转英语评优课一等奖说课稿.docx

转英语评优课一等奖说课稿.docx

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转英语评优课一等奖说课稿

评优课一等奖说课稿（全英文）

以下是全市高中英语教师评优课一等奖的全英文说课稿，现刊出来，希望对大家有点帮助，说课的内容是《牛津高中英语》（江苏版）第11模块第2单元Project中的阅读材料。

Goodmorning,ladiesandgentleman.Today,Ifeelhonoredtohavethechancetosharemyideasabouthowtoteachreading.

Inthereadingprocess,Iwillfocusonstudents’long-termdevelopmentandenablethemtouseproperreadingskillsandstrategies.Inotherwords,studentsareguidedtoreadefficientlyandindependently.

Myteachingplanwillinclude3sections.They’reanalysisofthereadingmaterial,identifyingtheteachingaimsandteachingprocedures.

Section1Analysisoftheteachingmaterial

TheselectedteachingmaterialisamagazinearticletakenfromtheProjectsectionofModule11,Unit2ofAdvancewithEnglish.ThearticleisaboutBritishstudentswhotakeagapyear,whichisintendedtodevelopthethemeoftheunit,thatis,Gettingajob.Afteranalyzingitcarefully,Ifindthearticlehastwouniquecharacteristics.First,it’salongpassagewith688words,muchmorethantheusualtexts.Second,itdealswithanewtopic,thatis,agapyear.Thetopicisunfamiliartomoststudents.

Section2Indentifyingtheteachingaims

Basedontheanalysisoftheteachingmaterial,Ihavechosenthefollowingastheteachingaimsofmylesson:

The1staim:

Studentslearntheskillsandstrategiestoreadaprolongedtext.

The2ndaim:

Studentsgetabetterunderstandingofwhatagapyearis.

The3rdaim:

Studentsareencouragedtofigureouttheimpliedmeaning.

The4thaim:

Studentsarefamiliarwithvariousexpression_r_r_r_r_rsorapproachestoexpressthesamethingoridea.

Section3Teachingprocedures

Inordertoachievetheteachingaimsmentionedabove,IdecidetochooseguidedreadingandTask-BasedTeachingasthemainteachingapproach.Withtheteachingmethods,Icanguidestudentstouseeffectivereadingstrategiestocomprehendthetext,solveproblemsandcompletedifferenttasks.Theteachingproceduresincludefourparts.They’regettingready,focusingonmainfacts,readingbetweenthelinesandrespondingthetext.

Part1.Gettingready

Readingbeginsbeforeabookisopened.It’simportanttoactivatestudents’existingbackgroundknowledgeanddrawtheirattentiontothetopicofthetext.Inthispart,Iwillusethepre-readingactivitiestoincreasestudents’concentration,arousetheircuriosities,firetheirimaginationandgivethemapurposeforreading.Thepartconsistsoftwotasks:

Task1:

Atimemachine.Istartmylessonbyaskingsenior3studentswhatthedateis.Then,Igoontoshowapictureofatimemachine.Itellstudentsthatthemachinewithamagicpowerwillbringthemtotheirgraduationfromhighschool,whichis1yearaway.Atthatpoint,Igetthemtoimaginewheretheyareandwhattheyaredoing.

Afterit,Igiveasummaryoftheirpresentationsasfollows:

Afterleavinghighschool,mostofChinesestudentsgostraighttouniversity.Yes,atthistimenextyear,mostofyouwillbestudyinginauniversity.

（Withthetask,Iinspirestudents’formerknowledgeandimaginationaboutgraduatingfromhighschoolandgoingtocollege,whichcandrawtheirattentiontothethemeofthereadingmaterialandgetthemreadyforthefollowingreading.）

Task2:

Brainstorming.Afterthesummary,IgoontoshowsomemorepicturesofBritishstudentsfreshfromhighschools,andtellstudentsthatmoreandmorestudentsintheUKaredoingsomethingdifferentinsteadofgoingstraighttouniversity.Afterthat,IplaythetapeofPara.1andgetstudentstocatchtheanswertothequestion:

Theywilltravelorworkonprojectsforuptoayearbeforeenteringuniversity.

（Withthetask,Iexcitestudents’desiretoknowmoreaboutwhattheirBritishequivalentswilldobeforegoingtocollege.Withthequestioninmind,studentswilldefinitelybeeagertolistentothetapetofindtheanswer.）

Part2.Focusingonmainfacts

Duringthepart,Iwillaskthestudentstoanswerthequestion—Whatdoestheauthorsay?

Studentsaresupposedtogetamainideaofthetextandunderstandthebasicmeaningofthetext.Questionsofthiskindarenotverydifficultandtheycanbeanswereddirectlyfromthetext.Thepartincludessixtasks:

Task1:

Threeexamples.Imoveontotellstudentsasfollows:

Lastyear,CarolSmith,DanielandMartinJohnson,3studentsfromtheUK,wenttosomeremoteplacesanddidsomethingspecial.Aftertheinstructions,IplaythetapeofParagraphs4-6andgetstudentstocompletethefollowingtable.

Who

Where

Activities

Carol

Daniel

Martin

（Withthetask,Igetstudentstolistentothethreeparagraphsinsteadofreadingthem,thusreducingtheamountofreadingtimeandrelivingtheirpsychologicalburden,otherwisestudentswouldbediscouragedbysuchalongarticle.）

Task2:

Matching.Afterlistening,Igetstudentstoopenbooksandscanthethreeparagraphstochecktheanswerstotheprevioustable.Thenthey’rerequiredtocompleteanothertablewithasecondreading.

Whomdotheresultsbelongto?

Carol________  Daniel________

Martin_______

A.feltbeingpartofanotherculture.

B.becomemoreindependent.

C.founditchallengingandrewarding.

D.feltthatitwasaspecialexperience.

E.readytofacechallengesinthefuture.

F.learnthowtodealwithdifficultsituations.

G.feltlikeshereallymadeadifference.

H.learntalotaboutgettingonwithlocalpeople.

（Withthetask,studentslearntouseatabletogatherthemainfactsaboutthethreeBritishstudents.They’llcometoknowthatatableisofgreathelpintheirfuturereading.）

Task3:

Scanningforadetail.Igetstudentstoscantherestparagraphsandfindtheanswertothequestion:

Whatdopeoplecalltheyearoffbetweenfinishingschoolandstartinguniversity?

Indoingso,Iintroducethethemeofthearticleandwriteontheblackboardthetitle:

Mindthegapyear.

（Withthetask,studentsareexpectedtograspthethemeofthearticle.Thetaskservesasabridge,whichconnectsthemainfactsinParagraphs4-6totheopinionsaboutthegapyearintherestparagraphs.）

Task4:

Definitionofthegapyear.StudentswatchaVCRwithaquestioninmind:

WhatthreetypesofactivitiesdotheUKstudentschoosetododuringagapyear?

Thekeyis:

Manystudentsusethattimetotravel,learnnewskillsorbecomeacharityvolunteer.

VCR1：

Agapisspacebetweentwothingsorabreakinthepassingoftime.However,agapyearisthetimeforstudentsbetweenhighschoolandcollege,orcollegeorgraduateschool.Manystudentsusethattimetotravel,learnnewskillsorbecomeacharityvolunteer.Today,takingagapyearisgrowingtrendamonginternationalstudents.

（ThetaskservesasasupplementarytothesecondtaskofPart1.Withthetask,studentsareexpectedtoknowmoreaboutthegapyear.）

Task5:

Historyofthegapyear.IplayasecondVCRandgetstudentstoanswerthequestion:

WhendidthegapyearstartintheUK?

VCR2：

ThegapyearstartedintheUKinthe1960s.Largenumberofstudentsusedthattimetotravel.Overtime,studentsdidmorethanjusttravel.Somestudentsworkedpart-timeintheirfuturecareerfieldsothattheycouldgetthejobtraining.Othersdidvolunteerwork,liketeachinginAfricaorhelpingtoprotectthehabitatsinIndia.

（Thetaskenablesstudentstohaveagoodknowledgeofthehistoryofthegapyear.）

Task6:

Comments.Thesecond,third,seventh,eighthparagraphsdealwiththecommentsofthegovernment,universities,employersandthepubliconstudentstakingagapyearbeforegoingtocollege.Igetstudentstoreadthefourparagraphstogatherthecommentsandcompletethetable.

Commentsonagapyear

TheBritishgovernment

Universities

Employers

Thewidelyacceptedidea

（Thetaskhelpsstudentsgetafurtherunderstandingoftheroleatableplaysinhelpinggatheringmainfactsoropinions.）

Part3.Readbetweenthelines:

Inthispart,Iwillencouragethestudentstoanswerthequestion—Whatdoestheauthormean?

Asweknow,informationinareadingpassageisnotalwaysstateddirectly.Sometimesstudentshavetoinfer,ormakeguessesaccordingtheinformationwhichisavailableinthereading.Sointhispart,thestudentsareaskedtoinfertheimpliedmeaning,distinguishthemainideasfromthesupportingdetailsandunderstandhowthetextisorganized.Thepartconsistsofthreetasks.

Task1:

Similarsentences.TheEnglishlanguageenjoysvariouswaysofexpressingthesamethingoridea.Aswecansee,thesecondandthirdparagraphsaresimilartotheseventhandeighthparagraphsinthecontent,bothdealingwithcommentsonthegapyear.Somesentencesactuallyexpressthesamecomments.Iwillgetstudentstoreadthefourparagraphsforasecondtimetofindoutthesimilarsentences.（Thefirstisdoneasanexample.）

⑴It（agapyear）ismorethanjustalongholiday.（Line50）

Agapyearismorethanjustayearawayfromstudying.

⑵Employerssaytheyprefertohiregraduateswhohavetakenagapyear.（Line15）

______________________________

⑶Agapyeargivesyoungpeopleanopportunitytolearnskillsandgainlifeexperience.Ithelpsyoungpeopledevelopandgrow.（Lines17-18）

______________________________

⑷Livingawayfromhometaughtmetobemoreindependent.（Lines22-23）

______________________________

（Thetaskisdesignedtohelpstudentslearnandusedifferentwaystoexpressthesameidea.Thetaskgetsstudentsreadyfortalkingandwritingaboutthegapyearinthenextpart.）

Task2:

Guessingfromthecontext.Igetstudentstoguessfromthecontextthemeaningsofthefourwordsorphrases:

⑴thecareerladder（