高中教學簡案英語怎麼說
㈠ 「教案」的英文怎麼說
「教案」
Lesson plan"
而我只是審核察握了一些七年級卜早生物教案。型沒雀
And I just examined and verified some biological teaching plans for grade seven.
㈡ 「教案」的英文怎麼說
Teaching Scheme 或 Schele
前者是很多英語學校常用的詞句。
㈢ 教學設計用英語怎麼說
教學設計是根據課程標準的要求和教學對象的特點，將教學諸要素有序安排，確定合適的教學方案的設想和計劃。一般包括教學目標、教學重難點、 教學 方法 、教學步驟與時間分配等環節。那麼你知道教學設計用英語怎麼說嗎?下面來學習一下吧。
教學設計的英語說法1：
instructional design
教學設計的英語說法2：
teaching design
教學設計的相關 短語 ：
課堂教學設計 classroom teaching design
教學設計原理 Principles of Instructional Design
教學設計和實施 Design&Implement of teaching
教學設計專員 Instructional Designer
教學設計的英語例句：
1. Thus designing ecation and training programs a challenging and exciting professional arena.
因此教學設計和培訓計劃領域是挑戰和令人激動的.
2. Furthermore, it will make progress of nativization study on instructional design.
此外, 還將進一步推進教學設計本土化研究的進程.
3. While Instructional Design is the integration of theories with some concrete course.
教學設計是這些是理論與具體學科的整合.
4. The guiding principle of design is the research of instructional design model.
而設計的指導思想就是本文對教學設計模式的研究成果.
5. The disconnection between theory and practice of instructional design is universal.
教學設計理論和實踐脫節問題已普遍存在.
6. We point out the principles and the developmental tendency of chemistry inquire - learning.
指出了化學研究性學習教學設計的原則及發展趨勢.
7. It further explains the definition of task , task classifications and task cycles.
進一步分析了任務的定義,任務的類型,任務環, 任務型教學設計原則.
8. They search courseware and good instruction designers on Internet.
他們在網際網路上搜尋課件資源和好的教學設計.
9. There is no effective instruction design and there is no lasting teaching result and quality.
沒有有效的教學設計,就不可能有持續的教學效果和質量.
10. The traditional instructive process achieve class communication by instruction design, then obtain instruction target.
傳統的教學是通過教學設計來實現課堂交互從而實現教學目標.
11. The author tries to probe into this issue from the standpoint of learner - focused chemistry instructional design.
對此,筆者選擇的研究視角是:面向學習者的化學教學設計.
12. And undoubtedly, the Instructional Design ( ID ) is confronting an important change too under this condition.
在這種大環境下, 教學設計毫無疑問地也正在發生著重要的改變.
13. Therefore, this paper brings forward constructivism oriented design principle and method in web based Instructional Design.
在此基礎上, 本文提出了基於建構主義理論的網路教學設計的原則與注意點.
14. Therefore , it proves that the originality, advancement and practicability the constructive teaching design theory in practice.
這就從實踐上證明了建構主義教學設計理論的創造性 、 先進性和可行性.
15. Instructional design is one of the most important research domains in ecational technology.
教學設計是 教育 技術的重要研究領域之一.
㈣ 教案翻譯成英語怎麼說
lesson plans 教案
㈤ 高中英語教案大全
教育 要使人愉快，要讓一切的教育帶有樂趣。接下來是我為大家整理的高中英語教案大全，希望大家喜歡!
高中英語教案大全一
《Unit 2 Working the land》
教學准備
教學目標
(1)知識目標：讓學生通過閱讀課文更多地了解我國的農業科學家袁隆平的科研成果及其影響。
(2)能力目標：讓學生進一步使用恰當地閱讀方式與技能，如略讀(skimming)， 快速閱讀 (fast reading)，細讀(close reading)等
(3)情感目標：讓學生不但學習袁隆平的科研精神，更要學習他不計較名利，踏踏實實的生活態度。
教學重難點
1.閱讀課文更多地了解我國的農業科學家袁隆平的科研成果及其影響。
教學過程
1. 話題的引導。(Pre-reading)
1).開頭通過設計了一首熟悉的詩歌，讓學生知道話題---farming.
2).涉及到提高產量從而解決世界飢荒問題，從而引出本節課的中心話題--偉大人物袁隆平。
2. 跟讀與閱讀 完成導學案練習
貫徹目的與困難策略，指導學生根據不同的閱讀目的，在閱讀的不同階段，靈活使用各種閱讀策略，捕捉 文章 主要信息，理解作者的寫作意圖，突破本文的教學重點與難點。採用整體語言教學法和任務型語言教學法。
1)、通過閱讀訓練，引導學生如何利用略讀(skimming)的 方法 把握文章的大意，側重培養快速閱讀理解能力和文章中心把握能力。
2)、精讀各個段落語段，側重培養快速捕捉文章重要細節的能力和猜測生詞的能力，學會欣賞文章中的優美 句子 。
3： 閱讀過程--淺層次閱讀。(Reading I)
1). 其中關於人物的基本信息中，通過設計了一個信息表格的淺層次閱讀練習，對文中人物有了初步了解。
2). 關於他的夢想，書本上描寫得非常生動，我讓班裡有藝術特長的學生畫了一幅漫畫，利用畫面反映課文第四段所描述的內容，同時用第一人稱配了聲音效果。
4. 閱讀過程--深層次閱讀。(Reading II)
在處理了一些簡單信息之後，閱讀人物最重要的是要讀出人物不同於其他人的成就以及值得學生學習的一些可貴品質。就這兩方面的內容，設計了一棵樹的形象，引導學生去尋找袁隆平作出的成就以及他身上擁有的可貴品質。
5.知識點的處理：由句子的分析帶出語言點，記住句子，記住了單詞用法
課後習題
一、單詞拼寫
1. ____________ vt. & vi. 斗爭; n.努力
2. ____________ adj. 感到滿意的
3. ____________ n.自由; 自主
4. ____________ vt. & vi. 配備; 裝備
5. ____________ n. 產量, 輸出量
6. ____________vt. 輸出 n.出口
7. ____________vt. 搞亂, 使糊塗
8. ____________ n. 補給; vt.提供
9. ____________ adj. 適當的, 相配的
10. ___________vt. 使膨脹 vi. 發展
二、單詞運用
1.We had a ___________(努力) to stop the criminal.
2. The document will be _____________ (傳閱) to all members.
3. I』ll type your report if you』ll baby-sit in e_________.
4. Our farm ___________ the market with fruits and vegetables.
5. We should s__________ the results of the exam briefly and report to the headmaster.
6. Sydney』s population _____________ rapidly in the 1960s.
7. He has a ____________ (曬黑的) face and bright eyes.
8. The plane _________ speed as it was approaching the airport.
9. The workers there worked _______ crazy, with only thirty minutes』 break at noon.
10. He __________ (耕作) the farm with great success.
Comprehending：Paraphrase these sentences.
1. At that time, hunger was a disturbing problem in many parts of the countryside
2.Using his hybrid rice, farmers are procing harvests twice as large as before.
3. Thanks to his research, the UN has more tools in the battle to rid the world of hunger.
4.He would much rahter keep time for his hobbies.
Consolidation Exercise;
1._____ your generous help, or I will not overcome the difficulty.
A.Thanks to B. Because
C. Thanks for D. Thank to
2. It is so_______ that he is always making noises.
A. disturbed B. disturbing
C. disturb D. disturbs
3. He missed the bus, for ________ he came late for work..
A. whom B. that C.where D. which
4.你必須戒除掉自己吸煙的壞毛病。
5. 滿意於學生的成績，他如釋重負的笑了。
6. 他寧願在家裡看電視也不願意打 籃球 。
高中英語教案大全二
《Chinese seasonal festival》
一、教材分析
1.單元內容所體現的意義：本單元的主題為Celebration，主要是介紹了中外國家的一些主要節日，以及人們在一些重要節日的慶祝活動。通過本單元的學習，可以幫助學生理解交際中的 文化 差異，初步形成跨文化交際意識。
2.課前的內容與本節內容的內在聯系：在Warm-up 環節部分，學生已了解一些關於「慶祝」的內容及相關詞彙，為本課的話題作了一些詞彙和內容的鋪墊。
二、學生分析
1.學生年齡特點，和對學科學習的情感表現：學生對學習的內容有著強烈的好奇心，表現出多樣的學習技能和策略，喜歡把語言學習與自己的現實生活和興趣聯系起來。
2.學生語言知識和技能：學生對本課話題Chinese Seasonal Festivals 已具備一定的背景知識、經歷和 經驗 ;況且在Warm-up 環節，學生已了解了一些相關的內容及詞彙，這些都有助於語言活動的開展 。但是要用英語進行思維和表達，還是有一定的難度。
3.學生的學習策略和其他技能：高一的學生已初步具備用英語獲取信息、處理信息、分析問題和解決問題的綜合能力，但需進一步的提高。
三、教學目標
1.語言知識目標：
A.詞彙和 短語
seasonal, journey, celebrate, traditional, including, Lantern Festival, origin, decorate, take part in, burn down, sweet mpling, culture, Zongzi
B.重點句子
1)The Mid-Autumn Festival is celebrated by Chinese people.
2)In the old days, dragon boat races were held in Chinese communities.
3)Lanterns were usually lit by candles and decorated with pictures of birds…
2.語言技能目標：
1)提高從文章中獲取主要信息，並進行分析、推理和判斷的能力。
2)積極參與語言實踐活動，提高用英語進行思維和表達的能力。
3.知識能力目標：
1)學會用英語簡單介紹中國的節假日。
2)進一步了解我國的一些主要的節日及其相關的歷史源源，從而尊重 傳統文化 ，增強愛國主義精神。
4.情感與人文素養目標：
1)關注學生在學習中的情感態度變化，引導學生形成樂於與他人合作，具有和諧與健康向上的品格。
2)掌握有效的學習策略，學會獨立獲取信息和資源，並能整理、分析和 總結 ，從而充實生活。
3)通過文化的了解，增強愛國主義精神和民族自豪感，提高對中外文化異同的敏感性和鑒別能力，為跨文化交際能力打下基礎。
5.重點與難點：
1)如何讓學生在閱讀活動中獲取信息，理解全文。
2)在語言實踐活動中，要求學生用英語進行思維和表達，有一定的難度。
四、教學設計理念與策略
1.教學設計理念：1)採用任務型語言教學。
2)採用激發主體興趣的教學模式。
3)運用合作學習的方法。
2.教學策略： 1)Fast reading to get general idea.
2) Careful reading to get detailed information.
3) Free-talk before reading to make students interested in what they will learn.
4) Group work after reading to make students understand what they have learned better.
五、教學用具
a recorder, a computer, and a projector
六、教學過程
Step1 Lead-in
T: What is your favorite season? What festivals happen ring your favorite season?
( 以問題的形式引入本課的主題：Chinese seasonal festival. 由此引起學生的學習興趣，自然導入課題)
S1: I liker summer. There are Children』s Day, Dragon-boat Festival and Mother』s Day.
S2: My favorite season is winter. They are Spring Festival and Lantern Festival and Christmas Day.
S3: ……
T：Well done. Thank you. Now, let』s enjoy some interesting pictures and guess what is happening and what is being celebrated.
(欣賞圖片和討論的同時，讓學生把注意力集中到與本課有關的三個節日上：
端午節 、 元宵節 和 中秋節 。並且通過圖片可以讓學生掌握更多的節日和如何表達，如 清明 節， 母親節 等)
Step2 While-reading
1.Fast-reading
Read the texts quickly. Match the pictures with the festivals.
Picture A Mid-Autumn Festival
Picture B Dragon Boat Festival
Picture C Lantern Festival
(快速閱讀環節中的問題可以培養學生的 快速閱讀技巧 和獲取文章整體信息的能力，達到理解課文表層意思的目的。此類問題可提問一般的學生，增加他們 學習英語 的信心。)
1.Careful-reading
1)Ask the students to read the first passage carefully and answer 3 questions below.
(1)When is the Mid-Autumn Festival celebrated?
(2)What do people eat on this day?
(3)Why is this festival important?
(細讀環節則是對重要的段落進行細讀，加大信息量，幫助學生加深對課文的理解。教師選取了文章的第一段，引導學生觀察和提取與中秋密切相關的具體事實和信息。)
2)在老師示範完第一段提問後，把學生分成兩大組，然後兩組間針對此段文章內容互相提問(以小組競賽形式進行，既活躍課堂氣氛，也可以拓展學生思維能力，提高他們的發問和回答的能力，也從而加深他們對課文內容的了解。)
3)Read the texts again and fill in the table.
高中英語教案大全三
《Scientists at work》
一、教學背景分析
1. 單元背景分析
隨著科學技術的發展，各種各樣新的發明和發現都層出不窮。生活在這樣一個知識爆炸的年代，學生們更應用心去體會並感受科技和發明創造者給生活帶來的變化，進而能聯想到他們平時所學的學科及知識，並用英語為媒介進行知識的整合與串聯。同時從另一個角度來說，科技進步的同時，我們的社會也產生了各種各樣的矛盾與爭論，因此如何正確的看待或處理這些問題，也成為廣大學生應該了解並掌握的知識。
2.學生情況分析
本單元的設計與實施是建立在學生經過高一上半學期新教材學習基礎之上。學生已經逐步的適應了在活動與任務中學習英語以及如何處理語言知識與活動開展的關系。並且，他們也已經形成並培養了一定的小組合作學習及自主學習的能力。
二、教學目標分析
語言技能
聽：在聽懂教師向學生講述實驗中注意事項基礎上，繼續學習並強化捕捉特定信息的能力，以及確定全文主要話題的概括能力。
說：應能在了解一定的現代科技發明基礎上，思考並學習如何對一種新的事物進行描述。同時能與他人進行交流，敘述事物的利與弊端。
讀：強化略讀、查讀等閱讀微技能，訓練通過尋找關鍵詞，主題句等方式更快速並准確的確定文章的段落大意，理清文章的總體框架與脈絡。繼續運用已經掌握的基本猜詞技巧猜測部分單詞，並在上下文體驗中感受某些佳句給讀者帶來的深層含義。
寫：學習在對事物進行理性思考的基礎上，運用恰當的句型與詞彙描述對事物正反面的不同觀點，同時更應注重掌握一些必要的過渡詞增加此類寫作的條理性與層次感，並應熟悉議論性 作文 的基本寫作框架。
情感態度與文化意識
(1)。進一步培養小組合作學習的能力，通過調查、采訪、討論等活動完成任務，取長補短，加強團體協作意識。
(2)。引導學生用英語進行不同學科特點的思考，體會學科之間的聯系與區別。通過話題啟發學生積極思考，調動學生的學習興趣。
(3)。指導學生用批判的思維去接受新的事物，增強他們的 辯論 意識與能力。
(4)。意識到科技工作的艱苦以及所必需的個人品質與素質，鼓勵學生在學習過程中的創新精神與實踐能力。
語言知識
詞彙：學習並使用一些與science 和scientists有關的詞彙。
語法：進一步了解一詞多義現象與合成詞的構成。
功能：學習如何就某一事物給予別人指導與說明。
話題：掌握有關實驗說明的話題表達以及如何從正反兩方面對某一話題進行分析討論。
學習策略
指導學生運用已學會的抓重點、做記號、摘筆記等方式對所學內容進行整理與歸納，並鼓勵學生增加與教師和同學交流、合作，繼續培養正確的 自我評價 與相互評價的習慣，從而總結交流學習所得，進一步形成有效的 學習方法 。並指導學生把 英語學習 從課堂延伸到課外，發揮已掌握的使用工具書，查找資料、上網等方式增加用英語思維與表達的能力，了解實驗對於科學研究的重要性，樹立正確的向上的 學習態度 ，形成具有批判性的看問題習慣。
三、教學內容分析
本單元的中心話題是science and scientists。話題依附於聽力、對話、閱讀與寫作等語言載體中。本單元的話題內容與學生的日常學習有著密切的關系，應該說是以英語為媒體讓學生表達他們對平時理化生等理科課程，特別是相關實驗，所想到及感受到的內容。因此，盡管本單元的話題對學生而言有著一定的難度，但卻有體現出了以學生為中心，貼近學生生活而又富有時代氣息的特點。
Warming up設計了四幅與學生的理科課程有關的圖片，學生通過對日常熟悉的相干實驗工具及場地的識別，展開相關學科特點與學習的討論。同時在此基礎上，要求學生們在Listening部分能熟悉某些實驗室的規則及注意事項，掌握如何給予別人指導與說明，並能抓住文章的中心話題，捕捉相關細節內容，回答有關的問題。
Speaking則是一個極富時代氣息的討論練習。要求學生們能對現在熱門的尖端科技有所了解，(練習中提供了諸如Maglev train, cloning, nuclear energy, computer 與 space flight等內容)然後能就這些新的科學技術與工具進行理性的辨證的思考，既能感受到它們給我們的生活帶來的巨大利益，同時也能發現其中所存在的不足與弊端，並能通過討論、對話等形式發表自己的觀點與想法。這一部分也應該是本單元寫作內容的一個鋪墊。
Reading講述的是科學家 Franklin的風箏實驗，從而證明Lighting and electricity are the same的 故事 。學生在理解文章的基礎上，能充分感受到實驗對於科學工作的重要性及科學家是如何獲得事業上的成功的。同時能落實材料中所出現的一些單詞與短語的使用。
Language Study是在本單元詞彙學習的基礎上，讓學生進一步了解並掌握一定的構詞法。主要是兼類詞、一詞多義現象及合成詞的構成。
Integrating skills 通過學生對科學家是否應利用動物進行實驗，從而達到發明新產品現象的討論，理性的從正反兩個方面看待這一問題。同時在閱讀、思考與討論的基礎上，寫下一篇闡明自己觀點、立場與看法的短文。
四、教學重點與難點
重點
(1)。能就某一話題進行合理的分析，並從不同的角度去分析問題，展示一個物體的利與弊兩個方面。同時能在討論時學會運用哪些結構與單詞對事物進行評價，諸如「 It』s good / bad / harmful for… / It』s dangerous / expensive / important / unnecessary/ It brings people …/ It can help people…
(2)。掌握如何就某一話題給予別人指示與說明，能熟練運用 Don』t do… / Don』t forget to… / Make sure… / Remember that… / Do be careful of…等結構進行討論、對話與表演。
(3)。能進一步了解一詞多義及合成詞的知識。以便能更好的區別單詞詞義與猜測單詞詞義，利用構詞法知識擴充詞彙量，並能真正做到為閱讀服務。
㈥ 學案英語怎麼說
The Ideological Controversy
學案 （應該是這個）
例句：
1.本文選取《廬陵學案》為個案，進行學術思想的研究。
This thesis chooses "The Ideological Controversy of Lu Ling" as a specific case to make a study of academic thought.
㈦ 高中英語說課稿範文英文版
全英文版本的高中英語說課稿，應該怎麼寫?下面是我給大家整理的高中英語說課稿範文英文版，供大家參閱!
高中英語全英文說課稿模板
Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson withyou.The content of my lesson is Senior English for China Book1B Unit 16 Scientists at 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 procere,and Blackboard design.First, let me talk about the teaching material.
Part 1 Teaching Material:
This unit is about science and scientists. By studying of this unit, we’ll Enable the students to know the serious attitude towards science and develop the interest in science. At the same time ,Let the students learn how to give instructions. this lesson plays an important part in the English teaching in this unit.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each passage. Therefore, this lesson is in the important position of the teaching material. If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.As we all know ,reading belongs to the input ring 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 (新課程標准和教學
大綱), 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:
a)The Ss can hear, read, and use the main sentence patterns b)The Ss can understand the content of the lesson.
c)The Ss can use the patterns to express their thoughts in the proper situation.
2.Ability objects:
(1) To develop the Ss’ abilities of listening, speaking, reading and writing.
(2) To train the Ss’ ability of working in pairs.
(3) To Improve the student’s reading ability, especially their skimming and scanning ability.
3.Emotion or moral objects:
a)By completing the task,the Ss increase their interest and set up self-confidence in science;
b)Teach the Ss what is “science”, put the moral ecation in the language study.
now,let’s come to the Important points and the Difficult points.
Well, how to achieve the teaching objects better, how to stress
the important points and break through the difficult points? As is known to us all,The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching material and the students’learning background ,I will use the following methods .
Part 2 Teaching Methods:
In my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” Approach(交際教學法), “Whole language
teaching” (整體語言教學法)and “Task-based” language teaching (任務教學法). That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theories(現代社會交際教學理論), I adopt the TSA method(情景教學) and TBLT method (語言任務教學)in my teaching, namely Total Situational Action and Task-based Language Teaching.The former is a “scene —
activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss . The latter offers the Ss an opportunity to complete the tasks in which Ss use
language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English. Part 3 Studying Methods: ......
高中英語說課稿範文
Interpretation
Good morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you.
I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procere.
Part 1 Teaching Material
The content of my lesson is New Senior English for China Book___ Unit____________________. This unit is about____________________ (topics). By studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________. At the same time, let the students learn how to____________________ (functional items). From this lesson, it starts___________________________(structures). (As we all know, reading belongs to the input ring the process of the language learning. The input has great effect on output, such as speaking and writing.) Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit.
Part 2 Teaching Aims
According to the new standard curriculum and the syllabus (新課程標准和教學大綱), and after studying the teaching material, the teaching aims are the followings:
1.Knowledge objects (語言目標：語音，詞彙，語法，功能，話題)
(1)The Ss can master the usage of the important words and expressions.
(2)The Ss can use the __________________ (grammar) in the proper situation.
(3)The Ss can understand the content of the lesson, talk about _______________________ (information) and get their own idea about _______________________________.
2.Ability objects (技能目標：聽，說，讀，寫)
(1) To develop the Ss’ abilities of listening, speaking, reading and writing
(2) To guide Ss to set up effective studying strategies.
(3) To improve the student’s reading ability, especially their skimming and scanning ability.
(4) To train the Ss’ abilities of studying by themselves and cooperating.
3.Emotion or moral objects (情感目標：興趣，自信，合作，愛國，國際視野)
(1)By completing the task, the Ss increase their interest in ____________________and set up self-confidence in _____________________.
(2)Teach the Ss_________________________, put the moral ecation in the language study.
Part 3 the Important and Difficult Points
Based on the requirement of the syllabus.
The important points are__________________________ such as ______________.
The difficult points are_________________________ for example_____________.
Part 4 Teaching Methods
As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories(現代社會交際教學理論) .
1. Communicative Approach(交際教學法)
2. Whole Language Teaching(整體語言教學法)
3. Task-based Language Teaching (任務教學法)
4. Total Situational Action (情景教學)
a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI (電腦輔助教學) can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.
Part 5 Teaching Procere
Step 1 Lead-in. (_____min)
___________________________________________________________________
Purpose of my design: (1) to catch Ss’ attention about the class/topic/passage.
(2) To set up suspense/develop interest in _______________.
Step 2 Pre-reading
Task 1 (Indivial work, pair work, group work, class work; _____min)
Let Ss _____________________________________________________________
Task 2 (Indivial work, pair work, group work, class work; _____min)
___________________________________________________________________
Now, let’s see what happened to the_______________/ let’s check whether it is right or not.
Purpose of my design: (1) to get to know something about the _________________.
(2) To have a better understanding about the importance of ___________________.
Step 3 While-reading
Task 1 (Indivial work, pair work, group work, class work; _____min)
Skimming: Ss should read the material fast to find out the main idea/topic sentence for each paragraph.
Para 1 ___________________
Para 2 ___________________
Para 3 ___________________
Task 2(Indivial work, pair work, group work, class work; _____min)
Scanning: Listen to the tape part by part to finish ___________________________.
Task 3 (Indivial work, pair work, group work, class work; _____min)
Scanning: Guide Ss to read the material carefully and take some important notes, then answer the following questions.
Task 4 (Indivial work, pair work, group work, class work; _____min)
Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the following chart.
Purpose of my design:
Enable students to understand the given material better by using different reading skills. And proper competition can arouse the Ss’ interest in English learning. ―Task-based‖ teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.
Step 4 Post-reading
Task 1 (Indivial work, pair work, group work, class work; _____min)
(接task3)Ask Ss to close books and finish the summary according their notes.
(接task4)Retell the story /Sum up the passage in Ss’ own words according to the chart.
Task 2 (Indivial work, pair work, group work, class work; _____min)
Discuss _______________________________________________with other group members and then choose a reporter to share their opinions about ____________________________________ with the whole class.
Purpose of my design:
I think If the Ss can finish this task well, they will benefit a lot in their spoken English. Most Ss can take their parts in the
activities, especially for the Ss who have trouble in English study.
Step 5 Homework
1. __________________________________________________
2. __________________________________________________
Purpose of my design:
Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.
高中英語全英文說課稿萬能模板
I Teaching Aims:
1. To develop Ss’ basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.)
2. To encourage Ss to practice, participate, and co-operate in the classroom activities.
3. To get Ss to know something about … and have a better understanding of the importance of …. As for teaching approaches, I think … II Teaching Approaches Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talking Time).
So ring this lesson, emphases are to be laid on:
1. Student-centered teaching
2. Task-based learning
3. Activity-based teaching (indivial work; pair work; group work; class work)
III Teaching Aids:
1. a projector
2. a multi-media computer system
They are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks.
IV Teaching Procere
Step 1 Warming-up & lead-in Activity 1 Free talks (class work) Q1: Who do you think looks coolest in our class? Q2: Do you like him/her? Q3: If so, why? If not, why? … Download some pictures/music from the Internet. Guiding Qs may be: Q1: Who’s she/he? Q2: Do you like him/her? Q3: If so, why? If not, why? Q4: Do you think he/she is perfect? Goal: To lead up to the topic, get Ss to warm up and arouse their interest in the topic. Activity 2 Picture-talking /Music-talking (indivial work) Step 2 Pre-reading Activity1 Look and guess (class work) In this activity, Ss are required to look at the title/subtitle and guess what they will read.
the picture/… Activity2 Brain-storming (class work)
Goal: To develop Ss’ reading skill---predicting and present some new words in the passage such as …
Activity 1 Skimming (class work) Step 3 Reading
Para of the article (or the first sentence or the last sentence of each Para.) Goal: To develop Ss’ reading skill --- skimming, that is, how can we get the general idea of a passage as quickly as possible. Activity 2 Scanning (group work)
Title
Part/Para.
Main idea
Detailed information
1 a. topic sentences/introction
b. examples/supporting ideas
c. conclusion
Goal: To develop Ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other. Activity 3 Report (class work) Invite some group members to report their work to the whole class. Goal: To overcome Ss’ shyness and stimulate Ss to speak in public. Activity 4 Further understanding and word study (pair work) Encourage Ss to discuss the following Qs in pairs (A PowerPoint will be used here to present some blank-filling exercises and Q1: What does the word ―this‖ in the last Para? But 3 refer to? A. B. C. A. B. D. D. Q2: What is the Chinese equivalent for the phrase ―investing in loss‖? C. Q3: The word ―flawless‖ in Line 5 of Para.2 can be replaced by ___ Q4: Which of the following statements is true or not true? Goal: To help Ss to guess the meaning of certain unknown words and understand the passage exactly. multiple choices.)
Step 4 Post-reading
Activity1 Role-play (pair work) Suppose one student is a … and the other …. Ss are encouraged to put themselves in the situation and make a face-to-face interview. Activity2 Discussion (Group work) Topics may be: Q1: Do u want to be perfect? Q2: Do u think there is anyone in the world that is perfect? ―Remind you‖, remind yourself of what? Activity3 Poster-designing/Cartoon-designing/… (Group work) Goal: These post-reading activities are intended to develop Ss’ creative thinking and get them to know the importance of … Task 1 Write a summary of the passage (about 100 words) (Indivial work) Goal: To spur Ss to consolidate what they have learned. Task 2 Look up some more information about … (Indivial work) Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites on the topic. Goal: To encourage Ss to study English spontaneously and independently after class, arouse Ss’ interest in traditional Chinese culture and develop Ss’ culture awareness and cross-culture communicative skills. As for my blackboard-design, since time is limited, I’d like to give a brief introction. Step 5 Homework
㈧ 教案用英語怎麼說
問題一：教學設計用伏派英語怎麼說 教學設計拆晌
[詞典] instructional design;
[例句]機械設計課程課堂教學設計和教學藝術的探討
Discussion on Instructional Design and Teaching Art of Mechanical Design
問題二：「教學設計」用英語怎麼說缺御賀；「學法指導」用英語怎麼說？ teaching design
learning guidance
問題三：「教案」的英文怎麼說 「教案」
Lesson plan
而我只是審核了一些七年級生物教案。
And I just examined and verified some biological teaching plans for grade seven.
問題四：英語教案的每一個步驟用英語怎麼翻譯 熱身Warm- up
導入 Leading-in展示 Presentation
預習 Preview
復習Review
操練 Practice
練習 Exercises
鞏固 Consolidation
小結 Summary
檢測 Test
問題五：「教學設計合理」用英語怎麼說？ The design for teaching is raesonable.
問題六：一份標準的英文教案要怎麼寫 A Teaching Plan
I. The title
2. Teaching aims(a. knowledge aim; b,ability c, moral ecation)
3. Impotant points
4. Difficult points
5. Teaching aids
step 1 Revision
Step 2 Take up new lesson
step 3 Consolidation
Homework
Design on the blackboard
㈨ 高中英語教案
高中的英語教案是怎樣的?以下是為您整理的高中英語教案，供您參考!
【高中英語教案一】
供參考的範例Mole 1 Unit 2 Heroes Lesson 1 Modern Heroes
說課教案
(一) 教學內容
1. 本課是Unit 2 heroes Lesson 1 Modern Heroes 的第一課時。本單元分別介紹了National hero， History makers，Sports stars 和 Superhero。這幾篇文章的主題都是hero，但涉及的領域不同，它們融會貫通，承上啟下，融為一體。
2. 本課是介紹National Hero，是學生比較熟悉和感興趣的話題，前部分需要介紹楊利偉和神州五號，讓學生掌握有關詞彙;後一部分是介紹楊利偉乘坐神州五號宇宙飛船遨遊太空的情況。
3. 本課文出現了較多的定語從句，還有生詞較多(有些單詞表沒有而初中又沒有學過)，在這樣的困難前提下，我引導學生通過 culture and background knowledge，結合課本內容豐富自己的知識面，拓寬學生對航天知識的了解，讓學生了解航天英雄的成功之路，激發他們的民族自豪感。
(二) 學生分析
1. 組成情況職業高中高一學生年齡都在14-16歲之間，大多數學生由於初中的知識基礎打得不扎實，而且缺乏主動學習的能動性，自學能力差，對學習沒有持有探究性和方向性，也沒有養成良好英語學習習慣，所以學習成績不太理想。
2. 學生的知識與技能水平職業高中招生的學生，基礎知識比較薄弱，甚至連音標都不會讀，詞彙的掌握范圍狹窄，影響了閱讀，聽力和作文。學生的表達能力還是停留在比較低級的水平，面對每幅圖片或某個主題只能說出一兩句話，而且在閱讀上，未能掌握泛讀和精讀的技巧和方法，課後的預習和復習能力較差，缺乏總結歸納的能力。
3. 學生已掌握的學習策略盡管學生的知識和技能水平一般，但經過了一定時間的訓練後，他們還是掌握了pair work, group work, using the culture and background knowledge的閱讀技巧。
(三) 教學目標
1. 通過快速閱讀文章，學生能夠對每段文章進行歸納總結，准確地把段落主題與所給的headings聯系起來。
2. 通過仔細閱讀，學生能夠回答關於文章的細節問題。
3. 通過進一步閱讀，學生能夠學生能用英語對采訪自己心目中的民族英雄。並嘗試復述課文。
(四) 教學策略
教學方法：使用交際法，充分調動學生的積極性，積極參與到課堂教學中，通過師生互動，小組表演的形式，完成各種任務，以達到完成教學任務的途徑。
(五) 教學過程第一步
導入T: Good morning, Everyone! Do you like watching movies? Do you know Jet Lee (李連傑)?Do you know one of his famous movie called HERO? What does ‘hero’ mean? Who are the heroes in your heart? Do you know Yan Liwei, our national hero?
第二步 介紹文章人物
T: Open your books, and turn to page 100 and 101. Let’s read two passages about
Shenzhou V and Yang Liwei.Shenzhou V is China’s first manned spaceship. It lifted off at 9 a.m. on Wednesday, October 15th, 2003 in Jiuquan, Gansu Province. It was carrying Yang Liwei. It was launched very successfully and landed in Inner Mongolia safely.
Yang Liwei is China’s first astronaut. He was a pilot in the army. He was chosen from 1,500 other army pilots and started training for his space flight in 1998. During the 21-hour space flight, he circled the earth 14 times. When the spaceship was doing its seventh circle, Yang Liwei showed the flags of China and the United Nations, expressing the wishes of the Chinese people to explore and use space peacefully.
介紹文章時，展示文章中的生詞，讓學生猜測詞意，帶讀並加以鞏固。
第三步 閱讀文章
(1) Fast Reading呈現六個headings，讓學生快速閱讀，要求歸納每段的主題。a. Astronaut lands safelyb. Welcome homec. International good wishedd. An exciting lift-offe. Introtionf. During the flight學生單個回答並集體討論改正錯誤。
(2) Careful Reading學生通過fast reading,完成了headings後，基本對課文有一定的了解，然後呈現出五道問題，要求學生再進行第二次閱讀，對課文進行更深入的了解。
1. How did Yang Liwei feel ing the flight? How did he feel afterwards?
2. What did Yang Liwei do ring the Shenzhou V’s seventh circle of the earth?
3. How many circles did the spaceship complete while Yang Liwei was sleeping?
4. What were helicopters doing as Yang Liwei returned to the earth’s atmosphere?
5. What did Yang Liwei do when he came out of the spaceship?
第四步 鞏固練習
通過兩次閱讀讓學生對課文熟悉，訓練學生的閱讀速度和解題技巧，最後通過ask and answer in pairs，培養學生的口語能力，並強迫他們記住文章的主要內容，為下一步語言運用打下基礎。
第五步 語言運用
為提高學生對生活中的熱點問題發表自己觀點的能力，讓學生運用自己學過的語言知識，對自己心目中的民族英雄進行模擬采訪。把全班同學分成若干個小組，每個小組有一名同學扮演“楊利偉”，其他同學為全國各地新聞媒體記者，他們自由設計問題，對“楊利偉”進行采訪。教師巡視課堂，發現表現出色的小組，讓他們到台前表演。教師總結評價。
第六步 布置作業
讓學生准備復述楊利偉的故事，要求說出自己的民族自豪感。
A Teaching Plan for Unit 3 Celebration Lesson 1 FestivalsHUANG SHUI PING
General objectives:
1.To read to learn the main Chinese seasonal festivals and their history origin and meanings.
2.To help them learn some phrasal verbs and functional items about the topic and try to use them.
Language aim:
1.Phrases:Be celebrated by, fall on , mark, be decorated with, tradition/traditional, serve, take part in, get together
2.important sentences:
The Mid-Autumn Festival is celebrated by Chinese people.
The Lantern Festival falls on the fifteenth day of the first lunar month.
It marks the beginning of the hottest season of the year.
Ability aim:
1).Improving the ability of getting the general information and specific information from reading a text.
2). Using own words to describe some important Chinese festivals.
Emotion aim:
To promote students’ qualities of a patriotism(愛國主義精神，愛國心) by learning the main Chinese festivals and learn their history origin and their meanings。
Teaching important points and difficult points:
1).To get information from reading
2).To talk about festivals freely in English.
【高中英語教案二】
課 題: Unit 19 Modern Agriculture Modern Agriculture (Reading) (Senior English for China Student’s Book 1B)
一. 教材分析
本單元的中心話題為Modern Agriculture “現代農業”，其中包括“飲食
結構”、“農業生產與環境氣候”、“土地利用”等話題。本課是第十九單元第二課時閱讀”(Reading)部分，這是一篇科普文章，該文從中國農業的“歷史與現狀”、“傳統農業技術應用及發展”、“現代農業生產”、“農業生產與生態的前景展望”等四方面對中國農業生產進行了介紹。本文語言通俗易懂，說明事物層次分明，以激發學生學習的興趣和熱情，讓他們對於中國的農業發展有一個全面的了解，並可以對學生進行農業技術的興趣培養。
二、學情分析
高一學生英語基礎薄弱，詞彙量少，語法知識不足，中式英文思維方式嚴重，
復雜句子結構無法理解，進行閱讀相當困難。
三.Teaching Contents 教學內容
Unit 19 Modern Agriculture (SEFC Book 1B)
Reading: Modern Agriculture
(全日制普通中學教科書(必修)人教版高一英語(下)第十九單元《現代農業》的閱讀部分)
四.Design of Teaching Objectives 教學目標設計
1.Target language 目標語言
Make the students master the following words,phrases and sentence
patterns.(讓學生掌握下列單詞、短語和句型。)
(1)Important words(重點單詞)：
Protection,technique,irragation, import, proction, garden, wisdom, pratical, system, condition, soil
(2)Important phrases(重點片語)：
Be harmful to, be friendly to, depend on, stand for,a variety of
(3)Important sentence patterns(重點句型)
a. It is on this arable land that the farmers proce food for the whole
population of China.
b. To make as much use of the land as possible, two or more crops are
planted each year where possible.
2.Ability goals能力目標
Improve the students’ reading ability through reading activities.(通過系列閱讀活動提高學生的閱讀理解能力。)
3.Learning ability goals 學能目標
Enable the students to know the development of modern agriculture in
China.
(讓學生了解中國現代農業的發展。)
五.Teaching Important Points(教學重點)
1.Learn the words and phrases listed above.
(學習上列單詞和短語。)
2. Enable the students to know the development of modern agriculture
in China.(讓學生了解中國現代農業的發展。)
六.Teaching Difficult Points(教學難點)
1.Understand the following sentences correctly.
a. It is on this arable land that the farmers proce food for the whole
population of China.
b. To make as much use of the land as possible, two or more crops are
planted each year where possible.
2.How to help the students understand the passage better.
(怎樣幫助學生更好地理解這篇課文)
七.Teaching Methods(教學方法)
1.Task-based method(任務型教學法)
2.Skimming(略讀法)
3.Careful reading (細讀法)
八.Teaching Aids:(教學輔助手段)
1.A blackboard
2. A projector and a computer for multimedia
九.Teaching proceres (教學過程)
Step I Greeting and leading in (4 minutes)(引入，4分鍾)
T:How much do you know about agriculture? Do you often help your parents to do some farming work?
(Let students think about these questions and show their ideas.)
設計目的：激發學生的學習興趣，讓學生主動參與。
Step II Pre-reading (5 minutes)(讀前，5分鍾)
T:Today we come to the Reading. Before starting our reading part,
let’s look at some pictures in the Pre-reading part on page45 of your textbook.
1.Ask students to classify the pictures in the following way:
Traditional farming (1 3 5)
Agriculture
Modern farming (2 4 6)
Hi-tech farming (7 8)
2.Compare traditional & modern farming, focusing on the advantage & disadvantage of modern farming. Then fill the form. (Show the pictures again)
設計意圖：(1)激活學生已有的信息，使學生具備攝入新知識的心理定勢。
(2)激發學生的學習興趣。
(3)幫助老師引入課文的主題。
Step III. While-reading(17 minutes)(讀中，18分鍾)
1.Skimming (4 minutes) (跳讀，4分鍾)
Ask the students to read the passage quickly. While reading, find out
the main ideas of each paragragh (On the screen).
Para.1 Agriculture in general in China
Para.2 Modernization in farming techniques
Para.3 Balance between food proction and environment
Para.4 Greenhouse– a solution for the shortage of arable land
Para.5 GM used in Agriculture
Para.6 GM research on tamato
(Show the possible answers on the screen)(將參考答案顯示在屏幕上)
學生活動：學生快速瀏覽課文，了解課文大意。
設計意圖：訓練學生快速閱讀，歸納各段落的中心意思的能力。(Skimming for the main idea)
2.Scanning (10 minutes)(查讀，10分鍾)
Get the students to read the text carefully and finish these
exercises ，then ask some students to give the answer.
(1) In China only seven percent of the land is used for farming. This is _____.
A. because farmers don’t need more land to proce food for the whole
population
B. because China needs more and more land to build cities
C. because there are not enough farmers to work on the land
D. because the other land cannot be used for agriculture
(2) Fertilisation is a technique that is used to ______.
A. make poor soil better
B. make wet land drier
C. make dry land better
D. grow vegetables with their roots
in water instead of earth
(3) Modern agriculture means finding ways to _____.
A. increase irrigation and stop using fertilisers
B. stop irrigation and using fertilisers
C. increase proction and be friendly to the environment
D. proce the same amount while taking better care of nature
(4) In the sentence “„ they are protected from the wind, rain and insects”, “they” means _____.
A. greenhouses B. roots
C. vegetables D. tomatoes
(5) In GM “M” stands for “modified”, which means “changed”. What changes is ______.
A. the way in which poor soil is made better
B. the way in which Chinese farmers work on their land
C. the way in which crops develop from seed
D. the way in which farmers take care of the environment
學生活動:認真閱讀課文完成任務，然後向全班匯報。
設計意圖:訓練學生快速查讀細節、捕捉信息的能力。
Step Ⅳ Language study(5 minutes)(語言學習 5分鍾)
There are some useful words and phrases the studeuts should learn to
Step V Group work (7 minutes)小組討論(7分鍾)
Ask the students to discuss the questions on Page47 in groups to make further understanding of the text. Decide which fruit, vegetables and farm animals you would change. Explain how you would change them and why.
學生活動:學生思考並討論上述問題，然後向全班同學匯報。
設計意圖:幫助學生進行課堂反思，自己學到了些什麼知識;
Step Ⅵ Conclusionand Homwork(1 minutes)總結和布置作業 (1分鍾)
Make a brief summary about the text and assign the homework.
T: Today, we’ve read the passage about modern Chinese agriculture. We are sure we’ll have healthier and mo delicious food in the near future with the new technology. After class, please read the text once agaim and find the sentences you appreciate most.
十一.學生學習活動評價設計
評價方式採用：自評、他評、師評。每個主題活動結束後，學生填寫一張評價表，學期做階段性評價，並把評價結果記入“我的成長足跡”。
十二.Reflection after teaching (教學反思)
本節課在多媒體的輔助下，一方面以直觀的圖片激發學生學習的興趣，另一方面以課件形式展示，節約了書寫的時間，一節課的時間雖緊湊但卻能藉助於多媒體安排更多的內容，能更加順利地完成不同的任務設置skimming(跳讀)和scanning(查讀)，培養學生的閱讀技巧，教會學生更快更準的找到問題的答案和有效的信息。
在活動中主要讓學生獨立完成各項任務，達到了英語閱讀的訓練目的。 但是，本堂課也還存在一些不足，需要加以改進：
1.由於本堂課任務多，容量大，導致完成任務時間較緊，在Pre-reading部分耗時過多，任務間過渡不夠自然，今後應注意教學步驟間的緊密銜接。
2.本節課注重學生閱讀技巧的訓練，在一定程度上培養了他們的閱讀能力，但課文知識內容拓展不夠。
3. 多媒體的使用雖然帶來了諸多方便，但同時呈現的內容過多，能讓學生記住的東西卻反而少。
㈩ 高中英語教案怎麼寫
篇一：高中英語教案模板
Unit3---A Master of Nonverbal Humour
The Second Period Reading
Teaching aims: 1.Enable students to learn what humor means and what is nonverbal humor.
2.To introce the life and work of Charlie Chaplin.
3.To introce the kind of humour we can all laugh at
---nonverbal humour
4.To train the students』 reading and understanding ability
Difficult points: Find out the main ideas of every paragraph.
Teaching aids: A recorder and a projector, multimedia
Teaching procere:
Step 1. Greetings and Revision
Check homework: ask students to review what we learned in last
period.
Step 2. Pre-reading (通過展示幾幅幽默圖片，使課堂氣氛活躍了起
來，一下子調動了學生的積極性，然後順勢導入本課的主人公
---Charlie Chaplin)
Questions: 1.What do you know about Charlie Chaplin?
2.What do you know about his films?
Step 3 Reading
Task 1 :find out the main information about Charlie Chaplin
1)Born:___________________________________
2)job:______________________________________________
3)Famous character:_________________________________
4)Costume:__________________________________________
5)Type of acting:_____________________________________
6) Died:_____________________________________________
Task 2: Listen to the tape of the passage and match the main idea
with each part.
Para11. Charlie』s childhood
Para22. His famous character (角色）
Para33. The Charlie Chaplin』s laughter (笑聲） Para44. His achievements
Para55. An example of his work
Task 3: Answer the following questions:
1. What』s the passage mainly about?
A. The history of English humour?
B. The films Chaplin made.
C. The humour Chaplin made in his films.
D. The Gold Rush in Alaska.
2. When and where is the film The Gold Rush set in?
A. it is set in California at the end of the nineteenth century.
B. it is set in Canada at the end of the nineteenth century
C. It is set in Alaska in the middle of the nineteenth century
D. It is set in Canada in the middle of the nineteenth century
3. Charlie Chaplin made people laugh when they felt depressed, so they could feel____________
A. less content with their lives
B. more satisfied with their lives
C. more worried about their lives
D. they had a miserable life
Task 4: Give a description on Little Tramp.
The little tramp, a poor, homeless man with a moustache, wore a
small round black hat, large trousers and worn-out shoes carrying a walking stick.
Task 5: Introce the main films of Charlie Chaplin.
The Gold Rush , Modern Times, The Great Dictator...
--> Enjoy the part of the film ---The Gold Rush
(利用多媒體播放卓別林的經典影片The Gold Rush中的片段，讓學生體會以下大師的惟妙惟肖的表演，從而激發學生的好奇心，使其迫不及待地去讀課文，更深入地了解「無聲的幽默的大師—卓別林」.) Task 6: After seeing the film, find the correct order of the following events.
Chaplin tried cutting and eating the bottom of the shoe.
Chaplin and his friend washed sand and expected to pick up gold,but they failed.
They were so hungry that they boiled a pair of leather shoes.
They were caught in a small wooden house.
Chaplin cut off the leather top of the shoe.
Chaplin picked out the laces of the shoe.
Step 4: Post-reading
Answer the questions: 1.Besides joy, what else can humor bring to us in our studies and life?
( relaxation, confidence, hope, joy, health, friendship, love...)
2. The reasons for his success:
( Determination, Devotion, Optimistic attitude to life, Kindness
Sympathy to the poor... )
3. Give students a humorous story if time permitting.
Step 5: Conclusion
Today we have learned something about humor, it is everywhere in our daily life. I hope you can be optimistic(樂觀的) no matter what difficulties you meet with, just as Charlie Chaplin was.
Step 6: Homework
1.Write a humorous story in English and find out the Grammar Items in this passage.
2.Pre-view the important words and expressions in the text.
篇二：高中英語 教學設計 範例
英語學科教學設計
篇三：高中英語教案範例
新年第一節英語課（高一教案）
Step I Greetings and lead in（問候以及導入）
1. Happy new year!
T: Well, I am so happy to see you again after the long vacation. I wish everyone of you had a happy holiday. So how about your holiday? Had you done some travel? 2. Learn some expressions about 「dragon」（學習一些關於中國龍的習語、成語） T: This year is the year of dragon, so we will play a guessing game. I will show the English expressions and you try to guess the Chinese expressions, "long" included.
Step II Revision（復習）
1. Dear, how many words can you still remember after a month's winter holiday?
2. 2. How many phrases can you still remember?
3.3. Do you still remember the grammar very closely?
There is no shortcut in the science road ,only be deligent.在科學上沒有平坦的大道,只有不畏勞苦沿著陡峭山路攀登的人,才有希望達到光輝的頂點。」（馬克思）
You never know what you can till you try.
A good beginning is half done.
中學英語全英文說課範文（模板）
Unit 16 Lesson 63
Hello, everyone. Today I』m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC（2）. It is made up of four parts.
Part 1 My understanding of this lesson
The analysis of the teaching material:
This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral ecation. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea. Teaching aims:
1. Knowledge aim: Understand the main idea of the text.
2. Ability aim: Retell the text in their own words.
3. Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted. Key points / Teaching important points:
How to understand the text better.
Teaching difficult points:
1. Use your own words to retell the text.
2. Discuss the pollution of the sea and how to save the sea.
Something about the Ss:
1. The Ss have known something about the sea and sea life through the Internet and other ways.
2. They are lack of vocabulary.
3. They don』t often use English to express themselves and communicate with others.
4. Some Ss are not active in the class because they are afraid of making mistakes.
Part 2 My teaching theories, methods and aids
Before dealing with this lesson, I』ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director；
Combine the language structures with the language functions; Let the students receive some moral ecation while they are learning the English language.
Teaching method:
Double activities teaching method
Question-and-answer activity teaching method
Watch-and-listen activity
Free discussion method
Pair work or indivial work method
Teaching aids:
1. a projector
2. a tape recorder
3. multimedia
4. the blackboard
Part 3. Teaching steps / proceres
I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.
The entire steps are:
Greetings, Revision, Lead-in and preparation for reading, Fast reading（scanning）, Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework Step 1 Greetings
Greet the whole class as usual.
Step 2. Revision
1. Ask students some questions to revise the last lesson（show them on the screen）.
a. How much salt do the oceans contain per thousand parts of water?（35 parts of salt. 3.5% by weight）
b. What is coral? Why are corals not found in deep water?
c. Why is the Dead Sea called the Dead Sea?
2. Check the homework（made a survey about the sea or sea life by surfing the Internet or asking for help from other people）. Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.
Step 3. Lead-in and preparation for reading
Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.
Purpose: Arouse the students』 interest of study.
Bring in new subject: Life in the oceans.
Step 4. Fast reading
Read the passage as quickly as they can. I show the questions on the screen and let them get the
main idea of each paragraph:
1. Why can living things live in such oceans around the Antarctica?
2. What does the whale feed on?
3. What is the difference between the sperm whale and other whales?
Method: Read the text indivially, use question—and—answer activity.
Purpose: Improve the students』 reading ability.
Understand the general idea of each paragraph.
Step 5. Listening（book closed）
1. Listen to the tape then do an exercise（wb page 90, part 1）
2. True or false exercise.（on the screen）
Train the Ss』 listening ability and prepare for later exercises.
Step 6. Intensive reading
Read the passage carefully again and answer some detailed questions on the screen.
1. How much does a whale eat at a time?
2. Do all the whales feed on small fish?
3. How deep can a sperm whale dive?
It is also called depth reading or study reading. It means reading for detailed information.
Purpose: Further understand the text （Train further reading ability） to find out some different sentences and details of the text.
Step 7. Preparation for details of the text on the screen
1. ...its heart slows to half its normal speed.
slow-v. to become / make slower.
2. ...using sound wave
Present participle used as adverbial.
3. provide sth. for sb.
provide sb. with sth.
4. at a time: each time
5. grow to a length of...
Purpose: Train the Ss』 ability of understanding and using laguage.
Step 8. Consolidation
1. Find out the topic sentences.
2. Retell the passage according to the topic sentences.
Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What』s more, I want to let them have the ability of introcing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.
Step 9. Discussion
Show them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do?
Purpose: I mean to give them emotional ecation. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger! I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home.
Step 10. Homework
Write an article Saving the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves.
Part 4. Blackboard design