高中英语全英文说课稿(范文3篇)

说课稿一：Unit [Unit Number] [Unit Title] - Reading Comprehension Good morning/afternoon, dear judges and teachers! I'm [Your Name], and today I'll be presenting my lesson plan for the reading comprehension part of Unit [Unit Number] [Unit Title] in [Textbook Name]. I. Teaching Objectives Knowledge objectives Students will be able to master some new words and expressions related to the topic, such as [list some key words]. Students will understand the main idea and detailed information of the passage. Skill objectives Improve students' reading skills, including skimming, scanning and detailed reading. Develop students' ability to analyze and summarize the text. Emotional objectives Cultivate students' interest in reading English articles and enhance their cross - cultural awareness. II. Teaching Key and Difficult Points Key points Help students understand the complex sentences and important details in the passage. Guide students to master different reading strategies. Difficult points Enable students to analyze the structure of the passage and understand the author's intention. III. Teaching Methods Task - based teaching method: Design various tasks to make students actively involved in reading activities. Cooperative learning method: Organize students to work in groups to discuss and solve problems, promoting their cooperation ability. Question - answering method: Raise questions to guide students' thinking and help them understand the text better. IV. Teaching Procedures Lead - in (5 minutes) Show some pictures or play a short video related to the topic of the passage. For example, if the passage is about environmental protection, show pictures of polluted areas and beautiful natural scenery. Then ask students some simple questions like "What can you see in the pictures?" and "What do you think about this phenomenon?" This can arouse students' interest and lead them into the topic. Pre - reading (5 minutes) Present some new words and expressions on the blackboard or through PPT. Teach students how to pronounce and explain their meanings. Let students read the words after me several times. Then, ask students to predict what the passage might be about according to the title and the new words. While - reading (20 minutes) Skimming (5 minutes): Ask students to quickly read the passage and find the main idea. They can read the first and last paragraphs and the topic sentences of each paragraph. After that, invite some students to share their understanding of the main idea. Scanning (5 minutes): Give students some specific questions, such as "When did the event happen?" "Where did it take place?" etc. Let them scan the passage to find the answers. This can train their ability to find specific information quickly. Detailed reading (10 minutes): Divide students into groups of four or five. Distribute some detailed reading tasks to each group, like analyzing a certain paragraph, finding out the supporting details, or explaining some complex sentences. Each group discusses and then reports their results. During this process, I will walk around the classroom to offer guidance and help. Post - reading (10 minutes) Summary: Guide students to summarize the passage together. We can review the main idea, important details and the structure of the passage. Discussion: Set up some discussion topics related to the passage, such as "What should we do to solve the problem mentioned in the passage?" Let students express their opinions freely. This can not only deepen their understanding of the text but also develop their critical thinking ability. Homework (5 minutes) Ask students to write a short summary of the passage in their own words. Encourage students to collect more information about the topic from the Internet or other resources. V. Blackboard Design On the left side of the blackboard, I will write the new words and expressions with their pronunciation and meanings. In the middle, I will draw a simple mind map to show the structure of the passage. On the right side, I will record some key points and students' important answers during the class. That's all for my presentation. Thank you! 说课稿二：Grammar - The Passive Voice Good morning/afternoon, respected judges and teachers! I'm [Your Name], and I'm very glad to have this opportunity to talk about my teaching plan for the grammar item - The Passive Voice. I. Teaching Objectives Knowledge objectives Students will be able to understand the concept and formation rules of the passive voice. Students will master the usage of the passive voice in different tenses. Skill objectives Enable students to transform sentences between the active voice and the passive voice correctly. Improve students' ability to use the passive voice in writing and speaking. Emotional objectives Cultivate students' carefulness and accuracy in grammar learning. II. Teaching Key and Difficult Points Key points Explain the formation and basic usage of the passive voice. Guide students to distinguish between the active voice and the passive voice. Difficult points Help students understand when to use the passive voice appropriately in different situations. III. Teaching Methods Inductive method: Present some examples of the passive voice and let students observe and summarize the rules. Practice method: Provide a large number of exercises for students to practice, so as to strengthen their understanding and application of the knowledge. Comparative method: Compare the active voice and the passive voice to make students clearly understand the differences. IV. Teaching Procedures Lead - in (5 minutes) Show some sentences on the screen, such as "The workers built the house last year." and "The house was built by the workers last year." Ask students to observe the two sentences and find out the differences. This can arouse students' curiosity and lead them to think about the passive voice. Presentation (10 minutes) Explain the concept of the passive voice. Use simple language to tell students that when the object of an action becomes the subject of a sentence, we use the passive voice. Present the formation rules of the passive voice in different tenses. For example, for the present simple tense, the structure is "am/is/are + past participle". Write some examples on the blackboard, like "English is spoken all over the world." And then show the formation rules for other tenses one by one. Practice (15 minutes) Oral practice: Give students some sentences in the active voice and ask them to transform them into the passive voice orally. Invite several students to answer in front of the class. Written practice: Distribute some worksheets with various exercises, including sentence transformation, filling in the blanks with the correct form of the passive voice. Let students complete the exercises independently and then check the answers together. Consolidation (10 minutes) Group activity: Divide students into groups. Each group is given a set of topics, such as "School activities", "Daily life". Students need to create short passages using the passive voice within the group. Then select one representative from each group to share their passage. Error correction: Show some sentences with mistakes in the passive voice on the screen. Ask students to find and correct the mistakes. This can help students avoid common errors. Summary and Homework (5 minutes) Summary: Summarize the main content of this lesson, emphasizing the key points and difficulties of the passive voice. Homework: Ask students to write a short passage about a famous building, using the passive voice at least three times. V. Blackboard Design On the top of the blackboard, write "The Passive Voice". Under it, list the formation rules of the passive voice in different tenses. On the left side, write some examples of the passive voice, and on the right side, record students' common mistakes and corrections. Thank you for your attention! 说课稿三：Unit [Unit Number] [Unit Title] - Listening Comprehension Good afternoon, dear judges and teachers! I'm [Your Name], and today I will be sharing my teaching plan for the listening comprehension part of Unit [Unit Number] [Unit Title] in [Textbook Name]. I. Teaching Objectives Knowledge objectives Students will be able to master some new words and expressions related to the listening material, such as [list relevant words]. Students will understand the main information and details in the listening passage. Skill objectives Improve students' listening skills, including predicting, catching key information and understanding the context. Develop students' ability to summarize what they have heard. Emotional objectives Enhance students' confidence in listening to English and cultivate their interest in English communication. II. Teaching Key and Difficult Points Key points Help students get familiar with different types of listening questions. Guide students to catch important information while listening. Difficult points Enable students to understand the implicit meaning in the listening material and answer inference questions accurately. III. Teaching Methods Pre - listening prediction method: Let students predict the content of the listening material before listening. While - listening note - taking method: Teach students to take notes during listening to help them remember key information. Post - listening discussion method: Organize students to discuss what they have heard to deepen their understanding. IV. Teaching Procedures Pre - listening (5 minutes) Show some pictures or introduce some background knowledge related to the listening topic. For example, if the listening material is about a music concert, show pictures of famous concerts or introduce some well - known musicians. Then ask students some questions like "What do you know about music concerts?" This can activate students' prior knowledge and help them predict the content of the listening. Present some new words and expressions that will appear in the listening material. Teach students to pronounce and understand their meanings. Let students read the words aloud several times. While - listening (20 minutes) First listening (5 minutes): Play the listening material for the first time. Ask students to listen carefully and try to get a general idea of the passage. After listening, ask them some general questions, such as "What is the main topic of the conversation?" Second listening (10 minutes): Play the listening material again. This time, give students some specific questions, like "Who are the speakers?" "What are they talking about?" etc. Ask students to take notes while listening and find the answers to the questions. Walk around the classroom to observe students' note - taking situation and offer guidance if necessary. Third listening (5 minutes): Play the listening material for the third time. Let students check their answers and fill in any missing information. If there are some difficult sentences, play them repeatedly and help students understand. Post - listening (15 minutes) Checking answers: Invite students to share their answers one by one. Discuss the answers with the whole class and clarify any misunderstandings. Group discussion: Divide students into groups. Let them discuss some extended questions related to the listening material, such as "What's your opinion on the issue mentioned in the conversation?" Each group member shares their thoughts and then selects a representative to report to the class. Summary: Guide students to summarize the main content of the listening passage together. Review the key information and language points. Homework (5 minutes) Ask students to listen to the listening material again at home and write a short summary of it. Encourage students to find similar listening materials on the Internet and practice listening. V. Blackboard Design On the left side of the blackboard, write the new words and expressions. In the middle, list the main questions for listening comprehension. On the right side, record the key information and students' important answers during the class discussion. That's all for my说课. Thank you!