在学习新常识的同时还要复习以前的旧常识，一定会累，所以应该注意劳逸结合。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。智学网高中三年级频道为你整理了《高中三年级英语必学四说课稿范例》期望对你的学习有所帮助！

1.高中三年级英语必学四说课稿范例

教学目的 ：

1.掌握不同工作的英文表达方法。

2.知道同学爸爸妈妈的工作。

3.掌握简单的介绍自己以后的理想。

教学内容：

重点词语：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: 本单元使用任务型的教学模式，设计了三个任务活动，第一以比赛的形式，让学生通过工作的描述，来猜测工作的名字;然后由学生自己下座位找与自己爸爸妈妈工作相同的同学，训练所学的句型;其后让学生用所学句型谈论我们的理想。所有任务的设计，由简到难，每个任务都为下一个任务的完成奠定了肯定的语言基础。

语法常识

一般目前时

一般目前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:

一般目前时

一般目前时的否定式见下表

一般目前时的否定式

一般目前时的疑问式及简略回答，见下表。 一般目前时的疑问式

一般目前时的基本使用方法如下。
① 常常性或习惯性的 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 目前时刻的状况、能力、性格、个性。 I dont 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，教师完本钱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字，如此为整节课任务的完成奠定基本的词语基础。在做猜谜游戏时学生可以做到精神集中，并能激起学生的学习兴趣。

课前筹备：教师需要筹备关于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.教师向每一个小组发放一份关于工作的描述，竞赛看那个小组先猜出答案，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考虑。此活动以小组为单位，让学生通过谜语来猜测工作的名字，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，将所有单词按不一样的标准分类，如：合适男性的工作，合适女性的工作等，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巩固，而且不一样的组有不一样的分类原则，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，询问本组成员爸爸妈妈的工作。

课堂活动：

1.小组活动，在小组内小组成员互相询问爸爸妈妈的工作。 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，看哪个能找到爸爸妈妈与自己爸爸妈妈工作一样的同学，并且数目多。

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

目的：让学生掌握用简单的句型来介绍我们的理想，通过此活动导入 新的句型并进行很多的操练，让学生充分的学会。

课堂活动：

1.教师通过介绍我们的理想导出句型: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多，并作小组汇报。

Homework:考虑一下我们的理想工作对人都有什么需要? 课后深思：

本单元的基本词语和基本句型，内容较多，所以针对不一样的内容设计了不一样的任务活动。通过课堂的试验，证实了这类任务的可行性，并达到了意料之外的成效。

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，来猜测工作的名字，第一比赛的形式，调动了学生的兴趣，第二猜谜的这种形势更有益于让学生开动脑筋，考虑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爸爸妈妈工作相同的同学，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，学生可以大胆的训练所学的句型。其后让学生用所学句型谈论我们的理想，培养了学生的价值观和理想观。

2.高中三年级英语必学四说课稿范例

各位老师,

大伙好！

我非常幸运自己能在实验中学XX英语组这个大伙庭里,在备课组各位老师的指导下,自己在持续的成长.目前我把我们的一堂写作课的思路,内容,过程呈现给大伙,（事实上只能说是给大伙说一遍）也是抱着向各位老前辈学习的态度,期望可以抛砖引玉,得到大伙的指导和帮助.

1、教程剖析

1）地位及用途

本模块以a job worth doing为话题,旨在通过模块教学使学生知道社会中各种工作及其对社会的要紧用途,并设想将来的工作种类.写作部分需要学生就某一项工作写一封求职信,咨询有关此项工作的状况,并介绍我们的简历.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需要更高.也由于在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,与以往的每次写作课都是依据这一原则进行讲课的.

2）教学目的

①认知目的:把握怎么样写好求职信.

②技能目的:学会求职信的写作.

③情感目的: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我们的好好学习,才会为我们的美好以后打下基础.

3）教学用具:多媒体

2、教学办法

依据导入-剖析—写作-讲评的办法,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办法.合作学习是帮助学生提升英语写作水平的一个有效渠道,通过小组讨论、大组交流、全班推荐,学生不感觉写作课是单调的,反而感觉感兴趣.

3、学习技巧

1） 教会学生怎么样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,只有平常积累了,考试时自然会胸有成竹.

2） 指导学生写一封好的求职信.

3.高中三年级英语必学四说课稿范例

1、说课标

在英语教学中落实新课程标准，就是贯彻实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理进步学生语言技能、语言常识、情感态度、学习方案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、一同进步，要处置好传授常识与培养能力的关系，重视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，激起学生的学习积极性，培养学生学会和运用常识的态度和能力，使每一个学生都能得到充分的进步。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，学会阅读的一些基本方法，让每一个学生在原有些基础上都学有所得。

2、说教程

教程地位和教学内容剖析

本课是XX必学模块1第4单元的阅读课型，这单元围绕earthquakes这一主题拓展听、说、读、写多种教学活动。因为本单元生词量较大，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要紧环节，为学生的语言学习、语法学习提供了载体，并且是学生获得信息的主要来源。“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。本篇文章词语量大，运用了很多的动词、复杂的数字，出现很多定语从句，篇幅较长，并且使用一些修辞手法，对学生的语言阅读能力提出了更高的需要。但文章的结构较明显，较容易总结出各部分的中心词。

教学目的

依据新颁布的《普高英语课程标准》关于阅读课主要教学目的的具体描述，结合本课教学内容，具体从语言常识、语言技能、情感态度和文化意识三个方面拟定如下教学目的。

1. 语言常识目的：

a)使学生知道自然灾害的有关词语，并学会复杂数字的表达法。

b)学习学会与地震有关的词语，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，与 right away, at an end, dig out, give out, thousands of与一些优美句子的赏析。

2. 语言技能目的：

a)阅读技能的练习：让学生掌握克服生词障碍，通过略读，总结出文章的大意;通过细读，理清文章的总体框架与脉络，总结出各部分的中心词;通过查读，捕捉文章的要紧细节，培养学生获得、处置信息的能力。

b) 让学生复述课文，剖析、感悟作者的写作意图。

c) 让学生运用本节课所学词语、常识，通过采访唐山大地震幸存者的形式进行小组活动，提升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的：

a)掌握有关地震的常识，并能通过学习讨论了解地震时的应对逃生，地震后怎么样科学救人和有关地震的形成和降低地震所导致的损失等一般常识。

b)了解地震无情人有情，即便发生了多么可怕的灾难，国家和解放军官兵都会不考虑自己安危，奋力抢救，培养学生一方有难、八方支援的互助友爱精神。

c)知道自然灾害会给人类带来紧急的破坏性后果，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)赏析课文中优美句子，知道一些英语修辞手法，使学生在学习完课文之后得到美的享受，心灵的愉悦和升华。

教学重点和难题：

依据新颁布的《普高英语课程标准》关于读的技能目的的具体描述，结合高中一年级学生实质和对教程内容的科学剖析，确定本环节的主要教学重点和难题是:

1.重点

1)让学生知道唐山大地震，知道地震的成因、征兆、地震导致的损失，地震时的应对救生与震后的救援。

2)练习学生的阅读方法，提升阅读能力。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.依据主题迅速捕捉文章重点细节的能力。

c.总结总结能力。

3)重点学会有关地震的词语，尤其是shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster, army, organize, bury, shelter。

4)赏析并理解课文中优美句子，让学生学会一些英语修辞使用方法。

2.难题

1) 怎么样使学生培养科学的阅读习惯，提升阅读理解能力和语言水平。

2) 怎么样使学生掌握提取、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升。

3、教学办法

教学设施：多媒体设施

教法渗透

依据新颁布的《普高英语课程标准》所主张的教学原则及“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，确定本节课主要使用任务型语言教学法 、合作学习教学法、整体语言教学法、直观教学法、交际教学法、与情感勉励教学法等教学办法。具体使用“P—T—P”自主学习立体模式：来组织教学。

1、任务型语言教学法

任务型语言教学觉得：大家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”方案，吸引和组织他们积极参与，并通过讨论、交流和合作等方法，在自然、真实的情境中，完成任务，领会、学会语言的应用，达到学以致用的目的。

2.直观法

充分借助多媒体教学方法，通过播放影视剪辑，与课文主题有关的图片、图表等直观方法，在充分调动学生学习兴趣的同时，减少学习困难程度，突破重难题。

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。合作学习教学法有益于改变课堂心理氛围、大面积提升学生的学业成绩、促进学生好非智商品质的进步，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，使用“四至五人组成一个学习小组”的课堂教学结构，来组织教学，旨在打造轻松的学习环境，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，减少语言焦虑感，获得愉快的学习历程，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

整体语言教学法需要按 “整体-部分-整体”的模式，进行语篇阅读练习，即从“整体”开始，以“整体”结束的“三段式”阅读教学法。本课使用从整体略读——分段细读——通读全文，进一步理解课文内容，即是这种教学方案的体现。

5.情感勉励教学法

在教学中看重师生之间的思想交流，充分调动自己情绪的感染力，当令进行情感与方案调整，通过情感勉励，使教师与学生达到情感交融，在愉悦的课堂环境中进步革新，体验成功。

除此之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，剖析问题和解决问题。本课在每个教学环节的设计和具体操作上都充分考虑到了方案的贯彻与教学活动的灵活、有效的综合运用。

2.看重学生个性与革新意识的培养，给予学生充分表达我们的机会。

其余的教学办法将结合“说程序”进行举例说明。

4、学情剖析

学习的对象是处于城乡结合部的高中一年级学生，他们的英语基础较差，尤其是因为词语量缺少，阅读习惯不好，致使阅读速度慢、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，部分学生因为英语表达能力的欠缺对课堂的互动缺少积极性，不擅长交际，学习不够主动自主。因此，在组织教学活动中，重视学习方案的指导，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，使每一个学生通过学习活动，都能学有所成，体验到成功。

5、学法指导

依据新颁布的普高《英语课程标准》对高中英语学习方案七级目的的具体描述，确定本环节主要从以下4个方面加大对学生进行学法指导。

1)认知方案:指导学生运用已掌握的抓重点、做记号、摘笔记等方法，对所学内容进行整理与总结。

2)调控方案: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英语的领会和经验，掌握科学评价我们的学习行为与学习成效，进一步形成有效的学习技巧,树立积极向上的学习习惯。

3)交际方案：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，从而获得常识、技能和情感体验，变被动学习为主动学习。

4) 资源方案：布置任务，引导学生主动拓宽英语学习的途径，即通过不同信息途径查找所需信息，把英语学习从课堂延伸到课外。

4.高中三年级英语必学四说课稿范例

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 .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 involveconnecting 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 relievesome 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 .Open the door for someone.Wave to a friend. Encourage someone who is discouraged.Say something positive .There are hundreds of little things you can do to show kindness.

Be sympathetic .Try to understand what others are going through.Look at life through their eyes.If you emphasizewith someone’s feelings, you can help.

Don’t complain .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 appreciateyou.

5.高中三年级英语必学四说课稿范例

good morning/afternoon, my dear judges. im number ___. its 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 summaryhomework.
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.