初中英语说课稿
作为一位杰出的老师，时常需要编写说课稿，借助说课稿可以提高教学质量，取得良好的教学效果。优秀的说课稿都具备一些什么特点呢？以下是小编精心整理的初中英语说课稿，欢迎阅读，希望大家能够喜欢。
初中英语说课稿1
一、说教材
1. 本单元教材的地位和作用。
动词的一般过去时是英语五种基本时态中最常用的时态之一，而本单元是Go for it!教材中第一次正式接触一般过去时，通过学习，让学生在基本掌握动词现在进行时和一般现在时的基础上，跨入一个新的认知领域，即对过去活动的表达。因此，本单元教材在整个七年级下期乃至整个初中阶段，都有着极为重要的地位。
2. 教学目标的确立及其依据。
本单元的整体语言目标，即Language Goal, 是“谈论最近的过去所发生的事情(Talk about recent past events)”。教材的安排也是通过听说读写各种活动，使学生学会如何谈论过去(教材中体现为“上个周末)发生的事情。本课时作为本单元的第一课时，学生对过去时的概念几乎一无所知，他们即使在表达现在的概念时，对已经学过的一般现在时和现在进行时也常常搞混。因此，本节课需要对常用动词的一般现在时作一定的复习，在此基础上引出一般过去时，通过听、说和写的训练逐步领会其用法。本课时教学目标确定为：
(1)知识与技能
A.初步领会一般过去时的概念及构成;
B.基本掌握play, clean, watch等规则动词和do, go, be等不规则动词的过去时的用法;
C.学会运用How was your weekend? What did you do last weekend? 两个特殊疑问句及其回答。
(2)过程与方法
要求学生通过归纳和对比一般现在时态用法的基础上，通过课堂所设置的听、说、写的训练，逐渐领会一般过去时的用法。
(3)情感目标
通过谈论学生所喜爱的周末活动，以及对自己和同伴的周末活动进行评价，引导学生在业余时间积极参加有益于身心健康和学习的活动。
3. 重点、难点和关键点的确立及其依据。
一般过去时态是课程标准要求学生掌握的重要时态之一，本课是该项语法教学的第一课，要对学生进行正确的语言输入，为以后的教学打下坚实的基础。由于英汉两种语言在动词表达上的差异，学生往往对一般过去时的结构不太敏感，对动词各种形式产生混淆，因此，“一般过去时的基本结构和用法”既是本课教学的'重点,又是本课教学的难点。因此，正确理解一般过去时的概念是掌握其用法的关键，对本课教学的成败起着决定性作用。
二、说教法
教法的选择是课堂教学成败的关键。本堂课重在通过听、说和写的训练使学生逐步领会一般过去时的用法，培养学生的口语表达能力,因此选择使用交际教学法。在具体教学中以情景教学为主,活动教学为辅,充分利用直观教具和电化教学手段创设情景,利用投影仪、录音机等辅助设备，培养学生直接用英语理解、表达和思维的能力。在具体教学过程中贯彻交际教学原则，采用3P教学模式，组织各种课堂活动，培养和强化学生的语言实践能力和自主学习能力。初中英语说课稿
三、说学法及学法指导
在本课教学过程中, 指导学生学习使用比较归纳(一般现在时和一般过去时的用法)、分析概括规律(一般过去时构成)、分类记忆(规则与不规则动词的过去式的构成)等方法。本课教学中要培养学生观察力、记忆力、自主学习和合作探究的能力(与同伴合作完成任务)等。合理调动各个层次学生的学习积极性和主动性，把学习方法传授给学生，从而提高学生的整体学习水平。
四、说教学程序
本节课采用3P教学模式。
第一步:呈现(Presentation)
通过复习导入新课，为新课学习做好心理准备和知识准备。例如,通过提问What do you often do on weekends? 复习play, do, clean, go, visit等动词的一般现在时;通过复习句型How’s it going?组织学生进行问答练习，来复习Great! Pretty good. Not bad!等表示评价的形容词;通过替换练习呈现句型What did you do last weekend? How was your weekend? 该句型熟练后提出如下两个问题：What did Lucy do last weekend? How was her weekend?组织学生听对话录音?呈现对话内容。
第二步:练习(Practice)
3P教学模式重视语言实践能力的训练。为了帮助学生熟练运用本课的功能用语，设计如下练习。
练习一: 听力训练。把呈现对话与听力训练结合起来,听后通过简单问答理解对话大意。
练习二:朗读与理解。通过朗读,训练学生的语音、语调,进一步感知对话内容。通过问答练习,加深学生对对话内容的理解,强化学生口语表达能力。
练习三:语法、句型的单项训练。讲解、操练句型,为复用、活用语言扫除障碍。
练习四: 熟练对话,角色表演,复用本课功能用语,为活用语言打基础。
第三步:表达(Production)
组织学生小组活动，交流上个周末的活动并记载，进行交际性练习,巩固所学知识。让学生自己上台说出自己和同伴的上个周末的活动，并进行简单的评价，提高学生综合运用所学语言自由表达思想的能力。初中英语说课稿
五、说板书设计
What do you often do on weekends?
I often clean my room.
What did you do last weekend?
I cleaned my room.
How was your weekend?
It was pretty good.
通过板书这三组疑问句及其答句，展现一般现在时和一般过去时在结构上的差异，加深学生的印象。
初中英语说课稿2
Ⅰ. Teaching Objectives
1.Knowledge Objectives:
(1) Students can get themain idea of this passage: it is difficult to search for American products inUS;
(2) Students can masterthe usage of these words and phrase: brand, hardly and avoid doing sth, etc.
2.Ability Objectives:
Through reading practice, studentscan develop their reading skills (such as skimming, scanning and guessing) andlanguage competence;
3.Emotional Objectives:
(1) Students get more interested inlearning English and in learning the culture of different countries.
(2) Students can realize that Chinais playing a great role in international business and feel proud of it.
Ⅱ.Teaching Key and Difficult Points
1.Teaching key point: Masterthe useful expressions in this passage, like avoid doing sth., and apply theminto their daily conversation;
2.Teaching difficult point: How to develop students’ reading skills like skimming and scanning.
Ⅲ.Teaching Procedures
Step 1Pre-reading
1. Free Talk: atthe beginning of class, the teacher asks students to talk about their travelingexperience freely and think about what they want to buy if they go abroad.
2. Content Prediction:the teacher asks students to read the title of this passage and predict whatthe passage may talk about.
(Justification: This step will arouse students’ interest in learning this lesson and encourage students to think about the topic by predicting.)
Step 2While-reading
Task 1. Fastreading
1. Skimming: studentsskim the passage quickly, and try to explain why it is difficult to search forAmerican brands in US.
2.Scanning: the teacher asks students to scan this passage and do the “Ture or False” exercise:
(1) Kang Jian is a 17-year-oldstudent from Shandong.
(2) Toys are the only things madein China.
(3) Kang Jian wanted to buy a pairof baseball shoes.
(Justification: This task can helpstudents get the main idea of this passage and develop their reading skills ofskimming and scanning.)
Task 2.Careful reading
1. The teacher asks students toread the para. 1 carefully with the two following questions in their mind:
(1) Who is Kang Jian? Why did he goto San Francisco?
(2) What did Kang Jian findinteresting?
2. The teacher asks students toread the para. 2 carefully and answer the two questions below:
(1) What did Kang Jian realize? (2) What is Kang Jian’s wish?
3. Students listen to the tape of this passage and circle the words they are not familiar with. Then, the teacher lead students to guess the meaning and usage of them by linking the context.(key words and phrase: brand, hardly and avoid doing sth.)
(Justification: This task will helpstudents have a further understanding of this text.)
Step 3 Post-reading
The teacher divides students intoseveral groups, and gives them an assignment. Students can first discuss it ingroups, give their own opinions and choose a member to present their opinionsto the whole class:
Assignment: Suppose you are a Chinese businessman and plan to develop the Americanmarkets. What products would you sell and advertise? List out the product andexplain the reason.
(Justification: The group work could practice students’ ability ofspeaking and develop their spirit of cooperation with others.)
Step 4 Summary
Choose any students to summarize what theyhave learned in this lesson by themselves, and then make supplement timely. Atlast, the teacher stresses the importance of making high-technology productsand advise students to be creative in thinking and brave to express.
(Justification: students can have an overallstructure of this passage and realize the emotional aims of this lesson.)
Step 5 Homework
The teacher asks students to share what theyhave learnt about Kang Jian’s travelling experience with their parents orfriends. Meanwhile, students can interview their parents’ or friends’ opinionson it and share their reports of interview next class with the whole class.
(Justification: students can review andconsolidate what they have learnt in this class.)
初中英语说课稿3
教学目标：
1、学会不同工作的英文表达方式。2、了解同学们父母们的工作。
3、学会简单的介绍自己将来的理想。教学内容：
重点词汇：teacher,nurse,engineer,manager,airhostess,lawyer,doctor,clerk,reporter,police
重点句型：1、Whatdoesyourmotherdo?Sheisateacher、Whatdoesyourfatherdo?Heisanengineer、2、Whatdoyouwanttobe?Iwanttobeateacher、Whatdoesshewanttobe?Shewantstobeasinger、
总体思路:本单元采用任务型的教学模式，设计了三个任务活动，首先以比赛的形式，让学生通过工作的描述，来猜测工作的名称；然后由学生自己下座位找与自己父母们工作相同的同学们，练习所学的句型；其后让学生用所学句型谈论自己的理想。所有任务的设计，由简到难，每一个任务都为下一个任务的完成奠定了一定的语言基础。语法知识一般现在时
（1）一般现在时主要由动词原形表示，但第三人称单数后要加-s，另外be有特殊的人格形式，见下表:
一般现在时
（2）一般现在时的否定式见下表
一般现在时的否定式
（3）一般现在时的疑问式及简略回答，见下表。一般现在时的疑问式
（4）一般现在时的基本用法如下。①经常性或习惯性的Igetupatsixeveryday．
②客观真理，客观存在，科学事实。
Themoonmovesroundtheearth．月亮围着地球转。③表示格言或警句中。
Pridegoesbeforeafall、骄者必败。④现在时刻的状态、能力、性格、个性。Idon'twantsomuch、
教学板块设计:
Task1：Knowthenamesofthedifferentjobs
目的：通过这个环节，教师完成本单元的新单词的导入，通过提供给学生对于不同工作的具体描述，让学生猜出工作的名称，这样为整节课任务的完成奠定最基本的词汇基础。在做猜谜游戏时学生能够做到精神集中，并能激发学生的学习兴趣。
课前准备：教师需要准备关于teacher,nurse,engineer,manager,airhostess,lawyer,doctor,clerk,reporter,police等工作的具体文字描述。
课堂学生活动：
1、教师向每个小组发放一份关于工作的描述，竞赛看那个小组最先猜出答案，并将本组的谜语提供给全班，让其他组竞猜，这可以将学生的注意力，吸引到课堂上来，并对同学们年的谜语加以思考。此活动以小组为单位，让学生通过谜语来猜测工作的名称，猜对者给小组加分。
Theriddlessuppliedbytheteacher:
1)Iworkinthehospitaleveryday、Myworkisveryhardbutalsoveryimportant、Thedoctorsandpatientsneedmyhelp、Ihelpthedoctorandlookafterthepatients、Ialwayswearwhiteclothes、Peoplecallus“angelsinwhite”、
2)Idriveacareveryday,butthecarisnotmine、Therearemanypeoplesittinginmycareveryday、Aftertheygooutofthecar,theymustpaymemoney、
3)Myjobisverydifficultbutinteresting、Ihelppeopleonthecourt、IfIsucceedIwillgetlotsofmoney,butifIfail,Igetnomoney、
4)Iamveryproudofmyjob、BecauseIamyou’reyourmother、Iwilltellyouwhatisrightandwhatiswrong、SometimesIamverystrict、
5)Iworkoutside;Iamverybusybecausetherearemanylettersinmybag,andImustgivetheletterstodifferentpeople、
6)IworkinarestaurantandIalwayscarrysomefruitsanddishes、Ioftenaskpeople:Whatwouldyoulike?Iamreallyverybusy、
2、在所有单词导入后，以小组为单位，将所有单词按不同的标准分类，如：适合男人的工作，适合女人的工作等，通过这项活动，学生能将所学单词落到笔头上，同时是对所学单词的又一次巩固，而且不同的组有不同的分类原则，开发了同学们无限的想象空间。
Task2:Knowwhatyourgroupmembers’parentsdo、
目的：通过这个任务，学生能应用本单元的主要句型，询问本组成员父母们的工作。
课堂活动：
1、小组活动，在小组内小组成员互相询问父母们的工作。应用句型：Whatdoesyourmotherdo?Sheisa………Whatdoesyourfatherdo2、向全班同学们汇报调查结果
3、同学们下座位，在限定的时间内，看谁能找到父母们与自己父母们工作一样的同学们，并且数量最多。
4、向全班同学们作汇报。比赛看那个小组完成的`数目最多。Task3Whatdoyouwanttobe?
目的：让学生学会用简单的句型来介绍自己的理想，通过此活动导入新的句型并进行大量的操练，让学生充分的掌握。
课堂活动：
1、教师通过介绍自己的理想导出句型:Iwanttobeasinger、Whatdoyouwanttobe?
2、小组内组长来统计本组同学们的愿望，比赛看那组同学们的愿望最多，并作小组汇报。
Homework:思考一下自己的理想工作对人都有哪些要求？课后反思：
本单元的基本词汇和基本句型，内容较多，所以针对不同的内容设计了不同的任务活动。通过课堂的试验，证实了这些任务的可行性，并达到了意想不到的效果。
1、在导入新单词时，通过小组比赛的形式，让学生通过工作的描述，来猜测工作的名称，首先比赛的形式，调动了学生的兴趣，其次猜谜的这种形势更有利于让学生开动脑筋，思考问题大大吸引了学生的注意力。
2、第二个任务由学生自己下座位找与自己父母们工作相同的同学们，通过这个竞赛形式教师为学生提供了一个安全的语言环境，学生可以大胆的练习所学的句型。其后让学生用所学句型谈论自己的理想，培养了学生的价值观和理想观。
初中英语说课稿4
课题：unit7 where would you like to visit?
各位领导老师：大家好，今天我说课的题目是初中英语人教板九年级unit7. where would you like to visit ?本课的中心话题是旅游。通过熟悉我们周围的旅游胜地来开阔眼界，丰富自己的阅历，使自己养成勤于思考，善于总结的好习惯。整个说课我将分成五个大部分进行讲述：即教材分析、教学方法、学习方法、教学环节的设计、教学程序。
一、教材分析
（一）教材的地位和作用
本单元的中心话题是Inventions，整个单元的内容是围绕Vacations以生动、活泼的对话，以及个人的自我介绍展开的。而且这些旅游胜地都与我们的生活密切相关，通过本单元的学习，要求学生能够谈论自己想去的地方，并学会介绍旅游景点，同时了解世界各地的一些名胜古迹，从而能自觉地保护地球，保护环境。因此，国家和旅游景点的介绍，不仅在本单元占据主导地位，也是训练学生口语表达能力的良好素材。根据新目标对学生交际能力的培养，尤其对学生口语及阅读能力的要求不断提高，以及农村学生的实际情况，我将本课设计为一堂口语会话课。
（二）教学目标的确立和依据
为了完成正常的教学任务，还要有效地培养学生的创新精神和实践能力，我确立如下的教学目标：
1．知识目标：
A:掌握would like to和hope to句型，通过练习和运用加以巩固.
B:掌握词汇：thrilling peaceful tiring boring
2．能力目标：
A:学会谈论自己想去的地方。
B:会使用以下基本句型。
where would you like to visit ?
I would like to visit U.S.A. I hope to visit U.S.A. I would love to visit U.S.A.
C:能从听到的对话中获取信息.
3．情感目标：
A:通过对本单元的学习，增强实际交际能力，开阔眼界，加深对世界各地的了解，自觉地保护地球，保护环境。
B:通过本单元的学习使学生更加了解外面的世界。
（三）重点和难点：
1.重点：根据新目标对口语会话能力的要求，我确定本课重点为：掌握有关国家和地点的词汇和相关的词组，能够比较流利地描述一个自己想去的地方，运用名型I would like to I hope to 。
2.难点：根据实际情况，我认为本单元的难点有两方面：A:如何从地图中熟练地找出学过的国家和城市所在的地理位置。B:口语水平的提高。我们班的学生都是来自偏远，教学条件落后的农村，在小学阶段都对英语几乎是一无所知，升到初中后，一切要从头开始，学习的难度可想而知。加上传统的英语教学注重书本知识的讲授，忽视交际能力的培养，使大部学生不敢开口，羞于在人前表达而使口语薄弱。我想通过创设引人入胜的情境和师生共同讨论，自选地点与同学自由会话，以及不断鼓励的方法突破难点。
二、教学方法
由于英语是一门综合性与实践相结合的科目，根据本文内容，结合创新教育理论，在课堂中教学中采用讲、练相结合的方法，让学生在45分钟内自己研讨，充分进行口语练习。另外，充分利用各种图片、实物创设情境，使学生自然融于对话的意境中去，从而将学习与美术、游戏、旅游活动相结合，以深化对知识的感悟、对英语听、说、读、写等全方面的培养。
三、学法指导
一个差的老师只会奉献而好的老师则会交给学生，发现真理的方法。中国有句古话“受人以鱼，不如授人以渔”，学习也是这样，要教学生学会学习，才是每一个从教者的目标。本单元是口语会话课，以讨论法引导学生在自主学习重点单词与语法的基础上鼓励他们合作、探究、小组活动等。注重学生的口语实践和学习体验，不求面面俱到，但求积极参与，独特体验。
四、教学环节的设计
学生具有无限的潜力，我们常说“没有学不好的学生，只有教不好的老师”。因此，在教学中需要教师适时适当的引导，本节课中我尤其侧重训练学生通过合作、探究来获取知识的过程，并注重改变学生以往的学习方法，通过设计有效地例句来引导学生，使他们始终处于主动寻求知识的渴望。我充分放手让学生发挥其主体地位，使其真正成为课堂的主人。本节课我讲解的时间不超过15分钟，让学生有充分的30分钟进行会话，以达到了解、掌握本单元的重点的目的，课前我给学生布置了预习作业，让他们查找有关国家、城市的相关图片或资料，使学生在预习中就掌握了大量的信息，具备了相应的选择能力和重组能力，这也恰恰是新课程标准的要求。
五、教学程序
１、课前对话
师生问候之后，让当前值日的学生到讲台前进行课3分钟演讲，内容是当天的天气、日期、自己的家庭、个人爱好等等。如果有可能的话，让一些有能力的同学自己写一些小短文，如：学习心得、对某些事物的感受等。之后再给学生3——5分钟，让他们就这些内容进行提问，回答。这种口语练习的目的是为了提高学生的交际能力，新课标指出口语是在人与人交流时即兴脱口而出的会话，双方必须对听到的语言做出快速反应，才能使谈话继续，同时，由于口语具有很强的交互性，这都要求在平时要多为了学生的口语学习创造必要的条件，提供良好的训练。
2．热身
用多媒体向学生出示一张世界地图，通过世界地图让学生复习以前增经学过的.国家和地名，并教授本课的新单词，如：Brazil Florida Amazom Niagara falls
3.句型的教学
同样，利用课件中的图片引入句型：where would you like to visit ? I would like to visit U.S.A. Why would you like to visit U.S,A ? Because it is beautiful 。然后放手让学生给出不同的回答，同时，展示一些城市的图片，让学生操练句型，以达到熟练掌握地图的目。
4.听力部分
本课中2a.2b.2c.组成了一个完整的听力活动体系，2出示了一张有关几个人想去某地旅游的图片，并给出想去某地的句子。2是三个不想去某地的理由。2是这个听力要运用到的重点句型。这个听力的安排由易到难，便于学生的理解，可以让学生轻松做出习题，对他们今后的发展打下坚实的基础。
5.合作与发展
接下来我会再次展示一些各地名胜古迹的图片，鼓励学生可以利用手中的工具书自己查找他们感兴趣的国家和地点，小组合作进行交谈。以这种方式充分把学生们的积极性调动起来，这样设计的目的是：一是可以把书本中的知识进行力所能及的巩固与拓展，对优等生解决吃不饱的问题。二是可以通过这一环节来增强与他人合作的机会，技巧和方法。
6.交流与分享
让学生自愿到前面来充当采访的小记者，对每个学生进行采访，提问他们想到哪个城市去旅游，并把采访结果进行分类，与大家交流分享。
7.最后一个环节是作业，写一个小短文。
简单写一下自己想去哪个城市，并说出想去这个城市的理由。
本节课教学效果的预测：
90%的学生认真听讲，70%的学生能够积极参与教学，60%的学生能表达自己的思想，并通过课下反馈了解学生对本课的掌握情况。
初中英语说课稿5
a. New wrds and phrases
b. Sentence pattern: If- clause
c. iprve their reading sills.
d. Taling abut prbles f the Earth.
6. 说教学难点 teaching difficult pints (语法；发展交际能力)
a. functinal ite: Suppsitin.
b. Develp their cunicative abilit. Act ut their wn dialgue.
7. 说教具 teaching aids (ulti-edia cputer, sftware, OHP)
The teaching sllabus sas that it’s necessar fr teachers t use dern teaching facilities. It’s f great help t increase the class densit and iprve ur teaching result. It can als ae the Ss reach a better understanding f the text b aing the classes livel and interesting. At the sae tie, it aruses the Ss’ interest in learning English.
二、说教法 Teaching ethds
Five step ethd; audi-vide; cunicative apprach;
Tas-based learning: New Sllabus Design encurages teachers t use this teaching ethd. TBLT can stiulate Ss’ initiative in learning and develp their abilit in language applicatin. Mae the Ss the real asters in class while the teacher hiself acts as the directr and bring their abilit int full pla.
三、说学法 Stud ethds
1. Teach Ss hw t be successful language learners.
2. Teach Ss hw t develp the reading sill — si ≈ scan; hw t cunicate with thers; hw t learn new wrds; hw t learn independentl;
3. Get the Ss t fr gd learning habits.
四、说教学过程Teaching prcedures
I. 复习 (Revisin) 5in (Dail reprt; 词汇diagra; brainstring; activate scheata)
Activit 1: Iaginatin
1). Suppse a bttle f in is turned ver and dirties ur white shirt, what is t be dne? (Wash it? Or thrw it awa?)
2). Suppse u catch a bad cld, what’s t be dne?
3). Suppse ur bie is bren, what’s t be dne?
4). And suppse the earth, n which we all live, is daaged, what’s t be dne?
* What can u thin f when u see “pllutin” this wrd?(waste, envirnent, air, water, factr, desert, cliate... Tr t activate the Ss scheata regarding the tpic f pllutin.)
II. 呈现 (Presentatin) 5in
Activit 2: Presentatin
Pla the sng “Earth Sng” sung b Michael acsn. (Create an atsphere)
A lt f pictures and vide clips abut the causes and results f the three prbles entined in this lessn will be shwn n the screen with the help f the cputer.
Ss’ presentatin n pllutin. Attract their attentin, aruse their interest, and create a gd atsphere fr cunicatin.
* Activate their scheata and cultivate their abilit in cllecting infratin fr the Internet and develp their abilit in thining independentl.
III. 对话 / 阅读 (Dialgue)18
1. Pre- reading
Activit 3: Predictin
1st listening/ fast reading, ne guided Q t help Ss t get the ain idea:
What d u thin is discussed at the cnference?
2. While- reading
Activit 4: Read and answer
2nd listening/ careful reading, re Qs t get the detailed infratin. Develp their reading sills: si ≈ scan. Pa attentin t the prnunciatin, stress ≈ intnatin.
* 阅读: Pre-reading; while-reading; pst-reading (fast reading/ careful reading; si/ scan; 识别关键词e wrds；确定主题句；创设信息差infratin gap；T r F; 填表格chart/diagra; Predicting; Mae a tieline; Mae a str ap。达到对课文的整体理解和掌握。S that the can have a gd understanding f the whle text.)
3. Pst- reading
Activit 5: Language fcus
While Ss are answering the Qs, the teacher deals with se e language pints.
a. is being caused b. and s n c. g n ding
d. be fit fr e. standing r f. if- clause
IV. 操练 (Practice) 10
Activit 6: Retell
Use ur wn wrds t retell the dialgue in the 3rd persn.
Activit 7: Acting ut
Activit 8: Drill – Suppsitin
Purpse: Practise the functinal ite f Suppsitin. (P. 33 Part 2; P.113, wb Ex. 3)
(Retell; act ut; rle pla)
V. 巩固 (Cnslidatin) 6
(Discussin; interview; press cnference; debate; quiz)
Activit 9: rle pla
Suppse u were head f a village, scientist, urnalist and villager, ae up a cnversatin and as several grups t denstrate in frnt f the class.
* The Ss are encuraged t use the wrds and expressin_rs lie pllutin, daage, be fit fr, turn int, the if- clause, etc.
Activit 10: Discussin
Thin f the questin: Are we causing daage t the wrld?
What shuld we d t save the earth and prtect ur envirnent especiall in ur dail life?
Cllect their answers and fr a reprt.
VI. 作业 (Hewr) 1 (Writing; cntinue the str; recite; retell)
Write a letter t the ar, telling hi sth. abut the pllutin arund ur schl.
五、说板书Blacbard design
初中英语说课稿6
Good morning, my dear judges, I am______.It is my pleasure to have this opportunity to talk about my teaching ideas.Now I will say section A (1a to 1c)of unit_____.It is from Grade_____in Go for it.The title is____________________.My presentation consists of——————parts.Part 1 The analysis of the teaching material It includes the following parts.First,status and function This leon is a reading paage, which focused on the topic of __________________, such a topic is related to our daily life, so it is easy to arouse the Ss’ learning interests.
Second,teaching aims and demands
the knowledge objective :
By the end of this leon, Ss can learn the new words and new phrases:______________________________________ Understand the main idea of the article; And master the usage of ___________________(某个语法点) the Ability objective:
skim for the main idea of the article and scan for the specific information, predict some information and understand the whole article, and
enlarge the relative knowledge by reading more materials in library or from internet, write a report of the topic, etc.
the emotional objective: to develop the spirit of cooperation through teamwork and pair-discuion;
arouse Ss’ interest in English learning
Third, the Important points:
to get an overall understanding of the whole text, and develop their reading skills such as anticipating, skimming, scanning, summarizing language points…..…(具体课型用具体例子阐述) the usage of the______________________( 语法或句型) Fouth the Difficult points: Are enable the Ss to use the new words and phrases to expre their ideas in daily life, and develop the ability of skimming and scanning.master the usage of ____________________________( 语法或句型) 根据教学过程设计的内容来决定)
Part 2 The analysis of students The Ss have learned English for some years.They understand some words and simple sentences.They are curious, active, and fond of game, competition, and various activities.They enjoy learning through cooperation in a relaxing atmosphere.
Part 3
Teaching methods In this leon, My teaching methods include
communicative teaching method, and task-based teaching methods.Besides, a computer, blackboard, a tape recorder, OHP and powerpoint are needed as the teaching aids.
Part 4 Teaching procedures There are five steps in my teaching procedures. Step1Warming-up and leading in (3mins) Free talk; talk something related the topic of the article.
show pictures .Purpose: activate the Ss to regard the topic of ___________________(主题) and create a relaxing atmosphere .
Step2Pre-reading (10mins) There are 2tasks for the Ss. First,Do a gueing game.Show some funny pictures and sentences on PPT and then ask the Ss to Gue the meaning of the new words.Then ,ask some students to answer their key.right or wrong,don’t tell them,now.let them find by themselves when studying the test.Second ,Practice the new words and phrases: Match the new words and phrases with the Chinese meanings.The left is English words and phrases,the right is Chinese meanings,ask some students to answer.
Purpose: through gueing, to arouse Ss learning interest, and help them to learn the new words and phrases which they may come acro while reading, pave the way for the following learning . Step3While- reading (15mins) Listen to the tape There are two tasks for the Ss.first reading: Ss read the article as quickly as they can and try to get the general idea by answer the following questions.Q1: who/ when/ what/ ……….second reading: pair-discuion
Ss read the article more carefully, and then discu with their partners to finish the exercises .The two tasks are aim to develop Ss’ reading ability.And then get a deep understanding of the article.
Step 4 Post-reading (10mins) 1）Group discuion: fill in the blanks
Ss discu the article with their group members, and find out the language points, such as the key words, phrases, and sentence structures in the article.
And then fill in the blanks in a short paage present on the PPT.The short paage is made up from the article, and the answers are the language points in this leon.
After check the answers, I will help the Ss to summarize the language points.2）Retell:（As the students retell the key words。Prompt the student to pay attention to correct use of the tenses）
Use the key word and phrases presented on the PPT to retell the article.
Purpose: Through group work, cultivate the spirit of cooperation, and train the ability of solve problem by themselves.In cla, the teacher is just a guide, while the Ss are the center, where, the teacher just join them, giving suggestions, and offering help when they need.Meanwhile, ask the Ss to retell the article, is an output, and it can evaluates how well the Ss learned in this leon.
Step 6Homework (2mins) Go over today’ leon and preview the next leon.Then write 5 sentences with this leon learned new words and phrases.Purpose: consolidate the language points and do prepare for the next leon, and develop the ability of writing.
Part 5 blackboard writing design Title N ew words new phrases
grammar focus
Part6 teaching evaluation Generally, when I finish cla ,the part time still remains 5minutes,it will be to leave the students exchange discuion.I will use this part time to help some students who has certain difficulty on the English students.Anyhow I will try my best to make the cla alive and encourage the students to speak more and keep smiling and praising them.I think that I will arouse their interest in studying English.
That’s all about my teaching ideas of this leon.Thanks you ! 首先first, to mention first, to begin with, first of all, firstly 接着secongly,then,besides,what's more,in addition,thirdly,...as follow 最后at last,last but not the least,above all,all in all, to sum up,in one word, on the whole,finally
初中英语说课稿7
各位领导、老师：
大家好！
我今天的说课内容是初中一年级的语法课，具体语法为Modal Verb.接下来我会从教材分析，教材目标，教学过程以及板书设计等方面来阐述我对这节课的理解和设计。首先是我对教材分析的阐述。
一、教材分析
在课标中的地位和作用：
本课遵循新课标的要求，考虑基础教育改革发展方向，尽量体现基础教育中的人性化走向。面向全体初中学生，突出初中学生特点，尊重其个体差异。本课的主要内容是有关初中语法中比较初级的语法知识Modal Verb的相关内容。在此课中，主要学习情态动词的定义，以及常见的情态动词，在了解什么事情态动词的基础上，会着重介绍三个最为常见的情态动词——can, may, must。在具体讲述的过程中，会对这三个情态动词进行适度的延伸与拓展，同时会加以练习进行巩固，注重培养学生在分析例句时的思辨能力和综合语言运用能力。
教学目标
1.知识目标：要求学生熟练掌握can, may, must的具体用法
2.能力目标：学会情态动词在实际生活的交际过程中以及书写过程中的运用，不仅要会用还要用准确。
3.情感目标：让学生爱上英语课，尤其是对比较枯燥乏味的语法课产生兴趣，鼓励学生学习英语的自信心。
4.学习策略目标：设法使学生使用已学的情态动词进行造句，并能够准确的进行翻译，使更多的学生参与进课堂，激发学生自主总结的内在潜力，提高学生的积极性。
教学重难点
依据以上的教学目标，我确立了这节课的重难点：
1.教学重点：
了解情态动词的定义，熟记常见的情态动词，学会三个基本的情态动词can, may, must的具体用法
2.教学难点：
情态动词用法的基本句型以及can,may, must的区分和各自特殊地用法。
依据我对教材的分析，以及教学目标教学重难点的确立，我制定了相应的教法与学法。
二、学习方法与教学方法的分析
对于比较枯燥乏味的语法知识，要是学生主动参与，自己实践，让学生学会学习，同时师生互动，寓教于乐，为学生营造民主、和谐、宽松中适度紧张和自我表现的空间，在快乐的氛围中学习。我在教学的过程中会注意到“involvement”的重要性。比如，在讲解三个常见的情态动词是根据其不同的用法我会请同学们翻译例句，并说出例句中情态动词表示的含义以及用法，之后我会请同学进行类似的造句，使学生能够牢记其用法并熟练运用以提高其综合语言运用能力和自主学习能力。我会鼓励学生多举一些发生的实例，以着重培养和体现其情感态度的变化。此外，在讲解三个基本情态动词需特别注意的要点时，我会分小组讨论，并积极与同学们进行沟通，培养其合作精神和健康的`人生观。
根据初中学生刚刚开始接触语法的过渡特点，我主要运用语法翻译法和演绎法使学生融入课堂，尽量弱化语法在学生心中“枯燥乏味”的现象。注重用贴合生活的具体事例，将英语学习与其他学科相结合，将师生互动融入课堂，通过小组讨论，代表陈述以及适当的游戏使学生参与进课堂学习。
几乎没有教师上语法课发现乐趣，也没有学生重视这门课。其原因是他们忘记了语法课不是一门独立的课程，它仅是英语课的一小部分，此外就是延伸与扩展太多。孤立学习语法规则和靠填空形式来做语法练习效率是很低的，不能提高学生的听说读写能力。因此，我主张应该培养学生自动化的使用正确形式，不靠语法逻辑，在课前让学生做一些回忆性练习，这样可以使学生本能的使用正确形式，又节省改作业时间。填空练习不应用作教新句型和新用法的手段，而应作为巩固所学内容的手段和调查分析的手段。学习语法，习惯超于教学作用，因此我着重在日常学习中培养学生主动总结以成习惯的自主能力。
三、教学过程的分析
根据新课程标准的要求，在以学生为主体，以教师为辅导，以多媒体为手段，我制定了以下几个环节：
导入阶段(warm-up) 5min.
1.导入语：Hello, everyone. How are you today? Now I have aquestion to you? Do you like grammar?
不可避免的会有些学生不喜欢语法，觉得语法太难太枯燥了，会提不起兴趣，要通过向学生阐述语法的重要性以及弱化语法在学生心中“枯燥乏味”的印象。
2.引出课题：Today we will talk something about grammar----ModalVerb引出今天的课题。
新课呈现阶段(Emerge)25min.
1.定义教学：
①介绍Modal Verb的三个重要特点。先提问同学们是否有人知道，然后再逐一进行解释，举出一些例子，请同学们分析。
②总结基本句型，通过回顾定义来引出句型。请同学回顾。
2.课堂讨论教学：
①让同学们分析例句，小组讨论，得出结论，发表陈述。
②教师不定期提问一些问题，比如，How to translate the first sentence? Couldyou read the following sentences? And all.
3.总结陈述教学：
①在课程接近末尾的时候，请同学对本课所学知识进行总结。Can的具体用法，may的具体用法和must的具体用法，以及something should pay more attention.
②对课堂重点难点的重申，在课程后半部要对本堂课所讲知识进行概括，尤其是重点难点，让学生有计划有目的的吸收和运用。
巩固、运用阶段 13min.
1.发给同学们提前准备的练习题，当所讲知识点与相关练习题呼应时，对练习题进行进一步的讲解。
2.留给学生适应的时间，让学生们自主做题，可以进行小组讨论，之后进行相应的陈述。
3.请同学们现场造句，请其他同学为其分析。
布置作业 2min.
在课程讲述结束后，要给学生布置适量的课后作业，让学生对三个基本情态动词的用法造几个句子，使学生灵活运用情态动词。
四、板书设计
板书的设计一定要清楚明了，具有一定的逻辑性，同时不能过度冗长浪费课上时间。另一方面，ppt的使用也极为重要，课件较之黑板的一大优势就是能将抽象的东西具体化，枯燥的东西形象化，同时还能节省一大部分时间，更重要的是能够吸引同学们的注意力。
以上是我说课的全部内容，非常感谢各位的倾听。谢谢！
初中英语说课稿8
各位评委老师，下午好！
今天我说课的内容是牛津初中英语9A Unit5 Reading Hollywood’s all-time best—Audrey Hepburn第一课时,这一课是阅读课文，如何培养学生良好的阅读习惯和阅读方法，提高阅读能力，是素质教育对初中英语教学的要求，即要求学生尽可能多的获取大量信息，开阔视野，提高兴趣，扩大词汇量，在丰富知识的同时提高应用英语的能力，同时新课程倡导的任务型教学，是培养学生综合语言运用能力的最佳手段，所以，在我的教学设计里，每一个教学活动中都设计了贴近学生实际的教学活动，吸引和组织学生积极参与，学生通过思考、讨论、交流和合作等方式，学习和使用英语，完成学习任务。
一、教材分析
（一）知识背景及新课程、新教材。
本单元围绕电影这一主题开展听、说、读、写多种教学活动。电影是当今社会人们最感兴趣的话题之一，这是一个非常贴近生活，具有时代性，可挖掘性的教学主题。本单元所选的语言素材涉及中外电影及演员，有利于拓展学生的文化视野，了解各国文化，增强世界意识，发展他们跨文化交际的意识和能力。
（二）教学重点和难点
1、本课的重点是了解好莱坞著名影星奥黛丽·赫本的演艺事业及成就，学习和掌握如何根据时间顺序来描写人的一生，为以后完成一篇描写自己最喜爱的影星的作文奠定基础。培养学生的观察、记忆、思维能力，提高阅读能力。
2、本课的难点是文中有大量的电影的名字和电影奖项，使学生在阅读时感到困难。
二、教学目标：
（一）知识技能
1、了解好莱坞著名影星奥黛丽 赫本的演艺事业及成就，学习和掌握如何根据时间顺序来描写人的一生，培养学生的观察、记忆、思维能力，提高阅读能力。
2、学习和掌握一些重要的单词、短语和句型。如：effort enter industy French insist shortly immediately lifetime well-known throughout beyond devote honour present aloud not only…but also put her effort into during her lifetime devote to be honoured with pass away She began taking ballet lessons at a very young age. She had put most of her effort into ballet training before she entered the film industry, throughout her acting years, she acted in only one Tv series,… 等
(二)情感态度
1、从学生的学习兴趣出发，即想要迫切了解奥黛丽·赫本的演艺事业及成就，激发学生学习的积极性，增强学生综合运用语言的.能力。
2、学习赫本投身于慈善事业的热情和充满爱心的优秀品质。
3、通过开展小组活动，指导学生积极与他人合作、相互学习、相互帮助，培养合作交流的能力。
（三）学习策略：
1、认知策略：通过学习重要生词及相应的练习，达到学生掌握的目的。
2、调控策略：学生在听录音和阅读过程中，可能感到有一定的难度，教师可以给予一定的指导和帮助，阅读中有的要注意细节，有的只要弄懂大意。
3、交际策略：通过阅读、谈论奥黛丽·赫本的演艺事业及成就，提高学生的英语阅读能力和用英语交际的能力，交际中遇到困难时，有效地寻求帮助。
4、资源策略：通过借助课外阅读、音像资料、图书馆或网络帮助自己了解有关奥黛丽·赫本的演艺事业及成就。
三、说教法：
为了更好地突出重点、突破难点，我主要采用：
1、任务型教学法。例如：阅读文章时，我设计了一张赫本的个人档案的表格，让学生阅读完成表格并复述，培养学生的逻辑分类与表述能力。
2、竞赛教学法。根据初中学生争强好胜的性格特征，我设计了让学生看图片用英语说出自己知道的中外电影及演员，哪一组知道的越多就是获胜者，激发了学生的学习兴趣，在外语交流的气氛中，培养了学生的集体荣誉感，并且也巩固了所学的旧知识。
四、说学法
1、教会学生“三先三后”，即先预习后学习，先看书后做题，先思考后提问。
2、抓住学生英语交流的机会，充分让他们感知、积极体验、大胆实践。
3、积极参与、善于合作。例如，本课设计了几个任务，操作简单，学生感兴趣并能积极参与，从而合作完成任务，可以培养学生的团队精神。
五、教学步骤
（一）导入（Lead-in）
这一步骤重点在于激发学生对电影的兴趣，所以设计了竞赛法。教师呈现图片，让学生说出电影及演员的名字，哪一组知道的最多即为获胜组。接着，教师说：My favourite film star is Audrey Hepburn.然后组织学生讨论：What do you know about Audrey Hepburn?
(二)呈现（Presentation）
1、教师展示赫本的图片，告诉学生：Audrey Hepburn is one of Hollywood’s all-time best actresses.
2、让学生完成第84页B1部分的练习，理解词汇，培养学生的记忆、思维能力。
3、播放课文录音，要求学生边听边完成课本第84页B2部分的判断正误练习，并要求学生改正错误的句子。
4、请学生朗读课文1-3段，鼓励学生回答问题，如1、2、3、
5、学生朗读课文4-6段，两人一组完成课本第85页C1部分的练习，请学生以正确的顺序朗读句子，全班核对答案。
6、学生朗读7-8段，讨论并回答问题。1、2、3、4、
7、学生两人一组，完成课本第85页C2部分的练习。教师请一个学生朗读短文，其余核对答案。
初中英语说课稿9
Unit 3 What are you doing for vacation?
I will talk about my teaching idea from 6 aspects
Firstly ,let me talk about the analysis of the Teaching Material
The topic of this unit is about vacation plans. It is from the unit 3 of PEP English < go for it> the first semester of grade 8 .This is an interesting topic for students. So all the activities in this unit are helpful to raise students’ learning interest. This section including two periods. I will finish Part 1, Part 2 and Grammar Focus in this period .students will learn some words and the target language and know how to make vacation plans. Their integrating skills will be improved .The target language is the basic for Ss to learn the other contents of this unit. So it’s very important to learn this lesson well.
The teaching aims are established according to Junior School English syllabus' provision and the teaching material. As follows:
Knowledge Object :In this unit students learn to talk about future plans.and learn some key vocabulary: camping, visiting and so on . Use the Present progressive as future in the daily life .
Ability Object :To train the students’ ability of listening, speaking, reading and writing. and ability of making future plans.
Moral Object:students know the truth "You can’t work efficiently if you don’t have a good rest.""Making a good vacation plan can make your trip happy."
According to the teaching material and the students' characteristic,I think the key points are helping the students master the key vocabulary, understand and use the target language ,master the usage of the different forms of “be” in the target language.
The difficult points are helping the students use the target language to talk about the future activities
Secondly ,I will talk about the the students
The students have learnt English for more than one year. They know some English, but some of them didn’t learn it well. Especially, most of them are afraid to speak English. For this lesson, the students have known the pattern “be doing”. Half of them can use “be” correctly. Half of them can change a verb to “verb+ing” correctly. But they don’t know to use the pattern “be doing” as future. And this is what I teach in this lesson.
Thirdly ,I will talk about the teaching methods and learning methods
As we all know,the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method. That is to say, I’ll let the Ss to get a better understanding of the target language. I’ll give the Ss some tasks and arrange six kinds of activities: watching CAI, writing some activities, listening, make conversations, listening practice and group activities.
At the same time,the students will pass "Observation-Imitation-Practice" to study language,study English language by Communication.
During the teaching process , Multi-media computer, Tape recorder, ppt and school things will be needed.
Fourthly ,the important part is teaching procedure .according the theory of new curriculum standard ,I will present my teaching procedure in 5 steps.
Step 1. Lead in
This step revises the present continue tense. Students Ask and answer some questions ,such as "What are you doing?" "What is she/he doing? "in pairs.
Step 2. presentation
Show five pictures on the screen. These pictures show the students’ activities for the next vacation. I will point at the picture and say"What is she doing for vacation? She is camping." Then write “camping” on the Bb. Ask them guess the meaning of the word according to the picture.then learn and explain the word “babysit”.
Task 1: divide the students into four groups. Ask each group to discuss to write the other three activities on the Bb and add more using the “ing” form of verbs. Have a competition. The group which writes the most correctly and shows the most activities is the winner.This task introduces the key vocabulary and Ss start to touch Present progressive as future. The competition can raise Ss’ learning interest.
Step 3. practice
Task 2:Show three pictures and three activities on the screen. Ask Ss to listen to the tape to match the pictures with the activities. After they do them correctly, give them some praise. This task gives students listening practice in understanding the target language in spoken conversation.
Task 3:ask the students to work in pairs to talk about the five pictures. Ask Ss to use the different forms of verb “be” correctly.then some pairs act them out to check the pronunciation and the forms of verb “be”.This activity provides guided oral practice using the target language.
Task 4:Ask Ss to open their books and turn to Page 14. Look at part 2a, Explain the chart and make sure the students understand the chart and what to do.Then play the tape for three times. For the first time the students only listen to understand the whole general meaning of the conversations. For the second time the Ss pay attention to the activity in each conversation and write them in the chart. For the third time the Ss pay attention to the time that the activities in each conversation are done and write them down in the chart.Ask some Ss to write their answers on the Bb and check them.This task provides guided listening and writing practice using the target language.
Step 4. summary
First ask two students to read Grammar focus to the students. One reads the questions, and the other reads the answers. This can check their pronunciation and trains their reading ability.
By ask and answer some questions ,sum up the grammar point, get the conclusion that the present progressive tense can also be used to talk about the future activities.This task guides the Ss to study English by thinking hard and conclusion. After that they can have a rational knowledge to the target language.
Task 5: Ask the Ss to work in groups of four. Tell the students that if they don’t have a good rest, they can’t study efficiently and making a good vacation plan can make their trip happy. So they must arrange their vacation carefully. Write down their group mates’ answers in the chart in your book.
This task provides the Ss a chance to use English freely. They can say the conversation according to their thought using the target language. Of course, at the same time, it trains the Ss’ speaking ability. Also, it guides the Ss to study English by communication. Another, I change the parts’ order of the text book, because this part can be delayed to the end of the class. After class, they can continue to talk about it.
Step 5. Homework
write a passage talk about what you and your classmates are doing for your next vacation. The homework can help the students to consolidate the target language and train their writing ability.
Finally ,I will write the key words and sentence pattern on the blackboard ,students can know what they learnt in this class clearly.
初中英语说课稿10
Geetings and introduction:
Good afteroon,everyone. I’m Yuan Xingchen. I’m an English teacher from Sihong No3 Middle School. I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is made of five parts. It includes Teaching material analysis, Teaching methods ,Study methods ,Teaching procedures and blackboard design.
一。 Teaching material analysis.
I. Status and function
Today I’m going to talk about_______________________________________
It plays a very important role in the English teaching of this unit. By studying this lesson, Ss can improve their listening ability. The Ss should receive some moral education. At the same time, we should get the Ss to learn some words and some expressions about protecting wild animals.
II. Teaching aims
1. Aims on the knowledge
（1） To enable the Ss to understand and speak: ______________________ Make sure that Ss can use these sentences in real situations.
（2） To help Ss to finish _________________________________
2. Aims on the abilities
（1） To develop Ss’ abilities of listening and speaking.
（2） To train the Ss’ ability of working in groups.
（3） To foster Ss’ abilities of communication .
3. Aims on the emotion
（1） To foster Ss’ consciousness of good co-operation and proper competition.
（2） To enable Ss to_________________________________
4. Key-points of this lesson
（1） To help Ss_____________________________________
（2） To enable Ss to study in groups and co-operate skillfully.
（3） To develop Ss’ interest in English.
5. Difficult points
（1） To help the Ss _______________________and make sure they can use ______________correctly.
（2 ）How to_________________________________________
6. Teaching aids
In this lesson, the multi-media will be used to make the class lively and
improve my teaching result.
二 .Teaching methods
As we all know: the main instructional aims of learning English is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use "Task-based" teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange four kinds of activities: singing, guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, school things and a printed form will be needed. Students should prepare some school things.
三。Study methods
① Teach the Ss how to be successful language learners.
②Get the Ss to form good learning habits.
③Teach the Ss how to communicate with others and take competition methods to develop the Ss interest in English.
四。Teaching procedures and purposes of my designing.
I’ll finish this lesson in five steps.
Step 1. Warm-up and preview
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Purpose: It is important to form a better English learning surrounding for the Ss by singing and doing some total physical response and at the same time
it provides situations to review learned knowledge for the next step.
Step 2. Presentation
Now I’ll mainly talk about this step.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Purpose: To present the key structures one by one is much easier for the Ss to learn
and grasp the meanings. Proper competition can arouse the Ss’ interest in English learning.
______________________________________________________________________________________________________________________________________________________________________________________________________________
Purpose: CAI can provide a real situation for the Ss to understand the dialogue
and the relationships between people better. Tell the Ss we should show
our loveliness to the Ss.
Step 3. Practice
______________________________________________________________________________________________________________________________________________________________________________________________________________
Purpose: Task-based teaching method is used here to develop Ss’ ability of
communication and also their ability of co-operation will be well trained.
Step 4. Production
______________________________________________________________________________________________________________________________________________________________________________________________________________
Purpose: To check the knowledge Ss have learned in this period.
Step 5. Homework
______________________________________________________________________________________________________________________________________________________________________________________________________________
Purpose: Revision is so important that Ss should speak English as much as they
as in class or after class. It is necessary for the Ss to do some extensive exercises
after class to consolidate the knowledge they learned.
五。Blackboard design
初中英语说课稿11
Good morning, dear judges. I’m No.1. I am glad to interpret my lesson here today. The lesson plan I am going to talk about is from unit 7 what does he look like? Now, I will present it from several parts: the analysis of teaching material, teaching objectives, important points and difficult points, teaching procedures, the blackboard design and so on.
I. The analysis of teaching material
This course is the first period of Unit 7, which is chosen from PEP English, Grade. 7. This course mainly talks about people’s appearance, such as people’s height, build and hair. It can help students to judge different looks of different people. And improve their communicate abilities and find people according to him/ her appearance. Therefore, this lesson plays an key role in their further studying.
II. The analysis of students
The students in Grade. 7 can adapt to the junior middle school English learning atmosphere and methods. After the last term, many students have got familiar with the present tense. So I think it’s easy for them to master this course. But they are young, more encouragements are needed. And teacher should try to give more time to students to practice.
III. The analysis of teaching objectives
According to the new Curriculum Standard in English, I set the teaching objectives as follows:
The first one, knowledge aim: By the end of the class, students can read and write these words: hair, tall, height, thin, heavy, build, etc. and can read “curly, straight, medium.” Students can describe one’s appearance, by using these sentence patterns: What do you look like? I’m short. What does he/she look like? He/She has short hair.
The second one, ability aim: Promote students’ listening and speaking skills and communicative competence about describing one’s appearance. Promote students’ competence of analyzing, inducing, and summarizing.
The third one, emotional aim: Promote students’ awareness of helping others.
IV. The analysis of teaching important points and difficult points
Vocabulary: hair, tall, height, thin, heavy, build, curly, straight, medium.
Target languages: -What does he/she look like?
-He/She is tall.
-What do you look like?
-I’m thin. I have short hair.
V. The analysis of teaching methods
As we all know ,the main instruction aims of learning English in middle school is to cultivate students’ basic abilities of listening and speaking and their good sense of the English language . So in this lesson I will mainly use Task -based Language Teaching Method and the Audio-Lingual Method. That is to say, I will let the students learn in real situations to finish a task by making activities such as talking, guessing game, having a competition and so on. About learning strategies: self-learning and cooperative learning.
VI. The analysis of teaching aids
To help students learn better. I will mainly use chalks, multimedia recourse, pictures.
VII. The analysis of teaching procedure
Next, let’s focus on the most important part of this lesson, the analysis of teaching procedures. I’ll finish this lesson in the following steps.
Step 1. Lead-in
I’ll ask students some questions and lead them to describe the QQ show pictures on the screen. Then I will write “long hair, short hair, curly hair, straight hair” on the blackboard. It can arouse students’ interest to speak English and make students have something to say by using interesting QQ pictures.
Step 2. Pre-listening
Then, let’s move to next step, pre-listening. I will show pictures of star stars, which elicits “tall, short, of medium height ,heavy, thin, of medium build”, and at the same time I will write these words on the blackboard. Then game time. I will divide the class into two groups. I will read the words on the blackboard once, students repeat them twice. If I read it aloud, students should read quieter. If someone makes mistakes, another group will get one point. The reason why I design this part is that I believe the competition can arouse students' interest in learning English.
Step 3. While-listening
Now let’s talk about the third period, while-listening. There are 3 activities in this step. The first activity is extensive listening. I’ll ask students to listen to the tape, then find out the main idea of this conversation. The second activity is intensive listening. I will ask students to listen to the tape once again. And try to find the answer. “What does he look like?” I will write the dialogue on the blackboard. The third activity is to read after the tape. Through this section, students could understand the dialogue.
Step 4. Post-listening
Next step is about post-listeing. Students should finish a task: you meet a woman who is looking for his son, and you want to help her to find his child as follows:
---Excuse me. Did you see a little boy?
---Oh. What does he look like?
---He is ... / he has...
During this training, students are able to practice dialogue in a real situation
Step 5.Summary and homework
Now, let’s come to the summary. I’ll make a summary together with students at the end of the class. It can help students review what we have learned today. The homework is to make a new dialogue with the new words and sentences and share it in next class. It can provide more opportunities to practice after class.
VIII. The analysis of blackboard design
The last part is my blackboard design. These are the new words and phrases. These are key sentences. It shows the important points for students.
Finally, I believe that students are able to describe person's appearance, distinguish the difference of the use of “is / has”, and their sense of helpfulness will be promoted at the end of the lesson. That’s all for my presentation. Thank you for your listening.
初中英语说课稿12
教材分析：
16单元是第二册的第二个单元，也就是说是这个新学期的第二单元。16单元的主题是围绕“问路和指路”展开的，同时教同学，如何用情态动词“Can”和“May”来表达许可和可能。在第二册上学期的课本中，同学已经学到了一些关于“问路和指路”的知识，而且他们也知道一局部关于许可的表达，比方“May I come in？”“Can I borrow your pen？”“May I speak to Ann，please？”等等。所以在这个时候对同学在这方面的知识进行扩展和巩固就显得水到渠成。而且在同学们的实际生活中，培养他们了解地图和区别方向的能力尤其重要。61课就是关于这个知识的扩展。62课是一篇与这个主题紧紧相扣的阅读资料。63课则是关于“May”和“Can”的语法点。64课则是对于整个单元的巩固，它包括听、说、读、写四个方面的落实和一篇阅读短文。我认为这个单元的教学目标应该是：
认知：
1、 同学能够使用下列单词：
kind，lady，library，cross，reach，corner，church，café，fix，lab，suddenly，history，key
2、 同学能够使用下列表达：
Turn left日right at the …crossing.
Go on unit you reach…
You can’t miss it.
On one’s way to, first of all, be /get lost , wait for
能力和技能：
1、 同学能够根据所给地图或街道说明一些地点的具体位置。
2、 同学可以用不同的方式问路。
3、 同学可以用“Can”和“May”表达许可和可能。
情感和态度：
1、 让同学感受到他们学习英语是为了在实际生活中进行交流，而不单纯是为了英语课和应付考试而学习。
2、 让同学感受到他们是英语学习活动中的主体和中心，以此来激励他们在英语课上积极参与，追求创新。
学习战略：
1、 同学应学会用不同的方式表达同一件事，学会用英语去考虑问题，即用想象力表达自身的观点。
2、 同学应该在英语学习中学会使用brainstorming
文化知识：
1、 教同学真诚待人，助人为乐。
2、 教同学如何设身处地为他人看想。
关于这个单元有两处难点：
1、 如何准确自如地用这么多表达方式来问路和说明。
2、 如何用Can和May表达可能性。
根据教材和同学因素的.特点，我将采用下列教学方法和手段：
1、 交际法和情景法教学
为了激励同学在课堂上积极交谈，我将一些设计真实的情景来激发同学的兴趣，这些师生和学习互相之间的交流重心就放在了语言的意义上，与此同时将英语学习与他们的真实生活联系起来以培养他们用英语进行发明性思维的能力。
2、 以同学为中心和任务型教学。
需要注意的是同学作为独立的学习者，老师作为一个引路者，组织者，领导者，有时候会是一个团体，其中一员决定了我们学习任务类型的选择。关于这个单元我将在我的课堂活动中设计信息差任务、问题的互动解决以和采访和调查。在我们教学设计设计中，我想提一下任务关联性。也就是说将所有的教学活动组成一个链式的因果关系，在此过程中，前一个活动的胜利成为后一个活动顺利进行的前提。
教学步骤：
在61课中，首先我用节奏游戏来复习一些公共场所的名称。同学一边拍手一边就工作和工作地点展开问和答，例如：hospital，police station，school，past office，bus station等等。然后我会把写有这些地点名称的厚卡纸放在同学的课桌上，让同学就此谈论每个公共场所的位置：in front of，next to，beside，on the night / left，between… and…，outside 等等。
我将以这种方式出现新单词和表达方式：我告诉同学这个星期天我有很多事情要做。下面是清单：
1)send some postcards
2) borrow some books
3) drink coffee with my friends
4) buy some VCDs
5) go to my friend’s wedding
让同学回答我要做以上事情将要去的场所。在适当的时候，我会向同学出示咖啡馆，碟屋和教堂的照片。然后将61课的地图出示在屏幕上，问他们如何到这些地方去，教他们使用下列表达“Go across the bridge”，“Go up this road to the end”，“Go on until you reach the end”，“Turn right at the second crossing”。
让同学参考表格里写出的表达方式练习如何到达以上地点之后，让同学四至六个人一组，讨论出一次性做完以上事情的最佳路径。
接着便是同学将学到的新知识运用到他们的真实生活中去。我会把我们本地的地图挂出来，让同学说明去一些地方（汽车站，图书馆，长城，宾馆和银行）的路径，其他人则猜他/ 她将到哪儿去。
在这一课时，我会设计一个信息差的任务。每对同学中的两个人将会得到两张不同的地图（同学A的是完整的，而同学B则不完整）。让他们通过相互问答来完成B同学手中的地图。当然前提是不许看对方的地图。
最后一个任务是发明性的。我让同学想象20年以后他们居住的地方，并在纸上绘出一张地图。根据这个地图，其他人就如何去他/她家展开问答。
62课是一个短剧，所以我会让同学看影碟模仿而不是单纯听磁带。
在常规阅读步骤之后，为了让同学对于整编文章有一个大致的了解，我会让同学填写下列表格。What did Liu Mei do to help the woman?
What’s wrong with the woman? What did Liu Mei do?
看完影碟以后，我会设计如下任务协助同学进行深一步了解：
任务1：角色扮演 同学以五人一组分角色扮演课文内容
任务2：画图 根据警察的说明为老妇人画一张地图。
任务3：猜想 猜一猜关于刘梅的信息，用“Maybe”和“may”
任务4：复述 老妇人打电话一个电台记者，并且告诉他这个故事。
任务5：采访 电台记者采访了刘梅的同班同学：你是怎样看待刘梅的？为什么？假如你在路上碰到这个老妇人你会怎么办？
关于63课我会这样展开：
在课文开头，我会用同学聊天的形式来达到复习Can和May的目的：“May I come in？”“Can I borrow your…”“May I speak to…”等等。
将63课第一局部的图画在屏幕上演示出来（盖上文字），让同学猜他们在哪儿和他们在干什么以和他们可能会说什么，然后让同学打开书边读边考虑。
为了给同学练习的机会，我会向同学出示更多的图片，让他们编出相似的对话。
A：May / Can I swim here/ cross the road now/ take photos with the tiger/ watch TV？
B：No，you can’t. I can be dangerous./ It can be bad for your eyes.
其它的图片可以是：一个在椅子上擦窗户的女孩，一人用小刀削苹果的小孩，一个正在开煤气灶的妇女，一个横穿马路的男孩等等。让同学学会回答：“Be careful！You may hurt. Yourself.”
用一个真实的场景将第二段的短对话出现出来以后，我为同学准备了一个猜的游戏，让同学猜一猜我的家人会在哪儿以和他们可能在做什么。在这一步里我会教给同学新单词“fix”和“lab”，所以与此同时我就为第三局部埋下了伏笔。
在同学就第三局部进行练习之后，我想现在一个巩固活动会恰到好处。我会让同学去调查朋友在星期天的打算，并且填下列表格，最后让局部同学做汇报：
What may your friends do next Sunday?
Who Where they may be Things they may do
64课是本单元最后一课。所以我认为在一个阶段的英语学习之后来一个总结是很必要的。首先我想设计一些活动让同学来复习“问路和指路”的表达方法。在听、说、读、画之后，我想给他一个链式训练作为巩固。
第五局部是一个阅读文章。首先我会出示三张图片：第1张，我正在一个大的购物中心买东西，第2张，我迷路了，第3张，我突然发现了购物中心的出口。我们边谈论，边出现新的表达方式：be/get lost，go wrong，suddenly，reach.
在常规阅读步骤以后，我会设计四个任务让同学进一步理解和考虑：
任务1：计算 计算Mrs Lee花了多少时间从饭店到碟屋并返回，而实际上她只需要多少时间。
任务2：画图 根据那个“man”的说明帮Mrs Lee先生画一幅地图。
任务3：解决问题 根据地图协助妇女找到回去饭店的路径。
任务4：讨论 在大的地方容易迷路，我们怎样防止？
还有一点就是关于英语教学的评价。我们都知道，教学的目的不只仅教给同学一些知识，而且也要教给他们用所学知识解决问题的能力和技能。为了检验教学活动的效果，教给他们学习战略，并引导他们成为独立的学习者，我们不只要进行总结性评价，而且要进行形成性评价。
初中英语说课稿13
Good morning everyone. Standing here, I’m very happy and excited. It’s my great honor to be here to present my lesson, and the chance is very precious for me. And I’ll try my best. Today I’ll talk about unit frommy contents consist of 8 parts
Analysis of the teaching material
Analysis of the students
Teaching methods
Teaching aims and demands
Teaching aids
Teaching procedure
Blackboard design
And conclusion
Well, firstly, I’ll talk about part 1 analysis of the teaching material. I have concluded the features of……. 1 . there are a lot pictures. For this, the kids will be interested in the book. As we all know that interest is best teacher for the students. 2. It lays stress on the communication. According to the problem of Chinese students learning English , the book design a lot of material to improve the students’ ability of listening speaking, reading, and writing. So I think the book is very good.
Then I’ll talk about next part analysis of the students. It is known to us that the kids are very active and like playing games very much, so during my class, I’ll design some interesting games to activate them to participate and learn something. They will also be interested in the class.
Next I’ll talk about teaching methods. My teaching methods are task-based approach and situational approach. Using different methods can make the class active.
Let’s move on to another part, teaching aims and demands. There are knowledge aims and ability aim.
Knowledge aims are to enable the students to master the words and phrases:………. And the sentences:…
Ability aims are To improve students’
listening and speaking ability by reading and practicing the dialogue.
Next is the teaching aids. In this class, I’ll use pictures, PPT and tape recorder. These can arouse the students’ interest in English.
Now I’ll talk about most important part teaching procedure. It consists of 5 steps. Warning up, lead-in, contents key points and difficult points and homework.
Step1 is warming up. Here I’ll use PPT to play a English song Bingo for the students and I’ll ask them try to follow it to sing together. By this, the students can be interested in it and pay their attention to our class easily and improve their ability of speaking.
Step2 is lead-in （导入根据所授内容设计，可通过展示与本课有关的话题或者图片等等引出本课话题）
Step 3 is contents(本部分为主要授课内容及组织的课堂活动。可从听说读写四块分写) Step 4 is key points and difficult points(本部分列出本课重难点可为单词句型或语法知识) Step 5 is homework.(作业形式最好新颖，例如课让学生根据本课内容做个小调查等) （conclusion）
To be a good teacher is my dream, I think a teacher is not only a guide for the students, but also a friend of them. If I were a teacher, I would build a close relation with my students, helping them not only on their study, but also on their lives. I’ll try my best and I’m confident that I can be a good teacher.
初中英语说课稿14
一、说教材
本单元以“A picnic”为话题，共设计四大部分的内容。以 It must belong to carla为主线，围绕谈论某东西属于某人等语言功能展开一系列任务活动。通过第一部分的学习要求学会如何进行推测，并了解学会基本句型的应用。教材内容从基本语言知识到语言综合知识的运用， 层层递进，以一种循序渐进的生活化的语言程序 ，引导学生在做事中有目的的学习语言。
教学目标：
知识目标：能够让学生掌握重点的词汇和语言结构。
能力目标：培养学生听、说、读、写能力和观察事物的能力。
情感目标：培养学生在外野营时，不能乱扔。乱丢垃圾的良好习惯，以确保环境的干净和清洁。
二、说教法
以任务教学策略为主，采用情景教学法、听力训练法、并辅助个人，小组竞赛和图片等兴趣策略教学。如在教授单词时，通过一些图片等进行分析教学，以至于从视角引起他们的注意，从而记注单词。采取任务型教学策略的目的是让学生多练多用，在做中学，学中乐，乐中掌握。
三、说学法
采用合作式学习方式，有目的的让学生预习，在完成任务的活动中主动的学习语言。养成继续学习英语、学好英语的良好习惯。并让学生学会如何推测，以至于在做推测性的阅读题时有很好的方法。强调学生不仅在课上积极发言、多练，并鼓励他们课后成立英语学习兴趣小组、英语角等，积极参加训练。
四、说教学过程
1、课前任务设置。在每一节课，我让学生提前预习，课前三分钟，我让学生学唱“Are you sleeping ”的歌曲。目的是激发他们的学习热情。另一方面，铃声响的时候，首先检查学生对第四单元的识记情况。然后让学生看屏幕，用“Who is he ？” 句子问，用
“It can?t、may 、must be ”等回答，之后通过“Look and learn”推出新单词“belong、belong to” 和教授的单元。在此期间，让学生感知的重点句型结构。把单词的教学融入句型，培养学生情景中理解单词的能力。
1、为了更好的提高学生的观察能力，以任务型教学为理念，让学生有目的的完成Activity 1a的'部分。
2、完成1a部分后，为了更好的巩固学生对上面方框中单词的理解程度，让他们通过听觉进行训练，培养学生在用中学，学中用的能力。
3、为了更好的运用重点句型结构，我让学生在1c部分读完后，用1b里 的句子进行组对子活动，进而提高学生的口语表达能力。之后通过单选题来检测他们对本节课重点知识的掌握。
4、总结本节课所学的知识，梳理知识结构，并通过家庭作业让他们更好的掌握本节课内容。
总之。整节课，我始终遵循任务型教学的理念，以学生为主体，以任务为中心，以交际为目的，以课程标准为理论依据，坚持让学生学会在生活中运用语言，始终遵循一个原则，就是让学生乐学，因为兴趣是最好的老师，整个过程中一直采用激励机制给有所表现的学生以鼓励。
初中英语说课稿15
一、说教材：
1、教材简析：
我说课的内容是江苏牛津中学英语教材9A第3单元Teenage problems中的Integrated skills部分。本单元通过青少年中存在的问题和困扰这一主题，引出话题，谈论话题。由于学生对这一话题极感兴趣，我在教学中准备使用多种教学手段设置情景，有效地把单词和句型情景相结合，注重听说训练，使语言点的训练密切联系生活实际，达到灵活运用，学以致用的目的。
2、教学目标：
依据英语新课标所提出的总目标并根据本年段学生认知水平，我制定了如下教学目标：
a、 能听懂、会说、会读和会拼写单词和词组.
b、能听懂、会说、会读和会写句型.
c、 能正确地听懂、掌握A板块前半部分听力内容，并能以较好的语音语调流畅地朗读后半部分的课文填空。
d、能用本课所学语言讨论青少年中存在的问题
3、教学重点、难点：
教学重点：正确拼读本课四会单词和句型，能流利地用所学句型进行情景会话。
二、说教法和学法
根据我对《英语课程标准》的理解和九年级学生的生理和心理特点，我将教学本课的指导思想确定为：让学生主体参与，主动探究，合作互动，充分发展。具体采用如下教学方法：
1、情景教学法：
通过设置较为真实的情景，使学生产生身临其境的感觉，激起学生情感上的共鸣，从而引导学生从整体上理解和运用语言，促进学生的语言能力及情感、意志、想象力、创造力等整体发展。
2、小组学习法：
每4人一组，可两两交流，也可自由选择，在互动中互相启发发生思维的碰撞。同时注意保证每个学生都有机会参与学习，培养学生与伙伴合作的意识和策略，提高人际交往能力。
3、练习法：
把大多课堂时间留给学生，使学生在多信息、高密度、快节奏的灵活操练中拓宽学习渠道。
另外，考虑到B板块为对话教学部分，我在这一环节的教学中主要侧重于学生朗读能力的培养，在训练听说的同时加强朗读指导，一方面可以培养学生朗读的基本技巧，另一方面也可以检查学生对课文理解的情况，进而培养学生的自主学习能力。
三、说教学程序
1、对话导入，学习新知
a、 以“Teenage problems”为主题及线索组织教学。课前在教室里头稍作布置，背景音乐的选择体现了牛津初中英语板块之间的自由组合，也为后面的教学做了一个提早渗透，这样，学生在轻松愉快的气氛中进入本课的学习，接着我向学生展示课件，引出青少年问题的话题，同时教授新词。由介绍学生自己的问题入手无形中拉近了与学生的距离，使学生备感亲切。
b、在学生展示自己作品的语境中，用多种手段，如:作品、图片、照片、简笔画等呈现。学生边学边进行听、说、拼读及运用，坚持循序渐进，由易而难的原则教学新知识。
2、巩固拓展，强化新知
a、 在情境中不断使用新句型，学生不仅学会了新的词组，而且不可避免地涉及到了旧知。同时也激发了学生的求知欲，想学更多的有关的词汇来介绍自己的问题，并向他人寻求有效的建议和意见，达到了学中用，用中学的目的，给予他们成功的乐趣。
b、仍以“Teenage problems”为场景由学生分小组自创小对话进行表演。要求问到前面所学句型并要求用到本课时所学的交际用语。通过这样的练习形式让学生主体参与，学生的思维处于积极兴奋的.状态，有利于提高课堂学习效率。
3、指导朗读，感知课文
a、 在小对话表演告一段落时，自然导入A部分对话教学。然后播放多媒体课件让学生感知课文，为了让学生在听的过程中有所侧重，引起他们的有意注意，让他们带着问题去听。
b、播放录音再感知课文，以选择题的形式检查学生理解课文的情况。
c、跟读课文，为避免反复朗读时的过于枯燥，设计小小配音员的训练环节。
d、学生分角色朗读对话，指导学生在朗读时利用手势、表情、动作、声音等手法，以加强语言的表现力，更生动地传达说话人的思想和感情，使学生能在熟练朗读的基础上更深地理解对话内容。
4、面向全体，作业分层
为了满足不同类型不同层次学生的需求，在作业布置上我尝试进行分层教学即让程度较差的学生做a类作业；程度中等的学生做b类作业；程度较好的学生做c类作业，当然，也可以根据自己的兴趣特长进行自由选择。
a、朗读并抄写要求四会掌握的单词和词组；
b、听录音，朗读课文，并根据所学话题进行自由交谈并形成文字稿。
通过这样的作业形式争取让每一个孩子都学有所获，从而达到激励全体学生努力学习的目的。
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