全国高师职业技能大赛获一等奖英文说课稿
小学英语教师教学技能大赛获一等奖说课稿
《牛津小学英语》4A第四单元A部分说课稿I [ Teaching materials]Fun with English Students Book 4A Unit 4 I like……II [Teaching material analysis]This lesson is the first one of Unit 4 . So if the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit. This lesson is a dialogue about toys. Such topic is related to the children’s daily life. So it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English. The objective of the lesson is that the pupils can get information from their teachers, classmates and their friends. The key sentences are:1. What’s this in English?2. Do you like……The pupils also need to recognize the singular forms and plural forms of the new words . The teacher should get the students to remember the new words in different ways.In the teaching course, the teacher should use the toys, tapes and multi-media to create the real situations and happy atmosphere. The pupils need to be encouraged the motive of communication.III [Class time]:30 minutesIV [Teaching contents]A Sentence patterns:1.What’s this/that in English? It’s a ……2.Do you like……?B New Words:There are four new words in this part .They are: puppets, kite, puzzle and doll.V [Teaching aims]1. Pupils will be able to ask for advice in English.2.Pupils can express the following patterns in real situations.Pattern 1 :What’s this in English?Pattern 2 :Do you like……?The students should be able to use them easily. Together with other English that they have learned before.3. Encourage the pupils to have good cooperation with each other, help each other and learn from each other. Encourage the students to use language for communication in real everyday life.VI. [Difficult point]Recognizing the sentence “Do you like……”is a bit difficult for the students.VII [Teaching aids]1.Multi-media2.Cassette &tape recorder3.Some cards, toys, some stars award as a prize to the students.VIII [Teaching preparation]:Ask the students to prepare some puppets, dolls. toys, kites, puzzles.IX [Teaching methodology]:A ppp（端对端）lesson is used in this unit, that is Presentation, Practice and Production. First the teacher should introduce the new language well in the first phrase of the lesson. The teacher presents and teaches this language to the students by demonstrating it to them. Modeling the language, explaining it and give the students lots of practice in how to use it. Then the pupils need to have plenty of activities to help them to practice the new language. This is the practice phrase. Lastly, the students need time to use the new language they have learned in order to communicate with each other. During the Productive phrase the new language becomes part of the students own language and they should be able to use it easily, together with other English that they have learned before.IX [Teaching steps]:Step1 : Warming-up exercise.1. The pupils will sing an English song. 《We are happy bees》2. A guessing game. Pupils will review some new words about toys by the game. Get the students to grasp the patterns “What’s this/that in English?” Ensure（确保）that the pupils can recognize, read and write the patternsStep2 Presentation1. Present the new words using the actual objects and pictures. Ensure that the pupils can pronounce and spell them correctly.2.Show the multi-media. Ask the pupils to look at the screen and pay attention to the plural form.A puppet –puppets A kite –kitesA puzzle –puzzles A doll –dolls3. Put up the puppet and ask the pupils:“Do you like puppets?”Elicit the key sentence “Do you like……”Meanwhile put up the card and let the pupils recognize the sentence, then put it on the Bb. Let the pupils to repeat it.4. Show the pupils a puzzle of a Chinese map and ask “Do you like China?” students answer: “Yes, I do.” The teacher grasp the chance and says “Me, too”. Then ask another question: “Do you like China?”Thestudents maybe answer: “Yes, I like China.” Then the teacher says: “I like China, too. I love China. ”Draw a heart on the Bb and write the word “love”. Ask the students to repeat the sentence “I love China” loudly for three times. Teach the students to love our country.5. Show the multi-media. The pictures and the sentences will be on thescreen.6. Listen to the tape and imitate.7. Read the text in roles.8. Ask 3-4 groups to perform the dialogue.Step3 ProductionShow the investigation forms on the screen.Deliver everybody a paper. The pupils will ask their friends the following four questions.1.Do you like kites?2.Do you like puppets?3.Do you like puzzles?4.Do you like dolls?Then fill in the blanks with “tick” or “cross”XI Ending the class with a puppet on the screen.The puppet says “Goodbye, boys and girls”.And the pupils respond : “Good bye, puppet.”(20XX年10月作者参加全国首届小学英语教师教学技能大赛获一等奖。
高中英语师范生技能大赛说课稿范文
高中英语师范生技能大赛说课稿范文全文共3篇示例，供读者参考篇1Title: Sample Lecture Script for High School English Teacher Skills CompetitionIntroduction:Good morning/afternoon, everyone. Today, I am going to present my sample lecture script for the High School English Teacher Skills Competition. The topic of my lecture will be on the theme of "Teaching Reading Comprehension Strategies to High School Students."1. Introduction to the Topic:Reading comprehension is a crucial skill for high school students as it helps them to understand and analyze texts in a deeper way. In today's lecture, I will discuss various strategies that can help students improve their reading comprehension skills.2. Pre-reading Activities:Before reading a text, it is important to engage students in pre-reading activities to activate their prior knowledge and build their interest. In this part of the lesson, I will introduce a short video or a picture related to the topic of the text to stimulate students' curiosity and motivation.3. Reading the Text:During the reading process, it is essential to provide students with guidance on how to approach the text. I will model the reading process by reading aloud a paragraph and demonstrating how to identify key information, make inferences, and connect ideas within the text.4. Post-reading Activities:After reading the text, I will engage students in post-reading activities to deepen their understanding of the text. These activities may include discussion questions, writing prompts, or group activities that require students to analyze the text further and make connections to their own experiences.5. Assessment:To assess students' comprehension skills, I will design an assessment task that requires students to demonstrate their understanding of the text through various means, such as writinga summary, answering comprehension questions, or participating in a class discussion.6. Conclusion:In conclusion, teaching reading comprehension strategies to high school students is essential for their academic success and overall literacy development. By incorporating pre-reading, during-reading, and post-reading activities, teachers can help students build their comprehension skills and become more critical readers.Thank you for listening to my sample lecture script for the High School English Teacher Skills Competition. I hope you found it informative and engaging.篇2Title: The Art of Teaching: A Sample Lesson Plan for High School English Teacher Training CompetitionGood morning, ladies and gentleman. Today, I am excited to present my lesson plan for the High School English Teacher Training Competition. This lesson is designed for a class of high school seniors and focuses on the theme of literature analysis.1. Introduction:- Greet the students.- Engage in a warm-up activity to introduce the theme of literature analysis.- Introduce the objectives of the lesson: to analyze a literary text in depth, focusing on character development, plot structure, and theme.2. Pre-reading Activity:- Show a short video clip related to the text (e.g. movie trailer, author interview).- Discuss the video clip and make predictions about the text.- Provide background information about the author and the historical context of the text.3. Reading Activity:- Have students read an excerpt from the text silently.- Discuss the main characters, setting, and plot points.- Analyze the author's writing style and any literary devices used.4. Post-reading Activity:- Assign students to small groups to analyze a specific aspect of the text (e.g. character development, symbolism, themes).- Have groups present their findings to the class.- Lead a discussion on the overall meaning and significance of the text.5. Extension Activities:- Have students write a short essay analyzing a different aspect of the text.- Assign a creative project (e.g. creating a storyboard, writing a modern adaptation).- Encourage students to share their work in a class showcase.6. Conclusion:- Review the key concepts covered in the lesson.- Provide feedback and offer suggestions for improvement.- Thank the students for their participation and enthusiasm.In conclusion, this lesson plan is designed to engage students in a deep analysis of a literary text while fostering critical thinking and creativity. I believe that this lesson will challenge and inspire students to explore the complexities ofliterature and become more skilled and passionate readers. Thank you for your attention.篇3High School English Teacher Skills Competition Demonstration ScriptGood morning, ladies and gentlemen. Today, I am honored to present my teaching demonstration for the High School English Teacher Skills Competition.The topic of my lesson is "Analyzing Character Development in Literature". This topic is essential as it helps students develop critical thinking skills and deeper understanding of the text.To begin the lesson, I will engage students with a short video clip from a popular TV series. This will serve as a hook to grab students' attention and pique their interest in character analysis.Next, I will introduce the key vocabulary and concepts related to character development, such as protagonist, antagonist, round character, flat character, dynamic character, and static character. I will use examples from classic literature to illustrate these concepts and allow students to identify them in the text.After discussing the key vocabulary, I will lead a group discussion on the character development of the protagonist in the selected text. Students will be encouraged to share their ideas and observations, and I will facilitate the discussion by asking probing questions to guide their analysis.To further deepen students' understanding, I will assign a writing task where students have to analyze the character development of another character from the same text. This task will allow students to apply the concepts they have learned and demonstrate their analytical skills.In conclusion, I will wrap up the lesson by summarizing the key points and highlighting the importance of character analysis in understanding literature. I will also encourage students to continue exploring the complexities of characters in different texts to enhance their literary appreciation.Thank you for your attention. I look forward to your feedback and questions. Let's continue to inspire and empower our students through the power of literature. Thank you.。
高中英语说课稿一等奖
高中英语说课稿一等奖高中英语全英文说课稿篇一Good morning, everyone! I’m glad to be here to give my lesson plan presentation. The lesson plan I am going to talk about is the reading part of Unit 4 Wildlife Protection in the book NSEFC BOOK1. Now I’ll explain my lesson plan from the following aspects——analysis of teaching material, learning condition, teaching objectives, important and difficult points, teaching methods, teaching procure and blackboard design.Analysis of teaching material and learning conditionFirst, let’s e to the analysis of teaching material. The reading material is entitled How Daisy Learned to Help Wildlife. It talks about how Daisy learned the importance of wildlife protection through her munication with some animals in her dream. It is closely connect ed with this unit’s topic——the importance of wildlife protection. The passage is clearly organized by Daisy’s 3 trips in which she municates with several endangered animals, and there are not so much new words in this passageNow let’s move on to the analy sis of learning condition, students must be very familiar with the topic and interested in all kinds of animals. Students have acquired the basic reading skills, such as skimming, scanning, etc to deal with different readingtasks, and they can do some discussion in English. However, they are not familiar with the organization WWF mentioned in the passage, not clear with the author’s purposes of writing some sentences, and they may find it difficult to deal with some real problems by themselves concerning with wildlife protection.Teaching objectivesBased on the analyses of the teaching material and the learning condition, I will show you the teaching objectives.（1） Language Skills:1、 Students can get the needed information about Daisy’s trip by applying different reading skills.2、 Students can summarize the main ideas of each paragraph through skimming.3、Students can analyze the author’s purpose of writing sentences like “No rainforest, no animals, no drugs” and “And there are always WWF.”（2） Language Knowledge:1、 Students can know more about why some animals are in danger and how to protect them.2、 Students can know how to use the new words, such as mercy, importance, contain, etc.（3） Affective objectives:Students can realize the importance of wildlife protection.（4） Culture awareness:Students can know something about the organization WWF.（5） Learning strategy:1、 Students can improve their munication strategy by discussing with classmates about protecting animals.2、 Students can refer to the Internet to know more about wildlife protection.Key point and difficult points:Key points:（1） Students can improve their reading skills, such as summarizing, skimming, scanning, etc.（2）Students can get the main idea of the passage.（3） Students can know how to use the new words in the passage.Difficult Points:1、 Students can summarize the main ideas of each paragraph.2、 Students can get the implied meaning of some sentences in the passage.Teaching methodsAs for teaching methods, I’ll follow the interactive model to deal with the reading material and municativeapproach to put what the students have learned into use.Teaching procedure:Then I’ll talk about the most important part of my presentation——teaching procedure.Warming-upThe first step is warming-up. It will cost 3 minutes. First, I’ll show my students a short clip of video about the endangered wildlife. Then, I’ll ask the students to name the endangered animals in it together with me and list more. This step is aimed to arise the students’ interest and get the stud(书包范文☆)ents familiar with the topic——wildlife.Pre-readingThe second step is pre-reading. It will cost about 5 minutes with 2 activities. In the first activity,I’ll introduce something about the organization WW F to the students. The second activity is to ask students to give their reasons to the question “Why are some animals in danger?”。
高中英语说课稿评优课一等奖说课稿.
牛津高中英语说课稿评优课一等奖说课稿(全英文)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 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 uni2ue characteristics. First, it’s a long passage with 688 words, much more than the usual te.ts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.Section 2 Indentifying the teaching aimsBased on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson: The 1st aim: Students learn the skills and strategies to read a prolonged te.t. The 2nd aim: Students get a better understanding of what a gap year is. The 3rd aim: Students are encouraged to figure out the implied meaning. The 4th aim: Students are familiar with various e.pression_r_r_r_r_rs or approaches to e.press the same thellong or idea.Section 3 teaching proceduresIn order to achelloeve 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 toprehend the te.t, solve problems andplete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the te.t.Part 1. Getting readyReading begins before a book is opened. It’s important to activate students’ e.isting background knowledge and draw their attention to the topic of the te.t. In thellos 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 1: A time machellone. I start my lesson by askingsenior 3 students what the date is. Then, I go on to show a picture of a time machellone. I tell students that the machellone with a magic power will bring them to their graduation from hellogh 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 follows: After leaving hellogh school, most of Chellonese students go straight to university.Yes, at thellos time ne.t year, most of you will be studying in a university. (With the task, I inspire students’ former knowledge and imagination about graduating from hellogh 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 2: Brainstorming. After the summary, I go on to show some more pictures of British students fresh from hellogh schools, and tell students that more and more students in the UK are doing somethellong different instead of going straight to university. After that, I play the tape of Para.1 and get students to catch the answer to the 2uestion: They will travel or work on projects for up to a year before entering university. (With the task, I e.cite students’ desire to know more about what their British e2uivalents will do before going to college. With the 2uestion in mind, students will definitely be eager to listen to the tape to find the answer. )Part 2. Focusing on main factsDuring the part, I will ask the students to answer the 2uestion—What does the author say? Students are supposed to get a main idea of the te.t and understand the basic meaning of the te.t. 8uestions of thellos kind are not very difficult and they can be answered directly from the te.t. The part includes si. tasks: Task 1: Three e.amples.I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did somethellong special. After the instructions, I play the tape of Paragraphs 4-6 and get students toplete 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 2: Matchellong. After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re re2uired toplete another table with a second reading. Whom 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 e.perience. E. ready to face challenges in the future. F. learnt how to deal with difficult situations. 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 thethree British students. They’lle to know that a table is of great help in their future reading.) Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the 2uestion: What do people call the year off between finishellong school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year. (With the task, students are e.pected 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 2uestion in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many 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 e.pected to know more about the gap year.) Task 5: History of the gap year. I play a second VCR and get students to answer the 2uestion: When did the gap year start in the UK? (The task enables students to have a good knowledge of the hellostory of the gap year.) Task 6: Comments. The second, thellord, seventh, eighth paragraphs deal with thements 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 thements andplete 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 lines: In thellos part, I will encourage the students to answer the 2uestion—What does the author mean? As we know, armation in a reading passage is not always stated directly. Sometimes students have to infer, or make guesses ording the armation which is available in the reading. So in thellos part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details and understand how the te.t isanized. The part consists of three tasks. Task 1: Similar sentences. The English language enjoys various ways of e.pressing the same thellong or idea. As we can see, the second and thellord paragraphs are similar to the seventh and eighth paragraphs in the content, both dealing withments on the gap year. Some sentences actually e.press the samements. 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 e.ample.) 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 hellore graduates who have taken a gap year. (Line 15) ______________________________ (3)A gap year gives young people an opportunity to learn skills and gain life e.perience. 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 studentslearn and use different ways to e.press the same idea. The task gets students ready for talking and writing about the gap year in the ne.t part.) Task 2: Guessing from the conte.t. I get students to guess from the conte.t the meanings of the four words or phrases: ⑴th e career ladder (Line 4) ________________________ ⑵every point of thepass (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 wille across vocabulary they don’t know. With the task, students are guided to look at the conte.t in which a word or phrase is used and try to find any clues to its meanings.) Task 3: Benefits. Students are asked to collect advantages of taking a gap year in the te.t. After that, students have the chance to listen to a thellord VCR, which contains more armation about advantages. Whellole 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 e.perience (The task is intended for students to collect more armation about students taking a gap year, which also makes them well prepared for the writing task in the ne.t part.) Task 4: Recognizing the implied message. I play a fourth VCR. Whellole listening, students are e.pected to fill in the two blanks: Actually, 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 ne.t task. ) Task 5: Understanding the title. After reading the whole te.t, I will get students to focus on the title Mind the gap. (The task is designed to help students fully understand the hellodden meaning of the title: They are e.pected to make full of the gap year to develop themselves.)Part 4. Responding to the te.tI encourage the students to answer the 2uestion—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 somethellong, or influence them to look at thellongs in a certain way. So it is important to train students to read critically. The part consists of two tasks. Task 1: I conduct a survey to see what students thellonk of taking a gap year and at the same timeplete the table. (The task is aimed at making students be critical readers.The students should be encouraged to uate and make judgment about the author's te.t.) Task 2: After the survey, students are asked to write aposition of 120 words about their ideas of taking a gap year before going to college. (The task aims to consolidate the armation they have learnt and also improve speaking and writing skills.) OK, so much for my teaching plan. Thanks for your attention.说课是20百年80年代后期随着教改深切而产生的带有教诲科学研究性质的教研勾当，其理论和实践越来越受到正视（宋斌华，2007）。
省比赛一等奖高中英语全英文说课稿模板(精品)
省比赛一等奖高中英语全英文说课稿模板(精品)Good morning。
XXXXXX: analysis of the teaching material。
teaching aims。
important and difficult points。
studying methods。
and teaching re.Part 1: XXXThe content of my lesson is the FLTRP Book Module on a specific topic。
As we all know。
reading is an important aspect of language learning as it XXX。
this lesson holds a crucial n in this module。
If the students can master this lesson well。
it will be beneficial for them to learn the rest of the module.Part 2: Teaching AimsThe main aim of this lesson is to help students understand the key points of the reading material and XXX。
it XXX related tothe topic.Part 3: Important and Difficult PointsThe important points of this lesson include understanding the main idea of the reading material。
identifying key vocabulary words。
and comprehending the text as a whole。
全国高师学生英语教师职业技能竞赛
Material: Senior English for vocational students' book (Gread 1),Unit 2 Students: Grade One in Senior High School Time: 45minutes Course Type:Reading
Part VI Teaching Procedure
Step 1 Lead –in (3') (1)The theme song of the 2008 Olympic games (2)Pictures about the olympics
Step 2 Fast reading and answer questions (5') Questions: （1） When and where were the ancient Olympic Games held? （2） When and where the first modern Olympic Games held? （3） What is the spirit of the Olympic Games?
1. To enhance the students’awareness of the knowledge about the Olympic Games 2. To know about the spirits of the Olympics and learn how to cooperate with others in life.
The following is the layout on the blackboard
1. as early as 776 B.C. e.g. This desk is as long as 5 meters. 2. every four years every forth year e.g. —— How often do you visit your grandparents? —— Every two weeks? 3. take part in = join in e.g. Did you take part in the sports meeting held last week in our school? 4. succeed in doing something 5. more and more nations more and more beautiful longer and longer
高中英语说课稿一等奖
高中英语说课稿一等奖高中英语全英文说课稿篇一Lesson Plan PresentationHello, 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 aspects: the 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 skills: students can use reading skills like prediction, skimming and scanning to read the text.Second, language knowledge: students 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 strategy: students will learn to study and solve problems by cooperation and communication.Fourth, affective objectives: students will value friendship more and cherish what they have.Last, cultural awareness: students 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”。
全国一等奖高中英语优质课大赛《模块三 Unit 9 Lesson 1》教学设计+学案+教学反思
组别高中英语设计主题：Unit 9 Lesson 1 On Your Bike姓名：学校：性别：职称：教龄：____联系电话：电子邮箱：___ _指导老师姓名单位答（学生问－教师答或学生问学生答）的模式对文本的整体和深层做进一步的理解。
具体如下：①Para.2：根据20世纪60年代人们骑白自行车的叙述情节，抛出五个问题，让学生带着问题细读文本，按照时间先后分别从when, who, why, how, what(the result)设计相关填空，答案分别是in the 1960, a group of cycling fans, to reduce pollution, to provide free public transport, painted, placed, allowed, leave, finished,和thieves took the bicycles away。
②Para.3-4 Para.3 依据电脑芯片的使用，让白自行车在30年过后又重新出现，解决了自行车被偷的问题，设计表格填空，答案分别为more than 30 years later, records its every move, insert, are parked, parking places。
Para.4 最后一段是人们骑白自行车对交通环境的影响，设计一空，答案是without cars/ less traffic。
Task 7: Recognition of the text with a mind map设计一个图表，让学生根据教师口头提示，共同来简要复述课文框架结构。
如：【设计意图】一：从细读和略读中，学生能从中习得表达目的、行动的一些词汇，如reduce pollution，painted hundreds of bicycles white；了解叙述一件事情应该用一般过去时，如painted、failed等关键词；掌握一些有用的表达with a computer chip, insert a special card, are parked, special parking places，同时进一步强化学生对叙事六要素重要性的认识，初步实现以读促写的目的。
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高中英语说课稿模板Good afternoon, my dear teachers and ss. I’m …from…Middle School. It’s my great honor to be here sharing my lesson analysis/interpretation with you. The content of my lesson is Senior English Book 5 Unit 5（First Aid）I am to analyze this lesson from five perspectives：Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedures, and reflection. .First, let me talk about the teaching material.Part 1 The Interpretation of Teaching Material:1. Introduction of the teaching aims of this unitThis unit is about the necessary knowledge about first aid.By learning this unit, The students will be enabled to know what measures should be taken in a first aid. Undoubtedly, such knowledge will be helpful in the students’ daily life.The unit provides all-around practice about listening, speaking, reading and writing on this topic. And it provides a real situation in which students canimprove their comprehensive ability of using English language.2. The status that this specific lesson plays in the unit 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. This is a reading lesson that plays an important role in this unit. It provides the primary knowledge and necessary words and expressions for the learning of other parts. According to the New Standard Curriculum and the Syllabus (新课程标准和教学大纲),I design the teaching aims as follows:3. Teaching aims:(1).Knowledge objects:A. Enable the students to know the new words and the main sentence patterns.B. Enable the students to get the main idea of the text and understand the content of it.(2)Ability objects:A. Improve the Ss’ extensive reading abilities such as skimming and scanning.B. Enable the students to express their ideas based onthe understanding of the text.(3).affection objects:Cultivate the students’ compassion to others and their awareness of coping with emergencies.4. Difficult points:How to ensure the students to understand the text by fast-reading.What is the most difficult in teaching process? I think the most difficult is how to enable the students to understand the text by fast-reading. Of course the students may also find it difficult to express their own experience and their understanding based on the learning of the text. Well, how to achieve the teaching objects better, how to stress the important points and break through the difficult points? According to the analysis of the teaching material and the students’ learning background, I will use the following methods strongly recommended in the New Standard Curriculum .5. Teaching aids:Part 2 The Interpretation of Teaching Methods:The Task-Based Language Teaching method as wellas Communicative Approach is employed to fulfill the teaching aims.That is to say, I’ll let the Ss to get a better understanding of first aid for burns by means of a series of tasks and a number of interactions. According to the modern social communicative teaching theories(现代社会交际教学理论), I adopt the Situational Language Teaching method(情景教学) Task-Based Language Teaching method (语言任务教学)in my teaching.Part 3 The Interpretation of Studying Methods: Students of this stage are quick in thought and they are eager to show what they know and they have a certain ability to read .But they are lack of the cultural knowledge and the background knowledge of what they are going to learn. They are not familiar enough to the reading strategies. And they lack courage to express their ideas. Therefore, a teacher should care for their learning strategy，in this lesson.I will teach my students to master the following strategy；1 Basic learning strategy；The students can get the meaning of the words and phrase2 Practice strategy；Practice can help the students get the general idea and have a better understanding of the language.3 Communication strategyIn a ward, I’ll teach the students how to be a successful language learner and let them study language through “Observation—Imitation—Practice-produce”.Part 4 Teaching ProceduresAccording to the new standard curriculum and the syllabus, the students are the subject of learning and teachers should act as a guider, an organizer and a director in the learning process. So I design the teaching procedures like this:Step 1 Warming -up(I think the most useful method to lead the students to learn is interest stimulating and discussion by themselves.1. At the beginning I will ask the Ss to narrate one of their experiences to get through anemergency, including the measures they took to get through it. Then I will tell them what kind of emergency we are to experience and what to do.) Task1 Pair work: Ss are supposed to narrate in pairs one of their experiences to get through an emergency, including the measures they took to get through it. Step 2 Pre-readingPresentation of difficult words and expressions:….Step 3 While-reading(1) Task2 Scanning: Students should read the passage in 3 minutes to find out the main idea.First aid is a very important first step in the treatment of burns, causes of burns, types of burns, characteristics of burns and first aid measures.(2) Task3 skimming: Students reread the whole text in 7 minutes to answer the given questions:A True or Falsea.The skin is an essential part of your body and your body’s smallest organ.b.There are four types of bourns.c.B Answer the questions:4个(3) Task4 Fast reading: Students read the whole text again in 5 minutes to get the detailed information and fulfill the 2 exercises on P35Step 4 After-readingTask5 Group work: Interview. Ask the 6 ss to form a groups. In each group, there must be an interviewer who interviews another student who acts as a nurse or doctor. There must be a character who is being burnt. Others as recorders to note down the important tips and report what they note to the whole group. And then ask several groups to perform it in class.Step 5 SummaryToday we learnt some knowledge about first aid. By learning the text, we know causes of burns, characteristics of burns and first aid procedures. Apart from that, we learnt some useful words and phrases and some medical terminologies which are very useful in our daily life. Special attention should be paid to the extensive reading strategies such asskimming and scanning.Step6 Homework(Purpose of my design: I think homework is so important that the students should use English as much as they can in class and after class. It is necessary for the students to master the knowledge they learned. This contents is an extension of the previous lesson, to meet the need of increasing communicating and writing demands of some students and form their personality as well.)Collect information and knowledge on other kind of first aids and write a short composition in about 120 words to introduce it.Psboard writingPart 5 ReflectionStrengths: New teaching strategies have been adopted. Weakness: More effort should be made to enhance students’ formal accuracy in their communication. Most students can involve them in the classroom activities. Especially for the Ss who have trouble in English, they can still find their roles in the groupactivities. Without doubt, this will encourage them to learn English. A famous educator says:” In one’s mind ,there is always a kind of deeply rooted demand. It is the hope to make oneself a finder and explorer. Such demand is specially strong in a student’ s mind,.” So I always involve every student into my English class by applying the Task-Based Language Teaching method and Communicative Approach into my class to help create a vivid and real situation to stimulate ss’ enthusiasm for learning. Thus I can achieve the teaching aims effectively.附：说学法部分共参考的学习策略：认知策略：1、根据需要进行预习；2、在学习中集中注意力；3、在学习中积极思索4、在学习中善于记要点；5、在学习中善于利用图画等非语言信息理解主题；6、借助联想学习和记忆词语；7、对所学内容能主动复习并加以整理和归纳8、注意发现语言的规律并能运用规律举一反三；9、在使用英语中，能意识到错误并进行适当的纠正10、必要时，有效的借助母语知识理解英语；11、尝试阅读英语故事以及其他英语课外读物交际策略：1、在课内外学习活动中能够用英语与他人交流；2、善于抓住用英语交际的机会；3、在交际中，把注意力集中在意思的表达上4、在交际中，必要时借助手势表情等进行交流；5、交际中遇到困难时，有效的寻求帮助；5、交际中遇到困难时，有效的寻求帮助；资源策略：l、注意通过音像资料丰富自己的学习；2、使用简单工具书查找信息；3、注意生活中和媒体上所使用的英语；4、能初步利用图书馆或网络上的学习资料。