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评优课一等奖说课稿(全英文)
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386 次 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 牛津高中英语说课稿 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) 11 板块第 2 单元 Project 中的阅读材料. 第 Good morning, ladies and gentlemanx Today, I feel honored to have the chance to share my ideas about how to teach readingx In the reading process, I will focus on students' long-term development and enable them to use proper reading skills and strategiesx In other words, students are guided to read My teachellong plan will include 3 efficiently and independentlyx sectionsx They're analysis of the reading material, identifying the teachellong aims and teachellong proceduresx Section 1 Analysis of the teachellong material The selected teachellong material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with Englishx The article is about British students who take a gap year, whelloch is intended to develop the theme of the unit, that is, Getting a jobx After analyzing it carefully, I find the article has two uni2ue characteristicsx First, it's a long passage with 688 words, much more than the usual textsx Second, it deals with a new topic, that is, a gap yearx The topic is unfamiliar to most studentsx Section 2 Indentifying the teachellong aims Based on the analysis of the teachellong material, I have chosen the following as the teachellong aims of my lesson: The 1st aim: Students learn the skills and strategies to read a prolonged textx The 2nd aim: Students get a better understanding of what a gap year isx The 3rd aim: Students are encouraged to figure out the implied meaningx The 4th aim: Students are familiar with various expression_r_r_r_r_rs or approaches to express the same thellong or ideax Section 3 Teachellong procedures In order to achelloeve the teachellong aims mentioned above, I decide to choose guided reading and Task-Based Teachellong as the main teachellong approachx With the teachellong methods, I can guide students to use effective reading strategies toprehend the text, solve problems andplete different tasksx The teachellong procedures include four partsx They're getting ready, focusing on main facts, reading between the lines and responding the textx Part 1x Getting ready Reading begins before a book is openedx It's important to activate students' existing background knowledge and draw their attention to the topic of the textx In thellos part, I will use the pre-reading activities to increase students' concentration, arouse their curiosities, fire their imagination and give them a purpose for readingx The part consists of two tasks: Task 1: A time machellonex I start my lesson by asking senior
3 students what the date isx Then, I go on to show a picture of a time machellonex I tell students that the machellone with a magic power will bring them to their graduation from hellogh school, whelloch is 1 year awayx At that point, I get them to imagine where they are and what they are doingx After it, I give a summary of their presentations as follows: After leaving hellogh school, most of Chellonese students go straight to universityxYes, at thellos time next year, most of you will be studying in a universityx (With the task, I inspire students' former knowledge and imagination about graduating from hellogh school and going to college, whelloch can draw their attention to the theme of the reading material and get them ready for the following readingx) Task 2: Brainstormingx After the summary, I go on to show some more pictures of British students fresh from hellogh schools, and tell students that more and more students in the UK are doing somethellong different instead of going straight to universityx After that, I play the tape of Parax1 and get students to catch the answer to the 2uestion: They will travel or work on projects for up to a year before entering universityx (With the task, I excite students' desire to know more about what their British e2uivalents will do before going to collegex With the 2uestion in mind, students will definitely be eager to listen to the tape to find the answerx ) Part 2x Focusing on main facts During the part, I will ask the students to answer the 2uestion?What does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the textx 8uestions of thellos kind are not very difficult and they can be answered directly from the textx The part includes six tasks: Task 1: Three examplesx I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did somethellong specialx After the instructions, I play the tape of Paragraphs 4-6 and get students toplete the following tablex (With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long articlex) Task 2: Matchellongx After listening, I get students to open books and scan the three paragraphs to check the answers to the previous tablex Then they're re2uired toplete another table with a second readingx Whom do the results belong to? Carol Daniel Martin Ax felt being part of another culturex Bx be more independentx Cx found it challenging and rewardingx Dx felt that it was a special experiencex Ex ready to face challenges in the futurex Fx learnt how to deal with difficult situationsx Gx felt like she really made a differencex Hx learnt a lot about getting on with local peoplex (With the task, students learn to use a table to gather the main facts about the three British studentsx They'lle to know that a table is of great help in their future readingx) Task 3: Scanning for a detailx
I get students to scan the rest paragraphs and find the answer to the 2uestion: What do people call the year off between finishellong school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap yearx (With the task, students are expected to grasp the theme of the articlex The task serves as a bridge,whelloch connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphsx) Task 4: Definition of the gap yearx Students watch a VCR with a 2uestion in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or be a charity volunteerx (The task serves as a supplementary to the second task of Part 1x With the task, students are expected to know more about the gap yearx) Task 5: History of the gap yearx I play a second VCR and get students to answer the 2uestion: When did the gap year start in the UK? (The task enables students to have a good knowledge of the hellostory of the gap yearx) 说课是 20 百年 80 年代后期随着教改深切而产生的带有教诲 科学研究性质的教研勾当,其理论和实践越来越受到正视(宋斌华,20
  07).它 是教师依据课程尺度,教诲教学理念,口头表述自己对教学内部实质意义,教学 目标,教学重难点,教学要领,教学步伐等进行创造性设计的一种教研形式(崔 小春,20
  05).通俗地说,就是阐述"教什么内部实质意义,为什么教这些个, 怎么教和为什么这么教"的问题. 由于说课能够揭示出教师在备课中的思维创新 历程,能凸显出教师对课程尺度,教材,学生的理解和驾驭的水平和运用有关教 诲理论和教学原则社团教学的能力 由于时间短,易操作,见效快,说课深受教 诲行政,科学研究部门和下层学校的青睐,常被应用在教师雇用,基本功竞赛, 教学研究等勾当中.2008 年 10 月张家港市教诲局在张家港外国语学校举行了全 市高中英语教师说课角逐.说课内部实质意义是《牛津高中英语》(江苏版)第 11 板块第 2 单元 Project 中的一篇阅读材料,是本单元话题(getting a job) 的延伸和拓展.教学对象是高三学生.作者就以此次勾当为案例,联合 17 位参 加比赛教师的具体表现和主要问题,跟英语教师谈一谈如何说好课. 问题 一:说课,是背长篇累牍的教诲理论,还是谈独具巧妙的心思的教学设计? 在此次勾当中,有不少教师事前作了大量准备,网络了许多时尚的英语教学理论 和教学要领,把一大半时间用来谈理论,说要领,而本节课的教学设计却轻描淡 写,一带而过.给评委们的印象是,说课变成了教学理论的演讲,内部实质意义 雷同征象严重,而且自己所倡导的理论和要领并没有在教学设计中得到表现. 说原理,讲要领,是说课的一个显著特性,但绝不是说课的主体.成功的说课, 应该把教学设计和教学理论有机地联合在一路,且要略侧重于教说学设计.教材 特点和学生现实是说课的两个重心.教师必得牢牢围绕这两个重心,精心设计教 学勾当或任务,以此来展览自己对教诲教学理论理解的深度,展览自己对学生学 情驾驭的精确度,展览自己在教学设计上的独到之处."说"是形式,"课"及 "课理"是内部实质意义,只有做到形式与内部实质意义辩证统一,才气达到预 定的日期的说课目的.换言之,说课不是长篇大论地演讲教学理论,而是要谈自 己不论什么运用教学理论解决教学中所遇到的现实问题. 本次说课材料具 有两个特点:一是,篇幅长,全文长达 688 个词;二是,话题新,"休学实践年 (a gap year)",对绝大多中国学生来说是一个新物质.于是,如何合理施用
教学理论突破这两个难点就成了本次说课的重点和亮点地点. 朱俊爽老师大胆创 新,用夹叙夹议的体式格局叙述了自己的奇特思考,令评委有线人一新的感觉, 其主要亮点是:⑴把阅读材料分化为主要事实和评价两个部分,即三个学生参加 休学实践年的履历领会,和英语政府,雇主,大学对这种做法的评价,便于学生 掌握文章的主要事实和不雅点;⑵调解部分段落的处理顺序,把第四,5,6 天 然段这三段视为一个整体,看做听力材料,放在阅读以前就处理掉,缓解学生的 阅读生理承担;(
  3)分析篇和章结构,让学生领会到,尽管第二,3 天然段和第 七,8 天然段的表述体式格局迥异,但内部实质意义大抵相同,并设计了响应的 任务(similar sentences). 问题二:说课,是纸上谈兵,还是上课前的 模拟预演? 通过此次说课角逐,有 8 名教师胜出,参加了接下来的评优课 角逐.这此中发生了一个稀罕征象:有个体教师在说课时显得理念时尚,手眼新 鲜,什么三维目标,任务型教学,合作探索追究,多媒体运用等比比皆是,而在 后来的评优课中却显得迈步维艰,缺乏办理和调控课堂的实践智慧和教学艺术. 为什么会呈现这种"说得好,不一定上得好"的窘境呢?在说课以前,社团者就 奉告说课教师,此次勾当的优越者将在一个普通高中展览自己的教学设计.按原 理说,说课教师已经事前已经了解学生的情况.但是,有的说课教师为了赶时髦 盲目跟风,或迎合评委的口胃,而掉臂学生和教材的现实情况,掉臂语言教学的 基本规律,一味地去挖空心力设计奇异新鲜的任务或勾当. 说课本身的不 足之处是,说课的全历程缺乏了学生的参与.为了躲避不切现实的随意阐扬,说 课勾当社团者必得事前奉告说课教师学生的英语现实水平; 说课教师要牢牢抓住 学生和教材, 围绕这两个重心设计教学. 教学目标的确立, 内部实质意义的分析, 问题的配备布置,练习的安排及教学要领的运用,都必须以学生的现实情况为参 考系.不然,再标致的说课也是蜃楼海市.要说好课,上好课,取得预想成效, 教师就必须对教材,课程尺度有充实的认识,理解教材内部实质意义,掌握教材 各个知识点之间相互的瓜葛,了解学生的需要和现实. 说课不是说给自己 一个人听,也不是自编,自导,自演,而是一场实弹演习.说课教师要在同行或 评委面前,说自己对教材,对课准的认识,说自己对知识点的讲解,说自己采纳 什么样的要领给学生上课,说可能在什么地方学生会存在问题,当问题呈现时采 纳什么样的要领去解决,针对不同的问题和学生,选择什么样的教学要领等等. 在如许的一个历程中,同行或评委就会对说课者的说课情况加以分析研究,看看 还存在着什么问题,运用什么样的要领来帮助说课者提高.应该说,说课的历程 就是发现问题,解决问题的历程,是说课者和评课者共同提高的历程.只管即便 做到在还没有上课以前就高发现一些问题,而且把问题目解释题决掉,提高课堂 教学效益. 问题三:说课,该采用哪一种语言和叙述体式格局? 在此 次说课勾当中, 全部参加比赛教师都采用
 

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