牛津英語說課稿（彙總12篇）

本站小編爲你精心整理了12篇《牛津英語說課稿》的範文，但願對你的工作學習帶來幫助，希望你能喜歡！當然你還可以在本站搜索到更多與《牛津英語說課稿》相關的範文。

篇一：牛津英語的說課稿

一、 說教材

1、 教學內容

本課是牛津國小英語5A中的 A day at school中的第四課時.本課時的教學內容貼近學生的生活和學習的實際，並配有生動活潑、富有情趣的插圖，爲學生操練對話創設了一個真實的語言情景，有利於學生在比較接近於實際的情景中聽聽說說，從而培養他們運用英語進行交際的能力。本套教材比較強調一定的語言信息的輸入，同時還特別注意單詞、句型的復現。本單元中複習了以前所學的單詞bike,car等交通工具。以此爲基礎增加了tram，underground，school bus等交通工具和theatre等地方名詞。本課時的教學內容是日常交際用語How do you go to ......?及I go to ......

2、 教學目標

1 知識教學

2 A 能聽得懂、會說、會讀關於交通工具的單詞

3 B能聽得懂、會說、會讀日常交際用語 How do you go to ---? I go

to ......

（2） 能力訓練。培養學生靈活運用交際用語的能力和知識遷移能力

（3） 素質培養，培養學生仔細靜聽，注意觀察，認真模仿的良好習慣和主動競爭的意識

3、 教學重點

重點：能聽懂會說本課句型How do you go to ---? 及其回答。並能熟練運用進

行交際。

難點：靈活運用句型進行交際。

4、 教學準備

多媒體課件、單詞、句型卡片等

二、 說教法、學法

1、 直觀教學，啓發學生積極參與。藉助多媒體、圖片讓學生直接感受和理解語言，通過視、聽、說加深印象，強化記憶，激發學生學習的興趣。

2、 創設情景，誘導學生積極參與的慾望。

3、 任務教學，設置幾個小任務讓學生來完成，開展競賽活動，促進學生參與的積極性。

4、 對學生的參與的態度效果及時的給予適度的鼓勵性評價，以利於調動學生的參與積極性。

三、 說教學程序

Step1 Warming up

1 Free talk

1)Question: How old are you? How many …are there in your class?

2)Game: Which number do you like best?

設計思路:通過與學生聊天引出其最喜歡的數字,然後讓學生把自己喜歡的數字卡片貼在黑板上,利用這個遊戲,學生能在玩中鞏固對英語數詞的掌握,也能爲後面的調查表做準備. 2 Sing a song “Are you happy?”

設計思路:通過唱唱跳跳的活動來激發學生的興趣,也是爲了導入新課的學習做好鋪墊.

Step 二 Presentation

1出示一張來自福娃妮妮的邀請函,向學生介紹:This is my friend ..... Let's welcome her to our classroom, she takes an invitation to ours . 設計思路:出示來自福娃妮妮帶來的邀請函給學生看,邀請大家去看2008奧運會,來激發學生的興趣，從中達到兩個目的：第一，鞏固了前段時間所學的如何寫邀請函。第二是爲了導入將要所學的內容。我們該怎麼去呢?從而引出要學習的單詞:交通工具.

2出示圖片或利用多媒體學習單詞.

設計思路:通過用圖片來教學單詞,學生能更直觀的更形象的理解和掌握單詞

3猜一猜的方式複習鞏固交通工具

多媒體出示模糊圖，讓學生猜一猜是哪種交通工具，遇到四會的要求進行拼讀，對於tram進行比較學習，理解其的意思。

設計思路：交通工具學生也已經學習了，這裏擴充了tram，school bus，underground。爲了避免舊單詞新學的無趣，就採用遊戲猜一猜的方式，避免了枯燥，還充分調動了學生學習的積極性。

4 出示學校圖片引導學生學習“How do you go to school?” 及I go to school ......

設計思路：學生已經掌握了交通工具的單詞，出示學生最熟悉的地方學校來學習新句型，更樂於說樂於講。

5 鞏固句型

A 欣賞北京圖片，利用How do you go to…?I go to…by…操練

設計思路：用妮妮邀請大家去北京看奧運會讓學生談論如何去的情景中，讓學生在真實熟悉的生活情景中去鞏固新句型，給學生提供一定的語境，激發其好奇心，吸引他們的注意力，調動起學習的主動性。

B 生活情景展示

欣賞一些城市圖片，讓學生自由挑選喜歡的地點和合理交通工具，用How do you go to .......?進行同桌操練，並給以肯定。

設計思路：給學生提供一定的語境，挑選喜歡的地點，進行對話，並把語言知識放在選定的情景中進行聽說操練,體現語言運用的真實性.

Step 3 consolidation

1 Make a surey (讓學生根據課本上的信息提示完成製作表格,要求同桌合作完成)

設計思路:同桌互相合作,體現了以語言爲載體和以真實情景交際爲目的的國小英語教學的基本要求.

2 播放歌曲The wheels on the bus，在優美的歌聲中結束新課

篇二：牛津國小英語說課稿

各位老師：大家好!

讓學生愉快地、充滿自信地走進我的英語課堂，是我最大的願望，讓學生在我的英語課堂上享受快樂和成功是我孜孜以求的。我爲實現自己的夢想和追求不懈地努力着。今天，藉此平臺，願與大家一起分享我的說課，讓我們一起探討，共同成長。我說課的內容是牛津國小英語4A Unit6 Whose gloves?第二課時。

一. 說教材

教學內容

本單元的話題是尋找物主，要求學生圍繞服飾類的英語單詞，在一定的情景下，能正確使用Whoes is this/are they?進行交談。在學習完第一課時的基礎上，我確定了本課時的教學內容爲：A(4-6),B (a pair of shorts,a scarf,a aweater,ajacket),C(Whose…is it/are they?It’s/They’re xxx’s).

教材地位

本課時中出現的xxx’s，在前面的第三單元中已有所接觸，可以說是Unit3的知識延續，具有承上啓下的作用。服飾類單詞的單複數使用更是對今後的單復數學習有着重要作用。

根據《英語課程標準》的教學理念，教材特點以及四年級學生的實際情況，本課的教學目標確立爲：

知識目標

1.能夠聽、說、讀a pair of shorts,a scarf,四會a sweater,a jacket

2.能夠聽懂、會說、會讀、會寫本課時的主要句型：Whose…is this/are they?It’s/They’re…並能在適合的情景中自由運用。

3.能夠跟錄音朗讀對話，並能分角色進行表演。

能力目標

1.要求學生能圍繞服飾類單詞，在一定情景下，正確使用Whose…is it/are they?及回答It’s /They’re xxx’s.進行交談。

情感目標

1. 培養學生良好的學習習慣和形成有效的學習策略。

2. 培養學生對美的鑑賞和認識。

在仔細研究教材和分析學生的心理和生理特點的基礎上，我認爲本課重點是掌握有關尋找失主的句型：Whose…is this/are they? It’s /They are xxx’s.等有關服飾的表達法。難點是A pair of …of… 中of的讀音;能正確運用Whose…is this/are they? It’s /They are xxx’s單複數的提問。

二. 說教法

我將採用情景法、全身反應法、直觀法等教學方法，以學生爲主體，以Whose…is this/are they?這個話題爲核心，以語言功能爲主線，以任務型活動爲媒介，從學生的學習興趣、生活經驗和認知水平出發，使學生通過感知、體驗、實踐、參與、合作與交流的方式實現任務目標，使課堂活起來，讓學生動起來，從而達成上述的知識與技能目標。

三. 說學法

我採用歌曲和chant 貫穿整堂課中，利用簡筆畫、實物投影、課件等多種手段，創設在化妝舞會中夥伴們對各人的打扮進行評論的情境，採用多種形式的操練方式，讓學生在交流中理解，在交流中掌握，在交流中記憶，讓學生在不同的活動中感知語言和習得語言，從而來突出重點和突破難點。

四. 說教學過程

本課我通過導入設計、新課呈現、鞏固操練、拓展延伸以及課後作業五個步驟進行設計。教育家托爾斯泰說過：“成功的教學所必須的不是強制，而是激發學生的興趣，興趣是推動學生學習的強大動力，是學生參與教學活動的基礎，激發學生的興趣是新課導入的關鍵。”“Well begun, half done”良好的開端是成功的一半。導入設計分三塊：

①唱一唱第四單元的歌曲“We are happy bees”(Which is for you,which is for one or that one. )這一首優美的英文歌，全班同學在教師的帶領下，邊拍手邊唱，營造良好的英語氛圍，使學生能自然地進入到一個良好的學習狀態中。

②通過實物投影和簡筆畫，複習一下上節課的單詞:What’s this in English?It’s a…What are they?They are…答對的學生們可讓他們穿上自帶的衣物進行一次走秀，讓全班學生能夠說起來，動起來。在複習舊知的基礎上爲新課的學習起到一個呈上起下的作用。

③Free talking：Look at xxx’s… 評論一下學生們的打扮，爲後面創設校園coseplay，夥伴們都穿着漂亮的`衣服參加服裝秀的情境埋下伏筆。同時也營造一種民主、和諧、寬鬆的英語氛圍，爲學生架設一座由中文思維向英文思維過渡的橋樑。

新課呈現分兩部分：

①利用課件，出示一個學生熟悉的人物Liu Tao,他也來參加coseplay.點擊他身上的衣服，詢問學生並引出a pair of shorts。操練chant: shorts, shorts, a pair of shorts , a pair of shorts for my friend.同法操練其餘的三個：a scarf,a sweater,a jacket。通過師生、生生之間的大量語言交流，鼓勵學生大膽開口，勇敢表達，逐漸讓學生體會到學習英語的快樂

②創設校園coseplay的情境，教師扮演一位評委，引出句型Look at ’s at her ’re so big.等等。師生練說此類句型。然後通過採訪，引出句子Whose …is it?It’s xxx’e…are they?They’re xxx’s.師生圍繞coseplay，操練Whose …is it?It’s xxx’e…are they?They’re xxx’s。這兩個句型，並且區分be動詞單複數的使用。蘇霍姆林斯基說過：沒有也不可能有抽象的學生。因此，我們要鼓勵孩子們大膽地用英語表達，讓他們知道“English, I can”.

鞏固操練分三部分：

①說一說，利用教學卡片，在黑板上製作衣物小轉盤，操練單詞等。

篇三：牛津國小英語說課稿

一、教材分析

1、教材總析

《PEP Primary English》是一套全新的中國小銜接的國小英語教材。本教材編寫的脈絡是以話題爲綱，以交際功能爲主體，兼顧語言句法，逐步引導學生運用英語完成有實際目的語言交際任務。即：話題—功能—結構—任務。教材的主要特點體現爲強調語言的運用，注重學生能力的培養，突出興趣的激發，重視雙向交流和學科的有機結合。

2.單元簡析

PEP教材以每單元一個話題構建全書，每單元按A、B、C三大課型設計。教材因考慮到地區、師生等差異，教學內容具有靈活性和彈性。C部分爲選修部分，教師可以根據實際情況靈活地增加或刪減。

二、教材處理

1、教學內容的選擇和重難點確定

《 Where Is My Ruler?》來自於PEP第二冊五單元Part B的對話，主要教學內容爲主動向他人借用物品，並做到有禮貌。因爲，我始終認爲：教材只是教師開展教學的一種良好的資源，但決非教學的唯一和全部。教師是在“使用教材”,決非“教教材”.因此，我們在使用教材時應該根據教學實際有的放矢地對教學內容、教學順序進行調整，應該有着自己的思想和見解，而不能完全地拘泥於教材的內容，迷信於教材的安排。

基於以上原因，我把Recyle1.中的選學內容“小製作Make a widow card ”和教學活動中常會出現的禮貌用語整合在這節課中作爲了教學內容之一。本節課的教學重點是句型Can I use your…和禮貌用語詞，如：Excuse me. Please. No problem……教學難點是讓學生在生活實際中靈活、恰當地運用該句型。

2、教學目標

英語課程目標是以學生語言技能、語言知識、情感態度、學習策略和文化意識五個方面綜合行爲的表現進行描述的，基於此，我確定了本課的教學目標如下：

1） 知識目標

學會用英語禮貌地向他人借用物品並做出恰當的應答；2） 技能目標

能用英語積極主動地與人交流，能夠輕鬆完成借用物品的任務；3） 情感目標

培養學生合作的團隊精神，使他們懂得幫助和分享，激發他們學習英語的興趣；4） 文化目標

瞭解卡片的製作以及卡片在西方社會生活中的重要地位和影響。

三、教法設計

以課標的理念爲指針，根據國小生身心特點，認知規律和發展要求，我主要採用了情景教學法、任務型教學法、多媒體輔助教學法等開展教學。

1、 情景教學法

皮亞傑說過“孩子是天生的想象家，他們常常分不清虛擬世界和現實世界，他們有着無比豐富的想象。” 語言只有在一定的情景中才能使其表達富有真實的意義，因此，成功的情景創設能極大地提高學生的參與熱情，它對於學生感知、領會語言起着重要的作用。在本節課的新知引入的環節中，我就創設了因教師忘記帶書而去借學生的課本這樣一個情景。

2、 任務型教學法

任務型學習就是讓學生體驗學習過程，通過感知、體驗、實踐、參與和合作等方式，實現任務的目標，感受成功，學生在運用中學，爲了運用而學，它符合“學以致用”的原則。在教學中，我設計了幾個教學任務：佈置學生借用yo-yo, 製作卡片等，讓學生在玩中學，做中學，畫中學。

四、說學生、學法

經過近兩年的英語學習，三年級的孩子們已經養成了初步的學習策略，他們語言有了一定的積累，具備了一定的交際能力。更可貴的是，他們能在老師的引導下積極主動的開展英語活動，參與意識強，能夠在活動中自主地學習英語。

因此，我以合作學習的方法貫穿於整個英語學習的過程之中。在本課中，我組建了學習小組，確定了小組長，一個學習任務佈置後，成員在小組長的帶領下或組內成員幫助下完成活動。這樣不同層次學生學習到了不同層次的英語，每個人均有不同層次的收穫。這既體現了教學面向全體學生的理念，也把分層教學落到了實處，避免了大班教學中部分學生得不到參與的現狀。 五、教學手段本節課我主要採用了實物和多媒體的手段來輔助教學。由於國小生的年齡和知識有限，決定了他們對直觀、新穎、有趣的材料容易理解和接受。教學中的這些教學手段符合國小生學習英語的特點，激發了學生學習的興趣，提高了教學效果。

五、教學過程 （40分鐘）

1. 複習舊知，鋪設新知

一上課，課堂便響起了輕鬆活潑的歌曲《Where is My Monkey?》。孩子們合着旋律歡快的唱歌。緊接着，老師通過利用乒乓球在手上不同位置擺放的教學設計讓學生快速說出其方位。

該環節的設計主要是複習與新知識有密切聯繫的舊知識“Where is…”及“It’s…”,爲新知識的引入做好鋪墊。同時，優美的歌曲，有趣的方位變化能吸引學生，爲本課創設了一個愉悅的學習氛圍，讓孩子們自然地爲新內容的學習作好認知準備。

2. 設計情景，呈現新知

複習完後，教師準備上新課了。但是同學們卻發現老師滿臉焦急，四處在尋找東西。原來，老師忘記了帶來教材。怎麼辦呢？課得繼續上呀！此時，學生們關注着事情的處理，完全投入到老師巧妙設計的情景中。而老師把握住這最佳時機，走進學生中，問道：“Excuse me, can I use your book, please?”（我可以用你的書嗎？）本課新知的引出順理成章。學生通過情景悟出其義，在老師的引導下做出回答“Yes ,please .”或者“No problem”.

創設情景，懸念引出新知，這符合學生學習語言的規律，它對學生感知和領悟語言起着重要作用，同時也提高了學生的參與熱情，師生的情感在孩子們的踊躍借書中也得到進一步昇華。

3. 反覆操練 鞏固新知

在老師通過借書引出新知的同時，也讓學生感知了新知，增加了學生的語言輸入量。接着，老師拿出一個溜溜球，笨拙地擺弄着，總也不成功。在老師的示意下，孩子們都爭相想上臺在老師和同學們面前展示自己玩溜溜球的技術。因只有能熟練說出“Excuse me, can I use your yo-yo?”纔有機會上臺，所以同學們學習很有熱情，在小組學習中互相幫助，虛心向老師和小組長請教，力求快速學會新知。

教師在這個部分先全班操練，再個別展示，然後小組互相幫助、練習和運用，循序漸進，注意學生操練的“面”和“度”,使學生由不會到會，繼而熟練掌握，爲下一步語言的綜合運用做好準備。誠如托爾斯泰所說：“成功的教學需要的不是強制的，而是激發學生學習?的興趣。”此設計就抓住了國小生的心理特徵，激起了學生學習慾望。該任務的設計也體現了爲做而學，學了就做的任務型原則。

4. 學以致用，運用新知

在這個部分，教師首先展示課件：在優美的輕音樂中，一張張精美的卡片在眼前不斷閃現，色彩斑斕，造型美觀…… 一張完美的卡片應該是這樣的。而此時，師生手中卻只有一張事先做好的半成品卡片——全都沒有着色，而且現在每個孩子手裏只有一種顏色的蠟筆。爲了使自己的卡片也色彩豐富，孩子們必須要主動向他人借筆。這時，教師相機出示任務的要求：運用所學英語借蠟筆完成卡片製作的任務；注意恰當地使用文明禮貌用語；同學間應當互相幫助。

此時，同學們在老師創建的一個貼近生活的環境中，沒有任何的壓力，積極主動的用英語進行真實的交際。這一刻，英語不再是學生的學習任務，而是成爲了一種幫助他們做事的工具。這時，英語教學也跳出本學科的狹隘範疇，與美術、手工學科進行了有機的融合，學科間進行了有益的滲透。這個活動，不僅是讓教師達成了教學目標——語言的綜合運用；更是讓教師完成“塑人”的任務—— 加強學生品德的教育，讓學生懂得互相幫助，懂得共同合作，懂得分享，懂得做人的道理。

5. 家庭作業，學習延伸

u 向你的父母或朋友展示你的作品，請他們做出評價；u 教你的朋友或父母製作一張window card.

在作業佈置上，我採用了展覽式、拓展式的方法，旨在培養學生學習的興趣，樹立自信心，同時也延伸了學習的空間，給學生課後創造了機會運用英語，體驗成功的快樂。

六、板書設計

在板書設計上，我做到簡明扼要，突出重點，便於師生歸納總結。

七、歸納小結

綜觀整節課，我本着以學生爲主體，教師啓發爲主導的原則，由淺入深，環環相扣。設計教案時，我努力遵循國小生學習英語的認知規律，注重對學生學習策略的培養和多樣性的評價，深思自己的教法是否科學，學生的學法是否可行……但我更加深刻的意識到：作爲教育工作者，我們有着教書和育人的雙重責任。對於孩子們，比知識的學習更重要的，是他們道德的養成、心靈的健全、人格的完整。我們通過課堂，讓每一個孩子都得到快樂和自信，讓每一顆心靈都感受到平等、尊重，讓他們在愛的'氛圍中成長，我們的教育教學工作纔會贏得未來。

曾在某本教育雜誌看過這樣一段話：學習從需要開始，反思從課堂開始，超越從探究開始。最後以這段話結尾共勉，讓我們共同努力，不斷超越自己，爲我校國小英語添磚加瓦！

篇四：牛津國小英語說課稿

各位老師：大家好！

讓學生愉快地、充滿自信地走進我的英語課堂，是我最大的願望，讓學生在我的英語課堂上享受快樂和成功是我孜孜以求的。我爲實現自己的夢想和追求不懈地努力着。今天，藉此平臺，願與大家一起分享我的說課，讓我們一起探討，共同成長。我說課的內容是牛津國小英語4A Unit6 Whose gloves?第二課時。

一。 說教材

教學內容

本單元的話題是尋找物主，要求學生圍繞服飾類的英語單詞，在一定的情景下，能正確使用Whoes is this/are they?進行交談。在學習完第一課時的基礎上，我確定了本課時的教學內容爲：A（4-6），B （a pair of shorts,a scarf,a aweater,ajacket），C（Whose…is it/are they?It’s/They’re xxx’s）。

教材地位

本課時中出現的xxx’s,在前面的第三單元中已有所接觸，可以說是Unit3的知識延續，具有承上啓下的作用。服飾類單詞的單複數使用更是對今後的單複數學習有着重要作用。

根據《英語課程標準》的教學理念，教材特點以及四年級學生的實際情況，本課的教學目標確立爲：

知識目標

1.能夠聽、說、讀a pair of shorts,a scarf,四會a sweater,a jacket2.能夠聽懂、會說、會讀、會寫本課時的主要句型：Whose…is this/are they?It’s/They’re…並能在適合的情景中自由運用。

3.能夠跟錄音朗讀對話，並能分角色進行表演。

能力目標

1.要求學生能圍繞服飾類單詞，在一定情景下，正確使用Whose…is it/are they?及回答It’s /They’re xxx’s.進行交談。

情感目標

1. 培養學生良好的學習習慣和形成有效的學習策略。

2. 培養學生對美的鑑賞和認識。

在仔細研究教材和分析學生的心理和生理特點的基礎上，我認爲本課重點是掌握有關尋找失主的句型：Whose…is this/are they? It’s /They are xxx’s.等有關服飾的表達法。難點是A pair of …of… 中of的讀音；能正確運用Whose…is this/are they? It’s /They are xxx’s單複數的提問。

二。 說教法

我將採用情景法、全身反應法、直觀法等教學方法，以學生爲主體，以Whose…is this/are they?這個話題爲核心，以語言功能爲主線，以任務型活動爲媒介，從學生的學習興趣、生活經驗和認知水平出發，使學生通過感知、體驗、實踐、參與、合作與交流的方式實現任務目標，使課堂活起來，讓學生動起來，從而達成上述的知識與技能目標。

三。 說學法

我採用歌曲和chant 貫穿整堂課中，利用簡筆畫、實物投影、課件等多種手段，創設在化妝舞會中夥伴們對各人的打扮進行評論的情境，採用多種形式的操練方式，讓學生在交流中理解，在交流中掌握，在交流中記憶，讓學生在不同的活動中感知語言和習得語言，從而來突出重點和突破難點。

四。 說教學過程

本課我通過導入設計、新課呈現、鞏固操練、拓展延伸以及課後作業五個步驟進行設計。教育家托爾斯泰說過：“成功的教學所必須的不是強制，而是激發學生的興趣，興趣是推動學生學習的強大動力，是學生參與教學活動的基礎，激發學生的興趣是新課導入的關鍵。”“Well begun, half done”良好的開端是成功的一半。導入設計分三塊：

①唱一唱第四單元的歌曲“We are happy bees”（Which is for you,which is for one or that one. ）這一首優美的英文歌，全班同學在教師的帶領下，邊拍手邊唱，營造良好的英語氛圍，使學生能自然地進入到一個良好的學習狀態中。

②通過實物投影和簡筆畫，複習一下上節課的單詞：What’s this in English?It’s a…What are they?They are…答對的學生們可讓他們穿上自帶的衣物進行一次走秀，讓全班學生能夠說起來，動起來。在複習舊知的基礎上爲新課的學習起到一個呈上起下的作用。

③Free talking:Look at xxx’s… 評論一下學生們的打扮，爲後面創設校園coseplay,夥伴們都穿着漂亮的衣服參加服裝秀的情境埋下伏筆。同時也營造一種民主、和諧、寬鬆的英語氛圍，爲學生架設一座由中文思維向英文思維過渡的橋樑。

新課呈現分兩部分：

①利用課件，出示一個學生熟悉的人物Liu Tao,他也來參加coseplay.點擊他身上的衣服，詢問學生並引出a pair of shorts.操練chant: shorts, shorts, a pair of shorts , a pair of shorts for my friend.同法操練其餘的三個：a scarf,a sweater,a jacket.通過師生、生生之間的大量語言交流，鼓勵學生大膽開口，勇敢表達，逐漸讓學生體會到學習英語的快樂②創設校園coseplay的情境，教師扮演一位評委，引出句型Look at ’s at her ’re so big.等等。師生練說此類句型。然後通過採訪，引出句子Whose …is it?It’s xxx’e…are they?They’re xxx’s.師生圍繞coseplay,操練Whose …is it?It’s xxx’e…are they?They’re xxx’s.這兩個句型，並且區分be動詞單複數的使用。蘇霍姆林斯基說過：沒有也不可能有抽象的學生。因此，我們要鼓勵孩子們大膽地用英語表達，讓他們知道“English, I can”.

鞏固操練分五部分：

①說一說，利用教學卡片，在黑板上製作衣物小轉盤，操練單詞等。

②玩一玩，魯迅說過：“遊戲是兒童的天使。”本節課我設計“我猜，我猜，我猜猜”的遊戲來操練句型 Whose…is it/ are they?It’s xx’s,I think./ They are xxx’s,I think.

③聽一聽，聽課文錄音，完成填空：Whose ____ are they?They’re my ________e_____is it?It’s _____.讓學生帶着問題去聽，養成良好的傾聽習慣。

④讀一讀，我們都知道，磁帶是最好的老師，讓學生跟着磁帶朗讀課文，正確的語音語調的形成是學生學習英語的基礎，因此教師要有意識地培養學生的模仿能力。

⑤演一演，利用頭飾，分角色兩人小組合作演一演本課4-6對話，教師要鼓勵學生進行大膽的表演。教師要充分發揮學生的學習積極性，在教學過程中注重培養學生聽、說、認讀的能力，積極引導學生參與、體驗、交流和合作，通過讓學生觀察、比較、模仿、猜測等方式，讓學生懂得仔細傾聽和認真思考在英語學習中的必要性，並且通過師生、生生之間的大量語言交流，鼓勵學生大膽開口，勇敢表達，逐漸讓學生體會到學習英語的快樂，從而獲得成功感。

拓展延伸分兩部分：

1. 觀看服裝展示會的片段。讓學生在輕鬆愉悅的環境中，欣賞不同服飾。幫助他們形成一種自己的審美觀點。

2. 通過服裝展示會，讓學生再次穿上自帶的衣服，體現一次美的機會。

課堂小結：

1. 本堂課所教授的要四會單詞是a sweater,a jacket.

2. 所要掌握的四會句型是Whose…is this/are they?It’s/They’re…3. 當服飾類名詞是單數時應用Whose…is this? It’s xxx’s;當服飾類名詞是複數時用Whose…are they?They’re xxx’s.

4. 區別一下they are 與they’re的讀音。

教師在教授完新課後，加上適當的小結是很重要的。這樣，可以使學生明確本堂課所要掌握的知識點，加深記憶。

課後作業也是兩部分：

①用英語向爸爸媽媽介紹家裏部分衣物的英文表達。

②根據詢問同學自帶的衣物和鞋子，瞭解班裏同學的爸爸媽媽喜歡穿怎樣的衣服，小組之間合作完成此項任務，發展學生自主學習的能力和合作精神以上是我的說課內容，說的不好，請大家批評指正。

篇五：國中牛津英語說課稿

一、說教材：

1、教材所處的地位及作用：

這單元是9B的最後一個單元。以Great people爲話題展開本節課學生，該話題很容易引起學生們的討論興趣。在welcome to the unit 部分，學生們已初步本節課學生了一些有關偉人的知識。Reading 是一個單元的核心部分，它承載着衆多的教學任務。我將reading部分分作二課時進行教學，第一課時爲閱讀課，第二課時爲語言知識本節課學生課和練習鞏固課。根據教材的安排及新課標要求學生們通過體驗，實踐，參與，合作，交流和探究等方式本節課學生和使用英語，真正體現以本節課學生者爲中心的教學理念，我詳細說說第一課時的教學。基於本課在教材中所處的地位及作用，特制定以下教學目標。

2、教學目標：

知識目標： 1、To grasp some important language points.

2、To understand English idoms.

能力目標： 1、To guess general meaning from keywords and context.

2、To skim text for overall meaning and scan for details.

情感目標：To learn spirit from great people.

3、教學重點與難點：

To identify true or false statements based on the reading passage.

To extract relevant information from the reading passage.

二、說教法：

本節課我主要採用以下幾種教學方法：

1、根據課文特點和學生們實際情況，以情景教學法進行教學。

通過形象生動的圖片及相關資料，調動學生們的本節課學生興趣, 激起學生們情感上的.共鳴，從而引導學生們從整體上理解課文、從細節分析課文，促進學生們的語言能力及其情感等方面整體發展。

2、採用小組本節課學生法，擴大教學範圍。

把學生們分成四人小組，也可以自由組合，讓他們在互動中啓發思維。同時注意保證每個學生們都有機會參與到本節課學生中來，培養學生們與夥伴合作的意識和策略。

3、運用操練法，拓寬本節課學生渠道。

把大部分課堂時間留給學生們，使學生們在多信息、高密度、快節奏的靈活操練過程中拓寬本節課學生渠道。

三、學法指導：

這一節是閱讀課，九年級的學生們已具有一定的英語閱讀能力，聽說能力在原有的基礎上也得到了進一步的提高，但參與課堂的積極性有所下降。針對以上學情，因此我先指導學生們進行快速閱讀和深層閱讀，幫助學生們運用自主本節課學生法來把握課文整體，培養學生們的分析歸納獨立思考的能力；鼓勵學生們小組活動，讓每個人，尤其是那些薄弱同學，都能參與到課堂的本節課學生中，能動手完成一些基礎的本節課學生任務和本節課學生目標，重在激發學生們本節課學生英語的興趣，通過討論讓他們主動去涉取知識。

四、教學過程：

一 Skim the text, answer questions:

1. Why is Neil Armstrong famous?

2. Are there any aliens on the moon?

3. What award did he get?

二 Para 1-3: Before he walked on the moon

Name

Neil Armstrong

Date of birth

on________________

Place of birth

in_________________

Experiences

at 6_____________________

at 15____________________________

at 16 _______________________________

in 1949 _____________________

when he moved to California ___________________

in 1962 ________________________

in 1966 ________________________

三 Para3:Read and complete the passage:

In 1962, he ____ _______ ____become an astronaut.

In 1966, he and David R. Scott _________ ___ join two spacecraft together for the first time in space. But when the spacecraft began spinning ____ _____ ________, Mission Control thought it was _____ ____ ____ _____ _____ ______, so they _______ Armstrong ____ cut the flight short, and he succeeded.

四 Para4-5: Walking on the moon

Read and answer some questions:

1. When did Armstrong land on the moon?

2. Who did he come to the moon with?

3. What are the famous words?

4. How long did they walk on the moon?

5. What did they collect for further research?

6. What did the whole world do when Apollo 11 returned?

五 Retell the two paragraphs with the help of the six questions above:

六 Para6-7:Reports about aliens on the moon

Read and judge T or F:

1. It is said that Armstrong and Aldrin saw alien spacecraft.

2. The alien spacecraft is very small.

3. When Armstrong was on the moon, the aliens were very friendly.

七 Para8:Award for Armstrong

is the Medal of Freedom for a US citizen?

2. What did Armstrong do for people around the world?

八 Read the passage together and fill in the blanks with right words:

Neil Armstrong took his first f_______ at six and received his pilot’s ________（執照） at 16. In 1949, Neil j_______ the navy and worked as a p_______. He was s_________ to be an astronaut in 1962. Four years later, he m__________ to join two spacecraft together in space. On 20th July 1969, he _______（着陸） Apollo 11 on the moon with Aldrin __________(成功) said ‘one small step for man, one giant leap for m________’. Armstrong got the highest a_____ that a US c________ can receive. He is the pride of the world.

九 Retell the text

Name: Neil Armstrong

Date of birth: 5th August 1930

Place of birth: Ohio, the USA

Major event: at 6: was interested in flying

at 16: got his student pilot’s licence

In 1949: joined the navy

In 1962: became an astronaut

In 1966: joined 2 spacecraft together for the first time in space.

On 20th July 1969: walked on the moon

Famous words: one small step for man, one giant leap for mankind.

Award: Medal of Freedom

What do you think of him: our pride — make us realize...

Homework: te the text.

sh some additional exercises.

篇六：牛津高中英語說課稿

精選牛津高中英語說課稿

Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.

In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.

Section 1 Analysis of the teaching material

The selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.

Section 2 Identifying the teaching aims

Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:

The 1st aim: Students learn the skills and strategies to read a prolonged text.

The 2nd aim: Students get a better understanding of what a gap year is.

The 3rd aim: Students are encouraged to figure out the implied meaning.

The 4th aim: Students are familiar with various expressions or approaches to express the same idea.

Section 3 Teaching procedures

In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approaches. With the teaching methods, I can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.

Part 1 Getting ready

Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students ‘concentration, arouse their curiosities, fire their imagination and give them a purpose for reading.

The part consists of two tasks:

Task 1: A time machine I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university. Yes, at this time next year, most of you will be studying in a university .(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading)

Task 2: Brainstorming After the summary, I go on to show some more pictures of British fresh students from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Paragraph1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university (With the task, I excite students’ desire to know more about what their British equivalents will do before going to a college. With the question in mind, students will definitely be eager to listen to the tape to find the answer )

Part 2 Focusing on main facts

During the part, I will ask the students to answer the question—what does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text.

The part includes six tasks:

Task 1:Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table (With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article)

Task 2: Matching After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading: Whom do the results belong to? Carol________ Daniel________ Martin_______

篇七：牛津高中英語說課稿

Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.

In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.

Section 1 Analysis of the teaching material

The selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.

Section 2 Identifying the teaching aims

Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:

The 1st aim: Students learn the skills and strategies to read a prolonged text.

The 2nd aim: Students get a better understanding of what a gap year is.

The 3rd aim: Students are encouraged to figure out the implied meaning.

The 4th aim: Students are familiar with various expressions or approaches to express the same idea.

Section 3 Teaching procedures

In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approaches. With the teaching methods, I can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.

Part 1 Getting ready

Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students ‘concentration, arouse their curiosities, fire their imagination and give them a purpose for reading.

The part consists of two tasks:

Task 1: A time machine I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university. Yes, at this time next year, most of you will be studying in a university .(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading)

Task 2: Brainstorming After the summary, I go on to show some more pictures of British fresh students from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Paragraph1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university (With the task, I excite students’ desire to know more about what their British equivalents will do before going to a college. With the question in mind, students will definitely be eager to listen to the tape to find the answer )

Part 2 Focusing on main facts

During the part, I will ask the students to answer the question—what does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text.

The part includes six tasks:

Task 1:Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table (With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article)

Task 2: Matching After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading: Whom do the results belong to? Carol________ Daniel________ Martin_______

A felt being part of another culture B be more independent

C found it challenging and rewarding D felt that it was a special experience

E ready to face challenges in the future F learnt how to deal with difficult situation

G felt like she really made a difference H learnt a lot about getting on with local people (With the task, students learn to use a table to gather the main facts about the three British students They’ll know that a table is of great help in their future reading)

Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year (With the task, students are expected to grasp the theme of the article. The task serves as a bridge, which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs)

Task 4:Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or be a charity volunteer (The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year)

Task 5: History of the gap year I play a second VCR and get students to answer the question: When did the gap year start in the UK? (The task enables students to have a good knowledge of the history of the gap year)

Task 6: Comments The second, third, seventh, eighth paragraphs deal with theme of the government, universities, employers and the public on students taking a gap year before going to college. I get students to read the four paragraphs to gather theme and complete the table (The task helps students get a further understanding of the role. A table plays in helping gathering main facts or opinions).

Part 3 Read between the lines: In third part, I will encourage the students to answer the question—what does the author mean? As we know, information in a reading passage is not always stated directly. Sometimes students have to infer, or make guesses according the information which is available in the reading. So in this part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details. The part consists of three tasks.

Task 1: Similar sentences The English language enjoys various ways of expressing the same thing or idea. As we can see, the second and third paragraphs are similar to the seventh and eighth paragraphs in the content, both dealing with comments on the gap year. Some sentences actually express the same comments. I will get students to read the four paragraphs for a second time to find out the similar sentences(The first is done as an example) ⑴It (a gap year) is more than just a long holiday(Line 50) A gap year is more than just a year away from studying ⑵Employers say they prefer to hire graduates who have taken a gap year (Line 15) ______________________________ (3)A gap year gives young people an opportunity to learn skills and gain life experience. It helps young people develop and grow (Lines 17-18) ______________________________ (4)Living away from home taught me to be more independent (Lines 22-23) ______________________________ (The task is designed to help students learn and use different ways to express the same idea. The task gets students ready for talking and writing about the gap year in the next part)

Task 2: Guessing from the context I get students to guess from the context the meanings of the four words or phrases: ⑴the career ladder (Line 4) ________________________ ⑵every point of the pass (Line 5) ________________________ (3)delicate (Line 22) ________________________ (4)an edge in the job market (Line 54) ________________________ (The task helps students to recognize that in most language-leaning situations they will come across vocabulary they don’t know. With the task, students are guided to look at the context in which a word or phrase is used and try to find any clues to its meanings)

Task 3: Benefits Students are asked to collect advantages of taking a gap year in the text. After that, students have the chance to listen to a third VCR, which contains more information about advantages. While listening, students are encouraged to take notes of what they can catch □ teach students to be independent; □ help students develop and grow; □ learn new skills; □ see life in a different way; □ be ready to face challenges; □ gain life experience (The task is intended for students to collect more information about students taking a gap year, which also makes them well prepared for the writing task in the next part)

Task 4: Recognizing the implied message I play a fourth VCR. While listening, students are expected to fill in the two blanks: Actually, a year off is not a gap, but a time for personal growth and d_______, a b______ between two important periods in life. (With the task, students will know about how to plan a gap year and what taking a gap year really means to them. It gets them ready for the next task.)

Task 5: Understanding the title After reading the whole text, I will get students to focus on the title. Mind the gap (The task is designed to help students fully understand the hidden meaning of the title: They are expected to make full of the gap year to develop themselves)

Part 4 Responding to the text I encourage the students to answer the question—what does the idea mean to me? As we all know, most writers are prejudiced in some way and try to convince their readers of something, or influence them to look at things in a certain way. So it is important to train students to read critically. The part consists of two tasks.

Task 1: I conduct a survey to see what students think of taking a gap year and at the same time complete the table (The task is aimed at making students be critical readers. The students should be encouraged to make judgment about the author's text)

Task 2: After the survey, students are asked to write a composition of 120 words about their ideas of taking a gap year before going to college (The task aims to consolidate the information they have learnt and also improve speaking and writing skills)

OK, so much for my teaching plan. Thanks for your attention.

篇八：牛津高中英語說課稿

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. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.

Section 2 Indentifying the teaching aims

Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:

The 1st aim: Students learn the skills and strategies to read a prolonged text.

The 2nd aim: Students get a better understanding of what a gap year is.

The 3rd aim: Students are encouraged to figure out the implied meaning.

The 4th aim: Students are familiar with various expressi or approaches to express the same thing or idea.

Section 3 Teaching procedures

In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies to comprehend the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.

Part 1. Getting ready

Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students’ concentration, arouse their curiosities, fire their imagination and give them a purpose for reading. The part cists of two tasks:

Task 1: A time machine. I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing.

After it, I give a summary of their presentati as follows: After leaving high school, most of Chinese students go straight to , 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. ）

篇九：牛津高中英語說課稿

Teaching Objects:

1. To enable the Ss to understand the reading strategy and use it;2. To help the Ss get a better understanding of advertisements;3. To enable the Ss express their ideas about advertisements and help them to build a proper idea about being smart about advertisementsTeaching key Points:

1. To help the Ss understand the reading strategy and guide them to practice using the strategy.

2. To help the Ss discuss the topic about advertisements.

Teaching Procedure

Step 1? Lead-in

1.?????? Ask the Ss: What do you think of your school life?

----Try to connect the Ss’ answers with school clubs.

2.? Group work

Suppose you are the organizer of the English Club in the school, try to say something to attract more students to join you. You can only use three sentences at most.

Ask some students to give their sentences and tell the Ss “What you did just now is in fact a kind of advertising.”Ask the Ss: Have you realized what you did just now is actually a kind of advertisement? ----introduce the topic of the class---AdvertisementsStep 2? What is an advertisement?

1.?????? Ask the Ss “What is an advertisement?” Let them use their own words.

The Ss may have difficulty expressing it clearly and properly.----We are so used to advertisements that we often ignore them. So today we are going to read a passage about advertisements and try to learn more.

2.?????? Ask the Ss to read the passage （the part of “What is an advertisement?”）to get the author’s definition of advertisements.

An advertisement provides information and uses persuasive languages and exciting images to encourage people to buy a product or service or believer in an idea.

3.?????? More questions to help the Ss understand this part:

Where can we see advertisements? ---Media--- Billboard, newspapers, magazines, the Internet, radio, television…What types of advertisement do we have?---（1） Commercial ads （2）PSAs4.?????? Show the Ss some pictures of the two kinds of ads and ask the Ss to tell which type they belong to.

It is very easy for the Ss to tell the types. Then ask:

What’s the difference between commercial ads and PSAs?

Commercial ads--- To sell things; to get profits and money.

PSAs--- To educate people

Step 3 Does an advertisement tell people the complete truth?

Up till now, we have learned something about advertisements and it is true that we can get a lot of information from advertisements. But do you think all the ads are trying to tell us the complete truth?

1.?????? Ask the Ss to skim the text to get the author’s answer to this question “Does an advertisement tell people the complete truth?”-----Even if an ad does not lie, it does not mean it tells you the complete truth.

2.?????? Ask the Ss to have a more careful reading and ask the Ss the discuss how the writer support his idea---The writer uses two examples to support his idea.

3.?????? Then ask the Ss: Does the writer make any conclusion about this part?

---Yes. “We must not fall for this kind of tricks.”4.?????? According to the above three parts, explain to the Ss the structure of expository writing:

（1）??? Even if an ad does not lie, it does not mean it tells you the complete truth--- Subject/topic（2）??? Two examples --- Supporting details（3）??? We must not fall for this kind of trick! ---ConclusionStep 4 Public service advertisements

Ask the Ss to use the idea of expository writing to read part 3. Ask them to find the topic, supporting details and conclusion of this part.

Subject/ topic―PSAs are meant to be helpful to educate people.

Supporting details―examples ---（1） Deal with large social issues（2） About public service projects

（3） Teach us how to live healthy lives

Conclusion --- All of these ads are meant to be helpful, and you can often learn a lot by following the advice they give.

Step 5 Structure of the whole passage

Now we’ve learned more about advertisements and the structure of the expository writing. Let’s come back to the whole passage to see whether the whole passage follows the structure or not.

Topic --- Advertisements

Supporting details---- （1） What is an advertisement?

（2） Does an advertisement tell people the complete truth?

（3） Public service advertisements

Conclusion ---- Be smart about advertisements!

You see, the whole passage also follows the structure and it will be easier for you to read or write an expository writing if you follow the structure. Now let’s have a practice.

篇十：牛津國中英語說課稿

今天我說課的內容是《牛津國中英語》8A Unit 2 School Life的Reading第一課時。對於這節課我將以教什麼、怎麼教、爲什麼這麼教爲思路，從教材分析、教法分析、學法分析和教學過程四個方面加以說明。

一 說教材

本課以school lives爲話題，以學習life in a British school and in an American school爲載體，以find out the differences between a British school and an American school爲任務。爲了使學生們對這一話題更感興趣，在教學過程中，我準備採用多媒體輔助教學這一教學模式設置情境，有效地將單詞、句子和情景相結合，達到語言點的靈活運用和學生們學以致用的目的。

教學目標：能聽懂，會說，會讀，會拼寫單詞mixed,subject,sew,tasty,hero,close,taste and article.能根據關鍵詞和上下語境猜測課文大意。

重難點：本課是Reading的第一課時，主要爲了完成這樣一個任務，即通過閱讀理解文章主題，通過設計一些如true or false questions, answer questions, fill in the blanks, line the words等練習題檢查學生們對課文的理解程度。由於新課程標準要求大力培養學生們的閱讀能力，所以通過閱讀理解文章大意就成了本課的重點。通過對文章的理解要求學生們能用自己的語言描述出相關內容，這就是本課的難點。

二 說教法

1. 直觀情境教學法：本課將利用多媒體創設情境，激發學生們的好奇心和求知慾；設置語境，使學生們體驗語言的真實、自然，從而培養學生們組織和表達語言的.能力。

2. 任務型教學法：根據任務型教學的原則設計語言實踐活動，通過學生們體驗、參與、合作、交流、探究等方式學習和使用英語，從而完成教學任務。

3. 活動式教學法：在本課的教學中，主要採用跟讀、分組朗讀、分角色朗讀等多種閱讀方式，將書本知識融入活動中，讓學生們在活動中不斷的吸收、內化所學知識。

4. 循序漸進，達到目標教學法：英語畢竟是一門外語，學生們缺乏語言環境。要掌握本課內容不能一蹴而就，可以將重點難點分解到各個教學環節中去，爲學生們搭建一個坡度合適的臺階，幫助他們一步步實現目標。

5. 注重過程評價，促進學生們發展教學法：爲了實現新課程改革的發展目標，必須建立體現新課程教育理念的評價理念和評價體系。因此，教師應引進一些能激發學生們學習興趣並使其形成自主學習的評價體系，多角度及時準確地評價學生們，使他們感受成功，從而激發和培養學生們學習的積極性和自信心。

三 說學法

1.“發現---探究---創新”學習法：爲了充分發揮學生們的主體性，我引導學生們自己去設計活動，得出結論。在探究中培養學生們的觀察能力和語言組織表達能力。 2.合作學習法：將學生們分成若干小組，給學生們以足夠的空間，參與的機會，充分展現個性和創造性。

3.主體歸位促創新學習法：學生們是學習的主體，新課標更把學生們的主體地位擺在了重要的位置。教師應該把主動權歸還給學生們，努力爲學生們提供繽紛的舞臺，成功的機會，並鼓勵學生們大膽創新勇於嘗試。

4.注重過程，教給方法學習法：古人云“授之以魚不如授之以漁”教給學生們良好的學習方法比直接教給學生們知識更爲重要。在英語教學中，教師應指導學生們接收、處理、保存、運用英語信息的過程，即“輸入---轉換---輸出”的過程。

四 說教學過程

Step 1 Warming-up

First let’s enjoy an English song! 同時屏幕上出現我們平時上課、課間活動及用餐時的照片，這些照片都與同學們平時的生活息息相關，很能吸引他們的注意力，同時也使學生們對本課的內容產生了隨意注意。

Step 2 Lead in

利用多媒體呈現本課涉及的一些學校生活：Reading Week,driving lesson,Home Economics class,lunchtime,Buddy Club and softball game,要求學生們6人一組，互相討論合作描述圖片內容。

設計意圖：這部分的教學安排不僅可以鍛鍊學生們的語言組織表達能力，培養學生們的創新思維和創造力，而且體現“直觀情景教學法”創設問題情境，活躍課堂氣氛，聯繫實際生活，激發學習興趣。

Step 3 Presentation and Practice

（1） 將課文中出現的第一幅圖片投影在屏幕上，同時提出兩個問題：Who wrote the first passage? What activity does the school have every year? 讓學生們帶着問題聽課文第一段錄音。

（2） 佈置學生們自己朗讀課文，根據上下語境理解文章主題，完成教師設置在屏幕上的“true or false” questions.學生們回答問題時可以採取搶答式，小組間進行競爭。

設計意圖：這兩部分的教學安排體現了“任務型教學法”,讓學生們帶着任務去閱讀有利於提高學習效率，增強學生們對課文的理解程度。

（3）用同樣的方式學習課文第二段的內容。

（4）跟錄音朗讀課文，老師在旁指導並糾正語音。

（5）把學生們分成4人小組，要求學生們分段細讀課文，互相合作探討找出課文中出現的新單詞和一些比較難理解的句子，並嘗試根據上下語境理解其意思，完成教師設置在屏幕上的fill in the blanks and line the words練習題。

設計意圖：這部分的教學安排體現了“合作學習法”和“發現---探究---創新學習法”,符合新課標所提倡的在教師的指導下，通過學生們交流、合作、實踐、探究等方式培養其自主創新能力和團體合作精神。

（6）在大部分同學能正確把握課文主題和生詞意思的前提下，要求學生們合上書本再次聽錄音，並回答以下幾個問題：

Q1 Which subject is John’s favourite?

Q2 What can John cook now?

Q3 What can John do during the Reading Week?

Q4 What did Jim do in school last year?

Q5 How does Nancy go to school every day? What does she think of it?

Q6 What do the students do in the Buddy Club?

Q7 Why does Nancy say Julie is her hero?

設計意圖：檢查學生們對課文大意的理解程度以及語言組織和表達能力。如果學生們脫離書本並不能很好表達出以上幾個問題的答案時，教師則有必要對課文進行進一步的詳細講解，直到學生們完全弄懂爲止。

Step 4 Activity

將學生們分成6人小組，以小組爲單位，要求他們充分發揮個性和創造性，在life in a British school和life in an American school兩個主題中任選一個，()用自己的語言去改編課文，然後每組推選一位同學上臺展現成果。

設計意圖：讓學生們在愉快的活動中結束學習，使他們自始至終保持積極的態度，高效率地完成本課的教學任務，同時也培養了學生們的表演能力。

Step 5 Homework

（1） 要求學生們用第三人稱改寫課文內容，向好朋友介紹一下美國和英國的學校生活。

（2） 要求學生們多渠道地調查一下世界各地的學校生活，可以上網查詢，可以向親朋好友打聽，也可以翻看報紙雜誌等。

教學評價：對於學生們積極參與的態度效果應及時地給予適度的評價，主要採用激勵法激發學生們的學習興趣。在教學過程中，採用小組競爭的形式，對於優勝組則給予一定的物質和精神的獎勵。充分尊重學生們在解決問題中所表現出來的不同水平，更注重過程性評價。

綜上所述可以看出，我積極以新課標爲指導，以活動爲方式，變課堂爲生活，運用直觀情景教學法，多媒體輔助法等使學生們以生活爲課堂，逐步提高綜合語言運用能力，形成自主學習的良好習慣和方法。

篇十一：牛津國中英語說課稿

我從教材、教法、學法指導和教學過程四個方面對本課進行說明。

一、說教材：

1、教材所處的地位及作用：

這單元是9B的最後一個單元。以Great people爲話題展開學習，該話題很容易引起學生們的討論興趣。在welcome to the unit 部分，學生們已初步學習了一些有關偉人的知識。Reading 是一個單元的核心部分，它承載着衆多的教學任務。我將reading部分分作二課時進行教學，第一課時爲閱讀課，第二課時爲語言知識學習課和練習鞏固課。根據教材的安排及新課標要求學生們通過體驗，實踐，參與，合作，交流和探究等方式學習和使用英語，真正體現以學習者爲中心的教學理念，我詳細說說第一課時的教學。基於本課在教材中所處的地位及作用，特制定以下教學目標。

2、教學目標：

知識目標： 1、To grasp some important language points.

2、To understand English idoms.

能力目標： 1、To guess general meaning from keywords and context.

2、To skim text for overall meaning and scan for details.

情感目標：To learn spirit from great people.

3、教學重點與難點：

To identify true or false statements based on the reading passage.

To extract relevant information from the reading passage.

二、說教法：

本節課我主要採用以下幾種教學方法：

1、根據課文特點和學生們實際情況，以情景教學法進行教學。

通過形象生動的圖片及相關資料，調動學生們的學習興趣， 激起學生們情感上的共鳴，從而引導學生們從整體上理解課文、從細節分析課文，促進學生們的語言能力及其情感等方面整體發展。

2、採用小組學習法，擴大教學範圍。

把學生們分成四人小組，也可以自由組合，讓他們在互動中啓發思維。同時注意保證每個學生們都有機會參與到學習中來，培養學生們與夥伴合作的意識和策略。

3、運用操練法，拓寬學習渠道。

把大部分課堂時間留給學生們，使學生們在多信息、高密度、快節奏的靈活操練過程中拓寬學習渠道。

三、學法指導：

四、教學過程：

一 Skim the text, answer questions:

1. Why is Neil Armstrong famous?

2. Are there any aliens on the moon?

3. What award did he get?

二 Para 1-3: Before he walked on the moonName

Neil Armstrong

Date of birth

on________________

Place of birth

in_________________

Experiences

at 6_____________________

at 15____________________________

at 16 _______________________________

in 1949 _____________________

when he moved to California ___________________in 1962 ________________________

in 1966 ________________________

三 Para3:Read and complete the passage:

In 1962, he ____ _______ ____become an astronaut.

In 1966, he and David R. Scott _________ ___ join two spacecraft together for the first time in space. But when the spacecraft began spinning ____ _____ ________, Mission Control thought it was _____ ____ ____ _____ _____ ______, so they _______ Armstrong ____ cut the flight short, and he succeeded.

四 Para4-5: Walking on the moon

Read and answer some questions:

1. When did Armstrong land on the moon?

2. Who did he come to the moon with?

3. What are the famous words?

4. How long did they walk on the moon?

5. What did they collect for further research?

6. What did the whole world do when Apollo 11 returned?

五 Retell the two paragraphs with the help of the six questions above:

六 Para6-7:Reports about aliens on the moonRead and judge T or F:

1. It is said that Armstrong and Aldrin saw alien spacecraft.

2. The alien spacecraft is very small.

3. When Armstrong was on the moon, the aliens were very friendly.

七 Para8:Award for Armstrong

is the Medal of Freedom for a US citizen?

2. What did Armstrong do for people around the world?

八 Read the passage together and fill in the blanks with right words:

Neil Armstrong took his first f_______ at six and received his pilot’s ________（執照） at 16. In 1949, Neil j_______ the navy and worked as a p_______. He was s_________ to be an astronaut in 1962. Four years later, he m__________ to join two spacecraft together in space. On 20th July 1969, he _______（着陸） Apollo 11 on the moon with Aldrin __________（成功）。Neil said ‘one small step for man, one giant leap for m________’。 Armstrong got the highest a_____ that a US c________ can receive. He is the pride of the world.

九 Retell the text

Name: Neil Armstrong

Date of birth: 5th August 1930

Place of birth: Ohio, the USA

Major event: at 6: was interested in flyingat 16: got his student pilot’s licence

In 1949: joined the navy

In 1962: became an astronaut

In 1966: joined 2 spacecraft together for the first time in space.

On 20th July 1969: walked on the moon

Famous words: one small step for man, one giant leap for mankind.

Award: Medal of Freedom

What do you think of him: our pride — make us realize…Homework:

te the text.

sh some additional exercises.

篇十二：牛津國中英語說課稿

牛津國中英語說課稿

我從教材、教法、學法指導和教學過程四個方面對本課進行說明。

一、說教材:

1、教材所處的地位及作用:

這單元是9B的最後一個單元。以Great people爲話題展開學習，該話題很容易引起學生的討論興趣。在welcome to the unit 部分，學生已初步學習了一些有關偉人的知識。Reading 是一個單元的核心部分，它承載着衆多的教學任務。我將reading部分分作二課時進行教學，第一課時爲閱讀課，第二課時爲語言知識學習課和練習鞏固課。根據教材的安排及新課標要求學生通過體驗，實踐，參與，合作，交流和探究等方式學習和使用英語，真正體現以學習者爲中心的教學理念，我詳細說說第一課時的教學。基於本課在教材中所處的地位及作用，特制定以下教學目標。

2、教學目標:

知識目標: 1、To grasp some important language points.

2、To understand English idoms.

能力目標: 1、To guess general meaning from keywords and context.

2、To skim text for overall meaning and scan for details.

情感目標:To learn spirit from great people.

3、教學重點與難點:

To identify true or false statements based on the reading passage.

To extract relevant information from the reading passage.

二、說教法:

本節課我主要採用以下幾種教學方法:

1、根據課文特點和學生實際情況，以情景教學法進行教學。

通過形象生動的圖片及相關資料，調動學生的學習興趣, 激起學生情感上的共鳴，從而引導學生從整體上理解課文、從細節分析課文，促進學生的'語言能力及其情感等方面整體發展。

2、採用小組學習法，擴大教學範圍。

把學生分成四人小組，也可以自由組合，讓他們在互動中啓發思維。同時注意保證每個學生都有機會參與到學習中來，培養學生與夥伴合作的意識和策略。

3、運用操練法，拓寬學習渠道。

把大部分課堂時間留給學生，使學生在多信息、高密度、快節奏的靈活操練過程中拓寬學習渠道。

三、學法指導:

這一節是閱讀課，九年級的學生已具有一定的英語閱讀能力，聽說能力在原有的基礎上也得到了進一步的提高，但參與課堂的積極性有所下降。針對以上學情，所以我先指導學生進行快速閱讀和深層閱讀，幫助學生運用自主學習法來把握課文整體，培養學生的分析歸納獨立思考的能力;鼓勵學生小組活動，讓每個人，尤其是那些薄弱同學，都能參與到課堂的學習中，能動手完成一些基礎的學習任務和學習目標，重在激發學生學習英語的興趣，通過討論讓他們主動去涉取知識。

四、教學過程:

一 Skim the text, answer questions:

1. Why is Neil Armstrong famous?

2. Are there any aliens on the moon?

3. What award did he get?

二 Para 1-3: Before he walked on the moon

Name

Neil Armstrong

Date of birth

on________________

Place of birth

in_________________

Experiences

at 6_____________________

at 15____________________________

at 16 _______________________________

in 1949 _____________________

when he moved to California ___________________

in 1962 ________________________

in 1966 ________________________

三 Para3:Read and complete the passage:

In 1962, he ____ _______ ____become an astronaut.

In 1966, he and David R. Scott _________ ___ join two spacecraft together for the first time in space. But when the spacecraft began spinning ____ _____ ________, Mission Control thought it was _____ ____ ____ _____ _____ ______, so they _______ Armstrong ____ cut the flight short, and he succeeded.

四 Para4-5: Walking on the moon

Read and answer some questions:

1. When did Armstrong land on the moon?

2. Who did he come to the moon with?

3. What are the famous words?

4. How long did they walk on the moon?

5. What did they collect for further research?

6. What did the whole world do when Apollo 11 returned?

五 Retell the two paragraphs with the help of the six questions above:

六 Para6-7:Reports about aliens on the moon

Read and judge T or F:

1. It is said that Armstrong and Aldrin saw alien spacecraft.

2. The alien spacecraft is very small.

3. When Armstrong was on the moon, the aliens were very friendly.

七 Para8:Award for Armstrong

is the Medal of Freedom for a US citizen?

2. What did Armstrong do for people around the world?

八 Read the passage together and fill in the blanks with right words:

Neil Armstrong took his first f_______ at six and received his pilot’s ________(執照) at 16. In 1949, Neil j_______ the navy and worked as a p_______. He was s_________ to be an astronaut in 1962. Four years later, he m__________ to join two spacecraft together in space. On 20th July 1969, he _______(着陸) Apollo 11 on the moon with Aldrin __________(成功) said ‘one small step for man, one giant leap for m________’. Armstrong got the highest a_____ that a US c________ can receive. He is the pride of the world.

九 Retell the text

Name: Neil Armstrong

Date of birth: 5th August 1930

Place of birth: Ohio, the USA

Major event: at 6: was interested in flying

at 16: got his student pilot’s licence

In 1949: joined the navy

In 1962: became an astronaut

In 1966: joined 2 spacecraft together for the first time in space.

On 20th July 1969: walked on the moon

Famous words: one small step for man, one giant leap for mankind.

Award: Medal of Freedom

What do you think of him: our pride - make us realize...

Homework: te the text.

sh some additional exercises.