初中英語公開課說課稿

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初中英語公開課說課稿

　　說課需要根據(jù)本教材的結構和內容分析，結合著年級學生他們的認知結構及其心理特征制定相應的方案。接下來小編搜集了初中英語公開課說課稿，僅供大家參考，希望幫助到大家。

初中英語公開課說課稿

　　篇一：《Earth is a dialogue》說課稿

　　一、Analyzing teaching material

　　1. lesson type

　　2. status and function

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

　　3.teaching guideline

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

　　4. Teaching aims and demands

　　1） knowledge objects

　　a. Enable the Ssto remember the following new words & phrases:

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

　　b. Get the Ss tobe familiar with this sentence pattern:

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

　　Give the Ss areinforced practice on the functional item Supposition.

　　c. Activate Ssschemata regarding the topic of pollution and help Ss to know more about theproblem of pollution.

　　2） ability objects

　　a. Ask the Ss tomake up a similar dialogue.

　　b. Help them tounderstand the dialogue better and improve the four skills.

　　c. Develop theirability of thinking independently.

　　d. Cultivate theirability to discover, analyze and solve problems.

　　e. Train them tocollect information from the Internet.

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

　　3）德育目標 moral objects

　　a. Arouse theirinterest in learning English;

　　b. Help them tounderstand the background of pollution.

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

　　d. Be aware of theimportance of stopping pollution & protecting out environment.

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

　　5. teaching important points

　　a. New words andphrases

　　b. Sentencepattern: If- clause

　　c. improve theirreading skills.

　　d. Talking aboutproblems of the Earth.

　　6. teaching difficult points

　　a. functionalitem: Supposition.

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

　　7. teaching aids

　　The teachingsyllabus says that it’s necessary for teachers to use modernteaching facilities. It’s of great help to increase theclass density and improve our teaching result. It can also make the Ss reach abetter understanding of the text by making the classes lively and interesting.At the same time, it arouses the Ss’ interest inlearning English.

　　二、Teaching methods

　　Five step method;audio-video; communicative approach;

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

　　三、Study methods

　　1. Teach Ss how tobe successful language learners.

　　2. Teach Ss how todevelop the reading skill — skim & scan; how to communicate withothers; how to learn new words; how to learn independently;

　　3. Get the Ss toform good learning habits.

　　四、Teaching procedures

　　I. 復習 (Revision) 5min

　　Activity 1:Imagination

　　1). Suppose a bottleof ink is turned over and dirties your white shirt, what is to be done? (Washit? Or throw it away?)

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

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

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

　　* What can youthink of when you see “pollution” thisword?(waste, environment, air, water, factory, desert, climate... Try toactivate the Ss schemata regarding the topic of pollution.)

　　II. 呈現(xiàn) (Presentation)

　　Activity 2:Presentation

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

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

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

　　* Activate theirschemata and cultivate their ability in collecting information from theInternet and develop their ability in thinking independently.

　　III. 對話 / 閱讀 (Dialogue)

　　1. Pre- reading

　　Activity 3:Prediction

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

　　What do you thinkis discussed at the conference?

　　2. While- reading

　　Activity 4: Read andanswer

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

　　3. Post- reading

　　Activity 5:Language focus

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

　　a. is being causedb. and so on c. go on doing

　　d. be fit for e.standing room f. if- clause

　　IV. 操練 (Practice)

　　Activity 6: Retell

　　Use your own wordsto retell the dialogue in the 3rd person.

　　Activity 7: Actingout

　　Activity 8: Drill –Supposition

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

　　(Retell; act out;role play)

　　V. 鞏固 (Consolidation)

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

　　Activity 9: roleplay

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

　　* The Ss areencouraged to use the words and expression_r_rs like pollution, damage, be fitfor, turn into, the if- clause, etc.

　　Activity 10:Discussion

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

　　What should we doto save the earth and protect our environment especially in our daily life?

　　Collect their answersand form a report.

　　VI. Homework

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

　　篇二：《what does he look like?》說課稿

　　Good morning, dear judges. I’m No.1. I am glad to interpret my lesson here today. The lesson plan I am going to talk about is from unit 7 what does he look like? Now, I will present it from several parts: the analysis of teaching material, teaching objectives, important points and difficult points, teaching procedures, the blackboard design and so on.

　　I. The analysis of teaching material

　　This course is the first period of Unit 7, which is chosen from PEP English, Grade. 7. This course mainly talks about people’s appearance, such as people’s height, build and hair. It can help students to judge different looks of different people. And improve their communicate abilities and find people according to him/ her appearance. Therefore, this lesson plays an key role in their further studying.

　　II. The analysis of students

　　The students in Grade. 7 can adapt to the junior middle school English learning atmosphere and methods. After the last term, many students have got familiar with the present tense. So I think it’s easy for them to master this course. But they are young, more encouragements are needed. And teacher should try to give more time to students to practice.

　　III. The analysis of teaching objectives

　　According to the new Curriculum Standard in English, I set the teaching objectives as follows:

　　The first one, knowledge aim: By the end of the class, students can read and write these words: hair, tall, height, thin, heavy, build, etc. and can read “curly, straight, medium.” Students can describe one’s appearance, by using these sentence patterns: What do you look like? I’m short. What does he/she look like? He/She has short hair.

　　The second one, ability aim: Promote students’ listening and speaking skills and communicative competence about describing one’s appearance. Promote students’ competence of analyzing, inducing, and summarizing.

　　The third one, emotional aim: Promote students’ awareness of helping others.

　　IV. The analysis of teaching important points and difficult points

　　Vocabulary: hair, tall, height, thin, heavy, build, curly, straight, medium.

　　Target languages: -What does he/she look like?

　　-He/She is tall.

　　-What do you look like?

　　-I’m thin. I have short hair.

　　V. The analysis of teaching methods

　　As we all know ,the main instruction aims of learning English in middle school is to cultivate students’ basic abilities of listening and speaking and their good sense of the English language . So in this lesson I will mainly use Task -based Language Teaching Method and the Audio-Lingual Method. That is to say, I will let the students learn in real situations to finish a task by making activities such as talking, guessing game, having a competition and so on. About learning strategies: self-learning and cooperative learning.

　　VI. The analysis of teaching aids

　　To help students learn better. I will mainly use chalks, multimedia recourse, pictures.

　　VII. The analysis of teaching procedure

　　Next, let’s focus on the most important part of this lesson, the analysis of teaching procedures. I’ll finish this lesson in the following steps.

　　Step 1. Lead-in

　　I’ll ask students some questions and lead them to describe the QQ show pictures on the screen. Then I will write “l(fā)ong hair, short hair, curly hair, straight hair” on the blackboard. It can arouse students’ interest to speak English and make students have something to say by using interesting QQ pictures.

　　Step 2. Pre-listening

　　Then, let’s move to next step, pre-listening. I will show pictures of star stars, which elicits “tall, short, of medium height ,heavy, thin, of medium build”, and at the same time I will write these words on the blackboard. Then game time. I will divide the class into two groups. I will read the words on the blackboard once, students repeat them twice. If I read it aloud, students should read quieter. If someone makes mistakes, another group will get one point. The reason why I design this part is that I believe the competition can arouse students' interest in learning English.

　　Step 3. While-listening

　　Now let’s talk about the third period, while-listening. There are 3 activities in this step. The first activity is extensive listening. I’ll ask students to listen to the tape, then find out the main idea of this conversation. The second activity is intensive listening. I will ask students to listen to the tape once again. And try to find the answer. “What does he look like?” I will write the dialogue on the blackboard. The third activity is to read after the tape. Through this section, students could understand the dialogue.

　　Step 4. Post-listening

　　Next step is about post-listeing. Students should finish a task: you meet a woman who is looking for his son, and you want to help her to find his child as follows:

　　---Excuse me. Did you see a little boy?

　　---Oh. What does he look like?

　　---He is ... / he has...

　　During this training, students are able to practice dialogue in a real situation

　　Step 5.Summary and homework

　　Now, let’s come to the summary. I’ll make a summary together with students at the end of the class. It can help students review what we have learned today. The homework is to make a new dialogue with the new words and sentences and share it in next class. It can provide more opportunities to practice after class.

　　VIII. The analysis of blackboard design

　　The last part is my blackboard design. These are the new words and phrases. These are key sentences. It shows the important points for students.

　　Finally, I believe that students are able to describe person's appearance, distinguish the difference of the use of “is / has”, and their sense of helpfulness will be promoted at the end of the lesson. That’s all for my presentation. Thank you for your listening.

　　篇三：《The difficult search for America products in the US》說課稿

　　Ⅰ. Teaching Objectives

　　1.Knowledge Objectives:

　　(1) Students can get themain idea of this passage: it is difficult to search for American products inUS;

　　(2) Students can masterthe usage of these words and phrase: brand, hardly and avoid doing sth, etc.

　　2.Ability Objectives:

　　Through reading practice, studentscan develop their reading skills (such as skimming, scanning and guessing) andlanguage competence;

　　3.Emotional Objectives:

　　(1) Students get more interested inlearning English and in learning the culture of different countries.

　　(2) Students can realize that Chinais playing a great role in international business and feel proud of it.

　　Ⅱ.Teaching Key and Difficult Points

　　1.Teaching key point: Masterthe useful expressions in this passage, like avoid doing sth., and apply theminto their daily conversation;

　　2.Teaching difficult point: How to develop students’ reading skills like skimming and scanning.

　　Ⅲ.Teaching Procedures

　　Step 1Pre-reading

　　1. Free Talk: atthe beginning of class, the teacher asks students to talk about their travelingexperience freely and think about what they want to buy if they go abroad.

　　2. Content Prediction:the teacher asks students to read the title of this passage and predict whatthe passage may talk about.

　　(Justification: This step will arouse students’ interest in learning this lesson and encourage students to think about the topic by predicting.)

　　Step 2While-reading

　　Task 1. Fastreading

　　1. Skimming: studentsskim the passage quickly, and try to explain why it is difficult to search forAmerican brands in US.

　　2.Scanning: the teacher asks students to scan this passage and do the “Ture or False” exercise:

　　(1) Kang Jian is a 17-year-oldstudent from Shandong.

　　(2) Toys are the only things madein China.

　　(3) Kang Jian wanted to buy a pairof baseball shoes.

　　(Justification: This task can helpstudents get the main idea of this passage and develop their reading skills ofskimming and scanning.)

　　Task 2.Careful reading

　　1. The teacher asks students toread the para. 1 carefully with the two following questions in their mind:

　　(1) Who is Kang Jian? Why did he goto San Francisco?

　　(2) What did Kang Jian findinteresting?

　　2. The teacher asks students toread the para. 2 carefully and answer the two questions below:

　　(1) What did Kang Jian realize? (2) What is Kang Jian’s wish?

　　3. Students listen to the tape of this passage and circle the words they are not familiar with. Then, the teacher lead students to guess the meaning and usage of them by linking the context.(key words and phrase: brand, hardly and avoid doing sth.)

　　(Justification: This task will helpstudents have a further understanding of this text.)

　　Step 3 Post-reading

　　The teacher divides students intoseveral groups, and gives them an assignment. Students can first discuss it ingroups, give their own opinions and choose a member to present their opinionsto the whole class:

　　Assignment: Suppose you are a Chinese businessman and plan to develop the Americanmarkets. What products would you sell and advertise? List out the product andexplain the reason.

　　(Justification: The group work could practice students’ ability ofspeaking and develop their spirit of cooperation with others.)

　　Step 4 Summary

　　Choose any students to summarize what theyhave learned in this lesson by themselves, and then make supplement timely. Atlast, the teacher stresses the importance of making high-technology productsand advise students to be creative in thinking and brave to express.

　　(Justification: students can have an overallstructure of this passage and realize the emotional aims of this lesson.)

　　Step 5 Homework

　　The teacher asks students to share what theyhave learnt about Kang Jian’s travelling experience with their parents orfriends. Meanwhile, students can interview their parents’ or friends’ opinionson it and share their reports of interview next class with the whole class.

　　(Justification: students can review andconsolidate what they have learnt in this class.)

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