- 相關推薦
作為一名專為他人授業解惑的人民教師，往往需要進行說課稿編寫工作，借助說課稿可以更好地提高教師理論素養和駕馭教材的能力。那么應當如何寫說課稿呢？以下是小編整理的初中英語的說課稿，僅供參考，希望能夠幫助到大家。
初中英語的說課稿1
一、教材分析:
本單元圍繞著"最喜歡的科目"這一話題展開，圍繞"what, why, who三個特殊疑問詞"開展了多種形式的教學活動。教材以學生的學習經驗和興趣為出發點，語言素材來源與學生的實際生活，目的是通過這一單元的學習，讓學生學會談論自己喜愛的學科及其他事物并說出理由，學會一周七天的表達法，學會合理安排自己的作息時間。教師在教學過程中可以幫助學生調整偏科的傾向，使學生能全面發展。Section A 是本單元的第一部分，也是本單元的重點。SectionA的內容計劃兩節課講完，在這兩節課里，要求學生能夠學會以下內容:
1、教學目標:
知識目標:
（1）部分新單詞。
subject, science, physical, education, P、E、 ， teacher, Mr ，Mrs ，example, partner ，city ，biology ，gymnastics
（2）兩個句型:
—What's your favorite subject
—My favorite subject is …
—Why do you like this subject
—Because…
能力目標:
學會談論喜好的原因，學會表現自我，敢于發表自己的觀點，提高學生的正確表達能力，學會與他人進行合作學習，促進學生的全面發展。
情感目標:
通過談論自己及他人的學科興趣，愛好，加深學生間的了解，增進學生之間的友誼，幫助學生樹立各學科齊頭并進的信心。
確立教學目標的依據:
依據英語新課程標準的體系，強調英語教育要面向全體和學生的全面發展，強調語言學習中學生創新能力的培養，促進學生健康人格的全面發展
2、重點與難點:
重點:
(1)、有關于科目名稱的單詞的記憶與運用。
（2）、what ，why 這兩個特殊疑問詞。
難點:用所學內容準確陳述自己喜好的理由，并與他人對此進行自由交流。
確立重難點的依據:
本節課在教材中所處的地位及作用。
二、教材處理:
根據以上對教材的分析，同時針對初一學生的實際情況，首先給學生創造外語語言的氛圍，從學生的日常學習生活入手，圍繞著本課的重難點，設計一系列的貼近學生實際生活的`活動，在自主，合作的學習氣氛中對學生所學知識點進行訓練，從而達到鞏固知識的目的。
三、教學方法:
以啟發式，探究式，合作式教學方法為主線，讓學生通過"觀察—模仿—實踐"的方法學會本課的中心內容，展開以學生為中心的師生互動活動，真正體現新課程的理念。
四、教學手段:
主要以多媒體輔助教學，自制課件，增加了直觀性和趣味性，加大了課堂容量，提高了課效率。
五、教學過程:
（一）、復習舊知識:
因為本節課學生將學到一些有關科目的新單詞，并且在下面的句型應用中，將用到一些以前學過的有關科目的單詞，所以可以先進行一個小小的比賽，用來幫助學生喚起有關此類單詞的記憶。比賽具體規則為:呈現圖片給學生，能最快地說出科目名稱并拼寫此科目名稱單詞的學生就能得到獎勵（在此其中應盡可能照顧成績不太理想的同學，以鼓勵他們的積極性）。比賽后給學生1分鐘的時間，復習鞏固這些已經學過的單詞。
（二）、新課的講解:
1、學習詞匯:
教師仍出示圖片，鼓勵學生在老師開口之前說出單詞，并看看能不能有學生說出新單詞并正確拼寫。如果有則要對此學生進行表揚，并呼吁其他學生向其學習。以此引出本課中的新單詞，接著教師可將新單詞呈現給學生看，并讓學生將單詞與圖片配對。這樣既可幫學生理解新單詞的含義也可幫助學生記憶。教師放錄音，學生跟讀。通過對純正語音的學習掌握單詞的正確發音，同時培養聽力。接著教師朗讀，學生跟讀。然后學生自由朗讀，看看有哪些不會讀，提出來，教師對學生較難理解的單詞可再領讀或講解。
在學生能大概能正確讀音后，教師可利用實物——各類學科書籍進行操練，以此鞏固學生的所學。
2、學習句型:
本節課要引導學生學習what,why引導的兩個句型，而初一新教材的突出特點是每引出一個新的知識點，便將師生互動，生生互動的學習貫穿于整個教學過程中，使學生在接觸，模仿，運用中將知識做到融會貫通。針對這個特點，首先引導學生來學習1a~1c的內容。
（1）、在1a~1c里，最主要是學習新句型what's your favorite subject My favorite subject is science、由于what的句型貫穿了整個單元的學習，因而要求學生不僅會讀，會寫，最終要做到會用。基于此，首先要讓學生明白此對話的意思，接著要求學生跟錄音讀，在讀中去感悟這個句式。接下來，師生間互相問答，做到模仿運用。最后通過1a中給出的單詞P、E、， art ， science ， music ，math ，Chinese,運用句型what's your favorite subject My favorite subject is------、 采用同桌兩人一組互相問答的方式進行。教師可請部分學生來表演（教師要注意指正學生的錯誤），并請其他同學評選出表現最好的一組學生。此項活動除了能融洽同桌關系外，還能培養學生的交際能力。
（2)、在此基礎上，進一步學習2a~2d里面的新句型Why do you like P、E、 Because it's fine 。引導學生說出喜歡這種東西的原因。由于這一部分知識是前一部分的延伸，并且就來自于學生的日常生活，所以學生會比較有興趣學。針對這一知識的特點，可先將2a里的對話順序打亂:
(1 ）、Because it's fine 。
（2 ）、What's your favorite subject
（3 ）、My favorite subject is P、E、 。
（4 ）、Why do you like P、E、 讓學生自己思考將對話排列出正確順序(2)(3)(4)(1)。這樣一可以培養學生的語感，二則可以培養學生的邏輯思考能力。然后再聽錄音，培養學生的聽力，并且加深印象。第一遍聽，第二遍讀，第三遍就可以試著復述（復述時教師應適當給出關鍵詞或關鍵語句的提醒）。
接著教師可讓學生同桌之間自編對話，對所學句型加以靈活運用，并請幾組學生表演他們的對話。這樣一方面可以檢測學生對所學內容的掌握程度，另一方面也可以培養學生的勇氣和表現能力。
在這一活動中，如果學生反應良好，教師也可將3a里的Who is your… teacher My… teacher is……。提到此處，盡量做到讓因材施教，爭取讓不同層次的學生都能有收獲。
3、拓展練習:
根據Go for it!提倡任務型教學模式的精神，教師可給學生設計任務，讓他們去做一個調查，調查同學喜歡什么科目，并可順帶問問原因。表格如下:
N S
Math
Chinese
English
P、E
Science
Music
此調查可以在小組內開展也可在全班范圍內開展，在調查完成后教師可請學生將其調查結果公布，并請學生說說原因。教師可在此教育學生要全面發展，應避免偏科現象，同時幫學生樹立能學好每門科目的信心。
4、語法練習
下面的練習是針對本節課的重點設計的，重在考察學生的應用能力。
Sindy likes P、E because it's interesting、（劃線提問）
(2)My sister's favorite subject is history、 （根據答語寫出問句）
（3） My favorite subject is music、 （劃線提問）
5、小結:
讓學生自己總結歸納本課所學重要內容。本環節設計的意圖是讓學生自我總結，自我領悟，自我提高，加深對所學知識的印象。
初中英語的說課稿2
Good afternoon, everyone! Nice to meet you here! I’m XXX, an English teacher from XXX Middle School. Today I’m glad to have a chance to introduce my lesson to you. Now, I’ll say something about my lesson: Lesson 22 Presents from Canada. I’ll say this lesson from six parts.
Part One. Analysis of the Teaching Material:
（一）。Status and function.
This is the sixth lesson in Unit 3, Junior English Book 3 （Learning English）。This unit focuses on the festivals in autumn in Canada and China. It mainly introduces three important festivals: Thanks giving, Mid-autumn Festival and a birthday. It is helpful for the Ss to learn about Western cultures.
This lesson is mainly about posting presents and cards to Li Ming. The Ss will learn what to write in birthday cards, and it’s a chance to show their love to their classmates and parents.
（二）。 Teaching aims:
1、Knowledge objects.
A） Master the new words and phrases.
B） Learn what to write in birthday cards and how to post them.
2、Ability objects:
A） To improve the Ss’ listening, speaking, reading and writing abilities.
B） To improve the Ss’ awareness and ability of cross-culture.
3、Moral objects.
A） To cultivate the feelings of loving each other and caring about others. Make the Ss’ love their classmates and parents more deeply.
B） To enable the Ss to take a great interest in learning English and take an active part in the activities in class.
（三）。 Teaching Important Points
1） Master the new words and phrases. 2） Train students’ reading ability.
（四）。Teaching Difficult Points
How to improve students’ reading ability.
Part Two Teaching methods
1. Multi-media teaching. It can help the students be interested in the lesson and learn the lesson happily and easily.
2、Encouragement and praise.
3. "Task-based" teaching method.
"Task-based" language teaching has been one of the most important foreign teaching approaches during these years. The New English Curriculum requires teachers to use it .It’s an effective and advanced teaching approach. It’s widely used in many different countries.
Part Three Learning methods:
As an English teacher, your duty is not only to teach the students some English knowledge, but also to raise their skills of learning and using English. Such as:
1. Co-operation and competition----Students cooperate and compete with each other by working in groups.
2. Reading skills----How to read English
Part Four Teaching Aids
multi- media, the blackboard, objects.
Part Five Analysis of the students
The students are in Grade Eight now, and they have some interests of learning and speaking English, they are willing to co-operate and communicate with others in class, especially this lesson is related to their daily life: Giving presents to a friend. I think it’s easy for them to learn the lesson and they will take an active part in the activities in class.
Part Six Teaching procedures
I’ll finish this in four steps. First, I’ll divide the Ss into four groups and bring a competition into the class. In the end, let’s see which group is the best.
Step1. Greeting
Greet and sing the song "Happy birthday to you " with the Ss.
As we know: Well begun, half done. To have a good beginning, and motivate the Ss’ interest, I let the Ss sing the song together. So the Ss feel relaxed and happy in learning English.
Step2. Pre-reading
1. Show some pictures about a birthday and talk about them with the Ss.
2. Think about it : A） Do you give birthday cards to your friends?
B） What do you write in your cards?
My purpose is to show the beautiful pictures with the multi-media to attract the Ss’ attention and make the Ss take an active part in speaking English, so that they have more interests in learning this lesson.
Step3: While-reading
1. Fast reading
Li Ming’s birthday is coming. Danny and Jenny will give birthday cards to him. Let’s see what they write in their cards. Get the Ss to read the text silently and quickly, answer the questions:
①What are Jenny and Danny doing?
②What do they write in their cards?
③Where are they going at last? Why?
2. Careful reading
1. Get the Ss to read the text silently and carefully, then fill in the blanks.
My purpose is: I use "Fast reading" method to let the Ss get the general ideas of the text and "Careful reading" method to let the Ss get the detailed information of the text. They help develop the Ss’ reading abilities.
While reading, the Ss grasp the meaning of the new words and phrases from the context.
2. The Ss answer the questions. If they do them well, I will praise them and give red stars to them or their groups.
Step4: Post-reading
A） 1.Make up a new dialogue of posting birthday presents and cards according to the text, using the objects you have prepared.
2. Ask several groups to act it out.
B） Show your love
1. Make a birthday card for one of your classmates. Don’t forget to make your cards beautiful.
2、Get several groups to show their cards and read what they write to the class, praise and clap for them.
On the above, I designed two tasks: make up a new dialogue and show your love. I use "Task-based" teaching method here is to develop and train the Ss’ ability of communication and also their ability of co-operation. It’s a good way to use English to do things. It’s helpful for the Ss to develop their ability of using English. Making birthday cards is a good chance to show their love to their classmates, so that they will love each other and have a better friendship.
Step8: Homework
1. Make a birthday card for your parent.
2. Rewrite the story in the text.
My purpose is to cultivate the Ss’ writing ability and it’s a good way to consolidate the knowledge they have learned after class. Making a birthday card is a good chance to show their love to their parent.
Blackboard Design
Lesson 22 Presents From Canada
New words and phrases:
Groups: 1 2 3 4
box----boxes tape address
post=mail wait cardboard
post office send…to… all ready
on the top of…
Thanks for listening! If you have any good advice, please share with me!
初中英語的說課稿3
Well, good afternoon ladies and gentlemen, I am very happy to meet you all here. Today，I am going to present Unit 12 Writing. Well, please look at the teaching material together. Well, this is a letter in the book. Students are required to read it through, have a look at it, try to write a letter to Zhao Jie, a boy who doesn’t like any subjects at all. [Presenting the 2nd PPT about the given letter.]
Well, I think my teaching aims should include the proper form of English letter, and second, how to write a letter in an idiomatic way. [Presenting the 3rd PPT about the teaching aims.]Well, to achieve these goals, I am going to arrange my teaching step by step [Presenting the 4th PPT about the teaching procedures]. Well, these are the steps, since so many, let me make it simple, actually, they are words, sentences and paragraphs. As we know that articles consist of words and sentences. So first, I would like to talk about the words. That is also the first step---revision. Well, you know, students have learned the names of the subjects in the former lessons. So, I am going to review the words by playing games with them. Here comes the first game: who can write more? [Presenting the 5th PPT about the 1st game]I am going to divide the students into two groups, for example boys and girls. They are given two minutes to rush to the blackboard and write down the subjects they know. The group which can write more will be the winner. Imagine how excited the students are, and at the same time, they are also reviewing the words. Well, what’s more, you may have noticed these two subjects, Physics and Chemistry. [Presenting the 6th PPT about the result of the game] Actually, these two subjects are not in this book. So, in this way, we can know that some students are showing us how much they know and all the students can also enlarge their vocabulary at the same time. Well, after words, I would like to turn to sentences. Here comes the second game, who can make it longer? [Presenting the 7th PPT about the 2nd game] I am going to give students a word, for example subject. Which students can make it longer? Well, you please. Favorite subject. Good. A phrase appears. Longer? You please. My favorite subject is English. Well, a sentence appears. Even longer? My favorite subject is English, I like it very much, it is so interesting. [Presenting the 8th PPT about the answers of the game]Well, you can see students are constructing words into sentences step by step. Well, this is the revision part. After that, it is time to read. From now, I am going to show students the given material so soon. Actually, instead, I am going to show them those separated pieces. They should put them into the correct order[Presenting the 9th PPT about the reordering task]. You know before the lesson, I divided the whole letter into these four parts, why do I bother to do this? Well, you can see, in this way, students can put more attention to how to begin and how to end a letter. Then, they have a time, can have a chance to read through the whole article[Presenting the 10 th PPT about the reading material]. Well, at the same time, they should also pick out those well used words and sentences, and share them with the whole class. Then, they have a discussion “what information can we use? [Presenting the 11th PPT about the discussion task]Why talking about subjects? Of course, it is easy for them to find these information like these three ones ( time & day, teacher, reason ), because they are in the letter. But what else? Students need to think about that. Well, why? As we know it is easy to copy, but difficult to create. Sometimes, the given material gives us a good example, but sometimes, they may also limit students’ ideas. So they need to go further. As some teachers may prefer to offer the answers directly to the students. But I am not. I think teaching students how to learn is much more important than just teaching knowledge. So students should think about that by themselves. Well, this part is also a brainstorm to them. Till now, they have known so much. Since that, they should be given a chance to put what they’ve known into practice. So I prepare two practices[Presenting the 12th PPT about the 2 practices]. Practice number one, students have a Free Talk about their favorite subjects, if they can express themselves fluently and naturally, they won’t have much difficulty in writing them down. Well, second practice will be the real writing. They are given eight minutes to write a letter to Zhao Jie[Presenting the 13th PPT about the beginning of the letter]. Well, when they finish writing, six students get into a group, they exchange their letters and try to correct mistakes. Why they should do that? Well, teachers may have noticed that not many students have the habit of rewriting and correcting mistakes when they finish writing, and I want them to realize this is also very important.
Ok, after that, each group chooses two representatives, the best one and the one who has made great progress. Which two? I think not only those advanced students but also the less advanced students should be given a chance to show how good they are. Well, for example, yes, after that, some representative come to the front and show their letters to the whole class, but you can think it is a projector like this. This is a student’s letter and when all students finish writing it, they are welcomed to give comments. It is so-so, good or great. So which one? Can you find any beautifull sentences here? They are welcomed to give their ideas. Well, here comes the last part[Presenting the 14th PPT about the homework]. Last part will be the homework. They can either write me an email or have a talk with some one or write an article about his or her favorite . I think both of these are highly connected with our daily life. So, students must be very interested. Ok, so that is all. Thank you very much!
Questions：Anyhow, I appreciate your teaching, and allow me to say so. My question is “ how do you check the achievements of the homework you send to your pupils?
Answer：Well, about this question, I think, first, still the group work. They should exchange their letters and each group should also choose two representatives and hand in the letters or the articles they have written to me, and I correct them by myself. And then, put all these representatives’ works on the wall and show them to the whole class. By this way. Thank you!
初中英語的說課稿4
教材分析：
16單元是第二冊的第二個單元，也就是說是這個新學期的第二單元。16單元的主題是圍繞“問路和指路”展開的，同時教同學，如何用情態動詞“Can”和“May”來表達許可和可能。在第二冊上學期的課本中，同學已經學到了一些關于“問路和指路”的知識，而且他們也知道一局部關于許可的表達，比方“May I come in？”“Can I borrow your pen？”“May I speak to Ann，please？”等等。所以在這個時候對同學在這方面的知識進行擴展和鞏固就顯得水到渠成。而且在同學們的實際生活中，培養他們了解地圖和區別方向的能力尤其重要。61課就是關于這個知識的擴展。62課是一篇與這個主題緊緊相扣的閱讀資料。63課則是關于“May”和“Can”的語法點。64課則是對于整個單元的鞏固，它包括聽、說、讀、寫四個方面的落實和一篇閱讀短文。我認為這個單元的教學目標應該是：
認知：
1、 同學能夠使用下列單詞：
kind，lady，library，cross，reach，corner，church，café，fix，lab，suddenly，history，key
2、 同學能夠使用下列表達：
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、 同學能夠根據所給地圖或街道說明一些地點的具體位置。
2、 同學可以用不同的方式問路。
3、 同學可以用“Can”和“May”表達許可和可能。
情感和態度：
1、 讓同學感受到他們學習英語是為了在實際生活中進行交流，而不單純是為了英語課和應付考試而學習。
2、 讓同學感受到他們是英語學習活動中的主體和中心，以此來激勵他們在英語課上積極參與，追求創新。
學習戰略：
1、 同學應學會用不同的方式表達同一件事，學會用英語去考慮問題，即用想象力表達自身的觀點。
2、 同學應該在英語學習中學會使用brainstorming
文化知識：
1、 教同學真誠待人，助人為樂。
2、 教同學如何設身處地為他人看想。
關于這個單元有兩處難點：
1、 如何準確自如地用這么多表達方式來問路和說明。
2、 如何用Can和May表達可能性。
根據教材和同學因素的特點，我將采用下列教學方法和手段：
1、 交際法和情景法教學
為了激勵同學在課堂上積極交談，我將一些設計真實的情景來激發同學的興趣，這些師生和學習互相之間的交流重心就放在了語言的意義上，與此同時將英語學習與他們的真實生活聯系起來以培養他們用英語進行發明性思維的能力。
2、 以同學為中心和任務型教學。
需要注意的是同學作為獨立的學習者，老師作為一個引路者，組織者，領導者，有時候會是一個團體，其中一員決定了我們學習任務類型的選擇。關于這個單元我將在我的課堂活動中設計信息差任務、問題的.互動解決以和采訪和調查。在我們教學設計設計中，我想提一下任務關聯性。也就是說將所有的教學活動組成一個鏈式的因果關系，在此過程中，前一個活動的勝利成為后一個活動順利進行的前提。
教學步驟：
在61課中，首先我用節奏游戲來復習一些公共場所的名稱。同學一邊拍手一邊就工作和工作地點展開問和答，例如：hospital，police station，school，past office，bus station等等。然后我會把寫有這些地點名稱的厚卡紙放在同學的課桌上，讓同學就此談論每個公共場所的位置：in front of，next to，beside，on the night / left，between… and…，outside 等等。
我將以這種方式出現新單詞和表達方式：我告訴同學這個星期天我有很多事情要做。下面是清單：
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
讓同學回答我要做以上事情將要去的場所。在適當的時候，我會向同學出示咖啡館，碟屋和教堂的照片。然后將61課的地圖出示在屏幕上，問他們如何到這些地方去，教他們使用下列表達“Go across the bridge”，“Go up this road to the end”，“Go on until you reach the end”，“Turn right at the second crossing”。
讓同學參考表格里寫出的表達方式練習如何到達以上地點之后，讓同學四至六個人一組，討論出一次性做完以上事情的最佳路徑。
接著便是同學將學到的新知識運用到他們的真實生活中去。我會把我們本地的地圖掛出來，讓同學說明去一些地方（汽車站，圖書館，長城，賓館和銀行）的路徑，其他人則猜他/ 她將到哪兒去。
在這一課時，我會設計一個信息差的任務。每對同學中的兩個人將會得到兩張不同的地圖（同學A的是完整的，而同學B則不完整）。讓他們通過相互問答來完成B同學手中的地圖。當然前提是不許看對方的地圖。
最后一個任務是發明性的。我讓同學想象20年以后他們居住的地方，并在紙上繪出一張地圖。根據這個地圖，其他人就如何去他/她家展開問答。
62課是一個短劇，所以我會讓同學看影碟模仿而不是單純聽磁帶。
在常規閱讀步驟之后，為了讓同學對于整編文章有一個大致的了解，我會讓同學填寫下列表格。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，我會設計如下任務協助同學進行深一步了解：
任務1：角色扮演 同學以五人一組分角色扮演課文內容
任務2：畫圖 根據警察的說明為老婦人畫一張地圖。
任務3：猜想 猜一猜關于劉梅的信息，用“Maybe”和“may”
任務4：復述 老婦人打電話一個電臺記者，并且告訴他這個故事。
任務5：采訪 電臺記者采訪了劉梅的同班同學：你是怎樣看待劉梅的？為什么？假如你在路上碰到這個老婦人你會怎么辦？
關于63課我會這樣展開：
在課文開頭，我會用同學聊天的形式來達到復習Can和May的目的：“May I come in？”“Can I borrow your…”“May I speak to…”等等。
將63課第一局部的圖畫在屏幕上演示出來（蓋上文字），讓同學猜他們在哪兒和他們在干什么以和他們可能會說什么，然后讓同學打開書邊讀邊考慮。
為了給同學練習的機會，我會向同學出示更多的圖片，讓他們編出相似的對話。
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.
其它的圖片可以是：一個在椅子上擦窗戶的女孩，一人用小刀削蘋果的小孩，一個正在開煤氣灶的婦女，一個橫穿馬路的男孩等等。讓同學學會回答：“Be careful！You may hurt. Yourself.”
用一個真實的場景將第二段的短對話出現出來以后，我為同學準備了一個猜的游戲，讓同學猜一猜我的家人會在哪兒以和他們可能在做什么。在這一步里我會教給同學新單詞“fix”和“lab”，所以與此同時我就為第三局部埋下了伏筆。
在同學就第三局部進行練習之后，我想現在一個鞏固活動會恰到好處。我會讓同學去調查朋友在星期天的打算，并且填下列表格，最后讓局部同學做匯報：
What may your friends do next Sunday?
Who Where they may be Things they may do
64課是本單元最后一課。所以我認為在一個階段的英語學習之后來一個總結是很必要的。首先我想設計一些活動讓同學來復習“問路和指路”的表達方法。在聽、說、讀、畫之后，我想給他一個鏈式訓練作為鞏固。
第五局部是一個閱讀文章。首先我會出示三張圖片：第1張，我正在一個大的購物中心買東西，第2張，我迷路了，第3張，我突然發現了購物中心的出口。我們邊談論，邊出現新的表達方式：be/get lost，go wrong，suddenly，reach.
在常規閱讀步驟以后，我會設計四個任務讓同學進一步理解和考慮：
任務1：計算 計算Mrs Lee花了多少時間從飯店到碟屋并返回，而實際上她只需要多少時間。
任務2：畫圖 根據那個“man”的說明幫Mrs Lee先生畫一幅地圖。
任務3：解決問題 根據地圖協助婦女找到回去飯店的路徑。
任務4：討論 在大的地方容易迷路，我們怎樣防止？
還有一點就是關于英語教學的評價。我們都知道，教學的目的不只僅教給同學一些知識，而且也要教給他們用所學知識解決問題的能力和技能。為了檢驗教學活動的效果，教給他們學習戰略，并引導他們成為獨立的學習者，我們不只要進行總結性評價，而且要進行形成性評價。
初中英語的說課稿5
《Have you ever been to an amusement park》
一、教材分析：
1、教學內容：
本單元是Go for it ( 下 ) Unit 9。主要圍繞"Have you ever been to an amusement park "這一主題展開各種教學活動，并以這一主題引出現在完成時的一般疑問句，否定句以及特殊疑問句等語言功能。本單元旨在創造一個輕松，愉快的學習，交流環境，通過聽，說，讀，寫來培養學生綜合運用這些知識的能力。并讓學生能在"做中學"(learning by doing)，通過有限的課堂實踐活動，拓展以往的經歷，能準確地用英語來表達。
2、教材的地位和作用：
八年級下九單元Have you ever been to an amusement park
講述的是現在完成時的用法，這是初中非常重要的時態之一。學生們能夠用現在完成時來表達自己的經歷，來體會別人的感受是很重要的。這個單元一定要體會現在完成時的真正含義和用法。要避免混淆幾個重點詞組的使用。
我們更要使學生不僅理解枯燥的語法，還要讓學生們會用新學的語法知識來表達思想。
3、教材的處理：
根據《英語課程標準》(實驗稿)關于總目標的具體描述，結合本單元這部分的教學內容及基于對教材的分析，我對本單元的內容進行如下處理，目的是突出重點，使課堂節奏緊湊，銜貫。本單元分為四課時，第一課時是Section A，第二課時是Section B， 第三課時是Self Check， 第四課時是 Reading，最后一部分是 做練習，以學生的自測為主，然后予以校對。
二、教學目標：
根據以上我對本單元教材內容的分析，我確定以下幾個為本單元的教學目標：語言知識，語言技能，學習策略，情感態度和文化意識五個方面。
1、語言知識：
本單元要求學生掌握以下詞匯(neither， theme， end up， especially， discover， population， simply， fear， whenever)
語言功能：
學習和增加閱讀技巧和閱讀策略。
語言結構：
Have you ever been to an aquarium
Yes,I have been to an aquarium.
No,I haven't.
I' ve never been to a water park. Me neither.
2、語言技能：
(1)能用現在完成時的各種形式進行準確的描述和表達過去的經歷。
(2)能掌握現在完成時態中幾個詞組的正確使用，如：
have been to,have gone to,have been in 等。
(3)能在日常生活中恰當理解和運用本單元的話題范圍內的單詞和習慣用語。
3、學習 策略：
通過本單元的教學，我要求學生能通過上下文內在的邏輯聯系和在一定的語境中正確理解并運用現在完成時來準確地表達所發生過去的經歷。
4、情感態度：
通過對本單元的任務性活動，我的目的是讓學生們用英語描述他們過去的經歷，同時能提高他們的觀察能力和表達能力，激發他們對學習英語的興趣和熱情，在接近生活常態的交際中能樂于模仿，敢于開口，積極參與，主動請教。
5、文化意識：
通過他們描述過去的經歷，了解一些西方國家的風土人情。
三、教學的重、難點：
基于上述對教材的分析，我確定本單元的教學重點為詞匯，詞組搭配和現在完成時的用法。 教學難點為現在完成時的含義和用法，能在交際中準確地運用現在完成時來描述或表達過去的經歷。
四、教學方法：
1、教法分析：
(1)現在完成時是初中非常重要的語法項目，而本單元的話題源自生活，立足這一點，我充分利用學生已有的知識和生活經驗，讓他們講述去過的國家或地方，創設生活化的真實情境引導學生在 運用語言中學習語言，然后在學習新的語言知識后創造性地運用語言(為用而學， 在用中學，學了就用)。
(2)開展多種類型的任務型活動，提供給學生合作交流的空間和時間，促使學生為完成任務和同學進行合作，為完成任務進行探究性學習。
2、學情分析：
我們教學的對象是初二學生(好，中，差等生都有)，他們學習英語既感到好奇又擔憂，希望能得到他人的肯定。因此我在教學活動中盡量讓他們參與到活動中來，有更多的機會來說英語，減少他們的恐懼感，通過學生間的合作學習，降低他們的學習難度，使他們體驗到成功的喜悅。同時在閱讀和書面表達中加以落實，提高他們綜合運用語言的能力，使各層次的學生都有所收獲。
五、教學過程設計
Unit 9
The First Period (Section A)
Step 1 Warming up
("良好的開端是成功的一半"， 因此，我認為能以一種新穎的問候方式或復習方式進入一節課，就能喚起學生的興趣，使學生保持一種積極的學習狀態，或循序漸進地導入所學的內容，那么可為這節課的成功打下基礎，同時也能給自己適當的減壓。)
T：I like travelling. I have been to Dalian and many big cities. What about you? 接下來教師讓幾個學生講述他們去過的城市或國家，讓其他學生用英語來猜測。(目的是為本節課的現在完成時作好鋪墊)
Step 2 Presentation
教師出示幾張圖片，引出現在完成時的結構和用法。
T： Have you been to an aquarium?
Yes,I have.
T： Have you been to a water park?
No,I haven't.
這樣設計的目的是讓學生在交際情景中感受出現在完成時的結構和用法。
然后叫學生歸納出現在完成時的結構句型。
主語 + have/has + 動詞的過去分詞
(培養學生歸納能力，找出記憶的規律。)
Step 3 Practice
1、 Show some pictures and let the students ask and answer in pairs. A： Have you ever been to an amusement park
B： Yes, I have. Have you ever been to a water park
A： No,I haven't.
2、 Practice Section A (1a)
Step 4 Listening
接下來的任務型聽力要求學生對現在完成時加深理解，教師可承接剛開始的話題，引導學生根據所學語言完成以下任務：
(1)聽力練習，讓學生完成1b， 填寫表格。
(2)然后看圖，完成2a ，進行判斷正誤練習。
S1： John has never been to the space museum(T)
S2： Linda has been to the aquarium.(F)
(通過聽力訓練，現在完成時的結構得以很好的落實)
Step 5 Reading
讓學生閱讀主題公園的一篇文章，圈出他們認為有趣的地點，事情和活動。
(1) 四個人一組合作學習，更好，更快地 回答問題，加強對文章的`理解。
(2)然后叫學生再閱讀一遍文章，做一個對話練習。
(3)本部分要求學生掌握一些固定的詞組搭配，如： around the world,end up,take different routes 等。
Step 6 Group work
接下來我設計的任務是要求四個學生為一小組， 進行問答練習。
如：Have you ever studied with more than three friends Have you traveled to another province of China
Have you helped someone you didn't know
(這樣的活動既可以培養學生的合作意識，又能在情景中用現在完成時交際，鞏固了本節課的重點，從而突破了難點，促使學生在學習過程中體會理解。)
Step 7 Summary and exercise
Section A Difficult points
"have been to"
means you went somewhere before,but now you are still here
"have gone to"
means "you leave here already,you aren't here."
Homework：
1、熟記本課時的單詞，詞組和重點句型。
2、在上述小組活動的基礎上，再要求學生完成一份調查表，目的是為下面的寫作作好準備。
3、要求學生寫一篇關于去過某地和一些經歷的文章。在以上的學習過程中，學生以具備了閱讀和處理相關信息的能力，因此這部分任務交給學生自己完成，以此提供學生運用語言，解決問題的空間。)
寫作是學生綜合運用語言能力的體現，通過寫作能強化語言的運用，同時加深對所學知識的理解，將學與用融合。)
4、要求學生為下一節課準備照片，進行問答練習(Tell the group about your photos。)(這樣的小組活動，有利于培養學生的合作，又能讓學生在實踐中學習，在交流中運用語言。) 教學設計理念：
1、教學活動始終遵循任務型教學的教學理念，以學生為學習的主體，以任務為中心，在運用語言完成任務的過程中來學習，體會和掌握語言。
2、自始自終貫穿了以交際為目的的原則(在做中學，在學中用)。
3、在教學過程中，關注學生的生活實際和生活體驗，讓其貼近實際，貼近生活，貼近時代，樹立以學生為本的思想，提倡學生參與，體驗，親身實踐，獨立思考，合作探究，從而實現教學方式和學習方式的轉變。
初中英語的說課稿6
一、單元分析
1、教材的地位及作用：
Unit4Where’smybackpack?本單元的主題為談論物品的位置,使學生在熟悉物品名稱的基礎上用方位介詞熟練地表達物品的位置,并能 where問句及一般疑問句提問并回答,并自然地引出名詞的單復數及人稱代詞they的用法.本單元談論的是學生比較熟悉的內容，學生有認同感,因此在任務的設計上,要貼近學生真實生活，包括學校生活、家庭生活等任務，以引起學生的共鳴和興趣，激發學生的求知欲，充分發揮學生的想象力和能動性，主動自覺地融入到語言學習中去。
2、教學目標
1)Knowledgeobjectives:
(1)Sscanread,writeandmasterthewordsaboutfurnitureandschoolthings.
(2)Sscanusetheprepositions:in,on,under
(3)Sscantalkaboutwherethethingsare.
2)Abilityobjectives:
Sscantalkaboutwherethethingsare.
3)Moralobjectives:
Sswilllearntokeeptheirroomscleanandtidy.
3、重點和難點：
Importantpoints:
1)掌握方位介詞in，on，under，behind的用法;
2)掌握where引導的特殊疑問句。
Difficultpoints:
1)能夠準確運用方位介詞描述物品所在的位置;
2)能夠運用where問句找到物品位置;
3)區別特殊疑問句和一般疑問句。
4、教學突破：
通過使用方位介詞“on/in/under”表達物品的位置及學習“Where……?和Yes/No”疑問句的用法，使學生學會區別特殊疑問句和一般疑問句。
二、說教法和學法
在整個教學過程中，我把SectionA的內容進行變化和整合，將其分解到精心設計的一系列任務中，通過讓學生自己完成任務來學習知識，掌握技能。這對于培養學生分析、解決問題的.能力，激發和維持學生的學習積極性等有著獨特的優勢，我所要求學生掌握的內容都是通過一個個任務來完成，由易到難，由簡到繁，讓學生在積極參與完成任務的過程中學到知識。
在整個教學過程中我采用了情景教學法，多媒體輔助教學法、合作學習法、任務教學法等方法進行教學，以興趣吸引人，以情感培育人，以評價激勵人，以活動促進人。通過實物、多媒體等創設富有生活氣息的語言情境，讓每一個學生參與聽、說、讀、猜等各種豐富多彩的學習活動，激發學生的學習興趣。將學習與游戲有機結合，使學生陶醉在輕松、活潑、有趣的課堂活動中，讓學生“在玩中學，在學中玩”，循序漸進地、積極主動地去感知、體驗和參與合作，形成綜合運用語言進行交際的能力。通過聽說讀寫的基本訓練，使同學們在輕松愉快的學習氛圍中掌握和鞏固知識，真正做到寓教于樂。
三、教學程序設計
根據初一學生身心發展的特點及實際情況，我在教學中采用了五個環節：問候--呈現--任務型活動--小結--布置作業。
(一)、問候
通過互相問候增強彼此的感情。
(二)呈現
創設情境，導入新課。
1、講授單詞。采用多媒體展示家具的圖片，讓學生邊看邊學單詞，這樣做更直觀、形象、印象深刻。
2、采用直觀教學介詞in,on,under。通過不斷的變換實物方位來形象直觀的引出三個介詞。
3、呈現出本課的重點句型。
(三)任務活動
1、Pairwork：
活動目的：熟練掌握所學的重點句型及方位介詞的用法。使學生學會互幫互助，學會合作交流。
活動過程：用幻燈片出示圖片讓同桌之間會話。
2、Havealistening:
活動目的：準確排出單詞的序號，讓學生學會捕捉信息詞和關鍵詞，培養學生聽力能力。
活動過程：創設情境聽對話，運用聽關鍵詞和推測詞意進行小組競賽搶答。
3、Playaguessinggame:
活動目的：通過猜物品的位置所在來鞏固前面所學過的重點句型。采取競賽的形式寓教于樂，不僅讓學生全神貫注，又能調學生的學習熱情。
活動過程：投影出實物讓學生猜它可能在哪里。教師提問：Whereis/are-----?學生以小組為單位進行討論，并選派代表來猜：Isit/Arethey-----?猜對最多的小組獲勝。
(四)小結。讓學生自己談收獲(知道了什么，學會了什么，發現了什么)
(五)作業。
總之，這節課我盡量體現“以人為本，以學生為主體，以教師為主導”的現代教育新理念，主要運用“任務型”的教學模式，采用靈活多樣的教學形式，使學生能愉快地、積極地、高效地對新學語言進行感知、體驗、學習和運用，努力使這節課具有交際性、實用性、趣味性和科學性。
初中英語的說課稿7
I. Analysis of teaching materials:
1, the status and role of teaching materials:
Second volumes, fifth units, second classes, this unit revolves around "Makingcomparison", which carries out a variety of teaching activities. It is closely related to the previous unit and is a continuation of it.This lesson is the focus of this unit, representing the quantity of some, the comparison of few.Through the study of the level of comparison, to further deepen the understanding of the comparative grammatical phenomenon and use.At the same time, through the comparison of some and few in declarative and interrogative sentences, students can improve their listening, speaking, reading and writing skills.
2, teaching objectives: (knowledge, goals, ability, goals, moral education goals)
Knowledge target:
(1) study and master the comparative grade of some and few;
(2) learn the word "strong".
Ability goal: improve students' listening, speaking, reading, writing and self-study ability.
Moral education objective: to educate students to love labour.No pains, Goldman is not hip? No gains).
Establish the basis of teaching objectives:
According to the English syllabus, by listening and speaking, reading and writing training, so that students have basic knowledge of English and communication for the initial use of English, to stimulate students' interest in learning, for further study and preliminary play.In addition, according to the national conditions of our country and foreign language syllabus requirements, current foreign language teaching quality education mainly includes ideological education, the target of quality education, the potential foreign language ability, the cultivation of non intellectual factors in four aspects.
3, key and difficult:
Key point: learning indicates quantity, some, a, few, and so on.
Difficulty: the application of some, a and few in real life.
Establish the basis of key and difficult points:
According to the requirements of the syllabus and the position and function of the course in the teaching material.
Two, teaching materials processing:
According to the above analysis of the teaching materials, there are some difficulties for Chinese students to learn foreign languages.First of all, create a foreign language atmosphere for students, and bring students to the farm.At the same time, stimulate students interest in learning, so that students participate in a series of activities in the farm, to master knowledge.Finally, through the game, the students learn knowledge points to train, so as to achieve the purpose of consolidating knowledge.
Three, teaching methods:
Through the five step teaching method, fine speaking, skillful training, from the shallower to the deeper, from easy to difficult, from known to unknown, step by step to deepen the content of teaching.Teachers and students as the main body of bilateral activities.
Four, teaching methods:
Mainly through the modern means of audio-visual multimedia assisted teaching throughout the entire process of teaching.Increase the audio-visual and interesting, increase the classroom density, improve the teaching effect.
Five, teaching procedures:
1, new curriculum introduction
In order to stimulate students' interest in learning, attention, close the distance between teachers and students, the students first told this lesson I will take them to a (reprinted from Chinese Abstract teacher station http://www.cn-teacher.com, please keep this mark.)Interesting places and ask them to guess where to go on my cueWhen the students guess out of the farm, we have the "car", singing all the way to the farm (PickingApples).With the "SkidmarkS Ga", a computer at the farm panorama, give students a lesson into personally on the scene.
2. Explain the new lesson
This course uses multimedia teaching methods to display a vivid and vivid picture of the car, with the sound of cars and the sounds of animals.The students in the farm labor as the main line, through the tree, how many apples, how many apples pick students, how many apples truck basket, as well as comparison, students eat how many apples after work will compare the level of some, few in a series of related and relatively independent of the context in detail, repeated the exercise, the students master.The multimedia display animation more features, fully mobilize the enthusiasm of the students, attracted all the attention of students, achieve the purpose of education and teaching, cultivating students' ideological quality, emotional quality and English language quality.
3, repeated drilling and consolidation applications
In order to mobilize the enthusiasm of students, the use of Work, in, threes, in, pairs, in, row, in, group, and Boys, ask, Girls, answer, and other forms of training and consolidation.Enable students to be in a positive state of mind, and develop students' ability to use English in a wide range and a wide range of perspectives.
4, feedback exercises
Another climax of this lesson is the combination of games and exercises.Designed chess game, chessboard for 20 squares, each case in the apple orchard labor scene, and with the focus of this class - Comparative exercises.A man and a woman on the Board representing the boys and girls in two groups, it is worth mentioning that the decision to go a few steps of the male and female turntable on the board, is the main fewer, a word fewest, few, some, more and most which enable students to further understand the number of some in the play, a comparison of few levels by.The students do exercises through the wheel and do the exercises while playing with the ball. It greatly stimulates the students' interest in learning and strengthens the knowledge that the students have learned.
5, sum up
In addition to this lesson focus of writing on the blackboard, and the content of this lesson is concentrated into the rhythm of poetry form, cleverly summed up the class key and difficult, students through the beautiful melody, listen to the rhythm of phonological motivation.Further consolidate and strengthen the understanding and use of the content of this course.
初中英語的說課稿8
Good morning, everyone.
Today, it’s a pleasure for me to stand here and I’m very pleased to have such an opportunity to share some of my teaching ideas with you. First, let me introduce myself. My name is Guo Xinzhi, and I am working as an English teacher in Yong’an Middle School, Congtai District of Handan.
My topic today is taken from Lesson 37 of Unit 5 in Student Book 4. The main content of this unit is “Go With Transportation”, and the topic of Lesson 37 is “Flying Donuts”. I have decided to say the lesson from six parts:
Part One——Analysis of the Teaching Material
One: Status and Function
1. This unit tells us the improvement of traffic transportation and the related stories. Besides learning this, students will also learn some words, phrases and expressions of traffic, and so on. In Lesson 37, Danny will introduce a new type of transportation to us, it is imaginary.
2. To attain “four skills” request of listening, speaking, reading and writing, I will have the students do some exercise about the text.
3. Such a topic is very important in this unit. I will lead the students to use their imagination and encourage them to be creative. For example, helping them use English to describe their imaginary transportation. So I think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.
4. While teaching them, I will also encourage them to say something about what they think the future transportations will be like. In a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language.
Two: Teaching Aims and Demands
The teaching aim's basis is established according to Junior School English syllabus' provision.
1. Knowledge objects
(1) To study the new words “fuel”, “oil” and “coal”.
(2) To learn and master the phrases “think of, on the way to …, have fun”, etc.
2. Ability objects
(1) To develop the students’ abilities of listening, speaking, reading and writing.
(2) To train the students’ ability of working in pairs.
(3) To develop the students’ abilities of communication by learning the useful structures.
3. Moral objects
(1) Through different teaching methods to make students be interested in study.
(2) Love to know more knowledge about transportation and dare to express their opinions in English.
(3) Encourage the students to be more creative and try to make contributions to making new inventions in the future.
Three: Teaching Keys and Difficult Points
The teaching keys and difficult points’ basis is established according to Lesson 37 in the teaching material's position and function.
1. Key points:
(1).Be able to express words, phrases and sentences in English.
(2). Know about the improvement of transportation and Danny’s invention.
2. Difficult points:
Be able to talk about their imaginary future transportation in oral English.
Part Two——The Teaching Methods
1. Communicative teaching method;2. Audio-visual teaching method;
3. Task-based teaching method;4. Classified teaching method.
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 and “Classified” teaching method. That is to say, I’ll let the students get a better understanding of the key structures. I’ll give the students some tasks and arrange some kinds of activities, like talking, watching CAI, and reading in roles.
In a word, I want to make the students the real masters in class while the teacher himself acts as director. I also hope to combine the language structures with the language functions and let the students receive some moral education while they are learning the English language.
Part Three——Studying ways
1. Teach the students how to be successful language learners.
2. Make situation and provide meaningful duty, encourage the students to study the text by themselves.
Part Four——Teaching steps
As this lesson plays an important part in the English teaching of this unit, I have decided the following steps to train their ability of listening, speaking, reading and writing, especially reading and speaking ability.
The entire steps are:
Step1 Warm-up and Lead-in
Show the students some pictures of common transportations, like car, bike, train and so on. Ask the students: What can you see from the picture? Is there another kind of transportation around us?
Purpose of my designing:In this part, have the students say more about what they see or what they don’t see. In this way, they will know today’s lesson has something to do with their discussion.
Step2 Presentation
1. Learn new words in groups. The new word in this lesson are fuel, oil and coal. Show them pictures of these things and teach them these new words.
Purpose of my designing:After seeing the pictures, the students will know what they are and they can learn them quickly and easily.
2. Play the tape recorder. Let the students listen and imitate the text. Pay attention to their pronunciation and intonation. Then finish the exercises on the computer.
Purpose of my designing:This step is employed to make the students get the general idea of the text. At the same time let the students have a chance to practise their listening and speaking ability.
3. Text Learning and a Quiz
I’ll use CAI to present the whole text. I’ll write the key points on the blackboard while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well.
After teaching them the whole text, including the meanings of new words, the use of similar expressions and so on. Get the students to try and say out some phrases on the screen, like I don’t think so, have fun, a new kind of, on the way to school, and so on.
Purpose of my designing:To present the text by CAI is much easier for the students to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the students better.
4. Key Structures and Difficult Points Learning
First, I will divide the students into three groups and tell them to have a discussion about what they learn in this lesson. Then encourage them to try to understand the whole text, know what the difficult points are, and so on. At last, I will help them to master them all.
For example, I teach the students know the differences between phrases think of, think about and think over. I will show them some sentences and get them to know the use of these phrases. Encourage them to do some exercise about these phrases.
Purpose of my designing:By practising using these new words and similar phrases, the students will know how to use them in English and master the use of them better.
5. Read and Say
Give the students two or three minutes to prepare, and then get them read the text together in three groups. Tell them to read aloud.
Then help the students say something about the future transportation or their imaginary transportation. Encourage them to say more.
Purpose of my designing:By reading the text and saying such things, get the students to practise their reading and speaking ability again.
Part Five——Summarize and Homework
Ask the students such questions:
What have we learned from this lesson? What does Danny say about his new kind / type of transportation? Do you like his idea? What new phrases have we learned today? Do you have enough confidence to finish these exercises? Now, let’s try!
Then show them some exercises and help them to finish them.
At last, tell the students what today’s homework is. While doing this, the teacher can have the boys and girls have a competition to see who are better.
Purpose of my designing:Presents the text key content clearly on the blackboard, favors the students to knowledge grasping.
OK. That’s all. Thanks for listening to me and helping me.
初中英語的說課稿9
與母語學習一樣，英語學習也應當注意口`筆頭相結合。雖然初中學生還處于英語學習的起始階段，但教學中教師在著重培養學生聽、說、讀的基礎上，還需注意培養他們的英語寫作意識和寫
我說課的題目是 What do you think of game shows? 下面我將按照教材分析、教學目標、重點難點、教學方法和教學過程的步驟進行。
一、教材分析
本單元選自山東教育出版社義務教育課程標準實驗教科書初中英語七年級上冊第九單元。本單元圍繞談論個人喜好這一活動展開。主要讓學生學會陳述自己的看法和意見，了解一些日常生活用品，描述對其喜好的程度。在實際教學過程中，通過模擬情境對話，分角色表演等活動，讓學生把所學知識靈活運用到實踐當中，讓學生感受學習的愉悅，體會成長的快樂，真正做到學以致用。
二、教學目標
1.知識目標
1)熟練掌握本單元單詞
2)掌握詢問意見、表達喜好的句型
3)能夠運用句型表達自己的喜好
2.能力目標
1) 通過任務明確的聽說讀寫等大量的實踐活動，讓學生能夠用英語陳述自己的看法、意見和喜好。
2) 培養學生在聽力中抓住關鍵詞的技巧
3.情感目標
通過互相談論彼此的喜好，讓學生在交際中增加了解，增進友誼。讓學生之間進行多向交流，互相合作，取長補短，使每個學生都能得到充分發展，培養他們的合作探究精神和競爭意識。
三、教學重難點
1.love, don't mind, can't stand, don't like 的用法
2.句型What do you think of...?
What's your favourite...?
What kind of... do you like?
What /how about...?
3.Too, either 的用法
四、教學方法
本課主要運用"任務型教學法"，并輔助于情景交際教學法等手段。
1.任務型教學法
任務型的教學活動，是讓學習者通過運用語言來完成各種各樣的交際活動。學習者通過表達、溝通、交涉、解釋、詢問等各種語言活動形式來學習和掌握語言。
在本課的任務型語言教學中，我將依據課程的總體目標并結合教學內容，創造性地設計貼近學生生活實際的任務活動，吸引和組織他們積極參與，使學生通過觀察、思考、討論、交流和合作等方式，在一種自然、真實或模擬真實的情境中體會語言、掌握語言的應用。
2.情景交際法
課堂教學以情景交際教學法為主，盡量給學生以足夠的聽、說、讀的機會，聯系課文實際，創設情景，引入討論主題，在交際中學英語。
3.使用多媒體課件進行輔助教學。
用Powerpoint 將本單元所需要的動畫、錄音、圖片、文字、圖表和音樂制成CAI軟件，使抽象的語言變得直觀，為學生運用英語進行交際創設情景，實現師生互動，生生互動和人機互動的'多向交流。
4.使用非測試性評價等教學手段。
本課我將各種活動設計成小組活動并開展小組競賽和填寫課堂自我評價表等非測試性評價手段，幫助學生學會自主學習，學會與人合作，培養創新意識以及具備科學的價值觀。
五、教學過程
第一課時
步驟一 情景導入
教師在屏幕上顯示出幾種食物圖片，讓學生說出英文名稱 pizza, broccoli, icecream, mushrooms. 并且在旁邊也顯示出句型 what do you think of...?教師問一學生 what do you think of pizza? 幫助學生回答I like pizza or I don't like pizza.依次運用各食物圖片練習句型what do you think of...?及回答用語。
本環節是通過復習學過的有關食物的單詞，引出該課新句型，進而為下步新單詞的練習做鋪墊。
步驟二 看圖學單詞
我把本單元有關的單詞制成圖片顯示在屏幕上。目的在于通過直觀的畫面效果和有意義的情景，便于學生更快地把單詞的聲、形和意聯系起來。使學生輕松地掌握這些單詞的音、形、義，且充分調動了學生的學習熱情，讓學生在思考中理解所學的生詞。如 sitcom( situation comedy)
1.猜。點擊屏幕上一副有關情景喜劇的圖片。說This is s kind of funny show. We call it sitcom. The people in sitcoms do or say things that make Tv watchers laugh.讓學生根據圖片和教師的提示猜出單詞的意思。這時再告訴學生們sitcom=situation comedy.一定會有很多同學爭先恐后地搶答，我們可以挑三個不同層次的學生起來回答，這樣做既發揮了優等生的帶頭作用，同時為待優生樹立起學好英語的信心，又增強了其他同學的競爭意識(他會我也會)，也融入了教師的情感價值觀之中。
2.讀。讓學生跟隨錄音機聽讀單詞。反復練習讀音。這樣有利于學生形成正確的語音語調。
3.寫。讀熟單詞后，讓學生根據拼讀規則，結合單詞讀音把單詞拼寫出來。如situation si-tu-a -tion.
步驟三 鞏固提高
在初次掌握了單詞的基礎上，采用多種形式加以鞏固提高。
1. 聽錄音找單詞。我把課本中一些單詞事先錄制好，然后根據錄音在所給的單詞中查找。這樣既練習了聽力，又再次糾正了讀音，同時還強化了單詞的記憶效果。
2. 賽一賽
為了激發學生的學習自覺性，我通常采用賽一賽活動。以小組為單位，以出示圖片或直譯的形式讓學生拼寫單詞。宣布每小組得A的同學免當天的作業，得B的同學把當天記的不熟的單詞回家背下來等等。這種競賽形式充分調動了學生的積極性，從而提高了課堂效率。
3. 利用本節課的新句型結合本單元單詞加以練習。如 what do you think of soap operas? I like it or I don't like it.這樣使本單元句型和單詞同時得到了練習。
步驟四 信息反饋
對本節課的句型和單詞進行小測，了解學生掌握情況。
步驟五 課后作業
1. 繼續鞏固本單元單詞
2. 采訪3位同學對talk show, soap opera,sitcom的看法，并以下列形式寫出來 what do you think of talk show?
I like it. I don't like it.
本節課的主要內容是集中識詞，并初步引入詢問看法的句型，為后幾節課的順利進行奠定基礎。
第二課時
步驟一 檢查作業
讓學生把調查情況以小組為單位匯報，并完成1a的搭配。
步驟二 知識延伸
通過上節課的學習，學生對本單元單詞及what do you think of...? 以有所掌握。這時轉換角色讓學生問教師 what do you think of...? 教師趁此機會引入表達其他意見和看法的方式，并做解釋If you "don't mind something", you don't either like it or dislike it. "can't stand something" means you dislike it very strongly. Your least favourite food is something you can't stand.If you love something, you like it very much. Your favourite food is something you love.
步驟三 強化訓練
1. 看1a的圖片，依次說出每一部TV SHOW的名稱。
2. 教師問一名學生what do you think of soap operas? 讓他根據實際選擇用語做出回答。I love them./ I like them. /I don't mind them. /I don't like them. /I can't stand them.
3. 讓學生同桌倆根據實際情況進行對話練習。
此步驟把1b聽力部分出現的有關難點滲透在了對話中，減輕了1b的難度。
步驟四 處理聽力
1)先處理1b。先讓學生弄清題目要求，而后播放兩遍。第一遍指導學生只聽不做題，等到第二遍時再做。并且這時幾乎所有的學生都已能熟練運用本課的重點句型，所以這部分較為容易，采取一句一停頓的輻射法，讓學生跟讀，同時在這一環節中要教給學生在聽力中抓住關鍵詞的聽力技巧。
用錄音機的暫停鍵，每放一句，讓那些先聽懂的學生起來重復，這樣會有更多地同學聽懂此句，他們會接著重復，直到全部學生聽懂為止，然后錄音機再放一遍，讓全體學生集體重復。這種做法不僅消除了學生對聽力的畏懼心理，還激發了學生起來表現自己的欲望，同時他們還因聽有所獲，增加了成就感，對聽力越來越有興趣，越來越有信心。
2)處理2a,2b 。完成2a之前先可以讓學生把1-5讀一遍，指導學生學會根據所給內容揣摩聽力內容。2a之后接著再播放一遍完成2b。由于學生對2b中出現的重點句型在步驟三中已練習過，所以完成2b 會很容易。
3) 在聽力做完后，讓學生根據手中的聽力原文，跟讀錄音，進行朗讀訓練，然后再三人或四人小組通過合作討論，模仿聽力材料自編對話，然后到臺前表演，這樣，既鍛煉學生的口語表達能力，又展示學生的個人風采，從而樹立起自信心。
步驟五 2 c Pairwork
首先同桌問答，然后讓一對同桌上前進行角色表演。表演完后，教師問第三名學生what does he think of Hilltop High?引導學生用第三人稱回答He doesn't like it or....師生一起訓練What does he/do they think of..?及答語幾遍后，以小組為單位進行下步操練。語言結構如下：
A：What do you think of...?
B: I don't mind it.
C: What does B think of ...?
D: He doesn't mind it.
學生先在小組內進行充分準備，再上前進行角色表演，就會避免個別學生因不會而引起的尷尬或打擊自尊心的情況。這樣做既能給每個學生提供一個鍛煉的機會，又能創造小組間的競爭氛圍，還為優等生提供了展示自我的舞臺。
步驟六 總結收獲
讓學生歸納本節學到的內容，教師再加以強調補充。
步驟七 課后作業
1) 鞏固課本Grammar Focus部分，并自編兩組對話。
2) 讓學生調查一些電視節目，并寫出其英文名稱。
作思維，提高寫作能力。
初中英語的說課稿10
一、教學內容分析
（一）、知識背景及新課程、新教材
本單元圍繞the Silver Screen（影視）
這一主題開展聽、說、讀、寫多種教學活動。影視作為人類文明的一大體現，作為當今社會人們主要休閑、娛樂方式之一，是一個非常貼近生活、具有時代性、可挖掘性的教學主題。
本單元所選的語言素材涉及中外名片、著名演員、著名導演， 具有典型的時代氣息，有利于學生了解外國文化，增強世界意識。正如新課程標準中的教學建議所提：學習中文影視文化有利于“拓展學生的文化視野，發展他們跨文化交際的意識和能力”;在利用現代教育技術觀看影視片斷、影視海報的教學過程中，“拓寬了學生學習和運用英語的渠道”;同時本單元的教學對教師本身的中外文化修養、廣闊的知識面等方面有非常高的要求，體現了師生共同不斷更新知識結構以適應現代社會發展對英語課程的要求的“與時俱進”的理念和思想。
（二）、教學重點難點
1. 語言知識重點與難點
（1）關系副詞引導的定語從句和介詞+關系代詞引導的定語從句
（2）與影視相關的詞匯
（3）有關發表個人觀點的句型、結構
2. 綜合知識重點與難點
（1）、對國外著名影星、導演及他們作品的`了解。如教材中涉及的Meryl Streep,Keanu Reeves,Steve Spielberg等，以擴大學生知識面、文化視野。如何填補學生這方面知識缺乏的信息溝。
（2）、對國內著名影視導演及他們代表作品的了解。如何設計任務讓學生從課內知識到課外知識的鏈接。
（3）、對影視界名人及電影的評價（comments）如何寫影評（review）。
二、教學目標
（一）、知識技能
1. 學習、掌握關系副詞when,where.,why 引導的定語從句及介詞+關系代詞引導的定語從句。
2. 學習掌握一些有關影視的詞匯：
如： career, director, script, play a role in ,Oscar, award, studio, scene, follow-ups等。
掌握其他一些課文中涉及的詞匯：
如：graduate, attack, creature, owe…to…， take off等。
3. 學習掌握一些用于討論、評價電影的結構句式：
如：What’s the film about?
What do you think about the story of the film?
How do you feel about the film?
I like / don’t like the film because…
The film is about… I think the ending of the film is …
4. 提高學生語言聽、說、讀、寫的能力及扮演角色、編寫劇本、撰寫影評等的綜合語言運用能力。
（二）。 情感態度
1. 學習幾位著名影星、導演執著于藝術、獻身于藝術的敬業精神和對人類藝術的巨大貢獻。
2. 從Keanu Reeves 艱辛的成功途中（In the begin did many small jobs, then played in many cheap films.）我們可以學習到：要成就事業需付出辛勤勞動，要有持之以恒、堅持不懈的恒心與毅力。
3. 通過學習國外著名影視界人物，培養學生了解、尊重異國文化，體現國際合作精神。
4. 通過開展小組活動，指導學生積極與人合作，相互學習，相互幫助，培養其團隊精神。
（三）。學習策略
1. 認知策略
能總結定語從句的結構規律，并加以應用；在學習中借助電影海報圖畫、圖表等非語言信息進行理解或表達。
2. 調控策略
利用影視資源，主動拓寬英語學習渠道，創造和把握學習英語的機會；積極參與采訪、表演、調查等英語學習活動。
3. 交際策略
充分利用采訪、表演等真實交際活動提高用英語交際的能力，在其過程中能借助手勢、表情等非語言手段提高交際效果，能克服語言障礙，維持交際。
4. 資源策略
通過了解影視知識，獲得更廣泛的英語信息，拓展所學知識。
（四）。文化意識
1. 了解英語國家影視界藝術家的成長經歷、成就和貢獻。
2. 通過學習，了解世界著名影視文化，培養世界意識。
3. 通過中外影視文化對比，加深對中國影視文化的理解。
三、教學步驟
（一） Warming up
這部分的重點是引出本單元的話題---電影，了解學生對電影的熟悉程度并充分發揮學生的想象力。同時訓練學生說的能力。
活動步驟：
1.師生互動：教師提一些問題如Do you like seeing films? How often? Favorite actor? Actress? Film? 在此過程中教師可展示一些學生熟悉并喜歡的名演員、名片的海報，從視覺上激發學生對本話題的興趣。
2.小組活動：教師選取幾副不同題材的電影畫面（可選取教材外的其它畫面），要求學生進行小組合作，每小組選一幅畫面進行討論What is happening in this scene? What happens before/after the scene? 要求學生不拘泥于已知的電影內容，發揮自己的想象力，給出各種不同的觀點。
3.班級活動：向班級其它同學描述本小組所選圖片，其他同學可給出不同意見。
（二）listening
本單元的聽力是培養學生捕捉特定信息的能力，并讓學生熟悉interview這種形式。Task: To discuss what questions the reporters will ask when interviewing famous directors.
活動形式：
1. 師生互動：教師設置開放性的問題，進一步啟發學生思考，并為過渡到聽力部分做準備。問題可設置為：Of course these films now are very popular and successful, and what does the success of the films bring to the actors? 學生各抒己見，金錢、榮譽、名氣，成為公眾人物后帶來一個問題They received a lot of interviews.
2. 小組活動：教師引出問題What questions will you ask when interviewing an actor?通過小組討論，收集盡可能多的問題，一方面讓學生預測聽力中可能會出現的問題，同時也對interview這種形式有所了解。
3. 班級活動：完成聽力練習
初中英語的說課稿11
說課材料
一、教材分析
本單元的核心教學項目是“談論現在的情況”(Talking about the present),整個教學內容主要圍繞“正在干什么”這個話題展開，以此為語言背景，讓學生通過4個課時的學習感知，初步掌握本單元的語法項目--現在進行時的用法。本單元的一個突出特點是：功能項目與語法項目是的統一的。功能項目是用現在進行時來描述，它的語法項目是以功能項目為依托的。前一單元的學習運用Can情態動詞時，學生復習掌握了大量的動詞詞匯為本單元學生掌握進行時打下了良好的基礎。本課是本單元的第四課，它是本單元的復習課沒有新的語法要點。但它通過問答，對話表演及閱讀等活動，鞏固學生運用現在進行時表達實際需要的技能，換句話說，本課雖然是復習課，但我認為編者的意圖不僅僅是讓我們把它定位在復習鞏固的要求上，而是希望通過這一課，使學生能把本單元的功能項目與語法項目達到真正的統一，從而達到學以致用，培養用英語進行交際的能力。在運用英語的過程中掌握英語。
二、根據教材的前后聯系和意圖以及英語課程標準的要求，我認為本課的教學目標是：
1. 語言知識：掌握單詞Wear及Clear
掌握句型：I’m wearing…
運用現在進行時。
2. 語言技能：培養聽說讀寫能力，尤其是說的能力，能與他人溝通信息，合作完成任務，并能運用現在進行時獨立表達個人思想觀點，為將來的寫作打下良好的基礎。
3. 情感態度：通過一系列有趣的活動與任務，激發并強化學生的學習興趣，引導他們逐漸將興趣轉化為穩定的學習動機，在教學中給以大量的信息溝，讓學生產生強烈的學習愿望，積極主動地真實地投入到學習中去。
4. 學習策略：通過任務型的教學，讓學生學會自主學習，歸納總結，培養主動學習的能力。尤其對所學內容能主動復習并加以整理和歸納的能力。
5. 文化意識：通過一些國外校園生活的圖片來了解外國學生的生活。開拓學生的視野，并加以對比，從而培養學生的跨文化意識。
三、重點、難點
1. 重點：要求學生能綜合運用現在進行時的各種句型。
2. 難點：用現在進行時來描述一個情景。
四、教法學法：首先老師應始終保持飽滿的熱情，讓學生得到身心享受，在生動直觀的語言環境中學習新語言。根據本節課的教材和初一學生好奇心強，思維活躍的特點，以及新課標的要求，我主要采用了任務型教學，在我國，英語交際思路基本上已被普遍接受。但在教學實際中，對交際思路的認識與運用尚存在著不少誤區，交際學習任務的設計和應用為貼切地在中國的教學實際中貫徹交際教學思路提供了一個很好的切入點。所謂任務：簡言之，就是做事。在做事的過程中，學習者始終處于積極主動的學習心理狀態，任務參與者之間的交際過程也是一種互動的過程。為了完成任務，學習者以“意義”為中心，盡力調動各種語言和非語言的資源進行“意義”共建，以達到解決某種交際問題的目的。完成任務的過程促使學習者自然而然地應用語言，并為他們營造了一個有利于語言習得和內化的支持環境。在這種教學方法下，促使學生在學法上也產生改變，他們必須掌握學習的主動，學會體驗、實踐、參與、合作與交流的學習方式。這種學法，更有利于發展學生的綜合語言運用能力，使語言學習的過程成為學生形成積極的情感態度，主動思維和大膽實踐，提高跨文化意識和形成自主學習能力的過程。
五、教學程序：下面我結合課件談談本節課的教學程序：
1. 課前熱身：讓學生們邊說邊做動作。這段Chant聯系了兩個內容，一是現在進行時，二是We’re having a party. We are happy. 這兩點都緊扣本課的兩個要點。
2. Revision: Are you happy? Let’s do something happy and funny. Let’s play a game. What are you doing? I’m cooking, cooking. 全班分為四組，每組代表輪流提問:what are you doing ,下一組任何一位同學快速回答I’m cooking, cooking.并做相應動作。這一游戲不僅復習了大量的動詞和進行時，也讓學生逐漸在比賽中趨向興奮的狀態。
3. Presentation: I’m happy today, Do you know why? Because it’s my birthday today.把學生的注意力引到我的身上。Look at me. What am I wearing today? I’m wearing a skirt. I am wearing a sweater.引出今天要掌握的單詞wear與句型I’m wearing…，然后提問What are you wearing? What is he /she wearing? 學生剛開始回答時可能會用I am in …..?但回答過幾輪之后他們就能夠正確運用Wear這個詞了。
4.Read and act. 提問: What is Lily wearing? Part 4 Lesson 84,聽錄音，回答問題，然后Listen and repeat. Practise in pairs . 從Presentation到這兒，可以說都是任務前的準備，然后布置任務。Show the pictures of three pop stars. Suppose one of them is your friend. He’s from Taiwan. He’s lost. You can’t find him, practice in pairs, make up a dialogue. Let your partner help you find him. Act it out.要求他們用上句型 What is he/she wearing? 這是一個兩人合作的任務，學生很自然地運用課文第四部分的對話，并加上自己的想象，通過描述衣著來判斷哪一個是對方的朋友。該任務的難度不大，是面向全體的。學生通過順利完成任務，增強了自信，提高了興趣。任務的難度應該是循序漸進的，這樣才不會使學生被突如其來的困難嚇倒，讓他們在心理上有一個準備和適應的過程。揭示三張圖片，露出三位臺灣當紅藝人，學生對他們非常感興趣，遮擋的'臉更刺激了他們的好奇心，使他們產生了強烈的參與和合作愿望。可以說這是教師在“投其所好”，但學生是教學的主體，多考慮主體的需要對我們的課堂教學只有好處而無不利。同時我們也要不失時機地進行思想教育，三位藝人雖然紅透半邊天，但他們也付出了辛勤的勞動才有今天的成果，我們也應該認真學習，為將來做準備。
5.Classify the verbs
T: One of them is my friend. He’s wearing a black suit, a blue shirt and he’s playing the guitar. Who is he? Yes, he is Wu Zongxian. Do you know his program? Yes. “I guess”.
OK, I’m Jacky Wu. Let’s play this game. Four groups, let’s see who’s the winner today.
這樣把課堂氣氛帶入了一個新的高潮。
The first part, classify the following verbs: run, give, write, cook, swim, see, have, sit, clean, put, eat, come. Work in fours. 該任務有一定的難度，四人一組討論可以降低難度。正確的答案是根據動詞現在分詞進行分類。為了使該任務更具實際意義，更真實地訓練學生自主學習，復習歸納的能力，我在前幾課教現在分詞時都沒有進行歸類，甚至當一些細心的學生提問為什么要去e, 為什么要雙寫時，我都要求他們先自己分析，觀察。當時上課前也擔心學生無法完成，事實證明學生的探究能力比我們想象的要強。大部分學生都能正確做出解答，只有個別學生出現錯誤。我們老師可以在課后詢問原因。在完成該任務時，教師可以根據學生的實際情況，對任務的難度進行調整，如明確分類的根據。不要忘了在任務完成之后，分別給以高度評價和熱情鼓勵。
6.Who has good eyes
接下來進入第二個游戲環節，let’s see who has good eyes.通過閃爍的圖片讓學生搶答猜測，運用句型Are they playing……?/Is he/she running? 通過完成該任務，復習了現在進行時的各種句型。
7.Who has good memory
游戲三，比記憶力。I’ll show you two pictures, there’re some people in them. What are they doing ? What are they wearing ? There are some differences between them, find them out as quickly as you can. 該任務可以說是上一任務的延續，上一任務只讓學生一句、一句地講，這一個任務自然地要求他們兩句或更多地表達，這為最后整個場景的描述一步一步打下基礎。
8.Who has good ears?
I’m thirsty now. I’d like to drink some water (drinking ).Look, the water is very clear. I can see you through it. Show the colour page, listen to the tape, answer the question: What are the cats doing ? What do they want to do ? then open the books, read the passage loudly yourselves, then ask somebody to come to the Bb. Listen to the tape and point to what you hear in the picture.
9.Who has good mouth?/Who is good at talking?
通過上一任務的練習，學生了解如何進行整篇文章的描述，接下來他們就要進行實踐。Talk about the picture .該任務是本課的總任務，也是本課的最終目的。四人一組討論手中圖片，最后推選一名代表起立描述。在每次的合作過程中，總會有一個學生成為任務的核心。所以，老師們會擔心，小組合作完成任務的過程會成為少數優秀生學習發展的過程，而對絕大部分同學來講，他們只是陪練、陪聽。面對這一現象，我們教師應該怎么做呢?我認為我們在設計的任務應該具有多樣性，每個任務活動的表現方式，側重點都應有所不同，信息傳遞，邏輯分析，觀點闡述等。學生們在合作時，也會根據任務的性質和個人特長做出不同的角色分配。而且教師也應該鼓勵、提醒學生不同角色的輪流分配。這樣，每次的任務都會成為一個讓學生發展個性的機會。還有小組的成員最好能有相當的英語水平，如果有差異，我們也不必為英語水平較弱的學生擔心，他們會在原有的水平上提高得更快。
總之，整節課我堅持以學生為中心，以培養學生的自主學習，合作探究為目的，以任務型學習貫穿始終，通過完成任務，不斷地促使他們學習英語，提高他們的英語水平。對教材熟悉的老師一定發現我將本課的教學內容進行了很大的變動。如刪除了一、二、三部分，打星號的文章我卻進行了重點的處理，這是不是脫離了教材?事實上在我們學校，本課的語音部分學生可以通過在家聽錄音自學，到校由學習委員檢查，第三部分的看圖我已經在前一課進行了處理。說實話，對這套教材我也不很熟悉，一節課只有寶貴的四十分鐘(我們溫州實驗中學每節課只有40分鐘)，我們要處理那么多的內容，起先我也比較困惑。在我們實驗中學新課程實施的起始階段，王校長曾詢問各學科在實施過程中有什么困難，我當時提了兩個問題：
1、其它學科都使用了新教材，只有英語還和原來的一樣，我們應該如何教;
2、幾年之后，我們的教材又要更換，英語學科的課改實驗意義何在?王校長回答：英語教學不能穿新鞋，走老路，不能拘泥于教材，應該用新的理念，新課程的標準來教學。只有這樣的教學方式才會為今后的推廣留下現實意義。因此，在后來的教學中我們緊扣新課標，對教材進行了大膽的刪除和合理的調整，所以一個單元，甚至幾個單元的整體備課就顯得尤其重要。我們實驗中學有幸走在新課改的前列，我們也承擔著壓力與責任，希望我們的心得、體會對各位有所幫助。
初中英語的說課稿12
Good morning, everyone、 I am number_______、Today I am very happy and excited that I can stand here for an interview、And it is also my great honor to share my lesson with all of you here, and this chance is very precious for me、 Hope you can enjoy it、The
content of my lesson today is Section A Read and Write of Unit 2 My days of the week of PEP Primary English ,Book5A (Recycle__) 、My lesson consists of 7 parts
1、 Analysis of the teaching material
2、 Analysis of the students
3、 Analysis of Teaching Methods
4、 Analysis of Learning Methods
5、Teaching procedure
6、 Blackboard design
7、Reflection
Part One Analysis of Teaching Material（說教材）I、 Status and Function
1、 This lesson is in the third period of this unit、 It is a dialogue 、It aims to enhance students’ reading skills、 It also provides some new language points for the students to master、
2、This lesson is the first part of Unit2、So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit、
3、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 spoken English、
4、 Reading is very important in English learning 、 It can help the students to master
some reading skills through learning this passage、 Moreover, attributive clause also plays an important part in English learning、
II、 Teaching Aims and Demands
On studying the teaching material and analyzing there gulation of children’s growing of mind, I put forward three kinds of teaching objectives according to English syllabus and new lesson standard、 1、 Knowledge objects (1) To help the students master the new words ,phrases and sentences、(加上具體的單詞，句型)
(2) To teach the students how to use the adverbial clauses of time、
(3)To make sure that students can read, recognize and use these key phrases on foot ,by bike,by bus,by train (4)To enable the students performe the dialogue
(5) To finish some exercises、
(6)The Ss can use the patterns to express their thoughts in the proper situation、
(7)The Ss can understand the content of the lesson、
2、Ability objects
(1) To develop the Ss’ abilities of listening, speaking, reading and writing by practicing the dialogue、
(2) To train the Ss’ ability of working in pairs、
(3) To develop the Ss’abilities of communication by learning the useful structures、
3、 Emotion objects
(1) To arouse the students’ interest in class activities、
(2) To train their team spirit by working in groups、
(3) To educate the students to follow the public rules、
(4)By completing the task,the Ss increase their interest and set up self-confidence in science;
(5)Teach the Ss what is“science”, put the moral education in the language study、
(6)To enable the Ss to be polite and love life、
(7)To enable the Ss to look after their things well、
III、 Key Points and Difficult Points and why (教學重難點及依據)The teaching key and difficult points’ basis is established according to Section A Read and Write of Unit 2 in the teaching material's position and function、Moreover students characteristics and new lesson standard should be also taken into account、
Key points:
(1)To make sure that Ss can use these key phrases correctly and skillfully、
(2)、To help the Ss to communicate with each other、
(3)、To enable the Ss to study in groups and co-operate skillfully、
(4)、To develop the Ss’ interest in English、
(5) To help the students to master the new expressions、
(6) To enable the students to communicate with each other、 Difficult points:
(1)To help the Ss ask and answer the
question____________________________________________
(2) How to use _____________________________ (4) How to make dialogues and act them out、
(5) How to write the right whole sentences、
Part Two Analysis of Students (說學情)
The students of grade5 are very active and curious、And they are interested in new things、They always like to use imagination and communication as their main studying ways After learning English for 2 years,they have some basic English background knowledge, so the teacher should attach importance to the communication with them, providing them the chances of using language、 Since they have learnt English for 2 years, they have already known ___________________________________,so it is not difficult for them to understand and use the
language_________________________________________________________________ Part Three Analysis of Teaching Methods and why (說教法及依據)
As we all know:the main instructional aims of learning English in primary school is to cultivate students’ basic abilities of listening and speaking and their good sense of the English language、Students in primary school are very cruious and they want to know everything、What is more,it is important for the teachers to keep the students interest in English 、So according to these points and the regulation of children’s growing of mind,in this lesson I’ll mainly use
Total Physical Response method
“Task-based”teaching method ,
Communicative teaching method
Situational Teaching method(情景教學)
group cooperate method
Free discussion method
I will let the Ss learn in real situations, finish a task by making a survey______________________________” to help Ss to get a better understanding of the new content、 I will arrange these activities: guessing game,__________________________________finishing a survey and having a competition、 Part Four Analysis of Learning Methods and why（說學法及依據）New Lesson Standard advocates to improve students abilities of analysis sing and solving problems、And teachers should change their old-fashioned teaching ways ,give students more opportunities to join class and let the students find the problems by themselves、Our students are almost from the countryside、 As for the learning methods, they are poor in cooperative learning skills、Some students are not active in the class ,and some students don’t like English、therefore, I ’ll have Ss study in a relaxed atmosphere、 Student sunder stand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, thinking etc、 、After feeling and understanding the language points, let students get the knowledge actively by probe study and cooperative study、 In a word,we’ll
1、Teach the Ss how to be successful language learners、
2、 Make the students take an active part in class activities、
3、Let the students summarize the language points through their own thinking、
4、Let the Ss pass "Observation—Imitation—Practice "（觀察—模仿—實踐三步教學法）to
初中英語的說課稿13
Good morning, everyone. My name is…， I come from… I`m very happy and excited to stand here, it is my great honor to be here to present my lesson. My teaching topic is… I`ll talk about it by 8 parts.
The analysis of teaching material.
The analysis of students.
The analysis of teaching aims and demands.
The analysis of teaching importances and difficulties.
The analysis of teaching methods.
The analysis of teaching procedures.
Blackboard design.
Teaching reflection.
Well, firstly, I`ll talk about Part 1 the analysis of teaching material. My teaching topic is… from Unit…Go For It Junior English Book 1A, which published by People Education Press. In this period, the main language function is to practice listening and speaking skills around…as well as the communicative skills of……
Then I`ll talk about next part the analysis of the students. It is known to us that most of students had learned English for about…years. They are curious about new things and have a strong desire to learn better. However, their Engish tearning level are different from each other. They need teachers` help and encouragement in their further study.
Next I`ll talk about teaching aims and demands. There are knowledge aims, ability aims and emotional aims. The knowledge aims are to enable the students to master the new words……the phrases…and the sentenses……The ability aims are to obtain the abilities of listening, speaking, reading and writing around……to train the students` abilities of using language, to guide the students to talk about…using the expressions of…and to develop the students` ability of creative thinking and cooperative study. The emotional aims are to enable……
Let`s move on to another part: the analysis of teaching importances and difficulties. The teaching importances are…The teaching difficulties are……
Next is teaching methods. I use…methods in my lesson. There are multimedia computer assisted instruction, task-based activities, situational approach, total physical response or the audio-lingual method.
Now I`ll talk about teaching procedures. According to five steps teaching method, I design my lesson into five steps.
Step 1 is warm-up. Here I`ll…By this, the students can be interested in it and pay their attention to our class easily and…
Step 2 is lead-in. Here I`ll…By this, the students……
Step 3 is presentation. Here I`ll……By this, the students……
Step 4 is practice. Here I`ll…By this, the students……
Step 5 is homework. Here I`ll……By this ,the students……
Next is my blackboard design. I`ll design it like this……
At last, I want to say, to be a good teacher is my dream. I think a teacher is not only a guide for sudents, 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 have confident that I can do it.
Ok, that`s all. Thanks for your listening. Good-bye.
初中英語的說課稿14
教學目標：
1、學會不同工作的英文表達方式。2、了解同學們父母們的工作。
3、學會簡單的介紹自己將來的理想。教學內容：
重點詞匯：teacher,nurse,engineer,manager,airhostess,lawyer,doctor,clerk,reporter,police
重點句型：1、Whatdoesyourmotherdo?Sheisateacher、Whatdoesyourfatherdo?Heisanengineer、2、Whatdoyouwanttobe?Iwanttobeateacher、Whatdoesshewanttobe?Shewantstobeasinger、
總體思路:本單元采用任務型的教學模式，設計了三個任務活動，首先以比賽的形式，讓學生通過工作的描述，來猜測工作的名稱；然后由學生自己下座位找與自己父母們工作相同的同學們，練習所學的句型；其后讓學生用所學句型談論自己的理想。所有任務的設計，由簡到難，每一個任務都為下一個任務的完成奠定了一定的語言基礎。語法知識一般現在時
（1）一般現在時主要由動詞原形表示，但第三人稱單數后要加-s，另外be有特殊的人格形式，見下表:
一般現在時
（2）一般現在時的否定式見下表
一般現在時的否定式
（3）一般現在時的疑問式及簡略回答，見下表。一般現在時的疑問式
（4）一般現在時的基本用法如下。①經常性或習慣性的Igetupatsixeveryday．
②客觀真理，客觀存在，科學事實。
Themoonmovesroundtheearth．月亮圍著地球轉。③表示格言或警句中。
Pridegoesbeforeafall、驕者必敗。④現在時刻的狀態、能力、性格、個性。Idon'twantsomuch、
教學板塊設計:
Task1：Knowthenamesofthedifferentjobs
目的：通過這個環節，教師完成本單元的新單詞的導入，通過提供給學生對于不同工作的具體描述，讓學生猜出工作的名稱，這樣為整節課任務的完成奠定最基本的詞匯基礎。在做猜謎游戲時學生能夠做到精神集中，并能激發學生的學習興趣。
課前準備：教師需要準備關于teacher,nurse,engineer,manager,airhostess,lawyer,doctor,clerk,reporter,police等工作的具體文字描述。
課堂學生活動：
1、教師向每個小組發放一份關于工作的描述，競賽看那個小組最先猜出答案，并將本組的謎語提供給全班，讓其他組競猜，這可以將學生的注意力，吸引到課堂上來，并對同學們年的謎語加以思考。此活動以小組為單位，讓學生通過謎語來猜測工作的名稱，猜對者給小組加分。
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、在所有單詞導入后，以小組為單位，將所有單詞按不同的標準分類，如：適合男人的工作，適合女人的工作等，通過這項活動，學生能將所學單詞落到筆頭上，同時是對所學單詞的又一次鞏固，而且不同的組有不同的分類原則，開發了同學們無限的想象空間。
Task2:Knowwhatyourgroupmembers’parentsdo、
目的：通過這個任務，學生能應用本單元的主要句型，詢問本組成員父母們的工作。
課堂活動：
1、小組活動，在小組內小組成員互相詢問父母們的工作。應用句型：Whatdoesyourmotherdo?Sheisa………Whatdoesyourfatherdo2、向全班同學們匯報調查結果
3、同學們下座位，在限定的時間內，看誰能找到父母們與自己父母們工作一樣的同學們，并且數量最多。
4、向全班同學們作匯報。比賽看那個小組完成的數目最多。Task3Whatdoyouwanttobe?
目的：讓學生學會用簡單的句型來介紹自己的理想，通過此活動導入新的句型并進行大量的操練，讓學生充分的掌握。
課堂活動：
1、教師通過介紹自己的`理想導出句型:Iwanttobeasinger、Whatdoyouwanttobe?
2、小組內組長來統計本組同學們的愿望，比賽看那組同學們的愿望最多，并作小組匯報。
Homework:思考一下自己的理想工作對人都有哪些要求？課后反思：
本單元的基本詞匯和基本句型，內容較多，所以針對不同的內容設計了不同的任務活動。通過課堂的試驗，證實了這些任務的可行性，并達到了意想不到的效果。
1、在導入新單詞時，通過小組比賽的形式，讓學生通過工作的描述，來猜測工作的名稱，首先比賽的形式，調動了學生的興趣，其次猜謎的這種形勢更有利于讓學生開動腦筋，思考問題大大吸引了學生的注意力。
2、第二個任務由學生自己下座位找與自己父母們工作相同的同學們，通過這個競賽形式教師為學生提供了一個安全的語言環境，學生可以大膽的練習所學的句型。其后讓學生用所學句型談論自己的理想，培養了學生的價值觀和理想觀。
初中英語的說課稿15
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.
【初中英語的說課稿】相關文章：
初中英語說課稿01-04
初中英語說課稿06-14
[實用]初中英語說課稿12-05
初中英語說課稿范文12-26
初中英語說課稿15篇01-04
初中英語說課稿(15篇)01-30
初中英語說課稿匯編15篇01-30
初中英語作文02-16
初中英語格言03-03