高中英语第1 单元口语文本样本英语版本第1 部分学生情况分析

本单元的设计和实施是根据学生在高中第一学期上半学期对新教材的学习情况来设计和实施的。学生逐渐适应了在活动和任务中学习英语以及如何处理语言知识与活动开展之间的关系。而且，他们还形成和培养了一定的小组合作学习和自主学习能力。

单元话题

本单元的素材安排以健康饮食为核心主题，围绕该主题主要讲4个分主题。各个主题之间的联系非常符合认知规则。如图：首先定义什么是健康食品，什么是垃圾食品，然后说说不当饮食对身体的影响。如果您的健康状况不佳，则必须去看医生。那么看病时如何用英语与医生沟通呢。没有人愿意因为饮食不当而生病，所以我们接下来从多个角度探讨我们日常的食物偏好和营养结构，让我们进一步了解健康饮食的重要性。同时，也谈到了我们现实饮食文化中不可忽视的一项——零食，以及如何写菜谱、自己做，以消除污蔑。

语言技能的分布当我们沉浸在第一单元五彩斑斓的美食中时，除了流口水之外，各种英语语言技能——听、说、读、写也在不知不觉中被品尝和消化。

教学理念

本单元在教学模式上尝试采用TBL任务型教学模式。事实上，实际的步骤……形式已散，但精神依然存在。

课堂教学提倡多层次、多形式的对话。根据教育心理学家科尔布的体验式学习理论，高中生的逻辑思维能力日益增强，也具备了一定的社会经验和知识基础。体验式学习可以实现更有效的知识转移。

当尝试在课堂上进行对话时，请尝试关注以下三个方面： 在师生对话中，关注班上最差的学生。在学生与学生的交谈中注重团队合作、互助精神。通过这两点，我们试图推动知识的落地。

书籍与生活的对话，注重激发学生的学习兴趣，提高知识和技能。

注重学习成绩分享，增强学生的自信心和社会责任感。分享的形式可以是多角度的。如学生之间、老师与学生之间、学生与家人之间、朋友之间等。

上面讨论的教学概念不是强制性的，也不是最新的。我想我可以尝试更深入地探讨这个话题。

操作理念

在具体操作过程中注重学生的个性和创新意识，给学生充分表现自己的机会。例如，在热身部分，要求学生定义健康食品和垃圾食品的概念。完全允许它们有不同的定义标准。我们英语课的主要目的就是用技巧来诱骗学生说话。毕竟我们是英语老师，而不是营养师。

类似的情况也出现在阅读模块的问题讨论部分。

大多数学校的外语教学，不，英语教学是大班授课，学生水平参差不齐。因此，任务的设置必须是分层的。当弱生遇到难题时，老师和学生会同时愤怒。当好学生遇到简单的问题时，老师和学生都会生气。不令人满意。最后不得不说，这本书没有办法教，但是我为全家人着想。当然，还需要为不同的学生搭建一个实现目标的平台。

在启动每项任务时，我们首先尽量给予足够但不过多的投入，力求相互衔接。用我们一位高年级学生的话说：打击假货，不要欺骗自己。

第三个方面：收集数据时，不要让可怜的英语老师挑选所有人。学生和老师一起工作。学年开始时，各单元的数据收集分配给各学习小组，并在相应单元开学前上交。开展一些评价活动，调动学生的积极性。

教学任务请自行阅读教学任务。时间限制为20 秒。课本上没有课外学习任务，但我觉得这个内容可以尝试一下。

Warming-up

由于昨天有些老师没有教材，我想提一下教材的内容：

1）课本给出了一些食物的图片，并要求定义它是垃圾食品还是健康食品。

2）提供空白饮食调查问卷

教学建议：

1、学生们刚过完春节回到学校，仍然可以通过填满嘴唇来回忆美味的年味，何不充分利用这一点呢？实现学生从压抑性学习向主动性学习的转变。激发他们说话的兴趣，不仅实现了良好的过渡，而且还借机呈现了大量与食物和饮料相关的词汇，实现了知识的有效传递。头脑风暴就是方法之一。

2. 在回忆美味食物的同时，引入健康食品和垃圾食品的话题，并要求学生给出不同的定义。允许不同的意见，但尽量保持英语作为课堂的工作语言。

3. 课堂上的学生饮食调查可以作为更广泛的家庭饮食调查的基础。拟增加健康状况概述，让学生直观地发现饮食对健康的影响，为后续制定健康食谱提供依据。

Listening

1.教材分析：

听力材料分为两部分：

1) 母亲与迈克谈论迈克的胃痛和他一整天的饮食

2）迈克去看医生并与医生交谈

2、教学建议：

1.建议在开始听之前先做预听。

对话的第一部分，学生可以分组互相询问一日三餐、零食等。因为听是母子之间询问当天饮食的对话。

2. 第二部分对话，由于看病是每个人的共同经历，所以让学生进行结对作业。根据从他们的医疗经验和聆听经验中获得的信息，他们可以想象迈克和医生之间的对话以及医生可能给出的建议。比较你的猜测率。

3、12的目的是训练学生集中听力的能力，同时为文化背景知识做铺垫，使他们在听力过程中能够准确定位和捕捉问题所需的信息点。

4.完成听力任务后，建议再听一次，并尝试重现听力中的场景（形式多样，如表演、单句复述、做笔记后完成复述或现场听写等），从而为下一步的演讲做好务实有效的准备。

Speaking

1.教材分析：

教科书给出了三种医疗场景和一个例子。目的是使学生能够在常见的医疗情况下用英语进行交流。尤其是常用的表达方式。

2、教学建议：

1.在前面的听力模块中，通过听力训练获得相关表达的输入，同时在最后的巩固复述中，将医疗情况

静老师在演讲模块开始前就让学生重温了Mike的医疗经历，做了充分的准备。为接下来的情景会议热身。

2.然后分别列出患者和医生常用的表达方式。 3、在热身对话和常用表达的支持下，鼓励小组活动，创造更多情景进行会话表演，让学生接触到更多与疾病相关的词汇（在情景中不知不觉地接受词汇扩展） 。

4.对于基础薄弱的同学，可以尝试： A.听力复现。 B：举例复述或表演5、如果时间允许，也可以写下对话。 （供选择）

Reading阅读部分

1、教材分析：

教材在阅读前给出了四个有关饮食习惯的常识调查问题。阅读材料是关于饮食习惯的讨论。

对于论文风格的文章，阅读后会提出五个扩展问题。

2、教学建议：

1.建议阅读部分的教学以学生对文章整体结构的把握为主，培养学生的阅读能力。这篇文章可以突出学生三个方面的能力：

高中英语第一单元口语课程示例英语版本第2 部分大家早上好！我很高兴能在这里进行我的课程计划演示。我要讲的教案是《NSEFC BOOK1》中第4单元野生动物保护的阅读部分。下面我从教材分析、学习条件、教学目标、重难点、教学方法、教学程序、板书设计等方面来阐述我的教案。

教材及学习条件分析

首先我们来分析一下教材。该阅读材料的标题是黛西如何学会帮助野生动物。讲述了黛西如何通过梦中与一些动物的交流，了解到保护野生动物的重要性。它与本单元的主题——野生动物保护的重要性密切相关。这段文字明显是按照Daisy的3次旅行与几种濒临灭绝的动物交流来组织的，而且这段文字并没有那么多生词

现在我们来分析一下学习情况，学生必须对这个话题非常熟悉，并且对各种动物都感兴趣。学生已经掌握了基本的阅读技巧，如略读、扫描等，以应对不同的阅读任务，并能用英语进行一些讨论。然而，他们对文中提到的WWF组织并不熟悉，不清楚作者写这些句子的目的，他们可能很难自己处理一些与野生动物保护相关的现实问题。

教学目标

根据对教材和学习情况的分析，我将向您展示教学目标。

(1) 语言能力：

1. 学生可以通过运用不同的阅读技巧来获取有关Daisy旅行所需的信息。

2. 学生可以通过浏览概括每段的主要思想。

3. 学生可以分析作者写“没有雨林，没有动物，没有毒品”和“而且总是有WWF”等句子的目的。

(2)语言知识：

1. 学生可以更多地了解为什么有些动物处于危险之中以及如何保护它们。

2. 学生能够知道如何使用新词，如emergency、important、contain等。

（3）情感目标：让学生认识到保护野生动物的重要性。

(4)文化意识：学生可以了解WWF组织。

(5)学习策略：

1. 学生可以通过与同学讨论保护动物来提高沟通策略。

2.学生可以上网查阅更多有关野生动物保护的知识。

重点和难点：

关键点：

(1)提高学生的阅读能力，如归纳、略读、扫描等。

(2)学生能获得文章的中心思想。

(3)学生能够知道如何使用短文中的生词。

难点：

1.学生能概括每段的主要思想。

2.学生能明白文章中某些句子的隐含意义。

教学方法

在教学方法上，我会按照互动的模式来处理阅读材料和交际的方式，让学生学以致用。

教学流程：

然后我会谈谈我的演讲中最重要的部分——教学过程。

热身

第一步是热身。需要3 分钟。首先，我将向学生展示一段有关濒临灭绝的野生动物的视频短片。然后，我会让学生和我一起说出里面濒临灭绝的动物的名字，并列出更多。这一步的目的是引起学生的兴趣并让学生熟悉主题——wildlife。

预读

第二步是预读。 2 项活动大约需要5 分钟。在第一个活动中，我将向学生介绍一些有关WWF 组织的信息。第二个活动是要求学生对“为什么有些动物处于危险之中？”这个问题给出他们的理由。这些活动的目的是让学生了解文章的背景知识并产生阅读文章的兴趣。也正是在这一步中，我们将教授一些新单词，如“毛皮”、“保护”、“影响”。

在读的时候

第三步是边读边读。它由3个活动组成，将在20分钟内完成。

第一个活动是略读。大约需要5 分钟。我会要求学生浏览这篇文章，并自己找出每个段落的主要思想。这对学生来说是难点，所以我会在必要的时候给他们一些提示，比如关键词或者一些可供选择的答案，帮助他们做总结。目的是提高学生的阅读能力——略读并让他们了解文章的主要思想。

第二个活动是扫描。大约需要3 分钟。我会要求学生快速阅读并做一些判断题。目的是让学生了解Daisy旅行和野生动物保护的详细信息，提高扫描能力。

第三个活动是精读。大约需要12 分钟。学生将被要求逐段阅读文章，并在表格中填写所需的信息——黛西旅行中动物的名称、它们的情况和结果。然后我会问学生问题：“作者想从第一段中告诉我们什么？”、“政府如何帮助保护大象？”以及“你如何理解‘没有雨林，就没有动物’这句话？” ， 禁止毒品。 ’和‘而且一直都有WWF’？”。这3个问题涉及到一些隐含的含义，学生可能很难理解，所以我会给出一些关键词作为提示，或者提出一些其他相关问题来引导他们他们找出答案。这个活动的目的是让学生充分理解阅读材料并尝试分析作者写一些句子的目的。在这3个活动中，我还可以教学生一些新单词，例如地毯、响应、强大等。

读后

第四步是读后。大约需要10 分钟。我会让学生4人一组，根据第27页的问题进行讨论，他们可以参考阅读材料找出答案。讨论结束后，我会请一些学生汇报他们的答案，特别是如何保护濒临灭绝的动物。

家庭作业

最后一步是家庭作业。大约需要2 分钟。作业是写一篇短文，题为“如何保护野生动物”。他们可以上网并尝试寻找更多有关野生动物保护的方法。

嗯，这就是黑板设计。中间是学生填写的表格，两侧是文章中的生词。正如我所提到的，其中一些是在预读中教授的。大多数都是在第三步边读边讲授的。

这就是我的课程计划演示的全部内容。感谢您的关注。谢谢你！

第四单元黛西如何学会帮助野生动物

保护动物情况结果地毯

毛皮Para 1 羚羊被猎杀减少强大

影响第2 段响应

缓解第3 段重要性

蚊子欣赏

高中英语第一单元口语课程样本英语版本第3部分大家好！我很高兴能在这里展示我的课程计划，

the lesson plan I will talk about is from NSEFC Book 2 Unit 4 Wildlife Protection, peariod1 How Daisy Learned to Protect Wildlife. I will explain how to teach and why to do so in the following aspectsthe analyses of teaching material, learning condition, teaching objectives, the important points and difficult points, teaching methods, teaching procedure and blackboard notes. Fistly, I’d like to present my understanding of teaching material. It’s the first period in this course. The lesson is mainly reading course. Its topic is about the importance of wildlife protection and how to protect the endangered wildlife. Ss are very familiar about this topic, so they will talk about it freely. This is all my understand of teaching material. Next, let’s move on to learning condition. My Ss are supposed to be grade1 in high school. Most of them have been learning English for seven years and their enthusiasm for English is quite high. They can express their own ideas in English. But they are lack of reading skills. Based on the analyses of teaching material and learning condition,I’d like to propose the teaching objectives, the important points and difficult points. (1) language knowledge After the class, the Ss can master the new words in this lesson, for examplecarpet, respond, distant… (2) language skill This is reading course, so after class the Ss should master the reading skillsprediction, skimming and scanning. What’s more, they should know how to summary the main idea of the passage from the key words and sentence. (3) Affective objectives After class, the Ss should understand the importance of wildlife protection. And they know how to protect and can take actions to protect animals. (4) Culture awareness Ss will know more about the agonization for wildlife protection, for example, WWF. And they will understand we all have responsibility for wildlife protection. (5) Learning strategy Ss will be able to learn both individually and cooperatively through activities. Now let’s move on to the important and difficult points The Ss talk the topic “wildlife protection” freely and master the reading skills—prediction, skimming and scanning. These are also the difficult points for Ss. As for teaching method, I mainly adopt communicative approach. Here comes the most important part of my presentation--- teaching precedure. I divide it into 5stepswarming-up, pre-reading, while-reading, post-reading and homework. Step1 warming-up. It will cost 5m. Activity1, I will play a vedio about endangered animals. After that, I will ask Ss to talk about why they are in danger of dissapearing. Ss will give some reasons. There will be some new words mentioned, such as wild, die out, disappear… I will explain them. Then I will say“These animals now are protected by some wildlife parks, such as Word Wildlife Found(WWF).” I will introduce more information about WWF. In this activity, Ss will know reasons of the dissapearance of wildlfe and get some knowledge about WWF. And they will get familiar about the following reading. Step2 pre-reading. It will cost 5m. Activity1, I will ask Ss to predict what the passage will talk about the title “How Daisy learned to help wildlife”. In this activity, Ss will learn the reading skill—predicting. Step3while-reading. In this step I will divide it into three activities, and it will cost 25m. Activity1 Skimming 5m In this activity, I will show main idea of each paragraph, but not in order. Ss should skim each paragraph and match them. I will imply that the main idea always appear in the first or the last sentence, but some will apear in the middle. In this activity, Ss will learn how to find the main idea of each paragraph using the reading skill—skimming. Activity2 Scanning 12m In this activity, I will make a table about Daisy’s three visits to wildlife. This table will refer to animals’ living conditions and the result of their lives. I will ask Ss to scan the whole passage, and find the information based on the table. They should finish the table in group of 4 members and after their discussing I will ask 2 or 3 groups to report their results. In this activiy, Ss will learn the reading skill—scanning, and master some new words and phrases, such as in relief, burst into laughter, mercy, certain and so on. They can find the important information from each paragraph and get the consciousness of team work. Activity3 summarize 3m Ss will summarize the main idea of the whole passage easily in group. From this activity, Ss will learn to analysize each paragraph and finally get the main idea. Activity 4 retelling 5m I will ask Ss to retell the passage in pair according to Daisy’s three visits. Then I will ask two Ss to retell in front of the class. In this activity, Ss can use the key words and sentences to retell the whole story and consolidate what they have learned. Step4 post-reading. It will cost 8. In this step, Ss will make discussion about ways to protect wildlife and express their own ideas with their previous knowledge. After 5m’s discussion, I will ask two or three Ss to show their ideas. In this step, Ss will not only share their ways to protect wildlife, but also practice their speaking. The last step is homework. I will ask Ss to find the persuasive sentences in the passage. They are asked to surf the Internet to find more ways to protect wildlife, and then write three suggestions to WWF to protect wildlife. Ss will make preparation for the next course--- persuasive writing. That’s all for the teaching procedure. And here is my blackboard note. On the right side, there are the words and expressions. In the left, there is the table about Daisy’s three visits. That all for my lesson plan presentation, thanks for your attention. Blackboard Note: Unit 4 How Daisy Learned to Protect Wildlife Paragraph(main idea ) Animal Situation Result Tibet Antelope Be hunted Numbers are descreasing … … … … …. …. carpet fur distant mercy certain burst into laughter in relief 高中英语第一单元说课稿范文英文版 第4篇Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English Book unit 1（A student of African wildlife/Why not carry on the good work）I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and Blackboard design. First, let me talk the teaching material. Part 1 Teaching Material: This unit is about（Great women and their achievements , Important people, history and methods of agriculture, Different types of English humor ,Culture differences and communication Different types of theme park） By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and Dr Yuan Longping’ achievement And chemical farming and organic farming. Charlie Chaplin and his funny and encouraging humor People from different area have different body language and use the right body language to showing our feelings. Theme park not only provide fun but also provide various knowledge and exciting experience. this lesson not only teach the students to learn the related material about (1) the good character to be a successful person (2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical fertilizers and how to increase production in organic farming. (3)Charlie Chaplin and his humor English jokes (4)Different body language and the similarities in body language which make the others understand our feelings. (5)Theme park but also learning ability in English . A： If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well. B： It provides all-around practice about listening, speaking, reading and writing revolve around the topic, it is the expansion of this unit and give Ss a space to use the language So it plays an important part in the English teaching in this unit. （As we know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . ）According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings: objects: (1)the students can hear, read, and use the main sentence patterns. (2) the students can understand the content of the lesson: (3) the students can use the patterns to express their thoughts in proper situation and learn how to describe people with adjective. Ability objects: Ability objects of this section are (1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability. (2) To train the Ss’ ability of working in pairs. (4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability. objects: By reading A Student of African wildlife /why not carry on the good work, students can learn from (1)Jane Goodall in at least two aspectsone is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiao zhi in at least two aspectsone is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful. (2)Dr Yuan Long ping his scientific research spirit and attitudes toward life This passage what is chemical and organic farming and their advantage and disadvantage. 高中英语第一单元说课稿范文英文版 第5篇Women of Achievement Good morning, ladies and gentlemen. My topic is Women of Achievement, that is, unit 1, in module 4. The reading passage “A Student of African Wildlife” is talked later and my talk consists of 4 parts. Part 1, my understanding of the material. Part 2, teaching approaches. Part 3, preparations before class. Part 4, teaching procedure. Part 1 my understanding of the material First, let me introduce the reading passage. It is the center of this unit’s teaching and learning. It is made up of 4 paragraphs, that is, one day’s observing chimps with Jane in the forest; how Jane did her research and her achievements; Jane’s love towards animals and her contributions to animal protection; and a short summary to her. By learning this lesson, the students can not only understand women’s status in society and everyday life, their values and contributions, their difficulties and achievements, but also learn how to use some words, phrases and sentence patterns. Of course, the students can practise their reading skills, such as skimming, scanning and careful reading. Second, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading and writing, they still need many opportunities to explore and convey meanings; to classify and reflect on their thoughts, feelings and experiences; to experiment and use their imaginations, and also to develop their autonomous learning ability, cooperative learning ability and investigative learning ability. Third, about teaching aims Knowledge aimsTo learn how to use the mastery words, phrases and sentence patterns; To learn sth about Jane’s research. Ability aimsTo cultivate the students’ autonomous learning ability, cooperative learning ability and investigative learning ability; To develop students’ reading skills, such as making prediction and drawing inferences from the context. Emotional aimsTo encourage the students to participate in the class activities and cultivate their teamwork spirit; To learn Jane’s bravery and perseverance in achieving her goals; To reinforce the sense of wildlife protection. Fourth, about key points and difficult points I think they are to develop the students’ reading skills, such as making prediction and drawing inferences from the context; and to learn how to use the mastery words, phrases and sentence patterns. Part 2 Teaching approaches According to the analysis above, I’ll try to use the following theoriesto make students the real master of the class while the teacher myself the director; to inspire the students, especially girl students to chase their dreams with great determinations. Therefore, task—based teaching method, students—centered teaching method and CAI will be used. Part 3 Preparations before class I will ask the students to surf the Internet or go to the library to find some information about great women that they are interested in. And in class, they will give reports of the information they have obtained. By doing this activity, I can train their autonomous learning ability and investigative learning ability, and their abilities of collecting and dealing with information. Part 4 Teaching procedure I designed 6 steps to deal with this reading passage. Step 1 lead—in Activitypicture appreciation and question answering I’ll show them some beautiful pictures of wild animals, such as lions, Tibetan antelopes, monkeys and chimps. Then one question will be askedwhich animal has the closest connection with human beings? It’s not so difficult. Of course, chimps. Then the students can find more about chimps from the reading passage. The purpose of this activity is to stimulate the students’ interest and naturally lead to the reading passage. Step 2 pre—reading Activitylook and guess The students will be asked to just glance at the title and the two pictures in the book, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion. This activity is to inspire the students to read actively, not passively. Surveys show that active reading can raise the readers’ interest and reading efficiency. Other purposes are to develop the students’ reading skill—making prediction and to encourage the students to think in English, express their thoughts in English and cooperate with each other. Step 3 reading Activity 1 scanning The students are required to scan the text quickly and find out specific information of the following questions. 1 who is the student? 2 what animals are observed? 3 when did Jane Goodall arrive at Gombe? How old was she? 4 what was the purpose of her study? By doing this activity, the students can improve their reading skill—scanning. And they can get the two lines of the whole passage, the main line—student, and the hidden line—wildlife. It builds a solid base for the latter reading comprehension. Activity 2 skimming The students are asked to skim the text quickly and summarize the main idea of each paragraph. By doing this, I can train the students’ reading skill—skimming. And before their skimming, I’ll remind them to find out the topic sentence of each paragraph. Activity 3 careful reading For paragraph 1Video watching and completing a diagram Get the students to watch a short video of Jane’s research with chimps. This paragraph is a description of what Jane and her partners did in the forest. The video can turn the description in words into images. So it seems as if the students themselves went into the forest. Then a diagram will be shown to the students. It contains the main actions of the chimps. They have to complete it. By these two changes, the students can master the important words, phrases and sentences better. For paragraphs 2-3Retelling job These two paragraphs are relatively long, so the students may have difficulties in classifying the content. Therefore I divided all the sentences into 3 aspects, that is, Jane’s difficulties, her discoveries and her contributions. According to the key words, they have to retell it. By doing this activity, I can train the students’ language organizing ability to meet the demands of the new curriculum. For paragraph 4Question answering It is a short summary to Jane and implies that women can do what they want to do as men. This paragraph is relatively short and easy to understand. So the questions are fairly easy and will be offered to the less talented students. Step 4 post—reading I designed 2 activities. Activity 1multiple choice questions These questions are to help the students get a better understanding of the text. Some of them are about details, and some of them are inferences. Inference questions are more difficult. So I will give them to the top students, and the easier ones to less talented students. Therefore all the students can have the chance to participate in the class activities and achieve the pleasure of learning English. Thus task-based teaching method is used here. Activity 2qualities and looking for relevant sentences It is an activity to consolidate what they have learnt in the class. Traditionally, a blank-filling task is often used in this step, but it is a passive activity. In order to get the students to learn actively, I designed this activity. Just get the students to look at the title and think about “what kind of student Jane is”. They will say many words, like hard-working, brave and so on. Then ask them to find out the sentences from which we can see these qualities. To do this job, the students have to read the whole passage more carefully again, and they will get a deeper impression of the language structure. Here students-centered teaching method is used. Step 5 Discussion The students will be divided into several groups to discuss the following questions. 1 Jane was brave enough to live in the forest. What difficulties do you think she was facing? 2 If you have the chance, will you do what she did? This activity is to cheer the students to think deeply about Jane’s research and to practice their oral English. Step 6 Homework Activity Thinking and Writing The topic is “ though our grandmothers and mothers haven’t done something great like Jane, do you think they are great, too?” Give your reasons. This activity is designed to train their writing skills and stimulate the students to become aware of the greatness of ordinary women. So greatness is close to the students’ daily life. In class, I will use CAI, so there is no blackboard design. That’s all. Thank you! 高中英语第一单元说课稿范文英文版 第6篇Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading. In the reading process, I will focus on students’ long-term development and enable them to 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 material The 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 Identifying the teaching aims Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson: The 1st aimStudents learn the skills and strategies to read a prolonged text. The 2nd aimStudents get a better understanding of what a gap year is. The 3rd aimStudents are encouraged to figure out the implied meaning. The 4th aimStudents are familiar with various expressions or approaches to express the same idea. Section 3 Teaching procedures In 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 getting ready, focusing on main facts, reading between the lines and responding the text. Part 1 Getting ready Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will 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 1A 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 followsAfter 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 2Brainstorming After the summary, I go on to show some more pictures of 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 of Paragraph1 and get students to catch the answer to the questionThey 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. With the question in mind, students will definitely be eager to listen to the tape to find the answer ) Part 2 Focusing on main facts During the part, I will ask the students to answer the question—what does the author say? Students are 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 followsLast 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 reliving their psychological burden, otherwise students would be discouraged by such a long article) Task 2Matching 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 readingWhom do the results belong to? Carol________ Daniel________ Martin_______ A felt being part of another culture B be 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 situation 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 know that a table is of great help in their future reading) Task 3Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the questionWhat 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 titleMind 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 mindWhat three types of activities do the UK students choose to do during a gap year? The key isMany students use that time to travel, learn new skills or be 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) Task 5History of the gap year I play a second VCR and get students to answer the questionWhen did the gap year start in the UK? (The task enables students to have a good knowledge of the history of the gap year) Task 6Comments The second, third, seventh, eighth paragraphs deal with theme 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 linesIn third part, I will encourage the students to answer the question—what does the 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 of three tasks. Task 1Similar sentences 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) ⑴It (a gap year) is more than just a long holiday(Line 50) A gap year is more than just a year away from studying ⑵Employers say they prefer to hire graduates 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) Task 2Guessing from the context I get students to guess from the context the meanings of the four words or phrases⑴the career ladder (Line 4) ________________________ ⑵every point of the pass (Line 5) ________________________ (3)delicate (Line 22) ________________________ (4)an edge in the job market (Line 54) ________________________ (The task helps students to recognize that in most language-leaning situations they will come across vocabulary they 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) Task 3Benefits Students are asked to collect advantages of taking a gap year in the text. After that, students have the chance to listen to a third VCR, which contains more information about advantages. While listening, students are encouraged to take notes of what they can catch □ teach students to be independent; □ help students develop and grow; □ learn new skills; □ see life in a different way; □ be ready to face challenges; □ gain life experience (The task is intended for students to collect more information about students taking a gap year, which also makes them well prepared for the writing task in the next part) Task 4Recognizing the implied message I play a fourth VCR. While listening, students are expected to fill in the two blanksActually, a year off is not a gap, but a time for personal growth and d_______, a b______ 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.) Task 5Understanding the title After reading the whole text, I will get students to focus on the title. Mind the gap (The task is designed to help students fully understand the hidden meaning of the titleThey 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 we all 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 1I 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 2After 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 and writing skills) OK, so much for my teaching plan. Thanks for your attention. 高中英语第一单元说课稿范文英文版 第7篇Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading. In the reading process, I will focus on students’ long-term development and enable them to 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. This period is from unit 6 of book 5 PEP senior high school .this unit is around the space exploration to improve ss' listening speaking reading writing ability ,this period is a listening and speaking ,the topic is hot ,but it is far away from actual life. So the teacher should enlighten the students to think deeply the advantage and disadvantage of space exploration . . According to the new curriculum standard and the characteristic of listening and speaking lesson ,combining the content ,I set up the teaching aims Through the listening practice and speaking practice ,improve the ability of using language, know much about the space exploration ,and cultivate the students exploration spirit . So the key point and difficult points is understanding the main idea of the passage . Analysis of the students Students have certain ability and skill in listening comprehension ,they have the ability of gaining the information. Have grasped many of the students can express themselves correctly . It is the listening and speaking lesson ,so I will take lingual method and task-based language method ,the students will finish the task in groups and improve the ability of using the language . My teaching procedures if following: Step 1 lead in To arouse students' interest in space exploration ,I show them some pictures about space exploration,the picture of the three famous astronauts in china ,some pictures of look at and try to recognize the people Step 2 listening practice To draw students' attention to the topic, ask students a question and comment on their answer "can you guess what are going to listen to today ? Then to cultivate their ability to grasp the main idea ,let the students listen to the tape ,try to figure out the main idea and do the exercises Play the tape for the first time and get the main idea and finish some of the exercises To train their ability of searching for detailed information in listening ,I play the tape for the second time and ask them to finish all the exercise and check the answer To make sure that students can complete the task and offer help if necessary ,play the tape again . At the same time,check the answer with the whole class ,and get them to know how to find the answer by asking "how do you know that Step 3 speaking activities To have students practise their speaking ability .I ask students to discuss the question in groups from the passage ,we can know that space exploration is developing rapidly in recent years ,do you think ti worth exploring the space ."try to express their own opinion and give us your reasons "why you are for or against the exploration" To check the results of discussion,ask the students to report after ten minutes' discussion. To design their impression of different ideas and prepare them for the writing task after class,ask the students to make a list on the blackboard Step 4 conclusion To enable students to summarize what they have learned ,ask students to sum up the ideas on the blackboard Step 5 assignment To enable students to consolidate their knowledge in the form of writing ,ask students to write a passage on whether the space is worth exploring 高中英语第一单元说课稿范文英文版 第8篇Good afternoon,teachers. It’s my great pleasure to be here sharing my teaching ideas I’ll begin the lesson from the following four parts: Analyzing teaching material The teaching methods The studying methods The teaching procedures and while 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 develop students’ sense of cooperative learning. Then the teaching key points is to help the students get a general idea of the whole And the teaching difficult points is to make students use their own words to express According to the analysis above, I’ll try my best to carry out the following theories while dealing with this lesson: To make students the real masters of the class while I just act as a director. To combine the language structure with the language functions. And to make students receive some moral education while they are learning language. In order to achieve my goal, I will use the following teaching methods: The first teaching method I will use is communicative approach, since language is used 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 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. 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 in cooperative learning skill, many students are not active in English class, and even some of them don’t like English. Therefore, I will have the students learn English in a much more relaxed atmosphere. The learning process of students is from 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-in At the very beginning of the class, I will make the students have a free talk about and then discuss the questions in pre-reading on page . The purpose of this step is to arouse the students’ learning interest. After a discussion about the questions, the students will be eager to know something about and it’s the very time to naturally lead the class into Step 2 Listening comprehensions In this step, I will write several questions before listening to the text: And then I will make the students answer the questions after listening to the tape. The purpose of this step is to train and improve the students’ listening ability . Step 3 skimming and scanning In this step, I will give the students two tasks . The first task is to get the general idea, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their own thoughts in English. The second task is to get the main idea of each paragraph. I will divide the whole class into several groups to skim the whole text and get the main idea of each paragraph. The purpose of this task is to improve the students’ fast reading skill and cooperate with each then guide Ss to read the material carefully and take some important notes, then answer the following questions in P. Step 4 Retelling the passage Language is learned by communicating. It’s my job to creat an atmosphere for students to use the language. The students discuss in their group and then choose a reporter to share to the whole class. Step 7 Consolidation In this activity, I will ask some students to read each paragraph, and then do the exercise following the text. Step 8 make a summary I will go through the important points and difficult points of this lesson with the students once again. And of course, the language points on the blackboard will be mentioned as well. And now let’s move to the last step Step 9 Homework 1. Read the passage as frequently as you can 2. Find out some words and sentences you think are beautiful and recite them. Purpose of my designHomework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims. That’s all of my teaching ideas about this lesson. Thanking you for your listening. 高中英语第一单元说课稿范文英文版 第9篇Good morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 5 Music. I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material. Firstly，let me introduce the teaching material. This unit is to introduce to us different types of band. The reading passage is the center of this unit. It is made up of 4 paragraphs, that is, many people want to be famous as singers or musicians, form a band, Monkees began as a TV show and they became even more popular than the Beatles. The text is the most important teaching material in this lesson, which extends the main topic “music” and contains most of the vocabulary and grammar points that students should learn in this unit. Secondly, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability Thirdly, I’d like to talk about teaching aims and demands 1 Knowledge aims: （1）to help students to understand and master the words, phrases and sentence patterns. （2）to know some basic information about music 2 Ability aims: (1) To improve the students’ organizing and using skills of English as the second language (2) To understand the main idea, to scan for the needed information and to grasp the details 3 Emotional aims: (1) Help students understand different type of music and how to form a band (2) Develop students’ sense of cooperative learning Fourthly, teaching key points is 1. To help the students get a general idea of the whole passage, and some detailed information and language points as well. 2. To understand how Monkees formed, developed and succeed. Teaching difficult points is 1. The students use their own words to express their own ideas. 2. the prep+ whom/which attribute clause According 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 Teaching Language is used for communication. It’s learner-centered and emphasizes communication and real-life situations. b. Task-based Language Teaching A 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 Teaching Language learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive. Part 3 Learning Methods Task-based, self-dependent and cooperative learning Part 4 Teaching Procedure Step One Lead-in “Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the band”. I’ll play some different type of music to attract their attention and then bring some questions. Question: What kind of music they like? Which band they know best? The answers must relate to band. After this, the students will be eager to know something about band and this is the very time to naturally lead the class into Step 2 Step 2 Reading for informationskimming and scanning In this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context. Task 1 General idea The students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion. The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other. Task 2 Main idea of each paragraph Cooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 4 groups to skim the whole text and get the main idea of each paragraph. Step 3 Reading for comprehension The 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 practices on Page 35 can help check the situation. Step 4 Solving difficult language problems through reading It’s important for language learners to learn important rules of grammar and use these rules to solve problems in reality. In the previous process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss and explain. This period of time belongs to students. They can ask any questions they come across in the process of learning. I’ll explain the questions and difficulties. The purpose of this is improving the students “questioning spirit” and dealing with the difficulties. Step 5 Consolidation Language is learnt by communicating. It is my job to create an atmosphere for students to use the language. Here I design 2 activities 1 Reading for comprehension I’ll ask 4 students to read each paragraph, and then do the exercise following the text. I think it’s a good way to review what they have learned. 2 Discussion During making discussion, the students will deepen their understanding of the main idea of the passage. a. Why Monkees can be successful? Give reasons. b. What’s the most important thing for a successful band? Why? Step 6 Homework Ask the students to write down sth about their favorite singers, band or music and list the reasons. The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning. Part 5 Blackboard design Unit 4 Music Passage The Band That Wasn’t Topic Sentences: 1. Many people want to be famous as singers or musician 2. Form a band 3. Began as a TV 4. They became even more famous than the Beatles Discussion: a. Why Monkees can be successful? Give reasons. b. What’s the most important thing for a successful band? Why? In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily. In this text, the design is not easy to write. I write the topic sentences on the blackboard, in order to tell the students that this is of the importance in this class. I want to make the design inductive, instructive and artistic. 高中英语第一单元说课稿范文英文版 第10篇Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading. In the reading process, I will focus on students’ long-term development and enable them to 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 aims Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson: The 1st aimStudents learn the skills and strategies to read a prolonged text. The 2nd aimStudents get a better understanding of what a gap year is. The 3rd aimStudents are encouraged to figure out the implied meaning. The 4th aimStudents are familiar with various expressi or approaches to express the same thing or idea. Section 3 Teaching procedures In order to achieve the teaching aims mentioned above, I decide to 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 ready Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will 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 1A 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 followsAfter 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 2Brainstorming. 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 questionThey 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. ） 高中英语第一单元说课稿范文英文版 第11篇Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with content of my lesson is Senior English Boonit 1(A student of african wildlife/Why not carry on the good work)I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure,and Blackboard , let me talt the teaching material. Part 1 Teaching Material: This unit is about(Great women and their achievements , Important people,history and methods of agriculture, Different types of English humour ,Culture differences and intercuritural communication Different types of theme park) By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and DrYuan Longping’achivevment And chemical farming and organic farming. Charlie Chaplin and his funny and encourageing humour People from different area have differert body language and use the right body language to showing our feelings. Theme park not only provid fun but also provid various knowledeg and exciting experience. this lesson not only teach the students to learn the related matreial about (1) the good character to be a successful person (2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical frtilizers and how to increase production in organic farming. (3)Charlie Chaplin and his humour English jokes (4)Different body language and the similarutues in body language which make the others understand our feelings. (5)Theme park but also learning ability in English . A： If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well. B： It provides all-around practice about listening, speaking, reading and writing revolve around the topic,it is the expansion of this unit and give Ss a space to use the language So it plays an important part in the English teaching in this unit. (As we know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . )According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind,I think the teaching aims are the followings: objects: (1)the sutdents can hear, read, and use the main sentence patterns. (2) the students can understand the content of the lesson: (3) the students can use the patterns to express their thoughes in proper situation and learn how to describe people with adjective. Ability objects: Ability objects of this section are (1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability. (2) To train the Ss’ ability of working in pairs. (4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability. objects: By reading A Student of African wlidlife /why not carry on the good work, students can learn from (1)jane Goodall in at least two aspectsone is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiaozhi in at least two aspectsone is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful. (2)Dr Yuan Longping his scientific research spirit and attitudes toward life This passage what is chemical and organic farming and their advantage and disadvant age. 高中英语第一单元说课稿范文英文版 第12篇Good morning, ladies and gentlemen! I’m XXX from High School. I’m very glad to present my lesson plan here. It is from Unit1 Module 2 NSEFC, Using language, reading, listening and speaking, the fourth period. I. Analysis of the teaching material and learners The content of the material is about how the Amber Room got lost, which is also the clue of the whole lesson. The reading passage is about the definition of fact and opinion. There is an old miner’s story about what happened to the Amber Room for students to decide whether he gives facts or opinions. In the listening part, there are two pieces of narration about how the Amber Room got lost. Students will listen and then fill in two tables with some information missing, which is difficult for them. In the speaking section, discussions will be carried out by using the expressions from the table as the output. My students are familiar with the Amber Room now because they have learnt about it in the previous lessons. They have learnt many useful words for describing the Amber Room, which can make listening easier. Their scanning skill, even though it is not well-developed, plays efficient role in getting the required information in the limited time. However, the students’ listening skill of note-taking is poor and the listening passage is long and difficult for them, and they have no idea about how the great treasure got lost, so finishing the table will be a difficulty. In order to make it easier for them to fulfill the listening task, some key words from the listening are given to students. Before the blank-filling, some multiple choices will be given in order to help students get the general idea of the passage. II. Learning objectives According to the above analysis, I set the following learning objectives. Firstly, find out the differences between a fact and an opinion by scanning. Secondly, predict the content of listening by studying the key words that may appear in the listening content. Next, take notes of the key words from listening to get some information to fill in the tables and understand the main idea as well. Finally, learn the following words and expressions (trial, evidence, explode, entrance, sink, etc). by heart. Among all the objectives, Finding out the differences between a fact and an opinion by scanning in reading process and knowing how to tell a fact from an opinion as well as give opinions are essential for the students. It is one of the focuses of this lesson. And in this lesson, the listening practice will take up most of the time because it is important for students to know how to take notes while they are listening. So this is another focus. The skill of note-taking is vitally important for the students during the whole process of English study, but it is also a difficult skill for them at present. III. Teaching procedure We will spend 17 minutes on reading and 28 minutes on listening and speaking. The first two steps are for the reading part. Step 1 is pre-reading. There are two activities. Activity 1 is reviewing. I will show students a passage about the summary of the reading passage In Search of the Amber Room. Students will fill in the blanks with the relative words of attributive clause. Blank filling with the relative words aims to check whether the students can use the grammatical rules learnt last period in another context. The last three sentences mainly talk about the loss of the Amber Room, which function as the topic for the next activity. Activity 2 is discussing. I will lead the students to discuss what information is the fact and what information is the opinion about the Amber Room from the summary. As one of the language focuses, the difference between fact and opinion will be paid much attention to in this step, which can make preparations for the following steps. Step 2 is while-reading. There are two activities. Activity 1 is scanning to find out the definitions of fact and opinion, which is the foundation of this lesson. Activity 2 is also scanning. Students will be asked to read the story told by Jan and then fill in the table. After that, they will discuss whether the event Jan saw is a fact or an opinion by using the expressions in the table (slide). This activity offers students the chance to make judgment in a real life situation according to the definitions. They will use some expressions they know to give opinions by answering “why” questions. Next comes the listening. There are two parts, Part A and Part B. Step 3 is pre-listening for part A. I will show students some key words and expressions from the listening material. I will explain them. The students will guess what they are going to listen from the newly learnt words and phrases. Step 4 is while-listening for Part A. I will give students two chances. After the first listening, the students will finish four multiple choices. Based on the four questions, the students will know the main idea of Part A. For the second listening, the students will be asked to take notes down, and then fill in the blanks according to the notes taken. After that, they will check the answers with their partners’. Step 5 and Step 6 are designed to deal with Part B. It will be done just as part A. Firstly, the students will study the key words from the listening and predict the content as the pre-listening activity. Then, for the first listening, listen for answers to four multiple choices to get the main idea of the listening. Lastly, for the second listening, the students will take down key words to fill in the table. Predicting with the key words may lessen the students’ difficulty in getting the information. Multiple choice exercises are for the preparation to get a general idea of the listening material, which can be helpful in the blank filling activity. The listening is the foundation for the next step. Here comes Step 7, post-listening. There are two activities. Activity 1 is pair discussion. Based on the reading passage and the listening material, the students will be asked to decide who told the truth about the missing of the Amber Room and give the best evidence by using some functional items to ask for and give opinions in pairs. Activity 2 is a group discussion. I will create a real life situation. I will say that Shanghai Expo is a great success. The students will work in groups of four and have a discussion about whether it is the best exposition ever. During the discussion they can refer to more expressions of asking for and giving opinions in the textbook. Based on all these activities, students have got enough input. Now, it is quite natural for them to give a valid output in Step 8. After knowing what fact and opinion are and know how to give and ask for opinions, students may have less difficulty in doing this. The class will end up with an exciting discussion. Then I will ask students to write five sentences as evidence to support their opinion that Shanghai Expo is best ever. This is the homework. IV. Blackboard notes These are my blackboard notes. On the left, definitions of fact, opinion and evidence are given, which can help the students understand the key point in class. In the middle are key words from the first story in listening and on the right are the key words from the second story. Those words can be helpful for the students to get the general idea and easy to write down notes while they are listening. V. Reflection To sum up, there is enough input from reading and listening material, which provide the students with essential knowledge about the concepts of fact, opinion and evidence necessary for students to distinguish facts from opinions for later speaking activities at output stage. This lesson can be viewed as a typical integration of reading, listening and speaking. Reading for the definitions of fact, opinion and evidence functions as the input before using the knowledge to make judgment on the facts and opinions after listening. That’s all for my presentation. Thank you for listening. 高中英语第一单元说课稿范文英文版 第13篇Good morning, ladies and gentlemen . I’m xx. I’m from xx High School. Today, I feel honored to have the chance to share my ideas with you. In the reading process, I will focus on students’ long –term development and enable them to use reading strategies to read efficiently and independently. My teaching plan will include 4 sections. They’re analysis of the teaching material,. Teaching aims , teaching methods and teaching procedures. Section1 . Analysis of the teaching material. The selected teaching material is a magazine aritcle taken from the reading of Module 2 , Unit3 . It is about the curse of the mummy ,which deals with an amazing man who devoted most of his time making discoveries in Egypt and strange things that happened after his finding the tomb of king Tutankhamun. Section 2 Identifying the teaching aims. Based on the analysis of the teaching material, I have chosen the following as the teaching aims,The 1st aimTrain the students’ reading ability reading skills- predicting information. The 2nd aimLearn some useful words and expressions. The 3rd aimDevelop the students’ creative, comprehensive and consolidating abilities. Section3 Teaching methods and aids. 1. Enjoyment of a short film before reading to make the students interested in what they’ll learn. 2. Fast reading to get the general idea of the text. 3. Careful reading to answer some detailed questions4. Multi-media Section4 Teaching procedures. Part1 Lead-in Help the students to recall the well –known film TITANNIC by showing them a short flash of the film. The purpose of this activity is to arouse the students’ interest and curiosity to read the passage. （on the screen ） Part 2 Reading comprehension- fast reading and careful reading 1. Reading strategy – predicting information in advance. Before asking the students to skim the passage, direct their attention to reading strategy first. Conduct the activity as follows .（on the screen） 2. Skimming Ask the students to skim the passage and complete the three questions of Part A on page 42. 3. Reread the passage Ask the students to reread the passage and identify which statements are true and which are false. Have the students complete Part C1 individually. Check the answer as a class. Statements in Part C2 are summaries of the paragraphs. Ask the students to match the statements with the paragraphs. Check the answer as a class. 4. Listening for detailed information Evaluate the students’ comprehension by asking them to identify the relationships between these characters. （on the screen） 5. structure reading Ask the students to divide the text into a few parts according to the general idea of each paragraph .（on the screen）According to the diagram,I let the students make a summary of the text or let students fill in the blanks .（on the screen） Part 3 Consolidation Ask the students to complete Part D and E individually . I can adapt Part D as the example shows . After completing Part D, the students are required to read the article in Part E and then fill in the missing words, check the exercises as a class. Part 4 Post –reading activities 1. Ask the students to express their opinions on the following questions .（on the screen） 2. Ask the students to write a summary about Howard Carter. 3. Ask the students to focus on Part F and make up a dialogue as the example show. Make sure that all the students participate in the discussion. Ok , So much for my teaching plan ,Thank you for your careful attention. 高中英语第一单元说课稿范文英文版 第14篇Lesson Plan Presentation Reading Part in NSEFC Module 1 Unit1 Friendship——Anne’s Best Friend Hello, 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 aspectsthe 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 girl who treated her diary as her best friend when she was hiding away from the Nazi during the Second World War. It mainly consists of two parts; the first part is the introduction of Anne and her diary named Kitty. The 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 skill Ss will improve their reading skills by training some of the reading skills, such as skimming, scanning. It is the important point of this lesson. Ss will improve their writing skills by writing a letter to their friend. It is the difficult point of this lesson. (2) language knowledge Ss will master most of the new words and expressions in the text. This is the important point of this lesson. Ss will know the direct speech and indirect speech. (3) Affective objectives Ss will have a deeper understanding of the friendship so they will cherish their friends more than ever before. Ss will realize the cruelty of the war and the importance of the peace. (4) Culture awareness Ss will know more about the Second World War, especially the persecution Jewish people suffered from the Nazi. (5) Learning strategy Ss will cultivate their ability of individual learning and cooperative learning. As for the teaching methods, I mainly adopt audio-visual teaching method in the lead-in. During the reading process, I follow the top down modal to help the Ss to learn the text. Now, here comes the most important part of my presentation—teaching procedures. I’ll finish the lesson in 4 steps within 45 minutes. They are: Step1Lead-in. Step2:Pre-reading Step3While reading. Step 4Post-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, so others had to hide away. Then I will ask Ss what they needed most when in hiding. Ss may come up with the food, clothes and so on. I will give them some hint and they will realize that friends are also very important for them. Then it will be very natural for me to tell them than there was a girl called Anne who had a very good friend during the hard time. In this process, I will introduce them three new words, they areGerman, 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, I will firstly ask Ss if they have to go into hiding like Anne and her family, what they would like to say to their friends. Ss will talk in groups of four and share their ideas with each other. During the discussion, the Ss will be stimulated and also know the importance of friendship. It 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 Friend 幻灯片投影布 Beforepaid no attention to it reasons Whilego crazy about it German Netherland Go through Set down A series of 高中英语第一单元说课稿范文英文版 第15篇引言：在英语教学中落实新课程标准，就是贯彻执行国家教育部关于课程改革的决定。新课程标准的三维教学观，具体到英语学科就是要整合发展学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的素养，培养学生综合运用语言的能力。开展课堂探究是培养学生综合语言运用能力的最佳手段。所以在我的教学设计里，每一个教学活动中都有情景创设，学生探究，学生处理问题和巩固训练等环节。 一、教学内容分析 (一)知识背景及新课程、新教材 本单元围绕考古这一主题开展听、说、读、写多种教学活动。旅游作为当今社会人们最感兴趣的话题在英语学习占有非常重要的位置。名胜古迹是旅游的重点内容之一，名胜古迹中的许多发现都来自于考古工作。所以Archaeology也是一个非常贴近生活、具有时代性、可挖掘性的教学主题。 本单元所选的语言素材涉及中外名胜，有利于学生了解外国文化，增强世界意识。正如新课程标准中的教学建议所提：学习考古有利于“拓展学生的文化视野，发展他们跨文化交际的意识和能力”；在利用现代教育技术观看历史教育片的过程中，“拓宽了学生学习和运用英语的渠道”；同时本单元的教学对教师本身历史文化修养、广阔的知识面等方面有非常高的要求，体现了师生共同不断更新知识结构以适应现代社会发展对英语课程的要求的“与时俱进”的理念和思想。 （二）教学重点难点 1.利用已有知识谈论石器时代、青铜器时代、汉朝、唐朝等时代人们的饮食起居、文化娱乐、生产工具等，为以后阅读英国的《巨石王》和中华文明的起源奠定基础。 2.调动学生的积极性，组织他们利用表达好奇功能结构谈论他们所感兴趣话题。 3.听力是这一课的难点。听力材料介绍是古代法国人用来射箭的一种武器。材料长，对武器的结构的解释比较复杂。但是学生听过材料后能够顺利地完成课本上的练习。这里不要求学生理解细节，只要能完成练习就行。 二、三维教学目标 （一）知识技能 1.学会谈论古代人的生产、生活； 2.学会表达对什么东西的好奇，如： • I wonder what/ who… I really want to know… • I’m curious to… I’d love to know… • I wonder if/whether… What I’d really like to find out is… • I’m curious about… I’d like to know more about… 3.学习一些与考古有关单词、短语和句式,如：archaeology及其派生词，curiosity, bronze, dynasty, decoration, artifact, unearth, spear, pot等。 （二）情感态度 1.让学生了解本单元的总体学习目标，以便激发学习学习积极性。 2.从谈论石器时代、青铜器时代、汉朝、唐朝等时代人们的饮食起居、文化娱乐、生产工具等入手使学生到中国具有悠久的历史、灿烂的文化，增强学生的民族自豪感，爱国主义情操。增强学生学好英语自信心。 3.通过开展小组活动，指导学生积极与人合作，相互学习，相互帮助，培养其团队精神。 （三）学习策略 1.认知策略：通过-ology, -ological, -ologist等词根的学习，掌握archaeology, archaeologist, archae- ological等词，同时掌握同类词的学习方法。 2.调控策略：通过听力让学生了解到听力有时很难，不可求全责备。可以材料调整听力要求。有的要听懂细节，有的甚至要推断隐含内容，但有的只需要掌握大意。 3.交际策略：通过谈论古代人的饮食起居、文化娱乐、生产工具和谈论兴趣等真实交际活动提高用英语交际的能力。同时让学生了解表情、动作等非语言手段提高交际效果。 4.资源策略：让学生了解博物馆、名胜古迹和书籍资料一样是学习的重要途径。 （四）文化意识 1.了解英语国家对文化遗产保护的态度。 2.了解西方国家部分古代用具。 3.通过中外古代文化对比，加深对中国文化的理解。 三、具体教学步骤 (一) 导入(Lead-in) 这一步骤的重点在于激发学生对考古学的兴趣，因为一般学生认为考古没什么有趣的。 活动方式：师生互动。教师盯着天花板的一处看30秒钟。引起全班同学一起去看。然后问：What do you see? 学生自然会回答：Nothing.然后再问Do you know what I was looking at? 学生自然会回答：No, I don’t. 然后告诉学生老师根本没有看什么，只是做一个动作而已。再问Why did you look at there after me?学生答不上。老师告诉学生That is because of curiosity.再问What is the word curiosity from? 学生学过curious，所以能答上来。老师再讲：根据心理学的观点，每个人都具有对新鲜事物认识的兴趣，这叫做Curiosity。然后给出一个新词： Archaeology(板书课题)并指出This is a new word for you. You may want to know it.老师再问Do you think it is a course or a science?部分学生会答Yes.接着问Why do you think it is a science?学生会说出他们学过以-ology结尾的词。这时便可以打出幻灯片，再进行以下活动： 汉语意义 名词 形容词 ……学家 技术 technology 生物学 biology 心理学 psychology 人类学 anthropology 细菌学 bacteriology Physiology Sociology zoology 1.组织学生推出Physiology，zoology和sociology和汉语意义； 2.组织学生推出technological, technologist； 3.组织学生推出其它词的-ological和ologist的形变； 总结：学习构词法知识对于扩大词汇量有非常重大的意义。 最后指出今天所学内容是Archaeology.再问What are the goals in learning the unit? (二)单元学习目标(Goals) 请一个学生解释本单元学习目标(Goals),然后和全班一起关上书回忆本单元的四个学习目标。 (三)预备(Warming up) 活动形式：分组评论。谈论课本上的四幅图画。先指出中华民族有着悠久的历史和灿烂的文化。每年都有许多西方人到中国来旅游。如果你想为他们提供帮助，就得学会用英语谈论中国古代人的饮食起居、文化娱乐、生产工具等。然后用What did they eat? Where did they live? What did their homes look like? What kind of tools did they use? What objects have we found from their age? What kind of entertainment did they have? 谈论古代人的饮食起居、文化娱乐、生产工具。 (四)听力(listening) 教学形式：师生互动。播放磁带让学生听第一遍，提问材料的大意。播放第二遍，让学生完成课后练习。做听力训练之前的准备工作是非常重要的。 总结：今天的听力材料较难，但是同学们能很好回答课后问题这就够了，不一定要了解那些细节，不可求全责备。根据不同制订不同学习目标是有效学习重要环节。 (五)对话(speaking) 活动形式：组对练习。 1.发出指令，提出要求； 2.学习会话范例； 3.给对话所用句式； 4.学生组对谈论兴趣与建议。 四、教学时间分配 教育心理学指出新知识的学习需要一个接受的过程。本课时的主要任务为本单元的学习做好预备工作。所以要用较多的时间让学生接受考古这一新的概念。 导入部分用8分钟; 目标部分用3分钟; 预备部分用5分钟; 听力部分用12分钟; 会话部分用10分钟; 最后用两分钟总结本课内容和布置作业。 五、课堂板书设计 将黑板划为左右两块，左边板书教学步骤，右边板书生词和短语。 (熊河中学) 高中英语第一单元说课稿范文英文版 第16篇Lesson Plan Presentation Hello, everyone. I’m glad to be here to give my lesson plan presentation. The lesson plan I’m going to talk about is the reading part from NSECS book 1 unit 1 Friendship. Now, I’d like to explain how to teach and why to do so from the following aspectsthe analysis of teaching material and learning condition, the teaching objectives, the teaching method and teaching aids, the teaching procedures, and the blackboard design. First, I’d like to talk about the analysis of teaching material and learning condition. The title of the text is “Anne’s Best Friend”. It mainly talks about a Jewish girl, Anne, who treated her diary as her best friend when she and her family hid in a shelter to escape from the killing of Nazis. The text has tow parts, the first part is about the background of Anne’s diary, and the second part is about the content of Anne’s diary. The key point of the text is that students can use different kind of reading skills like prediction, scanning and skimming to get good understanding of the text. The difficult point is that students can summarize the main idea of the whole text and each paragraph. As for the students, they are in grade 9 in high school, and they have learned English for more than 7 years. They have a certain vocabulary store, while they lack the training of reading skills. They are interested in the topic of friendship because they attach much importance to friendship. And they can make some discussion in English. According to the analysis of teaching material and learning condition, I make out the following teaching objectives. First, language skillsstudents can use reading skills like prediction, skimming and scanning to read the text. Second, language knowledgestudents can learn some new words and new phrases, such as power, on purpose, in order to, etc. and students can be familiar with the topic of friendship. Third, learning strategystudents will learn to study and solve problems by cooperation and communication. Fourth, affective objectivesstudents will value friendship more and cherish what they have. Last, cultural awarenessstudents will know more knowledge about the history of World War Ⅱ, especially the suffering of Jewish people during the war. Then, I’ll talk about the teaching method and teaching aids. I adopt communicative approach. And the teaching aids are blackboard and PPT. Now, I will focus on the teaching procedures. There are 4 steps. Step 1 is warming up. It will cost 3 minutes. In this part, I will show students an English song “Forever friend”. Before listening, I will ask students to think about the question “What’s the song about?” so that they will listen to the song with purpose. After they finish the listening, they will know that the song is about friendship. It will naturally lead in the topic of the text. What’s more, students are interested in listening to music, the song will arouse students interest and activate the class atmosphere. Step 2 is pre-reading, it will cost 5 minutes. First, I will ask students to read the title of the text and ask them “Do you know Anne? Who is she?” if students don’t know, I will tell them that Anne is a Jewish girl who survived in the World War Ⅱand I will talk about the suffering of Jewish people during the war with some related pictures. After students have the background knowledge of the text, I will ask them to look at the title and the picture of the text to predict the content of the text. The purpose of prediction is to make students read the text more carefully during the reading process. They will concentrate more to check their prediction so that they can get their mind closer to the theme of the text. Step 3 is while reading. It will cost 25 minutes. There are there activities. In activity 1, I will ask students to skim the text to get the main idea of the text and each paragraph. Because it’s a little difficult for students to summarize the main idea, I will give them some multiple choices to choose, it will reduce the degree of difficulty. The purpose of this activity is to train students’ reading skill of skimming, and they can get the general idea of the text. In activity 2, I will ask students to scan the text to fill in some blanks. The purpose of this activity is to train students’ reading skill of scanning, and they can get some detailed information of the text. Activity 3 is close reading. In this part, I will first explain some new expressions that may cause difficulty in students’ comprehension, such as go through, on purpose, in order to, etc. so that they read the text smoothly. Then I will ask students to answer the questions in exercise 2. After answering these questions, students will have a better understanding of the whole text. Next, I will ask students to work in pairs to use some adjectives to describe Anne’s feelings as she was looking out at the night sky. Then I will ask some students to come to the blackboard to write the adjectives. After this activity, students will have a better understanding of Anne’s feelings. Step 4 is post reading. It will cost 12 minutes. In this part, I will hold a group discussion. I will set a situation to students. That is “imagine you have to go into hiding like Anne and her family, what will you miss most? Why?” I will ask students to work in 4 to have a discussion. After discussion, I will ask some students to report their groups’ opinions and then I will write them on the blackboard. The purpose of this activity is to cultivate students’ spirit of cooperation. And after the discussion, students will learn to cherish what they have. Then, I will talk about the homework. I will ask students to write a short passage about what they will miss most and why based on the former discussion in class. Ok, now, please look at here, this is my blackboard design. miss reasons This is all my lesson plan presentation, thank you very much！ 高中英语第一单元说课稿范文英文版 第17篇以下是高中英语说课稿范文，欢迎借鉴! 一、教材的地位及作用 高中英语新教材的风格走势为话题时尚，面对未来，求异思维和人文色彩浓重，教学内容更加贴近现代生活，具有较强的时代信息，有利于提高学生的思想素质和人文素质，而本单元也是如此，本单元的中心话题是幽默，具体涉及“什么是幽默”、“笑话”、“喜剧”、“喜剧职业”等，它采用了学生十分感兴趣的话题，能够充分唤起学生的参与欲望，单元内容高度生活化，富有活力，体现了本套教材的一个重要特征，紧扣时代脉博，富有时代气息，学生在学过Healthy eating、Festivals Mordern agriculture 等单元，对中外饮食习惯，节日，以及农业差异有所了解之后，又对文化方面有所掌握，并为下一单元body Lang uagt(身体语言)打下了幽默的基础，本单元结在鼓励学生自主探索，了解祖国的灿烂文化，理解外国的文化，培养他们跨文化交际的意识与能力。 2、教学目标 根据英语教学大纲要求，基础教育英语课程分级总体目标的要求，将本节课的教学目标分为： (一)语言技能目标 通过本单元学习，培养学生良好的“听、说、读、写”技能，使学生能运用所学知识中一些类似的问题，并能结合所给任务，综合运用新知识，解决问题，完成任务，在此基础上鼓励学生大胆地根据各自的语言基础与能力，有个性地解决问题。 (二)语言知识目标 本单元要求学生除掌握必要的单词、词组和句型以外，同时要求学生关于描述工作性质的语言，包括词组和句型。 (三)情感目标 1、激发并提高学生学习英语的兴趣，使其乐于接受新鲜事物，勇于尝试;体现课堂教学主体者的身份，使其积极主动参与教学各环节，成为学习的主人;使其具有个性培养其创造能力。 2、培养同学之间融洽相处的感情，乐于合作的精神，善与人分享喜好的情感，培养正确的审美观和价值观。 3、教学重难点 本节课的主要目的是训练学生的听、说能力，为此将本节课的教学重点定为训练学生通过听觉获取材料细节的能力，难点为对所给话题进行开放性的讨论。 二、教材处理 1、学生状况分析及对策 高一学生经过一学期的正规训练，对于新教材已有所熟悉，听力、口语都有很大提高，已经初步具备观察问题、分析问题和解决问题的能力，教材内容和教学活动符合他们的年龄特征和心理发展特点，因此，本单元鲜活的事例必定会对他们有较强的感染力，但由于他们的思想还不够成熟，想法和行为需要教师的正确引导，因此，我在涉及听、说、读、写等语言技能的活动中，加强学生对某种职业的情感了解，从语言和情感两方面着手，创设机会让学生表达他们的感受。 2、教学内容组织与安排 由于本节课涉及warming up listening和speaking 三项内容，时间较为紧张，为此我将warming up的时间缩短，使其起到引入新课的作用，speaking中教材要求采访丑角，我将其改动为采访三位著名的不同喜剧类型，不同国家的职业笑星，使学生充分了解到不同幽默和不同文化之间的差异，增强了他们的采访兴趣。 三、教学方法 在教法上追求自然轻松，体现教学方法的多样性、艺术性，具体采用教学方法有情景教话，直观图片，激情联想等多样形式，营造人与语言，人与文化合谐自然;人景相趣的语言环境。 四、教学手段 在教学中和任务设计中不经意却是有意识地将多媒体电脑等揉在其中，并特别注意这些东西在课堂上的有效使用，体现其辅助作用。 五、教学程序 1、新课导入 本节课导入采用事先让学生准备一个幽默小笑话，做为morning report ,并询问：why did you laugh? Do you think it’s funny?用大屏幕展现几幅各种幽默形式的图片，从而引出本单元的主题Humor。 (本节课导入先播放赵本山的几组图片，让三名同学表演其英语版的小品《卖拐》，并询问：who is he? Why did you laugh? Do you think it’s funny?)用大屏幕展现几幅各种幽默形式的图片，从而引出本单元的主题Humor。 2、Warming up 观看大屏幕上图片，总结一些幽默类型，并询问学生“In what other performances do you enjoy humor?” (你还在其它哪种幽默演出中欣赏到幽默从而让学生在心中构建一个Lexical chunk,使学生了解幽默的各种形式，引出其中的一种形式—绕口令，设计让学生以竞赛形式快速朗诵，这部分目的有两个，一是呈现本单元的中心话题幽默，二是培养学生的语感。 3、Listening阶段 在听力教学中利用教材中的图片，组织学生看图说话，想像一个有趣的故事，在听完材料后，完成教材上的练习，这样形成前后呼应，即培养学生的想像能力，在他们心目中产生一个悬念，又能让他们带着任务去听，提高听的效果，及时提供反馈，有利于学生的自我评价，这阶段主要采取三种活动形式。 (1)小组活动，每个小组经过组内协商确定图片的排序，由组长开头，每人根本前面所说的话和图片上反映的内容接说一句话，发展故事，并记录在纸上，整理和修改故事。 (2)个人活动，通过听录音，将听力细节材料记录下来，并做教材上的练习。 (3)班级活动，各级朗读自己的故事，师生共同评价，评出最有趣故事和与原文最接近故事。 4、Speaking 口语阶段 这部分要求学生在学习对喜剧演员采访的对话基础上，完成对职业丑角的采访。我设计了师生互动和生生互动，创设机会让学生表达他们的感受。 (1)师生互动：交流对娱乐节目，喜剧小品和相声及其演员的看法，提高他们对幽默的认识。 (2)班级讨论：针对学生提到的某一个演员或喜剧小品进行分析，引入课文对话的一些语言和观点。 (3)小组讨论，接着前面的讨论，各小组详细讨论，总结讨论观点，形成对三位幽默大师的采访对话。 (4)各小组派人到前面表演对话。 5、总结。 由几名同学总结讨论喜剧演员以及他们的表演得出的结论，这不但能提高学生对喜剧表演的认识，而且有利于培养学生留心社会关注媒体的洞察力，而且引导学生为下一步阅读作好思想准备。 6、Home work 在网上查询有关幽默大师的资料。 以上就是我本次说课的内容。谢谢各位.