【正文】 □ learn new skills。________________用來(lái)參考的書(shū)籍目：⑴崔小春x2005x “說(shuō)課”斷想[J]x人平易近教誨,(2)x⑵宋斌華x2007x說(shuō)課：英語(yǔ)教師專(zhuān)業(yè)化發(fā)展的有效途徑[J]x教誨實(shí)踐與研究,(12A)x Task 6: Commentsx The second, thellord, seventh, eighth paragraphs deal with thements of the government, universities, employers and the public on students taking a gap year before going to collegex I get students to read the four paragraphs to gather thements andplete the tablex(The task helps students get a further understanding of the role a table plays in helping gathering main facts or opinionsx)Part 3x Read between the lines: In thellos part, I will encourage the students to answer the 2uestion—What does the author mean? As we know, armation in a reading passage is not always stated directlyx Sometimes students have to infer, or make guesses ording the armation whelloch is available in the readingx So in thellos part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details and understand how the text isanizedx The part consists of three tasksx Task 1: Similar sentencesx The English language enjoys various ways of expressing the same thellong or ideax As we can see, the second and thellord paragraphs are similar to the seventh and eighth paragraphs in the content, both dealing withments on the gap yearx Some sentences actually express the samementsx I will get students to read the four paragraphs for a second time to find out the similar sentencesx(The first is done as an examplex)⑴It(a gap year)is more than just a long holidayx(Line 50)A gap year is more than just a year away from studyingx ⑵Employers say they prefer to hellore graduates who have taken a gap yearx(Line 15)______________________________(3)A gap year gives young people an opportunity to learn skills and gain life experiencex It helps young people develop and growx(Lines 1718)______________________________(4)Living away from home taught me to be more independentx(Lines 2223)______________________________(The task is designed to help students learn and use different ways to express the same ideax The task gets students ready for talking and writing about the gap year in the next partx)Task 2: Guessing from the contextx I get students to guess from the context the meanings of the four words or phrases: ⑴the career ladder(Line 4)________________________ ⑵every point of thepass(Line 5)________________________(3)delicate(Line 22)________________________(4)an edge in the job market(Line 54)________________________(The task helps students to recognize that in most languageleaning situations they wille across vocabulary they don’t knowx With the task, students are guided to look at the context in whelloch a word or phrase is used and try to find any clues to its meaningsx)Task 3: Benefitsx Students are asked to collect advantages of taking a gap year in the textx After that, students have the chance to listen to a thellord VCR, whelloch contains more armation about advantagesx Whellole listening, students are encouraged to take notes of what they can catchx □ teach students to be independent?；蛟S由于受說(shuō)課時(shí)間的限定，有些老師在說(shuō)課時(shí)沒(méi)有板書(shū)。此次說(shuō)課的課型是閱讀教學(xué)，不少說(shuō)課教師的教學(xué)勾當(dāng)設(shè)計(jì)就缺乏新意，雷同征象嚴(yán)重，教學(xué)步調(diào)一般都分為讀前、讀中、讀后，教學(xué)勾當(dāng)局限于回答問(wèn)題、課文填空、判讀正誤、復(fù)述等通例勾當(dāng)。一些細(xì)節(jié)問(wèn)題處理不好，也會(huì)影響說(shuō)課的成效。此外，在本次說(shuō)課勾當(dāng)中，還有部分教師在肢體語(yǔ)言、敘述體式格局、能否脫稿說(shuō)課三方面上還存在缺憾。說(shuō)課教師要在同行或評(píng)委面前，說(shuō)自己對(duì)教材、對(duì)課準(zhǔn)的認(rèn)識(shí)，說(shuō)自己對(duì)知識(shí)點(diǎn)的講解，說(shuō)自己采納什么樣的要領(lǐng)給學(xué)生上課，說(shuō)可能在什么地方學(xué)生會(huì)存在問(wèn)題，當(dāng)問(wèn)題呈現(xiàn)時(shí)采納什么樣的要領(lǐng)去解決，針對(duì)不同的問(wèn)題和學(xué)生，選擇什么樣的教學(xué)要領(lǐng)等等。按原理說(shuō)，說(shuō)課教師已經(jīng)事前已經(jīng)了解學(xué)生的情況?！罢f(shuō)”是形式，“課”及“課理”是內(nèi)部實(shí)質(zhì)意義，只有做到形式與內(nèi)部實(shí)質(zhì)意義辯證統(tǒng)一，才氣達(dá)到預(yù)定的日期的說(shuō)課目的。教學(xué)對(duì)象是高三學(xué)生。第一篇：蘇教版牛津高中英語(yǔ)說(shuō)課稿評(píng)優(yōu)課一等獎(jiǎng)?wù)f課稿牛津高中英語(yǔ)說(shuō)課稿評(píng)優(yōu)課一等獎(jiǎng)?wù)f課稿(全英文)來(lái)源:中考 Tag:牛津高中英語(yǔ)說(shuō)課稿 點(diǎn)擊: 386次牛津高中英語(yǔ)說(shuō)課稿評(píng)優(yōu)課一等獎(jiǎng)?wù)f課稿(全英文)牛津高中英語(yǔ)說(shuō)課稿2010年04月29日以下是全市高中英語(yǔ)教師評(píng)優(yōu)課一等獎(jiǎng)的全英文說(shuō)課稿，現(xiàn)注銷(xiāo)來(lái)，希望對(duì)大家有點(diǎn)幫助，說(shuō)課的內(nèi)部實(shí)質(zhì)意義是《牛津高中英語(yǔ)》（江蘇版）第11板塊第2單元Project中的閱讀材料。作者就以此次勾當(dāng)為案例，聯(lián)合17位參加比賽教師的具體表現(xiàn)和主要問(wèn)題，跟英語(yǔ)教師談一談如何說(shuō)好課。換言之，說(shuō)課不是長(zhǎng)篇大論地演講教學(xué)理論，而是要談自己不論什么運(yùn)用教學(xué)理論解決教學(xué)中所遇到的現(xiàn)實(shí)問(wèn)題。但是，有的說(shuō)課教師為了趕時(shí)髦盲目跟風(fēng)，或迎合評(píng)委的口胃，而掉臂學(xué)生和教材的現(xiàn)實(shí)情況，掉臂語(yǔ)言教學(xué)的基本規(guī)律，一味地去挖空心力設(shè)計(jì)奇異新鮮的任務(wù)或勾當(dāng)。在如許的一個(gè)歷程中，同行或評(píng)委就會(huì)對(duì)說(shuō)課者的說(shuō)課情況加以分析研究，看看還存在著什么問(wèn)題，運(yùn)用什么樣的要領(lǐng)來(lái)幫助說(shuō)課者提高。有的說(shuō)課教師身姿僵硬，表情呆板；有的采用不適當(dāng)?shù)臄⑹鲶w式格局，在全般說(shuō)課歷程中把評(píng)委都當(dāng)成學(xué)生，施用了過(guò)多的課堂用語(yǔ)；有的說(shuō)課教師不能做到脫稿，而是把備課稿從頭至尾朗讀了一遍。在本次勾當(dāng)中，我們發(fā)現(xiàn)以下一些普遍存在的細(xì)節(jié)問(wèn)題：1．不知道如何教說(shuō)材。朱俊爽老師牢牢抓住學(xué)生和閱讀材料現(xiàn)實(shí)，做了一些成功的嘗試，例如：她設(shè)計(jì)了任務(wù)Similar Sentences，讓學(xué)生在文章第二、七、8天然段中找出意思附近而表達(dá)不同的句子，增加了學(xué)生的可理解性輸入，為后面口頭和書(shū)面表達(dá)做好鋪墊。實(shí)在，適當(dāng)?shù)陌鍟?shū)可以對(duì)說(shuō)課起到畫(huà)龍點(diǎn)睛的效用。□ help students develop and grow。□ see life in a different way。□ help students develop and grow。英語(yǔ)教師要說(shuō)好課，就要注重日常平凡的窮年累月，多學(xué)習(xí)教學(xué)理論，多研究教材和學(xué)生，鍛煉好自己的英語(yǔ)表達(dá)能力，培養(yǎng)自己的教學(xué)基本功。4．忽視板書(shū)的匡助效用。但這其實(shí)不意味著，說(shuō)課教師在設(shè)計(jì)教課時(shí)抱殘守缺，不求創(chuàng)新。問(wèn)題四：在英語(yǔ)說(shuō)課中，還有哪些細(xì)節(jié)值得注意？細(xì)節(jié)決定成敗。因此，至于說(shuō)課是采用英語(yǔ)還是漢語(yǔ)，說(shuō)課勾當(dāng)?shù)纳鐖F(tuán)者，要思量到現(xiàn)實(shí)情況，要因時(shí)、因地、因人而定，不能盲目跟風(fēng)。說(shuō)課不是說(shuō)給自己一個(gè)人聽(tīng)，也不是自編、自導(dǎo)、自演，而是一場(chǎng)實(shí)彈演習(xí)。為什么會(huì)呈現(xiàn)這種“說(shuō)得好，不一定上得好”的窘境呢？在說(shuō)課以前，社團(tuán)者就奉告說(shuō)課教師，此次勾當(dāng)?shù)膬?yōu)越者將在一個(gè)普通高中展覽自己的教學(xué)設(shè)計(jì)。教師必得牢牢圍繞這兩個(gè)重心，精心設(shè)計(jì)教學(xué)勾當(dāng)或任務(wù)，以此來(lái)展覽自己對(duì)教誨教學(xué)理論理解的深度，展覽自己對(duì)學(xué)生學(xué)情駕馭的精確度，展覽自己在教學(xué)設(shè)計(jì)上的獨(dú)到之處。說(shuō)課內(nèi)部實(shí)質(zhì)意義是《牛津高中英語(yǔ)》（江蘇版）第11板塊第2單元Project中的一篇閱讀材料，是本單元話(huà)題（getting a job）的延伸和拓展。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 strat