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浙江教师招考公告｜浙江教师历年真题｜32学院免费课程｜面授班级

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 aim:

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

(1) 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.

(2) 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