初中英语全英说课稿

初中英语全英说课稿
初中英语全英说课稿

Good afternoon, everyone. I’m Cui Haiy an. I’m very hap[py to stand here and share my ideas with you. Now I’ll say Unit 6 This is my sister in Book One. I’ll prepare to say this lesson from four parts. Part One Analysis of the Teaching Material

(一) STATUS AND FUNCTION

1.This is a very important part in Book One. From this unit , 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.

2.This lesson is the first one of Unit 6.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 be also helpful to improve their spoken English.

(二)ANALYSIS OF THE STUDENTS

The Ss has learned English for about 2 months 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 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 plurul sentence “These are t….”

(2) To study the new words:father mother sister,brother,grandfather,grandmother,friend”, etc. by learning the dialogue of this lesson.

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 communication by learning the useful structures.

3.Moral objects

(1) To enable the Ss to be polite and love our families.

(2) To enable the Ss to cherish the life well.

(四)TEACHING KEY AND DIFFICULT POINTS

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 to write the right whole sentences.

(五) TEACHING AIDS

Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, some pictures 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” teaching 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, wri ting and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition.

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 \"Observation—Imitation—Practice \" to study language.

3.Teach the Ss how to master dialogues and how to communicate 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

I’ll finish this lesson in four steps. First I’ll divide the Ss into four groups and bring a co mpetition into the class. At last let’s see which group is the winner.

Step1 Warm-up

1. Free talk between T and Ss .

Such as: Hi, I’m . . . . What’s your name?

This is …. How do you do?

Who is he/she? How are you?

Who can count from 1to 5?

What’s th is in English? etc.

2.A game: Ask the Ss to give T some school things. For example:

T: Give me your book.(ruler, box, pen, table, knife, etc.)

T: This is your book. This is not my book. It’s your book. etc.

In this course I’ll ask them to make a dialog ue group by group without repetition. Find out which group will make the most dialogues.

Purpose of my designing: I think it 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. I’ll mainly talk about this step.

I’ll use CAI to present the whole dialogue. Arrange 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: I’m fine, thank you. And you?

A: I’m fine, too. Oh, this is my bag.

B: No, this is not your bag. It’s my bag.

A: (Look closely) Oh, I’m sorry.

B: That’s all right.

(At the same time, C is running up and hitting A.)

C: Oh, I’m sorry.

A: That’s OK.

I’ll write the key points on the Bb while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them 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 imitate 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 e mployed to make the Ss grasp the Sample .At last I’ll ask the Ss to think hard and act it out with a partner according to Sample A. Then find out which group will act it out well. I’ll 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.Production

In this step I’ll give the Ss a free space to show their abilities.

Second scene: The Ss are having a picnic. It’s 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 talking. F and G are talking. etc.

After wat ching, I’ll 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 ability 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.Skill 1 Model 1.

I’ll 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 learned 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. It 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 It’s my. . . . Picture it’s=it is Oh,

I’m sorry.that’s=that is That’s all right/OK.

各位评委上午好!

我是来自于永川第七中学的一名英语教师,我名叫陈妍。今天我说课的内容是人教版七年级上Unit 3 This is my sister. 本单元学习的是与学生生活息息相关的家庭成员。我要谈的是本单元第一课时的教学。下面我将从以下几个方面阐述我的说课内容。

对教材的分析和理解。

从教材编排上说本单元是就第二单元认知物体之后学习用英语认知人,而与学生最为熟悉的人就是家庭成员。Is this your eraser? 很自然过度Is this your sister? 以前学的What’s this?转变Who is this?但本单元生词较多。出现在第一课时的就有十五、六个同时还要认识语法现象复数。本课时任务比较艰巨。

教学目标

依据初中英语新课标的要求,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、知识目标帮助学生四会掌握以下单词:grandfather, grandmother, grandparents, father, mother, parents, son, daughter, sister, brother, aunt, uncle, cousin, friend, these, those。并对复数形式有初步了解。

2、能力目标通过本节课学习,学生就家庭成员相互之间应该能用英语介绍、询问、交流。并能用英语在脑子里对个家庭成员的关系进行思考。例如,见到father’s mother,他们能反应出是指grandmother。同时基本上能辨别什么时候用单数什么时候用复数。

3、情感目标通过对家庭成员的学习,学生对自己的家庭成员会有更清晰的印象,从而激发起他们对家人的热爱。

教学重点及难点

本课重点:熟练掌握各家庭成员的名称,会读会说会用这些词汇交流。这个单元最主要的就是学习个家庭成员英语的表达,而几乎所有的单词都集中在第一课时。所以这课时四会掌握这些单词应该是重中之中。

难点:复数的认识和正确运用。汉语表达中完全没有复数概念,这是一本书,这是三本书;除了多了个数字其他没有任何变化。而英语必须这样说This is a book. These are books.所有的单词都相应的发生了变化。因此中国学生在学习复数的时候特别难。我们的语言没有这个习惯!

突破:通过真实的情景激发起学生的兴趣,兴趣是最好的老师。

通过反复操练,加深印象。

再循环记忆达到最终目标。

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,激发学生兴趣,活跃课堂气氛。同时要求学生提前把自己的家庭照片带来,真实的人物缩小英语与他们生活的距离,从而优化英语教学过程。

学法指导:

为学生创设真实的学习情景,让学生以小组形式交流学习,并在课堂上循环训练。

教学设计过程:

课堂的整体设计遵循循环记忆反复操练思路,运用情景法和交际法,分五个主要步骤进行,即:导入呈现, 巩固操练, 拓展,5分钟检测包括小组比赛和布置作业。

第一、引入呈现。(10′)I want to be your friend. Do you want to know more about me? Do you to know about my family?课件展示

1、的家人。认知son, father, mother, parents, wife, husband这几个单词,并马上回顾重新呈

现我的家人学生说出他们和我的关系。

2、的父母。认知grandfather,grandmother,grandparents,并认识复数。

3、我姐姐及其家人的照片,认知sister,aunt,daughter,cousin。

并再次认识复数。

5、回顾我的家人,并帮助学生罗列出family tree。

第二、巩固操练(20′)

1、小组学习,拿出自己的照片相互询问认识别人的家人(8′)老师在这过程中及时帮助学生学会他们不会的单词。

2、读书上的单词,听录音圈出听到的单词。小组学习认识David的家人。(7′)

3、表演对话,在讲台上指着屏幕认识David的家人。(5 ′)

第三、拓展(8′)小组表演。假设你的朋友来到你家,你来为他介绍认识全家,有爷爷奶奶叔叔姑姑父母及兄弟姐妹堂兄妹等。

第四、 5分钟检测:(5′)主要是be动词单复数用法及各家庭成员单词的掌握。小组之间进行比赛,看哪个小组反应最快。

最后作业布置(2 ′)

位领导、老师:

大家好!

让学生愉快地、充满自信地走进我的英语课堂,是我最大的愿望,让学生在我的英语课堂上享受快乐和成功是我孜孜以求的目标。多年来,我为实现自己的梦想和追求不懈地努力着。今天,借此平台,恳请各位领导、老师指导我的说课,使我更好地成长。

我说课的内容是人教版九年级Unit6. I like music that I can dance to . Section A ( 1a-1c). 整个说课我将分成五个大部分进行讲述:即教材分析、教学方法、学习方法、教学程序、教学效果。

第一个板块:教材分析

(一)说教材

本单元以music为中心话题,让学生学会用定语从句谈论自己所喜爱的艺术,学习表达自己的爱好。从结构内容上说,定语从句是初中阶段必须了解的一种句法结构。本单元将通过一系列的练习(句型结构练习、听力练习、精读写作练习、自我检测、泛读练习)来达到学习目的,完成学习任务。共需要七个课时。本课时所进行的是基本的句型结构和部分听力练习,是整个单元的双基——基本和基础。其重点任务是导入新的语言, 即New function presenting. 因此,这一节课我分为两个部分:第一部分引入定语从句的学习;第二部分围绕I like music that I can dance to. 这一话题展开思维(1a)、听力(1b)、口语(1c)训练进行授课,最终完成本课时的教学任务。

(二)教学目标

根据《英语课程标准》的教学理念,教材特点以及学生的实际情况,将本课时的教学目标确定如下:

1、Knowledge Objects

(1) Key Vocabulary

prefer, lyric

(2) Target Language

What kind of music do you like?

I like music that I can sing along with..

What about you?

I prefer music that has great lyrics.

2、Ability Objects

(1) Train the students to express preferences.

(2) Train the students listening skill.

3、Moral Objects

Let’s enjoy music. It always brings us happiness. Let’s enjoy English class: Beautiful pictures、group work and games make us be interested in English. Let’s speak、listen、communicate even play games actively.

第二个板块:说教法

由于英语是一门综合性与实践性相结合的科目,根据本文内容,结合创新教育理论,本课主要采用任务型教学法、情景教学以及多媒体计算机辅助课堂教学,充分发挥教师的主导作用和学生的主体作用,利用现代教育技术优化教学过程,通过课件为学生创设更多生动活泼的语言环境,把学生吸引到活动中去,并激发他们主动参与学习的欲望,努力培养学生的自学能力,把学习的钥匙交给学生,在传授知识的同时授以科学的思维方法。不仅要使学生学会,更要使学生学会学,因此,在课堂教学中巧妙运用教学艺术,适当安排自学、小组交流、全班讨论、游戏、竞赛等活动,鼓励学生勇于说,乐于说,提高运用语言的能力,变“讲堂”为“学堂”,变“要我学”为“我要学”,从而从根本上打破传统的课堂教学方法,建构一种新型的现代教育模式,使学生在更轻松更愉快的环境下实现更多的信息交流,真正做到快快乐乐学英语,扎扎实实打基础,从而达到向四十五分钟要质量,向课堂教学要效益的最终目的。

第三个板块:说学法

初三的学生已具备一定的认知能力,有自我的观点和看法,不满足于教科书的内容,而希望通过学习获取更多的知识和信息,开拓视野。而现代的教育理念认为“获得知识的过程比获得知识更重要”。因此,在本节课的教学中,我不是把知识直接交待给学生,而是引导学生自主参与学习、交流合作,倡导体验、实践和自主探究的学习方式,注重学生实际与课文文题的结合,激发学生学习兴趣,使他们自主地寻找信息,获取信息,使用信息,激发学生潜能,使学生在自主与合作的学习方式中获取知识,形成正确的学习方法,实现英语能力的提高。

第四板块:说教学程序

步骤1

①用多媒体向学生出示几张动物图片,引导学生make a conversation: “A. What kind of animals do you like best? Why? ” “ B. I like…because…, How about you?” “ A: …”请同学对话表演后,师适时用含有定语从句的句子归纳总结。如:“Oh ,I see, A likes animals that are friendly best but B likes animals that are clever best.”

②用多媒体出示中央电视台四位著名主持人的图片及要求“They are famous host s in CCTV. Do you know Who they are? Which one do you like best? Why? Make up a conversation with your partners.”在学生对话交流后,师再与两生对话,并引导学生们说出“B likes the host who is humor but C likes the host who is smart.”等之类含有定语从句的句子。

步骤2

通过以上练习,使学生对定语从句有了初步的印象,然后趁热打铁,通过图示

I have an apple.

An apple is red.

I have an apple that is red.

定语从句修饰先行词an apple

I like the friends.

The friends like sports.

I like the friends who like sports.

定语从句修饰先行词friends

使学生对定语从句的构成有了进一步的了解,在此基础上,出示定语从句的rules(包括定语从句的构成、关系代词who/that的作用以及关系代词在从句中做主语时,定语从句中的谓语动词应与先行词在人称上保持一致的规则),就可谓水到渠成了。通过以上教学环节的设计,既激发了学生的学习兴趣,又循序渐进地巧妙突破了难点。

步骤3

为了帮助学生更好地理解定语从句的rules,再出示几幅图片及含定语从句的图片说明,然后安排一个智力抢答的活动。要求用定语从句把下列的每两个句子重组成一个句子。

1、The man is my brother. He is standing under the tree.

__________________________________________________________________

2、I like music. I can sing along with them.

____________________________________________________________________ 3、He missed the train. He usually catches this train.

_____________________________________________________________________ 4、Do you know the girl? She is talking with the teacher.

_____________________________________________________________________ 5、Liu Li likes music. Music has great lyrics.

_____________________________________________________________________ 步骤4

以“Do you like music? What kind of music do you like best?”的问题过渡到下一环节的教学。再用多媒体出示配有乐声的pop music、jazz music、country music、dance music、classical music的图片,然后开展“我唱你猜”的小组游戏活动。即一个学生哼出自己最喜爱的音乐旋律,小组的其它同学猜出该学生最喜爱什么类型的音乐。

步骤5

用多媒体出示配有声音的课本1a中的画面,用鼠标点图中的人物便自己说出:“I like music that isn’t too loud.” “I love music that I can sing along with.” “I like music that I can dance to.”学生听后,师问:“What did they say? Can you say them in Chinese?”再引导理解prefer 这个词的意思及用法,并请学生用prefer说句子。

步骤6

引导学生完成听力练习1. Listen and check the kinds of music. Tony and Berry like.

步骤7

Pairwork: Talk about the music you like.

为了拓展学生的思维,帮助学生更好地表达,师可利用多媒体补充出示一些句子,如“I like music that is written in China.” “I like music that sounds sweet.” “I like music that we c an easily sing along with.”“ I like music that is educational”等。使其对话内容更丰富,以避免千篇一律。

步骤8

质疑问难,学生提出不懂的问题,师点拨引导全班讨论交流,为其排疑解惑。

步骤9

Homework: Please finish a task.

如果你是学校广播站的广播员,学校委派你去购买一些学生们喜爱的歌曲光碟,请你先做一个调查,看看学生们喜欢什么样的歌曲、什么样的歌手以及什么样的乐队。并可试着将调查结果整理成一篇英文材料。

第五板块:说教学效果

纵观整节课,我主要通过创设教学情境进行师生互动、生生互动,充分激发学生学习英语的兴趣,培养英语学习的积极态度,把情感、态度与价值观目标的实现融合在知识与能力、过程与方法目标实现的过程之中,努力为学生进一步学习英语打下坚实基础。正如我们常说的那样,“没有学不好的学生。”因此,我们要鼓励孩子们,让他们知道“English, I can.”That’s all. Thank you!

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初中英语说课稿(英文版)

一、说教材(教材分析)Analyzing teaching material

1. 说课型lesson type (Dialogue/ reading/ listening/ revision)

2. 本课在教材中的地位status and function

Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to im prove the Ss communicative/ reading ability.

3. 说教学指导思想teaching guideline

(Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model)

4. 说教学目标和要求Teaching aims and demands (…be intended for Ss in key schools)

1)认知目标knowledge objects

a. Enable the Ss to remember the following new words & phrases:

Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into

b. Get the Ss to be familiar with this sentence pattern:

If the population keeps growing so quickly, there will only be standing room left…

Give the Ss a reinforced practice on the functional item Supposition.

c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.

2)智能目标ability objects

a. Ask the Ss to make up a similar dialogue.

b. Help them to understand the dialogue better and improve the four skills.

c. Develop their ability of thinking independently.

d. Cultivate their ability to discover, analyze and solve problems.

e. Train them to collect information from the Internet.

f. Train them with some effective learning methods to optimize Ss’ learning results.

3)德育目标moral objects

a. Arouse their interest in learning English;

b. Help them to understand the background of pollution.

c. Enable the students to love our earth and the nature.

d. Be aware of the importance of stopping pollution & protecting out environment.

e. Encourage the Ss to do something to save the earth.

5. 说教学重点teaching important points (生词、句型;培养阅读技能)

a. New words and phrases

b. Sentence pattern: If- clause

c. improve their reading skills.

d. Talking about problems of the Earth.

6. 说教学难点teaching difficult points (语法;发展交际能力)

a. functional item: Supposition.

b. Develop their communicative ability. Act out their own dialogue.

7. 说教具teaching aids (multi-media computer, software, OHP)

The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arous es the Ss’ interest in learning English.

二、说教法Teaching methods

Five step method; audio-video; communicative approach;

Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learnin g and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.

三、说学法Study methods

1. Teach Ss how to be successful language learners.

2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;

3. Get the Ss to form good learning habits.

四、说教学过程Teaching procedures

I. 复习(Revision) 5min (Daily report; 词汇diagram; brainstorming; activate schemata)

Activity 1: Imagination

1). Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? (Wash

it? Or throw it away?)

2). Suppose you catch a bad cold, what’s to be done?

3). Suppose your bike is broken, what’s to be done?

4). And suppose the earth, on which we all live, is damaged, what’s to be done?

* What can you think of when you see “pollution” this word?(waste, environment, air, water, factory, desert, climate... Try to activate the Ss schemata regarding the topic of pollution.)

II. 呈现(Presentation) 5min

Activity 2: Presentation

Play the song “Earth Song” sung by Michael Jackson. (Create an atmosphere)

A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.

Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.

* Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.

III. 对话/ 阅读(Dialogue)18m

1. Pre- reading

Activity 3: Prediction

1st listening/ fast reading, one guided Q to help Ss to get the main idea:

What do you think is discussed at the conference?

2. While- reading

Activity 4: Read and answer

2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.

* 阅读: Pre-reading; while-reading; post-reading (fast reading/ careful reading; skim/ scan; 识别

关键词key words;确定主题句;创设信息差information gap;T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map。达到对课文的整体理解和掌握。So that they can have a good understanding of the whole text.)

3. Post- reading

Activity 5: Language focus

While Ss are answering the Qs, the teacher deals with some key language points.

a. is being caused

b. and so on

c. go on doing

d. be fit for

e. standing room

f. if- clause

IV. 操练(Practice) 10m

Activity 6: Retell

Use your own words to retell the dialogue in the 3rd person.

Activity 7: Acting out

Activity 8: Drill – Supposition

Purpose: Practise the functional item of Supposition. (P. 33 Part 2; P.113, wb Ex. 3)

(Retell; act out; role play)

V. 巩固(Consolidation) 6m

(Discussion; interview; press conference; debate; quiz)

Activity 9: role play

Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.

* The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.

Activity 10: Discussion

Think of the question: Are we causing damage to the world?

What should we do to save the earth and protect our environment especially in our daily life? Collect their answers and form a report.

VI. 作业(Homework) 1m (Writing; continue the story; recite; retell)

Write a letter to the mayor, telling him sth. about the pollution around your school.

五、说板书Blackboard design

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