【正文】 s in lifex(With the task, students will know about how to plan a gap year and what taking a gap year really means to themx It gets them ready for the next taskx)Task 5: Understanding the titlex After reading the whole text, I will get students to focus on the title Mind the gapx(The task is designed to help students fully understand the hellodden meaning of the title: They are expected to make full of the gap year to develop themselvesx)Part 4x Responding to the text I encourage the students to answer the 2uestion—What does the idea mean to me? As we all know, most writers are prejudiced in some way and try to convince their readers of somethellong, or influence them to look at thellongs in a certain wayx So it is important to train students to read criticallyx The part consists of two tasksx Task 1: I conduct a survey to see what students thellonk of taking a gap year and at the same timeplete the tablex(The task is aimed at making students be critical readersxThe students should be encouraged to uate and make judgment about the author39。說課講究的是教材駕馭精確，教法選擇得當(dāng)，學(xué)法引導(dǎo)有效，板書綱要挈領(lǐng)，歷程清晰明朗。在書面語中，類似于“I、II、III…”，“一、二、3…”，“⑴、⑵、(3)…”的項(xiàng)目編號(hào)可以很清楚地表白敘述內(nèi)部實(shí)質(zhì)意義的層次，但在口頭語就不行了，因?yàn)樗鼈兟犐先ザ际且粯印?．教學(xué)設(shè)計(jì)缺乏創(chuàng)新。說課教師面對(duì)的是同行或者教學(xué)研究者，宜采用陳述性語言，有層次地說明自己的設(shè)計(jì)意圖及具體的操作策略。能用流利的英語展覽自己的教學(xué)思想和設(shè)計(jì)，是我們英語教師共同尋求的理想目標(biāo)。不然，再標(biāo)致的說課也是蜃樓海市。問題二：說課，是紙上談兵，還是上課前的模擬預(yù)演？通過此次說課角逐，有8名教師勝出，參加了接下來的評(píng)優(yōu)課角逐。成功的說課，應(yīng)該把教學(xué)設(shè)計(jì)和教學(xué)理論有機(jī)地聯(lián)合在一路，且要略側(cè)重于教說學(xué)設(shè)計(jì)。由于說課能夠揭示出教師在備課中的思維創(chuàng)新歷程，能凸顯出教師對(duì)課程尺度、教材、學(xué)生的理解和駕馭的水平和運(yùn)用有關(guān)教誨理論和教學(xué)原則社團(tuán)教學(xué)的能力 由于時(shí)間短、易操作、見效快，說課深受教誨行政、科學(xué)研究部門和下層學(xué)校的青睞，常被應(yīng)用在教師雇用、基本功競(jìng)賽、教學(xué)研究等勾當(dāng)中。通俗地說，就是闡述“教什么內(nèi)部實(shí)質(zhì)意義、為什么教這些個(gè)、怎么教和為什么這么教”的問題。說原理，講要領(lǐng)，是說課的一個(gè)顯著特性，但絕不是說課的主體。朱俊爽老師大膽創(chuàng)新，用夾敘夾議的體式格局?jǐn)⑹隽俗约旱钠嫣厮伎?，令評(píng)委有線人一新的感覺，其主要亮點(diǎn)是：⑴把閱讀材料分化為主要事實(shí)和評(píng)價(jià)兩個(gè)部分，即三個(gè)學(xué)生參加休學(xué)實(shí)踐年的履歷領(lǐng)會(huì)，和英語政府、雇主、大學(xué)對(duì)這種做法的評(píng)價(jià)，便于學(xué)生掌握文章的主要事實(shí)和不雅點(diǎn)；⑵調(diào)解部分段落的處理順序，把第四、6天然段這三段視為一個(gè)整體，看做聽力材料，放在閱讀以前就處理掉，緩解學(xué)生的閱讀生理承擔(dān)；(3)分析篇和章結(jié)構(gòu)，讓學(xué)生領(lǐng)會(huì)到，盡管第二、3天然段和第七、8天然段的表述體式格局迥異，但內(nèi)部實(shí)質(zhì)意義大抵相同，并設(shè)計(jì)了響應(yīng)的任務(wù)（similar sentences）。教學(xué)目標(biāo)的確立、內(nèi)部實(shí)質(zhì)意義的分析、問題的配備布置、練習(xí)的安排及教學(xué)要領(lǐng)的運(yùn)用，都必須以學(xué)生的現(xiàn)實(shí)情況為參考系。問題三：說課，該采用哪一種語言和敘述體式格局？在此次說課勾當(dāng)中，全部參加比賽教師都采用英語說課，在展覽自己教學(xué)設(shè)計(jì)的同時(shí)，也充實(shí)凸顯了嫻熟的英語表達(dá)能力。說課教師要只管即便做到脫稿，必要時(shí)再參照說課綱要，得當(dāng)?shù)剡\(yùn)用好肢體語言、手勢(shì)、和眼神兒，聲情并茂地說課，把評(píng)委的注意力吸引到自己預(yù)設(shè)情景中去，使他們受到感染，產(chǎn)生共鳴。值得注意的是，教說材時(shí)要點(diǎn)到為止，不要過多的展開。其原因之一，說課教師沒有凸顯出一個(gè)主線索，把多個(gè)教學(xué)勾當(dāng)串聯(lián)起來，從而引起表述雜亂無章；另一個(gè)最主要的原因是出在項(xiàng)目編號(hào)格局上?？⑹抡Z總而言之，說課，是英語教師對(duì)自己教學(xué)基本功和教學(xué)實(shí)踐智慧的一次集中展覽。□ be ready to face challenges。s text.)Task 2: After the survey, students are asked to write a position of 120 words about their ideas of taking a gap year before going to college.(The task aims to consolidate the information they have learnt and also improve speaking and writing skills.)OK, so much for my teaching for your attention!第三篇：高中英語說課稿評(píng)優(yōu)課一等獎(jiǎng)?wù)f課稿牛津高中英語說課稿評(píng)優(yōu)課一等獎(jiǎng)?wù)f課稿(全英文)Good morning, ladies and , I feel honored to have the chance to share my ideas about how to teach the reading process, I will focus on students’ longterm development and enable them to use proper reading skills and other words, students are guided to read efficiently and teaching plan will include 3 ’re analysis of the reading material, identifying the teaching aims and teaching 1 Analysis of the teaching materialThe selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, Getting a analyzing it carefully, I find the article has two uni2ue , it’s a long passage with 688 words, much more than the usual , it deals with a new topic, that is, a gap topic is unfamiliar to most 2 Indentifying the teaching aimsBased on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson: The 1st aim: Students learn the skills and strategies to read a prolonged 2nd aim: Students get a better understanding of what a gap year 3rd aim: Students are encouraged to figure out the implied 4th aim: Students are familiar with various or approaches to the same thellong or 3 teaching proceduresIn order to achelloeve the teaching aims mentioned above, I decide to choose guided reading and TaskBased teaching as the main teaching the teaching methods, I can guide students to use effective reading strategies toprehend the , solve problems andplete different teaching procedures include four ’re getting ready, focusing on main facts, reading between the lines and responding the readyReading begins before a book is ’s important to activate students’ background knowledge and draw their attention to the topic of the thellos part, I will use the prereading activities to increase students’ concentration, arouse their curiosities, fire their imagination and give them a purpose for part consists 高考學(xué)習(xí)網(wǎng)－中國最大高考學(xué)習(xí)網(wǎng)站Gk... | 我們負(fù)責(zé)傳遞知識(shí)！of two tasks: Task 1: A time start my lesson by asking senior 3 students what the date , I go on to show a picture of a time tell students that the machellone with a magic power will bring them to their graduation from hellogh school, which is 1 year that point, I get them to imagine where they are and what they are it, I give a summary of their presentations as follows: After leaving hellogh school, most of Chellonese students go straight to , at thellos time year, most of you will be studying in a university.(With the task, I inspire students’ former knowledge and imagination about graduating from hellogh school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading.)Task 2: 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 that, I play the tape of and get students to catch the answer to the 2uestion: They will travel or work on projects for up to a year before entering university.(With the task, I students’ desire to know more about what their British e2uivalents will do before going to the 2uestion in mind, students will definitely be ea