初二英语说课稿

1、初二英语说课稿初二英语说课稿（一）各位评委，老师下午好！今天我说课的内容是初中英语教材第二册下第26单元的102课。这一课是阅读课文，阅读课教学是英语教学重要一环，如何培养学生良好阅读习惯和阅读方法，提高阅读能力，这正是素质教育中对英语教学的要求。即要求学生尽可能的获取大量信息，开阔视野，提高兴趣，扩大词汇量，在丰富知识的同时提高应用语言的能力。下面我将从以下几个方面阐述说课内容。对教材的分析和理解：在即将要讲授枫叶第四单元Titanic一课，恰好在统编教材下找到与此匹配的内容。通过对教材分析，众阅览两篇课文难易度，综合知识与语言点，我认为这一课比较适合学生的水平，同时又符合了新课标要求的语言

2、材料要源于教材又要超出教材，为此我选择这篇课文。此课属于记叙性阅读文章，这一题材部分学生感兴趣，但缺乏阅读方面的技巧，因此需扩展相应知识，教授阅读方面技巧，从而提高阅读能力。教学目标：依据初中英语新课标对阅读课的要求，并根据素质教育中面向全体培养学生素质的要求，我为这一课确立三项目标：即知识目标、能力目标和德育目标。1. 知识目标：帮助学生掌握三会、四会单词，如：set, pleasant, iceberg, sink, join and lose; 同时让学生掌握故事发生的时间、地点、人物，事件发生的起因、高潮与结果。2. 能力目标：训练学生掌握良好的阅读习惯和阅读方法，即跳读、略读、速读和

3、现时阅读等，同时注意开发学生记忆能力、观察能力、想象、比较和分析等多种能力。3. 德育目标：渗透在日常生活中乐于助人、舍己为人的思想品质。教学重点：因为是一篇阅读课，所以本课的重点在于培养和发展学生阅读能力，在有效时间内提高阅读效率，同时让学生在最短时间找到故事发生的背景和事件经过、高潮与结局，抓住主要内容。教学难点：让学生学会用动词过去式准确地表述在过去发生的事情，同时这也是教学大纲规定的初二上半学期教学重点。教学手段：多媒体辅助教学，有助于把学生引入到身临其境当中，增强故事真实感，激发学生兴趣，活跃课堂气氛，从而优化英语教学过程。学法指导：教会学生三先三后的学习方法，即先预习后学习，先看书

4、后做题，先思考后提问。本课重点在于最后一个方法-先思考后提问。教学设计过程：课堂的整体设计我遵循整体教学的思路，运用情景教学法和交际法，分五个主要步骤进行，即：导入， 展示， 巩固操练， 5分钟检测和布置作业。第一， 导入（pre-reading）：（2-3）一直以来，对于学生来说，最困难问题之一是背了单词就忘，即使记住单词，又存在不会应用的现象。形成这种现象的主要原因在于缺少运用语言的环境与场景。为此，如何让学生轻松自觉地回忆、掌握和运用单词呢？于是我想到了多媒体技术。导入部分我设计了3个与教学内容相关的电影片段，在这边大家可以看到，通过投影仪上的生动画面，使学生回忆起当时的情景，并激发他们

5、用尽可能多的词汇来描述事件发生的过程。学生通过迅速联想和回忆，会编出若干个短句，如：There were many people on board. Titanic hit the icebergs. Everyone tried to save their lives.The man was too bad.等,从而达到新课标要求下的知识目标一部分。我会用23分钟时间。第二， 展示（while-reading）：（15）这一部分既是培养学生良好阅读习惯，又是提高英语阅读能力的阶段，因此我将分二部分进行。1. 扫读 （skimming）：这一过程是让学生快速浏览全文，抓住文章主要内容，同时将为

6、学生获取某种特定信息而阅读，只要求学生从材料中找到特定信息，领会主旨，可忽略大部分内容。此处我根据加方校长Maggie编写的英语教师手册中故事曲线图（story graph）来设计的。大家可以看到此处包括背景（即时间、地点与人物），高潮和结局。让学生带着这些问题去阅读，认真思考，之后通过提问的方式找出正确答案。从而体现出新课标要求下的对学生进行先思考后提问的学法指导。2. 细读 （scanning）：在领会了主旨，抓住文章大致内容之后，就应该要求学生再次对课文进行深入细致阅读-细读。我这样做的目的是为了指导学生理解文章的细节，段落大意，段与段之间的联系，使学生对篇章结构有更深层次的理解，为此设

7、计了几项具体的操练形式。首先由四人一组，分组讨论，给文章分段并归纳出段落大意，找出topic sentences.这样以来不仅体现了学生之间合作与探索意识，同时又有助于培养学生分析归纳能力与合作解决问题能力。然后是解释explaining:这一部分主要是对学生在阅读中遇到的问题进行排疑解难，同时提出文章中的语法点，让学生学习语言知识。设计步骤：重新回到文章当中，学生自主独立学习，找到并画出自己认为难懂、不会的词、短语与句子，提出问题，让其他学生帮助解决问题，如若有疑义，老师在进一步讲解。这样做的目的是学生能做的让他们去做，让每一个学生都主动投入到课堂活动中来，始终坚持以学生为本，教师起主导作用

8、这一理念。第三， 巩固操练（post-reading）（15）这一步我分两步进行：a） 设置了竞赛-得苹果，分两组进行，是对动词过去式的理解和应用，让一组同学把另一组同学的句子在规定时间内，用过去式的形式正确表达出来，两组轮流转换。通过这一形式，调动学生积极性，激励学生主动思考与分析。从而化难为易，让学生进行归纳总结，如若不完整，老师再补充。b） 设置了采访内容。同样，当今英语教学过程已不仅是知识传授，应付考试过程，同时也是渗透思想、文化教育的过程。我采取两位学生相互采访的形式，一位是CCTV9记者，一位是当时获救的文章主人公Miss Evans, 就其学生之间语言的交流与应用可以进一步了解他

9、们的世界观与人生观。通过这种形式不单让学生获取某种知识，更是开阔了视野，激发学生兴趣并扩大了词汇量。达到了新课改对阅读课教学的要求-即让学生自主应用英语进行实践。第四， 5分钟检测：（5）其主要考察不规则动词的过去式特殊形式和三个短语的用法，进一步巩固课上所学内容。第五， 布置作业：（2）这一环节既为这一课做好巩固，收尾，又为下节课做好铺垫和准备工作，故非常重要。其一，针对整个阅读课内容，首先让学生对文章进行缩写或改写，来培训学生组织语言、应用语言的综合能力。其二，将此篇阅读文章改写成一个短剧，由小组合作完成，发挥学生的创造力和想象力，把语言切实应用到生活实际中来。最后，预习下一课内容。板书设

10、计：我努力做到板书的清晰有序，安排合理。在主板书处列出语言点，副板书位置列出三会、四会及扩展词汇，这样可以使学生清晰记在心理。初二英语说课稿（二）Unit 1 Will people have robots ?Teaching goals:1. Words&;phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc .2. will 构成的一般将来时态的陈述句、否定句、疑问句及回答。3. There be 句型的一般将来时。 4. more , less , fewer 的用法。5. 学习一般将来时态的

11、相关知识，学会对未来进行猜测。6. 对five years ago ,today ,in five years 简洁回顾与展望的方式，贴近实际符合学生心理，激发学习爱好。7. 通过时间对比复习一般过去时态、一般现在时态，巩固一般将来时。Important and difficult points :1. will构成一般将来时态的句式。2. There be 句型的一般将来时态。3. more , fewer , less 的用法。4. How to make predictions .Period 1Teaching procedures:Step 1 Leading in1. Greeti

12、ngs: Wele to school .Whats the date today ? Whos on duty today ?Do you enjoy your winter holiday ?Do you finish your homework ?Do you want to live on the moon ?Can you guess what will happen in ten years ?Collect the Ss answers and say something about their predictions .Step 2 Pre-task SB Page 2 ,1a

13、 .1. Look at the picture :How will the world be different in the future ,100 years from now ?Were going to talk about sth in 100 years .2. Read each predictions to the class .Explain the new vocabulary .3. Read the instructions .Make sure Ss know what they should do .4. Do it by themselves .5. Talk

14、about the answers with the class .Explain :一般将来时态构成： will / be going to 动词原形Step 3 While-taskSB Page 2 ,1b .1. Practise reading the six predictions .2. Read the instructions to Ss .Circle the things you hear on the recording .3. Play the tape twice .4. Play the tape a third time .At the same time ,c

15、heck the answers .SB Page 2 , 1c .1. Pay attention to the dialogues .2. Read the dialogues fluently .3. Pairwork .Work in pairs to make predictions according to the sle .4. Ask several pairs to share their conversations to the class .SB Page 3 , 2a &; 2b .1. Read the predictions .2. Read the instruc

16、tions and point out the sle answer .3. Play the tape twice .Ss circle the word they hear in each sentences: more , less , fewer .4. Check the answers .学生探究： less , fewer 的区别。Step 4 Post-task1. Point to the exle in the sle dialogue .Practice reading .2. Look at activity 2b .Groupwork:Take turns to ma

17、ke conversations about the predictions .Grammar Focus:1. Review the grammar box .Ss say the statements and responses .2. Make summaries about will ,fewer and less .Homework:1. Make predictions about yourself in 10 years .Write down 5 sentences .2. Go over the new words .教学后记：Period 2Teaching procedu

18、res :Step 1 Leading in1. Greetings and free talk .2. Check their homework :Ask two or three Ss to speak out what they wrote down .（教师作出适当的评价）Step 2 Pre-task1. Go over what we learnt yesterday .2. 通过三种时间的对比简略复习一般过去时与一般现在时。Step 3 While-task SB Page 4 , 3a .1. Point to the three picture and say :This i

19、s Sally .The first picture is Sally five years ago ,the second one is Sally now ,and the third one is Sally five years in the future .2. Read the instructions . 3. plete filling in the blanks individually .4. Check the answers . 5. Practise reading .Then ask some Ss read them out .SB Page 4 , 3b .1.

20、 Look at activity 3a .Make predictions about Sally .2. Point to the exle in the sle dialogue .Ask two Ss to read the dialogue to the class .3. Practise reading .4. Pairwork .Make their predictions about Sally .Step 4 Post-task1. Write about yourself .With the help of the sle of Sally .We can write s

21、th about ourselves five years ago ,today and in five years .2. plete the work individually . 3. Review the task .Ask a few more Ss for answers .Homework : Draw a picture of the city in 20 years .Describe it to the class .教学后记：Period 3Teaching procedures :Step 1 Leading in1. Greetings . 2. Say yourse

22、lves :five years ago , today and in five years .3. Check the homework.Step 2 Pre-task SB Page 5 , 1a .1. Look at the form and read the headings to the class .Make sure the Ss know what they mean .2. Read the list of seven words .Explain the new words .3. Write each word in the correct column .Check

23、the answers.SB Page 5 , 1b .1. Read the words already written on the chart .2. Groupwork: Think about what we learned before .Write some words in the chart above .Divide the class intogroups of four ,let them have a petition .Step 3 While-task SB Page 5 , 2a .1. Look at the pictures carefully .Can y

24、ou guess what well listen ?Talk about them .2. Read the instructions .Well listen to 3 conversations .Number the pictures 1-3 .3. Play the tape twice .Check the answers .SB Page 5 , 2b .This activity is easy ,I think .For we know the conversations are talking about Alexis 10 years ago ,today and in

25、10 years . 1. Read the instructions .2. Pay attention to the sentences and the verbs in the box .3. Play the tape and correct the answers .Step 4 Post-task1. Read the instructions .2. Pairwork. One is Alexis, one is Joe .3. Point out the exle in the sle dialogue .Read it to the Ss .4. Talk about Joe

26、s life now , ten years ago and in ten years .5. Ask some pairs of Ss to say their dialogues .Homework:1. Go over the words .2. 写一篇50个单词左右的小短文，猜测与展望未来我们的学习和生活。教学后记：Period 4Teaching procedures:Step 1 Leading in1. Greetings . 2. Ask two Ss to say sth about Joe . 3. Check their homework .Step 2 While-ta

27、sk SB Page 6 , 3a .1. Read the instructions . 2. Give Ss 3 minutes to read the passage , tick out the new words.3. Explain the new words and practice reading . 4. Point out the chart .Read the column headings to the class .5. Read the passage again .Write words from her answers in the correct column

28、s below . 6. Check the answers .7. Practise reading .SB Page 6 , 3b .Playing a game :Who write it ?1. Ss write about their life in ten years on a piece of paper but dont write names on the paper .2. Put all the Ss papers together . 3. Take turns reading the paper .The other Ss guess who wrote it .St

29、ep 3 Post-task SB Page 6 , Part 4 .1. Read the questions below . 2. Ask two Ss to read the dialogue .3. Answer the questions .4. Pairwork. Get your partners answers .5. Share a few Ss conversations .Homework: 1. Finish selfcheck as their homework .2. Go over the words in this unit .教学后记：Period 5Teac

30、hing contents: Reading :Do you think you will have your own robot ?Teaching procedures :Step 1 Leading in 1. Greetings and free talk .2. If possible,draw a robot on the Bb or put up a picture of a robot. Tell :What does it look like ? What can it do ?3. Tell your partner what you know about robots .

31、Step 2 Pre-task SB Page 8 , 1b . 1. Read the title of the passage .2. Look at the picture together .Ask a few Ss to describe What they see .3. Read the words and phrases in the box .Practice reading the words .4. Circle the words you think you will read in the passage .Step 3 While-task SB Page 8 .1

32、. First let Ss scan the passage for the main idea .2. Explain something . help sb with sth /do sth do the same as make sb do sth It takes /took /will take 3. Ask a few prehension questions around the class . 4. Read the passage by the Ss .Step 4 Post-task1. Go through the reading again .How many wor

33、ds in 1b did you correctly predict ?2. Go over the structures in SB Page 9 , 3b .Make their own sentences .Homework:1. To make sure the Ss understand the passage .and I want to know whether theyre careful in the class ,let Ss translate the passage into Chinese . 2. Go over this unit .3. Make their o

34、wn sentences .4. What ways do you think a robot will help you and your family in the future .Write your ideas .初二英语说课稿（三）教材分析：本单元以How often do you exercise ?为话题展开教学活动。首先学会恰当地使用频率副词及短语，再学会描述课余时间的活动安排和基本饮食结构。通过复习七年级学习过的动词短语，及本单元的听力练习，各种方式的口语交际活动和写作练习，使学生积极参与，合作，从而培养学生的综合语言运用能力。教材在本单元的开篇，即本课时，安排了关于谈论课余

35、时间的各项活动，以及初步认识和使用频率副词，为进一步地使用频率副词及动词短语做语言知识上的准备。教学目标：A:语言目标：恰当使用always usually often sometimes hardly ever never 等频率副词和日常活动短语：watch TV go shopping read books exercise等。掌握句型： What do you usually do on weekends? I often go to the movies.What does she do on weekends ? She often goes to the movies.B:能力目

36、标：学习描述课余时间的活动安排，初步培养学生的语言综合运用能力。C:德育目标：培养学生的逻辑表述能力，激发学生的积极思维，并使学生互相了解，增进友谊，加强人际交往，以形成良好的人际关系。教学重点：核心句型： What do you usually do on weekends?I often go to the movies.教学难点：第三人称单数谓语动词在此核心句型中的运用。教学用具：词汇卡片 多媒体课件一套教学过程：Step1 Warm-up activities（1） Do it （学生按教师的指令做动作）T:Read books. / Do homework!/ Draw pictur

37、es/ Look at the blackboardT: run / stop / stand up / sit down.（2） Do as I do.（学生跟老师边说边做动作）I read books on weekends.I run on weekends.I do my homework on weekends.Step 2 Revision and presentation（1）教师问：What do you usually do on weekends ? （并且板书）让学生根据自己的实际回答 I usually on weekends.（2）教师出示动词卡片 watch TV、

38、read books 、exercise 、clean、skateboard、 play basketball、wash clothes、go shopping、 go to movies让学生认读。（3）做游戏： Whats missing? （学生先把动词卡片全部读一遍，教师从卡片中任意抽掉一张，再让学生看卡片读动词短语，然后让学生说出抽掉的是哪一张词汇卡片。）Step 3 Pattern drill and dialogue（1）出示词汇卡片给学生，并提问：What do you usually do on weekends? 引导学生回答： I usually on weekends.

39、（2）Task one Find my group members.在规定 时间内填完活动表格，再向周围同学开始询问，找出与自己课外活动大致相同的同学请他或她在每项活动后面签名。ActivityName（3）Look at the picture on the book ,name each activity .Then ask students to point to each picture , ask and answer in pairs . What s the boy/girl doing ? He/She is reading . Check the answers on the

40、 blackboard and ask students to correct their own activities.（1a ）Step 4 Presentation and drill（1）教师指着屏幕说： Now lets see my activities on weekends. 屏幕上出现各项活动的图片并介绍。 I always read books at 6:00 in the morning. Then I usually run at 6:30. I often clean my house in the afternoon. Sometimes I watch TV, b

41、ut I never watch TV too much. I hardly ever go to the movies.（2）点击鼠标屏幕上出现频率副词及相关的百分比。always（100%） usually（80%） often （30-50%）sometimes（20%） hardly ever（5%） never（0%）领读频率副词，让学生快速认读。（3）分别点击活动图片，每个图片正面出现一个频率副词。教师依次提问： What do you do on weekends?引导学生用图片中的活动及副词回答，如：I usually run.（4）Task Two: Making cards每个学生把自己的课外活动做成卡片，再把频率副词做成卡片，然后一个学生问What do you do on weekends? 另一个学生分别拿一张活动卡片和频率卡片并用其进行回答。Step 5 Practice and drill（1）Play the recording the first time .Students only listen . Play the recording a second time . Point to the pictures .