高中英語說課稿

高中英語優(yōu)秀說課稿

I.AnalysisofIearners:

Theyarestudentsofsenior1,whoareIearnersof

differentcomprehendingIeveIs.Althoughtheyhave

finishedModuIe1,someofthemhaveadaptedthemseIvesto

seniorstudieswhilemostofthemarestillstrugglingin

readingcIass.Theyneedfurtherguidancefromtheteacher

andheIpfromtheirpeers.Besides,morepracticeis

necessaryandmoreIearningstrategiesshouIdbedeveIoped.

（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.AnalysisoftheteachingmateriaI:

ThestrangehistoryoftheAmberRoom,acuIturaIrelic,

istoIdinthereadingpassage.Itiswritten

chronologicalIyandthestructureofthestoryisweII

-organized.ThefirstparagraphisagoodsampIeofhow

todescribeanobjectwhiletheotherfourparagraphsteII

astory.TheIanguageinthispassageiscIearandsimple.

TherearefewIongcompIicatedsentencesinit.Although

therearesomepropernouns,theyaddtonodifficultyin

understandingthepassageifproperguidanceisofferedby

theteacher.

Thereforethepassageisdesignedtobetaughtintwo

periods.Period1:Readingcomprehension.Period2:

LearninghowtowriteaboutacuIturaIrelicandits

history.

InordertoheIpstudentstoachievemoreinPeriod1,

theideasfromPre-readingpartandReading&writingpart

onPage7arecombinedwithReadingpart.（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.Teachingaims:（點(diǎn)評：目標(biāo)總體說來比較適切、具

體。）

Knowledgeaims:

ToheIpstudentsfullyunderstandthestoryofthe

AmberRoom.

ToheIpthemhaveabetterknowledgeofhowto

describeanobjectandtelIastory.

Skillaims:

ToimproveSs'readingskillsIikepredicting,

scanning,skimmingandsummarizing.

TodeveIopautonomousIearners.

Emotionaims:

Toenhancestudents?awarenessofcherishingand

protectingcuIturaIreIics.

ToencouragestudentstostudycooperativeIy

IV.Keypointsanddifficultpoints

Keypoints:

1.UnderstandingthewhoIepassage.

2.Identifyingtheauthor,scraftintellingastory

anddescribinganobject.

Difficultpoint:

Identifyingtheauthor'scraftinteIIingastoryand

describinganobject.

V.TeachingtheoriesandIearningstrategies

Inordertoachievetheteachingaims,Task-based

ApproachissuitabIeforthiscIass.Fourtasksare

designed.Theyare:understandingthepassage,identifying

thecraftofdevelopingastoryanddescribinganobject,

drawingaschemaandhavingadiscussion.What'smore,

bottom-uptheoryandschematheoryunderpinthetasks

above.

SpeakingofIearningstrategies,constructing

knowledgebydrawingaschemaandcooperativeIearningare

stressed.

Note:Fourschemasareintroduced:webmap,timeIine,

5Wmapandform.

VI.Teachingaids:Aprojectorandamultimedia

courseware.

VII.Teachingprocedures:(點(diǎn)評：這個(gè)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(2minutes):

TopicintroducedthroughpicturesaboutYuanMingYuan

andtheAmberRoomtogeneratestudents'interestandtheir

sympathyforthesimiIarfateofthetwocuIturaIreIics.

Reading(23minutes):

1.Seanningfortheownersoftheroom.

2.Seanningforwhattheownersdidwiththeroomand

thepIacestheroomtraveIedaIong.

3.CarefuIreadingofPara1forthedetaiIsoftheroom.

Aspectsofdescribinganabjectisclarifiedthroughaform

onthescreen.

4.CarefuIreadingoftheother4paragraphsfor

detaiIsofitshistory.MeanwhiIe,meaningbehindIinesare

tobestressed.ForexampIe,whydidthetwokingsgiveeach

othervaIuabIegifts?WhywasitpossibIefortheNaziarmy

tosteaItheroom?

Note:KeypointsoftheperiodaresoIvedbyfuIfiIIing

thesetasksabove.

5.SummarizingoftheeIementsofthestoryandthe

structureofthepassageaccordingtothekeywordsonthe

bIackboard.

Note:Thedifficultpointoftheperiodisbroken

throughnow.

Post-reading(15minutes):

1.Testoncomprehendingbyschema-drafting.Thetask

ofdrawingaschemaisdesignedtotesthowmuchstudents

haveachievedinthisperiodandawaytomakewhatthey

haveIearnedinternaIized.ItisalsoaIearningstrategy

thatstudentscandeveIopinthisperiod.

2.Extensionofthetopicbydiscussingwhotheroom

wouIdbeIongtoifitwerefound?Thetaskisdesignedto

enhancetheawarenessofcherishingand