高三英语一等奖说课稿
2023年高中英语说课稿一等奖(通用5篇)
2023年高中英语说课稿一等奖（通用5篇）中学英语说课稿一等奖篇1Good 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 unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts.Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.Section 2 Indentifying the teaching 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 text.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 expression_r_r_r_r_rs or approaches to express the same thing or idea.Section 3 Teaching proceduresIn order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies to comprehend the text, solve problems and complete different tasks. The teachingprocedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.Part 1. Getting readyReading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to incr ease 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 machine. I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing.After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university.Yes, at this timenext year, most of you will be studying in a university.(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading.)Task 2: Brainstorming. After the summary, I go on to show some more pictures of British students fresh from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Para.1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university.(With the task, I excite students’ desire to know more about what their British equivalents will do before going to college. With the question in mind, students will definitely be eager to listen to the tape to find the answer. )Part 2. Focusing on main factsDuring the part, I will ask the students to answer the question—What does the author say? Students aresupposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text. The part includes six tasks: Task 1: Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table.Task 2: Matching. After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading. (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.)(With the task, students learn to use a table to gather the main facts about the three British students. T hey’ll come to know that a table is of great help intheir future reading.)Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year.(With the task, students are expected to grasp the theme of the article. The task serves as a bridge,which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs.) Task 4: Definition of the gap year. Students watch a VCR with a question in 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 become a charity volunteer.(The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year.)Task 5: History of the gap year. I play a second VCR and get students to answer the question: When did the gap year start in the UK?(The task enables students to have a good knowledge of the history of the gap year.)中学英语说课稿一等奖篇2Good afternoon,teachers. It’s my great pleasu re to be here sharing my teaching ideas I’ll begin the lesson from the following four parts:Analyzing teaching materialThe teaching methodsThe studying methodsThe teaching proceduresand while presenting these parts I will do the blackboard writing properly. Ok now I am going to start from the first part “Analyzing teaching material”This unit is about It is made up of paragraphs.The teaching aim of this lesson is to help students to understand and master the words, phrases and sentence patterns on the basis of understanding the text.The ability aim is to improve the students’ organizing and using skills of English and to retell the whole text in their own words.The emotional aim is to help students understandand to developstuden ts’ sense of cooperative learning.Then the teaching key points is to help the students get a general idea of the wholeAnd the teaching difficult points is to make students use their own words to expressAccording to the analysis above, I’ll try my best to carry out the following theorieswhile dealing with this lesson:To make students the real masters of the class while I just act as a director.To combine the language structure with the language functions.And to make students receive some moral education while they are learning language. In order to achieve my goal, I will use the following teaching methods: The first teaching method I will use is communicative approach, since language isused for communication. Communicative approach is learner-centered and emphasizes communication and real-life situations.The second teaching method I would like to use istask-based approach. A taskresembles activities which our students or other people carry out in everyday life.Learners should be given opportunities to reflect on what they have learned and how well they are doing.The third teaching method I want to use is computer assisted language teaching.Computer plays an important role to make the materials attractive. It can also help the learners to understand the language and then produce comprehensible output.And in order to practice my teaching methods better, the following teaching aids will be used:A projector, a tape recorder, multimedia and of course the blackboard.And then, I would like to talk about the studying methods. As students are poor incooperative learning skill, many students are not active in English class, and evensome of them don’t like English. Therefore, I will have the students learn English in a much more relaxed atmosphere. The learning process of students is fromseeing,thinking, and speaking. So, to make the students get the knowledge actively,cooperative learning and task-based learning will be used.Next, I will talk about the teaching procedure. To train the students’ ability of listening, speaking, reading and writing, I have designed the following steps.Step 1 Lead-inAt the very beginning of the class, I will make the students have a free talk about and then discuss the questions in pre-reading on page . The purpose of this step is to arouse the students’ learning interest. After a discussion about the questions,the students will be eager to know something about and it’s the very time to naturally lead the class into Step 2 Listening comprehensionsIn this step, I will write several questions before listening to the text:And then I will make the students answer the questions after listening to the tape. The purpose ofthis step is to train and improve the students’ listening ability .Step 3 skimming and scanningIn this step, I will give the students two tasks . The first task is to get the general idea, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their own thoughts in English. The second task is to get the main idea of each paragraph. I will divide the whole class into several groups to skim the whole text and get the main idea of each paragraph. The purpose of this task is to improve the stude nts’ fast reading skill and cooperate with each other.And then guide Ss to read the material carefully and take some important notes, then answer the following questions in P.Step 4 Retelling the passageLanguage is learned by communicating. It’s my j ob to creat an atmosphere for students to use the language. The students discuss in their group and then choose a reporter to share to the whole class.Step 7 ConsolidationIn this activity, I will ask some students to readeach paragraph, and then do the exercise following the text.Step 8 make a summaryI will go through the important points and difficult points of this lesson with the students once again. And of course, the language points on the blackboard will be mentioned as well.And now le t’s move to the last stepStep 9 Homework1. Read the passage as frequently as you can2. Find out some words and sentences you think are beautiful and recite them.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.That’s all of my teaching ideas about this lesson. Thanking you for your listening.中学英语说课稿一等奖篇3Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently.My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.This period is from unit 6 of book 5 PEP senior high school .this unit is around the space exploration to improve ss listening speaking reading writing ability ,this period is a listening and speaking ,the topic is hot ,but it is far away from actual life. So the teacher should enlighten the students to think deeply the advantage and disadvantage of space exploration . .According to the new curriculum standard and the characteristic of listening and speaking lesson ,combining the content ,I set up the teaching aimsThrough the listening practice and speaking practice ,improve the ability of using language, know much about the space exploration ,and cultivate thestudents exploration spirit .So the key point and difficult points is understanding the main idea of the passage .Analysis of the studentsStudents have certain ability and skill in listening comprehension ,they have the ability of gaining the information. Have grasped many vocabulary.most of the students can express themselves correctly .It is the listening and speaking lesson ,so I will take lingual method and task-based language method ,the students will finish the task in groups and improve the ability of using the language .My teaching procedures if following:Step 1 lead inTo arouse students interest in space exploration ,I show them some pictures about space exploration,the picture of the three famous astronauts in china ,some pictures of spaceships.Students look at and try to recognize the peopleStep 2 listening practiceTo draw students attention to the topic, askstudents a question and comment on their answer "can you guess what are going to listen to today ?Then to cultivate their ability to grasp the main idea ,let the students listen to the tape ,try to figure out the main idea and do the exercisesPlay the tape for the first time and get the main idea and finish some of the exercisesTo train their ability of searching for detailed information in listening ,I play the tape for the second time and ask them to finish all the exercise and check the answerTo make sure that students can complete the task and offer help if necessary ,play the tape again .At the same time,check the answer with the whole class ,and get them to know how to find the answer by asking "how do you know thatStep 3 speaking activitiesTo have students practise their speaking ability .I ask students to discuss the question in groups from the passage ,we can know that space exploration is developing rapidly in recent years ,do you think ti worth exploring the space ."try to express their ownopinion and give us your reasons "why you are for or against the exploration"To check the results of discussion,ask the students to report after ten minutes discussion.To design their impression of different ideas and prepare them for the writing task after class,ask the students to make a list on the blackboardStep 4 conclusionTo enable students to summarize what they have learned ,ask students to sum up the ideas on the blackboardStep 5 assignmentTo enable students to consolidate their knowledge in the form of writing ,ask students to write a passage on whether the space is worth exploring中学英语说课稿一等奖篇4Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English Book unit 1（A student of African wildlife/Why not carry on the good work）I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, thestudying methods, the teaching procedure, and Blackboard design. First, let me talk the teaching material. Part 1 Teaching Material:This unit is about（Great women and their achievements , Important people, history and methods of agriculture, Different types of English humor ,Culture differences and communication Different types of theme park）By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and Dr Yuan Longping’ achievement And chemical farming and organic farming. Charlie Chaplin and his funny and encouraging humor People from different area have different body language and use the right body language to showing our feelings. Theme park not only provide fun but also provide various knowledge and exciting experience. this lesson not only teach the students to learn the related material about (1) the good character to be a successful person (2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemicalfertilizers and how to increase production in organic farming. (3)Charlie Chaplin and his humor English jokes (4)Different body language and the similarities in body language which make the others understand our feelings.(5)Theme park but also learning ability in English .A： If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well. B： It provides all-around practice about listening, speaking, reading and writing revolve around the topic, it is the expansion of this unit and give Ss a space to use the language So it plays an important part in the English teaching in this unit.（As we know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . ）According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings: 1.Knowledge objects: (1)the students can hear, read, and use the main sentence patterns. (2) the students can understand the content of the lesson: (3)the students can use the patterns to express their thoughts in proper situation and learn how to describe people with adjective. Ability objects: Ability objects of this section are (1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.(2) To train the Ss’ ability of working in pairs.(4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability. 3.Emotion objects: By reading A Student of African wildlife /why not carry on the good work, students can learn from (1)Jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiao zhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful. (2)Dr Yuan Long ping his scientific research spirit and attitudes toward life This passage what is chemical and organic farming and their advantage and disadvantage.中学英语说课稿一等奖篇5Good morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 5 Music. I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.Firstly，let me introduce the teaching material. This unit is to introduce to us different types of band. The reading passage is the center of this unit. It is made up of 4 paragraphs, that is, many people want to be famous as singers or musicians, form a band, Monkees began as a TV show and they became even more popular than the Beatles. The text is the most important teaching material in this lesson, which extends the main topic “music” and contains most of the vocabulary and grammar points that students should learn in this unit.Secondly, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading, and writing,they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability Thirdly, I’d like to talk about teaching aims and demands1 Knowledge aims:（1）to help students to understand and master the words, phrases and sentence patterns.（2）to know some basic information about music2 Ability aims:(1) To improve the students’ organizing and using skills of English as the second language(2) To understand the main idea, to scan for the needed information and to grasp the details3 Emotional aims:(1) Help students understand different type of music and how to form a band(2) Develop students’ sense of cooperative learningFourthly, teaching key points is1. To help the students get a general idea of the whole passage, and some detailed information andlanguage points as well.2. To understand how Monkees formed, developed and succeed. Teaching difficult points is1. The students use their own words to express their own ideas.2. the prep+ whom/which attribute clauseAccording to the analysis above, I’ll try to use the following theories to make students the real master of the class while the teacher myself the director.a. Communicative Language TeachingLanguage is used for communication. It’s learner-centered and emphasizes communication and real-life situations.b. Task-based Language TeachingA task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.c. Computer Assisted Language TeachingLanguage learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has theadvantages to make the materials attractive.Part 3 Learning MethodsTask-based, self-dependent and cooperative learningPart 4 Teaching ProcedureStep One Lead-in“Interest is the best teacher.” Therefor e, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the band”. I’ll play some different type of music to attract their attention and then bring some questions.Question:What kind of music they like?Which band they know best?The answers must relate to band. After this, the students will be eager to know something about band and this is the very time to naturally lead the class into Step 2Step 2 Reading for information:skimming and scanning In this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimmingand scanning the context.Task 1 General ideaThe students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other.Task 2 Main idea of each paragraphCooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 4 groups to skim the whole text and get the main idea of each paragraph.Step 3 Reading for comprehensionThe purpose of reading is to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details. Therefore the followingpractices on Page 35 can help check the situation.Step 4 Solving difficult language problems through readingIt’s important for language learners to l earn important rules ofgrammar and use these rules to solve problems in reality. In the previous process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss and explain. This period of time belongs to students. They can ask any questions they come across in the process of learning. I’ll explain the questions and difficulties. The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.Step 5 ConsolidationLanguage is learnt by communicating. It is my job to create an atmosphere for students to use the language. Here I design 2 activities 1 Reading for comprehension I’ll ask 4 students to read each paragraph, and then do the exercise following the t ext. I think it’s a good way to review what they have learned.2 DiscussionDuring making discussion, the students will deepen their understanding of the main idea of the passage.a. Why Monkees can be successful? Give reasons.b. What’s the most i mportant thing for a successful band? Why? Step 6 HomeworkAsk the students to write down sth about their favorite singers, band or music and list the reasons. The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.Part 5 Blackboard designUnit 4 MusicPassage The Band That Wasn’tTopic Sentences:1. Many people want to be famous as singers or musician2. Form a band3. Began as a TV4. They became even more famous than the BeatlesDiscussion:a. Why Monkees can be successful? Give reasons.b. What’s the most important thing for a successful band? Why?In my opinion, the blackboard design can reflect the teacher’s ability of master ing the text and leading the students to master the text easily. In this text, the design is not easy to write. I write the topic sentences on the blackboard, in order to tell the students that this is of the importance in this class.I want to make the design inductive, instructive and artistic.。
高中英语说课稿模板一等奖
高中英语说课稿模板一等奖
一、说教材。
本节课是根据《高中英语课程标准》编写的，教材选用了《高中英语必修教材》。
本节课的内容是第X单元的第X课，主要涉及到……。
二、说教学目标。
1.知识与能力目标。
通过本节课的学习，学生能够掌握词汇、语法、阅读技巧等方面的知识，提高语言表达能力和阅读理解能力。
2.情感态度价值观目标。
通过本节课的学习，培养学生对英语学习的兴趣，激发学生学习英语的积极性，培养学生的合作精神和创新意识。
三、说教学重难点。
本节课的教学重点是……，教学难点是……。
四、说教学过程。
1.导入。
通过一个生动有趣的引入，引起学生的兴趣，激发学生的学习动力。
2.讲授。
通过多媒体、教案等教学手段，对本节课的知识点进行讲解，引导学生掌握相关知识。
3.练习。
设计多种形式的练习，包括个人练习、小组合作练习等，巩固学生的学习内容。
4.作业布置。
布置合适的作业，巩固学生的学习成果，激发学生对英语学习
的兴趣。
五、说板书设计。
根据本节课的内容，设计清晰简洁的板书，突出重点，便于学
生复习和记忆。
六、说教学手段。
本节课采用了多种教学手段，包括多媒体教学、小组合作学习、师生互动等，以提高教学效果。
七、说教学反思。
对本节课的教学效果进行总结，包括学生的学习情况、教学手
段的使用效果等，为今后的教学提供借鉴。
以上就是高中英语说课稿模板一等奖的内容，希望对你有所帮助。
高中英语说课稿模板一等奖
高中英语说课稿模板一等奖一、教学目标：本节课的教学目标主要分为知识目标和能力目标两部分。
1. 知识目标：通过本课的学习，学生应能够掌握以下英语知识点：（列举具体知识点，如词汇、语法、阅读技巧等）2. 能力目标：通过本课的学习，学生应能够培养和提高以下英语能力：（列举具体能力培养目标，如听力、口语、阅读、写作等）二、教学重点和难点：1. 教学重点：（指明本课所重点讲解和训练的知识点和能力）2. 教学难点：（指明本课中可能存在的学生难点和容易出错的地方）三、教学准备：本节课所需的教学资源和教学准备工作包括：1. 板书准备：（详细描述板书内容，包括标题、要点等）2. 教具准备：（列举具体的教具，如图片、实物、多媒体设备等）3. 学生准备：（描述学生所需的准备工作，如预习、带课教材等）本节课按照预设的教学步骤和教学时间，共分为以下几个环节：Step 1：导入（时间预计：5分钟）（描述如何引入本课的内容，激发学生学习兴趣）Step 2：新课呈现（时间预计：10分钟）（根据本课的教学内容，逐步呈现相关知识点和能力，并进行讲解和示范）Step 3：学生训练（时间预计：15分钟）（指导学生进行相关的训练活动，如听力训练、口语练习、阅读理解等）Step 4：形成输出（时间预计：10分钟）（安排相关的输出活动，如小组讨论、展示演示、写作练习等）Step 5：梳理归纳（时间预计：5分钟）（对本节课的重点内容进行梳理和归纳，让学生对所学知识点有整体的认识）Step 6：巩固拓展（时间预计：10分钟）（设计相关的巩固和拓展训练活动，以加深学生对本课内容的理解和掌握程度）根据本节课的教学过程和学生的表现，针对教学中存在的问题和不足进行反思和总结。
六、课堂作业：布置适当的课后作业，以巩固和练习本节课所学的知识和能力。
七、板书设计：（将板书内容清晰地展示出来，包括标题、要点等）八、教学反思和改进措施：（对本节课的教学过程和效果进行评价和反思，并提出改进的措施和建议）通过以上模板，我们可以清晰地制定一节高中英语的说课稿。
高中英语说课稿模板一等奖
高中英语说课稿模板一等奖摘要：一、引言1.介绍高中英语课程的重要性2.高中英语课程的教学目标二、课程设计理念1.结合学生的实际情况，因材施教2.注重培养学生的听、说、读、写四项技能3.创设真实的语言环境，提高学生的实际运用能力三、教学内容与方法1.课程教材的选择与分析2.教学策略与方法3.课堂活动设计与实践四、教学过程1.课前准备2.课堂导入3.教学实施4.课堂总结与反馈五、教学评价1.评价方式与方法2.评价标准与指标3.评价结果与反思六、教学总结与反思1.教学成果展示2.教学过程中的不足与改进3.对未来教学的展望正文：一、引言随着全球化的发展，英语作为国际通用语言，在我国教育领域中的地位日益重要。
高中英语课程不仅是提高学生综合素质的基础，也是培养具有国际视野的人才的关键。
因此，高中英语教学需要我们深入研究，不断创新和完善。
二、课程设计理念1.结合学生的实际情况，因材施教针对不同层次的学生，制定相应的教学计划，使学生在适合自己的教学方式下学习，提高学习效果。
2.注重培养学生的听、说、读、写四项技能在教学过程中，注重培养学生的四项基本技能，使他们能在实际生活中运用英语进行有效沟通。
3.创设真实的语言环境，提高学生的实际运用能力通过课堂活动、角色扮演等方式，让学生在真实的语言环境中进行实践，提高他们的语言运用能力。
三、教学内容与方法1.课程教材的选择与分析根据学生的实际需求，选择合适的教材进行教学。
在教学过程中，对教材进行深入分析，使教学内容更具针对性和实效性。
2.教学策略与方法采用任务型教学法、交际式教学法等多种教学策略与方法，激发学生的学习兴趣，提高他们的学习积极性。
3.课堂活动设计与实践设计丰富多样的课堂活动，如小组讨论、游戏、演讲等，使学生在参与过程中提高语言技能，锻炼合作能力。
四、教学过程1.课前准备认真备课，制定详细的教学计划，准备好教学资源，为课堂教学做好充分准备。
2.课堂导入通过趣味性、启发性的导入活动，引发学生的兴趣，调动他们的积极性，为接下来的教学内容做好铺垫。
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?”。
(全英)高中英语 说课稿评优课一等奖说课稿 新人教版
牛津高中英语说课稿评优课一等奖说课稿(全英文)牛津高中英语说课稿评优课一等奖说课稿(全英文)牛津高中英语说课稿以下是全市高中英语教师评优课一等奖的全英文说课稿，现注销来，希望对大家有点帮助，说课的内部实质意义是《牛津高中英语》（江苏版）第11板块第2单元Project 中的阅读材料。
Good morning, ladies and gentlemanx Today, I feel honored to have the chance to share my ideas about how to teach readingx In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategiesx In other words, students are guided to read efficiently and independentlyx My teachellong plan will inc lude 3 sectionsx They’re analysis of the reading material, identifying the teachellong aims and teachellong proceduresx Section 1 Analysis of the teachellong material The selected teachellong material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with Englishx The article is about British students who take a gap year, whelloch is intended to develop the theme of the unit, that is, Getting a jobx After analyzing it carefully, I find the article has two uni2ue charac teristicsx First, it’s a long passage with 688 words, much more than the usual textsx Second, it deals with a new topic, that is, a gap yearx The topic is unfamiliar to most studentsx Section 2 Indentifying the teachellong aims Based on the analysis of the teachellong material, I have chosen the following as the teachellong aims of my lesson: The 1st aim: Students learn the skills and strategies to read a prolonged textx The 2nd aim: Students get a better understanding of what a gap year isx The 3rd aim: Students are encouraged to figure out the implied meaningx The 4th aim: Students are familiar with various expression_r_r_r_r_rs or approaches to express the same thellong or ideax Section 3 Teachellong procedures In order to achelloeve the teachellong aims mentioned above, I decide to choose guided reading and Task-Based Teachellong as the main teachellong approachx With the teachellong methods, I can guide students to use effective reading strategies toprehend the text, solve problems andplete different tasksx The teachellong procedures include four partsx They’re getting ready, focusing on main facts, reading between the lines and responding the textx Part 1x Getting ready Reading begins before a book is openedx It’s important to activate students’ existing background knowledge and draw their attention to the topic of the textx 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 readingx The part consists of two tasks: Task 1: A time machellonex I start my lesson by asking senior3 students what the date isx Then, I go on to show a picture of a time machellonex I tell students that the machellone with a magic power will bring them to their graduation from hellogh school, whelloch is 1 year awayx At that point, I get them to imagine where they are and what they are doingx After it, I give a summary of their presentations as follows: After leaving hellogh school, most of Chellonese students go straight to universityxYes, at thellos time next year, most of you will be studying in a universityx (With the task, I inspire students’ former knowledge and imagination about graduating from hellogh school and going to college, whelloch can draw their attention to the theme of the reading material and get them ready for the following readingx) Task 2: Brainstormingx 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 universityx After that, I play the tape of Parax1 and get students to catch the answer to the 2uestion: They will travel or work on projects for up to a year before entering universityx (With the task, I excite students’ desire to know more about what their Britishe2uivalents will do before going to collegex With the 2uestion in mind, students will definitely be eager to listen to the tape to find the answerx ) Part 2x Focusing on main facts During 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 text and understand the basic meaning of the textx 8uestions of thellos kind are not very difficult and they can be answered directly from the textx The part includes six tasks: Task 1: Three examplesx 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 specialx After the instructions, I play the tape of Paragraphs 4-6 and get students toplete the following tablex (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 articlex) Task 2: Matchellongx After listening, I get students to open books and scan the three paragraphs to check the answers to the previous tablex Then they’re re2uired toplete another table with a second readingx Whom do the results belong to? Carol________ Daniel________ Martin_______ Ax felt being part of another culturex Bx be more independentx Cx found it challenging and rewardingx Dx felt that it wasa special experiencex Ex ready to face challenges in the futurex Fx learnt how to deal with difficult situationsx Gx felt like she really made a differencex Hx learnt a lot about getting on with local peoplex (With the task, students learn to use a table to gather the main facts about the three British studentsx They’lle to know that a table is of great helpin their future readingx) Task 3: Scanning for a detailx I get studentsto 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 yearx (With the task, students are expected to grasp the theme of the articlex The task serves as a bridge,whelloch connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphsx) Task 4: Definition of the gap yearx 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 volunteerx (The task serves as a supplementary to the second task of Part 1x With the task, students are expected to know more about the gap yearx) Task 5: History of the gap yearx 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 yearx) 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）。
高中英语优质课一等奖说课稿
高中英语优质课一等奖说课稿《高中英语优质课一等奖说课稿》这是优秀的说课稿文章，希望可以对您的学习工作中带来帮助！1、高中英语优质课一等奖说课稿一、说课分析（一）教材的地位和作用本节课是本单元以及本教材的第一节课，本课谈论的是：朋友是不是仅限于人类、朋友的真正含义、如何与人相处的问题等关于朋友的话题。
本课涉及的有陈述句和疑问句的直接引语和间接引语的掌握和运用等语法要点。
学生从初中到高中，来到一个新的学校，同学彼此陌生，不免想起老同学，老朋友。
这样的话题正好能引起学生的兴趣。
而且本课的内容和语法的启发性和实用性都很强，能使学生在学中用，在用中学，对综合提高学生的听说读写能力有较好的促进作用。
（二）教学目标英语教学大纲规定，通过听说读写的训练，使学生获得英语基础知识和运用英语的能力，激发学生的学习兴趣，为进一步学习打下良好的基础。
因此，我制定以下教学目标：知识目标：1、掌握和使用陈述句和疑问句的直接引语和间接引语。
2、讨论朋友和友谊。
3、学习掌握本课的重点词汇。
技能目标：1、学会阅读的技能——scanningand skimming 。
2、通过谈论朋友和友谊，既锻炼学生的语言运用能力，又培养了学生发现问题、思考问题、解决问题的能力。
3、理解阅读文段，复述故事。
情感态度：1、患难之交才是真朋友。
2、知音难得。
3、海内存知己，天涯若比邻。
文化意识：认识德国纳粹党。
让学生了解那段德国法西斯残害犹太人的历史，使学生在感受外国历史文化的同时自然而然的习得语言。
（三）重点与难点重点：1、训练scanningand skimming等阅读技能。
2、认识朋友的真正含义以及与人相处的问题。
难点：1、阅读技能的训练。
2、陈述句和疑问句的直接引语和间接引语的互相转换(人称的变化、时态的变化、指示代词、时间状语、地点状语和动词的变化)。
（四）教具本课利用录音机、投影仪等辅助设备，激发学生的学习兴趣，调动他们的积极性，为展开话题提供丰富的材料，使教学收到事半功倍的效果。
高中英语说课稿模板一等奖
高中英语说课稿模板一等奖摘要：一、引言1.对高中英语课程的简要介绍2.高中英语听说课程的重要性二、课程目标1.培养学生英语听说能力2.提高学生英语综合素质三、教学方法1.任务型教学法2.交际式教学法3.情境教学法四、课程设计1.教学内容2.教学活动3.教学资源五、教学过程1.导入2.呈现3.练习4.总结与反馈六、教学评价1.评价方式2.评价标准3.评价结果分析七、教学反思1.教学过程中的优点与不足2.针对不足之处的改进措施八、总结1.课程效果总结2.对未来英语听说教学的建议正文：一、引言随着我国社会经济的不断发展，英语已经成为国际交流的主要语言。
高中英语课程旨在培养学生具有扎实的英语基础知识和良好的英语听说读写技能。
其中，英语听说课程对于提高学生的英语综合素质具有重要意义。
本文将围绕高中英语说课稿模板一等奖，探讨高中英语听说课程的教学方法、课程设计和教学评价等方面的内容。
二、课程目标1.培养学生英语听说能力高中英语听说课程的目标是培养学生具备良好的英语听说能力，使他们能在日常生活和学术交流中进行顺畅的英语沟通。
通过听说课程的学习，学生应能听懂英语国家人士在日常生活中的简单对话和讲座，并能用英语进行简单的日常交流和描述。
2.提高学生英语综合素质除了听说能力的培养，英语听说课程还应关注学生英语综合素质的提高。
通过听说课程的学习，学生应能了解英语国家的文化背景和风俗习惯，拓宽国际视野，提高跨文化交际能力。
三、教学方法1.任务型教学法任务型教学法强调学生在完成具体任务的过程中学习语言知识，培养语言技能。
教师可以根据教学内容和学生的实际水平设计各种任务，如角色扮演、情景对话、小组讨论等，引导学生通过完成任务来提高英语听说能力。
2.交际式教学法交际式教学法注重培养学生运用语言进行交际的能力。
教师应以学生为主体，鼓励学生积极参与课堂活动，主动与同学、老师进行英语交流。
通过真实的交际场景，学生可以更好地锻炼自己的英语听说能力。
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高三英语一等奖说课稿《高三英语一等奖说课稿》这是优秀的说课稿文章，希望可以对您的学习工作中带来帮助！1、高三英语一等奖说课稿“说课”有利于提高教师理论素养和驾驭教材的能力，也有利于提高教师的语言表达能力，因而受到广大教师的重视，登上了教育研究的大雅之堂。
下面给大家分享了高三英语说课稿，一起来看看吧！一、说教学说明 (Teaching Remarks)：本堂课把读前(Pre-reading)和阅读(reading)结合在一起，《Learning a foreign language Reading》高三英语说课稿。
Pre-reading使学生熟悉话题,预测阅读内容，激发阅读兴趣和欲望。
Reading是一篇说明文，是对“外语学习究竟难不难”提出看法并说明理由，设法使读者信服，达到启发思维、提高认识、增长知识的目的。
教学设计充分利用了多媒体电脑的优势，把搜集到的相关知识和课文中的内容相结合，择机设计一些活动，帮助学生化难为易，提高自信心，明确阅读的重点，达到启迪心智、增强理解能力的目的。
二、说教学目标(Teaching Aims)：知识目标：通过阅读Reading这篇文章，学习文中的一些有用的词语和句型扩大学生的词汇量，提高语言运用能力。
能力目标：1. 采用不同的阅读方法理解课文，提高学生的阅读能力。
2. 学习文中成功的语言学习者的优秀品质，并鼓励学生将其运用到实践当中,以便提高自己的英语学习能力。
德育目标：教导学生：好的学习方法固然重要,但勤勉更重要。
“no pains, no gains.”三、说教学重点(Teaching Key Points)：1.采用不同的阅读技巧，让学生了解文章大意，并归纳每段文章的中心意思(main idea)和文章的主旨(purpose of the text)。
2.掌握文中的.重点词汇、短语和句型。
四、说教学难点(Teaching Difficult Points)：把文中所学到的有用的外语学习者的经验运用到学生的英语学习上，以便于提高他们的英语水平。
五、说教学方法(Teaching Methods)：1. Ask and answer 和 pictures 相结合，导入课文。
2. Fast reading 归纳每段文章的中心意思(main idea)和文章的主旨(purpose of the text), 提高学生的阅读能力。
3. Careful reading 回答问题，了解文章细节内容。
4. Group work 讨论成功语言学习者的经验和特点。
5. Explaining and learning 掌握文中重点词汇、句型。
六、说教学辅助(Teaching Aids)：Multi-media Computer，tape七、说媒体的设计：首先利用课文标题“Learning a Foreign Language: Twice as Hard?” 问学生“How do you think of this question?” 让学生讨论导入。
然后利用图片与Pre-reading部分的问题相结合的方式，展开讨论与问答，启发学生思考，引起联想，使学生对语言学习这个问题产生更浓的兴趣，以促使他们学习方式的优化，提高其自主学习的能力。
由于Pre-reading部分内容都在“Reading”部分要进一步阐明，这就让学生先行考虑, 做好了准备，使他们提高阅读的自主性。
图片与问题设计如下：Question1. How do we learn our mother tongue? 配以“中国孩子认汉字、学古诗”和“外国孩子学母语，”的图片，学生根据图片和自身的经历便可轻而易举地回答此问题，Question2. What are the difficulties we must face in learning English?Question3. How is learning a foreign language different from learning our mother tongue? 配以孩子们围绕着电视看卡通米老鼠学英语的图片。
让学生感受到我们从小是如何学英语的以及学英语和学母语的区别。
Question4. What are the characteristics of successful language learners?Question5. How can we develop our confidence?Question6. What can we do to learn better and faster?配以李阳疯狂学英语和全国中学生英语口语大赛图片，学生从问题和图片中就可以体会到成功语言学习者的优秀品质，降低了回答以上问题的难度。
有了以上的准备工作，让学生进入Reading 快读。
首句阅读并skim the whole text，找出每段的大意，呈现于屏幕上，检查学生阅读的效果，把握学生对文章的总体理解程度。
第三步进入课文精读。
此部分内容的设计目的是使学生读懂文中的细节，从而找出文中的难点。
问题按文中段落依次设计如下：Question1. How do we acquire our mother tongue? (paragraph1) Question2. How do different people explain our ability to learn our mother tongue? ( paragraph2)Question3. At what age have most children mastered their mother tongue? (paragraph2)Question4. How is learning a foreign language different from learning one’s mother tongue? (paragraph3)Question5. In the writer’s opinion, which is faster learning mother tongue and learning foreign language? (paragraph3) Question6. Why are some people better at learning foreign language than others? (paragraph4)Question7. Why are successful language students able to gain confidence and to relax and enjoy learning? (paragraph5) Question8. In which areas are the successful language learners better? (paragraph5)Question9. How can the learners make their language acquisition better? (paragraph5)Question10. How can we become successful language learners? (paragraph 6)重点词语讲解，排忧解难。
把文中出现的重点词语呈现于屏幕上，进行讲解，使学生达到熟知会用。
为了进一步为学生的交际创设情景，让学生用自己的话把文中成功语言学习者的经验做一归纳，于屏幕上显示出来，以便加深学生对这些特点的印象，从而加以利用。
反馈检测练习的设计重在检测学生对文中重点词汇的掌握，因此以短文填空的形式出现。
2、高三英语一等奖说课稿一、课的内容大众锻炼标准一级、二级套路二、教材分析健美操是一项新兴的体育项目，它是融体操、舞蹈、音乐为一体，以有氧练习为基础，以健、力、美为特征的体育运动，它是健身美体、陶冶情操的大众健身方式。
本次课通过对大众锻炼标准一级、二级套路的学习既可以练习音乐的节奏又可以巩固提高动作的质量。
是在前面所学内容的基础上的一个提高过程。
同时通过学习树立学生的自信心为今后的学习提高兴趣。
三、重难点的确定重点：1)一级套路的“V”字步依据：学生做这个动作容易不协调缺少弹性，所以要加强她们脚下动作的练习。
2)提膝时腿的动作依据：这一动作中容易出现提膝腿过于紧张和身体后仰等错误动作，这样作出的动作缺少美感因此有必要强调腿部的动作。
3)二级套路的摆髋动作依据：同学易出现顺拐现象，动作很不协调幅度不明显。
难点：上下肢的协调配合及与音乐的配合依据：学生往往很难把握上下肢协调配合做的动作看上去非常僵硬并脱节;另外由于是初次学习很难掌握音乐的节奏，跳起来感觉很乱。
所以，对于音乐与动作的配合是比较难掌握的故将其作为难点加强练习。
四、学情分析本课的教学对象是高三女同学。
高中学生身心发展趋成熟，已经具备了独立思考、判断、概括等能力，在身体锻炼中也具备了较高的基本运动能力。
女同学相对来讲是比较喜欢健美操这项运动的。
另外高三女生已经有了一年的学习基础所以在内容的安排上根据她们的学习水平安排了本次课的内容。
针对她们学习比较紧张的情况尽量让学生完全投入到课中。
五、教学目标根据学生的实际情况制定了本次课的学习目标：1、运动参与目标：调动学生的积极性，积极主动参与到课堂中。
依据：<<体育与健康课程标准>>中明确规定要培养学生主动参与的意识。
2、运动技能目标：改进提高大众锻炼标准一级、二级套路的动作质量大部分学生基本都能随音乐独立完成。
依据：成套动作的学习是学生学习的提高阶段，所以能基本掌握简单的成套动作是学习的基础。
3、身体健康目标：通过学习发展学生的柔韧、协调等素质。
依据：柔韧、协调等素质是身体的基本素质，是学习动作的.前提，故要加强练习。
4、心理健康目标：培养学生乐观的生活态度，树立自信心，具有良好的心态。
依据：体育与健康课程标准中规定要注重培养学生的自信心，对生活充满自信。
5、社会适应目标：在学习中同学之间互帮互助，培养学生团结协作的精神。
依据：现在的学生缺少这种团结协作的精神，因此本次课通过分组练习来增强学生的这种意识。
六、教法设想(一)示范、讲解法相结合A、完整示范后再进行讲解，对于重点环节可以补充示范或边讲解边示范。
B、讲解时注意语言简练、表达生动、比喻形象注意启发学生的思维。
依据：通过准确的示范和正确的讲解有利于学生对动作概念的理解。
(二)采用串联教学法依据：在练习过程中使身体始终处于“动”的状态中，这样有利于动作的流畅、顺通有利于学生的学习和锻炼，达到一定的锻炼目的。