高中英语说课稿牛津版全英文

高中英语说课稿牛津版全英文 | 华文宇 | 2017-09-30 11:11:54 共有3个回复
  1. 1高中英语说课稿-牛津版全英文
  2. 2牛津高中英语全英文说课稿-Word_Power部分
  3. 3牛津高中英语 Project 全英文说课稿

高中英语说课稿-牛津版全英文2017-09-30 11:10:45 | #1楼回目录

Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.

In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.

Section 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 English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.

Section 2 Identifying 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 text.

The 2nd aim: Students get a better understanding of what a gap year is.

The 3rd aim: Students are encouraged to figure out the implied meaning.

The 4th aim: Students are familiar with various expressions or approaches to exprethe same idea.

Section 3 Teaching procedures

In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approaches. With the teaching methods, I can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.

Part 1 Getting ready

Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students ‘concentration, arouse their curiosities, fire their imagination and give them a purpose for reading.

The part consists of two tasks:

Task 1: A time machine I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university. Yes, 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: Brainstorming After the summary, I go on to show some more pictures of British fresh students from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Paragraph1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university (With the task, I excite students’ desire to know more about what their British equivalents will do before going to a college. With the question in mind, students will definitely be eager to listen to the tape to find the answer )

Part 2 Focusing on main facts

During the part, I will ask the students to answer the question—what does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text.

The part includes six tasks:

Task 1:Three examples. 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 something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table (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 article)

Task 2: Matching After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading: Whom do the results belong to? Carol________ Daniel________ Martin_______

A felt being part of another culture B be more independent

C found it challenging and rewarding D felt that it was a special experience

E ready to face challenges in the future F learnt how to deal with difficult situation

G felt like she really made a difference H learnt a lot about getting on with local people (With the task, students learn to use a table to gather the main facts about the three British students They’ll know that a table is of great help in their future reading)

Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year (With the task, students are expected to grasp the theme of the article. The task serves as a bridge, which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs)

Task 4:Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or be a charity volunteer (The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year)

Task 5: History of the gap year I play a second VCR and get students to answer the question: When did the gap year start in the UK? (The task enables students to have a good knowledge of the history of the gap year)

Task 6: Comments The second, third, seventh, eighth paragraphs deal with theme of the government, universities, employers and the public on students taking a gap year before going to college. I get students to read the four paragraphs to gather theme and complete the table (The task helps students get a further understanding of the role. A table plays in helping gathering main facts or opinions).

Part 3 Read between the lines: In third part, I will encourage the students to answer the question—what does the author mean? As we know, information in a reading passage is not always stated directly. Sometimes students have to infer, or make guesses according the information which is available in the reading. So in this part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details.The part consists of three tasks.

Task 1: Similar sentences The English language enjoys various ways of expressing the same thing or idea. As we can see, the second and third paragraphs are similar to the seventh and eighth paragraphs in the content, both dealing with comments on the gap year. Some sentences actually exprethe same comments. I will get students to read the four paragraphs for a second time to find out the similar sentences(The first is done as an example) ⑴It (a gap year) is more than just a long holiday(Line 50) A gap year is more than just a year away from studying ⑵Employers say they prefer to hire graduates who have taken a gap year (Line 15) ______________________________ (3)A gap year gives young people an opportunity to learn skills and gain life experience. It helps young people develop and grow (Lines 17-18) ______________________________ (4)Living away from home taught me to be more independent (Lines 22-23) ______________________________ (The task is designed to help students learn and use different ways to exprethe same idea. The task gets students ready for talking and writing about the gap year in the next part)

Task 2: Guessing from the context I get students to guefrom the context the meanings of the four words or phrases: ⑴the career ladder (Line 4) ________________________ ⑵every point of the pa(Line 5) ________________________ (3)delicate (Line 22) ________________________ (4)an edge in the job market (Line 54) ________________________ (The task helps students to recognize that in most language-leaning situations they will come acrovocabulary they don’t know. With the task, students are guided to look at the context in which a word or phrase is used and try to find any clues to its meanings)

Task 3: Benefits Students are asked to collect advantages of taking a gap year in the text. After that, students have the chance to listen to a third VCR, which contains more information about advantages. While listening, students are encouraged to take notes of what they can catch □ teach students to be independent; □ help students develop and grow; □ learn new skills; □ see life in a different way; □ be ready to face challenges; □ 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 messageI play a fourth VCR. While 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 them. It gets them ready for the next task.)

Task 5: Understanding the title After reading the whole text, I will get students to focus on the title. Mind 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 4 Responding 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 way. So it is important to train students to read critically. The part consists of two tasks.

Task 1: I conduct a survey to see what students think of taking a gap year and at the same time complete the table (The task is aimed at making students be critical readers. The students should be encouraged to make judgment about the author's text)

Task 2: After the survey, students are asked to write a composition 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 plan. Thanks for your attention.

牛津高中英语全英文说课稿-Word_Power部分2017-09-30 11:11:02 | #2楼回目录

Good morning, ladies and gentlemen. TodayI’mverypleasedtohaveanopportunitytotalkaboutsomeofmyteachingideas.Mytopicisword power part of Unit 1,taken from the Advance with English, Student’s Book 1.My representationismadeupofsixparts:analysis of the teaching material, analysis of the students, teaching methods, teaching procedures, blackboard design.

Part 1 Analysisoftheteachingmaterial:

This is the second part of this unit, and it plays a very important role. The unit introduces and develops the theme of school life in the UK. All the materials are related to school life. It can improve students’ interest to grasp the words. It also provides a chance for students to enlarge their vocabulary about school facilities. At the same time, we should get the students to understand some difficult words and phrases to comprehend the text better.

Teaching aims:

1)Knowledge aim: To review the word formation and master the useful words and phrases

2)Ability aim: To expand the students’ vocabulary. Let the student learn new words about school facilities. To help them learn how to apply them in English learning.

3)Moral aim: Enable the students to talk about school facilities and love their school facilities.

Teaching difficult point:

1)How to make use of word formation to enlarge their vocabulary and improve their reading ability.

2)The usage of some key words.

3)To recognize and understand vocabulary about school facilities.

Part 2 Analysisofthestudents:1.TheSshaveknownsomethingaboutschool facilities throughtheInternetandotherways.2.Theyarelackofvocabulary.3.Theydon’toftenuseEnglishtoexpressthemselvesandcommunicatewithothers.4.SomeSsarenotactiveintheclassbecausetheyareafraidofmakingmistakes.

Part3Myteachingtheories,methodsandaidsBeforedealingwiththislesson,I’lldomybesttocarryoutthefollowingtheories:MaketheSstherealmastersinclasswhiletheteacherhimselfactsasdirector;Combinethelanguagestructureswiththelanguagefunctions;LetthestudentsreceivesomemoraleducationwhiletheyarelearningtheEnglishlanguage.

Teachingmethod:

In order to realize the teaching proceproperly and efficiently, I’ll let the Ss to get a better understanding of the lesson. I have designed the following methods to train their ability of reading. According to the modern social communication teaching theories, I adopt the Situational Language Teaching method and Task-Based Language Teaching method in my teaching.

Teachingaids:1.aprojector 2.ataperecorder 3.multimedia 4.theblackboard

Part4 Teaching procedures

In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based teaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies comprehend the text, solve problems and complete different tasks. The teaching procedures include five steps. They’re lead-in, vocabulary learning, practice, homework

Step1 Leading-in

Ask the students to have a discussion with their partners about the topic in.

Ask some students to act their dialogue.

Step2Vocabulary learning (in order to help Ss to guethe meaning of certain unknown words and understand the passage exactly. This step can enable students to understand the given material better, to make the students grasp the useful phrases, grammar and sentences pattern for making suggestions and replying on the base of reading the dialogue fluently.)

1)Encourage them to finish Part B individually and then check the answers with the whole class.

2)Encourage students to guethe meanings of the words by studying the different parts of the word. If they can’t, let them refer to the dictionary and check for mispronunciation.

Step3 Practice

(This step gives the students 5-8 minutes to make a similar dialogue using the phrase and sentenceslearned in this passage and everyday life experience according to the given situation (show it on the screen using a multi-media computer. The purpose is to get the students to grasp the words and the sentence patterns and tries to use them freely. In this way, the students will be very active in practicing their spoken English)

1) Ask students to make sentences with phrases that we have learned.

2) Encourage students to say something about themselves with the new words.

3) Practice to get the students to master what they’ve learnt.

Step4 Homework (Purpose of my design: I think homework is so important that the students should use English as much as they can in claand after class. It is necessary for the students to master the knowledge they learned.)

1.Ask students to revise the words and phrases

2.Ask students to write brief article about _______after class.

Part 5 Blackboard design

(Blackboard design should be think for a thing that attract the student’s attention and let them to write down the important teaching points.) I will divide the blackboard into two parts.

1) The left part will be used to write the important vocabulary and grammar and their usage. It will be reserved for the whole class.

2) The right part will be precious explanation, I will write some sentence of the words, phrases and structures to explain their meaning.

Here is the form

TitleHere are some new words for Ss

_____________________ ________________________________

牛津高中英语 Project 全英文说课稿2017-09-30 11:10:07 | #3楼回目录

Unit 1 Project “Telling about an unexplained mystery”

Good morning/afternoon, everyone. My name is XXX. My number is XXX. I’m so honored and pleasure to have the chance to be here sharing my lesson with you.

The teaching material I choose to illustrate is taken from XXX. My teaching plan will include 5 parts: the analysis of teaching material, teaching aims, the important and difficult point, teaching methods and teaching procedure.

Part 1 Analysis of teacching material

The Proect in this unit is designed to help Ss learn and use English by doing a group project. The reading material is a sample for Ss to see how a mysterious story can be written. Ss should write a story on one of the four mysteries in the section ‘Welcome to the unit’. Ss will be encouraged to use what they have learnt in this unit to complete the project. They will discuwhat mystery they want to write a story about, and collect as much informatin as they can. They will do some writing and drawing. They are expected to divide the work among themselves and cooperate with each other. Therefore, this section plys a very important role in English teaching and learning. If Ss can master it well, they will benefit a lot.

Part 2 Teaching aims

According to the new curriculum standard and the syllabus, and after studying the teaching material and the facts of the Ss, I set the teaching aims as follows:

1.Knowledge objects

1)Master the usage of new words and expression;

2)Get the general understanding of the sample article;

3)Know about a mysterious story.

2.Ability object

To improve Ss’ abilities of reading and writing.

3.Moral object

To develop Ss’ spirit of cooperation

Part 3 The important and difficult points

According to the syllabus, the important and difficult points in this part are:

How to improve Ss’ abilities of reading and writing.

Part 4 Teaching methods

Well, how to achieve the teaching aims, strethe important points and break through the difficult points? The key is to make use of the proper teaching methods. And I will use the teaching methods as follows:

1.Listening and reading;

2.Ask and answer competition;

3.Discussing and group work.

Also use a record and the multi-media to make my clalovely and interesting.

Part 5 Teaching procedure

In order to realize the teaching procedure properly and effiently, and under the principle of ‘student centered’, I divide the teaching procedure into 5 steps:

Step 1 Revision and lead-in

Have Ss recall the prior knowledge in ‘Welcome the unit’ part and ask them to read the title of the sample article along with thinking of what the title means.

Purpose: make a revision and arouse Ss’ interest.

Step 2 Article comprehension

1.Have Ss read the article and talk about the main point of each paragraph.

Purpose: Get the general understanding of the article.

Ss will see that in this article, some facts and details are first given to arouse the readers’ interest, ad then an opinion from a scientist gives some explanations. Finally, an open ending make readers think more about the mystery. ——that’s the skills and route of writing.

2.Play the tape for Ss to listen and pay attention to the pronunciation and intonation. Ask them to mark the new words. Then ask them to guethe meaning of the new words from the contexts. Some questions will be given to help them guess. Do parts B1 and B2 on Page 87 in Workbook.

Purpose: 1) To improve the ability of listening, and reinforce the sense of language learning; 2) To build the ability of getting meanings of new words in contexts.

3.Have Ss work in groups to discuhow to write a story about an unexplained mystery.

I’ll show Ss some key points as follows on the Bb:

~ an interesting and attractive title

~ an attractive beginning

~some details of the story with some pictures or photos

~what scientists or people think about the mystery

~an open ending of the story

Purpose: to conform the principles and set up a basis for the following writing.

Step 3 Telling a story about a mystery

1.Planning

Have Ss work in groups of six. Discuthe questions and suggested answers and then asign tasks to each group member.

2.Preparing

Ss meet, discuand choose from the information each group member has collected. One of the Ss in the group writes the outline according to the result of the discussion. When finished, the outline should be approved by the whole group.

3.Producing

Each student writes a psrt of the story. Then they put what they have written together. Have them proofread the sotry to correct mistakes if there are any. New ideas can be added. The Ss who are responsible for drawing pictures for the story should draw pictures that include the places, characters and events in the story. Then the whole group should approve the story and the illustrations.

4.Presenting

Choose one member to read the story to the whole class. Then ask them to put up their stories on the walls of the classroom. Vote for the best story.

Purpose: to build Ss’ ability of writing.

Step 4 Homework

Finish parts D1 and D2 on Page 89 in the Workbook.

Purpose: for consolidation.

Step 5 Blackboard work

On te left of the Bb, I’ll write down some language points; in the middle are some suggested answers and writing skills are on the right side.

That’s all. Thanks so much for your attention.