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高二人教版英语全英文说课稿自己整理的高二人教版英语全英文说课稿相关文档，希望能对大家有所帮助，谢谢阅读！【篇一】我教学目标：1.培养学生听、说、读、写的基本技能。
阅读是本课的重点Ss .的阅读技巧包括（预测、略读、扫描、消化。
)2.鼓励学生在课堂活动中练习、参与和合作。
3.让学生了解…并更好地理解…的重要性。
至于教学方法，我认为……第二教学方法交际法和计算机辅助教学将在本课中使用。
我会尽最大努力限制TTT，也就是限制老师讲话时间，增加STT(学生讲话时间)。
所以在这节课中，重点要放在：上1.学生为中心的教学2.基于任务的学习3.活动式教学（个人作业；结对工作；小组工作；班级作业)三、教具：1.投影仪2.多媒体计算机系统它们是给悬浮物看一些图片，一些音频文件，一些视频文件，一些话题或者阅读任务。
四、教学程序第一步热身导入活动一自由对话（课业)Q1:你觉得我们班谁看起来最酷？Q2:你喜欢他/她吗？Q3:如果有，为什么？如果不是，为什么？…从网上下载一些图片/音乐。
指导全国工业产品生产许可证可能是：Q1:她/他是谁？Q2:你喜欢他/她吗？Q3:如果有，为什么？如果不是，为什么？Q4:你觉得他/她完美吗？目标：要进入主题，让学生热身并引起他们对主题的兴趣。
活动2图片对话/音乐对话（个人作品)第2步阅读前活动一看和猜（班级作品)在本活动中，要求学生看标题/副标题，猜他们将阅读什么。
图片/…活动2头脑风暴（课堂作业)目标：培养学生的阅读预测能力，并在文章中提出一些新单词，如…活动一略读（课堂作业)步骤3阅读文章的段落（或每个段落的第一句或最后一句。
)目标：培养学生的阅读技巧——略读，即如何尽快掌握一篇文章的大意。
活动2扫描（小组工作)标题零件/段落。
主要思想详细信息1 a .主题句/导言b.例子/支持想法c.结论目标：培养学生的阅读技能——扫描，即如何找到故事的线索，并激励学生相互合作。
活动3汇报（班级工作)邀请一些小组成员向全班汇报他们的工作。
【导语】在学习新知识的同时还要复习以前的旧知识，肯定会累，所以要注意劳逸结合。
只有充沛的精⼒才能迎接新的挑战，才会有事半功倍的学习。
⾼⼆频道为你整理了《⾼⼆英语说课稿范例五篇》希望对你的学习有所帮助！1.⾼⼆英语说课稿范例 Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading. In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan will include 3 secti. They’re analysis of the reading material, identifying the teaching aims and teaching procedures. Section 1 Analysis of the teaching material The selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, Getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students. Section 2 Indentifying the teaching aims Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson: The 1st aim: Students learn the skills and strategies to read a prolonged text. The 2nd aim: Students get a better understanding of what a gap year is. The 3rd aim: Students are encouraged to figure out the implied meaning. The 4th aim: Students are familiar with various expressi or approaches to express the same thing or idea. Section 3 Teaching procedures In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies to comprehend the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text. Part 1. Getting ready Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students’ concentration, arouse their curiosities, fire their imagination and give them a purpose for reading. The part cists of two tasks: Task 1: A time machine. I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I give a summary of their presentati as follows: After leaving high school, most of Chinese students go straight to university.Yes, at this time next year, most of you will be studying in a university. (With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading.) Task 2: Brainstorming. After the summary, I go on to show some more pictures of British students fresh from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Para.1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university. (With the task, I excite students’ desire to know more about what their British equivalents will do before going to college. With the question in mind, students will definitely be eager to listen to the tape to find the answer. )2.⾼⼆英语说课稿范例 ⼀、教材内容分析 本单元的中⼼话题是西⽅绘画艺术的历史、中西⽅各种艺术形势与风格，各时代的画家以及他们的作品。
一、说课（一）说课要求“六说”：即说课标、说教材、说学生、说教法、说训练、说程序。
课标是教学的依据，教材特点和学生情况既是教学的出发点，又是教学的归结点。
教法是根据教材的特点和学生的情况而选择的，是达到教学目标的手段；训练包括课内的和课外的，是培养学生能力的途径；程序则是优化教学过程和优化课堂结构的教学方案。
“六说”构成说课的整体内容，也构成课堂教学的全过程。
（二）、“六说”的具体要求1、说课标主要说两点：（1）所选课题在本科教学中的地位和作用。
这要依据课标所规定的教学原则和要求，在整体把握教材知识体系和编写意图的前提下，通过分析新选课题（章、节、课）内容特点，确定其在整体或单元教学中的地位。
通过分析新旧知识的联系，确定其在整体或单元教学中的作用。
（2）根据“地位”和“作用”，制定本课题的学习目标，通常从三方面来制定：A、思想教育目标①思想政治教育——如“五爱”教育，历史唯物主义，辩证唯物主义教育，道德品质教育等②学习品质教育——非智力因素的培养，如毅力、态度、方法、习惯等③思维品质教育——各学科有其独特的思维方式和特点，需要通过教学来培养学生良好的思维品质。
数学——等价转换，数形结合，分类讨论；语文——学习与生活相结合；英语——交际能力。
B、知识传授目标主要指各学科的基础知识，基本理论、基本技能的教学目的和要求。
C、能力形成目标记忆什么，理解什么，掌握什么，动用什么，评价什么，综合什么，在课标中要有明确的要求。
2、说教材主要说对教材内容的理解，分析和处理，包括理论上的理解，知识点的解析。
重点。
难点的确定和解决。
分析教材是常规备课的重点，也是说课的重要内容，但说课更要侧重说明处理教材的理论依据和采用的处理方法，而不对某些具体知识作更多的解释和说明。
如语文的解释词义，归纳段意，数理化的概念，定理的解释等。
3、说学生主要是分析学情，如学生的原有基础，学习本课题的有利因素和存在的问题，上、中、下三类学生的分别，以及学法指导等。
人教版高二英语优秀说课稿【导语】在学习新知识的同时还要复习以前的旧知识，肯定会累，所以要注意劳逸结合。
只有充沛的精力才能迎接新的挑战，才会有事半功倍的学习。
人教版高二英语优秀说课稿（一）一、说教材（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。
高二英语说课稿（一）一。
教材分析1. 单元背景分析人们的生活离不开新闻，每天我们可以通过电视，报纸，杂志或者网络来获得新闻。
知道新闻是一件很简单的事，但是制作新闻是一件不容易的事。
通过本单元的学习，我们可以获知作为一个新闻工作者应该具备那些素质以及新闻采访的基本程序等。
本单元的语言技能和语言知识主要围绕"新闻"这一中心话题进行设计。
2.教材内容分析本课时的内容是高二英语必修5第4单元Making the news的第一课时的Warming Up和Pre-reading.本课时主要分为两大部分：1）warming up （热身）部分通过讨论来引出报纸工作人员的工作类别和所负的责任。
2）Pre-reading （读前）部分通过一个问题"What are a good journalist needs to have?"来引导学生去考虑一个优秀的记者应该具备的素质，然后引导学生谈他们难忘的经历和感受，最后通过写一个"假设"为下一部分的学习做好准备。
3、教学重点1）掌握报社工作人员工作的各种类别和所负的责任。
2）了解一个优秀的记者应该具备那些优秀的素质。
4、教学难点1）掌握怎样进行简单的采访。
5、教学目标根据课文特点及新课标对高二年级学生英语学习能力的要求，本课的教学目标我定为以下几方面：一、语言知识目标，二、语言技能目标，三、情感目标。
1.语言知识目标1）词汇： occupation, photograph, photographer, journalist/reporter, foreign correspondent, announcer, host, cartoonist, designer, printer, critic, editor , chief editor, deputy editor,sub-editor, personality, enthusiasm,thorough, gifted, technically, interview, interviewee, interviewer.2）重点句型：What are the qualities a good journalist needs to have?Which occupation will you choose in future?I want to be a……2. 语言技能目标通过本课的学习，要求学生掌握制作新闻的基本程序，了解作为一个优秀的记者需要那些品质以及怎样进行采访。
人教版高二英语优秀说课稿人教版高二英语优秀说课稿（一）一、说教材（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 4Sandstorms 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。
优秀高二英语说课稿范文2020年五篇高二英语说课稿1一、教材分析：所授内容高二英语上册第一单元第二课，课文主要介绍了迪斯尼以及他所创造的有名卡通人物米老鼠。
文章文字运用正确，语言流畅、优雅，有利于提高学生的口笔头表达能力。
二、教学目标a 知识目标：把握下列单词及短语：cartoon take along in the hope of lose heart day after day unsuccessful characterb 能力目标：提高学生各方面的能力，加强学生语感方面练习，使学生能灵活运用所学英语进行口语表达。
c 德育目标：教育学生学习迪斯尼锲而不舍的精神，使学生具有良好的心理素质，形成好的学习习惯。
d 重点、难点重点：全面透彻理解整篇文章;学会新的语言表达方式。
难点：运用所学语言表达方式根据所提供素材进行口头作文练习。
三、说教法首先，以课文为中心，以情景引路，以理解和运用为目的。
力求做到情景，意含其间，以情激听，以景促解。
使学生形成一种渴求把握知识的内在需要和强大动力。
从而使学生加深对语言材料的理解，轻松获得外语语感和增强记忆力。
其次，采取导学法、点拨法，始终实行启发诱导。
采取教师为主导，学生为主体，练习为主线的基本方法。
旨在充分调动学生的主动性和创造性，培养自学能力。
四、说学法爱因斯坦说过，爱好是的老师。
在利用现代化的教学手段，创造出令学生感爱好的情景后，抓住学生求新、好奇的心理特点，教师适当引导，使学生积极主动的去学习新知识，限度的调动学生参与到整个教学活动中。
从而提高学生分析问题、解决问题、语言运用诸方面能力的发展。
其次，学习知识的途径是由自己去发现。
老师的责任是指导学生如何去发现。
教是为了不教，激发学生乐学和会学，提高创新能力。
五、教学程序1、用动画片头导入。
目的是运用小电影式的开场，激发学生浓厚的爱好，为学习课文做预备。
2、背景介绍。
画面出现三张迪斯尼青年、中年和老年的照片配英语旁白。
高二人教版英语全英文说课稿【篇一】I Teaching Aims:1. To develop Ss’basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.)2. To encourage Ss to practice, participate, and co-operate in the classroom activities.3. To get Ss to know something about … and have a better understanding of the importance of …. As for teaching approaches, I think … II Teaching Approaches Communicative approa ch and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talking Time).So during this lesson, emphases are to be laid on:1. Student-centered teaching2. Task-based learning3. Activity-based teaching (individual work; pair work; group work; class work)III Teaching Aids:1. a projector2. a multi-media computer systemThey are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks.IV Teaching ProcedureStep 1 Warming-upb)Teach the Ss what is “science”, put the moral education in the language study.now,let’s come to the Important points and the Difficult points.Well, how to achieve the teaching objects better, how to stressthe important points and break through the difficult points? As is known to us all,The modern teaching demands the teacher should improve the students’ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching material and the students’learning background ,I will use the following methods .Part 2 Teaching Methods: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. So in this lesson I’ll mainly use “Communicative” Approach(交际教学法), “W hole languageteaching” (整体语言教学法)and “Task-based” language teaching (任务教学法). That is to say, I’ll let the Ss to get a better understanding ofthe key structure of the dialogue. According to the modern social communication teaching theories(现代社会交际教学理论), I adopt the TSA method(情景教学) and TBLT method (语言任务教学)in my teaching, namely Total Situational Action and Task-based Language Teaching.The former is a “scene —activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss . The latter offers the Ss an opportunity to complete the tasks in which Ss uselanguage to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English.。
人教版高中英语全英文说课稿（共5篇）第一篇：人教版高中英语全英文说课稿说课稿Good morning, teachers!it’s my pleasure to be here sharing my lesson with you.The content of the lesson is new senior English for china student’s book1 unit3:travel journal.First, let me introduce the teaching material.This unit is to introduce the travelling to us.The reading passage is the center of this unit.It is the most important teaching material in this lesson, which contains most of the vocabularies and grammar points that students should learn.Secondly, I want to tell something about the students.Although the students have the basic abilities of learning, speaking, reading and writing, They still need many opportunities to practice what they have learned and to develop their autonomous learning ability and cooperative learning ability.Therefore, after analyzing the teaching material and students, I put forward the teaching aims.According to the English syllabus and new lesson standard, I will talk about them from knowledge aim, ability aim and emotional aim.The knowledge aim is to help students understand and master the new words, phrases and sentence patterns.The ability aim is to grasp some reading ability such as guessing, skimming, scanning and so on.The emotional aim is to make students love our country and nature.Fourthly, the important and difficult points.Based on the requirement of the syllabus, The important point is to help students understand the whole passage and be able talk about the travel in EnglishThe difficult point is the new words, expressions and grammar rules.Fifthly ,teaching procedure In order to realize theteaching process systematically, I divide the teaching process into six steps.Step one lead-in “Interest is the best teacher”, therefore, at the very beginning of the class, I should spark the students’ mind to focus on the central topic” travelling”.I will show the photos of some beautiful places on powerpoint ,then ask students：do you like travel? why do you like travel? After answering the questions, the students will be eager to know something about the passage, and this is the very time to naturally lead the class into step2.Step2, read for information: skimming and scanning In this step, I will use task-based language teaching method, which can give students a clear and specific purpose while skimming and scanning the passage.Task one :general ideaThe students will be asked to just glance at the title, and then guess what will read in the text.They’ll be divided into four groups to have a discussion.The purpose of this task is to develop students reading skill by making prediction and encourage students to express their thoughts in English.Task two: main idea of each paragraphCooperative learning can raise students’ interest and creat an atmosphere of achievement.Based on this theory, I divide the whole class into four groups, let them skim the whole text and discuss the main idea of each paragraph with other group members.Then choose a reporter to share their opinions with the whole class.Step three read for comprehension The purpose of reading is to get the correct and useful information.Students should not only have a high speed of reading, but also have a correct understanding of details.Therefore, the following practice can help check the situation.What was Wang Kun and Wang Wei’s idea of a good trip? Who planned the trip to the Mekong?Where is the source of the Mekong and which sea does it enter? Step 4 solving difficult language problemsIt’s imp ortant for English learners to learn important grammar rules and use these rules to solve problems in reality.In the process of reading, the students must come across some difficult language obstacles.so it’s necessary for us to discuss and explain them.This period of time belongs to the students.They can ask any questions they come across.I’ll explain the questions.The purpose of this step is to improve the students’ “questioning spirit’’ Step5 consolidation Language is learned by communicating.It’s my job to creat an atmosphere for students to use the language.Here I design two activities.Activity one retelling I will ask four students to retell the passage.I think it’s a good way to review what they have learned.Activity two role play Work in pairs.One student is Wang Kun and another is Wang Wei, choose a paragraph from the passage and use the information to make a dialogue.Step6 homework1.read the passage as frequently as you can2.find out some words and sentences you think are beautiful and recite them.Sixly, blackboard design第二篇：高中英语全英文说课稿(精品)Teaching plan for Unit 16 book1 Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson with you.The content of my lesson is Senior English for China Book1B Unit 16 Scientists at work.I’ll be ready to begin this lesson from five parts.Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and Blackboard design.First, let me talk about the teaching material.Part 1 Teaching Material:This unit is about science and scientists.By studying of this unit, we’ll Enable the students to know the serious attitude towards science and develop the interest in science.At the same time ,Let the students learn how to give instructions.this lesson plays an important part in the English teaching in this unit.This is an important lesson in Book One.From this lesson, it starts asking the Ss to grasp contents of each passage.Therefore, this lesson is in the important position of the teaching material.If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.As we all know ,reading belongs to the input during the process of the language learning.The input has great effect on output , such as speaking and writing.According to the new standard curriculum and the syllabus(新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind,I think the teaching aims are the followings: 1.Knowledge objects: a)The Ss can hear, read, and use the main sentence patternsb)The Ss can understand the content of the lesson.c)The Ss can use the patterns to express their thoughts in the proper situation.2.Ability objects:(1)To develop the Ss’ abilities of listening, speaking, reading and writing.(2)To train the Ss’ abili ty of working in pairs.(3)To Improve the student’s reading ability, especially their skimming and scanning ability.3.Emotion or moral objects: a)By completing the task, the Ss increase their interest and set up self-confidence in science;b)Teach the Ss what is “science”, put the moral education in the language study.now, let’s come to the Important points and the Difficult points.Well, how to achieve the teaching objects better, how to stress the important points and break through the difficult points? As is known to us all, The modern teaching demands the teachershould improve the students’ ability.A good teaching method requires that the teacher should have the leading effects.According to the analysis of the teaching material and the students’ learning b ackground ,I will use the following methods.Part 2 T eaching Methods: 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.So in this lesson I’ll mainly use “Communicative” Approach(交际教学法), “Whole language teaching”(整体语言教学法)and “Task-based” language teaching(任务教学法).That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue.According to the modern social communication teaching theories(现代社会交际教学理论), I adopt the TSA method(情景教学)and TBLT method(语言任务教学)in my teaching, namely Total Situational Action and Task-based Language Teaching.The former is a “scene —activity” teachi ng method.It establishes a real scene and the interaction between the teacher and the Ss.The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome.The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English.Part 3 Studying Methods: Our students are almost from the countryside.They are lack of geography knowledge and the cultural background of those foreign countries.As senior students ,they have a certain ability to read.And the beautiful places are most attractive and easily arouse students learning emotion.As for the learning methods,they are poor in cooperative learning skills.Some students are not active in the class ,and some students don’t like English.Therefore , I ’ll have Ss study in a relaxed atmosphere.Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, thinking etc.And make preparation for completing the new study task.After feeling and understanding the language points, let Ss get the knowledge actively by probe study and cooperative study.In a word, we’ll1.Teach the Ss how to be successful language learners.2.Let the Ss pass “Observation—Imitation—Practice ”（观察—模仿—实践三步教学法）to study language.3.Teach the Ss how to master dialogues and how to communicate with others.Part 4 Teaching Procedure: Step 1 Lead-in.As we all know ,Benjamin Franklin is a famous politician and writer．But today, we will read a passage about him as a scientist.His serious attitude to science.Let’s see how Franklin made his famous electricity experiment by flying a kite．1).Group competition In the 18th and 19th century, scientists all over the world made many important discoveries and inventions in different fields of physics, chemistry, medicine, biology and so on.Divide the whole class into four groups to name some of them.2).Group workA match competition.Match ColumnB with Column A correctly.give more examples to make Ss get information.Purpose of my design: To get to know something about the story of famousscientists.To have a better understanding about the importance of experiments in science.It is really difficult for the scientists to achieve their goal , and only after tens of thousandsof attempts, experiments, thinking and failure can they be successful in their research.Today, we are going to learn one example of them: Franklin’s famous kite experiment.Step 2 Reading 1).Individual work Skimming: Read the material fast to find out the right picture about Franklin’s experiment.2).Individual work Scanning: Listen to the tape part by part to find out the topic for each one.Para 1-3 the description of the experiment Para 4the equipment of the experiment Para 5-6the steps of the experiment Purpose of my design: Enable students to understand the given material better using different reading skills.To present Sample A by CAI（电脑辅助教学）is much easier for the Ss to learn and grasp the meanings.CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.In this course, Ss can understand the main contents of this dialogue and get the key points by following the example.Step 3 Practice 1).Class work With all the equipment ready(a handkerchief made of silk, two pieces of light wood, strings, a sharp piece of metal, a key, a silk ribbon), one student acts as the host to conduct two students how to make a kite as the one made by Franklin.2).Individual workAfter that, all the students try to tell how to make such a kite in their own words with the help of the pictures on the screen.Step4 Further understanding 1).Pair work Read through the passage to fill in the blanks in the form in pairs.2).Class work Listen to some sentences to judge whether they are true or false.Purpose of my design: “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.Tell the Ss weshould be polite and take good care of our things.We should love our life.I think proper competition can arouse the Ss’ interest in English learning.If the Ss can finish this task well, they will benefit a lot in their spoken English.By this step, it achieved the teaching aim of understanding and talking the dialogue of this lesson.Step 5 Post-reading 1).Pair workFranklin was doing the experiment with his little son, and he was a bit curious about what his father was doing.On the other hand, many people were watching Franklin doing the experiment.Divide the class into two groups to make a dialogue in pairs, one is between Franklin and his son ,the other Franklin and a person watching the experiment.2).Group work let Ss read the passage carefully and answer the question: Discuss the following questions in groups: Students make a conclusion of de process of Franklin’s experiment and retell the tips of doing the experiment。
【#高二# 导语】高二变化的大背景，便是文理分科（或七选三）。
在对各个学科都有了初步了解后，学生们需要对自己未来的发展科目有所选择、有所侧重。
这可谓是学生们第一次完全自己把握、风险未知的主动选择。
?无忧考网高二频道为你整理了《高二年级英语说课稿5篇》，助你金榜题名！1.高二年级英语说课稿一、教材分析：所授内容高二英语上册第一单元第二课，课文主要介绍了迪斯尼以及他所创造的有名卡通人物米老鼠。
文章文字运用正确，语言流畅、优雅，有利于提高学生的口笔头表达能力。
二、教学目标a知识目标：把握下列单词及短语：cartoontake along in the hope of lose heart day after day unsuccessful characterb能力目标：提高学生各方面的能力，加强学生语感方面练习，使学生能灵活运用所学英语进行口语表达。
c德育目标：教育学生学习迪斯尼锲而不舍的精神，使学生具有良好的心理素质，形成好的学习习惯。
d重点、难点重点：全面透彻理解整篇文章；学会新的语言表达方式。
难点：运用所学语言表达方式根据所提供素材进行口头作文练习。
三、说教法首先，以课文为中心，以情景引路，以理解和运用为目的。
力求做到情景，意含其间，以情激听，以景促解。
使学生形成一种渴求把握知识的内在需要和强大动力。
从而使学生加深对语言材料的理解，轻松获得外语语感和增强记忆力。
其次，采取导学法、点拨法，始终实行启发诱导。
采取教师为主导，学生为主体，练习为主线的基本方法。
旨在充分调动学生的主动性和创造性，培养自学能力。
四、说学法爱因斯坦说过，爱好是的老师。
在利用现代化的教学手段，创造出令学生感爱好的情景后，抓住学生求新、好奇的心理特点，教师适当引导，使学生积极主动的去学习新知识，限度的调动学生参与到整个教学活动中。
从而提高学生分析问题、解决问题、语言运用诸方面能力的发展。
其次，学习知识的途径是由自己去发现。
老师的责任是指导学生如何去发现。
一、说教材（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3．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4．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。
五、教学反思本课在阅读训练方面旨在：1）培养学生在阅读中的推测词义的能力。
2）指导学生运用阅读技巧，诸如Skimming（扫读）、Scanning（细读）等培养其快速阅读的能力。
在课程导入时，我选用部分图片展示，引发了学生浓厚的学习兴趣，为下一步的阅读做好了铺垫。
在介绍亚洲沙尘暴文章的同时，我设置了不同水平的练习题以弥补教材中练习单一的不足，调动了不同程度学生的学习积极性。
在循序渐进的讨论活动中，学生们既对沙尘暴的认识有所提高，又获得了听、说、读、写几方面知识能力的提高。
倘若时间充裕，我会进一步加强推测词义的训练。
BOOK IV Module 3 Body Language and Non-verbal Communication第一部分：教学分析（一）教材内容：本模块介绍了各个国家不同的表示问候的肢体语言，并列出了表示各种动作的词汇。
（二）教学目标与能力要求：1、教学目标：熟练掌握表达问候的各种动作及语言表达方式，了解各国的文化差异。
2、教学重点难点：（1）学习与动作相关的词汇：agressive,gesture,bow,spread 等等。
（2）条件状语从句；让步状语从句。
（三）教学方法：1、反复操练法：对生词进行反复操练，反复诵读，以至熟练。
2、整体教学法：通过利用多媒体，在有限的时间内达到充分利用，听说读写，从点到面，形成完整的一个学习系统。
第二部分：教学过程（一）Warming up (导入）：1、师生互动：通过多媒体展示各国人们不同动作的图片，并提问：What are they doing？What do they mean？学生可以讨论、猜测并发言。
2 、小组活动：要求学生做出日常的各种肢体动作，其他同学说出含义。
（二）生词：使用与词汇意义相关的图片导入生词：agressive,bend,bow,clap,gesture,spread,palm,forehead,引导学生猜出词意，并反复朗读，以至熟悉。
（三）快速阅读：1、听录音，回答问题："What's the best title?"2、通过读课文，完成填空练习：(In Different Countries) (Body Languages)Europeans & Americans： _________________In ancient China：_______________________Muslims： _____________________________Hindus： _____________________________American youths： _______________________（四）精读课文：1、仔细阅读课文，要求学生做P23第2题T or F，并对错误的句子进行改正。
2、重点阅读二、三、四段，并请同学上讲台分别做出欧美人、古代中国人、穆斯林、印度人及美国年轻人不同的表示问候的动作。
3、复述课文：把文章改编成填空，要求学生填读并能复述，使课文的主要内容集中体现，并练习了学生的口头表达能力。
4、完成课本课后第三题，进一步巩固对生词的记忆。
5、讲解课文中出现的一些语言点：（1）条件句的省略（2）vary与介词的搭配及其它词性的同源词（3）involve的用法（4）总结课文中出现的其它短语（五）Summary（总结）：复习本课出现的与动作有关的词汇以及重要的句型及搭配，并体会世界各国不同的文化及表达。
（六）布置作业： 1、复习课上所学的内容2、继续搜集其它国家不同的肢体语言的范例3、预习Grammar<The end>Module 2 Book 6 FantasyLiterature---Writing（说课教案）Good morning ladies and Gentlemen. I'm very glad to be here presenting some of my teaching ideas. The content of my lesson isModule 2 Fantasy literature, Senior Book 6 in New Standard English by Foreign Teaching and Research Press. My teaching design consists of five parts.Part 1. Analyzing the textbookNew Standard English gives us a lot of space to carry out the lesson. It is flexible, which enables me to organize the lesson freely according to the teaching content and students. So in this lesson I put Listening, Vocabulary, Everyday English and Writing together. They all talk about making up a fantasy story. It plays a very important part in the English teaching of this module. Making up a fantasy story can arouse the students' interest in English, exploit the students' personal experience and help them understand fantasy literature well. It's also an effective way for the teacher to achieve the purpose of training the students' listening, reading, communicating and writing abilities.Therefore, according to "The New English Syllabus" and "New Lesson Standard", which lays the emphasis on developing the Ss' ability, cooperation and competence, I made the following teaching aims.1. Emotion aim:By completing the task, the students can increase their interest and build up self-confidence in language study. It can also broaden their horizons, cultivate their mind and arouse their awareness of cooperation.2. Knowledge aim:a. Master some key words and phrases to write a fantasy story.b. Learn how to use the v-ing form as the adverbial clause.3. Ability aim:The students can understand and write a fantasy story.Key points:a. To improve the Ss' abilities in listening, speaking and writing.b. Teach the Ss how to study independently as well as by cooperation.Teaching difficult points:The Ss can use words and phrases to make up and write a fantasy story.Part 2. Analyzing the studentsIn my class, most of the students are boys. They value cooperation and team spirit. They lovesports and subjects of science and most of them will like fantasy story, but they ignore the study of arts. Their English level is not very high. So they may have difficulty understanding fantasy literature or writing a fantasy story for lack of vocabulary and reading skills. Considering all the above, I will use various ways to make the class interesting and lively and cultivate their motivation and ability for learning.Part 3. The design of the teaching methods and learning methodsAccording to the modern perception theories and social intercourse teaching theories, I adopt the TSA method and TBLT method in my teaching, namely Total Situational Action and Task-based language Teaching. I use the methods of interaction, Question and answer, watch and listen activity, free discussion, pair work and individual work.I'll do my best to get my students involved in the class activities using pictures, multimedia, tape recorder, diagram, and body language to create a practical and agreeable atmosphere. During the course of the teaching, I encourage the students to carry out lots of input and output activities by means of seeing,discussing,analyzing, reading and speaking ,in pairs or individually.Part 4. The process of teachingIn order to realize the teaching process efficiently, under the principle of "regard Ss as the corpus, the teacher inspires for predominance", I divide the teaching process into five steps.Step One Lead-in &preparation -----10 minsTask 1. . Create a situation : We often feel at a loss in both our life and our studies. I dream of becoming a su perwoman and have some magic power. But how? I must be … Ss: honest, brave…Are you a brave student? Ss-YesDo a game ---try your fortune and challenge yourself(勇士闯关)(individual and group work)Eg: No.1 When two groups of people fight each other. ( go to war)No.2 take revenge No.3. king No.4 witchNo.5 put a spell on No.6 marry No.7 frogI make senven questions .First, I use the multimedia to show it. They just see the number. They don't know the question.eg: choose No 1. When two groups of people fight each other. ( go towar). So it helps Ss to build up their quick response , check their homework---preview and review the words and phrases and lay a foundation for task 2.Task 2. let the Ss make a fantasy story according to the seven words and phrases. (Group Competition)Boys and girls will have a competition. The first one chooses one word and the next one goes on with the story by using another one word. The fifth student will have to finish the story. Those who make up the better story will win the game.I design this part to lead in my lesson and deal with the Vocabulary in Listening. I use two games to finish listening Activity 3&4 on P19-20. Games are intended to make preparations for listening or to eliminate listening obstacles. It can arouse the Ss' performance desire, participation desire, team spirit, and create a good English studying atmosphere.Step2. Listening -vocabulary& Everyday English -7 minsThe listening material is not very hard for the Ss to understand. Everyday English is about the reading material. So I put the two parts together. Among the eight questions,I just choose 3 questions for them to ansewer. Let Ss pay close attention to "what, when. why, who…" when writing a story.Listen to the tape and then answer 4 questions.Show the four questions on the screen.Eg: Q4. What's meaning of the phrase "I 'm struck"? ---Everyday EnglishThe questions raised in listening are intended for the following task of writing a story. With a combination of s ome typical "what,why, when…" questions and everyday English, listening activities can be more effectively performed. Hearing a fantasy story can inspire the students to create their own stories and lay a foundation for the writing task.Step 3. Feedback task -12 minsRead another fantasy story. Use the words and phrases to fill in the blanks to complete the story. They can consolidate the use of the words and phrases that we have just learnt and review V-ing form and then discuss how to write a fantasy story.1. Introduction (what, when, who ,where…)2. Body --(plot) --(why &how)3. Conclusion ---(the ending)An outline 1. key points 2. material 3. tense 4. charactersWriting skills:Read -summary---make sentences--- join up the sentences---revise----examine---copyThen use this story as an example to analyze it and teach them to know how to write a fantasy story.(Underline the elements…and v-ing form)Step 4. Writing---14 minsUse a pop singer to introduce the topic and arouse the Ss' interest.Zhang Shaohan used her "invisible wings" to realize her dreams. Now if you had a ring with magic power, what would happen?Ask the students to read the start of a fantasy story together and think about 4 questions, paying attetion to the writing skillsAll the tasks that we have done are prepared for writing. In this lesson,we put emphasis on teaching Ss how to write and the time is limited in class, so I just want the Ss to write "What does the young man do with the ring?" in class.The students will form small groups to continue writing the story,first they should write an outline by themsevles and then work in pairs, trying to use the past tenses and the -ing form of the verbs. And then a reporter will tell the story. Through group discussion, different creative ideas are collected and the elements of wring a story are summarizedStep 5. Consolidation and extension.-2minsSummarize the whole class, find out the winner and assign the homework-write the end of the story after class. They should first write the story by themselves, and then correct the mistakes in groups. Finally, hand in their homework.Part 5. Blackboard Designgo to war How to write a fantasy story Group competitiontake revenge Introduction 1. 2. 3. 4.king Body--plotwitch Conclusionput a spell onmarryfrogAnyway, the teaching of this lesson aims to develop not only the Ss' language technical abilities, but also the diverse intelligence by integrated teaching methods.As a teacher, to make our English classrooms shine with vitality, we are loaded witha heavy burden, and we still have a long way to go. I really appreciate your advice about my teaching design. Thank you!Appendix1. Step One---GameNo.1 when two groups of people fight each other. (go to war)No.2 to do sth in order to hurt or punish someone (take revenge)No.3 a man who rules a country and belons to the ruling family (king)No.4 a woman who is believed to have magica power,especially to do evil things(witch)No.5 to use magic powers,especially evil ones (put a spell on)No.6 take as a husband or wife (marry)No.7 small cold-blooded tailless jumping animal living in water and on land (frog)2. Step two Listening and VocabularyQ1When does the witch put a spell on the king?Q2. What does Ferdinand decide to do ?Q3. Why dose feerdimand feel terrible?Q4. What's meaning of the phrase "I 'm struck"? ---Everyday English3. Step three Feedback taskOnce upon a time there lived a pretty girl named Mary in a small cottage by a lake with her brother. One day, _______ on the bank of the lake, waiting for her brother, who had _______, Mary saw many beautiful flowers around it. She held out her hand to pick one, but she was so careless that she fell into the lake. She ________ someone to help her, shouting, "Help! Help!" At the moment, an old lady turned up and _________ Mary, and then the lake was frozen. Meanwhile, just ________ from the war front, her brother didn't find her sister and look for sister everywhere. To his surprise, an old lady, seated on the lake, looking after Mary. "I will ________ the old lady for my sister," He shouted to the old lady. His shout _________ his sister and Mary asked her brother to _________his gun. Seeing his sister was safe and sound, Mary's brother bent down his head. On their way home the sunlight ________ her happy face.4. Step four writing(What does the young man do with the ring? Does he use it to get something that he wants? Does he have problems because of the ring? How does the story end?)Module 4 Unit 1 Women of Achievement (reading)I’m very glad to be here to talk about my teaching plan about A Student of African Wildlife taken from Unit1 in New Senior English for China Module 4. My presentation is made up of 4 parts: the analysis of teaching material, teaching methods, learning methods and teaching procedures.I. The Analysis of the Teaching Material:1. Status and Function:It is a reading passage, which plays a very important part in the English teaching of this unit. This passage talks about Jane Goodall’s working experience in African forest from several aspects, such as her research, the difficulties she met, her achievements and so on. It not only embodies the theme of the whole unit, but covers the important words and sentence structures of this unit. The former part Warming-up is the preview of this part and the latter parts are the enlargement and extension. That is to say, this part is a connecting link between the preceding and the following.2. Teaching aims:1). Knowledge aims: To let Ss grasp the meaning of the mastery words and phrases. Catch the main idea of the passage and get some detailed information of Jane Goodall.2). Ability aims: To develop Ss’ basic skills of listening, speaking, reading and writing. Of course reading is the centre of this lesson. I’ll foster Ss’ abilities to collect information and deal with information. Encourage them to express their own opinions using the language learned in class and at the same time cultivate their ability to cooperate with each other.3). Emotional aims:To understand the importance of Jane Goodall’s research an d arouse Ss’ sense of understanding, respecting and protecting animals. Learn the heroine’s optimistic attitude to life such as never giving up in face of difficulty, solving problems independently, having the courage to adventure and explore the nature and so on. Help the Ss understand the role that women play in our social life and cultivate their confidence in themselves, especially the girls’. Meanwhile, cultivate Ss’ teamwork spirit.3. Key points & difficult points in teaching:1). Develop Ss’ skill s in reading, such as scanning, skimming and detailed reading2). Learn some mastery words and expressions according to context3). Retell the text & let the Ss express their thoughts using the words learned in the passage.II. About teaching methods:According to the characteristics of high school students and the theme of this unit, I will adopt teaching as a whole method, task-based method, and Ss-centered method.The linguist Edio Williams has said, “ As a rule, reading work should begin with a general understanding of the text, and then move to smaller units such as paragraphs, sentences and words.” So in the teaching procedure, I will follow the rules of Ss’ recognition, conduct the Ss to begin with the title and then come to the general idea an d the detailed information of the whole passage. At last I’ll lead the Ss back to the theme of the passage. Meanwhile, they’re given tasks to finish. In the process of finishing the tasks, let the Ss be the real master in class and foster their ability in cooperation. I think, with the help of the computer and courseware, the efficiency of the class will be greatly improved.III: About learning methods:Ss in high school have had a degree of recognition. They have their own points of view. And they also want to obtain more knowledge and information by way of our textbooks. As is described in modern educational theory, “the process of obtaining knowledge is more important than obtaining knowledge itself”, we should not only teach Ss knowledge, but also lead them to study autonomously and cooperate with each other. In our teaching, we should cultivate Ss to experience, practise and explore by themselves. And pay attention to activating Ss’ interests, and make them willing to search for information, obtain information and deal with information. I’ll try to arouse the Ss’ potential and make them obtain knowledge by way of autonomous study and cooperation, and at the same time form good learning methods to improve their reading, speaking and writing abilities.IV. About teaching procedures:As we all know, modern English teaching must follow the theory that Ss are the real master in class while the teacher a director and Ss’ ability of innovation should be fostered too. According to this theory, I have designed six steps.Step I: Preparation:Divide the Ss into five groups and get them to finish one task before class.Task: Surf the Internet or refer to the books to find out information about Jane Goodall, such as her birthplace, her experience as a student, her research, her achievements and so on. Prepare a report.The Ss have got some idea about women of achievement in Warming-up part. They have known something about Jane Goodall. So my purpose of giving Ss this task is to let them know more about Jane Goodall by themselves. By doing this, I can develop Ss’ abilities to collect information, deal with the information and cooperate with others. Meanwhile we can get prepared for next step.Step II: Pre-reading:Play a video about Jane Goodall. Then Ss do their reports as they’ve prepared before class.My purpose of this step is to get Ss to think, speak and express in English; foster their ability to get information from visual-auditory resources; encourage them to participate in the class activity and stimulate their interest to read the passage. At the same time I can lead in the passage.Step III: While-reading:There are 4 tasks in this step.Task 1: Skimming the title:Skim the title and guess what the author will write in the passage.My purpose of giving Ss this task is to scatter their thoughts and train the Ss in auseful reading skill – skimming. And also I can cultivate their writing ability.Task 2: Scanning the passage:Scan the whole passage and find out the topic sentence of each paragraph. And then try to write down the main idea of each paragraph according to the topicsentence.For paragraph 1 the topic sentence is: Following Jane’s way of studying chimps, our group are all going to visit them in the forest. The main idea of this part is: Howour group studied chimps in the forest.For paragraphs 2—4, the topic sentence is the first sentence of each paragraph.The main idea of each paragraph is:Paragraph 2: What Jane discovered about chimpsParagraph 3: What Jane is doing now to help chimpsParagraph 4: Jane’s achievementsMy purpose of doing this is to foster Ss’ fast reading ability and the ability toanalyze the information that they get.Task 3: Intensive reading:Focus on the whole text carefully paragraph by paragraph.For paragraph 1, I’ll ask Ss to finish a diagram according to the group’s research of the chimps’ activities:the whole day:①watch a family of chimps wake up②the chimps wander into the forest ( feed, clean each other)③the mother chimp and her babies play in the tree④the chimps go to sleep together in their nestBy finishing the diagram, Ss can understand this paragraph better and at the same time be trained for their skills in reading between lines.For paragra ph 2, I’ll ask Ss some questions, for example:Where did Jane Goodall do her research?How did she do her research?What did she discover about chimps?Then the Ss can discuss the questions together. By this task, I can check if the Ss can understand this paragraph and train the Ss for their abilities to use information andtheir narrative ability.For paragraph 3, I’ll ask Ss to do some true or false statements:She hopes that chimps can be left in the forest.She supposes that people should use chimps for entertainment.She has spent more than forty years helping people understand her work.She has built many homes for the wild animals to live in.By these true or false statements, the Ss can understand this part better and at the same time I can train their abilities to comprehend and remember information.Paragraph 4 is very simple, I’ll ask Ss only one question: What did she achieve? Then I can train their ability to analyze information and their ability to organize their speech.The purpose of task 3 is to train the Ss for the skills of finding out the important facts and detailed information. And teamwork can help lower the difficulty and also gives Ss an opportunity to cooperate with each other.Task 4: find out the difficult points and sentences by themselves. Then work in groups and exchange their understanding of the difficult points. One group asks other groups to explain them in English. Anyone who understands them can stand up to explain.My purpose is to develop Ss’ reading skills – drawing in context and let hem have a better understanding of the text. Meanwhile cultivate Ss’ ability of studying autonomously.Step IV: Post-readingTask 1: discuss the structure of the passage.I may ask the Ss to discuss the following questions:What is the structure of the passage? How is the passage organized? Do you think the passage is well organized? Give your reasons. Who do you think was telling the story? Would you prefer that it was written by Jane? Why do you think it isn’t?My purpose is to make Ss more aware of the way a passage is written and get them prepared for writing such a kind of passage.Task 2: retell the text according to some key words.My purpose is to lead the Ss back to understand the passage as a whole. Practise their abilities to obtain information and deal with information. At the same time practise the Ss’ narrative ability.Task 3: Have a discussion in groups . What will you do if you have a chance to work in the west , especially in a remote area?This task is based on the text but not confined to it. My purpose is to scatter the Ss thoughts and broaden their horizon. And get the Ss prepared for writing. I hope in this way I can change their knowledge into abilities.Step V: SummaryIn this step, what the Ss will do is to appreciate some pictures and music as well as listening to the tape so that they can revise what the have learned in class.Step VI: Question Time and homework:I’ll leave the last 2 minutes for the Ss to ask questions. It’s another chance for them to study autonomously.The homework is to write a letter to those parents who prefer boys to treat girls equally by telling them some stories of some women of achievement. I hope the Ss can use this as the consolidation of what they have learned in class.Tasks in pre-reading and while-reading are fairly easy, so I will offer the chances to the less talented students. However, tasks in post-reading are a bit too difficult which will be given to the top students.Interest is the best teacher. For senior students, interest comes from the success they achieve. So I intend to let each student have the chance to achieve success andhave the pleasure of being successful in learning English. Therefore, Ss-centered method and task-based teaching method are used here.Module Three Body Language and Non-verbal CommunicationGood afternoon, everyone. Today I'm very pleased to have an opportunity to talk about my teaching ideas .My topic is Body language and Non-verbal communication. It is made up of four parts.Part I My understanding of this lesson .The analysis of the teaching materials:This lesson is a reading passage. It plays a very important part in the English teaching of this module, because we should lay particular emphasis o n the students’ reading ability in senior English teaching. In this passage, we should help the students get some knowledge about the different ways to communicate with others. This passage mainly describes some greetings in European and Asian countries. At the same time, we should get the students to understand some difficult sentences and comprehend the passage better. The Ss should receive some moral education .Let the Ss understand some ways of the non-verbal communication so that the students can increase their awareness of communication.Teaching aims:1. Knowledge aim: understand the main idea of the text.2. Ability aim: retell the text in their own words3. Emotional aim: increase their awareness of communication.Key points:How the students can understand the text better.Difficult points:1. Use their own words to retell the text.2. Some difficult sentences in their passage.Part 2 My teaching theories, methods and aidsBefore 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 myself act as a director; combine the language structures with the language functions; let the students receive moral education while they are learning the English language.Teaching method:Question-and-answer activity teaching method.Watch-and-listen activity teaching method.Free discussion methodPair work or individual work method.Teaching aids:1. a projector2. a tape recorder3. multimedia4. the blackboardPart 3 Teaching procedures:I have designed the following steps to train their ability of listening, speaking, reading, especially reading ability. The entire steps are:Greeting, Revision, Lead-in and preparation for reading, Fast reading, Listening, Intensive reading, Consolidation, Discussion and HomeworkStep 1 GreetingsGreet the students as usual.Step 2 lead-in and preparationShow them the pictures about greetings in different countries, and let them describe the actions in their own words.Purpose: Arouse the students interest of studyBring in new subject: Body language and non-verbal communicationStep 4 Fast readingRead the passage as quickly as they can, and then let them give me the best title of the passage. Purpose: Improve the students reading ability; understand the general idea of each paragraph. Step 5 Listening (book closed)Listen to the tape and do T or F exercise on page 23.Purpose: Train the Ss listening ability and prepare for later exercises.Step 6 Intensive readingRead the passage carefully again and answer some detailed questions on the screen.1 Give some examples to show people are not aggressive when they greet strangers.2 What does "salaam" mean?3 How do we make "give me five"?It is also called depth reading or study reading .It means reading for detailed information. Purpose: Further understand the text to find out some details of the text.Step 7 ConsolidationRetell 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 class. What’s more, I want to let them have the ability of introducing and analyzing expression.Step 8 DiscussionGive them a topic: If you go to a party where there is an American/Muslim friend, hoe will you communicate with him or her?Purpose: I want to make them realize: It is important to know different gestures in different countries.Step 9 HomeworkLet the students make a dialogue about different greetings and then act them.Purpose: I want to let them master the passage better. At the same time, train their ability of do-it-yourself.Part 4 blackboard designModule Three Body Language and Non-verbal CommunicationTopic sentences:1. Gestures can vary from country to country. (How)2. Some informal gestures. (Give examples)。
