说课稿高中英语优秀说课稿大集合

高中英语优秀说课稿大集合 Good afternoon, teachers！ It’s my great pleasure to be here sharing my lesson with you.The content of my lesson is Senior English Book 4 Unit 1（A student of african wildlife/Why not carry on the good work）I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure,and Blackboard design.First, let me talk about the teaching material. Part 1 Teaching Material: This unit is about （Great women and their achievements Important people,history and methods of agriculture Different types of English humour Culture differences and intercuritural communcation Different types of theme park） By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and DrYuan Longping’achivevment And chemical farming and organic farming. Charlie Chaplin and his funny and encourageing humour People from different area have differert body language and use the right body language to showing our feelings. Theme park not only provid fun but also provid various knowledeg and exciting experience. this lesson not only teach the students to learn the related matreial about (1) the good character to be a successful person (2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical frtilizers and how to increase production in organic farming. (3)Charlie Chaplin and his humour English jokes (4)Different body language and the similarutues in body language which make the others understand our feelings. (5)Theme park but also learning ability in English . A： If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well. B： It provides all-around practice about listening, speaking, reading and writing revolve around the topic,it is the expansion of this unit and give Ss a space to use the language. So it plays an important part in the English teaching in this unit. （As we know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . ）According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind,I think the teaching aims are the followings: 1.Knowledge objects: Knowledge objects of this section are 来源：(http://blog.sina.com.cn/s/blog_65f6cb1f0100idyw.html) - 高中英语说课稿_清风无尘_新 (1)the sutdents can hear, read, and use the main sentence patterns. (2) the students can understand the content of the lesson: (3) the students can use the patterns to express their thoughes in proper situation and learn how to describe people with adjective. Ability objects: Ability objects of this section are (1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability. (2) To train the Ss’ ability of working in pairs. (4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability. 3.Emotion objects: By reading A Student of African wlidlife /why not carry on the good work, students can learn from (1)jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiaozhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful. (2)Dr Yuan Longping his scientific research spirit and attitudes toward life This passage what is chemical and organic farming and their advantage and disadvant age. (3)Charlie Chaplin to be optimistic to face the life’s hardships and find out the covert funny of our life. this passage jokes and its great effect to make people laugh. (4)this passage the importance and necessity of body language A and its differences between different cultures. B and how to use body language to show people’s feeling. (5)this passage learning knowledge have many ways , we can learn knowledge and play as well in the theme park or other special situation. What is the most difficult in teaching process? Can you guess? I say one of the teaching difficult is how to enable the students to use new words and phrases in proper situation all through their daily life. The students also find it difficult to describe their experience with the build logic and well organized language (and learn from Great women their good qualities.) Well, how to achieve the teaching objects better, how to stress the important points and break through the difficult points? According to the analysis of the teaching material and the students’learning background ,I will use the following methods . Part 2 Teaching Methods: “Communicative” Approach(交际教学法), “Whole language teaching” (整体语言教学法) and “Task-based” language teaching (任务教学法). That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theories(现代社会交际教学理论), I adopt the Situtional Language Teaching method(情景教学) Task-Based Language Teaching method (语言任务教学) in my teaching. Part 3 Studying Methods: Students of this stage are quick in thought and they are eager to show what they know and they have a certain ability to read .But they are lack of geography knowledge , the cultural background of those foreign countries and the courage to express they ideas. Therefore, Accessful leader should care for their learning strategy，in this lesson，I will teach my students to master the following strategy； 1）Basic learning strategy； The students can get the meaning of the words and phrase 2）Practice strategy； Practice can help the students get the general idea and have a better understanging of the language. And Communication strategy In a ward, I’ll 1.Teach the students how to be successful language learners 2.Let the students pass “Observation—Imitation—Prasctice” strategy to study language. Part 4 Teaching Procedure New English proverb saids that the students are real master. In this lesson they are English learners and real master .So teacher should act as a guider, an organizer and a director who play a role when necessary in teaching procedure. Step 1 Lead-in. I think the most useful method to lead the students to learn is interest stimulating and discussion by themselves.1. At beginning I will let Ss to discuss: after a glance of the title and the pictures of this passage , what do you think the passage is about? (2.At beginning I will ask Ss which place they like most and what is it famous for. Then we will do the listening part to get some information and then do the following exercise) (1)And let them to know something about the story of Jane goodall /lin qiaoyin and her full love activity. (2)And ask the following questions A What would you do if there was no rice to eat tomorrow? Who do you think is the greastest hero for hungry people in the world.? B What do you know about farming? What will you do to increase the crop production.? (3)a And write down you idea in one senrence,then skim the passage to see if you are right. B And tell the Ss a funny joke. (4)a I will ask one student to make a gesture and let another student to guess what its meaning. B I will ask one student to use body language to express his feeling and let another student to guess what its meaning. (5)a what do you think a theme park is? With a classmate discuss what you might do in a theme park. B What exciting experience do you want to have? Step 2 Reading 1) canning:Then studSents are going to read the passage as quickly as they can to find out the main idea and answer the following(/ture or false) questions (1)a Who is the student? What animals were observed? B Who is the main character in this text? What was her job? Who was her small book intended for? (2)a when and who become the first agricultural pioneer in the world to grow rice that has a high output? What did Yuan Longping invent ? B Why are chemical fertilizers so popular in farming today? What is organic farming? (3)a 1)humor is always kind. F 2)charlie chaplin was born in a rich family F 3)he solved a sad situation by using nonverbal humor T 4)he ate the shoes bacause he thought that was very funny F 5)charlie chaplin devoted his whole life to making films T B Then I will let students work in pairs to read the jokes in part one.paying attention to the rhythm and intonation (4)a what did I do to the airport did those international students have the same body language? If not ,give an example. B And perform the feelings you can find out in this passage to our classmates.. (5)a What does dollywood mainly show and celebrates? And in england’s Camelot park what can you experience? B What theme park is mentioned in this passage and what is the theme park’s main content 2)Then we will come to the Close reading part : As we know , audio-visual method make the students have bettter understanding of the passage, so I play will the tape part by part to let my students to find out the the general idea of each paragraph and pick up their hand to give the answer. 3)Then I will let students have a dissussion about the text ,then answer some questions in detial. (1)a (What was the writer doing in the forest? What did she discover about chimps How did jane try to protect the lives of chimps in their nature habitat?) and do exercise three. B And write down three of Lin Qiaozhi’s achievements then give the answer. (2)a (who is Yuan Longping? How much do you know about him? What is his job? What are his achievement? What do you think we can learn from him? Why?) B What are some of the problems caused bu chemical fertilizers. How to keep the soil fertile in organic farming. (3)a 1)what is behind fun? 2)Why people like little Tramp? 3)Do you think charlie chaplin’s eating boiled shoes funny? why? B Then do exercise .change the story into a dialogue and act it in groups of three—li ming ,wang fei and a narrator.pay special attention to the rhythm and intonation of what you say and try to bing out the humour. (4)a What people from colombia usually do when they meet people? What is the france custom when adults meet people they know? B What does smiling means to most people? How to show that I am bored? (5)a what activeties you can do in these three diffenent theme park? B What are three times and three places you can visit at Futuroscope? And this (will make the students pay more attention to themselves and people around them and) check the S’s scanning which may be an important reading fields The last reading is to emphasize and consolidate the new language of the section . I will play the tape and students are going to read the passage as to make the students to imitate the pronouncatin and intonation. After reading the students will have a discussion in pairs/ Ask and answer the following questions (1)a about what make jane goodall and the other females great women. B 1. For whom and for which purpose did Lin Qiaozhi write a little book about how to look after babies? Why do you think it was nessary? 2. Why do you think the write chose to study at medical college? (2)a What advantage and disadvantage do you see in Yuan Longping’s life? Would you like to have a life like his? Why? B If you are a farmer which method would you choose? Why? (3)a Why do you think charlie chaplin was so successful? B What is the effort of jokes in our daily life? (4)a And find out every country the writer mentioned with the according culture when people greet each other. B Why should we bu careful with our body language? Why is it important to watch as well as listen to others? (5)a If you have a chance to one of these three parks,which would you visit? Why? B And try to retell the first paragraph. This part can enable students to understand the given material better, to make the students grasp the useful phrases, grammar and sentences pattern for making suggestions and replying on the base of reading the dialogue fluently. Step 3 Learning about language After reading, I will teach the students the passage in detials about vocabulary and grammar. 1 1)new words: behave shade observe respect argue support intend deliver 2) phrase: human being lead a …life crowd in by chance carry on look down upon For example devote oneself/sth to sb/sth It means to give one’s time,energy to sb/sth; dedicate He devoted his life to the promotion of world peace. 3)grammar: Subject-verb agreement There are two sentences in this lesson …our group are all going to visit them in the forest ….our group is going to be very tired and dirty by the afternoon We can see from the sentences that the projcetes are the same but the predicates are different .why ? Because the former group means all of us ,it presents many people,the later group means the group as a whole,it is just one group. 2. new words:struggle expand rid therefore export regret focus reduce comment phrase: thanks to rid of be satisfied with would rather lead to fouce on keep…free from/of structures: mainly about persuasion I’d rather… It’s better to … I’d prefer …because…. This is good value because … A Grammar:the –ing form as the subject and object Be used as subject, we can find some sentences in this passage, for exanple: Since then ,finding ways to grow more rice has been his life goal Spending money on himself or leading a comfortable life also means very little to him Just dreaming for things ,however,costs nothing Be used as object, for exanple: As a young man, he saw the great need for increasing the rice output. Dr yuan awoke from his dream with the hope of producing a kind of rice that could feed more people. B Grammer : Over the past half century, using chemical fertilizers has become very common in farming . They demage the land by killing the helpful bacteria and pests as well as the harmful ones Organic farmers ,therefore, often prefer using nature waste from animals as fertilizer. 3. new words:entertain overcome direct slid whisper react phrase:up to now badly off pick out star in pick off cut up cut down cut off structures: the structures to express one’s emotions, such as How wonderful! It surprises me that…. I couldn’t laughing when… I don’t think that’t funny at all. Grammar: the –ing form as the predicative, attribute ,attribute and object complement .we can find some sentences in this passage, for exanple: 1.作表语as the predicative The acting is so convincing that it makes you believe that it is one of the best meals he has ever tasted! 2.作定语as the attribute, He grew more and more popular as his charming character, the little tramp, became known throughout the world. 3.作宾语补足语as the attribute and object complement How did the little tramp make a sad situation entertaining? 4. new words: represent approach defend likely ease phrase: defend against be likely to in general ai ease lose face turn one’s back to structures: about prohibition , warnings and obligation,such as do not… keep away from … be careful when… you must… you will need to…. Grammar: the –ing form as the attribute and adverbial .we can find some sentences in this passage, for exanple: 3.作定语as the attributeer …I saw several young people enter the waiting area…. 4.作语as the adverbial I stood for a minute watching them and then went to greet them. 5. new words:theme swing preserve advance phrase: be famous for no wander be moddelled after in advance get close to come to life structures: about asking the way and giving direcions where is the …? Can you show me where….? How can I get to …? On the north/south/east/west side of the park Follow the path to….. Grammar: we will learn three kinds of different vocabular they are word formation ,derivation ,conversion for exanple:indoor outdoor southeasten horseback supermarket disagree enlarge amusement careful water(n&v) don’t water the plants with dirty water mind(n&v) hemazing has an a mind I don’t mind having dog in the house ,if it is clean. B In the passage there will be some vocabulary and structures that are different to guess their meaning and make compenhencen of this passage difficult to Ss. So I will give the words in the blackboard and let the Ss to fill in the blacks of sentences to express their precise meaning and usage. Then the students will do a pair work revolve around the vocabulary and grammar which they have just learned and make short dialogues with them .I will give them some minutes and ask some pairs to act their dialogue out in front of the whole class. Then we will deal with some exerises in the workbook to emphasize the new knowledge. Such as filling the missing words in the blanks.And retell the story in their own words. Of course, students will make some mistakes in retelling ,I will corrcet them in time . Step 4 Post-reading Practice I say to learn is to use.After the reading, students will have some practices. It will be the most interesting part to students . why? Because I will leave students time to talk together. 1.a The students are divided into several groups and there are four in each group with different roles. Student A will act as an ordinary person and say what makes it difficult to success. Student B will act as a great women who has the good character. Student C will act as a interviewer who ask Student B what makes her success. Student D will have a summarze. B The Ss will have a work in groups of four to descrebe Lin Qiaozhi’s character and quality. Such as kind helpful devoted hard-working 2. a The students are divided into several groups and there are four in each group with different roles.Student A will act as a person who come from Africa who’s country is lack of food. Student B will act as a great scientist who has been working on crop. Student C will act as a interviewer who ask Student B how to solve the problem . Student D will have a summarze. B The students are divided into several groups and there are four in each group with different roles.Student A will act as achemical farmer who tell us how to grow crop in chemical method. Student B will act as a great scientist tell us the disadvantage of this method. Student C will act as a organic farmer who tell ue the way solve the problem . Student D will have a summarze. 3.a Work in groups of four .I will give the students a material of humour and let students performance them infront of the classroom. 4.b The students are divided into several groups and there are four in each group with different roles .I will show Student A a picture and let the student to performan its meaning to student B. Then Student B will guess its meaning and then performan what he guess to Student C .Student C will do express that he guess by using body language to Student D . at last,Student D will guess and give the answer. 5.Work in groups of four. Discuss what is the purpose of theme park ? what kind of people do you think will visit this theme park? Most students can take their parts in this activities, especially for the Ss who have trouble in English,. In the group activities, they can speak a little English. Without doubt, this will encourage them to speak English.In fact,it is a kind of demand of human being. A famous educator says:” In one’s mind ,there is always a kind of deeply rooted demand, this is the hope to feel oneself a finder and explorer. In student’ s spirits, such demand is specially strong.” So I will give every student a chance to spesk English in our classroom. This part also leads to the emotion objective of this lesson ,that is to have moral education in this step. You can see that the way I teach reading is to follow the bottom up teaching method. I will introduce the vocabulary first and then sentences, structures and last the language focus. Step 6 Homework Then Ss will Summarize the whole lesson, and arrange the homework. 1.Do the remaining exerises in the workbook . Check the mastering of knowledge of this lesson. 2 a (1)write a short passage to describe a women you admire most . b write a short passage to describe a women you admire most . (2)a Design a placard focus on world food day in 2010 B Do exercise 3 to write a summary of this passage following the procedure; 1.wirte the main idea in you own word 2.rewrite topic sentence of each paragraph write the summary. (3)Ask esch student to give a joke and present it in class next period. (4)Write a short passage about the experience you misundestand one’s body language or a body language you like most ,why? (5)Write a short passage to introduce a theme park. Purpose of my design: I think homework is so important that the students should use English as much as they can in class and after class. It is necessary for the students to master the knowledge they learned. This contents is an extension of the previous lesson, to meet the need of incressing communicating and writing demands of some students and bring their personality into play . Part 5 blackboard Design Blackboard design should be think for a thing that attract the student’ s attention and let them to write down the important teaching points. I will divide the blackboard into two parts .The left part will be used to write the important vocabulary and grammar and their usage. It will be reserved for the whole class. The right part will be precious explanation, I will write some sentence of the words ,phrases and structures to explan their meaning . No matter which steps is taken ,the purpose is to provide teacher and studends with information and internal demand to improve teaching skill and learning quality. strategy and approach will help students become more independent and the successful learner. That’s all. Thank you. I Teaching Aims: 1. To develop Ss’ basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.) 2. To encourage Ss to practice, participate, and co-operate in the classroom activities. 3. To get Ss to know something about … and have a better understanding of the importance of …. As for teaching approaches, I think … II Teaching Approaches Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talking Time). So during this lesson, emphases are to be laid on: 1.       Student-centered teaching 2.       Task-based learning 3.       Activity-based teaching (individual work; pair work; group work; class work) III Teaching Aids: 1.       a projector 2.       a multi-media computer system They are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks. IV Teaching Procedure Step 1 Warming-up & lead-in Activity 1 Free talk (class work) I will invite Ss to answer the following Qs. Q1: Who do you think looks coolest in our class? Q2: Do you like him/her? Q3: If so, why? If not, why? … Activity 2 Picture-talking /Music-talking (individual work) Download some pictures/music from the Internet. Guiding Qs may be: Q1: Who’s she/he? Q2: Do you like him/her? Q3: If so, why? If not, why? Q4: Do you think he/she is perfect? … Goal: To lead up to the topic, get Ss to warm up and arouse their interest in the topic. Step 2 Pre-reading Activity1 Look and guess (class work) In this activity, Ss are required to look at the title/subtitle and guess what they will read. Activity2 Brain-storming (class work) In this activity, Ss are encouraged to think of as many words as possible to describe the picture/… Goal: To develop Ss’ reading skill---predicting and present some new words in the passage such as … Step 3 Reading Activity 1 Skimming (class work) Ss are required to go through the whole passage quickly to get the general idea and pay special attention to the first or last Para of the article (or the first sentence or the last sentence of each Para.) Goal: To develop Ss’ reading skill --- skimming, that is, how can we get the general idea of a passage as quickly as possible. Activity 2 Scanning (group work) Encourage Ss to read the passage again, exchange their understanding of the passage with their group members and work together to fill in the following form: Title Part/Para. Main idea Detailed information 1 a. topic sentences/introduction    b. examples/supporting ideas c. conclusion Goal: To develop Ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other. Activity 3 Report (class work) Invite some group members to report their work to the whole class. Goal: To overcome Ss’ shyness and stimulate Ss to speak in public. Activity 4 Further understanding and word study (pair work) Encourage Ss to discuss the following Qs in pairs (A PowerPoint will be used here to present some blank-filling exercises and multiple choices.) Q1: What does the word “this” in the last Para. but 3 refer to? A. B. C. D. Q2: What is the Chinese equivalent for the phrase “investing in loss”? A. B. C. D. Q3: The word “flawless” in Line 5 of Para.2 can be replaced by ___ Q4: Which of the following statements is true or not true? … Goal: To help Ss to guess the meaning of certain unknown words and understand the passage exactly. Step 4 Post-reading Activity1 Role-play(pair work) Suppose one student is a … and the other …. Ss are encouraged to put themselves in the situation and make a face-to-face interview. Activity2 Discussion (Group work) Topics may be : Q1: Do u want to be perfect? Q2: Do u think there is anyone in the world that is perfect? Q3: Look at the subtitle/title “Remind yourself ”, remind yourself of what? … Activity3 Poster-designing/Cartoon-designing/…(group work) Goal: These post-reading activities are intended to develop Ss’ creative thinking and get them to know the importance of … Step 5 Homework Task 1 Write a summary of the passage (about 100 words) (Individual work) Goal: To spur Ss to consolidate what they have learned. Task 2 Look up some more information about … (Individual work) Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites on the topic. Goal: To encourage Ss to study English spontaneously and independently after class, arouse Ss’ interest in traditional Chinese culture and develop Ss’ culture awareness and cross-culture communicative skills. As for my blackboard-design, since time is limited, I’d like to give a brief introduction. Title Here is the form Here are some new words for Ss So much for my presentation. Thank you very much. Bye-bye. 牛津高中英语说课稿评优课一等奖说课稿 　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 and enable them to use proper reading skills and strategiesx In other words, students are guided to read efficiently and independentlyx 　　My teachellong plan will include 3 sectionsx They’re analysis of the reading material, identifying the teachellong aims and teachellong proceduresx 　　Section 1 Analysis of the teachellong material 　　The selected teachellong material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with Englishx The article is about British students who take a gap year, whelloch is intended to develop the theme of the unit, that is, Getting a jobx After analyzing it carefully, I find the article has two uni2ue characteristicsx First, it’s a long passage with 688 words, much more than the usual textsx Second, it deals with a new topic, that is, a gap yearx The topic is unfamiliar to most studentsx 　　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 textx 　　The 2nd aim: Students get a better understanding of what a gap year isx 　　The 3rd aim: Students are encouraged to figure out the implied meaningx 　　The 4th aim: Students are familiar with various expression_r_r_r_r_rs or approaches to express the same thellong or ideax 　　 Section 3 Teachellong procedures 　　In order to achelloeve the teachellong aims mentioned above, I decide to choose guided reading and Task-Based Teachellong as the main teachellong approachx With the teachellong methods, I can guide students to use effective reading strategies toprehend the text, solve problems andplete different tasksx The teachellong procedures include four partsx They’re getting ready, focusing on main facts, reading between the lines and responding the textx 　　 Part 1x Getting ready 　　Reading begins before a book is openedx It’s important to activate students’ existing background knowledge and draw their attention to the topic of the textx In thellos part, I will use the pre-reading activities to increase students’ concentration, arouse their curiosities, fire their imagination and give them a purpose for readingx The part consists of two tasks: 　　Task 1: A time machellonex I start my lesson by asking senior 3 students what the date isx Then, I go on to show a picture of a time machellonex 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 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 attention to the theme of the reading material and get them ready for the following readingx) 　　Task 2: Brainstormingx 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 instead 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 e2uivalents 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 2uestion—What does the author say? Students are supposed to get a main idea 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, 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 discouraged by such a long articlex) Task 2: Matchellongx After listening, I get students to open books and scan the three paragraphs to check the answers to the previous tablex Then they’re re2uired toplete another table with a second readingx Whom do the results belong to? Carol________ Daniel________ Martin_______ Ax felt being part of another culturex Bx be more independentx Cx found it challenging and rewardingx Dx felt that it was a special experiencex Ex ready to face challenges in the futurex Fx learnt how to deal with difficult situationsx Gx felt like she really made a differencex Hx learnt a lot about getting on with local peoplex (With the task, students learn to use a table to gather the main facts about the three British studentsx They’lle to know that a table is of great help in their future readingx) Task 3: Scanning for a detailx I get students to scan the rest paragraphs and find the answer to the 2uestion: What do people call the year off between finishellong school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap yearx (With the task, students are expected to grasp the theme of the articlex The task serves as a bridge,whelloch connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphsx) Task 4: Definition of the gap yearx Students watch a VCR with a 2uestion 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 be a charity volunteerx (The task serves as a supplementary to the second task of Part 1x With the task, students are expected to know more about the gap yearx) Task 5: History of the gap yearx I play a second VCR and get students to answer the 2uestion: When did the gap year start in the UK? (The task enables students to have a good knowledge of the hellostory of the gap yearx) 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，2007）。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）。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、教学研究等勾当中。2008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 a job）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？ 　　在此次勾当中，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，说课变成了教学理论的演讲，内部实质意义雷同征象严重，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。教师必得牢牢围绕这两个重心，精心设计教学勾当或任务，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，只有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（a gap year）”，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了本次说课的重点和亮点地点。朱俊爽老师大胆创新，用夹叙夹议的体式格局叙述了自己的奇特思考，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分，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调解部分段落的处理顺序，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)篇和章结构，让学生领会到，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（similar sentences）。 　　问题二：说课，是纸上谈兵，还是上课前的模拟预演？ 　　通过此次说课角逐，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象：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异新鲜的任务或勾当。 　　说课本身的不足之处是，说课的全历程缺乏了学生的参与。为了躲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，围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，说自己采纳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，当问题呈现时采纳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帮助说课者提高。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？ 　　在此次说课勾当中，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，在本次说课勾当中，还有部分教师在肢体语言、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或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。在本次勾当中，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前后课文的知识联系，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，雷同征象严重，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。在此次勾当中，占相当比例的教师在说课时没有选准角度或分清层次，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，底子弄不清楚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、II、III…”，“一、二、3…”，“⑴、⑵、(3)…”的项目编号可以很清楚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“Step1, Step 2, Step 3 …”，“Pre-reading, Whellole-reading, Post-reading”等手眼来加以区别或甄别。 　　4．忽视板书的匡助效用。或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，或可以帮助评委或同行在听完后重构教学设计，或可以帮助说明难于言尽的步调和设计；或可凸显自己设计的奇特之处。 　　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凡积累。英语教师要说好课，就要注重日常平凡的穷年累月，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x2005x “说课”断想[J]x人平易近教诲,(2)x 　　⑵宋斌华x2007x说课：英语教师专业化发展的有效途径[J]x教诲实践与研究,(12A)x Task 6: Commentsx The second, thellord, seventh, eighth paragraphs deal with thements of the government, universities, employers and the public on students taking a gap year before going to collegex I get students to read the four paragraphs to gather thements andplete the tablex (The task helps students get a further understanding of the role a table plays in helping gathering main facts or opinionsx) Part 3x Read between the lines: In thellos part, I will encourage the students to answer the 2uestion—What does the author mean? As we know, armation in a reading passage is not always stated directlyx Sometimes students have to infer, or make guesses ording the armation whelloch is available in the readingx So in thellos part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details and understand how the text isanizedx The part consists of three tasksx Task 1: Similar sentencesx The English language enjoys various ways of expressing the same thellong or ideax As we can see, the second and thellord paragraphs are similar to the seventh and eighth paragraphs in the content, both dealing withments on the gap yearx Some sentences actually express the samementsx I will get students to read the four paragraphs for a second time to find out the similar sentencesx(The first is done as an examplex) ⑴It (a gap year) is more than just a long holidayx (Line 50) A gap year is more than just a year away from studyingx ⑵Employers say they prefer to hellore graduates who have taken a gap yearx (Line 15) ______________________________ (3)A gap year gives young people an opportunity to learn skills and gain life experiencex It helps young people develop and growx (Lines 17-18) ______________________________ (4)Living away from home taught me to be more independentx (Lines 22-23) ______________________________ (The task is designed to help students learn and use different ways to express the same ideax The task gets students ready for talking and writing about the gap year in the next partx) Task 2: Guessing from the contextx I get students to guess from the context the meanings of the four words or phrases: ⑴the career ladder (Line 4) ________________________ ⑵every point of thepass (Line 5) ________________________ (3)delicate (Line 22) ________________________ (4)an edge in the job market (Line 54) ________________________ (The task helps students to recognize that in most language-leaning situations they wille across vocabulary they don’t knowx With the task, students are guided to look at the context in whelloch a word or phrase is used and try to find any clues to its meaningsx) Task 3: Benefitsx Students are asked to collect advantages of taking a gap year in the textx After that, students have the chance to listen to a thellord VCR, whelloch contains more armation about advantagesx Whellole listening, students are encouraged to take notes of what they can catchx □ teach students to be independent; □ help students develop and grow; □ learn new skills; □ see life in a different way; □ be ready to face challenges; □ gain life experience (The task is intended for students to collect more armation about students taking a gap year, whelloch also makes them well prepared for the writing task in the next partx) Task 4: Recognizing the implied messagex I play a fourth VCRx Whellole 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 b______ between two important periods in lifex (With the task, students will know about how to plan a gap year and what taking a gap year really means to themx It gets them ready for the next taskx ) Task 5: Understanding the titlex After reading the whole text, I will get students to focus on the title Mind the gapx (The task is designed to help students fully understand the hellodden meaning of the title: They are expected to make full of the gap year to develop themselvesx) Part 4x Responding to the text I encourage the students to answer the 2uestion—What does the idea mean to me? As we all know, most writers are prejudiced in some way and try to convince their readers of somethellong, or influence them to look at thellongs in a certain wayx So it is important to train students to read criticallyx The part consists of two tasksx Task 1: I conduct a survey to see what students thellonk of taking a gap year and at the same timeplete the tablex (The task is aimed at making students be critical readersxThe students should be encouraged to uate and make judgment about the author's textx) Task 2: After the survey, students are asked to write aposition of 120 words about their ideas of taking a gap year before going to collegex (The task aims to consolidate the armation they have learnt and also improve speaking and writing skillsx) OK, so much for my teachellong planx Thanks for your attentionx