高中英语全英文说课稿

高中英语全英文说课稿高中英语全英文说课稿3高中英语全英文说课稿4高中英语全英文说课稿5高中英语全英文说课稿7高中英语全英文说课稿8高中英语全英文说课稿12Goodmorning,ladiesandgentlemen!I’mXXXfromNo.2HighSchool.I’mverygladtopresentmylessonplanhere.ItisfromUnit1Module2NSEFC,Usinglanguage,reading,listeningandspeaking,thefourthperiod.I.AnalysisoftheteachingmaterialandlearnersThecontentofthematerialisabouthowtheAmberRoomgotlost,whichisalsotheclueofthewholelesson.Thereadingpassageisaboutthedefinitionoffactandopinion.Thereisanoldminer’sstoryaboutwhathappenedtotheAmberRoomforstudentstodecidewhetherhegivesfactsoropinions.Inthelisteningpart,therearetwopiecesofnarrationabouthowtheAmberRoomgotlost.Studentswilllistenandthenfillintwotableswithsomeinformationmissing,whichisdifficultforthem.Inthespeakingsection,discussionswillbecarriedoutbyusingtheexpressionsfromthetableastheoutput.MystudentsarefamiliarwiththeAmberRoomnowbecausetheyhavelearntaboutitinthepreviouslessons.TheyhavelearntmanyusefulwordsfordescribingtheAmberRoom,whichcanmakelisteningeasier.Theirscanningskill,eventhoughitisnotwell-developed,playsefficientroleingettingtherequiredinformationinthelimitedtime.However,thestudents’listeningskillofnote-takingispoorandthelisteningpassageislonganddifficultforthem,andtheyhavenoideaabouthowthegreattreasuregotlost,sofinishingthetablewillbeadifficulty.Inordertomakeiteasierforthemtofulfillthelisteningtask,somekeywordsfromthelisteningaregiventostudents.Beforetheblank-filling,somemultiplechoiceswillbegiveninordertohelpstudentsgetthegeneralideaofthepassage.II.LearningobjectivesAccordingtotheaboveanalysis,Isetthefollowinglearningobjectives.Firstly,findoutthedifferencesbetweenafactandanopinionbyscanning.Secondly,predictthecontentoflisteningbystudyingthekeywordsthatmayappearinthelisteningcontent.Next,takenotesofthekeywordsfromlisteningtogetsomeinformationtofillinthetablesandunderstandthemainideaaswell.Finally,learnthefollowingwordsandexpressions（trial,evidence,explode,entrance,sink,etc）.byheart.Amongalltheobjectives,Findingoutthedifferencesbetweenafactandanopinionbyscanninginreadingprocessandknowinghowtotellafactfromanopinionaswellasgiveopinionsareessentialforthestudents.Itisoneofthefocusesofthislesson.Andinthislesson,thelisteningpracticewilltakeupmostofthetimebecauseitisimportantforstudentstoknowhowtotakenoteswhiletheyarelistening.Sothisisanotherfocus.Theskillofnote-takingisvitallyimportantforthestudentsduringthewholeprocessofEnglishstudy,butitisalsoadifficultskillforthematpresent.III.TeachingprocedureWewillspend17minutesonreadingand28minutesonlisteningandspeaking.Thefirsttwostepsareforthereadingpart.Step1ispre-reading.Therearetwoactivities.Activity1isreviewing.IwillshowstudentsapassageaboutthesummaryofthereadingpassageInSearchoftheAmberRoom.Studentswillfillintheblankswiththerelativewordsofattributiveclause.Blankfillingwiththerelativewordsaimstocheckwhetherthestudentscanusethegrammaticalruleslearntlastperiodinanothercontext.ThelastthreesentencesmainlytalkaboutthelossoftheAmberRoom,whichfunctionasthetopicforthenextactivity.Activity2isdiscussing.IwillleadthestudentstodiscusswhatinformationisthefactandwhatinformationistheopinionabouttheAmberRoomfromthesummary.Asoneofthelanguagefocuses,thedifferencebetweenfactandopinionwillbepaidmuchattentiontointhisstep,whichcanmakepreparationsforthefollowingsteps.Step2iswhile-reading.Therearetwoactivities.Activity1isscanningtofindoutthedefinitionsoffactandopinion,whichisthefoundationofthislesson.Activity2isalsoscanning.StudentswillbeaskedtoreadthestorytoldbyJanandthenfillinthetable.Afterthat,theywilldiscusswhethertheeventJansawisafactoranopinionbyusingtheexpressionsinthetable（slide）.Thisactivityoffersstudentsthechancetomakejudgmentinareallifesituationaccordingtothedefinitions.Theywillusesomeexpressionstheyknowtogiveopinionsbyanswering“why”questions.Nextcomesthelistening.Therearetwoparts,PartAandPartB.Step3ispre-listeningforpartA.Iwillshowstudentssomekeywordsandexpressionsfromthelisteningmaterial.Iwillexplainthem.Thestudentswillguesswhattheyaregoingtolistenfromthenewlylearntwordsandphrases.Step4iswhile-listeningforPartA.Iwillgivestudentstwochances.Afterthefirstlistening,thestudentswillfinishfourmultiplechoices.Basedonthefourquestions,thestudentswillknowthemainideaofPartA.Forthesecondlistening,thestudentswillbeaskedtotakenotesdown,andthenfillintheblanksaccordingtothenotestaken.Afterthat,theywillchecktheanswerswiththeirpartners’.Step5andStep6aredesignedtodealwithPartB.ItwillbedonejustaspartA.Firstly,thestudentswillstudythekeywordsfromthelisteningandpredictthecontentasthepre-listeningactivity.Then,forthefirstlistening,listenforanswerstofourmultiplechoicestogetthemainideaofthelistening.Lastly,forthesecondlistening,thestudentswilltakedownkeywordstofillinthetable.Predictingwiththekeywordsmaylessenthestudents’difficultyingettingtheinformation.Multiplechoiceexercisesareforthepreparationtogetageneralideaofthelisteningmaterial,whichcanbehelpfulintheblankfillingactivity.Thelisteningisthefoundationforthenextstep.HerecomesStep7,post-listening.Therearetwoactivities.Activity1ispairdiscussion.Basedonthereadingpassageandthelisteningmaterial,thestudentswillbeaskedtodecidewhotoldthetruthaboutthemissingoftheAmberRoomandgivethebestevidencebyusingsomefunctionalitemstoaskforandgiveopinionsinpairs.Activity2isagroupdiscussion.Iwillcreateareallifesituation.IwillsaythatShanghaiExpoisagreatsuccess.Thestudentswillworkingroupsoffourandhaveadiscussionaboutwhetheritisthebestexpositionever.Duringthediscussiontheycanrefertomoreexpressionsofaskingforandgivingopinionsinthetextbook.Basedonalltheseactivities,studentshavegotenoughinput.Now,itisquitenaturalforthemtogiveavalidoutputinStep8.Afterknowingwhatfactandopinionareandknowhowtogiveandaskforopinions,studentsmayhavelessdifficultyindoingthis.Theclasswillendupwithanexcitingdiscussion.ThenIwillaskstudentstowritefivesentencesasevidencetosupporttheiropinionthatShanghaiExpoisbestever.Thisisthehomework.IV.BlackboardnotesThesearemyblackboardnotes.Ontheleft,definitionsoffact,opinionandevidencearegiven,whichcanhelpthestudentsunderstandthekeypointinclass.Inthemiddlearekeywordsfromthefirststoryinlisteningandontherightarethekeywordsfromthesecondstory.Thosewordscanbehelpfulforthestudentstogetthegeneralideaandeasytowritedownnoteswhiletheyarelistening.V.ReflectionTosumup,thereisenoughinputfromreadingandlisteningmaterial,whichprovidethestudentswithessentialknowledgeabouttheconceptsoffact,opinionandevidencenecessaryforstudentstodistinguishfactsfromopinionsforlaterspeakingactivitiesatoutputstage.Thislessoncanbeviewedasatypicalintegrationofreading,listeningandspeaking.Readingforthedefinitionsoffact,opinionandevidencefunctionsastheinputbeforeusingtheknowledgetomakejudgmentonthefactsandopinionsafterlistening.That’sallformypresentation.Thankyouforlistening.高中英语全英文说课稿13LessonPlanPresentationHello,everyone.I’mgladtobeheretogivemylessonplanpresentation.ThelessonplanI’mgoingtotalkaboutisthereadingpartfromNSECSbook1unit1Friendship.Now,I’dliketoexplainhowtoteachandwhytodosofromthefollowingaspects：theanalysisofteachingmaterialandlearningcondition,theteachingobjectives,theteachingmethodandteachingaids,theteachingprocedures,andtheblackboarddesign.First,I’dliketotalkabouttheanalysisofteachingmaterialandlearningcondition.Thetitleofthetextis“Anne’sBestFriend”.ItmainlytalksaboutaJewishgirl,Anne,whotreatedherdiaryasherbestfriendwhensheandherfamilyhidinasheltertoescapefromthekillingofNazis.Thetexthastowparts,thefirstpartisaboutthebackgroundofAnne’sdiary,andthesecondpartisaboutthecontentofAnne’sdiary.Thekeypointofthetextisthatstudentscanusedifferentkindofreadingskillslikeprediction,scanningandskimmingtogetgoodunderstandingofthetext.Thedifficultpointisthatstudentscansummarizethemainideaofthewholetextandeachparagraph.Asforthestudents,theyareingrade9inhighschool,andtheyhavelearnedEnglishformorethan7years.Theyhaveacertainvocabularystore,whiletheylackthetrainingofreadingskills.Theyareinterestedinthetopicoffriendshipbecausetheyattachmuchimportancetofriendship.AndtheycanmakesomediscussioninEnglish.Accordingtotheanalysisofteachingmaterialandlearningcondition,Imakeoutthefollowingteachingobjectives.First,languageskills：studentscanusereadingskillslikeprediction,skimmingandscanningtoreadthetext.Second,languageknowledge：studentscanlearnsomenewwordsandnewphrases,suchaspower,onpurpose,inorderto,etc.andstudentscanbefamiliarwiththetopicoffriendship.Third,learningstrategy：studentswilllearntostudyandsolveproblemsbycooperationandcommunication.Fourth,affectiveobjectives：studentswillvaluefriendshipmoreandcherishwhattheyhave.Last,culturalawareness：studentswillknowmoreknowledgeaboutthehistoryofWorldWarⅡ,especiallythesufferingofJewishpeopleduringthewar.Then,I’lltalkabouttheteachingmethodandteachingaids.Iadoptcommunicativeapproach.AndtheteachingaidsareblackboardandPPT.Now,Iwillfocusontheteachingprocedures.Thereare4steps.Step1iswarmingup.Itwillcost3minutes.Inthispart,IwillshowstudentsanEnglishsong“Foreverfriend”.Beforelistening,Iwillaskstudentstothinkaboutthequestion“What’sthesongabout?”sothattheywilllistentothesongwithpurpose.Aftertheyfinishthelistening,theywillknowthatthesongisaboutfriendship.Itwillnaturallyleadinthetopicofthetext.What’smore,studentsareinterestedinlisteningtomusic,thesongwillarousestudentsinterestandactivatetheclassatmosphere.Step2ispre-reading,itwillcost5minutes.First,Iwillaskstudentstoreadthetitleofthetextandaskthem“DoyouknowAnne?Whoisshe?”ifstudentsdon’tknow,IwilltellthemthatAnneisaJewishgirlwhosurvivedintheWorldWarⅡandIwilltalkaboutthesufferingofJewishpeopleduringthewarwithsomerelatedpictures.Afterstudentshavethebackgroundknowledgeofthetext,Iwillaskthemtolookatthetitleandthepictureofthetexttopredictthecontentofthetext.Thepurposeofpredictionistomakestudentsreadthetextmorecarefullyduringthereadingprocess.Theywillconcentratemoretochecktheirpredictionsothattheycangettheirmindclosertothethemeofthetext.Step3iswhilereading.Itwillcost25minutes.Therearethereactivities.Inactivity1,Iwillaskstudentstoskimthetexttogetthemainideaofthetextandeachparagraph.Becauseit’salittledifficultforstudentstosummarizethemainidea,Iwillgivethemsomemultiplechoicestochoose,itwillreducethedegreeofdifficulty.Thepurposeofthisactivityistotrainstudents’readingskillofskimming,andtheycangetthegeneralideaofthetext.Inactivity2,Iwillaskstudentstoscanthetexttofillinsomeblanks.Thepurposeofthisactivityistotrainstudents’readingskillofscanning,andtheycangetsomedetailedinformationofthetext.Activity3isclosereading.Inthispart,Iwillfirstexplainsomenewexpressionsthatmaycausedifficultyinstudents’comprehension,suchasgothrough,onpurpose,inorderto,etc.sothattheyreadthetextsmoothly.ThenIwillaskstudentstoanswerthequestionsinexercise2.Afteransweringthesequestions,studentswillhaveabetterunderstandingofthewholetext.Next,IwillaskstudentstoworkinpairstousesomeadjectivestodescribeAnne’sfeelingsasshewaslookingoutatthenightsky.ThenIwillasksomestudentstocometotheblackboardtowritetheadjectives.Afterthisactivity,studentswillhaveabetterunderstandingofAnne’sfeelings.Step4ispostreading.Itwillcost12minutes.Inthispart,Iwillholdagroupdiscussion.Iwillsetasituationtostudents.Thatis“imagineyouhavetogointohidinglikeAnneandherfamily,whatwillyoumissmost?Why?”Iwillaskstudentstoworkin4tohaveadiscussion.Afterdiscussion,Iwillasksomestudentstoreporttheirgroups’opinionsandthenIwillwritethemontheblackboard.Thepurposeofthisactivityistocultivatestudents’spiritofcooperation.Andafterthediscussion,studentswilllearntocherishwhattheyhave.Then,Iwilltalkaboutthehomework.Iwillaskstudentstowriteashortpassageaboutwhattheywillmissmostandwhybasedontheformerdiscussioninclass.Ok,now,pleaselookathere,thisismyblackboarddesign.missreasonsThisisallmylessonplanpresentation,thankyouverymuch！高中英语全英文说课稿14Goodmorning,everyone!I’mgladtobeheretogivemylessonplanpresentation.ThelessonplanIamgoingtotalkaboutisthereadingpartofUnit4WildlifeProtectioninthebookNSEFCBOOK1.NowI’llexplainmylessonplanfromthefollowingaspects——analysisofteachingmaterial,learningcondition,teachingobjectives,importantanddifficultpoints,teachingmethods,teachingprocureandblackboarddesign.AnalysisofteachingmaterialandlearningconditionFirst,let’scometotheanalysisofteachingmaterial.ThereadingmaterialisentitledHowDaisyLearnedtoHelpWildlife.IttalksabouthowDaisylearnedtheimportanceofwildlifeprotectionthroughhercommunicationwithsomeanimalsinherdream.Itiscloselyconnectedwiththisunit’stopic——theimportanceofwildlifeprotection.ThepassageisclearlyorganizedbyDaisy’s3tripsinwhichshecommunicateswithseveralendangeredanimals,andtherearenotsomuchnewwordsinthispassageNowlet’smoveontotheanalysisoflearningcondition,studentsmustbeveryfamiliarwiththetopicandinterestedinallkindsofanimals.Studentshaveacquiredthebasicreadingskills,suchasskimming,scanning,etctodealwithdifferentreadingtasks,andtheycandosomediscussioninEnglish.However,theyarenotfamiliarwiththeorganizationWWFmentionedinthepassage,notclearwiththeauthor’spurposesofwritingsomesentences,andtheymayfinditdifficulttodealwithsomerealproblemsbythemselvesconcerningwithwildlifeprotection.TeachingobjectivesBasedontheanalysesoftheteachingmaterialandthelearningcondition,Iwillshowyoutheteachingobjectives.（1）LanguageSkills：1.StudentscangettheneededinformationaboutDaisy’stripbyapplyingdifferentreadingskills.2.Studentscansummarizethemainideasofeachparagraphthroughskimming.3.Studentscananalyzetheauthor’spurposeofwritingsentenceslike“Norainforest,noanimals,nodrugs”and“AndtherearealwaysWWF.”（2）LanguageKnowledge：1.Studentscanknowmoreaboutwhysomeanimalsareindangerandhowtoprotectthem.2.Studentscanknowhowtousethenewwords,suchasmercy,importance,contain,etc.（3）Affectiveobjectives：Studentscanrealizetheimportanceofwildlifeprotection.（4）Cultureawareness：StudentscanknowsomethingabouttheorganizationWWF.（5）Learningstrategy：1.Studentscanimprovetheircommunicationstrategybydiscussingwithclassmatesaboutprotectinganimals.2.StudentscanrefertotheInternettoknowmoreaboutwildlifeprotection.Keypointanddifficultpoints：Keypoints：（1）Studentscanimprovetheirreadingskills,suchassummarizing,skimming,scanning,etc.（2）Studentscangetthemainideaofthepassage.（3）Studentscanknowhowtousethenewwordsinthepassage.DifficultPoints：1.Studentscansummarizethemainideasofeachparagraph.2.Studentscangettheimpliedmeaningofsomesentencesinthepassage.TeachingmethodsAsforteachingmethods,I’llfollowtheinteractivemodeltodealwiththereadingmaterialandcommunicativeapproachtoputwhatthestudentshavelearnedintouse.Teachingprocedure：ThenI’lltalkaboutthemostimportantpartofmypresentation——teachingprocedure.Warming-upThefirststepiswarming-up.Itwillcost3minutes.First,I’llshowmystudentsashortclipofvideoabouttheendangeredwildlife.Then,I’llaskthestudentstonametheendangeredanimalsinittogetherwithmeandlistmore.Thisstepisaimedtoarisethestudents’interestandgetthestudentsfamiliarwiththetopic——wildlife.Pre-readingThesecondstepispre-reading.Itwillcostabout5minuteswith2activities.Inthefirstactivity,I’llintroducesomethingabouttheorganizationWWFtothestudents.Thesecondactivityistoaskstudentstogivetheirreasonstothequestion“Whyaresomeanimalsindanger?”.Thepurposeoftheseactivitiesistoletstudentshavethebackgroundknowledgeofthepassageandgetinterestedinreadingthepassage.Anditisalsointhisstepsomenewwordslikefur,protect,affectwillbetaught.While-readingThethirdstepiswhile-reading.Itconsistsof3activitieswhichwillbefinishedin20minutes.Thefirstactivityisskimming.Itwillcostabout5minutes.I’llaskthestudentstoskimthepassageandworkoutthemainideasofeachparagraphbythemselves.Itisthedifficultpointforthestudents,soI’llgivethemhintssuchaskeywordsorsomeanswerstochoosewhennecessarytohelpthemtodothesummarization.Thepurposeistheimprovestudents’readingability——skimmingandletthemgetthemainideasofthepassage.Thesecondactivityisscanning.Itwillcostabout3minutes.I’llaskthestudentstoreadfastanddosomeTrueorFalsequestions.ThepurposeofitistogetstudentsknowthedetailedinformationaboutDaisy’stripandwildlifeprotectionandimprovetheirscanningability.Thethirdactivityisclosereading.Itwillcostabout12minutes.Studentswillbeaskedtoreadthepassageparagraphbyparagraphandfillintheformtheneededinformation——nameoftheanimalsinDaisy’strips,theirsituation,andresult.ThenI’llaskthestudentsquestions：“Whatdoestheauthorwanttotellusfromthefirstparagraph?”,“Howthegovernmenthelpprotecttheelephants?”,and“Howdoyouunderstandthesentences‘Norainforest,noanimals,nodrugs.’and‘andtherewasalwaysWWF.’?”.These3questionsinvolvesomeimpliedmeaningswhichmaybedifficultforstudentstoworkout,soI’llgivesomekeywordsashintsforthemorasksomeotherrelatedquestionstoguidethemtoworkouttheanswers.Thepurposeofthisactivityistomakethestudentsfullyunderstandthereadingmaterialandtrytoanalyzetheauthor’spurposeofwritingsomesentences.Andinthese3activities,Icanalsoteachstudentssomenewwordslikecarpet,respond,powerful,etc.Post-readingThefourthstepispost-reading.Itwillcostabout10minutes.I’llaskthestudentstoformgroupsof4anddothediscussionbasedonthequestionsonpage27,andtheycanrefertothereadingmaterialtoworkouttheseanswers.Afterthediscussion,I’llasksomestudentstoreporttheiranswers,especiallyhowtoprotecttheendangeredanimals.HomeworkThelaststepishomework.Itwilltakeabout2minutes.Thehomeworkistowriteashortpassageentitled“HowtoProtectWildlife”.Theycansurftheinternetandtrytofindmorewaysaboutwildlifeprotection.Well,thisistheblackboarddesign.Inthemiddle,it’stheformforstudentstofillin,andonthe2sides,therearethenewwordsinthepassage.Someofthem,asI’vementioned,aretaughtinpre-reading.Mostofthemistaughtinthird-stepwhile-reading.That’sallformylessonplanpresentation.Thankyouforyourattention.Thankyou!Unit4HowDaisyLearnedtoHelpWildlifeprotectAnimalSituationResultcarpetfurPara1antelopebeinghuntdecreasepowerfulaffectPara2respondinreliefPara3importancemosquitoesappreciate高中英语全英文说课稿15Goodafternoon,teachers.It’smygreatpleasuretobeheresharingmyteachingideasI’llbeginthelessonfromthefollowingfourparts：AnalyzingteachingmaterialTheteachingmethodsThestudyingmethodsTheteachingproceduresandwhilepresentingthesepartsIwilldotheblackboardwritingproperly.OknowIamgoingtostartfromthefirstpart“Analyzingteachingmaterial”ThisunitisaboutItismadeupofparagraphs.Theteachingaimofthislessonistohelpstudentstounderstandandmasterthewords,phrasesandsentencepatternsonthebasisofunderstandingthetext.Theabilityaimistoimprovethestudents’organizingandusingskillsofEnglishandtoretellthewholetextintheirownwords.Theemotionalaimistohelpstudentsunderstandandtodevelopstudents’senseofcooperativelearning.ThentheteachingkeypointsistohelpthestudentsgetageneralideaofthewholeAndtheteachingdifficultpointsistomakestudentsusetheirownwordstoexpressAccordingtotheanalysisabove,I’lltrymybesttocarryoutthefollowingtheorieswhiledealingwiththislesson：TomakestudentstherealmastersoftheclasswhileIjustactasadirector.Tocombinethelanguagestructurewiththelanguagefunctions.Andtomakestudentsreceivesomemoraleducationwhiletheyarelearninglanguage.Inordertoachievemygoal,Iwillusethefollowingteachingmethods：ThefirstteachingmethodIwilluseiscommunicativeapproach,sincelanguageisusedforcommunication.Communicativeapproachislearner-centeredandemphasizescommunicationandreal-lifesituations.ThesecondteachingmethodIwouldliketouseistask-basedapproach.Ataskresemblesactivitieswhichourstudentsorotherpeoplecarryoutineverydaylife.Learnersshouldbegivenopportunitiestoreflectonwhattheyhavelearnedandhowwelltheyaredoing.ThethirdteachingmethodIwanttouseiscomputerassistedlanguageteaching.Computerplaysanimportantroletomakethematerialsattractive.Itcanalsohelpthelearnerstounderstandthelanguageandthenproducecomprehensibleoutput.Andinordertopracticemyteachingmethodsbetter,thefollowingteachingaidswillbeused：Aprojector,ataperecorder,multimediaandofcoursetheblackboard.Andthen,Iwouldliketotalkaboutthestudyingmethods.Asstudentsarepoorincooperativelearningskill,manystudentsarenotactiveinEnglishclass,andevensomeofthemdon’tlikeEnglish.Therefore,IwillhavethestudentslearnEnglishinamuchmorerelaxedatmosphere.Thelearningprocessofstud