高中英语说课稿范文

2016-02-09 │ 高中英语

篇一:高中英语全英文说课稿模板

高中英语全英文说课稿模板

Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson withyou.The content of my lesson is Senior English for China Book1B Unit 16 Scientists at 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 science and scientists. By studying of this unit, we’ll Enable the students to know the serious attitude towards science and develop the interest in science. At the same time ,Let the students learn how to give instructions. this lesson plays an important part in the English teaching in this unit.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each passage. Therefore, this lesson is in the important position of the teaching material. If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.As we all 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 (新课程标准和教学

大纲), 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:

a)The Ss can hear, read, and use the main sentence patterns b)The Ss can understand the content of the lesson.

c)The Ss can use the patterns to express their thoughts in the proper situation.

2.Ability objects:

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

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

(3) To Improve the student’s reading ability, especially their skimming and scanning ability.

3.Emotion or moral objects:

a)By completing the task,the Ss increase their interest and set up self-confidence in science;

b)Teach the Ss what is “science”, put the moral education in the language study.

now,let’s come to the Important points and the Difficult points.

Well, how to achieve the teaching objects better, how to stress

the important points and break through the difficult points? As is known to us all,The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching material and the students’learning background ,I will use the following methods .

Part 2 Teaching Methods:

In my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” Approach(交际教学法), “Whole language

teaching” (整体语言教学法)and “Task-based” language teaching (任务教学法). 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(现代社会交际教学理论), I adopt the TSA method(情景教学) and TBLT method (语言任务教学)in my teaching, namely Total Situational Action and Task-based Language Teaching.The former is a “scene —

activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss . The latter offers the Ss an opportunity to complete the tasks in which Ss use

language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English. Part 3 Studying Methods: ......

篇二:高中英语说课稿范文

篇一:高中英语全英文说课稿模板

高中

英语全英文说课稿模板

good afternoon,

everyone, it’s my great pleasure to be here sharing my lesson withyou.the content

of my lesson is senior english for china book1b unit 16 scientists at 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 science and scientists. by studying of this unit, we’ll enable the students

to know the serious attitude towards science and develop the interest in science.

at the same time ,let the students learn how to give instructions. this lesson plays

an important part in the english teaching in this unit.this is an important lesson

in book one. from this lesson, it starts asking the ss to grasp contents of each passage.

therefore, this lesson is in the important position of the teaching material. if the

ss can learn it well, it will be helpful to make the ss learn the rest of this unit.as

we all 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 (新课程标准和教学

大纲), 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:

a)the ss can hear,

read, and use the main sentence patterns b)the ss can understand the content of the

lesson.

c)the ss can use

the patterns to express their thoughts in the proper situation.

2.ability

objects:

(1) to develop

the ss’ abilities of listening, speaking, reading and writing.

(2) to train the

ss’ ability of working in pairs.

(3) to improve

the student’s reading ability, especially their skimming and scanning ability.

3.emotion or

moral objects:

b)teach the ss

what is “science”, put the moral education in the language study.

well, how to

achieve the teaching objects better, how to stress

the important points and break through the difficult points? as is known to us all,the

modern teaching demands the teacher should improve the students’ ability. a good

teaching method requires that the teacher should have the leading effects. according

to the analysis of the teaching material and the students’learning background ,i

will use the following methods .

part 2 teaching

methods:

篇二:高一英语说课稿范文必修1 unit4 earthquakes 说课稿

高一

英语说课稿范文必修1 unit4 earthquakes 说课稿

一、 说课标

新课程标准的三维

教学观,具体到英语学科就是要整合发展学生语言技能、语言知识、情感态度、学习策略和

文化意识五个方面的素养,培养学生综合运用语言的能力。指出:“教师在教学才过程中应与

学生积极互动、共同发展。教师应尊重学生的人格,关注个体差异,满足不同学生的学习需

要,创设能引导学生主动参与的教育环境,激发学生的学习积极性,培养学生掌握和运用知

识的态度和能力,使每个学生都能得到充分的发展。因此,本课的设计重点是:帮助学生形

成自主、合作、探究的学习模式,掌握阅读的一些基本技巧,让每个学生在原有的基础上都

学有所得。

二、说教材

(一) 教材地位和

教学内容分析

本课是高一必修模

块1第4单元的阅读课型,这单元围绕earthquakes这一主题开展听、说、读、写多种教学

活动。reading设计为本单元的第2课时。本课型是单元整体教学的重要环节,为学生的语

言学习、语法学习提供了载体,并且是学生获取信息的主要来源。“reading――― a night the

earth didn’t sleep” 具体描写1976年唐山大地震的震前、震中和震后。本篇文章词汇量

大,运用了大量的动词、复杂的数字,出现许多定语从句,篇幅较长,并且采用一些修辞手

法,对学生的语言阅读能力提出了更高的要求。但文章的结构较明显,较容易归纳出各部分

的中心词。

(二)教学目标

1. 语言知识目标:

a)使学生了解自然

灾害的相关词汇,并掌握复杂数字的表达法。

b)学习掌握与地震

相关的词汇,如:

shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam

,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,m

ine,shelter,fresh,percent等,以及 right away, at an end, dig out, give out, thousands

of以及一些优美句子的赏析。

2. 语言技能目标:

a)阅读技能的训练:

让学生学会克服生词障碍,通过略读,归纳出文章的大意;通过细读,理清文章的总体框架

与脉络,归纳出各部分的中心词;通过查读,捕捉文章的重要细节,培养学生获取、处理信

息的能力。

b) 让学生复述课

文,分析、感悟作者的写作意图。

c) 让学生运用本

节课所学词汇、知识,通过采访唐山大地震幸存者的形式进行小组活动,提高学生用英语进

行创造性交流的能力。

a)学会有关地震的

知识,并能通过学习讨论懂得地震时的应急逃生,地震后如何科学救人和有关地震的形成和

减少地震所造成的损失等一般知识。

b)懂得地震无情人

有情,即使发生了多么可怕的灾难,国家和解放军官兵都会不顾自身安危,奋力抢救,培养

学生一方有难、八方支援的互助友爱精神。

c)了解自然灾害会

给人类带来严重的破坏性后果,让学生进一步感悟、领会到人类应与自然界和谐共处。

d)培养学生的合作

意识和“合作学习”的习惯。

e)欣赏课文中优美

句子,了解一些英语修辞手法,使学生在学习完课文之后得到一次美的享受,一次心灵的愉

悦和升华。

(三)教学重点和

难点:

1. 重点

1)让学生了解唐山大地震,了解地震的成因、预兆、地震造成的损失,地震时的应急救生以

及震后的救援。

2)训练学生的阅读

技巧,提高阅读能力。侧重培养学生对文章的整体性结构的把握和挖掘作者写作的意图,突

出培养学生以下3个方面的能力:

a.文章段落中心词

把握能力。

b.根据主题快速捕

捉文章重点细节的能力。

c.总结归纳能力。

3)重点掌握有关地

震的词汇,特别是shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster,

army, organize, bury, shelter。

4)欣赏并理解课文

中优美句子,让学生掌握一些英语修辞用法。

2.难点

1) 如何使学生养

成科学的阅读习惯,提高阅读理解能力和语言水平。

2) 如何使学生学

会提取、筛选和重组文章中的信息,并灵活运用于语言实践中,达到语言实践能力的扩展与

提高。

二、 教学方法

1、任务型语言教学

任务型语言教学认

为:人们使用语言的过程就是一个完成各种各样任务的过程。任务型学习强调通过“做中学”、

“学中做”,使学生在完成任务的过程中习得语言。本课组织学生四至五人组成一个学习小组,

进行一次就地震后幸存者的访问。该设计基于课文内容,但又不局限于课文的范畴,旨在贯

彻“做中学”、“学中做”策略,吸引和组织他们积极参与,并通过讨论、交流和合作等方式,

在自然、真实的情境中,完成任务,体会、掌握语言的应用,达到学以致用的目的。

2.直观法(视听教

学法)

充分利用多媒体教

学手段,通过播放影视剪辑,与课文主题相关的图片、图表等直观手段,在充分调动学生学

习兴趣的同时,降低学习难度,突破重难点。

3.合作学习教学法

合作学习教学法是

以小组活动为主体的一种教学活动,一种同伴之间的合作互动活动。合作学习教学法有利于

改善课堂心理气氛、大面积提高学生的学业成绩、促进学生良好非智力品质的发展,调整学

生的语言焦虑感。因此,本课打破传统的教师单向灌输,采用“四至五人组成一个学习小组”

的课堂教学结构,来组织教学,旨在营造轻松的学习氛围,为积极学习提供有利的条件,让

学生在完成任务的过程中通过互相交流,降低语言焦虑感,获得愉快的学习经历,从而对学

习本身和所学内容产生兴趣感。

四、教学过程

step1 导入

lead-in

在课堂开始,我会

给学生播放一段有冯小刚导演拍的电影《唐山大地震》的片段节选,让学生能通过电影能理

解和体会到自然灾害给人类带来的巨大灾难。让后直接导入今天的课题。这个能激发学生去

了解这篇文章的兴趣,积极加入课堂。 step2 pre-reading 读前

在这个环节我会在

学生在读这篇文章之前给出几个问题。但是并不要求学生马上给出答案。而是要求在下一环

节的阅读中找出答案。

step3 while

reading

在这个环节当中我

设计了3个活动

第一个活动

activity1 fast reading

给学生几分钟的时

间,让后让学生快速阅读这篇文章,并找出在读前所给题的答

案,在读完文章之后,让几个同学来进行回答。

第二个活动

activity2 scanning

放录音,让学生跟

随录音快速阅读,并要求学生找出每一段落的中心句,并在读完之后,要求得出这篇文章的

整体大意。并让学生起来进行回答

第三个答案:

acrtivity3 task 在这一环节当中我会设计一个任务。任务类型为知识的抢答。

首先我会将整个班

级分为若干个小组,每组有七到八个人。并选出小组长。这一环节中我设计了十个对错题,

(true or false),要求学生以小组的形式进行抢答。并作出得分记录,最后还要评选出第

一名。在抢答过程当中,我并不只单单是以游戏的形式来完成这一任务,只是简单的完成对

错题,我会要求每组在抢答的过程当中,要对他们所选的答案进行解释说明为什么。让学生

在这个过程当中真正玩有所得。

step 4

post-reading

这一环节我会把我

们所读的这篇文章设计成一篇阅读题的模式,设计五道选择题,用幻灯片展示出来,并让学

生进行选择。题目的设计会以文章的主旨大意和一些细节作为试题。这让学生能在这一环节

当中对刚刚已经学习知识进行巩固。

step5 summary

在这一环节中我会

整堂课做一个简短的总结,并再一次强调本次课的重难点。让学生明确本课的重点,再一次

明确课堂目标。和引导学生对这篇文章的情感态度进行升华。

step6 homework

作业1、要求学生

背诵本次课的重点词汇和短语

2、要求完成相应联

系。

3、要求学生课后通

过各种途径查到关于地震的常识,并去了解一些 逃生的小常识,下节课来全班同学一起分享。

篇三:高中英语说课稿范文两篇

高中

英语说课稿范文两篇

前言:在英语教学

中落实新课程标准,就是贯彻执行国家教育部关于课程改革的决定。新课程标准的三维教学

观,具体到英语学科就是要整合发展学生语言技能、语言知识、情感态度、学习策略和文化

意识五个方面的素养,培养学生综合运用语言的能力。开展课堂探究是培养学生综合语言运

用能力的最佳手段。所以在我的教学设计里,每一个教学活动中都有情景创设,学生探究,

学生处理问题和巩固训练等环节。

一、教学内容分析

(一)知识背景及新

课程、新教材

篇三:高中英语说课稿评优课一等奖说课稿

牛津高中英语说课稿评优课一等奖说课稿(全英文)

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 uni2ue characteristics. First, it’s a long passage with 688 words, much more than the usual te.ts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.

Section 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 te.t.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 e.pression_r_r_r_r_rs or approaches to e.press the same thellong or idea.

Section 3 teaching procedures

In order to achelloeve 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 toprehend the te.t, solve problems andplete different tasks. The teaching procedures include four parts. They’re getting ready,

focusing on main facts, reading between the lines and responding the te.t.

Part 1. Getting ready

Reading begins before a book is opened. It’s important to activate

students’ e.isting background knowledge and draw their attention to the topic of the te.t. 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 reading. The part consists

of two tasks:Task 1: A time machellone. I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machellone. I tell students that the machellone with a magic power will bring them to their graduation from hellogh 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 hellogh school, most of Chellonese students go straight to university.Yes, at thellos time ne.t year, most of you will be studying in a university.(With the task, I inspire students’ former knowledge and imagination about graduating from hellogh 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 hellogh schools, and tell students that more and more students in the UK are doing somethellong 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 2uestion: They will travel or work on projects for up to a year before entering university.(With the task, I e.cite students’ desire to know more about what their British e2uivalents will do before going to college. With the 2uestion 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 2uestion—What does the author say? Students are supposed to get a main idea of the te.t and understand the basic meaning of the te.t. 8uestions of thellos kind are not very difficult and they can be answered directly from the te.t. The part includes si. tasks:Task 1: Three e.amples. 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 special. After the instructions, I play the tape of Paragraphs 4-6 and get students toplete 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: Matchellong. After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re re2uired toplete 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 e.perience. E. ready to face challenges in the future. F. learnt how to deal with difficult situations. 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’lle 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 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 year. (With the task, students are e.pected 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 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 volunteer. (The task serves as a supplementary to the second task of Part

1. With the task, students are e.pected 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 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 year.) Task 6: Comments. 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 college. I get students to read the four paragraphs to gather thements andplete 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 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 directly. Sometimes students have to infer, or make guesses ording the armation which is available in the reading. 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 te.t isanized. The part consists of three tasks. Task 1: Similar sentences. The English language enjoys various ways of e.pressing the same thellong or idea. 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 year. Some sentences actually e.press the samements. 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 e.ample.) 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 hellore graduates who have taken a gap year. (Line 15) ______________________________ (3)A gap year gives young people an opportunity to learn skills and gain life e.perience. 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 e.press the same idea. The task gets students ready for talking and writing about the gap year in the ne.t part.) Task 2: Guessing from the conte.t. I get students to guess from the conte.t 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 know. With the task, students are guided to look at the conte.t 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 te.t. After that, students have the chance to listen to a thellord VCR, which contains more armation about advantages. Whellole 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 e.perience (The task is intended for students to collect more armation about students taking a gap year, which also makes them well prepared for the writing task in the ne.t part.) Task 4: Recognizing the implied message. I play a fourth VCR. Whellole listening, students are e.pected 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 ne.t task. ) Task 5: Understanding the title. After reading the whole te.t, I will get students to focus on the title Mind the gap. (The task is designed to help students fully understand the hellodden meaning of the title: They are e.pected to make full of the gap year to develop themselves.)

Part 4. Responding to the te.t

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 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 thellonk of taking a gap year and at the same timeplete the table. (The task is aimed at making students be critical readers.The students should be encouraged to uate and make judgment about the author's te.t.) 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 college. (The task aims to consolidate the armation they have learnt and also improve speaking and writing skills.) OK, so much for my teaching plan. Thanks for your attention.

说课是20百年80年代后期随着教改深切而产生的带有教诲科学研究性质的教研勾当,其理论和实践越来越受到正视(宋斌华,2007)。它是教师依据课程尺度、教诲教学理念,口头表述自己对教学内部实质意义、教学目标、教学重难点、教学要领、教学步伐等进行创造性设计的一种教研形式(崔小春,2005)。通俗地说,就是阐述“教什么内部实质意义、为什么教这些个、怎么教和为什么这么教”的问题。由于说课能够揭示出教师在备课中的思维创新历程,能凸显出教师对课程尺度、教材、学生的理解和驾驭的水平和运用有关教诲理论和教学原则社团教学的能力 由于时间短、易操作、见效快,说课深受教诲行政、科学研究部门和下层学校的青睐,常被应用在教师雇用、基本功竞赛、教学研究等勾当中。2008年10月张家港市教诲局在张家港外国语学校举行了全市高中英语教师说课角逐。说课内部实质意义是《牛津高中英语》(江苏版)第11板块第2单元Project中的一篇阅读材料,是本单元话题(getting a job)的延伸和拓展。教学对象是高三学生。作者就以此次勾当为案例,联合17位参加比赛教师的具体表现和主要问题,跟英语教师谈一谈如何说好课。问题一:说课,是背长篇累牍的教诲理论,还是谈独具巧妙的心思的教学设计?在此次勾当中,有不少教师事前作了大量准备,网络了许多时尚的英语教学理论和教学要领,把一大半时间用来谈理论,说要领,而本节课的教学设计却轻描淡写,一带而过。给评委们的印象是,说课变成了教学理论的演讲,内部实质意义雷同征象严重,而且自己所倡导的理论和要领并没有在教学设计中得到表现。说原理,讲要领,是说课的一个显著特性,但绝不是说课的主体。成功的说课,应该把教学设计和教学理论有机地联合在一路,且要略侧重于教说学设计。教材特点和学生现实是说课的两个重心。教师必得牢牢围绕这两个重心,精心设计教学勾当或任务,以此来展览自己对教诲教学理论理解的深度,展览自己对学生学情驾驭的精确度,展览自己在教学设计上的独到之处。“说”是形式,“课”及“课理”是内部实质意义,只有做到形式与内部实质意义辩证统一,才气达到预定的日期的说课目的。换言之,说课不是长篇大论地演讲教学理论,而是要谈自己不论什么运用教学理论解决教学中所遇到的现实问题。本次说课材料具有两个特点:一是,篇幅长,全文长达688个词;二是,话题新,“休学实践年(a gap year)”,对绝大多中国学生来说是一个新物质。于是,如何合理施用教学理论突破这两个难点就成了本次说课的重点和亮点地点。朱俊爽老师大胆创新,用夹叙夹议的体式格局叙述了自己的奇特思考,令评委有线人一新的感觉,其主要亮点是:⑴把阅读材料分化为主要事实和评价两个部分,即三个学生参加休学实践年的履历领会,和英语政府、雇主、大学对这种做法的评价,便于学生掌握文章的主要事实和不雅点;⑵调解部分段落的处理顺序,把第四、5、6天然段这三段视为一个整体,看做听力材料,放在阅读以前就处理掉,缓解学生的阅读生理承担;(3)分析篇和章结构,让学生领会到,尽管第二、3天然段和第七、8天然段的表述体式格局迥异,但内部实质意义大抵相同,并设计了响应的任务(similar

高中英语说课稿范文

查看更多高中英语相关内容,请点击高中英语
推荐访问:高中英语优秀说课稿 10分钟英语说课稿范文
作文 论文 简历 文秘 合同 文库 计划 总结 体会 报告 策划 材料 公文 礼仪 思想 党团 演讲稿 企事业 发言致辞 资讯