牛津高中英语说课稿 篇一
Teaching Objects:
1、 To enable the Ss to understand the reading strategy and use it;2. To help the Ss get a better understanding of advertisements;3. To enable the Ss express their ideas about advertisements and help them to build a proper idea about being smart about advertisementsTeaching key Points:
1、 To help the Ss understand the reading strategy and guide them to practice using the strategy.
2、 To help the Ss discuss the topic about advertisements.
Teaching Procedure
Step 1? Lead-in
1、？?？?？? Ask the Ss: What do you think of your school life?
----Try to connect the Ss’ answers with school clubs.
2、？ Group work
Suppose you are the organizer of the English Club in the school, try to say something to attract more students to join you. You can only use three sentences at most.
Ask some students to give their sentences and tell the Ss “What you did just now is in fact a kind of advertising.”Ask the Ss: Have you realized what you did just now is actually a kind of advertisement? ----introduce the topic of the class---AdvertisementsStep 2? What is an advertisement?
1、？?？?？? Ask the Ss “What is an advertisement?” Let them use their own words.
The Ss may have difficulty expressing it clearly and properly.----We are so used to advertisements that we often ignore them. So today we are going to read a passage about advertisements and try to learn more.
2、？?？?？? Ask the Ss to read the passage （the part of “What is an advertisement?”）to get the author’s definition of advertisements.
An advertisement provides information and uses persuasive languages and exciting images to encourage people to buy a product or service or believer in an idea.
3、？?？?？? More questions to help the Ss understand this part:
Where can we see advertisements? ---Media--- Billboard, newspapers, magazines, the Internet, radio, television…What types of advertisement do we have?---（1） Commercial ads （2）PSAs4.？?？?？? Show the Ss some pictures of the two kinds of ads and ask the Ss to tell which type they belong to.
It is very easy for the Ss to tell the types. Then ask:
What’s the difference between commercial ads and PSAs?
Commercial ads--- To sell things; to get profits and money.
PSAs--- To educate people
Step 3 Does an advertisement tell people the complete truth?
Up till now, we have learned something about advertisements and it is true that we can get a lot of information from advertisements. But do you think all the ads are trying to tell us the complete truth?
1、？?？?？? Ask the Ss to skim the text to get the author’s answer to this question “Does an advertisement tell people the complete truth?”-----Even if an ad does not lie, it does not mean it tells you the complete truth.
2、？?？?？? Ask the Ss to have a more careful reading and ask the Ss the discuss how the writer support his idea---The writer uses two examples to support his idea.
3、？?？?？? Then ask the Ss: Does the writer make any conclusion about this part?
---Yes. “We must not fall for this kind of tricks.”4.？?？?？? According to the above three parts, explain to the Ss the structure of expository writing:
（1）？?？ Even if an ad does not lie, it does not mean it tells you the complete truth--- Subject/topic（2）？?？ Two examples --- Supporting details（3）？?？ We must not fall for this kind of trick! ---ConclusionStep 4 Public service advertisements
Ask the Ss to use the idea of expository writing to read part 3. Ask them to find the topic, supporting details and conclusion of this part.
Subject/ topic―PSAs are meant to be helpful to educate people.
Supporting details―examples ---（1） Deal with large social issues（2） About public service projects
（3） Teach us how to live healthy lives
Conclusion --- All of these ads are meant to be helpful, and you can often learn a lot by following the advice they give.
Step 5 Structure of the whole passage
Now we’ve learned more about advertisements and the structure of the expository writing. Let’s come back to the whole passage to see whether the whole passage follows the structure or not.
Topic --- Advertisements
Supporting details---- （1） What is an advertisement?
（2） Does an advertisement tell people the complete truth?
（3） Public service advertisements
Conclusion ---- Be smart about advertisements!
You see, the whole passage also follows the structure and it will be easier for you to read or write an expository writing if you follow the structure. Now let’s have a practice.
牛津初中英语说课稿 篇二
Good morning everyone. I’m ____ I’m from____. Now I’ll say junior Oxford English 8B Unit 1 Comic strips and welcome to the unit. I’ll prepare to say the lesson from four parts.
Part One Analysis of the Teaching Material
（一） Status and Function
This is the first lesson of the unit. Such a topic is related to daily life so it is helpful to raise learning interests of students and it will be also helpful to improve their society sense. It can help students to attain "four skills" request of listening speaking reading and writing. Therefore this lesson is in the important position of the teaching material.
（二） Teaching aims and Demands
1、 Knowledge objects
To learn the vocabulary about the traffic at different times in Beijing.
2.Ability objects
（1）To introduce the grammatical concept of the present perfect tense 。
（2）To act out the comic strips 。
（3） Moral objects
To get the Ss to love their present life.
（三） Teaching key and Difficult point
1、 Key points
To master the words about the traffic at different times in Beijing.
2、 Difficult points:
To learn the use of the present perfect tense 。
Part Two The Teaching Methods
1、 Communicative teaching method
2、 Audio-visual teaching method
3、 Task-based" teaching method
Part Three Studying Ways
1、 Teach the Ss how to be successful language learners.
2、 Let the Ss pass "Observation-Imitation-Practice" to study language.
3、 Teach the Ss how to master dialogues and how to communicate with others.
Part Four Teaching Procedures
I’ll finish the lesson in four steps.
Step1.Lead-in
Have a free talk between T and Ss about some changes to our life.
Step2.Presentation
1.Look at the pictures in part A on page7 let Ss talk about the different forms of transport in Beijing. Then show them on PPT.
2.Ask Ss to fill in the blanks and practice reading them again and again.
3.Show 4 pictures on page6 to the Ss then play the tape. Ss listen carefully and repeat.
4.Act out the dialogue in front of the class.
Step3.Ptactice
1.Retell the dialogue and act out the dialogue with the partner.
2.Do exercises on PPT then check the answers.
Step4.Homework
1.Recite the new words and useful phrases.
2.Finish off the exercises in workbook. That’s all thank you.
Good morning everyone. Now I’ll say junior Oxford English 8B Unit 1Reading part A Times have changed. I’ll prepare to say the lesson from four parts.
Part One Analysis of the Teaching Material
（一）Status and Function
This is the second lesson of the unit. The lesson aims to introduce the changes in Mr Chen’s hometown. Such a topic is related to daily life so it is helpful to raise learning interests of students and it will be also helpful to improve their society sense. It can help students to attain "four skills" request of listening speaking reading and writing. Therefore this lesson is in the important position of the teaching material.
（二） Teaching aims and Demands
1.Knowledge objects
（1）。 To learn the new words and expressions.
（2）To learn and get a better understanding of the passage.
2.Ability objects
（1）。 To develop the students’ reading skills.
（2）To be able to search some information about Sunshine Town.
3.Moral objects
（1）。 To get the Ss to love their present life.
（2）。To arouse the Ss’ interests in English.
（3）。To build up the Ss’ confidence.
（三） Teaching key and Difficult point
1、 Key points
（1）。 To master the new words and expressions.
（2）。To grasp the useful expressions.
2、 Difficult points:
（1）。 To understand the specific information and think about related points.
（2）。To retell the main idea of the text.
Part Two The Teaching Methods
1、 Communicative teaching method
2、 Audio-visual teaching method
3、 Task-based" teaching method
Part Three Studying Ways
1.Teach the Ss how to be successful language learners.
2.Let the Ss pass "Observation-Imitation-Practice" to study language.
3.Teach the Ss how to master the conversation and how to communicate with others.
Part Four Teaching Procedures
I’ll finish the lesson in four steps.
Step1.Lead-in
Have a free talk between T and Ss about some changes to our life. T: What changes have taken place in our life Do you want to know the changes to the Sunshine Town Work in pairs say sth about it.
Step2.Presentation
1.Ask Ss to skim the text quickly on their own and answer some questions.
2.Check the answers. And play the tape for the Ss to listen and repeat. Then get Ss to do true or false questions.
Step3.Ptactice
1、 Ask Ss to read the conversation in pairs and do the exercises on PPT.
2、 Explain some important language points.
3、 Ask some able Ss to retell the passage.
Step4.Homework
1.Read and recite the text.
2.Remember all the new words and useful language points.
Good morning everyone. Now I’ll say junior Oxford English 8B Unit 1 Vocabulary. I’ll prepare to say the lesson from four parts.
Part One Analysis of the Teaching Material
（一） Status and Function Teaching contentsThis is the fourth lesson of the unit. The lesson aims to introduce about opposites. It’s very easy but It’s important to master the knowledge. From this Ss can also extend their vocabulary. Therefore this lesson is in the important position of the teaching material.
（二） Teaching aims and Demands
1.Knowledge objects
（1）To learn the new words.
2 To learn the opposites.
2、 Ability objects
To use appropriate adjectives in context to express positive and negative meanings.
3、 moral objects
To get the Ss to love their present life.
（三）Teaching key and Difficult point
1、 Key points
To understand the word-formation
2、 Difficult points:
To know and grasp the negative prefix
Part Two The Teaching Methods
1、 Communicative teaching method
2、 Audio-visual teaching method
3、 Task-based" teaching method
Part Three Studying Ways
1、 Teach the Ss how to be successful language learners.
2、 Let the Ss pass "Observation-Imitation-Practice" to study language.
3、 Teach the Ss how to master the suffixes and how to correct the mistakes.
Part Four Teaching Procedures
I’ll finish the lesson in four steps.
Step1.Lead-in
Show some pictures or draw some pictures on the Bb. Get Ss to say the opposites. e.g.big-small tall-short happy-unhappyStep2.Presentation
1.Show some sentences with pictures or flash on PPT. Underline some adjectives and get Ss tofind out the opposites.
2.Explain the opposites. Some are regular others are irregular. We add some prefixes like in-un-im- dis-il-ir to form negatives.
3.Read and remember the opposites.
Step3. Practice
1Show some exercises on PPT let Ss finish them.
2Finish off the exercises on page12then check the answers.
Step4. Homework
Try to remember all the adjectives and their opposites with right prefixes.
Good morning everyone. Now I’ll say junior Oxford English 8B Unit 1GrammarAampB. I’ll prepare to say the lesson from four parts.
Part One Analysis of the Teaching Material
（一）Status and Function Teaching contentsThis is the fifth lesson of the unit. We have learnt about the present perfect tense in unit1.This period continues to talk about the use of the present perfect tense and the time expressions with the present perfect tense. It’s very important and difficult. From this Ss can also extend their knowledge. Therefore this lesson is in the important position of the teaching material.
（二）Teaching aims and Demands
1.Knowledge objects
（1）To learn the use of the present perfect tense.
（2） To learn the spelling of the past participles of some verbs.
2.Ability objects
（1）To understand the differences between the present perfect tense and the simple past tense.
（2） To understand adverbs of time and use them with the present perfect tense.3. moral objects To get the Ss to love their present life.
（三） Teaching key and Difficult point
1.To use the present perfect tense to talk about events that started in the past and are connected tothe understand adverbs of time and use them with the present perfect tense correctly.
Part Two The Teaching Methods
1、 Communicative teaching method.
2、 Audio-visual teaching method
3、 Task-based" teaching method
Part Three Studying Ways
1.Teach the Ss how to be successful language learners.
2.Let the Ss pass "Observation-Imitation-Practice" to study language.
3.Teach the Ss how to master the grammar and how to use it correctly.
Part Four Teaching Procedures
I’ll finish the lesson in four steps.
Step1.Lead-in
1、 Review the important sentences in reading A 。 e.g1 How long has Mr Chen lived in Sunshine Town2 When did Mr Chen get married3What has the center the of town becomeStep2. Presentation
1.Explain the use of the present perfect tense. Help Ss compare the differences between the present perfect tense and the simple past tense.
2.Encourage Ss to conclude the structure of the present perfect tense from the model sentences.
3.Teach Ss how to write the past participles of verbs. Help them conclude the rules.
Step3. Practice
1Do the exercises on PPT to get the Ss to grasp the rules and the structures.
2.Finish off the exercises in their books.
Step4.Homework
1、 Review grammar A.
2.Recite the past participles of verbs on page14 in the book.
补充：GrammarB:
Step1.Lead-in:
Revise the present perfect tense we have learnt last class.
Step2. Presentation
1.Show some model sentences on PPT.
2.Tell Ss that we can use adverbs of time with the present perfect tense such as already ever yet never since and for. Ask Ss to learn Part B. Pay attention to the differences between these adverbs of time.
Step3. Practice
1.Ask Ss to make some sentences with these adverbs in the present perfect tense.
2.Do the exercises in PartB.
3.Give more exercises to consolidate.
Step4.Homework:
1.Review grammarB.
2.Recite the table on page16 in the book.
Good morning everyone. Now I’ll say junior Oxford English 8B Unit 1 Integrated skills. I’ll prepare to say the lesson from four parts.
Part One Analysis of the Teaching Material
（一）Status and Function
This is the seventh lesson of the unit. It continues to talk about the changes 。It puts listening speaking reading and writing together with comprehensive drills. It can help students to attain "four skills" request of listening speaking reading and writing. It can also improve the Ss’ comprehensive ability of using English. Therefore this lesson is in the important position of the teaching material.
（二）Teaching aims and Demands
1.Knowledge objects
（1）。 To master the new words and phrases.
（2）。 To master the important language points.
2.Ability objects
（1）。 To improve the ability of getting information from listening and reading.
（2） To train the Ss’ abilities of listening speaking reading and writing.
3、 moral objects
（1）。 To arouse the Ss’ interests in English.
（2）。To build up the Ss’ confidence.
（3） To get the Ss to love their our world.
（三） Teaching key and Difficult point
1、 Key points
（1）。 To master the new words and expressions.
（2）。 To master the language points.
2、 Difficult points:
（1）。 To improve the ability of getting information from listening and reading.
（2） To train the Ss’ abilities of listening speaking reading and writing.
Part Two The Teaching Methods
1、 Communicative teaching method
2、 Audio-visual teaching method
3、 "Task-based" teaching method
Part Three Studying Ways
1.Teach the Ss how to be successful language learners.
2.Let the Ss pass "Observation-Imitation-Practice" to study language.
3.Teach the Ss how to improve their "four skills"。 and how to communicate with others.
Part Four Teaching Procedures
I’ll finish the lesson in four steps.
Step1.Lead-in
There have been many changes in Starlight Town Do you want to know more about the changesStep2.Presentation
Show the pictures of Starlight Town’s past and present.
1Talk about its changes.
2 Listen to the tape and complete the list in part A1.
3 Listen again and check the answers.4Finish off partA2 according to listening.
Step3.Ptactice
1.Let Ss talk about the changes between the past and present around their life.
2.Listen to the tape about Millie and Sandy’s conversation in partB then answer some questions3.Practise reading part B again and again then make dialogues like this.
4、 Act out the dialogue in front of the class.
Step4.Homework
Recite the dialogue in part B and practice making a dialogue with the partner.
Good morning everyone. Now I’ll say junior Oxford English 8B Unit 1 Main task. I’ll prepare to say the lesson from four parts.
Part One Analysis of the Teaching Material
（一）Status and Function
This is a very important lesson. It’ a good chance for the Ss to practice writing. Such a topic is related to daily life so it is helpful to raise learning interests of students and it will be also helpful to improve their society sense. Therefore this lesson is in the important position of the teaching material.
（二）Teaching aims and Demands
1.Knowledge objects
（1）。 To master the new words and phrases.
（2）。 To learn to select organize and present information.
2、 Ability objects
（1）。 To describe and explain the experiences and feelings.
（2） To be able to write a report about changes to your hometown.
3、 Moral objects
（1）。 To arouse the Ss’ interests in English.
（2）。To build up the Ss’ confidence.
（3） To get the Ss to love their present life.
（三） Teaching key and Difficult point
1、 Key points
（10. To master the new words and expressions.
（2）。 To master the language points.
2、 Difficult points:
（1）。 To write a report about changes to your hometown.
（2） To use the present perfect tense correctly.
Part Two The Teaching Methods
1、 Communicative teaching method
2、 Audio-visual teaching method
3、 Task-based" teaching method
Part Three Studying Ways
1 Teach the Ss how to be successful language learners.
2 Let the Ss pass "Observation-Imitation-Practice" to study language.
3.Teach the Ss how to write a report about changes to their hometown.
Part Four Teaching Procedures
I’ll finish the lesson in four steps.
Step1.Warm up
Free talk about changes around your life. Do you want to know the changes to Moonlight TownStep2.Presentation
1、 Show the pictures of Moonlight Town’s past and presentlet Ss say sth about them.
2、 To complete part A3 according to part A2 then check the answers. Practise reading it.
Step3.Ptactice
1、 Use the report in part A3 as a model let Ss say out the changes to their hometown.
2、 Let some Ss talk about their hometowns to the whole class.
Step4.Homework
1、 To recite the new words and phrases.
2、 To finish off the report.
牛津初中英语说课稿 篇三
今天我说课的内容是《牛津初中英语》8A Unit 2 School Life的Reading第一课时。对于这节课我将以教什么、怎么教、为什么这么教为思路，从教材分析、教法分析、学法分析和教学过程四个方面加以说明。
一 说教材
本课以school lives为话题，以学习life in a British school and in an American school为载体，以find out the differences between a British school and an American school为任务。为了使学生们对这一话题更感兴趣，在教学过程中，我准备采用多媒体辅助教学这一教学模式设置情境，有效地将单词、句子和情景相结合，达到语言点的灵活运用和学生们学以致用的目的。
教学目标：能听懂，会说，会读，会拼写单词mixed,subject,sew,tasty,hero,close,taste and article.能根据关键词和上下语境猜测课文大意。
重难点：本课是Reading的第一课时，主要为了完成这样一个任务，即通过阅读理解文章主题，通过设计一些如true or false questions, answer questions, fill in the blanks, line the words等练习题检查学生们对课文的理解程度。由于新课程标准要求大力培养学生们的阅读能力，所以通过阅读理解文章大意就成了本课的重点。通过对文章的理解要求学生们能用自己的语言描述出相关内容，这就是本课的难点。
二 说教法
1、 直观情境教学法：本课将利用多媒体创设情境，激发学生们的好奇心和求知欲；设置语境，使学生们体验语言的真实、自然，从而培养学生们组织和表达语言的。能力。
2、 任务型教学法：根据任务型教学的原则设计语言实践活动，通过学生们体验、参与、合作、交流、探究等方式学习和使用英语，从而完成教学任务。
3、 活动式教学法：在本课的教学中，主要采用跟读、分组朗读、分角色朗读等多种阅读方式，将书本知识融入活动中，让学生们在活动中不断的吸收、内化所学知识。
4、 循序渐进，达到目标教学法：英语毕竟是一门外语，学生们缺乏语言环境。要掌握本课内容不能一蹴而就，可以将重点难点分解到各个教学环节中去，为学生们搭建一个坡度合适的台阶，帮助他们一步步实现目标。
5、 注重过程评价，促进学生们发展教学法：为了实现新课程改革的发展目标，必须建立体现新课程教育理念的评价理念和评价体系。因此，教师应引进一些能激发学生们学习兴趣并使其形成自主学习的评价体系，多角度及时准确地评价学生们，使他们感受成功，从而激发和培养学生们学习的积极性和自信心。
三 说学法
1、“发现---探究---创新”学习法：为了充分发挥学生们的主体性，我引导学生们自己去设计活动，得出结论。在探究中培养学生们的观察能力和语言组织表达能力。 2.合作学习法：将学生们分成若干小组，给学生们以足够的空间，参与的机会，充分展现个性和创造性。
3、主体归位促创新学习法：学生们是学习的主体，新课标更把学生们的主体地位摆在了重要的位置。教师应该把主动权归还给学生们，努力为学生们提供缤纷的舞台，成功的机会，并鼓励学生们大胆创新勇于尝试。
4、注重过程，教给方法学习法：古人云“授之以鱼不如授之以渔”教给学生们良好的学习方法比直接教给学生们知识更为重要。在英语教学中，教师应指导学生们接收、处理、保存、运用英语信息的过程，即“输入---转换---输出”的过程。
四 说教学过程
Step 1 Warming-up
First let’s enjoy an English song! 同时屏幕上出现我们平时上课、课间活动及用餐时的照片，这些照片都与同学们平时的生活息息相关，很能吸引他们的注意力，同时也使学生们对本课的内容产生了随意注意。
Step 2 Lead in
利用多媒体呈现本课涉及的一些学校生活：Reading Week,driving lesson,Home Economics class,lunchtime,Buddy Club and softball game,要求学生们6人一组，互相讨论合作描述图片内容。
设计意图：这部分的教学安排不仅可以锻炼学生们的语言组织表达能力，培养学生们的创新思维和创造力，而且体现“直观情景教学法”创设问题情境，活跃课堂气氛，联系实际生活，激发学习兴趣。
Step 3 Presentation and Practice
（1） 将课文中出现的第一幅图片投影在屏幕上，同时提出两个问题：Who wrote the first passage? What activity does the school have every year? 让学生们带着问题听课文第一段录音。
（2） 布置学生们自己朗读课文，根据上下语境理解文章主题，完成教师设置在屏幕上的“true or false” questions.学生们回答问题时可以采取抢答式，小组间进行竞争。
设计意图：这两部分的教学安排体现了“任务型教学法”，让学生们带着任务去阅读有利于提高学习效率，增强学生们对课文的理解程度。
（3）用同样的方式学习课文第二段的内容。
（4）跟录音朗读课文，老师在旁指导并纠正语音。
（5）把学生们分成4人小组，要求学生们分段细读课文，互相合作探讨找出课文中出现的新单词和一些比较难理解的句子，并尝试根据上下语境理解其意思，完成教师设置在屏幕上的fill in the blanks and line the words练习题。
设计意图：这部分的教学安排体现了“合作学习法”和“发现---探究---创新学习法”，符合新课标所提倡的在教师的指导下，通过学生们交流、合作、实践、探究等方式培养其自主创新能力和团体合作精神。
（6）在大部分同学能正确把握课文主题和生词意思的前提下，要求学生们合上书本再次听录音，并回答以下几个问题：
Q1 Which subject is John’s favourite?
Q2 What can John cook now?
Q3 What can John do during the Reading Week?
Q4 What did Jim do in school last year?
Q5 How does Nancy go to school every day? What does she think of it?
Q6 What do the students do in the Buddy Club?
Q7 Why does Nancy say Julie is her hero?
设计意图：检查学生们对课文大意的理解程度以及语言组织和表达能力。如果学生们脱离书本并不能很好表达出以上几个问题的答案时，教师则有必要对课文进行进一步的详细讲解，直到学生们完全弄懂为止。
Step 4 Activity
将学生们分成6人小组，以小组为单位，要求他们充分发挥个性和创造性，在life in a British school和life in an American school两个主题中任选一个，()用自己的语言去改编课文，然后每组推选一位同学上台展现成果。
设计意图：让学生们在愉快的活动中结束学习，使他们自始至终保持积极的态度，高效率地完成本课的教学任务，同时也培养了学生们的表演能力。
Step 5 Homework
（1） 要求学生们用第三人称改写课文内容，向好朋友介绍一下美国和英国的学校生活。
（2） 要求学生们多渠道地调查一下世界各地的学校生活，可以上网查询，可以向亲朋好友打听，也可以翻看报纸杂志等。
教学评价：对于学生们积极参与的态度效果应及时地给予适度的评价，主要采用激励法激发学生们的学习兴趣。在教学过程中，采用小组竞争的形式，对于优胜组则给予一定的物质和精神的奖励。充分尊重学生们在解决问题中所表现出来的不同水平，更注重过程性评价。
综上所述可以看出，我积极以新课标为指导，以活动为方式，变课堂为生活，运用直观情景教学法，多媒体辅助法等使学生们以生活为课堂，逐步提高综合语言运用能力，形成自主学习的良好习惯和方法。
牛津初中英语说课稿 篇四
一、说教材：
1、教材所处的地位及作用：
这单元是9B的最后一个单元以Great people为话题展开学习，该话题很容易引起学生的讨论兴趣在welcome to the unit 部分，学生已初步学习了一些有关伟人的知识Reading 是一个单元的核心部分，它承载着众多的教学任务我将reading部分分作二课时进行教学，第一课时为阅读课，第二课时为语言知识学习课和练习巩固课根据教材的安排及新课标要求学生通过体验，实践，参与，合作，交流和探究等方式学习和使用英语，真正体现以学习者为中心的教学理念，我详细说说第一课时的教学基于本课在教材中所处的地位及作用，特制定以下教学目标
2、教学目标：
知识目标： 1、To grasp some important language points.
2、To understand English idoms.
能力目标： 1、To guess general meaning from keywords and context.
2、To skim text for overall meaning and scan for details.
情感目标：To learn spirit from great people.
3、教学重点与难点：
To identify true or false statements based on the reading passage.
To extract relevant information from the reading passage.
二、说教法：
本节课我主要采用以下几种教学方法：
1、根据课文特点和学生实际情况，以情景教学法进行教学
通过形象生动的图片及相关资料，调动学生的学习兴趣， 激起学生情感上的共鸣，从而引导学生从整体上理解课文、从细节分析课文，促进学生的语言能力及其情感等方面整体发展
2、采用小组学习法，扩大教学范围
把学生分成四人小组，也可以自由组合，让他们在互动中启发思维同时注意保证每个学生都有机会参与到学习中来，培养学生与伙伴合作的意识和策略
3、运用操练法，拓宽学习渠道
把大部分课堂时间留给学生，使学生在多信息、高密度、快节奏的灵活操练过程中拓宽学习渠道
三、学法指导：
四、教学过程：
一、Skim the text, answer questions:
1.Why is Neil Armstrong famous?
2.Are there any aliens on the moon?
3.What award did he get?
二、Para 1-3: Before he walked on the moonName
Neil Armstrong
Date of birth
on________________
Place of birth
in_________________
Experiences
at 6_____________________
at 15____________________________
at 16 _______________________________
in 1949 _____________________
when he moved to California ___________________in 1962 ________________________
in 1966 ________________________
三、Para3:Read and complete the passage:
In 1962, he ____ _______ ____become an astronaut.
In 1966, he and David R.Scott _________ ___ join two spacecraft together for the first time in space.But when the spacecraft began spinning ____ _____ ________, Mission Control thought it was _____ ____ ____ _____ _____ ______, so they _______ Armstrong ____ cut the flight short, and he succeeded.
四、Para4-5: Walking on the moon
Read and answer some questions:
1.When did Armstrong land on the moon?
2.Who did he come to the moon with?
3.What are the famous words?
4.How long did they walk on the moon?
5.What did they collect for further research?
6.What did the whole world do when Apollo 11 returned?
五、Retell the two paragraphs with the help of the six questions above:
六、Para6-7:Reports about aliens on the moonRead and judge T or F:
1.It is said that Armstrong and Aldrin saw alien spacecraft.
2.The alien spacecraft is very small.
3.When Armstrong was on the moon, the aliens were very friendly.
七、Para8:Award for Armstrong
1.What is the Medal of Freedom for a US citizen?
2.What did Armstrong do for people around the world?
八、Read the passage together and fill in the blanks with right words:
Neil Armstrong took his first f_______ at six and received his pilot’s ________（执照） at 16.In 1949, Neil j_______ the navy and worked as a p_______.He was s_________ to be an astronaut in 1962.Four years later, he m__________ to join two spacecraft together in 20th July 1969, he _______（着陆） Apollo 11 on the moon with Aldrin __________（成功）Neil said ‘one small step for man, one giant leap for m________’ Armstrong got the highest a_____ that a US c________ can receive.He is the pride of the world.
九、Retell the text
Name: Neil Armstrong
Date of birth: 5th August 1930
Place of birth: Ohio, the USA
Major event: at 6: was interested in flyingat 16: got his student pilot’s licence
In 1949: joined the navy
In 1962: became an astronaut
In 1966: joined 2 spacecraft together for the first time in space.
On 20th July 1969: walked on the moon
Famous words: one small step for man, one giant leap for mankind.
Award: Medal of Freedom
What do you think of him: our pride — make us realize…Homework:
1.Recite the text.
2.Finish some additional exercises.
牛津初中英语说课稿 篇五
我从教材、教法、学法指导和教学过程四个方面对本课进行说明。
一、说教材：
1、教材所处的地位及作用：
这单元是9B的最后一个单元。以Great people为话题展开学习，该话题很容易引起学生的讨论兴趣。在welcome to the unit 部分，学生已初步学习了一些有关伟人的知识。Reading 是一个单元的核心部分，它承载着众多的教学任务。我将reading部分分作二课时进行教学，第一课时为阅读课，第二课时为语言知识学习课和练习巩固课。根据教材的安排及新课标要求学生通过体验，实践，参与，合作，交流和探究等方式学习和使用英语，真正体现以学习者为中心的教学理念，我详细说说第一课时的教学。基于本课在教材中所处的地位及作用，特制定以下教学目标。
2、教学目标：
知识目标： 1、To grasp some important language points.
2、To understand English idoms.
能力目标： 1、To guess general meaning from keywords and context.
2、To skim text for overall meaning and scan for details.
情感目标：To learn spirit from great people.
3、教学重点与难点：
To identify true or false statements based on the reading passage.
To extract relevant information from the reading passage.
二、说教法：
本节课我主要采用以下几种教学方法：
1、根据课文特点和学生实际情况，以情景教学法进行教学。
通过形象生动的图片及相关资料，调动学生的学习兴趣， 激起学生情感上的共鸣，从而引导学生从整体上理解课文、从细节分析课文，促进学生的语言能力及其情感等方面整体发展。
2、采用小组学习法，扩大教学范围。
把学生分成四人小组，也可以自由组合，让他们在互动中启发思维。同时注意保证每个学生都有机会参与到学习中来，培养学生与伙伴合作的意识和策略。
3、运用操练法，拓宽学习渠道。
把大部分课堂时间留给学生，使学生在多信息、高密度、快节奏的灵活操练过程中拓宽学习渠道。
三、学法指导：
四、教学过程：
一 Skim the text, answer questions:
1、 Why is Neil Armstrong famous?
2、 Are there any aliens on the moon?
3、 What award did he get?
二 Para 1-3: Before he walked on the moonName
Neil Armstrong
Date of birth
on________________
Place of birth
in_________________
Experiences
at 6_____________________
at 15____________________________
at 16 _______________________________
in 1949 _____________________
when he moved to California ___________________in 1962 ________________________
in 1966 ________________________
三 Para3:Read and complete the passage:
In 1962, he ____ _______ ____become an astronaut.
In 1966, he and David R. Scott _________ ___ join two spacecraft together for the first time in space. But when the spacecraft began spinning ____ _____ ________, Mission Control thought it was _____ ____ ____ _____ _____ ______, so they _______ Armstrong ____ cut the flight short, and he succeeded.
四 Para4-5: Walking on the moon
Read and answer some questions:
1、 When did Armstrong land on the moon?
2、 Who did he come to the moon with?
3、 What are the famous words?
4、 How long did they walk on the moon?
5、 What did they collect for further research?
6、 What did the whole world do when Apollo 11 returned?
五 Retell the two paragraphs with the help of the six questions above:
六 Para6-7:Reports about aliens on the moonRead and judge T or F:
1、 It is said that Armstrong and Aldrin saw alien spacecraft.
2、 The alien spacecraft is very small.
3、 When Armstrong was on the moon, the aliens were very friendly.
七 Para8:Award for Armstrong
1.What is the Medal of Freedom for a US citizen?
2、 What did Armstrong do for people around the world?
八 Read the passage together and fill in the blanks with right words:
Neil Armstrong took his first f_______ at six and received his pilot’s ________（执照） at 16. In 1949, Neil j_______ the navy and worked as a p_______. He was s_________ to be an astronaut in 1962. Four years later, he m__________ to join two spacecraft together in space. On 20th July 1969, he _______（着陆） Apollo 11 on the moon with Aldrin __________（成功）。Neil said ‘one small step for man, one giant leap for m________’。 Armstrong got the highest a_____ that a US c________ can receive. He is the pride of the world.
九 Retell the text
Name: Neil Armstrong
Date of birth: 5th August 1930
Place of birth: Ohio, the USA
Major event: at 6: was interested in flyingat 16: got his student pilot’s licence
In 1949: joined the navy
In 1962: became an astronaut
In 1966: joined 2 spacecraft together for the first time in space.
On 20th July 1969: walked on the moon
Famous words: one small step for man, one giant leap for mankind.
Award: Medal of Freedom
What do you think of him: our pride — make us realize…Homework:
1.Recite the text.
2.Finish some additional exercises.
牛津高中英语说课稿 篇六
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 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 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
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 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 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 facts
During 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 complete another table with a second reading: Whom do the results belong to? Carol________ Daniel________ Martin_______
A felt being part of another culture B be more independent
C found it challenging and rewarding D felt that it was a special experience
E ready to face challenges in the future F learnt how to deal with difficult situation
G 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 blackboard 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 theme and 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 of expressing 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 long holiday(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 helps students 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 is intended 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 two important periods 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 to 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 the gap year to develop themselves)
Part 4 Responding to the text I encourage the students to answer the question—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 critical readers. The students should be encouraged to make judgment about the author's text)
Task 2: After the survey, students are asked to write a composition of 120 words 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.
初中牛津英语说课稿 篇七
一、说教材：
1、教材所处的地位及作用：
这单元是9B的最后一个单元。以Great people为话题展开本节课学生，该话题很容易引起学生们的讨论兴趣。在welcome to the unit 部分，学生们已初步本节课学生了一些有关伟人的知识。Reading 是一个单元的核心部分，它承载着众多的教学任务。我将reading部分分作二课时进行教学，第一课时为阅读课，第二课时为语言知识本节课学生课和练习巩固课。根据教材的安排及新课标要求学生们通过体验，实践，参与，合作，交流和探究等方式本节课学生和使用英语，真正体现以本节课学生者为中心的教学理念，我详细说说第一课时的教学。基于本课在教材中所处的地位及作用，特制定以下教学目标。
2、教学目标：
知识目标： 1、To grasp some important language points.
2、To understand English idoms.
能力目标： 1、To guess general meaning from keywords and context.
2、To skim text for overall meaning and scan for details.
情感目标：To learn spirit from great people.
3、教学重点与难点：
To identify true or false statements based on the reading passage.
To extract relevant information from the reading passage.
二、说教法：
本节课我主要采用以下几种教学方法：
1、根据课文特点和学生们实际情况，以情景教学法进行教学。
通过形象生动的图片及相关资料，调动学生们的本节课学生兴趣， 激起学生们情感上的。共鸣，从而引导学生们从整体上理解课文、从细节分析课文，促进学生们的语言能力及其情感等方面整体发展。
2、采用小组本节课学生法，扩大教学范围。
把学生们分成四人小组，也可以自由组合，让他们在互动中启发思维。同时注意保证每个学生们都有机会参与到本节课学生中来，培养学生们与伙伴合作的意识和策略。
3、运用操练法，拓宽本节课学生渠道。
把大部分课堂时间留给学生们，使学生们在多信息、高密度、快节奏的灵活操练过程中拓宽本节课学生渠道。
三、学法指导：
这一节是阅读课，九年级的学生们已具有一定的英语阅读能力，听说能力在原有的基础上也得到了进一步的提高，但参与课堂的积极性有所下降。针对以上学情，因此我先指导学生们进行快速阅读和深层阅读，帮助学生们运用自主本节课学生法来把握课文整体，培养学生们的分析归纳独立思考的能力；鼓励学生们小组活动，让每个人，尤其是那些薄弱同学，都能参与到课堂的本节课学生中，能动手完成一些基础的本节课学生任务和本节课学生目标，重在激发学生们本节课学生英语的兴趣，通过讨论让他们主动去涉取知识。
四、教学过程：
一 Skim the text, answer questions:
1、 Why is Neil Armstrong famous?
2、 Are there any aliens on the moon?
3、 What award did he get?
二 Para 1-3: Before he walked on the moon
Name
Neil Armstrong
Date of birth
on________________
Place of birth
in_________________
Experiences
at 6_____________________
at 15____________________________
at 16 _______________________________
in 1949 _____________________
when he moved to California ___________________
in 1962 ________________________
in 1966 ________________________
三 Para3:Read and complete the passage:
In 1962, he ____ _______ ____become an astronaut.
In 1966, he and David R. Scott _________ ___ join two spacecraft together for the first time in space. But when the spacecraft began spinning ____ _____ ________, Mission Control thought it was _____ ____ ____ _____ _____ ______, so they _______ Armstrong ____ cut the flight short, and he succeeded.
四 Para4-5: Walking on the moon
Read and answer some questions:
1、 When did Armstrong land on the moon?
2、 Who did he come to the moon with?
3、 What are the famous words?
4、 How long did they walk on the moon?
5、 What did they collect for further research?
6、 What did the whole world do when Apollo 11 returned?
五 Retell the two paragraphs with the help of the six questions above:
六 Para6-7:Reports about aliens on the moon
Read and judge T or F:
1、 It is said that Armstrong and Aldrin saw alien spacecraft.
2、 The alien spacecraft is very small.
3、 When Armstrong was on the moon, the aliens were very friendly.
七 Para8:Award for Armstrong
1.What is the Medal of Freedom for a US citizen?
2、 What did Armstrong do for people around the world?
八 Read the passage together and fill in the blanks with right words:
Neil Armstrong took his first f_______ at six and received his pilot’s ________（执照） at 16. In 1949, Neil j_______ the navy and worked as a p_______. He was s_________ to be an astronaut in 1962. Four years later, he m__________ to join two spacecraft together in space. On 20th July 1969, he _______（着陆） Apollo 11 on the moon with Aldrin __________（成功）。Neil said ‘one small step for man, one giant leap for m________’。 Armstrong got the highest a_____ that a US c________ can receive. He is the pride of the world.
九 Retell the text
Name: Neil Armstrong
Date of birth: 5th August 1930
Place of birth: Ohio, the USA
Major event: at 6: was interested in flying
at 16: got his student pilot’s licence
In 1949: joined the navy
In 1962: became an astronaut
In 1966: joined 2 spacecraft together for the first time in space.
On 20th July 1969: walked on the moon
Famous words: one small step for man, one giant leap for mankind.
Award: Medal of Freedom
What do you think of him: our pride — make us realize.。.
Homework: 1.Recite the text.
2.Finish some additional exercises.
牛津初中英语说课稿 篇八
牛津初中英语说课稿
我从教材、教法、学法指导和教学过程四个方面对本课进行说明。
一、说教材:
1、教材所处的地位及作用:
这单元是9B的最后一个单元。以Great people为话题展开学习，该话题很容易引起学生的讨论兴趣。在welcome to the unit 部分，学生已初步学习了一些有关伟人的知识。Reading 是一个单元的核心部分，它承载着众多的教学任务。我将reading部分分作二课时进行教学，第一课时为阅读课，第二课时为语言知识学习课和练习巩固课。根据教材的安排及新课标要求学生通过体验，实践，参与，合作，交流和探究等方式学习和使用英语，真正体现以学习者为中心的教学理念，我详细说说第一课时的教学。基于本课在教材中所处的地位及作用，特制定以下教学目标。
2、教学目标:
知识目标: 1、To grasp some important language points.
2、To understand English idoms.
能力目标: 1、To guess general meaning from keywords and context.
2、To skim text for overall meaning and scan for details.
情感目标:To learn spirit from great people.
3、教学重点与难点:
To identify true or false statements based on the reading passage.
To extract relevant information from the reading passage.
二、说教法:
本节课我主要采用以下几种教学方法:
1、根据课文特点和学生实际情况，以情景教学法进行教学。
通过形象生动的图片及相关资料，调动学生的学习兴趣， 激起学生情感上的共鸣，从而引导学生从整体上理解课文、从细节分析课文，促进学生的'语言能力及其情感等方面整体发展。
2、采用小组学习法，扩大教学范围。
把学生分成四人小组，也可以自由组合，让他们在互动中启发思维。同时注意保证每个学生都有机会参与到学习中来，培养学生与伙伴合作的意识和策略。
3、运用操练法，拓宽学习渠道。
把大部分课堂时间留给学生，使学生在多信息、高密度、快节奏的灵活操练过程中拓宽学习渠道。
三、学法指导:
这一节是阅读课，九年级的学生已具有一定的英语阅读能力，听说能力在原有的基础上也得到了进一步的提高，但参与课堂的积极性有所下降。针对以上学情，所以我先指导学生进行快速阅读和深层阅读，帮助学生运用自主学习法来把握课文整体，培养学生的分析归纳独立思考的能力；鼓励学生小组活动，让每个人，尤其是那些薄弱同学，都能参与到课堂的学习中，能动手完成一些基础的学习任务和学习目标，重在激发学生学习英语的兴趣，通过讨论让他们主动去涉取知识。
四、教学过程:
一 Skim the text, answer questions:
1、 Why is Neil Armstrong famous?
2、 Are there any aliens on the moon?
3、 What award did he get?
二 Para 1-3: Before he walked on the moon
Name
Neil Armstrong
Date of birth
on________________
Place of birth
in_________________
Experiences
at 6_____________________
at 15____________________________
at 16 _______________________________
in 1949 _____________________
when he moved to California ___________________
in 1962 ________________________
in 1966 ________________________
三 Para3:Read and complete the passage:
In 1962, he ____ _______ ____become an astronaut.
In 1966, he and David R. Scott _________ ___ join two spacecraft together for the first time in space. But when the spacecraft began spinning ____ _____ ________, Mission Control thought it was _____ ____ ____ _____ _____ ______, so they _______ Armstrong ____ cut the flight short, and he succeeded.
四 Para4-5: Walking on the moon
Read and answer some questions:
1、 When did Armstrong land on the moon?
2、 Who did he come to the moon with?
3、 What are the famous words?
4、 How long did they walk on the moon?
5、 What did they collect for further research?
6、 What did the whole world do when Apollo 11 returned?
五 Retell the two paragraphs with the help of the six questions above:
六 Para6-7:Reports about aliens on the moon
Read and judge T or F:
1、 It is said that Armstrong and Aldrin saw alien spacecraft.
2、 The alien spacecraft is very small.
3、 When Armstrong was on the moon, the aliens were very friendly.
七 Para8:Award for Armstrong
1.What is the Medal of Freedom for a US citizen?
2、 What did Armstrong do for people around the world?
八 Read the passage together and fill in the blanks with right words:
Neil Armstrong took his first f_______ at six and received his pilot’s ________（执照） at 16. In 1949, Neil j_______ the navy and worked as a p_______. He was s_________ to be an astronaut in 1962. Four years later, he m__________ to join two spacecraft together in space. On 20th July 1969, he _______（着陆） Apollo 11 on the moon with Aldrin __________（成功）。Neil said ‘one small step for man, one giant leap for m________’。 Armstrong got the highest a_____ that a US c________ can receive. He is the pride of the world.
九 Retell the text
Name: Neil Armstrong
Date of birth: 5th August 1930
Place of birth: Ohio, the USA
Major event: at 6: was interested in flying
at 16: got his student pilot’s licence
In 1949: joined the navy
In 1962: became an astronaut
In 1966: joined 2 spacecraft together for the first time in space.
On 20th July 1969: walked on the moon
Famous words: one small step for man, one giant leap for mankind.
Award: Medal of Freedom
What do you think of him: our pride - make us realize.。.
Homework: 1.Recite the text.
2.Finish some additional exercises.
牛津英语的说课稿 篇九
一、 说教材
1、教学内容
本课是牛津小学英语5A中的 A day at school中的第四课时。本课时的教学内容贴近学生的生活和学习的实际，并配有生动活泼、富有情趣的插图，为学生操练对话创设了一个真实的语言情景，有利于学生在比较接近于实际的情景中听听说说，从而培养他们运用英语进行交际的能力。本套教材比较强调一定的语言信息的输入，同时还特别注意单词、句型的复现。本单元中复习了以前所学的单词bike,car等交通工具。以此为基础增加了tram，underground，school bus等交通工具和theatre等地方名词。本课时的教学内容是日常交际用语How do you go to 。.。.。.？及I go to 。.。.。.
2、 教学目标
1 知识教学
2 A 能听得懂、会说、会读关于交通工具的单词
3 B能听得懂、会说、会读日常交际用语 How do you go to ---? I go
to 。.。.。.
（2） 能力训练。培养学生灵活运用交际用语的能力和知识迁移能力
（3） 素质培养，培养学生仔细静听，注意观察，认真模仿的良好习惯和主动竞争的意识
3、 教学重点
重点：能听懂会说本课句型How do you go to ---? 及其回答。并能熟练运用进
行交际。
难点：灵活运用句型进行交际。
4、 教学准备
多媒体课件、单词、句型卡片等
二、 说教法、学法
1、 直观教学，启发学生积极参与。借助多媒体、图片让学生直接感受和理解语言，通过视、听、说加深印象，强化记忆，激发学生学习的兴趣。
2、 创设情景，诱导学生积极参与的欲望。
3、 任务教学，设置几个小任务让学生来完成，开展竞赛活动，促进学生参与的积极性。
4、 对学生的参与的态度效果及时的给予适度的鼓励性评价，以利于调动学生的参与积极性。
三、 说教学程序
Step1 Warming up
1 Free talk
1)Question: How old are you? How many …are there in your class?
2)Game: Which number do you like best?
设计思路:通过与学生聊天引出其最喜欢的数字，然后让学生把自己喜欢的数字卡片贴在黑板上，利用这个游戏，学生能在玩中巩固对英语数词的掌握，也能为后面的调查表做准备。 2 Sing a song “Are you happy?”
设计思路:通过唱唱跳跳的活动来激发学生的兴趣，也是为了导入新课的学习做好铺垫。
Step 二 Presentation
1出示一张来自福娃妮妮的邀请函，向学生介绍:This is my friend 。.。.。 Let's welcome her to our classroom, she takes an invitation to ours 。 设计思路:出示来自福娃妮妮带来的邀请函给学生看，邀请大家去看2008奥运会，来激发学生的兴趣，从中达到两个目的：第一，巩固了前段时间所学的如何写邀请函。第二是为了导入将要所学的内容。我们该怎么去呢？从而引出要学习的单词:交通工具。
2出示图片或利用多媒体学习单词。
设计思路:通过用图片来教学单词，学生能更直观的更形象的理解和掌握单词
3猜一猜的方式复习巩固交通工具
多媒体出示模糊图，让学生猜一猜是哪种交通工具，遇到四会的要求进行拼读，对于tram进行比较学习，理解其的意思。
设计思路：交通工具学生也已经学习了，这里扩充了tram，school bus，underground。为了避免旧单词新学的无趣，就采用游戏猜一猜的方式，避免了枯燥，还充分调动了学生学习的积极性。
4 出示学校图片引导学生学习“How do you go to school?” 及I go to school 。.。.。.
设计思路：学生已经掌握了交通工具的单词，出示学生最熟悉的地方学校来学习新句型，更乐于说乐于讲。
5 巩固句型
A 欣赏北京图片，利用How do you go to…？I go to…by…操练
设计思路：用妮妮邀请大家去北京看奥运会让学生谈论如何去的情景中，让学生在真实熟悉的生活情景中去巩固新句型，给学生提供一定的语境，激发其好奇心，吸引他们的注意力，调动起学习的主动性。
B 生活情景展示
欣赏一些城市图片，让学生自由挑选喜欢的地点和合理交通工具，用How do you go to 。.。.。.。？进行同桌操练，并给以肯定。
设计思路：给学生提供一定的语境，挑选喜欢的地点，进行对话，并把语言知识放在选定的情景中进行听说操练，体现语言运用的真实性。
Step 3 consolidation
1 Make a surey （让学生根据课本上的信息提示完成制作表格，要求同桌合作完成）
设计思路:同桌互相合作，体现了以语言为载体和以真实情景交际为目的的小学英语教学的基本要求。
2 播放歌曲The wheels on the bus，在优美的歌声中结束新课
牛津小学英语说课稿 篇十
各位老师：大家好！
让学生愉快地、充满自信地走进我的英语课堂，是我最大的愿望，让学生在我的英语课堂上享受快乐和成功是我孜孜以求的。我为实现自己的梦想和追求不懈地努力着。今天，借此平台，愿与大家一起分享我的说课，让我们一起探讨，共同成长。我说课的内容是牛津小学英语4A Unit6 Whose gloves?第二课时。
一。 说教材
教学内容
本单元的话题是寻找物主，要求学生围绕服饰类的英语单词，在一定的情景下，能正确使用Whoes is this/are they?进行交谈。在学习完第一课时的基础上，我确定了本课时的教学内容为：A(4-6)，B (a pair of shorts,a scarf,a aweater,ajacket)，C(Whose…is it/are they?It’s/They’re xxx’s)。
教材地位
本课时中出现的xxx’s，在前面的第三单元中已有所接触，可以说是Unit3的知识延续，具有承上启下的作用。服饰类单词的单复数使用更是对今后的单复数学习有着重要作用。
根据《英语课程标准》的教学理念，教材特点以及四年级学生的实际情况，本课的教学目标确立为：
知识目标
1、能够听、说、读a pair of shorts,a scarf,四会a sweater,a jacket
2、能够听懂、会说、会读、会写本课时的主要句型：Whose…is this/are they?It’s/They’re…并能在适合的情景中自由运用。
3、能够跟录音朗读对话，并能分角色进行表演。
能力目标
1、要求学生能围绕服饰类单词，在一定情景下，正确使用Whose…is it/are they?及回答It’s /They’re xxx’s.进行交谈。
情感目标
1、 培养学生良好的学习习惯和形成有效的学习策略。
2、 培养学生对美的鉴赏和认识。
在仔细研究教材和分析学生的心理和生理特点的基础上，我认为本课重点是掌握有关寻找失主的句型：Whose…is this/are they? It’s /They are xxx’s.等有关服饰的表达法。难点是A pair of …of… 中of的读音；能正确运用Whose…is this/are they? It’s /They are xxx’s单复数的提问。
二。 说教法
我将采用情景法、全身反应法、直观法等教学方法，以学生为主体，以Whose…is this/are they?这个话题为核心，以语言功能为主线，以任务型活动为媒介，从学生的学习兴趣、生活经验和认知水平出发，使学生通过感知、体验、实践、参与、合作与交流的方式实现任务目标，使课堂活起来，让学生动起来，从而达成上述的知识与技能目标。
三。 说学法
我采用歌曲和chant 贯穿整堂课中，利用简笔画、实物投影、课件等多种手段，创设在化妆舞会中伙伴们对各人的打扮进行评论的情境，采用多种形式的操练方式，让学生在交流中理解，在交流中掌握，在交流中记忆，让学生在不同的活动中感知语言和习得语言，从而来突出重点和突破难点。
四。 说教学过程
本课我通过导入设计、新课呈现、巩固操练、拓展延伸以及课后作业五个步骤进行设计。教育家托尔斯泰说过：“成功的教学所必须的不是强制，而是激发学生的兴趣，兴趣是推动学生学习的强大动力，是学生参与教学活动的基础，激发学生的兴趣是新课导入的关键。”“Well begun, half done”良好的开端是成功的一半。导入设计分三块：
①唱一唱第四单元的歌曲“We are happy bees”（Which is for you,which is for me.This one or that one. ）这一首优美的英文歌，全班同学在教师的带领下，边拍手边唱，营造良好的英语氛围，使学生能自然地进入到一个良好的学习状态中。
②通过实物投影和简笔画，复习一下上节课的单词:What’s this in English?It’s a…What are they?They are…答对的学生们可让他们穿上自带的衣物进行一次走秀，让全班学生能够说起来，动起来。在复习旧知的基础上为新课的学习起到一个呈上起下的作用。
③Free talking：Look at xxx’s… 评论一下学生们的打扮，为后面创设校园coseplay，伙伴们都穿着漂亮的`衣服参加服装秀的情境埋下伏笔。同时也营造一种民主、和谐、宽松的英语氛围，为学生架设一座由中文思维向英文思维过渡的桥梁。
新课呈现分两部分：
①利用课件，出示一个学生熟悉的人物Liu Tao,他也来参加coseplay.点击他身上的衣服，询问学生并引出a pair of shorts。操练chant: shorts, shorts, a pair of shorts ， a pair of shorts for my friend.同法操练其余的三个：a scarf,a sweater,a jacket。通过师生、生生之间的大量语言交流，鼓励学生大胆开口，勇敢表达，逐渐让学生体会到学习英语的快乐
②创设校园coseplay的情境，教师扮演一位评委，引出句型Look at xxx.She’s funny.Look at her gloves.They’re so big.等等。师生练说此类句型。然后通过采访，引出句子Whose …is it?It’s xxx’s.Whose…are they?They’re xxx’s.师生围绕coseplay，操练Whose …is it?It’s xxx’s.Whose…are they?They’re xxx’s。这两个句型，并且区分be动词单复数的使用。苏霍姆林斯基说过：没有也不可能有抽象的学生。因此，我们要鼓励孩子们大胆地用英语表达，让他们知道“English, I can”。
巩固操练分三部分：
①说一说，利用教学卡片，在黑板上制作衣物小转盘，操练单词等。
以上就是众鼎号为大家整理的10篇《牛津英语说课稿》，希望可以对您的写作有一定的参考作用。
