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牛津1AM3U2《In the fruit shop》说课稿

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篇1：牛津初中英语说课稿

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等练习题检查学生对课文的理解程度。由于新课程标准要求大力培养学生的阅读能力，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，激发学生的好奇心和求知欲；设置语境，使学生体验语言的真实、自然，从而培养学生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，使他们感受成功，从而激发和培养学生学习的积极性和自信心。

三说学法

1.“发现---探究---创新”学习法：为了充分发挥学生的主体性，我引导学生自己去设计活动，得出结论。在探究中培养学生的观察能力和语言组织表达能力。 2.合作学习法：将学生分成若干小组，给学生以足够的空间，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：学生是学习的主体，新课标更把学生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，努力为学生提供缤纷的舞台，成功的机会，并鼓励学生大胆创新勇于尝试。

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”教给学生良好的学习方法比直接教给学生知识更为重要。在英语教学中，教师应指导学生接收、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的语言组织表达能力，培养学生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? 让学生带着问题听课文第一段录音。

（2）布置学生自己朗读课文，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”,让学生带着任务去阅读有利于提高学习效率，增强学生对课文的理解程度。

（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）把学生分成4人小组，要求学生分段细读课文，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，直到学生完全弄懂为止。

Step 4 Activity

将学生分成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，同时也培养了学生的表演能力。

Step 5 Homework

（1）要求学生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。

篇2：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 material

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

Section 2 Identifying the teaching aims

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

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

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

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

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

Section 3 Teaching procedures

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

Part 1 Getting ready

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

The part consists of two tasks:

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

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

Part 2 Focusing on main facts

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

The part includes six tasks:

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

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

篇3：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.

Section 1 Analysis of the teaching material

Section 2 Identifying the teaching aims

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

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

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

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

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

Section 3 Teaching procedures

Part 1 Getting ready

The part consists of two tasks:

Part 2 Focusing on main facts

The part includes six tasks:

A felt being part of another culture B be more independent

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

篇4：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.

My teaching plan will include 3 secti. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.

Section 1 Analysis of the teaching materialThe selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, Getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.

Section 2 Indentifying the teaching aims

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

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

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

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

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

Section 3 Teaching procedures

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

Part 1. Getting ready

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

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

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

篇5：牛津高中英语说课稿

Teaching Objects:

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

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

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

Teaching Procedure

Step 1 Lead-in

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

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

2. Group work

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

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

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

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

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

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

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

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

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

What’s the difference between commercial ads and PSAs?

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

PSAs--- To educate people

Step 3 Does an advertisement tell people the complete truth?

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

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

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

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

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

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

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

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

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

（3） Teach us how to live healthy lives

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

Step 5 Structure of the whole passage

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

Topic --- Advertisements

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

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

（3） Public service advertisements

Conclusion ---- Be smart about advertisements!

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

篇6：牛津初中英语说课稿

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。

篇7：牛津初中英语说课稿

我从教材、教法、学法指导和教学过程四个方面对本课进行说明。

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们的讨论兴趣。在welcome to the unit 部分，学生们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们通过体验，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，调动学生们的学习兴趣，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、采用小组学习法，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学习中来，培养学生们与伙伴合作的意识和策略。

3、运用操练法，拓宽学习渠道。

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学习渠道。

三、学法指导：

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 moonName

Neil Armstrong

Date of birth

on________________

Place of birth

in_________________

Experiences

at 6_____________________

at 15____________________________

at 16 _______________________________

in 1949 _____________________

when he moved to California ___________________in 1962 ________________________

in 1966 ________________________

三 Para3:Read and complete the passage:

In 1962, he ____ _______ ____become an astronaut.

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

四 Para4-5: Walking on the moon

Read and answer some questions:

1. When did Armstrong land on the moon?

2. Who did he come to the moon with?

3. What are the famous words?

4. How long did they walk on the moon?

5. What did they collect for further research?

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

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

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

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

2. The alien spacecraft is very small.

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

七 Para8:Award for Armstrong

1.What 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 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:

1.Recite the text.

2.Finish some additional exercises.

篇8：牛津初中英语说课稿

牛津初中英语说课稿

我从教材、教法、学法指导和教学过程四个方面对本课进行说明。

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:

这一节是阅读课，九年级的学生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，所以我先指导学生进行快速阅读和深层阅读，帮助学生运用自主学习法来把握课文整体，培养学生的分析归纳独立思考的能力;鼓励学生小组活动，让每个人，尤其是那些薄弱同学，都能参与到课堂的学习中，能动手完成一些基础的学习任务和学习目标，重在激发学生学习英语的兴趣，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.

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

1.What 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: 1.Recite the text.

2.Finish some additional exercises.

篇9：牛津英语5BUnit9TheEnglishClub说课稿

牛津英语5BUnit9TheEnglishClub说课稿

一、说教材：

我说课的内容是江苏牛津版教材5B第九单元BC部分。这两部分是本单元的核心内容，具体介绍了国家、国籍和语言。重点学习句型Where are u fr? 及其答语。在B 4B第八单元中学生已学过China，Chinese，English.,因此.教师可采用以旧带新的方法拓展相关内容。在教学中我主要采用面向全体而又分层教学的方法，介助情境教学，利用各种媒体的辅助，让学生在教师鼓励性评价中体会学习英语的乐趣，在多说、多做、多练中学会用书面和口头语传递信息，提高学习效率，同时增进对西方文化的理解。

根据本学段学生心理年龄的特点和学生的实际水平我制定了如下学习目标：

(一)语言知识目标：

1)能听得懂、会说、会读和会拼写单词U,British, USA, Aerican, Australia, Australian, apan, apanese, France, French。

2)学习四会句型Where are u fr? I’ fr … I’ …

（二）语言技能目标：

1）能根据情境和图片说出单词和句子

2）在设计的情景下进行简单的英语交流。

（三）情感态度目标：

1）进一步提高学生对英语的学习热情，增强学习兴趣。

2）培养学生积极主动地参与课堂活动，大胆开口，主动模仿。

3）通过本课的学习培养学生的语言表达能力。

（四）文化意识目标：

让学生掌握并了解一些国家、国籍和他们的语言，能在学习中体会到世界文化的丰富多彩，感受世界和平的重要，培养学生的爱国情感。

（五）下面说一下本课的重点难点：

学习要求四会的语句：Where are u fr? I’ fr … I’ …/ U,British, USA, Aerican, Australia, Australian, apan, apanese, France, French等。

（六）教学准备：

国旗图片、世界地图、世界各国国旗、录音机、挂图和

二、说教法与学法

（一）、情境教学法。

通过设置良好的情境，让教师的.语言调节、缩短知能之间的距离，激发学生情感，使学生以最佳的情绪、状态、主动投入主动参与，获得主动发展，通过角色效应，强化主体意识。

（二）小组学习法

每4人一组可两两交流也可自由选择，在互动中互相启发产生思维的碰撞。同时注意保证每个学生都有机会参与学习，而培养学生与伙伴合作的意识和策略，提高人际交往能力。学生也在独立与合作的交织中调控了自身的学习，变得自信，自强。

（三）练习法

把大多的课堂时间留给学生，使学生在多信息，高密度，快节奏的灵活操练中拓宽了学习思考方向建造了知能转化的桥梁。

三、说教学程序：

在教学中我主根通过情境感知——灵活操练——生活实践，这三个主要环节来突破重点难点。

Step 1：War up

1．听读a rhe：Ce here and eet us，please。渲染英语学习的气氛。

2．师生课前自由会话。

Step 2:Revisin

1．出示一张中国地图，让学生认读国家名称，并自我介绍。如：I’ fr china. I’ chinese. I spea chinese 。

2.师问句型:Where are u fr? 教师在一个学生身上粘上国旗，让他进行句型练习。

Step 3:Presentatin

1．上述师生问题的方式运用图片或教学片引出三会和四会单词词组：Where are u fr? I’ fr China. I’ Chinese.

2． USA, U, France, French, apan, apanese 的引出方法同上。

3．学生同桌操练。

Step 4:Cnslidatin

1。小组竞赛：出示一幅地图，让学生粘上教师所说的图片，学生再用I’ fr… I’ … 句型描述，看哪一组粘得多，说得快。

2．听录音，朗读单词和词组。

3．小组活动，检查朗读单词情况。

4．教师出示图片，学生用所学的单词和词组造句。

5。完成书上C部分的练习：先说后做。

篇10：牛津英语8b说课稿

The first period

Content: Comic strip and welcome to the unitTeaching aids: a tape recorder, pictures of trailwalkersTeaching aims: 1） Have the Ss know sth. participating in charity events and how they can support charity events.

2） To introduce different kinds of needs and disabilities3） To encourage Ss to talk about how they can help those people in need.

Teaching procedures:

Step1. Lead-in

1. T asks Ss what a charity walk means.

2. Some Ss present the pictures about charity walk.

Step2. 1. Ss listen to the tape of comic strip and read and then act it out.

2. T provides some information about the charity walk.

Step3. Ss learn sth. on P92 about the main task. T asks them to plan to get sth. ready for the task.

Step4. Warm-up

Divide the class into groups of four. Ask students to talk about what they would take with them on a charity walk. Tell each group to make a list of the items they would need. Collect the lists and compare them. Talk about why some items would be more useful than others.

Step5. Welcome to the unit

T presents some English notes about some words and let Ss infer which word it is.

1. A person cannot see

2. A person cannot hear.

3. A part of his/her body does not work properly.

4. A person is old.

5. A person has no home.

6. A poor person has little money.

Step6. Deal with Part A on P93

1. Tell Ss to label the pictures in Part A using the words from the box.

2. Ask volunteers to read out the answers.

3. Talk about what it might be like to be disabled or disadvantaged. Remind Ss that most people with difficulties would prefer leading independent lives to depending on others for help.

4. T shows pictures of some great people with difficulties and introduces them to Ss.

Step7. Part B on P93:

Divide the class into pairs. Ask Ss to read Amy and Daniel’s conversation in Part B. Then ask them to talk about the people in Part A and how their lives might be made easier. T provides some information as following:

e.g. For poor people, education programs that allow them to get better jobs are helpful. Free medical care and affordable housing are also helpful. For blind people , they can benefit from Braille signs, spoken announcements rather than written notices, contoured pavements and unobstructed sidewalks.

For homeless people, shelters and soup kitchens can offer short-term help.

For deaf people can benefit from written notices and a greater awareness of sign language.

Step8. Extension activity

Ask Ss to make a list of things they would find most difficult to do or they would miss most if they were blind, deaf, elderly, homeless, physically disabled or poor.

Assignment: 1. Recite the conversation in the Comic strip2.Writing: What can we do to help （ disabled/blind/elderly……） people?

The second period

Teaching aims:

1. To recognize and understand information presented in a newspaper article.

2. To understand related details and information.

3. To infer general meaning from pictures, titles and context.

4. to improve the students’ reading comprehension abilities.

Teaching procedures:

Part A

Step 1. Ask students whether they enjoy walking through country parks and ask them how far they would feel comfortable walking in a day. Then ask how much they know about Oxfam Trailwalker. Explain that Oxfam Trailwalker participants have to walk 100 kms in 48 hours, which usually means they cannot sleep for two days.

Step 2. Ask whether students have participated in any other charity events.

Step 3. Listen to the tape about the reading and then ask the students to read the article by themselves.

Step 4. Ask students to answer some questions about the reading to check their understanding about the passage.

Questions:

1. When did Oxfam Trailwalker start?

2. Who is helped by the money that is raised?

3. When is Oxfam Trailwalker held?

4. Who can join Oxfam Trailwalker?

5. What’s the aim of Oxfam Trailwalker?

6. Is Oxfam Trailwalker a difficult walk?

7. What’s the job of a support team?

8. What spirit must the members of the team have?

Step 5. Ask the students to find out the language points and make up some sentences using some phrases.

Step 6. Do a class feedback, checking the students’ understanding of the text and how they feel about this sort of event. Raise some general issues and encourage discussion.

Step 7. Task

1. Retell the text based on some important phrases presented on the board.

2.Make up a dialogue according to the meaning of the passage.

Exercises

1. Fill in the blanks according to the passage.

Trailwalker is a ??____event.People organized it to______money for helping poor people. It is held in ______every year. People over 18 can_______themselves into a team of four people and _______the charity walk. They must finish walking a ______ trail within 48 hours.

The Trailwalkers have to walk through _______ country parks and over _______ hills and mountains. They need to walk _______ to finish the hike because only the team’s finishing time will be ________. It can help them learn team ________ They should carry things with them, and they also need _______ teams to bring food and drinks for them.

After you try your_____ to finish the walk, you’ll find it is an_______ you will never forget.

2. Write a T if the sentence is true. Write an F if it is false.

1. Oxfam Trailwalker is organized by the Red Cross.

2. The money helps poor people in Hong Kong and other parts of Asia and Africa.

3. If you are 16,you can join Oxfam Trailwalker.

4. There are five people in each team.

5. Teams have to walk 100 kilometres in 48 hours.

6. The route goes through eight country parks.

7. Teams have to carry everything they will need.

8. Each person must raise at least HK$6,000.

3. Fill in the blanks using the correct forms of the following phrases.

group…into… in need finish walking… carry…with… without sleep1. Now let’s _____ ourselves _____ a team of four and play games.

2. Kate worked two days and nights _____ for the exams.

3. The disabled people are required to _____ ten miles within fifteen minutes.

4. On rainy days we had better _____ raincoats _____ ourselves.

5. We should do something to help the people _____ in the Southeast Asia.

Keys:

1. fund-rasing, raise, November, group, join, 100-kilometre, eight, twenty, walk, recorded, spirit, support, best, experience2. 1. F 2. T 3.F 4. F 5. T 6. T 7. F 8. F3. 1. group, into 2. without sleep 3. finish walking4. carry with 5. in need

The third period

Teaching aims: 1. To identify specific meaning in different contexts2. To check understanding by completing a conversationTeaching procedures:

Part B

Step1 Ask students to match the words with the meanings in Part B1.

Step2 Ask four students to each read out one word and its meaning .Repeat the answers and clarify any misunderstandings.

Step3 Explain the content and instructions for Part B2. Tell the to look at the underlined words and explain that they must find a word or words in the reading passage on pages 94 and 95 to replace each word or phrase.

Step 4 Ask students to complete Part B2.

Step 5 Ask two volunteers to read out the conversation , replacing the underlined words with the correct words/phrases from the reading passage. Ask students to check their own answers.

Part C

Step 1 Tell students to read the headings in PartC1.Explain that each heading corresponds to a paragraph of the article on pages 94 and 95.Tell them to refer to the article and put the correct paragraph numbers in the blanks.

Step 2 Read out the headings and ask students to call out the paragraph numbers. Ask students to check their own answers and clarify any misunderstandings.

Step 3 Explain the context of Part C2.Tell the students to read the passage in Part A on pages 94 and 95 again and use the information there to complete the conversation.

Step 4 Read out Lily’s questions. Choose volunteers to give Ben’s answers .If any students have difficulties ,Point out where they can find the answers in the reading passage.

Exercises for period three

I. Multiple choice

（） 1.The room is too small for us _______________.

A. to live B .living C. to live in D. to living（）2.It’s ___________ of you to help me solve the problem.

A. important B. necessary C. impossible D .kind（）3.It’s ___________excellent chance for people to learn team spirit.

A. the B./ C. a D. an（）4.____Thanks to the building of the Three Georges Dam, traffic becomes much better.

_____So it is, and floods and droughts can ____________, too.

A. prevent B. be prevented C. be preventing D. prevents（）5.The sign of NO SMOKING means ___________.

A. There’s no smoke B. don’t smoke any moreC .you can’t smoke here D. smoking is bad for your healthII. Translation

1. 中国是亚洲的一部分。

2. 对毅行者来说，要在48小时内走完100千米是很困难的。

3. 对人们来说，这是一个多么好的学习团队精神的机会啊！

4. 我们应该尽我们最大的努力去帮助那些确实需要帮助的人们。

5. 在这样的一个雨天，温暖和干燥衣服对保持你舒适很有必要。

III. Error correcting

（） 1.It’s important of Ben to drink milk every morning.

A B C D

（） 2.He needs to buy more three dictionaries.

A B C D

（） 3.My wife will be back after a monthA B C D

（） 4.Although he walked for a long time but he didn’t feel tired.

A B C D（） 5.The man has left the factory for three years.

A B C D

IV. Reading comprehension

Jeff Keith has only one leg. When he was 12 years old, Doctors had to cut off most of his right leg.

Every day Jeff puts on an artificial leg（假肢）。The leg is plastic. With the plastic leg Jeff can ski, ride a bicycle, swim, and play soccer. He can also run.

Jeff made a plan with his friends who had plastic legs, too. They decided to run across America. They all wore special T-shirts. On it was “Run, Jeff, Run, Jeff Keith’s Run Across America.”When he was 22 years old. Jeff Keith ran across the United States from the east to the west. He started running in Boston. Seven months later, he stopped running in Los Angles. He ran 3200 miles. Jeff wore out 36 pairs of running shoes and five plastic legs. Jeff stopped in cities on the way to Los Angeles. In every city people gave Jeff money. The money was not for Jeff, but for the American Cancer Society. The Society used the money to know more about cancer.

On the way to Los Angles Jeff talked to people about cancer. Jeff is disabled, but he can do many things. He finished college and is studying to be a lawyer（律师）。Jeff says,“People can do anything they want to do. I want people to know that. I ran not only for disable people. I ran for everybody.”（）1. Jeff’s right leg was cut off because he had _____________.

A. TB B. an accident C. cancer D. hurt（） 2. Jeff’s friend s ran across America with him. They all have no_____________ .

A. T-shirts B. legs C. shoes D. bicycle（） 3. From the passage we know that Boston is______________ .

A. in the west B. in the middle C. near Los Angeles D. in the east（）4. Jeff Keith wants us to know that_______________.

A. disabled people can do many thingsB. It’s 3200 miles from Boston to Los AngelesC. running shoes are easily broken

D. disabled people can do everything

（）5.The sentence “I ran for everybody” means_____________.

A. he wants to get more artificial legs

B. people can do anything they want to

C. some disabled men will become lawyers

D. disabled people also can run

答案

I. 1. C 2. D 3.D 4. B 5. CII. 1.China is a part of Asia.

2.To Trailwalkers, it’s tough to finish walking a 100-kilometr trail within 48 hours.

3.What an excellent chance for people to learn team spirit.

4.We shpuld try our best to help people in need.

5.On such a rainy day, warm and dry clothes were necessary to keep you comfortable.

III. 1. B for 2. C three more 3. C in 4.A 或 C去掉 5. B has been away fromIV. 1.C 2.B .3.D 4.A 5.B

The fourth period

Contents: Vocabulary

Teaching aims:

1 To develop an understanding of compound nouns2 To guess the meanings of compounds and create nouns using promptsImportant and difficult points:

We can create new words by putting two words together. Sometimes we need to add a hyphen.

Teaching procedures:

Step1 Revision

1 Review the useful expressions

英汉互译：

1.重大事件之一 6.group themselves into a team of four people2.带者疲惫的身躯走上山 7.walk two days and nights without sleep3.学习团队精神 8.finish a 100-kilometre trail within 48 hours4.需要一起走完这个徒步行走 9.keep you comfortable5.支持发展工程 10.an experience you will never forget2 Retell the reading

Step2 Presentation

1.Ask the students

e.g. 1. T: What’s this? S: It’s a blackboard.

black +board （a compound noun）

2 T: .What’s this? S: It’s a football.

foot +ball （a compound noun）

Step3 Vocabulary

1.We can create new words by putting two words together. Sometimes we need to add a hyphen（-） between the two words.

class + room → classroomfund + raising → fund-raisinghome + work → homeworkwild + life → wildlife2.Tell students the way of forming compound nouns.

（1） n. + n. e.g., home town, football, raincoat, etc（2） adj. + n. e.g., wildlife, blackboard, etc（3） v-ing + n. e.g., waiting-room, sleeping-car, etc（4） v. + n. e.g., cross-country, pickpocket, etc（5） num. + n. e.g., first-aid, second-hand, etc3.Tell students the way of forming compound adjectives.

a） n. + adj. e.g., worldwide, world-famous, etcb） n. + v-ing e.g., fund-raising, peace-loving, English-speaking, etcc） n. + v-ed e.g., man-made, air-filled, grass-covered, etcd） adj.+ n-ed e.g., kind-hearted, bad-tempered, etce） num. + n. + （adj.） e.g., 100-kilometre, 13-year-old, etc4.Finish Part A and Part B.

Step 4 Game

Divide the class into six groups. Give them two minutes to see how many compound words they can write. If the group writes the most words, it will be the winner.

breakfast anyone railway birthdaysunset seafood afternoon eyesight everything housekeeper swimsuit handwritingearthquake keyboard headache sunshinesuperstar sometimes basketball nothingschoolbag website bedroom bookshopweekend northeast southwest playgroundAssignment:

一。根据首字母提示，完成下列单词：

1.They are going to climb the m___________ next week.

2. It’s an e_____________ chance for us to learn teamwork3. Although he died, his s__________ of generosity lives on.

4. Liu Xiang set up a new r______________ in the Olympic Games.

5. I don’t think it’s n_______________ for me to learn it.

6. It’s i_____________ for him to finish the work in two days because it’s too hard.

7. I like water sports very much, e______________ surfing.

8. People o______________ 18years old can form groups of people .

9. What a______________ does it organize to raise money ?

10. It’s t_____________ that he doesn’t like hiking.

答案：根据首字母提示，完成下列单词：

mountain, excellent, spirit, record, necessary, impossible, especially, over, activities, true.

二。将所给单词组成新的单词，填到适当的句子中。

land country rail every table rain tennis thing way drop side wet（1） Every summer, I go to the for a trip. （countryside）（2） I’ll meet you at the station. （railway）（3） There are many birds in the in Zhalong Nature Reserve.（wetland）（4） It's rainy outside. You can see a lot of . （raindrops）（5） You don’t have to carry with you. （everything）（6） Liu Guoliang is very good at playing . （table-tennis）三。改错

（1） We can help blind people across the road.

（2） Trailwalker has been one of Hong Kong’s biggest fund-raising event since 1981.

（3） It’s a excellent chance for you to learn English.

（4） The money used to help poor children.

（5） This event can provide poor children of a chance to go to school.

（6） I have joined the club for nearly 10 years.

（7） We would like to celebrate his birthday by give him a lot of cards.

（8） All we need are enough time to practice playing the piano.

（9） Some workers work 48 hours without have a rest.

（10） It is difficult walking through eight country parks.

四。中译英

（1）天马上要下雨了，你很需要带一件雨衣。（raincoat）（2）这里过去是野生生物的理想的家，现在它已变成一个现代化的医院。（wildlife）（3）募集基金的行为之一是举办一次慈善义演。（fund-raising）（4）你还有什么别的要说吗？（anything）（5）我们的教室应该每天打扫。（classroom）（6）足球是一项遍及全世界的运动。（worldwide）课后小结：

The fifth period

Content: Grammar A

Teaching aim:

To use ‘It is’+ adjective + ‘that’ to say how one feels about somethingImportant and difficult points:

We can use the pattern ‘It is’+ adjective + ‘that’

Teaching procedures:

Step1 Revision

1.Review compound nouns

2.Play a game. Divide the class into two teams. Choose some compound words from the list below and write them on cards. Cut the card in half to separate the two words. Give each team an equal number of divided words and ask them to reassemble them to make compound words. The first team to assemble all their words correctly is the winner.

Step2 Presentation

1.We have learned about using adjectives to describle someone/something. We can also use adjectives in different patterns to give information about someone/something.

2.We use the 'It is'+ adjective + 'that' structure to say how we feel about something.

e.g. 1）It is necessary that you train yourself before the walk.

2）It is important that you have your own support team.

3）It is clear that you are wrong.

3.Write some adjectives on the board, such as good, lucky, possible, surprising, etc. Ask students to make up sentences using the “It is” + adj.+ “that” structure.

4.Finish the exercises on page 99 and invite students to read out their answers.

Step3 More practice

Ben and Lily are talking about Oxfam Trailwalker, write what they say using the adjectives from the box and the given phrases.

important lucky possible interesting nice surprisinge.g.1.we can walk 100 kilometres in 48 hours→It is possible that we can walk 100 kilometres in 48 hours.

2.there are so many different trees in the country parks3.there was snow on one of the mountains

4.each team must raise at least HK$6,000

5.so many people want to help others in need6.the weather is pleasant during the hikeStep4 Extension

Ask students to complete the following sentences with their own ideas. Using the structure they have learned in Part AIt is important that……

It is tough that……

It is good that……

It is necessary that……

It is sad that……

Assignment:

一。连词成句。

1. necessary/we keep our city clean2. dangerous/people drive after drinking3. lucky/the weather is pleasant during the hike4. important/each team must raise at least HK$60005. interesting/there are so many different trees in the country parks6. sad/people in poor countries do not have enough food二。根据中文，完成下列句子。

1. 他不会来参加晚会是真的。

2. 你每天读英语是很重要的。

3. 帮助别人学英语是快乐的。

4. 他是容易相处的。

5. 在河边玩是危险的。

6. 参加读书俱乐部是很有意义的。

7. 对于我们来说学好英语有必要。

8. 你能帮助我们真的太好了。

9.很明显，他说了谎。

10. 百闻不如一见。

答案：根据中文，完成下列句子：

1. It’s true that he won’t come to the party. 2. It’s important that you read English every day. （It’s important for you to read English every day）3. It’s a pleasure to help others with English.4. He is easy to get on well with.

5. It’s dangerous to play by the river.6. It’s meaningful to join the Reading Club.

7. It’s necessary for us to learn English well.8. It’s very kind/nice of you to help us.9. It’s clear that he told a lie.

10. It’s better to see one time than to hear a hundred times.（ To see one time is better than to hear a hundred times）课后小结：

The Sixth Period

Contents: Grammar B,C

Teaching aims:

1. To use “It is” + adj. + “to”-infinitive to describe actions and situations.

2. To use “It is” + adj. + “for…” + “to’-infinitive to specify the person one is talking about.

Important and difficult points:

1. It is + adj. + to Cinfinitive

2. It is + adj. + for sb. + to CinfinitiveTeaching procedures:

Step 1. Revision

Translate the sentences

1. 很明显，他说了谎。

2. 我们要学好英语，这是必要的。

3. 他来看我们，是真的吗？

Step 2. Presentation

1. Explain that the ”It is“ + adj. + ”to“-infinitive structure is similar to the structure in part A, except that here, the adjective describes an action or activity. Find out the sentence with the structure in the reading:

It is useful to have support teams to bring you food and drinks.

2. Ask students to make up more example sentences with the structure.

e.g. It is difficult to understand him.

It is necessary to learn English well.

It is wise to take a map.

It is important to raise money to help people in need.

Step 3. Practice

1. Ask students to go through the six pictures on page 100 and make sentences using the words in brackets and the verbs in the box.

2. Invite volunteers to read out the sentences.

Step 4. Extension

Ask students to complete the following sentences with their own ideas, using the structure they have learned in part B.

1. It is difficult to…

2. It is easy to …

3. It is surprising to …

4. It is exciting to …

5. It is interesting to …

6. It is impolite to …

Step 5. Presentation

1. Tell students that structure in part C is the same as the one in part B except that we insert ”for sb.“ between the adj. and the ‘to’-infinitive to indicate who we are talking about. Find out the sentence with the structure in the reading:

It is necessary for them to support and help each other both before and during the event.

2. Ask students to read the three sentences in the box on page 101. Write the extra examples on the board with the words in a different order, ask students to rearrange the words in correct order.

e.g. 1. for you / to teach / It is / Mary / easy2. to learn / for us / It is / a foreign language / difficult3. dangerous / to swim / It is / in that river / for children3. Ask students to tell the differences between the two sentences:

（1） It is difficult for you to work out the Maths problem.

（2） It is very kind of you to help me.

When the adjective describes someone’s character, we use ”of sb.“. When the adjective describes something or an action, we use ”for sb.“.

Make more examples:

e.g. It is clever of you to solve the problem. / You are clever to solve the problem.

It is kind of you to give me the book. / You are kind to give me the book.

It is very dangerous for children to cross the busy street.

It is meaningful for us to join Oxfam Trailwalker.

Step 6. Practice

1. Explain the context of the exercise in part C and complete the conversation. Invite some students to role-play Lucy and Lily’s conversation.

2. Ask students to complete ”Work out the rule" on their own.

Step 7. Consolidation

Make the sentences using the 'It is'+adjective+'for…'+'to'-infinitive structure.

e.g.1）。Lucy wants to be a doctor.（necessary/work hard/become）→It is necessary for Lucy to work hard to become a doctor.

2）。Ben's team wants to finish Oxfam Trailwalker within 30 hours.

（important/train/every day）

3）。Mary is busy with exams this week.（inconvenient/be/in the support team）4）。You can get very hot on the hike.（important/take/lots of water）5）。People should not go hiking alone.（dangerous）6）。Ben's team can raise over HK$6,000 for charity.（possible）Assignment:

动词填空：

1. You can exercise ______________（keep） fit before you start out.

2. What foreign language _________________（teach） in your school ?

3. Great changes _________________（take） place in this village since 1981.

4. My twin is interested in __________________（collect） stamps.

5. Many years ago people ____________（ know）that the earth _________（go） around the sun.

6. This is a picture _________________（draw） by the famous painter.

7. She said that she _______________ （celebrate） her birthday next Saturday .

8. Let’s go and find out what ______________ （happen） over there.

9. Do you know another way of ___________________（work） out the problems.

10. Do you know if there ___________________ （be） a piano concert at the Capital Theatre this Saturday ?

答案：动词填空：

1.to keep 2. is taught 3. have taken 4. collecting 5. knew, goes 6. drawn 7. would celebrate 8. is happening 9. working 10. will beComplete the sentences according to the Chinese1. It is sad （一些山区的孩子不能上学）。

2. It is necessary （保持我们的教室干净）。

3. It is impossible （在24小时内完成这工作）。

4. It is important （我们每天喝牛奶以保持健康）。

5. （是有意义的）to raise money for Project Hope.

6. It is helpful （捐款给慈善机构）。

7. It is not easy （中国学生读这些单词）。

8. It is true （美国队很强大）， but we can still win.

课后小结：