【英语】牛津高中英语说课稿评优课一等奖说课稿

1、学习必备欢迎下载牛津高中英语说课稿评优课一等奖说课稿good morning, ladies and gentlemen. today, i feel honored to have thechance to share my ideas about how to teach reading.in the reading process,i willfocus on students long -termdevelopment and enable them to use properreadingskillsand strategies.in otherwords, studentsare

2、guided to read efficiently and independently.my teaching plan will include3sections.theyreanalysisofthereadingmaterial, identifying the teaching aims and teaching procedures.section 1 analysis of the teaching materialthe selected teaching material isa magazine article taken from the project section

3、of module 11, unit 2 of advance with english. the article is about british students who take a gap year, which is intended to develop the theme of the unit, that is,getting a job. after analyzing it carefully, i find the article has twounique characteristics.first,it s a long passage with688 words,

4、much more than the usual texts. second, it deals with a new topic, that is,a gap year. the topic is unfamiliar to most students.section 2 indentifyingthe teachingaimsbased on the analysisof the teaching material, i have chosenthe following asthe teachingaims of my lesson: the 1st aim: studentslearnt

5、he skillsand strategiesto read a prolonged text.the 2nd aim: students get a better understanding of what a gapyear is.the 3rd aim: students are encouraged to figure out the implied meaning.the 4th aim: students are familiar with variousexpressionsor approaches to express the samethingor idea.section

6、 3 teaching proceduresin order to achieve the teachingaims mentioned above, i decide to choose guided reading and task-based teaching as themain teaching approach. with the teaching methods, i can guide studentsto use effectivereading strategiesto comprehendthe text,solve problems and complete diffe

7、renttasks.the teachingproceduresincludefourparts theyre gettingready,focusingon main facts,readingbetween the lines and responding the text.part 1 getting readyreading begins beforea book isopened. it s importantto activatestudents existing background knowledge and draw their attention to the topic

8、of the text.in thispart,i willuse the pre- readingactivitiesto increasestudents concentration,arouse theircuriosities,firetheirimaginationand give them a purpose for reading. the part consists of two tasks:task 1:a time machine. i start my lesson by asking senior 3 students what thedate is.then, i g

9、o on to show a pictureof a time machine. i tellstudents that the machine with a magic power will bring them to their graduationfrom high school,which is 1 year away. at thatpoint,i get them to imagine where they are and what they are doing.after it, i give a summaryof their presentations as follows:

10、 after leaving high school, most ofchinese studentsgo straightto universities,at thistime next year,most of you will be studying in a university.with the task, i inspirestudents former knowledge and imagination about graduating from high school and going tocollege, whichcan draw theirattention to th

11、e themeof the reading material and get them ready for the following reading task 2: brainstorming. after the summary, i go on to show some more pictures of british students fresh from high schools, and tell studentsthatmore and morestudentsin the ukare doing something differentinstead of going strai

12、ght to university. after that, i play the tape of para.1and get students to catch the answer to the question: they will travelor work on projectsforup to a year beforeenteringuniversity.with the task,i excitestudents desireto know more about what theirbritish equivalents will do before going to coll

13、ege. with the question in mind,studentswilldefinitelybe eager to listento the tape to findthe answer. part 2 focusing on main factsduring the part,i willask the students to answer the question what does the author say. students are supposedto get a main idea of the text and understand the basic mean

14、ing of thetext. questions of this kind are not very difficult and they can beanswered directly from the text. the part includes six tasks:task 1: three examples. i moveon to tellstudentsas follows:last year,carol smith, daniel and martin johnson, 3 students from the uk, went to someremote places and

15、 did something special. after the instructions, i playthe tape of paragraphs 4-6 and get studentsto complete the followingtable. with the task, iget studentsto listen to the three paragraphs insteadof reading them, thus reducing the amount of reading time and relieving their psychological burden, ot

16、herwise students would be discouraged by such a long article. task 2: matching. after listening, i get studentsto open books and scan the three paragraphs to check the answers to the previous table.then they re re quired to complete another table with asecondreading.whom dotheresultsbelongto.carol d

17、anielmartin. a. felt being part of another culture. b.be more independent. c.found itchallengingand rewarding.d. feltthat it was a special experience. e. ready to face challenges in the future.f. learnt how to dealwith difficult situations.g. felt like she really made a difference. h. learnt a lot a

18、bout getting on with local people.with the task, students learn to use a table to gather the main factsabout the threebritishstudents.they know thata tableis of greathelp in their future reading task 3: scanning for a detail. i get studentsto scan the rest paragraphs and find the answer to the quest

19、ion: what dopeople callthe year offbetween finishingschool and startinguniversity. in doing so, i introduce the theme ofthe article and write on the blackboard the title: mind the gap year. with the task, students areexpected to grasp the theme of the article. the task serves as a bridge,which conne

20、cts the main factsin paragraphs 4-6 to the opinionsabout the gap year in the rest paragraphs task 4: definition of the gap year.studentswatcha vcr withaquestioninmind:what threetypesofactivitiesdo the ukstudentschoose to do duringa gap year. the key is:many students use that time to travel, learn ne

21、w skills or be a charityvolunteer.the task serves as a supplementaryto the second task of part1. with the task,studentsare expected to know more about the gap year.task 5: history of the gap year. i play a second vcr and get students to answer the question: when did the gap year start in the uk. the

22、 taskenables students to have a good knowledge of the history of the gap year. task 6: comments.the second, third, seventh, eighth paragraphs deal with the comments of the government, universities, employers and the publicon students taking a gap year before going to college. i get students to read

23、the four paragraphs to gather the comments and complete the table.the task helps studentsget a furtherunderstanding of therole a tableplaysinhelpinggatheringmain factsor opinions.part3. read between the lines: in this part, i will encourage the students to answer thequestion what does the authormean

24、.as we know, informationin a readingpassage isnot always stateddirectly.sometimes studentshave to infer, or make guesses according to the information which is available in thereading. so in this part, the students are asked to infer the impliedmeaning, distinguish the main ideas from the supporting

25、details and understand how the text is analyzed. the part consists of three tasks. task 1: similar sentences. the english language enjoys various ways of expressing the same thing or idea. as we can see, the second and thirdparagraphs are similarto the seventh and eighthparagraphs in the content, bo

26、th dealing with comments on the gap year. some sentences actuallyexpress the samecomments. i willget studentsto read the fourparagraphs for a second time to find out the similar sentences.the first is doneas an exampleit a gap year is more than just a long holiday. line50 a gap year is more than jus

27、t a year away from studying.employers say they prefer to hire graduates who have taken a gap year. line 15 3agapyeargivesyoungpeoplean opportunity to learn skills and gain life experience. it helps youngpeople develop and grow. lines 17-18 4livingaway from hometaughtme to be more independent.lines22

28、-23 the task is designed to help students learn and use different ways to express the same idea. the task getsstudents ready for talking and writing about the gap year in the next part task 2: guessing from the context. i get students to guess from the context the meanings of the four words or phras

29、es:the career ladder line 4 every point of the pass line 5 3delicate line 22 4an edge in the job market line54the taskhelps students to recognize that in most language-leaning situations they will comeacross vocabulary they dont know. with the task, students are guided to look at the context in whic

30、h a word or phrase is used and tryto find any cluesto itsmeanings. task 3: benefits. students are asked to collect advantages of taking a gap year in the text. after that,students have the chance to listen to a third vcr, which contains more information about advantages. while listening, students ar

31、e encouragedto take notes of what they can catch. teachstudentsto be independent; help students develop and grow; learn new skills; see life ina differentway; be ready to face challenges; gainlifeexperience the task is intended for students to collect more information aboutstudents taking a gap year

32、, which also makes them well prepared for thewritingtaskinthe next part.task 4: recognizingthe impliedmessage.i play a fourth vcr. while listening, students are expected to fill inthe two blanks:actually,a year offisnot a gap, but a time forpersonal growth and d, a bbetween two important periods in life.with the task, students will know about how to plan a gap year and whattaking a gap year really means to them. it gets them ready for the next task. task 5: understanding the title. after reading the whole text,i will get student