牛津高中英语说课稿.doc

《牛津高中英语说课稿.doc》由会员分享，可在线阅读，更多相关《牛津高中英语说课稿.doc（14页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、牛津高中英语说课稿牛津高中英语说课稿（一）Good morning, ladies and gentlemen . Im #. Im from # High School. Today, I feel honored to have the chance to share my ideas with you. In the reading process, I will focus on students long term development and enable them to use reading strategies to read efficiently and indepen

2、dently.My teaching plan will include 4 sections. Theyre analysis of the teaching material,. Teaching aims , teaching methods and teaching procedures.Section1 . Analysis of the teaching material.The selected teaching material is a magazine aritcle taken from the reading of Module 2 , Unit3 . It is ab

3、out the curse of the mummy ,which deals with an amazing man who devoted most of his time making discoveries in Egypt and strange things that happened after his finding the tomb of king Tutankhamun.Section 2 Identifying the teaching aims.Based on the analysis of the teaching material, I have chosen t

4、he following as the teaching aims,The 1st aim: Train the students reading ability reading skills- predicting information.The 2nd aim: Learn some useful words and expressions.The 3rd aim: Develop the students creative, prehensive and consolidating abilities.Section3 Teaching methods and aids.1. Enjoy

5、ment of a short film before reading to make the students interested in what theyll learn.2. Fast reading to get the general idea of the text.3. Careful reading to answer some detailed questions4. Multi-mediaSection4 Teaching procedures.Part1 Lead-inHelp the students to recall the well known film TIT

6、ANNIC by showing them a short flash of the film. The purpose of this activity is to arouse the students interest and curiosity to read the passage. （on the screen ）Part 2. Reading prehension- fast reading and careful reading1. Reading strategy predicting information in advance.Before asking the stud

7、ents to skim the passage, direct their attention to reading strategy first. Conduct the activity as follows .（on the screen）2. SkimmingAsk the students to skim the passage and plete the three questions of Part A on page 42.3. Reread the passageAsk the students to reread the passage and identify whic

8、h statements are true and which are false. Have the students plete Part C1 individually. Check the answer as a class. Statements in Part C2 are summaries of the paragraphs. Ask the students to match the statements with the paragraphs. Check the answer as a class.4. Listening for detailed information

9、Evaluate the students prehension by asking them to identify the relationships between these characters. （on the screen）5. structure readingAsk the students to divide the text into a few parts according to the general idea of each paragraph .（on the screen）According to the diagram,I let the students

10、make a summary of the text or let students fill in the blanks .（on the screen）Part 3. ConsolidationAsk the students to plete Part D and E individually . I can adapt Part D as the exle shows . After pleting Part D, the students are required to read the article in Part E and then fill in the missing w

11、ords, check the exercises as a class.Part 4 Post reading activities1. Ask the students to express their opinions on the following questions .（on the screen）2. Ask the students to write a summary about Howard Carter.3. Ask the students to focus on Part F and make up a dialogue as the exle show. Make

12、sure that all the students participate in the discussion.Ok , So much for my teaching plan ,Thank you for your careful attention.牛津高中英语说课稿（二）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

13、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 secti. Theyre analysis of the reading material, identifying the teaching aims and teaching procedur

14、es.Section 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 English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, Gett

15、ing a job. After analyzing it carefully, I find the article has two unique characteristics. First, its 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 Indentifying the teaching a

16、imsBased 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

17、to figure out the implied meaning.The 4th aim: Students are familiar with various expressi or approaches to express the same thing or idea.Section 3 Teaching proceduresIn order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teachin

18、g approach. With the teaching methods, I can guide students to use effective reading strategies to prehend the text, solve problems and plete different tasks. The teaching procedures include four parts. Theyre getting ready, focusing on main facts, reading between the lines and responding the text.P

19、art 1. Getting readyReading begins before a book is opened. Its 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

20、 imagination and give them a purpose for reading. The part cists 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 gradua

21、tion 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 presentati as follows: After leaving high school, most of Chinese students go straight to university.Yes, at this time next year, most of you w

22、ill 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 t

23、he 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 university. After that, I play the tape of Para.1 and get students to catch the answer to the

24、 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 college. With the question in mind, students will definitely be eager to listen to the tape t

25、o find the answer. ）牛津高中英语说课稿（三）Teaching Objects:1. To enable the Ss to understand the reading strategy and use it;2. To help the Ss get a better understanding of advertisements;3. To enable the Ss express their ideas about advertisements and help them to build a proper idea about being smart about

26、advertisementsTeaching key Points:1. To help the Ss understand the reading strategy and guide them to practice using the strategy.2. To help the Ss discuss the topic about advertisements.Teaching ProcedureStep 1 Lead-in1. Ask the Ss: What do you think of your school life?-Try to connect the Ss answe

27、rs with school clubs.2. Group workSuppose you are the organizer of the English Club in the school, try to say something to attract more students to join you. You can only use three sentences at most.Ask some students to give their sentences and tell the Ss What you did just now is in fact a kind of

28、advertising.Ask the Ss: Have you realized what you did just now is actually a kind of advertisement? -introduce the topic of the class-AdvertisementsStep 2 What is an advertisement?1. Ask the Ss What is an advertisement? Let them use their own words.The Ss may have difficulty expressing it clearly a

29、nd properly.-We are so used to advertisements that we often ignore them. So today we are going to read a passage about advertisements and try to learn more.2. Ask the Ss to read the passage （the part of What is an advertisement?）to get the authors definition of advertisements.An advertisement provid

30、es information and uses persuasive languages and exciting images to encourage people to buy a product or service or believer in an idea.3. More questions to help the Ss understand this part:Where can we see advertisements? -Media- Billboard, newspapers, magazines, the Inter, radio, televisionWhat ty

31、pes of advertisement do we have?-（1） mercial ads （2）PSAs4. Show the Ss some pictures of the two kinds of ads and ask the Ss to tell which type they belong to.It is very easy for the Ss to tell the types. Then ask:Whats the difference between mercial ads and PSAs?mercial ads- To sell things; to get p

32、rofits and money.PSAs- To educate peopleStep 3 Does an advertisement tell people the plete truth?Up till now, we have learned something about advertisements and it is true that we can get a lot of information from advertisements. But do you think all the ads are trying to tell us the plete truth?1.

33、Ask the Ss to skim the text to get the authors answer to this question Does an advertisement tell people the plete truth?-Even if an ad does not lie, it does not mean it tells you the plete truth.2. Ask the Ss to have a more careful reading and ask the Ss the discuss how the writer support his idea-

34、The writer uses two exles to support his idea.3. Then ask the Ss: Does the writer make any conclusion about this part?-Yes. We must not fall for this kind of tricks.4. According to the above three parts, explain to the Ss the structure of expository writing:（1） Even if an ad does not lie, it does no

35、t mean it tells you the plete truth- Subject/topic（2） Two exles - Supporting details（3） We must not fall for this kind of trick! -ConclusionStep 4 Public service advertisementsAsk the Ss to use the idea of expository writing to read part 3. Ask them to find the topic, supporting details and conclusi

36、on of this part.Subject/ topicPSAs are meant to be helpful to educate people.Supporting detailsexles -（1） Deal with large social issues（2） About public service projects（3） Teach us how to live healthy livesConclusion - All of these ads are meant to be helpful, and you can often learn a lot by follow

37、ing the advice they give.Step 5 Structure of the whole passageNow weve learned more about advertisements and the structure of the expository writing. Lets e back to the whole passage to see whether the whole passage follows the structure or not.Topic - AdvertisementsSupporting details- （1） What is a

38、n advertisement?（2） Does an advertisement tell people the plete truth?（3） Public service advertisementsConclusion - Be smart about advertisements!You see, the whole passage also follows the structure and it will be easier for you to read or write an expository writing if you follow the structure. Now lets have a practice.第 14 页 共 14 页