初中英语说课稿英文版

Goodmorning，everyone.Itismygreathonortostandheretopresentthislessontoyou.Thankyou.Letmestartmylessonfromunitone“Howmanypeoplearethereinyourfamily?“Thisisanoralreadingclass,whichincludesthreeparts,materialsanalysis,teachinginstructiondesignandteachingprogram.I.Materialanalysis1.Thisunit’stopicisbasedonfamily,whileTonyandLinglingaretalkingaboutfamilymembers.Duringthedialogue,thereareafewnewwords,likegrandfather\grandmother\grandparents\uncle\aunt\sister\brother\many\haveetc,andotherdifficultsentencepatternsandsentences.2.KeypointsGuidethestudenttolearnandusethefollowingwordsandsentenceskillfully.A.Words:grandparents\uncle\aunt\sister\brother\manyandhaveB.Sentences:a.--Howmany…arethere…?—Thereare…b.-Haveyougotany…?--Yes,Ihave.\No,Ihaven’t.3.DifficultpointsMakestudentsunderstandandusewordsandsentenceswithmulti-meaningorspecialmeaning.a.Wordsandexpression:people\family\or\howmanyb.Sentences:①--Howmanypeoplearethereinyourfamily?--Therearefour—mymomanddad,mysisterLinda,andme.②SoI’vegotoneauntandtwouncles.c.SpeakEnglishaccordingtopracticalsituation.4.Teachingaimsa.Technicalaims:thestudentcanunderstandthedialogueandtheconversationsbetweentheteacherandthestudent,whichisrelatedtothistopic.Thestudentcanstartadialogue,knowinganddeliverinformation;canmakesentencesbasedonthedifficultpointswithoutgrammarmistakesandcancreatedialoguesrelatedtothistopic.b.Knowledgeaims.Thestudentshouldrememberthenewwords,expressions,sentencepatterns,sentences,difficultsentences,includingpronunciationsfromkeyslettersandmonogram,whichcanlaythefoundationforspeakingEnglishfluently.c.Emotionaims.Stimulatethestudent’sinterestandenthusiasmthroughEnglishlessons,makethemlikeEnglish,likespeakingEnglishandwanttospeakEnglish.d.Learningtargets:Focusonthelanguagepractice,includinglistening,speaking,readingandwrithing,changingtraditionalmechanicalteachingmethods.EncouragestudentstospeakEnglishbravely,toimprovelanguagecomprehensiveabilityinpracticeanddeepenthebasicknowledgeinmind.Ⅱ.Explaning-teachingMethod1.Listentothetape.Thisisagoodwaytolearnenglishandkeystepatclass.Wecancopythestandardpronunciationduringlistenning.2.Explaindifficultiesingames.Wewouldmeetsomewords,expressions,sentencesorgrammerhardtoexplainatclass,wecanexplainexplainthemingamessothatstudentscanacceptthemwithfun,whichmakesagoodfoundationforlearningengliash.3.Guardstudentstostartsituationaldialogues.Theteachercantalktoagroupofstudentsoranyonestudent.Otherstudentsshouldbequietwhentheteachertalkstothestudent.Weshouldaskthosestudentswholearnbetter,andthenothers.Leteverystudenthaveanopportunitytopracticewiththeteacher,andinspirethem;whichcanmakethestudentsfeeltheyareimportant.Finally,letstudentstalktoeachotherfreely.Thedialguecanbemadeaccordingtothepraticalminds,nolimitationfromthetext.4.Letstudentsshowindependently.Asksomegroupsorsomecouplesofstudentstoshowthedialoguesafterthedemonstrationbetweentheteacherandthestudents.5.Teachershouldsetoutsomecompletionsandone-choicequestionstoteststudents.Ⅲ.Speaking-learningMethod1.Formagoodhabitoflistenningandcopyingthestandardpronunciation.Listeningtothetapeandenglishsongshelpthestudentsinlearningenglishalot.2.Storeknowledgescientifically.Masterawiderangeofvocabularyandgrammers,andexpressthecommunicationcontentsbasedatdialogues.Itismoreimpressiveandflexibletolearninpractice.3.Timelyreviewandrepeatedinusage.Thestudentshouldtimelyorganize,refreshandusethekeypointswhichwastaughtatclassandpracticethelearntlessonsrepeatedly.4.Activepractice,oralpracticefirst.TheteachershouldencouragethestudenttosayhiandtalkwithclassmatesinEnglish.Ⅳ.Explaining-teaching-learningstepGreeting:T:Goodmoring,boysandgirls.Ss:Goodmoring,MissWu.T:Howdoyoudo?Ss:Howdoyoudo?T:Howareyou?Ss:Fine,thankyou.Andyou?T:I’mfine,too.Thankyou.Tstandsfortheteacher,Ssstandsforthestudent.TheteacheroftentalkswiththestudentandreviewsformerdialoguesWarming-up：T:Standup,please.SsStandup.T:Let’splaytogether.Ifyouhappyandyouknowitclapyourhand…3、Review:Makeadialoguerelatedtotheunittopicwiththestudent,askthewholeclassfirstandthensomestudentsoptionallly.T:Arethereanystudentsintheclassroom?Ss:Yes,thereare.T:Isthereacomputeronmydesk?Ss:No,thereisn’t.T:Isthereabookinyourbag,Xiaoming?Xiaoming:No,thereisn’t.T:Isthereapeninyourpencilcase，Xiaofang?Xiaofang:Yes,thereis.T:Arethereboysandgirlsinthisclassroom?Ss:Yes,thereare.4、NewLesson:⑴Theteacherplaystapeandwritesnewwordsontheblackboard.⑵Askwhatthetopicisaccordingtowhatisplayed.⑶Pointouteverynewword’skeyletterandmonogram’spronunciation.⑷Letthestudentreadnewwordsaccordingtowhatwaslearnbefore.Askoneortwostudentsforeveryword.Theteachershouldcorrectthepronunciationifitisreadwrongly,andtheotherstudentsreadittogathertwiceifitisreadright.⑸Theteacherleadsinreadingnewwords,thestudentfollowingreadingattheblackboard,whichcanmakethestudentsrememberthenewwordsquicklyfollowingtheteacher’sgesture.⑹Consolidatenewwordsingames.Forexsample,reactquickly.TheteachersaysthewordinChinese,thestudentsaysitinEnglish,orinreturn.Practiceafewtimestoconsolidatenewwords.⑺Theteacherleadsinreadingthewholefulltexttwice.⑻OralpraticeinKeysentenceandpronounciation,repeatedconsolidationingames.Howmanypeoplearethereinyourfamily?grandparentsbrothersHaveyougotanysistersauntsunclesYes,Ihave.I’vegot…His\Hernameis…Theirnameare…No,Ihaaven’t.Assignroles.Dialiguebetweentheteacherandthestudents,thenbetweenstudentsgroups,andamongstudents.⑼“Howmanystudentsarethereinourclass?”“Howmanybooksarethereonthedesk?”…Designsituationaldialogues.Theteacheraskesthestudent,expandingthetextrange.⑽Grammerexplainationwords：family,people,or,many，howmany.Sentences：--Howmanypeoplearethereinyourfamily?--Therearefour—mymumanddad,mysisterLinda,andme.SoI’vegotoneauntandtwouncles.⑾Test.(一)Fillintheblankwiththefirstgivenletter.1、Therearemstudentsinourschool.2、Haveyougotanyauntsouncles?3、TherearefivepinBob’sfamily.4、Howmstudentsarethereinyourfamily?5、Haveyougotasmallforabigone?（二）Selecttherightwordtocompletethesentence.1、Thereare(sevenpeople,sevenpeoples)inhisfamily.2、Haveyougotanynewbooks?--Yes,I.(have,do)3、Ihavegot(some,any)brother4、--(Howmany,Howmuch)peoplearethereinyouruncle’sfamily?--Therearefive.5、(Have,Are)yougotasister?