高中英语说课(经典3篇)
高中英语说课 篇一
标题：Using Authentic Materials to Improve Speaking Skills in High School English Class
第一篇内容
引言：
高中阶段是英语学习的关键时期，学生需要提高他们的口语能力以应对日常交流和考试。本文将介绍如何使用真实材料来提高高中英语课堂上的口语能力。
目标：
通过使用真实材料，学生将能够提高他们的口语表达能力和理解能力，增强他们的自信心，并且更好地应用所学知识。
步骤：
1. 导入：通过展示一份真实的英语材料，如一篇新闻报道或一段对话，激发学生的兴趣和好奇心。
2. 讨论：与学生一起讨论材料的内容，并提出一些问题激发学生的思考。
3. 练习：将学生分成小组，让他们根据所给材料进行角色扮演或小组讨论。教师可以提供一些问题或话题作为引导。
4. 反馈：引导学生互相反馈和讨论他们的表达方式，帮助他们改进和提高。
5. 扩展：鼓励学生使用所学的表达方式来创造自己的对话或文章，并与其他同学分享。
优势：
1. 提供真实的语言环境，使学生更容易理解和应用所学知识。
2. 激发学生的兴趣和动机，使他们更愿意参与课堂活动。
3. 提高学生的听说能力和交际技巧，为日常生活和考试做好准备。
注意事项：
1. 确保材料的难度适合学生的水平，避免过于简单或过于复杂。
2. 引导学生积极参与，营造积极的学习氛围。
3. 给予学生充分的时间和机会来练习和表达自己的观点。
结论：
通过使用真实材料，学生将能够提高他们的口语能力，并且更好地应用所学知识。这种方法将激发学生的兴趣和动机，提高他们的学习效果，并为他们未来的学习和生活做好准备。
高中英语说课 篇二
标题：Using Technology to Enhance Listening Skills in High School English Class
第二篇内容
引言：
在高中英语课堂上，提高学生的听力技巧对于他们的语言学习至关重要。本文将介绍如何利用技术来增强高中英语课堂上的听力能力。
目标：
通过使用技术工具，学生将能够提高他们的听力技巧和理解能力，增强他们的自信心，并且更好地应用所学知识。
步骤：
1. 导入：通过播放一段有趣的英语视频或音频，激发学生的兴趣和好奇心。
2. 练习：让学生跟随视频或音频进行听力练习，提供一些问题或任务来帮助学生理解和记忆所听到的内容。
3. 反馈：引导学生讨论他们听到的内容，并提供正确答案和解释。
4. 扩展：让学生使用技术工具来创造自己的听力材料，并与其他同学分享。
优势：
1. 提供真实的语言环境，使学生更容易理解和应用所学知识。
2. 激发学生的兴趣和动机，使他们更愿意参与听力活动。
3. 提高学生的听力技巧和理解能力，为日常生活和考试做好准备。
注意事项：
1. 确保使用的技术工具易于操作和理解。
2. 引导学生积极参与，鼓励他们提出问题和分享意见。
3. 给予学生充分的时间和机会来练习和提高听力技巧。
结论：
通过使用技术工具，学生将能够提高他们的听力技巧，并且更好地应用所学知识。这种方法将激发学生的兴趣和动机，提高他们的学习效果，并为他们未来的学习和生活做好准备。
高中英语说课 篇三
英语说课是英语教学中的重要一环，也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段，能从理论上指导教师贯彻教学大纲，真正做到教与学相结合，将教材、大纲、教师、学生、课堂融为有机整体，对不断提高教师教学能力和教研能力，有着突出的作用。
二、说课的基本原则
1. 遵循教学大纲要求，明确说课内容。把握说课与上课的区别与联系，正确理解教材、教案说课、上课之间的层进关系，走出说课即是“说教案”的误区。
2. 以教师为主导，学生为主体，体现先进的教学理念。
3. 详略得当，重点突出，体现说课的完整性。
4. 与教案相结合，体现其可操作性。
三、说课的基本程序
1. 说教材：科学分析教材，明确重点难点、教学目标和要求以及教材在单元中的地位和作用。
2. 说学生：谈谈学生的知识与能力结构，明确说课内容的难易程度。
3. 说教法：谈谈本节课要实施的教学手段、方法以及教具的使用。
4. 说学法：谈谈学习方法的.运用以及将要实现的目标。
5. 说教学程序：说为什么要设计该程序？目的、意图何在？结果如何？
6. 说板书设计：谈谈板书设计的根据和理由，力求体现说板书设计的程序性、概括性和艺术性。
四、注重说课信息和反馈与总结
说课的对象可以是专家、同行甚至是学生。向说课对象征询意见、获取信息，力求不断改进和提高。
五、附earthquakes说课稿Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is earthquakes taken from Unit 4 in New Senior English for China. It is made up of four parts.
Part 1 My understanding of this lesson
The analysis of the teaching material:
This lesson is a reading passage. It plays a very important part in the English teaching of this unit. By studying Unit4, Ss can improve their reading ability, learn more about the earthquakes. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education.
Teaching aims:
1. Knowledge aim: Understand the main idea of the text.
2. Ability aim: Retell the text in their own words.
3. Emotional aim: Make the Ss have a basic knowledge about earthquakes and know how to protect oneself and help others in disasters.
Key points:
How to understand the text better.
Teaching difficult points:
1. Use your own words to retell the text.
2. Discuss how to protect oneself and help others in disasters.
Part 2 My teaching theories, methods and aids
Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director； Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.
Teaching method:
Question-and-answer activity teaching method
Watch-and-listen activity
Free discussion method
Pair work or inpidual work method
Teaching aids:
1. a blackboard
2. a tape recorder
Part 3. Teaching steps
I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.
Step 1 Revision
1. Ask students some questions to revise the last lesson.
2. Check the homework（find out some information about earthquakes）. Through this part we can consolidate what they studied yesterday, communicate with others about their information and prepare for the new lesson.
Step 2. Warming-up and preparation for reading
Show them some pictures and let them talk each other, and then use the pictures about earthquakes to learn new words, for example, smelly, steam, burst, disaster and so on.
Purpose: Arouse the students’ interest of study.
Bring in new subject: Earthquakes.
Step 3. Fast reading
Read the passage as quickly as they can and let them get the main idea of each paragraph:
Purpose: Improve the students’ reading ability.
Understand the general idea of each paragraph.
Step 4. Listening
（
book closed
）
Listen to the tape then do an exercise（ page 27, part 1）
Train the Ss’ listening ability and prepare for later exercises.
Step 5. Intensive reading
Read the passage carefully again and answer some detailed questions on the blackboard.
1. What natural signs of a coming disaster were there?
2. Can you think of some reasons why these signs weren’t noticed?
3. What events probably made the disaster worse?
4. How were the survivors helped?
It is also called depth reading or study reading. It means reading for detailed information.
Method: Read the text inpidually, use question—and—answer activity.
Purpose: Further understand the text （Train further reading ability） to find out some different sentences and details of the text.
Step 6. Consolidation
1. Find out the topic sentences.
2. Retell the passage according to the topic sentences.
Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.
Step 7. Discussion
Show them some pictures about the earthquakes and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: If there is an earthquake, what should they do?
Purpose: I mean to make they know how to protect oneself and help others in disasters I teach them to do their best to protect themselves and help others in disasters.
Step 8. Homework
Write an article about earthquakes. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themselves.
Part 4. Blackboard design
Unit 4
Topic Sentences:
Discussion:
In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.
In this text, the design is not easy to write. I write the topic sentences on the blackboard in order to tell the students that this is of the importance in this class. The discussion is of the difficulty.
I want to make the design inductive, instructive and artistic
