高中英語優(yōu)秀說課稿-高中英語說課稿一等獎

1、高中英語優(yōu)秀說課稿I. Analysis of learners:They are students of senior 1, who are learners ofdifferent comprehending levels. Although they have finished Module 1, some of them have adapted themselves to senior studies while most of them are still struggling in reading class. They need further guidance from th

2、e teacher and help from their peers. Besides, more practice is necessary and more learning strategies should be developed. （點(diǎn)評：對學(xué)生的適應(yīng)性、學(xué)習(xí)需求等分析得很到位。學(xué)生學(xué)習(xí)本課在英語語言能力、 英語知識等方面的起始狀態(tài)的分析略顯不足。 ）II. Analysis of the teaching material:The strange history of the Amber Room, a cultural relic, is told in the readin

3、g passage. It is written chronologically and the structure of the story is well-organized. The first paragraph is a good sample of howto describe an object while the other four paragraphs tell a story. The language in this passage is clear and simple. There are few long complicated sentences in it.

4、Although there are some proper nouns, they ad dto no difficulty in understanding the passage if proper guidance is offered by the teacher.Therefore the passage is designed to be taught in two periods.Period1: Reading comprehension.Period 2:Learninghow to write about a cultural relic and itshistory.I

5、n order to help students to achieve more in Period 1, the ideas from Pre-reading part and Reading & writing part on Page 7 are combined with Reading part. （點(diǎn)評： 對語料 的分析較深刻，抓住了文章的特點(diǎn)，找到了施教點(diǎn)）III. Teaching aims:（點(diǎn)評：目標(biāo)總體說來比較適切、具 體。）Knowledge aims:To help students fully understand the story of the Ambe

6、r Room.To help them have a better knowledge of how to describe an object and tell a story.Skill aims:To improve Ss ' reading skills like predicting, scanning , skimming and summarizing.To develop autonomous learners.Emotion aims:To enhance students ' awareness of cherishing and protecting cu

7、ltural relics.To encourage students to study cooperativelyIV. Key points and difficult pointsKey points:1. Understanding the whole passage.2. Identifying the author ' s craft in telling a story and describing an object.Difficult point:Identifying the author ' s craft in telling a story and d

8、escribing an object.V. Teaching theories and learning strategiesIn order to achieve the teaching aims, Task-based Approach is suitable for this class. Four tasks are designed. They are: understanding the passage, identifying the craft of developing a story and describing an object, drawing a schema

9、and having a discussion. What ' s more, bottom-up theory and schema theory underpin the tasks above.Speaking of learning strategies, constructing knowledge by drawing a schema and cooperative learning are stressed.Note: Four schemas are introduced: web map, timeline,5W map and form.VI. Teaching

10、aids: A projector and a multimedia courseware.VII. Teaching procedures:( 點(diǎn)評：這個部分應(yīng)該是任何 說課的重點(diǎn)。本案對環(huán)節(jié)交代得較詳細(xì)，教學(xué)設(shè)計(jì)符合認(rèn)知規(guī)律 和語言學(xué)習(xí)特點(diǎn)，符合新課程理念。在環(huán)節(jié)與目標(biāo)的對應(yīng)性方面 的說明略顯不足。)Pre-reading (2 minutes):Topic introduced through pictures about Yuan Ming Yuan and the Amber Roomto generate students ' interest and their symp

11、athy for the similar fate of the two cultural relics.Reading (23 minutes):1. Scanning for the owners of the room.2. Scanning for what the owners did with the room and the places the room traveled along.3. Careful reading of Para 1 for the details of the room. Aspects of describing an abject is clari

12、fied through a form on the screen.4. Careful reading of the other 4 paragraphs for details of its history. Meanwhile, meaning behind lines are to be stressed. For example, why did the two kings give each other valuable gifts? Whywas it possible for the Nazi army to steal the room?Note: Key points of

13、 the period are solved by fulfilling these tasks above.5. Summarizing of the elements of the story and the structure of the passage according to the key words on the blackboard.Note: The difficult point of the period is broken through now.Post - reading (15 minutes):1. Test on comprehending by schem

14、a-drafting. The task of drawing a schema is designed to test how much students have achieved in this period and a way to make what they have learned internalized. It is also a learning strategy that students can develop in this period.2. Extension of the topic by discussing who the room would belong to if it were found? The task is designed to enhance the awareness of cherishing and