初中英语说课稿范例【精选4篇】

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初中牛津英语说课稿【第一篇】

一、说教材：

1、教材所处的地位及作用：

这单元是9B的最后一个单元。以Great people为话题展开学习，该话题很容易引起学生的讨论兴趣。在welcome to the unit 部分，学生已初步学习了一些有关伟人的知识。Reading 是一个单元的核心部分，它承载着众多的教学任务。我将reading部分分作二课时进行教学，第一课时为阅读课，第二课时为语言知识学习课和练习巩固课。根据教材的安排及新课标要求学生通过体验，实践，参与，合作，交流和探究等方式学习和使用英语，真正体现以学习者为中心的教学理念，我详细说说第一课时的教学。基于本课在教材中所处的地位及作用，特制定以下教学目标。

2、教学目标：

知识目标： 1、To grasp some important language points.

2、To understand English idoms.

能力目标： 1、To guess general meaning from keywords and context.

2、To skim text for overall meaning and scan for details.

情感目标：To learn spirit from great people.

3、教学重点与难点：

To identify true or false statements based on the reading passage.

To extract relevant information from the reading passage.

二、说教法：

本节课我主要采用以下几种教学方法：

1、根据课文特点和学生实际情况，以情景教学法进行教学。

通过形象生动的图片及相关资料，调动学生的学习兴趣，激起学生情感上的共鸣，从而引导学生从整体上理解课文、从细节分析课文，促进学生的。语言能力及其情感等方面整体发展。

2、采用小组学习法，扩大教学范围。

把学生分成四人小组，也可以自由组合，让他们在互动中启发思维。同时注意保证每个学生都有机会参与到学习中来，培养学生与伙伴合作的意识和策略。

3、运用操练法，拓宽学习渠道。

把大部分课堂时间留给学生，使学生在多信息、高密度、快节奏的灵活操练过程中拓宽学习渠道。

三、学法指导：

这一节是阅读课，九年级的学生已具有一定的英语阅读能力，听说能力在原有的基础上也得到了进一步的提高，但参与课堂的积极性有所下降。针对以上学情，所以我先指导学生进行快速阅读和深层阅读，帮助学生运用自主学习法来把握课文整体，培养学生的分析归纳独立思考的能力；鼓励学生小组活动，让每个人，尤其是那些薄弱同学，都能参与到课堂的学习中，能动手完成一些基础的学习任务和学习目标，重在激发学生学习英语的兴趣，通过讨论让他们主动去涉取知识。

四、教学过程：

一 Skim the text, answer questions:

1、 Why is Neil Armstrong famous?

2、 Are there any aliens on the moon?

3、 What award did he get?

二 Para 1-3: Before he walked on the moon

Name

Neil Armstrong

Date of birth

on________________

Place of birth

in_________________

Experiences

at 6_____________________

at 15____________________________

at 16 _______________________________

in 1949 _____________________

when he moved to California ___________________

in 1962 ________________________

in 1966 ________________________

三 Para3:Read and complete the passage:

In 1962, he ____ _______ ____become an astronaut.

In 1966, he and David R. Scott _________ ___ join two spacecraft together for the first time in space. But when the spacecraft began spinning ____ _____ ________, Mission Control thought it was _____ ____ ____ _____ _____ ______, so they _______ Armstrong ____ cut the flight short, and he succeeded.

四 Para4-5: Walking on the moon

Read and answer some questions:

1、 When did Armstrong land on the moon?

2、 Who did he come to the moon with?

3、 What are the famous words?

4、 How long did they walk on the moon?

5、 What did they collect for further research?

6、 What did the whole world do when Apollo 11 returned?

五 Retell the two paragraphs with the help of the six questions above:

六 Para6-7:Reports about aliens on the moon

Read and judge T or F:

1、 It is said that Armstrong and Aldrin saw alien spacecraft.

2、 The alien spacecraft is very small.

3、 When Armstrong was on the moon, the aliens were very friendly.

七 Para8:Award for Armstrong

is the Medal of Freedom for a US citizen?

2、 What did Armstrong do for people around the world?

八 Read the passage together and fill in the blanks with right words:

Neil Armstrong took his first f_______ at six and received his pilot’s ________（执照） at 16. In 1949, Neil j_______ the navy and worked as a p_______. He was s_________ to be an astronaut in 1962. Four years later, he m__________ to join two spacecraft together in space. On 20th July 1969, he _______（着陆） Apollo 11 on the moon with Aldrin __________（成功）。Neil said ‘one small step for man, one giant leap for m________’。 Armstrong got the highest a_____ that a US c________ can receive. He is the pride of the world.

九 Retell the text

Name: Neil Armstrong

Date of birth: 5th August 1930

Place of birth: Ohio, the USA

Major event: at 6: was interested in flying

at 16: got his student pilot’s licence

In 1949: joined the navy

In 1962: became an astronaut

In 1966: joined 2 spacecraft together for the first time in space.

On 20th July 1969: walked on the moon

Famous words: one small step for man, one giant leap for mankind.

Award: Medal of Freedom

What do you think of him: our pride — make us realize.。.

Homework: the text.

some additional exercises.

初中英语说课稿【第二篇】

外语组：

Lesson 37

（一）教材分析：

这几天不知为什么，手边的东西总是四处乱丢。一天大约二分之一的业余时间基本上都在找东西。因此每天使用频率最高的一句话：”Where is my pen?” “Where is my book?”(我的书在哪里）等等，通常同事们都是用there be 句型方位介词做回答。今天我说课的内容选自于初一人教版第十单元37课，标题为 Where is it? 由此可见，初中人教版的对话编排几乎都是从生活中实际需要出发，让学生能掌握生活中基本的常识交流。发展他们自主学习的能力，形成有效的学习策略。本节课侧重于对方位介词的理解与应用。无论是情景对话实际应用还是考试练习，它都占据着非常重要的一席之地。

（二）教学目标：

知识目标：熟练应用介词 on, in, under, behind, near.及there be 句型。

能力目标：激发培养学生的学习兴趣，培养观察、记忆、思维、想象及创造能力。掌握一定的语言基本知识和基本技能。了解文化差异。

德育目标：乐于为别人提供帮助。

（三）教学组织：

为活跃课堂气氛，鼓励学生积极参加到活动中，引起他们情感上的共鸣。我根据学生身心发展特点，将采取小组竞赛的形式，将全班分为两组。一组命名为热爱体育运动的NBA,另一组为擅长文艺活动的OSCAR。

（四）学法指导：

遵循学生的认知规律，从单词—句子—情景对话—情景短剧—实际应用，采取循序渐进的原则，由浅入深，由易到难。情景兴趣教学。多以问答形式出现。

如何使用英语，如何在理解的基础上习得语言。在用中学，学中用。学会自己自主推测发现归纳提高，提高学习自主性和学习能力。寓素质教育于语言教学之中。

（五）教学步骤：

1. 提问，问出主题。我精心设计了四个问题，其共性是简单直接明了。前三个问题都是复习了九单元有关家庭的话题。第四个问题依据地点从小到大的原则问出了很多关于”Where is it?”,并用介词作简单回答。在复习时，教师是位”强化记忆者“。我采取快速地口头提问，要求学生迅速反应。这种复习方法在于培养学生在无法预先准备的真实情况下运用英语的能力。（现场演示第四）

2. 分析讨论。教学大纲的教学目的要求学生了解文化差异，了解英汉之间的文化差异是为了提高学生的学习自觉性。针对这一目标，我设计了第二个环节。提供一张图片，让学生尽可能地用到介词。并提出问题：中英文在表示方位时有何区别与联系？各有什么特点？小组讨论总结，陈述意见。

3. 反复操练。（a）从两组随意抽取两人。一人根据录音听力画图，一人根据图片作文字描述。（出现there be 句型）

(b) 把图片擦掉，每组选出一名学生参加比赛。根据记忆重述图片。（强调there be 句型）

（c）小组互相就图片内容展开知识竞答。题目自拟。

（d）各组总结性发言。（提出there be 句型的小组加双倍的分值）

补充说明：教师做示范。所有内容与介词有关，引导学生用到there be 句型。

4. 编写短剧。根据已有图片提示。要求学生展开想象，尽可能使用介词及there be 句型。小组内讨论展开。教师作为评分者。评分标准为：1.介词使用率高 2. 想象丰富，幽默诙谐。3. 结尾出人意料。

5. 扩展练习。以上所学内容着重于对方位介词的理解与应用。在介词中，in,on 的用法很多。小组收集有关in on 的其他用法。并分析以下句子。发现问题，提出问题，自己着手解决问题。

(a) The window is ____ the wall. The map is _____ the wall.

(b) The apple is _____ the tree. The bird is ____the tree.

初中英语说课稿【第三篇】

unit 3 what are you doing for vacation?

i will talk about my teaching idea from 6 aspects

firstly ,let me talk about the analysis of the teaching material

the topic of this unit is about vacation plans. it is from the unit 3 of pep english < go for it> the first semester of grade 8 .this is an interesting topic for students. so all the activities in this unit are helpful to raise students’ learning interest. this section including two periods. i will finish part 1, part 2 and grammar focus in this period .students will learn some words and the target language and know how to make vacation plans. their integrating skills will be improved .the target language is the basic for ss to learn the other contents of this unit. so it’s very important to learn this lesson well.

the teaching aims are established according to junior school english syllabus' provision and the teaching material. as follows:

knowledge object :in this unit students learn to talk about future learn some key vocabulary: camping, visiting and so on . use the present progressive as future in the daily life .

ability object :to train the students’ ability of listening, speaking, reading and writing. and ability of making future plans.

moral object:students know the truth "you can’t work efficiently if you don’t have a good rest.""making a good vacation plan can make your trip happy."

according to the teaching material and the students' characteristic,i think the key points are helping the students master the key vocabulary, understand and use the target language ,master the usage of the different forms of “be” in the target language.

the difficult points are helping the students use the target language to talk about the future activities

secondly ,i will talk about the the students

the students have learnt english for more than one year. they know some english, but some of them didn’t learn it well. especially, most of them are afraid to speak english. for this lesson, the students have known the pattern “be doing”. half of them can use “be” correctly. half of them can change a verb to “verb+ing” correctly. but they don’t know to use the pattern “be doing” as future. and this is what i teach in this lesson.

thirdly ,i will talk about the teaching methods and learning methods

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 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 target language. i’ll give the ss some tasks and arrange six kinds of activities: watching cai, writing some activities, listening, make conversations, listening practice and group activities.

at the same time,the students will pass "observation-imitation-practice" to study language,study english language by communication.

during the teaching process , multi-media computer, tape recorder, ppt and school things will be needed.

fourthly ,the important part is teaching procedure .according the theory of new curriculum standard ,i will present my teaching procedure in 5 steps.

step 1. lead in

this step revises the present continue tense. students ask and answer some questions ,such as "what are you doing?" "what is she/he doing? "in pairs.

step 2. presentation

show five pictures on the screen. these pictures show the students’ activities for the next vacation. i will point at the picture and say"what is she doing for vacation? she is camping." then write “camping” on the bb. ask them guess the meaning of the word according to the learn and explain the word “babysit”.

task 1: divide the students into four groups. ask each group to discuss to write the other three activities on the bb and add more using the “ing” form of verbs. have a competition. the group which writes the most correctly and shows the most activities is the task introduces the key vocabulary and ss start to touch present progressive as future. the competition can raise ss’ learning interest.

step 3. practice

task 2:show three pictures and three activities on the screen. ask ss to listen to the tape to match the pictures with the activities. after they do them correctly, give them some praise. this task gives students listening practice in understanding the target language in spoken conversation.

task 3:ask the students to work in pairs to talk about the five pictures. ask ss to use the different forms of verb “be” some pairs act them out to check the pronunciation and the forms of verb “be”.this activity provides guided oral practice using the target language.

task 4:ask ss to open their books and turn to page 14. look at part 2a, explain the chart and make sure the students understand the chart and what to play the tape for three times. for the first time the students only listen to understand the whole general meaning of the conversations. for the second time the ss pay attention to the activity in each conversation and write them in the chart. for the third time the ss pay attention to the time that the activities in each conversation are done and write them down in the some ss to write their answers on the bb and check task provides guided listening and writing practice using the target language.

step 4. summary

first ask two students to read grammar focus to the students. one reads the questions, and the other reads the answers. this can check their pronunciation and trains their reading ability.

by ask and answer some questions ,sum up the grammar point, get the conclusion that the present progressive tense can also be used to talk about the future task guides the ss to study english by thinking hard and conclusion. after that they can have a rational knowledge to the target language.

task 5: ask the ss to work in groups of four. tell the students that if they don’t have a good rest, they can’t study efficiently and making a good vacation plan can make their trip happy. so they must arrange their vacation carefully. write down their group mates’ answers in the chart in your book.

this task provides the ss a chance to use english freely. they can say the conversation according to their thought using the target language. of course, at the same time, it trains the ss’ speaking ability. also, it guides the ss to study english by communication. another, i change the parts’ order of the text book, because this part can be delayed to the end of the class. after class, they can continue to talk about it.

step 5. homework

write a passage talk about what you and your classmates are doing for your next vacation. the homework can help the students to consolidate the target language and train their writing ability.

finally ,i will write the key words and sentence pattern on the blackboard ,students can know what they learnt in this class clearly.

that’s all. thank you!

牛津初中英语说课稿【第四篇】

我从教材、教法、学法指导和教学过程四个方面对本课进行说明。

一、说教材：