牛津高中英语说课稿评优课一等奖说课稿文档格式.docx
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牛津高中英语说课稿评优课一等奖说课稿文档格式.docx
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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2010年04月29日 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。
Goodmorning,ladiesandgentlemanxToday,Ifeelhonoredtohavethechancetosharemyideasabouthowtoteachreadingx Inthereadingprocess,Iwillfocusonstudents’long-termdevelopmentandenablethemtouseproperreadingskillsandstrategiesxInotherwords,studentsareguidedtoreadefficientlyandindependentlyx Myteachellongplanwillinclude3sectionsxThey’reanalysisofthereadingmaterial,identifyingtheteachellongaimsandteachellongproceduresx Section1Analysisoftheteachellongmaterial TheselectedteachellongmaterialisamagazinearticletakenfromtheProjectsectionofModule11,Unit2ofAdvancewithEnglishxThearticleisaboutBritishstudentswhotakeagapyear,whellochisintendedtodevelopthethemeoftheunit,thatis,GettingajobxAfteranalyzingitcarefully,Ifindthearticlehastwouni2uecharacteristicsxFirst,it’salongpassagewith688words,muchmorethantheusualtextsxSecond,itdealswithanewtopic,thatis,agapyearxThetopicisunfamiliartomoststudentsx Section2Indentifyingtheteachellongaims Basedontheanalysisoftheteachellongmaterial,Ihavechosenthefollowingastheteachellongaimsofmylesson:
The1staim:
Studentslearntheskillsandstrategiestoreadaprolongedtextx The2ndaim:
Studentsgetabetterunderstandingofwhatagapyearisx The3rdaim:
Studentsareencouragedtofigureouttheimpliedmeaningx The4thaim:
Studentsarefamiliarwithvariousexpression_r_r_r_r_rsorapproachestoexpressthesamethellongorideax Section3Teachellongprocedures Inordertoachelloevetheteachellongaimsmentionedabove,IdecidetochooseguidedreadingandTask-BasedTeachellongasthemainteachellongapproachxWiththeteachellongmethods,Icanguidestudentstouseeffectivereadingstrategiestoprehendthetext,solveproblemsandpletedifferenttasksxTheteachellongproceduresincludefourpartsxThey’regettingready,focusingonmainfacts,readingbetweenthelinesandrespondingthetextx Part1xGettingready ReadingbeginsbeforeabookisopenedxIt’simportanttoactivatestudents’existingbackgroundknowledgeanddrawtheirattentiontothetopicofthetextxInthellospart,Iwillusethepre-readingactivitiestoincreasestudents’concentration,arousetheircuriosities,firetheirimaginationandgivethemapurposeforreadingxThepartconsistsoftwotasks:
Task1:
AtimemachellonexIstartmylessonbyaskingsenior3studentswhatthedateisxThen,IgoontoshowapictureofatimemachellonexItellstudentsthatthemachellonewithamagicpowerwillbringthemtotheirgraduationfromhelloghschool,whellochis1yearawayxAtthatpoint,Igetthemtoimaginewheretheyareandwhattheyaredoingx Afterit,Igiveasummaryoftheirpresentationsasfollows:
Afterleavinghelloghschool,mostofChellonesestudentsgostraighttouniversityxYes,atthellostimenextyear,mostofyouwillbestudyinginauniversityx (Withthetask,Iinspirestudents’formerknowledgeandimaginationaboutgraduatingfromhelloghschoolandgoingtocollege,whellochcandrawtheirattentiontothethemeofthereadingmaterialandgetthemreadyforthefollowingreadingx) Task2:
BrainstormingxAfterthesummary,IgoontoshowsomemorepicturesofBritishstudentsfreshfromhelloghschools,andtellstudentsthatmoreandmorestudentsintheUKaredoingsomethellongdifferentinsteadofgoingstraighttouniversityxAfterthat,IplaythetapeofParax1andgetstudentstocatchtheanswertothe2uestion:
Theywilltravelorworkonprojectsforuptoayearbeforeenteringuniversityx (Withthetask,Iexcitestudents’desiretoknowmoreaboutwhattheirBritishe2uivalentswilldobeforegoingtocollegexWiththe2uestioninmind,studentswilldefinitelybeeagertolistentothetapetofindtheanswerx) Part2xFocusingonmainfacts Duringthepart,Iwillaskthestudentstoanswerthe2uestion—Whatdoestheauthorsay?
Studentsaresupposedtogetamainideaofthetextandunderstandthebasicmeaningofthetextx8uestionsofthelloskindarenotverydifficultandtheycanbeanswereddirectlyfromthetextxThepartincludessixtasks:
ThreeexamplesxImoveontotellstudentsasfollows:
Lastyear,CarolSmith,DanielandMartinJohnson,3studentsfromtheUK,wenttosomeremoteplacesanddidsomethellongspecialxAftertheinstructions,IplaythetapeofParagraphs4-6andgetstudentstopletethefollowingtablex (Withthetask,Igetstudentstolistentothethreeparagraphsinsteadofreadingthem,thusreducingtheamountofreadingtimeandrelivingtheirpsychologicalburden,ot
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