高中英語(yǔ)說(shuō)課稿
作為一名老師，有必要進(jìn)行細(xì)致的說(shuō)課稿準(zhǔn)備工作，借助說(shuō)課稿可以有效提升自己的教學(xué)能力。那么應(yīng)當(dāng)如何寫(xiě)說(shuō)課稿呢？以下是小編整理的高中英語(yǔ)說(shuō)課稿，僅供參考，歡迎大家閱讀。
Good #, teachers and judges. I'm candidate, NO.#. I'm honored to be here to share my teaching design with you.
Today my topic is #. I'm going to interpret my teaching design from six aspects: analysis of teaching material, the teaching aims, important and difficult points, the teaching methods, the teaching procedure, and blackboard design.
Now, I'll start with analysis of teaching material.
This passage comes from New Senior English for China Student's Book #, Unit #. The topic is about #. By studying this passage, we'll enable students to master the skills of reading, and to lay the foundation for the whole unit.
Then, the teaching aims. According to the analysis of teaching material, the teaching aims can be achieved as follow.
First, knowledgeaims. Get students to understand the content of the passage, and the important words and expressions, such as #.
Second,abilityaims.Improve students' reading ability, and guide students to apply the key words and expressions into speaking and writing.
Third, emotionalaims. Broaden students' international viewand raise theirinterest in English learning.
Next, the important and difficult points.
The important points.Getstudentsto master the usage of the important words and expressions, andhelp students understand some key sentences in the passage, for example #.
The difficult points.Improve students' reading ability of getting specific information from the passage, and let students talk about #.
Let's move to the teaching methods.
Based on certain English learning foundation of the students, I will adopt situational teaching method, communicative language teaching, and task-based teaching method.
Here comes the most important part of my teaching design, the teaching procedure.
There are five steps.
Step one, warming up.
At the very beginning of my class, I will divide my students into six groups.
To attract students' attention and arouse their interest in reading, I will start my class like this. "Boys and girls, look at the picture, what is it? Yes, # Now, let's work in groups and have a competition. OK? Each group has to list # as many as possible. You only have one minute. Now, Start! OK, time's up! Show me your paper! Wow, you know so much about #. But, do you want to know more about #? Today, we are going to learn a passage about #.
Step two, pre-reading.
First, I'll deal with the background knowledge about #.
Then, students will have a discussion in pairs, and try to predict what the passage is about, according to the title and the pictures. By doing this, students will be eager toread the passage.
Step three, while-reading.
There are three tasks.
Task one, skimming for main idea and questions.
Students will have three minutes to skim for the main idea of the passage.
Then, they have to answer two questions. Question one #? Question two #?
In this way, students will get a rough understanding of the passage.
Task two, scanning, fill in the mind map.
To make students have a deeper understanding of the passage, I will design a mind map like this #. Students will have five minutes to complete this mind map, according to the information from the passage.
Task three, detail reading, true or false.
I will present ten statements on the screen, and let students listen to the tape, and decide true or false. The purpose is to give students a full understanding of the passage.
Step four, post-reading.
In this part, students will have ten minutes to do an activity in groups. Each group has to use the information from the passage to act out an interview between a reporter and #. While my students are preparing, I will walk around the classroom, and give some guidance. Then, I will choose two groups to make a presentation, and the other groups have to give some comments.By doing this, students will break through the difficult pointsof this lesson.
Step five, summary and homework.
I will let students do a summary about what they have learned today. Then, I will praise the students who perform well in today's class, and encourage the others. As for homework, students have to search for more information about #, and exchange their ideas with partners.
Last one, theblackboard design.
On the top, is the title of this passage. In the middle, are main idea, questions and a mind map.On the left side, will besome key words and expressions.On the right side, will be my feebacks, and some brilliant ideas from my students.
That's the end of my teaching design. As a novice, I will try my best to improve it in my future work and daily life.
Thank you for your listening.
May I clean the blackboard？
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