《牛津高中英语说课稿评优课一等奖说课稿》由会员分享，可在线阅读，更多相关《牛津高中英语说课稿评优课一等奖说课稿（16页珍藏版）》请在金锄头文库上搜索。
1、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。 Good morning, ladies and gentleman Today, I feel honored to have the chance to share my ideas about how to teach reading
2、In the reading process, I will focus on students long-term development and enable them to use proper reading skills and strategies In other words, students are guided to read efficiently and independently My teaching plan will include 3 sections Theyre analysis of the reading material, identifying t
3、he teaching aims and teaching procedures Section 1 Analysis of the teachellong material The selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English The article is about British students who take a gap year, whelloch is intended to
4、develop the theme of the unit, that is, Getting a job After analyzing it carefully, I find the article has two uni2ue characteristics First, its a long passage with 688 words, much more than the usual texts Second, it deals with a new topic, that is, a gap year The topic is unfamiliar to most studen
5、ts 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 text The 2nd aim: Students get a better understanding of what
6、a gap year is The 3rd aim: Students are encouraged to figure out the implied meaning The 4th aim: Students are familiar with various expression or approaches to express the same thellong or idea Section 3 Teachellong procedures In order to achieve the teachellong aims mentioned above, I decide to ch
7、oose guided reading and Task-Based Teachellong as the main teachellong approach With the teachellong methods, I can guide students to use effective reading strategies toprehend the text, solve problems and complete different tasks The teachellong procedures include four parts Theyre getting ready, f
8、ocusing on main facts, reading between the lines and responding the texts Part 1x Getting ready Reading begins before a book is opened Its important to activate students existing background knowledge and draw their attention to the topic of the texts In thellos part, I will use the pre-reading activ
9、ities to increase students concentration, arouse their curiosities, fire their imagination and give them a purpose for reading The part consists of two tasks: Task 1: A time machellonex I start my lesson by asking senior 3 students what the date is Then, I go on to show a picture of a time machellon
10、ex 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
11、 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 attentio
12、n to the theme of 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 hellogh schools, and tell students that more and more students in the UK are doing somethellong different in
13、stead 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 e2uivale
14、nts 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 2uestionWhat does the author say? Students are supposed to get a main id
15、ea 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
16、, 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 discour
