牛津初中英语说课稿（优质5篇）

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牛津初中英语说课稿【第一篇】

一、说教材：

1、教材所处的地位及作用：

这单元是9B的最后一个单元以Great people为话题展开学习，该话题很容易引起学生的讨论兴趣在welcome to the unit 部分，学生已初步学习了一些有关伟人的知识Reading 是一个单元的核心部分，它承载着众多的教学任务我将reading部分分作二课时进行教学，第一课时为阅读课，第二课时为语言知识学习课和练习巩固课根据教材的安排及新课标要求学生通过体验，实践，参与，合作，交流和探究等方式学习和使用英语，真正体现以学习者为中心的教学理念，我详细说说第一课时的教学基于本课在教材中所处的地位及作用，特制定以下教学目标

2、教学目标：

知识目标： 1、To grasp some important language points.

2、To understand English idoms.

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

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

情感目标：To learn spirit from great people.

3、教学重点与难点：

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

To extract relevant information from the reading passage.

二、说教法：

本节课我主要采用以下几种教学方法：

1、根据课文特点和学生实际情况，以情景教学法进行教学

通过形象生动的图片及相关资料，调动学生的学习兴趣， 激起学生情感上的共鸣，从而引导学生从整体上理解课文、从细节分析课文，促进学生的语言能力及其情感等方面整体发展

2、采用小组学习法，扩大教学范围

把学生分成四人小组，也可以自由组合，让他们在互动中启发思维同时注意保证每个学生都有机会参与到学习中来，培养学生与伙伴合作的意识和策略

3、运用操练法，拓宽学习渠道

把大部分课堂时间留给学生，使学生在多信息、高密度、快节奏的灵活操练过程中拓宽学习渠道

三、学法指导：

四、教学过程：

一、Skim the text, answer questions:

is Neil Armstrong famous?

there any aliens on the moon?

award did he get?

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

Neil Armstrong

Date of birth

on________________

Place of birth

in_________________

Experiences

at 6_____________________

at 15____________________________

at 16 _______________________________

in 1949 _____________________

when he moved to California ___________________in 1962 ________________________

in 1966 ________________________

三、Para3:Read and complete the passage:

In 1962, he ____ _______ ____become an astronaut.

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

四、Para4-5: Walking on the moon

Read and answer some questions:

did Armstrong land on the moon?

did he come to the moon with?

are the famous words?

long did they walk on the moon?

did they collect for further research?

did the whole world do when Apollo 11 returned?

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

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

is said that Armstrong and Aldrin saw alien spacecraft.

alien spacecraft is very small.

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

七、Para8:Award for Armstrong

is the Medal of Freedom for a US citizen?

did Armstrong do for people around the world?

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

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

九、Retell the text

Name: Neil Armstrong

Date of birth: 5th August 1930

Place of birth: Ohio, the USA

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

In 1949: joined the navy

In 1962: became an astronaut

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

On 20th July 1969: walked on the moon

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

Award: Medal of Freedom

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

the text.

some additional exercises.

初中牛津英语说课稿【第二篇】

一、说教材：

1、教材所处的地位及作用：

这单元是9B的最后一个单元。以Great people为话题展开本节课学生，该话题很容易引起学生们的讨论兴趣。在welcome to the unit 部分，学生们已初步本节课学生了一些有关伟人的知识。Reading 是一个单元的核心部分，它承载着众多的教学任务。我将reading部分分作二课时进行教学，第一课时为阅读课，第二课时为语言知识本节课学生课和练习巩固课。根据教材的安排及新课标要求学生们通过体验，实践，参与，合作，交流和探究等方式本节课学生和使用英语，真正体现以本节课学生者为中心的教学理念，我详细说说第一课时的教学。基于本课在教材中所处的地位及作用，特制定以下教学目标。

2、教学目标：

知识目标： 1、To grasp some important language points.

2、To understand English idoms.

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

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

情感目标：To learn spirit from great people.

3、教学重点与难点：

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

To extract relevant information from the reading passage.

二、说教法：

本节课我主要采用以下几种教学方法：

1、根据课文特点和学生们实际情况，以情景教学法进行教学。

通过形象生动的图片及相关资料，调动学生们的本节课学生兴趣， 激起学生们情感上的。共鸣，从而引导学生们从整体上理解课文、从细节分析课文，促进学生们的语言能力及其情感等方面整体发展。

2、采用小组本节课学生法，扩大教学范围。

把学生们分成四人小组，也可以自由组合，让他们在互动中启发思维。同时注意保证每个学生们都有机会参与到本节课学生中来，培养学生们与伙伴合作的意识和策略。

3、运用操练法，拓宽本节课学生渠道。

把大部分课堂时间留给学生们，使学生们在多信息、高密度、快节奏的灵活操练过程中拓宽本节课学生渠道。

三、学法指导：

这一节是阅读课，九年级的学生们已具有一定的英语阅读能力，听说能力在原有的基础上也得到了进一步的提高，但参与课堂的积极性有所下降。针对以上学情，因此我先指导学生们进行快速阅读和深层阅读，帮助学生们运用自主本节课学生法来把握课文整体，培养学生们的分析归纳独立思考的能力；鼓励学生们小组活动，让每个人，尤其是那些薄弱同学，都能参与到课堂的本节课学生中，能动手完成一些基础的本节课学生任务和本节课学生目标，重在激发学生们本节课学生英语的兴趣，通过讨论让他们主动去涉取知识。

四、教学过程：

一 Skim the text, answer questions:

1、 Why is Neil Armstrong famous?

2、 Are there any aliens on the moon?

3、 What award did he get?

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

Name

Neil Armstrong

Date of birth

on________________

Place of birth

in_________________

Experiences

at 6_____________________

at 15____________________________

at 16 _______________________________

in 1949 _____________________

when he moved to California ___________________

in 1962 ________________________

in 1966 ________________________

三 Para3:Read and complete the passage:

In 1962, he ____ _______ ____become an astronaut.

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

四 Para4-5: Walking on the moon

Read and answer some questions:

1、 When did Armstrong land on the moon?

2、 Who did he come to the moon with?

3、 What are the famous words?

4、 How long did they walk on the moon?

5、 What did they collect for further research?

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

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

六 Para6-7:Reports about aliens on the moon

Read and judge T or F:

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

2、 The alien spacecraft is very small.

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

七 Para8:Award for Armstrong

is the Medal of Freedom for a US citizen?

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

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

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

九 Retell the text

Name: Neil Armstrong

Date of birth: 5th August 1930

Place of birth: Ohio, the USA

Major event: at 6: was interested in flying

at 16: got his student pilot’s licence

In 1949: joined the navy

In 1962: became an astronaut

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

On 20th July 1969: walked on the moon

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

Award: Medal of Freedom

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

Homework: the text.

some additional exercises.

牛津英语的说课稿【第三篇】

一、 说教材

1、教学内容

本课是牛津小学英语5A中的 A day at school中的第四课时。本课时的教学内容贴近学生的生活和学习的实际，并配有生动活泼、富有情趣的插图，为学生操练对话创设了一个真实的语言情景，有利于学生在比较接近于实际的情景中听听说说，从而培养他们运用英语进行交际的能力。本套教材比较强调一定的语言信息的输入，同时还特别注意单词、句型的复现。本单元中复习了以前所学的单词bike,car等交通工具。以此为基础增加了tram，underground，school bus等交通工具和theatre等地方名词。本课时的教学内容是日常交际用语How do you go to 。.。.。.？及I go to 。.。.。.

2、 教学目标

1 知识教学

2 A 能听得懂、会说、会读关于交通工具的单词

3 B能听得懂、会说、会读日常交际用语 How do you go to ---? I go

to 。.。.。.

（2） 能力训练。培养学生灵活运用交际用语的能力和知识迁移能力

（3） 素质培养，培养学生仔细静听，注意观察，认真模仿的良好习惯和主动竞争的意识

3、 教学重点

重点：能听懂会说本课句型How do you go to ---? 及其回答。并能熟练运用进

行交际。

难点：灵活运用句型进行交际。

4、 教学准备

多媒体课件、单词、句型卡片等

二、 说教法、学法

1、 直观教学，启发学生积极参与。借助多媒体、图片让学生直接感受和理解语言，通过视、听、说加深印象，强化记忆，激发学生学习的兴趣。

2、 创设情景，诱导学生积极参与的欲望。

3、 任务教学，设置几个小任务让学生来完成，开展竞赛活动，促进学生参与的积极性。

4、 对学生的参与的态度效果及时的给予适度的鼓励性评价，以利于调动学生的参与积极性。

三、 说教学程序

Step1 Warming up

1 Free talk

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

2)Game: Which number do you like best?

设计思路:通过与学生聊天引出其最喜欢的数字，然后让学生把自己喜欢的数字卡片贴在黑板上，利用这个游戏，学生能在玩中巩固对英语数词的掌握，也能为后面的调查表做准备。 2 Sing a song “Are you happy?”

设计思路:通过唱唱跳跳的活动来激发学生的兴趣，也是为了导入新课的学习做好铺垫。

Step 二 Presentation

1出示一张来自福娃妮妮的邀请函，向学生介绍:This is my friend 。.。.。 Let's welcome her to our classroom, she takes an invitation to ours 。 设计思路:出示来自福娃妮妮带来的邀请函给学生看，邀请大家去看2008奥运会，来激发学生的兴趣，从中达到两个目的：第一，巩固了前段时间所学的如何写邀请函。第二是为了导入将要所学的内容。我们该怎么去呢？从而引出要学习的单词:交通工具。

2出示图片或利用多媒体学习单词。

设计思路:通过用图片来教学单词，学生能更直观的更形象的理解和掌握单词

3猜一猜的方式复习巩固交通工具

多媒体出示模糊图，让学生猜一猜是哪种交通工具，遇到四会的要求进行拼读，对于tram进行比较学习，理解其的意思。

设计思路：交通工具学生也已经学习了，这里扩充了tram，school bus，underground。为了避免旧单词新学的无趣，就采用游戏猜一猜的方式，避免了枯燥，还充分调动了学生学习的积极性。

4 出示学校图片引导学生学习“How do you go to school?” 及I go to school 。.。.。.

设计思路：学生已经掌握了交通工具的单词，出示学生最熟悉的地方学校来学习新句型，更乐于说乐于讲。

5 巩固句型

A 欣赏北京图片，利用How do you go to…？I go to…by…操练

设计思路：用妮妮邀请大家去北京看奥运会让学生谈论如何去的情景中，让学生在真实熟悉的生活情景中去巩固新句型，给学生提供一定的语境，激发其好奇心，吸引他们的注意力，调动起学习的主动性。

B 生活情景展示

欣赏一些城市图片，让学生自由挑选喜欢的地点和合理交通工具，用How do you go to 。.。.。.。？进行同桌操练，并给以肯定。

设计思路：给学生提供一定的语境，挑选喜欢的地点，进行对话，并把语言知识放在选定的情景中进行听说操练，体现语言运用的真实性。

Step 3 consolidation

1 Make a surey （让学生根据课本上的信息提示完成制作表格，要求同桌合作完成）

设计思路:同桌互相合作，体现了以语言为载体和以真实情景交际为目的的小学英语教学的基本要求。

2 播放歌曲The wheels on the bus，在优美的歌声中结束新课

牛津高中英语说课稿【第四篇】

Teaching Objects:

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

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

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

Teaching Procedure

Step 1? Lead-in

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

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

2、？ Group work

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

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

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

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

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

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

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

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

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

What’s the difference between commercial ads and PSAs?

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

PSAs--- To educate people

Step 3 Does an advertisement tell people the complete truth?

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

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

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

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

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

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

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

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

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

（3） Teach us how to live healthy lives

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

Step 5 Structure of the whole passage

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

Topic --- Advertisements

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

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

（3） Public service advertisements

Conclusion ---- Be smart about advertisements!

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

牛津初中英语说课稿【第五篇】

今天我说课的内容是《牛津初中英语》8A Unit 2 School Life的Reading第一课时。对于这节课我将以教什么、怎么教、为什么这么教为思路，从教材分析、教法分析、学法分析和教学过程四个方面加以说明。

一、说教材

本课以school lives为话题，以学习life in a British school and in an American school为载体，以find out the differences between a British school and an American school为任务。为了使学生们对这一话题更感兴趣，在教学过程中，我准备采用多媒体辅助教学这一教学模式设置情境，有效地将单词、句子和情景相结合，达到语言点的灵活运用和学生们学以致用的目的。

教学目标：能听懂，会说，会读，会拼写单词mixed,subject,sew,tasty,hero,close,taste and article.能根据关键词和上下语境猜测课文大意。

重难点：本课是Reading的第一课时，主要为了完成这样一个任务，即通过阅读理解文章主题，通过设计一些如true or false questions, answer questions, fill in the blanks, line the words等练习题检查学生们对课文的理解程度。由于新课程标准要求大力培养学生们的阅读能力，所以通过阅读理解文章大意就成了本课的重点。通过对文章的理解要求学生们能用自己的语言描述出相关内容，这就是本课的难点。

二、说教法

1、直观情境教学法：本课将利用多媒体创设情境，激发学生们的好奇心和求知欲；设置语境，使学生们体验语言的真实、自然，从而培养学生们组织和表达语言的能力。

2、任务型教学法：根据任务型教学的原则设计语言实践活动，通过学生们体验、参与、合作、交流、探究等方式学习和使用英语，从而完成教学任务。

3、活动式教学法：在本课的教学中，主要采用跟读、分组朗读、分角色朗读等多种阅读方式，将书本知识融入活动中，让学生们在活动中不断的吸收、内化所学知识。

4、循序渐进，达到目标教学法：英语毕竟是一门外语，学生们缺乏语言环境。要掌握本课内容不能一蹴而就，可以将重点难点分解到各个教学环节中去，为学生们搭建一个坡度合适的台阶，帮助他们一步步实现目标。

5、注重过程评价，促进学生们发展教学法：为了实现新课程改革的发展目标，必须建立体现新课程教育理念的评价理念和评价体系。因此，教师应引进一些能激发学生们学习兴趣并使其形成自主学习的评价体系，多角度及时准确地评价学生们，使他们感受成功，从而激发和培养学生们学习的积极性和自信心。

三、说学法

1、"发现---探究---创新"学习法：为了充分发挥学生们的`主体性，我引导学生们自己去设计活动，得出结论。在探究中培养学生们的观察能力和语言组织表达能力。

2、合作学习法：将学生们分成若干小组，给学生们以足够的空间，参与的机会，充分展现个性和创造性。

3、主体归位促创新学习法：学生们是学习的主体，新课标更把学生们的主体地位摆在了重要的位置。教师应该把主动权归还给学生们，努力为学生们提供缤纷的舞台，成功的机会，并鼓励学生们大胆创新勇于尝试。

4、注重过程，教给方法学习法：古人云"授之以鱼不如授之以渔"教给学生们良好的学习方法比直接教给学生们知识更为重要。在英语教学中，教师应指导学生们接收、处理、保存、运用英语信息的过程，即"输入---转换---输出"的过程。

四、说教学过程

Step 1 Warming-up

First let’s enjoy an English song! 同时屏幕上出现我们平时上课、课间活动及用餐时的照片，这些照片都与同学们平时的生活息息相关，很能吸引他们的注意力，同时也使学生们对本课的内容产生了随意注意。

Step 2 Lead in

利用多媒体呈现本课涉及的一些学校生活：Reading Week,driving lesson,Home Economics class,lunchtime,Buddy Club and softball game,要求学生们6人一组，互相讨论合作描述图片内容。

设计意图：这部分的教学安排不仅可以锻炼学生们的语言组织表达能力，培养学生们的创新思维和创造力，而且体现"直观情景教学法"创设问题情境，活跃课堂气氛，联系实际生活，激发学习兴趣。

Step 3 Presentation and Practice

（1） 将课文中出现的第一幅图片投影在屏幕上，同时提出两个问题：Who wrote the first passage? What activity does the school have every year? 让学生们带着问题听课文第一段录音。

（2） 布置学生们自己朗读课文，根据上下语境理解文章主题，完成教师设置在屏幕上的"true or false" questions.学生们回答问题时可以采取抢答式，小组间进行竞争。

设计意图：这两部分的教学安排体现了"任务型教学法"，让学生们带着任务去阅读有利于提高学习效率，增强学生们对课文的理解程度。

（3）用同样的方式学习课文第二段的内容。

（4）跟录音朗读课文，老师在旁指导并纠正语音。

（5）把学生们分成4人小组，要求学生们分段细读课文，互相合作探讨找出课文中出现的新单词和一些比较难理解的句子，并尝试根据上下语境理解其意思，完成教师设置在屏幕上的fill in the blanks and line the words练习题。

设计意图：这部分的教学安排体现了"合作学习法"和"发现---探究---创新学习法"，符合新课标所提倡的在教师的指导下，通过学生们交流、合作、实践、探究等方式培养其自主创新能力和团体合作精神。

（6）在大部分同学能正确把握课文主题和生词意思的前提下，要求学生们合上书本再次听录音，并回答以下几个问题：

Q1 Which subject is John’s favourite?

Q2 What can John cook now?

Q3 What can John do during the Reading Week?

Q4 What did Jim do in school last year?

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

Q6 What do the students do in the Buddy Club?

Q7 Why does Nancy say Julie is her hero?

设计意图：检查学生们对课文大意的理解程度以及语言组织和表达能力。如果学生们脱离书本并不能很好表达出以上几个问题的答案时，教师则有必要对课文进行进一步的详细讲解，直到学生们完全弄懂为止。

Step 4 Activity

将学生们分成6人小组，以小组为单位，要求他们充分发挥个性和创造性，在life in a British school和life in an American school两个主题中任选一个，()用自己的语言去改编课文，然后每组推选一位同学上台展现成果。

设计意图：让学生们在愉快的活动中结束学习，使他们自始至终保持积极的态度，高效率地完成本课的教学任务，同时也培养了学生们的表演能力。

Step 5 Homework

（1） 要求学生们用第三人称改写课文内容，向好朋友介绍一下美国和英国的学校生活。

（2） 要求学生们多渠道地调查一下世界各地的学校生活，可以上网查询，可以向亲朋好友打听，也可以翻看报纸杂志等。

教学评价：对于学生们积极参与的态度效果应及时地给予适度的评价，主要采用激励法激发学生们的学习兴趣。在教学过程中，采用小组竞争的形式，对于优胜组则给予一定的物质和精神的奖励。充分尊重学生们在解决问题中所表现出来的不同水平，更注重过程性评价。

综上所述可以看出，我积极以新课标为指导，以活动为方式，变课堂为生活，运用直观情景教学法，多媒体辅助法等使学生们以生活为课堂，逐步提高综合语言运用能力，形成自主学习的良好习惯和方法。