说课稿牛津版高二上期Unit 2 Continuous Learning阅读课说课设计

 英语阅读教学在英语教学中占有举足轻重的位置，说课也是近年来教招考试面试中出现频率较高的考查形式，能够测出考生的语言功底和表达能力。故设计好一堂阅读课是考生在面试中取得成功的第一步。本文以牛津版高二上学期Unit 2 Continuous Learning阅读课为例进行说课设计，该说课以学生的现实生活为出发点和归宿点,旨在发挥学生的实际语言运用能力。

Greeting:

Good morning, dear judges. It's my great honor and pleasure to be here sharing my lesson with you. My topic today is "The Internet and Telecommunications". I have been ready to begin my presentation with following parts:

1 Analysis of teaching materials

This lesson is from English Book of OXFORD Shanghai Edition Unit 2 Continuous Learning for Senior Two, the reading part. This lesson is about the phenomenon that students attend tutorial centers and people hold different views about it. Through this lesson, students can hold a correct attitude to attending tutorial centers.

2 Analysis of students

Our students are Senior Two students. They are interested in the new topic. In addition, after many years of English learning, they've known many words, sentences and some skills to solve English problems. But they can't use it to express themselves and communicate with others fluently. So in this period, I would arrange a variety of activities to help them take part in the class.

3 Analysis of teaching aims

Based on the English curriculum standard and the characteristics of the students, I set the following teaching aims:

(1) Knowledge aims:

Students can get familiar with the phenomenon that students attend tutorial centers and people hold different views about it.

(2) Ability aims:

Students can use skimming skills to get the main idea of each part and use the scanning skills to get specific information.

Students will express their opinions on whether students should attend tutorial centers or not.

(3) Emotional aims:

Students will increase their interest in discussing with others together.

Students will hold a correct attitude to attending tutorial centers.

4 Analysis of teaching key points and difficult points

Key points:

Students can get familiar with the topic that students attend tutorial centers and people hold different views about it.

Students can apply reading strategies: making prediction, skimming and scanning.

Difficult Points:

Students can express their opinions on whether students should attend tutorial centers or not.

5 Analysis of teaching methods and learning methods

To help students achieve the teaching aims much better and easier, I'll mainly use "Task-based" and "Communicative" teaching methods. For students, they will use autonomous learning method, and they will learn to communicate with people, and become the real host of the class.

6 Analysis of teaching aids

In order to catch students' attention, I prepare multi-media and pictures.

7 Analysis of teaching procedures

This is the most important part in this design, it can be divided into following steps:

Step 1 Warming-up

After greeting, I will show students some pictures about slogans about some tutorial centers then ask students to guess the names of them and how much students know them, in this way the teacher will lead the topic of "tutorial centers" very naturally and it can also arouse students' interest.

Step 2 Pre-reading

Before reading I will let them do a simple survey among students about whether they have attended tutorial centers or not, how long they have attended, whether it's effective to attend or not and so on.

By doing this, students can aware attending tutorial centers has become overspread, it can also attract students' attention and lay a foundation for the following reading steps.

Step 3 While-reading

1. global reading

For the while-reading. First, students should do a global reading, they need to Read the first title and the first paragraph of four parts in 3 minutes and answer the following questions:

(1) What type of people wrote the letters?

(2) What are the people in the letters writing about?

During this activity, students' skimming skills can be trained. It's an individual work, so the autonomous learning method can be demonstrated also.

2. careful reading

After that I will let students read the passage again carefully in 10 minutes and answer the following questions:

(1) How did Mandy Zhang feel about using English after studying at the tutorial center?

(2) According to Rex Yang, what is the main aim of the owners of tutorial centers?

(3) Why does Simon Lan go to a tutorial center?

(4) What does Grace Li mean when she says, "You must do some detective work before you enroll"?

These questions can help students to understand this passage much better. This activity can also develop students' scanning skills to grasp the detailed information.

Step 4 Post-reading

Through all the readings students can get the key points of this lesson, so I would like to arrange a debate for them to improve their communicative ability. The topic is whether they agree or disagree to attend a tutorial center, then they will give the reasons. They need to work in 2 groups, one group is for the argument and the other group is against the argument. After 10 minutes, I will invite the representatives of each group to share their ideas.

So this debate can achieve the emotional aims to increase their interest in discussing with others together and they can hold a correct attitude to attending tutorial centers. Also, they can develop critical thinking and speaking ability.

Step 5 Summary and homework

After all the activities I will show the key points on the screen and summarize together to help students to consolidate understanding of the passage.

After class, I will give students homework that they should write their opinions for or against students attending tutorial centers. It is a good way to cultivate their writing ability and critical thinking.