初一英语说课稿范例

1、精选优质文档-倾情为你奉上初一英语说课稿Good afternoon, everyone. Im xxx. Im an English teacher from xxx. Now Ill say Sample A of Lesson Six in Book One. Ill prepare to say the lesson from four parts. Part One Analysis of the Teaching Material (一) STATUS AND FUNCTION 1.This is an important lesson in Book One. From this

2、 lesson, it starts asking the Ss to grasp contents of each Sample. To attain “four skills” request of listening, speaking, reading and writing. To start listing “Word Bank” and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is

3、 in the important position of the teaching material. 2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit. 3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will b

4、e also helpful to improve their spoken English. (二)ANALYSIS OF THE STUDENTS The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now. (三)TEACHING AIMS AND DEMANDS The teaching aim's basis is

5、 established according to Junior School English syllabus' provision. 1.Knowledge objects (1) To make the Ss know how to use the affirmative sentence “This is. . . .” and the negative sentence “This is not.”Everyday expressions for “Apologies”“I'm sorry”“That's all right”. (2) To study th

6、e new words “six, hey, sorry, its, thats”, etc. by learning the dialogue of this lesson. (3) To finish some exercises. 2.Ability objects (1) To develop the Ss abilities of listening, speaking, reading and writing. (2) To train the Ss ability of working in pairs. (3) To develop the Ss abilities of co

7、mmunication by learning the useful structures. 3.Moral objects (1) To enable the Ss to be polite and love life. (2) To enable the Ss to look after their things well. (四)TEACHING KEY AND DIFFICULT POINTS The teaching key and difficult points basis is established according to Sample A of Lesson Six in

8、 the teaching material's position and function. 1.Key points: (1).To help the Ss to communicate with each other. (2).To enable the Ss to study in groups and co-operate skillfully. (3).To develop the Ss interest in English. 2.Difficult points: (1) How to make dialogues and act them out. (2) How t

9、o write the right whole sentences. (五) TEACHING AIDS Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson. Part Two The Teaching Methods 1. Communicative teaching method 2. Audio-visual teaching method 3. Task-based” tea

10、ching 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. So in this lesson Ill mainly use “Communicative” teaching method, “Audio-visual”

11、 teaching method and “Task-based” teaching method. That is to say, Ill let the Ss to get a better understanding of the key structure of the dialogue. Ill give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition.

12、Teaching special features To use these methods are helpful to develop the Ss thought. Part Three STUDYING WAYS 1.Teach the Ss how to be successful language learners. 2.Let the Ss pass "ObservationImitationPractice " to study language. 3.Teach the Ss how to master dialogues and how to commu

13、nicate with others. Teaching special features: Let the Ss communicate with each other and adopt competition methods to develop the Ss keen interest in English. Part Four Teaching Procedure Ill finish this lesson in four steps. First Ill divide the Ss into four groups and bring a competition into the

14、 class. At last lets see which group is the winner. Step1 Warm-up 1. Free talk between T and Ss . Such as: Hi, Im . . . . Whats your name? This is . How do you do? Who is he/she? How are you? Who can count from 1to 5? Whats this in English? etc. 2.A game: Ask the Ss to give T some school things. For

15、 example: T: Give me your book.(ruler, box, pen, table, knife, etc.) T: This is your book. This is not my book. Its your book. etc. In this course Ill ask them to make a dialogue group by group without repetition. Find out which group will make the most dialogues. Purpose of my designing: I think it

16、 is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge. Step2. Presentation This course is very important. Ill mainly talk about this step. Ill use CAI to present the whole dialogue. A

17、rrange some situations to help Ss understand Sample A. First scene: There is a bag on the floor. B is picking it up and get ready to leave. Now A is talking with B. A: Hi, B. How are you today? B: Im fine, thank you. And you? A: Im fine, too. Oh, this is my bag. B: No, this is not your bag. Its my b

18、ag. A: (Look closely) Oh, Im sorry. B: Thats all right. (At the same time, C is running up and hitting A.) C: Oh, Im sorry. A: Thats OK. Ill write the key points on the Bb while they are watching. After watching, Ill teach them to read the words and sentences on the Bb. Make sure they can read them

19、well. Purpose of my designing: To present Sample A by CAI is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better. Step3.Practice First play the tape recorder. Let the Ss listen and im

20、itate the dialogue. Pay attention to their pronunciation and intonation. In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ss grasp the Sample .At last Ill ask the Ss to think hard and act it out with a partner according

21、 to Sample A. Then find out which group will act it out well. Ill give them red stars. Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practise their listening and spoken ability. Step4.Pr

22、oduction In this step Ill give the Ss a free space to show their abilities. Second scene: The Ss are having a picnic. Its hot and they take off their coats and put them together. They are singing and dancing, laughing and chatting. After the picnic, they begin to look for their coats. D and E are ta

23、lking. F and G are talking. etc. After watching, Ill give the Ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues. Purpose of my designing: “Task-based” teaching method is used here to develop the Ss ability of communication and also their abi

24、lity of co-operation will be well trained. Tell the Ss we should be polite and take good care of our things. We should love our life. I think proper competition can arouse the Ss interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English. 2.Ski

25、ll 1 Model 1. Ill ask four Ss of the groups to write these sentences on the Bb in the four lines. Then check their handwriting, correct their mistakes. Find out who will write well and whose handing is the best. 3.Finish the Ss workbook. Purpose of my designing: To check the knowledge Ss have learne

26、d in this lesson. Step5.Homework: (1)Recite the words as many as possible after class. (2)Make a dialogue according to Sample A and write it in the exercise book. Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in class or after class. I

27、t is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned. Blackboard Design Lesson Six Sample ASix This is my.hey This is not your. . . .sorry Its my. . . . Picture its=it is Oh, Im sorry.thats=that is Thats all right/OK.、初一英语教案教学目标知识目标1掌握本单元的词语：

28、health, fast, of course, travel, safe, and so on, one day, job, helpful, get on；并上半学期学过的词语。2掌握12个功能项目：提供与请求帮助、描述物品、发出指令、饮食、谈论正在发生的事、拥有、国籍与语言、职业、习惯行为、交通、购物等。3掌握所学语法项目：形容词用法；提供和请求帮助用语；人称代词（主、宾格）有法；可数名词和不可数名词；some, a/an及量词用法；现在进行时；have的用法；介词用法；情态动词can的用法；一般现在时的用法.能力目标要求学生能熟练掌握一定的词汇和短语，能灵活运用所学的语言功能项目-打电

29、话、提供与请求帮助、购物、饮食、交通等语言知识，在实际的语言情境中，能语言流畅地表达自己的意图，达到交际的目的。情感目标通过采取多种方式带领学生系统地词汇、语法和有关的语言知识，提高学生综合运用知识的能力。让学生认识到学习不仅仅是学习语言知识，它与我们周围的现实生活有着密切的关系。通过学习不断的、有意识地了解中西方的文化差异和风土人情。 教学建议词汇教学建议第一册全部词汇。可结合句型练习其中一部分。绝大部分要通过归纳进行。可参照课本后面所附分类词汇表，可以按词性归类，也可以按词义归类，如：交通工具及部件，人物，职业，。服装，时间和日期，植物、自然景物、风景，动物等等。也许目前这些分类

30、中还有一些不科学的地方，但分类的主要目的在于便于记忆，所以完全可以有其它的分类方法，不必拘泥于常规的思维。这些分类工作可在课堂上由学生以竞赛的形式完成，一种方式是由给出类别，由学生快速给出这个类别中的单词。教学内容分析 本单元是个单元，也是全书最后一个单元。除了一些词汇外，基本上没有新的内容要求掌握。本单元第117课由两段对话组成，主要“交通”话题，形式是表演与自编对话；第 118课主要是关于“购物”的内容，形式有表演对话，小组问答练习，还有一个字谜游戏，一部分词汇；第119课以看图回答问题和表演对话为主体，有关“职业”的话题；第120课通过看图问答、故事、听力练习和用名片做练习等方式综合现在

31、进行时、一般现在时等语法项目，其中包括有关个人信息，如地址、电话、电子邮件地址、职业、个人日常等内容。语法教学建议句型可与训练结合进行，还可以与练习册上的练习结合起来进行。在的基础上可进行听写（单词短语句型对话短文）练习。还可以做句型转换的练习，如将陈述句变为疑问句，并在口头转换后书写在笔记本上。可参照课本后面的语法部分，特别是动词部分进行。依据课本后的语法归纳表格，设计一些综合性的专项练习，供学生选用；也可以此做为小测试，以引起学生对语法学习的重视。另外最重要的一点是语法应始终把语法知识与其运用的情景、功能相结合，不要设计为语法而生造出来的脱离情景的枯燥练习。语音教学建议语音要与听力训练相结

32、合。课文的教学录音带可做为学生精听的材料。要引导学生注意单词在句子中的发音变化，语调和语流在句子中的变化。鼓励学生大声朗读课文。有条件的应多提供学生一些儿歌、韵诗来朗读。重点内容分析l）本单元是总单元，可采用多种方式带领学生系统地词汇、语法和有关的语言知识，提高学生综合应用知识的能力。2）归纳some，any的用法。3）比较一般现在时和现在进行时的用法区别。Lesson 117 PPT 多媒体教学设计方案一、教学内容1词汇(略)。2日常交际用语：表示请求、交通工具等日常表达用语。二、教具PPT 多媒体。 三、课堂教学设计Step 1. revision展示 值日生报告。展示中的有关交通工具的图

33、片，与学生展开有关交通工具的问答练习对话练习：T: I usually come to school by bike, and you?S: by car/ by bus.T：How do you usually come to school，×××？  ：I usually come by bike / bus/ on foot. T： How does your father/ mother usually go to work？  ：He usually go to work by bike / bus/ on foot之后，每两位学生进

34、行对话练习，将这种对话进行下去。Step 2. Read and act. 展示1。在给学生放录音之前，提出问题（Prelistening question）T: How does David/ Davids father / mother usually go to work？放课文录音一遍  ，指导学生回答问题S: He usually goes by bike. Sometimes by bus. Davids father usually go to work by car. His mother goes to work by bike, sometimes on foot

35、.再放录音，学生跟读两遍，熟练听读。T: Now please listen to the tape again. Please pay more attention to its intonation.让学生两人一组练习对话。可以让若干组学生演示对话。T: Well, please practise your dialogue in the class with your partner. 2可以点击影片，播放课文对话情景影片，使学生边观看边模仿，强调一下对话中出现的交通工具。可以在学生看录像之前设置一个问题：T: How many transportations（） in the dial

36、ogue.解释transportation的意思Step 3. dialogue. 展示点击  放录音，学生跟读。让学生两人一组操练对话并使用方框中的替换词中红色字体的单词，编练新的对话。请两组学生表演，并予以讲评。T: Please read the dialogue first, and you will change the word  which is on the table in your own dialogue. Now practise your dialogue with your deskmate , after that I will let som

37、e boys and girls act out their dialogues.Step 4. Consolidation展示总结这一节课的语言点。(共有两页，点击按钮可进入下一页的consolidation)1. Walking is good for health. 走路对健康有益。Walk是动词，不能做主语。若要用walk做主语，就需在Walk后加ing，即用walking做主语。动名词是动词的另一种非限定形式。它在句中起名词的作用，可单独使用或引起短语，做句子的主语、表语、宾语或介词的宾语。如： Reading in bed is bad for you eyes.主语2.Be go

38、od for 意为“对.有益”，与be bad for（对有害） 相对。如：Doing morning exercises is good for health.Eating too much is bad for health.3Take the bus take在句中是“乘，搭”的意思，表示一种行为。而“by+ 交通工具名词”则表示一种方式。如：You can take the No.5 bus. My mother often comes back home by bike.4总结交通工具l）长途：by air / plane, by sea / ship, by train, by b

39、us, by taxi, by car等。  短途：on foot, by bike, by bus, by taxi, by car, by boat, by minibus等。2）环境  海：by seaship，by boat  陆：on foot，by bike，by bus，by minibus，by car，by taxi，by train等。  空：by air/planeStep 5. Practice 展示指导学生完成中的练习，逐步点击鼠标，就会逐一显现练习答案。要求学生用笔头形式完成。T: Lets do some exercises

40、 in text book.Please turn to page练习：1.How _these fish?A.much isB. much areC. many isD. many are2.I like _.A.cooking a lotB. cooking a lot ofC.cook a lotD. to cook many3. Do you often get up _ six _ Sunday morning?A.on; atB. at; inC. in; onD. at; in4. There _ a big tree near the house.A.areB.isC. hav

41、eD. has5. Mr. Gao is a teacher. He works in a new _.A.shopB. schoolC. factoryD.hospitalStep 6Homework展示布置家庭作业1）练习朗读本课对话；2）完成练习册习题。   Lesson 117教学设计方案一、教学内容1词汇(略)。2日常交际用语：表示请求、交通工具等日常表达用语。二、教具录音机；交通工具的图片。 三、课堂教学设计Step 1. revision  值日生报告。展示手中的有关交通工具的图片，问学生T: What is this?S: This is

42、 a bike/ bus/ car/ T: I usually come to school by bike, and you?S: by car/ by bus.和学生展开有关交通工具的问答练习对话练习。如与一位学生进行对话示范：T：How do you usually come to school，×××？  ：I usually come by bike / bus/ on foot. T：（转向全班） How does he usually come to school？  ：He usually comes to school by

43、bike / bus/ on foot之后，请这位学生叫起另外一名学生，将这种对话进行下去。Step 2. Read and act.在给学生放录音之前，提出问题（Prelistening question）T: How does Davids father usually go to work？放课文录音一遍，指导学生回答问题S: Davids father usually go to work by car.再放录音，学生跟读两遍，熟练听读。T: Now please listen to the tape again. Please pay more attention to its in

44、tonation.让学生两人一组练习对话。建议在练习中不必拘泥于课本上对话内容，可依据实际情况，有条件的班级可以让若干组学生演示对话。T: Well, please practise your dialogue in the class with your partner. Step 3. Read and make up dialogue. 让学生两人一组，先将本课第2部分对话一遍，然后使用方框中的替换词，编练新的对话。请两组学生表演，并予以讲评。T: Please read the dialogue first, and you will change the word  whi

45、ch is on the table in your own dialogue. Now practise your dialogue with your deskmate , after that I will let some boys and girls act out their dialogues.Step 4. Practice指导学生做练习册习题，要求学生用笔头形式完成。T: Lets do some exercises in text book.Please turn to pageStep 5. Consolidation总结这一节课的语言点。1. By air= by pl

46、ane / by sea= by ship/ by train/by bus/ by taxi/ by bike/ by minibus2. Walking is good for health. 走路对健康有益。Walk是动词，不能做主语。若要用walk做主语，就需在Walk后加ing，即用walking做主语。动名词是动词的另一种非限定形式。它在句中起名词的作用，可单独使用或引起短语，做句子的主语、表语、宾语或介词的宾语。如：Reading in bed is bad for you eyes.主语My favourite sport is swimming.表语Lily likes da

47、ncing.宾语Thank you very much for helping me.介宾短语Be good for 意为“对.有益”，与be bad for（对有害） 相对。如：Doing morning exercises is good for health.Eating too much is bad for health.3Take the bus take在句中是“乘，搭”的意思，表示一种行为。而“by+ 交通工具名词”则表示一种方式。如：You can take the No.5 bus. My mother often comes back home by bike.4总结交通

48、工具1运用这个功能项目的主要起因：询问去某地、某处所的方式：How do you come to schoolgo to workgo home for your holiday？2一般的交通方式（运用何种交通工具），可能取决于路途的远近、环境、经济条件等因素。l）长途：by air / plane, by sea / ship, by train, by bus, by taxi, by car等。短途：on foot, by bike, by bus, by taxi, by car, by boat, by minibus等。2）环境海：by seaship，by boat陆：on fo

49、ot，by bike，by bus，by minibus，by car，by taxi，by train等。空：by air/plane3）经济条件：可以比较国内不同地区的差异，中国与欧美国家人旅行方式的差异。3各种交通工具特点的比较。by air / plane 与 by trainby air / plane: quick, save time, expensiveby train: take much time, cheap, safe, can see a lot.Step 6Homework布置家庭作业1）练习朗读本课对话；2）完成练习册习题。Lesson 118 教学设计方案一、教

50、学要点1一般现在时的用法。2日常交际用语：有关购物（Shopping）的用语。二、教具录音机；一些食物的图片（建议：在图片后面放些张贴胶以便可以张贴在黑板上）  三、课堂教学设计Step 1. revision值日生报告。可数名词与不可数名词的用法和区别。展示一些食物的图片如面包， 肉，鸡蛋，苹果等等，先让学生说出这些图片的名称并且学生口头上拼写，在黑板上板书出单词bread, meat, egg, apple再引导学生指出哪些食品是可数或不可数.可以让学生根据图片将食品归类（请部分学生上讲台把图片张贴在相应的表格里）。板书如下：可数名词不可数名词提问学生：T: Can I have

51、 some meat? S: Yes , How much/ many do you want?Step 2. Read and act.1在播放录音之前向学生提问：T: What do they see in the shop?播放录音两遍，让学生跟读。指导学生回答问题S: rice, bread, milk, cakes, tea and so on.解释and so on 的意思和用法。给几分钟的时间让学生自行练习对话，有条件的话，让部分学生进行对话演示予以讲评。2也可以在教室布置一个小的场景。在讲台上放好画有食物的图片以及一些学习用具。请几组学生到前面表演售货员与顾客之间的对话。3.

52、讲解对话中出现的语言点could I have some carrots? 这里have相当于buy（买）有时还可以表示“借用”“吃喝”如：May I have a piece of paper, please?Id like to have a cup of tea.And so on 意思是“等等”，常用作不再列举某些事例，只能位于句末如：I like to make some foreign friends, like Jim, Tom, Mike, Jack and so on.Work in groups分组练习意思是“分成若干小组”类似有：discuss in groups(分组讨

53、论)，read and act in groups(分组朗读和表演)Step 3. ask and answer提问个别学生T: Your pencil looks nice. How much is it?S: 2 yuan.T: Oh, it is so cheap.T: Your clothes is very beautiful. How much is it?S: 30 yuan.T: It is maybe expensive.通过与学生的对话，演示询问价格的句型how much is?指导学生回答it is cheap /expensive.示范对话后让学生根据内容，自编一段对话

54、，让学生进行对话操练。Step 4. word puzzle组织学生根据图片提示完成看图猜字练习，要求学生根据课文中提供的食物图片完成单词的填写。给学生若干分钟的时间完成，并检测她们的答案。Step 5 Exercises指导学生做练习册习题。要求学生用笔头形式完成Step 6 Homework布置作业1）抄写生词，朗读本课对话；2）完成练习册习题。Lesson 119 教学设计方案一、教学内容1一般现在时和现在进行时的用法。2谈论工作、职业的用语。二、教具录音机；一组反映不同工作与职业的图片。三、课堂教学设计step 1. revision出示准备好的图片，与学生做快速问答练习：T： Wha

55、t canyon see in the picture？  ：I can see a manwomanT：What does heshe do？  ：HeShe is a workerT：Where does heshe work？  ：HeShe works in a factory.在用图片练习过程中，可不断叫起某个学生问答：T：What does your fathermother do？S： HeShe is a workerT： Where does heshe work？S： HeShe works in a factory待这个学生坐下后，立即再问全

56、班一遍：What does hisher fathermother do？学生（们）根据刚才听到的答案来回答。Step 2. read and find1让学生根据课文中的四幅图片，判断其中的人物的正确职业，之后核对答案。2学生完成练习后，也可以让学生两人一组以互问互答的形式说出答案。3给全班学生23分钟准备时间，每人设计一个动作，表示一种职业。然后，请几个学生到前面，表演自己设计的动作。如有人看不明白，可让他（她）再做一次，鼓励其他学生用描述。例如：某学生做出在地里劳动的动作（如锄草等）：  ：He/ She is a farmer. He / She is working on farm再引导这两位学生通过对话方式去证实：  ：Are you a farmer？  ：Yes，I am  ：Are you working on a farm？&