高中英語微型課說課稿

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高中英語微型課說課稿（通用8篇）

　　微型課，從內(nèi)容上來說少，一般只安排一個知識點的講授，從時間來說，因為沒有學生的真正參與，期間學生答疑或活動的時間是節(jié)約下來的，所以15-20分鐘是足夠了。以下是小編整理的高中英語微型課說課稿，歡迎閱讀！

高中英語微型課說課稿（通用8篇）

　　高中英語微型課說課稿 1

　　Good morning, ladies and gentlemen. Today，It’s my great honor to be here sharing my lesson with you. My topic is Intonation , taken from Unit 4 Section A BookⅡ. My speech is made up of five parts.

　　Part Ⅰ: At first, let me analyze the teaching Material and the Ss：

　　1. This is an important phonetics lesson in this book. In this lesson, the Ss should master rising tone and falling tone. It is related tightly to their daily life. If the Ss can learn it well, it will be helpful for them to master the authentic English.

　　2. Generally speaking, students feel it boring to learn English Phonetics. So when designing the lesson, I should try to set some interesting language situations and hold some competition to encourage them to speak English loudly in the class.

　　Part Ⅱ: After the above analysis, I set the following teaching aims:

　　1. Knowledge Aim is to let students consolidate words about sports and master rising tone and falling tone.

　　2. Ability Aim is to improve the Ss’ listening abilities, oral English and communicative competence.

　　3. Emotional Aim is to encourage the Ss to love doing sports.

　　4 .Teaching important point and difficult point is to make the sportmaster rules in sentence intonation and use them correctly in daily life.

　　Part Ⅲ: The teaching methods and learning methods

　　Considering the specialties of the vocational students and intonation, I will adopt “scene — activity” teaching method , Task-based Language Teaching method (任務(wù)教學法) and CAI (電腦輔助教學).

　　Part Ⅳ: Teaching procedures

　　At the beginning of the lesson, I divide the whole class into four groups. Everyone can get stars by answering questions correctly or finishing tasks quickly. The group which gets the most stars will get a secret prize at the end of class.

　　Step 1 Lead-in ( 2 min) 微型課上課部分

　　T: At first, I’ll let’s enjoy a video and then ask them a question: “What are they doing in the video?”.

　　Ss: “skipping rope” (they use the falling tone).

　　T: “skipping rope? Are you sure?” (I use the rising tone)

　　T: Sometimes we can read the words in different way.

　　The purpose of my design is as follows: In this way, students can know sth. about rising tone and falling tone. The video is about Ss their selves. So it can attract the Ss’ attention and arouse their interest to talk about their ideas. So I can lead in the next step naturally.

　　Step 2 2 A: Listen and imitate ( 10 min) 微型課上課部分

　　Task 1: Group competition 難度：easy for everybody to practice

　　1. Listening those words, the students try to get the chance to read the four words in rising tone and falling tone. If she/he read quickly and correctly, she’ll get a star and his/her group will got a star too.

　　幻燈片：單詞升降調(diào)：從單詞重讀音節(jié)開始

　　running swimming football badminton running swimming football badminton

　　2. Check the number of stars with the whole class and cheer for the

　　winner group in the task.

　　The purpose of my design is as follows: This task is easy for every student to learn the intonation. Group competition can consolidate the

　　intonation. Evaluation in time is effective to encourage students to go on the following studying.

　　Step 3 2 B: Listen and practice ( 12 min)

　　Task 2: Analyze rules in sentence Intonation 難度：a little difficult

　　1. Listen and imitate: Group competition

　　After having learnt word intonation, I’ll let Ss go on to learn sentence

　　intonation. Let the Ss listen to six sentences in 2B and imitate them. Pay attention to pronunciation and intonation. 2. Think and speak: Pair works

　　Let Ss think: “Can English sentences be read in different tone?” “Show some examples! Please!” （If it’s necessary, the teacher show an example by using the slide.）

　　B: Beautiful? I

　　There are some rules in sentence intonation. Let’s l analyze what rules there are?

　　3. Pair works: Practice and competition

　　Show the students some dialogues, and ask students act out these

　　dialogues in pairs. If they act the dialogues well and correctly, they’ll get a star, and their group will get a star too.

　　4. Check the number of stars with the whole class and cheer for the

　　winner group in this task.

　　The purpose of my design is as follows: It is much easier for the Ss to learn the intonation by using CAI. Because CAI can provide a real situation with its sound and pictures and it can make the relationships between the Ss better.

　　Pair works can consolidate the intonation and cultivate the Ss’

　　communicative competence.

　　Step 4 2C: Listen and mark ( 8 min)

　　Discuss and Mark: Pair works

　　We have learnt so much about intonation. Now, let’s check how much we have mastered? Discuss in groups about the five small dialogues in 2C, and then try to mark the intonation. After listening to the five small dialogues in 2C, the Ss are asked to check the answers together. The teacher corrects the wrong and tells the Ss the reason why it is wrong?

　　The purpose of my design is to arouse the Ss’ interest to express their ideas about intonation. Group works can help each other to consolidate intonation knowledge in this lesson.

　　Step 5 Having fun: Chant (4 min)

　　1. After the students have mastered five small dialogues about sports.

　　Now, I will let the Ss enjoy some pictures about sports and ask students, “what are they doing?”

　　2. Play the CD and ask the Students to imitate first. Then encourage them to chant together to the music.

　　The purpose of my design is to make the Ss relax and enjoy the rhythm. At the same time, the activity helps them to consolidate some sports words and dialogues that they have learnt in this section.

　　Step 6 Having fun: English saying (3 min) Individual work

　　1. Tell the students that doing sports is good for them and try to remember the four famous English sayings about sports.

　　2. Match the English sayings with Chinese meaning correctly.

　　3. Practice these sayings as quickly as possible, as clearly as possible, as loudly as possible by imitate the pronunciation way of Li Yang Crazily Speak English.

　　The purpose of my design is as follows: This activity can arouse Ss’ interest in learning and enrich their knowledge. It’s also a good chance to make Ss realize the importance of doing sports.

　　Step 7 Self-evaluation and Homework (1 min)

　　1． Self-evaluation:

　　winner. Here is your gift!

　　2． Homework:

　　Recite the chant.

　　Review the intonation that learnt in this lesson.

　　Preview the next lesson

　　The purpose of my design is as follows: It’s important that the Ss should speak English as much as they can in class or after class. The last summary can make the Ss keep the zeal for learning English all the time.

　　Step 8: Blackboard design

　　Intonation rising tone skipping ropeAre you sure? falling tone skipping rope Part Ⅴ: Teaching predictions

　　In this lesson, I mainly adopt the Task-Based Learning Method, and “scene - activity” teaching method.

　　1. Group competition and activities can arouse the Ss learning motivation and interest.

　　2. It ’s difficult for students to use the rules in sentence intonation correctly in the daily life.

　　高中英語微型課說課稿 2

　　Introduce myself.

　　一、 Teaching material analysis

　　ching items: This lesson is the first lesson in Unit-9. It’s also a main point in this lesson, which provides an example for the target sentence construction. It’s increases the students synthetic ability of hearing, speaking, reading, writing by reviewing the present continuous tense.

　　2. Aims to the teaching:

　　A. Aim to the knowledge:

　　To learn the target words raining, windy, cloudy, sunny, snowing in this lesson. The target sentence construction in this lesson is: How is the weather?

　　B. Aim to the abilities :

　　To improve the students communication ability.

　　C. Aims to the emotion:

　　To train the students to love our nation, and develop their good charactor.

　　3. Difficult and important points:

　　To get the local weather information by using their knowledge which they have learnt.

　　二、 Teaching method--- the investigative method

　　As we all know: the main instructional aims of learning English in middle school is to cultivate students’ basic abilities of listening 、speaking、reading and writing and their good sense of the English language. So in this lesson I’ll mainly use "Task-based" teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the conversation. And in this lesson communication method、scene method and CAI will be needed.

　　三、Study method---the investigative method

　　I request the students to study English independenly cooperatively and investigatively. Each unit in Go for it contains pair work, group work and games. The students who sit at the same table and groups can make a discussion and learn each other. It makes each student be relaxed. They needn’t worry about making mistakes. It can arouse students to think and to say what they want to say. Study becomes more relaxed and pleased in this kind of environment.

　　四、The time table of teaching steps

　　1. Review. It will take me 7 minutes.

　　2. Presentation. This is the most important part in this lesson. It will take me 32 minutes.

　　3. The study of diffuse thought. It will take me 4 minutes.

　　4. Briefly summary and homework. It will take me 2 minutes

　　五、Teaching steps

　　I’ll finish this lesson in 5 steps.

　　Step1---Review

　　Purpose: To form a better surrounding for the students by speaking and doing some total physical response and at the same time it provides situations to review learnt knowledge for the next step.

　　1. Let a student greet and make a duty report.

　　2. Free talk between T and Ss about last unit.

　　3. Review the present continuous tense by software.

　　I will make a conversion with the students . I ask ,students question is:" What is he doing?" Students answer:" He is singing." The second picture," What are they doing?" "They are playing chess."And then I will let the students ask and answer in pairs using the target sentences "What is he doing?" "What is she doing?""What are they doing?"。 Make sure the students ask and answer correctly. They can use the words:dance、go to school、swim、play computer games、paint、 watch TV and run.

　　Step2---Presrntion

　　The purpose is to present the key words one by one is much easier for the students to learn and grasp the meaming. CAI providea a real situation for students to understand the conversation better.

　　I’ll mainly talk about this step.

　　1.I’ll use a picture to ask a question: "Is’t raining?" Ss answer:"Yes,it is." Then I’ll tell them if you want to know the weather, you can ask:"How is the weather?" The answer is:"It’s raining." "raining "is a target word and "How is the weather?" is a target sentence. Help the Ss understand the meaning by body language. Then lead the Ss to read the sentences. Make sure they can say them out correctly.I will use the other pictures to teach the target words "windy 、cloudy、sunny and snowing"。

　　2.I will use the other pictures to teach the other target words" windy, sunny cloudy and snowiny."

　　These are the sentences they must master. "How is the weather?" "It’s cloudy"。 "It’s windy." "It’s sunndy." "It’s snowing." and"It’s raining."

　　3. After they finish learning the target words. I will ask them to open the books and turn to P53. I will teach 1a

　　This activity introduces the key words.

　　After they finish I will give them the right answers.

　　will do listening exercise 1b

　　This activity gives student practice in understanding the target language in spoken English.

　　The students can listen twice and finish them.

　　5.1c pairwork.

　　This activity provides guided oral practice using the target language.

　　Ask the students to make a conversation in pairs according to the model.

　　r they finish, we will go on listening exercises. Look at Page 54-2a.

　　At first I will point to the four pictures. Ask students to tell what each person is doing in each picture. For example "The boy is talking on the phone"。 "The men is playing basket."and so on. Then I will play the tape twice and the Ss number the pictures. I will give them the right answers.

　　on learning 2b. It’s listening exercises,too.

　　I will ask a student to read the list of names and another student read the list of activities for the play the tape twice. The students tisten and match the names and the adivties. After they finish , I will give them the correct answers.

　　8. 2c-Pairwork.

　　I will ask SS to make conversations in pairs, I’ll ask some pairs to present their conversations to the elass.

　　r learning the text. I will let Ss do some more oral exercises.

　　This is a weather report. I’ll let the students make a conversation in pairs with the weather information using the target words and sentences.

　　高中英語微型課說課稿 3

　　Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.

　　In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently.

　　My teaching plan will include 3 secti. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.

　　Section 1 Analysis of the teaching material

　　The selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, Getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.

　　Section 2 Indentifying the teaching aims

　　Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:

　　The 1st aim: Students learn the skills and strategies to read a prolonged text.

　　The 2nd aim: Students get a better understanding of what a gap year is.

　　The 3rd aim: Students are encouraged to figure out the implied meaning.

　　The 4th aim: Students are familiar with various expressi or approaches to express the same thing or idea.

　　Section 3 Teaching procedures

　　In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies to comprehend the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.

　　Part 1. Getting ready

　　Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students’ concentration, arouse their curiosities, fire their imagination and give them a purpose for reading. The part cists of two tasks:

　　Task 1: A time machine. I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing.

　　After it, I give a summary of their presentati as follows: After leaving high school, most of Chinese students go straight to university.Yes, at this time next year, most of you will be studying in a university.

　　(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading.)

　　Task 2: Brainstorming. After the summary, I go on to show some more pictures of British students fresh from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Para.1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university.

　　(With the task, I excite students’ desire to know more about what their British equivalents will do before going to college. With the question in mind, students will definitely be eager to listen to the tape to find the answer. )

　　高中英語微型課說課稿 4

　　Good morning, ladies and gentlemen . I’m ##. I’m from ## High School. Today, I feel honored to have the chance to share my ideas with you. In the reading process, I will focus on students’ long –term development and enable them to use reading strategies to read efficiently and independently.

　　My teaching plan will include 4 sections. They’re analysis of the teaching material,. Teaching aims , teaching methods and teaching procedures.

　　Section1 . Analysis of the teaching material.

　　The selected teaching material is a magazine aritcle taken from the reading of Module 2 , Unit3 . It is about the curse of the mummy ,which deals with an amazing man who devoted most of his time making discoveries in Egypt and strange things that happened after his finding the tomb of king Tutankhamun.

　　Section 2 Identifying the teaching aims.

　　Based on the analysis of the teaching material, I have chosen the following as the teaching aims,The 1st aim: Train the students’ reading ability reading skills- predicting information.

　　The 2nd aim: Learn some useful words and expressions.

　　The 3rd aim: Develop the students’ creative, comprehensive and consolidating abilities.

　　Section3 Teaching methods and aids.

　　1. Enjoyment of a short film before reading to make the students interested in what they’ll learn.

　　2. Fast reading to get the general idea of the text.

　　3. Careful reading to answer some detailed questions4. Multi-media

　　Section4 Teaching procedures.

　　Part1 Lead-in

　　Help the students to recall the well –known film TITANNIC by showing them a short flash of the film. The purpose of this activity is to arouse the students’ interest and curiosity to read the passage. （on the screen ）Part 2. Reading comprehension- fast reading and careful reading

　　1. Reading strategy – predicting information in advance.

　　Before asking the students to skim the passage, direct their attention to reading strategy first. Conduct the activity as follows .（on the screen）

　　2. Skimming

　　Ask the students to skim the passage and complete the three questions of Part A on page 42.

　　3. Reread the passage

　　Ask the students to reread the passage and identify which statements are true and which are false. Have the students complete Part C1 individually. Check the answer as a class. Statements in Part C2 are summaries of the paragraphs. Ask the students to match the statements with the paragraphs. Check the answer as a class.

　　4. Listening for detailed information

　　Evaluate the students’ comprehension by asking them to identify the relationships between these characters. （on the screen）

　　5. structure reading

　　Ask the students to divide the text into a few parts according to the general idea of each paragraph .（on the screen）According to the diagram,I let the students make a summary of the text or let students fill in the blanks .（on the screen）Part 3. Consolidation

　　Ask the students to complete Part D and E individually . I can adapt Part D as the example shows . After completing Part D, the students are required to read the article in Part E and then fill in the missing words, check the exercises as a class.

　　Part 4 Post –reading activities

　　1. Ask the students to express their opinions on the following questions .（on the screen）2. Ask the students to write a summary about Howard Carter.

　　3. Ask the students to focus on Part F and make up a dialogue as the example show. Make sure that all the students participate in the discussion.

　　Ok , So much for my teaching plan ,Thank you for your careful attention.

　　高中英語微型課說課稿 5

　　Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.

　　My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.

　　This period is from unit 6 of book 5 PEP senior high school .this unit is around the space exploration to improve ss listening speaking reading writing ability ,this period is a listening and speaking ,the topic is hot ,but it is far away from actual life. So the teacher should enlighten the students to think deeply the advantage and disadvantage of space exploration . .

　　According to the new curriculum standard and the characteristic of listening and speaking lesson ,combining the content ,I set up the teaching aims

　　Through the listening practice and speaking practice ,improve the ability of using language, know much about the space exploration ,and cultivate the students exploration spirit .

　　So the key point and difficult points is understanding the main idea of the passage .

　　Analysis of the students

　　Students have certain ability and skill in listening comprehension ,they have the ability of gaining the information. Have grasped many vocabulary.most of the students can express themselves correctly .

　　It is the listening and speaking lesson ,so I will take lingual method and task-based language method ,the students will finish the task in groups and improve the ability of using the language .

　　My teaching procedures if following:

　　Step 1 lead in

　　To arouse students interest in space exploration ,I show them some pictures about space exploration,the picture of the three famous astronauts in china ,some pictures of spaceships.Students look at and try to recognize the people

　　Step 2 listening practice

　　To draw students attention to the topic, ask students a question and comment on their answer "can you guess what are going to listen to today ?

　　Then to cultivate their ability to grasp the main idea ,let the students listen to the tape ,try to figure out the main idea and do the exercises

　　Play the tape for the first time and get the main idea and finish some of the exercises

　　To train their ability of searching for detailed information in listening ,I play the tape for the second time and ask them to finish all the exercise and check the answer

　　To make sure that students can complete the task and offer help if necessary ,play the tape again .

　　At the same time,check the answer with the whole class ,and get them to know how to find the answer by asking "how do you know that

　　Step 3 speaking activities

　　To have students practise their speaking ability .I ask students to discuss the question in groups from the passage ,we can know that space exploration is developing rapidly in recent years ,do you think ti worth exploring the space ."try to express their own opinion and give us your reasons "why you are for or against the exploration"

　　To check the results of discussion,ask the students to report after ten minutes discussion.

　　To design their impression of different ideas and prepare them for the writing task after class,ask the students to make a list on the blackboard

　　Step 4 conclusion

　　To enable students to summarize what they have learned ,ask students to sum up the ideas on the blackboard

　　Step 5 assignment

　　To enable students to consolidate their knowledge in the form of writing ,ask students to write a passage on whether the space is worth exploring

　　高中英語微型課說課稿 6

　　Good morning, ladies and gentlemen. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My representation is made up of six parts：analysis of the teaching material, analysis of the students, teaching methods, teaching procedures, blackboard design and teaching reflection.

　　This is the last part of the unit, It is designed to impove students’ English level through doing a project. In this section, students will read information about two school clubs, and then they will design a poster advertising a new school club. By reading these passages, students will study knowledge of school clubs and improve their reading ability. In the course of writing, students will learn how to plan,prepare,produce and present the new school club. In a word,learing this lesson can improve students ability of listening, speaking, reading and writing, especially the writing skill.So the selected material plays a very important part in English teaching and learning.

　　Teaching aims

　　According to the new curriculm and syllabus,based on the character of the selected material,I set the teaching aims as follows:

　　Knowledge aim: to get Ss learn some new experssions and know about school clubs. Ability aim: to improve Ss’ability of reading and writing.

　　Emotional aim: to develop Ss’spirit of co-operation and interest in starting or joining a school club.

　　Teaching important points and difficult points.

　　The teaching important and difficult point in this lesson is how to improve Ss’ability of reading and writing.

　　1. The Ss have known something about 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.

　　To achieve the teaching aims and deal with the important and difficult points,I’ll use the following methods to conduct my class,they are: Listening and reading;ask and answer competition;discussing and group work.I’ll also use a record and the muti-media to make my class lovely and interesting.

　　With the teaching methods, I can guide Ss to solve problem and complete different tasks.

　　Teaching aids:

　　1. a projector

　　2. a tape recorder

　　3. multimedia

　　4. the blackboard

　　I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading and writing ability.

　　Step 1 lead-in

　　Show Ss some pictures of a school club, and some Ss opinions about the joining in a club. Doing so can arise Ss’interest in this lesson

　　Step 2 Listening and reading

　　Play the tape for Ss to listen and pay attention to the pronunciation and intonation,then read the passages to get a main idea. After that ,we’ll have an ask and answer competition about the passages.The activity can train Ss’quick mind,heat the classroom atmosphere.

　　Step 3 Design a poster advertising a new school club

　　Planning

　　Divide the class into small groups. Discuss what club theyd like to start.And theyve decided the name of their club, then assign tasks to each group member.

　　Preparing

　　Group members go separately to finish the tasks.Those who are responsible for doing research need to find information about school clubs and posters.The group should discuss the information found and decide what they can learn from it.

　　Producing

　　Group members responsible for making the poster need to follow the outline, proofread it and get it approved.

　　Presenting

　　Each group present their poster to the class, explain it.

　　Display the posters and have others vote to choose the best poster.

　　Step 5 Homework

　　Finish off the workbook exercises and self-assessment part after class

　　On the left of the Bb,I’ll write down some language points;In the middle are some suggested answers and some writing skills are on the right side.

　　高中英語微型課說課稿 7

　　Good morning/afternoon, my dear judges. Im number xx. Its my great honor to have this opportunity to talk about my teaching ideas. My presentation consists of the following aspects.

　　Analysis of the teaching material

　　First of all, let’s come to the analysis of teaching material. This lesson is from New Senior English for China Book5 module 3, the reading part. The topic of this unit is about adventures. It is excerpted from Mark Twain’s work “ The Adventures of Huckleberry Finn”. The story is about two teenagers who find a steamboat and board on the steamboat.

　　Analysis of the students

　　Secondly, students are the subject of our class. After many years of English studying, they’ve known many words, sentences and some skills to solve English problems. They not only study the words and phrases, but also learn the meaning and the culture. So I would introduce them more knowledge above the passage to arouse their reading interest.

　　Analysis of the teaching aims

　　By the analysis of the New Curriculum Standard in English, teaching material and the students in my class, I set the following three teaching aims.

　　The first one is knowledge aims:

　　1)Students learn and grasp the following important useful new words and expressions: pour down; sail down; climb on to; panic; curious; tie up…

　　2) Learn the language and grasp the meaning in this passage.

　　The second one is ability aims:

　　Through reading, students reading ability and word-guessing ability will be improved.

　　The last one is Emotional aims:

　　Students will be more interested in the literature and cinema in English and enjoy the famous works.

　　Analysis of the key and difficult points

　　According to the analysis above, I set the key points and difficult points as follows.

　　Teaching key points:

　　Member and master new words and phrases and understand the passage.

　　Teaching difficult points:

　　Foster students’ interest of reading passage and improve their reading ability.

　　Analysis of teaching and study methods

　　Now, I would like to talk about the teaching methods and studying methods. As to the teaching methods, Communicative Approach and Task-based Teaching Method will be adopted in this lesson. I will lead them to study by themselves, and through answering my questions, they will have a good understanding of the passage.

　　Analysis of the teaching procedures

　　Now, let’s come to the most important part of this lesson: the analysis of the teaching procedures. This lesson is divided into 5 stages, that is, warming up, pre-reading, while-reading, post-reading and summary & homework.

　　Step 1 warming up

　　In my warming up stage, after greeting with the students I will Introduce Mark Twain and his works, such as The Adventures of Huckleberry Finn， Running for Governor，The Prince and the Pauper. Then tell students today we will learn adventure, a passage from The Adventures of Huckleberry Finn.

　　Mark twain is a famous American writer. Through the introduction, students will have more interest in reading famous works. And they will be curious about the passage and I can move to the next step smoothly.

　　Step 2 Pre-reading

　　In pre-reading, I will ask them to have a free talk about adventure.

　　Ask them talk about adventure. For example: What is adventure? Would you like to go? Adventure is an exciting trip. Perhaps sometimes you feel bored, you could imagine going on a great adventure, such as caving, climbing, sailing and canoeing.

　　Then lead students to predict the passage, ask them to Look at the picture in the book and discuss the following questions:

　　1. Who are they? 2. Where are they? 3. What are they doing? 4. What is the boy pointing at?

　　In this way, students will be familiar with adventure and lay a foundation for reading the passage.

　　Step 3 While-reading

　　In this period, there are two activities: global reading and detailed reading. Firstly, global reading, I would like to give students 5minutes to have a global reading to check their ideas what they predict during the pre-reading. At the same time, they find out and circle the difficult words.

　　Fast reading can help students understand the whole passage quickly and practice their logic thinking. Then I will explain the difficult words, such as fantasy, identify, and account. For example

　　Fantasy n. the activity of imaging things

　　phrase: live in a fantasy world fantastic adj.

　　identify v recognize sb or sth

　　identify the criminal

　　identity n. ID identity card

　　Next, it should be detailed reading. I will ask them to read the passage again and do the exercise2 on the book. Number the events in the order they happen. Then I check the answer.

　　After this reading, students will grasp the whole passage. In order to create more chance for students to read, I will ask students read the passage paragraph by paragraph. Answer the following questions showed on the PPT.

　　Paragraph1. Discover a steamboat

　　What was the weather like that night?

　　What did they see and what were they doing then?

　　Paragraph2-5 board the steamboat

　　How did Huck and Jim get to the sinking steamboat?

　　How did they get on it?

　　Paragraph6-8 in the steamboat

　　What did Jim do when they heard someone was going to kill another?

　　Paragraph9-11 leave the steamboat

　　What did Huck decide to do after he heard they would leave the man on the steamboat?

　　Students will get more detailed information, and more interested in this story. Furthermore, they would like to read more works of Mark Twain.

　　Step4 Post-reading

　　Now it should be post-reading. In order to make sure that students will master the new words, I will ask them to do the exercise 4 and 5. Encourage them to member the verb words and phrases during the exercises.

　　After the exercise, I will give them 5 minutes to prepare, then to retell the passage according to the event orders. During the oral English time, I will encourage them to open their mouth and give them more positive evaluation. It benefits students for practicing their speaking and having more confidence in learning English.

　　Step 5 Summary and homework

　　At the end of the class, I’d like to make a summary about this lesson and present my homework to consolidate what the students have learnt in this period. I will conclude with my students together what we’ve learnt. The home work is to remember the key words and phrase and write a short passage about what will happen next.

　　高中英語微型課說課稿 8

　　Good morning, ladies and gentlemen. My topic is Women of Achievement, that is, unit 1, in module 4. The reading passage “A Student of African Wildlife” is talked later and my talk consists of 4 parts. Part 1, my understanding of the material. Part 2, teaching approaches. Part 3, preparations before class. Part 4, teaching procedure.

　　Part 1 my understanding of the material

　　First, let me introduce the reading passage. It is the center of this unit’s teaching and learning. It is made up of 4 paragraphs, that is, one day’s observing chimps with Jane in the forest; how Jane did her research and her achievements; Jane’s love towards animals and her contributions to animal protection; and a short summary to her. By learning this lesson, the students can not only understand women’s status in society and everyday life, their values and contributions, their difficulties and achievements, but also learn how to use some words, phrases and sentence patterns. Of course, the students can practise their reading skills, such as skimming, scanning and careful reading.

　　Second, 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 explore and convey meanings; to classify and reflect on their thoughts, feelings and experiences; to experiment and use their imaginations, and also to develop their autonomous learning ability, cooperative learning ability and investigative learning ability.

　　Third, about teaching aims

　　Knowledge aims: To learn how to use the mastery words, phrases and sentence patterns;

　　To learn sth about Jane’s research.

　　Ability aims: To cultivate the students’ autonomous learning ability, cooperative learning ability and investigative learning ability;

　　To develop students’ reading skills, such as making prediction and drawing inferences from the context.

　　Emotional aims: To encourage the students to participate in the class activities and cultivate their teamwork spirit;

　　To learn Jane’s bravery and perseverance in achieving her goals;

　　To reinforce the sense of wildlife protection.

　　Fourth, about key points and difficult points

　　I think they are to develop the students’ reading skills, such as making prediction and drawing inferences from the context; and to learn how to use the mastery words, phrases and sentence patterns.

　　Part 2 Teaching approaches

　　According 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; to inspire the students, especially girl students to chase their dreams with great determinations.

　　Therefore, task—based teaching method, students—centered teaching method and CAI will be used.

　　Part 3 Preparations before class

　　I will ask the students to surf the Internet or go to the library to find some information about great women that they are interested in.

　　And in class, they will give reports of the information they have obtained. By doing this activity, I can train their autonomous learning ability and investigative learning ability, and their abilities of collecting and dealing with information.

　　Part 4 Teaching procedure

　　I designed 6 steps to deal with this reading passage.

　　Step 1 lead—in

　　Activity: picture appreciation and question answering

　　I’ll show them some beautiful pictures of wild animals, such as lions, Tibetan antelopes, monkeys and chimps. Then one question will be asked: which animal has the closest connection with human beings? It’s not so difficult. Of course, chimps. Then the students can find more about chimps from the reading passage.

　　The purpose of this activity is to stimulate the students’ interest and naturally lead to the reading passage.

　　Step 2 pre—reading

　　Activity: look and guess

　　The students will be asked to just glance at the title and the two pictures in the book, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.

　　This activity is to inspire the students to read actively, not passively. Surveys show that active reading can raise the readers’ interest and reading efficiency. Other purposes are to develop the students’ reading skill—making prediction and to encourage the students to think in English, express their thoughts in English and cooperate with each other.

　　Step 3 reading

　　Activity 1 scanning

　　The students are required to scan the text quickly and find out specific information of the following questions.

　　1 who is the student?

　　2 what animals are observed?

　　3 when did Jane Goodall arrive at Gombe? How old was she?

　　4 what was the purpose of her study?

　　By doing this activity, the students can improve their reading skill—scanning. And they can get the two lines of the whole passage, the main line—student, and the hidden line—wildlife. It builds a solid base for the latter reading comprehension.

　　Activity 2 skimming

　　The students are asked to skim the text quickly and summarize the main idea of each paragraph.

　　By doing this, I can train the students’ reading skill—skimming. And before their skimming, I’ll remind them to find out the topic sentence of each paragraph.

　　Activity 3 careful reading

　　For paragraph 1: Video watching and completing a diagram

　　Get the students to watch a short video of Jane’s research with chimps.

　　This paragraph is a description of what Jane and her partners did in the forest. The video can turn the description in words into images. So it seems as if the students themselves went into the forest. Then a diagram will be shown to the students. It contains the main actions of the chimps. They have to complete it. By these two changes, the students can master the important words, phrases and sentences better.

　　For paragraphs 2-3: Retelling job

　　These two paragraphs are relatively long, so the students may have difficulties in classifying the content. Therefore I divided all the sentences into 3 aspects, that is, Jane’s difficulties, her discoveries and her contributions. According to the key words, they have to retell it.

　　By doing this activity, I can train the students’ language organizing ability to meet the demands of the new curriculum.

　　For paragraph 4: Question answering

　　It is a short summary to Jane and implies that women can do what they want to do as men. This paragraph is relatively short and easy to understand. So the questions are fairly easy and will be offered to the less talented students.

　　Step 4 post—reading

　　I designed 2 activities.

　　Activity 1: multiple choice questions

　　These questions are to help the students get a better understanding of the text. Some of them are about details, and some of them are inferences. Inference questions are more difficult. So I will give them to the top students, and the easier ones to less talented students. Therefore all the students can have the chance to participate in the class activities and achieve the pleasure of learning English. Thus task-based teaching method is used here.

　　Activity 2: qualities and looking for relevant sentences

　　It is an activity to consolidate what they have learnt in the class. Traditionally, a blank-filling task is often used in this step, but it is a passive activity. In order to get the students to learn actively, I designed this activity. Just get the students to look at the title and think about “what kind of student Jane is”. They will say many words, like hard-working, brave and so on. Then ask them to find out the sentences from which we can see these qualities. To do this job, the students have to read the whole passage more carefully again, and they will get a deeper impression of the language structure. Here students-centered teaching method is used.

　　Step 5 Discussion

　　The students will be divided into several groups to discuss the following questions.

　　1 Jane was brave enough to live in the forest. What difficulties do you think she was facing?

　　2 If you have the chance, will you do what she did?

　　This activity is to cheer the students to think deeply about Jane’s research and to practice their oral English.

　　Step 6 Homework

　　Activity : Thinking and Writing

　　The topic is “ though our grandmothers and mothers haven’t done something great like Jane, do you think they are great, too?” Give your reasons.

　　This activity is designed to train their writing skills and stimulate the students to become aware of the greatness of ordinary women. So greatness is close to the students’ daily life.

　　In class, I will use CAI, so there is no blackboard design.

　　That’s all. Thank you!

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