下面是學(xué)習(xí)啦小編整理的高中英語(yǔ)說(shuō)課稿范文，以供大家學(xué)習(xí)參考。

　　Ladies and Gentlemen, It’s my great pleasure to be here sharing my lesson with you.http://www.wenku1.com/view/C7F05F908BD07056.htmlThe content of my lesson is《 foreign language teaching and research press》Book ， .let me talk about this lesson as the following:

　　一、 教材分析:Analysis of the Teaching material 二、教學(xué)目標(biāo):Teaching alms and demands: 三、教學(xué)重難點(diǎn):Teaching keys and difficulties: 四、教學(xué)方法:Teaching methods: 五、教學(xué)工具:Teaching aids：

　　六、教學(xué)過(guò)程:Teaching procedures: 七、板書(shū)設(shè)計(jì)：Blackboard Design. 八 教學(xué)評(píng)價(jià)與反思Teaching evaluation

　　Now, let me talk about the teaching material first.

　　一：Analysis of the teaching material 1.本課文在教材中的地位和作用

　　是本單元的核心部分，可讓學(xué)生更多了解美國(guó)特別是加利福尼亞州的人文地理知識(shí)。 2.教學(xué)內(nèi)容：

　　選修七第1單元閱讀課，也是聽(tīng)、說(shuō)、讀、寫(xiě)綜合訓(xùn)練課，Reading主要介紹了加利福尼亞州人口及民族、種族構(gòu)成、融合、變遷的歷史。通過(guò)學(xué)習(xí)，使學(xué)生了解加州不僅是美國(guó)人口最多的州，同時(shí)也是民族、種族最多、文化最為多元的州。

　　Therefore , on studying the teaching material and analyzing the regulation of students growing of mind , I put forward the teaching objectives according to English syllabus and new lesson standard. I will talk about it from Knowledge objects , Ability objects and emotion objects:

　　3. Teaching aims:

　　Knowledge aim：Understand the main idea of the text. And some important words and phrases: means, nationality, racial, make a life高中英語(yǔ)說(shuō)課稿Ability goals ：Enable the students to talk about the history of California.

　　Emotional aim ：本課旨在通過(guò)對(duì)加州風(fēng)土人情的研究與學(xué)習(xí)，豐富學(xué)生的世界地域文化知識(shí)，開(kāi)擴(kuò)視野，培養(yǎng)熱愛(ài)大自然、保護(hù)名勝古跡、造福人類(lèi)的高尚情操 。

　　Next , according to the new teaching standard and the teaching content , I made out the key points and the difficult points of this lesson:

　　4. Teaching important and difficult points Teaching important points :

　　Enable the students learn how to talk about the important events in Californian history. Teaching difficult points :

　　Enable the students to explain the reasons why California is such a multicultural community in the 21st century.

　　Something about the Ss:

　　1. The Ss have known something about the California through the Internet and other ways. 2. They are lack of vocabulary.

　　3. Some Ss are not active in the class because they are afraid of making mistakes.

　　Well, how to achieve the teaching objectives better, to stress the key points and break through the difficult points? The key is how to make use of the proper

　　teaching methods, I’ll talk about my teaching methods below.

　　According to the modern theories and social teaching theories, I adopt such teaching methods, Double activities，Question-and-answer activity，F(xiàn)ree discussion

　　They offer 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, make use of the modern electricity teaching equipments and all kinds of teaching means, it can mobilize the Ss’ enthusiasm and creativity in learning English. Studying Methods:

　　Let Ss study in a relaxed and agreeable atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining , thinking etc. And make preparation for completing the new study task.

　　也就是說(shuō)，為了更好地實(shí)現(xiàn)任務(wù)式教學(xué)和探究式教學(xué)，我采用了一下教學(xué)方法：

　　1、速讀法：根據(jù)高中英語(yǔ)教材側(cè)重閱讀理解這一特點(diǎn)，讓學(xué)生快速閱讀，以盡快了解文章的大意。

　　2、問(wèn)答法：通過(guò)設(shè)置問(wèn)題指導(dǎo)學(xué)生正確閱讀并掌握閱讀技巧中的快速閱讀和精讀。 3、翻譯法：適當(dāng)?shù)剡\(yùn)用翻譯可幫助學(xué)生理解文章的難點(diǎn)

　　4、討論法：通過(guò)Pair work.Group work.讓學(xué)生都得到一次口語(yǔ)訓(xùn)練的機(jī)會(huì)，教師應(yīng)設(shè)計(jì)一些適當(dāng)?shù)脑?huà)題。

　　通過(guò)師生之間(縱向)和學(xué)生之間(橫向)的討論讓學(xué)生學(xué)會(huì)分析、歸納的方法，培養(yǎng)學(xué)生自主學(xué)習(xí)、有效交際的學(xué)習(xí)習(xí)慣。

　　5、快樂(lè)教學(xué)法：即教師在教學(xué)過(guò)程中，要盡可能地利用多媒體技術(shù)、圖片、課件等刺激學(xué)生的感官系統(tǒng)，創(chuàng)造一種和諧的學(xué)習(xí)氛圍，讓老師教得開(kāi)心，學(xué)生學(xué)得開(kāi)心。 Teaching aids: 1. Multimedia 2. The blackboard

　　三：Teaching procedures

　　In order to realize the teaching process systematically, properly and efficiently, under the principle of “regard Ss as the corpus, the teacher inspires for predominance”, I divide the teaching process into six steps.

　　Warming-up; fast reading; careful reading; language points; discussion; summary; homework

　　warming-up: How much do you know about USA?

　　Which flag is American flag?

　　Which city is the capital of the USA?

　　Who is the President of America now? How many states are there in the USA?

　　National holiday; language; capital city; official name; major cites; famous peoples

　　First, look at the following pictures. Show some pictures on the screen.

　　Ask the students to turn to page 1 and look at the map of the USA and find out

　　where is the California. fast reading

　　Ask the students to read the text silently and then ask some questions about the text.

　　How many kinds of people are mentioned in this text? The passage focuses on the ______. A. population of California

　　B. customs and languages of California C. people of California D. history of California

　　No specific group is mentioned in ____. A. NATIVE AMERICANS B. GOLD MINERS C. THE FUTURE D. LATER ARRIVALS

　　Careful reading

　　In this part, the students will read the text again. Then show the following chart on the screen. Give them a few minutes to fill in the form. Then check the answers with the whole class.

　　Now let’s deal with some language points in the text. Look at the sentences on the screen. Show the following.

　　Who can explain the sentences?

　　1. However, it is likely that Native Americans were living in California... P2 2. That is why... P2

　　3. It is believed that before long... P3

　　Discussion

　　Ask the students to read the passage again and try to know more about the pictures, the people and the events in different history periods. First ask students to practice Activities 1-3 in pairs. And then check the answers with the whole class.

　　Role play-- retell the story

　　You are a guide in your group，and the others are tourists. The tourists ask you some questions about the pictures, the people and the events in different history periods, e.g：native , The Spanish, Gold miners and so on。

　　Summary

　　First ask the students to talk about the writing style and techniques, writing characteristic of this text in groups of 4, and check the answers with the whole class.

　　1. 文章結(jié)構(gòu);the writing style and techniques Writing characteristics:

　　1. The text is arranged well in the order of time.

　　2. The text catches the feature of people and things and uses adjectives. 4. The text seems more vivid and lively with the inserted pictures. 2. 美國(guó)加利福尼亞州的歷史文化以及交際語(yǔ)言。

　　Homework

　　1. Ask the students to discuss the question in Activity3 on page 3, trying to explain the reasons in their own words and write 3 ~ 4 sentences.

　　2. Ask the students to prepare for an article about history about their hometown. 板書(shū)設(shè)計(jì) California

　　Teaching evaluation

　　在整個(gè)課程中，我的思路是這樣的：教學(xué)之初，給學(xué)生呈現(xiàn)一些圖片，讓學(xué)生首先從視覺(jué)的角度對(duì)要學(xué)習(xí)的內(nèi)容有一個(gè)初始的認(rèn)識(shí);在進(jìn)入課文的學(xué)習(xí)之前，要求學(xué)生用簡(jiǎn)單英語(yǔ)解釋?zhuān)试S學(xué)生自主選擇想解釋的詞匯。這樣，既減少了學(xué)生的膽怯心理，又達(dá)到了運(yùn)用語(yǔ)言的目的：通過(guò)對(duì)于本文的語(yǔ)言片段的學(xué)習(xí)，以及圍繞著它所作的拓展訓(xùn)練，培養(yǎng)學(xué)生理解含有所學(xué)生詞的句子和段落并獲取信息，找出段落和文章的從屬關(guān)系，培養(yǎng)學(xué)生對(duì)因果關(guān)系的判斷分析能力，歸納分析能力和表達(dá)能力。