牛津高中英語說課稿？1. 組成情況職業(yè)高中高一學(xué)生年齡都在14-16歲之間,大多數(shù)學(xué)生由于初中的知識(shí)基礎(chǔ)打得不扎實(shí),而且缺乏主動(dòng)學(xué)習(xí)的能動(dòng)性,自學(xué)能力差,對(duì)學(xué)習(xí)沒有持有探究性和方向性,也沒有養(yǎng)成良好英語學(xué)習(xí)習(xí)慣,所以學(xué)習(xí)成績(jī)不太理想。那么，牛津高中英語說課稿？一起來了解一下吧。
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牛津初中英語8a unit 2說課稿
作為一名優(yōu)秀的教育工作者，時(shí)常會(huì)需要準(zhǔn)備好說課稿，借助說課稿可以有效提高教學(xué)效率。那么應(yīng)當(dāng)如何寫說課稿呢？下面是我整理的牛津初中英語8a unit 2說課稿，希望能夠幫助到大家。
Introduce myself:
My name is #. I have worked in # Middle School for 5
years. Today I want to talk about Unit 2, School Life Reading, 8A, Oxford
English.
First, the analysis of the textbook:
1. The contents:
The part of the reading in the second unit aims to introduce school
life in British and American schools and it aims to get the students to
learn the differences between foreign culture and native culture.
2. The teaching aims:
(1)The aims of the knowledge: To learn life in a British school or an
American school and to master important language points.
(2)The aims of the abilities: To improve the abilities of getting
information by scanning and the abilities of listening, speaking, reading
and writing.
(3)The aims of the emotion: To promote their love for their school and
school lives.
3. The teaching emphasis:
(1) To get the ability of general reading and acquiring information.
(2) To master vital phrases and sentence structures.
4. The teaching difficulties:
(1)We have to tell our English teacher what we are reading.
(2)This is great because it takes less time than taking the bus.
Next, the teaching methods:
Teach the students by the five teaching steps gradually to emphasize
the contents. The teacher is to act as a guide and the students as an
actor to do the activities.
Then, the teaching aids:
Projector, Slide show, Tape recorder and Pictures
Afterwards, the design of the teaching procedure and the class activities.
Step I Lead-in (within 5 minutes)
1. Ask and answer about school life.
1 )What subjects do you learn at school?
2 )What after-school activities do you have?
3 ) Have you joined a club?
2. Ask two students to talk about his/her school life.
Step II Presentation (within 30 minutes)
Part A Show two flags with the words ‘Life in a British school’ and ‘life
in an American school’ and discuss the question: What do you think British
or American school would be like?
Part B 1. Listen to the tape about Passage One to get general ideas and
think about two easy questions:
(1) Who wrote the first passage?
(2 )What activities does the school have every year?
2. Read and complete the first five T or F exercises in Part C1 and
correct them.
Part C 1. Listen to the tape about Passage Two to get rough ideas and
think about two easy questions:
(1) Who wrote the second passage?
(2) Who else are mentioned in the passage?
2. Read then ask and answer:
(1) What did Jim do in school last year?
(2) How does Nancy go to school every day?
(3) What do the students do in the Buddy Club?
(4) What do American students do during lunchtime?
(5) What do the students sometimes do after school?
3. Complete the left T or F exercises in Part C1 and correct them.
4. Read together with the tape .
Part D Language points:
（It aims to introduce their usage by some examples.）
1. how to do something
2. taste-tasty
3. tell our English teacher what we are reading.
4. as well & either
5. It takes less time than taking the bus.
6. drive me to school
7. have a great time doing sth
There are some other useful phrases:
1. near the end of each class
2. have a driving lesson
3. spend a lot of time doing
4. Buddy Club
5. talk to sb about sth
6. enjoy this a lot
7. help me learn about sth
Part E Retell John’s or Nancy’s school life. (Volunteers)
Step III Consolidation (within 5 minutes)
Do exercises in workbook on Page 44 No. 6 and then check out the answers.
Step IV Oral practice (within 5 minutes)
1. Make up a dialogue with partner to talk about Nancy’s school life. (one
pair)
2. Say something about our own school life. (one or two students)
If I have some more time, I will ask the students to write down their
school lives and read them out.
Step V Assignment
1. Retell John’s or Nancy’s school life.
2. Write a composition about our own school life.
Finally, evaluation and reflection:
Evaluate the effect of this class and improve it afterwards.
In addition, I will attach my design of the blackboard.
Design of blackboard：
Unit 2 School Life
What do you think British or American school would be like?
Life in a British school Life in an American school
Language points:
1. tell our English teacher what we are reading
2. as well & either
3. It takes less time than taking the bus.
4. have a great time doing sth
That’s all. Thank you.
;牛津高中英語說課稿范文
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 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 Indentifying 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 expressi or approaches to express the same thing 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 approach. 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 getting ready, focusing on main facts, reading between the lines and responding the text.
Part 1. Getting ready
Reading 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 cists 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 presentati 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 students fresh 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 Para.1 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 college. With the question in mind, students will definitely be eager to listen to the tape to find the answer. )
;牛津版高一英語上冊(cè)模塊一Unit 3(上)教案
【教學(xué)內(nèi)容與教學(xué)要求】
一、 教學(xué)內(nèi)容：
牛津高中英語模塊一Unit 3(上)
二、教學(xué)要求：
1.學(xué)會(huì)談?wù)摻】怠㈠憻挘枋鰡栴}。
2.學(xué)習(xí)e-mail的寫作。
3.語法：非限制性定語從句、反意疑問句。
【知識(shí)重點(diǎn)與學(xué)習(xí)難點(diǎn)】
一、 重要單詞：
stay(系動(dòng)詞：保持), slim, figure, weight, ashamed, recover, failure, contain, chemical, seldom, damage, attractive, touching, embarrassed, pressure, overweight, diet, properly, skinny, consider, fit(強(qiáng)健的), pill, appearance, especially, amazed, archery, squash, aerobics(有氧運(yùn)動(dòng)), triathlon(鐵人三項(xiàng)), category, partial(部分的), response, purpose, confirmation, actually, recognize.
二、重點(diǎn)詞組：
work out鍛煉、訓(xùn)練, go on diets/a diet實(shí)行節(jié)食, in secret私自, side effect副作用, put on weight體重增加, lose weight減肥, be ashamed of對(duì)….感到羞恥, an exact match for和….完全匹配的…， follow one’s advice聽從某人的建議, sound fun聽起來象是件有趣的事, team sport團(tuán)隊(duì)運(yùn)動(dòng), build up增強(qiáng), regret doing sth后悔做了某事, risk doing sth冒做某事的風(fēng)險(xiǎn).
三、【語法術(shù)語】
non-restrictive attributive clause非限制性定語從句, question tag反意疑問句, positive statement肯定的陳述句, negative statement否定的陳述句, personal pronoun人稱代詞, auxiliary verb助動(dòng)詞, model verb情態(tài)動(dòng)詞, imperative clause祈使句.
【難點(diǎn)講解】
1. What do you do to keep yourself looking good and feeling good?
你是怎樣保持自己良好的外在形象和健康的身體狀況的?
詢問別人怎樣做某事的可以用“how do you…..?”也可以用“what do you do to….?”。
有幾樣?xùn)|西一定要包含在內(nèi)：教材分析，教學(xué)目標(biāo)，重難點(diǎn)、教學(xué)過程，過程的步驟一定要詳細(xì)，要有針對(duì)性和目的性。教學(xué)目標(biāo)要從知識(shí)、過程和情感三個(gè)方面去寫。
以上就是牛津高中英語說課稿的全部?jī)?nèi)容，一、 教學(xué)內(nèi)容: 牛津高中英語模塊一Unit 3(上) 二、教學(xué)要求: 1.學(xué)會(huì)談?wù)摻】怠㈠憻?描述問題。 2.學(xué)習(xí)e-mail的寫作。 3.語法:非限制性定語從句、反意疑問句。 【知識(shí)重點(diǎn)與學(xué)習(xí)難點(diǎn)】 一、。
