牛津初中英语9A Unit 3说课稿
初三牛津英语9A说课稿
初三牛津英语9A说课稿
Oxford9AChapter3Language
PresentPerfectTense
说课
一、说教材
1．教材简析。
本节课选取的是初三牛津英语第一学期（9A）第三章Thenightofthehorse 的Language部分。
本章的语言点讨论的是“现在完成时”。
介绍现在完成时的构成，常用的一些副词如already和yet、ever和never的使用和since与for 在该时态的句子中的使用。
2．教学重点。
(1)掌握和熟练运用现在完成时的基本句型（包括肯定句，否定句和一般疑问句）。
(2)能够熟练地用“Howlong…”进行提问。
3．教学难点。
(1)能用包括现在完成时在内的正确时态进行场景对话。
(2)能够识别用于现在完成时的关键词，正确区分一般过去时和现在完成时。
4．教学目标。
(1)技能目标。
学生能听懂师生之间就本课内容而展开的问答，会和同伴展开简单的对话，了解和传递信息；能就本课语言重点造句，而且无语法错误。
(2)知识目标。
牛津英语9a说课稿.doc
牛津英语9a说课稿牛津英语9a说课稿(共4篇) 篇一：牛津初中英语9A Unit 3说课稿图片已关闭显示，点此查看生都有机会参与学习，培养学生与伙伴合作的意识和策略，提高人际交往能力。
3、练习法：把大多课堂时间留给学生，使学生在多信息、高密度、快节奏的灵活操练中拓宽学习渠道。
另外，考虑到B板块为对话教学部分，我在这一环节的教学中主要侧重于学生朗读能力的培养，在训练听说的同时加强朗读指导，一方面可以培养学生朗读的基本技巧，另一方面也可以检查学生对课文理解的情况，进而培养学生的自主学习能力。
三、说教学程序1、对话导入，学习新知a、以“Teenage problems”为主题及线索组织教学。
课前在教室里头稍作布置，背景音乐的选择体现了牛津初中英语板块之间的自由组合，也为后面的教学做了一个提早渗透，这样，学生在轻松愉快的气氛中进入本课的学习，接着我向学生展示课件，引出青少年问题的话题，同时教授新词。
由介绍学生自己的问题入手无形中拉近了与学生的距离，使学生备感亲切。
b、在学生展示自己作品的语境中，用多种手段，如:作品、图片、照片、简笔画等呈现。
学生边学边进行听、说、拼读及运用，坚持循序渐进，由易而难的原则教学新知识。
2、巩固拓展，强化新知a、在情境中不断使用新句型，学生不仅学会了新的词组，而且不可避免地涉及到了旧知。
同时也激发了学生的求知欲，想学更多的有关的词汇来介绍自己的问题，并向他人寻求有效的建议和意见，达到了学中用，用中学的目的，给予他们成功的乐趣。
b、仍以“Teenage problems”为场景由学生分小组自创小对话进行表演。
要求问到前面所学句型并要求用到本课时所学的交际用语。
通过这样的练习形式让学生主体参与，学生的思维处于积极兴奋的状态，有利于提高课堂学习效率。
3、指导朗读，感知课文a、在小对话表演告一段落时，自然导入A部分对话教学。
然后播放多媒体课件让学生感知课文，为了让学生在听的过程中有所侧重，引起他们的有意注意，让他们带着问题去听。
牛津英语9A Unit 3说课稿
牛津英语9A Unit 3说课稿Lecture notes for Oxford English 9A unit 3牛津英语9A Unit 3说课稿前言：小泰温馨提醒，说课稿是为进行说课准备的文稿，教师在吃透教材、简析教材内容、教学目的、教学重点、难点的基础上，遵循整体构思、融为一体、综合论述的原则，分块写清，分步阐述教学内容，以进一步提高教学效果。
本教案根据幼儿园说课稿标准的要求和针对教学对象是初中生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划。
便于学习和使用，本文下载后内容可随意修改调整及打印。
一、说教材：1、教材简析：我说课的内容是xxx中学英语教材9A第3单元Teenage problems中的Integrated skills部分。
本单元通过青少年中存在的问题和困扰这一主题，引出话题，谈论话题。
由于学生对这一话题极感兴趣，我在教学中准备使用多种教学手段设置情景，有效地把单词和句型情景相结合，注重听说训练，使语言点的训练密切联系生活实际，达到灵活运用，学以致用的目的。
2、教学目标：依据英语新课标所提出的总目标并根据本年段学生认知水平，我制定了如下教学目标：a、能听懂、会说、会读和会拼写单词和词组.b、能听懂、会说、会读和会写句型.c、能正确地听懂、掌握A板块前半部分听力内容，并能以较好的语音语调流畅地朗读后半部分的课文填空。
d、能用本课所学语言讨论青少年中存在的问题3、教学重点、难点：教学重点：正确拼读本课四会单词和句型，能流利地用所学句型进行情景会话。
二、说教法和学法根据我对《英语课程标准》的理解和九年级学生的生理和心理特点，我将教学本课的指导思想确定为：让学生主体参与，主动探究，合作互动，充分发展。
具体采用如下教学方法：1、情景教学法：通过设置较为真实的情景，使学生产生身临其境的感觉，激起学生情感上的共鸣，从而引导学生从整体上理解和运用语言，促进学生的语言能力及情感、意志、想象力、创造力等整体发展。
牛津译林英语 9A Unit 3 教案(新)
She wrote toMr Sigmund Friend, a famous youth worker, and asked for some advice.
Now listen to her letter.
Play the tape for the students to listen.
Let the talk about the pictures and discuss what problems each picture shows.
Talk about why the persons in each picture look sad.
Step2 Presentation
Everybody has problems. My problem is that I sometimes feel very tired because I have to work until midnight.
教具
学具
Multimedia
预
习
要
求
Preview the new words and content in this period.
板书设计
教师活动内容、方式
学生活动内容、方式
Welcome to the unit.
Step1 Leading in
Show some picture to the students.
Learn to ask others for help.
重点
难点
Learn to express one’s own problems.
教具
学具
Multimedia
牛津初中英语9AUnit3TeenageproblemsReadingI优秀教学案例
3.教师巡回指导，为学生提供帮助和反馈，引导他们深入思考和探讨问题。
（四）总结归纳
1.教师组织学生进行总结，让学生回顾本节课所学内容，巩固知识点。
2.学生通过思维导图等形式，展示自己对青少年问题的理解和总结，提高他们的信息处理能力。
本节课旨在通过阅读文本，让学生掌握重点词汇和表达方式，提高阅读理解能力，并在讨论中培养批判性思维和跨文化交流意识。针对七年级学生的认知水平，教师需设计符合年龄特点和兴趣的互动活动，激发学生参与课堂的积极性，引导他们在真实语境中运用英语。
二、教学目标
（一）知识与技能
1.能够理解文章的主旨大意，掌握文章的基本框架和结构。
牛津初中英语9AUnit3TeenageproblemsReadingI优秀教学案例
一、案例背景
牛津初中英语9A Unit 3 Teenage problems Reading I以青少年常见的问题为话题，通过描述不同国家学生面临的问题，引发学生对自身生活中问题的思考。文章涉及家庭、学习、朋友间的矛盾等情境，旨在让学生在阅读中体会青少年阶段的困惑与挑战，学会用英语表达个人观点和情感。
五、案例亮点
1.文化差异的引入：教师在教学中引入了不同国家青少年的生活场景，让学生在阅读和讨论中体验到不同文化背景下青少年问题的存在。这种跨文化的教学方式，不仅丰富了学生的视野，也提高了他们的跨文化交际能力。
2.问题导向的学习：教师引导学生提出问题，激发他们的探究欲望，培养学生独立思考和解决问题的能力。通过设计具有挑战性和思考性的讨论话题，让学生在讨论中培养批判性思维，提高了他们的思维品质。
2.培养学生批判性思维能力，使他们能够独立思考，对问题有自己独到的见解。
初中牛津英语9a说课稿
初中牛津英语9a说课稿初中牛津英语9A课程是针对初中高年级学生的英语教学材料，旨在提高学生的英语听说读写能力，同时培养学生的跨文化交际能力。
以下是一份初中牛津英语9A的说课稿内容：# 课程名称：初中牛津英语9A# 教学目标：1. 学生能够掌握本单元的核心词汇和语法结构。
2. 学生能够通过听说读写活动，提高语言运用能力。
3. 学生能够理解并运用英语进行基本的社交交流。
4. 学生能够培养跨文化意识，了解不同文化背景下的交流方式。
# 教学内容：- 单元主题：Friendship（友情）- 核心词汇：friend, support, communicate, understand, trust, etc.- 语法点：现在完成时的使用，形容词比较级和最高级。
# 教学重点：- 现在完成时的构成和用法。
- 形容词比较级和最高级的用法。
# 教学难点：- 现在完成时与一般过去时的区别。
- 形容词比较级和最高级的灵活运用。
# 教学方法：- 任务型教学法：通过设计任务，让学生在完成任务的过程中学习语言。
- 合作学习法：鼓励学生小组合作，共同完成学习任务。
- 情景教学法：创设具体情景，让学生在模拟的语境中使用英语。
# 教学过程：1. 导入（Lead-in）：- 通过讨论学生自己的朋友圈和友情故事，激发学生对友情主题的兴趣。
2. 呈现（Presentation）：- 展示核心词汇和语法结构，通过图片、例句等形式帮助学生理解。
3. 操练（Practice）：- 通过填空、转换句子等练习，让学生熟悉并运用语法点。
4. 应用（Application）：- 设计角色扮演、情景对话等活动，让学生在实际语境中使用所学语言。
5. 产出（Production）：- 学生进行小组讨论，分享自己的友情故事，并用英语表达。
6. 总结（Summary）：- 回顾本课所学内容，强调语法点和词汇的运用。
7. 作业（Homework）：- 布置相关的写作任务，如写一篇关于友情的短文。
牛津英语9Aunit3教学设计
9AUnit3 teenage problemsPeriod One(Welcome to the unit/ vocabulary )●objectives1.To talk about problems and their causes2.To think about personal problems and how to deal with them.3.To understand the different meanings of the verb “to be”4.To use the verb “to get” when talking about problems●Language function and focusI’ve got a problem.=I have a problem.Eating too much makes you unhealthy. Get too many tests and examsQuarrel with sb. Family membersGet a bus=take a bus get angry=become angryI don’t have much time to revise for tests.●Teaching methodsListening/ writing/ speaking/discussing●Teaching proceduresPart A1.Explain that most teenagers have problems. Tell students that if they ever need to talk abouttheir problems, they should talk to their teachers, friends or family. Tell students that having a problem is nothing to be ashamed if ----everyone has worries from time to time.2.Ask students work in groups. Discuss their problems and write on the paper. The teacher callsome groups to speak out the problems and help them how to solve them.3.Show the students pictures about problems. Ask individuals to speak out which problem it is.If one has spoken out, he or she can ask his or her best friend to speak out next problem.4.Ask students to work in pairs to complete Part A on Page 39. Once all students have finished,ask one student at a time to read out what they have written. Listen for mistakes and mispronunciation.Part B1.Tell students you want to do a survey of the problems that students in the class have. Write thefollowing headings on the board:Not enough sleepNot enough time to do homeworkToo noisy to studyLonelyArgue with cousin/classmate/parentParents are always busyRead out each problem in turn, and ask students to raise their hands if they have this problem. Make a tally of the problems that students have. This will reinforce a group feeling. Finally, makea note of the biggest problem the class has. Write the following on the board:“The biggest problem Class …Grade ... has is …”2.Explain that part B is different from the previous exercise, as students have to rank how bigthese problems are in their lives.Explain to students that number 5 means that this is a big problem for them while number 1 means it is a small problem.3.Tell students to complete Part B on their own. You may want to give the exercise ashomework, as students may feel comfortable writing about their problems in private. You could ask volunteers to give their answers but do not force students. If there are no volunteers, do not go over the answers to this exercise with the class. Keep the students’ answers confidential.4.For stronger classes, ask students to add what they consider to be the biggest problemsteenagers face to the list if these are different to those on the list.V ocabularyPart A1.Explain that the words in the box at the top of Page 44 are synonyms of the verb “to get”below the pictures, and can be used to replace “get” in each picture.2.Ask students to work in pairs to complete Part A.3.For weaker classes, ask students to read out the answer for each picture. For stronger classes,after students have read out the answers, ask them to make sentences using the phrases under the pictures.Part B1.Explain to students that they can use their answers from Part A to help then with the exercisein Part B. for weaker classes, students can work in pairs to complete Part B. For stronger classes, students can work on their own.2.For stronger classes, once students have finished, ask two students to read out the whole letter.Compliment them on parts of the letter they read particularly well.3.For weaker classes, ask students if they have the same problems as Amy. Ask students to raisetheir hands if they do. For stronger classes, ask students what their advice would be for Amy. Comic strip1.Play the tape for the students to find out the problem. If they can’t get the answer, the teachercan play the second time.2.Explain some language points for the whole class. Then ask them to try to perform this shortplay.Homework:1.If you have any ___________ (问题)，you can ask your teacher for help.2.Eating too much is bad for our ____________. It makes us __________ （健康）3.____________ (游泳) is one of my favourite sports.4.John got up too late to have breakfast, so he felt ___________ at school.5.The meeting has bee ___________ (结束) for two hours.6.Thank you for ___________ (邀请) me to your party.7.You must look after y_________ and keep healthy, Mum and Dad.8.We have our first class at a _____________ (一分钟)to eight.Design on Bbtoo noisy after classdon’t know wh后记：通过这堂课使我了解到学生中的各个问题和他们的想法。
9AUnit3 Task说课稿定稿
9A Unit3TaskGood afternoon,everyone.I feel honored to present my lesson and share my ideas with you.To make my presentation clear,I will explain my lesson plan in five parts.The first part is the analysis of the teaching materials and the students. Task is a special section designed to enable students to improve their comprehensive use of language,especially their writing ability.This lesson is the last period of Unit3 which focuses on the topic of“stress among teenagers”.Such a topic is related to students’daily life,so it is easy to arouse the students’interest.The students in Grade Nine are facing different trouble which can cause stress and make them depressed. How to solve the problems is important.Therefore,the students will be active and devoted to various activities.So,I prepared five tasks to cultivate students'ability of thinking,problem solving and their good mental quality.Based on my analysis,I established the following teaching objectives as the second part of my presentation.In order to achieve the teaching objectives mentioned above,I choose Task-based Teaching Approach to improve students’writing skills.Situational Teaching Approach will also be used to develop core competence of English discipline,such as learning strategies,the quality of thinking.Now,I’d like to present the teaching procedure.I have designed five tasks for students to accomplish.Task1:Get to know different problems which can cause stressUse situational teaching approach to create a classroom situation as follows:today a psychologist will come to our class to pick his assistant.Are you willing to be a volunteer?Students who can finish the five tasks will be the best assistant.And he will be awarded with a Medal.First watch a short video and find out the top five teenager problems.In this session,students‘interest will be aroused by a short video and they will review the teenager problems,so they can prepare for the topic of this lesson.In order to develop students'ability of divergent thinking,use a brainstorm to talk about the common teenage problems and then use the graphics to present answers on the blackboard to lead in the topic stress.Task2:Ways to solve the problemsGood oral expression is the premise of writing,so I designed the dialogue first. Ask students make dialogues with their partners and talk about the advice on the teenager problems discussed in the brainstorming.They can refer to the sentence structures to enhance self-confidence.Advice on a single question through a dialogue is not enough,so the phycologist brings a questionnaire.There are more suggestions in this questionnaire,asking students to read the quiz and select the reasonable answers.Reading before writing is also an input process for getting information.Because if there is a certain amount of information input,there will be a certain amount of information output.In order to cultivate students'ability to organize and summarize,I design Group discussion.Students summarize the solutions to problems and present them in the form of a chart.In this session,students can not only use English freely,but they also do team work.Because students with better English in group can help students with weaker English.Task3Pre-writingIn order to allow students to use English in a real situation,the next step is to design a sitcom show.In each group,some students act the problems out.One students as a psychologist gives some advice.In this session,students use English freely and they have great interst in performance.They really want to show themselves.In this process,students can enhance their English communication skills.Task4writing a letterAfter the performance,each group will write an article about the story in sitcom and the advice given by the phycologist.Different levels of requirements are designed for students of different foundations.High-level students complete the whole article, middle-class students write the story,and students with poor English only provide advice.Then it’s time for letter-writing.First complete the letter by Millie.Then help them to know the structure of the passage.There are three parts.And ask them to find out the main idea of each part.In this activity,students can organize their own article and develop the ideas.They can write their own report about their group members, choosing two of the stress problems and give suggestions.Some useful expressions will also be given to them,as well as some tips such as handwriting,tense,grammar, etc.8minutes for writing.After finishing the article,first they check by themselves for mistakes,and the content.Then they exchange their article with their partners.The partner will circle the mistakes and give them stars according to this standard.I will choose some good articles to share and give them volunteer medals as awards.Task5:have a positive attitude towards stress.Near the end of the lesson,I will recommend a song trouble is a friend and tell them what doesn’t kill you make you stronger to help the students develop positive attitudes towards stress and trouble.Today’s homework is to make a poster about stress and ways to solve stress problems.At last,I’d like to share my blackboard design with you.That’s all for my plan.Thank you for your listening.。
牛津初中英语9AUnit3说课稿
Reading What should I do?
南京晓庄学院 08师范英语A班 钟沁
Part 1 Teaching material analysis Part 2 Teaching aims Part 3 Teaching emphasis Part 4 Teaching difficulties Part 5 Teaching methods Part 6 Teaching aids Part 7 Teaching procedure
2．Try to retell the outline of the articles.
3．Encourage students to say something about themselves.
The purpose is to give the students a clear idea of how to express their problems and revise the articles.
Part 1 Teaching material analysis
1. This period is the first lesson of Reading
2. The main idea of the topic is how to express their problems and ask for advice. 3. This period is very important in this unit .
2．To get the ability of general reading and getting information.
Part 4 Teaching difficulties
牛津9AUnit3(1-5)教案
情感目标 Express problems and talk about solutions.
教学重点 Talk about problems and their causes.
教学难点 课前预习
Express problems and talk about solutions.
1. Preview the new words and phrases
newspapers, magazines and websites. Bring in some samples from newspapers and magazines to show students. 2.Explain the context. Millie and Simon have both written letters to a youth worker. 3.Ask students to scan the text and see if there are words that they do not know. Explain these words briefly. 4.Read Millie’s letter aloud. Ask students to listen carefully to you and follow the text on page 40. Ask questions to check understanding, e.g.
“noisy” a nd “quarr el” 的 用 法区别.
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牛津初中英语9A Unit 3说课稿
一、说教材：
1、教材简析：
我说课的内容是江苏牛津中学英语教材9A第3单元Teenage problems中的Integrated skills局部。
本单元通过青少年中存在的问题和困扰这一主题，引出话题，谈论话题。
由于同学对这一话题极感兴趣，我在教学中准备使用多种教学手段设置情景，有效地把单词和句型情景相结合，注重听说训练，使语言点的训练密切联系生活实际，达到灵活运用，学以致用的目的。
2、教学目标：
依据英语新课标所提出的总目标并根据本年段同学认知水平，我制定了如下教学目标：
a、能听懂、会说、会读和会拼写单词和词组.
b、能听懂、会说、会读和会写句型.
c、能正确地听懂、掌握A板块前半局部听力内容，并能以较好的语音语调流畅地朗读后半局部的课文填空。
d、能用本课所学语言讨论青少年中存在的问题
3、教学重点、难点：
教学重点：正确拼读本课四会单词和句型，能流利地用所学句型进行情景会话。
二、说教法和学法
根据我对《英语课程规范》的理解和九年级同学的生理和心理特点，我将教学本课的指导思想确定为：让同学主体参与，主动探究，合作互动，充沛发展。
具体采用如下教学方法：
1、情景教学法：
通过设置较为真实的情景，使同学发生身临其境的感觉，激起同学情感上的共鸣，从而引导同学从整体上理解和运用语言，促进同学的语言能力和情感、意志、想象力、发明力等整体发展。
2、小组学习法：
每4人一组，可两两交流，也可自由选择，在互动中互相启发发生思维的碰撞。
同时注意保证每个同学都有机会参与学习，培养同学与伙伴合作的意识和战略，提高人际交往能力。
3、练习法：
把大多课堂时间留给同学，使同学在多信息、高密度、快节奏的灵活操练中拓宽学习渠道。
另外，考虑到B板块为对话教学局部，我在这一环节的教学中主要偏重于同学朗读能力的培养，在训练听说的同时加强朗读指导，一方面可以培养同学朗读的基本技巧，另一方面也可以检查同学对课文理解的情况，进而培养同学的自
主学习能力。
三、说教学程序
1、对话导入，学习新知
a、以“Teenage problems”为主题和线索组织教学。
课前在教室里头稍作安排，背景音乐的选择体现了牛津初中英语板块之间的自由组合，也为后面的教学做了一个提早渗透，这样，同学在轻松愉快的气氛中进入本课的学习，接着我向同学展示课件，引出青少年问题的话题，同时教授新词。
由介绍同学自身的问题入手无形中拉近了与同学的距离，使同学备感亲切。
b、在同学展示自身作品的语境中，用多种手段，如:作品、图片、照片、简笔画等出现。
同学边学边进行听、说、拼读和运用，坚持循序渐进，由易而难的原则教学新知识。
2、巩固拓展，强化新知
a、在情境中不时使用新句型，同学不只学会了新的词组，而且不可防止地涉和到了旧知。
同时也激发了同学的求知欲，想学更多的有关的词汇来介绍自身的问题，并向他人寻求有效的建议和意见，达到了学中用，用中学的目的，给予他们胜利的乐趣。
b、仍以“Teenage problems”为场景由同学分小组自创小对话进行扮演。
要求问到前面所学句型并要求用到本课时所学的交际用语。
通过这样的练习形式让同学主体参与，
同学的思维处于积极兴奋的状态，有利于提高课堂学习效率。
3、指导朗读，感知课文
a、在小对话扮演告一段落时，自然导入A局部对话教学。
然后播放多媒体课件让同学感知课文，为了让同学在听的过程中有所偏重，引起他们的有意注意，让他们带着问题去听。
b、播放录音再感知课文，以选择题的形式检查同学理解课文的情况。
c、跟读课文，为防止反复朗读时的过于枯燥，设计小小配音员的训练环节。
d、同学分角色朗读对话，指导同学在朗读时利用手势、表情、动作、声音等手法，以加强语言的表示力，更生动地传达说话人的思想和感情，使同学能在熟练朗读的基础上更深地理解对话内容。
4、面向全体，作业分层
为了满足不同类型不同层次同学的需求，在作业安排上我尝试进行分层教学即让程度较差的同学做a类作业；程度中等的同学做b类作业；程度较好的同学做c类作业，当然，也可以根据自身的兴趣特出息行自由选择。
a、朗读并誊写要求四会掌握的单词和词组；
b、听录音，朗读课文，并根据所学话题进行自由交谈并形成文字稿。
通过这样的作业形式争取让每一个小朋友都学有所获，从而达到激励全体同学努力学习的目的。