初一下冊英語Unit6說課稿范文

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初一下冊英語Unit6說課稿范文

　　作為一名優秀的教育工作者，時常會需要準備好說課稿，說課稿有助于提高教師的語言表達能力。怎樣寫說課稿才更能起到其作用呢？下面是小編為大家收集的初一下冊英語Unit6說課稿范文，供大家參考借鑒，希望可以幫助到有需要的朋友。

　　初一下冊英語Unit6說課稿1

　　Reading Alice in Wonderland

　　Huoqiao School Zhoulian 2013.3.22 Good afternoon, honoured judges. Now I?ll say junior Oxford English 7B Unit6Reading Alice in Wonderland partA.I?ll prepare to s ay the lesson from three parts.

　　Part One Analysis of the Teaching Material

　　(一) Status and Function

　　This is an important lesson in this book . Such a topic is a famous fairy story, so it is helpful to raise learning interests of students and it will be also helpful to learn the main points of a story,such as time,character,palce and plot.

　　It can help students to attain “four skills” request of listening, speaking, reading and writing. Therefore this lesson is in the important position of the teaching material.

　　(二) Analysis of the students

　　Most students are interested in fairy stories.So this topic can greatly attract their interests.It can accelerate students to read more English stories.

　　(三)Teaching aims and Demands

　　1.Knowledge objects

　　To infer meanings from keywords, context and existing knowledge.

　　To master the simple past tense..

　　2.Ability objects

　　To develop the Ss? abilities of listening, speaking, reading and writing.

　　To train the students how to use their own words to express their ideas.

　　(四)Teaching key and Difficult point

　　1.Key points

　　To review the simple past tense.

　　To retell the story

　　To understand the whole passage and answer teacher?s questions

　　2. Difficult points:

　　The simple past tense.

　　To retell the story

　　(五) Teaching Equipment

　　Multi-media computer, Tape recorder, Software: Powerpoint and so on. They will be needed in this lesson.

　　Part Two The Teaching Methods

　　1. Communicative teaching method

　　2. Audio-visual teaching method

　　3. Task-based” 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.

　　To use these methods are helpful to develop the students?abilities.

　　Part Three Studying Procedures

　　Step1.leading-in

　　Show some pictures of the fairy stories and ask what they are.Then present the story by a video.The video is just the part of the story in our textbook.If the students watch it carefully,they will kown the content of the story.

　　Step2 pre-reading

　　Before reading the story,learn the new words and phrases of the story by some pictures.

　　Ask some questionslike …what can you see in the picture??Give the students some hints.

　　Step3 While-reading

　　1.Ask the students listen to the tape and choose …true?or?fasle?.After doing the exercise,students

　　can understand the priliminatry.

　　2.learn about the details of the passage by anwsering some different patterns of questions.In

　　order to arouse the students interests,give them five eggs,and each egg have one question.Ask one students choose an egg for all the students.

　　Question1.Write down the past tense

　　Question2.Fill the blanks.

　　Question3.Put the sentences in the correct order.

　　Question4.Read the paragrah 3 and answer the questions.

　　Question5.Read the paragraph4&5,fill the table.

　　Step 4 After-reading

　　Check the students whether they have masterd the story or not.

　　1.Translate some important phrases.

　　2.Task-based reading .fill some blanks.

　　3.Recite the story with some important words and phrases.(only five sentences)

　　Step 5.emotional education

　　Nothing venture,nothing have!

　　Teenagers must have the spirit of adventure.

　　Step 6.homework

　　Recite the story

　　Finish the exercise in the related exercisebook.

　　初一下冊英語Unit6說課稿2

　　一、教材分析：

　　1、教材的地位和作用

　　本單元圍繞“天氣”展開學習，“天氣”不僅是我們生活中常見的現象，更是說英語者初次見面交談的禮貌話題。由于本節課為該單元的中心課，單元重點句型和詞匯均在本課涉及到，而且本課內容在中考中占有一定比分，針對以上情況，結合學生學英語的實情，我將本課設計為一堂以情景引導學生參對話的課型。

　　2、教學重點、難點

　　1、Teaching Importance (教學重點)

　　掌握問候語的表達和天氣的描述（Grasp Greeting expressions and weather description ）A、Key words and sentences B、Ask for and describe the weather

　　2、Teaching Difficulties (教學難點)

　　讓學生在不同情境下，盡量能運用所學重點詞匯和句型進行有關天氣的對話，并能通過對話提高英語的聽說及書面表達能力。

　　A、Use key words or phrases to talk about weather

　　B、Improve the listening and writing abilities

　　二、目標分析：

　　1、知識目標：掌握有關天氣和部分地名的新單詞以及詢問和描述天氣的重點句型；

　　2、能力目標：讓學生學會如何詢問不同地域的天氣情況及回答,并能利用電話或者面對面對話交流來提高英語的`聽說表達能力；

　　3、情感目標：讓學生通過本課學習，了解天氣表達和異國招呼用語，并通過合作交流增強與同學及朋友的友誼。

　　（三）重點和難點

　　三、教法分析

　　1、教學方法

　　2、學法指導

　　四、過程分析

　　教學程序 Taching Steps and Design (教學步驟)

　　1、復習回顧(6分鐘)

　　兩到四個學生上臺進行 “自由談話” （每天必做的Oral English ），利用圖片信息進行問與答來復習第五單元的現在進行時（有關Unit 5的 The present progressive Tense）

　　What’s he/she …doing? He/She is…

　　What are they doing? They’re…

　　2、新知呈現（20分鐘)

　　1）利用圖片配中央電視臺天氣預報的背景音樂來導入本單元課題“有關天氣”的話題（Unit6 It’s raining）。

　　2）新單詞：利用多媒體動感直觀聲音圖片傳遞天氣信息來學習有關單詞

　　rain snow windy cloudy sunny

　　How’s=How is weather Moscow Toronto Boston

　　3）構詞法：有關天氣的單詞詞性與詞義轉化（通過圖片及單詞詞綴字母的重點標示讓學生總結）

　　n.+? → adj （ n.+y → adj. ）

　　rain → rainy snow →snowy

　　wind→ windy cloud → cloudy sun → sunny

　　4）重點句型：（利用多媒體圖片進行問答學習）

　　How’s the weather? It’s …

　　What’s the weather like ?

　　3、鞏固與拓展（6分鐘)

　　（利用多媒體加動畫圖片信息操練鞏固單詞與句型，并運用掃描技術把課本圖片打在屏幕上，利用所學知識，完成1a和1b的任務。）

　　①How’s the weather (here / there)? It’s … ( It’s a …day.)

　　What’s the weather like (here / there) ?

　　②How’s the weather in Beijing/Shanghai …? It’s …

　　What’s the weather like in Beijing/Shanghai …?

　　③rain ( n. )+ y → rainy ( adj ) rain ( v. ) + ing → raining （現分/動名）

　　snow ( n. ) + y → snowy ( adj. ) snow ( v. ) + ing → snowing （現分/動名）

　　4、分享交流（10分鐘)

　　（利用動畫圖片，設計學生分組對話練習加強本課重點詞匯與句型操練，并運用第五單元的現在進行時豐富對話內容。）

　　5、小結與作業（3分鐘)

　　（小結，課堂作業與任務）

　　板書設計:

　　Hows the weather(whats the weather like) ?

　　Its cloudy(……)

　　Hows the weather in……?(whats the weather like in……?)

　　Its cloudy(……)

　　五、評價分析

　　根據新目標英語的課改要求，英語教學側重于學生能力的培養與提高這一目標，本堂課我尤其側重于學生通過感知與思考及合作與探索來獲取知識的過程，通過設計有效問題激發學生興趣使他們始終處于主動尋求知識去學習，而不是被動接受知識的狀態。我充分放手讓學生真正成為課堂的主人，讓他們通過互動增進彼此間的感情，也從中感受到一種協作和競爭的快樂，在輕松中學習，在競爭中收獲。

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