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幢或至学习网w vv.sk1K.eeo牛津高中英语说课稿评优课一等奖说课稿(全英文)Good morning,ladies andgentleman.Today,I feelhonored to have the chance tosharemy ideasabout how to teachreading.In the reading process,I willfocus on students long-term development andenable them to useproper readingskills andstrategies.In otherwords,studentsare guided to readefficiently andindependently.My teaching plan willinclude3sections.They,re analysis of the reading material,identifying the teachingaims andteaching procedures.Section1Analysis of the teaching materialThe selectedteachingmaterialis amagazine articletaken fromthe Projectsectionof Module11,Unit2of Advancewith English.The articleis aboutBritishstudents whotake a gap year,which isintended todevelop the theme of the unit,that is,Getting ajob.After analyzingit carefully,I find the articlehas twouni2ue characteristics.First,it sa longpassage with688words,much more thanthe usualte.ts.Second,itdeals with a newtopic,that is,a gap year.The topicisunfamiliar tomost students.Section2Indentifying the teaching aimsBasedon theanalysis of the teachingmaterial,I havechosen thefollowingas the teaching aimsof mylesson:The1st aim:Studentslearn theskills andstrategies to read aprolonged te.t.The2nd aim:Studentsget a better understandingof whata gap year is.The3rd aim:Students areencouraged to figureout the implied meaning.The4th aim:Students arefamiliarwith variouse.pression r rrr rsor approachesto e.press thesame thellongoridea.Section3teaching proceduresInorder to achelloeve the teaching aimsmentioned above,I decideto chooseguidedreading andTask-Based teachingas the main teachingapproach.With theteachingmethods,I canguide students to useeffective readingstrategiestoprehend the te.t,solve problemsandplete different tasks.The teachingproceduresinclude fourparts.They regetting ready,focusing onmain facts,reading betweenthe linesand respondingthete.t.Part
1.Getting readyReadingbegins beforea bookis opened.It simportant to activate studentse.isting backgroundknowledge anddraw their attention to the topicof thete.t.In thellospart,I willuse thepre-reading activitiesto increasestudentsconcentration,arouse theircuriosities,fire theirimagination andgive themapurpose forreading.The partconsistsof twotasks:Task1:A timemachellone.Istart mylesson byaskingsenior3students what the dateis.Then,I goon toshow apicture ofa timemachellone.I tell students that the machellonewith amagic powerwill bringthemtotheir graduationfrom hellogh school,which is1year away.At thatpoint,I getthemto imaginewhere theyare and what theyare doing.After it,I givea summaryof their presentationsas follows:After leavinghelloghschool,most ofChellonesestudents gostraight touniversity.Yes,at thellostime ne.t year,most ofyou willbestudying in a university.With thetask,I inspirestudents formerknowledgeand imaginationabout graduatingfrom helloghschool andgoing to college,whichcan drawtheirattention to thetheme of thereadingmaterial and get them readyfor thefollowing reading.Task2:Brainstorming.After thesummary,I goon toshowsome morepictures ofBritish studentsfresh fromhellogh schools,and tellstudentsthat moreand morestudents in the UKare doingsomethellong differentinstead of goingstraight touniversity.After that,I playthe tapeof Para.1and get students tocatch theanswer to the2uestion:They willtravel orwork onprojectsfor uptoa year beforeentering university.With thetask,I e.citestudents desireto know more aboutwhat theirBritish e2uivalents willdo beforegoing tocollege.With the2uestion inmind,students willdefinitely beeager tolisten to the tape to findtheanswer.Part
2.Focusing onmain factsDuringthe part,I willask the students to answer the2uestion一What doesthe author sayStudents aresupposed toget amain ideaofthete.tandunderstandthebasic meaning ofthete.t.8uestions ofthellos kindarenot verydifficult andtheycanbe answereddirectly fromthete.t.The part includes si.tasks:Task1:Three e.amples.I moveontotellstudentsas follows:Last year,Carol Smith,Daniel andMartinJohnson,3students fromthe UK,went tosome remoteplaces anddid somethellongspecial.After theinstructions,I playthetapeof Paragraphs4-6andget studentstoplete thefollowing table.With thetask,I get students to listento the threeparagraphsinsteadof reading them,thus reducingthe amountofreadingtime andrelivingtheir psychologicalburden,otherwise studentswould bediscouraged bysucha longarticle.Task2:Matchellong.After listening,I getstudents toopenbooks andscan the three paragraphsto checkthe answersto theprevious table.Then theyre re2uired topleteanother tablewitha second reading.Whom dotheresults belongto CarolDaniel MartinA.felt beingpart ofanother culture.B.be moreindependent.C.found itchallenging andrewarding.D.felt thatit wasa speciale.perience.E.ready toface challengesin thefuture.F.learnt howto deal withdifficult situations.G.felt likeshe reallymade adifference.H.learnt alot aboutgetting onwith localpeople.With thetask,students learnto usea tableto gatherthemain facts about thethreeBritishstudents.They,lie toknow thata tableisofgreat helpin theirfuture reading.Task3:Scanning fora detail.I getstudents toscan therest paragraphsand findtheanswer tothe2uestion:What dopeople callthe yearoff betweenfinishellongschool andstarting universityIn doingso,I introducethetheme ofthe articleand writeon theblackboard the title:Mind the gap year.With thetask,studentsare e.pected tograsp thethemeofthearticle.The taskserves asa bridge,whichconnects themain factsin Paragraphs4-6totheopinions about the gap year intherest paragraphs.Task4:Definition ofthe gapyear.Students watcha VCRwitha2uestion inmind:What threetypes ofactivities dothe UKstudents choosetodo duringa gapyear Thekey is:Many studentsuse thattime totravel,learn newskillsor bea charityvolunteer.The taskserves asa supplementarytothesecondtask ofPart
1.With thetask,students aree.pected toknowmoreaboutthe gapyear.Task5:History ofthe gapyear.I playa secondVCR andgetstudents toanswer the2uestion:When didthe gapyear startin theUK The task enablesstudents tohavea goodknowledge ofthe hellostoryofthegapyear.Task6:Comments.The second,thellord,seventh,eighth paragraphsdealwiththements ofthegovernment,universities,employers andthe publiconstudentstaking a gapyear beforegoing tocollege.I getstudentstoread the four paragraphsto gatherthementsandplete the table.The taskhelps studentsget afurther understandingofthe rolea tableplays inhelping gatheringmainfactsor opinions.Part
3.Read betweenthe lines:In thellospart,I willencourage thestudentsto answerthe2uestion一What doesthe authormean As we know,armationin areading passageis not always stateddirectly.Sometimes students have to infer,or makeguesses ordingthe armationwhich isavailable in thereading.So inthellospart,the students are asked toinfertheimpliedmeaning,distinguish themainideas fromthe supportingdetails andunderstand howthete.t isanized.The partconsistsof threetasks.Task1:Similar sentences.The Englishlanguage enjoysvariousways ofe.pressing thesame thellongor idea.As wecan see,the secondandthellord paragraphsare similartotheseventh andeighth paragraphsin thecontent,both dealingwithments onthegapyear.Some sentencesactually e.pressthe samements.I willgetstudentstoreadthe fourparagraphs forasecondtimeto findoutthesimilar sentences.The firstis doneas ane.ample.DIt a gapyear ismore thanjust along holiday.Line50A gapyear ismorethanjust ayearaway fromstudying.2Employers saythey preferto he11ore graduateswho havetakena gapyear.Line153A gapyear givesyoung peoplean opportunitytolearn skillsand gain life e.perience.It helpsyoungpeople developand grow.Lines17-184Living awayfrom hometaught meto bemore independent.Lines22-23Thetask is designed to help studentslearn anduse different ways toe.press thesameidea.The taskgets studentsready fortalking andwriting aboutthegapyear inthe ne.t part.Task2:Guessing fromthe conte.t.I getstudentstoguess fromthe conte.tthemeanings ofthefourwords orphrases:Dthe careerladder Lin2every pointof thepassLine5_____________________________________d3delicate Line22___4an edgeinthejob marketLine54The taskhelps studentsto recognizethatin most1anguage-1eaning situationsthey willeacross vocabularythey dontknow.With thetask,students areguidedtolook attheconte.tinwhich awordor phraseis usedand try tofindany cluestoits meanings.Task3:Benefits.Students areasked tocollect advantagesof taking agapyear inthete.t.Afterthat,studentshavethechancetolistentoathellord VCR,which containsmorearmation aboutadvantages.Whellole listening,students areencouraged totakenotes ofwhat theycan catch.□teach studentsto beindependent;□help studentsdevelopand grow;□learn newskills;□see lifeinadifferentway;Dbe readytoface challenges;□gain life.eperience The task isintended forstudentsto collectmore armationabout studentstakingagapyear,which alsomakes themwellprepared for the writingtask inthene.t part.Task4:Recognizing theimpliedmessage.I playa fourthVCR.Whellole listening,students aree.pectedto fillinthetwo blanks:Actually,ayearoff isnotagap,but atime forpersonalgrowth andd,abbetween twoimportant periodsinlife.With thetask,students willknow abouthowtoplan agapyear andwhattakinga gapyear reallymeans tothem.It getsthemreadyforthene.ttask.Task5:Understanding the title.After readingthe wholete.t,I willgetstudentsto focusonthetitleMind thegap.Thetaskisdesignedtohelpstudents fullyunderstandthe helloddenmeaningofthetitle:They aree.pected tomake fullofthegap yeartodevelop themselves.Part
4.Responding tothete.tI encouragethestudentstoanswerthe2uestio一nWhat doesthe ideamean tomeAsweall know,most writersare prejudicedin someway andtrytoconvincetheir readersof somethellong,or influencethemtolook atthellongs ina certainway.So itis importantto trainstudentstoread critically.The partconsistsof twotasks.Task1:I conducta surveyto seewhat studentsthellonk of takinga gapyearandatthesame timepletethetable.Thetaskis aimedat makingstudentsbe criticalreaders.The studentsshould beencouragedtouate andmake judgmentabouttheauthor5s te.t.Task2:After thesurvey,studentsareaskedtowriteapositionof120words abouttheir ideasoftakingagapyear beforegoingtocollege.Thetask aimsto consolidatethe armationthey havelearnt andalso improvespeakingand writingskills.OK,so muchfor myteachingplan.Thanks foryour attention.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,2022)o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,2005)o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、教学研究等勾之中2022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 ajob)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?在此次勾之中,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,说课变成为了教学理论的演讲,内部实质意义雷同征兆严重,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环绕这两个重心,精心设计教学勾当或者任务,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,惟独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(agapyear),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为了本次说课的重点和亮点地点朱俊爽老师斗胆创新,用夹叙夹议的体式格局叙述了自己的神奇思量,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份,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调解部份段落的处理顺序,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,让学生领略到,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(similarsentences)问题二说课,是纸上谈兵,还是上课前的摹拟预演®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兆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,或者迎合评委的口胃,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妙新鲜的任务或者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预为了逃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,环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者评委面前,说自己对教材、对课准的认识,说自己对知识点的讲解,说自己采用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,当问题呈现时采用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,同行或者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匡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?在此次说课勾之中,全部参加比赛教师都采用英语说课,在展览自己教学设计的同时:也充实凸显了娴熟的英语表达能力能用流利的英语展览自己的教学思想和设计,是我们英语教师共同寻求的理想目标但是,英语终究是一门外语,会对说课的预定的日期成效产生一定程度的毁伤因此,至于说课是采用英语还是汉语,说课勾当的社团者,要思量到现实情况,要因时、因地、因人而定,不能盲目跟风此外,在本次说课勾之中,还有部份教师在肢体语言、叙述体式格局、能否脱稿说课三方面上还存在缺憾有的说课教师身姿僵硬,表情呆板;有的采用不适当的叙述体式格局,在全般说课历程中把评委都当成学生,施用了过多的课堂用语;有的说课教师不能做到脱稿,而是把备课稿从头至尾朗读了一遍在现实教学中,教学的肢体语言、手势、与学生的眼神儿交流对教学目标的达成也起着重要的匡助效用因此,说课教师要适当借助于适当的肢体语言、手势来表述自己的设计和意图,注意和评委做好眼神儿交流,不媚不冷,在平等中温情交流说课教师要只管即便做到脱稿,必要时再参照说课纲要,得当地运用好肢体语言、手势、和眼神儿,声情并茂地说课,把评委的注意力吸引到自己预设情景中去,使他们受到感染,产生共鸣说课教师面对的是同行或者教学研究者,宜采用陈述性语言,有层次地说明自己的设计意图及具体的操作策略偶尔,说课教师要预演课堂中将会呈现的教学场景时,可以暂时把自己的身份切换成教师,好像处身于课堂上,面对着学生,通过自己绘声绘色的课堂语言把预设的教学内兴许环境展览在评委眼前问题四在英语说课中,还有哪些细节值得注意?细节决定成败一些细节问题处理不好,也会影响说课的成效在本次勾之中,我们发现以下一些普遍存在的细节问题
1.不知道如何教说材有的说课教师忽略这一环节,有的教师则长篇大论实在,教说材就是说明如何依据某一课在全册或者单元中的地位,确定教学目标、教学的重难点,主要是介绍该课在教材中的地位和效用和和先后课文的知识联系,还要进行简略的教材分析,依据教材内部实质意义和学生现实,说明自己对教材的处理和如许处理的理论依据值得注意的是,教说材时要点到为止,不要过多的展开
2.教学设计缺乏创新说课是上课的预演,强调从学生和教材现实出发,来设计教学任务但这其实不意味着,说课教师在设计教课时抱残守缺,不求创新此次说课的课型是阅读教学,不少说课教师的教学勾当设计就缺乏新意,雷同征兆严重,教学步调一般都分为读前、读中、读后,教学勾当局限于回答问题、课文填空、判读正误、复述等通例勾当朱俊爽老师牢牢抓住学生和阅读材料现实,做了一些成功的尝试,例如她设计了任务Similar Sentences,让学生在文章第
二、
3、
七、8天然段中找出意思附近而表达不同的句子,增加了学生的可理解性输入,为后面口头和书面表达做好铺垫
3.主线不突出,语言表述混乱在此次勾之中,占相当比例的教师在说课时没有选准角度或者分清层次,东一锤子西一棒,想到那里说到那里,以至于评委听得一头雾水,底子弄不清晰说课教师的教学步调其原因之一,说课教师没有凸显出一个主线索,把多个教学勾当串联起来,从而引起表述杂乱无章;另一个最主要的原因是出在项目编号格局上在书面语中,类似于I、n、in…”,
一、
二、3…,”
(1)、
(2)、
(3)…”的项目编号可以很清晰地表白叙述内部实质意义的层次,但在口头语就不行了,因为它们听上去都是一样因此,说课教师要善于用“Stepl,Step2,Step3…”,^Pre-reading,Whellole-reading,Post-reading”等手眼来加以区别或者甄别
4.忽视板书的匡助效用兴许由于受说课时间的限定,有些老师在说课时没有板书实在,适当的板书可以对说课起到画龙点睛的效用在说课前,教师可以用粉笔把黑板一分为二,一半用作为枚举说课内部实质意义的主要步调和关键词另一半黑板可用来展览虚拟课堂教学的板书设计,或者可以匡助评委或者同行在听完后重构教学设计,或者可以匡助说明难于言尽的步调和设计;或者可凸显自己设计的神奇之处竣事语总而言之,说课,是英语教师对自己教学基本功和教学实践智慧的一次集中展览说课讲究的是教材驾驭精确,教法选择得当,学法引导有效,板书纲要挈领,历程清晰明朗这篇文章只讨论了说课当时的一些注意事项,而说课的成败取决于说课前的日常平庸积累英语教师要说好课,就要注重日常平庸的穷年累月,多学习教学理论,多研究教材和学生,锻炼好自己的英语表达能力,培养自己的教学基本功用来参考的书籍目⑴崔小春.
2005.“说课”断想[J].人平易近教诲,
(2).⑵宋斌华.
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