苏教版牛津高中英语说课稿评优课一等奖说课稿

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本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！== 本文为word格式，下载后可方便编辑和修改！ ==牛津高中英语说课稿篇一：牛津高中英语说课稿评优课一等奖说课稿牛津高中英语说课稿评优课一等奖说课稿(全英文) 来源:中考 Tag:牛津高中英语说课稿点击: 386次牛津高中英语说课稿评优课一等奖说课稿(全英文)牛津高中英语说课稿201X年04月29日以下是全市高中英语教师评优课一等奖的全英文说课稿，现注销来，希望对大家有点帮助，说课的内部实质意义是《牛津高中英语》（江苏版）第11板块第2单元Project中的阅读材料。

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

高中英语说课稿模板一等奖

高中英语说课稿模板一等奖
一、说教材。

本节课是根据《高中英语课程标准》编写的，教材选用了《高中英语必修教材》。

本节课的内容是第X单元的第X课，主要涉及到……。

二、说教学目标。

1.知识与能力目标。

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

2.情感态度价值观目标。

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

三、说教学重难点。

本节课的教学重点是……，教学难点是……。

四、说教学过程。

1.导入。

通过一个生动有趣的引入，引起学生的兴趣，激发学生的学习动力。

2.讲授。

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

3.练习。

设计多种形式的练习，包括个人练习、小组合作练习等，巩固学生的学习内容。

4.作业布置。

布置合适的作业，巩固学生的学习成果，激发学生对英语学习
的兴趣。

五、说板书设计。

根据本节课的内容，设计清晰简洁的板书，突出重点，便于学
生复习和记忆。

六、说教学手段。

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

七、说教学反思。

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

以上就是高中英语说课稿模板一等奖的内容，希望对你有所帮助。

牛津高中英语说课稿

牛津高中英语说课稿牛津高中英语课程以其全面、系统的英语教学内容和方法在国内外享有盛誉。

本课程旨在通过多样化的教学活动，提高学生的英语语言技能，培养其跨文化交际能力，以及促进其批判性思维的发展。

以下是本次牛津高中英语课程的说课稿。

首先，课程的目标是多方面的。

我们希望学生能够掌握英语的基本语法和词汇，能够流利地进行日常交流，并能够在学术和专业领域中有效使用英语。

此外，我们还注重培养学生的阅读、写作、听力和口语技能，使他们能够理解和分析各种英语文本，以及在不同情境中自如表达自己的观点。

在教学内容方面，牛津高中英语课程涵盖了广泛的主题，包括但不限于日常生活、科学、历史、文化、艺术等。

每个单元都围绕一个中心主题展开，通过阅读材料、听力练习、口语交流和写作任务，全方位提升学生的语言能力。

教学方法上，我们采用互动式和探究式教学，鼓励学生积极参与课堂讨论，通过小组合作和项目研究来深化对语言的理解和应用。

同时，我们也利用多媒体和网络资源，为学生提供丰富多样的学习材料和实践机会。

在评估和反馈方面，我们采取形成性评估和总结性评估相结合的方式。

形成性评估包括课堂参与、作业完成情况、小组项目等，旨在及时了解学生的学习进度和理解程度。

总结性评估则通过期中和期末考试来评估学生的整体语言水平和课程目标的达成情况。

为了确保教学效果，我们还会定期进行教学反思和课程调整。

教师团队会根据学生的学习反馈和评估结果，不断优化教学计划和方法，以满足学生的需求和提高教学效果。

总之，牛津高中英语课程致力于提供一个全面、深入、互动的学习环境，帮助学生在英语语言技能和跨文化交际能力上取得显著进步。

我们相信，通过本课程的学习，学生将能够更好地适应未来的学术和职业挑战。

《牛津高中英语》(江苏版)模块1第2单元Project英文说课稿

《牛津高中英语》（江苏版）模块1第2单元Project英文说课稿Good afternoon,every teacher.Today,I feel honored to have the chance to present some o f my teaching ideas to you.My topic is Project:Writing an advice letter.It will include:The analysis of the selected material;Teaching aims;Teaching important and difficult points;Teaching procedures and blackb oard work.First,let me talk about my understanding of the teaching material.Part one Analysis of the teaching materialThis is the last part of Unit 2,Module 1.It is designed to i mpove students’English level through doing a project.In this lesson,students will read two letters and then they will write an advice letter.By reading the letters students will find out the problems between the father and his son and improve their reading ability.In the course of writing students will learn ho w to plan,prepare,produce and present the advice letter.In a word,learing this lesson can impr ove students’ability of listening,speaking,reading and writing,especially the writing skill.So the selected material plays a very important part in English teaching and learning.Part two Teaching aims Teaching important and difficultpoints Teaching methodsAccording to the new curriculm and syllabus,based on the character ofthe selected material,I set the teaching aims as follows:1.Knowledge aim:to get Ss learn some new experssions andknow about an advice letter2.Ability aim:to improve Ss’ability of reading and writing3.Emotional aim:to develop Ss’spirit of co-operation andhelp them understand and respect their parents Teaching important and difficult points The teaching important and difficult point in this lesson is how to improve Ss’ability of reading and writing.Teaching methods:To achieve the teaching aims and deal with the important and difficult points,I’ll use th e following mathods to conduct my class,they are:Listening and reading;ask and answer com petition;discussing and group work.I’ll also use a record and the muti-media to make my cla ss lovely and interesting.Part three Teaching proceduresNext are my teaching stepsStep 1 Revision and lead-inAsk Ss to act the reading part and then we’ll discuss some problems between teenagers and their parents.Doing so can arise Ss’interest in this lessonStep 2 Listening and readingPlay the tape for Ss to listen and pay attention to the pronunciation and intonation,then read the leters aloud to get the main idea.After that,we’ll have an ask and answer competiti on about the letters.The activity can train Ss’quick mind,heat the classroom atmosphere and at the same time help them find out the problems between the father and his son.Step 3 Writing an advice letterAfter knowing about the problems we’ll turn to write an advice letter,this step will cons ist of 4 partsplanningDivide the class into small groups.Discuss the questions and suggested answers and then assign tasks to each group member.PreparingGroup members go separately to finish the tasks.Those who are responsible for doing re search need to find examples of advice letter.The group should discuss the information found and decide how the letter should be written.then make a draft and have it approved.producingGroup members responsible for wrtting the letter need to follow the outline,proofread it and get it approved.PresentingChoose one member to read the letterAnswer the questions the other Ss haveStep 4 Sample letterShow Ss a sample letter on the screen.Let them learn some more writing skills.Step 5 HomeworkFinish off the workbook exercises and self-assessment part after class Part 4 Blackboard workOn the left of the Bb,I’ll write down some language points;In the middle are some sug gested answers and some writing skills are on the right side.Ok.So much for my teaching pl an and I desire to get your valuable advice.。

高中英语说课稿模板一等奖

高中英语说课稿模板一等奖摘要：一、引言1.介绍高中英语课程的重要性2.高中英语课程的教学目标二、课程设计理念1.结合学生的实际情况，因材施教2.注重培养学生的听、说、读、写四项技能3.创设真实的语言环境，提高学生的实际运用能力三、教学内容与方法1.课程教材的选择与分析2.教学策略与方法3.课堂活动设计与实践四、教学过程1.课前准备2.课堂导入3.教学实施4.课堂总结与反馈五、教学评价1.评价方式与方法2.评价标准与指标3.评价结果与反思六、教学总结与反思1.教学成果展示2.教学过程中的不足与改进3.对未来教学的展望正文：一、引言随着全球化的发展，英语作为国际通用语言，在我国教育领域中的地位日益重要。

高中英语课程不仅是提高学生综合素质的基础，也是培养具有国际视野的人才的关键。

因此，高中英语教学需要我们深入研究，不断创新和完善。

二、课程设计理念1.结合学生的实际情况，因材施教针对不同层次的学生，制定相应的教学计划，使学生在适合自己的教学方式下学习，提高学习效果。

2.注重培养学生的听、说、读、写四项技能在教学过程中，注重培养学生的四项基本技能，使他们能在实际生活中运用英语进行有效沟通。

3.创设真实的语言环境，提高学生的实际运用能力通过课堂活动、角色扮演等方式，让学生在真实的语言环境中进行实践，提高他们的语言运用能力。

三、教学内容与方法1.课程教材的选择与分析根据学生的实际需求，选择合适的教材进行教学。

在教学过程中，对教材进行深入分析，使教学内容更具针对性和实效性。

2.教学策略与方法采用任务型教学法、交际式教学法等多种教学策略与方法，激发学生的学习兴趣，提高他们的学习积极性。

3.课堂活动设计与实践设计丰富多样的课堂活动，如小组讨论、游戏、演讲等，使学生在参与过程中提高语言技能，锻炼合作能力。

四、教学过程1.课前准备认真备课，制定详细的教学计划，准备好教学资源，为课堂教学做好充分准备。

2.课堂导入通过趣味性、启发性的导入活动，引发学生的兴趣，调动他们的积极性，为接下来的教学内容做好铺垫。

高中英语优质课一等奖说课稿

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

本课涉及的有陈述句和疑问句的直接引语和间接引语的掌握和运用等语法要点。

学生从初中到高中，来到一个新的学校，同学彼此陌生，不免想起老同学，老朋友。

这样的话题正好能引起学生的兴趣。

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

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

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

2、讨论朋友和友谊。

3、学习掌握本课的重点词汇。

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

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

3、理解阅读文段，复述故事。

情感态度：1、患难之交才是真朋友。

2、知音难得。

3、海内存知己，天涯若比邻。

文化意识：认识德国纳粹党。

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

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

2、认识朋友的真正含义以及与人相处的问题。

难点：1、阅读技能的训练。

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

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

高中英语说课稿模板一等奖

高中英语说课稿模板一等奖摘要：一、引言1.对高中英语课程的简要介绍2.高中英语听说课程的重要性二、课程目标1.培养学生英语听说能力2.提高学生英语综合素质三、教学方法1.任务型教学法2.交际式教学法3.情境教学法四、课程设计1.教学内容2.教学活动3.教学资源五、教学过程1.导入2.呈现3.练习4.总结与反馈六、教学评价1.评价方式2.评价标准3.评价结果分析七、教学反思1.教学过程中的优点与不足2.针对不足之处的改进措施八、总结1.课程效果总结2.对未来英语听说教学的建议正文：一、引言随着我国社会经济的不断发展，英语已经成为国际交流的主要语言。

高中英语课程旨在培养学生具有扎实的英语基础知识和良好的英语听说读写技能。

其中，英语听说课程对于提高学生的英语综合素质具有重要意义。

本文将围绕高中英语说课稿模板一等奖，探讨高中英语听说课程的教学方法、课程设计和教学评价等方面的内容。

二、课程目标1.培养学生英语听说能力高中英语听说课程的目标是培养学生具备良好的英语听说能力，使他们能在日常生活和学术交流中进行顺畅的英语沟通。

通过听说课程的学习，学生应能听懂英语国家人士在日常生活中的简单对话和讲座，并能用英语进行简单的日常交流和描述。

2.提高学生英语综合素质除了听说能力的培养，英语听说课程还应关注学生英语综合素质的提高。

通过听说课程的学习，学生应能了解英语国家的文化背景和风俗习惯，拓宽国际视野，提高跨文化交际能力。

三、教学方法1.任务型教学法任务型教学法强调学生在完成具体任务的过程中学习语言知识，培养语言技能。

教师可以根据教学内容和学生的实际水平设计各种任务，如角色扮演、情景对话、小组讨论等，引导学生通过完成任务来提高英语听说能力。

2.交际式教学法交际式教学法注重培养学生运用语言进行交际的能力。

教师应以学生为主体，鼓励学生积极参与课堂活动，主动与同学、老师进行英语交流。

通过真实的交际场景，学生可以更好地锻炼自己的英语听说能力。

全英文牛津高中英语说课稿

全英文牛津高中英语说课稿《牛津高中英语》（江苏版）第11板块第2单元Project中的阅读材料。

Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading. In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures. Section 1 Analysis of the teaching material The selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, Getting a job. After analyzing it carefully, I find the article has two uni2ue characteristics. First, it’s a long passage with 688 words, much more than the usual te.ts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students. Section 2 Indentifying the teaching aims Basedon the analysis of the teachingmaterial, I have chosen the following as the teaching aims of my lesson: The 1st aim: Students learn the skills and strategies to read a prolonged te.t. The 2nd aim: Students get a better understanding of what a gap year is. The 3rd aim: Students are encouraged to figure out the implied meaning. The 4th aim: Students are familiar with variouse.pression_r_r_r_r_rs or approaches to e.press the same thellong or idea. Section 3 teaching procedures In order to achelloeve the teaching aims mentioned above, I decide to choose guided reading and Task-Based teaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies toprehend the te.t, solve problems andplete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the te.t. Part 1. Getting ready Reading begins before a book is opened. It’s important to activate students’ e.isting background knowledge and draw their attention to the topic of the te.t. In thellos part, I will use the pre-reading activities toincrease students’concentration, arouse their curiosities, fire their imagination and give them a purpose for reading. The part consists of two tasks: Task 1: A time machellone. I start my lesson by askingsenior 3 students what the date is. Then, I go on to show a picture of a time machellone. I tell students that the machellone with a magic power will bring them to their graduation from hellogh school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I give a summary of their presentations as follows: After leaving hellogh school, most of Chellonese students go straight to university.Yes, at thellos time ne.t year, most of you will be studying in a university. (With the task, I inspire students’ former knowledge and imagination about graduating from hellogh school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading.) Task 2: Brainstorming. After the summary, I go on to show some more pictures of British students fresh from hellogh schools, and tell students that more and more students in the UK are doing somethellong different instead of going straight to university. Afterthat, I play the tape of Para.1 and get students to catch the answer to the 2uestion: They will travel or work on projects for up to a year before entering university. (With the task, I e.cite students’ desire to know more about what their British e2uivalents will do before going to college. With the 2uestion in mind,students will definitely be eager to listen to the tape to find the answer. ) Part 2. Focusing on main facts During the part, I will ask the students to answer the 2uestion —What does the author say? Students are supposed to get a main idea of the te.t and understand the basic meaning of the te.t. 8uestions of thellos kind are not very difficult and they can be answered directly from the te.t. The part includes si. tasks: Task 1: Three e.amples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did somethellong special. After the instructions, I playthe tape of Paragraphs 4-6 and get students toplete the following table. (With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving theirpsychological burden, otherwise students would be discouraged by such a long article.) Task 2: Matchellong. After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re re2uired toplete another table with a second reading. Whom do the results belong to? Carol________ Daniel________ Martin_______ A. felt being part of another culture. B. be more independent. C. found it challenging and rewarding. D. felt that it was a special e.perience.E. ready to face challenges in the future.F. learnt how to deal with difficult situations.G. felt like she really made a difference.H. learnt a lot about getting on with local people. (With the task, students learn to use a table to gather the main facts about the three British students. They’lle to know that a table is of great help in their future reading.) Task 3: Scanning for a detail.I get students to scan the rest paragraphs and find the answer to the 2uestion: What do people call the year off between finishellong school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year. (With the task, students are e.pected to grasp the theme of thearticle. The task serves as a bridge,which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs.) Task 4: Definition of the gap year. Students watch a VCR with a 2uestion in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or be a charity volunteer. (The task serves as a supplementary to the second task of Part1. With the task, students are e.pected to know more about the gap year.) Task 5: History of the gap year. I play a second VCR and get students to answer the 2uestion: When did the gap year start in the UK? (The task enables students to have a good knowledge of the hellostory of the gap year.)。

高中英语说课稿评优课一等奖说课

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

本次说课的主题是《语法：定语从句的应用与运用》。

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

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

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

2. 教学重点与难点- 教学重点：定语从句的引导词及其用法。

- 教学难点：运用定语从句来描述不同的人、事物和地点。

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

- 步骤二：语法讲解首先，给学生明确定语从句的定义和作用。

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

通过具体的例句和语法规则的讲解，确保学生能够正确理解和记忆。

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

通过示范和解析，确保学生能够理解和掌握定语从句的用法。

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

教师在此过程中起到引导和指导的作用，鼓励学生发表自己的观点和见解。

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

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

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

高中英语说课稿一等奖(通用5篇)整理

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

牛津英语的说课稿一等奖

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

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

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

2）能理解并表演“Cartoon time”。

3）能理解并诵读歌谣“Two fat boys”。

2．能力目标1）能了解歌谣的韵律，培养学生良好的节奏感。

2）初步了解物主代词his和her的含义和用法。

3）培养学生的观察、思维、想象、表达和语言综合运用能力。

3．情感目标1）激发学生的学习兴趣，提高学生学习的积极性。

2）激发学生的参与意识，综合运用语言知识的'意识和合作探究的意识。

3）培养学生正确的审美意识。

教学重点是：1）使学生能理解、朗读并表演Cartoon time。

2）使学生能诵读歌谣Two fat boy。

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

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

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

通过不同形式、不同要求的读，引导学生感受课文的语言美和文章美。

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

苏教牛津译林高中英语模块1_Unit2_Project精品说课稿

Unit 1 Project精品说课稿教材：牛津高中英语(模块一)高一上学期文档内容：教学设计单元：Unit 2 Growing pains板块：projectThoughts on the design:本节课是以读引写的写作课。

在孩子的成长过程中，他们或多或少总有这样那样的痛苦和烦恼，尤其是当他们从孩童进入青春期之后，这种感觉更加普遍和明显。

Project里的文章极好地讲述了成长的烦恼这一情况，因为是青春期无法避免的情况，所以学生很容易理解文章的内容，也很容易产生共鸣。

利用这篇文章培养学生快速寻找有用信息的能力并进行相关讨论，提高学生口语表达及合作解决问题的能力。

由于这堂课的重点是以读引写，写报告，因此要指导学生如何分配任务，如何大家一起合作完成报告，并在更好地理解文章内容的基础上，参照自己的经历并查找相关资料，写出关于成长的烦恼的报告。

最后进行情感的升华，让他们明白在青春期孩子痛苦的同时家长也承受着煎熬。

希望孩子能够理解和尊敬父母。

Teaching aims:After learning this part, the students will be expected to improve their ability to find useful information quickly from a passage. At the same time, it is expected that they will have a better understanding of growing pains. Students will also be able to cooperate with others to write a report on a certain kind of growing pains they are interested in.Teaching procedures:Step 1 Lead-in (ppt. 5-8)1. Do you love your parents? Do you think you show respect for your parents？2. Do you sometimes quarrel with your parents? Can you describe an experience withyour parents that was not pleasant?3. B esides unpleasant experiences with parents, what other kinds of growing pains have you experience?1) often quarrel with your parents because they forbid listening to foreign music /chatting online / going out with friends / …2) have too much homework and no time to relax3) sometimes feel lonely and feel no one else can understand you4) have to depend on your parents and can’t mak e your own choices[Explanation]对于处于青春期的学生来说，成长的烦恼是一个普遍的问题。

高中英语评优说课稿

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

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

首先，我想谈谈评优的目的和意义。

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

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

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

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

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

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

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

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

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

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

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

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

4. 情景模拟：创造真实或模拟的情景，让学生在实践中学习和使用英语。

三、评估标准评优的评估标准应该全面、公正、透明。

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

牛津高中英语说课稿评优课一等奖说课稿

牛津高中英语说课稿评优课一等奖说课稿(全英文)，现注销来，希望对大家有点帮助，说课的内部实质意义是《牛津高中英语》（江苏版）第11板块第2单元Project中的阅读材料。

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!。

评优课一等奖说课稿全英文加评课

评优课一等奖说课稿（全英文）以下是全市高中英语教师评优课一等奖的全英文说课稿，现刊出来，希望对大家有点帮助，说课的内容是《牛津高中英语》（江苏版）第11模块第2单元Project中的阅读材料。

Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.In the reading process, I will fo cus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently.My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.Section 1 Analysis of the teaching materialThe selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, Getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.Section 2 Indentifying the teaching aimsBased on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:The 1st aim: Students learn the skills and strategies to read a prolonged text.The 2nd aim: Students get a better understanding of what a gap year is.The 3rd aim: Students are encouraged to figure out the implied meaning.The 4th aim: Students are familiar with various expression_r_r_r_r_rs orapproaches to express the same thing or idea.Section 3 Teaching proceduresIn order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies to comprehend the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main fac ts, reading between the lines and responding the text.Part 1. Getting readyReading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students’ concentration, arouse their curiosities, fire their imagination and give them a purpose for reading. The part consists of two tasks:Task 1: A time machine. I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing.After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university.Yes, at this time next year, most of you will be studying in a university.(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading.)Task 2: Brainstorming. After the summary, I go on to show some more pictures of British students fresh from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Para.1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university.(With the task, I excite students’ desire to know more about what their British equivalents will do before going to college. With the question in mind, students will definitely be eager to listen to the tape to find the answer. )Part 2. Focusing on main factsDuring the part, I will ask the students to answer the question—What does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text. The part includes six tasks:Task 1: Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table.(With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article.)Task 2: Matching. After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading.(With the task, students learn to use a table to gather the main facts about the three British students. T hey’ll come to know that a table is of great help in their future reading.)Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year.(With the task, students are expected to grasp the theme of the article. The task serves as a bridge,which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs.)Task 4: Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or become a charity volunteer.(The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year.)Task 5: History of the gap year. I play a second VCR and get students to answer the question: When did the gap year start in the UK?(The task enables students to have a good knowledge of the history of the gapyear.)说课是20世纪80年代后期随着教改深入而产生的带有教育科研性质的教研活动，其理论和实践越来越受到重视（宋斌华，2007）。

苏教版牛津高中英语说课稿评优课一等奖说课稿

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

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