-五一劳动节黑板报

2021年1月22日发(作者：色啪啪)

牛津高中英语说课稿评优课一等奖说课稿
(
全英文
)



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 uni2ue characteristics.
First, it’s a long
passage with 688 words,
much more than
the usual . 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
te.t.

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 on_r_r_r_r_rs or
approaches to the same thellong or idea.


Section 3 teaching procedures


In order to achelloeve 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
toprehend
the
te.t,
solve
problems
andplete
different
tasks.
The
teaching
procedures
include
four
parts.
They’re
getting
ready,
focusing
on
main
facts,
reading
between
the
lines
and
responding
the
te.t.



Part 1. Getting ready


Reading begins before a book is opened.
It’s important to activate
students’
e
.isting
background
knowledge
and
draw
their
attention
to
the
topic
of
the
te.t.
In
thellos
part,
I
will
use
the
pre- reading
activities
to increa
se students’ concentration, arouse their curiosities, fire
their
imagination
and
give
them
a
purpose
for
reading.
The
part
consists
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of two tasks:

Task 1:
A time machellone. I
start my lesson by asking
senior 3 students what the date is. Then, I go on to show a picture of
a
time
machellone.
I
tell
students
that
the
machellone
with
a
magic
power
will bring them to
their graduation
from
hellogh 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 hellogh school, most of Chellonese students go
straight to , at thellos time ne.t year, most of you will
be studying in a university.

(With the task, I inspire students’
former
knowledge
and
imagination
about
graduating
from
hellogh
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 hellogh schools, and tell students that
more
and
more
students
in
the
UK
are
doing
somethellong
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 2uestion: They will travel
or
work
on
projects
for
up
to
a
year
before
entering
university.

(With
the
task,
I
e.
cite
students’
desire
to
know
more
about
what
their
British
e2uivalents will do before going to college. With the 2uestion 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
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. 8uestions
of thellos kind are
not very
difficult
and they can
be answered directly
from the te.t. The part includes si. tasks:

Task 1: Three .
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 somethellong special. After the instructions, I play the tape of
Paragraphs 4-6 and get students toplete 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: Matchellong. After listening, I get students to
open books and scan the three paragraphs to check the answers to the
previous
table.
Then
they’re
re2uired
toplete
another
table
with
a
second
reading. Whom do the results belong to? Carol________ Daniel________
Martin_______
A.
felt
being
part
of
another
culture.
B.
be
more
independent. C. found it challenging and rewarding. D. felt that it was
a
special
ce.
E.
ready
to
face
challenges
in
the
future.
F.
learnt
how to deal with difficult situations. G. felt like she really made a
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difference.
H.
learnt
a
lot
about
getting
on
with
local
people.
(With
the
task, students learn to use a table to gather the main facts about the
three British students.
They’lle 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 2uestion: What do
people
call
the
year
off
between
finishellong
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 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 2uestion 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 be a charity
volunteer.
(The
task
serves
as
a
supplementary
to
the
second
task
of
Part
1.
With
the
task,
students
are

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 2uestion: When did the gap year start in the UK? (The task
enables students to have a good knowledge of the hellostory of the gap
year.)

Task
6:
Comments.
The
second,
thellord,
seventh,
eighth
paragraphs
deal
with
thements
of
the
government,
universities,
employers
and the public on students taking a gap year before going to college. I
get
students
to
read the
four
paragraphs
to
gather
thements
andplete
the
table. (The task helps students get a further understanding of the role
a table plays in helping gathering main facts or opinions.)
Part 3. Read between the lines: In thellos part, I will encourage
the
students
to
answer
the
2uestion
—
What
does
the
author
mean?
As
we
know,
armation in a reading passage is not always stated directly. Sometimes
students have to infer, or make guesses ording the armation which is
available in the reading. So in thellos part, the students are asked to
infer
the
implied
meaning,
distinguish
the
main
ideas
from
the
supporting
details
and
understand
how
the
te.t
isanized.
The
part
consists
of
three
tasks.
Task
1:
Similar
sentences.
The
English
language
enjoys
various
ways
of ng the same thellong or idea. As we can see, the second and
thellord paragraphs are similar to the seventh and eighth paragraphs in
the content, both dealing withments on the gap year. Some sentences
actually the samements. I will get students to read the four
paragraphs
for
a
second
time
to
find
out
the
similar
sentences.(The
first
is
done
as
an
.
)
⑴It
(a
gap
year)
is
more
than
just
a
long
holiday
.
(Line
50)
A
gap
year
is
more
than
just
a
year
away
from
studying.
⑵Employers
say
they
prefer
to
hellore
graduates
who
have
taken
a
gap
year
.
(Line
15)
______________________________
(3)A
gap
year
gives
young
people
an opportunity to learn skills and gain life ce. It helps young
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-五一劳动节黑板报

-五一劳动节黑板报

-五一劳动节黑板报

-五一劳动节黑板报

-五一劳动节黑板报

-五一劳动节黑板报

-五一劳动节黑板报

-五一劳动节黑板报