初级中学英语说课稿【优质8篇】
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牛津初中英语说课稿【第一篇】
Good morning everyone. I’m ____ I’m from____. Now I’ll say junior Oxford English 8B Unit 1 Comic strips and welcome to the unit. I’ll prepare to say the lesson from four parts.
Part One Analysis of the Teaching Material
（一） Status and Function
This is the first lesson of the unit. Such a topic is related to daily life so it is helpful to raise learning interests of students and it will be also helpful to improve their society sense. It can help students to attain "four skills" request of listening speaking reading and writing. Therefore this lesson is in the important position of the teaching material.
（二） Teaching aims and Demands
1、 Knowledge objects
To learn the vocabulary about the traffic at different times in Beijing.
objects
（1）To introduce the grammatical concept of the present perfect tense 。
（2）To act out the comic strips 。
（3） Moral objects
To get the Ss to love their present life.
（三） Teaching key and Difficult point
1、 Key points
To master the words about the traffic at different times in Beijing.
2、 Difficult points:
To learn the use of the present perfect tense 。
Part Two The Teaching Methods
1、 Communicative teaching method
2、 Audio-visual teaching method
3、 Task-based" teaching method
Part Three Studying Ways
1、 Teach the Ss how to be successful language learners.
2、 Let the Ss pass "Observation-Imitation-Practice" to study language.
3、 Teach the Ss how to master dialogues and how to communicate with others.
Part Four Teaching Procedures
I’ll finish the lesson in four steps.
Have a free talk between T and Ss about some changes to our life.
at the pictures in part A on page7 let Ss talk about the different forms of transport in Beijing. Then show them on PPT.
Ss to fill in the blanks and practice reading them again and again.
4 pictures on page6 to the Ss then play the tape. Ss listen carefully and repeat.
out the dialogue in front of the class.
the dialogue and act out the dialogue with the partner.
exercises on PPT then check the answers.
the new words and useful phrases.
off the exercises in workbook. That’s all thank you.
Good morning everyone. Now I’ll say junior Oxford English 8B Unit 1Reading part A Times have changed. I’ll prepare to say the lesson from four parts.
Part One Analysis of the Teaching Material
（一）Status and Function
This is the second lesson of the unit. The lesson aims to introduce the changes in Mr Chen’s hometown. Such a topic is related to daily life so it is helpful to raise learning interests of students and it will be also helpful to improve their society sense. It can help students to attain "four skills" request of listening speaking reading and writing. Therefore this lesson is in the important position of the teaching material.
（二） Teaching aims and Demands
objects
（1）。 To learn the new words and expressions.
（2）To learn and get a better understanding of the passage.
objects
（1）。 To develop the students’ reading skills.
（2）To be able to search some information about Sunshine Town.
objects
（1）。 To get the Ss to love their present life.
（2）。To arouse the Ss’ interests in English.
（3）。To build up the Ss’ confidence.
（三） Teaching key and Difficult point
1、 Key points
（1）。 To master the new words and expressions.
（2）。To grasp the useful expressions.
2、 Difficult points:
（1）。 To understand the specific information and think about related points.
（2）。To retell the main idea of the text.
Part Two The Teaching Methods
1、 Communicative teaching method
2、 Audio-visual teaching method
3、 Task-based" teaching method
Part Three Studying Ways
the Ss how to be successful language learners.
the Ss pass "Observation-Imitation-Practice" to study language.
the Ss how to master the conversation and how to communicate with others.
Part Four Teaching Procedures
I’ll finish the lesson in four steps.
Have a free talk between T and Ss about some changes to our life. T: What changes have taken place in our life Do you want to know the changes to the Sunshine Town Work in pairs say sth about it.
Ss to skim the text quickly on their own and answer some questions.
the answers. And play the tape for the Ss to listen and repeat. Then get Ss to do true or false questions.
1、 Ask Ss to read the conversation in pairs and do the exercises on PPT.
2、 Explain some important language points.
3、 Ask some able Ss to retell the passage.
and recite the text.
all the new words and useful language points.
Good morning everyone. Now I’ll say junior Oxford English 8B Unit 1 Vocabulary. I’ll prepare to say the lesson from four parts.
Part One Analysis of the Teaching Material
（一） Status and Function Teaching contentsThis is the fourth lesson of the unit. The lesson aims to introduce about opposites. It’s very easy but It’s important to master the knowledge. From this Ss can also extend their vocabulary. Therefore this lesson is in the important position of the teaching material.
（二） Teaching aims and Demands
objects
（1）To learn the new words.
2 To learn the opposites.
2、 Ability objects
To use appropriate adjectives in context to express positive and negative meanings.
3、 moral objects
To get the Ss to love their present life.
（三）Teaching key and Difficult point
1、 Key points
To understand the word-formation
2、 Difficult points:
To know and grasp the negative prefix
Part Two The Teaching Methods
1、 Communicative teaching method
2、 Audio-visual teaching method
3、 Task-based" teaching method
Part Three Studying Ways
1、 Teach the Ss how to be successful language learners.
2、 Let the Ss pass "Observation-Imitation-Practice" to study language.
3、 Teach the Ss how to master the suffixes and how to correct the mistakes.
Part Four Teaching Procedures
I’ll finish the lesson in four steps.
Show some pictures or draw some pictures on the Bb. Get Ss to say the opposites. tall-short
some sentences with pictures or flash on PPT. Underline some adjectives and get Ss tofind out the opposites.
the opposites. Some are regular others are irregular. We add some prefixes like in-un-im- dis-il-ir to form negatives.
and remember the opposites.
Step3. Practice
1Show some exercises on PPT let Ss finish them.
2Finish off the exercises on page12then check the answers.
Step4. Homework
Try to remember all the adjectives and their opposites with right prefixes.
Good morning everyone. Now I’ll say junior Oxford English 8B Unit 1GrammarAampB. I’ll prepare to say the lesson from four parts.
Part One Analysis of the Teaching Material
（一）Status and Function Teaching contentsThis is the fifth lesson of the unit. We have learnt about the present perfect tense in period continues to talk about the use of the present perfect tense and the time expressions with the present perfect tense. It’s very important and difficult. From this Ss can also extend their knowledge. Therefore this lesson is in the important position of the teaching material.
（二）Teaching aims and Demands
objects
（1）To learn the use of the present perfect tense.
（2） To learn the spelling of the past participles of some verbs.
objects
（1）To understand the differences between the present perfect tense and the simple past tense.
（2） To understand adverbs of time and use them with the present perfect moral objects To get the Ss to love their present life.
（三） Teaching key and Difficult point
use the present perfect tense to talk about events that started in the past and are connected tothe understand adverbs of time and use them with the present perfect tense correctly.
Part Two The Teaching Methods
1、 Communicative teaching method.
2、 Audio-visual teaching method
3、 Task-based" teaching method
Part Three Studying Ways
the Ss how to be successful language learners.
the Ss pass "Observation-Imitation-Practice" to study language.
the Ss how to master the grammar and how to use it correctly.
Part Four Teaching Procedures
I’ll finish the lesson in four steps.
1、 Review the important sentences in reading A 。 How long has Mr Chen lived in Sunshine Town2 When did Mr Chen get married3What has the center the of town becomeStep2. Presentation
the use of the present perfect tense. Help Ss compare the differences between the present perfect tense and the simple past tense.
Ss to conclude the structure of the present perfect tense from the model sentences.
Ss how to write the past participles of verbs. Help them conclude the rules.
Step3. Practice
1Do the exercises on PPT to get the Ss to grasp the rules and the structures.
off the exercises in their books.
1、 Review grammar A.
the past participles of verbs on page14 in the book.
补充：GrammarB:
:
Revise the present perfect tense we have learnt last class.
Step2. Presentation
some model sentences on PPT.
Ss that we can use adverbs of time with the present perfect tense such as already ever yet never since and for. Ask Ss to learn Part B. Pay attention to the differences between these adverbs of time.
Step3. Practice
Ss to make some sentences with these adverbs in the present perfect tense.
the exercises in PartB.
more exercises to consolidate.
:
grammarB.
the table on page16 in the book.
Good morning everyone. Now I’ll say junior Oxford English 8B Unit 1 Integrated skills. I’ll prepare to say the lesson from four parts.
Part One Analysis of the Teaching Material
（一）Status and Function
This is the seventh lesson of the unit. It continues to talk about the changes 。It puts listening speaking reading and writing together with comprehensive drills. It can help students to attain "four skills" request of listening speaking reading and writing. It can also improve the Ss’ comprehensive ability of using English. Therefore this lesson is in the important position of the teaching material.
（二）Teaching aims and Demands
objects
（1）。 To master the new words and phrases.
（2）。 To master the important language points.
objects
（1）。 To improve the ability of getting information from listening and reading.
（2） To train the Ss’ abilities of listening speaking reading and writing.
3、 moral objects
（1）。 To arouse the Ss’ interests in English.
（2）。To build up the Ss’ confidence.
（3） To get the Ss to love their our world.
（三） Teaching key and Difficult point
1、 Key points
（1）。 To master the new words and expressions.
（2）。 To master the language points.
2、 Difficult points:
（1）。 To improve the ability of getting information from listening and reading.
（2） To train the Ss’ abilities of listening speaking reading and writing.
Part Two The Teaching Methods
1、 Communicative teaching method
2、 Audio-visual teaching method
3、 "Task-based" teaching method
Part Three Studying Ways
the Ss how to be successful language learners.
the Ss pass "Observation-Imitation-Practice" to study language.
the Ss how to improve their "four skills"。 and how to communicate with others.
Part Four Teaching Procedures
I’ll finish the lesson in four steps.
There have been many changes in Starlight Town Do you want to know more about the
Show the pictures of Starlight Town’s past and present.
1Talk about its changes.
2 Listen to the tape and complete the list in part A1.
3 Listen again and check the off partA2 according to listening.
Ss talk about the changes between the past and present around their life.
to the tape about Millie and Sandy’s conversation in partB then answer some reading part B again and again then make dialogues like this.
4、 Act out the dialogue in front of the class.
Recite the dialogue in part B and practice making a dialogue with the partner.
Good morning everyone. Now I’ll say junior Oxford English 8B Unit 1 Main task. I’ll prepare to say the lesson from four parts.
Part One Analysis of the Teaching Material
（一）Status and Function
This is a very important lesson. It’ a good chance for the Ss to practice writing. Such a topic is related to daily life so it is helpful to raise learning interests of students and it will be also helpful to improve their society sense. Therefore this lesson is in the important position of the teaching material.
（二）Teaching aims and Demands
objects
（1）。 To master the new words and phrases.
（2）。 To learn to select organize and present information.
2、 Ability objects
（1）。 To describe and explain the experiences and feelings.
（2） To be able to write a report about changes to your hometown.
3、 Moral objects
（1）。 To arouse the Ss’ interests in English.
（2）。To build up the Ss’ confidence.
（3） To get the Ss to love their present life.
（三） Teaching key and Difficult point
1、 Key points
（10. To master the new words and expressions.
（2）。 To master the language points.
2、 Difficult points:
（1）。 To write a report about changes to your hometown.
（2） To use the present perfect tense correctly.
Part Two The Teaching Methods
1、 Communicative teaching method
2、 Audio-visual teaching method
3、 Task-based" teaching method
Part Three Studying Ways
1 Teach the Ss how to be successful language learners.
2 Let the Ss pass "Observation-Imitation-Practice" to study language.
the Ss how to write a report about changes to their hometown.
Part Four Teaching Procedures
I’ll finish the lesson in four steps.
up
Free talk about changes around your life. Do you want to know the changes to Moonlight
1、 Show the pictures of Moonlight Town’s past and presentlet Ss say sth about them.
2、 To complete part A3 according to part A2 then check the answers. Practise reading it.
1、 Use the report in part A3 as a model let Ss say out the changes to their hometown.
2、 Let some Ss talk about their hometowns to the whole class.
1、 To recite the new words and phrases.
2、 To finish off the report.
牛津小学英语说课稿【第二篇】
各位老师：大家好！
让学生愉快地、充满自信地走进我的英语课堂，是我最大的愿望，让学生在我的英语课堂上享受快乐和成功是我孜孜以求的。我为实现自己的梦想和追求不懈地努力着。今天，借此平台，愿与大家一起分享我的说课，让我们一起探讨，共同成长。我说课的内容是牛津小学英语4A Unit6 Whose gloves?第二课时。
一。 说教材
教学内容
本单元的话题是寻找物主，要求学生围绕服饰类的英语单词，在一定的情景下，能正确使用Whoes is this/are they?进行交谈。在学习完第一课时的基础上，我确定了本课时的教学内容为：A(4-6)，B (a pair of shorts,a scarf,a aweater,ajacket)，C(Whose…is it/are they?It’s/They’re xxx’s)。
教材地位
本课时中出现的xxx’s，在前面的第三单元中已有所接触，可以说是Unit3的知识延续，具有承上启下的作用。服饰类单词的单复数使用更是对今后的单复数学习有着重要作用。
根据《英语课程标准》的教学理念，教材特点以及四年级学生的实际情况，本课的教学目标确立为：
知识目标
1、能够听、说、读a pair of shorts,a scarf,四会a sweater,a jacket
2、能够听懂、会说、会读、会写本课时的主要句型：Whose…is this/are they?It’s/They’re…并能在适合的情景中自由运用。
3、能够跟录音朗读对话，并能分角色进行表演。
能力目标
1、要求学生能围绕服饰类单词，在一定情景下，正确使用Whose…is it/are they?及回答It’s /They’re xxx’s.进行交谈。
情感目标
1、 培养学生良好的学习习惯和形成有效的学习策略。
2、 培养学生对美的鉴赏和认识。
在仔细研究教材和分析学生的心理和生理特点的基础上，我认为本课重点是掌握有关寻找失主的句型：Whose…is this/are they? It’s /They are xxx’s.等有关服饰的表达法。难点是A pair of …of… 中of的读音；能正确运用Whose…is this/are they? It’s /They are xxx’s单复数的提问。
二。 说教法
我将采用情景法、全身反应法、直观法等教学方法，以学生为主体，以Whose…is this/are they?这个话题为核心，以语言功能为主线，以任务型活动为媒介，从学生的学习兴趣、生活经验和认知水平出发，使学生通过感知、体验、实践、参与、合作与交流的方式实现任务目标，使课堂活起来，让学生动起来，从而达成上述的知识与技能目标。
三。 说学法
我采用歌曲和chant 贯穿整堂课中，利用简笔画、实物投影、课件等多种手段，创设在化妆舞会中伙伴们对各人的打扮进行评论的情境，采用多种形式的操练方式，让学生在交流中理解，在交流中掌握，在交流中记忆，让学生在不同的活动中感知语言和习得语言，从而来突出重点和突破难点。
四。 说教学过程
本课我通过导入设计、新课呈现、巩固操练、拓展延伸以及课后作业五个步骤进行设计。教育家托尔斯泰说过：“成功的教学所必须的不是强制，而是激发学生的兴趣，兴趣是推动学生学习的强大动力，是学生参与教学活动的基础，激发学生的兴趣是新课导入的关键。”“Well begun, half done”良好的开端是成功的一半。导入设计分三块：
①唱一唱第四单元的歌曲“We are happy bees”（Which is for you,which is for one or that one. ）这一首优美的英文歌，全班同学在教师的带领下，边拍手边唱，营造良好的英语氛围，使学生能自然地进入到一个良好的学习状态中。
②通过实物投影和简笔画，复习一下上节课的单词:What’s this in English?It’s a…What are they?They are…答对的学生们可让他们穿上自带的衣物进行一次走秀，让全班学生能够说起来，动起来。在复习旧知的基础上为新课的学习起到一个呈上起下的作用。
③Free talking：Look at xxx’s… 评论一下学生们的打扮，为后面创设校园coseplay，伙伴们都穿着漂亮的`衣服参加服装秀的情境埋下伏笔。同时也营造一种民主、和谐、宽松的英语氛围，为学生架设一座由中文思维向英文思维过渡的桥梁。
新课呈现分两部分：
①利用课件，出示一个学生熟悉的人物Liu Tao,他也来参加coseplay.点击他身上的衣服，询问学生并引出a pair of shorts。操练chant: shorts, shorts, a pair of shorts ， a pair of shorts for my friend.同法操练其余的三个：a scarf,a sweater,a jacket。通过师生、生生之间的大量语言交流，鼓励学生大胆开口，勇敢表达，逐渐让学生体会到学习英语的快乐
②创设校园coseplay的情境，教师扮演一位评委，引出句型Look at ’s at her ’re so big.等等。师生练说此类句型。然后通过采访，引出句子Whose …is it?It’s xxx’…are they?They’re xxx’s.师生围绕coseplay，操练Whose …is it?It’s xxx’…are they?They’re xxx’s。这两个句型，并且区分be动词单复数的使用。苏霍姆林斯基说过：没有也不可能有抽象的学生。因此，我们要鼓励孩子们大胆地用英语表达，让他们知道“English, I can”。
巩固操练分三部分：
①说一说，利用教学卡片，在黑板上制作衣物小转盘，操练单词等。
初中英语说课稿【第三篇】
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 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 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 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” 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 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 some ss to write their answers on the bb and check 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 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.
that’s all. thank you!
牛津初中英语说课稿【第四篇】
今天我说课的内容是《牛津初中英语》8A Unit 2 School Life的Reading第一课时。对于这节课我将以教什么、怎么教、为什么这么教为思路，从教材分析、教法分析、学法分析和教学过程四个方面加以说明。
一 说教材
本课以school lives为话题，以学习life in a British school and in an American school为载体，以find out the differences between a British school and an American school为任务。为了使学生们对这一话题更感兴趣，在教学过程中，我准备采用多媒体辅助教学这一教学模式设置情境，有效地将单词、句子和情景相结合，达到语言点的灵活运用和学生们学以致用的目的。
教学目标：能听懂，会说，会读，会拼写单词mixed,subject,sew,tasty,hero,close,taste and article.能根据关键词和上下语境猜测课文大意。
重难点：本课是Reading的第一课时，主要为了完成这样一个任务，即通过阅读理解文章主题，通过设计一些如true or false questions, answer questions, fill in the blanks, line the words等练习题检查学生们对课文的理解程度。由于新课程标准要求大力培养学生们的阅读能力，所以通过阅读理解文章大意就成了本课的重点。通过对文章的理解要求学生们能用自己的语言描述出相关内容，这就是本课的难点。
二 说教法
1、 直观情境教学法：本课将利用多媒体创设情境，激发学生们的好奇心和求知欲；设置语境，使学生们体验语言的真实、自然，从而培养学生们组织和表达语言的。能力。
2、 任务型教学法：根据任务型教学的原则设计语言实践活动，通过学生们体验、参与、合作、交流、探究等方式学习和使用英语，从而完成教学任务。
3、 活动式教学法：在本课的教学中，主要采用跟读、分组朗读、分角色朗读等多种阅读方式，将书本知识融入活动中，让学生们在活动中不断的吸收、内化所学知识。
4、 循序渐进，达到目标教学法：英语毕竟是一门外语，学生们缺乏语言环境。要掌握本课内容不能一蹴而就，可以将重点难点分解到各个教学环节中�
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。
初中英语说课稿【第五篇】
下面是第一范文网小编整理的初中英语说课稿《Unit 6 At a Farm》 说课稿，希望对大家有所帮助。
一、说教学内容
今天我说课的内容是人民教育出版社出版的PEP Primary English Book IV Unit 6 At a Farm.的第一课时，主要学习sheep, lamb, goat, cow, horse, hen六个新词。
二、说教材
本节课是单词教学。它是在学生初步学习了句型“How many……do you have?之后进行教学的。通过学习新词，感知句子What are they? They are….How many….为下节课的教学打下基础。本课时容量大，但难度不大，并受到学生的喜爱。
三、说教学目标
《英语课程标准》指出：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良
好的学习习惯和形成有效的学习策略，发展学生自主学习的能力和合作精神是小学英语教学的基本任务。在认真分析教材的基础上，我针对学生实际，将本课时的教学目标及重，难点确定如下：
1、知识目标
(1)使学生能听、说、认、读sheep, lamb, goat, cow, horse, hen等单词。
(2)初步感知：“What are they? They are…. How many….How many……”等句子，学生能听懂并理解其意思。。
2、能力目标：
(1) 能听懂Let’s do中的指令并做出相应动作。,如Shear a sheep.
(2) 能区分农场的动物， 培养学生灵活运用所学知识进行交流的能力。
3、情感目标
(1)培养学生注意观察、认真模仿的良好习惯和主动竞争的竟识。
(2)激发学生学习英语的兴趣，使学生树立学习英语的自信心。
(3)培养学生的合作交流能力。
四、说教学重点
学习新词sheep, lamb, goat, cow, horse, hen, 能正确认读。。
五、说教学难点
1. 培养学生合作学习的能力。，同时注意培养学生学习英语的兴趣， 树立自信心。
六、说教学准备
教师准备新旧单词卡片、录音机、磁带、流动小红旗、写句子的纸条、挂图。
七、说教法、学法
为了突破这堂课的重、难点，根据小学生好奇、好胜、好动、模仿力强、表现欲旺盛等
生理和心理特点，我主要采取了以任务型教学模式为主，以活动，合作为主线，让学生在教师的指导下，通过感知、体验、实践、参与和合作、游戏感悟等多法并用的方式组织教学。彻底改变传统的“授—受”的教学模式，促进语言实际运用能力的提高。
八、说教学过程
(一)歌曲导入，激发学生学习的兴趣
教育家托尔斯泰说过：“成功的教学所必须的不是强制，而是激发学生的兴趣，兴趣是
推动学生学习的强大动力，是学生参与教学活动的基础。激发学生参与学习的兴趣，是新课导入的关键。Well begun, half done. 精彩的课堂开头，往往给学生带来新意、亲切的感觉，不仅能使学生迅速地兴奋起来，而且还会使学生把学习当成一种自我需要，自然地进入学习新知的情景。
因此，在热身的时候，首先让学生分角色演唱歌曲：“Old MacDonald had a farm”，这样的导入能很快吸引住学生，同时还渲染了学生学习英语的良好气氛。
(二)自由会话，促进语言实际运用能力的提高
学生在一个平等尊重的氛围中，他们的思维是放松的，敢于说、敢于参与教学。教师要真心诚意地把学生当成学习的主人，努力提高“导”的艺术，从而在教学中恰到好处地去启发、点拔、尽可能地给学生多一点思考的时间，多一点活动的余地，多一点表现自己的机会，这样才能使课堂氛围充满活力。因此，我在这个环节与学生进行了朋友式的会话。It’s time for class. Are you ready ? Hello ! Boys and girls. How are you ? Nice to meet you. ? 不仅复习了旧知识，还渲染了学习英语的良好气氛。
(三)呈现新知，合作互动。
在小学英语课堂中使学生保持一种积极的紧张感，能够激发他们学习的外部动机，引
发他们一系列的自主活动，促进外部动机向内部动机的转化。Today, we are going to learn“Unit 6. At a Farm.”. I’ll divide you into four groups . Which one is best, they’ll get the flag, OK? Now, Let’s start.于是我提出问题Do you like animals.引入学习主题，并通过挂图和音乐创设情景Let’s go to a farm. There are many animals自然引入新词的学习。在呈现新知时，我尤其注意了小学生形象思维优于抽象思维的特点，通过对比，听音，看动作等不同的方式引出新词，给学生以深刻的第一印象。游戏所带来的乐趣会使每一位参与者保持一种积极的心态。游戏是儿童学习的一种重要途径，也是激发学生学习兴趣的最佳方法。正如苏霍姆林斯基指出：“如果用思考、情感、创造、游戏的光芒来照亮儿童的学习，那么学习对于儿童来说是可 因此，在操练时，我首先进行了一些机械的练习，如：“Listen, point and repeat. ”听音、指词、跟读，“Look and Guess”看口形、猜单词。同时，我更注意抓住小学生好动的特点，辅以全身反应法，如模仿动物的叫声，或与之相关的动作(挤牛奶)等有趣的活动，充分激发学生学习的兴趣。同时在学习生词时感知句型，做到“词不离句，句不离词”，重视对学生思维，观察能力的培养，特别是对学生合作学习能力的培养，让学生们们在师生，生生，小组等不同的合作方式中，学会倾听，学会评价，为学生的终身学习奠定基础。
(四)课堂总结，及时评价。
通过对知识的小结，帮助学生将本课的信息进行加工、储存，从而明确教学目标、重
点和难点；对学生的表现进行总结评价，以评价促发展，培养小组团队精神，激励学生大胆开口，积极活动，为小组争得荣誉。最后做活动手册，是一个常规练习，其目的在于全方位地、及时检测学生对本课时掌握的程度。
九、教学总结
这节课不论是新知识的呈现，还是游戏的设计，都能紧紧地抓住学生，吸引学生，让学生积极参与到课堂中来。学生在玩中学，学中用，提高了课堂实效，培养了学生学习的兴趣。我相信通过这样的教学，充分让学生主体参与、体验感悟、游戏巩固，是一定能圆满实现课堂教学任务的。
初中英语说课稿【第六篇】
Unit 4 Where’s my backpack?说课稿
一、教材分析
1、教材的地位及作用：
本单元主要是谈论话题“Things around the house”，其中Section A则围绕学习“询问物品的位置”这个本单元的重点而展开多种任务型的教学活动，使学生学会基本句型“Where’s/ Where’re ~~~? It’s/ They’re on/in/under~~~~.”和 “Yes/No”疑问句，进一步体会和学会运用“Where…? Yes/No”疑问句的用法；学会运用方位介词“on/in/under”来表达物品的位置。通过以上两个方面的学习，使学生学会运用听关键词、推测词意的学习策略，识别不同物品的位置。这样既能让学生了解自己的家居环境，热爱自己的家，又能促使学生通过想象来设计自己理想中的房间和对好的生活习惯的重新认识。本单元与第五单元衔接紧密：由本单元“Is/Are …?”的学习过渡到第五单元“Do …?”一般疑问句的学习，最终促进学生综合运用语言能力的提高和形成学生在实践中学会学习的能力，
2、教学目标：(知识目标、能力目标、德育目标)
教学目标是教学活动的出发点和归宿点，根据布鲁诺关于认识领域的教学目标理论以及新目标教材大纲要求，结合以上分析，我确定本课的教学目标如下：
语言知识和语言技能目标：
(1)学习和掌握有关询问物品位置的句型：
Where’s my backpack? It’s on/in/under/behind/next to the chair.
Are my books on the chair? Yes，they ，they aren’t.
Is it on/in/under ……? Yes，it ，it isn’t.
(2)学习和掌握有关家具类的单词：table, bed, dresser, bookcase ,sofa ,chair ,drawer , plant , bag
(3) 学会三个方位介词的用法：on ,in , under
能力目标：培养学生用英语思维的判辨能力、综合运用语言的能力和自主学习的能力。培养学生的语言交际能力和创新能力。
情感目标：提高学生学习英语的兴趣和自信心，培养学生善于与他人合作的精神，使他们积极主动参预课堂活动和相关的课外活动，并从中体验学习的乐趣，从而培养学生乐于探索和勤于动手的学习态度。
德育目标：促使学生了解和关心自己和他人的家居环境，热爱自己的家，养成良好的生活习惯。从完成任务的过程中，学会互相合作，互相帮助，互相提高的社会交际意识。
学习策略：通过work in pairs and work in groups ，听对话贴图，师生之间和学生之间的教学活动，培养学生学习英语的认知策略、元认知策略和交际策略等。
确立各目标的依据：根据英语新课标规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。
教学重难点
教学突破：
通过使用方位介词“on/in/under”表达物品的位置及学习“Where……”和“Yes/No”疑问句的用法，使学生学会区别特殊疑问句和一般疑问句。
确立重难点的依据：
新课程标准对七年级学生的要求，及本课在教材中所处的地位和作用。
二、学情分析
爱因斯坦曾说过：“兴趣是最好的老师。” 兴趣是学习自觉性的起点，是智慧灵感的源泉。本课的对象是刚进初中不久的七年级新生，有部分学生小学并没有学过英语，他们对英语有着极大的兴趣和好奇心。教师应该抓住这个有利因素，注重对学生学习英语兴趣的培养，保持他们强烈的好奇心和旺盛的求知欲。因此，教师在教学过程中要精心设计各种教学活动，积极采用新颖、丰富多彩的教学手段来激发学生的学习兴趣，用兴趣来激活他们的思维能力，唤起他们的学习注意力，进而充分调动学生的学习积极性和主动性，让他们积极参与到教学中去，真正成为一堂课的主人。俗话说：“良好的开端是成功的一半。”七年级英语教学是整个初中英语教学的基础，让学生迈好英语学习的第一步，对培养学生学习英语的能力和促进学生的个性发展有着很大的帮助。
七年级学生的心理和生理特点：心理上，他们好动、好奇、好表现。抓住这一心理特点，积极采用形象生动、形式多样的教学方法和学生广泛的、积极主动参与的学习方式，就一定能激发学生的学习兴趣；生理上，他们好动、注意力易分散、爱表现自己，希望得到老师的表扬。抓住这一生理特点，一方面要运用直观生动的形象，引发学生的兴趣，使他们的注意力始终集中在课堂上。另一方面要创造条件和机会，让学生有机会表现自己，享受成功的喜悦，从而增强他们对英语学习的自信心，在学习过程中发展综合语言应用能力。
三、教法设计
要想上好一节生动有趣的英语课，精心设计每一个教学步骤、教学环节以及采取切实可行的教学方法是关键所在。新课程标准也要求：英语课要培养学生的学习兴趣，树立学生学习的自信心，养成良好的学习习惯，形成学生综合运用语言进行交际的能力。因此，在整个教学过程中我采用情景教学法、多媒体辅助教学法、合作学习法、小组竞赛法、交际法和任务驱动式教学法等教学方法进行教学，以兴趣吸引人，以情感培育人，以评价激励人、以活动促进人。通过多媒体、实物、体态以及图片等创设富有生活气息的语言情境，让每一个学生参与听、说、读、猜、表演等各种丰富多彩的学习活动，激发学生的学习兴趣。将学习与游戏有机结合，使学生陶醉在轻松、活泼、有趣的课堂活动中，让学生“在玩中学，在学中玩”，循序渐进地、积极主动地去感知、体验和参与合作，形成综合运用语言进行交际的能力。通过听说读写的基本训练，使同学们在轻松愉快的学习氛围中掌握和巩固知识，真正做到寓教于乐。
1、情景教学法
“学语言的目的是为了运用”，而“语言都发生在一定的情境中”。因此，英语教学应当将其置于情景中，从情景教起。情景教学法强调语言在情景中的应用，使学生身临其境，展示具体生动的形象给学生，使教学在生动活泼的情景中进行。最终让学生通过感知具体形象，达到抽象思维的目的，从而激发学生学习英语的兴趣，变被动的跟随为积极主动自觉学习行为。在本课教学里，我主要打算用情景法来贯穿。
2、 多媒体辅助教学法
多媒体辅助教学集图象、声音、文字于一体，使教学内容更生动、形象，吸引学生的注意力，使他们在轻松、愉快的氛围中接受新的知识。在课堂教学中，我考虑运用多种电教多媒体辅助教学，使教学内容变难为易。
3、 交际法
学习英语，目的在于用英语进行交际。英语要作为交际工具来教，也要作为交际工具来学，做到学用统一。在英语教学中，要使语言形成与学生的生活实际相联系，从而使口语技能发展成运用语言进行交际的能力。要达到这一要求 ，使学生能运用外语进行交际，教师在课堂教学中就要设法结合生活实际，创造交际活动情境，精心设计一些真实的情景，增强学生学习的兴趣，让学生利用所学的语言知识，自由表达自己的思想和见解，提供师生交流、学生与学生交流的机会，让学生在做中学，在实践交流中获得信息，习得英语。在教学中，我遵循这一原则，设计一些比较真实的情景。
4、 任务驱动式教学法
任务驱动式教学方法是指在整个教学过程中，教师不直接讲解教学内容，而是把教学内容分解到精心设计的一系列任务中，通过让学生自己完成任务来学习知识、掌握技能。 这种方法对于培养学生分析问题、解决问题的能力，激发和维持学生的学习积极性等有着独特的优势。因此，在教学过程中，我所要求学生掌握的内容都是通过一个个任务来进行，由易到难，由简到繁，让学生在不知不觉完成任务的过程中学到知识。
四、教学手段
主要以多媒体来辅助教学，贯穿整个教学过程。这样增加了直观性和趣味性，加大了课堂密度，提高了教学效果。
五、学法指导
教务于学，教学的主要任务不是积累知识，而是发展思维。教师在传授知识的同时，更主要的是要教会学生方法，发展他们的能力，让他们通过思考，将有关知识重新提炼总结。课堂教学是教与学的双边活动，教师的主导作用主要通过教法来体现，学生的主体作用也应该在学法中体现，这样才达到教与学培养能力的目的。鉴于所学单词及句型特点及学生现有知识水平，我准备引导学生采用听、看、读、猜、想、说的方法来学习本课。通过听、看，达到有所思，有所得，帮助不同阶层的学生掌握学习重点；采用多表扬、勤鼓励的评价方法，使不同层次的学生都有学习积极性，在知识上均有所提高。
六、教学程序
教学过程：
Step1. Revision
1. duty report
2. 复习unit 2所学过的物品名称，为新课学习作铺垫。
Step2. 创设情景，导入新课
1、 游戏法教学单词
任务一：家具名称大搜索
活动目的：让学生通过游戏掌握有关家具类的单词。
活动过程：(1)学生以小组为单位，从课本P19 的图画中寻找家具，规定时间内找得最多并能准确说出家具名称的小组获胜。
(2)在屏幕上用闪现的方式展示家具的图片，学生边看边说，在轻松的气氛中学习和掌握这些新词。
语言知识：What’s this ? It’s ------.
2、 直观法教学介词
(1)老师拿出铅笔和铅笔盒，通过不断变换铅笔在铅笔盒的位置，形象直观地引出三个介词： on, in, under
(2)学生拿出自己的铅笔和铅笔盒，跟着老师边说边做动作，通过实践来体会这三个介词的用法。这一过程用chant 的形式来进行，这样既强化了记忆，又避免了机械的死记硬背。
Step 3. 师生互动，学习探究
1.创设情景听对话，使学生学会运用听关键词和推测词意的能力。
情景一、Jimmy 是个粗心大意的男孩，他总是把东西乱放。请你帮他把需要的东西找出来。做1B的练习。
情景二、Sally帮忙收拾了房子，结果Jimmy又找不到他的东西了。请你再帮他把东西找出来。做2A和2B的练习。
2.展示出几组图片，引出本课重点句型：
Where is /are-----? It’s / They’re--------.
学生两人一组通过看图说话的形式来巩固和加深对重点句型的理解。
3. 投影出1B的图片，引出本课另一重点句型：
Is the baseball/Are the books -----?
Yes, it is. / No, it isn’t. Yes, they are./ No, they aren’t.
学生两人一组，其中一人凭记忆猜猜物品都放在什么位置，另一人打开书本检查正误，从而自然而然地操练这一重点句型。
Step4.合作交流，巩固提高
任务一：猜猜看
活动目的：通过猜物品的位置所在来巩固前面所学过的重点句型。
活动过程：投影出一所空房子的图片以及各种家具的图片。教师提问：Where is/are-----? 学生以小组为单位进行讨论，并选派代表来猜：Is it /Are they-----?
猜对最多的小组获胜。
语言知识：Where is/are-----? Is it /Are they on/in/under-----?
Yes, it is. / No, it isn’t. Yes, they are./ No, they aren’t.
任务二：寻宝大行动
活动目的：通过创设贴近生活的语言情景，学生自由选择所学的语言知识进行交流，培养学生综合运用语言的能力。
活动过程：学生课前把自己最喜欢的一件东西收藏起来。以小组为单位，询问其他组员把宝物放在什么地方。规定时间内找到宝物最多者获胜。
语言知识：Where is/are-----? Is it /Are they on/in/under-----?
Yes, it is. / No, it isn’t. Yes, they are./ No, they aren’t.
任务三：找差别
活动目的：培养学生用英语思维的判辨能力，并对学生渗透德育教育：应该养成良好的生活习惯，保持房间干净整洁。
活动过程：学生看两幅相似的图片，图片中有一些相同的物品，但所放的地点却不一样。以小组为单位，轮流询问有关物品所在的位置。学生记录下两幅图片中物品位置的不同，并在班上汇报自己小组得出的结果。
Step5. Homework
设计自己理想中的房间，把它画出来，并在旁边加注英文说明。
这个作业的设计既促进了学生的创新能力的提高和培养了他们的动手能力，使课堂的知识得到了延伸，也使每位学生都得到了体验成功的喜悦心情。
板书设计：
我的板书设计是这样的：
这一板书设计，简洁明了，一目了然，充分揭示了本节课的重点和难点，便于学生理解、记忆和操练。
确立教学程序各环节设计的理论依据：
通过复习旧知，引入新知，再利用所学的知识，由师生操练转向生生操练，由单向操练转向自由操练，由模仿提高到运用，遵循了学生的认知规律，加强了师生和生生之间的互动。新课程标准特别强调要突出学生的主体地位，尊重个体差异。在整个教学过程中老师充当了学生学习的引路人、组织者，充分体现了学生的主体性，尊重了学生的个体差异，让他们真正成为学习的主人。新课程标准提倡“任务型”的教学模式和小组合作学习的方式。整节课的设计以任务型的学习模式为主，通过小组合作学习的方式来完成各项任务，开放了学生的思维空间，充分激活了学生的英语思维，拓宽了学生的视野，丰富了学生语言的积累，为今后实现真正的交际打下良好的基础。
小结
综观整节课的设计思路，是以任务型语言教学作为核心，以具体的任务为载体，以完成任务为动力，把知识和技能融为一体，通过听、说、读、写等活动，让学生用所学语言去做事，在做事的过程中发展和运用自己所学语言。整个过程立足于学生本身，把学生作为教学的主体，教师从学生“学”的角度设计出各种教学活动，使学生在完成各种任务的过程中逐步形成运用语言的能力，为他们的终身学习和发展打下良好的基础。
牛津高中英语说课稿【第七篇】
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_______
牛津初中英语说课稿【第八篇】
今天我说课的内容是《牛津初中英语》8A Unit 2 School Life的Reading第一课时。对于这节课我将以教什么、怎么教、为什么这么教为思路，从教材分析、教法分析、学法分析和教学过程四个方面加以说明。
一、说教材
本课以school lives为话题，以学习life in a British school and in an American school为载体，以find out the differences between a British school and an American school为任务。为了使学生们对这一话题更感兴趣，在教学过程中，我准备采用多媒体辅助教学这一教学模式设置情境，有效地将单词、句子和情景相结合，达到语言点的灵活运用和学生们学以致用的目的。
教学目标：能听懂，会说，会读，会拼写单词mixed,subject,sew,tasty,hero,close,taste and article.能根据关键词和上下语境猜测课文大意。
重难点：本课是Reading的第一课时，主要为了完成这样一个任务，即通过阅读理解文章主题，通过设计一些如true or false questions, answer questions, fill in the blanks, line the words等练习题检查学生们对课文的理解程度。由于新课程标准要求大力培养学生们的阅读能力，所以通过阅读理解文章大意就成了本课的重点。通过对文章的理解要求学生们能用自己的语言描述出相关内容，这就是本课的难点。
二、说教法
1、直观情境教学法：本课将利用多媒体创设情境，激发学生们的好奇心和求知欲；设置语境，使学生们体验语言的真实、自然，从而培养学生们组织和表达语言的能力。
2、任务型教学法：根据任务型教学的原则设计语言实践活动，通过学生们体验、参与、合作、交流、探究等方式学习和使用英语，从而完成教学任务。
3、活动式教学法：在本课的教学中，主要采用跟读、分组朗读、分角色朗读等多种阅读方式，将书本知识融入活动中，让学生们在活动中不断的吸收、内化所学知识。
4、循序渐进，达到目标教学法：英语毕竟是一门外语，学生们缺乏语言环境。要掌握本课内容不能一蹴而就，可以将重点难点分解到各个教学环节中�
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。