高一英语全英说课稿

高中英语说课稿模板Goodafternoon,teachers,It’smygreatpleasuretobeheresharingmylessonwithyou.ThecontentofmylessonisSeniorEnglishBook4Unit1（Astudentofafricanwildlife/Whynotcarryonthegoodwork）I’llbereadytobeginthislessonfromfiveparts.Analysisoftheteachingmaterial,theteachingmethods,thestudyingmethods,theteachingprocedure,andBlackboarddesign.First,letmetalkabouttheteachingmaterial.Part1TeachingMaterial:ThisunitisaboutBystudyingofthisunit,we’llenablethestudentstoknowthislessonnotonlyteachthestudentstolearntherelatedmatreialabout(1)thegoodcharactertobeasuccessfulperson(2)butalsolearningabilityinEnglish.A：IfSscanlearnitwell,itwillbehelpfultomaketheSslearntherestofthisunitwell.B：Itprovidesall-aroundpracticeaboutlistening,speaking,readingandwritingrevolvearoundthetopic,itistheexpansionofthisunitandgiveSsaspacetousethelanguageSoitplaysanimportantpartintheEnglishteachinginthisunit.（Asweknow,readingbelongstotheinputduringtheprocessofthelanguagelearning.Theinputhasgreateffectonoutput,suchasspeakingandwriting.）Accordingtothenewstandardcurriculumandthesyllabus(新课程标准和教学大纲),afterstudyingtheteachingmaterialandanalyzingtheruleofchildren’sgrowingofmind,Ithinktheteachingaimsarethefollowings:1.Knowledgeobjects:Knowledgeobjectsofthissectionare(1)thesutdentscanhear,read,andusethemainsentencepatterns.(2)thestudentscanunderstandthecontentofthelesson:(3)thestudentscanusethepatternstoexpresstheirthoughesinpropersituationandlearnhowtodescribepeoplewithadjective.Abilityobjects:Abilityobjectsofthissectionare(1)TodeveloptheSs’abilitiesoflistening,speaking,readingandwriting.Especiallyspeakingandwritingability.(2)TotraintheSs’abilityofworkinginpairs.(4)ToimprovetheSs’readingabilities,especiallytheirskimmingandscanningability.3.motionobjects:ByreadingstudentscanlearnfromWhatisthemostdifficultinteachingprocess?Canyouguess?Isayoneoftheteachingdifficultishowtoenablethestudentstousenewwordsandphrasesinpropersituationallthroughtheirdailylife.Thestudentsalsofinditdifficulttodescribetheirexperiencewiththebuildlogicandwellorganizedlanguage(andlearnfromGreatwomentheirgoodqualities.)Well,howtoachievetheteachingobjectsbetter,howtostresstheimportantpointsandbreakthroughthedifficultpoints?Accordingtotheanalysisoftheteachingmaterialandthestudents’learningbackground,Iwillusethefollowingmethods.Part2TeachingMethods:“Communicative”Approach(交际教学法),“Wholelanguageteaching”(整体语言教学法)and“Task-based”languageteaching(任务教学法).Thatistosay,I’lllettheSstogetabetterunderstandingofthekeystructureofthedialogue.Accordingtothemodernsocialcommunicationteachingtheories(现代社会交际教学理论),IadopttheSitutionalLanguageTeachingmethod(情景教学)Task-BasedLanguageTeachingmethod(语言任务教学)inmyteaching.Part3StudyingMethods:Studentsofthisstagearequickinthoughtandtheyareeagertoshowwhattheyknowandtheyhaveacertainabilitytoread.Buttheyarelackofgeographyknowledge,theculturalbackgroundofthoseforeigncountriesandthecouragetoexpresstheyideas.Therefore,Accessfulleadershouldcarefortheirlearningstrategy，inthislesson，Iwillteachmystudentstomasterthefollowingstrategy；1）Basiclearningstrategy；Thestudentscangetthemeaningofthewordsandphrase2）Practicestrategy；Practicecanhelpthestudentsgetthegeneralideaandhaveabetterunderstangingofthelanguage.AndCommunicationstrategyInaward,I’ll1.Teachthestudentshowtobesuccessfullanguagelearners2.Letthestudentspass“Observation—Imitation—Prasctice”strategytostudylanguage.Part4TeachingProcedureNewEnglishproverbsaidsthatthestudentsarerealmaster.InthislessontheyareEnglishlearnersandrealmaster.Soteachershouldactasaguider,anorganizerandadirectorwhoplayarolewhennecessaryinteachingprocedure.Step1Lead-in.Ithinkthemostusefulmethodtoleadthestudentstolearnisintereststimulatinganddiscussionbythemselves.1.AtbeginningIwillletSstodiscuss:afteraglanceofthetitleandthepicturesofthispassage,whatdoyouthinkthepassageisabout?(2.AtbeginningIwillaskSswhichplacetheylikemostandwhatisitfamousfor.Thenwewilldothelisteningparttogetsomeinformationandthendothefollowingexercise)(1)AndletthemtoknowsomethingaboutthestoryofJanegoodall/linqiaoyinandherfullloveactivity.(2)AndaskthefollowingquestionsWhatwillyoudotoincreasethecropproduction.?Thisisgoodvaluebecause…AGrammar:the–ingformasthesubjectandobjectBeusedassubject,wecanfindsomesentencesinthispassage,forexanple:Sincethen,findingwaystogrowmorericehasbeenhislifegoalSpendingmoneyonhimselforleadingacomfortablelifealsomeansverylittletohimJustdreamingforthings,however,costsnothingBeusedasobject,forexanple:Asayoungman,hesawthegreatneedforincreasingthericeoutput.Dryuanawokefromhisdreamwiththehopeofproducingakindofricethatcouldfeedmorepeople.BGrammer:Overthepasthalfcentury,usingchemicalfertilizershasbecomeverycommoninfarming.TheydemagethelandbykillingthehelpfulbacteriaandpestsaswellastheharmfulonesOrganicfarmers,therefore,oftenpreferusingnaturewastefromanimalsasfertilizer.3.newwords:entertainovercomedirectslidwhisperreactphrase:uptonowbadlyoffpickoutstarin4.newwords:representapproachdefendlikelyeasephrase:defendagainstbelikelytoingeneralaieaselosefaceturnone’sbacktostructures:aboutprohibition,warningsandobligation,suchasGrammar:the–ingformastheattributeandadverbial.wecanfindsomesentencesinthispassage,forexanple:3.作定语astheattributeer…Isawseveralyoungpeopleenterthewaitingarea….4.作语astheadverbialIstoodforaminutewatchingthemandthenwenttogreetthem.5.newwords:themeswingpreserveadvancephrase:befamousfornowanderbemoddelledafterinadvancegetclosetocometolifestructures:aboutaskingthewayandgivingdirecionswhereisthe…?Canyoushowmewhere….?HowcanIgetto…?Onthenorth/south/east/westsideoftheparkFollowthepathto…..Grammar:wewilllearnthreekindsofdifferentvocabulartheyarewordformation,derivation,conversionBInthepassagetherewillbesomevocabularyandstructuresthataredifferenttoguesstheirmeaningandmakecompenhencenofthispassagedifficulttoSs.SoIwillgivethewordsintheblackboardandlettheSstofillintheblacksofsentencestoexpresstheirprecisemeaningandusage.Thenthestudentswilldoapairworkrevolvearoundthevocabularyandgrammarwhichtheyhavejustlearnedandmakeshortdialogueswiththem.Iwillgivethemsomeminutesandasksomepairstoacttheirdialogueoutinfrontofthewholeclass.Thenwewilldealwithsomeexerisesintheworkbooktoemphasizethenewknowledge.Suchasfillingthemissingwordsintheblanks.Andretellthestoryintheirownwords.Ofcourse,studentswillmakesomemistakesinretelling,Iwillcorrcetthemintime.Step4Post-readingPracticeIsaytolearnistouse.Afterthereading,studentswillhavesomepractices.Itwillbethemostinterestingparttostudents.why?BecauseIwillleavestudentstimetotalktogether.1.aThestudentsaredividedintoseveralgroupsandtherearefourineachgroupwithdifferentroles.StudentAwillactasanordinarypersonandsaywhatmakesitdifficulttosuccess.StudentBwillactasagreatwomenwhohasthegoodcharacter.StudentCwillactasainterviewerwhoaskStudentBwhatmakeshersuccess.StudentDwillhaveasummarze.BTheSswillhaveaworkingroupsoffourtodescrebeLinQiaozhi’scharacterandquality.Suchaskindhelpfuldevotedhard-working2.aThestudentsaredividedintoseveralgroupsandtherearefourineachgroupwithdifferentroles.StudentAwillactasapersonwhocomefromAfricawho’scountryislackoffood.StudentBwillactasagreatscientistwhohasbeenworkingoncrop.StudentCwillactasainterviewerwhoaskStudentBhowtosolvetheproblem.StudentDwillhaveasummarze.BThestudentsaredividedintoseveralgroupsandtherearefourineachgroupwithdifferentroles.StudentAwillactasachemicalfarmerwhotellushowtogrowcropinchemicalmethod.StudentBwillactasagreatscientisttellusthedisadvantageofthismethod.StudentCwillactasaorganicfarmerwhotelluethewaysolvetheproblem.StudentDwillhaveasummarze.3.aWorkingroupsoffour.Iwillgivethestudentsamaterialofhumourandletstudentsperformancetheminfrontoftheclassroom.4.bThestudentsaredividedintoseveralgroupsandtherearefourineachgroupwithdifferentroles.IwillshowStudentAapictureandletthestudenttoperformanitsmeaningtostudentB.ThenStudentBwillguessitsmeaningandthenperformanwhatheguesstoStudentC.StudentCwilldoexpressthatheguessbyusingbodylanguagetoStudentD.atlast,StudentDwillguessandgivetheanswer.5.Workingroupsoffour.Discusswhatisthepurposeofthemepark?whatkindofpeopledoyouthinkwillvisitthisthemepark?Moststudentscantaketheirpartsinthisactivities,especiallyfortheSswhohavetroubleinEnglish,.Inthegroupactivities,theycanspeakalittleEnglish.Withoutdoubt,thiswillencouragethemtospeakEnglish.Infact,itisakindofdemandofhumanbeing.Afamouseducatorsays:”Inone’smind,thereisalwaysakindofdeeplyrooteddemand,thisisthehopetofeeloneselfafinderandexplorer.Instudent’sspirits,suchdemandisspeciallystrong.”SoIwillgiveeverystudentachancetospeskEnglishinourclassroom.Thispartalsoleadstotheemotionobjectiveofthislesson,thatistohavemoraleducationinthisstep.YoucanseethatthewayIteachreadingistofollowthebottomupteachingmethod.Iwillintroducethevocabularyfirstandthensentences,structuresandlastthelanguagefocus.Step6HomeworkThenSswillSummarizethewholelesson,andarrangethehomework.1.Dotheremainingexerisesintheworkbook.Checkthemasteringofknowledgeofthislesson.2a(1)writeashortpassagetodescribeawomenyouadmiremost.bwriteashortpassagetodescribeawomenyouadmiremost.(2)aDesignaplacardfocusonworldfooddayin2010BDoexercise3towriteasummaryofthispassagefollowingtheprocedure;1.wirtethemainideainyouownword2.rewritetopicsentenceofeachparagraphwritethesummary.(3)Askeschstudenttogiveajokeandpresentitinclassnextperiod.(4)Writeashortpassageabouttheexperienceyoumisundestandone’