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1、初中英语说课稿 15篇学校英语说课稿 1 一、说教材 本单元以“A picnic”为话题，共设计四大部分的内容。以It must belong to carla为主线，围绕谈论某东西属于某人等语言功能开放一系列任务活动。通过第一部分的学习要求学会如何进行推想，并了解学会基本句型的应用。教材内容从基本语言学问到语言综合学问的运用，层层递进，以一种循序渐进的生活化的语言程序，引导同学在做事中有目的的学习语言。 教学目标： 学问目标：能够让同学把握重点的词汇和语言结构。 力气目标：培育同学听、说、读、写力气和观看事物的力气。 情感目标：培育同学在外野营时，不能乱扔。乱丢垃圾的良好习惯，以确保环境的干
2、净和清洁。 二、说教法 以任务教学策略为主，接受情景教学法、听力训练法、并关心个人，小组竞赛和图片等爱好策略教学。如在教授单词时，通过一些图片等进行分析教学，以至于从视角引起他们的留意，从而记注单词。实行任务型教学策略的目的是让同学多练多用，在做中学，学中乐，乐中把握。 三、说学法 接受合作式学习方式，有目的的让同学预习，在完成任务的活动中主动的学习语言。养成连续学习英语、学好英语的良好习惯。并让同学学会如何推想，以至于在做推想性的阅读题时有很好的方法。强调同学不仅在课上乐观发言、多练，并鼓舞他们课后成立英语学习爱好小组、英语角等，乐观参加训练。 四、说教学过程 1、课前任务设置。在每一节课，
3、我让同学提前预习，课前三分钟，我让同学学唱“Are you sleeping ”的歌曲。目的是激发他们的学习热忱。另一方面，铃声响的时候，首先检查同学对第四单元的识记状况。然后让同学看屏幕，用“Who is he？”句子问，用 “It can?t、may 、must be ”等回答，之后通过“Look and learn”推出新单词“belong、belong to”和教授的单元。在此期间，让同学感知的重点句型结构。把单词的教学融入句型，培育同学情景中理解单词的力气。 1、为了更好的提高同学的观看力气，以任务型教学为理念，让同学有目的的完成Activity 1a的部分。 2、完成1a部分后，为
4、了更好的巩固同学对上面方框中单词的理解程度，让他们通过听觉进行训练，培育同学在用中学，学中用的力气。 3、为了更好的运用重点句型结构，我让同学在1c部分读完后，用1b里的句子进行组对子活动，进而提高同学的口语表达力气。之后通过单选题来检测他们对本节课重点学问的把握。 4、总结本节课所学的学问，梳理学问结构，并通过家庭作业让他们更好的把握本节课内容。 总之。整节课，我始终遵循任务型教学的理念，以同学为主体，以任务为中心，以交际为目的，以课程标准为理论依据，坚持让同学学会在生活中运用语言，始终遵循一个原则，就是让同学乐学，由于爱好是最好的老师，整个过程中始终接受激励机制给有所表现的同学以鼓舞。 学
5、校英语说课稿 2 一、Analyzing teaching material 1. lesson type 2. status and function Lesson 33 Savingthe Earth is a dialogue. The lesson is focused on the topic of the problems ofthe earth and the functional items of Supposition/ Intentions/ conjecture/Prohibition. Since it is a dialogue / reading. Its help
6、ful toimprove the Ss communicative/ reading ability. 3.teaching guideline (Teachingsyllabus: Language is for communication, develop their four skills, lay specialemphasis on reading; Grellet put it well in his book developing reading skills:develop reading skill/ discourse analysis; get them to unde
7、rstand the westernculture better; improve the ability to discover, analyze Reading is for information, for fun; Use Top- down model or Bottom-up model to activate Ss schemata; Interactive model) 4. Teaching aims and demands 1） knowledge objects a. Enable the Ssto remember the following new words b.
8、Help them tounderstand the background of pollution. c. Enable thestudents to love our earth and the nature. d. Be aware of theimportance of stopping pollution audio-video; communicative approach; Task-basedlearning: New Syllabus Design encourages teachers to use this teaching method.TBLT can stimula
9、te Ss initiative in learning and develop theirability in language application. Make the Ss the real masters in class whilethe teacher himself acts as the director and bring their ability into fullplay. 三、Study methods 1. Teach Ss how tobe successful language learners. 2. Teach Ss how todevelop the r
10、eading skill skim how to communicate withothers; how to learn new words; how to learn independently; 3. Get the Ss toform good learning habits. 四、Teaching procedures I. 复习 (Revision) 5min Activity 1:Imagination 1). Suppose a bottleof ink is turned over and dirties your white shirt, what is to be don
11、e? (Washit? Or throw it away?) 2). Suppose youcatch a bad cold, whats to be done? 3). Suppose yourbike is broken, whats to be done? 4). And supposethe earth, on which we all live, is damaged, whats to be done? * What can youthink of when you see “pollution” thisword?(waste, environment, air, water,
12、factory, desert, climate. Try toactivate the Ss schemata regarding the topic of pollution.) II. 呈现 (Presentation) Activity 2:Presentation Play the song “EarthSong” sung by Michael Jackson. (Create an atmosphere) A lot of picturesand video clips about the causes and results of the three problems ment
13、ioned inthis lesson will be shown on the screen with the help of the computer. Sspresentation on pollution. Attract their attention, arouse their interest, andcreate a good atmosphere for communication. * Activate theirschemata and cultivate their ability in collecting information from theInternet a
14、nd develop their ability in thinking independently. III. 对话 / 阅读 (Dialogue) 1. Pre- reading Activity 3:Prediction 1st listening/fast reading, one guided Q to help Ss to get the main idea: What do you thinkis discussed at the conference? 2. While- reading Activity 4: Read andanswer 2nd listening/care
15、ful reading, more Qs to get the detailed information. Develop their readingskills: skim P.113, wb Ex. 3) (Retell; act out;role play) V. 巩固 (Consolidation) (Discussion;interview; press conference; debate; quiz) Activity 9: roleplay Suppose you werehead of a village, scientist, journalist and villager
16、, make up a conversationand ask several groups to demonstrate in front of the class. * The Ss areencouraged to use the words and expression_r_rs like pollution, damage, be fitfor, turn into, the if- clause, etc. Activity 10:Discussion Think of thequestion: Are we causing damage to the world? What sh
17、ould we doto save the earth and protect our environment especially in our daily life? Collect their answersand form a report. VI. Homework Write a letter tothe mayor, telling him sth. about the pollution around your school. 学校英语说课稿 3 Good morning, dear judges. Im No.1. I am glad to interpret my less
18、on here today. The lesson plan I am going to talk about is from unit 7 what does he look like? Now, I will present it from several parts: the analysis of teaching material, teaching objectives, important points and difficult points, teaching procedures, the blackboard design and so on. I. The analys
19、is of teaching material This course is the first period of Unit 7, which is chosen from PEP English, Grade. 7. This course mainly talks about peoples appearance, such as peoples height, build and hair. It can help students to judge different looks of different people. And improve their communicate a
20、bilities and find people according to him/ her appearance. Therefore, this lesson plays an key role in their further studying. II. The analysis of students The students in Grade. 7 can adapt to the junior middle school English learning atmosphere and methods. After the last term, many students have
21、got familiar with the present tense. So I think its easy for them to master this course. But they are young, more encouragements are needed. And teacher should try to give more time to students to practice. III. The analysis of teaching objectives According to the new Curriculum Standard in English,
22、 I set the teaching objectives as follows: The first one, knowledge aim: By the end of the class, students can read and write these words: hair, tall, height, thin, heavy, build, etc. and can read “curly, straight, medium.” Students can describe ones appearance, by using these sentence patterns: Wha
23、t do you look like? Im short. What does he/she look like? He/She has short hair. The second one, ability aim: Promote students listening and speaking skills and communicative competence about describing ones appearance. Promote students competence of analyzing, inducing, and summarizing. The third o
24、ne, emotional aim: Promote students awareness of helping others. IV. The analysis of teaching important points and difficult points Vocabulary: hair, tall, height, thin, heavy, build, curly, straight, medium. Target languages: -What does he/she look like? -He/She is tall. -What do you look like? -Im
25、 thin. I have short hair. V. The analysis of teaching methods As we all know ,the main instruction aims of learning English in middle school is to cultivate students basic abilities of listening and speaking and their good sense of the English language . So in this lesson I will mainly use Task -bas
26、ed Language Teaching Method and the Audio-Lingual Method. That is to say, I will let the students learn in real situations to finish a task by making activities such as talking, guessing game, having a competition and so on. About learning strategies: self-learning and cooperative learning. VI. The
27、analysis of teaching aids To help students learn better. I will mainly use chalks, multimedia recourse, pictures. VII. The analysis of teaching procedure Next, lets focus on the most important part of this lesson, the analysis of teaching procedures. Ill finish this lesson in the following steps. St
28、ep 1. Lead-in Ill ask students some questions and lead them to describe the show pictures on the screen. Then I will write “long hair, short hair, curly hair, straight hair” on the blackboard. It can arouse students interest to speak English and make students have something to say by using interesti
29、ng pictures. Step 2. Pre-listening Then, lets move to next step, pre-listening. I will show pictures of star stars, which elicits “tall, short, of medium height ,heavy, thin, of medium build”, and at the same time I will write these words on the blackboard. Then game time. I will divide the class in
30、to two groups. I will read the words on the blackboard once, students repeat them twice. If I read it aloud, students should read quieter. If someone makes mistakes, another group will get one point. The reason why I design this part is that I believe the competition can arouse students interest in
31、learning English. Step 3. While-listening Now lets talk about the third period, while-listening. There are 3 activities in this step. The first activity is extensive listening. Ill ask students to listen to the tape, then find out the main idea of this conversation. The second activity is intensive
32、listening. I will ask students to listen to the tape once again. And try to find the answer. “What does he look like?” I will write the dialogue on the blackboard. The third activity is to read after the tape. Through this section, students could understand the dialogue. Step 4. Post-listening Next
33、step is about post-listeing. Students should finish a task: you meet a woman who is looking for his son, and you want to help her to find his child as follows: -Excuse me. Did you see a little boy? -Oh. What does he look like? -He is . / he has. During this training, students are able to practice di
34、alogue in a real situation Step 5.Summary and homework Now, lets come to the summary. Ill make a summary together with students at the end of the class. It can help students review what we have learned today. The homework is to make a new dialogue with the new words and sentences and share it in nex
35、t class. It can provide more opportunities to practice after class. VIII. The analysis of blackboard design The last part is my blackboard design. These are the new words and phrases. These are key sentences. It shows the important points for students. Finally, I believe that students are able to de
36、scribe persons appearance, distinguish the difference of the use of “is / has”, and their sense of helpfulness will be promoted at the end of the lesson. Thats all for my presentation. Thank you for your listening. 学校英语说课稿 4 各位老师早上好。我今日说的课题是Dannys Plant下面我将从教材、同学、教法和学法、教学过程四个方面来对本课进行说明。 一、说教材： 本课是冀教
37、版八班级下册其次单元的最终一课。本单元以植物为主题开放。主要学习了植物为什么重要，植物的种植步骤和植物在我们日常生活中的作用。而本课则主要学习植物体各个部分的表达法以及他们在我们生活中的作用。 二、说同学： 现在八班级的同学对于英语学习应当具有确定的基础和方法，但我们的同学对于英语的.学习还没有把握好的方法，同学在学习中还存在许多问题。就这一班同学来说原来英语学习基础就差，所以把所学英语学问是否能灵敏运用对它们来说就更难了，因此课堂中老师应尽可能多的运用多种教学方法来引导同学学习。 三、说教法和学法： 科学合理的教学方法能使教学达到事半功倍的效果。达到教与学的完善统一。基于此我预备用的方法是任
38、务型教学法、同学中心教学法、多媒体教学。任务型教学与同学中心教学法可以充分发挥同学的主体作用以及老师的主导作用。而多媒体教学则可快速而直观的呈现教学过程与内容。通过这些方法来完成我为本课所设立的三维目标。 四、说教学过程： 为了完成教学目标，解决教学重点，突破教学难点我预备按以下10个环节开放教学。 Teacher ask something about last lesson the new words and ,seed , pot , sprout , stem , bud , carefully , the top of , a flower bud , look About the
39、lesson and answer the did Danny and his classmates do to learn more about plants? happened after Danny watered the seed of his plant? will Danny put the pot in the yard? does Danny want to send to Li Ming? the text part 2 in “Lets Do It.” the new words and main off activity lesson 13. 学校英语说课稿 5 一、教学
40、目标： 1、四会把握下列单词和词组voice ,term ,Asian, Europe, ,impolite, allow, public ,cough, smoke ,drop ,litter, pick?up, behave : 2、理解和运用下列表达请求的交际用语: Would you mind doing this ? Would you mind not doing that ? 3、培育同学在公共场合及日常生活中文明礼貌，以礼待人的优良品质。 4、激发同学探究新学问的爱好 二、教学重点、难点：教学目标所列内容1、2。 三、教学手段：电脑、投影仪、图片等。 四、教学步骤： Step1
41、 warming up （老师在上课之前将同学分成四人小组组，最终依据积分的多少发一，二，三等奖） 老师做自我介绍。Hello,every one ! Nice to meet you here .etc.My name is ?.You can call me Miss Dong ,ok ? Step 2 Pre-reading Show the pictures What are they doing ?引出本课的新单词 smoke ,drop ,litter, pick?up, behave :,cough 等, 2.Look at the pictures What rules of
42、etiquette can you see being broken ?( 出示幻灯，要求同学分组列举，指出一个积一分，最终累计) 1) Dropping litter on the bus . 2)Smoking on the bus . 3)Talking loudly on the mobile phone. 4)Spitting on the bus . 5)Talking and laughing loudly on the bus 3.learning strategy Step 3 Reading 1.fast-reading to finish 3a 2.3c 3.True o
43、r false Step 4 listening and explanation 1.paragragh 1 2.paragragh 2 3.paragragh 3 4.paragragh 4 Step 5 3b Step 6 consolidation 情景交际选择 Step 7 Writing (homework ) Step 8 sum-up 学校英语说课稿 6 一、教材分析 Would you mind keeping your voice down? 是（中国）课程教材争论所、英语课程教材争论中心与（美国）汤姆森学习出版集团合编的九班级义务教育课程标准试验教科书英语新目标 Go for it ! Students，Book 八班级下册Unit7的一篇阅读课文。是对整个单元的升华。在前几节课中同学学习了用Would you mind?有礼貌地对别人发出请求.。本节课通过文章进一步加深对有礼貌请求的句式的理解和在生活中的具体运用。同时通过对中西方礼节的对比和描述，使同学们熟识到礼节在日常生活中的重要性。千万不要遗忘“有礼貌地发出请求”。进一步提高同学听、