苏教版牛津高中英语说课稿评优课一等奖说课稿

牛津高中英语说课稿评优课一等奖说课稿(全英文)来源:中考Tag:牛津高中英语说课稿点击: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,IfeelhonoredtohavethechancetosharemyideasabouthowtoteachreadingxInthereadingprocess,Iwillfocusonstudents’long-termdevelopmentandenablethemtouseproperreadingskillsandstrategiesxInotherwords,studentsareguidedtoreadefficientlyandindependentlyxMyteachellongplanwillinclude3sectionThey’reanalysisofthereadingmaterial,identifyingtheteachellongaimsandteachellongproceduresxSection1AnalysisoftheteachellongmaterialTheselectedteachellongmaterialisamagazinearticletakenfromtheProjectsectionofModule11,Unit2ofAdvancewithEnglishxThearticleisaboutBritishstudentswhotakeagapyear,whellochisintendedtodevelopthethemeoftheunit,thatis,GettingajobxAfteranalyzingitcarefully,Ifindthearticlehastwouni2uecharacteristicsxFirst,it’salongpassagewith688words,muchmorethantheusualtextsxSecond,itdealswithanewtopic,thatis,agapyearxThetopicisunfamiliartomoststudentsxSection2IndentifyingtheteachellongaimsBasedontheanalysisoftheteachellongmaterial,Ihavechosenthefollowingastheteachellongaimsofmylesson:The1staim:StudentslearntheskillsandstrategiestoreadaprolongedtextxThe2ndaim:StudentsgetabetterunderstandingofwhatagapyearisxThe3rdaim:StudentsareencouragedtofigureouttheimpliedmeaningxThe4thaim:Studentsarefamiliarwithvariousexpression_r_r_r_r_rsorapproachestoexpressthesamethellongorideaxSection3TeachellongproceduresInordertoachelloevetheteachellongaimsmentionedabove,IdecidetochooseguidedreadingandTask-BasedTeachellongasthemainteachellongapproachxWiththeteachellongmethods,Icanguidestudentstouseeffectivereadingstrategiestoprehendthetext,solveproblemsandpletedifferenttasksxTheteachellongproceduresincludefourpartsxThey’regettingready,focusingonmainfacts,readingbetweenthelinesandrespondingthetextxPart1xGettingreadyReadingbeginsbeforeabookisopenedxIt’simportanttoactivatestudents’existingbackgroundknowledgeanddrawtheirattentiontothetopicofthetextxInthellospart,Iwillusethepre-readingactivitiestoincreasestudents’concentration,arousetheircuriosities,firetheirimaginationandgivethemapurposeforreadingxThepartconsistsoftwotasks:Task1:AtimemachellonexIstartmylessonbyaskingsenior3studentswhatthedateisxThen,IgoontoshowapictureofatimemachellonexItellstudentsthatthemachellonewithamagicpowerwillbringthemtotheirgraduationfromhelloghschool,whellochis1yearawayxAtthatpoint,IgetthemtoimaginewheretheyareandwhattheyaredoingxAfterit,Igiveasummaryoftheirpresentationsasfollows:Afterleavinghelloghschool,mostofChellonesestudentsgostraighttouniversityxYes,atthellostimenextyear,mostofyouwillbestudyinginauniversityx(Withthetask,Iinspirestudents’formerknowledgeandimaginationaboutgraduatingfromhelloghschoolandgoingtocollege,whellochcandrawtheirattentiontothethemeofthereadingmaterialandgetthemreadyforthefollowingreadingx)Task2:BrainstormingxAfterthesummary,IgoontoshowsomemorepicturesofBritishstudentsfreshfromhelloghschools,andtellstudentsthatmoreandmorestudentsintheUKaredoingsomethellongdifferentinsteadofgoingstraighttouniversityxAfterthat,IplaythetapeofParax1andgetstudentstocatchtheanswertothe2uestion:Theywilltravelorworkonprojectsforuptoayearbeforeenteringuniversityx(Withthetask,Iexcitestudents’desiretoknowmoreaboutwhattheirBritishe2uivalentswilldobeforegoingtocollegexWiththe2uestioninmind,studentswilldefinitelybeeagertolistentothetapetofindtheanswerx)Part2xFocusingonmainfactsDuringthepart,Iwillaskthestudentstoanswerthe2uestion—Whatdoestheauthorsay?Studentsaresupposedtogetamainideaofthetextandunderstandthebasicmeaningofthetextx8uestionsofthelloskindarenotverydifficultandtheycanbeanswereddirectlyfromthetextxThepartincludessixtasks:Task1:ThreeexamplesxImoveontotellstudentsasfollows:Lastyear,CarolSmith,DanielandMartinJohnson,3studentsfromtheUK,wenttosomeremoteplacesanddidsomethellongspecialxAftertheinstructions,IplaythetapeofParagraphs4-6andgetstudentstopletethefollowingtablex(Withthetask,Igetstudentstolistentothethreeparagraphsinsteadofreadingthem,thusreducingtheamountofreadingtimeandrelivingtheirpsychologicalburden,otherwisestudentswouldbediscouragedbysuchalongarticlex)Task2:MatchellongxAfterlistening,IgetstudentstoopenbooksandscanthethreeparagraphstochecktheanswerstotheprevioustablexThenthey’rere2uiredtopleteanothertablewithasecondreadingxWhomdotheresultsbelongto?Carol________Daniel________Martin_______AxfeltbeingpartofanotherculturexBxbemoreindependentxCxfounditchallengingandrewardingxDxfeltthatitwasaspecialexperiencexExreadytofacechallengesinthefuturexFxlearnthowtodealwithdifficultsituationsxGxfeltlikeshereallymadeadifferencexHxlearntalotaboutgettingonwithlocalpeoplex(Withthetask,studentslearntouseatabletogatherthemainfactsaboutthethreeBritishstudentsxThey’lletoknowthatatableisofgreathelpintheirfuturereadingx)Task3:ScanningforadetailxIgetstudentstoscantherestparagraphsandfindtheanswertothe2uestion:Whatdopeoplecalltheyearoffbetweenfinishellongschoolandstartinguniversity?Indoing