初中英语说课稿《I used to be afraid of the d

初中英语说课稿《I used to be afraid of the d（精选12篇）

1.初中英语说课稿《I used to be afraid of the d 篇一

初中英语说课稿（英文版）

2009年12月22日 星期二 14:18 初中英语说课稿（英文版）

一、说教材（教材分析）Analyzing teaching material 1.说课型 lesson type(Dialogue/ reading/ listening/ revision)2.本课在教材中的地位 status and function Lesson 33 Saving the Earth is a dialogue.The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition.Since it is a dialogue / reading.It’s helpful to improve the Ss communicative/ reading ability.3.说教学指导思想 teaching guideline(Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading;Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis;get them to understand the western culture better;improve the ability to discover, analyze & solve the problems;Reading is for information, for fun;Use Top-down model or Bottom-up model to activate Ss schemata;Interactive model)4.说教学目标和要求 Teaching aims and demands(„be intended for Ss in key schools)1）认知目标 knowledge objects a.Enable the Ss to remember the following new words & phrases: Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into b.Get the Ss to be familiar with this sentence pattern: If the population keeps growing so quickly, there will only be standing room left„

Give the Ss a reinforced practice on the functional item Supposition.c.Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.2）智能目标 ability objects a.Ask the Ss to make up a similar dialogue.b.Help them to understand the dialogue better and improve the four skills.c.Develop their ability of thinking independently.d.Cultivate their ability to discover, analyze and solve problems.e.Train them to collect information from the Internet.f.Train them with some effective learning methods to optimize Ss’ learning results.3）德育目标 moral objects a.Arouse their interest in learning English;b.Help them to understand the background of pollution.c.Enable the students to love our earth and the nature.d.Be aware of the importance of stopping pollution & protecting out environment.e.Encourage the Ss to do something to save the earth.5.说教学重点 teaching important points(生词、句型；培养阅读技能)a.New words and phrases b.Sentence pattern: If-clause c.improve their reading skills.d.Talking about problems of the Earth.6.说教学难点 teaching difficult points(语法；发展交际能力)a.functional item: Supposition.b.Develop their communicative ability.Act out their own dialogue.7.说教具 teaching aids(multi-media computer, software, OHP)The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities.It’s of great help to increase the class density and improve our teaching result.It can also make the Ss reach a better understanding of the text by making the classes lively and interesting.At the same time, it arouses the Ss’ interest in learning English.二、说教法 Teaching methods Five step method;audio-video;communicative approach;Task-based learning: New Syllabus Design encourages teachers to use this teaching method.TBLT can stimulate Ss’ initiative in learning and develop their ability in language application.Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.三、说学法 Study methods 1.Teach Ss how to be successful language learners.2.Teach Ss how to develop the reading skill — skim & scan;how to communicate with others;how to learn new words;how to learn independently;3.Get the Ss to form good learning habits.四、说教学过程Teaching procedures I.复习(Revision)5min(Daily report;词汇diagram;brainstorming;activate schemata)Activity 1: Imagination 1).Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done?(Wash it? Or throw it away?)2).Suppose you catch a bad cold, what’s to be done? 3).Suppose your bike is broken, what’s to be done?

4).And suppose the earth, on which we all live, is damaged, what’s to be done? * What can you think of when you see “pollution” this word?(waste, environment, air, water, factory, desert, climate...Try to activate the Ss schemata regarding the topic of pollution.)II.呈现(Presentation)5min Activity 2: Presentation Play the song “Earth Song” sung by Michael Jackson.(Create an atmosphere)A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.Ss’ presentation on pollution.Attract their attention, arouse their interest, and create a good atmosphere for communication.* Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.III.对话 / 阅读(Dialogue)18m 1.Pre-reading Activity 3: Prediction 1st listening/ fast reading, one guided Q to help Ss to get the main idea: What do you think is discussed at the conference? 2.While-reading Activity 4: Read and answer 2nd listening/ careful reading, more Qs to get the detailed information.Develop their reading skills: skim & scan.Pay attention to the pronunciation, stress & intonation.* 阅读: Pre-reading;while-reading;post-reading(fast reading/ careful reading;skim/ scan;识别关键词key words；确定主题句；创设信息差information gap；T or F;填表格chart/diagram;Predicting;Make a timeline;Make a story map。达到对课文的整体理解和掌握。So that they can have a good understanding of the whole text.)3.Post-reading Activity 5: Language focus While Ss are answering the Qs, the teacher deals with some key language points.a.is being caused b.and so on c.go on doing d.be fit for e.standing room f.if-clause IV.操练(Practice)10m Activity 6: Retell Use your own words to retell the dialogue in the 3rd person.Activity 7: Acting out Activity 8: Drill – Supposition Purpose: Practise the functional item of Supposition.(P.33 Part 2;P.113, wb Ex.3)(Retell;act out;role play)V.巩固(Consolidation)6m(Discussion;interview;press conference;debate;quiz)Activity 9: role play Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.* The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if-clause, etc.Activity 10: Discussion Think of the question: Are we causing damage to the world? What should we do to save the earth and protect our environment especially in our daily life? Collect their answers and form a report.VI.作业(Homework)1m(Writing;continue the story;recite;retell)Write a letter to the mayor, telling him sth.about the pollution around your school.五、说板书Blackboard design

2.初中英语说课稿《I used to be afraid of the d 篇二

一、把握内容,定位目标

这一内容主要围绕“寻找物品”这一话题展开,介绍了几个表示物品名称的单词,。同时要求学生掌握动词be的过去式was,were。

知识目标:1、能听得懂、会说、会读、会写单词was,were,a CD用本课所学语言与他人进行交流,提高语言运用能力。walkman,roll,film,mobile phone,earphones,a diary,a pair of glasses,a moment ago,just now。2、能听得懂、会说、会读句型Where’s the…?It’s…It isn't…there now.It was there a moment ago.Where are your…?They're on/in behind/….They aren’t there now.There were there a moment ago.3、能初步学唱歌曲Where’s my diary?

情感目标:通过多种活动,激发学生的学习兴趣,增强他们的参与意识。

教学重点和难点:理解be动词的过去式was,were。

二、根据目标,构建思路

依据新课程标准中“以人为本,重在交际”的理念,教学设计中我以学生为中心,以兴趣为

能力目标:能在实际情景中运支点,以交际为目的,以生活为情境,以多媒体辅助教学贯穿整个过程。采用任务型模式,以教师引导点拨为线,以学生合作学习为基调展开教学,努力实现学生的全员参与,让学生在情景中学会交际,在交际中学会语言。

三、依据思路,设计教学

本着以“学生为主体,以交际为目的”的原则,我设计了以下四步教学过程。

(一)激活思维,调动情感

在Warming up环节中,我利用动画歌曲the months热身,轻快的旋律,既营造轻松的氛围,又拉近师生间的距离。接着进行Free talk,复习there be句型,接着在听口令,做动作的活动中,让学生全员参与,充分调动他们的学习热情。

(二)巧设情境,感知体验

接下来,展示小狗所在位置的不断变化,复习介词in,on,under,beside,between,behind.以及句型Where is/are……?这牢牢吸引住学生的视线,激起学生内在的学习欲望。同时,这里一改“发言必先举手”的常规,让学生抢答,活跃了课堂气氛,让学生一开始就处于一种积极主动的学习心态中。根据小狗所处的不同位置,学生从不同方面回答,既是发散思维的训练,又很自然地引到生词的学习中来。

由复习介词到引入生词diary,(呈现小狗坐在日记本上的图片,问学生Where is Bobby?学生回答On the book运用水印效果处理的日记本,看上去书,这时,教师告诉学生,It’s not a book.It’s a diary.)两者间实现了无痕过渡。接下来,通过展示两幅照片,将过去与现在进行对比,让学生练说句子:I was

eleven_last year.I was in_Grade5_last year.学生能初步感知was这个词。接着,动画故事的呈现有效地帮助学生突破过去式这一难点。灵活运用教材有助于拓展学生的思维。“猫和老鼠”的故事是5A第二单元的内容,它以幽默、有趣而记忆在学生的脑海中,在今天的课堂上使用,既能引起孩子们的兴趣,又符合过去式情景教学的需要,孩子们在听故事的过程中较好地运用了本课重点语言知识。

单词教学是通过展示生日礼物的方式进行的。在单词教学中我注重知识的整理和归纳。这里用生日礼物来引出新词,同时对单词的教学中又进行了拓展,用不同的方法操练,如:讨论你想要CD随身听做生日礼物吗?谈谈你爸爸的手机是什么样的?在巩固词汇时,我询问学生想要作为生日礼物,当学生说到想要CD walkman时,我便带他们走进我创设的真实情景中。CD walkman不见了。在这一环节,教师有意识地创设了一个真实的情景,乘学生不注意藏起CD Walkman.,然后问学生,Where is it?很自然地过渡到It isn’t there now.It was there a moment ago的学习。

(三)交际运用,巩固创新

通过展示情景1、手机原先在包里,后来不见了。2、胶卷原先在桌子里,后来不在了。让学生更好地掌握was这一过去式。在课堂中我进行了常规的练习,注重了循序渐进的原则。两首极具韵味的rhyme把学生的注意力一下子抓住,抑扬顿挫的节奏,生动的语调,这一设计很好地调节了课堂氛围,更有利于新知的巩固学习。

Where,where?Where’s your doll?

Where,where?Where,re yourballs?

It’s,it's on your chair.

They’re,they,re behind the door.

No,no,itisn’t there now.

No,no,they aren’t there now.

It was,it was there just now.

They were,they were there justnow.

Where,where?Where’s yourdoll?Where,where?Where,re your balls?

It’s,it,s on your chair.

They’re,they,re behind the door.

No,no,it isn,t there now.

no,they aren,t there now.

It was,it was there just now.(刚才)They were,they were there justnow.(刚才)

两则rhyme的练说有效地帮助学生理解了本课的重点和难点。接下来,播放歌曲Where’s my diary?,在听听、唱唱中巩固本课所学语言。另外,小组合作的游戏将知识融入玩乐之中。学生拿出自己的物品做“东西在哪儿”的游戏。具体做法是:小组内进行。学生闭上眼,其中一位任意收掉桌上的几样东西,然后问:“Where is your…?请学生说出物品的位置。如果不在了,即说It isn’t there now./They aren’t there now.lt was/They were there just now.用学生喜闻乐见的游戏形式巩固本节课内容,游戏中可以任学生发挥,让学生轻松地运用语言,发挥他们的观察、记忆、思维和想象能力。

(四)开放练习,课外延伸

3.论英语说课稿的撰写 篇三

【关键字】英语说课稿 说教材 说教法 说学法 说教学程序 说板书设计

引言

所谓说课，是指在某一特定的场合，教师较为系统地讲述某一教学内容的课堂教学设计及其设计的理论依据。说课是近几年兴起的一种教学研究和教师教学基本功训练的活动形式，是教学研究改革的产物，是素质教育下提供教师队伍整体素质的有效途径。英语说课稿包括五个要素：说教材、说教法、说学法、说教学程序、说板书设计。本文拟从英语学科特点出发，就英语详细说课讲稿的要素、撰写方法几个方面做些理论探讨。

1. 说教材

说教材要对教材所在的知识系统做简要分析，通过分析某课教学内容在整个教材体系中的作用，以及本课教学内容与学生先前掌握的知识和将要学习的知识的联系，说明教材的地位和作用；通过对课程标准关于教学的具体要求的概括分析，说明本课教学目标的确立及其依据；通过对英汉两种语言差异和学生的知识水平的简要分析，确定并说明重点、难点和关键点的确立及其依据。

1.1 说教材的地位和作用。

说教材的地位和作用，应简要分析本课内容在单元整体教学中和整个教材体系中甚至在素质教育英语教学中的重要地位。比如初中英语课本中第一模块大多是对话。作为一个单元的开始，对话模块的作用首先是为后面内容的学习提供话题和语境，并对后面内容的学习扫清语言和文化障碍的作用。

1.2 说教学目标的确立及其依据。

教学目标的确立首先要根据单元教学的目的和要求（对语音、词汇、日常交际用语、语法等方面的不同程度的要求），结合学生的实际水平，确定贯穿单元教学的总目标。由于中学英语教材的编写都有单元话题，因此，总目标往往以单元教学目标的形式出现，一节课的教学目标则应落实到与本课教学内容相关的具体语言知识或某项技能上，教学目标的表述要准确、具体、简洁、全面，要明确写出本节课的知识目标、能力目标和德育目标，并说明做如此要求的理论依据何在。教学目标的表述应有利于教师在教学时对教学目标的把握与评定，要将一般性的目标具体化为可观测的行为目标，要说明学生在教学后能学会什么，达到什么水平，充分发挥教学目标的导向作用。

1.3 说重点、难点和关键点的确立及其依据。

说课稿要写出该课的重点、难点和关键点分别是什么，并写出确立该重点、难点和关键点的理论依据，即在列举该课重点、难点和关键点的同时，说明为什么该重点是本课教学的最主要部分，为什么该难点在本课教学中是学生最难理解（有时重点和难点相同），为什么该关键点对本课教学的成败起决定性的作用。

2.说教法

说教法至少要说明选择使用何种教学方法，以哪种教学方法为主，哪几种方法为辅，采用什么教学手段实现教学目标，采用这些教学方法和手段的理论依据是什么，并说明这些教学方法在本课教学中的具体操作方法。说教法时最好能说明在本课教学过程中贯彻什么教学原则，采用什么教学模式，并做出必要的解释和说明。

3. 说学法及学法指导

说学法，要结合课堂教学内容，说出在本课教学过程中，指导学生学习使用或学会使用什么学习方法，如五官并用、强化记忆、比较归纳、分析概括规律、循环记忆、分类记忆、联想记忆、发现学习、心口一致等等。要说明结合本课教学培养学生哪种学习能力，如观察力、记忆力、想像力、注意力、创造力、思维能力、反应能力、自学能力等。说学法可以与说教法结合。教学过程是教与学对立统一的发展过程，学生怎么学教师就应该怎么教，教师怎么教就应该指导学生怎么学。因此，说学法指在具体的教学环节中，针对某一教學活动学生应该采用的学习方法，以及学生处于学习困境时，教师为解决学生的学习困难应采取的对策。总之，教师要重视学法指导，要结合教材的具体内容和学生的实际水平，研究如何发挥学生在课堂教学中的主体作用，如何根据各层次学生的学习规律，合理调动各个层次学生的学习积极性和主动性，从而提高学生的整体学习水平。

4. 说教学程序

说教学程序，要简要说出该课的各个教学步骤的具体教学环节名称及相关教学内容、步骤、教学活动组织和安排，即在哪个教学环节教哪个（些）知识点，提出哪些问题，做哪些练习（教什么），组织哪些课堂教学活动，采用什么教学方法（怎么教）等等。在叙述教学程序时，要按照教学步骤说清各个教学环节的具体活动，包括讲授的知识内容、练习、小结、反馈、矫正及作业布置等安排。要说明如何通过教学突出重点，突破难点。说教学程序要求既有具体步骤的安排，又要有针对性的教法理论阐述。

5. 说板书设计

说板书设计要求语言精练，说明板书的整体布局即可。

结语

综上所述，说课有别于讲课。讲课的对象是学生，侧重讲授知识、培养能力、教书育人，是系统的教育教学活动；而说课的对象是教师、教研员、评委，侧重表述如何讲授知识、培养能力、教书育人，是系统的教育教学研究活动。说课稿有别于教案或教案提要，它比教案更具有理论性；说课稿也有别于教学论文，它比教学论文更具实践性，因此，说课稿的撰写要用词精当，切忌长篇大论或泛泛而谈。由于教学内容不同，教学对象（学生）不同，课型不同，教师的教学经验以及对教材的理解和处理不同，说课稿的撰写也不应拘泥于单一的、固定的模式。

【文献综述】

[1]姜忠元，等.浅论微格教学与说课[J].佳木斯大学社会科学学报，2000，（2）.

[2]刘显国.说课艺术[M].北京：中国林业出版社，2000.

[3]罗晓杰.试论英语说课讲稿的撰写[J].课程·教材·教法，2002，（4）：35-384.

[4]廖小珠，刘志国.“说课”实践中若干问题的剖析[J].体育科技，2001，（2）.

[5]王培德.试论“说课”[J].天津师范大学学报（基础教育版），2000，（9）.

4.初中英语说课稿 篇四

1.教材简析。 本课共有两部分内容，其中第一部分是以中秋节为话题而展开的一个对话。它主要讲了Han Mei和Lucy简单谈论有关中秋节和月饼方面的知识，并邀请Lucy到她家作客的过程。在这个对话中出现了如autumn和festival等十一个新单词以及几个学生难以理解的、需教师解释的词、句型和句子。 第二部分内容是两人在商店为朋友买月饼的一个情境，谈话内容是从月饼表面的样子的好坏、大小、轻重和价钱等方面展开的。其中出现了形容词比较级的用法，它们是：nicer, bigger, heavier, cheaper。它要求学生根据图、词和句子提示创造性的对话。

2.教学重点。

(1)指导学生掌握和熟练运用那些难以理解的词、句型和句子，如cakes with meet...

(2)指导学生口头熟练表达就中秋节这一话题展开的对话内容，包括第二部分的购物经过。

(3)形容词比较级的用法。

3.教学难点。 学生根据实际情境需要真正开口讲英语。

4.教学目标。

(1)技能目标。学生能听懂本对话录音，能听懂师生之间就本对话内容而展开的、切形式的问答，会和别人展开对话，了解和传递信息;能就本课语言难点造句，而且无语法错误;能就类似话题，创造性地自编对话;掌握形容词比较级的用法。

(2)知识目标。学生要牢记所有新学单词，包括重点字母或字母组合的发音，还要记住新学短语、句型、难句及本对话各句的英语表达，为实现自如讲英语奠定基础。

(3)情感目标。学生要爱学英语、爱说英语、想说英语，对英语学习投以极大的兴趣和热情。

(4)学习策略目标。改变传统的死记硬背，积极主动地投入到语言的实践中去，包括听、说、读、写的实践。在实践中提高语言的综合使用能力，加深对基础知识的掌握和记忆。

(5)文化意识目标。使学生进一步了解和会简单向别人介绍中国这个传统节日，从而体会节日的快乐。

二、说教法

对本课我主要采取了如下几种教法：

1.听录音。 听音是英语学习的重要方法，也是课堂教学的重要步骤。在听中可以感知，可以模仿。

2.重点解释，个别操练。 在每一堂教学中，学生总会遇到一些难以理解的词、句型、短语、句子或某一语法现象。如本课出现的形容词比较级的用法等都需要教师个别解释甚至创设语言情境进行操练和举例，以扫除自由交际过程中的“拦路虎”，为语言的进一步学习奠定基础。

3.指导学生展开情景对话。 教师可以和任何一个学生对话。开始时和学习好的可多说几句，和学习差的可以少说几句，要想办法使人人开口，使人人都有成功感。通过对话逐步达到对教材内容的全部操练。在对话时可不受课文内容和顺序的限制，师生完全可以根据当时的实际思路创造性地交流，这种教法是实现语言知识向语言能力转变的必经之路。师生对话时，其他学生静听。

4.学生独立操作。 首先要求学生根据师生示范独立对话，随后叫几组分别站起来表演。这是深化课堂教学的重要举措。

5.教师可设计填空或翻译练习，以检查学生对本对话的掌握情况。 在整个教学活动中，我还采用了投影仪、挂图、卡片、实物等，对顺利开展教学活动起到了很好的辅助作用。

三、说学法

我所采用的教法有助于学生掌握如下学法：

1.养成听的习惯。 学生要经常听录音，听教师讲英语，听同学们讲英语，这对学好英语大有好处。

2.科学储备大量知识。 学生不掌握丰富的知识就不可能进行很好的语言交流。所以学生必须了解语言规律，掌握丰富的词汇，熟知语法规则，会熟练表达由各个话题而展开的交际内容。要学会在实践中学，在应用中学，这样学来的知识记忆深刻、灵活度大。

3.及时巩固，反复记忆。 凡教师在课堂上所讲到的语言难点，学生应及时整理，再次认识并积极使用。对前面已学过的课文，学生要有安排地经常复习，否则常常是学了新的，忘了旧的。

4.积极操练，重在口头。 在课堂上，学生要积极参与教师设计的每个教学活动，要大胆开口，创造性地说自己想说的话。课后和其他同学及时进行英语交流。只有这样，才能将书本知识变成自己的知识和语言能力;也只有这样，才能实现脱口说英语的目的。 教育论文在线

四、说教学程序

1.复旧引新阶段。

2.熟悉语言阶段。

(1) 学生看着书听一遍录音，初步了解对话内容。

(2) 教师领读或朗读一遍，同时板书本课新学单词。

(3) 教师指出每个新学单词重点字母及字母组合的发音。

(4) 创设情景，攻克语言难点。

(5) 学生可再听一遍录音，此次需合着书进行。

(6) 分角色表演对话。

3.情景交际阶段。

(1)教师可按照上面教法中讲到的交际方式和学生对话，要照顾到不同位置的学生，最少可进行五、六次。

(2)学生与学生自由对话，人人都要开口说话。

4.巩固验收阶段。

(1) 几组学生分别表演对话，其他同学听。

5.牛津初中英语8b说课稿 篇五

教材：江苏牛津初中英语 8B Unit 5 An interview with an ORBIS doctor 教师：张家港外国语学校 朱益春 苏州市评优课一等奖第一名 Good morning, everyone.It’s a great honor to be here to share my ideas with you.In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies.In other words, students are guided to be efficient readers.My teaching plan includes 3 sections.They’re analysis of the reading material, identifying the teaching aims and teaching procedures.Section1.Analysis of the teaching material The selected teaching material is an interview with an ORBIS doctor.After reading it carefully.I found it has two unique characteristics.First, it’s an interview.Ss are not familiar with the text type.Second, it deals with an unfamiliar charity.Ss have little background knowledge about it.Section2.Identifying the teaching aims.Based on the analysis of the teaching material.I have chosen the following as the aims of my lesson.The first aim: teach Ss how to read an interview The second aim: help Ss get more knowledge about ORBIS The third aim: Ss are encouraged to be critical readers.Section3.Teaching procedures.In order to achieve the teaching aims mentioned above, I choose guided reading and Task-based reading as the main approach.My teaching procedures include five parts, they are: Be a keen reader, be a smart reader, be a sharp reader, be a critical reader and be a cultural learner.Part1.Be a keen reader.Reading begins before a book is opened.It’s important to activate Ss’ existing background knowledge and draw their attention to the topic of the text.This part consists of 3 tasks, they are: a short interview, a story introducing new words and predicting questions.In the first task, I’ll have a short interview with the monitor about eye problems of his classmates.With the task, I introduce the topic and get Ss to know the importance of asking questions in an interview.In the second task, I introduce some important new words by telling a story about a famous eye doctor.Then the third task.Before reading the material, Ss are encouraged to act as an interviewer and predict some questions which they will ask Dr Ma.With the predicting questions in mind, Ss will be eager to know what happens in the reading material.With the three tasks, I inspire students to be a keen reader.

6.初中英语听说课说课稿 篇六

Good morning，my dear judges：（鞠躬）

（介绍）

7.初中英语公开课说课稿 篇七

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.

8.冀教版初中英语说课稿 篇八

说 课 稿

一、教材分析

１、教材的地位及作用：

七年级（下）第三单元，围绕Danny,Jenny,LiMing 和Mrs.Li在北京的参观游玩活动为中心，讨论了有关打车，放风筝，照相，给家人写信，发电子邮件，购物的话题。学习形容词和副词的区别，There be 句型和表达害怕、安慰的方法。本节课是本单元第六课，它通过前几节课的学习，进一步加深对There be 句型的运用，通过乘车，指路的对话，学习指路，讨论长度的表达方法，激励学生坚持不懈，勇攀高峰的情感，从而进一步提高学生听、说、读、写的综合素质能力。

２、教学目标：（知识目标、能力目标、情感目标、学习策略目标）知识目标：

①掌握词汇及短语掌握下列单词和短语：today, turn, traffic, light, climb, true, start，in an hour, more than, ②会运用下列句式: stop doing sth.Go down this street ,turn left at the traffic lights.--How long is it?--It is___ meters(kilometers)long.能力目标：提高学生听、说、读、写及知识自学的综合能力。情感目标：

①通过形象、生动的教学使学生能较好地保持深厚的学习兴趣和较高的学习动机。②通过合作学习，对话交流，学会与小组成员或伙伴合作。③激励学生坚持不懈，勇攀高峰的情感 学习策略目标：

①积极回答问题，能意识到自己的语言表达错误并自觉纠正； ②善于抓住用英语进行表达和交流的机会；认真听讲，不懂就问 ③敢于挑战难题，坚持不懈

确立教学目标的依据：

根据英语课程标准规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。此外，根据我国国情和外语教学大纲的要求，现阶段外语教学主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。

３、重点与难点：

重点：学会重点单词、短语，讨论长度和指路的表达法 难点：文章中较难句子的理解及应用。确立重点与难点的依据：根据课程标准的要求，及本课在教材中所处的地位和作用。

二、说教法

为了更好地突出重点，突破难点，我主要采用了： 1.任务型教学法：它极大地调动了学生的积极性。

2.分层教学法：达到了生生互动、关照两头的效果；

三、说学法

1.积极回答问题，善于抓住用英语交际的机会，积极体验，大胆实践。课堂上有大量的提问，还有抢答题，都要求学生个别回答，鼓励学生积极回答问题，大胆开口讲英语。

2.积极参于，学会合作。本课设计了两个合作学习的任务，操作简单，学生一定很感兴趣并且积极地参与其中，从而合作完成任务，培养了团队精神。

四、说流程

1.总体设计及依据

Leading—in(导入新课)（8分钟）－Pre-task 指导学生先学,为完成学习课文任务做好铺垫（13分钟）－Task cycle(完成任务环节)(9分钟)－Post—task(检测完成任务情况：当堂训练)（8分钟）－Check(小结：自我评价)（1分钟）-Homework（1分钟）

依据：

⑴遵循人类认识过程的普遍规律和学生认识活动的特点。⑵教师为主导，学生为主体。2.分步设计及依据

StepⅠ Leading—in(导入新课)目的：以图片导入，既复习了前面所学内容，又激发了学习兴趣。（8分钟）

1.导入新课。观看有关前几课的图片，复习相关内容，创设英语氛围，活跃课堂气氛，调动学习积极性。同时促进预习的开展，导入新课。

2.复习how old ,how tall, how far,引出how long的用法，学习讨论长度的句式，并加以训练，为新课的活动做好铺垫。

StepⅡ Pre-task 指导学生先学,为完成学习课文任务做好铺垫（13分钟）

目的：了解有关长城的情况，学会运用单词、短语和句式，解决课文第二部分的难点，为完成之后的学习任务做好铺垫。

1、通过提问、讨论、回答帮助学生了解有关长城的情况 2.运用单词climb, true,短语 more than 和句式：--How long is it?--It is___ meters(kilometers)long.StepⅢ Task cycle(完成任务环节)(9分钟)Task 1: 回答问题，理解课文第一部分。学习语言点，提高学生的阅读能力，训练学生的听力。问题设计照顾优，中，差三个层次的学生。其中第三个问题引导学生合作学习，通过看简易地图，指路，练习指路的表达法。

目的：理解课文内容，学习语言点，提高学生的阅读能力，训练学生的听力。Task 2: 小组合作学习本课第二部分 合作学习任务： 1.提出问题: 2.学生看课本，听录音，找出问题答案 3.回答问题，讲解语言点，并完成相关练习1>翻译对话，2>找出不理解的内容。3>分角色朗读对话(角色Jenny, Danny and LiMing)。1.提出合作学习任务

2.深入各小组参与讨论指导 3.检查任务完成情况。讲解难点进 4.进行朗读表演，总结评价。StepⅣ Post—task(检测完成任务情况：当堂训练)（9分钟）

1.比一比，谁更快（抢答题--短语连线），学以致用，准确认识所学短语，训练听，说能力，鼓励学生积极回答问题，尤其激励后进生

2.读一读，看谁做得对，熟悉并运用本节课所学语言点，训练听，说能力，体验成就感，培养学生综合运用语言的能力

StepⅤ Check(小结：自我评价)（1分钟）

通过学生自评，总结本节课学习知识的情况，培养学生自己检测能力。StepⅥ Homework（1分钟）

给学生布置课外作业，复习巩固，运用本节课所学内容，训练学生写作能力，培养学生预习习惯

3.板书设计（根据本课的重难点）Unit3 Lesson22 ① how long 多长（长度，时间）.how old, how tall, how far ② more than 多于，超过

③ climb 爬，攀登 true 真正的 start 开始

9.人教版8年级初中英语说课稿 篇九

（teaching）plans with all of you.The lesson we are(I am)going to share today is from Unit 10, Section B(Part 2b), Go for it!It’s a reading material.And I’ll present this lesson from the following（可删除）five parts.Part 1 Teaching Material and learners Part 2 Teaching Objectives

Part 3 Teaching Methods and Studying Methods

Part 4 Teaching Procedures Part 5 Reflection Part One

Analysis of teaching material and learners.Go for it stresses the concept “learn by using ,use by learning”and adopts task–based teaching method.In each unit ,many activities are carried out to help the students get information and communicate with each other in English so as to develop their ability to solve real problems step by step.The topic of this unit is decision making and it aims to help students learn to talk about consequences using if conditional clause and modal verb should.The reading material plays a very important role in this unit,（其重要作用，太宽泛，要说说经过学习sectionA 的内容，练习了什么知识的情况后，再学习这篇阅读材料，对于练习本单元的语言目标起到什么样的具体作用）it mainly talks about “If people have problems, they should talk to other people.”The main task of this period is to train students’ reading sub-skill of skimming and scanning to improve their reading speed and develop their ability of reading comprehension as well.As junior middle school students in Grade Eight, the students are curious about all kinds of things related to their daily life, so real life situations can help arouse their interest and enthusiasm.（此处学生对各种事物的好奇，可具体到学生的实际生活，会遇到各种困惑的问题那么通过本课课文的阅读可以给他们带来什么实际意义）

Part Two Teaching Objectives

According to the analysis above, I set the following teaching objectives: First, knowledge aims.The students will（will be able to use）use the following expressions properly: teenager;expert, unless, careless, careful experience, keep…to oneself, in half etc.and understand some important sentences such as “Unless we talk to someone, we’ll certainly feel worse.” “So you’re halfway to solving a problem just by talking to someone about it.”

Second, ability aims.By the end of the class, the students will be able to skim(skim for the general idea)and scan for the specific information form the passage.Third, emotional aims.During the class, students’ cousciousness of sharing problems with others will be inspired.Among these points, I think the useful expressions and improvement of reading ability are the key and difficult teaching points.Part 3 Teaching Methods and Studying Methods According to modern teaching theories and the new curriculum standards, I will adopt task-based language teaching method, I will set the following activities such as : individual work , pair work and group work to achieve the teaching goals.(In order to achieve the teaching goals , the following activities such as : individual work , pair work and group work will be used)I will try my best to make students the real masters of the class, while teachers only as directors.(Independent study method)and the students will learn in a relaxing atmosphere by reading, speaking, thinking and discussing in groups.(Cooperation study method)

And I’ll use the blackboard and the multi-media during my teaching.Part 4 Teaching Procedures To achieve the objectives above, I design several activities with the aid of PPT.The teaching procedures will follow PWP model(pre-reading,while-reading and post-reading).Step 1 Greetings To begin the class, I’ll greet my students as usual.Step 2 Pre-reading

I will lead in this lesson by showing the students a video(it is about a quarrel between my student and her best friend).In this video, the students will hear some new words for the first time, such as unless, angry, understanding.Then I will try to get advice from the students(possible answers: say sorry to her friend, give her a gift…..)After that I will show a photo of myself and tell them after talking to me, she feels better now.Then we can go into the topic of this lesson “If people have problems, they should talk to other people.”(The topic related to the students’ daily life closely, so they should be glad to disscuss it with me.)

Step 3 while-reading During the while-reading process, I will design some activities for them to understand the passage better.Activity（可否换为task？）One: In order to improve their reading sub-skill of skimming, I’ll ask them to read the whole passage as quickly as possible and find out the answer to the following question: There are two persons（添加who）agree with the idea “If people have problems, they should talk to other people.” Who are they?(Through the question, students will get the main idea of this passage more clearly).Activity Two: In order to improve their reading sub-skill of scanning.The students will be asked to read Paragraph 1-2 and find some details about Laura.(They should use scanning----a process of searching for specific information.Here I’ll explain it to them first.)And during the activity, I want to show the difference between “careful” and “careless”(Let the students know something about the word-building, such as “home” and “homeless”, “help” and “helpless”….此处提出 ful，less 是两个相反的后缀，了解了这两个后缀对解决生词有很大帮助)Activity Three: Read Paragraph 3 and Tell T or F about Robert Hunt.（换换说法： check if some statements about Hunt are ture or false）(The students will practice the scanning skill again.)

★(The answers to Activity Two and Three will use the key words and expressions in this lesson)★（这句话貌似Chinglish）

★(The students will work in pairs or groups to finish Activity Two and Three)★

Activity Four: I will ask the students to read the whole article（passage）again and raise questions to each other.(In this way, the students will be encouraged to think on their own.This can also give them a chance to share problems with other students).（任务不具体）Step 4 Post-reading After the students finish the reading, I’ll prepare an open-ended（是不是 open-minded？）activitiy.The students work in groups of 4 and talk about their own problems first, then they could write a short letter for（to）each other, in order to solve the problems.Then it’s sharing time!(They should know helping others is a good thing.)（step4 开放性问题和step3 中的活动四似乎有点重复，单纯的说看不出多少文章的升华和学以致用。）Step Five Summary At the end of the class, I’ll explain the reading sub-skill of skimming and scanning again.And I also remind the students to raise more questions when previewing the reading lesson.(此处可以说出用ppt 展示本节课的结构框架，一方面展示课文的结构，一方面展示培养的两个reading tips)Step Six Homework.As for homework, I’ll ask the students to write a short passage about Laura’s and Robert’s ideas, or they could write their own ideas about “talking to other people, you will feel better.” Step Seven Blackboard Design

Part 5 Reflection In this class, in order to help students understand the reading passage well, almost all steps are connected to（可不可以去掉）focus on the reading material and skills.Especially, in the activity 2, “word-building” will help them understand the passage better.During the lesson, I am only an organizer, a guide, trying to show my students how to be an effective and efficient readers.（我认为该写上，你认为哪一步是自己感到设计比较好的，哪一步较难操作，哪一步更能培养学生的自主学习能力等）

10.初中英语说课稿《I used to be afraid of the d 篇十

各位评委你们好：

我说课的内容是初中英语Unit5 Period 2，

一、说教材

这一课时，通过校门前捡的一个书包，让学生听录音练习词汇并对must, might, could 和can’t有一个准确的理解，同时又有针对性的进行书写练习。

教学目标：1.知识方面：掌握重点词汇和目标语言

2.能力方面：要训练学生的听力和书写能力，并且还要训练学生的推测能力。

3.情感方面：用自己的思维，正确地进行推理判断，并要告诉学生要看管好自己的东西，捡到的别人的东西要及时归还。

教学重点：目标语言的听力和书写练习。

用目标语言进行推测

教学难点：用目标语言进行推测

二、说教法

练习法：听力练习，让学生专心听录音，填上空上所缺的单词，书写练习

根据must, might, could 和can’t写出百分比，更好理解这些情态动词。

游戏：寻找失主。

教具准备：录音机，一些实物等

三、说学法

认真做听力，有针对性的斩，理解must, might, could 和can’t和准确含义。

根据自己的思维，做出正确的推测。

认真记语法要点中的句子。

四、说教学过程

(一)展示自己

让学生展示自己所写的句子和对话，

(3-5分钟)

(二)2a

(这项活动用目标语言进行听力练习。)

教师展示书包，告诉学生，这是学生Bob and Anna捡到的，让学生听听力列出书包中所有的东西。(教师要提前在书包中要准备好这些东西。)

(三)2b

(这项活动用目标语言进行听力和书写练习。)

用做听力的.方式呈现must, might, could 和can’t这些词，先让学生自己分析这几个词的含义，然后教师讲解并用百分比方式呈现，利于学生理解。

must，一定，肯定(100%)

might, could有可能，也许(20%--80%)

can’t 不可能，不会(可能性几乎为零)

(四)2c 书写练习

(这项活动锻炼学生的书写能力。)

让学生根据后半句的理由，来填写空中的词，算是对这几个情态动词的深入理解和灵活运用。讲解both ,并辨析both, all.

(五)Grammar Focus和“寻找失主”游戏

先让学生读句子，读对话，并标出must, might, could 和can’t。解析句子，全体学生读句子。教师拿出所准备的书包，课本，凳子等实物，用目标语言进行交流游戏，先是教师问，学生答，然后是学生问，学生答，最后汇报表演。

(六)总结和布置作业

11.初中英语说课稿《I used to be afraid of the d 篇十一

各位老师各位评委：

今天我说课的内容是选自七年级仁爱版 Unit 2 Topic 2 Section A 标题是:What color is his hair ? 这一话题在整个初中教学过程中是非常重要的.而我根据学生的实际情况和新课标理念把教学目标定为:

1.知识目标:学生要牢记所有表示颜色的单词、短语、句型.

2.能力目标:学生能听懂对话录音,激发培养学生学习英语的乐趣.

3.情感目标:学生要爱学英语,爱说英语,想说英语,对英语学习要有极大的兴趣和热情.

教学重点:

1. 指导学生掌握和熟练运用那些难理解的词、句型和句子.

2. 指导学生口头熟练表达电这一话题所展开的对话内容.

3. 学习一些表示颜色的词.

教学难点:

针对初一学生害怕讲错而不敢开口这一观象,让学生要真正做到开口讲英语.

对本节课我主要采取以下几种教法:

1. 听录音:

听录音是英语学习的重要方法,也是课堂教学的.重要步骤.

2. 重点解释,个别操练;

在每节课中,学生都会遇到一些难以理解的词、句型和短语或语法,针对这些教师需要个别解释,甚至到没语言情景进行操练.

3. 指导学生展开情景对话.

根据我们学校班级人数比较少这一现象,老师可以和任何一个学生进行对话,让每个学生到要做到开口讲英语.

4. 教师还可以设计一些翻译的练习,来巩固本节课的内容.

针对以上的教学方法而学生可以采取以下的学法:

1. 养成听的习惯:

学生要经常听录音,听老师和同学讲英语.

2. 科学储备大量的知识:

学生必须掌握丰富的词汇,熟知语法规则.

3. 及时巩固,反复记忆.

凡是老师在课堂上所讲的语言难点,学生应及时整理,对学过的课文要经常复习.否则会学了新的,忘了旧的.

4. 积极操练,重在口头.

说教的程序:

1. 老师和学生进行简单的问候,然后就上节课的内容展开对话引出新的内容.

2. 让学生带着问题先听录音,初步了解对话内容.

3. 老师就对话内容跟读两三遍,接着对出现的新的语言点进行解释.

4. 分角色进行表演对话.

板书:

把新学的单词写在左边,而右边学着这节课的重难点和一些重要的句子.

布置作业:

12.牛津初中英语说课稿共 篇十二

Part One Analysis of the Teaching Material

(一) Status and Function

This is the first lesson of the unit. 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 society sense. It can help students to attain “four skills” request of listening speaking reading and writing. Therefore this lesson is in the important position of the teaching material.

(二) Teaching aims and Demands

1. Knowledge objects

To learn the vocabulary about the traffic at different times in Beijing.

2.Ability objects

(1)To introduce the grammatical concept of the present perfect tense .

(2)To act out the comic strips .

(3) Moral objects

To get the Ss to love their present life.

(三) Teaching key and Difficult point

1. Key points

To master the words about the traffic at different times in Beijing.

2. Difficult points:

To learn the use of the present perfect tense .

Part Two The Teaching Methods

1. Communicative teaching method

2. Audio-visual teaching method

3. Task-based“ teaching method

Part Three Studying Ways

1. Teach the Ss how to be successful language learners.

2. Let the Ss pass ”Observation-Imitation-Practice“ to study language.

3. Teach the Ss how to master dialogues and how to communicate with others.

Part Four Teaching Procedures

I’ll finish the lesson in four steps.

Step1.Lead-in

Have a free talk between T and Ss about some changes to our life.

Step2.Presentation

1.Look at the pictures in part A on page7 let Ss talk about the different forms of transport in Beijing. Then show them on PPT.

2.Ask Ss to fill in the blanks and practice reading them again and again.

3.Show 4 pictures on page6 to the Ss then play the tape. Ss listen carefully and repeat.

4.Act out the dialogue in front of the class.

Step3.Ptactice

1.Retell the dialogue and act out the dialogue with the partner.

2.Do exercises on PPT then check the answers.

Step4.Homework

1.Recite the new words and useful phrases.

2.Finish off the exercises in workbook. That’s all thank you.

Good morning everyone. Now I’ll say junior Oxford English 8B Unit 1Reading part A Times have changed. I’ll prepare to say the lesson from four parts.

Part One Analysis of the Teaching Material

(一)Status and Function

This is the second lesson of the unit. The lesson aims to introduce the changes in Mr Chen’s hometown. 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 society sense. It can help students to attain ”four skills“ request of listening speaking reading and writing. Therefore this lesson is in the important position of the teaching material.

(二) Teaching aims and Demands

1.Knowledge objects

(1)。 To learn the new words and expressions.

(2)To learn and get a better understanding of the passage.

2.Ability objects

(1)。 To develop the students’ reading skills.

(2)To be able to search some information about Sunshine Town.

3.Moral objects

(1)。 To get the Ss to love their present life.

(2)。To arouse the Ss’ interests in English.

(3)。To build up the Ss’ confidence.

(三) Teaching key and Difficult point

1. Key points

(1)。 To master the new words and expressions.

(2)。To grasp the useful expressions.

2. Difficult points:

(1)。 To understand the specific information and think about related points.

(2)。To retell the main idea of the text.

Part Two The Teaching Methods

1. Communicative teaching method

2. Audio-visual teaching method

3. Task-based” teaching method

Part Three Studying Ways

1.Teach the Ss how to be successful language learners.

2.Let the Ss pass “Observation-Imitation-Practice” to study language.

3.Teach the Ss how to master the conversation and how to communicate with others.

Part Four Teaching Procedures

I’ll finish the lesson in four steps.

Step1.Lead-in

Have a free talk between T and Ss about some changes to our life. T: What changes have taken place in our life Do you want to know the changes to the Sunshine Town Work in pairs say sth about it.

Step2.Presentation

1.Ask Ss to skim the text quickly on their own and answer some questions.

2.Check the answers. And play the tape for the Ss to listen and repeat. Then get Ss to do true or false questions.

Step3.Ptactice

1. Ask Ss to read the conversation in pairs and do the exercises on PPT.

2. Explain some important language points.

3. Ask some able Ss to retell the passage.

Step4.Homework

1.Read and recite the text.

2.Remember all the new words and useful language points.

Good morning everyone. Now I’ll say junior Oxford English 8B Unit 1 Vocabulary. I’ll prepare to say the lesson from four parts.

Part One Analysis of the Teaching Material

(一) Status and Function Teaching contentsThis is the fourth lesson of the unit. The lesson aims to introduce about opposites. It’s very easy but It’s important to master the knowledge. From this Ss can also extend their vocabulary. Therefore this lesson is in the important position of the teaching material.

(二) Teaching aims and Demands

1.Knowledge objects

(1)To learn the new words.

2 To learn the opposites.

2. Ability objects

To use appropriate adjectives in context to express positive and negative meanings.

3. moral objects

To get the Ss to love their present life.

(三)Teaching key and Difficult point

1. Key points

To understand the word-formation

2. Difficult points:

To know and grasp the negative prefix

Part Two The Teaching Methods

1. Communicative teaching method

2. Audio-visual teaching method

3. Task-based“ teaching method

Part Three Studying Ways

1. Teach the Ss how to be successful language learners.

2. Let the Ss pass ”Observation-Imitation-Practice“ to study language.

3. Teach the Ss how to master the suffixes and how to correct the mistakes.

Part Four Teaching Procedures

I’ll finish the lesson in four steps.

Step1.Lead-in

Show some pictures or draw some pictures on the Bb. Get Ss to say the opposites. e.g.big-small tall-short happy-unhappyStep2.Presentation

1.Show some sentences with pictures or flash on PPT. Underline some adjectives and get Ss tofind out the opposites.

2.Explain the opposites. Some are regular others are irregular. We add some prefixes like in-un-im- dis-il-ir to form negatives.

3.Read and remember the opposites.

Step3. Practice

1Show some exercises on PPT let Ss finish them.

2Finish off the exercises on page12then check the answers.

Step4. Homework

Try to remember all the adjectives and their opposites with right prefixes.

Good morning everyone. Now I’ll say junior Oxford English 8B Unit 1GrammarAampB. I’ll prepare to say the lesson from four parts.

Part One Analysis of the Teaching Material

(一)Status and Function Teaching contentsThis is the fifth lesson of the unit. We have learnt about the present perfect tense in unit1.This period continues to talk about the use of the present perfect tense and the time expressions with the present perfect tense. It’s very important and difficult. From this Ss can also extend their knowledge. Therefore this lesson is in the important position of the teaching material.

(二)Teaching aims and Demands

1.Knowledge objects

(1)To learn the use of the present perfect tense.

(2) To learn the spelling of the past participles of some verbs.

2.Ability objects

(1)To understand the differences between the present perfect tense and the simple past tense.

(2) To understand adverbs of time and use them with the present perfect tense.3. moral objects To get the Ss to love their present life.

(三) Teaching key and Difficult point

1.To use the present perfect tense to talk about events that started in the past and are connected tothe present2.To understand adverbs of time and use them with the present perfect tense correctly.

Part Two The Teaching Methods

1. Communicative teaching method.

2. Audio-visual teaching method

3. Task-based” teaching method

Part Three Studying Ways

1.Teach the Ss how to be successful language learners.

2.Let the Ss pass “Observation-Imitation-Practice” to study language.

3.Teach the Ss how to master the grammar and how to use it correctly.

Part Four Teaching Procedures

I’ll finish the lesson in four steps.

Step1.Lead-in

1. Review the important sentences in reading A . e.g1 How long has Mr Chen lived in Sunshine Town2 When did Mr Chen get married3What has the center the of town becomeStep2. Presentation

1.Explain the use of the present perfect tense. Help Ss compare the differences between the present perfect tense and the simple past tense.

2.Encourage Ss to conclude the structure of the present perfect tense from the model sentences.

3.Teach Ss how to write the past participles of verbs. Help them conclude the rules.

Step3. Practice

1Do the exercises on PPT to get the Ss to grasp the rules and the structures.

2.Finish off the exercises in their books.

Step4.Homework

1. Review grammar A.

2.Recite the past participles of verbs on page14 in the book.

补充：GrammarB:

Step1.Lead-in:

Revise the present perfect tense we have learnt last class.

Step2. Presentation

1.Show some model sentences on PPT.

2.Tell Ss that we can use adverbs of time with the present perfect tense such as already ever yet never since and for. Ask Ss to learn Part B. Pay attention to the differences between these adverbs of time.

Step3. Practice

1.Ask Ss to make some sentences with these adverbs in the present perfect tense.

2.Do the exercises in PartB.

3.Give more exercises to consolidate.

Step4.Homework:

1.Review grammarB.

2.Recite the table on page16 in the book.

Good morning everyone. Now I’ll say junior Oxford English 8B Unit 1 Integrated skills. I’ll prepare to say the lesson from four parts.

Part One Analysis of the Teaching Material

(一)Status and Function

This is the seventh lesson of the unit. It continues to talk about the changes .It puts listening speaking reading and writing together with comprehensive drills. It can help students to attain “four skills” request of listening speaking reading and writing. It can also improve the Ss’ comprehensive ability of using English. Therefore this lesson is in the important position of the teaching material.

(二)Teaching aims and Demands

1.Knowledge objects

(1)。 To master the new words and phrases.

(2)。 To master the important language points.

2.Ability objects

(1)。 To improve the ability of getting information from listening and reading.

(2) To train the Ss’ abilities of listening speaking reading and writing.

3. moral objects

(1)。 To arouse the Ss’ interests in English.

(2)。To build up the Ss’ confidence.

(3) To get the Ss to love their our world.

(三) Teaching key and Difficult point

1. Key points

(1)。 To master the new words and expressions.

(2)。 To master the language points.

2. Difficult points:

(1)。 To improve the ability of getting information from listening and reading.

(2) To train the Ss’ abilities of listening speaking reading and writing.

Part Two The Teaching Methods

1. Communicative teaching method

2. Audio-visual teaching method

3. “Task-based” teaching method

Part Three Studying Ways

1.Teach the Ss how to be successful language learners.

2.Let the Ss pass “Observation-Imitation-Practice” to study language.

3.Teach the Ss how to improve their “four skills”. and how to communicate with others.

Part Four Teaching Procedures

I’ll finish the lesson in four steps.

Step1.Lead-in

There have been many changes in Starlight Town Do you want to know more about the changesStep2.Presentation

Show the pictures of Starlight Town’s past and present.

1Talk about its changes.

2 Listen to the tape and complete the list in part A1.

3 Listen again and check the answers.4Finish off partA2 according to listening.

Step3.Ptactice

1.Let Ss talk about the changes between the past and present around their life.

2.Listen to the tape about Millie and Sandy’s conversation in partB then answer some questions3.Practise reading part B again and again then make dialogues like this.

4. Act out the dialogue in front of the class.

Step4.Homework

Recite the dialogue in part B and practice making a dialogue with the partner.

Good morning everyone. Now I’ll say junior Oxford English 8B Unit 1 Main task. I’ll prepare to say the lesson from four parts.

Part One Analysis of the Teaching Material

(一)Status and Function

This is a very important lesson. It’ a good chance for the Ss to practice writing. 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 society sense. Therefore this lesson is in the important position of the teaching material.

(二)Teaching aims and Demands

1.Knowledge objects

(1)。 To master the new words and phrases.

(2)。 To learn to select organize and present information.

2. Ability objects

(1)。 To describe and explain the experiences and feelings.

(2) To be able to write a report about changes to your hometown.

3. Moral objects

(1)。 To arouse the Ss’ interests in English.

(2)。To build up the Ss’ confidence.

(3) To get the Ss to love their present life.

(三) Teaching key and Difficult point

1. Key points

(10. To master the new words and expressions.

(2)。 To master the language points.

2. Difficult points:

(1)。 To write a report about changes to your hometown.

(2) To use the present perfect tense correctly.

Part Two The Teaching Methods

1. Communicative teaching method

2. Audio-visual teaching method

3. Task-based“ teaching method

Part Three Studying Ways

1 Teach the Ss how to be successful language learners.

2 Let the Ss pass ”Observation-Imitation-Practice“ to study language.

3.Teach the Ss how to write a report about changes to their hometown.

Part Four Teaching Procedures

I’ll finish the lesson in four steps.

Step1.Warm up

Free talk about changes around your life. Do you want to know the changes to Moonlight TownStep2.Presentation

1. Show the pictures of Moonlight Town’s past and presentlet Ss say sth about them.

2. To complete part A3 according to part A2 then check the answers. Practise reading it.

Step3.Ptactice

1. Use the report in part A3 as a model let Ss say out the changes to their hometown.

2. Let some Ss talk about their hometowns to the whole class.

Step4.Homework

1. To recite the new words and phrases.