高中英语说课稿评优课一等奖说课稿

高考学习网 中国最大高考学习网站 G 我们负责传递知识 牛津高中英语说课稿评优课一等奖说课稿牛津高中英语说课稿评优课一等奖说课稿 全英文全英文 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 sections 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 uni2ue characteristics First it s a long passage with 688 words much more than the usual te ts 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 te t 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 e pression r r r r rs or approaches to e press the same thellong or idea Section 3 teaching procedures In order to achelloeve 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 toprehend the te t solve problems andplete different tasks The teaching procedures include four parts They re getting ready focusing on main facts reading between the lines and responding the te t Part 1 Getting ready Reading begins before a book is opened It s important to activate students e isting background knowledge and draw their 高考学习网 中国最大高考学习网站 G 我们负责传递知识 attention to the topic of the te t In thellos 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 consists of two tasks Task 1 A time machellone I start my lesson by asking senior 3 students what the date is Then I go on to show a picture of a time machellone I tell students that the machellone with a magic power will bring them to their graduation from hellogh 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 presentations as follows After leaving hellogh school most of Chellonese students go straight to university Yes at thellos time ne t year most of you will be studying in a university With the task I inspire students former knowledge and imagination about graduating from hellogh 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 hellogh schools and tell students that more and more students in the UK are doing somethellong 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 2uestion They will travel or work on projects for up to a year before entering university With the task I e cite students desire to know more about what their British e2uivalents will do before going to college With the 2uestion in mind students will definitely be eager to listen to the tape to find the answer Part 2 Focusing on main facts During the part I will ask the students to answer the 2uestion What does the author say Students are supposed to get a main idea of the te t and understand the basic meaning of the te t 8uestions of thellos kind are not very difficult and they can be answered directly from the te t The part includes si tasks Task 1 Three e amples I move on to tell students as follows Last year Carol Smith Daniel and Martin Johnson 3 students from the UK went to some remote places and did somethellong special After the instructions I play the tape of Paragraphs 4 6 and get students toplete the following table With the task I get students to listen to the three paragraphs instead of reading them thus reducing the amount of reading time and reliving their psychological burden otherwise students would be discouraged by such a long article Task 2 Matchellong After listening I get students to open books and scan the three paragraphs to check the answers to the previous table Then they re re2uired toplete another table with a second reading 高考学习网 中国最大高考学习网站 G 我们负责传递知识 Whom do the results belong to Carol Daniel Martin A felt being part of another culture B be more independent C found it challenging and rewarding D felt that it was a special e perience E ready to face challenges in the future F learnt how to deal with difficult situations G felt like she really made a difference H learnt a lot about getting on with local people With the task students learn to use a table to gather the main facts about the three British students They lle to know that a table is of great help in their future reading Task 3 Scanning for a detail I get students to scan the rest paragraphs and find the answer to the 2uestion What do people call the year off between finishellong school and starting university In doing so I introduce the theme of the article and write on the blackboard the title Mind the gap year With the task students are e pected to grasp the theme of the article The task serves as a bridge which connects the main facts in Paragraphs 4 6 to the opinions about the gap year in the rest paragraphs Task 4 Definition of the gap year Students watch a VCR with a 2uestion in mind What three types of activities do the UK students choose to do during a gap year The key is Many students use that time to travel learn new skills or be a charity volunteer The task serves as a supplementary to the second task of Part 1 With the task students are e pected to know more about the gap year Task 5 History of the gap year I play a second VCR and get students to answer the 2uestion When did the gap year start in the UK The task enables students to have a good knowledge of the hellostory of the gap year Task 6 Comments The second thellord seventh eighth paragraphs deal with thements of the government universities employers and the public on students taking a gap year before going to college I get students to read the four paragraphs to gather thements andplete the table The task helps students get a further understanding of the role a table plays in helping gathering main facts or opinions Part 3 Read between the lines In thellos part I will encourage the students to answer the 2uestion What does the author mean As we know armation in a reading passage is not always stated directly Sometimes students have to infer or make guesses ording the armation which is available in the reading So in thellos part the students are asked to infer the implied meaning distinguish the main ideas from the supporting details and understand how the te t isanized The part consists of three tasks Task 1 Similar sentences The English language enjoys various ways of e pressing the same thellong or idea As we can see the second and thellord paragraphs are similar to the seventh and eighth paragraphs in the content both 高考学习网 中国最大高考学习网站 G 我们负责传递知识 dealing withments on the gap year Some sentences actually e press the samements I will get students to read the four paragraphs for a second time to find out the similar sentences The first is done as an e ample It a gap year is more than just a long holiday Line 50 A gap year is more than just a year away from studying Employers say they prefer to hellore graduates who have taken a gap year Line 15 3 A gap year gives young people an opportunity to learn skills and gain life e perience It helps young people develop and grow Lines 17 18 4 Living away from home taught me to be more independent Lines 22 23 The task is designed to help students learn and use different ways to e press the same idea The task gets students ready for talking and writing about the gap year in the ne t part Task 2 Guessing from the conte t I get students to guess from the conte t the meanings of the four words or phrases the career ladder Line 4 every point of thepass Line 5 3 delicate Line 22 4 an edge in the job market Line 54 The task helps students to recognize that in most language leaning situations they wille across vocabulary they don t know With the task students are guided to look at the conte t in which a word or phrase is used and try to find any clues to its meanings Task 3 Benefits Students are asked to collect advantages of taking a gap year in the te t After that students have the chance to listen to a thellord VCR which contains more armation about advantages Whellole listening students are encouraged to take notes of what they can catch teach students to be independent help students develop and grow learn new skills see life in a different way be ready to face challenges gain life e perience The task is intended for students to collect more armation about students taking a gap year which also makes them well prepared for the writing task in the ne t part Task 4 Recognizing the implied message I play a fourth VCR Whellole listening students are e pected to fill in the two blanks Actually a year off is not a gap but a time for personal growth and d a b between two important periods in life With the task students will know about how to plan a gap year and what taking a gap year really means to them It gets them ready for the ne t task Task 5 Understanding the title After reading the whole te t I will get students to focus on the title Mind the gap The task is designed to help students fully understand the hellodden meaning of the title They are e pected to make full of the gap year to develop 高考学习网 中国最大高考学习网站 G 我们负责传递知识 themselves Part 4 Responding to the te t I encourage the students to answer the 2uestion What does the idea mean to me As we all know most writers are prejudiced in some way and try to convince their readers of somethellong or influence them to look at thellongs in a certain way So it is important to train students to read critically The part consists of two tasks Task 1 I conduct a survey to see what students thellonk of taking a gap year and at the same timeplete the table The task is aimed at making students be critical readers The students should be encouraged to uate and make judgment about the author s te t Task 2 After the survey students are asked to write aposition of 120 words about their ideas of taking a gap year before going to college The task aims to consolidate the armation they have learnt and also improve speaking and writing skills OK so much for my teaching plan Thanks for your attention 说课是 20 百年 80 年代后期随着教改深切而产生的带有教诲科学研究性质的教 研勾当 其理论和实践越来越受到正视 宋斌华 2007 它是教师依据课程 尺度 教诲教学理念 口头表述自己对教学内部实质意义 教学目标 教学重 难点 教学要领 教学步伐等进行创造性设计的一种教研形式 崔小春 2005 通俗地说 就是阐述 教什么内部实质意义 为什么教这些个 怎么 教和为什么这么教 的问题 由于说课能够揭示出教师在备课中的思维创新历 程 能凸显出教师对课程尺度 教材 学生的理解和驾驭的水平和运用有关教 诲理论和教学原则社团教学的能力 由于时间短 易操作 见效快 说课深受教 诲行政 科学研究部门和下层学校的青睐 常被应用在教师雇用 基本功竞赛 教学研究等勾当中 2008 年 10 月张家港市教诲局在张家港外国语学校举行了 全市高中英语教师说课角逐 说课内部实质意义是 牛津高中英语 江苏版 第 11 板块第 2 单元 Project 中的一篇阅读材料 是本单元话题 getting a job 的延伸和拓展 教学对象是高三学生 作者就以此次勾当为案例 联合 17 位参加比赛教师的具体表现和主要问题 跟英语教师谈一谈如何说好课 问题一 说课 是背长篇累牍的教诲理论 还是谈独具巧妙的心思的教学设计 在此次勾当中 有不少教师事前作了大量准备 网络了许多时尚的英语教 学理论和教学要领 把一大半时间用来谈理论 说要领 而本节课的教学设计 却轻描淡写 一带而过 给评委们的印象是 说课变成了教学理论的演讲 内 部实质意义雷同征象严重 而且自己所倡导的理论和要领并没有在教学设计中 得到表现 说原理 讲要领 是说课的一个显著特性 但绝不是说课的主 体 成功的说课 应该把教学设计和教学理论有机地联合在一路 且要略侧重 于教说学设计 教材特点和学生现实是说课的两个重心 教师必得牢牢围绕这 两个重心 精心设计教学勾当或任务 以此来展览自己对教诲教学理论理解的 深度 展览自己对学生学情驾驭的精确度 展览自己在教学设计上的独到之处 说 是形式 课 及 课理 是内部实质意义 只有做到形式与内部实质 高考学习网 中国最大高考学习网站 G 我们负责传递知识 意义辩证统一 才气达到预定的日期的说课目的 换言之 说课不是长篇大论 地演讲教学理论 而是要谈自己不论什么运用教学理论解决教学中所遇到的现 实问题 本次说课材料具有两个特点 一是 篇幅长 全文长达 688 个词 二是 话题新 休学实践年 a gap year 对绝大多中国学生来说是一 个新物质 于是 如何合理施用教学理论突破这两个难点就成了本次说课的重 点和亮点地点 朱俊爽老师大胆创新 用夹叙夹议的体式格局叙述了自己的奇 特思考 令评委有线人一新的感觉 其主要亮点是 把阅读材料分化为主要 事实和评价两个部分 即三个学生参加休学实践年的履历领会 和英语政府 雇主 大学对这种做法的评价 便于学生掌握文章的主要事实和不雅点 调 解部分段落的处理顺序 把第四 5 6 天然段这三段视为一个整体 看做听力 材料 放在阅读以前就处理掉 缓解学生的阅读生理承担 3 分析篇和章结构 让学生领会到 尽管第二 3 天然段和第七 8 天然段的表述体式格局迥异 但 内部实质意义大抵相同 并设计了响应的任务 similar sentences 问题二 说课 是纸上谈兵 还是上课前的模拟预演 通过此次说课角逐 有 8 名教师胜出 参加了接下来的评优课角逐 这此中发生了一个稀罕征象 有个体教师在说课时显得理念时尚 手眼新鲜 什么三维目标 任务型教学 合作探索追究 多媒体运用等比比皆是 而在后来的评优课中却显得迈步维艰 缺乏办理和调控课堂的实践智慧和教学艺术 为什么会呈现这种 说得好 不 一定上得好 的窘境呢 在说课以前 社团者就奉告说课教师 此次勾当的优 越者将在一个普通高中展览自己的教学设计 按原理说 说课教师已经事前已 经了解学生的情况 但是 有的说课教师为了赶时髦盲目跟风 或迎合评委的 口胃 而掉臂学生和教材的现实情况 掉臂语言教学的基本规律 一味地去挖 空心力设计奇异新鲜的任务或勾当 说课本身的不足之处是 说课的全历 程缺乏了学生的参与 为了躲避不切现实的随意阐扬 说课勾当社团者必得事 前奉告说课教师学生的英语现实水平 说课教师要牢牢抓住学生和教材 围绕 这两个重心设计教学 教学目标的确立 内部实质意义的分析 问题的配备布 置 练习的安排及教学要领的运用 都必须以学生的现实情况为参考系 不然 再标致的说课也是蜃楼海市 要说好课 上好课 取得预想成效 教师就必须 对教材 课程尺度有充实的认识 理解教材内部实质意义 掌握教材各个知识 点之间相互的瓜葛 了解学生的需要和现实 说课不是说给自己一个人听 也不是自编 自导 自演 而是一场实弹演习 说课教师要在同行或评委面前 说自己对教材 对课准的认识 说自己对知识点的讲解 说自己采纳什么样的 要领给学生上课 说可能在什么地方学生会存在问题 当问题呈现时采纳什么 样的要领去解决 针对不同的问题和学生 选择什么样的教学要领等等 在如 许的一个历程中 同行或评委就会对说课者的说课情况加以分析研究 看看还 存在着什么问题 运用什么样的要领来帮助说课者提高 应该说 说课的历程 就是发现问题 解决问题的历程 是说课者和评课者共同提高的历程 只管即 便做到在还没有上课以前就高发现一些问题 而且把问题目解释题决掉 提高 课堂教学效益 问题三 说课 该采用哪一种语言和叙述体式格局 在此次说课勾当中 全部参加比赛教师都采用英语说课 在展览自己教学设计 的同时 也充实凸显了娴熟的英语表达能力 能用流利的英语展览自己的教学 思想和设计 是我们英语教师共同寻求的理想目标 但是 英语终究是一门外 语 会对说课的预定的日期成效产生一定程度的毁伤 因此 至于说课是采用 高考学习网 中国最大高考学习网站 G 我们负责传递知识 英语还是汉语 说课勾当的社团者 要思量到现实情况 要因时 因地 因人 而定 不能盲目跟风 此外 在本次说课勾当中 还有部分教师在肢体语 言 叙述体式格局 能否脱稿说课三方面上还存在缺憾 有的说课教师身姿僵 硬 表情呆板 有的采用不适当的叙述体式格局 在全般说课历程中把评委都 当成学生 施用了过多的课堂用语 有的说课教师不能做到脱稿 而是把备课 稿从头至尾朗读了一遍 在现实教学中 教学的肢体语言 手势 与学生 的眼神儿交流对教学目标的达成也起着重要的匡助效用 因此 说课教师要适 当借助于适当的肢体语言 手势来表述自己的设计和意图 注意和评委做好眼 神儿交流 不媚不冷 在平等中温情交流 说课教师要只管即便做到脱稿