精選牛津高中英語說課稿

精選牛津高中英語說課稿Goodmorning,ladiesandgentleman.Today,Ifeelhonoredtohavethechancetosharemyideasabouthowtoteachreading.

Inthereadingprocess,Iwillfocusonstudentslong-termdevelopmentandenablethemtouseproperreadingskillsandstrategies.Inotherwords,studentsareguidedtoreadefficientlyandindependently.Myteachingplanwillinclude3sections.Theyreanalysisofthereadingmaterial,identifyingtheteachingaimsandteachingprocedures.

Section1Analysisoftheteachingmaterial

TheselectedteachingmaterialisamagazinearticletakenfromtheProjectsectionofModule11,Unit2ofAdvancewithEnglish.ThearticleisaboutBritishstudentswhotakeagapyear,whichisintendedtodevelopthethemeoftheunit,thatis,gettingajob.Afteranalyzingitcarefully,Ifindthearticlehastwouniquecharacteristics.First,itsalongpassagewith688words,muchmorethantheusualtexts.Second,itdealswithanewtopic,thatis,agapyear.Thetopicisunfamiliartomoststudents.

Section2Identifyingtheteachingaims

Basedontheanalysisoftheteachingmaterial,Ihavechosenthefollowingastheteachingaimsofmylesson:

The1staim:Studentslearntheskillsandstrategiestoreadaprolongedtext.

The2ndaim:Studentsgetabetterunderstandingofwhatagapyearis.

The3rdaim:Studentsareencouragedtofigureouttheimpliedmeaning.

The4thaim:Studentsarefamiliarwithvariousexpressionsorapproachestoexpressthesameidea.

Section3Teachingprocedures

Inordertoachievetheteachingaimsmentionedabove,IdecidetochooseguidedreadingandTask-BasedTeachingasthemainteachingapproaches.Withtheteachingmethods,Icanguidestudentstouseeffectivereadingstrategiestobrowsethetext,solveproblemsandcompletedifferenttasks.Theteachingproceduresincludefourparts.Theyregettingready,focusingonmainfacts,readingbetweenthelinesandrespondingthetext.

Part1Gettingready

Readingbeginsbeforeabookisopened.Itsimportanttoactivatestudentsexistingbackgroundknowledgeanddrawtheirattentiontothetopicofthetext.Inthispart,Iwillusethepre-readingactivitiestoincreasestudentsconcentration,arousetheircuriosities,firetheirimaginationandgivethemapurposeforreading.

Thepartconsistsoftwotasks:

Task1:AtimemachineIstartmylessonbyaskingsenior3studentswhatthedateis.Then,Igoontoshowapictureofatimemachine.Itellstudentsthatthemachinewithamagicpowerwillbringthemtotheirgraduationfromhighschool,whichis1yearaway.Atthatpoint,Igetthemtoimaginewheretheyareandwhattheyaredoing.Afterit,Igiveasummaryoftheirpresentationsasfollows:Afterleavinghighschool,mostofChinesestudentsgostraighttouniversity.Yes,atthistimenextyear,mostofyouwillbestudyinginauniversity.(Withthetask,Iinspirestudentsformerknowledgeandimaginationaboutgraduatingfromhighschoolandgoingtocollege,whichcandrawtheirattentiontothethemeofthereadingmaterialandgetthemreadyforthefollowingreading)

Task2:BrainstormingAfterthesummary,IgoontoshowsomemorepicturesofBritishfreshstudentsfromhighschools,andtellstudentsthatmoreandmorestudentsintheUKaredoingsomethingdifferentinsteadofgoingstraighttouniversity.Afterthat,IplaythetapeofParagraph1andgetstudentstocatchtheanswertothequestion:Theywilltravelorworkonprojectsforuptoayearbeforeenteringuniversity(Withthetask,IexcitestudentsdesiretoknowmoreaboutwhattheirBritishequivalentswilldobeforegoingtoacollege.Withthequestioninmind,studentswilldefinitelybeeagertolistentothetapetofindtheanswer)

Part2Focusingonmainfacts

Duringthepart,Iwillaskthestudentstoanswerthequestionwhatdoestheauthorsay?Studentsaresupposedtogetamainideaofthetextandunderstandthebasicmeaningofthetext.Questionsofthiskindarenotverydifficultandtheycanbeanswereddirectlyfromthetext.

Thepartincludessixtasks:

Task1:Threeexamples.Imoveontotellstudentsasfollows:Lastyear,CarolSmith,DanielandMartinJohnson,3studentsfromtheUK,wenttosomeremoteplacesanddidsomethingspecial.Aftertheinstructions,IplaythetapeofParagraphs4-6andgetstudentstocompletethefollowingtable(Withthetask,Igetstudentstolistentothethreeparagraphsinsteadofreadingthem,thusreducingtheamountofreadingtimeandrelivingtheirpsychologicalburden,otherwisestudentswouldbediscouragedbysuchalongarticle)

Task2:MatchingAfterlistening,Igetstudentstoopenbooksandscanthethreeparagraphstochecktheanswerstotheprevioustable.Thentheyrerequiredtocompleteanothertablewithasecondreading:Whomdotheresultsbelongto?Carol________Daniel________Martin_______

AfeltbeingpartofanothercultureBbemoreindependent

CfounditchallengingandrewardingDfeltthatitwasaspecialexperience

EreadytofacechallengesinthefutureFlearnthowtodealwithdifficultsituation

GfeltlikeshereallymadeadifferenceHlearntalotaboutgettingonwithlocalpeople(Withthetask,studentslearntouseatabletogatherthemainfactsaboutthethreeBritishstudentsTheyllknowthatatableisofgreathelpintheirfuturereading)

Task3:Scanningforadetail.Igetstudentstoscantherestparagraphsandfindtheanswertothequestion:Whatdopeoplecalltheyearoffbetweenfinishingschoolandstartinguniversity?Indoingso,Iintroducethethemeofthearticleandwriteontheblackboardthetitle:Mindthegapyear(Withthetask,studentsareexpectedtograspthethemeofthearticle.Thetaskservesasabridge,whichconnectsthemainfactsinParagraphs4-6totheopinionsaboutthegapyearintherestparagraphs)

Task4:Definitionofthegapyear.StudentswatchaVCRwithaquestioninmind:WhatthreetypesofactivitiesdotheUKstudentschoosetododuringagapyear?Thekeyis:Manystudentsusethattimetotravel,learnnewskillsorbeacharityvolunteer(ThetaskservesasasupplementarytothesecondtaskofPart1.Withthetask,studentsareexpectedtoknowmoreaboutthegapyear)

Task5:HistoryofthegapyearIplayasecondVCRandgetstudentstoanswerthequestion:WhendidthegapyearstartintheUK?(Thetaskenablesstudentstohaveagoodknowledgeofthehistoryofthegapyear)

Task6:CommentsThesecond,third,seventh,eighthparagraphsdealwiththemeofthegovernment,universities,employersandthepubliconstudentstakingagapyearbeforegoingtocollege.Igetstudentstoreadthefourparagraphstogatherthemeandcompletethetable(Thetaskhelpsstudentsgetafurtherunderstandingoftherole.Atableplaysinhelpinggatheringmainfactsoropinions).

Part3Readbetweenthelines:Inthirdpart,Iwillencouragethestudentstoanswerthequestionwhatdoestheauthormean?Asweknow,informationinareadingpassageisnotalwaysstateddirectly.Sometimesstudentshavetoinfer,ormakeguessesaccordingtheinformationwhichisavailableinthereading.Sointhispart,thestudentsareaskedtoinfertheimpliedmeaning,distinguishthemainideasfromthesupportingdetails.Thepartconsistsofthreetasks.

Task1:SimilarsentencesTheEnglishlanguageenjoysvariouswaysofexpressingthesamethingoridea.Aswecansee,thesecondandthirdparagraphsaresimilartotheseventhandeighthparagraphsinthecontent,bothdealingwithcommentsonthegapyear.Somesentencesactuallyexpressthesamecomments.Iwillgetstudentstoreadthefourparagraphsforasecondtimetofindoutthesimilarsentences(Thefirstisdoneasanexample)⑴It(agapyear)ismorethanjustalongholiday(Line50)Agapyearismorethanjustayearawayfromstudying⑵Employerssaytheyprefertohiregraduateswhohavetakenagapyear(Line15)______________________________(3)Agapyeargivesyoungpeopleanopportunitytolearnskillsandgainlifeexperience.Ithelpsyoungpeopledevelopandgrow(Lines17-18)______________________________(4)Livingawayfromhometaughtmetobemoreindependent(Lines22-23)______________________________(Thetaskisdesignedtohelpstudentslearnandusedifferentwaystoexpressthesameidea.Thetaskgetsstudentsreadyfortalkingandwritingaboutthegapyearinthenextpart)

Task2:GuessingfromthecontextIgetstudentstoguessfromthecontextthemeaningsofthefourwordsorphrases:⑴thecareerladder(Line4)________________________⑵everypointofthepass(Line5)________________________(3)delicate(Line22)________________________(4)anedgeinthejobmarket(Line54)________________________(Thetaskhelpsstudentstorecognizethatinmostlanguage-leaningsituationstheywillcomeacrossvocabularytheydontknow.Withthetask,studentsareguidedtolookatthecontextinwhichawordorphraseisusedandtrytofindanycluestoitsmeanings)

Task3:BenefitsStudentsareaskedtocollectadvantagesoftakingagapyearinthetext.Afterthat,studentshavethechancetolistentoathirdVCR,whichcontainsmoreinformationaboutadvantages.Whilelistening,studentsareencouragedtotakenotesofwhattheycancatch□teachstudentstobeindependent;□helpstudentsdevelopandgrow;□learnnewskills;□seelifeinadifferentway;□bereadytofacechallenges;□gainlifeexperience(Thetaskisintendedforstudentstocollectmoreinformationaboutstudentstakingagapyear,whichalsomakesthemwellpreparedforthewritingtaskinthenextpart)

Task4:RecognizingtheimpliedmessageIplayafourthVCR.Whilelistening,studentsareexpectedtofillinthetwoblanks:Actually,ayearoffisnotagap,butatimeforpersonalgrowthandd_______,ab______betweentwoimportantperiodsinlife.(Withthetask,studentswillknowabouthowtoplanagapyearandwhattakingagapyearreallymeanstothem.Itgetsthemreadyforthenexttask.)

Task5:UnderstandingthetitleAfterreadingthewhol