高中英语阅读微课

微课英语和英语不一样1 微课，即微型学习课程。它是根据教学需要和学生学习需求确定独立的教学目标，采用多样性的教学活动，指导学生课外学习的视频教学方式，教学呈现形式短小而完整。 高中英语教学中的“微课”主要特点是时间短，信息容量丰富。高中英语教学中的微课堂教学时间一般为5~10分钟。教师按照自己设计的逻辑进程选用最适合自己的教法，有针对性、大容量、高效地组织教学，相对于常规教学来说内容更加精简、主题突出，更适合学生学习的实际需要。通常一个“微课”就是一个主题，或者说一个“微课”就是一个信息点，它所研究的问题来源于高中英语教育教学中的口语、听力、英语阅读、语法重难点、学习策略、学习方法、教育观点等有待于解决的具体的、真实的问题。 “微课”能有效激发学生对高中英语学习的积极性和自主性。目前高中英语微课堂教学通过整合各种信息资源，集动画和声音于一体，把教学内容通过视频的形式展示给学生，突出重点、细化难点，凸显知识学习的针对性。高中英语“微课”在形式上“微”，但内容上“精”，整体效果追求“妙”，突出重点、难点、疑点，以最短的时间用最有效的方式讲明关键问题，凸显知识学习的针对性。 作为一种新兴教学设计模式和学习方式，“微课”预见性地整合和利用了各种优质的高中英语素材、现代化设备以及优秀的教师团队力量。但其也有局限性。比如在“微课”的制作方面。由于“微”“精”的特点，使其从制作、录制到实施运用的过程比较复杂、漫长费时。在师生互动方面。尽管高中英语“微课”在未来可能是一种先进的现代化教学模式之一，但现阶段它不可能替代教师在课堂上的教学活动。因此，在高中英语教学中，我们要学会运用微课教学辅助传统课堂教学模式，取长补短，发挥最大的教学效益。

高中英语微型课说课稿

微型课，从内容上来说少，一般只安排一个知识点的.讲授，从时间来说，因为没有学生的真正参与，期间学生答疑或活动的时间是节约下来的，所以15-20分钟是足够了。以下是我整理的高中英语微型课说课稿，欢迎阅读！

Good morning, ladies and gentlemen. Today，It’s my great honor to be here sharing my lesson with you. My topic is Intonation , taken from Unit 4 Section A BookⅡ. My speech is made up of five parts.

Part Ⅰ: At first, let me analyze the teaching Material and the Ss：

1. This is an important phonetics lesson in this book. In this lesson, the Ss should master rising tone and falling tone. It is related tightly to their daily life. If the Ss can learn it well, it will be helpful for them to master the authentic English.

2. Generally speaking, students feel it boring to learn English Phonetics. So when designing the lesson, I should try to set some interesting language situations and hold some competition to encourage them to speak English loudly in the class.

Part Ⅱ: After the above analysis, I set the following teaching aims:

1. Knowledge Aim is to let students consolidate words about sports and master rising tone and falling tone.

2. Ability Aim is to improve the Ss’ listening abilities, oral English and communicative competence.

3. Emotional Aim is to encourage the Ss to love doing sports.

4 .Teaching important point and difficult point is to make the sportmaster rules in sentence intonation and use them correctly in daily life.

Part Ⅲ: The teaching methods and learning methods

Considering the specialties of the vocational students and intonation, I will adopt “scene — activity” teaching method , Task-based Language Teaching method (任务教学法) and CAI (电脑辅助教学).

Part Ⅳ: Teaching procedures

At the beginning of the lesson, I divide the whole class into four groups. Everyone can get stars by answering questions correctly or finishing tasks quickly. The group which gets the most stars will get a secret prize at the end of class.

Step 1 Lead-in ( 2 min) 微型课上课部分

T: At first, I’ll let’s enjoy a video and then ask them a question: “What are they doing in the video?”.

Ss: “skipping rope” (they use the falling tone).

T: “skipping rope? Are you sure?” (I use the rising tone)

T: Sometimes we can read the words in different way.

The purpose of my design is as follows: In this way, students can know sth. about rising tone and falling tone. The video is about Ss their selves. So it can attract the Ss’ attention and arouse their interest to talk about their ideas. So I can lead in the next step naturally.

Step 2 2 A: Listen and imitate ( 10 min) 微型课上课部分

Task 1: Group competition 难度：easy for everybody to practice

1. Listening those words, the students try to get the chance to read the four words in rising tone and falling tone. If she/he read quickly and correctly, she’ll get a star and his/her group will got a star too.

幻灯片：单词升降调：从单词重读音节开始

running swimming football badminton running swimming football badminton

2. Check the number of stars with the whole class and cheer for the

winner group in the task.

The purpose of my design is as follows: This task is easy for every student to learn the intonation. Group competition can consolidate the

intonation. Evaluation in time is effective to encourage students to go on the following studying.

Step 3 2 B: Listen and practice ( 12 min)

Task 2: Analyze rules in sentence Intonation 难度：a little difficult

1. Listen and imitate: Group competition

After having learnt word intonation, I’ll let Ss go on to learn sentence

intonation. Let the Ss listen to six sentences in 2B and imitate them. Pay attention to pronunciation and intonation. 2. Think and speak: Pair works

Let Ss think: “Can English sentences be read in different tone?” “Show some examples! Please!” （If it’s necessary, the teacher show an example by using the slide.）

B: Beautiful? I

There are some rules in sentence intonation. Let’s l analyze what rules there are?

3. Pair works: Practice and competition

Show the students some dialogues, and ask students act out these

dialogues in pairs. If they act the dialogues well and correctly, they’ll get a star, and their group will get a star too.

4. Check the number of stars with the whole class and cheer for the

winner group in this task.

The purpose of my design is as follows: It is much easier for the Ss to learn the intonation by using CAI. Because CAI can provide a real situation with its sound and pictures and it can make the relationships between the Ss better.

Pair works can consolidate the intonation and cultivate the Ss’

communicative competence.

Step 4 2C: Listen and mark ( 8 min)

Discuss and Mark: Pair works

We have learnt so much about intonation. Now, let’s check how much we have mastered? Discuss in groups about the five small dialogues in 2C, and then try to mark the intonation. After listening to the five small dialogues in 2C, the Ss are asked to check the answers together. The teacher corrects the wrong and tells the Ss the reason why it is wrong?

The purpose of my design is to arouse the Ss’ interest to express their ideas about intonation. Group works can help each other to consolidate intonation knowledge in this lesson.

Step 5 Having fun: Chant (4 min)

1. After the students have mastered five small dialogues about sports.

Now, I will let the Ss enjoy some pictures about sports and ask students, “what are they doing?”

2. Play the CD and ask the Students to imitate first. Then encourage them to chant together to the music.

The purpose of my design is to make the Ss relax and enjoy the rhythm. At the same time, the activity helps them to consolidate some sports words and dialogues that they have learnt in this section.

Step 6 Having fun: English saying (3 min) Individual work

1. Tell the students that doing sports is good for them and try to remember the four famous English sayings about sports.

2. Match the English sayings with Chinese meaning correctly.

3. Practice these sayings as quickly as possible, as clearly as possible, as loudly as possible by imitate the pronunciation way of Li Yang Crazily Speak English.

The purpose of my design is as follows: This activity can arouse Ss’ interest in learning and enrich their knowledge. It’s also a good chance to make Ss realize the importance of doing sports.

Step 7 Self-evaluation and Homework (1 min)

1． Self-evaluation:

winner. Here is your gift!

2． Homework:

Recite the chant.

Review the intonation that learnt in this lesson.

Preview the next lesson

The purpose of my design is as follows: It’s important that the Ss should speak English as much as they can in class or after class. The last summary can make the Ss keep the zeal for learning English all the time.

Step 8: Blackboard design

Intonation rising tone skipping ropeAre you sure? falling tone skipping rope Part Ⅴ: Teaching predictions

In this lesson, I mainly adopt the Task-Based Learning Method, and “scene - activity” teaching method.

1. Group competition and activities can arouse the Ss learning motivation and interest.

2. It ’s difficult for students to use the rules in sentence intonation correctly in the daily life.

微课，即微型学习课程。它是根据教学需要和学生学习需求确定独立的教学目标，采用多样性的教学活动，指导学生课外学习的视频教学方式，教学呈现形式短小而完整。    高中英语教学中的“微课”主要特点是时间短，信息容量丰富。高中英语教学中的微课堂教学时间一般为5~10分钟。教师按照自己设计的逻辑进程选用最适合自己的教法，有针对性、大容量、高效地组织教学，相对于常规教学来说内容更加精简、主题突出，更适合学生学习的实际需要。通常一个“微课”就是一个主题，或者说一个“微课”就是一个信息点，它所研究的问题来源于高中英语教育教学中的口语、听力、英语阅读、语法重难点、学习策略、学习方法、教育观点等有待于解决的具体的、真实的问题。    “微课”能有效激发学生对高中英语学习的积极性和自主性。目前高中英语微课堂教学通过整合各种信息资源，集动画和声音于一体，把教学内容通过视频的形式展示给学生，突出重点、细化难点，凸显知识学习的针对性。高中英语“微课”在形式上“微”，但内容上“精”，整体效果追求“妙”，突出重点、难点、疑点，以最短的时间用最有效的方式讲明关键问题，凸显知识学习的针对性。    作为一种新兴教学设计模式和学习方式，“微课”预见性地整合和利用了各种优质的高中英语素材、现代化设备以及优秀的教师团队力量。但其也有局限性。比如在“微课”的制作方面。由于“微”“精”的特点，使其从制作、录制到实施运用的过程比较复杂、漫长费时。在师生互动方面。尽管高中英语“微课”在未来可能是一种先进的现代化教学模式之一，但现阶段它不可能替代教师在课堂上的教学活动。因此，在高中英语教学中，我们要学会运用微课教学辅助传统课堂教学模式，取长补短，发挥最大的教学效益。

微课英语和英语是不一样的。微课英语更加注重强调自身的学习英语专业的语言词汇量的扩充、语言语法的运用、写作能力和口语表达能力，对提升自己的英语专业知识都具有一定的影响力作用。