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1、 初中英语5分钟的说课稿范文（5篇） Part 1 Teaching Material: My lesson is from New Senior English for China Book_2 Unit5 Grammar part. The main topic is friends and Friend ship, while the grammar is attributive clause(prep+which/whom).By studying this class, Students will understand the grammar points clearly and u
2、se them to in daily life. Secondly, Id like to state the analysis of students. Part 2 Students Students of this period have learned English for a long time,hence they acquire basic grammar knowledge. However,they think grammar learning is abstract and difficult.then I will take special activities to
3、 help them. According to the new curriculum standard,I set aims as follows . Part 3 Teaching Aim 1.Knowledge objects (语言目标：语音，词汇，语法，功能，话题) The Ss can master attributive clause(prep+which/whom)in prep which or prep whom form. 2.Ability objects (技能目标：听，说，读，写) SS can apply the grammars into their daily
4、 life. 3.Emotional objects (情感目标：兴趣，自信，合作，爱国，国际视野) SS will be more interesting in grammar learning Part 4 the Key and Difficult Points Next,I put forward the key points and difficult points.The key points is to master the usage of attributive clause(prep+which/whom). The difficult points is how to u
5、se grammars correctly. Part 5 Teaching and Studying methods In this class, I will use inductive method and cooperative method. Part 7 Teaching Procedure Now Lets come into the most important part -Teaching procedure.it consists of six parts. Step 1. Warming up The first step is warming up.Boys and g
6、irls.In last class,we learned about Monkees band,- Do you know what was their first music? Any volunteers? Tony,please.wonderful. He said They played music,most of which was based on the Beatles.In grammar ,Its a attributive clause.we have learned it before.Lets change it:They played music which was
7、 based on the Beatles. Is there and differences? Today we will learn about attributive clause in preposition which and preposition whom form. Through this free talk,I can attract SS attentions and interest in grammar learning .(3)it can lay a foundation for the next step. Step 2. Presentation After
8、warming up ,SS will find out the different places among these.I will ask a SS to underline the difference.Then I will explain the literal meaning ofattributive clause(prep+which/whom).SS will have a clear understanding of the grammar points.Next,I will give them more examples to deepen their compreh
9、ension.For example, The singer in whom we have great interest was in America. The show by which we were to become famous is in a music museun. This step can help SS have a basic understanding of the grammar structure and improve their learning skills. Step 3. Practice Next, Lets come to the practice
10、 step.I will ask SS to find out all the attributive clause in prep.which or prep. Whom form. as many as possible.After 2 minutes individual work ,they can exchange ideas with partners and analyze the meaning of which or whom in the sentence.1 minute later,I will ask some students to have a presentat
11、ion .Other ss can evaluate their performance. The activity designed here is to consolidate grammar learning . Step 4.Production Task 1.Introduce friends. After this step , I will ask students to introduce their favorite singer.They will finish it in group works.For example: Deng Ziqi has special voi
12、ce,with which Chinese people are very familiar.She took part in Im singer competition ,in which she made a miracle. 5 minutes later,some groups will share their ideas.During the that time, other students will be judges to find out some mistakes and give them points. My purpose here is to help SS app
13、ly the grammar points in daily life . Step 5. Summary and Homework After the task,I will ask students to conclude what we have learned today.then I will set homework. SS will finish the grammar exercises .and write a composition to introduce your favorite singer using attributive clauses. They will
14、share their ideas in the next English class. Homework is necessary to consolidate their knowledge and improve their oral speaking. At last ,I will talk about blackboard design. Restrictive and non restrictive attibutive clauses. They played music ,most of which was based on the Beatles. They played
15、music which was based on the Beatles. 初中英语5分钟的说课稿5 一、说教材 1、教材的地位和作用 本课是人教版七年级英语上册第三单元第一课时。本单元是就其次单元认知物体之后学习用英语认知人，而与学生最为熟识的人就是家庭成员。从“Is this your eraser? ”很自然过渡到“Is this your sister?” 以前学的“What is this?”转变成“Who is this?” 教材以This is my sister.为中心话题，围绕谈论有关家庭成员的用语，并学会询问别人的状况，介绍自己的家庭，谈论自己的情感。但本单元生词较多。消失
16、在第一课时的就有十五、六个，同时还要熟悉到名词复数的概念及其运用。因此，本课时任务比拟艰难。 2、教学目标 结合新课程标准和大纲提出的根底教育阶段英语课程的总体目标以及本单元的教学内容我将本课教学目标设计如下： （1）、学问目标 帮忙学生学会、把握单元单词； 使学生对复数形式有初步了解； 使学生把握介绍他人的句型。 （2）、力量目标 通过本节课学习，学生就家庭成员相互之间能用英语简洁的介绍、询问、沟通。把握根本This is/That is. These are/Those are. 等句型，培育学生实际交际的力量。同时根本上能区分什么时候用单数什么时候用复数。 （3）、情感目标 通过介绍家人
17、和朋友，学生对自己的家庭成员会有更清楚的印象，对学生进展亲情教育，从而激发起他们对家人的喜爱。 3、教学重点及难点 结合教学目标的要求和学生的特点，我把本课的重难点设置为： 重点：娴熟把握各家庭成员的名称，理解外国文化中介绍家庭成员的”方式。这个单元最主要的就是学习家庭成员英语的表达，而几乎全部的单词都集中在第一课时。所以这课时学会把握这些单词应当是重中之重。 难点：复数的熟悉和正确运用。汉语表达中完全没有复数概念，这是一本书，这是三本书；除了数字的转变没有其他任何变化。而英语必需这样说This is a book. These are books.全部的单词都相应的发生了变化。因此，中国学生
18、在学习复数的时候特殊难。 二、说学情 我教学的对象是七年级学生，他们正处于青春期发育期，他们有较高的求知欲和表现欲， 盼望自己的表现能得到同学和教师的认可。且该阶段学生已具备初步的语言表达力量和较强的记忆力与模拟力量。对他们所熟识的话题，学生会更感兴趣，而本单元的话题正符合这一特点，所以我就设计任务型的课堂活动，让学生人人参加，增加他们学习的积极性和学习的自信念。 三、说教法和学法 教法：教材重视以人为本，强调素养教育。在教学中，要留意发挥学生的主体作用，把空间留给学生。抓住初中生活泼好动，表现欲强的心理特点，课堂上我设计了大量听、说、读、写的训练，启发学生动脑思索，鼓舞学生大胆开口，畅所欲言
19、，尽可能运用英语表达实际意义，从而最大限度地调动学生的积极性和主动性。教学中，我主要采纳任务型教学法，情景结合教学法，分层法和通过学习五步教学法，精讲巧练，由浅入深，由易到难，由已知到未知，循序渐近地深化教学内容。绽开以教师为主导，以学生为主体的师生双边活动 学法： 1. 引导学生用小组合作的方式来完成任务型教学所设计的各项活动。全班分为7个小组，每组6-7人，各组英语水平相当，并引入竞争机制。培育学生的实际力量，进展学生的合作力量。 2. 实行的教学手段是多媒体帮助教学，充分利用农村中小学现代远程教育资源，自制课件，用生动的课件调动学生的感官，进展听说读写的训练。培育学生的观看力和想象力，进
20、展学生的思维力量。 四、说教学过程 合理的教学过程是教学胜利的关键，为此我特意设计了以下教学环节： 第一步，创设情景，导入新课 出示一些实物，如钢笔、钥匙、尺子等，用下面句型引导学生与同伴之间进展交谈。复习前面学过的句型，为新课作好铺垫。 S1： Is this your pen? - Yes, it is. S2: Is that her ruler? - No, it isnt. Its my ruler. 其次步，新课讲解，呈现教学内容 我先出示一张照片，通过创设情景，师生对话，引出新学问： T：What is this? - Ss: It is a photo. T: Is this
21、your photo? - Ss: No, it isnt. T: Its not your photo. Its my photo. And this is my sister. 从而引出本课时重点句型： This is my sister. 并在此根底上讲解“this is.”是用来向对方介绍他人的。同时运用这句型“This is?”进展教学新单词：mother , father , sister , brother , grandfather 等全部家庭成员。让学生先对本课所要讲的内容有个初步的感知，激发学生进一步学习的动机。 第三步，反复操练，稳固运用 为了调动学生的积极性，主动深化短
22、时记忆中的信息，并逐步向长时记忆迈进、进展。我将利用多媒体生动活泼呈现多张家庭成员图片。让学生将单词与图中人物匹配，熟悉家庭成员。并学会使用This / That is my. 和 These are / Those are.介绍家人和朋友，稳固学问、操练学问。在此同时，要留意与讲解名词的复数形式，以及让学生能够正确的运用。 第四步，口语操练，加深印象 学生通过前面的学习，已经对新的学问形成了初步的新学问构造，但在名词复数构造上 还存在着模糊点，这时通过一系列的综合练习可以稳固、进展及完善学生的学问构造。学生通过前面的学习，已经对新的学问形成了初步的新学问构造，但在名词复数构造上还存在着模糊点
23、，这时通过一系列的综合练习可以稳固、进展及完善学生的学问构造。 a) 通过播放1b录音，学生听，仿照说，完成任务，稳固语言材料，培育学生听说力量。 b)让学生预备几分钟，运用本课所学的句型“This / That is ?”和“These / Those are ?”对1a 中戴夫家庭成员进展介绍。进一步稳固本课的重难点。 c) 对学生进展分组，分别完成2c对话之后。让学生用自己的照片，编出自己的对话，到前面进展对话表演。转换角色，练习对话。 第五步，课堂练习，稳固学问 在学生已在大脑中构建新的认知构造根底上，供应适当的课堂练习，不仅能让学生在实践中自我学习、自我改良、到达自我完善；而且能够充分地让学生体会到“学问的获得并不只是单方面的输入过程，更重要的是学问的输出” 也就是说能够依据外部实际状况对新学问精确地提取并加以运用。 因此，我会出示一些与本课语言点相关的选择题和情景对话，要求学生当场完成。课堂练习的目的在于检查学生把握学问的状况以便教师发觉学生缺漏，准时补充。同时也有助于进一步稳固，加强对本课内容的理解和运用。 第六步，课外作业布置 1. 把握所学词汇。 2. 向同学介绍家人或朋友。