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)

牛津高中英语说课稿评优课一等奖说课稿(全英文)牛津高中英语说课稿

以下是全市高中英语教师评优课一等奖的全英文说课稿，现注销来，希望对大家有点帮助，

说课的内部实质意义是《牛津高中英语》（江苏版）第11板块第2单元Project 中的阅读材料。

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, i t’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 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 an other table with a second reading. 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.) 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：⑴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；⑵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，必要时再参照说课纲要，得当地运用好肢体语言、手势、和眼神儿，声情并茂地说课，把评委的注意力吸引到自己预设情景中去，使他们受到感染，产生共鸣。说课教师面对的是同行或者教学研究者，宜采用陈述性语言，有层次地说明自己的设计意图及具体的操作策略。偶尔，说课教师要预演课堂中将会呈现的教学场景时，可以暂时把自己的身份切换成教师，好像处身于课堂上，面对着学生，通过自己绘声绘色的课堂语言把预设的教学内或许环境展览在评委眼前。问题四：在英语说课中，还有哪些细节值得注意？细节决定成败。一些细节问题处理不好，也会影响说课的成效。在本次勾当中，我们发现以下一些普遍存在的细节问题：1．不知道如何教说材。有的说课教师忽略这一环节，有的教师则长篇大论。实在，教说材就是说明如何依据某一课在全册或单元中的地位，确定教学目标、教学的重难点，主要是介绍该课在教材中的地位和效用和和前后课文的知识联系，还要进行简略的教材分析，依据教材内部实质意义和学生现实，说明自己对教材的处理和如许处理的理论依据。值得注意的是，教说材时要点到为止，不要过多的展开。2．教学设计缺乏创新。说课是上课的预演，强调从学生和教材现实出发，来设计教学任务。但这其实不意味着，说课教师在设计教课时抱残守缺，不求创新。此次说课的课型是阅读教学，不少说课教师的教学勾当设计就缺乏新意，雷同征象严重，教学步调一般都分为读前、读中、读后，教学勾当局限于回答问题、课文填空、判读正误、复述等通例勾当。朱俊爽老师牢牢抓住学生和阅读材料现实，做了一些成功的尝试，例如：她设计了任务Similar Sentences，让学生在文章第二、3、七、8天然段中找出意思附近而表达不同的句子，增加了学生的可理解性输入，为后面口头和书面表达做好铺垫。3．主线不突出，语言表述混乱。在此次勾当中，占相当比例的教师在说课时没有选准角度或分清层次，东一锤子西一棒，想到那里说到那里，以至于评委听得一头雾水，底子弄不清楚说课教师的教学步调。其原因之一，说课教师没有凸显出一个主线索，把多个教学勾当串联起来，从而引起表述杂乱无章；另一个最主要的原因是出在项目编号格局上。在书面语中，类似于“I、II、III…”，“一、二、3…”，“⑴、⑵、(3)…”的项目编号可以很清楚地表白叙述内部实质意义的层次，但在口头语就不行了，因为它们听上去都是一样。因此，说课教师要善于用“Step1, Step 2, Step 3 …”，“Pre-reading, Whellole-reading, Post-reading”等手眼来加以区别或甄别。4．忽视板书的匡助效用。或许由于受说课时间的限定，有些老师在说课时没有板书。实在，适当的板书可以对说课起到画龙点睛的效用。在说课前，教师可以用粉笔把黑板一分为二，一半用作为枚举说课内部实质意义的主要步调和关键词。另一半黑板可用来展览虚拟课堂教学的板书设计，或可以帮助评委或同行在听完后重构教学设计，或可以帮助说明难于言尽的步调和设计；或可凸显自己设计的奇特之处。竣事语总而言之，说课，是英语教师对自己教学基本功和教学实践智慧的一次集中展览。说课讲究的是教材驾驭精确，教法选择得当，学法引导有效，板书纲要挈领，历程清晰明朗。这篇文章只讨论了说课当时的一

些注意事项，而说课的成败取决于说课前的日常平凡积累。英语教师要说好课，就要注重日常平凡的穷年累月，多学习教学理论，多研究教材和学生，锻炼好自己的英语表达能力，培养自己的教学基本功。________________ 用来参考的书籍目：⑴崔小春.2005. “说课”断想[J].人平易近教诲,(2).

⑵宋斌华.2007.说课：英语教师专业化发展的有效途径[J].教诲实践与研究,(12A). 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 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.) ⑴It (a gap year) is more than just a long holiday. (Line 50) A gap year is more than just a year away from studying. ⑵Employers 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: ⑴the career ladd er (Line 4) ________________________ ⑵every 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 stude nts 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 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.