学好英语层次更高，人生更丰富，世界更精彩，视野更开阔，精品小编准备了高一上学期说课稿怎么写，具体请看以下内容。

Good afternoon, everyone. It is my great honor to share my instructional design with you. The content of my lesson is New Senior English for China Module 1 unit5 Nelson Mandela--a modern hero. (此处写板书，标题unit5 Nelson Mandela--a modern hero.) I will divide my lesson interpretation into 6 parts: teaching philosophy, analysis of learners, teaching focus and anticipated difficulties, analysis of teaching material, teaching objectives as well as teaching procedures.(面带微笑，教态自然)

First of all, according to the National English Curriculum (NEC), the ultimate goal of language teaching is to achieve learners’ comprehensive language competence. It advocates quality-oriented education which regards students as whole-persons. So activities in my class are designed on the principle of students-centeredness to fully involve students participation。(教学理念结合新课标的理念，如注重素质教育，培养学生作为完整的“人”的理念等。)

As for the learners, they are senior1 students in Yu Hang High School. And they have gained solid English foundation. Meanwhile, their prior knowledge about the history of South Africa will reduce their difficulty of reading comprehension. However, they may not be so familiar with the hero Nelson Mandela. Since they are visual learners, the scaffolding teaching method of introducing Mandela with a video is used in pre-reading. (学情分析完整，结合学生的知识水平以及先前的知识水平进行分析，具体深入。)

The material entitled Elias’ story consists of 2 parts: before and after Elias met Nelson Mandela. (此处写板书，写板书的速度很快，字体较为工整) The passage is about great contribution that NM has done for black people but written from Elias’ point of view.

According to the analysis of teaching material and learners , the teaching objectives can be achieved in three aspects. For language knowledge and skills, at the end of the class, students will be able to

1. recognize new words likelawyer, guidanceand etc;

2. use worry about, out of work;

3. list more than 3 good qualities of a great person. like generous, selfless, devoted, determined(板书)and etc.

As for teachingprocess and methods, students are able to

1. skim and scan for different purposes;

2. talk their views freely upon great person by using the structures;

3.form the social strategy of learning autonomously and cooperatively in various activities

For emotion andvalues, students will be inspired by great persons’ contributions and set them as models; develop the awareness of critical thinking and pay more attention to affairs.(目标分为三维目标，清楚明了，目标有层次递进)

In order to achieve the teaching objectives, my teaching procedures are divided : into pre-reading, while-reading and post reading (前面的部分大概用时3分多钟，后面的教学步骤用时4分多钟，主次明确。)

In pre-reading, there are 3 activities. Activity 1 video-sharing. A video clip of Mandela. Activity 2 Free talk. In this part Ss have the opportunities to talk upon the topic “Is Nelson Mandela a great person?” by using the structures provided by the T “I think..I don’t think... In my opinion... ”During the process, Ss can practice their oral English and express their ideas freely. Activity 3 Brainstorming. T asks Ss, “ If you are going to write a passage about Nelson Mandela, what kind of writing style will you use? What elements will be concluded in your writing” The purpose of this activity enable Ss to perceive the writing style that describe a great person in other person’ eyes. (pre-reading的活动设计有重点，有难度的递进，环环相扣，且重要的活动说明了潜在的教学理念。 )

Stage 2. While reading consists of 3 activities. In the first Activity, Ss are supposed to skim the passage to divide the passage into several parts and conclude the main idea of each part. Secondly, Ss should scan some information by answering the T/F questions. The third Activity Close-reading will take 15 minutes. Ss are asked to read part1 carefully and answer some questions. Under the guidance of the teacher, Ss will find out the reason Elias needed help, (此处开始写板书。) the feeling before and after he met Mandela, the way Mandela helped him(此处开始板desperate, hopeful). Furthermore, Ss are able to conclude the good qualities of Mandela through Elias’ story(此处开始板书，打一个五角星，强调之前概括过的伟人的品质又进一步的进行复现和强化。). Then, Ss are asked to read para4 carefully and do the blank filling of the unequal treatment black people have had. It can help them consolidate new words and expressions better. It also lays the foundation of next activity Pair-work. After reading through part2, students can discuss with their partner How did Mandela realize the dream of being equal ? What kind of person was Mandela?This is one of the teaching focus and anticipated difficulties, Ss may find it difficult to find all the reasons. Therefore, discussion in pairs may reduce the difficulties and cultivate Ss cooperative ability at the same time. (阅读中的活动设计很丰富，从skimming到scanning，再到close-reading，层层递进，学生们能够跟随着教师的步调由浅入深了解理解文章，并解释了重要活动设计的目的。在活动中，插入了教学重难点，通过语音语调的变化，使听众更加能够抓住重点)

Stage 3 is post reading. It’s time to transform input to output. The discussion part is also the teaching focus and anticipated difficulties since the topic is not so familiar to Ss. In this activity, Ss will consider if violence against violence is a proper way to solve the conflicts in the 21 century with the help of some sentences structures. It aim to help the Ss develop critical thinking and pay more attention to world affairs.(活动设计的目的也再次得到说明，post-reading设计的目的是为了培养学生批判性思维以及关心国家大事的意识，与教学理念相呼应，在此部分插入了教学重难点，通过语音语调的变化，使听众更加能够抓住重点)

To sum up, my whole lesson is an application of Interactive Reading Modelteaching, integrated with scaffolding teaching. During the process, students are fully involved in the class and improve their comprehensive language abilities.

高中是人生中的关键阶段，大家一定要好好把握高中，编辑老师为大家整理的高一上学期说课稿怎么写，希望大家喜欢。

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