牛津高中英语全英文说课稿-Reading部分

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牛津高一英语最新教材说课稿

牛津高一英语最新教材说课稿《牛津高中英语》;江语版,模语1第1语元Reading语语稿语语语中语李洪兵阳冲学Good afternoon, every teacher, Today, I feel honored to have the chance to present some of my teaching ideas to you.My topic is Reading—Reading an article written by an exchange student.It will include four parts: The analysis of the reading material;Teaching aims/Teaching important and difficult points;Teaching procedures and blackboard work. First,let me talk about my understandings of the teaching material.Part One Analysis of the teaching materialThis is the second part of Unit 1,Module 1.It is designed to improve students’ reading skills through reading an article.In thislesson,students will read an article and then they will learn about more details of school life in the UK..By reading the article, students will find out some differences between schools in China and in the UK and improve their reading ability. In the course of reading students will learn how to master the reading skills of skimming and scanning .In this lesson students can improve their abilities of listening,speaking and reading ,especially the reading skills.So the reading material plays a very important part in English teaching and learning.Part Two Teaching aimsAccording to the selected material,I set the teaching aims as follows:1.Knowledge aim: help the Ss master the reading skills of skimming and scanning.2.Ability aim: to improve Ss’ability of reading and speaking.3.Emotional aim: to encourage the Ss to learn to view our school lifeTeaching important and difficult pointshow to improve Ss’ability of reading.Teaching methods:To achieve the teaching aims and deal with the important anddifficult points,I’ll use the following methods to conduct my class-----Listening, speaking and reading ;ask-answer competition;discussing and group work.I’ll also use a record and the multi-media to make my class lovely and interesting.Part Three Teaching proceduresThe following are my teaching steps:Step 1 Revision and lead-in1. [Teacher] We’ve learned a little about the differ ence between schools in China andin the UK.2. [Brainstorming] If you were an exchange student in a UK school, what would youenjoy most?3. Collect answers from a few students.4. [Teacher] Today we’ll read an article from a school magazine, written by Wei Hua,who studied in the UK for one year. Let’s find out what she finds enjoyable.Step 2 Reading for general ideas1. Introduce the reading skill: skimming.2. Teacher can start with the title and the first paragraph so that the Ss know how to work out the general idea of each paragraph.13. [pairwork] Ask the Ss to work in pairs. Go through the passage quickly to find out the main idea of each paragraph.Check answers one by one paragraph.Step 3 Reading for details1. Introduce the reading skill: scanning.2. Teacher can do Q1, Q2 in Part A first.3. [Individual work]Ask Ss to do Q3 in Part A and questions in C1 individually.Check answers with the Ss.4. [Listening and reading] Ask Ss to go through the questions in C2. Then listen and read after the recording. Ask Ss to answer the questions using their own words.Step 4 Consolidation1.[Task-based reading]Ask the Ss to do the task-based reading and check answers.AspectsDetailsGeneral It was a different but exciting and enjoyable 1.______________impressionAssemblyStudents should attend it on the first day and the 2.____________Will tell the rules of the school during that period.ClassOur class is of the 3._______ size; we would never study in a fixedclassroom.SubjectsEnglishI practiced it every day, so it got 4. ________ a lot.FrenchI had an 5. _______ French class on Tuesdayevenings.CookingI learned a lot and could make delicious cakes.Selective onesStudents can 6. _______ studying some subjects ifthey don’t like them.7. _________ It was not heavy but a bit 8. ______________Spare timeI played football with others, 9. _______ under a tree and went to theComputer Club where I could send e-mails to my family and friends 10._________ of charge.Keys: 1-5 expericenced headmaster average improved extra6-10 stop Homework challenging relaxed freeStep 5. Discussion[group work]Suppose you were Daniel, a UK student in China on a student exchange programme, write a passage for him entitled “School life in China”. Discuss what will be covered in the passage. Draw the outline andpresent it.Step 6. Homework1.Revise the text and do part E.Prepare for an interview with Wei Hua.Part 4 Blackboard workOn the left of the Bb,I’ll write down some quesions;In the middleare some suggested answers and some reading skills are on the right side.Ok.So much for my teaching plan and I desire to get your valuable advice.2。

牛津高中英语全英文说课稿-Reading部分.

Reading部分说课稿Book 1 Unit1Good morning, ladies and gentlemen. Today I’ｍvery pleased to have an opportunity to talk about some of my teaching ideas. My topic is Reading part of Unit 1, School Life in the UK, taken from the Advancewith English, Student’s Book 1. My representation is made up of six parts：analysis ofthe teaching material, analysis of the students, teaching methods, teaching procedures, blackboard design and teaching reflection.Part 1 Analysis of the teaching material:This is a reading passage about an exchange student's school life in the UK. After studying in the UK for one year, she gives us a brief but clear description about what school life in the UK is like from her own experience. The Reading Strategy of thisunit teaches students two basic reading skills, skimming and scanning. Students are expected to master the two skills and to apply them to their future study.By studying thisschool life in the UK passege, Ss can improve their reading ability, learn more aboutand the reading strategy of skimming and scanning. At the same time, we should get the students to understand some difficult se ntences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education.Teaching aims:1. Knowledge aim:(1)The Ss can master the usage of the important words and expressions.(2)The Ss can understand the content of the passege, talk about s chool life in theUK and get their own idea about school life.2. Ability aim:(1) To develop the Ss’ abilities of listening, speaking, reading and writing(2) To improve the student’s reading ability, especially their skimming and scanningability.ies of studying by themselves and cooperating .(3) To train the Ss’ abilit3. Emotional aim:Make the Ss l ove school life.Teaching important points:How to understand the text better.Teaching difficult points:1. Use your own words to retell the text.2. Discuss t he school life in different countries.Part 2 Analysis of the students:1. The Ss have known something about the school life in different countries through the Internet and other ways.2. They are lack of vocabulary.often use English to express themselves and communicate with others.3. They don’ｔ4. Some Ss are not active in the class because they are afraid of making mistakes.Part 3 My teaching theories, methods and aidsBefore dealing with this lesson, I’ll do my best to carry out the following theories: Ma； Combin ke the Ss the real masters in class while the teacher himself acts as directore the language structures with the language functions; Let the students receive some moral education while they are learning the English language.Teaching method:Question-and-answer activity teaching methodWatch-and-listen activityFree discussion methodPair work or individual work methodTask-approach teaching methodTeaching aids:1. a projector2. a tape recorder3. multimedia4. the blackboardPart 4 Teaching proceduresI have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.The entire steps are: Revision, Lead-in, Fast reading（skimming andscanning）, Listening, Intensive reading, Preparation for details of the text, Consolida tion, Discussion, HomeworkStep 1 Lead-in:1.1 Show some pictures and movies about school life in the UK1.2 Ask students to present the information they have collected before1.3 Ask them to discuss the differences and to try to think of the reasons.interest of study.Purpose: Arouse the students’Step 2 Fast reading（skimming and scanning）Ask students to go through the article as quickly as possible and to try to finish Part A and CInform them to only focus on and identify the information needed.Purpose: Improve the s tudents’fast reading ability.Step 3 ListeningPlay the tape recorder and ask them to finish Part C,Purpose: Train the Ss’ listening ability and prepare for later exercises.Step 4 Intensive readingRead the passage carefully again and answer some detailed questions on the screen.A. What specific aspects are mentioned in the text? (teachers, classmates, friends, subjects, homework/assignments, grades, timetable, activities, school facilities, host family, food, hobbies, customs, traditions,festivals)B. Diagram(on the blackboard)On the first dayTeachers Mr HeywoodMiss BurkeSize of a classroomSubjectsFoodIt is also called depth reading or study reading. It means reading for detailed informati on.Purpose: Further understand the text （Train further reading ability） to find out some different sentences and details of the text.Step 5 Preparation for details of the text on the screenHave students be familiar with some language points(blackboard) in the text and then give them some examples sentences.A. experience(line 2): countable nounB. attend(6)C. way(9)D. earn(10)E. sound(11): linking verb F. as...as (20)G. for free(29) H. miss(42): verb Purpose: Train the Ss’ ability of understanding and using laguage.Step 6 Reading Strategy on P3Tell them that skimming is to look at the titles and headlines, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and charts to get a general idea of what a text is about. And scanning is to focus on keywordsand phrases, dates, numbers, etc. to find certain information in a text quickly.Step 7 Consolidation1. Find out the topic sentences.2. Retell the passage according to the topic sentences.Purpose: I want to know if my students understand the whole text really and if they m aster what I mean to tell them in this class. What’ｓmore, I want to let them have the a bility of introducing and analyzing expression. At the same time, I will write down thetopic sentences on the blackboard according to what the students find, so they can ret ell it easily.Step 8 Discussion/PracticeAsk students do an activity: Interview Wei HuaPurpose: help students improve their imagination.Step 9 HomeworkWrite an acticle about the differences of school life betwween UK and China.Part 5 blackboard designReading: School life in the UKDiagram:On the first dayTeachers Mr HeywoodMiss BurkeSize of a classroomSubjectsFoodWei Hua’s feeling and progressLanguage Points:A. experience(line 2): countable nounB. attend(6)C. way(9)D. earn(10)E. sound(11): linking verb F. as...as (20)G. for free(29) H. miss(42): verb。

全英文牛津高中英语说课稿

全英文牛津高中英语说课稿《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 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 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 aims Basedon the analysis of the teachingmaterial, 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 variouse.pression_r_r_r_r_rs or approaches to e.press the same thellong or idea. Section 3 teaching procedures In 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 ready Reading 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 toincrease 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. Afterthat, 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 facts During 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 playthe 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 theirpsychological 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 the three 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 thearticle. 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 Part1. 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.)。

牛津高中英语第四单元Reading说课稿

牛津高中英语第9模块第4单元Reading说课稿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 readefficiently 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 an Internet article taken from the Reading section ofModule 9, Unit 4 of Biblical idioms in English. The article is about idioms from the Bible that are used in English.After analyzing it carefully,I find the article can make the students have a clear knowledge of idioms, especially idioms from the Bible and interested in them.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 gain some knowledge about idioms especially the Biblical idioms.The 2nd aim: Students are encouraged to figure out the implied meaning of some idioms and use them properly.The 3rd aim: Students are expected to practice and reinforce their reading comprehension and improve their overall abilities.Section 3 Teaching proceduresIn order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-BasedTeaching 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 five parts : Lead-in ; Reading ; Post-reading activities ; Consolidation and Homework.Part 1. Lead-inTask: Picture-presenting and Brainstorming. Show some vivid pictures to students and tell students that they can use idioms to describe the pictures to make our language more colorful and interesting.After it, give them the chance to brainstorm idioms they have known, as many as possible.(With the task, I inspire students’ former knowledge and imagination about idioms and excite students’ desire to know more about idioms, which can draw their attention to the theme of the reading material and get them ready for the following reading. )Part 2. Reading: Focusing on main factsThis part includes four tasks:Task 1: First and fast reading. Tell the students to pay attention to the main idea and main structure of the whole passage. After the instructions, I play the tape of the passage and get students to complete the following table.(With the task, I get students to listen to the passage as well as reading it, thus reducing the amount of reading time .Meanwhile, students can master the main idea and main structure of the whole passage quickly with the help of the table)Task 2: Second reading. During this task, I get students to scan the passage. Then they are required to answer some questions with a second reading. Questions of this kind are not very difficult and they can be answered directly from the text.(With the task, students learn to understand the basic meaning of the text and gather the main facts about the passage by answering some questions.) Task 3: Detailed reading. In this task, students are required to scan for a(With the task, students are expected to know the changes in meaning of some idioms and learn to grasp the detailed information of the text.)Task 4: Summary. In this task, students are required to make a summary of the idioms they have learned today in the passage. And they are supposed to use them properly. So I move on to design a practice to check whether they have mastered the idioms well.(The task serves as a summary to the passage. With the task, students are expected to revise what idioms they have learned today and how to use them properly.)Part 3. Post-reading ActivitiesIn this part, under the guidance of reading strategy ( understanding analogies),I will guide the students how to find the hidden meaning of the idioms. Give students an example at first (“kill a fatted calf”) to make them know it is helpful to consider the use of analogy when they try to understand idioms.That is , Create an image in your mind and compare it to something that is similar. Then I will provide some idioms for the students, giving them a chance to practice how to use reading strategy. (Examples: feel like a fish out of water; shake a leg; pull one’s leg; turn someone off; keep it under your hat; have to face the music; go bananas; just around the corner…)(The part is designed to help students learn and use reading strategy to understand analogies. The part gets students to develop more interest in learning idioms and meanwhile they can broaden their mind .)Part 4. ConsolidationThe part consists of two tasks.Task 1: Fill in the blanks with proper words according to the reading material.An idiom is a group of words or an _________whose meaning often cannot be understood by looking at the meanings of the _______words in it. In ______words, its meaning can be completely ________ from the meanings of its ____________. Idioms often use a number of words to ________a single object, person or concept, ________other things, and unless you ________when an idiom is being used, you easily ________what you read or hear spoken. There are many ______used in English and quite a few of them come from the ______. The Bible was first written in Hebrew and then ________into Greek, both of which use many idioms. This means that since the Bible was translated into ______ centuries ago, many Hebrew or Greek idioms have become ______of the English language.Biblical idioms ________had _________and clear meanings because they were often meant to ____the moral of a story and to give audiences an _______to help them understand the story better.(The task is aimed at making students revise and more familiar with the main idea of the passage. At the same time, students can practice some key words and expressions. Students should be encouraged to finish this task individually.)Task 2: Activity——Role-playIn this task, all the students are divided into several groups of eight. Each group chooses an idiom to act out.(The task aims to consolidate the information they have learnt and also improve their skills of acting and speaking .Also, it can raise students’ awareness of cooperation.)Part 5. Homework·Ask students to read the text again after class and underline the expressions or sentences which are not clear about.·Encourage students to find more idioms or Biblical idioms with the help of library or Internet.(This last part is meant to go over what they have learnt after class and make good preparations for the next class. Meanwhile, strengthen students’ ability to self-study and self-research.)OK, so much for my teaching plan. Thanks for your attention.。

(完整)牛津高中英语模块一第一单元Reading说课稿

A Teaching Plan Speech for the Reading part of Unit 1Good morning, teachers.My name isXX. Today, I’ll talk about how to teach the Reading part of Unit 1, School Life in the UK, in the student’s Book 1. It is made up of four parts.The first part is the analysis of the teaching material.This articlr is from a school magzine written by an exchange student. After studying in the UK for one year, she gives us a brief but clear description about what school life in the UK is like from her own experience. The Reading Strategy of this unit teaches students two basic reading skills, skimming and scanning. Students are expected to master the two skills and to apply them to their future study.Teaching aims:XXXXTeaching important points:XXXXTeaching difficult points:XXXXThe second part is about my teaching theories,methods and aids.While dealing with this lesson, I’ll do my best to carry out the following theories:1. Make the Ss the real masters in class while the teacher acts as director.2. Combine the language structures with the language functions.3. Let the students receive some moral education while they are learning the English language.Teaching method:Question-and-answer activity teaching methodFree discussion methodPair work or individual workTask-approach teaching methodTeaching aids:a projectora tape recordermultimediathe blackboardPart three is the teaching procedures of this part.1. Lead-in:1.1 Show some pictures and movies about school life in the UK1.2 Ask students to present the information they have collected before1.3 Ask them to discuss the differences and to try to think of the reasons.2. Reading comprehension:2.1 Ask students to go through the article as quickly as possible and to try to finish PartAInform them to only focus on and identify the information needed.2.2 Ask students to reread the whole text. Then let them answers some questions on the multimedia and check the answers as a class. These questions will check students’ ability to read and locate specific information.(Q1：What time do British schools usually begin? What time do they usually end?Q2: On average, how many students are there in a class in the UK?Q3:Why did Wei Hua find her homework difficult at the beginning of her study in the Uk?Q4: What do British students usually eat after their main meal?Q5: Which British city did Wei Hua go to?)2.3 Have the students listen to the tape recorder, and ask them to pay attention to the tone and pronounciation.2.4 Have students do some exercise in order to arouse their interest and enhance their further comprehension.A. What specific aspects are mentioned in the text? (teachers, classmates, friends, subjects, homework/assignments, grades, timetable, activities, school facilities, host family, food, hobbies, customs, traditions,festivals)2.5 Make students focus on the above two exercises, and let them discuss the reading methods they use to do the two exercises.2.6 Have students focus on the Reading Strategy on P3.Tell them that skimming is to look at the titles and headlines, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and charts to get a general idea of what a text is about. And scanning is to focus on keywords and phrases, dates, numbers, etc. to find certain information in a text quickly.2.7 Have students be familiar with some language points(blackboard) in the text and then give them some examples sentences.A. experience(line 2): countable nounB. attend(6)C. way(9)D. earn(10)E. sound(11): linking verb F. as...as (20)G. for free(29) H. miss(42): verb2.8 Ask students do an activity: Interview Wei HuaThis activity help students improve their imagination.2.9 Have students discuss what aspects may be included if they write an acticle about the differences of school life betwween UK and China.3. Homework:A. Write the article discussed before.B. Do the exercises in the Workbook.C. Retell the text.Part 4 is the blackboard design.Reading: School life in the UKDiagram:Language Points:A. experience(line 2): countable nounB. attend(6)C. way(9)D. earn(10)E. sound(11): linking verb F. as...as (20)G. for free(29) H. miss(42): verb。

精选牛津高中英语说课稿

精选牛津高中英语说课稿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. Theyre 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, its 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 reada 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. Theyre getting ready, focusing on main facts, reading between the lines and responding the text.Part 1 Getting readyReading begins before a book is opened. Its 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 factsDuring the part, I will ask the students to answer the questionwhat 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 theyre 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 Theyll 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 taskserves 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 questionwhat 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 secondand 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 t han 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 dont 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 questionwhat 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 authors 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.。

牛津高中英语说课稿范文

牛津高中英语说课稿范文Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.In the reading process, I will focus on students’long-term development and enable them to use proper reading skills and strategies. In other words, students are guidedto read efficiently and independently.My teaching plan will include 3 secti. They’reanalysis 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 strategiesto read a prolonged text.The 2nd aim: Students get a better understanding ofwhat a gap year is.The 3rd aim: Students are encouraged to figure out the implied meaning.The 4th aim: Students are familiar with variousexpressi or approaches 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 Teachingas the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies to prehend the text, solve problems and plete different tasks. The teaching procedures include four parts. They’regetting 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 increasestudents’ concentration, aro use 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 getthem 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 Chinesestudents 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 yearbefore entering university.(With the task, I excite students’ desire to know more about what their British equivalents will do before goingto college. With the question in mind, students will definitely be eager to listen to the tape to find the answer. )。

高中英语 reading说课稿牛津版选修9

ReadingGood afternoon, every teacher. I’m very glad to have the opportunity to share my teaching ideas to you here. My topic is from Advance with English Book 9, the reading material of unit 2: XXX. To make my presentation much clearer, I’ll explain it in the following 5 aspects.I.My understanding of the teaching material.II.Teaching aims.III.Teaching methods and learning ways.IV.Teaching procedures.V.Blackboard design.Now, I’ll explain them one by one to you.Part 1. My understanding of the teaching material.In this section, students are provided with (1) a brochure about Canada. It is designed to help them to gain some information about the geography, history and four cities of Canada. (2) a newspaper article about the Acropolis, a famous historic site in Athens, Greece. It is designed to help them to gain some information about the history of the Acropolis, the damage to it and the ways to preserve this historic site.(3) an internet article about national flags, colours and cultures. It is designed to help them to gain some information about the national flag of France, the USA and Indonesia. (4) an internet article about idioms from the Bible that are used in English. It is designed to help them to gain some information about these biblical idioms and understand their original meanings and practical usage in English. What’s more important, students are expected to improve their reading ability by participating in all the designed activities.Part 2, Teaching aimsAccording to these , I set my teaching aims as follows:1. Make students get familiar with the topic, and learn some important words and expressions.2. Develop students’ reading ability, especially the skills of skimming and scanning.3. Cultivate their interest in English study..Among them, I think the teaching focus and difficulties will fall on these points:1. How to organize activities to develop students’ reading ability.2. How to help students finish different tasks by using what they have learnt from the article.Well, how to achieve the teaching aims better? The key is to use proper teaching methods.Part 3. Teaching methods and learning ways.In my class, I’ll adopt the Situational method, group-work method and Task- based method. I’ll try to provide students with livelysituations and create a relaxing class atmosphere and then they can gain the knowledge by self work and group work. What’s more, I’ll take good advantage of the recorder and the multi-media to make the class lively and relaxing.Part 4. Teaching procedures.Now, I’d like to ta lk about my teaching procedures. I want to carry them out in the following steps:Step 1. Lead-in. ( 6 minutes )1-2, show students some pictures about Canada /Greece on the slides, let them guess which country the things in the pictures belong to. Ask students what they will think of when talking of Canada / Greece.3-4, show students some pictures about different national flags / religious people on the slide and ask them to match the flags with their countries / the people with their religions. Ask students what they will think of when seeing our national flag / talking of Buddism?By doing this, I hope to arouse students’ interest and prepare them for the following study.Step 2. ListeningListen to the tape of the article and answer the questions about T orF on the slides.The purpose of this step is to practice Ss’ listening ability by gaining a general idea of the article.Step 3. Study the reading strategyAsk students read the reading strategy aloud and make sure they fully understand it. If necessary, I will explain it.This step is designed to help Ss clear away some obstacles in reading. Step 4. Reading1.Ask students to scan the article to grasp the main idea and finishPart C1.2.Ask students to read the article carefully and search for therelated details to finish Part C2.The purpose of this step is to develop Ss’ reading ability and the ability to use the information they have gained to finish different tasks. Step 5. Consolidation1. Ask Ss to read the instructions for Part F and continue the dialogue in pairs after the example. Choose some pairs to act out their dialogues.2. Choose one topic of the 3 questions to make a discussion in group of 4 students; Encourage every student to express their opinions freely.I will walk around the classroom to offer necessary help. Choose some students to make the presentation.This step is designed to deepen Ss’ understanding of the article, practice their oral English and develop their ability in working cooperatively.Step 6. HomeworkFinish Part A and Part B in workbook.Part 5. Blackboard design.In the upper side of the blackboard is the title of this lesson: XXX. On the right side is the reading strategy. On the left side. I will write down some wonderful answers to the questions in the duscussion.That’s all for my teaching ideas. Thank you for listening.。

牛津高中英语模块三第三单元reading说课稿

Unit 3 Back to the pastReading Lost civilizationsGood afternoon, everyone. It’s my great pleasure to be here sharing my lesson with you. The lecture I choose to illustrate is unit 3, the reading part: Lost civilizations. During my teaching, Iwill focu s on students’ long-term development and enable them to use proper reading skills and strategies. I’ll try my best to get my class alive and encourage the students to talk with each otherin English.As for the article 'Lost civilizations', it is about a cultural tour to sites of lost civilizations. The reading text is made up of five travel diaries written by a student about her travel experience in Pompeii and Loulan. Students are expected to gain some information about ancient civilizations,and to practice and strengthen their reading comprehension. The Reading strategy in this unit teaches students how to read diary entries. Students are expected not only to master this strategy,but also to apply it to their future study.Part 1 Teaching aims:1.Make sure that student understand the text.2.Help the students develop the ability of reading diary entries.3.Enable the students to talk about the topic of civilization in English.Part 2 Difficult points1.Let students learn how to improve their reading ability and ask them to retell the general ideaof the text.2.How to grasp the usage of important words and phrases.Part 3 Teaching procedures:Step 1 Lead-inI will begin the lesson by showing pictures of some civilizations, such as the Statue of Zeus, theTaj Mahal, the city of Pompeii and the Potala Palace.Then I will ask some students to answer the following questions.(1)Who can give a definition on ‘civilization’?——It’s about a society, its culture and its way of life during a particular period of time or in a particular part of the world, including architecture, art, literature, thought, religion andso on.(2)Good. Now who can give a definition on ‘lost civilization’?——It means ancient buildings, cultures and countries that no longer exist now.(3)Can you list some other civilizations that you know?——The Cotta soldiers and horses in Chin tomb, pyramidSo we can see there are so many lost civilizations in the world. And this period, we will mainly focus on two famous lost civilizations; Pompeii and Loulan. Step 2 Scanning & Reading strategyFind the answers to the three questions. Work in pairs. 1. Where are Pompeii and Loulan?Pompeii is in Italy and Loulan is in China.2. What is one main similarity between the two cities?Both of them became lost civilizations about 2,000 years ago. 3. What was Loulan buried beneath? Loulan was buried beneath the sand.After scanning the text, you must have noticed that there are many dates and place names, Why? ——Yes, because they ’re diary entries.But how do we read diary entries? We can turn to page 43 to find the strategies.Later in our reading, let ’s pay attention to these points. Now, come back to the passage again. Step 3 Reading & ListeningFor this part I will give you three tasks:Task 1: Ask the students to read the first diary entry after the tape, and find out the route of their trip.Task 2 ：Listen to the tape and read the diary entries Day 2 and Day 3, then finish the exercises about Pompeii.。