【正文】 第一篇：蘇教版牛津高中英語說課稿評優(yōu)課一等獎(jiǎng)?wù)f課稿牛津高中英語說課稿評優(yōu)課一等獎(jiǎng)?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(jiǎng)?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(jiǎng)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 readingxIn the reading process, I will focus on students’ longterm 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 section 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 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 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 ideaxSection 3 Teachellong proceduresIn order to achelloeve the teachellong aims mentioned above, I decide to choose guided reading and TaskBased 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 textxPart 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 prereading 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’ desire 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 46 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 studentsx 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 star