一輪復(fù)習(xí)中，考生依據(jù)課本對基礎(chǔ)知識點和考點，進(jìn)行了全面的復(fù)習(xí)掃描，已建構(gòu)起高考基本的學(xué)科知識、學(xué)科能力和思維方法。二輪復(fù)習(xí)是承上啟下的重要一環(huán)，要在一輪復(fù)習(xí)的基礎(chǔ)上，依據(jù)考綱，落實重點，突破難點，找準(zhǔn)自己的增長點，提高復(fù)習(xí)備考的實效性。整理了《高三年級英語下冊說課稿范例》歡迎閱讀！
1.高三年級英語下冊說課稿范例
Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.
In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently.
My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.
Section 1 Analysis of the teaching material
The selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, Getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.
Section 2 Indentifying the teaching aims
Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:
The 1st aim: Students learn the skills and strategies to read a prolonged text.
The 2nd aim: Students get a better understanding of what a gap year is.
The 3rd aim: Students are encouraged to figure out the implied meaning.
The 4th aim: Students are familiar with various expression_r_r_r_r_rs or approaches to express the same thing or idea.
Section 3 Teaching procedures
In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies to comprehend the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.
Part 1. Getting ready
Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students’ concentration, arouse their curiosities, fire their imagination and give them a purpose for reading. The part consists of two tasks:
Task 1: A time machine. I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing.
After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university.Yes, at this time next year, most of you will be studying in a university.
(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading.)
Task 2: Brainstorming. After the summary, I go on to show some more pictures of British students fresh from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Para.1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university.
(With the task, I excite students’ desire to know more about what their British equivalents will do before going to college. With the question in mind, students will definitely be eager to listen to the tape to find the answer. )
Part 2. Focusing on main facts
During the part, I will ask the students to answer the question—What does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text. The part includes six tasks:
Task 1: Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table.
Task 2: Matching. After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading. (With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article.)
(With the task, students learn to use a table to gather the main facts about the three British students. They’ll come to know that a table is of great help in their future reading.)
Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year.
(With the task, students are expected to grasp the theme of the article. The task serves as a bridge,which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs.)
Task 4: Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or become a charity volunteer.
(The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year.)
Task 5: History of the gap year. I play a second VCR and get students to answer the question: When did the gap year start in the UK?
(The task enables students to have a good knowledge of the history of the gap year.)
2.高三年級英語下冊說課稿范例
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 5 Consolidation
In this activity, I will ask some students to read each paragraph, and then do the exercise following the text.
Step 6 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 7 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.
3.高三年級英語下冊說課稿范例
Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English Book unit 1（A student of African wildlife/Why not carry on the good work）I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and Blackboard design.
First, let me talk the teaching material. Part 1 Teaching Material:
This unit is about（Great women and their achievements , Important people, history and methods of agriculture, Different types of English humor ,Culture differences and communication Different types of theme park）
By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and Dr Yuan Longping’ achievement And chemical farming and organic farming. Charlie Chaplin and his funny and encouraging humor People from different area have different body language and use the right body language to showing our feelings. Theme park not only provide fun but also provide various knowledge and exciting experience. this lesson not only teach the students to learn the related material about
(1) the good character to be a successful person
(2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical fertilizers and how to increase production in organic farming.
(3)Charlie Chaplin and his humor English jokes
(4)Different body language and the similarities in body language which make the others understand our feelings.
(5)Theme park but also learning ability in English .
4.高三年級英語下冊說課稿范例
一、說教學(xué)說明 (Teaching Remarks)：
本堂課把讀前(Pre-reading)和閱讀(reading)結(jié)合在一起，Pre-reading使學(xué)生熟悉話題,預(yù)測閱讀內(nèi)容，激發(fā)閱讀興趣和XX。Reading是一篇說明文，是對“外語學(xué)習(xí)究竟難不難”提出看法并說明理由，設(shè)法使讀者信服，達(dá)到啟發(fā)思維、提高認(rèn)識、增長知識的目的。
教學(xué)設(shè)計充分利用了多媒體電腦的優(yōu)勢，把搜集到的相關(guān)知識和課文中的內(nèi)容相結(jié)合，擇機(jī)設(shè)計一些活動，幫助學(xué)生化難為易，提高自信心，明確閱讀的重點，達(dá)到啟迪心智、增強(qiáng)理解能力的目的。
二、說教學(xué)目標(biāo)(Teaching Aims)：
知識目標(biāo)：通過閱讀 Reading這篇文章，學(xué)習(xí)文中的一些有用的詞語和句型擴(kuò)大學(xué)生的詞匯量，提高語言運(yùn)用能力。
能力目標(biāo)：
1. 采用不同的閱讀方法理解課文，提高學(xué)生的閱讀能力。
2. 學(xué)習(xí)文中成功的語言學(xué)習(xí)者的優(yōu)秀品質(zhì)，并鼓勵學(xué)生將其運(yùn)用到實踐當(dāng)中,以便提高自己的英語學(xué)習(xí)能力。
德育目標(biāo)： 教導(dǎo)學(xué)生：好的學(xué)習(xí)方法固然重要,但勤勉更重要?！皀o pains, no gains.”
三、說教學(xué)重點(Teaching Key Points)：
1.采用不同的閱讀技巧，讓學(xué)生了解文章大意，并歸納每段文章的中心意思(main idea)和文章的主旨(purpose of the text)。
2.掌握文中的重點詞匯、短語和句型。
四、說教學(xué)難點(Teaching Difficult Points)：
把文中所學(xué)到的有用的外語學(xué)習(xí)者的經(jīng)驗運(yùn)用到學(xué)生的英語學(xué)習(xí)上，以便于提高他們的英語水平。
五、說教學(xué)方法(Teaching Methods)：
1. Ask and answer 和 pictures 相結(jié)合，導(dǎo)入課文。
2. Fast reading 歸納每段文章的中心意思(main idea)和文章的主旨(purpose of the text), 提高學(xué)生的閱讀能力。
3. Careful reading 回答問題，了解文章細(xì)節(jié)內(nèi)容。
4. Group work 討論成功語言學(xué)習(xí)者的經(jīng)驗和特點。
5. Explaining and learning 掌握文中重點詞匯、句型。
六、說教學(xué)輔助(Teaching Aids)：
Multi-media Computer，tape
七、說媒體的設(shè)計：
首先利用課文標(biāo)題 “Learning a Foreign Language: Twice as Hard?” 問學(xué)生 “How do you think of this question?” 讓學(xué)生討論導(dǎo)入。然后利用圖片與Pre-reading部分的問題相結(jié)合的方式，展開討論與問答，啟發(fā)學(xué)生思考，引起聯(lián)想，使學(xué)生對語言學(xué)習(xí)這個問題產(chǎn)生更濃的興趣，以促使他們學(xué)習(xí)方式的優(yōu)化，提高其自主學(xué)習(xí)的能力。由于Pre-reading部分內(nèi)容都在 “Reading”部分要進(jìn)一步闡明，這就讓學(xué)生先行考慮, 做好了準(zhǔn)備，使他們提高閱讀的自主性。
5.高三年級英語下冊說課稿范例
（一）教法設(shè)計：
1、設(shè)疑研討法：
把學(xué)生分成四組，討論：英語中的主謂一致是什么？主謂一致包括哪些？
2、復(fù)習(xí)導(dǎo)入法：
簡單復(fù)習(xí)在學(xué)習(xí)過程中，同學(xué)們掌握的主謂一致。
3、講授法：
系統(tǒng)講授主謂一致在句中的用法和注意點。
（二）學(xué)法設(shè)計：
1、復(fù)習(xí)討論法：
溫故的同時，以新帶舊，不斷回顧所學(xué)，強(qiáng)化識記。
2、訓(xùn)練法：
通過做題，提高學(xué)生對主謂一致用法掌握。加深對引導(dǎo)詞用法記憶
課堂小結(jié)
課堂小結(jié)起到了概括總結(jié)、升華提煉的作用。
板書設(shè)計
板書力求突出教學(xué)的重點
教學(xué)過程設(shè)計
1、新課導(dǎo)入（約5分鐘）
2、系統(tǒng)講授知識點（約35分鐘）
3、習(xí)題訓(xùn)練（約30分鐘）
4、新課的鞏固（約8分鐘）
5、作業(yè)布置（約2分鐘）