高中英语说课稿范文英文版150字(实用10篇)

高中英语说课稿范文英文版150字 第1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150字 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150字 第3篇

i have busy satday morning, i'm read books and do myhowewoke. in aftenoon,i'm lean my evening,i'm watch tv and sunday morning, i'm play basketbaal with my good fiend .

we are very happy. in aftenoon, i'm go to marketpiace buy some food. in evening, i'm go to concert.

this weekend，i'm very tird ，but i'm enjoy onerlees.

高中英语说课稿范文英文版150字 第4篇

I Teaching Aims:

1. To develop Ss’ basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.)

2. To encourage Ss to practice, participate, and co-operate in the classroom activities.

3. To get Ss to know something about … and have a better understanding of the importance of …. As for teaching approaches, I think … II Teaching Approaches Communicative approach and Computer-Assisted Instruction are to be ud in the cour of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increa STT (Student Talking Time).

So during this lesson, emphas are to be laid on:

1. Student-centered teaching

2. Task-bad learning

3. Activity-bad teaching (individual work; pair work; group work; class work)

III Teaching Aids:

1. a projector

2. a multi-media computer system

They are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks.

IV Teaching Procedure

Step 1 Warming-up & lead-in Activity 1 Free talks (class work) Q1: Who do you think looks coolest in our class? Q2: Do you like him/her? Q3: If so, why? If not, why? … Download some pictures/music from the Internet. Guiding Qs may be: Q1: Who’s she/he? Q2: Do you like him/her? Q3: If so, why? If not, why? Q4: Do you think he/she is perfect? Goal: To lead up to the topic, get Ss to warm up and arou their interest in the topic. Activity 2 Picture-talking /Music-talking (individual work) Step 2 Pre-reading Activity1 Look and guess (class work) In this activity, Ss are required to look at the title/subtitle and guess what they will read.

the picture/… Activity2 Brain-storming (class work)

Goal: To develop Ss’ reading skill---predicting and prent some new words in the passage such as …

Activity 1 Skimming (class work) Step 3 Reading

Para of the article (or the first ntence or the last ntence of each Para.) Goal: To develop Ss’ reading skill --- skimming, that is, how can we get the general idea of a passage as quickly as possible. Activity 2 Scanning (group work)

Title

Part/Para.

Main idea

Detailed information

1 a. topic ntences/introduction

b. examples/supporting ideas

c. conclusion

Goal: To develop Ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other. Activity 3 Report (class work) Invite some group members to report their work to the whole class. Goal: To overcome Ss’ shyness and stimulate Ss to speak in public. Activity 4 Further understanding and word study (pair work) Encourage Ss to discuss the following Qs in pairs (A PowerPoint will be ud here to prent some blank-filling exercis and Q1: What does the word ―this‖ in the last Para? But 3 refer to? A. B. C. A. B. D. D. Q2: What is the Chine equivalent for the phra ―investing in loss‖? C. Q3: The word ―flawless‖ in Line 5 of can be replaced by ___ Q4: Which of the following statements is true or not true? Goal: To help Ss to guess the meaning of certain unknown words and understand the passage exactly. multiple choices.)

Step 4 Post-reading

Activity1 Role-play (pair work) Suppo one student is a … and the other …. Ss are encouraged to put themlves in the situation and make a face-to-face interview. Activity2 Discussion (Group work) Topics may be: Q1: Do u want to be perfect? Q2: Do u think there is anyone in the world that is perfect? ―Remind you‖, remind yourlf of what? Activity3 Poster-designing/Cartoon-designing/… (Group work) Goal: The post-reading activities are intended to develop Ss’ creative thinking and get them to know the importance of … Task 1 Write a summary of the passage (about 100 words) (Individual work) Goal: To spur Ss to consolidate what they have learned. Task 2 Look up some more information about … (Individual work) Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites on the topic. Goal: To encourage Ss to study English spontaneously and independently after class, arou Ss’ interest in traditional Chine culture and develop Ss’ culture awareness and cross-culture communicative skills. As for my blackboard-design, since time is limited, I’d like to give a brief introduction. Step 5 Homework

高中英语说课稿范文英文版150字 第5篇

Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson content of my lesson is Senior English for China Book1B Unit 16 Scientists at 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 , let me talk about the teaching material.

Part 1 Teaching Material:

This unit is about science and scientists. By studying of this unit, we’ll Enable the students to know the rious attitude towards science and develop the interest in science. At the same time ,Let the students learn how to give instructions. this lesson plays an important part in the English teaching in this is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each passage. Therefore, this lesson is in the important position of the teaching material. If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this we all 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:

a)The Ss can hear, read, and u the main ntence patterns b)The Ss can understand the content of the lesson.

c)The Ss can u the patterns to express their thoughts in the proper situation.

objects:

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

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

(3) To Improve the student’s reading ability, especially their skimming and scanning ability.

or moral objects:

a)By completing the task,the Ss increa their interest and t up lf-confidence in science;

b)Teach the Ss what is “science”, put the moral education in the language study.

now,let’s come to the Important points and the Difficult points.

Well, how to achieve the teaching objects better, how to stress

the important points and break through the difficult points? As is known to us all,The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching material and the students’learning background ,I will u the following methods .

Part 2 Teaching Methods:

In my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good n of the English language. So in this lesson I’ll mainly u “Communicative” Approach(交际教学法), “Whole language

teaching” (整体语言教学法)and “Task-bad” language teaching (任务教学法). That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theories(现代社会交际教学理论), I adopt the TSA method(情景教学) and TBLT method (语言任务教学)in my teaching, namely Total Situational Action and Task-bad Language former is a “scene —

activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss . The latter offers the Ss an opportunity to complete the tasks in which Ss u

language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to u any language they the same time, I’ll make u of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English. Part 3 Studying Methods: ......

高中英语说课稿范文英文版150字 第6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150字 第7篇

You will not succeed until you have your strong the material says,there would exist a big trouble which you can’t pass away when you abandon your dream.

Today,more and more people become can e that people give up on the half of the way to success easily around your they would have the amazing keen enthusiasm at the beginning of their enthusiasm would reduce day by day.

In my opinion,there are too many lures to make us forget what a person we want to be or what thing we want to get at the first what will happen?People start to avoid woking、studing 、giving up smoking and something el.

As a result,perverance is most important thing And the key to keep it is that you must have a strong will which make you get over a lot of problem and add the energy of your spirit to refu the lures.

高中英语说课稿范文英文版150字 第8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150字 第9篇

Good morning, everyone! I’m glad to be here to give my lesson plan prentation. 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 cloly 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 veral 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 purpos of writing some ntences, and they may find it difficult to deal with some real problems by themlves concerning with wildlife protection.

Teaching objectives

Bad on the analys 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 purpo of writing ntences 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 u 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 u 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 ntences 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 u.

Teaching procedure:

Then I’ll talk about the most important part of my prentation——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 ari the students’ interest and get the students familiar with the topic——wildlife.

Pre-reading

The cond 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 cond activity is to ask students to give their reasons to the question “Why are some animals in danger?”. The purpo of the 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 themlves. It is the difficult point for the students, so I’ll give them hints such as key words or some answers to choo when necessary to help them to do the summarization. The purpo is the improve students’ reading ability——skimming and let them get the main ideas of the passage.

The cond activity is scanning. It will cost about 3 minutes. I’ll ask the students to read fast and do some True or Fal questions. The purpo 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 clo 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 ntences ‘No rainforest, no animals, no drugs.’ and ‘and there was always WWF.’?”. The 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 purpo of this activity is to make the students fully understand the reading material and try to analyze the author’s purpo of writing some ntences. And in the 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 bad on the questions on page 27, and they can refer to the reading material to work out the 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 prentation. 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 decrea powerful

affect Para 2 respond

in relief Para 3 importance

mosquitoes appreciate

高中英语说课稿范文英文版150字 第10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.