《高中英语说课一等奖作品(绝密).doc》由会员分享，可在线阅读，更多相关《高中英语说课一等奖作品(绝密).doc（11页珍藏版）》请在三一办公上搜索。
1、高中英语说课一等奖作品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 guide
2、d to read efficiently and independently. My teaching plan will include 3 secti. Theyre analysis of the reading material, identifying the teaching aims and teaching procedures.Section 1 Analysis of the teaching materialThe selected teaching material is a magazine article taken from the Project sectio
3、n 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, its a long passage with 688 w
4、ords, 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 aimsBased on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:The 1st aim: St
5、udents 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 expressi or approaches to express the same thi
6、ng 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 teaching approach. With the teaching methods, I can guide students to use effective reading strategies to comprehend the text, solve pr
7、oblems and complete different tasks. The teaching procedures include four parts. Theyre getting ready, focusing on main facts, reading between the lines and responding the text.Part 1. Getting readyReading begins before a book is opened. Its important to activate students existing background knowled
8、ge 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 cists of two tasks:Task 1: A time machine. I start my lesson by
9、 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.
10、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 will be studying in a university. (With the task, I inspire students former knowledge and imagination about graduating fro
11、m 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 students fresh from high schools, and tell students that more
12、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 question: They will travel or work on projects for up to a year before entering university.(With the task, I excite stu
13、dents 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 to find the answer. )Part 2. Focusing on main factsDuring the part, I will ask the students to answer the questionWhat do
14、es the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questi 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:
15、 Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructi, I play the tape of Paragraphs 4-6 and get students to complete the following table.WhoWhereActivitiesCarolDanielMartin(With the task, I get students
16、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 t
17、o check the answers to the previous table. Then theyre 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. become more independent.C. found it challenging and rewarding.D. felt that it was a special expe
18、rience.E. ready to face challenges in the future.F. learnt how to deal with difficult situati.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. Theyll c
19、ome to 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 t
20、he 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 opini about the gap year in the rest paragraphs.)Task 4: Definition of the g
21、ap 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 become a charity volunteer.VCR 1：A gap is space between two things or a break in the passing
22、 of time. However, a gap year is the time for students between high school and college, or college or graduate school. Many students use that time to travel, learn new skills or become a charity volunteer. Today, taking a gap year is growing trend among international students.(The task serves as a s
23、upplementary 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?VCR 2：The gap year started in the UK in the 1960s. Larg
24、e number of students used that time to travel. Over time, students did more than just travel. Some students worked part-time in their future career field so that they could get the job training. Others did volunteer work, like teaching in Africa or helping to protect the habitats in India.(The task
25、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 the comments 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 the comments and complete the table.Comments on a gap yearThe British governmentUniversitiesEmployersThe widely accepted idea(The task helps students get a further understanding of the role a table plays in helping gathering main facts or opini.)
