高中英语说课稿范文英文版15分钟(19篇)

更新时间:2023-02-03 05:02:26 阅读：评论：0

高中英语说课稿范文英文版15分钟第1篇

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 prenting the 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, phras and ntence 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’ n 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 u 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 u the following teaching methods:

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

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

The cond teaching method I would like to u is task-bad approach. A task

rembles 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 u 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 ud:

A projector, a tape recorder, multimedia and of cour 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 eing,

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

cooperative learning and task-bad learning will be ud.

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 purpo of this step is to arou 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 veral questions before listening to the text:

And then I will make the students answer the questions after listening to the tape. The purpo 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 cond task is to get the main idea of each paragraph. I will divide the whole class into veral groups to skim the whole text and get the main idea of each paragraph. The purpo of this task is to improve the students’ fast reading skill and cooperate with each 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 u the language. The students discuss in their group and then choo 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 exerci 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 cour, 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 ntences you think are beautiful and recite them.

Purpo 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.

高中英语说课稿范文英文版15分钟第2篇

I will divide the blackboard into 3 parts:

Unit 10 If you go to the party, you’ll have a great time!

key words and phras

key ntence structures

mistake, careful, careless, understanding, unless, in half, keep… to onelf

If …， they will…

It is best （not） to do sth.

Unless… , I will…

高中英语说课稿范文英文版15分钟第3篇

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 u 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 rearch spirit and attitudes toward life The disadvantage of using chemical fertilizers and how to increa 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 u 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: objects: (1)the students can hear, read, and u the main ntence patterns. (2) the students can understand the content of the lesson: (3) the students can u the patterns to express their thoughts in proper situation and learn how to describe people with adjective. Ability objects: Ability objects of this ction 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. 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 rearch spirit and attitudes toward life This passage what is chemical and organic farming and their advantage and disadvantage.

高中英语说课稿范文英文版15分钟第4篇

Good morning, ladies and gentlemen . I’m xx. I’m from xx High School. Today, I feel honored to have the chance to share my ideas with you. In the reading process, I will focus on students’ long –term development and enable them to u reading strategies to read efficiently and independently.

My teaching plan will include 4 ctions. They’re analysis of the teaching material,. Teaching aims , teaching methods and teaching procedures.

Section1 . Analysis of the teaching material.

The lected teaching material is a magazine aritcle taken from the reading of Module 2 , Unit3 . It is about the cur of the mummy ,which deals with an amazing man who devoted most of his time making discoveries in Egypt and strange things that happened after his finding the tomb of king Tutankhamun.

Section 2 Identifying the teaching aims.

Bad on the analysis of the teaching material, I have chon the following as the teaching aims,The 1st aim: Train the students’ reading ability reading skills- predicting information.

The 2nd aim: Learn some uful words and expressions.

The 3rd aim: Develop the students’ creative, comprehensive and consolidating abilities.

Section3 Teaching methods and aids.

1. Enjoyment of a short film before reading to make the students interested in what they’ll learn.

2. Fast reading to get the general idea of the text.

3. Careful reading to answer some detailed questions4. Multi-media

Section4 Teaching procedures.

Part1 Lead-in

Help the students to recall the well –known film TITANNIC by showing them a short flash of the film. The purpo of this activity is to arou the students’ interest and curiosity to read the passage. （on the screen ）

Part 2 Reading comprehension- fast reading and careful reading

1. Reading strategy – predicting information in advance.

Before asking the students to skim the passage, direct their attention to reading strategy first. Conduct the activity as follows .（on the screen）

2. Skimming

Ask the students to skim the passage and complete the three questions of Part A on page 42.

3. Reread the passage

Ask the students to reread the passage and identify which statements are true and which are fal. Have the students complete Part C1 individually. Check the answer as a class. Statements in Part C2 are summaries of the paragraphs. Ask the students to match the statements with the paragraphs. Check the answer as a class.

4. Listening for detailed information

Evaluate the students’ comprehension by asking them to identify the relationships between the characters. （on the screen）

5. structure reading

Ask the students to divide the text into a few parts according to the general idea of each paragraph .（on the screen）According to the diagram,I let the students make a summary of the text or let students fill in the blanks .（on the screen）

Part 3 Consolidation

Ask the students to complete Part D and E individually . I can adapt Part D as the example shows . After completing Part D, the students are required to read the article in Part E and then fill in the missing words, check the exercis as a class.

Part 4 Post –reading activities

1. Ask the students to express their opinions on the following questions .（on the screen）

2. Ask the students to write a summary about Howard Carter.

3. Ask the students to focus on Part F and make up a dialogue as the example show. Make sure that all the students participate in the discussion.

Ok , So much for my teaching plan ,Thank you for your careful attention.

高中英语说课稿范文英文版15分钟第5篇

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, phras and ntence 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 cond 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’ n 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 u their own words to express their own ideas.

2. the prep+ whom/which attribute clau

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

a. Communicative Language Teaching

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

b. Task-bad Language Teaching

A task rembles 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-bad, lf-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 u Task-bad Language Teaching method, which can give students a clear and specific purpo 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 purpo 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 rai the students’ interest and create an atmosphere of achievement. Bad 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 purpo of reading is to get the correct and uful 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 u the 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 purpo 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 u the language. Here I design 2 activities 1 Reading for comprehension

I’ll ask 4 students to read each paragraph, and then do the exerci 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 arch 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 ntences 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.

高中英语说课稿范文英文版15分钟第6篇

Lesson Plan Prentation

Hello, everyone. I’m glad to be here to give my lesson plan prentation. The lesson plan I’m going to talk about is the reading part from NSECS book 1 unit 1 Friendship. Now, I’d like to explain how to teach and why to do so from the following aspects: the analysis of teaching material and learning condition, the teaching objectives, the teaching method and teaching aids, the teaching procedures, and the blackboard design.

First, I’d like to talk about the analysis of teaching material and learning condition.

The title of the text is “Anne’s Best Friend”. It mainly talks about a Jewish girl, Anne, who treated her diary as her best friend when she and her family hid in a shelter to escape from the killing of Nazis. The text has tow parts, the first part is about the background of Anne’s diary, and the cond part is about the content of Anne’s diary. The key point of the text is that students can u different kind of reading skills like prediction, scanning and skimming to get good understanding of the text. The difficult point is that students can summarize the main idea of the whole text and each paragraph.

As for the students, they are in grade 9 in high school, and they have learned English for more than 7 years. They have a certain vocabulary store, while they lack the training of reading skills. They are interested in the topic of friendship becau they attach much importance to friendship. And they can make some discussion in English.

According to the analysis of teaching material and learning condition, I make out the following teaching objectives.

First, language skills: students can u reading skills like prediction, skimming and scanning to read the text.

Second, language knowledge: students can learn some new words and new phras, such as power, on purpo, in order to, etc. and students can be familiar with the topic of friendship.

Third, learning strategy: students will learn to study and solve problems by cooperation and communication.

Fourth, affective objectives: students will value friendship more and cherish what they have.

Last, cultural awareness: students will know more knowledge about the history of World War Ⅱ, especially the suffering of Jewish people during the war.

Then, I’ll talk about the teaching method and teaching aids. I adopt communicative approach. And the teaching aids are blackboard and PPT.

Now, I will focus on the teaching procedures. There are 4 steps.

Step 1 is warming up. It will cost 3 minutes. In this part, I will show students an English song “Forever friend”. Before listening, I will ask students to think about the question “What’s the song about?” so that they will listen to the song with purpo. After they finish the listening, they will know that the song is about friendship. It will naturally lead in the topic of the text. What’s more, students are interested in listening to music, the song will arou students interest and activate the class atmosphere.

Step 2 is pre-reading, it will cost 5 minutes. First, I will ask students to read the title of the text and ask them “Do you know Anne? Who is she?” if students don’t know, I will tell them that Anne is a Jewish girl who survived in the World War Ⅱand I will talk about the suffering of Jewish people during the war with some related pictures. After students have the background knowledge of the text, I will ask them to look at the title and the picture of the text to predict the content of the text. The purpo of prediction is to make students read the text more carefully during the reading process. They will concentrate more to check their prediction so that they can get their mind clor to the theme of the text.

Step 3 is while reading. It will cost 25 minutes. There are there activities.

In activity 1, I will ask students to skim the text to get the main idea of the text and each paragraph. Becau it’s a little difficult for students to summarize the main idea, I will give them some multiple choices to choo, it will reduce the degree of difficulty. The purpo of this activity is to train students’ reading skill of skimming, and they can get the general idea of the text.

In activity 2, I will ask students to scan the text to fill in some blanks. The purpo of this activity is to train students’ reading skill of scanning, and they can get some detailed information of the text.

Activity 3 is clo reading. In this part, I will first explain some new expressions that may cau difficulty in students’ comprehension, such as go through, on purpo, in order to, etc. so that they read the text smoothly. Then I will ask students to answer the questions in exerci 2. After answering the questions, students will have a better understanding of the whole text. Next, I will ask students to work in pairs to u some adjectives to describe Anne’s feelings as she was looking out at the night sky. Then I will ask some students to come to the blackboard to write the adjectives. After this activity, students will have a better understanding of Anne’s feelings.

Step 4 is post reading. It will cost 12 minutes. In this part, I will hold a group discussion. I will t a situation to students. That is “imagine you have to go into hiding like Anne and her family, what will you miss most? Why?” I will ask students to work in 4 to have a discussion. After discussion, I will ask some students to report their groups’ opinions and then I will write them on the blackboard. The purpo of this activity is to cultivate students’ spirit of cooperation. And after the discussion, students will learn to cherish what they have.

Then, I will talk about the homework. I will ask students to write a short passage about what they will miss most and why bad on the former discussion in class.

Ok, now, plea look at here, this is my blackboard design.

miss reasons

This is all my lesson plan prentation, thank you very much！

高中英语说课稿范文英文版15分钟第7篇

Becau before the holiday before the enthusiastic consideration to go to Europe to play the trip, in a Sunday morning, I came to the central bookstore, ready to pick up a few books on travel abroad to go back and e.

Think of a ^v^detailed, practical, easy to understand^v^ the book, the results of various versions of the travel books are turned over again, not only did not find a very standard, just that trip to travel the price and known ^v^Absolutely practical^v^ information is enough to make me speechless. However, play play, e or can you

Suddenly, eyes glanced at a very thin and very compact book. Take a look, the content is very detailed, the information is easy to understand, and sometimes very happy, then look at the cover to e the name. I saw the cover printed on a few characters, ^v^World Tour^v^.

What a heroic word?

Indonesia's customs of thousands of species, the French elegance trapped, the classical charm of China, Japan's magnificent Mount Fuji ... ... continents, the continent's beautiful landscape, all in the four charm of the infinite words. Thinking about it, as if there was a travel bag carrying casual wear traveler, all the way holding the camera, slowly, a region of a region of walking ... ... time, the world becomes very small, the traveler's Smiling and footprints all over the world.

Looking around the friends all under the leadership of the parents to go abroad to play, I can not help but pass my passport or blank and feel inferior. So, I think veral times after the holiday can go out to play, in another style million kinds of countries photographed another full of fresh photos. But did not once achieved.

QQ recently launched a new feature, the ur can freely choo their own country and region. Once to e this, that is very fun, then point to open, one by one to e. A country and region in accordance with the beginning of the alphabet in the order of the alphabet, has been sliding down, you can brow all the candidate areas. Some countries are very small and very modest, and even some of the Pacific island to listen to all heard ... ... I looked at while, while feeling that the world is really big! You will never know how many places you do not know, becau constantly found.

高中英语说课稿范文英文版15分钟第8篇

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 obrving chimps with Jane in the forest; how Jane did her rearch 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 u some words, phras and ntence patterns. Of cour, the students can practi 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 u 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 u the mastery words, phras and ntence patterns;

To learn sth about Jane’s rearch.

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 perverance in achieving her goals;

To reinforce the n 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 u the mastery words, phras and ntence patterns.

Part 2 Teaching approaches

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

Therefore, task—bad teaching method, students—centered teaching method and CAI will be ud.

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 clost connection with human beings? It’s not so difficult. Of cour, chimps. Then the students can find more about chimps from the reading passage.

The purpo 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 rai the readers’ interest and reading efficiency. Other purpos 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 obrved?

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

4 what was the purpo 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 ba 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 ntence 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 rearch 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 ems as if the students themlves 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 the two changes, the students can master the important words, phras and ntences better.

For paragraphs 2-3: Retelling job

The two paragraphs are relatively long, so the students may have difficulties in classifying the content. Therefore I divided all the ntences 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

The 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-bad teaching method is ud here.

Activity 2: qualities and looking for relevant ntences

It is an activity to consolidate what they have learnt in the class. Traditionally, a blank-filling task is often ud 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 ntences from which we can e the 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 ud.

Step 5 Discussion

The students will be divided into veral 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 rearch 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 clo to the students’ daily life.

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

That’s all. Thank you!

高中英语说课稿范文英文版15分钟第9篇

Good morning, ladies and gentlemen! I’m XXX from High School. I’m very glad to prent 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 ction, discussions will be carried out by using the expressions from the table as the output.

My students are familiar with the Amber Room now becau they have learnt about it in the previous lessons. They have learnt many uful 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 t 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 esntial for the students. It is one of the focus of this lesson. And in this lesson, the listening practice will take up most of the time becau 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 prent.

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 clau. Blank filling with the relative words aims to check whether the students can u the grammatical rules learnt last period in another context. The last three ntences 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 focus, 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 u 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 phras. 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. Bad on the four questions, the students will know the main idea of Part A. For the cond 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 cond listening, the students will take down key words to fill in the table. Predicting with the key words may lesn the students’ difficulty in getting the information. Multiple choice exercis 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. Bad 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. Bad on all the 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 ntences as evidence to support their opinion that Shanghai Expo is best ever. This is the homework.

IV. Blackboard notes

The 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 cond story. Tho 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 esntial 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 prentation. Thank you for listening.

高中英语说课稿范文英文版15分钟第10篇

Hello,everyone! I’m glad to be here to prent my lesson plan, the lesson plan I will talk about is from NSEFC Book 2 Unit 4 Wildlife Protection, peariod1 How Daisy Learned to Protect Wildlife. I will explain how to teach and why to do so in the following aspects: the analys of teaching material, learning condition, teaching objectives, the important points and difficult points, teaching methods, teaching procedure and blackboard notes.

Fistly, I’d like to prent my understanding of teaching material. It’s the first period in this cour. The lesson is mainly reading cour. Its topic is about the importance of wildlife protection and how to protect the endangered wildlife. Ss are very familiar about this topic, so they will talk about it freely.

This is all my understand of teaching material. Next, let’s move on to learning condition. My Ss are suppod to be grade1 in high school. Most of them have been learning English for ven years and their enthusiasm for English is quite high. They can express their own ideas in English. But they are lack of reading skills.

Bad on the analys of teaching material and learning condition,I’d like to propo the teaching objectives, the important points and difficult points.

(1) language knowledge

After the class, the Ss can master the new words in this lesson, for example: carpet, respond, distant…

(2) language skill

This is reading cour, so after class the Ss should master the reading skills: prediction, skimming and scanning. What’s more, they should know how to summary the main idea of the passage from the key words and ntence.

(3) Affective objectives

After class, the Ss should understand the importance of wildlife protection. And they know how to protect and can take actions to protect animals.

(4) Culture awareness

Ss will know more about the agonization for wildlife protection, for example, WWF. And they will understand we all have responsibility for wildlife protection.

(5) Learning strategy

Ss will be able to learn both individually and cooperatively through activities.

Now let’s move on to the important and difficult points

The Ss talk the topic “wildlife protection” freely and master the reading skills—prediction, skimming and scanning. The are also the difficult points for Ss.

As for teaching method, I mainly adopt communicative approach.

Here comes the most important part of my prentation--- teaching precedure. I divide it into 5steps: warming-up, pre-reading, while-reading, post-reading and homework.

Step1 warming-up. It will cost 5m. Activity1, I will play a vedio about endangered animals. After that, I will ask Ss to talk about why they are in danger of dissapearing. Ss will give some reasons. There will be some new words mentioned, such as wild, die out, disappear… I will explain them. Then I will say: “The animals now are protected by some wildlife parks, such as Word Wildlife Found(WWF).” I will introduce more information about WWF. In this activity, Ss will know reasons of the dissapearance of wildlfe and get some knowledge about WWF. And they will get familiar about the following reading.

Step2 pre-reading. It will cost 5m.

Activity1, I will ask Ss to predict what the passage will talk about the title “How Daisy learned to help wildlife”. In this activity, Ss will learn the reading skill—predicting.

Step3while-reading. In this step I will divide it into three activities, and it will cost 25m.

Activity1 Skimming 5m

In this activity, I will show main idea of each paragraph, but not in order. Ss should skim each paragraph and match them. I will imply that the main idea always appear in the first or the last ntence, but some will apear in the middle. In this activity, Ss will learn how to find the main idea of each paragraph using the reading skill—skimming.

Activity2 Scanning 12m

In this activity, I will make a table about Daisy’s three visits to wildlife. This table will refer to animals’ living conditions and the result of their lives. I will ask Ss to scan the whole passage, and find the information bad on the table. They should finish the table in group of 4 members and after their discussing I will ask 2 or 3 groups to report their results. In this activiy, Ss will learn the reading skill—scanning, and master some new words and phras, such as in relief, burst into laughter, mercy, certain and so on. They can find the important information from each paragraph and get the consciousness of team work.

Activity3 summarize 3m

Ss will summarize the main idea of the whole passage easily in group. From this activity, Ss will learn to analysize each paragraph and finally get the main idea.

Activity 4 retelling 5m

I will ask Ss to retell the passage in pair according to Daisy’s three visits. Then I will ask two Ss to retell in front of the class. In this activity, Ss can u the key words and ntences to retell the whole story and consolidate what they have learned.

Step4 post-reading. It will cost 8. In this step, Ss will make discussion about ways to protect wildlife and express their own ideas with their previous knowledge. After 5m’s discussion, I will ask two or three Ss to show their ideas. In this step, Ss will not only share their ways to protect wildlife, but also practice their speaking.

The last step is homework. I will ask Ss to find the persuasive ntences in the passage. They are asked to surf the Internet to find more ways to protect wildlife, and then write three suggestions to WWF to protect wildlife. Ss will make preparation for the next cour--- persuasive writing.

That’s all for the teaching procedure. And here is my blackboard note. On the right side, there are the words and expressions. In the left, there is the table about Daisy’s three visits.

That all for my lesson plan prentation, thanks for your attention.

Blackboard Note:

Unit 4 How Daisy Learned to Protect Wildlife

Paragraph(main idea ) Animal Situation Result

Tibet Antelope Be hunted Numbers are descreasing

… … …

… …. ….

carpet

fur

distant

mercy

certain

burst into laughter

in relief

高中英语说课稿范文英文版15分钟第11篇

and congenial, with a strong n of responsibility and good team-spirit.

all the cours in the specialized field, obtaining good command of theoretic knowledge and experimental and DIY skill; Very adaptable and Good at leaning.

played a couple important roles in the student organizations, honing the interpersonal communication skills and organizational capability.

a wide range of hobbies, including oral English, music, movies and literature .

in oral English , with fairly good of reading and writing ability; Speaking authentic Mandarin-Chine.

command of Computer skills: familiar with different versions of Windows OS and Office application software, able to program with C and Fortran languages, obtained some experience and understanding about other widely-ud software like Autocad, Photoshop, Coreldraw and Dreamweaver.

Strong perception & intellect; with widen and swift thinking; able to be quickly adapted to different environmenet.

Diligent; with sureness; responsible; everytime fulfil my duties to my own work.

Conscientiously, absorbedly work in a planned and order way; pursue the perfection.

Good image; temperate, calm and steady personality; strong affinity; good at getting along with people.

Patient; have holding capacity to pressure and tback.

高中英语说课稿范文英文版15分钟第12篇

Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.

In the reading process, I will focus on students’ long-term development and enable them to u proper reading skills and strategies. In other words, students are guided to read efficiently and independently.

My teaching plan will include 3 ctions. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.

Section 1 Analysis of the teaching material

The lected teaching material is a magazine article taken from the Project ction of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, Getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.

Section 2 Indentifying the teaching aims

Bad on the analysis of the teaching material, I have chon the following as the teaching aims of my lesson:

The 1st aim: Students learn the skills and strategies to read a prolonged text.

The 2nd aim: Students get a better understanding of what a gap year is.

The 3rd aim: Students are encouraged to figure out the implied meaning.

The 4th aim: Students are familiar with various expression_r_r_r_r_rs or approaches to express the same thing or idea.

Section 3 Teaching procedures

In order to achieve the teaching aims mentioned above, I decide to choo guided reading and Task-Bad Teaching as the main teaching approach. With the teaching methods, I can guide students to u effective reading strategies to comprehend the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.

Part 1. Getting ready

Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will u the pre-reading activities to increa students’ concentration, arou their curiosities, fire their imagination and give them a purpo for reading. The part consists of two tasks:

Task 1: A time machine. I start my lesson by asking nior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing.

After it, I give a summary of their prentations as follows: After leaving high school, most of Chine students go straight to , at this time next year, most of you will be studying in a university.

(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading.)

Task 2: Brainstorming. After the summary, I go on to show some more pictures of British students fresh from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university.

(With the task, I excite students’ desire to know more about what their British equivalents will do before going to college. With the question in mind, students will definitely be eager to listen to the tape to find the answer. )

Part 2. Focusing on main facts

During the part, I will ask the students to answer the question—What does the author say? Students are suppod to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text. The part includes six tasks:

Task 1: Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table.

Who

Where

Activities

Carol

Daniel

Martin

(With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwi students would be discouraged by such a long article.)

Task 2: Matching. After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a cond reading.

Whom do the results belong to?

Carol________ Daniel________

Martin_______

A. felt being part of another culture.

B. become more independent.

C. found it challenging and rewarding.

D. felt that it was a special experience.

E. ready to face challenges in the future.

F. learnt how to deal with difficult situations.

G. felt like she really made a difference.

H. learnt a lot about getting on with local people.

(With the task, students learn to u a table to gather the main facts about the three British students. They’ll come to know that a table is of great help in their future reading.)

Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year.

(With the task, students are expected to grasp the theme of the article. The task rves as a bridge,which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs.)

Task 4: Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK students choo to do during a gap year? The key is: Many students u that time to travel, learn new skills or become a charity volunteer.

VCR 1：A gap is space between two things or a break in the passing of time. However, a gap year is the time for students between high school and college, or college or graduate school. Many students u that time to travel, learn new skills or become a charity volunteer. Today, taking a gap year is growing trend among international students.

(The task rves as a supplementary to the cond task of Part 1. With the task, students are expected to know more about the gap year.)

Task 5: History of the gap year. I play a cond VCR and get students to answer the question: When did the gap year start in the UK?

VCR 2：The gap year started in the UK in the 1960s. Large number of students ud that time to travel. Over time, students did more than just travel. Some students worked part-time in their future career field so that they could get the job training. Others did volunteer work, like teaching in Africa or helping to protect the habitats in India.

(The task enables students to have a good knowledge of the history of the gap year.)

高中英语说课稿范文英文版15分钟第13篇