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1、文本为Word版本，下载可任意编辑初中英语说课稿模板及范文3篇 “说课”是教学改革中涌现出来的新生事物，是进行教学研究、教学交流和教学探讨的一种新的教学研究形式，也是集体备课的进一步发展，而说课稿则是为进行说课准备的文稿，它不同于教案，教案只说“怎样教”，说课稿则重点说清“为什么要这样教”。我整理了初中英语说课稿模板及范文3篇，希望对你有帮助! 说课稿模板 Now Ill talk about teaching procedures. According to five steps teaching method, I design my lesson into five steps. Ste
2、p 1 is warm-up. Here Ill.By this, the students can be interested in it and pay their attention to our class easily and. Step 2 is lead-in. Here Ill.By this, the students. Step 3 is presentation. Here Ill.By this, the students. Step 4 is practice. Here Ill.By this, the students. Step 5 is homework. H
3、ere Ill.By this ,the students. Next is my blackboard design. Ill 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
4、them not only on their study but also on their lives. Ill try my best, and I have confident that I can do it. Ok, thats all. Thanks for your listening. Good-bye. 范文三篇 Where did you go on vacatio Unit 10 Where did you go on vacation? Good morning, everyone. I am * from the *. I have taught English fo
5、r over ten years and I like my students. Today, I will talk about Unit 10 where did you go on vacation? Go for it Junior English Book .There are 6 periods to finish this unit. I will talk about the first period with the following parts. I. Analysis of the Teaching Materials. The topic of this unit i
6、s the continuation of unit 9 as well as about the past events. By using the Simple PasT Tense,which is essential in junior English,students will talk about their past.This topic is about their experiences and places they have visited on their vacations.So it helps bring back their memories and learn
7、ing motivations. II. Students characteristic Although the Junior 1 has been learning English for almost a year and are having some basic knowledge. Because of living in China and surrounding environment, students are learning English impassively and irregularly. But The junior 1 has showned themselv
8、es very creative,capable and of plasticity as theyre doing so well in what theyre interested in such as games and CAI. III.Teaching Aims and Demands 1.Knowledge objectives a. To enable the students to read, to spell , to understand the vocabulary correctly. b. To help the students ask and answer the
9、 new sentence pattern: Where did you go on vacation? 2.Ability objectives. a. To improve the students skills of listening ,speaking,reading and writing. b. To encourage the students to communicate with others uning the new sentence pattern . 3.Emotion objectives a. To train the Ss to cooperate well
10、in groups and in pairs. b. To be interested in communicating in English. IV. Teaching Key Points 1. Key vocabulary New York City camp summer camp museum 2. Key structures Where did you go on vacation? I went to V. Teaching Difficulty Learn the key structures VI. Teaching Methods 1. Task-based method
11、 Thats to say Ill let the students finish 1 listening task and make short dialogues along with the actions to help the students get a better understanding of the key structures. 2. Communication method Ill set up a dream and ask students to pretent themselves as reporters. This way, the students can
12、 say freely and neednt to worry about making mistakes. VII. Learning Methods 1. Listeningspeaking method 2. Communicative strategy We all know that the best ways to learn English well are to imitate,to practice,to listen,to speak and to communicate more constantly. VIII. Teaching Aids In this lesson
13、, the CAI, cassette, a tape recorder will be used. X. Teaching Procedure Ill mainly talk about this part. It consists of 5 steps. Step 1 Warm up and review 1. Make a free talk between T-S. What did you do yesterday? And what did your best friend do yesterday? 2. Write down the past tenses of the ver
14、bs that I show in CAI. Purpose: this step is in order to review what the students have learnt in Unit 9.That way, I can lead them into the new lesson smoothly. I think Its usual but pratical. Step 2 Presentation 1. Learn the new words and expressions a. leadin: ask students some questions: Did you d
15、ream last night? What did you dream? Where did I go on vacation in my dream? b. CAI shows many pictures of my dream,which are also the activities in 1a . c. Ask students to read and spell the new phrases. d. Do 1a. Match the activities with the pictures (ag). e. Play a guessing game: I will show som
16、e jigsaws of each picture and have the students to guess. I will praise the student who answers more quickly. Purpose: I put the vocabulary learning into a dream in order to prompt them to find it very interesting to learn English. By CAI, students can match the vocabulary with the real things direc
17、tly and master them easily. Step 3 Listening practice a. Tell the students to listen to the tape and number the people (15) in the picture. b. Play the recorder for the first time, and then check the answers. c. Play the recorder again, students imitate the conversations and fill in the blanks. Pay
18、attention to their pronunciation and intonation. Purpose: this is a basic and necessary step, which develops the students skills of listening, reading and writing. Step 4 Pairwork a. TS: where did Tina go on vacation? She went to the mountains. b. Ask the students to practice in pairs as we 1c. Then
19、 they will come to the platform and click on the number to choose a picture and act it out randomly Purpose: “Task-based”teaching method is used here to develop the studentsability of communication and their ability of co-operation will be well trained. This step provides guided oral practice using
20、the target language to consolidate the key structure and It can develop students skill of speaking and sense of language. Step5 Production Have students pretent to be reporters to interview anyone they want to ask about their vacation. Purpose: After learning 1a1c, its time to extend what they learn
21、t just now and give the students a free space to show their abilities. With the real situations, students will feel easy and successful during this part. By way of communication, the students will understand how to use the key structure better and consolidate the knowledge firmly. Part XI Homework D
22、o a survey and write a report about the classmates vocation. Purpose: I think homework is so important that the students can speak english as much as they can in class or after class.I set this step in order to practice students skills of listening, speaking and writing. Blackboard Design How much a
23、re these pants Unit 7 How much are these pants? Section A 说课稿 Hello, ladies and gentlemen. My name is Wang Qiumei from No.2 Middle School. My subject is How much are these pants? Ch ose from Go for it Grade7. 一、 教材分析 (一)教材的地位及作用 本课是初一新教材第7单元的第一部分，教材内容围绕着询问价格展开，让学生学会谈论物品的颜色。本课的教学内容与学生的实际生活密切相关，易于引发学生
24、运用简单的英语进行交际和交流。在学习活动中运用句型进行交际，培养学生的口语表达能力。让学生在学习及应用中，复习巩固以前所学知识，并加以创新，并用到实践中。把知识进行整合，让学生头脑中有一个整体的认识。 通过伙伴交流，师生问答的形式，促进学生之间和师生之间的情感交流，增进情谊。 (二)教学目标 教学目标Aim 记忆 物品pants , socks , T-shirt , shirt , shorts , sweater , shoes 理解 颜色理解：color , black , white , red , green , blue , 应用 通过布置任务，让学生在合作中进行语言交流。 德育
25、培养学生的合作精神，以及通过任务完成，学习勤俭节约的品德。 情感 激发学生学习英语的兴趣，使学生获得成就感，增强自信心。 (三)教学重点及难点 重点Importance Learn to ask about prices . 学习询问物品价格。 难点Difficulty Learn to talk about clothing . 学习谈论衣物，例如颜色、大小等。活动中运用的单词、句型。 二、教法渗透 本课主要运用“任务型教学法”，采用多媒体教学，并辅助于TPR(全身反映教学法)、情景交际教学法和游戏活动。 1、任务型语言教学法 任务型语言教学是交际语言教学近年来发展起来的一种教学方法，主张采
26、用任务型语言教学的人认为：人们使用语言的过程就是一个完成各种各样任务的过程。在本课的任务型语言教学中，我将依据课程的总体目标并结合教学内容，创造性地设计贴近学生实际的任务活动，吸引和组织他们积极参与，使学生通过观察、思考、讨论、交流和合作等方式，在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。 2、全身反应教学法 全身反应教学法(Total Physical Response，缩写为TPR)是加州心理学家James J. Asher(詹姆士J.艾谢，1988)提出来的，注重语言学习中的互动模式，认为学生在一个较放松的环境中学习效果。紧张、焦虑的情绪对学习英语不利。在课堂教学的具体实
27、践中，让学生根据教师发出的指令去模仿，以听力训练为主，待听力和理解能力得到提高后，方进入说话训练，是自然而然的学会语言的方法。 3、情景交际法 课堂教学以情景交际教学法为主，尽量给学生以足够的听、说、读的机会，联系实际，创设情景，引入讨论主题，在交际中学英语。情景的设计注意衔接的自然性，主题的设计强调知识的渐进性和讨论的可行性，并注意情感体验和概括、推理思维的培养。 三、学法指导 1、合作学习：合作学习是指学生通过分工合作共同达成学习目标的一种学习方式。本节课将在课堂活动中把学生分成两人一小组的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情
28、感体验，发展他们的能力。 2、创设情景和有意义的任务活动，激发学生的学习热情，培养他们的概括和推理能力，发挥他们自己的主观能动性，把被动的学习变为主动学习。 四、教学程序： Listen to the English song .调动学生学习英语的兴趣。 (一) 复习导入 运用多媒体复习服装名词和数字，为下文做铺垫，复习所学过的对话，通过询问Whats this?引出本课课题How much are these pants? (二) 新授课 1. 运用实物引出询问价格的方法 2. 学生操练句型 3. 讲解形容词(实物及多媒体) 4. 听力训练 5. 情景对话 6. 总结 7. 作业 (三) 板
29、书设计 板书设计Board Unit 7 How much are these pants? -How much is the blue shirt? -Its eighteen dollars . -How much are these socks? -Theyre two dollars. big small long short 本课以素质教育为目的，结合教材重点，难点及英语学科特点，利用多媒体辅助教学，从视、听、说等方面使学生得到锻炼。在愉快、轻松的氛围中达到初步运用英语交际的能力。由于缺少经验在教学过程中难免会出现不足，敬请各位老师不吝赐教。 The Teaching Plan fo
30、r Unit Seven Subject: English Teacher: Wang Qiumei School: No.2 Middle School, Jiayin Topic: Go For It Students Book Grade 7 Unit 7 How much are these pants? Type: Newly taught 1. Teaching aims (1). Knowledge: Ask for and answer the prices of something (2). Ability: Use the sentences patterns correc
31、tly in the daily life (3). Moral aims: Teamwork 2. Important points Learn to ask about the prices 3. Difficult points Learn to talk about clothing 4. Teaching aids Computer, materials, recorder, cards 5. Teaching steps (1). An English song (2). Revision (3). Presentation: a. Explain the new sentence
32、 patterns b. Drill c. Explain the adjectives d. Listen e. Drill f. Go shopping (4).Summary (5). Homework (6). Blackboard design 板书设计Board Unit 7 How much are these pants? -How much is the blue shirt? -Its eighteen dollars . -How much are these socks? -Theyre two dollars. big small long short Dont ea
33、t in class 一、教材分析 本单元是人教版新目标的第十二单元。这本教材的词汇量很大，内容新颖，尤其是生动活泼的卡通化的画面，很符合七年级学生的年龄特点和心理特点，其中还囊括了很丰富多彩的文化知识，以及合作探究的活动，十分贴近学生的实际生活经验。本单元的话题Talk about rules.与日常生活密切相关。作为一名中学生，遵守学校班级、家庭和社会公共场所的规章制度是必须的。在谈论规则时，一般运用祈使句、情态动词can和have to等。这是英语新课程标准中规定所必须掌握的内容，是交际英语中必不可少的项目。因此，本单元对于提升学生的学习兴趣而提高学生的听、说、读、写能力有很大的帮助。并
34、通过self check检测，积极地、及时地寻找各自的不足，以便学生树立良好的内在动机，不断获得成就感。 二、教学目标 1、教学目标 知识目标 这一单元主要话题是“Talk about rules谈论规则”，其中主要涉及内容如下： A、Functions功能：谈论规则，并制定规则。 B、Structures语法结构：祈使句和情态动词Can和have to的用法。 C、Target Language日常交际用语： Dont eat in class! Can we wear hats?No，we cant. We dont have to wear a schooluniform等。 D、Voc
35、abulary词汇：rule、classroom、hallway、fight、have to等。 (2)能力目标 培养学生运用所学句型谈论规则的能力，并培养学生遵守规则的习惯。 (3)情感目标 A、谈论规则有利于学生守秩序，遵纪守法，使学生感受到自觉遵守各项规章制度的好处。 B、有些规则是必要的，但规则太多却使人感厌烦!学生在遵守规则的过程中会体验到不同的情感。 2、教学重点、难点 (1)重点：学习并运用谈论规则的日常交际用语及词汇。 (2)难点：祈使句否定形式以及have to的用法。 3、教具准备：把学校的一些规则制成卡片，投影仪、录音机、图片等。 4、课时安排：根据学生的实际情况，将用4
36、个课完成教学任务。 三、学情分析 我所任教的班级为我校七年级的学生。我校位于农村,因此绝大部分的学生来自周边的农村，再加上周围方言的影响，更是对英语学习造成很大的困难，而学生英语基础更是参差不齐。课堂上相当一部分学生由于基础或是个性差异原因对学习英语缺乏自信。能够很投入，很积极学习的常常只是很少部分人。学生优差的两极分化非常严重，男女生的差异也很大，通过上个学期的学习，女生在英语学习的信心上明显劣于男生。因此，教师应采取积极措施及时帮助那些“弱势群体”，帮助他们树立自信心，激发他们学习的兴趣，让他们体会到英语学习的乐趣。 四、教学设计理念 本单元几个课时教学设计均强调从学生的学习兴趣，生活经验
37、和认知水平出发，结合本校实际，谈论学校班级的各种规章制度以及规则的优点和不足。提倡采用任务型语言教学途径和方法，鼓励学生在教师的指导下，通过体验、实践、参与、探索和合作等方式，发现语言的规律，逐步掌握语言知识和技能，不断调整情感态度，形成有效的学习策略和自主学习能力。 五、说教法 1、听说法：以听、说、读、写、练为主，通过对本课重点句型的学习培养学生听力、口语以及书面语的能力。 2、交际法：注意语言的运用能力，培养学以致用的意识，有利于激发学生的学习兴趣和相互作用。 六、学法分析 新课标准强调以学生为中心，学生作为学习的主体，教师的主要任务是帮助学生形成有效的学习策略，发展自主学习的能力。在本
38、单元教学中，教师应引导学生： 1、各校都有自己的规则，谈论规则是常见的事，大家应养成经常使用英语谈论的习惯，提高口语能力。 2、学习英语不是一朝一夕的事，要求学生长期练习，多听、多说、多练，只有坚持不懈才能学习好英语。 七、说教学程序。 第一课时 一、教学目的 本课主要学习句型What are the rulers at your school?Dont run in the hallways. Dont listen to music in the classroom or hallways.Dont fight.运用这些句型谈论规则。 二、教学过程 1、导入设计：教师事先安排学生听一首英文
39、歌曲，问他们： “What do you think of this song?”复习上一节课的内容。再问：“Can we listen to it in class?”这样便引出学校规则讨论。 2、整体感知： (1)充分利用图片以及实物进行直观教学，引出本课的主题“Rules”school rules. (2)呈现大量图片，并引导学生谈论图上的人物以及规则，学生有不理解的，教师要讲解。 (3)检测讨论学习结果，完成la里的内容。 (4)听力检测：听录音完成lb里的内容(Peter2,Selina3,Nick4). 3、投影巩固练习：根据下边的规则，用情态动词can来表达，意思不变。 Rule
40、s (1)Dont run in thehallways.We cant run in the hallways.(例子) (2)Dont arrive late for school. (3)Dont eat in classroom. (4)Dont listen to music in the classroom or hallways. (5)Dont fight. 4、Pair work 角色扮演。 场景一：In the hallways.场景二：In the classroom. A: What are the rules at your school? B: Well，we cant run in the hallways. 5、合作探究： 在教师指导下，用幻灯片把学校班级的规则，或是中学生日常行为规范投影出来，供学生充分运用句型谈论规则。 第 21 页 共 21 页