外研版初中英语说课稿经典案例

初中外语外研版说课稿经典案例汇总

模板

初中英语说课稿（英文版）模板

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 improve 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 our 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 arouses 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 learning 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 yo u 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 Jacks on. (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, arou se 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.

A Brief Instruction to the topic of “What should I do?”

Shangyuan Middle School Li Yi Cai

Good afternoon, ladies and gentlemen. My name is LiYiCai. I come from Shangyuan Middle School in Nanjing.Today I’m going to talk about the topic”What should I do?”I will divide the instruction into seven parts：they are Teaching material Analysis, Teaching aims, Teaching emphasis, Teaching difficulties, Teaching methods, Teaching aids and Teaching procedures.

Part 1 Teaching material analysis

This period is from Unit 3 of 9A Oxford English. First of all,I’d like to talk about my understanding about this lesson.We have learned Star sings in Unit 1 and Colours and moods in Unit 2.We have also learned how to write a formal recommendation letter and how to write a report on the moods of people in last two units.Today we are going to learn two letters to a famous youth worker about Millie’s and Simon’s problems.So th is unit links with a special meaning of Unit 1 and Unit 2.This period is the first lesson of Reading.The main idea of the topic is how to express their problems and ask for advice.We are going to learn the ways to deal with problems and stress in following lessons.So this period is very

important in this unit.

Part 2 Teaching aims

1．Aims of the knowledge:

（1）To know the spelling of some words and usage of some phrases.

（2）To learn something about Millie’s and Simon’s problems.

（3）To grasp the main idea of Reading and use the information to talk to others about one’s problems and how to deal with them.

2．Aims of the ablilities:

（1）To improve the ability of getting information by reading.

（2）To improve the ability of retelling the story.

3．Aims of the emotion:

（1）To understand how to write about problems and to express feelings.

（2）To ask for advice to solve the problems.

Part 3 Teaching emphasis

1．To master the ‘to’-infinitives and ‘wh-’words+‘to’-infinitives.

2．To get the ability of general reading and getting information.

Part 4 Teaching difficulties

1．To recognize and understand vocabulary about problems.

2．To ask for advice

Part 5 Teaching methods

In this topic,I will use five-step Teaching Method and

Task-based language Teaching.I design some tasks to help the students learn.I think if I want to improve the students’ oral English,I should give them enough chances to practice and I will use pair work,group work to let the students take an active part in all kinds of activities.That is “Learning by doing,learning by using”.Let the students be the masters of the class teaching,thus,student-centered teaching method is well shown.

Part 6 Teaching aids

Projector，slide show，tape recorder and blackboard

Part 7 Teaching procedure

Step Ⅰ．Lead-in

The purpose is to a rouse the students’interest of study.

Let’s have a free talk.

T：Have you got problems?

S：Yes.

T：What is it?

S：Eating too much makes me unhealthy.

T：What about you?

S：……

Step Ⅱ．Presentation

The purpose is to develop the skills of skimming and how to

gain the main idea of the articles.

1．Ask students to read two letters and answer the following questions:

①What is Millie’s favorite hobby?(Painting)

②What is Millie’s problem?(She doesn’t have enough time for hobbies and homework.)

③When does Simon play football?(After school until late)

④How do his parents feel about it?

(They don’t like this and ask him to go home before 6 p.m.)

2．Ask students if there are words that they do not know.

Explain some new words briefly.

deal；choice；complete；refuse；accept；spare；doubt；whether；

Step Ⅲ．Practice

The purpose is to develop the skills of scanning and how to gain the details from the articles.

1．Listen to the tape and answer some question about “True”or “False”.

2．Ask students to read the articles again and explain some important phrases.

How to solve the problems；hand in；on time；at the moment；

can’t find any time for my hobbies；feel bad；give up；

achieve a balance between the two；hear form；make unhappy

Step Ⅳ．Retelling

The purpose is to develop the skills of retelling with the key words

1．Ask students to make sentences with phrases that we have learned.

2．Try to retell the outline of the articles.

3．Encourage students to say something about themselves.

Step Ⅴ．Summary and homework

The purpose is to give the students a clear idea of how to express their problems and revise the articles.

1．Ask students to revise the words and phrases

2．Ask students to write a letter about himself after class.

During my teaching，I’ll try my best to get my class alive and encourage the students to talk with each other in English. I think the general aim of English teaching is to improve the ability of using English. And I’ll use this to guide my teaching.

Thank you!

1、Module 4 Life In the Future说课稿

一. 教材分析

1.本模块以未来的教室及学习为切入点，谈论将来我们生活的各个方面,学生较为有兴趣,便于展开活动。在这个过程中学习和掌握一般将来时WILL+动词原形的表达方法及注意点。

2.《新标准》英语采用归纳式语法学习法:呈现---提问---发现---总结, 培养学生自主学习的能力。一般将来时作个本学期一个重要的时态在上一个单元中就已涉及Be going to +动词原形,学生已有一定的概念,这只需要老师很好地设计课堂教学活动作一定的延伸就可以了。

二 .学情分析

学生在前一模块中已学习了一般将来时的肯定、否定与一般疑问的表达方式,也掌握了如何表达自己将要做什么,没做什么,也学会了如何问别人将来是否要做某事。本单元则是在前面的基础上引入到谈论将来生活这个话题上，这是学生很熟悉也是较感兴趣的话题。在教师预设的任务中，引导学生在交际中动态生成，学生有话可说，乐于合作分享。这样就有利于他们更好的运用课本知识，达到提高综合运用语言能力的目的.

三. 教学目标

1.语言知识目标

基础核心词汇：life future chalk paper ruler no one farm holiday rain weather wind so cheap expensive short get warm spring autumn heavy rain strong comfortable machine job free technology interesting difficult weak dream

掌握：cable calculator cell satellite fuel rough heat dull climate transport smooth uncomfortable

语法一般将来时的肯定,否定及疑问句结构和形容词的用法.

话题以谈论将来的生活为中心，说一说将来生活的各个方面. 2.语言技能目标

听：能听懂用一般将来时表述的意义。

说：能运用一般将来时描述将来的生活。

读：能读懂阅读文章，理解语篇主题和细节。

写：能用一般将来时写将来生活等有关的短文。

3．学习策略目标

四．重点难点

1. 教学重点

[1]以谈论将来生活为中心，介绍并询问有关将来生活的信息.

[2]能运用用一般将来时及形容词。

2. 教学难点

[1] 描述将来生活涉及的一些词汇及它们在句中的正确运用。

[2] 能运用一般将来时进行描述与提问。

五.突破途径

1. 利用多媒体, 让学生在歌声中感受语言，在轻松愉快的video 欣赏中输入语言。在合作学习、游戏、竞赛等活动中巩固语言。

2.整合教材, 对教材的内容进行适当的补充、删减、调序。以话题为核心,设计多种任务活动，把知识点化难为易。将知识不断滚动、内化和外延。

Unit 2 Reading and Vocabulary

Teaching aims:

To get necessary information from the reading material

To talk about life in the future

To learn the Simple Future Tense

Importance and difficulties:

Key vocabulary: farm, holiday, rain, weather, wind, so, cheap, fuel, expensive, short, get, get warm, rough, spring, autumn, heavy, rain, strong, comfortable, heat, light, machine, dull, job, free, climate, technology, transport, easy, interesting, difficult, smooth, uncomfortable, weak

Key structures: will + V

Step1.Greeting

Step2.Revision

Talk about school in the future

Step2. New words

Show some pictures and introduce the new words.

Step3.Parts(1,2,3,6)

(1)Listen and match the pictures and headings with the

paragraphs.

(2) Find some information words for the heading.

(3) Check the true sentences to help understand the material.

(4) Read the passage.

Step4.Reading

(1)Read carefully and find the adjectives and its opposite words in Part2.

(2) Look at the picture s and try to say something about the passage , using these adjectives.

Step5. Group work

Talk about the questions: Will we have an easy or a difficulty life in the future? why?

Step6.Survey

(1)Talk about your life in 10 or 20 years .

1.What will you be in the future?

2.Will you have an interesting/happy life ? Why ?

2 Will you have a small and nice car ?

3 What will your home be like?

4 Will you do many things on the Internet? What will you do on the Internet?

5 Will you have lots of free time? What will you do in your free time?

6 Will you take a plane to travel around the word ? Where will you go ?

(2) Write a short passage “My life in the future”

Step6.Homework

1、Remember the new vocabulary.

2、Finish the short passage.

2、Module 1 Wonders of the world

Unit 2I was on the edge of the Grand Canyon.说课稿

各位专家、老师：

下午好！

很荣幸能有这个机会上这堂课，同时，也很忐忑。在座的各位都是资深教师了，都有一双火眼金睛，我的破绽，肯定是一览无余的。

首先，我就本节课的载体（即课文）稍作分析。

本文是谈论作者一次去科罗拉多大峡谷的旅游经历和对大峡谷的介绍。词汇量还是较多的。这篇文章是以游记形式的日记，所以，整篇文章的阅读是以时间轴为主线的。

接下来我按照我自己教学的设计稍微作一个解释。

课前播放的图片是2007年新选出来的7大奇迹，学生通过图片可以对世界奇迹有一些了解。Warming up部分是以长城为载体，讨论为什么长城是世界奇迹之一，随之呈现一些新词汇，（wonder, ancient, man-made, disappear）为接下来的阅读减轻了

负担。也激起了学生的自豪感。

Pre-reading 部分是直接用大峡谷的图片来导入，让学生就大峡谷有一点了解，也解决了一部分新词汇（edge, ottom, canyon, ）。

我为学生每步的阅读预设阅读目的，引导学生使用skimming 和scanning等策略来完成阅读任务。本问的阅读设计是总-分-总。首先学生快速阅读后本文呈现的是一则日记的形式，然后根据内容将文章分为三大部分，这样就搭建起了本文的框架，使学生对文本有了明晰的了解，然后再仔细阅读，并引导学生按事情的发展顺序去阅读本文。

第一部分（on the way），主要是信息的提取，其中还有一个猜词“replay”，这一个题型我在以前不够重视，是上次我们学校校本教研活动时，王老师给我们学校的老师评课时讲到了我们平时阅读课上，可以适当练习一些考试题型，其中猜词就是很好的一个训练，我觉得在课堂上的不知不觉的渗透比讲解考卷时更有效。

第二部分（on the edge），有信息的提取，但是更关注写作中的描写，可以说是细节描写吧。让学生用几个句子自己去体会，并引导学生从事实中去判断作者的观点和情感，也为读后的写作提供一些模仿的依据吧。

第三部分（after the travelling），主要是分析作者对大峡谷的看法，旨在告诉学生在写作过程中也要善于表达情感或观点。

最后环节的任务是让学生对作者的日记进行改写，在改写中，注意写一篇日记的要点。（时间、地点、人物、事情、还有适当的自己的看法）。

最后输出部分，是设想自己曾经去过一个奇迹之地，先合作讨论，最后独立写作。

我经验不够，见识浅薄，还望各位多多指教。

3、Module 8 Photos Unit 3 Language in use说课稿

学生年级：初中三年级

教学内容：外研版《新标准》英语Module 8 unit 3

一模块教学内容分析

本模块以摄影比赛为话题，介绍了托尼为参加摄影比赛而拍照的经历和上届摄影比赛的结果公示。通过介绍和摄影比赛相关的内容展示了定语从句的用法。

二单元教学内容分析

本单元是第三单元，由于第一、二单元以听、说、读、写技能培养为主，语法和词汇只是于听说读写中培养感性认识，并不做深入理解，训练与应用训练，因此本单元以展示定语从句的用法为主。教师将通过控制性逐渐降低的一系列活动引导学生最终用定语从句准确地表达自己的思想学会描述人和物。

二、学情分析

初三学生在第七模块已经了解了定语从句的基本结构和表意功能，并且能够用定语从句写出正确、通顺的句子，因此本模块继续进行定语从句的学习，本模块中要引入which和who引导的从句，只要注意先行词的不同，即可有水到渠成之功，利用丰富多彩的照片展示，给学生以美的享受，从而使学生的多种感官交替使用，达到学习和训练英语基础知识和基本技能的目的。

三、设计思路

Unit3的宗旨在于通过综合训练，掌握并运用新语法，培养学生听、说、读、写的技能。

因此我将以对课文中出现的图片讨论复习为切口，引领学生对所学篇章中含有定语从句的句型和重点词汇进行复习，板书呈现重点，合理设计结构为下一步的写作铺垫。然后在教学中充分利用本单元和workbook中部分练习层层递进帮助学生巩固和运用语法，最后辅以少量阅读，感知从句在整体篇章结构中的运用。最后根据单元写作任务在写作中运用语法。

四、学习策略

1.学生对所学习内容（unit1，unit2）能主动复习并加以整理和归纳

2 在使用英语中，能意识到错误并进行适当的修正。

3积极参与课堂内外英语学习活动，在交际中遇到困难时，有效地寻求帮助。