1 Introduction

The importance of cultivating students' critical thinking ability in English major teaching in universities was emphasized, and the key role of intensive reading courses in this process was pointed out. Oral presentations, as an important part of intensive reading teaching, can provide teachers with opportunities to observe students' thinking and language development. Domestic research mostly focuses on the evaluation and design of oral presentations, but there is relatively little research on how to cultivate critical thinking skills in English major teaching through oral presentations. With the advancement of English teaching reform, traditional intensive reading courses are no longer sufficient to meet the needs of cultivating critical thinking ability, and many universities have begun to adopt CLIL mode textbooks. The aim of this study is to explore how oral presentation activities can promote the development of students' critical thinking ability in English major intensive reading classes under the CLIL mode by analyzing two groups of students' classroom oral presentation teaching cases.

Oral presentations and critical thinking skills development in English classrooms: CLIL perspective

Explored the role of oral presentations in English classrooms in cultivating students' critical thinking abilities from the perspective of CLIL (Content and Language Integrated Learning). The article cites Anderson and Krathwohl's cognitive ability classification model, which divides critical thinking ability into six levels: memorization, understanding, application, analysis, evaluation, and creation. It also refers to the two levels of meta critical thinking ability and critical thinking ability proposed by Wen Qiufang et al. for analysis. The CLIL model integrates professional content and language teaching, providing students with rich cognitive resources and subject contexts, promoting the coordinated development of language and cognitive abilities. Domestic scholars have studied the localization of the CLIL model and believe that through effective classroom design and teacher support, the CLIL model can achieve the integration of language ability, critical thinking ability, and subject content. Oral presentations, as an important part of intensive reading teaching, are considered a key activity in promoting the development of students' critical thinking abilities. The research aims to achieve the collaborative cultivation of subject content, critical thinking ability, and language ability through the design of oral reports, including the design of oral report topics and interactive segments during the presentation stage, in order to deepen students' understanding of subject content and improve their critical thinking and language application abilities.

Case Analysis of Oral Reports in 3 Intensive Reading Classes

This study explores effective methods for cultivating students' critical thinking ability in CLIL English major intensive reading teaching through a carefully designed oral presentation teaching process and approach. The research subjects are second year undergraduate students majoring in English at a key university in China. The study lasted for one academic year and selected two sets of reports as case studies for analysis.

4 Conclusion

In the oral presentation section of CLIL intensive reading class, teachers should carefully design questions that combine professional subject characteristics, such as philosophy or sociology, to cultivate students' critical thinking ability. Introduce a comparison between Chinese and Western cultures to encourage students to apply what they have learned to real-life situations. Teachers need to review students' PPT outlines, provide process guidance, and inspire students to think. Enhance teacher-student interaction, deepen discussions through questioning and responding, and expand classroom discussions. Teachers should evaluate reports from three aspects: content, language, and subject critical thinking ability, and provide feedback. Teaching design needs continuous reflection and improvement to promote the development of students' critical thinking ability.