初中英语
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说课稿一
Dealing with trouble
Good morning/afternoon everyone, I’m NO ----. it’s my great honor to present my lesson here. Today, I’m going to talk about the reading part of chpter 3 from Oxford English 8A, Shanghai Education Press. The title of the reading passage is “Dealing with trouble” . To make my presentation much clearer, I’d like to divide the teaching structure inti 5 parts: analysis of teaching material, analysis of students, analysis of teaching and learning methods, teaching procedure and blackbored design. Now I am about to present them one by one.
1.Analysis of teaching material
The first part is the analysis of teaching material
This text is about a diary of a boy, which content is focused on how the boy’s father dealt with a trouble. This kind of topic is related to Ss’ daily life, so the Ss will love to read the dairy and desire to speak out their ideas. That’s say, the text offer a good chance for Ss to improve reading skills and their spoken English. Besides, Ss are going to learn some new words and phrases from the text, which are helpful for their further English study in future. According to the students’ English level and the demands of the New Standard English, I divide my lesson objectives into three categories: knowledge objects,ability objects and moral objects.
in the first place, knowledge objects include to learn new words and key expression by guessing and teacher’s guidance; to grasp the general idea of the whole passage and be able to retell the main idea of the passage; to get familiar with the simple past tense.
Ability objects contain to improve Ss’ ability of getting imformation by scanning and skimming; to develop Ss’ ability to describ an event that happened in our daily life; and cultivate Ss’ ability to discover, analyze and solve problem.
At last moves to moral objects. The moral objects are to cultivate Ss’ awareness to help people who are in trpuble and to help Ss’to realize the important of safety, try to learn how to pretect themselves in danger.
Based on the objectives, I make the teaching key points and difficult points as follow.
Teaching key points include the vocabulary and some phrases, such as argument/ argue, dial, steal, notice, robbery, detail, railing hold out, in handcuffs, be afraid of, go on, shout at, stare at, and run away. To improve Ss’ reading skills and encourage them to talk about troubles they met in their daily life are another teahing key points.
While the teaching difficult points are to retell the story with the help of some key words, to write a dairy with the simple past tense.
2.the sencond part is analysis of students.
The students in Grade 8 have the ability to complete tasks by cooperating with one another, They can work together to solve some troubles and they can share the pleasure of learning English. As junior middle school students, they can’t keep their attention for a long time. Then I will use , some games, some competition, some real objects etc. to attract their attention. During the period of learning English, they have the enthusiasm and interest to take part in the class activities English teaching should face all the students, to some students who are poor at English, I’ll give them some easy jobs and let the better students help them so that all the students can experience the pleasure of success. Let the students grasp the help rules, it’s better for them to protect themselves.
3.Then I move to the third part analysis of teaching and learning methods.
As we know, it’s the best way for the junior students to learn English mainly by tasks. So with the help of the multi-media and balckboard, I’ll use the task-based teaching approach together with the communicative teaching method ,the situational teaching method , competition method and audio-viual methods. The students can learn in a more interesting and easier way. I’ll organize enough activities for the students to learn by group work, pair work, team work, competition ,etc. These activities can cultivate the students’ sense of unity and cooperation. I’ll use the learner-centered method .I’ll act as a director while the students act as the real master of the class. I’ll try to use some encouraging and polite remarks such as “well done”, “you did a good job”, etc. to help every student make a progress in my class. Let the students enjoy the process of learning English. I’ll pay attention to both the formative assessment and the summative assessment. The students can get comprehensive language using skills by autonomic learning, cooperating, exploring, etc.
4.Teaching procedure is the forth part of my teaching structure.
In order to achieve my teaching aims successfully I divide my teaching procedure into 6 steps: lead- in, pre-reading, while-reading, post-reading ,summary and homework.
Step 1:lead- in
In this step I will show some pictues on the screen to the Ss and ask them what they will do if they are in those situations, Let them discuss in pairs freely and then ask some Ss answer the question after 3 minutes.
The purpose of showing pictures is that arouse Ss’ imagination to deal with the troubles when they see someone are drowning, trapping in fire and being robbed. The Ss will get excited to talk with their partners in English . Therefore, the topic of this lesson is naturally led in by discussing.
Step 2: pre- reading
In this step , I first ask Ss see the title , subtitle and the photoes on the book and then let them discuss in groups in order to try to guess the answers of questions in B1 and B2. Next , I ask the Ss to listen to the record to try to grasp the general idea of the passage.
The purpose of this design is to train the speaking and listening abilities of students.This also can be feedback to check other students whether they grasp the general idea of the passage.
Step 3: while- reading
I mainly use task-based method to help the Ss improve their reading skills in this step.
Task1. Scanning for the questions in B2
Finish those questions using scanning strategy. That is to say, you must let your eyes “scan” the text quickly to find details that you are looking for, you can find information quickly without reading the whole text. This activity provides practice in “scanning”. Read out the reading strategy for this unit. Explain it in more details and make sure students understand the difference between “reading for meaning” and “reading for detail”. Let Ss do a race. Encourage them finish these questions as quickly as they can. Ss who do a good job will get a star for his group.
Task2. Read the passage carefully and do true or false exercises on the screen.
The goal of this task is to let Ss get further understanding of the article and check their reading results and the deployment of the reading strategies.
Task3. Find out the new words and phrases. Let them guess from the context.
New words: argument/ argue, dial, steal, notice, robbery, detail, railing.
New phrases:hold out, in handcuffs, be afraid of, go on, shout at, stare at, and run away.
This task pushes Ss to improve their ability to guess the words and carry out exploration study.
Task4. Listen to the tape twice and fill out the missing words of the diary on the screen.
Invite some students from different groups to answer the questions. Those whose answers are right will get a star (prize) for their groups.
This task aims to cultivate Ss abilities of memory, observation, imagination, and analysis. So does listening practice.
Step 4: Post-reading
In this step I design 2 activities to help the Ss strengthen what they have read and learnt before.
Activity1. Deal with a trouble---role play
Ask 10 Ss a group and give a play about the event of the diary .
The purpose is that let Ss act and ask questions and learn by themselves. Ss can practice their spoken language, as well. Focus on self-learning.
Activity2.Retell the article according to the photoes on the book and some key words.
This activity focus on their speaking ability and organization of material.
Step5: Summary
Ss summarize what we have learnt and key points. Make an assessment on each group. Count all the stars and pick out the best group---Group Know in this class. Emphasize the importance of group work and self-learning.
Step6: Homework
Write a diary with simple past tense.
Chapter3 Reading: Dealing with trouble.
Key words: argument/ argue, dial, steal, notice, robbery,
detail, railing
Sentence patterns
1. hold out
2. in handcuffs
3. be afraid of
4. go on doing sth
5. shout at sb
6. Stare at
7. run away
Blackboard design:
说课稿二
Book8A Chapter 1 A letter from a pen-friend
(writing)
It’s a pleasure chance to share some analysis with you. Today I will describe them from following parts. analysis of teaching material, analysis of students, teaching methods, learning methods, teaching procedures and blackboard design.
This text is the writing part of chapter 1 from Oxford English 8A, published by Shanghai Education Press. The content of this chapter is about a letter from a pen-friend, meanwhile show some writing things. As in most cases, the writing section is generally agreed that in composition, thorough oral preparation should precede writing. For this reason, the writing section is often divided into two parts. In the first part, ss, in pairs or sometimes groups, consider and solve a writing problem related to the task in the second part. They then move on to the second part and, as individuals, produce a piece of writing.
The writing section in this book aims to develop the ss’ ability to write in a number of different formats, including letters, reports, articles, diary entries, stories, counts, interpretations of graphs, charts, etc. as well as compositions. Based on the analysis, the teaching aims are made as follow: Knowledge aim is the writing part exercises. Ability aim is improve their writing skills. Feeling, attitude and value aims are:to arouse the ss’ habits of questioning and interests in English; to train the ss’ cooperative abilities.
Based on the objectives, the key point is ss can express ideas what they want freely. The difficult point is ss can produce a better composition as well as reduce errors and therefore time spent marking.
The curriculum suggests English teaching must concern the students feeling and try to arouse the students’ interests and enthusiasm in English learning. So, the teacher should try to give the Ss a task. Then make them be happy to finish the task. So, the students analysis are very important before the class. The Ss in Grade 2 of junior high school have learned some writing skills. The Ss will be active and be eager to learn the knowledge and show their ideas in English with each other.
After the analysis of ss, comes to the teaching methods and learning methods. Thorough preparation of this kind should produce better compositions as well as reduce errors and therefore time spent marking. However, errors could be further reduced by getting ss to proof-read each other’s compositions before they are handed in. This “peer reading” system is very useful in training ss to recognize errors and to find out how to correct them. This class I try to give Ss the chances to communicate in English. Their abilities of writing English will be improved.
Writing part is often linked with the Reading section, although sometimes it is linked with the reading section, although sometimes it is linked with the language or using English sections. While, the Teaching process in this class are designed with following steps.
Step 1 .Revision and leading
In this step, I design a game: teacher says the words or the sentences in English silently, the Ss repeat and translate them quickly one by one. The ss just have 3 English classes in a week. They should go over the knowledge on time, besides, the high beginning can make Ss be active in the following teaching.
Step 2. Presentation and learning
The task in this class is a letter to a friend. Ss imagine to have received the letter that Sidney wrote to may. Teacher will explain to ss that it is common practice to leave out punctuation from addresses, dates, greetings, etc.
And then reply to it. Ss will work in pairs to do the exercises in the book. The aim of writing section is to give practice in writing a letter with special attention to, such as address, information, and some more details.
Step 3. Practice and Extention
In this step, first, ss use the address in Sidney’s letter as a model for answering Question 1 and 2. Then, to handle Q3 ss should note down things true about themselves. It will help them with the English.
What’s more, teacher should explain that it is important to end a letter politely and to ask for a reply to your letter.
At last is the exercise C. The address should be written on the envelope without punctuation or indentation, but with conventional capitalization, including the letters of the postal code.
Step 4.Summing-up
Boys and girls read the letter each other, give advice to each other about them, summarize in their groups.
Step 5.Homework
Ss will try to write a letter to the one they want. Try to send it after class.
At last, it comes to the blackboard design part. The key point and skills will be shown directly, it would be better for ss to understand.
说课稿三
八年级下册说课稿
各位领导、老师:
大家好!
我说课的内容是人教版八年级下册unit2,Section A,课题是“What should I do ?”本节说课内容分五个步骤:一、说教材 二、说教法 三、说学法 四、说教学过程 五、教学反思。
一、说教材
(一)教材分析
教材的地位和作用:
第二单元承接八年级上册What’s the matter?中有关情态动词should 的用法,并作进一步的扩展和综合运用;本课是本单元的第一课时,集中呈现了本单元的基本词汇和语言结构,因此,本课教学有着承上启下的重要作用。
(二)教学目标
1 Knowledge Objects: 学会使用情态动词should、could.掌握本课重点词汇keep out , play, loud, argue, wrong, What's wrong ? out of style , could, should,
2 Ability Objects 培养学生应用英语谈论日常生活问题,提高学生听、说、读、写等能力。
3 Moral Objects:通过谈论问题以及给出别人建议,培养学生学习英语的强烈兴趣。
4、Teaching important and difficult points:
根据教学目标和学生特点,我确立本课的教学重点为:学会使用情态动词should、could。难点为:能够运用所学谈论问题和困难,选择或提出建议。
本课主要句型:What should I do?? Why don't you talk to him about it?
二、说教法与手段
根据本课实用性强、涉及面广、语言运用量大的特点,我确立了如下教学方法和手段:
1.情景教学法,赋予知识和技能训练以真实的情景和语境,调动学生的参与热情。
2.听说读写综合训练,培养语言运用能力。
3.知识导入和任务设计由浅入深、由易到难、循序渐进。
4.采用多媒体教学手段或自制教具,增强直观性和趣味性。
三.说学法
为了帮助学生学习新词汇,掌握重点句型,同时能比较好地运用到实践中,解决类似问题。因此我要引导学生
1. 学会预习:变被动学习为主动学习,带着问题有目的地听课,可以更好地把握课堂的重点和难点,提高课堂效率。
2.在游戏中学习:在“玩中学,学中玩”, 好玩是学生的天性,这样可以提高学习兴趣与热情。
3.合作学习:划分不同小组,培养团队精神,更好地掌握本课所学知识。
四、说教学过程
合理的教学过程是教学成功的关键,为此我特意设计了一下教学环节:
Step1:Warming up
这一环节大约需要3分钟。设计这一环节的目的,是为了激发学生的学习兴趣,活跃课堂气氛,导出本课中心话题。
I will tell them some of my questions.(我会告诉他们一些我困扰的问题) 。Such as:My mother plays cd too loud . I have no money to buy something. I argued with my friend, and so on。说完后做出痛