初中英语说课稿英文版精选6篇

作为一名为他人授业解惑的教育工作者，时常需要用到教案，教案有助于学生理解并掌握系统的知识。我们该怎么去写教案呢？差异网为您带来了6篇《初中英语说课稿英文版》，希望能为您的思路提供一些参考。

The analysis of the textbook. 篇一

Different people have different tasts and habits of the food.

Unit 8 focuses on the chinese food and it specialities.

The main languge targets are “ What kind of noodles would youhe she like ？ I’d He’dShe’d like …… noodles.

What size bowl of noodles would you he she like?” I’d He’d She’d like a small mediumlarge bowl of noodles.

It is an interesting topic related to the students’ daily lives.

So it is easy to arouse the interests of the students.

初中英语说课稿英文版 篇二

初中英语说课稿英文版

Unit 10 Ifyou go to the party, you’ll have a great time!

Reading 说课稿

Ⅰ. The analysis of the teaching material

This lesson is a reading passage which focused on the topic of sharing your problems with others when you have worries.The students will learn that it’s normal to have trouble. Talking to someonecan help a lot. Such a topic is related to our daily life, so it is easy toarouse the students’ learning interest.

Teaching objectives:

A.knowledge objective:

a. Students can master the usage of the keywords and phrases: teenager, normal, unless, mistake, angry, careful, careless,in half, keep…to oneself, etc.

b. Students can understand the main idea ofthe article.

B. abilityobjective:

a. Students can use the proper reading skillssuch as anticipating, skimming, scanning to achieve the reading tasks.

b.Studentscan use the new words and phrase to finish the exercise.

C. emotionalobjective:

a. To develop the spirit of cooperationthrough teamwork and pair-discussion.

b. To arouse students’ interest in Englishlearning.

c. To help students get the proper ways tosolve problems.

Key and difficult points:

A. keypoints:

a. To master the usageof the key words and phrases.

b. To use the properreading skills to achieve the reading tasks.

B. difficultpoint:

Enable students to use the new words andphrases to express their ideas in daily life.

Ⅱ. Theanalysis of students

The Students have been learning English forsome years. They understand some words and simple sentences. They are curiousand active. They enjoy learning through cooperation in a relaxing atmosphere. However,their English learning levels are different from each other. Most of them don’thave enough English to express what to do when they have problems. They need theteacher’s help and encouragement in their further study.

Ⅲ. Teaching methods

In this lesson, I will use audio-visualteaching method, communicative teaching method and task-based teaching method.Besides, multimedia, blackboard, tape recorder are needed as the teaching aids.

Ⅳ. Teaching procedures

Step 1 Warming-up （5 minutes）

Play a video. Students watch it and talk about thefollowing questions:

What kind of things do they worry about?

What will you do if you have the same problem?

Step 2 Pre-reading （8 minutes）

1. Show some funny pictures and sentences onPPT. Lead students to guess the meaning of the new words. Learn the new wordsand phrases.

2. According to the picture on the textbook,ask students to predict the main idea of the passage.

Step 3 While-reading （18 minutes）

1. Skim the passage quickly and choose the main idea（a, b or c）。

2. Scan the article and find the answers to the questionsin 2c in pairs.

3. Read carefully and finish the mind map.

Students these days often have_______ with their_____ and ______.

Some people believe_________________________________.

Laura’s problem:__________________________

At first, she______________________________.

In the end, she____________ and her parents______________.

and her parents______.

Laura’s opinion:

____________

Robert Hunt feels the same way as Laura.

It’s best not to______________________________.

The first step is to___________________________.

In English, we say that _______________________.

Step 4 Post-reading （10 minutes）

1. Solve difficulties in groups. Just now students metsome difficult points while reading. Now they can work them out in groups. The Teacher will help to solve the problem that they can’t solve by themselves.

2. Finish 2 tasks.

Task 1: Fill in the blanks with the new words andphrases.

Task 2: Make a survey. Let each student ask 2-3 groupmembers some questions and take note of their answers. Then make a report.（Students can use the mind map to finish this task. ）

Step5 Summing up （3minutes）

Ask students to summarize what they have learned in this class. And the teacher will complete what the students summary.

Step 6 Homework （1 minute）

Level A: Choose 10words and phrase to make your own sentences.

Level B: Complete your report and write it down.

Ⅴ. Blackboard designing

I will divide the blackboard into 3 parts:

Unit 10 If you go to the party, you’ll have a great time!

key words and phrases

key sentence structures

mistake, careful, careless, understanding, unless, in half, keep… to oneself

…

If …， they will…

It is best （not） to do sth.

Unless… , I will…

初中英语说课稿 篇三

教材分析：

A、教学内容的选择。本节课的教学内容是外语教学研究出版社九年义务教育七年级英语上册，第五模块的第一课。本节课需要一课时完成。本课的部分教学内容如have / has got在Module 4中学过，而有些食品名称以前也接触过，故把新的教学内容与已接触过的知识结合起来，让学生由旧知识带动对新知识的理解，以促进掌握。

B、教材的编排意图。本课的教学内容是学生在对句型have got / has got 以及某些食品名称有所接触的基础上进行教学的，把食品名称进行拓展，引出可数名词的单复数以及不可数名词。这样做，一方面可以提高学生的知识拓展能力，另一方面可以提高学生综合表达的能力。本课作为本模块的开篇，由浅入深，根据教学内容设计教学方案，达到教学目标。

C、教材的前后联系。本课知识是本模块后几课的基础。要使后几课顺利学好，首先要熟记本课有关食物的单词，并掌握名词单复数，为后面的学习打下坚实的基础。

D、本课教学目标的确定。根据义务教育初中英语课程标准的要求，本课的教学目标可定为：（见教案）

一、 教法说明

根据初级英语教学目标：

A、通过听、说、读、写的训练，使学生获得英语基础知识和初 步运用英语交际的能力。

B、激发学生的学习兴趣，养成良好的学习习惯，为进一步的学习打好基础；发展学生的思维、想象和运用能力。根据本课内容，采取的教学方法是：实物教学法、图片教学法、创设情景法、表演法、多媒体课件展示。这些方法的运用，有利于调动学生的积极性，使学生始终参与到教学活动中。

课堂教学是师生的双边活动，教师要做到因材施教。根据初中生的年龄特点，教学要从学生的对话练习入手，这样不仅能激发学生的学习兴趣，还能调动学生学习的积极性。

二、 学法指导

老师不但要教给学生知识，还要引导他们掌握正确的学习方法。在教学中，要鼓励学生开口，使他们在教师的引导下，通过听说读写的训练，获得英语基础知识、基本技能和运用英语交际的能力，并引导他们学会观察，从而提高他们的观察能力和口头表达能力。

三、 教学设计

本节教学活动主要分为6个步骤来完成：

(一)Waming—up

通过复习Module 4中的句型have/has got，为本节课学生能够熟练运用该句型询问食品名称做好铺垫。然后，展示学习目标，使学生明确本节课的学习任务，从而集中精力把本节课的知识学好。利用实物学习单词，并让学生猜测单词的意思。

（二)课堂导入。用句型What’s this in English? What’re these in English?来询问本课的食物名称，教师帮助学生回答，让学生重复。然后展示课件，让学生观察闪烁的单词的特点(单词之前是否用a或an，单词词尾是否加s）帮助学生分析、总结名词的简单分类。这样做，可以培养学生的观察能力，总结名词变复数的规则以及可数名词与不可数名词的特点，有助于学生更好的掌握名词的单复数。展示课件。

（三）课堂练习。在学生熟悉单词后，根据课文1、2、3部分的要求，将方框中所给的食品名称填入相应的空格中。这样可以使学生更加明确食品的分类。

（四）听力训练。放录音，让学生根据听力材料中所给的信息，判断“他们”有什么或者没有什么，然后在所给单词后的方框中画“√”“χ”。这样做，可以训练学生从听力材料中获取信息的能力。

（五）课堂练习。展示课件，巩固本节课所学的重点内容。

（六）布置作业。

四、 板书设计

Module 5 Healthy food

Unit 1.Have we got any oranges?

1、 What’s this?

It’s an apple/ a banana / mike /coke.

What’re there?

They’re apples / onions / etc.

2、 Have you got any milk?

Yes,I have 。/ No,I haven’t 。

初中英语说课稿 篇四

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 C 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_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

.Teaching important and difficult points. 篇五

Important points:

1 The words of the food.

2 The target language.

Difficult points:

Teach the students to put the knowledge into use.

初中英语说课稿 篇六

教材分析

问路与指路是常用的生活用语之一，几乎所有的基础英语教程中都会涉及这项内容，JEFC将这项内容编排在初二（上）第六单元，由此可知，本单元的重要性。

教学内容

词汇

。Names of places:post office、library、hotel、restaurant、bank、supermarket、 street、pay phone、park、house、garden、market.

。Description adjectives:clean、dirty、new、old、quiet、busy.

。其它：enjoy、visit、beginning、tour、through、walk、hungry.

短语

。介词短语：next to、in front of、between、behind、across from.

。其它：take a walk、have fun.

句型

。掌握there be句型。

。初步认识if句型。

。掌握指路时所常用的祈使句，包括go straight、turn left/right、take the 。.。turning.

日常交际用语

。掌握问路常用语：Excuse me.Is there.。.？/Where is.。.？

。了解问路的其它用语：Excuse me.Which is the way to.。.？/Can you tell me the way to.。.？

教学重点

。词汇

。句型：there be句型

。问路与指路的基本用语

教学难点

。设计一些学生能够主动参与的活动，让学生能够对所学的知识进行操练与扩展。

课时划分

考虑到所教学生的实际情况以及本单元在本册书中的“前沿”位置，我将本单元细划分为5个课时（不包括self-check）。

第一课时： Section A 1a-1c

第二课时： Section A 2a-2c

第三课时： Section A 3a-4

第四课时： Section B 1a-2c

第五课时： section B 3a-3b

主要策略

1、 教学策略

。提倡循序渐进的教学过程，使学生在认识新知识时有一个心理适应的过程。

。倡导“任务型”教学过程，让学生“做中学”，“学”是前提，“做”是目的。

。因人因材施教。

2、 学习策略

。倡导合作学习的理念，课堂中使学生有尽可能多的合作机会。

。强调家庭作业的重要性，提倡学生的自主学习，家庭作业的形式尽可能的多样化，比如让学生准备下节课的一些课堂道具。

教学目标

1、 知识目标:

。谈论问路与指路

。学会方位介词next to、in front of、between…and、across、behind

。学会形容词new、old、busy、quiet、clean 、dirty、big、small

2、 语言技能

。能围绕“问路与指路”的交际用语进行交际。 *能用一些形容词准确地描述和表达自己的观点。

。能用简单的图表、地图、句子等描述和传递信息

3、情感目标

。通过运用简单的问路和引路的交际用语，学会相互合作，培养乐于助人的精神。

。通过运用问路和引路的交际用语，帮助各个层次的同学树立自信心，敢于用英语进交际。

4、文化意识

。了解中西方问路与引路方式的不同

教学过程

The first period(Section A 1a-1c)

Warm-Up

Ask students “Where does he/she live?” “Where do I live?”，give students the answer“I live in this neighborhood”(show Ss the picture on the screen)。

Word-Teach

Direct Ss’attention to the picture on the screen and ask Ss “What’s this?”，present the names of the places on the board.

Give plenty of opportunity for both choral and individual repetition of the new words.

Refer to 1a and 1b in Section A on p7.

Target language-Teach

Have Ss look at the picture on the screen again and ask“Is/Are there 。.。？”，present Ss the answers “Yes,there is/are.” “No,there isn’t /aren’t.”。

On the board,write the models.

Have Ss look at the picture and the example question and answer together,have them take turns practicing asking and answering questions.

Invite volunteers to role-play their dialogs.

Make a survey

Organize Ss into groups,have them make a survey by asking others in the group questions

Yes/no where

post office

library

hotel

restaurant

bank

supermarket

pay phone

park

Homework

Draw one of the places with color pens.

Complete the conversations according to the illustration in 1a.

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