初中英语教师说课稿

第一篇：初中英语教师说课稿

初中英语教师面试说课稿

初中英语“Unit 6 Holidays”

各位评委老师，大家好!

今天我说课的题目是初中英语第二册“Unit 6 Holidays”，整个说课我将分四部分进行讲述，即教材分析、教法、学法、教学程序。

一、说教材

本单元主要围绕“谈论节日里所做的事情”这一话题展开教学。这一单元的内容体现了浓郁的东西方文化特点，是一个学生十分感兴趣的话题。这里涉及了十个东西方节日，和三个四会句型及一个三会句型。我根据学生的实际情况，选取了New Years Day，Spring Festival，May Day，Childrens Day，National Day五个节日，及三个四会句型和一个三会句型作为第一教时的教学内容。在这些节日里，只有Spring Festival是学生没接触过的，其余四个节日学生都或多或少接触过了，因此我将节日中人们的活动及四个句型作为教学的重点和难点来处理。在句型的操练过程中，让学生感受东西方文化的特点。

二、说教法

1.英语学习的目的重在更好地运用语言于实际的交流之中，单调地重复课文内容或机械地操练吸引不了我们的学生。为达到交流的目的，我采用情境教学法、直观教学法，在课堂上我尽量创设真实或比较真实的语言交流情境，让学生在情境中进行语言交流，从而习得语言。

2.结合本课的句型特点和重点，我在教学中，主要选用“合作学习”的教学方式，引导学生自主学习，使之成为学习的主人。为学生营造一个民主、生动、活泼的学习环境，使学生主动参与到探究过程当中，培养学生的创新意识和自学能力。

三、说学法

根据教材和学生的认知水平，使学生在不断参与竞争、团结合作的互动环节中渗透“你才是学习的主人”的意识，培养学生自主学习的能力和意识，使学生学到的是学习的方法，提高的是学习的能力。

四、说教学过程

(一)词不离句，句不离境

在英语教学中提倡习得。“习得”是指由于处于某种语言环境而随意地学得此语言的潜意识过程;而“学习”往往是指有意识的学习过程。我在教学过程中做到词不离句，句不离境，注重让学生在语言环境中自然而然习得语言。

上课伊始，我通过和学生的自由对话引出课题，接着播放了“Happy New Year”这首学生比较熟悉的歌曲来营造一个节日的情境。让学生在歌声及动画中理解和学会第一个节日New Years Day。其他节日我也通过图片和动画给学生直观的印象，在和学生的谈论中让他们理解和掌握单词的音、形、义。

在句型教学中，我创设了一个和学生聊天的情境，在学生已有的知识背景下和学生就节日进行聊天，在聊天的过程中引出新句型，这些句型大都是学生已经掌握的，在这一课中只是让学生学会如何正确使用这些句型来进行有关节日的询问。在谈论New Years Day时由我引出句型。接下来的几个节日，我出示图片，让学生进行谈论。还为学生设计了一个猜节日的游戏，让他们在询问同学和老师的真实情境中熟练地掌握这些句型。

(二)任务设计层层递进，环环相扣，突破难点

新课标倡导任务型教学途径。在本课的难点突破上，我采用多个任务层层推进，逐步突破难点。在这一课中，对于学生来说节日中人们的活动及如何询问是难点。我首先通过唱歌及和学生讨论有关新年的活动为任务引出句型;接着通过学生问我有关春节的时间及活动的任务，让学生尝试使用新句型;然后通过调查剩余三个节日的活动，让学生在使用的过程中熟练掌握;最后我设计了一个猜节日的游戏活动，让学生在玩的过程中，灵活运用所学的句型和短语。这四个任务形式各异，但层层递进，环环相扣，前一个任务是后一个任务的基础，在难度不断提高的过程中让学生不知不觉突破了难点。

(三)注重学生学习策略的培养

《英语课程标准》提出：“加强对学生学习策略的指导，让他们在学习和运用英语的过程中逐步学会如何学习，为他们的终身学习奠定基础。”我在本课的教学设计中注重培养学生的学习策略。

1

在单词教学中，我通过音标的出示，指导学生如何根据语音规律来认读和记忆单词。

在句型教学中，我引导学生结合语境，采用推测和询问等方法进行学习，在New Years Day 的教学中，我通过询问学生，无形中给学生示范了这一学习的方法，接着让学生采用这种方法来学习Spring Festival，最后在其余三个节日的教学中，我为学生设计了探究式学习活动，让学生通过询问和思考，学会主动去获得信息，促进了学生实践能力和创新思维的发展。

在教学完句型后，我还设计了一个猜节日的游戏活动，通过这个游戏活动，不仅为了让学生提高综合运用语言的能力，还为了让学生学会用英语来解释英语的方法。平时学生在解释一些模糊的知识时，总习惯借助母语，有时这会给英语学习带来负面影响。所以让学生学会用英语解释英语的方法对于高年级的学生来说非常有必要。

(四)听、说、读、写结合，培养学生综合运用语言的能力

在现在的小学英语教学中，教师更多地注重学生听说读能力的培养，这使学生进入中学后很不适应中学的英语教学。因此在小学高年级的英语教学中应更多地注重学生写的能力的培养。在本课的教学中，我设计了两个写的练习：一个是在新句型出示后，让学生在调查节日的过程中完成表格，让学生对句型的掌握落实在听说读写各个方面;还有一个是在教学的最后，我设计了写一篇关于自己最喜欢的节日的小作文。这个任务看似比较难，学生平时很少进行这种写的训练。但其实在本课的句型和节日都学习完后，学生已有了积累，我再通过部分单词的提示，相信学生不会有太大的困难。

我的说课完毕。谢谢大家!

1.应试者基本功扎实，能够正确使用英语进行说课教学，语言清晰，表达准确。在说课教学内容方面也比较丰富，尝试以学生为主体，寓学于乐。有自己的独到之处，让老师们记忆深刻，久久不忘。

2.说课过程注意衔接，善于质疑。依靠多媒体技术，整合教学资源。课堂设计新颖，任务性强。

不足：

1.重点内容的教学相对贫乏。教师应该善于发挥主导作用，使教学引人入胜，轻松自如，调动起学生的学习积极性，从而使学生学得津津有味。

2.板书重点不突出，知识点不明确。一堂课板书的内容是突出教学重点，与整堂课中教师的讲授、练习等有机结合，相互衔接，教师应该把重点内容板书在黑板上，让学生一目了然，清晰构建知识要点。 试主要考察应聘者学科知识、教师基本素养、语言表达能力、仪表举止等，满分为100分。

1、教材分析与处理(30分)。其中教学目标确立准确(10分);重点、难点明确(10分);课堂结构安排合理(10分)。

2、教学方法(15分)。主要测试考生对教法使用是否恰当。

3、教学程序(25分)。其中导入自然、新颖(5分);教材讲解透彻(15分);课堂小结简要明确(5分)。

4、教学基本功(30分)。其中语言清晰、准确(10分);教态自然、大方(10分);展示板书设计(10分)。

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第二篇：教师资格证初中英语说课稿1

说课稿

各位评委老师早上好!

今天我说课的内容是初三英语。以下我将从说教材，说学情，说教法，学法，说教学过程，作业，说板书设计等七个阶段来完成我今天的说课。

(一) 说教材

(1) 教材的地位和作用：本课节选自普通初中课程标准实验教材九年级第 单

元的内容。本文主要讲的是。而学生作为英语语言的学习者，有必要较为深刻地了解。减少学生在今后英语学习中的一些障碍。所以说本课在书中有着非常重要的作用。

(2) 根据对教材的理解和内容的分析，我将从三个方面来说明教学目标：知识，

技能和情感三个方面。

就知识目标而言：First, make students master the useful expressions. Just like

Second, get Ss know the d

就技能目标而言：1.Make Ss know

2.Train Ss to read the text with correct pronounciation and intonation.

3.Improve the Ss’comprehension ability

就情感目标而言：Make Ss notice

(3)以上从对教材和教学目标的分析中，可以知道本课的重点难点是。 本课重点是：1)提高学生的阅读能力 2)使学生掌握一些有用的表达

确定该重点的依据：单词及语法是学习理解这篇课文的首要因素。

本课难点是：让学生学会使用这些有用的表达

确定该难点的依据：同学们对英语发展并不熟悉，让他们了解英语对生活和学习都至关重要。

(二) 说学情

假设今天我教授的是青岛市某所普通初中初三年级的学生。对于英语，学生在经历了小学的英语学习之后有了一定的了解。但是对英语的

他们知道的不多，需要进一步了解。

(三) 说教法

新课标把“培养学生学习英语的兴趣，树立自信心，培养良好的学习习惯和形成有效策略，发展自主学习和合作精神”放在了首位，因此，我从以下几个方面对学生进行了学法指导：

(1) 采用问题引导教学法，激发学生主动参与的热情。

(2) 采用分组讨论教学法，使学生在讨论的过程中加深对知识或课文内容的理

解。

(3) 学生采用快速阅读的方法，训练学生的阅读速度。

(4) 学生采用精读的方法。帮助学生逐字逐句认识单词，短语，并掌握文章大

意。

(5) 采用练习巩固教学法，使学生能够对所掌握的东西加以灵活运用，举一反

三。

学法

回答教师所提出的问题，循序渐进地完成教师交给的任务，与教师的授课步骤一致地学习，促进学生形成良好学习习惯和学习方法

(四).说学法

以上我所采用的教法都是依据新课程标准英语课程的基本理念，有助于学生掌握如下学法：

1.听的习惯

学生要经常听录音，听教师讲英语，听同学们说英语，这对学好英语大有好处。

2.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，达到温故而知新的效果。

3.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。课后和其他同学及时进行英语交流，自己做相应练习。只有这样，才能将书本知识变成自己的知识和语言能力。

4.兴趣培养，发展学生

倡导任务型的教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，达成任务的目标，感受成功。在学习过程中进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。

(五)。说教学过程

(1)Lead-in:

首先复习旧知识然后引入。

我将以头脑风暴的方式向学生提出一系列与本文有关的问题作为今天课堂的导入。问题如：

1.Do you know the ways to study a language?

2.How do you study for a test?

3.What language do you like best? Why?

4. What do you think is the best way to learn English?

因为这能使学生在开始学习之前，在头脑中对文章内容进行预测。而且带着问题去阅读，能提高学习的效率。

(2)Fast-reading: 让学生在经过快速浏览阅读之后，能掌握大意。并且要他们找出关键句或要求学生用自己的话概括课文大意。此环节进行中，我将全班同学分成五组，并要求每组派代表发言回答问题，这样可以调动全班积极性，增强学生参与的热情。

(3) Intensive Reading

在该部分中，我将逐段对该文进行讲解。让学生对本文的生词形成初记忆，对本文的一些有用表达有较为深层次的理解。与此同时，我还将对一些有助于学生理解文章的问题进行着重解答。与此同时，让同学自己找出认为的语法知识点和难点，依然按照五组分组，要求每一组派出同学把改组讨论的知识点和难点跨黑板呈现给大家。

生词如：

问题如：1.

(4)知识点和难点呈现以后，先请会的学生自愿为别组同学进行难点解答，以达到互相查缺补漏。最后，由教师统一全面正确的讲解各个语法知识点，并要求学生做好课堂笔记。在此过程中，教师可适当对于刚才讲解知识点最多的组进行物质或者表扬性奖励，以激发学生今后上课的积极性。

(5)根据听力录音，运用教材中所创设情景，表演对话，攻克语言难点，这是本节课的关键。

(6)情景交际阶段

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。

组织学生表演会话，使学生熟练掌握本课的目标，并通过表达反馈信息，弥补不足，纠正错误，强调重点。

(7)总结拓展阶段

引导学生反复练习本节重点句型，达到知识的前后贯通和语法的完整性，并让他们在学习和运用英语的过程中，逐步学会如何学习。

六.作业a: Read the dialogue and write new words five times .

b: Prepare Section B and do some exercise

七.说板书设计

第三篇：初中英语 说课稿

2a

Exercise:

My objective of this exercise is to check weather students remember those new words.

My steps are:

1. I will give some students a few cards with the pictures of things in 2a

2. I will call the names of the things in those cards (one by one), and askthe student who have the card being called stand up.

3. Ask those students who have a card call the name of things on card eachother, and stand up when been called.

Task:

My objective of this task is to help students handle those new words firmly and use them properly.

My steps are:

1. supposing our school is holding a painting game, and the content of painting is their own room’s arrangement.

2. Ask every student to take part in this game, so they have to paint their own room and name the things we have learned this class.

第四篇：初中英语说课稿

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

第五篇：初中英语说课稿

Good morning, everyone. My name is Cao Li, I come from No.3 Middle School of Jinchang. I’m very happy and excited to stand here, it is my great honor to be here to present my lesson. My teaching topic is: Where is my schoolbag? I’ll talk about it by 6 parts. The analysis of teaching material，students，teaching aims and demands，teaching importance a

on, in, under; and general questions. The ability aims are to train students’ listening and speaking abilities and to develop the students’ abilities of creative thinking and cooperative study. The emotional aims are to enable the students to have desire to speak English and enjoy English. Let’s move on to another part: the analysis of teaching importances and difficulties. In this class, the important points are where questions and answer with the prepositions. The general questions are a little difficult for the students.

Next is teaching methods. I use Task-Based Language Teaching method in my class. I will use a multimedia computer, pictures, blackboard and whiteboard to support my teaching. Now I’ll talk about teaching procedures. According to the special teaching style in our school, I will divide my lesson into six steps. Step 1 Lead-in. At the beginning of the class I’ll give Ss a guessing game to review some words. Ss will guess the words under each number. If Ss guess it correctly say yes and open the number. If the Ss can’t guess some of these words I will give them descriptions or body languages to help them. In this way, the students can be more interested in the guessing game and pay more attention to the class. Step 2 Show prepositions and where questions. I will use this picture to show three prepositions on/in/under; use this picture to show where questions Where is the pen? It’s on the table. Where are the books? They are in the bookcase. And then let Ss continue to look

and say according to the pictures. For this part, I will let students do Pairwork to practice “where” questions and prepositions “on/in/under”. They can do like this: Where is my schoolbag? It’s under the table. Ss can use all their own things or the things in the classroom, such as pens, pencils, rulers, erasers, pictures, boxes and so on. I will give Ss five minutes to prepare and ask some pairs to act. By doing this, the students can speak English in the true situations. Step 3 Listening practice. Students listen to the tape and finish Activity 2a and 2b on Ss’ books. Firstly students should listen to the tape carefully and number the things1-6. And then listen again and find out the positions of the things and number them in the picture. After listening I will check their answers, make sure each student can understand.

Step 4 Show General Questions and the answers. Now I will continue to give Ss some pictures to show General Questions:Is the baseball on the sofa?

No, it isn’t. It’s under the sofa. Are the books in the book case? Yes, they are.

First let Ss look and read, then let them fill in some blanks according to the pictures and read the sentences together. For this part I will let Ss have group work to make conversations like this:

A: Where is the baseball? B: Is the baseball on the table? C: No, it isn’t. It’s under the table. This time they can use the things in the picture or use the things in the classroom. All the things around them are ok. I will give Ss 6 minutes to practice in groups. And then I will ask three groups to act in front of the classroom. And the other Ss should listen carefully. After acting the other groups will write their conversations on the whiteboard and check their conversations each other; find mistakes and correct them with red pens. I will tell them to pay attention to some common mistakes. Also let them pay attention to their handwritings. By doing this, I want to improve their writing skills Step 5 Conclusion and exercises In this process, I will give Ss 1 minute to close eyes and think about what we learned in this class. And then they should tell me what they got in this class. A word or a sentence, either is ok. Then have a chant like this. Let Ss take out their hands and chant together. By doing this, I want to let the students remember the words and sentences easily.

And then let Ss do some exercises and I will check their answers. Step 6 Homework. Let Ss make their own conversations after class; try to use where questions. Ask the Ss speak English as much as possible. We learn foreign language is for communication. So it’s important to try to use it in true life.

Next is my blackboard design. I’ll divide the blackboard into three parts and design it like this: this part are where questions, this part are general questions and this part I will write something that students are easy to make mistakes or something that I need to emphasize. This is my whole lesson.At last, I want to say, I think a teacher is not only a guide for students, but also a friend of theirs. We teachers should build a close relation with students; help them not only on their study but also on their lives. I’ll try my best to be a good teacher and I have confidence that I can do it better in the future. Ok, that’s all. Thanks for your listening.