第一篇：初中英語外研版說課稿

初中英語外研版說課稿

一、教材分析

本節課是Go for it!七年級上冊Unit 5第一課時的內容。

它以Do you have a soccer ball?為題介紹了日常生活中常見的一些體育用品名稱。

如：have, soccer ball，ping-pong ball，baseball , basketball，tennis，ping-pong bat，tennis racket等，圍繞球類名稱，通過 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.句型的操練，學習動詞have的一般現在時用法。

為本單元后面話題 “與朋友共度時光”做好鋪墊而開展的教學活動。

在已學習Is this your pencil?確認物品所屬的基礎上，進一步對物品的所屬進行問答，培養學生運用知識的能力，通過這些英語交流以促進學生努力提高自己的聽、說、讀、寫的能力。

二、教學目標

1.知識目標

（1）詞匯：

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.能力目標:

（1）掌握所給的有關體育詞匯，運用所屬關系句型：Do you have a soccer ball?進行問答，并能把它們運用到生活中去。

培養學生良好的聽、說、讀、寫的能力。

（2）通過觀察、想象、模仿和表演等能熟練、生動地模擬操練、運用句型，并具有一定的獨創性。

3.情感目標：

（1）通過球類運動詞匯的學習與運用，讓學生體會到一種學習的成功感。

可以提高他們學習英語的興趣，積極參與英語實踐活動。

（2）在與同伴合作完成任務中，體驗一種集體榮譽感，增強團隊精神。

（3）熱愛學習，熱愛運動。

三、教學過程：

（一）直觀導入，激發興趣。

Lead-in(3分鐘）

從酉陽土家族的擺手舞到家鄉圖片呈現導入新課的have句型，為學生創造輕松愉快的學習氛圍和不一樣的感覺，拉近了師生距離，消除陌生感，激發學生的好奇心，吸引學生的注意力。

（二）呈現新課

Task 1(10分鐘）

使用圖片呈現本課要學的新單詞，由個體到整體，符合學生的認知規律，再通過趣味游戲鞏固單詞后，回歸教材1a,學生做起來易如反掌。

根據克拉申輸入假設理論中i+1原理，他認為要有足夠的輸入量。

只要輸入量大于學生目前的語言能力，而情感過濾又低，學生就會自然學會語言,才能收到理想效果。

所以我們在設計該環節時適當加入了后面課時涉及的動詞play 和Let’s know more balls,了解更多的球類名詞，拓展學生的知識面，滿足學生的好奇心，鼓勵學生大膽探索知識的勇氣。

既為后面課時做好鋪墊，也不至于加重學生負擔，效果應該不錯。

Task 2(5分鐘）

利用圖片教師引入本課句型：

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分鐘）

Pair work 學生獨立操練過程，遵循了由簡到繁，由易到難的任務策略。

其中采用Chain drills進行小組競賽，然后設置看圖說話用have自由交談，讓學生積極參與到課堂活動中來，不但進一步鞏固了所學句型，而且也提高學生的學習興趣，寓教于樂,從而在審視、參與，交流中完成了語言知識的訓練。

回到教材聽力訓練1b水到渠成,1c也就自然過渡。

設置Follow me進行人稱拓展介紹have 用法。

再創設情景,用have編對話，有利于培養學生的獨創性。

Task 4(4分鐘）

Exercise 設置了五個達成學習目標的基本練習，且人稱不拘泥于you,讓學生學會如何使用動詞have。

練習該節課的重點句型。

落實學生聽、說、讀、寫的任務。

四、教學方法

1.以多媒體現代化輔助教學手段，貫穿整個教學過程，迅速抓住學生的注意力。

2.通過圖片、食物的展示和紙條信息協助，進行 pair work和group work操練及看圖寫話練習等，訓練學生聽說讀寫能力。

3.發揮教師特長，通過自編歌曲，加深學生對所學知識的記憶，且能寓教于樂。

五、學情分析 ：

七年級的學生對英語學習都有興趣的，但還沒養成良好的英語語言學習習慣，而且抽象思維能力較低，形象思維能力強，注意力容易分散。

本課采用游戲、小組活動、歌曲等形式，增強學生的興趣和注意力。

根據教育心理學，如果學生對于一件事物有極大的興趣，他們就會排出主觀和客觀的種種消極因素，盡量全身心地投入到知識的學習中去。

另外，學生對英語學習興趣還不穩定，但好奇心強，求知欲旺盛。

對刺激記憶手段多的知識記憶深刻。

第二篇：外研版初中英語說課稿(好)

外研版初二英語上Module 7Unit 1 That smells delicious!說課稿

各位老師，大家好！今天我說課的內容為外研版初二英語上第七模塊第一單元。我將從教材分析、學情分析、教學方法、教學目標、教學重點難點、教學步驟六個方面進行闡述。

一、教材分析：

1.本模塊以感覺與印象為中心話題,內容分為兩部分：對話——主要以表感覺和知覺的系動詞的用法為主，表達對食物或事物的感覺評論；閱讀課文——Sally一封信，對英國女孩Sally印象進行了描述。學會表達It/sth smells/tastes/feels/looks/sounds…并在此基礎上學會一些描述人長相和性格的表達方式，包括句式和一些形容詞。本課教學內容與學生的實際生活密切相關，易于引發學生運用簡單的英語進行交際和交流。這些內容都很符合這一年齡段的學生的興趣。在學習活動中，學生通過交換對某些事物或某人的描述及看法，促進學生之間和師生之間的情感交流，增進情誼。

2.本節課的教學內容是第七模塊的第一節課。這本教材的第一課以培養學生的聽說能力為主，兼顧讀寫，并包括詞匯，語法，語音的學習活動。這是學生第一次接觸到表感覺和知覺的系動詞。在本課中要讓學生初步感知系動詞的用法，我就用孩子們身邊的人或物讓學生們通過看，聽，嘗，聞，感覺來切身的感知這些系動詞，使學生能夠運用系動詞來表達自己的感受。教材安排了許多聽，說，讀，寫的任務活動，我將靈活運用這些活動，將其中的一些活動進行變化或整合，如我將Activity1和Activity2順序顛倒一下，先讓學生看圖或實物說句子，在做聽力部分。學情分析

1．初中學生的抽象思維能力較低，形象思維能力強，但注意力容易分散。本課擬以故事、實物、圖片，猜謎語等形式展示，并配以豐富的色彩，從而增強學生的興趣和注意力。根據教育心理學,如果學生對于一件事物有極大的興趣,他們就會排除主觀和客觀的種種消極因素,盡量全身心地投入到知識的學習中去。2．初二上學期的學生經過一年多的學習，有了一定的英語基礎知識和聽說能力，正逐漸向讀、寫過渡，同時，學生們對英語學習還保持著較濃厚的興趣。經過一年的新課程理念的熏陶及實踐，有了初步的自主、合作、探究、實驗的能力。

3.本單元學情剖析：本單元的主題是談論感覺與印象，可以采用活動教學法和Role playing的學習策略，學習新詞匯，掌握重點句型，同時能比較好地運用到實踐中，解決類似問題。做到既能鞏固所學知識，又能提高解決問題的能力以及綜合運用語言能力。教學方法：

1，任務型語言教學法

在教師精心設計的各種“任務”中，學生能夠不斷地獲得知識或得出結論，從注重語言本身轉變為注重語言習得。從而獲得語言運用的能力而不是僅僅掌握現成的語言知識點。隨著“任務”的不斷深化，整個語言學習的過程會越來越自動化和自主化。在本課的任務型語言教學中，我將依據課程的總體目標并結合教學內容，創造性地設計貼近學生生活實際的任務活動，吸引和組織他們積極參與，使學生通過觀察、思考、討論、交流和合作等方式，在一種自然、真實或模擬真實的情境中體會語言、掌握語言的應用。2，情景交際法

課堂教學以情景交際教學法為主，盡量給學生以足夠的聽、說、讀的機會，聯系課文實際，創設情景，引入討論主題，在交際中學英語。情景的設計注意銜接的自然性，主題的設計強調知識的漸進性和討論的可行性，并注意情感體驗和概括、推理思維的培養 3，多媒體輔助

將本課所需要的錄音、圖片、文字、和音樂制成課件，使抽象的語言變得直觀，為學生運用英語進行交際創設情景，實現師生互動，生生互動和人機互動的多向交流。學法指導

1、學習方法的指導

培養學生觀察力，想象力，記憶力以及思維能力。用生動的課件調動學生的感官進行聽說讀寫的訓練。

2、學習積極性的調動

我在教學過程中創造一種開放的，和諧的，積極互動的語言氛圍，把課堂變成有聲有色的舞臺，讓學生在樂中學。

3、學習能力的培養

通過連貫的聽說讀寫，游戲，競賽等，培養學生的交際能力，發展他們的思維能力。

4、學習策略的指導

本節課將在課堂活動中把學生分成四人小組的學習小組，讓他們圍繞著課堂任務分工合作，在活動中相互探討、相互交流、相互合作，從而獲得知識、技能和情感體驗，發展他們的能力。我讓學生觀察課件畫面，回答問題，讓學生學會使用認知策略；讓學生表演對話，實現交際策略；引導學生交際，主動練習和實踐，是調控策略的體現。充分利用多媒體，錄音，卡片等是資源策略。教學目標: 基于對教材的分析，同時為了更好地培養學生學習英語的興趣，提高應用英語能力，推進探究﹑合作和自主學習，我將本節課的三維目標及重難點確定如下： 知識與能力：1.聽，讀懂含有系動詞的句子和對話。2．能夠正確朗讀系表結構的句子。3．會運用含有系動詞的句子來表達自己的感覺。

過程與方法：圍繞話題進行聽，說和討論，并會和同伴交流

情感態度與價值觀：通過閱讀他人的自我描述，更好地理解別人，從而更好的懂得關心別人。重點：學習表感覺和知覺的系動詞，學會一些描述人長相和性格的表達方式。句式：sb/sth feels/smells/sounds/looks/tastes…

難點： link verb + adj, What’s she like?與 What does she look like?的區別

教學步驟 活動內容 設計思路

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.歌曲欣賞，以學生喜聞樂見的形式導入新課，為學生創造輕松愉快的學習氣氛, 激發學生的好奇心，為學習新課打下伏筆。

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。通過游戲的方式來調動學生的積極性，培養學生的興趣，并鞏固這些感覺器官的名稱，為以下的感官系動詞打下基礎。全感官的參與使記憶更加順暢。這樣的活動能使學生在輕松活潑的氣氛中學習和掌握知識。Step2 presentation 1, 教師： Do you like this music? I like it very much.it sounds lively.And I feel very happy.Do your feel happy ? 學生： Yes ,I do.It sounds lively.同樣方法用糖果、毛巾、醋、班中的學生來練習,It feels /tastes/smells…….The boy looks …… 由上一環節自然過渡到新課的學習，讓學生根據實物和身邊的人來親自體驗系動詞的用法。學生在不知不覺中感知新知識；保持學習新知識的興趣。Practicing look at some pictures of activity 1,Let Ss say some sentences.Then do activity 2,Match the sentences with the pictures.。這樣讓學生根據上一環節進一步練習。

3.Listening.Play the tape of 1b twice for Ss to listen and follow.Then get them to number the pictures.本環節是教材安排的任務型聽力活動，目的是讓學生在聽音時抓住關鍵詞，培養學生邊聽邊做筆記的學習策略。4鞏固練習

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.利用課件中的圖片，使抽象的語言變得直觀，為學生運用英語進行交際創設情景，Step3 listen and read 1 整體聽一遍，回答問題。從整體上感知全文 2再聽一遍，注意生詞及含有系動詞的句式 3語法展示link verb +adj 及Everyday English 4讀課文 Group work :四人一小組，有感情的分角色朗讀課文。然后找兩組讀對話，注意表情 6 Do activity 5.Complete the sentences.小組內討論的形式

讓學生在小組中交流、合作。易于激發學生的表達欲望，在活動中他們一定會努力表現自己，做到最好。把任務活動放在小組中進行，還可以解決“大班”難于操練的難題，學生在小組中有更多的時間來運用英語表達自己的思想。

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.在教學上以激發學生的學習興趣為主，通過不同的活動讓學生感知、操練語言，為下一步活動做好鋪墊。Step5 pronunciation and speaking l Play the tape of activity7 twice for Ss to listen and follow.讓學生能夠正確朗讀系表結構的句子。2,Do activity6 ,豐富學生形容食物和人的詞匯，以便在對話中運用自如。

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.由于教材中的環節較多，在一節課中要全部完成不大可能，因此我將最后一個環節作為作業，將課堂小組活動延伸的課外。

第三篇：外研版英語說課稿

說課也是教師資格證考試和教師招聘考試中必需的環節。如下小編就為大家收集了外研版英語說課稿，歡迎閱讀！

外研版英語說課稿

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、教學目標:Teaching alms and demands:

三、教學重難點:Teaching keys and difficulties:

四、教學方法:Teaching methods:

五、教學工具:Teaching aids：

六、教學過程:Teaching procedures:

七、板書設計：Blackboard Design.八 教學評價與反思

Now,let me talk about the teaching material first.本課時所教的是外研社高一上學期使用的必修2 Mudule6。本模塊介紹了----這節課學習的 是listening and vocabulary和speaking部分的內容，是本模塊的第三課時，要求通過聽的活動了解和學習有關----------------------------的詞匯，培養表達結果，做總結的邏輯思維能力和獲取信息的能力。Speaking 討論了------------------------------在這節課之前，學生學習了reading and vocabulary,通過閱讀文章，已經掌握了部分------------------------的詞匯，本課由復習舊課入手，引入新課的新詞匯，并以聽說為主線，對-------這一主題進行延伸和拓展。

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:

知識目標：見教參

能力目標：見教參

德育目標見教參

(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）握重點詞匯與短語，如：-----------

（2）語法方面掌握--以及一些有用的表達式和句子結構。

（3）加深學生對于文章的理解，發展學生聽、說、讀、寫的基本技能，提高初步運用英語進行交際的能力，側重提高閱讀能力。

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.也就是說，為了更好地實現任務式教學和探究式教學，我采用了一下教學方法：

1、速讀法：根據高中英語教材側重閱讀理解這一特點，讓學生快速閱讀，以盡快了解文章的大意。

2、問答法：幫助學生理解文章的細節

3、翻譯法：適當地運用翻譯可幫助學生理解文章的難點

4、討論法：通過Pair work.Group work.讓學生都得到一次口語訓練的機會，教師應設計一些適當的話題。

5、快樂教學法：即教師在教學過程中，要盡可能地利用多媒體技術、圖片、課件等刺激學生的感官系統，創造一種和諧的學習氛圍，讓老師教得開心，學生學得開心。

【本課時主要以聽說教學為主線，以導學式模式培養學生的聽力理解策略。以聽力技能訓練和口語表達訓練為主線，貫穿聽說讀寫綜合技能的培養，針對學生聽力理解障礙，在教學中遵循“循序漸進”的原則，進行知識的輸入，技能的培養，和文化知識的滲透，良好學習策略的培養。本課時采用多媒體教學，給予學生更直觀的感受，也加快了教學的節奏。課前教師要從網上下載一些相關的圖片和資料。】

TEACHING AIDS:（教學輔助手段）

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（賓語從句）.When transforming（變換）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（情態動詞）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)

在整個課程中，我的思路是這樣的：教學之初，給學生呈現一些--------------圖片，讓學生首先從視覺的角度對要學習的內容有一個深刻的認識;在進入課文的學習之前，先粗略地復習上一節課所學的相關的詞匯，要求學生用簡單英語解釋，但允許學生自主選擇想解釋的詞匯。這樣，既減少了 學生的膽怯心理，又達到了運用語言的目的：通過對于本文的語言片段的學習，以及圍繞著它所作的拓展訓練，培養學生理解含有所學生詞的句子和段落并獲取信息，找出段落和文章的從屬關系，培養學生對因果關系的判斷分析能力，歸納分析能力和表達能力。

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!

外研版英語說課稿

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….[外研版英語說課稿 ]相關文章：

第四篇：外研新標準初中英語短語歸納.

外研新標準初中英語短語歸納 1.a bit(of)有一點兒

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

4.a kind of 一種;一類

5.a lot of(lots of)＝a number of 許多a number of 一些；許多 6.a pair of 一雙;一副

7.a piece of “一(塊,張,片,件)” 8.according to 按照;根據

9.after class 課后after all “終究, 畢竟” 10.after school 放學后

11.agree with sb./ to+V.同意某人的意見／某事

12.again and again 反復地；在三地 13.all over 到處；遍及；結束 14.all right 行了;好吧;(病)好了

15.all the best一切順利； all the same 還是, 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.為某事向某人道歉

20.arrive at / in a place 到達某地 21.as well 也;又

22.ask for 請求;尋求

23.at breakfast /lunch /supper 早/午/晚餐時 24.at first / last 起先;開始的時候/ 最后；終于

25.at home 在家(里)

26.at least / most 至少/ 至多

27.at once 立刻;馬上28.at present “現在, 目前”

29.at school 在學校;在上課

30.at the moment “此刻,目前;那時,當時 31.at the same time 同時 32.at work 在工作

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

36.be angry with sb.生某人的氣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……覆蓋 42.be different from 與……不同 43.be familiar to 對……熟悉 44.be famous for 以……而著名 45.be fond of 愛好 46.be full of 充滿

47.be good / poor at 善長于 / 對……比較差

48.be interested in 對……感興趣 49.be keen on 喜愛 50.be late for …...遲到

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

55.be pleased with 對……滿意 56.be proud of 為……而感到自豪 57.be/get ready for 為……作準備 58.be surprised at 對…...感到驚奇 59.be thankful to sb.對某人很感激 60.be/get used to＋v－ing習慣于

61.be worried/serious about 為……而擔心 62.because of=thanks to 由于 63.belong to 屬于

64.break out爆發break into ”闖入, 破門而入“

65.by air mail 寄航空郵件 66.by bus 乘公共汽車 67.by oneself 親自 68.by phone 打電話

69.by the way 順便說;順便問一下 70.call on 拜訪

71.care for 照顧;喜歡 72.carry out 執行

73.catch(a)cold 著涼;傷風 catch up with 趕上（或超過）74.change one's mind 改變主意 75.check in 辦理登機

76.come across 被理解;遇見

come back 回來；想起來 77.come from 出生于;來自 78.come on 快;走吧;跟我來come out 出來；（書等）出版，發行 79.come to an end 結束 80.come to know 知道

81.come to life 顯得逼真;蘇醒 82.come true 實現

come up with追上；趕上；想出（主意）；找出（答案）

83.communicate with 與……交流 84.compare with 與……比較congratulate …on… 祝賀…… 85.cover an area of 占地面積 86.cut down 砍倒 87.deal with 處理

88.depend on ”依靠,依賴“ 89.die of 因……病而死

different from 與……不同 90.do one's best 盡最大努力 91.do sb.a favor 幫某人忙

92.do some shopping 買東西（cleaning）93.do with處置, 處理 94.dream of 夢見 95.dress up 穿著打扮 96.each other 互相 97.eat up吃光, 吞噬earn one’s life謀生

either… or… 或者……或者…… 98.enjoy oneself 過得愉快 99.enter for 報名參加

even if / thought 即使；盡管 100.fall off 從…...跌落

101.far away(from)(離)遙遠 far from遠離

feel like doing想要……；感覺要…… 102.fill in ”填充, 填寫“

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 永遠 106.for example 例如

107.for the first time 第一次 108.for the time being ”暫時,眼下“from … to… 從……到…… 109.from door to door 挨家挨戶 110.from now on 從此以后;今后 111.from time to time 不時；有時

112.get along / on(with)進展；與…….相處go away逃離 113.get back 返回 114.get in 進入;收集 115.get in the way 擋道 116.get off 下車 117.get on 上車

get on with與…….相處 118.get ready for 為……作準備 119.get rid of 擺脫

120.get tired of 對……感到厭倦 121.get to 到達

get together 相聚； 聯歡 122.get up 起床

123.give back 歸還;送回 124.give out 分發

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

127.go ahead 先走;向前走;去吧;干吧go away 走開；離去

128.go shopping / bowling 去購物 / 打保齡球

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

131.go in for 參加;從事于;酷愛 132.go on 繼續

133.go on a diet 實行節食 134.go on a picnic 去野餐

135.go on with / doing sth.繼續做某事 136.go out 熄滅

137.go over 復習;仔細地再讀一遍 138.go sightseeing 去觀光

139.go to(the)hospital 去醫院(看病)140.go to bed 就寢

141.go to college 上大學 142.go to school 上學 143.go to sleep 入睡

144.go to the cinema / movie(s)去看電影

145.go up 走上前去 146.go wrong 出錯 147.grow up 成年;長大

148.had better 最好還是;還是……好 149.hand in 上交hand out 分發

150.happen to do 碰巧做

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

154.have a good time 玩得很愉快;過得很愉快

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

157.have pity on sb.憐憫某人 158.have sports 進行體育活動 159.hear from 收到……來信 160.hear of 聽說

161.help sb.with sth.幫助某人做某事help oneself to … 請隨便吃點…… 162.here and there 到處

163.hold a meeting 舉行會議 164.hold on 等一等(別掛電話)165.hold one's breath 屏住呼吸 166.hold up 舉起

167.huge amounts of 大量的hundreds of幾百；成百上千 168.hurry off 匆忙離開hurry up 趕快；快點 169.in a hurry 匆忙； 很快地 170.in a minute 一會兒

in a word簡言之； 總之 171.in addition 另外 172.in all 總共

173.in charge of ”主管,負責“in danger 處于危險狀態 174.in English 用英語 175.in fact 事實上;實際上 176.in front of 在……前面 177.in hospital 住院

178.in line 成一排;成一直線 179.in no time 立刻180.in one's fifties 在某人五十多歲時 181.in one's opinion 根據某人看法 182.in order 按順序 in order to 為了

in other words 換句話說 183.in return 作為回報 184.in surprise 驚奇地 in public 當眾；公開 in surprise 吃驚；驚訝 185.in the end 最后;終于 186.in the future 在將來

187.in the middle of 在……中間

188.in the years to come 在即將來臨的幾年里

189.in this way 這樣 190.in time 及時

instead of 代替；而不是 191.in trouble 處于困境中 192.instead of 代替;而不是 193.join in 參加;加入 194.just a minute 等一下 195.just now 現在;剛才

196.keep doing sth.繼續做某事 197.keep fit 保持健康

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

199.keep in touch(with)(與……)保持聯系 200.keep off 阻擋;不讓……接近201.keep quiet 保持安靜

202.keep sb.busy 讓某人忙個不停 203.knock over 撞倒;撞翻 204.later on 過后;后來 205.laugh at 嘲笑

206.lay the table(飯前)擺好餐具 207.learn…from 向……學習

208.leave(secondary)school(中學)畢業 209.leave a message 留個口信 210.leave for 動身去

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

213.line up 整隊;排成行 214.listen to 聽……(講話)215.live on 靠……為生 216.look after 照料;照顧

look down upon 看不起；輕視 217.look at 看;觀看 218.look for 尋找

219.look forward to+V-ing 期待著 220.look like 看上去象;顯得 221.look out of 從……朝外看 222.look up 查尋;抬頭看 223.lose one's way 迷路 224.lose weight 減肥

225.make a face做鬼臉；做苦臉 make a film 拍電影 226.make a fire 生火 227.make a living 謀生

228.make a mistake 出差錯;犯錯誤 229.make a noise 弄出聲

230.make friends with 與……交朋友 231.make fun of 拿…...開玩笑 232.make money 掙錢;賺錢

233.make the/one's bed 整理床鋪 234.make out 辨認出

235.make progress 取得進步 236.make up one's mind 下決心

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 緊挨著;緊靠著

240.no longer / not …any more/longer 不再 241.not…at all ”(用來加強語氣)一點也不,根本不“

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

244.of one's own 屬于某人自己的 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 在某人一邊 249.on show 在展出

250.on the other hand 另一方面 251.on the phone 在聽電話 252.on the right 在右邊

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

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 從前；很久以前 one after another ”一個接一個,連續地“ 260.one another 互相

261.operate on sb.為某人動手術 262.out of 從……里出來;缺乏 263.out of work 失業 out of date 過時

264.over and over 再三;一遍又一遍 265.over there 在那邊 266.pass by 經過 pay for 付…...錢;買 267.pick out 挑選出 268.pick up 拾起

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

274.praise sb.for sth.為某事表揚某人 275.prefer…to(比起……來)更喜歡 276.prepare for 準備

277.protect…from 保護……免受

prevent …from…妨礙；防止；預防 278.pull down 推倒 279.put down 記下 put off 延期； 推遲

280.put on 穿;戴上;上演 281.put out 伸出;撲滅 282.put up 舉起;掛起 283.rely on 依靠

284.right now ”立刻,馬上" 285.ring up 打電話給…… run after 追捕;追蹤 286.run away 逃跑run out of 用完

287.save one's life 挽救某人生命

288.search for 搜尋;搜查 289.see…off 為……送行 290.sell out 售完

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

293.set off 動身；啟程；使爆發 294.set out 出發；開始 295.show off 炫耀 296.so far 到目前為止

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

300.spend …on在……花錢 301.stand for 代表

302.stop doing sth.停止做某事（不再做……）

303.stop to do sth.停下來做某事（開始做……）

304.such as 例如 305.take away 拿走

306.take it easy 別著急；別緊張 307.take off 脫下；起飛

308.take one’s time 從容；別緊張 309.take out 取出 310.take place 發生

311.talk about 談論；議論

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 前幾天；某日 316.think about 考慮（是否去做）317.think of 想起；考慮；認為；看法 318.thousands of 成千上萬；幾千 319.throw away 扔掉

320.too…to… 太……以至于不…… 321.try on 試穿；試試看 322.try out 試驗

323.turn down 關小；調低

324.turn off 關掉（水、電視、收音機等）325.turn on 打開（水、電視、收音機等）326.turn over 翻動；梨翻（土地）

327.turn up 到達；來到；開大（聲音等）328.up and down 上下，來回

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

332.work out 算出，解決 333.worry about 擔心，煩惱 334.write down 寫下，記下 335.write to 寫信給……

第五篇：外研版初一英語說課稿（最終版）

Moduel 9 Unit 1 說課稿

《英語》（新標準）教材主要特點：

1.遵循以人為本的教育理念，以學習者的年齡和認知能力為基礎，全面培養學生的綜合運用能力，寓素質教育于英語教學之中。

2.‖題材-功能-結構-任務‖編寫原則，符合中國學生英語學習的規律。

3.從多方面強化語言技能的訓練，特別關注學生學習策略的培養，結合每一個模塊的主題，對學生進行文化意識方面的滲透。

4.注重題材和功能的多樣化，課文語言地道鮮活，難度適中，突出體現初中學生的年齡與興趣特點。

Does the tiger eat meat? 教材內容分析

1.本模塊以―動物‖為話題，介紹了世界各地的動物和他們的棲息地、習性。通過 ―聽北京動物園之行和閱讀世界各地的動物介紹‖展開語言實踐活動，使學生能夠達到簡單談論自己喜愛的動物的目標。2.本模塊的語法重點是在第8模塊學習一般現在時陳述句的基礎上，繼續學習一般現在時第三人稱單數作主語的一般疑問句形式及其回答。

3.本單元要求學生掌握和理解有關動物等詞匯。

4.在聽力和閱讀學習過程中培養學生獲取細節信息的學習策略。

學情分析 通過小學的學習，有的學生可能已熟悉部分表示動物的英語名稱。本模塊則是在進一步學習有關動物名稱的基礎上，引入到談論自己最喜愛的動物以及它的居住地、生活習性等的話題上，這是學生很熟悉、很感興趣的話題。

備課中，問題與任務的設計力求貼近學生生活，以調動學生的學習積極性和主動性，激發學生的學習興趣，培養學生的綜合能力。

課型：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 教學重點 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

教學難點

To help the students to master the Yes-No questions and the words well.教學流程

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

Step 1 warming up 本單元是詞匯與聽說課，因此，在課程的伊始，安排一個brainstorming的詞匯活動。目的讓學生復習已有的詞匯，添加新的詞匯，同時自然的將學生的思維引入本課將要學習的內容上來，并為下一環節的學習作鋪墊。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 為幫助學生理解聽力材料，增加上了一個熱身活動，其作用在于激活學生的背景知識。通過回答與聽力材料有關的問題，讓學生大致了解聽力材料，本環節分為二步。第一步為略聽，要求學生回答熱身問題。第二步為精聽，聽后學生將完成動物和產地的連線.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: 主單三人稱 + V 單三式

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

Does + 主單三人稱 + 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 根據漢語提示完成句子： 1.歡迎到我們的農場。

_____________ our farm.2.我們農場有兩千只動物。

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

-_____ the tiger _____________?

-Yes, ___________.4.北極熊來自北極。他們不吃草。

The polar bear __________ the Arctic，and it____________ grass.5.熊貓喜歡吃竹子嗎？

____ 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