牛津高中英语说课稿

牛津高中英语说课稿

篇一：牛津高中英语说课稿

《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 secti. 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 expressi 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 gude 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 cists 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 presentati 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. Questi 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 instructi, I play the tape

of Paragraphs 4-6 and get students to complete the following table.