高中英语说课稿范文英文版15分钟(15篇)

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

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15分钟 第4篇

Reading Part in NSEFC Module 1 Unit1 Friendship——Anne’s Best Friend

Hello, everyone. I’m …. I’m very glad to be here to prent my lesson plan. The lesson I’m going to talk about is the reading in NSEFC module 1 Unit1 Friendship. The title of the reading material is Anne’s Best Friend. I will prent how to teach it and the reasons for doing so in the following aspects: the analys of teaching material and learning condition, teaching objectives，the important and difficult points, teaching method, teaching procedures and blackboard notes.

First of all, I’d like to analyze the teaching material. The text is about the story of a Jewish girl who treated her diary as her best friend when she was hiding away from the Nazi during the Second World War. It mainly consists of two parts; the first part is the introduction of Anne and her diary named Kitty. The cond part is a diary entry written by Anne in the form of letter addresd to Kitty. The text is a bit long and there are a lot of new words and expressions in it, especially in the letter.

Now, let’s move on to the analysis of learning conditions. The students are in grade1 in the nior school, they have achieved certain English level so they have no problem in comprehending the text and get the basic idea. They have learned the Second World War so their previous knowledge about it can lesn their difficulty of comprehension. But most of them maybe are not very familiar with the sufferings of the Jewish people during the war. I will introduce the related information rightly in the beginning of the lesson so as to prepare the students for the deep study of the text.

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

(1) language skill

Ss will improve their reading skills by training some of the reading skills, such as skimming, scanning. It is the important point of this lesson.

Ss will improve their writing skills by writing a letter to their friend. It is the difficult point of this lesson.

(2) language knowledge

Ss will master most of the new words and expressions in the text. This is the important point of this lesson.

Ss will know the direct speech and indirect speech.

(3) Affective objectives

Ss will have a deeper understanding of the friendship so they will cherish their friends more than ever before. Ss will realize the cruelty of the war and the importance of the peace.

(4) Culture awareness

Ss will know more about the Second World War, especially the percution Jewish people suffered from the Nazi.

(5) Learning strategy

Ss will cultivate their ability of individual learning and cooperative learning.

As for the teaching methods, I mainly adopt audio-visual teaching method in the lead-in. During the reading process, I follow the top down modal to help the Ss to learn the text.

Now, here comes the most important part of my prentation—teaching procedures. I’ll finish the lesson in 4 steps within 45 minutes. They are:

Step1: Lead-in.

Step2:Pre-reading

Step3: While reading.

Step 4: Post-reading.

At the end of the lesson, I will prent the homework.

Now, let me introduce them step by step in details.

The first step is lead-in. It will cost 7minutes. At the beginning of the lesson, I will play a short video clip which is about the sufferings of the Jewish people during the Second World War. From it, Ss will know that many Jewish people were caught and killed by Nazi in the camps, so others had to hide away. Then I will ask Ss what they needed most when in hiding. Ss may come up with the food, clothes and so on. I will give them some hint and they will realize that friends are also very important for them. Then it will be very natural for me to tell them than there was a girl called Anne who had a very good friend during the hard time. In this process, I will introduce them three new words, they are: German, Netherlands, go through. In this step, I adopt audio-visual teaching method, becau the pictures and sounds rves better to activate the Ss. So I u the video to attract the Ss’ attention. What’s more, the introduction of Jewish people’s suffering by this video clip provides them with the background information of this text.

Then I will move on to the cond step---pre-reading. It will only cost 3 minutes. The Ss are required to guess who Anne’s best friend is and what happened to them by looking at the title and the pictures. Then I will ask veral Ss to say their predictions but I will not tell them the answer directly in this step. Although not all the Ss can get the right answer, their mind can get clor to the theme of the text by predicting. So, later, when they read the passage they will concentrate more on it to check their predictions.

After pre-reading, we will move on to the while-reading step which costs 22 minutes in total. There are 5 activities, the first three of which deals with the first two paragraphs of the text which is also the first part of the text. And the last two activities deal with the cond part.

The first activity is skimming. Ss are expected to skim the first part of text to work out the main idea. But as there is no topic ntence in this part, it is a bit difficult for students to tell the main idea with their own words. So I will prent a multiple choice which covers the main idea of the text for them to choo from. This reduces the difficulty of the task as well as the Ss’ anxiety.

After getting the main idea, we will do another activity, namely, scanning. Ss are expected to scan the text to find some specific information, such as the place and the time of the story, etc. Ss can develop the ability of information gathering and independent learning.

After skimming and scanning, we will do the third activity of this step---clo reading. I will help Ss learn the passage paragraph by paragraph. For the first paragraph, I will ask some questions like “According to Anne, what kind of person should a true friend be?” The answer to the questions cannot be taken directly from the text. Ss need to reorganize the ntences. If they can answer the questions, it means they have understood this paragraph. Then we will learn the cond paragraph. For this one, I will ask one question “What did Anne say about her diary?” Ss may answer it by the original words said by Anne, I will catch this opportunity to tell them they change the direct speech into the indirect speech. But I will not go deeper, becau they will learn this language point next period, so a simple introduction is ok.

This is all for the first part of the text. Then we will start to learn the letter. There are two activities for this part. The first one is skimming，they should skim the letter for the main idea first and I will prent a multiple choice for them to choo from. Them we will learn the letter in detail in the next activity. For the first paragraph of the letter, I will ask them to find out the changing of Anne’s attitudes toward nature. Ss can find out that before hiding away, she paid no attention to the nature while she grew crazy about it when hiding. Then I will ask them to find out the reason. As for the cond paragraph, Anne narrates two experiences of longing to get clo to nature. So firstly, I will ask them to pick out the time of the experience and then we will study her feelings in the process. Of cau, we will learn some new word here, such as on purpo, at dusk and so on.

After the while-reading, comes the post-reading step. It will cost 12 minutes. In this step, I will firstly ask Ss if they have to go into hiding like Anne and her family, what they would like to say to their friends. Ss will talk in groups of four and share their ideas with each other. During the discussion, the Ss will be stimulated and also know the importance of friendship. It rvers to make the Ss be prepared for the next activity---writing. After the discussion, the Ss shall write a letter to their friends individually. As they have talked about what they want to say to their friends, the difficulty of the writing is lowered becau they have something to say. Ss are expected to write just a draft, for the time is limited.

Lastly, I will give Ss the homework. It will only cost one minute. Ss should not only review the new words and expressions of the text, but also polish their letter after class.

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 middle, there are some points of the comprehension of the text.

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

Blackboard notes:

Unit 1. Anne’s Best Friend

Before: paid no attention to it

reasons

While: go crazy about it

German

Netherland

Go through

Set down

A ries of

高中英语说课稿范文英文版15分钟 第5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15分钟 第6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7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8篇

Lesson Plan Prentation

Reading Part in NSEFC Module 1 Unit1 Friendship——Anne’s Best Friend

Hello, everyone. I’m …. I’m very glad to be here to prent my lesson plan. The lesson I’m going to talk about is the reading in NSEFC module 1 Unit1 Friendship. The title of the reading material is Anne’s Best Friend. I will prent how to teach it and the reasons for doing so in the following aspects: the analys of teaching material and learning condition, teaching objectives，the important and difficult points, teaching method, teaching procedures and blackboard notes.

First of all, I’d like to analyze the teaching material. The text is about the story of a Jewish girl who treated her diary as her best friend when she was hiding away from the Nazi during the Second World War. It mainly consists of two parts; the first part is the introduction of Anne and her diary named Kitty. The cond part is a diary entry written by Anne in the form of letter addresd to Kitty. The text is a bit long and there are a lot of new words and expressions in it, especially in the letter.

Now, let’s move on to the analysis of learning conditions. The students are in grade1 in the nior school, they have achieved certain English level so they have no problem in comprehending the text and get the basic idea. They have learned the Second World War so their previous knowledge about it can lesn their difficulty of comprehension. But most of them maybe are not very familiar with the sufferings of the Jewish people during the war. I will introduce the related information rightly in the beginning of the lesson so as to prepare the students for the deep study of the text.

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

(1) language skill

Ss will improve their reading skills by training some of the reading skills, such as skimming, scanning. It is the important point of this lesson.

Ss will improve their writing skills by writing a letter to their friend. It is the difficult point of this lesson.

(2) language knowledge

Ss will master most of the new words and expressions in the text. This is the important point of this lesson.

Ss will know the direct speech and indirect speech.

(3) Affective objectives

Ss will have a deeper understanding of the friendship so they will cherish their friends more than ever before. Ss will realize the cruelty of the war and the importance of the peace.

(4) Culture awareness

Ss will know more about the Second World War, especially the percution Jewish people suffered from the Nazi.

(5) Learning strategy

Ss will cultivate their ability of individual learning and cooperative learning.

As for the teaching methods, I mainly adopt audio-visual teaching method in the lead-in. During the reading process, I follow the top down modal to help the Ss to learn the text.

Now, here comes the most important part of my prentation—teaching procedures. I’ll finish the lesson in 4 steps within 45 minutes. They are:

Step1: Lead-in.

Step2:Pre-reading

Step3: While reading.

Step 4: Post-reading.

At the end of the lesson, I will prent the homework.

Now, let me introduce them step by step in details.

The first step is lead-in. It will cost 7minutes. At the beginning of the lesson, I will play a short video clip which is about the sufferings of the Jewish people during the Second World War. From it, Ss will know that many Jewish people were caught and killed by Nazi in the camps, so others had to hide away. Then I will ask Ss what they needed most when in hiding. Ss may come up with the food, clothes and so on. I will give them some hint and they will realize that friends are also very important for them. Then it will be very natural for me to tell them than there was a girl called Anne who had a very good friend during the hard time. In this process, I will introduce them three new words, they are: German, Netherlands, go through. In this step, I adopt audio-visual teaching method, becau the pictures and sounds rves better to activate the Ss. So I u the video to attract the Ss’ attention. What’s more, the introduction of Jewish people’s suffering by this video clip provides them with the background information of this text.

Then I will move on to the cond step---pre-reading. It will only cost 3 minutes. The Ss are required to guess who Anne’s best friend is and what happened to them by looking at the title and the pictures. Then I will ask veral Ss to say their predictions but I will not tell them the answer directly in this step. Although not all the Ss can get the right answer, their mind can get clor to the theme of the text by predicting. So, later, when they read the passage they will concentrate more on it to check their predictions.

After pre-reading, we will move on to the while-reading step which costs 22 minutes in total. There are 5 activities, the first three of which deals with the first two paragraphs of the text which is also the first part of the text. And the last two activities deal with the cond part.

The first activity is skimming. Ss are expected to skim the first part of text to work out the main idea. But as there is no topic ntence in this part, it is a bit difficult for students to tell the main idea with their own words. So I will prent a multiple choice which covers the main idea of the text for them to choo from. This reduces the difficulty of the task as well as the Ss’ anxiety.

After getting the main idea, we will do another activity, namely, scanning. Ss are expected to scan the text to find some specific information, such as the place and the time of the story, etc. Ss can develop the ability of information gathering and independent learning.

After skimming and scanning, we will do the third activity of this step---clo reading. I will help Ss learn the passage paragraph by paragraph. For the first paragraph, I will ask some questions like “According to Anne, what kind of person should a true friend be?” The answer to the questions cannot be taken directly from the text. Ss need to reorganize the ntences. If they can answer the questions, it means they have understood this paragraph. Then we will learn the cond paragraph. For this one, I will ask one question “What did Anne say about her diary?” Ss may answer it by the original words said by Anne, I will catch this opportunity to tell them they change the direct speech into the indirect speech. But I will not go deeper, becau they will learn this language point next period, so a simple introduction is ok.

This is all for the first part of the text. Then we will start to learn the letter. There are two activities for this part. The first one is skimming，they should skim the letter for the main idea first and I will prent a multiple choice for them to choo from. Them we will learn the letter in detail in the next activity. For the first paragraph of the letter, I will ask them to find out the changing of Anne’s attitudes toward nature. Ss can find out that before hiding away, she paid no attention to the nature while she grew crazy about it when hiding. Then I will ask them to find out the reason. As for the cond paragraph, Anne narrates two experiences of longing to get clo to nature. So firstly, I will ask them to pick out the time of the experience and then we will study her feelings in the process. Of cau, we will learn some new word here, such as on purpo, at dusk and so on.

After the while-reading, comes the post-reading step. It will cost 12 minutes. In this step, I will firstly ask Ss if they have to go into hiding like Anne and her family, what they would like to say to their friends. Ss will talk in groups of four and share their ideas with each other. During the discussion, the Ss will be stimulated and also know the importance of friendship. It rvers to make the Ss be prepared for the next activity---writing. After the discussion, the Ss shall write a letter to their friends individually. As they have talked about what they want to say to their friends, the difficulty of the writing is lowered becau they have something to say. Ss are expected to write just a draft, for the time is limited.

Lastly, I will give Ss the homework. It will only cost one minute. Ss should not only review the new words and expressions of the text, but also polish their letter after class.

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 middle, there are some points of the comprehension of the text.

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

Blackboard notes:

Unit 1. Anne’s Best Friend

幻灯片投影布 Before: paid no attention to it

reasons

While: go crazy about it

German

Netherland

Go through

Set down

A ries of

高中英语说课稿范文英文版15分钟 第9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10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 , 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.

高中英语说课稿范文英文版15分钟 第11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15分钟 第12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15分钟 第13篇

i live in a small town which is surrounded by many moutains .we call the town longju. the name of the town sounds interesting .in fact ,it's bad on a holy story ,

once upon a time ,there was a cave named white hor cave. two white flying hors and a dragon lived in it .there were also plenty of jewellery and many other valuable things in it .

on day three thieves came into the cave wanting to stole tho expensive things .in order to prevent the 3 thieves from taking away tho things , the dragon and the two hors conflicted with the 3 thieves . but unfortunately the dragon and one hor were killed by the cruel thieves .the other hor flew away from the cave and never came back.

people in the town spoke highly of the dragon and hors .in order to share their memories of them .the town was named after them by people .the word ''long ^v^ is the symbole of the brave dragon and ^v^ju^v^ means the two hors .

高中英语说课稿范文英文版15分钟 第14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15分钟 第15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.