“說(shuō)課”是教學(xué)改革中涌現(xiàn)出來(lái)的.新生事物，是進(jìn)行教學(xué)研究、教學(xué)交流和教學(xué)探討的一種新的教學(xué)研究形式，也是集體備課的進(jìn)一步發(fā)展，而說(shuō)課稿則是為進(jìn)行說(shuō)課準(zhǔn)備的文稿，它不同于教案，教案只說(shuō)“怎樣教”，說(shuō)課稿則重點(diǎn)說(shuō)清“為什么要這樣教”。以下是整理的《高二英語(yǔ)下冊(cè)說(shuō)課稿模板》，希望可以幫到你。
1.高二英語(yǔ)下冊(cè)說(shuō)課稿模板
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 secti. 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 expressi 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.
2.高二英語(yǔ)下冊(cè)說(shuō)課稿模板
一、教材的地位及作用
高中英語(yǔ)新教材的風(fēng)格走勢(shì)為話題時(shí)尚，面對(duì)未來(lái)，求異思維和人文色彩濃重，教學(xué)內(nèi)容更加貼近現(xiàn)代生活，具有較強(qiáng)的時(shí)代信息，有利于提高學(xué)生的思想素質(zhì)和人文素質(zhì)，而本單元也是如此，本單元的中心話題是幽默，具體涉及“什么是幽默”、“笑話”、“喜劇”、“喜劇職業(yè)”等，它采用了學(xué)生十分感興趣的話題，能夠充分喚起學(xué)生的參與XX，單元內(nèi)容高度生活化，富有活力，體現(xiàn)了本套教材的一個(gè)重要特征，緊扣時(shí)代脈博，富有時(shí)代氣息，學(xué)生在學(xué)過(guò)Healthy eating、Festivals Mordern agriculture 等單元，對(duì)中外飲食習(xí)慣，節(jié)日，以及農(nóng)業(yè)差異有所了解之后，又對(duì)文化方面有所掌握，并為下一單元body Lang uagt（身體語(yǔ)言）打下了幽默的基礎(chǔ)，本單元結(jié)在鼓勵(lì)學(xué)生自主探索，了解祖國(guó)的燦爛文化，理解外國(guó)的文化，培養(yǎng)他們跨文化交際的意識(shí)與能力。
1、教學(xué)目標(biāo)
根據(jù)英語(yǔ)教學(xué)大綱要求，基礎(chǔ)教育英語(yǔ)課程分級(jí)總體目標(biāo)的要求，將本節(jié)課的教學(xué)目標(biāo)分為：
（一）語(yǔ)言技能目標(biāo)
通過(guò)本單元學(xué)習(xí)，培養(yǎng)學(xué)生良好的“聽、說(shuō)、讀、寫”技能，使學(xué)生能運(yùn)用所學(xué)知識(shí)中一些類似的問(wèn)題，并能結(jié)合所給任務(wù)，綜合運(yùn)用新知識(shí)，解決問(wèn)題，完成任務(wù)，在此基礎(chǔ)上鼓勵(lì)學(xué)生大膽地根據(jù)各自的語(yǔ)言基礎(chǔ)與能力，有個(gè)性地解決問(wèn)題。
（二）語(yǔ)言知識(shí)目標(biāo)
本單元要求學(xué)生除掌握必要的單詞、詞組和句型以外，同時(shí)要求學(xué)生關(guān)于描述工作性質(zhì)的語(yǔ)言，包括詞組和句型。
（三）情感目標(biāo)
1、激發(fā)并提高學(xué)生學(xué)習(xí)英語(yǔ)的興趣，使其樂(lè)于接受新鮮事物，勇于嘗試；體現(xiàn)課堂教學(xué)主體者的身份，使其積極主動(dòng)參與教學(xué)各環(huán)節(jié)，成為學(xué)習(xí)的主人；使其具有個(gè)性培養(yǎng)其創(chuàng)造能力。
2、培養(yǎng)同學(xué)之間融洽相處的感情，樂(lè)于合作的精神，善與人分享喜好的情感，培養(yǎng)正確的審美觀和價(jià)值觀。
3、教學(xué)重難點(diǎn)
本節(jié)課的主要目的是訓(xùn)練學(xué)生的聽、說(shuō)能力，為此將本節(jié)課的教學(xué)重點(diǎn)定為訓(xùn)練學(xué)生通過(guò)聽覺(jué)獲取材料細(xì)節(jié)的能力，難點(diǎn)為對(duì)所給話題進(jìn)行開放性的討論。
二、教材處理
1、學(xué)生狀況分析及對(duì)策
學(xué)生經(jīng)過(guò)一學(xué)期的正規(guī)訓(xùn)練，對(duì)于新教材已有所熟悉，聽力、口語(yǔ)都有很大提高，已經(jīng)初步具備觀察問(wèn)題、分析問(wèn)題和解決問(wèn)題的能力，教材內(nèi)容和教學(xué)活動(dòng)符合他們的年齡特征和心理發(fā)展特點(diǎn)，因此，本單元鮮活的事例必定會(huì)對(duì)他們有較強(qiáng)的感染力，但由于他們的思想還不夠成熟，想法和行為需要教師的正確引導(dǎo)，因此，我在涉及聽、說(shuō)、讀、寫等語(yǔ)言技能的活動(dòng)中，加強(qiáng)學(xué)生對(duì)某種職業(yè)的情感了解，從語(yǔ)言和情感兩方面著手，創(chuàng)設(shè)機(jī)會(huì)讓學(xué)生表達(dá)他們的感受。
2、教學(xué)內(nèi)容組織與安排
由于本節(jié)課涉及warming up listening和speaking 三項(xiàng)內(nèi)容，時(shí)間較為緊張，為此我將warming up的時(shí)間縮短，使其起到引入新課的作用，speaking中教材要求采訪丑角，我將其改動(dòng)為采訪三位的不同喜劇類型，不同國(guó)家的職業(yè)笑星，使學(xué)生充分了解到不同幽默和不同文化之間的差異，增強(qiáng)了他們的采訪興趣。
三、教學(xué)方法
在教法上追求自然輕松，體現(xiàn)教學(xué)方法的多樣性、藝術(shù)性，具體采用教學(xué)方法有情景教話，直觀圖片，激情聯(lián)想等多樣形式，營(yíng)造人與語(yǔ)言，人與文化合諧自然；人景相趣的語(yǔ)言環(huán)境。
四、教學(xué)手段
在教學(xué)中和任務(wù)設(shè)計(jì)中不經(jīng)意卻是有意識(shí)地將多媒體電腦等揉在其中，并特別注意這些東西在課堂上的有效使用，體現(xiàn)其輔助作用。
3.高二英語(yǔ)下冊(cè)說(shuō)課稿模板
Lesson Plan Presentation
Reading Part in NSEFC Module 1 Unit1 Friendship——Anne’s Best Friend
Hello, everyone. I’m …. I’m very glad to be here to present my lesson plan. The lesson I’m going to talk about is the reading in NSEFC module 1 Unit1 Friendship. The title of the reading material is Anne’s Best Friend. I will present how to teach it and the reasons for doing so in the following aspects: the analyses of teaching material and learning condition, teaching objectives，the important and difficult points, teaching method, teaching procedures and blackboard notes.
First of all, I’d like to analyze the teaching material. The text is about the story of a Jewish girl who treated her diary as her best friend when she was hiding away from the Nazi during the Second World War. It mainly consists of two parts; the first part is the introduction of Anne and her diary named Kitty. The second part is a diary entry written by Anne in the form of letter addressed to Kitty. The text is a bit long and there are a lot of new words and expressions in it, especially in the letter.
Now, let’s move on to the analysis of learning conditions. The students are in grade1 in the senior school, they have achieved certain English level so they have no problem in comprehending the text and get the basic idea. They have learned the Second World War so their previous knowledge about it can lessen their difficulty of comprehension. But most of them maybe are not very familiar with the sufferings of the Jewish people during the war. I will introduce the related information rightly in the beginning of the lesson so as to prepare the students for the deep study of the text.
Based on the analyses of the teaching material and the learning condition, I’d like to propose the teaching objectives and the important and difficult points.
(1) language skill
Ss will improve their reading skills by training some of the reading skills, such as skimming, scanning. It is the important point of this lesson.
Ss will improve their writing skills by writing a letter to their friend. It is the difficult point of this lesson.
(2) language knowledge
Ss will master most of the new words and expressions in the text. This is the important point of this lesson.
Ss will know the direct speech and indirect speech.
(3) Affective objectives
Ss will have a deeper understanding of the friendship so they will cherish their friends more than ever before. Ss will realize the cruelty of the war and the importance of the peace.
(4) Culture awareness
Ss will know more about the Second World War, especially the persecution Jewish people suffered from the Nazi.
(5) Learning strategy
Ss will cultivate their ability of individual learning and cooperative learning.
As for the teaching methods, I mainly adopt audio-visual teaching method in the lead-in. During the reading process, I follow the top down modal to help the Ss to learn the text.
Now, here comes the most important part of my presentation—teaching procedures. I’ll finish the lesson in 4 steps within 45 minutes. They are:
Step1: Lead-in.
Step2:Pre-reading
Step3: While reading.
Step 4: Post-reading.
4.高二英語(yǔ)下冊(cè)說(shuō)課稿模板
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.
5.高二英語(yǔ)下冊(cè)說(shuō)課稿模板
一、教材分析
一）教材的地位和作用：
這一節(jié)復(fù)習(xí)課選擇的內(nèi)容比較適合學(xué)生的水平，同時(shí)也符合了新課標(biāo)要求的語(yǔ)言材料要源于教材又要超出教材，為此我選擇的題材部分學(xué)生感興趣，但缺乏閱讀方面的技巧，因此需擴(kuò)展相應(yīng)知識(shí)，教授閱讀方面技巧，從而提高閱讀能力。
二）教學(xué)目標(biāo)的確立和依據(jù)
依據(jù)初中英語(yǔ)新課標(biāo)，對(duì)學(xué)生交際能力的培養(yǎng)尤其對(duì)學(xué)生口語(yǔ)及閱讀能力的要求不斷提高，我將本課設(shè)計(jì)為一堂口語(yǔ)閱讀課。并根據(jù)素質(zhì)教育中面向全體培養(yǎng)學(xué)生素質(zhì)的要求，我為這一課確立三項(xiàng)目標(biāo)：即知識(shí)目標(biāo)、能力目標(biāo)和情感目標(biāo)。
知識(shí)目標(biāo)：熟知東西方人們?cè)谧骺痛透缎≠M(fèi)外出餐飲等方面文化和風(fēng)俗習(xí)慣的差異。
通過(guò)聽力及閱讀材料的學(xué)習(xí)進(jìn)一步加以了解。
能力目標(biāo)：訓(xùn)練學(xué)生掌握良好的閱讀習(xí)慣和閱讀方法，即跳讀、略讀、速讀和閱讀等，同時(shí)注意開發(fā)學(xué)生記憶能力、觀察能力、想象、比較和分析等多種能力。有效提高閱讀速度和理解材料的準(zhǔn)確度。并能靈活運(yùn)用所學(xué)知識(shí)并展開豐富地想象力流暢地表達(dá)其他相關(guān)內(nèi)容。
情感目標(biāo)：鼓勵(lì)學(xué)生愛(ài)學(xué)英語(yǔ)，愛(ài)說(shuō)英語(yǔ)，對(duì)英語(yǔ)學(xué)習(xí)投以極大的興趣和熱情。讓學(xué)生感受到他們是英語(yǔ)學(xué)習(xí)活動(dòng)中的主體和中心，以此來(lái)激勵(lì)他們?cè)谟⒄Z(yǔ)課上積極參與，追求創(chuàng)新。
三）重點(diǎn)和難點(diǎn)
教學(xué)重點(diǎn)：根據(jù)新課程標(biāo)準(zhǔn)對(duì)閱讀能力的要求，我確定本課重點(diǎn)為提高學(xué)生快速閱讀的水平。我采用英語(yǔ)趣味教學(xué)法，采取圖片導(dǎo)入、方法解析和逐步檢驗(yàn)的方法使其掌握快速閱讀的技巧。
教學(xué)難點(diǎn)：口語(yǔ)水平的提高。長(zhǎng)期以來(lái)，傳統(tǒng)的外語(yǔ)教學(xué)注重書本知識(shí)的講授，忽視交際
教學(xué)手段：
多媒體輔助教學(xué)，有助于把學(xué)生引入到身臨其境當(dāng)中，增強(qiáng)故事真實(shí)感，激發(fā)學(xué)生興趣，活躍課堂氣氛，從而優(yōu)化英語(yǔ)教學(xué)過(guò)程。
二、教學(xué)環(huán)節(jié)的設(shè)計(jì)
學(xué)生具有無(wú)限的潛力，需要教師適時(shí)、適當(dāng)?shù)匾龑?dǎo)。本節(jié)課中我尤其側(cè)重訓(xùn)練學(xué)生通過(guò)合作探索來(lái)獲取知識(shí)的過(guò)程，并注重改變學(xué)生以往的學(xué)習(xí)方式，通過(guò)設(shè)計(jì)有效問(wèn)題激發(fā)學(xué)生的興趣使他們始終處于主動(dòng)尋求知識(shí)去學(xué)習(xí)而不是被動(dòng)地接受知識(shí)的狀態(tài)。我充分放手讓學(xué)生發(fā)揮其主體地位使其真正成為課堂的主人，本節(jié)課我講解的時(shí)間不超過(guò)五分鐘。
新課程標(biāo)準(zhǔn)特別強(qiáng)調(diào)了要由過(guò)去只注重知識(shí)的傳授結(jié)果向注重知識(shí)發(fā)展及知識(shí)的傳授過(guò)程而轉(zhuǎn)換。課前我給學(xué)生布置了預(yù)習(xí)作業(yè)，讓他們查找相關(guān)的資料，學(xué)生在預(yù)習(xí)中就接觸了大量的信息，他們必須具有相應(yīng)的選擇能力和重組知識(shí)，構(gòu)建知識(shí)網(wǎng)絡(luò)的能力，這恰恰正是新課程標(biāo)準(zhǔn)的要求。
三、教學(xué)程序
課前對(duì)話：
師生問(wèn)候之后，讓學(xué)生兩人一組圍繞前一單元所學(xué)知識(shí)進(jìn)行自由對(duì)話。每天3—5
分鐘口語(yǔ)練習(xí)時(shí)為了提高學(xué)生的交際能力，新課標(biāo)指出口語(yǔ)是在人與人交流時(shí)即興脫口而出的，會(huì)話雙方都必須對(duì)聽到的語(yǔ)言快速做出反應(yīng)，才能使談話繼續(xù)。同時(shí)由于口語(yǔ)具有很強(qiáng)的交互性，合作學(xué)習(xí)的成效對(duì)口語(yǔ)水平的提高至關(guān)重要。這些都要求為學(xué)生的口語(yǔ)學(xué)習(xí)創(chuàng)造必要的條件，提供良好的訓(xùn)練。兩人一組是為了每個(gè)學(xué)生都有足夠的機(jī)會(huì)去說(shuō)，
拓展與鞏固
通過(guò)講解我指導(dǎo)學(xué)生快速閱讀的方法，如猜詞悟意法、略讀掃讀法、找中心句和關(guān)鍵詞等方法，之后要檢驗(yàn)一下學(xué)生是否掌握此方法，于是我問(wèn)學(xué)生世界人口的持續(xù)增長(zhǎng)會(huì)引發(fā)那些嚴(yán)重問(wèn)題呢？在學(xué)生發(fā)表一些個(gè)人看法后為，我再給學(xué)生一篇文章進(jìn)行快速閱讀，這也是本節(jié)課的課堂檢測(cè)，我會(huì)當(dāng)堂進(jìn)行面批面改。然后對(duì)于這篇關(guān)于人口急速增長(zhǎng)帶來(lái)的一些后果的文章，我讓學(xué)生來(lái)進(jìn)行講解，這樣可以了解學(xué)生的閱讀現(xiàn)狀和存在的問(wèn)題。
合作與發(fā)展
接下來(lái)我會(huì)通過(guò)多媒體展示給學(xué)生一組關(guān)于你還想到了其他那些方面？想不想了解其他同學(xué)的想法？又想不想知道在座老師們的看法？以這種方式充分把學(xué)生們的積極性調(diào)動(dòng)起來(lái)后將其分成6個(gè)小組，先組內(nèi)討論發(fā)表個(gè)人見(jiàn)解然后鼓勵(lì)他們?nèi)ゲ稍L在場(chǎng)聽課的英語(yǔ)老師。這樣設(shè)計(jì)的目的是
（1）先讓學(xué)生自行討論可以避免受教師的想法所局限沒(méi)有自己的見(jiàn)解。
（2）采訪老師既可以讓學(xué)生能夠用英語(yǔ)去實(shí)際交流，達(dá)到學(xué)以致用。有可以讓學(xué)生從英語(yǔ)教師那里獲得更多信息和掌握更多的英語(yǔ)表達(dá)方式（事實(shí)上，有些表達(dá)如果讓他們完全國(guó)獨(dú)立進(jìn)行是有些難度的），又由于這樣的學(xué)習(xí)方式平時(shí)機(jī)會(huì)不多，因此會(huì)讓學(xué)生感到很新鮮很有趣味性，在與老師交流時(shí)也會(huì)讓學(xué)生產(chǎn)生成就感。
（3）我認(rèn)為學(xué)生合作精神的培養(yǎng)尤為重要，學(xué)生通過(guò)這一環(huán)節(jié)既能夠有自主學(xué)習(xí)的機(jī)會(huì)有鍛煉了與他人的合作，并在探索中有其個(gè)性思維發(fā)散的空間。
交流與分享
讓學(xué)生推選各組代表組成專家團(tuán)坐在教室前，選一名同學(xué)以XX的身份采訪“專家們”，使其把個(gè)小組的討論結(jié)果與大家交流共享，其小組成員可以作為后援團(tuán)補(bǔ)充些觀點(diǎn)，這樣既可以使口語(yǔ)較好的同學(xué)有更多的機(jī)會(huì)展示起到拔高作用，又可以讓口語(yǔ)較弱的學(xué)生也有參與的機(jī)會(huì)并能向他人學(xué)習(xí)。后按事實(shí)豐富、語(yǔ)言準(zhǔn)確、表述清晰程度評(píng)出專家和積極后援團(tuán)，通過(guò)這種方式可讓學(xué)生有很強(qiáng)的集體榮譽(yù)感。
后一個(gè)環(huán)節(jié)是作業(yè)。
當(dāng)學(xué)生很興奮地探討完后，可以寫一至兩篇作文。我布置這項(xiàng)作業(yè)的依據(jù)是新課標(biāo)的要求。新課標(biāo)指出：寫作需有明確的動(dòng)機(jī)和積極的態(tài)度，寫作的題目應(yīng)結(jié)合學(xué)生的實(shí)際需要，是他們具有寫作的愿望這樣他們才能樂(lè)于寫作才能重返自己的思維能力，而不是為了應(yīng)付教師而做的作業(yè)。
1.高二英語(yǔ)下冊(cè)說(shuō)課稿模板
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 secti. 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 expressi 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.
2.高二英語(yǔ)下冊(cè)說(shuō)課稿模板
一、教材的地位及作用
高中英語(yǔ)新教材的風(fēng)格走勢(shì)為話題時(shí)尚，面對(duì)未來(lái)，求異思維和人文色彩濃重，教學(xué)內(nèi)容更加貼近現(xiàn)代生活，具有較強(qiáng)的時(shí)代信息，有利于提高學(xué)生的思想素質(zhì)和人文素質(zhì)，而本單元也是如此，本單元的中心話題是幽默，具體涉及“什么是幽默”、“笑話”、“喜劇”、“喜劇職業(yè)”等，它采用了學(xué)生十分感興趣的話題，能夠充分喚起學(xué)生的參與XX，單元內(nèi)容高度生活化，富有活力，體現(xiàn)了本套教材的一個(gè)重要特征，緊扣時(shí)代脈博，富有時(shí)代氣息，學(xué)生在學(xué)過(guò)Healthy eating、Festivals Mordern agriculture 等單元，對(duì)中外飲食習(xí)慣，節(jié)日，以及農(nóng)業(yè)差異有所了解之后，又對(duì)文化方面有所掌握，并為下一單元body Lang uagt（身體語(yǔ)言）打下了幽默的基礎(chǔ)，本單元結(jié)在鼓勵(lì)學(xué)生自主探索，了解祖國(guó)的燦爛文化，理解外國(guó)的文化，培養(yǎng)他們跨文化交際的意識(shí)與能力。
1、教學(xué)目標(biāo)
根據(jù)英語(yǔ)教學(xué)大綱要求，基礎(chǔ)教育英語(yǔ)課程分級(jí)總體目標(biāo)的要求，將本節(jié)課的教學(xué)目標(biāo)分為：
（一）語(yǔ)言技能目標(biāo)
通過(guò)本單元學(xué)習(xí)，培養(yǎng)學(xué)生良好的“聽、說(shuō)、讀、寫”技能，使學(xué)生能運(yùn)用所學(xué)知識(shí)中一些類似的問(wèn)題，并能結(jié)合所給任務(wù)，綜合運(yùn)用新知識(shí)，解決問(wèn)題，完成任務(wù)，在此基礎(chǔ)上鼓勵(lì)學(xué)生大膽地根據(jù)各自的語(yǔ)言基礎(chǔ)與能力，有個(gè)性地解決問(wèn)題。
（二）語(yǔ)言知識(shí)目標(biāo)
本單元要求學(xué)生除掌握必要的單詞、詞組和句型以外，同時(shí)要求學(xué)生關(guān)于描述工作性質(zhì)的語(yǔ)言，包括詞組和句型。
（三）情感目標(biāo)
1、激發(fā)并提高學(xué)生學(xué)習(xí)英語(yǔ)的興趣，使其樂(lè)于接受新鮮事物，勇于嘗試；體現(xiàn)課堂教學(xué)主體者的身份，使其積極主動(dòng)參與教學(xué)各環(huán)節(jié)，成為學(xué)習(xí)的主人；使其具有個(gè)性培養(yǎng)其創(chuàng)造能力。
2、培養(yǎng)同學(xué)之間融洽相處的感情，樂(lè)于合作的精神，善與人分享喜好的情感，培養(yǎng)正確的審美觀和價(jià)值觀。
3、教學(xué)重難點(diǎn)
本節(jié)課的主要目的是訓(xùn)練學(xué)生的聽、說(shuō)能力，為此將本節(jié)課的教學(xué)重點(diǎn)定為訓(xùn)練學(xué)生通過(guò)聽覺(jué)獲取材料細(xì)節(jié)的能力，難點(diǎn)為對(duì)所給話題進(jìn)行開放性的討論。
二、教材處理
1、學(xué)生狀況分析及對(duì)策
學(xué)生經(jīng)過(guò)一學(xué)期的正規(guī)訓(xùn)練，對(duì)于新教材已有所熟悉，聽力、口語(yǔ)都有很大提高，已經(jīng)初步具備觀察問(wèn)題、分析問(wèn)題和解決問(wèn)題的能力，教材內(nèi)容和教學(xué)活動(dòng)符合他們的年齡特征和心理發(fā)展特點(diǎn)，因此，本單元鮮活的事例必定會(huì)對(duì)他們有較強(qiáng)的感染力，但由于他們的思想還不夠成熟，想法和行為需要教師的正確引導(dǎo)，因此，我在涉及聽、說(shuō)、讀、寫等語(yǔ)言技能的活動(dòng)中，加強(qiáng)學(xué)生對(duì)某種職業(yè)的情感了解，從語(yǔ)言和情感兩方面著手，創(chuàng)設(shè)機(jī)會(huì)讓學(xué)生表達(dá)他們的感受。
2、教學(xué)內(nèi)容組織與安排
由于本節(jié)課涉及warming up listening和speaking 三項(xiàng)內(nèi)容，時(shí)間較為緊張，為此我將warming up的時(shí)間縮短，使其起到引入新課的作用，speaking中教材要求采訪丑角，我將其改動(dòng)為采訪三位的不同喜劇類型，不同國(guó)家的職業(yè)笑星，使學(xué)生充分了解到不同幽默和不同文化之間的差異，增強(qiáng)了他們的采訪興趣。
三、教學(xué)方法
在教法上追求自然輕松，體現(xiàn)教學(xué)方法的多樣性、藝術(shù)性，具體采用教學(xué)方法有情景教話，直觀圖片，激情聯(lián)想等多樣形式，營(yíng)造人與語(yǔ)言，人與文化合諧自然；人景相趣的語(yǔ)言環(huán)境。
四、教學(xué)手段
在教學(xué)中和任務(wù)設(shè)計(jì)中不經(jīng)意卻是有意識(shí)地將多媒體電腦等揉在其中，并特別注意這些東西在課堂上的有效使用，體現(xiàn)其輔助作用。
3.高二英語(yǔ)下冊(cè)說(shuō)課稿模板
Lesson Plan Presentation
Reading Part in NSEFC Module 1 Unit1 Friendship——Anne’s Best Friend
Hello, everyone. I’m …. I’m very glad to be here to present my lesson plan. The lesson I’m going to talk about is the reading in NSEFC module 1 Unit1 Friendship. The title of the reading material is Anne’s Best Friend. I will present how to teach it and the reasons for doing so in the following aspects: the analyses of teaching material and learning condition, teaching objectives，the important and difficult points, teaching method, teaching procedures and blackboard notes.
First of all, I’d like to analyze the teaching material. The text is about the story of a Jewish girl who treated her diary as her best friend when she was hiding away from the Nazi during the Second World War. It mainly consists of two parts; the first part is the introduction of Anne and her diary named Kitty. The second part is a diary entry written by Anne in the form of letter addressed to Kitty. The text is a bit long and there are a lot of new words and expressions in it, especially in the letter.
Now, let’s move on to the analysis of learning conditions. The students are in grade1 in the senior school, they have achieved certain English level so they have no problem in comprehending the text and get the basic idea. They have learned the Second World War so their previous knowledge about it can lessen their difficulty of comprehension. But most of them maybe are not very familiar with the sufferings of the Jewish people during the war. I will introduce the related information rightly in the beginning of the lesson so as to prepare the students for the deep study of the text.
Based on the analyses of the teaching material and the learning condition, I’d like to propose the teaching objectives and the important and difficult points.
(1) language skill
Ss will improve their reading skills by training some of the reading skills, such as skimming, scanning. It is the important point of this lesson.
Ss will improve their writing skills by writing a letter to their friend. It is the difficult point of this lesson.
(2) language knowledge
Ss will master most of the new words and expressions in the text. This is the important point of this lesson.
Ss will know the direct speech and indirect speech.
(3) Affective objectives
Ss will have a deeper understanding of the friendship so they will cherish their friends more than ever before. Ss will realize the cruelty of the war and the importance of the peace.
(4) Culture awareness
Ss will know more about the Second World War, especially the persecution Jewish people suffered from the Nazi.
(5) Learning strategy
Ss will cultivate their ability of individual learning and cooperative learning.
As for the teaching methods, I mainly adopt audio-visual teaching method in the lead-in. During the reading process, I follow the top down modal to help the Ss to learn the text.
Now, here comes the most important part of my presentation—teaching procedures. I’ll finish the lesson in 4 steps within 45 minutes. They are:
Step1: Lead-in.
Step2:Pre-reading
Step3: While reading.
Step 4: Post-reading.
4.高二英語(yǔ)下冊(cè)說(shuō)課稿模板
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.
5.高二英語(yǔ)下冊(cè)說(shuō)課稿模板
一、教材分析
一）教材的地位和作用：
這一節(jié)復(fù)習(xí)課選擇的內(nèi)容比較適合學(xué)生的水平，同時(shí)也符合了新課標(biāo)要求的語(yǔ)言材料要源于教材又要超出教材，為此我選擇的題材部分學(xué)生感興趣，但缺乏閱讀方面的技巧，因此需擴(kuò)展相應(yīng)知識(shí)，教授閱讀方面技巧，從而提高閱讀能力。
二）教學(xué)目標(biāo)的確立和依據(jù)
依據(jù)初中英語(yǔ)新課標(biāo)，對(duì)學(xué)生交際能力的培養(yǎng)尤其對(duì)學(xué)生口語(yǔ)及閱讀能力的要求不斷提高，我將本課設(shè)計(jì)為一堂口語(yǔ)閱讀課。并根據(jù)素質(zhì)教育中面向全體培養(yǎng)學(xué)生素質(zhì)的要求，我為這一課確立三項(xiàng)目標(biāo)：即知識(shí)目標(biāo)、能力目標(biāo)和情感目標(biāo)。
知識(shí)目標(biāo)：熟知東西方人們?cè)谧骺痛透缎≠M(fèi)外出餐飲等方面文化和風(fēng)俗習(xí)慣的差異。
通過(guò)聽力及閱讀材料的學(xué)習(xí)進(jìn)一步加以了解。
能力目標(biāo)：訓(xùn)練學(xué)生掌握良好的閱讀習(xí)慣和閱讀方法，即跳讀、略讀、速讀和閱讀等，同時(shí)注意開發(fā)學(xué)生記憶能力、觀察能力、想象、比較和分析等多種能力。有效提高閱讀速度和理解材料的準(zhǔn)確度。并能靈活運(yùn)用所學(xué)知識(shí)并展開豐富地想象力流暢地表達(dá)其他相關(guān)內(nèi)容。
情感目標(biāo)：鼓勵(lì)學(xué)生愛(ài)學(xué)英語(yǔ)，愛(ài)說(shuō)英語(yǔ)，對(duì)英語(yǔ)學(xué)習(xí)投以極大的興趣和熱情。讓學(xué)生感受到他們是英語(yǔ)學(xué)習(xí)活動(dòng)中的主體和中心，以此來(lái)激勵(lì)他們?cè)谟⒄Z(yǔ)課上積極參與，追求創(chuàng)新。
三）重點(diǎn)和難點(diǎn)
教學(xué)重點(diǎn)：根據(jù)新課程標(biāo)準(zhǔn)對(duì)閱讀能力的要求，我確定本課重點(diǎn)為提高學(xué)生快速閱讀的水平。我采用英語(yǔ)趣味教學(xué)法，采取圖片導(dǎo)入、方法解析和逐步檢驗(yàn)的方法使其掌握快速閱讀的技巧。
教學(xué)難點(diǎn)：口語(yǔ)水平的提高。長(zhǎng)期以來(lái)，傳統(tǒng)的外語(yǔ)教學(xué)注重書本知識(shí)的講授，忽視交際
教學(xué)手段：
多媒體輔助教學(xué)，有助于把學(xué)生引入到身臨其境當(dāng)中，增強(qiáng)故事真實(shí)感，激發(fā)學(xué)生興趣，活躍課堂氣氛，從而優(yōu)化英語(yǔ)教學(xué)過(guò)程。
二、教學(xué)環(huán)節(jié)的設(shè)計(jì)
學(xué)生具有無(wú)限的潛力，需要教師適時(shí)、適當(dāng)?shù)匾龑?dǎo)。本節(jié)課中我尤其側(cè)重訓(xùn)練學(xué)生通過(guò)合作探索來(lái)獲取知識(shí)的過(guò)程，并注重改變學(xué)生以往的學(xué)習(xí)方式，通過(guò)設(shè)計(jì)有效問(wèn)題激發(fā)學(xué)生的興趣使他們始終處于主動(dòng)尋求知識(shí)去學(xué)習(xí)而不是被動(dòng)地接受知識(shí)的狀態(tài)。我充分放手讓學(xué)生發(fā)揮其主體地位使其真正成為課堂的主人，本節(jié)課我講解的時(shí)間不超過(guò)五分鐘。
新課程標(biāo)準(zhǔn)特別強(qiáng)調(diào)了要由過(guò)去只注重知識(shí)的傳授結(jié)果向注重知識(shí)發(fā)展及知識(shí)的傳授過(guò)程而轉(zhuǎn)換。課前我給學(xué)生布置了預(yù)習(xí)作業(yè)，讓他們查找相關(guān)的資料，學(xué)生在預(yù)習(xí)中就接觸了大量的信息，他們必須具有相應(yīng)的選擇能力和重組知識(shí)，構(gòu)建知識(shí)網(wǎng)絡(luò)的能力，這恰恰正是新課程標(biāo)準(zhǔn)的要求。
三、教學(xué)程序
課前對(duì)話：
師生問(wèn)候之后，讓學(xué)生兩人一組圍繞前一單元所學(xué)知識(shí)進(jìn)行自由對(duì)話。每天3—5
分鐘口語(yǔ)練習(xí)時(shí)為了提高學(xué)生的交際能力，新課標(biāo)指出口語(yǔ)是在人與人交流時(shí)即興脫口而出的，會(huì)話雙方都必須對(duì)聽到的語(yǔ)言快速做出反應(yīng)，才能使談話繼續(xù)。同時(shí)由于口語(yǔ)具有很強(qiáng)的交互性，合作學(xué)習(xí)的成效對(duì)口語(yǔ)水平的提高至關(guān)重要。這些都要求為學(xué)生的口語(yǔ)學(xué)習(xí)創(chuàng)造必要的條件，提供良好的訓(xùn)練。兩人一組是為了每個(gè)學(xué)生都有足夠的機(jī)會(huì)去說(shuō)，
拓展與鞏固
通過(guò)講解我指導(dǎo)學(xué)生快速閱讀的方法，如猜詞悟意法、略讀掃讀法、找中心句和關(guān)鍵詞等方法，之后要檢驗(yàn)一下學(xué)生是否掌握此方法，于是我問(wèn)學(xué)生世界人口的持續(xù)增長(zhǎng)會(huì)引發(fā)那些嚴(yán)重問(wèn)題呢？在學(xué)生發(fā)表一些個(gè)人看法后為，我再給學(xué)生一篇文章進(jìn)行快速閱讀，這也是本節(jié)課的課堂檢測(cè)，我會(huì)當(dāng)堂進(jìn)行面批面改。然后對(duì)于這篇關(guān)于人口急速增長(zhǎng)帶來(lái)的一些后果的文章，我讓學(xué)生來(lái)進(jìn)行講解，這樣可以了解學(xué)生的閱讀現(xiàn)狀和存在的問(wèn)題。
合作與發(fā)展
接下來(lái)我會(huì)通過(guò)多媒體展示給學(xué)生一組關(guān)于你還想到了其他那些方面？想不想了解其他同學(xué)的想法？又想不想知道在座老師們的看法？以這種方式充分把學(xué)生們的積極性調(diào)動(dòng)起來(lái)后將其分成6個(gè)小組，先組內(nèi)討論發(fā)表個(gè)人見(jiàn)解然后鼓勵(lì)他們?nèi)ゲ稍L在場(chǎng)聽課的英語(yǔ)老師。這樣設(shè)計(jì)的目的是
（1）先讓學(xué)生自行討論可以避免受教師的想法所局限沒(méi)有自己的見(jiàn)解。
（2）采訪老師既可以讓學(xué)生能夠用英語(yǔ)去實(shí)際交流，達(dá)到學(xué)以致用。有可以讓學(xué)生從英語(yǔ)教師那里獲得更多信息和掌握更多的英語(yǔ)表達(dá)方式（事實(shí)上，有些表達(dá)如果讓他們完全國(guó)獨(dú)立進(jìn)行是有些難度的），又由于這樣的學(xué)習(xí)方式平時(shí)機(jī)會(huì)不多，因此會(huì)讓學(xué)生感到很新鮮很有趣味性，在與老師交流時(shí)也會(huì)讓學(xué)生產(chǎn)生成就感。
（3）我認(rèn)為學(xué)生合作精神的培養(yǎng)尤為重要，學(xué)生通過(guò)這一環(huán)節(jié)既能夠有自主學(xué)習(xí)的機(jī)會(huì)有鍛煉了與他人的合作，并在探索中有其個(gè)性思維發(fā)散的空間。
交流與分享
讓學(xué)生推選各組代表組成專家團(tuán)坐在教室前，選一名同學(xué)以XX的身份采訪“專家們”，使其把個(gè)小組的討論結(jié)果與大家交流共享，其小組成員可以作為后援團(tuán)補(bǔ)充些觀點(diǎn)，這樣既可以使口語(yǔ)較好的同學(xué)有更多的機(jī)會(huì)展示起到拔高作用，又可以讓口語(yǔ)較弱的學(xué)生也有參與的機(jī)會(huì)并能向他人學(xué)習(xí)。后按事實(shí)豐富、語(yǔ)言準(zhǔn)確、表述清晰程度評(píng)出專家和積極后援團(tuán)，通過(guò)這種方式可讓學(xué)生有很強(qiáng)的集體榮譽(yù)感。
后一個(gè)環(huán)節(jié)是作業(yè)。
當(dāng)學(xué)生很興奮地探討完后，可以寫一至兩篇作文。我布置這項(xiàng)作業(yè)的依據(jù)是新課標(biāo)的要求。新課標(biāo)指出：寫作需有明確的動(dòng)機(jī)和積極的態(tài)度，寫作的題目應(yīng)結(jié)合學(xué)生的實(shí)際需要，是他們具有寫作的愿望這樣他們才能樂(lè)于寫作才能重返自己的思維能力，而不是為了應(yīng)付教師而做的作業(yè)。