高中英语说课稿中英版

高中英语说课稿中英版一、教学目标1、知识目标：让学生掌握“there be”句型，并能在实际情境中熟练运用。

2、能力目标：培养学生运用英语进行实际交流的能力，提高学生的口语表达水平。

3、情感目标：通过情境创设，增强学生对英语学习的兴趣和热情。

二、教学内容及重点难点1、教学内容：教授“there be”句型，包括其基本用法、否定句和疑问句的构成。

2、重点难点：“there be”句型的否定句和疑问句的构成，以及在实际情境中的运用。

三、教学方法及教具1、教学方法：采用情境创设、任务型教学、合作学习等方法。

2、教具：PPT、实物展示、图片等。

四、教学步骤1、导入：通过展示一些物品，引导学生用“there be”句型进行描述。

2、新课教授：讲解“there be”句型的基本用法，并通过实例进行演示。

3、练习：让学生通过小组合作，运用所学句型进行情境对话。

4、反馈与纠正：听取学生的反馈，对出现的问题进行纠正。

5、巩固拓展：通过任务型教学，让学生在新的情境中运用所学知识。

五、评价与反馈1、评价方式：采用形成性评价和终结性评价相结合的方式。

2、反馈方式：通过观察学生的表现，给予及时反馈和指导。

六、作业布置1、用“there be”句型写一篇短文，描述自己的房间。

2、与家人或朋友进行情境对话，运用所学句型。

高中英语说课稿尊敬的各位领导和同事们，大家好！今天我要说课的内容是高中英语。

在接下来的时间里，我将分享我的教学理念、课程设计、教学方法和评估策略。

一、教学理念作为英语教师，我认为培养学生的语言综合运用能力是至关重要的。

在我的课堂上，我注重学生的主体地位，鼓励他们积极参与课堂活动，通过体验、实践、讨论和合作等方式学习和使用英语。

我也重视培养学生的自主学习能力，激发他们的学习兴趣和动力，让他们在英语学习中取得成功。

二、课程设计我的课程设计基于教材，但并不局限于教材。

我会根据学生的实际情况和需求，对教材进行适当的调整和扩展。

高中英语说课稿范文英文版(推荐高中英语说课稿范文英文版篇一Because before the holiday before the enthusiastic consideration to go to Europe to play the trip, in a Sunday morning, I came to the central bookstore, ready to pick up a few books on travel abroad to go back and see.Think of a "detailed, practical, easy to understand" the book, the results of various versions of the travel books are turned over again, not only did not find a very standard, just that trip to travel the price and known "Absolutely practical" information is enough to make me speechless. However, play play, see or can youSuddenly, eyes glanced at a very thin and very compact book. Take a look, the content is very detailed, the information is easy to understand, and sometimes very happy, then look at the cover to see the name. I saw the cover printed on a few characters, "World Tour".What a heroic word?Indonesia's customs of thousands of species, the French elegance trapped, the classical charm of China, Japan's magnificent Mount Fuji ... ... continents, the continent's beautiful landscape, all in the four charm of the infinite words. Thinking about it, as if there was a travel bag carrying casual wear traveler, all the way holding the camera, slowly, a region of a region of walking ... ... time, the world becomes very small, the traveler's Smiling and footprints all over the world.Looking around the friends all under the leadership of the parents to go abroad to play, I can not help but pass my passport or blank and feel inferior. So, I think several times after the holiday can go out to play, in another style million kinds of countries photographed another full of fresh photos. But did not once achieved.QQ recently launched a new feature, the user can freely choose their own country and region. Once to see this, that is very fun, then point to open, one by one to see. A country and region in accordance with the beginning of the alphabet in the order of the alphabet, has been sliding down, you can browse all the candidate areas. Some countries are very small and very modest, and even some of the Pacific island to listen to all heard ... ... I looked at while, while feeling that the world is really big! You will never know how many places you do not know, because constantly found.高中英语说课稿范文英文版篇二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 onerselees.高中英语说课稿范文英文版篇三Reading Part in NSEFC Module 1 Unit1 Friendship——Anne’s Best FriendHello, everyone. I’m …. I’m very glad to be here to present 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 present how to teach it and the reasons for doing so in the following aspects: the analyses 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 girlwho 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 second part is a diary entry written by Anne in the form of letter addressed 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 senior 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 lessen 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.Based on the analyses of the teaching material and the learning condition, I’d like to propose the teaching objectives and the important and difficult points.(1) language skillSs 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 knowledgeSs 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 objectivesSs 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 awarenessSs will know more about the Second World War, especially the persecution Jewish people suffered from the Nazi.(5) Learning strategySs 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 presentation—teaching procedures. I’ll finish the lesson in 4 steps within 45 minutes. They are:Step1: Lead-in.Step2:Pre-readingStep3: While reading.Step 4: Post-reading.At the end of the lesson, I will present 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, soothers 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, because the pictures and sounds serves better to activate the Ss. So I use 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 second 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 several 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 closer 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 second 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 sentence in this part, it is a bit difficult for students to tell the main idea with their own words. So I will present a multiple choice which covers the main idea of the text for them to choose 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---close 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 these questions cannot be taken directly from the text. Ss need to reorganize the sentences. If they can answer these questions, it means they have understood this paragraph. Then we will learn the second 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, because 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 present a multiple choice for them to choose 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 second paragraph, Anne narrates two experiences of longing to get close 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 cause, we will learn some new word here, such as on purpose, at dusk and so on.After the while-reading, comes the post-reading step. It will cost 12 minutes. In this step, Iwill 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 servers 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 because 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 presentation thanks for your attention.Blackboard notes:Unit 1. Anne’s Best FriendBefore: paid no attention to itreasonsWhile: go crazy about itGermanNetherlandGo throughSet downA series of高中英语说课稿范文英文版篇四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 see 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 else.As a result,perseverance 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 refuse the lures.高中英语说课稿范文英文版篇五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 use proper reading skills and strategies. In other words, students are guided to read efficiently and independently.My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.Section 1 Analysis of the teaching materialThe selected teaching material is a magazine article taken from the Project section 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 aimsBased on the analysis of the teaching material, I have chosen 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 proceduresIn order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approach. With the teaching methods, I can guide students to use 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 readyReading 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 use the pre-reading activities to increase students’ concentration, arouse their curiosities, fire their imagination and give them a purpose for reading. The part consists of two tasks: Task 1: A time machine. I start my lesson by asking senior 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 presentations as follows: After leaving high school, most of Chinese 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 factsDuring the part, I will ask the students to answer the question—What does the author say?Students are supposed 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.WhoWhereActivitiesCarolDanielMartin(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, otherwise 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 second 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 use 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 serves 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 choose to do during a gap year? The key is: Many students use 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 use 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 serves as a supplementary to the second 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 second 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 used 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篇六and congenial, with a strong sense of responsibility and good team-spirit.all the courses in the specialized field, obtaining good command of theoretic knowledge and experimental and DIY skill; Very adaptable and Good at leaning.played a couple important roles in the student organizations, honing the interpersonal communication skills and organizational capability.a wide range of hobbies, including oral English, music, movies and literature .in oral English , with fairly good of reading and writing ability; Speaking authentic Mandarin-Chinese.command of Computer skills: familiar with different versions of Windows OS and Office application software, able to program with C and Fortran languages, obtained some experience and understanding about other widely-used software like Autocad, Photoshop, Coreldraw and Dreamweaver.Strong perception amp; intellect; with widen and swift thinking; able to be quickly adapted to different environmenet.Diligent; with sureness; responsible; everytime fulfil my duties to my own work.Conscientiously, absorbedly work in a planned and order way; pursue the perfection.Good image; temperate, calm and steady personality; strong affinity; good at getting along with people.Patient; have holding capacity to pressure and setback.英文版简历01-14简历英文版04-30高中英语说课稿范文英文版篇七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 thevocabulary 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 demands1 Knowledge aims:（1）to help students to understand and master the words, phrases and sentence patterns.（2）to know some basic information about music2 Ability aims:(1) To improve the students’ organizing and using skills of English as the second language(2) To understand the main idea, to scan for the needed information and to grasp the details3 Emotional aims:(1) Help students understand different type of music and how to form a band(2) Develop students’ sense of cooperative learningFourthly, teaching key points is1. 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 is1. The students use their own words to express their own ideas.2. the prep+ whom/which attribute clauseAccording to the analysis above, I’ll try to use the following theories to make students the real master of the class while the teacher myself the director.a. Communicative Language TeachingLanguage is used for communication. It’s learner-centered and emphasizes communication and real-life situations.b. Task-based Language TeachingA task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.c. Computer Assisted Language TeachingLanguage 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 MethodsTask-based, self-dependent and cooperative learningPart 4 Teaching ProcedureStep 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”。

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英语说课稿英文版优秀4篇高中英文版说课稿篇一英语说课稿（英文版）8B Unit 3 Online TravelReading Around the world in eight hoursGood afternoon, everyone. Now I’ll say junior Oxford English 8B Unit 3 Reading Part A. Around the World in Eight Hours. I’ll prepare to say the lesson from three parts.Part One: Analysis of the Teaching Material(一) Status and FunctionThis is an important lesson in this book. Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their society sense. It can help students to attain “four skills” request of listening, speaking, reading and writing. Therefore this lesson is in the important position of the teaching material.(二) Analysis of the studentsMost students are interested in computer games. So this topic can greatly attract their interests. It can accelerate them to learn English and geography well. After learning this lesson, they will know English and geography are as important as computer .Without much knowledge ,you won’t be able to learn computer well.(三)Teaching aims and Demands1.Knowledge objectsTo understand the aim of an educational CD-ROM and what the character can doTo infer meaning from keywords, context and existing knowledge.To master the Passive voice.2.Ability objectsTo develop the Ss’ abilities of listening, speaking, reading and writing.To train the students how to use their own words to express their ideas.(四)Teaching key and Difficult point1. Key pointsTo review the Present perfect tense.To learn the Passive voice.To tell more about the CD-ROM.To retell how the game is playedTo understand the whole passage and answer teacher’s questions2. Difficult points:The Passive voice.To retell how the game is played(五) Teaching EquipmentMulti-media computer, Tape recorder, Software: PowerPoint and so on. They will be needed in this lesson.Part Two: The Teaching Metthods1. Communicative teaching method2. Audio-visual teaching method3. Task-based” teaching methodAs we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method.To use these methods are helpful to develop the students’ abilities.Part Three: Studying ProceduresStep 1Arouse students’ interest by telling them that they are going to read about a new educational CD-ROM. Explain that the game is set in different countries and involves a tour around the worldStep 2Tell students that the first paragraph of the reading passage explains the background to the game .Listen to the tape. Ask some questions to check understanding, eg.What’s the name of the new educational CD-ROM?What can it help you to do?Who is the designer?Step 3Tell students that the second paragraph of the reading passage introduces the main character of the game . Ask some questions to check understanding, eg.Who is the main character of the game?How old is he?What does he like doing?What was he doing when he fell asleep?Step 4Tell students that the third and fourth paragraphs of the reading passage, on page41, explain how the game is played. Ask them to read the rest of the reading passage on page 41 Step 5Ask some questions to check understanding, eg.How can you earn a point?What will happen if you have earned a point?What will happen if you have earned enough points?How many levels does the game have?How long does it take you to finish the game?What do the questions test?What will you see on the screen when you reach a new place?What can you learn about when you reach London?What will you see when you passa level?What happened to the places you have visited?Step 6Read the whole passage and then ask some students to retell how the game is played(in 5steps)1 See a golden cloud with instructions on it2 See clouds with information about different places; See clouds with questions on them3 Get a point every time you answer a question correctly4 A cloud will come down and carry you off to a new place5 See a world map. The old place is marked in bright purpleIf possible, ask students to discuss what they have learned from the passage.(with their own words)Step7 Use the following keywords to try to retell the passage.Paragraph1.a new educational CD-ROM, Around the world in Eight Hours.Come out, interesting, at the same time, be designed by, the all-time favorite CD-ROMParagraph2.Main character, love traveling, lie on the grass, fall asleepParagraph3.be written on, different colors with questions on themEvery time you answer a question, earn enough points, come down, Carry offPargraph4Play the role of, take …an hour to finish, travel around, Test your knowledge of, a lot of useful information, for exampleParagraph 5Be the best , get it in sold outStep 8 Homework1 Translating the following phrases:1)同时2) 过一关3) 扮演…角色4) 光盘的设计者5) 一直广受欢迎的'游戏6) 得到足够的分数7) 睡着8) 英语语法和词汇9) 在你的屏幕上10) 检验知识11) 在市场上12) 例如一叁) 掉下来14) 售完2 Try to recite the text.Design of the blackboard1) The Present perfect tense. A new educational CD-ROM has just come out.When you have earned enough points,….……..Carry you off to a place you have never visited before. The places you have visited are marked…2) The Passive voice.It is designed by Nancy Jackson. These words were written on it.The places you have visited are marked in bright purple.Get it now before it is sold out英语说课稿（英文版）8B Unit 3 Online TravelReading Around the world in eight hoursGood afternoon, everyone. Now I’ll say junior Oxford English 8B Unit 3 Reading Part A. Around the World in Eight Hours. I’ll prepare to say the lesson from three parts.Part One: Analysis of the Teaching Material(一) Status and FunctionThis is an important lesson in this book. Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their society sense. It can help students to attain “four skills” request of listening, speaking, reading and writing. Therefore this lesson is in the important position of the teaching material.(二) Analysis of the studentsMost students are interested in computer games. So this topic can greatly attract their interests. It can accelerate them to learn English and geography well. After learning this lesson, they will know English and geography are as important as computer .Without much knowledge ,you won’t be able to learn computer well.(三)Teaching aims and Demands1.Knowledge objectsTo understand the aim of an educational CD-ROM and what the character can doTo infer meaning from keywords, context and existing knowledge.To master the Passive voice.2.Ability objectsTo develop the Ss’ abilities of listening, speaking, reading and writing.To train the students how to use their own words to express their ideas.(四)Teaching key and Difficult point1. Key pointsTo review the Present perfect tense.To learn the Passive voice.To tell more about the CD-ROM.To retell how the game is playedTo understand the whole passage and answer teacher’s questions2. Difficult points:The Passive voice.To retell how the game is played(五) Teaching EquipmentMulti-media computer, Tape recorder, Software: PowerPoint and so on. They will be needed in this lesson.Part Two: The Teaching Metthods1. Communicative teaching method2. Audio-visual teaching method3. Task-based” teaching methodAs we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method.To use these methods are helpful to develop the students’ abilities.Part Three: Studying ProceduresStep 1Arouse students’ interest by telling them that they are going to read about a new educational CD-ROM. Explain that the game is set in different countries and involves a tour around the worldStep 2Tell students that the first paragraph of the reading passage explains the background to the game .Listen to the tape. Ask some questions to check understanding, eg.What’s the name of the new educational CD-ROM?What can it help you to do?Who is the designer?Step 3Tell students that the second paragraph of the reading passage introduces the main character of the game . Ask some questions to check understanding, eg.Who is the main character of the game?How old is he?What does he like doing?What was he doing when he fell asleep?Step 4Tell students that the third and fourth paragraphs of the reading passage, on page41, explain how the game is played. Ask them to read the rest of the reading passage on page 41 Step 5Ask some questions to check understanding, eg.How can you earn a point?What will happen if you have earned a point?What will happen if you have earned enough points?How many levels does the game have?How long does it take you to finish the game?What do the questions test?What will you see on the screen when you reach a new place?What can you learn about when you reach London?What will you see when you passa level?What happened to the places you have visited?Step 6Read the whole passage and then ask some students to retell how the game is played(in 5steps)1 See a golden cloud with instructions on it2 See clouds with information about different places; See clouds with questions on them3 Get a point every time you answer a question correctly4 A cloud will come down and carry you off to a new place5 See a world map. The old place is marked in bright purpleIf possible, ask students to discuss what they have learned from the passage.(with their own words)Step7 Use the following keywords to try to retell the passage.Paragraph1.a new educational CD-ROM, Around the world in Eight Hours.Come out, interesting, at the same time, be designed by, the all-time favorite CD-ROMParagraph2.Main character, love traveling, lie on the grass, fall asleepParagraph3.be written on, different colors with questions on themEvery time you answer a question, earn enough points, come down, Carry offPargraph4Play the role of, take …an hour to finish, travel around, Test your knowledge of, a lot of useful information, for exampleParagraph 5Be the best , get it in sold outStep 8 Homework1 Translating the following phrases:1)同时2) 过一关3) 扮演…角色4) 光盘的设计者5) 一直广受欢迎的游戏6) 得到足够的分数7) 睡着8) 英语语法和词汇9) 在你的屏幕上10) 检验知识11) 在市场上12) 例如一叁) 掉下来14) 售完2 Try to recite the text.Design of the blackboard1) The Present perfect tense. A new educational CD-ROM has just come out.When you have earned enough points,….……..Carry you off to a place you have never visited before. The places you have visited are marked…2) The Passive voice.It is designed by Nancy Jackson. These words were written on it.The places you have visited are marked in bright purple.Get it now before it is sold out英文版英语说课稿篇二英文版英语说课稿8B Unit 3 Online TravelReading Around the world in eight hoursGood afternoon, everyone. Now I’ll say junior Oxford English 8B Unit 3 Reading Part A. Around the World in Eight Hours. I’ll prepare to say the lesson from three parts.Part One: Analysis of the Teaching Material(一) Status and FunctionThis is an important lesson in this book. Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their society sense. It can help students to attain ”four skills“ request of listening, speaking, reading and writing. Therefore this lesson is in the important position of the teaching material.(二) Analysis of the studentsMost students are interested in computer games. So this topic can greatly attract their interests. It can accelerate them to learn English and geography well. After learning this lesson, they will know English and geography are as important as computer .Without much knowledge ,you won’t be able to learn computer well.(三)Teaching aims and Demands1.Knowledge objectsTo understand the aim of an educational CD-ROM and what the character can doTo infer meaning from keywords, context and existing knowledge.To master the Passive voice.2.Ability objectsTo develop the Ss’ abilities of listening, speaking, reading and writing.To train the students how to use their own words to express their ideas.(四)Teaching key and Difficult point1. Key pointsTo review the Present perfect tense.To learn the Passive voice.To tell more about the CD-ROM.To retell how the game is playedTo understand the whole passage and answer teacher’s questions2. Difficult points:The Passive voice.To retell how the game is played(五) Teaching EquipmentMulti-media computer, Tape recorder, Software: PowerPoint and so on. They will be needed in this lesson.Part Two: The Teaching Methods1. Communicative teaching method2. Audio-visual teaching method3. Task-based” teaching methodAs we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method.To use these methods are helpful to develop the students’ abilities.Part Three: Studying ProceduresStep 1Arouse students’ interest by telling them that they are going to read about a new educational CD-ROM. Explain that the game is set in different countries and involves a tour around the worldStep 2Tell students that the first paragraph of the reading passage explains the background to the game .Listen to the tape. Ask some questions to check understanding, eg.What’s the name of the new educational CD-ROM?What can it help you to do?Who is the designer?Step 3Tell students that the second paragraph of the reading passage introduces the main character of the game . Ask some questions to check understanding, eg.Who is the main character of the game?How old is he?What does he like doing?What was he doing when he fell asleep?Step 4Tell students that the third and fourth paragraphs of the reading passage, on page41, explain how the game is played. Ask them to read the rest of the reading passage on page 41 Step 5Ask some questions to check understanding, eg.How can you earn a point?What will happen if you have earned a point?What will happen if you have earned enough points?How many levels does the game have?How long does it take you to finish the game?What do the questions test?What will you see on the screen when you reach a new place?What can you learn about when you reach London?What will you see when you pass a level?What happened to the places you have visited?Step 6Read the whole passage and then ask some students to retell how the game is played(in 5steps)1 See a golden cloud with instructions on it2 See clouds with information about different places; See clouds with questions on them3 Get a point every time you answer a question correctly4 A cloud will come down and carry you off to a new place5 See a world map. The old place is marked in bright purpleIf possible, ask students to discuss what they have learned from the passage.(with their own words)Step7 Use the following keywords to try to retell the passage.Paragraph1.a new educational CD-ROM, Around the world in Eight Hours.Come out, interesting, at the same time, be designed by, the all-time favorite CD-ROMParagraph2.Main character, love traveling, lie on the grass, fall asleepParagraph3.be written on, different colors with questions on themEvery time you answer a question, earn enough points, come down, Carry offPargraph4Play the role of, take …an hour to finish, travel around, Test your knowledge of, a lot of useful information, for exampleParagraph 5Be the best , get it in sold outStep 8 Homework1 Translating the following phrases:1)同时2) 过一关3) 扮演…角色4) 光盘的设计者5) 一直广受欢迎的游戏6) 得到足够的分数7) 睡着8) 英语语法和词汇9) 在你的屏幕上10) 检验知识11) 在市场上12) 例如一叁) 掉下来14) 售完2 Try to recite the text.Design of the blackboard1) The Present perfect tense. A new educational CD-ROM has just come out.When you have earned enough points,……Carry you off to a place you have never visited before. The places you have visited are marked…2) The Passive voice.It is designed by Nancy Jackson. These words were written on it.The places you have visited are marked in bright purple.Get it now before it is sold out高中英文版说课稿篇三Ⅰ. The analysis of the teaching materialThis lesson is a reading passage which focused on the topic of sharing your problems with others when you have worries.The students will learn that it’s normal to have trouble. Talking to someonecan help a lot. Such a topic is related to our daily life, so it is easy toarouse the students’ learning interest.Teaching objectives:A.knowledge objective:a. Students can master the usage of the keywords and phrases: teenager, normal, unless, mistake, angry, careful, careless,in half, keep…to oneself, etc.b. Students can understand the main idea ofthe article.B. abilityobjective:a. Students can use the proper reading skillssuch as anticipating, skimming, scanning to achieve the reading tasks.b.Studentscan use the new words and phrase to finish the exercise.C. emotionalobjective:a. To develop the spirit of cooperationthrough teamwork and pair-discussion.b. To arouse students’ interest in Englishlearning.c. To help students get the proper ways tosolve problems.Key and difficult points:A. keypoints:a. To master the usageof the key words and phrases.b. To use the properreading skills to achieve the reading tasks.B. difficultpoint:Enable students to use the new words andphrases to express their ideas in daily life.Ⅰ. Theanalysis of studentsThe Students have been learning English forsome years. They understand some words and simple sentences. They are curiousand active. They enjoy learning through cooperation in a relaxing atmosphere. However,their English learning levels are different from each other. Most of them don’thave enough English to express what to do when they have problems. They need theteacher’s help and encouragement in their further study.Ⅰ. Teaching methodsIn this lesson, I will use audio-visualteaching method, communicative teaching method and task-based teaching method.Besides, (.Com)multimedia, blackboard, tape recorder are needed as the teaching aids.Ⅰ. Teaching proceduresStep 1 Warming-up （5 minutes）Play a video. Students watch it and talk about thefollowing questions:What kind of things do they worry about?What will you do if you have the same problem?Step 2 Pre-reading （8 minutes）1. Show some funny pictures and sentences onPPT. Lead students to guess the meaning of the new words. Learn the new wordsand phrases.2. According to the picture on the textbook,ask students to predict the main idea of the passage.Step 3 While-reading （18 minutes）1. Skim the passage quickly and choose the main idea（a, b or c）。

高中英语说课稿范文英文版Good morning, esteemed judges and fellow educators. Today, I am honored to present a lesson plan for a high school English class. The topic I have chosen is "Environmental Protection," which is not only relevant to the curriculum but also to our students' lives and the world at large.Introduction:The first step in my lesson plan is to introduce the topic to the students. I will begin by asking them if they have noticed any changes in their environment and how these changes might affect their daily lives. This will help to engage the students and make the topic more relatable. I will then introduce the concept of environmental protection andits importance in preserving our planet for future generations.Warm-up Activity:To further familiarize the students with the topic, I will conduct a warm-up activity. The students will be divided into small groups and asked to discuss the following questions: 1. What are the major environmental issues affecting our world today?2. How do these issues impact human life and the natural world?3. What can individuals do to contribute to environmental protection?This activity will not only activate the students' prior knowledge but also encourage them to think critically about the topic.Vocabulary and Grammar:Next, we will move on to the vocabulary and grammar section.I will introduce key terms related to environmental protection, such as "sustainability," "biodiversity," "pollution," and "recycling." We will also review the grammatical structures that are commonly used when discussing environmental issues, such as the use of the passive voice to describe the effects of pollution.To reinforce the vocabulary and grammar, students will complete a matching exercise where they will match the terms with their definitions and then use them in context to create sentences. This will help them to internalize the new language and prepare them for the speaking and writing activities later in the lesson.Reading Activity:After the vocabulary and grammar review, I will present a reading text that discusses the impact of human activities on the environment. The text will be accompanied by comprehension questions that will guide the students through the reading and ensure they understand the main ideas and details.Following the reading, we will have a class discussion where students can share their thoughts and opinions on the content of the text. This will not only check their comprehension butalso encourage them to express their views in English.Listening Activity:To further develop their language skills, I will conduct a listening activity. The students will listen to a podcast or a video clip featuring an expert discussing environmental protection initiatives. After the listening, they will answer comprehension questions and participate in a listening-based speaking activity where they will have to summarize the main points of the clip in their own words.Speaking Activity:The speaking activity will involve a role-play scenario where students will act as representatives of different countries at an international environmental summit. They will have to negotiate and collaborate to come up with a joint action plan to address a specific environmental issue. This activity will not only allow students to practice their speaking skills but also teach them about the importance of cooperation and diplomacy in addressing global challenges.Writing Activity:To conclude the lesson, students will engage in a writing activity. They will be asked to write a persuasive essay on the topic of "Why Environmental Protection Should Be a Priority for Governments." This will give them the opportunity to apply the vocabulary, grammar, and ideas discussed during the lesson. They will also have to use evidence and logical reasoning to support their arguments, which is an essential skill for academic writing.Conclusion:In the final part of the lesson, I will ask the students to reflect on what they have learned and how they can apply this knowledge in their daily lives. We will also discuss ways in which they can contribute to environmental protection efforts in their community.I will provide feedback on the students' performance throughout the lesson, focusing on both their language use and their understanding of the topic. This will help them to identify areas for improvement and encourage them to continue learning and growing.In closing, this lesson plan aims to not only improve the students' English language skills but also raise their awareness of environmental issues and inspire them to take action. Thank you for your attention, and I look forward to any questions or feedback.(Word count: 700)。

高中英语全英说课稿篇一:北师大高中英语全英文说课稿InterpretationGood morning, dear judges. It’s my great honor to behere giving you my lesson presentation The lesson I am going to teach is lesson1 of unit 4, Tomorrow’s world fromModule 2 The lesson will be represented from following six parts. Analysis of the teaching material, the students,the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.Part 1 Teaching MaterialThe title of my lesson is The Future of Cyberspace. This lesson is a typical argumentation which is about how Internet will influence the world. By studying of this lesson, students will be able to know the future of our cyberspace and develop the interest in it. At the same time, let the students know the structure of an argumentation and learn how to express opinions while writing an argumentation. By the way enhance their reading skills, such as1prediction,skimming and scanning. Part 2 The studentsThe students are fresh students of high school. The have already had some basic reading skills, and they are eager to learn more about it.However, they know little about the structure of an argumentation. So, it’s necessary for them tolearn it. Part 3 Teaching AimsAccording to the new national curriculum and the syllabus , andafter class, students are able to1.Knowledge objects(1) know the meaning of the important words and expressions. (2)know the structure of this article. (3)understand the content of the lesson.(4) know expressions that can be used to express opinions in an argumentation 2.Ability objects(1) get the main idea and detailed information by skimming and scanning. (2) identify if the opinions in this article is still right by critical thinking. (3) talk about the future cyberspace and expresstheir own idea about it. (4)write an easy argumentation. 3.Emotion or moral objects(1)By completing the task, the Ss increase their interest in English learning and set up self-confidence .(2)know the importance of cyberspace. Part 4 The Focal2and Difficult PointsThe Focal points are the meaning of the important words and expressions,such as terrorist, attack, optimistic,etc.The difficult points are the structure of the article and the expressions used to express opinions, for example be optimistic about, believe that,etc. Part 5 Teaching MethodsAs is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories.11. Communicative Approach2. Whole Language Teaching3. Task-based Language Teaching4. “Scene —Activity” Teach ing method , it establishes a real scene and the interaction between the teacher and the Ss.2Step 5. Homework1. Complete your argumentation “The Future of Cyberspace.Purpose of my design: Homework is so important and3necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims. Reflection:3篇二:高中英语全英文说课稿万能模板InterpretationGood morning, My dear judges. It’s my great honor tostand here to share my lesson with you. The content of my lesson is ______________________ I have been ready to begin this representation with six parts. Analysis of the teaching material, the students ,the teaching aims, the important and difficult points, the teaching and studying methods, and the teaching proceduresPart 1 Analysis of Teaching MaterialThe content of my lesson is New Senior English for China Book___ Unit____________________. This unit is about____________________ (topics). By studying of this unit, we’ll enable students to know_________________________ and develop the interestin___________________. At the same time, let the students learn howto____________________ (functional items). From this lesson, it4starts___________________________(structuresoutput, such as speaking and writing.) Therefore, this lesson is rest of this unit.Part 2 Analysis of the studentsMy students are senior______________students ,AfterPart 3 Analysis of Teaching Aims新课程标准和教学大纲), the followings:1.Knowledge objects ()grammar) in the proper situation.(3)The Ss can content of the lesson, talk about ) and get their own idea about )(4) To traies of studying by themselves and cooperating .情感目标:兴趣，自信，合作，爱国，国际视野)(1)By the task, the Ss increase their interest in____________________and set up self-confidence in _____________________.(2)Teach the Ss_________________________, put the moral education in the language study.Part 4 the Important and Difficult PointsBased on the requirement of the syllabus.The important points are__________________________ such as______________.5The difficult points are_________________________ forexample_____________. Part 5 Teaching Methods & Studying Methods As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories(现代社会交际教学理论) .1. Communicative Approach(交际教学法):this methodemphasizes the activitiesand co-works between students , could help students cultivate the ability of communication and co-operation .2. Whole Language Teaching Method(整体语言教学法)The Whole LanguageApproach emphasizes learning to listen ,speak ,read and write naturally with a focus on real communication and for pleasure.This four parts whole part,and could not separate .it is designed to help children effective to help students learn English well.3. Task-based Language Teaching (任务教学法to6This method was used frequently in teaching procedures.4. Total Situational Action (情景教学) a “scene ” teachingmethod , itthe same time, CAI (5、the Audio-lingual Method use or video to play some vedios or musics,to show some pictures .6、Reading Method阅读法Study methods1、2、3Ss to communicate with others and take competition methodsStep 1. Lead-in. (_____min)___________________________________________________________________ Purposeof my design: (1) to catch Ss’ attention ab out theclass/topic/passage.(2) To set up suspense/develop interest in _______________.Step 2. Pre-readingTask 1. (Individual work, pair work, group work, class work;_____min)Let Ss___________________________________________________7__________篇三:高中英语说课稿-牛津版全英文Good morning, ladies and gentleman. Today, I feel honored to havethe 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 use proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan will include 3 sections. They’re analysis of the readingmaterial, identifying the teaching aims and teaching procedures.Section 1 Analysis of the teaching materialThe selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. Thearticle 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 longpassage 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.8Section 2 Identifying the teaching aimsBased on the analysis of the teaching material, I have chosen 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 expressions or approaches to express the same idea.Section 3 Teaching proceduresIn order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approaches. With the teaching methods, I can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re gettingready, focusing on main facts, reading between the lines and responding the text.Part 1 Getting readyReading b egins before a book is opened. It’s important to9activate students’ existing background knowledge anddraw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students ‘concentration, arouse their curiosities, fire their imagination and give them a purpose for reading.The part consists of two tasks: 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 presentations as follows: Afterleaving high school, most of Chinese students go straight to university. Yes, 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) British fresh students 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 of10Paragraph1 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 a college. Withthe question in mind, students will definitely be eager to listen to the tape to find the answer )Part 2 Focusing on main factsDuring the part, I will ask the students to answer the question—what does the author say? Students are supposed 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: 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(With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and relivingtheir psychological burden, otherwise students would be discouraged by such a long article)11Task 2: I get students to open books and scan the three paragraphsto che ck the answers to the previous table. Then they’re required to complete another table with a second reading: Whom do the results belong to? Carol________ Daniel________ Martin_______A felt being part of another cultureB be more independentC found it challenging and rewardingD felt that it was a special experienceE ready to face challenges in the futureF learnt how to deal with difficult situationG felt like she really made a differenceH learnt a lot about getting on with local people (With the task, students learn to use a table to gather the main facts about the three British students They’ll knowthat a table is of great help in their future reading) 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 serves as a bridge, which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest12paragraphs) What three types of activities do the UK students choose to do during a gap year? Thekey is: Many students use that time to travel, learn new skills orbe a charity volunteer (The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year) the question: When did the gap year start in the UK? (The task enables students to have a good knowledge of the history of the gap year) of the government, universities, employers and the public on students taking a gap year before going to college. I get students to read the four paragraphs to gather theme and complete the table (The task helps students get a further understanding of the role.A table plays in helping gathering main facts or opinions).Part 3 Read between the lines: In third part, I will encourage the students to answer the question—what doesthe author mean? As we know, information in a reading passage is not always stated directly. Sometimes students have to infer, or make guesses according the information which is available in the reading. So in this part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details. The part consists of13three tasks.Task 1: The English language enjoys various ways of expressing the same thing or idea. As we can see, the second and third paragraphs are similar to the seventh and eighth paragraphs in the content, both dealing with comments on the gap year. Some sentences actually express the same comments. I will get students to read the four paragraphs for a second time to find out the similar sentences(The first is done as an example) ?It (a gap year) is more than just a long holiday(Line 50) A gap year is more than just a year away from studying ?Employers say they prefer to hiregraduates who have taken a gap year (Line 15)______________________________ (3)A gap year gives young people an opportunity to learn skills and gain life experience. It helps young people develop and grow (Lines 17-18) ______________________________(4)Living away from home taught me to be more independent (Lines 22-23) ______________________________ (The task is designed to help students learn and use different ways to express the same idea. The task gets students ready for talking and writing about the gap year in the next part) meanings of the four words or phrases: ?the career ladder (Line 4)14________________________ ?every point of the pass (Line5) ________________________ (3)delicate (Line 22)________________________(4)an edge in the job market (Line 54)________________________ (The task helps students to recognize thatin most language-leaning situations they will come across vocabularythey don’t know. With the task,students are guided to look at the context in which a word or phrase is used and try to find any clues to its meanings) the text. After that, students have the chance to listen to a third VCR, which contains more information about advantages. While listening, students are encouragedto take notes of what they can catch ? teach students to be independent; ? help studentsdevelop and grow; ? learn new skills; ? see life in a differentway; ? be ready to face challenges; ? gain life experience (The task is intended for students to collect more information about students takinga gap year, which also makes them well prepared for the writing task in the next part)I play a fourth VCR. While listening, students areexpected to fill in the two blanks: Actually, a year off is not a gap, but a time for personal growth and d_______, a15b______ between two important periods in life. (With the task, students will know about how to plan a gap year and what taking a gap year really means to them. It gets them ready for the next task.) focus on the title. Mind the gap (The task is designed to help students fully understand the hidden meaning of the title: They are expected to make full of the gap year to develop themselves)Part 4 Responding to the text I encourage the students to answer the question—what does the idea mean to me? As weall know, most writers are prejudiced in some way and try to convince their readers of something, or influence them to look at things in a certain way. So it is important to train students to read critically. The part consists of two tasks.Task 1: I conduct a survey to see what students think of taking a gap year and at the same time complete the table (The task is aimed at making students be critical readers. The students should be encouraged to make judgment about the author's text)Task 2: After the survey, students are asked to write a composition of 120 words about their ideas of taking a gap year before going to college (The task aims to consolidate the information they have learnt and also improve speaking and16writing skills)OK, so much for my teaching plan. Thanks for your attention.17。

高中英语全英文说课稿高中英语全英文说课稿篇一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 use proper reading skills and strategies. In other words, students are guided to read efficiently and independently.My teaching plan will include 3 secti. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.Section 1 Analysis of the teaching materialThe selected teaching material is a magazine article taken from the Project section 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 aimsBased on the analysis of the teaching material, I have chosen 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 expressi or approaches to express the same thing or idea.Section 3 Teaching proceduresIn order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approach. With the teaching methods, I can guide students to use 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 readyReading 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 use the pre-reading activities to increase students’ concentration, arouse their curiosities, fire their imagination and give them a purpose for reading. The part cists of two tasks:Task 1: A time machine. I start my lesson by asking senior 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 presentati as follows: After leaving high school, most of Chinese students go straight to university.Yes, 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 thesummary, 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 Para.1 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. ）高中英语全英文说课稿篇二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 materialThe teaching methodsThe studying methodsThe teaching proceduresand while presenting these parts I will do the blackboard writing properly. Ok now I am going to start from the first part “Analyzing teaching material”This unit is about It is made up of paragraphs.The teaching aim of this lesson is to help students to understand and master the words, phrases and sentence patterns on the basis of understanding the text.The ability aim is to improve the students’ organizing and using skills of English and to retell the whole text in their own words.The emotional aim is to help students understand and to developstudents’ sense of cooperative learning.Then the teaching key points is to help the students get a general idea of the wholeAnd the teaching difficult points is to make students use their own words to expressAccording to the analysis above, I’ll try my best to carry out the following theorieswhile dealing with this lesson:To make students the real masters of the class while I just act as a director.To combine the language structure with the language functions.And to make students receive some moral education while they are learning language. In order to achieve my goal, I will use the following teaching methods:The first teaching method I will use is communicative approach, since language isused for communication. Communicative approach is learner-centered and emphasizes communication and real-life situations.The second teaching method I would like to use is task-based approach. A taskresembles activities which our students or other people carry out in everyday life.Learners should be given opportunities to reflect on what they have learned and how well they are doing.The third teaching method I want to use is computer assisted language teaching.Computer plays an important role to make the materials attractive. It can also help the learners to understand the language and then produce comprehensible output.And in order to practice my teaching methods better, the following teaching aids will be used:A projector, a tape recorder, multimedia and of course the blackboard.And then, I would like to talk about the studying methods. As students are poor incooperative learning skill, many students are not active in English class, and evensome of them don’t like English. Therefore, I will have the students learn English in a much more relaxed atmosphere. The learning process of students is from seeing,thinking, and speaking. So, to make the students get the knowledge actively,cooperative learning and task-based learning will be used.Next, I will talk about the teaching procedure. To train the students’ ability of listening, speaking, reading and writing, I have designed the following steps.Step 1 Lead-inAt 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 。

Title: High School English Lesson Plan (All in English) Introduction As an English teacher in a high school setting, creating engaging and effective lesson plans is important to ensure that students improve their language skills. In this lesson plan, we will focus on improving students’ speaking abilities by using various activities and exercises that will help them express themselves more accurately and fluently.Target Audience This lesson plan is designed for high school students who have a basic understanding of English grammar and vocabulary. The theme of the lesson is ‘Describing people and things’.Objectives By the end of the lesson, students will be able to: 1. Use adjectives to describe people and things accurately. 2. Use comparative and superlative forms of adjectives. 3. Use ‘be’ and ‘have’ to describe people and things. 4. Make simple sentences to describe people and things.Materials Needed 1. Pictures of people and objects for description exercises. 2. Worksheets for individual and group exercises. 3. Whiteboard and markers. 4. Flashcards with adjectives for vocabulary building. 5. Timer.Warm-Up (5 minutes) Start the lesson by asking students to stand up and introduce themselves. After they have introduced themselves, ask them to find a partner and describe them in three adjectives. Give students two minutes to complete this exercise, and then ask for volunteers to share their descriptions.Activity 1: Adjective Flashcards (15 minutes) Using the flashcards with adjectives, show students the cards and ask them to repeat the words after you. The students can then work in pairs or groups to build sentences using the adjectives. Circulate around the room and provide guidance and support where needed.Activity 2: Picture Description (20 minutes) Divide the class into pairs and ask one student to describe a picture of a person or object while the other student draws it. The student drawing should not look at the picture but rely solely on the description provided by their partner. After five minutes, switch roles and repeat the exercise. Encourage students to use adjectives to describe what they see and to make their descriptions as accurate as possible.Activity 3: Comparative & Superlative Adjectives (20 minutes) Using the whiteboard, write a series of adjectives and ask students to provide the comparative and superlative forms of each. Provide examples and explanations where necessary.After reviewing these concepts, ask students to work in small groups to create sentences using comparative and superlative forms of the adjectives.Activity 4: Describing People & Things (20 minutes) Using worksheets, ask students to write simple sentences describing a person or object. These sentences should use ‘be’ and ‘have’ appropriately and incorporate descriptiv e adjectives. Give students 10 minutes to complete the sentences, and then ask for volunteers to share their sentences with the class.Conclusion (5 minutes) Ask students to reflect on what they have learned and how it can be useful in their daily lives. Encourage them to continue practicing their speaking skills by describing people and things around them in English.Assessment Assess students’ learning by observing their participation in activities and evaluating their comprehension of the concepts covered in class. Use worksheets and exercises to evaluate their understanding and provide feedback where necessary.。

高中英语说课稿（中英对照）说课稿(InterpretationGood morning,ladies and gentlemen.It’s my great honor to stand heresharing my lesson with you.I have divided my presentation into ten parts.Analysis of the teaching material,analy sis of the students,teaching aims,teaching methods,teaching aids,teaching important points and difficult points,teaching procedures,homework and blackboard design.一、教材分析(Analysis of the teaching material是外研社版高中英语必修第模块Reading部分。

通过上一节课的学习,学生已经掌握了本课的生词及与这一课相关的一些知识,这为本次课的教学起到了很好的铺垫作用。

本课主要是围绕这一主题展开听说读写等多种教学活动,这与学生的日常生活息息相关,在本模块中有着不可替代的位置,在整本教材中也有着非常重要的作用。

(The content of my lesson is senior high school Englishbook,book 3,module4 reading part.Before this class,the students havelearned the new words and expressions of this module.They also havelearned some related knowledge about this topic.It plays a very importantrole in this class.This passage is about.By studying thispassage,students can.At the same time,they canThis lesson plays an important part in this unit.It is also an importantlesson in this book.二、学生分析(Analysis of the students教学对象是高学生,他们已经有一定的英语基础,而且有一定的认知能力,他们的求知欲望不仅仅只限于书本上的知识。

高中英语说课稿中英结合尊敬的各位老师，同学们，大家好！今天，我将为大家带来一节高中英语的说课演示。

在这节课中，我们的目标是提高学生的英语听说能力，同时加深他们对英语文化的理解。

课程的主题是“Globalization and Cultural Identity”，即“全球化与文化认同”。

首先，让我们来看一下课程的教学目标。

通过本节课的学习，学生将能够：1. 理解并讨论全球化对不同文化的影响；2. 描述自己文化的特点，并与他人进行比较；3. 提高英语口语表达能力和听力理解能力；4. 增强跨文化交流的意识和尊重多样性的价值观。

接下来，我会简要介绍课程的教学内容和教学步骤。

Step 1: Warming-up and Lead-in (5 minutes)课程开始时，我会用一个简短的视频剪辑来吸引学生的注意力，视频内容是关于世界各地不同文化的节日庆典。

这个活动旨在激活学生的背景知识，为接下来的讨论做好铺垫。

Step 2: Presentation (15 minutes)接下来，我会用英语介绍全球化的定义、历史和对文化的影响。

我会使用PPT展示一些关键词汇和短语，如“globalization”,“cultural identity”, “cultural exchange”等，并解释它们的含义。

此外，我会引入一些真实的例子，比如跨国公司如何影响当地文化，以及不同文化如何通过电影、音乐和食物等方式传播。

Step 3: Listening Practice (10 minutes)在听力练习部分，学生将会听到一段关于全球化影响的英语访谈录音。

录音中会有两位来自不同文化背景的人士讨论他们对全球化的看法。

学生需要集中注意力，捕捉信息，并回答一些关于录音内容的问题。

Step 4: Group Discussion (15 minutes)随后，学生们将分成小组，用英语讨论以下问题：“全球化对你自己的文化有什么影响？”和“你认为如何在全球化的背景下保持文化的独特性？”这个环节旨在鼓励学生表达自己的观点，并学会倾听和尊重他人的不同意见。