高中英語(yǔ)課說(shuō)課稿范文精選17篇

高中英語(yǔ)課說(shuō)課稿范文精選17篇5高中英語(yǔ)課說(shuō)課稿范文第一篇Goodmorning,ladiesandgentleman.Today,Ifeelhonoredtohavethechancetosharemyideasabouthowtoteachreading.Inthereadingprocess,Iwillfocusonstudents’long-termdevelopmentandenablethemtouseproperreadingskillsandstrategies.Inotherwords,studentsareguidedtoreadefficientlyandindependently.Myteachingplanwillinclude3sections.They’reanalysisofthereadingmaterial,identifyingtheteachingaimsandteachingprocedures.Thisperiodisfromunit6ofbook5PEPseniorhighschool.thisunitisaroundthespaceexplorationtoimprovesslisteningspeakingreadingwritingability,thisperiodisalisteningandspeaking,thetopicishot,butitisfarawayfromactuallife.Sotheteachershouldenlightenthestudentstothinkdeeplytheadvantageanddisadvantageofspaceexploration..Accordingtothenewcurriculumstandardandthecharacteristicoflisteningandspeakinglesson,combiningthecontent,IsetuptheteachingaimsThroughthelisteningpracticeandspeakingpractice,improvetheabilityofusinglanguage,knowmuchaboutthespaceexploration,andcultivatethestudentsexplorationspirit.Sothekeypointanddifficultpointsisunderstandingthemainideaofthepassage.AnalysisofthestudentsStudentshavecertainabilityandskillinlisteningcomprehension,theyhavetheabilityofgainingtheinformation.Havegraspedmanyofthestudentscanexpressthemselvescorrectly.Itisthelisteningandspeakinglesson,soIwilltakelingualmethodandtask-basedlanguagemethod,thestudentswillfinishthetaskingroupsandimprovetheabilityofusingthelanguage.Myteachingproceduresiffollowing:Step1leadinToarousestudentsinterestinspaceexploration,Ishowthemsomepicturesaboutspaceexploration,thepictureofthethreefamousastronautsinchina,somepicturesoflookatandtrytorecognizethepeopleStep2listeningpracticeTodrawstudentsattentiontothetopic,askstudentsaquestionandcommentontheiranswer"canyouguesswhataregoingtolistentotoday?Thentocultivatetheirabilitytograspthemainidea,letthestudentslistentothetape,trytofigureoutthemainideaanddotheexercisesPlaythetapeforthefirsttimeandgetthemainideaandfinishsomeoftheexercisesTotraintheirabilityofsearchingfordetailedinformationinlistening,IplaythetapeforthesecondtimeandaskthemtofinishalltheexerciseandchecktheanswerTomakesurethatstudentscancompletethetaskandofferhelpifnecessary,playthetapeagain.Atthesametime,checktheanswerwiththewholeclass,andgetthemtoknowhowtofindtheanswerbyasking"howdoyouknowthatStep3speakingactivitiesTohavestudentspractisetheirspeakingability.Iaskstudentstodiscussthequestioningroupsfromthepassage,wecanknowthatspaceexplorationisdevelopingrapidlyinrecentyears,doyouthinktiworthexploringthespace."trytoexpresstheirownopinionandgiveusyourreasons"whyyouarefororagainsttheexploration"Tochecktheresultsofdiscussion,askthestudentstoreportaftertenminutesdiscussion.Todesigntheirimpressionofdifferentideasandpreparethemforthewritingtaskafterclass,askthestudentstomakealistontheblackboardStep4conclusionToenablestudentstosummarizewhattheyhavelearned,askstudentstosumuptheideasontheblackboardStep5assignmentToenablestudentstoconsolidatetheirknowledgeintheformofwriting,askstudentstowriteapassageonwhetherthespaceisworthexploring高中英語(yǔ)課說(shuō)課稿范文第二篇Goodmorning,everyone!I’mgladtobeheretogivemylessonplanpresentation.ThelessonplanIamgoingtotalkaboutisthereadingpartofUnit4WildlifeProtectioninthebookNSEFCBOOK1.NowI’llexplainmylessonplanfromthefollowingaspects——analysisofteachingmaterial,learningcondition,teachingobjectives,importantanddifficultpoints,teachingmethods,teachingprocureandblackboarddesign.AnalysisofteachingmaterialandlearningconditionFirst,let’scometotheanalysisofteachingmaterial.ThereadingmaterialisentitledHowDaisyLearnedtoHelpWildlife.IttalksabouthowDaisylearnedtheimportanceofwildlifeprotectionthroughhercommunicationwithsomeanimalsinherdream.Itiscloselyconnectedwiththisunit’stopic——theimportanceofwildlifeprotection.ThepassageisclearlyorganizedbyDaisy’s3tripsinwhichshecommunicateswithseveralendangeredanimals,andtherearenotsomuchnewwordsinthispassageNowlet’smoveontotheanalysisoflearningcondition,studentsmustbeveryfamiliarwiththetopicandinterestedinallkindsofanimals.Studentshaveacquiredthebasicreadingskills,suchasskimming,scanning,etctodealwithdifferentreadingtasks,andtheycandosomediscussioninEnglish.However,theyarenotfamiliarwiththeorganizationWWFmentionedinthepassage,notclearwiththeauthor’spurposesofwritingsomesentences,andtheymayfinditdifficulttodealwithsomerealproblemsbythemselvesconcerningwithwildlifeprotection.TeachingobjectivesBasedontheanalysesoftheteachingmaterialandthelearningcondition,Iwillshowyoutheteachingobjectives.(1)LanguageSkills:1.StudentscangettheneededinformationaboutDaisy’stripbyapplyingdifferentreadingskills.2.Studentscansummarizethemainideasofeachparagraphthroughskimming.3.Studentscananalyzetheauthor’spurposeofwritingsentenceslike“Norainforest,noanimals,nodrugs”and“AndtherearealwaysWWF.”(2)LanguageKnowledge:1.Studentscanknowmoreaboutwhysomeanimalsareindangerandhowtoprotectthem.2.Studentscanknowhowtousethenewwords,suchasmercy,importance,contain,etc.(3)Affectiveobjectives:Studentscanrealizetheimportanceofwildlifeprotection.(4)Cultureawareness:StudentscanknowsomethingabouttheorganizationWWF.(5)Learningstrategy:1.Studentscanimprovetheircommunicationstrategybydiscussingwithclassmatesaboutprotectinganimals.2.StudentscanrefertotheInternettoknowmoreaboutwildlifeprotection.Keypointanddifficultpoints:Keypoints:(1)Studentscanimprovetheirreadingskills,suchassummarizing,skimming,scanning,etc.（2）Studentscangetthemainideaofthepassage.(3)Studentscanknowhowtousethenewwordsinthepassage.DifficultPoints:1.Studentscansummarizethemainideasofeachparagraph.2.Studentscangettheimpliedmeaningofsomesentencesinthepassage.TeachingmethodsAsforteachingmethods,I’llfollowtheinteractivemodeltodealwiththereadingmaterialandcommunicativeapproachtoputwhatthestudentshavelearnedintouse.Teachingprocedure:ThenI’lltalkaboutthemostimportantpartofmypresentation——teachingprocedure.Warming-upThefirststepiswarming-up.Itwillcost3minutes.First,I’llshowmystudentsashortclipofvideoabouttheendangeredwildlife.Then,I’llaskthestudentstonametheendangeredanimalsinittogetherwithmeandlistmore.Thisstepisaimedtoarisethestudents’interestandgetthestudentsfamiliarwiththetopic——wildlife.Pre-readingThesecondstepispre-reading.Itwillcostabout5minuteswith2activities.Inthefirstactivity,I’llintroducesomethingabouttheorganizationWWFtothestudents.Thesecondactivityistoaskstudentstogivetheirreasonstothequestion“Whyaresomeanimalsindanger?”.Thepurposeoftheseactivitiesistoletstudentshavethebackgroundknowledgeofthepassageandgetinterestedinreadingthepassage.Anditisalsointhisstepsomenewwordslikefur,protect,affectwillbetaught.While-readingThethirdstepiswhile-reading.Itconsistsof3activitieswhichwillbefinishedin20minutes.Thefirstactivityisskimming.Itwillcostabout5minutes.I’llaskthestudentstoskimthepassageandworkoutthemainideasofeachparagraphbythemselves.Itisthedifficultpointforthestudents,soI’llgivethemhintssuchaskeywordsorsomeanswerstochoosewhennecessarytohelpthemtodothesummarization.Thepurposeistheimprovestudents’readingability——skimmingandletthemgetthemainideasofthepassage.Thesecondactivityisscanning.Itwillcostabout3minutes.I’llaskthestudentstoreadfastanddosomeTrueorFalsequestions.ThepurposeofitistogetstudentsknowthedetailedinformationaboutDaisy’stripandwildlifeprotectionandimprovetheirscanningability.Thethirdactivityisclosereading.Itwillcostabout12minutes.Studentswillbeaskedtoreadthepassageparagraphbyparagraphandfillintheformtheneededinformation——nameoftheanimalsinDaisy’strips,theirsituation,andresult.ThenI’llaskthestudentsquestions:“Whatdoestheauthorwanttotellusfromthefirstparagraph?”,“Howthegovernmenthelpprotecttheelephants?”,and“Howdoyouunderstandthesentences‘Norainforest,noanimals,nodrugs.’and‘a(chǎn)ndtherewasalwaysWWF.’?”.These3questionsinvolvesomeimpliedmeaningswhichmaybedifficultforstudentstoworkout,soI’llgivesomekeywordsashintsforthemorasksomeotherrelatedquestionstoguidethemtoworkouttheanswers.Thepurposeofthisactivityistomakethestudentsfullyunderstandthereadingmaterialandtrytoanalyzetheauthor’spurposeofwritingsomesentences.Andinthese3activities,Icanalsoteachstudentssomenewwordslikecarpet,respond,powerful,etc.Post-readingThefourthstepispost-reading.Itwillcostabout10minutes.I’llaskthestudentstoformgroupsof4anddothediscussionbasedonthequestionsonpage27,andtheycanrefertothereadingmaterialtoworkouttheseanswers.Afterthediscussion,I’llasksomestudentstoreporttheiranswers,especiallyhowtoprotecttheendangeredanimals.HomeworkThelaststepishomework.Itwilltakeabout2minutes.Thehomeworkistowriteashortpassageentitled“HowtoProtectWildlife”.Theycansurftheinternetandtrytofindmorewaysaboutwildlifeprotection.Well,thisistheblackboarddesign.Inthemiddle,it’stheformforstudentstofillin,andonthe2sides,therearethenewwordsinthepassage.Someofthem,asI’vementioned,aretaughtinpre-reading.Mostofthemistaughtinthird-stepwhile-reading.That’sallformylessonplanpresentation.Thankyouforyourattention.Thankyou!Unit4HowDaisyLearnedtoHelpWildlifeprotectAnimalSituationResultcarpetfurPara1antelopebeinghuntdecreasepowerfulaffectPara2respondinreliefPara3importancemosquitoesappreciate高中英語(yǔ)課說(shuō)課稿范文第三篇Goodmorning,ladiesandgentlemen.I’mxx.I’mfromxxHighSchool.Today,Ifeelhonoredtohavethechancetosharemyideaswithyou.Inthereadingprocess,Iwillfocusonstudents’long–termdevelopmentandenablethemtousereadingstrategiestoreadefficientlyandindependently.Myteachingplanwillinclude4sections.They’reanalysisoftheteachingmaterial,.Teachingaims,teachingmethodsandteachingprocedures.Section1.Analysisoftheteachingmaterial.TheselectedteachingmaterialisamagazinearitcletakenfromthereadingofModule2,Unit3.Itisaboutthecurseofthemummy,whichdealswithanamazingmanwhodevotedmostofhistimemakingdiscoveriesinEgyptandstrangethingsthathappenedafterhisfindingthetombofkingTutankhamun.Section2Identifyingtheteachingaims.Basedontheanalysisoftheteachingmaterial,Ihavechosenthefollowingastheteachingaims,The1staim:Trainthestudents’readingabilityreadingskills-predictinginformation.The2ndaim:Learnsomeusefulwordsandexpressions.The3rdaim:Developthestudents’creative,comprehensiveandconsolidatingabilities.Section3Teachingmethodsandaids.1.Enjoymentofashortfilmbeforereadingtomakethestudentsinterestedinwhatthey’lllearn.2.Fastreadingtogetthegeneralideaofthetext.3.Carefulreadingtoanswersomedetailedquestions4.Multi-mediaSection4Teachingprocedures.Part1Lead-inHelpthestudentstorecallthewell–knownfilmTITANNICbyshowingthemashortflashofthefilm.Thepurposeofthisactivityistoarousethestudents’interestandcuriositytoreadthepassage.（onthescreen）Part2Readingcomprehension-fastreadingandcarefulreading1.Readingstrategy–predictinginformationinadvance.Beforeaskingthestudentstoskimthepassage,directtheirattentiontoreadingstrategyfirst.Conducttheactivityasfollows.（onthescreen）2.SkimmingAskthestudentstoskimthepassageandcompletethethreequestionsofPartAonpage42.3.RereadthepassageAskthestudentstorereadthepassageandidentifywhichstatementsaretrueandwhicharefalse.HavethestudentscompletePartC1individually.Checktheanswerasaclass.StatementsinPartC2aresummariesoftheparagraphs.Askthestudentstomatchthestatementswiththeparagraphs.Checktheanswerasaclass.4.ListeningfordetailedinformationEvaluatethestudents’comprehensionbyaskingthemtoidentifytherelationshipsbetweenthesecharacters.（onthescreen）5.structurereadingAskthestudentstodividethetextintoafewpartsaccordingtothegeneralideaofeachparagraph.（onthescreen）Accordingtothediagram,Iletthestudentsmakeasummaryofthetextorletstudentsfillintheblanks.（onthescreen）Part3ConsolidationAskthestudentstocompletePartDandEindividually.IcanadaptPartDastheexampleshows.AftercompletingPartD,thestudentsarerequiredtoreadthearticleinPartEandthenfillinthemissingwords,checktheexercisesasaclass.Part4Post–readingactivities1.Askthestudentstoexpresstheiropinionsonthefollowingquestions.（onthescreen）2.AskthestudentstowriteasummaryaboutHowardCarter.3.AskthestudentstofocusonPartFandmakeupadialogueastheexampleshow.Makesurethatallthestudentsparticipateinthediscussion.Ok,Somuchformyteachingplan,Thankyouforyourcarefulattention.高中英語(yǔ)課說(shuō)課稿范文第四篇新課程標(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。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。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)容分析本課是高一必修模塊1第4單元的閱讀課型，這單元圍繞earthquakes這一主題開展聽、說(shuō)、讀、寫多種教學(xué)活動(dòng)。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―――ANIGHTTHEEARTHDIDN’TSLEEP”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)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,bury,coal,mine,shelter,fresh,percent等，以及rightaway,atanend,digout,giveout,thousandsof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；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。高中英語(yǔ)課說(shuō)課稿范文第五篇Goodmorning,ladiesandgentleman.Today,Ifeelhonoredtohavethechancetosharemyideasabouthowtoteachreading.Inthereadingprocess,Iwillfocusonstudents’long-termdevelopmentandenablethemtouseproperreadingskillsandstrategies.Inotherwords,studentsareguidedtoreadefficientlyandindependently.Myteachingplanwillinclude3sections.They’reanalysisofthereadingmaterial,identifyingtheteachingaimsandteachingprocedures.Section1AnalysisoftheteachingmaterialTheselectedteachingmaterialisamagazinearticletakenfromtheProjectsectionofModule11,Unit2ofAdvancewithEnglish.ThearticleisaboutBritishstudentswhotakeagapyear,whichisintendedtodevelopthethemeoftheunit,thatis,Gettingajob.Afteranalyzingitcarefully,Ifindthearticlehastwouniquecharacteristics.First,it’salongpassagewith688words,muchmorethantheusualtexts.Second,itdealswithanewtopic,thatis,agapyear.Thetopicisunfamiliartomoststudents.Section2IndentifyingtheteachingaimsBasedontheanalysisoftheteachingmaterial,Ihavechosenthefollowingastheteachingaimsofmylesson:The1staim:Studentslearntheskillsandstrategiestoreadaprolongedtext.The2ndaim:Studentsgetabetterunderstandingofwhatagapyearis.The3rdaim:Studentsareencouragedtofigureouttheimpliedmeaning.The4thaim:Studentsarefamiliarwithvariousexpression_r_r_r_r_rsorapproachestoexpressthesamethingoridea.Section3TeachingproceduresInordertoachievetheteachingaimsmentionedabove,IdecidetochooseguidedreadingandTask-BasedTeachingasthemainteachingapproach.Withtheteachingmethods,Icanguidestudentstouseeffectivereadingstrategiestocomprehendthetext,solveproblemsandcompletedifferenttasks.Theteachingproceduresincludefourparts.They’regettingready,focusingonmainfacts,readingbetweenthelinesandrespondingthetext.Part1.GettingreadyReadingbeginsbeforeabookisopened.It’simportanttoactivatestudents’existingbackgroundknowledgeanddrawtheirattentiontothetopicofthetext.Inthispart,Iwillusethepre-readingactivitiestoincreasestudents’concentration,arousetheircuriosities,firetheirimaginationandgivethemapurposeforreading.Thepartconsistsoftwotasks:Task1:Atimemachine.Istartmylessonbyaskingsenior3studentswhatthedateis.Then,Igoontoshowapictureofatimemachine.Itellstudentsthatthemachinewithamagicpowerwillbringthemtotheirgraduationfromhighschool,whichis1yearaway.Atthatpoint,Igetthemtoimaginewheretheyareandwhattheyaredoing.Afterit,Igiveasummaryoftheirpresentationsasfollows:Afterleavinghighschool,mostofChinesestudentsgostraightto,atthistimenextyear,mostofyouwillbestudyinginauniversity.(Withthetask,Iinspirestudents’formerknowledgeandimaginationaboutgraduatingfromhighschoolandgoingtocollege,whichcandrawtheirattentiontothethemeofthereadingmaterialandgetthemreadyforthefollowingreading.)Task2:Brainstorming.Afterthesummary,IgoontoshowsomemorepicturesofBritishstudentsfreshfromhighschools,andtellstudentsthatmoreandmorestudentsintheUKaredoingsomethingdifferentinsteadofgoingstraighttouniversity.Afterthat,Iplaythetapeofandgetstudentstocatchtheanswertothequestion:Theywilltravelorworkonprojectsforuptoayearbeforeenteringuniversity.(Withthetask,Iexcitestudents’desiretoknowmoreaboutwhattheirBritishequivalentswilldobeforegoingtocollege.Withthequestioninmind,studentswilldefinitelybeeagertolistentothetapetofindtheanswer.)Part2.FocusingonmainfactsDuringthepart,Iwillaskthestudentstoanswerthequestion—Whatdoestheauthorsay?Studentsaresupposedtogetamainideaofthetextandunderstandthebasicmeaningofthetext.Questionsofthiskindarenotverydifficultandtheycanbeanswereddirectlyfromthetext.Thepartincludessixtasks:Task1:Threeexamples.Imoveontotellstudentsasfollows:Lastyear,CarolSmith,DanielandMartinJohnson,3studentsfromtheUK,wenttosomeremoteplacesanddidsomethingspecial.Aftertheinstructions,IplaythetapeofParagraphs4-6andgetstudentstocompletethefollowingtable.Task2:Matching.Afterlistening,Igetstudentstoopenbooksandscanthethreeparagraphstochecktheanswerstotheprevioustable.Thenthey’rerequiredtocompleteanothertablewithasecondreading.(Withthetask,Igetstudentstolistentothethreeparagraphsinsteadofreadingthem,thusreducingtheamountofreadingtimeandrelivingtheirpsychologicalburden,otherwisestudentswouldbediscouragedbysuchalongarticle.)(Withthetask,studentslearntouseatabletogatherthemainfactsaboutthethreeBritishstudents.They’llcometoknowthatatableisofgreathelpintheirfuturereading.)Task3:Scanningforadetail.Igetstudentstoscantherestparagraphsandfindtheanswertothequestion:Whatdopeoplecalltheyearoffbetweenfinishingschoolandstartinguniversity?Indoingso,Iintroducethethemeofthearticleandwriteontheblackboardthetitle:Mindthegapyear.(Withthetask,studentsareexpectedtograspthethemeofthearticle.Thetaskservesasabridge,whichconnectsthemainfactsinParagraphs4-6totheopinionsaboutthegapyearintherestparagraphs.)Task4:Definitionofthegapyear.StudentswatchaVCRwithaquestioninmind:WhatthreetypesofactivitiesdotheUKstudentschoosetododuringagapyear?Thekeyis:Manystudentsusethattimetotravel,learnnewskillsorbecomeacharityvolunteer.(ThetaskservesasasupplementarytothesecondtaskofPart1.Withthetask,studentsareexpectedtoknowmoreaboutthegapyear.)Task5:Historyofthegapyear.IplayasecondVCRandgetstudentstoanswerthequestion:WhendidthegapyearstartintheUK?(Thetaskenablesstudentstohaveagoodknowledgeofthehistoryofthegapyear.)高中英語(yǔ)課說(shuō)課稿范文第六篇Goodafternoon,teachers.It’smygreatpleasuretobeheresharingmyteachingideasI’llbeginthelessonfromthefollowingfourparts:AnalyzingteachingmaterialTheteachingmethodsThestudyingmethodsTheteachingproceduresandwhilepresentingthesepartsIwilldotheblackboardwritingproperly.OknowIamgoingtostartfromthefirstpart“Analyzingteachingmaterial”ThisunitisaboutItismadeupofparagraphs.Theteachingaimofthislessonistohelpstudentstounderstandandmasterthewords,phrasesandsentencepatternsonthebasisofunderstandingthetext.Theabilityaimistoimprovethestudents’organizingandusingskillsofEnglishandtoretellthewholetextintheirownwords.Theemotionalaimistohelpstudentsunderstandandtodevelopstudents’senseofcooperativelearning.ThentheteachingkeypointsistohelpthestudentsgetageneralideaofthewholeAndtheteachingdifficultpointsistomakestudentsusetheirownwordstoexpressAccordingtotheanalysisabove,I’lltrymybesttocarryoutthefollowingtheorieswhiledealingwiththislesson:TomakestudentstherealmastersoftheclasswhileIjustactasadirector.Tocombinethelanguagestructurewiththelanguagefunctions.Andtomakestudentsreceivesomemoraleducationwhiletheyarelearninglanguage.Inordertoachievemygoal,Iwillusethefollowingteachingmethods:ThefirstteachingmethodIwilluseiscommunicativeapproach,sincelanguageisusedforcommunication.Communicativeapproachislearner-centeredandemphasizescommunicationandreal-lifesituations.ThesecondteachingmethodIwouldliketouseistask-basedapproach.Ataskresemblesactivitieswhichourstudentsorotherpeoplecarryoutineverydaylife.Learnersshouldbegivenopportunitiestoreflectonwhattheyhavelearnedandhowwelltheyaredoing.ThethirdteachingmethodIwanttouseiscomputerassistedlanguageteaching.Computerplaysanimportantroletomakethematerialsattractive.Itcanalsohelpthelearnerstounderstandthelanguageandthenproducecomprehensibleoutput.Andinordertopracticemyteachingmethodsbetter,thefollowingteachingaidswillbeused:Aprojector,ataperecorder,multimediaandofcoursetheblackboard.Andthen,Iwouldliketotalkaboutthestudyingmethods.Asstudentsarepoorincooperativelearningskill,manystudentsarenotactiveinEnglishclass,andevensomeofthemdon’tlikeEnglish.Therefore,IwillhavethestudentslearnEnglishinamuchmorerelaxedatmosphere.Thelearningprocessofstudentsisfromseeing,thinking,andspeaking.So,tomakethestudentsgettheknowledgeactively,cooperativelearningandtask-basedlearningwillbeused.Next,Iwilltalkabouttheteachingprocedure.Totrainthestudents’abilityoflistening,speaking,readingandwriting,Ihavedesignedthefollowingsteps.Step1Lead-inAttheverybeginningoftheclass,Iwillmakethestudentshaveafreetalkaboutandthendiscussthequestionsinpre-readingonpage.Thepurposeofthisstepistoarousethestudents’learninginterest.Afteradiscussionaboutthequestions,thestudentswillbeeagertoknowsomethingaboutandit’stheverytimetonaturallyleadtheclassintoStep2ListeningcomprehensionsInthisstep,Iwillwriteseveralquestionsbeforelisteningtothetext:AndthenIwillmakethestudentsanswerthequestionsafterlisteningtothetape.Thepurposeofthisstepistotrainandimprovethestudents’listeningability.Step3skimmingandscanningInthisstep,Iwillgivethestudentstwotasks.Thefirsttaskistogetthegeneralidea,thetaskistodevelopthestudents’readingskillbymakingpredictionandtoencouragethestudentstoexpresstheirownthoughtsinEnglish.Thesecondtaskistogetthemainideaofeachparagraph.Iwilldividethewholeclassintoseveralgroupstoskimthewholetextandgetthemainideaofeachparagraph.Thepurposeofthistaskistoimprovethestudents’fastreadingskillandcooperatewitheachthenguideSstoreadthematerialcarefullyandtakesomeimportantnotes,thenanswerthefollowingquestionsinP.Step4RetellingthepassageLanguageislearnedbycommunicating.It’smyjobtocreatanatmosphereforstudentstousethelanguage.Thestudentsdiscussintheirgroupandthenchooseareportertosharetothewholeclass.Step7ConsolidationInthisactivity,Iwillasksomestudentstoreadeachparagraph,andthendotheexercisefollowingthetext.Step8makeasummaryIwillgothroughtheimportantpointsanddifficultpointsofthislessonwiththestudentsonceagain.Andofcourse,thelanguagepointsontheblackboardwillbementionedaswell.Andnowlet’smovetothelaststepStep9Homework1.Readthepassageasfrequentlyasyoucan2.Findoutsomewordsandsentencesyouthinkarebeautifulandrecitethem.Purposeofmydesign:Homeworkissoimportantandnecessaryfortomastertheknowledgetheylearnedafterclass.ItwillcheckwhethertheSsachievetheteachingaims.That’sallofmyteachingideasaboutthislesson.Thankingyouforyourlistening.高中英語(yǔ)課說(shuō)課稿范文第七篇Goodmorning,ladiesandgentlemen!I’mXXXfromHighSchool.I’mverygladtopresentmylessonplanhere.ItisfromUnit1Module2NSEFC,Usinglanguage,reading,listeningandspeaking,thefourthperiod.I.AnalysisoftheteachingmaterialandlearnersThecontentofthematerialisabouthowtheAmberRoomgotlost,whichisalsotheclueofthewholelesson.Thereadingpassageisaboutthedefinitionoffactand