蘇教版牛津高中英語說課稿評優(yōu)課一等獎?wù)f課稿

1、牛津高中英語說課稿評優(yōu)課一等獎?wù)f課稿(全英文)來源:中考 Tag:牛津高中英語說課稿 點(diǎn)擊: 386次牛津高中英語說課稿評優(yōu)課一等獎?wù)f課稿(全英文)牛津高中英語說課稿2010年04月29日以下是全市高中英語教師評優(yōu)課一等獎的全英文說課稿，現(xiàn)注銷來，希望對大家有點(diǎn)幫助，說課的內(nèi)部實(shí)質(zhì)意義是牛津高中英語（江蘇版）第11板塊第2單元Project中的閱讀材料。 Good morning, ladies and gentlemanx Today, I feel honored to have the chance to share my ideas about how to teach reading

2、x 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 section Theyre analysis of the reading material, identif

3、ying 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, whelloc

4、h 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, its 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 unfa

5、miliar 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

6、 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 teachell

7、ong 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 incl

8、ude four partsx Theyre 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 Its important to activate students existing background knowledge and draw their attention to the topic of the textx In thello

9、s 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 g

10、o 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 prese

11、ntations 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

12、 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 i

13、n 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

14、 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 2uestionWhat does the author

15、 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

16、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 inst

17、ead 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 previou

18、s tablex Then theyre 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

19、 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 Theylle to know that a table is of

20、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

21、 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 w

22、atch 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, studen

23、ts 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) 說課是20百年80年代后期隨著教改深切而產(chǎn)生的帶有教誨科學(xué)

24、研究性質(zhì)的教研勾當(dāng)，其理論和實(shí)踐越來越受到正視（宋斌華，2007）。它是教師依據(jù)課程尺度、教誨教學(xué)理念，口頭表述自己對教學(xué)內(nèi)部實(shí)質(zhì)意義、教學(xué)目標(biāo)、教學(xué)重難點(diǎn)、教學(xué)要領(lǐng)、教學(xué)步伐等進(jìn)行創(chuàng)造性設(shè)計(jì)的一種教研形式（崔小春，2005）。通俗地說，就是闡述“教什么內(nèi)部實(shí)質(zhì)意義、為什么教這些個、怎么教和為什么這么教”的問題。由于說課能夠揭示出教師在備課中的思維創(chuàng)新歷程，能凸顯出教師對課程尺度、教材、學(xué)生的理解和駕馭的水平和運(yùn)用有關(guān)教誨理論和教學(xué)原則社團(tuán)教學(xué)的能力 由于時間短、易操作、見效快，說課深受教誨行政、科學(xué)研究部門和下層學(xué)校的青睞，常被應(yīng)用在教師雇用、基本功競賽、教學(xué)研究等勾當(dāng)中。2008年10月張

25、家港市教誨局在張家港外國語學(xué)校舉行了全市高中英語教師說課角逐。說課內(nèi)部實(shí)質(zhì)意義是牛津高中英語（江蘇版）第11板塊第2單元Project中的一篇閱讀材料，是本單元話題（getting a job）的延伸和拓展。教學(xué)對象是高三學(xué)生。作者就以此次勾當(dāng)為案例，聯(lián)合17位參加比賽教師的具體表現(xiàn)和主要問題，跟英語教師談一談如何說好課。 問題一：說課，是背長篇累牘的教誨理論，還是談獨(dú)具巧妙的心思的教學(xué)設(shè)計(jì)？ 在此次勾當(dāng)中，有不少教師事前作了大量準(zhǔn)備，網(wǎng)絡(luò)了許多時尚的英語教學(xué)理論和教學(xué)要領(lǐng)，把一大半時間用來談理論，說要領(lǐng)，而本節(jié)課的教學(xué)設(shè)計(jì)卻輕描淡寫，一帶而過。給評委們的印象是，說課變成了教學(xué)理論的演講，內(nèi)部

26、實(shí)質(zhì)意義雷同征象嚴(yán)重，而且自己所倡導(dǎo)的理論和要領(lǐng)并沒有在教學(xué)設(shè)計(jì)中得到表現(xiàn)。 說原理，講要領(lǐng)，是說課的一個顯著特性，但絕不是說課的主體。成功的說課，應(yīng)該把教學(xué)設(shè)計(jì)和教學(xué)理論有機(jī)地聯(lián)合在一路，且要略側(cè)重于教說學(xué)設(shè)計(jì)。教材特點(diǎn)和學(xué)生現(xiàn)實(shí)是說課的兩個重心。教師必得牢牢圍繞這兩個重心，精心設(shè)計(jì)教學(xué)勾當(dāng)或任務(wù)，以此來展覽自己對教誨教學(xué)理論理解的深度，展覽自己對學(xué)生學(xué)情駕馭的精確度，展覽自己在教學(xué)設(shè)計(jì)上的獨(dú)到之處。“說”是形式，“課”及“課理”是內(nèi)部實(shí)質(zhì)意義，只有做到形式與內(nèi)部實(shí)質(zhì)意義辯證統(tǒng)一，才氣達(dá)到預(yù)定的日期的說課目的。換言之，說課不是長篇大論地演講教學(xué)理論，而是要談自己不論什么運(yùn)用教學(xué)理論解決教學(xué)中

27、所遇到的現(xiàn)實(shí)問題。 本次說課材料具有兩個特點(diǎn)：一是，篇幅長，全文長達(dá)688個詞；二是，話題新，“休學(xué)實(shí)踐年（a gap year）”，對絕大多中國學(xué)生來說是一個新物質(zhì)。于是，如何合理施用教學(xué)理論突破這兩個難點(diǎn)就成了本次說課的重點(diǎn)和亮點(diǎn)地點(diǎn)。朱俊爽老師大膽創(chuàng)新，用夾敘夾議的體式格局?jǐn)⑹隽俗约旱钠嫣厮伎?，令評委有線人一新的感覺，其主要亮點(diǎn)是：把閱讀材料分化為主要事實(shí)和評價(jià)兩個部分，即三個學(xué)生參加休學(xué)實(shí)踐年的履歷領(lǐng)會，和英語政府、雇主、大學(xué)對這種做法的評價(jià)，便于學(xué)生掌握文章的主要事實(shí)和不雅點(diǎn)；調(diào)解部分段落的處理順序，把第四、5、6天然段這三段視為一個整體，看做聽力材料，放在閱讀以前就處理掉，緩解學(xué)生

28、的閱讀生理承擔(dān)；(3)分析篇和章結(jié)構(gòu)，讓學(xué)生領(lǐng)會到，盡管第二、3天然段和第七、8天然段的表述體式格局迥異，但內(nèi)部實(shí)質(zhì)意義大抵相同，并設(shè)計(jì)了響應(yīng)的任務(wù)（similar sentences）。 問題二：說課，是紙上談兵，還是上課前的模擬預(yù)演？ 通過此次說課角逐，有8名教師勝出，參加了接下來的評優(yōu)課角逐。這此中發(fā)生了一個稀罕征象：有個體教師在說課時顯得理念時尚、手眼新鮮，什么三維目標(biāo)、任務(wù)型教學(xué)、合作探索追究、多媒體運(yùn)用等比比皆是，而在后來的評優(yōu)課中卻顯得邁步維艱，缺乏辦理和調(diào)控課堂的實(shí)踐智慧和教學(xué)藝術(shù)。為什么會呈現(xiàn)這種“說得好，不一定上得好”的窘境呢？在說課以前，社團(tuán)者就奉告說課教師，此次勾當(dāng)?shù)膬?yōu)

29、越者將在一個普通高中展覽自己的教學(xué)設(shè)計(jì)。按原理說，說課教師已經(jīng)事前已經(jīng)了解學(xué)生的情況。但是，有的說課教師為了趕時髦盲目跟風(fēng)，或迎合評委的口胃，而掉臂學(xué)生和教材的現(xiàn)實(shí)情況，掉臂語言教學(xué)的基本規(guī)律，一味地去挖空心力設(shè)計(jì)奇異新鮮的任務(wù)或勾當(dāng)。 說課本身的不足之處是，說課的全歷程缺乏了學(xué)生的參與。為了躲避不切現(xiàn)實(shí)的隨意闡揚(yáng)，說課勾當(dāng)社團(tuán)者必得事前奉告說課教師學(xué)生的英語現(xiàn)實(shí)水平；說課教師要牢牢抓住學(xué)生和教材，圍繞這兩個重心設(shè)計(jì)教學(xué)。教學(xué)目標(biāo)的確立、內(nèi)部實(shí)質(zhì)意義的分析、問題的配備布置、練習(xí)的安排及教學(xué)要領(lǐng)的運(yùn)用，都必須以學(xué)生的現(xiàn)實(shí)情況為參考系。不然，再標(biāo)致的說課也是蜃樓海市。要說好課、上好課，取得預(yù)想成效

30、，教師就必須對教材、課程尺度有充實(shí)的認(rèn)識，理解教材內(nèi)部實(shí)質(zhì)意義，掌握教材各個知識點(diǎn)之間相互的瓜葛，了解學(xué)生的需要和現(xiàn)實(shí)。 說課不是說給自己一個人聽，也不是自編、自導(dǎo)、自演，而是一場實(shí)彈演習(xí)。說課教師要在同行或評委面前，說自己對教材、對課準(zhǔn)的認(rèn)識，說自己對知識點(diǎn)的講解，說自己采納什么樣的要領(lǐng)給學(xué)生上課，說可能在什么地方學(xué)生會存在問題，當(dāng)問題呈現(xiàn)時采納什么樣的要領(lǐng)去解決，針對不同的問題和學(xué)生，選擇什么樣的教學(xué)要領(lǐng)等等。在如許的一個歷程中，同行或評委就會對說課者的說課情況加以分析研究，看看還存在著什么問題，運(yùn)用什么樣的要領(lǐng)來幫助說課者提高。應(yīng)該說，說課的歷程就是發(fā)現(xiàn)問題、解決問題的歷程，是說課者和評

31、課者共同提高的歷程。只管即便做到在還沒有上課以前就高發(fā)現(xiàn)一些問題，而且把問題目解釋題決掉，提高課堂教學(xué)效益。 問題三：說課，該采用哪一種語言和敘述體式格局？ 在此次說課勾當(dāng)中，全部參加比賽教師都采用英語說課，在展覽自己教學(xué)設(shè)計(jì)的同時，也充實(shí)凸顯了嫻熟的英語表達(dá)能力。能用流利的英語展覽自己的教學(xué)思想和設(shè)計(jì)，是我們英語教師共同尋求的理想目標(biāo)。但是，英語終究是一門外語，會對說課的預(yù)定的日期成效產(chǎn)生一定程度的毀傷。因此，至于說課是采用英語還是漢語，說課勾當(dāng)?shù)纳鐖F(tuán)者，要思量到現(xiàn)實(shí)情況，要因時、因地、因人而定，不能盲目跟風(fēng)。 此外，在本次說課勾當(dāng)中，還有部分教師在肢體語言、敘述體式格局、能否脫稿說課三方面

32、上還存在缺憾。有的說課教師身姿僵硬，表情呆板；有的采用不適當(dāng)?shù)臄⑹鲶w式格局，在全般說課歷程中把評委都當(dāng)成學(xué)生，施用了過多的課堂用語；有的說課教師不能做到脫稿，而是把備課稿從頭至尾朗讀了一遍。 在現(xiàn)實(shí)教學(xué)中，教學(xué)的肢體語言、手勢、與學(xué)生的眼神兒交流對教學(xué)目標(biāo)的達(dá)成也起著重要的匡助效用。因此，說課教師要適當(dāng)借助于適當(dāng)?shù)闹w語言、手勢來表述自己的設(shè)計(jì)和意圖，注意和評委做好眼神兒交流，不媚不冷，在平等中溫情交流。說課教師要只管即便做到脫稿，必要時再參照說課綱要，得當(dāng)?shù)剡\(yùn)用好肢體語言、手勢、和眼神兒，聲情并茂地說課，把評委的注意力吸引到自己預(yù)設(shè)情景中去，使他們受到感染，產(chǎn)生共鳴。 說課教師面對的是同行或

33、者教學(xué)研究者，宜采用陳述性語言，有層次地說明自己的設(shè)計(jì)意圖及具體的操作策略。偶爾，說課教師要預(yù)演課堂中將會呈現(xiàn)的教學(xué)場景時，可以暫時把自己的身份切換成教師，好像處身于課堂上，面對著學(xué)生，通過自己繪聲繪色的課堂語言把預(yù)設(shè)的教學(xué)內(nèi)或許環(huán)境展覽在評委眼前。 問題四：在英語說課中，還有哪些細(xì)節(jié)值得注意？ 細(xì)節(jié)決定成敗。一些細(xì)節(jié)問題處理不好，也會影響說課的成效。在本次勾當(dāng)中，我們發(fā)現(xiàn)以下一些普遍存在的細(xì)節(jié)問題： 1不知道如何教說材。有的說課教師忽略這一環(huán)節(jié)，有的教師則長篇大論。實(shí)在，教說材就是說明如何依據(jù)某一課在全冊或單元中的地位，確定教學(xué)目標(biāo)、教學(xué)的重難點(diǎn)，主要是介紹該課在教材中的地位和效用和和前后課

34、文的知識聯(lián)系，還要進(jìn)行簡略的教材分析，依據(jù)教材內(nèi)部實(shí)質(zhì)意義和學(xué)生現(xiàn)實(shí)，說明自己對教材的處理和如許處理的理論依據(jù)。值得注意的是，教說材時要點(diǎn)到為止，不要過多的展開。 2教學(xué)設(shè)計(jì)缺乏創(chuàng)新。說課是上課的預(yù)演，強(qiáng)調(diào)從學(xué)生和教材現(xiàn)實(shí)出發(fā)，來設(shè)計(jì)教學(xué)任務(wù)。但這其實(shí)不意味著，說課教師在設(shè)計(jì)教課時抱殘守缺，不求創(chuàng)新。此次說課的課型是閱讀教學(xué)，不少說課教師的教學(xué)勾當(dāng)設(shè)計(jì)就缺乏新意，雷同征象嚴(yán)重，教學(xué)步調(diào)一般都分為讀前、讀中、讀后，教學(xué)勾當(dāng)局限于回答問題、課文填空、判讀正誤、復(fù)述等通例勾當(dāng)。朱俊爽老師牢牢抓住學(xué)生和閱讀材料現(xiàn)實(shí)，做了一些成功的嘗試，例如：她設(shè)計(jì)了任務(wù)Similar Sentences，讓學(xué)生在文章

35、第二、3、七、8天然段中找出意思附近而表達(dá)不同的句子，增加了學(xué)生的可理解性輸入，為后面口頭和書面表達(dá)做好鋪墊。 3主線不突出，語言表述混亂。在此次勾當(dāng)中，占相當(dāng)比例的教師在說課時沒有選準(zhǔn)角度或分清層次，東一錘子西一棒，想到那里說到那里，以至于評委聽得一頭霧水，底子弄不清楚說課教師的教學(xué)步調(diào)。其原因之一，說課教師沒有凸顯出一個主線索，把多個教學(xué)勾當(dāng)串聯(lián)起來，從而引起表述雜亂無章；另一個最主要的原因是出在項(xiàng)目編號格局上。在書面語中，類似于“I、II、III”，“一、二、3”，“、(3)”的項(xiàng)目編號可以很清楚地表白敘述內(nèi)部實(shí)質(zhì)意義的層次，但在口頭語就不行了，因?yàn)樗鼈兟犐先ザ际且粯印Ｒ虼?，說課教師要善

36、于用“Step1, Step 2, Step 3 ”，“Pre-reading, Whellole-reading, Post-reading”等手眼來加以區(qū)別或甄別。 4忽視板書的匡助效用。或許由于受說課時間的限定，有些老師在說課時沒有板書。實(shí)在，適當(dāng)?shù)陌鍟梢詫φf課起到畫龍點(diǎn)睛的效用。在說課前，教師可以用粉筆把黑板一分為二，一半用作為枚舉說課內(nèi)部實(shí)質(zhì)意義的主要步調(diào)和關(guān)鍵詞。另一半黑板可用來展覽虛擬課堂教學(xué)的板書設(shè)計(jì)，或可以幫助評委或同行在聽完后重構(gòu)教學(xué)設(shè)計(jì)，或可以幫助說明難于言盡的步調(diào)和設(shè)計(jì)；或可凸顯自己設(shè)計(jì)的奇特之處。 竣事語 總而言之，說課，是英語教師對自己教學(xué)基本功和教學(xué)實(shí)踐智慧的一

37、次集中展覽。說課講究的是教材駕馭精確，教法選擇得當(dāng)，學(xué)法引導(dǎo)有效，板書綱要挈領(lǐng)，歷程清晰明朗。這篇文章只討論了說課當(dāng)時的一些注意事項(xiàng)，而說課的成敗取決于說課前的日常平凡積累。英語教師要說好課，就要注重日常平凡的窮年累月，多學(xué)習(xí)教學(xué)理論，多研究教材和學(xué)生，鍛煉好自己的英語表達(dá)能力，培養(yǎng)自己的教學(xué)基本功。 _ 用來參考的書籍目： 崔小春x2005x “說課”斷想Jx人平易近教誨,(2)x 宋斌華x2007x說課：英語教師專業(yè)化發(fā)展的有效途徑Jx教誨實(shí)踐與研究,(12A)x Task 6: Commentsx The second, thellord, seventh, eighth paragra

38、phs 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

39、helping gathering main facts or opinionsx) Part 3x Read between the lines: In thellos part, I will encourage the students to answer the 2uestionWhat 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

40、 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

41、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

42、paragraphs for a second time to find out the similar sentencesx(The first is done as an examplex) It (a gap year) is more than just a long holidayx (Line 50) A gap year is more than just a year away from studyingx Employers say they prefer to hellore graduates who have taken a gap yearx (Line 15) _

43、(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

44、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: the career ladder (Line 4) _ every point of thepass (Line 5) _ (3)delicate

45、(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 dont 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

46、 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

47、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