高中英语全英文说课稿（精选13篇）

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高中英语全英文说课稿篇1

Background of English teaching in primary school:

It is not a long history that English is as a subject in primary school in our country and the main instructional aims of teaching English in primary school is to cultivate pupils’ basic abilities of their listening and speaking and their good sense of the English language. Our boys and girls are exposed to English for the first time, so it is very important to develop their keen interest in English.

I. Contents:

Today I’m going to talk about unit6, FUN WITH ENGLISH, Book5B. In this unit,we will learn some orders used in the PE lesson and some words about the body parts ,

II. Teaching aims

1. Aims on the knowledge

（1） To enable the Ss to understand and speak the words: left,right,time ,touch.

（2） Phrase:listen carefully,do some exercise,up and down,left and right .put on.touch with,lift up ,do this times …

（3） Make sure that Ss can use these sentences in real situations.

（4） To help Ss to finish the survey.

（5） Let Ss finish the assessment of "Let’s check" in this unit.

2. Aims on the abilities

（1） To develop Ss’ abilities of listening and speaking.

（2） To train the Ss’ ability of working in groups.

（3） To foster Ss’ abilities of communication and their innovation.

3. Aims on the emotion

（1） To foster Ss’ consciousness of good co-operation and proper competition.

（2） To lead Ss to show their loveliness to the poor.

III. Key-points of this lesson

（1）To enable Ss to understand and speak the words: left,right,time ,touch. Phrase:listen carefully,do some exercise,up and down,left and right .put on.touch with,lift up ,do this times …

（2）To enable Ss to study in groups and co-operate skillfully.

（3）To develop Ss’ interest in English.

IV. Difficult points

（1） To enable Ss to understand and speak the words: left, right, time ,touch. Phrase:listen carefully,do some exercise,up and down,left and right .put on.touch with,lift up ,do this times

V. Teaching methods

As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use "Task-based" teaching method.

VI. Teaching procedures and purposes of my designing.

I’ll finish this lesson in five steps.

Step 1. Warm-up and preview

高中英语全英文说课稿篇2

Good morning, ladies and gentlemen. My topic is Women of Achievement, that is, unit 1, in module 4. The reading passage “A Student of African Wildlife” is talked later and my talk consists of 4 parts. Part 1, my understanding of the material. Part 2, teaching approaches. Part 3, preparations before class. Part 4, teaching procedure.

Part 1 my understanding of the material

First, let me introduce the reading passage. It is the center of this unit’s teaching and learning. It is made up of 4 paragraphs, that is, one day’s observing chimps with Jane in the forest; how Jane did her research and her achievements; Jane’s love towards animals and her contributions to animal protection; and a short summary to her. By learning this lesson, the students can not only understand women’s status in society and everyday life, their values and contributions, their difficulties and achievements, but also learn how to use some words, phrases and sentence patterns. Of course, the students can practise their reading skills, such as skimming, scanning and careful reading.

Second, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading and writing, they still need many opportunities to explore and convey meanings; to classify and reflect on their thoughts, feelings and experiences; to experiment and use their imaginations, and also to develop their autonomous learning ability, cooperative learning ability and investigative learning ability.

Third, about teaching aims

Knowledge aims: To learn how to use the mastery words, phrases and sentence patterns;

To learn sth about Jane’s research.

Ability aims: To cultivate the students’ autonomous learning ability, cooperative learning ability and investigative learning ability;

To develop students’ reading skills, such as making prediction and drawing inferences from the context.

Emotional aims: To encourage the students to participate in the class activities and cultivate their teamwork spirit;

To learn Jane’s bravery and perseverance in achieving her goals;

To reinforce the sense of wildlife protection.

Fourth, about key points and difficult points

I think they are to develop the students’ reading skills, such as making prediction and drawing inferences from the context; and to learn how to use the mastery words, phrases and sentence patterns.

Part 2 Teaching approaches

According to the analysis above, I’ll try to use the following theories: to make students the real master of the class while the teacher myself the director; to inspire the students, especially girl students to chase their dreams with great determinations.

Therefore, task—based teaching method, students—centered teaching method and CAI will be used.

Part 3 Preparations before class

I will ask the students to surf the Internet or go to the library to find some information about great women that they are interested in.

And in class, they will give reports of the information they have obtained. By doing this activity, I can train their autonomous learning ability and investigative learning ability, and their abilities of collecting and dealing with information.

Part 4 Teaching procedure

I designed 6 steps to deal with this reading passage.

Step 1 lead—in

Activity: picture appreciation and question answering

I’ll show them some beautiful pictures of wild animals, such as lions, Tibetan antelopes, monkeys and chimps. Then one question will be asked: which animal has the closest connection with human beings? It’s not so difficult. Of course, chimps. Then the students can find more about chimps from the reading passage.

The purpose of this activity is to stimulate the students’ interest and naturally lead to the reading passage.

Step 2 pre—reading

Activity: look and guess

The students will be asked to just glance at the title and the two pictures in the book, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.

This activity is to inspire the students to read actively, not passively. Surveys show that active reading can raise the readers’ interest and reading efficiency. Other purposes are to develop the students’ reading skill—making prediction and to encourage the students to think in English, express their thoughts in English and cooperate with each other.

Step 3 reading

Activity 1 scanning

The students are required to scan the text quickly and find out specific information of the following questions.

1 who is the student?

2 what animals are observed?

3 when did Jane Goodall arrive at Gombe? How old was she?

4 what was the purpose of her study?

By doing this activity, the students can improve their reading skill—scanning. And they can get the two lines of the whole passage, the main line—student, and the hidden line—wildlife. It builds a solid base for the latter reading comprehension.

Activity 2 skimming

The students are asked to skim the text quickly and summarize the main idea of each paragraph.

By doing this, I can train the students’ reading skill—skimming. And before their skimming, I’ll remind them to find out the topic sentence of each paragraph.

Activity 3 careful reading

For paragraph 1: Video watching and completing a diagram

Get the students to watch a short video of Jane’s research with chimps.

This paragraph is a description of what Jane and her partners did in the forest. The video can turn the description in words into images. So it seems as if the students themselves went into the forest. Then a diagram will be shown to the students. It contains the main actions of the chimps. They have to complete it. By these two changes, the students can master the important words, phrases and sentences better.

For paragraphs 2-3: Retelling job

These two paragraphs are relatively long, so the students may have difficulties in classifying the content. Therefore I divided all the sentences into 3 aspects, that is, Jane’s difficulties, her discoveries and her contributions. According to the key words, they have to retell it.

By doing this activity, I can train the students’ language organizing ability to meet the demands of the new curriculum.

For paragraph 4: Question answering

It is a short summary to Jane and implies that women can do what they want to do as men. This paragraph is relatively short and easy to understand. So the questions are fairly easy and will be offered to the less talented students.

Step 4 post—reading

I designed 2 activities.

Activity 1: multiple choice questions

These questions are to help the students get a better understanding of the text. Some of them are about details, and some of them are inferences. Inference questions are more difficult. So I will give them to the top students, and the easier ones to less talented students. Therefore all the students can have the chance to participate in the class activities and achieve the pleasure of learning English. Thus task-based teaching method is used here.

Activity 2: qualities and looking for relevant sentences

It is an activity to consolidate what they have learnt in the class. Traditionally, a blank-filling task is often used in this step, but it is a passive activity. In order to get the students to learn actively, I designed this activity. Just get the students to look at the title and think about “what kind of student Jane is”. They will say many words, like hard-working, brave and so on. Then ask them to find out the sentences from which we can see these qualities. To do this job, the students have to read the whole passage more carefully again, and they will get a deeper impression of the language structure. Here students-centered teaching method is used.

Step 5 Discussion

The students will be divided into several groups to discuss the following questions.

1 Jane was brave enough to live in the forest. What difficulties do you think she was facing?

2 If you have the chance, will you do what she did?

This activity is to cheer the students to think deeply about Jane’s research and to practice their oral English.

Step 6 Homework

Activity : Thinking and Writing

The topic is “ though our grandmothers and mothers haven’t done something great like Jane, do you think they are great, too? ” Give your reasons.

This activity is designed to train their writing skills and stimulate the students to become aware of the greatness of ordinary women. So greatness is close to the students’ daily life.

In class, I will use CAI, so there is no blackboard design.

That’s all. Thank you!

高中英语全英文说课稿篇3

Good morning, everyone! I’m glad to be here to give my lesson plan presentation. The lesson plan I am going to talk about is the reading part of Unit 4 Wildlife Protection in the book NSEFC BOOK1. Now I’ll explain my lesson plan from the following aspects——analysis of teaching material, learning condition, teaching objectives, important and difficult points, teaching methods, teaching procure and blackboard design.

Analysis of teaching material and learning condition

First, let’s come to the analysis of teaching material. The reading material is entitled How Daisy Learned to Help Wildlife. It talks about how Daisy learned the importance of wildlife protection through her communication with some animals in her dream. It is closely connected with this unit’s topic——the importance of wildlife protection. The passage is clearly organized by Daisy’s 3 trips in which she communicates with several endangered animals, and there are not so much new words in this passage

Now let’s move on to the analysis of learning condition, students must be very familiar with the topic and interested in all kinds of animals. Students have acquired the basic reading skills, such as skimming, scanning, etc to deal with different reading tasks, and they can do some discussion in English. However, they are not familiar with the organization WWF mentioned in the passage, not clear with the author’s purposes of writing some sentences, and they may find it difficult to deal with some real problems by themselves concerning with wildlife protection.

Teaching objectives

Based on the analyses of the teaching material and the learning condition, I will show you the teaching objectives.

(1) Language Skills:

1. Students can get the needed information about Daisy’s trip by applying different reading skills.

2. Students can summarize the main ideas of each paragraph through skimming.

3. Students can analyze the author’s purpose of writing sentences like “No rainforest, no animals, no drugs” and “And there are always WWF.”

(2) Language Knowledge:

1. Students can know more about why some animals are in danger and how to protect them.

2. Students can know how to use the new words, such as mercy, importance, contain, etc.

(3) Affective objectives:Students can realize the importance of wildlife protection.

(4) Culture awareness:Students can know something about the organization WWF.

(5) Learning strategy:

1. Students can improve their communication strategy by discussing with classmates about protecting animals.

2. Students can refer to the Internet to know more about wildlife protection.

Key point and difficult points:

Key points:

(1) Students can improve their reading skills, such as summarizing, skimming, scanning, etc.

（2）Students can get the main idea of the passage.

(3) Students can know how to use the new words in the passage.

Difficult Points:

1. Students can summarize the main ideas of each paragraph.

2. Students can get the implied meaning of some sentences in the passage.

Teaching methods

As for teaching methods, I’ll follow the interactive model to deal with the reading material and communicative approach to put what the students have learned into use.

Teaching procedure:

Then I’ll talk about the most important part of my presentation——teaching procedure.

Warming-up

The first step is warming-up. It will cost 3 minutes. First, I’ll show my students a short clip of video about the endangered wildlife. Then, I’ll ask the students to name the endangered animals in it together with me and list more. This step is aimed to arise the students’ interest and get the students familiar with the topic——wildlife.

Pre-reading

The second step is pre-reading. It will cost about 5 minutes with 2 activities. In the first activity, I’ll introduce something about the organization WWF to the students. The second activity is to ask students to give their reasons to the question “Why are some animals in danger?”. The purpose of these activities is to let students have the background knowledge of the passage and get interested in reading the passage. And it is also in this step some new words like fur, protect, affect will be taught.

While-reading

The third step is while-reading. It consists of 3 activities which will be finished in 20 minutes.

The first activity is skimming. It will cost about 5 minutes. I’ll ask the students to skim the passage and work out the main ideas of each paragraph by themselves. It is the difficult point for the students, so I’ll give them hints such as key words or some answers to choose when necessary to help them to do the summarization. The purpose is the improve students’ reading ability——skimming and let them get the main ideas of the passage.

The second activity is scanning. It will cost about 3 minutes. I’ll ask the students to read fast and do some True or False questions. The purpose of it is to get students know the detailed information about Daisy’s trip and wildlife protection and improve their scanning ability.

The third activity is close reading. It will cost about 12 minutes. Students will be asked to read the passage paragraph by paragraph and fill in the form the needed information——name of the animals in Daisy’s trips, their situation, and result. Then I’ll ask the students questions: “What does the author want to tell us from the first paragraph?”, “How the government help protect the elephants?”, and “How do you understand the sentences ‘No rainforest, no animals, no drugs.’ and ‘and there was always WWF.’?”. These 3 questions involve some implied meanings which may be difficult for students to work out, so I’ll give some key words as hints for them or ask some other related questions to guide them to work out the answers. The purpose of this activity is to make the students fully understand the reading material and try to analyze the author’s purpose of writing some sentences. And in these 3 activities, I can also teach students some new words like carpet, respond, powerful, etc.

Post-reading

The fourth step is post-reading. It will cost about 10 minutes. I’ll ask the students to form groups of 4 and do the discussion based on the questions on page 27, and they can refer to the reading material to work out these answers. After the discussion, I’ll ask some students to report their answers, especially how to protect the endangered animals.

Homework

The last step is homework. It will take about 2 minutes. The homework is to write a short passage entitled “How to Protect Wildlife”. They can surf the internet and try to find more ways about wildlife protection.

Well, this is the blackboard design. In the middle, it’s the form for students to fill in, and on the 2 sides, there are the new words in the passage. Some of them, as I’ve mentioned, are taught in pre-reading. Most of them is taught in third-step while-reading.

That’s all for my lesson plan presentation. Thank you for your attention. Thank you!

Unit 4 How Daisy Learned to Help Wildlife

protect Animal Situation Result carpet

fur Para 1 antelope being hunt decrease powerful

affect Para 2 respond

in relief Para 3 importance

mosquitoes appreciate

高中英语全英文说课稿篇4

Good afternoon,teachers. It’s my great pleasure to be here sharing my teaching ideas I’ll begin the lesson from the following four parts:

Analyzing teaching material

The teaching methods

The studying methods

The teaching procedures

and while presenting these parts I will do the blackboard writing properly. Ok now I am going to start from the first part “Analyzing teaching material”

This unit is about It is made up of paragraphs.

The teaching aim of this lesson is to help students to understand and master the words, phrases and sentence patterns on the basis of understanding the text.

The ability aim is to improve the students’ organizing and using skills of English and to retell the whole text in their own words.

The emotional aim is to help students understand and to develop

students’ sense of cooperative learning.

Then the teaching key points is to help the students get a general idea of the whole

And the teaching difficult points is to make students use their own words to express

According to the analysis above, I’ll try my best to carry out the following theories

while dealing with this lesson:

To make students the real masters of the class while I just act as a director.

To combine the language structure with the language functions.

And to make students receive some moral education while they are learning language. In order to achieve my goal, I will use the following teaching methods:

The first teaching method I will use is communicative approach, since language is

used for communication. Communicative approach is learner-centered and emphasizes communication and real-life situations.

The second teaching method I would like to use is task-based approach. A task

resembles activities which our students or other people carry out in everyday life.

Learners should be given opportunities to reflect on what they have learned and how well they are doing.

The third teaching method I want to use is computer assisted language teaching.

Computer plays an important role to make the materials attractive. It can also help the learners to understand the language and then produce comprehensible output.

And in order to practice my teaching methods better, the following teaching aids will be used:

A projector, a tape recorder, multimedia and of course the blackboard.

And then, I would like to talk about the studying methods. As students are poor in

cooperative learning skill, many students are not active in English class, and even

some of them don’t like English. Therefore, I will have the students learn English in a much more relaxed atmosphere. The learning process of students is from seeing,

thinking, and speaking. So, to make the students get the knowledge actively,

cooperative learning and task-based learning will be used.

Next, I will talk about the teaching procedure. To train the students’ ability of listening, speaking, reading and writing, I have designed the following steps.

Step 1 Lead-in

At the very beginning of the class, I will make the students have a free talk about and then discuss the questions in pre-reading on page . The purpose of this step is to arouse the students’ learning interest. After a discussion about the questions,

the students will be eager to know something about and it’s the very time to naturally lead the class into

Step 2 Listening comprehensions

In this step, I will write several questions before listening to the text:

And then I will make the students answer the questions after listening to the tape. The purpose of this step is to train and improve the students’ listening ability .

Step 3 skimming and scanning

In this step, I will give the students two tasks . The first task is to get the general idea, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their own thoughts in English. The second task is to get the main idea of each paragraph. I will divide the whole class into several groups to skim the whole text and get the main idea of each paragraph. The purpose of this task is to improve the students’ fast reading skill and cooperate with each other.And then guide Ss to read the material carefully and take some important notes, then answer the following questions in P.

Step 4 Retelling the passage

Language is learned by communicating. It’s my job to creat an atmosphere for students to use the language. The students discuss in their group and then choose a reporter to share to the whole class.

Step 7 Consolidation

In this activity, I will ask some students to read each paragraph, and then do the exercise following the text.

Step 8 make a summary

I will go through the important points and difficult points of this lesson with the students once again. And of course, the language points on the blackboard will be mentioned as well.

And now let’s move to the last step

Step 9 Homework

1. Read the passage as frequently as you can

2. Find out some words and sentences you think are beautiful and recite them.

Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.

That’s all of my teaching ideas about this lesson. Thanking you for your listening.

高中英语全英文说课稿篇5

Part 1 my understanding of the material

Third, about teaching aims

Knowledge aims: To learn how to use the mastery words, phrases and sentence patterns;

To learn sth about Jane’s research.

Ability aims: To cultivate the students’ autonomous learning ability, cooperative learning ability and investigative learning ability;

To develop students’ reading skills, such as making prediction and drawing inferences from the context.

Emotional aims: To encourage the students to participate in the class activities and cultivate their teamwork spirit;

To learn Jane’s bravery and perseverance in achieving her goals;

To reinforce the sense of wildlife protection.

Fourth, about key points and difficult points

Part 2 Teaching approaches

Therefore, task—based teaching method, students—centered teaching method and CAI will be used.

Part 3 Preparations before class

I will ask the students to surf the Internet or go to the library to find some information about great women that they are interested in.

Part 4 Teaching procedure

I designed 6 steps to deal with this reading passage.

Step 1 lead—in

Activity: picture appreciation and question answering

The purpose of this activity is to stimulate the students’ interest and naturally lead to the reading passage.

Step 2 pre—reading

Activity: look and guess

Step 3 reading

Activity 1 scanning

The students are required to scan the text quickly and find out specific information of the following questions.

1 who is the student?

2 what animals are observed?

3 when did Jane Goodall arrive at Gombe? How old was she?

4 what was the purpose of her study?

Activity 2 skimming

The students are asked to skim the text quickly and summarize the main idea of each paragraph.

By doing this, I can train the students’ reading skill—skimming. And before their skimming, I’ll remind them to find out the topic sentence of each paragraph.

Activity 3 careful reading

For paragraph 1: Video watching and completing a diagram

Get the students to watch a short video of Jane’s research with chimps.

For paragraphs 2-3: Retelling job

By doing this activity, I can train the students’ language organizing ability to meet the demands of the new curriculum.

For paragraph 4: Question answering

Step 4 post—reading

I designed 2 activities.

Activity 1: multiple choice questions

Activity 2: qualities and looking for relevant sentences

Step 5 Discussion

The students will be divided into several groups to discuss the following questions.

1 Jane was brave enough to live in the forest. What difficulties do you think she was facing?

2 If you have the chance, will you do what she did?

This activity is to cheer the students to think deeply about Jane’s research and to practice their oral English.

Step 6 Homework

Activity : Thinking and Writing

The topic is “ though our grandmothers and mothers haven’t done something great like Jane, do you think they are great, too? ” Give your reasons.

This activity is designed to train their writing skills and stimulate the students to become aware of the greatness of ordinary women. So greatness is close to the students’ daily life.

In class, I will use CAI, so there is no blackboard design.

That’s all. Thank you!

高中英语全英文说课稿篇6

Good morning, everyone. My name is…， I come from… I`m very happy and excited to stand here, it is my great honor to be here to present my lesson. My teaching topic is… I`ll talk about it by 8 parts.

The analysis of teaching material.

The analysis of students.

The analysis of teaching aims and demands.

The analysis of teaching importances and difficulties.

The analysis of teaching methods.

The analysis of teaching procedures.

Blackboard design.

Teaching reflection.

Well, firstly, I`ll talk about Part 1 the analysis of teaching material. My teaching topic is… from Unit…Go For It Junior English Book 1A, which published by People Education Press. In this period, the main language function is to practice listening and speaking skills around…as well as the communicative skills of……

Then I`ll talk about next part the analysis of the students. It is known to us that most of students had learned English for about…years. They are curious about new things and have a strong desire to learn better. However, their Engish tearning level are different from each other. They need teachers` help and encouragement in their further study.

Next I`ll talk about teaching aims and demands. There are knowledge aims, ability aims and emotional aims. The knowledge aims are to enable the students to master the new words……the phrases…and the sentenses……The ability aims are to obtain the abilities of listening, speaking, reading and writing around……to train the students` abilities of using language, to guide the students to talk about…using the expressions of…and to develop the students` ability of creative thinking and cooperative study. The emotional aims are to enable……

Let`s move on to another part: the analysis of teaching importances and difficulties. The teaching importances are…The teaching difficulties are……

Next is teaching methods. I use…methods in my lesson. There are multimedia computer assisted instruction, task-based activities, situational approach, total physical response or the audio-lingual method.

Now I`ll talk about teaching procedures. According to five steps teaching method, I design my lesson into five steps.

Step 1 is warm-up. Here I`ll…By this, the students can be interested in it and pay their attention to our class easily and…

Step 2 is lead-in. Here I`ll…By this, the students……

Step 3 is presentation. Here I`ll……By this, the students……

Step 4 is practice. Here I`ll…By this, the students……

Step 5 is homework. Here I`ll……By this ,the students……

Next is my blackboard design. I`ll design it like this……

At last, I want to say, to be a good teacher is my dream. I think a teacher is not only a guide for sudents, but also a friend of them. If I were a teacher, I would build a close relation with my students, helping them not only on their study but also on their lives. I`ll try my best, and I have confident that I can do it.

Ok, that`s all. Thanks for your listening. Good-bye.

高中英语全英文说课稿篇7

Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English Book unit 1（A student of African wildlife/Why not carry on the good work）I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and Blackboard design. First, let me talk the teaching material. Part 1 Teaching Material:

This unit is about（Great women and their achievements , Important people, history and methods of agriculture, Different types of English humor ,Culture differences and communication Different types of theme park）

By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and Dr Yuan Longping’ achievement And chemical farming and organic farming. Charlie Chaplin and his funny and encouraging humor People from different area have different body language and use the right body language to showing our feelings. Theme park not only provide fun but also provide various knowledge and exciting experience. this lesson not only teach the students to learn the related material about (1) the good character to be a successful person (2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical fertilizers and how to increase production in organic farming. (3)Charlie Chaplin and his humor English jokes (4)Different body language and the similarities in body language which make the others understand our feelings. (5)Theme park but also learning ability in English .

A： If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well. B： It provides all-around practice about listening, speaking, reading and writing revolve around the topic, it is the expansion of this unit and give Ss a space to use the language So it plays an important part in the English teaching in this unit.

（As we know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . ）According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings: 1.Knowledge objects: (1)the students can hear, read, and use the main sentence patterns. (2) the students can understand the content of the lesson: (3) the students can use the patterns to express their thoughts in proper situation and learn how to describe people with adjective. Ability objects: Ability objects of this section are (1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.

(2) To train the Ss’ ability of working in pairs. (4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability. 3.Emotion objects: By reading A Student of African wildlife /why not carry on the good work, students can learn from (1)Jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiao zhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful. (2)Dr Yuan Long ping his scientific research spirit and attitudes toward life This passage what is chemical and organic farming and their advantage and disadvantage.

高中英语全英文说课稿篇8

Good morning, My judge teachers.I feel so honored to have the opportunity to share my teaching ideas with all of you after two-year preparation.So I particularly cherish this opportunity and hope all of you would enjoy my following talk.Ok, my topic today is “Body Language” taken from Unit 4, Book 4, and my presentation consists of 5 Parts: Analysis of teaching material and student, teaching method and learning method, teaching procedure，blackboard design, teaching reflection.

Now, let’s begin with Analysis of teaching material and student. The analysis of teaching material includes the following four aspects.Aspect 1: Status and function of this paage:

The paage mainly talks about body languages in different countries.The reading part is the center of the paage.Through reading this paage, the students can learn many new words and expreions, improve their reading skills and know more information about different body languages.Aspect 2: Teaching aims and demands.The overall aim of the English New Curriculum is to develop students’ comprehensive language abilities, such abilities are grounded in the development of language skill, language knowledge affects, cultural awarene and learning strategies.So based on this theory, I choose the three-dimensional teaching targets as my aims.

The knowledge aims are to guide the students to mater the important words and expreions in the text, on this basis, to have a further understanding of the paage.The ability aims are to develop the students 4 basic skills, especially reading skills.Through practicing students’ predicting, skimming, scanning and concluding skills to improve their reading ability.Meanwhile, to encourage them to expre their own opinion and learn to cooperate with others.The emotional aims are to make them learn to use different body languages to communicate with others and overcome communicative obstacle.Aspect 3: Teaching important point and difficult point The important point is how to get the students to mater the words and expreion and use them flexibly, and on this basis to have a better understanding of the paage.The difficult point is how to enable the students to master the reading skills and improve their reading ability. Aspect 4:Teaching aids

In this cla, multimedia claroom, blackboard, color chalks will be used.

So much for the teaching material, now, let’s go on with the analysis of students.The New Curriculum advocates the students are the main body of learning, so analyzing the students is very important.After junior studying, my senior students have basic abilities of listening, speaking, reading and writing, but their abilities of using English to proce information and solve problems are still to be improved.So in this cla I will focus on students’ reading skills and problem-solving ability.In the teaching proce, I find most students rely on teacher to learn, so practicing students’ self-learning ability is important.Since the content of the paage is closely related to Ss’ real communicative life, so their overall language abilities can be improved through learning by doing.

- 1Step 3: While-reading, it is the most import one in the procedures, so it takes 25minutes.Firstly, I will guide them to read for information by skimming and scanning the text.The students are asked to skim the whole text to answer the following two questions by pair work.Q1: What’s the general idea of the whole paage? Q2: What’s the main idea of each section?

Then I will ask them to scan the paage again and finish the activities in group of four.Activity 1: Find out the different body languages of different people in the text and list out.Activity 2: Do some multi-choice work to find out some detailed information.To improve the students’ skimming and scanning skills is the difficult point of the cla.So I will arrange the above questions and activities to practice and improve their reading skills to get general ideas and detailed information.Meanwhile, the cooperative learning can raise their studying interest and develop their cooperation spirit.Secondly.I will ask the students to listen the tape and read after it.After listening and reading the text, students find out the difficult words and sentences, try to analyze and memorize them.Mastering new words and expreions is the important point, so I will aist my students to master them.

Thirdly, The cla will come to the period of solving problems.This time belongs to students and I just play an aistant role.The students can ask any questions they come acro in the proce of learning, and the whole cla all solve them.This purpose is to improve their questioning spirit and dealing with difficulties.Step 4: Post-reading, it includes two tasks and takes 7 minutes So far, the students have known the basic knowledge of body language, according to the principle of the New English Curriculum, language is learnt to communicate and solve problems.So I will provide 2 tasks by pair work to let them conform their language knowledge into language use: Task 1: Suppose two friends, one from America, the other from Japan meet at the first, make a dialogue and act out the poible funny thing.Task 2: I will list several new words and expreions, and tell the students to think a new story and share with other students.The both tasks provides the students with the opportunities to relate what they have read to what they already know.In addition, the tasks can enable students to produce language based on what they learned.

Step 5: Homework, This step needs 3 minutes I’ll give them two piece of homework.Written work: I ask students to write a summary about different body languages and the poible reasons by collecting different information.Optional work: Surf the internet and find out more information about body language.The two homework mean to train students’ writing ability and self-learning ability.By searching various information resources, the students can widen their view and continue to inspire their learning enthusiasm.Up to now, my presentation is almost to the end, please patiently go on with Part 4

高中英语全英文说课稿篇9

Analysis of teaching material and learning condition

Teaching objectives

Based on the analyses of the teaching material and the learning condition, I will show you the teaching objectives.

(1) Language Skills:

1. Students can get the needed information about Daisy’s trip by applying different reading skills.

2. Students can summarize the main ideas of each paragraph through skimming.

3. Students can analyze the author’s purpose of writing sentences like “No rainforest, no animals, no drugs” and “And there are always WWF.”

(2) Language Knowledge:

1. Students can know more about why some animals are in danger and how to protect them.

2. Students can know how to use the new words, such as mercy, importance, contain, etc.

(3) Affective objectives:Students can realize the importance of wildlife protection.

(4) Culture awareness:Students can know something about the organization WWF.

(5) Learning strategy:

1. Students can improve their communication strategy by discussing with classmates about protecting animals.

2. Students can refer to the Internet to know more about wildlife protection.

Key point and difficult points:

Key points:

(1) Students can improve their reading skills, such as summarizing, skimming, scanning, etc.

（2）Students can get the main idea of the passage.

(3) Students can know how to use the new words in the passage.

Difficult Points:

1. Students can summarize the main ideas of each paragraph.

2. Students can get the implied meaning of some sentences in the passage.

Teaching methods

As for teaching methods, I’ll follow the interactive model to deal with the reading material and communicative approach to put what the students have learned into use.

Teaching procedure:

Then I’ll talk about the most important part of my presentation——teaching procedure.

Warming-up

Pre-reading

While-reading

The third step is while-reading. It consists of 3 activities which will be finished in 20 minutes.

Post-reading

Homework

That’s all for my lesson plan presentation. Thank you for your attention. Thank you!

Unit 4 How Daisy Learned to Help Wildlife

protect Animal Situation Result carpet

fur Para 1 antelope being hunt decrease powerful

affect Para 2 respond

in relief Para 3 importance

mosquitoes appreciate

高中英语全英文说课稿篇10

Good morning, ladies and gentlemen! I’m XXX from No.2 High School. I’m very glad to present my lesson plan here. It is from Unit1 Module 2 NSEFC, Using language, reading, listening and speaking, the fourth period.

I. Analysis of the teaching material and learners

The content of the material is about how the Amber Room got lost, which is also the clue of the whole lesson. The reading passage is about the definition of fact and opinion. There is an old miner’s story about what happened to the Amber Room for students to decide whether he gives facts or opinions. In the listening part, there are two pieces of narration about how the Amber Room got lost. Students will listen and then fill in two tables with some information missing, which is difficult for them. In the speaking section, discussions will be carried out by using the expressions from the table as the output.

My students are familiar with the Amber Room now because they have learnt about it in the previous lessons. They have learnt many useful words for describing the Amber Room, which can make listening easier. Their scanning skill, even though it is not well-developed, plays efficient role in getting the required information in the limited time. However, the students’ listening skill of note-taking is poor and the listening passage is long and difficult for them, and they have no idea about how the great treasure got lost, so finishing the table will be a difficulty. In order to make it easier for them to fulfill the listening task, some key words from the listening are given to students. Before the blank-filling, some multiple choices will be given in order to help students get the general idea of the passage.

II. Learning objectives

According to the above analysis, I set the following learning objectives. Firstly, find out the differences between a fact and an opinion by scanning. Secondly, predict the content of listening by studying the key words that may appear in the listening content. Next, take notes of the key words from listening to get some information to fill in the tables and understand the main idea as well. Finally, learn the following words and expressions (trial, evidence, explode, entrance, sink, etc). by heart.

Among all the objectives, Finding out the differences between a fact and an opinion by scanning in reading process and knowing how to tell a fact from an opinion as well as give opinions are essential for the students. It is one of the focuses of this lesson. And in this lesson, the listening practice will take up most of the time because it is important for students to know how to take notes while they are listening. So this is another focus. The skill of note-taking is vitally important for the students during the whole process of English study, but it is also a difficult skill for them at present.

III. Teaching procedure

We will spend 17 minutes on reading and 28 minutes on listening and speaking.

The first two steps are for the reading part. Step 1 is pre-reading. There are two activities. Activity 1 is reviewing. I will show students a passage about the summary of the reading passage In Search of the Amber Room. Students will fill in the blanks with the relative words of attributive clause. Blank filling with the relative words aims to check whether the students can use the grammatical rules learnt last period in another context. The last three sentences mainly talk about the loss of the Amber Room, which function as the topic for the next activity. Activity 2 is discussing. I will lead the students to discuss what information is the fact and what information is the opinion about the Amber Room from the summary. As one of the language focuses, the difference between fact and opinion will be paid much attention to in this step, which can make preparations for the following steps.

Step 2 is while-reading. There are two activities. Activity 1 is scanning to find out the definitions of fact and opinion, which is the foundation of this lesson. Activity 2 is also scanning. Students will be asked to read the story told by Jan and then fill in the table. After that, they will discuss whether the event Jan saw is a fact or an opinion by using the expressions in the table (slide). This activity offers students the chance to make judgment in a real life situation according to the definitions. They will use some expressions they know to give opinions by answering “why” questions.

Next comes the listening. There are two parts, Part A and Part B. Step 3 is pre-listening for part A. I will show students some key words and expressions from the listening material. I will explain them. The students will guess what they are going to listen from the newly learnt words and phrases. Step 4 is while-listening for Part A. I will give students two chances. After the first listening, the students will finish four multiple choices. Based on the four questions, the students will know the main idea of Part A. For the second listening, the students will be asked to take notes down, and then fill in the blanks according to the notes taken. After that, they will check the answers with their partners’. Step 5 and Step 6 are designed to deal with Part B. It will be done just as part A. Firstly, the students will study the key words from the listening and predict the content as the pre-listening activity. Then, for the first listening, listen for answers to four multiple choices to get the main idea of the listening. Lastly, for the second listening, the students will take down key words to fill in the table. Predicting with the key words may lessen the students’ difficulty in getting the information. Multiple choice exercises are for the preparation to get a general idea of the listening material, which can be helpful in the blank filling activity. The listening is the foundation for the next step.

Here comes Step 7, post-listening. There are two activities. Activity 1 is pair discussion. Based on the reading passage and the listening material, the students will be asked to decide who told the truth about the missing of the Amber Room and give the best evidence by using some functional items to ask for and give opinions in pairs. Activity 2 is a group discussion. I will create a real life situation. I will say that Shanghai Expo is a great success. The students will work in groups of four and have a discussion about whether it is the best exposition ever. During the discussion they can refer to more expressions of asking for and giving opinions in the textbook. Based on all these activities, students have got enough input. Now, it is quite natural for them to give a valid output in Step 8. After knowing what fact and opinion are and know how to give and ask for opinions, students may have less difficulty in doing this.

The class will end up with an exciting discussion. Then I will ask students to write five sentences as evidence to support their opinion that Shanghai Expo is best ever. This is the homework.

IV. Blackboard notes

These are my blackboard notes. On the left, definitions of fact, opinion and evidence are given, which can help the students understand the key point in class. In the middle are key words from the first story in listening and on the right are the key words from the second story. Those words can be helpful for the students to get the general idea and easy to write down notes while they are listening.

V. Reflection

To sum up, there is enough input from reading and listening material, which provide the students with essential knowledge about the concepts of fact, opinion and evidence necessary for students to distinguish facts from opinions for later speaking activities at output stage. This lesson can be viewed as a typical integration of reading, listening and speaking. Reading for the definitions of fact, opinion and evidence functions as the input before using the knowledge to make judgment on the facts and opinions after listening.

That’s all for my presentation. Thank you for listening.

高中英语全英文说课稿篇11

Analysis of teaching material and learning condition

Teaching objectives

Based on the analyses of the teaching material and the learning condition, I will show you the teaching objectives.

(1) Language Skills:

1. Students can get the needed information about Daisy’s trip by applying different reading skills.

2. Students can summarize the main ideas of each paragraph through skimming.

3. Students can analyze the author’s purpose of writing sentences like “No rainforest, no animals, no drugs” and “And there are always WWF.”

(2) Language Knowledge:

1. Students can know more about why some animals are in danger and how to protect them.

2. Students can know how to use the new words, such as mercy, importance, contain, etc.

(3) Affective objectives:Students can realize the importance of wildlife protection.

(4) Culture awareness:Students can know something about the organization WWF.

(5) Learning strategy:

1. Students can improve their communication strategy by discussing with classmates about protecting animals.

2. Students can refer to the Internet to know more about wildlife protection.

Key point and difficult points:

Key points:

(1) Students can improve their reading skills, such as summarizing, skimming, scanning, etc.

（2）Students can get the main idea of the passage.

(3) Students can know how to use the new words in the passage.

Difficult Points:

1. Students can summarize the main ideas of each paragraph.

2. Students can get the implied meaning of some sentences in the passage.

Teaching methods

As for teaching methods, I’ll follow the interactive model to deal with the reading material and communicative approach to put what the students have learned into use.

Teaching procedure:

Then I’ll talk about the most important part of my presentation——teaching procedure.

Warming-up

Pre-reading

While-reading

The third step is while-reading. It consists of 3 activities which will be finished in 20 minutes.

Post-reading

Homework

That’s all for my lesson plan presentation. Thank you for your attention. Thank you!

Unit 4 How Daisy Learned to Help Wildlife

protect Animal Situation Result carpet

fur Para 1 antelope being hunt decrease powerful

affect Para 2 respond

in relief Para 3 importance

mosquitoes appreciate

高中英语全英文说课稿篇12

First, let me talk the teaching material. Part 1 Teaching Material:

(1) the good character to be a successful person

(2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical fertilizers and how to increase production in organic farming.

(3)Charlie Chaplin and his humor English jokes

(4)Different body language and the similarities in body language which make the others understand our feelings.

(5)Theme park but also learning ability in English .

1.Knowledge objects:

(1)the students can hear, read, and use the main sentence patterns.

(2) the students can understand the content of the lesson:

(3) the students can use the patterns to express their thoughts in proper situation and learn how to describe people with adjective. Ability objects:

Ability objects of this section are

(1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.

(2) To train the Ss’ ability of working in pairs.

(4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability.

3.Emotion objects:

By reading A Student of African wildlife /why not carry on the good work, students can learn from

(1)Jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiao zhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful.

(2)Dr Yuan Long ping his scientific research spirit and attitudes toward life This passage what is chemical and organic farming and their advantage and disadvantage.

高中英语全英文说课稿篇13

Good morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 5 Music. I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.

Firstly，let me introduce the teaching material. This unit is to introduce to us different types of band. The reading passage is the center of this unit. It is made up of 4 paragraphs, that is, many people want to be famous as singers or musicians, form a band, Monkees began as a TV show and they became even more popular than the Beatles. The text is the most important teaching material in this lesson, which extends the main topic “music” and contains most of the vocabulary and grammar points that students should learn in this unit.

Secondly, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability Thirdly, I’d like to talk about teaching aims and demands

1 Knowledge aims:

（1）to help students to understand and master the words, phrases and sentence patterns.

（2）to know some basic information about music

2 Ability aims:

(1) To improve the students’ organizing and using skills of English as the second language

(2) To understand the main idea, to scan for the needed information and to grasp the details

3 Emotional aims:

(1) Help students understand different type of music and how to form a band

(2) Develop students’ sense of cooperative learning

Fourthly, teaching key points is

1. To help the students get a general idea of the whole passage, and some detailed information and language points as well.

2. To understand how Monkees formed, developed and succeed. Teaching difficult points is

1. The students use their own words to express their own ideas.

2. the prep+ whom/which attribute clause

According to the analysis above, I’ll try to use the following theories to make students the real master of the class while the teacher myself the director.

a. Communicative Language Teaching

Language is used for communication. It’s learner-centered and emphasizes communication and real-life situations.

b. Task-based Language Teaching

A task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.

c. Computer Assisted Language Teaching

Language learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.

Part 3 Learning Methods

Task-based, self-dependent and cooperative learning

Part 4 Teaching Procedure

Step One Lead-in

“Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the band”. I’ll play some different type of music to attract their attention and then bring some questions.

Question:

What kind of music they like?

Which band they know best?

The answers must relate to band. After this, the students will be eager to know something about band and this is the very time to naturally lead the class into Step 2

Step 2 Reading for information: skimming and scanning In this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.

Task 1 General idea

The students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.

The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other.

Task 2 Main idea of each paragraph

Cooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 4 groups to skim the whole text and get the main idea of each paragraph.

Step 3 Reading for comprehension

The purpose of reading is to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details. Therefore the following practices on Page 35 can help check the situation.

Step 4 Solving difficult language problems through reading

It’s important for language learners to learn important rules of

grammar and use these rules to solve problems in reality. In the previous process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss and explain. This period of time belongs to students. They can ask any questions they come across in the process of learning. I’ll explain the questions and difficulties. The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.

Step 5 Consolidation

Language is learnt by communicating. It is my job to create an atmosphere for students to use the language. Here I design 2 activities 1 Reading for comprehension

I’ll ask 4 students to read each paragraph, and then do the exercise following the text. I think it’s a good way to review what they have learned.

2 Discussion

During making discussion, the students will deepen their understanding of the main idea of the passage.

a. Why Monkees can be successful? Give reasons.

b. What’s the most important thing for a successful band? Why? Step 6 Homework

Ask the students to write down sth about their favorite singers, band or music and list the reasons. The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.

Part 5 Blackboard design

Unit 4 Music

Passage The Band That Wasn’t

Topic Sentences:

1. Many people want to be famous as singers or musician

2. Form a band

3. Began as a TV

4. They became even more famous than the Beatles

Discussion:

a. Why Monkees can be successful? Give reasons.

b. What’s the most important thing for a successful band? Why?

In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily. In this text, the design is not easy to write. I write the topic sentences on the blackboard, in order to tell the students that this is of the importance in this class. I want to make the design inductive, instructive and artistic.

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