第1篇：高中英语学科素养大赛评课
高中英语学科素养公开课大赛---评课材料
-------外研版必修五
modulle 6 Animals in danger
本次赛课是针对学科素养的课堂展示活动，三位教师分别通过对学科素养的理解，设计展示了一系列教学活动，给大家展示了在新一轮课程改革的要求下，如何针对不同的学情，不同的课程内容，设计以人的发展为核心的学科教育活动，既然是学科素养课程设计，我就从语言能力，文化意识，思维品质，学习能力几方面来评价这三位老师的课程。
吉利高中于海军老师这堂课，展现了很高的英语素养，通过准确流畅的语言，向学生展示图片，描述出丰富的动物保护知识，并在此基础上拓宽提升和主题语篇相关的背景知识，传递出动物保护的重要意义。学生在听、说、读、写、看的教学活动中提高理解和表达能力。学科素养下的教学活动具有关联性，实践性，和整合性。学生的文化意识培养也不是孤立的，是在一系列教学情境中，融合语言知识和文化知识等过程中逐渐发展起来的。在学习词汇时，教师在教授pangolin scale elephant ivory elephant trunk等与主题相关的重点词汇时，通过语言描述相关图片，并在教师的引导下，以问题为导向，要求学生就每一个福娃friendlies的意义，展开讨论，学生通过参与语言实践活动，学习和尝试运用语言知识，文化知识，语言技能和学习策略，形成了“学中用”和“用中学”的互补与良性循环，将语言与文化相结合。在处理语篇内容理解上，教师要求学生采用skimming ,scanning ,等多种阅读方式，师生共同对语篇意义，语篇发展的脉络和 语篇语言的特点进行探究。思维品质是学生核心素养发展的心智保障，语言能力提升，文化意识形成和学习能力提高都离不开高质量的思维。于老师通过设计具体的英语学习活动来增强思维能力，像语篇意义获得时，要求学生讨论，探究主题意义，正确解读语篇。词汇学习时，根据教师描绘图片，猜测词汇意思，巩固提升训练中，教师设计了与主题意义相关的题型训练：语法填空、改错、介词填空，促进学生的思维发展。学生的学习能力是在具体的英语活动中逐渐提高的，在巩固提升训练中，教师设计了选择动物名称来巩固本堂课的重点，学生在学习活动中，小组讨论，合作，并在教师的引导下，主动调试学习策略，发挥思维想象力，不断尝试信息获取和传递等学习活动，提升学习效率。最后的课文复述是一项主题提升的活动，鼓励学生将所学知识和能力，迁移到新的生活情境，学生运用所学的语言以及文化背景知识，理性的表达个人观点，体现多元思维和正确的价值判断。于老师的这堂课教学设计，每一个教学过程都跟教学主题相关联，每一个教学活动都和目标相对应。教学主题突出，教学活动具有连贯性，实践性，学生在教师设计的教学情境中，轻松愉快的完成教学任务，教学效果良好。教师完成了以人的发展为核心的学科教育转变，真正落实立德树人的根本任务。但金无足赤，教无满评，再好的一堂课也会有不足，在语篇意义探究过程中，教师首先让学生听材料，然后总结语篇要点，由于教师语速较快，指令不清，部分学生不明其意，等到音频结束，教师引导学生回答时，出现冷场，学生无法完成这一任务，教师只好进行下一步教学活动skimming,俗语说，教无定法，预设的教学任务无法完成时，教师应该降低难度，重新调整教学策略，指导学生完成这一活动，而不能为完成整节课的任务，赶时间，忽略学生的学习效果。另外在培养学生思维品质方面，我觉得教师应该多放手，学生思维的逻辑性较好，但每一项任务都在教师的指导下，束缚了学生批判性思维和创新思维的形成，这也是目前中国教育的弊端，所以在今后的教学设计中，教师应在培养学生思维能力，自主学习能力方面要精心设计，争取把学生培养成具有中国情怀，国际视野和跨文化沟通能力的合格建设者和接班人。
第2篇：高中英语阅读课教案
高中英语阅读课教案： LESSON PLAN Time of Leon: 45 minutes Students: Senior Grade One
Teaching Material: How Did Postage Stamps Come Into Use Teaching Objectives:
1.To train Ss' reading ability(such as gueing the meaning of new words in the context, the speed of reading.)2.To train Ss' reading comprehension(To get meages from what they read.)Teaching Points:
1.Ss get used to three reading skills.2.Ss understand the given paage.Properties: Stamps, letters, postcards, work sheets, OHP Teaching Method: Communicative Approach Leon Type: Reading New Words and A Phrase: postage, put forward, proposal, seal, deliver, system, postal Procedures: Step 1.Warm-up(6')1.Lead-in Show some stamps, letters and postcards and have free talk to arouse students' motivation.2.Dealing with some new words Q: Do you know the postage of a letter? Explain "postage", and write postage on the Bb.postage: payment for the carrying of letters A: Fifty fen for any place in China except Hong Kong, Taiwan and Macao.Q: What do the postmen do with the letters? A: They take the letters from the postbox and carry them away to the places on the envelopes and deliver them to the addreed people.Explain "deliver", and write deliver on the Bb.deliver: take letters or goods to the addreed people.Q: Who put forward the proposal to use stamps? Use OHP to project the question onto the screen.Explain "put forward" and "proposal", and write them on the Bb.put forward: put an idea before people for thinking over proposal: sth.proposed, plan or idea, suggestion Again: Who put forward the proposal to use stamps? Step 2.Skimming(4'30")1.Instructions T: Now I give you a paage to read, and for the first time you should only find the answer to the question.You have only two and a half minutes to read.So don't read word for
word.Read quickly.Just try to find the answer.2.Handing out the reading material and reading 3.Checking
Q: Who put forward the proposal to use stamps.A: Rowland Hill, a schoolmaster in England.Step 3.Scanning(6')
1.Instructions
T: This time I give you three minutes to read the paage.When you are reading, find the answers to the two questions.Use OHP to project the questions:
1.Why was the postage high in the early nineteenth century when people did not use stamps?
2.When was postage stamps first put to use? 2.Reading 3.Checking
1)Pair work
2)Cla checking
Ans.to Que.1.Because the post offices had to send many people to collect the postage.Ans.to Que.2.On May 6, 1840.Step 4.Full reading(21')1.Instructions
T: Now I give you ten minutes to read the paage for the third time and you should read it carefully.Before reading, let's go over the questions on the work sheet.Give Work Sheet 1 to the Ss.Explain the new words in Que.4.prevent: stop, not let sb.do sth.reuse: use again
T: Try to find the answers to the questions.But don't write the answers down, you can put a sign or underline the sentences concerning the questions.2.Reading
3.Checking
1)Group work: Checking the answers in a group of four Ss.2)Cla work: Checking the answers in cla.Poible Answers:
1.Why were people unhappy to pay postage for letters in the early nineteenth century?
Because they had to pay postage when they received letters, especially when they paid for a letter which they did not wish to receive at all.The postage was high.2.Why was it much easier for people to use stamps for postage?
Because people could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters.3.Why was the postage much lower using stamps?
Because in this way, the post office did not need to send postmen to collect postage.It only needed to send fewer postmen to deliver letters.4.How could the post office prevent people from reusing the stamps? The post office could simply put seals on the stamps so that people could not use the stamps again.Check the understanding of the word "seal", and write it on the Bb.seal: ÓÊ´Á 5.Did other countries take up the new postal system? Yes.Check the understanding of "postal" and "system", and write them on the Bb.postal: of the post system: a set of working ways
6.Does every country in the world has its own stamps? Yes.Step 5: Rounding-off(7')1.Answering Ss' questions on the paage if any.2.Making a guided-dialogue with the information given from the paage.Hand out Work Sheet 2.Do it in pairs.3.Asking two or three pairs to read their dailogues.A poible completed dialogue: A: Oh, What a beautiful stamp!B: Yes, it's from the U.S.A..A: Do you know in the early nineteenth century people did not use stamps? B: Then how did they pay the postage? A: They had to pay the postage when they received letters.B: Was the postage very high then? A: Yes.Because the post offices had to send many people to collect the postage.B: Who put forward the proposal to use stamps? A: Rowland Hill, a schoolmaster in England.B: Why do post offices put seals on the stamps? A: They can prevent people from using the stamps again.B: When did post offices begin to sell stamps? A: On May 6, 1840.B: Thank you for telling me so many things about stamps.Step 6.Aignment(30")Ask the Ss to shorten the paage within four or five sentences after cla, and to write it in their exercise books.************************************************************* Reading Material: How Did Postage Stamps Come Into Use When you send a letter or a postcard, you have to put stamps on the envelope or on the card.When did people first begin to use stamps? Who was the first to think of this idea? In the early nineteenth century, people did not use stamps.They had to pay postage when they received letters.They
were unhappy about this, especially when they paid for a letter which they did not wish to receive at all.The postage was high at that time, because the post offices had to send many people to collect the postage.Rowland Hill, a schoolmaster in England, was the first to put forward a proposal to use stamps.He thought it would be much easier for people to use stamps to cover postage.They could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters.The post office could simply put seals on the stamps so that people could not use the stamps again.In this way, the post office did not need to send postmen to collect postage.It only needed to send fewer postmen to deliver letters.That was a good idea and the government finally accepted it.On May 6, 1840, post offices throughout England began to sell stamps.Soon this new postal system was taken up by other countries.Now each country has its own stamps.And there are many people who collect stamps all over the world.Work Sheet 1:
Find the answers to the following questions from the paage: 1.Why were people unhappy to pay postage for letters in the early nineteenth century?
2.Why was it much easier for people to use stamps for postage?
3.Why was the postage much lower using stamps?
4.How could the post office prevent people from reusing the stamps?
5.Did other countries take up the new postal system? 6.Does every country in the world has its own stamps now?
Work Sheet 2:
Complete the dialogue with the information you have got: A: Oh, What a beautiful stamp!B: Yes, it's from the U.S.A..A: Do you know ____________________ people did not use stamps?
B: Then how did they pay the postage?
A: ______________________________________ B: Was the postage very high then?
A: _________________________________ B: Who put forward the proposal to use stamps? A: __________________________________ B: Why do post offices put seals on the stamps? A: ______________________________________ B: When did post offices begin to sell stamps?
A:_________________________________________ B: Thank you for telling me so many things about stamps
第3篇：高中英语语法课教案
高中英语语法“虚拟语气”的教学设计
一、教材分析：
本课是结合外研社版高中英语教材选修6中有关虚拟语气的语法内容，进行高三虚拟语气的复习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。
二、学情分析：
在高一和高二英语学习基础上，高三学生已经掌握基本的语言结构和一定程度的听说读写能力。在高三语法复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。
三、教学重点:
1.复习的重点---语法虚拟语气的句型结构.2.语法虚拟语气的运用
四、教学难点:
1.结合复习的语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。
2.虚拟语气在真实的生活语境中的使用。
五、教学目标: 1.知识目标:
引导学生掌握情态动词在虚拟语气之中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，附和逻辑推理和合理的想象，结合语法和题干中的语境解决高考题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。2.能力目标：
利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。3.德育目标：
用情态动词和虚拟语气的句子结构表达思想感情和正确的世界观、人生观。
六、教学策略: 通过活动课、小组讨论等具体形式，创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课采用教学方法---任务型教学法。以任务为中心，任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标。在的各种“任务”中，学生能够不断地获得知识并得出结论。
七、学习策略:
非测试性评价体现新课程标准的实施效果，评价体系“正确反映外语学习的本质和过程，满足学生发展的需要。” 本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。
八、教学用具：
黑板、录音机、多媒体辅助（将本课所需要的图片、文字、音乐等制成PPT课件）
九、教学过程
Step1 Warming up（5 minutes）Discu about the pictures together , and expre their ideas freely.Such as, What would you do now, if you lost your vision or other valuable things ? You wish„„ 设计说明：
1.教师首先展示美国聋哑女作家 海伦·凯勒的影片图片和主要作品，然后请学生阅读以下片段：假如给我三天光明（节选）请学生思考一下这个问题：假如你只有三天的光明，你会怎么做？教师通过多媒体呈现图片，目的吸引学生的注意力，并激发起好奇心。
2.利用新颖和形象的图片导入，有利于学生参与教学活动，进行讨论和对话活动。帮助学生学会珍惜拥有，学会生活。Step2 Presentation（8 minutes）
Hold an English poem recital competition.Task1：Divide the whole cla into a number of groups.Each group asks one student to act as the competitor with music
Living life over
If I had my life live over I would have talked le and listened more
I would have invited my friend over to dinner even if the carpet was strained and the sofa faded
„„ Task2：Choose the best group that read the poem with their deepest feeling.评价工具（选票）：选出朗读最好的学生。设计说明：
1.用配乐英文诗歌朗诵的方式导入语法---虚拟语气的学习。该诗歌几乎每句都使用虚拟语气来表达思想，传递情感。
2.任务型活动：课题的引入采用诗歌朗诵竞赛的形式，学生小组活动，对英文诗歌进行翻译，激发参与学习过程的热情和竞争意识。最后由全体同学对各组参与代表投票进行非测试性评价。Step3 Revision（7 minutes）
Firstly，ask the students to answer the questions in groups to summarize the basic structure of the grammar.1.If there _______(be)no computer, the students _______(learn)much now.2.If there _______(not be)the war, people ______(live)a happier life in the future.3.If you ________(come)yesterday, you _______(see)Jackie Chen.4.If you______(attend)the concert, your oral English _______(become)better now.设计说明：
1.教师在进行语法教学的过程中把握好教学内容和教学范围的度, 适应高三复习的需要，加强语法教学的交际性，科学性和可操作性。
2.合作学习活动，学生在活动中运用语言，调动起学生的认知结构和主体意识。教师把语法规则活化为活动，把教学活动活化为交际活动。设分组竞答游戏活动，激发学生的参与意识。Step4 Consolidation(5minutes)
1.If Newton lived today, he would be surprised by what ______ in science and technology.A.had discovered B.had been discovered C.has discovered D.has been discovered
2.This printer is of good quality.If it ____ break down within the first year, we would repair it at our expense.A.would B.should C.could D.might 3.---John went to the hospital alone.---If he ____ me about it, I would have gone with him.A.should tell B.tells C.told D.had told 设计说明： 以选择题的形式，降低学习学习的难度。通过课堂测试进行反馈，进而了解学生的掌握情况，以学生的为本，注意个体差异，因材施教。Step5 Writing（20 minutes）
Task1: Summarize the grammar with the students and write down what they said on the blackboard.1.If…did/were , …would/could/should/might do… 2.If …had done , …would/could/should/might have done… 3.If…did/ were to/should do ,…would/could/should/might do…
Task 2: Discu the sentences in groups and encourage the students to expre their feelings in English as follows
1.I regret wasting the time which I should have spent on my studies playing computer games.2.I could have been good at English, but I devoted too little time and energy to it.3.If I had worked two years ago as hard as I do now, my grades would be much more satisfactory now.Task3: Ask the students to translate the sentences into English.1.我的老师建议我制定学习计划并认真的执行。
(1)My teacher suggests that I should make a study plan and carry it out very seriously.(2)It is suggested that I should make…
(3)My teacher’s suggestion is that I should make…
2.现在，我学习起来好像永不疲倦一样。我相信，坚持不懈和决心会助我成功。
At present, I am learning as if I were never tired.I believe that my perseverance and determination will lead to my succe.设计说明：
1.让学生围绕该话题展开讨论，以确认可以使用虚拟语气的地方。课堂教学过程中，注重 “精讲精练，以练为主；点到为止，注重运用”。
2.在学生找到可使用的句子之后，鼓励学生灵活运用多种虚拟语气的表达方式对语言进行深层次的句法处理.调动学生参与课堂学习活动的热情，增强面对高考的自信。 Step5 Aignment
Ask the students to finish the composition we have talked about or write a composition about your dream that can hardly be realized in your daily life, such as walking in the space , living under the sea, making a journey, and so on.Motivate the students to use the grammar “the subjunctive mood” to organize the sentences and form the composition.(写作训练)设计说明：
任务型活动：课外作业是课堂教学活动的延伸，学生可以互相合作完成该写作任务。该环节是本课所有教学环节的延续，通过写作的练习，使学生逐步学会运用语法知识，讨论自己感兴趣的话题，表达自己的思想，达到形成和提高写作能力与技巧的目的，完成学习的任务。让学生在反复接触和运用语言的过程中逐步体会和感知语言的规律性，从而使学生的语法知识内化成语言能力。
Blackboard design(板书设计)
Revision---the subjunctive mood
1„did/were , „would/could/should/might do„ 2„had done , „would/could/should/might have done„ 3„did/ were to/should do ,„would/could/should/might do„
If
but for
Reflection after teaching（教学反思）
本节课通过不同的任务设置，让学生在小组活动中通过合作和探究来完成各个任务。新教材要求将语言的形式与其意义、交际功能有机的结合起来，通过在实际的语言运用中内化语言规则，从而使学生达到能准确运用语言进行有效交际的目的。大多数学生离开课堂之后并没有多少听说英语的练习机会，他们十分缺少环境英语的反复刺激。导致学生的语言基础不扎实，在表达自己的看法和用英语进行讨论时，不时有学生夹杂着汉语。在学生进行小组活动时，应尽量给学生更多的帮助，主动了解学生的语言困难。学生在有限的课堂中学到的知识毕竟有限，让他们掌握语言的同时，将课堂学到的知识内化为能力，继而实现语言学习并运用的目的。同时，运用写作引导学生体验语言的用法，提升学生的能力。
第4篇：高中英语阅读课教案：
高中英语阅读课教案：
LESSON PLAN
Time of Leon: 45 minutes Students: Senior Grade One
Teaching Material: How Did Postage Stamps Come Into Use Teaching Objectives:
1.To train Ss' reading ability(such as gueing the meaning of new words in the context, the speed of reading.)2.To train Ss' reading comprehension(To get meages from what they read.)Teaching Points:
1.Ss get used to three reading skills.2.Ss understand the given paage.Properties:
Stamps, letters, postcards, work sheets, OHP Teaching Method: Communicative Approach Leon Type: Reading
New Words and A Phrase:
postage, put forward, proposal, seal, deliver, system, postal Procedures: Step 1.Warm-up(6')1.Lead-in
Show some stamps, letters and postcards and have free talk to arouse students' motivation.2.Dealing with some new words Q: Do you know the postage of a letter?
Explain "postage", and write postage on the Bb.postage: payment for the carrying of letters
A: Fifty fen for any place in China except Hong Kong, Taiwan and Macao.Q: What do the postmen do with the letters?
A: They take the letters from the postbox and carry them away to the places on the envelopes and deliver them to the addreed people.Explain "deliver", and write deliver on the Bb.deliver: take letters or goods to the addreed people.Q: Who put forward the proposal to use stamps? Use OHP to project the question onto the screen.Explain "put forward" and "proposal", and write them on the Bb.put forward: put an idea before people for thinking over proposal: sth.proposed, plan or idea, suggestion Again: Who put forward the proposal to use stamps? Step 2.Skimming(4'30")1.Instructions
T: Now I give you a paage to read, and for the first time you should only find the answer to the question.You have only two and a half minutes to read.So don't read word for word.Read quickly.Just try to find the answer.2.Handing out the reading material and reading 3.Checking
Q: Who put forward the proposal to use stamps.A: Rowland Hill, a schoolmaster in England.Step 3.Scanning(6')1.Instructions
T: This time I give you three minutes to read the paage.When you are reading, find the answers to the two questions.Use OHP to project the questions:
1.Why was the postage high in the early nineteenth century when people did not use stamps? 2.When was postage stamps first put to use? 2.Reading 3.Checking 1)Pair work
2)Cla checking
Ans.to Que.1.Because the post offices had to send many people to collect the postage.Ans.to Que.2.On May 6, 1840.Step 4.Full reading(21')1.Instructions
T: Now I give you ten minutes to read the paage for the third time and you should read it carefully.Before reading, let's go over the questions on the work sheet.Give Work Sheet 1 to the Ss.Explain the new words in Que.4.prevent: stop, not let sb.do sth.reuse: use again
T: Try to find the answers to the questions.But don't write the answers down, you can put a sign or underline the sentences concerning the questions.2.Reading 3.Checking
1)Group work: Checking the answers in a group of four Ss.2)Cla work: Checking the answers in cla.Poible Answers:
1.Why were people unhappy to pay postage for letters in the early nineteenth century?
Because they had to pay postage when they received letters, especially when they paid for a letter which they did not wish to receive at all.The postage was high.2.Why was it much easier for people to use stamps for postage?
Because people could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters.3.Why was the postage much lower using stamps?
Because in this way, the post office did not need to send postmen to collect postage.It only needed to send fewer postmen to deliver letters.4.How could the post office prevent people from reusing the stamps?
The post office could simply put seals on the stamps so that people could not use the stamps again.Check the understanding of the word "seal", and write it on the Bb.seal: ÓÊ´Á 5.Did other countries take up the new postal system?
Yes.Check the understanding of "postal" and "system", and write them on the Bb.postal: of the post
system: a set of working ways
6.Does every country in the world has its own stamps? Yes.Step 5: Rounding-off(7')
1.Answering Ss' questions on the paage if any.2.Making a guided-dialogue with the information given from the paage.Hand out Work Sheet 2.Do it in pairs.3.Asking two or three pairs to read their dailogues.A poible completed dialogue: A: Oh, What a beautiful stamp!B: Yes, it's from the U.S.A..A: Do you know in the early nineteenth century people did not use stamps? B: Then how did they pay the postage?
A: They had to pay the postage when they received letters.B: Was the postage very high then?
A: Yes.Because the post offices had to send many people to collect the postage.B: Who put forward the proposal to use stamps? A: Rowland Hill, a schoolmaster in England.B: Why do post offices put seals on the stamps?
A: They can prevent people from using the stamps again.B: When did post offices begin to sell stamps? A: On May 6, 1840.B: Thank you for telling me so many things about stamps.Step 6.Aignment(30")
Ask the Ss to shorten the paage within four or five sentences after cla, and to write it in their exercise books.************************************************************* Reading Material:
How Did Postage Stamps Come Into Use
When you send a letter or a postcard, you have to put stamps on the envelope or on the card.When did people first begin to use stamps? Who was the first to think of this idea?
In the early nineteenth century, people did not use stamps.They had to pay postage when they received letters.They were unhappy about this, especially when they paid for a letter which they did not wish to receive at all.The postage was high at that time, because the post offices had to send many people to collect the postage.Rowland Hill, a schoolmaster in England, was the first to put forward a proposal to use stamps.He thought it would be much easier for people to use stamps to cover postage.They could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters.The post office could simply put seals on the stamps so that people could not use the stamps again.In this way, the post office did not need to send postmen to collect postage.It only needed to send fewer postmen to deliver letters.That was a good idea and the government finally accepted it.On May 6, 1840, post offices throughout England began to sell stamps.Soon this new postal system was taken up by other countries.Now each country has its own stamps.And there are many people who collect stamps all over the world.Work Sheet 1:
Find the answers to the following questions from the paage:
1.Why were people unhappy to pay postage for letters in the early nineteenth century? 2.Why was it much easier for people to use stamps for postage? 3.Why was the postage much lower using stamps?
4.How could the post office prevent people from reusing the stamps? 5.Did other countries take up the new postal system? 6.Does every country in the world has its own stamps now?
Work Sheet 2:
Complete the dialogue with the information you have got: A: Oh, What a beautiful stamp!
B: Yes, it's from the U.S.A..A: Do you know ____________________ people did not use stamps? B: Then how did they pay the postage?
A: ___________________________________________________________.B: Was the postage very high then?
A: ___________________________________________________________.B: Who put forward the proposal to use stamps?
A: ___________________________________________________________.B: Why do post offices put seals on the stamps?
A: ___________________________________________________________.B: When did post offices begin to sell stamps?
A: ___________________________________________________________.B: Thank you for telling me so many things about stamps.
第5篇：高中英语阅读课教案
高中英语教师资格证面试（阅读课）
Teaching Aims: 1.Knowledge aim: let students master the useful words and expreions in ghe reading materials.2.Ability aim: students master the skiils of skimming and scanning, learn to use the transitional sentence and learn to predict the eay well.3.Emotional aim:(depends on the content of the reading article)Teaching Key Points: Improve students’ reading ability and master some words and expreions Teaching Difficult Points: Improve students’ reading strategy and how to make them understand …better Teaching Methods: PWP Reading Model, Task-based Method Teaching Aids: multi-media, textbook, tape recorder Teaching Procedures:
Step 1: Lead-in(warm-up)
Activity 1: watching & talking
Step 2: Pre-reading
Activity 1: prediction & Listen to the record, Question-aswer(2Qs)
Step 3: While-reading Using the task-based method to help students improve their reading skills
Task 1: Scanning
Scan the text and find the answers of two relevant questions asked in advance.Seek the information without reading the whole paage.Task 2: Detail reading
Read the paage carefully and do T/F exercises
Step 4: Language Learning
Find out the new words and phrases.Let students gue using the prediction skills we had told before explanation.Step 5: Summary
Let students summarize what we have learnt and key points.Make an aement on…
Step 6: Homework
Write an eay about…
Blackboard Design: Titile:… Questions: New words: New Phrases:
第6篇：高中英语听力课教案
篇1：高中英语听说课的教学设计
高中英语听说课的教学设计及案例分析[1]陈小萍.巧设教学情境激活高中英语课堂--以一节听说课教
学设计为例[j].中小学教学研究,2013,(11):23-26.doi:10.3969/j.in.1674-5728.2013.11.012.（一）听和说教学内容设计
1.听的教学内容设计：听力教学的内容一般应包括：
⑴ 语音训练
语音训练包括对听音、重读、意群等的训练，增强学生的语音辨别能力，对于造成听力困难的语音应专项训练。如 ：bed—bad, ship—sheep, chip—cheap, pin—pen, sit—seat 训练应从词到句，再到文。
⑵ 听力技巧训练
听力技巧包括听大意、听具体信息、猜词义、听细节、听隐含之意等。听力教学应包含训练这些技巧的各种听力活动。
⑶ 听力理解训练
听力技巧的培养是为理解服务的，除了语音和技巧的训练之外，听力教学更多的应是通过各种活动训练学生句子和语篇的理解能力，使学生的理解由“字面”到“隐含”再到“应用”，理解步步加深。
2.说的教学内容设计：说的教学内容一般应包括：
⑴ 发音
错误的发音会造成理解困难，甚至使听者无法理解，因此说的教学内容首先应是正确的发音，包括音节、重读、弱读、连读、送气减弱、意群、停顿、语调等。
⑵ 语法、词汇
合乎语法的句子才容易理解，用词准确，有助于理解。缺乏必要的词汇常使说话者难以准确地 表达自己的思想。因此说的教学应包含一定的词汇和语法教学。
⑶ 交际功能
通过说的教学，学生应能掌握“问候”“道歉”“抱怨”“邀请”“建议”“致谢”“信息询问”“征求意见”等各种交际功能。
⑷ 释疑技巧
mean...?” 要求对方解释自己说过的话可以用升调重复对方的话，等等。
⑸ 文化知识
交际不仅依赖于语言的准确性，同样依赖于语言的得体性。这就要求，说话者有必要了解一定的文化知识，使自己的语言符合其所适用的文化氛围，符合其所处的语言环境，符合其所担任的角色。
（二）听说课的教学模式
为了更好地上好听说课，我们要掌握听说课的要领：
1)听前：准备要充分，教师提前预设问题，为听力教学作好充分的铺垫。
① 扫清重要词汇障碍，做好背景知识、初步感知语言知识的导入。
② 利用课本资源进行听力预测：充分利用课本图片，通过听前讨论图片、根据图片回答问题等，培养学生听前看图进行听力预测的习惯；浏览文字：预习听力的题目、题干，图片、表格、选项、判断正误句子等。
③ 教师创造性地使用练习：教师要根据学情及听力难易度，整合教材中的听力题目，做到让学生听有所获。
2)听中：知识输入要合情、听力操作要合理： ① 听几遍合适？播放磁带的遍数（听几遍录音）——由学情及听力材料的难易决定。
② 如果听力材料有好几段，教师要逐段播放，一个小对话结束后要暂停，让学生有时间做听力练习，然后再往下播放下一个对话的录音；
③ 如果听力材料太长，教师备课时就应该按意分成几个小段，播放时增加停顿，给学生留出做题时间。
④ 如果有很难的句子，且句子很重要，可以适当停顿，多次播放，这也是对学生的一种人文关怀。
3)听后：输出要多样。教师应要求和鼓励学生用完整的英语句子进行说的练习。此外，听后的输出活动形式应该是多样的：如根据图、表格、听力题目等资源进行对话、写话；跟读，角色朗读和自编新的主题对话的形式。把听、说和听、写相结合，进行训练。2.“3p”教学模式。即 presentation—practice—production 1）presentation 阶段
教师通过解释、举例、示范、角色扮演等向学生介绍新的语言项目，包括语法、句法、功能、会话技能等，确定课堂的教学内容和教学目标。2）practice 阶段
教师为学生提供各种机会，使学生运用所展示的内容。练习由易到难，由控制到半控制，逐步增加学生的自主性。3）production 阶段
教师给学生提供机会将其新学到的语言知识和交际技能融入已有的知识之中，使其能自由地运用语言进行交际。3.任务型学习模式
该模式采用交际会话的方式，使学生通过完成一定的交际任务，达到培养语言运用能力的目的。教学一般也是由三部分组成：
?? 通过实景展示必要的语言知识和语言技能。
?? 布置交际性任务，如到商店购物，到机场买票，到车站接人，参加面试等等。
篇2：高中英语听力说课稿
听力说课稿模板总结
教材： 本次说课的内容是 单元听力部分。
一、教学目标
1.语言知识目标：掌握听力材料中的关键单词和词组 2.能力目标：
抓住所听语段的关键词、理解话语之间的逻辑关系；
听懂材料中主要人物和事件并弄懂他们之间的关系；
掌握较好的听力方法，听之前看问题，对答案进行预测，学会做笔记。3.情感态度目标：
a.通过让学生们听不同内容的听力材料来拓展学生的知识面，比如说音乐，影评，故事名言警句等，从而激发学生的英语学习兴趣；
b.鼓励学生每天听听力，达到由量变到质变的飞跃，从而培养学生的坚持不懈的品质。
二、教学重点、难点
教学重点：
学习并掌握文章中的重点单词和词组；
听短文，获取文章的关键信息，并回答问题。
教学难点：让学生掌握正确的听力技巧，学会预测，做笔记
三、教学对象 高一年级的学生，虽然已经掌握了一些基本的语言知识，但是听力部分比较薄弱，不善于获取听力材料中的关键信息，需要多加练习和老师的指导。
四、教学方法
1.任务教学法：同前
2.交际教学法：听完之后让同学们讨论相关的话题 3.多媒体教学法：同前
五、教学步骤
1.lead in 导入5 min 给出与话题相关的图片或者放视频，比如说：
（这部分主要是为了导入话题，吸引学生的学习兴趣）2.pre-listening 10 min 讲解听力中重点的单词和词组，比如说：
（这是因为同学们只有掌握了关键的单词和短语，才能在听力的过程中更加快速地对关键信息作出反应，对于初学者来说是比较常用的一种教学模式。）单词讲解完之后给同学们一点时间看各个问题。
a.放第一遍音频，让同学们回答问题题，choose the main idea of the paage b.再放第二遍，要求学生完成第二题，如下：„
c.带着学生对答案之后，再整体放一边音频给同学听。
(在这里，在每次放音频之前我都会给学生一点时间来看需要完成的问题。)4.after-listening 10 min 同学们讨论完之后，老师做一个简单的总结。整个教学过程锻炼的是同学们的听力技能，兼顾说、读、写技能的训练，采用了任务教学法，交际教学法和多媒体教学法，真正体现了因材施教和以学生为主体的教学原则。
篇3：高中英语听力教学案例实施及反思
高中英语听力教学案例实施及反思
首中医大附
程东慧
teaching difficulty: 第一步, 听到预测（pre-listening）
我将翻录到电脑上的录音进行播放,同时在电脑屏幕上相应呈现像剪辑,使学生不仅在听觉,而且在视觉上都能受到刺激,加深对听力材料的理解。由于听力训练的目的是要尽力抓住主要内容，而不是细枝末节，因此，我并不要求学生把每个词、每句话都听懂，而是要求他们首先从整体上把握。我把这个步骤分为两步:首先，播放整篇听力材料，要求学生尽力抓住主要内容，同时在听的过程中将这些内容与自己听前所做的预测进行比较，从而达到进一步理解的效果。听完后完成相应的练习。
其次，进行逐段播放，在每段结束时留出1～2分钟的时间给学生思考，并要求他们完成第二和第三大题。如此一来，既给了全班学生充分的时间进行单独答题；又避免了部分学生（听力基础相对薄弱的学生）由于来不及记录而影响到对下部分文章的理解。
在听力训练前,我们已经做好了相当多的准备工作,有了相当充分的预测,所以在听力理解时,相对容易了好多,学生都很认真,而且学生的参与面也明显比以前更广了。
第三步,听后延伸（post-listening）
我要求学生先独立完成练习中出现的两大题。其中,第二大题的问题相对简单，学生一般听完后就能完成；对于第三大题,由于大部分都是细节题,部分学生不能很好地完成全部问题。对于这种情况,我就要求学生开展合作学习，进行小组讨论,共同完成。针对个别还不能确定的题目,我重新再放一遍录音,要求学生特别注意,然后进行全班核对。
第四步,及时巩固（consolidation）
为了使学生能更好地加深对该篇听力材料的理解并及时巩固,我再次向学生呈现图片,但这次我把声音取消掉了。我要求学生在图片的帮助下,根据刚才的理解,对该篇课文进行复述。在复述过程中,为了避免有部分没有轮到的学生没有积极参与进来，我要求学生先进行小组准备，开展合作学习，共同确定本次听力材料的要点，并且先在组内交流，然后各组派代表向全班陈述。在这个过程中，全班学生都积极参加讨论，并且将自己小组和其他小组的陈述进行比较，然后进行修正，进一步完善本组的内容。这样，不仅锻炼了该组学生的英语口头表达能力,同时再次训练了其他学生的听力。最后，为了及时将听力训练与写作联系起来，我又要求学生将这篇听力材料改编成作文，作为课后的作业。
教师反思
通过这一系列的听力训练,学生对听力训练的兴趣明显有了很大提高,大部分学生的听力水平也有了很大进步。当然在实施过程中,我也遇到了很多困难,比如,如何才能在有限的时间内找好并编辑好与听力材料相关的材料；还有，有时向学生介绍听力技巧时,如何才能使学生理解,并运用到自己的语言实践过程中等等。在案例实施时,我也意识到：为了激发学生对听力训练的兴趣,变教师要他们听为他们自己愿意听,教师应少一些应试听力,多一些求知听力；同时,教师也必须改变以往的教学方式,变单调的听力课练习为深受学生欢迎的视听说课，使学生的视、听和说各项能力都得到了训练和提高。因为,听是说的基础,说是听的延伸,只有将听和说的教学紧密结合在一起,才能提高整个高中英语听力的教学水平。
篇4：高一英语必修2 unit_5 music听力训练教案
姓名：张学露
学号：2009212858 teaching plan for unit 5 music period 3 listening(changing from frog to prince.)●the general idea of this period：
●teaching objectives: 1.to make the students listen to a story of a frog—freddy chieved reputation though singing.2.to make the students learn about the stor of the beatles and monkees.ability objects 2.to help studentsimprove the ability of input and output though the listening, discuion andperformance.moral objects 1 ●teaching important points：
●teaching difficult points：
1.help the students improve theirlistening ability.●teaching methods：
1.true or false exercises and blank filling exercises.3.task-based teaching methods 4.cooperative learning 5.group discuion to make every student take an active part in cla ●teaching aids: multi-media facilities ? teaching procedures: part 1 lead-in(3 minutes)1.greet the students as usual.2 task 1.pre-listening(5 minutes)step 1.language support step 1get the main idea of the story(5 minutes)a.freddy turn from a tadpole(蝌蚪)to a frog b.freddy heard the other frog’s song c.freddy joined the band and sang a song.step 2 listen again and t or f exercises(5 minutes)3 1.freddy had changed from a man to a frog.2.he felt lonely in his lake till he met his friends on the lily leaf.3.the singers of the band could sing very loudly.step 3 careful listeing(6 minutes)help!i need somebody.help!not just anybody.............task 3 post-listening(17minutes)4 step 2 discu the advantages and disadvantages of being famous.(5 minutes)step 3 ask the parterners’s suggestions to form a real band.(7 minutes)some useful expreions:(1).listen to the paage again and retell the text to your deskmate.(2).prepare your band’s perform.5 篇5：高考英语听力技巧教案(the first period)shiguang huaqiao united middle school tian peirong2012-12-04 ⅰ教材分析
高考听力测试以语篇（对话或独白）为测试载体，在语言使用的情境中测试学生使用语音、语法、词汇知识的能力，主要是考查考生对所听信息的正确理解能力和快速反应能力。对此,考纲中明确要求考生听懂有关日常生活中所熟悉话题的简短独白和对话.具体有(1)理解主旨要义(2)获取事实性的具体信息(3)对多听内容进行简单判断(4)理解说话者的意图,观点和态度。听力试题在呈现方式上，设问全部是特殊疑问句，几乎涵盖了所有的疑问句型。在听力部分的两节中，第一节的材料内容较短，但速度快,关键信息易漏过。第二节内容较多，难度稍大；且听力材料的选择非常重视语言的真实性原则, 一般来源于实际生活，涉及现实生活的方方面面.。根据大纲要求和这些特点，我们可以看出，听力题单一的靠“听”是不够的, 必须给予一定的方法指导.ⅱ现状分析
听力理解题是我校得分率较低的题型之一。多数学生对此题型存在苦恼甚至畏惧的心理, 失分严重，无从下手，无法可循。因此, 在实际教学中对学生的听力学习给予具体的指导是十分有必要的。本课侧重于题型分析及解题方法的指导, 分为四个课时。每个课时将各完成两个高考听力典型题型分析及相应的解题技巧。
ⅲ teaching objectives: ability goals: to improve students’ ability of putting the useful skills into practice.ⅴ teaching focus and difficulties: to involve using the listening skills ⅶ teaching procedures: step i: lead-in step ii: basis for the leon step iii: analysis of typical types part 1.scene position a.in a restaurant c.at home 【practice】
a.in a bookstore b.in a claroom b.on a farm c.at home a.in a restaurant c.in a school 【guide skill】
part 2.identity relationship 【practice】
a.his mother.] c.his friend.b.doctor and patient.c.guest and receptionist.a.at a clinicb.at home ex3.(2010全国text8）a.thomas brothers.c.jack cooper.《维克多英语》p18 谈话背景、谈话者关系练习。
