大學新視野英語課程説課稿

I’m XX from XXX University. Today my presentation of teaching design is Unit 1 in New Horizon English Course The Second Book.

1. Analysis of the Teaching Material

New Horizon English Course (Reading and Writing) is a book designed for English course for Vocational college students in our country. This book, which focuses on students’ ability to express and practical skills, has a new teaching concept and content. And it also follows the principles of “giving priority to practice, taking enough to use”. Therefore, in order to develop students’ ability of using English, teachers should be creative and arouse students’ enthusiasm to study when they designed the teaching activities.

This lesson is section A of Unit 1 in the second book of New Horizon English Course(Reading and Writing). This unit mainly talks about symbols of culture. Based on this theme, this unit can be divided into section A, section B and section C, and every part has its own focus. The passage in section A is about the first McDonald’s restaurant which is closely related to American culture. Through studying this passage, students will acquire some basic understanding about the history and current state of the first McDonald’s restaurant.

2. Analysis of Students

After learning experience in last semester, students’ English level has been improved. They can retell the text by words and expressions they have learnt. Now they can communicate with others using simple sentences on the topic they are familiar with, but they need to pay attention to the accuracy and fluency. When listening, they can understand simple conversation and statement, but they can’t retell accurately what they hear. They can do simple English-Chinese translation. As of pronunciation, they still have pronunciation problems to be corrected.

3. Teaching Aims

According to the teaching aims in Basic Requirements for College English and understanding of the text, I set two teaching objects as follows:

(1)Knowledge: master the new words, phrases, sentences and grammars; understand the text; enlarge the vocabulary; strengthen the basic knowledge of the language

(2)Ability: develop students’ ability to listen, speak and read, in order to make them use these practical skills

4. Focuses and Difficulties

Focus of this text is to master the usage of words and phrases and use them.

Difficult point of this text is to master expression about expressing their own opinions. Students can express their own ideas about the topics they are familiar with by using words and phrases in this text.

5. Teaching Methods

Situational Teaching Approach: Language can be meaningful in certain context. Therefore, I create several contexts through multi-media courseware in order to make students learn language in real language environment. This will help the student learn English in practice.

Analysis and explanation: After students read the passage, the teacher make explanation, and give some directions, extension in meaning, comments and statements.

Task-drive approach: this way makes students learn useful knowledge by accomplishing some tasks, and stimulate their interests to study.

6. Teaching Process

(1) Leading-in

a. Free talk: make students do free talk on the basis of two questions on Page 2 of the textbook. The teacher asks several students: “McDonald’s and KFC, which do you like better? And why?” This procedure lets the students use what they have learnt in actual dialogue. At the same time, this can lead to the new content we are going to learn. So this step can be taken as a stone killing two birds.

b. Background information: in this text, it refers to three persons: Ray Kroc and McDonald’s. The three persons are related to the establishment of McDonald’s and why McDonald’s wants to destroy the first McDonald’s restaurant. Therefore, before we begin to talk about the text, the teacher will introduce Ray Kroc and McDonald’s and show their pictures to students through multimedia courseware.

(2) Giving a lecture

a. Teachers will ask some questions for warming up. On one hand, we can know how students understand the text; on the other, we can lead the students in quickly.

Warming up questions:

①Who founded McDonald’s?

②Why was the restaurant called MaDonald’s?

③Different opinions held by the Downey residents and McDonald’s mangers

b. Ask students to divide the text in to three parts, and let them summarize the main idea of each part:

Para. 1(Introduction) Presenting two opposing attitudes towards the first McDonald’s restaurant: saving it, or tearing it down

Para. 2-11(body): Reasons for saving it:

(1)It is a cultural symbol.

(2)It gives people good memories.

(3)McDonald’s is trying to change the history.

Reasons for tearing it down:

(1)It was damaged/beyond repair.

(2)It is losing money at that location.

Para. 12(Conclusion): Everyone hopes that the two opposing parties will find peace.

將以上內容用多媒體呈現給學生。鍛鍊學生的總結概括能力。

After students present the results, teacher display the answer by multimedia courseware. This step can train students ability to summarize.

c. Teacher play the tape of whole text to students through multimedia courseware. Then explain the grammar, sentence structure, and new words, and give them sufficient examples, in order to help them understand well.

(3) Ending the class with group discussion

At last, divide the students in the class into several groups which are formed by 3-4 students. Let them express their own ideas on whether the first McDonald’s restaurant should be destroyed. Task-drive approach is a better way in English teaching for its eliciting new content through students’ interests to culture makes the students have strong desires for knowledge. So the students can master new knowledge in relaxed and happy atmosphere. Students are the subject to study, so designing oral exercise in group discussion not only makes them learn independently, but also develop their ability to cooperate with other members in the group.

7. feedback

In the teaching process of this text, I stick to the principle of combination of three points, that is, the combination of language knowledge, language skills, and Communicative Competence. I pass on knowledge through 講讀法, and nurture students’ ability to listening, speaking and summarizing though task-drive approach and situational teaching approach. I do my utmost to emphasize two words: practical and interesting.