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初中英语说课稿1

初中英语说课稿What should I do?

A Brief Instruction to the topic of “What should I do?”

Shangyuan Middle School Li Yi Cai

Good afternoon, ladies and gentlemen. My name is LiYiCai. I come from Shangyuan Middle School in I’m going to talk about the topic” What should I do?”I will divide the instruction into seven parts: they are Teaching material Analysis, Teaching aims, Teaching emphasis, Teaching difficulties, Teaching methods, Teaching aids and Teaching procedures.

Part 1 Teaching material analysis

This period is from Unit 3 of 9A Oxford English. First of all,I’d like to talk about my understanding about this have learned Star sings in Unit 1 and Colours and moods in Unit have also learned how to write a formal recommendation letter and how to write a report on the moods of people in last two we are going to learn two letters to a famous youth worker about Millie’s and Simon’s this unit links with a special meaning of Unit 1 and Unit period is the first lesson of main idea of the topic is how to express their problems and ask for are going to learn the ways to deal with problems and stress in following this period is very important in this unit.

Part 2 Teaching aims

of the knowledge:

(1)To know the spelling of some words and usage of some phrases.

(2)To learn something about Millie’s and Simon’s problems.

(3)To grasp the main idea of Reading and use the information to talk to others about one’s problems and how to deal with them.

of the ablilities:

(1)To improve the ability of getting information by reading.

(2)To improve the ability of retelling the story.

of the emotion:

(1)To understand how to write about problems and to express feelings.

(2)To ask for advice to solve the problems.

Part 3 Teaching emphasis

master the ‘to’-infinitives and ‘wh-’words+‘to’-infinitives.

get the ability of general reading and getting information.

Part 4 Teaching difficulties

recognize and understand vocabulary about problems.

ask for advice

Part 5 Teaching methods

In this topic,I will use five-step Teaching Method and Task-based language design some tasks to help the students think if I want to improve the students’ oral English,I should give them enough chances to practice and I will use pair work,group work to let the students take an active part in all kinds of is “Learning by doing,learning by using”。Let the students be the masters of the class teaching,thus,student-centered teaching method is well shown.

Part 6 Teaching aids

Projector,slide show,tape recorder and blackboard

Part 7 Teaching procedure

Step Ⅰ。Lead-in

The purpose is to arouse the students’interest of study.

Let’s have a free talk.

T:Have you got problems?

S:Yes.

T:What is it?

S:Eating too much makes me unhealthy.

T:What about you?

S:……

Step Ⅱ。Presentation

The purpose is to develop the skills of skimming and how to gain the main idea of the articles.

students to read two letters and answer the following questions:

①What is Millie’s favorite hobby?(Painting)

②What is Millie’s problem?(She doesn’t have enough time for hobbies and home work.)

③When does Simon play football?(After school until late)

④How do his parents feel about it?

(They don’t like this and ask him to go home before 6 )

students if there are words that they do not know.

Explain some new words briefly.

deal;choice;complete;refuse;accept;spare;doubt;whether;

Step Ⅲ。Practice

The purpose is to develop the skills of scanning and how to gain the details from the articles.

to the tape and answer some question about “True”or“False”。

students to read the articles again and explain some important phrases.

How to solve the problems;hand in;on time;at the moment;

can’t find any time for my hobbies;feel bad;give up;

achieve a balance between the two;hear form;make unhappy

Step Ⅳ。Retelling

The purpose is to develop the skills of retelling with the key words

students to make sentences with phrases that we have learned.

to retell the outline of the articles.

students to say something about themselves.

Step Ⅴ。Summary and homework

The purpose is to give the students a clear idea of how to express their problems and revise the articles.

students to revise the words and phrases

students to write a letter about himself after class.

During my teaching,I’ll try my best to get my class alive and encourage the students to talk with each other in English. I think the general aim of English teaching is to improve the ability of using English. And I’ll use this to guide my teaching.

Thank you!

初中英语说课稿2

Hello, ladies and gentlemen. My name is Wang Qiumei from Middle School. My subject is How much are these pants? Ch ose from Go for it Grade7.

一、 教材分析

(一)教材的《阿拉文库·》地位及作用

本课是初一新教材第7单元的第一部分,教材内容围绕着询问价格展开,让学生学会谈论物品的颜色。本课的教学内容与学生的实际生活密切相关,易于引发学生运用简单的英语进行交际和交流。在学习活动中运用句型进行交际,培养学生的口语表达能力。让学生在学习及应用中,复习巩固以前所学知识,并加以创新,并用到实践中。把知识进行整合,让学生头脑中有一个整体的认识。

通过伙伴交流,师生问答的形式,促进学生之间和师生之间的情感交流,增进情谊。

(二)教学目标

教学目标Aim 记忆 物品pants , socks , T-shirt , shirt , shorts , sweater , shoes

理解 颜色理解:color , black , white , red , green , blue ,

应用 通过布置任务,让学生在合作中进行语言交流。

德育 培养学生的合作精神,以及通过任务完成,学习勤俭节约的品德。

情感 激发学生学习英语的兴趣,使学生获得成就感,增强自信心。

(三)教学重点及难点

重点Importance Learn to ask about prices 。 学习询问物品价格。

难点Difficulty Learn to talk about clothing 。 学习谈论衣物,例如颜色、大小等。活动中运用的单词、句型。

二、教法渗透

本课主要运用“任务型教学法”,采用多媒体教学,并辅助于TPR(全身反映教学法)、情景交际教学法和游戏活动。

1、任务型语言教学法

任务型语言教学是交际语言教学近年来发展起来的一种教学方法,主张采用任务型语言教学的人认为:人们使用语言的过程就是一个完成各种各样任务的过程。在本课的任务型语言教学中,我将依据课程的总体目标并结合教学内容,创造性地设计贴近学生实际的任务活动,吸引和组织他们积极参与,使学生通过观察、思考、讨论、交流和合作等方式,在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。

2、全身反应教学法

全身反应教学法(Total Physical Response,缩写为TPR)是加州心理学家James J. Asher(詹姆士J.艾谢,1988)提出来的,注重语言学习中的互动模式,认为学生在一个较放松的环境中学习效果。紧张、焦虑的情绪对学习英语不利。在课堂教学的具体实践中,让学生根据教师发出的指令去模仿,以听力训练为主,待听力和理解能力得到提高后,方进入说话训练,是自然而然的学会语言的方法。

3、情景交际法

课堂教学以情景交际教学法为主,尽量给学生以足够的听、说、读的机会,联系实际,创设情景,引入讨论主题,在交际中学英语。情景的设计注意衔接的自然性,主题的设计强调知识的渐进性和讨论的可行性,并注意情感体验和概括、推理思维的培养。

三、学法指导

1、合作学习:合作学习是指学生通过分工合作共同达成学习目标的一种学习方式。本节课将在课堂活动中把学生分成两人一小组的学习小组,让他们围绕着课堂任务分工合作,在活动中相互探讨、相互交流、相互合作,从而获得知识、技能和情感体验,发展他们的能力。

2、创设情景和有意义的任务活动,激发学生的学习热情,培养他们的概括和推理能力,发挥他们自己的主观能动性,把被动的学习变为主动学习。

四、教学程序:

Listen to the English song 。调动学生学习英语的兴趣。

(一) 复习导入

运用多媒体复习服装名词和数字,为下文做铺垫,复习所学过的对话,通过询问What’s this?引出本课课题How much are these pants?

(二) 新授课

1、 运用实物引出询问价格的方法

2、 学生操练句型

3、 讲解形容词(实物及多媒体)

4、 听力训练

5、 情景对话

6、 总结

7、 作业

(三) 板书设计

板书设计Board Unit 7 How much are these pants?

-How much is the blue shirt?

-It’s eighteen dollars 。

-How much are these socks?

-They’re two dollars. big small long short

本课以素质教育为目的,结合教材重点,难点及英语学科特点,利用多媒体辅助教学,从视、听、说等方面使学生得到锻炼。在愉快、轻松的氛围中达到初步运用英语交际的能力。由于缺少经验在教学过程中难免会出现不足,敬请各位老师不吝赐教。

The Teaching Plan for Unit Seven

Subject: English

Teacher: Wang Qiumei

School: Middle School, Jiayin

Topic: Go For It Students’ Book Grade 7

Unit 7 How much are these pants?

Type: Newly taught

1、 Teaching aims

(1)。 Knowledge: Ask for and answer the prices of something

(2)。 Ability: Use the sentences patterns correctly in the daily life

(3)。 Moral aims: Teamwork

2、 Important points

Learn to ask about the prices

3、 Difficult points

Learn to talk about clothing

4、 Teaching aids

Computer, materials, recorder, cards

5、 Teaching steps

(1)。 An English song

(2)。 Revision

(3)。 Presentation:

a. Explain the new sentence patterns

b. Drill

c. Explain the adjectives

d. Listen

e. Drill

f. Go shopping

(4)。Summary

(5)。 Homework

(6)。 Blackboard design

板书设计Board Unit 7 How much are these pants?

-How much is the blue shirt?

-It’s eighteen dollars 。

-How much are these socks?

-They’re two dollars.

big small long short

初中英语说课稿3

各位评委老师:

下午好!

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。

以上是我对本课的教学设计和思路,有何不足之处还请各位评委老师不吝赐教。

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