【正文】 □ be ready to face challenges。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)目編號格局上。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、和眼神兒，聲情并茂地說課，把評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。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。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。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、基本功競賽、教學(xué)研究等勾當(dāng)中。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，參加了接下來的評優(yōu)課角逐。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)。2．教學(xué)設(shè)計(jì)缺乏創(chuàng)新。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?！?gain life experience(The task is intended for students to collect more information about students taking a gap year, which also makes them well prepared for the writing task in the next part.)Task 4: Recognizing the implied play a fourth listening, students are expected to fill in the two blanks: Actually, a year off is not a gap, but a time for personal growth and d_______, a b______ between two important periods in life.(With the task, students will know about how to plan a gap year and what taking a gap year really means to gets them ready for the next task.)Task 5: Understanding the reading the whole text, I will get students to focus on the the gap.(The task is designed to help students fully understand the hidden meaning of the title: They are expected to make full of the gap year to develop themselves.)Part to the text I encourage the students to answer the question—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 something, or influence them to look at things in a certain it is important to train students to read part consists of two 1: I conduct a survey to see what students think of taking a gap year and at the same time plete the table.(The task is aimed at making students be critical students should be encouraged to evaluate and make judgment about the author39。另一半黑板可用來展覽虛擬課堂教學(xué)的板書設(shè)計(jì)，或可以幫助評委或同行在聽完后重構(gòu)教學(xué)設(shè)計(jì)，或可以幫助說明難于言盡的步調(diào)和設(shè)計(jì)；或可凸顯自己設(shè)計(jì)的奇特之處。實(shí)在，教說材就是說明如何依據(jù)某一課在全冊或單元中的地位，確定教學(xué)目標(biāo)、教學(xué)的重難點(diǎn)，主要是介紹該課在教材中的地位和效用和和前后課文的知識聯(lián)系，還要進(jìn)行簡略的教材分析，依據(jù)教材內(nèi)部實(shí)質(zhì)意義和學(xué)生現(xiàn)實(shí)，說明自己對教材的處理和如許處理的理論依據(jù)。只管即便做到在還沒有上課以前就高發(fā)現(xiàn)一些問題，而且把問題目解釋題決掉，提高課堂教學(xué)效益。于是，如何合理施用教學(xué)理論突破這兩個(gè)難點(diǎn)就成了本次說課的重點(diǎn)和亮點(diǎn)地點(diǎn)。它是教師依據(jù)課程尺度、教誨教學(xué)理念，口頭表述自己對教學(xué)內(nèi)部實(shí)質(zhì)意義、教學(xué)目標(biāo)、教學(xué)重難點(diǎn)、教學(xué)要領(lǐng)、教學(xué)步伐等進(jìn)行創(chuàng)造性設(shè)計(jì)的一種教研形式（崔小春，2005）。教材特點(diǎn)和學(xué)生現(xiàn)實(shí)是說課的兩個(gè)重心。要說好課、上好課，取得預(yù)想成效，教師就必須對教材、課程尺度有充實(shí)的認(rèn)識，理解教材內(nèi)部實(shí)質(zhì)意義，掌握教材各個(gè)知識點(diǎn)之間相互的瓜葛，了解學(xué)生的需要和現(xiàn)實(shí)。偶爾，說課教師要預(yù)演課堂中將會呈現(xiàn)的教學(xué)場景時(shí)，可以暫時(shí)把自己的身份切換成教師，好像處身于課堂上，面對著學(xué)生，通過自己繪聲繪色的課堂語言把預(yù)設(shè)的教學(xué)內(nèi)或許環(huán)境展覽在評委眼前。因此，說課教師要善于用“Step1, Step 2, Step 3 …”，“Prereading, Whellolereading, Postreading”等手眼來加以區(qū)別或甄別。s textx)Task 2: After the survey, students are asked to write aposition of 120 words about their ideas of taking a gap year before going to collegex(The task aims to consolidate the armation they have learnt and also improve speaking and writing skillsx)OK, so much for my teachellong planx Thanks for your attentionx 牛津高中英語說課稿評優(yōu)課一等獎(jiǎng)?wù)f課稿(全英文)://第二篇：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 material The 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 unique , 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 aims Based 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 expressions or approaches to express the same thing or 3 Teaching procedures In order to achieve 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 to prehend the text, solve problems and plete different teaching procedures include four parts They’re getting ready, focusing on main facts, reading between the lines and responding the 1 Getting ready Reading begins before a book is ’s important to activate students’ existing background knowledge and draw their attention to the topic of the this 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 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 machine with a magic power will bring them to their graduation from high 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 high school, most of Chinese students go straight to universities, at this time next year, most of you will be studying in a university.(With the task, I inspire students’ former knowledge and imagination about graduating from high 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 high schools, and tell students that more and more students in the UK are doing something different instead of going straight to t