哈嘍，大家好，我是留小留小編。小編有了解到有很多的同學(xué)想當(dāng)高中的英語(yǔ)老師，其實(shí)任何一個(gè)老師需要的都是先有一個(gè)專業(yè)的能力，然后再通過(guò)專業(yè)的能力來(lái)延伸，去教會(huì)學(xué)生各種各樣的事情，那么，小編今天給大家介紹的內(nèi)容就是有關(guān)于高中英語(yǔ)老師的，比如，給大家介紹了高中英語(yǔ)口語(yǔ)課全英教案，高中英語(yǔ)口語(yǔ)怎么提高和怎樣上好高中英語(yǔ)聽力課。相信看了這篇文章之后，我們可以有更好的對(duì)高中英語(yǔ)老師的一些理解，從而成為更好的老師。接下來(lái)就跟著小編一起來(lái)看看吧。
一、高中英語(yǔ)口語(yǔ)課全英教案
Introduce a Place；
From Module2 Unit4 Communication Workshop；
L. Teaching aims；
At the end of this lesson, students will；
1. be very interested in writing an article to introduce a place.
2. be able to use suitable person, tense, layout, sentence structures and linking wordsto introduce a place .
3. be proud of our capital Beijing and our hometown Jiaozuo and love them.
II. Teaching key points and difficult points；
1. Teacher leads students to understand and master the layout, sentence structures andlinking words effectively.
2. Teacher leads students to master the way to use advanced and various sentencestructures.
1. Teaching and learning methods；
Process-focused writing approach, Group work, Cooperative learning.
IV. Teaching procedure；
1. Teacher arouses students' interests by showing some photos of some famous citiesin the world, and singing the sdMiglcbme tBeijing”；
2. Teacher shows the sample article of Beijing to students. This article serves as 1
language input before writing.
3. Teacher asks students questions to lead them to understand and master the layout,sentence structures and linking words effectively.
e.g.“How many paragrapalme there in the article?”
Answer: (1. Introduction. 2. Things to see. 3. Things to do.4. Ending words.)
“Whafactors are huded in the first paragraph?”
Answer: (General description, Location, Area, Population, History, Climate and
Temperature.).
“Canyou find and circle the beautiful and advanced sentences in the article?"
Answer:
(Location: 1......is locatedin·· 2. ......ies in......
Area: 1. ··covers an area· of2. .i. the second/ thiri...largest city in the world
as regards area. etc.)
4. Students work in groups and cooperate with each other to answer these questions.5. Teacher introduces the writing task“write an article to introduce Jiaozuo;
6. Teacher divides students into groups of six and arouses them to express the photosof Jiaozuo in best possible ways according to the sentence structures in the article ofBeijing. Meanwhile, teacher encourages students to join simple sentences togetherwith linking words, relative prononesent participles, etc. to form more advancedand more various sentence structures.
7. Students write the first drafts by themselves.
8. Teacher stimulates students to check and correct their own drafts; meanwhile,
teacher provides the standards of checking and correcting. For example, the content,the layout, the language, the linking words, the handwriting, the tense and person, thegrammar and the spelling.
9. Teacher divides students into groups of six and arouses them to check and correcttheir partneresrticles. Teacher provides the standards of checking and correcting?again.
10. Teacher chooses two typical articles to examine before class; students learn howto check fully and effectively.
10. Teacher help the students to summarize some typical and common mistakesamong studehtarticles, and correct and analyze them.
12. Homework. Polish the first draft and rewrite it.
V. After ·class reflection;
1. By singing a song to lead in, students are deeply aroused to read the sample articleof Beijing, but my singing is not professional and perfect.
2. The article is well designed with many good sentence structures and linking words,students can understand them by answering the questions intended for them, but thetime spared for them is too limited, and they can't fullyndhastertiae them.
3. The time given students to write is 10 minutes, which proves relatively short andlimited. I should have given them more time to write the article better.
4. The time for students to check is only 3 minutes, which proves to be too short. Thechecking procedure is very important in writing practice, So teachers should placemore emphasis on it.
二、高中英語(yǔ)口語(yǔ)怎么提高
1、?聽：?從最初級(jí)的聽力入手，聽懂每個(gè)單詞、每句話、每段話及每篇文章。逐步增加難度。每天至少半小時(shí)。?跟讀英語(yǔ)，一方面加強(qiáng)聽力，一方面訓(xùn)練口語(yǔ)，同時(shí)還能培養(yǎng)語(yǔ)感。注意發(fā)音的準(zhǔn)確性。
2、?寫：?每?jī)商鞂懸黄⑽娜沼浕蜃魑摹?用英語(yǔ)寫信或E-mail。?注意語(yǔ)法的應(yīng)用和詞匯的記憶。
3、?語(yǔ)法：?從基礎(chǔ)到高級(jí)，掌握每一個(gè)語(yǔ)法點(diǎn)，并作詳細(xì)筆記。筆記所記的都是自己所會(huì)的，直到把所有語(yǔ)法細(xì)節(jié)都掌握。?對(duì)于不熟悉的語(yǔ)法知識(shí)點(diǎn)應(yīng)反復(fù)復(fù)習(xí)運(yùn)用，直到掌握為止。
4、?詞匯：每天記憶100~150新單詞，并復(fù)習(xí)前一天的舊單詞。對(duì)于生疏的舊單詞，可記錄下來(lái)，安排適當(dāng)時(shí)間記憶。
?所有單詞記憶完一遍之后緊接著再記一遍，三四遍并不為多。重復(fù)是記憶單詞的最好方法，也是很多記憶的根本方法。?結(jié)合例句記憶單詞，效果最佳。記憶單詞應(yīng)注意力集中。
5、?練習(xí)：大量的練習(xí)可以鞏固所學(xué)知識(shí)。?通過(guò)練習(xí)可以提高閱讀理解能力，增加詞匯量，加強(qiáng)對(duì)語(yǔ)法的掌握。
三、怎樣上好高中英語(yǔ)聽力課
聽前做好充分準(zhǔn)備：聽前的準(zhǔn)備工作是非常重要的，一般情況下老師只是留幾分鐘時(shí)間讓學(xué)生自己看要回答的問(wèn)題，或在多媒
體課件上列出一些聽力內(nèi)容中的生詞、 詞組后就讓學(xué)生聽了。聽完后直接對(duì)答案。我覺(jué)得這樣做，對(duì)于那些內(nèi)容簡(jiǎn)單的材料還可以，但內(nèi)容稍微難一點(diǎn)就不行 了。對(duì)于那些內(nèi)容較難的聽力材料，我們除了做以上
工作外還應(yīng)該給學(xué)生講解一些關(guān)于聽力材料的背景知識(shí)，把它當(dāng)作聽前的熱身。例如，我在講高一下冊(cè)(人教版) 22單元“a world of fiun”的聽力部分的時(shí)候，我先讓學(xué)生們看問(wèn)題和與它相對(duì)應(yīng)的選項(xiàng)，在他們看完以后，我讓他們猜測(cè)聽力材料的大致內(nèi)容。多數(shù)同學(xué)猜不出來(lái)，少數(shù)能猜出來(lái)的同學(xué)也不敢回答。這時(shí)在黑板上列出了以下一些關(guān)鍵詞。
building a new theme park;
chairman;
two large companies;
lots of fun company merry rides limited company;
representative;
mrs johnson;
mr andersen;
然后我又鼓勵(lì)學(xué)生們猜測(cè)聽力內(nèi)容的大概意思的時(shí)候，很多同學(xué)能夠積極主動(dòng)回答，并能把它的大致意思說(shuō)出來(lái)。這樣學(xué)生在聽的時(shí)候就容易多了，也有助于培養(yǎng)學(xué)生們的自信心和邏輯推理能力。同時(shí)也真正做到了以學(xué)生為主體的探究型學(xué)習(xí)。聽中要適時(shí)停頓：在做聽力練習(xí)的時(shí)候適時(shí)停頓是非常必要的，它在向?qū)W生暗示:停頓處是文章的重要之處，也是回答問(wèn)題的關(guān)鍵之處。這樣可以集中學(xué)生的注意力。在適時(shí)停頓的時(shí)候，順便讓學(xué)生重復(fù)剛剛聽過(guò)的單詞或句子效果會(huì)更好一些。 通過(guò)這樣做不僅提高了學(xué)生們?cè)诼犃r(shí)把握關(guān)鍵詞的能力，而且有助于學(xué)生口語(yǔ)表達(dá)能力的提高。同時(shí)也加強(qiáng)了師生之間的互動(dòng)。
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