牛津高中英语模块一unit 3 dying to be thin说课稿

作为一位无私奉献的.人民教师，通常需要用到说课稿来辅助教学，说课稿有助于提高教师的语言表达能力。写说课稿需要注意哪些格式呢？以下是小编整理的牛津高中英语模块一unit 3 dying to be thin说课稿，仅供参考，大家一起来看看吧。

Part Ⅰ Analysis of the teaching material:

The material is Reading part 1 from Advance with English Model 1 unit 3 “dying to be thin”. The text is made up of three e-mails. The first two e-mails are from Amy, and the last one is from Amy’s friend. The last e-mail is about Zhou Ling’s concerns and advice to Amy, so it is necessary to let the student think abut the harm of losing weight at the cost of health deeply. Considering that the students are senior grade one, so I think the material should be presented in a simple and acceptable way. In fact, the text itself is not difficult to understand. So with the help of me, I believe most of the students can have an easy understanding of the topic.

Part Ⅱ Learning objectives:

By the end of the period, I hope most of the students will be able to:

▲grasp the main ideas of the three letters ---Amy’s problems, how she dealt with it and Zhou Ling’s concerns and advice to Amy

▲realize the harm of taking weight-loss pills and value the importance of health

▲ have a correct understanding of “beauty” and “health”.

Part Ⅲ Teaching procedures

Next comes the most important part, that is ,my teaching procedure. I would like to present it in the following steps. Pre reading activities come first, which include two parts, lead in and brainstorming. After greeting, I will show them some contrastive pictures, and ask the question: who do you like better, the fat or the thin? Why? Opinions may vary from person to person and I will not comment on them. Then I will raise another question: If you were a bit over-weight, how would you lose weight? Different students have different ideas. I will show them pictures to offer different possibilites. At that time my students may memorize a lot of things about losing weight.

Then come while-reading activities. Since the students have previewed the text, I would like to check their preparations. What is talked about in the text?(who, what, why, ways to use, the results, feelings….) After some students present their preparations, I will have them listen to the recording and focus on the first letter and ask them three questions: What is Amy trying to do? Why is she doing so? Maybe the second question is a little difficult, I will give them enough time to go through the email very carefully. Then the conclusion can be drawn that Amy wants to be thin very much. Just as email 1, the second email is also analyzed by questions and answers, which comes to the conclusion that Amy is going to die in order to be thin. According to the answers to the questions above, students are expected to find the two meanings of the title. Next, I will focus on the reading strategy. Have the students find the changes of the feelings of Amy with hints (however & but). Have them realize the difference between the sentences before and after the two words. The third email is Zhou Lin’s reply to Amy’s problems. First, I will ask the students one question: Suppose you are Amy’s best friend. If you are going to write a letter to her, what will you say to her? And what advice would you give to Amy? The students offer various ideas. And le’s see Zhou Lin’s reply. And I will guide them to analyze Zhou Lin’s feelings and suggestions. During the part of reading, the most important, I think, is Amy’s feelings. So to make it clear, I will put them down on the screen and make a flow chart if possible.

My post reading activity is story retelling, which is not so difficult for senior one students. Since we have covered a lot about Amy’s experience, the students must be very familiar with it. So it is their turn to retell the story. I would like them to do it in pairs and give them enough time to prepare. After preparation, students are expected to present their stories in front of the whole class.

The assignment for the class is to read the text at least three times to have a better understanding of the text and finish and improve the story retelling.