牛津高中英语说课稿评优课一等奖说课稿

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.。

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篇一：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) 来源:中考 Tag:牛津高中英语说课稿点击: 386次牛津高中英语说课稿评优课一等奖说课稿(全英文)牛津高中英语说课稿201X年04月29日以下是全市高中英语教师评优课一等奖的全英文说课稿，现注销来，希望对大家有点帮助，说课的内部实质意义是《牛津高中英语》（江苏版）第11板块第2单元Project中的阅读材料。

Good morning, ladies and gentleman Today, I feel honored to have the chance to share my ideas about how to teach readingIn the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategiesx In other words, students are guided to read efficiently and independentlyxMy teachellong plan will include 3 sectionsx They’re analysis of the reading material, identifying the teachellong aims and teachellong proceduresxSection 1 Analysis of the teachellong materialThe selected teachellong material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with Englishx The article is about British students who take a gap year, whelloch is intended to develop the theme of the unit, that is, Getting a jobx Afteranalyzing it carefully, I find the article has two uni2ue characteristicsx First, it’s a long p assage with 688 words, much more than the usual textsx Second, it deals with a new topic, that is, a gap yearx The topic is unfamiliar to most studentsxSection 2 Indentifying the teachellong aimsBased on the analysis of the teachellong material, I have chosen the following as the teachellong aims of my lesson:The 1st aim: Students learn the skills andstrategies to read a prolonged textxThe 2nd aim: Students get abetter understanding of what a gap year isxThe 3rd aim: Students are encouraged to figure out the implied meaningxThe 4th aim: Studentsare familiar with various expression_r_r_r_r_rs or approaches to express the samethellong or ideax Section 3 Teachellong proceduresIn order to achelloeve the teachellong aims mentioned above, I decide to choose guided reading and Task-Based Teachellong as the main teachellong approachx With the teachellong methods, I can guide students to use effective reading strategies toprehend the text, solve problems andplete different tasksx The teachellong procedures include four partsx They’re getting ready, focusing on main facts, reading between the lines and responding the textx Part 1x Getting readyReading begins before a book is openedx It’s important to activate students’ existing background knowledge and draw their attention to the topic of the textx In thellos part, I will use the pre-reading activities to increase students’ concentration, arouse their curiosities, fire their imagination and give them a purpose for readingx The part consists of two tasks:Task 1: A time machellonex I start my lesson by asking senior 3 students what the date isx Then, I go on to show a picture of a time machellonex I tell students that the machellone with a magic power will bring them to their graduation from hellogh school, whelloch is 1 year awayx At that point, I get them to imagine where they are and what they are doingxAfter it, I give a summary of their presentations as follows: After leaving hellogh school, most of Chellonese students go straight touniversityxYes, at thellos time next year, most of you will be studying in a universityx (With the task, I inspire students’ former knowledge and imagination aboutgraduating from hellogh school and going to college, whelloch can draw their attention to the theme of the reading material and get them ready for the following readingx)Task 2: Brainstormingx After the summary, I go on to show some more pictures of British students fresh from hellogh schools, and tell students that more and more students in the UK are doing somethellong different instead of going straight to universityx After that, I play the tape of Parax1 and get students to catch the answer to the 2uestion: They will travel or work on projects for up to a year before entering universityx(With the task, I excite students’ d esire to know more about what their British e2uivalents will do before going to collegex With the2uestion in mind, students will definitely be eager to listen to the tape to find the answerx )Part 2x Focusing on main factsDuring the part, I will ask the students to answer the 2uestion—What does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the textx8uestions of thellos kind are not very difficult and they can be answereddirectly from the textxThe part includes six tasks:Task 1: Three examplesx I move on to tellstudents as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did somethellong specialx After the instructions, I play the tape of Paragraphs 4-6 and get students toplete the following tablex(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 theirpsychological burden, otherwise students would be discouraged by such a long articlex)Task 2: Matchellongx After listening, I get students to open books and scan the three paragraphs to check the answers to the previous tablex Then they’re re2uired toplete another table with a second readingx Whom do the results belong to? Carol________ Daniel________ Martin_______ Ax felt being part of another culturex Bx be more independentx Cx found it challenging and rewardingx Dx felt that it was a special experiencex Ex ready to face challenges in the futurex Fx learnt how to deal with difficult situationsx Gx felt like she really made a differencex Hx learnt a lot about getting on with local peoplex (With the task, students learn to use a table to gather the main facts about the three British students x They’lle to know that a table is of great help in their future readingx)Task 3: Scanning for a detailx I get students to scan the rest paragraphs and find the answer to the 2uestion: What do people call the year off between finishellong school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap yearx (With the task, students are expected to grasp the theme of the articlex The task serves as a bridge,whelloch connects the main facts in Paragraphs 4-6 to the opinions about the gap yearin the rest paragraphsx)Task 4: Definition of the gap yearx Students watch a VCR with a2uestion 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 acharity volunteerx (The task serves as a supplementary to the second task of Part 1x With the task, students are expected to know more about the gap yearx)Task 5: History of the gap yearx I play a second VCR and get students toanswer the 2uestion: When did the gap year start in the UK? (The task enables students to have a good knowledge of the hellostory of thegap yearx)说课是20百年80年代后期随着教改深切而产生的带有教诲科学研究性质的教研勾当，其理论和实践越来越受到正视（宋斌华，201X）。

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。

高中英语优质课一等奖说课稿《高中英语优质课一等奖说课稿》这是优秀的说课稿文章，希望可以对您的学习工作中带来帮助！1、高中英语优质课一等奖说课稿一、说课分析（一）教材的地位和作用本节课是本单元以及本教材的第一节课，本课谈论的是：朋友是不是仅限于人类、朋友的真正含义、如何与人相处的问题等关于朋友的话题。

本课涉及的有陈述句和疑问句的直接引语和间接引语的掌握和运用等语法要点。

学生从初中到高中，来到一个新的学校，同学彼此陌生，不免想起老同学，老朋友。

这样的话题正好能引起学生的兴趣。

而且本课的内容和语法的启发性和实用性都很强，能使学生在学中用，在用中学，对综合提高学生的听说读写能力有较好的促进作用。

（二）教学目标英语教学大纲规定，通过听说读写的训练，使学生获得英语基础知识和运用英语的能力，激发学生的学习兴趣，为进一步学习打下良好的基础。

因此，我制定以下教学目标：知识目标：1、掌握和使用陈述句和疑问句的直接引语和间接引语。

2、讨论朋友和友谊。

3、学习掌握本课的重点词汇。

技能目标：1、学会阅读的技能——scanningand skimming 。

2、通过谈论朋友和友谊，既锻炼学生的语言运用能力，又培养了学生发现问题、思考问题、解决问题的能力。

3、理解阅读文段，复述故事。

情感态度：1、患难之交才是真朋友。

2、知音难得。

3、海内存知己，天涯若比邻。

文化意识：认识德国纳粹党。

让学生了解那段德国法西斯残害犹太人的历史，使学生在感受外国历史文化的同时自然而然的习得语言。

（三）重点与难点重点：1、训练scanningand skimming等阅读技能。

2、认识朋友的真正含义以及与人相处的问题。

难点：1、阅读技能的训练。

2、陈述句和疑问句的直接引语和间接引语的互相转换(人称的变化、时态的变化、指示代词、时间状语、地点状语和动词的变化)。

（四）教具本课利用录音机、投影仪等辅助设备，激发学生的学习兴趣，调动他们的积极性，为展开话题提供丰富的材料，使教学收到事半功倍的效果。

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 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 uni2ue characteristics. First, it’s a long passage with 688 words, much more than the usual te.ts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.Section 2 Indentifying 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 te.t. 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 e.pression_r_r_r_r_rs or approaches to e.press the same thellong or idea.Section 3 teaching proceduresIn order to achelloeve 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 toprehend the te.t, solve problems andplete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the te.t.Part 1. Getting readyReading begins before a book is opened. It’s important to activate students’ e.isting background knowledge and draw their attention to the topic of the te.t. In thellos 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 machellone. I start my lesson by askingsenior 3 students what the date is. Then, I go on to show a picture of a time machellone. I tell students that the machellone with a magic power will bring them to their graduation from hellogh 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 hellogh school, most of Chellonese students go straight to university.Yes, at thellos time ne.t year, most of you will be studying in a university. (With the task, I inspire students’ former knowledge and imagination about graduating from hellogh 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 hellogh schools, and tell students that more and more students in the UK are doing somethellong 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 2uestion: They will travel or work on projects for up to a year before entering university. (With the task, I e.cite students’ desire to know more about what their British e2uivalents will do before going to college. With the 2uestion 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 2uestion—What does the author say? Students are supposed to get a main idea of the te.t and understand the basic meaning of the te.t. 8uestions of thellos kind are not very difficult and they can be answered directly from the te.t. The part includes si. tasks: Task 1: Three e.amples.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 somethellong special. After the instructions, I play the tape of Paragraphs 4-6 and get students toplete 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: Matchellong. After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re re2uired toplete 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 e.perience. E. ready to face challenges in the future. F. learnt how to deal with difficult situations. 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 thethree British students. They’lle to 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 2uestion: What do people call the year off between finishellong 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 e.pected 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 2uestion 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 e.pected 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 2uestion: When did the gap year start in the UK? (The task enables students to have a good knowledge of the hellostory of the gap year.) Task 6: Comments. The second, thellord, seventh, eighth paragraphs deal with thements 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 thements andplete 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 thellos part, I will encourage the students to answer the 2uestion—What does the author mean? As we know, armation in a reading passage is not always stated directly. Sometimes students have to infer, or make guesses ording the armation which is available in the reading. So in thellos part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details and understand how the te.t isanized. The part consists of three tasks. Task 1: Similar sentences. The English language enjoys various ways of e.pressing the same thellong or idea. As we can see, the second and thellord paragraphs are similar to the seventh and eighth paragraphs in the content, both dealing withments on the gap year. Some sentences actually e.press the samements. 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 e.ample.) 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 hellore graduates who have taken a gap year. (Line 15) ______________________________ (3)A gap year gives young people an opportunity to learn skills and gain life e.perience. 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 studentslearn and use different ways to e.press the same idea. The task gets students ready for talking and writing about the gap year in the ne.t part.) Task 2: Guessing from the conte.t. I get students to guess from the conte.t the meanings of the four words or phrases: ⑴th e career ladder (Line 4) ________________________ ⑵every point of thepass (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 wille across vocabulary they don’t know. With the task, students are guided to look at the conte.t 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 te.t. After that, students have the chance to listen to a thellord VCR, which contains more armation about advantages. Whellole 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 e.perience (The task is intended for students to collect more armation about students taking a gap year, which also makes them well prepared for the writing task in the ne.t part.) Task 4: Recognizing the implied message. I play a fourth VCR. Whellole listening, students are e.pected 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 ne.t task. ) Task 5: Understanding the title. After reading the whole te.t, I will get students to focus on the title Mind the gap. (The task is designed to help students fully understand the hellodden meaning of the title: They are e.pected to make full of the gap year to develop themselves.)Part 4. Responding to the te.tI encourage the students to answer the 2uestion—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 somethellong, or influence them to look at thellongs 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 thellonk of taking a gap year and at the same timeplete the table. (The task is aimed at making students be critical readers.The students should be encouraged to uate and make judgment about the author's te.t.) Task 2: After the survey, students are asked to write aposition of 120 words about their ideas of taking a gap year before going to college. (The task aims to consolidate the armation they have learnt and also improve speaking and writing skills.) OK, so much for my teaching plan. Thanks for your attention.说课是20百年80年代后期随着教改深切而产生的带有教诲科学研究性质的教研勾当，其理论和实践越来越受到正视（宋斌华，2007）。

【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！。

高中英语说课稿评优课一等奖说课一、引言大家好，我是XX中学的英语教师，很荣幸能够在此向大家分享我所获得的高中英语说课稿评优课一等奖的经验和心得。

本次说课的主题是《语法：定语从句的应用与运用》。

二、教学背景分析在高中英语教学中，语法是一个相对难点的领域，特别是定语从句的使用和运用总是让学生感到困惑。

本节课的教学目标是让学生能够正确理解和运用定语从句，提高学生的语言表达能力。

三、教学设计1. 教学目标设定通过本节课的学习，学生将能够：- 正确理解定语从句的概念和定义；- 掌握定语从句的引导词及其用法；- 能够正确运用定语从句来描述人、事物和地点。

2. 教学重点与难点- 教学重点：定语从句的引导词及其用法。

- 教学难点：运用定语从句来描述不同的人、事物和地点。

3. 教学步骤- 步骤一：导入与激发兴趣通过引入一个有趣的故事或问题，引起学生对定语从句的兴趣，并激发他们思考和讨论的欲望。

- 步骤二：语法讲解首先，给学生明确定语从句的定义和作用。

然后，逐一介绍定语从句的引导词如which, who, that, whose, when, where以及引导词在句中的对应位置。

通过具体的例句和语法规则的讲解，确保学生能够正确理解和记忆。

- 步骤三：例题练习给学生提供一些简单的例题，让他们应用所学的定语从句知识进行练习和巩固。

通过示范和解析，确保学生能够理解和掌握定语从句的用法。

- 步骤四：合作探究将学生分成小组，让他们根据所给的素材，自主构建句子，并利用定语从句来描述人、事物和地点。

教师在此过程中起到引导和指导的作用，鼓励学生发表自己的观点和见解。

- 步骤五：听力训练通过听力材料，让学生辨别出句子中的定语从句，提高他们对定语从句的听力理解能力。

- 步骤六：练习与巩固给学生提供一些练习题，让他们通过练习来巩固和强化所学的定语从句知识。

- 步骤七：拓展与应用通过阅读理解题、写作练习和口语表达等形式，让学生能够将所学的定语从句知识运用到实际的语言表达中。

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 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 h igh 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 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 re quired 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 schooland 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 acrossvocabulary 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.。

高中英语阅读一等奖说课稿《高中英语阅读一等奖说课稿》这是优秀的说课稿文章，希望可以对您的学习工作中带来帮助！1、高中英语阅读一等奖说课稿“说课”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，有关英语阅读的说课稿，欢迎大家一起来借鉴一下！Good morning, my distinguished judges. It’s my great honor to stand here sharing my teaching ideas with you. I’m number candidate. May I begin my analysis of my teaching plan now?(OK, Thank you!) As to my interpretation, it contains the following main parts: the analysis of the teaching material, the students, the teaching objectives and the teaching procedure, now, please allow me to introduce them one by one.Well, firstly, let me talk about the analysis of teaching material.The content of my lesson is from senior high school English book of People’s Educ ational Press Unit , The topic is . This lesson is about . Through the learning of this lesson, students will be able to .Then, here comes my analysis of the Ss.Senior high school students are independent in thinking and cooperative in discussing. Most of them have a good way of learning and a strong desire of seeking knowledge. However, some of them are still diffident in speaking English and are easily to scatter their attention. All these element shall be taken into consideration when I am implementing my teaching activities.Now let’s move to the next part--teaching objectivesAccording to the new standard curriculum and the syllabus,I will set the teaching aims as follows:First, Knowledge objectives: (语言目标：语音，词汇，语法，功能，话题)1. Students are able to grasp the main idea of the whole passage and each separative paragraph.2. Student will master the usage of adverbial clauses of concession and the important expressions such as . .Second, Ability aims (技能目标：听，说，读，写)1. By using the reading strategies of skimming and scanning, students can catch the general idea and detailed information of the part within a limited time.2. Through finishing tasks in groups, students will cultivate their ability of sharing opinions with others.Third, Emotional aims (情感目标：兴趣，自信，合作，爱国，国际视野)1. Students can foster their interest and desire in learning English.[page]2. Students develop their confidence in expressing themselves.By completing the task,(1) the Ss will increase their interests in(2) the Ss will set up self-confidence in _____________.(3) the Ss will have the bravery of facing ,(4) the Ss will have the consciousness of(5) the Ss will can appreciate the beauty in .Well, next I will talk about the important points and difficult points.In order to achieve the teaching goal and with consideration to the actual teaching condition, I will establish the important points and difficult points as follows.The important points are the useful words, phrases, and sentence patterns.The difficult points mainly focus on how to use different reading strategies for different reading purposes.Here comes my Teaching methods& learning methodsAccording to the analysis of teaching material and Ss, I will mainly adopt the Communicative Approach and Task-based Language Teaching Approach, which means I will invite the students to further their understanding of the passage by fulfilling various tasks and cooperate with their group members.As to the study methods, I will have the students to study in a relaxed atmosphere. they will cultivate their cooperation ability through group work and pair work and they will form a good habit of independent thinking by solving problems on their own.Now let’s come to the most important part of my lecture---The analysis of the Teaching ProceduresTo fulfill the teaching aims and stress the important points and difficult points, I will arrange my teaching procedures as the following steps.Step one: “Warming up and Leading-in”. As we all know that “interest is the best teacher”, so here, I will play a short English video about to cultivate Ss’ learning interests and create a rela__ng English learning atmosphere.Step two: Pre-reading. In this step, I will ask students the question that and invite them to look at the title to predict what the passage is about. No matter what their answers are, I will give them positive feedback.Purpose: during the independent thinking stage, students will recall their learned knowledge. Although not all the answers are correct, they will be more concentrated on the textbook andbecome more eager to read more.Step three: While Reading. It will cost me 20 minutes and consists of extensive reading and intensive reading activities.First comes the Extensive reading activity. I will introduce the reading tip of skimming to facilitate their reading, I will say to them that “when doing skimming, lets focus on the key words and sentences of each paragraph instead of reading the passage sentence by sentence, I will give you 3 minutes, after skimming, you are expected to tell me how many parts can the whole passage be divided into and the what are them about.”Purpose: the task can impart the students with the reading strategies of skimming, which can greatly improve their reading comprehension ability and independent thinking ability.Then, let’s move to another important reading activity--intensive reading, this time, students should read the passage very carefully, at the same time they should underline the words and phrases which they don’t understand, and discuss with their partners the following questions:Question 1:Question 2:Question 3:Besides, students are also required to finish the match practice below through paying attention to :Next, I will explain some important language points. For the new words, I will lead the Ss to guess the meaning of the new words according to the context. For the sentences, I will demonstrate the sentences via my course-ware with the key parts deliberately colored and invite the students to work out the grammar rules by group work. For example, . After that, I will give them more examples and ask them to do the translating exerciseto help them better understand the usage of .By doing these two tasks, Ss will on one hand have a further understanding of the whole passage, on the other hand, they will also be able to use the target language of in their communication. They’ll also experience the sense of achievement in finishing the relative difficult tasks.Step four: Post-reading. It will cost 10 minutes. Here, I will arrange two tasks to strengthen students’ understanding of the reading part.[page]Task 1: discussionStudents work in groups and discuss the topic: ? After a ten-minute discussion, representatives of some groups will be invited to do the report.Task 2: retellingHere I will show my students a short passage with key words and phrases missing, and then ask some students to do the retelling by filling the blanks orally.The reasons why I set these two activities are that all the students can have their opportunities of expressing their own ideas, and by working in groups, Ss will raise their cooperation awareness and appreciate the excellent thought of others. As the teacher, I can check if my class have already grasped the knowledge just as I expected.Then, at the end of the class is step five: summary & homework.I will ask some students to share what they have learned before I make a final conclusion. I will summarize the class like this: “ ”.In this way, Ss can make a self-assessment and some of them are able to gain a proud sense.As for the homework, students are required to search moreinformation about , they can refer to various information sources for help. Homework is so important in that it can train their self-study ability.Now let’s focus on the last part. Blackboar d DesignIn order to show the important points and difficult points in a more clear way, I will divide the blackboard into three parts. On the left, I’ll write down the main idea of each part, the middle part is reserved for the important points, and on the right, I will write down some tasks.That’s all for my presentation, I appreciate your attention very much! Thank you very much!2、高中英语阅读一等奖说课稿I Teaching Aims:1. To develop Ss’ basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.)2. To encourage Ss to practice, participate, and co-operate in the classroom activities.3. To get Ss to know something about … and have a better understandin g of the importance of …. As for teaching approaches, I think … II Teaching Approaches Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talking Time).So during this lesson, emphases are to be laid on:1. Student-centered teaching2. Task-based learning3. Activity-based teaching (individual work; pair work; group work; class work)III Teaching Aids:1. a projector2. a multi-media computer systemThey are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks.IV Teaching ProcedureStep 1 Warming-up & lead-in Activity 1 Free talks (class work) Q1: Who do you think looks coolest in our class? Q2: Do you like him/her? Q3: If so, why? If not, why? … Download some pictures/music from the Internet. Guiding Qs may be: Q1: Who’s she/he? Q2: Do you like him/her? Q3: If so, why? If not, why? Q4: Do you think he/she is perfect? Goal: To lead up to the topic, get Ss to warm up and arouse their interest in the topic. Activity 2 Picture-talking /Music-talking (individual work) Step 2 Pre-reading Activity1 Look and guess (class work) In this activity, Ss are required to look at the title/subtitle and guess what they will read.the picture/… Activity2 Brain-storming (class work)Goal: To develop Ss’ reading skill---predicting and present some new words in the passage such as …Activity 1 Skimming (class work) Step 3 ReadingPara of the article (or the first sentence or the last sentence of each Para.) Goal: To develop Ss’ reading skill --- skimming, that is, how can we get the general idea of a passage as quickly as possible. Activity 2 Scanning (group work)TitlePart/Para.Main ideaDetailed information1 a. topic sentences/introductionb. examples/supporting ideasc. conclusionGoal: To develop Ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other. Activity 3 Report (class work) Invite some group members to report their work to the whole class. Goal: To overcome Ss’ shyness and stimulate Ss to speak in public. Activity 4 Further understanding and word study (pair work) Encourage Ss to discuss the following Qs in pairs (A PowerPoint will be used here to present some blank-filling exercises and Q1: What does the word ―this‖ in the last Para? But 3 refer to? A. B.C. A. B.D. D. Q2: What is the Chinese equivalent for the phrase ―investing in loss‖? C. Q3: The word ―flawless‖ in Line 5 of Para.2 can be replaced by ___ Q4: Which of the following statements is true or not true? Goal: To help Ss to guess the meaning of certain unknown words and understand the passage exactly. multiple choices.)Step 4 Post-readingActivity1 Role-play (pair work) Suppose one student is a … and the other …. Ss are encouraged to put themselves in the situation and make a face-to-face interview. Activity2 Discussion (Group work) T opics may be: Q1: Do u want to be perfect? Q2: Do u think there is any one in the world that is perfect? ―Remind you‖, remind yourself of what? Activity3 Poster-designing/Cartoon-designing/… (Group work) Goal: These post-reading activities are intended to develop Ss’ creative thinking and get them to know the importance of … Task 1 Write a summary of the passage (about 100 words) (Individual work) Goal: To spur Ss to consolidate what they have learned. Task 2 Look up some more information about … (Individual work)Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites on the topic. Goal: To encourage Ss to study English spontaneously and independently after class, arouse Ss’ interest in traditional Chinese culture and develop Ss’ culture awareness and cross-culture communicative skills. As for my blackboard-design, since time is limited, I’d like to give a brief introduction.Step 5 Homework3、高中英语阅读一等奖说课稿InterpretationGood morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you.I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.Part 1 Teaching MaterialThe content of my lesson is New Senior English for China Book___ Unit____________________. This unit is about____________________ (topics). By studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________. At the same time, let the students learn how to____________________ (functional items). From this lesson, it starts___________________________(structures). (As we all know, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing.) Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit.Part 2 Teaching AimsAccording to the new standard curriculum and the syllabus (新课程标准和教学大纲), and after studying the teaching material, the teaching aims are the followings:1.Knowledge objects (语言目标：语音，词汇，语法，功能，话题)(1)The Ss can master the usage of the important words and expressions.(2)The Ss can use the __________________ (grammar) in the proper situation.(3)The Ss can understand the content of the lesson, talk about _______________________ (information) and get their own idea about _______________________________.2.Ability objects (技能目标：听，说，读，写)(1) To develop the Ss’ abilities of listening, speaking, reading and writing(2) To guide Ss to set up effective studying strategies.(3) To improve the student’s reading ability, especially their skimming and scanning ability.(4) To train the Ss’ abilit ies of studying by themselves and cooperating.3.Emotion or moral objects (情感目标：兴趣，自信，合作，爱国，国际视野)(1)By completing the task, the Ss increase their interest in ____________________and set up self-confidence in _____________________.(2)Teach the Ss_________________________, put the moral education in the language study.Part 3 the Important and Difficult PointsBased on the requirement of the syllabus.The important points are__________________________ such as______________.The difficult points are_________________________ for example_____________.Part 4 Teaching MethodsAs is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories(现代社会交际教学理论) .1. Communicative Approach(交际教学法)2. Whole Language Teaching(整体语言教学法)3. Task-based Language Teaching (任务教学法)4. Total Situational Action (情景教学)a “scene —activity” teaching method , it establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI (电脑辅助教学) can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.Part 5 Teaching ProcedureStep 1 Lead-in. (_____min)________________________________________________________________ ___Purpose of my design: (1) to catch Ss’ attention about the class/topic/passage.(2) To set up suspense/develop interest in _______________.Step 2 Pre-readingTask 1 (Individual work, pair work, group work, class work; _____min)Let Ss_____________________________________________________________ Task 2 (Individual work, pair work, group work, class work; _____min)________________________________________________________________ ___Now, let’s see what happened to the_______________/ let’s check whether it is right or not.Purpose of my design: (1) to get to know something about the _________________.(2) To have a better understanding about the importance of ___________________.Step 3 While-readingTask 1 (Individual work, pair work, group work, class work; _____min)Skimming: Ss should read the material fast to find out the main idea/topic sentence for each paragraph.Para 1 ___________________Para 2 ___________________Para 3 ___________________Task 2(Individual work, pair work, group work, class work; _____min)Scanning: Listen to the tape part by part to finish ___________________________.Task 3 (Individual work, pair work, group work, class work; _____min)Scanning: Guide Ss to read the material carefully and take some important notes, then answer the following questions.Task 4 (Individual work, pair work, group work, class work; _____min)Scanning: Ask Ss to read the material carefully and find outthe correct answers to finish the following chart.Purpose of my design:Enable students to understand the given material better by using different reading skills. And proper competition can arouse the Ss’ interest in English learning. ―Task-based‖ teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.Step 4 Post-readingTask 1 (Individual work, pair work, group work, class work; _____min)(接task3)Ask Ss to close books and finish the summary according their notes.(接task4)Retell the story /Sum up the passage in Ss’ own words according to the chart.Task 2 (Individual work, pair work, group work, class work; _____min)Discuss _______________________________________________with other group members and then choose a reporter to share their opinions about ____________________________________ with the whole class.Purpose of my design:I think If the Ss can finish this task well, they will benefit a lot in their spoken English. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.Step 5 Homework1. __________________________________________________2. __________________________________________________Purpose of my design:Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.4、高中英语教学设计一等奖一、学情分析当前在中学生中吸烟现象比较常见，课本内容接近学生生活，对学生有教育意义，容易激发学生的学习热情，易于展开讨论。

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。

高中英语说课稿一等奖（通用5篇）整理高中英语说课稿一等奖篇2高中英语说课稿一等奖篇4Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English Book unit 1（A student of African wildlife/Why not carry on the good work）I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and Blackboard design. First, let me talk the teaching material. Part 1 Teaching Material:This unit is about（Great women and their achievements , Important people, history and methods of agriculture, Different types of English humor ,Culture differences and communication Different types of theme park）By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and Dr Yuan Longping’ achievement And chemical farming and organic farming. Charlie Chaplin and his funny and encouraging humor People from different area have different body language and use the right body language to showing our feelings. Theme park not only provide fun but also provide various knowledge and exciting experience. this lesson not only teach the students to learn the related material about (1) the good character to be a successful person (2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical fertilizers and how to increase production in organic farming. (3)Charlie Chaplin and his humor English jokes (4)Different body language and the similarities in body language which make the others understand our feelings.(5)Theme park but also learning ability in English .A：If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well. B：It provides all-around practice about listening, speaking, reading and writing revolve around the topic, it is the expansion of this unit and give Ss a space to use the language So it plays an important part in the English teaching in this unit.（As we know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . ）According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings: 1.Knowledge objects: (1)the students can hear, read, and use the main sentence patterns. (2) the students can understand the content of the lesson: (3) the students can use the patterns to express their thoughts in proper situation and learn how to describe people with adjective. Ability objects: Ability objects of this section are (1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.(2) To train the Ss’ ability of working in pairs. (4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability.3.Emotion objects: By reading A Student of African wildlife /why not carry on the good work, students can learn from (1)Jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiao zhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her greatpersonality-universal love and mercy that made her successful. (2)Dr Yuan Long ping his scientific research spirit and attitudes toward life Thispassage what is chemical and organic farming and their advantage and disadvantage.高中英语说课稿一等奖篇5Good morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 5 Music. I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.Firstly，let me introduce the teaching material. This unit is to introduce to us different types of band. The reading passage is the center of this unit. It is made up of 4 paragraphs, that is, many people want to be famous as singers or musicians, form a band, Monkees began as a TV show and they became even more popular than the Beatles. The text is the most important teaching material in this lesson, which extends the main topic “music” and contains most of the vocabulary and grammar points that students should learn in this unit.Secondly, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability Thirdly, I’d like to talk about teaching aims and demands1 Knowledge aims:（1）to help students to understand and master the words, phrases and sentence patterns.（2）to know some basic information about music2 Ability aims:(1) To improve the students’ organizing and using skills of English as the second language(2) To understand the main idea, to scan for the needed information and to grasp the details3 Emotional aims:(1) Help students understand different type of music and how to form a band(2) Develop students’ sense of cooperative learningFourthly, teaching key points is1. To help the students get a general idea of the whole passage, and some detailed information and language points as well.2. To understand how Monkees formed, developed and succeed. Teaching difficult points is1. The students use their own words to express their own ideas.2. the prep+ whom/which attribute clauseAccording to the analysis above, I’ll try to use the following theoriesto make students the real master of the class while the teacher myself the director.a. Communicative Language TeachingLanguage is used for communication. It’s learner-centered and emphasizes communication and real-life situations.b. Task-based Language TeachingA task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.c. Computer Assisted Language TeachingLanguage learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.Part 3 Learning MethodsTask-based, self-dependent and cooperative learningPart 4 Teaching ProcedureStep One Lead-in“Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the band”. I’ll play some different type of music to attract their attention andthen bring some questions.Question:What kind of music they like?Which band they know best?The answers must relate to band. After this, the students will be eager to know something about band and this is the very time to naturally lead the class into Step 2Step 2 Reading for information:skimming and scanning In this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.Task 1 General ideaThe students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other.Task 2 Main idea of each paragraphCooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 4 groups to skim the whole text and get the main idea of each paragraph.Step 3 Reading for comprehensionThe purpose of reading is to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details. Therefore the following practices on Page 35 can help check the situation.Step 4 Solving difficult language problems through readingIt’s important for language learners to learn important rules ofgrammar and use these rules to solve problems in reality. In the previous process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss and explain. This period of time belongs to students. They can ask any questions they come across in the process of learning. I’ll explain the questions and difficulties. The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.Step 5 ConsolidationLanguage is learnt by communicating. It is my job to create an atmosphere for students to use the language. Here I design 2 activities 1 Reading for comprehensionI’ll ask 4 students to read each paragraph, and then do the exercisefollowing the text. I think it’s a good way to review what they have learned.2 DiscussionDuring making discussion, the students will deepen their understanding of the main idea of the passage.a. Why Monkees can be successful? Give reasons.b. What’s the most important thing for a successful band? Why? Step 6 HomeworkAsk the students to write down sth about their favorite singers, band or music and list the reasons. The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.Part 5 Blackboard designUnit 4 MusicPassage The Band That Wasn’tTopic Sentences:1. Many people want to be famous as singers or musician2. Form a band3. Began as a TV4. They became even more famous than the BeatlesDiscussion:a. Why Monkees can be successful? Give reasons.b. What’s the most important thing for a successful band? Why?In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily. In this text, the design is not easy to write. I write the topic sentences on the blackboard, in order to tell the students that this is of the importance in this class. I want to make the design inductive, instructive and artistic.【高中英语说课稿一等奖（通用5篇）】文档内容到此结束，欢迎大家下载、修改、丰富并分享给更多有需要的人。

牛津英语的说课稿一等奖牛津英语的说课稿一等奖作为一位杰出的老师，总不可避免地需要编写说课稿，说课稿有助于教学取得成功、提高教学质量。

优秀的说课稿都具备一些什么特点呢？以下是小编为大家收集的牛津英语的说课稿一等奖，仅供参考，大家一起来看看吧。

牛津英语的说课稿一等奖1一.说教材本课为《义务教育教科书》小学英语四年级上册4A Unit 8 Dolls 第三教时Cartoon time，Rhyme time & Checkout time二.说教学目标1．认知目标1）能运用句型He’s /She’s … His /Her … is /are …简单描述人和动物特点。

2）能理解并表演“Cartoon time”。

3）能理解并诵读歌谣“Two fat boys”。

2．能力目标1）能了解歌谣的韵律，培养学生良好的节奏感。

2）初步了解物主代词his和her的含义和用法。

3）培养学生的观察、思维、想象、表达和语言综合运用能力。

3．情感目标1）激发学生的学习兴趣，提高学生学习的积极性。

2）激发学生的参与意识，综合运用语言知识的'意识和合作探究的意识。

3）培养学生正确的审美意识。

教学重点是：1）使学生能理解、朗读并表演Cartoon time。

2）使学生能诵读歌谣Two fat boy。

3）使学生能运用所学句型He’s /She’s … His /Her … is /are …简单描述人和动物特点。

教学难点是：使学生能运用所学句型He’s /She’s (i)/Her … is /are …简单描述人和动物特点，并能运用连词“and”，“but”和副词“too”。

三、说教学方法我主要采用了以下几种教法：1.图文对照法; 2、情境教学法，3、以读代讲法。

通过不同形式、不同要求的读，引导学生感受课文的语言美和文章美。

四、说教学过程Warm up& Free talk：1.Enjoy a song2 Play a gameRhyme time:1. Introduce Tom2 Watch and answer3 Listen and learn4 Think and guess5. Think and sayCartoon time:1 Look and say2 Look and guess3 Watch and choose4 Listen and imitate5.Act ‘Cartoon time’6 T: What do you think of the robot? Why? Let’s talk.S1: The robot can talk and jump. He’s cool.S2: The robot can get tall. He’s great.T: The robots a re cool. Let’s dance with the robots.Ticking time：How many stars can you get?（如图12）1. I can understand and say the rhyme ‘Two fat boys’.2. I can understand and act ‘Cartoon time’.3. I can describe people and animals.Homework:1. Share the rhyme ‘Two fat boys’ with your parents.2. Read and recite ‘Cartoon time’.牛津英语的说课稿一等奖2一、教材分析本课选自[牛津英语]教材4B Mdule3 Unit1 Clurs and places Part3 L and read.本教材在设计和编排上与“以人为本”的理念是一致的，能通过教学活动使学生的语言概念，语言实践能力和语言能力在原有的基础上得到拓展和加深。

牛津高中英语的说课稿牛津高中英语的说课稿Good morning, ladies and gentlemen . I’m ##. I’m from ## High School. Today, I feel honored to have the chance to share my ideas with you. In the reading process, I will focus on students’ long –term development and enable them to use reading strategies to readefficiently and independently.My teaching plan will include 4 sections. They’re analysis of the 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 after his 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 the 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 students’ 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 studentsfill 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.。

高中英语说课稿牛津尊敬的各位评委、老师们，大家好！今天，我将为大家说课一节高中英语课，所使用的教材是牛津英语系列。

本节课的主题是“Environmental Protection”，我们将通过一系列的教学活动，帮助学生提高英语听说读写的能力，同时增强他们的环保意识。

首先，我将简要介绍本节课的教学目标。

本节课的目标是让学生能够：1. 听懂关于环境保护的英语对话和短文。

2. 能够使用英语就环保话题进行基本的交流和讨论。

3. 学会使用一些环保相关的词汇和表达方式。

4. 通过写作练习，能够撰写一篇关于环保的短文。

接下来，我将介绍教学内容和教学步骤。

第一步，热身活动（Warm-up Activity）。

我将通过播放一段关于地球环境现状的视频，引起学生对环保问题的关注。

视频结束后，我会提出几个问题，让学生用英语回答，比如“What do you think isthe biggest environmental problem?”和“How does it affect us?”第二步，词汇学习（Vocabulary Learning）。

我会在黑板上列出一些与环保相关的词汇，如“sustainable,” “renewable energy,” “pollution,” “deforestation”等，并让学生尝试解释这些词汇的意思。

接着，我会用图片和例句来帮助学生更好地理解和记忆这些词汇。

第三步，听力练习（Listening Practice）。

我会播放一段关于环保的英语短文，让学生听后回答问题。

这样不仅能锻炼学生的听力技能，还能加深他们对环保知识的理解。

第四步，口语练习（Speaking Practice）。

我会将学生分成小组，让他们就环保话题进行讨论。

每个小组需要选择一个环保问题，并提出解决方案。

之后，每个小组将向全班展示他们的讨论结果。

这不仅能提高学生的口语能力，还能培养他们的团队合作精神和创造力。

牛津高中英语说课稿尊敬的老师们、同学们：大家好！今天我要为大家说课的是牛津高中英语教材。

牛津高中英语教材是一套广泛用于我国高中英语教学的教材，它以其全面的语言知识体系、丰富的文化内涵和实用的交际功能而受到广大师生的青睐。

接下来，我将从教材结构、教学目标、教学内容、教学方法和评价方式五个方面进行详细介绍。

一、教材结构牛津高中英语教材共分为六个模块，每个模块包含两个单元。

每个单元又由多个子单元组成，涵盖了听说读写四项技能的培养。

教材内容安排合理，由浅入深，循序渐进，旨在帮助学生逐步提高英语水平。

每个模块的开始都有主题导入，旨在激发学生的学习兴趣和背景知识，为后续学习打下基础。

此外，教材还配有大量的练习题和扩展阅读材料，以供学生巩固和拓展所学知识。

二、教学目标牛津高中英语的教学目标是培养学生的综合语言运用能力，特别是交际能力。

通过学习，学生应能够：1. 掌握必要的语言知识，包括词汇、语法、发音等，并能在实际交际中正确运用。

2. 发展听、说、读、写四项技能，提高英语交际能力。

3. 了解英语国家的文化背景，增强跨文化交际的意识和能力。

4. 培养自主学习和合作学习的能力，形成有效的英语学习策略。

5. 培养批判性思维能力，能够对所学内容进行分析、评价和创新。

三、教学内容牛津高中英语的教学内容丰富多样，包括：1. 语言知识：教材系统地介绍了英语语法、词汇、发音等基础知识，并配有大量的实例和练习，帮助学生巩固和运用所学知识。

2. 交际技能：通过情景对话、角色扮演、小组讨论等活动，培养学生的口语交际能力和听力理解能力。

3. 阅读技能：选取了各种类型的阅读材料，如故事、新闻报道、科普文章等，提高学生的阅读理解能力和阅读速度。

4. 写作技能：通过写作练习，如记叙文、议论文、说明文等，培养学生的写作能力和表达能力。

5. 文化知识：介绍英语国家的历史、地理、文化、社会等方面的知识，拓宽学生的国际视野。

四、教学方法在牛津高中英语的教学过程中，我们采用以下教学方法：1. 任务型教学：设计贴近学生生活和兴趣的任务，让学生在完成任务的过程中学习和使用英语。

牛津高中英语优秀说课稿Good afternoon, everyone. This is my lesson on Unit 1 of the Oxford High School English course. My name is Sarah and I'm excited to be presenting this lesson to you today.Today's lesson is going to focus on the theme of personal relationships, and our objective is going to be to develop students' language skills through a range of listening, speaking, and writing activities. We will also be looking at some of the different ways in which personal relationships can be conveyed through communication.We will begin by exploring some of the key vocabulary and expressions related to personal relationships. We will look at expressions related to love, marriage, family, and friendship. We will also look at some common idioms and expressions related to these topics.Next, we will listen to a short audio clip of two people discussing their relationship. We will use this clip to identify some of the different ways in which people communicate their emotions and feelings in a relationship. We'll ask questions like, "What tone of voice do the speakers use?", "What facial expressions do they use to convey their emotions?", and "What nonverbal cues do they use to communicate their feelings?".After the listening activity, we will move on to a speaking activity. Students will work in pairs to practice using some of the key vocabulary and expressions related to personal relationships. They will use role play exercises to develop their skills incommunication. We will provide them with a few different scenarios to choose from, depending on their interests and preferences.Finally, we will finish the class with a written exercise, where students will reflect on their own personal relationships. They will be given a set of questions to answer, such as "What is the most important personal relationship in your life?", "What qualities do you look for in a friend or partner?", and "What do you think are the most important factors in maintaining a healthy relationship?". Overall, this lesson will provide students with a range of different activities and exercises to help them develop their language skills related to personal relationships. They will practice listening, speaking, and writing, and work on understanding the different ways in which people communicate their emotions and feelings in different situations. By the end of the class, students will have a better understanding of the vocabulary and expressions used in personal relationships, and will be more confident using them in their own lives. Thank you for your attention, and I hope you enjoy the lesson!。

苏教版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)来源:中考Tag:⽜津⾼中英语说课稿点击: 386次⽜津⾼中英语说课稿评优课⼀等奖说课稿(全英⽂)⽜津⾼中英语说课稿2010年04⽉29⽇ladies and gentlemanx Today, I feel honored to have the chance to share my ideas about how to t In other words, students are guided to read efficiently and independentlyx My teachellong p material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with characteristicsx First, it’s a long passage with 688 words, much more than the usual textsx Second, following as the teachellong aims of my lesson: The 1st aim: Students learn the skills and strate Students are familiar with various expression_r_r_r_r_rs or approaches to express the same thellon approachx With the teachellong methods, I can guide students to use effective reading strategies to Part 1x Getting ready Reading begins before a book is openedx It’s important to activate stud imagination and give them a purpose for readingx The part consists of two tasks: Task 1: A tim their graduation from hellogh school, whelloch is 1 year awayx At that point, I get them to imagin next year, most of you will be studying in a universityx (With the task, I inspire students’ form readingx) Task 2: Brainstormingx After the summary, I go on to show some more pictures of and get students to catch the answer to the 2uestion: They will travel or work on projects for up to definitely be eager to listen to the tape to find the answerx ) Part 2x Focusing on main facts thellos kind are not very difficult and they can be answered directly from the textx The part includ specialx After the instructions, I play the tape of Paragraphs 4-6 and get students toplete the follow would be discouraged by such a long articlex) Task 2: Matchellongx After listening, I get students t Daniel________ Martin_______ Ax felt being part of another culturex Bx be more independentx CHx learnt a lot about getting on with local peoplex (With the task, students learn to use a table to answer to the 2uestion: What do people call the year off between finishellong school and starting bridge,whelloch connects the main facts in Paragraphs 4-6 to the opinions about the gap year in th students use that time to travel, learn new skills or be a charity volunteerx (The task serves as a sup When did the gap year start in the UK? (The task enables students to have a good knowledge of th 念，⼝头表述⾃⼰对教学部实质意义、教学⽬标、教学重难点、教学要领、教学步伐等进⾏创造课程尺度、教材、学⽣的理解和驾驭的⽔平和运⽤有关教诲理论和教学原则社团教学的能⼒由于语教师说课⾓逐。