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1、精品_精品资料_资料word 精心总结归纳 - - - - - - - - - - - -精品教学教案评优课一等奖说课稿（全英文）说课是 20 世纪 80 岁月后期随着教改深化而产生的带有训练科研性质的教研活动,其理论和实践越来越受到重视（宋斌华,2022）.它是老师依据课程标准、训练教学理念,口头表述自己对教学内容、教学目标、教学重难点、教学方法、教学程序等进行制造性设计的一种教研形式（崔小春,2022）. 通俗的说,就是阐述“教什么内容、为什么教这些、怎么教和为什么这么教”的问题.由于说课能够呈现出老师在备课中的思维创新过程,能凸显出老师对课程标准、教材、同学的懂得和把握的水平以及运用有关
2、训练理论和教学原就组织教学的才能由于时间短、易操作、见效快,说课深受训练行政、科研部门和基层学校的青睐,常被应用在老师招 聘、基本功竞赛、教学争论等活动中.2022 年 10 月张家港市训练局在张家港外国语学校举办了全市高中英语老师说课竞赛.说课内容是牛津高中英语（江苏版）第11 模块第 2 单元 Project中的一篇阅读材料,是本单元话题（getting a job）的延长和拓展.教学对象是高三同学.笔者就以此 次活动为案例,结合17 位参赛老师的详细表现和主要问题,跟英语老师谈一谈如何说好课.问题一：说课,是背长篇累牍的训练理论,仍是谈独具匠心的教学设计？在这次活动中,有不少老师事先作了
3、大量预备,收集了很多时尚的英语教学理论和教学方法,把一大 半时间用来谈理论,说方法,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,内容雷同现象严峻, 而且自己所提倡的理论和方法并没有在教学设计中得到表达.说道理,讲方法,是说课的一个显著特点,但绝不是说课的主体.胜利的说课,应当把教学设计和教学理论有机的结合在一起,且要略侧重于说教学设计.教材特点和同学实际是说课的两个重心.老师肯定要紧紧环绕这两个重心, 细心设计教学活动或任务, 以此来呈现自己对训练教学理论懂得的深度, 呈现自己对同学学情把握的精确度,呈现自己在教学设计上的独到之处.“说”是形式,“课”
4、 及“课理”是内容,只有做到形式与内容辩证统一,才能达到预期的说课目的.换句话说,说课不是长篇大论的演讲教学理论,而是要谈自己任何运用教学理论解决教学中所遇到的实际问题.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 ）”,对绝大部分中国同学来说是一个新事物.于是,如何合理使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所在.朱俊爽老师大胆创新,用夹叙夹议的方式表达了自己的特殊摸索,令评委有耳目一新的感觉,其主要亮点是：把阅读材料分解为主要事实和评判两个部分,即三个同学参与休学实践年的经受体会,和英语政府、雇主、高校对
5、这种做法的评判,便于同学把握文章的主要事实和观点.调整部分段落的处理次序,把第4、5、6 自然段这三段视为一个整体,当做听力材料,放在阅读之前就处理掉,缓解同学的阅读心理负担.分析篇章结构,让同学体会到,尽管第2、3 自然段和第7、8 自然段的表述方式迥异,但内容大致相同,并设计了相应的任务（similar sentences ）.问题二：说课,是纸上谈兵,仍是上课前的模拟预演？通过这次说课竞赛,有8 名老师胜出,参与了接下来的评优课竞赛.这其中发生了一个古怪现象：有个别老师在说课时显得理念时尚、手段新奇,什么三维目标、任务型教学、小组合作探究、多媒体运用等比比皆是,而在后来的评优课中却显得举
6、步维艰,缺乏治理和调控课堂的实践聪明和教学艺术.可编辑资料 - - - 欢迎下载精品_精品资料_学习资料 名师精选 - - - - - - - - - -第 1 页,共 10 页 - - - - - - - - - -可编辑资料 - - - 欢迎下载精品_精品资料_资料word 精心总结归纳 - - - - - - - - - - - -精品教学教案为什么会显现这种“说得好,不肯定上得好”的窘境了？在说课之前,组织者就告知说课老师,此次活动的优胜者将在一个一般高中呈现自己的教学设计.按道理说, 说课老师已经事先已经明白同学的情形.但是,有的说课老师为了赶时髦盲目跟风,或迎合评委的口味, 而不顾
7、同学和教材的实际情形,不顾语言教学的基本规律,一味的去挖空心思设计奇特新奇的任务或活动.说课本身的不足之处是,说课的全过程缺少了同学的参与.为了防止不切实际的随便发挥,说课活动组织者肯定要事先告知说课老师同学的英语实际水平.说课老师要紧紧抓住同学和教材,环绕这两个重心设计教学.教学目标的确立、内容的分析、问题的设置、练习的支配及教学方法的运用,都必需以同学的实际情形为参照物.否就,再美丽的说课也是空中楼阁.要说好课、 上好课, 取得预想成效,老师就必需对教材、课程标准有充分的熟识,懂得教材内容,把握教材各个学问点之间相互的关系,明白同学的需要和实际.说课不是说给自己一个人听,也不是自编、自导、
8、自演,而是一场实弹演习.说课老师要在同行或评委面前,说自己对教材、对课准的熟识,说自己对学问点的讲解,说自己实行什么样的方法给同学上课,说有可能在什么的方同学会存在问题,当问题显现时实行什么样的方法去解决,针对不同的问题和同学,挑选什么样的教学方法等等.在这样的一个过程中,同行或评委就会对说课者的说课情形加以分析争论,看看仍存在着什么问题,运用什么样的方法来帮忙说课者提高.应当说,说课的过程就是发觉问题、解决问题的过程,是说课者和评课者共同提高的过程.尽量做到在仍没有上课之前就多发觉一些问题,而且把问题解决掉,提高课堂教学效益.问题三：说课,该采纳哪一种语言和表达方式？在这次说课活动中,全部参
9、赛老师都采纳英语说课,在呈现自己教学设计的同时,也充分凸显了娴熟的英语表达才能. 能用流利的英语呈现自己的教学思想和设计,是我们英语老师共同追求的抱负目标.但是,英语究竟是一门外语,会对说课的预期成效产生肯定程度的损耗.因此,至于说课是采纳英语仍是汉语,说课活动的组织者,要考虑到实际情形,要因时、因的、因人而定,不能盲目跟风.此外,在本次说课活动中, 仍有部分老师在肢体语言、表达方式、 能否脱稿说课三方面上仍存在缺憾.有的说课老师身姿僵硬,表情呆板.有的采纳不适当的表达方式,在整个说课过程中把评委都当成学生,使用了过多的课堂用语.有的说课老师不能做到脱稿,而是把备课稿从头到尾朗读了一遍.在实际
10、教学中, 教学的肢体语言、 手势、与同学的眼神沟通对教学目标的达成也起着重要的帮助作用.因此,说课老师要适当借助于适当的肢体语言、手势来表述自己的设计和意图,留意和评委做好眼神 沟通,不媚不冷,在公平中温情沟通.说课老师要尽量做到脱稿,必要时再参照说课提纲,恰当的运 用好肢体语言、手势、和眼神,声情并茂的说课,把评委的留意力吸引到自己预设情形中去,使他们 受到感染,产生共鸣.说课老师面对的是同行或者教学争论者,宜采纳陈述性语言, 有条理的说明自己的设计意图及详细的操作策略.有时,说课老师要预演课堂中将会显现的教学场景时,可以临时把自己的身份切换成老师,似乎置身于课堂上, 面对着同学, 通过自己
11、绘声绘色的课堂语言把预设的教学内容或环境呈现在评委眼前.问题四：在英语说课中,仍有哪些细节值得留意？可编辑资料 - - - 欢迎下载精品_精品资料_学习资料 名师精选 - - - - - - - - - -第 2 页,共 10 页 - - - - - - - - - -可编辑资料 - - - 欢迎下载精品_精品资料_资料word 精心总结归纳 - - - - - - - - - - - -精品教学教案细节打算成败.一些细节问题处理不好,也会影响说课的成效.在本次活动中,我们发觉以下一些普遍存在的细节问题：1不知道如何说教材.有的说课老师忽视这一环节,有的老师就长篇大论.其实,说教材就是说明如何
12、依据某一课在全册或单元中的位置,确定教学目标、教学的重难点,主要是介绍该课在教材中的位置和作用以及和前后课文的学问联系,仍要进行简洁的教材分析,依据教材内容和同学实际,说明自己对教材的处理以及这样处理的理论依据.值得留意的是, 说教材时要点到为止, 不要过多的绽开.2教学设计缺乏创新.说课是上课的预演,强调从同学和教材实际动身,来设计教学任务.但这并不意味着,说课老师在设计教学时固步自封,不求创新.这次说课的课型是阅读教学,不少说课老师的教学活动设计就缺少新意,雷同现象严峻,教学步骤一般都分为读前、读中、读后,教学活动局限于回答疑题、课文填空、判读正误、复述等常规活动.朱俊爽老师紧紧抓住同学和
13、阅读材料实际,做了一些胜利的尝试,例如：她设计了任务Similar Sentences,让同学在文章第2、3、7、8 自然段中找出意思相近而表达不同的句子,增加了同学的可懂得性输入,为后面口头和书面表达做好铺垫.3主线不突出,语言表述纷乱.在此次活动中,占相当比例的老师在说课时没有选准角度或分清层次,东一锤子西一棒,想到那里说到那里,以至于评委听得一头雾水,根本弄不清晰说课老师的教学步骤.其缘由之一,说课老师没有凸显出一个主线索,把多个教学活动串联起来,从而导致表述杂乱无章.另外一个最主要的缘由是出在项目编号格式上.在书面语中,类似于“I 、II 、III, ”,“1、2、3, ”,“、 ,
14、”的项目编号可以很清晰的说明表达内容的层次,但在口头语就不行了,由于它们听上去都是一样.因此,说课老师要善于用“Step1, Step 2, Step 3 , ”,“ Pre-reading, While-reading, Post-reading”等手段来加以区分或甄别.4忽视板书的帮助作用.或许由于受说课时间的限制,有些老师在说课时没有板书.其实,适当的板书可以对说课起到画龙点睛的作用.在说课前,老师可以用粉笔把黑板一分为二,一半用作为列举说课内容的主要步骤和关键词.另外一半黑板可用来呈现虚拟课堂教学的板书设计,或可以帮忙评委或同行在听完后重构教学设计,或可以帮忙说明难以言尽的步骤和设计.
15、或可凸显自己设计的特殊之处.终止语总而言之,说课,是英语老师对自己教学基本功和教学实践聪明的一次集中呈现.说课讲究的是教材把握精确,教法挑选恰当,学法指导有效,板书提纲挈领,过程清晰明朗.本文只争论了说课当时的一些留意事项,而说课的成败取决于说课前的平常积存.英语老师要说好课,就要留意平常的日积月累,多学习教学理论,多争论教材和同学,锤炼好自己的英语表达才能,培育自己的教学基本功以下是全市高中英语老师评优课一等奖的全英文说课稿,现刊出来,期望对大家有点帮忙,说课的内容是牛津高中英语（江苏版）第 11 模块第 2 单元 Project中的阅读材料.Good morning, ladies and
16、 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 independen
17、tly.可编辑资料 - - - 欢迎下载精品_精品资料_学习资料 名师精选 - - - - - - - - - -第 3 页,共 10 页 - - - - - - - - - -可编辑资料 - - - 欢迎下载精品_精品资料_资料word 精心总结归纳 - - - - - - - - - - - -精品教学教案My teaching plan will include 3 sections. Theyre analysis of the reading matheeriatel,aidcehnintgifyainimgst and teaching procedures.Section 1 A
18、nalysis of the teaching materialThe selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 Aofdvance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, thatis, Getting a job. After
19、 analyzing it carefully, I find the article has two unique characteristics. First, its a long passage with 6words, 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 ana
20、lysis 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 i
21、mplied meaning.The 4th aim: Students are familiar with various expression_r_r_r_r_rs 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 teaching appr
22、oach. With the teaching methods, I can guide students to use effective reading strategies to comprehend the可编辑资料 - - - 欢迎下载精品_精品资料_text, solve problems and complete different tasks. The teaching procedures include four parts. They main facts, reading between the lines and responding the text.Part 1.
23、 Getting readyg onre getting ready, foc可编辑资料 - - - 欢迎下载精品_精品资料_Reading begins before a book is opened. Its important to activate students existing background knowledge and draw th attention to the topic of the text. In this part, I will use the pre-reading activities to increase students concentrati
24、on, arouse theircuriosities, fire their imagination and give them a purpose for reading. The part consists of two tasks:可编辑资料 - - - 欢迎下载精品_精品资料_学习资料 名师精选 - - - - - - - - - -第 4 页,共 10 页 - - - - - - - - - -可编辑资料 - - - 欢迎下载精品_精品资料_资料word 精心总结归纳 - - - - - - - - - - - -精品教学教案Task 1: A time machine. I st
25、art 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 is1 year away. At that point, I get them to imagine where they are and what t
26、hey 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
27、 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 students fresh from high schools, and tell stude
28、nts 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 question: They will travel or work on projects for up to a year before entering university.With the task,
29、I excite students desire to know more about what their British equivalents will do befoeregeg.oing to coll 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 quest
30、ion What does the author say. Students are supposed to get amain 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 student
31、s 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.WhoWhereActivities Carol可编辑资料 - - - 欢迎下载精品_精品资料_学习
32、资料 名师精选 - - - - - - - - - -第 5 页,共 10 页 - - - - - - - - - -可编辑资料 - - - 欢迎下载精品_精品资料_资料word 精心总结归纳 - - - - - - - - - - - -精品教学教案Daniel MartinWith 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 psychologica
33、l 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 theyre required to complete another table with a second reading.Whom do the results
34、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 experience.E. ready to face challenges in the future.F. learnt how to deal with difficult situations.G. felt like she really made a diffe
35、rence.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 studtesn. They ll come 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 p
36、aragraphs 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
37、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.可编辑资料 - - - 欢迎下载精品_精品资料_学习资料 名师精选 - - - - - - - - - -第 6 页,共 10 页 - - - - - - - - - -可编辑资料 - - - 欢迎下载精品_精品资料_资料word 精心总结归纳 - - - - - - - - - - - -精品教学教案Task
38、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 become a charity volunteer.VCR 1 ： A gap is space between two things o
39、r a break in the passing of time. However, a gap year is the time for students between high school and college, or college or graduate school. Many students use thattime to travel, learn new skills or become a charity volunteer. Today, taking a gap year is growing trend among international students.
40、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.VCR 2 ：The gap year started in the
41、 UK in the 1960s. Large number of students used that time to travel. Overtime, 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 habitat
42、sin India.The task enables students to have a good knowledge of the history of the gap year.需要过渡句可编辑资料 - - - 欢迎下载精品_精品资料_学习资料 名师精选 - - - - - - - - - -第 7 页,共 10 页 - - - - - - - - - -可编辑资料 - - - 欢迎下载精品_精品资料_资料word 精心总结归纳 - - - - - - - - - - - -精品教学教案一、说教材（一）教材内容及分析我说课的内容是外研版英语（新标准）高中第三册（必修3） Module 4
43、 Sandstorms in Asia本模块介绍了亚洲（主要是中国）沙尘暴的情形,并引入了与沙尘暴和环保有关的词汇.要求同学明白沙尘暴方面的学问并把握相关词汇,培育同学用英语谈论沙尘暴及环保的语言技能.Introduction部分为此模块的warming up, 介绍与“沙尘暴”有关的词汇,并设计了三个练习活动.通过教材设计的这三个活动,可以让同学初步熟识这些词的意义,为以后的各项学习活动做好预备.Reading andVocabulary该部分介绍了 “亚洲的沙尘暴” .环围着课文, 编者设计了五个与课文内容和词汇有关的练习.通过这些练习,同学可以增进对沙尘暴危害性的明白,熟识有关沙尘暴的词
44、汇.（二）教学目标依据新课标总目标的描述,结合本课的内容,我把本节课的教学目标系统化,分别是：语言学问,才能目标,情感目标,文化意识,和学习策略.1语言学问目标把握并能运用以下词汇：与沙尘暴有关： disaster, dune, citizen, dust, desertification, forecast, strength, cycle, mask与环保有关： process, mass, campaign句子 :To have been caught in a sandstorm was a terrible experience. There was nothing to be do
45、ne.To be cycling in a sandstorm is frightening.2 语言技能目标：理论依据 :高中英语课程标准强调用英语猎取和处理信息的才能1). 能从文章中猎取主要信息并摘录要点2). 能懂得文章主旨、作者意图3). 能提取、挑选和重组文章中的信息4). 能利用上下文推测新词汇3学习策略目标词汇归类在阅读、英语互动、完成任务过程中进行有效自我调控通过各种途径猎取相关信息,辨别并运用有效资源 3 文化意识和情感态度目标明白亚洲沙尘暴的状况增强环保意识 4重点与难点重点：明白沙尘暴.阅读微技能训练难点：运用所学词汇和短评,环绕主题进行争论及写作二、说学情在教学过程中, 对学情的明白是老师因材施教的关键.高中的同学留意力有肯定的稳固性,观看才能很强,具有肯定的目的性,系统性和全面性,已经初步实现从详细思维向抽象思维的过渡.他们喜爱富有个性化可编辑资料 - - - 欢迎下载精品_精品资料_学习资料 名师精选 - - - -