英语高中说课稿

Oral Presentation of Lesson Plan

(注：本说课稿根据“2003年全国高中《英语课程标准》（实验稿）暨课堂教学改革研讨会”王瑞雪老师的说课录像整理而成，由广西师范学院外国语学院06级黄琳同学记录。)

Background information: High School, Grade 2

Material: Unit14 Lesson 55 Part 2-5, SEFC Book Ⅱ2B

Type of lesson: Revision

Good late afternoon, ladies and gentlemen! If every one of you has not been tired enough to fall asleep, I would be much happy, and so, let me begin. [Presenting the 1st PPT about the teaching material.] My topic today is（SEFC Book ⅡB Unit14 Lesson 55 Part 2-5）to write the attributive clauses, esp. those introduced by pre-wh-.

[Presenting the 2nd PPT about the students’background information.]I come from a “third world” middle school. The majority of my students were administered to this school with very low marks. I think they are dependent, biased and lacking in good learning habits. By biased, I meant even though many of our teachers have changed our points of view towards teaching, I found my students still hold the belief that if a teacher did not teach grammar rules or language points, she or he were not a good teacher. So I feel it important in my every lesson to help them to understand the real meaning of learning languages. As we all

know it is no good knowing all about the language if you can not use it. I think that is one of ideas that the English Curriculum want to transfer to our teachers.

[Presenting the 3rd PPT about the connection between NEC and classroom teaching.]The English Curriculum calls for a class (to) aim at students’ develop ment, centre of students’ activities and develop mutual experience. So in my opinion, We must learn by all means by doing, and so in this very unit, once students have encountered all the proper structure of the attributive clauses, I have designed my revision lesson as follow: (Time: 6’00)

[Presenting the 4th PPT about the teaching aims]First, knowledge objective is to master the attributive clauses, esp. those pre-wh_, which is also the main point. And then the skill objective is to lead the students in using different kinds of attributive clauses, which is also the special relocation in the lesson.

[Presenting the 5th PPT about the teaching methods.]And the methods I adapted here are situation, communication, brainstorming, pair work (and) group work. So in order to fulfill these teaching aims, I have based my teaching at students’ learning on “top-down and bottom-up” system, that is, from situation to sentence tool and back to situation finally. (Time: 7’00)

[Presenting the 6th PPT about the step.1 of teaching procedures]