初中英语说课稿Introduce myself.docx

初中英语说课稿Introduce myself.docx

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初中英语说课稿Introducemyself

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初中英语说课稿Introducemyself

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Introducemyself

教师：

风老师

风顺第二中学

初中英语说课稿Introducemyself

教材说明：

本说课稿资料适用于初中英语科目，主要用途为培养学生的学习兴趣，提高逻辑思维、形象思维、口语交际及表达能力，进而促进全面发展和提高。

内容已根据教材主题进行配套式编写，可直接修改调整或者打印成为纸质版本进行教学使用。

　　Goodafternoon,everyone.I’mZhouYan.I’manEnglishteacherfromExperimentalSchoolofSuqian.NowI’llsaySampleAofLessonSixinBookOne.I’llpreparetosaythelessonfromfourparts.

　　PartOneAnalysisoftheTeachingMaterial

（一）STATUSANDFUNCTION

　　1.ThisisanimportantlessoninBookOne.Fromthislesson,itstartsaskingtheSstograspcontentsofeachSample.Toattain“fourskills”requestoflistening,speaking,readingandwriting.Tostartlisting“WordBank”andtelltheSstorememberthenewwords.TostartaskingtheSstowritetheEnglishsentenceswell.Thereforethislessonisintheimportantpositionoftheteachingmaterial.

　　2.ThislessonisthefirstoneofUnit2.SoiftheSscanlearnitwell,itwillbehelpfultomaketheSslearntherestofthisunit.

　　3.Suchatopicisrelatedtodailylife,soitishelpfultoraiselearninginterestsofstudentsanditwillbealsohelpfultoimprovetheirspokenEnglish.

（二）ANALYSISOFTHESTUDENTS

　　TheSshaslearnedEnglishforaboutonemonthsofar.Theycanunderstandsomewordsandsomesimplesentences.TheSshavetakenagreatinterestinEnglishnow.

　　（三）TEACHINGAIMSANDDEMANDS

　　Theteachingaim\'sbasisisestablishedaccordingtoJuniorSchoolEnglishsyllabus\'provision.

　　1.Knowledgeobjects

（1）TomaketheSsknowhowtousetheaffirmativesentence“Thisis....”andthenegativesentence“Thisisnot….”Everydayexpressionsfor“Apologies”“I\'msorry”“That\'sallright”.

（2）Tostudythenewwords“six,hey,sorry,it’s,that’s”,etc.bylearningthedialogueofthislesson.

　　（3）Tofinishsomeexercises.

　　2.Abilityobjects

（1）TodeveloptheSs’abilitiesoflistening,speaking,readingandwriting.

（2）TotraintheSs’abilityofworkinginpairs.

　　（3）TodeveloptheSs’abilitiesofcommunicationbylearningtheusefulstructures.

　　3.Moralobjects

（1）ToenabletheSstobepoliteandlovelife.

（2）ToenabletheSstolookaftertheirthingswell.

　　（四）TEACHINGKEYANDDIFFICULTPOINTS

　　Theteachingkeyanddifficultpoints’basisisestablishedaccordingtoSampleAofLessonSixintheteachingmaterial\'spositionandfunction.

　　1.Keypoints:

（1）.TohelptheSstocommunicatewitheachother.

（2）.ToenabletheSstostudyingroupsandco-operateskillfully.

　　（3）.TodeveloptheSs’interestinEnglish.

　　2.Difficultpoints:

（1）Howtomakedialoguesandactthemout.

（2）Howtowritetherightwholesentences.

　　（五）TEACHINGAIDS

　　Multi-mediacomputer,Taperecorder,Software:

PowerpointorAuthorware,schoolthingsandsoon.Theywillbeneededinthislesson.

　　PartTwoTheTeachingMethods

　　1.Communicativeteachingmethod

　　2.Audio-visualteachingmethod

　　3.Task-based”teachingmethod

　　Asweallknow:

themaininstructionalaimsoflearningEnglishintheMiddleSchoolistocultivatestudents’abilitiesoflistening,speaking,reading,writingandtheirgoodsenseoftheEnglishlanguage.SointhislessonI’llmainlyuse“Communicative”teachingmethod,“Audio-visual”teachingmethodand“Task-based”teachingmethod.Thatistosay,I’lllettheSstogetabetterunderstandingofthekeystructureofthedialogue.I’llgivetheSssometasksandarrangefivekindsofactivities:

talking,guessinggames,watchingCAI,actingoutSampleAandhavingacompetition.

　　Teachingspecialfeatures

　　TousethesemethodsarehelpfultodeveloptheSs’thought.

　　PartThreeSTUDYINGWAYS

　　1.TeachtheSshowtobesuccessfullanguagelearners.

　　2.LettheSspass\"Observation—Imitation—Practice\"tostudylanguage.

　　3.TeachtheSshowtomasterdialoguesandhowtocommunicatewithothers.

　　Teachingspecialfeatures:

　　LettheSscommunicatewitheachotherandadoptcompetitionmethodstodeveloptheSs’keeninterestinEnglish.

　　PartFourTeachingProcedure

　　I’llfinishthislessoninfoursteps.FirstI’lldividetheSsintofourgroupsandbringacompetitionintotheclass.Atlastlet’sseewhichgroupisthewinner.

　　Step1Warm-up

　　1.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.Presentation

　　Thiscourseisveryimportant.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.

　　A:

（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.Practice

　　Firstplaythetaperecorder.LettheSslistenandimitatethedialogue.Payattentiontotheirpronunciationandintonation.InthissteptheSsarerequiredtopractisetheSampleinpairsbyreadingthedialoguealoud.ThisstepisemployedtomaketheSsgrasptheSample.AtlastI’llasktheSstothinkhardandactitoutwithapartneraccordingtoSampleA.Thenfindoutwhichgroupwillactitoutwell.I’llgivethemredstars.

　　Purposeofmydesigning:

ThisstepisemployedtomaketheSsgetthegeneralideaofthedialogueasawholeone.AtthesametimelettheSshaveachancetopractisetheirlisteningandspokenability.

　　Step4.Production

　　InthisstepI’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

　　LessonSixSampleASixThisismy….heyThisisnotyour....sorryIt’smy....Pictureit’s=itisOh,I’msorry.that’s=thatisThat’sallright/OK.

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