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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,ladiesandgentlemanToday,IfeelhonoredtohavethechancetosharemyideasabouthowtoteachreadingInthereadingprocess,Iwillfocusonstudents’long-termdevelopmentandenablethemtouseproperreadingskillsandstrategiesInotherwords,studentsareguidedtoreadefficientlyandindependentlyMyteachingplanwillinclude3sectionsThey’reanalysisofthereadingmaterial,identifyingtheteachingaimsandteachingproceduresSection1AnalysisoftheteachellongmaterialTheselectedteachingmaterialisamagazinearticletakenfromtheProjectsectionofModule11,Unit2ofAdvancewithEnglishThearticleisaboutBritishstudentswhotakeagapyear,whellochisintendedtodevelopthethemeoftheunit,thatis,GettingajobAfteranalyzingitcarefully,Ifindthearticlehastwouni2uecharacteristicsFirst,it’salongpassagewith688words,muchmorethantheusualtextsSecond,itdealswithanewtopic,thatis,agapyearThetopicisunfamiliartomoststudentsSection2IndentifyingtheteachellongaimsBasedontheanalysisoftheteachellongmaterial,Ihavechosenthefollowingastheteachellongaimsofmylesson:The1staim:StudentslearntheskillsandstrategiestoreadaprolongedtextThe2ndaim:StudentsgetabetterunderstandingofwhatagapyearisThe3rdaim:StudentsareencouragedtofigureouttheimpliedmeaningThe4thaim:StudentsarefamiliarwithvariousexpressionorapproachestoexpressthesamethellongorideaSection3TeachellongproceduresInordertoachievetheteachellongaimsmentionedabove,IdecidetochooseguidedreadingandTask-BasedTeachellongasthemainteachellongapproachWiththeteachellongmethods,Icanguidestudentstouseeffectivereadingstrategiestoprehendthetext,solveproblemsandcompletedifferenttasksTheteachellongproceduresincludefourpartsThey’regettingready,focusingonmainfacts,readingbetweenthelinesandrespondingthetextsPart1xGettingreadyReadingbeginsbeforeabookisopenedIt’simportanttoactivatestudents’existingbackgroundknowledgeanddrawtheirattentiontothetopicofthetextsInthellospart,Iwillusethepre-readingactivitiestoincreasestudents’concentration,arousetheircuriosities,firetheirimaginationandgivethemapurposeforreadingThepartconsistsoftwotasks:Task1:AtimemachellonexIstartmylessonbyaskingsenior3studentswhatthedateisThen,IgoontoshowapictureofatimemachellonexItellstudentsthatthemachellonewithamagicpowerwillbringthemtotheirgraduationfromhelloghschool,whellochis1yearawayxAtthatpoint,IgetthemtoimaginewheretheyareandwhattheyaredoingxAfterit,Igiveasummaryoftheirpresentationsasfollows:Afterleavinghelloghschool,mostofChellonesestudentsgostraighttouniversityxYes,atthellostimenextyear,mostofyouwillbestudyinginauniversityx(Withthetask,Iinspirestudents’formerknowledgeandimaginationaboutgraduatingfromhelloghschoolandgoingtocollege,whellochcandrawtheirattentiontothethemeofthereadingmaterialandgetthemreadyforthefollowingreading)Task2:BrainstormingAfterthesummary,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?Indoingso,Iintroducethethemeofthearticleandwriteonth