人教版高二英语优秀说课稿思维导图

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人教高二英语优秀课稿

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人教版高二英语优秀说课稿（一）

（一）教材内容及分析

我说课的内容是外研版《英语》（新标准）高中第三册（必修3）Module 4 Sandstorms in Asia本模块介绍了亚洲（主要是中国）沙尘暴的情况，并引入了与沙尘暴和环保有关的词汇。要求学生了解沙尘暴方面的知识并掌握相关词汇，培养学生用英语谈论沙尘暴及环保的语言技能。

Introduction 部分为此模块的warming up,介绍与“沙尘暴”有关的词汇，并设计了三个练习活动。通过教材设计的这三个活动，可以让学生初步熟悉这些词的意义，为以后的各项学习活动做好准备。Reading and Vocabulary 该部分介绍了“亚洲的沙尘暴”。围绕着课文，编者设计了五个与课文内容和词汇有关的练习。通过这些练习，学生可以增进对沙尘暴危害性的了解，熟悉有关沙尘暴的词汇。

（二）教学目标

根据《新课标》总目标的描述，结合本课的内容，我把本节课的教学目标系统化，分别是：语言知识，能力目标，情感目标，文化意识，和学习策略。

1．语言知识目标

掌握并能运用下列词汇：

与沙尘暴有关：disaster, dune, citizen, dust, desertification, forecast, strength, cycle, mask

与环保有关：process, mass, campaign

句子:

To have been caught in a sandstorm was a terrible experience.

There was nothing to be done.

To be cycling in a sandstorm is frightening.

2．语言技能目标：

理论依据: 高中英语课程标准强调用英语获取和处理信息的能力

1.能从文章中获取主要信息并摘录要点

2.能理解文章主旨、作者意图

3.能提取、筛选和重组文章中的信息

4.能利用上下文猜测新词汇

3．学习策略目标

词汇归类

在阅读、英语互动、完成任务过程中进行有效自我调控

通过各种途径获取相关信息，辨别并运用有效资源

4．文化意识和情感态度目标

了解亚洲沙尘暴的状况

增强环保意识

5．重点与难点

重点：

了解沙尘暴；阅读微技能训练

难点：

运用所学词汇和短评，围绕主题进行讨论及写作

二、说学情

在教学过程中，对学情的了解是教师因材施教的关键。高中的学生注意力有一定的稳定性，观察能力很强，具有一定的目的性，系统性和全面性，已经初步实现从具体思维向抽象思维的过渡。他们喜欢富有个性化的教学设计，喜欢接受新鲜事物。同时，自我意识增强，拥有强烈的主观能动性。他们更是拥有很强烈的自我展现意识与欲望，不但在乎别人对自己的评价，更渴望得到别人的关注和赞赏。他们已具有了一定的自主合作和探究的能力，具有了一定的英语语言知识和英语应用的能力，具备了基本的英语思考和英语表达的基本技能。

因此，设计这节课时，我充分考虑到学生的主体性，把自己作为与学生一起探讨的一员，以亦师亦友的身份走进他们，以基础的语言启发他们，以轻松的话题开始，以愉快的交流展开合作，充分创造机会让同学们都拥有成功的喜悦，在和谐的氛围中探究并完成教学任务。

三、说教学方法

新课程提倡运用任务型教学途径，围绕核心问题，设定小任务；围绕文章内容，尽可能提供训练学生技能的机会；开展自主性学习的课堂活动，强调合作探究与独立思考相结合。任务型教学：任务型教学强调语言学习应该是在“做中学”“用中学”。任务设计应该贴近学习者的生活，才能激发学习者的背景知识，激发他们的学习的兴趣，语言才能在经意中习得incidental acquisition.

这节课本人主要采用任务型教学法和活动教学法，借助多媒体展开教学活动。通过运用阅读技巧，如查读等方式提高阅读能力，从而使学生掌握阅读策略，同时围绕文章设计多种语言活动，以自主合作等多种形式，引导学生根据不同的学习任务尝试使用不同的学习策略，使良好的学习习惯得以培养，自主学习和合作得以发展，交际能力和综合运用能力得以提高。

四、说学法

通过本课教学，我将主要培养学生掌握以下学习方法：

1．参与式学习法：培养他们从练中学，在学中用，通过设置符合学生知识水平的活动让学生参与、体验、实践，并从中品味在活动中的乐趣。

2．知识迁移法：培养学生善于运用所学知识来分析和解决问题的能力。

3．合作学习法：通过小组形式完成多种活动，培养探究和合作意识与能力。

人教版高二英语优秀说课稿（二）

The analysis of teaching material.

The analysis of students.

The analysis of teaching aims and demands.

The analysis of teaching importances and difficulties.

The analysis of teaching methods.

The analysis of teaching procedures.

Blackboard design.

Teaching reflection.

Well, firstly, I`ll talk about Part 1 the analysis of teaching material. My teaching topic is… from Unit…Go For It Junior English Book 1A, which published by People Education Press. In this period, the main language function is to practice listening and speaking skills around…as well as the communicative skills of……

Then I`ll talk about next part the analysis of the students. It is known to us that most of students had learned English for about…years. They are curious about new things and have a strong desire to learn better. However, their Engish tearning level are different from each other. They need teachers` help and encouragement in their further study.

Next I`ll talk about teaching aims and demands. There are knowledge aims, ability aims and emotional aims. The knowledge aims are to enable the students to master the new words……the phrases…and the sentenses……The ability aims are to obtain the abilities of listening, speaking, reading and writing around……to train the students` abilities of using language, to guide the students to talk about…using the expressions of…and to develop the students` ability of creative thinking and cooperative study. The emotional aims are to enable……

Let`s move on to another part: the analysis of teaching importances and difficulties. The teaching importances are…The teaching difficulties are……

Next is teaching methods. I use…methods in my lesson. There are multimedia computer assisted instruction, task-based activities, situational approach, total physical response or the audio-lingual method.

Now I`ll talk about teaching procedures. According to five steps teaching method, I design my lesson into five steps.

Step 1 is warm-up. Here I`ll…By this, the students can be interested in it and pay their attention to our class easily and…

Step 2 is lead-in. Here I`ll…By this, the students……

Step 3 is presentation. Here I`ll……By this, the students……

Step 4 is practice. Here I`ll…By this, the students……

Step 5 is homework. Here I`ll……By this ,the students……

Next is my blackboard design. I`ll design it like this……

At last, I want to say, to be a good teacher is my dream. I think a teacher is not only a guide for sudents, but also a friend of them. If I were a teacher, I would build a close relation with my students, helping them not only on their study but also on their lives. I`ll try my best, and I have confident that I can do it.

Ok, that`s all. Thanks for your listening. Good-bye.