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高中英語教師資格證說課稿優(yōu)秀
作為一名無私奉獻(xiàn)的老師，通常需要準(zhǔn)備好一份說課稿，通過說課稿可以很好地改正講課缺點(diǎn)。說課稿應(yīng)該怎么寫呢？以下是小編幫大家整理的高中英語教師資格證說課稿優(yōu)秀，僅供參考，歡迎大家閱讀。
高中英語教師資格證說課稿優(yōu)秀 1
Good morning, everyone, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is New Senior English for China Book3 U1 Festivals Around the World. I’ll be ready to begin this lesson from two parts. The first part is analyzing the teaching material and the second part is teaching procedure. First, let me talk about the teaching material.
Part 1 Teaching Material:
This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about their winter holidays and the Spring Festival.
The Warming Up is intended to have students start thinking about the variety of events and festivals that are celebrated in China. The teacher can ask the students if they have some idea about the foreign and domestic festivals.
The Pre-reading is a continuation of the Warming Up and it moves the discussion to a more personal level. It is intended to help students enter imaginatively into a discussion of festivals and their importance to the society. It also directs their attention to the variety of events and activities those festivals include.
The reading passage titled Festivals and Celebrations which is briefly describes the earliest kinds of festivals with the reasons for them, and then four different kinds of festivals that occur in most parts of the world. Encourage students to look at the pictures and the heading of each section to guess what the text might be about. The teacher can first let them work in pairs or in groups to find the answers together, and then check their answers with the whole class. Students should be required to talk about festivals in their own words at the end of the class.
Part 2 Teaching Steps:
In my opinion, the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. Therefore, the teaching steps are very important and they should be arranged in good orders. Moreover, the teaching methods should be considered in this part, such as pair work activity and Students –Centered-Teaching.
Now let me introduce my teaching steps.
Step 1 Leading-in
I will have a free talk with students. Ask them the following questions: Did you have a good time in your winter holidays? How did you celebrate your Spring Festival?
With this topic we will begin the new unit which is talk about the festivals around the world.
Step 2 Warming up
I will let students talk about other Chinese festivals that they familiar to.（Lantern Festival, Pure Brightness Festival, Dragon Boat Festival, Mid-Autumn Festival, New Year’s Day, Chung Yeung Festival. ）
And then I will let students read the information about Chinese festivals in the book and discuss another three Chinese festivals. Next I will let them complete the form in this part in pair work and ask some to share their opinions with the whole class.
After finish the form I will talk about some foreign festivals with students by PPT such as Christmas, April Fools’ Day, Easter, Halloween, Valentine’s Day, Thanksgiving Day and so on.
Step 3 Pre-reading
In this part, we will have a discussion about the following questions:
What festivals or celebrations do you have in your city or town? What part of a festival do you like best—the activities, the music, the sights, the food or the people who visit?
Step 4 Reading
This part will conclude 3 parts, the fast reading, intensive reading and reading and discussion. About the fast reading, I will ask students to skim the reading passage and then fill in a following chart. This part is very important because students can improve their reading skills and reading speed by skimming reading scanning reading.
For the intensive reading part I will allow students to read carefully this time to understand the main ideas of each paragraph and the important details, and then finish some questions.
Last is the reading and discussion, in this part, the students are allowed to read the text a third time and then work in pairs to finish the form and discuss which festivals are the most important and which are the most fun. I will encourage them to expand their answer by their own experience.
Step 5 Homework The last step is homework.
1、 Learn the useful new words and expressions in this part by heart.
2、 Read the reading passage again and again and try to talk about festivals both in and out of China.
Purpose of the homework: I think homework is so important that the students should speak English as much as they can in class or after class. It is necessary for the students to do some exercises after class to master the knowledge they learned. Last by not least, class mood is very important for both students and teachers. I will make my class in an easy mood by using some beautiful music and flash or other suitable methods. As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go. Above is the lecture note of my lesson. Thank you for listening!
高中英語教師資格證說課稿優(yōu)秀 2
Introduce myself.
一、 Teaching material analysis
ching items: This lesson is the first lesson in Unit-9. It’s also a main point in this lesson, which provides an example for the target sentence construction. It’s increases the students synthetic ability of hearing, speaking, reading, writing by reviewing the present continuous tense.
2. Aims to the teaching:
A. Aim to the knowledge:
To learn the target words raining, windy, cloudy, sunny, snowing in this lesson. The target sentence construction in this lesson is: How is the weather?
B. Aim to the abilities :
To improve the students communication ability.
C. Aims to the emotion:
To train the students to love our nation, and develop their good charactor.
3. Difficult and important points:
To get the local weather information by using their knowledge which they have learnt.
二、 Teaching method--- the investigative method
As we all know: the main instructional aims of learning English in middle school is to cultivate students’ basic abilities of listening 、speaking、reading and writing and their good sense of the English language. So in this lesson I’ll mainly use "Task-based" teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the conversation. And in this lesson communication method、scene method and CAI will be needed.
三、Study method---the investigative method
I request the students to study English independenly cooperatively and investigatively. Each unit in Go for it contains pair work, group work and games. The students who sit at the same table and groups can make a discussion and learn each other. It makes each student be relaxed. They needn’t worry about making mistakes. It can arouse students to think and to say what they want to say. Study becomes more relaxed and pleased in this kind of environment.
四、The time table of teaching steps
1. Review. It will take me 7 minutes.
2. Presentation. This is the most important part in this lesson. It will take me 32 minutes.
3. The study of diffuse thought. It will take me 4 minutes.
4. Briefly summary and homework. It will take me 2 minutes
五、Teaching steps
I’ll finish this lesson in 5 steps.
Step1---Review
Purpose: To form a better surrounding for the students by speaking and doing some total physical response and at the same time it provides situations to review learnt knowledge for the next step.
1. Let a student greet and make a duty report.
2. Free talk between T and Ss about last unit.
3. Review the present continuous tense by software.
I will make a conversion with the students . I ask ,students question is:" What is he doing?" Students answer:" He is singing." The second picture," What are they doing?" "They are playing chess."And then I will let the students ask and answer in pairs using the target sentences "What is he doing?" "What is she doing?""What are they doing?"。 Make sure the students ask and answer correctly. They can use the words:dance、go to school、swim、play computer games、paint、 watch TV and run.
Step2---Presrntion
The purpose is to present the key words one by one is much easier for the students to learn and grasp the meaming. CAI providea a real situation for students to understand the conversation better.
I’ll mainly talk about this step.
1.I’ll use a picture to ask a question: "Is’t raining?" Ss answer:"Yes,it is." Then I’ll tell them if you want to know the weather, you can ask:"How is the weather?" The answer is:"It’s raining." "raining "is a target word and "How is the weather?" is a target sentence. Help the Ss understand the meaning by body language. Then lead the Ss to read the sentences. Make sure they can say them out correctly.I will use the other pictures to teach the target words "windy 、cloudy、sunny and snowing"。
2.I will use the other pictures to teach the other target words" windy, sunny cloudy and snowiny."
These are the sentences they must master. "How is the weather?" "It’s cloudy"。 "It’s windy." "It’s sunndy." "It’s snowing." and"It’s raining."
3. After they finish learning the target words. I will ask them to open the books and turn to P53. I will teach 1a
This activity introduces the key words.
After they finish I will give them the right answers.
will do listening exercise 1b
This activity gives student practice in understanding the target language in spoken English.
The students can listen twice and finish them.
5.1c pairwork.
This activity provides guided oral practice using the target language.
Ask the students to make a conversation in pairs according to the model.
r they finish, we will go on listening exercises. Look at Page 54-2a.
At first I will point to the four pictures. Ask students to tell what each person is doing in each picture. For example "The boy is talking on the phone"。 "The men is playing basket."and so on. Then I will play the tape twice and the Ss number the pictures. I will give them the right answers.
on learning 2b. It’s listening exercises,too.
I will ask a student to read the list of names and another student read the list of activities for the play the tape twice. The students tisten and match the names and the adivties. After they finish , I will give them the correct answers.
8. 2c-Pairwork.
I will ask SS to make conversations in pairs, I’ll ask some pairs to present their conversations to the elass.
r learning the text. I will let Ss do some more oral exercises.
This is a weather report. I’ll let the students make a conversation in pairs with the weather information using the target words and sentences.
高中英語教師資格證說課稿優(yōu)秀 3
大家下午好，我今天的說課內(nèi)容是人教版高中英語新課標(biāo)必修一第一單元Friendship 中的閱讀課Anne`s best friend 。接下來我將從教材分析，學(xué)情分析，教學(xué)目標(biāo)，重難點(diǎn)，教法和學(xué)法、教學(xué)過程以及板書設(shè)計(jì)這幾個(gè)方面來談一談我對這一課時(shí)的設(shè)計(jì)和教學(xué)。
首先是對教材和學(xué)情的分析。
1） 我們從閱讀材料的題目中可以了解到其主要話題是“友誼”。然而這份友誼是特殊的，因?yàn)樗粌H是人和日記之間的友誼，而且發(fā)生在一個(gè)重要的時(shí)代背景即二戰(zhàn)之下。所以，在教學(xué)過程中，我會(huì)適當(dāng)添加該背景知識(shí)，幫助學(xué)生更好的理解。
2） 該閱讀材料比較于之前初中的閱讀材料篇幅要長很多，所以我會(huì)把該篇章分成兩部分。第一部分是Anne與Kitty(日記名稱)之間友誼的敘述，第二部分是Anne寫給Kitty的一封信。雖然該閱讀材料中出現(xiàn)了較多的新詞匯和短語，但因?yàn)樵掝}是大家熟悉的，所以根據(jù)上下文推斷詞義并不難。
3） 這是高一的第一單元，學(xué)生都來自不同的地方，在新的環(huán)境中需要處理新的人際關(guān)系，建立新的友誼，所以學(xué)習(xí)友誼話題的短文是很有意義的。
4） 學(xué)生們已經(jīng)積累了相當(dāng)數(shù)量的詞匯和掌握了基本句型結(jié)構(gòu)，所以對他們來說要理解本短文并不困難。但是由于大家都還不熟悉，不敢于表達(dá)，所以我會(huì)營造一個(gè)相對輕松的語言環(huán)境，鼓勵(lì)學(xué)生積極參與，交流與合作，主動(dòng)地用英語來表達(dá)自己的想法和觀點(diǎn)。
其次是對教學(xué)目標(biāo)，教學(xué)重難點(diǎn)的分析。
1） 語言技能目標(biāo)：這是一節(jié)以閱讀課，所以最主要是對閱讀能力的培養(yǎng)。通過快速閱讀，學(xué)生能迅速準(zhǔn)確地找到問題的答案，通過仔細(xì)閱讀，學(xué)生能找出關(guān)鍵詞并對段落進(jìn)行初步的分析。這是本堂教學(xué)的重點(diǎn)也是難點(diǎn)，因?yàn)檎页鲫P(guān)鍵詞的閱讀訓(xùn)練在初中英語階段訓(xùn)練不多，但對提高學(xué)生的閱讀理解能力很有幫助。同時(shí)，學(xué)生也會(huì)就友誼話題展開相關(guān)的討論，所以他們的英語口頭表達(dá)能力也會(huì)得到鍛煉和提高。
2） 語言知識(shí)目標(biāo)：通過本堂課的學(xué)習(xí)，學(xué)生們將會(huì)掌握和使用新的詞匯和短語，如go through; outdoors, on purpose等；正如以上教材分析所提到的，本閱讀篇章的`第二部分是一封信，所以，學(xué)生將會(huì)區(qū)別中文信和英語信格式的區(qū)別，并準(zhǔn)確掌握英文信的寫信格式。該語言知識(shí)項(xiàng)目是本教學(xué)的重點(diǎn)，但對我的學(xué)生來說不是難點(diǎn)。
3） 情感目標(biāo)：通過該閱讀課的學(xué)習(xí)和話題的討論，學(xué)生們能認(rèn)識(shí)朋友的重要性，并且知道該如何贏得真正的友誼，所以更要珍惜在課堂上的討論合作，交流的機(jī)會(huì)；其次該故事發(fā)生在戰(zhàn)爭年代，學(xué)生們通過閱讀能了解Anne對自然的渴望，同時(shí)也能珍惜如今的和平生活，熱愛大自然。
4） 文化意識(shí)：學(xué)生們將會(huì)了解更多的關(guān)于第二次世界大戰(zhàn)的歷史，通過學(xué)習(xí)該背景知識(shí)，學(xué)生們將會(huì)意識(shí)到我們應(yīng)該尊重其他民族的歷史和文化，和平共處，創(chuàng)建一個(gè)和諧的世界。
5） 學(xué)習(xí)策略目標(biāo)：學(xué)生們能收集更多的關(guān)于二戰(zhàn)和Anne日記的信息并相互交流，在交流中進(jìn)一步明白朋友和友誼。
再次是教法和學(xué)法分析
在教法和學(xué)法上我主要依據(jù)《高中英語新課程標(biāo)準(zhǔn)》中所倡導(dǎo)的“體驗(yàn)、實(shí)踐、參與、合作與交流”的學(xué)習(xí)方法和任務(wù)型教學(xué)途徑。讓學(xué)生通過對所提的任務(wù)進(jìn)行分析、討論，在老師的幫助下找出解決問題的方法，最后通過任務(wù)的完成而實(shí)現(xiàn)對所學(xué)知識(shí)的意義建構(gòu)。而在解決問題的過程中，我也希望學(xué)生培養(yǎng)自主探究、獨(dú)立思考還有合作學(xué)習(xí)的學(xué)習(xí)方法。
教學(xué)步驟
1. 導(dǎo)入（8分鐘）
活動(dòng)一：首先我通過照片來介紹我的朋友和我們經(jīng)常會(huì)在一起干什么，她教師本身的生活哦經(jīng)驗(yàn)開發(fā)為教學(xué)資源，從而在輕松的環(huán)境下誘導(dǎo)學(xué)生介紹他們自己的朋友以及朋友生活。 “朋友”這熟悉而感性的話題不僅和本文的閱讀密切相關(guān)而且也提高了學(xué)生學(xué)習(xí)的興趣
活動(dòng)二：
播放電影片段“cave life’’.欣賞影片之前我會(huì)提出一下幾個(gè)問題”who was the man`s friends？”;”why would he make friend with it?”因?yàn)樵撚捌饕墙榻B男主人公和一只足球之間的友誼，不禁和本文如出一轍，通過生動(dòng)形象的影片欣賞不僅提高引起了學(xué)生的興趣而且通過觀察了解主人公的心理為閱讀和理解該文章做好準(zhǔn)備。
2閱讀
步驟一 預(yù)測（2分鐘）：猜測who was the friend of Anne?通過猜測不僅可以激發(fā)他們閱讀的興趣而且也提高了下面閱讀的效率。
步驟二 快速閱讀（5分鐘），檢驗(yàn)他們之前的猜測是否正確。并回答判斷題，幫助他們大概了解本文，并關(guān)注一些細(xì)節(jié)
步驟三 仔細(xì)閱讀（18分鐘）
1) 閱讀第一段，回答” why Anne made friends with a diary” ,然后討論為什么我們需要朋友，使學(xué)生意識(shí)到朋友的重要性，但同時(shí)也要謹(jǐn)慎交友。
2) 閱讀第二段回答” why have Anne to hide, how long had she hide”, 因?yàn)樵搯栴}的答案會(huì)涉及二戰(zhàn)，所以我會(huì)替提供更多關(guān)以二戰(zhàn)的歷史背景幫助了解主人公的心理和處境。同時(shí)也意識(shí)到為了不再讓戰(zhàn)爭的歷重演，我們必須熱愛和平，相互尊各自的文化，構(gòu)建和諧和平的世界。
3) 該篇閱讀的第三部分是一封Anne 寫給她朋友Kitty的信。所以同學(xué)們要了解英語的寫信格式和中文的不同之處。然后閱讀這封信，找出一個(gè)關(guān)鍵單詞，那就是“nature”。作者采用了對比的手法，在躲藏之前，作者描繪了一幅美麗的自然風(fēng)景圖，學(xué)生需要找出作者是如何描寫這種自然美，但可惜Anne并沒注意到這種美，在戰(zhàn)爭爆發(fā)之后，躲藏的黑暗的日子里，自然風(fēng)景有事如何，作者又是如何描寫進(jìn)行對比，她又是通過怎樣的例子來描寫自己對這種自然美，和平生活的渴望。所以同學(xué)們要珍惜現(xiàn)在的和平美好的自由生活，多多留意我們周圍的世界，好好享受神奇美麗的自然風(fēng)光。
4) 經(jīng)過以上的講解和鋪墊，同學(xué)們就會(huì)教容易地找出這封信的中心句就是最后一段中的” nature is one thing that really must be experience”.
步驟四閱讀后(10mins)
討論：如果有一天我們也要像Anne一樣，必須躲藏著過日子，我們會(huì)最懷念些什么，并說出理由。每四個(gè)人為一小組進(jìn)行討論，然后抽2-3位小組代表匯報(bào)討論結(jié)果。通過討論，使學(xué)生能更好地理解這篇閱讀的中心思想，進(jìn)一步實(shí)現(xiàn)情目標(biāo)，同時(shí)也有助于同學(xué)之間的交流合作學(xué)習(xí)，提高聽說能力。
作業(yè):(1mins)
假如你是kitty ,寫一封給Anne 的信，來鼓勵(lì)她，幫助她走出那段黑暗的日子。
Unit1 friendship(reading)
Anne`s best friend
Go through
German par1: Anne made friends with a diary
Se down a series of par2: hide : German
…..
Before hiding Nature is one thing
Letter: nature: that really must be
TIME
Dear xx:
Yours,
xx
During hiding experienced
板書設(shè)計(jì)：
高中英語教師資格證說課稿優(yōu)秀 4
Good morning/afternoon, my dear judges. Im number ___. Its my great honor to have this opportunity to talk about my teaching ideas. My presentation consists of the following aspects.
Analysis of the teaching material
First of all, let’s come to the analysis of teaching material. This lesson is from New Senior English for China Book5 module 3, the reading part. The topic of this unit is about adventures. It is excerpted from Mark Twain’s work “ The Adventures of Huckleberry Finn”. The story is about two teenagers who find a steamboat and board on the steamboat.
Analysis of the students
Secondly, students are the subject of our class. After many years of English studying, they’ve known many words, sentences and some skills to solve English problems. They not only study the words and phrases, but also learn the meaning and the culture. So I would introduce them more knowledge above the passage to arouse their reading interest.
Analysis of the teaching aims
By the analysis of the New Curriculum Standard in English, teaching material and the students in my class, I set the following three teaching aims.
The first one is knowledge aims:
1)Students learn and grasp the following important useful new words and expressions: pour down; sail down; climb on to; panic; curious; tie up…
2) Learn the language and grasp the meaning in this passage.
The second one is ability aims:
Through reading, students reading ability and word-guessing ability will be improved.
The last one is Emotional aims:
Students will be more interested in the literature and cinema in English and enjoy the famous works.
Analysis of the key and difficult points
According to the analysis above, I set the key points and difficult points as follows.
Teaching key points:
Member and master new words and phrases and understand the passage.
Teaching difficult points:
Foster students’ interest of reading passage and improve their reading ability.
Analysis of teaching and study methods
Now, I would like to talk about the teaching methods and studying methods. As to the teaching methods, Communicative Approach and Task-based Teaching Method will be adopted in this lesson. I will lead them to study by themselves, and through answering my questions, they will have a good understanding of the passage.
Analysis of the teaching procedures
Now, let’s come to the most important part of this lesson: the analysis of the teaching procedures. This lesson is divided into 5 stages, that is, warming up, pre-reading, while-reading, post-reading and summary & homework.
Step 1 warming up
In my warming up stage, after greeting with the students I will Introduce Mark Twain and his works, such as The Adventures of Huckleberry Finn， Running for Governor，The Prince and the Pauper. Then tell students today we will learn adventure, a passage from The Adventures of Huckleberry Finn.
Mark twain is a famous American writer. Through the introduction, students will have more interest in reading famous works. And they will be curious about the passage and I can move to the next step smoothly.
Step 2 Pre-reading
In pre-reading, I will ask them to have a free talk about adventure.
Ask them talk about adventure. For example: What is adventure? Would you like to go? Adventure is an exciting trip. Perhaps sometimes you feel bored, you could imagine going on a great adventure, such as caving, climbing, sailing and canoeing.
Then lead students to predict the passage, ask them to Look at the picture in the book and discuss the following questions:
1. Who are they? 2. Where are they? 3. What are they doing? 4. What is the boy pointing at?
In this way, students will be familiar with adventure and lay a foundation for reading the passage.
Step 3 While-reading
In this period, there are two activities: global reading and detailed reading. Firstly, global reading, I would like to give students 5minutes to have a global reading to check their ideas what they predict during the pre-reading. At the same time, they find out and circle the difficult words.
Fast reading can help students understand the whole passage quickly and practice their logic thinking. Then I will explain the difficult words, such as fantasy, identify, and account. For example
Fantasy n. the activity of imaging things
phrase: live in a fantasy world fantastic adj.
identify v recognize sb or sth
identify the criminal
identity n. ID identity card
Next, it should be detailed reading. I will ask them to read the passage again and do the exercise2 on the book. Number the events in the order they happen. Then I check the answer.
After this reading, students will grasp the whole passage. In order to create more chance for students to read, I will ask students read the passage paragraph by paragraph. Answer the following questions showed on the PPT.
Paragraph1. Discover a steamboat
What was the weather like that night?
What did they see and what were they doing then?
Paragraph2-5 board the steamboat
How did Huck and Jim get to the sinking steamboat?
How did they get on it?
Paragraph6-8 in the steamboat
What did Jim do when they heard someone was going to kill another?
Paragraph9-11 leave the steamboat
What did Huck decide to do after he heard they would leave the man on the steamboat?
Students will get more detailed information, and more interested in this story. Furthermore, they would like to read more works of Mark Twain.
Step4 Post-reading
Now it should be post-reading. In order to make sure that students will master the new words, I will ask them to do the exercise 4 and 5. Encourage them to member the verb words and phrases during the exercises.
After the exercise, I will give them 5 minutes to prepare, then to retell the passage according to the event orders. During the oral English time, I will encourage them to open their mouth and give them more positive evaluation. It benefits students for practicing their speaking and having more confidence in learning English.
Step 5 Summary and homework
At the end of the class, I’d like to make a summary about this lesson and present my homework to consolidate what the students have learnt in this period. I will conclude with my students together what we’ve learnt. The home work is to remember the key words and phrase and write a short passage about what will happen next.
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