高中英語優秀說課稿大集合

Good afternoon, teachers！ It’s my great pleasure to be here sharing my lesson with you.The content of my lesson is Senior English Book 4 Unit 1（A student of african wildlife/Why not carry on the good work）I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure,and Blackboard design.First, let me talk about the teaching material.

Part 1 Teaching Material:

   This unit is about

（Great women and their achievements

Important people,history and methods of agriculture

Different types of English humour

Culture differences and intercuritural communcation

Different types of theme park）

By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful

The knowledge of farming and DrYuan Longping’achivevment

And chemical farming and organic farming.

Charlie Chaplin and his funny and encourageing humour

People from different area have differert body language and use the right body language to showing our feelings.

Theme park not only provid fun but also provid various knowledeg and exciting experience. 

this lesson not only teach the students to learn the related matreial about

(1) the good character to be a successful person

(2)Yuan longping’s scientific research spirit and attitudes toward life 

  The disadvantage of using chemical frtilizers and how to increase production in organic farming.

(3)Charlie Chaplin and his humour

English jokes

(4)Different body language and the similarutues in body language which make the others understand our feelings.

(5)Theme park

but also learning ability in English .

A：  If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well.

B：  It provides all-around practice about listening, speaking, reading and writing revolve around the topic,it is the expansion of this unit and give Ss a space to use the language.

So it plays an important part in the English teaching in this unit.

（As we know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . ）According to the new standard curriculum and the syllabus (新課程標準和教學大綱), after studying the teaching material and analyzing the rule of children’s growing of mind,I think the teaching aims are the followings:

1.Knowledge objects:

Knowledge objects of this section are 來源：(http://blog.sina.com.cn/s/blog_65f6cb1f0100idyw.html) - 高中英語說課稿模板_清風無塵_新

(1)the sutdents can hear, read, and use the main sentence patterns.

(2) the students can understand the content of the lesson:

(3) the students can use the patterns to express their thoughes in proper situation

 and learn how to describe people with adjective.

Ability objects:

Ability objects of this section are

(1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.

(2) To train the Ss’ ability of working in pairs.

(4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability.

3.Emotion objects:

By reading

A Student of African wlidlife /why not carry on the good work,

students can learn from

(1)jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful.

Lin Qiaozhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful.

(2)Dr Yuan Longping his scientific research spirit and attitudes toward life 

This passage what is chemical and organic farming and their advantage and disadvant age.

(3)Charlie Chaplin to be optimistic to face the life’s hardships and find out the covert funny of our life.

this passage jokes and its great effect to make people laugh.

(4)this passage the importance and necessity of body language

A  and its differences between different cultures.

B   and how to use body language to show people’s  feeling.

(5)this passage learning knowledge have many ways , we can learn knowledge and play as well in the theme park or other special situation.

What is the most difficult in teaching process? Can you guess? I say one of the teaching difficult is how to enable the students to use new words and phrases in proper situation all through their daily life. The students also find it difficult to describe their experience with the build logic and well organized language (and learn from Great women their good qualities.)

Well, how to achieve the teaching objects better, how to stress the important points and break through the difficult points? According to the analysis of the teaching material and the students’learning background ,I will use the following methods .

Part 2 Teaching Methods:

 “Communicative” Approach(交際教學法),

“Whole language teaching” (整體語言教學法)

and “Task-based” language teaching (任務教學法).

That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theories(現代社會交際教學理論), I adopt the

Situtional Language Teaching method(情景教學)

Task-Based Language Teaching method (語言任務教學)

in my teaching.

 Part 3 Studying Methods:

   Students of this stage are quick in thought and they are eager to show what they know and they have a certain ability to read .But they are lack of geography knowledge , the cultural background of those foreign countries and the courage to express they ideas. Therefore, Accessful leader should care for their learning strategy，in this lesson，I will teach my students to master the following strategy；

1）Basic learning strategy；

The students can get the meaning of the words and phrase

2）Practice strategy；

Practice can help the students get the general idea and have a better understanging of the language.

And Communication strategy

 In a ward, I’ll

1.Teach the students how to be successful language learners

2.Let the students pass “Observation—Imitation—Prasctice” strategy to study language.

Part 4 Teaching Procedure

   New English proverb saids that the students are real master. In this lesson they are English learners and real master .So teacher should act as a guider, an organizer and a director who play a role when necessary in teaching procedure.

Step 1 Lead-in.

I think the most useful method to lead the students to learn is interest stimulating and discussion by themselves.1. At beginning I will let Ss to discuss: after a glance of the title and the pictures of this passage , what do you think the passage is about? (2.At beginning I will ask Ss which place they like most and what is it famous for. Then we will do the listening part to get some information and then do the following exercise)

(1)And let them to know something about the story of Jane goodall /lin qiaoyin and her full love activity.

(2)And ask the following questions

 A  What would you do if there was no rice to eat tomorrow?

Who do you think is the greastest hero for hungry people in the world.?

B   What do you know about farming?

What will you do to increase the crop production.?

(3)a  And write down you idea in one senrence,then skim the passage to see if you are right.

B  And tell the Ss a funny joke.

(4)a  I will ask one student to make a gesture and let another student to guess what its meaning.

B  I will ask one student to use body language to express his feeling and let another student to guess what its meaning.

(5)a  what do you think a theme park is? With a classmate discuss what you might do in a theme park.

B  What exciting experience do you want to have?

Step 2Reading  

1) canning:Then studSents are going to read the passage as quickly as they can to find out the main idea and answer the following(/ture or false) questions

(1)a  Who is the student?

What animals were observed? 

B  Who is the main character in this text?

What was her job?

Who was her small book intended for? 

(2)a  when and who become the first agricultural pioneer in the world to grow rice that has a high output?

What did Yuan Longping  invent ?

B  Why are chemical fertilizers so popular in farming today?

     What is organic farming?

(3)a 1)humor is always kind.   F

2)charlie chaplin was born in a rich family   F

3)he solved a sad situation by using nonverbal humor   T

4)he ate the shoes bacause he thought that was very funny  F

5)charlie chaplin  devoted his whole life to making films  T

B  Then I will let students work in pairs to read the jokes in part one.paying attention to the rhythm and intonation

(4)a  what did I do to the airport

did those international students have the same body language? If not ,give an example.

B  And perform the feelings you can find out in this passage to our classmates..

(5)a  What does dollywood mainly show and celebrates?

And inengland’s Camelot park what can you experience?

B  What theme park is mentioned in this passage and what is the theme park’s main content

2)Then we will come to the Close reading part : As we know , audio-visual method make the students have bettter understanding of the passage, so I play will the tape part by part to let my students to find out the the general idea of each paragraph and pick up their hand to give the answer.

3)Then I will let students have a dissussion about the text ,then answer some questions in detial.

(1)a  (What was the writer doing in the forest?

What did she discover about chimps

How did jane try to protect the lives of chimps in their nature habitat?) and do exercise three.

B  And write down three of Lin Qiaozhi’s achievements then give the answer.

(2)a  (who is Yuan Longping? How much do you know about him?

What is his job? What are his achievement?

What do you think we can learn from him? Why?)

B  What are some of the problems caused bu chemical fertilizers.

How to keep the soil fertile in organic farming.

(3)a  1)what is behind fun?

2)Why people like little Tramp?

3)Do you think charlie chaplin’s eating boiled shoes funny? why?

B  Then do exercise .change the story into a dialogue and act it in groups of three—li ming ,wang fei and a narrator.pay special attention to the rhythm and intonation of what you say and try to bing out the humour.

(4)a  What people fromcolombiausually do when they meet people?

What is thefrancecustom when adults meet people they know?

B  What does smiling means to most people?

How to show that I am bored?

(5)a  what activeties you can do in these three diffenent theme park?

B   What are three times and three places you can visit at Futuroscope?

And this (will make the students pay more attention to themselves and people around them and) check the S’s  scanning which may be an important reading fields

The last reading is to emphasize and consolidate the new language of the section . I will play the tape and students are going to read the passage as to make the students to imitate the pronouncatin and intonation. After reading the students will have a discussion in pairs/ Ask and answer the following questions

(1)a about what make jane goodall and the other females great women.

B  1. For whom and for which purpose did Lin Qiaozhi write a little book about how to look after babies? Why do you think it was nessary?

2. Why do you think the write chose to study at medical college?

(2)a  What advantage and disadvantage do you see in Yuan Longping’s life? Would you like to have a life like his? Why?

B  If you are a farmer which method would you choose? Why?

(3)a  Why do you think charlie chaplin was so successful?

B  What is the effort of jokes in our daily life?

(4)a  And find out every country the writer mentioned with the according culture when people greet each other.

B  Why should we bu careful with our body language?

Why is it important to watch as well as listen to others?

(5)a  If you have a chance to one of these three parks,which would you visit? Why?

B    And try to retell the first paragraph.

This part 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.    

Step 3  Learning about language

After reading, I will teach the students the passage in detials about vocabulary and grammar.

1  1)new words: behave  shade    observe  respect  argue    support    intend  deliver 

2)   phrase:   human being  lead a …life  crowd in     by chance   carry on   look down upon 

For example devote oneself/sth to sb/sth

It means to give one’s time,energy to sb/sth; dedicate

He devoted his life to the promotion of world peace.

3)grammar: Subject-verb agreement

There are two sentences in this lesson

…our group are all going to visit them in the forest

….our group is going to be very tired and dirty by the afternoon

We can see from the sentences that the projcetes are the same but the    predicates are different .why ?

Because the former group means all of us ,it presents many people,the later group means the group as a whole,it is just one group.

2.  new words:struggle expand rid therefore export regret focus reduce comment

phrase: thanks to  rid of  be satisfied with   would rather                        

lead to  fouce on  keep…free from/of

structures: mainly about persuasion

I’d rather…

It’s better to …

I’d prefer …because….

This is good value because …

A   Grammar:the –ing form as the subject and object

Be used as subject, we can find some sentences in this passage,

for exanple:

Since then ,finding ways to grow more rice has been his life goal

Spending money on himself or leading a comfortable life also means very little to him

Just dreaming for things ,however,costs nothing

Be used as object, for exanple:

As a young man, he saw the great need for increasing the rice output.

Dr yuan awoke from his dream with the hope of producing a kind of rice that could feed more people.

B   Grammer :

Over the past half century, using chemical fertilizers has become very common in farming .

They demage the land by killing the helpful bacteria and pests as well as the harmful ones

Organic farmers ,therefore, often prefer using nature waste from animals as fertilizer.

3.  new words:entertain  overcome direct slid whisper react

phrase:up to now  badly off  pick out  star in

pick off  cut up  cut down  cut off

structures: the structures to express one’s emotions, such as

How wonderful!

It surprises me that….

I couldn’t laughing when…

I don’t think that’t funny at all.

Grammar: the –ing form as the predicative, attribute ,attribute and object complement .we can find some sentences in this passage,

for exanple:

1.作表語as the predicative

The acting is so convincing that it makes you believe that it is one of the best meals he has ever tasted!

2.作定語as the attribute,

He grew more and more popular as his charming character, the little tramp, became known throughout the world.

3.作賓語補足語as the attribute and object complement

How did the little tramp make a sad situation entertaining?

4.  new words: represent approach defend likely ease

 phrase: defend against  be likely to  in general  ai ease

lose face  turn one’s back to                             

structures: about prohibition , warnings and obligation,such as

 do not…

keep away from …

be careful when…

you must…

you will need to….

Grammar: the –ing form as the attribute and adverbial .we can find some sentences in this passage,

for exanple:

3.作定語as the attributeer

…I saw several young people enter the waiting area….

4.作語as the adverbial

I stood for a minute watching them and then went to greet them.

5.   new words:theme swing preserve advance

     phrase: be famous for  no wander  be moddelled after    

in advance   get close to  come to life                           

structures: about asking the way and giving direcions

where is the …?

Can you show me where….?

How can I get to …?

On the north/south/east/west side of the park

Follow the path to…..

Grammar:  we will learn three kinds of different vocabular they are word formation ,derivation ,conversion

for exanple:indoor outdoor southeasten horseback

     supermarket   disagree enlarge  amusement careful

 water(n&v) don’t water the plants with dirty water

mind(n&v) hemazing has an a mind

I don’t mind having dog in the house ,if it is clean.

B   In the passage there will be some vocabulary and structures that are different to guess their meaning and make compenhencen of this passage difficult to Ss. So I will give the words in the blackboard and let the Ss to fill in the blacks of sentences to express their precise meaning and usage.

Then the students will do a pair work revolve around the vocabulary and grammar which they have just learned and make short dialogues with them .I will give them some minutes and ask some pairs to act their dialogue out in front of the whole class. Then we will deal with some exerises in the workbook to emphasize the new knowledge. Such as filling the missing words in the blanks.And retell the story in their own words. Of course, students will make some mistakes in retelling ,I will corrcet them in time .

  Step 4 Post-reading Practice

I say to learn is to use.After the reading, students will have some practices. It will be the most interesting part to students . why? Because I will leave students time to talk together.

1.a  The students are divided into several groups and there are four in each group with different roles. Student A will act as an ordinary person and say what makes it difficult to success. Student B will act as a great women who has the good character. Student C will act as a interviewer who ask Student B what makes her success. Student D will have a summarze.

B  The Ss will have a work in groups of four to descrebe Lin Qiaozhi’s character and quality. Such as  kind  helpful devoted hard-working

2. a  The students are divided into several groups and there are four in each group with different roles.Student A will act as a person who come from Africa who’s country is lack of food. Student B will act as a great scientist who has been working on crop. Student C will act as a interviewer who ask Student B how to solve the problem . Student D will have a summarze.

B  The students are divided into several groups and there are four in each group with different roles.Student A will act as achemical farmer who tell us how to grow crop in chemical method. Student B will act as a great scientist tell us the disadvantage of this method. Student C will act as a organic farmer who tell ue the way solve the problem . Student D will have a summarze.

3.a  Work in groups of four .I will give the students a material of humour and let students  performance them infront of the classroom.

4.b  The students are divided into several groups and there are four in each group with different roles .I will show Student A a picture and let the student to performan its meaning to student B. Then Student B will guess its meaning and then performan what he guess to Student C .Student C will do express that he guess by using body language to Student D . at last,Student D will guess and give the answer.

5.Work in groups of four. Discuss what is the purpose of theme park ? what kind of people do you think will visit this theme park?

Most students can take their parts in this activities, especially for the Ss who have trouble in English,. In the group activities, they can speak a little English. Without doubt, this will encourage them to speak English.In fact,it is a kind of demand of human being. A famous educator says:” In one’s mind ,there is always a kind of deeply rooted demand, this is the hope to feel oneself a finder and explorer. In student’ s spirits, such demand is specially strong.” So I will give every student a chance to spesk English in our classroom. This part also leads to the emotion objective of this lesson ,that is to have moral education in this step.

You can see that the way I teach reading is to follow the bottom up teaching method. I will introduce the vocabulary first and then sentences, structures and last the language focus.

Step 6 Homework

Then Ss will Summarize the whole lesson, and arrange the homework.

1.Do the remaining exerises in the workbook . Check the mastering of knowledge of this lesson.

2 a  (1)write a short passage to describe a women you admire most .

b    write a short passage to describe a women you admire most .

(2)a Design a placard focus on world food day in 2010

B  Do exercise 3 to write a summary of this passage following the procedure;

1.wirte the main idea in you own word

2.rewrite topic sentence of each paragraph

write the summary.

(3)Ask esch student to give a joke and present it in class next period.

(4)Write a short passage about the experience you misundestand one’s body language or a body language you like most ,why?

(5)Write a short passage to introduce a theme park.

Purpose of my design: I think homework is so important that the students should use English as much as they can in class and after class. It is necessary for the students to master the knowledge they learned. This contents is an extension of the previous lesson, to meet the need of incressing communicating and writing demands of some students and bring their personality into play .

 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 .The left part will be used to write the important vocabulary and grammar and their usage. It will be reserved for the whole class. The right part will be precious explanation, I will write some sentence of the words ,phrases and structures to explan their meaning .

No matter which steps is taken ,the purpose is to provide teacher and studends with information and internal demand to improve teaching skill and learning quality. strategy and approach will help students become more independent and the successful learner.

That’s all. Thank you.

I Teaching Aims:

1. To develop Ss’ basic skills of listening, speaking, reading and writing.Readingis the focus in this lesson.Readingskills for Ss include (predicting, skimming, scanning and digesting.)

2. To encourage Ss to practice, participate, and co-operate in the classroom activities.

3. To get Ss to know something about … and have a better understanding of the importance of …. As for teaching approaches, I think …

II Teaching Approaches

  Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talking Time).

So during this lesson, emphases are to be laid on:

1.       Student-centered teaching

2.       Task-based learning

3.       Activity-based teaching (individual work; pair work; group work; class work)

III Teaching Aids:

1.       a projector

2.       a multi-media computer system

They are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks.

IV Teaching Procedure

       Step 1 Warming-up & lead-in

              Activity 1 Free talk (class work)

I will invite Ss to answer the following Qs.

                     Q1: Who do you think looks coolest in our class?

                     Q2: Do you like him/her?

                     Q3: If so, why? If not, why?

                     …

              Activity 2 Picture-talking /Music-talking (individual work)

Download some pictures/music from the Internet. Guiding Qs may be:

                     Q1: Who’s she/he?

                     Q2: Do you like him/her?

                     Q3: If so, why? If not, why?

                     Q4: Do you think he/she is perfect?

                     …

                     Goal: To lead up to the topic, get Ss to warm up and arouse their interest in the topic.

       Step 2 Pre-reading

              Activity1 Look and guess (class work)

                     In this activity, Ss are required to look at the title/subtitle and guess what they will read.

Activity2 Brain-storming (class work)

In this activity, Ss are encouraged to think of as many words as possible to describe the picture/…

                     Goal: To develop Ss’ reading skill---predicting and present some new words in the passage such as …

                        Step 3Reading

                            Activity 1 Skimming (class work)

                                   Ss are required to go through the whole passage quickly to get the general idea and pay special attention to the first or last Para of the article (or the first sentence or the last sentence of eachPara.)

                     Goal: To develop Ss’ reading skill --- skimming, that is, how can we get the general idea of a passage as quickly as possible.

              Activity 2 Scanning (group work)

                                   Encourage Ss to read the passage again, exchange their understanding of the passage with their group members and work together to fill in the following form:

Title

Part/Para.

Main idea

Detailed information

1 a. topic sentences/introduction

   b. examples/supporting ideas

c. conclusion

                     Goal: To develop Ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other.

                            Activity 3 Report (class work)

                                   Invite some group members to report their work to the whole class.

                                   Goal: To overcome Ss’ shyness and stimulate Ss to speak in public.

                            Activity 4 Further understanding and word study (pair work)

                                   Encourage Ss to discuss the following Qs in pairs (A PowerPoint will be used here to present some blank-filling exercises and multiple choices.)

                                   Q1: What does the word “this” in the lastPara. but 3 refer to?

                                          A.   B.   C.          D.

                                   Q2: What is the Chinese equivalent for the phrase “investing in loss”?

                                          A.          B.          C.          D.

                                   Q3: The word “flawless” in Line 5 of Para.2 can be replaced by ___

                                   Q4: Which of the following statements is true or not true?

                                   …

                                   Goal: To help Ss to guess the meaning of certain unknown words and understand the passage exactly.

                        Step 4 Post-reading

                            Activity1 Role-play(pair work)

                                   Suppose one student is a … and the other …. Ss are encouraged to put themselves in the situation and make a face-to-face interview.

                            Activity2 Discussion (Group work)

                                   Topics may be :

                                   Q1: Do u want to be perfect?        

                                   Q2: Do u think there is anyone in the world that is perfect?

                                   Q3: Look at the subtitle/title “Remind yourself ”, remind yourself of what?

                                   …

              Activity3 Poster-designing/Cartoon-designing/…(group work)

                                   Goal: These post-reading activities are intended to develop Ss’ creative thinking and get them to know the importance of …

                        Step 5 Homework

              Task 1 Write a summary of the passage (about 100 words) (Individual work)

Goal: To spur Ss to consolidate what they have learned.

              Task 2 Look up some more information about … (Individual work)

                     Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites on the topic.

                                   Goal: To encourage Ss to study English spontaneously and independently after class, arouse Ss’ interest in traditional Chinese culture and develop Ss’ culture awareness and cross-culture communicative skills.

                            As for my blackboard-design, since time is limited, I’d like to give a brief introduction.

Title

                            Here is the form                                            Here are some new words for Ss

              So much for my presentation. Thank you very much. Bye-bye.

牛津高中英語說課稿評優課一等獎說課稿

 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 strategiesx In other words, students are guided to read efficiently and independentlyx   My teachellong plan will include 3 sectionsx They’re analysis of the reading material, identifying the teachellong aims and teachellong proceduresx   Section 1 Analysis of the teachellong material   The selected teachellong material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with Englishx The article is about British students who take a gap year, whelloch is intended to develop the theme of the unit, that is, Getting a jobx After analyzing it carefully, I find the article has two uni2ue characteristicsx First, it’s a long passage with 688 words, much more than the usual textsx Second, it deals with a new topic, that is, a gap yearx The topic is unfamiliar to most studentsx   Section 2 Indentifying the teachellong aims   Based on the analysis of the teachellong material, I have chosen the following as the teachellong aims of my lesson:   The 1st aim: Students learn the skills and strategies to read a prolonged textx   The 2nd aim: Students get a better understanding of what a gap year isx   The 3rd aim: Students are encouraged to figure out the implied meaningx   The 4th aim: Students are familiar with various expression_r_r_r_r_rs or approaches to express the same thellong or ideax    Section 3 Teachellong procedures   In order to achelloeve the teachellong aims mentioned above, I decide to choose guided reading and Task-Based Teachellong as the main teachellong approachx With the teachellong methods, I can guide students to use effective reading strategies toprehend the text, solve problems andplete different tasksx The teachellong procedures include four partsx They’re getting ready, focusing on main facts, reading between the lines and responding the textx    Part 1x Getting ready   Reading begins before a book is openedx It’s important to activate students’ existing background knowledge and draw their attention to the topic of the textx In thellos part, I will use the pre-reading activities to increase students’ concentration, arouse their curiosities, fire their imagination and give them a purpose for readingx The part consists of two tasks:   Task 1: A time machellonex I start my lesson by asking senior 3 students what the date isx Then, I go on to show a picture of a time machellonex I tell students that the machellone with a magic power will bring them to their graduation from hellogh school, whelloch is 1 year awayx At that point, I get them to imagine where they are and what they are doingx   After it, I give a summary of their presentations as follows: After leaving hellogh school, most of Chellonese students go straight to universityxYes, at thellos time next year, most of you will be studying in a universityx   (With the task, I inspire students’ former knowledge and imagination about graduating from hellogh school and going to college, whelloch can draw their attention to the theme of the reading material and get them ready for the following readingx)   Task 2: Brainstormingx After 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 universityx After that, I play the tape of Parax1 and get students to catch the answer to the 2uestion: They will travel or work on projects for up to a year before entering universityx   (With the task, I excite students’ desire to know more about what their British e2uivalents will do before going to collegex With the 2uestion in mind, students will definitely be eager to listen to the tape to find the answerx )    Part 2x Focusing on main facts   During the part, I will ask the students to answer the 2uestion—What does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the textx 8uestions of thellos kind are not very difficult and they can be answered directly from the textx The part includes six tasks:   Task 1: Three examplesx 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 somethellong specialx After the instructions, I play the tape of Paragraphs 4-6 and get students toplete the following tablex   (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 articlex) Task 2: Matchellongx After listening, I get students to open books and scan the three paragraphs to check the answers to the previous tablex Then they’re re2uired toplete another table with a second readingx Whom do the results belong to? Carol________ Daniel________ Martin_______ Ax felt being part of another culturex Bx be more independentx Cx found it challenging and rewardingx Dx felt that it was a special experiencex Ex ready to face challenges in the futurex Fx learnt how to deal with difficult situationsx Gx felt like she really made a differencex Hx learnt a lot about getting on with local peoplex (With the task, students learn to use a table to gather the main facts about the three British studentsx They’lle to know that a table is of great help in their future readingx) Task 3: Scanning for a detailx I get students to scan the rest paragraphs and find the answer to the 2uestion: What do people call the year off between finishellong school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap yearx (With the task, students are expected to grasp the theme of the articlex The task serves as a bridge,whelloch connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphsx) Task 4: Definition of the gap yearx Students watch a VCR with a 2uestion 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 volunteerx (The task serves as a supplementary to the second task of Part 1x With the task, students are expected to know more about the gap yearx) Task 5: History of the gap yearx I play a second VCR and get students to answer the 2uestion: When did the gap year start in the UK? (The task enables students to have a good knowledge of the hellostory of the gap yearx) 說課是20百年80年代后期隨著教改深切而產生的帶有教誨科學研究性質的教研勾當，其理論和實踐越來越受到正視（宋斌華，2007）。它是教師依據課程尺度、教誨教學理念，口頭表述自己對教學內部實質意義、教學目標、教學重難點、教學要領、教學步伐等進行創造性設計的一種教研形式（崔小春，2005）。通俗地說，就是闡述“教什么內部實質意義、為什么教這些個、怎么教和為什么這么教”的問題。由于說課能夠揭示出教師在備課中的思維創新歷程，能凸顯出教師對課程尺度、教材、學生的理解和駕馭的水平和運用有關教誨理論和教學原則社團教學的能力由于時間短、易操作、見效快，說課深受教誨行政、科學研究部門和下層學校的青睞，常被應用在教師雇用、基本功競賽、教學研究等勾當中。2008年10月張家港市教誨局在張家港外國語學校舉行了全市高中英語教師說課角逐。說課內部實質意義是《牛津高中英語》（江蘇版）第11板塊第2單元Project中的一篇閱讀材料，是本單元話題（getting a job）的延伸和拓展。教學對象是高三學生。作者就以此次勾當為案例，聯合17位參加比賽教師的具體表現和主要問題，跟英語教師談一談如何說好課。   問題一：說課，是背長篇累牘的教誨理論，還是談獨具巧妙的心思的教學設計？  在此次勾當中，有不少教師事前作了大量準備，網絡了許多時尚的英語教學理論和教學要領，把一大半時間用來談理論，說要領，而本節課的教學設計卻輕描淡寫，一帶而過。給評委們的印象是，說課變成了教學理論的演講，內部實質意義雷同征象嚴重，而且自己所倡導的理論和要領并沒有在教學設計中得到表現。  說原理，講要領，是說課的一個顯著特性，但絕不是說課的主體。成功的說課，應該把教學設計和教學理論有機地聯合在一路，且要略側重于教說學設計。教材特點和學生現實是說課的兩個重心。教師必得牢牢圍繞這兩個重心，精心設計教學勾當或任務，以此來展覽自己對教誨教學理論理解的深度，展覽自己對學生學情駕馭的精確度，展覽自己在教學設計上的獨到之處。“說”是形式，“課”及“課理”是內部實質意義，只有做到形式與內部實質意義辯證統一，才氣達到預定的日期的說課目的。換言之，說課不是長篇大論地演講教學理論，而是要談自己不論什么運用教學理論解決教學中所遇到的現實問題。  本次說課材料具有兩個特點：一是，篇幅長，全文長達688個詞；二是，話題新，“休學實踐年（a gap year）”，對絕大多中國學生來說是一個新物質。于是，如何合理施用教學理論突破這兩個難點就成了本次說課的重點和亮點地點。朱俊爽老師大膽創新，用夾敘夾議的體式格局敘述了自己的奇特思考，令評委有線人一新的感覺，其主要亮點是：⑴把閱讀材料分化為主要事實和評價兩個部分，即三個學生參加休學實踐年的履歷領會，和英語政府、雇主、大學對這種做法的評價，便于學生掌握文章的主要事實和不雅點；⑵調解部分段落的處理順序，把第四、5、6天然段這三段視為一個整體，看做聽力材料，放在閱讀以前就處理掉，緩解學生的閱讀生理承擔；(3)分析篇和章結構，讓學生領會到，盡管第二、3天然段和第七、8天然段的表述體式格局迥異，但內部實質意義大抵相同，并設計了響應的任務（similar sentences）。   問題二：說課，是紙上談兵，還是上課前的模擬預演？   通過此次說課角逐，有8名教師勝出，參加了接下來的評優課角逐。這此中發生了一個稀罕征象：有個體教師在說課時顯得理念時尚、手眼新鮮，什么三維目標、任務型教學、合作探索追究、多媒體運用等比比皆是，而在后來的評優課中卻顯得邁步維艱，缺乏辦理和調控課堂的實踐智慧和教學藝術。為什么會呈現這種“說得好，不一定上得好”的窘境呢？在說課以前，社團者就奉告說課教師，此次勾當的優越者將在一個普通高中展覽自己的教學設計。按原理說，說課教師已經事前已經了解學生的情況。但是，有的說課教師為了趕時髦盲目跟風，或迎合評委的口胃，而掉臂學生和教材的現實情況，掉臂語言教學的基本規律，一味地去挖空心力設計奇異新鮮的任務或勾當。  說課本身的不足之處是，說課的全歷程缺乏了學生的參與。為了躲避不切現實的隨意闡揚，說課勾當社團者必得事前奉告說課教師學生的英語現實水平；說課教師要牢牢抓住學生和教材，圍繞這兩個重心設計教學。教學目標的確立、內部實質意義的分析、問題的配備布置、練習的安排及教學要領的運用，都必須以學生的現實情況為參考系。不然，再標致的說課也是蜃樓海市。要說好課、上好課，取得預想成效，教師就必須對教材、課程尺度有充實的認識，理解教材內部實質意義，掌握教材各個知識點之間相互的瓜葛，了解學生的需要和現實。  說課不是說給自己一個人聽，也不是自編、自導、自演，而是一場實彈演習。說課教師要在同行或評委面前，說自己對教材、對課準的認識，說自己對知識點的講解，說自己采納什么樣的要領給學生上課，說可能在什么地方學生會存在問題，當問題呈現時采納什么樣的要領去解決，針對不同的問題和學生，選擇什么樣的教學要領等等。在如許的一個歷程中，同行或評委就會對說課者的說課情況加以分析研究，看看還存在著什么問題，運用什么樣的要領來幫助說課者提高。應該說，說課的歷程就是發現問題、解決問題的歷程，是說課者和評課者共同提高的歷程。只管即便做到在還沒有上課以前就高發現一些問題，而且把問題目解釋題決掉，提高課堂教學效益。  問題三：說課，該采用哪一種語言和敘述體式格局？   在此次說課勾當中，全部參加比賽教師都采用英語說課，在展覽自己教學設計的同時，也充實凸顯了嫻熟的英語表達能力。能用流利的英語展覽自己的教學思想和設計，是我們英語教師共同尋求的理想目標。但是，英語終究是一門外語，會對說課的預定的日期成效產生一定程度的毀傷。因此，至于說課是采用英語還是漢語，說課勾當的社團者，要思量到現實情況，要因時、因地、因人而定，不能盲目跟風。  此外，在本次說課勾當中，還有部分教師在肢體語言、敘述體式格局、能否脫稿說課三方面上還存在缺憾。有的說課教師身姿僵硬，表情呆板；有的采用不適當的敘述體式格局，在全般說課歷程中把評委都當成學生，施用了過多的課堂用語；有的說課教師不能做到脫稿，而是把備課稿從頭至尾朗讀了一遍。  在現實教學中，教學的肢體語言、手勢、與學生的眼神兒交流對教學目標的達成也起著重要的匡助效用。因此，說課教師要適當借助于適當的肢體語言、手勢來表述自己的設計和意圖，注意和評委做好眼神兒交流，不媚不冷，在平等中溫情交流。說課教師要只管即便做到脫稿，必要時再參照說課綱要，得當地運用好肢體語言、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設情景中去，使他們受到感染，產生共鳴。  說課教師面對的是同行或者教學研究者，宜采用陳述性語言，有層次地說明自己的設計意圖及具體的操作策略。偶爾，說課教師要預演課堂中將會呈現的教學場景時，可以暫時把自己的身份切換成教師，好像處身于課堂上，面對著學生，通過自己繪聲繪色的課堂語言把預設的教學內或許環境展覽在評委眼前。  問題四：在英語說課中，還有哪些細節值得注意？   細節決定成敗。一些細節問題處理不好，也會影響說課的成效。在本次勾當中，我們發現以下一些普遍存在的細節問題：  1．不知道如何教說材。有的說課教師忽略這一環節，有的教師則長篇大論。實在，教說材就是說明如何依據某一課在全冊或單元中的地位，確定教學目標、教學的重難點，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系，還要進行簡略的教材分析，依據教材內部實質意義和學生現實，說明自己對教材的處理和如許處理的理論依據。值得注意的是，教說材時要點到為止，不要過多的展開。  2．教學設計缺乏創新。說課是上課的預演，強調從學生和教材現實出發，來設計教學任務。但這其實不意味著，說課教師在設計教課時抱殘守缺，不求創新。此次說課的課型是閱讀教學，不少說課教師的教學勾當設計就缺乏新意，雷同征象嚴重，教學步調一般都分為讀前、讀中、讀后，教學勾當局限于回答問題、課文填空、判讀正誤、復述等通例勾當。朱俊爽老師牢牢抓住學生和閱讀材料現實，做了一些成功的嘗試，例如：她設計了任務Similar Sentences，讓學生在文章第二、3、七、8天然段中找出意思附近而表達不同的句子，增加了學生的可理解性輸入，為后面口頭和書面表達做好鋪墊。   3．主線不突出，語言表述混亂。在此次勾當中，占相當比例的教師在說課時沒有選準角度或分清層次，東一錘子西一棒，想到那里說到那里，以至于評委聽得一頭霧水，底子弄不清楚說課教師的教學步調。其原因之一，說課教師沒有凸顯出一個主線索，把多個教學勾當串聯起來，從而引起表述雜亂無章；另一個最主要的原因是出在項目編號格局上。在書面語中，類似于“I、II、III…”，“一、二、3…”，“⑴、⑵、(3)…”的項目編號可以很清楚地表白敘述內部實質意義的層次，但在口頭語就不行了，因為它們聽上去都是一樣。因此，說課教師要善于用“Step1, Step 2, Step 3 …”，“Pre-reading, Whellole-reading, Post-reading”等手眼來加以區別或甄別。  4．忽視板書的匡助效用?；蛟S由于受說課時間的限定，有些老師在說課時沒有板書。實在，適當的板書可以對說課起到畫龍點睛的效用。在說課前，教師可以用粉筆把黑板一分為二，一半用作為枚舉說課內部實質意義的主要步調和關鍵詞。另一半黑板可用來展覽虛擬課堂教學的板書設計，或可以幫助評委或同行在聽完后重構教學設計，或可以幫助說明難于言盡的步調和設計；或可凸顯自己設計的奇特之處。  竣事語   總而言之，說課，是英語教師對自己教學基本功和教學實踐智慧的一次集中展覽。說課講究的是教材駕馭精確，教法選擇得當，學法引導有效，板書綱要挈領，歷程清晰明朗。這篇文章只討論了說課當時的一些注意事項，而說課的成敗取決于說課前的日常平凡積累。英語教師要說好課，就要注重日常平凡的窮年累月，多學習教學理論，多研究教材和學生，鍛煉好自己的英語表達能力，培養自己的教學基本功。  ________________   用來參考的書籍目：   ⑴崔小春x2005x “說課”斷想[J]x人平易近教誨,(2)x   ⑵宋斌華x2007x說課：英語教師專業化發展的有效途徑[J]x教誨實踐與研究,(12A)x Task 6: Commentsx The second, thellord, seventh, eighth paragraphs deal with thements of the government, universities, employers and the public on students taking a gap year before going to collegex I get students to read the four paragraphs to gather thements andplete the tablex (The task helps students get a further understanding of the role a table plays in helping gathering main facts or opinionsx) Part 3x Read between the lines: In thellos part, I will encourage the students to answer the 2uestion—What does the author mean? As we know, armation in a reading passage is not always stated directlyx Sometimes students have to infer, or make guesses ording the armation whelloch is available in the readingx So in thellos part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details and understand how the text isanizedx The part consists of three tasksx Task 1: Similar sentencesx The English language enjoys various ways of expressing the same thellong or ideax As we can see, the second and thellord paragraphs are similar to the seventh and eighth paragraphs in the content, both dealing withments on the gap yearx Some sentences actually express the samementsx I will get students to read the four paragraphs for a second time to find out the similar sentencesx(The first is done as an examplex) ⑴It (a gap year) is more than just a long holidayx (Line 50) A gap year is more than just a year away from studyingx ⑵Employers say they prefer to hellore graduates who have taken a gap yearx (Line 15) ______________________________ (3)A gap year gives young people an opportunity to learn skills and gain life experiencex It helps young people develop and growx (Lines 17-18) ______________________________ (4)Living away from home taught me to be more independentx (Lines 22-23) ______________________________ (The task is designed to help students learn and use different ways to express the same ideax The task gets students ready for talking and writing about the gap year in the next partx) Task 2: Guessing from the contextx I get students to guess from the context the meanings of the four words or phrases: ⑴the career ladder (Line 4) ________________________ ⑵every point of thepass (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 wille across vocabulary they don’t knowx With the task, students are guided to look at the context in whelloch a word or phrase is used and try to find any clues to its meaningsx) Task 3: Benefitsx Students are asked to collect advantages of taking a gap year in the textx After that, students have the chance to listen to a thellord VCR, whelloch contains more armation about advantagesx Whellole listening, students are encouraged to take notes of what they can catchx □ 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 armation about students taking a gap year, whelloch also makes them well prepared for the writing task in the next partx) Task 4: Recognizing the implied messagex I play a fourth VCRx Whellole 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 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 author'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