在英语教师招聘考试面试中，阅读课是出现频率最高的一种课型，下面就给各位考生介绍一个英语阅读课的万能模板，希望能够帮助广大考生顺利通过面试。
Opening Remarks 开场语
Good morning, respectable examiners. I’m candidate No1. It is my great honor and pleasure to be here sharing my teaching ideas with you. The content of my lesson is the reading part from New Senior English for China.
In order to present my teaching design in a clear and systematic way, I will introduce it from the following aspects.
Analysis of Teaching Material 教材分析
First of all, let’s focus on the teaching material. The main topic of this lesson is…(阅读主题). It is a reading course. As we all know, reading belongs to language input during the process of language learning, which has great impact on language output, such as speaking and writing. The reading passage contains resourceful information and knowledge points, which is a very important teaching material. After learning it, Ss’ comprehensive English ability can be improved esp. their reading ability.
Analysis of Students 学情分析
After analysis of the teaching material, I’d like to talk something about my students. As senior high school students, they have some distinctive characteristics. They are active, creative and imaginative, eager to learn new things. After several years’ English study, they have acquired some English knowledge and learning skills. However, some of them are still weak in English reading and not able to find out the useful information from the reading material. Therefore, they need more practice in English reading and I will provide with them more guidance in reading course.
Analysis of Teaching Aims 教学目标分析
Next, I’d like to talk about the teaching aims. I set the teaching aims from 3 dimensions according to the New Curriculum Standard for English. They are knowledge aims, ability aims and emotional aims.
In terms of knowledge aims: 知识目标
Ss will recognize and memorize the new words, expressions and some useful structures in the reading material.
Besides, Ss will have a thorough understanding of the whole passage.
In terms of ability aims: 能力目标
Ss are able to guess out the meanings of key words and phrases according to the context and use them properly.
(Besides, Ss’ can master the useful structures and use them correctly).
What’s more, Ss’ reading ability can be improved by reading the passage in different ways.
As for emotional aims: 情感目标
Ss’ can foster the interest and confidence in English learning and take active part in English reading course.
Besides, their cooperative awareness could be raised when completing some tasks together.
Analysis of Key and Difficult Points 重、难点分析
Then, I’d like to put forward the key points and difficult points of this lesson.
The key point is to let the Ss. comprehend the reading passage in general and in details.
The difficult point lies in that Ss. are expected to master some effective reading strategies, such as predicting before reading and skimming while reading.
Teaching Method and Learning Method 教法与学法
After that, I’d like to point out the teaching methods and the learning methods. The teaching methods adopted are communicative approach, task-based method, situational (TSA) method and multimedia method. As for learning method, Ss mainly use autonomous learning and communicative learning to study this passage. I will use multimedia equipment as teaching aids, set some tasks for Ss. and guide them to think and read independently. In the meantime, I will encourage them to communicate and cooperate with their classmates.
Teaching Procedure 教学过程
Next, I will talk about the most important part of my teaching design, i.e., the teaching procedure. In order to ensure my teaching proceed in an effective way, I will divide it into the following steps:
Warming up 热身导入环节
Step 1 is warming up. As the saying goes “Interest is the best teacher”. Therefore, at the very beginning of the class, I will spark the students’ mind to focus on the central topic. So, in the lead-in part, after greeting Ss, I will show some pictures about… on the screen and bring some questions like:… Students will be asked to have a free talk on these questions. After their discussion I will invite several students to express their thoughts. At the same time, I will naturally lead the topic of this lesson in. In this way, the class atmosphere can be activated and Ss. would get interested in what they are going to learn.
Pre-reading 读前
Step 2 is pre-reading. In this step, Ss. will be asked to guess what the passage is about according to the title and some pictures in the reading material. They’ll be asked to discuss in pairs. The purpose of this step is to develop Ss’ reading ability by making prediction before reading and encourage them to express their thoughts in English. Prediction will arouse Ss’ reading anticipation and improve their efficiency in reading.
While-reading 读中
Step 3 is while-reading. It consists of two sections. Section 1 is fast reading 快速阅读and section 2 is careful reading 仔细阅读. In section 1, Ss. will be asked to skim over the passage quickly and find out the main idea of the whole passage. When they finish reading, I will invite one student to share his/her understanding. After that, I will provide with them the answer: The passage is mainly about:… (说完写板书) As we can see, fast reading can help Ss. grasp the general idea of the passage in a short time and check whether their prediction in pre-reading is right or not. Besides, their reading skill of skimming and capacity of generalization can be practiced.
After fast reading, we will come to careful reading. In this section, I will divide the whole class into three groups, let them read the whole text carefully and find some specific information from the passage. I will set 3 questions for reading. Each group is expected to answer one question. The questions are:
Q1.
Q2.
Q3.
After reading, they can exchange their ideas in groups and choose one group member to answer the questions. Then, we will check the answers together. In the meantime, I will point out some important words and phrases in the text and write them on the blackboard, such as (…陈述后板书). Then I will help Ss. to figure out the meanings and usage of these words according to the context. (此段可酌情加入Also, I will ask Ss. to pay attention to the useful structures in the passage, find out the sentences about the…tense, e.g….1….2…3…, then help them analyze the sentence meaning and grammatical structure).
In general, through careful reading, Ss. will further comprehend the passage in details and their reading ability could be improved as well.
Post-reading 读后
Step 4 is Post-reading. I will ask Ss to do a role play. They will work in pairs to mimic an interview. Student A acts as the interviewer… Student B acts as the interviewee… They will have an interview about… Then, I will invite one pair of the Ss. to perform in front of the whole class. I think it’s a good way for Ss. to apply the newly learnt knowledge in a real-life situation, which is both interesting and practical.
Summary and Homework 小结与作业
In the last step, I will invite a student to act as an assistant teacher to conclude what we have learnt in this lesson, and then I will make a summary with Ss. together. In this way, Ss. can recall the newly learnt knowledge clearly. After that, I will leave homework for Ss, asking them to finish the exercise on the textbook and find more reading materials about… after class and write a short passage according to it. By doing this, Ss can consolidate the newly learnt knowledge and their writing ability could be practiced as well.
Blackboard Design 板书设计
Finally, I’d like to talk about my black/ whiteboard design. It includes the main idea of the passage, key words and phrases, (structures) as well as questions for reading, which clearly presents the knowledge points of this lesson, easy for the students to understand.
Closure 结束语
That is all about my teaching design. Thanks for your listening.
板书设计
