牛津高一英语最新教材说课稿
牛津高中英语说课稿
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. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.Section 1 Analysis of the teaching materialThe selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.Section 2 Identifying the teaching aimsBased on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:The 1st aim: Students learn the skills and strategies to read a prolonged text.The 2nd aim: Students get a better understanding of what a gap year is.The 3rd aim: Students are encouraged to figure out the implied meaning.The 4th aim: Students are familiar with various expressions or approaches to express the same idea.Section 3 Teaching proceduresIn order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approaches. With the teaching methods, I can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between thelines and responding the text.Part 1 Getting readyRe ading 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 thei r 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 auniversity .(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading)Task 2: Brainstorming After the summary, I go on to show some more pictures of British fresh students from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Paragraph1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university (With the task, I excite students’ desire to know more about what their British equivalents will do before going to a college. With the question in mind, students will definitely be eager to listen to the tape to find the answer )Part 2 Focusing on main factsDuring the part, I will ask the students to answer the question—what does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text.The part includes six tasks:Task 1:Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table (With the task, I get students tolisten to the three paragraphs instead of reading them, thus reducingthe 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_______。
牛津高中英语全英文说课稿
Word power部分说课稿Book 1 Unit1Good morning, ladies and gentlemen. Today I’m very pleased to have an opportunity to talk about some of my teaching idea s. My topic is word power part of Unit 1, taken from the Advance with English, Student’s Book 1. My representation is made up of six parts：analysis of the teaching material, analysis of the students, teaching methods, teaching procedures, blackboard design.Part 1 Analysis of the teaching material:This is the second part of this unit, and it plays a very important role. The unit introduces and develops the theme of school life in the UK. All the materials are related to school life. It can improve students’interest to grasp the words. It also provides a chance for students to enlarge their vocabulary about school facilities. At the same time, we should get the students to understand some difficult words and phrases to comprehend the text better.Teaching aims:1)Knowledge aim: To review the word formation and master the useful words andphrases2)Ability aim: To expand the students’ vocabulary. Let the student learn new wordsabout school facilities. To help them learn how to apply them in English learning.3)Moral aim: Enable the students to talk about school facilities and love their schoolfacilities.Teaching difficult point:1)How to make use of word formation to enlarge their vocabulary and improve theirreading ability.2)The usage of some key words.3)To recognize and understand vocabulary about school facilities.Part 2 Analysis of the students:1. The Ss have known something about school facilities through the Internet and other ways.2. They are lack of vocabulary.3. They don’t often use English to express themselves and communicate with others.4. Some Ss are not active in the class because 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 ke the Ss the real masters in class while the teacher himself acts as director； Combin e the language structures with the language functions; Let the students receive some moral education while they are learning the English language.Teaching method:In order to realize the teaching process properly and efficiently, I’ll let the Ss to get a better understanding of the lesson. I have designed the following methods to train their ability of reading. According to the modern social communication teaching theories, I adopt the Situational Language Teaching method and Task-Based Language Teaching method in my teaching.Teaching aids:1. a projector2. a tape recorder3. multimedia4. the blackboardPart 4 Teaching proceduresIn order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based teaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies comprehend the text, solve problems and complete different tasks. The teaching procedures include five steps. They’re lead-in, vocabulary learning, practice, homeworkStep1 Leading-inAsk the students to have a discussion with their partners about the topic in.Ask some students to act their dialogue.Step2Vocabulary learning(in order to help Ss to guess the meaning of certain unknown words and understand the passage exactly. This step can enable students to understand the given material better, to make the students grasp the useful phrases, grammar and sentences pattern for making suggestions and replying on the base of reading the dialogue fluently. )1)Encourage them to finish Part B individually and then check the answers withthe whole class.2)Encourage students to guess the meanings of the words by studying thedifferent parts of the word. If they can’t, let them refer to the dictionary and check for mispronunciation.Step3 Practice(This step gives the students 5-8 minutes to make a similar dialogue using the phrase and sentences learned in this passage and everyday life experience according to the given situation (show it on the screen using a multi-media computer. The purpose is to get the students to grasp the words and the sentence patterns and tries to use them freely. In this way, the students will be very active in practicing their spoken English)1) Ask students to make sentences with phrases that we have learned._________________________________________________________2) Encourage students to say something about themselves with the new words.3) Practice to get the students to master what they’ve learnt.Step4 Homework (Purpose of my design: I think homework is so important that the students should use English as much as they can in class and after class. It is necessary for the students to master the knowledge they learned.)1．Ask students to revise the words and phrases2．Ask students to write brief article about _______after class.Part 5 Blackboard design(Blackboard design should be think for a thing that attract the student’s attention and let them to write down the important teaching points.) I will divide the blackboard into two parts.1) The left part will be used to write the important vocabulary and grammar and their usage. It will be reserved for the whole class.2) The right part will be precious explanation, I will write some sentence of the words, phrases and structures to explain their meaning.Here is the formTitle Here are some new words for Ss_____________________ __________________________________。
高中英语必修一说课稿牛津
高中英语必修一说课稿牛津尊敬的各位老师、同学们，大家好！今天我要为大家说课的内容是高中英语必修一的课程，这本教材采用的是牛津英语教学体系，旨在帮助学生打下坚实的英语基础，同时提高他们的语言运用能力。
接下来，我将从教材分析、教学目标、教学方法、教学过程以及评价与反思五个方面进行详细的阐述。
一、教材分析高中英语必修一牛津版教材共分为12个单元，每个单元都包含了不同的主题，旨在通过多样化的话题来吸引学生的兴趣，提高他们的学习积极性。
每个单元由听力、阅读、语法、词汇、写作和口语六个部分组成，内容涵盖了日常生活、社会热点、文化差异等多个方面。
此外，教材还特别强调了英语的实际运用，鼓励学生通过项目学习、角色扮演等活动来提高他们的交际能力。
二、教学目标在教学过程中，我们的主要目标是帮助学生掌握必要的英语语言知识，提高他们的听说读写能力，并培养他们的跨文化交际能力。
具体来说，我们希望学生能够：1. 掌握本单元的核心词汇和语法结构；2. 通过听力和阅读练习，提高理解和获取信息的能力；3. 能够运用所学知识进行书面和口头表达；4. 增强团队合作意识，通过小组活动提高交际能力；5. 培养自主学习能力，鼓励学生在课外进行拓展阅读和实践。
三、教学方法为了实现上述教学目标，我们将采用多种教学方法，包括但不限于：1. 任务型教学法：通过设计贴近学生生活的任务，让学生在完成任务的过程中学习和使用英语；2. 合作学习：鼓励学生进行小组合作，通过讨论、交流来共同解决问题；3. 互动式教学：教师与学生之间、学生与学生之间进行充分的互动，提高课堂的活跃度；4. 多媒体教学：利用视频、音频、PPT等多媒体资源，丰富教学内容，提高学生的学习兴趣；5. 反馈与评价：及时给予学生反馈，帮助他们认识到自己的进步和需要改进的地方。
四、教学过程接下来，我将以一个具体的单元为例，来展示我们的教学过程。
假设我们正在教授第五单元，主题是“School Life”，我们将按照以下步骤进行教学：1. 导入（Lead-in）：通过展示与学校生活相关的图片或视频，激发学生的兴趣，引导他们进入学习状态；2. 听力（Listening）：播放一段关于学校生活的对话或短文，让学生练习听力理解，并回答相关问题；3. 阅读（Reading）：阅读一篇与主题相关的文章，提高学生的阅读理解能力，并学习新的词汇和表达；4. 语法（Grammar）：讲解本单元的重点语法项目，如现在完成时，通过例句和练习巩固学生的语法知识；5. 词汇（Vocabulary）：通过图片、情景对话等方式，教授新词汇，并进行记忆和应用练习；6. 写作（Writing）：布置一篇与学校生活相关的写作任务，如写一篇日记或信件，锻炼学生的写作能力；7. 口语（Speaking）：组织角色扮演或小组讨论活动，让学生在实际交流中运用所学知识；8. 总结（Summary）：回顾本节课的重点内容，确保学生能够掌握并运用所学知识；9. 作业（Homework）：布置适量的作业，包括复习词汇、完成练习题和准备下节课的内容。
高一牛津英语必修1全册教案
高一牛津英语必修1全册教案一、教材简介《牛津高中英语必修1》是牛津大学出版社为高中一年级学生编写的英语教材。
本教材共分为6个单元，涵盖了生活、学校、家庭、旅行等主题，内容丰富多样，语言实用性强，适合高中一年级学生的英语学习。
该教材注重培养学生的综合语言运用能力，通过听、说、读、写等多种方式进行教学，帮助学生提高英语综合能力。
二、教学目标1.通过本单元的学习，学生能够掌握一些基本的英语词汇和句型，并能在实际生活中熟练应用。
2.培养学生良好的听、说、读、写能力，提高学生的英语交际能力。
3.培养学生的自主学习能力和团队合作能力，发展学生的创造性思维和逻辑思维能力。
4.培养学生的文化意识和跨文化交际能力，提高学生的国际视野和文化素养。
三、教学重点1.单词和词组的掌握和运用。
2.句型的掌握和运用。
3.听力技巧的培养和提高。
四、教学内容与方法单元1：Unit 1 School Life教学内容：1.学习与学校生活相关的词汇，如classroom, teacher, student, desk等。
2.学习动词to be的用法，并练习句式结构。
3.学习一些日常用语和对话。
#### 教学方法：4.创设情境，引导学生通过图片和实物进行学习。
5.利用多媒体资源，辅助教学，激发学生的学习兴趣。
6.进行小组活动，提高学生的合作能力和语言表达能力。
单元2：Unit 2 Family Life教学内容：1.学习与家庭生活相关的词汇，如father, mother, brother, sister等。
2.学习表示“喜欢”和“讨厌”的表达方式，并运用到句子结构中。
3.学习描述家庭成员以及其职业的英语表达方式。
#### 教学方法：4.利用图片和实物，让学生感受到家庭的温馨和幸福。
5.分角色进行对话练习，培养学生的口语表达能力。
6.进行情景模拟活动，让学生在实际情境中运用所学知识。
单元3：Unit 3 Travel and Adventure教学内容：1.学习与旅行和冒险相关的词汇，如mountain, beach, explore, adventure等。
高中英语教案牛津版必修
高中英语教案全套牛津版必修一、教学目标1. 知识目标：（1）掌握本课的生词和短语。
（2）理解课文的主要内容和结构。
（3）掌握与课文相关的文化背景知识。
2. 能力目标：（1）能够运用所学的词汇和语法知识进行口头和书面表达。
（2）能够正确使用所学知识进行阅读理解和听力理解。
3. 情感目标：（1）培养学生的学习兴趣和自信心。
（2）培养学生的合作意识和批判性思维能力。
二、教学内容1. 教材分析：本课选自牛津版高中英语必修教材，主题是“人与自然”。
通过本课的学习，学生将了解人与自然之间的关系，掌握相关的词汇和语法知识，提高英语听说读写能力。
2. 教学重点与难点：重点是掌握本课的生词和短语，理解课文的主要内容和结构。
难点是正确运用所学知识进行口头和书面表达。
三、教学方法1. 交际法：通过小组讨论、角色扮演等互动活动，激发学生的学习兴趣和主动性。
2. 任务型教学法：通过完成各种任务，培养学生的实践能力和合作意识。
3. 情境教学法：通过创设真实的情境，提高学生的语言运用能力。
四、教学步骤1. 导入：（1）引导学生回顾上一课的内容。
（2）通过提问，激发学生对人与自然关系的思考。
2. 呈现：（1）展示课文图片，引导学生预测课文内容。
（2）播放课文录音，让学生初步理解课文。
3. 理解：（1）引导学生阅读课文，理解课文的主要内容和结构。
（2）讲解生词和短语，帮助学生巩固知识。
4. 实践：（1）组织学生进行小组讨论，讨论人与自然的关系。
（2）让学生进行角色扮演，运用所学知识进行口头表达。
（2）布置课后作业，巩固所学知识。
五、课后作业1. 抄写本课的生词和短语。
2. 根据课文内容，写一篇短文，描述人与自然的关系。
3. 预习下一课的内容，准备课堂讨论。
六、教学评价1. 形成性评价：（1）课堂参与度：观察学生在课堂上的发言和互动情况，评价学生的参与度和积极性。
（2）作业完成情况：检查学生作业的完成质量，评价学生的学习效果。
2. 终结性评价：（1）单元测试：在学习单元结束后，进行测试，了解学生对知识的掌握程度。
高中牛津英语说课稿uint one School Life in the UK
Good morning, teachers. My name is……. I’m very pleased to stand here. Today my topic is school life in the UK from Unit1 in the Students’Book 1. This is what I’m going to say.Teaching Contents: School Life in the UKTeaching Aims:①Train the students’ reading ability.②Learn some useful words and expressions.③Learn more about school life in the UK and the differences between school life in the UK and in ChinaTeaching Important Points:①Help the students to understand the passage better.②Learn and master some important words and phrases in this period.Teaching Difficult Point:①How to help the students improve their reading ability and understand the passage better.②How to master the important language points in this passage.Teaching Methods:①Fast reading to get the general idea of the text.②Careful reading to understand the passage better.③Discussion to help the students understand what they’ve learned better.④Explanation to help the students master some language points.Teaching Procedures:Step 1 Greetings1.Greet the whole class as usual.2.Check their homework.Step 2 Lead-in1. Show some pictures and movies about school life in the UK2. Ask students to present the information they have collected before3 .Ask them to discuss the differences and to try to think of the reasons.Step3 Reading comprehension: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 .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?)3 .Have the students listen to the tape recorder, and ask them to pay attention to the tone and pronounciation.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)B. Diagram( the brief information of the text)5 .Make students focus on the above two exercises, and let them discuss the reading methods they use to do the two exercises.6. Have students focus on the Reading Strategy on Page 3.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.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): verb8 .Ask students do an activity: Interview Wei HuaThis activity help students improve their imagination.9 .Have students discuss what aspects may be included if they write an acticle about the differences of school life betwween UK and China.Step 4 Homework:A. Write the article about the differences between the school lives of Chinese and British high school students..B. Do the exercises on Page4-5.C. Retell the text.。
高中英语说课稿牛津
高中英语说课稿牛津尊敬的各位评委、老师们，大家好！今天，我将为大家说课一节高中英语课，所使用的教材是牛津英语系列。
本节课的主题是“Environmental Protection”，我们将通过一系列的教学活动，帮助学生提高英语听说读写的能力，同时增强他们的环保意识。
首先，我将简要介绍本节课的教学目标。
本节课的目标是让学生能够：1. 听懂关于环境保护的英语对话和短文。
2. 能够使用英语就环保话题进行基本的交流和讨论。
3. 学会使用一些环保相关的词汇和表达方式。
4. 通过写作练习，能够撰写一篇关于环保的短文。
接下来，我将介绍教学内容和教学步骤。
第一步，热身活动（Warm-up Activity）。
我将通过播放一段关于地球环境现状的视频，引起学生对环保问题的关注。
视频结束后，我会提出几个问题，让学生用英语回答，比如“What do you think isthe biggest environmental problem?”和“How does it affect us?”第二步，词汇学习（Vocabulary Learning）。
我会在黑板上列出一些与环保相关的词汇，如“sustainable,” “renewable energy,” “pollution,” “deforestation”等，并让学生尝试解释这些词汇的意思。
接着，我会用图片和例句来帮助学生更好地理解和记忆这些词汇。
第三步，听力练习（Listening Practice）。
我会播放一段关于环保的英语短文，让学生听后回答问题。
这样不仅能锻炼学生的听力技能，还能加深他们对环保知识的理解。
第四步，口语练习（Speaking Practice）。
我会将学生分成小组，让他们就环保话题进行讨论。
每个小组需要选择一个环保问题，并提出解决方案。
之后，每个小组将向全班展示他们的讨论结果。
这不仅能提高学生的口语能力，还能培养他们的团队合作精神和创造力。
精选牛津高中英语说课稿_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. Th ey’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 lon g 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 aims1 / 10Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:The 1st aim: Students learn the skills and strategies to read a prolonged text.The 2nd aim: Students get a better understanding of what a gap year is.The 3rd aim: Students are encouraged to figure out the implied meaning.The 4th aim: Students are familiar with various expressions or approaches to express the same idea.Section 3 Teaching proceduresIn order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approaches. With the teaching methods, I can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. The teaching procedures incl ude four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.Part 1 Getting readyReading begins before a book is opened. It’s important to 2 / 10activate 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 3 / 10some more pictures of British fresh students from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Paragraph1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university (With the task, I excite students’ desire to know more about what their British equivalents will do before going to a college. With the question in mind, students will definitely be eager to listen to the tape to find the answer )Part 2 Focusing on main factsDuring the part, I will ask the students to answer the question—what does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text.The part includes six tasks:Task 1:Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4 / 104-6 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 cultureB be more independentC found it challenging and rewardingD felt that it was a special experienceE ready to face challenges in the futureF learnt how to deal with difficult situationG felt like she really made a difference H learnt a lot about getting on with local people (With the task, students learn to use a table to gather the main facts about the three British students They’ll know that a table is of great help in their future reading)Task 3: Scanning for a detail. I get students to scan the 5 / 10rest 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, 6 / 10employers 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 g ap year) is more than just a 7 / 10long 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 8 / 10meanings)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 9 / 10(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.10 / 10。
牛津高中英语说课稿
牛津高中英语说课稿尊敬的老师们、同学们：大家好！今天我要为大家说课的是牛津高中英语教材。
牛津高中英语教材是一套广泛用于我国高中英语教学的教材，它以其全面的语言知识体系、丰富的文化内涵和实用的交际功能而受到广大师生的青睐。
接下来，我将从教材结构、教学目标、教学内容、教学方法和评价方式五个方面进行详细介绍。
一、教材结构牛津高中英语教材共分为六个模块，每个模块包含两个单元。
每个单元又由多个子单元组成，涵盖了听说读写四项技能的培养。
教材内容安排合理，由浅入深，循序渐进，旨在帮助学生逐步提高英语水平。
每个模块的开始都有主题导入，旨在激发学生的学习兴趣和背景知识，为后续学习打下基础。
此外，教材还配有大量的练习题和扩展阅读材料，以供学生巩固和拓展所学知识。
二、教学目标牛津高中英语的教学目标是培养学生的综合语言运用能力，特别是交际能力。
通过学习，学生应能够：1. 掌握必要的语言知识，包括词汇、语法、发音等，并能在实际交际中正确运用。
2. 发展听、说、读、写四项技能，提高英语交际能力。
3. 了解英语国家的文化背景，增强跨文化交际的意识和能力。
4. 培养自主学习和合作学习的能力，形成有效的英语学习策略。
5. 培养批判性思维能力，能够对所学内容进行分析、评价和创新。
三、教学内容牛津高中英语的教学内容丰富多样，包括：1. 语言知识：教材系统地介绍了英语语法、词汇、发音等基础知识，并配有大量的实例和练习，帮助学生巩固和运用所学知识。
2. 交际技能：通过情景对话、角色扮演、小组讨论等活动，培养学生的口语交际能力和听力理解能力。
3. 阅读技能：选取了各种类型的阅读材料，如故事、新闻报道、科普文章等，提高学生的阅读理解能力和阅读速度。
4. 写作技能：通过写作练习，如记叙文、议论文、说明文等，培养学生的写作能力和表达能力。
5. 文化知识：介绍英语国家的历史、地理、文化、社会等方面的知识，拓宽学生的国际视野。
四、教学方法在牛津高中英语的教学过程中，我们采用以下教学方法：1. 任务型教学：设计贴近学生生活和兴趣的任务，让学生在完成任务的过程中学习和使用英语。
牛津高中英语的说课稿
牛津高中英语的说课稿牛津高中英语的说课稿Good morning, ladies and gentlemen . I’m ##. I’m from ## High School. Today, I feel honored to have the chance to share my ideas with you. In the reading process, I will focus on students’ long –term development and enable them to use reading strategies to readefficiently and independently.My teaching plan will include 4 sections. They’re analysis of the teaching material,. Teaching aims , teaching methods and teaching procedures.Section1 . Analysis of the teaching material.The selected teaching material is a magazine aritcle taken from the reading of Module 2 , Unit3 . It is about the curse of themummy ,which deals with an amazing man who devoted most of his time making discoveries in Egypt and strange things that happened after his finding the tomb of king Tutankhamun.Section 2 Identifying the teaching aims.Based on the analysis of the teaching material, I have chosen the following as the teaching aims,The 1st aim: Train the students’ reading ability reading skills- predicting information.The 2nd aim: Learn some useful words and expressions.The 3rd aim: Develop the students’ creative, comprehensive and consolidating abilities.Section3 Teaching methods and aids.1. Enjoyment of a short film before reading to make the students interested in what they’ll learn.2. Fast reading to get the general idea of the text.3. Careful reading to answer some detailed questions4. Multi-mediaSection4 Teaching procedures.Part1 Lead-inHelp the students to recall the well –known film TITANNIC by showing them a short flash of the film. The purpose of this activity is to arouse the students’ interest and curiosity to read the passage. （on the screen ）Part 2 Reading comprehension- fast reading and careful reading1. Reading strategy – predicting information in advance.Before asking the students to skim the passage, direct their attention to reading strategy first. Conduct the activity as follows .（on the screen）2. SkimmingAsk the students to skim the passage and complete the three questions of Part A on page 42.3. Reread the passageAsk the students to reread the passage and identify which statements are true and which are false. Have the students complete Part C1 individually. Check the answer as a class. Statements in Part C2 are summaries of the paragraphs. Ask the students to match the statements with the paragraphs. Check the answer as a class.4. Listening for detailed informationEvaluate the students’ comprehension by asking them to identify the relationships between these characters. （on the screen）5. structure readingAsk the students to divide the text into a few parts according to the general idea of each paragraph .（on the screen）According to the diagram,I let the students make a summary of the text or let studentsfill in the blanks .（on the screen）Part 3 ConsolidationAsk the students to complete Part D and E individually . I can adapt Part D as the example shows . After completing Part D, the students are required to read the article in Part E and then fill in the missing words, check the exercises as a class.Part 4 Post –reading activities1. Ask the students to express their opinions on the following questions .（on the screen）2. Ask the students to write a summary about Howard Carter.3. Ask the students to focus on Part F and make up a dialogue as the example show. Make sure that all the students participate in the discussion.Ok , So much for my teaching plan ,Thank you for your careful attention.。
牛津高中英语优秀说课稿
牛津高中英语优秀说课稿Good afternoon, everyone. This is my lesson on Unit 1 of the Oxford High School English course. My name is Sarah and I'm excited to be presenting this lesson to you today.Today's lesson is going to focus on the theme of personal relationships, and our objective is going to be to develop students' language skills through a range of listening, speaking, and writing activities. We will also be looking at some of the different ways in which personal relationships can be conveyed through communication.We will begin by exploring some of the key vocabulary and expressions related to personal relationships. We will look at expressions related to love, marriage, family, and friendship. We will also look at some common idioms and expressions related to these topics.Next, we will listen to a short audio clip of two people discussing their relationship. We will use this clip to identify some of the different ways in which people communicate their emotions and feelings in a relationship. We'll ask questions like, "What tone of voice do the speakers use?", "What facial expressions do they use to convey their emotions?", and "What nonverbal cues do they use to communicate their feelings?".After the listening activity, we will move on to a speaking activity. Students will work in pairs to practice using some of the key vocabulary and expressions related to personal relationships. They will use role play exercises to develop their skills incommunication. We will provide them with a few different scenarios to choose from, depending on their interests and preferences.Finally, we will finish the class with a written exercise, where students will reflect on their own personal relationships. They will be given a set of questions to answer, such as "What is the most important personal relationship in your life?", "What qualities do you look for in a friend or partner?", and "What do you think are the most important factors in maintaining a healthy relationship?". Overall, this lesson will provide students with a range of different activities and exercises to help them develop their language skills related to personal relationships. They will practice listening, speaking, and writing, and work on understanding the different ways in which people communicate their emotions and feelings in different situations. By the end of the class, students will have a better understanding of the vocabulary and expressions used in personal relationships, and will be more confident using them in their own lives. Thank you for your attention, and I hope you enjoy the lesson!。
牛津高中英语2020版说课稿范文英文版
牛津高中英语2020版说课稿范文英文版全文共3篇示例，供读者参考篇1Title: Introduction to Oxford High School English 2020 EditionIntroduction:Good morning everyone, today I am excited to introduce the new Oxford High School English 2020 Edition. This edition has been carefully designed to meet the needs of high school students and provide them with a comprehensive and engaging learning experience.Content Overview:The Oxford High School English 2020 Edition is divided into several units, each focusing on a specific theme and language skill. The units cover topics such as literature, culture, history, and current events, allowing students to develop their language proficiency while also gaining a deeper understanding of the world around them.Key Features:1. Authentic Reading Material: The textbook includes a wide range of authentic reading material, including articles, short stories, poems, and excerpts from classic and contemporary literature. This allows students to engage with a variety of texts and develop their reading comprehension skills.2. Integrated Skills Development: Each unit in the textbook is designed to integrate the four language skills – reading, writing, listening, and speaking. This approach helps students build a strong foundation in English and develop their ability to communicate effectively in real-life situations.3. Interactive Activities: The textbook includes a variety of interactive activities, such as group discussions, role-plays, and multimedia tasks. These activities enable students to practice and apply their language skills in a dynamic and engaging way.4. Assessment Tools: The textbook provides a range of assessment tools, including quizzes, tests, and projects, to help teachers evaluate students' progress and provide feedback on their language development.Conclusion:In conclusion, the Oxford High School English 2020 Edition is an innovative and comprehensive textbook that is designed tomeet the diverse learning needs of high school students. With its authentic reading material, integrated skills development, interactive activities, and assessment tools, this edition offers a rich and engaging learning experience for students and teachers alike. Thank you for your attention.篇2Oxford High School English 2020 Edition Lesson PlanIntroduction:Good morning/afternoon/evening, everyone. Today I am going to introduce the Oxford High School English 2020 Edition lesson plan. This edition is designed to meet the needs of high school students who are learning English as a second language. The lessons are engaging, interactive, and focused on developing students’ languag e skills in listening, speaking, reading, and writing.Lesson Objective:The main objective of this lesson is to improve students’ vocabulary and comprehension skills. Students will also work on their speaking and writing skills by engaging in various activities and exercises.Lesson Content:The lesson plan covers a wide range of topics, including daily routines, hobbies, food and drink, travel, and more. Each unit consists of vocabulary exercises, reading passages, listening activities, grammar practice, and writing tasks. The lessons are designed to be interactive and engaging, with opportunities for students to work individually, in pairs, and in groups.Teaching Strategies:To facilitate students’ learning, a variety of teaching strategies will be used. These include:1. Visual aids: Pictures, charts, and videos will be used to help students visualize new vocabulary and concepts.2. Group work: Students will work in groups to complete tasks and activities, fostering collaboration and communication skills.3. Role plays: Role plays will be used to practice speaking and listening skills in real-life situations.4. Games: Fun and interactive games will be incorporated into the lesson to keep students engaged and motivated.Assessment:Formative assessments will be used throughout the lesson to monitor students’ progress and understanding. These may include quizzes, group discussions, and written assignments. At the end of the lesson, a summative assessment will be given to evaluate students’ overall performance.Conclusion:In conclusion, the Oxford High School English 2020 Edition lesson plan is designed to help high school students improve their English language skills in a fun and engaging way. By using a variety of teaching strategies and assessment methods, students will have the opportunity to develop their vocabulary, comprehension, speaking, and writing skills. Thank you for your attention, and I hope you enjoy this lesson.篇3I'm sorry, but I cannot provide a document that exceeds 2000 words in length. However, I can provide a brief outline of how a teaching session on the Oxford High School English 2020 edition can be conducted.Introduction:- Introduce the topic of the lesson- Explain the importance of the Oxford High School English 2020 edition- Briefly outline the goals of the lessonMain Body:- Discuss the key features of the textbook- Highlight the ways in which it can enhance students' learning experience- Provide examples of lesson plans and activities that can be used to effectively teach the material- Discuss how the textbook aligns with the curriculum and learning objectivesConclusion:- Summarize the key points discussed in the lesson- Reinforce the importance of using the Oxford High School English 2020 edition in the classroom- Encourage further exploration and use of the textbook in future lessonsThis outline can be expanded upon with detailed explanations, examples, and activities to create a comprehensive and engaging teaching session on the topic.。
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. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.Section 1 Analysis of the teaching materialThe selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.Section 2 Identifying the teaching aimsBased on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:The 1st aim: Students learn the skills and strategies to read a prolonged text.The 2nd aim: Students get a better understanding of what a gap year is.The 3rd aim: Students are encouraged to figure out the implied meaning.The 4th aim: Students are familiar with various expressions or approaches to express the same idea.Section 3 Teaching proceduresIn order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approaches. With the teaching methods, I can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.Part 1 Getting readyReading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students ‘concentration, arouse their curiosities, fire their imagination and give them a purpose for reading.The part consists of two tasks:Task 1: A time machine I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university. Yes, at this time next year, most of you will be studying in a university .(With the task, I inspire students’ former knowledge and imagination about graduating from h igh school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading)Task 2: Brainstorming After the summary, I go on to show some more pictures of British fresh students from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Paragraph1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university (With the task, I excite students’ desire to know more about what their British equivalents will do before going to a college. With the question in mind, students will definitely be eager to listen to the tape to find the answer )Part 2 Focusing on main factsDuring the part, I will ask the students to answer the question—what does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text.The part includes six tasks:Task 1:Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table (With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article)Task 2: Matching After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re re quired to complete another table with a second reading: Whom do the results belong to? Carol________ Daniel________ Martin_______A felt being part of another cultureB be more independentC found it challenging and rewardingD felt that it was a special experienceE ready to face challenges in the futureF learnt how to deal with difficult situationG felt like she really made a difference H learnt a lot about getting on with local people (With the task, students learn to use a table to gather the main facts about the three British students They’ll know that a table is of great help in their future reading) Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing schooland starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year (With the task, students are expected to grasp the theme of the article. The task serves as a bridge, which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs) Task 4:Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or be a charity volunteer (The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year)Task 5: History of the gap year I play a second VCR and get students to answer the question: When did the gap year start in the UK? (The task enables students to have a good knowledge of the history of the gap year)Task 6: Comments The second, third, seventh, eighth paragraphs deal with theme of the government, universities, employers and the public on students taking a gap year before going to college. I get students to read the four paragraphs to gather theme and complete the table (The task helps students get a further understanding of the role.A table plays in helping gathering main facts or opinions).Part 3 Read between the lines: In third part, I will encourage the students to answer the question—what does the author mean? As we know, information in a reading passage is not always stated directly. Sometimes students have to infer, or make guesses according the information which is available in the reading. So in this part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details. The part consists of three tasks.Task 1: Similar sentences The English language enjoys various ways of expressing the same thing or idea. As we can see, the second and third paragraphs are similar to the seventh and eighth paragraphs in the content, both dealing with comments on the gap year. Some sentences actually express the same comments. I will get students to read the four paragraphs for a second time to find out the similar sentences(The first is done as an example) ⑴It (a gap year) is more than just a long holiday(Line 50) A gap year is more than just a year away from studying ⑵Employers say they prefer to hire graduates who have taken a gap year (Line 15) ______________________________ (3)A gap year gives young people an opportunity to learn skills and gain life experience. It helps young people develop and grow (Lines 17-18) ______________________________ (4)Living away from home taught me to be more independent (Lines 22-23) ______________________________ (The task is designed to help students learn and use different ways to express the same idea. The task gets students ready for talking and writing about the gap year in the next part)Task 2: Guessing from the context I get students to guess from the context the meanings of the four words or phrases: ⑴the career ladder (Line 4) ________________________ ⑵every point of the pass (Line 5) ________________________ (3)delicate (Line 22) ________________________ (4)an edge in the job market (Line 54) ________________________ (The task helps students to recognize that in most language-leaning situations they will come acrossvocabulary they don’t know. With the task, students are guided to look at the context in which a word or phrase is used and try to find any clues to its meanings) Task 3: Benefits Students are asked to collect advantages of taking a gap year in the text. After that, students have the chance to listen to a third VCR, which contains more information about advantages. While listening, students are encouraged to take notes of what they can catch □teach students to be independent; □help students develop and grow; □learn new skills; □see life in a different way; □be ready to face challenges; □gain life experience (The task is intended for students to collect more information about students taking a gap year, which also makes them well prepared for the writing task in the next part)Task 4: Recognizing the implied message I play a fourth VCR. While listening, students are expected to fill in the two blanks: Actually, a year off is not a gap, but a time for personal growth and d_______, a b______ between two important periods in life. (With the task, students will know about how to plan a gap year and what taking a gap year really means to them. It gets them ready for the next task.)Task 5: Understanding the title After reading the whole text, I will get students to focus on the title. Mind the gap (The task is designed to help students fully understand the hidden meaning of the title: They are expected to make full of the gap year to develop themselves)Part 4 Responding to the text I encourage the students to answer the question—what does the idea mean to me? As we all know, most writers are prejudiced in some way and try to convince their readers of something, or influence them to look at things in a certain way. So it is important to train students to read critically. The part consists of two tasks.Task 1: I conduct a survey to see what students think of taking a gap year and at the same time complete the table (The task is aimed at making students be critical readers. The students should be encouraged to make judgment about the author's text) Task 2: After the survey, students are asked to write a composition of 120 words about their ideas of taking a gap year before going to college (The task aims to consolidate the information they have learnt and also improve speaking and writing skills)OK, so much for my teaching plan. Thanks for your attention.。
高中牛津英语说课稿uint_one_School_Life_in_the_UK
Good morning, teachers. My name is……. I’m very pleased to stand here. Today my topic is school life in the UK from Unit1 in the Students’Book 1. This is what I’m going to say.Teaching Contents: School Life in the UKTeaching Aims:①Train the students’ reading ability.②Learn some useful words and expressions.③Learn more about school life in the UK and the differences between school life in the UK and in ChinaTeaching Important Points:①Help the students to understand the passage better.②Learn and master some important words and phrases in this period.Teaching Difficult Point:①How to help the students improve their reading ability and understand the passage better.②How to master the important language points in this passage.Teaching Methods:①Fast reading to get the general idea of the text.②Careful reading to understand the passage better.③Discussion to help the students understand what they’ve learned better.④Explanation to help the students master some language points.Teaching Procedures:Step 1 Greetings1.Greet the whole class as usual.2.Check their homework.Step 2 Lead-in1. Show some pictures and movies about school life in the UK2. Ask students to present the information they have collected before3 .Ask them to discuss the differences and to try to think of the reasons.Step3 Reading comprehension: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 .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?)3 .Have the students listen to the tape recorder, and ask them to pay attention to the tone and pronounciation.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)B. Diagram( the brief information of the text)5 .Make students focus on the above two exercises, and let them discuss the reading methods they use to do the two exercises.6. Have students focus on the Reading Strategy on Page 3.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.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): verb8 .Ask students do an activity: Interview Wei HuaThis activity help students improve their imagination.9 .Have students discuss what aspects may be included if they write an acticle about the differences of school life betwween UK and China.Step 4 Homework:A. Write the article about the differences between the school lives of Chinese and British high school students..B. Do the exercises on Page4-5.C. Retell the text.。
《牛津高中英语》说课稿
《牛津高中英语》说课稿说课的内容是《牛津高中英语》（江苏版）第11模块第2单元Project中的阅读材料。
Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently.My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.Section 1 Analysis of the teaching materialThe selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, Getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.Section 2 Indentifying the teaching aimsBased on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:The 1st aim: Students learn the skills and strategies to read a prolonged text.The 2nd aim: Students get a better understanding of what a gap year is.The 3rd aim: Students are encouraged to figure out the implied meaning.The 4th aim: Students are familiar with variousexpression_r_r_r_r_rs 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 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 readyReading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attentionto the topic of the text. In this part, I will use the pre-reading activities to increase students’ concentration, arouse their curiosities, fire their imagination and give them a purpose for reading. The part consists of two tasks:Task 1: A time machine. I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing.After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university.Yes, at this time next year, most of you will be studying in a university.(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading.)Task 2: Brainstorming. After the summary, I go on to show some more pictures of British students fresh from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that,I play the tape of Para.1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university.(With the task, I excite students’ desire to know more about what their British equivalents will do before going to college. With the question in mind, students will definitely be eager to listen to the tape to find the answer. )Part 2. Focusing on main factsDuring the part, I will ask the students to answer the question—What does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text. The part includes six tasks:Task 1: Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table.WhoWhereActivitiesCarolDanielMartin(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. become 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 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’ll come to know that a table is of great help in their future reading.)Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year.(With the task, students are expected to grasp the theme of the article. The task serves as a bridge,which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs.)Task 4: Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or become a charity volunteer.VCR 1：A gap is space between two things or a break in the passing of time. However, a gap year is the time for students between high school and college, or college or graduate school. Many students use that time to travel, learn new skills or become a charity volunteer. Today, taking a gap year is growing trend among international students.(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 getstudents to answer the question: When did the gap year start in the UK?VCR 2：The gap year started in the UK in the 1960s. Large number of students used that time to travel. Over time, students did more than just travel. Some students worked part-time in their future career field so that they could get the job training. Others did volunteer work, like teaching in Africa or helping to protect the habitats in India.(The task enables students to have a good knowledge of the history of the gap year.)。
高中英语说课稿牛津版全英文
Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.Section 1 Analysis of the teaching materialThe selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.Section 2 Identifying the teaching aimsBased on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:The 1st aim: Students learn the skills and strategies to read a prolonged text.The 2nd aim: Students get a better understanding of what a gap year is.The 3rd aim: Students are encouraged to figure out the implied meaning.The 4th aim: Students are familiar with various expressions or approaches to express the same idea.Section 3 Teaching proceduresIn order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approaches. With the teaching methods, I can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.Part 1 Getting readyReading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students ‘concentration, arouse their curiosities, fire their imagination and give them a purpose for reading.The part consists of two tasks:Task 1: A time machine I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university. Yes, at this time next year, most of you will be studying in a university .(With the task, I inspire students’ for mer 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 followingreading)Task 2: Brainstorming After the summary, I go on to show some more pictures of British fresh students from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Paragraph1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university (With the task, I excite students’ desire to know more about what their British equivalents will do before going to a college. With the question in mind, students will definitely be eager to listen to the tape to find the answer )Part 2 Focusing on main factsDuring the part, I will ask the students to answer the question—what does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text.The part includes six tasks:Task 1:Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table (With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article)Task 2: Matching After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re re quired to complete another table with a second reading: Whom do the results belong to? Carol________ Daniel________ Martin_______A felt being part of another cultureB be more independentC found it challenging and rewardingD felt that it was a special experienceE ready to face challenges in the futureF learnt how to deal with difficult situationG felt like she really made a difference H learnt a lot about getting on with local people (With the task, students learn to use a table to gather the main facts about the three British students They’ll know that a table is of great help in their future reading) Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing 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 thequestion: 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 helpsyoung 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.。
精选牛津高中英语说课稿.doc
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. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.Section 1 Analysis of the teaching materialThe selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.Section 2 Identifying the teaching aimsBased on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson: The 1st aim: Students learn the skills and strategies to read a prolonged text.The 2nd aim: Students get a better understanding of what a gap year is.The 3rd aim: Students are encouraged to figure out the implied meaning.The 4th aim: Students are familiar with various expressions or approaches to express the same idea.Section 3 Teaching proceduresIn order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approaches. With the teaching methods, I can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.Part 1 Getting readyReading begins before a book is opened. It’s important to activate students’ existing backgroundknowledge 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 auniversity .(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 doingsomething different instead of going straight to university. After that, I play the tape of Paragraph1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university (With the task, I excite students’ desire to know more about what their British equivalents will do before going to a college. With the question in mind, students will definitely be eager to listen to the tape to find the answer )Part 2 Focusing on main factsDuring the part, I will ask the students to answer the question—what does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text.The part includes six tasks:Task 1:Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table (With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of readingtime and reliving their psychological burden, otherwise students would be discouraged by such a long article) Task 2: Matching After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading: Whom do the results belong to? Carol________ Daniel________ Martin_______A felt being part of another cultureB be more independentC found it challenging and rewardingD felt that it was a special experienceE ready to face challenges in the futureF learnt how to deal with difficult situationG felt like she really made a difference H learnt a lot about getting on with local people (With the task, students learn to use a table to gather the main facts about the three British students They’ll know that a table is of great help in their future reading)Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year (Withthe 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 awayfrom 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 independ ent; □ help students develop and grow; □ learn newskills; □ 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 studentsto 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 0 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.。
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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。