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牛津高中英语说课稿评优课一等奖说课稿(全英文)
Good morning, ladies and gentlemen. 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 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 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 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 thought or 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 comprehend the text, solve problems and complete different tasks. The teaching procedures include four parts, they?re……
人教版高中英语必修一Unit 2说课稿
English around the world Reading部分
各位老师:
大家好～
我说的课题是高中一年级英语上册第2单元English around the world的第三课时Reading。我说课的内容包括三部分，
一是教材分析，二是说教法，三是说教学程序。
一、教材分析
1、单元背景分析
本单元讨论的话题是“世界英语”介绍了英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。尤其介绍
了英美语言的差异，让学生更进一步了解学好英语的必要性和其重要意义。促使学生了解英美语言在词汇、拼写、语
音等方面的区别。使学生在认识到学好英语的重要性的同时，更加热爱自己的祖国，从而培养他们的祖国意识。
2、教材内容分析
w 本课是高中一年级英语上册，unit 2 English around the world 中的Reading.
w 本单元的中心话题是“世界英语”，具体涉及“英语在当今世界范围内人们生活中扮演的不同角色及其重要
意义，以及英美语言的差异”。本课的语言知识及语言技能主要是围绕“世界英语”这一中心话题进行设计的。
w 本课时主要分为两部分:
给你一份说课和讲课的范例。参考一下
Module 1 Unit 2 Heroes Lesson 1 Modern Heroes
说课教案
(一) 教学内容
1( 本课是Unit 2 heroes Lesson 1 Modern Heroes 的第一课时。本单元分别介绍了National hero， History makers，Sports
stars 和 Superhero。这几篇文章的主题都是hero，但涉及的领域不同，它们融会贯通，承上启下，融为一体。
2( 本课是介绍National Hero，是学生比较熟悉和感兴趣的话题，前部分需要介绍杨利伟和神州五号，让学生掌握有
关词汇;后一部分是介绍杨利伟乘坐神州五号宇宙飞船遨游太空的情况。
3( 本课文出现了较多的定语从句，还有生词较多(有些单词表没有而初中又没有学过)，在这样的困难前提下，我引
导学生通过 culture and background knowledge，结合课本内容丰富自己的知识面，拓宽学生对航天知识的了解，让学生
了解航天英雄的成功之路，激发他们的民族自豪感。
(二) 学生分析
1( 组成情况
职业高中高一学生年龄都在14,16岁之间，大多数学生由于初中的知识基础打得不扎实，而且缺乏主动学习的能动性，
自学能力差，对学习没有持有探究性和方向性，也没有养成良好英语学习习惯，所以学习成绩不太理想。
2( 学生的知识与技能水平
职业高中招生的学生，基础知识比较薄弱，甚至连音标都不会读，词汇的掌握范围狭窄，影响了阅读，听力和作文。学生的表达能力还是停留在比较低级的水平，面对每幅图片或某个主题只能说出一两句话，而且在阅读上，未能掌握泛读和精读的技巧和方法，课后的预习和复习能力较差，缺乏总结归纳的能力。
3( 学生已掌握的学习策略
尽管学生的知识和技能水平一般，但经过了一定时间的训练后，他们还是掌握了pair work, group work, using the culture
and background knowledge的阅读技巧。
(三) 教学目标
1( 通过快速阅读文章，学生能够对每段文章进行归纳总结，准确地把段落主题与所给的headings联系起来。 2( 通过仔细阅读，学生能够回答关于文章的细节问题。
3( 通过进一步阅读，学生能够学生能用英语对采访自己心目中的民族英雄。并尝试复述课文。
(四) 教学策略
教学方法:使用交际法，充分调动学生的积极性，积极参与到课堂教学中，通过师生互动，小组表演的形式，完成各种任务，以达到完成教学任务的途径。
(五) 教学过程
第一步导入
T: Good morning, Everyone! Do you like watching movies? Do you know Jet Lee (李连杰),Do you know one of his famous movie called HERO? What does …hero? mean? Who are the heroes in your heart? Do you know Yan Liwei, our national hero? 第二步介绍文章人物
T: Open your books, and turn to page 100 and 101. Let?s read two passages about Shenzhou V and Yang Liwei.
Shenzhou V is China?s first manned spaceship. It lifted off at 9 a.m. on Wednesday, October 15th, 2003 in Joaquin, Gansu Province. It was carrying Yang Liwei. It was launched very successfully and landed in Inner Mongolia safely.
Yang Liwei is China?s first astronaut. He was a pilot in the army.
He was chosen from 1,500 other army pilots and started
training for his space flight in 1998. During the 21-hour space flight, he circled the earth 14 times. When the spaceship was doing its seventh circle, Yang Liwei showed the flags of China and
the United Nations, expressing the wishes of the Chinese
people to explore and use space peacefully.
介绍文章时，展示文章中的生词，让学生猜测词意，带读并加以巩固。
第三步阅读文章
(1) Fast Reading
呈现六个headings，让学生快速阅读，要求归纳每段的主题。
a. Astronaut lands safely
b. Welcome home
c. International good wished
d. An exciting lift-off
e. Introduction
F. During the flight
学生单个回答并集体讨论改正错误。
(2) Careful Reading
学生通过fast reading,完成了headings后，基本对课文有一定的了解，然后呈现出五道问题，要求学生再进行第二次阅读，对课文进行更深入的了解。
1. How did Yang Liwei feel during the flight? How did he feel afterwards?
2. What did Yang Liwei do during the Shenzhou V?s seventh circle of the earth?
3. How many circles did the spaceship complete while Yang Liwei was sleeping?
4. What were helicopters doing as Yang Liwei returned to the earth?s atmosphere?
5. What did Yang Liwei do when he came out of the spaceship? 第四步巩固练习
通过两次阅读让学生对课文熟悉，训练学生的阅读速度和解题技巧，最后通过ask and answer in pairs，培养学生的口语能力，并强迫他们记住文章的主要内容，为下一步语言运用打下基础。
第五步语言运用
为提高学生对生活中的热点问题发表自己观点的能力，让学生运用自己学过的语言知识，对自己心目中的民族英雄进行模拟采访。把全班同学分成若干个小组，每个小组有一名同学扮演“杨利伟”，其他同学为全国各地新闻媒体记者，他们自由设计问题，对“杨利伟”进行采访。
教师巡视课堂，发现表现出色的小组，让他们到台前表演。
教师总结评价。
第六步布置作业
让学生准备复述杨利伟的故事，要求说出自己的民族自豪感。
A Teaching Plan for Unit 3 Celebration Lesson 1 Festivals
HUANG SHUI PING
General objectives:
1. To read to learn the main Chinese seasonal festivals and their history origin and meanings.
2. To help them learn some phrasal verbs and functional items about the topic and try to use them. Language aim:
1. Phrases:
Be celebrated by, fall on, mark, be decorated with,
tradition/traditional, serve, take part in, and get together 2. Important sentences:
The Mid-Autumn Festival is celebrated by Chinese people.
The Lantern Festival falls on the fifteenth day of the first lunar month.
It marks the beginning of the hottest season of the year.
Ability aim:
1).Improving the ability of getting the general information and specific information from reading a text. 2). Using own words to
describe some important Chinese festivals.
Emotion aim:
To promote students? qualities of a patriotism(爱国主义精神，爱国心) by learning the main Chinese festivals and learn their history origin
and their meanings。
Teaching important points and difficult points:
1).To gets information from reading
2).To talks about festivals freely in English.
Teaching methods:
Brainstorming, task-based teaching method, heuristic teaching method, group work. Teaching aids:
A recorder, a computer, and blackboard
Teaching procedures:
Step1. Greeting and reviewing.
Greet the class as usual.
Ask: what we can celebrate in our life? Get students to answer using the key words in warming up. Egg, Graduation, a birthday, Christmas, passing an exam, winning a scholarship, a sporting victory, the Mid-Autumn Festival, the
New Year, a wedding, Halloween, the Dragon Boat Festival
Step2. Leading-in.
Show students many pictures of different seasons on the screen, asking: What?s your favorite season? Why? Help students
answer using the words that they have already learned. Then ask: What festivals happen during your favorite seasons? Show more pictures about different festivals on the screen to help them to answer. Students can work together to answer this question. Egg, Towhead is your favorite season? What festivals happen during your favorite season? (Have a discussion) (S1: I like summer. There are Children?s Day, Dragon-boat Festival and Mother?s Day.
S2: My favorite season is winter. They are Spring Festival and Lantern Festival and Christmas Day. S3:
T:Well done. Thank you.
Explain the differences between Day and Festival.
Step3.While-reading
Activity1.Fast-reading
Get students to read the text quickly, match the pictures with the festivals. Activity2. Guessing.
Show some describing sentences on the screen to let students read and guess the names of the three festivals.
Activity3. Careful-reading
This time let students read the text carefully and get more detailed information to fill in the table of exercise3 on page36.
Ask some students to report their answers to the class.
Step4. Practice
Play the tape for the students to listen and ask them to fill in the blanks according the text. 1. The Mid-Autumn Festival happens in September or______. It is important because it is a special _____ for family.
2. There are many different kinds of moon cakes ____ fruit, coffee, and chocolate and so on.
3. The ____ ____ Festival falls on the fifth day of the fifth month of the lunar year.
4. The Dragon boat race marks the _____ of the hottest season of the year.
5.________Festival marks the end of the Chinese New Year celebration. Step5. Post-reading.
Let students discuss with a partner and answer the following question. Which festival in China is most important for children? Young people? Old people Women and men? Then ask some students to give a report.
Step6. Homework.
1. do the exercise 9 on Page 37
2. remember the new words in Lesson One.
3. use your own words to describe a festival that you are familiar with. Step7. Blackboard design.
Lesson 1 Festivals
The Mid-Autumn Festival is celebrated by Chinese people.
The Lantern Festival falls on the fifteenth day of the first lunar month.
It marks the beginning of the hottest season of the year.
我要说的内容包括四个部分:教材分析、教学法、教学设计和板书设计。
一、教材分析
1、材的地位和内容
该课文John Snow Defeats King Cholera 是人教版高中英语必修5第一单元的一篇文章，这是一篇阅读课。文章介绍
了有名医生John Snow 是如何通过考察、分析和探究的科学方法，发现并控制“霍乱”这种传染疾病的。通过学习这篇
课文，使学生感悟到科学家的周密观察、勇于探索、认真分析的科学精神，使学生了解到科学发现的全过程具有其科
学的严密性。该课文出现了英语重要语法知识——过去分词的用法。
2、教学目标
根据该教材的特点以及高中英语课程标准，我拟定下列教学目标
1) 语言知识目标
词汇:defeat attend expose cure outbreak control absorb severe valuable strict pump 等
语法:过去分词作定语和表语
2) 语言技能目标
练习并培养学生的听、说、读和写的能力，侧重培养和提高学生的阅读理解能力
3) 情感目标
培养学生的科学探索精神，培养学生科学人文精神相融合的素养
(完整版)初中英语优秀教学设计
初中英语优秀教学设计 章节名称八年级下Unit5(SecitonA1a—2c) 学时 1 教材分析 本课是人教版《新目标》英语八年级下Unit5 If you go to the party,you’ll have a great time! 的第一课时。 本单元以Decision making为话题,从学生熟悉的party 出发到对于未来职业选择的探讨，鼓励学生做出自 己的决定，并对这一决定所带来的结果进行讨论。通过“Talk about consequences” 来学习if 引导的条件 状语从句，掌握用be going to 来表示将来的时态，正确使用情态动词should。 SectionA部分以一副在实际生活中的图画为开篇。该图引出了学生在练习新语言时需要用到的重点词 汇，新的表达方式呈现在人物头上的气泡中，从而使学生很容易理解和练习新语言。用”If you do, you will…You should…”句型及对话来谈论学生熟悉的party，接下来是几个循序渐进的练习活动，学生独 立，结对或组成小组完成多种练习。使学生在完成任务的同时学习语言，并培养学生树立正确的人生观。 在SectionA中，涉及到了三个话题：话题一：以不同的方式去参加聚会会出现的各种结果。话题二：在 各种可能的时间举行一次班级聚会会出现的各种结果。话题三：在参加End of Year Party 时如果不遵守 聚会规则会出现的各种结果。本课时是一般将来时态的延续，为正确运用这个时态提供场景，也为条件 状语复合句的学习奠定基础，具有承前启后的作用；就整个单元来说它既是本单元的基本语言内容，又 为本单元的知识扩展和语言综合运用奠定基础。 学习者分析 八年级学生已经学过一般将来时态和一般现在时态，已了解了这两种时态的肯定句、否定句、一般疑问 句等形式。首次接触if引导的条件状语从句，在接受上会有一些难度，这就要求教师在引入的时候要多 从学生的角度思考。在口语运用中判断if条件句的主句、从句也许会存在一定的困难。在运用一般将来 时和一般现在时态也许会产生混淆。 教学目标 Teaching Aims and Demands Teaching aims（教学目标） 1.Words and expressions in this unit . 2.Target language : Are you going to the party ? Yes , I am . I’m going to wear my jeans . If you do , you’ll have a great time . You should wear your cool pants . 3.掌握现在进行时态表示将来(Present progressive as future ). 4.学习条件状语从句: if + will . Language points（语言点） 语言技能目标 （1）能用if 引导的条件状语从句来作出假设，用will 来谈论结果，如：If you do, you’ll be late. （2）能用“I think I’m going to…”来表达作出的决定，如：I think I‘m going to the party with Karen and Ann.
苏教出版牛津高级中学英语语法归纳
牛津高中英语－模块一 第一单元 一定语从句：定语从句的介绍 1．就像是一个形容词或介词短语修饰名词一样，定语从句也可以修饰名词。定语从句所修饰的名词称为先行词。 形容词：The green team 介词短语：The team in green 定语从句：The team who were wearing green 2．定语从句通常由关系代词来引导，如which, that, who, whom, whose,或关系副词来引导，如when, where, why。关系代词可以在定语从句中担当主语，宾语，表语，定语；关系副词可以在定语从句中担当状语。 如：做主语The trees which are on the school campus have lost their leaves. 做宾语The student whom we saw just now is the best runner in our school. 做表语Jack is no longer the lazy boy that he used to be. 做定语She has a brother whose name I can’t remember. 做状语The school where he studied is in Shenzhen.
二定语从句：关系代词：that，which，who，whom，和whose 1．在定语从句中，that和which用来指代物。 如：This is the story that /which we wrote for our storytelling contest. 2．在定语从句中，who 用来指代人。 如：I am going to see a friend who has just come back from the UK. 3．当who在定语从句中做宾语时，可以用whom来取代，且whom比who更正式。 如：I don’t know the name of the teacher who/whom I saw in the computer room the other day. 4．当关系代词在定语从句中做宾语时，who，whom，which和that可以被省略。 如：He likes all the birthday presents(that/which)his friends gave him. 5．Whose用来表示所属，它既可指人也可指物。 如：I sat next to a girl whose name was Diane. The club whose members are music fans meet in the school garden every Saturday afternoon.
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 material The 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 a mysterious 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 aims According 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 objects 1)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 object To improve Ss’ abilities of reading and writing. 3.Moral object To develop Ss’ spirit of cooperation Part 3 The important and difficult points According to the syllabus, the important and difficult points in this part are: How to improve Ss’ abilities of reading and writing. Part 4 Teaching methods Well, 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;
牛津高中英语模块三第三单元reading说课稿
Unit 3 Back to the past Reading Lost civilizations Good afternoon, everyone. It’s my great pleasure to be here sharing my lesson with you. The lecture I choose to illustrate is unit 3, the reading part: Lost civilizations. During my teaching, I will focu s on students’ long-term development and enable them to use proper reading skills and strategies. I’ll try my best to get my class alive and encourage the students to talk with each other in English. As for the article 'Lost civilizations', it is about a cultural tour to sites of lost civilizations. The reading text is made up of five travel diaries written by a student about her travel experience in Pompeii and Loulan. Students are expected to gain some information about ancient civilizations, and to practice and strengthen their reading comprehension. The Reading strategy in this unit teaches students how to read diary entries. Students are expected not only to master this strategy, but also to apply it to their future study. Part 1 Teaching aims: 1.Make sure that student understand the text. 2.Help the students develop the ability of reading diary entries. 3.Enable the students to talk about the topic of civilization in English. Part 2 Difficult points 1.Let students learn how to improve their reading ability and ask them to retell the general idea of the text. 2.How to grasp the usage of important words and phrases. Part 3 Teaching procedures: Step 1 Lead-in I will begin the lesson by showing pictures of some civilizations, such as the Statue of Zeus, the Taj Mahal, the city of Pompeii and the Potala Palace. Then I will ask some students to answer the following questions. (1)Who can give a definition on ‘civilization’? ——It’s about a society, its culture and its way of life during a particular period of time or in a particular part of the world, including architecture, art, literature, thought, religion and so on. (2)Good. Now who can give a definition on ‘lost civilization’? ——It means ancient buildings, cultures and countries that no longer exist now. (3)Can you list some other civilizations that you know?
初中英语优质课教案
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Unit 1 advertisement (welcome to the unit) Hello, everyone. I am XXX from XXX college. Today I am pleased to have an opportunity to talk about some of my teaching ideas. My topic is welcome to the unit taken from Unit 1, Advertisement Module 4. My teaching plan will include three parts. They are analysis of the teaching material, teaching methods and teaching procedures. Part 1. Analysisi of the teaching material and function Advertising is the theme of this unit. In welcome to the unit not only provides a chance for students to get an idea of advertisement in their daily life, and then ask Ss identify the differences between th ese two types of advertisements, but also practice Ss’s oral English through this topic. aims and demands Based on the analysis of the teaching material, I have chosen the following as the teaching aims. make students aware of the role of advertising in our daily life talk about the six ads and put them in two groups. Finally encourage them to tell the difference between them discuss the last three questions to improve their speaking ability completing this lesson, ss will gain some knowledge about advertisements, the social effectss of advertisement, and ss could distinguish the advertisement true or not in our daily life. important and difficult points help Ss understand the role of ads to develop Ss’ speaking ability by expressing their opinions in the discussion Part II The teaching methods Discuss in pairs or in groups Communicative teaching method Audio-visual teaching method “ Task- based” teaching method Part III Teaching procedures I have designed the following steps
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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 )