苏教版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）。

高中英语说课稿模板一等奖
一、说教材。

本节课是根据《高中英语课程标准》编写的，教材选用了《高中英语必修教材》。

本节课的内容是第X单元的第X课，主要涉及到……。

二、说教学目标。

1.知识与能力目标。

通过本节课的学习，学生能够掌握词汇、语法、阅读技巧等方面的知识，提高语言表达能力和阅读理解能力。

2.情感态度价值观目标。

通过本节课的学习，培养学生对英语学习的兴趣，激发学生学习英语的积极性，培养学生的合作精神和创新意识。

三、说教学重难点。

本节课的教学重点是……，教学难点是……。

四、说教学过程。

1.导入。

通过一个生动有趣的引入，引起学生的兴趣，激发学生的学习动力。

2.讲授。

通过多媒体、教案等教学手段，对本节课的知识点进行讲解，引导学生掌握相关知识。

3.练习。

设计多种形式的练习，包括个人练习、小组合作练习等，巩固学生的学习内容。

4.作业布置。

布置合适的作业，巩固学生的学习成果，激发学生对英语学习
的兴趣。

五、说板书设计。

根据本节课的内容，设计清晰简洁的板书，突出重点，便于学
生复习和记忆。

六、说教学手段。

本节课采用了多种教学手段，包括多媒体教学、小组合作学习、师生互动等，以提高教学效果。

七、说教学反思。

对本节课的教学效果进行总结，包括学生的学习情况、教学手
段的使用效果等，为今后的教学提供借鉴。

以上就是高中英语说课稿模板一等奖的内容，希望对你有所帮助。

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。

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。

高中英语获奖说课稿尊敬的评委老师们，各位同行，大家好！今天，我有幸站在这里，与大家分享我的高中英语说课稿。

本次说课的主题是“探索英语的魅力，激发学习的热情”。

在接下来的20分钟里，我将围绕教学目标、教学内容、教学方法、教学过程以及评价与反思五个方面展开。

一、教学目标在高中英语教学中，我们的目标不仅仅是提高学生的英语语言技能，更重要的是培养学生的跨文化交际能力和终身学习的习惯。

因此，本次课程的教学目标设定如下：1. 知识与技能：学生能够掌握并运用本单元的核心词汇和句型，进行有关“文化交流”话题的基本交流。

2. 过程与方法：通过小组合作和项目研究，培养学生的合作能力和自主学习能力。

3. 情感、态度与价值观：激发学生对英语学习的兴趣，增强他们的跨文化交流意识，培养尊重多元文化的态度。

二、教学内容本次课程选取的是高中英语教材中的“Cultural Exchange”单元。

内容涵盖了不同文化背景下的节日庆典、饮食习惯、传统服饰等话题。

通过这些内容，学生不仅能够学习到语言知识，还能够了解和比较不同文化之间的差异和共性。

三、教学方法为了实现教学目标，我将采用以下教学方法：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：鼓励学生分组合作，通过交流和讨论，共同完成任务，培养团队协作精神。

3. 多媒体教学：利用视频、图片等多媒体资料，增强教学的直观性和趣味性。

四、教学过程1. 导入（5分钟）通过播放一段关于世界各地节日庆典的视频，引起学生的兴趣，同时引出本课的主题“文化交流”。

2. 新课呈现（10分钟）展示与节日庆典相关的图片和词汇卡片，引导学生学习新词汇。

并通过情景对话的方式，让学生练习使用新学的词汇和句型。

3. 合作学习（15分钟）学生分组，每组选择一个文化元素（如节日、饮食、服饰等），进行小组讨论，并准备一个简短的介绍。

之后，每组轮流向全班展示他们的文化介绍。

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。

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。

获奖高中英语说课稿尊敬的评委老师、各位同行，大家好！今天，我非常荣幸能够站在这里，与大家分享我的高中英语说课稿。

本次说课的主题是“环境保护与我们的行动”，这是一堂结合了语言知识与现实世界问题的教学课程，旨在通过英语学习，提高学生们对环境保护的认识，并激发他们的社会责任感。

一、教学目标在设计这堂课之前，我首先明确了教学目标。

本课的教学目标分为三个层次：1. 知识与技能目标：学生能够掌握与环境保护相关的基本词汇和表达方式，能够听懂、会说、会读、会写有关环境保护的简单句子和段落。

2. 过程与方法目标：通过小组讨论、角色扮演等活动，培养学生的合作能力和批判性思维能力，提高他们的英语口语交际能力。

3. 情感态度与价值观目标：引导学生认识到环境保护的重要性，激发他们参与环保行动的热情，培养他们的全球公民意识。

二、教学内容本次说课的教学内容主要围绕以下几个方面展开：1. 词汇学习：包括环境保护、可持续发展、生物多样性等关键词汇的学习和记忆。

2. 阅读理解：通过阅读一篇关于环境保护的短文，帮助学生理解环境保护的紧迫性和重要性。

3. 口语表达：通过模拟联合国环境规划署的会议，让学生练习如何用英语表达自己的观点和建议。

4. 写作练习：学生需要撰写一篇关于如何参与环境保护的短文，以巩固所学知识并提高写作能力。

三、教学方法为了实现上述教学目标，我将采用以下教学方法：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：鼓励学生分组合作，通过交流和讨论，共同完成任务。

3. 情景教学法：创造真实的语言使用环境，让学生在模拟的情景中练习英语口语。

四、教学过程1. 导入（5分钟）- 通过展示一些关于环境问题的图片，引起学生的兴趣和关注。

- 提问学生对环境保护的看法，引导学生思考环境问题对个人和社会的影响。

2. 词汇学习（10分钟）- 利用多媒体教学工具，展示与环境保护相关的词汇和图片。

高中英语评优说课稿尊敬的评委老师、各位同行，大家好！今天，我有幸在这里为大家说课，课题是高中英语课程中的“评优”环节。

在这个环节中，我们将重点关注如何通过有效的教学方法和评估手段，激发学生的学习兴趣，提高他们的英语水平，并通过评优活动来肯定学生的努力和进步。

首先，我想谈谈评优的目的和意义。

评优不仅仅是对学生学习成果的一种肯定，更是激励学生积极参与学习、不断提高自身能力的重要手段。

通过评优，我们可以让学生明确学习目标，增强学习动力，同时也能够帮助他们建立自信，培养良好的学习习惯和竞争意识。

接下来，我将从教学内容、教学方法、评估标准和激励措施四个方面，详细介绍我的评优说课设计。

一、教学内容在高中英语教学中，我们的教学内容应该涵盖听、说、读、写四个方面。

为了更好地进行评优，我会将教学内容分为以下几个模块：1. 词汇与语法：这是英语学习的基础，我会通过定期的测验和作业来评估学生对词汇和语法的掌握情况。

2. 阅读理解：通过精选的阅读材料，提高学生的阅读速度和理解能力，并通过阅读理解练习来检验学习效果。

3. 听力训练：利用听力材料，加强学生的听力理解能力，并通过听力测试来评价学生的听力水平。

4. 口语表达：通过角色扮演、情景对话等活动，提高学生的口语交际能力，并在课堂表现中给予评价。

5. 写作技巧：教授各类文体的写作方法，通过作文作业和写作比赛来评价学生的写作能力。

二、教学方法为了提高教学效果，我会采用多样化的教学方法：1. 互动式教学：鼓励学生参与课堂讨论，提问和分享，以增强他们的学习兴趣和参与度。

2. 分组合作：通过小组合作完成项目或任务，培养学生的团队协作能力和沟通技巧。

3. 多媒体辅助：利用视频、音频、PPT等多媒体工具，使课堂内容更加生动有趣。

4. 情景模拟：创造真实或模拟的情景，让学生在实践中学习和使用英语。

三、评估标准评优的评估标准应该全面、公正、透明。

我会根据以下几个方面来设定评估标准：1. 课堂表现：包括学生的参与度、提问和回答问题的情况。

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 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2021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? 〔XX版〕第11 板块第2 单元Project 中的阅读材料。

Good morning, ladies and gentlemanx Today, I feel honored to have the chance to share my ideas about how toteach readingx In the reading process, I will focus on students -term’long development and enable them to use proper reading skills and strategiesxIn other words, students are guided to read efficiently and independentlyx My teachellong plan will include 3 section They’re analysis o t h f e reading material,identifying the teachellong aims and teachellong proceduresx Section 1 Analysisof the teachellong material The selected teachellong material is a magazinearticle taken from the Project section of Module 11, Unit 2 of Advance with EnglishxThe article is about British students who take a gap year, whelloch is intended todevelop the theme of the unit, that is, Getting a jobx After analyzing it carefully, Ifind the article has two uni2ue characteristicsx First, it with’68s8a long passage words, much more than the usual textsx Second, it deals with a new topic, that is, agap yearx The topic is unfamiliar to most studentsx Section 2 Indentifying the teachellong aims Based on the analysis of the teachellong material, I havechosen the following as the teachellong aims of my lesson: The 1st aim:Students learn the skills and strategies to read a prolonged textx The 2nd aim:Students get a better understanding of what a gap year isx The 3rd aim: Studentsare encouraged to figure out the implied meaningx The 4th aim: Students arefamiliar with various expression_r_r_r_r_rs or approaches to express the samethellong or ideax Section 3 Teachellong procedures In order to achelloevethe teachellong aims mentioned above, I decide to choose guided reading andTask-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 fourpartsx They ’re getting ready, focusing on main facts, reading between the lines and responding the textx Part 1x Getting ready Reading begins before a bookis 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-readingactivities 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 thedate 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 helloghschool, whelloch is 1 year awayx At that point, I get them to imagine where they areand what they are doingx After it, I give a summary of their presentations asfollows: After leaving hellogh school, most of Chellonese students go straight to universityxYes, at thellos time next year, most of you will be studying in a universityx(With the task, I inspire students ’former knowledge and imagination about graduating from hellogh school and going to college, whelloch can draw theirattention to the theme of the reading material and get them ready for the followingreadingx) Task 2: Brainstormingx After the summary, I go on to show somemore pictures of British students fresh from hellogh schools, and tell students thatmore and more students in the UK are doing somethellong different instead of goingstraight to universityx After that, I play the tape of Parax1 and get students to catchthe answer to the 2uestion: They will travel or work on projects for up to a year beforeentering universityx (With the task, I excite students ’desire to know more about what their British e2uivalents will do before going to collegex With the 2uestion inmind, students will definitely be eager to listen to the tape to find the answerx )Part 2x Focusing on main facts During the part, I will ask the students to answerthe 2uestion—What does the author say? Students are supposed to get a main idea ofthe text and understand the basic meaning of the textx 8uestions of thellos kind arenot very difficult and they can be answered directly from the textx The part includessix tasks: Task 1: Three examplesx 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 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 their psychological burden, otherwise students would be discouraged by such a long articlex) Task 2: Matchellongx After listening, Iget 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_______ Axfelt being part of another culturex Bx be more independentx Cx found it challengingand rewardingx Dx felt that it was a special experiencex Ex ready to face challengesin the futurex Fx learnt how to deal with difficult situationsx Gx felt like she reallymade 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 studentsx 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 andstarting 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 year in the rest paragraphsx) Task 4: Definition of the gap yearx Students watch a VCR with a 2uestion in mind: Whatthree 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 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 to answer the 2uestion: When did the gap year start in the UK? (The task enables students to have a good knowledge of thehellostory of the gap 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导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〕。

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。

高中英语说课稿获奖尊敬的评委老师、各位同行，大家好！今天，我非常荣幸能够站在这里，与大家分享我的高中英语说课稿。

在这次的教学设计中，我力求创新与实用相结合，旨在提高学生的英语综合运用能力，同时激发他们对英语学习的兴趣。

接下来，我将从教材分析、教学目标、教学方法、教学过程、板书设计和教学反思六个方面进行详细介绍。

一、教材分析本次说课的内容选自新版高中英语教材第十单元，主题为“Environmental Protection”。

本单元旨在通过对环境保护话题的探讨，让学生了解全球环境问题的现状，认识到环境保护的重要性，并鼓励他们积极参与到环保行动中来。

教材内容涵盖了环境问题的多种类型，如全球变暖、水资源短缺、物种灭绝等，并通过阅读、听力、口语和写作等多种活动形式，帮助学生提高英语语言技能。

二、教学目标1. 知识目标：学生能够掌握与环境保护相关的基本词汇和表达方式，了解全球环境问题的基本知识。

2. 技能目标：通过听说读写的综合训练，提高学生的英语语言运用能力，特别是口语表达和写作能力。

3. 情感态度与价值观目标：培养学生的环保意识，激发他们对环境保护的热情，鼓励他们将所学知识应用到日常生活中。

三、教学方法本次课程我将采用“任务型教学法”和“合作学习法”相结合的方式。

通过设计一系列与环境保护相关的任务，让学生在完成任务的过程中学习和使用英语。

同时，鼓励学生分组合作，共同探讨问题，提高他们的团队协作能力。

四、教学过程1. 导入（5分钟）通过播放一段关于地球环境现状的视频，引起学生对环境保护话题的关注，同时激发他们的学习兴趣。

2. 呈现（10分钟）展示与环境保护相关的图片和词汇卡片，引导学生学习新词汇，并进行简单的口语交流练习。

3. 练习（15分钟）设计一个小组讨论活动，让学生分组讨论他们所知道的环保措施，并用英语进行汇报。

4. 产出（15分钟）学生个人完成一篇关于如何保护环境的短文写作，鼓励他们运用所学词汇和表达方式。

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!。

牛津高中英语说课稿模板尊敬的各位老师、同学们：大家好！今天我要为大家说课的内容是牛津高中英语教材中的一个单元。

在开始之前，我想先简要介绍一下牛津高中英语教材的特点。

这套教材以其全面的语言技能训练、丰富的文化背景知识和实用的交际话题而受到广泛好评。

它不仅注重学生语言知识的积累，更强调语言的实际运用能力。

接下来，我将以一个具体的单元为例，展示如何进行有效的说课。

一、教学目标在开始本单元的教学之前，我们首先需要明确教学目标。

根据课程标准和学生的实际情况，我设定了以下三个目标：1. 知识与技能目标：学生能够掌握本单元的核心词汇和语法结构，理解并运用这些语言知识来表达自己的观点和感受。

2. 过程与方法目标：通过小组讨论、角色扮演等活动，培养学生的合作能力和批判性思维能力。

3. 情感态度与价值观目标：通过阅读和讨论与文化相关的话题，增强学生对多元文化的理解和尊重。

二、教学内容本单元的主题是“文化交流”，它包括以下几个部分：1. 热身活动：通过图片、视频等多媒体材料，激发学生对不同文化的兴趣和好奇心。

2. 阅读材料：一篇关于世界各地节日的介绍性文章，旨在提高学生的阅读理解能力和词汇量。

3. 语法点：本单元的语法重点是虚拟语气的使用，通过例句和练习，帮助学生掌握其正确用法。

4. 口语活动：模拟一个国际文化交流的情境，让学生练习如何用英语介绍自己的文化，并询问他人的文化背景。

5. 写作任务：要求学生撰写一篇关于自己最喜欢的传统节日的短文，运用所学的词汇和语法知识。

三、教学方法为了实现上述教学目标，我将采用以下教学方法：1. 导入法：通过提问和讨论，引导学生思考文化差异和交流的重要性。

2. 合作学习：通过小组合作，让学生在互动中学习和提高。

3. 任务型教学：设置具体的语言使用场景，让学生在完成任务的过程中自然习得语言知识。

4. 反馈与评价：通过即时反馈和同伴评价，帮助学生了解自己的学习进度和存在的问题。

四、教学过程1. 导入（5分钟）- 展示不同国家的节日图片，让学生简短描述他们所知道的节日。

评优课一等奖说课稿（全英文）以下是全市高中英语教师评优课一等奖的全英文说课稿，现刊出来，希望对大家有点帮助，说课的内容是《牛津高中英语》（江苏版）第11模块第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 reading.In the reading process, I will fo cus 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 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 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 expression_r_r_r_r_rs orapproaches to express the same thing or 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 approach. With the teaching methods, I can guide students to use effective reading strategies to comprehend the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main fac ts, 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 high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading.)Task 2: Brainstorming. After the summary, I go on to show some more pictures of British students fresh from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Para.1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university.(With the task, I excite students’ desire to know more about what their British equivalents will do before going to college. With the question in mind, students will definitely be eager to listen to the tape to find the answer. )Part 2. Focusing on main factsDuring the part, I will ask the students to answer the question—What does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text. The part includes six tasks:Task 1: Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table.(With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article.)Task 2: Matching. After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading.(With the task, students learn to use a table to gather the main facts about the three British students. T hey’ll come 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 question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year.(With the task, students are expected to grasp the theme of the article. The task serves as a bridge,which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs.)Task 4: Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or become 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 gapyear.)说课是20世纪80年代后期随着教改深入而产生的带有教育科研性质的教研活动，其理论和实践越来越受到重视（宋斌华，2007）。