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Good morning,everyone. Today I`m very pleased to have an opportunity to talk about some ofmy teaching ideas. The content of my lesson is                                             

I`ll be ready to begin thislesson from four parts. They are 1 Analyzing teaching Material 2.the teachingmethods 3.the studying methods 4.the teaching procedures, and while presentingthese parts I will do the blackboard design properly. Ok now I am going to startfrom the first part

Part 1 Analyzing teaching Material:

     This lesson is about                       .By studying of thislesson, we`ll enable the students to know the serious attitude towards            and develop the interest in           

At the same time,let the students learn how to give instructions. This lesson plays an importantpart in the English teaching in this unit. As it is the main passage in thisunit which outlines the theme of this unit .If the Ss can learn it well, itwill be helpful to make Ss learn the rest of this unit. And as we all know ,reading belongs to the input during the process of language learning. The inputhas great effect on output, such as speaking and writing. Then according to thenew standard curriculum and syllabus(新课程标准和教学大纲), I think the teaching aims of this lesson are thefollowing:

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                   

Then the Teachingimportant point is how to understand the text better

And the teachingdifficult points are:

1. Use own wordsto retell the text

2. Discuss the                       

Part 2 Teaching methods:

 Dealing with this lesson. I`ll do my best tocarry out the following theories: Make the Ss the real masters in class whileme, myself acts as director; Combine the language structures with the languagefunctions; Let the Ss receive some moral education while they are learning theEnglish language. To achieve my goal I`ll use the following teaching methods:


2.Task based watchand listen activity

3. Question andanswer activity

4.Pair work orindividual role play or scene play activity

And in order topractice my teaching methods well, I need the following teaching aids

1. a projector

2. a tape recorder

3. multimedia

4. the blackboard

Part 3 Studying Methods:

As Ss are poor incooperative learning skill, many Ss are not active in class, and even some ofthem don`t like English. Therefore, I `ll have Ss study in a relaxedatmosphere. The learning process of students is from seeing, thinking,saying .So after feeling and understanding the language points, I will let the studentsget the knowledge actively by cooperative study. In a word I will

1. Let the Ss passobservation –imitation-practice to study language.

2. Teach the Sshow to master dialogues and how to communicate with others.

Part 4 Teaching Procedure

I have designed thefollowing steps to train their ability of listening, speaking, reading andwriting. Especially reading ability.

Step 1.Lead-in

Have a free talkabout                and thendiscuss the question in pre-reading on page     


Purpose: arousethe Ss` interest of study

Step 2. Listeningcomprehensions

1. Present thestudents the questions before listening to the text




2.Get the studentsto listen to the tape and then answer the  questions.

Purpose: Train theSs` listening ability to grasp the general idea of a passage and prepare forthe later exercises.

Step 3.Fastreading

Read the passageas quickly as they can. I will use the question and answer activity to helpthem get the main idea of each paragraph, then ask them to use their own wordsto conclude the main ideas of each paragraph.

Purpose: Improvethe Ss` fast reading skills like skimming reading and scanning reading. Understandthe general idea of each paragraph.

Step 4 Intensivereading

Read the passagecarefully again and answer some detailed questions.




it is also calleddepth reading or study reading. It means reading for detailed information.

Purpose: Furtherunderstand the text to find out some different sentences and details of thetext.

Step 5.Retell thepassage

1.I will list outthe general idea of each paragraph which the Ss have concluded in fast reading

2. Encouraging Ssto use their own words to retell the passage according to the general ideas .

Purpose: I want tocheck if my students really understand the whole text and if they master what Imean to tell them in this class. What`s more, I want to make the students practicetheir oral English through retelling.

Step 6.Languagepoints

I will show theimportant words phrases and sentences which the Ss need to learn in thispassage on the screen one by one. Then give them the right usages of these newlanguage points. What`s more I will ask Ss to make sentences by using thesenewly learnt words and phrases.

Step 7.Pair workor individual role play or scene play activity



Purpose: I mean togive them emotional education. I give them muti-media pictures to arouse theirinterest of study and their love for                

Step 8 Summary

I will go throughthe important points and difficult points of this lesson with the students onceagain.

Step 9 Homework

Write an articleof                            I want to improve the ability of their writing.At the same time, train the ability of do it yourself and looking up theinformation by themselves.



Above is myteaching plan of this lesson. Thank you for listening.



1. 遵循教学大纲要求,明确说课内容。把握说课与上课的区别与联系,正确理解教材、教案说课、上课之间的层进关系,走出说课即是“说教案”的误区。
2. 以教师为主导,学生为主体,体现先进的教学理念。
3. 详略得当,重点突出,体现说课的完整性。
4. 与教案相结合,体现其可操作性。
1. 说教材:科学分析教材,明确重点难点、教学目标和要求以及教材在单元中的地位和作用。
2. 说学生:谈谈学生的知识与能力结构,明确说课内容的难易程度。
3. 说教法:谈谈本节课要实施的教学手段、方法以及教具的使用。
4. 说学法:谈谈学习方法的运用以及将要实现的目标。
5. 说教学程序:说为什么要设计该程序?目的、意图何在?结果如何?
6. 说板书设计:谈谈板书设计的根据和理由,力求体现说板书设计的程序性、概括性和艺术性。

五、附SB 2B U16 Lesson 63说课稿
Unit 16 Lesson 63
Hello, everyone. Today I’m very pleased to have an opportunity to talk aboutsome of my teaching ideas. My topic is life in the oceans taken from Lesson 63of 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 Englishteaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studyingLesson 63, Ss can improve their reading ability, learn more about the sea andthe life in the oceans. At the same time, we should get the students tounderstand some difficult sentences to comprehend the passage better. The Ssshould do some listening, speaking and writing, too. Of course, the Ss shouldreceive some moral education. Let the Ss understand the sea better, love thesea 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 stopit 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 Internetand other ways.
2. They are lack of vocabulary.
3. They don’t often use English to express themselves and communicate withothers.
4. Some Ss are not active in the class because they are afraid of makingmistakes.
Part 2 My teaching theories, methods and aids
Before dealing with this lesson, I’ll do my best to carry out the followingtheories: Make the Ss the real masters in class while the teacher himself actsas director; Combine the language structures with thelanguage functions; Let the students receive some moral education while theyare 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 individual work method
Teaching aids:
1. a projector
2. a tape recorder
3. multimedia
4. the blackboard
Part 3. Teaching steps / procedures
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 askingfor 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 newlesson.
Step 3. Lead-in and preparation for reading
Show them some pictures and let them talk each other, and then use the picturesabout 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 andlet 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 individually, 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 thescreen.
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 detailedinformation.
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 ifthey master what I mean to tell them in this class. What’s more, I want to letthem have the ability of introducing and analyzing expression. At the sametime, I will write down the topic sentences on the blackboard according to whatthe students find, so they can retell it easily.
Step 9. Discussion
Show them some pictures about the polluted sea and many living things which arein danger and ask them: What are their opinions about it? In order to let themhave free choice, I give them another topic: The sea is being polluted. Whatshould they do?
Purpose: I mean to give them emotional education. I give them multi-mediapictures to arouse their interest of study and their love for life. I mean tomake them realize: The sea is in danger!
I teach them to do their best to help it and do something from now on. Everyoneshould do something to love and protect our home.
Step 10. Homework
Write an article Saving the sea. I want to improve the ability of theirwriting. At the same time, train the ability of do-it-yourself and looking upthe information by themseleves.
Part 4. Blackboard design
Unit 16    Lesson 63
Topic Sentences:
1. Some living things can live in Antarctica.(what)
2. The whale feeds on small fish.(what)
3. The sperm whale feeds on squid.(difference)
1. The whales are in danger. What’s your opinion about it?
2. The sea is being polluted. What should we do?
In my opinion, the blackboard design can reflect the teacher’s ability ofmastering the text and leading the students to master the text easily.
In this text, the design is not easy to write. I write the topic sentences onthe blackboard in order to tell the students that this is of the importance inthis class. The discussion is of the difficulty.
I want to make the design inductive, instructive and artistic.




英语说课是英语教学中的重要一环,也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观调控能力的有力手段,能从理论上指导教师贯彻新课程理念,真正做到教与学相结合,将教材、教师、学生、课堂融为有机整体,对不断提高教师教学能力和教研能力,有着突出的作用。讲课是艺术,说课同样是艺术, “说”比“讲”更难,它要求教师在15分钟左右将一节课的教学设计、教学过程及教学内容用简要准确的英语表达出来,呈现给评委。它不失为一种考查教师教学基本功的有效方式,具有鲜明的艺术性。


(1)  说课要体现一个“美”字
语言美——教师语言美是决定说课成败的关键。英语说课,自然关注英语的语音和语调,以及流利程度。 情感美——情感是教学艺术魅力形成的关键因素,没有强烈的情感不可能把课说成功。板书美——板书是教师在备课中构思的艺术结晶,它独特的魅力给人以美的熏陶。教态美——教态是沟通师生情感的桥梁。教师上台要大方、得体,要充满自信,决不能委委琐琐。

(2)  说课要突出“说”字
说课要用十几分时间说出一节教学环节齐全的课。说课者要根据课型抓住这节课的基本环节“说”说教材、说教法、说学法、说过程。“说课”不等于备课,教师不能照教案读; “说课”不等于“讲课”教师不能视听课对象为学生去讲;“说课”不等于“背课”教师不能照教案背。这两天评审的过程中,发现“读、讲、背”现象屡屡出现。只要缓缓道来,不急不慢,就可以了.

(3)  说课要突出一个“新”字。
理念新——要了解英语教学新理念,新方法。如很多老师都谈到Schama Theory,很不错;手段新——运用多媒体突出重点。设计新——从导入新课、展开新课、巩固新课、结束新课等几个环节。 要环环相扣,具有新意。开结新——从开讲艺术到结尾艺术要吸引听者,引起共鸣。


1. 说教材:科学分析教材,明确重点难点、教学目标和要求以及教材在单元中的地位和作用。

2. 说学生:谈谈学生的知识与能力结构,明确说课内容的难易程度

3. 说教法:谈谈本节课要实施的教学手段、方法以及教具的使用。

4. 说学法:说本课拟教给学生什么学习方法,培养哪些能力?

5. 说教学程序:说为什么要设计该程序?有何理论依据?意图何在?结果如何?
6. 说板书设计:谈谈板书设计的根据和理由,力求体现说板书设计的程序性、概括性和艺术性。


新高中英语第一册Unit 5说课稿


本单元围绕the Silver Screen(影视) 这一主题开展听、说、读、写多种教学活动。影视作为人类文明的一大体现,作为当今社会人们主要休闲、娱乐方式之一,是一个非常贴近生活、具有时代性、可挖掘性的教学主题。
1. 语言知识重点与难点
2. 综合知识重点与难点
(1).对国外著名影星、导演及他们作品的了解。如教材中涉及的Meryl Streep,Keanu  Reeves,Steve Spielberg等,以扩大学生知识面、文化视野。如何填补学生这方面知识缺乏的信息沟。
1. 学习、掌握关系副词when,where.,why 引导的定语从句及介词+关系代词引导的定语从句。
2. 学习掌握一些有关影视的词汇:
如: career, director, script, play a role in ,Oscar, award, studio, scene, follow-ups等。
如:graduate, attack, creature, owe…to…, take off等。
3. 学习掌握一些用于讨论、评价电影的结构句式:
如:What’s the film about?
     What do you think about the story of the film? 
     How do you feel about the film?  
I like / don’t like the film because…
     The film is about…      

I think the ending of the film is …
4. 提高学生语言听、说、读、写的能力及扮演角色、编写剧本、撰写影评等的综合语言运用能力。
(二). 情感态度
1. 学习几位著名影星、导演执著于艺术、献身于艺术的敬业精神和对人类艺术的巨大贡献。
2. 从Keanu Reeves 艰辛的成功途中(In the begin did many small jobs, then played in many cheap films.)我们可以学习到:要成就事业需付出辛勤劳动,要有持之以恒、坚持不懈的恒心与毅力。
3. 通过学习国外著名影视界人物,培养学生了解、尊重异国文化,体现国际合作精神。
4. 通过开展小组活动,指导学生积极与人合作,相互学习,相互帮助,培养其团队精神。
1. 认知策略
2. 调控策略
3. 交际策略
4. 资源策略
1. 了解英语国家影视界艺术家的成长经历、成就和贡献。
2. 通过学习,了解世界著名影视文化,培养世界意识。
3. 通过中外影视文化对比,加深对中国影视文化的理解。
(一) Warming up
1.师生互动:教师提一些问题如Do you like seeing films? How often? Favorite actor? Actress? Film? 在此过程中教师可展示一些学生熟悉并喜欢的名演员、名片的海报,从视觉上激发学生对本话题的兴趣。
2.小组活动:教师选取几副不同题材的电影画面(可选取教材外的其它画面),要求学生进行小组合作,每小组选一幅画面进行讨论What is happening in this scene? What happens before/after the scene? 要求学生不拘泥于已知的电影内容,发挥自己的想象力,给出各种不同的观点。
         本单元的听力是培养学生捕捉特定信息的能力,并让学生熟悉interview这种形式。Task: To discuss what questions the reporters will ask when interviewing famous directors.
1.     师生互动:教师设置开放性的问题,进一步启发学生思考,并为过渡到听力部分做准备。问题可设置为:Of course these films now are very popular and successful, and what does the success of the films bring to the actors? 学生各抒己见,金钱、荣誉、名气,成为公众人物后带来一个问题They received a lot of interviews。
2.    小组活动:教师引出问题What questions will you ask when interviewing an actor?通过小组讨论,收集尽可能多的问题,一方面让学生预测听力中可能会出现的问题,同时也对interview这种形式有所了解。
3.    班级活动:完成听力练习
Task: To interview famous actors and directors in different ways.
1、    师生互动:教师可设置问题了解学生对电影大奖及获奖演员的了解程度,为接下来的两位演员的介绍作好铺垫。问题可为Can you tell me some famous awards to the films in the world? Try to tell the famous actors, actresses and the films you know that have won the Oscar. 
1.   班级活动:教师可为学生播放分别由Meryl streep和Keanu Reeves主演的电影Out of Africa《走出非洲》和 speed《生死时速》片段,并可展现他们主演的其它电影的海报,让学生在视觉上对这两位演员及他们的表演有所了解。
2.   个人活动,但先把学生分成两组,分组阅读,然后完成下面表格中的信息。
Birth (time/place)
  Beginning of the acting career
 3.   小组活动:选两位学生,一位当主持人,一位当Meryl streep/Keanu Reeves,其他同学充当观众,模仿央视“艺术人生”的形式作一访谈,要求主持人留一些时间给观众提问。
4.   师生互动:教师可引导学生讨论下列问题:
1)   Why are they so popular and successful?
2)   What is needed to be an actor/actress?
3)   Would you like to be an actor/actress one day? Why(not)?
      6. 小组活动:教师播放电影“home alone”《小鬼当家》片段,将原声消去,让学生分组给出对白及表演,最后可让学生互评哪一组做得最好。
(四)  Word Study(提前):
在教学过程中,先利用图片,实物等教具对学生进行直观的教学,使之有更清晰的认识后,再辅之以语境,利用语境来推测词义,达到猜词的效果。如给出The Matrix和The Matrix Reloaded的电影海报,学生很容易得出:The Matrix Reloaded is the follow-up of The Matrix。通过这样的铺垫,学生在做第七小题时,只要利用好文中的线索Speed II, Jurassic Park III就可以轻而易举的得出follow-ups。
作而突出导演的重要作用。Task: To experience being a director (write one scene of the film and act it out).
1.师生互动:教师提问If you want to make a film, who do you
need to invite?通过此问题引出电影制作过程中所需的各种角色,如photographer, actor/actress, editor, director等等
1)教师可设置这样的讨论题:What part would you like to play in making a film?根据选择分组,让他们讨论选择各角色的理由。同时讨论各角色在电影制作中所做的不同工作。通过讨论,学生不难发现,在电影的制作过程中,导演起了非常关键的作用。
Think of one scene you are quite familiar with and act it out.
   a. What would the scene be like and what happens in it?
   b. Who are the main actors in that scene and what do they do?
   c. Write a short dialogue and act it out
本篇阅读材料是人物传记,介绍了著名导演Steven Spielberg 的成长经历以及他的主要成就和作品。通过文章的学习,旨在了解西方的电影文化背景以及学习名导Steven Spielberg的那种对自己的事业坚持不懈、孜孜以求的精神。
分别给出阅读材料中提到的五幅电影(Jaws, E.T., Jurassic Park, Schindler’s List, Saving Private Ryan)的图片,把学生分成不同的小组,对图片进行预测,各个小组根据不同的图片猜想影片的大概内容及主题。
快速阅读课文的Para3—5 , 查找出有关这5部电影内容和主题的信

1)When and where was he born?
2)When did he start making films?
3)What did he use to make films at first? and later?
4)What was his dream?