在學(xué)習(xí)新知識(shí)的同時(shí)還要復(fù)習(xí)以前的舊知識(shí)，肯定會(huì)累，所以要注意勞逸結(jié)合。只有充沛的精力才能迎接新的挑戰(zhàn)，才會(huì)有事半功倍的學(xué)習(xí)。高三頻道為你整理了《高三英語(yǔ)必修四說(shuō)課稿范例》希望對(duì)你的學(xué)習(xí)有所幫助！
1.高三英語(yǔ)必修四說(shuō)課稿范例
教學(xué)目標(biāo) ：
1.學(xué)會(huì)不同工作的英文表達(dá)方式。
2.了解同學(xué)父母的工作。
3.學(xué)會(huì)簡(jiǎn)單的介紹自己將來(lái)的理想。
教學(xué)內(nèi)容：
重點(diǎn)詞匯：teacher, nurse, engineer, manager, airhostess, lawyer, doctor, clerk, reporter, police
重點(diǎn)句型：
1. What does your mother do? She is a teacher.
What does your father do? He is an engineer.
2. What do you want to be? I want to be a teacher.
What does she want to be? She wants to be a singer.
總體思路: 本單元采用任務(wù)型的教學(xué)模式，設(shè)計(jì)了三個(gè)任務(wù)活動(dòng)，首先以比賽的形式，讓學(xué)生通過(guò)工作的描述，來(lái)猜測(cè)工作的名稱;然后由學(xué)生自己下座位找與自己父母工作相同的同學(xué)，練習(xí)所學(xué)的句型;其后讓學(xué)生用所學(xué)句型談?wù)撟约旱睦硐?。所有任?wù)的設(shè)計(jì)，由簡(jiǎn)到難，每一個(gè)任務(wù)都為下一個(gè)任務(wù)的完成奠定了一定的語(yǔ)言基礎(chǔ)。
語(yǔ)法知識(shí)
一般現(xiàn)在時(shí)
(1)一般現(xiàn)在時(shí)主要由動(dòng)詞原形表示，但第三人稱單數(shù)后要加-s，另外be有特殊的人格形式，見(jiàn)下表:
一般現(xiàn)在時(shí)
(2)一般現(xiàn)在時(shí)的否定式見(jiàn)下表
一般現(xiàn)在時(shí)的否定式
(3)一般現(xiàn)在時(shí)的疑問(wèn)式及簡(jiǎn)略回答，見(jiàn)下表。 一般現(xiàn)在時(shí)的疑問(wèn)式
(4)一般現(xiàn)在時(shí)的基本用法如下。
① 經(jīng)常性或習(xí)慣性的 I get up at six every day.
② 客觀真理，客觀存在，科學(xué)事實(shí)。
The moon moves round the earth.月亮圍著地球轉(zhuǎn)。
③ 表示格言或警句中。
Pride goes before a fall. 驕者必?cái) ?BR> ④ 現(xiàn)在時(shí)刻的狀態(tài)、能力、性格、個(gè)性。 I don't want so much.
教學(xué)板塊設(shè)計(jì):
Task1：Know the names of the different jobs
目的：通過(guò)這個(gè)環(huán)節(jié)，教師完成本單元的新單詞的導(dǎo)入 ，通過(guò)提供給學(xué)生對(duì)于不同工作的具體描述，讓學(xué)生猜出工作的名稱，這樣為整節(jié)課任務(wù)的完成奠定基本的詞匯基礎(chǔ)。在做猜謎游戲時(shí)學(xué)生能夠做到精神集中，并能激發(fā)學(xué)生的學(xué)習(xí)興趣。
課前準(zhǔn)備：教師需要準(zhǔn)備關(guān)于teacher, nurse, engineer, manager, airhostess, lawyer, doctor, clerk, reporter, police等工作的具體文字描述。
課堂學(xué)生活動(dòng)：
1.教師向每個(gè)小組發(fā)放一份關(guān)于工作的描述，競(jìng)賽看那個(gè)小組先猜出答案，并將本組的謎語(yǔ)提供給全班，讓其他組競(jìng)猜，這可以將學(xué)生的注意力，吸引到課堂上來(lái)，并對(duì)同學(xué)年的謎語(yǔ)加以思考。此活動(dòng)以小組為單位，讓學(xué)生通過(guò)謎語(yǔ)來(lái)猜測(cè)工作的名稱，猜對(duì)者給小組加分。
The riddles supplied by the teacher:
1) I work in the hospital everyday. My work is very hard but also very important. The doctors and patients need my help. I help the doctor and look after the patients. I always wear white clothes. People call us “angels in white”.
2) I drive a car everyday, but the car is not mine. There are many people sitting in my car everyday. After they go out of the car, they must pay me money.
3) My job is very difficult but interesting. I help people on the court. If I succeed I will get lots of money, but if I fail, I get no money.
4) I am very proud of my job. Because I am you’re your mother. I will tell you what is right and what is wrong. Sometimes I am very strict.
5) I work outside; I am very busy because there are many letters in my bag, and I must give the letters to different people.
6) I work in a restaurant and I always carry some fruits and dishes. I often ask people: What would you like? I am really very busy.
2.在所有單詞導(dǎo)入 后，以小組為單位，將所有單詞按不同的標(biāo)準(zhǔn)分類，如：適合男人的工作，適合女人的工作等，通過(guò)這項(xiàng)活動(dòng)，學(xué)生能將所學(xué)單詞落到筆頭上，同時(shí)是對(duì)所學(xué)單詞的又鞏固，而且不同的組有不同的分類原則，開(kāi)發(fā)了同學(xué)無(wú)限的想象空間。
Task2:Know what your group members’ parents do.
目的：通過(guò)這個(gè)任務(wù)，學(xué)生能應(yīng)用本單元的主要句型，詢問(wèn)本組成員父母的工作。
課堂活動(dòng)：
1.小組活動(dòng)，在小組內(nèi)小組成員互相詢問(wèn)父母的工作。 應(yīng)用句型：What does your mother do? She is a……… What does your father do
2.向全班同學(xué)匯報(bào)調(diào)查結(jié)果
3.同學(xué)下座位，在限定的時(shí)間內(nèi)，看誰(shuí)能找到父母與自己父母工作一樣的同學(xué)，并且數(shù)量多。
4.向全班同學(xué)作匯報(bào)。比賽看那個(gè)小組完成的數(shù)目多。 Task3Whatdoyouwanttobe?
目的：讓學(xué)生學(xué)會(huì)用簡(jiǎn)單的句型來(lái)介紹自己的理想，通過(guò)此活動(dòng)導(dǎo)入 新的句型并進(jìn)行大量的操練，讓學(xué)生充分的掌握。
課堂活動(dòng)：
1.教師通過(guò)介紹自己的理想導(dǎo)出句型:I want to be a singer. What do you want to be?
2.小組內(nèi)組長(zhǎng)來(lái)統(tǒng)計(jì)本組同學(xué)的愿望，比賽看那組同學(xué)的愿望多，并作小組匯報(bào)。
Homework:思考一下自己的理想工作對(duì)人都有哪些要求? 課后反思：
本單元的基本詞匯和基本句型，內(nèi)容較多，所以針對(duì)不同的內(nèi)容設(shè)計(jì)了不同的任務(wù)活動(dòng)。通過(guò)課堂的試驗(yàn)，證實(shí)了這些任務(wù)的可行性，并達(dá)到了意想不到的效果。
1.在導(dǎo)入 新單詞時(shí)，通過(guò)小組比賽的形式，讓學(xué)生通過(guò)工作的描述，來(lái)猜測(cè)工作的名稱，首先比賽的形式，調(diào)動(dòng)了學(xué)生的興趣，其次猜謎的這種形勢(shì)更有利于讓學(xué)生開(kāi)動(dòng)腦筋，思考問(wèn)題大大吸引了學(xué)生的注意力。
2.第二個(gè)任務(wù)由學(xué)生自己下座位找與自己父母工作相同的同學(xué)，通過(guò)這個(gè)競(jìng)賽形式教師為學(xué)生提供了一個(gè)安全的語(yǔ)言環(huán)境，學(xué)生可以大膽的練習(xí)所學(xué)的句型。其后讓學(xué)生用所學(xué)句型談?wù)撟约旱睦硐?，培養(yǎng)了學(xué)生的價(jià)值觀和理想觀。
2.高三英語(yǔ)必修四說(shuō)課稿范例
各位老師,
大家好！
我很幸運(yùn)自己能在實(shí)驗(yàn)中學(xué)XX英語(yǔ)組這個(gè)大家庭里,在備課組各位老師的指導(dǎo)下,自己在不斷的成長(zhǎng).現(xiàn)在我把自己的一堂寫作課的思路,內(nèi)容,過(guò)程呈現(xiàn)給大家,（實(shí)際上只能說(shuō)是給大家說(shuō)一遍）也是抱著向各位老前輩學(xué)習(xí)的態(tài)度,希望能夠拋磚引玉,得到大家的指導(dǎo)和幫助.
一、教材分析
1）地位及作用
本模塊以a job worth doing為話題,旨在通過(guò)模塊教學(xué)使學(xué)生了解社會(huì)中各種工作及其對(duì)社會(huì)的重要作用,并設(shè)想未來(lái)的工作類型.寫作部分要求學(xué)生就某一項(xiàng)工作寫一封求職信,咨詢有關(guān)此項(xiàng)工作的情況,并介紹自己的簡(jiǎn)歷.英語(yǔ)寫作是一個(gè)創(chuàng)作性的學(xué)習(xí)過(guò)程.它對(duì)語(yǔ)言表達(dá)的正確性和準(zhǔn)確性、思維的邏輯性和文章的條理性都比口語(yǔ)要求更高.也因?yàn)樵趓eading 等輸入之后,寫作做為輸出上升到一個(gè)更高的層次,本單元的寫作課,以及以往的每次寫作課都是根據(jù)這一原則進(jìn)行授課的.
2）教學(xué)目標(biāo)
①認(rèn)知目標(biāo):把握如何寫好求職信.
②技能目標(biāo):掌握求職信的寫作.
③情感目標(biāo):通過(guò)讀招聘廣告,讀求職信,培養(yǎng)學(xué)生對(duì)社會(huì)的責(zé)任感,培養(yǎng)他們奉獻(xiàn)社會(huì)、回報(bào)社會(huì)的精神,同時(shí)使他們認(rèn)識(shí)到只有通過(guò)自己的努力學(xué)習(xí),才會(huì)為自己的美好將來(lái)打下基礎(chǔ).
3）教學(xué)用具:多媒體
二、教學(xué)方法
依據(jù)導(dǎo)入-分析—寫作-講評(píng)的方法,目的是培養(yǎng)學(xué)生寫作能力.主要運(yùn)用了學(xué)生為中心,任務(wù)為中心,活動(dòng)為主合作學(xué)習(xí)的方法.合作學(xué)習(xí)是幫助學(xué)生提高英語(yǔ)寫作水平的一個(gè)有效途徑,通過(guò)小組討論、大組交流、全班分享,學(xué)生不覺(jué)得寫作課是單調(diào)的,反而覺(jué)得有興趣.
三、學(xué)習(xí)方法
1） 教會(huì)學(xué)生如何成為一個(gè)成功的語(yǔ)言學(xué)習(xí)者,在學(xué)習(xí)的過(guò)程中可以去背 誦或模仿好的句子,只有平時(shí)積累了,考試時(shí)自然會(huì)胸有成竹.
2） 指導(dǎo)學(xué)生寫一封好的求職信.
3.高三英語(yǔ)必修四說(shuō)課稿范例
一、說(shuō)課標(biāo)
在英語(yǔ)教學(xué)中落實(shí)新課程標(biāo)準(zhǔn)，就是貫徹執(zhí)行國(guó)家教育部關(guān)于課程改革的決定。新課程標(biāo)準(zhǔn)的三維教學(xué)觀，具體到英語(yǔ)學(xué)科就是要整合發(fā)展學(xué)生語(yǔ)言技能、語(yǔ)言知識(shí)、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)五個(gè)方面的素養(yǎng)，培養(yǎng)學(xué)生綜合運(yùn)用語(yǔ)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(xué)才過(guò)程中應(yīng)與學(xué)生積極互動(dòng)、共同發(fā)展，要處理好傳授知識(shí)與培養(yǎng)能力的關(guān)系，注重培養(yǎng)學(xué)生的獨(dú)立性和自主性，引導(dǎo)學(xué)生質(zhì)疑、調(diào)查、探究，在實(shí)踐中學(xué)習(xí)，促進(jìn)學(xué)生在教師指導(dǎo)下主動(dòng)地、富有個(gè)性地學(xué)習(xí)。教師應(yīng)尊重學(xué)生的人格，關(guān)注個(gè)體差異，滿足不同學(xué)生的學(xué)習(xí)需要，創(chuàng)設(shè)能引導(dǎo)學(xué)生主動(dòng)參與的教育環(huán)境，激發(fā)學(xué)生的學(xué)習(xí)積極性，培養(yǎng)學(xué)生掌握和運(yùn)用知識(shí)的態(tài)度和能力，使每個(gè)學(xué)生都能得到充分的發(fā)展。因此，本課的設(shè)計(jì)重點(diǎn)是：幫助學(xué)生形成自主、合作、探究的學(xué)習(xí)模式，掌握閱讀的一些基本技巧，讓每個(gè)學(xué)生在原有的基礎(chǔ)上都學(xué)有所得。
二、說(shuō)教材
(一) 教材地位和教學(xué)內(nèi)容分析
本課是XX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(kāi)展聽(tīng)、說(shuō)、讀、寫多種教學(xué)活動(dòng)。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(jì)為本單元的第2課時(shí)。本課型是單元整體教學(xué)的重要環(huán)節(jié)，為學(xué)生的語(yǔ)言學(xué)習(xí)、語(yǔ)法學(xué)習(xí)提供了載體，并且是學(xué)生獲取信息的主要來(lái)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(yùn)用了大量的動(dòng)詞、復(fù)雜的數(shù)字，出現(xiàn)許多定語(yǔ)從句，篇幅較長(zhǎng)，并且采用一些修辭手法，對(duì)學(xué)生的語(yǔ)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(xué)目標(biāo)
根據(jù)新頒布的《普通高中英語(yǔ)課程標(biāo)準(zhǔn)(實(shí)驗(yàn)稿)》關(guān)于閱讀課主要教學(xué)目標(biāo)的具體描述，結(jié)合本課教學(xué)內(nèi)容，具體從語(yǔ)言知識(shí)、語(yǔ)言技能、情感態(tài)度和文化意識(shí)三個(gè)方面制定如下教學(xué)目標(biāo)。
1. 語(yǔ)言知識(shí)目標(biāo)：
a)使學(xué)生了解自然災(zāi)害的相關(guān)詞匯，并掌握復(fù)雜數(shù)字的表達(dá)法。
b)學(xué)習(xí)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,bur y,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(yǔ)言技能目標(biāo)：
a)閱讀技能的訓(xùn)練：讓學(xué)生學(xué)會(huì)克服生詞障礙，通過(guò)略讀，歸納出文章的大意;通過(guò)細(xì)讀，理清文章的總體框架與脈絡(luò)，歸納出各部分的中心詞;(英語(yǔ)教案)通過(guò)查讀，捕捉文章的重要細(xì)節(jié)，培養(yǎng)學(xué)生獲取、處理信息的能力。
b) 讓學(xué)生復(fù)述課文，分析、感悟作者的寫作意圖。
c) 讓學(xué)生運(yùn)用本節(jié)課所學(xué)詞匯、知識(shí)，通過(guò)采訪唐山大地震幸存者的形式進(jìn)行小組活動(dòng)，提高學(xué)生用英語(yǔ)進(jìn)行創(chuàng)造性交流的能力。
3.情感態(tài)度與文化意識(shí)目標(biāo)：
a)學(xué)會(huì)有關(guān)地震的知識(shí)，并能通過(guò)學(xué)習(xí)討論懂得地震時(shí)的應(yīng)急逃生，地震后如何科學(xué)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(shí)。
b)懂得地震無(wú)情人有情，即使發(fā)生了多么可怕的災(zāi)難，國(guó)家和解放軍官兵都會(huì)不顧自身安危，奮力搶救，培養(yǎng)學(xué)生一方有難、八方支援的互助友愛(ài)精神。
c)了解自然災(zāi)害會(huì)給人類帶來(lái)嚴(yán)重的破壞性后果，讓學(xué)生進(jìn)一步感悟、領(lǐng)會(huì)到人類應(yīng)與自然界和諧共處。
d)培養(yǎng)學(xué)生的合作意識(shí)和“合作學(xué)習(xí)”的習(xí)慣。
e)欣賞課文中優(yōu)美句子，了解一些英語(yǔ)修辭手法，使學(xué)生在學(xué)習(xí)完課文之后得到美的享受，心靈的愉悅和升華。
(三)教學(xué)重點(diǎn)和難點(diǎn)：
根據(jù)新頒布的《普通高中英語(yǔ)課程標(biāo)準(zhǔn)(實(shí)驗(yàn)稿)》關(guān)于讀的技能目標(biāo)的具體描述，結(jié)合高一學(xué)生實(shí)際和對(duì)教材內(nèi)容的科學(xué)分析，確定本環(huán)節(jié)的主要教學(xué)重點(diǎn)和難點(diǎn)是:
1.重點(diǎn)
1)讓學(xué)生了解唐山大地震，了解地震的成因、預(yù)兆、地震造成的損失，地震時(shí)的應(yīng)急救生以及震后的救援。
2)訓(xùn)練學(xué)生的閱讀技巧，提高閱讀能力。側(cè)重培養(yǎng)學(xué)生對(duì)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(xué)生以下3個(gè)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(diǎn)細(xì)節(jié)的能力。
c.總結(jié)歸納能力。
3)重點(diǎn)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(xué)生掌握一些英語(yǔ)修辭用法。
2.難點(diǎn)
1) 如何使學(xué)生養(yǎng)成科學(xué)的閱讀習(xí)慣，提高閱讀理解能力和語(yǔ)言水平。
2) 如何使學(xué)生學(xué)會(huì)提取、篩選和重組文章中的信息，并靈活運(yùn)用于語(yǔ)言實(shí)踐中，達(dá)到語(yǔ)言實(shí)踐能力的擴(kuò)展與提高。
三、教學(xué)方法
教學(xué)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(yǔ)課程標(biāo)準(zhǔn)(實(shí)驗(yàn)稿)》所倡導(dǎo)的教學(xué)原則及“第二語(yǔ)言習(xí)得論”和“整體語(yǔ)言教學(xué)理論”，結(jié)合文章具體內(nèi)容及學(xué)生的差異性，確定本節(jié)課主要采用任務(wù)型語(yǔ)言教學(xué)法(Task-based Language Teaching) 、合作學(xué)習(xí)教學(xué)法(Cooperative Learning Approach)、整體語(yǔ)言教學(xué)法(Whole Language Teaching)、直觀教學(xué)法、交際教學(xué)法(Communicative Approach)、以及情感激勵(lì)教學(xué)法(Affective Motivation)等教學(xué)方法。具體采用“P—T—P”自主學(xué)習(xí)立體模式：(Pre-task----Task-cycle----Post-task)來(lái)組織教學(xué)。
1、任務(wù)型語(yǔ)言教學(xué)法
任務(wù)型語(yǔ)言教學(xué)認(rèn)為：人們使用語(yǔ)言的過(guò)程就是一個(gè)完成各種各樣任務(wù)的過(guò)程。任務(wù)型學(xué)習(xí)強(qiáng)調(diào)通過(guò)“做中學(xué)”、“學(xué)中做”，使學(xué)生在完成任務(wù)的過(guò)程中習(xí)得語(yǔ)言。本課組織學(xué)生四至五人組成一個(gè)學(xué)習(xí)小組，進(jìn)行就地震后幸存者的訪問(wèn)。該設(shè)計(jì)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(xué)”、“學(xué)中做”策略，吸引和組織他們積極參與，并通過(guò)討論、交流和合作等方式，在自然、真實(shí)的情境中，完成任務(wù)，體會(huì)、掌握語(yǔ)言的應(yīng)用，達(dá)到學(xué)以致用的目的。
2.直觀法(視聽(tīng)教學(xué)法)
充分利用多媒體教學(xué)手段，通過(guò)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(dòng)學(xué)生學(xué)習(xí)興趣的同時(shí)，降低學(xué)習(xí)難度，突破重難點(diǎn)。
3.合作學(xué)習(xí)教學(xué)法
合作學(xué)習(xí)教學(xué)法是以小組活動(dòng)為主體的一種教學(xué)活動(dòng)，一種同伴之間的合作互動(dòng)活動(dòng)。合作學(xué)習(xí)教學(xué)法有利于改善課堂心理氣氛、大面積提高學(xué)生的學(xué)業(yè)成績(jī)、促進(jìn)學(xué)生良好非智力品質(zhì)的發(fā)展，調(diào)整學(xué)生的語(yǔ)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(gè)學(xué)習(xí)小組”的課堂教學(xué)結(jié)構(gòu)，來(lái)組織教學(xué)，旨在營(yíng)造輕松的學(xué)習(xí)氛圍，為積極學(xué)習(xí)提供有利的條件，讓學(xué)生在完成任務(wù)的過(guò)程中通過(guò)互相交流，降低語(yǔ)言焦慮感，獲得愉快的學(xué)習(xí)經(jīng)歷，從而對(duì)學(xué)習(xí)本身和所學(xué)內(nèi)容產(chǎn)生興趣感。
4.整體語(yǔ)言教學(xué)法
整體語(yǔ)言教學(xué)法要求按 “整體-部分-整體”的模式，進(jìn)行語(yǔ)篇閱讀訓(xùn)練，即從“整體”開(kāi)始，以“整體”結(jié)束的“三段式”閱讀教學(xué)法。本課采用從整體略讀——分段細(xì)讀——通讀全文，進(jìn)一步理解課文內(nèi)容，即是這種教學(xué)策略的體現(xiàn)。
5.情感激勵(lì)教學(xué)法
在教學(xué)中重視師生之間的思想交流，充分調(diào)動(dòng)自己情緒的感染力，適時(shí)進(jìn)行情感與策略調(diào)整，通過(guò)情感激勵(lì)，使教師與學(xué)生達(dá)到情感交融，在愉悅的課堂氛圍中發(fā)展創(chuàng)新，體驗(yàn)成功。
此外在教學(xué)過(guò)程中還注意遵循以下教學(xué)原則：
1.貫徹動(dòng)態(tài)真實(shí)原則，在教學(xué)過(guò)程中“動(dòng)態(tài)”地去發(fā)現(xiàn)問(wèn)題，分析問(wèn)題和解決問(wèn)題。本課在各個(gè)教學(xué)環(huán)節(jié)的設(shè)計(jì)和具體操作上都充分考慮到了策略的貫徹以及教學(xué)活動(dòng)的靈活、有效的綜合運(yùn)用。
2.重視學(xué)生個(gè)性與創(chuàng)新意識(shí)的培養(yǎng)，給予學(xué)生充分表達(dá)自己的機(jī)會(huì)。
其余的教學(xué)方法將結(jié)合“說(shuō)程序”進(jìn)行舉例說(shuō)明。
四、學(xué)情分析
學(xué)習(xí)的對(duì)象是處于城鄉(xiāng)結(jié)合部的高一學(xué)生，他們的英語(yǔ)基礎(chǔ)較差，特別是由于詞匯量缺乏，閱讀習(xí)慣不好，導(dǎo)致閱讀速度慢、閱讀理解能力差。并且學(xué)生在初中已習(xí)慣了教師的單向灌輸，部分學(xué)生由于英語(yǔ)表達(dá)能力的欠缺對(duì)課堂的互動(dòng)缺少積極性，不善于交際，學(xué)習(xí)不夠主動(dòng)自主。因此，在組織教學(xué)活動(dòng)中，注重學(xué)習(xí)策略的指導(dǎo)，灌輸自主、合作、探究學(xué)習(xí)的思想，同時(shí)注意調(diào)整活動(dòng)任務(wù)設(shè)置的梯度，使每個(gè)學(xué)生通過(guò)學(xué)習(xí)活動(dòng)，都能學(xué)有所成，體驗(yàn)到成功。
五、學(xué)法指導(dǎo)
根據(jù)新頒布的普通高中《英語(yǔ)課程標(biāo)準(zhǔn)(實(shí)驗(yàn)稿)》對(duì)高中英語(yǔ)學(xué)習(xí)策略七級(jí)目標(biāo)的具體描述，確定本環(huán)節(jié)主要從以下4個(gè)方面加強(qiáng)對(duì)學(xué)生進(jìn)行學(xué)法指導(dǎo)。
1)認(rèn)知策略:指導(dǎo)學(xué)生運(yùn)用已學(xué)會(huì)的抓重點(diǎn)、做記號(hào)、摘筆記等方式，對(duì)所學(xué)內(nèi)容進(jìn)行整理與歸納。
2)調(diào)控策略:培養(yǎng)自我評(píng)價(jià)與相互評(píng)價(jià)的習(xí)慣，鼓勵(lì)學(xué)生增加與教師和同學(xué)交流學(xué)習(xí)英語(yǔ)的體會(huì)和經(jīng)驗(yàn)，學(xué)會(huì)科學(xué)評(píng)價(jià)自己的學(xué)習(xí)行為與學(xué)習(xí)效果，進(jìn)一步形成有效的學(xué)習(xí)方法,樹(shù)立積極向上的學(xué)習(xí)態(tài)度。
3)交際策略：創(chuàng)設(shè)有意義的情景和任務(wù)活動(dòng)，引導(dǎo)學(xué)生通過(guò)四人一小組，進(jìn)行合作學(xué)習(xí)，讓他們圍繞課堂任務(wù)分工合作，相互探討、相互交流，從而獲得知識(shí)、技能和情感體驗(yàn)，變被動(dòng)學(xué)習(xí)為主動(dòng)學(xué)習(xí)。
4) 資源策略：布置任務(wù)，引導(dǎo)學(xué)生主動(dòng)拓寬英語(yǔ)學(xué)習(xí)的渠道，即通過(guò)不同信息渠道(internet, newspaper,dictionary, magazines…)查找所需信息，把英語(yǔ)學(xué)習(xí)從課堂延伸到課外。
4.高三英語(yǔ)必修四說(shuō)課稿范例
Everyone needs friends.They are a basic source of happiness and hope in our lives. However, the ability to make friends varies from person to person.To some people, making friends is easy, and to others it’s very difficult. We all have the ability to make friends.Unfortunately, many people never reach their potential (潛能).Making friends is a skill, and the first step in developing that skill is knowing how to get along with others.
People who are good at getting along with others take an interest in what other people like.They learn to develop interest that make them enjoyable to be around.Therefore, the more things that your child knows how to do that involve (涉及) connecting with other kids, the more chances he or she has to make friends.
If your child has trouble making friends, you can tell him or her how to do it.
Realize your own strengths.You have skills and talents that others can enjoy.Some people don’t let others see their goodness.
Believe that you are a good person who has something to share with others.
Develop a sense of humor.Learn to laugh at yourself and your shortcomings.It will relieve (釋放) some of the stress in your life.If you ever feel poking fun at someone, let it be you, never anyone else.Smile, smile, smile.
Respect the rights of others.They have their opinions, you have yours.Different opinions are healthy.Learn how to listen to others without putting them down or trying to persuade them that your opinion is right.
Be kind.Throughout your life, you will learn that if you are kind to others, they will usually be kind to you.When should you start being kind﹖Right now.Give someone a compliment (恭維).Open the door for someone.Wave to a friend. Encourage someone who is discouraged.Say something positive (積極的').There are hundreds of little things you can do to show kindness.
Be sympathetic (同情的).Try to understand what others are going through.Look at life through their eyes.If you emphasize (強(qiáng)調(diào)) with someone’s feelings, you can help.
Don’t complain (抱怨).People get tired of listening to constant complaining.Life doesn’t always go the way you want. Learn to accept what you can’t change, and work hard to change what you can. Replace the time you used to spend complaining with time spent being kind.
Never give up.Even if you are faced with negative, closed-minded people, never give up.Dont let them change you into one of them. Find people who will appreciate (欣賞) you.
5.高三英語(yǔ)必修四說(shuō)課稿范例
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.