高中英语说课稿评优课一等奖说课稿Word文档格式.docx
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Section1Analysisoftheteachingmaterial
TheselectedteachingmaterialisamagazinearticletakenfromtheProjectsectionofModule11,Unit2ofAdvancewithEnglish.ThearticleisaboutBritishstudentswhotakeagapyear,whichisintendedtodevelopthethemeoftheunit,thatis,Gettingajob.Afteranalyzingitcarefully,Ifindthearticlehastwouni2uecharacteristics.First,it’salongpassagewith688words,muchmorethantheusualte.ts.Second,itdealswithanewtopic,thatis,agapyear.Thetopicisunfamiliartomoststudents.
Section2Indentifyingtheteachingaims
Basedontheanalysisoftheteachingmaterial,Ihavechosenthefollowingastheteachingaimsofmylesson:
The1staim:
Studentslearntheskillsandstrategiestoreadaprolongedte.t. The2ndaim:
Studentsgetabetterunderstandingofwhatagapyearis. The3rdaim:
Studentsareencouragedtofigureouttheimpliedmeaning. The4thaim:
Studentsarefamiliarwithvariouse.pression_r_r_r_r_rsorapproachestoe.pressthesamethellongoridea.
Section3teachingprocedures
Inordertoachelloevetheteachingaimsmentionedabove,IdecidetochooseguidedreadingandTask-Basedteachingasthemainteachingapproach.Withtheteachingmethods,Icanguidestudentstouseeffectivereadingstrategiestoprehendthete.t,solveproblemsandpletedifferenttasks.Theteachingproceduresincludefourparts.They’regettingready,focusingonmainfacts,readingbetweenthelinesandrespondingthete.t.
Part1.Gettingready
Readingbeginsbeforeabookisopened.It’simportanttoactivatestudents’e.istingbackgroundknowledgeanddrawtheirattentiontothetopicofthete.t.Inthellospart,Iwillusethepre-readingactivitiestoincreasestudents’concentration,arousetheircuriosities,firetheirimaginationandgivethemapurposeforreading.Thepartconsistsoftwotasks:
Task1:
Atimemachellone.Istartmylessonbyaskingsenior3studentswhatthedateis.Then,Igoontoshowapictureofatimemachellone.Itellstudentsthatthemachellonewithamagicpowerwillbringthemtotheirgraduationfromhelloghschool,whichis1yearaway.Atthatpoint,Igetthemtoimaginewheretheyareandwhattheyaredoing. Afterit,Igiveasummaryoftheirpresentationsasfollows:
Afterleavinghelloghschool,mostofChellonesestudentsgostraighttouniversity.Yes,atthellostimene.tyear,mostofyouwillbestudyinginauniversity. (Withthetask,Iinspirestudents’formerknowledgeandimaginationaboutgraduatingfromhelloghschoolandgoingtocollege,whichcandrawtheirattentiontothethemeofthereadingmaterialandgetthemreadyforthefollowingreading.) Task2:
Brainstorming.Afterthesummary,IgoontoshowsomemorepicturesofBritishstudentsfreshfromhelloghschools,andtellstudentsthatmoreandmorestudentsintheUKaredoingsomethellongdifferentinsteadofgoingstraighttouniversity.Afterthat,IplaythetapeofPara.1andgetstudentstocatchtheanswertothe2uestion:
Theywilltravelorworkonprojectsforuptoayearbeforeenteringuniversity. (Withthetask,Ie.citestudents’desiretoknowmoreaboutwhattheirBritishe2uivalentswilldobeforegoingtocollege.Withthe2uestioninmind,studentswilldefinitelybeeagertolistentothetapetofindtheanswer.)
Part2.Focusingonmainfacts
Duringthepart,Iwillaskthestudentstoanswerthe2uestion—Whatdoestheauthorsay?
Studentsaresupposedtogetamainideaofthete.tandunderstandthebasicmeaningofthete.t.8uestionsofthelloskindarenotverydifficultandtheycanbeanswereddirectlyfromthete.t.Thepartincludessi.tasks:
Threee.amples.Imoveontotellstudentsasfollows:
Lastyear,CarolSmith,DanielandMartinJohnson,3studentsfromtheUK,wenttosomeremoteplacesanddidsomethellongspecial.Aftertheinstructions,IplaythetapeofParagraphs4-6andgetstudentstopletethefollowingtable. (Withthetask,Igetstudentstolistentothethreeparagraphsinsteadofreadingthem,thusreducingtheamountofreadingtimeandrelivingtheirpsychologicalburden,otherwisestudentswouldbediscouragedbysuchalongarticle.)Task2:
Matchellong.Afterlistening,Igetstudentstoopenbooksandscanthethreeparagraphstochecktheanswerstotheprevioustable.Thenthey’rere2uiredtopleteanothertablewithasecondreading.Whomdotheresultsbelongto?
Carol________Daniel________Martin_______A.feltbeingpartofanotherculture.B.bemoreindependent.C.founditchallengingandrewarding.D.feltthatitwasaspeciale.perience.E.readytofacechallengesinthefuture.F.learnthowtodealwithdifficultsituations.G.feltlikeshereallymadeadifference.H.learntalotaboutgettingonwithlocalpeople.(Withthetask,studentslearntouseatabletogatherthemainfactsaboutthethreeBritishstudents.They’lletoknowthatatableisofgreathelpintheirfuturereading.)Task3:
Scanningforadetail.Igetstudentstoscantherestparagraphsandfindtheanswertothe2uestion:
Whatdopeoplecalltheyearoffbetweenfinishellongschoolandstartinguniversity?
Indoingso,Iintroducethethemeofthearticleandwriteontheblackboardthetitle:
Mindthegapyear.(Withthetask,studentsaree.pectedtograspthethemeofthearticle.Thetaskservesasabridge,whichconnectsthemainfactsinParagraphs4-6totheopinionsaboutthegapyearintherestparagraphs.)Task4:
Definitionofthegapyear.StudentswatchaVCRwitha2uestioninmind:
WhatthreetypesofactivitiesdotheUKstudentschoosetododuringagapyear?
Thekeyis:
Manystudentsusethattimetotravel,learnnewskillsorbeacharityvolunteer.(ThetaskservesasasupplementarytothesecondtaskofPart1.Withthetask,studentsaree.pectedtoknowmoreaboutthegapyear.)Task5:
Historyofthegapyear.IplayasecondVCRandgetstudentstoanswerthe2uestion:
WhendidthegapyearstartintheUK?
(Thetaskenablesstudentstohaveagoodknowledgeofthehellostoryofthegapyear.)Task6:
Comments.Thesecond,thellord,seventh,eighthparagraphsdealwiththementsofthegovernment,universities,employersandthepubliconstudentstakingagapyearbeforegoingtocollege.Igetstudentstoreadthefourparagraphstogatherthementsandpletethetable.(Thetaskhelpsstudentsgetafurtherunderstandingoftheroleatableplaysinhelpinggatheringmainfactsoropinions.)
Part3.Readbetweenthelines:
Inthellospart,Iwillencouragethestudentstoanswerthe2uestion—Whatdoestheauthormean?
Asweknow,armationinareadingpassageisnotalwaysstateddirectly.Sometimesstudentshavetoinfer,ormakeguessesordingthearmationwhichisavailableinthereading.Sointhellospart,thestudentsareaskedtoinfertheimpliedmeaning,distinguishthemainideasfromthesupportingdetailsandunderstandhowthete.tisanized.Thepartconsistsofthreetasks.Task1:
Similarsentences.TheEnglishlanguageenjoysvariouswaysofe.pressingthesamethellongoridea.Aswecansee,thesecondandthellordparagraphsaresimilartotheseventhandeighthparagraphsinthecontent,bothdealingwithmentsonthegapyear.Somesentencesactuallye.pressthesamements.Iwillgetstudentstoreadthefourparagraphsforasecondtimetofindoutthesimilarsentences.(Thefirstisdoneasane.ample.)⑴It(agapyear)ismorethanjustalongholiday.(Line50)Agapyearismorethanjustayearawayfromstudying.⑵Employerssaytheyprefertohelloregraduateswhohavetakenagapyear.(Line15)______________________________(3)Agapyeargivesyoungpeopleanopportunitytolearnskillsandgainlifee.perience.Ithelpsyoungpeopledevelopandgrow.(Lines17-18)______________________________(4)Livingawayfromhometaughtmetobemoreindependent.(Lines22-23)______________________________(Thetaskisdesignedtohelpstudentslearnandusedifferentwaystoe.pressthesameidea.Thetaskgetsstudentsreadyfortalkingandwritingaboutthegapyearinthene.tpart.)Task2:
Guessingfromtheconte.t.Igetstudentstoguessfromtheconte.tthemeaningsofthefourwordsorphrases:
⑴thecareerladder(Line4)________________________⑵everypointofthepass(Line5)________________________(3)delicate(Line22)________________________(4)anedgeinthejobmarket(Line54)________________________(Thetaskhelpsstudentstorecognizethatinmostlanguage-leaningsituationstheywilleacrossvocabularytheydon’tknow.Withthetask,studentsareguidedtolookattheconte.tinwhichawordorphraseisusedandtrytofindanycluestoitsmeanings.)Task3:
Benefits.Studentsareaskedtocollectadvantagesoftakingagapyearinthete.t.Afterthat,studentshavethechancetolistentoathellordVCR,whichcontainsmorearmationaboutadvantages.Whellolelistening,studentsareencouragedtotakenotesofwhattheycancatch.□teachstudentstobeindependent;
□helpstudentsdevelopandgrow;
□learnnewskills;
□seelifeinadifferentway;
□bereadytofacechallenges;
□gainlifee.perience(Thetaskisintendedforstudentstocollectmorearmationaboutstudentstakingagapye