高中英语阅读说课课件全英
Unit1ReadingRealizingyourpotentail公开课说课课件-高中英语牛津译林
Para 1: Para 3 : Para 6:
Para 4-5:
Ⅲ Careful reading
Read the speech carefully and try to find answers to the questions below.
Description of senior high school(Para. 2) 1. What challenges will students face in senior high school? 2. What lies in each challenge? Definition of Potential(Para. 3) 3. What is potential? 4. What can we achieve after we realize our potential? How to realize our potential(Para. 4&5) 5. What resources can we make the most of? 6. What do the good study habits, useful skills and positive mind refer to?
useful skills
problem-solving
a positive attitude
look on the _b_r_i_g_h_t_s_id_e____ and never lose hope in hard situations.
Ⅲ Post reading
Plan for realizing my potential
Description of senior high school(Para. 2) 1. What challenges will students face in senior high school? 2. What lies in each challenge?
高中英语阅读课英文说课稿
高中英语阅读课英文说课稿Teaching content:Reading: Third Period of Unit 9 TechnologyTeaching aims and demands 教学目标1. Knowledge aims:a. Provide Ss some information about the cellphone.b. Learn new words and expressions: toothpick, agreement, disagreement, disagree, absolutely, depend, be good at, inside out2. Ability aims能力目标a. Enable Ss to find the answers in the text quickly and correctly.b. help Ss to find the main idea of each paragraph.3. Learning ability aims学能目标a. Help Ss to express their opinions about life on the go.b. Improve the reading ability.Teaching important points 教学重点Let Ss learn how to improve their ability.Teaching difficult points 教学难点How to get the main idea of the text and each paragraph quickly and correctly.Teaching methods 教学方法1. Co-operative method for creative ideas.2. Fast reading and careful reading3.Quesion-and-answer activity teaching methodTeaching aids 教具准备1. A telephone2. Some picturesTeaching procedures & ways 教学过程与方式Step I Lead-in and warming-upAsk the students consider this question: If I miss my mother, how can I do? Then the Ss can give me many ways like walking home to tell my mother, write a letter, or just give a call. Then I asked my Ss whichone is t he best. The students will tell me “telephone”, and then I will deal with the new lesson life on the go.Step IICheck the answers in the exercise books and tell them some skills of reading.Step III Fast readingGive the students some minutes and read the text quickly and then answer the questions.1. What does life on the go mean?Life on the go here means a fast-paced lifestyle where people are always on the go—rushing from one place to another, using phones, computers, etc.2. What is the second paragraph about?It’s mainly about the different uses of cellphones.Step IV Careful readingRead the text carefully and then decide the following true or false questions.1. Many Chinese teenagers live life on the go just like Wang Mei.2. With cellphones, we can only make calls and send messages.3. All cellphones have an electronic calendar to remind you of appointments and dates.4. The students don’t use the cellphone in the classroom because of the school rules.5. With a cellphone, students will certainly waste some time and money on it.6. Teenagers like cellphones just because they can send messages.7. Wang Mei has a cellphone but her best friend Xiao Li hasn’t.Step V ConsolidationGive the students 5 minutes to read the text against and find the main idea of each paragraph.Para. 1 Wang Mei is an example of Chinese teenagers who have cell phones.Para. 2 Cell phones can be used for what?Para. 3. Why are not the students allowed to use the cell phone.?。
高中英语阅读课英文说课稿
高中英语阅读课英文说课稿1000字Good afternoon, everyone.Today, for our high school English reading class, we willbe discussing a short passage about the concept ofdiversity.The passage describes how diversity is no longer just about race and ethnicity, but includes a wide range of characteristics, such as gender, sexual orientation, and socio-economic status. The author argues that we must embrace and celebrate this diversity in order to promote equality and fairness in our society.Firstly, let’s take a look at the language and vocabulary used in this passage. The author uses straightforward and accessible language, with relatively simple sentence structures. However, the author also includes some more complex words and phrases, such as “socio-economic status”and “unwarranted assumptions”. This allows for a good mix of vocabulary for students to encounter and explore.Next, we should consider the cultural and social context of this passage. In today’s world, diversity has become an important topic of discussion, as we strive towards greater inclusivity and understanding of different perspectives. In this passage, the author argues that diversity is notsimply a matter of accepting differences, but actively celebrating them. This message is particularly relevant in our current society, where issues of discrimination and social inequality are still prevalent.Moving on to the reading skills that students can develop through this passage, there are a few key areas that we can focus on. Firstly, students can work on their comprehension skills by answering questions about the main idea and supporting details of the passage. They can also engagewith critical thinking by analyzing the author’s argumentand considering their own opinions on the topic of diversity. Additionally, this passage provides a useful opportunity to practice vocabulary acquisition and sentence structure through close reading and annotation.Finally, in terms of teaching strategies, I would suggest incorporating a mixture of individual and collaborative activities. Students could start by reading the passage independently and identifying the main ideas and supporting evidence, before discussing their findings in small groups or as a class. They could then engage with criticalthinking and opinion-sharing through a debate or class discussion. Vocabulary and language skills can be practiced through activities such as matching exercises and sentence completion tasks.In conclusion, this passage on diversity provides an engaging and thought-provoking topic for our high school English reading class. Not only does it expose students to a range of relevant vocabulary and ideas, but it also encourages them to develop their comprehension and analytic skills. Thank you for listening, and I hope you will find this lesson both informative and enjoyable.。
牛津高中英语全英文说课稿-Reading部分.
Reading部分说课稿Book 1 Unit1Good morning, ladies and gentlemen. Today I’ｍvery pleased to have an opportunity to talk about some of my teaching ideas. My topic is Reading part of Unit 1, School Life in the UK, taken from the Advancewith English, Student’s Book 1. My representation is made up of six parts：analysis ofthe teaching material, analysis of the students, teaching methods, teaching procedures, blackboard design and teaching reflection.Part 1 Analysis of the teaching material:This is a reading passage about an exchange student's school life in the UK. After studying in the UK for one year, she gives us a brief but clear description about what school life in the UK is like from her own experience. The Reading Strategy of thisunit teaches students two basic reading skills, skimming and scanning. Students are expected to master the two skills and to apply them to their future study.By studying thisschool life in the UK passege, Ss can improve their reading ability, learn more aboutand the reading strategy of skimming and scanning. At the same time, we should get the students to understand some difficult se ntences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education.Teaching aims:1. Knowledge aim:(1)The Ss can master the usage of the important words and expressions.(2)The Ss can understand the content of the passege, talk about s chool life in theUK and get their own idea about school life.2. Ability aim:(1) To develop the Ss’ abilities of listening, speaking, reading and writing(2) To improve the student’s reading ability, especially their skimming and scanningability.ies of studying by themselves and cooperating .(3) To train the Ss’ abilit3. Emotional aim:Make the Ss l ove school life.Teaching important points:How to understand the text better.Teaching difficult points:1. Use your own words to retell the text.2. Discuss t he school life in different countries.Part 2 Analysis of the students:1. The Ss have known something about the school life in different countries through the Internet and other ways.2. They are lack of vocabulary.often use English to express themselves and communicate with others.3. They don’ｔ4. Some Ss are not active in the class because they are afraid of making mistakes.Part 3 My teaching theories, methods and aidsBefore dealing with this lesson, I’ll do my best to carry out the following theories: Ma； Combin ke the Ss the real masters in class while the teacher himself acts as directore the language structures with the language functions; Let the students receive some moral education while they are learning the English language.Teaching method:Question-and-answer activity teaching methodWatch-and-listen activityFree discussion methodPair work or individual work methodTask-approach teaching methodTeaching aids:1. a projector2. a tape recorder3. multimedia4. the blackboardPart 4 Teaching proceduresI have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.The entire steps are: Revision, Lead-in, Fast reading（skimming andscanning）, Listening, Intensive reading, Preparation for details of the text, Consolida tion, Discussion, HomeworkStep 1 Lead-in:1.1 Show some pictures and movies about school life in the UK1.2 Ask students to present the information they have collected before1.3 Ask them to discuss the differences and to try to think of the reasons.interest of study.Purpose: Arouse the students’Step 2 Fast reading（skimming and scanning）Ask students to go through the article as quickly as possible and to try to finish Part A and CInform them to only focus on and identify the information needed.Purpose: Improve the s tudents’fast reading ability.Step 3 ListeningPlay the tape recorder and ask them to finish Part C,Purpose: Train the Ss’ listening ability and prepare for later exercises.Step 4 Intensive readingRead the passage carefully again and answer some detailed questions on the screen.A. What specific aspects are mentioned in the text? (teachers, classmates, friends, subjects, homework/assignments, grades, timetable, activities, school facilities, host family, food, hobbies, customs, traditions,festivals)B. Diagram(on the blackboard)On the first dayTeachers Mr HeywoodMiss BurkeSize of a classroomSubjectsFoodIt is also called depth reading or study reading. It means reading for detailed informati on.Purpose: Further understand the text （Train further reading ability） to find out some different sentences and details of the text.Step 5 Preparation for details of the text on the screenHave students be familiar with some language points(blackboard) in the text and then give them some examples sentences.A. experience(line 2): countable nounB. attend(6)C. way(9)D. earn(10)E. sound(11): linking verb F. as...as (20)G. for free(29) H. miss(42): verb Purpose: Train the Ss’ ability of understanding and using laguage.Step 6 Reading Strategy on P3Tell them that skimming is to look at the titles and headlines, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and charts to get a general idea of what a text is about. And scanning is to focus on keywordsand phrases, dates, numbers, etc. to find certain information in a text quickly.Step 7 Consolidation1. Find out the topic sentences.2. Retell the passage according to the topic sentences.Purpose: I want to know if my students understand the whole text really and if they m aster what I mean to tell them in this class. What’ｓmore, I want to let them have the a bility of introducing and analyzing expression. At the same time, I will write down thetopic sentences on the blackboard according to what the students find, so they can ret ell it easily.Step 8 Discussion/PracticeAsk students do an activity: Interview Wei HuaPurpose: help students improve their imagination.Step 9 HomeworkWrite an acticle about the differences of school life betwween UK and China.Part 5 blackboard designReading: School life in the UKDiagram:On the first dayTeachers Mr HeywoodMiss BurkeSize of a classroomSubjectsFoodWei Hua’s feeling and progressLanguage Points:A. experience(line 2): countable nounB. attend(6)C. way(9)D. earn(10)E. sound(11): linking verb F. as...as (20)G. for free(29) H. miss(42): verb。
外研版高中英语必修5 Module5 reading 说课课件
Moral objects:
Encourage the students to learn from the great sport personality. Let them know that only by working hard can one realize his dream and teach them how to face failure in one’s life.
VI. Teaching resources:
Multi media computer
Pictures of Olimpics
Some information about
Lining from the internet
VII. Teaching procedures:
Pre-reading While-readiaching difficult points --- How to get the students to grasp the main idea and the key words of each paragraph as quickly as possible.
IV. Teaching situation and tasks
The topic of this Module is about the great sports personality. As we know, personality plays a very important part in people’s life.
This reading passage is an exposition which introduces Lining’s sport life and the achievement he got after his retirement.
高中英语面试说课稿‖阅读课ppt
学生反馈与评价
学生参与度提高 增强学生的学习积极性和自信心 学生更加了解自己的学习情况和需求 教师根据学生反馈调整教学策略，提高教学效果
06
说课稿附件与附录
附件：阅读课教学PPT
内容：PPT课件
作用：辅助教学
包含：阅读文章 、问题、答案等
建议：根据实际 需要调整和完善
附录：说课稿完整版PDF
解决方法：采用多种教学方法和手段，如讲解、示范、小组讨论等，帮助学生掌握阅读技巧 和方法
教学效果：通过不断练习和实践，学生的阅读理解能力和阅读速度将得到显著提高
02
说课稿内容
教学目标和内容
教学目标：培养学生的阅读技 能和策略
教学内容：选取高中英语阅读 材料进行讲解和分析
教学方法：采用讲解、示范、 小组讨论等教学方法
学生反馈：及时收集学生反馈，了解学生在阅读中的问题和难点
改进措施：根据评价结果和学生反馈，制定相应的改进措施，如调整教学内容、加强词 汇学习等
03
说课稿流程
导入新课
激发兴趣：通过有趣的方式或问题，吸引学生的注意力，调动学生的积极性。 复习旧知：回顾已学知识，为新知识的引入做铺垫。 引入新知：用简洁明了的语言，介绍新课的主要内容，引起学生的思考和求知欲。 板书课题：在黑板上写出课题，加深学生对新课的印象。
教学评价：通过测试、作业、 课堂表现等方式对学生的学习 成果进行评价
教学重点与难点
教学重点：掌握阅读技巧，理解文章主旨
教学难点：运用所学知识，解决实际问题
解决方法：通过讲解、示范、练习等方式，帮助学生掌握阅读技巧，理解文章主旨，并运用 所学知识解决实际问题。
教学效果：通过本次课程，学生能够更好地掌握阅读技巧，提高阅读理解能力，同时增强学 习英语的自信心和兴趣。
a-night-the-earth-didn't-sleep-说课课件(共27张)
第22页，共27页。
Summarizing
Part 1 the signs before the earthquake Part 2 the happenings and damage during the
earthquake Part 3 the rescue after the earthquake
第23页，共27页。
Step5 Homework
1. Surf the internet to find more information about earthquakes.
2. Imagine you were one of the survivors who had lost everything in the earthquake, what would you do?
Detailed information
water in the well the well walls chicken and pigs
mice
fish sky water pipes
rose and fell, rose and fell
deep cracks, a smelly gas came too nervous to eat ran out of the fields looking for places to hide jumped out of the bowls bright light and sound of planes cracked and burst
第18页，共27页。
Para 2&3
Prediction
第19页，共27页。
Detailed information Para 2-3. 根据(gēnjù)所给数字在文中查读与之相关信息.
高中英语阅读理解示范课课件
(二)词句理解题
解题方法
Practice
When everyone agrees on a decision, the decision is unanimous. A. 无效的 B. 一致通过的 C. 匿名的 D.有价值的
2. A food that contains good and healthy things is nutritious. A. 有营养的 B.鼓励的 C.珍贵的 D.稀少的
括，通常具体反映在文章的题目或一段短文的小标题上；不少文章一开头便展示出文章的主题，特点是新闻报道，第一段通常是故事的梗概(lead paragraph)，这一段往往表达了文章的中心思想，但也要注意，不少文章的中心思想也常贯穿于全文之中；英语文章讲究使用主题句和主题段。主题段通常在文章简要概括文章中心思想，而主题句(topic sentence)常在一段的开头，也有可能在段中或段末。其作用是交待该段的中心意思，段与段之间常有词语连接，承上启下，使文章连贯。要准确地理解一篇文章必须对文章的结构有所了解，把握住
五个W(Who, where, when, which)和一个H(how)以及其他特殊之处； 数字、日期、时间等； 同位语、破折号、括号、省略号等； 表示附加说明的词，如：by the way, besides, what’s more, in addition to, including to, as well as等。 倒装句及加强语气的词，如above all, mainly, mostly, certainly, indeed等。
(四)归纳概括题
此类题主要针对的主题、中心思想、文章的结构层次（主题句或主题段）、作者的写作目的(purpose)等方面，要求考生在准确理解全文后归
《高中英语阅读技巧课件PPT》
Uncover hidden messages and
surface, extracting implied information
underlying ideas in a text, enabling you
and making educated guesses based on
to delve deeper into the author's
R ecognizing LiteraryDevices
Explore the world of literary devices and learn to identify and analyze their presence in texts.
Deepen your understanding of figurative language and narrative techniques.
or analysis.
S kim m ing and S canning Techniques
Master skimming and scanning techniques to quickly identify key information while reading.
These skills are essential for effective time management and information retrieval.
Explore the author's
or theme around which the
together to form a cohesive
purpose behind presenting
text revolves while
高中英语公开课-阅读ppt课件
questions
3.Details
细节题 (直接信息题)多从文章的某个具体事实或细 节出发来设计题材目。其题目设计的方式一般有：
1、以who, what, when, where 等疑问词开头提 问短文的具体内容。
2、以true or false 形式，让考生判断文章某一事 实或细节。
3、 句意转换理解。
The main purpose of this article is to show that
____.
The passage is mainly about ____.
Which is the best title of this passage ? .
From the text, we can infer that….
.
questions 2.Attitude&Imagination
The writer of the passage seems to think that____. The writer of the story wants to tell us that ____. What’s the writer’s attitude towards…? What do you think will happen when / if…? At the end of this passage, the writer might continue to write… The passage is probably taken from a ________ .
factory, Jack got off his bike and hid himself and the bike behind the big tree near the factory.
高中英语阅读说课全英
Unit5 Book 2 New Senior English for China by Beijing Normal University.
The outline
Contents
Background （General information）
Lesson plan (How to teach and how to learn)
Part 2. Lesson plan (How to teach and how to learn)
3. Teaching steps
Lead-in Pre-reading
While-reading Post-reading
3. Teaching steps
Lead-in
Q1: Have you ever watched a concert “live”, on TV or on video?
3. Teaching steps
Pre-reading
Look at the title and predict the author's attitude towards Alanis. A. curious B. disappointing C. admiring D. critical
While-reading 25mins
speaking ability by talk and discussion
Awareness: to be interested in foreign music and
concert and improve their world awareness.
Part 2. Lesson plans (How to teach and how to learn)
《高中英语阅读教学课件》
Text-to-Self
Encourage students to connect the text to their own experiences, opinions, or emotions.
2 Note-Taking
3 Test-Taking
Show students
Strategies
how to take
Provide students
organized and
with test-taking
concise notes while
tips and
reading to capture
Opinion
Help students recognize statements that express personal beliefs or preferences.
Author's Bias
Explore how an author's perspective can influence their presentation of facts and opinions.
3
Context Clues
Develop strategies to understand unfamiliar words or phrases by using the clues provided in the surrounding text.
Making Connections
高中英语阅读课件讲课
sorrow. When his poem Contradictory Blank won him a national championship and
alibscrharoilaanrs. hAifptetroAgwtlehooEtettrxikouhMnfpagou, hssgticis,vobedweiopuUulstonemdivaer,shiteydfervoomteadshpiosnlisfoert,ohwe rwitainsgjupsot eamn su.nUksnionwgn concrete but flexible language and the minimum of words isFihniasllystyle. He tried out
授课教师简介
杨剑，华中师范大学毕业，研究生学历，从事高中英 语教学30年，中学英语高级教师，全国优秀教师，国 家级骨干教师，武汉市五一劳动奖章获得者，武汉市 英语学科带头人，武汉市高效课堂先进个人，中学英 语双语报（高中版）特约试题核心命题人。
Read the following passage , trying to understand the main
2.Could you please exchange this ten-dollar bill for two fives? 3.I gave my brother my bike in exchange for some records.
➢exchange sth. for sth. ➢exchange sth. with sb. ➢in exchange for ➢exchange student
translation of one of his works which is made up of 3 sections:
高中英语阅读课课件
The 2016 Rio Olympic Games had come to an end. Without doubt, many Chinese sports fans had sat in front of the TV and cheered our athletes on by the time the games started, hoping that they would get as many gold medals as possible. But sometimes our desire for gold medals can result in the sadness of failure. When Liu Xiang, China’s track hero, pulled out of the Beijing Olympics due to injury, he greatly disappointed many Chinese sports fans. But things are different now. In the 2016 Rio Olympic Games, we saw a healthier and more lenient Chinese attitude toward the sportspeople, fully in line with the Olympic spirit. China didn’t win any gold medals on the first day. But, instead of criticizing the athletes who failed to finish on top of the podium(领奖 台), the majority of fans were happy with their efforts and interacting ways.
高中英语阅读课课件
Summary
past
now
People’s desire towards gold medal
Strong
Not that important
People’s reaction of Criticize the Happy with their
losing the match.
athletes
efforts and
SFwriemesmtyilneg
自由泳
Equestrian 马术
Backstroke
仰泳
Breaststroke
蛙泳
Butterfly stroke
蝶泳
讲台
1
2
门
3
452
7 10
13
14
15 16
17
18 19
20
Fast Reading 快速阅读
Please read the passage assigned just now.
5.Read last paragraph
a reading technique to be used when you want to find specific information quickly.
Scanning 扫读
How to scan？
1. Ascertain the specific information you are looking for
Analyze and find the answer
Locate answers (where is it?)
Main idea: Peoples’ attitude toward competitive sport and the Olympics Games have gotten to a higher level.
高中英语阅读理解讲义 PPT 课件
Having two good eyes is important for judging distances. Each eye sees things from a slightly different angle (角度). To prove this to yourself, look at an object out of one eye; then look at the same object out of your other eye. You will find the object’s relation to the background and other things around it has changed. The difference between these two different eye views helps us to judge how far away an object is. People who have only one eye cannot judge distance as people with two eyes.
Then People who are far-sighted suffer from just the opposite problem. They can see things that are far away, but they have difficulty in reading a book unless they hold it at arm’s length. If they want to do much reading ,they must get glasses, too.
“高中英语阅读课件讲解”
informed decisions.
Types of Reading Materials Used
in High School English Classes
Fiction
ideas, ask questions, and
receive feedback from
classmates.
Vocabulary Building through Reading
Context clues
Word roots
and affixes
Word lists and
quizzes
context to infer the
foreshadowing, irony, and imagery enhances students'
understanding of authors' intentions and techniques.
Critical Thinking Skills in Reading
Evaluating
2
Citing evidence
Reading various essay
Analyzing texts helps
formats equips students
students understand the
with the skills to organize
importance of
and present their ideas
in High School English Classes
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Lead-in
Q: How do you like Lu Han's concert?
Lead-in
Q: Who is she? How do you like her concert?
3. Teaching steps
Pre-reading
Look at the picture and guess what's the text mainly about?
Q2: What do you think makes a good concert?
Lead-in
Lead-in
g extraordinary
poor / quite good clear / unclear really loud
fantastic/boring brilliant/exciting
Reflection and Anticipated learning outcome
Part 1. Background: teaching material and students teaching and learning method
Reading is
➢ essential in language learning ➢ approach to testing Ss’ proficiency. ➢ a headache for students
para4 para3 para2 para1
3. Teaching steps
Task 2: Scanning
While-reading 25mins
Read the text for more detailed information and fill in the table.
3. Teaching steps 4. Homework 5. Blackboard design
Part 2. Lesson plans (How to teach and how to learn)
1. Teaching aims
Knowledge: to make comments on concert; to get
P19 Task 1: Skimming
Read the text as fast as you can to check your prediction and match the four paragraphs with the titles(a-d)
a) the end of the concert b) how the audience reacted c) the songs played d) the start of the concert
A Reading Course
Unit5 Book 2 New Senior English for China by Beijing Normal University.
The outline
Contents
Background （General information）
Lesson plan (How to teach and how to learn)
speaking ability by talk and discussion
Awareness: to be interested in foreign music and
concert and improve their world awareness.
Part 2. Lesson plans (How to teach and how to learn)
familiar with the vocabulary related to music and concert performance; to read a concert review for specific information
Skills: to enhance reading skills and cultivate
3. Teaching steps
Pre-reading
Look at the title and predict the author's attitude towards Alanis. A. curious B. disappointing C. admiring D. critical
While-reading 25mins
2. Teaching focus and difficulty
To enhance students’ reading abilities in predicting the general idea , getting the outline of the passage and making inference.
➢The teacher: Being a director and a facilitator ➢The students :Learning-center
Part 2. Lesson plan (How to teach and how to learn)
1. Teaching aims 2. Teaching focus and difficulty
Part 2. Lesson plan (How to teach and how to learn)
3. Teaching steps
Lead-in Pre-reading
While-reading Post-reading
3. Teaching steps
Lead-in
Q1: Have you ever watched a concert “live”, on TV or on video?
Learning method:
➢ cooperative learning
Teaching method:
➢ task-based language teaching; CLT
Part 2. Lesson plan (How to teach and how to learn)
The core of my teaching Philosophy: Learning by using