作为一名教师，编写说课稿是必不可少的，说课稿有助于顺利而有效地开展教学活动。那么大家知道正规的说课稿是怎么写的吗？以下是勤劳的小编征途给大家收集的高中英语说课稿优秀10篇，欢迎借鉴。
一、教材内容分析
本单元的中心话题是西方绘画艺术的历史、中西方各种艺术形势与风格，各时代的著名画家以及他们的作品。挺熟读写等语言知识和语言技能主要围绕“绘画艺术”这一主题设计的。本节课引导学生讨论这些问题，目的。在于让他们了解绘画艺术及其各个历史发展时期的不同风格，培养他们对艺术的兴趣。
二、学生分析
本堂课所教学生为高二理科班的`学生，认真踏实是他们在课堂学习实践活动中的特点。部分学生经过初中和高一阶段对英语这门语言的学习和掌握，已经为高二阶段的英语学习打下了基础。表现为：大部分学生能够做到课前预习，课堂上能伴随课程的思路，较积极主动的参与课堂活动，如小组讨论，问答练习等；但是仍有少部分学生由于种种原因造成了英语基础薄弱，上课不够积极主动，学习任务完成不充分等问题。对此，在课堂活动中要进行有针对性的帮助。如进行分组讨论时，可让他们与学习基础好的同学一组且要给予更多的鼓励，使他们尽早能提高对学习英语的兴趣。
三、教法分析
学生学习本文时，我设计了一些任务，通过感知，体验，参与合作等方式，使学生的主动地位得到充分体现。如：要求学生阅读文章，回答问题，填写表格等，这一单元以绘画为主题，利用多媒体展示影片相关图片，帮助学生用自己的话概括主要内容，提高课堂教学效率，增强学生学习兴趣。
四、教学程序
Step ⅠLead—in
Show students different kinds of paintings and ask them to guess the type of the paintings。（通过多媒体播放不同种类的图片及不同名作家的作品引起学生对绘画的兴趣）Step ⅡWarming Up
At first，ask the students to match some new words with the correct English meanings。 Show them on the screen。At last，check the answers with the whole class。
A B
a、 realistic 1. accurate，minute
b、 abstract 2. state or fact of existing
c、 existence 3. being in thought but having a physical or practical existence d。 detailed 4. lifelike，true to life
e。、religious 5. classical，of old beliefs
f。、traditional 6。 sincere to believe in a god or gods
Key：a—4，b—3，c—2，d—1，e—6，f—5
（通过对文章重点词汇的联系让学生阅读文章是更容易并且加深对这些重点词汇的理解）Step Ⅲ Pre—reading
Show students some pictures of the different ages，let them summary the order of the paintings Middle Ages，from 5th to 15th century → The Renaissance，from 15th to 16 century→
Impressionism，late 19th to early 20 century → Modern Art，from 20th to today
（通过展示不同时期的西方艺术作品让学生了解到西方近代绘画艺术的发展）
Step Ⅳ Reading
Task 1 Scanning
Show some questions on the screen。
1、 What were the artists interested in from 5th to 15th century AD？
2、 How did Masaccio paint his paintings？
3、 Why did the impressionists have to paint quickly？
（通过让学生快速阅读回答问题提高学生阅读能力）
Task 2 Skimming
Let the students read the passage again and get the main idea of it。 Then complete the following chart on their own。 And check the answers with the whole class。
Show the chart with blanks on the screen。 A few minutes later，check the answers。
（通过再次阅读让学生把握文章的细节，更深层了解文章内容）
Step Ⅴ Comprehending
Let the students read the passage again and tell whether the statements True or False according to the text。
1、 Western art has changed very little over the last seventeen centuries。 F
2、 Painters in the Middle Ages did not use perspective。 T
3、 Impressionists painted landscapes。 T
4、 You cannot recognize any object in abstract modern art。 F
5、 In the Renaissance most artists painted indoors。 T
（最后让学生通过对以上句子的正误判断对文章更准确的把握）
五、说板书设计
Middle Ages，from 5th to 15th century……
The Renaissance，from 15th to 16 century……
Impressionism，late 19th to early 20 century……
Modern Art，from 20th to today……
六、课后反思
课堂学生参与性不高，应注意问题设计的层次，照顾到不同学习程度的学生，尽量做到让更多学生参与到课堂活动中。
一．教材内容分析
本单元的中心话题是西方绘画艺术的历史、中西方各种艺术形势与风格，各时代的著名画家以及他们的作品。挺熟读写等语言知识和语言技能主要围绕“绘画艺术”这一主题设计的。本节课引导学生讨论这些问题，目的在于让他们了解绘画艺术及其各个历史发展时期的不同风格，培养他们对艺术的兴趣。
二．学生分析
本堂课所教学生为高二理科班的学生，认真踏实是他们在课堂学习实践活动中的特点。部分学生经过初中和高一阶段对英语这门语言的学习和掌握，已经为高二阶段的英语学习打下了基础。表现为：大部分学生能够做到课前预习，课堂上能伴随课程的思路，较积极主动的参与课堂活动，如小组讨论，问答练习等；但是仍有少部分学生由于种种原因造成了英语基础薄弱，上课不够积极主动，学习任务完成不充分等问题。对此，在课堂活动中要进行有针对性的帮助。如进行分组讨论时，可让他们与学习基础好的同学一组且要给予更多的鼓励，使他们尽早能提高对学习英语的兴趣。
三．教法分析
学生学习本文时，我设计了一些任务，通过感知，体验，参与合作等方式，使学生的主动地位得到充分体现。如：要求学生阅读文章，回答问题，填写表格等，这一单元以绘画为主题，利用多媒体展示影片相关图片，帮助学生用自己的话概括主要内容，提高课堂教学效率，增强学生学习兴趣。
四．教学程序
Step ⅠLead-in
Show students different kinds of paintings and ask them to guess the type of the paintings.
（通过多媒体播放不同种类的图片及不同名作家的作品引起学生对绘画的兴趣）
Step ⅡWarming Up
At first, ask the students to match some new words with the correct English meanings. Show them on the screen.At last, check the answers with the whole class.
A B
a. realistic 1. accurate, minute
b. abstract 2. state or fact of existing
c. existence 3. being in thought but having a physical or practical existence
d. detailed 4. lifelike, true to life
e. religious 5. classical, of old beliefs
f. traditional 6. sincere to believe in a god or gods
Key: a-4, b-3, c-2, d-1, e-6, f-5
（通过对文章重点词汇的联系让学生阅读文章是更容易并且加深对这些重点词汇的。理解）
Step Ⅲ Pre-reading
Show students some pictures of the different ages,let them summary the order of the paintings
Middle Ages, from 5th to 15th century → The Renaissance,from 15th to 16 century→ Impressionism,late 19th to early 20 century → Modern Art,from 20th to today
（通过展示不同时期的西方艺术作品让学生了解到西方近代绘画艺术的发展）
Step Ⅳ Reading
Task 1 Scanning
Show some questions on the screen.
1. What were the artists interested in from 5th to 15th century AD?
2. How did Masaccio paint his paintings?
3. Why did the impressionists have to paint quickly?
（通过让学生快速阅读回答问题提高学生阅读能力）
Task 2 Skimming
Let the students read the passage again and get the main idea of it. Then complete the following chart on their own. And check the answers with the whole class.
Show the chart with blanks on the screen. A few minutes later, check the answers.
（通过再次阅读让学生把握文章的细节，更深层了解文章内容）
Step Ⅴ Comprehending
Let the students read the passage again and tell whether the statements True or False according to the text.
1. Western art has changed very little over the last seventeen centuries. F
2. Painters in the Middle Ages did not use perspective. T
3. Impressionists painted landscapes. T
4. You cannot recognize any object in abstract modern art. F
5. In the Renaissance most artists painted indoors. T
（最后让学生通过对以上句子的正误判断对文章更准确的把握）
五．说板书设计
Middle Ages, from 5th to 15th century……
The Renaissance,from 15th to 16 century……
Impressionism,late 19th to early 20 century……
Modern Art,from 20th to today……
六．课后反思
课堂学生参与性不高，应注意问题设计的层次，照顾到不同学习程度的学生，尽量做到让更多学生参与到课堂活动中。
我将从教材分析、教法学法分析、教学过程分析和教学设计说明这四个方面来谈谈我对教材的理解和教学的设计，敬请各位专家、评委批评指正。
一、教学分析：
教材的地位与作用
本模块内容为英国古典文学中的狄更斯作品及其生平。本节课是一节文学阅读欣赏课，课文节选自《雾都孤儿》的片断“Oliver asks for more”，反映了主人公Oliver生活的是一个贫富悬殊，充满压迫的不公平的社会。通过学习本课，学生能够了解文学常识，掌握语言技能，对狄更斯的文学作品有了初步的认识，为本单元后面的学习也做了铺垫。
教学目标：
知识与技能：理解文章内容，并使用所学的词汇描述有关的故事情节，表达自己的情感。能分析课文中的长难句、理解句子结构，并能运用所学词汇和句型概括课文内容。
过程与方法：
1.利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中。
2.运用各个层次问题的设置，促进各层次学生参与学习活动。
3.学案导学，发展学生自主学习能力。
情感态度、价值观：了解英国古典文学及对世界文化的贡献。
教育学生应珍惜现在的生活，努力学习，奋发上进。
学情分析：
处于高二下半学期期末学习的学生掌握了一定量的词汇，并有一定的长难句子分析理解能力，这样帮助他们扫清了阅读时的部分障碍。但他们对课文阅读只限于表层含义，难于运用语言分析问题表达观点。因此我将教学重难点设计为：
教学重点、难点：
重点：
1.识记掌握本课词汇，理解文章大意。
2.学会理清文章结构，找寻信息点，提高运用英语的综合能力。
难点：
1.培养略读、查读和识别关键词等阅读技能和形成阅读策略。
2.学生把所学的词汇，句型运用于实践中。
二、教法与学法
1.针对学生的年龄特点以及认知水平，采用问题意识引领教学法，设置不同层次问题，由浅入深。充分发挥学生的主体地位，为学生的主动建构提供各方面的保障。
2. 以学生为主体，利用学案导学，借助任务型教学法、情景教学法、问答法、小组合作法、自主探究法开展教学活动，完成教学任务。
三、教学过程分析
（一）短片导入，直观认知
课前布置预习作业，让学生上网或通过其它渠道搜索有关狄更斯及其作品的相关信息。上课时首先观看一组视频，在视频中我选择了包括课文中提到的狄更斯一些著名文学作品以及改编为电影的一些图片，观看短片后回答问题：
1. Q: Which novel did you catch when you watch the video? And do you know other works written by Charles Dickens?
A: David Copperfield, A tale of two cities, Great expectations, Oliver Twist…
2. Q: What kind of the novel did Dickens usually write?
【设计意图】观看多媒体短片，激发学生的兴趣。通过师生互动，同学们课下所搜索的信息得以展现，充分调动了其积极性，在锻炼学生搜集信息和归纳总结的能力的同时，也极大地增强了同学们学英语的'信心。
最后图像停顿在截取的电影片段也就是课文中 “Oliver ask for more” 的几幅图片上，每张图片配合描述性的句子，设置教学任务：对划线词语进行快速猜测词义练习。
1. Charles Dickens is one of England’s most famous novelists.
2. He wrote about the life of poor Oliver Twist, who is an orphan without parents.
3. He lived in the workhouse, and the boys had excellent appetite, hungry and misery.
4. Oliver was chosen to ask the warden for more to eat.
【设计意图】通过观看图片和根据句意猜词词义练习，既为学生后面的阅读扫清了障碍，让学生们快速进入课文情境当中，又培养了学生联系上下文理解单词含义的阅读技能。
最后根据图片提出问题：
What do you think he is saying to the man and what will happen next?
在学生对课文内容有了直观的认识后，勾起了学生对故事发展的好奇心，自然的过度到阅读中来。
（二）快速阅读，探索新知
Ask students to skim the whole text and choose the best summary of the passage on P30Activity1 and divide the passage into three parts.
P1 ←— Being hungry
P2-P3←—Being chosen
P4-P13←—Being locked
【设计意图】这一环节采取小组活动的方式快速限时阅读， 设置的几个概括文章大意类问题，概括文章大意和各段落大意。把阅读课文作为整体来处理，搜集高频词汇和关键词。检查学生对课文中的事实的表层理解，养成良好的阅读习惯，提高阅读技能。
（三）归纳方法，自主生成
收集学生不同的分段方式后，通过探究式提问，
1. What are the two main elements of a novel? A: Character, plot
2. What should be based on when we divide the passage into parts?
A: The change of the plot; The change of time; the change of the scene….
【设计意图】通过几个简单的探究式问题，使学生用很短的时间就抓住了本篇文章的核心和结构，明确了这篇小说类文章的段落划分是依据情节的发展和变化。目的是培养学生的归纳总结能力，锻炼他们的表达能力，最后由教师修正、补充、说明。激励学生探究性学习的热情，提高阅读能力，以此突破教学重点。
（四） 精读课文，巩固升华
Read the passage again and answer the questions:
1) Why did the bowls never need washing?
2) What would the tall boy do if he still didn’t have another bowl of soup?
3) Why did the boys choose one boy to ask for more food?
4) How did they choose the representative to ask for more food?
5) When Oliver went to ask for more food, what did the warden do?
6) What was Oliver’s final result for asking for more food?
【设计意图】对于这个练习，我设置的几个问题都是细节理解类问题。集中培养学生从文章中迅速获取细节信息的能力，培养略读、查读识别关键词等阅读技能形成阅读策略，解决教学重点。可采取让学生小组讨论的方式解决问题，教师只需要点拨即可。这个活动既培养了学生的合作精神，又体现了“先学后教”的教学理念，提高了课堂效率。
（五）训练建构，达标拓展
Task : Make a dialogue with your partner, the scene from para.3 to para.6.小组成员中可以选用表演能力较好的同学演"warden"和"Oliver",选用一个口语较好的同学做解说员，另外可以根据同学们的个人特点充当两个“helpers”和几个Oliver的"companions".
【设计意图】这个环节的设置既体现了小组合作的精神，又充分尊重了学生间的个体差异，使小组中的每一个成员都能积极参与，充分调动了全班学生的积极性。与此同时也培养了学生的表演能力和表达能力，以此突破教学难点。
（六）联系现实拓展迁移
Discussion：
1. What’s the writing purpose of the story?
Key words: reveal…; show great sympathy to…
2.Compared with Oliver’s life, what do you think of yours? What should you do?
【设计意图】通过主观类题型的设置，给予学生正确的思维导向：探索作者写作意图，畅谈本节课的体会，对比我们的生活实际，激励学生努力学习奋发图强珍惜现在的幸福生活。
（七）快乐收获，布置作业
Homework:
If you were Dickens, what would be the ending of this novel?
【设计意图】学生可以展开想象的翅膀，并将本节课所学习的小说类文章的发展变化和本课所涉及的词汇短语运用于实践。弥补了课堂中写作练习的不足，也复习了所学内容。
四、教学反思
根据本节课的教学内容和学生的实际特点，本节课利用问题引领导学+情景相结合的教学方式，将任务型阅读融入整堂课中，通过猜测词义题，主旨大意题，细节理解题，探究归纳题以及主观观点类问题的设置，让学生在小组活动中通过合作和探究来完成各个任务，实现了对小说类文章的理解和掌握。整节课活动既有轻松有趣的小组竞赛、多媒体短片、同学表演和头脑风暴，又有需要深层思考的阅读理解活动和讨论活动，从语言的输入到最后的输出。通过阅读掌握技巧，再把阅读技巧用于写作输出，真正达到语言的灵活掌握和运用。
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.
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.
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.
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.
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 , 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. )
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.)
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.
Who
Where
Activities
Carol
Daniel
Martin
（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. become 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 situations.
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 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.
VCR 1：A gap is space between two things or a break in the passing of time. However, a gap year is the time for students between high school and college, or college or graduate school. Many students use that time to travel, learn new skills or become a charity volunteer. Today, taking a gap year is growing trend among international students.
（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?
VCR 2：The gap year started in the UK in the 1960s. Large number of students used that time to travel. Over time, students did more than just travel. Some students worked part-time in their future career field so that they could get the job training. Others did volunteer work, like teaching in Africa or helping to protect the habitats in India.
（The task enables students to have a good knowledge of the history of the gap year.）
一、指导思想：
主动阅读，自主发展，培养学生英语语言能力和分析问题、解决问题的能力。
其理论依据是：语言习得理论（美国）
语言能力是语言行为的重要部分，它是使语言使用者能够说出和理解无限的句子，并能识别语法错误和歧义。就是说话者掌握的语法结构、词汇和语法规则等方面的知识，从某种意义上讲，语言能力就是一部语言的百科全书。而阅读 是在没有他人参与的情况下，主动增加语言的输入，不仅直接参与作者的自然交流，而且使学生从中获得语言的内涵，培养语言的能力及分析问题和解决问题的能力。
二、内容：
1、本节课是高中英语第二册（下）第54课的一篇阅读文”Satellites”
2、目标：1）通过学生在教师的指导下主动阅读课文以获得语言信息，提高阅读水平，同时使学生了解有关卫星方面的知识。2）掌握大纲教材中的词汇：broad, circle, in space, pull, camera, fold, unfold, connect, object, direction, position,
signal, orbit, rocket, panel. 并且复习定语从句的用法。3）用语所学语言，围绕人造地球卫星这一题材，完成教科书和练习册中规定的听、说、写的任务，并完成有关的课文内容的练习。
3、重点、难点：
1） 一些四会、三会词（词组）
broad, circle, in space, pull, camera, fold, unfold, connect, object, direction, position
once every month, fold up, at the speed of, is likely to, keep out of，carry up, go into, in order to, return to, more than, not only…but also…,each other
2) 非限制性定语从句的复习。
三、教材处理
要求学生对课文进行三读：快读、再读、深读
1、 快读：教师放录音，要求学生快读全文，获得主要信息：
1） Why are satellites so expensive?
2） What can satellites send back to the earth?
以了解课文的中心内容。
2、 再读：主要是帮助了解一些文中细节。借助于学生用书P79,Ex 1中的题目，来指导学生阅读全文。
3、 深读：主要是通过在教师的指导下，学生自主地细读全文，加深学生的'深层次的理解。
4、 精要的语言知识讲解。
四、教法与学法
本节课是自觉实践法和自主习得法相结合。学生在教师的指导下自主习得语言知识以培养语言能力。
五、教学程序
1、 复习：1）检查上节课的作业。2）词汇听写
2、 阅读准备：看P8图，讨论学生所看到的。板书：Why are satellites so expensive? What can satellites sand back to the earth?
3、 快读：学生带着黑板上的两个问题，教师放录音，学生快速浏览全文，找到问题的答案。
4、 再读：借助Wb 中的7个问题，引导学生再读全文，完成相关内容，并对不理解的句子和词组划线。
5、 推断词义，解决难句。教师把学生在再读中的难句收集，引导学生猜义和解释。帮助解决理解障碍。
6、 深读：引导学生进行深层次的阅读全文。
7、 精要的语言点讲解。（见教案）
8、 验收效果：True or false练习。（见教案）
9、 小结：1）文章脉络 2）主要语言点
10、 板书设计：
课 题
词组
常用短语
例句：
good afternoon,teachers. it’s my great pleasure to be here sharing my teaching ideas i’ll begin the lesson from the following four parts:
analyzing teaching material
the teaching methods
the studying methods
the teaching procedures
and while presenting these parts i will do the blackboard writing properly. ok now i am going to start from the first part “analyzing teaching material”
this unit is about it is made up of paragraphs.
the teaching aim of this lesson is to help students to understand and master the words, phrases and sentence patterns on the basis of understanding the text.
the ability aim is to improve the students’ organizing and using skills of english and to retell the whole text in their own words.
the emotional aim is to help students understand and to develop
students’ sense of cooperative learning.
then the teaching key points is to help the students get a general idea of the whole
and the teaching difficult points is to make students use their own words to express
according to the analysis above, i’ll try my best to carry out the following theories
while dealing with this lesson:
to make students the real masters of the class while i just act as a director.
to combine the language structure with the language functions.
and to make students receive some moral education while they are learning language. in order to achieve my goal, i will use the following teaching methods:
the first teaching method i will use is communicative approach, since language is
used for communication. communicative approach is learner-centered and emphasizes communication and real-life situations.
the second teaching method i would like to use is task-based approach. a task
resembles activities which our students or other people carry out in everyday life.
learners should be given opportunities to reflect on what they have learned and how well they are doing.
the third teaching method i want to use is computer assisted language teaching.
computer plays an important role to make the materials attractive. it can also help the learners to understand the language and then produce comprehensible output.
and in order to practice my teaching methods better, the following teaching aids will be used:
a projector, a tape recorder, multimedia and of course the blackboard.
and then, i would like to talk about the studying methods. as students are poor in
cooperative learning skill, many students are not active in english class, and even
some of them don’t like english. therefore, i will have the students learn english in a much more relaxed atmosphere. the learning process of students is from seeing,
thinking, and speaking. so, to make the students get the knowledge actively,
cooperative learning and task-based learning will be used.
next, i will talk about the teaching procedure. to train the students’ ability of listening, speaking, reading and writing, i have designed the following steps.
at the very beginning of the class, i will make the students have a free talk about and then discuss the questions in pre-reading on page . the purpose of this step is to arouse the students’ learning interest. after a discussion about the questions,
the students will be eager to know something about and it’s the very time to naturally lead the class into
step 2 listening comprehensions
in this step, i will write several questions before listening to the text:
and then i will make the students answer the questions after listening to the tape. the purpose of this step is to train and improve the students’ listening ability .
in this step, i will give the students two tasks . the first task is to get the general idea, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their own thoughts in english. the second task is to get the main idea of each paragraph. i will pide the whole class into several groups to skim the whole text and get the main idea of each paragraph. the purpose of this task is to improve the students’ fast reading skill and cooperate with each then guide ss to read the material carefully and take some important notes, then answer the following questions in p.
language is learned by communicating. it’s my job to creat an atmosphere for students to use the language. the students discuss in their group and then choose a reporter to share to the whole class.
in this activity, i will ask some students to read each paragraph, and then do the exercise following the text.
i will go through the important points and difficult points of this lesson with the students once again. and of course, the language points on the blackboard will be mentioned as well.
and now let’s move to the last step
1. read the passage as frequently as you can
2. find out some words and sentences you think are beautiful and recite them.
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.
that’s all of my teaching ideas about this lesson. thanking you for your listening.
Good morning, ladies and gentlemen. My topic is Women of Achievement, that is, unit 1, in module 4. The reading passage “A Student of African Wildlife” is talked later and my talk consists of 4 parts. Part 1, my understanding of the material. Part 2, teaching approaches. Part 3, preparations before class. Part 4, teaching procedure.
Part 1 my understanding of the material
First, let me introduce the reading passage. It is the center of this unit’s teaching and learning. It is made up of 4 paragraphs, that is, one day’s observing chimps with Jane in the forest; how Jane did her research and her achievements; Jane’s love towards animals and her contributions to animal protection; and a short summary to her. By learning this lesson, the students can not only understand women’s status in society and everyday life, their values and contributions, their difficulties and achievements, but also learn how to use some words, phrases and sentence patterns. Of course, the students can practise their reading skills, such as skimming, scanning and careful reading.
Second, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading and writing, they still need many opportunities to explore and convey meanings; to classify and reflect on their thoughts, feelings and experiences; to experiment and use their imaginations, and also to develop their autonomous learning ability, cooperative learning ability and investigative learning ability.
Third, about teaching aims
Knowledge aims: To learn how to use the mastery words, phrases and sentence patterns;
To learn sth about Jane’s research.
Ability aims: To cultivate the students’ autonomous learning ability, cooperative learning ability and investigative learning ability;
To develop students’ reading skills, such as making prediction and drawing inferences from the context.
Emotional aims: To encourage the students to participate in the class activities and cultivate their teamwork spirit;
To learn Jane’s bravery and perseverance in achieving her goals;
To reinforce the sense of wildlife protection.
Fourth, about key points and difficult points
I think they are to develop the students’ reading skills, such as making prediction and drawing inferences from the context; and to learn how to use the mastery words, phrases and sentence patterns.
Part 2 Teaching approaches
According to the analysis above, I’ll try to use the following theories: to make students the real master of the class while the teacher myself the director; to inspire the students, especially girl students to chase their dreams with great determinations.
Therefore, task—based teaching method, students—centered teaching method and CAI will be used.
Part 3 Preparations before class
I will ask the students to surf the Internet or go to the library to find some information about great women that they are interested in.
And in class, they will give reports of the information they have obtained. By doing this activity, I can train their autonomous learning ability and investigative learning ability, and their abilities of collecting and dealing with information.
Part 4 Teaching procedure
I designed 6 steps to deal with this reading passage.
Step 1 lead—in
Activity: picture appreciation and question answering
I’ll show them some beautiful pictures of wild animals, such as lions, Tibetan antelopes, monkeys and chimps. Then one question will be asked: which animal has the closest connection with human beings? It’s not so difficult. Of course, chimps. Then the students can find more about chimps from the reading passage.
The purpose of this activity is to stimulate the students’ interest and naturally lead to the reading passage.
Step 2 pre—reading
Activity: look and guess
The students will be asked to just glance at the title and the two pictures in the book, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.
This activity is to inspire the students to read actively, not passively. Surveys show that active reading can raise the readers’ interest and reading efficiency. Other purposes are to develop the students’ reading skill—making prediction and to encourage the students to think in English, express their thoughts in English and cooperate with each other.
Step 3 reading
Activity 1 scanning
The students are required to scan the text quickly and find out specific information of the following questions.
1 who is the student?
2 what animals are observed?
3 when did Jane Goodall arrive at Gombe? How old was she?
4 what was the purpose of her study?
By doing this activity, the students can improve their reading skill—scanning. And they can get the two lines of the whole passage, the main line—student, and the hidden line—wildlife. It builds a solid base for the latter reading comprehension.
Activity 2 skimming
The students are asked to skim the text quickly and summarize the main idea of each paragraph.
By doing this, I can train the students’ reading skill—skimming. And before their skimming, I’ll remind them to find out the topic sentence of each paragraph.
Activity 3 careful reading
For paragraph 1: Video watching and completing a diagram
Get the students to watch a short video of Jane’s research with chimps.
This paragraph is a description of what Jane and her partners did in the forest. The video can turn the description in words into images. So it seems as if the students themselves went into the forest. Then a diagram will be shown to the students. It contains the main actions of the chimps. They have to complete it. By these two changes, the students can master the important words, phrases and sentences better.
For paragraphs 2-3: Retelling job
These two paragraphs are relatively long, so the students may have difficulties in classifying the content. Therefore I divided all the sentences into 3 aspects, that is, Jane’s difficulties, her discoveries and her contributions. According to the key words, they have to retell it.
By doing this activity, I can train the students’ language organizing ability to meet the demands of the new curriculum.
For paragraph 4: Question answering
It is a short summary to Jane and implies that women can do what they want to do as men. This paragraph is relatively short and easy to understand. So the questions are fairly easy and will be offered to the less talented students.
Step 4 post—reading
I designed 2 activities.
Activity 1: multiple choice questions
These questions are to help the students get a better understanding of the text. Some of them are about details, and some of them are inferences. Inference questions are more difficult. So I will give them to the top students, and the easier ones to less talented students. Therefore all the students can have the chance to participate in the class activities and achieve the pleasure of learning English. Thus task-based teaching method is used here.
Activity 2: qualities and looking for relevant sentences
It is an activity to consolidate what they have learnt in the class. Traditionally, a blank-filling task is often used in this step, but it is a passive activity. In order to get the students to learn actively, I designed this activity. Just get the students to look at the title and think about “what kind of student Jane is”。 They will say many words, like hard-working, brave and so on. Then ask them to find out the sentences from which we can see these qualities. To do this job, the students have to read the whole passage more carefully again, and they will get a deeper impression of the language structure. Here students-centered teaching method is used.
Step 5 Discussion
The students will be divided into several groups to discuss the following questions.
1 Jane was brave enough to live in the forest. What difficulties do you think she was facing?
2 If you have the chance, will you do what she did?
This activity is to cheer the students to think deeply about Jane’s research and to practice their oral English.
Step 6 Homework
Activity : Thinking and Writing
The topic is “ though our grandmothers and mothers haven’t done something great like Jane, do you think they are great, too? ” Give your reasons.
This activity is designed to train their writing skills and stimulate the students to become aware of the greatness of ordinary women. So greatness is close to the students’ daily life.
In class, I will use CAI, so there is no blackboard design.
That’s all. Thank you!
Good afternoon,teachers. It’s my great pleasure to be here sharing my teaching ideas I’ll begin the lesson from the following four parts:
Analyzing teaching material
The teaching methods
The studying methods
The teaching procedures
and while presenting these parts I will do the blackboard writing properly. Ok now I am going to start from the first part “Analyzing teaching material”
This unit is about It is made up of paragraphs.
The teaching aim of this lesson is to help students to understand and master the words, phrases and sentence patterns on the basis of understanding the text.
The ability aim is to improve the students’ organizing and using skills of English and to retell the whole text in their own words.
The emotional aim is to help students understand and to develop
students’ sense of cooperative learning.
Then the teaching key points is to help the students get a general idea of the whole
And the teaching difficult points is to make students use their own words to express
According to the analysis above, I’ll try my best to carry out the following theories
while dealing with this lesson:
To make students the real masters of the class while I just act as a director.
To combine the language structure with the language functions.
And to make students receive some moral education while they are learning language. In order to achieve my goal, I will use the following teaching methods:
The first teaching method I will use is communicative approach, since language is
used for communication. Communicative approach is learner-centered and emphasizes communication and real-life situations.
The second teaching method I would like to use is task-based approach. A task
resembles activities which our students or other people carry out in everyday life.
Learners should be given opportunities to reflect on what they have learned and how well they are doing.
The third teaching method I want to use is computer assisted language teaching.
Computer plays an important role to make the materials attractive. It can also help the learners to understand the language and then produce comprehensible output.
And in order to practice my teaching methods better, the following teaching aids will be used:
A projector, a tape recorder, multimedia and of course the blackboard.
And then, I would like to talk about the studying methods. As students are poor in
cooperative learning skill, many students are not active in English class, and even
some of them don’t like English. Therefore, I will have the students learn English in a much more relaxed atmosphere. The learning process of students is from seeing,
thinking, and speaking. So, to make the students get the knowledge actively,
cooperative learning and task-based learning will be used.
Next, I will talk about the teaching procedure. To train the students’ ability of listening, speaking, reading and writing, I have designed the following steps.
Step 1 Lead-in
At the very beginning of the class, I will make the students have a free talk about and then discuss the questions in pre-reading on page 。 The purpose of this step is to arouse the students’ learning interest. After a discussion about the questions,
the students will be eager to know something about and it’s the very time to naturally lead the class into
Step 2 Listening comprehensions
In this step, I will write several questions before listening to the text:
And then I will make the students answer the questions after listening to the tape. The purpose of this step is to train and improve the students’ listening ability 。
Step 3 skimming and scanning
In this step, I will give the students two tasks 。 The first task is to get the general idea, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their own thoughts in English. The second task is to get the main idea of each paragraph. I will divide the whole class into several groups to skim the whole text and get the main idea of each paragraph. The purpose of this task is to improve the students’ fast reading skill and cooperate with each other.And then guide Ss to read the material carefully and take some important notes, then answer the following questions in P.
Step 4 Retelling the passage
Language is learned by communicating. It’s my job to creat an atmosphere for students to use the language. The students discuss in their group and then choose a reporter to share to the whole class.
Step 7 Consolidation
In this activity, I will ask some students to read each paragraph, and then do the exercise following the text.
Step 8 make a summary
I will go through the important points and difficult points of this lesson with the students once again. And of course, the language points on the blackboard will be mentioned as well.
And now let’s move to the last step
Step 9 Homework
1、 Read the passage as frequently as you can
2、 Find out some words and sentences you think are beautiful and recite them.
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.
That’s all of my teaching ideas about this lesson. Thanking you for your listening.
Good morning, ladies and gentlemen! I’m XXX from No.2 High School. I’m very glad to present my lesson plan here. It is from Unit1 Module 2 NSEFC, Using language, reading, listening and speaking, the fourth period.
I. Analysis of the teaching material and learners
The content of the material is about how the Amber Room got lost, which is also the clue of the whole lesson. The reading passage is about the definition of fact and opinion. There is an old miner’s story about what happened to the Amber Room for students to decide whether he gives facts or opinions. In the listening part, there are two pieces of narration about how the Amber Room got lost. Students will listen and then fill in two tables with some information missing, which is difficult for them. In the speaking section, discussions will be carried out by using the expressions from the table as the output.
My students are familiar with the Amber Room now because they have learnt about it in the previous lessons. They have learnt many useful words for describing the Amber Room, which can make listening easier. Their scanning skill, even though it is not well-developed, plays efficient role in getting the required information in the limited time. However, the students’ listening skill of note-taking is poor and the listening passage is long and difficult for them, and they have no idea about how the great treasure got lost, so finishing the table will be a difficulty. In order to make it easier for them to fulfill the listening task, some key words from the listening are given to students. Before the blank-filling, some multiple choices will be given in order to help students get the general idea of the passage.
II. Learning objectives
According to the above analysis, I set the following learning objectives. Firstly, find out the differences between a fact and an opinion by scanning. Secondly, predict the content of listening by studying the key words that may appear in the listening content. Next, take notes of the key words from listening to get some information to fill in the tables and understand the main idea as well. Finally, learn the following words and expressions (trial, evidence, explode, entrance, sink, etc)。 by heart.
Among all the objectives, Finding out the differences between a fact and an opinion by scanning in reading process and knowing how to tell a fact from an opinion as well as give opinions are essential for the students. It is one of the focuses of this lesson. And in this lesson, the listening practice will take up most of the time because it is important for students to know how to take notes while they are listening. So this is another focus. The skill of note-taking is vitally important for the students during the whole process of English study, but it is also a difficult skill for them at present.
III. Teaching procedure
We will spend 17 minutes on reading and 28 minutes on listening and speaking.
The first two steps are for the reading part. Step 1 is pre-reading. There are two activities. Activity 1 is reviewing. I will show students a passage about the summary of the reading passage In Search of the Amber Room. Students will fill in the blanks with the relative words of attributive clause. Blank filling with the relative words aims to check whether the students can use the grammatical rules learnt last period in another context. The last three sentences mainly talk about the loss of the Amber Room, which function as the topic for the next activity. Activity 2 is discussing. I will lead the students to discuss what information is the fact and what information is the opinion about the Amber Room from the summary. As one of the language focuses, the difference between fact and opinion will be paid much attention to in this step, which can make preparations for the following steps.
Step 2 is while-reading. There are two activities. Activity 1 is scanning to find out the definitions of fact and opinion, which is the foundation of this lesson. Activity 2 is also scanning. Students will be asked to read the story told by Jan and then fill in the table. After that, they will discuss whether the event Jan saw is a fact or an opinion by using the expressions in the table (slide)。 This activity offers students the chance to make judgment in a real life situation according to the definitions. They will use some expressions they know to give opinions by answering “why” questions.
Next comes the listening. There are two parts, Part A and Part B. Step 3 is pre-listening for part A. I will show students some key words and expressions from the listening material. I will explain them. The students will guess what they are going to listen from the newly learnt words and phrases. Step 4 is while-listening for Part A. I will give students two chances. After the first listening, the students will finish four multiple choices. Based on the four questions, the students will know the main idea of Part A. For the second listening, the students will be asked to take notes down, and then fill in the blanks according to the notes taken. After that, they will check the answers with their partners’。 Step 5 and Step 6 are designed to deal with Part B. It will be done just as part A. Firstly, the students will study the key words from the listening and predict the content as the pre-listening activity. Then, for the first listening, listen for answers to four multiple choices to get the main idea of the listening. Lastly, for the second listening, the students will take down key words to fill in the table. Predicting with the key words may lessen the students’ difficulty in getting the information. Multiple choice exercises are for the preparation to get a general idea of the listening material, which can be helpful in the blank filling activity. The listening is the foundation for the next step.
Here comes Step 7, post-listening. There are two activities. Activity 1 is pair discussion. Based on the reading passage and the listening material, the students will be asked to decide who told the truth about the missing of the Amber Room and give the best evidence by using some functional items to ask for and give opinions in pairs. Activity 2 is a group discussion. I will create a real life situation. I will say that Shanghai Expo is a great success. The students will work in groups of four and have a discussion about whether it is the best exposition ever. During the discussion they can refer to more expressions of asking for and giving opinions in the textbook. Based on all these activities, students have got enough input. Now, it is quite natural for them to give a valid output in Step 8. After knowing what fact and opinion are and know how to give and ask for opinions, students may have less difficulty in doing this.
The class will end up with an exciting discussion. Then I will ask students to write five sentences as evidence to support their opinion that Shanghai Expo is best ever. This is the homework.
IV. Blackboard notes
These are my blackboard notes. On the left, definitions of fact, opinion and evidence are given, which can help the students understand the key point in class. In the middle are key words from the first story in listening and on the right are the key words from the second story. Those words can be helpful for the students to get the general idea and easy to write down notes while they are listening.
V. Reflection
To sum up, there is enough input from reading and listening material, which provide the students with essential knowledge about the concepts of fact, opinion and evidence necessary for students to distinguish facts from opinions for later speaking activities at output stage. This lesson can be viewed as a typical integration of reading, listening and speaking. Reading for the definitions of fact, opinion and evidence functions as the input before using the knowledge to make judgment on the facts and opinions after listening.
That’s all for my presentation. Thank you for listening.