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牛津初中英语UNIT 2 School Life 说课稿

Introduce myself:

My name is Lu Guojuan. I have worked in Zhangqiao Middle School for 5

years. Today I want to talk about Unit 2, School Life Reading, 8A, Oxford

English.

First, the analysis of the textbook:

1. The contents:

The part of the reading in the second unit aims to introduce school

life in British and American schools and it aims to get the students to

learn the differences between foreign culture and native culture.

2. The teaching aims:

(1)The aims of the knowledge: To learn life in a British school or an

American school and to master important language points.

(2)The aims of the abilities: To improve the abilities of getting

information by scanning and the abilities of listening, speaking, reading

and writing.

(3)The aims of the emotion: To promote their love for their school and

school lives.

3. The teaching emphasis:

(1) To get the ability of general reading and acquiring information.

(2) To master vital phrases and sentence structures.

4. The teaching difficulties:

(1)We have to tell our English teacher what we are reading.

(2)This is great because it takes less time than taking the bus.

Next, the teaching methods:

Teach the students by the five teaching steps gradually to emphasize

the contents. The teacher is to act as a guide and the students as an

actor to do the activities.

Then, the teaching aids:

Projector, Slide show, Tape recorder and Pictures

Afterwards, the design of the teaching procedure and the class activities.

Step I Lead-in (within 5 minutes)

1. Ask and answer about school life.

1 )What subjects do you learn at school?

2 )What after-school activities do you have?

3 ) Have you joined a club?

2. Ask two students to talk about his/her school life.

Step II Presentation (within 30 minutes)

Part A Show two flags with the words ‘Life in a British school’ and ‘life

in an American school’ and discuss the question: What do you think British or American school would be like?

Part B 1. Listen to the tape about Passage One to get general ideas and think about two easy questions:

(1) Who wrote the first passage?

(2 )What activities does the school have every year?

2. Read and complete the first five T or F exercises in Part C1 and

correct them.

Part C 1. Listen to the tape about Passage Two to get rough ideas and

think about two easy questions:

(1) Who wrote the second passage?

(2) Who else are mentioned in the passage?

2. Read then ask and answer:

(1) What did Jim do in school last year?

(2) How does Nancy go to school every day?

(3) What do the students do in the Buddy Club?

(4) What do American students do during lunchtime?

(5) What do the students sometimes do after school?

3. Complete the left T or F exercises in Part C1 and correct them.

4. Read together with the tape .

Part D Language points:

（It aims to introduce their usage by some examples.）

1. how to do something

2. taste-tasty

3. tell our English teacher what we are reading.

4. as well & either

5. It takes less time than taking the bus.

6. drive me to school

7. have a great time doing sth

There are some other useful phrases:

1. near the end of each class

2. have a driving lesson

3. spend a lot of time doing

4. Buddy Club

5. talk to sb about sth

6. enjoy this a lot

7. help me learn about sth

Part E Retell John’s or Nancy’s school life. (Volunteers)

Step III Consolidation (within 5 minutes)

Do exercises in workbook on Page 44 No. 6 and then check out the answers. Step IV Oral practice (within 5 minutes)

1. Make up a dialogue with partner to talk about Nancy’s school life. (one pair)

2. Say something about our own school life. (one or two students)

If I have some more time, I will ask the students to write down their school lives and read them out.

Step V Assignment

1. Retell John’s or Nancy’s school life.

2. Write a composition about our own school life.

Finally, evaluation and reflection:

Evaluate the effect of this class and improve it afterwards.

In addition, I will attach my design of the blackboard.

Design of blackboard：

Unit 2 School Life

What do you think British or American school would be like?

Life in a British school Life in an American school

Language points:

1. tell our English teacher what we are reading

2. as well & either

3. It takes less time than taking the bus.

4. have a great time doing sth

That’s all. Thank you.

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苏教版牛津高中英语说课稿评优课一等奖说课稿

牛津高中英语说课稿评优课一等奖说课稿(全英文) 来源:中考Tag:牛津高中英语说课稿点击: 386次牛津高中英语说课稿评优课一等奖说课稿(全英文)牛津高中英语说课稿2010年04月29日以下是全市高中英语教师评优课一等奖的全英文说课稿，现注销来，希望对大家有点帮助，说课的内部实质意义是《牛津高中英语》（江苏版）第11板块第2单元Project中的阅读材料。Good morning, ladies and gentlemanx Today, I feel honored to have the chance to share my ideas about how to teach readingx In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategiesx In other words, students are guided to read efficiently and independentlyx My teachellong plan will include 3 section They’re analysis of the reading material, identifying the teachellong aims and teachellong proceduresx Section 1 Analysis of the teachellong material The selected teachellong material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with Englishx The article is about British students who take a gap year, whelloch is intended to develop the theme of the unit, that is, Getting a jobx After analyzing it carefully, I find the article has two uni2ue characteristicsx First, it’s a long passage with 688 words, much more than the usual textsx Second, it deals with a new topic, that is, a gap yearx The topic is unfamiliar to most studentsx Section 2 Indentifying the teachellong aims Based on the analysis of the teachellong material, I have chosen the following as the teachellong aims of my lesson: The 1st aim: Students learn the skills and strategies to read a prolonged textx The 2nd aim: Students get a better understanding of what a gap year isx The 3rd aim: Students are encouraged to figure out the implied meaningx The 4th aim: Students are familiar with various expression_r_r_r_r_rs or approaches to express the same thellong or ideax Section 3 Teachellong procedures In order to achelloeve the teachellong aims mentioned above, I decide to choose guided reading and Task-Based Teachellong as the main teachellong approachx With the teachellong methods, I can guide students to use effective reading strategies toprehend the text,

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江苏省常州市西夏墅中学八年级英语下册《8B Unit 4 Reading》说课稿牛津版一．说教材（一）教学内容、地位和作用这是牛津教材第四单元的一篇阅读课文，主要由一篇关于Giant Panda：Xi W ang的阅读课文，以及词语意思匹配题，熊猫成长记录袋，熊猫现实中的生存危机，完成对话这用以辅助课文的四部分组成。前几个单元分别是有关friend，school life，a day out的，逐渐把学生的眼光投入到自然界中，同时为下一单元的鸟类世界的主题，打下铺垫，设计一衣带水，丝丝入扣。（二）教学重点及其依据教是为了不教，此课为阅读课，教学重点因此也是在学生熟练掌握一些有关TOPIC的基础上，努力提高学生的阅读能力；根据上下文，关键词猜测主要大意；通过跳读和略读，联系已有经验了解文章的梗概。（三）教学难点及其依据本课最大的难点是把握全文意思的基础上对文章材料做异地功能的整理和归纳。二．说教学目标（一）知识与技能目标掌握有关wild animals话题和本文中出现的新单词。通过细读，以往经验和上下文了解文章大意。（二）过程与方法通过合作学习，探究学习，及设置一定任务，让学生完成熊猫的成长简历，以便更好的保护大熊猫来达到知识与技能目标中的要求。（三）情感态度和价值观课标指出一切的教学要从学生的兴趣和情感出发，是学生和师生之间达到和谐，并促成学生健康的人生观，世界观。本课旨在培养学生热爱自然的朴素情感，激发他们保护熊猫，保护环境的热情和道德意识。三．说学情（一）已有知识和经验：学生已掌握了一定的词汇，关于自然，在第三单元就有所涉及，同时自身也已对大熊猫有一定的了解，长篇的阅读课文的一些猜测单词意思的的方法都稍有点播。（二）个体发展和群体提高：在教学过程中要鼓励平时不大开口的学生，大胆开口，敢于质疑，基础好的同学鼓励他们善于合作，善于争鸣，使各类学生得到均衡发展。课标基本理念第三条指出新课程面向全体同学，注重个别差异。四．说教法、学法（一）任务型学习新课标开宗明义指出，新课程倡导体验，实践，合作，参与交流的学习方式和任务型学习。（二）合作型学习是以小组学习为活动，全班为了实现同一目标共同努力的学习模式。（三）探究型学习是以学生为主体，教师为主导，探究活动为主线的，提高学生创新意识，创新精神，发现问题和解决问题的能力。五．说教学流程 Step 1.Revision and presentation 提供一些谜语猜测动物名称such as: What animal looks like a cat and with yellow fur and black

牛津高中英语说课稿

Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading. long-term development and enable them to use In the reading process, I will focus on students’　 proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures. Section 1 Analysis of the teaching material The selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. After analyzing it carefully, I find the article has two s a long passage with 688 words, much more than the usual texts. Second, it unique characteristics. F irst, it’ deals with a new topic, that is, a gap year. The topic is unfamiliar to most students. Section 2 Identifying the teaching aims Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson: The 1st aim: Students learn the skills and strategies to read a prolonged text. The 2nd aim: Students get a better understanding of what a gap year is. The 3rd aim: Students are encouraged to figure out the implied meaning. The 4th aim: Students are familiar with various expressions or approaches to express the same idea. Section 3 Teaching procedures In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approaches. With the teaching methods, I can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text. Part 1 Getting ready existing background Reading begins before a book is opened. It’s important to activate students’　 knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students ‘concentration, arouse their curiosities, fire their imagination and give them a purpose for reading. The part consists of two tasks: Task 1: A time machine I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university. Yes, at this time next year, most of you will be former knowledge and imagination about studying in a university .(With the task, I inspire students’　 graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading) Task 2: Brainstorming After the summary, I go on to show some more pictures of British fresh students from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Paragraph1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university more about what their British equivalents will do before (With the task, I excite students’ desire to know going to a college. With the question in mind, students will definitely be eager to listen to the tape to find the answer )

牛津书虫全套pdf 2015-2016沪教牛津版初中英语八年级上册教学案【含答案】

牛津书虫全套pdf 【全套】2015-2016沪教牛津版初中英语八年级上册教学案【含答案】导读：就爱阅读网友为您分享以下“【全套】2015-2016沪教牛津版初中英语八年级上册教学案【含答案】”资讯，希望对您有所帮助，感谢您对https://www.360docs.net/doc/8a18017549.html,的支持! 2015-2016沪教牛津版初中英语八年级上册全套教学案 Content 第一讲................................................................................................... (2) Unit1 Language points............................................................................................. .. (2)

第二讲................................................................................................... (9) Grammar-不定代词 (9) 第三讲................................................................................................... .. (13) Unit2 Language points............................................................................................. . (13) 第四讲................................................................................................... .. (27) Grammar-数词................................................................................................... 27 第五讲................................................................................................... .. (35) Unit3 Language points.............................................................................................