作为一名教职工，有必要进行细致的说课稿准备工作，写说课稿能有效帮助我们总结和提升讲课技巧。写说课稿需要注意哪些格式呢？
（二） To train the Ss’ ability of working in pairs.
（一） To develop the Ss’ abilities of listening, speaking, reading and writing.
初中英语说课稿5分钟
初中英语《Where did you go on vacation?》说课稿
Good morning, dear judges. I'm number 2. I am very glad to interpret my teaching design here. The topic of this lesson is “Where did you go on vacation?”。 My presentation consists of the following aspects.
At fist, I want to say something about the analysis of teaching material. This lesson is chosen from PEP English book, the first semester of grade8, Unit 1. The main topic of this unit is about holiday. This unit is very interesting because students can talk about a lot interesting things in their vacation. After students learnt this unit, they could express the past things, their speaking and listening abilities can also be improved 。
The second part is analysis of students. Overall, the thinking mode of students in junior middle school has become abstract and logical, even the reflective thinking has appeared. However, to some extent, abstract thinking still needs specific image as a foundation. At the same time, the quality of thinking of junior middle school students, especially the independence and criticalness, have had a big development. But the one-sidedness and superficiality are easy to occur.
Based on the idea of New Curriculum Standard in English class, teaching aims consist of three teaching aims, so my teaching aims are made up of following three parts:
First one is knowledge aims:
(1)Students can understand the usage of simple past tense.
(2)Students can master some new sentences: where did you go on vacation? I went to…。
The next one is ability aims:
(1)Students can use the simple past tense to describe things happened in the past;
（2） Students can improve their listening and speaking abilities;
(3)Students can use English to talk about the thing they did during their vacation.
The last one is Emotional aims:
(1)Can improve the confidence of learning English, and not afraid of speaking English in class;
(2)Can cooperate with others actively, and complete the tasks together.
Then let me talk about the key points and difficult points.
The key points are:
（1） the usage of simple past tense;
（2） to use the new sentences to communicate with others fluently.
The difficult points are:
(1)Can use the new sentence to communicate with others fluently.
(2)Can improve the confidence of learning English, and not afraid of speaking English;
(3)Can get the main idea of listening material, and get the useful information from material.
各位老师：大家好！
教学目标与要点
1、能理解和运用被动语态，用被动语态来表达不方便、不必要出现主语的意思。
2、认真学习“English is widely used”，理解学习英语的重要性，端正自己的学习态度。
3、掌握主动语态和被动语态的区别、用法，牢记被动语态的构成，能进行主动语态和被动语态的互换。
4、掌握本单元的词汇，特别是短语be made of/ from / into, be used for/ as/ by等的用法。
5、掌握动词grow, produce, made与主语的习惯搭配。如：
tea — grow, salt — produce, trains — made等。
本单元短语和交际用语
1、 短语和词组
be made of… 用……做的
be used for doing … 被用来做……
keep warm 保暖
the largest number of ……的最大数量
in the modern world在现代世界
be used as…被当作……使用
all over/ around the world全世界
buy something from…以……买进……
sell something to…把……卖给……
none of… ……（三个以上）没有一个
made a telephone all to 给……打电话
That’s why…那就是……的原因
2、 日常交际用语
1)关于“购物”的用语：
I’d like to buy…我想买
OK. I’ll take this one.好的，我就买这个。
2)表示“作用”的用语：
What’s it used for?它是作什么用的？
It’s used for.。？它是用来……
3)关于“物品的制作、产地和语言的应用”用语：
What’s it made of?它是由什么制成的？
It’s made of…它是由……
Where’s it produced?它是在哪儿生产的？
It’s produced in…它是在……生产的。
What’s this called in English?用英语这叫什么？
It’s …它叫……
English is widely used for business/…英语被广泛地运用于商业或……
教学建议
教材内容分析
本单元通过谈论物品的制作、产生、用途等，以对话的形式引出了本单元要学习的语法项目 — 被动语态。着重讲述了被动语态与主动语态的区别和联系，主动语态和被动语态的转换以及被动语态的构成。课文“English is widely used”使学生了解了英语在国际交往中的重要作用和我们为什么要学习英语的重要性，以此来触动学生们学习英语的主动性和积极性。
本单元重点例句及相关知识的讲解
1、 What’s it made of?
它是用什么做的？
◆be made of意思是“由……制成”，介词of所指的原材料一般是未经变化，仍可看出材料的。例如：
The desk is made of wood. This bridge is made of stone.
课桌是用木头做的。桥是石头造的。
◆be made from意思也是“由……制成”，但介词from所指的原材料往往是经过变化，已看不出原材料的。例如：
Paper is made from wood. The wine is made from rice.
纸是用木头做的。酒是由稻谷制成的。
◆be made in意思是“由（什么地方）生产的”，表示某一物品在某地生产或制成，in后面接表示地点的名词。例如：
This kind of bike is made in Japan. China is mostly made in China.
这种自行车是日本生产的。瓷器主要产生中国。
2、 What’s it used for?
它是用来干什么的？
◆be used for doing sth. 意思是“被用来做……”。这是一个被动结构，介词for表示“用途”，后面跟动词的-ing形式。
Metal is used for making machines. Pens are used for writing.
金属被用来造机器。钢笔被用来写字。
◆be used as意思是“把……当做……用。”例如：
The computer can be used as a tool. English is used as a very useful working language.
计算机可以被当作工具用。英语被用作一种非常有用的工作语言。
◆be used by意思是“被（某人）使用”的意思，by后接动词“use”的执行者。例如：
The recorder is used in class by teachers.
录音机被老师们上课时使用。
巧译“用”字：
在英语中，with, by, at, in四个词都可表“用”，怎么用？
with有形，by手段。
语言声音in在前，价格速度at选。
eg: with a pen/by bus/in English/at 5 yuan.
3、 Which language is spoken by the largest number of people in the world?
世界上使用人数最多的语言是哪一种？
the number of…指数量，后跟复数名词，它的中心词是number, 当the number of…作主语时，可当作单数形式使用，谓语动词须用单数形式；a number of意思是“许多，大量的”，相当于many，后跟复数名词，它的中心词是它后面的名词，故作主语时，谓语动词用复数形式。例如：
The number of students in our school is over 800.
我们学校的学生数量超过了800。
A number of people go into the park every day.
每天都有许多人进这个公园。
4、 Look at something else.
看一些其他的东西。
something else意思是“其他的东西”。else是副词，意思是“其他的”，通常和不定代词或疑问词连用，放在这些词的后面。例如：
I don’t think there is anything else we need to buy.
我想我们没有什么东西要买了。
Whom else do you want to talk with?
你还想和谁谈话？
What else do you want to say?
你还有什么想说的？
注意：Other也表示“其他的”，但other通常用来修饰名词，放在被修饰名词的前面。
例如：
Do you have any other question to ask?
你还有什么别的问题要问吗？
I have some other things to say. = I have something else to say.
我还有一些话要说。
5、 English is the first language in none of these countries.
英语在这些国家中都不是第一语言。
none of…“（……中）一个都不”，of后通常接可数名词的复数形式，表示“（三个或三个以上的人或物中）没有一个……”的意思。none of…结构作主语时，谓语不能用否定形式，谓语可以是单数形式，也可以是复数形式。如：
None of us know / knows the old man.
我们中没有一个人认识那个老人。
None of them is/ are English.
他们当中没有人是英国人。
注意：none of…表示全部否定，not all…表示部分否定，no one (nobody)只指人，不指物，作主语时视作单数。如果要否定两者用neither, 不用none of。例如：
No one knows the new comer.
没有人认识那新来的。
Neither of my parents is a doctor.
我父母都不是医生。
Not all of us like eggs.
我们中不是所有的人都喜欢吃鸡蛋。
6、 It is because in the modern world, English is widely used for business between different countries.
它是因为在当代世界里，英语在国家之间的商业事务中得到非常广泛的应用。
because引导的是表语从句，表语从句的引导词还有why, what, if (whether)等。例如：
That is why she is so happy.
那就是�
This is what they want.
这正是他们所要的。
The question is whether we can arrive there in time.
问题是我们能否及时到达那儿。
7、 When a German buys something from a Japanese, or an Indian sells something to a Frenchman, they often use English.
当一个德国人从一个日本人那儿买东西，或者一个印度人把东西卖给一个法国人时，他们常使用英语。
German, Japanese, Indian, Frenchman分别表示四个国家的名词，现将我们学过的国名和国家的名词归纳如下：
China Chinese（中文）a Chinese（国人单数）Chinese（复数）
America an American Americans
Canada a Canadian Canadians
England an Englishman Englishmen
France a Frenchman Frenchmen
India an Indian Indians
Russia a Russian Russians
Italy an Italian Italians
Australia an Australian Australians
Germany an German Germans
Japan a Japanese Japanese
8、 Three quarters of the world’s books and newspapers are written in English.
世界上有四分之三的书报是用英语写的。
three quarters of … 四分之三的……
quarter为“四分之一”的意思，three quarters即为“四分之三”。three quarters of…或a quarter of…结构中of后的名词可为可数名词，也可以是不可数名词。当他们作主语时，谓语动词的单复数形式由of后所跟名词的形式来决定。例如：
A quarter of the apple is bad.
这个苹果的四分之一坏了。
Three quarters of the students are Chinese.
四分之三的学生是中国人。
注意：英语中分数的表示法为：分子是基数词，分母是序数词，分子是2以及以上时，分母变为复数。例如：
Two thirds of the workers in our factory are young people.
我们三分之二的工人是年轻人。
One thirds of the water is dirty.
三分之一的水脏了。
巧记序数词的方法
一二三变字体，th从四上起。
用f变ve，八加h九去e。
遇见ty变ti，切记th前有e。
eg: first, second, third, fourth, eighth, ninth, twelfth, twentieth
9、 It is used by travellers and business people all over the world.
英语被全世界的旅游者和商业人员使用。
all over the world 全世界 它还有几种表示法：around the world, through- out the world, (all) round the world, (all) the world over. 此外in the world强调在全球范围内。另外：all over意思是“遍布，到处”。
例如：
He was wet all over.
他浑身上下全湿了。
The water is all over the field.
田地里到处都是水。
He has traveled all over Europe.
他已经游遍了欧洲。
10、 I can’t afford it.
我买不起。
afford为动词，表示“有经济条件做某事”（常和can这类词连用。）例如：
In those days, they couldn’t afford to call in a doctor.
那时候他们请不起大夫。
At last we are able to afford a house.
我们终于能买得起一所住宅了。
Good morning, everyone,
Today, it’s a pleasure for me to stand here and I’m very pleased to have such an opportunity to share some of my teaching ideas with you. First, let me introduce myself. My name is Guo Xinzhi, and I am working as an English teacher in Yong’an Middle School, Congtai District of Handan.
My topic today is taken from Lesson 37 of Unit 5 in Student Book 4. The main content of this unit is “Go With Transportation”， and the topic of Lesson 37 is “Flying Donuts”。 I have decided to say the lesson from six parts:
Part One——Analysis of the Teaching Material
One: Status and Function
1、 This unit tells us the improvement of traffic transportation and the related stories. Besides learning this, students will also learn some words, phrases and expressions of traffic, and so on. In Lesson 37, Danny will introduce a new type of transportation to us, it is imaginary.
2、 To attain “four skills” request of listening, speaking, reading and writing, I will have the students do some exercise about the text.
3、 Such a topic is very important in this unit. I will lead the students to use their imagination and encourage them to be creative. For example, helping them use English to describe their imaginary transportation. So I think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.
4、 While teaching them, I will also encourage them to say something about what they think the future transportations will be like. In a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language.
Two: Teaching Aims and Demands
The teaching aims basis is established according to Junior School English syllabus provision.
1、 Knowledge objects
（1） To study the new words “fuel”， “oil” and “coal”。
（2） To learn and master the phrases “think of, on the way to …， have fun”， etc.
2、 Ability objects
（1） To develop the students’ abilities of listening, speaking, reading and writing.
（2） To train the students’ ability of working in pairs.
（3） To develop the students’ abilities of communiation by learning the useful structures.
3、 Moral objects
（1） Through different teaching methods to make students be interested in study.
（2） Love to know more knowledge about tranportation and dare to express their opinions in English.
（3） Encourage the students to be more creative and try to make contributions to making new inventions in the future.
Three: Teaching Keys and Difficult Points
The teaching keys and difficult points’ basis is established according to Lesson 37 in the teaching materials position and function.
1、 Key points:
（1）。Be able to express words, phrases and sentences in English.
（2）。 Know about the improvement of transportation and Danny’s invention.
2、 Difficult points:
Be able to talk about their imaginary future transportation in oral English.
Part Two——The Teaching Methods
Communicative teaching method; 2. Audio-visual teaching method;
3、 Task-based teaching method;
4、 Classified teaching method.
As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method and “Classified” teaching method. That is to say, I’ll let the students get a better understanding of the key structures. I’ll give the students some tasks and arrange some kinds of activities, like talking, watching CAI, and reading in roles.
In a word, I want to make the students the real masters in class while the teacher himself acts as director. I also hope to combine the language structures with the language functions and let the students receive some moral education while they are learning the English language.
Part Three——Studying ways
1、 Teach the students how to be successful language learners.
2、 Make situation and provide meaningful duty, encourage the students to study the text by themselves.
Part Four——Teaching steps
As this lesson plays an important part in the Engish teaching of this unit, I have decided the following steps to train their ability of listening, speaking, reading and writing, especially reading and speaking ability.
The entire steps are:
Step1 Warm-up and Lead-in
Show the students some pictures of common transportations, like car, bike, train and so on. Ask the students: What can you see from the picture? Is there another kind of transportation around us?
Purpose of my designing: In this part, have the students say more about what they see or what they don’t see. In this way, they will know today’s leson has something to do with their discussion.
Step2 Presentation
1、 Learn new words in groups. The new word in this lesson are fuel, oil and coal. Show them pictures of these things and teach them these new words.
Purpose of my designing: After seeing the pictures, the students will know what they are and they can learn them quickly and easily.
2、 Play the tape recorder. Let the students listen and imitate the text. Pay attention to their pronunciation and intonation. Then finish the exercises on the computer.
Purpose of my designing: This step is employed to make the students get the general idea of the text. At the same time let the students have a chance to practise their listening and speaking ability.
3、 Text Learning and a Quiz
I’ll use CAI to present the whole text. I’ll write the key points on the blackboard while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well.
After teaching them the whole text, including the meanings of new words, the use of similar expressions and so on. Get the students to try and say out some phrases on the screen, like I don’t think so, have fun, a new kind of, on the way to school, and so on.
Purpose of my designing: To present the text by CAI is much easier for the students to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the students better.
4、 Key Structures and Difficult Points Learning
First, I will divide the students into three groups and tell them to have a discussion about what they learn in this lesson. Then encourage them to try to understand the whole text, know what the difficult points are, and so on. At last, I will help them to master them all.
For example, I teach the students know the differences between phrases think of, think about and think over. I will show them some sentences and get them to know the use of these phrases. Encourage them to do some exercise about these phrases.
Purpose of my designing: By practising using these new words and similar phrases, the students will know how to use them in English and master the use of them better.
5、 Read and Say
Give the students two or three minutes to prepare, and then get them read the text together in three groups. Tell them to read aloud.
Then help the students say something about the future transportation or their imaginary transportation. Encourage them to say more.
Purpose of my designing: By reading the text and saying such things, get the students to practise their reading and speaking ability again.
Part Five——Summarize and Homework
Ask the students such questions:
What have we learned from this lesson? What does Danny say about his new kind / type of transportation? Do you like his idea? What new phrases have we learned today? Do you have enough confidence to finish these exercises? Now, let’s try!
Then show them some exercises and help them to finish them.
At last, tell the students what today’s homework is. While doing this, the teacher can have the boys and girls have a competition to see who are better.
Part Six——Blackboard Designing
Purpose of my designing: Presents the text key content clearly on the blackboard, favors the students to knowledge grasping.
OK. That’s all. Thanks for listening to me and helping me.
Good afternoon everyone ！ I’m very glad to interpret my lesson here today.The lesson plan Im going to talk about is from Book I Unit 7 What does he look like ？―the first period. The language goal is: Describe people’s looks 。 and there are some new description words in it 。My understanding of teaching materials include three parts :(1)the first one from 1a to 1c 。 In this part ，help students learn the new words and language 。try to describe people with them 。 (2)the second part from 2a to 3 ，in this part mainly practice their listening and writing 。(3) the last part is Grammar Focus ， in this part I’ll ask students to sum what they have learned in class and Explain some important things to them
l In this unit students learn to describe people 。 and the main content of this lesson are the sentences : What does heshe look like ？What do you hey look like? the answers and some description words.
l The ability aim is to describe people’s looks 。
l As a new lesson I’ll use different kinds of methods to encourage the students to practice 。 Make them describe various people and be interested in my class 。
There are eight steps in the lesson 。 Here are the steps 。
Step I Revision
Show some pictures of people or other things to revise description words they have learned
Like :old young eautiful ugly cute long and so on 。 Here are the pictures :
Step II presentation
First ， I‘ll use some pictures to teach new words : Show some famous star’s photos to teach new words 。 such as Yao Ming 。 He is tall 。 He has short hair 。 Here I’ll introduce the new language : What does he look like ？ He is _______ 。 He has ________ 。 and then let students ask and answer with the pictures, Then do 1a match the words with the pictures 。 finish1b, listen and fill in the blanks 。 Students read the conversation together 。
Step III pair work
1c: In this part point out the sample conversation 。 and ask students to make a new conversation imitate it 。 look at the picture on page 41, they describe one of them,and other students find him or her 。 After this do Exercise 1 on paper 。
Step IV listening
In this part we’ll finish 2a and 2b 。 This activity provides guided listening and writing practice using the target language 。first listen and circle the correct word, either is or has, When they hear it in the conversation. and then point at the chart in 2b, listen and complete it 。 then finish Exercise 2
Step V Game
Describe someone in the class 。 Ask your classmates to guess who he is describing then do Exercise II.Work in groups 。 and at last find which group has the most right answers and they are the champion 。 have a flag 。
Step VI Pair work and writing
Describe Lily’s new friend 。 complete the dialogue with words to describe Nancy’s looks 。 then write a new conversation imitate it Finish Exercise 3.
Step VII Sum and Test
Review the grammar box 。 Ask students to read the questions and answers 。 Point out some important things : I’m ， they’re ， he’s and she’s with description of height and build 。
Step VIII Homework 。
Write a short passage about your good friends ，mother ， or father 。
I think using the target teaching method and the change of pictures and the competition may arise students interest 。 Each student can attend the teaching steps 。 and try to describe various people 。improve their abilities 。
At last is my blackboard designment :
What does he look like ？ Words :
He’s tall. Short hair
He has short hair 。 curly hair medium build hinmedium height
Thats all for my presentation. Thank you for your attention.
Exercises :
1、 完成对话：
A: Do you know my good friend Linda ？
B: Linda ？ What _____ she look ______ ？
A: She’s ______ ______ （中等身材）， she’s very ______ (瘦)。
B: What about her hair ？
A: Oh, she has long and _______ （卷曲的）hair 。 She has a round face with ______ _____ （大眼） and a small mouth.
B: What about her clothes ？
A: Well, she often ______ (穿) a red dress 。
2、看图写句，你能描述下列图画中的人物吗？
1、 She is ____________________.
She has ___________________.
2、 He is ____________________.
He has ____________________.
He likes __________________.
3、 She is __________________.
She has ___________________.
She wears ___________________.
3、补全对话：
A: So you ___ my sister ？
B: What _____ she look like ？
A: She ______ medium height. And she ____ short hair 。
B: Is ____ thin ？
A: No, she isn’t ， And she always ______ glasses 。
B: Does she ____ curly blonde hair ？
A: Yes, she does.
B: Oh. I know ____ ！
Test
单项选择：
1、 ____ doesn your father look like ？
A. How B. What C. Who D. Where
2、 He always _____ black shoes 。
A. wear B. put on C. puts on D. wears
3、 --- What does old Henry _____ ？
---- He’s sad.
A. look like B. looks like C. look for D. look at
4、 He _____ tall and he _____ a medium build.
A. is, is B. has, is C. is ， has D. has, has
5、 This person is medium height. She ________ short hair 。
A. is B. have C. has D. there is
句型转换：
1、 She has long blonde hair 。
______ ______ long blonde hair 。
2、 The boat looks like a duck 。
______ ______ the boat ________ _______ ？
一 教材分析
本单元旨在创造一个轻松、愉快的学习、交流环境，通过听、说、读、写来培养学生综合运用所学知识的能力。并让学生能在“做中学”（learning by doing），通过有限的课堂实践活动，使学生能根据实际情景做出正确的反应，能准确表达。
本单元是人教版新目标英语七年级（ 上 ）第八单元。主要围绕“When is your birthday?”这一主题展开各种教学活动，这是本单元的重点部分，也是核心教学，主要学习日期的表达。它上承Unit 7 的数字教学，包含了相关日期的英语教学，并为以后的日期的运用打下基础。因此本单元是前后知识的载体，在本单元以及今后的英语学习中都占重要的地位。
二。学习目标
本单元总体目标
通过本单元的学习让学生掌握所学目标语言；学会日期 （ 年、月、日 ） 的表达法；在互动的交流中理解生日更多的含义并学会谈论自己、同学以及父母家人的生日：学会自己安排作息时间。
Section A 的主要学习目标是学习日期的询问与表达；通过谈论自己、同学以及父母家人的生日，理解生日更多的含义。情感态度价值观 Section A 的学习内容贴近学生的生活，谈论的话题是生日。通过互相询问生日的日期，可以增进同学之间的了解和友情并学会在英语交流中注意他人的情感。
（1）知识目标：
① 词汇：掌握 January-December的表达； 序数词1st-31st 。
② 日常交际用语、： When is your birthday?My birthday is …
③ 语法：日期表达法
（2） 能力目标：
在一系列的听说读写活动中，训练学生的逻辑思维，快速反应能力和实践能力，使学生能熟练应用：When is your birthday? 句型及其回答。
单元学情分析
本单元的主题是询问和谈论日期，围绕这一主题进行一系列的交际活动，使学生掌握日期的表达法，正确使用 when 引导的特殊疑问句对日期进行询问。在学习日期的表达法时要先学习序数词的构成，学生在以前的课程里已经学习了基数词，对于两种数词之间的区别一定会令学生感到头痛，教师要引导学生运用对比的方法，找出构成规律，总结特殊变化，对比强化记忆。
本单元的教学法建议：语音教学――让学生进行模仿操练；词汇教学――采取情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义。并学会运用；口语教学――采取 pairwork 问答式的口语交际活动或游戏等小组活动互相操练；听力教学――采取图文配对和对话选择的方式；写作教学――以填表、造句为主；语法教学――总结规律、抓住特征、模仿操练。
Section A
教学过程与方法
利用教学图片、幻灯片、实物 （ 大挂历 ） 或制作课件 （ 反映月份特征 ） 等来展开课堂教学、 Pairwork 问答式的口语交际活动或游戏，进行“询问和谈论日期”的课堂教学和练习。 。
教学步骤
一、第一教学环节：情景创设，导入新课
Section A 的主要内容是学习日期的询问与应答，在导入新课时，可采用视听法和归纳总结法。
1、 教师可在黑板上挂一幅自制的能反映出各个月份的大挂历，一边指着每个月份一边介绍或播放课件，让学生 边看边听介绍： This is January 。 This is February. …，带领学生多读几遍；然后播放 1a 部分的录音 ， 让学生进行模仿。
2 。 （ 学生基本掌握月份单词的读音后 ） 教师可以指着挂历说： My birthday is on May
3、 When is your birthday? 从而引出本单元的重点目标语言“日期的询问和表达”。
4、一边仔细观看黑板上能反映出各个月份的大挂历，一边听老师的介绍或一边观看课件，一边听介绍： This is January 。 This is February 。…，跟着老师读几遍；然后听 1a 部分的录音，进行模仿。
5、一边观看挂历，一边认真听老师的陈述，然后回答： My birthday is …，开始学习目标语言“日期的询问和表达”。
二、第二教学环节：师生互动。学习探究
教师活动 学生活动
1 。播放 lb 部分的录音让学生听，引导学生根据所听到的内容，选出对话的顺序，完成 lb 部分的教学任务。
2 。再播放 lb 部分的录音让学生听，引导学生展开 Pairwork 活动，完成 lc 部分口语交际的教学任务，学会运用 when 引导的特殊疑问句询问日期和谈论日期。
3 。出示单词图片或幻灯片，并播放 2a 部分的录音让学生听，引导学生跟读、模仿，完成 2a 部分的教学任务。
4 。播放 2b 部分的录音，引导学生圈出所听到的数字，完成 2b 部分中的听力训练任务。
5 。再播放 2b 部分的录音，引导学生填写表格，将姓名、月份和日期对应起来，完成 2c 部分的教学任务。
6 。引导学生展开 Pairwork 活动，完成 2d 部分口语交际的教学任务。让学生先阅读对话，再进行问答练习，运用 When is your / his / her birthday? My / His / Her birthday is … What year were you
1 。听 1b 部分的录音，根据所听到的内容，选出对话的顺序，完成 1b 部分的学习任务。
2 。再听 lb 部分的录音，展开 Pairwork 活动，完成 1c 部分口语交际的学习任务，学会运用 when 引导的特殊疑问句询问日期和谈论日期。
3 。一边观看单词图片或幻灯片，一边听 2a 部分的录音并跟读、模仿，完成 2a 部分的学习任务。
4 。听 2b 部分的录音，根据所听到的内容圈出所听到的数字，完成 2b 部分中的听力训练任务。
5 。再听 2b 部分的录音，根据所听内容填写表格，将姓名、月份和日期对应起来，完成 2c 部分的学习任务。
6 。展开 Pairwork 活动，完成 2d 部分口语交际的教学任务。先阅读对话，再进行问答练习，运用 When is your / his / her birthday? My / His / Her birthday is … What year were you born? 1 was born in …等目标语言，完成 2d 部分的教学任务。
7 。引导学生展开 Pairwork 活动，完成 3a 部分口语交际的教学任务。让学生任选一个身份证进行对话练习，运用 When is your birthday? My birthday is
… How old are you? I ' m fifteen 。等目标语言，完成 3a 部分的教学任务。
8 。引导学生展开 Pairwork 活动，完成 3b 部分口语交际的教学任务。要求学生用自己的姓名、年龄和出生日期进行对话练习，学会运用所学目标句型，完成 3b 部分的教学任务。 born? I Was born in …等目标语言，完成 2d 部分的学习任务。
7 。展开 Pairwork 活动，完成 3a 部分口语交际的教学任务。任选一个身份证进行对话练习，运用 When is your birthday? My birthday is … How old are you? I ' m fifteen 。等目标语言，完成 3a 部分的学习任务。
8 。展开 Pairwork 活动，完成 3b 部分口语交际的教学任务。用自己的姓名、年龄和出生日期进行对话练习，学会运用所学目标句型，完成 3b 部分的学习任务。
三、第三教学环节：合作交流，巩固提高
教师活动 学生活动
引导学生进行 Brithday Game 游戏活动，让学生互相询问生日，然后按照年龄的大小排列顺序。通过这种方式，练习运用所学目标语言，完成第 4 部分的教学任务。 Birthday Game 游戏活动，互相询问生日，然后按照年龄的大小排列顺序。通过这种方式，练习运用所学目标语言，完成第 4 部分的教学任务。
本课总结
本课采用了 Classifying ， Contrasting 和 Role―playing 的学习策略，利用教学图片、幻灯片、实物 （ 大挂历 ） 或制作课件 （ 反映月份特征 ） 等来展开课堂教学、 Pairwork 问答式的口语交际活动或游戏活动，学习日期的询问与表达，并通过询问和谈论自己、同学以及父母家人的生日理解生日更多的含义、增进同学之间的了解。
全英文初中英语说课稿
Good morning，ladies and gentlemen!I am very pleased to have an opportunity to talk about some of myteaching ideas.The topic of this Unit is “What should I do?” from thetextbook—go for it book 8 unit 2 for junior middle school students.I’d like tosay it from 5 parts as follows：There are teaching materials，teaching methods，learningstrategies，teaching procedures and blackboard design.
Now，Let’s come to the first part—Teaching materials.It includestwo parts，status and functions of the material and the teaching content.The thingsin the text book are appropriate to students’ interests，experiencesand knowledge;provide the students with opportunities to use the target languageand stimulate students to seek further information.In unit 2，Studentswill learn to talk about problems and learn to give advice to others.So it ishelpful to improve their communicative competence.
Ok，second，teaching content，which includes four aspects，the key vocabulary，the targetlanguage，important and difficult points, and the teaching aims.About theteaching aims，in this unit，students will talk about problems which students come up with intheir daily lives and learn to use modal verbs “could” and “should” to makesuggestions.The second is ability aims，to improve thestudents’ abilities of listening，speaking and readingby providing various tasks.The last is the affection aims，that is，to help eachother and learn to cooperate.
Next，let’s come to the second part—teaching methods.Whiledealing with this lesson，I usually adopt “Task|based” teaching approach.It aims at providing opportunities for the learners to explore bothspoken and written language through learning activities.So，I will letthe students learn in real situations，fulfill severaltasks such as pair work or group work.And in this unit thecommunicative approach and the situational language approach will be adopted.And thefocus is on functional language usage and the ability of learners to expresstheir own ideas，feelings，attitudes，desires and needs.So combine these methods together，enable the studentsto receive，process and retain new information through “multipleintelligences”。
Next I’d like to talk about part three—Learning strategies.I usuallytell the students some learning strategies.For four languageskills，I also tell the students to learn efficiently through strategies.Saylistening，in my class I train the students to get the general ideals，makeprediction，make a reference，identify key words and signal words.About theword|formation and the exploitation are also very important strategies.Each studentcan be involved in the class by using the strategies which are suitable forthem.
Ok now，let’s come to the fourth part—Teaching procedures.I’ll finish mylesson in 7 steps，they are Warm up—Lead in—Pre-|task—Task—cycle—Post-task—Homework—Self-assessment.This step-by-step progression allows students to build accuracy andgain confidence with the new language.
Step1? Warm up
Watch a movie called Let’s Play.The moviewill offer the students a relaxing atmosphere and develop students’ interest inEnglish.
Step2? Lead in
Brainstorming，look at this，funnypicture.He looks very blue and depressed，what’ s wrongwith him?What should he do?This brainstorming stage is helpful in providing ideas for actualspeaking.By discussing with peers they can get a lot of informationconcerning the new topic they are going to learn.
Step3? Pre-task
In this step I introduce the topic and give the students clearinstructions on what they will have to do.So first I willprepare some vivid and beautiful pictures to present them the new words.The studentsassociate the meaning of the vocabulary and the form of it，and theyalso practice the speaking and the listening.I’ll get thestudents to do a problem|solving activity to help the students to recall somelanguage that may be useful for the task.I will make asummary to give a detailed explanation about the Grammar point—sentencestructure “should/could”。I usually try to cultivate the learner’s unconsciouscompetence，give the students more examples.In this way，I think theywill get a further understanding of the Grammar.
Step4? Task-cycle
Task 1—Pair work.I’ll ask the students to work with their partners to learn to giveadvice to different problems using the key words and the grammatical points.Task 2—Listeningpractice? I designed the (1)Pre-listening activities (2) While-listening activities (3) Post-listeningactivities.Task 3—Group work.I’ll get the students act out the conversation in small groups.
Step5? Post-task
In this step，I prepared two activities.First is—Let’s think.Michael，coming fromUSA.He wants to practice his Putonghua，But he is very shy.So can yougive some advice to him?I suggest that he should get a tutor，can you give more?Make a listof your suggestions.The second is—Discussion.Let’s take a look at the screen，from the picture wecan see the children are studying and living in the very poor condition，1.What’s the matterwith these children?2.What could they do?3.What should we do? (showing pictures) Put the knowledge into the real situations，elicit thestudents to find out the most efficient ways to the problem in our country.
Step6? Homework
1.Ask your parentsabout if they have some problems.if they have，Try to give advice.
2.Make a survey aboutwho are still in trouble and try to find some solutions.
Step7? Self-assessment
In the process of teaching and learning，teachersneed to know what has been done well and what needs to be improved further;where thestudents perform well and where they still feel confused.Thediversities of classroom activities，and a welcoming andengaging learning environment will make the study easy and happy.Thus thestudents will get more experience and exploitation by doing things.
And the last Part is Blackboard design? I’ll write thenew words on the left，on the right I write the target language.If possibleI’ll draw some pictures.It is terseness and easy to understand.
Thank you for listening，goodbye!
This period is from Unit 三 of 九A Oxford English. First of all,I’d like to talk about my understanding about this lesson.We have learned Star sings in Unit 一 and Colours and moods in Unit 二。We have also learned how to write a formal recommendation letter and how to write a report on the moods of people in last two we are going to learn two letters to a famous youth worker about Millie’s and Simon’s problems.So this unit links with a special meaning of Unit 一 and Unit 二。This period is the first lesson of Reading.The main idea of the topic is how to express their problems and ask for advice.We are going to learn the ways to deal with problems and stress in following lessons.So this period is very important in this unit.初中英语全英说课稿
Part 一 Teaching material analysis
Part 二 Teaching aims
一。Aims of the knowledge:
（一）To know the spelling of some words and usage of some phrases.
（二）To learn something about Millie’s and Simon’s problems.
（三）To grasp the main idea of Reading and use
asking the Ss to grasp contents of each Sample. To attain ”four skills“ request of listening, speaking, reading and writing. To start listing ”Word Bank“ and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.
二。This lesson is the first one of Unit 二。So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.初中英语全英说课稿
三。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 spoken English.
（）ANALYSIS OF THE STUDENTS
The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.
（）TEACHING AIMS AND DEMANDS
The teaching aim's basis is established according to Junior School English syllabus' provision.
一。Knowledge objects
（一） To make the Ss know how to use the affirmative sentence ”This is. 。 。 。“ and the negative sentence ”This is not…“Everyday expressions for ”Apologies“"I'm sorry”“That's all right”。
（二） To study the new words “six, hey, sorry, it’s, that’s”， etc. by learning the dialogue of this lesson.
（三） To finish some exercises.
今天我的说课内容是新目标英语八年级上册第四单元第一课时。
一、教材分析：
本单元学习谈论交通工具和距离 ，学习合理安排行程，并合理选用交通工具，主要单词有。subway，train，walk stop mile ？get to ？how far how long.主要句型有：How do you get to school ？I ride my bike 。How long does it take？It takes about thirty minutes.第四单元我设计了六课时，我现在要说的是本单元的第一课时Section A的1a 1b 1c，主要学习本单元的基本语言知识 How does Bob get to school？He takes the train.还有听说训练，学好本节内容是掌握整个单元内容的前提。通过本单元的学习培养学生的人际交往能力和逻辑表达能力。
二、教学目标：
1、知识目标：
新单词：ride，walk，get to，take the train.
句型：How does Bob get to school？ He takes the train.
语法：一般现在时。
2、能力目标：
（1）通过创设情境和读写使学生掌握新单词。
（2）通过朗读和操练使学生掌握新句型。提高学生的口语能力。
（3）通过听和重复录音中的情景对话使学生提高听说能力。
通过本节课的学习使学生会用英语表达乘坐某种交通工具，并了解其他发达国家人们常用的交流方式。
初中英语说课稿参考范例
通过说课活动，促进教师更好地掌握小学语文教学的有关理论，进一步熟悉大纲、熟悉 教材，提高教师处理教材，合理选择教法，下面给大家分享了初中英语的说课稿，一起来看看吧！
一、 说教材
1、 教材内容及地位
本节课的主要内容是新目标英语八年级上册第2单元第一课时，教材是以What’s the matter ？为中心话题，描述身体不适和提出建议展开，学习和运用“What’s the matter ？”和“What should…do?”让学生学会描述身体的不适和提出建议，本课教材内容与学生的实际生活密切相关，易于引出学生运用简单的英语进行交际和交流，在学习活动中，学生通过交换对身体不适的描述及建议，促进学生之间和师生之间的情感交流，增进情谊。
第一课时主要学习的内容是学习有关身体部位的单词，学习“What’s the matter ？”和“What should …do?”句型。
2、 说教学目标
1) 知识目标：学习掌握有关身体的词汇以及有关疾病的词汇，并学会描述身体的不适和提出建议。
2) 能力目标：听懂本课学习活动中的问题及回答，能在本课的任务型活动中进行简单的交流，能正确朗读本的对和句型，能写出本课的单词和句型。
3) 情感目标：通过描述自己的身体的不适提出建议，表达自己的看法，使学生在人际交往中学会关心别人，增进情谊。
4) 文化意识目标：用恰当的方式表达自己的看法，增进人际交往中学会关心别人的能力，了解英美国家询问和表达身体不适的习惯，培养世界意识。
3、 说教学重难点
重点：本节课主要学习身体部位的单词和一些疾病的词汇，以及身体不适的表达及建议。
难点：身体不适的表达及建议
二、 说学情
初二年级的`学生对英语已经有了一定的基础，但本地区部分学生对学习英语的兴趣不是很浓，在学习中，他们更喜欢从游戏中或活动中学习，这样更能提高他们的学习兴趣，让他们更轻松地掌握英语知识。
三、 说教法
作为教学的引导着，我遵循新课程“学生是学习的主人，一切的教学活动设计在以学生为本”的教学理念，坚持“为学生的发展，必须培养学生的自主性、能动性、独立性和创造性”的教学原则。课堂教学中利用图片，单词卡片等直观的教学手段，通过任务型教学法，游戏教学法，情景教学法等教学法引导学生学习，使枯燥的单词教学变得生动有趣，激活课堂，最终达到预期的教学目标。
四、 说教学流程
Step 1 Greeting
T: How are you?
Ss: I’m fine. Thank you. How are you?
T: I’m OK. But I have a cold. （我感冒了）What should I do?（我该怎么做）
学生提建议：看医生(see a doctor)休息(have a rest) ，吃药(take some medicines)等 ，教学以上词汇，为以下对话做铺垫。
Step 2 Lead-in 直接导入新课，引出课题。
Today we’re going to talk about the matters. Let’s learn Unit 2 What’s the matter? （板书并教学课题）
Step 3 New words
1、 Now let’s look at the picture. This is a body. We’re going to learn the part of the body. （利用图片、单词卡片进行教学）
2、 Game.（叫几个学生上讲台，其余的学生在下面通过卡片抽读，上面的学生迅速指出身体部位）通过游戏让学生更好地掌握单词，这样可以加强对单词的巩固。
3、 通过老师的表情，动作让学生用“What’s the matter?”询问，引出疾病的单词，如：sore throat, sore back=backache, toothache, stomachache等，并利用卡片进行教学。同时让学生用You should…提出建议。
Step 4 Practice （利用图片问答）
1、Game （学生抽图片，表演，进行问答）
A: What’s the matter ？
B: I have a cold./ a stomachache/ backache…
A: You should see a doctor./ have a rest/ take some medicine…
2、A: What’s the matter?
B: She/He has a cold. /a stomachache/ backache…
A: what should she do?
B: She/He should see a doctor./ have a rest/ take some medicine…
Step 5 pair work （让学生和同伴练习对话，抽查几对学生对话）
A: What’s the matter?
B: I have a cold. /a stomachache/ backache…
A: You should see a doctor./ have a rest/ take some medicine…
Step6 listening
通过上面一系列的对话练习，学生对1b的对话已经很熟悉了，所以更好的把握。
Step 7 小结（这节课主要学习掌握有关身体的词汇以及有关疾病的词汇，并学会描述身体的不适和提出建议。）
Step 8 Homework记单词和用所学单词句型跟同学进行对话练习
五、 说板书设计
Unit 2 What’s the matter?
①A: What’s the matter ？
B: I have a cold./ a stomachache/ backache…
A: You should see a doctor./ have a rest/ take some medicine…
② A: What’s the matter?
B: She/He has a cold/ sore throat /stomachache…
A: She/He should see a doctor./ have a rest/ take some medicine…
单词已经利用卡片学习了，本课我只板书这两个对话，这样让学生更一目了然，知道这课主要学习的句型，对话。
a. New wrds and phrases
b. Sentence pattern: If- clause
c. iprve their reading sills.
d. Taling abut prbles f the Earth.
6、 说教学难点 teaching difficult pints （语法；发展交际能力）
a. functinal ite: Suppsitin.
b. Develp their cunicative abilit. Act ut their wn dialgue.
7、 说教具 teaching aids (ulti-edia cputer, sftware, OHP)
The teaching sllabus sas that it’s necessar fr teachers t use dern teaching facilities. It’s f great help t increase the class densit and iprve ur teaching result. It can als ae the Ss reach a better understanding f the text b aing the classes livel and interesting. At the sae tie, it aruses the Ss’ interest in learning English.
二、说教法 Teaching ethds
Five step ethd; audi-vide; cunicative apprach;
Tas-based learning: New Sllabus Design encurages teachers t use this teaching ethd. TBLT can stiulate Ss’ initiative in learning and develp their abilit in language applicatin. Mae the Ss the real asters in class while the teacher hiself acts as the directr and bring their abilit int full pla.
三、说学法 Stud ethds
1、 Teach Ss hw t be successful language learners.
2、 Teach Ss hw t develp the reading sill — si ≈ scan; hw t cunicate with thers; hw t learn new wrds; hw t learn independentl;
3、 Get the Ss t fr gd learning habits.
四、说教学过程Teaching prcedures
I. 复习(Revisin) 5in (Dail reprt; 词汇diagra; brainstring; activate scheata)
Activit 1: Iaginatin
1)。 Suppse a bttle f in is turned ver and dirties ur white shirt, what is t be dne? （Wash it? Or thrw it awa?）
2)。 Suppse u catch a bad cld, what’s t be dne?
3)。 Suppse ur bie is bren, what’s t be dne?
4)。 And suppse the earth, n which we all live, is daaged, what’s t be dne?
* What can u thin f when u see “pllutin” this wrd?（waste, envirnent, air, water, factr, desert, cliate.。. Tr t activate the Ss scheata regarding the tpic f pllutin.）
II. 呈现 (Presentatin) 5in
Activit 2: Presentatin
Pla the sng “Earth Sng” sung b Michael acsn. (Create an atsphere)
A lt f pictures and vide clips abut the causes and results f the three prbles entined in this lessn will be shwn n the screen with the help f the cputer.
Ss’ presentatin n pllutin. Attract their attentin, aruse their interest, and create a gd atsphere fr cunicatin.
* Activate their scheata and cultivate their abilit in cllecting infratin fr the Internet and develp their abilit in thining independentl.
III. 对话 / 阅读 (Dialgue)18
1、 Pre- reading
Activit 3: Predictin
1st listening/ fast reading, ne guided Q t help Ss t get the ain idea:
What d u thin is discussed at the comference?
2、 While- reading
Activit 4: Read and answer
2nd listening/ careful reading, re Qs t get the detailed infratin. Develp their reading sills: si ≈ scan. Pa attentin t the prnunciatin, stress ≈ intnatin.
* 阅读: Pre-reading; while-reading; pst-reading （fast reading/ careful reading; si/ scan; 识别关键词e wrds；确定主题句；创设信息差infratin gap；T r F; 填表格chart/diagra; Predicting; Mae a tieline; Mae a str ap。达到对课文的整体理解和掌握。S that the can have a gd understanding f the whle text.）
3、 Pst- reading
Activit 5: Language fcus
While Ss are answering the Qs, the teacher deals with se e language pints.
a. is being caused b. and s n c. g n ding
d. be fit fr e. standing r f. if- clause
IV. 操练 (Practice) 10
Activit 6: Retell
Use ur wn wrds t retell the dialgue in the 3rd persn.
Activit 7: Acting ut
Activit 8: Drill – Suppsitin
Purpse: Practise the functinal ite f Suppsitin. (P. 33 Part 2; P.113, wb Ex. 3)
(Retell; act ut; rle pla)
V. 巩固 (Cnslidatin) 6
(Discussin; interview; press comference; debate; quiz)
Activit 9: rle pla
Suppse u were head f a village, scientist, urnalist and villager, ae up a comversatin and as several grups t denstrate in frnt f the class.
* The Ss are encuraged t use the wrds and expressin_rs lie pllutin, daage, be fit fr, turn int, the if- clause, etc.
Activit 10: Discussin
Thin f the questin: Are we causing daage t the wrld?
What shuld we d t save the earth and prtect ur envirnent especiall in ur dail life?
Cllect their answers and fr a reprt.
VI. 作业 (Hewr) 1 (Writing; comtinue the str; recite; retell)
Write a letter t the ar, telling hi sth. abut the pllutin arund ur schl.
五、说板书Blacbard design