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标题: 评优课一等奖说课稿（全英文） [打印本页]

作者: 教师之友网 时间: 2013-6-16 08:24
标题: 评优课一等奖说课稿（全英文）
评优课一等奖说课稿（全英文）
http://blog.sina.com.cn/s/blog_6212d8a00100gmyc.html

说课是20世纪80年代后期随着教改深入而产生的带有教育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，2007）。它是教师依据课程标准、教育教学理念，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。由于说课能够展现出教师在备课中的思维创新过程，能凸显出教师对课程标准、教材、学生的理解和把握的水平以及运用有关教育理论和教学原则组织教学的能力
由于时间短、易操作、见效快，说课深受教育行政、科研部门和基层学校的青睐，常被应用在教师招聘、基本功竞赛、教学研究等活动中。2008年10月张家港市教育局在张家港外国语学校举行了全市高中英语教师说课比赛。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）的延伸和拓展。教学对象是高三学生。笔者就以此次活动为案例，结合17位参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，是背长篇累牍的教育理论，还是谈独具匠心的教学设计？
在这次活动中，有不少教师事先作了大量准备，收集了许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，内容雷同现象严重，而且自己所倡导的理论和方法并没有在教学设计中得到体现。
说道理，讲方法，是说课的一个显著特征，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结合在一起，且要略侧重于说教学设计。教材特点和学生实际是说课的两个重心。教师一定要紧紧围绕这两个重心，精心设计教学活动或任务，以此来展示自己对教育教学理论理解的深度，展示自己对学生学情把握的准确度，展示自己在教学设计上的独到之处。“说”是形式，“课”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，说课不是长篇大论地演讲教学理论，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）”，对绝大部分中国学生来说是一个新事物。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，用夹叙夹议的方式叙述了自己的独特思考，令评委有耳目一新的感觉，其主要亮点是：⑴把阅读材料分解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经历体会，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观点；⑵调整部分段落的处理顺序，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，缓解学生的阅读心理负担；⑶分析篇章结构，让学生体会到，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，还是上课前的模拟预演？
通过这次说课比赛，有8名教师胜出，参加了接下来的评优课比赛。这其中发生了一个奇怪现象：有个别教师在说课时显得理念时尚、手段新颖，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步维艰，缺乏管理和调控课堂的实践智慧和教学艺术。为什么会出现这种“说得好，不一定上得好”的窘境呢？在说课之前，组织者就告知说课教师，此次活动的优胜者将在一个普通高中展示自己的教学设计。按道理说，说课教师已经事先已经了解学生的情况。但是，有的说课教师为了赶时髦盲目跟风，或迎合评委的口味，而不顾学生和教材的实际情况，不顾语言教学的基本规律，一味地去挖空心思设计奇异新颖的任务或活动。
说课本身的不足之处是，说课的全过程缺少了学生的参与。为了避免不切实际的随意发挥，说课活动组织者一定要事先告知说课教师学生的英语实际水平；说课教师要紧紧抓住学生和教材，围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、练习的安排及教学方法的运用，都必须以学生的实际情况为参照物。否则，再漂亮的说课也是空中楼阁。要说好课、上好课，取得预想效果，教师就必须对教材、课程标准有充分的认识，理解教材内容，掌握教材各个知识点之间相互的关系，了解学生的需要和实际。
说课不是说给自己一个人听，也不是自编、自导、自演，而是一场实弹演习。说课教师要在同行或评委面前，说自己对教材、对课准的认识，说自己对知识点的讲解，说自己采取什么样的方法给学生上课，说有可能在什么地方学生会存在问题，当问题出现时采取什么样的方法去解决，针对不同的问题和学生，选择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况加以分析研究，看看还存在着什么问题，运用什么样的方法来帮助说课者提高。应该说，说课的过程就是发现问题、解决问题的过程，是说课者和评课者共同提高的过程。尽量做到在还没有上课之前就多发现一些问题，而且把问题解决掉，提高课堂教学效益。
问题三：说课，该采用哪一种语言和叙述方式？
在这次说课活动中，全部参赛教师都采用英语说课，在展示自己教学设计的同时，也充分凸显了娴熟的英语表达能力。能用流利的英语展示自己的教学思想和设计，是我们英语教师共同追求的理想目标。但是，英语毕竟是一门外语，会对说课的预期效果产生一定程度的损伤。因此，至于说课是采用英语还是汉语，说课活动的组织者，要考虑到实际情况，要因时、因地、因人而定，不能盲目跟风。
此外，在本次说课活动中，还有部分教师在肢体语言、叙述方式、能否脱稿说课三方面上还存在缺憾。有的说课教师身姿僵硬，表情呆板；有的采用不适当的叙述方式，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；有的说课教师不能做到脱稿，而是把备课稿从头到尾朗读了一遍。
在实际教学中，教学的肢体语言、手势、与学生的眼神交流对教学目标的达成也起着重要的辅助作用。因此，说课教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，注意和评委做好眼神交流，不媚不冷，在平等中温情交流。说课教师要尽量做到脱稿，必要时再参照说课提纲，恰当地运用好肢体语言、手势、和眼神，声情并茂地说课，把评委的注意力吸引到自己预设情景中去，使他们受到感染，产生共鸣。
说课教师面对的是同行或者教学研究者，宜采用陈述性语言，有条理地说明自己的设计意图及具体的操作策略。偶尔，说课教师要预演课堂中将会出现的教学场景时，可以暂时把自己的身份切换成教师，仿佛置身于课堂上，面对着学生，通过自己绘声绘色的课堂语言把预设的教学内容或环境展示在评委眼前。
问题四：在英语说课中，还有哪些细节值得注意？
细节决定成败。一些细节问题处理不好，也会影响说课的效果。在本次活动中，我们发现以下一些普遍存在的细节问题：
1．不知道如何说教材。有的说课教师忽略这一环节，有的教师则长篇大论。其实，说教材就是说明如何依据某一课在全册或单元中的地位，确定教学目标、教学的重难点，主要是介绍该课在教材中的地位和作用以及和前后课文的知识联系，还要进行简单的教材分析，依据教材内容和学生实际，说明自己对教材的处理以及这样处理的理论依据。值得注意的是，说教材时要点到为止，不要过多的展开。
2．教学设计缺乏创新。说课是上课的预演，强调从学生和教材实际出发，来设计教学任务。但这并不意味着，说课教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，不少说课教师的教学活动设计就缺少新意，雷同现象严重，教学步骤一般都分为读前、读中、读后，教学活动局限于回答问题、课文填空、判读正误、复述等常规活动。朱俊爽老师紧紧抓住学生和阅读材料实际，做了一些成功的尝试，例如：她设计了任务Similar Sentences，让学生在文章第2、3、7、8自然段中找出意思相近而表达不同的句子，增加了学生的可理解性输入，为后面口头和书面表达做好铺垫。
3．主线不突出，语言表述混乱。在此次活动中，占相当比例的教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，根本弄不清楚说课教师的教学步骤。其原因之一，说课教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；另外一个最主要的原因是出在项目编号格式上。在书面语中，类似于“I、II、III…”，“1、2、3…”，“⑴、⑵、⑶…”的项目编号可以很清楚地表明叙述内容的层次，但在口头语就不行了，因为它们听上去都是一样。因此，说课教师要善于用“Step1, Step 2, Step 3 …”，“Pre-reading, While-reading, Post-reading”等手段来加以区分或甄别。
4．忽视板书的辅助作用。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，教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展示虚拟课堂教学的板书设计，或可以帮助评委或同行在听完后重构教学设计，或可以帮助说明难以言尽的步骤和设计；或可凸显自己设计的独特之处。
结束语
总而言之，说课，是英语教师对自己教学基本功和教学实践智慧的一次集中展示。说课讲究的是教材把握准确，教法选择恰当，学法指导有效，板书提纲挈领，过程清晰明朗。本文只讨论了说课当时的一些注意事项，而说课的成败取决于说课前的平时积累。英语教师要说好课，就要注重平时的日积月累，多学习教学理论，多研究教材和学生，锻炼好自己的英语表达能力，培养自己的教学基本功以下是全市高中英语教师评优课一等奖的全英文说课稿，现刊出来，希望对大家有点帮助，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 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 unique characteristics. First, it’s 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 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 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 expression_r_r_r_r_rs or approaches to express the same thing or idea.

Section 3 Teaching procedures
In 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 problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.

Part 1. Getting ready
Reading begins before a book is opened. It’s 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 imagination and give them a purpose for reading. The part consists 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 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.

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 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 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 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 to find the answer. )

Part 2. Focusing on main facts
During the part, I will ask the students to answer the question—What does the author say? Students are supposed to get a main 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 students 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.

Who	Where	Activities
Carol
Daniel
Martin

(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: Matching. After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re 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 experience.
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’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 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 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 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 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 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 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 UK in the 1960s. Large 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 enables students to have a good knowledge of the history of the gap year.)

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