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
s my grehaotn or to be here sharing my lesson with you.
Good morning, ladies and gentlemen.I t
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 ___________________ t(opics). 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 __________________ s(tructures). (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 g r(ammar ) in the proper situation.
(3) _________________________________________________________________ The Ss can understand the content of the lesson, talk about __________________________________________________ i n( formation) 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 bili'tie sa 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.wendangku.net/doc/713658187.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 ac—tivity ” teaching method e ,s ittablishes 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) toc atch Ss ' attention about the class/topic/pas. sage
(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 competition can arouse the Ss ' interest in English lear“ninTga.s -kbased” 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 acco.r ding to the chart
Task 2. (Individual work, pair work, group work, class work; min)
Discuss _______________________________________________ witho ther 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 'c sbkaisllis 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 tea
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 describthee picture/ ?Goal: To develop Ss ' readin-g-- spkrielldicting 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 ' readililn -g- -s skkimming, 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 ' readin-g- -s kciallnning, 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
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
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 traditional Chinese culture and develop Ss 'culture aware-cnuelstusr ae ncdo mcrmosusnicative
skills.
As for my blackboard-design, since 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 A P n a a rt l s y:s is of teaching material and student, teaching method and learning method, teaching procedu，reblackboard design, teaching reflection.
Now, let 's begin w A it n h alysis 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,t he 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 c'om prehensive 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 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 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 passagei s closely related to Ss're al 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 rlenaing methods.
As is known to all of us, a good teaching method can develop the students g'oo d English sense. For achieving the above teaching aims, I 'll use the following methods according to the modern social communication teaching the现or代ies社.（会交际教学论）
To improve students ' reading ability iannfodr mation -obtaining ability, I use Skimming and Scanning Method. To enable my students to read and learn more efficiently and with more curiosity, I us T e a sk-based teaching method.
To enable my students to be more active and creative in the class, I u S se it uational approach.
To encourage my students to express ideas and communicate with others, I u C s o e mmunicative teaching method.
All these methods can stimulate students ' learning enthusiase m, tgou aidceti vtehly 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 'cso me 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 “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 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 students ' skimming and scanning skills is the difficult point of the class. So I will arrange