一 : 高二英语《迪斯尼 米老鼠》说课稿范文

　　下面是61阅读小编整理的高二英语《迪斯尼 米老鼠》说课稿范文，希望对大家有所帮助。

　　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 character

　　b 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。力求做到情景领先，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，爱好是最好的老师。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，最大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，学习知识的最佳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。引导学生猜出照片上的人物迪斯尼，然后让学生谈谈他们所了解的迪斯尼。

　　3、展示数张迪斯尼电影中的画面，制造悬念，让学生猜电影名。使学生在唯美的享受中，兴致勃勃，情趣盎然地急于了解迪斯尼，从而对课文产生强烈的求知欲。

　　4、快速阅读，根据课文填写迪斯尼概况。目的是获取有关课文的信息，初步了解课文概况。

　　5、放映有关课文内容的卡通片、图片、音乐及英语配音。 目的是激发学生爱好。使学生在享受画面的同时锻炼听力。使学生在脱离汉语干扰的情况下，直接用英语去理解画面。使学生真正用英语思维去理解课文。

　　6、作正误判定题。目的是加深学生对课文的理解。

　　7、讲解语言点(包括情景演示)。 目的是使学生把握重点词组及其用法。

　　8、课堂练习。在屏幕上打出五个单选题。目的是及时巩固所学知识。

　　9、根据画面及文字提示，用英语讲故事。为学生提供两套有文字提示的画面《白雪公主》 和 《灰姑娘》。学生可根据自己的爱好选择一个。目的是练习学生口头作文和口语表达能力。

　　10、巩固练习。动词填空。目的是及时反馈，巩固。

　　11、布置作业，根据上述巩固练习，让学生复述课文。

　　teaching plan 汤丽娜

　　i teaching purpose

　　1. grasp the following words and expressions:

　　cartoon take along in the hope of lose heart day after day unsuccessful character

　　2.grasp the story:

　　a something about walt disney’s life

　　b the birth of mickey mouse

　　ii emphasis and difficulty:

　　emphasis: have a good idea about the text and the new expressions

　　difficulty: english oral composition practice

　　iii teaching and learning methods:

　　elicitation;watch and answer; explain and practice; conclusion

　　iv teaching procedures:

　　step i presentation

　　i think you must be interested in the opening. and you are familiar with walt disney’s movies. but do you know some further information about walt? what was his early life like? how did he succeed? how did he create his first cartoon character mickey mouse? today we’ll learn about it. next please guess who the three man on the screen are.

　　step ii show three photos of disney ( young, middle-aged and old) and let the students guess who they are.

　　do you know what family he came from? please listen carefully and tell me what his father and mother were.-----alide (旁白):

　　now, can you tell me something about walt disney as far as you know?

　　step iii show some pictures of disney movies and let the ss guess the name of the movies. finally give them the answers.

　　now, class.disney and his film company produced many cartoons for the children. i’ll show you some .you guess at them and tell me the answers, ok?

　　next, show other names of disney’s cartoons on the screen for the ss to see ,both in english and chinese.

　　step iv read the text quickly and then write notes about walt disney’s life so that ss can have a better understanding about walt disney and his work, cartoon characters and success.

　　then show them the answers on the screen.

　　born: ______________________________________

　　died : ______________________________________

　　wish: _______________________________________

　　work: _______________________________________

　　cartoon characters: _____________________________

　　became well-known: ____________________________

　　step v cartoon watching and questions

　　now class.you’ll be watching some wonderful cartoons and pictures together with some english and music about the text. after watching them, you’ll do some “true” or “false” questions.

　　true or false questions according to the text:

　　( ) 1. walt disney wanted to be a film-maker when he was still young

　　( ) 2. he went to a newspaper office to look for a job. he was refused because he was too young.

　　( ) 3. when he failed to get a job from the newspaper office, his friends laughed at him.

　　( ) 4. when he was drawing in the garage, he saw a mouse and then he played with it in the car.

　　( )5. mickey mouse was just the one he saw in the garage.

　　step vi language points

　　1. lose heart vi. 灰心，丧气; lose one’s heart to …. vt. 爱上

　　though he failed to pass the exam, he didn’t lose heart.

　　we won’t lose heart even though we fail.

　　i lost my heart to the little girl at the first sight of her.

　　2. in the hope of = in hopes of =hoping that =hoping to

　　many children went abroad th the hope of receiving further education.

　　he went to shenzhen in hopes of finding a nice job.

　　he went to shenzhen , hoping to find a nice job.

　　3.day after day 一天又一天，强调重复性

　　day by day 一天天，强调有变化

　　(here i use too cartoons to show the difference between them)

　　the little girl waters the flowers day after day.

　　the tree grows day by day.

　　we can also say month by month month after month

　　year by year year after year

　　step vii multiple choice

　　( ) 1.she said that we shouldn’t _____ in time of difficulties.

　　a lose hearts b lose our hearts c lose heart d lose the heart

　　( ) 2.she _____to me with this pen i had once presented her with.

　　a was used to write b used to writing c used to write d used to be written

　　( ) 3.my uncle wrote me a letter last week_____hard.

　　a encouraging me to study b encouraging me studying

　　c to encourage me study d to encourage me studying

　　( )4._____the girl came and looked after the old woman.

　　a day after day b a day after a day c days after days d one day after one day

　　( )5.he wrote her a letter ____getting back her love.

　　a in hope of b in the hope of c in hopes d hoping of

　　step viii story telling. ss choose either of them

　　1.《snow white and the seven dwarfs》 pictures shown on the screen

　　key words: snow white witch( 巫婆) poisonous seven dwarfs magic mirror lose heart in the hope of

　　2. 《cinderella 》 pictures shown on the screen

　　key words: cinderalla( 灰姑娘) crystal shoes ( 水晶鞋) stepmother

　　stepsisters pumpkin ( 南瓜) envy (嫉妒) cruel lose heart in the hope of

　　step ix consolidation of the text

　　fill in the blanks with the right verb forms

　　when walt disney was a young man, he wanted very much to be an artist. one day he ____along some of his pictures and _____to a newspaper office in the hope of _____ a job there. but they were not _____in his pictures. his friends tried to ______ him. disney didn’t _____ heart. he ______to draw lots of pictures. his family was poor and he used to _____ in the family garage and _____ pictures there. one day a mouse ______ into the garage and ______ on the floor. disney ______drawing and ______ the mouse. the mouse _____ towards him, so he ______ it a piece of bread. then the mouse came and _____ on his table. day after day the mouse _____ back and was ______ more bread. in this way over several days the artist and his mouse ______ good friends.

　　step x homework

　　try to retell the story according to the consolidation of the text above-mentioned.

二 : 高一英语说课稿范文必修1 Unit4 Earthquakes 说课稿

高一英语说课稿范文必修1 Unit4 Earthquakes 说课稿

一、 说课标

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。(www.61k.com]指出：“教师在教学才过程中应与学生积极互动、共同发展。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

本课是高一必修模块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。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

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,bury,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；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。

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：

1． 重点

高中英语说课稿范文 高一英语说课稿范文必修1 Unit4 Earthquakes 说课稿

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。(www.61k.com）

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。

二、 教学方法

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。

四、教学过程

STEP1 导入 lead-in

在课堂开始，我会给学生播放一段有冯小刚导演拍的电影《唐山大地震》的片段节选，让学生能通过电影能理解和体会到自然灾害给人类带来的巨大灾难。让后直接导入今天的课题。这个能激发学生去了解这篇文章的兴趣，积极加入课堂。 Step2 pre-reading 读前

在这个环节我会在学生在读这篇文章之前给出几个问题。但是并不要求学生马上给出答案。而是要求在下一环节的阅读中找出答案。

Step3 while reading

在这个环节当中我设计了3个活动

第一个活动 activity1 fast reading

给学生几分钟的时间，让后让学生快速阅读这篇文章，并找出在读前所给题的答

高中英语说课稿范文 高一英语说课稿范文必修1 Unit4 Earthquakes 说课稿

案，在读完文章之后，让几个同学来进行回答。［www.61k.com]

第二个活动 activity2 scanning

放录音，让学生跟随录音快速阅读，并要求学生找出每一段落的中心句，并在读完之后，要求得出这篇文章的整体大意。并让学生起来进行回答

第三个答案：acrtivity3 task 在这一环节当中我会设计一个任务。任务类型为知识的抢答。

首先我会将整个班级分为若干个小组，每组有七到八个人。并选出小组长。这一环节中我设计了十个对错题，（true or false）,要求学生以小组的形式进行抢答。并作出得分记录，最后还要评选出第一名。在抢答过程当中，我并不只单单是以游戏的形式来完成这一任务，只是简单的完成对错题，我会要求每组在抢答的过程当中，要对他们所选的答案进行解释说明为什么。让学生在这个过程当中真正玩有所得。

Step 4 post-reading

这一环节我会把我们所读的这篇文章设计成一篇阅读题的模式，设计五道选择题，用幻灯片展示出来，并让学生进行选择。题目的设计会以文章的主旨大意和一些细节作为试题。这让学生能在这一环节当中对刚刚已经学习知识进行巩固。

Step5 summary

在这一环节中我会整堂课做一个简短的总结，并再一次强调本次课的重难点。让学生明确本课的重点，再一次明确课堂目标。和引导学生对这篇文章的情感态度进行升华。

Step6 homework

作业1、要求学生背诵本次课的重点词汇和短语

2、要求完成相应联系。

3、要求学生课后通过各种途径查到关于地震的常识，并去了解一些 逃生的小常识，下节课来全班同学一起分享。

三 : 八年级英语《Will people have robots》说课稿范文

　　teaching goals:

　　1. words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc .

　　2. will 构成的一般将来时态的陈述句、否定句、疑问句及回答.

　　3. there be 句型的一般将来时. 4. more , less , fewer 的用法.

　　5. 学习一般将来时态的相关知识，学会对未来进行猜测.

　　6. 对five years ago ,today ,in five years 简洁回顾与展望的方式，贴近实际符合学生心理，激发学习爱好.

　　7. 通过时间对比复习一般过去时态、一般现在时态，巩固一般将来时.

　　important and difficult points :

　　1. will构成一般将来时态的句式。

　　2. there be 句型的一般将来时态。3. more , fewer , less 的用法。4. how to make predictions .

　　period 1

　　teaching procedures:

　　step 1 leading in

　　1. greetings: welcome to school .

　　what’s the date today ? who’s on duty today ?

　　do you enjoy your winter holiday ?

　　do you finish your homework ?

　　do you want to live on the moon ?

　　can you guess what will happen in ten years ?

　　collect the ss’ answers and say something about their predictions .

　　step 2 pre-task sb page 2 ,1a .

　　1. look at the picture :how will the world be different in the future ,100 years from now ?we’re going to talk about sth in 100 years .

　　2. read each predictions to the class .explain the new vocabulary .

　　3. read the instructions .make sure ss know what they should do .

　　4. do it by themselves .5. talk about the answers with the class .

　　explain :一般将来时态

　　构成: will / be going to 动词原形

　　step 3 while-task

　　sb page 2 ,1b .

　　1. practise reading the six predictions .

　　2. read the instructions to ss .circle the things you hear on the recording .

　　3. play the tape twice .4. play the tape a third time .at the same time ,check the answers .

　　sb page 2 , 1c .

　　1. pay attention to the dialogues .2. read the dialogues fluently .

　　3. pairwork .work in pairs to make predictions according to the sample .

　　4. ask several pairs to share their conversations to the class .

　　sb page 3 , 2a & 2b .

　　1. read the predictions .2. read the instructions and point out the sample answer .

　　3. play the tape twice .ss circle the word they hear in each sentences: more , less , fewer .

　　4. check the answers .

　　学生探究: less , fewer 的区别。

　　step 4 post-task

　　1. point to the example in the sample dialogue .practice reading .

　　2. look at activity 2b .groupwork:take turns to make conversations about the predictions .

　　grammar focus:

　　1. review the grammar box .ss say the statements and responses .

　　2. make summaries about “will” ,“fewer” and “less” .

　　homework:

　　1. make predictions about yourself in 10 years .write down 5 sentences .2. go over the new words .

　　教学后记:

　　period 2

　　teaching procedures :

　　step 1 leading in

　　1. greetings and free talk .

　　2. check their homework :ask two or three ss to speak out what they wrote down .(教师作出适当的评价)

　　step 2 pre-task

　　1. go over what we learnt yesterday .

　　2. 通过三种时间的对比简略复习一般过去时与一般现在时。

　　step 3 while-task sb page 4 , 3a .

　　1. point to the three picture and say :this is sally .the first picture is sally five years ago ,the second one is sally now ,and the third one is sally five years in the future .

　　2. read the instructions . 3. complete filling in the blanks individually .

　　4. check the answers . 5. practise reading .then ask some ss read them out .

　　sb page 4 , 3b .

　　1. look at activity 3a .make predictions about sally .

　　2. point to the example in the sample dialogue .ask two ss to read the dialogue to the class .

　　3. practise reading .4. pairwork .make their predictions about sally .

　　step 4 post-task

　　1. write about yourself .

　　with the help of the sample of sally .we can write sth about ourselves five years ago ,today and in five years .

　　2. complete the work individually . 3. review the task .ask a few more ss for answers .

　　homework : draw a picture of the city in 20 years .describe it to the class .

　　教学后记:

　　period 3

　　teaching procedures :

　　step 1 leading in

　　1. greetings . 2. say yourselves :five years ago , today and in five years .3. check the homework.

　　step 2 pre-task sb page 5 , 1a .

　　1. look at the form and read the headings to the class .make sure the ss know what they mean .

　　2. read the list of seven words .explain the new words .

　　3. write each word in the correct column .check the answers.

　　sb page 5 , 1b .

　　1. read the words already written on the chart .

　　2. groupwork: think about what we learned before .write some words in the chart above .divide the class into

　　groups of four ,let them have a competition .

　　step 3 while-task sb page 5 , 2a .

　　1. look at the pictures carefully .can you guess what we’ll listen ?talk about them .

　　2. read the instructions .we’ll listen to 3 conversations .number the pictures 1-3 .

　　3. play the tape twice .check the answers .

　　sb page 5 , 2b .

　　this activity is easy ,i think .for we know the conversations are talking about alexis 10 years ago ,today and in 10 years . 1. read the instructions .2. pay attention to the sentences and the verbs in the box .

　　3. play the tape and correct the answers .

　　step 4 post-task

　　1. read the instructions .2. pairwork. one is alexis, one is joe .

　　3. point out the example in the sample dialogue .read it to the ss .

　　4. talk about joe’s life now , ten years ago and in ten years .5. ask some pairs of ss to say their dialogues .

　　homework:

　　1. go over the words .2. 写一篇50个单词左右的小短文，猜测与展望未来我们的学习和生活。

　　教学后记:

　　period 4

　　teaching procedures:

　　step 1 leading in

　　1. greetings . 2. ask two ss to say sth about joe . 3. check their homework .

　　step 2 while-task sb page 6 , 3a .

　　1. read the instructions . 2. give ss 3 minutes to read the passage , tick out the new words.

　　3. explain the new words and practice reading . 4. point out the chart .read the column headings to the class .

　　5. read the passage again .write words from her answers in the correct columns below . 6. check the answers .

　　7. practise reading .sb page 6 , 3b .playing a game :who write it ?

　　1. ss write about their life in ten years on a piece of paper but don’t write names on the paper .

　　2. put all the ss’ papers together . 3. take turns reading the paper .the other ss guess who wrote it .

　　step 3 post-task sb page 6 , part 4 .

　　1. read the questions below . 2. ask two ss to read the dialogue .3. answer the questions .

　　4. pairwork. get your partner’s answers .5. share a few ss’ conversations .

　　homework: 1. finish selfcheck as their homework .2. go over the words in this unit .

　　教学后记:

　　period 5

　　teaching contents: reading :do you think you will have your own robot ?

　　teaching procedures :

　　step 1 leading in 1. greetings and free talk .

　　2. if possible,draw a robot on the bb or put up a picture of a robot. tell :what does it look like ? what can it do ?

　　3. tell your partner what you know about robots .

　　step 2 pre-task sb page 8 , 1b . 1. read the title of the passage .

　　2. look at the picture together .ask a few ss to describe what they see .

　　3. read the words and phrases in the box .practice reading the words .

　　4. circle the words you think you will read in the passage .

　　step 3 while-task sb page 8 .

　　1. first let ss scan the passage for the main idea .

　　2. explain something . help sb with sth /do sth do the same as … make sb do sth it takes /took /will take …

　　3. ask a few comprehension questions around the class . 4. read the passage by the ss .

　　step 4 post-task

　　1. go through the reading again .how many words in 1b did you correctly predict ?

　　2. go over the structures in sb page 9 , 3b .make their own sente

　　nces .

　　homework:1. to make sure the ss understand the passage .and i want to know whether they’re careful in the class ,let ss translate the passage into chinese . 2. go over this unit .3. make their own sentences .

　　4. what ways do you think a robot will help you and your family in the future .write your ideas .

四 : 初中英语《My name’s Gina》说课稿范文

　　各位老师：大家好!

　　我是第一次接触新目标英语，碰到的困难比我想象的要难。在英语课上学生听的也很认真，大部分学生也能张开口说话。但是他们这样的对话是教师问，学生答。如果让学生编对话或一问一答，这样的情况就不妙。通常是学生会答而不会问。课堂上没有自己想象中的那般热烈，好象是你在唱“独角戏”。

　　思考的问题

　　1. 如何创设情景让学生将已学的知识转化为能力，改变教师引出问句，学生答，然后由学生问与答。让学生自己“找到”问句。

　　2. 让学生学会观察，会做总结。

　　案例描述

　　这节课主要是讲first name and last name以及中西文化在名字上的差异。习惯的做法是先让学生知道，在西方是名在前，姓在后，然后告诉学生，我们是姓在前，名在后。在老教材中，这一节课是在初二课本。但是我现在面对的初一的学生，按部就班的做，学生会理解吗?这节课我是这样设计的，由学生们自己的名字引出first name 和last name,然后通过观察发现中西文化在名字上的差异。

　　procedures

　　step1. revision

　　t: good morning!

　　how are you?

　　spell it, please.

　　what’s this in english?

　　what color is it?

　　step2. look and learn

　　t: hello! i’m grace. what’s your name?

　　s1: i’m

　　t: nice to meet you!

　　s1: nice to meet you ,too!

　　t: what’s his name?

　　s1: his name is jiang xian.(蒋贤)

　　要求该生写下名字蒋贤，接下来鼓励学生编对话，叫几组(3人一组)学生表演，也要求写下名字。把这些名字贴在黑板上。

　　t: 温新西, his last name is wen. (这时一边说一边将温与新西剪开，更好的区分first name and last name) 孙猛特his first name is sun. 李双 her first name is li.

　　多给几个例子，学生就明白last name 的意思。学生自我介绍my last name is -----.

　　此时在黑板上写

　　a: ___________________

　　b: my last name is sun.

　　鼓励学生说出问句，what’s your last name?必要时，给予提示。(what’s your name? my name is sun mente.让学生发现他们之间的联系))然后操练句型。在学生操练的过程中引出what’s his/her last name?用同样的方法引出first name 和问句what’s your/his/her first name? my/his/her first name is ---.随逸叫几组(3人以上)学生起来，练习what’s your/his/her last/first name? my/his/her last/first name is ---.

本文标题：高中英语说课稿范文-高二英语《迪斯尼 米老鼠》说课稿范文
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