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初中英语说课稿范文《Have you ever been to an amusement park》

所属专题：初中英语说课稿来源：沪江中学学科网要点：初中英语全英说课稿收藏22

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《Have you ever been to an amusement park》

一、教材分析：

1、教学内容：

本单元是Go for it ( 下) Unit 9。主要围绕"Have you ever been to an amusement park "这一主题展开各种教学活动，并以这一主题引出现在完成时的一般疑问句，否定句以及特殊疑问句等语言功能。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这些知识的能力。并让学生能在"做中学"(learning by doing)，通过有限的课堂实践活动，拓展以往的经历，能准确地用英语来表达。

2、教材的地位和作用：

八年级下九单元Have you ever been to an amusement park

讲述的是现在完成时的用法，这是初中非常重要的时态之一。学生们能够用现在完成时来表达自己的经历，来体会别人的感受是很重要的。这个单元一定要体会现在完成时的真正含义和用法。要避免混淆几个重点词组的使用。

我们更要使学生不仅理解枯燥的语法，还要让学生们会用新学的语法知识来表达思想。

3、教材的处理：

根据《英语课程标准》(实验稿)关于总目标的具体描述，结合本单元这部分的教学内容及基于对教材的分析，我对本单元的内容进行如下处理，目的是突出重点，使课堂节奏紧凑，衔贯。本单元分为四课时，第一课时是Section A，第二课时是Section B，第三课时是Self Check，第四课时是Reading，最后一部分是做练习，以学生的自测为主，然后予以校对。

二、教学目标：

根据以上我对本单元教材内容的分析，我确定以下几个为本单元的教学目标：语言知识，语言技能，学习策略，情感态度和文化意识五个方面。

1、语言知识：

本单元要求学生掌握以下词汇(neither，theme，end up，especially，discover，population，simply，fear，whenever)

语言功能：

学习和增加阅读技巧和阅读策略。

语言结构：

Have you ever been to an aquarium

Yes,I have been to an aquarium.

No,I haven't.

I' ve never been to a water park. Me neither.

2、语言技能：

(1)能用现在完成时的各种形式进行准确的描述和表达过去的经历。

(2)能掌握现在完成时态中几个词组的正确使用，如：

have been to,have gone to,have been in 等。

(3)能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯用语。

3、学习策略：

通过本单元的教学，我要求学生能通过上下文内在的逻辑联系和在一定的语境中正确理解并运用现在完成时来准确地表达所发生过去的经历。

4、情感态度：

通过对本单元的任务性活动，我的目的是让学生们用英语描述他们过去的经历，同时能提高他们的观察能力和表达能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。

5、文化意识：

通过他们描述过去的经历，了解一些西方国家的风土人情。

三、教学的重、难点：

基于上述对教材的分析，我确定本单元的教学重点为词汇，词组搭配和现在完成时的用法。

教学难点为现在完成时的含义和用法，能在交际中准确地运用现在完成时来描述或表达过去的经历。

四、教学方法：

1、教法分析：

(1)现在完成时是初中非常重要的语法项目，而本单元的话题源自生活，立足这一点，我充分利用学生已有的知识和生活经验，让他们讲述去过的国家或地方，创设生活化的真实情境引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言(为用而学，在用中学，学了就用)。

(2)开展多种类型的任务型活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究性学习。

2、学情分析：

我们教学的对象是初二学生(好，中，差等生都有)，他们学习英语既感到好奇又担忧，希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。同时在阅读和书面表达中加以落实，提高他们综合运用语言的能力，使各层次的学生都有所收获。

五、教学过程设计

Unit 9

The First Period (Section A)

Step 1 Warming up

("良好的开端是成功的一半"，因此，我认为能以一种新颖的问候方式或复习方式进入一节课，就能唤起学生的兴趣，使学生保持一种积极的学习状态，或循序渐进地导入所学的内容，那么可为这节课的成功打下基础，同时也能给自己适当的减压。)

T：I like travelling. I have been to Dalian and many big cities. What about you?

接下来教师让几个学生讲述他们去过的城市或国家，让其他学生用英语来猜测。(目的是为本节课的现在完成时作好铺垫)

Step 2 Presentation

教师出示几张图片，引出现在完成时的结构和用法。

T：Have you been to an aquarium?

Yes,I have.

T：Have you been to a water park?

No,I haven't.

这样设计的目的是让学生在交际情景中感受出现在完成时的结构和用法。

然后叫学生归纳出现在完成时的结构句型。

主语+ have/has + 动词的过去分词

(培养学生归纳能力，找出记忆的规律。)

Step 3 Practice

1、Show some pictures and let the students ask and answer in pairs.

A：Have you ever been to an amusement park

B：Yes, I have. Have you ever been to a water park

A：No,I haven't.

2、Practice Section A (1a)

Step 4 Listening

接下来的任务型听力要求学生对现在完成时加深理解，教师可承接刚开始的话题，引导学生根据所学语言完成以下任务：

(1)听力练习，让学生完成1b，填写表格。

(2)然后看图，完成2a ，进行判断正误练习。

S1：John has never been to the space museum(T)

S2：Linda has been to the aquarium.(F)

(通过听力训练，现在完成时的结构得以很好的落实)

Step 5 Reading

让学生阅读主题公园的一篇文章，圈出他们认为有趣的地点，事情和活动。

(1) 四个人一组合作学习，更好，更快地回答问题，加强对文章的理解。

(2)然后叫学生再阅读一遍文章，做一个对话练习。

(3)本部分要求学生掌握一些固定的词组搭配，如：around the world,end up,take different routes 等。

Step 6 Group work

接下来我设计的任务是要求四个学生为一小组，进行问答练习。

如：Have you ever studied with more than three friends Have you traveled to another province of China

Have you helped someone you didn't know

(这样的活动既可以培养学生的合作意识，又能在情景中用现在完成时交际，巩固了本节课的重点，从而突破了难点，促使学生在学习过程中体会理解。)

Step 7 Summary and exercise

Section A Difficult points

"have been to"

means you went somewhere before,but now you are still here

"have gone to"

means "you leave here already,you aren't here."

Homework：

1、熟记本课时的单词，词组和重点句型。

2、在上述小组活动的基础上，再要求学生完成一份调查表，目的是为下面的写作作好准备。

3、要求学生写一篇关于去过某地和一些经历的文章。在以上的学习过程中，学生以具备了

阅读和处理相关信息的能力，因此这部分任务交给学生自己完成，以此提供学生运用语言，解决问题的空间。)

写作是学生综合运用语言能力的体现，通过写作能强化语言的运用，同时加深对所学知识的理解，将学与用融合。)

4、要求学生为下一节课准备照片，进行问答练习(Tell the group about your photos。)(这样的小组活动，有利于培养学生的合作，又能让学生在实践中学习，在交流中运用语言。)

教学设计理念：

1、教学活动始终遵循任务型教学的教学理念，以学生为学习的主体，以任务为中心，在运用语言完成任务的过程中来学习，体会和掌握语言。

2、自始自终贯穿了以交际为目的的原则(在做中学，在学中用)。

3、在教学过程中，关注学生的生活实际和生活体验，让其贴近实际，贴近生活，贴近时代，树立以学生为本的思想，提倡学生参与，体验，亲身实践，独立思考，合作探究，从而实现教学方式和学习方式的转变。

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部分。初中阶段对于英语写作的要求，实际上是“有指导的写作”。它通过提供情景，让学生用学过的英语语言来描述事物或事件并表达一定的思想，以此达成和检验对所学英语语言知识的实践应用能力。客观地说，书面表达一直是我们英语教学的一个难点，也是学生应试的一个难点。 从中考英语试卷的抽样调查情况来看，英语写作是得分最为薄弱的一个题项。究其原因，一是学生写作练习的时间少，二是教师平时缺乏对学生进行系统的写作知识的指导。。这些原因造成了学生从最初不会写盲目写到不愿写。惧怕写，直至最后拒绝写的恶性循环。 2. 学生分析我校学生生源较差，学生英语学习两级分化严重，因此尽管经过3年的学习与训练，仍有相当一部分学生作文得分在6-7分之间甚至更低。书面表达中式英语较多，连贯性较差。很多学生对书面表达中快速构思和罗列提纲能力较差。本堂课希望通过指导、帮助提高学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性,帮助学生在有限的时间内快速构思、罗列提纲能力。 二、教学流程设计 课后反思： 本节课从提问学生写作中最大的困惑入手，引出本节课的主要教学目标，在写作中学会构思和使用连词。通过比较两篇学生的英语习作，让学生认识到连词在英语写作中的

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初中英语说课模板：(1)听说课 Geetings and introduction: Good afteroon,everyone. I’m I’m an English teacher from Middle School. I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is made of five parts. It includes Teaching material analysis, Teaching methods ,Study methods ,Teaching procedures and blackboard design. 一．Teaching material analysis. I. Status and function Today I’m going to talk about_______________________________________ It plays a very important role in the English teaching of this unit. By studying this lesson, Ss can improve their listening ability. The Ss should receive some moral education. At the same time, we should get the Ss to learn some words and some expressions about protecting wild animals. II. Teaching aims 1. Aims on the knowledge (1) To enable the Ss to understand and speak: ______________________ Make sure that Ss can use these sentences in real situations. (2) To help Ss to finish _________________________________ 2. Aims on the abilities (1) To develop Ss’ abilities of listening and speaking. (2) To train the Ss’ ability of working in groups. (3) To foster Ss’ abilities of communication .