Lesson Plan Presentation
英语说课稿lesson plan presentation
Good morning, everyone I’m a student from ChongQing normal university. Now I’ll say Lesson Six in Book three “what are you doing for vacation”. I’ll prepare to say the lesson from six parts.Part One Analysis of the Teaching Material(I) Statues and function1.This is an important lesson in Book three. From this lesson students can be brave enough to communicative with others. This unit deals with the familiar structure “be doing” but the structure has another function. I want to call the students’ awar eness that language is complicated that the same form will have several functions and the same function can be expressed by different structures. From this lesson students will have more knowledge of English language and want to learn more about the language.2. This lesson is the first lesson of this unit, if the students can learn this lesson well, the can be well-prepared for the next study.3. Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.(II)Teaching aims and demandsThe teaching aims basis is established according to Junior School English syllabus.1. Instructional aims (language knowledge and language skills)1)By the end of the class, the student should have a general idea of the new structure and know what the lesson will talk about.2) By the end of the lesson, students should memorize some new words and the vocabulary have leaned should be reviewed.3) By the end of the lesson, the students can express these sentences frequently and some students can use the new structure to have short conversations.(III)Teaching focus and difficultiesThe teaching key and difficult points’ basis is established according to section A of L esson three in the teaching materials position and function.1. Focal points:(1).To help the students to know that “be going” can be used to express future plan.(2).To enable the students to know some new expressions and words.(3) To enable some students grasp the new form.2. Difficult points:(1) How to make conversation according the structure.(2)How to make the students to change the fixed idea that “be doing” only can be used in present form.(IV) Teaching aidsMulti-media computer, Tape recorder, Software: PowerPoint, school things and so on. They will be needed in this lesson.Part Two Analysis of studentsMy students are relatively good class the students are eagerly to learn English and they can behave themselves very well in class. Several students have a good knowledge andthey are confident and active in class, while a few are shy and not active in class. The Ss has learned English for about one year so far. They are familiar with the “be going” form used as present tense. The students k now well about teacher’s teaching style and the teaching process. The students have grasped a number of vocabularies.Part Three The Teaching Methods1. Communicative language teaching methods2. Audio-visual teaching methodAs we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-vis ual” teaching method. That is to say, I will introduce the class by conversation with the students and ask them to have conversations. So they can have a better understanding of the new structure. I will use computer show some activities (these activities included the new words and the studied words) and let them make conversation.Part Four Study ways1. Let the Ss pass \"Observation—Imitation—Practice \" to study language.2. do some exercise to consolidate what have been learned.Part Five Teaching ProcedureI’ll finish this lesson in four steps.Step1 Warm-up1. A free talk between students and teacherSuch asT: Hello everyone, you know national day is coming.Ss; Yes!T: what do you want to do on your vacation?Ss: I want to do…In this conversation the stude nts maybe don’t understand some word so I will write the new word on the blackboard. Then I will lead the class to review the use of present progressive tense ”be doing” by doing some exercises. These exercises are main about using the proper forms to fill the blanks.After that I will ask the students look at the picture of the book and try to explain the new use of “be doing”Step2. PresentationI will write the sentences “what are you doing for your vacation?” and “I am babysitting my sister”. Then ask th e student to read with me. After that ask the students to offer some verbs the have learned and write them on blackboard. And let them look at the picture to find out the activities of these students on the picture. By this way I can expose them to some new words and expressions. During the process I will repeat the sentence so that the students can grasp structure.Step3.Practicewhen the students have known the use well I will use the ppt and some printed picture to show some conversations and write down the important words on the blackboard. In thisway the students can practice the sentence and also can enlarge their vocabularies. Step4.ProductionIn this step I’ll give the Ss a free space to show their abilities. I will show the students other pictures and ask the some students to make up the similar conversation. And I’ll also write a few sentences with some words missing and ask some shy students to do them to check whether all the students have understood the structure or not.Step5.Homework:(1) Review and recite the words as many as possible after class.(2)Make a dialogue according to what have been learned and preview the lesson. Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss review what have learned and preview.Part Six Blackboard DesignCamping -What are you doing for vacation? SurfRelax -I am babysitting my sister. keepBabysitting fishhike rideThanks for your attention！。
英文演讲presentation-lesson-plan
ARMER1.What are some of the great speeches in history that you can think of?2.Who are the greatest speakers that you can think of (past and present)?3.What are the characteristics of a great speech?L ISTENINGThe students are going to watch a presentation about how to make a good speech. While watching, they need to make notes of all the aspects they think are important that are covered in the video:/talks/lang/en/nancy_duarte_the_secret_structure_of_great_talks.htmlOnce the students have finished watching the video, get them to graphically draw all their points on the whiteboard. For larger classes they can do this in groups of 2-3 on a piece of paper.R EADINGThe students are going to read through the attached text – an article by Newcastle University about how to give a good presentation. Once they have completed it, they need toadd/write/draw the points they think are important onto their original drawing.At this stage, the students should have a drawing (on the board or on a piece of paper) that summarizes all the important points about giving a presentation, as described in the video and the text.Get the students to copy the diagram into their books, so that they all have a copy of it - they will need it later when preparing a presentation.V OCABULARYIn the S tudents’ Notes you will find a summary page of commonly used phrases that can be used in different stages of a presentation. Hand these out to the students and then go through it with them if necessary.G IVING A PRESENTATIONThe students are going to each do a five minute presentation based on everything they have learnt so far. Give them the list of presentation topics, so that they can choose one.If your students are consistent with doing their homework, the preparation for their presentation can be done for homework. If they don’t normally do their homework, give them some time during the class to prepare.Once they have prepared, each student needs to make their five minute presentation on their chosen topic.Global warming Ethics in business Online education AddictionAge discrimination Animal experimentation Women’s rights Driverless cars Social welfare RecyclingTV censorship DemocracyEADING/ming/Dept/Tips/present/comms.htmC OMMUNICATION S KILLS - MAKING ORAL PRESENTA TIONSThe material of your presentation should be concise, to the point and tell an interesting story. In addition to the obvious things like content and visual aids, the following are just as important as the audience will be subconsciously taking them in:Your voice - how you say it is as important as what you sayBody language - a subject in its own right and something about which much has been written and said. In essence, your body movements express what your attitudes and thoughts really are. You might like to check out this web pageAppearance - first impressions influence the audience's attitudes to you. Dress appropriately for the occasion.As with most personal skills oral communication cannot be taught. Instructors can only point the way. So as always, practice is essential, both to improve your skills generally and also to make the best of each individual presentation you make.P REPARATIONPrepare the structure of the talk carefully and logically, just as you would for a written report. What are:∙the objectives of the talk?∙the main points you want to make?∙Make a list of these two things as your starting pointWrite out the presentation in rough, just like a first draft of a written report. Review the draft. You will find things that are irrelevant or superfluous - delete them. Check the story is consistent and flows smoothly. If there are things you cannot easily express, possibly because of doubt about your understanding, it is better to leave them unsaid.Never read from a script. It is also unwise to have the talk written out in detail as a prompt sheet - the chances are you will not locate the thing you want to say amongst all the other text. You should know most of what you want to say - if you don't then you should not be giving the talk! So prepare cue cards which have key words and phrases (and possibly sketches) on them. Postcards are ideal for this. Don't forget to number the cards in case you drop them.Remember to mark on your cards the visual aids that go with them so that the right OHP or slide is shown at the right timeRehearse your presentation - to yourself at first and then in front of some colleagues. The initial rehearsal should consider how the words and the sequence of visual aids go together. How will you make effective use of your visual aids?M AKING THE PRESENTATI ONGreet the audience (for example, 'Good morning, ladies and gentlemen'), and tell them who you are. Good presentations then follow this formula:∙tell the audience what you are going to tell them,∙then tell them,∙at the end tell them what you have told them.Keep to the time allowed. If you can, keep it short. It's better to under-run than over-run. As a rule of thumb, allow 2 minutes for each general overhead transparency or Powerpoint slide you use, but longer for any that you want to use for developing specific points. 35mm slides are generally used more sparingly and stay on the screen longer. However, the audience will get bored with something on the screen for more than 5 minutes, especially if you are not actively talking about it. So switch the display off, or replace the slide with some form of 'wallpaper' such as a company logo.Stick to the plan for the presentation, don't be tempted to digress - you will eat up time and could end up in a dead-end with no escape!Unless explicitly told not to, leave time for discussion - 5 minutes is sufficient to allow clarification of points. The session chairman may extend this if the questioning becomes interesting.At the end of your presentation ask if there are any questions - avoid being terse when you do this as the audience may find it intimidating (ie it may come across as any questions? - if there are, it shows you were not paying attention). If questions are slow in coming, you can start things off by asking a question of the audience - so have one prepared.D ELIVERY1.Speak clearly. Don't shout or whisper - judge the acoustics of the room.2.Don't rush, or talk deliberately slowly. Be natural - although not conversational.3.Deliberately pause at key points - this has the effect of emphasising the importance of aparticular point you are making.4.Avoid jokes - always disastrous unless you are a natural expert5.To make the presentation interesting, change your delivery, but not too obviously, eg:a.speedb.pitch of voicee your hands to emphasise points but don't indulge in too much hand waving. People can,over time, develop irritating habits. Ask colleagues occasionally what they think of your style.7.Look at the audience as much as possible, but don't fix on an individual - it can beintimidating. Pitch your presentation towards the back of the audience, especially in larger rooms.8.Don't face the display screen behind you and talk to it. Other annoying habits include:a.Standing in a position where you obscure the screen. In fact, positively checkfor anyone in the audience who may be disadvantaged and try toaccommodate them.b.Muttering over a transparency on the OHP projector plate an not realising thatyou are blocking the projection of the image. It is preferable to point to thescreen than the foil on the OHP (apart from the fact that you will probablydazzle yourself with the brightness of the projector)c.Avoid moving about too much. Pacing up and down can unnerve the audience,although some animation is desirable.9.Keep an eye on the audience's body language. Know when to stop and also when to cut outa piece of the presentation.。
初中英语说课ppt
---Lesson plan presentation
班级：历山国贸 姓名：lizzy 齐丽雪
1 2 3 4 5 6 7
Teaching contents Students analysis Teaching aims Main points Teaching methods Teaching procedures Layout design
Teaching aims
To help Ss build a good morality and foster Ss’ abilities of working in groups. To foster Ss’ initiative and creativeness and consciousness of good-cooperation and proper competition. To help Ss cultivate their abilities to analyze and solve problems independently.
Check Summary
(5mins)
(2mins)
(2mins)
Warming-up
★ Free talk ★ Chant
Presentation
Show the key points and teach them to read the words and sentences and stimulate the Ss’ interest of the lesson.
3
TPR teaching method
Learning methods
practice E
listening
Go For It unit4 PPT含说课稿
2. communicating with students freely.
Focal points
Knowing the principles of changing between direct speech and reported speech.
Task1
• A: I like English. • B: A said he/she liked English. But I like
math. • C: B said he/she liked math. I like music. • D: C said he/she liked music. I like art. • E: D said he/she liked….
Unit 4 He said I was hardworking.(2a-2c)
Lesson Plan Presentation
Analysis of students:
School: Junior high, Grade 8 Size: 50(中等生)
Analysis of materials: Go For it!八下 Unit 4 section A 2a-2c
Teaching method:
Based on the task-based teaching model, I will adopt communicative teaching approach, situational method in this lesson. I will use computer, projector, and recorder as my teaching aids.
关于lesson plan的笔记
一、什么是lesson planLesson plan，即课程教案，是指教师为一个教学单元所制定的详细教学计划。
它包括课程目标、教学内容、教学方法、教学资源、课时安排、评价方式等内容，是教师进行教学活动的蓝图和指南。
Lesson plan起着指导教师教学、保证教学效果和提高教学质量的重要作用。
二、为什么lesson plan重要1. 有效组织教学过程Lesson plan能够帮助教师有效地组织教学过程，确保教学内容全面、系统地展开。
通过lesson plan，教师可以清楚地了解课程的目标和所需教学要点，有针对性地设计教学活动，从而提高教学效率。
2. 提高教学质量Lesson plan能够帮助教师对教学活动进行全面细致的规划和准备，使得教学过程更加科学合理、有条不紊。
通过lesson plan，教师可以合理安排教学时间和教学步骤，充分调动学生的学习积极性，提高教学效果。
3. 为教学评估提供依据Lesson plan中通常包含对教学内容的评价方式和标准，教师可以通过lesson plan对学生的学习情况进行评估。
通过对学生学习情况的评估，教师可以及时调整教学方法，改进教学效果，从而提高教学质量。
三、如何制定lesson plan1. 确定课程目标制定lesson plan的第一步是确定课程目标。
教师需要明确课程要达到的教学目标，包括知识、能力、情感、态度等方面的目标。
只有明确了教学目标，才能有针对性地设计教学内容和教学活动。
2. 设计教学内容根据课程目标和学生的实际情况，教师需要设计教学内容。
教学内容要科学合理、符合学生的认知规律和学习特点。
教师需要根据教学内容确定教学重点和难点，合理安排教学步骤。
3. 选择教学方法教学方法是实施lesson plan的关键环节。
教师需要根据教学内容和学生的实际情况选择合适的教学方法，包括讲授、讨论、实验、示范等多种形式，以激发学生的学习兴趣，提高课堂教学效果。
4. 准备教学资源教学资源是lesson plan的重要组成部分，包括教材、教具、多媒体资料等。
人教版初二上册unit1的说课稿
Lesson Plan PresentationGood morning，ladies and gentlemen. I’m very glad to have the pleasure of interpreting my lesson here today. The lesson plan I am going to present is from Go for it Grade 8 Unit1 how often do you exercise. I will present my teaching plan from the following 4 aspects: the analysis of teaching material, the teaching methods and studying ways, teaching procedures and blackboard design.Ⅰ. Analysis of teaching materialThe analysis of teaching material comes first. The topic of this unit is about life habits. It is close to students’ lives and can arouse their interests. This lesson I’ll teach section B. All the activities are aimed to help students form good habits and get out of bad habits. And the target language is basic for Ss to learn the other contents of this unit.As for students, they have learned some food in unit 6 on Grade7. But they still need to know more about food and drink to form good habits and get out of bad habits Then，I will talk about some focal points we should pay attention to. it’s important to let them understand and use it.So in order to fulfill my learning task of this lesson，I make out the following 3 objectives：Step1 Language Objectives:Ss can understand and use the words: junk food, milk, coffee, drink, health,interview, how many, how often.Ss can use these sentences when they communicate witheach other: a. How often do you drink milk?b. How many hours do you sleep everyday night?c. How often do you eat junk food?Step2 Ability Objectives:Ss can Learn to gain the information from the pictures, and then answer thequestions.Ss can develop their listening skills and communicate in a correct andfluent way.Ss can develop students’ reading ability.Step3 Moral Objectives(1) Enable students to have a healthy life by learning the text.(2) Enable students to form good habits and get out of bad habits, and then be awareof thejunk food and healthy food.Then I will explain the t important Points and diffi cult points’ basis isestablished according to section B of Lesson 1 in the teaching materials positionand function.I. Important Points1. How to use “How often…” to ask the questions and then how to answer the questions.2. How to grasp the key words and phrases to answer the questions.(1).To help the students to know that “be going” can be used to express future plan.(2).To enable the students to know some new expressions and words.(3) To enable some students grasp the new form.II Difficult points:1. How to use “How often…” to ask questions.2. How to get the answers to the questions.III.Teaching Methods1. Listening, reading, discussing, asking and answering, pictures, pair work, explaining.2. Teaching Aids: a tape recorder, pictures.Ⅱ. The teaching methods and studying waysNext，I will talk about the ways of teaching and studying. As we all know: the main instructional aims of learning English in the middle school is to cultivate Ss’s abilities of listening, speaking, reading, writing and their good sense of English language. So I’ll mainly choose the Communicative Approach and TBLT as the main teaching methods. Some students are lack of courage and independent thinking abilities. So I will be the guider. Many tasks require all the students to take part in，they have many chances to exercise their oral English with their classmates. They will do some pair work and group work such as do a survey to learn how to listen to other’s opinion and exchange their information.Ⅲ. Teaching procedureNow, let’s focus on the teaching procedure s which include 7 parts:Step1 greetingThe first is greeting It will cost 1minutes.Step 2 Lead-inHere is the second step Lead-in. It will cost 2 minutes. First, I will show students some pictures of the new nons and ask them :Do you know how to say this in English. Then I will change the pictures and let them guess the meaning. I will show them several pictures to explain the meaning of them. It is aimed to introduce new words of junk food, milk, coffee, drink, health, interview, how many, how often.and learn the new phrases.Then I will let students play games to master the new wordsStep 3 ExplanationThe third step is Explanation. It will cost 5 minutes. I will Ask two students to read the dialogue first and then explain the phrase “be good for”There is a phrase “be good for”in the last sentence. Do you know its meaning?Don’t worry.Now I will explain it to you. The phrase “be good for” means “to have a useful effect, to help somebody”Here is a sentence “Milk is good for our health”ask them:Can you make another sentence by using this phrase? Ss will talk abouttheir opinion and develop their minds.Step 4 PracticeThe fourth step is practice. It will cost 4 minutes. First I will let Ss read the model together.and then I will say that you have understood the phrase “be good for”. Here I will give you several minutes to make your own conversations in pairs. You can use the sentences in 1b and then I will invite some students to play their conversations out.Practice the phrases and the diagues just like in 1b They canmaster the new words and structures deeply.Step 5 ListeningNext step is listening. It will cost 5 minutes.before listening ,I will ask Ss whether they know what is healthy or not.and then I will list two examples to make Ss know what is healthy.Then Ss listen to the tape ,and decide if Bill or Katrina is healthy? Circle “yes”, “no”, or “I don’t know”in 2a.And fill in the blank in 2b and then check the answers. Then Ss listen to 1b again and repeat, sometimes I will call some Ss repeat. It can develop their listening skills and consolidate the new contents.Step 6 SummarySummary is the sixth step. It will cost 1 minutes. I will ask Ss what have learnt from this class,Then Ss would answer my question. It can consolidate the usage of “how often”and“be g ood for”.Step 7 HomeworkThe last step is to assign the homework. It will cost 1 minute. There are two. The first is let Ss Practice the sentences just learnt. The second is to Write and recite the words on Page 4.. The purpose fo r this homework is to improve Ss’s writing abilities and consolidate the expressions.Ⅳ Blackboard designOk, this is my blackboard design. On the top is the title of this lesson. And I will write some key words on the left and the structures of the expression on the right. It is clear for Ss to know the important points they should remember.That’s all for my presentation. Thanks for your attention.。
LessonPlan教案(一般过去时动词过去式)Lily
Lesson Plan教案Step1（2分钟）Warm-up: 唱学员熟知的歌曲<<Bingo>> （1分钟）由Bingo引导出小故事：Bingo was a dog. He was on thefarm.Yesterday he came to the town. He felt veryhappy.What did he do yesterday? Let’s guess! (1分钟) Step2 (10分钟)Presentation: 1）黑板中间的句型引出过去时：What did he do yesterday?黑板上方有表示过去现在将来的箭头,今天我们要学习的时态是:一般过去时Simple pass tense(表示过去某个时间里发生的动作或状态；过去习惯性、经常性的动作、行为；过去主语所具备的能力和性格都用一般过去时)结构：主语+ 动词过去式（did）+宾语+时间状语 (2分钟) 2）Now every student has different answer.Teacher’ll tell you the truth.老师准备了8句句子让学生翻译：a)Bingo play ed football yesterday.b)Bingo work ed late yesterday.c)Bingo bake d cakes yesterday.d)Bingo dance d yesterday.e)Bingo mop ped the floor yesterday.f)Bingo stop ped two times yesterday.g)Bingo carr ied many books yesterday.. .。
高中英语微型课全英讲课稿
高中英语微型课全英讲课稿高中英语全英文说课稿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 blackboarddesign.Analysis of teaching material and learning conditionFirst, let’s come 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 communication with some animals in her dream. It is closely connected with this unit’s topic——the importance of wildlife protection. The passage is clearly organized by Daisy’s 3 trips in which she communicates with several endangered animals, and there are not so much new words in this passageNow let’s move on to the analysis 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 reading tasks, 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 communication 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 communicative approach 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 students 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 WWF to the students. The second activity is to ask students to givetheir reasons to the question “Why are some animals in danger?”. The purpose of these activities is to let students have the background knowledge of the passage and get interested in reading the passage. And it is also in this step some new words like fur, protect, affect will be taught.While-readingThe third step is while-reading. It consists of 3 activities which will be finished in 20 minutes.The first activity is skimming. It will cost about 5 minutes. I’ll ask the students to skim the passage and work out the main ideas of each paragraph by themselves. It is the difficult point for the students, so I’ll give them hints such as key words or some answers to choose when necessary to help them to do the summarization. The purpose is the improve students’ reading ability——skimming and let them get the main ideas of the passage.The second activity is scanning. It will cost about 3 minutes. I’ll ask the students to read fast and do some True or False questions. The purpose of it is to get students know the detailed information about Daisy’s trip and wildlife protection and improve their scanning ability.The third activity is close reading. It will cost about 12 minutes. Students will be asked to read the passage paragraph by paragraph and fill in the form the needed information——name of the animals in Daisy’s trips, their situation, andresult. Then I’ll ask the students questions: “What does the author want to tell us from the first paragraph?”, “How the government help protect the elephants?”, and “How do you understand the sentences ‘No rainforest, no animals, no drugs.’ and ‘and there was always WWF.’?”. These 3 questions involve some implied meanings which may be difficult for students to work out, so I’ll give some key words as hints for them or ask some other related questions to guide them to work out the answers. The purpose of this activity is to make the students fully understand the reading material and try to analyze the author’s purpose of writing some sentences. And in these 3 activities, I can also teach students some new words like carpet, respond, powerful, etc.Post-readingThe fourth step is post-reading. It will cost about 10 minutes. I’ll ask the students to form groups of 4 and do the discussion based on the questions on page 27, and they can refer to the reading material to work out these answers. After the discussion, I’ll ask some students to report their answers, especially how to protect the endangered animals.HomeworkThe last step is homework. It will take about 2 minutes. The homework is to write a short passage entitled “How to Protect Wildlife”. They can surf the internet and try to find more ways about wildlifeprotection.Well, this is the blackboard design. In the middle, it’s the form for students to fill in, and on the 2 sides, there are the new words in the passage. Some of them, as I’ve mentioned, are taught in pre-reading. Most of them is taught in third-step while-reading.That’s all for my lesson plan presentation. Thank you for your attention. Thank you!Unit 4 How Daisy Learned to Help Wildlifeprotect Animal Situation Result carpetfur Para 1 antelope being hunt decrease powerfulaffect Para 2 respondin relief Para 3 importancemosquitoes appreciate。
高中英语说课稿模板5篇
高中英语说课稿模板5篇高中英语说课稿模板精选篇1Good 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 and language 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 the advantages 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.” Therefore, 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 somequestions.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 skimming and 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 following practices on Page 35 can help check the situation.Step 4 Solving difficult language problems through readingIt’s important for language learners to learn 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 comprehensionI’ll ask 4 students to read each paragraph, and then do the exercise following the text. 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 important thing for a successful band? Why? Step 6 Homework Ask 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 masteringthe 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精选篇2Lesson 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”. Before listening, I will ask students to think about the question “What’s the song about?” so that they will listen to the song with purpose. After they finish the listening, they will know that the song is about friendship. It will naturally lead in the topic of the text. What’s more, students are interested in listening to music, the song will arouse students interest and activate the class atmosphere.Step 2 is pre-reading, it will cost 5 minutes. First, I will ask students to read the title of the text and ask them “Do you know Anne? Who is she?” if students don’t know, I will tell them that Anne is a Jewish girl who survived in the World War Ⅱand I will talk about the suffering of Jewish people during the war with some related pictures. After students have the background knowledge of the text, I will ask them to look at the title and the picture of the text to predict the content of the text. The purpose of prediction is to make students read the text more carefully during the reading process. They will concentrate more to check their prediction so that they can get their mind closer to the theme of the text.Step 3 is while reading. It will cost 25 minutes. There are there activities.In activity 1, I will ask students to skim the text to get the main idea of the text and each paragraph. Because it’s a little difficult for students to summarize the main idea, I will give them some multiple choices to choose, it will reduce the degree of difficulty. The purpose of this activity is to train students’ reading skill of skimming, and they can get the general idea of the text.In activity 2, I will ask students to scan the text to fill in some blanks. The purpose of this activity is to train students’ reading skill of scanning, and they can get some detailed information of the text.Activity 3 is close reading. In this part, I will first explain some new expressions that may cause difficulty in students’ comprehension, such as go through, on purpose, in order to, etc. so that they read the text smoothly. Then I will ask students to answer the questions in exercise 2. After answering these questions, students will have a better understanding of the whole text. Next, I will ask students to work in pairs to use some adjectives to describe Anne’s feelings as she was looking out at the night sky. Then I will ask some students to come to the blackboard to write the adjectives. After this activity, students will have a better understanding of Anne’s feelings.Step 4 is post reading. It will cost 12 minutes. In this part, I will hold a group discussion. I will set a situation to students. That is “imagine you have to go into hiding like Anne and her family, what will you miss most? Why?” I will ask students to work in 4 to have a discussion. After discussion, I will ask some students to report their groups’ opinions and then I will write them on the blackboard. The purpose of this activity is to cultivate students’ spirit of cooperation. And after the discussion, students will learn to cherish what they have.Then, I will talk about the homework. I will ask students to write a short passage about what they will miss most and why based on the former discussion in class. Ok, now, please look at here, this is my blackboard design.miss reasonsThis is all my lesson plan presentation, thank you very much！高中英语说课稿模板精选篇3Hello,everyone! I’m glad to be here to present my lesson plan, the lesson plan I will talk about is from NSEFC Book 2 Unit 4 Wildlife Protection, peariod1 How Daisy Learned to Protect Wildlife. I will explain how to teach and why to do so in the following aspects: the analyses of teaching material, learning condition, teaching objectives, the important points and difficult points, teaching methods, teaching procedure and blackboard notes.Fistly, I’d like to present my understanding of teaching material. It’s the first period in this course. The lesson is mainly reading course. Its topic is about the importance of wildlife protection and how to protect the endangered wildlife. Ss are very familiar about this topic, so they will talk about it freely.This is all my understand of teaching material. Next, let’s move on to learning condition. My Ss are supposed to be grade1 in high school. Most of them have been learning English for seven years and their enthusiasm for English is quite high. They can express their own ideas in English. But they are lack of reading skills. Based on the analyses of teaching material and learning condition,I’d like to propose the teaching objectives, the important points and difficult points.(1) language knowledgeAfter the class, the Ss can master the new words in this lesson, for example: carpet, respond, distant…(2) language skillThis is reading course, so after class the Ss should master the reading skills: prediction, skimming and scanning. What’s more, they should know how to summary the main idea of the passage from the key words and sentence.(3) Affective objectivesAfter class, the Ss should understand the importance of wildlife protection. And they know how to protect and can take actions to protect animals.(4) Culture awarenessSs will know more about the agonization for wildlife protection, for example, WWF.And they will understand we all have responsibility for wildlife protection. (5) Learning strategySs will be able to learn both individually and cooperatively through activities. Now let’s move on to the important and difficult pointsThe Ss talk the topic “wildlife protection” freely and master the reading skills —prediction, skimming and scanning. These are also the difficult points for Ss. As for teaching method, I mainly adopt communicative approach.Here comes the most important part of my presentation--- teaching precedure. I divide it into 5steps: warming-up, pre-reading, while-reading, post-reading and homework. Step1 warming-up. It will cost 5m. Activity1, I will play a vedio about endangered animals. After that, I will ask Ss to talk about why they are in danger of dissapearing. Ss will give some reasons. There will be some new words mentioned, such as wild, die out, disappear… I will explain them. Then I will say: “These animals now are protected by some wildlife parks, such as Word Wildlife Found(WWF).” I will introduce more information about WWF. In this activity, Ss will know reasons of the dissapearance of wildlfe and get some knowledge about WWF. And they will get familiar about the following reading.Step2 pre-reading. It will cost 5m.Activity1, I will ask Ss to predict what the passage will talk about the title “How Daisy learned to help wildlife”. In this activity, Ss will learn the reading skill —predicting.Step3while-reading. In this step I will divide it into three activities, and it will cost 25m.Activity1 Skimming 5mIn this activity, I will show main idea of each paragraph, but not in order. Ss should skim each paragraph and match them. I will imply that the main idea always appear in the first or the last sentence, but some will apear in the middle. In this activity, Ss will learn how to find the main idea of each paragraph using the reading skill —skimming.Activity2 Scanning 12mIn this activity, I will make a table about Daisy’s three visits to wildlife. This table will refer to animals’ living conditions and the result of their lives. I will ask Ss to scan the whole passage, and find the information based on the table. They should finish the table in group of 4 members and after their discussing I will ask 2 or 3 groups to report their results. In this activiy, Ss will learn the reading skill—scanning, and master some new words and phrases, such as in relief, burst into laughter, mercy, certain and so on. They can find the important information from each paragraph and get the consciousness of team work.Activity3 summarize 3mSs will summarize the main idea of the whole passage easily in group. From this activity, Ss will learn to analysize each paragraph and finally get the main idea. Activity 4 retelling 5mI will ask Ss to retell the passage in pair according to Daisy’s three visits. Then I will ask two Ss to retell in front of the class. In this activity, Ss can use the key words and sentences to retell the whole story and consolidate what they have learned.Step4 post-reading. It will cost 8. In this step, Ss will make discussion about ways to protect wildlife and express their own ideas with their previous knowledge. After 5m’s discussion, I will ask two or three Ss to show their ideas. In this step, Ss will not only share their ways to protect wildlife, but also practice their speaking. The last step is homework. I will ask Ss to find the persuasive sentences in the passage. They are asked to surf the Internet to find more ways to protect wildlife, and then write three suggestions to WWF to protect wildlife. Ss will make preparation for the next course--- persuasive writing.That’s all for the teaching procedure. And here is my blackboard note. On the right side, there are the words and expressions. In the left, there is the table about Daisy’s three visits.That all for my lesson plan presentation, thanks for your attention. Blackboard Note:Unit 4 How Daisy Learned to Protect WildlifeParagraph(main idea ) Animal Situation ResultPara.1 Tibet Antelope Be hunted Numbers are descreasingPara.2 ………Para.3/4 ……. ….carpetfurdistantmercycertainburst into laughterin relief…高中英语说课稿模板精选篇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, the studying 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) thegood character to be a successful person (2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical fertilizers 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 ischemical and organic farming and their advantage and disadvantage.高中英语说课稿模板精选篇5Good afternoon,teachers. It’s my great pleasure 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 understand and to developstudents’ sense of cooperative learning.Then the teaching key points is to help the students get a general idea of the whole And the teaching difficult points is to make students use their own words to express According to the analysis above, I’ll try my best to carry out the following theories while 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 is used for communication. Communicative approach is learner-centered and emphasizes communication and real-life situations.The second teaching method I would like to use is task-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 in cooperative learning skill, many students are not active in English class, and even some 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 from seeing, 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 intoStep 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 of this 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 andto 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 students’ 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 job 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 read each 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 let’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.。
Unit-4-Lesson-PlanningPPT课件
It is a presentation of the aims and contents of a lesson.
It guides, reminds an at-a-glance check both before and during a class.
It can be used to evaluate what has happened in class.
5. Linkage: the stages and the steps within each stage are linked with one another.
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15
A plan is just a plan.
Things often do not happen according to our plan no matter how experienced we are.
Before the lesson ????
After the lesson ????
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11
Before the lesson
aims contents teaching aids activities techniques time potential problems
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12
After the lesson
Principles, purposes, requirements, targets specified, methodological suggestions, assessment requirement, etc.
5. Knowing about the textbook
Philosophy of teaching, organization of learning contents, major topics, ways of assessment, etc.
八年级英语全英文说课稿Lesson Plan Presentation
八年级英语全英文说课稿Lesson Plan PresentationGood morning, everyone! Today I am very glad to share my lesson plan with you. It is a reading period in Go for It Grade 8 Book (B) Unit5. The title is If I become an athlete, will I be happy. This teaching material talks about the consequences of being an athlete. It is short and the structure of the text is very clear. It consists of two parts: the first part is about the reasons for being an athlete and the second part the reasons against it. Besides, there are many first conditional sentences in this text.As for learning condition, my students are from Grade Two of the junior school. They have already mastered some words and expressions related to the topic “consequences of being an athlete”. What’s more, the topic is interesting and familiar to the students, which will motivate them to read the text. As the students have learned the first conditional sentence previously, it won’t be very hard for them to comprehend the whole text.Based on the analysis of the teaching material and learning condition, I rearrange the material somewhat such as omitting the letter writing, adapting 3a into a debate and supplementing the pre-reading as well as designing someother comprehending activities.It is generally agreed that reading is an active process of reader’s combining information both from a given text and their own background knowledge to make out the meaning of the written language. Thus, I will follow the interactive principle and adopt three-stage-model to help students develop their reading strategies and improve their reading efficiency.What’s more, the curriculum promotes activity-based methods, experiential and participatory learning. Therefore, I will adopt audio-visual teaching method and situational teaching approach to help students gain a sense of achievement by reaching the goals of reading tasks and improve their comprehensive language competence through activities before and after reading.According to the analysis of the teaching material, the learning condition, and the theory of teaching reading, I set the following learning objectives：. Language skillsBy the end of the lesson, my students can① Develop their reading skills: predicting, skimming and scanning.② Fully understand the text.② Talk about the consequences of taking different jobs.These are key points of this period.2. Linguistic knowledge①Master some new words and expressions such as professional, chance, charity, injured, make a living (by) doing/as a…, all the time, have a difficult time with/doing and so on.②Further consolidate sentence pattern “If ..., ...will..."3. Affects① Learn that the life of a professional athlete is both happy and tough.② Realize that every job has its benefits and defects.4. Learning strategy① Learn autonomously and cooperatively in different activities.In order to achieve the learning objectives, several activities are designed for the three stages. The teaching procedures are as follows:In pre-reading stage, there are two activities.The first activity is watching and talking. Students will watch a video about the tough and happy moments of Chinese women's gymnastics team and then I’ll ask them whether they think being a gymnastics player is happy and give the reasons. Some phrases including several new words are given to help them air their opinions. I think the video can lead in the topic and attract Ss’ attentions, thus it can activate them to give reasons to support why they think being a gymnastics player is happy or not. What’s more, the words can work as vocabulary input.The next activity is predicting. Students are required to predict the content of the passage according to the title.I will provide them with two pictures that related to the content of the passage if they don’t do it well. This activity aims to improve the Ss’ predicting skill. And they will also concentrate more on the text in the next stage to check their predictions.In while-reading stage, I design three activities.As for activity 1---skimming, Ss are required to read the passage as quickly as possible to check if they have made the right prediction previously. Then they’ll divide the passage into two parts and match the main ideas of eachpart. Through this activity, they’ll have a clear mind about the structure and the main idea of the text. In the process, Ss’ reading skill of skimming is trained as well as their ability of summarizing.In activity 2---scanning, I’ll provide them with 4 sentences which cover some new words and phrases and Ss are going to find out which paragraph contains the information. This activity trains the Ss’ scanning skill of finding the detailed information quickly and precisely.In activity 3---close reading, Ss will deal with the passage part by part carefully. First they’ll read part one and find the reasons for becoming a professional athlete and then part two the reasons against becoming a professional athlete. Through careful reading, Ss can fully understand the benefits and defects of becoming a professional athlete.Now let’s move to the third stage—post-reading. There are two activities.In activity 1, I’ll create a situation that Wenzhou Sports School is going to enroll students from our school, and ask Ss if they want to be trained as a professional athlete there and give reasons. They can start to give theirreasons with the speech pattern like this: If I am a professional athlete, I will/won't...The situation is created to arouse the Ss’ interests so that they will be activated to talk about their attitudes of becoming a professional athlete after learning the passage. Moreover the sentence pattern “If…, …will…”will be strengthened.As for the second activity, it is a debate. Ss will debate about the consequences of taking different jobs. It is the difficult point of this lesson, so I’ll divide the class into groups of four. And each group will talk about the consequences of taking a certain job. Two students talk about the benefits of the job and the other two defects. I’ll also provide some jobs, related words and phrases for reference to reduce the difficulty. After preparation, several groups will be asked to present their debates. Through debating with each other, Ss can think out more ideas of doing certain jobs and cultivate their communicative strategy. At the same time, the atmosphere of the class can also be activated.The last one is homework, Ss are required to think about what they want to be in the future and write a passage around80 words about the advantages and disadvantages of your dream job. That’s all for my teaching procedures.Well, this is my blackboard design. In the Middle is the main idea and details of each part and some reference for the debate. On the right are new words and phrases. That’s all for my lesson plan presentation. Thank you all.。
Lesson Plan
Lesson PlanLinda教案：Lesson Plan( Assignment for Nov. 18th) Aim: Students will be able to identify some foodstuffs and talk about likes of food.Students: Grade 1, from Experimental Primary School attached to BNU.Size of class: 48Time: 40 nguage: lunch, beef, chicken, hamburger, candy, etc.---Would you like some…?---Yes, please./ No, thanks. I don’t like…Assumption: The students have learned some words on drinks and foods such bread and cake. They have learned how to response to the question “ Would you like some drinks?”Procedure:1. Warm-up ( Review)How are you?What is the weather today? It’s cold and sunny.Who can tell me what you have learned last time?2. Presentation of new language itemsWe are going to learn how to tell people about your likes.(Take out a bottle of apple juice)What’s this? This is apple juice.I like apple juice.Do you like apple juice?(Ask students to guess the meaning of the sentence pattern. Then do some drills both individually and in chorus.)---Do you like tea? ---No, I don’t. I don’t like ….---Do you like coffee?---Yes, I do.……3. Identifying the foodstuffs(Demonstrate the pictures of food and then stick them one by one on the board)What is this? It’s …….Do you like….?4 Story-telling: A Lunch in the ForestI am going to tell you a story. Then, I will ask your some questions. Listen carefully.(Stick a paper clock on the board and show the time 12 o’clock.)The tiger, the king of the forest, is going to invite some animals to lunch. Can you guess who they are? They are Mr. Giraffe, Mr. Fox, Mr. Cat, Mr. Money, Mr. Mouse, and Mr. Pig. ( Stick pictures of the animals on the board around the foodstuff.) The tiger asks the animals what they would like to eat. “ Mr. Giraffe, would you like some meat?” Mr. Giraffe says, “ No, thanks. I don’t like meat. I like some grapes.” “ Mr. Fox, would you like some meat?” Mr. Fox says, “ Yes, please. Thank you.” Finally, every animal has the food they like. They begin to eat. ( make some facial expression) “ Oh---. It’s good.” They have a good lunch.( Some parts of the story is told with Chinese translation. The teacher is suggested to imitate the voice of the animals in different tones and various facial expression.)5.Questions & Answers ( in Chinese)Would Mr. Giraffe like some meat? What does it say?Would Mr. Fox like some meat? What does it say?……When they begin to eat, what do they say?6. Communicative activities: Role-play ( in pairs)( Ask some pairs of students to come in front and do the role-play)If you invite a friend to lunch, what do you say to the friend? Choose some food form those on the board.7. Homework:Ask students to draw pictures of food they like to eat for lunch to home and take the picture to class next time.【课题】Recycle Two【教学重点】听懂、会说Let’s act 部分的故事。
Lesson_Plan_Presentation全英文说课稿(新模板)
Lesson Plan Presentation (M2 U1)Hello, Everyone! It’s my great honor to present my lesson plan here. You see, The material is the reading part in Unit 1 Cultural relics from PEP NSEFC Module 2. T he Topic of this unit is cultural relics. And this reading passage titled In Search of the Amber Room mainly tells us the history of the Amber Room, focusing on the building, losing and rebuilding of the Amber Room. (教材分析)It is the first period and most of my students know little about the Amber Room and its history, so it without doubt will add to the difficulty of my students’comprehension of the reading material. However, students’ carefully previewing the words and the passage surely will lessen their difficulty in comprehending. Moreover, Students in my class are easily activated by pictures and sounds and they like to air their opinions about something. So discussion in groups is supposed to be carried out effectively. (学情分析)In addition, I rearrange the material according to the analysis of the reading material and the learning needs of my students and their reading ability, including adapting and supplementing the pre-reading and comprehending questions as well as designing some other comprehending activities.（教材处理）As we know, this is a reading course, and the current theory views reading as an interactive process which involves not only the printed page but also the reader's general knowledge of the world and of the language. So I will follow the interactive principle and mainly adopt the three-stage model including pre-reading, while-reading and post-reading. Moreover, Audio-visual method is also applied and Multimedia devices and PPT documents is used as my teaching aids.Promoting student' development is one of the basic principles of the New Curriculum. In this period, to help students become more autonomous learners and develop their critical thinking is particularly emphasized.（教学理学和教学方法）Based on the analysis of the teaching material, the learning condition, the rearrangement of the teaching material and the teaching ideology, I set the following learning objectives:First, language skills.At the beginning of this class, students will be able to predict the content according to the title and the pictures and get the general idea of the passage by skimming, then find out some specific information about the passage by scanning. By the end of the class, they will manage to retell the history of the Amber Room and discuss with the partner on how to protect our cultural relics.Second, language knowledge.During learning, students can understand and master the useful words and expressions such as cultural relics, survive, in return, and so on.Third, affect and cultural awareness. Students will realize the importance of giving love to the cultural relics, and have strong desire to protect them. Thus ,they can discover the sufferings from war and deepen their feelings of loving peace.Last, learning strategy . Students will learn autonomously and cooperatively in different activities before, during and after reading, and communicate actively with their partners in discussing the question on how to protect our cultural relics. (教学目标)Among these learning objectives, it is considered a s the language focus that students can obtain the general idea and some specific information about the histroy of the Amber Room by skimming and scanning and use the words and expressions learned in this unit to retell the history of the Amber Room. While t he difficult point would be discussing the question on how to protect the cultural relics using some related knowledge learned in this period.(重点、难点分析)In order to achieve the objectives above, several activities are designed in the three stages.In pre-reading stage, there are two activities within 5 minute s. Activity 1 is talking. Students watch a short video clip of a movie "Yuan Ming Yuan" before class and try to guess what today's topic is. Then they describe the pictures of cultural relics at home and abroad, using words from a vocabulary pool like fashionable, mysterious, valuable, and so on. Audio-visual method is adopted here to attracts Ss' attention and interest. The classroom atmosphere can also be activated by guessing , and the vocabulary pool here not only encourages and motivates students to talk, but alsooffer a chance for students to familiarize with the new word. Activity 2 is predicting. Students are asked to predict what happened to the Amber Room by looking at the picture about the Amber Room and the title of the passage. Thus, students' learning strategy of predicting is improved and their curiosity is aroused.In while-reading stage, I designed four activities which will spend 26 minutes. Firstly, students skim the whole passage to get the general idea of the passage. Activity 2 is close-reading for paragraph 4 and answering two questions: How did the Amber Room get lost? How could they steal such a big room in less than two days? Activity3 is scanning the whole passage to find out the four kings related to the Amber Room. So skimming and scanning ability can be both strengthened in this period. Activity 4 is also close-reading for paragraph two, three and five to search what these four governers did to the Amber Room in detail and how it was rebuilt. In this stage,various comprehending activities are designed to help Ss to have a full understanding of the whole passage.The last stage, post-reading stage needs the final 14 minutes. T wo activities are designed. Activity 1 is retelling. Students introduce the amazing history of the Amber Room to the visitor as a guide, using the linking words like first, then, after that, now, and so on. Placed in an imaginative situation, students are required to retell the history of the Amber Room, which can help students learn better about the words and expressions of this period and the content of the text as well. Activity 2 is discussion. Students discuss in group of four on the topic of how to protect cultural relics according to the situation in which the Amber Room in Russian is to be invited as a member of World Heritage list, while Chinese 5 members of World Heritage list as endangered members. So people are talking about how to protect our cultural relics and hold to our spiritual home in the Internet including our students. The real communication involves them on the topic and arouse s their responsibility of protecting the cultural relics. By discussing in groups, their critical thinking and autonomous learning can be developed.At the end of the class, I will present homework----- first surf the Internet to give advice in a web site given then retell two parts of the passage(describe the AmberRoom and the amazing history of the Amber Room).（教学步骤）It is my blackboard design. It contains the whole structure of the passage. First, the Amber Room was built by the four kings who did a lot for it. Then it was lost as a result of the Nazis' stealing. Finally, it was rebuilt by German and Russian. （板书设计）That's all for my lesson plan presentation. Thank you very much!。
小学三年级英语Unit3 A(说课稿)宠物星球历险记
Unit3 A What Pets Do You Know? Talk & Learn——Adventure of Pet Planet (Lesson Plan Presentation) Good morning/afternoon, esteemed judges and fellow educators.It's a pleasure to be here, sharing our lesson plan for Unit 3A, "What Pe ts Do You Know?", a unit designed to ignite curiosity and foster a love for le arning among our young students. Aligned with national educational standards and focused on holistic development, this plan emphasizes core competencies and crosses disciplinary lines, all while adhering to the best practices in forei gn language teaching.A the same time,to make learning about pets both fun and educational, we've crafted the unit around the theme of "Adventure on t he Pet Planet." This enchanting narrative will transport students to a world fill ed with fantastic pets, where they'll embark on thrilling tasks and challenges while mastering vocabulary, sentence structures, and cultural insights related to our beloved animal friends.1.Analysis of Teaching Material（说教材）First of all,let’s focus on the analysis of teaching mataterial.Centered arou nd the theme of "Pets", this unit integrates 'talk' and 'learn' components to f acilitate the mastery of pet-related vocabulary and sentence structures. It delv es into pet names, characteristics, habits, and the bond between humans and pets. By embedding these elements within innovative teaching designs, stude nts are encouraged to apply their knowledge in authentic contexts.The primary objectives of this lesson are to teach students the names of common pets such as dogs, cats, fish, and birds, and to enable them to des cribe these pets using adjectives like "cute" and "fluffy," as well as verbs like "run," "swim," and "fly." Through interactive games and teamwork, students wi ll practice their English speaking skills and have a delightful learning experienc e.2.Analysis of Students（说学情）Then,it is about the students.Our target audience consists of third-grade s tudents who are at the nascent stage of their English language journey. They possess a foundational vocabulary and understanding of basic sentence structu res, particularly in the context of friends and family. Their inherent curiosity a nd affection for pets present a fertile ground for learning. However, they may encounter challenges in articulating pet-related knowledge due to limited spe cialized vocabulary and sentence patterns. Hence, it is imperative to design div erse and engaging teaching activities that ignite their interest and motivate th em to overcome these hurdles.3.Analysis of Teaching Objectives（说教学目标）According to the New curriculum standard,our primary objective is to enh ance students' English language proficiency, particularly in the domains of ling uistic competence, cultural awareness, thinking skills, and learning capabilities, all within the framework provided by the "Compulsory Education English Curric ulum Standards". Through this unit, students will:Language Knowledge: Acquire a range of vocabulary related to pets (e.g., dog, cat, fish, bird) and master key sentence structures such as "I have a pet. It’s a…", "It can…", and "I like…because…".Language Skills:Develop fluency in describing pet characteristics and habit s, expressing personal preferences and reasoning in English.Cultural Awareness: Gain insights into the cultural backgrounds and care r equirements of different pets, nurturing a sense of compassion and conservati on towards animals.Thinking Skills: Enhance logical and critical thinking abilities through observ ation and comparison, learning to view issues from multiple perspectives.Learning Capabilities:Foster autonomous learning of pet-related knowledge, collaborate on pet presentations and research tasks, thereby improving inform ation gathering and processing skills.4.Analysis of Teaching Procedures: Adventure of Pet Planet（说教学过程）Now,here comes to the most important part,teaching procedures.I will divi de it into 6 steps.Step1.Preparation: Setting the Stage for Intergalactic LearningOur journey begins with Activity One:Interstellar Travel Preparation. Here, students assume the roles of astronauts, revisiting prior knowledge of family a nd friend vocabulary along with describing relationships, essential for communi cating with the inhabitants of Pet Planet. This activity not only activates their existing knowledge but also lays the groundwork for new learning. Evaluation will focus on the accurate application of previously learned words and phrases in context.Activity Two: First Encounter with Pet Planet aims to ignite curiosity and i ntroduce the theme. By showcasing the enchanting landscapes and unique pet species of Pet Planet, students are prompted to express their excitement and inquiries in English. Their enthusiasm and comprehension of the planet's won ders will be our measure of success.Step2. Presentation: Unveiling the Secrets of Pet PlanetMoving into the Presentation phase, Activity Three: Pet Vocabulary Interstel lar Treasure Hunt challenges students to discover hidden vocabulary treasures across the planet. Each find requires them to pronounce and explain the wor d, fostering both vocabulary acquisition and comprehension. Swiftness, accuracy, and understanding will be our criteria for assessment.Activity Four: Sentence Structure Interstellar Challenge takes students into a zone dedicated to mastering sentences about pets. Through engaging activiti es like sentence relays and transformations, students practice constructing sent ences such as "I have a pet. It’s a…" and "It can…," enhancing their descripti ve skills. Fluent, accurate, and innovative sentence usage will be rewarded.Step3.Practice: Enhancing Communication and Cultural UnderstandingIn the Practice stage, Activity Five: Interstellar Pet Characteristic Guessing Game encourages teamwork and expression. Groups describe pets, while other s guess based on these descriptions, enriched with creative elements. Accuracy, quality of descriptions, and creativity will guide our evaluations.Activity Six:Interstellar Pet Culture Exchange delves into the cultural aspec t, as students interact with diverse pet species, discussing pet care, backgroun ds, and the human-pet bond. Fluency, cultural comprehension, and demonstrat ion of cross-cultural awareness will be key evaluation points.Step4. Production: Consolidating Learning through CreationFinally, in the Production phase, Activity Seven: Pet Planet Expedition Log i nvites students to chronicle their adventures, encounters, and learnings in Engl ish, possibly accompanied by visuals. Comprehensiveness, linguistic accuracy, an d originality will be assessed.Activity Eight: Pet Planet Creative Showcase fosters creativity and collabora tion as teams design projects—models, posters, videos, or presentations—featu ring English introductions and innovative ideas. Creativity, craftsmanship, and fl uent English communication will determine excellence.Step5.Summary&HomeworkSummary:In the "Pet Planet Adventure" summary, we will revisit the thrilli ng journey our students have embarked on, highlighting the importance of pe ts and fostering a sense of responsibility towards animal protection. Students will be encouraged to share their harvests and insights gained during the exp edition, as well as their anticipations for future coexistence with pets. This ref lection not only reinforces learning but also nurtures empathy and compassio n.Homework:Continuing our learning journey, I will assign the following hom ework tasks to reinforce the lessons learned:Creative Narration:Students will craft a short story detailing their encount er on the Pet Planet, incorporating the pets they've met, knowledge gained, a nd their future aspirations.Pet Perception Survey: They will conduct surveys among family and friend s to gather insights on pet ownership and care, subsequently sharing these fi ndings in English, along with their personal viewpoints on pet care and protec tion.5.Blackboard design（说板书设计）Transitioning to the blackboard design, let me walk you through the layou t:Opening with the Theme: The board will commence with the lesson title, "Unit 3A: What Pets Do You Know? – The Pet Planet Adventure," setting the stage for the lesson.Visualizing the Scenario:A conceptual map of the Pet Planet will be displ ayed, depicting various zones inhabited by different pets, accompanied by whi msical cartoon illustrations of these pets to spark imagination.Vocabulary Showcase: Key pet-related vocabulary will be listed, each word accompanied by a corresponding cartoon image for better retention.Sentence Construction:Clear frameworks for sentence building will be pro vided, guiding students in practicing essential phrases related to pets.Creative Inspiration: Lastly, examples or prompts for creative projects, such as models or posters showcasing the Pet Planet, will be suggested, encouragi ng students to integrate English with creativity.6.Teaching Methods（说教学方法）In the design of this lesson, I have primarily incorporated the following t eaching methods:Situational Teaching:Creating a Pet Planet scenario to spark interest and engagement.Game-Based Learning:Using fun games like flashcards and simulations for enjoyable learning.Collaborative Learning:Group work to enhance teamwork skills.7.Conclusion:Create an immersive and enjoyable learning experience for stu dents（说总结和设计意图）In summary, the "Adventure of Pet Planet" lesson plan merges engaging s torytelling with the PPP framework, fostering an immersive educational experie nce. By blending learning with fun, we aim to nurture not only linguistic skills but also vital 21st-century competencies. The homework assignments are tailo red to reinforce classroom learnings, ensuring a comprehensive understanding.The design of this lesson plan centers around creating a magical and inte ractive learning environment through the "Pet Planet Adventure" theme. It's a bout igniting curiosity, enhancing language skills, and fostering a deep apprecia tion for pets and their welfare. By leveraging a blend of teaching strategies a nd resources, we strive to make learning both enjoyable and effective, ultimat ely inspiring a lifelong love for language learning and cultural exploration.。
一份完整的英语教案范例全英文
A Complete Example of English Lesson PlanObjective:The objective of this English lesson is to help students improve their reading and listening skills and to develop their vocabulary related to daily activities.Class Level:IntermediateClass Duration:45 minutesMaterials Needed:•Whiteboard and markers•Handouts with reading passage•Audio recording of the reading passageWarm-up Activity:•The teacher will start the lesson by asking the students about their daily activities.•The teacher will write some examples of daily activities on the whiteboard.Introduction (5 minutes):•The teacher will introduce the topic of daily activities and explain its importance in everyday life.•The teacher will discuss the importance of vocabulary related to daily activities.Presentation (10 minutes):•The teacher will distribute the handouts with the reading passage to the students.•The teacher will instruct the students to read the passage silently.•The teacher will read the passage aloud while the students follow along.•The teacher will explain any difficult vocabulary or expressions in the passage.Practice (15 minutes):•The teacher will divide the class into pairs.•The teacher will ask the pairs to discuss the questions related to the reading passage.•The teacher will monitor the pairs and provide assistance when needed.Listening Activity (10 minutes):•The teacher will play the audio recording of the reading passage.•The teacher will instruct the students to listen carefully and follow along with the text.•The teacher will ask comprehension questions after the listening activity.Vocabulary Building (10 minutes):•The teacher will write some vocabulary words related to daily activities on the whiteboard.•The teacher will explain the meaning and usage of each word.•The teacher will provide examples of sentences using the vocabulary words.Group Activity (10 minutes):•The teacher will divide the class into small groups.•Each group will be given a different daily activity to discuss.•The students will discuss the given activity, exchanging ideas and opinions.Recap and Conclusion (5 minutes):•The teacher will summarize the key points of the lesson.•The teacher will provide feedback and suggestions for improvement.•The teacher will encourage the students to practice daily activities and use the vocabulary words.Homework:•The students will be assigned to write a short paragraph about their favorite daily activity, using the vocabulary words learned in the class.In conclusion, this lesson plan provides a comprehensive approach to teaching English vocabulary related to daily activities. By incorporating reading, listening, speaking, and writing activities, students will have ample opportunities to practice and reinforce their language skills.。
10分钟英文说课稿范文英文版
10分钟英文说课稿范文英文版Sample 10-Minute Lesson Plan Presentation in English.Good day, colleagues. Today, I will be sharing my lesson plan for a 10-minute session focused on teaching English as a Second Language (ESL). The objective of this lesson is to introduce students to the basic structure of an argumentative essay and equip them with the necessary skills to construct coherent and persuasive arguments.Introduction (1 minute)。
To begin, I will engage the students with a thought-provoking question related to the topic we will be discussing in the essay. This will spark their interest and get them thinking critically about the issue. For example, if we are discussing the topic of "The Impact of Social Media on Society," I might ask, "Do you believe social media has had a positive or negative impact on our lives? Why?"Essay Structure Overview (2 minutes)。
(全英文)说课稿
(全英文)说课稿Title: A Guide to Lesson Plan PresentationIntroduction:A lesson plan presentation, also known as a "说课稿" in Chinese, is an essential part of the teaching process. It serves as a roadmap for teachers to follow during their lessons and helps them effectively convey the content to their students. In this article, we will discuss the key components of a lesson plan presentation and provide tips on how to create an effective one.1. Content Overview1.1. Clearly outline the learning objectives: Begin by stating the goals and objectives of the lesson. This will help both the teacher and students understand what is expected to be achieved by the end of the lesson.1.2. Break down the content into manageable segments: Divide the lesson into smaller sections to make it easier for students to follow along. This will also help the teacher stay organized and ensure that all key points are covered.1.3. Include relevant materials and resources: Provide a list of materials, resources, and tools that will be used during the lesson. This could include textbooks, handouts, multimedia presentations, or other teaching aids.2. Teaching Methods2.1. Choose appropriate teaching strategies: Select teaching methods that are suitable for the content and the learning objectives of the lesson. This could include lectures, group discussions, hands-on activities, or multimedia presentations.2.2. Incorporate interactive elements: Encourage student participation by incorporating interactive elements into the lesson. This could involve asking questions, leading discussions, or assigning group projects.2.3. Adapt teaching methods to student needs: Be flexible in your approach and be prepared to adjust your teaching methods based on the needs and learning styles of your students.3. Assessment and Evaluation3.1. Include assessment criteria: Clearly outline how students will be assessed during and after the lesson. This could include quizzes, tests, presentations, or other forms of evaluation.3.2. Provide feedback: Offer constructive feedback to students to help them understand their strengths and areas for improvement. This will help them track their progress and stay motivated.3.3. Reflect on the lesson: Take time to reflect on the effectiveness of the lesson and identify areas for improvement. This will help you continuously enhance your teaching skills and adapt to the needs of your students.4. Classroom Management4.1. Establish clear expectations: Set clear rules and expectations for behavior in the classroom. This will help create a positive learning environment and minimize distractions.4.2. Manage time effectively: Allocate time for each segment of the lesson and stick to the schedule. This will help you cover all key points and ensure that the lesson stays on track.4.3. Address student needs: Be attentive to the needs of individual students and provide support as needed. This could include offering extra help, providing additional resources, or adjusting the pace of the lesson.5. ConclusionIn conclusion, a well-prepared lesson plan presentation is essential for effective teaching. By clearly outlining the content, selecting appropriate teaching methods,incorporating assessment and evaluation, managing the classroom effectively, and reflecting on the lesson, teachers can create engaging and impactful learning experiences for their students. Remember to be flexible, adapt to student needs, and continuously strive for improvement in your teaching practices.。
英语说课流程的基本步骤
英语说课流程的基本步骤English: The basic steps of an English lesson plan typically include an introduction, a lead-in activity to engage students, a presentation of new language or concepts, practice activities to reinforce learning, and a conclusion to wrap up the lesson. The introduction is used to set the context for the lesson and activate students' prior knowledge. The lead-in activity is designed to get students interested and motivated to learn. The presentation phase involves introducing new vocabulary, grammar structures, or other language points through various means such as visuals, realia, or examples. Practice activities can include drills, role-plays, games, or group work to help students internalize the new language. The conclusion should summarize the key points covered in the lesson and provide an opportunity for students to ask questions or clarify any doubts they may have. Finally, a plan for homework or follow-up activities can be provided to help reinforce learning outside of the classroom.中文翻译: 英语课程计划的基本步骤通常包括引入、引导活动以吸引学生注意力、介绍新语言或概念、练习活动以加强学习、以及结束课程。
优秀高中英语全英文说课稿
优秀高中英语全英文说课稿Lesson Plan PresentationReading Part in NSEFC Module 1 Unit1 Friendship Reading Part in NSEFC Module 1 Unit1 Friendship————Anne Anne’’s Best FriendHello, everyone. I ’m m ……. I ’m very glad to be here to present my lesson plan. The lesson I ’m going to talk about is the reading in NSEFC module 1 Unit1 Friendship. The title of the reading material is Anne of the reading material is Anne’’s Best Friend. I will present how to teach it and the reasons for doing so in the following aspects: the analyses of teaching material and learning condition, teaching objectives objectives，，theimportant and difficult points, teaching method, teaching procedures and blackboard notes.First of all, I ’d like to analyze the teaching material. The text is about the story of a Jewish girl who treated her diary as her her best best best friend when friend when she was hiding away away from from the Nazi during the Second World War. It mainly consists of two parts; the first part is the introduction of Anne and her diary named Kitty. The second part is a diary entry written by Anne in the form of letter addressed to Kitty. The text text is is is a a a bit bit long and and there there are are a a a lot lot of of new new words words and and expressions in it, especially in the letter.Now, let’s move on to the analysis of learning conditions. The students are in grade1 in the senior school, they have achieved certain English level so they have no problem in comprehending the text and get the basic idea. They have learned the Second World War so their previous knowledge about it can lessen their difficulty of comprehension. But most of them maybe are not very familiar with the sufferings of the Jewish people during the war.I will introduce the related information rightly in the beginning of the lesson so as to prepare the students for the deep study of the text.Based on the analyses of the teaching material and the learning condition, I’d like to propose the teaching objectives and the important and difficult points.(1) language skillSs will improve their reading skills by training someof the reading skills, such as skimming, scanning. It is the important point of this lesson.Ss will improve their writing skills by writing aletter to their friend. It is the difficult point of thislesson.(2) language knowledgeSs will master most of the new words and expressions in the text. This is the important point of this lesson.Ss will know the direct speech and indirect speech.(3) Affective objectivesSs will have a deeper understanding of the friendship so they will cherish their friends more than ever before. Ss will realize the cruelty of the war and the importance of the peace.(4) Culture awarenessSs will know more about the Second World War, especially the persecution Jewish people suffered from the Nazi.(5) Learning strategySs will cultivate their ability of individual learning and cooperative learning.As for the teaching methods, I mainly adopt audio-visual teaching method in the lead-in. During the reading process, I follow the top down modal to help the Ss to learn the text.Now, here comes the most important part of my presentation presentation——teachingprocedures. I ’ll finish the lesson in 4 steps within 45 minutes. They are:Step1: Lead-in.Step2:Pre-readingStep3: While reading.Step 4: Post-reading.At the end of of the the the lesson, lesson, I I will will present present the the homework. Now, let me introduce them step by step in details. The first step is lead-in. It will cost 7minutes. At the beginning of the lesson, I will play a short video clip which is about the sufferings of the Jewish people during the Second World War. From it, Ss will know that many Jewish people were caught and killed by Nazi in the camps, so others had to hide away. Then I will ask Ss what they needed most most when in when in hiding. Ss may may come up with come up with the the food, food, food, clothes clothes and so on. I will give them some hint and they will realize that friends are also very important for them. Then it will be very natural for me to tell them than there was a girl called Anne who had a very good friend during the hard time. In this process, I will introduce them three new words, they are: German, Netherlands, go through. In this step, I adopt audio-visual teaching method, because the pictures and sounds serves better to activate the Ss. So I use the video to attract the Ss ’ attention. What ’s more, theintroduction of Jewish people introduction of Jewish people’’s suffering by this video clip provides them with the background information of this text.Then I will move on to the second step---pre-reading. It will only cost 3 minutes. The Ss are required to guess who Anne who Anne’’s best friend is and what happened to them by looking at the title and the pictures. Then I will ask several Ss to say their predictions but I will not tell them the answer directly in this step. Although not all the Ss can get the right answer, their their mind mind mind can can can get get get closer to the closer to the theme of the the text text by by predicting. predicting. So, So, later, later, when when they they they read read the passage they will concentrate more on it to check their predictions.After pre-reading, we will move on to the while-reading step which costs 22 minutes in total. There are 5 activities, the first three of which deals with the first two paragraphs of the text which is also the first part of the text. And the last two activities deal with the second part.The first activity is skimming. Ss are expected to skim the first part of text to work out the main idea. But as there is no topic sentence in this part, it is a bit difficult for students to tell the main idea with their ownwords. So I will present a multiple choice which covers the main idea of the text for them to choose from. This reduces the difficulty of the task as well as the Ss the difficulty of the task as well as the Ss’’ anxiety.After getting the main idea, we will do another activity, namely, scanning. Ss are expected to scan the text to find some specific information, such as the place and the time of the story, etc. Ss can develop develop the the the ability ability of information gathering and independent learning.After skimming and scanning, we will do the third activity of this step---close reading. I will help Ss learn the passage paragraph by paragraph. For the first paragraph, I will ask some questions like I will ask some questions like ““According to Anne, what kind of person should a true friend be?be?””The answer to these questions cannot be taken directly from the text. Ss need to reorganize the sentences. If they can answer these questions, it means they have understood this paragraph. Then we will learn the second paragraph. For this one, I will ask one question question ““What did Anne say about her diary?diary?”” Ss may answer it by the original words said by Anne, I will catch this opportunity to tell them they change the direct speech speech into into the indirect speech. But I will will not not go deeper, because they will learn this language point next period,so a simple introduction is ok.This is all for the first part of the text. Then we will start to learn the letter. There are two activities for this part. The first one is skimming skimming，，theyshould skim the letter for the main idea first and I will present a multiple choice for them to choose from. Them we will learn the letter in detail in the next activity. For the first paragraph of the letter, I will ask them to find out the changing of Anne letter, I will ask them to find out the changing of Anne’’s attitudes toward nature. Ss can find out that before hiding hiding away, away, she paid no no attention attention to the nature nature while while while she she grew crazy about it when hiding. Then I will ask them to find out the reason. As for the second paragraph, Anne narrates two experiences of longing to get close to nature. So firstly, I will ask them to pick out the time of the experience and then we will study her feelings in the process. Of cause, we will learn some new word here, such as on purpose, at dusk and so on.After the while-reading, comes the post-reading step. It will cost 12 minutes. In this step, I will firstly ask Ss if they have to go into hiding like Anne and her family, what what they would like to they would like to say say to their to their friends. Ss will will talk talk in groups of four and share their ideas with each other.During the discussion, the Ss will be stimulated and also know the importance of friendship. It servers to make the Ss be prepared for the next activity---writing. After the discussion, the Ss shall write a letter to their friends individually. As they have talked about what they want to say to their friends, the difficulty of the writing is lowered because they have something to say. Ss are expected to write just a draft, for the time is limited.Lastly, I will will give give give Ss Ss the homework. homework. It It It will will will only only cost one minute. Ss should not only review the new words and expressions of the text, but also polish their letter after class.That That’’s all for the teaching procedure. And here is my blackboard note. On the right side, there are the words and expressions. In the middle, there are some points of the comprehension of the text.That all for my lesson plan presentation thanks for your attention.Blackboard notes:Unit 1. Anne Unit 1. Anne’’s Best Friend幻灯片投影布幻灯片投影布 Before: paid no attention to it Before: paid no attention to itreasonsWhile: go crazy about it GermanNetherlandGo throughSet downA series of。
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Lesson Plan PresentationHongqiao primary school:Chen Xuefen(No.7)Good morning judges and teachers,It’s my great pleasure to be here sharing my teacher design with you.Now I will explain the lesson from the following aspects.Ⅰ.Firstly, let’s focus on th e analysis of teaching content.The teaching content is Part B Let’s read in Unit 1 of PEP Primary English, Book 7.The topic of this lesson is about traffic rules in different countries.There are some new words and new sentences in this lesson.The new words are country,mean,right,left,side,however.The new sentences are In Chnia,drivers drive drive on the right side of the road. In England drivers drive on the left side of the road.Ⅱ.Secondly, it is about the students.Our students are in Grade 6.They are active and curious, interested in new things.After learning English for 3 years, they have some basic English background knowledge, so the teacher should attach importance to the communication with them, providing them the chances of using language.Ⅲ.Teaching aims①The first one is language knowledge.By the end of the lesson, students will be able to read, recognize, and use these words:every country,means,right,left,side,howeverAnd these sentences: In China,drivers drive drive on the right side of the road. In England drivers drive on the left side of the road.②The second one is language skills.a.By the end of the lesson, Ss can understand the different rules in the different countries.b.Ss can use these sentences to give suggestions on traffic rules in different countries.c.Ss’ abilities of reading will be developed.③The third one is emotional aim.a.In this lesson, the emotional aim is to help Ss to recognize and identify the differences between Chinese and other countries on traffic rules.b.Ss will be conscientiously observe the traffic rules.(自觉遵守交通规则。
)c. By completing the task,the Ss increase their interest and set up self-confidence in language study.④And, the main point of this lesson is:Ss can use know the sentences “In China, drivers drive on the right side of the road. In the US, drivers drive on the right side, too. In England and Australia, however, drivers drive on the left side of the road” and to develop Ss’ interest in English.The difficult point is: Ss will be know the Cultural differences, in China and USA drivers drive on the right side of the road. In other countries drivers drive on the left side of the road,eg,England , Australia and so on.Ⅳ.Teaching aidsCAI traffic lights a rabbitⅣ.Fourthly, it talks about teaching methods.In this lesson, I will mainly use “Task-based teaching method”, “Communicativelanguage teaching method” and “TPR teaching method”, and so on.Ⅴ.Studying Methods:Let Ss study in a relaxed and agreeable atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining , thinking etc. And make preparation for completing the new study task.After feeling and comprehending the language points, let Ss obtain the knowledge actively by probe study and cooperative study. Thereby, develop the Ss’ abilities of studying and working with the learning language independently.Ⅵ.Teaching stepsAccording to the above analysis.I set the following learning objectives.I will finish the lesson in 5 steps.Step 1. Greeting and Warming-up(It will cost about 5 mins)a.T-S free talk.“How do you go to school? How do you get to Changxing\Beijing\Dalian\….b.After greeting with the Ss, I will begin the lesson by playing a game together with the Ss.Left,left,right,right,green light .Go,go,go.Left,left,right,right,yellow light .wait,wait,wait.Left,left,right,right,red light .stop.stop,stop.Left,left,right,right,green light .Go,go,go.Purpose: So as to the psychological characteristics of children，singing a song can make Ss feel pleased and satisfied, and can arouse exciting motion. In this step , teacher and the Ss sing and do in unison and perform the song .Thus,review the phrases which learned in last lesson and lead the Ss into a thick English studying atmosphere. (在这里我将一首学生耳熟能详的兔子舞歌谣，编了一下歌词，不仅激发了学生的学习兴趣，同时也是对前面词组的一个复习。
同时也为下一环节做了铺垫。
)Step 2. Presentation（20’）a.With the help of the PPT, I show a rabbit says“Thanks for you to tell me the mean of the traffic lights ,Now I know red means stop,yellow means wait,green means go”.Teach the word”mean” and these sentences.Purpose:以小兔子的形象引出句子的教学，不仅承接了上个环节，同时也引起了学生的注意力和兴趣。