全英文牛津高中英语说课稿.docx

《全英文牛津高中英语说课稿.docx》由会员分享，可在线阅读，更多相关《全英文牛津高中英语说课稿.docx（6页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、全英文牛津高中英语说课稿牛津高中英语（江苏版）第11板块第2单元Project中的阅读材料。Good morn i ng, ladies and gent I eman. Today, I fee I honored to have the chance to share my ideas about how to teach reading. In the reading process, I wi I I focus on students Iong-term deveIopment and enab Ie them to use proper reading skills and str

2、ategies. In other words, students are guided to read efficiently and i ndependent I y. My teach i ng p I an w i I I i nc I ude 3 sect i ons. They re ana lysis of the reading mater ia I, ident ify ing the teaching aims and teach i ng procedures. Sect i on 1 Ana lysis of the teach i ng mater i a I The

3、 seIected teach i ng mater i a I i s a magaz i ne article taken from the Project section of ModuIe 11, Unit 2 of Advance with Eng I i sh. The art i cIe i s about British students who take a gap year, wh i ch i s i ntended to deveI op the theme of the unit, that is, Getting a job. After ana lyzing it

4、 carefu I I y, I find the art i c I e has two un i 2ue character i st ics. Fi rst, it s a Iong passage with 688 words, much more than the usual te. ts. Second, it dea I s with a new topic, that i s, a gap year. The topic i s unfami I iar to most students. Section 2 Indentifying the teaching aims Bas

5、ed on the ana lysis of the teach i ngmater ia I, I have chosen the fol lowing as the teaching aims of my I esson: The 1 st aim: Students I earn the skills and strategies to read a pro I onged te. t. The 2nd aim: Students get a better understand i ng of what a gap year i s. The 3rd aim: Students are

6、encouraged to figure out the imp I ied meani ng. The 4th aim: Students are fami I iar with var i ouse. press ion r r r r rs or approaches to e. press the same the I Iong or i dea. Sect i on 3 teach i ng procedures In order to ache I loeve the teachi ng aims merit ioned above, I dec i de to choose gu

7、 i ded read i ng and Task-Based teach i ng as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies toprehend the te.t, so Ive prob Iems andpIete d i fferent tasks. The teaching procedures incIude four parts. They re gett i ng ready, focus i

8、ng on ma i n facts, read i ngbetween the I i nes and respond i ng the te. t. Part 1. Getting ready Reading begins before a book is opened. It s important to activate students e. isting background know I edge and draw the i r attent i on to the top i c of the te. t.I n the I I os part, I wi I I use t

9、he pre-read i ng activities to i ncrease students concentrat i on, arouse the i r cur iosit ies, f i re thei r imaginat ion and gi ve them a purpose for read i ng. The part cons i sts of two tasks: Task 1 : A time macheI I one. I start my Iesson by askingsen i or 3 students what the date i s. Then,

10、I go on to show a p i cture of a time mache I I one. I te I I students that the mache I I one with a mag i c power wi I I br i ng them to the i r graduat i on from he I I ogh schoo I, wh i ch i s 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I gi

11、ve a summary of thei r presentat ions as fol lows: After Ieavi ng he I Iogh schooI, most of Che I I onese students go stra i ght to university. Yes, at the I I os time ne. t year, most of you wi I I be studying i n a university. (With the task, I inspi re students former knowledge and imagination ab

12、out graduat i ng from he I Iogh schoo I and go i ng to co I I ege, wh i ch can draw the i r attent i on to the theme of the read i ng mater i a I and get them ready for the fol lowing reading.) Task 2: Brainstorming. After the summary, I go on to show some more pictures of British students fresh fro

13、m he I I ogh schoo I s, and te I I students that more and more students in the UK are doing sometheI Iong different instead of going straight to university. After that, I p I ay the tape of Para. 1 and get students to catch the answer to the 2uestion: They wiI I traveI or work on projects for up to

14、a year before enter ing university. (With the task, I e. cite students desi re to know more about what the i r Br it ish e2u i va I ents wi I I do before going to co I I ege. With the 2uestion in mind,students wi I I definitely be eager to I i sten to the tape to f i nd the answer. ) Part 2. Focus i

15、 ng on ma i n facts Dur i ng the part, I wi I I 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. 8uest i ons of the I I os k i nd are not very difficult and they can be answered d i

16、rect I y from the te. t. The part i nc I udes s i. tasks: Task 1 : Three e. amp I es. I move on to teI I students as foI Iows: Last year, Caro I Smith, Dan ie I and Mart i n Johnson, 3 students from the UK, went to some remote p I aces and d i d somethe I I ong spec i a I. After the i nstruct i ons,

17、 I pI aythe tape of Paragraphs 4-6 and get students top I ete the fol lowing tab Ie. (With the task, I get students to I i sten to the three paragraphs i nstead of read i ng them, thus reduc i ng the amount of read i ng time and re I i v i ng the i r psycho logical burden, otherwi se students wouId

18、be d i scouraged by such a Iong art ic I e.) Task 2: Matche I I ong. After I i sten i ng, I get students to open books and scan the three paragraphs to check the answers to the previous tab I e. Then they re re2u i red top I ete another tab I e with a second read i ng. Whom do the results be I ong t

19、o? Caro IDanieI Martin A. felt being part of anotherculture. B. be more i ndependent. C. found it chaI I engi ng and reward i ng. D. felt that it was a spec i a I e. per i ence. E. ready to face chaI Ienges i n the future. F. Iearnt how to dea I with difficult situations. G. felt I i ke she rea I I

20、y made a difference. H. Iearnt a Iot about getting on with I oca I peop I e. (With the task, students I earn to use a tab I e to gather the main facts about the three British students. They I Ie to know that a tab Ie i s of great he Ipi n thei r future read i ng.) Task 3: Seanni ng for a deta i I. I

21、 get students to scan the rest paragraphs and f i nd the answer to the 2uestion: What do peopIe caI I the year off between fini she I long schooI and start i ng university? I n doing so, I iintroduce the theme of the art icIe and wr ite on the b I ackboard the title: Mind the gap year. (With the tas

22、k, students are e. pected to grasp the theme of the article. The task serves as a br idge, which connects the ma i n facts i n Paragraphs 4-6 to the op i n ions about the gap year i n the rest paragraphs.) Task 4: Definition of the gap year. Students watch a VCR with a 2uestion in mind: What three t

23、ypes of activities do the UK students choose to do dur ing a gap year? The key is: Many students use that time to trave I, I earn new skills or be a char i ty vo I unteer. (The task serves as a supp Iementary to the second task of Part1. With the task, students are e. pected to know more about the gap year.) Task 5: History of the gap year. I p I ay a second VCR and get students to answer the 2uestion: When d i d the gap year start i n the UK? (The task enab I es students to have a good knowledge of the he I Iostory of the gap year.)