初中英語(yǔ)說課稿（3篇）

初中英語(yǔ)說課稿（3篇）初中牛津英語(yǔ)說課稿篇一一、說教材：1、教材所處的地位及作用：這單元是9B的最后一個(gè)單元。以Greatpeople為話題展開本節(jié)課學(xué)生，該話題很容易引起學(xué)生們的討論興趣。在welcometotheunit部分，學(xué)生們已初步本節(jié)課學(xué)生了一些有關(guān)偉人的知識(shí)。Reading是一個(gè)單元的核心部分，它承載著眾多的教學(xué)任務(wù)。我將reading部分分作二課時(shí)進(jìn)行教學(xué)，第一課時(shí)為閱讀課，第二課時(shí)為語(yǔ)言知識(shí)本節(jié)課學(xué)生課和練習(xí)鞏固課。根據(jù)教材的安排及新課標(biāo)要求學(xué)生們通過體驗(yàn)，實(shí)踐，參與，合作，交流和探究等方式本節(jié)課學(xué)生和使用英語(yǔ)，真正體現(xiàn)以本節(jié)課學(xué)生者為中心的教學(xué)理念，我詳細(xì)說說第一課時(shí)的教學(xué)?；诒菊n在教材中所處的地位及作用，特制定以下教學(xué)目標(biāo)。2、教學(xué)目標(biāo)：知識(shí)目標(biāo)：1、Tograspsomeimportantlanguagepoints.2、TounderstandEnglishidoms.能力目標(biāo)：1、Toguessgeneralmeaningfromkeywordsandcontext.2、Toskimtextforoverallmeaningandscanfordetails.情感目標(biāo)：Tolearnspiritfromgreatpeople.3、教學(xué)重點(diǎn)與難點(diǎn)：Toidentifytrueorfalsestatementsbasedonthereadingpassage.Toextractrelevantinformationfromthereadingpassage.二、說教法：本節(jié)課我主要采用以下幾種教學(xué)方法：1、根據(jù)課文特點(diǎn)和學(xué)生們實(shí)際情況，以情景教學(xué)法進(jìn)行教學(xué)。通過形象生動(dòng)的圖片及相關(guān)資料，調(diào)動(dòng)學(xué)生們的本節(jié)課學(xué)生興趣，激起學(xué)生們情感上的。共鳴，從而引導(dǎo)學(xué)生們從整體上理解課文、從細(xì)節(jié)分析課文，促進(jìn)學(xué)生們的語(yǔ)言能力及其情感等方面整體發(fā)展。2、采用小組本節(jié)課學(xué)生法，擴(kuò)大教學(xué)范圍。把學(xué)生們分成四人小組，也可以自由組合，讓他們?cè)诨?dòng)中啟發(fā)思維。同時(shí)注意保證每個(gè)學(xué)生們都有機(jī)會(huì)參與到本節(jié)課學(xué)生中來，培養(yǎng)學(xué)生們與伙伴合作的意識(shí)和策略。3、運(yùn)用操練法，拓寬本節(jié)課學(xué)生渠道。把大部分課堂時(shí)間留給學(xué)生們，使學(xué)生們?cè)诙嘈畔ⅰ⒏呙芏取⒖旃?jié)奏的靈活操練過程中拓寬本節(jié)課學(xué)生渠道。三、學(xué)法指導(dǎo)：這一節(jié)是閱讀課，九年級(jí)的學(xué)生們已具有一定的英語(yǔ)閱讀能力，聽說能力在原有的基礎(chǔ)上也得到了進(jìn)一步的提高，但參與課堂的積極性有所下降。針對(duì)以上學(xué)情，因此我先指導(dǎo)學(xué)生們進(jìn)行快速閱讀和深層閱讀，幫助學(xué)生們運(yùn)用自主本節(jié)課學(xué)生法來把握課文整體，培養(yǎng)學(xué)生們的分析歸納獨(dú)立思考的能力；鼓勵(lì)學(xué)生們小組活動(dòng)，讓每個(gè)人，尤其是那些薄弱同學(xué)，都能參與到課堂的本節(jié)課學(xué)生中，能動(dòng)手完成一些基礎(chǔ)的本節(jié)課學(xué)生任務(wù)和本節(jié)課學(xué)生目標(biāo)，重在激發(fā)學(xué)生們本節(jié)課學(xué)生英語(yǔ)的興趣，通過討論讓他們主動(dòng)去涉取知識(shí)。四、教學(xué)過程：一Skimthetext,answerquestions:1、WhyisNeilArmstrongfamous?2、Arethereanyaliensonthemoon?3、Whatawarddidheget?二Para1-3:BeforehewalkedonthemoonNameNeilArmstrongDateofbirthon________________Placeofbirthin_________________Experiencesat6_____________________at15____________________________at16_______________________________in1949_____________________whenhemovedtoCalifornia___________________in1962________________________in1966________________________三Para3:Readandcompletethepassage:In1962,he_______________becomeanastronaut.In1966,heandDavidR.Scott____________jointwospacecrafttogetherforthefirsttimeinspace.Butwhenthespacecraftbeganspinning_________________,MissionControlthoughtitwas_____________________________,sothey_______Armstrong____cuttheflightshort,andhesucceeded.四Para4-5:WalkingonthemoonReadandanswersomequestions:1、WhendidArmstronglandonthemoon?2、Whodidhecometothemoonwith?3、Whatarethefamouswords?4、Howlongdidtheywalkonthemoon?5、Whatdidtheycollectforfurtherresearch?6、WhatdidthewholeworlddowhenApollo11returned?五Retellthetwoparagraphswiththehelpofthesixquestionsabove:六Para6-7:ReportsaboutaliensonthemoonReadandjudgeTorF:1、ItissaidthatArmstrongandAldrinsawalienspacecraft.2、Thealienspacecraftisverysmall.3、WhenArmstrongwasonthemoon,thealienswereveryfriendly.七Para8:AwardforArmstrong1.WhatistheMedalofFreedomforaUScitizen?2、WhatdidArmstrongdoforpeoplearoundtheworld?八Readthepassagetogetherandfillintheblankswithrightwords:NeilArmstrongtookhisfirstf_______atsixandreceivedhispilot’s________（執(zhí)照）at16.In1949,Neilj_______thenavyandworkedasap_______.Hewass_________tobeanastronautin1962.Fouryearslater,hem__________tojointwospacecrafttogetherinspace.On20thJuly1969,he_______（著陸）Apollo11onthemoonwithAldrin__________（成功）。Neilsaid‘onesmallstepforman,onegiantleapform________’。Armstronggotthehighesta_____thataUSc________canreceive.Heistheprideoftheworld.九RetellthetextName:NeilArmstrongDateofbirth:5thAugust1930Placeofbirth:Ohio,theUSAMajorevent:at6:wasinterestedinflyingat16:gothisstudentpilot’slicenceIn1949:joinedthenavyIn1962:becameanastronautIn1966:joined2spacecrafttogetherforthefirsttimeinspace.On20thJuly1969:walkedonthemoonFamouswords:onesmallstepforman,onegiantleapformankind.Award:MedalofFreedomWhatdoyouthinkofhim:ourpride—makeusrealize.。.Homework:1.Recitethetext.2.Finishsomeadditionalexercises.2024初二英語(yǔ)說課稿篇二一、說教材1、教材的地位和作用在單元第10課是一篇題為“MAKFOURWORLDMOREBEAUTIFUL"的閱讀教材，通過對(duì)環(huán)境保護(hù)這一話題的敘述增強(qiáng)學(xué)生環(huán)境保護(hù)的意識(shí)，懂得如何在日常生活中保護(hù)環(huán)境，文中主要運(yùn)用現(xiàn)在完成時(shí)態(tài)的句子，其中也穿插了一般現(xiàn)在時(shí)和過去時(shí)，學(xué)生在特定的語(yǔ)境中感覺和發(fā)現(xiàn)英語(yǔ)時(shí)態(tài)的變化，從而達(dá)到正確運(yùn)用英語(yǔ)的時(shí)態(tài)能力。2、教學(xué)目的教學(xué)大綱指出要從英語(yǔ)的學(xué)科的特點(diǎn)出發(fā)，激發(fā)培養(yǎng)學(xué)生的興趣，幫助學(xué)生樹立學(xué)習(xí)英語(yǔ)的信心，克服學(xué)習(xí)中產(chǎn)生的畏懼心理和困難，建立語(yǔ)感，掌握語(yǔ)言基本知識(shí)和技能。（1）知識(shí)目標(biāo)這一課的知識(shí)目標(biāo)很明確，就是圍繞“環(huán)境保護(hù)”這一話題，繼續(xù)學(xué)習(xí)和鞏固現(xiàn)在完成時(shí)態(tài)的用法，利用本課所學(xué)習(xí)的話題，把功能與語(yǔ)法教學(xué)緊密結(jié)合一起。（2）能力目標(biāo)本課首先利用課前問題（pre-readingquestions），啟發(fā)學(xué)生利用已有的知識(shí)經(jīng)驗(yàn)，對(duì)課文內(nèi)容進(jìn)行預(yù)測(cè)，就有關(guān)話題開展討論，通過閱讀驗(yàn)證自己的推測(cè)，吸取信息，掌握新的知識(shí)，豐富經(jīng)驗(yàn)，從而達(dá)到獨(dú)立閱讀的能力。3、教材的重點(diǎn)、難點(diǎn)、關(guān)鍵（1）重點(diǎn)：本課重點(diǎn)在其運(yùn)用完成時(shí)態(tài)的句子談?wù)摥h(huán)保這一話題。（2）難點(diǎn)：對(duì)課文內(nèi)容及時(shí)態(tài)含義的理解。（3）關(guān)鍵：在于是否能突破難關(guān)，達(dá)到正確運(yùn)用完成時(shí)態(tài)表達(dá)句意、理解全文的目標(biāo)。牛津高中英語(yǔ)說課稿篇三精選牛津高中英語(yǔ)說課稿Goodmorning,ladiesandgentleman.Today,Ifeelhonoredtohavethechancetosharemyideasabouthowtoteachreading.Inthereadingprocess,Iwillfocusonstudents’long-termdevelopmentandenablethemtouseproperreadingskillsandstrategies.Inotherwords,studentsareguidedtoreadefficientlyandindependently.Myteachingplanwillinclude3sections.They’reanalysisofthereadingmaterial,identifyingtheteachingaimsandteachingprocedures.Section1AnalysisoftheteachingmaterialTheselectedteachingmaterialisamagazinearticletakenfromtheProjectsectionofModule11,Unit2ofAdvancewithEnglish.ThearticleisaboutBritishstudentswhotakeagapyear,whichisintendedtodevelopthethemeoftheunit,thatis,gettingajob.Afteranalyzingitcarefully,Ifindthearticlehastwouniquecharacteristics.First,it’salongpassagewith688words,muchmorethantheusualtexts.Second,itdealswithanewtopic,thatis,agapyear.Thetopicisunfamiliartomoststudents.Section2IdentifyingtheteachingaimsBasedontheanalysisoftheteachingmaterial,Ihavechosenthefollowingastheteachingaimsofmylesson:The1staim:Studentslearntheskillsandstrategiestoreadaprolongedtext.The2ndaim:Studentsgetabetterunderstandingofwhatagapyearis.The3rdaim:Studentsareencouragedtofigureouttheimpliedmeaning.The4thaim:Studentsarefamiliarwithvariousexpressionsorapproachestoexpressthesameidea.Section3TeachingproceduresInordertoachievetheteachingaimsmentionedabove,IdecidetochooseguidedreadingandTask-BasedTeachingasthemainteachingapproaches.Withtheteachingmethods,Icanguidestudentstouseeffectivereadingstrategiestobrowsethetext,solveproblemsandcompletedifferenttasks.Theteachingproceduresincludefourparts.They’regettingready,focusingonmainfacts,readingbetweenthelinesandrespondingthetext.Part1GettingreadyReadingbeginsbeforeabookisopened.It’simportanttoactivatestudents’existingbackgroundknowledgeanddrawtheirattentiontothetopicofthetext.Inthispart,Iwillusethepre-readingactivitiestoincreasestudents‘concentration,arousetheircuriosities,firetheirimaginationandgivethemapurposeforreading.Thepartconsistsoftwotasks:Task1:AtimemachineIstartmylessonbyaskingsenior3studentswhatthedateis.Then,Igoontoshowapictureofatimemachine.Itellstudentsthatthemachinewithamagicpowerwillbringthemtotheirgraduationfromhighschool,whichis1yearaway.Atthatpoint,Igetthemtoimaginewheretheyareandwhattheyaredoing.Afterit,Igiveasummaryoftheirpresentationsasfollows:Afterleavinghighschool,mostofChinesestudentsgostraighttouniversity.Yes,atthistimenextyear,mostofyouwillbestudyinginauniversity。(Withthetask,Iinspirestudents’formerknowledgeandimaginationaboutgraduatingfromhighschoolandgoingtocollege,whichcandrawtheirattentiontothethemeofthereadingmaterialandgetthemreadyforthefollowingreading)Task2:BrainstormingAfterthesummary,IgoontoshowsomemorepicturesofBritishfreshstudentsfromhighschools,andtellstudentsthatmoreandmorestudentsintheUKaredoingsomethingdifferentinsteadofgoingstraighttouniversity.Afterthat,IplaythetapeofParagraph1andgetstudentstocatchtheanswertothequestion:Theywilltravelorworkonprojectsforuptoayearbeforeenteringuniversity（Withthetask,Iexcitestudents’desiretoknowmoreaboutwhattheirBritishequivalentswilldobeforegoingtoacollege.Withthequestioninmind,studentswilldefinitelybeeagertolistentothetapetofindtheanswer）Part2FocusingonmainfactsDuringthepart,Iwillaskthestudentstoanswerthequestion—whatdoestheauthorsay?Studentsaresupposedtogetamainideaofthetextandunderstandthebasicmeanin