lesson,4,reading,and,writing,评课

篇一：英语课评课报告

Report

姓名：粟敏梅 学号：0907402034 系别：外语系

Introduction Letter is a type of writing, it is one of the commonly used writing type in our daily life. People use it to convey information, issues, exchange ideas and contact feelings, enhance understanding of each others. Thus, to help student to master the technique of writing an English letter is really a very important task for English teacher. This lesson aims at teaching some knowledge about how to write a letter with a correct form and appropriate expressions. Letter includes personal letter and business letter, and they may be different in some details, however the formats of them are the same in all. In this thesis, what I focus on was not the conventions of letter writing, like fashion, that may change over years and which are also not useful now. But going to teach the rules of the letter writing that can be regarded unlikely to change, if ever, they may be last for a very long time. So the main points of my lesson are as following: first, the correct format of English letter writing; second, the components of an English

letter writing; last, the English expressions of date and address. While in this thesis I will discuss my lesson from the following parts: first, some knowledge related to the English letter writing; second, the system design; third, the presentation module design; forth, the lesson plan; at last I will make a discussion of my rationale and a conclusion on all the

design.

A list of some related knowledge the English letter writing

Heading: a part of the letter, it includes the addresser’s address. For example,12 Overdale Road

London SW7, OZ5

Salutation: part of the letter, a address form with much respect. Normal address forms for business letter are as follows:

★Dear+Mr./Mrs./Ms./Miss+surname when writing to a person whose name and sex that you have already known. e.g Dear Mr.Smith, Dear Ms. White.

★Dear sir or madam, if one do not know the name or sex of the recipient. ★Dear sir. If one write a letter to man whose name he do not know.

★Dear sirs., if writing to an institution rather than an individual.

The usage of punctuation: in English letter, the salutation can be followed be a comma or colon.; the complimentary must be followed a comma too.

Body of the letter

The body of an English letter may serve three purpose: a)making a start (opening); b)stating the main points(middle part); c)concluding the letter Complimentary closing：the last part of letter. The most commonly used closing for a business letter are:

★ Your faithfully, if writing to someone whose name was unknown.

★ Your sincerely, if the recipient’s name was unknown to the writer.

※ while in personal letter we will use much friendly expressions to show the intimacy, like ‘yours’.

Signature: it usually includes the writer’s name and official title or

courtesy title, so that the recipient know the who the writers are. e.g ( Ms.)M. Brown

Sales Manager

System design

Since a class has a time limit, the teacher should take a all aspects consideration of his teaching contents, class activities, and their priority and time arrangement of them. Only doing in this way, can a teacher makes every minutes of in the class meaningful. What’s more, a teacher should choose his teaching materials carefully, and choose a proper way to teach the students, if possible, let them get the knowledge as fast as better.

As we all know the truth ‘to teach somebody how to fish, rather than to give them a fish’. What the teacher should teach the students is not the content but the way of learning. The all the materials that we used in the class are just the tools not ends. So we should pay much attention to our class form.

All in all, the teacher should have a clear idea about what should be taught. Second, divide the class into several parts, and each part should

cost how much time. There is my arrangement of time of my writing class. In the 45 minutes class, the teaching content includes the standard format of a English letter and some expression that is quite different from that of Chinese. And the students are all Grade 2 High School students. They have learned how to write a short note, and they also have already master how to write a Chinese letter. These make writing an English letter much easier. So my time arrangement of each step can be as follows: Revision: 5 minutes

Presentation 1 : 8minutes

Drill 1 : 3minutes

Check1 :2 minutes

Presentation 2 ：12 minutes

Drill 2 : 3 minutes

Check2 :2 minutes

Practice : 4minutes

Check3 : 3 minutes

Consolation ：1 minutes

Assignment : 2 minutes

Module design

There should be four modules in a lesson plan . They are revision module, presentation module, drill module, check module, practice module, consolidation module and assignment. The following is my pattern of

presentation module design.

Content: the expressions of English date and address in English letter. Techniques: identify, Define, Exemplify, Distinguish, List, Question and answer, Check.

Size: 2, individual: ask several students to recite the names of months .

3, class: the teacher checks and summarizes and makes a song to

help student remember the name of months and their order

Method: inductive

First lead them to recall the knowledge that they have learned. Then, help them to form a systematic knowledge about it.

Last, teach them the correct expression of date in English letter. Duration: 30 minutes

Function: guide

Lesson plan

篇二：评优课一等奖说课稿 全英文加评课

评优课一等奖说课稿（全英文）

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 e(来自:www.zaidian.cOm 书 业网:lesson,4,reading,and,writing,评课)xpression_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.

(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.

(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.

(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?

(The task enables students to have a good knowledge of the history of the gap

篇三：四年级下册Lesson_19_评课稿林艳

四年级下册Lesson 19课评课稿

我说课的内容是新版小学英语四年级下册第三单元Lesson 19。本课处于四

年级下册第四单元第一课，对第三、四单元起到了承上启下的作用，以There are ?. 为功能句，围绕Sunday- Saturday几个单词展开话题。为此，我借助“任务型”教学法，“情境”教学法，运用多样化的教学手段将听、说、玩、演、唱、等一系列的教学活动融于一体，激发学生学习英语的兴趣和愿望，使学生通过合作学习体验荣誉感和成就感，从而树立学习自信心，发展自主学习的能力，培养学生初步运用英语进行交际的能力。

第一项：结合新课程标准提出的基础教育阶段，英语课程的总体目标和具体要求我将本课教学目标设计如下：

一、语言知识目标：

1、使学生掌握句型：How many? are there?.There are ?

2、学习认读单词： Sunday ?..Saturday weekday

3、学习拼读单词： Sunday day

二、语言技能目标：

1、根据图片和情境说出单词和句子。

2、能够拼读单词。

3、在图文或场景下进行简单的英语交流和表演，拓展创新。

三、情感态度目标：

通过本课学习使学生有兴趣听、说英语、唱英语歌曲，做游戏、敢于开口，

乐于模仿，在鼓励性评价中树立信心，在小组活动中积极参与合作，自主创新。使学生能积极向上，持续发展。让学生学会自主的利用好和安排好每天的学习和生活。

第二项结合教学目标的要求，我把本课的重难点设置为

1、句型问答：How many ?.. There are

2、拼读单词：Sunday??.Saturday excellent

3、认读单词：day Sunday

要解决本课的重难点关键就是: 首先从导入部分一旧带新，引入本课重点句子，然后让学生通过chain game的形式强化读音和理解句型的理解与运用。

其次，单词部分主要通过自编的chant降低单词读音的难度，帮助孩子记忆，容易上口。并进一步通过一个以组为单位的游戏抢答星期的单词，训练学生的反应能力，也同时加强了记忆。同时，在孩子们回答精彩的时候，教师要不时的用“excellent”来评价学生，为课文中单词作铺垫。还通过生动的课件让学生直观的理解。

第三项说教法和学法：

在本课中，我采用的是情境教学法、游戏、表演、问答、chant等。我设计

贴近学生生活实际的的教学活动，会话学习等，引起学生的共鸣。使学生之间的小组合作和师生互动贯穿整个学习课程。在这个过程中，来自多方面鼓励性的评

价会更能激励他们，从而促进学生自主发展，自我提高，培养学生语言运用能力。

第四项：教具的使用

在本课中，我运用了多媒体课件，录音等。这些教具的使用，为学生提供了

培养语言交际能力的空间，促使他们积极参与到教学活动中来。

第五项：教学过程

Step1 Warm-up课前热身。

看图问答：复习第三单元单词pen, pencil 等，并引入新的句型：What are they? They are?以及How many?.are thereThere are?.

Step 2. Presentation and practice。新课导入和操练。

1.通过课件引入新单词day, 接着出示日历，让孩子们数一周几天，从而引出week和句型How many?.are thereThere are?.

2. 学习句型：How many?.are thereThere are? 让孩子们做一个chain game，反复操练重点句子。

3. 给孩子们介绍这七个好朋友。学习一周七天的单词，通过自编的一个chant，帮助孩子们记忆，容易上口。例如：Sunday Sunday sunny day; Monday Monday monkey day??并借助肢体动作让孩子们提高兴趣。

4.让同学们集体说chant，并加上动作。然后，分小组表演。

step 3. practice.操练巩固

1. 出示课件，让孩子们猜他们在说什么，给图片配音。然后播放课文录音，让

孩子们跟读。

2. 学生操练本课对话。在这里学生要进行小组合作，让他们互相帮助。能力较强的组可根据课文进行拓展创新，其他组可根据实际情况进行会话，语言知识和语言技能都会有所提高。并且教师在黑板上画计分，增强同学们之间的团队合作精神，积极进取。

Step 4: 作业

1.听读录音，做好课下复习。

2.抄写单词，巩固写的能力培养

3.学生可在课下自编一个chant。

Step 5: 板书

Lesson 19

______

______

Week day

______

______

______

______