初一英语郭春艳说课稿

初一英语郭春艳说课稿 | 华文宇 | 2017-09-30 08:16:45 共有3个回复
  1. 1初一英语说课稿U4
  2. 2初一英语unit 10说课稿
  3. 3初一英语全英说课稿

本课语法接前三个单元的项目进行巩固和复习,句型达到能运用该句型进行购物交流,从而能积极与他人合作共同完成学习任务。

初一英语说课稿U42017-09-30 08:14:16 | #1楼回目录

初一(上)英语说课稿

Unit 4TopicOneSectionA

一、教材分析:

1、本课内容主要围绕询问、回答价格,谈论购物为切入点展开3听力,对话等综合运用的数学,这些内容与学生的生活密切相关、实用性强。

2、本课语法接前三个单元的项目,进行巩固和复习。本节课,词汇—表示“整十”的数词;语法主要有一千以内数字的表达及句型:What can I do for you?Can I try it on ?It looks very nice on you . How much is it ?We’ll take it .

3、教材主点和难点:

(1)表示“整十”的数词单词的构成及千以内数字的表达。

(2)后缀teen与后缀ty的读音的辨析。

(3)购物用语及用how much询问价格等句型。

二、教学目标:

1、根据《新课程标准》关于总目标的具体描述,结合初一学生实际与教材内容,分语音知识、语言技能、策略,情感态度,文化意识等五个方面确定本节课相应的教学目标。

2、语言知识目标:

(1)词汇:掌握千以内数词词组的表达及动词buy , try…on。

(2)句型:What can I do for you?Can I try it on ?It looks very nice on you . How much is it ?We’ll take it .达到能运用该句型进行购物交流。

3、语言技能目标:

(1)通过学习“整十”数词,及复习thirteen、fourteen、nineteen单词,了解不同的重读,区辨长短元音/i:/和/i/。

(2)了解句子的连读。

4、学习策略目标:

通过教师的导入,对所学内容能主动向老师或同学请教,会用所学句型去主动练习和实践。进行从问候,询问价格、回答价格直至买下,这一购物交流。从而能积极与他人合作,共同完成学习任务。

5、情感态度目标:

本节内容主题的设置—购物,给学生一种新鲜感,有利于激发学生的兴趣又能贴近学生生活、生动有趣,有利于提高学生的交际能力及团队合作能力。

6、文化意识目标:了解购物并懂得购物同样是他们课外活动的一个组成部份。通过本节内容学习,让购物活动更加深入学生生活。

三、说教学方法:

首先利用两幅教用彩图,引出本节的主题内容“购物”给学生创设一个真实情景,引起学生的兴趣,力求做到情景领先,意会其间,以情激听,以景促解。使学生形成一种渴求掌握知识的需要和强动力,从而使学生加深对语言材料的理解,轻松地获得英语语感和增强记忆力。

其次,采取导学法、点拨法,始终实行启发和诱导,采取教师为主导,学生为主体,训练为主线的基本方法。

四、说学法:

本节的主要目标是学会购物的表达,首先利用教图,创造出让学生感兴趣的情景,抓住学生求新,好奇的心理特点,教师适当引导,使学生积极主动地去学新知识,最大限度地调动学生参与到整个教学活动中。以便学生在活动中去观察、体验。

五、教学程序:

Step1:呈现第一幅挂图,复习问候语:MayIhelp you, sir ?引出句型WhatcanIdoforyou,madam?学习生词madam。

Step2:听录音学习1a第一段,引出学习句型:

Thanksa lot . Notatall.

Step3:呈现第二幅挂图,继续听录音。

(1)学习数词:thirty、forty …………ninety及hundred。

穿插数学2a、2b、2c,学习千以内数字的表达及音标 /i:/与/i/的辨析。

(2)学习句型:CanItryiton ? Sure.

Howmuch isit?It’sonlyseventyyuan.

We’lltake it.

Step4:再听1a录音及跟读,并借助挂图分角色进行口头操练1a。

Step5:任务布置:

(1)要求掌握千以内数字的表达。

(2)掌握有关购物(Shopping)的句型。

(3)学会用英语进行购物(Shopping)。

初一英语unit 10说课稿2017-09-30 08:16:20 | #2楼回目录

Good afternoon , everyone. Today ,i will talk about the book one of middle school, unit 11 , Can you play the guitar? I will talk about it from the following parts: analysing teaching material, talking about teaching methods and teaching process.

1. Analyse teaching material

This unit is talking about abilities. There are some new words and phrases. We focus on the topic of abilities to make students know how to exprehis or her abilities.

Teaching aims and demands

(1) knowledge objects: talking about abilities

a.Enable students to remember the following new words and phrase:

Join speak dance swim sing chepaint guitar drum piano trumpet violin rock band draw ; Play chessspeak english play the guitar

b.Important sentence pattern : Can you dance?Yes ,i can . No , i can`t.

What club do you want to join? I want to join the basketball club.

(2) ability objects:

a.Ask students to make up the similar sentence , can exprethe abilities by using modal verb 'can'

#url#velop their abilities to cooperate

(3)moral objects

a.motivate them to show their abilities and encourage them to learn something

b.simulate the job interview, to make students know the importance of abilities

(4)the important teaching points

Use modal verb 'can' to expreabilities , can use the new words and phrases , can ask and answer others

(5)the difficult points

New words , listening practice, read a passage , write a poster

using can to ask general questions , use can to exprehobbies

(6)teaching aids

Computer Pictures some cardssome gifts filmmusic

2.teaching methods

Task-based learning Make the Ss the real masters in clawhile the teacher himself acts as the director and bring their ability into full play.

3.teaching process

A.warming up (to make students remember clearly the new words)

(1)Show students some pictures about dancing , playing basketball and so on

Give another several pictures of some new words

Let students to match them

Read new words together

(2)words game

Show pictures and some letter-cards to make a new words

B.Listen 1b (make students know the sentences pattern about asking abilities)

Listen and number the conversations

Talk

Show the passages on PPT and all the students read the conversations for three times together

Then in groups practice the conversations

Make new conversations and let groups show to us

C.Listen(practise more difficult sentences)

Listen 2a and complete the conversations with the words in the box

Talk

All students read the sentences three times together

Practice the conversations in groups and show to us

D.Job Interview(practice)

Four students in one groups and one interview the other three students and make a list and tell it to the class

Let some volunteers show his or her abilities to us and give them some surprise

E.Read

Give students an ad from the school magazine and ask the students to underline the things they want people to do for the school music festival

F.Write

Write a poster with the words in the box

G.Show a film and singing Show some part of the Sound of music and sing the song of Doremi

初一英语全英说课稿2017-09-30 08:14:42 | #3楼回目录

初一英语全英文说课稿

Good afternoon, everyone. I’m Zhou Yan. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll 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 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 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 be 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 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 the new words “six, hey, sorry, it’s, that’s”, 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 communication 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 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 to 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” teaching 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 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 key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition. 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 pa\"Observation—Imitation—Practice \" to study language. 3.Teach the Ss how to master dialogues and how to communicate 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 I’ll finish this lesson in four steps. First I’ll divide the Ss into four groups and bring a competition into the class. At last let’s see which group is the winner. Step1 Warm-up 1. Free talk between T and Ss . Such as: Hi, I’m . . . . What’s your name? This is …. How do you do? Who is he/she? How are you? Who can count from 1to 5? What’s this in English? etc. 2.A game: Ask the Ss to give T some school things. For example: T: Give me your book.(ruler, box, pen, table, knife, etc.) T: This is your book. This is not my book. It’s your book. etc. In this course I’ll 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 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. I’ll mainly talk about this step. I’ll use CAI to present the whole dialogue. Arrange 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: I’m fine, thank you. And you? A: I’m fine, too. Oh, this is my bag. B: No, this is not your bag. It’s my bag. A: (Look closely) Oh, I’m sorry. B: That’s all right. (At the same time, C is running up and hitting A.) C: Oh, I’m sorry. A: That’s OK. I’ll write the key points on the Bb while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them 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 imitate 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 I’ll ask the Ss to think hard and act it out with a partner according to Sample A. Then find out which group will act it out well. I’ll 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.Production In this step I’ll give the Ss a free space to show their abilities. Second scene: The Ss are having a picnic. It’s 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 talking. F and G are talking. etc. After watching, I’ll 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 ability 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.Skill 1 Model 1. I’ll 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 learned 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 claor after class. It is necessary for the Ss to do some extensive exercises after clato consolidate the knowledge they learned.

Blackboard Design Lesson Six Sample ASix This is my….hey This is not your. . . .sorry It’s my. . . . Picture it’s=it is Oh, I’m sorry.that’s=that is That’s all right/OK.