高中英语优秀说课稿
I. Analysis of learners:
They are students of senior 1, who are learners of different comprehending levels. Although they have finished Module 1, some of them have adapted themselves to senior studies while most of them are still struggling in reading class. They need further guidance from the teacher and help from their peers. Besides, more practice is necessary and more learning strategies should be developed. （点评：对学生的适应性、学习需求等分析得很到位。学生学习本课在英语语言能力、英语知识等方面的起始状态的分析略显不足。）
II. Analysis of the teaching material:
The strange history of the Amber Room, a cultural relic, is told in the reading passage. It is written chronologically and the structure of the story is well –organized. The first paragraph is a good sample of how to describe an object while the other four paragraphs tell a story. The language in this passage is clear and simple. There are few long complicated sentences in it. Although there are some proper nouns, they ad dto no difficulty in understanding the passage if proper guidance is offered by
the teacher.
Therefore the passage is designed to be taught in two periods. Period 1: Reading comprehension. Period 2: Learning how to write about a cultural relic and its history.
In order to help students to achieve more in Period 1, the ideas from Pre-reading part and Reading & writing part on Page 7 are combined with Reading part. （点评：对语料的分析较深刻，抓住了文章的特点，找到了施教点）
III. Teaching aims: （点评：目标总体说来比较适切、具体。）
Knowledge aims:
To help students fully understand the story of the Amber Room.
To help them have a better knowledge of how to describe an object and tell a story.
Skill aims:
To improve Ss’ reading skills like predicting, scanning , skimming and summarizing.
To develop autonomous learners.
Emotion aims:
To enhance students’ awareness of cherishing and
protecting cultural relics.
To encourage students to study cooperatively IV. Key points and difficult points
Key points:
1. Understanding the whole passage.
2. Identifying the author’s craft in telling a story and describing an object.
Difficult point:
Identifying the author’s craft in telling a story and describing an object.
V. Teaching theories and learning strategies
In order to achieve the teaching aims, Task-based Approach is suitable for this class. Four tasks are designed. They are: understanding the passage, identifying the craft of developing a story and describing an object, drawing a schema and having a discussion. What’s more, bottom-up theory and schema theory underpin the tasks above.
Speaking of learning strategies, constructing knowledge by drawing a schema and cooperative learning are stressed.
Note: Four schemas are introduced: web map, timeline,
