高中英语全英文说课稿模板精编 内含省级一等奖实例与说课指导

高中英语说课模板省级一等奖考编面试说课、教师资格考试面

试说课高分必备

一、Introduction（导言）

英语说课是英语教学中的重要一环，也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段，能从理论上指导教师贯彻教学大纲，真正做到教与学相结合，将教材、大纲、教师、学生、课堂融为有机整体，对不断提高教师教学能力和教研能力，有着突出的作用。

二、说课的基本原则

1. 遵循教学大纲要求，明确说课内容。把握说课与上课的区别与联系，正确理解教材、教案说课、上课之间的层进关系，走出说课即是“说教案”的误区。

2. 以教师为主导，学生为主体，体现先进的教学理念。

3. 详略得当，重点突出，体现说课的完整性。

4. 与教案相结合，体现其可操作性。

三、说课的基本程序

1. 说教材：科学分析教材，明确重点难点、教学目标和要求以及教材在单元中的地位和作用。

2. 说学生：谈谈学生的知识与能力结构，明确说课内容的难易程度。

3. 说教法：谈谈本节课要实施的教学手段、方法以及教具的使用。

4. 说学法：谈谈学习方法的运用以及将要实现的目标。

5. 说教学程序：说为什么要设计该程序？目的、意图何在？结果如何？

6. 说板书设计：谈谈板书设计的根据和理由，力求体现说板书设计的程序性、概括性和艺术性。

四、注重说课信息和反馈与总结

说课的对象可以是专家、同行甚至是学生。向说课对象征询意见、获取信息，力求不断改进和提高。

Interpretation

Good morning, ladies and gentlemen. It’s my great honor to be here sharing my lesson with you.

I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.

Part 1 Teaching Material

The content of my lesson is New Senior English for China Book___ Unit____________________. This unit is about____________________ (topics). By studyin g of this unit, we’ll enable students to know_________________________ and develop the interest in___________________. At the same time, let the students learn how to____________________ (functional items). From this lesson, it starts___________________________(structures). (As we all 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.) Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit.

Part 2 Teaching Aims

According to the new standard curriculum and the syllabus (新课程标准和教学大纲), and after studying the teaching material, the teaching aims are the followings:

1.Knowledge objects (语言目标：语音，词汇，语法，功能，话题)

(1)The Ss can master the usage of the important words and expressions.

(2)The Ss can use the __________________ (grammar) in the proper situation.

(3)The Ss can understand the content of the lesson, talk about _______________________ (information) and get their own

idea about _______________________________.

2.Ability objects (技能目标：听，说，读，写)

(1) To develop the Ss’ abilities of listening, speaking, reading and writing

(2) To guide Ss to set up effective studying strategies.

(3) To improve the student’s reading ability, especially their skimming and scanning ability.

(4) To train the Ss’ a bilities of studying by themselves and cooperating .

3.Emotion or moral objects (情感目标：兴趣，自信，合作，爱国，国际视野)

(1)By completing the task, the Ss increase their interest in ____________________and set up self-confidence in

_____________________.

(2)Teach the Ss_________________________, put the moral education in the language study.

Part 3 the Important and Difficult Points

Based on the requirement of the syllabus.

The important points are__________________________ such as ______________.

The difficult points are_________________________ for example_____________.

Part 4 Teaching Methods

As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories(现代社会交际教学理论) .

https://www.360docs.net/doc/484228026.html,municative Approach(交际教学法)

2.Whole Language Teaching(整体语言教学法)

3.Task-based Language Teaching (任务教学法)

4.Total Situational Action (情景教学) a “scene —activity” teaching method , it establishes a real scene and the interaction

between the teacher and the Ss. At the same time, CAI (电脑辅助教学) can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.

Part 5 Teaching Procedure

Step 1. Lead-in. (_____min)

___________________________________________________________________

Purpose of my design: (1) to catch Ss’ attention about the class/topic/passage.

(2) To set up suspense/develop interest in _______________.

Step 2. Pre-reading

Task 1. (Individual work, pair work, group work, class work; _____min)

Let Ss _____________________________________________________________

Task 2. (Individual work, pair work, group work, class work; _____min)

___________________________________________________________________

Now, let’s see what happened to the_______________/ let’s check whether it is right or not.

Purpose of my design: (1) to get to know something about the _________________.

(2) To have a better understanding about the importance of ___________________.

Step 3. While-reading

Task 1. (Individual work, pair work, group work, class work; _____min)

Skimming: Ss should read the material fast to find out the main idea/topic sentence for each paragraph.

Para 1 ___________________

Para 2 ___________________

Para 3 ___________________

Task 2. (Individual work, pair work, group work, class work; _____min)

Scanning: Listen to the tape part by part to finish ___________________________.

Task 3. (Individual work, pair work, group work, class work; _____min)

Scanning: Guide Ss to read the material carefully and take some important notes, then answer the following questions.

Task 4. (Individual work, pair work, group work, class work; _____min)

Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the following chart.

Purpose of my design: Enable students to understand the given material better by using different reading skills. And proper compet ition can arouse the Ss’ interest in English learning. “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.

Step 4. Post-reading

Task 1. (Individual work, pair work, group work, class work; _____min)

(接task3)Ask Ss to close books and finish the summary according their notes.

(接task4)Retell the story /Sum up the passage in Ss’ own words according to the chart.

Task 2. (Individual work, pair work, group work, class work; _____min)

Discuss _______________________________________________with other group members and then choose a reporter to share their opinions about ____________________________________ with the whole class.

Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their spoken English. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.

Step 5. Homework

1.__________________________________________________

2.__________________________________________________

Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.

说课二

I Teaching Aims:

1. To develop Ss’ basi c skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.)

2. To encourage Ss to practice, participate, and co-operate in the classroom activities.

3. To get Ss to know something about … and have a better understanding of the importance of …. As for teaching approaches, I think …

II Teaching Approaches

Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talking Time).

So during this lesson, emphases are to be laid on:

1. Student-centered teaching

2. Task-based learning

3. Activity-based teaching (individual work; pair work; group work; class work)

III Teaching Aids:

1. a projector

2. a multi-media computer system

They are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks.

IV Teaching Procedure

Step 1 Warming-up & lead-in

Activity 1 Free talk (class work)

I will invite Ss to answer the following Qs.

Q1: Who do you think looks coolest in our class?

Q2: Do you like him/her?

Q3: If so, why? If not, why?

…

Activity 2 Picture-talking /Music-talking (individual work)

Download some pictures/music from the Internet. Guiding Qs may be:

Q1: Who’s she/he?

Q2: Do you like him/her?

Q3: If so, why? If not, why?

Q4: Do you think he/she is perfect?

Goal: To lead up to the topic, get Ss to warm up and arouse their interest in the topic.

Step 2 Pre-reading

Activity1 Look and guess (class work)

In this activity, Ss are required to look at the title/subtitle and guess what they will read.

Activity2 Brain-storming (class work)

In this activity, Ss are encouraged to think of as many words as possible to describe the picture/…

Goal: To develop Ss’ reading skill---predicting and present some new words in the passage such as …

Step 3 Reading

Activity 1 Skimming (class work)

Ss are required to go through the whole passage quickly to get the general idea and pay special attention to the first or last Para of the article (or the first sentence or the last sentence of each Para.)

Goal: To develop Ss’ reading sk ill --- skimming, that is, how can we get the general idea of a passage as quickly as possible.

Activity 2 Scanning (group work)

Encourage Ss to read the passage again, exchange their understanding of the passage with their group members and work together to fill in the following form:

Title

Part/Para.

Main idea

Detailed information

1 a. topic sentences/introduction

b. examples/supporting ideas

c. conclusion

Goal: To develop Ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other.

Activity 3 Report (class work)

Invite some group members to report their work to the whole class.

Goal: To overcome Ss’ shyness and stimulate Ss to speak in public.

Activity 4 Further understanding and word study (pair work)

Encourage Ss to discuss the following Qs in pairs (A PowerPoint will be used here to present some blank-filling exercises and multiple choices.)

Q1: What does the word “this” in the last Para. but 3 refer to?

A. B. C. D.

Q2: What is the Chinese equivalent for the phrase “investing in loss”?

A. B. C. D.

Q3: The word “flawless” in Line 5 of Para.2 can be replaced by ___

Q4: Which of the following statements is true or not true?

Goal: To help Ss to guess the meaning of certain unknown words and understand the passage exactly.

Step 4 Post-reading

Activity1 Role-play (pair work)

Suppose one student is a … and the other …. Ss are encouraged to put themselves in the situation and make a face-to-face interview.

Activity2 Discussion (Group work)

Topics may be :

Q1: Do u want to be perfect?

Q2: Do u think there is anyone in the world that is perfect?

Q3: Look at the subtitle/title “Remind yourself ”, remind yourself of what?

Activity3 Poster-designing/Cartoon-designing/…(group work)

Goal: These post-reading activities are intended to develop Ss’ creative thinking and get them to know the importance of …

Step 5 Homework

Task 1 Write a summary of the passage (about 100 words) (Individual work)

Goal: To spur Ss to consolidate what they have learned.

Task 2 Look up some more information about … (Individual work)

Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites on the topic.

Goal: To encourage Ss to study English spontaneously and independently after class, arouse Ss’ interest in traditional Chinese culture and develop Ss’ culture awareness and cross-culture communicative skills.

As for my blackboard-design, sin ce time is limited, I’d like to give a brief introduction.

这是教师考编的面试环节：说课。以下说课稿是省级一等奖实例，以高一课本为例,叙述说课中的五个基本点

Good morning, My judge teachers. I feel so honored to have the opportunity to share my teaching ideas with all of you after two-year preparation. So I particularly cherish this opportunity and hope all of you would enjoy my following talk. Ok, my topic today is “Body Language” taken from Unit 4, Book 4, and my presentation consists of 5 Parts: Analysis of teaching material and student, teaching method and learning method, teaching procedure，blackboard design, teaching reflection. Now, let’s begin with Analysis of teaching material and student.

The analysis of teaching material includes the following four aspects.

Aspect 1: Status and function of this passage:

The passage mainly talks about body languages in different countries. The reading part is the center of the passage. Through reading this passage, the students can learn many new words and expressions, improve their reading skills and know more information about different body languages.

Aspect 2: Teaching aims and demands.

The overall aim of the English New Curriculum is to develop students’ comprehensive language abilities, such abilities are grounded in the development of language skill, language knowledge affects, cultural awareness and learning strategies. So based on this theory, I choose the three-dimensional teaching targets as my aims.

The knowledge aims are to guide the students to mater the important words and expressions in the text, on this basis, to have a further understanding of the passage.

The ability aims are to develop the students 4 basic skills, especially reading skills. Through practicing students’ predicting, skimming, scanning and concluding skills to improve their reading ability. Meanwhile, to encourage them to express their own opinion and learn to cooperate with others.

The emotional aims are to make them learn to use different body languages to communicate with others and overcome communicative obstacle.

Aspect 3: Teaching important point and difficult point

The important point is how to get the students to mater the words and expression and use them flexibly, and on this basis to have a better understanding of the passage.

The difficult point is how to enable the students to master the reading skills and improve their reading ability.

Aspect 4:Teaching aids

In this class, multimedia classroom, blackboard, color chalks will be used.

So much for the teaching material, now, let’s go on with the analysis of students.

The New Curriculum advocates the students are the main body of learning, so analyzing the students is very important. After junior studying, my senior students have basic abilities of listening, speaking, reading and writing, but their abilities of using

English to process information and solve problems are still to be improved. So in this class I will focus on students’ reading skills and problem-solving ability. In the teaching process, I find most students rely on teacher to learn, so practicing students’ self-learning ability is important. Since the content of the passage is closely related to Ss’ real communicative life, so their overall language abilities can be improved through learning by doing.

After the detailed analysis of teaching material and students, Let’s continue to Part 2, teaching methods and lea rning methods.

As is known to all of us, a good teaching method can develop the students’ good English sense. For achieving the above teaching aims, I’ll use the following methods according to the modern social communication teaching theories.(现代社会交际教学论)

To improve students’ reading ability and information-obtaining ability, I use Skimming and Scanning Method.

To enable my students to read and learn more efficiently and with more curiosity, I use Task-based teaching method.

To enable my students to be more active and creative in the class, I use Situational approach.

To encourage my students to express ideas and communicate with others, I use Communicative teaching method.

All these methods can stimulate students’ learning enthusiasm, guide th em to actively participate in the class, and thus make sure my class goes smoothly.

Apart from teaching method, the learning method is also very important. According to the New English Curriculum, the students nowadays shall transform their studying method to develop their cooperation spirit and self-learning ability. In the class, the students are asked to fulfill their tasks by pair or group work to practice their cooperative method. After the class, the students are asked to complete their written work on their own to improve self-learning method.

Now, let’s come to the most important Part, teaching procedures. The above-mentioned teaching theories will be reflected in the following teaching procedures. In this part, I will divide into 5 steps, that is, warming up, pre-reading, while-reading, post-reading, summary and homework.

Step 1: Warming-up. In this step, it includes two discussing works and takes 6 minutes.

“Interest is the best teacher”, therefore, at the very beginning of the class, I should spark the students’ focus on the centre topic “Body language”, I will show some pictures of body languages to attract their attention and then bring 2 questions:

Q1: Do you the meaning of the pictures, discuss your ideas with your partner.

Q 2: Do you think the same body languages have the different meaning, if yes, give some examples.

The purpose of the step is to stimulate their interest and naturally lead to Step 2.

Step 2: Pre-reading

In this step, it includes one prediction work and takes 4 minutes.

I will guide them to guess the content by looking the title and picture, they will be divided into group of four to discuss.

The activity is to inspire the students to read actively, not passively. Active reading can raise the students’ interest and reading efficiency, Other purposes are to develop their predicting skills and encourage them to think and express in English.

Step 3: While-reading, it is the most import one in the procedures, so it takes 25minutes.

Firstly, I will guide them to read for information by skimming and scanning the text. The students are asked to skim the whole text to answer the following two questions by pair work.

Q1: What’s the general idea of the whole passage?

Q2: What’s the main idea of each section?

Then I will ask them to scan the passage again and finish the activities in group of four.

Activity 1: Find out the different body languages of different people in the text and list out.

Activity 2: Do some multi-choice work to find out some detailed information.

To improve the stu dents’ skimming and scanning skills is the difficult point of the class. So I will arrange the above questions and activities to practice and improve their reading skills to get general ideas and detailed information. Meanwhile, the cooperative learning can raise their studying interest and develop their cooperation spirit.

Secondly. I will ask the students to listen the tape and read after it. After listening and reading the text, students find out the difficult words and sentences, try to analyze and memorize them. Mastering new words and expressions is the important point, so I will assist my students to master them.

Thirdly, The class will come to the period of solving problems. This time belongs to students and I just play an assistant role. The students can ask any questions they come across in the process of learning, and the whole class all solve them. This purpose

is to improve their questioning spirit and dealing with difficulties.

Step 4: Post-reading, it includes two tasks and takes 7 minutes

So far, the students have known the basic knowledge of body language, according to the principle of the New English Curriculum, language is learnt to communicate and solve problems. So I will provide 2 tasks by pair work to let them conform their language knowledge into language use:

Task 1: Suppose two friends, one from America, the other from Japan meet at the first, make a dialogue and act out the possible funny thing.

Task 2: I will list several new words and expressions, and tell the students to think a new story and share with other students. The both tasks provides the students with the opportunities to relate what they have read to what they already know. In addition, the tasks can enable students to produce language based on what they learned.

Step 5: Homework, This step needs 3 minutes

I’ll give them two piece of homework.

Written work: I ask students to write a summary about different body languages and the possible reasons by collecting different information.

Optional work: Surf the internet and find out more information about body language.

The two homework mean to train students’ writing ability and self-learning ability. By searching various information resources, the students can widen their view and continue to inspire their learning enthusiasm.

Up to now, my presentation is almost to the end, please patiently go on with Part 4 blackboard design.As for the blackboard, I will design it as outline type and list the main idea of each paragraph on the middle of it, and analyze them by writing down the reading skills to enable them have a overall understanding of the passage. What’s more, I give the new words and phrases on the left to attract them. All these designs conform to the important and difficult point of the text.

After analysis of the whole task, let’s come to Part 5. Teaching reflection. I firmly believe the whole class goes smoothly with the clear teaching aims. Te various activities all enable students to improve their learning ability. However, if time is not limited, I shall give more time and opportunity for students to practice what they have learnt in this class. Improving the students’ comprehensiv e language using ability is my ultimate goal.

So much for the presentation. Thanks for your patient and kind listening. Thank you very much.

一、说课

（一）说课要求“六说”：即说课标、说教材、说学生、说教法、说训练、说程序。

课标是教学的依据，教材特点和学生情况既是教学的出发点，又是教学的归结点。教法是根据教材的特点和学生的情况而选择的，是达到教学目标的手段；训练包括课内的和课外的，是培养学生能力的途径；程序则是优化教学过程和优化课堂结构的教学方案。

“六说”构成说课的整体内容，也构成课堂教学的全过程。

（二）、“六说”的具体要求

1、说课标

主要说两点：

（1）所选课题在本科教学中的地位和作用。这要依据课标所规定的教学原则和要求，在整体把握教材知识体系和编写意图的前提下，通过分析新选课题（章、节、课）内容特点，确定其在整体或单元教学中的地位。通过分析新旧知识的联系，确定其在整体或单元教学中的作用。

（2）根据“地位”和“作用”，制定本课题的学习目标，通常从三方面来制定：

A、思想教育目标①思想政治教育——如“五爱”教育，历史唯物主义，辩证唯物主义教育，道德品质教育等②学习品质教育——非智力因素的培养，如毅力、态度、方法、习惯等③思维品质教育——各学科有其独特的思维方式和特点，需

要通过教学来培养学生良好的思维品质。数学——等价转换，数形结合，分类讨论；语文——学习与生活相结合；英语——交际能力。

B、知识传授目标

主要指各学科的基础知识，基本理论、基本技能的教学目的和要求。

C、能力形成目标

记忆什么，理解什么，掌握什么，动用什么，评价什么，综合什么，在课标中要有明确的要求。

2、说教材

主要说对教材内容的理解，分析和处理，包括理论上的理解，知识点的解析。重点。难点的确定和解决。

分析教材是常规备课的重点，也是说课的重要内容，但说课更要侧重说明处理教材的理论依据和采用的处理方法，而不对某些具体知识作更多的解释和说明。如语文的解释词义，归纳段意，数理化的概念，定理的解释等。

3、说学生

主要是分析学情，如学生的原有基础，学习本课题的有利因素和存在的问题，上、中、下三类学生的分别，以及学法指导等。学生情况是教学的重要依据，难点的确定，教法的选择，课堂训练的设计都应根据学情而定。但这是常规备课中最薄弱的一环。大多数老师习惯于精英教学，喜欢从高点来设计，而忽视学生的实际接受能力如何。说课，把说学生提出来，就是为了加强教与学的针对性，使老师的每一份努力都能作用在全部学生身上，收受实在的课堂实效。

4、说教法

主要说明教学方法及教学手段的选择和运用。问题不再于什么方法最好，什么手段最简便，而要根据教材的特点，学生的实际、教师的特长及教学设备的情况等，来说明选择某种方法和手段的依据。有些教法不能从理论上讲是科学的，合理的，但是有选择运用它，要看学生的实际，所以说教法的选择，最大程度上取决于学情的分析。

5、说训练

主要说明训练的目的，训练方式，训练题目的设计。训练是培养学生能力的主要途径，是教学的重要环节。

课堂教学中的训练，要根据学习目标来设计，为目标而服务。

训练一般分为①形成性②巩固性③分层能力训练三种类型。

①主要检查学生对概念、定义、基础知识的理解程度②帮助学生掌握知识③根据学生掌握情况，使上中下三类学生通过此练习都有所得，培养能力。

6、说程序

说明整堂课的教学流程，即各个教学环节的实施过程、。我们常说id优化课堂结构即指教学程序的设计、

说课的内容是“六说”，方法有两种。一是将材料按“六说”分六块，一一分别来说，这样说材料容易组织，条理清晰，但艺术性不强，给人以支离破碎的印象。二是综合组织，按教学程序来说，将“六说”内容分布在各教学环节中，这样说艺术性强，流畅，浑然一体，但组织材料费力，还会条理不清。总之每个人要根据自己的实际情况选择适合自己的说课方法。