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所谓评课,顾名思义,即评价课堂教学。是在听课活动结束之后的教学延伸。下面是小编精心整理的高中英语说课稿(合集三篇)，仅供参考，大家一起来看看吧。

【篇一】高中英语说课稿

　　Hello, 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 reasons

　　This is all my lesson plan presentation, thank you very much！

【篇二】高中英语说课稿

　　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 blackboard design.

　　Analysis of teaching material and learning condition

　　First, 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 passage

　　Now 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 objectives

　　Based 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 methods

　　As 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-up

　　The 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-reading

　　The 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 give their 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-reading

　　The 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, and result. 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-reading

　　The 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.

　　Homework

　　The 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 wildlife protection.

　　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 Wildlife

　　protect Animal Situation Result carpet

　　fur Para 1 antelope being hunt decrease powerful

　　affect Para 2 respond

　　in relief Para 3 importance

　　mosquitoes appreciate

【篇三】高中英语说课稿

　　Reading Part in NSEFC Module 1 Unit1 Friendship——Anne’s Best Friend

　　Hello, everyone. I’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’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，the important 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 best friend when she was hiding away 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 is a bit long and there are a lot of new words 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 skill

　　Ss will improve their reading skills by training some of the reading skills, such as skimming, scanning. It is the important point of this lesson.

　　Ss will improve their writing skills by writing a letter to their friend. It is the difficult point of this lesson.

　　(2) language knowledge

　　Ss 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 objectives

　　Ss 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 awareness

　　Ss will know more about the Second World War, especially the persecution Jewish people suffered from the Nazi.

　　(5) Learning strategy

　　Ss 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—teaching procedures. I’ll finish the lesson in 4 steps within 45 minutes. They are:

　　Step1: Lead-in.

　　Step2:Pre-reading

　　Step3: While reading.

　　Step 4: Post-reading.

　　At the end of the lesson, I will present 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 when in hiding. Ss may come up with the food, 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, the 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’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 mind can get closer to the theme of the text by predicting. So, later, when they 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 own words. 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’ 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 the 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 “According to Anne, what kind of person should a true friend 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 “What did Anne say about her 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 into the indirect speech. But I will 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，they should 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’s attitudes toward nature. Ss can find out that before hiding away, she paid no attention to the nature while 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 they would like to say to their friends. Ss will 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 give Ss the homework. It will 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’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’s Best Friend

　　Before: paid no attention to it

　　reasons

　　While: go crazy about it

　　German

　　Netherland

　　Go through

　　Set down

　　A series of

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