人教版高三英語說課稿

本文格式為Word版，下載可任意編輯——人教版高三英語說課稿高三的日子是苦的，有剛入高三時的迷茫和壓抑，有勞績失意時的沉靜不語，有晚上奮戰(zhàn)到一兩點的精神*雙重壓力，也有在清早凜冽的寒風中上學的繁重體驗。在奮筆疾書中得到學識的喜悅，也是一種在巨大壓力下顯得茫然無助的痛楚。我高三頻道為你整理《人教版高三英語說課稿》夢想對你有扶助！

Goodmorning,everyone!

Today,I’llsaysomethingaboutUnit9PartAinBook4ofOxfordEnglish.

Backgroundonthereformationofcurriculum,thisbookcanconnectthelifeandact,emphasizetheinterestandexperienceoftheSs,thepicturesareactiveandvivid.GradefouristheinitialstageofEnglishlearning,soitstressesontheemotionoftheSs,createsawellbeginningfortheSs.ThisUnithas7parts,we’lllearnPartAmainly,itembodiestherepeatingcharacterize.Reviewthelearnedlanguagepoints"Where’s…"andthenewlanguagepointswillberepresentedinthefollowingunits.Sothisunitformsconnectinglinkswithaspecialmeaninginthisbook.

Thecontentofthisperiodistouse"Where’sare…"todeterminetheplace.AndaccordingtothecontentsandthefactoftheSs,Iestablishthefollowingthreeteachingaimsofthisperiod:

Thefirstone:studentscanlisten,read,sayandspellthefollowingwords:aglass,afridge,anegg,breadandatable.

Thesecondone:studentscanlisten,read,sayandwritethefollowingdailyexpressions:What’sforbreakfast?

Havesomejuicethen.

Thethirdone:studentscanlisten,read,sayandwritethefollowingsentencepatterns:Where’sWherearethemy…

It’sThey’re…

There’sno…inonear…

Ithinkthemostdifficultpointofthisperiodistomakesurethestudentscanusethepatterns"Where’sWhereare…andThereisno…inonear…"intheirdailylifecorrectly.

AndIwillusesomepictures,wordsandsentencecards,ataperecorderandthemulti-mediacomputertohelpmeachievetheaims.

Thetask-basedmethod,communicatedmethod,groupcooperatemethodwillbeusedinthisperiod.

Toaccomplishtheaims,Idesignthefollowingsteps:

Step1Songsandthegamearouserstheemotion.

InordertoattracttheSs’attentionandconstructanatmosphereoflearningEnglish,IletthestudentssingsomeEnglishsongsandplaythegame"Simonsays".Atthesametimethegamecanreviewtheprep,servetheknowledgeasfoilandconsisttheappearanceoftheknowledge.

Step2Changeclasstolife,happytosay.

Thesubstanceoflanguageiscommunicationandtheenvironmentofcommunicationislife.SowhenIpresentthesentencepattern"What’sforbreakfast?"Ifirstshowaclocktoelicitthetimeforbreakfast,teachthesentence.Thenshowmyownphotoofhavingbreakfast,Ssaskandguess.InthiswayIcanattractSs’attention,encourageSstoaskQswiththenewknowledge.

MostoftheSshavelearntthesentencepattern:Where’s…？soIdesignataskforSstohelpHelenfindthefoodanddrinksforbreakfast,andteachthenewlanguagepoints:Whereare…？They’re…MeanwhilestickthesentencesontheBb.

Aftersomepracticebyaskingandanswering,Ipresentthenextlanguagepoints:

There’sno…inonear…

Have…then.

AndIwillstickthesesentencepatternsontheBb.FinallyI’lllettheSsdopairworkstoconsolidatethem.

Step3ListentothetapeandSsimitatetoreadandsay.

Asthenewreformationofcurriculum,emphasizedthetraditionalclassattachimportancetothemechanicalteaching,neglecttheexperienceandparticipation,forexample,thefive-stepmethod.Sointhislesson,afterpresentation,IaskSstolistentothetapewiththreeQs,readindifferentrolesandinpairs,thentrytorecitethetext.

Step4Ssbethemainbody,Tmakesaguider.

Inclass,Ssplayasahost,andtheTmakesaninfluenceonguiding,helpSstoactthelearntdialogue,itcanstressthepositionoftheSs,andarousetheirinterest.

ThenIshowacartonwithnovoice,askSstomakeadialogueinpairs.

Therearelotsofwaystoconsolidatethenewknowledge.Playinggameisagoodway.SoaccordingtothephysiologyofSs,Iholdagroupcompetitionduringthegame,askSstofinishtheblanks.InthiswaycandevelopSs’goodhabitsandachievetheaimofmasteringthelearnedknowledgeinsituation.

Step5Changeclasstolife,learnbythemselves.

Isthistheendoftheclass?Idon’tthinkso.Ifthereisanend,Ithinkitshouldbeinthelife.SoIextendthisclass,encourageSstousethelearnedtocommunicatewitheachotherintheirlife.

Inaword,thewholeperiodisbasedontasks,whicharedesignedfromeasystepstostepsthatarechallenging.WhentheSsarecartingoutthetasks,theycanacquireinformation,knowledge,andhavetheirabilityandskillstrained.

That’sall.Thanksalotforyourattention.

Interpretation

Goodmorning,ladiesandgentlemen.It’smygreathonorandpleasuretobeheresharingmylessonwithyou.

Ihavebeenreadytobeginthisrepresentationwithfiveparts.Analysisoftheteachingmaterial,theteachingaims,theimportantanddifficultpoints,thestudyingmethods,andtheteachingprocedure.

Part1TeachingMaterial

ThecontentofmylessonisNewSeniorEnglishforChinaBook___Unit____________________.Thisunitisabout____________________（topics）。Bystudyingofthisunit,we’llenablestudentstoknow_________________________anddeveloptheinterestin___________________.Atthesametime,letthestudentslearnhowto____________________（functionalitems）。Fromthislesson,itstarts___________________________（structures）。（Asweallknow,readingbelongstotheinputduringtheprocessofthelanguagelearning.Theinputhasgreateffectonoutput,suchasspeakingandwriting.）Therefore,thislessonisintheimportantpositionofthisunit.IftheSscanmasteritwell,itwillbehelpfulforthemtolearntherestofthisunit.

Part2TeachingAims

Accordingtothenewstandardcurriculumandthesyllabus（新課程標準和教學大綱），andafterstudyingtheteachingmaterial,theteachingaimsarethefollowings:

1.Knowledgeobjects（語言目標：語音，詞匯，語法，功能，話題）

（1）TheSscanmastertheusageoftheimportantwordsandexpressions.

（2）TheSscanusethe__________________（grammar）inthepropersituation.

（3）TheSscanunderstandthecontentofthelesson,talkabout_______________________（information）andgettheirownideaabout_______________________________.

2.Abilityobjects（技能目標：聽，說，讀，寫）

（1）TodeveloptheSs’abilitiesoflistening,speaking,readingandwriting

（2）ToguideSstosetupeffectivestudyingstrategies.

（3）Toimprovethestudent’sreadingability,especiallytheirskimmingandscanningability.

（4）TotraintheSs’abilitiesofstudyingbythemselvesandcooperating.

3.Emotionormoralobjects（情感目標：興趣，自信，合作，愛國，國際視野）

（1）Bycompletingthetask,theSsincreasetheirinterestin____________________andsetupself-confidencein_____________________.

（2）TeachtheSs_________________________,putthemoraleducationinthelanguagestudy.

Part3theImportantandDifficultPoints

Basedontherequirementofthesyllabus.

Theimportantpointsare__________________________suchas______________.

Thedifficultpointsare_________________________forexample_____________.

Part4TeachingMethods

Asisknowntousall,agoodteachingmethodrequiresthattheteachershouldhelpSsdevelopgoodsenseoftheEnglishlanguage.Forachievingtheseteachingaims,（aftertheanalysisoftheteachingmaterialandteachingaims,）Iwillusethefollowingmethodsaccordingtothemodernsocialcommunicationteachingtheories（現(xiàn)代社會交際教學理論）.

1.CommunicativeApproach（交際教學法）

2.WholeLanguageTeaching（整體語言教學法）

3.Task-basedLanguageTeaching（任務教學法）

4.TotalSituationalAction（情景教學）a"scene—activity"teachingmethod,itestablishesarealsceneandtheinteractionbetweentheteacherandtheSs.Atthesametime,CAI（電腦輔佐教學）canprovidearealsituationwithitssoundandpicture,itcandeveloptheSscreativityinlearningEnglish.

Part5TeachingProcedure

Step1.Lead-in.（_____min）

___________________________________________________________________

Purposeofmydesign:（1）tocatchSs’attentionabouttheclass/topic/passage.

（2）Tosetupsuspense/developinterestin_______________.

Step2.Pre-reading

Task1.（Inpidualwork,pairwork,groupwork,classwork;_____min）

LetSs_____________________________________________________________

Task2.（Inpidualwork,pairwork,groupwork,classwork;_____min）

___________________________________________________________________

Now,let’sseewhathappenedtothe_______________/let’scheckwhetheritisrightornot.

Purposeofmydesign:（1）togettoknowsomethingaboutthe_________________.

（2）Tohaveabetterunderstandingabouttheimportanceof___________________.

Step3.While-reading

Task1.（Inpidualwork,pairwork,groupwork,classwork;_____min）

Skimming:Ssshouldreadthematerialfasttofindoutthemainidea/topicsentenceforeachparagraph.

Para1___________________

Para2___________________

Para3___________________

…

Task2.（Inpidualwork,pairwork,groupwork,classwork;_____min）

Scanning:Listentothetapepartbyparttofinish___________________________.

Task3.（Inpidualwork,pairwork,groupwork,classwork;_____min）

Scanning:GuideSstoreadthematerialcarefullyandtakesomeimportantnotes,thenanswerthefollowingquestions.

Task4.（Inpidualwork,pairwork,groupwork,classwork;_____min）

Scanning:AskSstoreadthematerialcarefullyandfindoutthecorrectanswerstofinishthefollowingchart.

Purposeofmydesign:Enablestudentstounderstandthegivenmaterialbetterbyusingdifferentreadingskills.AndpropercompetitioncanarousetheSs’interestinEnglishlearning."Task-based"teachingmethodisusedheretodeveloptheSs’abilityofcommunicationandalsotheirabilityofco-operationwillbewelltrained.

Step4.Post-reading

Task1.（Inpidualwork,pairwork,groupwork,classwork;_____min）

（接task3）AskSstoclosebooksandfinishthesummaryaccordingtheirnotes.

（接task4）Retellthestory/SumupthepassageinSs’ownwordsaccordingtothechart.

Task2.（Inpidualwork,pairwork,groupwork,classwork;_____min）

Discuss_______________________________________________withothergroupmembersandthenchooseareportertosharetheiropinionsabout____________________________________withthewholeclass.

Purposeofmydesign:IthinkIftheSscanfinishthistaskwell,theywillbenefitalotintheirspokenEnglish.MostSscantaketheirpartsintheactivities,especiallyfortheSswhohavetroubleinEnglishstudy.

Step5.Homework

1.__________________________________________________

2.__________________________________________________

Purposeofmydesign:Homeworkissoimportantandnecessaryfortomastertheknowledgetheylearnedafterclass.ItwillcheckwhethertheSsachievetheteachingaims.

BackgroundofEnglishteachinginprimaryschool:

ItisnotalonghistorythatEnglishisasasubjectinprimaryschoolinourcountryandthemaininstructionalaimsofteachingEnglishinprimaryschoolistocultivatepupils’basicabilitiesoftheirlisteningandspeakingandtheirgoodsenseoftheEnglishlanguage.OurboysandgirlsareexposedtoEnglishforthefirsttime,soitisveryimportanttodeveloptheirkeeninterestinEnglish.

I.Contents:

TodayI’mgoingtotalkaboutunit6,FUNWITHENGLISH,Book5B.Inthisunit,wewilllearnsomeordersusedinthePElessonandsomewordsaboutthebodyparts,

II.Teachingaims

1.Aimsontheknowledge

（1）ToenabletheSstounderstandandspeakthewords:left,right,time,touch.

（2）Phrase:listencarefully,dosomeexercise,upanddown,leftandright.puton.touchwith,liftup,dothistimes…

（3）MakesurethatSscanusethesesentencesinrealsituations.

（4）TohelpSstofinishthesurvey.

（5）LetSsfinishtheassessmentof"Let’scheck"in