【63xf.com--說課稿】

說課稿是為進行說課準備的文稿，說課這一概念提出于1987年，它不同于教案，教案只說“怎樣教”，說課稿則重點說清“為什么要這樣教”。認真擬定說課稿， 是說課取得成功的前提，是教師提高業(yè)務素質(zhì)的有效途徑。 以下是為大家整理的初中英語說課稿集合6篇,歡迎品鑒!

【篇1】初中英語說課稿

今天我說課的內(nèi)容是《牛津初中英語》8AUnit2SchoolLife的Reading第一課時。對于這節(jié)課我將以教什么、怎么教、為什么這么教為思路，從教材分析、教法分析、學法分析和教學過程四個方面加以說明。

一說教材

本課以schoollives為話題，以學習lifeinaBritishschoolandinanAmericanschool為載體，以findoutthedifferencesbetweenaBritishschoolandanAmericanschool為任務。為了使學生對這一話題更感興趣，在教學過程中，我準備采用多媒體輔助教學這一教學模式設置情境，有效地將單詞、句子和情景相結(jié)合，達到語言點的靈活運用和學生學以致用的目的。

教學目標：能聽懂，會說，會讀，會拼寫單詞mixed，subject，sew，tasty，hero，close，tasteandarticle。能根據(jù)關鍵詞和上下語境猜測課文大意。

重難點：本課是Reading的第一課時，主要為了完成這樣一個任務，即通過閱讀理解文章主題，通過設計一些如trueorfalsequestions，answerquestions，fillintheblanks，linethewords等練習題檢查學生對課文的理解程度。由于新課程標準要求大力培養(yǎng)學生的閱讀能力，所以通過閱讀理解文章大意就成了本課的重點。通過對文章的理解要求學生能用自己的語言描述出相關內(nèi)容，這就是本課的難點。

二說教法

1.直觀情境教學法：本課將利用多媒體創(chuàng)設情境，激發(fā)學生的好奇心和求知欲;設置語境，使學生體驗語言的真實、自然，從而培養(yǎng)學生組織和表達語言的能力。

2.任務型教學法：根據(jù)任務型教學的原則設計語言實踐活動，通過學生體驗、參與、合作、交流、探究等方式學習和使用英語，從而完成教學任務。

3.活動式教學法：在本課的教學中，主要采用跟讀、分組朗讀、分角色朗讀等多種閱讀方式，將書本知識融入活動中，讓學生在活動中不斷的吸收、內(nèi)化所學知識。

4.循序漸進，達到目標教學法：英語畢竟是一門外語，學生缺乏語言環(huán)境。要掌握本課內(nèi)容不能一蹴而就，可以將重點難點分解到各個教學環(huán)節(jié)中去，為學生搭建一個坡度合適的臺階，幫助他們一步步實現(xiàn)目標。

5.注重過程評價，促進學生發(fā)展教學法：為了實現(xiàn)新課程改革的發(fā)展目標，必須建立體現(xiàn)新課程教育理念的評價理念和評價體系。因此，教師應引進一些能激發(fā)學生學習興趣并使其形成自主學習的評價體系，多角度及時準確地評價學生，使他們感受成功，從而激發(fā)和培養(yǎng)學生學習的積極性和自信心。

三說學法

1.“發(fā)現(xiàn)———探究———創(chuàng)新”學習法：為了充分發(fā)揮學生的主體性，我引導學生自己去設計活動，得出結(jié)論。在探究中培養(yǎng)學生的觀察能力和語言組織表達能力。

2.合作學習法：將學生分成若干小組，給學生以足夠的空間，參與的機會，充分展現(xiàn)個性和創(chuàng)造性。

3.主體歸位促創(chuàng)新學習法：學生是學習的主體，新課標更把學生的主體地位擺在了重要的位置。教師應該把主動權(quán)歸還給學生，努力為學生提供繽紛的舞臺，成功的機會，并鼓勵學生大膽創(chuàng)新勇于嘗試。

4.注重過程，教給方法學習法：古人云“授之以魚不如授之以漁”教給學生良好的學習方法比直接教給學生知識更為重要。在英語教學中，教師應指導學生接收、處理、保存、運用英語信息的過程，即“輸入———轉(zhuǎn)換———輸出”的過程。

四說教學過程

Step1Warming—up

Firstlet’senjoyanEnglishsong!同時屏幕上出現(xiàn)我們平時上課、課間活動及用餐時的照片，這些照片都與同學們平時的生活息息相關，很能吸引他們的注意力，同時也使學生對本課的內(nèi)容產(chǎn)生了隨意注意。

Step2Leadin

利用多媒體呈現(xiàn)本課涉及的一些學校生活：ReadingWeek，drivinglesson，HomeEconomicsclass，lunchtime，BuddyClubandsoftballgame，要求學生6人一組，互相討論合作描述圖片內(nèi)容。

設計意圖：這部分的教學安排不僅可以鍛煉學生的語言組織表達能力，培養(yǎng)學生的創(chuàng)新思維和創(chuàng)造力，而且體現(xiàn)“直觀情景教學法”創(chuàng)設問題情境，活躍課堂氣氛，聯(lián)系實際生活，激發(fā)學習興趣。

Step3PresentationandPractice

(1)將課文中出現(xiàn)的第一幅圖片投影在屏幕上，同時提出兩個問題：Whowrotethefirstpassage?Whatactivitydoestheschoolhaveeveryyear?讓學生帶著問題聽課文第一段錄音。

(2)布置學生自己朗讀課文，根據(jù)上下語境理解文章主題，完成教師設置在屏幕上的“trueorfalse”questions。學生回答問題時可以采取搶答式，小組間進行競爭。

設計意圖：這兩部分的教學安排體現(xiàn)了“任務型教學法”，讓學生帶著任務去閱讀有利于提高學習效率，增強學生對課文的理解程度。

(3)用同樣的方式學習課文第二段的內(nèi)容。

(4)跟錄音朗讀課文，老師在旁指導并糾正語音。

(5)把學生分成4人小組，要求學生分段細讀課文，互相合作探討找出課文中出現(xiàn)的新單詞和一些比較難理解的句子，并嘗試根據(jù)上下語境理解其意思，完成教師設置在屏幕上的fillintheblanksandlinethewords練習題。

設計意圖：這部分的教學安排體現(xiàn)了“合作學習法”和“發(fā)現(xiàn)———探究———創(chuàng)新學習法”，符合新課標所提倡的在教師的指導下，通過學生交流、合作、實踐、探究等方式培養(yǎng)其自主創(chuàng)新能力和團體合作精神。

(6)在大部分同學能正確把握課文主題和生詞意思的前提下，要求學生合上書本再次聽錄音，并回答以下幾個問題：

Q1WhichsubjectisJohn’sfavourite?

Q2WhatcanJohncooknow?

Q3WhatcanJohndoduringtheReadingWeek?

Q4WhatdidJimdoinschoollastyear?

Q5HowdoesNancygotoschooleveryday?Whatdoesshethinkofit?

Q6WhatdothestudentsdointheBuddyClub?

Q7WhydoesNancysayJulieisherhero?

設計意圖：檢查學生對課文大意的理解程度以及語言組織和表達能力。如果學生脫離書本并不能很好表達出以上幾個問題的答案時，教師則有必要對課文進行進一步的詳細講解，直到學生完全弄懂為止。

Step4Activity

將學生分成6人小組，以小組為單位，要求他們充分發(fā)揮個性和創(chuàng)造性，在lifeinaBritishschool和lifeinanAmericanschool兩個主題中任選一個，用自己的語言去改編課文，然后每組推選一位同學上臺展現(xiàn)成果。

設計意圖：讓學生在愉快的活動中結(jié)束學習，使他們自始至終保持積極的態(tài)度，高效率地完成本課的教學任務，同時也培養(yǎng)了學生的表演能力。

Step5Homework

(1)要求學生用第三人稱改寫課文內(nèi)容，向好朋友介紹一下美國和英國的學校生活。

(2)要求學生多渠道地調(diào)查一下世界各地的學校生活，可以上網(wǎng)查詢，可以向親朋好友打聽，也可以翻看報紙雜志等。

教學評價：對于學生積極參與的態(tài)度效果應及時地給予適度的評價，主要采用激勵法激發(fā)學生的學習興趣。在教學過程中，采用小組競爭的形式，對于優(yōu)勝組則給予一定的物質(zhì)和精神的獎勵。充分尊重學生在解決問題中所表現(xiàn)出來的不同水平，更注重過程性評價。

綜上所述可以看出，我積極以新課標為指導，以活動為方式，變課堂為生活，運用直觀情景教學法，多媒體輔助法等使學生以生活為課堂，逐步提高綜合語言運用能力，形成自主學習的良好習慣和方法。

以上是我對本課的教學設計和思路，有何不足之處還請各位評委老師不吝賜教。

【篇2】初中英語說課稿

各位評委老師：

下午好！

（一）教材分析：

這幾天不知為什么，手邊的東西總是四處亂丟。一天大約二分之一的業(yè)余時間基本上都在找東西。因此每天使用頻率的一句話：”Whereismypen?”“Whereismybook?”(我的書在哪里）等等，通常同事們都是用therebe句型+方位介詞做回答。今天我說課的內(nèi)容選自于初一人教版第十單元37課，標題為Whereisit?由此可見，初中人教版的對話編排幾乎都是從生活中實際需要出發(fā)，讓學生能掌握生活中基本的常識交流。發(fā)展他們自主學習的能力，形成有效的學習策略。本節(jié)課側(cè)重于對方位介詞的理解與應用。無論是情景對話實際應用還是考試練習，它都占據(jù)著非常重要的一席之地。

（二）教學目標：

知識目標：熟練應用介詞on,in,under,behind,near.及therebe句型。

能力目標：激發(fā)培養(yǎng)學生的學習興趣，培養(yǎng)觀察、記憶、思維、想象及創(chuàng)造能力。掌握一定的語言基本知識和基本技能。了解文化差異。

德育目標：樂于為別人提供幫助。

（三）教學組織：

為活躍課堂氣氛，鼓勵學生積極參加到活動中，引起他們情感上的共鳴。我根據(jù)學生身心發(fā)展特點，將采取小組競賽的形式，將全班分為兩組。一組命名為熱愛體育運動的NBA,另一組為擅長文藝活動的OSCAR。

（四）學法指導：

遵循學生的認知規(guī)律，從單詞—句子—情景對話—情景短劇—實際應用，采取循序漸進的原則，由淺入深，由易到難。情景興趣教學。多以問答形式出現(xiàn)。

如何使用英語，如何在理解的基礎上習得語言。在用中學，學中用。學會自己自主推測發(fā)現(xiàn)歸納提高，提高學習自主性和學習能力。寓素質(zhì)教育于語言教學之中。

（五）教學步驟：

1.提問，問出主題。我精心設計了四個問題，其共性是簡單直接明了。前三個問題都是復習了九單元有關家庭的話題。第四個問題依據(jù)地點從小到大的原則問出了很多關于”Whereisit?”,并用介詞作簡單回答。在復習時，教師是位”強化記憶者“。我采取快速地口頭提問，要求學生迅速反應。這種復習方法在于培養(yǎng)學生在無法預先準備的真實情況下運用英語的能力。（現(xiàn)場演示第四）

2.分析討論。教學大綱的教學目的要求學生了解文化差異，了解英漢之間的文化差異是為了提高學生的學習自覺性。針對這一目標，我設計了第二個環(huán)節(jié)。提供一張圖片，讓學生盡可能地用到介詞。并提出問題：中英文在表示方位時有何區(qū)別與聯(lián)系？各有什么特點？小組討論總結(jié)，陳述意見。

3.反復操練。

（a）從兩組隨意抽取兩人。一人根據(jù)錄音聽力畫圖，一人根據(jù)圖片作文字描述。（出現(xiàn)therebe句型）

(b)把圖片擦掉，每組選出一名學生參加比賽。根據(jù)記憶重述圖片。（強調(diào)therebe句型）

（c）小組互相就圖片內(nèi)容展開知識競答。題目自擬。

（d）各組總結(jié)性發(fā)言。（提出therebe句型的小組加雙倍的分值）

補充說明：教師做示范。所有內(nèi)容與介詞有關，引導學生用到therebe句型。

4.編寫短劇。根據(jù)已有圖片提示。要求學生展開想象，盡可能使用介詞及therebe句型。小組內(nèi)討論展開。教師作為評分者。評分標準為：1.介詞使用率高2.想象豐富，幽默詼諧。

3.結(jié)尾出人意料。

5.擴展練習。以上所學內(nèi)容著重于對方位介詞的理解與應用。在介詞中，in,on的用法很多。小組收集有關inon的其他用法。并分析以下句子。發(fā)現(xiàn)問題，提出問題，自己著手解決問題。

(a)Thewindowis____thewall.Themapis_____thewall.

(b)Theappleis_____thetree.Thebirdis____thetree.

Thereisanapple____theradio.Iheardthenews____theradio.

(d)There____abookandtwoboxesonthedesk.There___twoboxesandabookonthedesk.

6.知識升華。

（a）NBA組對現(xiàn)場一位教師進行描述，OASER組進行猜測。依次進行。

（b）假如你是一位動物園導游，你能否現(xiàn)場示范？你可能欠缺什么方面的內(nèi)容？

7.作業(yè)：第六部分的b部分。

【篇3】初中英語說課稿

Good afternoon, every one. It is my great honor to stand here to present my lesson. To make my presentation clearer, I will explain my lesson plan in the following parts

Part One: Analysis of the teaching material

Reading teaching is a very important part in English teaching. New Curriculum standard requires that students should get some kinds of information, enlarge their knowledge, enjoy and get gum, cultivate and develop their reading skills through reading.

The lesson I am going to talk about is the reading part in Chapter6 from Oxford English 7A. It is a story about a crew’s adventure on another planet. The title is Nobody wins. Part One of the story appears in Chapter 5 and students will know the result of the story in this chapter. Students only know part of the story in Chapter5. so they will be very interested and eager to know the result of the story. They may be very exciting when they know the result.

Part Two: Teaching aims

According to my understanding of the material and students, I establish the following teaching aims:

1. Students can read and understand the story.

2. Students can develop their guessing, skimming and scanning skills.

3. Students can build up their self-confidence and learn how to cooperate with others well.

Teaching key point and difficult point:

The key point of this lesson is to develop students’ scanning and skimming skills. The difficult point of this lesson is some difficult words in the story.

Part Three: Teaching equipment

CAI, tape recorder

Part Four: Teaching methods and learning methods

1. Communicative teaching method

2. Task-based” teaching method

3.Cooperative learning 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. To use these methods are helpful to develop the students’ abilities.

Part Five: Teaching procedures

(1) Pre-reading activity:

Students act out part one of the story.

Students have learned part one of this story in Chapter 5. After learning Chapter 5. students know what the story is about but they don’t know the result of the story. The ending of part one is that the main character of the story says all of them will be alive. (The main characters were caught by a monster and trapped in a cage). After students act out part one of the story, I will raise a question to lead in my lesson: What’s the main character’s plan to save the crew from danger? Ask students to number the paragraphs in the story. There are totally twelve paragraphs in this story.

(2) While-reading activities:

Activity one: Guessing: Students often meet with some new words in reading. When

they see the new words, they are either frightened by the new words or they spend too

much time in looking up the words in the dictionary. It will be helpful to improve

students’ reading ability if they know how to guess the meaning of the words

according to the context. When they are doing this part, ask them to finish it by

themselves first and then ask them to discuss in groups.

Ask students to find the following words in the story and use them to replace the words in italics in the sentences.

immediately, secretly, attacked, escape

1. The captain’s men climbed into the kangaroos’ pockets and no one saw them.

2. After super, Gork went to bed and fell asleep at once.

3. Gork shouted because Nobody hit him.

4. They could not kill Gork. Otherwise, they could not get away.

Activity two: skimming (When students do the skimming task, they don’t need to read the whole story word by word and they don’t need to understand the whole story. The skimming task only requires students to read parts of the story and get the main information of the story. This skill will help students to develop the ability to find out the key words and key sentences to understand the main idea of the story. It is helpful to increase students’ reading speed. )

Ask students to number the paragraphs in the story. There are totally twelve paragraphs in this story.

1. Ask students to read the first and the last three paragraphs and answer the following questions:

a. What will they use to melt the bars of the cage?

b. Were they free?

2. Ask students to read the story quickly and give correct orders to the following sentences:

a. Then you’ll use it to kill Gork, Captain.

b. Gork, this is nobody.

c. You just had a bad dream.

d. We will use this laser torch to melt the bars of the cage.

e. We can’t kill him.

f. Nobody attacked and damaged my eye.

Activity Three: scanning (scanning is a kind of skill used to find out the main information in reading. When scanning, students don’t need to read the story word by word, they just need to scan the relative part of the story according to the information they need to find out. )

Ask students to fill in the blanks according to the story.

Gork fell asleep. Captain King told his ________. They _____ from the cage. King shouted “This is _________” and use a ________ _______ to aim at Gork’s eye. The kangaroos did not help Gork because he said nobody ________ him. King and his friends _________ into the kangaroos’ pockets and escaped the cave.

(3)Post-reading activity:

Students work in groups to tell Captain King’s plan to save them from the danger with the help of the given questions.

How did King call himself?

What did they use to melt the bars?

What hit Gork’s eye?

When the kangaroos came, what did Gork say?

After this activity, I will tell them the moral education of this story: When you are in danger, you should calm down, use your brain and try to think of some ways to save yourself from danger.

(5)Homework: 1.Finish the exercise on page 74 and 75.

2. Write down the story in your own words.

The above is my presentation about my lesson plan. Thank you for listening.

【篇4】初中英語說課稿

尊敬的評委，各位老師:

大家好！

今天我要研說的是牛津版初中英語8B第四單元的第一課時“Welcometotheunit”。我將從教學分析、學情分析、教學模式、教學設計、板書設計、課堂評價、資源開發(fā)這七個方面進行研說。

首先是教學分析。

分為教材地位和作用，教學目標，重點難點。讓我們先來看看教材地位和作用。Unit4屬于8B的第二模塊“Rightsandresponsibilities”（權(quán)利和責任），它在整個教材中起著承上啟下的作用。而“Welcometotheunit”是本單元的第一課時，以“Acharityshow”為中心話題展開教學內(nèi)容。它不僅是第四單元的話題導入，也為后面的教學環(huán)節(jié)做好熱身準備。通過本課時的學習，讓學生了解如何組織一場慈善演出，如何為需要幫助的捐款，籌集物資，以此來發(fā)揚互幫互助的精神。本課的教學目標有三個，1.知識目標：幫助學生學習和了解中國的一些慈善機構(gòu)的名稱和他們的作用。2.技能目標：能夠為慈善義演設計一張海報。3.情感目標：培養(yǎng)學生的愛心以及樂于助人的精神，激發(fā)學生對參與慈善活動的興趣。本課的重點是掌握“四會”單詞cat,charity,fund-raising,advertise和詞組giveout,raisemoney,charityshow。難點是：讓學生熟悉不同的提建議方式并熟練運用。

第二，學情分析。

初二學生大多數(shù)具備一定英語能力，也養(yǎng)成了一些學習習慣。學生們通過電視、網(wǎng)絡、報紙等媒體，已了解一些慈善機構(gòu)的名稱和作用。而且，早在初一7A第五單元就涉及過為“希望工程”捐款的話題。另外，我校每年都會組織學生舉行慈善義賣的活動來為需要幫助的人籌款。這些已有的基礎知識和生活經(jīng)驗都為學生們學好這一課打下良好的基礎。但是，“慈善”這個話題畢竟離我們的初中生有點遙遠，有些學生會覺得陌生。所以，老師在教學活動中必須創(chuàng)設適當?shù)那榫?，針對不同層次的學生設計多樣的教學任務，從而吸引學生們的興趣，使他們積極主動投入到教學活動中來。

第三，教學模式。

本節(jié)課我主要采用了情境教學，任務型教學和合作教學三種模式。情境教學體現(xiàn)在話題的導入和慈善機構(gòu)的介紹；任務型教學體現(xiàn)在聽說練習中；合作教學體現(xiàn)在學生討論和海報的制作。這三個教學模式充分體現(xiàn)了“以學生為主，以學生的發(fā)展為本”教學理念。關注學生的興趣和生活體驗，使他們在輕松愉快的氛圍中獲得新知，提高語言的綜合運用能力。

第四，教學設計。

首先，我會呈現(xiàn)我校學生義賣活動的照片和播放一段我?！癇igFace”樂隊為某位身患重病的學生舉辦的募捐晚會是視頻，根據(jù)視頻向?qū)W生提出兩個問題，從而導入我們本課的話題“慈善義演”。接下來，我會以“如何組織一場慈善義演”為線索展開教學內(nèi)容。告訴學生要成功地舉辦一次慈善義演需要做好以下準備：1.學習慈善機構(gòu)名稱和作用;2.了解有哪些募集活動;3.如何成為一個好的主持人;4.為慈善演出提出建議5.制作一張宣傳海報。這些內(nèi)容分別體現(xiàn)在“猜謎、討論、聽、說和活動”這五個教學環(huán)節(jié)，具體步驟如下：

Step1：Guessinggame：

1.呈現(xiàn)四個中國慈善機構(gòu)的描述，讓學生猜一猜它們的名稱。

2.向?qū)W生介紹一些國際性的慈善組織。

設計意圖：通過猜謎的方式介紹慈善機構(gòu)，可以增加這個環(huán)節(jié)的趣味性，從而激發(fā)學生學習的興趣和求知欲。補充國際性的慈善組織是為了第五單元的教學埋下伏筆。

Step2:Discussion：

1.呈現(xiàn)在四川雅安地震中失去家園人們的圖片，然后提出問題：Whatcanwedoforthepoeple?/Howcanwedoit?學生兩人為一組進行討論。

2.呈現(xiàn)書上61頁A部分的四張圖片，并幫助學生進一步描述，完成相關的練習。

設計意圖：通過學生對問題的討論，自然過渡到書上61頁A部分的教學內(nèi)容“Fund-raisingactivitiesforcharity”了解慈善募集活動，并且課文中出現(xiàn)的一些四會單詞和詞組能在具體的情境中呈現(xiàn)。

Step3：Speak-up：

1.向?qū)W生介紹幾種提建議的句型，并結(jié)合A部分的慈善募集活動反復操練。

2.在班級學生中進行一個調(diào)查，內(nèi)容是“Ifyouhavepocketmoney,whichcharitydoyousupport?&Why？”

3.在學生發(fā)表完自己的看法后，我會結(jié)合書上61頁A和B部分的內(nèi)容讓學生以兩人為一組編寫對話并表演給大家。

設計意圖：通過口頭表達這個練習，一方面讓學生能熟練掌握提建議的句型，另一方面結(jié)合慈善機構(gòu)和募集活動的內(nèi)容編寫對話，可以充分發(fā)揮學生的想象力，從而鍛煉了學生的口頭表達能力和語言的實際運用能力。

Step4:Listening&Acting：

1.呈現(xiàn)漫畫中兩位主人公Hobo和Eddie,讓學生猜猜他們在干什么？從而引出單詞“host”和“microphone”

2.播放Hobo和Eddie的對話，讓學生根據(jù)對話內(nèi)容回答相關問題。

3.要求學生朗讀對話并分角色表演。

設計意圖：這個教學環(huán)節(jié)不僅可以鍛煉學生的聽力，還能培養(yǎng)學生的語言模仿能力。在聽說的共同作用下，讓整個班級的學生都“動”起來，而且這個任務對于英語基礎一般的學生也能輕松完成。

Step5：Activity：

把學生分成四人一小組，為他們支持的慈善機構(gòu)制作一張慈善義演的宣傳海報，并向全班同學展現(xiàn)。

設計意圖：通過小組活動，加強了同學間的合作交流，讓學生把本課所學的知識綜合運用到實際生活中，真正做到“學以致用”。另外，這個環(huán)節(jié)又為本單元的MainTask寫作課提前做好鋪墊。

第五，板書設計。

本課的板書我是根據(jù)教學步驟設計的，以慈善義演為線索展開，由淺到難，層層遞進。

第六，課堂評價。

關于課堂評價，我主要從“聽、說、讀、寫”四個方面來評價學生。其中制作海報的環(huán)節(jié)中還包括了學生間的互評，評一評哪組的海報最完美。另外，我還增加了一個課后評價（回家作業(yè)）。

第七，資源開發(fā)。

我主要從兩方面進行開發(fā)。

1.教材資源的開發(fā)，單看課本的教材內(nèi)容，其實很簡單，為了豐富教學內(nèi)容，我在具體的教學步驟中進行了開發(fā)和拓展。

2.主體資源開發(fā)體現(xiàn)在學生的互幫互助上。比如在教學活動中，英語基礎好的學生可以協(xié)助英語基礎較弱的學生完成相關任務，從而減輕了老師的負擔。

現(xiàn)在展現(xiàn)在大家面前的是一棵完整的知識樹，也是我整個說課的內(nèi)容和思路。希望我的這棵智慧樹能幫助學生擁有一顆慈善的心。最后，我將以已故巨星邁克·杰克遜的公益歌曲“Healtheworld”來結(jié)束我的本次說課。謝謝大家！

【篇5】初中英語說課稿

Introduce myself:

My name is Lu Guojuan. I have worked in Zhangqiao Middle School for 5

years. Today I want to talk about Unit 2. School Life Reading, 8A, Oxford

English.

First, the analysis of the textbook:

1. The contents:

The part of the reading in the second unit aims to introduce school

life in British and American schools and it aims to get the students to

learn the differences between foreign culture and native culture.

2. The teaching aims:

(1)The aims of the knowledge: To learn life in a British school or an

American school and to master important language points.

(2)The aims of the abilities: To improve the abilities of getting

information by scanning and the abilities of listening, speaking, reading

and writing.

(3)The aims of the emotion: To promote their love for their school and

school lives.

3. The teaching emphasis:

(1) To get the ability of general reading and acquiring information.

(2) To master vital phrases and sentence structures.

4. The teaching difficulties:

(1)We have to tell our English teacher what we are reading.

(2)This is great because it takes less time than taking the bus.

Next, the teaching methods:

Teach the students by the five teaching steps gradually to emphasize

the contents. The teacher is to act as a guide and the students as an

actor to do the activities.

Then, the teaching aids:

Projector, Slide show, Tape recorder and Pictures

Afterwards, the design of the teaching procedure and the class activities.

Step I Lead-in (within 5 minutes)

1. Ask and answer about school life.

1 )What subjects do you learn at school?

2 )What after-school activities do you have?

3 ) Have you joined a club?

2. Ask two students to talk about his/her school life.

Step II Presentation (within 30 minutes)

Part A Show two flags with the words ‘Life in a British school’ and ‘life

in an American school’ and discuss the question: What do you think British or American school would be like?

Part B 1. Listen to the tape about Passage One to get general ideas and think about two easy questions:

(1) Who wrote the first passage?

(2 )What activities does the school have every year?

2. Read and complete the first five T or F exercises in Part C1 and

correct them.

Part C 1. Listen to the tape about Passage Two to get rough ideas and

think about two easy questions:

(1) Who wrote the second passage?

(2) Who else are mentioned in the passage?

2. Read then ask and answer:

(1) What did Jim do in school last year?

(2) How does Nancy go to school every day?

(3) What do the students do in the Buddy Club?

(4) What do American students do during lunchtime?

(5) What do the students sometimes do after school?

3. Complete the left T or F exercises in Part C1 and correct them.

4. Read together with the tape .

Part D Language points:

(It aims to introduce their usage by some examples.)

1. how to do something

2. taste-tasty

3. tell our English teacher what we are reading.

4. as well & either

5. It takes less time than taking the bus.

6. drive me to school

7. have a great time doing sth

There are some other useful phrases:

1. near the end of each class

2. have a driving lesson

3. spend a lot of time doing

4. Buddy Club

5. talk to sb about sth

6. enjoy this a lot

7. help me learn about sth

Part E Retell John’s or Nancy’s school life. (Volunteers)

Step III Consolidation (within 5 minutes)

Do exercises in workbook on Page 44 No. 6 and then check out the answers. Step IV Oral practice (within 5 minutes)

1. Make up a dialogue with partner to talk about Nancy’s school life. (one pair)

2. Say something about our own school life. (one or two students)

If I have some more time, I will ask the students to write down their school lives and read them out.

Step V Assignment

1. Retell John’s or Nancy’s school life.

2. Write a composition about our own school life.

Finally, evaluation and reflection:

Evaluate the effect of this class and improve it afterwards.

In addition, I will attach my design of the blackboard.

Design of blackboard：

Unit 2 School Life

What do you think British or American school would be like?

Life in a British school Life in an American school

Language points:

1. tell our English teacher what we are reading

2. as well & either

3. It takes less time than taking the bus.

4. have a great time doing sth

That’s all. Thank you.

【篇6】初中英語說課稿

Unit10Wheredidyougoonvacation?

Goodmorning,everyone.Iam**fromthe***.IhavetaughtEnglishforovertenyearsandIlikemystudents.Today,IwilltalkaboutUnit10wheredidyougoonvacation?GoforitJuniorEnglishBook.Thereare6periodstofinishthisunit.Iwilltalkaboutthefirstperiodwiththefollowingparts..

I.AnalysisoftheTeachingMaterials.

Thetopicofthisunitisthecontinuationofunit9aswellasaboutthepastevents.

ByusingtheSimplePasTTense,whichisessentialinjuniorEnglish,studentswill

talkabouttheirpast.Thistopicisabouttheirexperiencesandplacestheyhave

visitedontheirvacations.Soithelpsbringbacktheirmemoriesandlearning

motivations.

II.Students’characteristic

AlthoughtheJunior1hasbeenlearningEnglishforalmostayearandarehaving

somebasicknowledge.BecauseoflivinginChinaandsurroundingenvironment,studentsarelearningEnglishimpassivelyandirregularly.ButThejunior1hasshownedthemselvesverycreative,capableandofplasticityasthey’redoingsowellinwhatthey’reinterestedinsuchasgamesandCAI.

III.TeachingAimsandDemands

1.Knowledgeobjectives

a.Toenablethestudentstoread,tospell,tounderstandthevocabularycorrectly.

b.Tohelpthestudentsaskandanswerthenewsentencepattern:Wheredidyougoonvacation?

2.Abilityobjectives.

a.Toimprovethestudents’skillsoflistening,speaking,readingandwriting..

b.Toencouragethestudentstocommunicatewithothersuningthenewsentencepattern.

3.Emotionobjectives

a.TotraintheSstocooperatewellingroupsandinpairs.

b.TobeinterestedincommunicatinginEnglish.

IV.TeachingKeyPoints

1.Keyvocabulary

NewYorkCitycampsummercampmuseum

2.Keystructures

Wheredidyougoonvacation?

Iwentto…

V.TeachingDifficulty

Learnthekeystructures

VI.TeachingMethods

1.Task-basedmethod

That’stosayI’llletthestudentsfinish1listeningtaskandmakeshortdialoguesalongwiththeactionstohelpthestudentsgetabetterunderstandingofthekey

structures.

2.Communicationmethod

I’llsetupadreamandaskstudentstopretentthemselvesasreporters.Thisway,thestudentscansayfreelyandneedn’ttoworryaboutmakingmistakes.

VII.LearningMethods

1.Listening—speakingmethod

2.Communicativestrategy

WeallknowthatthebestwaystolearnEnglishwellaretoimitate,topractice,tolisten,tospeakandtocommunicatemoreconstantly.

VIII.TeachingAids

Inthislesson,theCAI,cassette,ataperecorderwillbeused.

X.TeachingProcedure

I’llmainlytalkaboutthispart.Itconsistsof5steps.

Step1Warm–upandreview

1.MakeafreetalkbetweenT-S.Whatdidyoudoyesterday?Andwhatdidyourbestfrienddoyesterday?

2.WritedownthepasttensesoftheverbsthatIshowinCAI.

Purpose:thisstepisinordertoreviewwhatthestudentshavelearntinUnit9.Thatway,Icanleadthemintothenewlessonsmoothly.IthinkIt’susualbutpratical.

Step2Presentation

1.Learnthenewwordsandexpressions

a.lead—in:askstudentssomequestions:Didyoudreamlastnight?Whatdidyoudream?WheredidIgoonvacationinmydream?

b.CAIshowsmanypicturesofmydream,whicharealsotheactivitiesin1a.

c.Askstudentstoreadandspellthenewphrases.

d.Do1a.Matchtheactivitieswiththepictures(a—g).

e.Playaguessinggame:Iwillshowsomejigsawsofeachpictureandhavethestudentstoguess.Iwillpraisethestudentwhoanswersmorequickly.

Purpose:IputthevocabularylearningintoadreaminordertopromptthemtofinditveryinterestingtolearnEnglish..ByCAI,studentscanmatchthevocabularywiththerealthingsdirectlyandmasterthemeasily.

Step3Listeningpractice

a.Tellthestudentstolistentothetapeandnumberthepeople(1—5)inthepicture.

b.Playtherecorderforthefirsttime,andthenchecktheanswers.

c.Playtherecorderagain,studentsimitatetheconversationsandfillintheblanks.Payattentiontotheirpronunciationandintonation.

Purpose:thisisabasicandnecessarystep,whichdevelopsthestudents’skillsoflistening,readingandwriting.

Step4Pairwork

a.T—S:wheredidTinagoonvacation?

Shewenttothemountains.

b.Askthestudentstopracticeinpairsaswe1c.Thentheywillcometotheplatformandclickonthenumbertochooseapictureandactitoutrandomly

Purpose:“Task-based”teachingmethodisusedheretodevelopthestudents’abilityof

communicationandtheirabilityofco-operationwillbewelltrained.ThisstepprovidesguidedoralpracticeusingthetargetlanguagetoconsolidatethekeystructureandItcandevelopstudents’skillofspeakingandsenseoflanguage.

Step5Production

Havestudentspretenttobereporterstointerviewanyonetheywanttoaskabouttheirvacation.

Purpose:Afterlearning1a—1c,it’stimetoextendwhattheylearntjustnowandgivethestudentsafreespacetoshowtheirabilities.Withtherealsituations,studentswillfeeleasyandsuccessfulduringthispart.Bywayofcommunication,thestudentswillunderstandhowtousethekeystructurebetterandconsolidatetheknowledgefirmly.

PartXIHomework

Doasurveyandwriteareportabouttheclassmates’vocation.

Purpose:Ithinkhomeworkissoimportantthatthestudentscanspeakenglishasmuchastheycaninclassorafterclass.Isetthisstepinordertopracticestudents’skillsoflistening,speakingandwriting.

BlackboardDesign

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