高中英语全英文说课稿(精品)（精选8篇）
Chen Shuai
Good morning ,examiner!My name is Chenshuai.Today I’m very pleased and nervous to be
here
sharing
my
lesson
and
talk about some of my teaching ideas.There are five parts in my interpretation.They are the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.Part 1 Teaching Material
The teaching material is Unit 9 Lesson 1 On your bike of senior high English.It is
from
BeiJing
normal
university
version.This lesson is a reading passage.Its name is Return of <
According to the new standard curriculum and the syllabus , and after studying the teaching material, the teaching aims are the followings: 1.Knowledge objects
(1)The Ss can master some new words such as : benefit ,convenient , insert argue ,arrest ,hopeful
(2)The Ss can use the Present perfect continuous in the proper situation.(3)The Ss can understand the lesson , talk about the advantages of bicycles.2.Ability objects
(1)To develop the Ss’ abilities of reading , writing and speaking,(2)To guide Ss to set up effective studying ways.(3)To improve the student’s reading ability, especially their skimming and scanning ability.(4)To train the Ss’ abilities of cooperative learning.3.Emotion objects
(1)By learning this passage, the Ss increase their interest in cycling and make them save energy and reduce pollution
(2)Let the Ss learn the life of other countries
Part 3 the Important and Difficult Points Based on the requirement of the syllabus.The important and difficult point is Present perfect continuous such as
People have been enjoying the benefits of cycling in Amsterdam for years.There is already less traffic in central Amsterdam, because both locals and tourists have been using the white bikes.Part 4 Teaching Methods
We all know , a good teaching method is not only to give the students the knowledge but also to help the students get the knowledge and solve the problem which they meet.For achieving these teaching aims, I will use the following methods according to Task-based Language Teaching
Part 5 Teaching Procedure Step 1.Lead-in.1,To write down the learning aims on the blackboard : 1: To master: Present perfect continuous(主语+have|has +been +v-ing)2: To speak out the advantages of bicycles.2, Talk about which transport is the most popular in our life.Step 2.Pre-reading Task 1.To make students answer the following questions : 1, Do you use a bicycle?
2, What are the advantages of bicycles ? Purpose of my design:(1)to catch Ss’ attention about the topic.(2)To set up the students’ interest in cycling.We know the cycling is very popular in our country.Do you know what the situation is in Amsterdam.If we want to know more , we’d better read <
(2)To have a better understanding about benefits of cycling.Step 3.While-reading Task 1.Skimming: Ss should read the material fast to find out the answers of the following questions in 5 minutes
Question 1: why is Amsterdam called the “City of Bicycles”? Question 2: Why did the first “white bikes”plan fail? Question 3 : What effects have the white bikes had ? Question 4: Do you think the “white bikes” would be good for your town ? Say why.Task 2.To make students read the material again ,cycle or underline the words or sentences which they don’t understand or they think they are more important.Task 3.The students can talk about their answers or get help from their partners
Task 4.To make students show their answers ,speak out their questions and get other students to solve most of the questions.During the activities,the
teacher can help them ,too.Purpose of my design: Enable students to understand the given material better by using different reading skills.“Task-based” teaching method is used here to develop the Ss’ ability..Step 4.Post-reading
Task 1.To act 4 out in roles according to the pictures on 36.Remind students to pay attention to the usage of Present perfect continuous.Task 2.Discuss the usage of Present perfect continuous with other group members, finish 5 , 6 and 7 and then choose a reporter to share their opinions with the whole class.Task 3.Make some students retell the news
in Ss’ own words according to the main words
Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their spoken English.Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.Step 5.Homework 1,To finish the rest exercise on page 37, 78 and 79 and show them 2,To retell the news again using their own words
Good morning, teachers!it’s my pleasure to be here sharing my lesson with you.The content of the lesson is new senior English for china student’s book1 unit3:travel journal.First, let me introduce the teaching material.This unit is to introduce the travelling to us.The reading passage is the center of this unit.It is the most important teaching material in this lesson, which contains most of the vocabularies and grammar points that students should learn.Secondly, I want to tell something about the students.Although the students have the basic abilities of learning, speaking, reading and writing, They still need many opportunities to practice what they have learned and to develop their autonomous learning ability and cooperative learning ability.Therefore, after analyzing the teaching material and students, I put forward the teaching aims.According to the English syllabus and new lesson standard, I will talk about them from knowledge aim, ability aim and emotional aim.The knowledge aim is to help students understand and master the new words, phrases and sentence patterns.The ability aim is to grasp some reading ability such as guessing, skimming, scanning and so on.The emotional aim is to make students love our country and nature.Fourthly, the important and difficult points.Based on the requirement of the syllabus, The important point is to help students understand the whole passage and be able talk about the travel in English
The difficult point is the new words, expressions and grammar rules.Fifthly ,teaching procedure In order to realize the teaching process systematically, I divide the teaching process into six steps.Step one lead-in “Interest is the best teacher”, therefore, at the very beginning of the class, I should spark the students’ mind to focus on the central topic” travelling”.I will show the photos of some beautiful places on powerpoint ,then ask students：do you like travel? why do you like travel? After answering the questions, the students will be eager to know something about the passage, and this is the very time to naturally lead the class into step2.Step2, read for information: skimming and scanning In this step, I will use task-based language teaching method, which can give students a clear and specific purpose while skimming and scanning the passage.Task one :general idea
The students will be asked to just glance at the title, and then guess what will read in the text.They’ll be divided into four groups to have a discussion.The purpose of this task is to develop students reading skill by making prediction and encourage students to express their thoughts in English.Task two: main idea of each paragraph
Cooperative learning can raise students’ interest and creat an atmosphere of achievement.Based on this theory, I divide the whole class into four groups, let them skim the whole text and discuss the main idea of each paragraph with other group members.Then choose a reporter to share their opinions with the whole class.Step three read for comprehension The purpose of reading is to get the correct and useful information.Students should not only have a high speed of reading, but also have a correct understanding of details.Therefore, the following practice can help check the situation.What was Wang Kun and Wang Wei’s idea of a good trip? Who planned the trip to the Mekong?
Where is the source of the Mekong and which sea does it enter? Step 4 solving difficult language problems
It’s important for English learners to learn important grammar rules and use these rules to solve problems in reality.In the process of reading, the students must come across some difficult language obstacles.so it’s necessary for us to discuss and explain them.This period of time belongs to the students.They can ask any questions they come across.I’ll explain the questions.The purpose of this step is to improve the students’ “questioning spirit’’ Step5 consolidation Language is learned by communicating.It’s my job to creat an atmosphere for students to use the language.Here I design two activities.Activity one retelling I will ask four students to retell the passage.I think it’s a good way to review what they have learned.Activity two role play Work in pairs.One student is Wang Kun and another is Wang Wei, choose a paragraph from the passage and use the information to make a dialogue.Step6 homework
Good afternoon,.I am a senior student from Mianyang Normal University.Today I am going to share my lesson plan with you.The content of my lesson is Starting Line Book4A Unit 6 Lesson 34.I will be ready to begin this lesson from four parts.That is, the analysis of the teaching material, the teaching methods, the teaching objective, and the teaching procedure.First, let me talk about the teaching material.Part 1 Teaching Material
This unit is about how to ask for help in emergence.By studying this unit, we’ll enable the students to know how to ask for help in emergencies and improve their common sense and morality.Part 2 Teaching Methods
In this lesson I’ll mainly adopt the Situational Approach in my teaching.It establishes a real scene and the interaction between the teacher and the Ss.At the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means.It can develop the Ss creativity in learning English.Part 3 Teaching Objective
(1)To develop the Ss’ abilities of asking for help.(2)To improve the Ss’ morality.Part 4 Teaching Procedure
Step 1 I’ll use a hot topic as lead-in to raise the Ss’ interest.Step 2 Teach the Ss according to the procedures of the text book.Step 3 Homework Assignment
Unit 1 Mocky the juggler Good afternoon, ladies and gentlemen.I’m Li Yuting, from Chengdu Guilin Primary School.I’m so honored to share my teaching design here.The teaching content is Lesson 1 of Unit 1 Mocky the Juggler, from Primary English, Grade 4, volume 1, published by Beijing Normal University Press.This unit is mainly about talking about professions.Now, I will explain the lesson from the following aspects.Firstly, let’s focus on the analysis of teaching content.The lesson is a story.The leading characters are Ann, Ken and Mocky, and it happens on their way home after school.The plot is not complicate and it is closely related to Ss’ daily life.Thus, it is easy for Ss to understand the story and enables them to use English when similar scenes occur in real life.The story mainly contains the following scenes: 1.Ann, Ken and Mocky saw a juggler on their way home.Mocky is very excited and claims that he can juggle, but an accident happens.2.Ken and Ann call an ambulance and want to get help from the doctor and the policeman.But it is the vet that cures Mocky.3.In the end, Mocky still wants to juggle but Ann and Ken stopped him.The last scene is quite interesting and adds some comedy effect to the whole story.The key words and sentences are used by the characters again and again in different scenes so that the Ss can understand and remember them better.Secondly, it is about the Ss.Our Ss are in Grade four.They are active and curious, interested in all new things.After learning English for three years, they have some basic English background knowledge, so the teacher should pay more attention to the communication with them;provide them with chances of using language as much as possible.They have learnt English for 3 years, and have already known the profession “teacher”, and how to express the ability to do sth by using “can”.It is not difficult for them to understand and use the language to ask and express one’s profession.So, I set the following aims.1.Language Knowledge By the end of the lesson, Ss will be able to read, recognize and understand the meaning of these words: teacher, doctor, vet, policeman, juggler, help, and call.And these sentences: What does she/he do? She/he is a teacher.Are you a vet? Yes, I am.Ss should know what “juggle”, “Yes, of course.”, “too”, “all right”, “telephone”, “ambulance”, “quickly” mean in the story.2.Language Skill By the end of the lesson, Ss can understand the story and get useful information from character dialogues through activities of watching, observing, predicting, listening and reading etc.3.Emotional Aim In this lesson, the emotional aim is to increase Ss’ first-aid knowledge.Next is teaching aids.In this class, I’ll use pictures, PPT and tape recorder.Fourthly, I’ll talk about teaching method.In this lesson, I will mainly use “Task-based teaching method”, “situational approach” and “TPR teaching method” and so on.Now, let’s focus on the teaching procedures.I will finish the lesson in 4 steps.Step 1.Greeting I will begin the lesson by greeting with the Ss.(The purpose of this is to make the relationship between the teacher and the Ss closer.)Step 2.Lead-in With the help of the PPT, I showed the meaning of “juggler”, which is a key word and the theme of the story as well.By taking out two balls to juggle, I will give Ss a more vivid explanation of the word’s meaning and stimulate the Ss’ interest of the lesson.Step 3 Presentation Firstly, I’ll fully input the language by playing the whole story with a question so that the Ss can have a general idea of the story.Then, I will present the story from picture 1 to picture 6.In each picture, I’ll ask Ss to describe the picture in English first and then draw their attention to the key parts with WH questions.For example, in picture 1, I’ll draw Ss’ attention to the schoolbags on Ken’s and Ann’s back and ask them where they are.So that the conclusion that the story happens on their way home can be drew.After asking Ss to predict what the characters will say, I will play the tape to check the answer.Ss are required to read after the tape when the texts are revealed.From picture 7 to 10, I will give Ss a free space to show their abilities.I will ask them to read these pictures by themselves and answer the 2 questions.While the Ss are reading from picture 7 to picture 10, I’ll walk around the classroom to check how they are doing with the task.When time’s up, I’ll check Ss self-learning result by playing PPT.This time, I’ll ask Ss to read the sentences directly before playing the tape.Ss are required to read the whole story after the tape when all the pictures are presented, so that they can further understand the story as a whole.Step 4 Exercise In this step, I will ask Ss to do “Listen and Point”.Ss must point to the corresponding picture and tell me which picture it is that match the dialogues or sentences they hear.By doing this, I can check whether Ss can recognize the languages or not and help Ss get more familiar with the story.And this is the layout design.That’s all for my teaching design of this lesson.Thank you so much for listening!
Good morning,everybody,My name is...., I come from....I`m very happy and excited to stand here to present my lesson.Today my topic is.....And I will talk about it by 8 parts.1.The analysis of teaching material.2.The analysis of students.3.The analysis of teaching aims and demands.4.The analysis of teaching importances and difficulties.5.The analysis of teaching methods.6.The analysis of teaching procedures.7.Blackboard design.8.Teaching reflection.Well, firstly, I`ll talk about Part 1 the analysis of teaching material.My teaching topic is...from Unit...Go For It Junior English Book 1A, which published by People Education Press.In this period, the main language function is to practice listening and speaking skills around....as well as the communicative skills of.....Then I`ll talk about next part the analysis of the students.It is known to us that most of students had learned English for about....years.They are curious about new things and have a strong desire to learn better.However, their Engish learning level are different from each other.They need teachers` help and encouragement in their further study.Next I`ll talk about teaching aims and demands.There are knowledge aims, ability aims and emotional aims.The knowledge aims are to enable the students to master the new words.....the phrases....and the sentences.....The ability aims are to obtain the abilities of listening, speaking, reading and writing around.....to train the students` abilities of using language, to guide the students to talk about....using the expressions of....and to develop the students` ability of creative thinking and cooperative study.The emotional aims are to enable.....Let`s move on to another part: the analysis of teaching importances and difficulties.The teaching importances are....The teaching difficulties are.....Next is teaching methods.I use...methods in my lesson.There are multimedia computer assisted instruction, task-based activities, situational approach, total physical response or the audio-lingual method.Now I`ll talk about teaching procedures.According to five steps teaching method, I design my lesson into five steps.Step 1 is warming up.Here the students can be interested in it and pay their attention to our class easily and....Step 2 is lead-in.Here I`ll....By this, the students.....Step 3 is presentation.Here I`ll.....By this, the students......Step 4 is practice.Here I`ll....By this, the students......Step 5 is homework.Here I`ll......By this ,the students.....The last part is my blackboard design.I`ll design it like this.....At last, I want to tell you something, to be a good teacher is a dream of me.I think a teacher is not only a guider for students, but also a friend of them.If I were a teacher, I would build a close relation with them, helping them not only on their study but also on their lives.I`ll try my best, and I have confident that I can do it.If you ask me: “ Why do you want to be a teacher?” “Can you be a good one?” My answer is “Yes” because I am a man!I can do it.OK that`s all.Thanks for your listening..
Part 一 Teaching material analysis
Part 二 Teaching aims
一。Aims of the knowledge:
(一)To know the spelling of some words and usage of some phrases.
(二)To learn something about Millie’s and Simon’s problems.
(三)To grasp the main idea of Reading and use
asking the Ss to grasp contents of each Sample. To attain “four skills” request of listening, speaking, reading and writing. To start listing “Word Bank” and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.
二。This lesson is the first one of Unit 二。So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.初中英语全英说课稿
三。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 spoken English.
ANALYSIS OF THE STUDENTS
The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.
()TEACHING AIMS AND DEMANDS
The teaching aim's basis is established according to Junior School English syllabus' provision.
一。Knowledge objects
(一) To make the Ss know how to use the affirmative sentence “This is. . . .” and the negative sentence “This is not…”Everyday expressions for “Apologies”“I'm sorry”“That's all right”.
(二) To study the new words “six, hey, sorry, it’s, that’s”, etc. by learning the dialogue of this lesson.
Reading 说课稿
Ⅰ. The analysis of the teaching material
This 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.
Ⅱ. Theanalysis of students
The 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.
Ⅲ. Teaching methods
In this lesson, I will use audio-visualteaching method, communicative teaching method and task-based teaching method.Besides, (www..Com)multimedia, blackboard, tape recorder are needed as the teaching aids.
Ⅳ. Teaching procedures
Step 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）。
2. Scan the article and find the answers to the questionsin 2c in pairs.
3. Read carefully and finish the mind map.
Students these days often have_______ with their_____ and ______.
Some people believe_________________________________.
Laura’s problem:__________________________
At first, she______________________________.
In the end, she____________ and her parents______________.
and her parents______.
Laura’s opinion:
____________
Robert Hunt feels the same way as Laura.
It’s best not to______________________________.
The first step is to___________________________.
In English, we say that _______________________.
Step 4 Post-reading （10 minutes）
1. Solve difficulties in groups. Just now students metsome difficult points while reading. Now they can work them out in groups. The Teacher will help to solve the problem that they can’t solve by themselves.
2. Finish 2 tasks.
Task 1: Fill in the blanks with the new words andphrases.
Task 2: Make a survey. Let each student ask 2-3 groupmembers some questions and take note of their answers. Then make a report.（Students can use the mind map to finish this task. ）
Step5 Summing up （3minutes）
Ask students to summarize what they have learned in this class. And the teacher will complete what the students summary.
Step 6 Homework （1 minute）
Level A: Choose 10words and phrase to make your own sentences.
Level B: Complete your report and write it down.
Ⅴ. Blackboard designing
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 phrases
key sentence structures
mistake, careful, careless, understanding, unless, in half, keep… to oneself
…
If …， they will…
It is best （not） to do sth.
1 teaching material analysis
The Lets talk part of the textbook is a situational conversation where students learn to ask questions and answer questions about where they are, Wheres, Its, in / on / under, and can be used naturally in actual situations.The Lets practise section is part of the Lets talk part of the game, which provides students with an opportunity to actually use the language.In the two part of knowledge and practice, you can listen, say, and recognize the following words: car, plane, desk, chair, bag, in, on, under.
2 teaching suggestions
This class is mainly through situational dialogue, so that students learn to ask questions and answer the location of the sentence, so that students understand in a certain situation, will say and understand the sentence Wheres.... Its in / on / under...The teacher asks the students to prepare the stationery class words before class. When they teach the new sentences, they can use the game “hide and seek” to import sentence patterns Wheres... Its in / on / under...On the basis of understanding the new sentence patterns, use the courseware to learn the new dialogue, so as to recognize the words in the class.Finally, once again, through the game, tin and consolidate the content of the Lets talk, the game can be divided into collective and group game game two, and will find stationery extended to find toys or other things around.
Second hours teaching suggestion
1 teaching material analysis
This session is divided into two sections: Lets, learn, and Lets play.The Lets learn section focuses on teaching a few words that represent transport: bus, bike, jeep, taxi, and a preliminary understanding of the phrase “Look out”.Lets play is part of the Lets talk part of the first class, to provide students with an opportunity to use language in real life.
2 teaching suggestions
The main lesson to learn several express transport words: bus, bike, jeep, taxi, students of these words have a preliminary understanding, learning again, teachers should design easy to mobilize the students interest and enthusiasm for learning activities.In the introduction of new classes, the introduction of new lessons with simple strokes, but also the use of real toys to allow students to perceive, to attract students with colorful pictures, with familiar voices to mobilize students.Then use animation courseware to present new knowledge.In the training session, the teacher may design the interesting activity, lets the student consolidate in the play, moves.
Third hours teaching suggestion
1 teaching material analysis
This session includes two sections: Lets, say and Lets do.The Lets say part is to train students to listen, say, read and write letters Uu, Vv, Ww, and to make the students understand and speak the letters at the beginning of the word “umbrella”, “under”, “vest”, “Violin”, “window”, “wind”.The Lets do section reviews and consolidates the letter “A-W” through rhythmic, rhythmic instructions.And preliminary understanding of the list of action words show, point, type, colour, say, but also for students to provide a basis for language learning.A-T is the teaching content of this book Unit 1 through Unit 4.
2 teaching methods
When teaching letters and words, the teacher uses letters, words and actions to present letters and words at the same time, so that students can learn on the basis of understanding the meaning of words.Such as: umbrella, vest, window, can be explained in kind; violin, wind explained by action.(according to students or teachers change the situation) understand the meaning of words, help to express words, more skilled reading words, and then learn letters, to master pronunciation, master letters shape.
[Topic] Unit, Five, Where, is, my, ruler?
[emphasis on teaching] everyday expressions Where s...And its It s in / on / under....
[teaching difficulties] sentences: Where, is, my, car, In, the, toy, box, understanding
[teaching aid preparation]
1 the teacher prepares the tapes for teaching materials.
2 teachers prepare Let s talk part of the courseware.
3 teachers and students are ready for pen, pencil, ruler, eraser, bag and other stationery and car, toy, box, ball, plane, doll and other toys.
4 teachers prepare cards and pictures of the words they learn.
5 students prepare white paper and watercolor pen, ready to draw.
6 students prepare patches for the group.
[teaching process]
1 warm up and review (Warm-up/Revision)
(1) students practice everyday expressions.
(2) games Show, me, the...
Teachers or students say words such as “pencil”, and teachers and students say Show, me, the, pencils., teachers and students put up pencils.In this way, practice other stationery words in the same way.Teachers and students play games together to improve game effectiveness and communication between teachers and students.
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