初中英语全英说课稿 19页

Goodafternoon,everyone.I’mCuiHaiyan.I’mveryhap[pytostandhereandsharemyideaswithyou.NowI’llsayUnit6ThisismysisterinBookOne.I’llpreparetosaythislessonfromfourparts.PartOneAnalysisoftheTeachingMaterial(一)STATUSANDFUNCTION1.ThisisaveryimportantpartinBookOne.Fromthisunit,Toattain“fourskills”requestoflistening,speaking,readingandwriting.Tostartlisting“WordBank”andtelltheSstorememberthenewwords.TostartaskingtheSstowritetheEnglishsentenceswell.2.ThislessonisthefirstoneofUnit6.SoiftheSscanlearnitwell,itwillbehelpfultomaketheSslearntherestofthisunit.3.Suchatopicisrelatedtodailylife,soitishelpfultoraiselearninginterestsofstudentsanditwillbealsohelpfultoimprovetheirspokenEnglish.(二)ANALYSISOFTHESTUDENTSTheSshaslearnedEnglishforabout2monthssofar.Theycanunderstandsomewordsandsomesimplesentences.TheSshavetakenagreatinterestinEnglishnow.(三)TEACHINGAIMSANDDEMANDSTheteachingaim'sbasisisestablishedaccordingtoJuniorSchoolEnglishsyllabusprovision.1.Knowledgeobjects(1)TomaketheSsknowhowtousetheaffirmativesentence“Thisis....”andtheplurulsentence“Thesearet….”(2)Tostudythenewwords:fathermothersister,brother,grandfather,grandmother,friend”,etc.bylearningthedialogueofthislesson.2.Abilityobjects(1)TodeveloptheSs’abilitiesoflistening,speaking,readingandwriting.(2)TotraintheSs’abilityofworkinginpairs.(3)TodeveloptheSs’abilitiesofcommunicationbylearningtheusefulstructures.3.Moralobjects(1)ToenabletheSstobepoliteandloveourfamilies.(2)ToenabletheSstocherishthelifewell.(四)TEACHINGKEYANDDIFFICULTPOINTS1.Keypoints:(1).TohelptheSstocommunicatewitheachother.(2).ToenabletheSstostudyingroupsandco-operateskillfully.(3).TodeveloptheSs’interestinEnglish.2.Difficultpoints:(1)Howtomakedialoguesandactthemout.(2)Howtowritetherightwholesentences.(五)TEACHINGAIDSMulti-mediacomputer,Taperecorder,Software:PowerpointorAuthorware,somepicturesandsoon.Theywillbeneededinthislesson.PartTwoTheTeachingMethods1.Communicativeteachingmethod2.Audio-visualteachingmethod3.Task-based”teachingmethod\nAsweallknow:themaininstructionalaimsoflearningEnglishintheMiddleSchoolistocultivatestudents’abilitiesoflistening,speaking,reading,writingandtheirgoodsenseoftheEnglishlanguage.SointhislessonI’llmainlyuse“Communicative”teachingmethod,“Audio-visual”teachingmethodand“Task-based”teachingmethod.Thatistosay,I’lllettheSstogetabetterunderstandingofthekeystructureofthedialogue.I’llgivetheSssometasksandarrangefivekindsofactivities:talking,guessinggames,watchingCAI,actingoutSampleAandhavingacompetition.TeachingspecialfeaturesTousethesemethodsarehelpfultodeveloptheSs’thought.PartThreeSTUDYINGWAYS1.TeachtheSshowtobesuccessfullanguagelearners.2.LettheSspass\"Observation—Imitation—Practice\"tostudylanguage.3.TeachtheSshowtomasterdialoguesandhowtocommunicatewithothers.Teachingspecialfeatures:LettheSscommunicatewitheachotherandadoptcompetitionmethodstodeveloptheSs’keeninterestinEnglish.PartFourTeachingProcedureI’llfinishthislessoninfoursteps.FirstI’lldividetheSsintofourgroupsandbringacompetitionintotheclass.Atlastlet’sseewhichgroupisthewinner.Step1Warm-up1.FreetalkbetweenTandSs.Suchas:Hi,I’m....What’syourname?Thisis….Howdoyoudo?Whoishe/she?Howareyou?Whocancountfrom1to5?What’sthisinEnglish?etc.2.Agame:AsktheSstogiveTsomeschoolthings.Forexample:T:Givemeyourbook.(ruler,box,pen,table,knife,etc.)T:Thisisyourbook.Thisisnotmybook.It’syourbook.etc.InthiscourseI’llaskthemtomakeadialoguegroupbygroupwithoutrepetition.Findoutwhichgroupwillmakethemostdialogues.Purposeofmydesigning:IthinkitisimportanttoformabetterEnglishlearningsurroundingfortheSsbyimitatingandatthesametimeitisnecessarytoprovidesituationstoreviewlearnedknowledge.Step2.PresentationThiscourseisveryimportant.I’llmainlytalkaboutthisstep.I’lluseCAItopresentthewholedialogue.ArrangesomesituationstohelpSsunderstandSampleA.Firstscene:Thereisabagonthefloor.Bispickingitupandgetreadytoleave.NowAistalkingwithB.A:Hi,B.Howareyoutoday?B:I’mfine,thankyou.Andyou?A:I’mfine,too.Oh,thisismybag.B:No,thisisnotyourbag.It’smybag.\nA:(Lookclosely)Oh,I’msorry.B:That’sallright.(Atthesametime,CisrunningupandhittingA.)C:Oh,I’msorry.A:That’sOK.I’llwritethekeypointsontheBbwhiletheyarewatching.Afterwatching,I’llteachthemtoreadthewordsandsentencesontheBb.Makesuretheycanreadthemwell.Purposeofmydesigning:TopresentSampleAbyCAIismucheasierfortheSstolearnandgraspthemeanings.CAIcanprovidearealsituationwithitssoundandpictureanditmakestherelationshipsbetweentheSsbetter.Step3.PracticeFirstplaythetaperecorder.LettheSslistenandimitatethedialogue.Payattentiontotheirpronunciationandintonation.InthissteptheSsarerequiredtopractisetheSampleinpairsbyreadingthedialoguealoud.ThisstepisemployedtomaketheSsgrasptheSample.AtlastI’llasktheSstothinkhardandactitoutwithapartneraccordingtoSampleA.Thenfindoutwhichgroupwillactitoutwell.I’llgivethemredstars.Purposeofmydesigning:ThisstepisemployedtomaketheSsgetthegeneralideaofthedialogueasawholeone.AtthesametimelettheSshaveachancetopractisetheirlisteningandspokenability.Step4.ProductionInthisstepI’llgivetheSsafreespacetoshowtheirabilities.Secondscene:TheSsarehavingapicnic.It’shotandtheytakeofftheircoatsandputthemtogether.Theyaresinginganddancing,laughingandchatting.Afterthepicnic,theybegintolookfortheircoats.DandEaretalking.FandGaretalking.etc.Afterwatching,I’llgivetheSssometaskstomakesimilardialogueswithoutrepetitionandfindoutwhichgroupwillmakemoredialogues.Purposeofmydesigning:“Task-based”teachingmethodisusedheretodeveloptheSs’abilityofcommunicationandalsotheirabilityofco-operationwillbewelltrained.TelltheSsweshouldbepoliteandtakegoodcareofourthings.Weshouldloveourlife.IthinkpropercompetitioncanarousetheSs’interestinEnglishlearning.IftheSscanfinishthistaskwell,theywillbenefitalotintheirspokenEnglish.2.Skill1Model1.I’llaskfourSsofthegroupstowritethesesentencesontheBbinthefourlines.Thenchecktheirhandwriting,correcttheirmistakes.Findoutwhowillwritewellandwhosehandingisthebest.3.FinishtheSs’workbook.Purposeofmydesigning:TochecktheknowledgeSshavelearnedinthislesson.Step5.Homework:(1)Recitethewordsasmanyaspossibleafterclass.(2)MakeadialogueaccordingtoSampleAandwriteitintheexercisebook.Purposeofmydesigning:IthinkhomeworkissoimportantthattheSsshouldspeakEnglishasmuchastheycaninclassorafterclass.ItisnecessaryfortheSstodosomeextensiveexercisesafterclasstoconsolidatetheknowledgetheylearned.BlackboardDesign\nLessonSixSampleASixThisismy….heyThisisnotyour....sorryIt’smy....Pictureit’s=itisOh,I’msorry.that’s=thatisThat’sallright/OK.各位评委上午好！我是来自于永川第七中学的一名英语教师，我名叫陈妍。今天我说课的内容是人教版七年级上Unit3Thisismysister.本单元学习的是与学生生活息息相关的家庭成员。我要谈的是本单元第一课时的教学。下面我将从以下几个方面阐述我的说课内容。对教材的分析和理解。从教材编排上说本单元是就第二单元认知物体之后学习用英语认知人，而与学生最为熟悉的人就是家庭成员。Isthisyoureraser?很自然过度Isthisyoursister?以前学的What’sthis?转变Whoisthis?但本单元生词较多。出现在第一课时的就有十五、六个同时还要认识语法现象复数。本课时任务比较艰巨。教学目标依据初中英语新课标的要求，并根据素质教育中面向全体培养学生素质的要求，我为这一课确立三项目标：即知识目标、能力目标和德育目标。1、知识目标帮助学生四会掌握以下单词：grandfather,grandmother,grandparents,father,mother,parents,son,daughter,sister,brother,aunt,uncle,cousin,friend,these,those。并对复数形式有初步了解。2、能力目标通过本节课学习，学生就家庭成员相互之间应该能用英语介绍、询问、交流。并能用英语在脑子里对个家庭成员的关系进行思考。例如，见到father’smother,他们能反应出是指grandmother。同时基本上能辨别什么时候用单数什么时候用复数。3、情感目标通过对家庭成员的学习，学生对自己的家庭成员会有更清晰的印象，从而激发起他们对家人的热爱。教学重点及难点本课重点：熟练掌握各家庭成员的名称，会读会说会用这些词汇交流。这个单元最主要的就是学习个家庭成员英语的表达，而几乎所有的单词都集中在第一课时。所以这课时四会掌握这些单词应该是重中之中。难点：复数的认识和正确运用。汉语表达中完全没有复数概念，这是一本书，这是三本书；除了多了个数字其他没有任何变化。而英语必须这样说Thisisabook.Thesearebooks.所有的单词都相应的发生了变化。因此中国学生在学习复数的时候特别难。我们的语言没有这个习惯！突破：通过真实的情景激发起学生的兴趣，兴趣是最好的老师。通过反复操练，加深印象。再循环记忆达到最终目标。教学手段：多媒体辅助教学，有助于把学生引入到身临其境当中，激发学生兴趣，活跃课堂气氛。同时要求学生提前把自己的家庭照片带来，真实的人物缩小英语与他们生活的距离，从而优化英语教学过程。学法指导：为学生创设真实的学习情景，让学生以小组形式交流学习，并在课堂上循环训练。教学设计过程：课堂的整体设计遵循循环记忆反复操练思路，运用情景法和交际法，分五个主要步骤进行，即：导入呈现,巩固操练,拓展，5分钟检测包括小组比赛和布置作业。第一、引入呈现。（10′）Iwanttobeyourfriend.Doyouwanttoknowmoreaboutme?Doyoutoknowaboutmyfamily?课件展示\n1、的家人。认知son,father,mother,parents,wife,husband这几个单词，并马上回顾重新呈现我的家人学生说出他们和我的关系。2、的父母。认知grandfather，grandmother，grandparents，并认识复数。3、我姐姐及其家人的照片，认知sister，aunt，daughter，cousin。并再次认识复数。5、 回顾我的家人，并帮助学生罗列出family tree。第二、巩固操练（20′）1、小组学习，拿出自己的照片相互询问认识别人的家人（8′）老师在这过程中及时帮助学生学会他们不会的单词。2、 读书上的单词，听录音圈出听到的单词。小组学习认识David的家人。（7′）3、 表演对话，在讲台上指着屏幕认识David的家人。（5 ′）第三、拓展（8′）小组表演。假设你的朋友来到你家，你来为他介绍认识全家，有爷爷奶奶叔叔姑姑父母及兄弟姐妹堂兄妹等。第四、 5分钟检测：(5′)主要是be动词单复数用法及各家庭成员单词的掌握。小组之间进行比赛，看哪个小组反应最快。最后作业布置（2 ′）位领导、老师:大家好!让学生愉快地、充满自信地走进我的英语课堂，是我最大的愿望，让学生在我的英语课堂上享受快乐和成功是我孜孜以求的目标。多年来，我为实现自己的梦想和追求不懈地努力着。今天，借此平台，恳请各位领导、老师指导我的说课，使我更好地成长。我说课的内容是人教版九年级Unit6.IlikemusicthatIcandanceto.SectionA(1a-1c).整个说课我将分成五个大部分进行讲述：即教材分析、教学方法、学习方法、教学程序、教学效果。第一个板块：教材分析(一)说教材本单元以music为中心话题，让学生学会用定语从句谈论自己所喜爱的艺术，学习表达自己的爱好。从结构内容上说，定语从句是初中阶段必须了解的一种句法结构。本单元将通过一系列的练习（句型结构练习、听力练习、精读写作练习、自我检测、泛读练习）来达到学习目的，完成学习任务。共需要七个课时。本课时所进行的是基本的句型结构和部分听力练习，是整个单元的双基——基本和基础。其重点任务是导入新的语言,即Newfunctionpresenting.因此，这一节课我分为两个部分：第一部分引入定语从句的学习；第二部分围绕IlikemusicthatIcandanceto.这一话题展开思维（1a）、听力（1b）、口语（1c）训练进行授课，最终完成本课时的教学任务。(二)教学目标根据《英语课程标准》的教学理念，教材特点以及学生的实际情况，将本课时的教学目标确定如下：1、KnowledgeObjects(1)KeyVocabularyprefer,lyric(2)TargetLanguageWhatkindofmusicdoyoulike?IlikemusicthatIcansingalongwith..\nWhataboutyou?Iprefermusicthathasgreatlyrics.2、AbilityObjects(1)Trainthestudentstoexpresspreferences.(2)Trainthestudentslisteningskill.3、MoralObjectsLet’senjoymusic.Italwaysbringsushappiness.Let’senjoyEnglishclass:Beautifulpictures、groupworkandgamesmakeusbeinterestedinEnglish.Let’sspeak、listen、communicateevenplaygamesactively.第二个板块：说教法由于英语是一门综合性与实践性相结合的科目，根据本文内容，结合创新教育理论，本课主要采用任务型教学法、情景教学以及多媒体计算机辅助课堂教学，充分发挥教师的主导作用和学生的主体作用，利用现代教育技术优化教学过程，通过课件为学生创设更多生动活泼的语言环境，把学生吸引到活动中去，并激发他们主动参与学习的欲望，努力培养学生的自学能力，把学习的钥匙交给学生，在传授知识的同时授以科学的思维方法。不仅要使学生学会，更要使学生学会学，因此，在课堂教学中巧妙运用教学艺术，适当安排自学、小组交流、全班讨论、游戏、竞赛等活动，鼓励学生勇于说，乐于说，提高运用语言的能力，变“讲堂”为“学堂”，变“要我学”为“我要学”，从而从根本上打破传统的课堂教学方法，建构一种新型的现代教育模式，使学生在更轻松更愉快的环境下实现更多的信息交流，真正做到快快乐乐学英语，扎扎实实打基础，从而达到向四十五分钟要质量，向课堂教学要效益的最终目的。第三个板块：说学法初三的学生已具备一定的认知能力，有自我的观点和看法，不满足于教科书的内容，而希望通过学习获取更多的知识和信息，开拓视野。而现代的教育理念认为“获得知识的过程比获得知识更重要”。因此，在本节课的教学中，我不是把知识直接交待给学生，而是引导学生自主参与学习、交流合作，倡导体验、实践和自主探究的学习方式，注重学生实际与课文文题的结合，激发学生学习兴趣，使他们自主地寻找信息，获取信息，使用信息，激发学生潜能，使学生在自主与合作的学习方式中获取知识，形成正确的学习方法，实现英语能力的提高。第四板块：说教学程序步骤1①用多媒体向学生出示几张动物图片，引导学生makeaconversation:“A.Whatkindofanimalsdoyoulikebest?Why?”“B.Ilike…because…,Howaboutyou?”“A:…”请同学对话表演后，师适时用含有定语从句的句子归纳总结。如：“Oh,Isee,AlikesanimalsthatarefriendlybestbutBlikesanimalsthatarecleverbest.”②用多媒体出示中央电视台四位著名主持人的图片及要求“TheyarefamoushostsinCCTV.DoyouknowWhotheyare?Whichonedoyoulikebest?Why?Makeupaconversationwithyourpartners.”在学生对话交流后,师再与两生对话,并引导学生们说出“BlikesthehostwhoishumorbutClikesthehostwhoissmart.”等之类含有定语从句的句子。步骤2通过以上练习，使学生对定语从句有了初步的印象，然后趁热打铁，通过图示Ihaveanapple.\nAnappleisred.Ihaveanapplethatisred.定语从句修饰先行词anappleIlikethefriends.Thefriendslikesports.Ilikethefriendswholikesports.定语从句修饰先行词friends使学生对定语从句的构成有了进一步的了解，在此基础上，出示定语从句的rules(包括定语从句的构成、关系代词who／that的作用以及关系代词在从句中做主语时，定语从句中的谓语动词应与先行词在人称上保持一致的规则)，就可谓水到渠成了。通过以上教学环节的设计，既激发了学生的学习兴趣，又循序渐进地巧妙突破了难点。步骤3为了帮助学生更好地理解定语从句的rules,再出示几幅图片及含定语从句的图片说明，然后安排一个智力抢答的活动。要求用定语从句把下列的每两个句子重组成一个句子。1、Themanismybrother.Heisstandingunderthetree.__________________________________________________________________2、Ilikemusic.Icansingalongwiththem.____________________________________________________________________3、Hemissedthetrain.Heusuallycatchesthistrain._____________________________________________________________________4、Doyouknowthegirl?Sheistalkingwiththeteacher._____________________________________________________________________5、LiuLilikesmusic.Musichasgreatlyrics._____________________________________________________________________步骤4以“Doyoulikemusic?Whatkindofmusicdoyoulikebest?”的问题过渡到下一环节的教学。再用多媒体出示配有乐声的popmusic、jazzmusic、countrymusic、dancemusic、classical\nmusic的图片，然后开展“我唱你猜”的小组游戏活动。即一个学生哼出自己最喜爱的音乐旋律，小组的其它同学猜出该学生最喜爱什么类型的音乐。步骤5用多媒体出示配有声音的课本1a中的画面，用鼠标点图中的人物便自己说出：“Ilikemusicthatisn’ttooloud.”“IlovemusicthatIcansingalongwith.”“IlikemusicthatIcandanceto.”学生听后，师问：“Whatdidtheysay?CanyousaytheminChinese?”再引导理解prefer这个词的意思及用法，并请学生用prefer说句子。步骤6引导学生完成听力练习1.Listenandcheckthekindsofmusic.TonyandBerrylike.步骤7Pairwork:Talkaboutthemusicyoulike.为了拓展学生的思维，帮助学生更好地表达，师可利用多媒体补充出示一些句子，如“IlikemusicthatiswritteninChina.”“Ilikemusicthatsoundssweet.”“Ilikemusicthatwecaneasilysingalongwith.”“Ilikemusicthatiseducational”等。使其对话内容更丰富，以避免千篇一律。步骤8质疑问难，学生提出不懂的问题，师点拨引导全班讨论交流，为其排疑解惑。步骤9Homework:Pleasefinishatask.如果你是学校广播站的广播员，学校委派你去购买一些学生们喜爱的歌曲光碟，请你先做一个调查，看看学生们喜欢什么样的歌曲、什么样的歌手以及什么样的乐队。并可试着将调查结果整理成一篇英文材料。第五板块：说教学效果纵观整节课，我主要通过创设教学情境进行师生互动、生生互动，充分激发学生学习英语的兴趣，培养英语学习的积极态度，把情感、态度与价值观目标的实现融合在知识与能力、过程与方法目标实现的过程之中，努力为学生进一步学习英语打下坚实基础。正如我们常说的那样，“没有学不好的学生。”因此，我们要鼓励孩子们，让他们知道“English,Ican.”That’sall.Thankyou!\n1.Objectives1.1Mostofthestudentswouldbeabletomasterthemethodofintroducingthingsandpeople.1.2Mostofthestudentswouldbeabletoidentifythingsandpeople.Learningandteachingcontent:a)Keywords:sister、mother、father、parent、brother、grandmother、grandfather、friend、grandparentb)Targetlanguage:This\Thatishissister.These\Thosearemytwobrothers.1.3Moststudentswouldbeabletomaketheirownfamilytree.1.3Methodinstruction:a)Studentslearntocooperatewiththeirpartners,sharingandtransforminginformation.b)Guidethestudentstoresearchtheruleofthenounpluralformbythemselves.2.Focuses:a)   Patterns:This\Thatis….These\Thoseare….b)wordsusedtoexpressfamilymembers3.Difficulties:a)theruleofthenounpluralform.b)Howtoimprovestudents'abilityofspeaking.4.Teachingaids:a)Computer-aidedinstructionb)Aformforthestudentstomakeaninvestigation.5.Learningandteachingarrangement通过本课的学习要求大部分学生学会用英语介绍和识别人物。在此基础上，利用目标语言学会介绍和识别物品。同时能利用本课所学词汇制作反映家庭成员关系的家谱表。由于词汇较多，知识点相对集中，在学法指导上要求学生学会合作学习，能在小组合作中分享和传递信息，能利用目标句型与词汇积极表达自己的观点，以此为契机，培养学生独立探究的能力与兴趣。联系学生实际，权衡教材，确立本课的重点有两个：1、  名词复数2、  提高学生现有的口语水平。为提高课堂教学效率，使本课承载的大量信息能生动直观地呈现在学生的面前，利用多媒体辅助教学无疑是好的选择。\nStepsStudents’activitiesTeacher’sactivities设计思路1Studentslistenandsingtothemusic.Warming-up:Playthetapeforthestudentstolistenandsingthesong“IndianBoy”.学唱儿歌，活跃课堂气氛为其一。其二，为学生学习名词复数提供晋级的阶梯。2Presentation:a)T:Oneruler.Ss:Oneruler.T:Tworulers.Ss:Tworulers….b)Repeatwithotherthings.Piledifferentobjectsonthedesk,suchasrulers,pencils,erasers,booksandsoon.Say,Therearesomanythingsonthedesk.Howmanyrulersarethereonthedesk?Let’scount. 根据学生目前的知识结构水平,对教材内容与教学步骤做适当的补充与调整。\n3Consolidation:a)      Studentscompleteallitembyitemindividuallyfirst.b)     Checktheanswers.c)     Classifythenounsaccordingtotherules(groupwork).+s+esy—i+esd)Practicereadingallthenounsintheformabovecorrectly.Showthepicturesofthethingsonthescreen.Say,Couldyoufillintheblankswiththerightformofnouns.three_____four_____five_____three_____four_____six______通过达成相关任务，巩固并强化名词复数概念。在语言教学活动中突出运用与体验的重要性。引导学生主动观察、发现名词复数构成的规律，以促进学生实践能力的发展，体现任务教学“做中学”的理念。\n4a)   Theywalkaroundtheclassroomtocollectthethingsusingtheconversation:A:Whatisthis?B:It’sa/an….A:Isthisyour…?B:Yes,itis.A:MayIhaveit?B:Sure.Hereyouareb)   (Thestudentsholdingthethingsintheirhandsareaskedtostandinalineinthefrontoftheclassroom.)TellthenamesofthethingsusingthestructureThisisa/an…onebyone.c)   StudentstryusingThatisa/an….todescribethethingsinthedistance.AskfivestudentscollectthethingsfromtheothersandsayIneedsomeschoolthings,apen,aruler,adictionary,aneraserandabook.Couldyouhelpmeborrowthesethingsfromyourclassmateswiththehelpoftheconversationonthescreen?AskthemtotellthenamesoftheobjectscollectedfromtheothersusingThisisa/an….Thistime,payattentiontothestructureThatisa/an….Andsay,Couldyoutelluswhatthatisintheirhands?教师在教学活动的整个过程中要成为学生学习的合作者之一。这种合作的有效性体现在教师为学生提供的学习活动是否能最大效率的存在于教学的每个细节里。在活动中，学生亲身参与，体验，比较，进而发现运用this，that的规律，充分让学生感受探索与发现的快乐。\n5a)   Studentssharetheirpicturesingroupsof4usingTheseare….b)   StudentsguessusingThoseare…ShowphotoswithdifferentthingsonthemandintroducethemusingTheseare…asamodel.Thenaskthestudentstotakeouttheirpicturesdrawnbythemselvesandintroducethemingroupsof4.Guessinggame:Lookatpicturesonthescreen.CanyouguessWhothoseareinthepictures?学生课前的准备是否充分有时会影响到一节课开展是否顺利。所以课前任务布置务必要明确。本环节体现了指示代词从单数到复数的变化教学过程。Guessinggame中的人物为引出下一个话题埋下伏笔。6(EncouragethemtogiveatalkaboutMike’sfamilymembers.)SsintroduceMike’sfamilymembersusingThis/Thatis…andThese/Thoseare….Gothroughallthenamesoffamilymembers.Elicitthefamilymemberwords.Andsay,Thoseareallmyfriends.Now,I’llintroduceonefamilyoftheirstoyou.Look,here’sMike’sfamilytree.Anybodycanintroducehisfamilymembersaccordingtohisfamilytree?利用家谱表帮助学生理解家庭成员关系。同时利用目标语言训练并提高学生口语表达能力。\n7a)       Studentsmakeafamilytreeindividually.b)       Showtheirfamilytreeandintroducetheirfamilymembers.c)       Sharetheirinformationabouttheirfamilymembersingroupsof4.Makeafamilytreebythemselvesandthenintroducetheirfamilymembers.Say,pleasedrawafamilytreefirst,thengiveatalkaboutyourfamilymembers.(Walkaroundtheclassroomandofferhelpifnecessary.)通过制作家谱表，介绍家庭成员的活动，以达到检查学生对本课词汇和句型掌握情况的目的。同时也体现了学生小组合作的过程。10Homework:Makeanewfamilytreetointroduceyouruncle’soraunt’sfamily在巩固本课学习成果的同时，要求学生做适当的课外探研，为下节课做充分的准备。初中英语说课稿（英文版）一、说教材（教材分析）Analyzingteachingmaterial1.说课型lessontype(Dialogue/reading/listening/revision)2.本课在教材中的地位statusandfunctionLesson33SavingtheEarthisadialogue.ThelessonisfocusedonthetopicoftheproblemsoftheearthandthefunctionalitemsofSupposition/Intentions/conjecture/Prohibition.Sinceitisadialogue/reading.It’shelpfultoimprovetheSscommunicative/readingability.3.说教学指导思想teachingguideline(Teachingsyllabus:Languageisforcommunication,developtheirfourskills,layspecialemphasisonreading;Grelletputitwellinhisbookdevelopingreadingskills:developreadingskill/discourseanalysis;getthemtounderstandthewesternculturebetter;improvetheabilitytodiscover,analyze&solvetheproblems;Readingisforinformation,forfun;UseTop-downmodelorBottom-upmodeltoactivateSsschemata;Interactivemodel)4.说教学目标和要求Teachingaimsanddemands(…beintendedforSsinkeyschools)1）认知目标knowledgeobjects\na.EnabletheSstorememberthefollowingnewwords&phrases:Damage,lecture,pollute,pollution,room,standingroom,befitfor,hearabout,turnintob.GettheSstobefamiliarwiththissentencepattern:Ifthepopulationkeepsgrowingsoquickly,therewillonlybestandingroomleft…GivetheSsareinforcedpracticeonthefunctionalitemSupposition.c.ActivateSsschemataregardingthetopicofpollutionandhelpSstoknowmoreabouttheproblemofpollution.2）智能目标abilityobjectsa.AsktheSstomakeupasimilardialogue.b.Helpthemtounderstandthedialoguebetterandimprovethefourskills.c.Developtheirabilityofthinkingindependently.d.Cultivatetheirabilitytodiscover,analyzeandsolveproblems.e.TrainthemtocollectinformationfromtheInternet.f.TrainthemwithsomeeffectivelearningmethodstooptimizeSs’learningresults.3）德育目标moralobjectsa.ArousetheirinterestinlearningEnglish;b.Helpthemtounderstandthebackgroundofpollution.c.Enablethestudentstoloveourearthandthenature.d.Beawareoftheimportanceofstoppingpollution&protectingoutenvironment.e.EncouragetheSstodosomethingtosavetheearth.5.说教学重点teachingimportantpoints(生词、句型；培养阅读技能)a.Newwordsandphrases\nb.Sentencepattern:If-clausec.improvetheirreadingskills.d.TalkingaboutproblemsoftheEarth.6.说教学难点teachingdifficultpoints(语法；发展交际能力)a.functionalitem:Supposition.b.Developtheircommunicativeability.Actouttheirowndialogue.7.说教具teachingaids(multi-mediacomputer,software,OHP)Theteachingsyllabussaysthatit’snecessaryforteacherstousemodernteachingfacilities.It’sofgreathelptoincreasetheclassdensityandimproveourteachingresult.ItcanalsomaketheSsreachabetterunderstandingofthetextbymakingtheclasseslivelyandinteresting.Atthesametime,itarousestheSs’interestinlearningEnglish.二、说教法TeachingmethodsFivestepmethod;audio-video;communicativeapproach;Task-basedlearning:NewSyllabusDesignencouragesteacherstousethisteachingmethod.TBLTcanstimulateSs’initiativeinlearninganddeveloptheirabilityinlanguageapplication.MaketheSstherealmastersinclasswhiletheteacherhimselfactsasthedirectorandbringtheirabilityintofullplay.三、说学法Studymethods1.TeachSshowtobesuccessfullanguagelearners.2.TeachSshowtodevelopthereadingskill—skim&scan;howtocommunicatewithothers;howtolearnnewwords;howtolearnindependently;3.GettheSstoformgoodlearninghabits.四、说教学过程TeachingproceduresI.复习(Revision)5min(Dailyreport;词汇diagram;brainstorming;activateschemata)Activity1:Imagination1).Supposeabottleofinkisturnedoveranddirtiesyourwhiteshirt,whatistobedone?(Wash\nit?Orthrowitaway?)2).Supposeyoucatchabadcold,what’stobedone?3).Supposeyourbikeisbroken,what’stobedone?4).Andsupposetheearth,onwhichwealllive,isdamaged,what’stobedone?*Whatcanyouthinkofwhenyousee“pollution”thisword?(waste,environment,air,water,factory,desert,climate...TrytoactivatetheSsschemataregardingthetopicofpollution.)II.呈现(Presentation)5minActivity2:PresentationPlaythesong“EarthSong”sungbyMichaelJackson.(Createanatmosphere)Alotofpicturesandvideoclipsaboutthecausesandresultsofthethreeproblemsmentionedinthislessonwillbeshownonthescreenwiththehelpofthecomputer.Ss’presentationonpollution.Attracttheirattention,arousetheirinterest,andcreateagoodatmosphereforcommunication.*ActivatetheirschemataandcultivatetheirabilityincollectinginformationfromtheInternetanddeveloptheirabilityinthinkingindependently.III.对话/阅读(Dialogue)18m1.Pre-readingActivity3:Prediction1stlistening/fastreading,oneguidedQtohelpSstogetthemainidea:Whatdoyouthinkisdiscussedattheconference?2.While-readingActivity4:Readandanswer2ndlistening/carefulreading,moreQstogetthedetailedinformation.Developtheirreadingskills:skim&scan.Payattentiontothepronunciation,stress&intonation.*阅读:Pre-reading;while-reading;post-reading(fastreading/carefulreading;skim/scan;\n识别关键词keywords；确定主题句；创设信息差informationgap；TorF;填表格chart/diagram;Predicting;Makeatimeline;Makeastorymap。达到对课文的整体理解和掌握。Sothattheycanhaveagoodunderstandingofthewholetext.)3.Post-readingActivity5:LanguagefocusWhileSsareansweringtheQs,theteacherdealswithsomekeylanguagepoints.a.isbeingcausedb.andsoonc.goondoingd.befitfore.standingroomf.if-clauseIV.操练(Practice)10mActivity6:RetellUseyourownwordstoretellthedialogueinthe3rdperson.Activity7:ActingoutActivity8:Drill–SuppositionPurpose:PractisethefunctionalitemofSupposition.(P.33Part2;P.113,wbEx.3)(Retell;actout;roleplay)V.巩固(Consolidation)6m(Discussion;interview;pressconference;debate;quiz)Activity9:roleplaySupposeyouwereheadofavillage,scientist,journalistandvillager,makeupaconversationandaskseveralgroupstodemonstrateinfrontoftheclass.*TheSsareencouragedtousethewordsandexpression_r_rslikepollution,damage,befitfor,turninto,theif-clause,etc.Activity10:DiscussionThinkofthequestion:Arewecausingdamagetotheworld?\nWhatshouldwedotosavetheearthandprotectourenvironmentespeciallyinourdailylife?Collecttheiranswersandformareport.VI.作业(Homework)1m(Writing;continuethestory;recite;retell)Writealettertothemayor,tellinghimsth.aboutthepollutionaroundyourschool.五、说板书Blackboarddesign