初一英語說課稿范例

1、精選優(yōu)質(zhì)文檔-傾情為你奉上初一英語說課稿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.、初一英語教案教學目標知識目標1掌握本單元的詞語：

28、health, fast, of course, travel, safe, and so on, one day, job, helpful, get on；并上半學期學過的詞語。2掌握12個功能項目：提供與請求幫助、描述物品、發(fā)出指令、飲食、談?wù)撜诎l(fā)生的事、擁有、國籍與語言、職業(yè)、習慣行為、交通、購物等。3掌握所學語法項目：形容詞用法；提供和請求幫助用語；人稱代詞（主、賓格）有法；可數(shù)名詞和不可數(shù)名詞；some, a/an及量詞用法；現(xiàn)在進行時；have的用法；介詞用法；情態(tài)動詞can的用法；一般現(xiàn)在時的用法.能力目標要求學生能熟練掌握一定的詞匯和短語，能靈活運用所學的語言功能項目-打電

29、話、提供與請求幫助、購物、飲食、交通等語言知識，在實際的語言情境中，能語言流暢地表達自己的意圖，達到交際的目的。情感目標通過采取多種方式帶領(lǐng)學生系統(tǒng)地詞匯、語法和有關(guān)的語言知識，提高學生綜合運用知識的能力。讓學生認識到學習不僅僅是學習語言知識，它與我們周圍的現(xiàn)實生活有著密切的關(guān)系。通過學習不斷的、有意識地了解中西方的文化差異和風土人情。 教學建議詞匯教學建議第一冊全部詞匯。可結(jié)合句型練習其中一部分。絕大部分要通過歸納進行?？蓞⒄照n本后面所附分類詞匯表，可以按詞性歸類，也可以按詞義歸類，如：交通工具及部件，人物，職業(yè)，。服裝，時間和日期，植物、自然景物、風景，動物等等。也許目前這些分類

30、中還有一些不科學的地方，但分類的主要目的在于便于記憶，所以完全可以有其它的分類方法，不必拘泥于常規(guī)的思維。這些分類工作可在課堂上由學生以競賽的形式完成，一種方式是由給出類別，由學生快速給出這個類別中的單詞。教學內(nèi)容分析 本單元是個單元，也是全書最后一個單元。除了一些詞匯外，基本上沒有新的內(nèi)容要求掌握。本單元第117課由兩段對話組成，主要“交通”話題，形式是表演與自編對話；第 118課主要是關(guān)于“購物”的內(nèi)容，形式有表演對話，小組問答練習，還有一個字謎游戲，一部分詞匯；第119課以看圖回答問題和表演對話為主體，有關(guān)“職業(yè)”的話題；第120課通過看圖問答、故事、聽力練習和用名片做練習等方式綜合現(xiàn)在

31、進行時、一般現(xiàn)在時等語法項目，其中包括有關(guān)個人信息，如地址、電話、電子郵件地址、職業(yè)、個人日常等內(nèi)容。語法教學建議句型可與訓練結(jié)合進行，還可以與練習冊上的練習結(jié)合起來進行。在的基礎(chǔ)上可進行聽寫（單詞短語句型對話短文）練習。還可以做句型轉(zhuǎn)換的練習，如將陳述句變?yōu)橐蓡柧?，并在口頭轉(zhuǎn)換后書寫在筆記本上。可參照課本后面的語法部分，特別是動詞部分進行。依據(jù)課本后的語法歸納表格，設(shè)計一些綜合性的專項練習，供學生選用；也可以此做為小測試，以引起學生對語法學習的重視。另外最重要的一點是語法應(yīng)始終把語法知識與其運用的情景、功能相結(jié)合，不要設(shè)計為語法而生造出來的脫離情景的枯燥練習。語音教學建議語音要與聽力訓練相結(jié)

32、合。課文的教學錄音帶可做為學生精聽的材料。要引導學生注意單詞在句子中的發(fā)音變化，語調(diào)和語流在句子中的變化。鼓勵學生大聲朗讀課文。有條件的應(yīng)多提供學生一些兒歌、韻詩來朗讀。重點內(nèi)容分析l）本單元是總單元，可采用多種方式帶領(lǐng)學生系統(tǒng)地詞匯、語法和有關(guān)的語言知識，提高學生綜合應(yīng)用知識的能力。2）歸納some，any的用法。3）比較一般現(xiàn)在時和現(xiàn)在進行時的用法區(qū)別。Lesson 117 PPT 多媒體教學設(shè)計方案一、教學內(nèi)容1詞匯(略)。2日常交際用語：表示請求、交通工具等日常表達用語。二、教具PPT 多媒體。 三、課堂教學設(shè)計Step 1. revision展示 值日生報告。展示中的有關(guān)交通工具的圖

33、片，與學生展開有關(guān)交通工具的問答練習對話練習：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，每兩位學生進

34、行對話練習，將這種對話進行下去。Step 2. Read and act. 展示1。在給學生放錄音之前，提出問題（Prelistening question）T: How does David/ Davids father / mother usually go to work？放課文錄音一遍  ，指導學生回答問題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、.再放錄音，學生跟讀兩遍，熟練聽讀。T: Now please listen to the tape again. Please pay more attention to its intonation.讓學生兩人一組練習對話?？梢宰屓舾山M學生演示對話。T: Well, please practise your dialogue in the class with your partner. 2可以點擊影片，播放課文對話情景影片，使學生邊觀看邊模仿，強調(diào)一下對話中出現(xiàn)的交通工具?？梢栽趯W生看錄像之前設(shè)置一個問題：T: How many transportations（） in the dial

36、ogue.解釋transportation的意思Step 3. dialogue. 展示點擊  放錄音，學生跟讀。讓學生兩人一組操練對話并使用方框中的替換詞中紅色字體的單詞，編練新的對話。請兩組學生表演，并予以講評。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展示總結(jié)這一節(jié)課的語言點。(共有兩頁，點擊按鈕可進入下一頁的consolidation)1. Walking is good for health. 走路對健康有益。Walk是動詞，不能做主語。若要用walk做主語，就需在Walk后加ing，即用walking做主語。動名詞是動詞的另一種非限定形式。它在句中起名詞的作用，可單獨使用或引起短語，做句子的主語、表語、賓語或介詞的賓語。如： Reading in bed is bad for you eyes.主語2.Be go

38、od for 意為“對.有益”，與be bad for（對有害） 相對。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，表示一種行為。而“by+ 交通工具名詞”則表示一種方式。如：You can take the No.5 bus. My mother often comes back home by bike.4總結(jié)交通工具l）長途：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）環(huán)境  海：by seaship，by boat  陸：on foot，by bike，by bus，by minibus，by car，by taxi，by train等。  空：by air/planeStep 5. Practice 展示指導學生完成中的練習，逐步點擊鼠標，就會逐一顯現(xiàn)練習答案。要求學生用筆頭形式完成。T: Lets do some exercises

40、 in text book.Please turn to page練習：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展示布置家庭作業(yè)1）練習朗讀本課對話；2）完成練習冊習題。   Lesson 117教學設(shè)計方案一、教學內(nèi)容1詞匯(略)。2日常交際用語：表示請求、交通工具等日常表達用語。二、教具錄音機；交通工具的圖片。 三、課堂教學設(shè)計Step 1. revision  值日生報告。展示手中的有關(guān)交通工具的圖片，問學生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.和學生展開有關(guān)交通工具的問答練習對話練習。如與一位學生進行對話示范：T：How do you usually come to school，×××？  ：I usually come by bike / bus/ on foot. T：（轉(zhuǎn)向全班） How does he usually come to school？  ：He usually comes to school by

43、bike / bus/ on foot之后，請這位學生叫起另外一名學生，將這種對話進行下去。Step 2. Read and act.在給學生放錄音之前，提出問題（Prelistening question）T: How does Davids father usually go to work？放課文錄音一遍，指導學生回答問題S: Davids father usually go to work by car.再放錄音，學生跟讀兩遍，熟練聽讀。T: Now please listen to the tape again. Please pay more attention to its in

44、tonation.讓學生兩人一組練習對話。建議在練習中不必拘泥于課本上對話內(nèi)容，可依據(jù)實際情況，有條件的班級可以讓若干組學生演示對話。T: Well, please practise your dialogue in the class with your partner. Step 3. Read and make up dialogue. 讓學生兩人一組，先將本課第2部分對話一遍，然后使用方框中的替換詞，編練新的對話。請兩組學生表演，并予以講評。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指導學生做練習冊習題，要求學生用筆頭形式完成。T: Lets do some exercises in text book.Please turn to pageStep 5. Consolidation總結(jié)這一節(jié)課的語言點。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. 走路對健康有益。Walk是動詞，不能做主語。若要用walk做主語，就需在Walk后加ing，即用walking做主語。動名詞是動詞的另一種非限定形式。它在句中起名詞的作用，可單獨使用或引起短語，做句子的主語、表語、賓語或介詞的賓語。如：Reading in bed is bad for you eyes.主語My favourite sport is swimming.表語Lily likes da

47、ncing.賓語Thank you very much for helping me.介賓短語Be good for 意為“對.有益”，與be bad for（對有害） 相對。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，表示一種行為。而“by+ 交通工具名詞”則表示一種方式。如：You can take the No.5 bus. My mother often comes back home by bike.4總結(jié)交通

48、工具1運用這個功能項目的主要起因：詢問去某地、某處所的方式：How do you come to schoolgo to workgo home for your holiday？2一般的交通方式（運用何種交通工具），可能取決于路途的遠近、環(huán)境、經(jīng)濟條件等因素。l）長途：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）環(huán)境海：by seaship，by boat陸：on fo

49、ot，by bike，by bus，by minibus，by car，by taxi，by train等?？眨篵y air/plane3）經(jīng)濟條件：可以比較國內(nèi)不同地區(qū)的差異，中國與歐美國家人旅行方式的差異。3各種交通工具特點的比較。by air / plane 與 by trainby air / plane: quick, save time, expensiveby train: take much time, cheap, safe, can see a lot.Step 6Homework布置家庭作業(yè)1）練習朗讀本課對話；2）完成練習冊習題。Lesson 118 教學設(shè)計方案一、教

50、學要點1一般現(xiàn)在時的用法。2日常交際用語：有關(guān)購物（Shopping）的用語。二、教具錄音機；一些食物的圖片（建議：在圖片后面放些張貼膠以便可以張貼在黑板上）  三、課堂教學設(shè)計Step 1. revision值日生報告。可數(shù)名詞與不可數(shù)名詞的用法和區(qū)別。展示一些食物的圖片如面包， 肉，雞蛋，蘋果等等，先讓學生說出這些圖片的名稱并且學生口頭上拼寫，在黑板上板書出單詞bread, meat, egg, apple再引導學生指出哪些食品是可數(shù)或不可數(shù).可以讓學生根據(jù)圖片將食品歸類（請部分學生上講臺把圖片張貼在相應(yīng)的表格里）。板書如下：可數(shù)名詞不可數(shù)名詞提問學生：T: Can I have

51、 some meat? S: Yes , How much/ many do you want?Step 2. Read and act.1在播放錄音之前向?qū)W生提問：T: What do they see in the shop?播放錄音兩遍，讓學生跟讀。指導學生回答問題S: rice, bread, milk, cakes, tea and so on.解釋and so on 的意思和用法。給幾分鐘的時間讓學生自行練習對話，有條件的話，讓部分學生進行對話演示予以講評。2也可以在教室布置一個小的場景。在講臺上放好畫有食物的圖片以及一些學習用具。請幾組學生到前面表演售貨員與顧客之間的對話。3.

52、講解對話中出現(xiàn)的語言點could I have some carrots? 這里have相當于buy（買）有時還可以表示“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”，常用作不再列舉某些事例，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分組練習意思是“分成若干小組”類似有：discuss in groups(分組討

53、論)，read and act in groups(分組朗讀和表演)Step 3. ask and answer提問個別學生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.通過與學生的對話，演示詢問價格的句型how much is?指導學生回答it is cheap /expensive.示范對話后讓學生根據(jù)內(nèi)容，自編一段對話

54、，讓學生進行對話操練。Step 4. word puzzle組織學生根據(jù)圖片提示完成看圖猜字練習，要求學生根據(jù)課文中提供的食物圖片完成單詞的填寫。給學生若干分鐘的時間完成，并檢測她們的答案。Step 5 Exercises指導學生做練習冊習題。要求學生用筆頭形式完成Step 6 Homework布置作業(yè)1）抄寫生詞，朗讀本課對話；2）完成練習冊習題。Lesson 119 教學設(shè)計方案一、教學內(nèi)容1一般現(xiàn)在時和現(xiàn)在進行時的用法。2談?wù)摴ぷ鳌⒙殬I(yè)的用語。二、教具錄音機；一組反映不同工作與職業(yè)的圖片。三、課堂教學設(shè)計step 1. revision出示準備好的圖片，與學生做快速問答練習：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.在用圖片練習過程中，可不斷叫起某個學生問答：T：What does your fathermother do？S： HeShe is a workerT： Where does heshe work？S： HeShe works in a factory待這個學生坐下后，立即再問全

56、班一遍：What does hisher fathermother do？學生（們）根據(jù)剛才聽到的答案來回答。Step 2. read and find1讓學生根據(jù)課文中的四幅圖片，判斷其中的人物的正確職業(yè)，之后核對答案。2學生完成練習后，也可以讓學生兩人一組以互問互答的形式說出答案。3給全班學生23分鐘準備時間，每人設(shè)計一個動作，表示一種職業(yè)。然后，請幾個學生到前面，表演自己設(shè)計的動作。如有人看不明白，可讓他（她）再做一次，鼓勵其他學生用描述。例如：某學生做出在地里勞動的動作（如鋤草等）：  ：He/ She is a farmer. He / She is working on farm再引導這兩位學生通過對話方式去證實：  ：Are you a farmer？  ：Yes，I am  ：Are you working on a farm？&