高中英语说课稿【三篇】

高中英语说课稿【三篇】

“说课”有利于提升教师理论素养和驾驭教材的水平，也有利于提升教师的语言表达水平，因而受到广大教师的重视，登上了教育研究的

大雅之堂。###小编整理了高中英语说课稿【三篇】，希望对你有协助!《Unit 16 Scientists at work 》

一、教学背景分析

1. 单元背景分析

随着科学技术的发展，各种各样新的发明和发现都层出不穷。生活在这样一个知识爆炸的年代，学生们更应用心去体会并感受科技和

发明创造者给生活带来的变化，进而能联想到他们平时所学的学科及

知识，并用英语为媒介实行知识的整合与串联。同时从另一个角度来说，科技进步的同时，我们的社会也产生了各种各样的矛盾与争论，

所以如何准确的看待或处理这些问题，也成为广大学生应该了解并掌

握的知识。

2.学生情况分析

本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适合了在活动与任务中学习英语以及如何

处理语言知识与活动展开的关系。并且，他们也已经形成并培养了一

定的小组合作学习及自主学习的水平。

二、教学目标分析

语言技能

听：在听懂教师向学生讲述实验中注意事项基础上，继续学习并强化捕捉特定信息的水平，以及确定全文主要话题的概括水平。

说：应能在了解一定的现代科技发明基础上，思考并学习如何对一种新的事物实行描述。同时能与他人实行交流，叙述事物的利与弊端。

读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定文章的段落大意，理清文章的总体框架与脉络。继续使用已经掌握的基本猜词技巧猜测部分单词，并在上下文体验中感受某些佳句给读者带来的深层含义。

写：学习在对事物实行理性思考的基础上，使用恰当的句型与词汇描述对事物正反面的不同观点，同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感，并应熟悉议论性作文的基本写作框架。

情感态度与文化意识

（1）进一步培养小组合作学习的水平，通过调查、采访、讨论等活动完成任务，取长补短，增强团体协作意识。

（2）引导学生用英语实行不同学科特点的思考，体会学科之间的联系与区别。通过话题启发学生积极思考，调动学生的学习兴趣。

（3）指导学生用批判的思维去接受新的事物，增强他们的辩论意识与水平。

（4）意识到科技工作的艰苦以及所必需的个人品质与素质，鼓励学生在学习过程中的创新精神与实践水平。

语言知识

词汇：学习并使用一些与science 和scientists相关的词汇。

语法：进一步了解一词多义现象与合成词的构成。

功能：学习如何就某一事物给予别人指导与说明。

话题：掌握相关实验说明的话题表达以及如何从正反两方面对某

一话题实行分析讨论。

学习策略

指导学生使用已学会的抓重点、做记号、摘笔记等方式对所学内

容实行整理与归纳，并鼓励学生增加与教师和同学交流、合作，继续

培养准确的自我评价与相互评价的习惯，从而总结交流学习所得，进

一步形成有效的学习方法。并指导学生把英语学习从课堂延伸到课外，发挥已掌握的使用工具书，查找资料、上网等方式增加用英语思维与

表达的水平，了解实验对于科学研究的重要性，树立准确的向上的学

习态度，形成具有批判性的看问题习惯。

三、教学内容分析

本单元的中心话题是science and scientists。话题依附于听力、对话、阅读与写作等语言载体中。本单元的话题内容与学生的日常学

习有着密切的关系，应该说是以英语为媒体让学生表达他们对平时理

化生等理科课程，特别是相关实验，所想到及感受到的内容。所以，

即使本单元的话题对学生来说有着一定的难度，但却有体现出了以学

生为中心，贴近学生生活而又富有时代气息的特点。

Warming up设计了四幅与学生的理科课程相关的图片，学生通过对日常熟悉的相干实验工具及场地的识别，展开相关学科特点与学习

的讨论。同时在此基础上，要求学生们在Listening部分能熟悉某些

实验室的规则及注意事项，掌握如何给予别人指导与说明，并能抓住

文章的中心话题，捕捉相关细节内容，回答相关的问题。

Speaking则是一个极富时代气息的讨论练习。要求学生们能对现在热门的尖端科技有所了解，（练习中提供了诸如Maglev train, cloning, nuclear energy, computer 与 space flight等内容）然后能就这些新的科学技术与工具实行理性的辨证的思考，既能感受到它

们给我们的生活带来的巨大利益，同时也能发现其中所存有的不足与

弊端，并能通过讨论、对话等形式发表自己的观点与想法。这个部分

也应该是本单元写作内容的一个铺垫。

Reading讲述的是科学家Franklin的风筝实验，从而证明

Lighting and electricity are the same的故事。学生在理解文章的基础上，能充分感受到实验对于科学工作的重要性及科学家是如何获

得事业上的成功的。同时能落实材料中所出现的一些单词与短语的使用。

Language Study是在本单元词汇学习的基础上，让学生进一步了解并掌握一定的构词法。主要是兼类词、一词多义现象及合成词的构成。

Integrating skills 通过学生对科学家是否应利用动物实行实验，从而达到发明新产品现象的讨论，理性的从正反两个方面看待这

个问题。同时在阅读、思考与讨论的基础上，写下一篇阐明自己观点、立场与看法的短文。

四、教学重点与难点

1.重点

（1）能就某一话题实行合理的分析，并从不同的角度去分析问题，展示一个物体的利与弊两个方面。同时能在讨论时学会使用哪些

结构与单词对事物实行评价，诸如“ It’s good / bad / harmful for… / It’s dangerous / expensive / important /

unnecessary/ It brings people …/ It can help people…

（2）掌握如何就某一话题给予别人指示与说明，能熟练使用Don’t do… / Don’t forget to… / Make sure… / Reme mber that… / Do be careful of…等结构实行讨论、对话与表演。

（3）能进一步了解一词多义及合成词的知识。以便能更好的区

别单词词义与猜测单词词义，利用构词法知识扩充词汇量，并能真正

做到为阅读服务。

（4）能把事物的正反利益和理性的思考落实到笔头，即能清晰

地就某一争论性话题发表自己的立场，阐明原因。并能进一步使用基

本的协作技能学会argumentative essay的写作。

（5）能继续使用各种阅读微技能实行有效的阅读，同时能在阅

读中继续培养猜测单词词义的水平。同时掌握文中出现的单词与短语

的使用。

2.难点

（1）如何有效的让学生就given topic实行合作，分析问题的

利弊，并掌握相关的词汇。

（2）如何能就课文内容完成一些开放性的话题讨论，能把课文

的内容得以延伸与拓展。

（3）如何更加有效的掌握并使用一些key words and expressions, such as make /do an experiment on…， comfort, conduct, charge, a great of, prove, tear, sharp, explain,

pick out, test on, doubt, conclusion and so on.

（4）如何能使议论性作文表达的更加完整与流畅。

（5）指导学生通过各种渠道如图书馆、网络等资源查找资料。

五、教学原则

（1）坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师应扮演自身作为“设计者，研究者，

组织者，促动者，协调者”的角色。

（2）以任务型教学（Task-based Language Teaching）作为课

堂教学设计之理念，具体采用情景教学法（Situational Approach），交际教学法（Communicative Approach），整体语言教学法（Whole Language Teaching）等教学方法。从一定水准上说，人们使用语言是

为了完成各种各样的任务，而任务型的教学活动就是让学习者通过使

用所学语言来完成各种各样的交际活动。学习者通过表达、沟通、交涉、解释、询问等各种语言形式来学习和掌握语言，实现目标，感受

成功。

（3）贯彻“教中学，学中用”策略，真正使学生学以致用。

（4）在教学中突出交际性，注重读写的实用性；同时适时实行

情感与策略调整，以形成积极的学习态度，促动语言实际使用水平的

提升。

六、教材与任务安排

本单元计划为六课时：Warming up & Listening （1课时），Speaking （1课时），Reading （2课时）， Grammar （1课时），Integrating skills（1课时）。同时本单元安排的三大任务是（1）。为学校理化生实验室拟订英语实验室规则。并以墙报的形式实行比较后，选出其中的规则，然后上报给学校。（2）。科学家创造发明故事

比赛。要求学生在课外收集国内外发明家的故事，经过整理后，能以

故事、小品、对话等不同形式表演出来。在全班同学的共同评判下选

出故事及选手。（3）。当地热点争论问题讨论。搜集本地当前人们所

争论的一些问题，并能采集到不同的人对于这个问题的不同看法与见解，并能实行思考后，发表自己的立场与观点。然后写一封书信给当

地相对应的管理机构或政府部门。

《Body talk》

说教材

1、教材的地位

21单元的主要话题是“身势语”。身势语是人类重要的交际工具，在跨文化交际中起着不可替代的作用。本课为阅读课，通过一篇介绍

性文章讲述各种文化背景下的身势语的异同。教材内容十分贴近学生

的生活，更符合当今世界增强跨文化交流意识的趋势，培养学生多元

文化意识、克服文化冲突，增强文化沟通与合作，从而达到顺利交际

的目的。

2、教材目标

根据新的英语课程标准要求：“发挥教师的指导作用，充分调动

学生学习的主动性和积极性。”和“培养学生的综合语言使用水平，

而综合语言水平的形成建立在学生语言技能、语言知识、情感态度、

学习策略和文化意识等素养整体发展的基础上”。着重提升用英语实

行思维和表达水平；形成跨文化交际的意识和基本的跨文化交际水平，本节课的教材目标确定为：

1). 知识目标（知识教学点）：

学习新词语、新句型, 扩大语言积累。

了解身势语在世界不同国家所表达的意义并学会使用。

2). 水平目标（水平训练点）：

a. 准确、全面、深刻理解课文信息内容, 协助学生提升略读、

跳读和查读的技巧。

b. 提升学生的归纳概括水平，比较和分析问题的水平，自主学习、自我评价和相互评价的水平和合作意识。

3). 情感价值观（德育渗透点）：通过本单元学习，教育学生尊

重异国文化，增强交流沟通水平, 增强跨文化的意识。

3、教材重点与难点

1）、重点：A 掌握重点词语和句式，掌握一定数量的身势语。

B.学会略读，跳读，查读的基本阅读技能.，培养语感。

2)、难点：A. 提升学生语言交流水平。

B. 归纳文章的中心思想，深刻理解文章。

C. 准确使用身势语。

4、学生的学习状况分析及对策

学生经过了几年的英语学习，有了一定的语言基础知识，但因为

我授课班级为文科平行班级, 学生的词汇量及英语听说读写水平相当

有限。针对这种情况，在平时的教学中我首先从培养学生学习兴趣入手，当前学生的学习积极性较高，为顺利完成本课教学任务奠定了一

定的基础。我采用的策略是通过情景激发学生兴趣，要求学生打好语

言基础，通过任务设计来调动学生的积极性，提升学生的基本阅读技能。

说教法

1、教法的选择

依据教育心理学：“开发右脑能够培养学生形象思维、综合思维、创造性思维，促动学生的情绪反应。协调开发左右脑对培养学生综合

水平有着积极的意义。”在教学过程中我采用任务型教学法，讲授法，讨论法等多种教学方法相结合，引用学生身边的典型事例，组织学生

参与课堂教学活动，充分体现了培养学生的自主学习水平和合作学习

意识。通过积极有效的评价方式，鼓励学生克服困难学好英语。

2、教具的选择

在教学中我使用的是多媒体电脑,因为它具有强大的文字图片编

辑功能,有很强的实用性,增大了教学的课堂容量. 而且使英语教学大

信息量、高密度、快节奏的教学原则得到更好的体现。

3、调动学生学习积极性

在课堂教学中确立学生的主体地位,营造民主和谐课堂教学气氛,

建立平等、民主、合作的师生关系，创设一种创造性学习的课堂教学

情境，以调动学生的学习积极性。

说学法

通过本堂课的学习，学生能够采用分类记忆的方法，掌握基本的

阅读技巧，在完成任务过程中，学生们增强了合作意识。在所创设的

语言环境下，学生能够积极主动地参与语言交流活动，使自身的交际

水平有所提升，并学会自我评价。

教学过程

我使用的是任务型教学模式。任务型教学模式提倡学生在教师的

指导下通过感知，体验，时间，参与和合作等方式，实现任务的目标，感受成功，任务型的教学途径能够使学生通过积极尝试，自我探究，

自我发现和主动实践等学习方式培养主动，合作，探究的精神和水平。

（一）导入新课

教师通过情景导入新课，激发学生兴趣，师生互动进入本单元的

话题。

（二）略读

让学生快速的读文章，找到每个段的中心句，并且分析文章大致

能够分几段

活动形式：

个人活动：快速阅读课文，查找信息，回答问题

小组活动：学生合作学习，讨论分析文章大意

（三）查读

让学生仔细阅读文章，回答问题，并完成表格，巩固练习

活动形式：

师生互动：教师协助学生解决阅读过程中出现的问题

个人活动：仔细阅读课文，并且分析文章，回答问题

小组活动：学生共同讨论，从而更加深刻的理解文章

（四）小组活动

学生经过研究学习，完成教师提前布置的不同的任务，并在课堂

中展示出来

小组A：查找关于肢体语言的图片，并向大家展示

小组B：对比中美的肢体语言差异，并让同学自己表演出来

小组C：模仿教师播放的幽默短剧，并由组内同学模仿表演出来，注重身势语的表现。

（五）评价过程

学习完本节课，要求学生对自身和同学实行评价

1，自我评价

1) I can remember the new words and expressions.

2)I can tell the difference between body language in China and in some other countries, especially in the US.

3) I can use body language exactly to express myself.

4)The body language that I’m interested in is______.

2，互相评价

1）The student who is most active in speaking

2）The student who is most active in answering questions

3）The student who is most active in performing

4）The student who is most active in group work

（六）作业

身势语在工作面试中也起着重要的作用，如果你在美国，在工作

面试中，你应该注意什么样的问题？

说创新点

1，根据教材的“结构（structure）——功能（function）——

任务（task）”特点，抓住“任务”这个基本点，以“结构”为基础，重视“功能”的体现，最终落实在“任务”的完成。

2，突破现行“教师——学生”的教学活动模式，形成以学生小

组活动为主，在课堂教学中建立“师——生”、“生——生”、“生——师”等多维度、多层次的互动模式。

3，引入行为评价机制，引导学生根据评价依据，自主、合作的

学习。

说测评反馈

通过本节课的学习，学生能够掌握基本的阅读技能，提升阅读水平，学到了身势语在生活中的重要性，培养学生的合作意识，学会本

节课的基本句型，重点词汇。绝大部分学生能够掌握本课的语言知识，但要达到熟练使用，还需要在下一步的学习中继续巩固。

《Women of Achievement》

Women of Achievement

女人的成就

Good morning, ladies and gentlemen. My topic is Women of Achievement, that is, unit 1, in module 4. The reading passage “A Student of African Wildlife” is talked later and my talk consists of 4 parts. Part 1, my understanding of the material. Part 2, teaching approaches. Part 3, preparations before class. Part 4, teaching procedure.

早上好,女士们,先生们。我的话题是妇女的成就,在模块4单元1。整篇文章“非洲野生动物的学生”是说以后和我谈话由4部分组成。

第1部分中,我对材料的理解。第2部分,教学方法。第三部分,在上课

前准备工作。第4部分,教学过程。

Part 1 my understanding of the material

第1部分我对材料的理解

First, let me introduce the reading passage. It is

the center of this unit’s teaching and learning. It is made

up of 4 paragraphs, that is, one day’s observing chimps with Jane in the forest; how Jane did her research and her achievements; Jane’s love towards animals and her contributions to animal protection; and a short summary to her. By learning this lesson, the students can not only understand women’s status in society and everyday life,

their values and contributions, their difficulties and achievements, but also learn how to use some words, phrases and sentence patterns. Of course, the students can practise their reading skills, such as skimming, scanning and careful reading.

首先,让我介绍整篇文章。这是本单元的教学和学习的中心。它

由4段,也就是一天的观察黑猩猩和简在森林里,简如何做她的研究,她

的成就,简对动物的爱和她对动物保护的贡献;和一个简短的摘要。通

过学习本课,学生不但能够了解女性的社会地位和日常生活,他们的价

值和贡献,他们的困难和成就,但也学习如何使用一些单词、短语和句型。当然,学生能够练习他们的阅读技巧,如略读、扫描和仔细阅读。

Second, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading and writing, they still need many

opportunities to explore and convey meanings; to classify and reflect on their thoughts, feelings and experiences; to experiment and use their imaginations, and also to develop their autonomous learning ability, cooperative learning

ability and investigative learning ability.

其次,我想告诉一些关于学生。虽然学生听力的基本水平,来说,阅读和写作,他们仍需要很多探索和传达意义的机会;分类和反思自己的想法,感受和经历,尝试和使用他们的想象力,并培养他们的自主学习水平、合作学习水平和研究性学习水平。

Third, about teaching aims

关于教学目标

Knowledge aims： To learn how to use the mastery words, phrases and sentence patterns;

知识目标：了解如何使用掌握单词,短语和句型;

To learn sth about Jane’s research.

了解某事简的研究。

Ability aims：To cultivate the students’ autonomous learning ability, cooperative learning ability and investigative learning ability;

水平目标：培养学生的自主学习水平、合作学习水平和研究性学习水平;

To develop students’ reading skills, such as making prediction and drawing inferences from the context.

培养学生的阅读技能,比如从上下文预测和推断。

Emotional aims： To encourage the students to participate in the class activities and cultivate their teamwork spirit;

情感目标：鼓励学生参与课堂活动,培养他们的团队合作精神;

To learn Jane’s bravery and perseverance in achieving her goals;

学习简的勇敢和毅力实现她的目标;

To reinforce the sense of wildlife protection.

增强野生动物保护的感觉。

Fourth, about key points and difficult points 对重点和难点

I think they are to develop the student s’ reading skills, such as making prediction and drawing inferences from the context; and to learn how to use the mastery words, phrases and sentence patterns.

我认为他们是培养学生的阅读技巧,如从上下文;使预测和推断,并学习如何使用掌握单词,短语和句型。

Part 2 Teaching approaches

第2部分的教学方法

According to the analysis above, I’ll try to use the following theories： to make students the real master of the class while the teacher myself the director; to inspire the students, especially girl students to chase their dreams with great determinations.

根据上面的分析,我将尝试使用以下理论：让学生真正的掌握类的,老师自己导演;激发学生,尤其是女学生以极大的决定去追逐自己的梦想。

Therefore, task—based teaching method, students—centered teaching method and CAI will be used.

所以,任务型教学方法,坚持以教学方法和CAI将被使用。

Part 3 Preparations before class

第三部分在上课前准备工作

I will ask the students to surf the Internet or go to the library to find some information about great women that they are interested in.

我会问学生们上网或去图书馆找到一些伟大的女性,他们感兴趣的信息。

And in class, they will give reports of the information they have obtained. By doing this activity, I can train their autonomous learning ability and investigative learning ability, and their abilities of collecting and dealing with information.

在课堂上,他们将使他们获得的信息的报告。通过这个活动,我能够培养他们的自主学习水平和研究性学习水平,和他们的收集和处理信息的水平。

Part 4 Teaching procedure

第4部分教学过程

I designed 6 steps to deal with this reading passage.

我设计了6个步骤来处理这个阅读文章。

Step 1 lead—in

步骤1中引入

Activity：picture appreciation and question

answering

活动：图片欣赏和问答

I’ll show them some beautiful pictures of wild animals, such as lions, Tibetan antelopes, monkeys and chimps. Then one question will be asked： which animal has the

closest connection with human beings? It’s not so difficult. Of course, chimps. Then the students can find more about chimps from the reading passage.

我会向他们展示一些漂亮的野生动物的照片,如狮子、藏羚羊、

猴子和猩猩。然后会问一个问题：哪种动物与人类最接近的联系吗?这

不是那么难。当然,黑猩猩。然后,学生能够找到更多关于黑猩猩从整

篇文章。

The purpose of this activity is to stimulate the students’ interest and naturally lead to t he reading passage.

这个活动的目的是激发学生的兴趣和自然导致整篇文章。

Step 2 pre—reading

步骤2读前活动

Activity：look and guess

活动：猜猜看

The students will be asked to just glance at the

title and the two pictures in the book, and then guess what

they will read in the t ext. And they’ll be divided into groups of four to have a discussion.

学生将被要求只看一眼标题和书中的两张图片,然后猜猜他们会读文本。,他们会被分成组,每组4有一个讨论。

This activity is to inspire the students to read actively, not passively. Surveys show that active reading can raise the readers’ interest and reading efficiency. Other purposes are to develop the students’ reading skill—making prediction and to encourage the students to think in English, express their thoughts in English and cooperate with each other.

这个活动是激发学生积极阅读,而不是被动的。调查显示,活动能够提升读者的阅读兴趣和阅读效率。其他目的是培养学生的阅读

skill-making预测,并鼓励学生用英语思考,用英语表达自己的想法,互相配合。

Step 3 reading

第三步阅读

Activity 1 scanning

活动1扫描

The students are required to scan the text quickly and find out specific information of the following questions.

要求学生快速扫描文本,找出下列问题的具体信息。

1 who is the student?

1学生是谁?

2 what animals are observed?

2观察到的动物是什么?

3 when did Jane Goodall arrive at Gombe? How old was she?

3珍·古道尔到达贡贝是什么时候?她多大了?

4 what was the purpose of her study?

4她研究的目的是什么?

By doing this activity, the students can improve

their reading skill—scanning. And they can get the two lines of the whole passage, the main line—student, and the hidden line—wildlife. It builds a solid base for the latter reading comprehension.

通过这次活动,学生能够提升他们的阅读skill-scanning。他们能够得到两行整个通道,主要line-student,隐藏line-wildlife。它构建一个坚实的基础对于后者阅读理解。

Activity 2 skimming

活动2略读

The students are asked to skim the text quickly and summarize the main idea of each paragraph.

要求学生快速浏览课文,总结每个段落的主要思想。

By doing this, I can train the students’ reading skill—skimming. And before their skimming, I’ll remind them to find out the topic sentence of each paragraph.

通过这样做,我能够训练学生的阅读skill-skimming。之前和略读,我会提醒他们找出每段的主题句。

Activity 3 careful reading

活动3仔细阅读

For paragraph 1： Video watching and completing a diagram

第一项：视频观看和完成图

Get the students to watch a short video of Jane’s research with chimps.

让学生观看短片的简研究黑猩猩。

This paragraph is a description of what Jane and her partners did in the forest. The video can turn the

description in words into images. So it seems as if the students themselves went into the forest. Then a diagram will be shown to the students. It contains the main actions of the chimps. They have to complete it. By these two changes, the students can master the important words, phrases and

sentences better.

这个段的描述是简和她的合作伙伴在森林里。视频能够把文字到

图片的描述。所以好像学生自己走进了森林。然后一个图表将向学生

展示。它包含的主要行动黑猩猩。他们必须完成它。通过这两个变化,

学生能够掌握重要单词、短语和句子更好。

For paragraphs 2-3： Retelling job

段落2 - 3：复述工作

These two paragraphs are relatively long, so the students may have difficulties in classifying the content. Therefore I divided all the sentences into 3 aspects, that is,

Jane’s difficulties, her discoveries and her contributions. According to the key words, they have to retell it.

这两个段落相对较长,所以学生们有困难分类内容。所以我把所

有的句子分为三个方面,也就是说,简的困难,她发现和贡献。根据关键字,他们必须复述它。

By doing this activity, I can train the students’ language organizing ability to meet the demands of the new curriculum.

通过这个活动,我能够训练学生的语言组织水平以满足新课程的

要求。

For paragraph 4： Question answering

第四段：问题回答

It is a short summary to Jane and implies that women can do what they want to do as men. This paragraph is

relatively short and easy to understand. So the questions are fairly easy and will be offered to the less talented students.

这是一个简短的摘要,简和暗示女性能够和男性做他们想做的事。这个段相对较短的和容易理解。所以问题是相当容易的,并将提供给有

才华的学生越少。

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