转英语评优课一等奖说课稿Word下载.docx
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转英语评优课一等奖说课稿Word下载.docx
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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:
Threeexamples.Imoveontotellstudentsasfollows:
Lastyear,CarolSmith,DanielandMartinJohnson,3studentsfromtheUK,wenttosomeremoteplacesanddidsomethingspecial.Aftertheinstructions,IplaythetapeofParagraphs4-6andgetstudentstocompletethefollowingtable.
Who
Where
Activities
Carol
Daniel
Martin
(Withthetask,Igetstudentstolistentothethreeparagraphsinsteadofreadingthem,thusreducingtheamountofreadingtimeandrelivingtheirpsychologicalburden,otherwisestudentswouldbediscouragedbysuchalongarticle.)
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.
Similarsentences.TheEnglishlanguageenjoysvariouswaysofexpressingthesamethingoridea.Aswecansee,thesecondandthirdparagraphsaresimilartotheseventhandeighthparagraphsinthecontent,bothdealingwithcommentsonthegapyear.Somesentencesactuallyexpressthesamecomments.Iwillgetstudentstoreadthefourparagraphsforasecondtimetofindoutthesimilarsentences.(Thefirstisdoneasanexample.)
⑴It(agapyear)ismorethanjustalongholiday.(Line50)
Agapyearismorethanjustayearawayfromstudying.
⑵Employerssaytheyprefertohiregraduateswhohavetakenagapyear.(Line15)
______________________________
⑶Agapyeargivesyoungpeopleanopportunitytolearnskillsandgainlifeexperience.Ithelpsyoungpeopledevelopandgrow.(Lines17-18)
⑷Livingawayfromhometaughtmetobemoreindependent.(Lines22-23)
(Thetaskisdesignedtohelpstudentslearnandusedifferentwaystoexpressthesameidea.Thetaskgetsstudentsreadyfortalkingandwritingaboutthegapyearinthenextpart.)
Guessingfromthecontext.Igetstudentstoguessfromthecontextthemeaningsofthefourwordsorphrases:
⑴thecareerladder(
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