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牛津高中英语说课稿
篇一：牛津高中英语说课稿评优课一等奖说课稿
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201X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。

Good morning, ladies and gentleman Today, I feel honored to have the chance to share my ideas about how to teach readingIn 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 independentlyxMy teachellong plan will include 3 sectionsx They’re analysis of the reading material, identifying the teachellong aims and teachellong proceduresxSection 1 Analysis of the teachellong materialThe 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 p assage 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 studentsxSection 2 Indentifying the teachellong aimsBased 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 textxThe 2nd aim: Students get a
better understanding of what a gap year isxThe 3rd aim: Students are encouraged to figure out the implied meaningxThe 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 proceduresIn 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 readyReading 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 doingxAfter 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’ d esire 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 factsDuring 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 students x 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，201X）。

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，
201X）。

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。

201X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
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。