高中英语说课稿评优课一等奖说课稿.docx

高中英语说课稿评优课一等奖说课稿.docx

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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）

Goodmorning,ladiesandgentleman.Today,Ifeelhonoredtohavethechancetosharemyideasabouthowtoteachreading.　　

Inthereadingprocess,Iwillfocusonstudents’long-termdevelopmentandenablethemtouseproperreadingskillsandstrategies.Inotherwords,studentsareguidedtoreadefficientlyandindependently.　　Myteachingplanwillinclude3sections.They’reanalysisofthereadingmaterial,identifyingtheteachingaimsandteachingprocedures.　　

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:

　　Task1:

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