初中英语说课稿-全英式经典范例

The Introduction of the teaching plan

for section B(1-2c) unit 5 (go for it)

I have the honor to reveal my analysis of English lesson he re. I’d like to say I’ll try my best not to let all of you down. As teachers ,if you want to have an excellent class of English ,especially an open class to many experts like all of you, we should have to dig into the teaching material ,analyze the teaching material. However, I think we should take these parts into consideration. ①T eaching material and the students ②teaching methods ③learning methods④procedures ⑤blackboard design and assessment .Ok, let me say something about my teaching plan for unit 5 section B. T od ay the first I’ll talk about is the first part “Analysis of the T eaching Material and students”

Part One: Analysis of the Teaching Material and students

(一) status and function

The topic of this unit is about decision making. Such topic is related to daily life of students, so it is helpful to raise learning interest of students and it will be helpful to improve their spoken English. This unit is divided into two parts: Section A and Section B. Section B is divided into two periods. This period is the first lesson of Unit5 section B. It introduces new vocabulary while recycling the language presented in Section A. All activities help students integrate the new target language with the language studied in Section A. This recycling reinforces previous language learning while providing additional practice with newly learned language. It also increases the students listening and speaking ability by listening practice and pair work talking (二) T eaching Aims and Demands

The teaching aims basis is established according to Ju nior School English syllabus provision. In accordance with the analysis of teaching material and the requirements of “go for it＂English teaching syllabuses. The focus of teaching should be laid on grasping key vocabulary and structures,

and developing the students’ability of communication. So I’ve designed the following aims and demands

1. Knowledge objects

Key vocabulary:agent; make money;

travel around the world; get an education

T arget language:

I think you should go to college

But if I go to college, I’ll never become a great

soccer player.

2. Ability objects:

T o train students’ability of listening and speaking

T o train students’ability of communication

3. Moral objects:

Money isn’t everything.

T o be interested in taking part in activities in English class

(三)T eaching key points and difficult points

1. Key points:

key phrases:

travel around the world; make money; get an education key structures:I think you should …。If I… I’ll never…

2. Difficult points:

how to train and improve students’listening ability.

(四) Analysis of the students

The Ss has learned English for about two years so far. Although they are all from the rural area, they can understand some words and some simple sentences. The Ss have taken a great interest in English now.

1. The student s don’t have large vocabulary.

2. The students seldom communicate in English

in normal times.

3. The students are lacking in listening and speaking skills.

4. The gap of the Ss’knowledge level in the same class is quite wide

(五) T eaching aids

Multi-media computer, T ape recorder, some money and so on. They will be needed in this lesson.

Part Two The T eaching Methods

1. Communicative teaching method

2. listening and speaking methods

3. T ask-based teaching method

As we all know，the main instructional aims of learning English in the Junior Middle School is to train students’abilities of listening, speaking, reading, writing and their good sense of the English language So in this lesson I’ll mainly use “Communicative teaching method” ,“liste ning

and speaking teaching method ” and “T ask-based” teaching method. That is to say, I’ll let the Ss get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange some activities: free talking, listening and answering , oral practice, acting out and having a competition. Above all, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the conversation.

Part Three The Learning Method─cooperation

The students will finish some tasks in limited time to improve their listening and speaking skills. The students will take part in some activities like working in pairs, discussing in pairs. Each unit in “Go for it”contains pair work, group work and games. The students who sit at the same table and groups can make a discussion and learn each other. It makes each student be relaxed. They needn’t worry about making mistakes.It can arouse students to think and to say what they want to say. Study will become more relaxed and pleased in this kind of environment.

Part Four Teaching Procedure

一T eaching steps

Step 1 Leading in

T: Good morning, boys and girls!

Ss: Good morning, sir!

T: (T ake out a piece of bill) Look! What’s this?

Ss: Money.

T: Who likes it? Hands up?

Ss: (Ss all put up their hands)

T: (kiss the money) me, too. (Put the bill in the pocket)

Ss: (Ss all laugh)

T: (Show a man who is holding plenty of money)

Ss: W ow.

T: If I have so much money, I will give some to the poor students in our class, and if they work hard, I will give them more. If you have so much money, what will you do? W ork in pairs and talk

about it.

(Students are talking about it in pairs; they have enough words to say)…

(T alk about the question with many students.)

T: S1, If you have so much money, what will you do?

S1: If I have so much money, I will give some money to my parents.

T: Y ou are so kind. Don’t you want to travel around the world?( translate into Chinese if necessary; T each: travel around the world)

S1: I think I will.

T: S2, what about you?

S2: If I have so much money, I will buy some new clothes for my parents. They are very hard-working.

T: That’s a good idea. Don’t you want to get an education? (Translate into Chinese if necessary; teach: get an education)

S2: Y es, I am sure I will go to college.

T: If you work hard, I think you will go to college.

S2: I think so.

T: S3, if you have so much money, what will you do?

S3: I will open up a company and make more money.

T: That’s great. May you success!

S3: Thank you.

( Ask more students to talk about it )…

T: If we have so much money, we will do a lot of things with the money. So money is very important for us; S4, do you think money is everything? (Translate into Chinese if necessary)

S4: I think money isn’t everything.

T: I agree with you. Money isn’t everything.

Purpose of my designing:I think it is important to form

a better English learning surrounding for the Ss and at the same time it is necessary to provide situations to review learned knowledge for the next step and present some new words and phrases.

Step 2 Study the phrases

T shows the phrases in Activity 1 and let Ss read and learn.

Step 3 Circle and survey

1. T: Look at the things in Activity 1, which of the things are the most important to you? Circle three things.

(Ss circle. W ait for a moment)

T: What is the most important thing to you?

S5: T o go to college.( help if necessary)

T: What’s the second?

S5: …

T: What’s the third?

S5: …

(Ask more students to say)

2. T: Please work in groups of six, and count up the number of

Show the most students in each item.

_____ think _____ is the most important thing to them, ______ think _____ is the second important thing to them, and _____ think _____ is the third important thing to them.

Purpose of my designing:T o provide situations to review learned knowledge for the next step listening and make sure the Ss can grasp the key words and phrases and learn to express their own opinion

Step 4 Listen and write “A” or “P”

T: Look at the pictures in Activity 2a, we can see two pictures, the first picture is about Michael and a soccer agent (teach: agent), and the second picture is about Michael and his parents. And we will hear two conversations, Conversation One is about Michael and the soccer agent, Conversation Two is about Michael and his parents. Listen to the recording and write “A” or “P” in the blanks.

A----- a soccer agent

P----- Michael’s parents

(Make sure they know the letters’ meaning)

(T plays the recording for the first time, Ss listen. T plays the recording for the second time, Ss write “A” or “P”)

Correct the answers with the students.

Purpose of my designing: to give students practice n the target languages in spoken conversation

Step 5 Listen and complete

T: Look at the sentences in Activity 2b, read the sentences first.

(Students read loudly)

T: Listen to the recording, Listen to the first sentence as a model. (Play the recording; let them know the first sentence) now

please complete the other sentences)

(Continue playing the recording, Ss match the other sentences) Correct the answers with the students.

Let Ss read the typescripts on Page 89 Section B 2a, 2b.

Purpose of my designing: in order to give students additional listening practice

Step 6 giving some advice

T: (Show a picture of the Lions) Look at the picture, the Lions are great teams and won a lot of gold medals. They are very famous. But Michael can’t decide whether he will join the Lions, what should he do? If you are Michael, your classmates are giving you some advice, how about the advice? Write down the

Ss work in pairs and fill the chart.

Ask some students to say.

Example:

Zhang Ming thinks I should become a Lion, if I become a lion, I will be happy. But Chen Li thinks I should go to college, if I go to college, I won’t become a soccer player. Lu Ting thinks I shouldn’t Join the Lions, if I join the Lions, I won’t be famous. Purpose of my designing: this task is to guide oral practice using the target language. “T ask-based” teaching method is u sed here to develop the Ss’ability of communication and also their ability of cooperation will be well trained. T ell the Ss how to make decisions and talk about consequences according to the listening material .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.

Step 7. Summary and homework.

Summarize what they have learned in this period. Ask the students : what job do you want to do in the future ? do you want to be famous ?do you like to make a lot of money? go on discussing after class.

Purpose: It’s important for students to speak English as muc h as possible in class or after class. It’s necessary for them to do some extensive exercise after class to consolidate the knowledge they learned.

Part Four：Blackboard Design and Assessment

How to use the blackboard

Assessment

The valuation of my teaching

My students are real masters in class. With the help of the tasks and activities, it's easy to learn and understand the content. Training the students oral and speaking ability is another character. All my students have chances to practice their listening and oral English. 95℅of them can master the content. They are lack of vocabulary, so they need give us many new ideas by sample conversations.