高三英语必修四说课稿范例

【#高三# 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。©文档大全网高三频道为你整理了《高三英语必修四说课稿范例》希望对你的学习有所帮助！

1.高三英语必修四说课稿范例

　　教学目标 ：

　　1.学会不同工作的英文表达方式。

　　2.了解同学父母的工作。

　　3.学会简单的介绍自己将来的理想。

　　教学内容：

　　重点词汇：teacher, nurse, engineer, manager, airhostess, lawyer, doctor, clerk, reporter, police

　　重点句型：

　　1. What does your mother do? She is a teacher.

　　What does your father do? He is an engineer.

　　2. What do you want to be? I want to be a teacher.

　　What does she want to be? She wants to be a singer.

　　总体思路: 本单元采用任务型的教学模式，设计了三个任务活动，首先以比赛的形式，让学生通过工作的描述，来猜测工作的名称;然后由学生自己下座位找与自己父母工作相同的同学，练习所学的句型;其后让学生用所学句型谈论自己的理想。所有任务的设计，由简到难，每一个任务都为下一个任务的完成奠定了一定的语言基础。

　　语法知识

　　一般现在时

　　(1)一般现在时主要由动词原形表示，但第三人称单数后要加-s，另外be有特殊的人格形式，见下表:

　　一般现在时

　　(2)一般现在时的否定式见下表

　　一般现在时的否定式

　　(3)一般现在时的疑问式及简略回答，见下表。 一般现在时的疑问式

　　(4)一般现在时的基本用法如下。
　　① 经常性或习惯性的 I get up at six every day.

　　② 客观真理，客观存在，科学事实。

　　The moon moves round the earth.月亮围着地球转。

　　③ 表示格言或警句中。

　　Pride goes before a fall. 骄者必败。

　　④ 现在时刻的状态、能力、性格、个性。 I don't want so much.

　　教学板块设计:

　　Task1：Know the names of the different jobs

　　目的：通过这个环节，教师完成本单元的新单词的导入 ，通过提供给学生对于不同工作的具体描述，让学生猜出工作的名称，这样为整节课任务的完成奠定最基本的词汇基础。在做猜谜游戏时学生能够做到精神集中，并能激发学生的学习兴趣。

　　课前准备：教师需要准备关于teacher, nurse, engineer, manager, airhostess, lawyer, doctor, clerk, reporter, police等工作的具体文字描述。

　　课堂学生活动：

　　1.教师向每个小组发放一份关于工作的描述，竞赛看那个小组最先猜出答案，并将本组的谜语提供给全班，让其他组竞猜，这可以将学生的注意力，吸引到课堂上来，并对同学年的谜语加以思考。此活动以小组为单位，让学生通过谜语来猜测工作的名称，猜对者给小组加分。

　　The riddles supplied by the teacher:

　　1) I work in the hospital everyday. My work is very hard but also very important. The doctors and patients need my help. I help the doctor and look after the patients. I always wear white clothes. People call us “angels in white”.

　　2) I drive a car everyday, but the car is not mine. There are many people sitting in my car everyday. After they go out of the car, they must pay me money.

　　3) My job is very difficult but interesting. I help people on the court. If I succeed I will get lots of money, but if I fail, I get no money.

　　4) I am very proud of my job. Because I am you’re your mother. I will tell you what is right and what is wrong. Sometimes I am very strict.

　　5) I work outside; I am very busy because there are many letters in my bag, and I must give the letters to different people.

　　6) I work in a restaurant and I always carry some fruits and dishes. I often ask people: What would you like? I am really very busy.

　　2.在所有单词导入 后，以小组为单位，将所有单词按不同的标准分类，如：适合男人的工作，适合女人的工作等，通过这项活动，学生能将所学单词落到笔头上，同时是对所学单词的又一次巩固，而且不同的组有不同的分类原则，开发了同学无限的想象空间。

　　Task2:Know what your group members’ parents do.

　　目的：通过这个任务，学生能应用本单元的主要句型，询问本组成员父母的工作。

　　课堂活动：

      1.小组活动，在小组内小组成员互相询问父母的工作。 应用句型：What does your mother do? She is a……… What does your father do 

       2.向全班同学汇报调查结果

　　3.同学下座位，在限定的时间内，看谁能找到父母与自己父母工作一样的同学，并且数量最多。

　　4.向全班同学作汇报。比赛看那个小组完成的数目最多。 Task3Whatdoyouwanttobe?

　　目的：让学生学会用简单的句型来介绍自己的理想，通过此活动导入 新的句型并进行大量的操练，让学生充分的掌握。

　　课堂活动：

　　1.教师通过介绍自己的理想导出句型:I want to be a singer. What do you want to be?

　　2.小组内组长来统计本组同学的愿望，比赛看那组同学的愿望最多，并作小组汇报。

　　Homework:思考一下自己的理想工作对人都有哪些要求? 课后反思：

　　本单元的基本词汇和基本句型，内容较多，所以针对不同的内容设计了不同的任务活动。通过课堂的试验，证实了这些任务的可行性，并达到了意想不到的效果。

　　1.在导入 新单词时，通过小组比赛的形式，让学生通过工作的描述，来猜测工作的名称，首先比赛的形式，调动了学生的兴趣，其次猜谜的这种形势更有利于让学生开动脑筋，思考问题大大吸引了学生的注意力。

　　2.第二个任务由学生自己下座位找与自己父母工作相同的同学，通过这个竞赛形式教师为学生提供了一个安全的语言环境，学生可以大胆的练习所学的句型。其后让学生用所学句型谈论自己的理想，培养了学生的价值观和理想观。

2.高三英语必修四说课稿范例

　　各位老师,

　　大家好！

　　我很幸运自己能在实验中学XX英语组这个大家庭里,在备课组各位老师的指导下,自己在不断的成长.现在我把自己的一堂写作课的思路,内容,过程呈现给大家,（实际上只能说是给大家说一遍）也是抱着向各位老前辈学习的态度,希望能够抛砖引玉,得到大家的指导和帮助.

　　一、教材分析

　　1）地位及作用

　　本模块以a job worth doing为话题,旨在通过模块教学使学生了解社会中各种工作及其对社会的重要作用,并设想未来的工作类型.写作部分要求学生就某一项工作写一封求职信,咨询有关此项工作的情况,并介绍自己的简历.英语写作是一个创作性的学习过程.它对语言表达的正确性和准确性、思维的逻辑性和文章的条理性都比口语要求更高.也因为在reading 等输入之后,写作做为输出上升到一个更高的层次,本单元的写作课,以及以往的每次写作课都是根据这一原则进行授课的.

　　2）教学目标

　　①认知目标:把握如何写好求职信.

　　②技能目标:掌握求职信的写作.

　　③情感目标:通过读招聘广告,读求职信,培养学生对社会的责任感,培养他们奉献社会、回报社会的精神,同时使他们认识到只有通过自己的努力学习,才会为自己的美好将来打下基础.

　　3）教学用具:多媒体

　　二、教学方法

　　依据导入-分析—写作-讲评的方法,目的是培养学生写作能力.主要运用了学生为中心,任务为中心,活动为主合作学习的方法.合作学习是帮助学生提高英语写作水平的一个有效途径,通过小组讨论、大组交流、全班分享,学生不觉得写作课是单调的,反而觉得有兴趣.

　　三、学习方法

　　1） 教会学生如何成为一个成功的语言学习者,在学习的过程中可以去背 诵或模仿好的句子,只有平时积累了,考试时自然会胸有成竹.

　　2） 指导学生写一封好的求职信.

3.高三英语必修四说课稿范例

　　一、说课标

　　在英语教学中落实新课程标准，就是贯彻执行国家教育部关于课程改革的决定。新课程标准的三维教学观，具体到英语学科就是要整合发展学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的素养，培养学生综合运用语言的能力。《基础教育课程改革纲要》中明确指出：“教师在教学才过程中应与学生积极互动、共同发展，要处理好传授知识与培养能力的关系，注重培养学生的独立性和自主性，引导学生质疑、调查、探究，在实践中学习，促进学生在教师指导下主动地、富有个性地学习。教师应尊重学生的人格，关注个体差异，满足不同学生的学习需要，创设能引导学生主动参与的教育环境，激发学生的学习积极性，培养学生掌握和运用知识的态度和能力，使每个学生都能得到充分的发展。因此，本课的设计重点是：帮助学生形成自主、合作、探究的学习模式，掌握阅读的一些基本技巧，让每个学生在原有的基础上都学有所得。

　　二、说教材

　　(一) 教材地位和教学内容分析

　　本课是XX必修模块1第4单元的阅读课型，这单元围绕earthquakes这一主题开展听、说、读、写多种教学活动。由于本单元生词量较大，并且Warming up可挖掘的东西较多，因此把Reading设计为本单元的第2课时。本课型是单元整体教学的重要环节，为学生的语言学习、语法学习提供了载体，并且是学生获取信息的主要来源。“Reading――― A NIGHT THE EARTH DIDN’T SLEEP” 具体描写1976年唐山大地震的震前、震中和震后。本篇文章词汇量大，运用了大量的动词、复杂的数字，出现许多定语从句，篇幅较长，并且采用一些修辞手法，对学生的语言阅读能力提出了更高的要求。但文章的'结构较明显，较容易归纳出各部分的中心词。

　　(二)教学目标

　　根据新颁布的《普通高中英语课程标准(实验稿)》关于阅读课主要教学目标的具体描述，结合本课教学内容，具体从语言知识、语言技能、情感态度和文化意识三个方面制定如下教学目标。

　　1. 语言知识目标：

　　a)使学生了解自然灾害的相关词汇，并掌握复杂数字的表达法。

　　b)学习掌握与地震相关的词汇，如：shake,well,rise,smelly,pond,pipe,burst,canal,steam ,ruin,injure,destroy,brick,dam,useless,steel,shock, quake,rescue,electricity,disaster,army,organize,bur y,coal,mine,shelter,fresh,percent等，以及 right away, at an end, dig out, give out, thousands of以及一些优美句子的赏析。

　　2. 语言技能目标：

　　a)阅读技能的训练：让学生学会克服生词障碍，通过略读，归纳出文章的大意;通过细读，理清文章的总体框架与脉络，归纳出各部分的中心词;(英语教案)通过查读，捕捉文章的重要细节，培养学生获取、处理信息的能力。

　　b) 让学生复述课文，分析、感悟作者的写作意图。

　　c) 让学生运用本节课所学词汇、知识，通过采访唐山大地震幸存者的形式进行小组活动，提高学生用英语进行创造性交流的能力。

　　3.情感态度与文化意识目标：

　　a)学会有关地震的知识，并能通过学习讨论懂得地震时的应急逃生，地震后如何科学救人和有关地震的形成和减少地震所造成的损失等一般知识。

　　b)懂得地震无情人有情，即使发生了多么可怕的灾难，国家和解放军官兵都会不顾自身安危，奋力抢救，培养学生一方有难、八方支援的互助友爱精神。

　　c)了解自然灾害会给人类带来严重的破坏性后果，让学生进一步感悟、领会到人类应与自然界和谐共处。

　　d)培养学生的合作意识和“合作学习”的习惯。

　　e)欣赏课文中优美句子，了解一些英语修辞手法，使学生在学习完课文之后得到一次美的享受，一次心灵的愉悦和升华。

　　(三)教学重点和难点：

　　根据新颁布的《普通高中英语课程标准(实验稿)》关于读的技能目标的具体描述，结合高一学生实际和对教材内容的科学分析，确定本环节的主要教学重点和难点是:

　　1.重点

　　1)让学生了解唐山大地震，了解地震的成因、预兆、地震造成的损失，地震时的应急救生以及震后的救援。

　　2)训练学生的阅读技巧，提高阅读能力。侧重培养学生对文章的整体性结构的把握和挖掘作者写作的意图，突出培养学生以下3个方面的能力：

　　a.文章段落中心词把握能力。

　　b.根据主题快速捕捉文章重点细节的能力。

　　c.总结归纳能力。

　　3)重点掌握有关地震的词汇，特别是shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster, army, organize, bury, shelter。

　　4)欣赏并理解课文中优美句子，让学生掌握一些英语修辞用法。

　　2.难点

　　1) 如何使学生养成科学的阅读习惯，提高阅读理解能力和语言水平。

　　2) 如何使学生学会提取、筛选和重组文章中的信息，并灵活运用于语言实践中，达到语言实践能力的扩展与提高。

　　三、教学方法

　　教学设备：多媒体设备

　　教法渗透

　　根据新颁布的《普通高中英语课程标准(实验稿)》所倡导的教学原则及“第二语言习得论”和“整体语言教学理论”，结合文章具体内容及学生的差异性，确定本节课主要采用任务型语言教学法(Task-based Language Teaching) 、合作学习教学法(Cooperative Learning Approach)、整体语言教学法(Whole Language Teaching)、直观教学法、交际教学法(Communicative Approach)、以及情感激励教学法(Affective Motivation)等教学方法。具体采用“P—T—P”自主学习立体模式：(Pre-task----Task-cycle----Post-task)来组织教学。

　　1、任务型语言教学法

　　任务型语言教学认为：人们使用语言的过程就是一个完成各种各样任务的过程。任务型学习强调通过“做中学”、“学中做”，使学生在完成任务的过程中习得语言。本课组织学生四至五人组成一个学习小组，进行一次就地震后幸存者的访问。该设计基于课文内容，但又不局限于课文的范畴，旨在贯彻“做中学”、“学中做”策略，吸引和组织他们积极参与，并通过讨论、交流和合作等方式，在自然、真实的情境中，完成任务，体会、掌握语言的应用，达到学以致用的目的。

　　2.直观法(视听教学法)

　　充分利用多媒体教学手段，通过播放影视剪辑，与课文主题相关的图片、图表等直观手段，在充分调动学生学习兴趣的同时，降低学习难度，突破重难点。

　　3.合作学习教学法

　　合作学习教学法是以小组活动为主体的一种教学活动，一种同伴之间的合作互动活动。合作学习教学法有利于改善课堂心理气氛、大面积提高学生的学业成绩、促进学生良好非智力品质的发展，调整学生的语言焦虑感。因此，本课打破传统的教师单向灌输，采用“四至五人组成一个学习小组”的课堂教学结构，来组织教学，旨在营造轻松的学习氛围，为积极学习提供有利的条件，让学生在完成任务的过程中通过互相交流，降低语言焦虑感，获得愉快的学习经历，从而对学习本身和所学内容产生兴趣感。

　　4.整体语言教学法

　　整体语言教学法要求按 “整体-部分-整体”的模式，进行语篇阅读训练，即从“整体”开始，以“整体”结束的“三段式”阅读教学法。本课采用从整体略读——分段细读——通读全文，进一步理解课文内容，即是这种教学策略的体现。

　　5.情感激励教学法

　　在教学中重视师生之间的思想交流，充分调动自己情绪的感染力，适时进行情感与策略调整，通过情感激励，使教师与学生达到情感交融，在愉悦的课堂氛围中发展创新，体验成功。

　　此外在教学过程中还注意遵循以下教学原则：

　　1.贯彻动态真实原则，在教学过程中“动态”地去发现问题，分析问题和解决问题。本课在各个教学环节的设计和具体操作上都充分考虑到了策略的贯彻以及教学活动的灵活、有效的综合运用。

　　2.重视学生个性与创新意识的培养，给予学生充分表达自己的机会。

　　其余的教学方法将结合“说程序”进行举例说明。

　　四、学情分析

　　学习的对象是处于城乡结合部的高一学生，他们的英语基础较差，特别是由于词汇量缺乏，阅读习惯不好，导致阅读速度慢、阅读理解能力差。并且学生在初中已习惯了教师的单向灌输，部分学生由于英语表达能力的欠缺对课堂的互动缺少积极性，不善于交际，学习不够主动自主。因此，在组织教学活动中，注重学习策略的指导，灌输自主、合作、探究学习的思想，同时注意调整活动任务设置的梯度，使每个学生通过学习活动，都能学有所成，体验到成功。

　　五、学法指导

　　根据新颁布的普通高中《英语课程标准(实验稿)》对高中英语学习策略七级目标的具体描述，确定本环节主要从以下4个方面加强对学生进行学法指导。

　　1)认知策略:指导学生运用已学会的抓重点、做记号、摘笔记等方式，对所学内容进行整理与归纳。

　　2)调控策略:培养自我评价与相互评价的习惯，鼓励学生增加与教师和同学交流学习英语的体会和经验，学会科学评价自己的学习行为与学习效果，进一步形成有效的学习方法,树立积极向上的学习态度。

　　3)交际策略：创设有意义的情景和任务活动，引导学生通过四人一小组，进行合作学习，让他们围绕课堂任务分工合作，相互探讨、相互交流，从而获得知识、技能和情感体验，变被动学习为主动学习。

　　4) 资源策略：布置任务，引导学生主动拓宽英语学习的渠道，即通过不同信息渠道(internet, newspaper,dictionary, magazines…)查找所需信息，把英语学习从课堂延伸到课外。

4.高三英语必修四说课稿范例

　　Everyone needs friends.They are a basic source of happiness and hope in our lives. However, the ability to make friends varies from person to person.To some people, making friends is easy, and to others it’s very difficult. We all have the ability to make friends.Unfortunately, many people never reach their potential (潜能).Making friends is a skill, and the first step in developing that skill is knowing how to get along with others.

　　People who are good at getting along with others take an interest in what other people like.They learn to develop interest that make them enjoyable to be around.Therefore, the more things that your child knows how to do that involve (涉及) connecting with other kids, the more chances he or she has to make friends.

　　If your child has trouble making friends, you can tell him or her how to do it.

　　Realize your own strengths.You have skills and talents that others can enjoy.Some people don’t let others see their goodness.

　　Believe that you are a good person who has something to share with others.

　　Develop a sense of humor.Learn to laugh at yourself and your shortcomings.It will relieve (释放) some of the stress in your life.If you ever feel poking fun at someone, let it be you, never anyone else.Smile, smile, smile.

　　Respect the rights of others.They have their opinions, you have yours.Different opinions are healthy.Learn how to listen to others without putting them down or trying to persuade them that your opinion is right.

　　Be kind.Throughout your life, you will learn that if you are kind to others, they will usually be kind to you.When should you start being kind﹖Right now.Give someone a compliment (恭维).Open the door for someone.Wave to a friend. Encourage someone who is discouraged.Say something positive (积极的').There are hundreds of little things you can do to show kindness.

　　Be sympathetic (同情的).Try to understand what others are going through.Look at life through their eyes.If you emphasize (强调) with someone’s feelings, you can help.

　　Don’t complain (抱怨).People get tired of listening to constant complaining.Life doesn’t always go the way you want. Learn to accept what you can’t change, and work hard to change what you can. Replace the time you used to spend complaining with time spent being kind.

　　Never give up.Even if you are faced with negative, closed-minded people, never give up.Dont let them change you into one of them. Find people who will appreciate (欣赏) you.

5.高三英语必修四说课稿范例

　　good morning/afternoon, my dear judges. i'm number ___. it's 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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