初中英语外研版说课稿

第一篇：初中英语外研版说课稿

初中英语外研版说课稿

一、教材分析

本节课是Go for it!七年级上册Unit 5第一课时的内容。

它以Do you have a soccer ball?为题介绍了日常生活中常见的一些体育用品名称。

如：have, soccer ball，ping-pong ball，baseball , basketball，tennis，ping-pong bat，tennis racket等，围绕球类名称，通过 I have a/an… I don’t have a/an…

A: Do you have a /an…?

B: Yes，I do./ No，I don’t.和拓展句型

A: Do they /…have a /an…？

B: Yes，they do./ No，they don’t.句型的操练，学习动词have的一般现在时用法。

为本单元后面话题 “与朋友共度时光”做好铺垫而开展的教学活动。

在已学习Is this your pencil?确认物品所属的基础上，进一步对物品的所属进行问答，培养学生运用知识的能力，通过这些英语交流以促进学生努力提高自己的听、说、读、写的能力。

二、教学目标

1.知识目标

（1）词汇：

have, soccer ball，ping-pong ball，basketball baseball，tennis，ping-pong bat，tennis racket.（2）句型：

I have a/an… I don’t have a/an…

A: Do you have a /an…?

B: Yes，I do./ No，I don’t.A: Do they/… have a /an…?

B: Yes，they do./ No，they don’t.2.能力目标:

（1）掌握所给的有关体育词汇，运用所属关系句型：Do you have a soccer ball?进行问答，并能把它们运用到生活中去。

培养学生良好的听、说、读、写的能力。

（2）通过观察、想象、模仿和表演等能熟练、生动地模拟操练、运用句型，并具有一定的独创性。

3.情感目标：

（1）通过球类运动词汇的学习与运用，让学生体会到一种学习的成功感。

可以提高他们学习英语的兴趣，积极参与英语实践活动。

（2）在与同伴合作完成任务中，体验一种集体荣誉感，增强团队精神。

（3）热爱学习，热爱运动。

三、教学过程：

（一）直观导入，激发兴趣。

Lead-in(3分钟）

从酉阳土家族的摆手舞到家乡图片呈现导入新课的have句型，为学生创造轻松愉快的学习氛围和不一样的感觉，拉近了师生距离，消除陌生感，激发学生的好奇心，吸引学生的注意力。

（二）呈现新课

Task 1(10分钟）

使用图片呈现本课要学的新单词，由个体到整体，符合学生的认知规律，再通过趣味游戏巩固单词后，回归教材1a,学生做起来易如反掌。

根据克拉申输入假设理论中i+1原理，他认为要有足够的输入量。

只要输入量大于学生目前的语言能力，而情感过滤又低，学生就会自然学会语言,才能收到理想效果。

所以我们在设计该环节时适当加入了后面课时涉及的动词play 和Let’s know more balls,了解更多的球类名词，拓展学生的知识面，满足学生的好奇心，鼓励学生大胆探索知识的勇气。

既为后面课时做好铺垫，也不至于加重学生负担，效果应该不错。

Task 2(5分钟）

利用图片教师引入本课句型：

I have a/an… I don’t have a/an…

A: Do you have a /an…?

B: Yes，I do./ No，I don’t.A: Do they/… have a /an…?

B: Yes，they do./ No，they don’t.Task 3 Activities(14分钟）

Pair work 学生独立操练过程，遵循了由简到繁，由易到难的任务策略。

其中采用Chain drills进行小组竞赛，然后设置看图说话用have自由交谈，让学生积极参与到课堂活动中来，不但进一步巩固了所学句型，而且也提高学生的学习兴趣，寓教于乐,从而在审视、参与，交流中完成了语言知识的训练。

回到教材听力训练1b水到渠成,1c也就自然过渡。

设置Follow me进行人称拓展介绍have 用法。

再创设情景,用have编对话，有利于培养学生的独创性。

Task 4(4分钟）

Exercise 设置了五个达成学习目标的基本练习，且人称不拘泥于you,让学生学会如何使用动词have。

练习该节课的重点句型。

落实学生听、说、读、写的任务。

四、教学方法

1.以多媒体现代化辅助教学手段，贯穿整个教学过程，迅速抓住学生的注意力。

2.通过图片、食物的展示和纸条信息协助，进行 pair work和group work操练及看图写话练习等，训练学生听说读写能力。

3.发挥教师特长，通过自编歌曲，加深学生对所学知识的记忆，且能寓教于乐。

五、学情分析 ：

七年级的学生对英语学习都有兴趣的，但还没养成良好的英语语言学习习惯，而且抽象思维能力较低，形象思维能力强，注意力容易分散。

本课采用游戏、小组活动、歌曲等形式，增强学生的兴趣和注意力。

根据教育心理学，如果学生对于一件事物有极大的兴趣，他们就会排出主观和客观的种种消极因素，尽量全身心地投入到知识的学习中去。

另外，学生对英语学习兴趣还不稳定，但好奇心强，求知欲旺盛。

对刺激记忆手段多的知识记忆深刻。

第二篇：外研版初中英语说课稿(好)

外研版初二英语上Module 7Unit 1 That smells delicious!说课稿

各位老师，大家好！今天我说课的内容为外研版初二英语上第七模块第一单元。我将从教材分析、学情分析、教学方法、教学目标、教学重点难点、教学步骤六个方面进行阐述。

一、教材分析：

1.本模块以感觉与印象为中心话题,内容分为两部分：对话——主要以表感觉和知觉的系动词的用法为主，表达对食物或事物的感觉评论；阅读课文——Sally一封信，对英国女孩Sally印象进行了描述。学会表达It/sth smells/tastes/feels/looks/sounds…并在此基础上学会一些描述人长相和性格的表达方式，包括句式和一些形容词。本课教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。这些内容都很符合这一年龄段的学生的兴趣。在学习活动中，学生通过交换对某些事物或某人的描述及看法，促进学生之间和师生之间的情感交流，增进情谊。

2.本节课的教学内容是第七模块的第一节课。这本教材的第一课以培养学生的听说能力为主，兼顾读写，并包括词汇，语法，语音的学习活动。这是学生第一次接触到表感觉和知觉的系动词。在本课中要让学生初步感知系动词的用法，我就用孩子们身边的人或物让学生们通过看，听，尝，闻，感觉来切身的感知这些系动词，使学生能够运用系动词来表达自己的感受。教材安排了许多听，说，读，写的任务活动，我将灵活运用这些活动，将其中的一些活动进行变化或整合，如我将Activity1和Activity2顺序颠倒一下，先让学生看图或实物说句子，在做听力部分。学情分析

1．初中学生的抽象思维能力较低，形象思维能力强，但注意力容易分散。本课拟以故事、实物、图片，猜谜语等形式展示，并配以丰富的色彩，从而增强学生的兴趣和注意力。根据教育心理学,如果学生对于一件事物有极大的兴趣,他们就会排除主观和客观的种种消极因素,尽量全身心地投入到知识的学习中去。2．初二上学期的学生经过一年多的学习，有了一定的英语基础知识和听说能力，正逐渐向读、写过渡，同时，学生们对英语学习还保持着较浓厚的兴趣。经过一年的新课程理念的熏陶及实践，有了初步的自主、合作、探究、实验的能力。

3.本单元学情剖析：本单元的主题是谈论感觉与印象，可以采用活动教学法和Role playing的学习策略，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。做到既能巩固所学知识，又能提高解决问题的能力以及综合运用语言能力。教学方法：

1，任务型语言教学法

在教师精心设计的各种“任务”中，学生能够不断地获得知识或得出结论，从注重语言本身转变为注重语言习得。从而获得语言运用的能力而不是仅仅掌握现成的语言知识点。随着“任务”的不断深化，整个语言学习的过程会越来越自动化和自主化。在本课的任务型语言教学中，我将依据课程的总体目标并结合教学内容，创造性地设计贴近学生生活实际的任务活动，吸引和组织他们积极参与，使学生通过观察、思考、讨论、交流和合作等方式，在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。2，情景交际法

课堂教学以情景交际教学法为主，尽量给学生以足够的听、说、读的机会，联系课文实际，创设情景，引入讨论主题，在交际中学英语。情景的设计注意衔接的自然性，主题的设计强调知识的渐进性和讨论的可行性，并注意情感体验和概括、推理思维的培养 3，多媒体辅助

将本课所需要的录音、图片、文字、和音乐制成课件，使抽象的语言变得直观，为学生运用英语进行交际创设情景，实现师生互动，生生互动和人机互动的多向交流。学法指导

1、学习方法的指导

培养学生观察力，想象力，记忆力以及思维能力。用生动的课件调动学生的感官进行听说读写的训练。

2、学习积极性的调动

我在教学过程中创造一种开放的，和谐的，积极互动的语言氛围，把课堂变成有声有色的舞台，让学生在乐中学。

3、学习能力的培养

通过连贯的听说读写，游戏，竞赛等，培养学生的交际能力，发展他们的思维能力。

4、学习策略的指导

本节课将在课堂活动中把学生分成四人小组的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。我让学生观察课件画面，回答问题，让学生学会使用认知策略；让学生表演对话，实现交际策略；引导学生交际，主动练习和实践，是调控策略的体现。充分利用多媒体，录音，卡片等是资源策略。教学目标: 基于对教材的分析，同时为了更好地培养学生学习英语的兴趣，提高应用英语能力，推进探究﹑合作和自主学习，我将本节课的三维目标及重难点确定如下： 知识与能力：1.听，读懂含有系动词的句子和对话。2．能够正确朗读系表结构的句子。3．会运用含有系动词的句子来表达自己的感觉。

过程与方法：围绕话题进行听，说和讨论，并会和同伴交流

情感态度与价值观：通过阅读他人的自我描述，更好地理解别人，从而更好的懂得关心别人。重点：学习表感觉和知觉的系动词，学会一些描述人长相和性格的表达方式。句式：sb/sth feels/smells/sounds/looks/tastes…

难点： link verb + adj, What’s she like?与 What does she look like?的区别

教学步骤 活动内容 设计思路

Stept1 Warming up 1.Listening to a song.Listen to an English song Jingle Bells, let the students do the action while they are listening.歌曲欣赏，以学生喜闻乐见的形式导入新课，为学生创造轻松愉快的学习气氛, 激发学生的好奇心，为学习新课打下伏笔。

2Games：Play a game :touch your nose.Call one student to the front ,say “touch your nose /hand /eye/ear/mouth”.Then let the other students do。通过游戏的方式来调动学生的积极性，培养学生的兴趣，并巩固这些感觉器官的名称，为以下的感官系动词打下基础。全感官的参与使记忆更加顺畅。这样的活动能使学生在轻松活泼的气氛中学习和掌握知识。Step2 presentation 1, 教师： Do you like this music? I like it very much.it sounds lively.And I feel very happy.Do your feel happy ? 学生： Yes ,I do.It sounds lively.同样方法用糖果、毛巾、醋、班中的学生来练习,It feels /tastes/smells…….The boy looks …… 由上一环节自然过渡到新课的学习，让学生根据实物和身边的人来亲自体验系动词的用法。学生在不知不觉中感知新知识；保持学习新知识的兴趣。Practicing look at some pictures of activity 1,Let Ss say some sentences.Then do activity 2,Match the sentences with the pictures.。这样让学生根据上一环节进一步练习。

3.Listening.Play the tape of 1b twice for Ss to listen and follow.Then get them to number the pictures.本环节是教材安排的任务型听力活动，目的是让学生在听音时抓住关键词，培养学生边听边做笔记的学习策略。4巩固练习

Look at some pictures.and say A: The chocolate cookies taste delicious.B: The sweater feels soft and comfortable.The jeans feel tight.C The cheese doesn’t smell fresh.D: They look strong.Zhang Baizhi looks pretty and smart.利用课件中的图片，使抽象的语言变得直观，为学生运用英语进行交际创设情景，Step3 listen and read 1 整体听一遍，回答问题。从整体上感知全文 2再听一遍，注意生词及含有系动词的句式 3语法展示link verb +adj 及Everyday English 4读课文 Group work :四人一小组，有感情的分角色朗读课文。然后找两组读对话，注意表情 6 Do activity 5.Complete the sentences.小组内讨论的形式

让学生在小组中交流、合作。易于激发学生的表达欲望，在活动中他们一定会努力表现自己，做到最好。把任务活动放在小组中进行，还可以解决“大班”难于操练的难题，学生在小组中有更多的时间来运用英语表达自己的思想。

Step4 pair work。Ask Ss to make dialogues in pairs activity4.According to the sentence patterns in activity2.Get several pairs to act out their dialogues.在教学上以激发学生的学习兴趣为主，通过不同的活动让学生感知、操练语言，为下一步活动做好铺垫。Step5 pronunciation and speaking l Play the tape of activity7 twice for Ss to listen and follow.让学生能够正确朗读系表结构的句子。2,Do activity6 ,丰富学生形容食物和人的词汇，以便在对话中运用自如。

Homework : 1.Do activity8.Work in pairs ask and answer why you like or don’t like them.2.Read the dialogue in groups.Then act out the dialogue.由于教材中的环节较多，在一节课中要全部完成不大可能，因此我将最后一个环节作为作业，将课堂小组活动延伸的课外。

第三篇：外研版英语说课稿

说课也是教师资格证考试和教师招聘考试中必需的环节。如下小编就为大家收集了外研版英语说课稿，欢迎阅读！

外研版英语说课稿

1Ladies and Gentlemen, It’s my great pleasure to be here sharing my lesson with you.The content of my lesson is《 foreign language teaching and research press》Book，.let me talk about this lessson as the following:

一、教材分析:Analysis of the Teaching material

二、教学目标:Teaching alms and demands:

三、教学重难点:Teaching keys and difficulties:

四、教学方法:Teaching methods:

五、教学工具:Teaching aids：

六、教学过程:Teaching procedures:

七、板书设计：Blackboard Design.八 教学评价与反思

Now,let me talk about the teaching material first.本课时所教的是外研社高一上学期使用的必修2 Mudule6。本模块介绍了----这节课学习的 是listening and vocabulary和speaking部分的内容，是本模块的第三课时，要求通过听的活动了解和学习有关----------------------------的词汇，培养表达结果，做总结的逻辑思维能力和获取信息的能力。Speaking 讨论了------------------------------在这节课之前，学生学习了reading and vocabulary,通过阅读文章，已经掌握了部分------------------------的词汇，本课由复习旧课入手，引入新课的新词汇，并以听说为主线，对-------这一主题进行延伸和拓展。

Therefore , on studying the teaching material and analyzing the regulation of students growing of mind , I put forward the teaching objectives according to English syllabus and new lesson standard.I will talk about it from Knowledge objects , Ability objects and emotion objects:

知识目标：见教参

能力目标：见教参

德育目标见教参

(1)---------------

(2）------------

Next , according to the new teachingstand and the teaching content , I made out the key points and the difficult points of this lesson:

（1）握重点词汇与短语，如：-----------

（2）语法方面掌握--以及一些有用的表达式和句子结构。

（3）加深学生对于文章的理解，发展学生听、说、读、写的基本技能，提高初步运用英语进行交际的能力，侧重提高阅读能力。

Well, how to achieve the teaching objectives better, to stress the key points and break through the difficult points? The key is how to make use of the proper teaching methods, I’ll talk about my teaching methods below.According to the modern perception theories and social intercourse teaching theories, I adopt the TSA method and TBLT method in my teaching, namely Total Situational Action and Task-based Language Teaching.They offer the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome.The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, make use of the modern electricity teaching equipments and all kinds of teaching means, it can mobilize the Ss’ enthusiasm and creativity in learning English.Studying Methods:

Let Ss study in a relaxed and agreeable atmosphere.Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining , thinking etc.And make preparation for completing the new study task.也就是说，为了更好地实现任务式教学和探究式教学，我采用了一下教学方法：

1、速读法：根据高中英语教材侧重阅读理解这一特点，让学生快速阅读，以尽快了解文章的大意。

2、问答法：帮助学生理解文章的细节

3、翻译法：适当地运用翻译可帮助学生理解文章的难点

4、讨论法：通过Pair work.Group work.让学生都得到一次口语训练的机会，教师应设计一些适当的话题。

5、快乐教学法：即教师在教学过程中，要尽可能地利用多媒体技术、图片、课件等刺激学生的感官系统，创造一种和谐的学习氛围，让老师教得开心，学生学得开心。

【本课时主要以听说教学为主线，以导学式模式培养学生的听力理解策略。以听力技能训练和口语表达训练为主线，贯穿听说读写综合技能的培养，针对学生听力理解障碍，在教学中遵循“循序渐进”的原则，进行知识的输入，技能的培养，和文化知识的渗透，良好学习策略的培养。本课时采用多媒体教学，给予学生更直观的感受，也加快了教学的节奏。课前教师要从网上下载一些相关的图片和资料。】

TEACHING AIDS:（教学辅助手段）

Multi-media computer;OHP(overhead projector);tape recorder;software: Powerpoint or Authorware

Teaching Process:

In order to realize the teaching process systematically, properly and efficiently, under the principle of “regard Ss as the corpus, the teacher inspires for predominance”, I divide the teaching process into six steps.Step1 Revision and lead-in

Step2 Presentation and practice.It contains some small steps such as Listening ,Reading , Disoussion etc.Step3 Task time.This step gives the students 5-8minutes to make a similar dialogue using the phrases and sentences learned in this passage and everyday life experience according to the given situation(show it on the screen using a multi-media computer).This step is employed to create a language environment for students’ communication in the class;If the students can finish this task well, they will benefit a lot in their spoken English.Step4 Consolidation and extension.Finish Exx 1 and 3 orally, left Ex 2 as written work.Ex.1 revises the Object Clause（宾语从句）.When transforming（变换）the structures, the students are required to pay attention to the change of t he verb tenses, personal pronouns and word order.Ex.2 is a revision of the Modal Verbs（情态动词）and some useful expressions.Let the Ss work in pairs and then check the answers with the whole class.Step5 Homework

1.Do Ex 2 in the exercise books.This is used to make the students have a further understand of the modal verbs.2.Write a short passage about the dialogue learned.This is used to practise writing ability of the students.Step6 Blackboard Design.(Show on the CAI)

在整个课程中，我的思路是这样的：教学之初，给学生呈现一些--------------图片，让学生首先从视觉的角度对要学习的内容有一个深刻的认识;在进入课文的学习之前，先粗略地复习上一节课所学的相关的词汇，要求学生用简单英语解释，但允许学生自主选择想解释的词汇。这样，既减少了 学生的胆怯心理，又达到了运用语言的目的：通过对于本文的语言片段的学习，以及围绕着它所作的拓展训练，培养学生理解含有所学生词的句子和段落并获取信息，找出段落和文章的从属关系，培养学生对因果关系的判断分析能力，归纳分析能力和表达能力。

Anyway, the teaching of this lesson aims to develop not only the Ss' language technical abilities, but also the diverse intelligence by integrated teaching methods.As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.Above is the lecture notes of my lesson.Thank you!

外研版英语说课稿

2Ladies and gentlemen, good morning.It’s a great pleasure for me to be here sharing my lesson with you.My name is.Firstly, I’ll introduce my teaching material to you.The content of it is Unit 1 of Module 3,Book 1.In this unit we’ll talk about the numerals.By studying this unit, the students will know how to ask and answer the quantities.The way to ask “how many’and the numbers from 1 to 10 are the key and difficult points of this unit.As we know, our students are pupils, boys and girls are exposed to English for a short time, so it is very important to develop their intreset in English.As for this, I made my teaching aims as follows.Teaching aims:

1.Aims on knowledge:

1)The students can hear,read and use the sentence “how many?’ to ask questions.2)The students can hear, read and use the words from 1 to 10 to answer the questions on numerals.2.Aims on abilities:

1)To develop students’ abilities of listening and speaking.2)To foster students’ abilities of communicating skills.3.Aims on the emotion:

1)To set up students’ self-confidence in language study.2)To form happy English learning situations for the students.4.Key points:

1)To help students ask and answer the question: How many?

2)To develop students intrest in English.5.Difficult point:

The right pronunciation of the numerals from 1 to 10.Secondly,I’ll introduce my teaching methods.We all know that the main instructional aims of learning English in primary schools to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language.So in this lesson,I’ll mainly use “task-based” teaching method.I’ll let Ss learn in real situations,finish some simple tasks to help the students to get a better understanding of the lesson.And I will arrange many kinds of activities for them.In this class, I’ll use a recorder and some pictures as my teaching assistance.Teaching process

Ⅰ.Warm-up

1.Greetings

2.say the chant “Bob.Bob.Bob…

3.The teacher can choose some students,to do a simple dialogue such as What’s your name? How are you?and so on.(for this step, we should practice quickly.This chant can arouse exciting motion.So it is important to form a happy class.The part of the dialogue can make Ss review the knowledge in the last lesson.)

Ⅱ.Leading in

1.After chant,the teacher shows a pencil and ask students :What’s this?lead the students to answer ‘pencil’.Then the teacher says:Yes, it’s one pencil.Then the teacher shows two pencils and says: There are two pencils.The teacher can lead in the numerals by this way(This part to lead the numbers quickly.)

Activities for the children.1 to 4,we should clap our hands;after 4,we should change to stamp our feet;after 8 we should shake our bodies.That is to say, ask students to clap when teaching numbers 1-4, ask the students to stamp when teaching numbers 5-8, ask the students to shake their bodies when teaching numbers 9-10.(we count the ten numners by different ways, Ss would like to do things like this.We’ll have a happy beginning)

2.The teacher shows the pictures about numerals.Have the students read the pictures and follow the teacher to practise,and put the numerals on the blackboard.(This part is the important part to make students learn the numerals)

3.A game to practice the numerals.Ask students to do the counting one by one, they should line up first, then count from 1-10.(For this step, I will correct their pronunciation).Ⅲ.New lesson

1.The teacher shows the pictures quickly, and ask them to guess How many?

And students say the answers.After some time, ask little teachers to do this.Then the teacher shows and teaches the new sentence ‘How many?’

2.guessing game

In this part, we can play two games.First, guess the pictures;second, guess how many students.(to drill the questions and answers with the help of the game.)

3.listen to the tape.T should play the tape three times, first, Ss just listen;second, Ss read the story after the tape;third, Ss listen carefully and find 1 to 10 on the book.(It is necessary for Ss to listen to the tape in our class, it will form a good habit of listening.)

Ⅳ.Consolidation

A task of memory.The teacher shows a big picture with some boys and girls on it.Have the students look at this picture for 5 seconds.Then the teacher closes this picture and asks: How many boys or girls? The students will try to give the right answers.(This is a transitional part for unit 2)

Ⅴ.Assessment

Let the students to count all the things arround them after class.Then to tell their friends or to mark on the paper.(revision is so important that Ss should speak English as much as they can in class)

Above is my lesson,I try my best to make my students happy in class.So I use different kinds of activities and games to deepen my instruction in order to let children acqire new knowledge through arousing their interest.But, the weakness of this lesson is the students might not grasp the hole story and sentences pattern because of lack of enough training in these two parts, story-teaching and sentence pattern-teaching.That’s all!Thank you!

It’s my great honor to be here sharing my lesson with you.The content of my lesson is《New Standard English 》Book4 Module8 Unit1 I was two.Then I’m going to talk about it through the following six aspects: teaching material, students, teaching aims, teaching points, teaching preparation and teaching process.一、Teaching material

The topic of this module is “Changes”.The language function of this unit is throughing the photos of Lingling’s grandparents and her own to describe the things past with “was/were”.The main patterns “They were young.” and “I was two.” are close to Ss’ daily life.Therefore, they would show their great interests in this lesson and try to use what they have learnt in their real lives.By studying this unit, Ss can discuss the things that occurred in the past to themselves with “was/were”.二、Students

The Ss in grade four have got some English foundations.They also have higher learning enthusiasm and lively personalities.As a result, the activities full of fun and relaxation are offered in order to let the Ss learn English more freely.Meanwhile, the abilities of observing and self-study , the habits of independent thinking and positive participation are fostered in the class.三、Teaching aims

（一）Aims on the knowledge

1．The Ss can understand and speak the words: who, grandparents, then, me, hair, so.2．The Ss can understand and speak the sentence patterns: They were young.I was two.（二）Aims on the abilities

1．The Ss can read the dialogue fluently.2．The Ss can communicate with “was/were” according to the photos.（三）Aims on the emotion

Through the Ss’ comparison the old life with the new one, they will not only cherish the life nowadays, but also improve emotion between the families.四、Teaching points

（一）Key points

1．The Ss can understand and speak the new words and the sentence patterns.2．The Ss can describe the things past with “was/were”.（二）Difficult points

1．The Ss know the usage and relationship between “am/is/are” and “was/ were”.2．The Ss can discuss the real life with the sentence patterns freely and creatively.五、Teaching preparation

Tape, recorder, photos, multimedia, cards, stickers.六、Teaching process

Step 1.Warming-up

1.Greetings

2.Enjoy the song “The family”.3.Free talk

T: Here is a family photo.Let’s describe it.In this photo, Father is …(choose the appropriate adjectives)

S: ….T: Mother/Brother/Sister/Baby is…

…

[Design intent] The song can adjust the Ss’ thought, arouse their interest in learning English, let them enter the atmosphere of learning English quickly.The free talk can help them review the adjectives which are used to describe the personalities and characters.Step 2.Presentation

1.Leading-in

T: Here is another family photo.Do you know who the baby is?

S: …

T: It’s me!(Teach the word “me” at this moment.)

I was two, then.Now I am 30.(Show Ss the current photo.)

T: Our friend Lingling has got some photos, too.Do you want to have a look?

[Design intent] Through the new and old photos show, bring out the topic of the text smoothly and make a good preparation for the text learning.2.Text

(1)Listen and try to find out the words they don’t know.Study them in groups.Then T consolidates the meaning of “who, grandparents, then, hair, so”.(2)Listen read and underline the sentences with “was/were”.T: What’s the difference between “am/is/are” and “was/ were”?（Explain it under the help of the photos.）

[Design intent] Through the listening and underlining, Ss can have the deeper understanding to the text.Explain the past tense appropriately and design the blackboard writing reasonably.Let Ss know the meaning and usage of “was/ were” clearly.（3）Listen and read the dialogue again.Step 3.Practice

1．Look, listen and guess.Show Ss four pairs of pictures, choose the correct one after listening to T’s description.2．Do Activity 3 on page 31.Discuss the answers in groups.[Design intent] Through the activities, let Ss practice the sentence patterns step by step.Cultivate Ss' abilities of cooperation and participation by group-working.Step 4 Consolidation

1.Enjoy the passage of the cartoon “The ugly duckling”.Discuss the changes of the little duckling according to the T’s reminder.2.Show Ss some photos of new and old Yantai, let them realize the great changes of our life.[Design intent] The cartoon can make Ss show more interests in learning English.Through the photos show, Ss will love and cherish the new life more.Step 5 Summary

Ask Ss themselves to summarize what they have learnt today.Step 6 Assignment

1．Listen and repeat the text.2．Describe Ss’ own photos with the sentence patterns in groups and prepare to show in next class.[Design intent] Making lots of listening and speaking exercise is able to train Ss’ comprehensive language abilities and strengthen their confidence.In addition, extending the knowledge in class to the real life effectively can finally achieve the purpose of communication using language.Design of blackboard writing

Moduel 8 Changes

Unit 1 I was two.(then)(now)

I was two, then.Now I am 30.They were young, then.Now they are old.She/He was…, then.Now she/he is….[外研版英语说课稿 ]相关文章：

第四篇：外研新标准初中英语短语归纳.

外研新标准初中英语短语归纳 1.a bit(of)有一点儿

2.a few一些； 少量；几个 a little一些； 少量 3.a group of 一群

4.a kind of 一种;一类

5.a lot of(lots of)＝a number of 许多a number of 一些；许多 6.a pair of 一双;一副

7.a piece of “一(块,张,片,件)” 8.according to 按照;根据

9.after class 课后after all “终究, 毕竟” 10.after school 放学后

11.agree with sb./ to+V.同意某人的意见／某事

12.again and again 反复地；在三地 13.all over 到处；遍及；结束 14.all right 行了;好吧;(病)好了

15.all the best一切顺利； all the same 还是, 仍然

16.all the time 一直 17.all the way 一路上 18.and so on 等等

19.apologize to sb.for sth.为某事向某人道歉

20.arrive at / in a place 到达某地 21.as well 也;又

22.ask for 请求;寻求

23.at breakfast /lunch /supper 早/午/晚餐时 24.at first / last 起先;开始的时候/ 最后；终于

25.at home 在家(里)

26.at least / most 至少/ 至多

27.at once 立刻;马上28.at present “现在, 目前”

29.at school 在学校;在上课

30.at the moment “此刻,目前;那时,当时 31.at the same time 同时 32.at work 在工作

33.at the / on weekends 在周末 34.be able to 能够(有能力)35.be afraid of 害怕

36.be angry with sb.生某人的气37.be bad for 有害于 38.be born 出生于

39.be busy with / doing sth.忙于做某事 40.be careful with 小心

41.be covered with 被……覆盖 42.be different from 与……不同 43.be familiar to 对……熟悉 44.be famous for 以……而著名 45.be fond of 爱好 46.be full of 充满

47.be good / poor at 善长于 / 对……比较差

48.be interested in 对……感兴趣 49.be keen on 喜爱 50.be late for …...迟到

51.be located(in/on/at)位于 52.be made of 由……制成 53.be made up of 由……组成 54.be on ”上演, 上映“

55.be pleased with 对……满意 56.be proud of 为……而感到自豪 57.be/get ready for 为……作准备 58.be surprised at 对…...感到惊奇 59.be thankful to sb.对某人很感激 60.be/get used to＋v－ing习惯于

61.be worried/serious about 为……而担心 62.because of=thanks to 由于 63.belong to 属于

64.break out爆发break into ”闯入, 破门而入“

65.by air mail 寄航空邮件 66.by bus 乘公共汽车 67.by oneself 亲自 68.by phone 打电话

69.by the way 顺便说;顺便问一下 70.call on 拜访

71.care for 照顾;喜欢 72.carry out 执行

73.catch(a)cold 着凉;伤风 catch up with 赶上（或超过）74.change one's mind 改变主意 75.check in 办理登机

76.come across 被理解;遇见

come back 回来；想起来 77.come from 出生于;来自 78.come on 快;走吧;跟我来come out 出来；（书等）出版，发行 79.come to an end 结束 80.come to know 知道

81.come to life 显得逼真;苏醒 82.come true 实现

come up with追上；赶上；想出（主意）；找出（答案）

83.communicate with 与……交流 84.compare with 与……比较congratulate …on… 祝贺…… 85.cover an area of 占地面积 86.cut down 砍倒 87.deal with 处理

88.depend on ”依靠,依赖“ 89.die of 因……病而死

different from 与……不同 90.do one's best 尽最大努力 91.do sb.a favor 帮某人忙

92.do some shopping 买东西（cleaning）93.do with处置, 处理 94.dream of 梦见 95.dress up 穿着打扮 96.each other 互相 97.eat up吃光, 吞噬earn one’s life谋生

either… or… 或者……或者…… 98.enjoy oneself 过得愉快 99.enter for 报名参加

even if / thought 即使；尽管 100.fall off 从…...跌落

101.far away(from)(离)遥远 far from远离

feel like doing想要……；感觉要…… 102.fill in ”填充, 填写“

fill … with … 用……填充 103.find out 找出;查明;了解 104.finish off 吃完;喝完first of all 首先 105.for ever 永远 106.for example 例如

107.for the first time 第一次 108.for the time being ”暂时,眼下“from … to… 从……到…… 109.from door to door 挨家挨户 110.from now on 从此以后;今后 111.from time to time 不时；有时

112.get along / on(with)进展；与…….相处go away逃离 113.get back 返回 114.get in 进入;收集 115.get in the way 挡道 116.get off 下车 117.get on 上车

get on with与…….相处 118.get ready for 为……作准备 119.get rid of 摆脱

120.get tired of 对……感到厌倦 121.get to 到达

get together 相聚； 联欢 122.get up 起床

123.give back 归还;送回 124.give out 分发

125.give sb.a hand 助某人一臂之力 126.give up 放弃

127.go ahead 先走;向前走;去吧;干吧go away 走开；离去

128.go shopping / bowling 去购物 / 打保龄球

129.go for a swim 去游泳go for a walk 散步 130.go home 回家

131.go in for 参加;从事于;酷爱 132.go on 继续

133.go on a diet 实行节食 134.go on a picnic 去野餐

135.go on with / doing sth.继续做某事 136.go out 熄灭

137.go over 复习;仔细地再读一遍 138.go sightseeing 去观光

139.go to(the)hospital 去医院(看病)140.go to bed 就寝

141.go to college 上大学 142.go to school 上学 143.go to sleep 入睡

144.go to the cinema / movie(s)去看电影

145.go up 走上前去 146.go wrong 出错 147.grow up 成年;长大

148.had better 最好还是;还是……好 149.hand in 上交hand out 分发

150.happen to do 碰巧做

151.happen to sb.发生到某人身上 have fun with玩得高兴 have fun doing…玩得高兴 152.have(got)to 不得不 153.have a class / lesson 上课

154.have a good time 玩得很愉快;过得很愉快

155.have breakfast 吃早餐 156.have no idea 不清楚

157.have pity on sb.怜悯某人 158.have sports 进行体育活动 159.hear from 收到……来信 160.hear of 听说

161.help sb.with sth.帮助某人做某事help oneself to … 请随便吃点…… 162.here and there 到处

163.hold a meeting 举行会议 164.hold on 等一等(别挂电话)165.hold one's breath 屏住呼吸 166.hold up 举起

167.huge amounts of 大量的hundreds of几百；成百上千 168.hurry off 匆忙离开hurry up 赶快；快点 169.in a hurry 匆忙； 很快地 170.in a minute 一会儿

in a word简言之； 总之 171.in addition 另外 172.in all 总共

173.in charge of ”主管,负责“in danger 处于危险状态 174.in English 用英语 175.in fact 事实上;实际上 176.in front of 在……前面 177.in hospital 住院

178.in line 成一排;成一直线 179.in no time 立刻180.in one's fifties 在某人五十多岁时 181.in one's opinion 根据某人看法 182.in order 按顺序 in order to 为了

in other words 换句话说 183.in return 作为回报 184.in surprise 惊奇地 in public 当众；公开 in surprise 吃惊；惊讶 185.in the end 最后;终于 186.in the future 在将来

187.in the middle of 在……中间

188.in the years to come 在即将来临的几年里

189.in this way 这样 190.in time 及时

instead of 代替；而不是 191.in trouble 处于困境中 192.instead of 代替;而不是 193.join in 参加;加入 194.just a minute 等一下 195.just now 现在;刚才

196.keep doing sth.继续做某事 197.keep fit 保持健康

keep one’s word守信 198.keep...from 使……不做

199.keep in touch(with)(与……)保持联系 200.keep off 阻挡;不让……接近201.keep quiet 保持安静

202.keep sb.busy 让某人忙个不停 203.knock over 撞倒;撞翻 204.later on 过后;后来 205.laugh at 嘲笑

206.lay the table(饭前)摆好餐具 207.learn…from 向……学习

208.leave(secondary)school(中学)毕业 209.leave a message 留个口信 210.leave for 动身去

211.less / more than 少于 / 多于 212.let out 放出

213.line up 整队;排成行 214.listen to 听……(讲话)215.live on 靠……为生 216.look after 照料;照顾

look down upon 看不起；轻视 217.look at 看;观看 218.look for 寻找

219.look forward to+V-ing 期待着 220.look like 看上去象;显得 221.look out of 从……朝外看 222.look up 查寻;抬头看 223.lose one's way 迷路 224.lose weight 减肥

225.make a face做鬼脸；做苦脸 make a film 拍电影 226.make a fire 生火 227.make a living 谋生

228.make a mistake 出差错;犯错误 229.make a noise 弄出声

230.make friends with 与……交朋友 231.make fun of 拿…...开玩笑 232.make money 挣钱;赚钱

233.make the/one's bed 整理床铺 234.make out 辨认出

235.make progress 取得进步 236.make up one's mind 下决心

237.meet the needs of 迎合……的需要 238.meet with 遭遇

239.more or less或多或少

neither… nor… 既不……也不……next to 紧挨着;紧靠着

240.no longer / not …any more/longer 不再 241.not…at all ”(用来加强语气)一点也不,根本不“

not only …but also… 不仅……而且…… not so…as不像……；不如…… not till / until … 直到……才…… 242.now and then /again 时而;偶而 243.of course 当然

244.of one's own 属于某人自己的 245.on business ”有事, 出差“ 246.on duty值日；值班on foot 步行;走路 247.on holiday 在休假

248.on one's side 在某人一边 249.on show 在展出

250.on the other hand 另一方面 251.on the phone 在听电话 252.on the right 在右边

253.on the/one's way(to)在去……的路上 254.on time 准时

255.on weekdays 在工作日 256.once a day 每天一次once again 在一次

257.once every four years 每四年一次 258.once more 再次

259.once upon a time 从前；很久以前 one after another ”一个接一个,连续地“ 260.one another 互相

261.operate on sb.为某人动手术 262.out of 从……里出来;缺乏 263.out of work 失业 out of date 过时

264.over and over 再三;一遍又一遍 265.over there 在那边 266.pass by 经过 pay for 付…...钱;买 267.pick out 挑选出 268.pick up 拾起

269.play a trick on 捉弄 270.play with 玩弄 271.plenty of 许多 272.point at 指向;指着 273.point out 指出

274.praise sb.for sth.为某事表扬某人 275.prefer…to(比起……来)更喜欢 276.prepare for 准备

277.protect…from 保护……免受

prevent …from…妨碍；防止；预防 278.pull down 推倒 279.put down 记下 put off 延期； 推迟

280.put on 穿;戴上;上演 281.put out 伸出;扑灭 282.put up 举起;挂起 283.rely on 依靠

284.right now ”立刻,马上" 285.ring up 打电话给…… run after 追捕;追踪 286.run away 逃跑run out of 用完

287.save one's life 挽救某人生命

288.search for 搜寻;搜查 289.see…off 为……送行 290.sell out 售完

291.send for 派人去叫…… 292.separate … from分开 293.set free 释放；解放

293.set off 动身；启程；使爆发 294.set out 出发；开始 295.show off 炫耀 296.so far 到目前为止

297.so…that 太……以至于…… 298.sooner or later 迟早；早晚 299.speed up加快速度

300.spend …on在……花钱 301.stand for 代表

302.stop doing sth.停止做某事（不再做……）

303.stop to do sth.停下来做某事（开始做……）

304.such as 例如 305.take away 拿走

306.take it easy 别着急；别紧张 307.take off 脱下；起飞

308.take one’s time 从容；别紧张 309.take out 取出 310.take place 发生

311.talk about 谈论；议论

312.the day after tomorrow 后天 313.the day before yesterday 前天

314.the more… the more 越……就越…… 315.the other day 前几天；某日 316.think about 考虑（是否去做）317.think of 想起；考虑；认为；看法 318.thousands of 成千上万；几千 319.throw away 扔掉

320.too…to… 太……以至于不…… 321.try on 试穿；试试看 322.try out 试验

323.turn down 关小；调低

324.turn off 关掉（水、电视、收音机等）325.turn on 打开（水、电视、收音机等）326.turn over 翻动；梨翻（土地）

327.turn up 到达；来到；开大（声音等）328.up and down 上下，来回

329.used to do sth.过去常常 330.wait for 等候，等待 331.wake up 醒来

332.work out 算出，解决 333.worry about 担心，烦恼 334.write down 写下，记下 335.write to 写信给……

第五篇：外研版初一英语说课稿（最终版）

Moduel 9 Unit 1 说课稿

《英语》（新标准）教材主要特点：

1.遵循以人为本的教育理念，以学习者的年龄和认知能力为基础，全面培养学生的综合运用能力，寓素质教育于英语教学之中。

2.‖题材-功能-结构-任务‖编写原则，符合中国学生英语学习的规律。

3.从多方面强化语言技能的训练，特别关注学生学习策略的培养，结合每一个模块的主题，对学生进行文化意识方面的渗透。

4.注重题材和功能的多样化，课文语言地道鲜活，难度适中，突出体现初中学生的年龄与兴趣特点。

Does the tiger eat meat? 教材内容分析

1.本模块以―动物‖为话题，介绍了世界各地的动物和他们的栖息地、习性。通过 ―听北京动物园之行和阅读世界各地的动物介绍‖展开语言实践活动，使学生能够达到简单谈论自己喜爱的动物的目标。2.本模块的语法重点是在第8模块学习一般现在时陈述句的基础上，继续学习一般现在时第三人称单数作主语的一般疑问句形式及其回答。

3.本单元要求学生掌握和理解有关动物等词汇。

4.在听力和阅读学习过程中培养学生获取细节信息的学习策略。

学情分析 通过小学的学习，有的学生可能已熟悉部分表示动物的英语名称。本模块则是在进一步学习有关动物名称的基础上，引入到谈论自己最喜爱的动物以及它的居住地、生活习性等的话题上，这是学生很熟悉、很感兴趣的话题。

备课中，问题与任务的设计力求贴近学生生活，以调动学生的学习积极性和主动性，激发学生的学习兴趣，培养学生的综合能力。

课型：Listening ang speaking

方法：Interactive approach

Communicative approach

教具：Tape recorder

Multi-media

Teaching aims: 1.Knowledge Aims:(1).To master the words about animals.(2).To master the structure of Present simple questions.Ability aims The students will be able to

(1).to understand the words and the short dialogues about animals.(2).to ask and answer questions about animals, using the present simple questions and key words.(3).to talk about what their favourite animals eat and like to do, using the key words.Moral aims To take care of the animals and love animals 教学重点 Vacabulary: trip, zoo, tiger, camel, elephant, lion, giraffe, kangaroo, monkey, panda, snake, wolf, polar bear, guide, thousand, visit, animal, zebra, Australia, Arctic, Europe, Asian, bamboo

Grammer: —Does X…?

—Yes,it does./ No, it doesn’t

教学难点

To help the students to master the Yes-No questions and the words well.教学流程

• 1 Warming—up • 2 Vocabulary building • 3 Listening and learning • 4 Practice • 5 Summary • 6 consolidate • 7 homework

Step 1 warming up 本单元是词汇与听说课，因此，在课程的伊始，安排一个brainstorming的词汇活动。目的让学生复习已有的词汇，添加新的词汇，同时自然的将学生的思维引入本课将要学习的内容上来，并为下一环节的学习作铺垫。Brainstorming • Do you like animals? • What is your favourite animals? • Look at the picture, what animals can you see?

Step 2 vocabulary building Tiger camel elephant lion giraffe kangaroo monkey panda snake wolf polar bear zebra animal

Step 3 listening and learning 为帮助学生理解听力材料，增加上了一个热身活动，其作用在于激活学生的背景知识。通过回答与听力材料有关的问题，让学生大致了解听力材料，本环节分为二步。第一步为略听，要求学生回答热身问题。第二步为精听，听后学生将完成动物和产地的连线.Listen to the dialogue and answer questions • What’ s the name of the panda? • Does the polar bears eat meat? Listen again Do Ex.4

Step4 practice 1.Repeat after the tape chorally.2.Divide the students in groups, then do the role play.Make a dialogue using the following phases • ——How many visitors are there in Beijing zoo everyday？

——There are… • ——What is your favourite animal?

——My favourite animal is… • ——Does it eat…?

——Yes, it does./ No, it doesn’t.Step 5 summary 1.Find at least two sentences with third person verb endings –s in the dialogue.eg.1)The kangaroo comes from Australia.2)The zoo has five thousand animals.2.Sum up the structure: 主单三人称 + V 单三式

3.Find the present simple questions and the answers in the same way:

Does + 主单三人称 + V原?

Yes,… does./No,… doesn’t.Step 6 consolidation 1 1._____ the elephant like water?

Yes, it _____.2______ the monkey live in the desert? 3._____the panda live in China? Yes, it ___ 4.The kangaroo _______(come)from Australia.5.The tiger______________(not eat)bamboo Consolidation 2 根据汉语提示完成句子： 1.欢迎到我们的农场。

_____________ our farm.2.我们农场有两千只动物。

Our farm has got ___________________animals.3.老虎吃肉吗？吃的。

-_____ the tiger _____________?

-Yes, ___________.4.北极熊来自北极。他们不吃草。

The polar bear __________ the Arctic，and it____________ grass.5.熊猫喜欢吃竹子吗？

____ the panda ______________?

Step 7 homework 1.Copy the new words.2.(1)Copy the dialogue.(2)Make a new dialogue about visiting the zoo, imitating the dialogue in Unit 1.3.Workbook P33 Unit 1