能力，培養(yǎng)學生自主學習和協(xié)作學習的習慣，鍛煉學生用英語進行自我表達和交際的能力；拓展學生的英語思維，發(fā)展學生觀察與分析問題和歸納事物特點的能力提高學生寫作水平和綜合運用英語的能力。
通過寫作，教育學生積極參與、主動思維、大膽實踐，感受“合作學習”是一種非常有效的學習策略，體會交流思想和共享知識的樂趣。
我以一個教學案例來談談我的認識和感悟。
這堂課我主要是教會學生寫作技巧，并以國家教育部要求學生參加中長跑鍛煉為題進行練習。具體過程如下：
一、學情分析
英語聽說讀寫四項技能中，寫作是相對較難的．在教學中，學生懼怕寫作，教師覺得寫作教學難，批改學生作文也難，因此一般對閱讀理解較為重視，而對寫作的重要性認識不足，忽視對學生寫的能力的培養(yǎng)，以致有相當一部分學生學了多年外語后，寫作能力仍然很差．學生寫作上存在的問題主要表現(xiàn)在用漢語思維方式造句、語法錯誤多、謀篇布局與銜接能力弱。
二、Teaching Contents 教學內(nèi)容
正反觀點類作文，以國家教育部要求中小學生參加冬季長跑活動為題
三、Design of Teaching Objectives 教學目標設(shè)計
1.Knowledge ability 知識目標
To know the skills of writing.
2.Ability goals能力目標
Enable the students to use advanced vocabularies and various sentence patterns.
3.Learning ability goals 情感目標
Enable the students to know the importance of doing exercise.
四、Teaching Important Points(教學重點)
The skills of a good composition
五、Teaching Difficult Points(教學難點)
The practice of different sentence patterns
六、Teaching Methods(教學方法)
Task-based method(任務型教學法)
七、Teaching Aids:(教學輔助手段)
1.A blackboard
2.A projector and a computer for multimedia
八、Teaching procedures (教學過程)
Step I Greeting and leading in (3 minutes)
T: What makes a good composition?
(Let students think about these questions and show their ideas.)
Step II Pre-Writing (10 minutes)
T: 1.Show students a picture about fish to make them know the three parts of a good composition.
T: 2.ask them a question again， what makes a good paragraph. And then do some exercise of writing skills.
Step III. While-Writing (20 minutes)
最近，國家教育部要求中小學生參加冬季長跑活動：建議小學生每天跑1000米，初中生1500米，高中生2000米。對此，有些人表示支持，有些人表示反對。請你根據(jù)以下材料，寫一篇以“Should we give more attention to students’ health or grades?”為題的短文，談談你的看法。
注意：
1．詞數(shù)150左右。
2．對所給要點，逐一陳述，設(shè)當發(fā)揮，不要簡單翻譯。
Step V Group work (3 minutes)
給學生一張評分表，讓同學們互換作文，嚴格按照評分表上的給分點進行互評。
Let’s improve it:
Step Ⅵ Conclusion and Homwork（1 minutes）總結(jié)和布置作業(yè) （1分鐘）
Make a brief summary about How to Write a Good Composition and assign the homework.
教學反思：
1、本節(jié)課主要采用過程教學法訓練學生的寫作。過程教學法的理論基礎(chǔ)是交際理論，認為寫作的過程實質(zhì)上是一種群體間的交際活動，而不是寫作者的個人行為。它包括寫前階段，寫作階段和寫后修改編輯階段。在此過程中，教師是教練，及時給予學生指導，更正其錯誤，幫助學生完成寫作各階段任務。課堂是寫作車間，學生與教師，學生與學生彼此交流，提出反饋或修改意見，學生不斷進行寫作，修改和再寫作。在應用過程教學法對學生進行寫作訓練時，學生從沒有想法到有想法，從不會構(gòu)思到會構(gòu)思，從不會修改到會修改，這一過程有利于培養(yǎng)學生的寫作能力和自主學習能力。學生由于能得到教師的及時幫助和指導，所以，即使是英語基礎(chǔ)薄弱的同學，也能在這樣的環(huán)境下，寫出較好的作文來，從而提高了學生寫作興趣，增強了寫作的自信心。
2、在回顧課堂上學生的表現(xiàn)時，我發(fā)現(xiàn)，學生并未像以往一樣表現(xiàn)出對寫作的畏懼情緒；相反，大部分學生的寫作積極性較高。究其原因，有兩方面：
一是寫作前我已經(jīng)進行了大量的語言輸入，有效的寫作指導，學生熟悉了必要的語言表達形式和語篇結(jié)構(gòu)；
二是寫作的內(nèi)容和形式都較貼近學生的實際生活，貼近真實的交際行為，難度較小。
3、在合作學習中促進學生寫作能力的發(fā)展。劉道義曾指出“寫作不能僅僅理解成個人行為，因此在教學中不宜總是采取學生單獨寫出作文來讓教師批改的模式，而應該提倡學生開展兩人或數(shù)人小組活動，通過討論合作完成寫作”。合作學習是一種非常有效的學習策略，在小組合作完成寫作任務的過程中，學生能夠充分發(fā)揮各自的優(yōu)勢和主動性，實現(xiàn)彼此間的互動，創(chuàng)造性思維也得到了充分的展現(xiàn)。在我執(zhí)教的另一班級，由于在課堂上沒有小組合作設(shè)計廣告和小組的互評環(huán)節(jié)，而是讓學生獨自完成，學生交上來的作品中錯誤明顯較多，沒有創(chuàng)意，質(zhì)量不高。
4、傳統(tǒng)的英語寫作評價標準過多地注重學生語言的準確性，而忽視了文章的整體性和流暢性。因此教師對學生寫作的評價應該擴大視野，從不同角度去評價學生的寫作成果。我在課堂上設(shè)置一個寫作報告評價量表，簡單易操作，通過小組互評的形式，學生之間互相借鑒，取長補短，教師給予必要的指導。學生在聽取其他同學和教師的意見后進行修改，使其寫作水平得到進一步提高。
5、注意體現(xiàn)新課程改革的精神。在時間安排充足的情況下，教師應從學生的學習興趣、生活經(jīng)驗和認知水平出發(fā)，創(chuàng)設(shè)生動和逼真的情景，在輕松、民主的教學氛圍中，鼓勵和倡導學生積極參與、主動思維、大膽實踐。教師的科學引導是前提，學生的有效參與是關(guān)鍵。只有在師生高效合作下，寫作課才能真正達到效果。
第13篇
教學目的：教會學生用英語準確表達表格中涉及的要點。
教學重點：引導學生根據(jù)表格中的中文要點，由詞成句，由句成文。最后適當使用連接詞，組句成篇，實現(xiàn)用詞準確，行文流暢。
教學輔助手段：電腦(或?qū)嵨锿队皟x)
教學方法：討論法
教學步驟：
一、介紹書面表達六步法(Introduction)
1.仔細審題，確立主題，明確要求。
2.圍繞主題，提煉要點，編擬提綱。
3.分析要點及提綱，提煉關(guān)鍵單詞和短語。
4.恰當使用句型，連詞成句。
5.恰當使用連接詞，組句成篇。
6.規(guī)范謄寫
二、呈現(xiàn)學生得分情況(Presentation)
反映出學生得分差距，引起學生共鳴：希望在作文上獲得提高。
三、討論(Discussion)
1.寫作人稱為第三人稱和第一人稱，詞數(shù)150詞左右，時態(tài)一般現(xiàn)在時。
2.明確要點，確定核心詞、詞組、句型。
(要點“你的看法”：鼓勵學生暢所欲言，激起課堂高潮。)
四、呈現(xiàn)(Presentation)
1.高考英語寫作關(guān)鍵：
A.學會使用較高級詞匯。
B.學會使用較豐富的句式。
C.學會使用恰當?shù)倪B接詞。
2.呈現(xiàn)學生作文中出現(xiàn)的典型句子。要求學生用高級詞匯、高級句型進行改寫，加以完善。
3.展示挖空后的范文，要求學生填入適當?shù)年P(guān)聯(lián)詞，并指出范文中的精彩之處。
五、反饋(Feedback)
1.學生修改作文，互查互改錯誤。
2.教師總結(jié)。首先，針對文中學生未找出或改對的錯誤，幫助學生一起改正。其次，對文中的錯誤之處進行分類(如：名詞復數(shù)、動詞時態(tài)、介詞等)，引起學生的重視。
六、提高書面表達建議：(Suggestions)
1.準確記憶單詞。
2.掌握足夠的語言知識點，如構(gòu)詞法，語法知識等。
3.經(jīng)常進行寫作練習。
4.適當背誦作文參考答案。
5.大量閱讀。
七、作業(yè)(Assignment)
發(fā)給學生另一篇體裁相似的書面表達材料，要求學生根據(jù)本課所學思路獨力完成。
第14篇
作為一位優(yōu)秀的人民教師，時常需要準備好教學設(shè)計，借助教學設(shè)計可以讓教學工作更加有效地進行。那么什么樣的教學設(shè)計才是好的呢？以下是小編為大家收集的談談高中英語課堂教學設(shè)計，僅供參考，大家一起來看看吧。
新一輪課程改革是我國基礎(chǔ)教育在進入21世紀時采取的主要行動。教學改革是課程改革的一個有機組成部分，課堂教學改革是教學改革題中應有之義。我們都知道，課堂教學是一個目標明確、計劃性強、有組織的教與學相互作用的雙邊活動。過去我們較多關(guān)注教師在教育教學過程中的主導作用，忽視了學生在教學過程中的主體作用，學生往往處于被動狀態(tài)。教師為知識、為教科書、為應試而教，把學生的學習主體性抹殺了。結(jié)果這種重知識講解、輕能力培養(yǎng)的做法很大程度地影響了學生語言綜合素質(zhì)的提高。現(xiàn)代英語課堂教學不能限于教師領(lǐng)讀、解釋詞義和講解課文、語法和句型，應該培養(yǎng)學生學習英語的策略，鼓勵并引導學生主動參與整個教學過程，從而使他們樂學、和諧、主動地發(fā)展。為更好地推動英語教學改革，摒棄“滿堂灌”的教學現(xiàn)狀，把學習的權(quán)利真正還給學生，我們還是應加大課堂教學研究力度，努力構(gòu)建出以促進學生主動發(fā)展為宗旨的新型教學模式。因此，今天我想談談英語課堂
英語課堂
教學是一個系統(tǒng)工程，是由相互聯(lián)系、相互作用和相互影響的多種要素構(gòu)成的。
英語
課堂
不論哪種學科，不論哪一種
課堂
?。?）分析教學任務，闡述教學的預期目標；從學習的需求分析開始，了解教學中存在的問題，學生的實際情況與期望水平之間的差距。這樣以解決“為什么”及“學什么”和“教什么”的問題。
?。?）分析學生特征，教師在分析具體的教學內(nèi)容，不僅要考慮課程、單元及課時的教學內(nèi)容的選擇和安排，更需考察學生在進行學習之前，對于本課程中本單元的學習內(nèi)容具有什么知識和技能，即對學生初始能力的評定，了解學生的一般特征和對所學內(nèi)容的興趣和態(tài)度，即確定學生的起點狀態(tài)。
?。?）明確具體的學習目標，分析學生從起點狀態(tài)過渡到終點狀態(tài)應掌握的知識、技能或應形成的態(tài)度與行為習慣；即學生通過學習應該掌握什么知識和技能。
?。?）確定教學策略，考慮用什么方式和方法給學生呈現(xiàn)教材，
?。?）實行
?。?）在編者寫形式上。
?。?）在編寫內(nèi)容上。
?。?）對于教學目標的理解和陳述上。兩者體現(xiàn)在目標的維度、目標陳述的主體、目標陳述的功能等方面的不同。
（4）在出發(fā)點上。
總而言之，在英語課堂教學活動的設(shè)計過程中，必須牢記教學是人的活動，無論是教師還是學生，都是英語課堂教學活動的主體，人的因素應當成為英語課堂
第15篇
一、學情分析
當前在中學生中吸煙現(xiàn)象比較常見，課本內(nèi)容接近學生生活，對學生有教育意義，容易激發(fā)學生的學習熱情，易于展開討論。
二、教材分析
本課是高一必修2第二模塊里的一篇閱讀課(Reading)，出自外語教學與研究出版社出版的高中英語學生用書。在第一課Introduction里面初步接觸和學習了描寫抽煙、吸毒及其危害性的詞語，這一課Reading是上文的延續(xù)。本課Reading實際上分為兩篇文章，第一篇主要講述了一個吸毒者和他的故事;第二篇主要講述了使用的危害。
三、設(shè)計思路
本堂課采用任務型教學途徑，這種途徑是以應用為動力，以應用為目的，以應用為核心(為用而學，用中學，學了用)的教學途徑。任務型教學是一種以人為本的，能體現(xiàn)語言價值的，先進的、有效的教學途徑。學生帶著任務學習，在完成任務的過程中逐漸生成的知識，形成的技能。本課將通過任務型教學，努力達到課堂活動目的。
四、教學目標
1、讓學生學習另一些介紹抽煙及其危害性的詞語。
2、通過閱讀包括這些詞匯的兩篇文章并做尋找文章和所屬段落的關(guān)系以及回答問題，判斷正誤等方式，培養(yǎng)聯(lián)想、理解、前后聯(lián)系能力和邏輯分析能力。
五、教學重點和難點
1、理解有關(guān)吸毒及其危害的知識，找出段落和文章的從屬關(guān)系。
2、培養(yǎng)閱讀時的聯(lián)想、理解、前后聯(lián)系的能力和邏輯分析能力。
3、閱讀的同時也培養(yǎng)學生運用所學的詞匯進行語言交際的能力。
六、教學輔助手段
CAI課件，錄音機。
七、教學過程(略)
第16篇
學無止境，作為一名高中英語老師，繼續(xù)教育有著不可或缺的意義，既有助于教學水平的提升，也是不斷充實自我的過程。幾十個小時的學習讓我對高中英語教學有了較深的體會和感悟，亦對自己過去的備課與教學設(shè)計進行了總結(jié)與反思，
一、關(guān)于備課。備課我們并不陌生，但卻經(jīng)常不得要領(lǐng)。長期以來，我們或多或少地將備課視為寫教案，甚至是一項不得不完成的苦差，對實際教學影響甚微，抑或棄之不用。備課廣義上來講是教師的自我裝備、自我成長和持續(xù)發(fā)展，放之于教學背景下，教師應當從“教”、“學”兩方面入手，既“備”教材，又“備”學生。
教科書依據(jù)課程標準編寫，故而對教材的全面把握必然建立在對課標的認識和理解之上。高中英語新課標規(guī)定了高中英語課程的總目標是培養(yǎng)學生的綜合語言運用能力，而該能力是建立在語言技能、語言知識、情感態(tài)度、學習策略和文化意識等素養(yǎng)整合發(fā)展的基礎(chǔ)上，這是我們備課及教學的指導思想。長期以來，我們的英語備課強調(diào)培養(yǎng)學生的聽說讀寫等語言技能，鍛煉學生的應試能力，忽視了對學生英語情感態(tài)度和學習策略及文化意識的.培養(yǎng)，以教師的教學過程和教學方式方法代替學生學習、思維、參與學習的過程和學生學習的方式方法。在以后的備課中我會充分挖掘教材內(nèi)容，注重教學方法及具體的教學過程，引導學生獨立思考，形成自己的學習方法。
當前應試教育對高中英語形成了強大壓力，在此背景下，我們的英語教學更多地考慮考試的需要，不能有效兼顧學生的特點及需求。培訓課程中認為備課需要以學生的學科認知特點及規(guī)律、知識基礎(chǔ)、思想生活、能力、情感及身心特征等諸多因素為起點。英語備課也應努力踐行這一要求，結(jié)合學生英語基礎(chǔ)，針對學生個體差異設(shè)計分層要求，并對學生可能存在的問題進行預測和診斷。
二、關(guān)于教學設(shè)計。教學設(shè)計是我們?nèi)粘＝虒W工作的重要部分，也是影響我們教學質(zhì)量和水平的重要因素。培訓課程中就如何創(chuàng)新教學設(shè)計列舉了大量案例，作了詳細闡釋，研讀起來令我獲益匪淺。
教學設(shè)計的科學合理，取決于老師的綜合素質(zhì)，大體上可以概括為專業(yè)技能和綜合素質(zhì)兩方面，就英語學科而言，即教師的英語聽說讀寫等技能以及英語理論功底、文化修養(yǎng)等素質(zhì)。目前大部分的英語老師在專業(yè)技能上都游刃有余，但英語理論及英語文化背景修養(yǎng)方面則有所欠缺，這就使得我們的教學設(shè)計過分注重語言技能的訓練，忽視了學生對英語文化的認知，缺乏潛移默化的文化熏陶，這是我們教學設(shè)計今后應努力加強的內(nèi)容。
教學設(shè)計并無固定的套路，但一份優(yōu)秀的教學設(shè)計理應遵從以下幾個基本原則。
1、重視共同基礎(chǔ)、適應個性需要。英語學習是一個循序漸進的過程，我們的教學設(shè)計應當考慮學生的共同基礎(chǔ)，充分把握學生已有的英語水平及學習能力，制定切合實際的教學任務及目標。同時，英語教師應當把握學生個體信息，注重不同層次學生的英語能力和情感需求，在設(shè)計中適當體現(xiàn)，確保不同層次的學生都能得到進步。
2、注重啟發(fā)思維，鼓勵體驗學習。英語教學應當從以老師講授為主的傳統(tǒng)模式中解放出來，確立教師的引導者身份，在教學設(shè)計中以學生自主學習、獨立思維為中心，實現(xiàn)灌輸式學習到體驗式學習的轉(zhuǎn)變。
3、善于實現(xiàn)信息轉(zhuǎn)換。教學設(shè)計應當力求形象生動、內(nèi)涵豐富，這就必然涉及信息轉(zhuǎn)換的問題。英語教學設(shè)計應當改變純文字的現(xiàn)狀，充分利用圖像、音頻、視頻等多媒體技術(shù)豐富教學設(shè)計，實現(xiàn)教學信息的多樣化表達。同時，應培養(yǎng)學生從各種媒介中提煉和歸納信息的能力，更好地完成課程教學任務，取得更好的教學效果。
第17篇
“說課”是進行教學研究、教學交流和教學探討的'一種新的教學研究形式，有關(guān)英語閱讀的說課稿，歡迎大家一起來借鑒一下！
Good morning, my distinguished judges. It’s my great honor to stand here sharing my teaching ideas with you. I’m number candidate. May I begin my analysis of my teaching plan now?
(OK, Thank you!) As to my interpretation, it contains the following main parts: the analysis of the teaching material, the students, the teaching objectives and the teaching procedure, now, please allow me to introduce them one by one.
Well, firstly, let me talk about the analysis of teaching material.
The content of my lesson is from senior high school English book of People’s Educational Press Unit , The topic is . This lesson is about . Through the learning of this lesson, students will be able to .
Then, here comes my analysis of the Ss.
Senior high school students are independent in thinking and cooperative in discussing. Most of them have a good way of learning and a strong desire of seeking knowledge. However, some of them are still diffident in speaking English and are easily to scatter their attention. All these element shall be taken into consideration when I am implementing my teaching activities.
Now let’s move to the next part--teaching objectives
According to the new standard curriculum and the syllabus, I will set the teaching aims as follows:
First, Knowledge objectives: (語言目標：語音，詞匯，語法，功能，話題)
1. Students are able to grasp the main idea of the whole passage and each separative paragraph.
2. Student will master the usage of adverbial clauses of concession and the important expressions such as . .
Second, Ability aims (技能目標：聽，說，讀，寫)
1. By using the reading strategies of skimming and scanning, students can catch the general idea and detailed information of the part within a limited time.
2. Through finishing tasks in groups, students will cultivate their ability of sharing opinions with others.
Third, Emotional aims (情感目標：興趣，自信，合作，愛國，國際視野)
1. Students can foster their interest and desire in learning English.[page]
2. Students develop their confidence in expressing themselves.
By completing the task,
(1) the Ss will increase their interests in
(2) the Ss will set up self-confidence in _____________.
(3) the Ss will have the bravery of facing ,
(4) the Ss will have the consciousness of
(5) the Ss will can appreciate the beauty in .
Well, next I will talk about the important points and difficult points.
In order to achieve the teaching goal and with consideration to the actual teaching condition, I will establish the important points and difficult points as follows.
The important points are the useful words, phrases, and sentence patterns.
The difficult points mainly focus on how to use different reading strategies for different reading purposes.
Here comes my Teaching methods& learning methods
According to the analysis of teaching material and Ss, I will mainly adopt the Communicative Approach and Task-based Language Teaching Approach, which means I will invite the students to further their understanding of the passage by fulfilling various tasks and cooperate with their group members.
As to the study methods, I will have the students to study in a relaxed atmosphere. they will cultivate their cooperation ability through group work and pair work and they will form a good habit of independent thinking by solving problems on their own.
Now let’s come to the most important part of my lecture---The analysis of the Teaching Procedures
To fulfill the teaching aims and stress the important points and difficult points, I will arrange my teaching procedures as the following steps.
Step one: “Warming up and Leading-in”. As we all know that “interest is the best teacher”, so here, I will play a short English video about to cultivate Ss’ learning interests and create a relaxing English learning atmosphere.
Step two: Pre-reading. In this step, I will ask students the question that and invite them to look at the title to predict what the passage is about. No matter what their answers are, I will give them positive feedback.
Purpose: during the independent thinking stage, students will recall their learned knowledge. Although not all the answers are correct, they will be more concentrated on the textbook and become more eager to read more.
Step three: While Reading. It will cost me 20 minutes and consists of extensive reading and intensive reading activities.
First comes the Extensive reading activity. I will introduce the reading tip of skimming to facilitate their reading, I will say to them that “when doing skimming, lets focus on the key words and sentences of each paragraph instead of reading the passage sentence by sentence, I will give you 3 minutes, after skimming, you are expected to tell me how many parts can the whole passage be divided into and the what are them about.”
Purpose: the task can impart the students with the reading strategies of skimming, which can greatly improve their reading comprehension ability and independent thinking ability.
Then, let’s move to another important reading activity--intensive reading, this time, students should read the passage very carefully, at the same time they should underline the words and phrases which they don’t understand, and discuss with their partners the following questions:
Question 1:
Question 2:
Question 3:
Besides, students are also required to finish the match practice below through paying attention to :
Next, I will explain some important language points. For the new words, I will lead the Ss to guess the meaning of the new words according to the context. For the sentences, I will demonstrate the sentences via my course-ware with the key parts deliberately colored and invite the students to work out the grammar rules by group work. For example, . After that, I will give them more examples and ask them to do the translating exercise to help them better understand the usage of .
By doing these two tasks, Ss will on one hand have a further understanding of the whole passage, on the other hand, they will also be able to use the target language of in their communication. They’ll also experience the sense of achievement in finishing the relative difficult tasks.
Step four: Post-reading. It will cost 10 minutes. Here, I will arrange two tasks to strengthen students’ understanding of the reading part.[page]
Task 1: discussion
Students work in groups and discuss the topic: ? After a ten-minute discussion, representatives of some groups will be invited to do the report.
Task 2: retelling
Here I will show my students a short passage with key words and phrases missing, and then ask some students to do the retelling by filling the blanks orally.
The reasons why I set these two activities are that all the students can have their opportunities of expressing their own ideas, and by working in groups, Ss will raise their cooperation awareness and appreciate the excellent thought of others. As the teacher, I can check if my class have already grasped the knowledge just as I expected.
Then, at the end of the class is step five: summary & homework.
I will ask some students to share what they have learned before I make a final conclusion. I will summarize the class like this: “ ”.In this way, Ss can make a self-assessment and some of them are able to gain a proud sense.
As for the homework, students are required to search more information about , they can refer to various information sources for help. Homework is so important in that it can train their self-study ability.
Now let’s focus on the last part. Blackboard Design
In order to show the important points and difficult points in a more clear way, I will divide the blackboard into three parts. On the left, I’ll write down the main idea of each part, the middle part is reserved for the important points, and on the right, I will write down some tasks.
That’s all for my presentation, I appreciate your attention very much! Thank you very much!
第18篇
【教材分析]】
本模塊的話題是我的地區(qū)，本節(jié)課的話題是歐洲農(nóng)村的問題。該節(jié)課的內(nèi)容是Cultural Corner，該內(nèi)容是講述歐洲農(nóng)村由于面臨一系列問題而陷入困境的故事。文章主要就描述了青年人由于喜歡喧囂熱鬧生活搬遷區(qū)城市，農(nóng)村工作機會少，城市人口來農(nóng)村買房帶動農(nóng)村房價上漲導致本地區(qū)人買不起房子，以及農(nóng)業(yè)賺錢利潤不多這四個方面問題。由于教材對cultural corner這個部分的定義為“借助于篇章閱讀的形式，介紹豐富詳實的文化背景知識。”而農(nóng)村問題也正好是我國現(xiàn)階段的一個經(jīng)久不衰的熱點話題，這促使我通過文化擴展的方式發(fā)散學生思維，提升學生對中歐農(nóng)村的異同的.文化意識。
[學情分析]
這次授課的對象是高一的學生。剛進入高中階段學習的新生，他們應具備一定的閱讀技巧，能夠把握文章的大意和細節(jié)，但在尋找到有用信息并再加工上還需磨練。在語言表達方面，學生有能力大致回答我設(shè)計的課堂問題，但在文化話題的表達上比較吃力，需要用框架和一些句型幫助他們理清思路并掃清障礙。
[核心任務]
閱讀cultural corner并對比中國的農(nóng)村，談自己對中歐農(nóng)村異同的觀點。。
[教學目標及重難點]
1. 教學目標
通過閱讀了解文章細節(jié)內(nèi)容對文章進行理解和加工，并通過與文章相關(guān)的中國農(nóng)村的閱讀，開展話題討論并能流利的表達自己對中歐農(nóng)村異同的觀點。。
2. 語言技能
1)幫助學生理解文章并能有效獲取有用信息。
2)幫助學生正確拼讀單詞。
3. 情感態(tài)度
通過討論和小組競爭培養(yǎng)學生合作意識及提高學生自主學習的能力。
通過篇章閱讀幫助學生提升對中歐農(nóng)村異同的文化意識。
4. 教學重點
1) 理解文章的大意和觀點;
2) 幫助學生擴展視野，了解中歐農(nóng)村的異同。
5. 教學難點
通過篇章閱讀幫助學生提升自己對中歐農(nóng)村異同的文化意識并表達出來。
6. 教學方法
Task-based teaching method, cooperative learning.
第19篇
一、說課分析
?。ㄒ唬┙滩牡牡匚缓妥饔?/p>
本節(jié)課是本單元以及本教材的第一節(jié)課，本課談論的是：朋友是不是僅限于人類、朋友的真正含義、如何與人相處的問題等關(guān)于朋友的話題。本課涉及的有陳述句和疑問句的直接引語和間接引語的掌握和運用等語法要點。學生從初中到高中，來到一個新的學校，同學彼此陌生，不免想起老同學，老朋友。這樣的話題正好能引起學生的興趣。而且本課的內(nèi)容和語法的啟發(fā)性和實用性都很強，能使學生在學中用，在用中學，對綜合提高學生的聽說讀寫能力有較好的促進作用。
?。ǘ┙虒W目標
英語教學大綱規(guī)定，通過聽說讀寫的訓練，使學生獲得英語基礎(chǔ)知識和運用英語的能力，激發(fā)學生的學習興趣，為進一步學習打下良好的基礎(chǔ)。因此，我制定以下教學目標：
知識目標：1、掌握和使用陳述句和疑問句的直接引語和間接引語。
2、討論朋友和友誼。
3、學習掌握本課的重點詞匯。
技能目標：1、學會閱讀的技能——scanningand skimming 。
2、通過談論朋友和友誼，既鍛煉學生的語言運用能力，又培養(yǎng)了學生發(fā)現(xiàn)問題、思考問題、解決問題的能力。
3、理解閱讀文段，復述故事。
情感態(tài)度：1、患難之交才是真朋友。
2、知音難得。
3、海內(nèi)存知己，天涯若比鄰。
文化意識：認識德國納粹黨。讓學生了解那段德國法西斯殘害猶太人的歷史，使學生在感受外國歷史文化的同時自然而然的習得語言。
?。ㄈ┲攸c與難點
重點：1、訓練scanningand skimming等閱讀技能。
2、認識朋友的真正含義以及與人相處的問題。
難點：1、閱讀技能的訓練。
2、陳述句和疑問句的直接引語和間接引語的互相轉(zhuǎn)換(人稱的變化、時態(tài)的變化、指示代詞、時間狀語、地點狀語和動詞的變化)。
?。ㄋ模┙叹?/p>
本課利用錄音機、投影儀等輔助設(shè)備，激發(fā)學生的學習興趣，調(diào)動他們的積極性，為展開話題提供豐富的材料，使教學收到事半功倍的效果。
二、說課分析
在新課程背景下，教師要成為學生學習的促進者、組織者和合作者。本課采用討論法，主要采用小組合作討論的方式。在讀前階段我就提出問題，讓學生思考討論是不是只有人與人之間才可以交朋友，然后在閱讀中通過安妮的日記向?qū)W生說明我們也可以與動物及無生命的日記交朋友。在深刻理解、充分訓練的基礎(chǔ)上，我再引導學生深入討論幾個與本課有關(guān)的話題，展開教師為主導、學生為主體的師生雙邊活動。通過創(chuàng)設(shè)真實自然的語言環(huán)境，使學生在語言實踐中把語言知識和技能主動轉(zhuǎn)化為交流能力，變苦學為樂學，從而培養(yǎng)學生大膽用英語進行交際的能力。
三、說課分析
教務于學。傳統(tǒng)教育的弊端是教師“滿堂灌”，只重視怎么教而忽視怎樣學，結(jié)果高分低能的現(xiàn)象十分嚴重。為了改變教師牽著學生鼻子走的被動狀態(tài)，我通過創(chuàng)設(shè)話題，寓教于樂，引導學生自學、自做、自助、自悟，讓學生學會自己動手，收集信息、處理信息，用所學語言去實踐和解決問題，使學生在運用語言的過程中感悟體驗所學語言的規(guī)律，培養(yǎng)語言意識，積累語言經(jīng)驗，形成語言感覺，達到語言運用的目的。從而使學生真正成為學習的主人。
四、說課過程
新課程改革的核心理念是“一切為了學生的發(fā)展”。學生的英語學習不僅僅是掌握幾個單詞和句型，更重要的是學會運用語言來交流思想，辦實事。因此我精心設(shè)計了以下教學環(huán)節(jié)：
?。ㄒ唬┘と耄瑒沼谛轮?/p>
一節(jié)課的.良好開始，對于整節(jié)課教學的順利進行起著至關(guān)重要的作用。在Warming up 部分我分四步進行：
1、用問問題的形式導入(屏幕顯示)。同時板書Unit 1 Friendship。
Do you have any friends? ? ? ?Are you good to your friends?
Which kind of friend do you think is the best friend?
2、做調(diào)查：在Warming up部分有5個問題，我讓學生獨立完成。然后在屏幕上顯示下列表格。
3、調(diào)查結(jié)果：顯示各得分情況所對應的調(diào)查結(jié)果，讓學生自行對照。
Grade 1 (5分以下) ? 直截了當，做事果斷，沒考慮不良后果。
Grade 2 (10分以下) 能用更合理的方法處理問題，又不傷朋友之間的感情，但自己的利益有時會受損。
Grade 3 (10分以上) 不傷感情，又能保全自己利益。
通過調(diào)查問卷的形式，引導學生了解日常生活中朋友之間發(fā)生的真實問題以及解決這些問題的方法，最后的問卷調(diào)查結(jié)果讓學生興趣和熱情倍增，這樣能促使學生很快進入語言學習和探究活動中去，愉快的進入學習狀態(tài)。
4、學習三句諺語，使學生明確對待朋友和友誼的態(tài)度。
A friend in need is a friend indeed. ? 患難之交才是真朋友。
Real friends are few and far between. 知音難得。
Long distance separates no bosom friends. 海內(nèi)存知己，天涯若比鄰。
（二）創(chuàng)設(shè)話題，教學新知
新課程指出，教師不再是居高臨下的管理者，而是學生學習的促進者、組織者、合作者。
1、我布置Pre-reading部分的幾個問題啟發(fā)學生對“朋友”和“友誼”進行思考，使學生明確不僅人與人之間可以做朋友，日記也可以成為人們的朋友。接著讓學生就問題進行小組討論。然后讓個別學生回答問題。
接著屏幕顯示我補充的問題：
Why do you need friends?
What do you think a good friend should be like?
Does a friend always have to be a person?
讓學生討論后回答。引出課文的主題 Anne’s best friend –DIARY.
2、介紹故事背景：這是一個真實的故事。1933年－1945年，納粹黨對德國人民進行法西斯統(tǒng)治。只要他們一發(fā)現(xiàn)任何猶太人，就會把他們送到東歐波蘭的集中營區(qū)。為了避免被抓，安妮和她的家人選擇了躲藏，藏在了一棟房子的閣樓里，在躲藏的日子里，她只能和日記交朋友，她把心里一切的感受都告訴了日記，后來《安妮日記》出版后，很快成為全世界廣為流傳的一本書。
3、教學新的語言項目和句子結(jié)構(gòu)。我在教學語言項目的時候，一是培養(yǎng)學生根據(jù)語篇、語境來猜詞，一是用舉例的方式來說明詞的用法。
?。ㄈ╅喿x文段，強化新知
1、Scanning（查讀）:學生們在了解了當時的歷史背景后，以及理解了安妮當時的心境和為什么將日記視為自己的朋友，這樣才能深刻理解安妮日記的內(nèi)涵。在此基礎(chǔ)上，我設(shè)計了幾個問題，讓學生帶著問題聽錄音。這樣做能使學生更加集中注意力，抓住重點。（屏幕顯示）。
Why did Anne make her diary her best friend ?
When did this story happen?
How long did they hide before they were discovered?
Anne’s best friend：
When was the diary written?
Why didn’t she go downstairs until the window had to be shut?
Sample diary:
2、Skimming(略讀)：在學生對課文進行了探究之后，學生已經(jīng)將課文的大部分內(nèi)容融會貫通，消化理解了。這時讓他們通過討論來解決問題，可以使學生的學習潛能得以挖掘。（屏幕顯示談論的主題）
Make a free discussion.（Ex3 in comprehension）
* What would you miss most if you went into hiding like Anne and her family? Explain why.
* How would you describe Anne’s feelings as she was looking out into the night sky?
?。ㄋ模╇y點再現(xiàn)，深化新知
在一節(jié)課結(jié)束前幾分鐘將重難點知識進行總結(jié)和歸納，是提高課堂教學效率的有力措施。我在屏幕上又顯示了下列的句子，讓學生明確什么地方需要加強，學習策略要做怎樣的調(diào)整。
Explanation ：
* She said, “I don’t want to set down a series of facts in a diary as most people do, but ……” (Change Direct Speech into Indirect Speech)
* I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature. (it’s because ……that )
* It was the first time in a year and a half that I’d seen the night face to face ……(Understanding Anne’s inside thoughts.)
?。ㄎ澹┎贾米鳂I(yè)，鞏固新知
為了鞏固今天所學的內(nèi)容，我要求學生課后用100字左右來復述故事，完成Comprehending里的關(guān)于直接引語和間接引語的練習。
最后，我說一下我的板書設(shè)計。為了濃縮教學內(nèi)容，使學生對新課內(nèi)容能一目了然，印象深刻，我采用綱目式設(shè)計板書，左側(cè)列出課文中出現(xiàn)的重要的單詞和詞組，右側(cè)列出重點句型。
Unit 1 ? Friendship
1、Useful words and expressions ? ? ? ? ? 2、 Important structures
五、教學評價
這一節(jié)課我主要采取任務型的教學形式，從任務呈現(xiàn)到任務準備（也就是知識與技能的教學），學生們在完成任務的驅(qū)使下，得到了語言交際和思想交流的機會，在討論問題的過程中把知識和技能轉(zhuǎn)化為交流能力。我以與學生平等的身份參與到學生的交際和交流中去，這充分體現(xiàn)了師生互動、生生互動的教學思想，從而達到預期的目的。
由于本人經(jīng)驗不足和能力有限，因此在備課和說課的過程中存在著一些不足之處，懇請各位領(lǐng)導、老師提出寶貴意見。謝謝！
第20篇
說課稿是教學改革中涌現(xiàn)出來的新生事物，是進行教學研究、教學交流和教學探討的一種新的教學研究形式。下面是小編整理的高中英語聽力說課稿，歡迎閱讀參考！
EARTH DIDN’T SLEEP 說課稿
一、說課標
在英語教學中落實新課程標準，就是貫徹執(zhí)行國家教育部關(guān)于課程改革的決定。新課程標準的三維教學觀，具體到英語學科就是要整合發(fā)展學生語言技能、語言知識、情感態(tài)度、學習策略和文化意識五個方面的素養(yǎng)，培養(yǎng)學生綜合運用語言的能力?！痘A(chǔ)教育課程改革綱要》中明確指出：“教師在教學才過程中應與學生積極互動、共同發(fā)展，要處理好傳授知識與培養(yǎng)能力的關(guān)系，注重培養(yǎng)學生的獨立性和自主性，引導學生質(zhì)疑、調(diào)查、探究，在實踐中學習，促進學生在教師指導下主動地、富有個性地學習。教師應尊重學生的人格，關(guān)注個體差異，滿足不同學生的學習需要，創(chuàng)設(shè)能引導學生主動參與的教育環(huán)境，激發(fā)學生的學習積極性，培養(yǎng)學生掌握和運用知識的態(tài)度和能力，使每個學生都能得到充分的發(fā)展。因此，本課的設(shè)計重點是：幫助學生形成自主、合作、探究的學習模式，掌握閱讀的一些基本技巧，讓每個學生在原有的基礎(chǔ)上都學有所得。
二、說教材
(一) 教材地位和教學內(nèi)容分析
本課是高一必修模塊1第4單元的閱讀課型，這單元圍繞earthquakes這一主題開展聽、說、讀、寫多種教學活動。由于本單元生詞量較大，并且Warming up可挖掘的東西較多，因此把Reading設(shè)計為本單元的第2課時。本課型是單元整體教學的重要環(huán)節(jié)，為學生的語言學習、語法學習提供了載體，并且是學生獲取信息的主要來源?！癛eading――― A NIGHT THE EARTH DIDN’T SLEEP” 具體描寫1976年唐山大地震的震前、震中和震后。本篇文章詞匯量大，運用了大量的動詞、復雜的數(shù)字，出現(xiàn)許多定語從句，篇幅較長，并且采用一些修辭手法，對學生的語言閱讀能力提出了更高的要求。但文章的結(jié)構(gòu)較明顯，
較容易歸納出各部分的中心詞。
(二)教學目標
根據(jù)新頒布的《普通高中英語課程標準(實驗稿)》關(guān)于閱讀課主要教學目標的具體描述，結(jié)合本課教學內(nèi)容，具體從語言知識、語言技能、情感態(tài)度和文化意識三個方面制定如下教學目標。
1. 語言知識目標：
a)使學生了解自然災害的相關(guān)詞匯，并掌握復雜數(shù)字的表達法。
b)學習掌握與地震相關(guān)的詞匯，如：shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,mine,shelter,fresh,percent等，以及 right away, at an end, dig out, give out, thousands of以及一些優(yōu)美句子的賞析。
2. 語言技能目標：
a)閱讀技能的訓練：讓學生學會克服生詞障礙，通過略讀，歸納出文章的大意;通過細讀，理清文章的總體框架與脈絡(luò)，歸納出各部分的中心詞;通過查讀，捕捉文章的重要細節(jié)，培養(yǎng)學生獲取、處理信息的能力。
b) 讓學生復述課文，分析、感悟作者的寫作意圖。
c) 讓學生運用本節(jié)課所學詞匯、知識，通過采訪唐山大地震幸存者的形式進行小組活動，提高學生用英語進行創(chuàng)造性交流的能力。
3.情感態(tài)度與文化意識目標：
a)學會有關(guān)地震的知識，并能通過學習討論懂得地震時的應急逃生，地震后如何科學救人和有關(guān)地震的形成和減少地震所造成的損失等一般知識。
b)懂得地震無情人有情，即使發(fā)生了多么可怕的災難，國家和解放軍官兵都會不顧自身安危，奮力搶救，培養(yǎng)學生一方有難、八方支援的互助友愛精神。
c)了解自然災害會給人類帶來嚴重的破壞性后果，讓學生進一步感悟、領(lǐng)會到人類應與自然界和諧共處。
d)培養(yǎng)學生的合作意識和“合作學習”的習慣。
e)欣賞課文中優(yōu)美句子，了解一些英語修辭手法，使學生在學習完課文之后得到一次美的享受，一次心靈的愉悅和升華。
(三)教學重點和難點：
根據(jù)新頒布的《普通高中英語課程標準(實驗稿)》關(guān)于讀的技能目標的具體描述，結(jié)合高一學生實際和對教材內(nèi)容的科學分析，確定本環(huán)節(jié)的主要教學重點和難點是:
1.重點
1)讓學生了解唐山大地震，了解地震的成因、預兆、地震造成的損失，地震時的應急救生以及震后的救援。
2)訓練學生的閱讀技巧，提高閱讀能力。側(cè)重培養(yǎng)學生對文章的整體性結(jié)構(gòu)的把握和挖掘作者寫作的意圖，突出培養(yǎng)學生以下3個方面的能力：
a.文章段落中心詞把握能力。
b.根據(jù)主題快速捕捉文章重點細節(jié)的能力。
c.總結(jié)歸納能力。
3)重點掌握有關(guān)地震的詞匯，特別是shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster, army, organize, bury, shelter。
4)欣賞并理解課文中優(yōu)美句子，讓學生掌握一些英語修辭用法。
2.難點
1) 如何使學生養(yǎng)成科學的閱讀習慣，提高閱讀理解能力和語言水平。
2) 如何使學生學會提取、篩選和重組文章中的信息，并靈活運用于語言實踐中，達到語言實踐能力的擴展與提高。
三、教學方法
教學設(shè)備：多媒體設(shè)備
教法滲透
根據(jù)新頒布的《普通高中英語課程標準(實驗稿)》所倡導的教學原則及“第二語言習得論”和“整體語言教學理論”，結(jié)合文章具體內(nèi)容及學生的差異性，確定本節(jié)課主要采用任務型語言教學法(Task-based Language Teaching) 、合作學習教學法(Cooperative Learning Approach)、整體語言教學法(Whole Language Teaching)、直觀教學法、交際教學法(Communicative Approach)、以及情感激勵教學法(Affective Motivation)等教學方法。具體采用“P—T—P”自主學習立體模式：(Pre-task----Task-cycle----Post-task)來組織教學。
1、任務型語言教學法
任務型語言教學認為：人們使用語言的過程就是一個完成各種各樣任務的過程。任務型學習強調(diào)通過“做中學”、“學中做”，使學生在完成任務的過程中習得語言。本課組織學生四至五人組成一個學習小組，進行一次就地震后幸存者的訪問。該設(shè)計基于課文內(nèi)容，但又不局限于課文的范疇，旨在貫徹“做中學”、“學中做”策略，吸引和組織他們積極參與，并通過討論、交流和合作等方式，在自然、真實的情境中，完成任務，體會、掌握語言的應用，達到學以致用的目的。
2.直觀法(視聽教學法)
充分利用多媒體教學手段，通過播放影視剪輯，與課文主題相關(guān)的圖片、圖表等直觀手段，在充分調(diào)動學生學習興趣的同時，降低學習難度，突破重難點。
3.合作學習教學法
合作學習教學法是以小組活動為主體的一種教學活動，一種同伴之間的合作互動活動。合作學習教學法有利于改善課堂心理氣氛、大面積提高學生的學業(yè)成績、促進學生良好非智力品質(zhì)的發(fā)展，調(diào)整學生的語言焦慮感。因此，本課打破傳統(tǒng)的教師單向灌輸，采用“四至五人組成一個學習小組”的課堂教學結(jié)構(gòu)，來組織教學，旨在營造輕松的學習氛圍，為積極學習提供有利的條件，讓學生在完成任務的過程中通過互相交流，降低語言焦慮感，獲得愉快的學習經(jīng)歷，從而對學習本身和所學內(nèi)容產(chǎn)生興趣感。
4.整體語言教學法
整體語言教學法要求按 “整體-部分-整體”的模式，進行語篇閱讀訓練，即從“整體”開始，以“整體”結(jié)束的“三段式”閱讀教學法。本課采用從整體略讀——分段細讀——通讀全文，進一步理解課文內(nèi)容，即是這種教學策略的體現(xiàn)。
5.情感激勵教學法
在教學中重視師生之間的思想交流，充分調(diào)動自己情緒的感染力，適時進行情感與策略調(diào)整，通過情感激勵，使教師與學生達到情感交融，在愉悅的課堂氛圍中發(fā)展創(chuàng)新，體驗成功。
此外在教學過程中還注意遵循以下教學原則：
1.貫徹動態(tài)真實原則，在教學過程中“動態(tài)”地去發(fā)現(xiàn)問題，分析問題和解決問題。本課在各個教學環(huán)節(jié)的設(shè)計和具體操作上都充分考慮到了策略的貫徹以及教學活動的靈活、有效的綜合運用。
2.重視學生個性與創(chuàng)新意識的培養(yǎng)，給予學生充分表達自己的機會。
其余的教學方法將結(jié)合“說程序”進行舉例說明。
四、學情分析
學習的對象是處于城鄉(xiāng)結(jié)合部的高一學生，他們的英語基礎(chǔ)較差，特別是由于詞匯量缺乏，閱讀習慣不好，導致閱讀速度慢、閱讀理解能力差。并且學生在初中已習慣了教師的單向灌輸，部分學生由于英語表達能力的欠缺對課堂的互動缺少積極性，不善于交際，學習不夠主動自主。因此，在組織教學活動中，注重學習策略的指導，灌輸自主、合作、探究學習的思想，同時注意調(diào)整活動任務設(shè)置的梯度，使每個學生通過學習活動，都能學有所成，體驗到成功。淘課$件網(wǎng) www.TaoKEjian.coM
五、學法指導
根據(jù)新頒布的普通高中《英語課程標準(實驗稿)》對高中英語學習策略七級目標的具體描述，確定本環(huán)節(jié)主要從以下4個方面加強對學生進行學法指導。
1)認知策略:指導學生運用已學會的抓重點、做記號、摘筆記等方式，對所學內(nèi)容進行整理與歸納。
2)調(diào)控策略:培養(yǎng)自我評價與相互評價的習慣，鼓勵學生增加與教師和同學交流學習英語的體會和經(jīng)驗，學會科學評價自己的學習行為與學習效果，進一步形成有效的學習方法,樹立積極向上的學習態(tài)度。
3)交際策略：創(chuàng)設(shè)有意義的情景和任務活動，引導學生通過四人一小組，進行合作學習，讓他們圍繞課堂任務分工合作，相互探討、相互交流，從而獲得知識、技能和情感體驗，變被動學習為主動學習。
4) 資源策略：布置任務，引導學生主動拓寬英語學習的渠道，即通過不同信息渠道(internet, newspaper,dictionary, magazines…)查找所需信息，把英語學習從課堂延伸到課外。
四、說教學程序
結(jié)合本校高一學生實際和對教材內(nèi)容的科學分析，計劃用45分鐘完成本文的教學任務，具體安排如下：淘課$件網(wǎng) www.TaoKEjian.coM
(一) Pre-task：激發(fā)學習興趣，明確學習任務(預計需要8分鐘左右)
(二) Task-cycle：課文主體內(nèi)容的教學與操練，知識的掌握與能力的`過渡(預計需要26分鐘左右)
(三) Post-task：展示成果，交流成果的過程，語言實踐能力的擴展與提高(預計需要10分鐘左右)
(四) Self-assessment：自我反思與調(diào)控的過程
(五) Homework and Sum up：課文內(nèi)容的鞏固、延伸與拓展(第四和第五兩個環(huán)節(jié)預計需1分鐘左右)
下面將具體說明各個環(huán)節(jié)的設(shè)計方案及其內(nèi)在的設(shè)計思想或理論依據(jù)，即闡明為什么這樣處理教材，為什么采用某種教法以及預計達到的種種教學效果等。
步驟一. Pre-task (Pre-reading activities)
貫徹興趣策略，采用直觀教學法，引入話題，激發(fā)學習興趣，明確學習任務。
【設(shè)計思路：先播放有關(guān)05年巴基斯坦地震的可怕MTV畫面，學生的注意力馬上就會被吸引到課堂上來，學生馬上就聯(lián)想到earthquake這一詞，這時教師提出“ What do you think of the earthquake?”，學生會不約而同地回答,地震會給人類帶來災難性的后果。緊接著引導學生“Can you fortell an earthquake so that we can take measures to reduce the damages?” 通過圖片，學生更易掌握地震的前兆的知識，為課文的閱讀作了很好的鋪墊，接著教師引導學生進行進一步探究“What should we do to protect ourselves if an earthquake happened?”通過小組討論、合作得出結(jié)論，教師進行一定的總結(jié)。接著呈現(xiàn)文章的標題“A night the earth didn’t sleep” ，引導學生解讀文章標題、預測文章內(nèi)容，讓學生在閱讀過程中處于主動認知狀態(tài)。學生可能一下子無法正確理解其所包含的深層含義。但估計在前面所展示的MTV畫面及圖片的啟發(fā)下，大部分同學可能很快就能作出正確的理解---about the earthquake。另外，考慮到文章生詞較多，且大部分學生對文章的背景知識了解較少。因此，在引導學生預測文章內(nèi)容的同時，有必要在討論“What kind of words will be used in the passage?
”這個問題時，引出單詞：injure、ruin、destroy、disaster、burst、rescue等。這樣既可向?qū)W生展示本環(huán)節(jié)的重點單詞，又可為閱讀掃清文化背景障礙和語言障礙，又可為突破本文的重難點作好準備?！?/p>
步驟二.Task-cycle(While-reading activities)
貫徹目的與困難策略，指導學生根據(jù)不同的閱讀目的，在閱讀的不同階段，靈活使用各種閱讀策略，捕捉文章主要信息，理解作者的寫作意圖，突破本文的教學重點與難點。采用整體語言教學法和任務型語言教學法。
1、通過限時閱讀訓練，引導學生如何利用略讀(skimming)的方法把握文章的大意，側(cè)重培養(yǎng)快速閱讀理解能力和文章中心把握能力。
【設(shè)計思路：本環(huán)節(jié)主要是指導學生如何通過略讀，在最短的時間內(nèi)把握文章的大意。要求學生在2分鐘之內(nèi)，重點閱讀各段的首句和末句，快速歸納出general idea of the passage。大部分學生很快就能找出文章的大意―――唐山大地震。該環(huán)節(jié)教師應通過限定閱讀時間，及時糾正不良的閱讀習慣等教學策略，來幫助學生養(yǎng)成良好的閱讀習慣，培養(yǎng)快速閱讀理解能力?！?/p>
2、精讀各個段落語段，側(cè)重培養(yǎng)快速捕捉文章重要細節(jié)的能力和猜測生詞的能力，學會欣賞文章中的優(yōu)美句子。
【設(shè)計思路：本文的篇幅較長，生詞多。因此，采用分段細讀，根據(jù)段落的不同特點設(shè)置不同的閱讀任務，培養(yǎng)學生獲取主要信息，處理信息的能力。第一段以表格的形式，讓學生填寫唐山地震來臨之前所發(fā)生的奇怪現(xiàn)象，培養(yǎng)信息歸類能力。第二段和第三段材料出現(xiàn)很多的數(shù)詞。因此，以這些數(shù)據(jù)為依托，讓學生通過查讀方法迅速找出與之相關(guān)的信息。然后再以4人1小組為單位，討論這些數(shù)據(jù)給讀者帶來什么樣的感受，交流各自的觀點。第四段，通過回答問題的形式引導學生理解地震后救護人員和解放軍官兵不顧自身安危，奮力搶救，體會地震無情人有情，感人至深。此外，在閱讀中教師應鼓勵學生通過上下文猜測詞義，而非停下閱讀去查找單詞表。在這一環(huán)節(jié)中可適當處理一些語言難點(如：一些生詞、詞組及定語從句)，重點放在引導學生學會在具體的語境中理解、體會這些詞組的用法。每個段落剛好都有一個含有英語修辭手法的句子，引導學生發(fā)現(xiàn)這些優(yōu)美的句子并了解其中的英語修辭用法，學習理解并學會欣賞，提高學生的語言品位?！?/p>
3.通讀全課文，理清文章的篇章結(jié)構(gòu)，并歸納出各部分的大意。進一步加深對課文內(nèi)容的理解，挖掘文章的內(nèi)涵。
【設(shè)計思路：針對本文的結(jié)構(gòu)較清晰，讓學生快速通讀全文，把文章分為三大部分,掌握文章的基本脈絡(luò)，歸納出各部分的中心詞和大意。在設(shè)計學生活動時，可讓學生先獨立完成任務，再用1分鐘的時間讓學生小組間互相交流各自的觀點。通過這樣的相互啟發(fā)、促進，學生能得出更全面的信息，基礎(chǔ)較差學生也會得到不斷的激勵。最后教師可通過圖表展示文章基本脈絡(luò)及中心詞，一篇篇幅長的文章就轉(zhuǎn)化成一個非常清晰的圖像。為了讓學生進一步挖掘文章的深層內(nèi)涵，理解作者寫作的意圖，我設(shè)置兩三個問題，讓學生小組討論進一步感悟、領(lǐng)會到人類應與自然界和諧共處?！?/p>
步驟三.Post-task(Post-reading activities)
貫徹語用策略與情感策略，采用交際教學法和合作學習法，組織語言實踐活動，完成本文的主題任務。達到從知識的鞏固與運用到知識的擴展與創(chuàng)新能力的形成。
【設(shè)計思路：本環(huán)節(jié)共設(shè)置兩個任務，一是讓學生復述課文;指導學生以地震前、地震中、地震后的時間線索展開復述，這樣把閱讀內(nèi)容和所學的詞匯、句型有機地結(jié)合。二是采訪活動。要求學生根據(jù)自己對地震的認識，發(fā)揮自己的想象力和創(chuàng)造力，以小組為單位，用英語通過采訪唐山大地震幸存者的形式進行活動。為了讓學生更順利地完成任務，教師可以給學生提供一些問題及采訪中可能會用到的日常交際用語。本環(huán)節(jié)旨在引導學生通過讀的輸人，提取、篩選和重組文章中的重要語言信息，并通過用英語進行交流，達到從課文知識的鞏固到自身知識的擴展與創(chuàng)新能力的形成。針對學生在完成任務的過程中，可能會因詞匯障礙的影響，而用普通話甚至閩南語進行交流，在這個活動中，教師應貫徹“教師為主導，學生為主體，任務為基礎(chǔ)”的教學原則，在課堂教學的不同環(huán)節(jié)扮演自身作為“設(shè)計者，研究者，組織者，促進者，協(xié)調(diào)者”的角色，并 “動態(tài)”地去發(fā)現(xiàn)問題，分析問題和解決問題，鼓勵、督促學生堅持用英語作為課堂交流的語言?！?/p>
步驟四.Self-assessment: 反思學習成果的過程
【設(shè)計思路：依據(jù)教學目標，對學生的學習過程進行評價，旨在讓學生學會反思自己的學習行為與學習效果，并學會通過反思性學習，不斷改進自己的學習方法與策略?！?/p>
步驟五.Homework: 課文內(nèi)容的鞏固、延伸與拓展
1.Language focus
【設(shè)計思路：分組歸納出每個段落的語言點(引導學生通過上網(wǎng)、字典或參考書等渠道查找所需信息)，下節(jié)課各組進行交流，教師協(xié)助歸納。旨在通過小組合作學習的形式，培養(yǎng)學生的自主學習能力。】
2.More language input
【設(shè)計思路：本部分設(shè)計一篇閱讀理解和一篇完型填空，要求學生按老師所給的參考時間，進行限時訓練。旨在為學生提供更多與本主題相關(guān)的語言材料，通過限時訓練的形式進一步提高閱讀理解能力?！?/p>
3.Writing task:
【設(shè)計思路：每個學習小組可根據(jù)自己采訪的結(jié)果，形成書面文字，盡可能多地用上所學的詞匯及句型，進一步提高學生的寫作能力。】
第21篇
I Teaching Aims:
1. To develop Ss’ basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.)
2. To encourage Ss to practice, participate, and co-operate in the classroom activities.
3. To get Ss to know something about … and have a better understanding of the importance of …. As for teaching approaches, I think … II Teaching Approaches Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talking Time).
So during this lesson, emphases are to be laid on:
1. Student-centered teaching
2. Task-based learning
3. Activity-based teaching (individual work; pair work; group work; class work)
III Teaching Aids:
1. a projector
2. a multi-media computer system
They are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks.
IV Teaching Procedure
Step 1 Warming-up & lead-in Activity 1 Free talks (class work) Q1: Who do you think looks coolest in our class? Q2: Do you like him/her? Q3: If so, why? If not, why? … Download some pictures/music from the Internet. Guiding Qs may be: Q1: Who’s she/he? Q2: Do you like him/her? Q3: If so, why? If not, why? Q4: Do you think he/she is perfect? Goal: To lead up to the topic, get Ss to warm up and arouse their interest in the topic. Activity 2 Picture-talking /Music-talking (individual work) Step 2 Pre-reading Activity1 Look and guess (class work) In this activity, Ss are required to look at the title/subtitle and guess what they will read.
the picture/… Activity2 Brain-storming (class work)
Goal: To develop Ss’ reading skill---predicting and present some new words in the passage such as …
Activity 1 Skimming (class work) Step 3 Reading
Para of the article (or the first sentence or the last sentence of each Para.) Goal: To develop Ss’ reading skill --- skimming, that is, how can we get the general idea of a passage as quickly as possible. Activity 2 Scanning (group work)
Title
Part/Para.
Main idea
Detailed information
1 a. topic sentences/introduction
b. examples/supporting ideas
c. conclusion
Goal: To develop Ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other. Activity 3 Report (class work) Invite some group members to report their work to the whole class. Goal: To overcome Ss’ shyness and stimulate Ss to speak in public. Activity 4 Further understanding and word study (pair work) Encourage Ss to discuss the following Qs in pairs (A PowerPoint will be used here to present some blank-filling exercises and Q1: What does the word ―this‖ in the last Para? But 3 refer to? A. B. C. A. B. D. D. Q2: What is the Chinese equivalent for the phrase ―investing in loss‖? C. Q3: The word ―flawless‖ in Line 5 of Para.2 can be replaced by ___ Q4: Which of the following statements is true or not true? Goal: To help Ss to guess the meaning of certain unknown words and understand the passage exactly. multiple choices.)
Step 4 Post-reading
Activity1 Role-play (pair work) Suppose one student is a … and the other …. Ss are encouraged to put themselves in the situation and make a face-to-face interview. Activity2 Discussion (Group work) Topics may be: Q1: Do u want to be perfect? Q2: Do u think there is anyone in the world that is perfect? ―Remind you‖, remind yourself of what? Activity3 Poster-designing/Cartoon-designing/… (Group work) Goal: These post-reading activities are intended to develop Ss’ creative thinking and get them to know the importance of … Task 1 Write a summary of the passage (about 100 words) (Individual work) Goal: To spur Ss to consolidate what they have learned. Task 2 Look up some more information about … (Individual work) Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites on the topic. Goal: To encourage Ss to study English spontaneously and independently after class, arouse Ss’ interest in traditional Chinese culture and develop Ss’ culture awareness and cross-culture communicative skills. As for my blackboard-design, since time is limited, I’d like to give a brief introduction.
Step 5 Homework
第22篇
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.
第23篇
Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English Book unit 1（A student of African wildlife/Why not carry on the good work）I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and Blackboard design. First, let me talk the teaching material. Part 1 Teaching Material:
This unit is about（Great women and their achievements , Important people, history and methods of agriculture, Different types of English humor ,Culture differences and communication Different types of theme park）
By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and Dr Yuan Longping’ achievement And chemical farming and organic farming. Charlie Chaplin and his funny and encouraging humor People from different area have different body language and use the right body language to showing our feelings. Theme park not only provide fun but also provide various knowledge and exciting experience. this lesson not only teach the students to learn the related material about (1) the good character to be a successful person (2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical fertilizers and how to increase production in organic farming. (3)Charlie Chaplin and his humor English jokes (4)Different body language and the similarities in body language which make the others understand our feelings. (5)Theme park but also learning ability in English .
A： If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well. B： It provides all-around practice about listening, speaking, reading and writing revolve around the topic, it is the expansion of this unit and give Ss a space to use the language So it plays an important part in the English teaching in this unit.
?。ˋs we 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 (新課程標準和教學大綱), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings: 1.Knowledge objects: (1)the students can hear, read, and use the main sentence patterns. (2) the students can understand the content of the lesson: (3) the students can use the patterns to express their thoughts in proper situation and learn how to describe people with adjective. Ability objects: Ability objects of this section are (1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.
(2) To train the Ss’ ability of working in pairs. (4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability. 3.Emotion objects: By reading A Student of African wildlife /why not carry on the good work, students can learn from (1)Jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiao zhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful. (2)Dr Yuan Long ping his scientific research spirit and attitudes toward life This passage what is chemical and organic farming and their advantage and disadvantage.
第24篇
在教學過程中,不僅要使學生“知其然”,還要使學生“知其所以然”。接下來小編為大家推薦的是，歡迎閱讀。
Good morning/afternoon, my dear judges. I'm number ___. It's my great honor to have this opportunity to talk about my teaching ideas. My presentation consists of the following aspects.
Analysis of the teaching material
First of all, let’s come to the analysis of teaching material. This lesson is from New Senior English for China Book5 module 3, the reading part. The topic of this unit is about adventures. It is excerpted from Mark Twain’s work “ The Adventures of Huckleberry Finn”. The story is about two teenagers who find a steamboat and board on the steamboat.
Analysis of the students
Secondly, students are the subject of our class. After many years of English studying, they’ve known many words, sentences and some skills to solve English problems. They not only study the words and phrases, but also learn the meaning and the culture. So I would introduce them more knowledge above the passage to arouse their reading interest.
Analysis of the teaching aims
By the analysis of the New Curriculum Standard in English, teaching material and the students in my class, I set the following three teaching aims.
The first one is knowledge aims:
1)Students learn and grasp the following important useful new words and expressions: pour down; sail down; climb on to; panic; curious; tie up…
2) Learn the language and grasp the meaning in this passage.
The second one is ability aims:
Through reading, students reading ability and word-guessing ability will be improved.
The last one is Emotional aims:
Students will be more interested in the literature and cinema in English and enjoy the famous works.
Analysis of the key and difficult points
According to the analysis above, I set the key points and difficult points as follows.
Teaching key points:
Member and master new words and phrases and understand the passage.
Teaching difficult points:
Foster students’ interest of reading passage and improve their reading ability.
Analysis of teaching and study methods
Now, I would like to talk about the teaching methods and studying methods. As to the teaching methods, Communicative Approach and Task-based Teaching Method will be adopted in this lesson. I will lead them to study by themselves, and through answering my questions, they will have a good understanding of the passage.
Analysis of the teaching procedures
Now, let’s come to the most important part of this lesson: the analysis of the teaching procedures. This lesson is divided into 5 stages, that is, warming up, pre-reading, while-reading, post-reading and summary & homework.
Step 1 warming up
In my warming up stage, after greeting with the students I will Introduce Mark Twain and his works, such as The Adventures of Huckleberry Finn， Running for Governor，The Prince and the Pauper. Then tell students today we will learn adventure, a passage from The Adventures of Huckleberry Finn.
Mark twain is a famous American writer. Through the introduction, students will have more interest in reading famous works. And they will be curious about the passage and I can move to the next step smoothly.
Step 2 Pre-reading
In pre-reading, I will ask them to have a free talk about adventure.
Ask them talk about adventure. For example: What is adventure? Would you like to go? Adventure is an exciting trip. Perhaps sometimes you feel bored, you could imagine going on a great adventure, such as caving, climbing, sailing and canoeing.
Then lead students to predict the passage, ask them to Look at the picture in the book and discuss the following questions:
1. Who are they? 2. Where are they? 3. What are they doing? 4. What is the boy pointing at?
In this way, students will be familiar with adventure and lay a foundation for reading the passage.
Step 3 While-reading
In this period, there are two activities: global reading and detailed reading. Firstly, global reading, I would like to give students 5minutes to have a global reading to check their ideas what they predict during the pre-reading. At the same time, they find out and circle the difficult words.
Fast reading can help students understand the whole passage quickly and practice their logic thinking. Then I will explain the difficult words, such as fantasy, identify, and account. For example
Fantasy n. the activity of imaging things
phrase: live in a fantasy world fantastic adj.
identify v recognize sb or sth
identify the criminal
identity n. ID identity card
Next, it should be detailed reading. I will ask them to read the passage again and do the exercise2 on the book. Number the events in the order they happen. Then I check the answer.
After this reading, students will grasp the whole passage. In order to create more chance for students to read, I will ask students read the passage paragraph by paragraph. Answer the following questions showed on the PPT.
Paragraph1. Discover a steamboat
What was the weather like that night?
What did they see and what were they doing then?
Paragraph2-5 board the steamboat
How did Huck and Jim get to the sinking steamboat?
How did they get on it?
Paragraph6-8 in the steamboat
What did Jim do when they heard someone was going to kill another?
Paragraph9-11 leave the steamboat
What did Huck decide to do after he heard they would leave the man on the steamboat?
Students will get more detailed information, and more interested in this story. Furthermore, they would like to read more works of Mark Twain.
Step4 Post-reading
Now it should be post-reading. In order to make sure that students will master the new words, I will ask them to do the exercise 4 and 5. Encourage them to member the verb words and phrases during the exercises.
After the exercise, I will give them 5 minutes to prepare, then to retell the passage according to the event orders. During the oral English time, I will encourage them to open their mouth and give them more positive evaluation. It benefits students for practicing their speaking and having more confidence in learning English.
Step 5 Summary and homework
At the end of the class, I’d like to make a summary about this lesson and present my homework to consolidate what the students have learnt in this period. I will conclude with my students together what we’ve learnt. The home work is to remember the key words and phrase and write a short passage about what will happen next.
第25篇
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.
第26篇
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.
Section 1 Analysis of the teaching material
The selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.
Section 2 Identifying the teaching aims
Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:
The 1st aim: Students learn the skills and strategies to read a prolonged text.
The 2nd aim: Students get a better understanding of what a gap year is.
The 3rd aim: Students are encouraged to figure out the implied meaning.
The 4th aim: Students are familiar with various expressions or approaches to express the same idea.
Section 3 Teaching procedures
In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approaches. With the teaching methods, I can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.
Part 1 Getting ready
Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students ‘concentration, arouse their curiosities, fire their imagination and give them a purpose for reading.
The part consists of two tasks:
Task 1: A time machine I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university. Yes, at this time next year, most of you will be studying in a university .(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading)
Task 2: Brainstorming After the summary, I go on to show some more pictures of British fresh students from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Paragraph1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university ? (With the task, I excite students’ desire to know more about what their British equivalents will do before going to a college. With the question in mind, students will definitely be eager to listen to the tape to find the answer )
Part 2 Focusing on main facts
During the part, I will ask the students to answer the question—what does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text.
The part includes six tasks:
Task 1:Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table ? (With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article)
Task 2: Matching After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading: Whom do the results belong to? Carol________ Daniel________ Martin_______
A felt being part of another culture B be more independent
C found it challenging and rewarding D felt that it was a special experience
E ready to face challenges in the future F learnt how to deal with difficult situation
G felt like she really made a difference H learnt a lot about getting on with local people (With the task, students learn to use a table to gather the main facts about the three British students They’ll know that a table is of great help in their future reading)
Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year (With the task, students are expected to grasp the theme of the article. The task serves as a bridge, which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs)
Task 4:Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or be a charity volunteer (The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year)
Task 5: History of the gap year I play a second VCR and get students to answer the question: When did the gap year start in the UK? (The task enables students to have a good knowledge of the history of the gap year)
Task 6: Comments The second, third, seventh, eighth paragraphs deal with theme of the government, universities, employers and the public on students taking a gap year before going to college. I get students to read the four paragraphs to gather theme and complete the table (The task helps students get a further understanding of the role. A table plays in helping gathering main facts or opinions).
Part 3 Read between the lines: In third part, I will encourage the students to answer the question—what does the author mean? As we know, information in a reading passage is not always stated directly. Sometimes students have to infer, or make guesses according the information which is available in the reading. So in this part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details. The part consists of three tasks.
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.
Section 1 Analysis of the teaching material
The selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.
Section 2 Identifying the teaching aims
Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:
The 1st aim: Students learn the skills and strategies to read a prolonged text.
The 2nd aim: Students get a better understanding of what a gap year is.
The 3rd aim: Students are encouraged to figure out the implied meaning.
The 4th aim: Students are familiar with various expressions or approaches to express the same idea.
Section 3 Teaching procedures
In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approaches. With the teaching methods, I can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.
Part 1 Getting ready
Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students ‘concentration, arouse their curiosities, fire their imagination and give them a purpose for reading.
The part consists of two tasks:
Task 1: A time machine I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university. Yes, at this time next year, most of you will be studying in a university .(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading)
Task 2: Brainstorming After the summary, I go on to show some more pictures of British fresh students from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Paragraph1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university ? (With the task, I excite students’ desire to know more about what their British equivalents will do before going to a college. With the question in mind, students will definitely be eager to listen to the tape to find the answer )
Part 2 Focusing on main facts
During the part, I will ask the students to answer the question—what does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text.
The part includes six tasks:
Task 1:Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table ? (With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article)
Task 2: Matching After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading: Whom do the results belong to? Carol________ Daniel________ Martin_______
A felt being part of another culture B be more independent
C found it challenging and rewarding D felt that it was a special experience
E ready to face challenges in the future F learnt how to deal with difficult situation
G felt like she really made a difference H learnt a lot about getting on with local people (With the task, students learn to use a table to gather the main facts about the three British students They’ll know that a table is of great help in their future reading)
Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year (With the task, students are expected to grasp the theme of the article. The task serves as a bridge, which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs)
Task 4:Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or be a charity volunteer (The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year)
Task 5: History of the gap year I play a second VCR and get students to answer the question: When did the gap year start in the UK? (The task enables students to have a good knowledge of the history of the gap year)
Task 6: Comments The second, third, seventh, eighth paragraphs deal with theme of the government, universities, employers and the public on students taking a gap year before going to college. I get students to read the four paragraphs to gather theme and complete the table (The task helps students get a further understanding of the role. A table plays in helping gathering main facts or opinions).
Part 3 Read between the lines: In third part, I will encourage the students to answer the question—what does the author mean? As we know, information in a reading passage is not always stated directly. Sometimes students have to infer, or make guesses according the information which is available in the reading. So in this part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details. The part consists of three tasks.
第27篇
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.
Section 1 Analysis of the teaching material
The selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, Getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.
Section 2 Indentifying the teaching aims
Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:
The 1st aim: Students learn the skills and strategies to read a prolonged text.
The 2nd aim: Students get a better understanding of what a gap year is.
The 3rd aim: Students are encouraged to figure out the implied meaning.
The 4th aim: Students are familiar with various expression_r_r_r_r_rs or approaches to express the same thing or idea.
Section 3 Teaching procedures
In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies to comprehend the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.
Part 1. Getting ready
Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students’ concentration, arouse their curiosities, fire their imagination and give them a purpose for reading. The part consists of two tasks:
Task 1: A time machine. I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing.
After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university.Yes, at this time next year, most of you will be studying in a university.
(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading.)
Task 2: Brainstorming. After the summary, I go on to show some more pictures of British students fresh from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Para.1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university.
(With the task, I excite students’ desire to know more about what their British equivalents will do before going to college. With the question in mind, students will definitely be eager to listen to the tape to find the answer. )
Part 2. Focusing on main facts
During the part, I will ask the students to answer the question—What does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text. The part includes six tasks:
Task 1: Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table.
Task 2: Matching. After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading. ?(With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article.)
(With the task, students learn to use a table to gather the main facts about the three British students. They’ll come to know that a table is of great help in their future reading.)
Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year.
(With the task, students are expected to grasp the theme of the article. The task serves as a bridge,which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs.)
Task 4: Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or become a charity volunteer.
(The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year.)
Task 5: History of the gap year. I play a second VCR and get students to answer the question: When did the gap year start in the UK?
(The task enables students to have a good knowledge of the history of the gap year.)
第28篇
一、教材分析
?。?、教材的地位及作用：
今天我要說的是冀教版八年級下冊第五單元：Go with Transportation 第37課：Flying Donuts。本單元講述了一些有關(guān)交通發(fā)展的歷史事件和相關(guān)故事，在復習以前所學的有關(guān)交通的詞匯和短語的基礎(chǔ)上又擴展了一些生詞、習語和日常用語。第37課的課文通過介紹Danny想象中的一種新的交通工具，引導學生充分發(fā)揮想象力、創(chuàng)造力，設(shè)想未來的交通工具，并用英語表達出來，從而激發(fā)學生的創(chuàng)造力和表現(xiàn)欲，使他們從中得到學習的快樂。
?。?、教學目標：（知識目標、能力目標、德育目標）
知識目標：
(１) 學習單詞fuel, coal, oil … 。
(２) 學習、掌握短語和句型think of認為，想起；at the front of 在……的前面 with用…；
能力目標：
通過聽、說、讀、寫的綜合訓練，促進學生將新學知識轉(zhuǎn)化為言語的技能，盡可能地運用語言表達實際的意義。
德育目標：
培養(yǎng)學生表達自我的能力，發(fā)揮想象力、創(chuàng)造力，張揚個性，展示自我。
確立教學目標的依據(jù)：
根據(jù)英語教學大綱規(guī)定，通過聽、說、讀、寫的訓練，使學生獲得英語基礎(chǔ)知識和為交際初步運用英語的能力，激發(fā)學生的學習興趣，為進一步學習打好初步的基礎(chǔ)。此外，根據(jù)我國國情和外語教學大綱的要求，現(xiàn)階段外語教學的素質(zhì)教育主要包括思想素質(zhì)教育、目的語素質(zhì)教育、潛在外語能力的培養(yǎng)、非智力因素的培養(yǎng)等四方面。
３、重點與難點：
確立重點與難點的依據(jù)：
根據(jù)教學大綱的要求，教材編排的特點及本課在教材中所處的地位和作用，并從學生的實際出發(fā)，確定本課的重點與難點：
重點：本課詞組和句型think of/about /out ；with的多種用法；What do the donuts do? Will Danny’s invention really work?
難點：設(shè)想發(fā)明一些交通工具，并用英語表達出來。
二、教學方法：
新教材重視以人為本，強調(diào)素質(zhì)教育。在教學中，要注意發(fā)揮學生的主體作用，把空間留給學生。抓住初中生活潑好動，表現(xiàn)欲強的心理特點，課堂上我設(shè)計了大量的聽、說、讀、寫的訓練，啟發(fā)學生動腦思考，鼓勵學生大膽開口，暢所欲言，盡可能運用英語表達實際意義，從而最大限度地調(diào)動學生的積極性和主動性。教學中，我主要通過五步教學法，精講巧練，由淺入深，由易到難，由已知到未知，循序漸進地深化教學內(nèi)容。展開以教師為主導，以學生為主體的師生雙邊活動。
三、學法指導：
在教學實踐中，教師不僅要將基礎(chǔ)知識和基本技能傳授給學生，而且要教學生學會學習。教師要采用多種教學方法，激發(fā)學生的求知欲和好奇心，提高學生的學習自主性和學習能力。針對學生普遍存在著缺乏自信，自我評價偏低的傾向，在教學中我注重鼓勵學生相信自己，鼓勵他們多動口，勤動手。
在進行口語訓練時，要求學生努力克服怕羞的心理，踴躍發(fā)言，敢于開口說英語，積極參加課堂上的各種教學活動。
四、教學手段：
主要以現(xiàn)代化電教手段－－多媒體輔助教學，貫穿整個教學過程。增加了直觀性和趣味性，加大了課堂密度，提高了教學效果。
五、教學程序：
課前準備
教師備好課及相關(guān)的教學設(shè)備，布置學生預習本課內(nèi)容，向?qū)W生提出預習的具體要求：
?。?） ?學習本課生詞，了解課文大意。
（2） ?找出重點短語和句子。
1、檢查復習
?。?）檢查學生預習課文的情況：
詢問他們對課文的意思是否還有什么問題，鼓勵其他學生解答這些問題。
?。?）展示圖片，復習學過的部分交通工具的名稱：
bicycle, train, rocket, car, boat, plane……
2、循序漸進，導入新課
本課利用多媒體教學手段展示了一幅幅色彩逼真、形象生動的畫面，充分地調(diào)動了學生的積極性，吸引了全體學生的注意力，達到了教育教學目的。
首先，提出本課的學習目標，結(jié)合學生的預習情況，指出重點詞匯及短語，并呈現(xiàn)在畫面上，以突出重點，體現(xiàn)難點。
其次，通過聽力訓練和問答練習，引導學生從聽、說入手了解課文，初步感知新的語言知識。
3、舉例分析，精講重點
對課文中的關(guān)鍵詞句如：What do donuts do? think of/out/over, with, make sb. do sth……等重點講解，舉例加以說明。為了更好地調(diào)動學生的積極性，要求學生運用這些詞語造句，訓練學生寫的技能，使學生處于積極思維的狀態(tài)之中，全方位、多角度培養(yǎng)學生運用英語的能力。
4、口語操練，加深印象
?。?）通過放錄音，學生聽，模仿說，教師講的過程，鞏固語言材料，培養(yǎng)學生聽、說能力。
?。?）讓學生準備幾分鐘，然后采用三人小組的形式，分角色大聲地朗讀課文。
?。?）讓學生創(chuàng)設(shè)一些情景，用所學的知識編寫對話，并且把它表演出來。
5、課堂練習，鞏固知識
出示一些與本課語言點相關(guān)的選擇題和情景對話，要求學生當場完成。課堂練習的目的在于檢查學生掌握知識的情況，以便教師發(fā)現(xiàn)學生知識缺漏，及時補充。同時也有助于進一步鞏固，加強對本課內(nèi)容的理解和運用。
如果時間允許的話，還可以讓學生想象著發(fā)明一些交通工具，用英語把它描述出來，寫成一篇小作文。如果時間來不及，就作為課外作業(yè)。
第29篇
I Teaching Aims:
1. To develop Ss’ basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.)
2. To encourage Ss to practice, participate, and co-operate in the classroom activities.
3. To get Ss to know something about … and have a better understanding of the importance of …. As for teaching approaches, I think … II Teaching Approaches Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talking Time).
So during this lesson, emphases are to be laid on:
1. Student-centered teaching
2. Task-based learning
3. Activity-based teaching (individual work; pair work; group work; class work)
III Teaching Aids:
1. a projector
2. a multi-media computer system
They are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks.
IV Teaching Procedure
Step 1 Warming-up & lead-in Activity 1 Free talks (class work) Q1: Who do you think looks coolest in our class? Q2: Do you like him/her? Q3: If so, why? If not, why? … Download some pictures/music from the Internet. Guiding Qs may be: Q1: Who’s she/he? Q2: Do you like him/her? Q3: If so, why? If not, why? Q4: Do you think he/she is perfect? Goal: To lead up to the topic, get Ss to warm up and arouse their interest in the topic. Activity 2 Picture-talking /Music-talking (individual work) Step 2 Pre-reading Activity1 Look and guess (class work) In this activity, Ss are required to look at the title/subtitle and guess what they will read.
the picture/… Activity2 Brain-storming (class work)
Goal: To develop Ss’ reading skill---predicting and present some new words in the passage such as …
Activity 1 Skimming (class work) Step 3 Reading
Para of the article (or the first sentence or the last sentence of each Para.) Goal: To develop Ss’ reading skill --- skimming, that is, how can we get the general idea of a passage as quickly as possible. Activity 2 Scanning (group work)
Title
Part/Para.
Main idea
Detailed information
1 a. topic sentences/introduction
b. examples/supporting ideas
c. conclusion
Goal: To develop Ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other. Activity 3 Report (class work) Invite some group members to report their work to the whole class. Goal: To overcome Ss’ shyness and stimulate Ss to speak in public. Activity 4 Further understanding and word study (pair work) Encourage Ss to discuss the following Qs in pairs (A PowerPoint will be used here to present some blank-filling exercises and Q1: What does the word ―this‖ in the last Para? But 3 refer to? A. B. C. A. B. D. D. Q2: What is the Chinese equivalent for the phrase ―investing in loss‖? C. Q3: The word ―flawless‖ in Line 5 of Para.2 can be replaced by ___ Q4: Which of the following statements is true or not true? Goal: To help Ss to guess the meaning of certain unknown words and understand the passage exactly. multiple choices.)
Step 4 Post-reading
Activity1 Role-play (pair work) Suppose one student is a … and the other …. Ss are encouraged to put themselves in the situation and make a face-to-face interview. Activity2 Discussion (Group work) Topics may be: Q1: Do u want to be perfect? Q2: Do u think there is anyone in the world that is perfect? ―Remind you‖, remind yourself of what? Activity3 Poster-designing/Cartoon-designing/… (Group work) Goal: These post-reading activities are intended to develop Ss’ creative thinking and get them to know the importance of … Task 1 Write a summary of the passage (about 100 words) (Individual work) Goal: To spur Ss to consolidate what they have learned. Task 2 Look up some more information about … (Individual work) Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites on the topic. Goal: To encourage Ss to study English spontaneously and independently after class, arouse Ss’ interest in traditional Chinese culture and develop Ss’ culture awareness and cross-culture communicative skills. As for my blackboard-design, since time is limited, I’d like to give a brief introduction. Step 5 Homework
第30篇
Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson withyou.The 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, the
teaching procedure,and Blackboard design.First, 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 unit.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 unit.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 . According to the new standard curriculum and the syllabus (新課程標準和教學
大綱), after studying the teaching material and analyzing the rule of children’s growing of mind,I think the teaching aims are the followings:
1.Knowledge 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.
2.Ability 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.
3.Emotion 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(交際教學法), “Whole language
teaching” (整體語言教學法)and “Task-based” language teaching (任務教學法). 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(現(xiàn)代社會交際教學理論), I adopt the TSA method(情景教學) and TBLT method (語言任務教學)in my teaching, namely Total Situational Action and Task-based Language Teaching.The 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 want.At 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.?