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1、学习必备欢迎下载评优课一等奖说课稿（全英文）以下是全市高中英语教师评优课一等奖的全英文说课稿，现刊出来， 希望对大家有点帮助，说课的内容是牛津高中英语（江苏版）第11 模块第 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.In the reading process, I will focus on students long-term development a
2、nd 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 the teaching aims and teaching procedures.Section 1 Analysis of the tea
3、ching materialThe 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, which is intended to develop the theme of the unit, that is, Getting a job. After analyzing it ca
4、refully, I find the article has two unique 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 students.Section 2 Indentifying the teaching aimsBased on the analysis of the
5、teaching material, I have chosen the following as the teaching 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 a gap year is.The 3rd aim: Students are encouraged to figure out the implied meanin
6、g.The 4th aim: Students are familiar with various expression_r_r_r_r_rs or 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 1 页，共 10 页学习必备欢迎下载approaches to express the same thing or idea.Section 3 Teaching proceduresIn order to achieve the teaching aims mentioned above, I decide to choose guided readi
7、ng and Task-Based Teaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies to comprehend the text, solve problems and complete different tasks. The teaching procedures include four parts. Theyre getting ready, focusing on main facts,
8、 reading between the lines and responding the text.Part 1. Getting readyReading begins before a book is opened. Its important to activate students existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students
9、 concentration, arouse their curiosities, fire their imagination and 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 the date is. Then, I go on to show a picture of a time machine. I tell students that the mac
10、hine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing.After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straigh
11、t to university.Yes, at this time next year, most of you will be studying in a university.(With the task, I inspire students former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready
12、 for the following reading.)精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 2 页，共 10 页学习必备欢迎下载Task 2: Brainstorming. After the summary, I go on to show some more pictures of British students fresh from high schools, and tell students that more and more students in the UK are doing something different
13、 instead of going straight to university. After that, I play the tape of Para.1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university.(With the task, I excite students desire to know more about what their British equiva
14、lents will do before going to college. With the question in mind, students will definitely be eager to listen to the tape to find the answer. )Part 2. Focusing on main factsDuring the part, I will ask the students to answer the question What does the author say? Students are supposed to get a main i
15、dea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text. The part includes six tasks:Task 1: Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3
16、 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table.WhoWhereActivitiesCarolDanielMartin(With the task, I get students to listen to the three paragraphs instead of readi
17、ng them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article.)精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 3 页，共 10 页学习必备欢迎下载Task 2: Matching. After listening, I get students to open books and scan the thr
18、ee paragraphs to check the answers to the previous table. Then theyre required to complete another table with a second reading.Whom do the results belong to?Carol_ Daniel_Martin_A. felt being part of another culture.B. become more independent.C. found it challenging and rewarding.D. felt that it was
19、 a special experience.E. ready to face challenges in the future.F. learnt how to deal with difficult situations.G. felt like she really made a difference.H. learnt a lot about getting on with local people.(With the task, students learn to use a table to gather the main facts about the three British
20、students. T heyll come to know that a table is of great help in their future reading.)Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I intro
21、duce the theme of the article and write on the blackboard the title: Mind the gap year.(With the task, students are expected to grasp the theme of the article. The task serves as a bridge,which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs.)精选学习资
22、料 - - - - - - - - - 名师归纳总结 - - - - - - -第 4 页，共 10 页学习必备欢迎下载Task 4: Definition of the gap year. Students watch a VCR with a question 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 becom
23、e a charity volunteer.VCR 1：A gap is space between two things or a break in the passing of time. However, a gap year is the time for students between high school and college, or college or graduate school. Many students use that time to travel, learn new skills or become a charity volunteer. Today,
24、taking a gap year is growing trend among international students.(The task serves as a supplementary to the second task of Part 1. With the task, students are 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 d
25、id the gap year start in the UK?VCR 2：The gap year started in the UK in the 1960s. Large number of students used that time to travel. Over time, students did more than just travel. Some students worked part-time in their future career field so that they could get the job training. Others did volunte
26、er work, like teaching in Africa or helping to protect the habitats in India.(The task enables students to have a good knowledge of the history of the gap 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 5 页，共 10 页学习必备欢迎下载year.)Task 6: Comments. The second, third, seventh, eighth paragraphs deal with
27、the comments of the government, universities, employers and the public on students taking a gap year before going to college. I get students to read the four paragraphs to gather the comments and complete the table.Comments on a gap yearThe British governmentUniversitiesEmployersThe widely accepted
28、idea(The task helps students get a further understanding of the role a table plays in helping gathering main facts or opinions.)Part 3. Read between the lines:In this part, I will encourage the students to answer the questionWhat does the author mean? As we know, information in a reading passage is
29、not always stated directly. Sometimes students have to infer, or make guesses according the information which is available in the reading. So in this part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details and understand how the text is organ
30、ized. 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 third paragraphs are similar to the seventh and eighth paragraphs in the content, both dealing with comments on the gap year.
31、 Some sentences actually express the same comments. I will get students to read the four paragraphs for a second time to find out the similar sentences.(The first is done as an example.)精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 6 页，共 10 页学习必备欢迎下载It (a gap year) is more than just a long holiday.
32、 (Line 50)A gap year is more than just a year away from studying.Employers say they prefer to hire graduates who have taken a gap year. (Line 15)_A gap year gives young people an opportunity to learn skills and gain life experience. It helps young people develop and grow. (Lines 17-18)_Living away f
33、rom home taught me to be more independent. (Lines 22-23)_(The task is designed to help students learn and use different ways to express the same idea. The task gets students ready for talking and writing about the gap year in the next part.)Task 2: Guessing from the context. I get students to guess
34、from the context the meanings of the four words or phrases:the career ladder (Line 4)_every point of the compass (Line 5)_delicate (Line 22)_an edge in the job market (Line 54)_(The task helps students to recognize that in most language-leaning situations they will come across vocabulary they dont k
35、now. With the task, students are guided to look at the context in which a word or phrase is used and try to find any clues to its 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 7 页，共 10 页学习必备欢迎下载meanings.)Task 3: Benefits. Students are asked to collect advantages of taking a gap year in the text. Af
36、ter that, students have the chance to listen to a third VCR, which contains more information about advantages. While listening, students are encouraged to take notes of what they can catch.teach students to be independent;help students develop and grow;learn new skills;see life in a different way;be
37、 ready to face challenges;gain life experienceVCR 3：There are many benefits to take a gap year. Its the time when young people can get experience in the real world or explore personal interests. Besides that, it refreshes them before the next stage of their education. Sometimes, a gap year can even
38、give people a clear direction and help them decide what to do next. It could be a new educational path or career choice.(The task is intended for students to collect more information about students taking a gap year, which also makes them well prepared for the writing task in the next part.)Task 4:
39、Recognizing the implied message. I play a fourth VCR. While listening, students are expected to fill in the two blanks:Actually, a year off is not a gap, but a time for personal growth and d_, a 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 8 页，共 10 页学习必备欢迎下载b_ between two important periods in life
40、.VCR 4：Plans should be made ahead of time to do something meaningful with a gap year. There are several website books and organizations that help students plan a good itinerary. A gap year is not just an empty space but a time to be filled with life changing experiences. It doesnt have to be a gap b
41、ut a bridge between two important periods in life.(With the task, students will know about how to plan a gap year and what taking 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 students to focus on the
42、 title Mind the gap.(The task is designed to help students fully understand the hidden meaning of the title: They are expected to make full of the gap year to develop themselves.)Part 4. Responding to the textI encourage the students to answer the questionWhat does the idea mean to me? As we all kno
43、w, most writers are prejudiced in some way and try to convince their readers of something, or influence them to look at things in a certain way. So it is important to train students to read critically. The part consists of two tasks.Task 1: I conduct a survey to see what students think of taking a g
44、ap year and at the same time complete the table.A survey among _ studentsabout a gap year精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 9 页，共 10 页学习必备欢迎下载ForAgainstReasons:1._2._3._Reasons:1._2._3._Your own choice: _At least 2 reasons:1._2._(The task is aimed at making students become critical reade
45、rs.The students should be encouraged to uate and make judgment about the authors text.)Task 2: After the survey, students are asked to write a composition of 120 words about their ideas of taking a gap year before going to college.A survey was conducted among my classmates about taking a gap year before going to college._ _ (The task aims to consolidate the information they have learnt and also improve speaking and writing skills.)OK, so much for my teaching plan. Thanks for your attention.jane 发表于 2010-4-29 7:34:00 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 10 页，共 10 页
