新课标下牛津高中英语语法教学(说课稿)
【2018最新】牛津高中英语说课稿3篇-word范文模板 (8页)
本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！== 本文为word格式，下载后可方便编辑和修改！ ==牛津高中英语说课稿3篇导语：“说课”是教学改革中涌现出来的新生事物，是进行教学研究、教学交流和教学探讨的一种新的教学研究形式，也是集体备课的进一步发展，而【说课稿】则是为进行说课准备的文稿，它不同于教案，教案只说“怎样教”，说课稿则重点说清“为什么要这样教”。
以下是小编整理牛津高中英语说课稿，以供参考。
牛津高中英语说课稿（一）Good morning, ladies and gentlemen . I’m ##. I’m from ## High School. Today, I feel honored to have the chance to share my ideaswith you. In the reading process, I will focus on students’ l ong –term development and enable them to use reading strategies to read efficiently and independently.My teaching plan will include 4 sections. They’re analysis ofthe teaching material,. Teaching aims , teaching methods and teaching procedures.Section1 . Analysis of the teaching material.The selected teaching material is a magazine aritcle taken from the reading of Module 2 , Unit3 . It is about the curse of themummy ,which deals with an amazing man who devoted most of his time making discoveries in Egypt and strange things that happened afterhis finding the tomb of king Tutankhamun.Section 2 Identifying the teaching aims.Based on the analysis of the teaching material, I have chosen the following as the teaching aims,The 1st aim: Train th e students’ reading ability reading skills- predicting information.The 2nd aim: Learn some useful words and expressions.The 3rd aim: Develop the students’ creative, comprehensive and consolidating abilities.Section3 Teaching methods and aids.1. Enjoyment of a short film before reading to make the students interested in what they’ll learn.2. Fast reading to get the general idea of the text.3. Careful reading to answer some detailed questions4. Multi-mediaSection4 Teaching procedures.Part1 Lead-inHelp the students to recall the well –known film TITANNIC by showing them a short flash of the film. The purpose of this activity is to arouse the students’ interest and curiosity to read the passage. （on the screen ）Part 2. Reading comprehension- fast reading and careful reading1. Reading strategy – predicting information in advance.Before asking the students to skim the passage, direct their attention to reading strategy first. Conduct the activity as follows .（on the screen）2. SkimmingAsk the students to skim the passage and complete the three questions of Part A on page 42.3. Reread the passageAsk the students to reread the passage and identify which statements are true and which are false. Have the students complete Part C1 individually. Check the answer as a class. Statements in Part C2 are summaries of the paragraphs. Ask the students to match the statements with the paragraphs. Check the answer as a class.4. Listening for detailed informationEvaluate the stud ents’ comprehension by asking them to identify the relationships between these characters. （on the screen）5. structure readingAsk the students to divide the text into a few parts according to the general idea of each paragraph .（on the screen）According to the diagram,I let the students make a summary of the text or let students fill in the blanks .（on the screen）Part 3. ConsolidationAsk the students to complete Part D and E individually . I can adapt Part D as the example shows . After completing Part D, the students are required to read the article in Part E and then fill in the missing words, check the exercises as a class.Part 4 Post –reading activities1. Ask the students to express their opinions on the following questions .（on the screen）2. Ask the students to write a summary about Howard Carter.3. Ask the students to focus on Part F and make up a dialogue as the example show. Make sure that all the students participate in the discussion.Ok , So much for my teaching plan ,Thank you for your careful attention.牛津高中英语说课稿（二）Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently.My teaching plan will include 3 secti. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.Section 1 Analysis of the teaching materialThe 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 unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts.。
牛津高一英语最新教材说课稿
牛津高一英语最新教材说课稿《牛津高中英语》;江语版,模语1第1语元Reading语语稿语语语中语李洪兵阳冲学Good afternoon, every teacher, Today, I feel honored to have the chance to present some of my teaching ideas to you.My topic is Reading—Reading an article written by an exchange student.It will include four parts: The analysis of the reading material;Teaching aims/Teaching important and difficult points;Teaching procedures and blackboard work. First,let me talk about my understandings of the teaching material.Part One Analysis of the teaching materialThis is the second part of Unit 1,Module 1.It is designed to improve students’ reading skills through reading an article.In thislesson,students will read an article and then they will learn about more details of school life in the UK..By reading the article, students will find out some differences between schools in China and in the UK and improve their reading ability. In the course of reading students will learn how to master the reading skills of skimming and scanning .In this lesson students can improve their abilities of listening,speaking and reading ,especially the reading skills.So the reading material plays a very important part in English teaching and learning.Part Two Teaching aimsAccording to the selected material,I set the teaching aims as follows:1.Knowledge aim: help the Ss master the reading skills of skimming and scanning.2.Ability aim: to improve Ss’ability of reading and speaking.3.Emotional aim: to encourage the Ss to learn to view our school lifeTeaching important and difficult pointshow to improve Ss’ability of reading.Teaching methods:To achieve the teaching aims and deal with the important anddifficult points,I’ll use the following methods to conduct my class-----Listening, speaking and reading ;ask-answer competition;discussing and group work.I’ll also use a record and the multi-media to make my class lovely and interesting.Part Three Teaching proceduresThe following are my teaching steps:Step 1 Revision and lead-in1. [Teacher] We’ve learned a little about the differ ence between schools in China andin the UK.2. [Brainstorming] If you were an exchange student in a UK school, what would youenjoy most?3. Collect answers from a few students.4. [Teacher] Today we’ll read an article from a school magazine, written by Wei Hua,who studied in the UK for one year. Let’s find out what she finds enjoyable.Step 2 Reading for general ideas1. Introduce the reading skill: skimming.2. Teacher can start with the title and the first paragraph so that the Ss know how to work out the general idea of each paragraph.13. [pairwork] Ask the Ss to work in pairs. Go through the passage quickly to find out the main idea of each paragraph.Check answers one by one paragraph.Step 3 Reading for details1. Introduce the reading skill: scanning.2. Teacher can do Q1, Q2 in Part A first.3. [Individual work]Ask Ss to do Q3 in Part A and questions in C1 individually.Check answers with the Ss.4. [Listening and reading] Ask Ss to go through the questions in C2. Then listen and read after the recording. Ask Ss to answer the questions using their own words.Step 4 Consolidation1.[Task-based reading]Ask the Ss to do the task-based reading and check answers.AspectsDetailsGeneral It was a different but exciting and enjoyable 1.______________impressionAssemblyStudents should attend it on the first day and the 2.____________Will tell the rules of the school during that period.ClassOur class is of the 3._______ size; we would never study in a fixedclassroom.SubjectsEnglishI practiced it every day, so it got 4. ________ a lot.FrenchI had an 5. _______ French class on Tuesdayevenings.CookingI learned a lot and could make delicious cakes.Selective onesStudents can 6. _______ studying some subjects ifthey don’t like them.7. _________ It was not heavy but a bit 8. ______________Spare timeI played football with others, 9. _______ under a tree and went to theComputer Club where I could send e-mails to my family and friends 10._________ of charge.Keys: 1-5 expericenced headmaster average improved extra6-10 stop Homework challenging relaxed freeStep 5. Discussion[group work]Suppose you were Daniel, a UK student in China on a student exchange programme, write a passage for him entitled “School life in China”. Discuss what will be covered in the passage. Draw the outline andpresent it.Step 6. Homework1.Revise the text and do part E.Prepare for an interview with Wei Hua.Part 4 Blackboard workOn the left of the Bb,I’ll write down some quesions;In the middleare some suggested answers and some reading skills are on the right side.Ok.So much for my teaching plan and I desire to get your valuable advice.2。
牛津版高中必修3 Unit1 The world of our senses语法课说课稿
牛津版高中必修3 Unit1 The world of our senses语法课说课稿英语语法在高中阶段占有重要的地位，虽然在教招考试中浮现的频率较低，但是不能否认浮现的可能性，而说课是近年来教招面试中浮现频率较高的考察形式，能够测出同学的语言功底和表达功底。
故学会如何撰写语法课的说课稿也是十分有须要的，本文以牛津版高中英语必修3 Unit1 The world of our senses 语法课为例举行说课稿设计。
Greeting:Good morning/afternoon, everyone! Im very glad to stand here to interpret my lesson. Today, my topic is the world of our senses.My lesson consists of five aspects: the analysis of teaching material and students, teaching aims, teaching and studying method, teaching procedures and blackboard design.I. Analysis of the teaching material First of all, lets focus on the analysis of teaching material. The lesson I am going to talkabout is from Oxford Senior English for China Book Unit 3, the world of our senses, grammar part.. After this lesson, well enable students to master noun clauses with different conjunctions. Students can also improve their reading and writing skills.Ⅱ.Analysis of the studentsNext, it is about students. My students are in senior 2.After many years of English studying,theyve known many words, sentences and some skills to solve English problems, so they have a good foundation to learn this grammar part. However, they havent learnt it systematically so that they even couldnt recognize the noun clause. So in thisperiod ,I would arrange a variety of activities to help them join in my class.Ⅲ.Analysis of the teaching aimsBased on the syllabus and the analysis, I set the teaching aims as follows:Knowledge aims:Students can get familiar with the grammar point of noun clauses and recognize them.Students can know the function of conjunction word "that' and "whether'/'if' and their differences.Ability aim:Through different ways of practice, students can use the noun clauses to make sentences and they can understand some passages which contain noun clauses. Emotional aims:Students can get more interest in English grammar learning and not afraid of learning grammar.Ⅳ.Analysis of the key and difficult pointsAccording to the teaching aims, the key point of this lesson are to recognize noun clauses with different conjunctions and their meanings. The difficult points is to use the conjunction "that' and "if/ whether' skillfully.V. Analysis of teaching and study methodsTo help students achieve the teaching aims much easier, I will mainly use task-basedteaching method, multimedia method and so on. For students, I will lead them to study bythemselves, and learn to communicate with people to let thembecome the real host of the class.VI. Analysis of the teaching proceduresNext,lets come to the most important par-the teaching procedures. It includes several parts: lead in, presentation, practice, production and summary and homework.Step 1 Lead-in (3 mins)The first step is lead in. I will show them a part of the video of a speech made by Martin Luther King "I have a dream', then make students do a imitation of it, paying attention to the pronunciation and the passion in it. In this way, it can arouse students interest in the class and lead in the class in a relaxing way.Step 2 Presentation(20 mins)And then, it a good chance to start the second part, presentation.(1)At first, I d like to show the original text of the classic part of the video again and lead them to discover the rule in these sentences :1.I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave-owners will be able to sit down together at the table of brotherhood.2.I have a dream that one day even the state of Mississippi,a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.3.I have a dream that my four children will one day live ina nation where they will not be judged by the color if their skin but by the content of their character.(2)My students have already learnt English for several years and they have the sense of English in some extent, so Students may find they are all compound sentences and they all contain a conjunction "that'. Then Ill let students make a assumption about what type of sentence they are. They can discuss with their classmates.(3)After discussion, Ill just conclude the rule: "they are called noun clauses, and we use "that' to introduce a noun clause when the clause is a statement and the clause is not functioned as anything. Or we use "that' to introduce a noun clause and the clause is functioned as subject or object or predicative in the whole sentence. ' For examples:The radio announced that the mist would become a thick fog.(object) That we couldnt find our way out was really bad news.(subject) The truth is that the buses will not be running.(predicative) (4)And then, Ill continually tell them that we can also use "if/ whether' to introduce a noun clause when the clause is a "yes/ no question'. We change the word order in clause after "if /whether' into that of a statement. But we can only use "whether' but not "if' after a preposition or when the clause as the subjectis at the beginning if the sentence. For examples:She wondered if/ whether the buses would still be running. She is not certain about whether she has done anything wrong. Whether it is going to clear up keeps me wondering.By doing this, these sentence can help students learn noun clauses in a interesting way. And it can be a good start for students to their further study.Step 3 Practice(10 mins)So now, its time to let students totally master this point. Im going to talk about the third part, practice. I would like to show a article on the screen about our senses and let some students circle the right words :Many people wonder if/ whether there is any connection between our senses and our health. Scientists observe that/ if making the most of our senses when we are young can keep us healthy later on in life.Why do we feel anxious or tired? One study shows if/ that approximately 90% of our time is spent watching TV or using computers. It is added whether/ that while our sense of sight is used too much, our senses of touch and smell have been ignored. People often ask whether/ if or not we should develop all our senses. The answer is yes. Experts suggest that/ if we do the following things more often. While having dinner, listen to some enjoyable music rather than watch TV. While relaxing at home, have some flowers next to you that smell nice. Before going to bed, turn the lights off. While sleeping, wear a nightshirt that is pleasant to touchit will make us sleep well.And then, let them read the following sentences and complete the blanks using "that/ whether/if'.I felt my hands and feet were cold.I thought I needed a hot cup of coffee to warm me up and recover some strength.I knew I was getting close to the camp, as I could smell food.I shouted to find out there was anyone there, but there was no answer.I almost believed I could never find my way.Suddenly I heard the sound of footsteps from behind and I wondered it was the sound of the wind.Through the two activities, students can deepen their understanding of the noun clauses introduced by "if/ whether/ that'.Step 4 Production(10 mins)And then, it should be the last part, production. Id like to ask some students telling stories: they are supposed to make a story that happened in their life and then share it with the class, using the noun clauses introduced by "if/ whether/ that'. 2 minutes to prepare and 8 minutes to share.In this way, students can use the noun clauses skillfully and their speaking ability can be trained. It also can improve their confidence to communicate with others in English. And let them become the real host in class.Step 5 summary and homework(2 mins)By the end of the class, Ill invite one student to summarize what we have learned today. And give them todays homework, let students search for songs or sayings with a noun clause and share them next class. It can consolidate what we have learnt today after class. So its good for them to master the point indeed.以上就是牛津版高中必修3 Unit1 The world of our senses语法课说课稿，更多老师聘请面试备考资料，请查看老师聘请面试备考频道。
牛津高中英语说课稿
牛津高中英语说课稿牛津高中英语课程以其全面、系统的英语教学内容和方法在国内外享有盛誉。
本课程旨在通过多样化的教学活动，提高学生的英语语言技能，培养其跨文化交际能力，以及促进其批判性思维的发展。
以下是本次牛津高中英语课程的说课稿。
首先，课程的目标是多方面的。
我们希望学生能够掌握英语的基本语法和词汇，能够流利地进行日常交流，并能够在学术和专业领域中有效使用英语。
此外，我们还注重培养学生的阅读、写作、听力和口语技能，使他们能够理解和分析各种英语文本，以及在不同情境中自如表达自己的观点。
在教学内容方面，牛津高中英语课程涵盖了广泛的主题，包括但不限于日常生活、科学、历史、文化、艺术等。
每个单元都围绕一个中心主题展开，通过阅读材料、听力练习、口语交流和写作任务，全方位提升学生的语言能力。
教学方法上，我们采用互动式和探究式教学，鼓励学生积极参与课堂讨论，通过小组合作和项目研究来深化对语言的理解和应用。
同时，我们也利用多媒体和网络资源，为学生提供丰富多样的学习材料和实践机会。
在评估和反馈方面，我们采取形成性评估和总结性评估相结合的方式。
形成性评估包括课堂参与、作业完成情况、小组项目等，旨在及时了解学生的学习进度和理解程度。
总结性评估则通过期中和期末考试来评估学生的整体语言水平和课程目标的达成情况。
为了确保教学效果，我们还会定期进行教学反思和课程调整。
教师团队会根据学生的学习反馈和评估结果，不断优化教学计划和方法，以满足学生的需求和提高教学效果。
总之，牛津高中英语课程致力于提供一个全面、深入、互动的学习环境，帮助学生在英语语言技能和跨文化交际能力上取得显著进步。
我们相信，通过本课程的学习，学生将能够更好地适应未来的学术和职业挑战。
高中英语语法说课稿
高中英语语法说课稿尊敬的各位老师、同学们：大家好！今天，我将为大家带来一节关于高中英语语法的说课。
英语作为一门国际语言，在全球化的今天扮演着至关重要的角色。
而语法，作为构建语言基础的框架，对于英语学习者来说，是不可或缺的一部分。
在接下来的课程中，我们将深入探讨高中英语语法的核心要点，并结合实际例子，帮助大家更好地理解和掌握。
首先，我们要明确高中英语语法的学习目标。
在高中阶段，学生应该已经具备了一定的英语基础，能够进行简单的日常交流。
因此，我们的语法学习不仅仅是为了增加知识量，更重要的是要提高语言运用的准确性和流利性。
我们需要通过学习更高级的语法结构，来丰富我们的表达方式，使我们的英语更加地道。
接下来，我们来看看高中英语语法的几个重要组成部分。
首先是时态。
在初中阶段，我们学习了基本的一般现在时、一般过去时等。
到了高中，我们需要进一步学习完成时态、进行时态以及虚拟语气等更复杂的时态用法。
例如，现在完成时（have/has + past participle）用来表达过去发生的动作对现在的影响，而过去完成时（had + past participle）则表示在过去某个时间点之前已经完成的动作。
除了时态，我们还需要注意语态的使用。
主动语态和被动语态的转换是高中英语语法的一个重要内容。
主动语态强调的是主语执行动作，而被动语态则强调动作的接受者或者动作本身。
在写作和口语中恰当地使用主动语态和被动语态，可以使我们的表达更加灵活多变。
再者，非谓语动词也是高中英语语法中的一个难点。
非谓语动词包括动名词、分词和不定式。
它们可以在句子中担任多种成分，如主语、宾语、定语、状语等。
掌握非谓语动词的用法，可以帮助我们构建更加复杂和丰富的句子结构。
例如，动名词可以用来表达抽象的名词概念，如“Swimming is my favorite sport.”（游泳是我最喜欢的运动。
）此外，我们还需要关注句子结构的多样性。
复合句和复杂句的运用可以使我们的表达更加精确和详细。
【课稿】牛津高中英语说课稿
【关键字】课稿牛津高中英语说课稿篇一：牛津高中英语全英文说课稿-Project部分Project部分说课稿Book 1 Unit1Good morning, ladies and gentlemen. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My representation is made up of six parts：analysis of the teaching material, analysis of the students, teaching methods, teaching procedures, blackboard design and teaching reflection.This is the last part of the unit, It is designed to impove students’ English level through doing a project. In this section, students will read information about two school clubs, and then they will design a poster advertising a new school club. By reading these passages, students will study knowledge of school clubs and improve their reading ability. In the course of writing, students will learn how to plan,prepare,produce and present the new school club. In a word,learing this lesson can improve students' ability of listening, speaking, reading and writing,especially the writing the selected material plays a very important part in English teaching and learning.Teaching aimsAccording to the new curriculm and syllabus,based on the character of the selected material,I set the teaching aims as follows:Knowledge aim: to get Ss learn some new experssions and know about school clubs. Ability aim: to improve Ss’ability of reading and writingEmotional aim: to develop Ss’spirit of co-operation and interest in starting or joining a school clubTeaching important points and difficult points.The teaching important and difficult point in this lesson is how to improve Ss’ability of reading and writing.1. The Ss have known something about through the Internet and other ways.2. They are lack of vocabulary.3. They don’t often use English to express themselves and communicate with others.4. Some Ss are not active in the class because theyare afraid of making mistakes.To achieve the teaching aims and deal with the important and difficult points,I’ll use the following methods to conduct my class,they are: Listening and reading;ask and answer competition;discussing and group ’ll also use a record and the muti-media to make my class lovely and interesting.With the teaching methods, I can guide Ss to solve problem and complete different tasks.Teaching aids:1. a projector2. a tape recorder3. multimedia4. the blackboardI have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading and writing ability.Step 1 lead-inShow Ss some pictures of a school club, and some Ss' opinions about the joining in a club. Doing so can arise Ss’interest in this lessonStep 2 Listening and readingPlay the tape for Ss to listen and pay attention to the pronunciation and intonation,then read the passages to get a main idea. After that ,we’ll have an ask and answer competition about the activity can train Ss’quick mind,heat the classroom atmosphere.Step 3 Design a poster advertising a new school clubPlanningDivide the class into small groups. Discuss what club they'd like to they've decided the name of their club, then assign tasks to each group member.PreparingGroup members go separately to finish the who are responsible for doing research need to find information about school clubs and group should discuss the information found and decide what they can learn from it.ProducingGroup members responsible for making the poster need to follow the outline, proofread it and get it approved.PresentingEach group present their poster to the class, explain it.Display the posters and have others vote to choose the best poster.Step 5 HomeworkFinish off the workbook exercises and self-assessment part after classOn the left of the Bb,I’ll write down some language points;In the middle are some suggested answers and some writing skills are on the right side.篇二：牛津高中英语说课稿_高二英语Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.In the reading process, I will focus on students’long-term development and enable them to use 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 materialThe 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 unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.Section 2 Identifying the teaching aimsBased 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 proceduresIn 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 readyReading begins before a book is opened. It’s important to activate students’ existing background 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 theirgraduation 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 studying in a university .(With the task, I inspire students’former knowledge and imagination about 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(With the task, I excite students’ desire to know more about what their British equivalents will do before going to a college. With the question in mind,students will definitely be eager to listen to the tape to find the answer )Part 2 Focusing on main factsDuring the part, I will ask the students to answer the question—what does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text.The part includes six tasks:Task 1:Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape ofParagraphs 4-6 and get students to complete the following table(With thetask, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article)Task 2: Matching After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading: Whom do the results belong to? Carol________ Daniel________ Martin_______A felt being part of another cultureB be more independentC found it challenging and rewardingD felt that it was a special experienceE ready to face challenges in the futureF learnt how to deal with difficult situationG felt like she really made a difference H learnt a lot about getting on with local people (With the task, students learn to use a table to gather the main facts about the three British students They’ll know that a table is of great help in their future reading) Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on theblackboard the title: Mind the gap year (With the task, students are expected to grasp the theme of the article. The task serves as a bridge, which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs)Task 4:Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or be a charity volunteer (The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year)Task 5: History of the gap year I play a second VCR and get students to answer the question: When did the gap year start in the UK? (The task enables students to have a good knowledge of the history of the gap year) Task 6: Comments The second, third, seventh, eighth paragraphs deal with theme of the government, universities, employers and the public on students taking a gap year before going to college. I get students to read the four paragraphs to gather themeand complete the table (The task helps students get a further understanding of the role. A table plays in helping gathering main facts or opinions).Part 3 Read between the lines: In third part, I will encourage the students to answer the question—what does the author mean? As we know, information in a reading passage is not always stated directly. Sometimes students have to infer, or make guesses according the information which is available in the reading. So in this part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details. The part consists of three tasks. Task 1: Similar sentences The English language enjoys various ways ofexpressing the same thing or idea. As we can see, the second and third paragraphs are similar to the seventh and eighth paragraphs in the content, both dealing with comments on the gap year. Some sentences actually express the same comments. I will get students to read the four paragraphs for a second time to find out the similar sentences(The first is done as an example) ⑴It (a gap year) is more than just a longholiday(Line 50) A gap year is more than just a year away from studying ⑵Employers say they prefer to hire graduates who have taken a gap year (Line 15) ______________________________ (3)A gap year gives young people an opportunity to learn skills and gain life experience. It helps young people develop and grow (Lines 17-18) ______________________________(4)Living away from home taught me to be more independent (Lines 22-23) ______________________________ (The task is designed to help students learn and use different ways to express the same idea. The task gets students ready for talking and writing about the gap year in the next part) Task 2: Guessing from the context I get students to guess from the context the meanings of the four words or phrases: ⑴the career ladder (Line 4)________________________ ⑵every point of the pass (Line 5)________________________ (3)delicate (Line 22) ________________________ (4)an edge in the job market (Line 54)________________________ (The task helpsstudents to recognize that in most language-leaning situations they will come across vocabulary they don’t know. With the task, students are guided to look at the context in which a word or phrase is used and try to find any clues to its meanings)Task 3: Benefits Students are asked to collect advantages of taking a gap year in the text. After that, students have the chance to listen to a third VCR, which contains more information about advantages. While listening, students are encouraged to take notes of what they can catch □ teach students to be independent; □ help students develop and grow; □ learn new skills; □ see life in a different way; □be ready to face challenges; □gain life experience (The task isintended for students to collect more information about students taking a gap year, which also makes them well prepared for the writing task in the next part) Task 4: Recognizing the implied message I play a fourth VCR. While listening, students are expected to fill in the two blanks: Actually, a year off is not a gap, but a time for personal growth and d_______, a b______between twoperiods in life. (With the task, students will know about how to plan a gap year and what taking a gap year really means to them. It gets them ready for the next task.)Task 5: Understanding the title After reading the whole text, I will get students focus on the title. Mind the gap (The task is designed to help students fully understand the hidden meaning of the title: They are expected to make full of gap year to develop themselves) Part 4 Responding to the text I encourage the students to answer thequestion—what does the idea mean to me? As we all know, most writers are prejudiced in some way and try to convince their readers of something, or influence them to look at things in a certain way. So it is important to train students to read critically. The part consists of two tasks.Task 1: I conduct a survey to see what students think of taking a gap year and at the same time complete the table (The task is aimed at making students be readers. The students should be encouraged to makejudgment about the text)Task 2: After the survey, students are asked to write a composition of 120 about their ideas of taking a gap year before going to college (The task aims to consolidate the information they have learnt and also improve speaking and writing skills)OK, so much for my teaching plan. Thanks for your attention.篇三：牛津高中英语 Project 全英文说课稿Unit 1 Project “Telling about an unexplained mystery” Good morning/afternoon, everyone. My name is XXX. My number is XXX. I’m so honored and pleasure to have the chance to be here sharing my lesson with you.The teaching material I choose to illustrate is taken from XXX. My teaching plan will include 5 parts: the analysis of teaching material, teaching aims, the important and difficult point, teaching methods and teaching procedure.Part 1 Analysis of teacching materialThe Proect in this unit is designed to help Ss learn and use English by doing a group project. The reading material is a sample for Ss to see how amysterious story can be written. Ss should write a story on one of the four mysteries in the section ‘Welcome to the unit’. Ss will be encouraged to use what they have learnt in this unit to complete the project. They will discuss what mystery they want to write a story about, and collect as much informatin as they can. They will do some writing and drawing. They are expected to divide the work among themselves and cooperate with each other. Therefore, this section plys a very important role in English teaching and learning. If Ss can master it well, they will benefit a lot.Part 2 Teaching aimsAccording to the new curriculum standard and the syllabus, and after studying the teaching material and the facts of the Ss, I set the teaching aims as follows:1. Knowledge objects1) Master the usage of new words and expression;2) Get the general understanding of the sample article;3) Know about a mysterious story.2. Ability objectTo improve Ss’ abilities of reading and writing.3. Moral objectTo develop Ss’ spirit of cooperationPart 3 The important and difficult pointsAccording to the syllabus, the important and difficult points in this part are:How to improve Ss’abilities of reading and writing.Part 4 Teaching methodsWell, how to achieve the teaching aims, stress the important points and break through the difficult points? The key is to make use of the proper teaching methods. And I will use the teaching methods as follows:1. Listening and reading;2. Ask and answer competition;3. Discussing and group work.Also use a record and the multi-media to make my class lovely and interesting.Part 5 Teaching procedure In order to realize the teaching procedure properly and effiently, and under the principle of ‘student centered’, I divide the teaching procedure into 5 steps:Step 1 Revision and lead-inHave Ss recall the prior knowledge in ‘Welcome the unit’ part and ask them to read the title of the sample article along with thinking of what the title means.Purpose: make a revision and arouse Ss’ interest.Step 2 Article comprehension1. Have Ss read the article and talk about the main point of each paragraph.Purpose: Get the general understanding of the article.Ss will see that in this article, some facts and details are first given to arouse the readers’ interest, ad then an opinion from a scientist gives some explanations. Finally, an open ending make readers think more about the mystery. ——that’s the skills and route of writing.2. Play the tape for Ss to listen and pay attention to the pronunciation and intonation.Ask them to mark the new words. Then ask them to guess the meaning of the new words from the contexts. Some questions will be given to help them guess. Do parts B1 and B2 on Page 87 in Workbook.Purpose: 1) To improve the ability of listening, and reinforce the sense of language learning; 2) To build the ability of getting meanings of new words in contexts.3. Have Ss work in groups to discuss how to writea story about an unexplainedmystery.I’ll show Ss some key points as follows on the Bb:~ an interesting and attractive title~ an attractive beginning~some details of the story with some pictures or photos~what scientists or people think about the mystery ~an open ending of the storyPurpose: to conform the principles and set up a basis for the following writing.Step 3 Telling a story about a mystery1. PlanningHave Ss work in groups of six. Discuss the questions and suggested answers and then asign tasks to each group member.2. PreparingSs meet, discuss and choose from the information each group member has collected. One of the Ss in the group writes the outline according to the result of the discussion. When finished, the outline should be approved by the whole group.3. ProducingEach student writes a psrt of the story. Then they put what they have written together. Have them proofread the sotry to correct mistakes if there are any. New ideas can be added. The Ss who are responsible for drawing pictures for the story should draw pictures that include the places, characters and events in the story. Then the whole group should approve the story and the illustrations.4. PresentingChoose one member to read the story to the whole class. Then ask them to put up their stories on the walls of the classroom. Vote for the best story.Purpose: to build Ss’ ability of writing.Step 4 HomeworkFinish parts D1 and D2 on Page 89 in the Workbook.Purpose: for consolidation.Step 5 Blackboard workOn te left of the Bb, I’ll write down some language points; in the middle are some suggested answers and writing skills are on the right side.That’s all. Thanks so much for your attention. 此文档是由网络收集并进行重新排版整理.word可编辑版本！。
【精品文档】精选牛津高中英语说课稿-范文模板 (6页)
本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！== 本文为word格式，下载后可方便编辑和修改！ ==精选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.In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan w ill include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.Section 1 Analysis of the teaching materialThe 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 unique characteristi cs. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.Section 2 Identifying the teaching aimsBased 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 proceduresIn order to achieve the teaching aims mentioned above, I decideto 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 readyReading begins before a book is opened. It’s important toactivate students’ existing background knowledge and draw th eir 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 willbring 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 studying in a university .(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of thereading 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 yearbefore entering university (With the task, I excite students’ desire to know more about what their British equivalents will dobefore going to a college. With the question in mind, students will definitely be eager to listen to the tape to find the answer )Part 2 Focusing on main factsDuring the part, I will ask the students to answer the question—what does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text.The part includes six tasks:Task 1:Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table (With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article)Task 2: Matching After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to compl ete another table with a second reading: Whom do the results belong to? Carol________ Daniel________ Martin_______A felt being part of another cultureB be more independentC found it challenging and rewardingD felt that it was a special experienceE ready to face challenges in the futureF learnt how to deal with difficult situationG felt like she really made a difference H learnt a lot about getting on with local people (With the task, students learn to use a table to gather the main facts about the three British students They’ll know that a table is of great help in their future reading)Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the。
高中英语必修一说课稿牛津
高中英语必修一说课稿牛津尊敬的各位老师、同学们，大家好！今天我要为大家说课的内容是高中英语必修一的课程，这本教材采用的是牛津英语教学体系，旨在帮助学生打下坚实的英语基础，同时提高他们的语言运用能力。
接下来，我将从教材分析、教学目标、教学方法、教学过程以及评价与反思五个方面进行详细的阐述。
一、教材分析高中英语必修一牛津版教材共分为12个单元，每个单元都包含了不同的主题，旨在通过多样化的话题来吸引学生的兴趣，提高他们的学习积极性。
每个单元由听力、阅读、语法、词汇、写作和口语六个部分组成，内容涵盖了日常生活、社会热点、文化差异等多个方面。
此外，教材还特别强调了英语的实际运用，鼓励学生通过项目学习、角色扮演等活动来提高他们的交际能力。
二、教学目标在教学过程中，我们的主要目标是帮助学生掌握必要的英语语言知识，提高他们的听说读写能力，并培养他们的跨文化交际能力。
具体来说，我们希望学生能够：1. 掌握本单元的核心词汇和语法结构；2. 通过听力和阅读练习，提高理解和获取信息的能力；3. 能够运用所学知识进行书面和口头表达；4. 增强团队合作意识，通过小组活动提高交际能力；5. 培养自主学习能力，鼓励学生在课外进行拓展阅读和实践。
三、教学方法为了实现上述教学目标，我们将采用多种教学方法，包括但不限于：1. 任务型教学法：通过设计贴近学生生活的任务，让学生在完成任务的过程中学习和使用英语；2. 合作学习：鼓励学生进行小组合作，通过讨论、交流来共同解决问题；3. 互动式教学：教师与学生之间、学生与学生之间进行充分的互动，提高课堂的活跃度；4. 多媒体教学：利用视频、音频、PPT等多媒体资源，丰富教学内容，提高学生的学习兴趣；5. 反馈与评价：及时给予学生反馈，帮助他们认识到自己的进步和需要改进的地方。
四、教学过程接下来，我将以一个具体的单元为例，来展示我们的教学过程。
假设我们正在教授第五单元，主题是“School Life”，我们将按照以下步骤进行教学：1. 导入（Lead-in）：通过展示与学校生活相关的图片或视频，激发学生的兴趣，引导他们进入学习状态；2. 听力（Listening）：播放一段关于学校生活的对话或短文，让学生练习听力理解，并回答相关问题；3. 阅读（Reading）：阅读一篇与主题相关的文章，提高学生的阅读理解能力，并学习新的词汇和表达；4. 语法（Grammar）：讲解本单元的重点语法项目，如现在完成时，通过例句和练习巩固学生的语法知识；5. 词汇（Vocabulary）：通过图片、情景对话等方式，教授新词汇，并进行记忆和应用练习；6. 写作（Writing）：布置一篇与学校生活相关的写作任务，如写一篇日记或信件，锻炼学生的写作能力；7. 口语（Speaking）：组织角色扮演或小组讨论活动，让学生在实际交流中运用所学知识；8. 总结（Summary）：回顾本节课的重点内容，确保学生能够掌握并运用所学知识；9. 作业（Homework）：布置适量的作业，包括复习词汇、完成练习题和准备下节课的内容。
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新课标下牛津高中英语语法教学（说课稿）高中英语课程的总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。
综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。
其中语言知识包括语音、词汇、语法、功能和话题。
2.课标中的语法目标要求（8级）：进一步掌握描述时间、地点和方位的表达方式；进一步理解并掌握比较人、物体及事物的表达方式；使用适当的语言形式进行描述和表达观点、态度和情感等；学习并掌握常见语篇形式的基本篇章结构和逻辑关系。
3.课标中要求掌握的语法项目（1）名词：可数名词及其单复数、不可数名词、专有名词、名词所有格代词：人称代词、物主代词、反身代词、指示代词、不定代词、疑问代词数词：基数词、序数词介词和介词短语连词形容词及其比较级副词及其比较级冠词动词：动词基本形式、系动词、及物动词、不及物动词、助动词、情态动词时态：一：：：一一一般现在时、一般过去时、一般将来时、现在进行时、过去进行时、过去将来时、将来进行时、现在完成时、过去完成时、现在完成进行时被动语态非谓语动词：动词不定式、动词ing形式、动词-ed形式构词法：合成法、派生法、转化法、缩写和简写课标中要求掌握的语法项目（2）句子种类：陈述句、疑问句、感叹句、祈使句句子成分：主语、谓语、表语、宾语、定语、状语、补语简单句的基本句型主谓一致并列复合句主从复合句：宾语从句、状语从句、定语从句、主语从句、表语从句间接引语省略倒装强调虚拟语气（共24个语法项目）4.语法项目在必修模块1-5和顺序选修模块6-8中的分布（1）语法项目在必修模块1-5和顺序选修模块6-8中的分布（2）5.新课程理念下英语语法教学方法尝试语法教学一直是英语教学中的难点，难就难在尽管教师讲的头头是道，学生仍然是会学不会用。
新课程标准新教材都主张采用“发现式”的语法教学，为学生独立学习留有空间和时间,让学生感受语言。
通过观察、分析、比较、转换和归纳来发现语法规律，并在足够的语境支持下反复再现语法现象，从而实现从教材中来，到应用中去。
语法教学常用的教学方法1）演绎法和归纳法演绎法(deductive approach)教师展示规则，学生运用规则做练习。
归纳法(inductive approach)教师展示语言实例，学生凭直觉理解规则。
2）演绎法和归纳法的比较演绎法和归纳法的优点和缺点6.语法教学原则（1）保持适当的学习量；（2）循环复习---循环、循环，再循环；（3）强调归纳法教学优于演绎法教学。
下面以模块5中的语法项目：非谓语动词教学为例：Grammar and usage非谓语动词不定式（模块5 UNIT 1）动名词（模块5 UNIT 1）分词（模块5 UNITs 2-3）1.主语下列句子中不定式担任什么成分？To do the work well is very important.It is very pleasant to live here.从下列句子中可以看出不定式和动名词有什么区别吗1.To complete such a high building in one year was quite a difficult task.2. To do that implies taking responsibility.3. Studying / To study English well needs patience.特点：不定式做主语既可以表示一般的状态，（这点和动名词相同），又可以表示具体的某次动作。
这一点和动名词相反。
2、表语下列不定式做什么成分？1)The most important thing for one's healthis to have plenty of exercise.2) My chief purpose has been to point outthe difficulties of the matter.3) What I wanted was to get the work done as quickly as possible.特点：不定式作表语不定式作表语常表示将来的动作，主语常常是表示意向、打算、计划的词，如wish, idea, task, purpose, duty, job等。
3、宾语下列不定式做什么成分？1)I like to go out for walks in the warm sunshine in spring.2)My mother hates to move from place to place, for she feels tired.3)I decide to work hard and get doctor's degree.Like to do 和 like doing的比较:I like playing football but I don’t like to playfootball today.特点：不定式常常表示具体的某次动作。
不定式作宾语时要注意的几个问题:（1）跟不定式作宾语的动词afford, agree, expect, offer, promise, manage, pretend, refuse, arrange, attempt, decide, determine, expect, fail, hesitate, intend, manage, offer, prepare pretend, promise, refuse, seek,等。
特点:这些动词后面不可以用动名词（2）后面即可以跟不定式又可以跟动名词作宾语的动词1)无区别start , begin, like, hate,在like 和hate后面, 不定式可以表示一次性.2) 有区别remember/ forget, stop, try, mean,need(require, want ), regret, go on这类题涉及三个方面（1）谓语动词后应该接不定式还是动名词？（2）即可接不定式又可接动名词时，结构和意思上有何差别？（3）不定式与动名词用主动形式还是用被动形式？4、定语下列不定式做什么成分？1.His efforts to carry out the plan were successful.2. I have no intention to go to the cinema with you.3. There is no need to bother him with such small things.不定式常作下列名词的定语：attempt, ability, anything, chance, determination, decision, effort, intention,need, opportunity, plan, promise, pressure, right, time, way等。
典型题I will go to Beijing tomorrow. Do you haveanything to __ to your son there?A.be broughtB. bringC. Have broughtD. bringing注:不定式作定语时,其逻辑主语应是句子主语.如果不是则要考虑被动语态。
另一个例外I hoped to be asked about it.It is impossible for lost time to be made up.注: 当主语是不定式的逻辑宾语时，不定式用被动语态由only, last, next,序数词或形容词最高级修饰的名词常用不定式作定语,一般表示将来的动作。
1.Mr. Zhang is always the first man to arriveat the office and the last man to leave.2. I don't think he is the best one to do thework.4、补语(宾语补足语/主语补足语)下列不定式做什么成分？1.Whenever something is wrong with you, please do let me know.2.I will have the students write a passage about Internet.3. It seemed so long before he heard the stone hit the water.4. The boy is heard to read English every day.主语补足语典型题型 1 :---- Is Bob still performing?---- I'm afraid not. He is said_ the stage already as he has become an officialA.to have leftB. to leaveC. to have been leftD. to be left（05江苏卷第25题）转换:（1）还有:It is reported / said / believed etc. + that + 从句More examples:1.Aids is said to be the biggest health challenge to both men and women.(06湖北)2.Police are now searching for a woman who is reported to have been missing since the flood hit the area last Friday.(06山东)3. The crowd cheered wildly at the sight of Liu Xiang, who was reported to have broken the recordin the 110-hurdle race.（07辽宁）(2)It happened + that + 从句It happened that he had read the book when I asked him about it.(3)It seems that+从句1 --- Did you see Tom? He said he would come back for supper at six o’clock.--- He seems _ with Bob in the lake.A .to swim B. to be swimmingC. to have swimD. that he is swimming小结：所有“看”或“听”的动词后面的不定式用法:see, notice, watch, hear, listen to,observe,notice, etc.Can you be patient to hear me _talking_ about the reason for my absence?talk / talking / to talk典型题型 2 :1.He had his leg _C_ in the match yesterday .A . to breakB . breakC . brokenD . breaking2.Don’t have the water _ all the time whilewashing your hands.A. runB. to runC. runningD. ran5.状语下列不定式做什么成分？1.To learn a foreign language well, you must make painstaking efforts.2.Mother saved every cent she could spare to pay for my schooling.3.We must develop science and technology at high speed so as to raise scientific and cultural level of our country.典型题型 1 :1.I rushed to the station as fast as I could, only to find the train already gone.2. She left her hometown with her beloved man, never to return.不定式做什么状语？结果Do you think they expected the result?特点：1.不定式在句末，并且又逗号隔开。